Distance Learning Cart

1
Distance Learning Cart

• Tutorial

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Introduction

• Click on the items on the top to navigate this
  site

• In this tutorial you will learn the basic set up,
  description of components, tips and suggested use
  for the Distance Learning Cart (DLC).

• The DLC is an effective tool that can be
  effectively used in educational settings. It is
  designed to support two-way video and audio
  communication between multiple locations.
• The cart has been used in the Tohatchi, Thoreau,
  Gallup and Window Rock Schools.

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DLC Components
Click on the items on the left to navigate this
page

• Computer/Keyboard
• LCD Projector/Monitor
• VCR
• Microphone and Echo Canceller
• Amplifier and Speakers
• Document Camera
• Cameras
• Diagrams

• This section of the tutorial is designed to give
  a description of the parts in the Distance
  Learning Cart (DLC).

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Computer/Keyboard

• Computer/Keyboard
• LCD Projector/Monitor
• VCR
• Microphone and Echo Canceller
• Amplifier and Speakers
• Document Camera
• Cameras
• Diagrams

• The core of the DLC is the codec (coder/decoder).
  This is a rack mounted PC that transmits and
  receives video signals that the class will see.
  It may be easier to think of the codec as an
  extremely sophisticated modem. The codec takes
  analog signals, compresses and digitizes them,
  and transmits the signals over digital phone
  lines.
• The keyboard and mouse can be either wireless or
  wired. They are connected to the PS2 port located
  on the back of the system.

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LCD Projector/Monitor

• Computer/Keyboard
• LCD Projector/Monitor
• VCR
• Microphone and Echo Canceller
• Amplifier and Speakers
• Document Camera
• Cameras
• Diagrams

• The projector is used to display images on a
  screen.
• The codec has two external XGA ports to display
  both monitor(optional) and projector at the same
  time. They are connected to the serial video
  ports located on the back of the system.

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VCR

• The VCR is used as a playback device to show VHS
  tapes to the class.
• It is connected to Port 2 of the Composite Video
  Input Port on the back of the system and to the
  VCR volume control located in the front of the
  system.

• Computer/Keyboard
• LCD Projector/Monitor
• VCR
• Microphone and Echo Canceller
• Amplifier and Speakers
• Document Camera
• Cameras
• Diagrams

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Microphone and Echo Canceller

• Computer/Keyboard
• LCD Projector/Monitor
• VCR
• Microphone and Echo Canceller
• Amplifier and Speakers
• Document Camera
• Cameras
• Diagrams

• Microphone
• The microphone is wireless (wired optional) and
  very sensitive. Place the microphone at a
  strategic location in the room. Make sure the
  antennas are positioned downward on the cart.
• Echo Canceller
• Is used to eliminate echo caused by feedback in
  the room. Click on diagram to view proper
  connection.

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Amplifier and Speakers

• Amplifier
• Is used to amplify the audio signal for the
  external speakers.
• Speakers
• Are 15 watt un-powered speakers that are located
  on top of the cart and connected to the PA
  speaker connection located in back of the system.

• Computer/Keyboard
• LCD Projector/Monitor
• VCR
• Microphone and Echo Canceller
• Amplifier and Speakers
• Document Camera
• Cameras
• Diagrams

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Document Camera
In the diagrams that follow the Document Camera
will be referred to as the ELMO to avoid
confusion with the other camera.

• Computer/Keyboard
• LCD Projector/Monitor
• VCR
• Microphone and Echo Canceller
• Amplifier and Speakers
• Document Camera
• Cameras
• Diagrams

• gives you the ability to show documents
  (hardcopies and transparencies) and solid items
  on the DLC screen.
• This is connected to Port 3 of the Composite
  Video Input port in the back of the system.

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Camera

• PTZ Camera.
• Used to show class activity. Can be controlled
  both locally and remotely.
• This is connected to Port 1 of the Composite
  Video Input port in the back of the system

• Computer/Keyboard
• LCD Projector/Monitor
• VCR
• Microphone and Echo Canceller
• Amplifier and Speakers
• Document Camera
• Camera
• Diagrams

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Diagrams

• Computer/Keyboard
• LCD Projector/Monitor
• VCR
• Microphone and Echo Canceller
• Amplifier and Speakers
• Document Camera
• Cameras
• Diagrams
• F r o n t
• B a c k

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Front Diagram
13
Back Diagram
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DLC Procedures
Click on the items on the left to navigate this
page

• Start Up
• Starting a Session
• During a Session
• Management
• Closing a Session
• Shut Down

This Section of the tutorial will assist you in
the operation of the DLC
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Start up

• Plug Ethernet cable into wall jack. The jack
  should be video supported (sometimes marked with
  a V)
• Plug main power cable into 110- volt AC outlet.
  (Wait 30 sec.)
• Turn projector on first switch on main power
  (located on side of unit) if not on, then press
  the secondary power switch (located on top of the
  unit). WAIT for the boot process to finish.
• A login message will appear on the screen
• Press Ctrl-Alt-Delete and Enter your username and
  password. WAIT for the login process to finish
• Window Desktop will appear on the screen. The
  unit is ready to initiate or receive calls.

• Start Up
• Starting a Session
• During a Session
• Closing a Session
• Shut Down

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Starting a Session

• Start Up
• Starting a Session
• During a Session
• Closing a Session
• Shut Down

• Complete start up procedures first
• Click on the red Power Play Icon in tray (located
  on the lower right hand corner of screen).
• Select Call Manager from the menu. Wait for the
  application to start.
• Start a session by selecting and clicking on
  participants from the list or by dialing direct.
• The session has started correctly when the video
  CODEC displays the screen image from the remote
  site.

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During the Session (Home)

• Start Up
• Starting a Session
• During a Session
• Management
• Closing a Session
• Shut Down

• The links below will assist you in managing your
  video-conference.
• Control Panel.
• Call Manager.
• Video Stage.
• Device Control
• Video Palette.
• Collaboration.

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Control Panel

• Allows you to configure IPContact for your
  intended application.
• Can be found by clicking on the DLC icon on the
  lower right corner of the screen.

Click to go to During The Session Page
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Call Manager

• The Call Manager allows the user to take calls,
  place calls and to perform basic session
  management functions.
• The Call Manager has three sections
• Call Control Buttons
• Active Calls Window that will list the
  participates in the call
• List Contact Window speed dials to assist in fast
  and easy connections
• Each of the sections can be hidden or expanded
  with the control to the left of each section.

Click to go to During The Session Page
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Video Stage

• The Video Stage Is the standard presentation area
  for video conferencing, It controls the display
  of the Video.
• Multiple far end views are cleanly organized
  within a single window during a point to point or
  multi-conference session.
• Window can be scaled to any size. Normal, half
  size, double size, and full size screen
• Can make quick changes between different video
  layouts.
• Can also control VCR, video switch and PTZ
  Cameras.
• Can be independently set or locked down so that
  all participants see the same layout.

Click to go to During The Session Page
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Far End Device Controls

• The DLC are many miles apart. This system can
  manipulate these devices from or to a remote
  location.
• Camera Control Remote control of cameras
• On-screen Pan
• Tilt
• Zoom
• Video Source Control Controls which video source
  is displayed by selecting from any of the
  available sources.
• VCR, Screen, Document Camera.
• Playback Device Control Full remote control of
  all networked VCRs.
• Play, Stop, Pause, Rewind, and Fast Forward.

Click to go to During The Session Page
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Video Palette

• The Video Palette allows you to select the video
  you want to display on the Video Stage, so you
  can choose who and where people are displayed on
  the screen.
• Users can select sources for viewing by dragging
  and dropping them onto the Video Stage.
• Participants are represented by an icon with
  their name at the top.

Click to go to During The Session Page
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Collaboration

• Just click a button to turn on sharing, click on
  the window you want to share
• Allows you to share almost any applications with
  the people in the conference.
• Documents, Web pages, software applications.
• Allows you to share an entire screen or a window.
• All participants can view and make changes to it
  at any time

Click to go to During The Session Page
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Closing a Session

• Start Up
• Starting a Session
• During a Session
• Closing a Session
• Shut Down

• After session has ended Close the Video Stage
  (Click on the X in the upper right corner of
  the screen).
• Press the hang up icon (Picture of a telephone)
  in the Call Manager Window.
• Turn off all wired microphones (the red light
  will turn off).
• Press power button on top of the projector. A
  message will pop up of the screen POWER OFF?
  YES press again.
• Press the power button again (the light will turn
  red) and WAIT until the flashing light turns off.
• STOP HERE if you have another session within 15
  minutes. If not continue to Shut Down.

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Shut Down

• Complete the Closing the Session steps 1 - 3.
  Close the Call Manager window and all other
  application that are open.
• Click on the start button (located in lower left
  corner of screen).
• Select Shut down and press Enter.
• Click YES in the pop up window, WAIT for the
  process to finish.
• When you see It is now safe to turn off your
  computer on the screen
• Proceed to turning off the projector VERY
  IMPORTANT!!!! The lamp MUST cool. STOP HERE if
  you have another session within 15 minutes. DO
  NOT turn off the main power switch before the
  lamp stops flashing. Doing so will damage the
  lamp. The Lamp is expensive.
• When the lamp turns off, switch off the main
  power switch on the side of the projector.
• When finished. Unplug the main power cable from
  the wall and unhook the Ethernet cable

• Start Up
• Starting a Session
• During a Session
• Closing a Session
• Shut Down

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Resources

• Click on the items on the left to navigate this
  section

• Suggested Uses
• Tips and Best Practices
• Troubleshooting
• Where to get more info
• FAQs

This section will help you in obtaining
information such as best practices, trouble
shooting and where to get help and frequently
asked questions.
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Suggested Use

• Suggested Uses
• Tips and Best Practices
• Troubleshooting
• Where to get more info
• FAQs

• DLC instruction can be effective because it
• Allows real time visual contact between
  students and the instructor or among students at
  different sites. Use for conferences, mock
  debates and many other inter-school activities
  where you can reach a wider range of students
• Allows for supplementing class during teacher
  shortages.
• Allows the use of diverse media. Blackboards,
  handwritten documents, sound and video at all
  sites.
• Enables connection with experts in other
  geographical locations such as online courses and
  tutoring sessions
• Can provide access to at-risk or special needs
  students.
• Provides additional access to students at remote
  sites and links students from different social,
  cultural, economic and experiential backgrounds.

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Tips and Best Practices

• Suggested Uses
• Tips and Best Practices
• Troubleshooting
• Where to get more info
• FAQs

• Click on these links for more in depth
  information.
• Items to Consider
• Designing Instruction
• Instructional Strategies
• Effective Teaching Skills
• Interaction and Feedback
• Information compiled from Documents of Business
  Innovation Services Employees

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Items to Consider

• Room Arrangement how should I set up my
  classroom for ultimate learning, viewing,
  participation.
• Class Size what will work best in my situation,
  subject area.
• Communication Instructor and on-site
  facilitator and students should be in constant
  contact concerning class.
• Prepare Lesson, Setup and Check System before
  Session begins and Have a Back up plan available
  for unexpected system failures.

Tips Page
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Designing Instruction for DLC Classroom

• Focus attention on all students, not just those
  at the home site.
• Lessons should incorporate a variety of
  activities for all students at the various sites.
  Use small group activities, student
  presentations, and an occasional break to add
  variety to the lesson. As a rule of thumb,
  instructors should change instruction methods
  every 10-15 minutes. In other words, switch from
  lecture to question-answer to small group
  activity on a regular basis.
• Bring guest lecturers into the classroom. It may
  also be helpful to have guest speakers at one or
  more of the distant sites. This will encourage
  involvement of the distant students, as well as
  allowing the students at the origination site to
  see what it is like to have the teacher at
  another location.
• When preparing class visuals, keep in mind that
  small fonts and light colors do not show up well
  over the monitors. A variety of formatting will
  also assist in maintaining student interest and
  attention. When formatting visuals, be sure that
  they will fit on the television monitor.
• Be sensitive to different communication styles
  and varied cultural backgrounds

Tips Page
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Instructional Strategies

• Establish Class ExpectationsIn the distance
  learning classroom, some students may adopt the
  TV attitude, expecting the course to be
  entertaining, not educational. Address this
  attitude through well planned and focused
  presentations with emphasis on teacher-student
  interaction. At the start of class initiate a
  frank discussion to set rules, guidelines, and
  standards. Once procedures have been established,
  consistently uphold them.
• Reduce DistractionsStudents should be warned to
  minimize extraneous noise and activity before
  sessions begin. Both detract from the quality
  of the course.
• Use Variety and Interaction The instructor
  should begin the course by preparing the learners
  for an active experience. Interactive
  videoconferencing is interactive, and students
  can make the class much more interesting by being
  actively involved.
• Encourage DialogueBy asking open ended questions
  and noting body language, instructors can
  ascertain the interest and comprehension of the
  students at both sites. This kind of attention
  will make all students feel more comfortable.

Tips Page
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Effective Teaching Skills

• For the most part, effective distance teaching
  requires the enhancement of existing skills,
  rather than developing new abilities. Pay special
  attention to the following
• Realistically assess the amount of content that
  can be effectively delivered in the course.
  Presenting content at a distance is usually more
  time consuming than presenting the same content
  in a traditional classroom.
• Be aware that student participants will have
  different learning styles. Some will learn easily
  in group settings, while others will excel when
  working independently.
• Diversify and pace course activities and avoid
  long lectures. Intersperse content presentations
  with discussions and student-centered exercises.
• Humanize the course by focusing on the students,
  not the delivery system.

Next
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Effective Teaching Skills (Cont.)

• Consider using a print component to supplement
  non-print materials.
• Use locally relevant case studies and examples as
  often as possible to assist students in
  understanding and applying course content.
  Typically, the earlier in the course this is
  done, the better.
• Be concise. Use short, cohesive statements and
  ask direct questions, realizing that technical
  linkages might increase the time it takes for
  students to respond.
• Develop strategies for student reinforcement,
  review, repetition, and remediation. Towards this
  end, one-on-one phone discussions and electronic
  mail communication can be especially effective.
• And finally...relax. Participants will quickly
  grow comfortable with the process of distance
  education and the natural rhythm of effective
  teaching will return.

Tips Page
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Improving Interaction and Feedback

• Will enable the instructor and on-site
  facilitator to identify and meet individual
  student needs while providing a forum for
  suggesting course improvements, consider the
  following
• Use pre-class study questions and advance
  organizers to encourage critical thinking and
  informed participation on the part of all
  learners.
• Require students to contact you and interact
  among themselves via electronic mail. Maintaining
  and sharing electronic journal entries can be
  very effective toward this end.
• Integrate a variety of delivery systems for
  interaction and feedback, including one-on-one
  and conference calls, fax, E-mail, video, and
  computer conferencing. When feasible, consider
  personal visits as well.
• Contact each site (or student) every week if
  possible, especially early in the course. Take
  note of students who don't participate during the
  first session, and contact them individually
  after class.

Continue
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Improving Interaction and Feedback (Cont.)

• Use pre-stamped and addressed postcards,
  out-of-class phone conferences, and e-mail for
  feedback regarding course content, relevancy,
  pace, delivery problems, and instructional
  concerns.
• Have students keep a journal of their thoughts
  and ideas regarding the course content, as well
  as their individual progress and other concerns.
  Have students submit journal entries frequently.
• Use an on-site facilitator to stimulate
  interaction when distant students are hesitant to
  ask questions or participate. In addition, the
  facilitator can act as your on-site "eyes and
  ears and also teach a portion of your lesson.
• Call on individual students to ensure that all
  participants have ample opportunity to interact.
  At the same time, politely but firmly discourage
  individual students or sites from monopolizing
  class time.
• Make detailed comments on written assignments,
  referring to additional sources for supplementary
  information. Return assignments without delay,
  using fax or electronic mail, if practical

Tips Page
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Trouble Shooting

• Screen is Blank (Blue)
• Check if the System has gone to Sleep
• Check if the Monitor or System has been turned
  off
• Check if the System is plugged in, has been
  unplugged.
• No Connectivity
• Dialed Wrong Number
• Far site is busy, not operational or cannot
  process the call properly
• Connected, but cannot hear
• Remote site maybe muted or has disconnected their
  microphone
• Speaker Volume or TV monitor volume on your side
  has been turned down
• Far sight cannot process the call properly

• Check Cabling. 90 of all problems are cable
  related!
• Restart Local Site.
• Restart Remote Site.
• Network Problem.
• Is the Network Cable (RJ45 Connection) plugged
  into outlet/cart?
• Check to see if the LAN or WAN is Down.
• Check for IP Conflicts.
• Have a backup plan - Phone in to remote class,
  give plan B instructions/assignments.

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Trouble Shooting (Cont)

• Suggested Uses
• Tips and Best Practices
• Where to get more info
• FAQs

• Connected, but excessive feedback
• Remote site microphones are too close to speakers
  or has their volume set too high
• Far sight cannot process the call properly
• Connection drops during conference
• Someone hung up
• Loss of power
• Network crash
• Far sight cannot process the call properly

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Where to Get More Information

• Suggested Uses
• Tips and Best Practices
• Troubleshooting
• Where to get more info
• FAQs

• IP Contact User Guide
• GMCS Technology Center
• Help Desk Ext. 51250
• Outside GMCS call
• [phone]-ask for Help Desk.

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FAQs

• Click on the links below to find the answers to
  the question.
• What is Distance Education?
• Is Distance Education Effective?
• Who are the Key Players in Distance Education
• How is Distance Education Delivered?
• What do I need to know to operate the DLC Cart?

• Suggested Uses
• Tips and Best Practices
• Troubleshooting
• Where to get more info
• FAQs

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What is Distance Education?

• At its most basic level, distance education takes
  place when a teacher and student(s) are separated
  by physical distance, and technology is used to
  bridge the instructional gap.
• The American education system is challenged with
  providing increased educational opportunities
  without increased budgets.
• Many educational institutions are developing
  distance education programs to help answer this
  challenge.

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Is Distance Education Effective?

• Many educators ask if distant students learn as
  much as students receiving traditional
  face-to-face instruction. Research comparing
  distance education to traditional face-to-face
  instruction indicates that teaching and studying
  at a distance can be as effective as traditional
  instruction, when the method and technologies
  used are appropriate to the instructional tasks,
  there is student-to-student interaction, and when
  there is timely teacher-to- student feedback
  (Moore Thompson, 1990 Verduin Clark, 1991).

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Key Players in Distance Education

• Students - the primary role of the student is to
  learn.
• Faculty - the instructor's responsibility
  includes assembling and delivering course
  content, while taking into consideration the
  needs and expectations of multiple, often
  diverse, audiences.
• On-site Facilitators - acts as a bridge between
  the students and the instructor. At a minimum,
  they set up equipment, collect assignments,
  proctor tests, and act as the instructor's
  on-site eyes and ears.
• Support Staff - ensure that the many details
  required for program success are dealt with
  effectively.
• Administrators - They work closely with technical
  and support service personnel, ensuring that
  technological resources are effectively deployed
  to further the institution's academic mission.
  Most importantly, they maintain an academic
  focus, realizing that meeting the instructional
  needs of distant students is their ultimate
  responsibility.

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How is Distance Education Delivered?

• Four major categories
• Voice - Interactive technologies are telephone,
  audio conferencing, short-wave radio, tapes and
  radio.
• Video - Instructional tools include photos,
  film, videotape and real-time moving images
  combined with audio conferencing.
• Data - Computer applications for distance
  education are varied and include
  Computer-assisted instruction (CAI),
  Computer-managed instruction (CMI) and
  Computer-mediated education (CME)
• Print - textbooks, study guides, workbooks,
  course syllabi, and case studies.

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What I need to know

• It is important that an instructor be taught how
  to use all features of the equipment. Some of the
  critical operations that an instructor should be
  capable of performing are
• Turning on the codec and the monitors.
• Dialing the distant site(s) to establish a link.
• Controlling camera focus and field at the
  origination site and at the distant site(s).
• Adjusting the volume to an acceptable level.
• Dialing out to a remote location.

More WhatI need to know items
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What I need to know (cont.)

• Selecting the appropriate data rate.
• Re-setting echo canceling capability.
• Switching to and from the document camera.
• Switching to and from the computer output.
• Utilizing a computer to generate and display
  multimedia presentations.
• Using the VCR to broadcast a video for all
  locations.
• Terminating the link with the distant site(s).
• Shutting down the equipment.

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Summary

• You have learned the components, set up and tips
  concerning the use of the DLC.
• The DLC is an effective instructional tool for
  educators. As with other technologies, its
  usefulness is directly related to the
  instructors understanding of its benefits,
  limitations, and utilization strategies.
• The DLC contributes to the development of a
  significant unused educational-technological
  resource and helps model an aspect of the future
  students will benefit from.