Institute Video Conferencing and Video Streaming Project

[photo of team]

Manager: Kate Squires – kate.squires [at]
Facilitator: Kimberley Parsons - Kimberley.parsons [at]

Sponsoring RTO: Tighes Hill TAFE, Hunter Institute

Target client groups: Youth; Community; Apprentices

Project summary:
A team of practitioners and support staff will explore Video Conferencing and Video Streaming in relation to educational delivery and e-business. The focus is to:
· Build staff capability by applying experiential learning principles and developing staff’ skills in the use of video conferencing and video streaming as another delivery option.
· Explore delivery of streaming video and internet based video delivery on and off campus.
· Research and trial “user friendly” guidelines for staff.
· Pilot video conferencing with students and staff in a teaching section. This will be used as a model for future delivery via this mode.

Online presence: (blogs, wikis, EdNA Group, websites, flickr tag, tag etc)
Team blog:

Postcard from the Field due date: week starting 10 July

Proposed LearnScope visit/s: Alex on Sept 4

Team events (focus, date, time, availability to other teams)

New Discoveries & Directions

As our project has evolved we have started to move in some interesting new directions. There is much potential to combine the use of video streaming and videoconferencing with other tools and to adopt new practices to expand e-learning.
  • Exploring m-learning with mobile phones & PDAs
Two team members attended the Learnscope workshop - "Getting into m-learning" 3rd August 2006
They reported back to the team, excited about the potential for using PDAs with streamed video to enhance educational delivery.

" Can see students using mobile phones for video streaming in the future…
- Access to demonstrations for students working in the field e.g. Electrotechnology students on the job
- For assessments to provide workplace evidence to teacher
- Can also see advantage of using PDA on-campus when assessing practical skills (i.e. no need to assess on paper and transfer to CLAMS/Janison, PDA allows direct access). "
  • Smartboards
- Following a videoconference in which camera presets were used to zoom in on PC screens to demonstrate online content to students, one of our team members suggested using smartboards instead of PCs to improve image size and quality for viewers. We held a very popular team training session on smartboards to learn more about them and begin to investigate the possibilities....

Team Discussion


Background to the project:
As part of the Hunter Institute’s strategic approach to video conferencing, this project seeks to build upon successful earlier forays and extend into e-Learning with new and updated technologies.

One Faculty has commenced delivery of courses to rural and remote In School Traineeships in partnership with the Upper Hunter Learning Cooperative (a community group comprising schools, Council representatives and funded by a local mining company). Other Faculties have also included a shift to video conferencing as part of their future service delivery plans.

The Institute has undertaken a capability assessment for video conferencing as an educational and e-business tool and has endorsed a Professional Development strategy for staff that has identified the integration of video conferencing in educational delivery and/or e-business.

The project demonstrates the Institute’s commitment to empowering staff and relates directly to the following strategic goals:

· Providing excellence in learning and the learning environment.
· Contribution to our community and sustainable regional development

Proposed project outcomes:
· Increased staff skills in delivery via video conferencing and streaming.
· Increased staff skills to effectively use the video conferencing medium as both an educational delivery method and a business tool.
· Deeper understanding of the impact on teaching and knowledge of video conferencing as a delivery option.
· Deeper understanding of the impact on teaching and learning using video streaming as a delivery option.
· Adaptation of protocols (national and state) for video conferencing and video streaming throughout the Institute
· Adaptation of guidelines for video conferencing and video streaming that are “user friendly”
· Cohort of key staff with the skills to effectively mentor other Institute staff

Benefits to client group:
· Staff will have increased skills and confidence to incorporate video conferencing and video streaming into teaching and learning strategies.
· Key staff will develop the skills needed to become mentors in video conferencing and video streaming. This will be incorporated in to the Institute’s mentoring strategy.
· Staff will be able to expand the use of video conferencing in both educational delivery and e-business throughout the Institute. This will provide an alternative to face to face delivery and meetings and increase flexibility and efficiency.
· Students will have increased access to flexible delivery options. This will be of particular benefit to rural and remote students.
A range of methods will be used to support team members, build confidence and assist learning:
· An action learning strategy will be used to build knowledge and skills in e-learning, e.g. team members will connect via video conferencing for a meeting and participate in online forums. Interests and experience of team members will be discussed and feedback used when planning activities and assigning tasks.
· Educational delivery via video conferencing is being trialed with a pilot group of In School Traineeships students. Feedback will be shared with the team and used as a model for future delivery.
· The facilitator will work with team members to develop individual learning plans.

Evaluation strategies:
· Conduct skills audits at start of project and repeat at project end.
· Record and analyze feedback from staff and students participating in pilot project, via interview and surveys.
· Monitor participation rates in project activities, meetings and online discussions and collate data.
· Gather feedback from staff via surveys to assess if video conferencing and video streaming technology is being incorporated into existing teaching and learning strategies.
· Gather feedback from staff via surveys to assess if video conferencing technology is being used as a business tool

We are capturing our learning via:
The project facilitator who will play a key role in communicating with team members and gathering feedback. The project manager will work closely with the facilitator to ensure that the information gathered is incorporated into LearnScope reports and updates and reports to Institute stakeholders.
A range of strategies will be used to capture learning throughout the project including:
· Pre-project and post-project questionnaires
· Minutes from face to face meetings
· Reports
· Anecdotes and quotes from team members. Team members to keep a journal of experiences.
· Email and online meeting discussion logs/recordings
· Team digital stories
· Feedback gathered from pilot project – Aged Care faculty
· Adapt guidelines for video conferencing and video streaming in Institute
· Online survey
· Use of EdNA Groups
· Keep record of input to Community, Youth and Business LearnScope network groups

We hope to share our learning via:
Within Institute
· Meetings face to face and via videoconferencing (i.e. Modelling delivery mode)
· Disseminate and present protocols and guidelines via Educational Resource Support Team (ERST) and Organisational Training and Development
· Use of mentors, including Librarians, to support the ongoing implementation of videoconferencing and streaming
· Presentations of project outcomes to internal professional development showcases or initiatives
· Share learning via Building Responsible Online Environments (BROE) teamshare site. This site, developed by Hunter Institute, provides access to resources, guidelines and policies to staff who are involved in e-learning and blended delivery.

· Liaise with DET Distance Education (Dubbo) and Centre for Learning Innovation re formulation of user friendly guidelines and organisational protocols

· Links to existing and previous projects of a similar nature eg 2005 Learnscope projects
· Leverage relationship with Barrier Reef Institute, Queensland to explore potential partnerships
§ Participation by project manager, facilitator and interested team members in Learnscope Network groups – community, youth and business.

We’ll connect with others via:
§ Sharing learning with staff via the Institute’s mentoring program
§ Develop KPIs for Institute
§ Regular progress reports to Educational Resource Support Team (ERST)
§ Provide updates to key staff at Institute meetings e.g. Learning Environment Management Team, Learning Strategy Team meetings
§ Place reports on the Institute’s Knowledge Services Framework and post in Institute publications such as “Infocus”
§ Promote project and outcomes via Faculty Director’s forum.
§ Presentations of project outcomes to internal professional development showcases or initiatives
§ Incorporate adaptations of video conferencing and video streaming protocols and guidelines on the Institute Building Responsible Online Environments site.
§ Presentation at E-learn 06 – NSW LearnScope Showcase

Proposed project products/outputs:
· Digital stories or other multimedia productions
· Team vblogs
· Podcasts
· Post to online forums e.g. Learnscope network groups
· Team EdNA Group

Alex - Sep. 4/5