The following information is
excerpted from "Teaching with Videoconferencing: Lessons Learned" produced by
Lucy Tribble MacDonald, project manager for the Oregon Technology Infusion
Project. It contained a compilation of lessons learned from faculty who taught
during the 2000-2001 school year with video conferencing. This is just one
section from that project.
- Make 4 x 6 cards of students'
names at remote sites and color code for them for each site.
- Call on students by name at
remote sites. Once a student has answered, turn card over for ease of attendance
- Make 4 x 8 cards folded
lengthwise table tents for students in local class.
- If I did this again I would
require distant sites to color-code all work turned in. Perhaps a blue cover
sheet on all local papers, a yellow sheet for all distant sites, etc. Despite my
best efforts to not confuse what papers were to be separated and mailed to
different locations, I made mistakes delaying feedback to students. The class
was too short to learn all the names and locations of students to make sure I
didn't make this mistake.
- All correspondence (e-mail or
snail mail) should have been labeled with the student's name and their location.
I should have made this mandatory in the beginning but I didn't.
- Let local class know when to
pay attention. Sometimes they think that the teacher is speaking ONLY to the
remote site and then they can talk and not pay attention.
- Use an audio cue to bring the
group back together after individual group activities. We tried chimes but that
was too soft. We tried a whistle, which was too loud. What worked best was a
synchronized clap that was repeated by the remote sites to indicate that they
were ready to return the whole group.
Classroom Roll Call Etiquette
An overview of how to start class and videoconference etiquette in a class.