The company that acquired our company is based in Spain and the system was developed in Spain by their software affiliate. The system is being used currently in 17 countries, including one small office in Florida. None of the offices that are using the system have the claims volume that we have in Massachusetts. I think I mentioned before, my company writes auto insurance for 1 out of every 3 cars in Massachusetts. That is a lot of business. We issue 3000 checks a day, for instance. The country that has the next largest volume is in Venezuela and there has been some talk of the people on the project team going to Venezuela to see the system in action.
In the meantime, our call center is going to begin to take new claims for the Florida office on the new system. The system is called TronWeb. People have visited the Florida office and we have some training documentation that has been produced by non-training personnel. But, we wanted to see the system in action. So, this past Friday I facilitated a Webex session with the Florida office. There were about 15 people involved in the session from Massachusetts and three from Florida. We had the Florida people “share their desktop” so that the people in Massachusetts could see how they process a claim. It was such a learning experience. It was the first opportunity we had to see the system in action and it made so much more sense once we got it out of the “lab” setting and into a production setting.
The lead business analyst and I were talking after the Webex meeting and starting thinking that maybe between Webex and video conferencing we could bring the Venezuela system to Massachusetts. Instead of having to travel to Venezuela, we could see the system in action through a similar Webex experience. We could also bring in some of the Arizona team members in on the act as well.
All of a sudden, we have seen what video conferencing really can do for the project. The possibilities are limitless and it is really exciting. I wasn’t too thrilled at the prospect of travelling to Venezuela and now I think we can get so much more accomplished. The time zone in Venezuela is the same as Massachusetts and pretty soon Arizona will only be a two hour time difference. We should be able to get all the people we need into the video conference and it should really help us move the project along.
Finally, I am excited that my next course at Drexel will be Project Management. I really think it will help me as I work on the TronWeb project.
Saturday, August 29, 2009
One Company, One Platform, One System
As I have mentioned in my previous blogs, my company currently uses several different computer systems to process claims. This is hard from a training standpoint, especially when you are a specialist in systems training. It has been hard for me to learn all of the systems at an expert level. It is also hard for the students and we have tried to introduce them to systems one at a time, but depending on the position they hold, they may need to know all of the systems. Let’s just take a look at what someone in our call center needs to learn about:
For the largest company, there is one processing system, one system for imaged documents and notes and Lotus Notes is used as our e-mail platform.
For the next largest company there are two versions of the processing system, and another system for imaged documents.
For the smallest company there are two versions of the processing system and yet another system for viewing imaged documents.
THAT IS NINE SYSTEMS THAT A CALL CENTER PERSON HAS TO LEARN TO DO THEIR JOB! Consider also, that the user can use more than one session of a system. For example, many call center people open one session of one system for inquiry purposes and another session for entry purposes. That is a lot of windows to have opened on their desktop. Luckily, we do work with dual monitors, even though some people would like to have three.
Now that we have been acquired by another large company, a new project started recently that will bring us to our new goal: One company, one platform, one system! It is a five year project with an estimated cost of $58 million dollars. I am very excited to be the lead training person on this project and much of my time already has been dedicated to the project. It will be a huge training project and the plan is to bring one subsidiary at a time onto the new system with the first one to go live in August 2010. It is a very aggressive project schedule and will be exciting and exhausting at the same time.
Last week the lead claims business analyst and I had to present the project and an overview of the claims system to the Claims Business Team. My colleague in Arizona e-mailed me after the presentation to talk about how we can get our front line adjusters interested in the project and mentioned social networking. Many of our adjusters are young people maybe five years out of college and are very much into the social networking scene. We are considering having a blog on our intranet to help introduce the new system and at the same time asking the adjusters for their ideas about what they need in the new system and how they can become involved in the rollout.
I’ll admit I never thought when I started this blog that it would be for anything other than the course I am taking at Drexel. Now I see the opportunities to blog are endless and I plan on keeping the blog going during the life of this project.
For the largest company, there is one processing system, one system for imaged documents and notes and Lotus Notes is used as our e-mail platform.
For the next largest company there are two versions of the processing system, and another system for imaged documents.
For the smallest company there are two versions of the processing system and yet another system for viewing imaged documents.
THAT IS NINE SYSTEMS THAT A CALL CENTER PERSON HAS TO LEARN TO DO THEIR JOB! Consider also, that the user can use more than one session of a system. For example, many call center people open one session of one system for inquiry purposes and another session for entry purposes. That is a lot of windows to have opened on their desktop. Luckily, we do work with dual monitors, even though some people would like to have three.
Now that we have been acquired by another large company, a new project started recently that will bring us to our new goal: One company, one platform, one system! It is a five year project with an estimated cost of $58 million dollars. I am very excited to be the lead training person on this project and much of my time already has been dedicated to the project. It will be a huge training project and the plan is to bring one subsidiary at a time onto the new system with the first one to go live in August 2010. It is a very aggressive project schedule and will be exciting and exhausting at the same time.
Last week the lead claims business analyst and I had to present the project and an overview of the claims system to the Claims Business Team. My colleague in Arizona e-mailed me after the presentation to talk about how we can get our front line adjusters interested in the project and mentioned social networking. Many of our adjusters are young people maybe five years out of college and are very much into the social networking scene. We are considering having a blog on our intranet to help introduce the new system and at the same time asking the adjusters for their ideas about what they need in the new system and how they can become involved in the rollout.
I’ll admit I never thought when I started this blog that it would be for anything other than the course I am taking at Drexel. Now I see the opportunities to blog are endless and I plan on keeping the blog going during the life of this project.
Sunday, August 23, 2009
Blending Learning Techniques
When my students returned from lunch, I instituted the resolution to the system training problem. As a department, we use WebEx as our platform for all online classes created by the Claims Training Department. The company uses SkillSoft, but we have found that their on line learning platform for live classes, Dialogue Design, was not as user friendly or robust as WebEx.
I have designed a course called Learning to Learn On Line that provides our students with an introduction to the WebEx classroom as well as learning how to communicate in the on line classroom. The course is a pre-requisite for all on line learning. The course is a lot of fun for the students as they learn to use the emoticons to show how they feel, happy, confused, tired, etc. We also use the Q & A portion of the WebEx classroom as well as the Polling option. The students in my Video Conferencing Class had already taken the course, so it was just a matter of my setting up a class in WebEx and the students signing on.
One important aspect of the Learning to Learn on Line class, which we abbreviate LOL ;o), is to show the students how they can share their desktop with the instructor and the rest of the class. So, in instances where the student is stuck, it enables the instructor to be able to see their computer and diagnose the problem.
So, I told the students the plan, and everyone signed on to the WebEx class. Not only were we able to use the functionality when the student was having an issue in the system, but I used it in other ways as well. Let me provide some examples.
In one of the workshops the students complete, they are asked to find certain claim and policy information in the system. I had the students work independently to find the answers, and then when we were debriefing the workshop, I would call on a student, ask them to share their desktop with the rest of the class, and show us how they found the answer. It was a great learning process.
In another workshop, the students enter a new claim from an electronic document that I sent them in an e-mail. Later in the day, while the students are doing another workshop, I work with each student individually and go over in detail the new claim that they entered. Instead of just showing them on the overhead what they did right and what they did wrong, I shared my desktop with the student and was able to point to the exact part of the system we were discussing. It was a great opportunity to provide one on one mentoring in the classroom.
Our final activity is class is a Jeopardy game that I developed for this class. It is in Power Point, so I was able to show it on the Video Conference television and have the students “buzz in” to answer. It’s always a lot of fun and it is great to see the students so competitive in a positive way.
I’ll be teaching this class again in October, and I look forward to using some of the techniques I learned by teaching the first video conferencing class.
I have designed a course called Learning to Learn On Line that provides our students with an introduction to the WebEx classroom as well as learning how to communicate in the on line classroom. The course is a pre-requisite for all on line learning. The course is a lot of fun for the students as they learn to use the emoticons to show how they feel, happy, confused, tired, etc. We also use the Q & A portion of the WebEx classroom as well as the Polling option. The students in my Video Conferencing Class had already taken the course, so it was just a matter of my setting up a class in WebEx and the students signing on.
One important aspect of the Learning to Learn on Line class, which we abbreviate LOL ;o), is to show the students how they can share their desktop with the instructor and the rest of the class. So, in instances where the student is stuck, it enables the instructor to be able to see their computer and diagnose the problem.
So, I told the students the plan, and everyone signed on to the WebEx class. Not only were we able to use the functionality when the student was having an issue in the system, but I used it in other ways as well. Let me provide some examples.
In one of the workshops the students complete, they are asked to find certain claim and policy information in the system. I had the students work independently to find the answers, and then when we were debriefing the workshop, I would call on a student, ask them to share their desktop with the rest of the class, and show us how they found the answer. It was a great learning process.
In another workshop, the students enter a new claim from an electronic document that I sent them in an e-mail. Later in the day, while the students are doing another workshop, I work with each student individually and go over in detail the new claim that they entered. Instead of just showing them on the overhead what they did right and what they did wrong, I shared my desktop with the student and was able to point to the exact part of the system we were discussing. It was a great opportunity to provide one on one mentoring in the classroom.
Our final activity is class is a Jeopardy game that I developed for this class. It is in Power Point, so I was able to show it on the Video Conference television and have the students “buzz in” to answer. It’s always a lot of fun and it is great to see the students so competitive in a positive way.
I’ll be teaching this class again in October, and I look forward to using some of the techniques I learned by teaching the first video conferencing class.
Computer Training Challenges with Video Conferencing
A large element of this particular class I teach is computer training on the system that we use for this particular affiliate. There are actually two systems for this one company. The first system is called V2 (v is for version) and the other is called V12. This affiliate is upgrading from V2 to V12 using a state-by state approach. This company writes insurance in the following states: Rhode Island, New York, New Jersey, Connecticut, Indiana, Kentucky, Ohio, Oklahoma, Oregon, Idaho, Washington and Arizona. Eight of the states have been upgraded to V12 and the other states should be on V12 by the end of 2010. It can be confusing as each system has significant differences, from the format of the Claim and Policy number to the basic process of confirming coverage, creating a claim, and making claim payments.
Although I felt very well prepared for the class, there was one problem I did not identify prior to the class. I am sure everyone has had some type of computer training in the past, so perhaps you can relate. Usually, if a student gets stuck somewhere in the system, the teacher is usually there and can look over your shoulder to see what problem you are encountering. Well, obviously I was not present in the classroom, and even if I zoomed the camera in close to the student’s computer screen, it was impossible to be able to clearly see the screen, never mind an error message of which the student may not be aware.
The first day went fine, as there was not a lot of system training. But by the second day, I had a couple of students who were stuck on one thing or another. I had to have them describe to me what was happening on their computer. Some students are more computer savvy than others, and some students almost freeze when they are having a computer problem, and cannot see beyond the fact that they cannot do something on the computer, and are nervous and embarrassed. Obviously, we want to avoid having students feeling this way in class. How could I avoid this from happening?
While the students were at lunch, I thought through my options. It was not resource efficient to have one of the training instructors in Arizona, come into the class when someone was having a problem. It would be a burden to have one of the students who were more comfortable on this system to be responsible for helping out others. And the system training is such an important element of this training, which it was not something that we could just skip over or just read about it on our intranet. Hands on training for systems are essential to a successful program. There is a quote by Confucius that I often use in class: “I hear and I forget. I see and I remember. I do and I understand.”
This quote really hammers home the notion that reading text, or listening to a lecture is not as effective as the actual process of doing something.
In my next blog I will reveal the solution to my training issue.
Although I felt very well prepared for the class, there was one problem I did not identify prior to the class. I am sure everyone has had some type of computer training in the past, so perhaps you can relate. Usually, if a student gets stuck somewhere in the system, the teacher is usually there and can look over your shoulder to see what problem you are encountering. Well, obviously I was not present in the classroom, and even if I zoomed the camera in close to the student’s computer screen, it was impossible to be able to clearly see the screen, never mind an error message of which the student may not be aware.
The first day went fine, as there was not a lot of system training. But by the second day, I had a couple of students who were stuck on one thing or another. I had to have them describe to me what was happening on their computer. Some students are more computer savvy than others, and some students almost freeze when they are having a computer problem, and cannot see beyond the fact that they cannot do something on the computer, and are nervous and embarrassed. Obviously, we want to avoid having students feeling this way in class. How could I avoid this from happening?
While the students were at lunch, I thought through my options. It was not resource efficient to have one of the training instructors in Arizona, come into the class when someone was having a problem. It would be a burden to have one of the students who were more comfortable on this system to be responsible for helping out others. And the system training is such an important element of this training, which it was not something that we could just skip over or just read about it on our intranet. Hands on training for systems are essential to a successful program. There is a quote by Confucius that I often use in class: “I hear and I forget. I see and I remember. I do and I understand.”
This quote really hammers home the notion that reading text, or listening to a lecture is not as effective as the actual process of doing something.
In my next blog I will reveal the solution to my training issue.
Saturday, August 15, 2009
My First Video Conference Class
So, my first class was in April of this year. I had 8 students in Arizona and I was in Webster in the videoconference training room all by myself. I worked from 11:30 AM until 8:00 PM due to the time difference. I was teaching Call Center employees how to take a new claim report for one of our affiliates.
The students were with the company for about three months prior to my training. They had been trained when they were first hired by one of our trainers in Gilbert. The first class they attended was for five days and they learned a little bit about insurance, a little more about claims, and a lot about providing excellent customer service. They were taught one computer system and how to enter a new report that would have been received either by phone, by mail, by fax, or from our website. The students learned about assigning an adjuster to handle the claim, an appraiser to see the damaged vehicle, set the customer up in a rental, and what forms it is necessary to send out.
The students returned to class about a month later, again in a typical classroom setting, to learn how to make outbound calls to all involved parties in the claim, how to take good accident information, and how to create claims in the system.
After each training class, the students participated in Peer Training. They would sit with an experience Call Center Representative until they felt comfortable in taking or making a call.
When they come to my class, they have been in the Call Center for about three months. They have gained more experience and are ready to learn a new computer system for another one of our affiliates. My class is a four day training event.
So, what were some of the challenges I faced? Let me count the ways ;o)
Even though most of our training material is on our internet, the student usually receives some paper training materials, job aids to hang in their cubicle, or policies to check to see if something is covered. The students also do several workshops to reinforce the learning. Some of these workshops are also on paper. How did I handle this? I created a binder divided into each day of training. I made sure the job aids were color coded so I could say, look in Day 2 at the purple job aid. I had all of the paper workshops in the manual and I did many quizzes on line at a site I would recommend for any kind of teacher. It is called Quia and it is a software application that helps makes quizzes and other types of games to reinforce learning. For example, there is a hangman quiz, a matching quiz, a fill in the blank quiz, and a scavenger hunt quiz. I also had many types of different claim reports for them to enter in our system training environment. It took a lot more preparation than a typical classroom setting when I could just hand out the job aids and workshops as needed.
Next week’s blog will talk about some of the problems I encountered in this first class and how I resolved them in real time.
The students were with the company for about three months prior to my training. They had been trained when they were first hired by one of our trainers in Gilbert. The first class they attended was for five days and they learned a little bit about insurance, a little more about claims, and a lot about providing excellent customer service. They were taught one computer system and how to enter a new report that would have been received either by phone, by mail, by fax, or from our website. The students learned about assigning an adjuster to handle the claim, an appraiser to see the damaged vehicle, set the customer up in a rental, and what forms it is necessary to send out.
The students returned to class about a month later, again in a typical classroom setting, to learn how to make outbound calls to all involved parties in the claim, how to take good accident information, and how to create claims in the system.
After each training class, the students participated in Peer Training. They would sit with an experience Call Center Representative until they felt comfortable in taking or making a call.
When they come to my class, they have been in the Call Center for about three months. They have gained more experience and are ready to learn a new computer system for another one of our affiliates. My class is a four day training event.
So, what were some of the challenges I faced? Let me count the ways ;o)
Even though most of our training material is on our internet, the student usually receives some paper training materials, job aids to hang in their cubicle, or policies to check to see if something is covered. The students also do several workshops to reinforce the learning. Some of these workshops are also on paper. How did I handle this? I created a binder divided into each day of training. I made sure the job aids were color coded so I could say, look in Day 2 at the purple job aid. I had all of the paper workshops in the manual and I did many quizzes on line at a site I would recommend for any kind of teacher. It is called Quia and it is a software application that helps makes quizzes and other types of games to reinforce learning. For example, there is a hangman quiz, a matching quiz, a fill in the blank quiz, and a scavenger hunt quiz. I also had many types of different claim reports for them to enter in our system training environment. It took a lot more preparation than a typical classroom setting when I could just hand out the job aids and workshops as needed.
Next week’s blog will talk about some of the problems I encountered in this first class and how I resolved them in real time.
So Why Did We Start to Train Via Videoconference?
So I think I have provided enough history about my company. The Claims Training department consists of 7 trainers in MA, 2 trainers in AZ and one manage.
The reason why I am teaching via videoconferencing is because our main Claims office is in Massachusetts and we had smaller offices in CA, OH, OR, AZ and NY.
During the last five years, the seven training instructors have either travelled to our other locations or trained over the internet on a platform called WebEx. Learning how to teach a class on line was challenging, but I love it. You can really be creative and have a lot of fun while training. Students seem more relaxed as they are at the comfort of their own desks, at their own computers and don’t need to travel to a training facility. The trainers received their Synchronous Design certificates after an eight week training class. It was great training and it really improved our training product. To give you an example of the differences between classroom and on-line learning, when you are teaching in a classroom, it is suggested that you change the activity every 15 minutes to keep the students engaged. In the online event, it is necessary to change the activity every five minutes. You can understand the need for this if you are the typical multi-tasker. Students are on their computers with the distraction of e-mail and the internet just a click away. To keep them from being distracted, the instructor has to incorporate quizzes, polls, games, and other activities into the online learning experience.
This past year we consolidated our Ohio, Oregon, and Arizona office into one office in Gilbert, Arizona. The plans are for that office to be a mirror image of the Claim facility in MA. This means over the next five years we will need to hire and train between 500 – 600 claims professionals. The office currently has about 70 employees of which 50 are new hires since December.
As I mentioned, we have two trainers in AZ that have been hired since December. However, they cannot handle all of the training classes themselves, as they need to get up to speed on our already developed modules.
The company understands that the training effort will be huge and it didn’t want all of the travelling expenses involved with sending a trainer to AZ for classes. In addition, since our parent company is located in Spain, the company decided to invest in teleconference meeting and training rooms. We have one teleconference training room in MA and one in AZ at a cost of about $100,000. They invested in the best equipment to make the training effective, even though the teacher and the students may not be in the same room.
It is weird to say the least. In each training room, there are two cameras and two flat screen televisions. Each room has a 65 inch and a 50 inch television. At first it was quite intimidating to see yourself on camera, but I quickly got used to it. There were other challenges than worrying about how I looked on TV. More on that a little later.
The reason why I am teaching via videoconferencing is because our main Claims office is in Massachusetts and we had smaller offices in CA, OH, OR, AZ and NY.
During the last five years, the seven training instructors have either travelled to our other locations or trained over the internet on a platform called WebEx. Learning how to teach a class on line was challenging, but I love it. You can really be creative and have a lot of fun while training. Students seem more relaxed as they are at the comfort of their own desks, at their own computers and don’t need to travel to a training facility. The trainers received their Synchronous Design certificates after an eight week training class. It was great training and it really improved our training product. To give you an example of the differences between classroom and on-line learning, when you are teaching in a classroom, it is suggested that you change the activity every 15 minutes to keep the students engaged. In the online event, it is necessary to change the activity every five minutes. You can understand the need for this if you are the typical multi-tasker. Students are on their computers with the distraction of e-mail and the internet just a click away. To keep them from being distracted, the instructor has to incorporate quizzes, polls, games, and other activities into the online learning experience.
This past year we consolidated our Ohio, Oregon, and Arizona office into one office in Gilbert, Arizona. The plans are for that office to be a mirror image of the Claim facility in MA. This means over the next five years we will need to hire and train between 500 – 600 claims professionals. The office currently has about 70 employees of which 50 are new hires since December.
As I mentioned, we have two trainers in AZ that have been hired since December. However, they cannot handle all of the training classes themselves, as they need to get up to speed on our already developed modules.
The company understands that the training effort will be huge and it didn’t want all of the travelling expenses involved with sending a trainer to AZ for classes. In addition, since our parent company is located in Spain, the company decided to invest in teleconference meeting and training rooms. We have one teleconference training room in MA and one in AZ at a cost of about $100,000. They invested in the best equipment to make the training effective, even though the teacher and the students may not be in the same room.
It is weird to say the least. In each training room, there are two cameras and two flat screen televisions. Each room has a 65 inch and a 50 inch television. At first it was quite intimidating to see yourself on camera, but I quickly got used to it. There were other challenges than worrying about how I looked on TV. More on that a little later.
Sunday, August 9, 2009
A little history, part II
I actually hand wrote these blogs because of the computer problems that I mentioned in the previous blog. Handwriting has become a lost art, and I know why…it hurts the hand :o)
I wonder how many other bloggers have the problem that I already see myself having and that is rambling a bit and getting back to the point.
Before I go onto to tell you about my first experience teaching a class by video conferencing, I want to talk a bit about our assignment to create a Facebook account. I mentioned in my introduction discussion that I have a 19 year old daughter. She was none too pleased that Mom was going to have a Facebook profile. I think she sees it not so much as an invasion of her privacy, as she has shown me her profile lots of times. She expressed that she has heard about professors, and other mothers who have an account and she feels that Facebook was created by students for students. She gets that I am a student, but she says it’s not the same. I guess I should be a mother first and mothers should not have Facebook accounts. I know our class is a mix of students, so I would love to hear your opinions on this question: Should Facebook be just for college / high school students?
OK, now to the real reason for my blog ~~~ video conferencing while teaching. So, I have a class of people who have been with the company about 8 weeks. They work in our Claims Service Center, taking incoming calls from people reporting accidents, as well as making contacts to other people involved in those accidents. The criterion for the position is a college degree and customer service background. It has a starting salary of around $40K and there is lots of opportunity for advancement.
Working in insurance is something most people will tell you was never part of their career path. I don’t think Drexel or many colleges or universities have many insurance courses, never mind an insurance major. But most people that I know that have made a career in the insurance business agree that it a pretty good job. I started in July, 1976 working on a switchboard and I mean a switchboard:
OK, so maybe that is a bit of an exaggeration, but not much!
And now, 33 years later, I am a Senior Claims Technical Trainer. Oh boy, there I go digressing again!
The students started in the company in January and went through two classes prior to my class and learned a lot of the basics about their job as well as how to handle calls for one of our companies, Commerce West. I am charged with teaching them how to take calls for another one of our companies, American Commerce Insurance Company. Most of the class involves system training as currently each one of our affiliates has a different computer system. (That will definitely be a subject of upcoming blogs). The students continue to learn about how important extraordinary customer service is to the success of our company.
My next blog will continue to provide some important background information and I promise I will get into talking about video conferencing.
I wonder how many other bloggers have the problem that I already see myself having and that is rambling a bit and getting back to the point.
Before I go onto to tell you about my first experience teaching a class by video conferencing, I want to talk a bit about our assignment to create a Facebook account. I mentioned in my introduction discussion that I have a 19 year old daughter. She was none too pleased that Mom was going to have a Facebook profile. I think she sees it not so much as an invasion of her privacy, as she has shown me her profile lots of times. She expressed that she has heard about professors, and other mothers who have an account and she feels that Facebook was created by students for students. She gets that I am a student, but she says it’s not the same. I guess I should be a mother first and mothers should not have Facebook accounts. I know our class is a mix of students, so I would love to hear your opinions on this question: Should Facebook be just for college / high school students?
OK, now to the real reason for my blog ~~~ video conferencing while teaching. So, I have a class of people who have been with the company about 8 weeks. They work in our Claims Service Center, taking incoming calls from people reporting accidents, as well as making contacts to other people involved in those accidents. The criterion for the position is a college degree and customer service background. It has a starting salary of around $40K and there is lots of opportunity for advancement.
Working in insurance is something most people will tell you was never part of their career path. I don’t think Drexel or many colleges or universities have many insurance courses, never mind an insurance major. But most people that I know that have made a career in the insurance business agree that it a pretty good job. I started in July, 1976 working on a switchboard and I mean a switchboard:
OK, so maybe that is a bit of an exaggeration, but not much!
And now, 33 years later, I am a Senior Claims Technical Trainer. Oh boy, there I go digressing again!
The students started in the company in January and went through two classes prior to my class and learned a lot of the basics about their job as well as how to handle calls for one of our companies, Commerce West. I am charged with teaching them how to take calls for another one of our companies, American Commerce Insurance Company. Most of the class involves system training as currently each one of our affiliates has a different computer system. (That will definitely be a subject of upcoming blogs). The students continue to learn about how important extraordinary customer service is to the success of our company.
My next blog will continue to provide some important background information and I promise I will get into talking about video conferencing.
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