This interruption caused the cameras, and thus the focus of the conference, to be diverted to the wrong site. The continuing noise kept control of the cameras for some five minutes until students at the third site quieted enough to allow the conference to resume. In the process of carrying out this first in a series of videoconferences, we learned a number of lessons that might be helpful to those undertaking or considering similar compressed video projects on their campuses. It is important to establish the focus of the videoconference early to allow students ample time to research the conference topic. In addition, it is essential to set realistic communication goals.
Organization is essential.
Plan at least an hour for each videoconference session to allow students ample time to express their views and to allow open discussion to develop. If possible, coordinate the subject of the videoconference with course content and choose your partner school carefully. Ideally, students should be of similar proficiency levels, and schools should have conferencing equipment with the capacity to connect at similar speeds. Give students ample time to rehearse speeches or questions, and schedule a dress rehearsal with students, complete with technology usage. It is important for teachers to familiarize themselves with any technology used.