Instructional Skills Specific to Instructional Television

There are many instructional skills that are generic to all of the delivery technologies (audio, video, computer, and print) such as visualization, use of handouts, and interactivity to name a few. However, there are some communication skills that apply primarily to interactive television, live and videotaped. These have been identified in the following list.

1. Television is a visual medium
2. Word pictures
3. Visual indicators
4. Graphics
   1. 3 x 4 aspect ratio
   2. Type size (minimum=24 point)
   3. Number of words per visual=25
   4. Clip art
   5. Materials handling under the document camera
   6. Color matching
   7. Match to study guide
5. Visual analogy
6. Artifacts

1. Time allocation
2. Matched to performance objectives
3. Clarity of directions or wasted time on clarification
4. Feedback from multiple sites
5. Small group activity management

1. Lack of response because of fear of public embarrassment.
   
2. Need a set of ground rules of when to question, how to identify oneself, if a question is not answered, and when to call later.
3. Planted questions to “prime the pump.”

1. Correlate with the television screen.
2. A learning management tool for use before, during, and after a teleclass.
   1. Involve students through fill-ins (primarily at cognitive levels one and two), activities, and exercises.
   2. Can direct students for outside class activities.
3. Logistics of moving handouts to the field sites. These can be put together as a single handout before a teleclass begins, or sent one or two weeks at a time.

1. Dress and image: Initial impressions as seen on television.
2. Nonverbal communication constitutes 75-80% of communication. It is magnified on television.
3. How you move is very important especially if you move out of the camera range.
4. Stance: Face the camera or stand at a slight (15 degree) angle and turn toward the camera. Sitting posture is the same.
5. Planned movement.
6. Opening and closing with impact and meaning.
7. Verbal/visual distractors.
8. Puppets and artifacts for visual analogy.
9. Accents without negative characterization.
10. Camera eye contact for field site students.
11. Impersonations.
12. Use of media: 35mm slides, hang-ups and build-ups, video clips, two flip charts.
13. Hand drawn graphics.
14. Criteria for good telepresentations.
15. Criteria for “enthusiasm.”

1. The instructor is the real director.
2. Stage movement: How much?
3. Types of camera shots: Extreme close-up; close-up; medium; long shot.
4. Use of stage props: Control of background, i.e., color, texture, or a specific color (usually green or blue) for super imposed (Chromakey) images.
5. Switching between cameras.
6. Preset cameras.
7. Mike: Wireless, wired, desktop, hand held.
8. Copyright considerations.

1. Planning and organization.
2. Telelesson Plan (TLP): Presentation sequence, timing, images on TV screen, activities at field sites, managing field sites, logistics.
3. Timing.
4. Small group management when instructor and students are physically separated.
5. Logistics: Materials movement from origination to field sites and back, equipment, homework, videotapes.
6. Test security.
   

1. Who evaluates? Where? For what purpose?
2. What is evaluated: Learning outcomes, student attitudes, instructor attitudes, telecourse administration, learning environment?
3. How is the telecourse evaluated?
4. Who receives the data? For what purpose?