IVC Course Adaptation

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IVC Course Adaptation

• MODULE 5DELIVERING and EVALUATING AN IVC COURSE

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• Module 5 Outline
• Module 5 Learning Objectives
• IVC Course Delivery Equipment Considerations
• IVC Body Language Considerations
• Speaking Tips
• Lesson Delivery
• Presentation Structure and Presentation
  Considerations
• Use Variety
• Monitor, Assess and Evaluate
• IVC Teaching Checklist
• Evaluating an IVC Session, an IVC Student, an IVC
  Instructor and an IVC Course

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• I. Learning Objectives for Module 5
  Delivering and Evaluating an IVC Course are the
  following
• Identify IVC equipment considerations when
  delivering IVC instruction
• Describe the type of body language that will
  maximize the effectiveness of an IVC presentation
• Identify what to avoid when presenting in an IVC
• Identify optimal IVC speaking styles and
  techniques
• Describe effective lesson plan delivery
  strategies
• Identify optimal IVC presentation structures
• Describe how to use variety to keep IVC students
  engaged

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• I. Learning Objectives for Module 5
  Delivering and Evaluating an IVC Course are the
  following
• Identify how to monitor, assess and evaluate an
  IVC class session
• List the components of an IVC teaching checklist
• Describe assessment activities to be implemented
  before, during and after an IVC course session
• List the recommendations for organizing IVC
  course materials
• Identify the methodologies for evaluating an IVC
  class session on an on-going basis

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• The effectiveness of IVC instructors at
  delivering IVC course content depends on whether
  or not they are able to generate an interactive
  learning environment.
• This module is designed to give instructors tips
  on delivering presentations, keeping students
  active and involved, and evaluating the
  effectiveness of IVC instruction.
• For additional information on how to effectively
  deliver and evaluate an IVC class, go
  tohttp//irt.austincc.edu/ivc/design/lessondeliv
  ery.htm

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• There are many important techniques an instructor
  can implement to maximize IVC course delivery
  effectiveness. Some of the factors to keep in
  mind when teaching in an IVC are the following
• equipment considerations
• body language
• speaking and delivery tips

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• II. IVC Course Delivery Equipment Considerations
• When delivering a lesson in an IVC, the
  instructor is basically teaching in a small TV
  studio. Because of equipment found in an IVC, and
  instructor needs to take the following items into
  consideration.
• Eye Contact - Instructor Camera Make eye contact
  with the instructor camera and not the monitor at
  the back of the room. If you look at the monitor,
  you will appear to the remote site students to be
  looking "off to the side". Treat the instructor
  camera as if it were another student and look
  straight at it when addressing the remote site
  (s).

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• IVC Course Delivery Equipment Considerations
• Focus on the Students and Not Whats on the
  MonitorGlance at the console monitors to make
  sure the visual you intend to send to the remote
  site is the correct image. Spend the rest of the
  time focusing on your students both at the local
  and remote site (s)
• Switch Room Cameras oftenBe sure to change the
  room cameras often (i.e. Instructor, Student,
  Document, Desktop Computer, etc.)

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• II. IVC Course Delivery Equipment Considerations
  (Cont.)
• Switch IVC Room Cameras oftenUsing the AMX Panel
  or Penpal Controller to switch between you, the
  students, the document stand camera, VCR, DVD,
  and PC applications takes practice. As the
  semester goes on, switching becomes second
  nature.
• Vary the ImageVary what the student sees on the
  screen. A talking head on the screen gets
  tiring. Dont leave a PowerPoint slide on the
  screen for material presented fifteen minutes
  earlier. Vary what the students see with an
  assortment of instructional visuals a PowerPoint
  presentation, materials for the document stand
  camera, videotape, or the students at the
  instructor site.Tip Switch to your visual a few
  seconds before talking about it. It gives
  students a chance to "digest" the information
  before you talk about it.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• II. IVC Course Delivery Equipment Considerations
  (Cont.)
• Audio DelayLet your students know two-way
  compressed video systems usually exhibit a slight
  audio delay. As an instructor, double your usual
  wait time after asking a question or soliciting
  comments. Also bring students into each
  interaction by repeating questions and answers a
  student makes, ensuring that the other sites can
  hear.
• Framing Camera ShotsThere are natural camera cut
  off points on the body. For example a head shot
  should include a part of the shoulders. The waist
  is a natural cut off point for a medium shot of a
  person on camera. Framing the shot at unnatural
  points causes some "tension" to the viewers.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• II. IVC Course Delivery Equipment Considerations
  (Cont.)
• Up Front and CenterIf the class is small,
  require that all students sit up front and within
  camera view. This facilitates students at all
  sites to get to know each other and greatly
  improves interaction between sites. This will
  also be very important to establish a sense of
  connection with all your students.
• Move and Gesture Slowly and SmoothlyCompressed
  video cannot transmit rapid movements without
  some loss of picture quality, so move in a fluid,
  non-distracting way. Gesture and move normally,
  but avoid swaying, rocking, or pacing. If you
  like to walk, ago ahead, but know the camera
  range parameters.
• Encourage Students to Use Push-to-Talk
  MicrophonesIts easy to interact with the local
  students and forget the students at the remote
  site (s). Make a concerted effort to ask
  students at the remote locations questions or to
  solicit comments. However, in order for students
  at all sites to hear each other, remind them to
  engage the Push-to-Talk microphone.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• III. IVC Body Language Considerations
• Non Verbal Communication
• Eye ContactAs mentioned earlier, make contact
  with the students at the remote site by looking
  directly into the instructor camera at the back
  of the room. Divide your eye contact between the
  students at your location and the students at the
  remote sites. Make the students at the remote
  site feel that they are part of the class.
• Facial ExpressionsThe face provides many visual
  cues. Try to avoid wide angle shots where all
  facial expressions are reduced or eliminated.
  Use a "tight" shot to make sure the students at
  the remote site (s) can read your facial
  expressions.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• III. IVC Body Language Considerations (Cont.)
• Non Verbal Communication
• PostureStand straight. Due to IVC technology,
  the camera accentuates if you slouch. If you
  stand behind the IVC lectern use it to hold your
  notes or presentation materials, do not use it to
  "prop" yourself up.
• GesturingPay attention to your hands and arms.
  Are they stiff and at your side? Do your hands
  say something and your voice something else? Or
  are they used to punctuate your lesson or get a
  point across?When addressing students at the
  remote site, extend your arm towards the camera
  as if motioning to someone in the room.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• III. IVC Body Language Considerations (Cont.)
• Non Verbal Communication
• Be EnthusiasticIf you are enthusiastic about the
  course, your students will be too. Because you
  are viewed on a TV monitor, eye contact, facial
  expressions, posture and grooming, along with
  your voice will convey your level of enthusiasm.
• Due to the logistics of an IVC class, enthusiasm
  is even more important on the first day. Students
  may feel uneasy knowing the instructor wont be
  in class however, your enthusiasm may go a long
  way to ease those fears.
• Mannerisms and Nervous HabitsPeople sometimes
  have mannerisms or nervous habits that they
  aren't aware of until someone notices and points
  them out. With IVC, these habits become more
  noticeable, since the students focus on the TV
  monitor where any unnecessary movement or
  mannerisms are rather obvious.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• III. IVC Body Language Considerations (Cont.)
• Non Verbal Communication Things to avoid when
  teaching in an IVC.
• Playing with jewelry
• Licking or biting your lips
• Constantly adjusting your glasses
• Keeping both hands in pant pockets
• Popping the top of a pen
• Playing with facial hair
• Twirling your hair
• Jingling change in your pocket
• Leaning on anything for support
• Using too many gestures

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• IV. Speaking Tips
• Verbal Communication
• Instructors are delivering their course
  materials not only to a local site but also to a
  remote site as well. It is very important that
  the instructor's voice be clearly heard and
  understood at the remote site. Listed below are
  speaking and delivery tips for instructors
• Dont talk to the monitors located on the
  Instructors console. This results in the remote
  site students only seeing the "top of the head."
• Make sure everyone in the room can hear you.
  Project your voice to the back of the room. Dont
  make your students strain to hear you speak.
• Face the audience. Avoid turning your back to the
  them.
• Pay attention to your pitch, volume and
  articulation, tempo and pacing.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• IV. Speaking Tips (Cont.)
• Verbal Communication
• Avoid speaking in a monotone voice.
• Avoid "ah" "um" "and" "huh." They distract the
  students from the presentation and make it seem
  that you are unprepared.
• Change the speed of speaking to emphasize
  content.
• Alternate the pace of your voice. Speaking at
  different rates for short periods of time can add
  dynamic flow and energy to speech patterns.
• At important key points, slow down. This verbally
  emphasizes what is being said is important.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• IV. Speaking Tips (Cont.)
• Verbal Communication
• Use pauses for emphasis within statements
• Silence is an exclamation point. Add emphasis and
  importance to key points of a presentation by
  extending a slight pause
• Dont read your presentation use it as an
  organizer for your class
• Allow enough time for the audience to read and
  grasp the information on the screen. Changing the
  information too quickly will lose the audience
• Use Progressive Disclosure. (i.e. obscure the
  information on the bottom to keep people from
  reading ahead

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• IV. Speaking Tips (Cont.)
• Verbal Communication
• Don't read from the screen - use the script, cue
  cards, or slide reductions as reminders of the
  points to be covered.
• Make sure the notes or comments correlate to the
  material on the screen.
• Use a pointer to call attention to a particular
  part of the transparency or slide.
• Use your lesson plans, organize your print based
  materials and graphics with your presentation.
  One suggestion is to number them in the upper
  right hand corner so if they get out of order,
  you can quickly arrange them in the proper order.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• V. Lesson Delivery
• When teaching in an IVC, it is important for an
  instructor to consider the delivery modes and
  methods for a lesson. Listed below are some items
  to consider before teaching an IVC class
• Class PreparationAn instructor cant come in to
  an Interactive Video Classroom at the last minute
  and expect that a lesson delivered "off the cuff"
  will work. Due to the technology and logistics,
  an IVC class requires advance preparation for
  both the content and visuals.
• After the preparation is complete, practice
  delivering the lesson using the equipment in the
  IVC. Tip Presentations tend to run 20-30
  longer in front of an audience than when
  practicing alone.
• Engage All StudentsConstantly monitor student
  reactions (or lack of) at all sites. Ask
  questions and solicit comments and questions from
  all sites. Make sure there is constant
  interaction between sites and between instructor
  and students.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• V. Lesson Delivery (Cont.)
• Switch Origination Sites Some instructors like
  to vary the IVC origination site. This keeps the
  students on their toes and keeps them from
  feeling that they are being "taken for granted."
  Also, it allows all students to actually interact
  in person with the instructor and feel more
  "part" of the class.
• Ask Questions and have Students provide
  Introductions Ice Breakers and Questions play
  an important role in effectively engaging
  students.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• VI. Presentation Structure and Considerations
• Due to the nature of Interactive Video, it is
  important to engage the students, especially the
  remote site students at the beginning of each
  class session. One effective way to do this is
  through questions posed by the instructor and
  introducing topics for discussion.
• At the beginning of each class, ask each site if
  there are any questions or comments about the
  previous class meeting. This is a good way to not
  only make sure the equipment at both sites is
  working but to also engage the students.
• Introduce the study unit at the beginning of the
  class. Let the students know what you are
  planning to cover during the session.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• VI. Presentation Structure and Considerations
  (Cont.)
• Other Items to Consider
• Some people use humor or an amusing anecdote to
  begin.
• Establish a question and answer time for the
  presentation and let the students know when their
  questions and comments will be taken.
• Solicit Responses from All students, especially
  at the Remote Site
• Develop a rapport with the students, especially
  the remote site.
• Ask students to answer questions specific to the
  content being covered.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• VI. Presentation Structure and Considerations
  (Cont.)
• At the End of the Class Period
• Provide closure to the presentation.
• Review whats been covered.
• Ask if there are any questions or comments about
  the materials thats been presented.
• Provide an insight as to what will happen at the
  next class meeting.
• Clarify any homework assignments.
• If there are any changes to your "office hours"
  let them know at this time.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• VII. Use Variety
• Vary what the students see (especially at the
  remote site)
• A general guideline to use when presenting in an
  IVC room, is to change what the students see on
  the monitor approximately every five minutes. The
  IVC classroom Local Source Control panel makes it
  very easy to switch room cameras and control the
  IVC room equipment.
• Changing views on the monitor becomes second
  nature to IVC instructors. There are a variety of
  ways to vary not only what is projected on the
  monitor but how it is projected.
• Talking for long periods of time when the camera
  is set on the desktop computer, or the document
  camera, can cause the students to check out.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• VII. Use Variety
• Vary what the students see (especially at the
  remote site)
• Use video tape, CD segments, or computer
  animation. However, these should not be used for
  long periods of time, unless they are outstanding
  tools for making a specific point. A ten-minute
  video can feel like an eternity to a remote site
  student. The instructor can pause a long video
  every once in a while and comment or have
  students comment on the content.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• VII. Use Variety (Cont.)
• Vary What Students Hear.
• Think about how sounds control a viewer's mood
  and attention on television. Sound makes an
  impact on the viewer. Again, reasonable variety
  is the goal in manipulating sound.
• Change your tone of voice.Let students perceive
  the relative importance of the information you
  are presenting by giving words greater or lesser
  emphasis. Depending on the type of information
  you are presenting, a whisper can sometimes catch
  a person's attention better than a scream.
• Change the rhythm of your presentation.Pause or
  rush through selected segments to catch the
  students' attention.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• VII. Use Variety (Cont.)
• Vary What Students Hear.
• Change the presenter - Have students from
  different sites speak.Teaching is often the best
  way to learn. Allow students to present short
  segments of information at appropriate times.
  Another technique is to have students visit the
  class at different sites. Short video taped or CD
  segments also help vary what students hear.
• Add unexpected sounds to a presentation.A clap,
  a bell, or musical note segments can provide
  excellent, and sometimes humorous, ways of making
  a point.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• VII. Use Variety (Cont.)
• Vary What Students Do.
• The IVC classroom is learner-centered, not
  teacher-centered. Students learn less from what
  the teacher does and far more from what the
  teacher has them do. Find ways to involve
  students. That means breaking up traditional
  lectures, if they are used at all, and
  encouraging student participation throughout the
  class.
• Ask questions and invite comments or
  opinions.Call on specific students in all sites.
  
• Divide students into pairs or groups.Various
  class groups may be given different aspects of a
  larger concept and be expected to teach their
  part to other participants.
• Assign different tasks to each of the
  classrooms.Students report their results.
  Challenge students to offer creative solutions to
  situations. It is important to have students
  interact among different sites even though the
  exercise may be difficult for them at first.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• VII. Use Variety (Cont.)
• Vary What Students Do.
• Interrupt presentations with short evaluative
  techniques. Peer graded exercises and quizzes
  can help students focus on important points.
• It is important to remember that no one activity
  should proceed for very long in the IVC without
  some modification. It is imperative that IVC
  instructors plan the management of an interactive
  class session before each class. Lesson plans
  need to include clear cues as to what techniques
  are going to be applied to introduce each new
  piece of information. The best guideline for
  planning classroom activities is to achieve
  balance throughout the presentation. A well
  delivered IVC lesson leaves the students
  encouraged about what they have learned, clear
  about what the instructor expects, and able to
  make clear associations between new and old
  concepts.
• More info on Adding Variety is available from the
  IVC web site.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• VIII. Monitor, Assess and Evaluate
• Constantly Monitor and Assess the IVC class.
• Maintain a constant awareness of how much
  students are participating. Because the
  instructor may not have visual contact with all
  students at all times, some students may get
  distracted and wander from the issue being
  addressed. The following techniques might help
  avoid extended distraction
• Constantly bring students at different sites into
  view.
• Have a five minute quiz at the end of class,
  requiring students to answer questions on one of
  the topics included in the objectives.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• VIII. Monitor, Assess and Evaluate
• Constantly Monitor and Assess the IVC class.
• Address students by name and direct questions at
  specific students.
• Give students time to respond to questions and
  avoid the tendency to rush through material. Let
  them know that you expect a thoughtful response
  to important issues.
• Provide fill-in-the-blanks handouts covering the
  main parts of the instruction.
• Implementing assessment techniques may require
  more class time than would "normally" be required
  to cover material The result is that students are
  required to take more responsibility for their
  own learning outside of class.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• VIII. Monitor, Assess and Evaluate (Cont.)
• Constantly Monitor and Assess the IVC class.
• Having emphasized the need for variety, visual
  and auditory stimulation, and the use of
  technology to enhance learning, the following
  points must be kept in mind when delivering and
  evaluating IVC sessions
• Unfocused use of visual and auditory stimulation
  can be very distracting. Keep your lesson
  objective in mind and make sure that your
  techniques are balanced and directed toward a
  specific goal.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• VIII. Monitor, Assess and Evaluate (Cont.)
• Constantly Monitor and Assess the IVC class.
• Pay attention to how you are perceived. The best
  way to find out how you are being seen is to work
  in a "buddy system" with one or more instructors.
  Plan to exchange short practice sessions with
  another IVC instructor and share comments about
  how well the message is being communicated. In
  the "buddy system," instructors exchange segments
  from two different sites in order to receive the
  full benefit of learning through distance
  technology. Later, they evaluate each other on
  the techniques presented above and discuss
  perceptions.
• IVC instructors must be willing to give and
  receive honest feedback and change their
  instructional delivery to accommodate an IVC
  delivered course.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• IX. IVC Teaching Checklist
• Beginning of the Semester
• An effective way to monitor and assess an IVC
  class is to use an IVC teaching checklist.
• DURING THE INITIAL CLASS MEETING at the BEGINNING
  OF THE SEMESTER, DO THE FOLLOWING
• Welcome the students to your course. Introduce
  yourself and the students at all of the sites.
• Have the students in each class introduce
  themselves and have them put a name tag on the
  desk in front of them.
• Distribute and go over your course syllabus. Ask
  if anything needs to be clarified.
• Give your students your office location, office
  hours, campus address, e-mail address and
  telephone number and any other ways that they can
  contact you. Let them know when you are available
  and your preferred means of contact.

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IVC Course AdaptationModule 5 DELIVERING and
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• IX. IVC Teaching Checklist
• Beginning of the Semester
• If students agree to provide contact information,
  develop and distribute a class directory.
• Discuss the procedure for making up lost class
  time due to "down time" on the system, absences
  due to illness, etc.
• Go over the technology (push-to-talk microphones,
  cameras, document stand camera) located in the
  room. Use the Student Orientation as a guide to
  familiarize the students with how the equipment
  works.
• Inform students how you expect them to interact
  with the equipment.
• Remind students that they are to participate
  actively in the class.
• Go over technology etiquette.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• IX. IVC Teaching Checklist (Cont.)
• Beginning of the Semester
• Let the students know that this is two-way video
  and not one way TV. Students at the other end can
  see what they are doing and in some instances
  hear what they are saying.
• Distribute the IVC 1st Day Handout.
• Stress that you will take time for interactions
  with local students and among students at remote
  site locations.
• Introduce the IVC facilitator if you have one and
  explain his or her responsibilities.
• The initial class session is very important. A
  successful first class session sets the tone for
  the semester and reduces student stress and
  dropout rates.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• IX. IVC Teaching Checklist (Cont.)
• During the Semester
• Interact with the students at all the sites.
• Address students at each site by name and
  acknowledge their contributions to class.
• Monitor the students attention spans as much as
  you lecture. Look for signs they are distracted.
• Work hard at personalizing instruction,
  particularly for the remote site students.
• Vary what the students see, hear, and do.
• Limit didactic presentations in which students
  simply watch you talk. Incorporate other media
  such as slides, overheads, videotapes, etc. to
  enhance instruction and vary the visual being
  presented.
• Incorporate variety into instruction to keep
  interest and motivation high. Explore alternative
  learning methods, such as group discussions,
  guest speakers, etc.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• IVC Teaching Checklist (Cont.)
• During the Semester
• Conduct periodic assessments and evaluations to
  assess and to ensure students at all locations
  are grasping the material being presented.
• Monitor the delivery of your presentation.
• Provide an introduction and review at the
  beginning of the class period.
• Ask questions and wait for answers at appropriate
  times from students at all sites.
• Solicit student comments and feedback from
  students at all sites.
• Provide smooth transitions between subject
  material.
• Deliver an effective closing at the end of the
  class and ask if anyone had questions from both
  sites.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• IX. IVC Teaching Checklist (Cont.)
• During of the Semester
• Give your students an insight on the next class
  meeting.
• Allow time for students to interact informally
  (chat time) as well as formally (discussion,
  debate, critiques).
• Acknowledge students when they ask questions and
  thank them for their interest and questions.
• Periodically ask if the technology is working
  properly at both sites.
• Can you hear me?
• Did you hear the student question all right?
• Do the visuals look okay?

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• IX. IVC Teaching Checklist (Cont.)
• Organizing Course Materials
• Sequence all visuals in the order presented
  during class.
• Call class roll, use name signs, or other
  techniques for several weeks until you are
  acquainted with your students.
• Involve students within first 5-minutes of class.
  A good way is to ask review questions about
  previously covered materials.
• Put a class agenda on the monitor to let students
  know what will occur that class period.

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IVC Course AdaptationModule 5 DELIVERING and
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• IX. IVC Teaching Checklist (Cont.)
• Organizing Course Materials
• Distribute instructional handouts for each class
  session.
• Pre-assign activities to get the students more
  involved.
• Incorporate short breaks in an activity to give
  students a chance to stretch and talk.
• Don't lecture more than 15 minutes at a time.
  Alternate lecture with activities, discussions,
  or some other learner-centered activity.
• Note body language of students, especially the
  remote students, and take time to query when
  students seem puzzled or disinterested.

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IVC Course AdaptationModule 5 DELIVERING and
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• X. Evaluating an IVC Session On an On-Going Basis
• After class, encourage students to come by during
  your office hours, call or use electronic mail to
  contact you. Make sure students know how quickly
  you will respond to their email, voice mail, etc.
  State this clearly in your syllabus and
  orientation materials.
• If time and room usage permits, use the classroom
  telephone to contact remote site students for
  private conversations.
• If the room is available before or after your
  class, check with the IVC Video Help Desk about
  having virtual office hours.
• Write down what you did that worked and didn't
  work for both the equipment and instructional
  materials.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• X. Evaluating an IVC Session On an On-Going Basis
  (Cont.)
• If the equipment didn't work, fill out an IVC
  Trouble Reporting form so the problem can be
  corrected.
• If the lesson worked better than expected, make a
  note of it for future reference.
• Seek student feedback
• If something in the lesson didn't work, make a
  note of it and ask the students next time what
  would help with the presentation.
• These notes will prove invaluable when you do a
  summative evaluation and revision to your course
  at the end of the semester.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• X. Evaluating an IVC Session on an On-Going Basis
  (Cont.)
• Did your Students "Get It"?The central question
  is "did the students learn?" Dont speak to your
  students at both sites, communicate with them.
  Create a dialogue with them to make sure they
  have learned and make them comfortable asking
  questions or making comments. Again, remember
  interactive and inclusion.
• Self Evaluation - "How did I do?"Suggestion All
  IVC's have a VHS VCR that can be used to video
  tape classroom presentations. Do a dry run of a
  presentation you will be delivering and video
  tape it. When finished, play it back to check
  your delivery of the material. Also check you
  graphics and see how they "will look" to students
  who are taking your class.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• X. Evaluating an IVC Student
• Assessments and Grading
• 1. Class Tests and QuizzesThroughout a course,
  an instructor will coordinate with facilitators
  the delivery of student assessments (i.e.
  quizzes, exams, exercises, activities, etc.).
  Facilitators will be required to implement and
  proctor these assessments at the remote site. An
  instructor needs to clearly define the assessment
  and evaluation policies and procedures for the
  course. An instructor also needs to coordinate
  submission of exams, make ups, etc. with his or
  her facilitator.
• 2. AttendanceIn addition to assessment
  instruments, another factor that will impact a
  students grade is attendance. Instructors need
  to communicate with their facilitator what the
  policies are regarding attendance, make ups, etc.
  An instructor also needs to coordinate with the
  facilitator, the taking of attendance at the
  remote location.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• X. Evaluating an IVC Instructor
• Each IVC class will have a Faculty evaluation at
  the completion of the course. Instructors need to
  coordinate with facilitators when and how these
  evaluations will be administered. Facilitators
  are generally responsible for administering IVC
  Course and Faculty Evaluations at the remote
  sites, as well as ensuring that the evaluations
  are returned to the appropriate departments.
• Once the evaluations are collected, they must be
  submitted to the campus managers office. The
  campus managers office then sends the
  evaluations to the Director of Faculty
  Evaluations.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• X. Evaluating an IVC Instructor
• Self Evaluations
• Self-evaluation is helpful to those who are new
  to teaching in an Interactive Video Classroom.
  Faculty can observed by IRT staff or fellow
  department faculty during selected presentations
  and receive feedback regarding the effectiveness
  of course delivery.
• Suggestions for improvement can also be solicited
  from students and other instructors who have
  experience teaching in an IVC. Instructors may
  also want to videotape their presentations before
  actually teaching the first class or during the
  semester to get immediate feedback on the
  performance. Technical support staff can also
  provide good feedback.
• Meetings between IVC instructors to discuss
  successes and problems encountered (i.e. Round
  Table discussion) in the classroom can also help
  in evaluating the IVC courses to see what works,
  what doesnt work, share experiences, and get new
  ideas.

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IVC Course AdaptationModule 5 DELIVERING and
EVALUATING AN IVC COURSE

• X. Evaluating an Entire IVC Course
• In addition to traditional ACC course
  evaluations, IVC instructors are asked to
  evaluate the IVC technology.
• At the end of each semester, Distance Learning
  would like the IVC instructor to take 5-10
  minutes of class time for the students at all
  sites to do an evaluation of the IVC environment.
  The purpose of this assessment is to improve the
  quality of instructional delivery via interactive
  video.
• To obtain an IVC Technology evaluation, contact
  Pam Ryan at 223-8027 or pryan_at_austincc.edu
• Coordinate this IVC Technology evaluation process
  with the Director of Distance Learning at
  223-8032.
• The primary objective for this is to verify that
  the IVC equipment adequately supports the
  courses learning objectives.

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IVC Course Adaptation Module 5 DELIVERING and
EVALUATING AN IVC COURSE

• Congratulations!!
• That concludes Module 5 DELIVERING and
  EVALUATING AN IVC COURSE.
• Take Quiz 5 and schedule a Hands-On session by
  contacting Jim Holzknecht at jholzkne_at_austincc.ed
  u or Michello Cano at mcano_at_austincc.edu. In
  order to receive full credit (6 Professional
  Development Credit Hours), you must complete the
  Hands-On portion of this workshop.