Videoconferencing and Presentation Support for Synchronous Distance LearningRichard Anderson1,Jay Beavers2, Tammy VanDeGrift1, and Fred Videon1

University of Washington, Seattle, WA1

Microsoft Research, Redmond, WA2

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Research Study FrameworkGoals:1. Utilize Internet-based conferencing system2. Study existing challenges3. Compare experiences with two systems

Au 01 Wi 02 Sp 02 Au 02 Wi 03 Sp 03

DeploymentChallenges[ISDN system,SmartBoard]

Research Studies Data Collection: Surveys, Interviews, Observation Notes (~200 pages)

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Addressing Existing Challenges

Classroom Presenter – for flexible presentations Integration of handwriting

with prepared slides Separate and integrated

whiteboard Tablet PC for pen-style

input

ConferenceXP – for high quality audio/video transmission Multicast technology to

support multiple sites Internet-based Goal: ease of deployment,

ease of use

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Classroom DeploymentCourse Setting

Masters-level database course ~30 local students ~20 remote students One instructor at local site

Physical Setting Local site –conference room

Screens with video of remote site and computer display

Remote site – lecture theater Screens with video of

instructor and computer display

Cultural Setting Instructor encouraged

interaction Local site: 453 voiced

comments/questions Remote site: 28 voiced

comments/questions Many remote students had

taken a distance course previously

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Scenario: Technical interruptions occurred during 7 of 9 sessions, with most outages lasting 1 – 3 minutes.

Overall effect: Difficult to plan for interaction when technology

reliability is unpredictable

Lesson: Technical interruptions had consequences for both sites.

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Scenario: Remote site room too large – students scattered and outside camera view

Overall effect: Appearance of absent students at remote site Students had to vocally interrupt instructor

Lesson: Technology and physical space created a `distant’ feeling.

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SeatingSeating

Remote Room Configuration

Screen 1 Screen 2

Seating

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Scenario: Instructor wrote on slides and drew diagrams for students

Overall effect: Helpful for all students to correlate slide information

and speech Helpful for instructor to display extemporaneous

information Lesson: Presentation system gave instructor

flexibility while teaching.

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Current Work

Full year of successful deployments with ConferenceXP and Classroom Presenter, fewer technological distractions and better classroom configurations

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Classroom Presenter Use

Positive comments and repeat use by instructors Student surveys

Student comparison vs. PowerPoint

less no change more

Attention to lecture 4% 39% 57%

Understanding of lecture 2% 52% 46%

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Inking Study

Careful study of recorded lectures to look at instructor’s use of digital ink

Main result A substantial amount

of ink is ephemeral

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Conclusions

Success of synchronous distance learning affected by technology, learning culture, and physical space

Iterative research approach helped us understand challenges and build systems with target features

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Acknowledgments The instructors and students who participated in

our studies and provided valuable feedback

For More Information:Classroom Presenter [flexible presentations]:

http://www.cs.washington.edu/education/dl/presenter/ConferenceXP [connecting learning sites]:

http://www.conferencexp.net/community/

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Questions for me?

Questions for Discussion Ingredients for successful synchronous distance

education? [From instructor’s perspective, student’s perspective]

Given a traditional classroom activity, how might we support this activity in distance education? [group work – in-class and out-of-class, student presentations, peer review activities, etc.]