Good practice guide to Interactive video-teaching (IVT)

Strategies for academic staff

Interactive video-teaching (IVT) is a live two-way video and audio telecommunications connection between two sites (point-to-point), or between multiple sites (multi-point), which allows real-time teaching/learning interaction between lecturer and students. It is used at CSU to deliver classes between campuses at Bathurst, Dubbo, Orange, Thurgoona and Wagga Wagga. Using IVT as a medium for teaching does not require a lecturer to become an expert in technology use. It will mean, however, that you acquire a basic understanding about instructional delivery issues in IVT in order for your teaching to be effective. The challenges of interactive video-teaching Interactive video-teaching is a different kind of teaching to that used in a face-to-face, classroom-based approach, and requires consideration of the following: It is hard to judge the classroom atmosphere at the distant site as non-verbal cues, which are important for effective communication, are difficult to distinguish in the video image. The use of a pure lecture style means that students run the risk of becoming passive recipients of a video image, as in television viewing. Resist the temptation to just transmit facts. Careful planning of teaching sessions, materials, and technology usage should proactively engage the students. There should be a balance between lecturer and students interaction, and student engagement with teaching and learning resources.

Teaching strategies for effective interactive video-teaching Effective interactive video-teaching implies a need for different presentation methods and the re-structuring of materials to be adapted to IVT. Teaching strategies include: Establish classroom etiquette and protocols e.g. students to remain in camera range; Track who is participating; Check regularly for comprehension; Ensure that lesson material incorporates a range of learning activities to encourage interaction e.g. group discussion and feedback; questions that encourage students to collaborate on answers; Use a variety of presentational techniques to break up a session e.g. short case study presentations by students; interviews; panel discussions;

Provide visual information that supplements and enhances verbal content to aid understanding e.g. incomplete graphs, models and worksheets that students complete in sessions; Make appropriate use of a range of delivery modes such as document camera, PowerPoint slides, overhead, whiteboard, etc; Integrate IVT with other educational media, such as online resources, textbooks, and print material; Organise an outside guest speaker to be the subject expert during a timetabled IVT session.

Experiences of CSU lecturers The following teaching tips have come from the IVT experience of CSU lecturers: learn to use the technology early. Attend the IVT training workshops provided by DIT and CELT. Have a practice run. Use the equipment so you can see a presentation as students see it; confirm audio and visual connection at the start of each session; establish etiquette and protocols in the first session; establish and publicise your consultation hours for students to make email and phone contact; plan a visit to your far-end students early in a semester to get to know the students and their perspective of IVT; ask for feedback from students; make notes available as a backup (but not a substitute); include a break time in longer sessions; encourage regular access to online forums; have alternative means of providing materials in case of technical difficulties; follow up IVT sessions with e-tutorials or forum discussions.

Further resources on IVT The Pacific Bell Web site has a great deal of information on the topic of instructional strategies, which you will find invaluable in preparing to teach with IVT. http://www.kn.pacbell.com/wired/vidconf/instruct.html