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Contents
SECTION II: SURVEY REPORT
6.0 CONCLUSIONS
The following conclusions are a summary drawn from the large
number of individual comments made by users (Appendix 1) and
concern aspects of training, successes and failures,
limitations in use, and future developments.
6.1 Training & Structure of Meetings
The role of the chair or conference co-ordinator is
considered vital to a successful conference meeting. In
particular a chair sympathetic to how the network functions
is essential - it is necessary in order to 'draw out'
members in all centres. This also seems to depends on the
size of a committee - 3 is very informal, 10 needs more
formality to work effectively. The system can also be
effective for more informal discussions for which no agenda
is necessary. For a more formal meeting a Chairman, Agenda
and Minute Secretary are considered vital.
6.2 Good Points
Generally users feel that the video conference does not have
the flow and momentum of face-to-face meetings - although
this is seen as a positive benefit where groups are
undisciplined. Also it is considered good for quick informal
meetings at short notice to find out what other people are
thinking. The video conference produces well structured
tightly run meetings; little time is wasted. People say what
they have to say without going on at length. It is less
useful for formal meetings involving negotiations, as it is
considered much less easy to pick up on non-verbal clues
from the other participants. The framework of the conference
seems to imposes a beneficial structure on a meeting, and
encourages participants to prepare before hand. It is
considered extremely useful for research discussions and
seminars, and allows for more frequent meetings than would
otherwise be possible. It is also considered particular good
for one-to-one discussions. It should enable University-
wide meetings to be called at short notice.
It is considered very efficient on time - with no real
disadvantages compared with face-to-face meetings, and the
next best thing to a personal meeting. The savings in travel
time is really appreciated, and it is considered very useful
and expedient in dealing with fairly routine matters or non
controversial issues.
Many users felt that more training should be given before
the first session on the network i.e. planning, preparation,
camera presentation, more knowledge of the equipment, etc.
6.3 Activities Facilitated by Videoconferencing
There have been a number of notably successes indicated by
the survey. It has led to the setting up of an all-Wales
specialist group in Electron Microscopy; a long series of
seminars in Mathematical Physics and Physical Mathematics;
liaison/tutor support with students on clinical placements
in Mid and South Wales. Audiences large enough to put on
specialised talks, and to make it worth while to get in
outside speakers have been made possible. Travel expenses
involved would have prevented Post-Graduate students from
attending regular 'live' seminars across 3 campuses for a
number of courses. Historical modules taught over the
video-link were planned from the start as part of an inter-
collegiate scheme. The careers service at Aberystwyth is
linked into the SW regional training group of ACCAS. This
involves institutions west of Oxford and south of a line
from Oxford to Aberystwyth.
At Post-Graduate level particularly, the network is
considered to help towards making courses more efficient.
The facilities make it possible to mount a course which
would otherwise be impossible on economic grounds. The
Physics Departments across Wales are planning to greatly
extend their teaching on the network, especially in post
graduate and final year Physics courses. It is also
considered very important for extending Welsh medium
provision.
Overwhelming support is expressed for the saving of staff
time in travel, for the spreading of expertise, and drawing
expertise together. The experience at post-graduate level is
that one can introduce students to a much wider range of
topics than would be possible locally. This allows students
access to the whole range of specialist teaching in the
University.
Most users would recommend the system to a colleague as a
viable means to facilitate events and courses which would
not take place otherwise. The main benefits are perceived to
be convenience and cost rather than quality.
6.4 Bad Points Noted
Videoconference meetings are not considered good for more
open meetings where the purpose is to spark off and develop
ideas. Lack of visible body language is a difficult problem
especially for the 'non-speakers', largely because they are
not seen. A major limitation is that it is impossible to
judge in the absence of body language, the reaction of
others to what is being said. It is difficult to judge the
appropriate moment to intervene, and difficult to access the
impact of proceedings on persons who are not visible on
screen. It is felt to only work really successfully when
the participants know each other beforehand.
The system is not at present suitable where detailed
documents need to be consulted or edited jointly. This
presents particular problems for some subject areas such as
mathematics where the limitation of having only one writing
screen for writing is a constraint. It is not possible for
example to see the writing and the speaker's face at the
same time.
The service is considered efficient, but can give poor
images and sound quality. The time delay makes conversation
awkward, and even with zoom documents on screen remain
difficult to read. There are particular problems noted where
a video network meetings is held with no technician present
to support the meeting.
Some users were concerned about the level of discussion
indicating that this can remain at a superficial level. As a
result, little work of a high quality is achieved,
convincing some people that there is no substitute for a
face-to -face meeting if any real depth of thought is to be
achieved.
6.5 Limitations Affecting Teaching Use
The limitation to six active participants at any one site is
seen as a problem occasionally, and there are some
difficulties associated with managing more than 2 sites in a
link. Limitation of number of students who can participate
at each site was noted as a constraint by a number of users,
indicating the need for more studios or lecture rooms
equipped with these facilities. The video conference
facility in Cardiff is considered rather small particularly
as no other major teaching rooms are connected as yet.
The contact between tutor and student can sometimes be
rather formal and awkward due to time delay and failures of
speakers to appear on screen. Contact between students on
separate sites can be a limiting and inhibiting factor as
there is a need to speak rather loudly. The difficulty
expressed in reading documents from screen - placing
monitors closer to the participants might help, it was
suggested by a number of people.
It is difficult to gauge the 'feeling' of the entire group
of students, and little has been done to obtain direct
feedback from the students during a session. There is a need
for a member of staff at each site to ensure questions are
asked and encourage feedback. The feeling is that for a less
active students, it would be difficult for her or him to
participate effectively in the two-way communication in the
lecture/seminar.
6.6 Future Use and Promotion
Sharing the resources in the University is considered very
important, and for purposes of intercollegiate teaching and
meetings the network is valuable. Most users are keen to
explore connections to other Universities and make
international links, and consider that such facilities
should be made available and promoted. The improvement in
the use of tutor time in not having to travel long
distances and time saving is considered one of the greatest
benefits.
6.7 Advice to Users
Participants in this survey provided useful insights into
local usage and offered valuable guidance on how to avoid
some of the negative factors associated with video meetings.
It is of particular importance is that the local experience
in Wales is largely based on non-technical users who now
represent the majority of current users. There is a strong
view that training before using the system is essential.
Planning and preparation of material before the meeting is
important. A whole new range of personal skills have to be
learnt i.e. talking to the camera, producing handouts,
editing video tape, slide presentations. It is felt that
each site should develop courses to initiate new techniques
which is required in this medium.
Experience seems to suggests that sessions work well where
those involved know each other. When this is not the case it
is suggested that it is important that all those taking part
introduce themselves in rather more formal terms so as to
facilitate any subsequent dealings. It is also felt
important to make a previous visit to the video room before
the first session. To make full use of the facilities it is
necessary to prepare the lecture or meeting in more detail
than normal. In particular it is useful to provide OHP
material as handouts in advance; including discussion
periods in each 'lecture' is also important. Students like
to see a face, hence breaks between OHP, etc are important.
Students also need 2 or 3 sessions before they are used to
the medium. Spontaneity can be lacking and interactions
over the video may need to be more 'measured' than a normal
session. Problems with time lag between sound and vision,
and occasional poor quality visual image on screen have to
be taken into account. Essentially the system is considered
to be practical and easy to use.- It also demands -and gets
- an extra level of concentration from the students.
Many users requested an 'idiots' guide to the facilities
including written guidelines for use of remote control unit.
Users agreed that its necessary to forget about the cameras
and just get on with the meeting. Just another meeting was a
common view, a video-network meeting is not essentially
different from a face-to-face meeting.
Since the system is sound activated, do not make any sound
that is not part of the discussion. Be prepared to speak up
because to get a point across. Voice activated switching
means vocal interjections are necessary to catch the
chairman's eye!. Experienced users all offered the following
advice :- Beware of coughing, shuffling papers etc.;
remember the sound activation- look at your own image to
avoid split screens - and speak up. Adjust the temperature
of the room. Relax - Don't think of yourself as being on
camera, just behave and talk naturally, but don't wave your
arms about or make sudden movements. Speak clearly (not too
loud or soft). Don't rustle papers - remember the system is
voice/sound switched. Remember to use the mute button if you
want to whisper to a colleague. Beware of position of
microphones and speak up. Don't rustle papers as this can
switch monitor pictures. It is necessary to remember that,
initially at least, there is some loss of spontaneity
Compensate for some voice clipping during interchanges.
Prepared documents should use large type, and be not too
wide.
Always look-in on a conference first was a common piece of
advice.
6.8 Commentary
The risk is that new systems may be seen initially as a
technical challenge and not one a of changing the
relationships and communication practices among various
remote sites. Videoconferencing can remove barriers to
communication by improving both its quantity and its
quality. Meetings & tutorials etc. can be delivered more
effectively rather than the same amount done more cheaply.
It is more likely to augment travel, not necessarily replace
it.
Video-conferencing presents a different kind of challenge
because it brings distant learners together with a live
tutor, and also with each other. The technology is still in
its developing phase as far as most users are concerned, but
in the light of rapidly decreasing prices of video-
conferencing equipment is becoming more easily available.
Developments in the technology available have now made
possible the construction of equivalent digital networks (to
analogue) and digitally based multimedia systems can now be
constructed. This opens up the possibility of multi-service
campus networks which can convey an range of multimedia
information types on a single network, giving economies of
scale, flexibility and ease of management. In this
environment, campus-wide distribution of audio and video
information becomes a realistic proposition.
Contents
Graphics Multimedia
Virtual Environments Visualisation
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