Video Tele-Conferencing for Training

Introduction

Video Tele-Conferencing is a process where users separated by distance can communicate with both voice and picture. Video conferencing systems can be as simple as a Luma-Phone or as complex as Sony Trinicom system. The former is a telephone that has the ability to transmit a still image. The later is as close to duplex full motion video and audio as technology has brought us. This paper will focus on the applications of video conferencing in a distance learning environment.

Communication

Communications form the basis for much of our education, both in formal education settings and corporate training. Video conferencing is a tool we can use to aide the communications process when distance is a factor. The question becomes how effective is video conferencing in a learning environment.

The question about video conferencing becomes, do we need a video signal to improve the communication process. Communication is the process of transferring thoughts or ideas from one person to another. The addition of video to a distance learning process can enhance the learning. Traditional distance learning has used video for this purpose for a number of years. This can be seen in satellite broadcasts and PBS programing. Video conferencing tries to create a two interactive learning environment, where the former is a passive one-way experience. The challenge becomes making the video useful. Wittmann (1999) stated, AVideo doesn't increase the immediacy of communication, nor does it necessarily improve the experience. I've participated in corporate tele-conferences and simply can't see how they would be enhanced by visions of the CEO on my monitor. Sure, it would be nice to view someone's presentation materials from afar, but that's a completely different situation@.

The most important part of the communication process when using video conferencing is the sound. When communicating we use words, the spoken language. The non-verbal messages are important and can be conveyed in a number of ways. Power Point presentations, pictures and taped video are several ways to incorporate non-verbal messages into communications. These are best done in a video conferencing environment. The cost of adding a video signal can be more than the benefit derived (The Trend Is Clear, 1999).

Technology

The technology involved in video conferencing is very complex. This paper will touch on only a few technology points, as the purpose is to inform educator of the uses of video conferencing. The use of video conferencing is seen in two distinct systems. They are those requiring a host computer, like a desktop system, and those which are designed for the express purpose of video conferencing (Fiedler, 1999). There are advantages and disadvantages to both systems.

The desktop system has several advantages. They are at the low end as far as costs are concerned and are readily available. They are very good in situations where only a small number of participant are involved for a short period of time. The disadvantage here is trying to crowd around a small screen and use a camera system which is very limited, no pan or zoom. There is another advantage to the desktop system. The ability to share applications and transfer files. This allows collaborative learning to take place (Fiedler, 1999).

The stand alone, or dedicated, systems have several advantages and disadvantages as well. The major advantage is the quality of the video signal. High end systems have full-motion video capability. They also have many more features allowing pan, zoom and tilt camera features. The major disadvantages are the cost and availability. There are also some technical obstacles to overcome. One major one is the set-up. Until recently all systems used in a conference had to operate with the same parameters. Bandwidth, video resolution, frame rate, audio compression algorithm and network, had to be identical for the conference to work (Keenan, 1999). This problem is currently being addressed by the newly formed iNOW! (interoperability NOW!). This initiative is a standards-based, multi-vendor program designed to allow the use of different systems. The companies involved in this effort are; VocalTec (www.vocaltec.com), Lucent (www.lucent.com), Ascend (www.ascend.com), Cisco (www.cisco.com), Clarent (www.clarent.com), Dialogic (www.dialogic.com), Natural MicroSystems (www.nmss.com), and Siemens (www.siemens.de) (Giambalvo, 1999). This process should help increase the use and popularity of these systems.

Application

The uses of video conferencing are varied, both education and businesses have found applications. Business has been the frontrunner, as costs have been high. Distance education and the legal system are starting to utilize video conferencing more and more(Fielder, 1999). Wittman (1999) stated, AThe market for this technology is in small-scale interactive training sessions. The potential there is real. And the potential savings for your company is very real. But while the interactive training market is by no means insignificant, the technology cannot yet be realized across most WANs, where bandwidth is still too precious. So I don't think there is a lot of application for the technology now. Still, I see something on the horizon@. The business world is pushing the use of video conferencing as a cost saver. Instead of employees traveling to a distant location for a meeting they merely go down the hall to the video conferencing room. There they conduct their meeting with colleagues around the globe without the added expense of travel not to mention lost productivity associated with the travel time.

The medical community has been using Sony systems for a number of applications including teaching practices (TriniCom Video Conferencing Systems, 1998) Investment companies use video conferencing systems to allow real time questioning during distance learning (The Trend Is Clear and Audible, 1999).

Video conferencing systems are often used for distance learning, linking distant teachers and learners for instruction. Some uses of video conferencing for instruction might be as follows:

Students can takes classes not offered at their school, such as advanced honors or foreign language courses.
Schools and community colleges can offer classes during off-hours and to students who cannot attend traditional classes.
Community colleges can team up with businesses to offer employee training or certification.
Teachers can team-teach with remote teachers, sharing subject matter expertise or a unique approach to a topic.
Students can meet with tutors for enrichment, remediation, or a helpful bit of personal attention. This is great way for businesses to support schools.

A librarian could offer an introduction to library services and library tour for local schools (Videoconferencing, 1999).

The use of guest speakers and experts can improve the quality of learning. Video cnferencing allows this possibility with less costs. Somwe ways guests could enhance learning are:

Students could organize and moderate a panel discussion with a dolphin trainer, fisherman, and animal rights activist as part of an ocean unit.
A librarian could answer questions about research.
Students could connect with athletes at an Olympic Training Center for advice and feedback on sports, training, and health issues.
Students could watch a play performed at a remote site followed by interaction with the actors. (see Secrets and Incidents in the Life of a Slave Girl)
A small group could interview the author of a book the class is studying.
A chemistry class could meet with scientists as part of a collaborative science project.
Students could meet with university advisors for admission counseling or interviews.
A remote teacher or student could role-play a historical or literary figure, sharing a special experience with a larger audience. (see Alexis de Tocqueville)
A graphic arts student could share a document with a professional or client for feedback and evaluation.

A vocational teacher could videoconference with a business partner to discuss internship projects and evaluation (Videoconferencing, 1999).

The possible applications for video conferencing are limited only by imagination.

Summary

Video conferencing may not be the >be all end all= for distance learning but it certainly is a good start. There are drawbacks to the use of the systems, however, as more people are exposed to their use video conferencing will gain popularity. There in lies the solution to the short comings of video conferencing. "People want TV-quality video," said VP Maureen McPhilmy. "That is why we focus on using satellite and fiber optic transmissions to improve quality. On a webcast, it's hard to look at a tiny box with blurry images. The Internet will be a threat [to traditional video conferencing] in the future, but not now" (Trend, 1999). This fact alone in competitive technology markets will drive the systems toward perfection.

The future of video conferencing is unclear. One thing is for certain and that is technology will not slow down. Lecklider (1999) stated a possible future when he shared his vision of communications for the future; AToday you can't buy an integrated computer/phone/fax/copier with internet and video conferencing capabilities that fits in a shirt pocket and costs less than $500. Right now, this device is only a virtual product. But consumer electronics companies are leveraging technology aggressively toward the day when gadgets like this become realities.@

References

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Links

http://www.intel.com/pressroom/kits/proshare.htm

http://www2.tvo.org/education/resources/vidconf/vidconf.html

http://www.genesysna.com/video/index.shtml

http://www.dvexpo.com/

http://www.intel.com/proshare/conferencing/index.htm

http://www.learningspace.org/global_conn/videoconf/index.html

http://www.iihe.ac.be/stc/seminars/multimedia/index.htm

http://www.videocom.co.uk/index2.html

http://www.rh.cc.ca.us/departments/academic/pubserv/leo/vidconf.htm

http://www.visualcontact.co.uk/page2.html

http://www.vcas.video.ja.net/