Teaching the Campus to Be a Campus
When you launch a multi-site video campus a fair number of individuals may transition from the live campus. Additionally, when you launch you will have visitors that are not used to video teaching. This means that you, as a campus leader/pastor, need to help teach the campus, how to be a campus.
For example eight weeks into our launch of our video campus the teaching pastor (on video) invited everyone with a specific issue to stand up during the message. At the live campus this worked beautifully and connected perfectly in the message, yet at the video campus no one stood up during that prompt. It created an awkward moment in the room and there was a feeling of being disconnected. This had nothing to do with the technology, or how poor the video quality was, or what camera shot we were using – we spent a lot on the technology. The disconnect related to the campus not interacting with the teaching.
There are two approaches to fixing this type of disconnection. First we could have implemented a “no teaching pastor can call out an action in the room” which can create a sterile message and minimizes campus interaction during the message, which is not ideal. Alternatively the campus pastor can help facilitate that interaction. The campus pastor normally is watching what is going on in the room and could jump in, while the teaching occurs, and underscore who at the video campus should be standing. Additionally the campus pastor could let a few individuals know beforehand that there is a callout to stand for a particular opportunity and encourage those to stand if they feel led to.
Anything the campus pastor can do to interact within the campus with the video teaching can help support the interaction during the message and help eliminate the disconnect feeling. Interactions like clapping when the teaching pastor welcomes the campus, or laughing during jokes during the message help model how the campus attendees can feel included.
Our first permanent video campus took around six months to feel like the campus knew how to interact with the video message and no longer needs as many prompts or reminders. Once the campus feels comfortable with that interaction newcomers see the behavior modeled and disconnects become less noticeable.