Broadcasting video over the Internet

The video talks about Microsoft PowerPoint for students in grade 7 for the project in instructional individualized curriculum.

Instructor name

Anwar + Rahma

Time:

Five minutes and 25 seconds .


Course:

Instructional Individualized


Content:
 M.S. PowerPoint


Target learners:
This video for student in Grade 8.

Objectives:

After watching this video, student will be able to:

1.    Edits titles and texts in the slides.
2.   Insert and design the images in the slides.
3.   Insert a table and format it.

 To enhance your understanding for the video, please answer the question:

Writing DE materials

Writing ed materials r&a from Rahma Hamed

Applying ACTIONS Model DE technologies

TV Broadcasting- Action model

1-Access

    How accessible is a particular technology for learners?

TV is broadcast or one-way technologies, learners can not access any time because TV broadcasting is time dependent. The instructor should tell the learners about the channel, time and subject that will broadcast for them.

How flexible is it for a particular target group?

It needs specific time and place to receive the content from the TV. Moreover, it is necessary for the learners to have TV machine with the instructional channel.

2-Costs

     What is the cost structure of each technology?

The cost of producing the visual media (TV, video) and of using them are very much higher. It needs equipment, human and technical support, financial and instructional materials that used to deliver the content.

       What is the unit cost per student?

AC(N) = F/N + V = 4500/30 + 2000 = 2150

This unit cost for one month.

   What are the opportunity costs vs. other technology choices?

It is cheap compared to other technology like video

 conferencing and mobile learning.

3-Teaching and Learning 

 What kinds of learning are needed?

It could be used in distance learning, individual and collaborative learning. 

   What instructional approaches will best meet these needs?

The presenter delivers the content using different types of media and the learners receive it. Sometimes instructor can receive questions from the learners. Also, the learners can take notes and do activities.

 What are the best technologies for supporting teaching and learning in this environment?

There are many technologies that support teaching and learning in TV environment such as:

Telephone line (enable learners to ask questions and receive feedback), Fax and E-mail, smart board and satellite.

  Can the content be adapted to the technology?

Yes, Content is suitable to TV .we can use different materials to explain and deliver the content.

  What skills does the technology develop?

This Technology can the Listing skills, Focusing skills (attention), writing skills (Note taking), and Thinking skills.

4-Interactivity and User-friendliness

What kind of interaction does this technology enable? (Synchronous or asynchronous)

TV broadcasting is synchronous and asynchronous because its life by using telephone line (synchronous) and students can communicate with each other or the instructor using or fax or e-mail (asynchronous).

   How easy is it to use and learn?

Learners can use TV broadcasting by them selves without any difficulties. It is very easy and learners can receive and gain the information in multi-format easily.

5-Novelty

 How new is the technology?  

TV broadcasting is popular and used from long time, but it still effective medium. 

What are its technical capabilities? 

Screen size (LCD screen), quality of pictures and sound (stereo).

6-Organizational Issues

 What are the organizational and Institutional requirements to provide stability and support?

It require technical support, maintenance, production team ( teacher, photographer, editor, director and course designer)

  What are the barriers to using this technology successfully within the institution?

TV broadcasting needs electricity or power. Also, learners can not record the lesson, and it is not available at any time (there is a specific time for broadcast the lesson).

   What changes need to be made within the organization to incorporate the technology?

The organization should repeat the lesson more than one time and tell the learners about that. Also, it must provide expert team to deliver the materials

7-Speed     

How quickly can courses be created and distributed with this technology?

TV is an effective medium for spreading education, because the language of TV is rich, powerful. It can reach a wide number of learners in short time.

On the other hand, creation and development of course take time and needs effort and skills.

 How quickly can materials be changed?

It is easy to change the materials quickly. The instructor can modify the content by adding new information and multimedia materials ( videos, pictures, animations and audio).

TANDBERG Quick Set C20

 Simple Deployment. Superior Quality. Outstanding Value.

A Complete 1080P HD Video Conferencing System

Introduction:

The TANDBERG Quick Set C20 delivers the absolute quality of 1080p video in a simple-to-deploy, easy-to-manage and easy-to-use system. Whether you're just getting started with video communications or conducting a large scale deployment, the Quick Set C20 delivers the performance you would expect from a larger system — in a compact, feature-rich package.

The TANDBERG C Series line of codecs delivers these features, and more. From the plug and play Quickset C20 to the engine capable of powering the most sophisticated applications, the C90, there is a TANDBERG codec that will meet your requirements, and do it in style.

Simplicity + Quality + Value = Maximum ROI

The TANDBERG Quick Set C20 is a video collaboration package that can be deployed in minutes and provide financial return for years. A simple yet robust tool that provides optimal video quality at a competitive price, the only people who will love it more than your staff are your accountants.

To be able to deliver this level of value, a video system must meet three key criteria:

•       Easy to administer and use
•     Absolute 1080p quality video experience
•       Maximum return on investment                    

 Features of TANDBERG Quick Set C20

• Design Features
• Transforms a flat panel display into a 1080p high- definition meeting space
• Simple intuitive connections make set up as easy as connecting a DVD player
• Quick Set C20 provides up to 1080p30 resolution with a 4x zoom camera
• Quick Set C20Plus provides up to 1080p30 and 720p60 resolution with a 12x zoom camera
• Standards-compliant 1080p solution — compatible with standards-based video without loss of features
• Sleek compact design

• Performance Feature 

1. Full duplex, high-quality audio with high-quality stereo sound
2. Optimal definition up to 1080p30
3. H.323/SIP up to 6 Mbps
4. Takes advantage of the TANDBERG Total Solution for Management, HD MultiSite™ including Multiway, recording and streaming and firewall traversal service

Benefits of TANDBERG Quick Set C20

·          In any organization, a video collaboration solution must be easy to install, easy to manage and easy to use, especially within the small and medium business where dedicated IT resources are not always available.

·          Installation is a simple 5-step process that makes deploying a new system as simple as connecting a DVD player.

·          Management through the TANDBERG Management System (TMS) streamlines the user experience, making video a natural extension of the communications network.

·          With a robust set of tools for scheduling, booking and end-user maintenance, the C20 will grow with you as your need for additional video rooms expands 

Resource :http://www.ivci.com/videoconferencing-tandberg-quick-set-c20.html

Done by:

Rahma 89281

Anwar  88836

Effectiveness of distance education

Effectiveness of distance education

No Significant Difference

1998 - Nesler, M. S. &Peinovich, P. E.

Study name: Using the College Outcome Measures Program to Measure General Education Outcomes for Adult Students at a Distance

Presented at the 69th Annual Meeting of the Eastern Psychological Association � Boston, 1998

Overall, the results indicated that students who participate in non-traditional education are capable of achieving outcomes that are comparable to students at regionally accredited traditional institutions.

Significant Difference - Better Results with Technology

1993 - Souder, W. E.

Study name: The Effectiveness of Traditional versus Satellite Delivery in Three Management of Technology Master's Degree Programs

The American Journal of Distance Education, 7(1):37-89

"... compared the results of a take-home essay exam for students who participated in a live broadcast televised graduate course in management of technology with the results for students in the on-campus classroom. The students participating in distance learning performed better than students in the conventional classroom ... With respect to homework, the distance students performed at a higher level."

http://www.ajde.com/Contents/vol7_1.htm#...

Our view of point:

Related to these studies that suggest the learning outcomes of students using technology at a distance are similar to those of students who participate in conventional classroom instruction. Now, some learners excited to lean by D-learning using different media; internet, smart phone , lab tops and pc tablet. These are more effectiveness and flexible for this learners. On the other hand; these students like to use traditional learning in sometimes such as face to face and using papers for notes. Until now, most of traditional classrooms are using DE technologies that can accesses learning from instructor to learners easy.

Athabasca University, Canada’s leading distance learning and online university

Welcome to Athabasca University, Canada’s leading distance learning and online university. Join more than 38,000 students worldwide who are acquiring their university education without attending a traditional campus.

Program

Athabasca University is committed to excellence. The University offers 90 graduate and undergraduate degrees, diplomas, and certificate programs, and more than 700 university courses in the sciences, social sciences, humanities, interdisciplinary studies, business and administrative studies, nursing, and commerce. This online Calendar is your official resource when referencing undergraduate program and academic regulations throughout your stay at Athabasca University. 

Regulations 

University certificate programs provide interim qualifications in specific subject areas. The following general regulations apply to all certificate programs. Athabasca University has developed individual program learning outcomes that describe the career options that may be available to you upon graduating.

1.    Fifty per cent* of the total credits required, must be completed through Athabasca University. Up to 50 per cent of the required credits may be transferred from another post-secondary institution. 

* Some certificate programs require less than 50 per cent, e.g., University Certificate in Counselling Women and University Certificate in English Language Studies.

2.    University certificate credentials are awarded throughout the year. Students must submit an Application for Graduation Form to the Office of the Registrar (see Graduation).

3.    Students with less than 50 per cent of coursework completed in their current Athabasca University degree program may withdraw from their degree and apply into a university certificate program. Credit will be awarded (from the previous incomplete degree program) to the extent permissible under the applicable program regulations in effect at the time of the change of credential.

4.    Students with 50 per cent of coursework completed in their current Athabasca University degree program are encouraged to consult with a student advisor before changing programs.

5.    Students who change their program of study from an Athabasca University degree program to a university certificate program forfeit their standing in the degree program. If students wish to return to the degree program (after being enrolled in the university certificate program) they will be required to meet the degree requirements in effect at the time of re-enrolment (see Changing Programs) to the degree.

6.    Students who have completed a previous credential (degree, certificate, or diploma) from Athabasca University or another institution must complete a minimum of 50 per cent of the credits in course work not previously used towards any credential.

Students who have a previous credential in the same subject area as the certificate cannot enrol in the certificate.

7.    Students may obtain either the University Certificate in Human Resources and Labour Relations (formerly Industrial Relations and Human Resources) or the University Certificate in Labour Studies, but not both

Polices 

A policy must

1. facilitate the implementation of AU’s Strategic Plan.
2. assign responsibility and accountability to appropriate faculty and staff.
3. allow discretion by those accountable.
4. include review dates.
5. provide broad direction rather than try to address all details.
6. be written in clear and concise language.
7. identify the desired outcome.
8. be sufficiently researched.
9. consider the impact on faculty, staff and students.
10. comply with legislation and collective agreements.
11. when appropriate, allow flexibility in decision making; and specify instances where there is no discretion (e.g., legislation mandates a particular course of action).

Materials

Video: The En contacto video is 63 minutes long. It contains 12 episode modules that are specially designed to reinforce and enrich the student’s cultural knowledge of the Hispanic world.
Course Website: The En contacto website includes grammar and aural practice exercises and links to related sites, chapter by chapter. See the website.
Student Manual: The Student Manual contains important information about the course, and outlines the procedures to follow in order to complete the course successfully. Please read this manual through carefully before you begin your studies.
Study Guide and Assignment Manual: The Study Guide and Assignment Manual contains the learning objectives and activities for each unit of the course and the written and oral exercises and the essay assignments you will need to complete to receive credit in the course. The study schedule indicates when you will need to submit your assignments.
Forms: The forms you will need to submit assignments or inform the university of a change in your status as a student



Support: Learner Support Services (LSS)
Athabasca University’s extensive student support services is one of its distinguishing features. Students who discuss an issue with a staff member and who are likely to contact the University again, are asked to make note of that person’s name. This can help considerably in follow-up discussions.
2.1 Information Centre
2.2 Office of the Registrar
2.3 Financial Assistance
2.4 Academic Faculties and Centres
2.5 Learner Support Services
2.6 Centre for Learning Accreditation
2.7 Materials Management
2.8 Finance Office
2.9 Computing Services IT Help Desk
2.10 Library Information
2.11 AU Office Locations
2.12 Learning Services Collaborations
2.13 Learning Services Tutorial
2.14 Student Advocacy
2.14.1 Alumni Relations
2.14.2 Athabasca University Students’ Union
2.14.3 Ombuds Office
2.15 Marketing and Communication

 Cost:
After paying your initial non-refundable application fee, there are no program-specific costs for undergraduate programs. Simply pay for courses as you register for them. To estimate the total cost for your program, use the calculator to find out your cost for a three-credit course, and multiply that by the number of courses required for your program. For example, a Bachelor of Arts requires 120 credits, or forty 3-credit courses.



More info about types and importance of interaction supported in this course/program:

Interaction is a common theme in distance education. While distance learners, and the uses of various technologies and tools, have been studied extensively, faculty has received less attention in the literature. The purpose of this study was to determine practitioners ‘attitudes toward interaction in undergraduate education at a distance, as well as how these attitudes and outlooks are demonstrated in practice. This study used a mail survey of faculty who deliver undergraduate education at a dedicated distance university, regarding their attitudes and actions in relation to:
ü  learner-instructor
ü  learner-content
ü  learner-interface
ü  learner-learner interactions.

The resulting data was analyzed to provide descriptive statistics as well explore possible correlations between how frequently faculty use various approaches to interaction, how satisfied they are with these approaches, and how important they feel the approaches are to helping learning happen. Learner-instructor, learner-content, and learner-interface interactions are valued highly. Learner-learner interaction is valued just moderately. In practice, faculty provide for all four types of interaction. Learner-instructor interaction receives the most attention, with learner-learner interaction attended to somewhat less. For all four types of interaction, there are positive correlations between how frequently faculty use approaches, and both their satisfaction with these approaches and their perceptions of how important these approaches are to helping learning happen.

The technologies used by Athabasca University:

The strongest of these correlations involve online approaches:
ü  Electronic mail.
ü  Multimedia presented on the Internet.

Athabasca University Website: http://www.athabascau.ca/

Toll free: 1-800-788-9041 (Canada/US) or 780-675-6100

Fax: 780-675-6437