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Brandon C. Taylor
Educational Technology Specialist, Adjunct Faculty Member
College of Lake County,
Lakeshore Campus
bctaylor@clc.cc.il.us
ABSTRACT
This paper describes a participant’s experience of using
synchronous streaming media broadcasts over the Internet in order to participate
in interactive courses that are offered live via satellite. With adequate
and well-managed resources, live streaming media webcasts can be a viable
alternative for delivering effective instruction to students who might
not otherwise have access to it.
KEYWORDS
Streaming media, Interactive satellite courses, Web-based
instruction, Webcasts
INTRODUCTION
In the summer of 2000, I wished to participate in Western
Illinois University’s (WIU) graduate-level interactive satellite
TV courses <http://www.wiu.edu/users/miebis/>.
These courses are delivered live using one-way video, two-way audio --
students can see and hear their professor on a TV/monitor and interact
with the professor during the telecast by dialing a toll-free number
to connect to the WIU classroom studio. While there are more than 2,500
downlink sites across the United States that are capable of receiving
satellite broadcasts delivered by the Center
for the Application of Information Technologies (CAIT) <http://www.cait.org/2000/>,
there are no such sites conveniently located in Lake County. Unfortunately,
the College of Lake County’s existing satellite system and equipment
are analog and are not capable of receiving the digital satellite broadcasts.
WIU/CAIT currently delivers World Wide Web courses using
streaming technologies, so I suggested that they use the same streaming
technologies to deliver their satellite courses. They agreed and as it
turns out, my request to use live streaming media webcasts to participate
in the two interactive TV courses for the Summer, 2000 semester was somewhat
of an experiment for all involved. It was the first time that WIU/CAIT
enrolled a student using streaming media webcasts to participate in an
interactive satellite course. Moreover, it was the first time that the
CLC hosted a participant in live interactive programming offered via satellite.
(Typically, CLC records the live satellite programming on a VCR tape for
asynchronous viewing.)
OVERVIEW OF STREAMING MEDIA
Before describing my experience as a student using streaming
media, it would be helpful to discuss certain aspects of this technology.
Streaming media, simply put, is “technology that allows you to listen
to music and view video in real-time over the Internet without lengthy
downloads” (Yfantis, 2000). In a Faculty Development workshop at Virginia
Tech, Ed Schwartz (Schwartz, 1999) states that “there are four necessary
[software] components to the streaming media model: a web server (e.g.
Microsoft IIS, Netscape Enterprise, etc.), web client (Microsoft Internet
Explorer, Netscape Navigator, etc.), streaming media server (e.g. RealNetworks
Real Server, Apple QuickTime Server, etc.), and streaming media client
software (e.g. RealNetworks Real Player, Apple QuickTime Player, etc.).” There
are two types of streaming: HTTP (hyper text transfer protocol) and RTP/RTSP
(real-time transfer protocol/real-time streaming protocol). HTTP streaming
downloads an entire movie to your hard disk. RTSP is a just-in-time streaming
technology that keeps your computer in constant touch with the server running
the movie. Digital data is transferred and displayed, then discarded once
you’ve seen it. With HTTP streaming, live broadcasts are not possible
because Web servers can only deliver media clips that must be stored on
disk. Therefore, RTP/RTSP streaming is used for the streaming webcasts.
(For more technical information on streaming media, see “Apple – Quick
Time Streaming Servers” <http://www.apple.com/quicktime/servers/> and “RealNetworks
-- RealSystem G2 Production Guide” <http://service.real.com/help/library/guides/productiong27/realpgd.htm>).
There are a number of streaming media products that would
be appropriate for this kind of project, the most popular being Windows
MediaPlayer, QuickTime, and RealNetworks. To participate in my satellite
courses, I used RealNetworks Real Player, which is thought to be one of
the best products currently available. If you wish to deliver low bandwidth
content to Mac and PC users at high quality levels, no other technology
can match what RealNetworks offers, according to an evaluation by Department
of Instructional Technology at the University of Wisconsin <http://emt.doit.wisc.edu/streamcompare/Real/realeval.htm>.
PARTICIPATION IN COURSES
Some preparation was necessary before I began to participate
in the satellite courses. First, a member of the CAIT’s technical
support staff sent to me via e-mail the web address for the live streaming
media webcast, a toll-free telephone number for dialing into the course’s
instructional studio, and a toll-free telephone number for the CAIT’s
technical support staff.
Next, I installed RealNetworks, Inc.’s Real Player 8
Basic software on a computer in one of the distance-learning classrooms
at the College of Lake County’s Lakeshore campus (CLC-LSC). Although
I could have easily taken the course from the computer on my desk, I chose
to use one located in a distance-learning classroom at CLC-LSC because
these classrooms are fully equipped with a computer, printer, high speed
Internet access, speaker telephone, fax machine, VCR, and a number of large
screen monitors. Also, by taking the course away from my office, but still
on campus, I would minimize the possibility of being disrupted during the
scheduled course meetings.
Participation in this type of live course required me to
perform a variety of different tasks. Therefore, it was necessary to have
several software applications open at the same time. I had to open at least
two browser windows in order to view the web broadcast, use the asynchronous
conferencing tool in the Web site and view the course syllabus. In addition,
I had a word processor and an e-mail program open. Thus, I could readily
type, save, and print my class notes; read, post, and/or print messages
in the asynchronous conferencing tool; view and print online resources
referenced in the class lectures and discussions; and send e-mail messages.
One instructor even asked me to access some web-based resources and share
the information during class a number of times. Having access to a multimedia-ready
computer during the class times was an advantage that the other downlink
satellite sites in the course typically did not have.
CHALLENGES AND ROADBLOCKS
There were a number of challenges that were unique to my
use of streaming media. One problem was the poor quality of the video reception.
Often I was unable to clearly see a slide presentation or other objects
being broadcasted. To respond to this challenge, I asked the instructors
to send me a copy of the documents by fax, to post/upload a copy of the
documents to the course’s asynchronous conferencing tool and to send
the documents that were not clear via e-mail. In addition, the instructors
systematically posted an outline of their slide presentations in the course’s
asynchronous Web-based conferencing tool prior to the start of each class
session.
Another unique challenge was created by the one-minute delay
of the audio and video delivered via streaming media in relation to the
satellite broadcast. I saw and heard what took place and was broadcasted
via satellite about one minute later via the streaming media broadcasts.
This problem was exacerbated when I called into the classroom studio to
ask questions, answer questions, and/or make comments, because the other
participants in the course would receive my questions and responses late.
The cause of this delay seems to be primarily due to Internet traffic and
the processing time of converting the live satellite broadcasts into streaming
media webcasts. The CAIT technical support staff provided a partial solution
for this problem. Each of the instructional studios has one full-duplex
telephone line (simultaneous two way audio) that is used for remote guest
speakers to interact with the students in the classroom, rather than using
the standard one-way audio classroom studio telephone lines used by remote
satellite course sites. Since there were no remote guest speakers scheduled
to participate in the course, the CAIT’s technical staff asked me
to use the full-duplex instructional studio toll-free telephone number
to talk and listen to the courses. I was then able to ask questions, answer
questions, make comments, and listen via the full-duplex telephone line
in real-time and view the class via the live streaming media webcasts.
I minimized the volume on the computer’s speakers because their audio
output was no longer required. This solution worked very well.
RECOMMENDATIONS
There are a number of recommendations that I have for others
who are interested in participating in or offering an interactive course
live via satellite using streaming media webcasts. These recommendations
would be helpful for most, if not all online/distance learning and remote
conferencing endeavors.
1) Students should have access to a receiving site and room
that has the adequate resources to fully support participation in live
streaming media broadcasts and distance learning in general. Minimal adequate
resources include:
- multimedia ready computer workstation with speakers and high-speed
Internet access
- a compatible streaming media player
- a fax machine, or computer faxing capabilities
- a scanner in close proximity to the multimedia computer
- a printer
- a speaker telephone or telephone with hands-free earphone and microphone
headset with mute function.
- Additionally, if the Internet access is via a telephone line, a second
telephone line will be required to dial in to the classroom studio.
2) Communication between all parties (i.e. student, instructor,
support staff, etc.) is very important for having a successful streaming
webcast. The technical support group at the broadcasting site, and the
local instructor of the course should be in contact with each other as
soon as possible before the first class session. A toll-free telephone
number should be made available so that participants in the classroom studio
can communicate with the other participants at the remote satellite sites.
3) Archives of the streaming media broadcasts, copies of
the presentation, lecture notes, and worksheets should be available and
accessible.
4) Contact information for technical support, including the
broadcasting site’s technical support group, and the technical support
for the remote sites, should be easily accessible to students and instructors.
Other essential information to compile is the classroom studio telephone
number(s), the Web address of the online syllabus, and the Web addresses
of any other web-based resources referenced or used in the course. Keep
these contacts and resources readily accessible in case you need to access
them during your course.
5) With any distance learning experience or experience involving
technology, plans must be made in advance for how to effectively deal with
potential technical difficulties. In addition, a student must make preparations
ahead of time to feel comfortable participating in this type of learning
experience. Having had some experience in similar formats of online/distance
learning would be helpful, although not required.
6) Course broadcasts should be accessible to persons with
disabilities. For example, a person that is hearing impaired would have
had difficulties participating in the course because the course delivery
relied heavily on audio materials.
CONCLUSION
In conclusion, with adequate and well-managed resources,
live streaming media webcasts can be effective and viable alternatives
for participating in or delivering live interactive satellite courses.
Again, adequate resources are the hardware, software, and personnel required
to implement and support the use of live streaming media broadcasts at
both the sending and receiving sites. As streaming media technologies and
products continue to develop, there are and will continue to be, a number
of other experiences confirming that streaming webcasts can be a very useful
learning resources (Lowe, et al., 1999).
ACKNOWLEDGMENTS
The author wishes to acknowledge the assistance provided
by the staff of Western Illinois University’s College of Education
and Human Services’ Center for the Application of Information Technologies
(WIU/CAIT) and the instructors of his Summer 2000 satellite courses: Dr.
Molly H. Baker and Ms. Sarah Stark – ITT 525 Grant Writing Fundamentals
and Dr. Richard Thurman – ITT 510 Principles of Instructional Design/ITT
512 Instructional Development for Business and Training.
REFERENCES
Lowe, D., Costadopolous, N., Dalmaris, P., Fong, M. (1999).
Web-Based Access to Audio and Video Learning Materials.Retrieved September
1, 2000 from the World Wide Web: http://ausweb.scu.edu.au/aw99/papers/lowe/paper.html
Schwartz, 1999. How Streaming Media Works. Retrieved September
1, 2000 from the World Wide Web: http://www.fdi.vt.edu/workshops/streaming/howitworks.html)
Yfantis, 2000. Introduction to Streaming Media. Retrieved
September 1, 2000 from the World Wide Web: http://edtech3.cet.uiuc.edu/efantis/html/fsi2000/introsm/introsm.htm
BIOGRAPHICAL STATEMENT
Brandon C. Taylor is the Educational Technology Specialist
at the College of Lake County’s (CLC) Lakeshore campus, in Waukegan,
IL. In this role, Brandon is responsible for technology services, equipment,
staff, training, etc. used in the teaching and learning process, which
includes a number of computer labs, distance learning and multimedia classrooms,
A/V, etc. Brandon also has dual adjunct teaching assignments in both CLC’s
Math and Computer Science Department and Multimedia Department. In addition,
Brandon is an online adjunct faculty member at Chicago State University.
Brandon was a speaker/presenter at UIUC’s/ION’s
Faculty Summer Institute 2000. He has also lectured at Illinois Institute
of Technology and has been a technology instructor and consultant for
the Lake County Regional Office of Education. Brandon’s primary
research interests include bilingual and multicultural distance learning
and instructional technology programming development. Brandon holds a
B.S. in Computer Science from Prairie View A&M University and is
currently working towards a M.S. in Instructional Technology and Telecommunications
at Western Illinois University where he is a Presidential Minority Graduate
Access Program (PMGAP) Fellow. He is also a graduate of the General Electric
Company Company’s (GE) Information Management Leadership Program
(IMLP), a two year IT and business management development program
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