An Instructor-Oriented Prototype System for Virtual Classroom Xinyou Zhao Department of Computer Science Guilin University of Electronic Technology Guilin, China [email protected] Abstract Providing lifelong education through distance education system has become one of the most important roles in higher education. But currently fewer systems can provide one good teaching environment for the instructor to know the feedback from learners and conduct the evaluation of their learning process in real time. It is difficult for the instructor to instantly adjust his lesson during class. In order to provide one face-to-face teaching environment for the instructor, the paper proposes one instructor-oriented interactive prototype system. The prototype may provide one virtual classroom, just like one traditional classroom. The instructor may instantly know who is engaged, who is distracted. In order to improve the teaching & learning efficiency and learners’ interests, the problem-based teaching technology is also introduced. Moreover, the shared electronic board will be provided for all participants, which will improve the freedom of teaching and learning. Keywords: Distance Education, Distance Learning, Virtual Classroom, Real-time Interaction, E-learning

1. Introduction When separated with the instructor by space and/or time, learners staying far away can participate in a course live. The system is known as distance education system. Providing lifelong education through distance education system has become one of the most important roles in higher education. Moreover, recently rapid proliferation of high-performance personal computers and broadband network infrastructures drastically improves data communication speed. The Internet is becoming a major reference for research and education. Virtual classroom based on Internet has provided one distance system similar to traditional class. We can get one face-to-face educational environment through

Yan Zhang Social and Information Sciences Jumonji University Saitama, Japan [email protected]

distance system. But many systems have not worked well. First, most systems pay much more attention to learners [1][2][4] and less attention to the instructor. To most systems, learners may see the instructor’s video in real time, just like staying with the instructor. But instructors can’t see learners during class. So the instructor can’t dynamically adjust his teaching ways. Also, it is difficult for an instructor to get interaction with learners. Second, today most instructors give their course by one projector [1][3]. During class, the instructor can only use the slides and he/she can’t give his/her ideas by free drawing. Although some systems provide one e-board for the instructor, he/she need frequently switch between the projector and the eboard. Moreover, learners can’t share the e-board system with other participants because the e-board is expensive for participants. They only see the demonstration of instructor’s ideas and their good ideas or question can’t be displayed on the e-board. Third, these distance classes are a passive learning mode [1][2][6]. In other words, the teacher delivers the lecture and the students obediently study. Thus, the learning mode tends to be passive and learners play little part in their learning process. Interactive learning is more effective than passive learning in most instances. Based on the above, the paper proposes one realtime interactive prototype system for the instructor. In the prototype, multi-learners virtual classroom will be provided for the instructor. It will provide a face-toface interaction among participants and help the instructor know much more about learners during class. In order to improve the freedom of participants, electronic board will also be introduced based on PowerPoint for all participants. Another, problembased teaching technology will be introduced for students actively involved in the learning process. The paper is organized as follows. Section 2 gives the system model of virtual classroom. Section 3 describes a real-time prototype system for the instructor. Section 4 gives the test on the prototype system. Finally, section 5 concludes the paper and

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sketches future research directions.

2. Virtual Classroom System Model 2.1 General System Overview The system widely presented is designed as clientserver architecture (Figure2-1) [7]. The server is connected to a video source, which supplies live video contents. The contents are edited by one special application system. The video content is sent through the video channel to the client and the other educational resources are sent through the data channel. The client is an ordinary personal computer, notebook or other PDA. The client can get all data from the server. So the learners who can’t go to campus may study in real time remotely. Server

Data Channel

Video Channel

Client Internet Video Channel Data Channel

Figure 2-1 System Overview

Moreover, the server will record the video content of course & instructor and the data from the client in real time. So the system will easily become one e-learning system. Learners can retrieve all data from the server online and review the course.

2.2 Proposed System Model Transmission technology plays a key role in the delivery of distance education, though which the course contents can be distributed to learners [3][5][6]. There are four main kinds of multimedia communication technology used in modern distance education: 1) Audio Technology: Including the technology of speech, speech compression, etc. 2) Video Technology: Including the technology of image & pictures, movie, animation, etc. 3) Data Transmission Technology: The computer sends and receives electronic messages such as courseware, discussion, documents, etc.

4) Print Transmission Technology: Printing is a basic element in distance learning. It provides a foundation for other teaching materials including textbooks, documents, etc. Multi-media information during class will be provided for participants through these technologies. Moreover, all information demonstrated to participants through screen will be converted into all kinds of videos at last. As we know, videos of instructor and courseware are very important to learners. If they are combined to transmit, the system will produce much video data and must be built on broadband network to transmit these video data in real time. It will reduce the feasibility for learners. In proposed system, we adopt one new model for distance system. We adopt two different ways to transmit these videos. To instructor’s video, we adopt real time transmission. To courseware, because the courseware may be designed in advance, the learner may download it from the server before the class. During class, we only send the instructor video to learners in real time. When the instructor has changed the contents of courseware, the proposed system will send one instruction to all learners, by which the learning system will update his local course video in order to keep pace with the instructor. Based on the above, we propose one system model of distance education for participants, which contains three kinds videos based on the video source: 1) Instructor’s Video: During class, classroom’s ambience is very important to learners, such as the instructor's gestures and facial expression, etc. Moreover, these are always changing during class. So they should be transmitted synchronously. 2) Shared Resource’s (SR) Video: Here it includes the video of the course, e-board and other data. In this model, participants may study through the slides and eboard. Moreover, they may exchange views by BBS discussion, attached files. These resources will not be transmitted until the new contents are updated. 3) Learner’s Video: During teaching, the instructor need know whether learners catch on his lecture. Even, when one learner takes part in discussion, the instructor and other learners also want to know more about his ideas. In order to get the information about learners, the virtual classroom must provide the video of learners for the instructor. The instructor may dynamically adjust his teaching mode according to videos of learners. As Figure2-2 shows, the video of instructor, shared resources (SR) and learners may work well together under management of the control center. Of course, three kinds of videos will be accompanied with speech at most times. Learners can instantly communicate

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with the instructor and peers. It may provide a good interaction among participants. Through it, the instructor may know more about learners during class.

1 3

4 2

1. Instructor’s Video. 2. SR’s Video 3. Learner’s Video. 4. Control Center Figure 2-2 System Model

3. Proposed Prototype System Although teachers and students are separated in time and location when attending class, virtual classroom should provides all kinds of supports in teaching and learning activities such as blackboard, discussion area, shared resources, asking and peaking tools as if they were in the physical classroom[1]. At the same time, virtual classroom should also offer a flexible, interactive mechanism and tools to support, manage and control classroom effectively because the teaching activity in itself is an interactive and cooperative process among teachers and students. The learning mode is another important aspect in the virtual classroom. Thus, this paper adopts a synchronized learning mode-- Problem-Based Teaching (PBT). Besides, grouping and role assignment among the members of virtual classroom can play a very important role in promoting the effect of teaching and learning. The system architecture is shown in Figure31. Instructor

Instructor video, audio

Shared Resources

Learner Agent

Learner

There are two agents in the system, which are instructor agent (IA) and learner agent (LA). The IA and LA separately maintain connection and communication between learners and instructors. When one learner has successfully logged into the server system, the LA will check whether local data are the latest contents about the course. If the LA finds out that its learner’s course data are older (the updated time adopted) than those in server, it will download the latest relevant data from the server. Sometimes, some learners come after the class has begun. If they download course’s data from the instructor’s server, it will increase burden of the server. Here LA adopts the P2P to download. It will automatically download the updated contents from his nearest participants. The IA takes three responsibilities. First is the distribution of video & instruction of teachers. During class, it will distribute the video of instructor to learners in real time. When the instructor changes the contents of courseware based on PowerPoint files, it will be responsible for the distribution of the changing instruction. When the LA receives the instruction, it will change the local courseware content in order to synchronously keep consistency with the instructor’s explanations (Figure3-2). On the contrary, the learner may use the model to change courseware during discussion. Second task is the collection of video & instruction of learners. During class, the LA will collect the videos & information of learners and distribute these to the server. After the server receives learners’ videos, it will create one virtual classroom for the instructor (Figure3-3), which makes the instructor feel face-to-face teaching with learners. Third task is information management of learners, such as logging, registration and so on. Teacher S1

Instructor Agent

Virtual Classroom

3.1. Agents of Instructor & Learner

Learner

Figure 3-1 System Architecture

Course E-board Discussion Documents etc.

IEEE

S2 Command

S1

S2

S2

Figure 3-2 Content Changing Model

When the instructor uses the shared electronic board system, the IA will send the traces drawn on the touching screen to the LA. The learning system will redraw the traces on his screen. On the contrary, when the learner makes use of the shared e-board, the LA will replace the server and directly send the trace drawn by mouse to other participants, including the instructor. Through these, it will reduce the burden of

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Learner S1

server because these data will not be distributed to other learners by the server again.

3.2. Virtual Classroom At traditional classroom, the instructor may know whether each learner catches on his lecture at a glance. It is also important for the instructor to know about the learner in a distance teaching system. Here, we adopt one virtual classroom model to make the instructor know more about each learner. In model, there are many empty places (like desks in one classroom) for learners. When every learner’s video is transmitted to the server, the system will embed it into one empty place. Finally, one virtual classroom is created (Figure3-3). Each learner’s information is seen by the instructor in real-time. The instructor can know whether all learners can understand the educational resources. It will help him to adjust his teaching ways just like staying with all learners. On the other hand, the instructor may enlarge one video of learners and clearly watch any of them.

Figure 3-3 Virtual Classroom Model

Instructors may set up virtual groups or the learner may also request to create one group for discussion. Learners in group can discuss projects, share some applications, and generally do anything just like sitting around a table. It will well simulate the learning ways in traditional class. Moreover, during class, all interactions data are recorded, which will be published on the web after class. Thus those students who are not available at the class time can view on the web site the same content as those who attended the class. Also, the server will record the information about the learner’s video. When the learner reviews online, he can see his or others behavior during class. If he has some bad behaviors, he will feel sorry to correct these. These can’t be realized in traditional classroom.

3.3. Problem-Based Teaching –PBT Based on the virtual classroom, it is easy to divide all participants into different virtual groups like

traditional class. Each group may assign one task to discuss, whose task may be same or different. The system proposes one synchronous style of problem-based teaching—PBT. First, the instructor will group and assign different problems for every virtual group. Then every group will discuss different problem based on problem-based learning (PBL)[1][2] (these question also proposed by themselves). During discussing, it is similar with one central monitoring system. The instructor can know all groups’ discussion and also answer questions of learners. At last, every group’s discussion will be recorded and be shared with other groups. It will improve learners’ learning interest and efficiency.

3.4. Shared Electronic Board System In traditional class, the instructor may write out his ideas on blackboard at will. By these, learners can easily understand what the instructor has explained. But today the instructor usually releases his course through one projector. While the instructor is giving his lecture by slides, sometimes it is difficult to expound some ideas to learners in class, whose ideas are not included in the courseware. Usually, the instructor may draw on electronic blank board system by electronic pen. But it is not very convenient for the instructor to frequently switch between slides and eboard. The proposed system will take use of one touching screen as one e-board based on PowerPoint technology. While the instructor is giving his lecture, he may point one keynote of his slides by his hands or one device. After the touching screen recognizes the touching point, the system will produce coordinates of touching point and transmit the coordinates to learners. After the learning system receives the coordinates, it will auto-produce one baton pointing the keynote according to the size of learner’s video window (Figure3-4).

Baton

Figure 3-4 E-board Models

When the instructor uses the electronic board (by directly using the slide) or electronic blank board (by inserting one blank slide in courseware), the system only transmits coordinates of the touching trace. Then the learning system will redraw the trace on the

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Traces

learner’s screen (Figure3-4). It reduces the need of network bandwidth for only coordinates of some points are transmitted. In order to redraw the trace, it needs the following equations: Supposed: is the touching point of the instructor. is the width and height of the touching screen. is the display point on the learner’s monitor. is the width and height of the learner’s displaying window. We easily get the two equations below:

XI WI

XL WL

YI HI

,

YL HL

(3-5-1)

We may get two transformations from (3-5-1).

XL

XI u

WL WI

,

YL

YI u

HL HI

(3-5-2)

After LA receive , the touching trace will be re-drawn by equation (3-5-2) on learner’s screen. Because the system only transmits coordinates (just text), it needs a low band. Another, most touching devices are very expensive. Most learners can not afford one. In order to share the e-board, participants may use slides and draw his ideas by one mouse. The trace or baton will be displayed by the formulation (3-5-2) on other participants’ screens. Although it is a bit inconvenient for learners to draw or write on slides by one mouse, it is low cost and effective.

4. Experiments on Shared System In order to evaluate the model, we have developed one prototype system, which adopts protocol H.323 and H.239 to encode/decode learners’ video. H.239 may provide multiple video streams to be transmitted in one single session. First, in order to avoid producing discontinuous learners’ videos because of low network band in a virtual classroom, the system will display videos of learner or group in return according to the performance of network. Other learners will be displayed only by a latest picture. When some learner’s videos are displaying on big screen, the server will receive the next displaying videos. Although the video delays some seconds in contrast to the live video, it is not different for the instructor to know learners. Second, to instructor’s video, we adopt real time transmission. Third, to courseware, it will be changed by Figure3-2. Fourth, in order to reduce the storage, these resources will be stored by their original formats in server. After the test, most participants were satisfied with the system, which could well simulate

the traditional classroom. Especially the instructors showed great interest to the system.

5. Conclusion The paper proposes one virtual classroom prototype for instructor. It can not only provide videos of participants for instructor, also provide all participants with a shared e-board. But after the test, participants give some suggestions, such as the delay & quality of video, no learner’s video for other peers. In future, we will improve the compressed ratio of the video and the system performance and provide learners’ information for participants as much as possible.

References [1] Jiamao Liu; Junjie Wang; Ning Gu. Several critical problems in a real-time interactive virtual classroom. The 8th International Conference on Computer Supported Cooperative Work in Design. 2004(5):631 – 636 [2] http://www.udel.edu/pbl/ visited on October, 2005. [3] Xinyou Zhao; Yanru Zhong; Mitsuji Matsumoto. A RealTime Interactive Shared System for Distance Learning. The 12th International Conference on MultiMedia Modelling (MMM2006). 2006(1):102-107. [4] Steif, P. Steif; Dollar, Anna. Collaborative learning techniques and their extensions to virtual classrooms. The 34th Annual Conference on Frontiers in Education. 2004:T1E - 1-7. [5] Takao Ichiko, Masaki Yamamoto, Yousuke Kawamura, Motochika Hanano. Advanced multimedia telecommunications using a high-speed broadband backbone network beyond all aspects of the current Internet. Computer & Education 2001, 37:211-224. [6] David Jones. Computing by distance education: problem and solutions. ACM SIGCSE Bulletin.1996, 28:139-146. [7] Wichert, Reiner; Finke, Matthias; Balfanz, Dirk: An Interactive Video System for Live Coverage Transmission using Real Time Video Hyperlinks. The Proceedings of World Scientific and Engineering Society (WSES) Conferences 2001.

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