This document discusses using interactive video conferencing as a teaching and learning tool in distance education. It notes that video conferencing can promote more inclusive learning by reaching wider audiences and meeting the needs of learners unable to attend on-campus classes. However, there are also challenges like ensuring active participation, providing feedback, and addressing feelings of isolation. The document advocates for pre-class sessions to familiarize learners with the technology and addressing issues like language barriers and technical requirements to facilitate participation.

1. Social Learning as Inclusive
Learning: Using Video
Conferencing
in Distance Learning
Rania Eleftheria Kosmidou

3. Inclusive Learning

4. My Question/Intervention:
Is Interactive Video
conferencing as a
teaching and
learning tool
feasible,
effective?

5. Resources
 Interactive Video Conferencing tools
Interviews
 Literature

6. My Project and the UK PSF
• How students learn
• Develop effectivelearning environmentsand
approaches tostudentsupport/guidance
• Appropriate methods ofteaching and learning
• Use and valueappropriate learning technologies
• Promote participationand equality
ofopportunities
• Use evidence-informedapproaches and
theoutcomes fromresearch, scholarshipand CPD

7. Distance Learning
• Why is it important? • It is more inclusive
learning
• It can reach a wider
student audience
• It can meet the needs of
those learners who are
unable to attend on-
campus classes
• It can involve outside
speakers who otherwise
would be unavailable

8. Problems
• Balance between costs (monetary and time) and
motivators
• Availability of feedback and teacher contact
• Access to student support and services
• Feelings of isolation and alienation
• Lack of experience (in tertiary study and/or studying at
a distance)
• Lack of (technical) training
Mark J.W. and Catherine McLoughlin (2010). Beyond distance and time constraints:
applying social networking tools and web 2.0 approaches in distance
education.
In G. Veletsianos (Ed.), Emerging technologies in distance education (pp. 61-
87:
64). Edmonton: AU Press, Athabasca University.

9. The Networked Teacher

10. Problems/Risks
• Know what are the needs for the
learner to participate=language or
technical requirements. Should have
a pre-class informal session to make
sure that the learner knows how to
use the technology, make sure that
everything works, and learn how it
works.
• It has a cost (equipment/the lines-
Internet).
• Handwritten/copied materials
presentations etc must be well
prepared as there might be the risk
that they might not be able to read
them.
• Preparation required: scheduling,
confirming attendance.
• How to ensure active participation,
avoid destructions.

11. What now?

12. References
• Bates, A. W. (2005). Technology, e-learning and distance
education (2nd ed.). New York, NY: Routledge.
• Greenhow, C., Robelia, B. & Hughes, J.E. (2009). Learning,
teaching, and scholarship in a digital age web 2.0 and
classroom research: what path should we take
now? Educational Researcher, 38(4), pp.246–259.
• Gunawardena, C. N., &McIsaac, M. S. (2004). Distance
education. In D. H. Jonassen (Ed.), Handbook of research on
educational communications and technology (2nd ed., pp.
355–95). Mahwah, NJ: Lawrence Earlbaum Associates.
• Laurillard, D., 2008. Digital technologies and their role in
achieving our ambitions for education. Available at:
http://eprints.ioe.ac.uk/628/ [Accessed 24 October , 2012].
• Laurillard, D. (2012). Teaching as a design science: Building
pedagogical patterns for learning and technology. New
York: Routledge, pp. 187–209.

13. • Lee, M. J. W., &McLoughlin, C. (2007). Teaching and learning in the Web 2.0
era: Empowering students through learner-generated content. International
Journal of Instructional Technology and Distance Learning, 4(10), 21–34.
• May, H., & Bridger, K. (2010). Developing and embedding inclusive policy and
practice in higher education. York: Higher Education Academy.
• Sharpe, R., Beetham, H., &Freitas, de Sara (Eds.). (2010). Rethinking learning for a
digital age: How learners are shaping their own experiences. New York: Routledge.
• University of Idaho.Distance education at a glance. Retrieved 24 October 2012,
from http://www.uiweb.uidaho.edu/eo/distglan.html
• Veletsianos, G. (2010). Emerging technologies in distance education. Edmonton: AU
Press, Athabasca University
• Wenger, E., White, N., Smith D., J. (2009). Digital habitats: stewarding technology
for communities. Portland, OR: CPsquare.