Steve Wheeler
Training Manager
RATIO Project
University of Plymouth

A  paper presented at the IntegratingLearning Technologies Conference, 30 January 1997, University of Plymouth,UK.

Introduction

Within the last two decades education haswitnessed a revolution in the development of learning technologies. Ostensibly, this revolution is taking place in two areas; in technologicalinnovation, where equipment is decreasing in size and increasing in usability;and in the development of the techniques for delivery of learning materialsto students using the technology.  The revolutionaries are the moversand shakers of the educational world - the innovators and early adopterswho are prepared to take risks and try out new ideas in an attempt to continuallyenhance teaching delivery and improvements within the learning environment.This paper discusses some of the more popular methods employed by courseproviders delivering throughout the RATIO network, with special referenceto video conferencing.

RATIO

RATIO is Rural Area Training and InformationOpportunities - a part European funded project aimed at the economic regenerationof the rural areas of South West of England.  RATIO will create anetwork of 40 innovations centres in Devon, Cornwall and Somerset, wherepeople can train for new qualifications, following courses of study thatare totally delivered at a distance.  The rationale for the establishmentof the network is that a great many rural residents are socially isolatedfrom others and from the rest of the world, making them doubly disadvantaged(Stevens, 1994).  Poor travel and communications infrastructures prohibitmany from participating in lifelong learning activities enjoyed by theirurban counterparts.  Furthermore, lack of access to educational facilitiesdisadvantages the region as a whole, as a great many rural residents areunderskilled or lack the personal finance to reskill when unemployed. Prospective employers who wish to employ skilled workforces currently tendto look elsewhere in the country, or even outside, in order to maintaina competive edge. RATIO's main training objective, therefore, is to deliverhigh quality training and information to the villages and local communitiesin which these individuals live.

To achieve the aims of RATIO, a multi-layereddelivery system is being established, utilising existing technologies suchas p.c. computer and telephone communications networks, as well as thenewer technologies, such as digital transmission systems and associatedhardware.  This will include ISDN connectivity, digitally compressedsatellite broadcasts and video teleconferencing.

Delivery of course material

The advent of telematics - a synthesisof the best in communication and information technologies - has ensuredthat traditional modes of learning delivery are supported and, increasinglyin many cases, superseded.  Satellite systems, terrestrial transmissionthrough conductive materials and through photonics (optical fibre), computernetworks and video systems can all be seen as components of a sophisticatedand multi-layered yet singular delivery system.

The implementation of telematics is occurringacross the spectrum of education, from primary schooling through to thetertiary education sector.          
 
Distance Delivery

Delivery to multi-sites from a single pointcan be achieved by the use of convergent technology.  Satellite transmissionscan effectively send live pictures and sound to as many or as few sitesas required, for the same cost.  Date can be sent simultaneously,ensuring that students receive paper based support materials such as handoutsand course notes as they leave the teaching session.  The introductionof MPEG2 digitally compressed technology means that only a fraction ofa satellite's transponder time is required, and therefore course providersonly incur a fraction of the original cost.

Whereas interactive TV via satellite istime constrained, web based material delivered over the InterNet ensuresflexibility of study, as web servers can be accessed at any time of theday and the learning material can be easily updated to keep pace with trendsand change.  Full interactivity can be achieved using on-line computerconferencing (Hiltz, 1986).  Students can either 'chat' live to theirtutors and peer groups in a synchronous manner, or alternatively, leaveelectronic mail messages for each other or create an open forum for discussionin asynchronous format (Rawson, 1991).

Tutorial Support at a Distance

The provision of tutor support is vitalfor the success of learning.  Students who are left to survive withoutexpert help and advice often flounder and fail, whether or they are studyingat distance or not.  Without feedback on their performance, studentsfind it difficult to perceive a reference point from which to measure up,and are thus deprived of performance standards.

Students studying at a distance must thereforebe offered contact with their tutors electronically.  By the sametoken, teachers delivering material to remote students must achieve a virtualpresence where once a physical presence was possible.  The advantageof this concept is that the teacher can 'be in several places at one time',and depending on the technology employed, can perform a variety of tasksthat would previously be impossible.

One technology for example, known as the'one touch key pad' offers each student a device featuring several functions. Students can see and hear their tutor on a television screen.  Thepresenting tutor can ask questions of individuals or the entire group,and receive responses on his or her screen.  S/he can gather a consensusof opinion from the entire student population in seconds, and this willbe displayed on the screen in graphic form.

Using a video conferencing link, teacherscan share applications and literally 'take over' their students' computerscreens to indicate specific features, describe new functions or createfree drawn diagrams using the white board facilities.

Disadvantages

There are of course disadvantages to teachingor studying using convergent technologies.  For example, in videoconferencing a time lag is often evident due to the distances involvedand the speed restrictions of some computer processors.  Reduced scantime can create picture lag and pixellation - the appearance of jerky motionsand ill defined vision on screen.  The techniques of turn taking andspeaking in a deliberate manner must be mastered as the time lag can createconfusion with the participants tending to 'talk over' each other.

Teachers are less able to detect non-verbalcues from their students when using satellite conferencing or web basedmaterials.  A whole new range of presentation skills in both verbaland written modes must therefore be developed if convergent technologiesare to be a useful learning tool rather than a poor pedagogical substitute.

Assessment

The assessment of student learning canalso be achieved by convergent technology solutions.  Video conferencinghas a data transfer facility enabling the student to send large quantitiesof written, pictorial or mixed data to tutors across distances, and thetutor can instantly confirm receipt of work for marking.  Viewersof satellite programmes are able to audio, video and e-mail conferenceback into studio to respond to the presenter's questions, or ask questionsof studio experts.  Tutors can also visually assess some forms oflearning using video, particularly within the psychomotor (skills) andaffective (attitudinal) domains.

Conclusion

Video conferencing and other convergenttechnologies are beginning to make an impact on the delivery of learningmaterial at a distance.  As more equipment is purchased by courseproviders, two things will happen.  Firstly, costs of units will decreaseas the user base increases.  Secondly, users will discover and developnew and exciting techniques to exploit the capabilities of the technology. Time will reveal just how fast these developments occur.

References

Hiltz, S. R., (1986) The virtual classroom:Using computer mediated communication for university teaching, Journalof Communication, 36, 2, 95-104.

Rawson, J. H., (1991) Simulation at a distanceusing computer conferencing, Education & Training Technology International,27, 3, 284-92.

Stevens, K., (1994) Some applications ofdistance education technologies and pedagogies in rural schools in NewZealand, Distance Education, 15, 2, 318-26.