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This project investigated the exploitation of on-line video media for the Continuing Professional Development (CPD) of dentists. More specifically it focused on the evolution of the video media from video-conferencing to simple and complex webcasting. The study aimed to establish models of best practice for the use of both videoconferencing and webcasting in the training of dentists. The three phases in the investigation progressed from a single screen presentation to three frame webcasting. • Phase 1 consisted of videoconferencing and one-frame webcasting across the local area network (LAN). • Phase 2 was a two-frame webcast across the LAN. • Phase 3 a three-frame webcast across the Internet. In each phase three different teaching scenarios were compared the lecture, seminar and one-to-one delivery. The same presenter and teaching material (Medical Emergencies) were used in each setting. The majority of participants were about to qualify as dental surgeons. A qualitative analysis was employed using questionnaires with a 5-point Likert scale, interviews and observational techniques. In the questionnaire, presentational, technical and educational issues were investigated. What clearly emerged was the very positive reaction towards the video media which were considered a most acceptable mode of delivering CPD (rated very good and good more than 80% of the time). Similarly, the presenter and teaching material scored highly in all phases and scenarios (good to very good, 4-5 on the Likert scale). Video-conferencing was deemed more suitable to special occasions such as major lectures, and webcasting was preferred in a one-to-one setting. Technically, webcasting did not make extra demands on the presenter, audio was more reliable and set up times were minimal compared to videoconferencing. However, sufficient webcasting bandwidth was necessary to prevent web-congestion. 'Interactivity' was essential to both recipient and presenter. It was appreciated most in Phase 3 webcasting where the chat box gave time to reflect before responding. A 'learning line' was proposed with videoconferencing and webcasting as part of the spectrum between face-to-face and on-line learning, respectively.

VENUS aims to internationalise prestigious courses, with international scope and importance, in each member university through virtual mobility, open to both students and citizens. Related: # The VENUS Handbook entitled 'Creating New Opportunities for Universities' has just been published. This handbook is based on the experience of the partners in the VENUS project who organised Virtual Seminars on a broad range of European subjects and a Summer School on the Use of Social Software in Business and Higher Education. http://www.venus-project.net/images/Venus_gids_v05.pdf # The VENUS Platform, an online Platform which was created to support the main outcomes of the Venus project.http://www.venus-seminars.net

This ViDe Video Conferencing Cookbook is a "how-to" manual about Internet videoconferencing of ViDe. "The Video Development Initiative (ViDe) promotes the deployment of digital video in research and higher education. Leveraging our collective resources and expertise, ViDe advances digital video deployment through promotion and development of interoperable, standardized, and cost-effective technologies." ViDe projects also include ViDeNet, the global, virtual network providing video and voice-over-IP to advanced networking communities: http://www.vide.net/videnet.shtml.

Towards a learning organisation' brings human resource managers up-to-date with the various applications that are open to them, such as Electronic Learning Environments, Web based training, Videoconferencing, etc. This handbook provides user-friendly information about emerging technologies for training, checklists and other decision-making tools. Based on broad experience and peppered throughout with case studies and examples from leading European companies and institutions, it also offers plenty of background information including an onverview of network options as well as a handy glossary and further resources list. Related: http://openlibrary.org/b/OL3993552M

MOTIVATE is a real-time videoconferencing project for schools, providing maths, science and cross-curricular videoconferences and linked projects for students of all ages (5-19) both in the UK and internationally. Secondary students find out what professional mathematicians and scientists do, and how their work is used in the real world. Younger children take part in interactive videoconferences, with activities based across the curriculum. Related: Paper “Can videoconferencing contribute to teaching and learning? The experience of the Motivate Project” by Jenny Gage, Marilyn Nickson, Toni Beardon, University of Cambridge, 2002. http://www.leeds.ac.uk/educol/documents/00002264.htm

This web page lists publications (white papers) of Polycom with a lot of useful documents under the Video section about videoconferencing.

“New Technologies for Learning: Contribution of ICT to Innovation in Education” tackles the key questions concerning the impact of technology on education. This publication is the result of a study commissioned by the European Round Table of Industrialists (ERT) to LINOV (Leuven Institute for Innovative Learning) at the K.U.Leuven, Belgium. The authors adopt a dynamic and constructive stance: education should neither eagerly and blindly embrace the oncoming ICT wave, nor passively and reluctantly surrender to it, nor should we make sceptical or defensive attempts to keep it out. Instead, education should actively create new powerful learning applications from the potential of ICT. An open but critical analysis of the new learning opportunities should be conducted, as well as a careful assessment of the critical success factors. For the practical implementation of ICT-based innovation in education a systemic approach to the learning process as well as to the educational system is essential.

This paper presents an evaluation of the effectiveness of video conferencing as a teaching and learning medium within the area of early childhood studies. The methodology consists of questionnaires administered to the early years' tutors who taught on the course and to students in both Belfast and Armagh (remote site). Findings indicate that students at the remote site have developed learning strategies and skills for dealing with the video-conference lecture. Tutors have had to adopt a formal style of teaching and this has had an effect on how lectures are presented. Furthermore, it is recognized by tutors and students that a tutor needs to be present at the remote site in order to facilitate discussion and deal with questions and problems.

This article links video conferencing to health education.

What are the aims of the Video Conferencing Project? # To provide a better understanding of critical factors relating to conceptions, motivations and experiences of staff and students in a variety of VC contexts. # To inform future strategy and practice through the provision, use and evaluation of a series of products, materials and resources that can inform appropriate staff development. # To provide models and techniques for evaluation that can systematically be used in the future to promote an ongoing process of transformation, both of staff conceptions and use of VC, and of student learning. # To disseminate findings and outcomes within the Universities involved and to the sector more broadly, through HEA Subject Centres and other appropriate bodies. Related: The case study report (http://www.as.ex.ac.uk/eeu/vcproject/?p=378): a Word document with 3 brief papers of 3 different video conferencing examples, by Video Conferencing for Teaching and Learning, Education Enhancement Unit, University of Exeter: Briefing Papers: # Medical students’ perceptions of telematic lectures # Geovid - the use of two-way video conferencing technology to enhance student integration # Evaluating the effectiveness of “remote” teaching in biosciences http://www.as.ex.ac.uk/eeu/vcproject/wp-content/uploads/2008/01/case-studies.doc