Video Conferencing

Polycom Video Conferencing

Polycom is the global leader in telepresence, HD video conferencing, and audio conferencing solutions — a visionary in communications that empower people to connect and collaborate everywhere.

1. technical features
· Polycom is Easy to Use
· Lower Costs
· Polycom is Efficient
· Make Decisions Faster and Increase Productivity
· Cost Effective
· Communicate Faster, Collaborate Easier
· Free standing, modular, integrated luxury environment
· Acoustically and optically tuned
· Video:
i. Eye Connect-TM
ii. Standards-based
iii. Polycom VSX 8000 codecs
· Audio

i. Polycom Vortex EF2280

ii. Sound Station VTX 1000


iii. Integrated ceiling mics

2. advantages
· No permits for installation (on-site assembly not construction) with the ability to relocate it as needed.
· Minimal or no integration worries, is pre-tested – it just works!
· The use of acoustically treated walls, floors, and ceiling/lights combined with integrated camera and audio technology provide an unmatched meeting place across geography – without adjustments as if in a face-to face meeting
· Broader room usage provides better return on investment.
· Seating not limited
· Not restricted to Tele-Presence studio use
· Faster decision making, time to market, less team travel, ease of operation
· Quick and easy knowledge transfer
· Not limited to point-to-point calling or a maximum of three
multipoint sites. Connection any where, any time to as
many locations as you need gives you the freedom to run
your business more efficiently and communicate faster
· Lower total cost of ownership at time of purchase and
operationally thereafter. Up to 30% savings over the competition



3. technology supported
· Crestron
Touch panel control systems for business,
government and education

· SMART Technologies:

SMART Board interactive whiteboard

· Display Devices:
o Video Monitors
o Front Projection Systems
o Rear Projection Systems
o Large Flat Panel Plasma Displays
o Large Flat Panel LCD Displays
o Video Cubes/Walls
o Large Format LED Displays

· Audio Systems:
o Microphones
· Boundary Microphones
· Table Microphones
· Ceiling Microphones
o Speakers
· Program Audio Speakers
· Ceiling Speakers

· Video Equipment
o source devices such as VCRs, DVDs
o computer interfaces
o routing and switching components for moving signals around the room
o video peripherals including video document cameras, electronic white boards.

· Control Systems
o Table top or wireless touch panel control systems with customuser interfaces
o Wall mounted touch screens
o Wall mounted button plates
o Wireless remote controls
o IP or web based controls

· Recording Devices
o Audio Cassette Recorders
o CD Players/Recorders/Burners
o DVD Players/Recorders/Burners
o VHS Players/Recorders
o Beta Players/Recorders

· Rack Equipment:

it is recommended that it be installed and maintained

in a fixed enclosure or equipment rack. To the technology

enthusiast, an audio visual equipment rack is much more

than a place to store equipment; it is a system unto itself.



4. appropriateness to DE institutes:
· Communicate Faster, Collaborate Easier
· Free standing, modular, integrated luxury environment
· Polycom is Life Like
Just Like Being There
Polycom solutions are so life-like, immersive, natural, and easy to use that the problems of distance melt away. With Polycom, the technology becomes invisible and what remains are the things people say and the collaborative decisions they make.
· Participate in Important Meetings without Leaving Your Office.
· provide the ultimate communications experience:
o An end-to-end product portfolio that supports an integrated SIP solution, from infrastructure through to endpoints.
o Extended, advanced conferencing network infrastructure management.
o Conference scheduling and management with a single device.
o Premier video conferencing and content sharing from the desktop.
o Integration with third party products such as Avaya NMS Management System, Microsoft Windows Messenger, Lotus Notes, and USB video cameras.

Online TV

http://webcast.berkeley.edu/

1. 
   
   Overview:
2. It is a service provided by the University of California: http://berkeley.edu/
3. What is webcast?

• The delivery of audio, video or both of these content formats to large groups either locally or distributed
• Webcasts are typically live presentations in which a remote audience may participate, but real-time interactivity isn't critical to the definition of a Webcast.
• Webcasting is the broadcasting of predominantly audiovisual material over the
  internet.

webcast service from the university of California:
Every semester, UC Berkeley webcasts select courses and events for on-demand viewing via the Internet. webcast.berkeley course lectures are provided as a study resource for students and are not sanctioned as a substitute for going to the course lectures.
webcast.berkeley/courses is an “opt-in” program available to lecturers scheduled to

teach in classrooms with installed video and/or podcast capture technology. 2 – 4 weeks prior to the start of each semester, lecturers who are scheduled to teach in a video podcast or audio podcast capture capable classrooms are invited to participate in webcast.berkeley for the coming semester by signing up to have their course video and/or audio podcast in bSpace.

• 
  

  This picture shows a list of subjects which have both audio and video links....

http://webcast.berkeley.edu/course_details_new.php?seriesid=2009-D-7803&semesterid=2009-D

• They also provide a link of " about the webcast. berkeley" which list alot of questions like
  
• What are UC Berkeley course/event webcasts?
  Who is responsible for this service?
  What happened to BIBS (Berkeley Internet Broadcasting System)?
  How are courses chosen to be webcast?
  What rooms are capable of video podcasting?
  What rooms are capable of audio podcasting?
  What rooms are capable of screencasting?
  Will more rooms become capable over time?

• What kind of software do I need?
  How fast should my Internet connection be?
  Where can I watch a webcast?
  Can people outside of Berkeley receive webcasts?
  How do I watch a webcast?
  When will the webcast archive be available?
  How long will the webcast archive be available?
  Can I download a webcast archive to my harddrive or obtain a CD-ROM?
  Can I interact with webcasts in real-time?

you can click on these questions to find the answes....

DE program

Athabasca University:

Information about the program:
A Canada’s Open University that is one which admits students without regard to their previous educational background or achievements. To enter Athabasca University as an undergraduate student, you must be 16 or older. AU is dedicated to removing the educational, geographical, financial, social, cultural and other barriers.


v regulations:
a) Degree conversion is only available to Athabasca University graduates of three-year programs. Graduates of other institutions who wish to obtain an Athabasca University four-year degree must follow the Second Undergraduate Degree regulations.
b) A student, who wishes to retain the three-year degree and also obtain a four-year degree, must follow the appropriate second undergraduate degree requirements as outlined in the Athabasca University calendar. Students following the conversion route will not retain their three-year degree once the four-year degree has been awarded.
c) Students are required to follow the regulations outlined in the Athabasca University calendar for the four-year degree. Students follow the degree regulations in place at the time of admission to the new program. Depending on the program of study and the year of completion, more than one year (30 credits) may be required.
d) The three-year degree will continue to be valid as awarded until the students submits an application for graduation and the new degree is conferred. There are no time limits associated with this conversion; however, program regulations that require currency in a subject area (e.g., Computing Sciences) will still be upheld. The student is required to complete the current degree requirements as outlined for the four-year degree.
e) Students who have received transfer credit, PLAR or exemptions from regulations within the three-year degree will have those carried forward to the four-year degree as appropriate.
f) Once the four-year degree is awarded, the notation on the transcript indicating the three-year degree will be changed from "awarded" to "converted" and an additional notation will be added. The notation will be:
a. Four-year awarded based on completion of three-year degree studies coupled with fourth-year conversion requirements.
b. The student will be requested to return the three-year parchment although we will not place any restriction on its return (we will award the four year even if the three-year parchment is not returned). The four-year parchment will not be any different from the regular parchment (no notation of conversion as this information will be contained in the transcripts).
v General Policy:
a. Students who have graduated with a three-year Athabasca University degree and now wish to do extra study and convert to a four-year Athabasca University degree will follow the regulations in place at the time of admission to the new program.This conversion provision is available to Athabasca University degree graduates only and only those wishing to convert from a three-year program to a four-year program in the same degree area or major. Students who have obtained a three-year academic degree from another institution and wish to obtain a four-year Athabasca University degree must apply to Athabasca University and follow the regulations stipulated by the second undergraduate degree regulations. Students who have completed a three-year degree that is now closed may be considered for entry into the revised four-year program; however, there may be considerably more than one year of study required.
b. Students who follow the conversion regulations and obtain the four-year degree will be considered to have only one degree (i.e., the four year).The notation on the transcript will indicate that the student has converted their three-year degree to a four-year version. The four-year degree will replace the three-year degree and thus the student is considered to have one four-year degree only.Students will be required to return their three-year parchment; however, we will issue the new parchment regardless.
v Privacy policy:

a. The University's website has been created in full conformity with Alberta's freedom of information and protection of privacy legislation.
b. Any personal information students provide through our website will be used only for the purposes for which it was collected.
c. The University does not use cookies in any manner which could impinge on student's privacy (i.e. it does not use “snoop” software).
d. Privacy also includes:
§ Intellectual Property Rights.
§ No Warranties
§ Web Pages and Links
§ Computer Viruses
§ Governing law: The laws of the Province of Alberta and the laws of Canada applicable shall govern any dispute or action regarding this Site or any content present on the Site.
v Support:
1. First there is a complete web page describe what students may choose from two main categories of courses, which are graduate and undergraduate courses. And there is a search bar where students can type a course and search for it.
2. Academic advising is also available for students including:
a. AU ( Athabasca university) Locations.
b. AU program plans.

c. AU/MRC collaboration: AU offers several courses in collaboration with Mount Royal College.
d. Financial aid: What can help students complete loan study plan.
3. There is a library service including distance library services to al AU users. AU also launched a new library toolbar and a number of Web 2.0 applications. AU Library's LibX toolbar allows users quick access to specific library web pages and to search specific library resources. And there is tutorial provided to teach students how to use this library toolbar.
a. Moreover they use Facebook as place for the AU Library community to share their experiences with AU Library, and to provide comments, suggestions, and ask questions to other community members regarding library services. The AU Librarians will be on hand to respond and share in the discussions with other library members.
b. An RSS feed that users can subscribe to and receive the latest AU Library news.
c. Shelfari: A virtual bookshelf highlighting new and notable books in AU Library.
d. TagCrowd: A visualization of keywords in the library catalogue.
e. Zotero :is a free, easy-to-use Firefox extension to help you collect, manage, and cite your research sources. It lives right where you do your work in the web browser itself.
4. There are also multiple resources and services provided including:
a. AU space.
b. Databases:
c. Digital reading room.
d. Digital reference center.
e. Digital Thesis and Project Room.
f. Digitization Portal
g. E-Books
h. E-Journals
i. Help Centre
5. Voice mail response.
6. E-mail response.
7. Information regarding ( grades, exams, Tutor access to TRIX, Course Availability, materials, copyright, printing, etc) is clearly described.
8. Search box is provided in whole pages to help students search for related content.
9. FAQ service is provided also.
10. Help on how to reset your passwords is available also.
11. Call number is given.


v costs:
1. Undergraduate Course Fees: Depending on where you are located, your course fees will vary.
a. Fees for Canadian Students
b. Fees for Students Outside of Canada

2. General Application Form/Fee: $100
3. Evaluation Fee: $100
4. Examination Fees:

a. Examination rebooking fee: $40

b. Late examination request fee: $50

c. Multiple examination fee: $50

d. examination is returned unwritten and requested again: $50

e. Supplemental examination request fee: $90
5. Extension Fee: per extension $165
6. Learning Resources Fee: $170
7. Parchment Replacement Fee: $60
8. Prior Learning Assessment Fee: $500
9. Withdrawal Processing Fee: $100
v the technology/system that supports the above type(s) of interaction.
§ Wiki.
§ Blog.
§ Facebook.
§ RSS feed.
§ Shelfari.
§ TagCrowd.
§ Zotero.
§ E- mail.
§ Moodle.
· Chat room.
· Discussion Forums:
§ computer mediated conferencing.

v types of interaction supported by the above DE program.
a. Social interaction by:
§ Blogs.
§ Chatting
§ Wiki.
§ Computer-mediated confrencing
b. Synchronous interaction:
§ Chat rooms.
c. Asynchronous interaction:
§ Email.
§ Discussion forums.
v describing this interaction system.
§ E- mail:
§ Because Athabasca University is a Distance Learning University, the contact between course tutors and students is very important. Tutors who maintain good contact with their students are helping the students to feel as though their student status and progress is important to the university. It is more likely that students who are being contacted on a regular basis by their tutors and are have all of their questions responded to in a detailed and timely manner will have a positive experience in taking distance courses. email responses completely answer the students' questions and also provide the student with the location of this information in their course package. In addition to answering questions about the course material, this tutor also presents the student with all of the possible options of obtaining an extension to the course, so that the student has a clear understanding of what they can do to complete the course and she can choose the option that best suits her needs.
§ Moodle:
Course sites in Moodle are accessed through the AU portal. When a student register in a course, he will automatically have a course tab applied to his portal page. In different AU courses he may see different subsets of modules. Depending on course settings, the People block allows him to see who is in his course and when participants last accessed the course. Clicking on Participants brings up a list of names with a link to each person’s profile and a link to their email address, if it is available. This is also where he can edit his own profile
.
If instant messaging is enabled in his course, he can also see if someone has been trying to reach him by instant message in the Messages block.

§ Chat rooms:
The chat module contains some features to make chatting a little nicer:
Smilies: Any smiley faces (emoticons) that you can type elsewhere in Moodle can also be typed in here and they will be displayed correctly.
Links: Internet addresses will be turned into links automatically.
Emoting: You can start a line with /me or : to emote. For example, if your name is Kim and you type :laughs! or /me laughs! then everyone will see “Kim laughs!”
Beeps: You can send a sound to other people by hitting the “beep” link next to their name. A useful shortcut to beep all the people in the chat at once is to type “beep all.”

§ Discussion Forums:
A student can choose to display replies in an unindented list starting with either the oldest or the newest messages. The biggest change in display is from unthreaded, where he can see all the messages, to threaded, where he will have to click on the reply link to see it. Moodle gives him the option to subscribe or not subscribe to forums unless his tutor has made a forum mandatory.

§ Wiki:
· Some courses will include a wiki, which allows learners to collaborate on writing projects by everyone writing and editing in a single online document. Students' tutor will provide specific direction on how to use the wiki as a course tool. In a self-paced course, learners will see what others have previously contributed to the wiki. They will be able to make their own contributions to the document and leave information in the wiki for future students.
· A wiki is indeed a fast method for creating content as a group. It’s a hugely popular format on the Web for creating group documents, the most famous being Wikipedia.

§ Blog:
· a form of online journal used by millions of people around the world for self-expression and communication with family and friends. Blogs are usually organized as a chronological series of postings created by the author of the blog. Blogs are usually written by one person, although they can be authored by groups.
· If your course has a for-credit journal component, you will be asked to create a blog. The assignment link on your course page will have additional information on how to use a blog for the course. If you need help, you can consult your tutor.
· Blogs are personal. Generally only the author can edit, though in AU courses, tutors are able to edit blogs as well. The link to your blog can be seen from your profile page, and each entry is visible if you chose to share it.

Evaluating beginning reading software

Study 2:

Evaluating beginning reading software

The second study that we will talk about is EVALUATING BEGINNING READING SOFTWARE FOR AT-RISK LEARNERS. This study focus on feature that should this software contain which is interface design. Reading software programs are programs for children with reading difficulties. To attain grade-level expectations, students at risk of reading failure require carefully designed instruction—instruction that is quantitatively and qualitatively more intensive than traditional K–3 curricula. To insure that there is no gap between reading education and instructional technology, this study evaluate a feature which is interface design which contain also : content delivered, and instructional design.About interface design criteria :the “contact surface” between the computer and the user is a software program’s interface. The interface should supply access to the program’s functionality. It the interface of an instructional software program should empower learning of the material, not require additional learning effort. there are three critical components can help us to evaluate interface design.

These component are :·

aesthetics·

operational support·

interactions

aesthetics:
If the program used media or not ( graphic, text, animation, vedio, sound) in ways that hance experince :
1- The media used is high quality.
2- Screens are lead out in well organized ways.
3- Screens are neither overly simulating nor boring.
4- The "Look and feel " of this program is likely to be pleasing to the learner
5- learner is able to modify the interface according to individual prefernces.

operational support
will the pre-reading learner be able to used the program with little help from adults ?
1- All opertional instructions are supplied auditory within the program
2- opertional instructions can be reveiwed.
3- instructions supplied within the program will be helpfulto the intended audience.
4- The interface take advantage of what learners already know.
5- Things on screen are what they appear to be and function as expected

interactions
Is the learner the primary driving force behind what happens in the program ?
1- the learner rarly sits passively as the program does things.
2-interaction are frequent
3- the learner interacts directly with screen objects
5- learner interaction make a substansive differnce in what the program is doing.
..............
also , this study evaluate other features which areinstructional design, and beginning reading content, but I focuse in one feature which are interface design.

Evaluation Strategy Instrument

Evaluation Strategy Instrument

We had serached about a ready made online instrument as an evaluation strategy, which is student's rating and we had find this instrument. It is available at:

http://www.nhlue.edu.tw/~achang/data/a7.pdf

However, we had modified it and use a five-point Likert scale that ranges from Strongly agree to strongly disagree. It is described as following:

Strongly disagree
disagree
To some extant
agree
Strongly agree

Dimensions:

• Preparation/Planning:

a) is concerned about the effectiveness of His / her teaching
b) provides a detailed course syllabus
c) states course objectives for each class section

• Material/Content

a) relates the material of this course with other areas of knowledge
b) demonstrates knowledge and makes it clear how each topic fits into the course
c) is aware when students are having
d) difficulty in understanding a topic
e) is aware when students are having
f) difficulty in understanding a topic

• Method/Skill

a) keeps the course moving rapidly enough for the material

b) explains material clearly

c) is helpful with difficulties

• Assignment/Examination

a) gives good comments on written work

b) gives fair grades

c) gives exams and papers appropriate
d) for the course

ICT impacts on schools

study 1:

1- ICT impacts on schools
The use of ICT ( Information and communication technology ) in education and training has been a key priority in most European countries during the last decade, but without observable progress. Such progress as has taken place has been achieved at considerable cost. All EU countries have invested in ICT in schools. Broadly, three major types of ICT induced studies can be identified since ICT has been introduced in schools in Europe:

1- infrastructure and access

2- use of ICT in educational settings

3- impact of investment of ICT

The advantages :

There are many advantages of ICT, some of them are :

1- facilitating learning for children who have different learning styles and abilities, including slow learners, the socially disadvantaged, the mentally and physically handicapped, the talented, and those living in remote rural areas;

2- making learning more effective, involving more senses in a multimedia context and more connections in a hypermedia context; and

3- providing a broader international context for approaching problems as well as being more sensitive response to local needs.......

The aim of the study :·

. Establish a comprehensive picture of the evidence of the impact of ICT that is available from national and European studies;·

. Give a reference framework for describing impact, looking at approaches and methods currently used in these studies and their suitability;

. Synthesise the main results of these studies for policy makers, education professionals and school practitioners with a major interest in ICT developments and progress made in recent years in this field;

. Provide an overview of impact studies and the areas where impact has been shown;· Provide a baseline for discussion on the findings with policy makers and other education professionals;·

. Highlight barriers of ICT integration in European schools;

Identify gaps in current research;

. Give policy recommendations on the basis of the evidence available in order to create favourable framework conditions for effective ICT integration as well as future fields of actions at national and European level.

The Methodology

The Methodology that use to collect data are 2 stages : first, national and European surveys that research literature revealing insights into the impact of ICT on a more theoretical Complement the picture