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Interactive Multimedia Technologies for Distance Education Systems

Hakikur Rahman SDNP, Bangladesh

INTRODUCTION

Information is typically stored, manipulated, delivered and retrieved using a plethora of existing and
emerging technologies. Businesses and organizations must adopt these emerging technologies to
remain competitive. However, the evolution and progress of the technology (object orientation,
highspeed networking, Internet, etc.) has been so rapid that organizations are constantly facing new
challenges in end-user training programs. These new technologies are impacting the whole
organization, creating a paradigm shift that in turn enables them to do business in ways never possible
before (Chatterjee & Jin, 1997). Information systems based on hypertext can be extended to include a
wide range of data types, resulting in hypermedia, providing a new approach to information access
with data storage devices such as magnetic media, video disk and compact disc (CD). Along with
alphanumeric data, today’s computer systems can handle text, graphics and images, thus bringing
audio and video into everyday use.

The Distance Education Task Force (DETF) Report (2000) refers that technology can be classified
into non-interactive and time-delayed interactive systems, and interactive distance learning systems.
Non-interactive and time-delayed interactive systems include printed materials, correspondence, one-
way radio and television broadcasting. Different types of telecommunications technology are
available for the delivery of educational programs to single and multiple sites throughout disunited
areas and locations. However, delivering content via the World Wide Web (WWW) has been
tormented by unreliability and inconsistency of information transfer, resulting in unacceptable delays
and the inability to effectively deliver complex multimedia elements including audio, video and
graphics. A CD/Web hybrid, a Web site on a CD, combining the strengths of the CD-ROM and the
WWW, can facilitate the delivery of multimedia elements by preserving connectivity, even at
constricted bandwidth.

Compressing a Web site onto a CD-ROM can reduce the amount of time that students spend
interacting with a given technology, and can increase the amount of time they spend learning.
University teaching and learning experiences are being replicated independently of time and place via
appropriate technology-mediated learning processes, like the Internet, the Web, CD-ROM and so
forth, to increase the educational gains possible by using the Internet while continuing to optimize the
integration of other learning media and resources through interactive multimedia communications.
Among other conventional interactive teaching methods, Interactive Multimedia Methods (IMMs)
seem to be adopted as another mainstream in the path of the distance learning system.

BACKGROUND

F. Hofstetter in his book (Multimedia Instruction Literacy) defined “Multimedia Instruction” as “the
use of a computer to present and combine text, graphics, audio and video, with links and tools that let
the user navigate, interact, create and communicate.”

Interactive Multimedia enables the exchange of ideas and thoughts via most appropriate presentation
and transmission media. The goal is to provide an empowering environment where multimedia may
be used anytime, anywhere, at moderate cost and in a user-friendly manner. Yet the technologies
employed must remain apparently transparent to the end user. Interactive distance learning systems
can be termed as “live interactive” or “stored interactive,” and range from satellite and compressed
videoconferencing to stand-alone computer-assisted instruction with two or more participants linked
together, but situated in locations that are separated by time and/or place. Interactive multimedia
provides a unique avenue for the communication of engineering concepts. Although most engineering
materials today are paper based, more and more educators are examining ways to implement
publisher-generated materials or custom, self-developed digital utilities into their curricula (Mohler,
2001).

Mohler (2001) also referred that it is vital for engineering educators to continue integrating digital
tools into their classrooms, because they provide unique avenues for activating students in learning
opportunities and describe engineering content in such a way that is not possible with traditional
methods. The recent media of learning constitutes a new form of virtual learning-communication. It
very probably demands an interacting subject that is changed in its self-image.

The problem of translation causes a shift of meaning for the contents of knowledge. Questions must
be asked: Who and what is communicating there? In which way? And about which specific contents
of knowledge? The connection between communication and interaction finally raises the
philosophical question of the nature of social relationships of Internet communities, especially with
reference to user groups of learning technologies in distance education, generally to the medium in its
whole range (Cornet, 2001). Many people, including educators and learners, enquire among
themselves whether distant learners learn as much as those receiving traditional face-toface
instruction. Research indicates that teaching and studying at a distance can be as effective as
traditional instruction when the method and technologies used are appropriate to the instructional
tasks with intensive learner-to-learner interactions, instructor-to-learner interactions and instructor-
toinstructor interactions (Rahman, 2003a).

With the convergence of high-speed computing, broadband networking and integrated


telecommunication techniques, this new form of interactive multimedia technology has broadened the
horizon of distance education systems through diversified innovative methodologies.

MAIN FOCUS

Innovations in the sector of information technology has led educators, scientists, researchers and
technocrats to work together for betterment of the communities through effective utilization of
available benefits. By far, the learners and educators are among the best beneficiaries at the frontiers
of adoptive technologies. Education is no longer a timebound, schedule-bound or domain-bound
learning process.

A learner can learn at prolonged pace with enough flexibility in the learning processes, and at the
same time, an educator can provide services to the learners through much more flexible media, open
to multiple choices. Using diversified media (local-area network, wide-area network, fiber optics
backbone, ISDN, T1, radio link and conventional telephone link), education has been able to reach
remotely located learners at faster speed and lesser effort. At the very leading edge of the boomlet in
mobile wireless data applications are those that involve sending multimedia data—images, and
eventually video— over cellular networks (Blackwell, 2004). Technology-integrated learning systems
can interact with learners both in the mode similar to the conventional instructors and in new modes
of information technology through simulations of logical and physical sequences. With fast networks
and multimedia instruction-based workstations in distributed classrooms and distributed laboratories,
with support from information dense storage media like write-able discs/CDs, structured interactions
with multimedia instruction presentations can be delivered across both time and distance.
Several technologies exist within the realm of distance learning and the WWW that can facilitate self-
directed, practice-centered learning and meet the challenges of educational delivery to the learner.
Several forms of synchronous (real-time) and asynchronous (delayed-time) technology can provide
communication between educator and learner that is stimulating and meets the needs of the learner.
The Web is 24 hours a day. Substantial benefits are obtained from using the Web as part of the service
strategy (RightNow, 2003).

Using the Web format, an essentially infinite number of hyperlinks may be created, enabling content
provided by one member to be linked to relevant information provided by another. Any particular
subject is treated as a collection of educational objects, like images, theories, problems, online quizzes
and case studies. The Web browser interface lets the individual control how content is displayed, such
as opening additional windows to other topics for direct comparison and contrast, or changing text
size and placement (Tuthill, 1999). Interactive and animated educational software combined with text,
images and case simulations relevant to basic and advanced learning can be built to serve the learners’
community.

Utilizing client server technology, Ethernet and LAN/WAN networks can easily span around campus
areas and regions. Interactive modules can be created using Macromedia Authorware, Flash, Java
applets and other available utilities. They can be migrated to html-based programming, permitting
platform independence and widespread availability via WWW. A few technology implications are
provided in Table 1 that show the transformation of educational paradigms.

Macromedia Director can be used to create interactive materials for use on the WWW in addition to
basic html editors. Some applications of multimedia technologies are:

• analog/digital video
• audio conferencing
• authoring software
• CD-ROMs, drives
• collaborative utility software
• digital signal processors
• hypermedia
• laserdiscs
• e-books
• speech processors, synthesizers
• animation
• video conferencing
• virtual reality
• video capture
• video cams

Table 1. Transformation of educational paradigms

Old Model New Model Technology Implications


Classroom lectures Individual participation LAN-connected PCs with
access to information
Passive assimilation Active involvement Necessitates skill development
and simulation knowledge
Emphasize on individual Emphasize on group learning Benefits from learning tools and
learning application software
Teacher at center and at total Teacher as educator and guide Relies on access to network,
control servers and utilities
Static content Dynamic content Demands networks and
publishing tools
Homogeneity in access Diversity in access Involves various IMM tools and
techniques

Table 2. Types of interaction methods

Interaction Media Advantage DisadvantageFurther


methods development
Through teachers E-mail, Usenet, Quality in Time consuming Conferencing
Chat, teaching Systems, Video
Conferencing processing
techniques
Interactive Interactive Reusability, easier Lengthy High-definition
discussions Software installation development time audio and video
broadcasts
Collaborative E-mail, Usenet, Inexpensive, easy Less control and Conferencing
learning Chat, acces supervision systems and
Conferencing discussion tools

Table 3. Delivery methods in interactive learning

Methods Controlling Media Advantage/ Further


agents Disadvantage development
Point to point Educator or Desktop PC Better interaction, To make it an
learner one-to-one acceptable
communication solution in a big
/Very expensive university or in a
developing
country situation
Point to multi- Teacher or guide Desktop PC, Flexible/Little Improved
point conferencing interaction interaction
system
Multi-point to Teacher of guide Conferencing More Improved
multi- point system, Desktop flexible/Little or technology
PC, LAN/WAN no interactio
Streaming, audio, Student or learner Internet or Time and place Improved material
text and video intranet independent/No presentation
Interaction
(except simulated
techniques)

Table 4. Different multicast applications

Topology Real-time Non Real-Time


Multimedia Video server, Video Replication (Video/Web
conferencing, Internet audio, servers, kiosks), Content
Multimedia events, Web casting delivery (intranets and Internet),
(live) Streaming, Web casting (stored)
Data Only Stock quotes, News feeds, Data delivery (peer/peer,
Whiteboards, Interactive sender/client), Database
gaming replication, Software
distribution, Dynamic caching

Introducing highly interactive multimedia technology as part of the learning curriculum can offer the
best possibilities of development for the future of distance learning. The system should include a
conferencing system, a dynamic Web site carrying useful information to use within the course, and
access to discussion tools. Workstations are the primary delivery system, but the interaction process
can be implemented through various methods as described in Table 2. Furthermore, course materials
used in interactive learning techniques may involve some flexible methods (with little or no
interactions) as presented in Table 3. Miller (1998) and Koyabe (1999) put emphasis on the increased
use of multicasting in interactive learning and extensive usage of computers and network equipment
in multicasting (routers, switches and high-end LAN equipment). The shaded cell in Table 4
represents real-time multicast applications

supported by Real-Time Transport Protocol (RTTP), Real-Time Control Protocol (RTCP) or Real-
Time Streaming Protocol (RTSP), while the un-shaded cells show multicast data applications
supported by reliable (data) multicast protocols. Finally, underneath these applications, above the
infrastructure, asynchronous transfer mode (ATM) seems to be the most promising emerging
technology enabling the development of integrated, interactive multimedia environment for distance
education services appropriate for the developing country context. ATM offers economical broadband
networking, combining high-quality, real-time video streams with high-speed data packets, even at
constricted bandwidth. It also provides flexibility in bandwidth management within the
communication protocol, stability in the content, by minimizing data noise, unwanted filter and
cheaper delivery by reducing costs of networking.

FUTURE TRENDS

New technologies have established esteemed standing in education and training despite various
shortcomings in their performances. Technological innovations have been applied to improve the
quality of education for many years. There are instances where applications of the technology had the
potential to completely revolutionize the educational systems. Reformed usage of devices like radio,
television and video recorders are among many as the starter. Interconnected computers with Internet
are the non-concatenated connection between the traditional and innovative techniques. The recent
addition of gadgets like personal digital assistants (PDAs), and software like virtual libraries could be
some ways out to advanced researchers among many innovative methods on interactive learning.
When prospects of future usage of new technologies emerge in educational settings, there seems to be
an innate acknowledgment that positive outcomes will be achieved and these outcomes will justify the
expenses. When research is conducted to verify these assumptions, the actual outcomes may
sometime be less than those expected.

The research methodology behind interactive learning should be based on the notion that the
interactivity be provided in the learning context to create environments where information can be
shared, critically analyzed and applied, and along the process it becomes knowledge in the mind of
the learner. The use of interactive television as a medium for multimedia-based learning is an
application of the technology that needs further investigation by the researchers. Research needs to
study the impact of the interactions on the quality of the instructional delivery and develop guidelines
for educators and instructional designers to maximize the advantage obtained from this mode of
learning in broadcast, narrowcast and multicast modes. Another emergent technology that appears to
hold considerable promise for networked learning is the data broadcasting system (DBS). This
technology provides the facility to insert a data stream into a broadcast television signal. Research
needs to investigate the utility and efficacy of this technology for use in interactive learning
sequences.

Current IMM context has found concrete ground and high potential in distance education
methodologies. Further research needs to be carried out towards the cost-effective implementation of
this technology. Emphasis should be given to study applications of the technology being used as a
vehicle for the delivery of information and instruction and identifying existing problems. Research
also needs to focus on developing applications that should make full use of the potentiality offered by
this technology. While security has been extensively addressed in the context of wired networks, the
deployment of high-speed wireless data and multimedia communications ushers in new and greater
challenges (Bhatkar, 2003).

Broadband has emerged as the third wave of technology, offering high bandwidth connectivity across
wide-area networks, opening enormous opportunities for information retrieval and interactive learning
systems (Rahman, 2003b). However, until the browser software includes built-in support for various
audio and video compression schemes, it needs cautious approach from the instructional designer to
select the plug-in software that supports multiple platforms and various file formats. Using
multimedia files that require proprietary plug-ins usually force the user to install numerous pieces of
software in order to access multimedia elements. It is pertinent that all the newly evolved technologies
now exist that are necessary to cost effectively support the revolution in an IMM-based learning
system so sorely needed by the developing world. Researchers should take the opportunity to initiate a
revolution over the coming years. The main challenges lie in linking and coordinating the “bottom-
up” piloting of concepts (at the design stage) with the “top-down” policy-making (at the
implementation stage) and budgeting processes from the local (in modular format) to the global level
(in repository concept).

CONCLUSION

Regardless of geographical locations, the future learning system cannot be dissociated with
information and communication technologies. As technol ogy becomes more and more ubiquitous and
affordable, virtual learning carries the greatest potential to educate masses in the rural communities in
anything and everything. This system of learning can and will revolutionize the education system at
the global context, especially in the developing world. The whole issue of the use of IMM in the
learning process is the subject of considerable debate in academic arena. While many educators are
embracing applications of multimedia technologies and computer-managed learning, they are advised
to be cautious in their expectations and anticipations by their contemporary colleagues.

Research in this aspect clearly indicate that media themselves do not influence learning, but it is the
instructional design accompanying the media that influences the quality of learning. The success of
the technology in these areas is acknowledged, as is the current move within worldfamous universities
to embrace a number of the instructional methodologies into their on-campus education system. Much
expectation is there for those educators concerned, as well as those wary of assuming that gains will
be achieved from these methods and technologies. However, there is a need for appropriate research
to support and guide the forms of divergence that have taken place during the last decade in the field
of distance education.

One of the long-standing problems in delivering educational content via WWW has been the
unpredictability and inconsistency of information transfer via Internet connections. Whether
connection to the WWW is established over conventional telephone lines or high-speed LANs/WANs,
often, communication is delayed or terminated because of bottlenecks at the server level, congestion
in the line of transmission and many unexpected hangouts. Furthermore, the current state of
technology does not allow for the optimal delivery of multimedia elements, including audio, video
and animation at expected rate. Larger multimedia files require longer download times, which means
that students have to wait for a much longer time to deal with these files. Even simple graphics may
cause unacceptable delays in congested bandwidth. A CD/Web hybrid, a Web site on a CD, can serve
as an acceptable solution in these situations.

REFERENCES

Bhatkar, A. (2003). Transmission and Computational Energy Modeling for Wireless Video
Streaming, 21.

Blackwell, G. (2004). Taking advantage of wireless multimedia technology. January 27.

Chatterjee, S., & Jin, L. (1997). Broadband residential multimedia systems as a training and learning
tool. Atlanta, GA: Georgia State University.

Cornet, E. (2001, April 1-5). The future of learning – Learning for the future: Shaping the transition.
The 20th World Conference on Open Learning and Distance Education, Düsseldorf.

Distance Education Task Force. (2000). Distance Education Task Force Report. University of Florida.

Koyabe, M.W. (1999). Large-scale multicast Internet success via satellite: Benefits and challenges in
developing countries. Aberdeen, UK: King’s College.

Miller, K. (1998). Multicasting networking and applications. Addison-Wesley.

Mohler, J.L. (2001). Using interactive multimedia technologies to improve student understanding of
spatially-dependent engineering concepts.

GraphiCon 2001. Rahman, H, (2003a). Framework of a technology based distance education


university in Bangladesh. Proceedings of the International Workshop on Distributed Internet
Infrastructure for Education and Research (IWIER2003), Dhaka, Bangladesh, December 30, 2003-
January 2, 2004.

Rahman, H. (2003b). Distributed learning sequences for the future generation. Proceedings of the
Closing Gaps in the Digital Divide: Regional Conference on Digital GMS, Asian Institute of
Technology, Bangkok, Thailand, February 26-28.

RightNow Technologies Inc. (2003). Best practices for the Web-enabled contact center, 1.

Tuthill, J.M. (1999). Creation of a network based, interactive multimedia computer assisted instruc
tion program for medical student education with migration from a proprietary Apple Macintosh
platform to the World Wide Web. University of Vermont College of Medicine.
Cornet, E. (2001, April 1-5). The future of learning – Learning for the future: Shaping the transition.
The 20th World Conference on Open Learning and Distance Education, Düsseldorf. Distance
Education Task Force. (2000). Distance Education Task Force Report. University of Florida. Koyabe,
M.W. (1999). Large-scale multicast Internet success via satellite: Benefits and challenges in
developing countries. Aberdeen, UK: King’s College.

Miller, K. (1998). Multicasting networking and applications. Addison-Wesley. Mohler, J.L. (2001).
Using interactive multimedia technologies to improve student understanding of spatially-dependent
engineering concepts. GraphiCon 2001.

Rahman, H, (2003a). Framework of a technology based distance education university in Bangladesh.


Proceedings of the International Workshop on Distributed Internet Infrastructure for Education and
Research (IWIER2003), Dhaka, Bangladesh, December 30, 2003-January 2, 2004.

Rahman, H. (2003b). Distributed learning sequences for the future generation. Proceedings of the
Closing Gaps in the Digital Divide: Regional Conference on Digital GMS, Asian Institute of
Technology, Bangkok, Thailand, February 26-28.

RightNow Technologies Inc. (2003). Best practices for the Web-enabled contact center, 1.

Tuthill, J.M. (1999). Creation of a network based, interactive multimedia computer assisted
instruction program for medical student education with migration from a proprietary Apple Macintosh
platform to the World Wide Web. University of Vermont College of Medicine.

KEY TERMS

Hypermedia:

Hypermedia is a computer-based information retrieval system that enables a user to gain or provide
access to texts, audio and video recordings, photographs and computer graphics related to a particular
subject. Integrated Services

Digital Network (ISDN):

ISDN is a set of CCITT/ITU (Comité Consultatif International Téléphonique et


Télégraphique/International Telecommunications Union) standards for digital transmission over
ordinary telephone copper wire as well as over other media. ISDN in concept is the integration of both
analog or voice data together with digital data over the same network.

Interactive Learning:

Interactive learning is defined as the process of exchanging and sharing of knowledge resources
conducive to innovation between an innovator, its suppliers and/or its clients. It may start with a
resource-based argument, specified by introducing competing and complementary theoretical
arguments, such as the complexity and structuring of innovative activities and cross-sectoral
technological dynamics.

Interactive Multimedia Method (IMM):


It is a multimedia system in which related items of information are connected and can be presented
together. This system combines different media for its communication purposes, such as text,
graphics, sound and so forth. Multicast: Multicast is communication between a single sender and
multiple receivers on a network. Typical uses include the updating of mobile personnel from a home
office and the periodic issuance of online newsletters. Together with anycast and unicast, multicast is
one of the packet types in the Internet Protocol Version 6 (IPv6).

Multimedia/Multimedia Technology:

Multimedia is more than one concurrent presentation medium (for example, CD-ROM or a Web site).
Although still images are a different medium than text, multimedia is typically used to mean the
combination of text, sound and/or motion video.

T1:

The T1 (or T-1) carrier is the most commonly used digital line in the United States, Canada and
Japan. In these countries, it carries 24 pulse code modulation (PCM) signals using time-division
multiplexing (TDM) at an overall rate of 1.544 million bits per second (Mbps). In the T-1 system,
voice signals are sampled 8,000 times a second and each sample is digitized into an 8-bit word.

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