Implementation Skills

Appearance

Provided for you are a few helpful tips what clothing to wear that will look best on camera and project well to the other sites:

  • Wear clothing that is comfortable and allows freedom of movement.
  • Colors that tend to look best on camera are in the medium hues of blue, brown, gray.
  • Try to avoid wearing dark solid colors, extremely bright colors and clothing with large sections of white showing. Small vertical stripes and patterned fabric (herringbone) tend to distort the picture.
  • Be careful of reflections when choosing jewelry. Avoid noisy or bulky jewelry.
  • If possible, avoid tinted lenses in glasses.
  • Wear make-up that is appropriate for the traditional classroom. Avoid dark eyeliner colors, dark lipsticks and dark blusher. Clear red and salmon lipsticks look good on camera as does a moderate amount of blusher.

Audio - Instructor and Student Tips

Speak as you would in a traditional classroom. The microphone will carry your voice if you speak normally, it is not necessary to speak loud. Use a normal rate of speech when presenting. Do not race through your presentation, even though you have a set time. It is recommended that five minutes prior to the conclusion of the session, you wrap it up with any announcements or closing comments. The system will shut down promptly at the end of the allotted time for class.

Alter your tone or volume to emphasize major points just as you would in the traditional classroom. Set your protocol for questions. Have students introduce themselves prior to speaking. Example: "This is Brian from Williston. " "This is Kathy from Devils Lake."

Remind students to avoid shuffling of papers, covering of student microphones and side conversations. The microphones are very sensitive and pick up even the faintest noise. You may wish to have the mics muted at the other sites until you ask for questions. Determine your protocol and inform the classroom technicians how you wish to handle this.

Camera Projection

Know where the primary classroom camera is. Address the camera with both your eyes and your responses as if the camera is your student. A good tip for letting the students at both the host and receiving site think you are looking at them is to look between the top of the students' heads and the instructor camera. Speak to all of the participants in both the onsite classroom as well as the classroom at the remote site(s). Remember to not over focus on the remote site student(s). Students at both the host and remote sites are of equal importance.

Some video movements may appear somewhat jerky and be distracting to the student. Try to avoid swaying or pacing. If you are sitting, try not to rock back and forth or from side to side.

However, you also want to avoid the "talking head" syndrome of no movement at all.


Instructing Over IVN

General Information

  • Personalize the class to develop a rapport with distance students as well as onsite students. It is important to call participants by name. Create seating charts for each site and forward them to each site.
  • Begin and end on time. Prioritize topics.
  • To create a friendly atmosphere, begin each session with an informal discussion. Examples could include an issue waiting to be discussed or an informal roll call. Some instructors begin with a general question requiring response from each participant. This affords the participant the opportunity to become accustomed to the technology.
  • Be cognizant of issues related to confidentiality. Plan activities to engage the participants and to stimulate discussion and interaction, yet being sensitive to issues of confidentiality.
  • Be organized. Begin with a short overview of the session's agenda. This will assist students to become more organized and orientated to the session.
  • When responding to questions, address the individual by name and site. You may wish to repeat the question for the other sites. Take time to confirm with him/her that the question was answered satisfactorily.
  • Try to be aware of nonverbal cues. They may be a sign that a student does not understand the content, may not be hearing, or may be distracted due to outside interference.
  • Use real world examples and applications when possible. Adult learners have a wealth of experience to share. This too, will stimulate interaction. Use local examples and case studies where applicable, being aware of confidentiality issues.
  • Try to integrate other methods of classroom delivery into each session. Variety tends to keep interest levels higher and also encourages active listening. Alternate short segments of concentrated listening with other experiences (e.g., role play, small group activities, case studies, question/answer sessions).
  • Encourage student interaction, listen carefully, and acknowledge student contributions. Yet, avoid having one student dominate the classroom discussion.
  • Repeat and summarize main points, new words, concepts or phrases. This will assist the student in remembering main points. It also encourages seeking clarification where needed.
  • Provide students with print back up for handouts, outlines, etc. This can be located on their course management system. It gives them a permanent record of the lesson for later review.
  • Summarize the session at the end of each presentation. If you run out of time, forward a short summary letter to the students that bridges the session's important events. A ListServ created for the course can be of benefit, especially when the system ends before you do.
  • Begin each session with a review of the previous session and an agenda for the current session.
  • Remember we all have different learning styles. Some of us are visual learners, some auditory learners; some of us learn better independently, some learn more easily during group interaction.
  • Be sensitive to diversity and styles of communication. Avoid offensive statements. Students may also have different levels of language skill. Avoid jargon and integrate humor with discretion.
  • Arrange for out of class interaction by maintaining office hours. Establish telephone and/or e-mail office hours. Have students tag their e-mail so you can easily determine the content.
  • Hold virtual office hours using chat. This allows for timely feedback and can prevent students from wondering. Create chat rooms and a Listserv List as another avenue of connection for students. Encourage students to work together in a small group.
  • If your class was recorded, try to make the time to watch the tape. It is easy to miss an important point during the session as sessions tend to be focused as well as a period of interaction and concentrated listening.
  • Allow for break times especially if the class is longer than 90 minutes. You may want to ask the Classroom Technician to remind you of break time if you forget.
  • If at all possible, plan to deliver class from a distance site at least one time during the semester. Students appreciate the opportunity to have the instructor at his/her site. Both you and the student will benefit from the face-to-face contact. Finally, you will experience the distance site learning environment as well as meet the support people there. Let the distance site know ahead of time when you plant to visit them by informing that site coordinator and your own institution's site coordinator.
  • Let your personality come through. Be yourself. It is important to come across to the student as you would in a face-to-face interaction.

Suggestions to Enhance Interaction

Think of ways to enhance the interactive video method of classroom delivery. It is important as a faculty member to also be a risk taker. Be creative and innovative. Experiment with new teaching strategies for distance learning and practice!

Part of the challenge as an instructor is to motivate the distance learner, to find incentives for students to participate actively and maintain his/her interest in the delivery of the course material. Another challenge is to support the student in taking responsibility for his/her own learning.

It is best if you as the instructor can invite interaction and suggest approachability. Focus on the outcome of the interaction and not the delivery method.

Here's a list of approaches and ideas that may assist you as you connect with students in the IVN classroom:

  • Begin each session with a friendly "good morning", "good afternoon", "good evening" and end each session with a friendly "see you next time" or "good night", "have a nice day/week". Remember to smile. As simplistic as it sounds, it is a positive verbal cue.
  • Learn student's names as well as student's backgrounds and experiences.
  • Make and maintain eye contact with students.
  • Have students complete feedback/evaluations every two weeks when you first start.
  • Set up designated times for chat rooms. Create a question for discussion in the chat room.
  • Consider having students attend class in the IVN classroom every other session. Between sessions, alternate methods of distance education technologies - chat rooms, pre-recorded video sessions, face-to-face meetings, other online sessions, etc.
  • Set up groups at each location for project work.

The methods are as creative as your imagination. This is your course. The method of delivery may be somewhat unique to the traditional method of classroom delivery, however; do not be limited by the technology. Be inspired by it!

Questioning Strategies

A large amount of group interaction may occur as a result of using a variety of questioning strategies. Questions are the basis for interactivity and should be designed to stimulate interactivity between sites as well as the instructor and the student(s).

Some functions of questions:

  • They assist to organize thoughts and sequence learning.
  • Questions guide learning by emphasizing what is important as well as what is relevant.
  • They stimulate discussion centered around important points and concepts.
  • Questions provide clues as to how students will be assessed.
  • They provide students with the opportunity to integrate and synthesize prior learning experiences with current learning.
  • Appropriately phrased questions can provide an opportunity for students to explain and express values and attitudes.

Descriptions of question techniques:
(These are broad categories and some of the categories may overlap).

  • Trivia questions are designed to elicit bits of related and unrelated information.
  • Study questions accompany homework assignments and special projects or focus attention to significant events while observing videotapes/films/slide presentations/guest presenters.
  • Provocative questions frequently overstate, understate or express an extreme attitude or value and are designed to capture the student's attention immediately and provoke an immediate response.
  • Linking questions are used when you are trying to gather facts where the response from one question provides the stimulus to the next question(s). You are continually branching out. There does not tend to be any cause/effect relationship nor does there appear to be a conclusion to the question.
  • Probing questions are used when you believe in the possibility of a conclusion and probe backwards.
  • Hierarchical questions are a sequence of questions leading the students from seemingly unrelated responses to the application of a skill.
  • Value questions employ strategies that allow the student to explore what his/her values are and what might have influenced his/her value positions.

Suggestions for framing student questions:

  • Try to begin your first few classes with some probing questions either verbally or on a written handout for later discussion.
  • Use simple, direct wording, acknowledge the correct response and provide appropriate feedback.
  • It is best if you ask one question at a time providing reasonable time (7-10 seconds) for response. If the mics were muted, ask to have the mics unmated prior to asking the question.
  • If you use jargon or technical language, make sure students are familiar with it or offer clarification.
  • Plan questions ahead of time being aware of the cognitive process the question is intended to elicit.
  • Once the question is posed, provide an appropriate amount of time for a response. Silence can stimulate reflective thought processes, plus, response time on ITV tends to be longer than in the traditional classroom.
  • At times a student may appear inattentive. Asking a question of the student and then following with the response can re-focus the student. It is not meant to be a humiliating experience but rather a "helpful hint."
  • Do not glare, smirk or frown at an incorrect response. Be aware! ITV tends to exaggerate facial gestures. Rephrase the question, as your first question may not have been clearly phrased.
  • Avoid domination by one student. It may be necessary to solicit responses from other students by name. If one student does appear to be dominating the class interaction, discuss the issues with the student one-on-one either via the telephone or e-mail.
  • If you are not receiving questions from the distance site(s), address each site by name or have a student at each site designated as the spoke person for the site. Or, if you are not receiving responses to questions from students at the distance site(s) ask a student at each site if he/she would like to respond to the question.
  • It may be helpful to repeat or rephrase a question asked in class for clarity and so all students can hear the question.
  • Plan for occasional small group experiences -and small group projects at each site including everyone. Suggestions for managing a successful small group experience include having a recorder, reporter, timekeeper and student to keep the group on task in each group.
  • It is easy to over focus on the distance site(s), and in the same sense it is easy to forget the distance site(s) and over focus on the host site. Try to maintain a balance.
  • Be creative; straight lecture in the interactive video classroom is not conducive to learning and it does not stimulate interaction.

Points to consider for the instructor

Clearly the list is not exhaustive, but it is meant to provide you with some direction.

  • Converting your course for the interactive classroom takes time, plan accordingly.
  • Technology changes the classroom environment from traditional to one that is media enhanced.
  • As you re-think the delivery of your course, you may want to revise your course goals, objectives and outcomes.
  • Assessment and the evaluative component of your course may also need to be revisited. It will be necessary to have someone in the remote site classroom to proctor quizzes and examinations. The Classroom Technician can assist with this. Make arrangements with the Site Coordinator prior to the assessment date.
  • Will the resources be available at the remote site(s) for students to complete major assignments and research papers? This will be an important item to determine before hand.
  • Many distance students still travel to remote site locations; will group projects be manageable?
  • "Homework" may have to be re-defined. Would it be possible for students to create a portfolio instead or to maintain reflective journals?
  • Collecting assignments at the remote site(s) means the Site Coordinator will be forwarding the homework assignment to you via the mail. Be prepared for the possibility of mail lag time.
  • Having students forward materials to you via e-mail is a wonderful concept; make sure all students will have access to e-mail. Will e-mail access be a class requirement? Also be aware of the differing e-mail applications, challenges with formatting attachments, and you may find that there are seven different word processors on both Macintosh and window operating systems.
  • You can have the course syllabi, assignments, many relevant course links, self assessments, handouts, graphic presentations (Power Point) accessible on the Web. Again, I caution you to remember that not all students will have Web access. Will this be a class requirement? Issues you may want to address include how students are connecting to the Web, if students know how to manipulate pdf documents and the compatibility of the student browsers. .
  • Being prepared and organized includes having materials to remote sites in a timely manner.
  • Collaborative learning activities assist with creating a community of distance learners.
  • Periodic formative assessments can assist the instructor in addressing issues related to course content and the pacing of material. It is better to be aware of issues requiring adjustments early on. Remember the goal of formative assessments is to improve the instruction.
  • End of semester or mid-semester summative assessments. Each campus will have a different approach to assessments. Check with your department or site coordinator.
  • Fifty minute lectures tend not to be the best method of classroom delivery in the interactive video classroom, limiting lecturing to 12-15 minutes and then making a shift tends to work best and variety tends to stimulate interaction.
  • Course development at a distance and the integration of technology into the course means that as the instructor you are re-thinking your whole presentation.
  • How will you allow learners to reflect on the learning experience(s) he/she is encountering? How will you as the instructor assess student learning?
  • Always remember, that when using technology to support teaching and learning, instructing at a distance takes time and it is a time commitment for both the faculty and the student.
  • Suggestions for classroom delivery include:

    Mini-lectures
    Video Enhancement
    Small Groups
    Class Presentations
    Guest Presenters
    Panel Presentations
    Case Study Evaluations
    Class Exercises
    Role Plays
    Simulations
    Jig Saw Puzzle Presentations
    Collaborative Learning
    Problem Based Learning
    Project based Learning

Preparing the Students

Preparing your students to take a course delivered via interactive television is extremely important to the success of your course. You need to set the stage for what you expect from your students and what they can expect from the course and the technology used to deliver the course.

A student guide is available in the IVN classroom to distribute to students in your class at both the host and receiving sites. Ask the classroom technician in each site to distribute them if you wish. A preview of the guide is included in Appendix D.

Items that you should address with students are:

  • Procedures for asking questions. It is helpful to say, "This is Dave at VCSU".
  • Procedures for students on what to do if they can not see or hear from their site during the event.
  • Microphones - inform the students whether or not they will be muted.
  • Instructor contact. Availability of instructor before and after classes.
  • Videotaping - whether or not you are videotaping a class for a student that is absent or for archival purposes.

Students taking interactive television courses need to be told the requirements of the technology. This includes such things as:

  • Speak clearly and project yourself as you would in a traditional classroom. It is not necessary to lean forward to speak . Avoid leaning backward.
  • Do not block the microphones with books, papers, or other articles.
  • The microphones are sensitive and will pick up any noise in the room - even whispers! The noise will cause the network video to switch to that site.

The requirements are outlined in the student guide. Videoconferencing protocol should be addressed during class and may be appropriate to include in your class syllabus.

During the first and/or second class periods it is effective to have your students talk in order to break down any inhibitions they may have about using technology. Get your students talking early in the course. This is also an opportunity for you to provide your students with feedback about how they are interacting with the technology. For example, "Jane we heard you just fine," or, "Joe we're having trouble hearing you, please speak up a bit and try to speak directly into the microphone."

Are your students prepared for the distance learning environment?

Students enrolled in a videoconference course should consider whether or not they can adapt to this type of learning environment.

Your students should realize that videoconferencing will have an impact on their contact with the teacher. They will need to adapt to communication via e-mail, small groups, phone calls and not the face-to-face interaction with the instructor.
They should be self-disciplined. There will not be constant in-class reminders about assignments, but they may be posted on a web page, through a course management system or e-mail.

They should be comfortable with the technology. However; they should not expect to adjust to this new medium immediately. It may take some adjustments on their concentration.

They need to be made aware that this is not like watching television at home (luckily, there is no remote that changes the channels!). This type of delivery system requires active participation on their part as well. This is not a passive environment. Some students may find that this type of class is more tiring than a regular classroom. As a teacher it is important to have activities.

Student Services

The Academic Affairs Council of North Dakota University System believes that NDIVN and all of the other human and physical resources of the North Dakota University System are intended to serve society, in general and students, in particular. They believe that we should make every effort to utilize the system to deliver services in a simple, straightforward manner that does not involve the development of complicated agreements.

Cross-listed Course Option
IVN offers more than one option when delivering courses over this medium. Any campus authorized to offer the level and discipline involved may elect to become a receiving campus (with the approval of the sending campus) and to offer an IVN course as if it were its own course regardless of which is the sending campus and would then be cross-listed.

The IVN course offered by the receiving campus is treated as any other on-campus course; the receiving campus handles i.e. credit, tuition, fees and financial aid. The course is supported by appropriated or other local funds by each sending and receiving campus. The sending campus compensates faculty (as either part of a regular load or as an overload), technical and other personnel and supports other associated costs. The receiving campus compensates any required personnel on that campus and supports any associated costs.

The course is offered in the receiving campus schedule of classes under a distinctive course number common to all authorized disciplines on that campus and is conspicuously identified in the class schedule as well as on transcripts as an IVN course offered by the sending institution.

The Registrar of the receiving institution will also maintain the appropriate data provided by the sending institution for historical purposes.

Sending Campus Option
In the event a receiving institution is not authorized to offer the level of the course or the course discipline but both the sending and the receiving institution's wish to make the course available to students in the receiving institution's geographical area, the sending campus will enroll a student if he/she was an on-campus student.

The sending campus responsibility, in cooperation and assistance with the receiving institution includes:

  • Admitting the student to the sending institution
  • Registering the student for the course
  • Assisting with the financial aid process
  • Providing the appropriate forms for the student to purchase textbook(s), reading packet(s) through the sending campus bookstore
  • Provide counseling services for the student

Under this option the sending campus also:

  • Retains the academic credit(s)
  • Retains the tuition
  • Retains the student activity fees
  • Retains the responsibility for the quality course/program

Student services require careful planning in order to assure the distance students equal access as well as quality course delivery.

Student Services include:

Registration

The sending campus (host site) will develop a process for off-campus registration. Issues that need to be addressed are opportunities for students to register the first session of the class, registrations handled between the host site and students directly, and if a pre-registration deadline will exist.
Site Coordinators as well as the student should have clear, direct guidance from the host site registrar as to registration procedures. Students also will not receive the per credit cost break once registered for 12 credits unless the additional courses he/she register for are on the same campus.

Financial Aid

Students should contact the financial aid office on their campus for information pertaining to assistance for distance education courses.

Library

  • Contact the Site Coordinator to determine how distance students not registered on the campus access the library.
  • Determine how each receiving campus wants to handle interlibrary loans, reserve materials, videotapes on reserve, as well as any other resource materials facilitated by the library. Contact the librarian for assistance with the copyright clearance process.
  • Arrange for a library orientation for distance students.

Bookstore

  • Faculty is responsible for submitting book orders for the course, which includes the student at a distance.
  • Faculty is responsible to facilitate the copyright clearance process for reading packets and articles to be copied for students.
  • Faculty is responsible for contacting the bookstore manager at the host site to determine how to make textbook(s), reading packet(s) available for distance students.

Computer Access

  • Do not assume that all campuses have the same computer access and arrangement as the host campus.
  • If computer access, Internet access are to be part of the requirements for the course it will be necessary to contact each receiving campus and make arrangements for this.
  • The host campus will be responsible for providing the software and the license.
  • Be familiar with the location of computer clusters for students at the host site and the receiving site(s).
  • Contact the receiving site(s) to see if there is room available to install new software.
  • Contact the computer service personnel at the distance sites and arrange for student email accounts and access to computer labs as well as any appropriate training.
  • Make arrangements with computer services to assist distance students with learning how to use e-mail.

Student Affairs

  • Contact campus disability services and see what services are available for students requiring special needs.
  • Arrange for assistance for students requiring tutoring.
  • Students enrolled in a program from your campus will require student advisement. Make arrangements for site advising.
  • Address issues related to the grievance process.

Continuing Education

  • Contact the Site Coordinator to understand the role Continuing Education has with distance education on the campus.
  • If the course is not part of Continuing Education, the office still may have the responsibility to assist with the promotion and registration of the course(s).
  • Continuing Education may also be able to assist with understanding the process involved in the delivery of an off campus course.