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Software allowing real-time online video connectivity is rapidly evolving. The ability to connect students, staff, and guest speakers instantaneously carries great benefits for the online distance education classroom. This evaluation report compares four software applications at opposite ends of the cost spectrum: "DimDim", "Elluminate VCS", "TokBox", and "Vyew". Their benefits and shortcomings are contrasted, and efficient educational scenarios for them are suggested. (Contains 3 tables.)

One design is more conventional: a vertical wall and several slots for the base, giving very diverse angles. The other design has five slots all of different labelled widths, intended to support slightly different angles. The narrower version was tuned to accommodate standard iPad Smart Covers; the wider one, for chunky kid-protecting covers. It should be easy to adjust to other thicknesses and sizes by changing the parameters in the OpenSCAD file.

This podcast is a recording of the last tweleve minutes of a presentation I shared today at the Oklahoma Technology Association's 2007 conference titled "The Case for 1:1 Computing and School 2.0." I should have cut some slides and content from this presentation from the "draft" version I posted last week and I did not! So, this is the last part of the presentation which focuses on the characteristics which should define "School 2.0" or a reinvention of our K-12 educational system. I am sharing this presentation again in Austin at TCEA on tomorrow, and (assuming things turn out ok) I'll publish that version of the presentation which just focuses on the case for 1:1 learning. I've deleted about 21 slides from my preso and the section on School 2.0 for tomorrow's version, so hopefully people interested in those ideas will check out this podcast! I hope to write down some of those ideas in an article in upcoming months. These ideas are very much in development, so if you have feedback, critiques and suggestions I'd love to hear them!

This podcast is a recording of the last tweleve minutes of a presentation I shared today at the Oklahoma Technology Association's 2007 conference titled "The Case for 1:1 Computing and School 2.0." I should have cut some slides and content from this presentation from the "draft" version I posted last week and I did not! So, this is the last part of the presentation which focuses on the characteristics which should define "School 2.0" or a reinvention of our K-12 educational system. I am sharing this presentation again in Austin at TCEA on tomorrow, and (assuming things turn out ok) I'll publish that version of the presentation which just focuses on the case for 1:1 learning. I've deleted about 21 slides from my preso and the section on School 2.0 for tomorrow's version, so hopefully people interested in those ideas will check out this podcast! I hope to write down some of those ideas in an article in upcoming months. These ideas are very much in development, so if you have feedback, critiques and suggestions I'd love to hear them!

This podcast is a recording of the last tweleve minutes of a presentation I shared today at the Oklahoma Technology Association's 2007 conference titled "The Case for 1:1 Computing and School 2.0." I should have cut some slides and content from this presentation from the "draft" version I posted last week and I did not! So, this is the last part of the presentation which focuses on the characteristics which should define "School 2.0" or a reinvention of our K-12 educational system. I am sharing this presentation again in Austin at TCEA on tomorrow, and (assuming things turn out ok) I'll publish that version of the presentation which just focuses on the case for 1:1 learning. I've deleted about 21 slides from my preso and the section on School 2.0 for tomorrow's version, so hopefully people interested in those ideas will check out this podcast! I hope to write down some of those ideas in an article in upcoming months. These ideas are very much in development, so if you have feedback, critiques and suggestions I'd love to hear them!

This podcast is a recording of the last tweleve minutes of a presentation I shared today at the Oklahoma Technology Association's 2007 conference titled "The Case for 1:1 Computing and School 2.0." I should have cut some slides and content from this presentation from the "draft" version I posted last week and I did not! So, this is the last part of the presentation which focuses on the characteristics which should define "School 2.0" or a reinvention of our K-12 educational system. I am sharing this presentation again in Austin at TCEA on tomorrow, and (assuming things turn out ok) I'll publish that version of the presentation which just focuses on the case for 1:1 learning. I've deleted about 21 slides from my preso and the section on School 2.0 for tomorrow's version, so hopefully people interested in those ideas will check out this podcast! I hope to write down some of those ideas in an article in upcoming months. These ideas are very much in development, so if you have feedback, critiques and suggestions I'd love to hear them!

Videoconferencing dumped with WikiTeam tools.

Intel's big recall over broken SandyBridge chips! Is your new PC Hosed? Don't Panic! Making your own 3D video part one: The cameras. Are. So. Cheap. If you've got $400, you've got a 3D HD camera and Alex Lindsay is here to show you how to use it! How to kickstart your business venture into high gear! Find out how to search for every Twitter Post you've ever made. eSATA to USB explained part three.

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While deployed at sea, sailors are traditionally provided much of their education at sea through correspondence and pace courses. But with recent developments in the Internet and videoconferencing, it is now feasible to deliver real time educational material anywhere, even to a ship at sea. This thesis investigates the current status of networked desktop videoconferencing technology, and its use in support of Joint Vision 2010, with respect to Distance Learning. It provides an analysis of videoconferencing protocols, standards, and applications, as well as a videoconferencing pilot project. The objective of the analysis is to determine the viability and economical benefits of using videoconferencing technology and collaboration tools, from the desktop, as a means for simultaneously delivering synchronous and asynchronous distance learm%g material from an academic location to multiple students at remote locations. The results show that desktop videoconferencing technology, via IP based networks in the Defense Information Infrastructure, is a viable tool that can add numerous economical benefits, such as a decreased spending for travel and eliminating the need to rely on large, room-based systems.

Videoconferencing systems combine face-to-face and mediated interactions in distance education. We extend the use of a Social Presence measure to on-site (face-to-face) learners and distant learners. Comparison between physically present and distant located learners did not indicate significant differences in social presence. Also results indicate that the predicted social presence score for distance instruction is slightly lower than for the on-site instruction for high nonverbal behavior while the reverse is true of low non verbal behaviors. Predicted social presence for face to face instruction is quite higher than for the distance instruction for the high verbal behaviors while the reverse is true of low verbal behaviors. It means that students' social presence is predicted to be higher in the face to face setting comparing to the videoconferencing course in both models. Additionally, when both nonverbal and verbal behaviors increase, the predicted social presence is facilitated, controlling for the grouping variable. In other words, instructors' nonverbal and verbal communication skills enhance learners' social presence in either environment. (Contain 4 tables and 2 figures.)

The purpose of this work is to examine using interactive videoconferencing (IVC) to provide preservice teachers with a model of exemplary reading instruction to transfer their learning and implement effective reading instruction. The program was facilitated by university professors and carried out though frequent interactions between preservice teachers and a number of master teachers employed in public school classrooms. The program's success was based upon the extent to which IVC was considered helpful to preservice teachers attempting to link theory to practice. Data from this program evaluation suggest that, when using IVC technology to prepare new teachers to become more effective reading teachers, teacher candidates expressed improvements in both their ability to, and confidence for, providing better reading instruction. Based on this program evaluation, we the researchers postulate that IVC may be a powerful tool for helping prepare new teachers to meet the many challenges inherent in teaching today. (Contains 5 tables.)

This article outlines how a web based video conferencing system (Marratech) was used in a graduate online counselor education course as part of a blended online graduate degree in Counseling. Since the course is open to students from around North America, a variety of e-delivery methods of instruction is significant to the program's success. A rationale for using web conferencing will be presented followed by details on how to integrate web videoconferencing into an online course. Recommendations on using this e-learning tool in online courses are also provided.

Today, teacher education programs are faced with a variety of challenges. They must prepare future teachers to meet national and state standards with regard to both content and pedagogy in an era when there is increased emphasis on performance. Further, they must also help pre-service teachers learn to use technology and develop their understanding of diversity and multiculturalism to function within the changing schools of today. In this new climate, teacher preparation institutions must consider new ways of doing business, and technology offers capabilities that may help to address these challenges.

While many of us are working remotely, videoconferencing is a must for meetings and communicating with your peers and co-workers. Use these tips to help hone your videoconferencing skills!

While many of us are working remotely, videoconferencing is a must for meetings and communicating with your peers and co-workers. Use these tips to help hone your videoconferencing skills!

While many of us are working remotely, videoconferencing is a must for meetings and communicating with your peers and co-workers. Use these tips to help hone your videoconferencing skills!

While many of us are working remotely, videoconferencing is a must for meetings and communicating with your peers and co-workers. Use these tips to help hone your videoconferencing skills!

While many of us are working remotely, videoconferencing is a must for meetings and communicating with your peers and co-workers. Use these tips to help hone your videoconferencing skills!

This program provides business-quality video-conferencing without the need for headphones. You get full-screen video with high frame speeds and clear synchronous audio, even at bandwidths below 128Kbps. Include up to 6 people in one conference, with fully mixed group audio for no annoying push-to-talk. ZoomCall also features the only software-based echo-suppression technology available in an Internet video-conferencing application. It also offers online presence notification and dial-by e-mail capabilities. User authentication, authorization and security is managed by the Visicron server. The Visicron server also allows ZoomCall to pass all firewalls, network address translations and proxies without the need for any network re-configuration.

This program provides business-quality video-conferencing without the need for headphones. You get full-screen video with high frame speeds and clear synchronous audio, even at bandwidths below 128Kbps. Include up to 6 people in one conference, with fully mixed group audio for no annoying push-to-talk. ZoomCall also features the only software-based echo-suppression technology available in an Internet video-conferencing application. It also offers online presence notification and dial-by e-mail capabilities. User authentication, authorization and security is managed by the Visicron server. The Visicron server also allows ZoomCall to pass all firewalls, network address translations and proxies without the need for any network re-configuration.

An RCT comparing a control group, an experimental group receiving in-person CBT, and an experimental group receiving CBT completely via videoconferencing technology.

An RCT comparing a control group, an experimental group receiving in-person CBT, and an experimental group receiving CBT completely via videoconferencing technology.

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Perma.cc archive of https://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID3088659_code425153.pdf?abstractid=3029020&mirid=1&type=2 created on 2021-11-05 21:27:11+00:00.

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Videoconferencing-Intro dumped with WikiTeam tools.

Videoconferencing-Intro dumped with WikiTeam tools.

Videoconferencing-Intro dumped with WikiTeam tools.

Videoconferencing-Intro dumped with WikiTeam tools.

This presentation describes the methodology used by Dr. Michael Marek of Wayne State College, Nebraska USA, and Dr. Vivian Wu of Chienkuo Technology University, Taiwan, for English language instruction in Taiwan using Internet videoconferencing, and their research findings after three semesters. Initial student reaction was positive. Quantitative and qualitative evaluation indicated a statistically significant increase in motivation as a result of the interactions. Abundant literature is clear that when motivation increases, ability and confidence follow. Students cited several elements of the instructional design in explaining their increased proficiency: the sessions' emphasis on subjects interesting and pertinent to young adults, including American culture and traditions; spontaneous and authentic interaction with a native speaker; and the implementation of techniques to lessen anxiety. Female students reported more of an increase in motivation then their male counterparts. The positive results suggest a new avenue for foreign language instruction around the world that makes use of student-centered, active learning.

This presentation describes the methodology used by Dr. Michael Marek of Wayne State College, Nebraska USA, and Dr. Vivian Wu of Chienkuo Technology University, Taiwan, for English language instruction in Taiwan using Internet videoconferencing, and their research findings after three semesters. Initial student reaction was positive. Quantitative and qualitative evaluation indicated a statistically significant increase in motivation as a result of the interactions. Abundant literature is clear that when motivation increases, ability and confidence follow. Students cited several elements of the instructional design in explaining their increased proficiency: the sessions' emphasis on subjects interesting and pertinent to young adults, including American culture and traditions; spontaneous and authentic interaction with a native speaker; and the implementation of techniques to lessen anxiety. Female students reported more of an increase in motivation then their male counterparts. The positive results suggest a new avenue for foreign language instruction around the world that makes use of student-centered, active learning.

This presentation describes the methodology used by Dr. Michael Marek of Wayne State College, Nebraska USA, and Dr. Vivian Wu of Chienkuo Technology University, Taiwan, for English language instruction in Taiwan using Internet videoconferencing, and their research findings after three semesters. Initial student reaction was positive. Quantitative and qualitative evaluation indicated a statistically significant increase in motivation as a result of the interactions. Abundant literature is clear that when motivation increases, ability and confidence follow. Students cited several elements of the instructional design in explaining their increased proficiency: the sessions' emphasis on subjects interesting and pertinent to young adults, including American culture and traditions; spontaneous and authentic interaction with a native speaker; and the implementation of techniques to lessen anxiety. Female students reported more of an increase in motivation then their male counterparts. The positive results suggest a new avenue for foreign language instruction around the world that makes use of student-centered, active learning.

While many of us are working remotely, videoconferencing is a must for meetings and communicating with your peers and co-workers. Use these tips to help hone your videoconferencing skills!

Orangefield Videoconferencing dumped with WikiTeam tools.

LSCO Videoconferencing dumped with WikiTeam tools.

LSCO Videoconferencing dumped with WikiTeam tools.

LSCO Videoconferencing dumped with WikiTeam tools.

Perch is a Vancouver-based company that recently released an iOS app for "always-on video communication." Nora Young interviewed CEO Danny Robinson about Perch, using Perch.

Perch is a Vancouver-based company that recently released an iOS app for "always-on video communication." Nora Young interviewed CEO Danny Robinson about Perch, using Perch.

A comprehensive literature review examines the effectiveness of hybrid education utilizing videoconferencing. The observations and perceptions of both students and the instructor participating in a hybrid pilot program will be discussed. Discussion highlights the value of hybrid education within the context of the students' busy schedules and concludes with implications and recommendations for implementing such a program.

This rapid review aims to explore the experiences and needs of patients with musculoskeletal conditions and their treating physical or occupational therapists regarding the delivery of exercise therapy via real-time videoconferencing. Telerehabilitation, as a branch of telehealth, has gained prominence due to technological advancements that enable flexible and accessible healthcare delivery. Within telerehabilitation, the synchronous modality, involving real-time interactions, has become increasingly relevant, particularly since the COVID-19 pandemic. Musculoskeletal conditions, being a leading cause of disability globally, affect 1.7 billion people and represent a significant burden on individuals and society. Telerehabilitation offers a cost-effective approach to managing these conditions and has shown comparable outcomes to traditional in-person therapy in improving physical function, reducing pain, and achieving high patient satisfaction. The focus of this rapid review is on synchronous telerehabilitation, where specific barriers and facilitators influence the success of interventions. Patients and clinicians encounter challenges such as technological difficulties and establishing therapeutic rapport, while high-quality audio-visual communication, cost efficiency, and accessibility are facilitators. Rapid reviews are recognized for providing timely insights, allowing healthcare stakeholders to adapt quickly to technological advancements and patient needs. This project intends to bridge the gap in evidence by analyzing the lived experiences and practical challenges of telerehabilitation interventions. The findings will contribute to refining telerehabilitation practices and supporting sustainable adoption in clinical settings.

A study examined instructional videoconferencing to determine the effects of manipulating the perceived proxemic distance between students and an on-screen instructor on students' recall and attitude response ratings. Subjects, 43 undergraduate students from a multi-section introductory public speaking course at a large midwestern university, were subjected to essentially the same videoconference experience, except that 22 were exposed to a shot content of 51.85% of the screen height taken up by the instructor's head height (the near group), and the other 21 exposed to a shot content of 14.81% of the screen height taken up by the instructor's head height (the far group). Subjects responded to a 10-item fill-in-the-blank instrument after the videoconference. Results indicated that the near group scored significantly higher than the far group. Findings suggest that a videoconferencing environment designed to create the impression of social distance may enhance the ability to recall information and positively affect attitudes concerning the videoconferencing experience; and that designers of mediated learning environments should consider the nonverbal communication construct of perceived proximal distance early in the design phase of course development. (One table and one figure of data are included.) (RS)

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For Logitech PTZ Pro

For Logitech PTZ Pro

We are pre-registering a new wave of data using the same videoconferencing getting-acquainted design.

Dialectical behavior therapy (DBT) has been shown to be an approach that significantly reduces symptoms of emotion dysregulation, interpersonal distress, and impulsivity. One factor limiting the dissemination of DBT is its inclusion of both an individual and group component, thus requiring a large amount of client and therapist time and resources. There is mounting evidence, however, that a weekly DBT skills training group alone, without individual DBT sessions, is effective at increasing DBT skills use and reducing difficulties regulating emotions, interpersonal problems, and issues with impulsivity. An additional challenge for the dissemination of DBT is the limited availability of clinicians outside of major metropolitan areas, or even within these areas when transportation is challenging. As video technology becomes less expensive and more pervasive and access to high speed internet becomes increasingly common, there is an opportunity to extend the reach of DBT skills groups to more individuals who have been traditionally isolated from these services. Therefore, the primary goal of the present study is to gather data on the feasibility of using videoconferencing technology to provide DBT skills group as an adjunctive therapy for individuals who express distress and impairment related to the aforementioned symptoms. The three aims of our study include: 1. We aim to assess the feasibility of videoconferencing-based group therapy (VCBGT) technology, both for study therapists and for participants, and to develop troubleshooting strategies for potential problems that arise. We will also examine rates of attendance, dropout, treatment adherence, and acceptability of the approach among participants. 2. We aim to establish preliminary evidence for the efficacy of videoconferencing-based DBT skills groups in reducing symptoms of emotion dysregulation, interpersonal difficulties, and impulsivity during acute treatment and after a brief follow-up. 3. We will use an experimental therapeutics approach to assess if each of the four skill modules of DBT skills group is successful at engaging its respective target (i.e., mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness).