Polycom User Group 2002 Annual Conference Yacht Club Resort August 24 - 28

1
Beat the Winter Blues While Jazzing Up
Professional Development
Cool Bytes - Jazz NightsACE/NETC 2003Sunday,
June 15,2003
Ellen Varley, AGNR Distance Learning
Specialist Brad Paleg, AGNR Distance Learning
Specialist http//www.agnr.umd.edu/cit/dl/
2
Session Agenda

• Describe H.323 videoconferencing
• Components required
• Utilization opportunities
• Our story
• Use of H.323 in AGNR
• Barriers to effective videoconferenced-based
  professional development
• Strategies for effective videoconference-based
  teaching and learning
• Resources

3
Videoconferencing What Is It?

• Video conferencing in its most basic form is the
  transmission of image (video) and speech (audio)
  back and forth between two or more physically
  separate locations.
• Video Conferencing Cookbook.
• http//www.videnet.gatech.edu/cookbook/

4
H.323 Its Not a Disease

• Standard for interoperability
• Audio, video and data transmissions
• Internet phone
• Voice-over-IP (VoIP)
• Enables videoconferencing without usage fees
• But does not have QOS (quality of service)

5
Videoconferencing Components

• Cameras to capture and send video
• Video displays to display video received
• Microphones to capture and send audio
• Speakers to play audio received

6
Two Additional Requirements

• Codec - "compressor/de-compressor - makes the
  audio/video data "small enough" to be practical
  for sending over expensive network connections.
• takes analog signals,
• compresses and digitizes them,
• and transmits the signals over digital phone
  lines.
• The supporting system and the network connection

7
Polycom

• Polycom is the market leader in endpoint voice
  and video communications.
• AGNR has been a user of Polycom equipment for
  four years.
• University System of Maryland standardized on
  H.323 videoconferencing using Polycom
  videoconferencing equipment in August 2002.

8
Polycom Units

• Large conference room units
• ViewStation FX and the VS 4000
• Medium conference room units
• ViewStation MP
• Personal units
• ViaVideo

9
Show Me The Money

• Medium / Large Room Systems
• ViewStation FX - 8,000 10,000
• Small Room Systems
• ViewStation H.323 - 4,000 - 6,000
• Desktop Systems
• ViaVideo - 400

10
Point-to-point Conferences

• Point-to-point A videoconference that connects
  two locations.
• Each site sees and hears the other sites at all
  times

11
Multipoint Conferences

• Point-to-multipoint A videoconference that
  connects to more than two sites through the use
  of a multi-point control unit, or MCU.
• Participants at all sites can hear one another at
  all times and see the site that is currently
  speaking.
• Voice activated switching

12
But Its Much More Than Video

• Computer presentations
• Other media
• CD, DVD, video
• ELMO visual presenter (hardcopies, photos)
• Audioconferencing

13
Various Uses

• Presentations
• Virtual meetings
• Videoconference-based learning
• Just-In-Time events
• Recruitment/search committees
• Project coordination

14
Visual Collaboration

• Meetings Meetings, presentations,
  training
• Work alone Teaming, local and remote
• On-site training Distance learning, online
  training
• Save Money Be more productive
• Reliable connections Managed network services
• Videoconferencing Visual collaboration

Visual Collaboration Andrew W. Davis Wainhouse
Research June 1999
15
A Little About Our World

• We are employed as Distance Learning Specialists
  at the University of Marylands College of
  Agriculture and Natural Resources.
• The College of Agriculture and Natural Resources
  (AGNR) has a three prong mission achieved through
  academics, applied research, and outreach.
• AGNR locations include 24 Extension offices and
  11 centers that provide resources for research
  and educational programming.

16
New Charge

• Provide distance learning and information
  technology professional development
• Reach faculty and staff at multiple locations
• Model effective teaching and learning strategies

17
Input from Potential Learners

• Professional Development Needs Assessment Survey
• quantify desired learning opportunities
• identify logistics
• determine learner preferences

18
Input from Instructors

• Shared survey results
• Sought qualified and interested instructors
• Collaboratively developed course content and
  overall curriculum of series

19
Why H.323 is Selected

• Learners did not want to travel
• Limited budget
• Leveling the playing field
• Modeling an emerging technology suitable for
  teaching and learning
• Desire for a technology that closely replicates
  the face-to-face classroom model

20
AGNR Videoconferencing Facilities
Washington County CES
Wye

• Gudelsky Center
• UMD Plant Sciences Building
• UMD, Symons Hall

Salisbury Facility (LESREC)
UMES, Henson Center
21
Statistics
22
Statistics
23
Statistics
24
Prof. Development Series Calendar
25
Barriers to Effective Videoconference-based
Professional Development

• Lack of
• Technical support
• Technical infrastructure
• Technical expertise/ staff training
• Marketing and sustaining the program
• Organizational support

Cho and Berge, 2002
26
Barriers to Effective Videoconference-based
Professional Development

• Lack of
• Planning and delivering courses
• Evaluation of courses
• Learner interaction and communication
• Student support
• Incentives for instructors

Cho and Berge, 2002
27
Strategies

• Develop a learning community
• Ensure time for interaction
• Know thy learner
• Design for active and effective learning
• Avoid the lone ranger syndrome
• Level the playing field
• Prepare for worst case scenario
• Plan for robust evaluation

28
The Sweet Spot
29
Develop a Learning Community

• Use an online registration system that identifies
  class participants.
• Share the responsibility of active learning
• Pre-assignments
• Predefined expectations
• Learner-learner interaction
• Consider an icebreaking activity
• Have learners introduce themselves
• Encourage learners to engage in discussions.

30
Online Registration System
31
Online Registration System
32
Online Registration System
33
Design for Active and Effective Learning

• Learner-centered approach
• Understand needs and goals of the learners
• Encourage collaborative learning
• Choose appropriate instructional strategies
• Measurable performance objectives
• Clearly state desired learning outcomes
• Plan assessment that matches defined objectives
• Relevant content
• Requested by the learners
• Consider local learning environment

34
Ensure Time For Interaction

• Videoconferences should be run as seminars rather
  than lectures
• Allot time for learners to ask questions of the
  instructor and to discuss the subject matter with
  their peers
• Plan collaborative activities

35
Know Thy Learner

• Analysis, analysis, analysis
• Are they MOTIVATED? If so, what are their
  motivations?
• Can you describe the targeted learner?
• Have they participated in a videoconference? If
  so, what were their experiences?
• Is videoconferencing the most effective way to
  reach your learners?

36
Three Key Questions!

• What do I want the learners to be able to do?
• How will I know if they can do it?
• How can I tell when they are doing it right?
• provide criteria for assessment
• request feedback throughout class

37
Avoid the Lone Ranger Syndrome

• Instructors
• Instructional designers
• Technology support
• Facilitators
• Project managers
• Web developers
• Marketing Specialists

38
Level the Playing Field

• Needs of all College faculty and staff considered
  equally
• Distribute materials (handouts, web-based, URLs)
  in advance
• Equitable access to technologies and materials
• Planned activities that engage the remote and
  local learners

39
Prepare for Worst Case Scenario

• Provide contact information for technical
  support.
• Have a phone at each location.
• Designate a remote facilitator.
• Develop a contingency plan for the remote site(s)
  and share it with the remote facilitator.
• You might, for example, have a discussion topic
  or activity that supports the videoconference
  outcomes.

40
Prepare for Worst Case Scenario

• Share telephone numbers with your remote
  facilitator and troubleshooters.
• Establish your connection 15-30 minutes prior to
  the meeting time. Most technical problems are
  observable when establishing a connection.
• If you have never connected with your remote site
  plan a "dry run" a week or so ahead of time.

41
Plan for Formative and Summative Evaluation

• Instructor
• Informal feedback contributed to redesign
• Learner
• Formal summative evaluation led to
• Additional courses
• Modifications in instruction
• Online course resources

42
Online Evaluation System
43
Sound Videoconferencing Practices
Tech Support
Tech Support
Learners
Project Management
Network Infrastructure
Technology
Evaluation
Instructional Systems Development
Realistic Expectations
Instructor(s)
Contingency Plan
44
Videoconferencing Resources

• University of Maryland AGNR videoconferencing
  information
• http//www.agnr.umd.edu/cit/dl/, click on
  Videoconferencing
• Video Conferencing Cookbook.
• http//www.videnet.gatech.edu/cookbook/
• Distance Education at a Glance Guide 10
• http//www.uidaho.edu/evo/dist10.html
• Videoconferencing for Learning
• http//www.kn.pacbell.com/wired/vidconf/

45
AGNR Professional Development Resources

• AGNR Training Website
• http//www.agnr.umd.edu/training/
• Scroll down to Distance Learning Professional
  Development Series
• Click on titles for class description
• Professional Development Resources
• http//www.agnr.umd.edu/CIT/DL/
• Click on link in left frame
• Online Evaluation
• http//www.agnr.umd.edu/CIT/DL/
• Click on link in left frame

46
Barriers to Effective Videoconference-based
Professional Development

• Adapted from
• Kim Cho and Zane L. Berge, 2002
• Overcoming Barriers to Distance Training and
  Education. USDLA Journal (16)1
• http//www.usdla.org/html/journal/JAN02_Issue/arti
  cle01.html

47
Questions ?????Comments !!!!!!!Discussion
.
48
Contact Information

• Ellen Varley
• Distance Learning Specialist
• College of Agriculture Natural Resources
• University of Maryland
• 0122 Symons Hall
• College Park, MD 20742
• E-mail evarley_at_umd.edu
• Telephone [phone]

• Brad Paleg
• Distance Learning Specialist
• College of Agriculture Natural Resources
• University of Maryland
• 0126 Symons Hall
• College Park, MD 20742
• E-mail bpaleg_at_umd.edu
• Telephone [phone]
• H.323 128.8.90.221