Task 1: Designing the teaching
and learning activity
2.1.1 Teaching and Learning
Methods
2.1.2
Styles of teaching
2.1.3
Stylesof learning
2.1.4 Roles in the
educational process
2.1.5
Interactivity
2.1.6
Physical activities
2.1.7
Economic considerations
2.1.8 Specification for the
classroom
2.1.9
Summary and recommendations
Task 2: Designing the teaching and learning environment
2.2.1 Key Issues in designing the classrom
2.2.2 Building a new classroom
2.2.3 Size and shape of the room
2.2.4 Walls
2.2.5 Access and doors
2.2.6 Air conditioning and temperature
2.2.7 Lighting
2.2.8 Security and Safety
2.2.9 Summary
Task 3: Sound - A key requirement
2.3.1 Classroom noise
2.3.2 Measuring Audio Levels
2.3.3 Acoustic treatment
2.3.4 Audio equipment
2.3.5 Summary
Task 4: Choosing and buying the technology
2.4.1 Deciding what equipment to buy
2.4.2 The cost factor
2.4.3 Cameras
2.4.4 Other visual inputs
2.4.5 Audio Equipment: Microphones, speakers and other
sound sources
2.4.6 Equipment for local participants: monitors,
projection equipment
2.4.7 Networks and connections
2.4.8 Equipment for interactionmanagement and other control
tools
2.4.9 Summary
Task 5: Furniture and other items
2.5.1 Furniture
2.5.2 Writing boards
2.5.3 Screens and displays
2.5.4 Other purchases: including telephones, clocks and
signalling equipment
2.5.5 Lighting
2.5.6 Summary
Task 6: Installing the classroom
2.6.1 Supervision of the process
2.6.2 Third Party Management
2.6.3 Installation of equipment
2.6.4 What can go wrong
2.6.5 Providing for future upgrades
2.6.6 Summary
4.1 GUIDELINES FOR TEACHERS
4.1.1 The interactive classroom teacher
4.1.2 Knowing about equipment, technology and media
4.1.3 Using interactive technology
4.1.4 Using support materials in the classroom
4.1.5 Planning on paper
4.1.6 Contingency plans
4.1.7 Quick tips: improving remote teaching skills
4.1.8 Summary
4.2 GUIDELINES FOR LEARNERS
4.2.1 What effective classroom use means
4.2.2 Interaction by telephone/videoconferencing
4.2.3 Electronic communication
4.2.4 Exercises, assignments and assessment.
4.2.5 Maximising learning value
4.2.6 Contingency plans
4.2.7 Summary
4.3 GUIDELINES FOR TUTORS AND FACILITATORS
4.3.1 The tutor's role defined
4.3.2 Planning
4.3.3 Preparing the course
4.3.4 Possible problems to overcome
4.3.5 Technical requirements for tutors
4.3.6 Summary
4.4 GUIDELINES FOR MANAGERS
4.4.1 The manager's role defined
4.4.2 Skills required
4.4.3 Logistics and costs
4.4.4 Marketing the classroom
4.4.5 Testing and maintenance
4.4.6 Summary
4.5 GUIDELINES FOR PRODUCTION/TECHNICAL STAFF
4.5.1 Range of production/technical roles
4.5.2 Equipment and quality maintenance
4.5.4 Safety and standards
4.5.6 Operational support
4.5.7 Monitoring support
4.5.8 Summary
4.6 GUIDELINES FOR CLEANING AND ROOM MAINTENANCE STAFF
4.6.1 The use of contract cleaners
4.6.2 The cleaning procedure, tools and products
4.6.3 Cleaning non-electric parts
4.6.4 Electronic parts and equipment
4.6.5 Connections and cables
4.6.6 Access to the classroom and timing of cleaning
4.6.7 The forgotten parts
4.6.8 Remote and individual learner positions/rooms
4.6.9 Summary
5.1 Common causes of problems
5.2 Technical problems
5.3 Audio problems
5.4 Video problems
5.5 Networks and connectivity
5.6 Multipoint videoconferencing bridges
5.7 Connected accessories
5.8 Human error
5.9 Example cases
5.10 Accessing information and test facilities
5.11 Summary
