A Literacy Practitioner's Guide to Audiographic Teleconferencing
The literacy coordinators' prior computer experience (pre-novice to intermediate) had an impact on their impression of the technology. We also observed that their experience level had some impact on their expectations, as well
The Introduction to Audiographic Teleconferencing focused primarily on the use of the Optel ® pad and pen and the keyboard. The literacy coordinators were also given the opportunity to go into the directory and bring up sub-directories. All participants appreciated the hands-on approach to learning about the technology,
A User's Handbook was distributed to the literacy coordinators that explained more about audiographic teleconferencing, how to connect to the teleconference, teleconferencing protocols and what to do when glitches occurred. A study guide was also distributed which contained session goals, activities and other relevant information.
Some literacy coordinators commented that they missed the face-to-face contact with other participants. Others mentioned that the audio transmission was poor at their receiving sites. The coordinators would have preferred that the instructor clarify his expectations at the beginning of the session and that more written information about the technology and its limitations had been included. They were also interested in learning more about how slides were created.
Recommendations for improving the study guide for LEFT Brain / RIGHT Brain included providing practical suggestions and strategies for use in tutoring practice. It should be noted that the instructor's training on the equipment prior to going on-line enabled her to deal more effectively with the technology glitches. Rod Corbett's suggestions for ways to improve some of the technical aspects of the delivery of the tutor training were incorporated into the tutor training sessions.
The tutors were pleased with the support materials, including the study guide and User's Handbook. Most deferred to their literacy coordinator when technology problems arose. They preferred a faster paced, less experiential presentation style. Some commented about the repetitiveness of information on the slides; others appreciated the reinforcement. Several mentioned that they missed the face-to-face interaction.