Learning Technology Research

'Streaming through the Net' - Combining video streaming and webcasting for interactive learning environments

Steve Wheeler

Paper presentation for 6th International Conference on Technology Supported Learning
On-Line Educa, Hotel Intercontinental, Berlin, Germany.
November 24-26, 1999

Abstract

The combined use of video streaming and webcasting is little used and little known in higher education. This is partly due to unfamiliarity with the systems and how they can be applied to teaching and learning contexts. Recent trials at the University of Plymouth, in South West England, have provided evaluation of these new technologies in a distance learning setting. The paper discussed technological, pedagogical and psychological factors that contribute to successful deployment of the system in distributed learning.The session was sponsored by PictureTel Corporation UK.

Introduction

The University of Plymouth is a regional university located within the South West peninsula of England, and distributed across six campuses spanning approximately 200 kilometres of predominantly rural area. It has a growing number of 'outreach' centres, many of which are situated in remote areas that are relatively inaccessible. Travel between sites can be problematic due to poor transport infrastructures and other factors such as the seasonal tourist influx that creates congestion on narrow country roads during the months of summer. Dispersed student populations and a steady increase in staff subsistence and travel costs encouraged the University to seek new means of delivering learning opportunities. Distributed modes of education, and particularly distance education, were the obvious choices as they addressed the problems identified. Over a period of time, the university thus began to rationalise its approach to the business of distance education.

Process of Rationalisation

The first step in the process of rationalisation was to identify the range of methods available to teachers. The methods, modes and media used in a variety of teaching and learning contexts were analysed, and the most appropriate ones measured against the distance learning paradigm. To aid in this process, the 'Martini' model of learning was applied as shown in figure 1.

Figure 1: Any time, any place model of learning, showing delivery methods

This model has been developed and presented variously by Johansen (1991), Looms (1993) and Pohjonen (1995) and more recently contextualised by Vanbuel (1998). In it's most recent iteration by the author, the following features should be noted for the model to be effectively applied:

The first quadrant in the model (synchronous-local) can be referred to as the 'real time encounter model' and is the traditional classroom based, face to face (f2f) contact model we are all familiar with. This is still very much the prevalent model of higher education in most countries. As previously detailed, this model was deemed insufficient to meet the needs of a growing number of our students based in rural communities. The second quadrant (asynchronous-local) is often referred to as the resource based learning approach, and has been popular for some time in higher education, as it frees up the time for academic staff to perform other tasks whilst students are engaged in autonomous learning. A range of technologies has been applied to this setting, notably computer assisted learning (CAL), self study texts, multi-media presentations and of course self-running simulations and demonstrations that do not require the presence of a teacher. This set of approaches was also thought to be inappropriate for distance learners as vast majority could not gain access to many the specialised systems and technologies that are required for effective course delivery in this mode.

The third quadrant (synchronous-remote), known as the 'simultaneously distributed model', was thought to approach the requirements of distance learners based in rural communities. Access to video conference, internet connectivity and satellite television no more than 10 miles from where one lives has recently become a reality for the people of the South West. A European funded project known as RATIO was instrumental from 1996-99 in setting up 40 regional telematic centres in villages and towns across the peninsula. Each centre is staffed by knowledgeable and experienced staff who are able to offer students access through the technology to a growing number of courses provided at a distance (Wheeler, 1997).

The fourth and final quadrant (asynchronous-remote) is a truly time and location dependent approach to teaching and learning, exploiting the very latest in technologies to connect students, teachers and ideas. It features the most extensive range of learning support through technology, but is also heavily reliant upon highly motivated students for its success rate. This approach to distance education is also the most recent, and due to its early state of development, is probably the quadrant most susceptible to risk. Notwithstanding, this and the previous quadrant are the focus for the development of telematic delivery systems at the University of Plymouth, and will be the basis upon which future distance education provision may be built.

Psychological Considerations

Although geographical and temporal distance can be bridged by technology, we must be mindful of the psychological gulf that also exists when students are separated from their mentors and peers. This gap has been referred to as the transactional distance (Moore, 1991) or instructional gap (Willis, 1993). It is characterised by a differential between the perceptions of learners and teachers, such as a mismatch between what the course designer desires to communicate and the learner's interpretation (Marsden, 1996), or between the intentions of the teacher and the expectations of the learner (Moore, 1973). Ultimately, the psychological gap cannot be bridged by technology alone, but must be carefully managed by the sensitive skills of professional teachers. If it is not, the result could be frustration, confusion, demotivation, and increased student attrition rates.

Distance learning can be both complex and problematic for the learner. The perceptual gulf between teacher and learner is potentially the most important factor contributing to success or failure. For example, lack of access to expert tutorial help when it is required, or feelings that there is no ownership of materials or process may cause the student to drop out of the course. In short, there are two essential requirements contributing to the success of distance learning Ð learner support and telepresence.

The University of Plymouth recognises these requirements and is in the process of building its provision with these features in mind. Current activities involve large-scale deployment of digital video conferencing and live satellite television, combined, to provide interactive learning environments. These systems have been analysed for a range of benefits using the benefits analysis model developed by Vranch and Wheeler (1997; 1998) shown in figure 2.

Figure 2: Benefits Analysis and Comparison between two technologies - ISDN2 Videoconference and MPEG2 Satellite TV transmission

This model can be used to evaluate the extent to which systems fulfil institutional requirements across three parameters Ð high quality (HQ), wide access (WA) and low cost (LC). Students can become engaged in the process of learning, interact with experts and their peer groups, and contribute to the overall dynamics of learning. Students who have access to these technologies can thus enter into learning regardless of geographical location. However, there are many who are still disadvantaged, and the need to widen entry further for those wishing to engage in higher education is apparent.

Wide Access Gateways

For distance education to be available to the optimum number of students, wide access gateway platforms must be utilised. One of the most ubiquitous technologies available for home use is the Internet, providing independent learners with a seemingly infinite number of opportunities to explore, inquire, store and retrieve information from anywhere in the world. A constantly growing number of homes are connecting to the Internet and available bandwidth speeds are becoming greater, with no sign of a slow down in either trend. Considering this climate, it was reasonable for the University to seek out an integrated media solution that could be delivered over the Internet. To this end, web based multi-casting systems were investigated.

Multi-Casting Technology

The combination of telepresence, interactive media and live or on demand delivery coupled with full-scale delivery through the Internet should therefore be seen as a priority. Multi-casting techniques appear to meet these requirements, providing a widely accessible gateway to synchronous and interactive learning experiences.

Multi-casting is a new technique exploiting Internet delivery. Most multi-casting systems feature several discrete media, including a combination of streaming audio, video, image and text transmission, and interactive text messaging. Multi-casting is a form of broadcasting, using the capabilities of World Wide Web (WWW) environments and the Internet to reach its audience.

Currently several multi-casting systems incorporating streaming media are under consideration, and to illustrate the features, we shall focus on PictureTel Corporation's StarCast TM multi-casting system. Figure 3 shows a screen capture of the system as viewed by the remote student (used by permission).

The left hand side of the screen contains the streaming video images, with the right side accommodating PowerPoint slides injected into the data stream as GIF images, thereby maintaining the synchronisation of the presentation. Beneath are two text messaging boxes, enabling remote learners to type and send questions to the presenter and for the presenter to display all the received questions and post answers during the live presentation.

Figure 3: A screen capture of the web based Star Cast system - picture courtesy of PictureTel Corporation.

The screen shows live streaming video source (top left), gif image transmission of Powerpoint slides (top right) and text messaging boxes for synchronous communication during live webcasting sessions. The University of Plymouth is currently testing this system in the training of Home Office sponsored Probation Officers throughout the South West of England.

The remainder of this paper will evaluate the effectiveness of this system in connecting learners and teachers across geographical and temporal distance.

System Evaluation

Using the benefits analysis map in figure 2, several evaluation criteria can be applied. In order, these are quality of delivery, quality of communication and interaction, accessibility and psychological factors.

Delivery

The quality of video and audio across several different modem receive rates is undeniably impressive. As modem speeds decrease, there is some degeneration of frame refresh rate, producing a slightly ÔjumpyÕ picture. Generally speaking however, most users should be satisfied with the quality of the streaming media. The system also overcomes latency effects by injecting graphical images directly into the video stream, so that media is perfectly synchronised with the video. Thus when the presenter changes slides, at the receive end these are seen to change on the verbal cue. The system is also flexible enough to cater for students who may miss the live delivery. A video on demand (VOD) feature is built into the system so that users can watch a recorded version of the event.

There are a few disadvantages worthy of note. Particular presentational skills and techniques are required if the presentation is to be polished and effective. For example, gazing directly into the camera lens is essential for 'eye contact' with the end user to be maintained. This is not a natural technique for classroom based professionals. The presentation will by its very nature be didactic, which negates a fair amount of participation from remote users, unless this feature is built deliberately into a presentation. It is also advisable to appoint a second person to work jointly the presenter to take on the role of feedback moderator. This person may or may not be geographically co-located with the presenter, but should be available to field and filter questions from the distributed audience for a seamless presentation.

Communication and Interaction

The system fulfils some of the criteria for enabling contributions from users and also to promote dialogue between user and presenter. The text messaging system is easy to use, and users can post questions they feel are particularly pertinent in a timely manner. Moderators can store and post questions of a similar nature to ensure that all users are aware of the issues that arise.

There is an issue over the latency between posting and receiving a response to a question. It is predicted that many students who use the system will perceive that because it is a synchronous delivery system, they should receive rapid responses to their questions. This will of course be virtually impossible to achieve. Response time will be moderated by a number of technological factors including network speeds and available bandwidth. There are also human factors such as the speed at which moderator and presenter can be reasonably expected to work to filter, arrange and respond to a potentially huge number of questions from a distributed audience.

Accessibility

The Internet is a common platform that most users should be able to gain access to in one form or another. Modem speeds will vary but generally, most users who access the system should receive high quality audio and video. There is an option for users to access VOD subsequent to the event, and although this will be devoid of interactive possibilities, the medium is rich enough to compensate for this deficiency.

Unfortunately, during the pilot trials of this system at the university, several users were unable to participate. This was due to the absence of sound cards in their personal computers, which are of course essential if students wish to hear the presenter as well as see them. Another disadvantage applies to all synchronous delivery methods. All users must be on-line during the same time frame if they wish to interact with the presenter. Furthermore, if VOD is required, a greater amount of bandwidth is required at the web server end, as users will be accessing the same event at different times.

Psychological Factors

The multiple modes available in multi-casting appeal to all cognitive styles, offering something to every user. Moreover, it has been observed in previous trials of similar systems that users are more forthcoming with their contributions in multi-casting sessions. This is due to the fact that they are anonymous, and therefore feel free to express themselves without fear of ridicule from other participants.

There is a psychological challenge to this medium however. Users of multi-mode delivery systems such as multi-casting may suffer from cognitive overload. Cognitive overload is caused by over exposure to too many modes of stimuli. This results in the overloading of working memory and a subsequent reduction in the efficiency of learning. Cognitive load theory can be further explored in the work of Sweller (1988) and Tuovinen (1999). There is also the possibility of technology refusal by some potential users, due to anxiety about using computer-mediated systems. Further insight into the issues surrounding technophobia can be gained in Brosnan (1998).

Conclusion

It is apparent that more and more individuals are demanding flexible, place independent, high quality learning products. The requirements of the information society and the push for life long learning are converging, in much the same way that technologies are converging, and it is both opportune and prudent to exploit the best features of telematics to cater for the demand. If they are to survive in an increasingly competitive market place, course providers must offer courses that can be accessed by the widest population of potential. At the same time, course providers must attend closely to quality issues, and offer interactive, media rich experiences for their distributed student groups. One way to achieve these dual objectives will be the use of new Internet based platforms such as web based multi-casting.

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This paper was presented at On-line Educa Berlin, November 24-26, 1999