Teacher Trainers-video Conferencing And Learning Out Of School
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Teacher trainers: video conferencing and learning out of school
Background to case-study This case-study highlights the impact on trainers’ practice at the University of Winchester’s primary teacher training department. Winchester received TDA funding for ICT in initial teacher training (ITT) projects each year from 2004–05 to 2007–08 (four years in total). This was a significant resource for the ITT programmes at Winchester. ‘Quite frankly, the money available for this kind of kit [video conferencing] I could not have afforded out of the budget. If it wasn’t for the TDA funding we wouldn’t have video conferencing in this programme.’ The focus of this report is on the video conferencing (VC) facilities provided under the funding. The university introduced video conferencing to its ITT provision. These facilities allowed the department to offer and develop curriculum enhancement projects with a small number of partner schools and evaluate the use of video conferencing within schools. This case particularly looks at its use for curriculum enhancement to combine in-school learning with out-of-school projects. Video conferencing was used to link up with a range of museums and educational venues. The main one discussed was the link with the National Space Centre. It also touches on the use of the virtual learning environment (VLE) with trainees to enhance practice.
Impact This case description looks at the impact of video conferencing on teacher trainers, trainees, the organisation, and the sustainability of the project in terms of depth, scope and transfer of ownership.
• Depth: how do you position the projects to impact on the classroom environment and challenge different contexts, beliefs and attitudes? • Scope: how do you get a critical mass of people participating in the programme and changing practice? • Transfer of ownership: how do you encourage participants to take ownership of the technology and intervention? View the video case-study. Download the full research report; the executive summary.
Impacts on trainers’ practice Video conferencing provided an opportunity for higher education institution (HEI) trainers to link ‘theory with practice’. During a video link session it allowed them to connect learning in the HEI with actual learning in school. By working alongside pupils and trainees during the conferences, trainers were able to see how trainees interacted and point out things that had been covered only in abstract in taught sessions.
Trainee/tutor discussions raised many behaviour management issues, how to reframe questions, prompt and extend children’s learning, and an appreciation of viewing other teachers operating in the classroom – and directly modelling practice. Video conferencing gave tutors an opportunity to see their trainees work with pupils in their specialist area of the curriculum, in this example science. Even when acting as link tutors, these science specialists rarely get a chance to observe a science session because of the dominance of literacy and numeracy within the curriculum. They brought together groups of students who specialised in science for the VC conferences and worked alongside them during the event. The team of science trainers were given the opportunity to experiment with different ways of working with the VC. After initial concerns over the passivity of VC (they initially felt that it would be a turn taking information transfer activity), trainees saw the potential good practice in remote link-ups and developed these into an interactive approach based on dialogue between pupils and experts. Trainers developed their own ‘interactive’ pedagogy for using the conferencing with trainees, pupils and the organisations that they were linking up with. Trainers developed their understanding of how the role of the teacher is changed/developed by the use of video conferencing. Staff discussed the way in which teachers in school and students in HEIs had to adapt their role to the new environment.
In their own words ‘As primary scientists we are very aware that science should be as hands-on and interactive as possible. We weren’t sure if we could use it (VC) to enhance or enrich sessions and we weren’t going to use it if it didn’t.’ ‘It allowed trainers to illustrate live to trainees what they had been talking about in sessions.’
Page 2 of 7
‘It motivated them [trainees]. They were switched on. It gave them a sense of urgency that they needed which we can’t replicate in the classroom here.’ ‘If you are watching something which is live, we could say: ‘Did you notice what happened when?’ What I really found interesting was when the teacher did this. It was the idea it was live and we didn’t quite know what was going to happen … it allowed us to draw on real examples.’ ‘We decided we wanted to get full advantage of the fact that we could communicate with these children who were remote and off-site. Time with kids is at a premium within the ITT timetable.’ A school-based tutor in one school has gone on to develop their use of video conferencing pedagogy as a means of providing greater out-of-school learning opportunities for pupils. A mentor has developed his own work using the VC with Hampshire’s archive services so they can share materials they do not normally take into schools. They have also developed their own pedagogy of VC usage by having archive staff at both ends of the link. The VC facility improved weekly review processes with students. The weekly review process through the VC link allowed higher education institution tutors to observe the review by the school-based mentor. This made the school-based mentor pay greater attention to how the review was carried out, and he transferred his own experience of being reviewed by his own headteacher into this process.
‘It was like I was being observed, and like any observation you always put in that additional effort, planning and preparation just to make it that bit more all-singing and all-dancing.’
Impacts on trainees Additional support – video conferencing link when on placement provided source of support. ‘We hadn’t really seen anyone so just a “Hi, how are you?” face to face was a real bonus. It was a good chance to say: “What do I do with that?” and she’d say “Oh, just do this.” So rather than a phone call or an e-mail that goes on and on for days, it was just a conversation which was really nice.’ Better quality feedback on teaching practice/placement. ‘It [feedback] was so direct. It was so immediate that there wasn’t time for her [link tutor] to sort of put a spin on anything or rethink it. You know, it was just straight up, and I found that very honest, and I enjoyed that fact that it was just so soon after the lesson.’ Video conferencing facilitated additional opportunities to be observed, less intrusive visits, and observations that were outside and extra to assessed visits. ‘I’d love it if they (tutors) could come into my lesson and not have the worry of “Okay, my grade depends on this.” Just have it purely as a “learning from it” and I think I’d really welcome that… doing it as many times as I could.’ The benefits of reduced distraction for the pupils and trainee were also raised, where normally the link tutor’s presence in the classroom causes much excitement for the pupils and anxiety for the trainee. But this is vastly diminished through the use of video conferencing. ‘When I was in there (teaching) I didn’t really notice any difference. To be honest, once I was in there, it was probably easier because I forgot it was an observation. I just got on with it.’ Page 3 of 7
Greater objectivity around observation and feedback If the trainee can look at what they are being fed back on, they can feel they are in a better position to assess if the trainer is being overly critical or uncritical. Trainees developed their collaborative planning skills with teachers and other trainees and realised the benefits of working collaboratively. This overcame any sense of isolation and enabled them to collaborate on lesson plans and teaching. They worked in teams to assess pupils’ existing knowledge, via video conferencing (VC), and to design activities together and planned sessions with teachers in school. During the first VC session, a group of trainees and pupils explored their existing knowledge of the subject. Pupils wrote down or drew their responses on ‘show me’ boards which could be viewed on a video link. The trainees then discussed elicitation techniques with each other. This type of collaborative working experience offered effective preparatory experience. Trainees in the classroom reported benefits to working collaboratively which provided mutual support and sharing of ideas. Using VC developed trainees’ understanding of classroom management and teacher questioning. Trainees had to think carefully about how questions were asked over the VC, for example, being able to observe teachers via VC working with students unobserved at the other end of a link.
The VC facility developed trainees’ understanding of how to use external experts in the classroom and how to link to ‘real life’ issues. They also evaluated how they used the link-up over VC after each occasion, and had increased confidence in using VC equipment.
Impacts on trainees’ interaction with pupils Trainees responded positively to video conferencing implementation and felt VC was useful as a preparatory activity to teaching – an increase in contact with pupils was seen as a bonus. Live link-ups to organisations and centres enabled innovative use within teaching and learning, eg, live link-up with the National Space Centre where resources were couriered to the classroom prior to the link-up so that pupils could simultaneously explore the same resources as the space centre staff (active engagement). ‘I think the three sessions were a bit like the input and elicitation of ideas, and the main teaching was when they [pupils] were here [on campus]. Then the third session almost acts as a plenary. It was really, really cool and they [pupils] loved it.’ Facilitates learning – abstract to concrete. Trainees reported that pupil engagement was evident by levels of interest shown and pupils knowing that there was an expectation on the part of the space centre staff that a questionand-answer session would follow. In the other video conferencing sessions (elicitation exercise and plenary) some pupils were reluctant to contribute. However, during the live link-up: ‘Hands up everywhere! They [pupils] were desperate to feed back...and when we did the final session, the amount of knowledge that they gained from that one day just shows how much they got from it.’
Advantages of using video conferencing for learning After the session, year 5 pupils video conferenced year 6 pupils to feed back and report on their experience. This offered opportunities to assess children’s conceptual Page 4 of 7
knowledge and also utilised peer learning through pupil-to-pupil interaction. A live link-up with the Eden Project supported learning outside the classroom. School councils from two schools linked up for pupils to discuss school issues which enhanced community links. video conferencing also offered opportunities for pupils to gain experience of presenting work to different audiences and experience life beyond their own school. VC is an inclusive medium where: ‘… all the children interacted with it, even the ones who find communication difficult. They loved it – the fact that they could talk as an equal.’ ‘I just think that there is such a wealth of opportunity if it’s used properly and I think it’s just a case of convincing some of the older members of staff that actually it’s not some gimmick. If it’s planned well, it can bring so much to children, particularly with abstract ideas. If you can bring it alive, it makes abstract concepts more simple.’
Impact on the organisation Using video conferencing gave greater relevance to HEI-based tasks as students were planning for real. Students had to create materials for use directly with pupils during VC link-ups.
Provided opportunities for peer observation • Students watched those working on VC by an internal link to an HEI and also as they worked collaboratively. ‘You use [recorded] video material but it’s not as powerful as getting that live interaction.’ • The facility developed learning outside the classroom agenda by linking with a range of informal learning providers. • Provides opportunities for curriculum design and a means to increase relevance and generate interest in curriculum areas such as science by making them ‘real’.
How it was done The project gathered momentum and generated much interest among a wider staff audience who were very interested in video conferencing usage and the potential within their subject specialism. The existing culture, with its focus on research and professional development, enabled wider project dissemination. The project employed a communications strategy with other staff that maintained interest through constant communication of intentions, monitoring and progress of the project across subject leaders and other faculty staff. The project leader selected two schools and liaised with headteachers, staff and parents to outline and reassure. This approach built on established relationships and led to a willingness to engage in the project. Preliminary visits from others who were already using video conferencing aided the implementation. Examples were given that could be replicated. An existing expectation for information and communications technology to be used by both trainees and trainers existed within the organisational culture. A conceptualisation of ICT as being beyond computing and computers and into the realm of communications and video was propagated. ‘All of us [staff] have some responsibility to model what is being said in the general message in our sessions.’ Leaders and management were extremely supportive of the project and were prepared to develop staff in its use. The project was integrated with ICT support. The ICT support staff were involved in setting up staff development days to showcase progress in video conferencing. A planned staff development activity, where staff were shown the resources and available Page 5 of 7
equipment, encouraged usage and disseminated the availability and effectiveness of equipment. The head of technical support was very committed to VC implementation and played an instrumental role from the initial stages. JANET, a British education and research network, was very supportive and efficient and able to guide the head of technical support effectively in setting up initial VC and offered continued support.
Impacts in terms of sustainability • Depth: how do you position the projects to impact on the classroom environment and challenge different contexts, beliefs and attitudes? • Scope: how do you get a critical mass of people participating in the programme and changing practice? • Transfer of ownership: how do you encourage participants to take ownership of the technology and intervention?
Depth How do you get it to impact on classrooms and in different contexts, beliefs and attitudes? Initially, a number of tutors felt that video conferencing would clash with their philosophy of learning based on ‘doing and active exploration’. They were sceptical about the technology until they could develop an approach to its use which was in keeping with their view of effective learning approaches. The facility was then effectively incorporated into their practice. My first impression knowing nothing about it was that you got a person quite distant at the end of a screen and a whole classroom of excited kids. But, in actual fact, you realise that preparation had gone in before so that you had the same materials at both ends. You obviously had briefed adults at both ends so you really could bridge that gap in learning space.’ ‘To be honest I was surprised how intimate it felt.’
Trainers designed a sequence of video conferencing events based on their views of effective teaching and learning, which was fundamental to developing the interactive process. The VC sessions were sequenced so that trainers could run changes and new ideas into the next sequence and then evaluate what happened. An iterative process for its use was developed. VC facilitated a three-way link up with external educators/experts, pupils in classrooms, and students. This brought together the ideas of expert and professional dialogues, which led to practice and knowledge exchange.
around to enable access. In future, this may be assuaged by the advent of cheaper, more ubiquitous video conferencing facilities. The use of video conferencing was embedded into the learning and teaching strategy of one of the partner schools. In this school, one of the professional development targets for each year group was for a teacher to experience VC. Their plan stipulated that, at least once a term, teachers would use VC. There was a desire to expand the portfolio of use for VC from out-of-school experience to other purposes such as school-to-school links.
Transfer of ownership Scope How do you get a critical mass of people trying this out and changing practice? Developing a range of external learning relationships of sufficient quality was crucial. There was some evidence that the schools and higher education institution (HEI) based tutors were having to provide ‘unofficial’ continuing professional development to external providers unused to working with primary school-aged pupils or mixed groups of trainees, tutors and pupils Enthusiastic technical staff were crucial. One of them, at Winchester University, acted as a major change agent doing logistics, coordination and support for the conferences. For the VC facility to be widely used it had to be attractive to a wider curriculum offer. Different usages of VC need to be outlined across the trainees’ course in order to avoid it always being used to link to museums, etc. This wider focus could bring in other staff.
The video conferencing equipment is expensive and, as such, belongs to the institution. The wider use of the VC kit as outlined above is crucial to ownership. It is the pedagogical use that is vital in terms of transfer. Staff have discovered and pioneered new approaches to teaching and learning by using real-time video. It is this that is likely to establish this type of technology within teacher training. The use of other less expensive technology may lead to wider use, but the considered use for teacher education supplies a real purpose for engagement.
Thinking/discussion points Is video conferencing for teacher education purposes sustainable? What are the differences between live video and recorded video? How can VC events be made interactive?
Physical location of kit The VC kit was placed in a preparation area utilised by the science team. This helped its usage, spread out from the original project, which was based more in the maths team. Only one classroom in each school had the VC kit so it was disruptive to move classes Page 6 of 7
Can VC allow greater trainee development by allowing more input remotely from tutors? Can VC capture classroom dynamics? What are the training needs of staff and external partners? Could VC be used in other curriculum areas such as the 14–19 curriculum to provide business links?
Five things to read Very basic video conferencing guide http://www.wmnet.org.uk/vc/ Emerging Technologies for Learning (2008) Software and internet analysis: Telepresence (March 2008) Telepresence refers to a number of technologies that increasingly allow a person to have a presence and/or control elements in a separate location. That presence can be through images and sound, or by manipulating objects such as with robotics. http://emergingtechnologies.becta.org.uk/index.php?section=etr&catcode=ETRE_0001&rid=1 4165 Next generation learning. Video conferencing technology can bring the whole world into the classroom. With the ability to talk to and see people in another room, building or country, video conferencing is opening up exciting new horizons for learning opportunities. http://www.nextgenerationlearning.org.uk/en/Technology/Other-learning-technologies/Videoconferencing/ Pemberton, J B, Cereijo, M, Perez, V, Tyler-Wood, T, Rademacher, J, 2004, Desktop Videoconferencing: Examples of Applications to Support Teacher Training in Rural Areas, Rural Special Education Quarterly. |http://www.highbeam.com/doc/1P3-657554961.html Wong, A, Sharpe, L, Crawford, L, Gopinathan, S, Moo, S, Khine, M and Hu, C, 2001. Multipoint Desktop Videoconferencing for Teacher Training: a Singapore Experience. In C Montgomerie and J Viteli (Eds), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2001 (pp 792–797). Chesapeake, VA: AACE. http://www.editlib.org/p/8742
Links TDA http://www.tda.gov.uk/ TTRB http://www.ttrb.ac.uk/ Becta http://www.becta.org.uk/nextgenerationlearning.php JISC http://www.jisc.ac.uk/ Innovation Unit http://www.innovation-unit.co.uk/education-experience/next-practice/learningfutures-next-practice-in-learning-and-teaching.html DCSFhttp://search.dcsf.gov.uk/kbroker/dcsf/dcsf/search/search.lsim?qt=ict&sr=0&nh=10&cs=i so-8859-1&sc=dcsf&ha=1121 Educause http://www.educause.edu/node/720?time=1237309753 Futurelab http://www.futurelab.org.uk/ Training and Development Agency for Schools 151 Buckingham Palace Road LONDON SW1W 9SS www.tda.gov.uk Publications line 0845 6060 323 TDA switchboard 0870 4960 123 © TDA 2009
Page 7 of 7
Background to case-study This case-study highlights the impact on trainers’ practice at the University of Winchester’s primary teacher training department. Winchester received TDA funding for ICT in initial teacher training (ITT) projects each year from 2004–05 to 2007–08 (four years in total). This was a significant resource for the ITT programmes at Winchester. ‘Quite frankly, the money available for this kind of kit [video conferencing] I could not have afforded out of the budget. If it wasn’t for the TDA funding we wouldn’t have video conferencing in this programme.’ The focus of this report is on the video conferencing (VC) facilities provided under the funding. The university introduced video conferencing to its ITT provision. These facilities allowed the department to offer and develop curriculum enhancement projects with a small number of partner schools and evaluate the use of video conferencing within schools. This case particularly looks at its use for curriculum enhancement to combine in-school learning with out-of-school projects. Video conferencing was used to link up with a range of museums and educational venues. The main one discussed was the link with the National Space Centre. It also touches on the use of the virtual learning environment (VLE) with trainees to enhance practice.
Impact This case description looks at the impact of video conferencing on teacher trainers, trainees, the organisation, and the sustainability of the project in terms of depth, scope and transfer of ownership.
• Depth: how do you position the projects to impact on the classroom environment and challenge different contexts, beliefs and attitudes? • Scope: how do you get a critical mass of people participating in the programme and changing practice? • Transfer of ownership: how do you encourage participants to take ownership of the technology and intervention? View the video case-study. Download the full research report; the executive summary.
Impacts on trainers’ practice Video conferencing provided an opportunity for higher education institution (HEI) trainers to link ‘theory with practice’. During a video link session it allowed them to connect learning in the HEI with actual learning in school. By working alongside pupils and trainees during the conferences, trainers were able to see how trainees interacted and point out things that had been covered only in abstract in taught sessions.
Trainee/tutor discussions raised many behaviour management issues, how to reframe questions, prompt and extend children’s learning, and an appreciation of viewing other teachers operating in the classroom – and directly modelling practice. Video conferencing gave tutors an opportunity to see their trainees work with pupils in their specialist area of the curriculum, in this example science. Even when acting as link tutors, these science specialists rarely get a chance to observe a science session because of the dominance of literacy and numeracy within the curriculum. They brought together groups of students who specialised in science for the VC conferences and worked alongside them during the event. The team of science trainers were given the opportunity to experiment with different ways of working with the VC. After initial concerns over the passivity of VC (they initially felt that it would be a turn taking information transfer activity), trainees saw the potential good practice in remote link-ups and developed these into an interactive approach based on dialogue between pupils and experts. Trainers developed their own ‘interactive’ pedagogy for using the conferencing with trainees, pupils and the organisations that they were linking up with. Trainers developed their understanding of how the role of the teacher is changed/developed by the use of video conferencing. Staff discussed the way in which teachers in school and students in HEIs had to adapt their role to the new environment.
In their own words ‘As primary scientists we are very aware that science should be as hands-on and interactive as possible. We weren’t sure if we could use it (VC) to enhance or enrich sessions and we weren’t going to use it if it didn’t.’ ‘It allowed trainers to illustrate live to trainees what they had been talking about in sessions.’
Page 2 of 7
‘It motivated them [trainees]. They were switched on. It gave them a sense of urgency that they needed which we can’t replicate in the classroom here.’ ‘If you are watching something which is live, we could say: ‘Did you notice what happened when?’ What I really found interesting was when the teacher did this. It was the idea it was live and we didn’t quite know what was going to happen … it allowed us to draw on real examples.’ ‘We decided we wanted to get full advantage of the fact that we could communicate with these children who were remote and off-site. Time with kids is at a premium within the ITT timetable.’ A school-based tutor in one school has gone on to develop their use of video conferencing pedagogy as a means of providing greater out-of-school learning opportunities for pupils. A mentor has developed his own work using the VC with Hampshire’s archive services so they can share materials they do not normally take into schools. They have also developed their own pedagogy of VC usage by having archive staff at both ends of the link. The VC facility improved weekly review processes with students. The weekly review process through the VC link allowed higher education institution tutors to observe the review by the school-based mentor. This made the school-based mentor pay greater attention to how the review was carried out, and he transferred his own experience of being reviewed by his own headteacher into this process.
‘It was like I was being observed, and like any observation you always put in that additional effort, planning and preparation just to make it that bit more all-singing and all-dancing.’
Impacts on trainees Additional support – video conferencing link when on placement provided source of support. ‘We hadn’t really seen anyone so just a “Hi, how are you?” face to face was a real bonus. It was a good chance to say: “What do I do with that?” and she’d say “Oh, just do this.” So rather than a phone call or an e-mail that goes on and on for days, it was just a conversation which was really nice.’ Better quality feedback on teaching practice/placement. ‘It [feedback] was so direct. It was so immediate that there wasn’t time for her [link tutor] to sort of put a spin on anything or rethink it. You know, it was just straight up, and I found that very honest, and I enjoyed that fact that it was just so soon after the lesson.’ Video conferencing facilitated additional opportunities to be observed, less intrusive visits, and observations that were outside and extra to assessed visits. ‘I’d love it if they (tutors) could come into my lesson and not have the worry of “Okay, my grade depends on this.” Just have it purely as a “learning from it” and I think I’d really welcome that… doing it as many times as I could.’ The benefits of reduced distraction for the pupils and trainee were also raised, where normally the link tutor’s presence in the classroom causes much excitement for the pupils and anxiety for the trainee. But this is vastly diminished through the use of video conferencing. ‘When I was in there (teaching) I didn’t really notice any difference. To be honest, once I was in there, it was probably easier because I forgot it was an observation. I just got on with it.’ Page 3 of 7
Greater objectivity around observation and feedback If the trainee can look at what they are being fed back on, they can feel they are in a better position to assess if the trainer is being overly critical or uncritical. Trainees developed their collaborative planning skills with teachers and other trainees and realised the benefits of working collaboratively. This overcame any sense of isolation and enabled them to collaborate on lesson plans and teaching. They worked in teams to assess pupils’ existing knowledge, via video conferencing (VC), and to design activities together and planned sessions with teachers in school. During the first VC session, a group of trainees and pupils explored their existing knowledge of the subject. Pupils wrote down or drew their responses on ‘show me’ boards which could be viewed on a video link. The trainees then discussed elicitation techniques with each other. This type of collaborative working experience offered effective preparatory experience. Trainees in the classroom reported benefits to working collaboratively which provided mutual support and sharing of ideas. Using VC developed trainees’ understanding of classroom management and teacher questioning. Trainees had to think carefully about how questions were asked over the VC, for example, being able to observe teachers via VC working with students unobserved at the other end of a link.
The VC facility developed trainees’ understanding of how to use external experts in the classroom and how to link to ‘real life’ issues. They also evaluated how they used the link-up over VC after each occasion, and had increased confidence in using VC equipment.
Impacts on trainees’ interaction with pupils Trainees responded positively to video conferencing implementation and felt VC was useful as a preparatory activity to teaching – an increase in contact with pupils was seen as a bonus. Live link-ups to organisations and centres enabled innovative use within teaching and learning, eg, live link-up with the National Space Centre where resources were couriered to the classroom prior to the link-up so that pupils could simultaneously explore the same resources as the space centre staff (active engagement). ‘I think the three sessions were a bit like the input and elicitation of ideas, and the main teaching was when they [pupils] were here [on campus]. Then the third session almost acts as a plenary. It was really, really cool and they [pupils] loved it.’ Facilitates learning – abstract to concrete. Trainees reported that pupil engagement was evident by levels of interest shown and pupils knowing that there was an expectation on the part of the space centre staff that a questionand-answer session would follow. In the other video conferencing sessions (elicitation exercise and plenary) some pupils were reluctant to contribute. However, during the live link-up: ‘Hands up everywhere! They [pupils] were desperate to feed back...and when we did the final session, the amount of knowledge that they gained from that one day just shows how much they got from it.’
Advantages of using video conferencing for learning After the session, year 5 pupils video conferenced year 6 pupils to feed back and report on their experience. This offered opportunities to assess children’s conceptual Page 4 of 7
knowledge and also utilised peer learning through pupil-to-pupil interaction. A live link-up with the Eden Project supported learning outside the classroom. School councils from two schools linked up for pupils to discuss school issues which enhanced community links. video conferencing also offered opportunities for pupils to gain experience of presenting work to different audiences and experience life beyond their own school. VC is an inclusive medium where: ‘… all the children interacted with it, even the ones who find communication difficult. They loved it – the fact that they could talk as an equal.’ ‘I just think that there is such a wealth of opportunity if it’s used properly and I think it’s just a case of convincing some of the older members of staff that actually it’s not some gimmick. If it’s planned well, it can bring so much to children, particularly with abstract ideas. If you can bring it alive, it makes abstract concepts more simple.’
Impact on the organisation Using video conferencing gave greater relevance to HEI-based tasks as students were planning for real. Students had to create materials for use directly with pupils during VC link-ups.
Provided opportunities for peer observation • Students watched those working on VC by an internal link to an HEI and also as they worked collaboratively. ‘You use [recorded] video material but it’s not as powerful as getting that live interaction.’ • The facility developed learning outside the classroom agenda by linking with a range of informal learning providers. • Provides opportunities for curriculum design and a means to increase relevance and generate interest in curriculum areas such as science by making them ‘real’.
How it was done The project gathered momentum and generated much interest among a wider staff audience who were very interested in video conferencing usage and the potential within their subject specialism. The existing culture, with its focus on research and professional development, enabled wider project dissemination. The project employed a communications strategy with other staff that maintained interest through constant communication of intentions, monitoring and progress of the project across subject leaders and other faculty staff. The project leader selected two schools and liaised with headteachers, staff and parents to outline and reassure. This approach built on established relationships and led to a willingness to engage in the project. Preliminary visits from others who were already using video conferencing aided the implementation. Examples were given that could be replicated. An existing expectation for information and communications technology to be used by both trainees and trainers existed within the organisational culture. A conceptualisation of ICT as being beyond computing and computers and into the realm of communications and video was propagated. ‘All of us [staff] have some responsibility to model what is being said in the general message in our sessions.’ Leaders and management were extremely supportive of the project and were prepared to develop staff in its use. The project was integrated with ICT support. The ICT support staff were involved in setting up staff development days to showcase progress in video conferencing. A planned staff development activity, where staff were shown the resources and available Page 5 of 7
equipment, encouraged usage and disseminated the availability and effectiveness of equipment. The head of technical support was very committed to VC implementation and played an instrumental role from the initial stages. JANET, a British education and research network, was very supportive and efficient and able to guide the head of technical support effectively in setting up initial VC and offered continued support.
Impacts in terms of sustainability • Depth: how do you position the projects to impact on the classroom environment and challenge different contexts, beliefs and attitudes? • Scope: how do you get a critical mass of people participating in the programme and changing practice? • Transfer of ownership: how do you encourage participants to take ownership of the technology and intervention?
Depth How do you get it to impact on classrooms and in different contexts, beliefs and attitudes? Initially, a number of tutors felt that video conferencing would clash with their philosophy of learning based on ‘doing and active exploration’. They were sceptical about the technology until they could develop an approach to its use which was in keeping with their view of effective learning approaches. The facility was then effectively incorporated into their practice. My first impression knowing nothing about it was that you got a person quite distant at the end of a screen and a whole classroom of excited kids. But, in actual fact, you realise that preparation had gone in before so that you had the same materials at both ends. You obviously had briefed adults at both ends so you really could bridge that gap in learning space.’ ‘To be honest I was surprised how intimate it felt.’
Trainers designed a sequence of video conferencing events based on their views of effective teaching and learning, which was fundamental to developing the interactive process. The VC sessions were sequenced so that trainers could run changes and new ideas into the next sequence and then evaluate what happened. An iterative process for its use was developed. VC facilitated a three-way link up with external educators/experts, pupils in classrooms, and students. This brought together the ideas of expert and professional dialogues, which led to practice and knowledge exchange.
around to enable access. In future, this may be assuaged by the advent of cheaper, more ubiquitous video conferencing facilities. The use of video conferencing was embedded into the learning and teaching strategy of one of the partner schools. In this school, one of the professional development targets for each year group was for a teacher to experience VC. Their plan stipulated that, at least once a term, teachers would use VC. There was a desire to expand the portfolio of use for VC from out-of-school experience to other purposes such as school-to-school links.
Transfer of ownership Scope How do you get a critical mass of people trying this out and changing practice? Developing a range of external learning relationships of sufficient quality was crucial. There was some evidence that the schools and higher education institution (HEI) based tutors were having to provide ‘unofficial’ continuing professional development to external providers unused to working with primary school-aged pupils or mixed groups of trainees, tutors and pupils Enthusiastic technical staff were crucial. One of them, at Winchester University, acted as a major change agent doing logistics, coordination and support for the conferences. For the VC facility to be widely used it had to be attractive to a wider curriculum offer. Different usages of VC need to be outlined across the trainees’ course in order to avoid it always being used to link to museums, etc. This wider focus could bring in other staff.
The video conferencing equipment is expensive and, as such, belongs to the institution. The wider use of the VC kit as outlined above is crucial to ownership. It is the pedagogical use that is vital in terms of transfer. Staff have discovered and pioneered new approaches to teaching and learning by using real-time video. It is this that is likely to establish this type of technology within teacher training. The use of other less expensive technology may lead to wider use, but the considered use for teacher education supplies a real purpose for engagement.
Thinking/discussion points Is video conferencing for teacher education purposes sustainable? What are the differences between live video and recorded video? How can VC events be made interactive?
Physical location of kit The VC kit was placed in a preparation area utilised by the science team. This helped its usage, spread out from the original project, which was based more in the maths team. Only one classroom in each school had the VC kit so it was disruptive to move classes Page 6 of 7
Can VC allow greater trainee development by allowing more input remotely from tutors? Can VC capture classroom dynamics? What are the training needs of staff and external partners? Could VC be used in other curriculum areas such as the 14–19 curriculum to provide business links?
Five things to read Very basic video conferencing guide http://www.wmnet.org.uk/vc/ Emerging Technologies for Learning (2008) Software and internet analysis: Telepresence (March 2008) Telepresence refers to a number of technologies that increasingly allow a person to have a presence and/or control elements in a separate location. That presence can be through images and sound, or by manipulating objects such as with robotics. http://emergingtechnologies.becta.org.uk/index.php?section=etr&catcode=ETRE_0001&rid=1 4165 Next generation learning. Video conferencing technology can bring the whole world into the classroom. With the ability to talk to and see people in another room, building or country, video conferencing is opening up exciting new horizons for learning opportunities. http://www.nextgenerationlearning.org.uk/en/Technology/Other-learning-technologies/Videoconferencing/ Pemberton, J B, Cereijo, M, Perez, V, Tyler-Wood, T, Rademacher, J, 2004, Desktop Videoconferencing: Examples of Applications to Support Teacher Training in Rural Areas, Rural Special Education Quarterly. |http://www.highbeam.com/doc/1P3-657554961.html Wong, A, Sharpe, L, Crawford, L, Gopinathan, S, Moo, S, Khine, M and Hu, C, 2001. Multipoint Desktop Videoconferencing for Teacher Training: a Singapore Experience. In C Montgomerie and J Viteli (Eds), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2001 (pp 792–797). Chesapeake, VA: AACE. http://www.editlib.org/p/8742
Links TDA http://www.tda.gov.uk/ TTRB http://www.ttrb.ac.uk/ Becta http://www.becta.org.uk/nextgenerationlearning.php JISC http://www.jisc.ac.uk/ Innovation Unit http://www.innovation-unit.co.uk/education-experience/next-practice/learningfutures-next-practice-in-learning-and-teaching.html DCSFhttp://search.dcsf.gov.uk/kbroker/dcsf/dcsf/search/search.lsim?qt=ict&sr=0&nh=10&cs=i so-8859-1&sc=dcsf&ha=1121 Educause http://www.educause.edu/node/720?time=1237309753 Futurelab http://www.futurelab.org.uk/ Training and Development Agency for Schools 151 Buckingham Palace Road LONDON SW1W 9SS www.tda.gov.uk Publications line 0845 6060 323 TDA switchboard 0870 4960 123 © TDA 2009
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