Category Archives: Change

How Principals Support Videoconferencing

This is my first year participating in Leadership Day. The idea is to share “whatever you like related to effective school technology leadership: successes, challenges, reflections, needs, wants, etc.”

So I thought it might be helpful to share what principals in my service area do to support curriculum videoconferencing. I don’t think any of them actually do ALL of these, but it provides a nice menu of ways to support videoconferencing in the school.

Learning About VC

  • Kamloops, BC Superintendent visits the Jazz workshop
    Kamloops, BC Superintendent visits the Jazz workshop

    Watch a videoconference or two each year to see how students and teachers are using this tool

  • Subscribe to my email list with the “ads” of what curriculum opportunities are available
  • Attend Jazzing Up Your Curriculum with VC

Promoting Professional Development About VC

  • Scheduling every year or so a staff meeting overview of videoconferencing in the curriculum, how to sign up, mini-grants, etc. They schedule this with me.
  • Send the VC coordinator to initial full day training and to follow-up training as needed.
  • When the VC coordinator leaves or retires or isn’t working well, send another person to get the coordinator training. This full day training I offer in the fall every year.

Promoting VC

  • Find funding to assist in paying for programs
  • A few elementary principals each year encourage EVERY teacher to participate in a VC that year
  • One principal encourages teachers who aren’t using VC to include VC in their personal professional development plan
  • Have teachers share success stories during staff meetings.

Your Turn

How does your principal support videoconferencing in your school? Please comment!

Ideal Support Structure for VC

This morning, Jerry made some great comments/reflections on the support of VC related to mentoring. I’ve been thinking about this support structure issue for quite a while, and pretty soon I’ll be able to share some research that backs this up too!

So here’s my dream scenario for supporting VC in schools. There are ways to adapt this structure if your scenario is missing a piece or two. See if this matches what you find as successful in your area.

Jazz Workshop: Teachers and Coordinators Learn to Use VC
Jazz Workshop: Teachers and Coordinators Learn to Use VC

Educational Service Agency Level

  • A curriculum integration person, who helps teachers integrate VC in the curriculum, trains the school VC coordinators, creates resources to support VC in the curriculum, and facilitates original programs for the schools.
  • A technical support person, who runs the MCU (if applicable) and assists the districts in getting VC to work through their firewalls, explains how VC works to the district techs, troubleshoots videoconferences, finds alternative ways to connect a VC if the school can’t do it on their own, upgrades software on the endpoints, provides just-in-time training to the district technical personnel, etc.

Examples:

School District Level

  • Technology Coordinator. At the very least, the technology coordinator needs to be aware of videoconferencing, the benefits to student learning, it’s impact on the network,  how to make VC work through the firewall, how the cables are hooked up to the projector/monitor etc to assist when problems arise, how to dial, and basic videoconference troubleshooting.
  • This person needs support from the ESA level tech person as they often are so swamped with every day technical support that they don’t have time to learn the intricacies of making VC work on their network.

Ashton Graham Mentors During the Jazz Workshop
Ashton Graham Mentors During the Jazz Workshop

School Level

  • VC Coordinator who is supported by the people listed above.
  • The VC Coordinator has many names: site facilitator, cart manager, etc. and could be the librarian, media specialist, a couple of lead teachers, the school technology facilitator, a media paraprofessional, or even a secretary. I have two coordinators who are secretaries – they are in small schools with limited staff.
  • The VC coordinator supports the teachers as I described yesterday.

Notes:

  • I don’t think any of these positions need to be full time for videoconferencing, except if possible at least one person at the educational service agency level or district level if the district is large.
  • In very large districts, the educational service agency level support is provided at the district level.
  • In some cases, schools receive some of the educational service agency support from organizations such as CILC and TWICE.

Your Turn:
What do you think? Do you agree? How does this match up to your area? Are you missing any of the pieces? How could you work to fill the gap?

Or another question might be: Is this support structure unique to VC? or is it helpful in all educational technology implementations?

Or another question: What other great examples do you know of where these structures are in place?

Please comment and share!

USDLA 2009 Winners in K-12 Videoconferencing

The United States Distance Learning Association 2009 Winners received their awards last week. Some of our friends were featured!

Best Practices Awards for Distance Learning Programming
Platinum
COSI Columbus Electronic Education Program
Videoconferencing ~ Pre K – 12

Bronze
The CenterNET2 Project-Center for Rural Development, Somerset, Kentucky
Videoconferencing ~ Prek-12/Higher Education

Best Practices Awards for Excellence in Distance Learning Teaching
Platinum
Floyd Gary Walton, “Mr. G”, BECON Distance Learning Teacher
Videoconferencing ~ Pre K – 1 (Florida)

Bronze
Frances vandenHeuvel – Ode Instructor, AR(Google helped me find those links.)
Videoconferencing ~ Pre K – 12

Congratulations to each of you!!

Benefits of VC: In the Words of a Teacher

I have another session of the Planning Interactive Curriculum Connections class starting this week. We have 9 participants and two are from Guatemala! (We could squeeze you in if you register today or tomorrow.)

In the first week, the participants read some articles and share the benefits of videoconferencing. One of the participants, Kelly Hawn, is a teacher at F. C. Reed Middle School in Bridgman, MI, here in my service area. This year, Kelly has done Eco-Conversations and been an audience for a KC3 contestant class in Alberta. Here is her list of benefits of videoconferencing:

  1. Students are more engaged in learning from others than from textbooks.
  2. Students like presenting to other schools and they practiced their presentations ahead of time, therefore reinforcing their content.  They took their presentation much more seriously because they were presenting to someone they didn’t know. It’s so much better than presenting to their own classmates.  They put in more time and did a much better job than they would have if they just presented to their classmates.
  3. Students were allowed time to ask questions about the other school (weather, class schedules, favorite things to do, what music they like, class size, school uniforms, and so much more).
  4. The students became pen pals with students from other countries and states and we also exchanged gifts and pictures.
  5. The students want to reunite and show and learn more.  Currently my Social Studies class is studying Europe and they want to do another VC with England to ask them about some things we are learning in our textbook.
  6. The students love the fact that they can see and interact with another school with immediate feedback.  The Alberta school was amazed at how big our school was compared to theirs (and our school is small).  Students in England wore uniforms and was an all girls schools.

How about you? What do you see as the benefit to videoconferencing in schools?

Training Students on VC

I was reviewing two documents today – Owston’s 2007 study on the factors for sustainable innovation of technology, and Anderson and Rourke’s (2005) VC literature review.

Owston includes in his “essential conditions” the student support of the innovation. Anderson and Rourke find a “promising practice” in “student empowerment through operation with the technology.”

It just occurred to me that I haven’t thought too much about how to get students excited about videoconferencing. Mostly because they usually are automatically excited about it.

But haven’t you ever noticed students who are quite nervous about videoconferencing and want to stay off camera? I have noticed this  especially with middle and high school students.

So, here’s my question to all of us. How are we making sure students feel comfortable with videoconferencing before they go into a content specific VC? Arnold, Cayley and Griffith (2004) have some interesting ideas for “first time VCs”. Our connections with Mexico lately have been very low-key informal events. Our connection on Friday with the seniors in TX certainly broke the ice for students on both sides.

What do you think? Should we think about this more? Are there some more specific things we can do to make sure there is student support for VC in our schools? Please comment.

Day 20: Just Do It

20 Days to Being a Better VC CoordinatorNow we have come the the last day of our challenge. We hope that you have learned some tips to help you coordinate videoconferencing within your building and assist your teachers.

Our last challenge to you is “Just Do It”. Many times we find that people wait until every little detail is perfect until they begin to try to use the technology. Once you know that your equipment is operational, get started doing something. Find a teacher that is curious and adventurous and ask what he or she is teaching during the spring semester and find a connection that fits into their curriculum. Before you know it, you will have active videoconference participation.

We have heard from several of you that you have enjoyed reading along with us this month. Let us know if we have missed things or if there are other topics that you would like us to address. We have learned much about collaboration during this blogging adventure and hope that you have learned along with us.

Comment Leave us a note about what you learned or how you plan on using this information. If you are a “first time commenter”, click the link that says Comments and post your thoughts for us.

How to comment on my blog:

janine-blog

How to comment on Roxanne’s blog:

comment-on-rox

May the connection begin on time.
May the batteries in the remote not run down.
May the video move fluidly and the audio be a robust sound.
Here’s wishing you many quality curriculum connections in the months to come.

All the best,
Janine and Roxanne

Day 18: Uh Oh, It Doesn't Work!

20 Days to Being a Better VC Coordinator

One of the scariest things about videoconferencing is when it doesn’t work and you have a classroom of students waiting. Yesterday Roxanne gave you some great tips for accessing your lifelines. Today, we’ll examine the most common problems in a videoconference and give you tips for solving them. This is actually part of a training that I conduct for my coordinators, and we try to simulate each problem during the training.

First, there are four parts to a successful videoconference: sending video, receiving video, sending audio, and receiving audio. Most of the common problems related to one of these four parts.

The solutions under each problem are listed in order. The top ones are the most common solutions to the problem.

TV is Black / I Can’t See / I See Black / I See Blue

  • Check the TV/monitor/projector. Is it on and is it connected correctly? Some of my coordinators keep a picture or drawing of how all the cables are supposed to be connected.
  • Check the monitor. Is it on the right channel? Make a note for yourself on which channel it should be.
  • If you were able to see the dialing screen/menu before you connect, then it’s not your TV/monitor/projector. A blue or black screen is often a firewall problem on either end of the call. Try one of these test numbers to make sure you can connect outside your district on your own. Have the other site try connecting somewhere else too. If you can both connect to other places but not to each other, it’s probably a firewall problem. If you have access to someone with a bridge/MCU, ask them for help (usually at your educational service agency).
  • Once in a while the flat screen TVs won’t cooperate. If so, unplug the power, wait, plug it in.

Audio: I Can’t Hear

  • Check your TV/monitor volume. Check your videoconference system’s volume too. Both should be about in the middle (if your system uses both).
  • Have the other side check their microphone. If you see a Far End Mute icon, you know their microphone is muted. (This only shows up in point-to-point calls). Ask them to unmute. Tell them you can’t hear. Have them nod their head or wave if they can hear you.

Audio: They Can’t Hear Me

  • Check your microphone. Are you muted? Check your screen – usually you’ll see an icon if it is muted. Or Polycom microphones are muted when the light on it is red. Unmute so the far site can hear you.
  • Their TV volume might be turned down. You may have to write them notes on a sign to hold up in front of the camera or write on paper under the document camera. (Or call them on the phone.)

They Can’t See Me

  • Have them check their monitor/projector/TV. Is it on & on the right channel?
  • It may be a firewall problem on their end. See “I Can’t See” above. Have them try connecting to the one of these test numbers. They should determine if they get a picture and then call you back again and report. If they can’t see a picture on your system or the test site, they should talk to their tech person. If you can both connect to other places but not to each other, it’s probably a firewall problem. If you have access to someone with a bridge/MCU, ask them for help (usually at your educational service agency).

Call Rejected or Busy Signal or Call Rings & Rings

  • If you call and get a “call rejected” error, usually the other person is already in a call.
  • If the call rings & rings, usually something in the network between you & the other site is not allowing the call to negotiate. Both sides should try a test site. If your test call just rings & rings, then it’s not connecting through firewalls. If you have access to someone with a bridge/MCU, ask them for help (usually at your educational service agency).

Alerts: What Do They Mean?

  • IP Network: If this is down, then you don’t have a live Internet connection. Try another Ethernet jack in the room. Using a spot where a computer was connected and working usually guarantees a good connection.

When All Else Fails, Reboot or Redial

  • If you have a lot of connection problems, sometimes redialing will help clear it up.
  • If nothing is working, reboot the camera. Turn the camera off (reach up!!), wait, turn it back on.

Polycom Specific: “Flippy-Do-Button”

My schools all have Polycom endpoints, and another common problem is when you accidentally get yourself in the big screen and the far site in the picture-in-picture. How do you switch it back?

This happens with the button that I call the “flippy-do-button”. I’m sure there’s a more technical term! 🙂 On a VSX7000, if you press the Camera button while you are in a call, you’ll see an icon with two arrows pointing around. If you select it, you’ll swap the far and near pictures. It’s easy to change it accidentally by pressing the camera button and then 1 or the enter key. To get it back, just press Camera, 1. Whew!

Comment Challenge

  • Take this Word file with basically the same information presented here. Fill it in with your favorite test site number and your videoconferencing support number. Add the channel for your TV/monitor (if applicable). Then tape it to your videoconferencing cart in a prominent location.
  • Please comment and add any other troubleshooting tips you have.

Day 15: Kid Producers

20 Days to Being a Better VC CoordinatorHow much do you let students help you with videoconferences? For this challenge, let’s think about some appropriate ways to involve students in the production of the videoconference.

Microphone

One of the most simple ways to involve students is to have them in charge of muting the microphone. I’ve seen this work well in a couple of ways (about 2nd grade and up):

  • A trusted student is responsible for muting and unmuting in a multi-point conference such as an ASK program or an interview with an expert.
  • OR, as each student comes up to the microphone, they press the button on the microphone, state their question or comment, and then press the button again.

I’ve seen these examples using with the button on the Polycom microphones (instead of giving the student the remote control). Those of you using other systems, how does this work for you? Please comment and share!

Cameras and More

Some students prefer to be off camera, while others love to “ham it up” with strong voices and great announcing skills. Encourage this diversity by involving your students in different ways during the videoconference. (Thank you Kim Pearce for these ideas to organize students with production jobs.)

  • Teach the students to use already set presets, or even how to set the presets. Have a student or two responsible for the switching presets. This is helpful when you have different visuals to show. Watch the student presentations in the middle of this MysteryQuest video for examples.
  • Build on the visual nature of videoconferencing communication, and have an art crew for the backdrop, a lighting crew, and stage hands. Let these visuals from Dew ISD, TX inspire you:

Comment Challenge/Comment

  • If you haven’t allowed students to help with a videoconference yet, which of these tips will you try first?
  • Do you have any other tips for involving students in the production of the videoconference?

Comment and tell us about it!

Day 13: Who Are You? and Where Are You?

20 Days to Being a Better VC Coordinator

Videoconferencing is a communication technology. “I know that,” I hear you say. But think about this. When was the last time you were in a videoconference and you didn’t know the name of the person you were talking to? I bet it was recently. It happens all too often!

Introductions

So for today’s challenge, let’s think about some tips to polish your introductions.

  1. Introduce yourself soon after you connect. Roxanne reminded us of this yesterday. Say, “Hello, this is ______ from ______ school in __________.” We want to know who you are and where you are!
  2. In large discussions with multiple sites, before stating your perspective, begin with “I’m _____ from _____ and my comment is…”
  3. Be sure to say the city and state. Sometimes it’s very helpful to include a frame of reference. For example, you probably don’t know where Berrien Springs is! So, I say, I’m Janine and I’m from Berrien RESA in southwest Michigan about an hour and a half around the lake from Chicago. Now, don’t you have a better picture of where I am?
  4. Prominently display a sign to identify your location.

Student Introductions

If you participate in many collaborations with other schools, here are two tips for making these introductions quick and easy.

  1. Create a little script that can be used for each videoconference. Write it on a note card and keep it by the videoconference cart/system. Tell us something unique about your area so we can get to know you. The next time you participate in a collaboration (Read Around the Planet?), hand the card to a student to read!
  2. Create a little PowerPoint with three to five slides starting with a map of your country, a map of your state/province, and pictures from around your town/city. Use a star or other large marker on the maps to show where you are. Every videoconference is an opportunity to reinforce geography!

Comment Challenge

Your challenge for today is to write your introduction script on a notecard or make a little PowerPoint or slideshow with pictures about your community. Have a couple students help you! Tell us what you included in it.

Comment Comment

What other tips or stories do you have on introductions?

Day 10: Assisting Teachers with Preparation

20 Days to Being a Better VC CoordinatorA critical part of a successful videoconference is preparation. So how can you help make sure it happens? Here are some ideas.

Preparation Lesson Plans
Many programs have preparation materials which are very helpful.

  • When the program is scheduled, ask the teacher if they received the materials.
  • A week or so before the program, ask the teacher if they were able to use the materials. Depending on how often you have VCs, you could plan an hour or so once a month/week to check in with the teachers who have upcoming VCs and see if they are getting the students prepared.
  • Some coordinators, depending on their position and other responsibilities, are able to actually do the preparation lessons with the students. Don’t do this more than once; encourage the teacher to team teach the next time; then maybe they can do it on their own. You’ll find it less stressful if you can move your teachers towards independence.

Practicing
When classes are presenting, encourage them to practice.

  • Practice in the classroom.
  • Practice with a fake mic.
  • Practice with the videoconference system.
  • Practice with the visuals. Make sure they are clear enough!

When two of my schools were starting out with VC, the library aides took library time to connect to each other and have each student say a couple sentences on camera. The two classes just took turns until all the students had a turn. Every class participated. This broke the ice for all the students and teachers in each school!

Explain VC to the Students Just Before the Program
I encourage each of my coordinators to make sure students and teacher understand VC before the connection. Usually just a 2 minute little introduction before the program starts. Include:

  • Explain the video & audio quality – it’s not broadcast quality TV!
  • Explain where the mic is and that it can pick up rustling sounds.
  • The people at the other side can see & hear them.
  • Remind the students to speak up loudly and clearly.
  • Encourage them to represent their school with best behavior!

We’ll talk about preparing questions and involving all the students in future posts.

Other preparation tip lists online:

comment1 Challenge Choices:

  • Find an upcoming videoconference on your schedule and ask the teacher how they are preparing for the videoconference. See if they need any assistance.
  • If preferred, write a little outline for your “speech” for before a videoconference.

comment1 Comment:

  • How do you help teachers prepare for a videoconference? Any other tips?
  • What is hard about helping teachers prepare? Where do you get stuck?