Month: May 2020

Telepresence

With lockdown restrictions beginning to ease in many countries, the likelihood is that most schools, including language schools, will be able to reopen some time before the end of the summer. However, the probability of an effective vaccine becoming widely available by then is extremely small, so some sort of social distancing (perhaps better described as physical distancing) is going to have to remain in force.

Language schools that want to reopen but keep their staff and students safe are going to have to adjust to this new reality, which will probably involve systematically checking everyone’s temperature as they enter the school building and cleaning furniture and fittings between classes. Given the modest size of most language schools classrooms, it will almost certainly involve operating classes with no more than 3 or 4 students per group, so that a safe, physical distance between students can be maintained. That has obvious consequences for the financial sustainability of these groups and for the schools themselves.  

It is equally likely that a number of students will want to continue to study online as it a totally safe option, while other benefits include not having to spend time and money travelling back and forth to school.  So the danger is that language schools will end up with small, unsustainable groups in their buildings and small, unsustainable groups online.

One solution to this problem might be to use telepresence technology to combine these groups so that students working online can attend the same class as other students who are physically present in the school building. That could increase group averages to a level where they are generating the sort of margin needed to sustain the business.

There is nothing new about the idea of beaming people into a room occupied by other people. Video conferencing suites were established back in the 1990s and were commonly used to enable employees to attend meetings without having to travel. More recently, we’ve all become used to using software like Zoom, Team Meetings or BigBlueButton to meet up with family and friends, or teach groups of students at a distance. This same software could be used to enable students to attend a class taking place in a school and for everyone physically present in the classroom to fully engage with the students working online.

What’s more, most of the hardware needed for a telepresence class may already be available in many language school classrooms. This consists of a computer, a decent internet connection, a data projector that allows the image on the computer screen to be projected onto a large screen or whiteboard, and some speakers so that everyone in the classroom can hear what the people online are saying.

Two other pieces of equipment that would definitely help are: a wide-angled webcam (ideally 120⁰) that would allow the students online to see everything that’s happening in the classroom; and an omnidirectional microphone that would enable students online to hear everyone in the classroom, no matter where they are sitting or standing. Both pieces of equipment can be bought for as little as €150-200, which makes the purchase affordable for most schools, even in these hard times.

Teachers will need to adapt to the demands of having students both physically present in the classroom and online, but that shouldn’t be any more demanding than the sudden transition from physical teaching to online teaching that almost all language teachers had to go through as soon as lockdown restrictions came into force.

Telepresence classes could include the usual range of teaching strategies and techniques including pair-work and dividing the class into smaller groups, although it would clearly make sense to pair students who are either online, or in the classroom; mixing and matching could be more problematic. Teaching materials would also need to be digital, but that shouldn’t cause too many issues to too many teachers or learners, already used to studying without paper.

 Another advantage of organising classes this way is that students could conceivably switch from being physically present to studying online, using some form of rota system, thereby getting the best of both experiences, if that appeals to them.

Teachers could also record the lessons (with their students’ permission) enabling students to go back and review stages of the lesson if they need to.

Once the holy-grail of an effective vaccine has become widely available, students will be able to repopulate our schools and classrooms without fear, should they choose to. But a good proportion may prefer to stay online. A telepresence option would give everyone the choice of how and where they study in future, while helping to ensure the financial viability of the school.

(This post is a summary of a webinar I gave to International House school Directors on 21st May.)