This summer I’m helping teach a course in medical statistics. There are a few dozen students in the classroom in Houston, and several other students in two remote locations. The remote students see me via a camera pointed at my podium. The Houston students and I see the remote students projected on a screen at the front of the room.
The classroom suppresses spontaneity. I can’t run over to a marker-board and answer a question because the remote students couldn’t see what’s going on. Not that there are many questions. The students attending live don’t have microphones. If they do ask a question, either someone runs up to them with a microphone as if they were in the audience of a talk show, or I repeat the question into my microphone. I encourage questions, but the classroom discourages them. The classroom usually wins. As much as I would prefer to engage students in discussion, the room was designed for PowerPoint presentations.
Although I’m frustrated by the technology, I realize that without it students outside major cities would have fewer opportunities. I’m learning to adjust to my limitations. (It’s interesting how adding teleconference equipment to a room decreases its functionality.) I wonder what kinds of dialogs Plato would have with his students if they had been in scattered locations talking into web-cams.