Using Video for Distance Education at MSU

On this page
Options To Consider
Satellite Technology
Videoconferencing
Which Option For Me?
Planning Your Distance Education Activity
Arranging For TV Classrooms
Other Considerations
Accomodating Persons With Disabilities

Distance education activities are expanding rapidly in higher education. At Michigan State University, faculty in many colleges use communication technologies to reach students at off-campus learning sites throughout the state, nation and world. While this document primarily cites uses of video for coursework, one of the most common technologies in distance education, the material it contains applies to many different types of projects -- research activities, consulting, medical grand rounds, workshops, etc. Among the issues you must consider are accreditation, technology requirements, need for electronic mail, access to library resources, need for FAX machines at remote classrooms, and telephone requirements at remote classrooms.

OPTIONS TO CONSIDER

Faculty often ask about the technical systems used to interconnect campus classrooms with classrooms at distant sites. What options are available, and which is best for your needs? Let's examine satellite and two-way interactive conferencing systems.

Using satellite technology, faculty may reach many sites with one-way video and two-way audio capabilities. Courses are transmitted from a Broadcasting Services classroom on campus to a satellite orbiting 23,000 miles above the earth -- the signal easily reaches the 48 states with high quality video and audio. Students at learning sites view the course on TV sets connected to satellite reception systems and phone in questions during discussion periods.

Using videoconferencing technology, faculty may reach selected domestic and international sites with high-quality two-way audio and video capabilities. Courses are taught in a Broadcasting Services classroom which is connected by special phone lines to a room in one or more remote learning sites. Students and faculty at all locations can see and hear each other during each course session -- the system has full two-way capabilities.

Videoconferencing signals are sent as digital information using coder/decoder systems (called CODECS). When you hear or read about distance education by CODEC, the reference will probably be to a videoconferencing system.

WHICH OPTION FOR ME?
Satellite systems are best suited when a course must reach many learning sites from one origination site. Although interaction is limited (it only takes place when students at remote sites phone in), the satellite approach is particularly cost effective when high enrollments are anticipated across multiple sites.

Two-way interactive technology is best suited when only one to eight remote learning sites are desired, and when it is important to have continuous interactive capabilities. With lower enrollments and a limited number of remote sites, the use of videoconferencing is more cost effective than satellite systems.

Planning Your Distance Education Activity

The remainder of these pages summarizes the major steps to take as you plan for a distance education activity.

ARRANGING FOR TV CLASSROOMS
One of the first steps in setting up a distance education course is to determine where you'll do the teaching, both on campus and at one or more off-campus classroom locations.

The person at Broadcasting Services who assists faculty at this stage is Phil Barrie. When you call Phil, he'll describe the kinds of facilities available.

On the MSU campus, there is a videoconference classroom in Communication Arts, and two in the Engineering Building. Numerous remote sites are equipped for videoconferencing. After discussing campus and off-campus sites with you, Phil will send you an IVS Service Request form and answer any questions you have about completing it. When the form is completed and approved, facilities will be scheduled and reserved for your course.

One section of the form addresses cost. Costs have been established for on and off-campus users (both credit and non-credit). For MSU credit courses, Computing and Technology subsidizes the cost of the production facilities and engineering and technical staff; the academic unit covers the hourly line costs or satellite transponder time, remote site room charges (if applicable), and cost of the multi-site switch (if applicable). For noncredit projects, academic units pay for the use of on-campus interactive TV rooms in addition to satellite or line charges. If you have questions about costs for noncredit projects, please call Doug Schrems at Broadcasting Services, 432-9527.

On the Service Request form, you're asked for the days and times when you want to teach your course. We'll do our best to find TV classrooms in keeping with your request. However, if there are conflicts Phil Barrie will work with you on alternative arrangements. Once this is settled, Phil will determine costs, enter them on the form and return it to you. Experience suggests that high demand time is Monday through Thursday evenings from 4pm to 10pm. Units are encouraged to consider alternate times to maximize flexibility in scheduling.

Because there are several steps involved in the approval process, some practical deadlines are necessary. Requests will be accumulated until the scheduling deadline, which is one month prior to the Registrar's deadline for the publication of the Schedule of Courses. At the deadline, accumulated requests will be scheduled in campus and distant facilities and the requesting department will be notified of the confirmation. Requests received after the deadline will be satisfied to the extent that facilities are available.

PREPARING TO USE TV SYSTEMS

The next step is a visit to our television facilities and a meeting with the staff assigned to your course.

Before classes begin each semester, faculty teaching distance education classes meet with a Broadcasting Services producer to plan for successful uses of videoconferencing or satellite systems. This will include an orientation to the electronic equipment, including discussion of other technologies you can use in the IVS classroom (such as video playback and computer input), discussion of course goals, and suggestions on ways in which television can support your specific course content. Your producer is your primary contact for issues relating to your course or other distance video event.

A companion document which reviews common video teaching techniques is available from Broadcasting Services. The title is "Suggestions for Interactive Video Teaching". Copies are available from Phil Barrie.

INSURING SUCCESS AT REMOTE LEARNING SITES

Another important step is to plan for the students at off-campus sites. The learning experiences and environments for these students should be similar to those of on-campus students. For example, they should have someone who can help with questions, handouts and other matters. Thus, a course facilitator is needed at your off-campus site; a course facilitator must be identified on the IVS Service Request form. Please see the description of course facilitator duties and the options for recruiting a facilitator in the attachments. The unit offering a video event is responsible for providing a course facilitator and ensuring that he or she is available for each class, workshop, etc. It is a requirement of Computing and Technology that course facilitators will be at their assigned classes, or that substitutes will be arranged. This requirement is intended to meet the spirit of the Code of Teaching Responsibility.

OTHER THINGS TO CONSIDER REGARDING YOUR REMOTE SITE

Students at remote sites have reacted positively to remote site origination. However, different remote sites have widely varying physical environments, support staff, physical arrangements, and so on. In particular, instructors should not assume that their ability to teach from a remote site will be technically equivalent to origination at Michigan State University. The typical mode is that video teaching originates on campus. If you anticipate a deviation from this practice, talk with your producer/director in advance. Finally, units must consider the possibility that additional handicapper accommodations may be required at remote sites.

ADJUSTING TO CANCELLATIONS

If you need to cancel one session of your course, please inform your producer/director immediately so that facilities and crews may be used for other needs during the class hours on that date. We also need your assistance in notifying the site facilitator of a session cancellation.

Cancellation of an entire course results in the waste of opportunity and resources. When an entire course must be canceled, we again need to hear from you immediately. Rather than hold on to facilities when others may need them, we ask that you consider the larger university need and inform Broadcasting Services quickly.

LEARNING MORE THROUGH TECHNOLOGY IN OUTREACH SEMINARS

Several seminars on using technology in distance learning are available through the Computing and Technology Training Program (CTTP). For more information, please call 353-1800.

Course Facilitator

When students participate in MSU courses at remote locations using two-way interactive TV, a course facilitator is needed to provide assistance at the remote site.

Course facilitators may vary in role and background from course to course. In some cases the facilitator may be a staff member from either MSU or the remote site institution. In other cases, the facilitator may be a student in the class. Whatever the individual's background, initial training in equipment operation and ways to foster high quality teaching and learning will be provided by MSU Broadcasting Services.

ACCOMODATING PERSONS WITH DISABILITIES

Units considering distance video must consider the possibility that accommodations for persons with disabilities may be required, both locally and at remote sites. In addition to contacting Broadcasting Services, the Client Advocacy Office (353-4856) can provide consulting on accommodations in technology mediated events. In particular, sample language which you should use for requests for accommodation from your potential students is below.

INFORMING PERSONS WITH DISABILITIES ABOUT AVAILABLE ACCOMMODATIONS

To prevent accessibility problems, informational brochures about University programs and services (other than special events) should include a statement inviting persons with disabilities to request accommodations needed in order to participate in a program or utilize a service.

For example:

The University is committed to providing equal opportunity for participation in all programs, services and activities. Accommodations for persons with disabilities may be requested by calling (person or office) at (telephone number).

Program brochures should be made available in alternative formats (e.g., audio tape, Braille or large print) upon request. Availability of such materials should be publicized in program brochures.

For example:

This brochure is available in alternative formats upon request. Requests for such material should be directed to (person or office to contact) at (telephone number).

Source: IMPROVING PROGRAM ACCESSIBILITY FOR PERSONS WITH DISABILITIES, Office of the Assistant Vice President for Human Resources Michigan State University April, 1994