TDLC: Video Conferencing

Is this your first videoconference? Or are you a regular moderator looking to brush up your VC skills? This section provides useful information on conducting effective sessions for first timers and experienced users alike.

TDLC Workshop: Working in Front of the Camera

Working in Front of the Camera (Beginners).pdf

A general overview for participants who have some knowledge of VC technologies, and want to know more about becoming an expert facilitator.

Working in Front of the Camera (Advanced)

Working in Front of the Camera (Advanced).pdf

An in-depth look at media technologies available for use inside the VC environment.

A General Introduction to Videoconferencing

01_VC_GuideToVideoconferencing.doc (212 KB MS Word)

As in virtually any traditional classroom, the videoconferencing studios can be configured to hold a panel of experts, present a lecture or interview subject matter specialists. There are visual teaching tools which can include printed texts, video tapes, computer files, photographs and sound. Participants at the remote sites can do the same: present their own video sequences, PowerPoint slides, charts and photographs in the format of their choice.

Tips for Presenters

02_VC_Presenter.doc (36 KB MS Word)

Your purpose is to provide specialist knowledge or opinion in a variety of communication situations either as a presenter of a paper/ slides show, a panelist, or a discussion group member. Here are some tips to help you understand the VC technology, guide your preparation, and enhance your presentation and interaction.

Tips for Moderators

03_VC_moderator.doc (36 KB MS Word)

You are going to moderate a discussion, knowledge sharing or a dialogue among several remote sites which are linked by one of the modern information and communication technologies, a two-way interactive videoconference (VC). Here are some tips to help you understand the technology, and facilitate your moderation when you chair the session.

GDLN Tips from the Australian National University

04_GDLN_Tips_ANU.pdf (512 KB PDF)

Attention spans for even the most attentive students do not exceed 15 to 20 minutes. To make videoconference sessions more effective, the presenter/instructor must actively involve learners in the learning process; give them something to do besides listen to the presenter talking.

Managing the Flow of Communication in Videoconferences

05_VC_Moderation_Maguire.doc (512 KB PDF)

By Charles Maguire and Pietronella Van Den Oever
The Videoconference is a means of communication and its effectiveness depends on how well it is used by presenters and participants. What follows is a brief description of the role played by persons who have the responsibility of making sure that effective communications take place in videoconferences.