Module I – 6 hours

Outline of Activities

I. Introduction to visual communication technology
II. Brief history of distance learning technology
III. Calling and connecting
IV. Personal presentation
V. Use of peripheral devices
VI. Virtual field trips
VII. Interactive distance learning
VIII. Collaboration among classes

I. Introduction to visual communication technology
II. Brief history of distance learning technology 90 minutes

This delivery methodology is not new – various methods have been entertained since the time of the pony express, radio, television, video courses, correspondence courses, etc. Results have always been variable depending upon the motivation of the learner and the skill of the instructor. Recent advances in technology including various two-way video delivery systems have increased the realism and therefore the efficacy of these delivery systems.

It has become extremely difficult if not impossible to find experienced and accomplished educators to fill the teacher shortage void.

1. This is a vote of confidence in your abilities in that others consider you to be of the caliber and level of professional competence to ensure success of this program.
    
2. Distance learning can be equally effective as an instructional medium if methodologies and instruction are managed effectively. Student to student interactivity and timely feedback are essential to success.
    
3. Delivery Methods of instruction and information: a. Voice b. Video c. Data – (blackboard computer management system) d. CAI – computer assisted instruction e. Computer managed f. Print – handouts and textbooks, etc.

Choosing appropriate technological tools for maximum efficiency:

Any and all of the instructional methodologies may be effective or ineffective depending upon the circumstances and the nature of the audience. A lecture method used for graduate students would be highly ineffective for eighth graders and the converse would also be true. The teacher should use professional judgment in making curriculum delivery systems. Remember: - You and you alone are in charge of making these delivery and curriculum choices – You are urged to use your own professional judgment in making these decisions.

Use an integrated approach as you see fit to match needs to curriculum. Video – fax – e-mail is different methods to deliver content.

Careful and meticulous planning is central to success. Focus your delivery on the understanding of content and student needs.

Personnel Requirements:

1. Students – Obviously we are all here for this reason, the most important and central objective is student learning. All other considerations and actions should in some way support this endeavor.
    
2. Faculty
        Develop an understanding of student needs without personal contact
        Adapt teaching styles to student needs
        Develop working understanding of technology
        Function as a skilled facilitator
        Maintain focus, direction and organization.
    
3. Facilitators
        Must be willing to follow the direction of the faculty and steadfastly support the position of the teacher
        TASKS: Set up equipment, collect assignments, proctor tests, be your eyes and ears.
4. Support staff – behind the scenes magicians
5. Administration – Maintain an academic focus while meeting the needs of students.

What is different?

1. As classroom teachers, we act upon a number of visual cues to instantly assess a classroom environment – as a distance-learning teacher, you will not have access to these stimuli.

2. You will not be able to sense the mood of the classroom

3. You will be unaware of attempts to sabotage your efforts – it is frequently difficult to identify key players (students) who support you are who are against you. Maintaining a positive demeanor is essential here.

4. Requires a frank open discussion by facilitators, students, and teachers of rules and expectations.

5. Ensure that facilitators well in advance of need receive materials.

6. Assist students in becoming familiar and comfortable with delivery technology. Students can become very competent with managing equipment and in making the systems work.

7. Create a “team”-learning learning environment – a community of learners.

8. Be sensitive to students – particularly in this setting – poor attitudes can easily fester.

9. Students must be encouraged to take individual responsibility for their learning.

III Calling and connecting – 30 minutes

Instructor will demonstrate connecting to a remote location – participants in the workshop will have the opportunity to speak to and interact with speaker at remote location. Technicalities of connection will be discussed and participants will have the opportunity to practice a number of connections.

IV. Personal presentation – 60 minutes

The most important component of training via distance education is to be yourself. However, this is one very important component in which you might want to consider an alternate self or perhaps always putting your best self forward.

Considerations:

A classroom teacher is always in charge of the classroom environment. Competence and calm are essential to ensure that things go smoothly from the first day. Use the facilitators to enforce school rules and procedures – you concentrate on facilitation and delivery. There is no quicker way to compromise your credibility than getting flustered and annoyed while you is on camera. You must always exude the air of control and lead by example. Keep one on one conversations to an absolute minimum – let the facilitator use the phone to contact an individual student (homework and make up tests for example)

The following guidelines are excellent procedures for any presentation – follow them religiously

• Start on time
• Know your content or present what you do know
• Articulate to the audience clear goals for each class session
• Make a good appearance
• Be poised and energetic
• Use your voice in a pleasant and varied way
• Use gestures that support, not distract, from the content
• Exude confidence in self and in the content
• Use effective visual aids
• Use a logical and linear flow of content – chart this out and show it to the audience if this is complex and complicated – use thinking maps and diagrams
• Engage the audience o Use eye contact, name calling, questioning techniques – refrain from generic and trite expressions such as “Are there any questions? – Or “At the end of the day when all is said and done” – just leave that part out – a pause is much more effective.
• Use colorful and original examples to enhance understanding – then test for comprehension by asking the audience for reiteration
• Speak with conviction and credibility
• Stimulate thinking
• Elicit feedback from the audience
• Summarize key points
• Ask for a commitment
• End on time

Eliminate all distractions from your presentation

The following behaviors are guaranteed to cause significant damage to your show •

• Rattling keys or coins in your pocket
• Noisy jewelry – thematic clothing – We once had a teacher who dressed as a pumpkin for Halloween and as a turkey for Thanksgiving. Be low key
• Sucking your teeth
• Ring twisting
• Stroking a beard
• Lip biting
• Cracking knuckles
• Pushing on the bridge of your glasses
• Drumming your fingers
• Bouncing a pencil on its eraser
• Blowing hair out of your eyes
• Flipping your head
• Popping the top of a magic marker
• Reading from prepared notes
• Using a retracting telescoping pointer or a laser pointer – unless you are preparing a strategic military attack

Careful attention to the following will ensure success

• Know your subject
• Have a desire to communicate
• Rehearse appropriately – if only to measure time accurately

Body language:

• Dress appropriately and professionally – avoid themes and dress down days – do not be afraid to change clothes during the school day if you need to – it is extremely important to market yourself appropriately when you are dealing with audiences who do not have regular contact with you.
• Eye contact – look at the camera not at the person
• Gestures – are very effective as long as they are relaxed
• Facial expression
• Enthusiasm
• Tone of voice
• Tempo

V. Use of peripheral devices - 45 minutes

The Tandberg® equipment interacts with a number of peripheral devices to create incredibly effective multimedia presentations:

Document camera – will accurately display anything in print – 4x6 index cards are the most effective for presentation purposes – this device can also be connected to a laptop via s-video cable for direct presentation of PowerPoint presentations or other computer related media.

VCR and DVD player – for recorded video

Internet – this is an excellent way to utilize web quests or any Internet based media. This feature allows you to connect these resources to your presentation.

SMART board – will allow student writing to display at remote 30 minutes location.

VI. Virtual field trips: - 60 minutes

The virtual field trip can be conducted via a variety of methods. A well-constructed virtual trip is a virtual field trip. The Louvre www.louvre.fr is open 24/7 for virtual visits. The national gallery of art http://www.nga.gov has excellent virtual tours available as does the Holocaust Museum http://www.ushmm.org/; http://www.ushmm.org/

These web based virtual visits can be an incredible experience.

Virtual field trips can also be arranged through many state zoos – and other organizations that have access to Tandberg equipment or compatible equipment. This opens your classroom to the world.

VII. Interactive Distance Learning – 15 minutes

Combining two or more classes into one is an exciting and enriching experience for students. It gives the students the opportunity to collaborate with others that they would otherwise not come into contact with as well as offering different viewpoints and opinions that might not otherwise occur.

The Distance Learning component also allows a master teacher to conduct the class when this expertise is not otherwise available.

VIII. Collaboration among classes – 15 minutes

The Tandberg equipment allows students at different sites to collaborate, thereby broadening the educational experience. Problem based activities are easily constructed and presented among various sites.

Role of teaching and the teacher:

1. Concentrate on effective teaching and presentation skills. As a distance learning teacher, many tasks will no longer be your responsibility – for example, no more taking roll, routine paperwork, submitting grades – you will now have up to three assistants to deal with these tasks for you - you will also have three times as many students.
    
2. Realistically assess the quantity of content that is being delivered. If you never finished the book in the regular classroom, you will not do it now either. Furthermore, administrative issues and some technical problems may interfere with content quantity – maintain flexibility and focus upon the tasks at hand.
    
3. Learning styles: - addressing differing learning styles in a distance learning classroom is no different than in a traditional classroom – well, maybe it is – students can work in groups and make presentations to the entire class.
    
4. Avoid long lectures – diversify activities – Mix content, application, and student centered activities. (Tales from the front #1 – distance-learning accounting)
    
5. Humanize – focus on students – talking, interacting, etc.
    
6. Produce the show – don’t attempt to be the show.
    
7. Use local case studies
    
8. Be concise
    
9. Develop new strategies for reinforcement
    
10. Review – Repetition – Remediation
     
11. Use the phone and e-mail for communication

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