This guide aims to provide an introduction to Desktop Video Conferencing (DVC) and forms part of the ESCalate Busy Teacher Educator Guides. You may be familiar with video conferencing, where participants typically book a designated conference room and communicate with another group in a similar room on another site via a large screen display. Desktop video conferencing allows users to video conference from the comfort of their own office, workplace or home via a desktop / laptop Personal Computer. DVC provides live audio and visual communication in real time from a standard PC and allows one to one and multiple user conferences by participants in different physical locations. Some software features a a ‘whiteboard’ on the computer screen for information exchange and the option to show or share documents and websites between the participants

Potter, Ray

Roberts, Deborah

English

A guide to desktop video conferencing in initial teaching training

ALT Open Access Repository

Desktop Video ConferencingRay Potter and Deborah Roberts, Senior Lecturers, St. Martin’s College, Lancaster  Part of the ESCalate Help Directory for Teacher Educators | Busy Teacher Educator GuidesIntroduction: What is Desktop Video Conferencing?This guide aims to provide an introduction to DesktopVideo Conferencing. You may be familiar with videoconferencing, where participants typically book adesignated conference room and communicate withanother group in a similar room on another site via alarge screen display. Desktop video conferencing(DVC), as the name suggests, allows users to videoconference from the comfort of their own office,workplace or home via a desktop/laptop PersonalComputer. DVC provides live audio and visualcommunication in real time from a standard PC andallows one to one and multiple user conferences byparticipants in different physical locations. Somesoftware features a ‘whiteboard’ on the computerscreen for information exchange and the option toshow or share documents and websites between theparticipants.What are the benefits of Desktop VideoConferencing to students and teacher educators?E-learning, facilitated by the rapid growth in personalcomputer ownership and internet access is sometimescited as a panacea for many of the challenges facingHigher Education. DVC as a particular example of e-technology has much to offer to students and teachereducators. The ensuing bullet-pointed statementssummarise some benefits of DVC, whilst text followingexpands the statement. DVC is synchronous, that is, participants meet in ‘real time’, offering greater immediacy and interactivity; when compared with other asynchronous e-learning tools such as websites, e-mail and virtual learning environments.Whilst such asynchronous technologies do enhancethe opportunities for communication, it can be arguedthat such communication is qualitatively poor. Russell(2005:3) for example, contends that in low-bandwidthcommunications such as e-mail, the affective domainis compromised:Teachers and students interacting via computer have little access to the body language, social subtext, and relational cues that abound in face-to-face communication.If we agree that teaching and learning are essentiallysocial activities and that our education system hasbeen constructed around this social reality; then, asPalmer (1995 p282), argues:Face to face communication, the standard of the traditional classroom, is the ‘paradigmatic social context and medium’ and it is critical for interpersonal processes.Palmer proposes ‘blended’ learning solutions thatcombine programmes of face-to-face and onlinelearning and high-band width solutions that allow forsynchronous video, audio and text communication.Desktop video conferencing is one such electronicsolution. When students are geographically distancedfrom the college, for example, because of their homeaddress; because they are on placement; or becausethey are distance learning students, then:· DVC can promote communication and reduce feelings of isolationHearnshaw (1997:57) found that DVC ‘Supportsdistance learning by linking up students, and alsooffers a means of reassurance and social contact forschools.’ BECTA (2003:2) also suggests that videoconferencing promotes participation within thesession: ‘Students who normally stay in thebackground participate more; they are motivated totake part in video-conferencing.Where meetings require travel between sites, orparticipants wish to work from home then:· DVC can lead to the elimination of travel costs and subsequent time saving DVC can facilitate availability to meet because only meeting time rather than travel and meeting time is required. In the wider context, a reduction in the stress of modern travel and the environmental benefitsshould also be acknowledged.1 | www.escalate.ac.ukDesktop Video ConferencingPart of the ESCalate Help Directory for TeacherEducators | Busy Teacher Educator Guideswww.escalate.ac.uk/ite/helpHow can Desktop Video Conferencing beincorporated into current practice?Within the context of Higher Education and InitialTeacher Training, there is huge latent potential for theapplication of DVC. Communication between tutors,between students and staff and also student tostudent might all be enhanced. The followingexamples illustrate a number of ways that DVC canenhance communication, teaching and learning:Facilitating cross-site meetings for planning,moderation etc.Particularly in the context of a multi-site institution,cross-campus meetings, for example to plan coursesor moderate assessment, can be time-consuming andproblematic to co-ordinate. Within the authors’institution, DVC is already being used for tutormeetings between distant campuses.Facilitating meetings with students at a distance.Staff – student DVC interactions might includeindividual or small group tutorials. Increasing numbersof students choose to live at home and commute tocollege such that a ‘local’ student might make a roundtrip of eighty miles or more their HE (HigherEducation) institution. DVC might allow a morestudent-focused approach to tutorials; with studentsaccessing the system from their own home, shouldthis better meet their needs.Supporting students on placement.DVC can also be used to support students at adistance from college whilst on school placements.Academic staff from the ITT institution might normallyvisit the school, liaising with both students and schoolstaff, however such visits are necessarily limited. Thenature of DVC might allow greater contact time,diminishing feelings of remoteness, providing supportand enhancing links between the college course andschool-based learning. A related finding by Sharpe(2000:62) was that DVC led to more frank discussionbetween students and HE staff:Students on teaching practice feel ‘a safety in distance’ when using video conferencing to communicate with their supervisors, resulting in a more frank interaction.Students on placement might be further supported bytheir peers, via student to student DVC. This might beparticularly appropriate where students are grouped inthe same classroom and are required to plancollaboratively outside the normal school day; orwhere there is a lone student in an individual schoolwho can collaborate with a partner from anotherschool.Key-note lectures and utilising external expertsOther possible applications of DVC might includekeynote lectures given on one campus, for exampleby programme leaders or external experts, transmittedvia DVC to groups of students at other campuses(Freeman, 1998, Gilbert, 1999, Carville and Mitchell,2000). The convenience for external experts toprovide input to one or more campuses from a distantlocation might facilitate greater exploitation of suchresources.What do I need in order to be able to desktop videoconference?For participants in HE institutions already engaged inDVC the start-up requirements for a new participantare relatively inexpensive. Each participant will need: Webcam Headset Client software (often a free download)A good quality webcam and headset can bepurchased for approximately £40 (see possiblesupplier list) and as a one-off start up cost; this shouldbe affordable for most departments.  For participantsworking from home/other locations the followingadditional requirements should be considered: A high bandwidth connection (Broadband or Local Area Network) A modern computer with a USB portFor HE institutions not currently engaged in DVC, theinstitution will need to consider purchasing: DVC server softwareThere are currently a number of DVC softwarepackages available, ranging from the entirely free tocommercial products. Some free services can beproblematic to set up for more than simple ‘point topoint’ contact’ and also generally use a ‘public’ remoteserver which inevitably raises issues of speed andsecurity for HE business. The authors’ institutionmakes use of the ‘Marratech’ software which, althoughhaving a relatively high initial purchase cost, is thenfree to use with no per minute or per hour charges.Email: escalate@ucsm.ac.ukThe ‘client software’ can be installed on numerouscomputers and the only limitation is the number ofconcurrent users which is limited by the number of‘seats’ purchased. The benefits of the Marratechsoftware are that it is fast and secure and delivershigh quality video and audio. It also allows users toshare applications and web pages as well as givingparticipants the opportunity to record the meeting forlater analysis. Staff and students need only todownload the free client software, be equipped with asimple web-camera and headset and they are readyto communicate.Considerations for Project leadersIn addition to the basic IT skills that users require,there are other issues of which project leaders shouldbe aware. Depending on the individual level ofproficiency, participants may require assistance toinstall hardware and software. Also, firewalls, whichcan be both hardware or software based, and act toprotect computers and networks from unauthorisedaccess, can be a source of frustration. Although therequired configuration changes are relativelystraightforward and swift; it is possible that someRegional Broadband Consortia, understandablyconcerned about the security of their network, mayview any modification requests with suspicion andconsequently make access to schools problematic.Promoting effective Desktop Video ConferencingTo promote the effectiveness of DVC, the followingsuggestions might be considered: Ensure participants are seated appropriately, so that the webcam is correctly focused upon their face; and the participant is facing the webcam (webcams are usually sited on the top of the computer monitor). The participant should be well lit to the front, so that they can be clearly seen (for example, avoid sitting with your back to a brightly lit window). There may be a slight time lag in audio communication, so aim to speak in whole sentences,  i.e. avoid leaving a long pause and then recommencing. This facilitates turn-taking in conversation. ‘Log-on’ a few minutes before a scheduled meeting to ensure that connections are functioning correctly. So that participants can adjust to the on-line environment, it is usually worthwhile to have one or two socialisation sessions prior to commencing ‘business’ meetings (Cloke and Sharif, 2001, Salmon, 2003). When inducting new participants, it is sensible to exchange alternative contact information such as telephone numbers, so that if minor technical hitches occur (for example an incorrectly connected microphone) participants can be appropriately advised. In multi-user conferences, agree an etiquette for dealing with technical problems which may be experienced by one participant. For example, if one member is unable to join the conference for technical difficulties, the chair may agree to contact this participant after the conference, so that the conference is not disrupted for all.ConclusionWhilst DVC is successfully used by a number of staffin the authors’ ITT institution, the potential of theemerging technology to be utilised more widely insome of the ways described is still limited, largely, byaccess to hardware. It is not yet commonplace to findstaff or students with webcams and headsets; in thesame way that a decade ago students were unlikely tohave access to e-mail prior to entering HigherEducation. Anecdotal evidence suggests that manystudents now arrive at college with their own e-mailaccount. Similarly, with the affordability of thehardware and availability of internet communicationsystems, it might be anticipated that in the near future,ownership/access to such hardware will increasinglybe the norm. An interim solution might be to instigatea library loan system where staff and students wouldborrow hardware for the duration of a project orplacement.  It is not envisaged that DVC will totallyreplace the more traditional video-conferencing, whereparticipants meet in a designated video-conferenceroom with large screen display. Rather it is a case offitness for purpose; meetings of larger groups mightbe better catered for in video-conference suites whilstsmaller meetings, of one or two individuals at eachlocation, might enjoy the benefits of Desktop VideoConferencing (DVC). The authors are currentlyexploring the possibility of linking both systems so thatDVC users are able to join conventional videoconferences.  DVC is a promising, if still embryonic,technology that can be used to complement bothexisting face-to-face and distant learning techniques.The compelling nature of synchronous communicationwith video and audio offers a glittering opportunity toenhance the quality and breadth of teaching andwww.escalate.ac.uk/ite/helplearning in Initial Teacher Training and HigherEducation.Supplier list DVC Software   Marratech: www.marratech.co.uk Web cameras   Logitech: www.logitech.comCreative: www.creative.com Headsets Plantronics: www.plantronics.comGlossaryThe following definitions refer to the meaning of theterms in this document. Asynchronous communication: Asynchronous communication happens at differenttimes; there is a time delay between sending acommunication, and the communication betweenbeing received and responded to, as with postal mailand e-mail. ‘Blended’ learning:A combination of teaching approaches; in this case acombination of teaching via electronic solutions e.g.VLEs (Virtual Learning Environments) and moretraditional face-to-face learning. Client software:The DVC software located on the user’s computer. Desktop Video Conferencing:Video conferencing from one laptop or desktopcomputer to another. E-learning:Learning which makes use of electronic solutions,often computer-based such as e-mail and websites. Headset:Headphones with an attached microphone. Server Software:The DVC software, located on a server, which is usedto set up the on-line meeting room. Synchronous communication:Synchronous communication happens at the sametime; that is the participants communicate with oneanother simultaneously, as in a telephoneconversation. Web cameras.A video camera, attached to a computer, which relaysvisual information to the server DVC software. Virtual learning environments (VLEs):An internet-based resource, usually accessible bythose within a particular organisation, that featuresoptions such as: availability of teaching and learningresources via web-pages; and facilitatescommunication via e-mail and discussion boards. Video Conferencing:Simultaneous communication between two or moregroups in different locations via large screen displayand audio communication usually in dedicated video-conferencing rooms.Finding out more: BibliographyBECTA 2003, Key Research Evidence about VideoConferencing in Teaching and Learning, Coventry: BECTA.Carville, S. & Mitchell, D.R. 2000 ‘It’s a Bit Like StarTrek’: the effectiveness of video conferencingInnovations in Education and Training International 37(1) pp. 42-49.Coventry, L. 1995 Video Conferencing in HigherEducation [online], Edinburgh: Herriot Watt University.Available from:www.agocg.ac.uk/reports/mmedia/video3/video3.pdf[Accessed 24.10.05].Cloke, C and Sharif, S 2001. Why use Information andCommunication Technology? Some theoretical andpractical issues, Journal of Information Technology forTeacher Education. 10, p 7-17.Freeman, M. 1998 Video Conferencing: a solution tothe multi-campus large classes problem? ‘BritishJournal of Educational Technology’, Vol. 29. No. 3 pp.197-210.Gilbert, J. 1999 But where is the teacher? Cost-effective distance learning made possible Learningand Leading with Technology 27 (2) pp. 42-44.Hearnshaw, D. 1998 Capitalising on the strengthsand availability of desktop videoconferencing. ActiveLearning 7, 52-59.Desktop Video ConferencingPart of the ESCalate Help Directory for TeacherEducators | Busy Teacher Educator GuidesEmail: escalate@ucsm.ac.ukMarratech 2006 www.marratech.co.uk [Accessed8.11.06]Palmer, M.T. 1995 ‘Interpersonal Communication andvirtual reality: Mediating interpersonal relationships’, inCommunication in the age of virtual reality, ed Bioca,F. and Levy, M.R., p 277-299. Hillside, N.J. LawrenceErlbaum.Russell, G. 2005 The Distancing Question in OnlineEducation Innovate Journal of Online Education 1 (4)Sharpe, L. 2000. Multipoint desktop videoconferencingas a collaborative learning tool for teacher preparationEducational Technology 40 (5) pp. 61-63.Salmon, G. 2003 E-Moderating: The Key to Teachingand learning Online, 2nd ed, London: Kogan Page.www.escalate.ac.uk/ite/helpHigher Education AcademyEducation Subject CentreESCalateUniversity of BristolGraduate School of Education35 Berkeley SquareCliftonBristolBS8 1JAEmail: heacademy-escalate@bristol.ac.ukwww.escalate.ac.uk© ESCalate Spring 2007Permission is granted to copy and distribute this document in unaltered form only, for the purpose of teaching,research, private study, criticism and review, provided that the original author and publisher is acknowledged.Busy Teacher Educator Guides are commissioned by ESCalate. ESCalate, the Education Subject CentreAdvancing Learning and Teaching in Education, is a UK – wide member of the Higher Education AcademySubject Centre Network. It includes Bristol University, St. Martin’s College (the University of Cumbria) and StirlingUniversity. Together we produce and disseminate resources for staff and students in Higher Education. At St. Martin’s College (the University of Cumbria) we aim to support the Initial Teacher Education community inas many different ways as we can. We are building a Help Directory for teacher educators, of which is a part, andif you would be interested in contributing please email escalate@ucsm.ac.uk. We run seminars and workshopson specific ITE topics and hold an annual conference, all of which are detailed on the ESCalate websitewww.escalate.ac.uk. 

But where is the teacher? Costeffective distance learning made possible Learning and Leading with

Capitalising on the strengths and availability of desktop videoconferencing.

Desktop Video Conferencing Part of the ESCalate Help Directory for Teacher Educators | Busy Teacher Educator GuidesEmail: escalate@ucsm.ac.uk Marratech

It’s a Bit Like Star Trek’: the effectiveness of video conferencing

Key Research Evidence about Video Conferencing

The Distancing Question in Online Education Innovate

Video Conferencing

Video Conferencing: a solution to the multi-campus large classes problem?

Why use Information and Communication Technology? Some theoretical and practical issues,

Desktop Video Conferencing

This guide aims to provide an introduction to Desktop Video Conferencing. You may be familiar with video conferencing, where participants typically book a designated conference room and communicate with another group in a similar room on another site via a large screen display. Desktop video conferencing (DVC), as the name suggests, allows users to video conference from the comfort of their own office, workplace or home via a desktop/laptop Personal Computer. DVC provides live audio and visual communication in real time from a standard PC and allows one to one and multiple user conferences by

participants in different physical locations. Some software features a ‘whiteboard’ on the computer screen for information exchange and the option to show or share documents and websites between the participants

Insight - University of Cumbria 

Potter,  Ray and Roberts,  Deborah (2007) Desktop video conferencing.  Higher Education Academy, Bristol. Downloaded from: http://insight.cumbria.ac.uk/2769/Usage of any items from the University of  Cumbria’s  institutional repository ‘Insight’  must conform to the  following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria’s institutional  repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activitiesprovided that• the authors, title and full bibliographic details of the item are cited clearly when any partof the work is referred to verbally or in the written form • a hyperlink/URL to the original Insight record of that item is included in any citations of the work• the content is not changed in any way• all files required for usage of the item are kept together with the main item file.You may not• sell any part of an item• refer to any part of an item without citation• amend any item or contextualise it in a way that will impugn the creator’s reputation• remove or alter the copyright statement on an item.The full policy can be found here. Alternatively contact the University of Cumbria Repository Editor by emailing insight@cumbria.ac.uk.Desktop Video ConferencingRay Potter and Deborah Roberts, Senior Lecturers, St. Martin’s College, Lancaster  Part of the ESCalate Help Directory for Teacher Educators | Busy Teacher Educator GuidesIntroduction: What is Desktop Video Conferencing?This guide aims to provide an introduction to DesktopVideo Conferencing. You may be familiar with videoconferencing, where participants typically book adesignated conference room and communicate withanother group in a similar room on another site via alarge screen display. Desktop video conferencing(DVC), as the name suggests, allows users to videoconference from the comfort of their own office,workplace or home via a desktop/laptop PersonalComputer. DVC provides live audio and visualcommunication in real time from a standard PC andallows one to one and multiple user conferences byparticipants in different physical locations. Somesoftware features a ‘whiteboard’ on the computerscreen for information exchange and the option toshow or share documents and websites between theparticipants.What are the benefits of Desktop VideoConferencing to students and teacher educators?E-learning, facilitated by the rapid growth in personalcomputer ownership and internet access is sometimescited as a panacea for many of the challenges facingHigher Education. DVC as a particular example of e-technology has much to offer to students and teachereducators. The ensuing bullet-pointed statementssummarise some benefits of DVC, whilst text followingexpands the statement. DVC is synchronous, that is, participants meet in ‘real time’, offering greater immediacy and interactivity; when compared with other asynchronous e-learning tools such as websites, e-mail and virtual learning environments.Whilst such asynchronous technologies do enhancethe opportunities for communication, it can be arguedthat such communication is qualitatively poor. Russell(2005:3) for example, contends that in low-bandwidthcommunications such as e-mail, the affective domainis compromised:Teachers and students interacting via computer have little access to the body language, social subtext, and relational cues that abound in face-to-face communication.If we agree that teaching and learning are essentiallysocial activities and that our education system hasbeen constructed around this social reality; then, asPalmer (1995 p282), argues:Face to face communication, the standard of the traditional classroom, is the ‘paradigmatic social context and medium’ and it is critical for interpersonal processes.Palmer proposes ‘blended’ learning solutions thatcombine programmes of face-to-face and onlinelearning and high-band width solutions that allow forsynchronous video, audio and text communication.Desktop video conferencing is one such electronicsolution. When students are geographically distancedfrom the college, for example, because of their homeaddress; because they are on placement; or becausethey are distance learning students, then:· DVC can promote communication and reduce feelings of isolationHearnshaw (1997:57) found that DVC ‘Supportsdistance learning by linking up students, and alsooffers a means of reassurance and social contact forschools.’ BECTA (2003:2) also suggests that videoconferencing promotes participation within thesession: ‘Students who normally stay in thebackground participate more; they are motivated totake part in video-conferencing.Where meetings require travel between sites, orparticipants wish to work from home then:· DVC can lead to the elimination of travel costs and subsequent time saving DVC can facilitate availability to meet because only meeting time rather than travel and meeting time is required. In the wider context, a reduction in the stress of modern travel and the environmental benefitsshould also be acknowledged.1 | www.escalate.ac.ukDesktop Video ConferencingPart of the ESCalate Help Directory for TeacherEducators | Busy Teacher Educator Guideswww.escalate.ac.uk/ite/helpHow can Desktop Video Conferencing beincorporated into current practice?Within the context of Higher Education and InitialTeacher Training, there is huge latent potential for theapplication of DVC. Communication between tutors,between students and staff and also student tostudent might all be enhanced. The followingexamples illustrate a number of ways that DVC canenhance communication, teaching and learning:Facilitating cross-site meetings for planning,moderation etc.Particularly in the context of a multi-site institution,cross-campus meetings, for example to plan coursesor moderate assessment, can be time-consuming andproblematic to co-ordinate. Within the authors’institution, DVC is already being used for tutormeetings between distant campuses.Facilitating meetings with students at a distance.Staff – student DVC interactions might includeindividual or small group tutorials. Increasing numbersof students choose to live at home and commute tocollege such that a ‘local’ student might make a roundtrip of eighty miles or more their HE (HigherEducation) institution. DVC might allow a morestudent-focused approach to tutorials; with studentsaccessing the system from their own home, shouldthis better meet their needs.Supporting students on placement.DVC can also be used to support students at adistance from college whilst on school placements.Academic staff from the ITT institution might normallyvisit the school, liaising with both students and schoolstaff, however such visits are necessarily limited. Thenature of DVC might allow greater contact time,diminishing feelings of remoteness, providing supportand enhancing links between the college course andschool-based learning. A related finding by Sharpe(2000:62) was that DVC led to more frank discussionbetween students and HE staff:Students on teaching practice feel ‘a safety in distance’ when using video conferencing to communicate with their supervisors, resulting in a more frank interaction.Students on placement might be further supported bytheir peers, via student to student DVC. This might beparticularly appropriate where students are grouped inthe same classroom and are required to plancollaboratively outside the normal school day; orwhere there is a lone student in an individual schoolwho can collaborate with a partner from anotherschool.Key-note lectures and utilising external expertsOther possible applications of DVC might includekeynote lectures given on one campus, for exampleby programme leaders or external experts, transmittedvia DVC to groups of students at other campuses(Freeman, 1998, Gilbert, 1999, Carville and Mitchell,2000). The convenience for external experts toprovide input to one or more campuses from a distantlocation might facilitate greater exploitation of suchresources.What do I need in order to be able to desktop videoconference?For participants in HE institutions already engaged inDVC the start-up requirements for a new participantare relatively inexpensive. Each participant will need: Webcam Headset Client software (often a free download)A good quality webcam and headset can bepurchased for approximately £40 (see possiblesupplier list) and as a one-off start up cost; this shouldbe affordable for most departments.  For participantsworking from home/other locations the followingadditional requirements should be considered: A high bandwidth connection (Broadband or Local Area Network) A modern computer with a USB portFor HE institutions not currently engaged in DVC, theinstitution will need to consider purchasing: DVC server softwareThere are currently a number of DVC softwarepackages available, ranging from the entirely free tocommercial products. Some free services can beproblematic to set up for more than simple ‘point topoint’ contact’ and also generally use a ‘public’ remoteserver which inevitably raises issues of speed andsecurity for HE business. The authors’ institutionmakes use of the ‘Marratech’ software which, althoughhaving a relatively high initial purchase cost, is thenfree to use with no per minute or per hour charges.Email: escalate@ucsm.ac.ukThe ‘client software’ can be installed on numerouscomputers and the only limitation is the number ofconcurrent users which is limited by the number of‘seats’ purchased. The benefits of the Marratechsoftware are that it is fast and secure and delivershigh quality video and audio. It also allows users toshare applications and web pages as well as givingparticipants the opportunity to record the meeting forlater analysis. Staff and students need only todownload the free client software, be equipped with asimple web-camera and headset and they are readyto communicate.Considerations for Project leadersIn addition to the basic IT skills that users require,there are other issues of which project leaders shouldbe aware. Depending on the individual level ofproficiency, participants may require assistance toinstall hardware and software. Also, firewalls, whichcan be both hardware or software based, and act toprotect computers and networks from unauthorisedaccess, can be a source of frustration. Although therequired configuration changes are relativelystraightforward and swift; it is possible that someRegional Broadband Consortia, understandablyconcerned about the security of their network, mayview any modification requests with suspicion andconsequently make access to schools problematic.Promoting effective Desktop Video ConferencingTo promote the effectiveness of DVC, the followingsuggestions might be considered: Ensure participants are seated appropriately, so that the webcam is correctly focused upon their face; and the participant is facing the webcam (webcams are usually sited on the top of the computer monitor). The participant should be well lit to the front, so that they can be clearly seen (for example, avoid sitting with your back to a brightly lit window). There may be a slight time lag in audio communication, so aim to speak in whole sentences,  i.e. avoid leaving a long pause and then recommencing. This facilitates turn-taking in conversation. ‘Log-on’ a few minutes before a scheduled meeting to ensure that connections are functioning correctly. So that participants can adjust to the on-line environment, it is usually worthwhile to have one or two socialisation sessions prior to commencing ‘business’ meetings (Cloke and Sharif, 2001, Salmon, 2003). When inducting new participants, it is sensible to exchange alternative contact information such as telephone numbers, so that if minor technical hitches occur (for example an incorrectly connected microphone) participants can be appropriately advised. In multi-user conferences, agree an etiquette for dealing with technical problems which may be experienced by one participant. For example, if one member is unable to join the conference for technical difficulties, the chair may agree to contact this participant after the conference, so that the conference is not disrupted for all.ConclusionWhilst DVC is successfully used by a number of staffin the authors’ ITT institution, the potential of theemerging technology to be utilised more widely insome of the ways described is still limited, largely, byaccess to hardware. It is not yet commonplace to findstaff or students with webcams and headsets; in thesame way that a decade ago students were unlikely tohave access to e-mail prior to entering HigherEducation. Anecdotal evidence suggests that manystudents now arrive at college with their own e-mailaccount. Similarly, with the affordability of thehardware and availability of internet communicationsystems, it might be anticipated that in the near future,ownership/access to such hardware will increasinglybe the norm. An interim solution might be to instigatea library loan system where staff and students wouldborrow hardware for the duration of a project orplacement.  It is not envisaged that DVC will totallyreplace the more traditional video-conferencing, whereparticipants meet in a designated video-conferenceroom with large screen display. Rather it is a case offitness for purpose; meetings of larger groups mightbe better catered for in video-conference suites whilstsmaller meetings, of one or two individuals at eachlocation, might enjoy the benefits of Desktop VideoConferencing (DVC). The authors are currentlyexploring the possibility of linking both systems so thatDVC users are able to join conventional videoconferences.  DVC is a promising, if still embryonic,technology that can be used to complement bothexisting face-to-face and distant learning techniques.The compelling nature of synchronous communicationwith video and audio offers a glittering opportunity toenhance the quality and breadth of teaching andwww.escalate.ac.uk/ite/helplearning in Initial Teacher Training and HigherEducation.Supplier list DVC Software   Marratech: www.marratech.co.uk Web cameras   Logitech: www.logitech.comCreative: www.creative.com Headsets Plantronics: www.plantronics.comGlossaryThe following definitions refer to the meaning of theterms in this document. Asynchronous communication: Asynchronous communication happens at differenttimes; there is a time delay between sending acommunication, and the communication betweenbeing received and responded to, as with postal mailand e-mail. ‘Blended’ learning:A combination of teaching approaches; in this case acombination of teaching via electronic solutions e.g.VLEs (Virtual Learning Environments) and moretraditional face-to-face learning. Client software:The DVC software located on the user’s computer. Desktop Video Conferencing:Video conferencing from one laptop or desktopcomputer to another. E-learning:Learning which makes use of electronic solutions,often computer-based such as e-mail and websites. Headset:Headphones with an attached microphone. Server Software:The DVC software, located on a server, which is usedto set up the on-line meeting room. Synchronous communication:Synchronous communication happens at the sametime; that is the participants communicate with oneanother simultaneously, as in a telephoneconversation. Web cameras.A video camera, attached to a computer, which relaysvisual information to the server DVC software. Virtual learning environments (VLEs):An internet-based resource, usually accessible bythose within a particular organisation, that featuresoptions such as: availability of teaching and learningresources via web-pages; and facilitatescommunication via e-mail and discussion boards. Video Conferencing:Simultaneous communication between two or moregroups in different locations via large screen displayand audio communication usually in dedicated video-conferencing rooms.Finding out more: BibliographyBECTA 2003, Key Research Evidence about VideoConferencing in Teaching and Learning, Coventry: BECTA.Carville, S. & Mitchell, D.R. 2000 ‘It’s a Bit Like StarTrek’: the effectiveness of video conferencingInnovations in Education and Training International 37(1) pp. 42-49.Coventry, L. 1995 Video Conferencing in HigherEducation [online], Edinburgh: Herriot Watt University.Available from:www.agocg.ac.uk/reports/mmedia/video3/video3.pdf[Accessed 24.10.05].Cloke, C and Sharif, S 2001. Why use Information andCommunication Technology? Some theoretical andpractical issues, Journal of Information Technology forTeacher Education. 10, p 7-17.Freeman, M. 1998 Video Conferencing: a solution tothe multi-campus large classes problem? ‘BritishJournal of Educational Technology’, Vol. 29. No. 3 pp.197-210.Gilbert, J. 1999 But where is the teacher? Cost-effective distance learning made possible Learningand Leading with Technology 27 (2) pp. 42-44.Hearnshaw, D. 1998 Capitalising on the strengthsand availability of desktop videoconferencing. ActiveLearning 7, 52-59.Desktop Video ConferencingPart of the ESCalate Help Directory for TeacherEducators | Busy Teacher Educator GuidesEmail: escalate@ucsm.ac.ukMarratech 2006 www.marratech.co.uk [Accessed8.11.06]Palmer, M.T. 1995 ‘Interpersonal Communication andvirtual reality: Mediating interpersonal relationships’, inCommunication in the age of virtual reality, ed Bioca,F. and Levy, M.R., p 277-299. Hillside, N.J. LawrenceErlbaum.Russell, G. 2005 The Distancing Question in OnlineEducation Innovate Journal of Online Education 1 (4)Sharpe, L. 2000. Multipoint desktop videoconferencingas a collaborative learning tool for teacher preparationEducational Technology 40 (5) pp. 61-63.Salmon, G. 2003 E-Moderating: The Key to Teachingand learning Online, 2nd ed, London: Kogan Page.www.escalate.ac.uk/ite/helpHigher Education AcademyEducation Subject CentreESCalateUniversity of BristolGraduate School of Education35 Berkeley SquareCliftonBristolBS8 1JAEmail: heacademy-escalate@bristol.ac.ukwww.escalate.ac.uk© ESCalate Spring 2007Permission is granted to copy and distribute this document in unaltered form only, for the purpose of teaching,research, private study, criticism and review, provided that the original author and publisher is acknowledged.Busy Teacher Educator Guides are commissioned by ESCalate. ESCalate, the Education Subject CentreAdvancing Learning and Teaching in Education, is a UK – wide member of the Higher Education AcademySubject Centre Network. It includes Bristol University, St. Martin’s College (the University of Cumbria) and StirlingUniversity. Together we produce and disseminate resources for staff and students in Higher Education. At St. Martin’s College (the University of Cumbria) we aim to support the Initial Teacher Education community inas many different ways as we can. We are building a Help Directory for teacher educators, of which is a part, andif you would be interested in contributing please email escalate@ucsm.ac.uk. We run seminars and workshopson specific ITE topics and hold an annual conference, all of which are detailed on the ESCalate websitewww.escalate.ac.uk. 

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