Presentation Overview Introduction - motivation Software - - PDF document

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Pullen & McAndrews ASEE 2004 1

Low-Cost Internet Synchronous Distance Education Using Open-Source Software

• J. Mark Pullen and Priscilla M. McAndrews

Networking and Simulation Laboratory, C3I Center George Mason University Fairfax, VA 22030 {mpullen,pmcandre}@netlab.gmu.edu

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Presentation Overview

• Introduction - motivation
• Software requirements
• Open source software
• System structure
• Scaling up to many students
• Conclusions

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Motivation

• Experience shows instructor-led education is

most effective

• Synchronous course delivery from live

instructors via Internet is practical today

– Audiographic delivery is most cost-effective – Best when combined with asynchronous delivery

• How to make this affordable?

– Simulteaching to in-person and Internet students – Dialup using inexpensive personal computers – Record as it is taught, for missed classes/review – No-cost, open-source software

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Simulteaching Setup

LAN connected to Internet Transport Layer Multicast Server Internet Web and Database Servers Workstation Display/Tablet Workstation Keyboard and Mouse Clip-On Microphone Instructor Multimedia Workstation Recording

• f Class

Classroom Projector

• ne or more

logical servers Student Multimedia Workstations Video Camera

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Simulteaching Software Requirements

• Works on inexpensive PC
• Works over dialup modem
• Quality: well designed, doesn’t break
• Simple, robust, easy to use
• Scalable to large numbers of students
• Works despite firewalls and NATs
• Authentication and floor control

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Modular, Open-Source Software

Floor Control/Chat Client (FC)

TCP connections

TLM Client (TLMC) Whiteboard (WBD) Video Send/Receive (VIC) Audio Send/Receive (SF)

Prepared Slides PDF, PostScript, HTML or JPEG

Record/Playback (REC/PLAY) User Workstation Software

Recorded Sessions

Record/Playback Control Client (RC/PC)

TCP or UDP tunnel

TLM

MySQL Database

Server Software Apache Webserver

NEW webpages

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Parameters of the Solution

• We have determined through experience:

– Entire system, from teaching to online delivery, must be designed to be simple and robust, functioning in almost any Internet environment. – Quality, robust software is essential. – System must make online teaching and learning easy

• Comparable to teaching with overhead projector

– Software must function over low-capacity Internet connections to reach most students. – Use with (not in place of) email, Website, WebCT/Blackboard.

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Software Components

• Internet audio: Speak Freely by John Walker
• Whiteboard: WBD by U. of Loughborough

– Authoring via PDF, for example LaTeX or PowerPoint

• Internet video: VIC by Lawrence Berkeley Labs, U.
• f Southern California and U. College London
• Record/Playback by GMU NETLAB
• Floor Control by GMU NETLAB
• Transport Layer Multicast (live) server and client by

GMU NETLAB

• Apache Webserver by Apache Digital
• MySQL database by MySQL AB
• Chat: browser-based phpMyChat (also MySQL)

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System Structure

• Multi-platform target architecture

– first release client is Windows-only

• Thirteen building blocks

– all communicate via Internet Protocol – allows flexible configuration

• Generally, one server per classroom

– peer-to-peer client supports range of modes – lecture, seminar, conferencing – two-way audio (also text questions and chat)

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Assembled Tools - Teaching

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Talking Head Video Interface

(NEW also supports downloaded video clips)

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Scaling Up Course Management

• Started with one course per semester

– Ran it on desktop computer

• Now have twelve per semester

– Need a real server – More than that: webpages and a database

• Learned how to scale up

– And stay cost-effective

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Scaling Issues

• Worldwide or regional access?
• Technologies used must be scalable
• System design and procedures too
• Webpages make system easy to use

– Students are no longer “early adopters”

• Dialup modem for quality of service
• Not all students want online access

– But nearly all of them want playback

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NEW Webpage Functions

• User authentication
• Download/install software
• Connect to live class

– Spoken input and video optional

• Connect with a recorder for teaching
• Class chat room
• Review: playback, teaching slides
• Instructor email to class
• Upload/download slides and recordings
• Database and server administration

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NEW Welcome Webpage

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Institutional Issues

• Do this to make education more

accessible

– Probably no cost savings to university – But it reaches an underserved group

• Even progressive faculty members resist

new media

– Simulteaching helps (known paradigm)

• Online teaching requires more institutional

support

– Save on classrooms; pay for assistants

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Instructors Must Be Reminded

• The online student does not benefit

when you point your hand at the screen- use the WBD arrow!

• The online student can’t hear other

student questions from the back row – repeat the question!

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Conclusions

• Synchronous online teaching with open

source software is popular with our students

– And the faculty are growing to like it too

• Software must be simple to use and

scalable

• Requires some extra support
• Inexpensive computers and free

software allow cost break-even or better

– While reaching a new group of students!

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For more information: http://netlab.gmu.edu/NEW