"Minimal effort Tight Data transmission Synchronous Spilling Video From the Classroom to the Remote Understudy's Desktop.


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“Low Cost Narrow Bandwidth 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. NMC 2005, Honolulu. Our Local Problem.
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"Minimal effort Narrow Bandwidth 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 NMC 2005, Honolulu

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Our Local Problem Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

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Our Global Problem Flower and Sawa, "Spilling Video from the Classroom to the Remote Student\'s Desktop"

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Table of Contents Introduction/Purpose: Slides 5 – 11 System Design: Slides 12 – 18 Methodology: Slides 19 – 22 Results: Slides 23 – 31 Methodological Problems: Slides 32 – 33 Classroom Management: Slides 34 – 36 Secondary Observations: Slides 37 – 43 Future Research: Slides 44 – 46 Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

Slide 5

Internet Streaming An Internet information exchange procedure that permits the client to see and hear sound and video records without long download times; the host or source "streams" little parcels of data over the Internet to the client, who can get to the substance as it is gotten See test video and a talk of our venture at: http://socrates.uhwo.hawaii.edu/BusAd/Flower/video/uhthisweekcredits.html Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

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Video Was Delivered Directly to the Student\'s Desktop We didn\'t communicate to studios or PC labs where understudies would need to accumulate to partake in a webpage to-website model—conveyance was specifically to the understudy\'s desktop at home or in an office Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

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Flower and Sawa, "Spilling Video from the Classroom to the Remote Student\'s Desktop"

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Purpose of the Study: 1 To distinguish levels of readiness and bolster (gear, programming, staffing, preparing, offices, framework, and so on.) important to create and disseminate great quality thin transmission capacity (384Kbps or less) gushing video to understudies in their home or at their workplaces Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

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Purpose of the Study: 2 To check whether we could outline an ease Internet gushing video framework without a huge capital gear speculation, substantial base necessities, or a huge specialized bolster staff Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

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Purpose of the Study: 3 To check whether we could plan a "framework on a truck" to make it versatile To check whether classes could be communicate from any grounds classroom or meeting room and not be fixing to a studio, lab, or other exceptional reason office Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

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To make some preparatory assurance on the viability of synchronous gushing of classroom-based guideline when contrasted with the conventional classroom setting Purpose of the Study: 4 Flower and Sawa, "Spilling Video from the Classroom to the Remote Student\'s Desktop"

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Streaming Video Process Capture with RealProducer Distribute with RealServer, view with RealPlayer/RealOne Encode with RealProducer Flower and Sawa, "Spilling Video from the Classroom to the Remote Student\'s Desktop"

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Software We Used We utilized applications from RealNetworks.com to encode and serve our classroom-based gushing video RealProducer to catch and encode video RealServer to circulate the video RealPlayer and RealOne Player to view gushing video Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

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Video Encoding Rates RealProducer can encode gushing video documents in any blend of the accompanying rates: Connection Encoding Rate Delivery Rate Dial-up 56Kbps 34Kbps Single ISDN 64Kbps 50Kbps Dual ISDN 128Kbps 100Kbps LAN/DSL/Cable 150Kbps 150Kbps LAN/DSL/Cable 256Kbps 225Kbps LAN/DSL/Cable 384Kbps 350Kbps LAN/DSL/Cable 512Kbps 450Kbps LAN/DSL/Cable 768Kbps 700Kbps Flower and Sawa, "Spilling Video from the Classroom to the Remote Student\'s Desktop"

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Hardware/Production System Video catch Videotape reinforcement Video screen Mixer Audio catch Splitter Audio screen Encoding PC Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

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Distribution System Chat session UH ITS Streaming Server RealPlayer/RealOne Clients Flower and Sawa, "Spilling Video from the Classroom to the Remote Student\'s Desktop"

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Equipment Cart Click here to see our hardware list Flower and Sawa, "Spilling Video from the Classroom to the Remote Student\'s Desktop"

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Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

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Methodology 1 Using the spilling video framework we planned and manufactured, we showed four semesters of "PC Skills for Administrators" with a few understudies in the classroom and different understudies at home or in their workplaces taking an interest synchronously Course is an elective with no pre-essentials offered in the Professional Studies Division Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

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Methodology 2 We educated the class four times somewhere around 2001 and 2004 Over that period, there were 41 understudies in the classroom and 29 online Each semester, both gatherings had the same class presentations, readings, and assignments, composed the same reports, took the same tests, and chipped away at comparative undertakings Flower and Sawa, "Spilling Video from the Classroom to the Remote Student\'s Desktop"

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Methodology 3 Both gatherings could watch the filed class video documents In a review study, we thought about understudy course review scores for every gathering (in-class versus remote) Used a t-test for unequal changes H o :u 1 = u 2 (Null theory: method for the two gatherings are equivalent) H a :u 1 <> u 2 (Alternative speculation: method for the two gatherings are not equivalent) Flower and Sawa, "Spilling Video from the Classroom to the Remote Student\'s Desktop"

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Grade Score Components Testing all through the semester: 45% Final exam: 20% Class interest/Quality circle support: 10% Group presentation/Group presentation commitment: 15% Critical survey of Visions: How Science Will Revolutionize the 21 st Century by Michio Kaku: 10% Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

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Results 1 We found that off-the-rack equipment and programming were sufficient to deliver great quality thin data transfer capacity (384Kbps or less) spilling video Significant interests in communicate studios may not be vital where high creation qualities are not a vital part of the instructional procedure Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

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Encoding Rates and File Size Triple stream video records encoded at 56Kbps, 150Kbps, and 256Kbps utilize 3.9 megabytes of capacity for every moment Stream to the viewer at the most noteworthy dependable association, normally 34, 150, or 225Kbps This multistream gives a decent adjust of sound and picture quality and targets dial-up, LANs, and broadband In 2004 we increased the top rate to 384 Kbps encoded and 350Kbps got Flower and Sawa, "Spilling Video from the Classroom to the Remote Student\'s Desktop"

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Connections: LAN/Broadband Local Area Network (LAN) and broadband associations (link, DSL) are obviously better Video encoded at 256Kbps is gotten at 225Kbps Video encoded at 384Kbps is gotten at 350Kbps Sound and video are both great Acceptable for movement, detail, and close-up work Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

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Connections: 56K Dial-up 1 Streaming video encoded for 56Kbps dial-up modems is gotten at 34Kbps Sound is great Picture is not almost tantamount to higher velocity streams Video is uneven and there might be continuous rebuffering if there is system clog More like a slide show than a movie Flower and Sawa, "Spilling Video from the Classroom to the Remote Student\'s Desktop"

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Connections: 56K Dial-up 2 May not be worthy for classes or demos including movement, detail, or close-up work May be adequate for dialog based classes with little development May be satisfactory for expansive picture, extensive text style PowerPoint presentations with next to zero liveliness Flower and Sawa, "Spilling Video from the Classroom to the Remote Student\'s Desktop"

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Results 2 Marginal working expenses were moderately little and constrained for the most part to the compensation of the professional working the camera and performing after generation work It was conceivable to stream from essentially any classroom or meeting room on grounds with the versatile truck Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

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Results 3 To decide viability of synchronous classroom-based spilling video, we played out a t-test for unequal differences on the course level scores for the two gatherings H o :u 1 = u 2 (Null speculation: method for the two gatherings are equivalent) H a :u 1 <> u 2 (Alternative speculation: method for the two gatherings are not equivalent) Flower and Sawa, "Gushing Video from the Classroom to the Remote Student\'s Desktop"

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Results 4 Analysis of the understudy course level scores for every gathering (in-class versus remote) demonstrates a solid likeness of the methods Using the t-test for unequal fluctuations, the p-quality was 0.84

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