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VoIP (Voice over Internet Protocol)

Voice over Internet Protocol, also called VoIP (pronounced voyp) is the routing of voice conversations over the internet or through any other IP-based network. VoiP applications are telephone services that allows users to voice and text chat, share files, share hyperlinks, and conference call as well as see each other on video through a webcam.

Samples

If A Picture Is Worth A Thousand Words, What Is A Video Worth?

Primary aged children produced a 5 minute video that tells the story of how they "Skype" a classmate that has leukemia into our classroom.

Source If A Picture Is Worth A Thousand Words, What Is A Video Worth?
URL http://learningismessy.com/blog/?p=196
Use Primary aged children produced a 5 minute video that tells the story of how they “Skype” a classmate that has leukemia into our classroom.
Delivery In the classroom using Skype initially in a face-to-face situation.
Customisation Trainers can freely build on these ideas and apply to their training situation.
Availability Skype can be freely downloaded and installed on users computers.

Using Skype in the Classroom (or just learning how to use it!)

Simple overview of using Voip in the classroom with good tips on getting started with learners using the technology.

Source Using Skype in the Classroom (or just learning how to use it!)
URL http://coolcatteacher.blogspot.com/2006/10/using-skype-in-classroom-or-just.html
Use Simple overview of using Voip in the classroom with good tips on getting started with learners using the technology.
Delivery In the classroom using Skype initially in a face-to-face situation.
Customisation Trainers can freely build on these ideas and apply to their training situation.
Availability Skype can be freely downloaded and installed on users computers.

Skype Around the World

A variety of links related to Skype activities (including educational uses of VoiP) from around the world.

Source Skype Around the World. A variety of links related to Skype activities (including educational uses of VoiP) from around the world.
URL http://share.skype.com/sites/en/skype_around_the_world/
Use Examples of trainers and teachers integrating Skype as a communication and curriculum tool in their education activities.
Delivery In the classroom using Skype initially in a face-to-face situation as well as online using Skype alone.
Customisation Trainers can freely build on these ideas and apply to their training situation.
Availability Skype can be freely downloaded and installed on users computers.
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Why include VoIP?

The biggest advantage of using VoIP is cost savings. VoIP services are much cheaper than traditional landline telephone services, and in some cases are even free when used between users of a specific network. Another major strength of VoIP is its portability – since it uses the worldwide network of the internet, users are not tied to any one physical location for a variety of services. As long as you have a computer, a broadband connection and, in some cases, a telephone adapter, you can make calls using your VoIP account. VOIP is useful for shy students who in an online class, find it more comfortable to participate than in a face-to-face class because they're not communicating in front of a room full of people.

Features

There are basically three ways of using VoIP - one is to have a PC on both communicating sides; another is to have a Phone on one side and a PC on the other and the third is to have two phones that use a VoIp connection.

VoIP services range in complexity and cost.

Users can sign with a service provider, similar to an internet service provider (ISP) for their VoIP service for per call fee at a lower cost than traditional telecommunications carriers offer for phone services.

VoIP services are often characterised by:

  • The ability to be able to make PC-to-PC phone calls (which are often low cost) to any other computer anywhere in the world (that has VoIP service installed as well, of course).
  • The ability to be able to make a PC-to-phone connection which is usually less in cost than a “traditional” long distance call.

Web and mobile phone based VoiP applications are also popular given their easy set up and use. These applications, characterised by the most popular – Skype – enable free Skype to Skype calls and low cost Skype to phone calls and SMS. Skype is typically enables users to:

  • Call other Skype users or landline or mobile phones
  • See which invited Skype contacts are currently online
  • Share web page addresses via Chat
  • Text chat
  • Share Files
  • Conference Calls (limited in size with free version)
  • Send SMS messages

Moreover, VoIP services often include many of the features we’ve come to expect as standard with our traditional and mobile phone service. These features include:

  • call forwarding
  • call waiting
  • voicemail
  • caller ID, and
  • three-way calling

Examples of VoIp applications teachers can use include:

  • Skype.com — http://www.skype.com
    Skype is free internet telephony. Skype is for calling other people on their computers or phones. Download Skype and start calling for free all over the world.
  • ineen.com — http://www.ineen.com
    Communicate using Voice, Video and Instant Messaging.
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Integrating VoIP

VOIP has many educational possibilities:

  • Conduct one-to-one interactive meetings with learners around the country and/or the world
  • Conduct online audio conferences with learner groups
  • Support learners one-to-one in between face to face sessions
  • Meeting up with a world wide group of learners who use Skype to collaborate and build learning partnerships.
  • Offer or participate in distance education with learners able to work collaboratively on group projects
Establishing an online “presence” for learners to enable them to contact their trainer/other learners while on placement or at work; they will know when members of their learning network are online and are available for a chat or Skype call

Design steps

  1. Develop the purpose and framework for using VoIp with your learners
  2. Support learners to use VOIP in hands on sessions where you demonstrate downloading and installing software.
  3. Develop simple hand outs to enable users to find their network, adjust their audio settings, set up their microphone.
  4. Participate in a demonstration session face to face where all learners chat, text, exchange a file and use a web cam.
  5. Prepare learners for using Skype remotely by encouraging them to set up and test all software and hardware well ahead of any scheduled sessions using VoIP.
  6. Conduct an online audio conferences providing alternative means of support for learners who have difficultly logging on remotely (e.g. SMS, email, telephone)
  7. Organise for learners to expand their use of VoiP to work collaboratively on group projects.
  8. Hold debriefing sessions in the face-to-face setting to clarify learner concerns and to collect feedback to enhance the use of voice with your learners.

It is also important in the design process to consider the learner's ability to access the audio resources you produce:

  1. Many computer classrooms are not equipped with speakers, so you may need to provide headphone sets.
  2. Learners who have either a hearing impairment may be disadvantaged and require the same information provided to them via a different means.
  3. For many users, VOIP can result in trainers and learners talking over each other, waiting for the other to speak when the other doesn’t realize it. Develop protocols between users to overcome this especially when internet lag makes natural conversational interchange difficult.
  4. Prepare for the number of learners who may need help with headsets, microphones, sound cards, bandwidth, processing capacity, voice installations, and simply turning the volume up.
You may record the voice component of sessions you conduct using VoIp with free open source software such as Audacity. See the Podcast strategy for support on setting up and using Audacity for recording and exporting sound.

Assessment

Participation in online audio conferences can form the basis of an assessment task. If you are intending to use contributions to such conferences you should clearly outline to the learners how you will be assessing their online contributions.

A good practise model for using voice based activities in teaching and learning can be found here (http://www.flexiblelearning.net.au/flx/webdav/site/flxsite/shared/New%20Practices/Different_Voices_Different_Spaces_Report.pdf)

Generic skills

The use of VOIP provides opportunities for the development of a number of generic skills. These may include:

  • working in groups and teams (defining the roles in the team, crisis management, giving feedback to other team members).
  • Virtual problem solving and offering solutions to issues posed in the discussion (developing creative and innovative solutions, applying a range of strategies to solve problems)
  • communication skills (using appropriate language for the audience, persuading effectively, sharing information, asking for clarification, agreeing and disagreeing)
  • effective use of a range of technologies for collaborative work, problem solving and communication.

Technical notes

A VOIP application usually requires an installation of a program – rather than a flash or java download – onto the users computer. There is a large range of VoIP services including Skype. Generally the technical skills required to moderate an audio conference are at the low end and are a good way into online learning for teachers.

Skills

You will need skills in:

  • supporting learners to set and install software
  • using audio hardware (microphones, headsets and speakers)
  • moderating and facilitating the discussion activities

Moderating or facilitating a voice discussion in an online environment involves a variety of roles:

  • welcoming to the session initially
  • ensuring all learners are able to participate in the session with a headset and can speak and be heard by all members
  • establishing and negotiating the rules of participation in the discussion
    (value what others say, don't interrupt, turn taking etc)
  • clearly outline the purpose of the session
  • rephrase what students have said to ensure their point is clearly stated, if necessary
  • provide links from one aspect of the discussion to the other
  • draw together the disparate threads of the discussion to form a conclusion where the discussion has been wide ranging.
  • provide links to any recordings you make of the session to your learners

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See also

From the Framework

More resources from the Australian Flexible Learning Framework

Tools and resources

Last modified: 15/9/08