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Distance Education Technology for the New Millennium Compressed Video Teaching

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Distance Education Technology for the New Millennium Compressed Video Teaching DOCUMENT RESUME ED 389 931 CE 070 467 AUTHOR Keegan, Desmond TITLE Distance Education Technology for the New Millennium Compressed Video Teaching. ZIFF Papiere 101. INSTITUTION Fern Univ., Hagen (Germany). Inst. for Research into Distance Education. PUB DATE Dec 95 NOTE 43p. PUB TYPE Reports Research/Technical (143) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Adult Education; *Distance Education; Educational Practices; *Educational Technology; Foreign Countries; Futures (of Society); *Hypermedia; *Interactive Video; *Multimedia Instruction; *Teaching Methods; Video Equipment IDENTIFIERS Australia; *Compressed Video; Norway; United Kingdom; United States; Virtual Classrooms ABSTRACT This monograph combines an examination of theoretical issues raised by the introduction of two-way video and similar systems into distance education (DE) with practical advice on using compressed video systems in DE programs. Presented in the first half of the monograph are the following: analysis of the intrinsic links between DE and technology and overview of the new technologies available to distance educators; description of three generations of educational technology (correspondence, teleconferencing, and computer-based technology) and discussion of their applications in conventional education and DE; and outline of the history of virtual systems and their implications For creating virtual classrooms and teaching face to face at a distance. The second half of the guide, which is directed toward individuals interested in compressed video teaching, contains the following: terminolugy related to video communication and teaching; factors responsible for the rapid growth of videoconferencing; list of challenges to DE research; examples of successful experiences with compressed video teaching in Australia, the United States, the United Kingdom, and Norway; technological considerations in preparing for compressed video teaching; and 31 didactic strategies for compressed video teaching. Contains 18 refrences. (MN) Reproductions supplied by EDRS are the best that can be made from the original document. FernUniversität -Gesamthochschule- in Hagen Cr-1 71-1-7 00 ; 4,4* . _ . C) LL1 Desmond Keegan: Distance Education Teclmology for the New Millennium: Compressed Video Teaching U.S. DEPARTMENT OP EDUCATION -PERMISSION TO REPRODUCE THIS OPice of Educational RasslirCh end Impeovernent MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION , CENTER (ERIC) ,0 is document has ben reproduced as olICsivad Iron+ OM parson or otoeniration originating it 0 Minor changes neve been made to improve reproduction Quality inisdoci Points of vie* or CIPniOne Slated r TO THE EDUCATIONAL RESOURCES ment do not nocessardy represent otticlet INFORMATION CENTER lERIGI OE RI position or pohcy Zentrales Institut far Fernstudienforschung FernUniversitat-Gesamthochschule- Hagen, Dezember 1995 ZIFF Papiere Herausgegeben von Helmut Fritsch Redaktion: Frank Doerfert, Helmut Fritsch, Helmut Lehner (Konstanz) Zentrales Institut far Fernstudienforschung FernUniversittit- Gesamthochschule - Hagen 1995 Tel.: +49 2331 9872592 Fax : +49 2331 880637 CONTENTS 1. HARBINGERS OF THE NEW MILLENNIUM 2. THE ROLE OF FERNSTUDIENFORSCHUNG 3. THREE GENERATIONS OF TECHNOLOGY 4. DISTANCE SYSTEMS AND VIRTUAL SYSTEMS 5. COMPRESSED VIDEO TEACHING: HOW TO DO IT 6. COMPRESSED VIDEO TEACHING: SUCCESSFUL EXPERIENCES 7. COMPRESSED VIDEO TEACHING: TECHNOLOGICAL CONSIDERATIONS 8 COMPRESSED VIDEO TEACHING: DIDACTIC STRATEGIES 9 REFERENCES 2 4 1. HARBINGERS OF THE NEW MILLENNIUM As the new millennium approaches a majortask for the field of research known 'r..3distance education is the analysis of the breathtaking array of technologies alreadydeveloped by the telecommunications industry and now ready forimplementation in distance education. These include: universal mobile telephony,satellitevirtual classrooms, universal personal telephony,fibre-to-the-local- loop, two-way video codec systems,videoconferencing to the desktop, broadband ISDN, the Internet, multimedia tothe home. These technologies are already developed. They maybe regarded as harbingers of the newmillenium.The task for the field of distance education is to evaluate their educationaleffectiveness and their cost effectiveness as a means toharnessing them for use in distance systems. It would take a volume or a series of volumes toevaluate all the technologies listed above.This monograph chooses one for presentation: two-way video, two-way audio compressedvideo codec teaching. The choice suggests that it is a technology that ishere to stay, thatitis not a gimmick whose appearance in thedistance 4110 education literature will be fleeting and that thelearning of the skills of using it competently and effectively arerecommended to all distance educators. It also suggests that it is an exciting technologywith far-ranging consequences for teaching at a distance.Itis a technology that has made it possible for the first time in history toteach face- to-face at a distance.By electronically linking instructor and students at various locations it becomes possible to create a virtual classroom. A student fidgeting in Hagen coulddisturb the instructor and the rest of the class in Dublin or students inDublin could interact with students at Berlin or Boston if they arelinked in a virtual classroom. Most of the benefits to students of distance training systemsare retained but the defects of teaching at a distance which have caused hesitation in the acceptance of teaching ata distance: delayed feedback, the artificiality of the student-instructor relationship, the lack of interactivity and, above all, the lack of eye-to-eye contact and interpersonal communication inthe eduLational process, are electronically restored. The first part of this monograph addresses theoretical issues raised by the introduction of two-way video, two-way audio codec systems into distance education and the problems theypose for distance Aucation research. The monograph would be incomplete without a hands-on section at the end, telling the reader how to do it and giving advice on settingup systems and choice of didactic strategies. 6 4 2. THE ROLE OF FERNSTUDIENFORSCHUNG The didactic possibilities of the technologies listed areimmense and although they will have implications for students whotravel to schools, colleges or universities, their majorapplicationwill be for those who cannot attend classes or choose to study at a distance. Distance education and technology are intrinsically linked. The developments in technology of the Industrial Revolution in the mid-19th century gave birth to distance education (Peters1973). By separating the teacher and the learner(s) and usingtechnology to establish communication between them itbecame possible for the first time in history to teach at a distance. Distance education and training result from the technological separation of teacher and learner which frees the studentfrom the necessity of travelling to a fixed place (school, college, university) at a fixed time (school timetable, training schedule, lecture programme), to meet a fixed person (teacher,instructor, professor) in order to be trained or educated. As the particular focus of the fields of distance education and educational technology have sometimes been confused, itis of value at the outset to indicate how they will be distinguished in this monograph. The field of study known as educational technology is the proper field for the study of the use of technology in education: It studies the use of technology by the 600.000 000 students in conventional schools, colleges and universities and the more than 30.000.000 enrolled in distance education courses today. Three major articles by Hawkridge, director of the Institute of Educational Technology at the Open University of the United Kingdom have set out the parameters of the field of educational technology. In 1976 in the British Journal of Educational Technology under the title 'Next year, Jerusalem, the rise of educationaltechnology' heanalysesthephilosophical underpinnings of the field and its range of interests. The unusual title of the article indicates the euphoria with which most new technologies are welcomed by engineers and journals of education as they present a panacaea thatis to solveall educational problems in the future. Too often, a decade later the technology has failed to establish itself as a valued component of distance systems and does not figure in the journals. By 1981 Hawkridge made another major contribution in the same journal with the title 'The telesis of educational technology' tracing the many efforts made in the field of taking the teaching- learning process out of the hands of teachers and giving it to instructional designers and technology-based materials.A final article 'Challenging educational technology' in 1991 showed the field under threat from four forces: the challenge of cognitive science, the challenge of information technology, political challenges and radical critics. Major contributions to the delineation of the field of educational technology were also published by Sauvé in 1991. The position taken up here is that itis the role of the field of educational technology to study the suitabilityof each new technology for education in general but that the specific study of the technology in the context of distance systems is the task of distance education research. Itis considered also that the range of new technologies listed above, while they will undoubtedly impact on didactic strategies for
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