Videoconference

ORGANIZAR UNA REUNION EN GOOGLE MEET PASO A PASO 1. Para abrir la aplicación se debe abrir la sesión de google (correo de gmail) 2. En la sección de aplicaciones (1) de google ir a meet (2) 3. Una vez que entres tendrás a la vista esta ventana: 1 2 Si recibes una invitación a una reunión con un link entrarás directamente a esta ventana en tu pc, pero si clickeas desde un celular te pedirá que tengas instalada la aplicación en tu equipo móvil Aquí debes hacer clic en Iniciar una videollamada siempre y cuando tú seas el anfitrión de la reunion

Η ανάπτυξη της τεχνολογίας και η εφαρμογή ψηφιακών εργαλείων στην εξΑΕ, όπως η τηλεδιάσκεψη, έχει δημιουργήσει προβληματισμούς που σχετίζονται με την ποιότητα της διδασκαλίας και της μάθησης που προσφέρεται σε αυτήν. Προκειμένου να διασφαλιστεί μία επιτυχημένη εκπαιδευτική και μαθησιακή διαδικασία, μέσω τηλεδιάσκεψης, είναι απαραίτητος ο κατάλληλος σχεδιασμός που θα βασίζεται στις αρχές που διέπουν τη μάθηση με τηλεδιάσκεψη. Σκοπός της παρούσας εργασίας είναι να διερευνήσει και να αναδείξει τα ιδιαίτερα χαρακτηριστικά της μάθησης, μέσω τηλεδιάσκεψης, σε μία κοινότητα διερεύνησης διαμέσου των υπαρχουσών θεωριών και μοντέλων μάθησης της εξΑΕ. Η Θεωρία της Διαδραστικής Απόστασης και το Μοντέλο της Κοινότητας Διερεύνησης οριοθετούν ένα συγκεκριμένο παιδαγωγικό πλαίσιο με λειτουργίες και παραμέτρους που μπορούν να οδηγήσουν σε μία επιτυχημένη εξ αποστάσεως ηλεκτρονική εκπαιδευτική εμπειρία. Η Θεωρία της Τηλε-εγγύτητας εξελίσσει το Μοντέλο της Κοινότητας Διερεύνησης σε Μοντέλο Τηλε-κοινότητας Διερεύνησης, αναδεικνύοντας τη σημασία των οπτικοακουστικών σημάτων που εκπέμπονται στην τηλεδιάσκεψη για την καλλιέργεια της αμεσότητας και της οικειότητας των συμμετεχόντων, η οποία και ενισχύει το μαθησιακό αποτέλεσμα. Από τη συζήτηση προκύπτει το συμπέρασμα πως οι θεωρίες και τα μοντέλα της εξΑΕ δεν επαρκούν για να προσδιορίσουν «ολοκληρωμένα» τη μάθηση με τηλεδιάσκεψη, αλλά υπάρχει η ανάγκη διαμόρφωσης ενός νέου θεωρητικού πλαισίου που θα συνθέτει θεωρίες και γνωστικές προσεγγίσεις τόσο από την εξΑΕ όσο και από τη δια ζώσης διδασκαλία.

The idea for the Plan Ceibal en Ingles (Plan Ceibal English) project in Uruguay developed because of a shortage of English teachers in the country. Experienced young learner teachers from elsewhere (Montevideo, Argentina, the Philippines) are brought into the classroom remotely via video-conferencing technology to teach once a week and to help the children's existing classroom teacher, who knows little or no English, to teach two follow-up lessons consisting mainly of practice activities. The classroom teachers are also learning English to enable them to better teach the children in the future.

Through research, evaluation and feedback from children, both of the teachers and other involved parties, we are learning much about this unique flavour of teaching, which requires the remote teacher to present and model the language and the classroom teacher to manage the class. The demands on the remote teacher are high, having to project themselves through the camera into the classroom, engage the learners and manage a variety of technology, including the video conferencing equipment and a laptop with a variety of software and websites so that the teacher can present language, practise pronunciation, show songs and videos, play games, etc. Despite this, what we have found is that the same good practice that applies in the standard primary classroom also applies in this setting, although many tried-and-tested young learner activities and routines have to be adapted to fit the special circumstances.

As well as discussing the practice of remote teaching in this context, informed by existing research, I will also present an analysis of the results of surveys undertaken of school heads, teachers, parents and children and discuss the results of the external evaluation report on the children's progress in English.

The chapter would begin with an outline of the context of the teaching and learning situation in the country and a brief description of Plan Ceibal and its achievements prior to the English programme, which include the distribution of laptops to every state school child and teacher in the country and the setting up of free to schools country-wide high-speed Internet.

This would be followed by a literature review, examining  the relevance of not only studies of best practice for young learners of this age-group (8-12), but also previous attempts in other countries to do something similar (e.g. Plasma Teaching in Ethiopia, the Hole-in-the-Wall project in India) and how the Plan Ceibal English project has learned from these.

Next would be an examination of the special circumstances of this blend of team-teaching and what we have discovered to be successful, based on observation of classes and feedback from all parties concerned, including external project evaluations.

After looking at the lessons learned and changes made so far to the project, I will outline the plans for the future and also discuss what would need to be done if a version of this project were implemented in other countries or areas around the world.

The arrival of the Covid 19 pandemic has greatly changed our lifestyle. In addition to the terrible health and economic consequences, we have seen a dramatic interruption in the sharing system.

Unfortunately, like many sectors, the sharing economy was also heavily impacted by the pandemic.

In this context, the fear of a permanent crisis in the sector has become increasingly concrete. Undoubtedly, the sharing economy has suffered a severe blow and certainly the (initially enthusiastic) estimates on growth levels will have to be revised downwards, and it could not be otherwise given that the pandemic has already led to an  unprecedented economic crisis.

But I find it short-sighted to think that an entire growing sector could die shortly thereafter. It is essential to realize that the effect of the
lockdown on the sharing economy has not been uniform.

As the number and frequency of online programs being offered in higher education continue to increase, so too does the amount of research dedicated to examining and exploring their impact on learners and learner outcomes. Yet in the literature there is less research dedicated to examining instructor outcomes in online programs, especially with regard to the feelings and perceptions of satisfaction instructors derive from their online teaching.
This thesis reports the results of a case study that examined a cohort of instructors engaged in synchronous, online videoconference instruction in a graduate teacher training program at a mid-sized private university in Seoul, South Korea. Using a mixed methods approach, instructor responses gathered from interviews, the Online Instructor Satisfaction Measure, and observation of videoconference lessons were triangulated to establish whether or not a relationship might exist between teaching presence and instructor satisfaction with the aim of describing that relationship.
Overall, the findings presented in this thesis represent an exploration into the impact of instructor satisfaction on teacher actions in online videoconference contexts. In addition to finding that satisfied instructors show more teaching presence indicators than instructors who are not satisfied, two related issues emerged from the case study that have implications for future research. First, the overall context of the teaching program must be taken into account when describing online teaching and learning. Second, existing indicators of teaching presence based on text-based instances of online teaching may need to be revised to take into account the increased volume of synchronous, videoconference lessons that are quickly becoming mainstream in online teaching and learning.

When interpreting takes place in a videoconference setting, the intrinsic technological challenges and the very remoteness of the interpreters’ location compound the complexity of the task. Existing research on remote interpreting and the problems it entails focusses on remote conference interpreting, in which the interpreters are physically separated from the conference site while the primary interlocutors are together on site as usual. In an effort to broaden the scope of research in the area of remote interpreting to include other types and to address other questions, in particular that of the interpreters’ adaptability to new working conditions, this paper analyses small-group videoconferences in which the primary interlocutors as well as the interpreters all work from different locations. The findings from an empirical case study (based on recordings of videoconference sessions as well as introspective data) are used to identify and exemplify different types of interpreter adap...

CONTENIDO: I-.INTRODUCCIÓN. – II-.VIDEOCONFERENCIA EN CHILE. – 1-. Evolución de la Utilización de Videoconferencias en el Proceso Penal Chileno. – 1.1-. Videoconferencia en el Código de Procedimiento Penal. – 1.2-. Videoconferencia en el nuevo Código Procesal Penal. – A-. Periodo 2000 a 2005. – a) Contribución de la Jurisprudencia. – a.1) Excelentísima Corte Suprema de Justicia. – a.2) Tribunales Ordinarios de Justicia. – b)  Recepción de criterios por parte del Ministerio Público. – B-. Estado de la Videoconferencia con posterioridad al año 2005. – C-. Videoconferencia Internacional en el Proceso Penal Chileno. – a) Legitimación Dogmática de la Utilización de Videoconferencia Internacional en el Proceso Penal. – b) Recepción Jurisprudencial. – III-. CONCLUSIONES.

In this systematic review, effects of telemental health (TMH) practices' on caregivers of children/ adolescents with mental illnesses were investigated. The literature review included databases, and reference lists of published studies. All studies published until September 2021 were reviewed. Eleven studies were included. Several services were provided via TMH: education, cognitive behavioral therapy (CBT), parent training, caregiver behavior training, family CBT. The effectiveness of TMH interventions on caregivers varied from low to high. Most reproducible findings were on caregivers' satisfaction, stress, therapeutic alliance and caregiver burden. Studies had a low to high bias risk. Most studies had small samples. Results built on the small but growing literature support TMH interventions' promising role in caregivers of children with mental illness. Future studies should estimate outcomes with medium to low effect size. Other caregiver groups, rarely considered in previous studies, should be included. Bias risk should be minimized. Larger, more methodologically rigorous studies should be conducted.

RESUMEN En la siguiente investigación presentamos un breve análisis de legislación internacional y comparada que habilita la utilización de videoconferencias como medio de cooperación internacional en materia penal. Se exponen algunos casos de países europeos y sudamericanos, como también un breve estudio del contexto jurídico chileno. Las fuentes utilizadas son principalmente documentos de trabajo, antecedentes jurisprudenciales y normativa interna de cada país.

ABSTRACT In the following research, we introduced a brief analysis of international and comparative law that enables the use of Videoconference as media for International Cooperation in Criminal Matters. Exposed some cases of European and South American countries, as well as a brief study of the Chilean legal context. The sources used are mainly working papers, judicial precedents and internal regulations of each country.

Los sistemas de vídeo y audio de alta inmersión tienen un auge impor-tante en entornos audiovisuales realistas. Las sensaciones visuales y sonoras que crean en el público se aproximan con un alto grado de similitud a lo percibido en el entorno real que pretenden recrear. Para ello, los estímulos deben contener toda la información necesaria, tanto espacial como temporal, que permita crear la ilusión de que el objeto audiovisual es real. En este artículo, se realiza un repaso de los sistemas audiovisuales que permiten esta recreación, con especial atención en los sistemas de audio envolvente. Se describe la técnica de audio 3D más prometedora, Wave Field Synthesis, junto con diversos campos de aplicación de entornos audiovisuales de alto realismo.
The highly immersive video and audio systems have a major boom in realistic audiovisual environments. The visual and acoustic sensations created in the public are approximated with a high degree of similarity to what is perceived in the real environment intended to be recreated. For that purpose, the stimuli must contain all necessary spatial and temporal information, allowing to create the illusion that the visual object is real. In this article, a review of audiovisual systems that allow this recreation is made, with particular emphasis on surround sound systems. The most promising 3D audio technique, Wave Field Synthesis, is described, along with various application fields of highly realistic visual environments.

This paper examines potential designs of videoconferencing systems for communicative language learning in learner-centered communication from the viewpoint of self-awareness. In this study, we focused on the effect of the presence of images on learning. We compared four types of videoconferencing systems: (a) videoconferencing with both the learner’s own and the partner’s image, (b) one with only the partner’s image, (c) one with only the learner’s image, and (d) one without images (audioconferencing), each supporting the use of formulaic expressions concerning communication strategies as the learning objective. We investigated the effect of each type of videoconferencing on two features of language learning: the perceived effectiveness of the images and the assistance they provided during communication and learner performance. The results showed that the presence of both self- and partner images had a main effect on learning awareness as well as on some aspects of learner performance. In addition, path analysis revealed that both self- and partner images had a direct and indirect significant effect on learner performance by raising perceived awareness.

Η ανάπτυξη της τεχνολογίας και η εφαρμογή ψηφιακών εργαλείων στην εξΑΕ, όπως η τηλεδιάσκεψη, έχει δημιουργήσει προβληματισμούς που σχετίζονται με την ποιότητα της διδασκαλίας και της μάθησης που προσφέρεται σε αυτήν. Προκειμένου να διασφαλιστεί μία επιτυχημένη εκπαιδευτική και μαθησιακή διαδικασία, μέσω τηλεδιάσκεψης, είναι απαραίτητος ο κατάλληλος σχεδιασμός που θα βασίζεται στις αρχές που διέπουν τη μάθηση με τηλεδιάσκεψη. Σκοπός της παρούσας εργασίας είναι να διερευνήσει και να αναδείξει τα ιδιαίτερα χαρακτηριστικά της μάθησης, μέσω τηλεδιάσκεψης, σε μία κοινότητα διερεύνησης διαμέσου των υπαρχουσών θεωριών και μοντέλων μάθησης της εξΑΕ. Η Θεωρία της Διαδραστικής Απόστασης και το Μοντέλο της Κοινότητας Διερεύνησης οριοθετούν ένα συγκεκριμένο παιδαγωγικό πλαίσιο με λειτουργίες και παραμέτρους που μπορούν να οδηγήσουν σε μία επιτυχημένη εξ αποστάσεως ηλεκτρονική εκπαιδευτική εμπειρία. Η Θεωρία της Τηλε-εγγύτητας εξελίσσει το Μοντέλο της Κοινότητας Διερεύνησης σε Μοντέλο Τηλε-κοινότ...

Organizing and completing the final oral defense of a Ph.D. thesis over the Internet as a videoconference session presented both a technical and legal challenge to participants in the process. In this paper we present the experience gained and some recommendations for future similar endeavors as a result of preparing and accomplishing the first Ph.D. defense held at the Universities of Bosnia Herzegovina, with the president of the defense committee guiding the event remotely from his office in the USA. The whole event took place at the Faculty of Electrical Engineering in Sarajevo.

Video calling is now a realistic option for couples in distance relationships. This paper explores whether audio/video distortions block intimate relational talk. From a naturalistic two-month trial of couples trying video calling to maintain their distance relationships, it is found that couples can opportunistically use audio/video distortions as a relational resource rather than simply treating them as a blocking or outside of relational talk. First, technological mediation can be treated as relevant to disambiguating whether the repair involves simple content repetition or a more complex relational issue. Second, distortions can be treated as resources for relational parody and teasing. It is argued that the opportunistic use of distortions as a relational resource extends Hutchby’s (2001b) notion of technologized interaction, in which technology frames but does not determine social action. Rather than proposing yet another model of communication that includes more detail about noise as deviance that must be remedied, or taking an undifferentiated approach to distortion as ‘trouble’, the technologized interaction approach broadens our conceptions of online relationships as involving the use of technological features to a more holistic sense of technological mediation being part and parcel of maintaining online relationships.

Η ανάπτυξη της τεχνολογίας και η εφαρμογή ψηφιακών εργαλείων στην εξΑΕ, όπως η τηλεδιάσκεψη, έχει δημιουργήσει προβληματισμούς που σχετίζονται με την ποιότητα της διδασκαλίας και της μάθησης που προσφέρεται σε αυτήν. Προκειμένου να διασφαλιστεί μία επιτυχημένη εκπαιδευτική και μαθησιακή διαδικασία, μέσω τηλεδιάσκεψης, είναι απαραίτητος ο κατάλληλος σχεδιασμός που θα βασίζεται στις αρχές που διέπουν τη μάθηση με τηλεδιάσκεψη. Σκοπός της παρούσας εργασίας είναι να διερευνήσει και να αναδείξει τα ιδιαίτερα χαρακτηριστικά της μάθησης, μέσω τηλεδιάσκεψης, σε μία κοινότητα διερεύνησης διαμέσου των υπαρχουσών θεωριών και μοντέλων μάθησης της εξΑΕ. Η Θεωρία της Διαδραστικής Απόστασης και το Μοντέλο της Κοινότητας Διερεύνησης οριοθετούν ένα συγκεκριμένο παιδαγωγικό πλαίσιο με λειτουργίες και παραμέτρους που μπορούν να οδηγήσουν σε μία επιτυχημένη εξ αποστάσεως ηλεκτρονική εκπαιδευτική εμπειρία. Η Θεωρία της Τηλε-εγγύτητας εξελίσσει το Μοντέλο της Κοινότητας Διερεύνησης σε Μοντέλο Τηλε-κοινότ...

A period of rapid growth and change in the display industry has recently given rise to many new display technologies. One such technology, the Digital Micromirror DeviceTM (DMD), de-veloped at Texas Instruments, represents a unique application of microelectromechanical systems ...