Classroom and support innovation using IP video and data collaboration techniques

Abstract

Distance education strives to provide a rich, near-classroom experience to non-classroom students. Studies of the many facets of distance education have become increasingly common [21][2][22], and within recent years many universities have experimented with various formats in an effort to determine their effectiveness. Some studies have developed frameworks for discussion of appropriate tools and techniques [10], while others have provided us with more detailed guides for implementation and evaluation.[7].Today most distance education techniques tend to be asynchronous. The idea behind course management systems, archived resources, discussion lists and the like is to provide an environment in which the distant student can gain an education on an time, any place basis. Live streaming video and video on demand techniques can play an important role in this process. Of important note, many of the tools are also applicable in traditional settings.There are also an increasing number of tools and techniques designed to support distributed learning activities in real time (synchronous) settings. Certainly the past evolution of telephony-based support services has proved to be a harbinger of the importance of synchronous techniques -- so much so that the use of Web meeting spaces, video over Internet protocol (hereafter referred to as 'IP'), and networked collaboration tools have begun to evolve noticeably. Data collaboration tools may be among the most important of these. As above, many of these techniques are also applicable in traditional settings.Little summative work appears to have been done regarding the role these technologies play in teaching and learning innovation. This paper includes a discussion of the nature of innovation, along with a comparison of synchronous and asynchronous techniques within the context of disruptive technologies; a framework that can be used for synchronous/asynchronous comparative analyses; and the results of the experiences of the authors as they applied these technologies to classroom settings.