Videoconferencing and Presentation Support for Synchronous Distance LearningRichard Anderson1,Jay Beavers2, Tammy VanDeGrift1, and Fred Videon1
University of Washington, Seattle, WA1
Microsoft Research, Redmond, WA2
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Research Study FrameworkGoals:1. Utilize Internet-based conferencing system2. Study existing challenges3. Compare experiences with two systems
Au 01 Wi 02 Sp 02 Au 02 Wi 03 Sp 03
DeploymentChallenges[ISDN system,SmartBoard]
Research Studies Data Collection: Surveys, Interviews, Observation Notes (~200 pages)
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Addressing Existing Challenges
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
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Classroom DeploymentCourse 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
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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.
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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.
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SeatingSeating
Remote Room Configuration
Screen 1 Screen 2
Seating
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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.
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Current Work
Full year of successful deployments with ConferenceXP and Classroom Presenter, fewer technological distractions and better classroom configurations
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Classroom Presenter Use
Positive comments and repeat use by instructors Student surveys
Student comparison vs. PowerPoint
less no change more
Attention to lecture 4% 39% 57%
Understanding of lecture 2% 52% 46%
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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
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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
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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/
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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.]