Washington, DC

Seattle, WA
Message from the Director

Now, more than ever, modern technology offers incredible opportunities

to reduce costs and increase timeliness as we work together to accomplish GAO’s mission. Since videoconferencing was introduced to the

agency in 1992, GAO has made increasing use of this technology to

conduct business across geographic locations. The Training Institute

also uses the technology to deliver training. Delivering training using

the videoconferencing technology is called “teletraining.”

Teletraining is becoming widely recognized as an effective training

delivery strategy in government, academia, and industry. Using

teletraining, the classroom is no longer constrained to four walls holding

all participants and instructors. With this alternative delivery strategy,

the instructor can reach more staff on more subjects more cost-effectively. Its successful implementation, however, requires new skills and

attitudes. While design and delivery principles remain the same, the

organization and the presentation of the “telecourse” is different from

those of the traditional, or resident, classroom delivery.

The purpose of this guide is to help course designers, course managers,

instructors, and others adapt to the requirements of teletraining. The

guide outlines the steps necessary for successful video teletraining.

Key tips for experienced users are also included. While the guide’s

primary focus is teletraining, the content, tips, checklists, and aids can

easily be applied to videoconferencing.

Anne Kalvin Klein

Director, Training Institute
ii

GAO Video Teletraining Guide

Chapter 1: Introduction to Distance Learning and Videoconferencing .......................................... 1

Distance Learning: Instructional Television and Video Teletraining.................................................. 2

Technical Differences Between Instructional Television and Video Teletraining .............................. 4

Distance Learning in Academia, Government, and Private Industry ................................................ 6

Effectiveness of Video Teletraining ................................................................................................. 13

GAO’s Videoconferencing Network ................................................................................................. 14

Benefits of Videoconferencing and Video Teletraining ................................................................... 16

Types of Conferences...................................................................................................................... 17

Chapter 2: Understanding and Using Videoconferencing Equipment .......................................... 21

Overview .......................................................................................................................................... 22

The Control Panel............................................................................................................................ 24

Monitors ........................................................................................................................................... 26

Microphones .................................................................................................................................... 27

The Loudspeaker and the Volume Control ..................................................................................... 29

Video Sources ................................................................................................................................. 30

The Graphics Camera ..................................................................................................................... 39

Special Features for Video Sources................................................................................................ 50

The Phone Add Feature .................................................................................................................. 60

Document Conferencing .................................................................................................................. 63

Chapter 3: Troubleshooting ............................................................................................................... 67

Preventive Measures ....................................................................................................................... 68

Troubleshooting Audio Problems .................................................................................................... 68

Troubleshooting Video Problems .................................................................................................... 69

Troubleshooting Graphics Transmission Problems ........................................................................ 70

Troubleshooting Control Panel Problems ....................................................................................... 71

Start-up Sequence for the Room System and Control Panel......................................................... 72

Troubleshooting Power and Loose Cable Problems ...................................................................... 73

Chapter 4: Scheduling and Coordinating Video Teletraining Sessions and Videoconferences 75

Responsibilities for Video Teletraining............................................................................................. 76

Procedures for Scheduling a Class ................................................................................................. 79

Coordination of Video Teletraining Tasks ........................................................................................ 83

Planning and Conducting a Multipoint Meeting .............................................................................. 85

Contents
iii

Table of Contents

Chapter 5: Designing and Redesigning Courses for the Video Teletraining Format .................. 87

Video Course Design ....................................................................................................................... 88

The Design and Redesign Process for Video Teletraining ............................................................. 90

The Impact of Time and Scheduling on Design .............................................................................. 98

Assessing and Enhancing Class Interaction................................................................................... 99

Developing Course Materials ........................................................................................................ 100

Practicing in the Videoconference Room ...................................................................................... 103

Planning Time and Scheduling the Course ................................................................................... 103

Chapter 6: Adapting Visual Materials for Television ..................................................................... 105

Media ............................................................................................................................................. 106

The Television Format ................................................................................................................... 106

Examples of Visuals ...................................................................................................................... 107

Chapter 7: Delivering the Video Teletraining Class ....................................................................... 125

Getting Started............................................................................................................................... 126

Maintaining an Interactive Environment ........................................................................................ 130

Presenting a Positive Image.......................................................................................................... 133

Working With the Production Assistant ......................................................................................... 140

Developing a Contingency Plan .................................................................................................... 140

Conducting a Practice Session ..................................................................................................... 141

Video Teletraining Delivery Checklist ............................................................................................ 143

Glossary ............................................................................................................................................. 145

Bibliography ....................................................................................................................................... 151

Contents (cont'd)
1

Chapter 1: Introduction to Distance Learning and Videoconferencing

Chapter 1:

Introduction to Distance

Learning and Videoconferencing

This chapter provides an overview of distance learning.

Specifically, it

• defines “distance learning,” “instructional television,”

and “video teletraining”;

• provides examples of different distance learning applications and technologies used in academia, government, and private industry;

• examines research findings about the effectiveness of,

and participant reaction to, distance learning; and

• discusses GAO’s videoconference network, the

network’s benefits to the Training Institute, and

types of conferences.
2

GAO Video Teletraining Guide

Distance Learning: Instructional

Television and Video Teletraining

Distance learning is a teaching and learning situation in which

the instructor and the participants are geographically separated

and, therefore, rely on electronic devices and print materials for

instructional delivery.

Some distance learning media—such as paper-, video-, or computer-based training—can be used at any time. Other media,

such as computer conferencing (see glossary) or face-to-face

videoconferencing, require participants and instructors to be

present at the same time, although they are separated geographically.

GAO uses two forms of distance learning—instructional television (ITV) and video teletraining—which are conducted over

GAO’s video teletraining network. Although both involve transmission of pictures and sound, they are very different.

ITV distributes via satellite one-way video, two-way audio programs originating at one site to numerous receive sites throughout the United States and Canada. (See fig. 1-1.) Common receive sites are state and federal agencies, private industry, universities, and community colleges. The transmission is usually

live rather than prerecorded. The video is one-way: participants

see the instructor, but the instructor cannot see the participants.

Audio is two-way, but audio responses take place by telephone or

electronic-response systems.

Figure 1-1: Satellite Communication System (Source: "Linking for Learning",

Office of Technology Assessment, 1989)

One broadcast site


(uplink).

Hundreds of receive sites


(downlinks).
3

Chapter 1: Introduction to Distance Learning and Videoconferencing

ITV programs include semester-long university courses and

short professional development programs that feature nationally

known speakers. Content is geared to meet common needs of

large populations. GAO receives via satellite courses sponsored

by the Public Broadcasting System (PBS), the National Technological University, the Federal Training Network, and other

organizations. Broadcasts are one-time offerings lasting from 1

to 5 hours.

Examples of ITV courses that GAO has received include

• “Linking Your TQM Process to Your Business Objectives,”

• “Communications Skills for Supervisors,”

• “Examining Sexual Harassment in the Workplace,” and

• “Understanding Multi-Media.”

Video teletraining and videoconferencing (when referring to

meetings) use various telecommunications technology to connect

sites at a much lower cost than by satellite. Each connected site

can be a broadcast site or a receive site during the same conference. Video is two-way; that is, persons at all sites can see one

another, depending on who is speaking. Audio is also two-way.

Persons at all sites hear the person speaking, and persons at

any site may speak. (See fig. 1-2.)

This guide focuses on video teletraining, which can be used for

selected GAO courses. For example, “Referencing GAO Products,” “Applied Statistics Refresher,” and “Producing Organized

Writing and Effective Reviewing Refresher” have been offered

through video teletraining. The guide also discusses

videoconferencing.

Figure 1-2: An Interactive Network: Participants at All Sites Can See and Hear

One Another, One Site at a Time

Headquarters Regional Office

Regional Office Regional Office
4

GAO Video Teletraining Guide

Technical differences between ITV and video teletraining are

generally determined by

• the equipment for broadcasting and receiving,

• the number of sites that can “receive” training at any one

time,

• the ability to communicate with (see and hear) remote sites,

• picture quality,

• sound,

• the personnel involved in delivery, and

• terminology.

The following table outlines typical characteristics of each.

Technical Differences Between

Instructional Television and

Video Teletraining

Instructional Television


Equipment at Instructor Site


A studio or a classroom with a separate control 


room for production personnel. Instructors may 


use TelePrompTers and wired earpieces. 


One to four cameras on wheels.


Studio monitor, which may or may not show 


remote participants.


Call-in telephone line management, generally 


run by a production crew.


Equipment at Participant Site


A classroom with monitors mounted on walls or 


suspended from ceiling.


Telephone, fax machine, or participant response 


system (touch pads) may be used for 


communicating with instructor.


Video Teletraining


Standard video teletraining equipment 


(monitors, cameras, control panel, VCR, and other 


peripheral devices), located in the conference 


room or the classroom.


An extra camera or monitor may be used for ease 


of instructor movement and viewing remote sites.


Same equipment as instructor room.


Participants may operate room equipment, such as 


cameras, during class.


Monitors used for video teletraining can also be 


used to receive instructional television programs.

5

Chapter 1: Introduction to Distance Learning and Videoconferencing

Number of Sites


Virtually unlimited. Anyone within the receiving 


area with proper equipment and satellite 


coordinates can receive.


Ability to Communicate With Remote Sites


Usually one way video, two way audio. 


Participants see instructor; instructor does not 


see participants. Instructor hears one participant 


at a time, unless sites are linked by an audio 


bridge—like a giant telephone conference call.


Feedback devices (audience response systems) are 


often used.


Picture Quality


Matches that of television—about 30 frames per 


second. Picture is said to be broadcast quality. 


Sound Quality


Audio is slightly delayed as sound travels to 


satellite and receive sites.


Personnel Required 


 


Instructor and production crew—producer, 


director, technical director, audio director, and 


floor manager.


Terminology


Instructor site is referred to as uplink, broadcast, or 


transmit site; remote sites are referred to as 


downlink or receive sites. Communications take 


place through dishes, satellites, or transponders.


Number of sites limited by vendor and equipment 


capabilities, as well as meeting purpose. (GAO can 


currently broadcast to all its regional offices.)


Two way video, two way audio. If only two 


locations are connected, instructor and 


participants can see and hear one another at all 


times. If more than two locations are connected, 


instructor and participants see and hear one 


another, one site at a time.


Unrestricted interaction. Most closely resembles 


live classroom.


Is similar to that of television but not quite 


broadcast quality. Fifteen to 30 frames per second 


are transmitted. Known as digital compressed 


video. (See glossary.)


Sound is more instantaneous, more conversational.


Instructor, course manager, and production 


assistant.


Instructor site is referred to as local, near end, 


origination, transmit, host, or broadcast site; 


remote sites are referred to as distant rooms, 


remote rooms, receiving rooms, or far end sites. 


Communications take place through telephone 


networks using fiber optics, land lines, or 


microwaves. However, the type of transmission 


medium used is determined by the telephone 


network providers (e.g., MCI and Sprint).


Instructional Television (cont'd.)
 Video Teletraining (cont'd.)

6

GAO Video Teletraining Guide

Lack of funding

Need to share resources

Difficulty meeting state requirements

Location of students

Location of schools

Teacher shortages

Low demand for classes

School size and insufficient enrollment

Inability to attract teachers in specialized areas

Adoption of


Distance Learning

Distance Learning in Academia,

Government, and Private Industry

In 1987, fewer than 10 states were investing in distance learning; today, virtually all states have an interest and an investment in distance education.

Academia began using televised distance education in 1950.

Figure 1-3 illustrates a number of major problems that led to

academia’s adopting distance learning.

Figure 1-3: Problems in Delivery That Led to Distance Learning

More and more, industry, government, and schools are

“partnering” to increase learning opportunities and share resources across wide distances.

Distance Learning in Primary and Secondary

Education: The Jason Project and Star Schools

In primary and secondary education, distance learning programs have been funded to provide courses for underserved or

advanced students. Underserved students include students who

are economically disadvantaged or physically isolated due to

handicap or rural location. Advanced students include students

who can benefit from higher-level courses or elective courses

that are not available in their schools.
7

Chapter 1: Introduction to Distance Learning and Videoconferencing

Transmission


station, Atlanta, GA

Reception


dish

International


satellite

Domestic


satellite

Uplink


truck

Museums


in the U.S. and


Canada

Research


ship with


uplink

Mediterranean Sea

Fiber optic cable

ARGO

JASON

Figure 1-4: Jason Transmission System (Source: National Science Teachers

Association, JASON Curriculum, "Linking for Learning", Office of Technology

Assessment 1989)

The Jason project was developed to expose students in grades 4-

12 to scientific discovery and to stimulate interest in a career in

science. Jason is a small robot submarine that takes students on

an electronic field trip over the floor of the Mediterranean Sea.

(See fig. 1-4.) Using a combination of fiber-optic cable and an

international satellite, Jason transmits images of the ocean floor

and sunken artifacts to 12 participating science museums in the

United States and Canada. Prerecorded sequences can be added

at a transmission station in Atlanta, Georgia. The process is

delayed only by seconds, and student questions can be answered

by oceanographic experts. In 1 month, more than a quarter of a

million students participated in the exploration.

A number of organizations in the public and private sectors

served as partners in this project:

• The Woods Hole Oceanographic Institute, a nonprofit marine

research facility, developed the Jason technology for seafloor

exploration.

• The Office of Naval Research funded the Jason vehicle.

• Electronic Data Systems provided technology and equipment

to the project.

• Quest Group, Ltd., provided private support for deep-sea

exploration.
8

GAO Video Teletraining Guide

• Turner Broadcasting provided live and preproduced portions

of the learning program.

• The National Geographic Society filmed the project.

• The National Science Foundation, the National Science

Teachers Association, and the National Council for the Social

Studies provided funding and curriculum development.

Some of the best examples of K-12 distance learning in the

United States have been funded under the Star Schools Program Assistance Act. The act encourages school, government,

and private industry partnerships that cross state lines to help

improve the education system and access to basic and advanced

courses for all students. Since its enactment in 1988, the act’s

$33.5 million 2-year appropriation has been extended. Grants

include funding for projects such as the development and implementation of networks and technology, delivery systems, and

curricula. The grantees must generate at least 25 percent of

their budgets from nonfederal sources. The Star Schools Program supports operations in 49 states; Washington, D.C.; and

Puerto Rico; there are at least 20 originating sites and over

6,000 participating schools. The primary technology used is

satellite.

Distance Learning in Higher Education: Mind

Extension University and the Education

Network of Maine

At colleges, universities, and community colleges, distance

learning programs are meeting the needs of an increasing number of working adults whose schedules or locations preclude

taking classes at specific times and sites. Students access

courses either in their homes or at local schools, community

colleges, or other receiving locations. This allows them more

flexibility and personal time since regular travel to campuses is

no longer necessary.

Mind Extension University (ME/U) is an education network that

focuses on higher for-credit education. All credit courses are

presented by instructors from prestigious colleges and universities across the nation. Students receive programming on cable

television. Students and instructors communicate by mail,

phone, computer, and teleconference. Credit is granted by the

institution offering the course.
9

Chapter 1: Introduction to Distance Learning and Videoconferencing

Initial college-level courses offered were in science, fine arts,

English, mathematics, foreign languages, and general business.

ME/U now offers an M.B.A. program and courses in primary

and secondary education. When selecting course offerings,

ME/U looks for

• quality of courses,

• instructor ability,

• theoretical and practical experience with instructional television, and

• demonstrated support for instructional television by the

institution.

Hundreds of universities are now using this approach to reach

students in and out of state.

The Education Network of Maine, run by the University of

Maine at Augusta and six other University of Maine campuses,

offers off-campus associate degree programs. Receive sites also

include technical colleges, off-campus centers, and high schools

throughout the state.

On the basis of a needs assessment conducted in 1991, the

university developed a faculty and staff support program addressing 39 skills relevant for faculty and staff working with

distant students. The support program consists of general sessions—such as workshops and demonstrations, question-andanswer sessions, open houses, and updates on topics—and

consultations, in which an instructional designer meets individually with faculty and student services staff to provide assistance in course development and adaptation.

Three practical lessons are shared in the support program:

• Find a balance between the practical and the theoretical.

• Seek advice from experienced faculty and staff—they are the

most valuable resources.

• Remain open to viewing instructional design as an iterative,

not linear, process (LeBlanc, 1993).

Community colleges, such as Northern Virginia, Kirkwood

(Iowa), Miami-Dade (Fla.), and Dallas (Tex.), are turning to the

distance learning model to bring more courses to their students

and to reach more students.
10

GAO Video Teletraining Guide

Distance Learning in Government: Navy’s

Electronic Schoolhouse, FEMA’s Emergency

Education Network, and FAA’s Program

The Navy’s video teletraining network became operational in

1989. In light of decreasing funds and a reduction in qualified

personnel, its goals were to train more persons more costeffectively and meet the need for quality training with fewer

instructors.

Twenty-two courses are currently offered, 8 of which are offered

only by video teletraining. Many are soft-skills courses, and

most last for at least 1 week (40 hours).

To qualify as a video teletraining instructor at the Navy Electronic Schoolhouse, an instructor must

• modify graphics for presentation by video teletraining,

• provide examples of communication and classroom management techniques,

• observe an ongoing class,

• practice teaching on the network, and

• demonstrate proper use of classroom equipment.

Video teletraining at the Navy Electronic Schoolhouse has provided equal learning at all sites, reduced the backlog of required

courses, helped overcome the shortage of expert instructors, and

ensured standardization of courses.

Negotiations are under way to establish interoperability with

Army networks so that the Navy and the Army can access each

other’s training programs when appropriate.

The Federal Emergency Management Agency (FEMA) provides

training and education to fire service and emergency management personnel nationwide. FEMA’s network, the Emergency

Education Network (EENET), uses satellite video broadcast

technology that is one-way video and two-way audio—allowing

for live interaction between speakers and viewers. EENET is the

largest government-supported distance learning network in the

United States. FEMA estimates that 125,000 viewers are participating live and another 200,000-250,000 are viewing taped

copies on several hundred cable TV systems per year.

One hundred percent of36 agencies and

divisions surveyed by the FAA

are interested in interactive

distance learning and

indicated training budgets

are being reduced.

— Larry Blevins, FAA

EENET is working

because it is a federalstate-local partnership effort

to provide a needed service

to an audience that

aggressively supports its own

professional development:

emergency managers.

— Bruce Marshall, Director,

Educational Technology

Division, FEMA
11

Chapter 1: Introduction to Distance Learning and Videoconferencing

Programs are delivered across the country to approximately

14,000 sites. Topics include community emergency exercises,

hazardous materials emergencies, evolving trends in fire service

emergency medical systems, the impact of natural disasters, and

ways to help senior citizens and persons with disabilities in

emergencies. Viewers include employees in the fire service,

police, state and local government, transportation, and private

industry. Programs are typically 41⁄2 hours, although some last

up to 40 hours. Participants are sent appropriate materials.

EENET also encourages partnerships with other federal agencies and industry. For example, FEMA worked with the Environmental Protection Agency, the Department of Health and

Human Services, the Department of Transportation, and the

Chemical Manufacturers’ Association to present a workshop on

hazardous materials. Additional cooperative efforts have been

discussed with the Department of Defense; the Food and Drug

Administration; the Department of Energy; private corporations, such as the Hospital Satellite Network; and the Law

Enforcement Television Network.

While EENET does not replace the campus learning environment or major courses or workshops, it does provide collegeaccredited training and education activities that are easily

accessible and are presented by nationally recognized experts in

emergency management fields, with immediate feedback to, and

interaction with, students across the country.

The Federal Aviation Administration (FAA) has also initiated a

distance learning program to make training available to an

increasingly large audience and within budget constraints and

to expand future training opportunities. FAA is examining

teletraining options to determine which video-based technology

or combination of technologies will be most cost-effective and

efficient to train thousands of geographically dispersed employees. Demonstrations and pilot courses are expected to begin in

fiscal year 1995, with distance learning capability implemented

in fiscal year 1996. Program success will be determined by the

decrease in travel costs and the quality of training that can be

delivered (Distance Learning Program Master Plan, prepared

for FAA under contract, Nov. 5, 1993).

Fortune 500 firms

surveyed by the FAA

implemented major

interactive distance learning

programs to reduce costs

associated with training.

— Larry Blevins, FAA
12

GAO Video Teletraining Guide

Distance Learning in Industry:

The Ford Motor Company, the American

Red Cross, and PBS

Ford knows that competitive strength in the future depends on

the informational and the educational strength of its employees

and suppliers. To increase its competitive strength, Ford is

taking training to the desktop. Ford plans to use a network with

satellite and digital technology, which will lower transmission

and reception costs; teaching centers, where instructors conduct

the training classes; student response systems to facilitate interaction and testing; and desktop computers for viewing courses.

Ford is training its instructors in how to use the video

teletraining format.

The American Red Cross uses CROSSLINK to deliver information and training to a 124-site network and 115 associate organizations, which participate in unencrypted programming by

special arrangement with downlink sites. Programs cover needto-know information on organizational issues, biomedical and

scientific updates, training and development, and policies and

procedures. The formats include technical demonstrations,

interactive phone-in sessions, panel discussions, and forums.

Materials used to accompany broadcasts include bulletins, calendars, schedules, viewer feedback forms, participant rosters

and assignments, surveys, and exercises.

The Red Cross cites several benefits of distance learning:

• access to professionals and experts,

• consistency,

• ability to communicate in crises,

• development of interactivity and a participatory culture, and

• ability to reach a broad audience.

For example, to encourage a participatory culture—one in which

staff provide input to management on organizational values and

goals—Red Cross conducted a 7-hour interactive phone-in

broadcast from Red Cross headquarters to chapters across the

country. The Red Cross also broadcast an HIV/AIDS awareness

program, which was made available to colleges, universities,

health-based organizations, and other interested groups.

Better informed, trained,and educated people

make better decisions.

— Oscar L. Britton, Ford

Motor Company
13

Chapter 1: Introduction to Distance Learning and Videoconferencing

PBS, through its Adult Learning Satellite Service, offers participants access to leading experts who might otherwise be inaccessible. Programs have included speakers such as Peter Drucker,

author of Managing for the Future: The 1990s and Beyond, and

Stephen Covey, author of The Seven Habits of Highly Effective

People. Interactive workshops, such as “Coaching for Success,”

involve groups of participants who conduct off-camera activities

during the live satellite broadcasts and share the results on the

air with the workshop presenters and panelists.

PBS offers over 60 telecourses in subjects spanning the entire

undergraduate curricula. Students can watch the telecourse

programs on either a public television station, a college cable

station, or videotapes, depending on the arrangements the

college or the university has made.

Effectiveness of Video Teletraining

Adult students can learn regardless of their location or the

technology used. In pretests and posttests and test comparisons

with traditional, instructor-led classroom training, the Army

Corps of Engineers, the Army HQ Training and Doctrine Command, and the Ford Motor Company all found that participants

had achieved course objectives as effectively in courses delivered

through video teletraining as through classroom training.

Specifically, Ford found that

• perceptually, participants did not differ on course content

and levels of satisfaction with the course content did not

differ;

• distance learning was as effective a method for providing

instruction as sitting in the university classroom and was

more convenient both for the learner and his or her circumstances; and

• staff taking courses by video teletraining achieved better

results than those who took them in the classroom.

Distance learning isequally effective in

applications for adult learners

in nontraditional programs

and for training of

professionals in business,

industry, and the military.

— Michael Moore, Penn State

University
14

GAO Video Teletraining Guide

Participant Reactions to

Video Teletraining

Overall, participant reactions to video teletraining are positive.

Basic adult learning principles still apply. Participant satisfaction is affected more by the value they see in the material than

by the technology used (Savenye, 1992; Bullen, 1990, p. 50; and

Coyle, 1992, p. 58).

Participants’ reactions, however, are influenced by the services

and technical performance of video teletraining equipment, such

as

• audio system and quality,

• timely delivery of materials,

• classroom comfort, and

• other administrative services and coordination among

remote sites (Klinger, 1992; Pugh, Parchman, and Simpson,

1992; and Dillon et al, 1992).

If a site’s audio system has static or is difficult to hear, if the

support materials are incomplete or have not arrived from the

transmitting site, or if the remote site is crowded, the training

will suffer. Conversely, a technically sound video teletraining

session will not make a poor course good, make a weak instructor better, or streamline the curriculum.

GAO’s Videoconferencing Network

Video teletraining uses videoconferencing equipment. The GAO

videoconferencing network was introduced in March 1991. A

pilot was held to test the impact of technology on work, travel,

and budget at selected GAO sites. Washington and Seattle were

the first two sites to be connected. Now 13 field offices have

videoconference rooms, and headquarters has 4 videoconference

rooms.
15

Chapter 1: Introduction to Distance Learning and Videoconferencing

HOURS

1,000

800

600

400

200

0

OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG SEP

FY 93 FY 94

GAO VIDEOCONFERENCING


 								NETWORK USAGE

FY HOURS

Dallas

Denver Kansas


City

Chicago

Seattle

San


Francisco

Los


Angeles

Atlanta

Norfolk

Boston

Detroit

GAO

Cincinnati

New York

Washington, D.C.


(4 sites)

Figure 1-6: Hours Used

Congressional staff have

come to headquarters and

heard briefings presented by

field office staff via

videoconferencing.

Figure 1-5: Current GAO Videoconference Sites in the United States

GAO’s network is an open—or nondedicated—network, as opposed to a private network. GAO sites can “dial up,” that is, call

one another at the time they wish a conference to start. They

can also call out to other organizations, provided the non-GAO

organization approves and testing has been conducted. MCI

provides long-distance and network services to allow the rooms

to connect to one another. (See fig. 1-5.)

GAO Uses of Videoconferencing

Use of GAO’s videoconferencing system has grown as staff have

learned about its availability and its benefits. The number of

conferences held has more than tripled from June 1993 to June

1994; usage was heaviest in March 1994. The number of hours

staff used GAO’s system has also increased dramatically. (See

fig. 1-6.)
16

GAO Video Teletraining Guide

Typical GAO videoconferencing uses include

• training,

• staff and core group meetings,

• special events,

• project management meetings,

• meetings with the Congress,

• briefings,

• strategic planning meetings, and

• project review meetings.

Benefits of Videoconferencing and

Video Teletraining

Videoconferencing can improve work and product quality, increase productivity, and reduce costs. Work and products have a

higher quality because communication is greatly improved.

Groups can meet more frequently, critical meetings can be convened in less time, more staff can be involved, response to

changing conditions can be rapid, and staff can virtually eliminate miscommunications associated with distance.

Productivity is increased because decisionmaking is accelerated;

decisionmaking is accelerated because key persons can be

brought together more frequently and quickly and at critical

times. Meetings tend to be run more efficiently because the time

constraints imposed by reservations and room availability compel participants to plan the meeting more precisely and to stay

on track. In addition, morale is improved because employee

quality of life is improved—reducing travel reduces fatigue and

increases personal time.

Costs are reduced because budget and staff resources can be

more strategically allocated and costs associated with travel—

airfare, lodging, meals, rental cars, per diem, and downtime—

can be reduced.

In addition to the benefits associated with videoconferencing,

video teletraining can help GAO and TI manage decreasing

training resources and increasing training needs in the following ways:

• new information can be disseminated more quickly;

• participants’ needs can be met more quickly through just-intime training—especially for the field offices;

• more participants can be trained faster without increasing

training resources;

Asian Heritage Day was

hosted jointly by Seattle

and Washington. Speakers,

ethnic dances, and music

were all transmitted to

regional offices, increasing

live participation in the event.
17

Chapter 1: Introduction to Distance Learning and Videoconferencing

• subject matter experts inside and outside GAO can participate in training at little or no cost;

• scheduling is more flexible—course offerings can be delivered at any time during the workday; and

• participants and instructors can remain at their regular

workplaces, increasing staff availability and significantly

reducing travel time and costs.

Types of Conferences

There are two types of conferences: point-to-point, where only 2

sites are connected, and multipoint, where 3 to 14 sites can be

connected. Conferences that are held with a non-GAO site are

called off-net conferences. they can also be either point-to-point

or multipoint.

Point-to-Point Conferences

Figure 1-7: Point-to-Point Conference

Point-to-point (see fig. 1-7) is used most often for classes.

• Only two sites are connected.

• Each site sees and hears the other at all times; they both

send and receive video and audio signals.

• Both sites are expected to be on the GAO network.

Audio

Video

Seattle, Washington Washington, D.C.

Good morning 


Seattle

Hello


Washington Good morning 


Seattle

Hello


Washington
18

GAO Video Teletraining Guide

Multipoint Conferences

Figure 1-8: Multipoint Conference

Multipoint conferences (see fig. 1-8) are used more frequently for

meetings. Multipoint classes can bring about greater savings,

but they require more delivery skill, as the instructor must

concentrate on more sites.

• Up to 14 sites can be connected.

• Participants at all sites can hear one another at all times and

see one another one site at a time.

• The site currently speaking (or broadcasting) is displayed on

the left monitor.

• The current speaker views the previous speaker on the left

monitor.

• A multipoint control unit (MCU), a piece of equipment that

performs video and audio switching as different persons talk,

is required. The MCU is owned by a long-distance carrier

(such as MCI, Sprint, or AT&T) and is located in the carrier’s

network; therefore, multipoint conferences are more expensive than point-to-point conferences. Two MCUs can be connected, or “cascaded,” allowing up to 14 sites to participate.

However, for classes, the number of sites should be kept

small (three or four) to maintain interaction between sites.

• Picture changes generally take place according to who is

speaking—the site speaking becomes the broadcasting site.

This is known as voice-activated switching. (See glossary.)

However, if more than one site tries to talk at the same time,

the audio and the video images tend to “break up.” This is

why setting ground rules for multipoint conferences is important. (See ch. 7.)

Washington, DC

Seattle, WA Los Angeles, CA Denver, CO

"The objectives for our class are..."

Multipoint


Control 


Unit


(MCU)

"The objectives


for our class 


are..."
19

Chapter 1: Introduction to Distance Learning and Videoconferencing

Off-Net Conferences

Washington, DC

Denver, CO

Boston, MA

Fort Lee, VA

MCU

GAO Network

Other


Public or Private


Network

Commercial


equipment


to make 


networks


compatible

MCU

Figure 1-9: Off-Net Conference

An off-net conference typically includes one non-GAO site. (See

fig. 1-9.) Having more than one non-GAO site becomes difficult

to manage and is much more expensive. Off-net conferences

require special scheduling, additional lead time, and equipment

and support services owned and operated by a commercial vendor. These requirements exist because

• non-GAO sites may use equipment that is incompatible with

the equipment GAO uses, requiring the vendor to provide

“conversion” services so that different pieces of equipment

can communicate;

• some networks operate at different speeds—a slower speed

may affect a session where a videotape will be shown but

may only minimally affect a short group discussion;

• different long-distance carriers (like Sprint, MCI, and AT&T)

have specific scheduling requirements for reservations and

time needed to connect sites; and

• testing must be done before the broadcast to ensure that the

vendors can be connected and that all rooms can see and

hear one another.
20

GAO Video Teletraining Guide

The off-net site may not be able to meet the GAO requirements

and vice versa, usually because of lack of technical capabilities.

For example, the off-net site may use a brand of codec (see glossary) that does not “talk to” GAO’s brand of codec.

Because special arrangements are necessary, off-net classes are

most expensive. They include separate charges for the equipment needed to connect and accommodate the different vendors.

In some cases, a room rental fee for use of the off-net conference

room may be charged.
21

Chapter 5: Designing and Redesigning Courses for the Video Teletraining Format

Chapter 2:

Designing and Redesigning

Courses for the Video

Teletraining Format

“Pages 22-65 have been omitted as content on equipment is now out of date.”
Chapter 3: Troubleshooting

67

Chapter 3:

Troubleshooting

Technical problems can be frustrating and embarrassing, particularly if there are time constraints. Some

problems, such as echo or difficulty receiving graphics,

might be solved quickly before you contact technical

support or while you are waiting for assistance. Other

problems, such as lost connections, excessive picture

freezing, or loud popping sounds, require technical support immediately.

This chapter provides some preventive measures and

describes possible solutions to some common technical

problems that may occur during a video teletraining

session or a videoconference.
68

GAO Video Teletraining Guide

Preventive Measures

Taking the following measures can help you prevent problems

before a session starts or avoid problems during a session, saving time in the long run.

• Schedule time in the conference room to allow for room setup

and equipment checks before participants are expected to

arrive.

• Using preview, check that all cameras are working. If you

can see all the preview images, you can rule out power and

cables as sources of problems that may arise.

• Test the audio with remote rooms, and adjust the volume as

needed.

• Test sending and receiving still graphics with remote rooms,

confirming that all were received.

• Know how to contact technical support.

• Bring to every class a list of sites involved and the telephone

number of each remote videoconference room. You can get

this list from technical support. Having these numbers

handy will allow you to contact remote rooms quickly and

inform participants of actions you will take and about how

long they need to stand by.

Troubleshooting Audio Problems

Problem

Muffled, crunching, or

rustling sounds

Low or distant sound

Deterioration of sound

quality during class

Inability to hear

Solutions

Clear the table of papers and other objects around the microphones.

Make sure that microphones are not obstructed.

Make sure that participants are not touching or moving the microphones.

Check the volume. Increase it, if needed.

Make sure that participants are sitting within 5 feet of the microphones and are

speaking directly into them (the manufacturer’s name or logo should face the

person speaking).

Reset, or “refresh,” the audio system. From the main menu, touch LOGO PAGE

(at the bottom right of the screen). Touch AUDIO SETUP, then REFRESH.

Return to the main menu.

Confirm that the remote room’s audio privacy is not on. The privacy light on the

control panel should not be blinking.

Check the volume; increase it, if needed.

Make sure that remote room microphones are properly placed and are plugged

in and that the audio power is on.
Chapter 3: Troubleshooting

69

Problem

Blurred or out-of-focus

image

(This is becoming less

of a problem with

newer and better

equipment.)

Frozen picture on the

left monitor

No picture on the left

monitor

Outgoing image (local

room) on both

monitors

Dim image or

excessive shadows

Solutions

Minimize excessive movement by participants and of objects and visual

materials.

If the camera does not have an auto-focus feature, use the focus buttons on the

control panel to sharpen the picture.

If only one part of the picture is out of focus, try increasing the light in the room.

If the conference has not begun, this is normal. This is usually a frozen image

left from the last conference. During the conference, freezing may occur for a

few seconds (a glitch). If a still graphic has been sent, a 2- to 3-second freeze is

normal.

If freezing continues longer than a few seconds and no graphic has been sent,

contact technical support.

If the monitor is black or dark, check the main power switch; if on, check the

monitor power switch.

Ask someone in the remote room to try selecting different motion sources. The

graphics camera may be transmitting a picture of a blank stand, or an option

that has not been installed may have been selected.

If this occurs after the conference has begun and all sites are connected,

contact technical support.

If a call is not in progress, the system is in loopback, sending your signal back to

the local room. This is normal.

Try increasing the level of light in the room.

Troubleshooting Video Problems

Problem

Echo

Cutoff or “clipping” of

words or syllables

Solutions

Check that the microphones are not pointed toward the loudspeaker. (Echo is

usually caused when sound coming out of the loudspeaker is picked up by the

microphone and sent back through the system to other rooms.)

Poll sites to identify a room not hearing the echo. Ask someone in that room to

turn the volume down. (One of the microphones there is likely picking up

incoming sound that is too loud and sending it back through the system.)

Open the room system cabinet door and make sure the VCR power is off. VCR

volume can compete with the audio system and cause echo, even if the VCR is

not being used.

Let the on-screen room finish talking before you begin. (Clipping usually occurs

when one site is finishing speaking and another is just beginning.)

Eliminate background noise and side conversations.

Don’t talk too loudly.
70

GAO Video Teletraining Guide

Troubleshooting Graphics

Transmission Problems

Not receiving graphics is the most common problem that occurs

during a conference. It is usually due to user error. Understanding defaults and knowing which features override others will

help you avoid or correct problems.

• The default image for display on the graphics monitor is the

last still graphic received. The graphic can be one you sent or

one received from another room. (Remember, when you send

a graphic, you also receive it on your right monitor.)

Figure 3-1: Layer 1, Last Graphic Received

• When the PIP feature is activated, the PIP covers a quadrant

of the last still graphic received.

Figure 3-2: Layer 2, PIP Covering One Quarter of Last Graphic Received

• When preview is activated, the preview image covers the

whole monitor, like an overlay. You cannot see the PIP or the
Chapter 3: Troubleshooting

71

Problem

Touching buttons on the

control panel has no

effect.

Some buttons work as

expected; others do not.

still graphic last sent. To again see the PIP or any graphic

that is sent, you must “lift off” (remove) the preview to see

what is underneath it. This is done by turning preview off

(touching the lit PREVIEW button).

Figure 3-3: Layer 3, Preview Covering PIP and Graphic

Solution

If a PREVIEW button is lit, touch it to turn it off.

Verify that the sender touched the SEND button to transmit the graphic. If so,

request a resend.

Check the control panel. Verify that graphics camera and preview have been

selected.

Check graphics camera power and cable connections on the back of the

camera. (See fig. 3-7.)

If the power button is on but the power light is not lit, look for a surge protector

and verify that the power is on.

Someone in the remote room probably selected graphics as the main motion

source. Ask the person to send the graphic again by touching the SEND button,

and remind the person to reselect the main (or the auxiliary) camera.

Problem

Failure to receive a

graphic

No preview image of

graphic

Graphic showing on

the left monitor

Troubleshooting Control Panel

Problems

Solution

Check that the cable is firmly connected to the back of the control panel. (See

fig. 3-7.)

Make sure that you are depressing the button firmly enough to activate the

feature.

Make sure that you have selected the correct function; verify that power and

other settings are correct.
72

GAO Video Teletraining Guide

Start-up Sequence for the Room

System and the Control Panel

Understanding the start-up sequence will help you know how to

get to the main menu if you loose power or are instructed to turn

the system off to help with troubleshooting. When the room

system is turned back on, the audio system needs to be reset.

This process, called “training the audio system,” should be performed before you continue with your conference.

To restart the room system and train the audio system, carry out

the following steps.

Step 1

Turn on the main power. A calibration message, followed by

CLI’s logo, appears on the control panel’s screen.

PLEASE WAIT


SYSTEM IS CALIBRATING

Figure 3-4: Calibration Message

CLI

SETUP AUDIO


SETUP


Panel S/W Rev. 

Compression


Labs, Incorporated

AMX S/W Rev. 

TIME


10:45

Customer Support __________________________________

MAIN


MENU

Figure 3-5: CLI Logo Screen
Chapter 3: Troubleshooting

73

Step 2

At the logo screen (see fig. 3-5), touch AUDIO SETUP. An

audio setup screen is displayed. (Audio setup screens may

differ from room to room.)

Step 3

On the audio setup screen, locate and touch the TRAIN

button. Another screen is displayed. Press TRAIN again. Be

prepared for a screeching noise. (This procedure may vary,

depending on the software. Follow the instructions on the

screen.)

The screech is “white noise” that will last 20-30 seconds.

During this time, the audio system is adjusting itself to the

acoustics of the room. If the system picks up voices, it will

continue trying to adjust until it is quiet in the room. Therefore, it is important to be silent.

Step 4

When the white noise has stopped, training is complete.

Touch MAIN MENU.

During the restart, do not touch any other buttons on the

control panel until the restart is complete.

Troubleshooting Power and Loose

Cable Problems

The ability to identify and correct power problems and loosecable-connection problems helps decrease downtime. Also,

you may be instructed by technical support to turn the room

system or codec power off and on. Figures 3-6 and 3-7 show

the power switches and cables that need checking most often.
74

GAO Video Teletraining Guide

Power Plug

Cable


(Video Out)

Cable Connection

Power

Figure 3-7: Easy-to-Reach Power Buttons and Cable Connections

Codec


Power Main


Power

VCR


Power

Monitor Power


(Behind Console 


Ledge)

Figure 3-6: Easy-to-Reach Power Buttons and Cable Connections
75

Chapter 4: Scheduling and Coordinating Video Teletraining Sessions and Videoconferences

Chapter 4:

Scheduling and Coordinating

Video Teletraining Sessions and

Videoconferences

The success of a video teletraining session or a

videoconference depends largely on all those involved

understanding their tasks well and feeling that they are

part of a team.

The course manager is responsible for course delivery,

including teletraining. The video teletraining design

team supports the course manager in scheduling, coordinating, adapting, and delivering a teletraining class to

ensure that the course is presented effectively for television. Decisions relating to scheduling and coordinating

the class affect the course design and delivery.

To help course managers effectively schedule and coordinate a class, this chapter

• outlines the roles and the responsibilities of those

involved in a typical teletraining session,

• identifies issues that need to be considered when

scheduling a class,

• outlines the procedures for scheduling a class,

• lists the tasks that need to be completed before a

class can begin, and

• presents scheduling and coordination checklists and

forms.

Information in this chapter can be applied to both video

teletraining classes and videoconferences scheduled

through TI.
76

GAO Video Teletraining Guide

Responsibilities for Video Teletraining

Several persons with various roles share responsibility in delivering a

successful video teletraining class.

• The course manager is responsible for overall planning, delivery,

and evaluation of the course.

• The video teletraining design team schedules the course and works

with all staff to ensure that course design adheres to video

teletraining design principles.

• The production assistant operates equipment and provides technical support to the instructor during the class.

• The remote site coordinator may handle administration and logistics at the participating site. A remote site coordinator’s responsibilities vary depending on the class. Remote site coordinators may

be regional training coordinators, designated facilitators, or TAG

staff who provide technical support for the videoconference rooms.

• Technical support staff troubleshoot telecommunication and equipment problems. These staff are TI or OIMC staff at headquarters

and TAG staff at most regional offices.

• The instructor delivers the class.

• Participants take part in the class.

• Guest speakers may be invited to participate during the class.

Each person has a specific contribution to make, and efforts must be

coordinated.

Questions to Answer Before Scheduling

a Class

Before scheduling a class, the teletraining design team and course

manager need to ask and answer a number of questions.

Who Is the Remote Site Coordinator?

The course manager assigns or selects a remote site coordinator to

tend to details before and during the class in the regional offices or

other remote sites. The remote site coordinator’s duties may include

greeting students; explaining basic equipment operation; distributing

materials, such as class rosters, at designated points in the class;

explaining instructions; and facilitating discussion. Sometimes the

remote site coordinator is a participant.
77

Chapter 4: Scheduling and Coordinating Video Teletraining Sessions and Videoconferences

Will Participants Be at the Instructor Site as Well as

at the Remote Site?

This answer may be driven by cost considerations, instructor preference, course content, and the number of students wanting to attend a

class at the instructor site.

You may want to include participants at the instructor site if

• the instructor derives energy from the physical presence of participants and is

more comfortable when establishing “live” eye contact,

• participants at the instructor site need to take the class and cannot wait for a

separate offering, and/or

• serving more participants is cost-effective.

You may not want to include participants at the instructor site if

• the instructor prefers to devote “eye contact” to the remote sites to “reduce the

distance,”

• not having participants at the instructor site helps the instructor maintain a

balance of interaction at all sites, and/or

• the instructor feels more comfortable arranging instructional materials and

moving around the classroom without worrying about blocking the view of inclass or remote participants.

How Many Sites Will Participate? How Many

Participants Will There Be at Each Site?

The instructor’s comfort level, use of a remote site coordinator,

course demand, classroom configuration, and the amount of individual participation expected will all influence the number of sites

and participants. In general, try not to exceed 24 students total per

class.

For multipoint classes, a few rules of thumb can help you determine the

numbers of sites and participants:

• If students are in the instructor room, have no more than four sites, with an

average of three to six participants in each, unless the class is more

information-based and requires minimal participation.

• Decrease the number of sites as the participant count per site increases.

Examples of manageable classes are

— 2 sites, 8-12 participants each;

— 3 sites, 6-8 participants each;

— 4 sites, 3-6 participants each; and

— 5 sites, 3-6 participants at each of 4 sites, with no students at the

instructor site.
78

GAO Video Teletraining Guide

Most new teletrainers start with point-to-point classes and

increase the number of sites by one as they become comfortable

managing multiple sites.

How Many Days Will the Class Run?

If the class is held over several days, the sessions may be held on

consecutive days (Wednesday, Thursday, Friday); on alternate

days (Monday, Wednesday, Friday); or over consecutive weeks

(every Monday for 14 weeks). Course design and room availability largely dictate how many days the class will run. (See ch. 5.)

How Long Will Each Class Session Last?

Given time zones, flexible work schedules, and participant fatigue, 2-4 hours is best. Longer classes may be broken into

smaller sessions on different days. (See ch. 5.) In addition, regional office use of the videoconferencing room must be considered. If the room is used for long blocks of time, others are prevented from using it. Although shorter sessions fit more easily

with regional office needs, this may be a trade-off against instructional needs, which should be considered when designing

the video teletraining course.

At What Time Will the Class Start? End?

When determining start and end times, consider the time zones

of the local and remote sites. A 9 a.m. start time in Washington,

D.C., may be fine, but those in Seattle, Washington, may not be

too happy with their 6 a.m. start time. Consider times for breaks

and lunch as well. You may be planning a lunch break when

others are ready for a morning coffee break.

How Much Setup Time Will Be Needed?

Determine how much time you will need to

• arrange seating and materials;

• check camera settings and equipment placement;

• test audio and video with all sites;

• work out any problems before the official class start

time; and

• conduct any other activities requiring rooms to be connected

before the official class start (for example, play a countdown

videotape to show number of minutes until class start, greet

participants as they arrive).

Confusion over start timesin different time zones is

a leading cause of no-shows

and failed conference calls.
79

Chapter 4: Scheduling and Coordinating Video Teletraining Sessions and Videoconferences

Experience with point-to-point classes indicates that reserving

the room at least 30 minutes before class start and placing the

network call at least 15 minutes before class start is about right.

Multipoint classes require a 30-minute minimum lead time for

making connections and testing.

When Will the Instructor, the Production

Assistant, and the Remote Site Coordinators

Practice?

Practice is essential before course delivery. Instructor experience

with teletraining delivery may influence many of the decisions

that will need to be made. Instructor practice sessions should

include the production assistant assigned to the class. Will the

instructor need or want an orientation to the room and the

equipment? Will this be done at the same time as a practice

session or scheduled separately? If applicable, will the remote

site coordinator have a chance to practice with the instructor?

Who Will Be Available After Class and for

Cleanup?

Will the instructor be available to answer participant questions

after the official class end time? How much time is needed to

straighten the room before the next class or conference begins?

Procedures for Scheduling a Class

Scheduling classes is a two-step process:

• First, the teletraining design team reserves classrooms and

the videoconferencing network.

• Second, the class is scheduled in the training registration

system (TRS).

Because of competition fortime slots, schedule

class dates and times as far

ahead as possible (3 months

to 1 year).
80

GAO Video Teletraining Guide

Scheduling Classrooms and the

Videoconferencing Network

Requests for classes, practice sessions, and conferences are filled

on a first-come-first-served basis, subject to room availability at

all sites.

To determine the best time for the class, the teletraining design

team reviews course materials and, if possible, audits the class.

The team also discusses ideal times and the duration of the class

with the course manager and obtains the course manager’s

confirmation that instructors and support personnel are available for both desired dates and alternate dates.

The design team cannot reserve classrooms or dates on a tentative basis

as the network is very busy. The following minimum lead times are

recommended:

• 3-4 weeks for practice class sessions;

• 3 months for regular classes;

• 6 months or more for classes that are presented over several weeks (for

example, every Monday for 14 weeks); and

• 1 week to 2 weeks for meetings, based on availability.

To reserve a classroom, the teletraining design team completes

a “Video Teletraining & Teleconference Scheduling Information” form. (See sample on the next page.) The following information is needed to complete the form:

• the requester’s name, organization, and phone number;

• names of course manager and instructor, if different;

• regional office contact names, organizations, and phone

numbers;

• class title, desired dates, and class start and end times

(supply alternative dates and times in case your first choice

cannot be filled);

• number of participants at each site;

• equipment needs for each site (for example, graphics

camera, computers);

• need for production assistant or technical assistance;

• dates of practice sessions (scheduled as a separate

request); and

• other special needs, such as arrangements for participants

with disabilities (each site having a participant with a

hearing impairment must have its own interpreter).
81

Chapter 4: Scheduling and Coordinating Video Teletraining Sessions and Videoconferences

Requester Information

Name

Requester

Course Manager / Meeting Chair

Course Instructor(s)

Regional Office Information

Name

Schedule Assignment

Date(s)

Technician Assigned

At Headquarters / Host Site

Training Conference

Organization/Address

Time(s)

Organization/Address Phone

Phone

At Regional Office / Remote Site

Room Conf. No.

Activity Information

Type Activity:

Course Title / Conference Subject

Number of Participants:

Date(s) Requested (Indicate range or alternatives.)

Time(s) Requested (Indicate range or alternatives.)

Duration (Total Hours)

Comments / Special Needs or Requests (Continue on reverse.)

Technical Support

· Computer Required

· Technician Requested (Training only)

· Practice Session Requested (Training only)

No Yes

None Standby Presence Full Support During Class

No Yes (Required for first time offering.)

Video Teletraining &

Teleconference Scheduling

Information
82

GAO Video Teletraining Guide

Once the reservation has been made, a confirmation memorandum is sent to the course manager, listing the date(s), time(s),

and special arrangements made. It is the course manager’s job to

communicate this information to those assigned to the class—

instructors, remote site coordinators, the production assistant,

and other staff who may be supporting the class. Participant

notification is the same as for traditional classes and is managed

through the TRS system.

Scheduling the Class in the TRS System

Once the videoconference rooms have been reserved, the class

(or classes) is scheduled in TRS. The number of sites (or rooms)

with participants must equal the number of classes scheduled so

participants can register separately by site. The following examples for a statistics (STAT) class illustrate how this is done.

When scheduling

videoconference

meetings, the meeting leader

is responsible for

communicating scheduling

information not only to

presenters and remote

coordinators but also to

meeting participants.

Identifying a lead person for

each site can help reduce the

time needed to do this.

Participants at two sites: A headquarters room and Boston have been reserved. Schedule 


two classes in TRS:


STAT


STAT


Participants at three sites: Boston, Seattle, and a headquarters room have been reserved. Schedule three 


classes in TRS:


STAT


STAT


STAT


Participants at three sites, two of which are at headquarters: Boston and two headquarters rooms have 


been reserved. Schedule three classes in TRS:


STAT


STAT


STAT


Participants at two sites and no participants at the instructor (third) site: Boston, Seattle, and a 


headquarters room have been reserved. The instructor will be located at headquarters. Schedule only the 


two classes where participants will be located in TRS; do not schedule the site with the instructor only:


STAT


STAT


Date/Time


Date/Time


Class number 01


Class number 02


HQ


BRO


Room #


Room #


Date/Time


Date/Time


Date/Time


Class number 01


Class number 02


Class number 03


HQ


BRO


SERO


Room #


Room #


Room #


Date/Time


Date/Time


Date/Time


Class number 01


Class number 02


Class number 03


HQ


BRO


HQ


Room #


Room #


Room #


Date/Time


Date/Time


Class number 01


Class number 02


BRO


SERO


Room #


Room #

83

Chapter 4: Scheduling and Coordinating Video Teletraining Sessions and Videoconferences

Changes and Cancellations

If planning is done properly, cancellations and changes can be

avoided. If a class must be cancelled, however, it is imperative

that it be cancelled with the scheduler at least 48 hours before

class. This is especially important for a multipoint class. Because GAO must reserve network time with MCI, GAO is

charged a penalty per site for failure to cancel a class within the

designated time frame.

One of the most common reasons for penalty charges is lack of

coordination. For example, a course manager learns that the

presenter for a four-site class must go out of town; consequently,

the class must be postponed. The course manager notifies the

participants and remote site coordinators but fails to inform the

scheduler because he either forgot or assumes this is someone

else’s responsibility. The result: MCI is unaware of the cancellation, and GAO is charged.

If you must cancel a class; add or delete sites; or change the

date, the time, or the length, please contact the scheduler

promptly. If a change is made, all parties must be notified by the

course manager.

Room and Seating Arrangements

Room and seating arrangements are discussed and finalized by

the teletraining design team, the course manager, remote site

coordinator(s), and the instructor.

Coordination of Video Teletraining Tasks

Technology is often blamed for unsatisfactory results when, in

many cases, a lack of attention to planning, coordination, or

procedures is responsible.

A number of tasks must be completed before a class can be

delivered. The following task checklist identifies the kinds of

details that need attention and monitoring, the responsibilities

of team members, and the interdependencies—that is, the tasks

and the persons that depend on one another.

Last-minute cancellationscost GAO money

directly—MCI assesses

penalty charges—and

indirectly through lost

productivity for others who

could have used the network.
84

GAO Video Teletraining Guide

The tasks are in sequential order, although some may be performed concurrently. Responsibility for ensuring task completion

is indicated by a check mark in the columns labeled “TDT”

(teletraining design team) or “CM” (course manager). In some

cases, the design team and the course manager share responsibility.

Task


Observe or audit live class, if possible. Review course materials.


Select instructor.


Confirm instructor selection for course delivery by video teletraining.


Meet with team to assign responsibilities and develop time line.


Determine dates, sites, times, and number of participants.


Reserve videoconference rooms for class.


Schedule class in TRS.


Notify regional coordinators of upcoming class; send confirmation notice.


Modify instructional methods as appropriate. (See ch. 5.)


Review visuals and modify as needed. (See ch. 6.)


Identify any special needs (e.g., materials, seating, additional breakout rooms, 


remote site coordinator).


Discuss various contingency plans (e.g., plans for instructor illness and temporary


equipment malfunction) and special needs or instructions.


Schedule practice meeting in videoconference room with instructor, production 


assistant, and remote site coordinator.


Reserve the videoconference room for a practice session.


Preview modified visuals and other audiovisual materials in videoconference room.


Identify remote site coordinator(s), and work with the remote site coordinator(s) to


Send a copy of any agreements reached with the remote site coordinator(s) to the 


remote site coordinator(s) and the instructor.


Conduct practice in videoconference room.


Arrange for copying and shipping of course materials 2 weeks before class.


TDT CM


obtain seating diagrams;


ensure that the room is stocked with needed supplies and course materials; and


obtain phone numbers for remote site coordinators, technical support, and 


	their backups.

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Chapter 4: Scheduling and Coordinating Video Teletraining Sessions and Videoconferences

Planning and Conducting a Multipoint

Meeting

Many of the scheduling and coordinating components that make

a teletraining session successful also apply to making a

videoconference meeting successful. One significant difference is

that the meeting leader is responsible for planning, organizing,

and conducting the session.

The meeting leader should carry out, in addition to the tasks

carried out before any meeting, the following tasks.

• Determine the amount of meeting time needed.

• Identify how many locations will participate.

• Choose desired and alternative days and times in case a room

is unavailable. Multipoint meetings require a 30-minute

setup time. If the meeting is to start at 9 a.m., reserve the

room for 8:30 a.m.

• Use Eastern Standard Time when discussing time. OIMC’s

scheduling software uses Eastern Standard Time.

• Identify a lead contact at each location to facilitate communication with participants and distribute materials. Determine

who will operate the control panel at each remote site.

• Notify lead contacts and participants at all sites of the confirmed meeting time.

Reserve early! Schedule

all rooms according to

OIMC procedures. Note the

confirmation number, which

serves as a reservation

number. It will help OIMC if

changes or problems occur.

Task


Confirm arrival of materials at remote sites.


Obtain list of conference room telephone numbers.


Review remote site coordinator responsibilities with remote site coordinator(s).


Make reminder calls to remote site coordinator(s) and production assistant 2 days


before class to verify that all preparations have been made and that materials


have been received.


Arrive early to set up class and participate in audio and video testing: talk with


remote site coordinator(s); check all cameras to be used; check to see that graphics


can be received by exchanging graphics with remote sites; check camera presets, if


used. Allow 10 minutes for testing in point-to-point setups and 25 minutes for


multipoint setups.


Make sure that the instructor has phone numbers of remote rooms.


Assist instructor with roll call and identifying students on remote site seating


chart, if used.


TDT CM

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GAO Video Teletraining Guide

• Take advantage of the medium by preparing graphics and

handouts. Participants at remote sites report greater meeting

success when they have copies of graphics used. Word pictures can also be used for meetings. (See ch. 6.) Ensure that

paper copies of visuals, such as graphs, charts, traditional

text, or pictorial “overheads,” are in TV format (4 in. by 3 in.).

• Schedule a short session in the videoconference room to run

through the visual aids to make sure that they are easy to

see and to practice using the equipment. (See ch. 2.) Remember, TI and OIMC do not provide technical support for meetings.

• Make sure that the lead contacts know whom to go to for

local problems. Plan for any special needs, such as room

arrangement, equipment placement, and camera positioning.

• Determine how problems will be handled if any occur (e.g.,

audio or network problems), and inform contacts or participants of status.

• Ask contacts to be in the rooms at least 20 minutes before the

start of the meeting to set up and to participate in testing.

This also allows for a relaxed start.

I

f cancellations or time

changes become

necessary, OIMC must be

notified at least 2 days

(48 hours) in advance of

the scheduled conference

to avoid penalty charges

to GAO.
87

Chapter 5: Designing and Redesigning Courses for the Video Teletraining Format

Chapter 5:

Designing and Redesigning

Courses for the Video

Teletraining Format

Video teletraining presents new challenges for course

developers and trainers. The instructional materials

and the presentation must consider visual, auditory,

and distant classroom strategies that augment the

course goals. At the same time, the course must observe

the precepts of good course design.
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GAO Video Teletraining Guide

Video Course Design

Designing and redesigning courses for video teletraining

assumes course design experience and well-written course goals

and objectives. It is the strategies for reaching the course goals

and objectives—not the goals and objectives themselves—that

often must be revised to fit the video teletraining format. Understanding the video teletraining format enables course developers

to incorporate the appropriate strategies into the course design

or redesign and to communicate these strategies to managers

and instructors.

During the design stage, course developers need to consider

unfamiliar design concepts, such as how visual and auditory

components affect the structure of the course. For example,

course developers will need to consider who sees what on the

monitor:

• As the instructor presents or uses different media, what do

the participants see on the monitors?

• Can the instructor see what participants are doing at critical

points in an activity?

• What must participants see? Are the materials prepared in a

format acceptable for a television screen?

• How will the design compensate for the limitations this

format imposes on nonverbal feedback?

Sound also becomes an important component of the design

process. As a course developer considers who must be heard and

when, sound comes into play. Course developers need to think

about how discussion in each classroom and between classrooms

will be managed. In multipoint conferences, voice-activated

switching (see glossary) affects which picture is sent to all sites.

Not considering this feature could result in a remote site's being

displayed at a time when it is critical for the instructor site to be

displayed.

When designing or redesigning a course for the video

teletraining format, everything from the initial scheduling—

determining the course length, the spacing of days, and the

length of each class session—to materials management—preparation, distribution to sites, and distribution during class—

needs to be considered. For example, an 8-hour workshop would

not be effective for the video teletraining format and would need

to be broken into smaller time units. The workshop could be two

4-hour sessions, four 2-hour sessions, or three 2-hour sessions

Sound principles ofinstructional design are

more critical to the success of

distance training than

technological issues.

— Latchem and Rapley, 1992

The same fundamentalprinciples apply to all

teaching and learning. There

may be variation in the way

that the rules are applied, but

there are no inherently unique

principles in distance

education.

— Sewart, 1987
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Chapter 5: Designing and Redesigning Courses for the Video Teletraining Format

with some work assigned for completion outside class. Whichever session length the course developer chooses will greatly

affect decisions on designing or adapting the course material.

A Training Institute design team is available to help apply

design principles appropriate to teletraining. This team will also

help course developers become familiar with the equipment used

for instructional delivery.

Some Differences Between the

Traditional Classroom and the Video

Teletraining Classroom

Traditional (Resident) Classroom


Instruction or learning takes place in one room, 


where all participants and instructor are together.


Instructors and participants can see one other at all 


times. They can "multiprocess" what goes on in a 


single room—they can speak and observe the


reactions of all participants. Nonverbal feedback 


is possible.


The course developer and the course manager 


primarily are responsible for course development.


Transparencies and flip charts primarily are used to 


communicate and display information.


The dynamics and the energy of the in-person 


classroom encourage participation and interest.


Training segments are usually 7-8 hours to maximize 


participants' time (since participants sometimes 


travel to a class).


Video Teletraining (Interactive Video) 


Classroom


Instruction takes place in one or several electronic 


classrooms. Participants are in remote rooms; they 


may or may not be in the instructor's room.


Instructors and participants cannot always see one 


another. They may see one another sequentially but 


not necessarily simultaneously. Feedback is usually


verbal and must be solicited by the instructor.


The design effort involves more expertise— 


especially that of the video teletraining design team, 


which ensures that production components are


incorporated in the course design. The design effort 


requires thinking about who, in addition to the 


instructor and participants, will be involved in course


delivery.


Cameras and monitors are used to communicate and 


display information. Visual aids are used more 


frequently to reinforce the instruction.


Participants view a monitor and can easily become 


passive observers. The design must consider this 


and incorporate strategies for maintaining participant 


interest. 


Time frames for class delivery are flexible, 


and travel time generally is not a consideration since 


usually it is not needed.

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GAO Video Teletraining Guide

The Design and Redesign Process for

Video Teletraining

Designing or redesigning a course for video teletraining involves

• collecting information about the material to be presented;

• designing or redesigning instructional strategies and activities for the video teletraining format;

• assessing and enhancing class interaction;

• developing appropriate course materials that are easy to

follow visually and that give specific delivery and classroom

management instructions;

• practicing in the videoconference room, making necessary

revisions to course design, scheduling, or both; and

• planning time and scheduling as it relates to the course and

participants.

Collecting Information

Techniques for collecting information depend on whether the

course is being newly designed or adapted. With new courses,

course developers should look closely at content and structure

while incorporating the design principles of video teletraining

during the initial design phase.

If adapting an existing course, course developers need to find

ways to learn about the material. Auditing the course and making notes in the instructor’s guide is an excellent way to do this.

If auditing the course is not feasible, then reading the materials

and interviewing the content expert, the course developer, and

the instructor can provide essential background. Findings can

then be presented to the design team and considered as the

course is redesigned.

Designing or Redesigning

Instructional Activities

If designing a new course, course developers can build video

teletraining aspects into the instructional activities. This will

save much time in revisions later, and courses can still be used

in a traditional classroom. If redesigning a course, course developers will need to adapt the instructional activities to fit the

medium. If an existing activity does not lend itself to video

teletraining, course developers will need to look at how to

present the activity differently or redefine the activity being

used. In either case, course developers need to focus on how to

Provided consideration is

given to all the

instructional variables, any

course can be designed or

redesigned for distance

delivery. “Distance is simply

one variable.”

— Wagner, 1992, p.44

The challenges of teaching at

a distance versus teaching

in a traditional classroom make

you work harder, make you

organize in more detail, and

make you think about doing

things which you have always

done one way differently.

— Jeff Klivans, Maine

University
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Chapter 5: Designing and Redesigning Courses for the Video Teletraining Format

Distance courses mustinclude strong interaction

in order to be effective.

— Klinger and Connet, 1992

Almost any methodologycan be accomplished

at a distance with the

proper planning.

— Farr and Shaeffer, 1993

enhance the content and increase active learning using the

visual opportunities available through video. Time and scheduling also need to be considered when assessing instructional

activities, as the flexibility of video teletraining offers opportunities that were previously impractical or unavailable.

Nearly all learning activities used in a resident classroom can be

used in a video teletraining classroom. However, highly interactive activities lend themselves better to video teletraining than

lectures because they help to keep participants’ attention focused and provide a means for uniting multiple sites. While

keeping attention focused and developing a sense of unity are

essential for any classroom, they are especially important in a

video classroom because they help to remove participants’ feelings of being outsiders—always a threat to “distant” classes.

As course developers gain experience in designing or redesigning instructional activities for video teletraining, they will find

that identifying potential problems, options, and solutions will

become second nature.

Designing Activities: Problems and Options

To help course developers and instructors think differently—

that is, to answer the question “What will work?”—this section

provides examples of five activities as they would be presented

in a resident classroom and potential problems and potential

options for modifying each activity for video teletraining.

Some options are more desirable than others, given cost of materials and logistics. However, all options allow for each participant to have the same opportunity to participate in an activity,

regardless of the location. No one site should have an advantage

over another. Each site must be able to critique, evaluate, comment, and share responses. Unless an observer role is part of an

activity, such as a role play or a group process exercise that has

a designated observer, it is unacceptable for a remote site to be

placed in the role of observer only.

Dart Game: To demonstrate differences in coaching and feedback, participants in a resident classroom are asked to participate in a dart game. The game is facilitated by the instructor,

and participants are called upon to coach and give feedback to

the dart thrower. The problem for the video classroom is how

participants at remote sites can actively observe, coach, or provide feedback on the dart game when they are not in the same

room. Capturing the person throwing the dart and the target on

camera, given the target’s distance from the person, can also

pose a problem.
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GAO Video Teletraining Guide

Option 1: Focus the main camera on the person throwing the

dart and the graphics camera on the target. After the dart hits

the target, the image of the target (which does not need to be

real time) can be sent in still mode to all sites. Thus, participants at any site can provide feedback on the dart’s proximity to

the target.

Option 2: Provide a dart game for each site, and ask each site to

conduct the activity, facilitating the activity from the instructor

site. Logistically, this is more difficult than other options, but it

can be done.

Option 3: Select another game that requires less distance, such

as shooting marbles, so that the game can fit in the view of a

single camera. Or select a different skill, such as drawing a

picture. The drawing can be viewed in live mode under the

graphics camera. The activity may change, but the learning

objective remains the same.

Brainstorming: To come up with possible solutions to a problem, participants in the resident classroom are asked to brainstorm solutions individually and then in small groups. Solutions

are to be written on flip chart paper, posted, and discussed with

the entire class. The problem for video teletraining is that flip

chart paper cannot be seen easily by remote sites, especially

when posted. To think of options for redesign, consider the reasons flip chart paper is used in a resident classroom: to write

large enough for all participants to see and to post for reference

later.

Option 1: Provide pads of blue paper (see ch. 6) to the groups to

write on. “Send” the groups’ brainstormed lists of solutions to

other sites using the graphics camera. Since the lists are enlarged on the receiving monitor, the monitor acts as a flip chart;

the lists also can be re-sent any time during class for further

reference. The 81⁄2- x 11-inch size also allows for copying and

distribution to participants, eliminating the need for someone to

retype the handwritten flip charts.

Option 2: For a point-to-point class, responses can be entered

into the room’s computer and shared with the other room via the

document conferencing system. All participants can receive a

printed copy.

Icebreaker: Koosh Ball: To break the ice, participants in the

resident classroom are grouped in teams and asked to toss a

koosh ball around to members of their team, calling out the

name of the person who is to catch the ball, until all team members have caught the ball. The activity is repeated, with each
93

Chapter 5: Designing and Redesigning Courses for the Video Teletraining Format

team trying to beat the fastest time. The problem for the video

classroom is knowing when to stop the timer, since the instructor may not be able to see all teams. In a multipoint class, the

noise generated from multiple sites could also cause rapid voiceactivated switching.

Option 1: Select a participant or the remote site coordinator to

be the “timekeeper” at each remote site. The timekeeper times

the fastest team. Results are compared among sites, and all try

to beat the lowest time. In a multipoint class, mute the microphones while the activity is conducted and reactivate to compare

times.

Option 2: Ask that the person who receives the ball last on each

team to call out that the team is finished (for example, “Team 2

is finished” or “Atlanta is finished”), and stop the time on the

basis of the vocal signal. In a multipoint class, the first team to

reactivate the muted microphones calls time.

Option 3: Design a different activity that allows teams to work

together.

Observing Presentation Skills: To observe and provide feedback on a participant’s presentation skills, the presentation is

videotaped and the instructor reviews the videotape with the

participant in the resident classroom. Problems for the video

classroom are being able to hear clearly—to check speech and

diction—and observe facial expressions, gestures, and other

nonverbal cues.

Option 1: Provide instruction and a demonstration during the

class session. (The instructor and the design team determine the

best camera angles and presenter placement so that all the

presentation’s elements can be observed.) Videotape each

participant’s presentation either on the network or at the participant site using nonvideoconference taping equipment (not

compressed picture). Meet later with the participant (by

videoconference) to review the tape. The tape can be played on

the videoconference system, or a copy can be sent to the instructor site if excessive motion is involved or if the effects of video

compression are unacceptable.

Option 2: Provide instruction and a demonstration during the

class session. Videotape each participant outside the class (not

using class time, unless the class needs to see each presentation

as part of the learning experience). Review the tape with the

participant in a videoconference. The tape can be transmitted, or

separate copies can be viewed.
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GAO Video Teletraining Guide

Option 3: Have a trained facilitator (possibly a former course

participant or a known expert presenter) at each remote site to

observe and critique. Each site conducts its presentations concurrently, critiqued by facilitator at the site. Meet again with

participants and facilitators to compare results and debrief.

Brainteasers: To help participants think creatively,

10 brainteasers are posted on a wall and participants try to solve

each one. The problem is obvious—participants at remote sites

must be able to see the brainteasers.

Option 1: Print the brainteasers in the participant guides that

are mailed to remote sites, and allow a set time for completion.

Option 2: Prepare a graphic with each brainteaser written on it,

and use the graphics camera to send the brainteasers to the

remote sites, displaying them one at a time.

Option 3: Send copies of the brainteasers to each site, and ask

the remote site coordinator to post them on the wall.

Managing Small-Group Activities

Small-group discussions or other small-group activities followed

by a report to the class as a whole are common to many training

programs. This type of activity is easily adapted to video

teletraining because there are no difficult visual aspects to

capture. The significant difference is in the reporting method,

which must be managed. Participants write responses on blue

paper used for the graphics camera instead of on flip charts, and

the verbal report-out must be orchestrated as to which site will

speak when. Remember that participants must be able to see

and hear during the reporting process.

Considering How (or Whether) to Adapt an

Activity: Questions to Ask

There are a number of questions that will help course developers

pinpoint where problems might arise in using an activity in the

video teletraining format. The questions—and answers—will

also help in writing the instructor guide. The questions relate to

• what is seen and what is heard,

• interactivity,

• logistics and materials,

• equipment, and

• time.
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Chapter 5: Designing and Redesigning Courses for the Video Teletraining Format

Sometimes an activity may not be suitable for the format, and a

different activity will need to be devised.

The following fast-paced three-part activity—one that involves

origami frogs—from “Performance Management,” a TI course,

illustrates how these questions and their answers can influence

design. The text below describes how the activity takes place in

the resident classroom. Contrast this text with the instructions

in the section entitled "Instructor Guides," which follows later in

this chapter.

The purpose of the activity is to demonstrate the close involvement that coaching requires and the positive attitude that

coaching generates.

In the first part, participants are asked to use the origami paper

at their tables to create a frog like the one displayed at the

center of their table. They may not, however, move or touch the

sample. They are to work independently and not ask for or

receive assistance from facilitators or other participants. They

are given only 1 minute for this part of the exercise. At the end

of 1 minute, the participants stop folding and are not to touch

their papers again until told to do so. Unless a participant already knows how to make origami frogs, the origami papers at

this point are normally a series of folds.

For the second part, volunteers (preferably one from each table)

are asked to be coaches. (If a participant is successful in creating

the frog, he or she can be selected as a coach.) The coaches are

taken outside the classroom, each is given a “Coach” hat, and

they are provided a demonstration and written and oral instructions on how to make the frog. They are also coached on how to

coach. They may assist their peers and give hints, even show by

example; they may help them in any way short of doing the

folding for them. While the coaches are outside the class, the

participants are asked to jot down notes in response to the question, “What kind of coaching would help you most right now?”

Once the coaches have been provided with the demonstration

and instructions, they return to the classroom to help participants complete the task.

The third part is a debrief of the activity. Participants are asked

to independently list as many reasons as possible for why people

do not perform job-related tasks effectively. In a “round robin”

process, each participant gives one reason, which is written on

flip chart paper, until all reasons have been given.

Each part of this activity is affected by the video teletraining

format—and in very different ways. For example, two instruc-
96

GAO Video Teletraining Guide

tions in this activity need changing. First, since the instructor

cannot place one frog on remote site tables, the designer must

consider other options. (See below). Second, the instructor

cannot take remote site coaches into the hall to demonstrate how

to make the frog because all coaches must see the instructor

demonstrate how to make the frogs. Thus participants must be

sent out instead.

The following table lists the questions to be asked to help identify potential issues for video teletraining and the answers to the

questions for each part of the exercise.

Part I

Do participants need to see the instructor? 


No. Participants are looking at the 


frog. However, how remote


participants will see the frog needs 


to be determined. There are 


several options: Send the sample 


frogs to each location, or use the 


graphics camera (which ensures 


participants won't touch the frog) 


to show the frog in still mode or in 


live mode, which allows you to 


move the frog and show different 


views, adding dimension.


Does the instructor need to see all participants, or do participants need to see other participants? 


No. It's nice but not critical. Observing participants in instructor 


room and through the on-screen remote site will


provide information.


Does the instructor need to see the product of the activity or hear the discussion? 


Yes. The instructor needs to 


observe participants' reactions and 


see how far participants get in 


completing the task. The frog can 


be displayed by the main or the 


graphics camera.


Do groups need to see other groups? 


No. At this point, the activity is 


independent.


Does the entire activity need instructor guidance? 

No. Only one instruction is given.


Part II


Yes. It is essential for coaches to 


see how to make the frog.


Yes. The instructor needs to know 


that coaches are following along 


and don't get lost when making 


the frog.


No.


Yes. Continuous.


Part III

Not while participants are 


developing their lists, but they do 


need to see during the report out.


Only during the report out.


Yes, if brainstormed lists are 


shared visually. The instructor 


must see the paper under the 


graphics camera and see 


participants as they list reasons.


Yes, during the report out.


Only during the report out.

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Chapter 5: Designing and Redesigning Courses for the Video Teletraining Format

Part I


Is a method for signaling completion required? 


Yes. The instructor calls time after 


1 minute. Participants stop


regardless of completion.


May participants talk during the activity? 


No. Participants may not talk at this 


point. Note that in point-to-point 


conferences, talking is not a 


problem. In a multipoint conference, 


if participants talk, the picture will 


change and the frog seen by all at 


first will no longer be seen. 


Should microphones be muted? 


Not at this time.


Are participants actively involved in learning? 


Yes, very involved.


With whom or what do the participants interact, and how is the interaction structured? 


With the frog.


What type of report out is needed? 


NA


What is the size and the grouping? 


Participants work individually.


Is the activity conducted in the classroom? 


Yes.


Part II


Yes. The instructor must ask each 


coach in turn. At the conclusion, 


each site must confirm completion.


Yes. Questions may be asked. In 


a multipoint conference, the 


instructor must be sure that the 


instructor site returns to the screen.


Muting the microphone is not 


necessary for point-to-point 


conferences. Optional for multipoint.


Yes.


Coaches interact with the 


instructor by video; participants 


interact with one another outside 


the videoclassroom.


NA


Minimum of two. Better with groups 


of three or more. The number of 


groups per site must be 


predetermined so that the correct 


number of coach packages is sent. 


Not totally. Coaches remain in 


class. Other participants move out 


of listening range.


Yes. The instructor will need to 


call time or ask sites if they have 


completed lists.


Yes. 


Microphones may need to be 


muted if there are more than 


two sites.


Yes.


With participants at all sites and 


with the instructor.


Verbal, round robin (paper optional).


Participants work individually, then 


as a group for the report out.


Yes.


Part III

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GAO Video Teletraining Guide

Part I
 Part II Part III


Yes. Participants need another 


location for discussion. This part 


needs coordination at remote sites.


No. 


Coach hats and frog instructions 


for coaches and another package 


of origami paper for participants.


Graphics camera at instructor site 


for demonstration.


No.


Yes.


Is other space needed? 


No.


Will varying the room or table sizes have an effect? 


No.


Are special materials needed? 


Premade frog and origami paper 


at instructor site and origami paper


at participant sites.


Is any videoconference equipment other than the main and auxiliary cameras needed? 


Graphics camera at instructor site 


to display origami frog.


Is any nonvideoconference equipment needed?


No.


Must the activity be completed on air? 

Yes.


No.


No. 


None. (Blue pads are needed if 


items are shared visually.)


Graphics camera at participant 


sites for the report out if needed.


No.


No. If time is a consideration, the 


activity can be completed off air 


and discussed later or during the 


next class session with other sites.


The Impact of Time and Scheduling

on Design

In addition to thinking differently about activities, course developers need to think differently about time. The use of time takes

on new importance when making the transition to a video classroom. In this environment, timing is more than how the instruction is paced. Timing and scheduling affect all aspects of a

course and provide opportunities, as well as impose constraints.

In addition, time is money on the video network. Activities

normally done in class may be completed outside of class time,

yielding two important benefits: dollar savings in network time

and an opportunity to start the next class session interactively

by reviewing an off-line assignment. All these points need to be
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Chapter 5: Designing and Redesigning Courses for the Video Teletraining Format

considered at the design stage in structuring the content.

The fact that video teletraining courses tend to be most successful when designed for 2- to 4-hour time blocks poses new design

considerations. New opportunities include

• bringing in guest speakers or team teaching from different

locations;

• maximizing use of precourse and preclass assignments;

• using off-line activities between sessions for practice, reinforcement, or enrichment (observations, skills application,

and feedback);

• scheduling a short session of 1 hour, followed by a 3-hour

session on another day;

• using the LAN for team or group assignments; and

• linking the timing of class to regular or special events.

Time zones of sites may also impose some constraints when

planning activities and breaks. For example, a break at

2:30 p.m. for the east coast might be the beginning of lunch for

the west. This may indicate a need to combine activities with

breaks or lunch, so that all participants are dismissed at the

same time and all return at the same time, having had lunch

and completed the activity. Sometimes time zone problems can

be worked around by scheduling the class differently, such as

teaching only one time zone at a time or scheduling in shorter

time frames.

Sometimes a course needs to be scheduled on the network before

design or redesign is complete. In these cases, the blocks and

lengths of time available will affect the length of activities and

placement of breaks and transitions.

Assessing and Enhancing

Class Interaction

Once the instructional activities have been selected, the overall

course design needs to be assessed for interaction. Depending on

the activities used, additional interactions may be needed.

Ideally, however, interaction should be built into the design of

the video teletraining class. Used effectively, interactivity affects

motivation, attention, and retention. Understanding the types of

interaction and ways interaction is achieved will help add variety as well as more ways for participants to be actively involved

in learning. To structure interaction, the course developer must

be aware of what is being seen and heard at all sites.

High levels of interaction

reap high levels of

achievement.

— Kabat and Friedel, 1990
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GAO Video Teletraining Guide

Interaction does not mean that all participants must interact

with the instructor. Interaction can take place

• between instructor and participants,

• between participants at the same location,

• between participants at two or more locations, and

• between participants and media.

For example, participants at one location could list the pros and

the cons of an issue as a large group or could work in small

groups to generate the list; participants at one location could

debate one side of an issue while participants at a second location debate the other; participants at three locations could be

given the same task and all share the results; participants could

listen to an audiotape or watch a videotape and then react and

take a paper and pencil quiz; or participants could read an

article and answer questions.

Activities designed to enhance interaction can include assignments requiring decisionmaking, value judgments, analyses,

and other means of making the participant work with content

material, such as brainstorming, case studies, team tasks, role

plays, and data gathering. Course design can also include interviews, panels, and field trips—although these may fall into the

category of holding interest rather than interaction. Even the

time-honored lecture can be made more interactive.

The course developer and the instructor can also use good questioning strategies to increase learner involvement. Some instructors intuitively use questioning strategies to involve participants

and get feedback on comprehension; many do not. Therefore, the

course developer must build interaction into the presentation

through substantive questioning strategies. This means more

than just recalling and reciting facts. It means using questions

that encourage analysis, synthesis, and judgment. Questions

should not, however, be written into the design simply to promote superficial interaction; the questions should provoke thinking and learning.

Developing Course Materials

Developing course materials demands attention to how materials look and to how what is on the monitor relates to what is in

the manuals. In addition to content, course materials should

include specific plans for managing communication between

sites, for using visuals and videotapes, for demonstrations, and

for the timing and the logistics affecting the course.

Methods and materials

are determined by their

effectiveness in supporting

accomplishment of objectives.

— Farr and Shaeffer, 1993
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Chapter 5: Designing and Redesigning Courses for the Video Teletraining Format

Course materials, then, must be designed not only to promote

communication between sites but to help the instructor and

participants stay on track.

Instructor Guides

The instructor guide still contains instructions as to how the

content is to be presented. In addition, it includes details relating to interaction and coordination. Since more people are involved in a video teletraining course, coordination is more complex. Each person must know exactly what to do. For example,

the production assistants, and possibly the remote site coordinators, need instruction and guidance on how and when to support

the instructor. If instructors must move to a different part of the

room—to stand at a podium or use the graphics camera—they

must know exactly when to do this. If microphones need to be

muted, the instructor needs to know when to give this direction.

Consider the details that would need to be written into the

origami frog activity to make it suitable for videoteletraining

delivery.

• Preparation: Send the following items to the remote sites:

coach hats (one per group at each location); instructions for

making the origami frog; and origami paper, enough for two

rounds. Depending on hallway space outside videoconference

rooms, consider reserving a breakout room for the discussion

in part II.

• Part I: Ask a participant (or a remote site coordinator) to

distribute origami paper to others. Place one folded origami

frog on the graphics camera stand, and send it still. (Optional: Transmit the frog in live mode if another view is

desired.) Instruct participants to fold their papers to make

the frog displayed on the monitor. They are to work independently and not ask for or receive assistance from facilitators

or other participants. Allow only 1 minute for this part of the

exercise. At the end of 1 minute, have participants stop folding. They are not to touch their papers again until told to do

so. Check with all sites to determine whether anyone was

able to complete the task.

• Part II: Most likely no one will have made the frog. If a participant did, select him or her as a coach. Ask for volunteers

to be coaches (preferably one from each table). Ask coaches to

stand by while you assign participants their task. Have

participants move to hallway or breakout room and jot down
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GAO Video Teletraining Guide

notes in response to the following question, “What kind of

coaching would help you most right now?” While participants

are out of the room, have the coaches find the hats and written instructions that have been sent ahead. Using the graphics camera in live mode, demonstrate and explain to the

coaches how to fold the frog, referring to each written step as

it is completed. Verify after every couple of steps that the

coaches are with you. (If you are on a multipoint call and a

discussion is going on, make sure to speak while you demonstrate to bring the camera back to your site.) Tell the coaches

that they may assist their peers and give hints, even show by

example, but may not do the folding for them. Coaches may

use sample frogs. Ask them to inform you when everyone at

their tables has folded all the papers into frogs.

Support Materials

Because proper development of visuals is so important,

chapter 6 is devoted to the design of visuals. Visuals must be

numbered so that the instructor and participants do not get lost,

and they must be readable on the screen.

Most likely, there will be more visuals for the video class than

for the resident class because visuals provide more ways to

communicate content; long, wordy visuals can be split into two

to make the material more readable; and visuals can be used to

refer participants to a handout or to summarize key steps of an

activity participants are about to perform.

Keep in mind that all rooms must have the same materials

(unless an activity requires rooms to have different materials for

the same activity). These must be prepared and shipped ahead

of time, requiring planning. If a videotape is used, preview it

first on the videoconference system to make sure the quality is

satisfactory. Plan ahead for someone to distribute the materials

at the appropriate time. Keep the logistics as simple as possible.

The more materials and instructions that have to be shipped to

each site, the higher the risk that something will be missing or

insufficient in quantity, resulting in a less effective class and

dissatisfied participants.

To help keep participantson track, the instructor

guide must also contain

specific page or visual

references to participant

materials.
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Chapter 5: Designing and Redesigning Courses for the Video Teletraining Format

Practicing in the Videoconference Room

Practicing the course on the system is essential for many reasons:

• to check for sequence, flow, continuity, and transitions, especially if the course will involve more than one class session;

• to check that instructions for all involved are clear;

• to ensure that visuals are readable;

• to ensure that there is adequate variety;

• to get a feel for how the interaction between sites will be

managed;

• to ensure that transitions requiring different pieces of equipment can be handled smoothly; and

• to get an accurate check on time, especially if the class has

already been scheduled on the network and you must fit into

the existing schedule.

Until materials are developed, it is not possible to know how

long each topic or activity will take. Since classes start and stop

by the clock, it is important that timing be as precise as possible.

Timing the class on the system must take into account the logistics of communicating with remote sites into account. Doublecheck to see that the visuals match the manuals and that the

activities can be completed in the time allotted. Look for gaps

and redundancies, review for pace, and check logistics.

As a result of trying your course on the network, you may find

that you need to resequence an activity or, given the common

2- to 4-hour frame for one session, you may decide to stop in a

different spot or develop more transitions.

You may also find it easier to try your design out one lesson at a

time on the system, to gain experience that will help you in

future lessons.

Planning Time and Scheduling

the Course

Once the length of lessons, of activities, and of the overall course

have been determined, the course can be scheduled on the network.

If the content is procedural, if mastery of sequential content is

an essential part of the learning, or if immediate reinforcement

is needed, scheduling on consecutive days (Monday, Tuesday,
104

GAO Video Teletraining Guide

Wednesday) can be an advantage. However, where skills acquisition is tied to monthly or quarterly events in the workplace,

spaced events may be more desirable.

Identify modules that depend on skills taught earlier as opposed

to those that stand alone. Can the modules be resequenced so

that a longer module and a shorter stand-alone module can be

combined in a 3-hour session?
105

Chapter 6: Adapting Visual Materials for Television

Chapter 6:

Adapting Visual Materials

for Television

Video teletraining requires that visuals be designed

in a format that will enhance the instructional message sent via video. In this delivery mode, much of

the participants’ attention is focused on the monitor

and the information the visuals provide. In addition,

the television can magnify the effect of poor visuals.

Therefore, the course designer needs to pay special

attention to designing the visuals for a teletraining

course.

This chapter explains what media can be used and

presents the guidelines for television format. Following these guidelines will ensure that your visual

message is clear and easy to read or view.
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GAO Video Teletraining Guide

Media

Videotapes, paper copies of transparencies, 35mm slides, and

computer presentations can all be used in your presentation.

Slight modifications may be needed to use the special equipment

in the video teletraining room. (See ch. 2.) Color photographs

can be placed under the graphics camera. Request a flat finish,

since the glossy finish causes a glare. When taking photographs,

be sure to leave space around the subject. The photograph can

then be cropped to fit TV format. Transparencies (or view

graphs, or “foils”) are not used; instead, a paper copy of the

transparency, commonly referred to as a graphic, is used.

The Television Format

A television screen has a 4 by 3 format; that is, it is 4 units wide

by 3 units high. Therefore, visuals should be prepared in a 4:3

ratio, such as 6 by 4.5, 8 by 6, or 10 by 7.5. The graphics camera

zoom lens can then enlarge the size without losing the correct

perspective or “aspect ratio.” (See fig. 6-1.)

10 x 7.5

8 x 6

6 x 4.5

4 x 3

Figure 6-1: 4:3 Proportions

Graphics or artwork prepared in a vertical, a portrait, or an 81⁄2-

by 11-inch format will not be seen in their entirety, unless they

are reduced, making the material harder to read or see.

(See fig. 6-2.)
107

Chapter 6: Adapting Visual Materials for Television

Graphics


Match


the Monitor

Incorrect Correct

Vertical


Graphics


Lose Part


of the


Image

Horizontal

Figure 6-2: Visuals Prepared in Incorrect and Correct Ratios

Design Tips for Visuals

• Request that all artwork be done in the same 4:3 proportion, for example, 8 by 6. This will make it easy for the

production assistant or person working the graphics

camera to change pages without having to manipulate

and focus the camera for each graphic.

Use special blue paper provided in pads by TI when handwriting or drawing during class. They have been designed

for television. Keep drawings within the 8- by 6-inch box,

and use the light blue lines to guide the size of your letters.

When using the 8- by 6-inch box size, make the letters about

half an inch high.

Examples of Visuals

The examples on the following pages have been prepared in

an 8- by 6-inch format. They demonstrate the principles used

for text visuals, as well as for graphs, charts, and illustrations. The rectangular border is provided to reinforce thinking horizontally and to show correct proportion. However, it

is easier to manipulate, enlarge, and focus on a visual that

does not have a border drawn around it. So be sure to remove

the border from your final copy.
108

GAO Video Teletraining GuideDesigning Visuals

Think horizontal
Stay within a "box size" of 8 x 6
Keep visuals simple
Use illustrations, graphs, charts, and 
diagrams
Use clean, bold lines
109

Chapter 6: Adapting Visual Materials for Television

Rules of Thumb for Text

Be concise use key words or 
phrases
Use capital letters sparingly
Light letters on dark backgrounds are 
easy to read
Limit text to no more than seven lines
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GAO Video Teletraining Guide

Instead of Text

Quality Team includes:
Managers
Supervisors
Staff

Use Visuals

Managers Supervisors

Staff

Quality Team
111

Chapter 6: Adapting Visual Materials for Television

Paper Copy vs. Monitor

Look at the next two graphics, "Use Word


Pictures"


Which do you prefer on paper?


Now place them under the graphics 


camera


Which is easier to read ?
112

GAO Video Teletraining Guide Use Word Pictures

Word Pictures are graphic
representations of ideas, 
concepts, data, and numbers
113

Chapter 6: Adapting Visual Materials for Television

Use Word Pictures

Word Pictures are graphic
representations of ideas, 
concepts, data, and numbers
114

GAO Video Teletraining Guide Word Pictures use simple 


line art, geometric shapes, 
clip art, symbols, arrows, 
fonts, and color to show 
relationships
115

Chapter 6: Adapting Visual Materials for Television Data

Shapes

Symbols

=

Clip Art

Key


Words

Ideas

Concepts

Word


Pictures A word picture


about a word picture
116

GAO Video Teletraining Guide Too Complex

Legend
117

Chapter 6: Adapting Visual Materials for Television

Keep Visuals Simple
118

GAO Video Teletraining Guide

Graphs and Charts

Use fill-in shading, not lined patterns 
or dots
Avoid text that does not read left to right
Find simple ways to present data
119

Chapter 6: Adapting Visual Materials for Television

Hard to Read

600
500
400
300
200
100


0

79 80 81 82 83 84 78

1800
1500
1200
900
600
300
0

NUMBER OF AIR CARRIERS

286

1580

309

1626

317

1821

398

1748

394

1547

421

1494

498

1558

NUMBER OF FAA INSPECTORS
120

GAO Video Teletraining Guide Easy to Read

800
600
400
200

1978 79 80 81 82 83 84

Carriers Inspectors 1800


1600
1200


900
600

Air Carriers
FAA Inspectors
121

Chapter 6: Adapting Visual Materials for Television

Leave space above and below
an underline
Income
Expense
Net


$2.5 $3.7

$2.4 $3.2

$0.1 $0.5
122

GAO Video Teletraining Guide

Point Size of Type

The guidelines on the next graphic are 
for a box size of 8 x 6
If you decrease the box size, decrease 
the typesize accordingly
123

Chapter 6: Adapting Visual Materials for Television

Use 36 Point for Headings

Use 24 point for subheadings or text

Do not use less than 18 points or text
will not be clearly readable to the 
television audience
124

GAO Video Teletraining Guide
Chapter 7: Delivering the Video Teletraining Class

125

Chapter 7:

Delivering the Video

Teletraining Class

Once a course has been adapted for video

teletraining, it must be effectively delivered. This

chapter focuses on what you, as the instructor, need

to do to properly prepare for and conduct a

teletraining class, specifically,

• getting the class started,

• maintaining an interactive environment,

• presenting a positive image,

• working with the production assistant,

• developing a contingency plan, and

• conducting a practice session.

You will learn much through experience. Keep notes

of what worked and what didn’t, and share your

ideas with other instructors.
GAO Video Teletraining Guide

126

Getting Started

The course introduction sets the tone for your class. During this

time, participants will form opinions about you, video

teletraining, and ways in which you expect them to participate.

As part of your introduction, you should always

• greet participants,

• provide an overview of the video teletraining equipment and

establish ground rules,

• introduce participants,

• identify your expectations of participants and your commitments to the class,

• introduce assistants at the local and remote sites, and

• address administrative matters.

Greet Participants

Start on time. Avoid comments such as “How are you?” since

everyone will respond at once or participants won’t know what

to say. In your opening,

• state your name,

• state the course purpose and its importance,

• note that your site is the transmitting site,

• direct attention to the first item of business, and

• let participants know what is expected.

Provide an Overview of the Video Teletraining

Equipment and Establish Ground Rules

Familiarize participants with the capabilities of the room system. Tell them

• what they will see on the left and right monitors,

• that the microphone is sensitive and how it can be muted,

and

• that they can see and hear one another at all times.

For participants to understand their role in making the session

run smoothly, ask them

• to sit within the camera’s view;

• to avoid side conversations;
Chapter 7: Delivering the Video Teletraining Class

127

• to speak directly into the microphone but naturally, as if

participants at the remote site were sitting across the

table from them;

• to allow the on-screen site to finish speaking before responding;

• to provide their names and identify the sites they are at

when speaking; and

• to inform you when there is a technical problem, such as

when a speaker cannot be heard, when a graphic is not

displayed, or when the screen is blank for a long time.

Also inform participants of

• policies for announcing latecomers and observers;

• procedures for handling technical problems; and

• food and drink policies, which may vary from site to site.

Introduce Participants Using a Roll Call

Once you have verified that all sites are connected to the

conference, introduce participants using a roll call.

In general, small groups can be more informal than large

groups. A roll call for a small group can include a personal

greeting, limited small talk, or socializing. This becomes

unwieldy for large groups. In any case, keep control and

direct questions to each site. The following are some roll call

options for different-size groups:

Small Groups (5-10 persons)

• Call on each person by name.

• Call on each person by name, and ask for a comment to be

shared (reason for attending).

• Call on each city, and ask participants to introduce themselves individually in turn.

• Call on one person at each site, and ask that person to

introduce others or report who is in attendance.

Medium-Sized Groups (11-20 persons)

• Split the roll call by calling on half of the persons, then

reviewing the agenda or course objectives, then continuing with remaining names.

As a rule, food should not beeaten during a videoconference

or teletraining session. Sounds

from food wrapping and bags are

picked up easily by the

microphones, and the camera

exaggerates the motions of eating

so that they are more noticeable

and distracting.
GAO Video Teletraining Guide

128

Large Groups (more than 20 persons)

• Call on each site, and ask a designated spokesperson to

answer for the site.

• Call on each site, and ask a designated spokesperson to

report the number of people present.

• Refer to the attendance list, and ask a designated spokesperson to report those who are not present.

• Refer to the attendance list, and ask those present but not

listed to identify themselves.

Introducing participants is the first opportunity to establishing

a dialogue with them, which is key to helping them overcome

the passiveness of television watching. There are a number of

ways you can encourage participants to actively participate:

• Ask each classroom to pick a class leader or a spokesperson.

Observe this process, but try not to get involved.

• Have the spokesperson lead an “introduce yourself” session,

allowing 20-30 seconds per person. The more participants,

the less patient they become with introductions. Although

introductions are important ice breakers, they should not

take more than 15 minutes.

• If participants are in the local room as well as at the remote

site(s), alternate introductions between (or among) rooms;

minimize your on-camera presence during this time.

• To help you recall participant names, ask participants in the

local room to write their names on tent cards. For remote

rooms, prepare seating diagrams and label them with participant names, which can be done as participants arrive or

introduce themselves, or annotate your class roster. (See fig.

7-1.)

• Ask the classroom spokesperson to introduce late arrivals or

visitors in the remote site when it is appropriate.

Figure 7-1: Sample Seating Diagram
Chapter 7: Delivering the Video Teletraining Class

129

Identify Expectations and Commitments

List your expectations of the participants interspersed with

your commitments to the class. The expectations and the

commitments may incorporate the ground rules that you

have established. The list is unique to you and your style, as

well as the particular requirements of the course.

A typical list of expectations and commitments could look like this:

• I would like you to arrive on time and return from breaks promptly,

given limited class time.

• I will adhere to the agenda times.

• I would like you to ask questions when things aren’t clear and to let

me know if something isn’t working.

• I will answer all questions.

• I would like you to complete assignments between class sessions.

• I will make myself available for one-on-one questions between class

sessions and after class.

• I would like you to stay within view of the camera and to give your

name and site when speaking.

Introduce Assistants at the Local and

Remote Sites

The course manager and the regional training contact should

have identified someone to operate the equipment at the

remote site. If this was not done, recruit a volunteer and

introduce this person. Introduce the production assistant at

the local site as well.

Address Administrative Matters

If the remote site coordinator has not done so, address the

following administrative matters:

• Ensure that all participants have the materials that were

shipped.

• Explain any system used for numbering handouts or

graphics.

• Explain sign-in procedures and the method for returning

evaluation forms.

• Review times of breaks. Be specific.

• Relate how to reach you or the course manager after class

or between sessions.

• Provide a telephone number where participants can be

reached in an emergency.
GAO Video Teletraining Guide

130

To announce a break, placea watch or small clock

under the graphics camera and

let participants know when

they are to return. Or use a

countdown videotape during

the break.

Figure 7-2: Clock Under the

Graphics Camera

01:32

Break time 


remaining:

Figure 7-3: Videotape of a Countdown

Clock to Indicate Time Elapsing During

Breaks

Maintaining an Interactive Environment

The teletraining course has been assessed for interaction, and

activities have been designed to maintain participant attention

in the video teletraining environment. However, ultimately the

instructor must establish and maintain an interactive environment in course delivery. Although maintaining an interactive

environment in a video teletraining class is much the same as in

a traditional class, it can be more difficult to hold participants’

attention because of the passiveness of television watching.

Managing disruptions can be particularly challenging in a video

teletraining classroom. You cannot stand near a group of disruptive participants or give them a disapproving look. It is also

difficult for a participant to ask you a private question. However, you can

• request that side conversations be avoided because of the

sensitivity of the microphones;

• call on a disruptive participant by name, and ask if something is unclear;

• ask the participant to telephone you or fax you a question,

then respond to it during the normal course of class; and

• be available “on camera” after the session has ended, which

requires scheduling the session for time beyond the announced end time.

Disruptions in an adult learning environment, however, are

rare. Primarily, you will need to bridge the distance between you

and participants at the remote sites and obtain feedback from

participants and answer participant questions to maintain an

interactive environment.
Chapter 7: Delivering the Video Teletraining Class

131

Bridge the Distance Between You and

Remote Participants

There are a number of ways you can decrease the distance

between your site (the local site) and remote sites:

Course


Objectives

"Cynthia,


Would you tell me..."

Figure 7-4: Using a Participant’s Name

Washington Atlanta

10:00 - 10:15


10:15 - 10:30


10:30 - 10:45


10:45 - 11:00

I


IIII II


II


IIII

III


I


III


IIII III

Figure 7-5: Tracking Interaction

I

nteractive video technology does

not guarantee interaction.

Instructors and facilitators use

interactive learning strategies to

create interaction.
GAO Video Teletraining Guide

132

3 Flow

Reasons to Practice

Timing

Coordination With


Production


Assistant

Confidence

Reasons to Practice

Timing Coordination With


Production


Assistant

Confidence

3

4

Flow

Figure 7-6: Mapping Participant Materials to What They See on the Monitor

• Maintain eye contact with remote site participants as much

as possible by looking at or speaking to the camera.

• Use participant names whenever possible. (See fig. 7-4.)

• Get participants at all sites talking within the first 5 minutes of class.

• Use a conversational approach to teaching, not a one-way

delivery of content.

• Give equal attention to all participant sites and verify that

you are not favoring any one site. Until you are comfortable

addressing all sites, you may want to ask the course manager, the production assistant, or a peer to track interaction

for you. (See fig. 7-5.)

• At a minimum, look for 1-3 questions or responses from

participants every 10-15 minutes.

• Keep everyone synchronized. Refer occasionally to a page

number or specific graphic. Watch for signs that participants

are lost, such as flipping pages back and forth. (See fig. 7-6.)

• Look for and create opportunities for participants to discuss

issues among themselves and with you.

• Provide feedback to participants on progress.

• Let participants know how to reach you (phone hours, availability before and after class, electronic mail).

• Allow time for conversation or chatting between sites during

breaks.

• Arrange for the remote site contact to stop in at mutually

agreed upon times to see how participants are doing.

• Use active listening techniques as you normally would.

Obtain Feedback and Answer Questions

Verbal feedback from participants becomes more important in a

video teletraining situation, especially when there are more
Chapter 7: Delivering the Video Teletraining Class

133

than two sites participating. You will need to ask questions

frequently to ensure that participants understand the course

material. You will also need to let participants know how to

get your attention if they have questions or comments.

Confirm comprehension—make sure that the answer you

gave was understood by the participants. For example, ask

“Does that answer your question, Mike?” or “Mike, is what I

said clear?” This allows the participant who posed the question to answer “yes” or ask for further clarification. It also

provides an opportunity for others to interject if the subject is

still unclear.

Direct questions to participants by name or title. For example, “John, you’ve had some experience with this kind of

situation; how did you handle it?” or “Do we have any lawyers in the class; can you tell us how to...?” Or direct questions to a site by city or time zone. For example, “Seattle, can

anyone at your site think of a way to...?”

I

n multipoint sessions, work out a

verbal or a visual cue to signal a

question from a remote site, such as

• asking participants to knock on

the tables (this is short enough to

avoid video switching from one

site to another) or

• asking participants to use a

single word, such as “question,”

to get your attention but not be

too disruptive.

You can also poll sites for questions.

The video teletraining instructor

must be aware of what the

remote sites are seeing at any time,

requiring close coordination with

the production assistant.

Figure 7-7: Asking Directed Questions

Use nondirected questions in a discussion after several

rounds of directed questions have been asked. Nondirected

questions can be used to help move from one subject to another. For example, “Before we close the discussion on policies, does anyone have a final comment?”

Presenting a Positive Image

Your image directly affects participants’ abilities to focus on

course content.

Presenting a positive image means paying attention to how

you look, move, and sound; how you use supporting materials; and how the room appears. You will need to practice

John, you've had some 


experience with this kind 


of situation. How did you 


handle it?
GAO Video Teletraining Guide

134

• staying within the camera’s eye as you move around the

classroom,

• interacting with participants and your supporting visuals,

• working with a production assistant, and

• being aware of what is being transmitted.

Consider How You Look, Move, and Sound

Almost everyone’s first reaction to being in a video teletraining

classroom is “How will I look?”

Dress for the Camera

Dress Tips for Men

• Avoid clipping metal pens to pockets; they can cause distracting light

patterns.

• Avoid bold, patterned ties and bright white shirts.

• If you are concerned about possible shine from a bald spot, stand or sit

in a location that does not have direct light shining on the top of your

head or dust a little powder on the bald spot.

Dress Tips for Women

• Avoid clothing with ruffles and other trim that might be distracting, as well

as bright, bold patterns and white blouses.

• Avoid dangling or shiny jewelry; it can be noisy, and shiny surfaces can

cause distracting light patterns. Choose nonreflective metals and stones.

• Special make-up is not required. If the temperature is hot or humid, you

may want to touch shiny spots with powder. Lipstick helps accent normal

face color.

Your clothing should be comfortable and allow you to move

easily. In addition, it should “transmit” well:

Figure 7-8: Clothing to Avoid

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Chapter 7: Delivering the Video Teletraining Class

135

Figure 7-9: Clothing That Will Transmit Well on Camera

• Do not wear herringbones, plaids, and small stripes and

patterns, as they will “shimmer” on camera, even if you

remain fairly still.

• Pastel colors and solids transmit best.

• Glasses can reflect or hide your eyes from participants. If

not essential, avoid wearing glasses, especially lenses

that darken in direct light. Nonglare glasses work best.

• If you are to wear a microphone, be sure your clothing has

lapels, a collar, or some other feature to which the microphone can be attached.

• If you are concerned that the camera will “add pounds,”

wear clothes that are darker in color and have simple

lines. Avoid horizontal stripes.

Review Voice Practices

Voice in video teletraining is similar to face-to-face instruction. These tips, then, are reminders:

• Remain natural and relaxed.

• Use normal speaking tones, speaking loudly enough for

those in the room to hear you; the microphones will do the

rest.

• Vary the pitch of your voice and pace of delivery—slower

for new material, faster for familiar material.

• Converse with participants; pauses are appropriate while

you wait for responses.

• Use your voice to convey enthusiasm.

• Be sure you can be heard and understood; nonverbal cues

and feedback are sometimes harder to perceive.

Good Voice Characteristics

• Volume: Easily heard, dynamic

• Pitch: Low, full, varied

• Quality: Open, clear,

enthusiastic

• Articulation: Clear and crisp,

with no mispronunciation

• Timing: Fluent, varied, not

hesitant

• Variety: Natural, conveys

emotion, friendly, energetic
GAO Video Teletraining Guide

136

Use Natural Facial Expressions

Although the camera emphasizes facial expressions, you should

relax and be yourself. Facial expressions of concern, humor,

shock, or friendly interest are all strong forms of nonverbal

communication and add interest to your presentation.

Maintain Eye Contact

To make eye contact with participants at remote sites, look

directly at the camera lens, as if the camera were a participant.

The monitor showing remote sites is positioned under the camera so that you can see the remote site and look at the camera at

the same time. Looking at the double monitors and the main

camera in the room system when the auxiliary camera has been

selected will cause remote sites to see your profile.

Figure 7-10: The presenter’s profile is transmitted because he is looking at the

monitor, not at the auxiliary camera.

Be sure to look at the camera when responding to a question

from a participant at a remote site.

If participants are at the local site as well, maintain a balance

between looking at participants in your classroom, the remote

site monitor, and the auxiliary camera.

Eye Contact Tips

• Hang a favorite picture or smiley face on or next to the camera to remind you to look that way.

• Position your notes high enough so that you can see them

without constantly bobbing your head up and down. Move

Good Body Expression

Characteristics

• Posture: Erect or relaxed, not

slouching or stiff

• Gestures: Spontaneous,

message enhancing

• Face: Friendly, animated,

appropriate to content

• Eyes: Natural and smooth, with

no set pattern
Chapter 7: Delivering the Video Teletraining Class

137

your eyes, not your head, down. To maintain maximum

eye contact, use notes as little as possible.

• If you are team-teaching or interviewing a subject matter

expert as part of the class, look at the person when you

speak, with occasional looks at the remote site or participants in the room. Position expert speakers so that they

face the camera. (Guest speakers tend to favor looking at

participants who are in the same room with them.)

Figure 7-11: From position A, the presenter must turn away from the in-class

participants to face the camera. From position B, the presenter can look

directly at the camera and face in-class participants, but participants may

turn away from the camera to view the presenter.

Be Aware of Your Gestures and Movements

Keep gestures and movements simple and steady. Although

you should avoid fast, sudden movements, you should vary

your movement. Keep the following in mind.

• When sitting, center yourself in the chair; do not swivel or

lean forward to speak into the microphone.

• When standing, avoid rocking or swaying.

• When walking, move slowly and avoid set patterns (like

pacing), take small steps so the camera can follow you

easily, and make sure you move within the range of the

camera.

• Make sure that others can see and you are not blocking

their view.

Remember to smile often—it makes you look relaxed

and friendly.

A A

B B B
GAO Video Teletraining Guide

138

• Make sure that nothing is blocking the camera’s view of you,

for example, the arm of the graphics camera.

• Cue the production assistant as to your movements: “Let’s

move to group one to get their feedback” or “Let’s go to the

graphics camera where I’ll write out an example for you.”

Figure 7-12: Blocked View and Unblocked View

A sudden, unexpected movement might cause you—or a limb—

to disappear momentarily from view. Extremely fast movement

can also cause “ghosting,” the appearance of a secondary image

that shadows a moving subject.

Figure 7-13: Sudden Movement Causing Part of the Instructor to Be Cut Off

From the Camera’s View

Planning where you will move during your session and sharing

it in advance with the production assistant can help avoid these

problems. When making a plan, also

• decide how you will work with your visuals and support

materials—will you stand or sit?—and

• work out a way for the production assistant to let you know if

what you are presenting is not visible to participants.

Be Careful in Using Manuals and Notes

When teaching, you should learn to refer to the course manual

and your notes as unobtrusively as possible. Because the camera
Chapter 7: Delivering the Video Teletraining Class

139

Call 512-6500

is placed higher than eye level, it emphasizes those instances

when you look down. Therefore, you should move your eyes

and not your head. Experiment and find a comfortable position that will allow you to see the manual or notes easily and

maintain eye contact with participants at remote sites. Try

• sitting at a table and propping the manual or notes on a

stand,

• using a tabletop or a full-size lectern, and

• keeping notes or the manual in your hands as you move.

Ways to Cue Visuals

Use the direct approach: “Look at

graphic 15”; “Let’s take a look at the

graphs”; “You should now be

looking at....” Or be more subtle

and use a visual description or key

word: “On the first graphic, you will

see a blue pie chart.”

Figure 7-14: Maintaining Eye Contact With Participants While Using Notes

Whichever approach you use, practice it; learn to use graphics and class exercises as cues.

Check Room Appearance

Regardless of how good you look, participants will be distracted from you and the course content if the local room is

cluttered.

Figure 7-15: Cluttered Room and Noncluttered Room

• Consider, especially, the background behind you and

behind the participants. Move furniture and equipment

that is not being used, such as empty or stacked chairs,
GAO Video Teletraining Guide

140

tables, whiteboards, PCs, printers, and telephones, out of the

camera’s eye.

• Keep clutter off tabletops as much as possible.

• Darken side windows, if any, to avoid glare.

Working With the Production Assistant

The production assistant is responsible for what the remote site

sees; therefore, you will need to spend some time together to

discuss what will happen in class. Be prepared to talk about

• which audiovisual support materials (graphics on the graphics camera, VHS tapes, computers) will be used and when;

• how the room will be laid out (table and equipment placement, seating arrangements);

• which primary camera shots are to be used (where you will

stand, sit, and walk) and which presets can be used to allow

for smoother camera movement;

• where the camera should be focused during discussion sessions or group activities (all sites);

• how you will “cue” the production assistant;

• how you will handle technical difficulties;

• who the remote site contacts and their backups are and what

their phone numbers are;

• how and when you and the production assistant will conduct

a walk-through or practice session;

• who will work the graphics camera and how this will affect

the camera’s placement; and

• whether or not you will use the PIP function (see ch. 2) to see

what your site is transmitting. (The PIP will use up about

25 percent of the monitor space; those in your room may not

see the entire graphic.)

Developing a Contingency Plan

Participants will rely on you to inform them of what is happening if a problem occurs. Plan for handling technical problems at

the local and remote sites. You may want to review your plan

with remote site personnel (your contact and a technical support

contact if they are not the same person). Questions you should

ask to develop your plan include the following:

• What should you try to correct yourself?

• At what point do you contact technical support at the remote

site? Is there a beeper number for the contact?

• How quickly should you expect technical support personnel

to respond to your call?

The only way for instructorsto put all this together is to

practice. The quality of the

presentation is affected by

what they know about

videoconferencing and the

corresponding adjustments

they need to make to meet

distant participant needs. —

GAO Course Manager
Chapter 7: Delivering the Video Teletraining Class

141

• How long should you wait before canceling the class or

trying to continue by audioconference?

• If a piece of equipment malfunctions, what could you use

instead (e.g., if the main camera fails, can you use the

auxiliary or graphics camera)?

• How will you reach participants, especially if the audio

fails (e.g., what is the conference room phone number)?

Conducting a Practice Session

Practicing is important for conducting any class, but the

additional dynamics of working with multiple sites and a

production assistant make practice more critical to the video

teletrainer. The surest way to fail is to assume that you can

conduct your class without a practice session.

The video teletraining design team will organize a practice

session for your class. This is essential for timing, confidence,

and coordination with the production assistant. Including

“live” participants will help you focus on eye contact and

interaction.

Practice Using the Equipment

A production assistant will be available to help you during

class. However, learning some equipment functions and

practicing basic camera movements will help you give basic

directions to remote sites if they need help, communicate

better with the production assistant about what you want,

and explain to a distant site why they see what they see.

(See chs. 2 and 5.) Having these skills will increase your

confidence in delivering the course.

Work With Audiovisual Materials

You will need to give some advance thought to the placement

of your audiovisual materials in the classroom. The graphics

camera, a VCR, a computer, and traditional media you used

in the past are all available to you. The trick is in knowing

exactly when to use each in class, where to place it, and who

will work or use a particular piece of equipment.

Suppose your course design calls for a short presentation

with paper graphics, followed by a brainstorming session and

group discussion where you will write participant responses.

Both activities call for use of the graphics camera. You would

A common mistake instructors and others make is to leave

the graphic on “live” while moving

on to another topic. Remember,

when the live graphic is on the

monitor, you are not. Be sure to

signal the production assistant

when you are finished with the

graphic or the paper so that your

image is restored to the monitor.
GAO Video Teletraining Guide

142

like the production assistant to work the camera for the presentation, but you will be writing the responses. Where should the

camera be placed so you both can use it? Should the camera be

moved? Should you move to the camera? Or suppose your course

design calls for showing a videotape. Someone must put the tape

in the player and stop and start it at the correct time. How will

this be handled?

Most instructors encounter situations where they will use the

graphics camera. To minimize distractions, practice with the

camera ahead of time.

• Place the graphics camera near you.

• Work the focus and zoom buttons. If your graphics are consistent in size, you will not need to continually adjust the focus.

• Know when and how to use the two-color reverse image

feature.

• Know where you will place the graphic or paper (mark with

tape).

• Place the graphics in the appropriate order. (Make sure that

the graphics are numbered.)

• When writing, keep the paper straight and use a medium or

large-tip marker and special blue paper designed for use

with the camera. Pads of this blue paper are available

through TI.

Assess Your Performance

There are several ways you can get feedback on your video

teletraining style. Try practicing a small segment of the course

that has visuals and some instructor movement, and assess the

practice in one of the following ways:

• Ask a member of the design team or an experienced video

teletrainer to coach you.

• Tape the session using the built-in VCR.

• Make a reservation for a two-point call, and have a peer in

the remote room give you feedback.

• Request a “loopback” session to see yourself on the monitor

as the distant participants would see you.

• Practice with a production assistant to evaluate all aspects of

the outgoing image.

The following checklist can help you assess your videotaped

performance. Or you can give the checklist to a peer or a coach

and ask this person to provide feedback on specific areas that

you have identified.
Chapter 7: Delivering the Video Teletraining Class

143

Video Teletraining Delivery Checklist

Yes No

Getting Started

Arrived early and reviewed arrangements with

production assistant, double-checked camera presets,

and prepared to meet participants.

Started on time.

Explained video teletraining protocols at the beginning

of class.

Maintaining an Interactive Environment

Used names when addressing participants.

Achieved interaction during first 5 minutes of class.

Balanced interaction between all participating sites;

spoke to each remote site participant at some point

during class.

Repeated questions before answering them.

Offered to summarize material later or during a break

as latecomers were announced.

Presenting a Positive Image

Maintained a friendly presence and smiled. Used a

conversational approach.

Maintained eye contact with in-class and remote

participants.

Spoke in a clear voice, used inflection, and varied

pace.

Looked at the camera when addressing remote sites.

Avoided looking down at notes for extended periods.

Directed production assistant or participants to show

the speaker on the camera, as appropriate, for

lengthier comments and questions.

Placed teaching materials and tools within easy reach.

Used the graphics camera in a nondistracting manner,

and signaled the production assistant to return to the

main camera when done with the graphic.
145

Glossary

Glossary
146

GAO Video Teletraining Guide

analog transmission Transmission of information by a continuous wave. Broadcast television,

cable television, and AM/FM radio are examples of analog transmissions. (Contrast with digital transmission.)

aspect ratio The ratio of a picture’s width to height. In videoconferencing, this ratio is

4 units wide by 3 units high, or 4:3.

audio privacy The ability to mute microphones from the control panel so that sound in

the local room does not transmit to remote rooms.

auxiliary camera An optional camera, usually mounted on a side wall or tripod.

backlight A special light, controlled by its own power switch, on the graphics

camera used for 35mm slides.

broadcast site Site whose signals are currently transmitting to all other sites. Also called

origination site.

built-in illuminator See backlight.

cascade Connection of two multipoint control units.

clipping The shortening or the cutting off of words because more than one

person is speaking at a time or because there is noise beyond the range

of the audio equipment.

close-up shot A camera shot with a narrow scope, such as a subject’s shoulders

and head.

codec (coder/decoder) A device that converts an analog signal into a digital signal for transmission and converts it back to analog for display at the remote site.

Codecs used for videoconferencing compress the analog video signal,

allowing it to be transmitted less expensively.

compressed video A video signal requiring less information to transmit than broadcast

quality or full-motion video. Digital technology is used to encode and

compress the signal.

computer conferencing Allows persons at different locations to communicate directly with each

other through computers. Communication may be real time or delayed.

Document conferencing is a type of computer conferencing.

console See room system.

control panel A device used to select images to be seen by other sites. Used to

control camera position and select other videoconferencing features.
147

Glossary

dial up The ability of sites to call one another at the time they want a

videoconference to start.

digital compressed video See compressed video.

digital transmission Transmission of information by a code of discrete binary signals (on and

off, zero and one, high and low, etc.). Digital transmission is expressed

by number of bits per second. (Contrast with analog transmission.)

distance education See distance learning.

distance learning The delivery of educational courses where the instructor and participants

are at two sites.

distant room See remote site.

document conferencing Allows persons in two locations to use their PCs to work simultaneously

on a single electronic file. The videoconferencing system is used to

establish the connection between the PCs.

(See also computer conferencing.)

document stand See graphics camera.

downlink site The remote site in instructional television, which receives the transmission signal from a satellite. Also called receive site.

echo The reflection of signal energy, which causes the signal to return to the

transmitter or to the receiver. In videoconferences, echo is typically

caused by improper positioning of microphones or high volume of

incoming sound.

Elmo See graphics camera.

extreme close-up A camera shot with an extremely narrow scope, such as a detail of a

large object.

far-end site See remote site.

full-motion graphics Live-mode transmission of a picture on the graphics camera so that

participants can see writing or annotation as it occurs. The picture is

displayed on the left monitor. (Contrast with still mode.)

Gallery 225 The room system in GAO’s Training Institute.

graphics camera An optional camera and stand used to send graphics and visuals to

remote sites. (All GAO sites have graphics cameras.)

graphics tablet See graphics camera.
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GAO Video Teletraining Guide

headroom The amount of space between the top of the subject and the top of

the monitor.

host site See local site.

instructional television The delivery of training via satellite broadcast.

(ITV) 

interactive video The ability to transmit and receive two-way video transmissions between

two or more sites.

ITV See instructional television.

live mode See full-motion graphics.

local site The site originating the transmission—usually the instructor room. Also

called host, near-end, origination, transmit, or broadcast site.

(Contrast with remote site.)

long shot A camera shot with a wide scope, such as an entire subject and

surrounding area.

loopback Setting the send and the receive capability of the room equipment to

simulate a receiving room on the left monitor. (Loopback allows

instructors to see themselves as viewers at a distant location would

see them).

main camera The camera that relays an image of the action at the local site to remote

sites. The main camera is located above the monitors.

main unit See room system.

MCU See multipoint control unit.

medium shot A camera shot with a medium scope, such as the area from the subject’s

head to just above the subject’s waist and part of the surrounding area.

monitor A television screen.

multiplexer A device that takes input from a number of sources and combines them

into a single data stream for simultaneous transmission. In

videoconferencing, video, audio, and data signals are combined.

multipoint conference A videoconference with three or more connected rooms.

multipoint control unit A device used in conjunction with the codec to perform video and audio

(MCU) switching between three or more sites on a videoconference.
149

Glossary

near-end site See local site.

off-net site A non-GAO videoconference site.

origination site See broadcast site.

pan Movement of the camera left or right.

phone add A feature that adds participants at a nonvideoconference site to the

videoconference by telephone.

picture-in-picture A small picture that covers approximately one quarter of a still graphic.

(PIP) 

PIP See picture-in-picture.

point-to-point conference A videoconference between two sites.

preset A camera shot that has been stored.

preview The ability to view a camera shot before (or while) it is transmitted.

production assistant The person who operates the videoconferencing equipment during

a class.

receive site See downlink site.

receiving room See remote site.

remote room See remote site.

remote site The site receiving the local room transmission; the site is seen on the

left monitor in the local room. Also called distant, remote, or receiving

room or far-end site.

remote site coordinator The person who handles administration and logistics at the participating

remote site. Specific responsibilities vary depending on the class.

Remote site coordinators may be regional training coordinators,

designated facilitators, or TAG staff who provide technical support for

the videoconference rooms.

rollabout See room system.

room controller See control panel.

room system A cabinet housing monitors, the camera, the audio system, the video

system, the codec, and other telecommunications equipment.

Also called console, rollabout, or main unit.
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GAO Video Teletraining Guide

still mode Transmission of a graphic, chart, or other picture so that it appears

frozen on the right monitor. (Contrast with full-motion graphics.)

TelePrompTer A device for unrolling a magnified script in front of a speaker

(trademark) on television.

teletraining The delivery of training via any form of teleconferencing.

tilt Movement of the camera up and down.

train A method of setting the audio system to the current room acoustics.

transmit site See uplink site.

uplink site The local site in instructional television. Also called broadcast or

transmit site.

videoconference A form of teleconferencing that uses voice and video communications.

video input See video source.

video source Any device capable of transmitting a video image, such as a main, an

auxiliary, or a graphics camera or a VCR.

video teletraining The delivery of training via a videoconference.

voice-activated switching Process where the video-transmitting location is determined by the

location generating the most sound; the picture on the left screen is

normally originating from the site of the person currently speaking.

white noise A screeching sound made when the audio system adjusts to the

acoustics of the room.

wide shot See long shot.

zoom Movement of the camera in and out to change the scope of the image.
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151

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Chapter 1

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157

Contributors

Contributors to This Guide

Adele Suchinsky Ewing, Manager, Educational Resources Unit, TI

Tony Jasper, Manager, Publications Unit, TI

Karen Sloan, Editor, Publications Unit, TI

Armetha Liles, Visual Information Specialist, OIMC/PCC

Amy Bosher, Visual Information Specialist, OIMC/PCC

Cecelia Williams, Instructional Program Coordinator,

Educational Resources Unit, TI

Pat Yorkman, Evaluator, RCED

Janet Bernhards, Consultant