10 WAYS TO FAIL AT VIDEOCONFERENCING
So-called hazardous practices may make good sense at first blush, but ultimately they can become serious obstacles that stand in the way of a successful session.
[1.] Treat videoconference "in-session time" the same as regular class time by offering the same amount of content in both.
Based on the false assumption that this medium is just another way of communicating face to face. The problem here is that participant attention time is shorter than normal, and technical errors will inevitably happen. Less is more. You can't cover it all; offload some content to a website as pre or post contact session work.
[2.] Don't waste student/participant time by having them participate in a rehearsal session.
Based on the false assumption that the session will just be like a regular class with a tape recorder turned on. No one can enter into, or use videoconference technology without training. Practice interrupting speakers when voices cannot be heard and get people used to the physical and often distracting presence of the equipment. You will need to use time normally devoted to content to do this.
[3.] Show up ten or fifteen minutes before start time.
Based on the false assumption that if it worked last week, it will work this week. Too little time to adjust in case things go wrong. Remember Murphy's law.
[4.] Save your presentation material in one format and in only one location.
Based on the false assumption that storage media and videocast technology are reliable. Too many things can go wrong. Presentations and other materials should be saved on disc or burned onto CD as well as saved on a website somewhere. Paper copy is also useful in case the computer goes down and you only have a document camera during the session.
[5.] Use the videoconference session to transmit a lecture.
Based on the false assumption that the videoconference medium is ideal for broadcasting live to many people. A waste of this medium and of your time. Pre-record your lectures and stream them from a course website where students can access the material before the contact time. Use the videoconference time for debate, enhancement, illustration, and so on.
[6.] Always subordinate videoconferencing processes to your main content.
Based on the false assumption that videoconferencing technology is invisible and that it will silently enhance your regular classroom delivery style and tempo. Many instructors and students resent having to take time to adjust to technical problems or constraints, instead of just getting on with the content at hand. Failure to deal adequately with the environment and medium will inevitably lead to bad experiences. Sometimes you have to forget about content and address environmental and/or technical issues. Participants should be encouraged to see this process as normal for this medium.
[7.] Use regular classroom delivery material to deliver to participants in videoconference mode.
Based on the false assumption that videoconferencing does not alter home/office computer resolution. Videoconferencing screen resolutions make it impossible to use the same font and graphics size that you would use on your own computer or in making a presentation to a classroom in person. Some colours such as red, oscillate as well, making the image appear to jump around.
[8.] Save budget money by having tech support on the remote site(s) go home as soon as the session is comfortably underway and by not using teaching support on the remote sites.
Based on the false assumption that once a connection is established it will remain so, and on the false assumption that remote site participants will be confident enough to intervene technically or intellectually on their own behalf. Remote site participants will not make any adjustments, even simple ones, if they are afraid they will break the equipment or disrupt the session. More often than not, they will sit quietly and say nothing, even when content cannot be heard or is unclear. They need an advocate on their site, someone who will act in their interests, both intellectually and technically. They want only to concentrate on content, not on how it is delivered or what it looks like.
[9.] Use the full, allocated time for delivery and interaction and prepare only what you are going to cover.
Based on the false assumption that there will be no down time or dead air time.
You need a contingency plan so that if something goes wrong, each site can automatically begin work on a series of tasks that will keep participants engaged with content while technological problems are worked out.
[10.] Be content with the room, the layout and the furniture you are given.
Based on the false assumption either than the room does not matter or that the physical constraints are a "given". Never be a slave to the physical environment or to the preferences of your technical support people. Sometimes rooms need extra blinds to hide windows and keep out light, sometimes you may need an extra light switch, or a different kind of microphone, or seats that can be moved, or a different seating configuration.
