This post is part of a series examining articles on the communication aspects of videoconferencing.
Reference Baber, J. R. (1996). Re-visioning corporate communication: A case study of videoconferencing implementation. Retrieved from ProQuest Digital Dissertations. (AAT 9700122)
This study was more on the implementation of corporate communication via videoconferencing than on the actual communication. Still useful and interesting.
Baber (1996) offers the Culture-Process-Technology approach as a framework for the successful implementation of videoconferencing in the corporate environment. The framework recommends:
(1) that organizations should ensure that managers at all levels are willing to support the implementation process; (2) that videoconferencing “champions” be found to administer the system at the project level; (3) that operator training programs be developed to create a wide base of skilled end users; (4) that conference schedules be published regularly to inform end users of meeting times and to sustain ongoing interest in videoconferencing; and (5) that use of videoconferencing system features be consistently modeled to encourage the use of innovation and the re-invention of technology. (p. 128)
Do you have these principles in place in your school?
- Do you have a principal/ administrator supporting the implementation of videoconferencing in your school? What does that support look like?
- Do you have a champion for VC in your school? (probably you!)
- Are a lot of people getting skilled with using VC? Can your teachers mute & unmute? Can they use presets (if they are set for them ahead of time)? Can they dial if they are given the IP?
- How do you organize and publish schedules? Is your system working for you?
- Are interesting and innovative ways of using VC celebrated and communicated?
What else do you think is important for implementation?