Web conferencing allows participants in different locations to communicate live over the internet. It allows sharing of presentations, files, and collaboration via chat and whiteboarding. A case study at McMaster University found that web conferencing supported education by allowing classes with remote students. A survey identified views of participants - the majority saw value but cited technical issues, while some enjoyed the technology and communicating remotely. Overall web conferencing was seen as enabling communication when face-to-face was not possible, but training and technical support are needed for successful implementation.
Web conferencing allows for live meetings, training, and presentations over the Internet. Participants connect to each other via their computers through video and audio. It provides two-way communication and allows for sharing of presentations and applications. While it provides conveniences like eliminating travel, high quality technical content can be difficult over web conferencing and installing software may be time consuming. A study found that most viewed it positively as an enabler for communication, though some had technical concerns and preferred face-to-face interaction. Training and technical support were seen as important for successful implementation.
This document outlines a presentation on web conferencing. It defines web conferencing as live meetings over the internet that allow sharing of text, audio, video, and screens. It discusses objectives of using web conferencing in distance education like enabling real-time communication and collaboration. Features, limitations, uses, and examples of web conferencing tools are also summarized, as well as concerns about its use and a case study on its impact on distance learning.
This document outlines 10 steps for implementing a virtual classroom: 1) Assess need and infrastructure; 2) Estimate costs and requirements; 3) Plan pedagogical approach; 4) Design structure and navigation; 5) Prepare and distribute content; 6) Enable communication tools; 7) Implement assessments; 8) Set up management procedures; 9) Install and configure systems; 10) Maintain and update regularly. Key considerations include educational goals, technical requirements, instructor workload, and ensuring effective student-teacher interaction in the online environment.
This document summarizes a discussion on using video conferencing technology to provide interpreting services for deaf and hard of hearing individuals. It introduces several panelists who discuss their experiences using technologies like Skype and video conferencing equipment at their institutions to deliver remote interpreting. Issues addressed include necessary infrastructure, setting up processes and policies, training needs, challenges, and creative uses of the technology.
This document discusses web conferencing and its use in distance education. It provides an overview of what web conferencing is, how it can be used to support distance education goals like communication and collaboration, and some of its key features. The document also outlines some limitations of web conferencing including security, technical difficulties, and time zone differences. It examines how web conferencing supports delivery of content and student learning in distance education programs. Finally, the document discusses concerns about using web conferencing and provides examples of web conferencing software.
Video conferencing allows for real-time two-way video and audio communication between two or more locations. It can be used to deliver distance education by enabling interaction between teachers and remote students. Some benefits are reducing travel costs, increasing class sizes, and providing access to experts anywhere. However, video conferencing also faces limitations such as high setup costs, technical issues, and lack of in-person interaction. It works best when teachers and students initially meet in person before using the technology. Universities like the University of Alaska use video conferencing to connect classrooms, conduct interviews, and collaborate across institutions.
Video conferencing allows for two-way video and audio communication between multiple locations. It can be used to deliver high-quality teaching and learning, enable collaborative learning across distances, and provide live support for remote students. Key benefits include maintaining focus through video and non-verbal communication cues, breaking down cultural barriers, and streamlining meetings. However, video conferencing also faces limitations such as high setup costs, technical issues, lack of in-person interaction, and constraints on group sizes. The University of Alaska uses video conferencing to facilitate thesis defenses, e-learning, interviews, accessing outside expertise, and collaborating with other institutions and worldwide sites.
Web conferencing allows for live meetings, training, and presentations over the Internet. Participants connect to each other via their computers through video and audio. It provides two-way communication and allows for sharing of presentations and applications. While it provides conveniences like eliminating travel, high quality technical content can be difficult over web conferencing and installing software may be time consuming. A study found that most viewed it positively as an enabler for communication, though some had technical concerns and preferred face-to-face interaction. Training and technical support were seen as important for successful implementation.
This document outlines a presentation on web conferencing. It defines web conferencing as live meetings over the internet that allow sharing of text, audio, video, and screens. It discusses objectives of using web conferencing in distance education like enabling real-time communication and collaboration. Features, limitations, uses, and examples of web conferencing tools are also summarized, as well as concerns about its use and a case study on its impact on distance learning.
This document outlines 10 steps for implementing a virtual classroom: 1) Assess need and infrastructure; 2) Estimate costs and requirements; 3) Plan pedagogical approach; 4) Design structure and navigation; 5) Prepare and distribute content; 6) Enable communication tools; 7) Implement assessments; 8) Set up management procedures; 9) Install and configure systems; 10) Maintain and update regularly. Key considerations include educational goals, technical requirements, instructor workload, and ensuring effective student-teacher interaction in the online environment.
This document summarizes a discussion on using video conferencing technology to provide interpreting services for deaf and hard of hearing individuals. It introduces several panelists who discuss their experiences using technologies like Skype and video conferencing equipment at their institutions to deliver remote interpreting. Issues addressed include necessary infrastructure, setting up processes and policies, training needs, challenges, and creative uses of the technology.
This document discusses web conferencing and its use in distance education. It provides an overview of what web conferencing is, how it can be used to support distance education goals like communication and collaboration, and some of its key features. The document also outlines some limitations of web conferencing including security, technical difficulties, and time zone differences. It examines how web conferencing supports delivery of content and student learning in distance education programs. Finally, the document discusses concerns about using web conferencing and provides examples of web conferencing software.
Video conferencing allows for real-time two-way video and audio communication between two or more locations. It can be used to deliver distance education by enabling interaction between teachers and remote students. Some benefits are reducing travel costs, increasing class sizes, and providing access to experts anywhere. However, video conferencing also faces limitations such as high setup costs, technical issues, and lack of in-person interaction. It works best when teachers and students initially meet in person before using the technology. Universities like the University of Alaska use video conferencing to connect classrooms, conduct interviews, and collaborate across institutions.
Video conferencing allows for two-way video and audio communication between multiple locations. It can be used to deliver high-quality teaching and learning, enable collaborative learning across distances, and provide live support for remote students. Key benefits include maintaining focus through video and non-verbal communication cues, breaking down cultural barriers, and streamlining meetings. However, video conferencing also faces limitations such as high setup costs, technical issues, lack of in-person interaction, and constraints on group sizes. The University of Alaska uses video conferencing to facilitate thesis defenses, e-learning, interviews, accessing outside expertise, and collaborating with other institutions and worldwide sites.
Web conferencing allows for real-time communication between geographically dispersed locations through internet technologies. It can be used for meetings, training, lectures, and presentations. Key features include screen sharing, video/audio chat, file sharing. Some tools used for web conferencing include WebEx, Tinychat, and Adobe ConnectNow. While it provides benefits like reduced costs and improved access, limitations include technical difficulties, lack of in-person interaction, and security concerns. Universities have implemented web conferencing to enhance distance education.
On-Demand Video Tagging, Annotation, and Segmentation in Lecture Recordings t...IJITE
The COVID-19 pandemic has forced much of the academic world to transition into online operations and online learning. Interactions between the teachers and students are carried out via online video conferencing software where possible. All video conferencing software available today is designed for general usage and not for classroom teaching and learning. In this study, we analyzed the features and effectiveness of more than a dozen major video conferencing software that are being used to replace the physical face-to-face learning experiences. While some of the video conferencing software has pause feature but none allow annotation and segmentation of the recording. We propose tagging and annotation during the live streaming to improve direct access to any portion of the recorded video. We also propose automatic segmentation of the video based on the tagging so that the video is short, targeted, and can easily be identified.
More companies and institutions are looking for robust solutions to support their training programmes. They want to follow sustainable approaches that enhance learning and teaching over the internet.
The document presents information on a virtual classroom system. It includes an introduction to virtual classrooms, their key features like video conferencing and interactive whiteboards. It describes the necessary equipment like computers, microphones and software. It provides a DFD diagram of the system and discusses advantages like reduced costs and time savings, and disadvantages like potential health and network issues. It outlines the purpose and scope of virtual classrooms to provide a similar learning experience to a real classroom. In conclusion, it acknowledges benefits but also challenges of virtual classrooms compared to traditional in-person learning.
The document summarizes a conference session on using H.323 videoconferencing for teaching and learning. It describes the components required for videoconferencing, including cameras, displays, microphones, speakers, codecs, and network connections. It also outlines strategies discussed in the session for effective videoconference-based instruction, such as developing a learning community, ensuring time for interaction, designing for active learning, and planning for evaluation.
The document discusses online learning and proposes a solution called Moodle-Total. It notes that online learners often feel isolated and lack interaction. Moodle-Total enhances Moodle with real-time communication tools like video conferencing to allow face-to-face interactions. This helps reduce isolation and allows simultaneous collaboration. Moodle-Total facilitates completing assignments and projects together in real time using tools like Google Docs.
The document defines a virtual classroom as a teaching and learning environment located within a computer-mediated communication system where all activities and interactions take place through the computer instead of face-to-face. It lists advantages like flexibility and overcoming distances, and limitations like limited offerings and delayed feedback. Examples of virtual classrooms tools discussed include Second Life, Cisco WebEx, and Horizon Wimba.
The document describes the use of H.323 videoconferencing for professional development programs at the University of Maryland's College of Agriculture and Natural Resources (AGNR). It discusses the components required for videoconferencing, barriers to effective videoconference learning, and strategies to overcome these barriers including developing a learning community, ensuring time for interaction, and planning for evaluation. Over 300 faculty and staff participated in AGNR's 2003 professional development series that offered 25 courses using H.323 videoconferencing across multiple locations.
Video conferencing allows for synchronous interaction between teachers and distant students through two-way digital video and audio transmission over a network. It provides flexibility for education away from a traditional campus model. While video conferencing equipment can be expensive, costs vary significantly depending on the size and type of system. It enables audio-visual interaction and supports different instructional approaches if clear materials like slides are used. However, both learners and instructors need practice to fully utilize its features. Organizational support through technical staff and facilitators is also needed to ensure stable use.
The document discusses various aspects of computer mediated communication (CMC) and related concepts like blended learning and flipped classrooms. It defines CMC as communication between individuals via computers and networks, as opposed to direct face-to-face communication. It notes both advantages like breaking down barriers and disadvantages like lack of non-verbal cues. It also discusses blended learning models that combine online and in-person learning, and flipped classrooms where lectures are completed at home and class time is used for activities and projects.
The document discusses how the NCTSN uses collaboration technology like workspaces, web conferencing, and instant messaging to connect trauma experts virtually. It defines these technologies and outlines their history and features within the NCTSN. Challenges to virtual collaboration like getting users engaged with new tools and connecting distributed teams are presented, along with strategies to address them. The presentation envisions future enhancements to further streamline collaboration, including improved profiles, directories, and mobile access to networking tools.
Technologies for distance slideshare mod 4Reginald Smith
1) Distance education programs have grown significantly with many schools and universities offering online/remote courses and anticipating further growth.
2) Early distance education technologies included radio, audio instruction, and television, while more recent technologies that have emerged include web conferencing, video conferencing, and learning management platforms.
3) The document focuses on different technologies used for distance education, including print, audio, video, computer-based, and ways to blend multiple technologies based on learning needs.
E Learning in Medical Education.E-learning (or eLearning) is the use of electronic media, educational technology and information and communication technologies (ICT) in education. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes
Kristin M Lancaster. Videoconferencing Perceptions: A Survey ...Videoguy
A survey of 150 UNC faculty and staff examined perceptions of videoconferencing. The study compared perceptions of group, desktop, and videophone videoconferencing. It aimed to identify motivations for adopting videoconferencing in a university setting and determine if it could save time and travel costs. The survey assessed views on videoconferencing's effectiveness, preferences for equipment types, and conditions that may encourage adoption.
Tools for Designing Distance Learning InstructionMarsha J. Chan
The document provides an overview of an instructor certification course that trains faculty to develop distance learning courses using best practices. The 8-module course covers topics like pedagogy, course design tools, software applications, audio/video content, and accessibility guidelines. It introduces tools for creating online learning objects and resources to support online instruction. The course aims to help participants describe various design tools, identify appropriate tools for specific purposes, and incorporate tools in developing online course elements while following ADA accessibility standards.
Virtual classrooms provide a successful business model for BMC Software's training programs. They allow for instructor-led online classes, private virtual classrooms, on-demand learning with virtual labs, and pre-configured lab environments. This reduces costs while growing revenue streams. BMC implemented virtual infrastructure from vendors like WebEx and ReadyTech. Various pricing and marketing strategies were developed for each modality. Metrics showed students responded positively to the virtual classrooms.
Debut Presentation Rsc Jisc Forum Dec 08HAROLDFRICKER
DEBUT was a staff digital literacy development program that used a personalized approach to help staff explore a variety of digital tools to increase their digital confidence and ability. Key elements included choosing from 23 digital tools, intensive workshops and support over 10 months. Evaluation found significant increases in digital literacy levels and confidence using digital tools for teaching. The program was successful and embedded long-term in the university.
The Economic Importance of Deep Creek Lake (10.10.2013)Kim Durst
- Real property taxes make up over 70% of Garrett County's budgeted revenue for 2013, with District 18 accounting for over 43% of real property tax revenue.
- The number of building permits and their declared value have generally increased in both the Deep Creek Lake watershed and the entire county since the late 1990s.
- Residential real estate sales in both the Deep Creek Lake watershed and the entire county have fluctuated but remained relatively strong in recent years.
Web conferencing allows for real-time communication between geographically dispersed locations through internet technologies. It can be used for meetings, training, lectures, and presentations. Key features include screen sharing, video/audio chat, file sharing. Some tools used for web conferencing include WebEx, Tinychat, and Adobe ConnectNow. While it provides benefits like reduced costs and improved access, limitations include technical difficulties, lack of in-person interaction, and security concerns. Universities have implemented web conferencing to enhance distance education.
On-Demand Video Tagging, Annotation, and Segmentation in Lecture Recordings t...IJITE
The COVID-19 pandemic has forced much of the academic world to transition into online operations and online learning. Interactions between the teachers and students are carried out via online video conferencing software where possible. All video conferencing software available today is designed for general usage and not for classroom teaching and learning. In this study, we analyzed the features and effectiveness of more than a dozen major video conferencing software that are being used to replace the physical face-to-face learning experiences. While some of the video conferencing software has pause feature but none allow annotation and segmentation of the recording. We propose tagging and annotation during the live streaming to improve direct access to any portion of the recorded video. We also propose automatic segmentation of the video based on the tagging so that the video is short, targeted, and can easily be identified.
More companies and institutions are looking for robust solutions to support their training programmes. They want to follow sustainable approaches that enhance learning and teaching over the internet.
The document presents information on a virtual classroom system. It includes an introduction to virtual classrooms, their key features like video conferencing and interactive whiteboards. It describes the necessary equipment like computers, microphones and software. It provides a DFD diagram of the system and discusses advantages like reduced costs and time savings, and disadvantages like potential health and network issues. It outlines the purpose and scope of virtual classrooms to provide a similar learning experience to a real classroom. In conclusion, it acknowledges benefits but also challenges of virtual classrooms compared to traditional in-person learning.
The document summarizes a conference session on using H.323 videoconferencing for teaching and learning. It describes the components required for videoconferencing, including cameras, displays, microphones, speakers, codecs, and network connections. It also outlines strategies discussed in the session for effective videoconference-based instruction, such as developing a learning community, ensuring time for interaction, designing for active learning, and planning for evaluation.
The document discusses online learning and proposes a solution called Moodle-Total. It notes that online learners often feel isolated and lack interaction. Moodle-Total enhances Moodle with real-time communication tools like video conferencing to allow face-to-face interactions. This helps reduce isolation and allows simultaneous collaboration. Moodle-Total facilitates completing assignments and projects together in real time using tools like Google Docs.
The document defines a virtual classroom as a teaching and learning environment located within a computer-mediated communication system where all activities and interactions take place through the computer instead of face-to-face. It lists advantages like flexibility and overcoming distances, and limitations like limited offerings and delayed feedback. Examples of virtual classrooms tools discussed include Second Life, Cisco WebEx, and Horizon Wimba.
The document describes the use of H.323 videoconferencing for professional development programs at the University of Maryland's College of Agriculture and Natural Resources (AGNR). It discusses the components required for videoconferencing, barriers to effective videoconference learning, and strategies to overcome these barriers including developing a learning community, ensuring time for interaction, and planning for evaluation. Over 300 faculty and staff participated in AGNR's 2003 professional development series that offered 25 courses using H.323 videoconferencing across multiple locations.
Video conferencing allows for synchronous interaction between teachers and distant students through two-way digital video and audio transmission over a network. It provides flexibility for education away from a traditional campus model. While video conferencing equipment can be expensive, costs vary significantly depending on the size and type of system. It enables audio-visual interaction and supports different instructional approaches if clear materials like slides are used. However, both learners and instructors need practice to fully utilize its features. Organizational support through technical staff and facilitators is also needed to ensure stable use.
The document discusses various aspects of computer mediated communication (CMC) and related concepts like blended learning and flipped classrooms. It defines CMC as communication between individuals via computers and networks, as opposed to direct face-to-face communication. It notes both advantages like breaking down barriers and disadvantages like lack of non-verbal cues. It also discusses blended learning models that combine online and in-person learning, and flipped classrooms where lectures are completed at home and class time is used for activities and projects.
The document discusses how the NCTSN uses collaboration technology like workspaces, web conferencing, and instant messaging to connect trauma experts virtually. It defines these technologies and outlines their history and features within the NCTSN. Challenges to virtual collaboration like getting users engaged with new tools and connecting distributed teams are presented, along with strategies to address them. The presentation envisions future enhancements to further streamline collaboration, including improved profiles, directories, and mobile access to networking tools.
Technologies for distance slideshare mod 4Reginald Smith
1) Distance education programs have grown significantly with many schools and universities offering online/remote courses and anticipating further growth.
2) Early distance education technologies included radio, audio instruction, and television, while more recent technologies that have emerged include web conferencing, video conferencing, and learning management platforms.
3) The document focuses on different technologies used for distance education, including print, audio, video, computer-based, and ways to blend multiple technologies based on learning needs.
E Learning in Medical Education.E-learning (or eLearning) is the use of electronic media, educational technology and information and communication technologies (ICT) in education. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes
Kristin M Lancaster. Videoconferencing Perceptions: A Survey ...Videoguy
A survey of 150 UNC faculty and staff examined perceptions of videoconferencing. The study compared perceptions of group, desktop, and videophone videoconferencing. It aimed to identify motivations for adopting videoconferencing in a university setting and determine if it could save time and travel costs. The survey assessed views on videoconferencing's effectiveness, preferences for equipment types, and conditions that may encourage adoption.
Tools for Designing Distance Learning InstructionMarsha J. Chan
The document provides an overview of an instructor certification course that trains faculty to develop distance learning courses using best practices. The 8-module course covers topics like pedagogy, course design tools, software applications, audio/video content, and accessibility guidelines. It introduces tools for creating online learning objects and resources to support online instruction. The course aims to help participants describe various design tools, identify appropriate tools for specific purposes, and incorporate tools in developing online course elements while following ADA accessibility standards.
Virtual classrooms provide a successful business model for BMC Software's training programs. They allow for instructor-led online classes, private virtual classrooms, on-demand learning with virtual labs, and pre-configured lab environments. This reduces costs while growing revenue streams. BMC implemented virtual infrastructure from vendors like WebEx and ReadyTech. Various pricing and marketing strategies were developed for each modality. Metrics showed students responded positively to the virtual classrooms.
Debut Presentation Rsc Jisc Forum Dec 08HAROLDFRICKER
DEBUT was a staff digital literacy development program that used a personalized approach to help staff explore a variety of digital tools to increase their digital confidence and ability. Key elements included choosing from 23 digital tools, intensive workshops and support over 10 months. Evaluation found significant increases in digital literacy levels and confidence using digital tools for teaching. The program was successful and embedded long-term in the university.
The Economic Importance of Deep Creek Lake (10.10.2013)Kim Durst
- Real property taxes make up over 70% of Garrett County's budgeted revenue for 2013, with District 18 accounting for over 43% of real property tax revenue.
- The number of building permits and their declared value have generally increased in both the Deep Creek Lake watershed and the entire county since the late 1990s.
- Residential real estate sales in both the Deep Creek Lake watershed and the entire county have fluctuated but remained relatively strong in recent years.
Green Harvest Technologies / Tedx Presentation/ Nov 6th, 2010greenharvest
Tedx presentation given by Patrick Kenney on November 6th, 2010.
Patrick is the CEO of Green Harvest Technologies (GHT) located in Bloomington, Minnesota.
Green Harvest Technologies is vertically integrated to offer product design, engineering, product development, manufacturing, and both direct sales via e-commerce and supply to market leading brands. Through innovative raw materials, product design, and manufacturing processes; we can cost-effectively produce and replace most petroleum based plastic reusable product on the market today with a healthier and greener alternative.
"Как достичь успеха на мобильных платформах", Wibe Wagemans, VP Mobile, Big FishJulia Lebedeva
This document discusses how to succeed on mobile platforms by understanding revenue goals, target audience, and trends in mobile gaming. It notes that many apps fail to reach 1,000 downloads in their first year and promotes partnering with Big Fish Games, which sees downloads of 250,000 within the first month of new releases. Big Fish also notes its leadership in the premium casual gaming space across mobile and PC platforms.
The document discusses the "Scramble for Africa" in the late 19th century where European powers raced to colonize parts of Africa. It led to tensions between the nations as they competed for valuable land and resources. Britain, France, Germany, Italy, and Belgium all gained colonies in Africa during this time period. The maps show the territories each country controlled by 1914. The colonial disputes, especially between Britain and France over Egypt and Morocco, strained relations and contributed to the build up of tensions in Europe prior to World War 1.
This document appears to be a review for a 6th grade social studies test covering topics like geographic locations, forms of government, economic systems, and cultural diversity. It consists of 11 multiple choice questions testing knowledge of the locations of the Rocky Mountains, Amazon River Basin, Andes Mountains, and Cuba. Other questions cover identifying a dictatorship form of government, characteristics of developing countries, examples of cultural borrowing, and aspects of the free market system. It concludes by listing the fastest response times and scores for two teams that took the review quiz.
О чем не знают марсиане? Ошибки инопланетных захватчиковJulia Lebedeva
Большинство казуальных игроков – женщины, в то время как разработчики, в основном, мужчины. Согласно известной книге психолога Джона Грэя получается, что разработчики с Марса, а игроки с Венеры. Откуда марсиане могут знать, что нравится венерианкам? Если и в реальной жизни мужчинам трудно понять женскую логику, откуда они могут знать, что женщины хотят видеть в мире виртуальном? Разработчики ошибаются! Игроки – никогда. «Невософт» представляет эксклюзивное видео интервью с русскими казуальными игроками о том, что их раздражает в играх.
1) The neighbors in the tea shop community like to play Burmese checkers under a large tree during their free time when not working.
2) Rice is a staple food in Myanmar and is eaten daily, often accompanied by boiled vegetables and meat for flavor.
3) Many people in the community run small shops like tea shops, betel nut shops, or juice shops to earn a living, though it can be difficult to open these types of shops.
The document is a photo essay about the daily lives of people in the tea shops of Yangon, Myanmar. It includes photos and captions that show aspects of their lives like transportation via trishaw, washing clothes outdoors, using squat toilets, chewing betel nut, and running small shops out of their homes. The photo essay aims to illustrate how the lifestyles of the tea shop residents differ from others despite living in the same neighborhoods.
AMDAL merupakan kajian dampak lingkungan yang dipersyaratkan pemerintah untuk setiap rencana pembangunan yang berpotensi memberikan dampak lingkungan. Tujuannya adalah mengidentifikasi dampak potensial, merencanakan mitigasi, dan membantu pengambilan keputusan. Dokumen ini membahas sejarah, tujuan, dan proses AMDAL di Indonesia.
The document discusses how life in Myanmar differs from life where the author lives. It notes differences in food, transportation, housing materials and tools. While their religions are mostly the same, the people in Myanmar have different daily activities and customs, such as the foods they eat, how they travel, games they play, and natural products they use.
The document summarizes photos taken of the neighbor, Oh Mah Cho, and her family and community. It describes their modest wood homes built with limited resources, meals prepared from local markets, daily worship of Buddha statues, the father's work as a taxi driver which is their sole income, the quiet children who attend Burmese school, playing checkers in the trishaw parking lot, boys climbing trees, and a man preparing food for his teashop customers and monks. The field trip provided a view into the lives and livelihoods of those living near the school.
Web conferencing is used to conduct live meetings, training, or presentations via the Internet. In a web conference, each participant sits at his or her own computer and is connected to other participants via the internet.
Web conferencing allows for live meetings, training, and presentations over the Internet. Participants connect to each other via their computers. While it provides benefits like eliminating travel costs and allowing collaboration over distances, web conferencing also faces challenges like technical difficulties, bandwidth issues, and ensuring all participants have proper equipment. A study of its use at McMaster University found that most viewed it positively as an option when in-person meetings weren't possible, but that improvements were still needed, especially in technical support and training.
Video conferencing allows for real-time face-to-face interaction between people in different locations, reducing travel costs and increasing productivity. It has advantages like saving travel expenses, encouraging teleseminars, and expanding reach across geographic boundaries. However, it also has limitations such as lack of non-verbal cues from eye contact and discomfort from cameras, as well as security and technology issues. Video conferencing is increasingly being used to support learning by allowing students to take classes at multiple universities and enhancing instruction through more communication with teachers.
This document provides information about iConnect, a web conferencing platform available to TQR Institutes on a trial basis. iConnect allows communication between computers using an internet connection, headset, and video camera. It has many functions that could be useful for teaching, learning, and collaborating. The information sessions will cover how to set up and use iConnect, possible applications, and moderator training opportunities. iConnect can be used for activities like classes, meetings, assessments, guest speakers, and recordings. Staff are encouraged to consider how iConnect could help connect them with students, colleagues, and industry.
This document discusses web conferencing, including its definition as live meetings conducted via the Internet. It outlines objectives like coordinating discussions across time zones. Key features are two-way audio, screen sharing, and archiving sessions. Advantages include eliminating travel costs and saving time. Limitations include bandwidth issues and technical difficulties presenting complex content. Web conferencing is useful for online classes and real-time student-teacher interactions. The document analyzes the features of Webex, a popular web conferencing service, such as synchronous interactions and flexibility in any location.
Tqr project i connectinformationsessionmay2010Colleen Hodgins
This document provides information about iConnect, a web conferencing platform available to TQR Institutes on a trial basis. It discusses what web conferencing is and its potential uses for teaching, learning, collaboration and professional development. The document outlines features of iConnect like the participant window, whiteboard, chat, audio, video, polling and application sharing. Information sessions will demonstrate these tools and discuss how staff can become trained moderators to use iConnect for communicating across campuses and sharing resources.
Web conferencing allows for conferencing events to be shared remotely through internet technologies like TCP/IP connections, enabling real-time communication. It reduces costs and travel compared to in-person meetings by making participation online more convenient. Key features include presentations, video, screen sharing, and text chat. While it saves resources, web conferencing also faces limitations such as costs, technical difficulties, and lack of in-person interaction compared to conventional conferences. Examples of tools for web conferencing include WebEx and Dimdim.
Summary of Key Points: Virtual meetings have evolved into a pivotal tool, offering flexibility, cost-efficiency, and global connectivity. They've redefined collaboration, enabling efficient communication across borders and time zones.
Looking Ahead: The future of virtual collaboration holds immense promise, with advancements in technology fostering more immersive and inclusive experiences. Embracing these changes will continue to reshape how we work and interact globally.
Embrace Innovation and Adaptability: To thrive in this evolving landscape, it's crucial to embrace innovation, continually adapt to emerging technologies, and cultivate a culture of openness and inclusivity in virtual collaborations.
Thank You: Thank you for exploring the diverse facets of virtual meetings. Let's embark on this exciting journey towards a more connected and collaborative future!
Tqr project i connectinformationsessionmarch2010Colleen Hodgins
1. iConnect is a web-conferencing platform managed by Education Queensland that TQR Institutes have access to in semester 1, 2010 as part of a trial program.
2. Web conferencing allows communication between computers using an internet connection, a headset and a video-camera and has many functions that may be useful for teaching and learning.
3. The information sessions in March-June 2010 will provide experience using iConnect, ideas for applying its functions to professional practice, and discuss future moderator training options.
The document discusses web conferencing, web meetings, and webinars. It provides definitions and descriptions of each term. Web conferencing allows sharing of information across locations in real-time through internet technologies. Web meetings can be used for business discussions without physical presence and provide advantages like no travel costs. Webinars are online conferences that allow presentations and collaboration through features like screen sharing and chat. Popular web conferencing software like WebEx, GoToMeeting, and LiveMeeting are described.
The document discusses various technologies that can be used to help retain students, including mobile phones, MP3 players, desktop/laptop computers, software, the internet, and web conferencing tools. It emphasizes that an effective technology plan requires support from staff and stakeholders, clear goals, staff training, and identifying ongoing funding. The document also provides examples of how different technologies like podcasting, blogs, and wikis can be used as part of a student retention strategy.
Webcasting allows for live or pre-recorded audio and video to be streamed over the internet. It can be used for meetings, presentations, lectures, and broadcasting events to a remote audience. Some benefits are that it increases accessibility, allows for participation from geographically dispersed groups, and recordings can be archived and viewed later. However, webcasting also faces challenges such as upfront costs, technical issues that could disrupt live streams, and participants needing awareness of how their actions are represented.
This document discusses tools for online and distance learning. It describes video conferencing which allows synchronous learning at a distance through video and interaction. Key features include screen sharing, demonstrations, and guest speakers. Software like Skype, Zoom, and GoToMeeting enable video conferencing. Web conferencing uses similar tools but focuses on disseminating information through webinars and webcasts. Learning management systems facilitate asynchronous e-learning through course materials, engagement, and assessment. They support distributed learning across devices.
Tqr project i connectinformationsessionapril2010Colleen Hodgins
The document provides information about iConnect web conferencing sessions in April 2010 for TQR Institutes. It discusses what web conferencing is, who may be interested in using iConnect, and why people should explore it. Examples of how iConnect can be used are given. The key features of iConnect like the participant window, whiteboard, and chat are overviewed. Contact information is provided for support.
The document provides an overview of technologies and best practices for developing interactive classrooms on college campuses. It discusses four key interactive classroom technologies: interactive displays, interactive tablets/computers, lecture capture systems, and wireless presentation systems. It outlines the benefits of interactive classrooms, such as enabling more active and peer-to-peer learning. Challenges of interactive classrooms and factors to consider when selecting hardware and software are also addressed. The document includes case studies of institutions that have implemented interactive classroom technologies and collaboration spaces.
Web conferencing combines visual and audio interaction to allow remote communication and collaboration. It has grown in popularity in higher education for uses like distance learning, project-based work, and connecting students with employers. Some key features include slide presentations, file sharing, polling tools, and breakout rooms. Institutions should consider needs, users, and support when selecting a web conferencing platform and vendor.
Web conferencing combines visual and audio interaction to allow remote communication and collaboration. It has grown in popularity in higher education for uses like distance learning, project-based work, and connecting students with employers. Some key features include slide presentations, file sharing, polling tools, and breakout rooms. Institutions should consider needs, users, and support when selecting a web conferencing platform and vendor.
Web conferencing combines visual and audio interaction to allow remote communication and collaboration. It has grown in use in higher education for distance learning, project-based work, and connecting students, faculty, and experts. Some key features include slide presentations, file sharing, polling, and breakout rooms. Institutions should consider needs, users, and support when selecting a web conferencing platform and vendor.
Web conferencing combines visual and audio interaction to allow remote communication and collaboration. It has grown in popularity in higher education for uses like distance learning, project-based work, and connecting students with employers. Some key features include slide presentations, file sharing, polling tools, and breakout rooms. Institutions should consider needs, users, and support when selecting between hosted or locally installed vendor options.
This document summarizes an information session about iConnect, a web conferencing platform managed by Education Queensland. iConnect allows communication between computers using an internet connection, headset, and video camera. It has many functions that could be useful for teaching, learning, and work practices. The session demonstrated how to set up and use iConnect's features like the participant window, whiteboard, chat, audio, video, polling, and file sharing. Attendees were encouraged to consider becoming trained moderators and using iConnect to connect with students, staff, communities, and for professional development opportunities.
1. Sultan Qaboos University
College of Education
Instructional and Learning Technologies Department
Report about:
Web Conferencing
Done By:
Hifaa AL-Suhai (86321)
Maryem AL-Mubihsi. (87513)
Fatma AL-Weshahi (85197 )
2. What is web conferencing?
Web conferencing is used to conduct live meetings, training, or
presentations via the Internet. In a web conference, each participant sits
at his or her own computer and is connected to other participants via the
internet.
The Objectives:
Finding a common time for “class discussions”, particularly if
students are spread over multiple time zones.
Ensuring the availability of faculty and student hardware
requirements, including video cams and headsets.
Coordination as the number of participants rise. Conferencing
with 15 is a different experience to conferencing with 150.
Advantages of web conferencing:
Eliminate the hassle and cost of travelling to face-to-face meetings
Create your own virtual meeting room .
Polling facilities, instant chat and option for multiple presenters.
Save your time.
adding the richness of vocal inflections and even body language to
the discussion.
It is an excellent way to brainstorm or hold group activities .
Allows learners to share slides and other electronic data.
Features of web conferencing:
Engage in two-way audio (students can use a headset
(recommended) or a phone).
Deliver presentation in PowerPoint and a range of other graphic
formats.
Engage in public / private text chat.
3. Share desktop applications for demonstration and instructional
purposes.
Push web pages to participants.
Use a live whiteboard for drawing and annotation.
Conduct real time polls and surveys.
Build lessons to be accessed and delivered directly from
Blackboard
Archive sessions for later review by both those who were present
and those absent.
Limitations of web conferencing:
Bandwidth and appropriate content
Highly technical content is more difficult to present during Web
conferencing sessions.
users download and install Web conferencing software on their
computers. This can be time consuming and also requires that
users track and eventually remove the programs once a session is
through.
Web conferencing uses:
Web conferencing is now a critical tool for online distance learning
classes--both through real-time meetings and recorded sessions for
students unable to attend regularly scheduled hours.
During real-time meetings, students can interact directly with
faculty by voice or text online, asking questions and sharing their
computer screens with professors to go over specific problems.
4. 10 Fundamental Requirements for Any Web Conferencing
Platform:
Web conferencing has proved to be an invaluable tool for today’s
corporate communications. Allowing participants around the globe
to meet and collaborate online, Web conferencing can cut travel
costs, eliminate planning hassles and boost productivity. That is, if
you have the right features to facilitate your event.
These 10 requirements will ensure that your Web conference goes
off without a hitch.
1. Screen and Application Sharing: This feature allows
conference participants to view any document, Web site or tool
that a presenter has pulled up on his or her computer. Attendees
can better understand what’s being discussed and won’t need to
disrupt the presentation for clarification.
2. File Transfer and Document Sharing: With file transfer, users
can upload and download documents to their individual machines
and share them with the other conference attendees. This is
especially important for events about proposals, briefs or other
types of collaborative documents.
3. Text Chat: Text chat simply allows participants to send IMs
(instant messages) to each other, publicly or privately. It’s a useful
feature for question-and-answer sessions as well as one-on-one
collaboration.
4. Record and Playback: If you’ve ever attended a corporate
conference, you know how easy it is to miss another attendee’s
5. comment or an important side conversation. Record and playback
lets Web conference participants view everything at a later date.
This is also helpful for individuals who could not attend the
original event.
5. Polls and Surveys: These are easy ways to get immediate user
feedback. The conference presenter has the ability to ask questions
with multiple answer choices for the audience, as well as solicit
public or private responses.
6. Slide Shows: PowerPoint presentations have become a
fundamental tool for almost every corporate meeting today. It is,
therefore, vital to ensure that your Web conferencing solution
supports slide presentation capabilities. Many offerings also
support Keynote for Apple Macintosh users.
7. Whiteboards with Annotation: Just because you’re meeting
online doesn’t mean you have to sacrifice hands-on collaboration.
The whiteboards feature lets the conference presenter or
participants make changes to slides or take notes on a blank
whiteboard.
8. Security: With a countless number of security threats plaguing
the Internet, it’s essential for your Web conferencing solution to
have the right defenses in place. Tools including firewalls,
password protection and encryption are good indicators that the
offering you’re considering will protect your event from online
infiltrators.
9. Video Integration: Seeing is believing, right? With a simple
6. desktop video camera, video integration allows attendees to view
each other and the presenter.
10. VoIP: While many Web conferencing solutions get by with
simple audio capabilities, you’ll want to be sure that your choice
has VoIP. VoIP, or Voice over IP — a voice-communications
technology that uses the Internet instead of traditional phone lines
— lets participants talk in real-time through headsets and their
computers’ speakers. This simplifies your conference by limiting
all communications to individuals’ machines; participants won’t
have to worry about having a phone line available during the
conference.
Of course, there are a host of additional Web conferencing features
available to help meet your individual needs, and vendors will be
promoting them shamelessly. But without these 10 fundamental
capabilities, your event will likely be plagued with too many
problems and too few features to be effective.
Example:
Webex is a Web-based Web conferencing service. It combines
real-time desktop sharing with phone conferencing. It has
comparable features to NetMeeting but is an externally managed
service. It works for individual or small-scale implementations, as
well as large corporate implementations.
Webex can be used on multiple platforms (e.g., Windows,
Macintosh) as long as users have an appropriate Web browser,
such as Navigator or Internet Explorer.
7. Advantages of Webex :
Get more done without leaving your office.
Improve collaboration.
Make meetings more efficient.
Train more people.
Record meetings for those who missed the session.
Resolve support issues faster to better serve your customers.
Screenshots:
8. Case Study:
McMaster University
Faculty of Health
Sciences trialed
Wimba's Live
Classroom Web
conferencing technology to support education and curriculum activities
with students and faculty.
The Objective of the study:
Explore faculty, staff, and student perceptions of Web conferencing as a
support for teaching and learning in health sciences.
9. Methods:
Q-methodology was used to identify unique and common viewpoints of
participants who had exposure to Web conferencing to support
educational applications during the trial evaluation period.
This methodology is particularly useful for research on human
perceptions and interpersonal relationships to identify groups of
participants with different perceptions. It mixes qualitative and
quantitative methods. In a Q-methodology study, the goal is to uncover
different patterns of thought rather than their numerical distribution
among the larger population.
The Results:
A total of 36 people participated in the study, including medical
residents (14), nursing graduate students (11), health sciences faculty
(9), and health sciences staff (2). Three unique viewpoints were
identified:
The majority of respondents were pragmatists who endorsed the
value of Web conferencing yet identified that technical and ease-
of-use problems could jeopardize its use.
Positive communicators (28%) enjoyed technology and felt that
Web conferencing could facilitate communication in a variety of
contexts.
Shy enthusiasts (11% ) were also positive = and comfortable with
the technology but differed in that they preferred communicating
from a distance rather than face-to-face.
10. Common viewpoints were held by all groups: they found Web
conferencing to be superior to audio conferencing alone, felt more
training would be useful, and had no concerns that Web
conferencing would hamper their interactivity with remote
participants or that students accustomed to face-to-face learning
would not enjoy Web conferencing.
Conclusions:
Overall, all participants, including pragmatists who were more
cautious about the technology, viewed Web conferencing as an
enabler, especially when face-to-face meetings were not possible.
Adequate technical support and training need to be provided for
successful ongoing implementation of Web conferencing.
Frame Work for Distance Education:
Synchronous
Time of interaction
Asynchronous
Student-student
Student-teacher
Type of interaction
Student-content
Student-machine
11. Group-based
Learning style
Self-based learning
Anytime
Flexibility Anyplace
Ease of access/use
Development
Speed Feedback
Delivery
Stand-alone medium
Instruction
Multimedia support
Cost High cost
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