Scroll to view document
About Interactive Multimedia Classrooms
Click on a topic to find out more about it:
What is distance learning?
Who are partners/participants?
Why do schools need/want distance learning technologies?
What costs are incurred to become operational?
What process do you recommend in dealing with vendors of classroom equipment?
Describe the formal agreements necessary for a partnership to become viable?
Describe the training needed for educators in order to utilize effectively the multimedia rich environment of distance learning?
What governance issues must be agreed on as a partnership?
Should a district's long-range Plan for Technology include distance learning networks? What sources are available for funding a distance learning network?
What evaluation strategies need to be addressed as part of the network planning process
1. What is distance learning?
Distance learning has become a catch-all phrase for a variety of delivery systems. It can include:
Correspondence lessons by mailThe delivery system identified in the WIRED FOR LEARNING curriculum refers to an advanced telecommunications system using broadband services to provide a multi-media rich environment for learners at both loacal and distant sites. Audio and video is two-way, with broadcast transmission quality.
Satellite downlinks with telephone interface. (Receive-only with telephone audio return.)
Internet courses and projects conducted on-line
Instructional TV courses delivered from a central point
The model represented by ET-LINC includes the following:
A typical classroom is equipped with three cameras
A document camera for showing printed materials or 3-D objects;Cameras pan, tilt and zoom as needed via the instructors control panel..
A camera focused on the teacher or facilitator
A camera focused on the classroom for student interactivity.
Two banks of four monitors show the interaction from up to three distant sites, and a view of local (transmitted) activities to both the students and teacher.
The workstation is designed for a student or teacher to have access to a fax, telephone, and computer with a variety of software, video player, CD-ROM, and other multimedia sources.
A chroma-key (allows for “keying” of teacher over document or computer screen) may be included along with other electronic devices. All equipment is controlled by a small, user friendly control panel.
Multiple microphones are flush mounted in the ceiling. An instructors microphone is situated on the workstation and, a wireless lavaliere mike is available as well.
2. Who are partners/participants?
Organizations:
- Independent school districts
- Private schools
- Universities
- Youth organizations
- Business organizations
- Community service organizations
- County and municipal governments
- Other groups that benefit from available programming:
- School age students
- Undergraduate and graduate students
- Persons taking community education courses
- Any stakeholder who benefits from the programming available.
3. Why do schools need/want distance learning technologies?
The nature of the workplace has changed significantly in the past 15 years. The need to educate students with the abilities to function in the workplace of the 21st Century grows daily. One way to provide equity of learning opportunities and expanded course offerings is through the delivery system and diverse educational opportunities of a distance learning network.
In order to justify the additional costs incurred by the implementation and operation of a distance learning network, a district must clearly articulate its needs and solutions to those needs. Schools also must consider redirecting existing resources to support the network. A comprehensive five-year plan must be developed. Due to the complexity of operating such a network, cooperative strategic planning will help the partnership achieve its goals.
Schools must know what they want and that it can be delivered via a distance learning system. Uses and applications must be identified and agreed upon by the team that is responsible for planning the network.
If schools enter into a telecommunications network without considering multiple ramifications, it will be difficult to manage the various types of change and adjustments required to utilize the technology effectively.
Schools should not enter into distance learning networks for the wrong reasons. To implement a network because other schools are joining, because funds are readily available from a variety of sources, or because administrators see the partnership as means of being competitive with neighboring districts are among the wrong reasons.
4. What costs are incurred to become operational?
Start-up: Retrofitting of the existing classroom.
Rooms must have proper lighting, power, cabling, acoustics, color, carpet, and multi-purpose desks and chairs. Costs vary from site to site, with a range of several hundred dollars to perhaps $10,000 - depending on the district’s needs. If a district were in a building construction program, this would be the ideal time to work with the building’s architect to provide for the optimum environment.
Classroom equipment and multi-media set-up
A customized classroom can range from $45,000 to $60,000 depending on the levels of multi-media that are included. Due to economy of scale, individual classroom build-out costs can be much lower if the partnership purchases multiple classrooms at once.
Consultants and engineering
Consultant and engineering costs vary depending on the number of schools involved. Using a consultant and design engineer will actually cost the partnership less in the long run because the resulting network can be scalable. It is critical to have consultation if a consortium is building customized classrooms. Consultants also assist in dealing with vendors and determining the best design and value for the school districts. It is important, and cost effective, to provide for the consultant’s role in the design and installation process.
Schools should work only with consultants that have proven track records. School officials should visit existing networks and talk with users and administrators who have worked with the consultant. Consortium members should carefully check the credentials of the consultants and engineers before contracting for services. There are numerous “wanna be” consultants (and classroom vendors) in the market place today. Schools must be very cautious in selecting consultants, engineers, and vendors.
Some districts have “cut costs” by not engaging the services of a consultant and engineer. From their experience, several indicate that if building out again, they would hire a consultant to assist with all phases of the build-out.
When schools purchase a “plug and play” or “roll-about” video conferencing system, they receive a standardized design which may or may not be suitable for classroom use. Schools should determine if the “plug and play” classroom system is scaleable to meet future needs or if they are content to crowd a handfull of students around the "distance learning unit".
Communications/Network Installation:
A one-time fee is usually charged for installation of the T-1 or DS3 fiber. This is negotiated with the telephone service provider. Fees vary throughout the state.
Network switches and a codecs vary in cost, but are generally around $25,000 if the school is to own them (rather than the telephone company).
Ongoing monthly costs for connectivity run from as low as $200 per month for a T1 to $1,500 or more a month for a full DS3 line. Again, fees vary throughout the state.
5. What process do you recommend in dealing with vendors of the classroom equipment?
A consultant who has experience in assisting schools build distance learning networks can advise on the process of determining specifications and the bidding proceedures. A school should never purchase the “first” system that they see. There are a variety of “off-the-shelf” video conferencing systems available. Some districts are tempted to purchase these systems because these are readily available. This provides a temptation to skip the planning component. Planning is critical and must be a part of the decision making process in determining if a district will build a customized classroom or purchase a pre-built unit.
Customized classrooms are designed with a variety of upgrade paths and features. A comprehensive plan is critical in helping the district and consortium select the appropriate features from the vendors.
6. Describe the formal agreements necessary for a partnership to become viable?
A consortium should develop a set of by-laws and consider incorporation as a 501(c)3 non-profit organization. Additionally, the governance issues of topic 8 must be considered.
7. Describe the training needed for educators in order to utilize effectively the multi-media rich environment of distance learning?
Training should be provided for all types of users including:
Teachers or facilitators
Staff member designated as a contact for distance learning activities
Students who will participate in programs
Other users who participate in a variety of undergraduate, graduate, and continuing education courses
Training topics should include:
Acceptable use policies for participating in distance learning activities
Acceptable behavior and disciplinary procedures
General operational techniques of the equipment
Computer skills including word processing, graphics, Powerpoint, data bases, etc.
Strategies for teaching on-line
Skills in cooperative learning
Presentation techniques that are proven to be effective on-line
Skills in operating a variety of multi-media equipment
Dealing with change
"Laughing through it all" strategies
Time-line for Training:
Training should be provided prior to teaching on-line
Training should be on-going and include feedback from students
Summer institutes for teachers can provide guidance from experienced on-line teachers
Mentoring opportunities for those new to teaching on-line
Training is a factor that can make or break the success of the technology. In distance learning environments, it is true that this type of technology will enhance the good teachers or magnify the inadequacies of a teacher. Training offers positive methods of actually changing teaching methods so that the old lecture-only or "answer the questions at the end of the chapter" techniques are brought into balance or eliminated.
8. What governance issues must be agreed as a partnership?
The consortium must develop numerous agreements including:
Articles of incorporation
Joint powers of partners
Shared teachers/staff
Long-term coordination for scheduling
Long-range funding plan
Daily management and operations plan
Agreements must be reached on these issues if the long-term coordination for scheduling, funding, and daily management and operation is to be successful. One of the lessons learned in the model represented by ET-LINC is that a coordinator must be hired by the consortium to manage the daily operations of the network.
9. Should a district's Long-Range Plan for Technology include distance learning networks?
A consortium would be remiss if the participating districts did not include distance learning technologies into their local Long-Range Plans. Districts should be knowledgeable of The Long-Range Plan for Technology 1996-2010: A Report to the 75th Texas Legislature from the State Board of Education. The State Board’s Report should be considered as a model by districts when developing their individual plans.
Most funding agencies - whether state, federal, or private, require a long-range plan for technology.
10. What evaluation strategies need to be addressed as part of the network planning process?
Without feedback from the users of the systems, we cannot determine success. Each training session must be evaluated by the persons receiving the training: how to improve, what to include in the next training session, etc.
At the completion of any on-line activity or course, the users should complete an evaluation to indicate if learning took place; what needs to be changed and what needs to continue.
A process as well as product evaluation study should be integrated into the long-range plan. Superintendents and local boards of trustees should expect a formal evaluation report each year that details the number of students involved, number of community users, feedback from users, teacher input, and suggested improvements. Documentation of types of activities and programming conducted should be maintained.
Within a few years of operation, the districts should expect to see an expansion of courses and programming. The system should be receiving almost continuous use with community stakeholders having access to distance learning opportunities in the evenings and on weekends. The evaluation should consider all types of users and the impact on the community as a whole.
