Kay Venteicher

OMDE 603, Section 9041

19 April 2014
Technology Selection: Video-Conferencing with Desktop Sharing
1804 words

Technology Selection: Video-Conferencing with Desktop Sharing

Introduction
Internet technology advancements in the last decade have enabled video-conferencing
technology with desktop sharing capabilities. This synchronous technology would provide the
U.S. Naval War College (USNWC), an educational institution chartered as the intellectual center
for the Navy, with a technology that would further the achievement of institutional goals and
objectives. The institutions goals are the development of innovative leaders of character through
a focused, forward-thinking program that combines research, analysis, and gaming to sharpen
operational and strategic skills enhancing future (Navy) leader for roles of leadership in the
maritime, joint and combined forces environment (U.S. Naval War College [ca. 2014]).
The USNWC services two different types of students, the resident students and nonresident students attending programs through the College of Distance Education (DE). The DE
is broken down further into three different programs: a) Fleet Seminar program - faculty-led
evening seminar located at 20 regional satellite campus, b) Web-enabled online program, and c)
CD-ROM based correspondence program which does not require internet access due to
geographic restrictions (U.S. Naval War College [ca. 2014]).
Frequent keynote guest lecturers attend the National Security Studies related-courses
offered at the USNWC on a weekly basis during day and evening hours covering current event
materials. Resident student can attend these keynote lectures based upon class requirements and
individual interests. The DE Fleet Seminar program offers limited opportunities for guest
lectures at the regional sites only. The use of video-conferencing with desktop sharing

Kay Venteicher
OMDE 603, Section 9041
19 April 2014
Technology Selection: Video-Conferencing with Desktop Sharing
1804 words

capabilities would bring the guest lectures to both the resident and non-resident students enabling
a richer learner experience for both. The SECTIONS model provides the framework and
rationale for the use of video-conferencing and desktop sharing to all students demonstrating the
USNWC continuing support of institution goals and objectives (SECTIONS Framework, 2010;
SECTIONS Model, 2010.).
Video-Conferencing
Current video-conferencing technologies create an optimal learning tool for the
synchronous environment creating learning opportunities not previously available in an
asynchronous DE environment. Video-conferencing capabilities go beyond Moore and
Kearsleys (2012) early satellite and interactive video-conferencing (p. 36), and beyond initial
2-way or multipoint video-conferencing (p. 40) through utilization of the internet and its low
cost high speed connections. As Moore and Kearsley point out, the U.S. military services are
prolific users of DE, using military, commercial, and traditional academia sources (pp.60-62).
McGreal and Elliot (2008) explain the progression of streaming multimedia through the internet
from small media packets to larger files for audio and video (pp. 145-146). Current technology
continues to advance focusing on further reducing bandwidth requirements between parties while
maintaining video quality to virtually any device. A logical next step would be to add videoconferencing with desktop sharing capabilities.
Student support at the USNWC issues resident students an iPad, provides wireless
networks on campus, and Common Access Card (CAC) readers supplementing standard course
materials, that is books and readings (U.S. Naval War College [ca. 2014]). A systemic approach
offering synchronous video-conferencing with desktop sharing to all students enables question

Kay Venteicher
OMDE 603, Section 9041
19 April 2014
Technology Selection: Video-Conferencing with Desktop Sharing
1804 words

and answer sessions conducted through the queuing of questions from all students through a
desktop sharing proctor to the guest lecturer. Use of this technology further enhances the
institutions goals, objectives, and learning environment by expanding the number of students
included in keynote lectures or recorded lectures made available for later viewing.
SECTIONS Model
The SECTIONS model, developed by Bates and Poole, provides a framework to guide
the process of selection and use of technology in higher education. By using the SECTIONS
model, it will provide an assessment of suitability of the technology for the education needs. The
eight areas of the model evaluate the fit between the technology, teaching and learning goals, and
the support requirements for decisions at the strategic and the tactical level (SECTIONS
Model, 2010), which Bates and Poole outline in Effective Teaching with Technology in Higher
Education, ensuring the right technology selection is made.
Students
With 545 resident students and 5,372 non-resident students (U.S. Naval War College,
2013), the USNWC caters to diverse audience of senior U.S. military officers and enlisted,
federal government employees and senior foreign military officers. Assessment of abilities and
needs of current and future students must be conducted prior to technology adoptions such as
critical areas that affect student success such as access to internet and bandwidth, vital to videoconferencing capabilities (Davis, 2008, p. 99). The USNWC selection process for admissions is
based upon professional experience, previous education including military education, and student
location. Most students have had exposure to video-conferencing during military and/or
government service. The USNWC must offer video-conferencing with desktop sharing

Kay Venteicher
OMDE 603, Section 9041
19 April 2014
Technology Selection: Video-Conferencing with Desktop Sharing
1804 words

capabilities that are easily assessable by multiple sites and users further enhancing the
experience, improving learner outcomes through active synchronous discussions and
engagement, and fostering cognitive presence (Anderson & Dron, 2011; Schols, 2009, p.31).
Ease of Use
Current video-technology offers ease of use to the student with minimal training required
for set-up and viewing, often integrated into the LMS software package for the student. Students
should become familiar with features such as cameras or microphones either included or attached
to the computer. Additional technology support may be required for students using other devices
with the software packages and shareware applications. Other options include enhancements
such as visual indicators for the presenter such as enabling a polling tool as Moore and Kearsley
(2012) recommend to promote interaction and questions furthering the Socratic dialogue (p.
109). By providing a mechanism to identify requested communication exchange, the presenter
has a means to provide instantaneous feedback to the student.
Costs
The size and scalability, as well as technology chosen for the video-conferencing
technology with desktop sharing capabilities will drive the cost of the implementation. Timing
of implementation of the technology factors into the cost. While ideal implementation would be
during the development phase of DE learning and teaching systems, new technology add-ons
require changes to curriculum and DE approaches. The availability or inversely limited
funding/resources will affect the implementation of new technologies (Davis, pp. 98-100). Costs
for USNWC DE technology are unavailable to the public but it is anticipated that reasonable
funding requests would be approved. It is not anticipated that additional costs would be incurred

Kay Venteicher
OMDE 603, Section 9041
19 April 2014
Technology Selection: Video-Conferencing with Desktop Sharing
1804 words

by the students based upon the prevalence of video-conferencing technology incorporated into
their iPads. Implementation would best be conducted during the summer period between the
Fall/Spring program.
Teaching and Learning
Incorporating new technology live video-conferencing with desktop sharing capabilities
may cause hesitancy in faculty acceptance of the new technology to be incorporated into the DE
pedagogical design. Kim (2012) offers, embrace that the smartest person on campus is the
campus. By addressing the new opportunities of the technology and the possibilities of
increased collaboration and communication between disciplines will foster a culture of support
and openness. There will be a learning curve in implementation but this can be overcome
through another point addressed by Kim and that is practice collaboration by difference or
rotation of staff and faculty working together to promote a sharing of experiences and
knowledge. Teamwork often identifies areas to improve and enhances performance.
Live video-conferencing with desktop sharing capabilities would support the systems
approach in DE by providing additional media resources learner-center materials. This can be
included in the instructional design that meets the needs of DE students with different learning
styles (Bates & Sangra, 2011, pp. 73-74).
Interactivity
Synchronous video-conferencing with desktop sharing capabilities promotes interactivity
between the presenter and the student enhancing the learning experience. To further that
interactivity, Kim (2012) offers two suggestions. First, run lots of experiments and two,
invest in continued communications. Routine practice is necessary with any technology, and

Kay Venteicher
OMDE 603, Section 9041
19 April 2014
Technology Selection: Video-Conferencing with Desktop Sharing
1804 words

video-conferencing with desktop sharing capabilities does require communications between the
student and faculty. It is often easier to practice with small groups and communicate ideas,
problems, and collaborate than in large groups. Synchronous technology requires additional
infrastructure requirements to ensure sharing/collaboration capabilities during the videoconferencing experience. These must be addressed to properly interact (Moore & Kearsley,
2012, pp. 80-81).
Organizational Issues
USNWC currently has a robust IT department that can support video-conferencing. The
USNWC staff and faculty have training to assist in the videotaping of current guest lecturers.
Other concerns of live-conferencing come with a new set of difficulties beyond normal
DE LMS platforms. The perceived expectations of the live-conferencing technology services
quality level and reality are often less than perfect. Prior successful system checks can be met
with problems that develop with the video, sound, and transmission/connection. These can be
unavoidable based on availability of technology (i.e., power loss, system failure) and are there
resources in place to restore the capability (i.e., money, time, and staff service support).
Upgrades to capabilities are often disruptive during rollout but generally improve all users
capabilities after full implementation (Bates & Sangra, 2011, pp. 72-72).
Moore and Kearsley address issues of video-conferencing having the problem of
scheduling. With students spread globally, the time-zone differences become a factor for
scheduling. To overcome this problem, student services could provide access for the sending in
of questions in advance to be added to the question and answer session. Video archival services

Kay Venteicher
OMDE 603, Section 9041
19 April 2014
Technology Selection: Video-Conferencing with Desktop Sharing
1804 words

addresses students unable to view the videoconference by making it available at a later time by
posting the link to the USNWC LMS and web site (2012, pp. 108-109).
Novelty
Currently USNWC has begun to offer live video-conferencing for commencement
activities. This has been met with positive responses from students, families, and faculty
participating. Bates offers that often trendiness will promote funding of a technology (Moore
& Kearsley, 2012, p. 90). While live video-conferencing is not a new concept, the ability to
expand student services and offer synchronous participation to enhance the learning experience
could drive participating up in the course offerings. As discussed in the Learning area, this new
offering supports the systems approach in DE by providing additional media resources..
Speed
Finally, the speed required to support for live video-conferencing technology is a factor in
the selection process. As discussed earlier, the progress in technology upgrades in streaming
multimedia through the internet offer great advantages to the user (McGreal & Elliot, 2008, pp.
145-146). Current and future infrastructure needs must be addressed with includes resource
evaluation (i.e., money, time, and staff service support). With advances such as the Voice over
Internet Protocol and Internet2, current technology continues to improve on audio and video
quality in the next generation of Internet Protocol providing increasing transmission and
reception speeds between parties further enhancing the video-conferencing experience (Moore &
Kearsley, 2012, pp. 80-81.
Conclusion

Kay Venteicher
OMDE 603, Section 9041
19 April 2014
Technology Selection: Video-Conferencing with Desktop Sharing
1804 words

The use of live video-conferencing technology with desktop sharing capabilities offers
additional DE opportunities for the USNWC students furthering the institution goals and
objectives. The SECTIONS model offers a framework that clarifies questions and decisions
during selection process that the live video- conferencing technology with desktop sharing
capabilities is the right technology. The effectiveness of this technology will bring the presenter
to the student and enhance the DE learning experience.

Kay Venteicher
OMDE 603, Section 9041
19 April 2014
Technology Selection: Video-Conferencing with Desktop Sharing
1804 words

References
Anderson, T. & Dron, J. (2011, March). Three generations of distance education pedagogy. The
International Review of Research in Open and Distance Learning, 12(3). Retrieved from
http://www.irrodl.org/index.php/irrodl/article/view/890/1663
Bates, A. W. & Sangra, A. (2011). Managing Technology in higher education: Strategies for
transforming teaching and learning. San Francisco, CA: Jossey-Bass.
Davis, A. (2008). Developing an infrastructure for online learning In: Anderson, T. & Elloumi, F.
(Eds.) Theory and practice of online learning. 97-114. Retrieved from
http://cde.athabascau.ca/online_book/ch4.html (Module 5)
Kim, J. (2012, February 6). 5 ideas to support innovation in higher education [Blog post].
Retrieved from http://www.insidehighered.com/blogs/5-ideas-support-innovation-highered (Module 5)
McGreal, R., & Elliott, M. (2008). Technologies of online learning (e-learning). In T. Anderson
(Ed.), Theory and practice of online learning (2nd ed., pp. 143-165). Retrieved from
http://www.aupress.ca/books/120146/ebook/06_Anderson_2008Theory_and_Practice_of_Online_Learning.pdf
Moore, M. G. & Kearsley, G., (2012). Distance education: A systems view of online learning.
Belmont, CA: Wadsworth.

Kay Venteicher
OMDE 603, Section 9041
19 April 2014
Technology Selection: Video-Conferencing with Desktop Sharing
1804 words

10

SECTIONS Framework. (2010, July 29). In UBC Wiki. Retrieved from

http://wiki.ubc.ca/images/1/19/SECTIONS_Framework.pdf
SECTIONS Model. (2010, August 26). In E-Learning @UBC. Retrieved from
http://elearning.ubc.ca/toolkit/sections-model/
Schols, M. (2009). Potential pedagogical benefits and limitations of multimedia integrated
desktop video conferencing technology for synchronous learning. International Journal
of Advanced Corporate Learning, 2(4), 30-34. http://dx.doi.org/10.3991/ijac.v2i4.941
U.S. Naval War College. (2013, August). Fast facts. [Web page]. Retrieved April 7, 2014, from
http://usnwc.edu/About/Fast-Facts.aspx
U.S. Naval War College. [ca 2014]. Course catalog for 2014/2014. [Catalog file]. Retrieved April
7, 2014, from http://usnwc.edu/Academics/Catalog/RightsideLinks-(1)/2014-15.aspx
U.S. Naval War College. (n.d.). Henry E. Eccles library. [Web page). Retrieved from
http://www.usnwc.edu/Academics/Library.aspx