Transcript Using Video Conferencing Technology to Provide Tutoring, Supervision, Interpreting and Instruction in Rural Areas in Georgia Nanci A.

Using Video Conferencing Technology to
Provide Tutoring, Supervision,
Interpreting and Instruction in Rural
Areas in Georgia
Nanci A. Scheetz, Ed.D, CSC
Using Video Conferencing Technology
• Fall, 2002
• VSU began experimenting with video
conferencing equipment to test the
effectiveness of providing remote
access interpreting to a Deaf college
student enrolled in college preparation
courses
• We wanted to determine if the
equipment could be used in place of a
traditional classroom interpreter
Where We Started
• Our initial attempt to provide remote
interpreting occurred on the campus at
VSU
– Reading Course
– Housed in a building with no carpet
– No acoustic tile in the ceiling
– Large classroom with a great deal of
classroom activity including chair
movement, etc.
Where We Went From There
• Once we worked out the physical
requirements for the classroom, we
expanded our interpreting to include the
following classes on campus:
– Psychology
– Modern Math
– History
– English
Where Went From There
• Once we worked out the physical
requirements for the classroom, we
expanded our interpreting to include the
following classes on campus:
– Psychology
– Modern Math
– History
– English
Providing Interpreting Services to
Remote Locations
• When we had successfully used the
equipment on campus for a year we
began offering remote interpreting
services to:
– Pelham Middle School
– Moultrie Middle School
– Live Oak, FL (Suwannee County)
– Valdosta Technical College
Remote Interpreting In Action
(click video to play)
Providing Tutoring Using Video
Conferencing Equipment
• Once we had established that sign
communication could be effectively
transmitted via video within and outside
of VSU we added the tutoring
component.
Educational Sites for Remote Tutoring
• The initial goal for the remote tutoring
was to connect VSU pre-service
teachers with deaf students whereby
they could utilize their ASL skills while
providing tutoring for deaf/hard of
hearing students.
• Schools for the Deaf were contacted
who were known to have video
conferencing technology
Remote Tutoring Sites
• During the initial year remote tutoring was
provided at the:
– Oklahoma School for the Deaf
– Delaware School for the Deaf
– Western Pennsylvania School for the
Deaf
Providing Interpreting Services to
Remote Locations
Remote Tutoring In Action
(click video to play)
Supervising Pre-Service
Teachers and Interpreting Interns
• VSU is also using this technology to:
– Supervise practicum students and
pre-service teachers
– Supervise interpreting interns
Providing Interpreting Services to
Remote Locations
Remote Observation In Action
(click video to play)
Providing Distance Learning
Opportunities
We are currently experimenting with
video conferencing technology to
deliver sign language classes and
instruction to students enrolled in
our interpreting program who are
residing in remote locations.
How We Do It
Distally delivered ASL classes
are an entirely different animal
than traditional distally
delivered classes.
–Requires smooth video AND audio at
ALL times.
–Instantaneous interaction between
instructor and student(s) is a MUST.
How We Do It
Remote Interpreting
• Point-to-point video conferencing using Polycom
PVX or iVisit, depending on the remote site.
• Hearing impaired students carry a laptop and
webcam to class and are trained in the setup and
operation of the equipment.
• The students calls the interpreter, then the
interpreter listens to the classroom lecture and
interprets for the student via the video
conference.
• If the student has a question, they sign it to the
interpreter, who then voices it to the classroom
and signs the answer back to the student.
How We Do It
Remote Tutoring
• Works the same as remote interpreting,
except the remote site is a controlled lab
environment rather than a mobile labtop in
a classroom.
• Use H.239 and T.120 data-sharing the
help tutor students in content that is
difficult to interpret and sign (math for
instance).
How We Do It
Remote Supervision
• Remote locations utilize a PTZ-capable camera
(Tandberg 880 or Polycom VSX systems in our
case).
• Student supervisor dials the remote location to
observe the pre-service teacher.
• Only the teacher at the remote site is aware of
the observation. The students are unaware,
which aids in providing a good educational
environment.
• Working towards providing remote teachers with
wireless headsets so that the supervisor can
make suggestions or provide assistance if
needed.
How We Do It
Distance Learning Classes
• Distance Learning Classes
– Two types of distance learning classes.
• Non-interactive, lecture based classes
– Primarily a lecture class where the students
listen to a lecture, take notes, and ask the
occasional question to clarify the content.
• Interactive, feedback based classes
– Students and teacher interact regularly in order
for the teacher to provide instant feedback to the
student.
– Each type presents it's own set of
challenges.
How We Do It
Distance Learning – Non-interactive
• Current practices
– Live webstream simultaneously
archived for reference by distance
students and the instructor.
– In-class facilitator opens an IM chat
session with distance students and acts
as their voice in the classroom.
– Distance students are provided
materials used in class (powerpoints,
handouts, etc) in advance by the
instructor
How We Do It
Distance Learning – Non-interactive
• Future goals
– Utilize Vista/WebCT software to provide
all the current services under one
platform.
– Still plan to archive lectures to provide
access to course material for students
and instructors.
• Looking into better formats to reduce
file size while keeping quality.
How We Do It
Distance Learning – Interactive
• Students access classes from home via Polycom PVX
software and a webcam.
• Student calls a Tandberg 880 in classroom.
• Students are provided printed materials in advance
(PowerPoints, handouts, etc).
• Tandberg unit allows for showing of video and PC
desktop over the remote link.
• Currently, we have 3 classes with interactive learning,
all of which have one distance student in attendance.
• No real issues with one distance student in
classroom.
• Issues arise when more than one student calls into
class.
How We Do It
Distance Learning – Interactive
• Future Goals
– Successfully connect 3 or more
students to a distance classroom with
little to no connectivity issues for the
duration of the class.
– Utilize H.323 dialing plan and MCU to
create multiple virtual classrooms that
provide a consistent classroom
experience
(This is the dream setup).
Technology Considerations
• What kind of technology environment is
available to the remote user?
• Key ingredients to technology environments:
– Availability of technical resources.
• Bandwidth, equipment, classrooms.
– Availability and competency of support.
– Ease of resolving issues as they arise.
• Types of Technology Environments
– Home Technology Environment
– Enterprise Technology Environment
Technology Considerations
Home Technology Environment
• Definition:
A conferencing environment where the
user(s) are located in a residential
environment that is not designed and/or
optimized for video conferencing, has
limited technical support available, and
has limited technology resources.
Technology Considerations
Home Technology Environment
• Advantages
– Ease of access to student
– Simple network setup
– Relative ease of solving hardware problems
• Disadvantages/Potential Pitfalls
– Limited availability of on-site support
– Less control over technology environment
– Technology Limitations
Technology Considerations
Enterprise Technology Environment
• Definition:
A conferencing environment where the
user(s) are located in some sort of
enterprise environment (educational,
small business, corporate, etc) that is
designed and/or optimized for video
conferencing, has tech support readily
available, and ample technology
resources.
Technology Considerations
Enterprise Technology Environment
• Advantages
– Controlled environment
– Typically higher-end equipment
– Trained IT support staff on hand for
troubleshooting
– Better WAN connection speeds
• Disadvantages/Potential Pitfalls
–
–
–
–
More complex networks
Availability/over-extension of IT support staff
Training level of support staff
Ease of resolution of some issues
Questions/Comments?
Nanci A. Scheetz, Ed.D., CSC
Professor
[email protected]
Valdosta State University
Valdosta, Georgia
http://pride.valdosta.edu