CHAPTER FOUR
USE OF THE PICTURETEL TECHNOLOGY

INTRODUCTION

Wits’ P&DM’s decision to use the PictureTel video conferencing technology system is linked to the vision for the Mpumalanga Master of Management Programme (MMP) itself. In chapter one of this report, we described how the MMP has been conceptualized as an extension of the school’s ‘customized, personal relationships with students’; particularly for those students based in Mpumalanga (Swilling, M. Interview with Tessa Welch, dated 6 October 1998). We have also argued elsewhere that the programme was conceptualized and designed as an extension of the face-to-face or contact model used in Parktown.

Within the programme’s conceptualization, design and management, Wits P&DM took a significant decision to use PictureTel technology to deliver the course content in the lecture sessions to distantly located students, seated in a venue in Mpumalanga. According to Mark Swilling, the decision to use PictureTel was related to the fact that
    'P&DM needed to find a way to bridge the distance while retaining contact with the students. Any method that broke the physical/visual connection between lecturer and students, or prevented ‘customized personal relationships with students’ was not acceptable' (Swilling, M. op cit.).

Also according to Mark Swilling,
    'the purchase and implementation of the PictureTel system was based on availability of funding [from Billiton/Liberty Life], desire to try something new, and some research – website research, and discussions with video conferencing users in Europe. (Swilling, M. op cit.)

This chapter on PictureTel technology is therefore primarily concerned with examining the use of the technology within the MMP, and is part of an attempt to reflect critically on whether or not this technology has been effectively implemented and integrated within the MMP as a whole. In appendix one of this report, we outline the theoretical and research framework that underlies our evaluation of the use of PictureTel video conferencing technology to support postgraduate students participating in a management programme. The findings reported here provide valuable lessons for other service providers intending to use this or similar technology as there is currently very little research available in this area. This is why a separate chapter is devoted to P&DM’s use of the PictureTel system even though, as indicated in the previous chapter, the technology represents only one aspect of the overall training intervention.

Although there appear to be very few evaluation research studies of educational use of video conferencing technologies, one important study on video conferencing use in North America, found that

the tendency to use the traditional lecture or seminar format is even stronger with video conferencing applications than with instructional television, mainly because the compression ratios make it difficult to transmit high-quality moving images. In most of the reported video conferencing applications in the USA, there has been little discussion of the pedagogy of distance education, beyond such comments as ‘Classroom teachers need to adapt their methods for TV teaching’ and ‘They need lots of training to familiarise themselves with the equipment’. Instructional design is not usually an issue that is discussed or reported. ( Portway and Lane cited in Bates, A.(1994)Technology, Open Learning and Distance Education. London: Routledge. p. 101.)

A major justification for using point-to-point video conferencing is an economic one, which relates to
    'increasing teacher/student ratios by sharing instructors between sites, or through a dramatic reduction in travel costs for instructors.' (Bates, A. (1994). op cit. p113)

In appendix one, we briefly describe some South African universities’ use of video conferencing technologies. There is some evidence that in South Africa, certain institutions may develop similar forms of use, in the sense that the technology is used as a mechanism for ‘democratising’ specific educational experiences among groups of students, some of whom are distantly located. With regard to specific institutions, some appear more cautious than others in terms of its use in educational settings. And in one situation, the technology was used to support teaching and learning experiences that occur outside of the typical academic, lecture-hall environment:
    'Generally the feeling is that there is a role for courses with small numbers to hold discussion groups and seminars, but chalk and talk type lectures should not be replicated using this technology.' (Murrell, K. Email correspondence dated 15 September 1998)

In appendix one, we provide a detailed description of the framework within which the evaluation of Wits’ P&DM MMP’s use of PictureTel technology has been conducted. The reader is referred to that section of the report for those details. However, in this section, we simply list the factors that were included, namely:

- Conceptual compatibility with the TELI decision-making framework’s emphasis on education;
- Institutional decision-making regarding the technology, and the educational programme;
- Design and management of effective technology-enhanced learning;
- Technical and facilitation processes;
- Indicators of effective use; and
- Educational benefit for students.

In the first part of this chapter, we bring together comments of students, staff, and management about PictureTel along the three dimensions of access, interactivity and support (see chapter one for our understanding of these dimensions). Next we present the conclusions from our observations of PictureTel sessions as a set of guidelines for PictureTel usage which we hope will inform the guidelines being developed currently by MMP. We then comment on the educational space and the technical constraints of MMP’s use of PictureTel. Finally we bring together conclusions and recommendations from the various sections and summarize the main lessons of experience from P& DM’s use of PictureTel.

ISSUES OF ACCESS AND EQUITY REGARDING P&DM MMP`S USE OF PICTURETEL TECHNOLOGY

The use of distance education methods is a way of increasing access to these programmes for students who would not otherwise be able to benefit from them. PictureTel was selected by P&DM as a way of giving students in Mpumlanga access to the same lecture sessions as students in Parktown.

MMP FIRST YEAR STUDENTS1

According to Jasper Ngobeni, class representative of the first year MMP group (hereafter referred to as MMP 1), the MMP 1 group had considerable concerns about issues of access and equity. According to Jasper, the Mpumalanga group of students

raised the issue of PictureTel and how we here are like a distant cousin. Lecturers have different approaches. We were concerned that the lecturers in Parktown concentrated more on the students there. Lecturers in Parktown only come in if we have a problem. We were concerned about time and interactions between the lecturers and us. We discussed this and reached an agreement about the time of lectures for Mpumalanga and Parktown. Mpumalanga sessions would be on Monday, Wednesday and Saturday; and Parktown sessions would be on Tuesday. (Based on interview data with Jasper Ngobeni on 8 August 1998 conducted by Carey-Ann Jackson)

In the course of focus group discussions with Mpumalanga-based students, several comments were made about the use of PictureTel, and there was a range of responses suggesting that some students, and not others, support the use of this technology. With regard to issues of access, some of the responses suggested that the technology provided students with access to lecturers and students based in Parktown. For example, some of the comments about the perceived benefits of PictureTel included:

It [PictureTel] also enables us to share experiences with other students, acquired in their work environment.

It provides one with an opportunity to argue constructively with other students in Parktown.

It [PictureTel] brings us closer to the lecturers. (Based on students` responses during focus group discussions, held in Nelspruit, 19 and 20 August 1998)

Other students supported this view, but qualified it by saying that use of PictureTel was acceptable when face-to-face or contact sessions were not possible. For example, when asked what was most helpful about the PictureTel system, some of the students stated:

It [PictureTel] enables us to have direct contact with lecturers who could not personally come to teach us.

It helps us to learn while in Nelspruit, without too much travelling to Parktown.

PictureTel is not as good as face-to-face but better than having to travel to Parktown.

We are able to participate in the P&DM MMP without driving long distances two or three times a week. (Based on students` responses during focus group discussions).

Those students who do not support use of the technology argued that PictureTel had a negative impact on them, as distantly located students, participating in the MMP.

For example, one student stated that PictureTel was ‘very disruptive’, while another student stated that ‘communication is biased to those in Parktown.’(Ibid). However, like his MMP 2 counterpart, Jasper, identified one of the ‘benefits’ of the use of the technology was that it, in some ways, addressed the inconvenience of long distance commuting between Nelspruit and Johannesburg. He explained: 'We do appreciate it. And it is an advantage because of the issue of transport costs to Johannesburg. Sometimes it is good.'

In this sense, the students participating in the focus group discussions and the class rep were generally supportive in-principle of the use of the technology in cases where face-to-face contact was not possible, either due to expense related to long-distance commuting or due to lack of availability of lecturers in Nelspruit. It was clear that there was an obvious preference for face-to-face sessions, while PictureTel was ‘tolerated’ because it removed some of the inconvenience related to commuting to Parktown. Although fewer comments were made that suggested a negative in-principle view of PictureTel, the existence of these views among the student body in Mpumalanga is important because it reflects, and links with, a broader concern that technology-mediated access does not always equal equity.

For example, Jasper Ngobeni’s comments (above) do reflect a concern with whether or not students, distantly located from the P&DM Parktown campus, do receive equitable treatment and equitable access to facilitators and support. When probed for more information about perceived drawbacks of PictureTel, Jasper explained that the Mpumalanga students were particularly concerned about ‘health hazards’ associated with use of the technology. He stated that 'we were concerned about the health hazards of the screen [used in PictureTel] on our eyes.'

In the focus group discussions, other students repeated these types of comments. For example, one student stated: '[PictureTel is] strenuous on the eyes.' (Ibid)

While another complained: 'I must squint my eyes, now I wear glasses. This is a strain, [I] develop headaches.' (Ibid)

Other students also referred to ‘health hazards’ such as eyestrain or poor sound quality, which they considered the most problematic aspect of the use of PictureTel in the MMP.

Other factors which were ‘problematic’, included among others, the lack of interactive teaching and learning; technical difficulties; and the Parktown-Nelspruit equity question. For example, some of the responses, which illustrate this, included statements such as: 'It is sometimes problematic in that it gets cut as a result of technical problems.Not all lecturers can manage the system in providing equal attention to all/both classes.' (Based on students` responses during focus group discussions)

The students’ and Jasper’s concerns with equity and access do, however, need to be contextualised with reference to a broader set of concerns around equity in the MMP, and not only to specific concerns with PictureTel. Jasper, for example, referred to one specific incident, known as the ‘distant cousin incident’, which was a culmination of students expressing their concern that 'we [Mpumalanga-based students] were not being treated the same. We asked if there was some advantage for students in Parktown. They have a library, resources, and lecturers in the vicinity for consultation. When the course started, we were promised a small library. This has still not happened.' (Based on interview data with Jasper Ngobeni on August 1998 conducted by Carey-Ann Jackson)

Jasper explained that students had been ‘promised’ certain things in July 1997 but had still not received equitable treatment to their Parktown counterparts. Jasper cited an example of inequitable access to prescribed and recommended literature. He explained that 'when we need to use it, Christo has asked for some of the books to come to Mpumalanga, but then they are sent back.'

Whilst it is believed that this observation was mistaken, the negative perception was nonetheless there. Fortunately, P&DM MMP have now established a local resource centre in Nelspruit so that this particular area of concern should no longer be a problem.

A second example given was that of inequitable access to computers and computer-based sessions. Jasper explained that recently, an Internet training course was offered only in Parktown, and Mpumalanga students had to commute to Johannesburg to participate in the session. He explained that

    'the cost of transport for students is a disadvantage. We have suggested that Parktown liaise with the Technikon here and the Government’s ITB so that the lecturer can be here but we can use the resources in Mpumalanga…The Government will possibly support this because the Government brought the students here [to the P&DM course]. Christo has also used the Government’s resources before to support computer training for some of the students.' (Based on interview data with Jasper Ngobeni)

It is important therefore to locate Jasper’s (and other students’) comments about PictureTel in light of a broader set of concerns about Mpumalanga students wanting to know ‘Is there an advantage in Parktown?’ and ‘is Mpumalanga like a crawling baby?’

Jasper, too, acknowledges that although the students had concerns with PictureTel, their complaints were not restricted to, or caused by, PictureTel alone. Jasper explains that the ‘spark’

    'was our experience with PictureTel. We had expectations. We expected that we would be treated as one P&DM student body. But in reality the lecturer does not treat us the same. Also, PictureTel had some technical problems. Mpumalanga students would be out of the picture, and the lecturer would continue and not realise that we were out of the picture. The lecturer would carry on and Mpumalanga would be left behind. That sparked it. [This happened] generally last year, from August until November.'

A further indication that the generative ‘cause’ was not PictureTel is provided in Jasper’s comment that students suggested to the MMP management team, that 'the lecturers teach us alone, even if PictureTel is used. We wanted the lecturers to concentrate on Mpumalanga. [Emphasis added].'

Students participating in the focus group discussions, also, did not identify PictureTel technology as the most problematic aspect of the MMP as a whole. If they made any reference to technology at all, it was to specific elements, such as the location of the television monitor in the Nelspruit venue, and not to an in-principle objection to the use of technology.

MMP SECOND YEAR STUDENTS

Linda Mwale, class representative for the second year group of students, (hereafter referred to as MMP 2) tackled the use of PictureTel in a broader discussion around preferential delivery modes. He argued that the block release system is

much more effective, because you organize everything. Students have a chance to prepare more thoroughly than for the after hour sessions in the first year. Students are also more focused…[and] it is flexible, and the group can make arrangements to suit, as long as they match the 40 hours. PictureTel is less flexible, but it overcame the problem of distance – it was difficult to drive to Johannesburg to meet the demands of the course. (Based on interview data with Linda Mwale on 20 August 1998 conducted by Christine Randell and Tessa Welch)

From the above, there is some question about whether as class representative, Linda’s views do represent all MMP 2 students’ views. Linda’s views express a preference for face-to-face contact sessions with MMP facilitators, as long as ‘flexibility’ is maintained by offering students the opportunity to decide when they can meet with these facilitators. Linda’s commentary indicates that there are implicit assumptions made about postgraduate studies in that there is a need for face-to-face contact with facilitators. There appears therefore to be a less favourable response to distance education, in the strict definition of the term.

In many ways, Linda’s comments about and attitudes towards traditional contact sessions relate to, and possibly inform, his own comments about PictureTel. He states that PictureTel is ‘less flexible’ and probably means by this that there are clearly scheduled times for video conferencing technology enhanced sessions. While he does recognise that the technology ‘overcame the problem of distance [because] it was difficult to drive to Johannesburg to meet the demands of the course’, there is still a clear implication that despite the benefits of the technology, the face-to-face contact was preferable to him.

MMP MANAGEMENT

According to P&DM MMP’s June 1998 annual report, Videre installed PictureTel in Parktown and at the Lowveld Agricultural College, Nelspruit, in mid 1997. (de Coning, C. op cit. p3.)

The reason for management’s introduction was to ensure access for Mpumalanga students to the Wits P&DM’s Master of Management Programme. The Mpumalanga Master of Management programme was developed as a direct response to the ‘significant demand for public and development management training, capacity building and technical assistance in Mpumalanga and adjacent areas’. Given however, that the programme is, according to Mark Swilling ‘not mass education, and needs to be based on customized personal relationships with students’, strategies of making P&DM resources accessible to distantly located students was a key issue. Hence, access considerations were factored into the decision-making process. The underlying assumption was that a mechanism had to be found that could deliver the resources of the Parktown-based P&DM school to Mpumalanga-based students. What the management did not foresee was the implications of the implementation problems for Mpumalanga access to the lecture sessions.

In the course of an interview with Mark Swilling, he stated that:

'The purchase and implementation of the PictureTel system was based on availability of funding [provided by Billiton/Liberty Life], [the] desire to try something new, and some research…However, the research did not indicate the enormous implementation problems that were experienced in the MMP.' (Swilling, M. op cit.)

According to MMP management,

'the installation, maintenance and quality of PictureTel [have] been satisfactory but major problems have been experienced with the reliability of Telkom ISDN lines during its inception. These problems have now been sorted out and the technical success rate for our classes has been higher than 95%. The PictureTel system has been the single biggest capital expenditure item of the MMP (R638 000) and additional equipment and maintenance costs, which were not foreseen during the design phase, have been carried on the recurrent budget…Although revolutionary and exciting as new technology for distance education, PictureTel usage as a mode of distance education has its limitations and various other modes of delivery have been combined in the distance education programme.' (de Coning, C. op cit. p 6.)

Christo de Coning, for example, explained that

'the service supplier, Videre, has been efficient in terms of installation, training and maintenance. The major problem experienced with PictureTel was that Telkom could not ensure that the ISDN lines would be working. Often students would arrive for a class but it could not be broadcast. This had a very bad effect on their morale…Last year between July and September, there was a 28% failure rate in broadcast due to the lines going down. Between October and November, there was a 12% failure rate. The objective was to achieve less than a 5% failure rate, and since January this year, it has been less than 5%.'

Financial expenditure on PictureTel has been significant, but according to Christo de Coning, the MMP is a pilot project and is meant to do ‘experimental (and risky!) things in terms of PictureTel’. He explained that: 'the Masters programme is running at a loss, but this does not mean the programme is failing: the objective is to have a strategic impact in terms of capacity building for top management in Mpumalanga, rather than to make a profit.' (Ibid)

It is accepted that the introduction of new teaching and learning strategies involve risk, but the risk can be reduced if sufficient research is done before implementation. Of particular importance in this context should have been research into support and maintenance of the ISDN lines provided by Telkom. Only once the system was actually being used, did P&DM realize that the service provider did not have the requisite competence to support P&DM’s use. In some ways, the inadequate information gathering process has to be identified as one of the major ‘problems’ experienced with P&DM MMP’s use of PictureTel. A significant lesson for South African users is to factor in sufficient research about potential technical and service problems into the planning phase.

MMP STAFF

Interviews with staff further developed the insight gained from management about the importance for access and equity of technical and infrastructural issues related to use of PictureTel.

In response to questions about the quality and reliability of the digital line between Nelspruit and Parktown, Enoch Leputu stated that in the beginning, there were a few problems and he was responsible for liaison with Telkom to ensure that the signal reached Mpumalanga (Leputu, E. Based on interview data with Enoch Leputu conducted by Carey-Ann Jackson on 25 August 1998). He stated that there was now about a 90% chance that the signal reached Mpumalanga throughout the course. According to Christo de Coning and Cathy Churchill, there has been a dramatic improvement from the 68% success rate in July 1997, to a 95% success rate in July 1998 (de Coning, C and Churchill, C. Based on interview). As reported in the previous section, several problems were experienced with the quality and reliability of the digital line between these two points; and working solutions to this were found, including among others: system testing procedures; video recording of sessions; and facilitation styles.

In the course of an interview with Christo de Coning and Cathy Churchill, it was reported that testing the equipment and ISDN line was something which was carried out early in the morning, and again, one-hour before the session began (Ibid). Further, because of the venue used, equipment had to be packed away after the morning testing and evening video conferenced session. Both Christo de Coning and Cathy Churchill invest substantial amounts of time in ensuring that, among other things, the PictureTel system is to the best of their abilities, functional. Their commitment to the MMP in Nelspruit is significant, and commendable.

In response to difficulties experienced with the use of PictureTel, P&DM MMP decided to introduce video recordings of the sessions. Enoch Leputu explained that on previous occasions, the digital signal had not reached Nelspruit and eventually students seated in the College venue dispersed. According to Cathy Churchill and Christo de Coning,

'often the students would arrive for a class but it could not be broadcast. This had a very bad effect on their morale, as in many cases they had travelled from as far as Witbank. The programme manager used to prepare the lectures and substitute in such an event, but this was not satisfactory because it is much better for the facilitator to remain a facilitator and not interfere with the relationship between lecturer and class.' (de Coning, C. and Churchill, C. Based on interview)

Enoch Leputu added that sometimes Parktown lecturers would not realize that the signal was not reaching Nelspruit, and hence, students in Nelspruit would ‘lose out’ on the content of the session. To avoid this, Enoch Leputu is responsible for video recording sessions that are video conferenced. Enoch explained that he manually prepares the video recording system to record the session. Videocassette copies are made of each of these sessions. He does use an elementary cataloguing process, which consists of recording on the videocassette spine, the following:
- Topic of session;
- Facilitator;
- Date of session; and
- Session number.
Enoch Leputu said that a number of students had requested use of the videocassette copies of previous sessions. He thought that the video loan system worked well.

In response to questions about ‘technical problems’ that were initially experienced, Enoch described it as follows:

'When you switch on the system and it comes on and there is a message, then we would, for example, do an ISDN check with Telkom. Initially, we called Videre but in most cases there was nothing wrong with the system. Most of the early problems were with the ISDN line. I met with many people from Telkom. I had lots of contact with them [laughs]. When I asked them what was wrong, they wouldn’t know. That was because ISDN was new at Telkom. So Telkom was not familiar with ISDN. ISDN was new in Telkom so when there were problems, many technicians did not know what to do. We had expectations of assistance but they could not assist us. They would test the line but regularly it was OK. And we would say ‘but this system is down’.

It was frustrating because we expected help from the technicians, and the facilitators and students are waiting. What can I do? It was a major drawback. [Emphasis added]'

Christo de Coning explained that there were difficulties associated with dealing with the service provider, Telkom. He argued that part of the reason for success has been the change in relationships with Telkom. This included, for example,

getting to know and learning how to galvanize the Telkom staff in Nelspruit and in Johannesburg (much more difficult in Johannesburg)…Having a Telkom person (Eric) standing by to deal with problems in that hour before the class. (Ibid)

Enoch’s comments provide some indication of the frustrations experienced by some of the P&DM staff, in particular Christo de Coning and Enoch, himself:

'Before… it was a little bit tough…We [Christo de Coning and Enoch Leputu] went through problems together. Like the meetings with Telkom and Videre. We would wait and wait for Telkom to call back… [But] they don’t really call back. When Christo or I would call back, they would say, ‘oh, he has gone home. What’s your problem?’ And we would start all over again. Then they would come here and just play with the ISDN line. Also, when the technicians get here, they look at me like I am a technician. I am not a technician.'

Clearly, as Enoch explains, expectations of support – and what support was actually provided to the user by the digital line service provider – were a major reason for the early frustrations experienced with PictureTel. He explained, too, that this led to a decision to change the way in which P&DM MMP interacted with Telkom. He states:
'Also, as an institution, we have quarterly meetings with Telkom on ISDN and as a stakeholder, we make them understand that we are a client and they must establish help. We are also possibly putting in another ISDN. We want 100% success and a second ISDN line, as back up will help us.'

In relation to questions about why PictureTel was introduced as a mechanism of delivery, the types of responses received from the staff indicate that issues of costs in terms of student and staff work hours spent travelling as well as the costs of travelling and accommodation were reasons for why PictureTel has been introduced as a mechanism of delivery. In this regard, use of PictureTel is linked to the understanding of the MMP as an extension of a programme offered only in Parktown. PictureTel is the technological bridge between these two sites.

According to Enoch Leputu, there are other secondary but equally important benefits associated with using PictureTel. He states:

'We [P&DM] are building capacity, not only in PictureTel but also with the MMP. Mpumalanga is very keen…We are in the technology era, and it shows that as an institution, that we are aware of the developments taking place. We are the only institution using it effectively for teaching.

The main campus uses it for meetings, and once-off things. But here it is used continuously. It is also easier as an institution to build links with Manchester and maybe in future, we can invest in gurus from other institutions, like Manchester, Oxford, and JFK [sic]. It is cheaper than taking the guru [sic] from there to here. With that, you have to arrange many things but if you connect just with PictureTel, it is easy. It is also an issue of money. Lecturers are here, they can teach from here and don’t have to fly to Mpumalanga. We did encourage that at the start, when there were 40 contact hours. But if you calculate costs, it is very costly. It also capacitates [sic] lecturers because they get to use the technology and recognise it and recommit to the institution because it is adding to their development.' (Leputu, E. op cit.)

The frustrations experienced are clearly evident but there is a commitment on the part of certain staff members and the Mpumalanga-based staff to ensure successful use of the system, and ultimately to put into practice, their commitment to the values and principles of access and equity.

CONCLUSION1

The programme has succeeded in making the P&DM Master of Management programme more accessible to Mpumalanga students, and PitcureTel has played a part in this. However, students and staff feel that Technology Enhanced Learning is second best to face-to-face contact with lecturers. What the evidence in this chapter suggests is that if you try to provide the same experience for two groups of students, you immediately set yourself up for accusations (particularly from students) of unequal provision from the students perceived to be disadvantaged. The technical difficulties at the beginning which seriously affected student access, could probably have been avoided to some extent by more thorough research prior to implementation. The amount of staff time involved even currently when the systems are working well should not be underestimated.

RECOMMENDATIONS1

- The focus needs to be on providing Mpumalanga students with a quality educational experience suited to their particular needs. PictureTel has a role to play in this, but a smaller one than it is currently being given.     
- When both Parktown and Mpumalanga students are involved in the same video-conferenced session, the presenter needs to make a conscious effort to devote as much time to encouraging the involvement of the distance learners as he/she does to encouraging the students who are physically present.
- A significant lesson for SA users is to factor into the planning phase proper research about possible technical service problems, as well as issues related to set-up times, pre-presentation testing, as well as ongoing monitoring of usage and technical support.
- The MMP experience highlights the importance of video cassettes as a back-up to the video-conferenced sessions. Whilst video copies lack the element of interactive communication provided by the live video-conferenced session, they have the advantage that students can move backwards and forwards to revise key teaching points and examples.

INTERACTIVITY AND EASE OF USE

The focus of the discussion in this section is on how PictureTel facilitates interactivity in the educational sense as well as in the social sense. The ease of use of the technology by the lecturer determines to a very large extent how effectively the technology will facilitate interactivity.

STUDENTS

One way of gauging the interactivity in the sessions is to ask students their opinion of who are ‘good users’ of PictureTel. In response to this question, Jasper Ngobeni indicated that ‘Professor Fitzpatrick is a good user.’ He added that ‘the others did try but maybe it is difficult because of two classes simultaneously.’

Students also commented on bad uses of PictureTel. In the focus group discussions, one student stated '[the] lecture method shouldn’t be used with this interactive technology.'

Linked to this was another statement that not all lecturers were equally accomplished in using the technology. One student, for example, stated that ‘PictureTel creates distance.’

However, students were not very clear about whether it was use of PictureTel that impacted on interactivity in the session, or whether it was simply the teaching ability and interesting content of the lecturer. According to one staff member: 'students like Fitzgerald and Swilling because of what they teach. Like for example, ethics and corruption. So students can talk and talk. Also Fitzgerald and Swilling have been facilitating all their lives, so they are good. And they know their stuff. I think the issue with Mpumalanga and PictureTel is that they were saying that they did not like PictureTel but in fact they didn’t like the lecturer and what he was saying.'

With regard to social interaction, some students stated that the technology provided them with opportunities to interact with other students or lecturers. For example, one student stated that 'the difference is that we can see the lecturer on the other side.'

In addition, Christo de Coning reported that Mpumlanga students often use the PictureTel to communicate with Parktown students during the break in the three hour session: '. . . Another indication of interactivity is that often also at the break, students use the PictureTel off their own bat to have meetings with each other.'

With regard to opportunities for interaction outside of the lecture sessions, students said that because of the particular career demands of the students in Mpumalanga, as well as the amount of reading allocated to students, interaction was limited. When requiring interaction with (and support from) lecturers, other technologies were used. According to Jasper, Mpumalanga students rely more on computer mediated communication technologies such as e-mail and telephonic interactions, when seeking opportunities to interact with lecturers based in Parktown. However, he said that: 'the lecturers in Parktown are not always available to Mpumalanga students. Also, getting a verbal response is difficult.' (Based on interview data with Jasper Ngobeni)

MANAGEMENT

According to P&DM MMP management, potential for interactivity in classes is a result of a variety of strategies. Based on internal monitoring and evaluation data, 'the availability of full-time lecturers in Nelspruit, the use of P&DM teaching and learning approaches, including the use of learning groups as well as the fully interactive ability of PictureTel has proved vital.'

However, PictureTel itself has limitations. According to Christo de Coning, one of the drawbacks of using PictureTel is: 'there is a 0.7 second delay, which sometimes creates a whirling effect when you try to move the camera too fast.' (de Coning, C. op cit. p 9.)

Other problems which affect the capacity of PictureTel for fully interactive sessions (such as the difficulty of seeing expressions on the lecturer’s face, or non-verbal communication, and the audibility problems) will be dealt with more fully in a later session.

But interactivity is not only a technical process, and in this regard, Christo de Coning and Cathy Churchill explained that in their opinion, 'PictureTel does provide for interactivity because there is direct contact between the class and the lecturer… (de Coning, C. and Churchill, C. Based on an interview conducted on 20 August 1998)

Even if all information necessary for full interactivity is not conveyed via PictureTel, there is contact between the class and the lecturer.'

Even though there are constraints of the technology, lecturers can make better or worse use of PiectureTel to enhance interactivity. In terms of ease of use, it was explained that lecturers were ‘exposed to PictureTel before’ their courses commence. It was stated that only one P&DM lecturer ‘refused to do the training.’ Guest lecturers, too, do not appear to always have the time available to be trained in use of the technology. Christo de Coning added that 'when there were problems with one lecturer, and the students complained, Mark Swilling played the video of his session back to him and they had a discussion about how the facilitation should be improved.' (de Coning, C. and Churchill, C. Based on interview)

STAFF/

In relation to issues of interactivity, an important indicator of effectiveness of ease of use is the user’s attitude to the technology, and hence, preparation, training and actual use of the technology for educational purposes. Interactivity is more than just a consideration about the technology and/or supporting infrastructure’s capacity to code, transmit and decode the digital signal between various sites..

One staff member, Mike Muller reiterated the difficulty mentioned by management and said that the 0.7 second delay ‘impacts on interactivity’. (Muller, M. and Leputu, E. op cit.)

Enoch Leputu explained that it is difficult to adjust to the difference between managing a video-conferenced session and running a face-to-face interactive session. For example, first time users: 'won’t intuitively realise that Mpumalanga is watching and listening. So, you will use it the first time and be nervous and say ‘hello, are you there? Can you hear me?’' (Leputu, E. op cit.)

This therefore relates to training in the use of the system. In response to questions about initial training and support provided to users, Enoch Leputu stated that:

'I have strategic meetings with facilitators. I check the timetables are set up at strategic meetings, I explain the logistics, I tell them how to be prepared and how to understand things differently. They have to meet me half way. Then follows induction, which is about what it is, how to work it, orientating lecturers.

This takes one half-hour. [30 minutes]… On the first day, you saw how big the group [of students] was. So they are keen to try. But we leave induction for the facilitators. But P&DM lecturers are always busy. If an individual lecturer wants to learn, then I work with him individually.' (Ibid)

In terms of staff members’ ease of use of the technology, Enoch explained that: 'In most cases, I am always here. If a lecturer does not feel comfortable using it then I will do it. All they have to do is press some buttons on the keypad. Like moving the camera in Mpumalanga in a better position. I set it to ‘follow’ people.' (Ibid)

He added that ‘only Mike and I can ‘handle’ it’, but most other users still require some form of assistance from him, such as using the document camera. What is meant by good use was explained as 'it is how you use the keypad, can you press the right buttons. Also, for example, with the document camera, you need to press the keypad button. The lecturer can also control the camera, zooming and focusing on the document camera. With other lecturers, I have to do it for them. They are not confident.' (Leputu, E. op cit.)

Enoch explained that he did some monitoring of staff members’ use of the technology. He stated that 'monitor how they use it by having a meeting with them before they use it. I explain to them, for example, about writing legibly on the board, using larger font sizes, not putting papers close to the speakers. I am also responsible for the safety of the equipment, and I explain the purpose of using it safely.' (Ibid)

Enoch does believe that there is room for improvement in staff members’ use of the technology, especially given that it is used to deliver education to distantly located students. He explains:

'PictureTel is part of distance education. P&DM must understand that Mpumalanga is not around the corner. So they must prepare materials on time. People must be writing legibly. Lecturers must be open to learning. When I take them through the induction, they must feel free to use it and be independent. When they are more confident, then I can show it is easy to use. There are only some buttons, one or two, on the keypad, for the document camera, for zooming on the document camera, and taking a snap shot. It also depends on if people are ready to learn. I can’t force them to use PictureTel. But now they see the system is working. Only with progress and when we write reports, can they see it. It means that MMP is viable; that there is 100% success.' (Ibid)

This comment is an important one when considered with student representatives’ comments about PictureTel. It highlights an interesting tension between expectations of face-to-face or contact and distance learning modes, and how these expectations are met or ignored when technology is introduced into the equation of educational delivery.

CONCLUSION

PictureTel technology offers an opportunity to promote real-time contact between students and lecturers. This serves the interests of both educational and social interaction. However, the extent of the interactivity which is possible with the use of the video-conferencing technology should not be over-rated. The entire video-conferenced session needs to be based on cooperative and collaborative learning strategies if the possibilities for interaction are to be optimized. It is clear that some lecturers are better able to do this than others and the experience of these people needs to be harnessed in the initial training and as well as the ongoing support process. The implications of the 0,7 second transmission delay, as well as potential problems related to the aural and visual quality of the presentation need to be considered in the planning of each session.

As the research in appendix one indicates, it is likely that given the current nature of use of the technology that video conferencing technologies are not specifically ‘better’ at achieving interactivity or effective delivery than other conferencing technologies. Audiographic conferencing technologies are one option, but here, too, convergence between audiographic conferencing technologies and Internet technologies, suggests that the latter option would be preferable.

RECOMMENDATIONS

Enoch Leputu has indicated a need for a second ISDN line and this should be purchased if it will help to improve the quality of the reception at the remote centre.

P&DM staff should be congratulated on their willingness to experiment with the technology and the fact they are already in the process of using their experiences to set up draft guidelines for the effective use of the technology. It is suggested that additional advice be sought from staff at WITS TV School in further improving the use of the technology and that this advice be built into the emerging guidelines along with guidance on using group work and collaborative learning strategies to improve interactivity and student involvement.

Continuous monitoring of facilitator use of the technology and critical review of videocassette copies with the facilitator to point out ease and effectiveness of use of PictureTel is essential.

Students should be encourage to build upon their self-initiated use of the technology to discuss issues with the students in the other centre.

Greater and more effective use must be made of video recordings of sessions thus providing Mpumalanga students with greater flexibility around access to sessions.

Further exploration of ways in which PictureTel could be enhanced with computer mediated communication to achieve the desired ‘customized personal relationships’ with the students should be undertaken.

P&DM must continue to experiment with linking laptop computers to the PictureTel system as a way of enhancing interactivity and appropriate use of the interactive technologies.

The issue of PictureTel and support, as with other issues of access, equity and interactivity, needs to be contextualised within a broader set of concerns that Mpumalanga students have about the MMP. We discuss the issue of learner support, for example, in chapter five; and the issue of the lecture sessions, in chapter three.

Students’ comments and preferences about face-to-face sessions and technology enhanced sessions provide interesting information about their expectations and perceptions of distance education. Jasper Ngobeni explains that ‘we prefer live sessions.’ As this section will show, although students value PictureTel for access, they quite clearly need the live sessions, as well as individual contact through email and telephone for support.

The preference for face-to-face or contact sessions between lecturers and Mpumalanga-based students only, was a recurrent theme throughout the focus group discussions. In fact, depending on whether or not the session was delivered in Nelspruit had a significant impact on students’ attendance of the sessions. For example, one student explained that s/he attends ‘almost all [sessions], if the lecturer is here in Mpumalanga.’ (Based on students` responses during focus group discussions)

This, in part, is linked to the students’ and Jasper’s broader set of concerns with support in MMP, as a whole. Jasper stated that he and the other class representative had expressed their concerns to the Nelspruit and Parktown staff members. He indicated that some additional support had been offered (he specifically mentioned Cathy Churchill’s appointment) and that clearly, ensuring effective support for Mpumalanga-based students was part of a process.

When questioned about issues of synchronous and asynchronous use of the technology-enhanced sessions, Jasper stated that some students did make use of the videocassette copies of recorded sessions. He stated that 'when the PictureTel debate happened, we suggested that they use video. Some students do work with the videos.'

But again, his next comments raise some interesting issues about his attitudes to and expectations of educational delivery modes. This is discussed later in this chapter. Jasper stated that 'we need to look at how the videos are being used. We need to ask does it avoid coming to class? Has attendance at class dropped as a consequence?' (Based on interview data with Jasper Ngobeni)

Although this student did not specifically address the issue of facilitation and support in relation to PictureTel, it is possible to extrapolate from his comments about the need for MMP facilitators and supervisors to be ‘accessible’, that he understands ‘accessibility’ as physical proximity. If explored further, it would most likely lead to comments that suggest that he considered technology-delivered facilitation as less effective.

MANAGEMENT

In terms of support and facilitation in relation to PictureTel use in Nelspruit, a full-time liaison person, Enoch Leputu, was appointed in August 1997, and is responsible for all operational co-ordination at P&DM Parktown as well as PictureTel and video camera operation.

Another appointment was made, namely that of Cathy Churchill in April 1998, and the management reports that 'her presence has made a considerable difference in terms of sharing the workload on class facilitation as well as freeing up the programme manager to spend more time on special projects.'

According to Cathy Churchill and Christo de Coning, the style of facilitation used in the video conferenced sessions has been built up organically over the last year since inception of the technology. They explain that

'there is considerable skill involved in being able to facilitate a session which someone else is running from Parktown. Sometimes the students are working on their own in Mpumalanga, and the lecturer is working with students in Parktown. What is going on is not audible, and the facilitator has to judge which is more important – for the Mpumalanga students to hear what the lecturer and students are saying in Parktown, or for the students to continue learning from each other. [Some] types of learning are more suited to the PictureTel style than others…

Over the course of the year, a certain style has developed, for example, a student will look at the facilitator in Mpumalanga, and he will stop [the facilitator] because he knows she has a question. The facilitator will focus the camera on the student and allow her to ask the question. The facilitator will also keep checking if the class is OK – he will not rely on the lecturer to do this.' (de Coning, C. and Churchill, C. Based on interview)

Although it must be acknowledged that over the last year, the MMP team of lecturer and facilitator/s has developed a particular style of facilitation that allows them to manage the video conferenced session, this does need to be examined in terms of cost effectiveness, optimal use of human resources within the MMP, and educational benefit to the students. The approach adopted has, in many ways, developed organically in response to the limited experience and expertise in using the technology. Hence, the ‘style’ developed may not yet be optimal or cost effective. Issues of indicators of effective use, as well as guidelines and a general framework within which students and staff can monitor use has not been available to date. However, de Coning noted, in comments on an earlier draft of this report, that as a result of the MMP experience, staff had begun to compile guidelines on the use of the technology. This should prove to be a valuable resource for the future, and particularly so for other potential users of the technology given the lack of other research available. It is hoped that these emerging guidelines can be used to form the basis both of a tool for training as well as a tool for evaluating the effectiveness of the use to which the technology is put. This could help to obviate the problem of an ‘additive’ approach being taken in which existing teaching and learning models remain unchanged and the technology is merely ‘added’ into the equation. It is clear from the MMP experience that the technology can be used more effectively for some things than for others, and we explore this useful learning experience in other sections of this chapter.

With technology enhanced education, there is an important need for support offered to facilitation staff making use of the technology. P&DM staff openly admit that as first-time users, they did not make optimal use of the technology. But there appears to have been some improvement. According to Enoch Leputu, 'initially, we didn’t know the system. Videre came and gave us once off training. Not really training because I learnt through trial and error. There was a perception in the school that we would fail but we were not aware of everything.' (Leputu, E. op cit.)

The type of support offered does make some attempt at changing expectations and perceptions of the technology and the dynamics and challenges of distance learning. According to Enoch,

it is most convenient if the facilitator can realize that it is distance education. And that distance education has its own merits and negatives. For example, with the OHP, you have to use a bigger font size so that Mpumalanga can see. And the same with handwriting, it has to be big enough to be projected. You also have to give materials out on time… So lecturers have to give them to me on time so that I can fax it to Christo, so that they can be gotten. I have to try to get facilitators to see that the issue of distance is important. I will sometimes get stuff only now in my pigeonhole [points to watch to indicate that it is late afternoon]. How can I get it to Mpumalanga on time? Couriering is difficult and expensive. An A4 document will cost R600. Also Christo doesn’t have a fax at the college, only at his office. But the situation is changed and they are starting to understand. (Ibid)

In this statement, it is clear that reference is being made to preparation and planning required for each session and each course.

Enoch links this to an important strategy for achieving equity and access through appropriate support to distantly located students. He explains:

Like for example, so that there is teaching equity, lecturers will have some idea of what books can be used by students because they don’t have human resources. Many of the books are for students in Mpumalanga. We also buy videotapes out of the Mpumalanga budget. Even though some Parktown students want to use it, they can, but it is mostly for Mpumalanga. For example, if the power goes, the class disperses, and we then have to repeat everything. But if we have a tape, then there is back up. It is useful. It is used for revision towards exams. The Parktown students can go to lecturers’ offices. Mpumalanga students can set up meetings… I make sure that they get the information, and I help them with proposal writing or the seminars. Sometimes Parktown gets more information but I share it with Mpumalanga. (Ibid)

In this way, there is an expression of an attempt to ensure that Mpumalanga-based students are able to interact with and obtain support from Parktown-based P&DM staff members.

It is clear from the MMP experience that the use of experienced facilitators at the remote site fulfils an important need expressed by students. It is also clear that presenters and facilitators need ongoing support and guidance in the use of the technology. The appointment of technical support staff as well as the emerging guidelines on effective use of the technology, coupled with ongoing monitoring of use can be seen as key lessons of experience.

EDUCATION SPACES AND TECHNOLOGICAL EQUIPMENT

An important, but often neglected factor in technology enhanced delivery of education is the organization of educational spaces in which the technology is used. In some instances the physical facilities available place constraints on the optimal use of the technology. What follows, therefore, is a brief discussion of this issue with some comments about the suitability of each venue as a site used for video conferencing.

During the course of the focus group discussions, some students made reference to the equipment and educational spaces in which the sessions were offered. For the most part, these comments suggested that students focused on equipment, and less on the educational space or design of the venues used. For example, some students stated that the following problems should be addressed, and changes should be made:

- The zooming in to the blackboard is highly problematic and difficult to see.

- Bigger screen.

- The most problematic is that the television set is not big enough and not on the centre of the room.

- Higher resolution screens.

- Install extra screens. (Based on students` responses during focus group discussions)

With regard to the issue of additional screens, Christo de Coning reported that when he conducted his ‘own assessment, only two students wanted another TV’ (de Coning, C. and Churchill, C. Based on interview). From our discussions with students in Mpumalanga, significantly more students indicated that the video conferenced sessions could be improved if additional screens were used.

According to Christo de Coning and Cathy Churchill, the venue used in Nelspruit presents certain limitations, which they identified as:
1.Fixed long benches, instead of round tables;
2. No breakaway rooms;
3. No access to facilities during the day and hence, there is a need to pack away the equipment after each session, which means damage and maintenance is an issue;
4. Staff and students are not allowed use the venue for purposes other than lecture sessions;
5. There is only one television monitor on one side of the room, although there ideally should be three;
6. The cameras are not able ‘to move quickly enough’;
7. The document camera has its limitations because sometimes the font was too small;
8. The microphones are expensive, and

‘extremely sensitive, and they use the whole table as a resonance area. In order to cope with the problems of over-magnification of sounds, like shuffling papers and coughing, the microphone automatically dampens unusually loud sounds in less than a second…sometimes the dampening also affects what is being said, and words are lost’.

9. There is a 0.7 second delay which ‘creates a whirling effect when you try to move the camera too fast’.

In the Parktown venue, desks are permanently arranged in a semi-circular position around a focal point occupied by the lectern, document camera stand, permanent split-level chalkboards, and a large video screen. The PictureTel equipment is arranged before the session begins in a particular configuration. This is briefly described below in the observations made of the set up process in Parktown:

Enoch Leputu sets up the tripod stand and attaches the VCR to it. He then loads in a videocassette. He retrieves the sensor cameras and microphones from the small office (in Lecture Room B) and plugs them into wall sockets. The cameras are held in place by Velcro strips. Once this is done, Enoch and Cathy Churchill (located in Mpumalanga) both manipulate the cameras using the control paddle, and check focus, steadiness, reach, etc. Setting up takes approximately 15 minutes if there is no problem with the system, but Enoch explains that it takes much longer if a problem arises…The equipment present in the lecture room included:

- 2 screens and one 70 inch TV monitor (located in a cabinet at the back of the room) and one 1m X 1m projector screen.
- 1 projector attached to the ceiling.
- 2 sensor cameras, one attached to the front wall and the other on top of the TV cabinet at the back of the room.
- 2 microphones, 1 flat, desktop, portable microphone and 1 adjustable-neck microphone, located on top of the TV cabinet.
- 1 VCR tripod stand.
- 1 videocassette recorder.
- 1 hand-held control paddle. (Based on obervations notes of Enoch Leputu`s setting up process)

In Mpumalanga, the primary venue used is located in the Lowveld Agricultural College, several kilometres outside of Nelspruit’s Central Business District. The room is described as

A terraced lecture hall which has six permanent rows of desks and eleven chairs per row. There is a raised podium at the front of the room with an Over Head Projector (OHP) and a monitor on the podium. A second monitor is attached at a raised angle to the left-hand side wall. There is on OHP screen at an angle at the front of the room. There is an additional screen on the front right hand side of the room, white boards, a rolled up film-projector screen and speakers mounted on the front wall of the room. There are several doors leading off this lecture hall, although the two doors at the back of the room lead to an outside garden, and the foyer of the lecture halls. The room has a feel of a science lecture hall. There is one permanent TV monitor (and a portable TV monitor was placed on the podium for viewing the video screened in the session); and one sensor camera. (Based on observation notes of Kirstin Harrison`s session, dated 8 AUGUST 1998)

It was added that the Lowveld College venue was not the only venue available to MMP, and the P&DM offices were used as a group venue in the CBD. (de Coning. C. Information discussions with SAIDE researchers on 8 August 1998 before session began)

It is recognized that it is very difficult to find suitable venues in remote sites for successful video-conferencing, but if video-conferencing is to work effectively, considerations of educational space need to be taken into consideration.

It is clear that both venues were designed as educational spaces in which traditional face-to-face delivery modes were used. The Lowveld College venue is, however, particularly inaccessible as an educational site for learner-centred interactions. Rows of desks in this venue are rigidly laid out, and in one session, all but one group of students left the venue to complete a group exercise.

Similarly, the location of the monitor in the Lowveld venue is high up on the extreme wall of the room. In instances where students experience difficulty ‘reading’ or ‘viewing’ something on the monitor, they either have to verbally cue the Parktown facilitator that they cannot see. Or if that fails, as it did in one session, they have to physically relocate as a group to seats located directly near to the monitor. Students therefore sit and crane their necks to see the screen.

The Lowveld College venue is also predominantly white and light. As Burge and Roberts point out, backgrounds that are predominantly ‘white’ are not suitable for good visibility of participants’ faces.

As has been mentioned in earlier sections, the quality of the audio and video signal currently available to students in Mpumalanga in particular is not adequate for sustained interactions during a session that can last up to three and a half hours. Audibility of verbal interactions especially from Nelspruit to Parktown was not consistently clear, and in one session, individuals had to repeat comments or questions several times.

GUIDELINES FOR THE CONTINUED USE OF PictureTel

In many ways, what staff, students and management suggested in various interviews did not always correspond to the observations of the SAIDE evaluation team. The nature of the use of PictureTel technology by Wits P&DM MMP was more complicated than suggested by staff and management. Observations were made by SAIDE staff during different types of sessions, namely:

- sessions using PictureTel with Nelspruit students only;
- sessions using PictureTel with Nelspruit and Parktown students; and
- video recorded copies of both of the above type sessions.

Important interactions (verbal and non-verbal) were extracted from detailed, multiple observer observations of these sessions, and therefore present important information about the nature of the use of the technology to achieve access; provide support; and enhance interactivity between students and facilitators. Appendix four contains detailed notes on these observations. What follows is a brief discussion of some remaining problem areas which will hopefully find their way into the emerging P&DM guidelines on the use of the technology and which will be of use to other service providers who may be potential users of the technology.

- More thought could be given to how visual resources will be integrated in the sessions observed. In addition, more attention should be paid to designing and using graphics that conform to the basic guidelines of clearness; font size; colours and so on.

- Good camera use has an important impact on the quality of the presentation. The cameras do not track movement well, so presenters should minimize movement around the teaching area otherwise the movements can be blurred and the presenter may move out of the frame altogether. When this happens it only serves to emphasize the distance between the presenter and the distance students. More attention should paid to camera angles and shots (the WITS TV School can offer some valuable support in this area).

- Thought should be given to the need for additional lighting, and the use of portable lighting that better highlights the facial features of students and facilitators. Use was made of default lighting provided by over-head lighting in the venues.

- The distance learners cannot always see everything the presenter is doing. Therefore it is important to always give audio cues to complement visual cues e.g. ‘turn to page 335 of the study pack’.

- As with normal face-to-face teaching, the PictureTel presenter must make a conscious effort to address questions to and respond to comments from as many of the students as possible. It is natural for the presenter to respond more to the students who are physically present and active and so he/she needs to make a conscious effort also to draw in the learners at a distance. The arrangement of the presenting area can play an important role here. The students in Parktown are arranged in a horseshoe shape around the presenter. The monitor showing the remote centre needs to be inside or part of the horseshoe so that when facing the Parktown learners, the presenter is also facing a screen showing the Nelspruit site and can see whether he/she has the attention of the distance learners. Every effort has to be made to see the distance learners as part of the group, not as an ‘other’ quantity.

- Chalkboard writing is often hard to see on a television screen even though it may be quite clear in the studio. This could be overcome by making use of an OHP linked to the document camera (as used by William Smith et al.) Using an OHP rather than a chalkboard has the added advantage that the presenter never has to turn his/her back on the students and has less need to move around the room when explaining something. Whether using a chalkboard or an OHP, however, the presenter’s writing needs to be much clearer and larger than would normally be the case. Practice will indicate what is and is not legible, and a larger screen at the remote centre can help in this regard.

- Problems can arise if the two centres do not work from exactly the same source materials. The time lost in a normal face-to-face session when there are discrepancies in the source material is multiplied when this occurs at a distance, and there is the added cost of the transmission time as well. Such problems can be overcome if the facilitators at the remote centre compare source materials with the presenter prior to the presentation.

- It is important to place microphones and speakers in such a way that comments and questions emanating from the remote centre can be picked up by the presenter directly, without needing to be relayed by a third party and without interference from other noises such as papers being shuffled next to a desk-top microphone. Consideration should be given to the use of lapel microphones and an ear-piece for the presenter. As noted earlier, research needs to be done on how computer technology and access to the internet can be used to complement the PictureTel technology.

- As with normal face-to-face teaching, the lecturer needs to understand and make use of group dynamics and collaborative learning strategies to ensure the participation of all students, and the exchange of views and opinions between students. It may be worthwhile to follow some short input sessions with periods in which the technology is turned off and students work in small groups prior to giving feedback to both centres. The AGN PowerMatric programme experimented with this to some extent in order to promote the active participation of learners.

- In addition to these sorts of activities, which will tend to emphasise the separateness of the groups, the presenter also needs to facilitate more exchanges between students at the respective centres. This may only be possible where all students are equally prepared and may therefore indicate the use of PictureTel technology in discussion type sessions (e.g. around current affairs) rather than with input driven sessions with learners of widely divergent background and aptitude (e.g. statistical analysis) which might be better mediated in other ways (e.g. more distance education friendly printed materials).

- If the presenter plans to refer to additional materials during the session, it is important that these additional materials are available at the remote site before the session. Making plans to courier additional materials during the presentation only emphasises the distance between the presenter and the remote centre.

- Similarly to the above, discussions around timetabling and deadlines do not represent an effective use of the resources. These are issues which should be resolved off-line through another forum.

- Again, as with normal face-to-face teaching, there is the danger of slipping into a transmission style of teaching in which the session becomes dominated by the presenter. and the screen dominated by a ‘talking head’. This indicates the need for careful planning before the session to ensure the active participation of the students and the effective use of the facilitators at the remote centre. This latter represents another important lesson from the MMP experience, confirmed by the AGN PowerMatric programme – there needs to be a skilled facilitator at the remote centre who is able to help mediate the learning process without coming to be seen as another barrier between the students and the presenter.

- It is clear that MMP facilitators place a strong emphasis on the P&DM teaching and learning approaches and regard all normal facilitation skills as important. An important lesson of experience is that these facilitators purposefully down-play their own role so as to foster and encourage a direct relationship between the lecturer and class. For this purpose a camera will zoom in on a student with a raised hand rather than having the facilitator break into the discussion (relationship) to introduce a new speaker. The experience of the student group is important and team rules develop over the first year which sometimes develop into spontaneous group discussion without facilitation. All of these aspects need to be consciously encouraged in future sessions.

- MMP facilitators typically intervene in the process if technical problems occur, if communication with the lecturer is not adequate (clarifying) and if the students group requires facilitation (e.g. when many students would like to respond to a particular question and only one at a time may respond via PictureTel – an alternative option being to go off the air and facilitate a group discussion with the one group). Again these practices need to be encouraged and built upon in future sessions.

- A technical facilitator was available at the Parktown site, although the nature of the difficulties experienced was not specifically ‘technical’ (i.e. the ISDN lines did not ‘go down’), but rather difficulties were linked to educational and social processes and management of the technology. It is therefore important that the technical facilitator continue to be available at the site, but also, that educational facilitators’ use of the technology be monitored; and appropriate training be provided for all users.

The above is obviously not an exhaustive list of issues but does summarize some insights gained by the SAIDE team in the limited observations it was able to undertake. It should be noted that the students themselves are able to distinguish between good and poor uses of the technology and need to be drawn into the ongoing evaluation process along with the presenters and facilitators.

SUMMARY OF CONCLUSIONS AND LESSONS OF EXPERIENCE

ACCESS AND EQUITY

The programme has succeeded in making the P&DM Master of Management programme more accessible to Mpumalanga students, and PitcureTel has played a part in this. However, students and staff feel that Technology Enhanced Learning is second best to face-to-face contact with lecturers. What the evidence in this chapter suggests is that if you try to provide the same experience for two groups of students, you immediately set yourself up for accusations (particularly from students) of unequal provision from the students perceived to be disadvantaged. The technical difficulties at the beginning which seriously affected student access, could probably have been avoided to some extent by more thorough research prior to implementation. The amount of staff time involved even currently when the systems are working well should not be underestimated.

A lesson of experience is that MMP facilitators attempt to fly lecturers to Nelspruit early during a course, so that students get to know them personally and also during concluding sessions, when students may need personal assurance and to feel that quality support is being received. A further lesson of experience is that professional, regular and committed technical support is vital. Major problems have occurred around Telkom ISDN usage.

INTERACTIVITY AND EASE OF USE

PictureTel technology offers an opportunity to promote real-time contact between students and lecturers. This serves the interests of both educational and social interaction. However, the extent of the interactivity which is possible with the use of the video-conferencing technology should not be over-rated. The entire video-conferenced session needs to be based on cooperative and collaborative learning strategies if the possibilities for interaction are to be optimized. It is clear that some lecturers are better able to do this than others and the experience of these people needs to be harnessed in the initial training and as well as the ongoing support process. The implications of the 0,7 second transmission delay, as well as potential problems related to the aural and visual quality of the presentation need to be considered in the planning of each session.

As the research in appendix one indicates, it is likely that given the current nature of use of the technology that video conferencing technologies are not specifically ‘better’ at achieving interactivity or effective delivery than other conferencing technologies. Audiographic conferencing technologies are one option, but here, too, convergence between audiographic conferencing technologies and Internet technologies, suggests that the latter option would be preferable.

Lessons of experience for the MMP team have been that present technology has limitations in terms of its capacity to stimulate interactivity. Other users are encouraged to experiment, especially during training sessions and to adopt an open learning attitude towards what the situation may require. Specific lessons concern the use of camera shots, zooming, lapel microphones, using the window facility, muting for specific purposes, set camera positions, maintenance on equipment and so on. Guidelines are at present recorded and documented for future use.

SUPPORT AND FACILITATION

It is clear from the MMP experience that the use of experienced facilitators at the remote site fulfils an important need expressed by students. It is also clear that presenters and facilitators need ongoing support and guidance in the use of the technology. The appointment of technical support staff as well as the emerging guidelines on effective use of the technology, coupled with ongoing monitoring of use, can be seen as key lessons of experience.

The MMP team has facilitated the use of video conferencing equipment within certain capacity and financial constraints which have forced them to consolidate and improve on basic video lecturing before attempting to use the Internet, international conferences etc. in conjunction with their classes. In comparison with established distance education providers in the field, the MMP team does not have access to the following types of support which may be considered as lessons of experience for other users in the field.

- Some universities have fully equipped video editing studios where all lectures are taped, edited and distributed.
- Established distance education service providers may have access to considerable capacity in administrative and technical support e.g. IT personnel, video cameramen, printing, distribution and organising staff that form the conventional academic support typically found at a university/ technikon.
- A consortium approach in which several institutions make use of the same resources may be one way of ensuring the optimal use of the technology.

In initiatives which start off from scratch in outlying areas, it is regarded as an important lesson of experience to consider a computer facility and access to or the establishment of a resource centre or library with books, literature, videos and teaching equipment such as overhead projectors, and so on.

EDUCATIONAL SPACES

Ideally, venues used for video-conferencing sessions would lend themselves to pair and small group discussion. The monitor(s) at the centre should be clearly visible for all students and the aural quality of the transmission needs to be monitored. The equipment would be permanently set-up and accessible outside of formal lecture time. These considerations suggest the need to investigate the possibility of an alternative venue or, if possible, some modification of the existing venue for the MMP video-conference sessions.