Slaves and Masters: Bridging Multipoint Videoconferences

One of the fun challenges of running multipoint events in K12 videoconferencing is cascading bridges together. This happens to me with events such as our Lest We Forget sessions (3 schools in each session), and the MysteryQuests: USA, HistoryQuest5, HistoryQuest8 (all of which have 4-6 classes in them) and other multipoint events.

Ideally, classes would dial in directly so that only one bridge is in the mix. However, there are many education service agencies who prefer to bridge their schools’s calls; or even are set up so that their schools can ONLY connect through their bridge. This means that a call with 6 classes in it could potentially have 6 bridges in the mix!

What does Master/Slave mean for VC?

Each MCU has some type of setting related to cascading bridges (i.e. two or more bridges in a call). As you know, I have the Tandberg MPS MCU, and settings related to Master/Slave are under Conference Mode. The choices are Auto, Master or Slave.

The issue with master/slave is basically who is running the show of the conference? Which bridge has control over that?

The problems arise when the person running the conference (me!) doesn’t have the power necessary (i.e. to force video to certain participants).

The Problem

In the last two weeks, I’ve had troubles with Codian bridges dialing in and taking over the conference. When this happens, video is forced to the endpoint on the Codian bridge, voice switching doesn’t work, and I can’t force the video to any of the other participating sites. Putting a multipoint endpoint (Polycom VSX 7000 in this case) in between the two bridges was the initial fix under distress and hurry.

Official Word: Dial Direction Determines Master/Slave

Last fall in some training, I learned that the official word (?) from vendors recommends this procedure:

  • Whoever dials out is the master
  • Whoever receives is the slave

I have also heard that the call ought to be set up in a certain order: bridges connect first; then the endpoints join.

The Reality

However, with all the multiple bridge calls I have done, this recommend practice has never been possible. Bridges are scheduled for different times. I can emphasize dialing in early, but rarely actually happens. In addition, with my Codian problem, we found the Codian took over the conference no matter which direction the call was established.

The Fix

What I learned in experimentation yesterday, is that Tandberg Management Suite, our scheduling software, was scheduling conferences set to AUTO instead of Master. When my conferences are set to Master and I connect to a Codian bridge, I still lose the ability to force video to the Codian site; but everything else works properly. Voice activation works right. I can force video to the other sites individually if I want to.

Comments/Suggestions:

All the Codian bridge operators I’ve talked to don’t know where the Master/Slave settings are on their bridges. Do any of you know? Please comment if you know that, or if you have any other comments on this situation…

Lest We Forget: Vietnam

Today we have a group of Vietnam veterans talking to students across the country about their experiences. We have several classes from MI participating, as well as classes from NY, PA and NE.

These are the panels that participated today:

9:30 Session Panel: SGT Jess Bowman, CDR Don Oderkirk, Major Weldon Burden, L/CPL Denton Kime

10:45 Session Panel: SGT Jess Bownman, CDR Don Oderkirk, COL Alsbro, L/CPL Denton Kime

12:30 Session Panel: SGT Jess Bowman, Major Weldon Burden, COL Alsbro, L/CPL Denton Kime

Here are some of the questions that students asked today:

  • Did you think the draft process was fair?
  • Describe your feelings/thoughts on foreign policy related to the domino effect?
  • What did you think of the Vietnamization process?
  • How much did you know about the war before you were drafted?
  • Do you think the media misrepresent the war?
  • Has your sacrifice been appreciated by society as much as you think it should?
  • Do you think there should be a draft today?
  • Are you able to watch movies about the war? and which ones do you recommend?
  • Do you think the comparisons between the wars in Iraq and Afghanistan and Vietnam are justified?
  • What should we be doing differently to support the troops when they come home from our current wars?
  • If you could pass on one thing to the next generation of Americans, what would it be?

Students from Syracuse, NY, prepared great thank you posters to share with the veterans at the end of the conference. The veterans sure appreciate these expressions!

These are great videoconferences – a benefit to the veterans, who appreciate the opportunity to tell their story as well as the expressions of thanks from the students. And hearing first hand experiences of historical events always helps students understand the topic better. These are videoconferences you could easily do in your area as well! I’m sure there are veterans nearby who would love to have the opportunity to talk to students.

4th Grade Videoconference Recommendations

This morning I opened up early bird registration for my schools for next year’s videoconferences. I always offer to give advice on selecting programs. My first request came from a 7th grade science teacher who loves videoconferencing, and is moving to fourth grade. I thought I’d share here what I told her.

Preview Calendar

I always make a preview calendar for my schools that is by month and grade level. The information on this page applies only to my schools, but you might find it interesting as an example. I don’t have it done for 2010-2011 yet, but my teachers can still use it as a guide right now to plan for next year.

Social Studies

The fourth grade social studies curriculum covers: “Using the context of the United States, fourth grade students learn significant social studies concepts within an increasingly complex social environment. They examine fundamental concepts in geography, civics and government, and economics through the lens of Michigan history and the United States.”

My top four for this area are:

Language Arts

The top choice here is:

Science

This is what I said to my teacher: “Plus you might want to do a science content provider program. Other fourth grade classes this year did mini-grants for these programs. (My schools apply for mini-grants for our assistance in paying for content providers. Districts must contribute at least $25 towards the cost of the program.)

Those are the only science content provider programs my 4th grade teachers did this year. I know there are many others; and have on my todo list to update our GLCE guides to videoconferencing for the new curriculum. But it isn’t done yet. Feel free to comment if you have other recommendations for 4th grade science.

Compare this list to the 4th grade Best VCs List I did in 2005. The 4th grade social studies curriculum has changed since then, but the science recommendations are still great.

MysteryQuest USA: The Potential of Ed Tech Funding

Today ISTE and the EdTech Action Network are leading a campaign to support federal funding of educational technology (EETT).

So, what specifically, do educational technology dollars do in schools?

One example of the power of educational technology for student learning is the MysteryQuest format. Today we have 11 4th and 5th grade classes from across the U.S. participating in two sessions of MysteryQuest USA, a videoconference project that involves students in presenting, researching, and using geography skills to determine where the other classes are.

Watch a Video Clip

Students Present Clues About Cities & States

In a MysteryQuest USA, the classes begin by sharing required clues about their city and state (or about another city/state they selected). The clues are tightly aligned to the state and national social studies curriculum. Here are some sample clues from the classes today.

Some clues are shared on posters.

This clue was a model – and the students explained that their city was NEAR the city where this model was. But today, most of the schools missed that distinction and guessed St. Louis incorrectly.

This school shared their posters via their interactive whiteboard software (Promethean in this case.)

Some clues made the other class work a little bit to get the piece of information they needed.

Some clues were shared via PowerPoint.

All in all, students spend about an hour frantically taking notes on all the other classes presentations. They are so engaged, they don’t realize how hard they are working!

Research Time

During the 30 minutes of research, students use maps and Internet resources to figure out the mystery locations presented by the other classes. Students work in teams to research the 5 presentations by the other classes. They use their problem solving skills to solve clues and figure out the city and state.

Students Researching: Photo by Paul Hieronymus

Ending

After research time, each group has the opportunity to ask a clarifying question of the other classes to see if they are on the right track. The students ask creative questions to see if they are right without giving away their guess to the other classes. Here are a couple examples:

  • Is your city near the bear dunes?
  • Was your city affected by the oil spill?

After clarifying questions, classes have another 5-10 minutes to research. Then they share their guesses. Some groups prepare visuals to share their guess:

Finally, each class shares their correct answer, and their actual location (if they were presenting another location), and signs off with a cheer.

What learning goes on?

  • Students work in groups to prepare their presentations – practicing interactive group skills.
  • Students engage deeply in the content of state geography and U.S. history – both to prepare their presentations and to guess what the other classes presented.
  • Students use problem solving skills to figure out what the other classes presented.
  • Students use presentation skills to speak clearly and slowly enough that the other classes can understand the clues.
  • Students meet and get to know students in different areas of the country.

Compare this to an alternative method of learning about states: students creating reports about the states after reading in the textbook. Which way would you rather your students/children learn? By problem solving or regurgitating information?

ASK Specialist: Harvesting Hope

For the last four years, we’ve been partnering with Region 20, in San Antonio, TX to do an ASK program on the book, Harvesting Hope: The Story of Cesar Chavez. Our students read the book, and are interviewing a panel of former migrant workers at Region 20. This program is particularly powerful, as most of the districts in our area serve migrant workers who spend part of the year in Michigan and part of the year in Texas. Each of the panel members spent time working in Michigan, so the connection is strong.

Here is a sample of the questions students from three schools asked today:

  • What would you say to Cesar Chavez if he was still alive today?
  • How would you have done things differently if you were Cesar?
  • Would you rather work in the field or go to school?
  • We read that Cesar Chavez had 8 children. Do you know if any of his children are working to keep his legacy alive?
  • What are you thoughts on how migrants should have been treated?
  • What was your reaction to the harsh conditions? Did you ever join a protest or boycott?
  • What was your most memorable experience as a migrant worker?
  • Do you think it is better being a migrant worker or doing the job you’re doing now? and why?
  • How has Cesar Chavez’ work changed a generation of migrant workers?

As you can see, some very powerful learning went on! This program also helps our students understand better their fellow students who are migrant workers. A special thank you to Susan Altgelt and the bridging team at Region 20 for making this happen!

Light and Shadows with Wales, UK

Today we have a 2nd grade class connecting to Wales to share what they’ve been learning about light and shadows, via puppet shows.

First the students in the UK told us about some of the light-related vocabulary and facts they learned. Then they told a story about a worm with rhyme and shadow puppets, as well as the story of Goldilocks and the three bears and other fairy tales.

Then Calvin Britain students shared their shadow puppet stories, using their bodies to create the visuals. The effect was very neat, but is hard to capture in a still image:

Afterwards the students asked each other questions and learned about their communities! This was a very visually creative videoconference! Great work on the part of teachers and students!

ASK Specialist: Monkey Island

Today we have two local classes interviewing a panel of experts who work with the homeless in Berrien County. Students have read the book Monkey Island, a story about a homeless boy in New York. The students are interviewing people from various agencies in our county who assist the homeless.

Here is a sample of the questions the students ask:

  • Is the soup kitchen all volunteer work?
  • How many people usually come to the soup kitchen?
  • What challenges do people face when trying to overcome homelessness?
  • Why wouldn’t restaurants give their leftover food to the homeless? (Students learned about local restaurants and grocery stores who actually do!)
  • What type of illnesses do most homeless people have?
  • If a homeless person wants to get “back in the game” where do they go?
  • Where do homeless people stay if they are not in the shelters?
  • What are some of the ways that homeless can get money to pay bills or to buy medicine?
  • Was there any time in your life that you had an experience where you could relate to the homeless?
  • Why do some people not want to talk to or be involved with homeless people?
  • What city in Berrien County has the most homeless people?
  • Where do homeless people go to get medical care?
  • If we were interested in a job at social services, where would we go?
  • What is your daily work/job like? What do you do?

The learning in these sessions is incredibly powerful! If you like the ASK format, this is a really easy one to offer in your area. The people who work in various agencies serving the homeless will likely be delighted to have students learn about the issues and challenges in your area.

Don't Miss the ISTE SIG IVC Playground: Early Bird Reg Ends May 1

This year at the ISTE Conference there will be an interesting new playground: a videoconference playground, complete with pirates, treasure maps, and gold (chocolate)! The SIG IVC playground runs Wednesday morning from 9 am to 1 pm.

Come search for treasures to enrich your classroom! Join video conference experts from around the country as they share their expertise in content and hardware to use with H.323 video conferencing. Connect with zoos and museums that offer video conference content to schools, as well as an author and other experts! See the latest in HD technologies. If you are interested in globalizing your classroom, this is the playground for you! Come and learn from practitioners and walk away amazed.

You’ll get hands-on time with various videoconference options, while you dial out to IP addresses to discover who is at the other end. Don’t miss this fun experience at ISTE, as well as other great videoconference workshops and sessions.

Register Quick Before the May 1 Early Bird Deadline!

HistoryQuest8: Sample Clues and Visuals

Yesterday and today we’ve had 5 sessions of HistoryQuest8: Civil War. Students are giving clues about people, events, inventions, documents, etc. from the Civil War, and trying to guess what everyone else has presented.

We’re using the new short MysteryQuest format that works GREAT for middle school classes. We’ve had 4-5 classes in each 45 minute session. You can read more about the agenda and preparation for HistoryQuest8 online here.

Today we had some neat clues and visuals.


This class did their clues in the form of a court skit. They began with “Welcome to Clueless Court, where we don’t know anything at all about law.” The skit was actually a trial of their mystery person.

Another class gave several clues about a detective, with detective-like clues.

Here’s an example of a visual that doesn’t work! Between the background picture, the red font, and the glare of the document camera, it was pretty hard to get any information from this visual.

Nice big clear font on these posters. Easy to read and write down.

Note this creative way to give a clue for “Greek architecture”.

Music is always fun for giving clues! The song played was “Taps”.

Another class gave these creative clues for the invention of the telegraph.

This is just a sample of the presentations from these HistoryQuest Civil War sessions. If you haven’t done a HistoryQuest or MysteryQuest, you may want to watch the video here.

Still Openings

Also, Paul Hieronymus is running a few more HistoryQuest8 sessions during the week of May 3, and needs some more participating classes. Details here. Hope you can join him! Your class could prep their presentation in a couple class periods if you keep it simple. So it IS doable! Great learning experience for students!!

In addition, we still have room in HistoryQuest5 (5th grade colonial times and revolutionary war) and MysteryQuest USA (US geography for 4th or 5th grade. These are all open to everyone!

Lest We Forget: Korean War

Today we had another Lest We Forget session with our Korean War veterans. We had high school classes from Michigan, Pennsylvania and Texas participating.

Our panel members today were (l to r) Jim O’Malley, Redmond Sage, Al Rosinski, and Bill Gobert. Here is a sample of the questions students asked:

  • How much sleep did you get?
  • Do you think we should still have the draft?
  • Did you have any fond memories while you were overseas?
  • What did people do to support the Korean War at home?
  • I studied about Taskforce Smith. Why did we go into the war when we weren’t ready?
  • Were you drafted or did you volunteer?
  • What did you think of Truman firing MacArthur?
  • How did the local Korean population treat you?
  • Who decided to divide Korea?
  • What books or movies do you recommend to learn about the Korean War?
  • What did you miss most when you were overseas?

Mr. Bill Gobert brought his sleeping bag to illustrate the cold conditions. In this picture you can see how he modeled this experience for the students.

The veterans always appreciate patriotic decoration for these videoconferences, which this ROTC group did very well:

As always, these videoconferences are a great opportunity for students to hear first hand experiences from historical events. In addition, the veterans sure appreciate the opportunity to tell their stories and know that the younger generation is interested in their perspective.

We still have room in the May 14 Vietnam sessions, and we’d love to have YOUR class join us!