A Look at the Future

Abstract

These notes have been prepared for delegates at the "A Look at the Future" conference organised by the YHGfL on 3rd November 2004 at Pavilions of Harrogate, North Yorkshire. The purpose of this presentation is to consider the value of video conferencing to modern teaching and learning and also to consider some of the likely future opportunities that will be offered by advances in this particular learning technology.

Presenter

Nigel Pressnell

Nigel Pressnell is Technology College Director at The Arnewood School in southern England. The Arnewood School is one of the still relatively few UK schools with an established laptop program and as a Microsoft Education Partner is unusual in delivering both main stream and vendor qualifications to its pupils. The Arnewood School is one of six UK schools and three Australian schools in the Effective eTeaching and eLearning Networked Learning Community funded by the National College for School Leadership.

Prior to this he worked at John Paul College in Brisbane supporting the school’s innovative use of notebook computers with over 1800 students and teachers. It was here that he became aware of the potential for ICT to transform education from both the point of view of the teacher and learner, especially to personalise learning.

Introduction

During the presentation five key questions concerning video conferencing were considered: -

1. What is video conferencing?
2. What are the different video conferencing technologies?
3. Why use video conferencing in the classroom – what are the advantages and limitations?
4. What factors encourage effective use of video conferencing for teaching & learning?
5. What future development opportunities does video conferencing offer schools?

What is video conferencing?

Video conferencing is concerned with communicating simultaneously between two or more individuals with both sound and vision from a PC or video phone. Increasingly this definition will have to include video communication via portable technology such as mobile phones. This has been made possible by what the International Telecommunications Union (ITU) refers to as 3G Technology. These are high bandwidth third generation devices such as the Nokia 6630 which was released in June with the facility to provide live video streaming and video conferencing.

What are the different video conferencing technologies?

There are essentially two types of video conferencing technologies:-

ISDN – Integrated Services Digital Network which includes ISDN video phones and ISDN group systems

and

IP – Internet Protocol (Web Conferencing) devices.

ISDN devices can be interfaced so that they work over computer networks and effectively become IP devices. This is a useful route to follow if you are considering a telephony system that makes use of voice over IP (VoIP). The table below makes some relative comparisons.

Why use video conferencing in the classroom - What are the advantages and limitations?

Addressing the Inclusion Agenda

Inclusion:-

• Transition between phases & special to mainstream schooling.
• Working with disaffected learners/long term exclusions.

Encouraging special interests/Home School Links:-

• Provides opportunities for “Dads & Lads” activities.
• Addressing social division - ICT literacy issues.
• Developing home school partnerships - family learning.

Challenging stereotypes:-

• Allowing students from different social backgrounds/race/religion to interact.

Curriculum Enrichment

Adding value to what is taught and the way in which students learn:-

• Providing new methods of communicating with experts.

Giving feedback to teachers:-

• Making a report to teachers on a field trip - Canberra IT Phone Home Project

There are numerous examples of curriculum based video conferencing projects:-

• See the excellent Video Conferencing in the Classroom (ISBN 1-85522-826-2) which is available on the BECTA web site.

Enriching MFL:-

• "Video conferencing has shown benefits in listening and speaking skills (Harris and Kington, 2002), with non-verbal communication also contributing to understanding."
• "Access to authentic materials and communication with schools abroad via video conferencing, email and discussion forums in the target language facilitate cultural awareness."
• "Video conferencing with a school abroad works best when thoroughly planned and when pupils have time to familiarise themselves with the equipment."
• See - What the Research says about using ICT in Modern Foreign Languages ~ Becta

Developing an international dimension to a school:-

• Establishing peer groups of teachers, students and parents in cultural collaborations.
• Consider time zones when forming partnerships. Time zones follow the Earth's longitude.

Enriching the way in which the spoken language is used:-

• See - QCA guidance on "Introducing the Grammar of Talk"
• Video conferencing develops specific skills (see table below)

Meeting Specialist School Aims: -

• Supporting specific curriculum focus areas.
• Adding value to the local community e.g. partner schools and colleges.
• Aiding local communities and businesses.

Curriculum Diversity

• Meeting 14-19 Vocational Agenda
• Collaboration between independent and state schools.
• Providing examination courses where staffing is either difficult or not cost effective.
• Citizenship/Lifelong Learning dimension.

What factors encourage effective use of video conferencing for teaching & learning?

• Creating video conferencing infrastructure at a systemic level.
• Beyond “pump-priming” – building sustainable projects (build into schemes of work – talk about entitlement for all learners).
• Encouraging school based champions – Our recent CPD experience has shown that some of our best inset comes from our own teachers because it is highly context related – self affirming – develops collegiality.
• As school leaders encourage innovative teams – praise and celebrate success and make risk taking an acceptable gamble.

What future development opportunities does video conferencing offer schools?

• Schools developing collaborative capacity.
• Share teacher expertise and work on combined action research - See Networked Learning Communities.
• Celebrate/share regional diversity – cultural and/or environmental.
• Innovating CPD
  • Cost effective.
  • Minimal interruption to normal working day.
  • More people can be involved.

Conclusion

Video conferencing will increasingly make use of the convergence in portable technology PDA and mobile phone devices with rich 3G content. Advances in streaming media/web TV and content on demand will make this an attractive option for many learners.

If we are to meeting student's needs we must make use of technology which they value. 80 million text messages were sent last on 19th Aug. 2004 making this a record number. This was A Level Results day. What does it tell us about young people and communication technology? What future will video have in the future and which demographic will be the first to access it?

Further Reading

Global Leap - Excellent starting point for finding out about video conferencing for classrooms.
Video Conferencing Directory - An American site with a directory of other video conference users.
BECTA ICT Advice web site - Authoritive advice on video conferencing.
Technology Teacher’s Resources web site - Some helpful links.

Further Thinking

Consider these question:-

Can you identify the factors that would enable you to video conference students in three weeks time and where do you see opportunities in your teaching to use VC?

What are the essential services that need to provided for learners within our communities to be able to gain entitlement access to video conferencing?

1 November, 2004