Hilding Sponberg, Gjovik College, Norway
Abstract
A view into the use of the integrated environment around ISDN - and video conferencing technology in the transfer of learning to remote target groups. Possibilities and challenges for competence development.
Since 1988 the author and his institution, Gjovik College, have been involved in ODL projects, targeting remote groups, using ISDN and video conferencing. Through several pilot projects, the technology has been tested and evaluated, in order to develop methods for future use. To-day, the college is increasing the use of video conferencing on «normal budgets», giving and receiving courses, often combined with teaching on campus classes.
Typical uses are: CAD for architects, science, health care, power engineering, graphical art technology and meetings for administration purposes. Evaluation from target groups have been positive - mostly. Gjovik College, also, is involved in European ODL projects (LEONARDO) for competence development within European industry.
ISDN and Internet are likely to be the most effective, easy to use and
low cost technologies available for
ODL.
A typical teacher's situation -
teaching on-campus
students
at the same time as
remote students are
following
the same lecture. Black-board
and
document camera are
important and "natural" tools.
1. Introduction
New communication technology opens possibilities for people who, for different reasons, such as family, job, long distances, disabilities, age or others, have difficulties in attending learning activities in institutions "in a normal way". When deciding on such technology there are certain qualities that must be considered, for a "normal" institution, such as:
1. Low investment costs
2. Easy to use. Teacher and remote students must be able to start up and run the systems themselves. Support from technicians should not be necessary during lectures. Otherwise costs will be too high.
3. It should not be necessary for the teacher to change pedagogy «dramatically». The technology should permit a «smooth» transfer from the traditional class-room to the new situation.....and "little by little" utilize the large pedagogic potential of the new technology.
The author believes Internet and ISDN satisfy these requirements: project experience and project evaluation demonstrates this statement.
2. Technology
In this paper, we will discuss, as a main topic, the use of ISDN for video conferencing and interactive PC-to-PC communication/document sharing. However, this does not mean we forget about other tools for flexible learning methods, such as: written material, CD ROM, PC Programs, Internet, video tapes and others. Parts or all of the latter will constitute a natural part of any distance learning method.
2.1 ISDN Video conferencing in general
The ISDN network opens for integrated communication with sound, live pictures and PC communication, all in one dialled connection, to running costs comparable to ordinary telephone communication. ISDN is commercially available over the most of Western Europe - and is «on the way» into Central- and Eastern Europe. The ISDN technology is based on a datatransmission where the amount of data is reduced tremendously as compared to transmission of TV signals. The data transmission algorithms are based on a technique where changes in the picture are transferred. Data from parts of the screen, not in a movement, are not transmitted - thus «saving» resources for movements in the screen. The quality of the live picture is reasonably good. In addition, having integrated - parallell data communication, we posess a technology with unique possibilities.
Speeds for datatransmission «are offered» in steps of n x 64 kbits/sec. Standard is 2 x 64 kbits/sec. = 128 kbits/sec. For higher quality picures we may purchase equipment for transmission rates up to 6 x 64 kbits/sec. = 384 kbits/sec. Each of the 64 kbits is called a «channel». In the ISDN environment we are talking about using 2 channels, 4 channels, 6 channels a.s.o.
2.2 Videokodec
The videophone has been under development during the last 10 years. To-day, videophone communication is done by dialling an ISDN number, whereupon «live two-way communication» may take place. The basis for videophone communication is the videokodec - which is «a box» - to which may be connected a camera, a monitor, a microphone and loadspeaker. The videkodec «organises» the conversion of signals from analog camera signals - to digital signals for transmission - back to analog monitor signals.
It is possible to develop an infrastructure around the videokodec where several cameras and monitors are connected and controlled by switches, either PC, or manually based.
A «monitor» may be a television screen, a videocannon for displaying on white screen or just an ordinary color monitor.
2.3. Document Camera
An important extra camera is the document camera. In principal this is an ordinary video camera, with zoom lense, mounted on a bracket to be able to read documents lying on a table top. One may zoom small details to be transmitted to a large monitor at the other end.
The teacher using the document camera for presenting illustrations from his textbook.
2.4 Other external cameras
It is necessary to have extra cameras which may be directed towards black-boards, flipovers, items to be observed, groups of people in a hall etc. The number of necessary cameras will depend on possible available remote controlled zoom cameras.
2.5 Sound control
A set of microphones are necessary. One for «main teacher» (e.g. body microphone) and one or more for people in a group who might need to communicate with distant teacher or distant group. Preferably the sound control should be done by the help of a wireless system.
2.6 PC-to-PC-Communication
In the market there are several solutions, offering PC based solutions with ISDN card built into PC. With these, one may combine video, audio and interactive PC communication. Especially where the use of computer programs are integrated into the learning process, communication PC-to-PC on ISDN will be extremely convenient and helpful.
However, there is one important problem to-day. PC communication only
works between equipment from the same supplier. There is work going on to
create a common standard for this, T.120, and we believe this problem will
be overcome in the near future when T.120 will become
confirmed.
Here, we can see a PC-based video conferencing system. The incoming picture (person) and the common HEIGHT="404">PC-screen for interactive communication is clearly demonstrated.
2.7 Cabinets
These are very convenient for video conferencing between smaller groups and are used by larger companies for arranging meetings with other companies or divisions within the same company. These cabinets are more expensive than the PC based and may be provided with possibilities for 6 channels for higher quality picture. These cabinets, also, need to be expanded with extras to become convenient distance learning workstations. One major disadvantage is that these cabinets do not provide PC communication as a standard.
Multipoint-video conferencing Video conferencing between three or more groups is possible. Several groups may receive the same lecture at the same time. All the receiving groups may see and hear the teacher. Any group who is «on the air» will be observed by all the other groups. The communication control is done through a so called MCU (Multi-Communication-Unit).
To the right we are presented a cabinet solution - or studio system. There is a large monitor and remote controlled institution possess both PC-based and cabinet solutions.
3. Projects
Since 1988 our college has been involved in ODL-projects using ISDN and video conferencing. These projects have been implemented in close cooperation with Telenor Research
3.1 Advanced CAD for architects and engineers
3.2 Receiving lectures from Sweden in «paper technology».
3.3 Giving lectures in geriatrics for nurses
3.4 Lecturing mathematics at university level
3.5 Teaching nurses - using multipoint video conferencing
3.6 Guide nursing students having compulsory practice in health institutions
3.7. Sharing lectures in Power Engineering with other colleges (Norway/Sweden)
3.8 ODL in LEONARDO projects (Information on Internet: http://tas.hig.no)
4. Costs
4.1 PC based
A kit comprising PC cards, software, camera, loudspeaker and microphone may cost from 3.5 KECUs up to 6.5 KECUs
4.2 Document camera
A good document camera with extra camera inputs/outputs may cost around 3.7 KECUs
4.3 Cabinets
For 2 channels: 15 KECUs For 6 channels: 25 KECUs
4.4 Running costs (based on Norwegian conditions)
Price for running 2 channels (one-to-one) is twice an ordinary telephone call
Running 6 channels amounts to 6 times ordinary telephone call
A simple, but handy PC based infrastructure, with a few extra cameras, TV monitor, all suitable for a small classroom, will amount to about 13 KECUs. Going for cabinets, video cannons and so on may bring you much higher up in costs.
5. Conclusion
The possibilities are many. You may start in small scale, gaining experience and building up target groups and marketing your methods. Surely, we may see an interesting future merging a variety of methods, based on available technology, subjects to be lectured and needs of specific target groups. A guess is, that both in-campus students and remote students use flexible tools in their learning process. In the future we may have difficulties in distinguishing between these two types of student groups.
Appendix
This studio satisfy our requirements that the technology must be very user-friendly. The teacher have access to tools he is accustomed to from his traditional classroom (e.g. blackboard, document camera/overhead). At the same time, he have access to a variety of flexible tools for enhancement of his(hers) teaching models. First off all, the teacher's camera is remote controlled. The camera has an "enormous mobility". For example, the pan-angle is 270 degrees. He may pre-program 4 fixed positions - e.g.: "full body size"(above table), "portrait", black-board and the class. In-between he may pan and tilt the camera according to other needs. An example on such extra adjustment is focusing on some student in the studio. On his monitor he can see the remote group. In a small window on his screen, he may control the "out-going picture". When using the black-board, this is important in order to move "inside" the picture, viewed by the remote group(s). The local class has its own large monitor. Also, in front of this monitor, we find a "class camera", to which the teacher may switch from his remote control unit. The remote control unit may switch between 4 camera inputs - out of which we will find the document camera (DOK), PCs and class camera. All data, being transmitted to the class monitor, "go through" a VHS video player/recorder. Everything happening during the communication may be recorded for later use. Also, from the video player, we may transmit pre-recorded lectures and/or demonstrations, as part of the video conferencing lecture. Two PCs are connected to the system. For demonstration and presentation purposes, any software running on either of these may be used during the lecture. Easy switching between all units, connected to the system, permits the teacher to plan and implement his lecture in a unique variety of ways. Finally, one of the PCs is a PC-based video conferencing system (A PictureTel LIVE 100). With this system we may implement interactive PC-to-PC communication - or "document sharing" - as it is often called. Especially for teaching technological subjects, simulation, by the help of dedicated software and standard programs, is part of the learning process.
Last updated August 17, 1997
sirvir@tpu.ee