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First-Hand Observations on Tele-Course Teaching
Since the effectiveness of a tele-class depends substantially upon the
camera, the teacher must be sure to keep on-camera. An instructor used
to pacing or walking up and down rows of students will have to give up
this practice. A lab stool beside a whiteboard is a great tool, although
one must force oneself to stay on it. I find a stool better than a podium
because a stool allows for more freedom of body movement, helping to
avoid the "talking head" image. If the teacher needs notes, he should
use a clipboard or other stiff surface to help keep down the tendency to
wave papers or notecards around. (I used a music stand off to the side
of the stool.)
Something as apparently simple as writing on a board and stepping
aside for the class to see must be rehearsed. For example, degree of
pan/zoom of the camera must be determined. Do you want remote
students to see you and what you've written? If so, can this be done
without writing much larger than you're used to? (An electronic
whiteboard would allow text/diagrams to be displayed full size on remote
monitors.)
Further, if you display prepared graphics or write on transparency film
on the horizontal display surface, can you "think sitting down," as you
will have to in order to discuss what is displayed? Will the graphics
(such as a page of text or a p'em) fit in the 3 x 5 ratio required by video
production? Such things as these must be planned ahead of class.
For example, the display of a p'em in a font large enough to be seen on
a monitor (24 point minimum) may preclude the entire p'em being seen
at once; the display of a paragraph of standard 12 point, 10 cpi Courier
text for discussion is impossible. Many of the same basic audio-visual
principles that apply to the use of overhead projectors apply here also.
Whether using audio-visuals, speaking or demonstrating, the teacher
must keep in his field of view the monitor showing what is being
transmitted to the remote sites. This takes practice, especially since a
teacher is accustomed to having to focus only upon students physically
present.
Course Management by Teachers
A tele-course demands a more visible structure than d'es an on-campus
course. A written syllabus with anticipated assignments and dates of
planned activities, and a "welcome to the course" introduction
explaining the particulars of course management, are essential. This
d'es not mean syllabus dates must be rigidly adhered to, but the teacher
has less leeway to improvise. If he d'es so, presentations and activities
may come across to the remote student as haphazard. Also, remote
students, since they cannot participate as readily in face-to-face
give-and-take, need a relatively formal structure to guide their studies.
