Videoconferencing Best Practices Summary

• Do ensure all the technology is working as expected before offering a course using videoconferencing.
• Do plan time before the start of each class to test the system and troubleshoot any problems.
• Do encourage interruptions if technology is not working properly.
• Do ensure that technical staff is easily and quickly accessible if there is a problem.
• Do use an instant messaging tool so technical staff (if they are used) can communicate behind the scenes and not disrupt the class.
• Do have predetermined strategies in place to identify and deal with problems. For example, if the audio stops transmitting, those at the affected site should interrupt the session by communicating they cannot hear the other location while waving their arms in the air and pointing to ears to indicate that they cannot hear.
• Do insist on microphones on the desk for every student or every second student to produce good sound.
• Do use a fresh set of batteries in wireless microphones each session or track the usage and replace often.
• Do use a wireless lapel microphone for the instructor to ensure consistent high quality sound.
• Do teach participants to speak up when in a videoconference to ensure the remote site can hear what is being said.
• Do have the instructor repeat questions and comments that are made by students to ensure nothing is missed.
• Do teach participants not to talk at the same time as the participants at the opposite location. Try not to interrupt another person talking. If you are interrupted, let the other person talk, or continue talking yourself without a break to prevent confusion of both people not knowing if the other person is pausing or going to continue talking. (Because of the half-second delay in transmission).
• Do reduce student fears of videoconferencing by providing an orientation of the system during the first class where everyone learns and practices using the system.
• Do provide videoconferencing office hours for the remote students, before and/or after each class.
• Do be prepared that less content can be covered in a class discussion when compared to a traditional face-to-face class. Additional out-of-class support materials are beneficial to make up for a reduction in seminar like class time.
• Do ask students to sit in the same location each class to aid the instructor in identifying students.
• Do explain to participants before hand what is going to happen, what they can expect, and what is expected of them.
• Do use a backdrop to improve the quality of the video image.
• Do use cue cards and a thin marker to ensure that the document camera is zoomed to a default state that ensures students can read the text that is written. (Vs. 8 1/2 x 11 sheet of paper with the document camera zoomed out so the entire page is in the view causing the writing to appear too small to read but good enough to be used as a guide if the student has a hard copy in front of them.)
• Do ensure supervisors and/or senior administration show their support of the initiative by:
  1. being available to talk about the experience as it occurs;
  2. providing action as issues arise;
  3. providing incentives such as a teaching assistant to help prepare material and/or participate at the remote site;
  4. providing technical support;
  5. providing pedagogical support for adjusting the content and teaching approach to this method of delivery.
• Do not build the videoconferencing technology just before or while the system is being used.
• Do not change or upgrade the videoconferencing system or technology while it is being used for a course. Wait until a break when there is sufficient time to test and fix any unexpected problems resulting from the changes.
• Do not use ceiling microphones because of their poor ability to pick up voices.
• Do not alienate the remote site or the local site. Ensure that both are getting equal attention.