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Videoconferencing and Presentation Support for Synchronous Distance Learning

Introduce myself, introduce collaborators Talk about systems to support synchronous distance learning, But more importantly the research informed the design of the Systems and provided lessons for supporting these types Of courses.

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Videoconferencing and Presentation Support for Synchronous Distance Learning

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  1. Introduce myself, introduce collaborators Talk about systems to support synchronous distance learning, But more importantly the research informed the design of the Systems and provided lessons for supporting these types Of courses. Videoconferencing and Presentation Support for Synchronous Distance Learning Richard Anderson1,Jay Beavers2, Tammy VanDeGrift1, and Fred Videon1 University of Washington, Seattle, WA1 Microsoft Research, Redmond, WA2

  2. Research Study Framework Talk about chronology of project Goals: 1. Utilize Internet-based conferencing system 2. Study existing challenges 3. Compare experiences with two systems Research Studies  Data Collection: Surveys, Interviews, Observation Notes (~200 pages) Au 01 Wi 02 Sp 02 Au 02 Wi 03 Sp 03 Much of this talk focuses on Challenges, deployment, and Lessons learned from the Deployment. Deployment Challenges [ISDN system, SmartBoard] Frontiers in Education, 2003 SmartBoard challenges, short latency

  3. Classroom Presenter – for flexible presentations Integration of handwriting with prepared slides Separate and integrated whiteboard Tablet PC for pen-style input ConferenceXP – for high quality audio/video transmission Multicast technology to support multiple sites Internet-based Goal: ease of deployment, ease of use Addressing Existing Challenges Not ISDN System I am using now Demo each component as I talk about them. Frontiers in Education, 2003

  4. Course Setting Masters-level database course ~30 local students ~20 remote students One instructor at local site Physical Setting Local site –conference room Screens with video of remote site and computer display Remote site – lecture theater Screens with video of instructor and computer display Cultural Setting Instructor encouraged interaction Local site: 453 voiced comments/questions Remote site: 28 voiced comments/questions Many remote students had taken a distance course previously Classroom Deployment Physical space turned out to be quite important Frontiers in Education, 2003

  5. Scenario: Technical interruptions occurred during 7 of 9 sessions, with most outages lasting 1 – 3 minutes. • Overall effect: • Difficult to plan for interaction when technology reliability is unpredictable Lesson: Technical interruptions had consequences for both sites. Connection percentage quite high, but had consequences for Instructor’s interest in getting remote students involved. Frontiers in Education, 2003

  6. Scenario: Remote site room too large – students scattered and outside camera view • Overall effect: • Appearance of absent students at remote site • Students had to vocally interrupt instructor Lesson: Technology and physical space created a `distant’ feeling. Go to next slide Frontiers in Education, 2003

  7. Seating Seating Seating Remote Room Configuration slides video Screen 1 Screen 2 Frontiers in Education, 2003

  8. Scenario: Instructor wrote on slides and drew diagrams for students • Overall effect: • Helpful for all students to correlate slide information and speech • Helpful for instructor to display extemporaneous information Lesson: Presentation system gave instructor flexibility while teaching. Definitely a positive in terms of learning and student satisfaction Frontiers in Education, 2003

  9. Current Work • Full year of successful deployments with ConferenceXP and Classroom Presenter, fewer technological distractions and better classroom configurations Frontiers in Education, 2003

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  12. Classroom Presenter Use • Positive comments and repeat use by instructors • Student surveys • Student comparison vs. PowerPoint N ~ 500 Frontiers in Education, 2003

  13. Inking Study • Careful study of recorded lectures to look at instructor’s use of digital ink • Main result • A substantial amount of ink is ephemeral Frontiers in Education, 2003

  14. Conclusions • Success of synchronous distance learning affected by technology, learning culture, and physical space • Iterative research approach helped us understand challenges and build systems with target features Frontiers in Education, 2003

  15. Acknowledgments • The instructors and students who participated in our studies and provided valuable feedback For More Information: Classroom Presenter [flexible presentations]: http://www.cs.washington.edu/education/dl/presenter/ ConferenceXP [connecting learning sites]: http://www.conferencexp.net/community/ Frontiers in Education, 2003

  16. Questions for me? • Questions for Discussion • Ingredients for successful synchronous distance education? [From instructor’s perspective, student’s perspective] • Given a traditional classroom activity, how might we support this activity in distance education? [group work – in-class and out-of-class, student presentations, peer review activities, etc.] Frontiers in Education, 2003

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