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“Synchronous Streaming Video
from the Classroom to the
Remote Student‟s Desktop”
Eric Flower and Stacey Sawa
University of Hawai„i-West O„ahu
flower@hawaii.edu
ssawa@hawaii.edu
StreamingVideoOnTheNet.com
E-Learn 2005, Vancouver
Table of Contents
• Introduction/Purpose
• System Design
• Methodology
• Results
• Methodological Problems
• Classroom Management
• Secondary Observations
• Future Research
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 2
Purpose of the Study (1)
• To identify levels of preparation and
support (equipment, software, staffing,
training, facilities, infrastructure, etc.)
necessary to produce and distribute
good quality narrow bandwidth (384Kbps
or less) streaming video to students in
their home or at their offices
We did not broadcast to studios or computer
labs where students would gather to
participate in a site-to-site model
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 3
Purpose of the Study (2)
• To see if we could design a low cost
Internet streaming video system
without a large capital equipment
investment, heavy infrastructure
requirements, or a large technical
support staff
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 4
Purpose of the Study (3)
• To see if we could design a “system on
a cart” to make it portable
• To see if classes could be broadcast
from any campus classroom or
conference room and not be tied to a
studio, lab, or other special purpose
facility
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 5
Purpose of the Study (4)
• To make some preliminary
determination on the effectiveness of
synchronous streaming of classroom-
based instruction when compared to
the traditional classroom setting
= ?
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 6
Streaming Video Process
Capture with
Distribute with
RealProducer
Encode with RealServer, view
RealProducer with RealPlayer/
RealOne
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 7
Hardware/Production System
Video
capture
Videotape
Video
backup
monitor
Audio capture Mixer
Splitter
Audio monitor
Encoding PC
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 8
Distribution System
Chat session
UH ITS Streaming RealPlayer/RealOne
Server Clients
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 9
Equipment Cart
Click here to see our
equipment list
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 10
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 11
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 12
Methodology (1)
• Using the streaming video system we
designed and built, we taught four
semesters of “Computer Skills for
Administrators” from 2001 to 2004
• Over that period, there were 41 students
in the classroom and 29 online students
receiving synchronous streaming video
• Course is an elective with no pre-
requisites offered in the Professional
Studies Division
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 13
Methodology (2)
• Each semester, both groups had the
same class presentations, readings, and
assignments, wrote the same reports,
took the same tests, and worked on
similar projects
• Both groups could watch the archived
class video files that were posted the
next day
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 14
Methodology (3)
• In a retrospective study, we compared
student course grade scores for each
group (in-class vs. online)
Used a t-test for unequal variances
Ho:u1 = u2
(Null hypothesis: means of the two groups are equal)
Ha:u1 <> u2
(Alternative hypothesis: means of the two groups are not equal)
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 15
Grade Score Components
• Testing throughout the semester: 45%
• Final exam: 20%
• Class participation/
Quality circle participation: 10%
• Group presentation/
Group presentation contribution: 15%
• Critical review of Visions: How Science
Will Revolutionize the 21st Century by
Michio Kaku: 10%
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 16
Results (1)
• We found that off-the-shelf hardware
and software were adequate to produce
good quality narrow bandwidth
(384Kbps or less) streaming video
• Significant investments in broadcast
studios may not be necessary where
high production values are not an
essential part of the instructional
process
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 17
Encoding Rates and File Size
• Triple stream video files encoded at
56Kbps, 150Kbps, and 256Kbps use 3.9
megabytes of storage per minute
Stream to the viewer at the highest reliable
connection, typically 34, 150, or 225Kbps
This multistream provides a good balance of
sound and picture quality and targets dial-up,
LANs, and broadband
In 2004 we upped the top rate to 384 Kbps
encoded and 350Kbps received
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 18
Results (2)
• Marginal operating costs were relatively
small and limited mainly to the salary of
the technician operating the camera and
performing post-production work
• It was possible to stream from virtually
any classroom or conference room on
campus with the mobile cart
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 19
Results (3)
• Analysis of the student course grade
scores for each group (in-class vs.
remote) shows a strong similarity of the
means
• Using the t-test for unequal variances,
the p-value was 0.84; this provides a
strong statistical conclusion that the
means are not different
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 20
Results (4)
• Low cost narrow bandwidth
synchronous streaming of classroom-
based instruction appears to be as
effective as the traditional classroom
environment in this instance
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 21
Methodological/Data Problems
• Groups are not random
Groups are self-selected by enrollment in a
classroom or online section
Neighbor Island students have no choice;
they must enroll in an online section
• There is no information about the
students aside from their group and
their final course grade score
• Not “blind”; instructor knows who is in
each group
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 22
Classroom Management (1)
• Instructor‟s teaching style and course
content must be amenable to this
delivery method if it is to be successful
• Instructors don‟t need to change their
classroom methods very much to
succeed with Internet streaming video
broadcasting; long periods of training
appear to be unnecessary
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 23
Classroom Management (2)
• Preparation, rehearsal, and timely
distribution of supporting material are
critical to successful streaming video
presentations
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 24
Classroom Management (3)
• Faculty workload increases in this
environment, but not nearly as much as
in an asynchronous text or multimedia-
based online teaching environment
• Time spent on preparation and
production is less with streaming video,
though post-production work may be
more, depending on the faculty
member‟s decisions on how much to do
after class
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 25
Secondary Observations (1)
• Students watched archived
classes they missed due to
illness, travel, work, etc.
• Students reviewed or
intensively studied classes
or portions they did not
understand when the
material was originally
presented
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 26
Secondary Observations (2)
• Instructor could review class files to
correct errors in presentations or to add
supplementary material to a web-based
errata file
• Instructor could review class files to
examine their methods for teaching
effectiveness and make improvements
where necessary
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 27
Secondary Observations (3)
• Class files could be reviewed for
teaching effectiveness when making
decisions relating to contract renewal,
tenure, post-tenure review, and
professional development
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 28
Secondary Observations (4)
• Synchronized Multimedia Integration
Language (.smil) files may be used to
create, or contribute to, learning
modules of any length to improve
instruction
• .SMIL file-based learning modules may
be used to make material available to
other classes or groups
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 29
Secondary Observations (5)
• System was reliable
• There were very few incidents of
hardware failure, software failure,
broken links to server, or server failure
• Slow connections, network congestion,
and lack of Quality of Service (issues of
network packet priority) were problems
for some dial-up students
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 30
Secondary Observations (6)
• Students want more classes offered via
streaming video if they have access to
fast connections like Oceanic Time
Warner Cable RoadRunner service
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 31
Secondary Observations (7)
• Network bandwidth is the critical variable
in streaming video viewer satisfaction
Faster connections support notably better
viewer experiences
No amount of preparation can overcome
problems associated with a slow connection
or network congestion
• Viewers will blame you or the technology
if their picture is bad
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 32
Future Research (1)
• More rigorous study and analysis of
classroom-based synchronous
streaming video needs to be performed
to confirm these preliminary findings
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 33
Future Research (2)
• Students thought viewing archived
streaming video class files on demand
(asynchronously) could be as effective
from an instructional viewpoint as
participating in the live class
(synchronously), provided they could
then interact with the instructor via e-
mail, chat, or videoconferencing
Asynchronous delivery with a scheduled
online class meeting component could
increase access
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 34
Future Research (3)
• Archived files could be viewed when
network traffic was low, or, archived
files could be distributed on CDs which
would eliminate delivery problems
associated with slow network
connections or network congestion—
this could be a boon to less developed
areas with weak infrastructures
Flower and Sawa, “Synchronous Streaming Video from the Classroom to the Remote Student’s Desktop ” 35
Thanks for watching!
Eric Flower and Stacey Sawa
University of Hawai„i-West O„ahu
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