Guide to Videoconferencing

IT Services

U NIVERSITY OF M ALTA
NEW LEARNING TECHNOLOGIES: THE ART OF VIDEOCONFERENCING

Guide to
Videoconferencing

A detailed insight into the
technology and pedagogy of
two-way communication
over distance

U NIVERSITY OF M ALTA
V IDEOCONFERENCING AT UOM –
G UIDE TO V IDEOCONFERENCING

© 2007, IT Services
University of Malta
Msida MSD06
Malta
Tel: (00356)2340-3004
Fax: (00356)21343397
Website: http://www.its.um.edu.mt
E-mail: videoconf@its.um.edu.mt

May be reproduced only with permission

Table of Contents:

1. INTRODUCTION 7

2. VIDEOCONFERENCING: THE TECHNOLOGY 9

2.1 How does Videoconferencing work? 10
2.1.1 Types of Videoconferencing systems 10
2.1.1.1 Integrated Room (Room-based system) 10
2.1.1.2 Desktop 10
2.1.1.3 Portable Units 11
2.1.2 Videoconferencing Equipment 11

2.2 Using Videoconferencing: some case studies 13
2.2.1 RACOL 13
2.2.2 Directory Enabled Middleware for Multimedia Communications 14
2.2.3 Lewis and Clark Expedition Re-Enactment 14
2.2.4 Learning Technology Dissemination Initiative 15

2.3 Connecting via Videoconferencing 16
2.3.1 Point to Point vs. Multipoint 18

3. VIDEOCONFERENCING AT UOM: WHERE, WHAT AND HOW? 19

3.1 Where can videoconferencing take place? 20

3.2 What equipment can be found in the VC suite? 21

3.3 How does videoconferencing work? 29
3.3.1 How will videoconferencing be of service to you? 29
3.3.2 How does the booking system work? 30
3.3.3 How should a videoconferencing session be planned? 30
3.3.4 How will the videoconferencing equipment be set up? 32

3.4 Powering up the system 36

3.4.1 Switching on the Videoconferencing Unit 36
3.4.2 Switching on the Document Camera 40
3.4.3 Connecting a laptop to the system 44

3.5 Using the Videoconferencing Application 46
Using the System Remote 47
Using the Keyboard 48

A Guide to Videoconferencing: a detailed insight in the technology and pedagogy of teaching by distance iii

3.5.1 Placing a Call 49
3.5.2 Handling People and Content Controls 53
3.5.2.1 Choosing the people settings 53
3.5.2.2 Choosing the content controls 60

3.5.3 Answering a call 61

3.5.4 Controlling other Options 62

3.5.5 Ending the Call 64

4. VIDEOCONFERENCING: TIPS AND STRATEGIES 66

4.1 Logistics 66
4.1.1 Roles and Responsibilities 68
4.1.1.1 Site Coordinator: 68
4.1.1.2 Site Technical Contact: 68
4.1.1.3 Conference Organiser/Course Lecturer: 68
4.1.1.4 Site Participants: 68
4.1.1.5 Remote Facilitator: 69
4.1.1.6 Remote Technical Contact: 69
4.1.1.7 Remote Coordinator: 69
4.1.1.8 Chair: 69

4.2 Session Preparation 70
4.2.1 Preparing the Videoconferencing Room: 70
4.2.2 Preparing Resources 71
4.2.2.1 Room Cameras 71
4.2.2.2 Document Camera 71
4.2.2.3 VCR 72
4.2.2.4 Computer 72
4.2.3 Planning the Lesson 75

4.3 Videoconferencing Tips 78
4.3.1 Communication Skills 78
4.3.1.1 Verbal Skills 79
4.3.1.2 Visual Skills 79

5. VIDEOCONFERENCING: THE PEDAGOGY 81

5.1 What is interactivity? 81
5.1.1 How can more interactivity be implemented during a class session? 82

A Guide to Videoconferencing: a detailed insight in the technology and pedagogy of teaching by distance iv

5.2 Instructional Strategies 83
5.2.1 Learner Motivation 83
5.2.1.1 Holding the learners’ attention 84
5.2.1.2 Keeping the learners satisfied 84
5.2.1.3 Enhancing the learners’ confidence 85
5.2.1.4 Relevance of Learning 85
5.2.2 Activity Design 85
5.2.2.1 Brainstorming Sessions 85
5.2.2.2 Brainteasers 86
5.2.2.3 Question and Answer Activities 86
5.2.2.4 Focused Discussion 86
5.2.2.5 Project Based Activities 86
5.2.2.6 Demonstration, Experiments and Investigations 87
5.2.2.7 Student Displays 87
5.2.2.8 Case Study Analysis 87

5.3 Behaviour Management 87
5.3.1 Videoconferencing Etiquette 87

5.4 Evaluation 89
5.4.1 Why evaluate? 89
5.4.2 What to evaluate? 90
5.4.4 How to Evaluate? 91

6. CONCLUSION 92

7. TROUBLESHOOTING AND FAQ’S 93
Recommended Further Reading: 96
Notes: 97

APPENDIX 1 I

Online booking form (for External Use) i

APPENDIX 2 IX

A lesson plan matrix ix

APPENDIX 3 X

The lesson/videoconference timeline x

A Guide to Videoconferencing: a detailed insight in the technology and pedagogy of teaching by distance v

APPENDIX 4 XII

Using NetMeeting xii

APPENDIX 5 XVI

Sample evaluation questionnaire xvi

APPENDIX 6 XVIII

Sample instructor observation log xviii

GLOSSARY OF TERMS USED IN VIDEOCONFERENCING XIX

A Guide to Videoconferencing: a detailed insight in the technology and pedagogy of teaching by distance vi

I n t r od u c tio n

1. Introduction

As is often the case, people are asked to go on meetings, attend or give
lectures at a site which is located away from their own institution and/or
organisation. Distance, costs and the duration of the journey are frequently a
source of discouragement to attend such meetings or even courses.
Videoconferencing has emerged as a most successful solution. In use since
the early 1950’s1, it has slowly evolved from its most rudimentary form, when
the first system based on video and audio communication appeared.

Videoconferencing is almost always associated with distance education.
However its purposes have been found to be extensive and varied in nature.
It can be found useful in general applications such as for meetings, classroom
practices and cross collaboration between partner institutions. It is also
nowadays finding its use in more specific applications such as Telemedicine,
TeleEducation, Remote Laboratories, Telecommuting2 and others.

A distinction should be made between distance education and
videoconferencing.
Distance education takes place when the teaching and learning process
occurs over a geographically marked distance. There are also various major
issues of how distance education varies from the traditional classroom
settings. These include modification and adaptation of existing teaching skills,
as well as the application of various delivery systems. Such delivery systems
include a combination of video, audio, print, and data3 resources.
Distance teaching in itself might occur without the presence of any one of the
technological resources. In fact distance learning can occur completely online
via the web using course management software without offering any video
services. However one must keep in mind that in a traditional classroom

1
A history of videoconferencing technology: http://myhome.hanafos.com/~soonjp/vchx.html [2004]
2
Telecommuting refers to home workers who can utilise videoconferencing as if they were present in an office.
3
These include various computer applications such a CMC (computer mediated communication) and CAI (computer
assisted instruction).

A Guide to Videoconferencing: a detailed insight in the technology and pedagogy of teaching by distance 7

I n t r od u c tio n

setting, one of the strongest influences on the students’ own learning is the
visual contact and the physical expressions exchanged between the learners
and the teacher.
Videoconferencing offers a solution to a problem which most distance
teachers and not only, encounter.

Videoconferencing4 is the simultaneous transmission of video and audio
between two or more different locations. It is a technology that is most
frequently used in addition to other resources such as the computer, not for
teaching purposes only but also to enhance communication between two or
more people who are physically restricted from meeting face to face.
Using this scenario, the possibilities of putting this effective technology to use
are innumerable and include communication with restricted access rooms
such as laboratories, operation theatres in hospitals, and various other
locations which can act as instructional settings not only for students studying
at higher levels of education but also for employees on the work place5. In
such a way videoconferencing can be utilised to train and educate people as
well as to promote cross cultural exchanges between students and teachers
and stimulating collaborative learning.

4
The Videoconferencing Cookbook.: http://www.videnet.gatech.edu/cookbook// [2004]
5
Videoconferencing in the new millennium. http://www.uic.edu/depts/accc/newsletter/adn30/vc.html [2004]


V i d eo c on f er e n ci n g : th e t ec h nolo g y

2. Videoconferencing: the
technology
The technology of videoconferencing is based upon a combination of various
determining factors which transfer video and audio across a network. The
general keyword associated with videoconferencing is interactivity6. This
allows real-time visual and audio contact between two or more persons set at
different geographical locations. Simultaneously it also supports the use of
various additional resources such as computer presentations, printed material
(graphs, diagrams and illustrations) and pre-edited video clips.

6
Interactivity: A forgotten art? http://www.gsu.edu/~wwwitr/docs/interact/ [2004]



2.1 How does Videoconferencing
work?
The technology makes use of video and audio capturing equipment. Their role
is to collect video and audio signals from the lecture/conference rooms. These
signals are then compressed by the Codec (a unit which codes and decodes
the data). The data is transmitted over the digital telephone lines (ISDN) or
the Internet infrastructure (IP). At the other end (the far end), a second codec
unit will decompress the audiovisual signals into data which is then displayed
on the screens and monitors.

2.1.1 Types of Videoconferencing
systems
There are three kinds of videoconferencing setups.

2.1.1.1 Integrated Room (Room-based system)
The teacher and students will be located in a technologically equipped
room with multimedia resources. Multiple monitors and a large screen
are normally used to display the video, whilst multiple microphones are
used for the audio output. This supports a “one to many” interactive
learning environment, normally controlled by the teacher or
chairperson. Participation is normally unequal and distinct with formal
communication. Students can attend both at the local and remote sites.

2.1.1.2 Desktop
This normally supports one to one videoconferencing. A simple camera
system (such as a webcam) can be connected directly to a computer
thus facilitating communication in a more informal setting such as that
of an office or home. This system normally includes a document
sharing application (such as the Net Meeting) which allows the users to
view and even modify the same document or presentation during the



videoconference. This is an ideal tool for meetings and tutorial
sessions.

2.1.1.3 Portable Units
The videoconference system is normally set in such a way so that it
can be transported from one location to the next. Connection is also
established through a network connecting the local (near end), and the
remote sites (far end).

2.1.2 Videoconferencing
Equipment
Any videoconferencing set up requires some basic equipment components:
A. Codec7 – this can be implemented in hardware, software or a
combination of both. It first changes the analog video signal to a
compressed digital form (codes) and then decompresses and changes
the digital signal to analog video when receiving transmitted
information (decodes). A slow codec or low bandwidth results in an
unstable picture.
B. Monitor – In conference rooms a presentation screen is often required.
Aside from that, other monitors present in such a room setup, are used
to show the document camera, the remote site/s, and the local site.
C. Camera/s – These can range from a simple desktop camera to other
more high quality systems equipped with automatic pan8 and zoom9. A
minimum of two cameras, are required for adequate interactivity
between tutors, students and peers, that is, one camera at the local
end and one camera at the far/remote end.
D. Audio – Videoconference rooms are normally equipped with a set of
microphones. These can either be found integrated in the
videoconferencing system, or else as separate parts plugged in the
system.

7
Codec – Coder/Decoder for compressing and decompressing data.
8
Moving the camera in a horizontal motion so as to obtain a panoramic view and keep the subject in view.
9
Changing the magnification of the camera (higher or lower) to obtain a clearer image.



E. Controls – these allow users to place calls, adjust volume, and also
manually adjust camera pan and focusing. Room systems often come
equipped with remote controls.



2.2 Using Videoconferencing:
some case studies
Videoconferencing is becoming more widespread, not only as a cost effective
method of teaching but also because it offers added flexibility to teaching and
learning. The importance of having students who control their own learning
pace, whilst taking an active participation in their education is becoming
internationally recognised. At the same time it offers tutors with an opportunity
of reaching a more widespread audience without having the burden of
travelling.
The following are examples of how such systems are being implemented.

2.2.1 RACOL
Racol is an acronym for Rural Advanced Community of Learners10. Their
objective is to develop a model of teaching and learning using both
synchronous11 and asynchronous12 forms of learning. The project is taking
place in Alberta, Canada and is shared among various partnering institutions
and non-profit organisations, with the two major partners being the University
of Alberta and Fort Vermilion School Division No. 52. The partners within
Racol, have set up a virtual learning environment through high quality digital
video transmission, which extends up to eighteen classrooms on six
campuses.

10
View Site: http://www.racol.ualberta.ca/ [2004]
11
In synchronous learning communication occurs in real time, that is an event in which all participants who are online
can interact at the same time.
12
In an asynchronous environment communication between participants does not occur in real time, and they need
not be logged in all at once.



2.2.2 Directory Enabled
Middleware for Multimedia
Communications
This project’s13 aim is to design the architecture which supports proprietary
protocols, provide an enterprise directory for user management, provide a
public directory for non-associates, search and security features, provide the
user with control and customisation, and other services in conjunction with the
use of videoconferencing over IP in higher learning.
Although a large university may already have a system for identity
management, once deployment reaches a critical size, managing such
systems may prove inefficient. The design implemented in this project makes
use of standards for more efficient user management present in multimedia
communications.

2.2.3 Lewis and Clark Expedition
Re-Enactment
This is a distance learning project14 for participating in the K-1215 schools
program. Audio-visual units are set up on boats and on the shore, for this re-
enactment of part of the American History for the Lewis and Clark
Bicentennial. Videoconferencing sessions are broadcast to schools linking
teachers and students to experts from all over the country in an
interdisciplinary environment. The project also features live transmissions of
special events in the re-enactment. Students have the opportunities to
participate in events and discuss with re-enactors even though they are set at
a different location. This project broadens perspectives for collaborative
learning and increased cross cultural exchanges.

13
View Site: http://www.unc.edu/video/middleware/ [2004]
14
View Site: http://www.lewisandclark.net/ [2004]
15
K12 is a company that provides schools across America with services which include research based curriculum
design as well as school management systems using innovative technological instruction tools.



2.2.4 Learning Technology
Dissemination Initiative
The Learning Technology Dissemination Initiative have also published a
book16 on Case Studies in Videoconferencing for Teaching and Learning17.
Various case studies mentioned within the book include “Diploma in German
for Secondary Teachers by Distance Education” and “Using
Videoconferencing for Research Seminar Presentations” amongst others.
The case studies highlight how videoconferencing is used within the teaching
and learning environment and how the execution of each mini project was
carried out.

16
Alexander, Higgison and Mogey (ed). 1999. Talisman (Pub)
17
View Website: http://www.icbl.hw.ac.uk/ltdi/vcstudies/ [2005]



2.3 Connecting via
Videoconferencing
Once a connection is established data can be transmitted from one site to the
other. Connection can occur in a number of ways:
• IP Video
This video technology is becoming more widespread among school and
educational institutions. It is nowadays seen as a stable solution especially if
the connecting institutions are provided with enough bandwidth over their
network. For videoconferencing over IP18 (Internet protocol), the compressed
data is transmitted over the same networking infrastructure used by e-mail &
web pages.
• ISDN
Video is transmitted through the existent phone line infrastructure providing a
guaranteed bandwidth for a point to point connection. This means that each
connection is subject to call rates and charges19 as applicable by the local
telephony service. ISDN poses a disadvantage when trying to connect to
countries or remote geographical locations with a poor telecommunications
infrastructure.

18
A particular computer with a particular operating system (controlling the operation of a computer)
19
Refer to website: http://www.its.um.edu.mt/vidconf/isdn.html [2005]



The IT Services supports both IP and ISDN videoconferencing. Users are
encouraged to make use of IP conferencing rather than ISDN conferencing.
ISDN calls originating from the University of Malta are relatively more
expensive compared to use of videoconferencing over IP.

Furthermore, the University of Malta is able to offer high quality
videoconferencing over IP since the University network is connected to the
GÉANT2 network which provides advanced IP bandwidth reservation and
quality of service capabilities. GÉANT2 is the European high-speed research
and education IP backbone. The GÉANT2 network spans across 34 countries
in Europe and is interconnected with other research networks across the
world such as Abilene, ESnet and CA*net4 networks in North America.



2.3.1 Point to Point vs. Multipoint 20

A few years ago, videoconferences were mostly point to point, that is one
institution communicates with one other partner.
A multipoint videoconference allows for more advanced levels of interactivity
as well as facilitating more cross cultural exchange of information among
students and tutors. It also enables a wider communication and pooling of
resources for research and educational purposes.
Having a multipoint videoconference means that one site is able to see the
other sites, normally set in quadrants on the screen. In certain cases this set
up can be modified so that the main lecturer appears on screen throughout
the lesson irrespective of whichever site contributes to the lesson. For
interactivity and discussion21 purposes the quadrants can then be re-activated.
However more frequently the participating sites would need to ‘mute’ the
volume from their end, so as to avoid additional confusing noise and
disturbance. This helps having more focused attention during the lecturing
period. When muted, the sites can afford their continuous presence on
screen. The advantage of this is that the lecturer avoids becoming just a
talking head on screen, as the audience visually participating on screen gives
an indication of the flow of the lecture, in terms of motivation and attention.
Having a multipoint videoconferencing session may have its disadvantages as
well. It is strongly recommended that connected sites should be no more than
4 at a time, because carrying out adequate lectures with more interactivity and
student involvement becomes too time-consuming. It is also difficult for the
lecturer to develop a personal relationship with the attendees in each location.
Having more locations increases the formality and decreases the active
student participation in each session.

20
The University of Malta is unable to host multipoint videoconferencing services at the moment. However the
university of Malta can act as participant during multipoint videoconference hosted by other sites Facilities for
multipoint videoconference sessions are expected to be available shortly
21
For more details visit: http://www.wainhouse.com/files/papers/wr-navseadistedu.pdf [2004]


V id eo con fer en cin g at UOM : w her e, how an d w hat?

3. Videoconferencing at UOM:
where, what and how?
Videoconferencing at the University of Malta is now easy to access and to
use!
The technology supports connections both via IP and ISDN platforms
enabling audio-visual links between two geographically remote sites.
The system is designed in such a way so as to facilitate lecturer meetings and
partner collaborations, as well as overseas interviews, vivas and as an
additional resource in distance education. Courses can be transmitted to
remote areas, having students attend both on a local and remote scale.
Classes not larger than 15 students are recommended both at the local and at
the remote end. This is due to participation and interactivity factors during
classes. The greater the number the participants the less chance they would
have for increased interactivity throughout a videoconference session.



3.1 Where can videoconferencing
take place?
The videoconferencing suite is located at the Gateway Building, Room 106
at the University of Malta, (view map – key: 07). There is also another
videoconference set up at the University Gozo Centre (UGC)

Figure 1 – The Gateway building

A portable videoconferencing system can also be set up in order to suit
individual needs. The second system includes a videoconference unit, set on
a roll about system. This can be put up in specific laboratories or other
classrooms outside the videoconferencing suite.



3.2 What equipment can be found
in the VC suite?
The typical equipment for videoconferencing sessions includes a camera,
monitor. The UOM uses PictureTel 600 series.

An additional microphone is also available and can be found located next to
the camera on the main monitor, for better audio quality.



The general classroom set up inside the videoconference suite is mostly
suited for tutorial groups of not more than 10-15 students per group.
The general layout is that of a semi-circular seating arrangement with the
camera and monitor facing the audience. A document camera with
accompanying monitor and presentation screen are also at the front so that
the audience can follow what the tutor is presenting more accurately.

8
9

10

7
6

Figure 2 – General Classroom Setup
1

2

3

11

5

4

Figure 3 – Camera 1 with monitor Figure 4 – Frontal view of camera 1 and
Codec unit & VCRs projection screen



The videoconferencing suite is equipped with:
No. Equipment Photo
1 The main camera or camera 1 is
normally used to focus on the main
speaker during the videoconference.
The camera has automatic panning,
tilting and zooming features.

2 A power mic which is equipped to
focus on the speaker/s and eliminate
possible background noise.

3 Monitor 1; this is the main monitor
normally set to show the remote site/s.
This monitor can also be controlled by
a hand-held remote control unit.



4 The console contains the codec with a
self contained unit, having all the
necessary software and internal
hardware. A CD-Rom, floppy drive and
the power button can be found at the
front. This can also be referred to as the
conferencing unit.
5 The two video recorders set on top of
the codec are available for recording
and playback purposes. The one which
is used for recording sessions, will
record only the far end video. This can
be used for storage and backup
22
purposes , to be re-viewed at a later
stage. The other video recorder can be
used for playback if an additional
audiovisual resource (on VHS tapes) is
required throughout the session.
6 A workstation is also available for
displaying MS PowerPoint
presentations, to share documents and
other applications such as an Internet
browser during the session.

22
Requires permission from site coordinator before any type of recording can occur.



7 The Document camera is mainly used
to project printed material either on
transparent acetate or else on normal
printing paper. Small sized objects or
artefacts can also be placed on its tray
to be displayed in detail on the
connected monitor and sent to the far
end.

8 Document monitor; this monitor
displays objects/printed material shown
on the document camera. The monitor
can be operated using a hand-held
remote control unit.

Remote
control

9 The auxiliary camera or camera 2; is
set to show the tutor as he is facing the
audience in class. It is marked as the
auxiliary camera on the conferencing
system.

10 Monitor 2; is set to show the remote
end participants enabling the speaker to
see the far end when facing the local
audience.



11 The projection screen is the large
screen which can either show a
presentation saved on the laptop or the
workstation or a presentation from the
remote end. This screen can be pulled
up to reveal a white board behind to be
used as required. Writing on the
whiteboard during the videoconference
session is however not recommended.
12 The wireless keyboard is designed for
both administrative and user tasks. It
includes standard keyboard features as
well as a trackball, left click and right
click button.

13 The remote control is used for the
manual zooming, panning and tilting of
the camera/s. This becomes useful
when all the members of the group are
participating equally and the camera
needs to be zoomed in on one particular
speaker at a time.



Other additional equipment which can be used during videoconferencing:
The projector is connected to both
the codec ( the conferencing unit)
and the computer, (for
presentations and document
display). If the input button of the
remote is pressed the screen
toggles between the computer
presentation and the conferencing
image. Projector
remote

A portable camera system
complete with a built-in mic which
can be transported to other
locations and plugged directly in the
network

The use of an image sharing
device which can be used to feed
the laptop screen directly into the
system so that lecturers/speakers
can use their laptop directly to view
PowerPoint presentations or other
forms of documentation.
A lapel mic which can be worn by the lecturer in case he/she needs to
move around in the classroom or laboratory
A cordless mic to be shared by the students at the local site during
discussion
An additional workstation is used in case the technical officers are in
charge of running the videoconference suite when the lecturer cannot



take charge of the session himself/herself. The operator/s will control the
videoconferencing equipment, and can also handle the presentation for
the speaker.



3.3 How does videoconferencing
work?
This section will guide you through the various steps involved for you to start
using the videoconferencing service at the University of Malta.

3.3.1 How will videoconferencing
be of service to you?
The videoconference system at the University of Malta helps you:
1. to reach a wider audience saving on travelling time and costs;
2. to connect to any site which has a videoconferencing equipment
installed either by ISDN or over IP;
3. establish a connection from a specific location set up [e.g. a laboratory]
on site within and outside the university premises;
4. make use of small and portable equipment which is easy to handle
5. obtain high quality picture and sound;
6. conduct your own videoconferencing session without the aid of
operators or technicians;
7. conduct interactive sessions with small groups of students at multiple
sites, making lessons more effective and promoting cross cultural
collaboration.

This facility has been made available to you by the IT Services at the
University of Malta, at a minimal cost23.

23
Please refer to the IT Services website for more details: www.its.um.edu.mt/vidconf/



3.3.2 How does the booking
system work?
Videoconference bookings are submitted online by filling in the booking form24
accessible from the IT Services website. There are two booking forms which
can be filled in and submitted online. The external booking form is for
videoconference sessions between a University department and another site
which is not part of the University of Malta.
The internal booking form is to be used for sessions between University
departments e.g. between the main campus site & the University Gozo
Centre. This booking form is to be filled in and submitted by the conference
organiser only, in this case.
It is important to note that the booking form should be submitted at least 10
working days prior to the session date. The form will only create a provisional
booking. The site coordinator sends the confirmation by e-mail. The
confirmation of a booking depends on availability.
Important information included on the form are the remote/far end contact and
technical details, contact information related to the person wishing to set up
the videoconference and the purpose of the videoconference itself. All the
information submitted will help each individual focus more on the needs
pertaining to the session and will also set expectations for that session.

3.3.3 How should a
videoconferencing session
be planned?
In order to be able to fill in the booking form appropriately it is important to
identify the necessary information which will also serve for the success of the
videoconferencing session.

24
See appendix 1



Preparation and Planning are the most important steps for the success of
each videoconferencing session.
1. Identify the site or sites which will be involved in the session.
2. Determine the needs25 of the videoconference session.
3. Establish a communication link with the sites via e-mail.
4. Confirm that the other site/s have videoconferencing equipment and
whether they have an ISDN or IP connection.
5. Get all the details of the remote site, including contact name/s,
number/s (tel. and fax), relevant e-mail addresses, operator details and
the connection numbers. Try to get an additional helpline in case of
emergencies.
6. Pick a few possible dates for the videoconference sessions and verify
the remote end’s availability for the specified dates.
7. Fill in the booking form and submit it online to IT Services at the
University of Malta.
8. It is always recommended especially if the videoconferencing session
is being tried out with a particular remote site, for the first time, to book
a test session prior to the actual conference.
9. Use this guidebook to ensure familiarity with the equipment to be found
in the room.
10. Obtain as much information as you can about the remote audience.
Knowing their interests and experience relative to the content which will
be presented and discussed, will give additional help when planning for
the session. This will also help to carry out a more informal and
personalised session.
11. Ensure that a remote facilitator26 is on site throughout the planned
session. The remote facilitator should be familiar with the
videoconferencing equipment and should know what to do in case of
problems.

25
Needs include the aims and objectives of the session; why should the session be held, what are the desired
outcomes?
26
The remote facilitator is the person in charge of the videoconference session at the far end. During a meeting the
facilitator can be the operator or the technician responsible for the set up/transmission of the videoconference
session. During a lecture the facilitator can be a lecturing assistant with a special role of helping out the far end
students with any difficulties they might encounter during the session.



12. Submit your booking form at least 10 working days prior to the planned
conference date. At this point submitting the booking form will only
indicate a provisional booking. Confirmation of the booking is subject to
room availability and this will be sent to you by mail.
13. When submitting a booking it is also important to specify whether the
conference call will be initiated from Malta or whether Malta (or Gozo)
will be the receiving end. Relevant charges will apply in both cases27.
Once confirmation of the booking is received, the department/faculty
concerned can submit the approved purchase order to IT Services.
14. Different charges and rates apply for different connection networks
(such as ISDN and IP). No extra charges will apply in case a
connection over IP is established28. This also applies for internal
videoconferences as in the case of a session between the University of
Malta campus location and University Gozo Centre (UGC).
15. A connection established using ISDN lines will be subject to local
telephone rates and charges29 as applicable from the Maltacom
Business Tariffs Service.

3.3.4 How will the
videoconferencing
equipment be set up?
The room will generally be set up according to the individual conferencing
needs. There are 4 typical setups which cater for videoconference needs.

28
Refer to website: http://www.its.um.edu.mt/vidconf/charges.html
29
Refer to website: http://www.its.um.edu.mt/vidconf/isdn.html



Figure 5 – Meetings can also be used for project collaborations,
research purposes, and interviews

Figure 6 – Setup for project discussions



Figure 7 – Lecture setup for one to many local to remote or vice versa

Figure 8 – Typical lecture setup



In case a different set up and location is required, fill in the additional
comments box in the online booking form.
The equipment found in the suite will be set up by an operator, prior to the
session. However for your benefit, these photos show how the equipment is
normally set.

Figure 9 – Monitor and camera Figure 10 – Left view of the classroom setup



3.4 Powering up the system
This section indicates ways and means of powering up various parts of the
system for the different uses of videoconferencing. Not all parts of the
videoconferencing system need to be switched simultaneously especially if
not all the resources are required during the session.

3.4.1 Switching on the
Videoconferencing Unit
1. Switch on the electrical power as shown below and power up the
connecting workstation.

Figure 11 – The workstation and the document camera



2. Switch on the projector screen [the switch can be found behind the pc]

3. Switch on the conferencing system [the switch can be found
underneath the projector screen].

Figure 12 - Conferencing System Switch



4. Switch on the codec (conferencing unit).

Figure 13 - The codec unit

5. Switch on the main monitor.

Figure 14 – monitor 1



6. Use the individual monitor remote to set the correct channel.

Press TV/AV
3 times for
picture tel
monitors
(monitor 1 &
2)

Figure 15 - Monitor
Remote Control



3.4.2 Switching on the Document
Camera
The document camera will be used mainly to view transparencies, printed
sheets with graphics or text, as well as small 3-D and flat objects.

1. Note that the electrical power which
switches on the system also powers the
document camera.

Figure 16 – the power supply

2. Switch on the power switch of the document
camera

Figure 17 – On/Off
switch



3. Switch on the lighting as required:

Figure 18 – The Document Camera showing its controls at the front
A. Upper Lamp
This is used mainly to display graphics
or text on printed paper as well as
small flat or 3D objects. Whatever is
placed on top of the illuminating white

cover will be displayed on screen at Figure 19 – Upper lamp
the local and remote end.
In order to switch on the upper lighting press once on the upper
lamp button located at the front of the camera.

Figure 20 – Upper Lamp Switch



B. Base Lamp
This is used to display transparencies in the same manner as an
overhead projector would function.

Figure 21 – Base lamp for Transparencies
An OHP is not recommended during a videoconference. Its input
cannot be fed directly to the videoconferencing system so the
remote end participants would not be able to see what the local
participants would be seeing as clearly since the image would have
to be captured by camera and not directly through the system.
The document camera avoids this and feeds the signal directly into
the system so that what appears on screen locally is also seen with
the same clarity remotely.
In order to switch on the base lighting press once on the base lamp
button located at the front of the camera.

Figure 22 – Base Lamp switch
The switches shown at the right hand corner labelled Input are not relevant for
the purpose of the document camera set up inside the videoconferencing
suite.



4. Zoom in and focus on the object as required.
A. Zooming in
Pressing the button TELE zooms in on the object whilst pressing
WIDE zooms out from the object.

Figure 23 – Zoom controls
B. Adjusting the Focus
The N button represents the near focusing button while the F
button represents the far focusing button. These are manual
focusing controls. Pressing on Auto activates the auto focusing
action. This is recommended for transparencies, printed material
and flat objects. Manual focusing is recommended in cases
where small 3D objects are displayed.



3.4.3 Connecting a laptop to the
system
Speakers or conference organisers have the possibility of bringing their own
laptop to the videoconference room and run their presentation or electronic
document directly from their laptop.
For presentations it is recommended that one follows the guidelines
mentioned in section 4 of this document. Alternatively one may also make use
of the MS PowerPoint templates downloadable from the website30.
1. The equipment which is needed for the laptop connection into the
system is the Image sharing device. It is recommended that you do not
switch on your laptop before the image sharing device is connected to
it.

Figure 24 – Image Sharing Device
2. Disconnect the workstation found in the videoconference suite from the
image sharing device.
3. Connect your laptop to the image sharing device as shown.

30
View site: http://www.its.um.edu.mt/vidconf/vidhelp.html#res



Figure 25 – The cable from the laptop connected to the image sharing device
4. Switch on your laptop.
5. Your desktop will be displayed as part of the contents section on the
videoconferencing application on one of the monitors in front of you.
6. Select your saved presentation from your laptop. Select the “laptop”
content window from the videoconferencing application. This will be
displayed at the remote end as well as locally on the projector screen.



3.5 Using the Videoconferencing
Application
The videoconferencing application used at the videoconferencing suite
located at the University of Malta and at the University Gozo Centre is the
Polycom Picture Tel600 series system.
This application can utilise either the wireless keyboard or the remote control.
It is important to note that in order to function properly, both wireless keyboard
and remote have to be pointed in the direction of the infrared receiver located
on top of monitor 1.

Figure 26 – Infra red receiver.

Figure 28 – System Remote
Figure 27 – Wireless Keyboard
Control



Using the System Remote
1. The system remote is used to control settings during the
videoconference session.
2. The advantage of using the remote control is that the user doesn’t
need to use the trackball and pointer to carry out specific commands
on the application.

Figure 29 – Image reproduced from PictureTel Manual



Using the Keyboard
1. The keyboard is used in the same manner as when one would use a
normal keyboard. The only difference being, that since it is wireless,
one can carry it around and work with it from anywhere in the room, as
long as it is pointed to the infrared
receiver located on top of monitor 1.
2. The keyboard has a trackball which
is used as the pointer in order to
move the cursor to the right direction

on the screen Trackball

3. The left and right click button selection is located at the top
left hand corner of the wireless keyboard.

Left
click
button

Right click button

4. The rest of the keys serve the purpose and function as in that of a
normal keyboard attached to a computer.



3.5.1 Placing a Call
1. Once the system is switched on the Polycom screen will come up as
shown.

Figure 30 - Conference Main screen



2. Select make a call . Your screen display should look like the one
shown below.
To select this call button there are two
methods:

Method A: using the keyboard

Use the trackball on the right hand side
of the keyboard to move the cursor on trackball

the screen to the Make a call button
seen at the top left hand corner of the
screen. Left click
Use the select buttons on button

the left to press the selection. Right click button

Method B: using the remote

Press on the system remote to prompt the system to
initiate the call to the remote end

Figure 31 - Making a call



3. Enter the dial numbers (ISDN or IP).
If you are dialling manually enter the number manually
Use the trackball to place the cursor in the blank text area and
input the numbers.
If the call is ISDN (the number should look like e.g. 8200 4000).
If the call is over IP enter the address (e.g. 100.2.3.4).
If you are using the remote just press the number buttons
shown. The numbers pressed will come up on screen.
If you make a mistake press the cancel button to delete your
current selection.



4. You can also click on Directory to display a list of the saved numbers.
If you are using the keyboard, use the trackball to select the
name in the directory of whom you want to call.
Press the select buttons on the left hand side of the keyboard to
confirm your choice.
If you are using the remote use the arrow buttons to highlight

directory and then press
Use the arrow buttons on the remote to select the name you
require if you are using the remote.

Figure 32 - System Directory
A dialling tone can be heard after pressing the selection. This
shows that the system is calling up the remote end codec.
5. A picture of the remote end view should come up on the screen and on
monitor 1.



3.5.2 Handling People and Content
Controls
The user can choose both to display people or content and transmit the
relevant screens to the remote end.

3.5.2.1 Choosing the people settings

1. To change the camera image the user can choose
from the two options, main camera, or auxiliary
camera (camera 2).
If using the wireless keyboard, move the
trackball to one of the three options to the
right of the screen.
Holding the cursor on one of the options will
enable you to preview the image before you
transmit it to the remote end.
Press the select button to change the camera
view to the option desired.

When using the remote use the arrow keys to move the
selection up and down as required.

Click the to make a selection.



2. Choosing options will enable you to change various settings to the
camera including viewing a full screen image of the remote end
transmission.
Move the cursor using the trackball to options on the topmost
left hand corner.
Press the left select button of the keyboard to highlight your
choice.
Press the options button on the top right hand corner of the
remote system.
The options dialog box will open on screen.

Figure 33 - System Options



3. At the bottom of the screen a series of options enables more user
control over the conferencing system.

Figure 34 - System Toolbar

Choosing the volume button enables you to increase or decrease the
volume of the remote end transmission as desired.

Figure 35 - System Volume Control

4. Selecting the mute button as seen from the screen image mutes the
local site audio. If this button is selected the remote end will receive the
video image without the audio. This is especially useful when there are
particular discussion tasks which might hinder both sites when there is
too much background noise in class.

Figure 36 - Muting the system



5. Selecting the camera option in the toolbar shown above enables you to
have control over both the local end cameras as well as the remote
end cameras. This is a useful option especially when the remote end
facilitator comes across some problems which might prevent him/her
from being able to physically manipulate the cameras.

Zoom in option

Zoom
out
option

Figure 37 - System Camera Control
Selecting the near end options will enable you to have control over the
cameras in the videoconference suite. Generally the auto button is
selected so that the camera can automatically focus on the main
speaker, without having to manually pan or tilt the camera to come into
shot.
However this has its disadvantages as when there is a degree of
background noise in the room the camera shifts its focus and the
image of the main speaker might be lost. In that case the solution is to
preset the camera to specific positions capturing as much as possible
the images of the speakers in the room [this has to be done prior to the
start of the session]. This can be done using two methods:
Using the trackball of the keyboard, go to the option presets as
shown in the image above.
Select camera controls using the left button of the keyboard or
else press the shortcut Ctrl+K on the keyboard.



An options box will appear on screen with camera position
numbers.
Shift the camera to a specific position using the arrow keys
which can be seen on the screen (see the image above)
You can also adjust the zoom (see the image above) of the
camera by clicking the icons at the right of the arrow keys.
Select Set.

Figure 38 – presets functions
You will be prompted to specify a number for the preset camera
position.

Figure 39 – Camera location presets
Select any number for the preset and close



To revert back to the pre-set selection, press ctrl+k on the
keyboard and then the pre-set number for e.g. 1

Shift the camera position as
necessary using the arrow keys on
the remote.
Set Preset
Press set button on the remote.
Choose a number button for the
camera preset value.
You can also press the zoom button to Figure 40 - System
Remote
zoom in or out on the camera image.
To view the camera presets using the remote press preset and
the set value e.g.1. The camera will change direction to find the
set location.

The same camera options are also available for the
remote end image. Zoom



Method C:
Up to three preset camera shots can be stored using the three
“look-at-me-buttons” available as additional resources in the
videoconference suite.

Figure 41– “Look-at-me-button”
Select presets as outlined in the steps above.
Set the camera into the preferred shot.
Press the blue touchpad on the “look-at-me-button” to memorise
the selection.
Close the windows.
Use the “look-at-me-button” by hitting the touchpad once, to shift
the camera from one direction to another as set previously. Note
that each “look-at-me-button”, can memorise one shot. However
the show room button can also be utilised to zoom out the shot
to display the whole room (for example when the participants
are not speaking).



3.5.2.2 Choosing the content controls
The content section of the control enables the switching to and the use of the
additional audiovisual resources which the user might want to make use of
during the conference session.

Select the document camera, the laptop or the video
(VHS recorder) as resources using either the keyboard
or remote as indicated above. Note that unless the
additional resources are connected and switched on
they wouldn’t appear on the contents section. Once
they are switched on they will appear as part of the
selection.
Holding the cursor long enough on the content
selection will display the preview pane so as to get a
better image of what is about to be displayed at the
remote site.
Note that the laptop will have to be connected to the
image sharing device (refer to section 3.4.3 for
information on how to connect a laptop to the system) for it to appear
as part of the contents section on the videoconferencing application.



3.5.3 Answering a call
1. This section assumes that the system is switched on and that the
videoconferencing application has been launched.
2. The system will start ringing.
3. A dialog box will be displayed informing you of the incoming call.

4. You can either answer the call using the remote, and pressing

or or else by clicking yes on the screen using your keyboard.
5. The remote end will come into view on monitor 1. You can manipulate
the audio and video features on your system as described in the
previous two sections.
6. It is important that the speakers at the opposite end get a good view of
the classroom and the participants. It would help if occasionally the
camera would focus on specific small groups of people, showing their
facial expressions as the speaker at the other end is carrying on with
the talk. It is also important that keeping a static picture all the time
might get tedious and boring for the remote site, so having a few
camera preset positions would help to create a more dynamic screen
environment. However it also important to keep in mind that too much
flickering motion on the screen might tend to get tedious and distracting
as well. A balance has to be found between both the two.



3.5.4 Controlling other Options
Selecting options on the screen gives a number of preferences which you
as the user can choose and control.

Figure 42 – The “Options” menu on screen
1. Camera Controls: the camera/s can be tilted, zoom in/out, pan. They
also have camera presets where the images would be set in advance
in particular directions. The course instructor/lecturer would then need
to press the preset button on the remote or on the look-at-me-button,
so as to make the camera move direction.



2. Picture in Picture: This can show or hide the picture in picture or switch
from picture to the main video. It is ideal to use during a class
presentation when both the presentation and the speaker can be
shown on screen. Depending on where the attention should lie the
presentation can be displayed as the large frame while the speaker can
be seen in a small frame. The option called “SWAP PIP/Main Video”
serves the purpose of altering between what’s displayed on the big and
small frame.

Figure 43 – Picture in Picture selection
3. The option full screen shows the full screen on the local monitor. The
shortcut key given as Ctrl+F is a very useful bit of information one can
shift from viewing the people/content frame to the full screen display.
4. Although even the brightness can be controlled and adjusted, it is
recommended that the controls are left on the auto mode.
5. Hang up the call.



3.5.5 Ending the Call
1. To end the call:
Using your trackball, go to Options (top left hand corner of
screen) and select it using the keyboard left select button.
A drop down list will enable you to choose the option to hang up.
Click yes to confirm
or
You can use your trackball directly to choose hang up from the
tools menu at the bottom of the screen.
The system will prompt to confirm the end of the call.


press on your remote control.
The system will prompt to confirm the end of the call.

Figure 29 – Ending the call
2. After ending your call take some time to switch off the power from all
the monitors, the projector and the document camera.



3. Remember that you have to perform a shut down procedure on the
codec (conferencing system). This is done by moving the cursor to the
Start on the toolbar and Shut down. Wait until the system prompts you
to turn off your computer.
4. Ensure that you leave the chairs as you have found them ready for use
by other lecturing staff/students.
5. Switch off all the lights and make sure that the class is left clean and
tidy.


V i d eo c on f er e n ci n g : ti p s a nd s tr at eg i es

4. Videoconferencing: Tips and
Strategies
Videoconferencing is such a flexible and versatile system that it can be used
for multiple purposes31. However there are certain strategies which need to be
taken into consideration prior to each session and which will contribute to
having a successful conference.

Remember that: failing to plan is planning to fail!

4.1 Logistics
Before starting off on videoconferencing it is advisable to take into
consideration some logistical details which have to be prepared well in
advance, at least 10 working days prior to the session.
1. Practice using the equipment; it is important to book a test session
with the officers at the IT Services, University of Malta. This will help
increase familiarisation with the system and ensures a successful
outcome for the meeting/conference.
2. Identify the purpose of the videoconference; determine aims,
objectives and attainment targets for each session.
3. If the session is scheduled as a lecture, prepare a lesson plan,
determining the audio visual resources (as required for the lecture).
Obtain any copyright clearance for use of printed/graphic materials if
necessary.
4. Arrange a meeting with the facilitator, guest speaker or technical
support at the remote site. The meeting does not need to take long.
However it is important to establish the first contact.

31
See Part 1: Introduction



5. Obtain relevant information about the audience; it is important to get to
know about the participants in large discussion groups or tutorial
sessions. This will help make the session more personalised and less
formal establishing a better contact and improving interactivity.
6. Ensure that if a lecture is planned, the remote facilitator is present
throughout the session. Establish defined roles and responsibilities
prior to the session.
7. Book the videoconferencing suite; use the IT Services website to fill in
the booking form and submit it online. It is recommended that in the
comments section of the online form, if necessary and if you need a
different set up, you would indicate what kind of room set up is required
for the session.
8. Send printed material in advance; whether it is a one to one meeting or
a tutorial session or a lecture, ensure that any agendas or handouts
are sent via e-mail, post or fax in advance, so that the remote facilitator
can distribute them to the participants. Printed material is an important
appendage to any videoconferencing session. Participants need to
know in advance what contents the session will delve into. Experience
has shown that attendees having reference material will disengage less
easily throughout the videoconference.
9. Before the session, send a mail to confirm that all printed material has
arrived, and numbers of who to contact in case of problems or
emergencies.
10. If using PowerPoint presentations32, make sure that you have tested
them out beforehand with the local site coordinator. This reduces
chances of system crashes or other problems during the actual
conference session. Also note that you can use your own laptop to
display the PowerPoint presentations.
11. Take into consideration the time zone differences between local and
remote sites and make allowances for them when planning out your
session.

32
Refer to section 4.2.2. of this document.



4.1.1 Roles and Responsibilities
Each person involved in the team during a videoconference has definite roles
and responsibilities.

4.1.1.1 Site Coordinator:
This person coordinates all the activities and events happening in the
videoconferencing suite and on location. He/she also looks after room
reservations and coordinates training and test sessions, for people using the
videoconferencing equipment. As a site coordinator, he/she carries evaluation
/monitoring responsibilities of the system. The local site coordinator at UoM is
Ms. Vanessa Camilleri.

4.1.1.2 Site Technical Contact:
The technical contact provides direct technical assistance and support. This
person will be responsible for the day to day running and operation of the
equipment. He/she will be responsible for troubleshooting, conducting pre-
session tests, and will be on standby during each session in case of
emergencies. The local site technical contact is Mr. James Mallia.

4.1.1.3 Conference Organiser/Course Lecturer:
The conference organiser/course lecturer will be the central human contact
during the videoconference. The main aim of this person is to exploit the
technology involved to facilitate the educational experience of the students.
Course instructors will also liaise with site coordinators to ensure the smooth
running of the videoconference system. It is the site lecturer’s responsibility to
inform the coordinator of any special requirements he/she might need during
the session.

4.1.1.4 Site Participants:
These are students, project partners/ collaborators, and any other participants
who sit in on a videoconference session. The target audience is the one who
asks questions and participates in any activity during the session. Emphasis
should be placed on the value of interactivity of this technology and



participants should be made fully aware of the importance of contributing
actively to their own learning.

4.1.1.5 Remote Facilitator:
The remote facilitator carries an important responsibility within the planned
session. He/she will be responsible for taking roll calls for documentation
purposes, controlling audio visual functions during the time when someone is
actually speaking, encourage active participation from the participants and
help them when they fail to understand what has been said. This person will
also be in charge of reporting to the local site when the participants have not
understood significant concepts or have questions to ask. Most importantly
this role includes the liaison which the local host has with the remote end and
as such has the responsibility of reporting feedback for and during each
session. It is important that the site facilitator is in possession of all the contact
details and numbers in case of problems or emergencies.

4.1.1.6 Remote Technical Contact:
This person’s responsibility includes dealing with any technical problems at
the remote site. It is important to keep the contact number to this person in
case of difficulties from the remote end during the videoconference.

4.1.1.7 Remote Coordinator:
The remote coordinator is the key contact person for any meeting to be held
over the video at a specific location. Local and remote coordinators should be
in contact with each other and liaise together for the smooth and efficient
running of the system.

4.1.1.8 Chair:
The chairperson can also be the course instructor or the guest speaker. The
role of this person is to take charge of any ensuing discussion and ensure that
all participants have equal opportunities to contribute to the session. The chair
will also handle introductions, review agendas and provides a summary at the
end of the meeting.



4.2 Session Preparation
Planning the first few videoconferencing sessions can seem quite daunting at
first. However once the first logistic details have been prepared in advance
one starts developing a clearer idea about the expected outcomes from such
a conference set up.

4.2.1 Preparing the
Videoconferencing Room:
Make sure that the step by step instructions and checklist for
connecting as well as the troubleshooting guide are kept within easy
reach.
Prepare a small container with extra markers, pens and other
stationery supplies to take with you in the room.
Have tissues, and trashcans nearby. Emphasise strictness on
food/drinking/smoking. None should be allowed in the videoconference
room.
Practice, practice, practice… using the technological resources at the
room’s disposal (document camera, VCR, etc.)
Ensure that there is a clock in the room. Checking time is essential for
any videoconference session. Ensure that time codes between local
and remote sites are established well in advance.
Keep remote controls and keyboard at a handy location. It is quite
embarrassing to have to stop the lesson and go looking for hidden
equipment!
If videotaping/recording the session, ensure that you have prepared
and cued the VHS tape. Press start record at the beginning of the
session and stop when the session ends.



4.2.2 Preparing Resources
4.2.2.1 Room Cameras
Pre-program cameras in set positions (for main and guest speakers as
well as room participants). You can also leave the camera on auto
focusing so that the camera follows the speaker while he/she is talking.
Avoid cluttered seating arrangements that obstruct camera views.
Direct camera 1 well on the lecturer/presenter to establish a closer
contact with the remote end participants. You can use pre-set values to
set camera directions.
Review lesson script/agenda to be able to predict which seating
arrangement/speaker position best suits the camera projection.

4.2.2.2 Document Camera
Prepare overheads or make slides of notes in advance. Try using a
size 32 pt for the text. This facilitates legibility.
Stack overheads in order and place them by the document camera.
Place materials for demonstrations nearby and put them in order of
presentation to facilitate the smooth transition between resource
displays.
Bookmark relevant pages to show prior to the lesson/meeting.
If using paper on document camera for writing purposes or to draw
figures, ensure that a black felt tip pen is used and that the writing is
large, clear and legible. Ensure that you do not write on the equipment
base.
Focus and zoom the document/presentation camera prior to the start of
the session.



4.2.2.3 VCR
Video recording facilities are also available with some limitations. You can
either choose to playback video resources, or else record the session for
documentation purposes. If you are recording the sessions please note that
ethically, for data protection purposes, the remote end participants would
have to have given their consent prior to the session.
The video records the remote end only. Therefore the recordings on
the VHS videotape will show only one side of the conversation or
meeting and it will not record the local site.
To record the session, insert a VHS into the VCR and cue the tape to
start.
Start the recording process (press play and record simultaneously) as
soon as the session starts.
Remember to stop the recording as soon as the session ends.
VHS tapes for recording purposes are supplied by the IT Services at a
minimal charge33.

4.2.2.4 Computer
Selecting and designing features for computer applications such as a
presentation is a very essential support tool during any videoconferencing
session.
Quality in a presentation is more important than the quantity of slides
used or the amount of information given.
Give careful consideration as to the reasons and the expectations of
using computerised resources in your session.
Not all images are ideal to use in computer presentation, such as
complicated flow diagrams, certain colours and graphics.
Use large sized (32 pt and more), easy to read fonts (such as Arial, or
Sans Serif) on compatible backgrounds [such as white text on blue
background or dark text on pale background] that avoid colour

33
Please view website: http://www.its.um.edu.mt/vidconf/ for more details.


Guide to Videoconferencing

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