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Video Conferencing in Higher Education
Dr. Lynne Coventry, Institute for Computer Based Learning, Heriot Watt University, Edinburgh, lynnec@icbl.hw.ac.uk
About This Report
Part One : Video Conferencing
1. A Definition
2. Technological Issues
2.1. Bandwidth
2.2. Video compression
2.3. Delivering Video Conferences
2.4. Standards
3. Range of equipment
3.1. Full screen TV image
3.2. Desk Top Video Conferencing (DTVC)
4. The Physical Environment
Part Two : Learning
1. Learning
1.1. Traditional learning
1.2. Distance Learning
1.3. Open Learning
1.4. Why use Video Conferencing
2. A Learning Framework
2.1. Conceptualisation
2.1.1. Orientation
2.1.2. Exploration
2.1.3. Experimentation
2.2. Construction
2.2.1 Selecting
2.2.2 Linking
2.2.3 Classifying
2.3. Dialogue
2.3.1. Discussion
2.3.2. Reflection
2.3.3. Reification
2.4. Summary
3. The Role of Advanced Learning Technologies
3.1. Primary courseware
3.2. Secondary courseware
3.3. Tertiary courseware
3.4 Assessing the role of technology
3.5. Conclusions
4. Learning and Technology
5. Does the technology cause barriers for learning?
5.1. Inter-communication delays
5.2. Interpersonal Interactions
5.3. Information transmitted and received
5.4. Management problems
5.5. Geographical set-ups
6. Pedagogy
6.1. What the students think
6.2 Summary
7. Technological and Cost Issues
8. The Institutional Context
9. Critical Factors for success
Videoconferencing: the future?
References
Appendix 1:Coping with video compression
Appendix 2:Room set up
Appendix 3:Visual Presentation Issues
Appendix 4:Organising a Videoconference
Appendix 5:Contacts
List of Tables
Table 1: Why use video conferencing
Table 2: One-way technology applications in education and training
Table 3: Two-way technology applications in education and training
List of Figures
Figure 1: The (Re)conceptualisation cycle
Figure 2: The (Re)conceptualisation cycle in detail
Figure 3: The learner’s environment
Figure 4: Transporting communication