1

MODULE 2

TECHNOLOGIES

Multimedia on the internet

Multimedia was the big hit of 1992 and Internet was a hit by 1996. Then came the idea of

“multimedia on the internet” ie multimedia combined with internet. Internet is a shared

network. So this new concept Integrated data and multimedia over a single network. The

main advantage is millions of recipients!!!

Multimedia incorporates text, graphics and audio media ,often with real video and animations

and combines them using a computer. Every personal computer built today is capable of

delivering multimedia presentations for entertainment, advertising or education.

“Edutainment”- refers to applications that incorporate multimedia entertainment with

educational objectives.

Challenges:

Internet connection speeds limit the quality and quantity of what can be transmitted

The transmission of large sound, animation and video files can be time consuming

and frustrating

But now, large multimedia files are transferred using ‘streaming multimedia’ technology.

Streaming multimedia is an internet data transfer method that facilitates the transfer of audio

and video files from computer to computer in a ‘stream’. Streamed media packets can be

played as soon as the data starts arriving at the receiving computer. Users do not have to wait

until the full file has been downloaded. The key to this breakthrough is the format in which

the files are distributed or served over the internet.

Large audio or video files are converted into a format that can be sent as a continuous stream

of small pieces to a user’s computer. At the user’s end of the connection ,special software

interprets the ‘stream’ of data and begins to play the sample. While the first part of the

sample is being played, the next is being downloaded. The second begins seamlessly, the first

is deleted and the third is downloaded. Using this format hours of audio and video content

can be received over a slow modem connection.

Problems

Need for steady and large bandwidth

For most multimedia applications ,the receiver has a limited buffer. If the data arrives too

fast, the buffer will overflow and some data packets will be lost resulting in poor quality .

If the data arrives too slow, the buffer will underflow and the application will starve.

2

Synchronisation of streams

Real time data will be obsolete and will be dropped if it doesn’t reach in time. If proper

action is not taken then retransmission of packets will jam the network

Solution

Shrink the files!

Protocols for streaming!

The audio stream is compressed using an audio codec such as MP3, AAC (Advanced

audio coding).

The video stream is compressed using a video codec such as H.264 or VP8.

Encoded audio and video streams are assembled in a container bitstream such

as MP4, FLV, ASF or ISMA.

The bitstream is delivered from a streaming server to a streaming client using a

transport protocol, such as MMS (Microsoft media server) or RTP(Real-time Transport

protocol)

The streaming client may interact with the streaming server using a control protocol,

such as MMS or RTSP (Real-Time Streaming Protocol).

1. STREAMING AUDIO

Audio was the first type of media to be delivered over the internet in a streaming

format. Concerts and live radio broadcasts were among the first examples of streamed

audio to appear.

3

Wide range of streaming audio formats is in use on the web today. While each is

different in name, the basic technology remains the same. When a file is to be prepared

for streaming, it is compressed to reduce the overall size of the file.

A news broadcast consisting of a single recorded voice would be smaller than an

orchestral sample. Different programs are available for receiving streaming audio each

with its own proprietary sound or media format. Quality varies from format to format.

Different programs are available for receiving streaming audio, each with its own

proprietary sound or media format. Quality varies from format to format, but all are

compatible with modem connections. Recently, these programs have become more

generic, which is good news for the end user, who no longer faces the hassle of

installing three different programs in order to listen to three different sound formats.

Instead, the newer, more powerful media players can decode, decompress, and play a

variety of proprietary sound samples.

The first band to perform live on internet was “Severe Tire Damage” on June 24,1993

Educational Uses :

Streaming audio is currently being used as a supplement to classroom- based and online

course delivery usually in the form of pre-recorded lectures, interviews with guests,

student projects, samples of student classroom interaction or sound bytes of content

relevant to the course study

For music or English composition courses it could be used by teachers or students to

record samples of their work and make them available to the teacher and other students

2. STREAMING VIDEO

First came radio, then television. Similarly, first came audio streaming then video

streaming. When a video sample is presented in electronic format there are many more

layers of data to be converted and compressed than in the case of audio alone. Therefore

more technical and educational issues must be taken care of in the case of videos.

Size is the first issue. Video files are much larger than audio files. Video samples

demand more processing power on the part of receiving computer.

It is relatively simple to record sound –music ,voice or both even on a home computer.

But initially recording video and saving it in an electronic format is more demanding on

hardware and requires additional softwares. Because of this and other issues , video has

taken longer to become a industry standard.

Receiving streaming video feeds on a home computer is not difficult. The newer

versions of Windows, Apple OS, and Linux come with pre-installed streamers for audio

4

and video. Generally, these streamers are sufficient for most educational applications.

As is the case with streaming audio, different formats require different applications;

however, most multimedia applications now available for the home market have been

designed to receive both audio and video streams.

Eg: streaming of TV shows

Educational Uses :

A professor or tutor delivers a prepared lecture or shows an example of a hands-on

activity and its video clip can be used in online educational institution

Any video sample with educational value can be converted to a streaming format and

many will serve as excellent additional resources on an educational web page or for

online courses

Eg: NPTEL online classes

If implemented wisely, streamed video can reduce the boredom of learners

3.PUSH TECHNOLOGIES AND DATA CHANNELS

Channels of “pushed contents” are another source of dynamic and media-rich content

online. Channels are customised communication paths between computers. It is

comparable to “Bookmarks” or “favourites” within a browser, but with added features

and interactivity

Standard web-sites require that the user browse the site to see any new developments or

changes. But web content that is formatted for channel based delivery is pushed directly

to the end –user’s desktop.

Channels are used for monitoring new content from relevant sites as well as for

navigating sites that the channel holder considers interesting

5

Educational Uses:

Can be used to feed inexpensive and timely news, weather and sports or other

information from relevant sites to a classroom for use in reports, essays, or current

events classes

4. AUDIO CHAT AND VOICE OVER INTERNET PROTOCOL(VOIP)

Point-to-point audio connections can be made between any two computers on the

internet

Eg: Skype

Some internet service providers and online services are now offering free internet based

long distance service.

Internet telephony is relatively simple, requires an internet connection, headphones or

speakers and a microphone. After signing up with an internet telephony provider users

can make local or long-distance calls to people with any type of phone.

Since voice transmissions are carried over the internet in small packets in the same

manner as data transmissions, conversations can be subject to delays. The quality of

internet phone calls is sometimes inferior to that of dial-up long distance telephone. But

consumers are attracted to it because of the free calls or relatively less expensive calls

Educational Uses

Internet telephony will add an opportunity for students to speak to others in their age

group ,almost anywhere in the world. So it facilitate more fluid and natural

communication between different cultural groups, and will be especially useful for

foreign language exposure and practice

Teacher or tutor and student communication can be greatly enhanced by the opportunity

to speak to one another to discuss an assignment or a difficult concept without the

expense of long distance calls

5. E-MAIL

The use e-mails has revolutionalized the way teachers communicate with students. This

approach can be very useful in all the countries where technology is available and users

are computer friendly.

Eg: Gmail, Hotmail etc

General Advantages of E-mail

You can communicate quickly with anyone on the Internet. Email usually reaches its

destination in a matter of minutes or seconds.

6

You can send letters, notes, files, data, or reports all using the same techniques. Once

you learn how to use your email program, everything is sent the same way.

You don't have to worry about interrupting someone when you send email. The email is

sent and delivered by one computer system communicating with the Internet. Although

it is put into someone's mailbox, the recipient isn't interrupted by the arrival of email.

You can deal with your email at a convenient time. You don't have to be interrupted

when email arrives, and you can read it or work with it when you have the time. Also,

you can send it at a convenient time. It doesn't have to be written or sent at a time when

you know the recipient will be available. This is what we mean by the term

asynchronous communication.

The cost to you for email has nothing to do with distance, and in many cases, the cost

doesn't depend on the size of the message. Most Internet access charges are based on

the number of hours per month you access the Internet, or you pay a flat monthly fee.

Advantages of e-mail in education

Teachers can send assignments to students whenever the teacher is absent

Quicker response to messages and questions

Economically speaking students and teachers are saving a lot of money in paper and ink

cartridges

6. BLOGS

Blogs are usually used for providing information and personal opinion about a certain

topic or theme.

A blog is a publication mechanism, like a journal or bulletin. Blogs can promote open

dialogue and encourage community building in which both the bloggers and

commenters exchange opinions, ideas, and attitudes.

Teachers can use a blog to publish instructional materials that the students can access to

and where the students can make comments. Teachers can also let students set up their

own blogs for a particular subject or for several subjects and then assign tasks to

students. The tasks should be done using blogs (i.e., publishing articles and sharing

them with other students).

While the students develop their own blogs, teachers can observe and monitor the

students' progress, and identify the learning needs that have not been considered (e.g.,

students may directly or indirectly express their doubts on blogs). As the information

on students' blogs are growing, teachers need to classify, summarise and evaluate

7

different students' blogs and then publish the teachers' opinions, directions, and

feedback on their own blogs or on class blogs.

Examples of blogs for education : Global teacher, bright ideas, edublog

Advantages of blogging

Accessible to all users

Contains brief yet valuable information about a certain topic

Open to free opinions and comments

Promotes peer evaluation

Suitable for all users

May carry links to different sites for further information

7. SOCIAL NETWORKS

Social networking sites are virtual communities for people interested in a particular

subject or just to "hang out" together. Members communicate by voice, chat, instant

message, video conference, and blogs, and the service typically provides a way for

members to contact friends of other members

Social networking inherently encourages collaboration and engagement. Social

networking can be used as a motivational tool to promote self-efficacy amongst

students.

Social networking is important for educators themselves. On the social media

website Twitter, there are daily chats and informational sharing between educators

.Postings take place throughout the day and educators are linked internationally through

the Internet. This learning network is shared globally.

Social Networking Services are building online communities of people who share

interests and/or activities, or who are interested in exploring the interests and activities

of others. Most social network services are web based and provide a variety of ways for

users to interact, such as e-mail and instant messaging services.

The main types of social networking services are those which contain category

divisions (such as former school-year or classmates), means to connect with friends

(usually with self-description pages) and a recommendation system linked to trust.

Popular methods now combine many of these.

Famous social networking sites include Facebook, Myspace, Twitter and LinkedIn.

8. CHAT

Tools and services which allow participants to log in to a virtual ‘room’ (chat room) and

communicate together in real time from their computer.

8

participants are all online at the same time – real time (often called synchronous

communication). It can create the sense of a virtual classrooms. Also it allows

immediate feedback and problem solving. It allows interaction between tutors and

learners and learners and learners

Some chat spaces even allow for anonymity. Most systems allow for the chat to be

recorded and a transcript can then be placed on the web site for participants and others

to read later.

Learners can have scheduled, structured chat sessions which address specific topics.

Can have regular chat sessions for problem solving, asking the teacher or trainer for

help. Chatrooms allow learners to arrange chat sessions for dealing with teamwork

issues and collaboration on assessment tasks and projects.

Also we can invite a guest speaker to join the chat room and have learners prepare by

reading an article by the guest).

encourage learners to use chat for socialisation and the development of a learning

community.

Chat sessions can involve a variety of methods:

Text chat

In a text based chat session participants log on to their computers at the same time and

join in a discussion over the internet by typing in their comments in text. Participants

can follow the discussion on screen as it unfolds. Contributions are typically very short,

often only a few words and seldom more than a sentence or two. Most learning

management systems (LMSs) have a text based chat facility. These chat tools gives

users the option to contribute privately, one-to-one, as well as to the whole group.

Trainers can paste in previously prepared material to save time if needed.

Eg: yahoo chat, Google talk

9.INSTANT MESSAGING

Instant messaging (IM) is a form of online communication that allows real-time (or

close to real-time) interaction through personal computers or mobile computing devices.

Users can exchange messages privately, similar to e-mail, or join group conversations.

While typed text remains the primary convention for IM, the technology has allows

users to send images, audio and video files, and other attachments to their contacts.

Instant messaging can also be undertaken on mobile phones through SMS messages.

encourages instant communication

expands the student comfort zone

9

facilitates flexible office hours.

Many IM services allow users to indicate whether they are available to receive messages

or are 'away', creating a 'presence awareness' (because when you log into your IM

service, you can see immediately which of your contacts are online and available).

In educational contexts, IM can serve as a background supporting channel. Students may

well choose IM to communicate with one another, and some teachers may use IM to

communicate with students. However, many teachers prefer to use chat, perhaps because

it is easier to set up a chatroom and invite students into that space, where their

interactions can be overseen by the whole group.

There are a number of web-based chat services, though increasingly they are accessible

on either computers or mobile devices. Many email platforms (like Gmail) and social

networking platforms (like Facebook) have inbuilt IM features, though they may be

known by names other than 'IM'.

In recent years, there has been a proliferation of IM apps for smartphones, many of

which also have web-based versions. Unlike text messaging, IM apps transmit messages

over the internet rather than through a telephone service. Such apps are sometimes

known as OTT (over the top) apps. Some, like iMessage, which only functions on Apple

iOS devices, are platform-specific. Many, like WhatsApp and Viber, are cross-platform

apps which work on any device.

10. DISCUSSION FORUMS

An Internet forum, or message board, is an online discussion site where people can hold

conversations in the form of posted messages.

They differ from chat rooms in that messages are often longer than one line of text, and

are at least temporarily archived. Also users need not be online all the time as in the

case of chatrooms.

Depending on the access level of a user or the forum set-up, a posted message might

need to be approved by a moderator before it becomes visible.Forums have a specific

set of jargon associated with them; e.g. a single conversation is called a "thread",

or topic.

A discussion forum is hierarchical or tree-like in structure: a forum can contain a

number of sub forums, each of which may have several topics. Within a forum's topic,

each new discussion started is called a thread, and can be replied to by as many people

as so wish.

10

Depending on the forum's settings, users can be anonymous or have to register with the

forum and then subsequently log in in order to post messages. On most forums, users do

not have to log in to read existing messages.

Asynchronous discussion boards have a number of educational advantages, most notably

the sophisticated level of discussion which typically takes place there. Over many years

of research, it has been established that this is due to the combination of interaction and

reflection facilitated by such boards: essentially, participants are engaged in

conversation, and can thus bounce ideas off each other as they collaboratively build

understanding, but because the conversation takes place in writing they also have time to

reflect on others' messages and to compose their own replies carefully.

In addition, the conversation is typically very democratic, because everyone has a

chance to say as much as he or she wishes, and multidirectional, with participants able to

follow the discussion threads which are of most relevance or interest to them personally.

All in all, discussion boards are a great way of promoting collaborative learning and, if

structured carefully, can lead to the development of effective learning communities.

When they involve a multilingual and/or multicultural cohort of students, they are also a

great way of developing intercultural competence. The asynchronous aspect is

particularly useful in international courses, where participants may be located in

different time zones.

11. BULLETIN BOARD

A bulletin board system, or BBS, is a computer server running custom software that

allows users to connect to the system using a terminal program.

Once logged in, the user can perform functions such as uploading and

downloading software and data, reading news and bulletins, and exchanging messages

with other users through email, public message boards, and sometimes via

direct chatting.

Many BBSes also offer on-line games, in which users can compete with each other, and

BBSes with multiple phone lines often provide chat rooms, allowing users to interact

with each other.

Bulletin board systems were in many ways a precursor to the modern form of the World

Wide Web, social networks and other aspects of the Internet.

Eg: Bulletin board for a family

11

The introduction of inexpensive dial-up internet service and the web browsers offered

ease-of use and global access that BBS did not provide, and led to a rapid crash in the

market starting in 1994.

Today, BBSing survives largely as a nostalgic hobby in most parts of the world, but it is

still an extremely popular form of communication for Taiwanese youth and in China(

Eg: PTT Bulletin Board System)

12. PEER- PEER FILE SHARING

Peer-peer applications allow users regardless of location or connection speed to share

practically any kind of file with a limitless population of other internet users

In contrast to the currently predominant client-to-server model, where users retrieve

information from a centralized server, the peer-peer model allows members of its

“community” to transfer files directly between users, without having to access or be

constrained by a centralized server

Peer-to-peer (P2P) computing or networking is a distributed application architecture

that partitions tasks or work loads between peers. Peers are equally privileged,

equipotent participants in the application. They are said to form a peer-to-peer network

of nodes.

Peer-to-peer file sharing is the distribution and sharing of digital media using peer-to-

peer (P2P) networking technology. P2P file sharing allows users to access media files

such as books, music, movies, and games using a P2P software program that searches for

other connected computers on a P2P network to locate the desired content. The nodes

(peers) of such networks are end-user computer systems that are interconnected via

the Internet.

Peer-to-peer file sharing technology has been in constant evolution over the past 14

years, from the early networks like Napster (1999), which popularized it, to last

generation protocols like Infinit (2012),passing through the remarkable and long

lasting BitTorrent (2001).

12

Napster -: is the name given to a music-focused online services. It was originally

founded as a pioneering peer-to-peer (P2P) file sharing Internet service that emphasized

sharing audio files, typically music, encoded in MP3 format.

BitTorrent - BitTorrent is a protocol for the practice of peer-to-peer file sharing that is

used to distribute large amounts of data over the Internet. BitTorrent is one of the most

common protocols for transferring large files, and peer-to-peer networks have been

estimated to collectively account for approximately 43% to 70% of all Internet

traffic (depending on geographical location) as of February 2009

13. AUDIO CONFERENCING

Audio Conferencing is a telephone meeting conducted between multiple separate callers

(three callers define a "conference").

The type of telephone used can vary but typically an audio conference includes attendees

that use handheld wired telephones (such as those at a person's business office or home),

conference room speakerphones that can be shared by several people, or individual

cellular or mobile telephones.

Audio conferencing is sometimes called "teleconferencing" and traditionally means

using a telephone instrument to conduct a business meeting.

Advantages of Audio Conferencing

Telephones are widely accessible and generally provide an easy method for meeting

attendees to join into a conference session.

With some exceptions, users of telephones can easily operate their telephones and

connect to locations both within and outside of their home and office. This makes

teleconferences, as they are sometimes called, quick, easy and generally widely

accessible for participants.

Disadvantages of Audio Conferencing

Telephones can vary significantly in their ability to produce clear and intelligible audio.

For example, the quality of audio produced by a cellular telephone can be quite different

than the quality of audio produced from a conference room speakerphone.

14.VIDEO CONFERENCING

Videoconferencing (VC) is the conduct of a videoconference (also known as a video

conference or videoteleconference) by a set of telecommunication technologies which

allow two or more locations to communicate by simultaneous two-way video and audio

transmissions. It has also been called 'visual collaboration' and is a type of groupware.

13

Videoconferencing differs from videophone calls in that it's designed to serve a

conference or multiple locations rather than individuals.

In the world of education, there are many ways that video conferencing in education

furthers learning on numerous levels.

Educational Uses:

Videoconferencing provides students with the opportunity to learn by participating in

two-way communication forums.

Furthermore, teachers and lecturers worldwide can be brought to remote or otherwise

isolated educational facilities.

Students from diverse communities and backgrounds can come together to learn about

one another, although language barriers will continue to persist. Such students are able to

explore, communicate, analyze and share information and ideas with one another.

Through videoconferencing, students can visit other parts of the world to speak with

their peers, and visit museums and educational facilities. Such virtual field trips can

provide enriched learning opportunities to students, especially those in geographically

isolated locations, and to the economically disadvantaged. Small schools can use these

technologies to pool resources and provide courses, such as in foreign languages, which

could not otherwise be offered.

A few examples of benefits that videoconferencing can provide in campus environments

include:

faculty members keeping in touch with classes while attending conferences;

guest lecturers can be brought in classes from other institutions

researchers collaborating with colleagues at other institutions on a regular basis

without loss of time due to travel

schools with multiple campuses collaborating and sharing professors

schools from two separate nations engaging in cross-cultural exchanges

faculty members participating in thesis defenses at other institutions

administrators on tight schedules collaborating on budget preparation from different

parts of campus

faculty committee auditioning scholarship candidates

researchers answering questions about grant proposals from agencies or review

committees

student interviews with an employers in other cities, and

teleseminars.

14

15. COMPUTER CONFERENCING

Computer conferencing is a special kind of electronic mail system employed to facilitate

group discussion over a computer network. The technology makes it possible to define

private groups, usually no larger than 50, with access to a topically defined discussion

forum.

Computer Conferencing allows students and instructors to interact via a computer

network. This interaction can be through e-mail messages, file transfer, chat rooms, real

audio and video, and others. With the fast progress in computer technology, computer

conferencing is taking its place in educational technology. Computer conferencing

provides good quality, easy to use, and cost-efficient way of interaction.

Computer conferencing is used to continue the discussion when real time interaction is

not required. For some courses, computer conferencing may be sufficient. Because the

classroom is open 24 hours a day, seven days a week, students have the flexibility to

schedule their learning time around their other personal and professional commitments.

Computer conferencing represents a new domain for educational interaction and it is

essentially collaborative and team based.

Participants type messages into their own computer terminal and then transmit the text

over phone lines to a central computer where they are classified and stored. The central

computer serves as a remote filing cabinet or bulletin board where all participants can

see the latest additions to the discussion and respond. Participants can dip in to the file at

times of their own convenience, using the central computer as a "meeting place" for an

"asynchronous" conversation that may last weeks or months.

Student and faculty equipment needs include a computer, telecommunications software,

conferencing software, modem and a regular telephone line. The host site must have a

computer capable of handling and storing thousands of messages, telecommunications

software, conferencing software, a bank of modems and telephone lines. Computer

conferencing programs enable the student and instructor to dial into the academic

computer when it is convenient. Each student is issued a private electronic mailbox on

the system and share access to a group mailbox which is the focal point for instructor

communication to the class as well as the vehicle for group discussion. Software is

menu-driven, and supports simple commands for uploading, downloading, capturing,

and storing files.

15

As a communications medium useful for group discussion, computer conferencing is the

instructional technology through which the liberal arts can apply computers while

retaining their identity.

A computer-based conferencing system is a powerful communication tool that allows

users to meet, break into small groups, complete work assignments and discuss readings

or other issues in electronic space within a central computer system.

But computer conferencing also provides facilities for structuring group processes and

organizing the results of those processes. It provides opportunities for education outside

of the walls of the institution, thereby providing the opportunity for increased enrolments

for institutions, and flexible life-long learning for the learning population.

The technology required for an educational computer conferencing system is neither

extensive nor expensive.

To capitalize on the graphical capacities of the most up-to-date systems, users need only

the appropriate hardware which can access web applications.

16. WEB WHITEBOARDING

Form of graphic conferencing used in combination with VoIP as a single tool in general

web applications that support real time collaboration

Whiteboard emulates writing on blackboard where both teachers and learners can

create, manipulate, review, and update graphical information online in real time while

participating in a lecture or discussion

Using a mouse, an electronic stylus with a tablet, or even a large electronic classroom-

sized whiteboard, users can annotate by writing, cutting and pasting, clicking, dragging,

and dropping

Contents can be saved and used in future presentations

Educational Uses:

Allows emulation of classroom lessons.

Students in different locations can participate actively and collaboratively with the

teacher and with other students in the creation and adaptation of graphical information

Appropriate for brainstorming sessions

Interactive whiteboards

An interactive whiteboard (IWB) is a large interactive display that connects to a

computer.

16

A projector projects the computer's desktop onto the board's surface where users control

the computer using a pen, finger, stylus, or other device. The board is typically mounted

to a wall or floor stand.

They are used in a variety of settings, including classrooms at all levels of education, in

corporate board rooms and work groups, in training rooms for professional sports

coaching, in broadcasting studios, and others.

Educational Uses

In some classrooms, interactive whiteboards have replaced traditional whiteboards or

flipcharts, or video/media systems such as a DVD player and TV combination

IWBs interact with online shared annotation and drawing environments such as

interactive vector based graphical websites.

Brief instructional blocks can be recorded for review by students — they will see the

exact presentation that occurred in the classroom with the teacher's audio input. This

can help transform learning and instruction.

Many companies and projects now focus on creating supplemental instructional

materials specifically designed for interactive whiteboards.

Electrokite ,Boston, MA, for example, will have the first complete curriculum for

schools and districts.

One recent use of the IWB is in shared reading lessons. Mimic books, for instance,

allow teachers to project children's books onto the interactive whiteboard with book like

interactivity.

Eg: The “Smart Board” is a line of interactive whiteboards produced by the Calgary,

Alberta-based company Smart Technologies.

17. INTERACTIVE TELEVISION

Interactive television (also known as ITV or iTV) is a form of media convergence,

adding data services to traditional television technology.

Throughout its history, these have included on-demand delivery of content, as well as

new uses such as online shopping, banking, and so forth.

Interactive TV is a concrete example of how new information technology can be

integrated vertically (into established technologies and commercial structures) rather

than laterally (creating new production opportunities outside of existing commercial

structures, e.g. the world wide web)

17

ITV is defined as a one way ,full motion video and audio transmission of classroom

instruction through telecommunications channel such as satellite, cable TV or

instructional TV fixed service (dedicated 2.5GHz spectrum dedicated for educational

purposes only)

ITV, is an effective distance education delivery system that can be integrated into the

curriculum at three basic levels:

o Single lesson - Programs address one specific topic or concept, providing a

lesson introduction, overview, or summary.

o Selected unit - A series of programs providing the content foundation for a

learning unit in the course curriculum.

o Full course - Programs from one or more ITV series may be integrated into a

full semester course typically in conjunction with instructional print materials.

ITV may be either passive or interactive. Passive ITV typically involves pre-produced

programs which are distributed by video cassette or by video-based technologies such

as broadcast, cable, or satellite. In contrast, interactive ITV provides opportunities for

viewer interaction, either with a live instructor or a participating student site. For

example, two-way television with two-way audio allows all students to view and

interact with the teacher . At the same time, cameras at remote sites allow the teacher

to view all participating students. It is also possible to configure the system so that all

student sites may view one another.

Advantages of ITV

Since most people have watched television, the medium is familiar.

Motion and visuals can be combined in a single format so that complex or abstract

concepts can be illustrated through visual simulation. The old cliche "a picture is

worth a thousand words" rings true.

Interactive television is an effective way to take students to new environments (the

moon, a foreign country, or through the lens of a microscope).

Time and space can be collapsed, so that events can be captured and relayed as they

happen.

It is very effective for introducing, summarizing, and reviewing concepts.

It can be used effectively as a motivational tool.

18

ITV has the ability to emulate the live classroom environment when coupled with

audio conferencing or key-pad response system

Hence interactivity is enhanced

Eg: BBC red button is an interactive television service

Interactive television represents a continuum from low (TV on/off, volume, changing

channels) to moderate interactivity (simple movies on demand ) and high

interactivity in which, for example, an audience member affects the program being

watched.

The most obvious example of this would be any kind of real-time voting on the

screen, in which audience votes create decisions that are reflected in how the show

continues

Ensure a consistent delivery of content across the geographical boundaries to a large

audience in a short period of time. But it requires availability of satellite broadcast

infrastructure that includes the satellite receive sites (satellite downlinks)

Limitations of ITV

Broadcast quality ITV is expensive to create.

Video production is time consuming and can be technically demanding, often

requiring relatively sophisticated production facilities and equipment.

Sites choosing to interactively participate in an ITV program may require specialized

equipment, facilities, and staffing.

Most prepackaged ITV courses use a mass media approach to instruction aimed at the

average student. As a result, they can be ineffective in serving students with special

needs.

When used passively, without interaction, its instructional effectiveness can be

limited.

Once completed, ITV programs can be difficult to revise and update.

18. SATELLITE BROADCASTING

With the success of INSAT based educational services, a need was felt to launch a

satellite dedicated for educational services only. The result is “EDUSAT” (GSAT-3),

which was launched on 20 September 2004 by the Indian Space Research

Organisation.

19

EDUSAT is the first Indian satellite built exclusively to serve the educational sector.

It is mainly intended to meet the demand for an interactive satellite-based distance

education system for the country.

The satellite will have multiple regional beams covering different parts of India.

While ISRO provides the space segment for EduSat system, and demonstrate the

efficacy of the satellite system for interactive distance education, content generation is

the responsibility of user agencies. All educational institutions having satellite

interactive terminals(SITs) or receive only terminals (ROTs) can now receive

educational programs from Edusat. UGC, NCERT and IGNOU uses the Edusat

facilities for training programs

Network Configuration of EduSat

Network consist of mainly three elements

o Teaching end

o Receiving end

o Spacecraft

Teaching end:

Consist of small studio and an uplink earth station.The studio which originates the

lectures is linked to the uplink earth station. The lectures are transmitted to the

satellite from where they are beamed back to the earth

At teaching end, we have two PCs, digital cameras, DVD players, Switchers,

Modems, Sound systems, Dish antennas etc

One PC : Multimedia server which is loaded with a software called VLC(Video LAN

Client) which control the transmission

Another PC : Presentation PC used to present notes, slides etc prepared by the

lecturer. Presentation PC, DVD player and digital camera are attached to the

switcher and the switcher is used to select which of signal come among

20

these.Presentation PC also has a digital monitor which can be used as a whiteboard by

the teacher

Mic is directly attached to server. Finally the mixed output is sent to the modem via

server computer. Modem converts the digital signals to analog signals and feeds the

dish antenna. Dish antenna is pointed to the EduSat

Receiving end

Two types

Interactive : Can interact with the subject expert at the teaching end through a

voice link via satellite. The question and the answer can be heard live in all

classrooms

Non-interactive : Receive only

Spacecraft

Edusat

19. CALL CENTERS

In the past decades, call centers and contact centers have evolved to become the front

line for customer interaction in many types of organisations . In education, call

centers can be useful to the educational institution in many ways, ranging from simple

provision of information to prospective students to fundraising, collection of survey

data, and even provision of instructional services. In distance education , the call

center can be an effective communication tool enabling the institution to provide and

improve service to students in many areas, including instruction.

A call centre is a centralised office used for receiving or transmitting a large volume

of requests by telephone. An inbound call centre is operated by a company to

administer incoming product support or information inquiries from consumers.

Outbound call centers are operated for telemarketing, solicitation of charitable or

political donations, debt collection and market research

Call Centers in Organization

Call centers have particular significance in three areas: in customer service and

retention, in direct marketing, and as sources of management information and

customer feedback.

o Customer service and retention: In business operations, call centers have become

the primary contact point with customers, and serve as the means by which the

organization creates a long-term relationship with individual customers and

21

maintains customer satisfaction. Customer satisfaction will generally lead to

retention and to word-of-mouth recommendations. In distance education, call

centers can help create the same type of relationship. In the context of a

university's service standards for processing applications, marking assignments, or

answering calls and messages, call center staff are the consistent point of contact

with the student, and become their advocate.

o Direct marketing opportunities: The support provided by a call center is

increasingly seen as a service that customers expect to find integrated with

product offerings, and to be available by phone and on the Internet. This contact

with the customer (who, in the case of online or distance education, is a student)

may result in opportunities to help the student choose additional products

(programs or courses) and services (e.g., advising, counseling, tutorial).

o Source of management information and student or customer feedback: A call

center with good software accumulates a great deal of information about

customers or students. This information is collected by analyzing call

documentation data, or by directly presenting questions to the customer or student.

Distance education institutions should make the collection and analysis of

information a major call center goal.

Critical Success Factors for Call Centers

Successful call center implementations require the development of effective processes

and policy, the implementation of appropriate technology, and effective human

resource management processes

o Processes and Policy

Once a call center business strategy has been developed, and the processes

required to carry out the designated objectives have been adopted, it is crucial that

those processes be evaluated. A key part of this evaluation involves looking at the

types of contacts the call center is receiving, how contacts are routed, and how

contact processes are managed. The call center should also establish polices and

standardized operational procedures. Most importantly, quality monitoring and

reporting processes must be in place, so that the call center can continue to meet

established objectives.

o Technologies

The first generation of call centers focused on answering telephone calls from

customers (students). As the Internet has become more widely used, call centers

have made use of this technology as well. Internet technology allows feedback to

22

customers or students to occur through either of these two channels, and the more

flexible Internet media provide a variety of tools, including Web chat,

asynchronous conferencing, video conferencing, and Web call backs.

Recently, call centers have also begun to make use of Web sites to provide their

customers with more information. There has been a push to providing customers

with “Frequently Asked Questions” (FAQ) pages, where customers can look up

answers to their own questions. Intelligent question and answer systems can look

up answers for clients, and provide them automatically

When considering any of the Web-based tools for use with a call center, it is

important to consider their positive and negative aspects, and how they will affect

call center operations. Since the Internet gives customers or students the power to

seek out answers on their own, organizations have a challenge to develop

integrated systems that allow delivery of services that are better and that operate

faster than those that customers can find for themselves. In addition, people tend

to like services that are “multi-channel”; they may use the Web site, but will also

want direct contact with representatives. The channels should be viewed as

complementary, not competitive.

o Human Resources

Customer service studies show that when something goes right, customers give

credit to the individual employee dealing with the problem; when something goes

wrong, customers usually blame the organization itself. This fact makes it crucial

for any organization to have the right number of people, with the right skills, at

the right place and the right time, ready to answer customer demands.

Therefore, recruitment and hiring of front line and call center managers, training

and coaching of staff, and ongoing performance management are very important

to a call center's success.

Call Centers in Marketing and Promotion

o In education, the primary use of call center technology in marketing and

promotion is to field incoming calls from students who have learned of the

educational institution through advertising, word-of-mouth referral, Internet

search, or other means. Many institutions accept volumes of queries, from

prospective students and their parents, in which they provide information about

their programs, both educational and extracurricular. Often, large numbers of

attendants are only needed during peak recruiting seasons.

23

o In distance education, where students are not on campus, there is additional

pressure to fill the information needs of current students on a day-to-day basis, by

answering questions about course availability, helping a student get information

about their performance, and so on. Finally, the student advising function, in

which an advisor works with a prospective or current student to work through

program planning issues, is also an ideal candidate for application of the

technologies and organizational format found in call centers.

Call Centers for Provision of Technical Assistance

o Many colleges and universities support multiple software and hardware platforms.

With increasing offerings in online distance education, students will not only be

calling with questions related to course content; they will also require technical

assistance. Good service to students requires a single contact point for both

technical and content related questions.

o It is the experience of the authors that call center services to students engaged in

e-learning require that call center staff have diagnostic skills that enable them to

work with students to determine the nature of and solutions to their course content

queries (tutoring), and to work through program issues (advising). To deliver a

one-stop shop for students engaged in e-learning, it is important that the

diagnostic skills offered by a helpdesk are combined with the directive and

prepared services of a typical call center.