Day 2: Understanding Technical Video Conference Terms

First things first, on our journey here to understand the technical aspects of videoconferencing. Definitions! This is an area where there is a lot of confusion in K12 education.

IP Videoconferencing

This is an ambiguous term. “IP” just means Internet protocol. It just means that you’re using the Internet. Some people used to use this term to differentiate between IP (over the Internet) and ISDN (digital phone lines) videoconferencing. But now, most videoconferencing is over the Internet. Whether web based, software based, hardware based, videoconferencing generally connects over the Internet. So the more useful terms are exactly HOW are you videoconferencing. What software or hardware are you using and does it use a standard?

H.323 Videoconferencing (Standards-based)

The videoconferencing we use is standards-based. That is, whether you are using Polycom, Tandberg, LifeSize (etc) equipment or software, you can connect to any other equipment or software that is also using the H.323 standard. Most of the content providers we connect to, the content that Whirlidurb offers, and the collaborations and events in CAPspace all use the H.323 standard .

Skype, Windows Messenger, Google Chat, TokBox, etc.

Each of these videoconferencing tools is “proprietary” software running on a computer with any type of webcam. You can only connect to the people using the same software or web application.

Desktop Videoconferencing (can be standards-based or proprietary)

Desktop videoconferencing is also known as software-based videoconferencing. You need:

  • a computer
  • a webcam
  • videoconference software

In a classroom, desktop videoconferencing can be used for the whole class by connecting the computer to a projector.

Desktop videoconference software options include:

Hardware-based Videoconferencing (standards-based)

Many schools install videoconference carts, with a videoconference appliance. This “box” is also known as:

  • the codec
  • the endpoint
  • the camera

Carts installed in schools usually include:

  • A camera
  • The codec (the “box” that has all the smarts to make VC happen)
  • A microphone
  • A display – often a 30-50 inch LCD monitor or a projector
  • A document camera
  • A way to connect the computer
  • A remote for video conference unit

Bridge (only standards-based)

Some large school districts and many educational service agencies have additional videoconferencing equipment: the “bridge” or MCU (multipoint control unit).

  • A bridge allows for multiple videoconferences (aka conference rooms) at the same time
  • A bridge allows two or more videoconference sites or endpoints to connect into the same conference
  • A bridge allows multi-vendor endpoints to co-exist in a conference

References

For further reading, see these resources:

Your Turn

  • Do you know what kind of videoconferencing you have? Is it standards-based (H.323) or not?
  • If you use desktop videoconferencing, what kind are you using? Who can you connect to?

Knowing this will make it easier to connect to other educators!

Team-written by Janine Lim, Shane Howard, and Roxanne Glaser. The opinions expressed in these posts are based on our collective video conference experience connecting classes across multiple networks to connect them to zoos, museums, experts and other classes during the past 10 years. This series of posts reflects our usage and understanding, not that of any vendor or manufacturer. No one is paying us to write these. We are just sharing what we have learned.

VC Research Study: Using VC to teach folk lore

For your review, an interesting dissertation on using videoconferencing to connect students in India and Pennsylvania to teach folk lore to immigrant children in PA.

Ethnographic videoconferencing, as applied to songs/chants/dances/games of South Indian children, and language learning
by Miller, Eric, Ph.D., University of Pennsylvania, 2010 , 676 pages; AAT 3429159

Abstract (Summary)

This dissertation presents ethnographic videoconferencing as an evolutionary development of ethnographic photography, and ethnographic film and video making. Ethnographic videoconferencing enables the people of a culture under study to speak for themselves. Young people of such cultures (who may already be competent in the scholar’s outsider spoken language) may be pivotal figures in ethnographic videoconference processes, as the scholar may especially communicate with them; they may communicate with their elders (in the local spoken language); and then they may be able to speak directly to outsiders via videoconference. In the process, these young people may increase their competence in literary and electronic media as they deepen their knowledge of their elders’ oral-centric cultures; and they may also develop ongoing community multimedia cultural resource centers.

A case study is presented: The primary fieldwork subjects are members of the Kani people, an aboriginal tribe, living in a mountain forest area of southwestern Tamil Nadu, south India. The scholar’s primary research method is ethnographic fieldwork with participant observation. The type of folklore studied is children’s songs/chants/dances/games. A hypothesis is that these play activities teach taken-for-granted social behavior and assist with language acquisition, especially through repetition with variation, the simultaneous saying and enacting of words, and question-and-answer routines. Two post-fieldwork ethnographic videoconferences occurred between a site in Chennai, the state capital (where some Kani people, and the scholar, were among the participants); and a site at the scholar’s university in Philadelphia, USA (where some Tamil emigrants and their children were among the participants).

The dissertation offers a plan for reviving and developing folk cultures, and presumes that folk cultures can enrich and transform mainstreams. But finally, it points toward the application of its principles of development to cultures in general–those having any conventions whatsoever. Conjured is the ideal of global teletopia, featuring fully-functioning public spheres and helping to overcome of two of contemporary society’s most vexing problems: loneliness and unemployment.

Day 1 Talk Like a Techie: 20 Days VC Challenge

It’s time for the 3rd annual 20 Day Challenge on videoconferencing topics, written by Roxanne Glaser and Janine Lim!

This year we tackle the complicated and challenging area of the technical aspects of videoconferencing. In K12 education, it’s often hard to find someone with knowledge of how standards-based (H.323) videoconferencing interacts with the district network. This can cause quality issues that present a barrier to educators and teachers who want to use videoconferencing. So for the next 20 days of blog posts, we’ll be sharing some best practices and background knowledge of how videoconferencing works on your network.

Target Audience

Our target audience for this series includes:

  • Educational service agency personnel involved with videoconferencing
  • District technology coordinators and technicians involved with making videoconferencing work on the network
  • School level educators who need enough background knowledge to effectively communicate with network folks

Guest Blogger Shane Howard

We are joined this year, by award-winning multi-talented Super Bridge Dude, Shane Howard (who by the way has his own band!). Shane has many qualifications to contribute to this blog challenge:

  • supporting schools’ use of videoconferencing for over 13 years
  • expertise in working with school networks to optimize videoconferencing
  • also known as Rudolph and has appeared on screens as a school bus and a sun!
  • runs the SIG IVC Ops at the ISTE conference, making sure all the connections went smoothly.

Topics

During the course of the next 20 days, we’ll be discussing various topics that affect the educational experience of videoconferencing, including:

  • Definitions and background knowledge
  • Setting up your network for videoconferencing
  • Firewalls, firewall traversal units, gatekeepers
  • Dialing quirks and tips
  • Basic troubleshooting

Whether you are new to videoconferencing, or an old pro, we hope that this series of posts will help you improve your practice so that your teachers can be more successful in their use of videoconferencing.

Task

Your Turn

  • What do you find most technically challenging about videoconferencing?

Blogging 2010 in Review

Just for fun, here is the report that WordPress emailed me today:

The stats helper monkeys at WordPress.com mulled over how this blog did in 2010, and here’s a high level summary of its overall blog health:

Healthy blog!

The Blog-Health-o-Meter™ reads Wow.

Crunchy numbers

Featured image

A helper monkey made this abstract painting, inspired by your stats.

Madison Square Garden can seat 20,000 people for a concert. This blog was viewed about 65,000 times in 2010. If it were a concert at Madison Square Garden, it would have performed about 3 times.

 

In 2010, there were 189 new posts, growing the total archive of this blog to 1200 posts. There were 208 pictures uploaded, taking up a total of 52mb. That’s about 4 pictures per week.

The busiest day of the year was January 7th with 402 views. The most popular post that day was List of Test Sites.

Where did they come from?

The top referring sites in 2010 were remc11.k12.mi.us, linkedin.com, google.com, speedofcreativity.org, and twitter.com.

Some visitors came searching, mostly for h323 ports, h.323 software, adjectives, vidyo review, and video conferencing test sites.

Attractions in 2010

These are the posts and pages that got the most views in 2010.

1

List of Test Sites December 2008
7 comments

2

Ports Used in H323 Videoconferencing January 2007
10 comments

3

Open Source H323 Software July 2006
5 comments

4

Skype August 2009
4 comments

5

Skype vs. H323 Videoconference Carts March 2010
5 comments

An Appeal for the K12 IVC Listserv

Take a step back with me, and consider the history of videoconference listservs, and the current state of listservs for videoconferencing.

Bottom line: Get on the K12 IVC Listserv! Here’s why…

Listserv History

For the last decade or so, we’ve had several great listservs to use to discuss videoconferencing, share ideas with each other, advertise videoconferences to each other, and share research surveys.

  • Collaboration Collage or “edvidconf”, the oldest listserv for videoconferencing
  • The K12 IVC Listserv, started by NIERTEC
  • Megaconference Listserv, mostly higher education
  • Megaconference Jr. Listserv, mostly Internet2 sites
  • TWICE listserv, mostly Michigan sites

When I did my own dissertation research survey in the spring of 2008, these were the numbers on each listserv:

  • Collaboration Collage: 2,300 subscribers
  • K12 IVC listserv: 300 subscribers
  • TWICE: 290 subscribers
  • Megaconference Jr.: 30 subscribers

You can see from this list, that the largest number of subscribers were on the Collaboration Collage listserv. When I first got started with videoconferencing in 1999-2000, I remember how much I learned on that listserv.

  • People discussed technical issues
  • Ideas were shared for providing support
  • People advertised content provider programs and collaborations
  • I remember Dan Gross’ particularly long and detailed posts to the listserv. I learned so much from those messages!

In September 2010, the Collaboration Collage listserv closed down. I don’t know if anyone else feels the loss, but I feel so sad that we may have lost contact with those 2300 people!

The K12 IVC Listserv

This listserv was born out of the 2002 K12 National Symposium of Interactive Videoconferencing. From that symposium, a listserv was created, along with a literature review, and a website with case studies. Since funding was cut for the Regional Educational Technology research organizations, these resources have all gone offline.

Thankfully CILC offered to take over this listserv and so it still exists. You can sign up here. Here’s why you should be on it:

  • It’s the last remaining place to post live real-time posted (unmoderated) announcements for K12 videoconferencing nationally and internationally.
  • It’s the last email place to discuss any issues or ask questions.
  • It’s the easiest one stop place for graduate students to ask research questions about videoconferencing. We all want research on videoconferencing, but we need to make it easy for research to be done!
  • Content providers need a place to send announcements about their programs.

But… are listservs dead?

You might be thinking that listservs are a thing of the past. It’s true that some functions of the videoconferencing listservs are no longer occurring on a listserv:

But, what about these functions:

  • How do we get research surveys on videoconferencing out to a large audience? How does a graduate student access the K12 videoconferencing community for research?
  • How do content providers advertise their programs to a wide audience? What if they want to advertise beyond just the “new” advertising that comes from VCcontentproviders.org and CILC.org? Established providers have their own email lists, but what about the new providers?
  • Can you think of others?

The K12 IVC Listserv

So, don’t you agree?! People interested in videoconferencing need to be on the K12 IVC Listserv! I am super grateful that CILC has hosted it and left it unmoderated. We need access to each other! This listserv seems to be the main way to do that.

What do YOU think? Are listservs dead? How should researchers and content providers get access to K12 videoconferencing educators??

Reading with Mrs. Claus

Pictures from the local newspaper, The Herald Palladium

“Good morning, boys and girls!” Mrs. Claus welcomes the students after they dial in for a visit.

All the students sit up straighter and wonder fills their faces!

It’s our annual Mrs. Claus week, and we have 54 classes talking to Mrs. Claus from her North Pole Studio (here in our office). Here’s how the 10-15 minute sessions go.

Chat with Mrs. Claus

After the classes dial in, Mrs. Claus chats with the students for a few minutes. For example, she might say:

  • Is Emma there today? How’s your twin brother Ezra? Has he been good this year? It’s always funny when the child says “no” that their sibling hasn’t been good.
  • Santa told me you had a snow day yesterday. Did you have a good day off?
  • Santa told me that you have a Christmas program tonight. Are you going to sing nice and loud?
  • Johnny, Santa told me you want a toy tractor. I saw a bunch of tractors down in the workshop with the elves.

Reading with Mrs. Claus

I made a Gingerbread House for Mrs. Claus' fireplace mantle this year.

Then, Mrs. Claus reads a book to the students: How Santa Got His Job. There are several spots throughout the book where she asks the students prediction questions:

  • Which animals at the zoo do you think Santa became friends with?
  • What do you think Santa cried as he flew through the air?
  • What do you think Santa saw when he went to the elves house?
  • What do you think is the problem with the polar bears pulling the sleigh?
  • What mistake are the reindeer making in this picture?

Asking Mrs. Claus Questions

After the story, Mrs. Claus takes a few questions from the students. Here’s a sampling:

  • What are the elves names? Mrs. Claus names some of the students in the class. “Oh?! Are some of those your names too?” Students love it!
  • What are Santa’s favorite cookies? Chocolate chip cookies! But he loves all types of cookies. Do you think you could write Santa a note to take some of your cookies home to me?
  • How does Santa get in your house if you don’t have a chimney? With his magic Christmas key to unlock your door.
  • What does Santa want for Christmas? He wants you all to be good so that he can give you presents. He loves to give you presents!
  • Where is Santa? We want to see him? He’s down in the workshop getting the presents finished. We don’t have a camera down there because it’s top secret! Santa doesn’t want you to know what you’re going to get for Christmas!
  • If Santa comes to my house, and I stay up all night, will he come to my house? No! Because if you were up he would talk to you. And if he talked to everyone, he’d never get done delivering all the presents!

Responses to answers are fun to hear:

  • “That’s true.”
  • “Oh, I knew that already!”
  • “I KNEW it!”
  • “Ohhhh! That makes sense.”

At the end, some classes sign to Mrs. Claus; sing a thank you song; or do a cheer for her. Classes are well prepared.

We’ve been doing these for four years now. It’s interesting that four years ago the North Pole temperature was -24F and -30F. This week it’s been -5F and -6F.

Other Mrs. Claus or Santa Videoconferences

Our Mrs. Claus sessions are only open to our schools; however, there are several content providers that offer a Mrs. Claus or Santa program.

I really like these programs – as they are an easy and fun introduction to videoconferencing and often hook teachers on videoconferencing. Then they are willing to try other curriculum-based video conferences as well.

Does Rescheduling Drive You Crazy?

Mess by WordRidden

I’m literally snowed under with the rescheduling of Holiday Hoopla videoconferences! Have you ever had so many calls get canceled? Then all of a sudden your email explodes with information about rescheduling, and it drives you nuts to make sense of it! That’s where I am now!

Here’s how I’m trying to get a handle on it:

  1. Deal with one issue at a time. It can be so overwhelming that you don’t know where to start!
  2. Read all the emails, scribbles, notes from voicemails, etc. about that videoconference to get the big picture.
  3. Email everyone involved.
  4. Write a specific short subject lineto help filter emails. I like to use the last names of the teachers in the pair.
  5. Bulleted action items in the email. Easy to scan and easy to answer.
  6. Propose a specific date & time, and give additional options (ranges).

Whew. How do you do handle rescheduling? Any other tips?

Services I Offer My Schools

Since my visit to another county last week, I’ve been reflecting anew on our videoconferencing program. Today I thought I would share a list of the videoconferencing services that I provide to our schools.

Technical

These services are included in their REMC membership.

  • Firewall. Assistance with making videoconferencing work through the firewall: ports used in VC, testing, configuration of the unit.
  • Upgrading endpoints.
  • Bridging: We bridge almost all of our schools’ calls and monitor them to make sure the connection is ok. In many cases the school doesn’t have someone who can be with the teacher during the VC.
  • Troubleshooting: We provide first line of support – help with all those things that can go wrong: cables plugged in wrong, TV on the wrong channel, hooking up the document camera, etc. Usually provided via phone and to the teacher or media aide who is trying to make it work on their own.

Training

Some of these services they pay for; others are included in their REMC membership.

  • Three online classes (which YOU can take too!). Planning Interactive Curriculum Connections (the intro class); 21st Century Communication Collaborations (hand-holding for your collaboration VC), and Supporting Teachers’ Use of Videoconferencing (for coordinators). ($100 or $150 per person depending on the length of the class).
  • Fall VC Coordinator Training offered every fall. This is for new coordinators in my schools. If I know of a change in a school, I strongly urge the principal to send someone to training. ($25 per person)
  • After school over VC workshops as needed. (FREE)
  • Just in time training as needed. Usually the day before a VC, a school calls and needs assistance with connecting the document camera, changing presets, or showing a PowerPoint. (FREE)

Programming

These services are included in the schools’ REMC membership.

  • ASK Programs. We offer our own ASK programs, and pay for our schools to participate in other ASK programs. We also purchase the books, (30 copies of chapter books; 2 copies of picture books), and make into kits that our schools can borrow to prepare for the program.
  • Collaborations. We run collaborative projects for our schools; we also support teachers in finding partners for the collaborations they want to do.
  • Other Events. We also offer programming such as Mrs. Claus interviews, Lest We Forget Veteran interviews, and other programs.
  • Content Providers. We create resources to help teachers find content provider programs: Grade Level Guides to VC (which need to be updated!); correlating programs to the Michigan Curriculum Framework, Favorite VC lists, etc. We also offer mini-grants to help pay for content provider programs (see funding below).

Funding

These services are included in REMC membership.

  • Grants for equipment. Finding and writing grants to acquire videoconferencing equipment.
  • Grants for programming. Finding funding from various sources to pay for programming.
  • Consulting. Helping schools take advantage of funding sources in their communities: foundations, PTA funds, etc.

Logistical Support

These services are also included in REMC membership.

  • Advertising. Almost weekly emails with different videoconference opportunities are emailed directly to teachers.
  • Scheduling. With few exceptions, all of the schools’ videoconferences are scheduled through us. Teachers just need to say what they want, and give us a range of dates & times they can do; and we arrange the rest. This takes a huge burden off the school staff. For one, we know all the ins & outs & procedures of the different providers. Also scheduling takes a lot of time. This saves our schools time.
  • VC Calendar and Reports. Our scheduling system also provides an online calendar that principals, tech coordinators, teachers, and VC coordinators can view to see the status of their videoconference requests. This system also provides annual reports on the use of VC in each district.
  • Advice. We also provide assistance and advice on solving school issues around using VC: placement of equipment, staffing challenges, assisting teachers when they freak out about their VC, etc.

I think that’s mostly it. What do you provide? Is there anything critical that I missed? What do you think is essential?

Snow Day Etiquette

WSBT News Reports on the Snow

Yay! Today we have a snow day! But, I had five Holiday Hoopla videoconferences and 1 Cleveland Zoo program today. As I’m thinking about those, I thought it would be good for another post on Snow Day Etiquette!

  • Warn. If you think you might have a snow day, email your partner class to let them know! Communicate!
  • Email everyone! As soon as you find out you have a snow day, email everyone involved in the VC – the teachers, the techs, the VC coordinators. Make sure everyone is in on the loop.
  • Phone! If you don’t hear back soon that they got the message about the snow day, call them!! Make sure they know that you’re not available.
  • Reschedule. As soon as possible (even in your first email!), start proposing additional specific dates & times to reschedule. Don’t let it wait too long.

And, while we’re thinking about rescheduling, here are some tips to make sure that you actually do reschedule!

  • Propose specific dates & times. Don’t just say, “Do you want to reschedule?” Of course they do! They worked hard on their presentation like you did. Skip past the fluff of the conversation. Get to the point. Give specific dates & times that you can do.
  • Multiple time zones. If you are working across time zones, give the new dates & times in both time zones. Save time on thinking and conversion for both groups as you try to reschedule. Usetimeanddate.com if you need help.
  • Follow up soon. Partners “grow cold”, just like news leads. Don’t wait too long or everyone will have moved on.

Now, it’s time to make some Christmas cookies: chocolate mint sticks. Yummy! How are you spending YOUR snow day? If you don’t have a snow day, how do you WISH you were spending it?!

Kicking Off Videoconferencing in Your Area

On Wednesday this week, I had the privilege of talking to a group of media specialists from a county in Michigan that has very little access to videoconferencing. We started brainstorming ways they could get access to standards-based videoconferencing, and that got me thinking. What pieces do they need to have in place for a successful implementation. Here’s my initial list. What would you add?

Before any videoconference happens

  • Prep the network. Make sure videoconference will work well. Get quality of service. Iron out any networking issues. Give yourself a couple months leeway to work all this out. More details on this in a new 20 day challenge in January!
  • Test! Test from multiple classrooms if it’s a mobile unit. Try it out at different times of the day, and during different levels of network traffic. Make sure it’s going to work well all the time.
  • Select a VC coordinator. This could be a teacher, media aide, technology integration specialist, or similar position. The most important characteristic for the coordinator is willingness to schedule and the ability to get along with all the teachers. This person does NOT need to be a “techie”. More info about coordinators in our service area online here.
  • Train your VC coordinator. I provide all day coordinator training for my new coordinators, and we spend the majority of the time on the content: content providers, ASK programs, and collaborations. We also spend 30 min practicing dialing and using the remote, and discuss how to hook teachers on VC.

In the first year

  • Schedule a staff meeting demonstration. Do it early in the school year. Connect to a content provider or an author (Janie Panagopoulos is a great choice!) for a taste of what students will experience. Make sure it’s not a “talking head” but an interaction like the students would experience.
  • Require the school to schedule at least five videoconferences. Try to have them with 5 different teachers.

In the continuing years

  • Keep requiring at least five VCs.
  • In the first three years, try to get at least 5 different staff members through in depth training. I require my schools in grant implementations to participate in our online classes. The schools that have had staff participate in these classes are using VC more than the others.
  • Work to make sure the school experiences all the different kinds of programs: content providers, ASK programs, and collaborations. I have some schools that are still scared of collaborations. I can’t get them to do them! But if they have a view of the wide variety of VCs they can do, they are more likely to keep using it.
  • If you lose your coordinator, send another one to training. I make sure principals assign a new VC coordinator soon in the school year so the new person gets trained.

What else? What would be on your list?