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Good practice guide to Interactive video-teaching (IVT)Strategies for academic staff

Interactive video-teaching (IVT) is a live two-way video and audio telecommunications

connection between two sites (point-to-point), or between multiple sites (multi-point),which allows real-time teaching/learning interaction between lecturer and students. It is

used at CSU to deliver classes between campuses at Bathurst, Dubbo, Orange, Thurgoona

and Wagga Wagga.

Using IVT as a medium for teaching does not require a lecturer to become an expert in

technology use. It will mean, however, that you acquire a basic understanding about

instructional delivery issues in IVT in order for your teaching to be effective.

The challenges of interactive video-teaching

Interactive video-teaching is a different kind of teaching to that used in a face-to-face,classroom-based approach, and requires consideration of the following:

It is hard to judge the classroom atmosphere at the distant site as non-verbal cues,

which are important for effective communication, are difficult to distinguish in the

video image.

The use of a pure lecture style means that students run the risk of becoming passive

recipients of a video image, as in television viewing. Resist the temptation to just

transmit facts.

Careful planning of teaching sessions, materials, and technology usage should

proactively engage the students. There should be a balance between lecturer and students interaction, and student

engagement with teaching and learning resources.

Teaching strategies for effective interactive video-teaching

Effective interactive video-teaching implies a need for different presentation methods and

the re-structuring of materials to be adapted to IVT.

Teaching strategies include:

Establish classroom etiquette and protocols e.g. students to remain in camera range; Track who is participating;

Check regularly for comprehension;

Ensure that lesson material incorporates a range of learning activities to encourage

interaction e.g. group discussion and feedback; questions that encourage students tocollaborate on answers;

Use a variety of presentational techniques to break up a session e.g. short case study

presentations by students; interviews; panel discussions;

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Provide visual information that supplements and enhances verbal content to aid

understanding e.g. incomplete graphs, models and worksheets that students complete

in sessions;

Make appropriate use of a range of delivery modes such as document camera,

PowerPoint slides, overhead, whiteboard, etc;

Integrate IVT with other educational media, such as online resources, textbooks, andprint material;

Organise an outside guest speaker to be the subject expert during a timetabled IVT

session.

Experiences of CSU lecturers

The following teaching tips have come from the IVT experience of CSU lecturers:

learn to use the technology early. Attend the IVT training workshops provided by

DIT and CELT. Have a practice run. Use the equipment so you can see a presentationas students see it;

confirm audio and visual connection at the start of each session;

establish etiquette and protocols in the first session;

establish and publicise your consultation hours for students to make email and phone

contact;

plan a visit to your far-end students early in a semester to get to know the students

and their perspective of IVT;

ask for feedback from students;

make notes available as a backup (but not a substitute);

include a break time in longer sessions; encourage regular access to online forums;

have alternative means of providing materials in case of technical difficulties;

follow up IVT sessions with e-tutorials or forum discussions.

Further resources on IVT

The Pacific Bell Web site has a great deal of information on the topic of instructionalstrategies, which you will find invaluable in preparing to teach with IVT.

http://www.kn.pacbell.com/wired/vidconf/instruct.html

http://www.kn.pacbell.com/wired/vidconf/instruct.htmlhttp://www.kn.pacbell.com/wired/vidconf/instruct.html