Traditional ISW Videoconferencing

Contributed by Sylvia Riessner, Whitehorse, Yukon

Note: – taught at Yukon College – no longer taught – model needs to be updated to encompass web conferencing connectivity – included because it was effective. Could be utilized by anyone who still does full room videoconferencing?

Note Included in Traditional ISW models as only real difference is in the addition of delivering three mini-sessions through full-room videoconferencing – extending the hours to add technical skills addition but following the traditional model.

Purpose:  to help instructors teaching through full-room videoconferencing to practice and improve their active teaching and technology-supported teaching skills

Format:  4 day workshop, 32 hours, 5-6 participants per 1 facilitator, small group setting  (also taught with 2 facilitators and larger group)

Process:  Participants review videoconferencing capabilities and tools before beginning the mini-lesson planning process. Participants design and conduct three “mini-lessons” with “students” in the same room and connected to “remote” classrooms; participants gather together face-to-face to review verbal, written and video feedback. Facilitator is videoconference expert and includes some “tech tips” to improve practice during group feedback session.

Approach:  experiential, adult learning, peer-based, reflective practice, participatory learning

Topics:  theory and practice of teaching adult learners, writing learning objectives and lesson plans, techniques for eliciting learner participation and planning for technology-related issues, and suggestions for evaluation of learning.

Learning Outcomes:

1.  Improve videoconferencing teaching practices through delivery of three mini-sessions.

2.  Facilitate active learning and participant engagement.

3.  Develop lesson plans utilizing the BOPPPS-model and including technology-related issues.

4.  Write effective learning objectives/outcomes

5.  Contrast “good” traditional and technology-supported teaching practices

6.  Use feedback and assessment strategies appropriately.

7.  Demonstrate adult learning and participatory teaching practice