Audiographic Teleconferencing Project: An Evaluation
Comfort with the technology seems to have two components; first, the handling of all the mechanical parts -microphone, pen, etc. - individually and in concert with each other. This is a motor skill that can be improved with training and practice. Learners would also benefit from being aware of the limitations of the technology at the outset. Better training materials would close the gap between their expectations and the reality. Several references were made to differences between what learners thought would happen and what did happen, or between what was shown in the handbook and what they had on the site. Users familiar with "point and click" applications were frustrated when this technology did not respond in the same way.
A second related component is the social one. The "conferencing" part of the technology is out-dated, cumbersome and prone to cutting people off, largely because of the nature of the half duplex system. A large bar is attached to a centrally positioned microphone; anyone wishing to speak must lean towards the microphone and press the bar down. thereby cutting out other speakers. Some tutor-learners reported feeling intimidated by this, conscious of others in the group waiting to speak or watching them trying to handle the technology. They hesitated, not wishing to "intrude." Some were intimidated by the number of participants involved. Those who are so uncomfortable with the technology do not benefit from the potential for interaction. There is more "dead air."
Similarly the instructors were uncomfortable letting participants "off the hook" to break into small groups. One interviewee suggested practicing in small groups first and moving to the larger group only once learners were at ease with the medium and the participation process. Again. this issue should be addressed in the training and handbook, and can be expected to improve with practice.
The instructors were also new to the technology, as both pointed out. Neither felt completely comfortable with it. Some participants observed this discomfort. Both instructors indicated they would make changes to their presentation styles in the future. This is because audiographic teleconferencing technology is not flexible; teaching styles have to be adapted to it, and spontaneity is not possible. The technology does not lend itself to casual use. It requires skilled handling by instructors who must be well prepared, well in advance of their presentation. Once more, practice becomes the key note. Both instructors plan to use audiographic teleconferencing again and to "get better at it."
Robin Millar made an interesting point. Learners are struggling with learning the technology and the content at the same time. Their frustration was with their lack of skill on the technology. However. neither this frustration nor the learning experience was discussed as part of the presentation nor addressed in the timetable. Instead of taking time to think about how they were learning during the session. the learners simply wanted to "get on with it." Based on her observations, she is adapting her presentations in Manitoba. For instance, she will be using six one-hour sessions because two hours is "too long on the telephone." She thinks the more frequent, shorter exposure wi1lincrease learners' comfort with the technology and make learning more effective.