Monthly Archives: July 2010

Comparing Skype and VC Carts in the Jazz Workshop

This week in the Jazz Workshop, my participants and I keep coming back to comparing Skype and videoconferencing carts (or standards based videoconferencing – i.e. H323). We’ve been discussing it all week. (For reference, here’s a previous comparison.)

Today, we did a 5 minute call with a group of teachers in OH who learning about Skype in an afternoon workshop.

Computer Sharing

  • Is pretty easy on Skype, but you can’t show the desktop and the video at the same time.
  • On H323 VC carts, you can share the computer and in some cases, the computer and the video/presenter at the same time.

Other Video Sources

  • On the H323 videoconferencing system, we could easily share the document camera by pressing a number to jump to a preset.
  • On Skype, we are not sure. In theory a USB document camera could be shared with the other site. But do you have to disconnect or end the video part of the call to change video settings? It seems likely.

Audio

  • The mic on our Polycom VSX 7000 is obviously designed for a whole classroom and works great.
  • I was very surprised that the audio we were sending to the group in OH seemed to work fine from across the room. That was using the built in mic on my Mac. I also had my Mac hooked up to the SmartCart with speakers so they could hear. And that did not cause an echo for the remote site as I thought it would. I was pleasantly surprised!
  • The group in Ohio had a hand held mic that sounded GREAT. But when they switched to their logitech mic it was kind of tinny and not as clear. I don’t know which logitech webcam they were using or how they connected the hand held mic. I would like to learn that!

Camera Presets

  • On both sides we had the camera set to show the whole room.
  • Of course with Skype/webcams, we don’t have a way to do presets or easily switch to a document camera.
  • With the H323 system, it’s easy to set presets to just hit a number to jump/zoom to a specific area of the room. (Zoom, pan, tilt, preset cameras!)

Consistency

  • The participants shared some of their experiences with Skype and how sometimes it’s great and other times not so much. And sometimes it won’t connect at all.

Conclusions

We discussed how Skype is good for short learning experiences that aren’t critical/frustrating if it can’t connect right then.

Standards based (h323) videoconferencing carts are better when

  • you’ve paid for the program
  • need it at a specific time
  • have a guest speaker only at a specific time,
  • or have a more in depth interaction.

What do you think? Do you agree? Do you have more to add to the list? Please comment!

New Centralized ASK Process Website

Just in time for the ASK programs in Jazz tomorrow, the new ASKprocess.wikispaces.com website is up & running thanks to hard work from Michael, my intern. (And new graphic by Roxanne of Whirlidurb.)

This site provides an entrance to learn about the ASK program, watch the ASK video (newly encoded at a higher quality and playable in your browser), and find out what programs are offered by which organizations.

We’ve needed this for the Jazz workshop for a while, because there are so many different sources of ASK format programs, and different rules for participation for each.

This site can also assist anyone considering offering these types of programs to their own schools. Let us know if you are using this same format and want to add your programs to the list.

There's No Excuse

Geometric Transformations program from the Fort Worth Museum of Science and History

Here’s a great comment from the Jazz reflections today:

What excites me about videoconferencing with staff is the range of possibilities.  There really isn’t an excuse for any teacher to not use videoconferencing to enhance curriculum. What excites me about videoconferencing with students is empowering them to collaborate with students from other states.  Also, using videoconferencing would urge students to come to class…never know when an exciting videoconference could take place :)!

The Effectiveness of the “Jazz” Workshop

It’s the first day of another session of 123 VC: Jazzing Up Your Curriculum with Videoconferencing. I have 8 participants for this session: two high school teachers and six 1st and 2nd grade teachers.

Today I am just amazed at the eagerness and sharpness of my group! They are so excited!! In one day they have:

  • Experienced a simulation of Community Exchange, Animal Exchange, Read Around the Planet, and Monster Exchange
  • Experienced mini-lessons from The Mariners’ Museum and NASA
  • Met in small groups to get to know their group members from other states.

Attitude Changes
Due to these experiences, already attitudes have changed. Note these comments from their reflections:

  • I thought video conferencing was almost impossible to plan for in my class, but I know it is much easier than I thought. I can’t wait to see what trips I can plan for my class!
  • At first it was mind boggling to think about how we were going to put together a presentation in 30 minutes; however, once the creative juices started to flow, it became a race to see which idea could we make the most creative.
  • Even though I have already used some videoconferencing, already today I have seen other ways to incorporate more ideas into my current curriculum. I really like the sheet provided for recording the conferences that I might be interested in using each month. … When you are involved as the teacher, you’re so worried about your class and how they are behaving that it’s sometimes hard to notice the other small details that I had more time to pay attention to today.
  • The amount of things to do in VC is amazing. There is more to it than I actually thought would be. It is kind of intimidating at first. But wow, what a great thing to learn and use.

“We Need Equipment in our School!”
And, the piece I’m most excited about is that new equipment might come out of this workshop! I have a school that has dabbled in videoconferencing and has good sources of funding, but hasn’t been eligible for any of the grants we’ve written. They haven’t seen what they are missing to be motivated enough to pursue videoconferencing. But, after the exchange simulations, the three teachers from that school were ready to write a proposal for funding for a videoconferencing cart! Yay! I’ll be working with them further to get their system purchased and installed. I’m so glad!!

Whew!

And it’s only the first day of Jazz! What a productive day we had!!

Diverse Networks and Desktop Videoconferencing

Background: As you know, I continue to investigate and test potential desktop videoconferencing solutions. I really want to be able to provide desktop videoconferencing to my districts (most of whom aren’t on my network or have enterprise firewalls between my network and theirs); and also to be able to bring in authors, guest speakers and others who are completely off my network and in scenarios where I have no control over the network.

Polycom CMA Desktop & Diverse Networks

I’ve learned more about how the Polycom CMA Desktop works with the client software and why there have been seemingly inconsistent results in testing it from various locations (based on my conversations and tests with others who have the server installed).

Disclaimer: I’m not a techie or an expert in this. I’m throwing this out here to stimulate conversation and to encourage clarification. Please, please comment!

The videoconference connection between the desktop client software and the server is basically an H323 call with additional services such as LDAP, presence, and provisioning. So similar firewall traversal scenarios occur with the desktop client as with a regular videoconferencing system (appliance/codec). (It’s not quite the same, but close.)

In a scenario where the Polycom CMA server and Video Border Proxy ST are installed and the desktop clients are off the server’s network, here are the likely results:

  • If the desktop client is behind a soho (small office / home office) router such as a Linksys, DLink, or other dynamic router, it probably will work fine.
  • If the desktop client is behind an enterprise firewall (such as most schools have installed), it probably will not connect. There are three potential solutions: (1) use a VPN to connect to CMA, (2) install a VBP at the remote site; (3) provide a public IP at the remote site; (4) open ports to allow the traffic through.

I’m guessing that any other vendor’s solution that is H323-based will be the same. Is that true? Please, please comment!

I am still learning about all these desktop VC tools work and the vendor-intended and best ways to install them. If you have further comments, please share. Be sure also to read all the comments so you benefit from the additional information.

More Desktop Video Reports and Resources

This is also from the Megaconference Listserv:

Internet2 Members had a session on desktop videoconferencing at their member meeting in April.

More resources to assist in our research and consideration!

Preparing Questions for Your Videoconference

Preparing Questions for Your Videoconference

Some videoconferences are student question directed, such as the ASK programs, COSI Columbus’ Expert Interviews, interviewing your senator or representative, and other similar activities. Other content providers offer programming that includes a 5-10 minute question and answer period. The type of program may determine the number
of questions your students generate. But either way, preparing questions in advance will make your videoconference more educationally meaningful.

Content Lessons

Students should learn about the concepts to be presented in the videoconference. This may include pre-activities provided by the content provider or project organizer, or reading a book and completing the ASK process in preparation.

Writing Questions

Notes for Writing Questions: (Thanks to the ASK program for the details here.)

The answer to your question cannot be “yes” or “no.”
The answer cannot be found in the book, textbook, or other print materials. It should be something you can’t find out on your own.

Set your question up:

  • In the book……….
  • In chapter…………
  • On page …………..
  • In class we studied……
  • In lab we did this experiment….

Question starters that don’t work:

  • Did you ever…..
  • Do you know why…..
  • Have you ever…..
  • Do you think…..
  • Will you…..
  • Would you ever…..
  • Do you…..
  • Can you…..

Question starters that work:

  • Why do you think…..
  • Describe…..
  • Would you explain…..
  • Where did you…..
  • Where do you…..
  • How many…..
  • What are…..
  • How do you feel…..
  • What was your reaction…..
  • How would you…..
  • How come…..

Questions for Partner Schools

Sometimes also you may be participating in a videoconference with a partner class for a specific project. Often there is time for students to ask each other questions. While questions like, “What time is your recess? What is your favorite subject?” are interesting questions, you may want to delve deeper to take advantage of learning how people live
in a different area. Talk with your students about what you might want to learn from the partner class. Consider where they live, how it might be different, and what questions could help you learn more about them. Encourage students to think of questions related to the other class’ presentation as well.

Question Resources

Show examples.
As the teacher, you should also write some questions and show them to the students so that they can see how it should be done.

Place the students in pairs and encourage them to select their best four questions. Each pair should select only four questions that will be presented to the class.

Conduct a round robin elimination process. When your students have selected their best four questions, ask each group to read their questions to the class. Eliminate duplicate questions among the groups.

Revise the questions.
When the elimination process is completed, each student should have at least one unique question to ask in the interview. It is okay if the question has been rewritten to include aspects of duplicates that were eliminated.

Preparing for the Videoconference

Conduct a practice session. Have each student stand and read his or her question in a confident manner. This is very important. This practice session will prepare the students to interview the author or expert.

It’s a good idea to have students should ask their questions in pairs or threes. This allows more students to be on camera and reduces stage fright.

Question Asking Etiquette

Group students to ask the questions. Each group should have 3-10 questions (in case another school asks their question). It will work best if during the conference the groups come up to the mic together. They should say something like this:

  • Student 1: “Hello my name is Janine.”
  • Student 2: “My name is Sue.”
  • Student 1: “And our question is ……”

Students should stay at the mic until the presenter finishes answering their question. Then they should say “Thank you.”

This procedure will allow all students “on camera” time, even if they don’t get to ask their question. In addition, it gets all students involved, and takes away some of the pressure students feel standing at the mic alone.

While other schools are asking their questions, the teacher should get the next students ready. Students should be ready & standing at the mic when your turn comes. We don’t want to waste precious time with the guest waiting for students to move. So have them ready at the mic or lined up at the mic. You don’t have to move fast, but be organized.

In addition, everyone should listen carefully to make sure their question (or some variation of it) isn’t asked by another school. Don’t ask questions twice!

Organization

1. Have all the questions written on 3×5 cards. You may think students will remember their question, but there’s nothing like stage fright to clear the mind! In addition, 3×5 cards are harder to rattle. The microphone will pick up rustling paper. Have students bring the card up, put it down in front of them, and ask the question. You may want to have them practice.

A Trip Down Memory Lane

I’m working on moving our old distance learning website into my videoconferencing section in new Berrien RESA content management system. It’s a great opportunity to clean up old files. So you’ll see some of these resources get posted here over the next few days as I do some cleaning.

This page was from the collaborative projects we did in 2000-2001, the second year of our videoconferencing program. I find it quite interesting that this list basically has about 10 events. Now we’re doing about 400 a year! (The other half of our 800/year are content providers and PD/meetings.)

Collaboration/Project Events from 2000-2001

  1. July 2001: Summer Literacy K-3 classes shared presentations on what they’d been learning.
  2. March 2001: Galien Spanish students meet with a native Spanish speaking teacher from Eau Claire. Several meetings planned.
  3. Student Career Interviews: Spring, 2001.
  4. Nov. 15, 2000 A Creative Arts Academy class and a Bridgman Elementary class who are pen pals met via videoconferencing, introduced themselves, and share writing, songs, and more.
  5. Sept. 26, 27, 28, 2000 Iowa Underground Railroad Quest. Cassopolis and Benton Harbor classes participating.
  6. Collaboration Planning Sept. 14, 2000, 4-6p.m., ISD DL room. Four projects for the school year were planned during this meeting.
  7. March 2, 2000 St. Joseph High School students read Seuss books to students at Blossomland Learning Center for Read Across America day.
  8. May 22, 2000: 4th grade students share presentations across the state for Michigan Week. This event happens yearly. If you’re interested, email Janine at janine.lim@berrienresa.org.
  9. May 30, 2000: Service Learning Project Sharing Time with Bridgman and Benton Harbor at BCISD, and Coloma, and New Buffalo at their home sites. Students shared an overview of their projects.
  10. July 7, 13, 14, 2000: Summer Literacy K-3 classes shared presentations on what they’d been learning. Benton Harbor, Brandywine, Countryside, Coloma, and Galien. See pictures below.

Collaboration Pictures

Viewing the front of the DL room. Note the second monitor on a cart!
Students from Countryside Charter read stories to the other classes.
Galien students listen attentively.

Other Project Possibilities

Following are some examples of projects and short learning experiences that we could share between sites. Some schools have offered to share the following units/projects. Email their contact person to set up a collaboration.

  • Social studies teachers from Eau Claire and Coloma hope to do a project in October 2000 on election issues
  • A Brandywine English teacher would like to do a project (or more) on Shakespeare where students discuss or share readings and one with drama students sharing their work
  • A Spanish teacher would like to have a game show or quiz bowl
  • A Berrien Springs ESL teacher would like to have her students read to K-2 classes and/or give cultural presentations to classes that are studying the countries the students are from
  • A Cassopolis teacher has a 4 week unit on genetics that he would like to share with another high school
  • Lakeshore HS could share a unit on research skills.
  • Edwardsburg HS could share a unit or two on ACT, SAT prep
  • Marcellus HS could possibly offer a unit on hydroponics with their greenhouse
  • Galien has someone who could possibly do a small unit on Civil War, Military History, Persian Gulf War
  • elementary space camp project
  • financial aid sessions for parents/students
  • Other Ideas include:
  • Special guest speakers for various classes such as career information
  • Quiz bowls
  • Geography Bee
  • Spelling Bee
  • Practice sessions for speeches or presentations
  • Academic Challenge
  • Defensive Driving (a 6 hour training)
  • Plays
  • Professional performers for demonstrations
  • Competitions after school – chess, debate club, etc.
  • Exchange programs – sharing ideas and comparing information
  • Science fair prep sessions
  • Financial aid sessions for parents and seniors
  • Prep sessions for SAT, study skills, etc.
  • Diversity training/experiences
  • Language learning
  • Cultural exchanges
  • Debates between schools
  • Projects across schools such as the GM project where students at a high school in Detroit collaborated to construct a car and asked advice from GM engineers
  • Communicate with authors

Nice list of ideas, isn’t it?! Did you learn anything new?

Evaluation Strategies for Videoconferencing

Here are some strategies for evaluating your videoconferences.

Evaluation with Students

Discuss the following questions after the videoconference.

  • What did we learn from the other school (content, process, and culture)?
  • What did we do well in the videoconference?
  • What can we improve next time?
  • What did we learn about videoconferencing from the partner school?

Content Evaluation

  • Evaluate the students’ understanding of the content in traditional ways (tests, quizzes, etc.)
  • Discuss with students how content knowledge was used in the videoconference and how their understanding was refined or extended.

Presentation Evaluation

  • Use rubrics from http://rubistar.4teachers.org/ or other sources to evaluate the students’ presentations.
  • Discuss what worked well with students in presenting via videoconferencing and what could be improved.

Teacher Reflection

  • Consider the following questions.
  • How did the videoconference enhance or extend the students’ understanding of the topic?
  • Was the videoconference technology transparent or did it interfere with the learning?
  • What could make the interaction more effective?

Results from Australia Desktop Videoconferencing Project Group

I learned from a post on the Megaconference listserv about this work that was just completed in Australia. Quoting their website:

The Desktop Video Project Group (DVPG) was formed to evaluate desktop based video conferencing solutions to be used in Australian Universities and Research institutions. This group believes that there is no “one‐size fits all” when it comes to desktop video conferencing. … This group has completed a review of a broader range of “off‐the‐shelf” applications that are grouped into particular “types” that have been evaluated to offer a broader and greater relevance for institutional users and support teams.

Tools
Their project evaluated the following tools:

  • Mirial Softphone
  • Polycom PVX
  • Xmeeting 0.4P2
  • Emblaze-VCON’s vPoint HD
  • Kedacom PCMT
  • EVO
  • Vidyo
  • Tandberg Movi 2.0
  • Microsoft Office Communicator
  • Polycom Converged Management Application

Definitions
The project also includes some very helpful definitions of different types of conferencing. Given the blurring of lines between room, desktop, H323, nonH323, etc. and the growing casual undefined use of the term telepresence, these definitions are very helpful.

The project includes lists of different scenarios of use for desktop videoconferencing -the scope and range of the list is very comprehensive!

Checklist

  • The checklist used to evaluate each product is very helpful and can be used adapted by any organization.

The full report is online here in PDF.

A picture of the workgroup testing is posted on twitpic: