CSU Distance Learning Goals

1. CSU will provide distance learning course offerings that are equal in quality to those offered on the campus.
   
   
   1. Students enrolled in distance learning courses must meet the same criteria as students in on-campus courses (admissions, pre-requisites, academic standards, and student outcomes).
      
      
   2. Faculty teaching distance learning courses must meet the same criteria as faculty teaching on campus.
   
   
   
2. CSU will provide library resources to students enrolled in distance learning courses that are comparable to those offered on campus.
   
   
3. CSU will provide students enrolled in distance learning courses support services comparable to those provided on campus. These will include access to admissions, registration, advising, financial aid, textbooks, and career and other student services.
   
   
4. CSU will identify market opportunities for distance learning courses and programs compatible with academic strengths.
   
   
5. CSU will insure a stable funding base for distance learning.
   
   
6. CSU will recruit, train, support, and recognize faculty who effectively design, develop, and deliver distance learning courses and programs.
   
   
7. CSU will provide human and technical resources necessary to reliably deliver distance learning.

Selecting a Course for Distance Learning

Many courses and events can be delivered successfully via distance learning technologies. Successful distance learning requires advance planning and preparation, investment of adequate time and effort in course/event modification, selection of an appropriate technology, ample opportunities for student/instructor interaction, training for instructors, and provision of learning resources and support services.

Key Success Factors for Distance Learning

• Appropriate programming, faculty, and students
• Interaction between students and instructor and among students
• Learner support and resources available
• Faculty/staff training and support
• Development of materials
• Technical support
• Use of appropriate technology
• Taking advantage of the strengths of technology selected and minimizing its weaknesses.
• Quality production values
• Administrative support and encouragement
• Marketing

Electronic Delivery Technologies Available at CSU

Each distance learning technology has its strengths and weaknesses that should be carefully evaluated in determining the technology to be used for a specific event or course.

    VIIP

The Georgia Statewide Academic and Medical System is a two-way interactive (video, audio, and data) compressed video system with over 400 sites in Georgia. VIIP can be used to connect to compatible technology sites around the world. Contact Instructional Technology Services for more information.

Advantages

The strengths of two-way interactive technologies are in the ability of the instructor and host site students to both see and hear the remote site students and vice versa. Although compressed, the video and audio provide adequate quality for viewing and listening, thus creating a real-time, spontaneous feel to the classroom. The fax machine and telephone provide additional communication tools between sites. CSU policy is to provide a facilitator to operate the technology during credit classes.

Disdvantages

Drawbacks to the use of the technology include occasional technological problems, audio difficulties, and the ability to view only one remote site at a time in addition to the "live" audience. Communication between remote site students and the instructor may require use of phone, fax, or e-mail. Advance planning is essential for the distribution of materials to remote sites, testing, and so forth. Logistics of managing multiple classrooms and students have led to the recommendation that for an interactive course, the number of sites should be limited to three or four at most. For group participation purposes, instructors may require a minimum number of students at each site.

Remote sites for two-way conferences must have compatible technology. CSU primarily uses the two-way interactive technology for delivery of courses to/from communities within the service region which greatly benefits the residents of those areas. Unique courses may be offered or received through agreements between CSU and other University System of Georgia institutions. Instructors also use the technology to obtain or provide guest lecturers from within Georgia as well as from other states.

Good VIIP Courses have:

• Interactive content with some discussion opportunities
• Need visual contact between students and instructor
• Group activities (requires adequate number of students per site)
• Limited emphasis on observation of frequent or small movements
• Instructor who is comfortable with the technology
• Moderate number of remote sites

  World Wide Web

The CSU links to the WWW provide opportunities for creating and receiving a variety of information, including web-based courses and materials. Contact Instructional Technology Services for information pertaining to software or creating web-based materials. Contact Computer Information and Networking Services for technical information.

Advantages

The WWW opens educational opportunities to individuals who cannot attend traditional classes or are located in communities where the courses or programs desired are not available. Web-based course materials can provide supplemental information or reinforcement for students, course timelines, and links to the instructor, other students, or Internet resources. Students and instructors have a greater opportunity to interact outside of class. For CSU, the WWW provides an opportunity to share unique instructional resources. CSU has formed a partnership with Real Education to create a designated number of on-line courses and to address the logistical issues for students in these courses.

Disdvantages

As with all technology, problems may occasionally arise. Students must have access to the appropriate level of computer hardware, software and Internet access.

Initially, considerable effort is required on the part of the instructor and support personnel in the development of web-based materials. Courses with heavy visual content or those with frequent use of films or videos are least suited for this technology. Logistics that must be arranged include learning resources, support services, and test proctoring for off-campus students.

Good WWW Courses have:

• Lecture or text-based course with limited interaction
• Capacity for individualized instruction
• Motivated students who can work independently
• Limited requirements for simultaneous group discussion

  Satellite Downlink

Program reception from satellite is available at Instructional Technology Services and in classrooms via the campus broadband (live and/or taped). Contact Instructional Technology Services for more information.

Advantages

Use of the satellite dishes located at CSU enable faculty to take advantage of nationally prepared programming. The University System of Georgia occasionally purchases licensing for programs or originates programs.

Disadvantages

The lack of information and details for many satellite programs, the potential for technical difficulties, and the general mismatch between program broadcast time and class time. Licensing fees are often required.

Steps to Initiate a Distance Learning Course

The following procedures are to serve as a guide in initiating the offering or reception of a credit course when course content is offered via an electronic distance learning delivery technology and/or the instructor is separated by space or time from students... The purpose of this process is to insure that:

1. the course meets the same criteria as on-campus equivalent courses,
2. the course is appropriate for delivery via distance learning technology,
3. the instructor is adequately trained and prepared,
4. course modifications have been made as needed, and
5. all necessary learning resources are available to support the course.

This process is intended to provide instructors, students, and other involved faculty, administrators, and staff with accurate information in a timely manner.

1. Academic departments and colleges are responsible for determining the courses to be offered.
   
   Suggestions for distance learning course offerings are welcomed. The formal request to initiate a new or existing course as a distance learning offering may be made by a faculty member, department chair, or dean. Faculty initiating requests must obtain approval from the appropriate department chair and dean prior to submitting the request form. Courses which have never been offered, on or off-campus, must be approved in the same manner as a new on-campus courses.
   
   The course instructor should be involved in this process as early as possible.
   
   
2. The academic department and Instructional Technology Services evaluate the appropriateness of the course as a distance learning offering. (Consult the How to Select a Course for Distance Learning.)
   
   
3. Determine the appropriate technology or technologies to be used for course delivery and interaction.
   
   
4. Course proposer should review the Working Guidelines for Distance Learning.
   
   
5. Instructor prepares course for delivery via a distance learning technology, calling on Instructional Technology Services, Computing and Information Services, or other appropriate agencies for training and assistance. Textbooks are ordered and distribution arrangements confirmed.
   
   Prior to course start date, instructor reviews the Checklist for Distance Learning courses and confirms arrangements.
   
   
6. Decisions to change distance course offerings, cancel courses, and so forth should be made in a timely manner. All affected parties should be informed immediately to prevent incorrect information from being provided and to release or modify allocated resources.
   
   
7. Evaluation. The faculty member is responsible for reviewing the academic aspects of the course in the same manner as traditional courses are evaluated. Technological matters related to distance learning courses are also evaluated. This evaluation is conducted for VIIP and non-Real Education web-courses by Instructional Technology Services and for Real Education web-courses by Real Education representatives who provide the results to the Chair, Computer Science Department.
   
   

Working Guidelines for Distance Learning

Distance Learning technologies offer new or increased educational opportunities for individuals, particularly those who cannot take advantage of traditional programs due to such constraints as time, work, family obligations, physical disabilities, or lack of program availability within their community. In addition, distance learning allows more diverse courses and programs to be offered to traditional students and area residents.

Columbus State University is committed to utilizing distance learning technologies to facilitate the mission and activities of the institution and of the University System of Georgia. Through the provision of courses and programs via distance learning in pilot projects and through the formation of partnerships with other institutions and agencies, Columbus State University has determined that it has the academic, administrative, financial, technical, and support services necessary to provide, select, and maintain successful, quality distance learning programs.

At CSU, "distance learning" refers specifically to courses, programs, and events involving electronic technologies for the delivery of instruction to students. While such technology may be incorporated into many activities, the courses, programs, and events which depend upon distance learning for delivery of course content and/or in which the instructor is separated by space or time from students shall be regarded as "distance learning courses" and shall be guided by this document. Credit courses covered by these guidelines include those originating at CSU (either from on or off-campus locations) and those received from other institutions when such courses/programs are through partnerships, collaborative agreements, or are available for CSU credit.

These guidelines seek to ensure that all distance learning courses and programs meet academic standards and criteria, have adequate learning resources and support services available, and that the planning and delivery of such courses and programs flows smoothly and through the appropriate channels. The success of distance learning courses depends upon many individuals and agencies, working collaboratively and performing careful and timely planning. To facilitate the planning process, Steps to Initiate a Distance Learning Course have been developed. To aid in the identification of responsibilities, the Distance Learning Responsibility Matrix has been created. These materials are available at the Columbus State University web-site, at the support section of the electronic Public Bulletin Board, and in print at the offices of college deans, the Vice President for Academic Affairs, Instructional Technology Services (ITS), and the Continuing and Regional Education Services (CARES). This is a working document and will be revised as distance learning activities continue to evolve.

First, and foremost, all courses/programs offered or received via electronic delivery technologies are to meet full academic standards. All academic related matters, whether pertaining to traditional or distance learning courses, are the responsibility and prerogative of the faculty, department, and school affected and the Vice President of Academic Affairs.

Secondly, adequate and appropriate learning resources must be available for students participating in distance learning courses and programs. General provision of learning resources for distance learning students has been addressed by CSU agencies and these resources are identified at the CSU Distance Learning web-site. Specific learning resources to support a course must be identified and requested by the course planners in a timely manner.

The provision of support services for distance learning students shall be the responsibility of the office/agency charged with that responsibility for traditional students. To insure adequate support services, course planners must provide the support agencies with advance information pertaining to the planned course and with any specific service requests. The Request for Credit Course via Distance Learning was developed to facilitate this process. To further facilitate this process for selected web-courses, a partnership has been formed with Real Education. The Chair of the Computer Science Department serves as the CSU coordinator for these courses and support services.

A Distance Learning Advisory Committee shall be appointed by the Vice President for Academic Affairs and shall be composed of faculty, staff, and administrators involved with or interested in the use of distance learning technologies to further the mission of the institution. The purpose of the committee shall be to promote the use of distance learning technologies, to identify and address issues and concerns related to distance learning, and to participate in decision-making and planning pertaining to distance learning matters.

A number of logistical issues must be addressed, particularly for those courses offered via Video over Internet Protocal (VIIP). To address these issues and to reduce the duplication of efforts by individual units, arrangements for CSU on-campus and remote site courses shall be coordinated by the Division of Continuing and Regional Education Services, which has the resources necessary to support the offering and reception of VIIP courses.

Training of faculty and the development of materials for distance learning courses is available from the Instructional Technology Services Department of the library. New VIIP faculty shall participate in a training session addressing both teaching and technology issues. ITS personnel also provide technical support for all events utilizing VIIP, satellite downlink, or video telecourses. Evaluation of the technological and support aspects of VIIP courses is conducted by ITS, with the findings being provided to instructors and departments participating in the current VIIP classes.

VIIP Classroom Scheduling Priorities

To equitably address the requests for use of the two-way interactive Distance Learning Classrooms (VIIP), the following policies and procedures have been established.

Scheduling Responsibilities

Instructional Technology Services (ITS) and Continuing Education are responsible for the staffing and scheduling of the CSU Distance Learning Classrooms. Credit course reception and origination sites in other communities are arranged through CARES. CSU-related classes/events to be held at the Distance Learning Classroom located at the Coca-Cola Space Science Center are scheduled collaboratively through ITS, CARES, and personnel at the Space Science Center. The Department of Education (DOE) Distance Learning Classroom, located on the CSU campus, is scheduled collaboratively through ITS, CARES, and personnel at the DOE Educational Technology Center.

Specific Distance Learning Classroom assignments are based on purpose and nature of event, anticipated audience size, type of activity planned, and location of key participants in the program (instructor, presenter). The scheduling priority order (listed below) and/or the sequence in which classroom requests are received may also impact classroom assignments.

Priority Levels for Scheduling Interactive Distance Learning Classrooms (VIIP)

Within each priority level: CSU-originated classes/events (regardless of instructional site) take precedence over CSU/other institution collaborative classes/events which take precedence over non-CSU sponsored classes/events. Multiple site conferences take precedence over point to point conferences.

Priority Levels:

1. Columbus State University Classes and Events
• Credit Programs (degree, certificate, sequential classes)
• Credit Courses
• Academic Series (workshops, staff development, curriculum)
• Academic Event (guest lecturer, one-time activity)
• Continuing Education Series
• Continuing Education One-Time Event
• Other CSU Sponsored or Related Event
• Videoconferencing (meetings)
  • Official University System or CSU Conference
  • Faculty, Staff, or Student Conference
  • Training or Demonstration
    • Use of technology for non-distance learning purposes
2. Community and Contract Events
3. Non-CSU Classes and Events
• Credit courses to be offered by other institutions and received at a CSU Distance Learning Classroom must be authorized by the dean of the appropriate college. Non-credit events are to be approved for origination or reception by ITS and/or CARES.

Distance Learning Responsibilities

A well-planned distance learning course can provide students with a comparable or even greater learning experience than that obtained in a traditional course. The success of the distance learning experience for both students and instructors requires the close collaboration of many individuals and agencies. These groups must work closely together to ensure that the academic, administrative, financial, technical, and support needs of distance learning are addressed. The following is an effort to identify the responsibilities and activities of the various groups involved in this process.

Responsibilities Matrix

The following list identifies many of the logistical matters that must be addressed for successful distance learning and indicates what group(s) have concern in these matters. Academic matters are the responsibility of the faculty, department and college. Support services for distance learning students are the responsibility of the office/agency charged with that responsibility for traditional students. Continuing and Regional Education Services (CARES) is available to facilitate the logistics related to the delivery/receipt of instruction or programs via VIIP. Instructional Technology Services (ITS) provides support for CougarVIEW (Vista). Real Education provides facilitation of support services for specified web-based courses.

Distance Learning Instruction Tips

1. Advance Planning is Essential!
   • Four (4) months is a good lead time.
   • Review the Working Guidelines for Distance Learning.
   • Identify and request adequate learning resource and support needs for your course.   Be able to answer student questions about technology, resources, and support services necessary for this course.   Know how distance learning students register, access library services, buy a textbook, or obtain other services.
     
     
2. Learn the Strengths and Limitations of the Technology.
   • Plan your course activities accordingly.
   • Vary activities.
   • Practice.
   • Observe someone else's course or sessions.
   • Identify the technology requirements for students.
     
     
3. Seek Training and Assistance in Developing Course Materials.
   • The horizontal viewing aspect on a computer or video monitor must be taken into account when creating materials for VIIP and web-based courses.
   • Font size and color are critical if the student is to be able to read the text and comprehend the graphics and visuals.
   • Contact Instructional Technology Services (ITS) for training, design and development assistance, or to use the Faculty Multimedia Lab.
     
     
4. Content Delivery.
   • Determine how subject content will be delivered.
   • Plan a variety of activities and delivery styles; incorporate multiple technologies when possible.  Consider what teaching styles will be most effective.
     
     
5. Interaction is a Key to Successful Distance Learning.
   • List in the syllabus how students can contact you.
   • Plan opportunities to interact with individual students.
   • Plan opportunities for students to interact with each other.
     
     
6. Getting Course Materials to Students.
   • Information must be available to students in a timely manner.  This requires advance planning and distribution.  Textbooks must have time to be ordered and arrive at the distant student's location.
     
     
7. Student Papers and Materials.
   • Decide how these are to be sent to you in a timely manner.
   • Make contingency plans for technology failure or postal delays.
     
     
8. Student Presentations.
   • If students are to be required to make presentations, create web-materials, etc., identify the resources available before establishing requirements. Arrangements must be made ahead of time by you for special equipment or software.
     
     
9. Exams.
   • Plan how exams will be administered and supervised.
     
     
10. View the Course from the Student's Perspective.
    • For VIIP courses:
      • Include both remote and local site students.
      • How well can students see the material on a monitor across the room?
    • For web-courses:
      • Consider the lowest speed computer and smallest monitor that a student may be using.
      • Be aware of the look of different web browsers.
        
        
11. Anticipate Loss of Class Time.
    • Subject content may take longer to cover.
    • Student interaction activities may require more time than expected.
    • There will be down-time due to technology.
    • Have contingency plans in place beginning with the first class.
      
      
12. Check that Student Knowledge and Skills Match Your Expectations.
    • If not, what classes or training are needed?
    • How can they be obtained?
    • Example: Students request library instruction class or online tutorial. You should refer students to tutoring services or web-sites with tutorials.
      
      
13. Copyright.
    • Faculty are responsible for securing copyright permissions for materials copied, transmitted, or otherwise used in connection with a course.
    • Faculty should be familiar with the U. S. Copyright Laws, especially the Fair Use doctrine and the Multimedia Guidelines.
      
      
14. Evaluation.
    • Faculty shall conduct evaluations in distance learning courses in the same manner as for traditional courses.
    • Evaluation of the technology and logistical matters shall be conducted by Instructional Technology Services.
      
      
15. Costs.
    • Be aware of the costs involved in distance learning courses and who is responsible for each.
    • Faxing or mailing materials
    • Copies
    • Software and hardware
    • Support personnel
    • Telecommunication charges
      
      

Web Course Instruction Tips

1. View Related Websites.
   • View Vista Tutorials for use with CougarVIEW (Vista).
   • Get help using classroom technology from Instructional Technology Services (ITS).
   • Contact ITS's Instructional Designer for help and suggestions in designing your online course.
   • Visit the CSU Teaching and Learning web-site for links to resources.
     
     
2. Develop Online Course Information Including:
   • How to contact you.
   • Course outline and schedule.
   • Readings and other assignments.
   • Requirements and expectations.
   • Instructions on use of chat rooms, threaded discussion, e-mail, etc.
   • Etiquette information.
   • Relevant resources.
   • Subject content text, graphics, audio, and video.
   • Links to student learning resources and CSU support services for distant learners.
     
     
3. Avoid Large Download Times.
   • Use graphics, audio and video clips with care.
   • Do not make documents too large.
     
     
4. Be Aware of Web Browser and Computer Capabilities Your Students Use.
   • Use this information in developing course materials.
   • Check colors, fonts, and graphics on a basic level computer and monitor, using various web browsers.
     
     
5. Establish Reasonable Technical Requirements and Skill Levels for Students.
   
   
6. Provide Interaction.
   • Consider use of Chat Rooms and Threaded Discussion to promote interaction among students and for required discussion.
   • Establish protocols and procedures for discussions and communications.
     
     
7. Be Flexible!
   • Have contingency plans for various problems.
     
     

VIIP Instruction Tips

1. Include in Syllabus:
   • Directions on obtaining information and materials if a class is missed.
   • How to contact the instructor.
   • What to do if no contact with origination site is made at class time (although this is extremely rare).
     
     
2. Materials for Class.
   • All handouts, returned assignments, etc., must be delivered to the remote site(s) in advance (allowing time for copying).
     • While a fax machine is available in most distance learning classrooms, this should not be depended upon for routine distribution of class materials.
     • Copy machines are not available in the classroom, so either the facilitator must leave the room to make copies or use the slow fax for this purpose.
     • The fax cannot receive or send while making copies, nor can it be used as a telephone during this time.
     • Occasionally, problems with the fax will occur.
     • Legal pages and front/back copies cannot be faxed without modification.
     • The telephone and fax numbers for all remote site classrooms will be available in the DL classroom and from ITS.
   • Textbooks must be identified and requested to be available for distant students. Generally, students do not have textbooks at the first class as these must be shipped to them.
   • Faculty are encouraged to utilize the WWW for primary and supplemental course materials, discussion opportunities, and links to resources and support services.
     • Student access to the WWW may vary greatly.
     • If this is a key ingredient of course, the appropriate computing support service should be requested for the remote sites.
       
       
3. First Class Meeting.
   • During the first class meeting, information should be provided to the students about the distance learning technology as well as resource and support services availability.
   • Activities which involve students from each site will help the students overcome their fears and hesitations about speaking during class.
     
     
4. Tests and Exams Require Special Arrangements.
   • Advance arrangements must be made regarding sending, copying, distributing, and return of tests for security reasons.
   • Test monitors must be arranged by the instructor if desired, as facilitators do not serve in this role.
     
     
5. Learning Resources.
   • In order for adequate library, computer, and other learning resources to be available at the remote site(s), they must be identified and requested in advance.
   • It is anticipated that VIIP students may be required to come to campus for some resources and services.
     
     
6. Ssupport Services.
   • To provide adequate services the support agencies must know:
     • What classes are being offered.
     • When and where the classes are scheduled.
     • Any special services that will be needed.
       
       
7. Classroom Management.
   • The instructor is responsible for the management of the class including:
     • Monitoring student behavior at local and remote sites.
     • Directing the facilitators at all sites.
     • Making decisions regarding technical problems.
       
       
8. Be Available Before and After Class Time.
   • Plan to be available for questions and discussion before and after class as this may be the only opportunity remote site students have to discuss matters in person.
   • It may be helpful to schedule a meeting time to discuss assignments or answer questions at the remote site.
     
     
9. Teaching from Each Remote Site.
   • Students have responded very positively when instructors have taught from their site.
   • This gives more identity to individuals and fosters communication.
   • Equalizes the experience of being at a remote site.
     
     
10. Facilitators.
    • It is the policy of CSU to provide a facilitator at each site to operate the VIIP equipment, assist the instructor with the fax and document camera, and help with communications between sites.
    • The instructor directs the facilitator regarding camera shots desired, including remote site as well as local facilitators.
    • A list of facilitator responsibilities is available for instructors information.
    • Instructors are encouraged to learn to operate the control panel.
      
      
11. Remote Site Coordinators.
    • Continuing and Regional Education Services (CARES) has employed representatives at the primary off-campus sites.
    • These remote site coordinators can assist with registration and other matters with adequate notice.
      
      
12. Make Use of VIIP Potential for Interactivity.
    • Make use of these strengths in planning your classes.
    • Contacts with each site should occur about every 10 minutes.
    • It does take slightly longer to be sure that students at all sites have a chance to participate and ask questions.
    • The host site students have said that the opportunity to hear students from other communities and with different experiences is a major benefit of the DL class.
    • For the remote site students, the obvious advantage is the reduced travel time and cost.
    • Remote site students want to participate just as in a traditional class.
    • Calling students by name as well as by location increases remote site responses.
    • Notes regarding seating location or photos of students at all sites may be helpful in learning names.
    • Use of e-mail, telephone, and other communication means will also encourage interaction outside of class.
    • Creating a feeling of personal contact is important.
      
      
13. Video.
    • Although a compressed signal, you will be able to see as well as hear remote site students, so a student's body language can be observed and the students can see the camera shot you have selected (yourself, students, document, etc.).
    • VIIP is presently a voice-activated system, meaning that the video image seen on the remote monitor is that of the remote site person speaking or who last spoke.
    • Instructors must often find creative ways to get students to speak up or ask the remote site facilitators to trigger the mics so different sites can be seen in a timely manner.
    • Only one remote site may be seen at a time.
      
      
14. Audio is the Major Weakness of VIIP.
    • Audio is also the most critical element as class can often continue with only audio.
    • The speaker phones available at each distance learning classroom can be used to bridge audio problems in an emergency.
    • Audio problems include occasional echo which requires the muting of microphones at each site. This means the microphone must be un-muted before a person at that site can be heard.
    • When the remote site mic is opened, the host or other sites should mute their mics.
    • You will not always be able to carry on a conversation between sites at the same pace that you could in person.
    • Some sites have press-to-talk mics which puts the control in the student's hands.
    • Be aware that discussion by students is often difficult to hear at other sites.
    • Students seem to speak softer if they know they are being heard elsewhere.
    • They sometimes lose their train of thought when asked to speak up.
    • If remote site students cannot hear what is happening, they may begin their own conversation.
      
      
15. Technical Problems.
    • The majority of technical problems occur and are resolved during the pre-class test period.
    • The most frequent problems are those which impair the quality of the audio or video.
    • The facilitator reports these problems to the ITS staff and to the VIIP trouble office.
    • The facilitator will keep the instructor informed as to what is happening, the prognosis, and the options.
    • The instructor will decide whether to continue with the problem until a break or class ends, or to stop and seek a resolution to the problem immediately.
    • Rarely does the entire VIIP system shut down. In these cases communication by phone and fax (if available) may keep the remote sites informed and involved.
    • It is important to have activities and assignments planned for such occasions.
      
      
16. Use the Document Camera for Graphics, Drawings, Etc.
    • The document camera has enlargement and focus capabilities and can also be used to show slides and three-dimensional objects, write or work problems, or as an auxiliary camera, for example.
    • Lettering and other materials shown on the document camera must be of adequate size and with ample margins in order to be clearly seen from across the classroom.
    • Remember that materials will be viewed on a TV monitor using a horizontal aspect ratio rather than the vertical ratio used for transparencies.
      
      
17. Other Presentation Technologies Available.
    • A VHS video cassette player is located in each classroom.
    • Many of the VCRs play only tapes recorded at standard (2 hour) speed.
    • With advance request, converter can be provided, enabling the connection of a computer to the document camera for viewing at all sites.
    • Computers and scan converters must be requested at least 24 hours in advance from Instructional Technology Services.
      
      
18. Practice and Review Sessions.
    • Distance learning instructors have found it helpful to review videotapes of class or practice sessions.
    • It is important to keep in mind that the remote site audience sees only what is shown through the cameras and hears only what the microphones can pick up.
      
      
19. Copyright.
    • Faculty are responsible for securing copyright permissions for materials copied, videotapes or other materials transmitted over the system.
    • Materials produced and class content are the property of the instructor (see Faculty Handbook).
    • VIIP classes are routinely videotaped in order that a tape may be available in the event of technical difficulty at other sites.
      • The tape is retained by ITS until the end of the term.
      • The instructor decides whether the tapes will be made available to students during the course.
      • Tapes are erased at the end of the quarter unless purchased by the faculty member.
        
        
20. Scheduling Class Times and Dates.
    • Meeting times are requested by the instructor and department.
    • CARES coordinates the arrangements for local and remote site facilities, negotiating any scheduling conflicts with the involved parties.
    • Instructors are asked to notify ITS of any variations in the class schedule at least one week in advance (holidays, field trips, or other times the classroom will not be in use).
    • The VIIP schedule will be then be modified so CSU is not charged with these hours.
      
      
21. Scheduling of Distance Learning Classrooms.
    • Assignment of specific DL classrooms is handled through the CARES and ITS Coordinators.
    • Classes are assigned according to the nature of course, planned activities, anticipated class size, and related factors.
      
      
22. Don't Panic.
    • This is not broadcast TV! It is much closer to the traditional classroom environment.
    • The technology will facilitate the teaching/learning process and, ideally, its usage should be invisible.
    • Schedule as many training sessions with Instructional Technology Services as you need to feel comfortable in the distance learning classroom.
      
      
23. Have a Contingency Plan.
    • Flexibility is essential.
    • Humor helps!
      
      
24. Inform Instructional Technology Services Regarding Problems.