Audiographics and Distance Education

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Audio-graphics and Distance Education

• EDUT 6217 Distance Interactive Teaching
  Learning
• Robert Morgan
• 9/3/03

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What is Distance Education?

• Distance education is the organizational
  framework and process of providing instructions
  at a distance.
• Distance education takes place when a teacher and
  student are physically separated and technology
  is used to bridge the gap. (Willis, 1992, p.104)

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How does Distance Education Work?

• Education is conveying information, knowledge
  from one source to another.
• In distance education the knowledge is conveyed
  from farther than across the room.
• Knowledge is conveyed by print, e-mail, fax,
  telephone, audiocassette, videocassette, and T.V.

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Using Distance Education and Keeping Interactions

• Face to Face interactions with students is
  considered a critical issue (Cabrara, 1992, p252)
• Interactive video or audio-graphics helps keep
  this interaction
• Usually over telephone lines (narrow band).

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Audio-graphics

• Audio-graphic classes are one of the newer
  mediums of distance learning.
• Great strides have been made such as fiber
  optics, and equipment that can compress video
  signals so they may be sent more quickly with
  better quality.
• Display monitors can add to or take away from the
  visual portion.

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Items Needed for Audio-graphics Distance Learning

• Cameras cameras for the interactions (placed in
  the classroom) 100--450 fixed cameras are
  cheaper, but cameras that can swivel and pan make
  for better interaction.
• Cable fiber optic is the most preferred. Prices
  vary depending on type needed for equipment.

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Items Needed for Audio-graphics Distance Learning

• Media Converters Takes the narrow band from
  phone line to 10 Base for Ethernet 460--1800

• Display A few options. Several T.V. screens
  around the room, individual desk monitors (2-3
  students), or 1-2 large screen displays.
  200-2,000.

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Items Needed for Audio-graphics Distance Learning

• Software Needed to digitize and compress signal
  for transmission. Approximately 700-4,000

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Audio-graphics Definitions

• Bridge A device for interconnecting
  communication devices such as telephones.
• Compressed video-Reduces the bandwith necessary
  to transmit video images over communication
  channels.

• Interactive Two way audio and video transmission
• Point-to-Point A connection permanently
  established between two specific stations, each
  site can originate and receive messages

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Audio-graphics Pros

• Can emphasize localness (control) of curriculum.
• Simplicity after set up.
• Interactive
• No course development costs.
• Class sizes usually small.
• Offering courses not available on site.

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Audio-graphics Pros

• Money saving by reducing staff.
• Use of specific teacher expertise.
• Getting perspective of even more diverse points
  of view.

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Audio-graphics Cons

• Price for start-up Around 60,000.
• Continued long distance phone bills.
• Maintenance of equipment.
• Teachers inability to read students facial
  expression for understanding.
• Delays in recognition of another speaker for a
  question.
• Possible loss of connection

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Audio-graphics Cons

• Conflicts in coordination of schedules between
  sites.
• Facilitator at remote location (to ensure
  proper behavior and administer paper work).
• Poor audio or video quality.
• Novelty wears off on students.
• Reduce teacher staff

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Prominent Audio-graphics Companies

• PictureTel
• Share-Ed
• Compression Labs
• Videotelecom

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Applications of Audio-graphics

• Teaching science, especially labs when resources
  are low.
• Fine Arts, video of a field trip to a museum.
• Communication classes such as debates.

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Applications of Audio-graphics

• Interaction with experts who can not visit every
  site.
• Partnerships with businesses.

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Critical Success Factors of Audio-graphics
Distance Education

• Continued student achievement at or above levels
  of regular classes.
• Continued interest in distance education by
  students.
• Continued cooperation between distant parties.
• Continued need for distance classes to be offered.

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References

• http//www.ssta.sk.ca/research/technology/96-06.ht
  m
• Baird, D. (1991). Slow scan video in the
  preparation of technology educators.
• Cabrara, P. (1992). Distance learning K through
  12. In P.S. Portway C. Lane (Eds.),
  Teleconferencing distance learning (pp
  261-268). San Ramon, CA Applied Business
  Telecommunications.

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References

• http//www.uvav.com/2edu/2ed117.asp
• http//www.school.graded.br/public/aisonline/vhs_a
  is_summary.htm
• http//www.ideaconsortuim.com/baycodvi/combdoc.htm
  l