1. Choose a videoconference program from our 2006-2007 Videoconference Books (in Adobe Acrobat PDF format). If you do not see a program you are looking for, contact us, in most cases an organization will gladly custom design a program that best suites your learning objectives and audience age range.
2. Fill out the Videoconference Program Request Form (Adobe PDF or Microsoft Word). E-mail or fax the completed form to "ATTN: Distance Learning Program" at (631) 244-4006.
3. Distance Learning will schedule the following with the content provider:
   • Your program of choice.
   • Mandatory test connect date (a few days prior to scheduled conference).
   • Provider / Teacher program overview discussion.
4. Upon notice of your request Distance Learning will mail out a contract modification form to you that must be signed by the Superintendent.
5. After the scheduled videoconference takes place, Distance Learning will request the educator to fill out a Videoconference Evaluation Form (Microsoft Word) for curricular content and technological appropriateness.

• Sonia Tulipano - To schedule or confirm a videoconference call...
• James Dentel - To find out about videoconference integration strategies call...

• 2006-2007 Videoconference Books - Looking for a videoconference program that can easily be integrated into your curriculum? Take a look through our videoconference booklet. This is just a sampling of the many programs available; call us if you are looking for a specific program!



• Videoconference Program Request Form (Adobe PDF or Microsoft Word) - To sign up for a videoconference fill out the Videoconference Request Form and fax it to us, ATTN: Distance Learning Program, Colleen McGreevy.



• Videoconference Evaluation Form - (Adobe PDF or Microsoft Word) - How was your videoconference experience? Please let us know. Filling out an evaluation helps us to help you find the best programs for your students' success. Fax it to us, ATTN: Distance Learning Program, Colleen McGreevy.



• What Districts Have Videoconference Equipment? - Wish to do a videoconference to grab your students' interest on a topic and unsure if your district has a videoconference unit? Look here!



• Exemplary Videoconferences for Your Students (Grades 3-12)- Look at the Challenger Learning Center e-Missions. Here is a brief presentation and the two e-mission descriptions. Looking for an interdisciplinary program (math, science, ELA, art) that will knock the socks off of your students and impress your administration? Take a quick look at the middle school and high school units of study.



• Videoconference Bridge Rate Update - Why would you need access to a bridge? A bridge can be used to "connect" two different types of protocols used, such as TCP/IP and ISDN. If your district only has a TCP/IP connection and the school or content provider has an ISDN connection, a bridge would be needed to make the connection. Distance Learning has an Accord bridge to connect one or more schools to their chosen content provider for curriculum enrichment.



• Videoconference Equipment Warranty Letter - Make sure your equipment is up-to-date and in good working order for the school year. Distance Learning is pleased to offer your district the following price quotation, so we may assist you with your upgrades over the summer, just in time for the new school year.

• Author Visits
• Book Shares - Read Across America
• Brain Storming
• Breakout Session
• Case Study
• Collaborative Projects (with distant schools)
• Debate
• Demonstration
• Discussion
• Field Trips
• Guest Lecturers
• Interview
• Meetings or Mentoring
• Question & Answer
• Role Playing
• Staff Development
• Students Teaching Students

• Set objectives and establish an agenda.
• Develop graphics and other visual aids. (Can use a document camera)
• Establish who will attend and confirm their availability.
• Distribute agenda and other materials in advance of conference and confirm they arrived.

• Technical support should have the connection established 30 minutes to 1 hour in advance. Participants should arrive at the site 15-30 minutes early.
• The room coordinator will instruct participants in use of the equipment prior to the start of the conference.

• Begin on time. Open by introducing all participants and conducting a roll call.
• Review the agenda and time allotted. Most videoconferences cannot extend past the allotted time.
• Establish ground rules for use of the camera and microphones.
• Encourage participation.
• Have a camera person and technical assistance nearby.

• Allow a few minutes for review and final questions. Conclude your meeting on time and notify the room coordinator when you are finished.
• If you find your meeting is running longer than expected, contact the technician to confirm availability of the room and lines for the extra time.

Establishing ground rules for participation during your conference will help make your meeting smoother and more effective. Some guidelines to keep in mind include:
• If possible, appoint one person at the origination site to control the camera.
• Appoint one person at each remote site to operate the camera, if possible.
• Remote sites can control the camera angles at your site. You may not want this feature to be used by other sites. Establish protocol for this feature early in your conference.
• If your conference is a multi-point, use signs to organize the communication.
• Allow the on-screen site to finish speak ing before answering. Multiple sites speaking at once can cause delays in the switching.
• Be aware that side conversations and other room noises are picked up by the microphones. It is a good idea to mute your microphones when not speaking.
• Try to use complete sentences and avoid one-word answers.
• There is a slight delay in receiving the video from a site after a speaker begins. This is normal.
• Try to be within the camera's field of vision when speaking.
• Notify your technician immediately if you have problems.

Bring Space into the Classroom. Read about an exemplary interdisciplinary videoconference experience involving ELA, math, earth science, and art:

Challenger Learning Center e-Missions
Many Eastern Suffolk schools have communicated with the Challenger Center in an exciting e-Mission to save the inhabitants of the island of Montserrat, and many more Eastern Suffolk school districts are now preparing for their e-Missions.

This phenomenal science and math unit provides students with a unique hands-on, interactive curriculum that revolves around the students' ability to use their problem-solving skills. These programs - called "e-Missions" -use the Internet or other distance learning technology to create a live link between the students and our flight directors at "Mission Control." Before each e-Mission, students complete studies, hands-on activities, and practice that opens doors into science and math discovery. On mission day, they for teams of "experts," examine real-time data, analyze it, and make their recommendations to Mission Control. Challenger's flight directors guide the students to a successful solution of each crisis situation.

To participate in a mission, students must first complete classroom activities to demonstrate their knowledge of science and math. On mission day, students serve as specialists to examine data, analyze it, and make their recommendations to Mission Control.

Read more about the Challenge Learning Center's 2006-2007 e-Mission. e-Mission description.

Woodhull Team 6 takes it a step further
Team 6 students from Nathaniel Woodhull in the William Floyd School District participated in a simulated "E-Mission" where they worked together in emergency response teams confronting real-life emergency events like hurricanes and volcanic eruptions. Read more...