Paper 202-1456
BLENDING STREAMING MULTIMEDIA AND
COMMUNICATION TECHNOLOGY IN
ADVANCED WEB-BASED EDUCATION
V. Uskov*
Abstract
The InterLabs Research Institute (IRI) at Bradley University (BU), Peoria, IL,
USA, is hosting the National Science Foundation’s (NSF) grant # 0196015 [1]
on design and development of advanced online educational materials for
Web-based education (WBE) in Information Technology, Computer Science
and Computer Information Systems areas. This paper briefly describes main
IRI’s achievements in design and development of innovative online
courseware, provides details on IRI’s solutions for applications of innovative
streaming multimedia and World Wide Web (Web)-based communications
technology in the developed by IRI original InterLabs Web-lecturing system,
and contains summaries of faculty and student feedback on applications of
innovative technologies for Web-based teaching and learning.
Key Words: Advanced Web-based education, streaming multimedia
technology, Web-based communication technology, faculty and student
feedback.
WBE at BU. Bradley University was one of first U.S.
universities that, back in mid-1990s, provided their students
with access to the Internet from university dorms in order to
involve students into advanced technology-based education.
As a continuation of this outstanding initiative, these days all
Bradley students who reside on campus (about 50% of
Bradley students live in dorms and additionally about 20% in
fraternity houses) have access to Internet-2 from their rooms.
BU is a corporate user of the BlackBoard [3] learning
management system (LMS) from 2000. Tables 1 and 2
represent some available statistics on utilization of the
BlackBoard LMS at BU between Fall 2000 and Fall 2003
semesters.
Table 1.
Number of Online Courses Taught at BU in 2000-2003
(per college and per semester)
1. Introduction
Bradley University (BU). Founded by Mrs. Lydia Moss
Bradley in 1897, Bradley University [2] is a private,
independent university offering undergraduate, graduate, and
continuing education programs in the liberal and fine arts, the
sciences, business administration, communications, education,
engineering, and the health sciences. With about 330 full-time
faculty, 5,000 undergraduate and 1,000 graduate students,
Bradley offers excellent teaching, and the opportunities and
choices of a larger university (with over 90 degree programs
in 5 colleges plus a graduate school) and the quality, personal
attention, and challenge of a small private college. BU has 5
colleges, specifically: 1) College of Education and Health
Sciences (EHS), 2) College of Engineering and Technology
(ENG), 3) College of Liberal Arts and Sciences (LAS), 4)
Foster College of Business Administration (BUS), and 5)
Slane College of Communications and Fine Arts (CFP).
* Department of Computer Science and Information Systems, Bradley
University, Peoria, Il 61625, U.S.A.; email: uskov@bradley.edu
(paper no. 202-1456)
BU
Colleges
EHS
ENG
LAS
BUS
CFA
Total
Number of Online Courses Taught (per semester)
Fall Fall
Fall
Spring Fall
Average
2000 2001
2002
2003
2003
per
semester
75
92
134
88
177
113.2
24
26
32
43
38
32.6
60
81
81
97
112
86.2
33
70
95
109
111
83.6
16
29
34
38
56
34.6
208
298
376
375
494
350.2
Table 2.
WBE at BU: Fall-2002 and Spring-2003 Statistics
Characteristic
Total number of BU academic courses
(either entire course or several parts of a
course) being taught during Fall-2003
semester using BlackBoard system
Total number of Bradley students that use
BlackBoard LMS during Spring-2003
semester
Average hits of BlackBoard server per day
at BU:
- Fall-2000 semester
- Fall-2002 semester
Data
494
4,992
(or, about 83% of
BU students)
19,655
39,079
Paper 202-1456
Total hits of BlackBoard server per Fall2002 semester at BU
Total number of BU full-time faculty
being involved into WBE during Fall2002 semester
4,103,300
205
(or, about 62% of
BU full-time faculty)
Based on these obvious achievements in advanced WBE,
Bradley faculty continue to perform active research on
applications of innovative Web-based teaching and learning
that are based on advanced streaming multimedia (SMM) and
Web-based communication (WBC) technologies.
2.
Utilization of SMM and WBC Technologies:
Comparative Analysis
2.1. Utilization of SMM and WBC Technologies at
100 U.S. Colleges and Universities
Between September 2002 and October 2003, the IRI [4]
faculty and students performed research on multimedia and
communication technologies, and learning management
systems that are actively used by various U.S. universities and
colleges.
The educational web sites with free access and/or free
demo versions of online courses of the following educational
institutions have been investigated and analyzed: Amherst
College, Bard College, Barnard College, Bates College,
Boston University, Bowdoin College, Bradley University,
Brandeis University, Brown University, Bryn Mawr College,
Bucknell University, California Institute Of Technology,
Carleton College, Carnegie Mellon University, Case Western
Reserve University, Claremont McKenna College, Colby
College, Colgate University, College of Holy Cross, College
of William and Mary, Colorado College, Colorado School of
Mines, Cornell University, Columbia University, Connecticut
College, Dartmouth College, Davidson College, Duke
University, Emory University, Furman University, George
Washington University, Georgetown University, Georgia
Institute of Technology, Grinnell College, Hampshire College,
Harvard University, Harvey Mudd College, Haverford
College, Illinois Central College, Johns Hopkins University,
Kenyon College, Lehigh University, Middlebury College,
Midstate College, Mount Hollyoke College, New York
University, Northwestern University, Oberlin College,
Occidental College, Pennsylvania State University, Pomona
College, Princeton University, Reed College, Rensselaer
Polytechnic Institute, Rice University, Scripps College, Smith
College, St.Mary's College of Maryland, Stanford University,
SUNY Binghamton University, Swarthmore College,
Syracuse University, Trinity College, Trinity University, Tufts
University, Tulane University, University Of California at
Berkley, University Of California - Davis, University of
California - Irvin, University of California - Las Angeles,
University of California -San Diego, University of California Santa Barbara, University of Chicago, University of Florida,
University of Illinois at Urbana Champaign, University of
Maryland, University of Michigan - Ann Arbor, University of
North Carolina, University of Notre Dame, University of
Pennsylvania,
University of Richmond, University of
Rochester, University of Southern California, University of
Texas - Dallas, University of Virginia, University of
Wisconsin - Madison, Vanderbilt University, Vassar College,
Wake Forest University, Washington and Lee University,
Washington University in St.Louis, Wellesley College,
Wesleyan University, Wheaton College, Whitman College,
Williams College, Yale University, and Yeshiva University.
Brief results of performed research are presented in Table
3.
Table 3.
Multimedia and Communication Technologies in WBE
(based on analysis of publicly open educational Web sites and/or
accessible Web-Based courseware of 100 U.S. institutions)
Technology
Utilization by
mentioned schools
Communication Technology Used
E-mail
100
Bulletin board (discussion forum)
77
Chat room
42
Video/audio conferencing over the Internet
33
Online project teams (collaborative
15
learning)
Multimedia Technology Used
Microsoft PowerPoint slides or other types
100
of slides
Hyperlinks to Internet-based knowledge
100
resources
Online testing
66
Streaming video and audio technologies
41
Learning content on interactive CD ROMs
38
Recorded Computer Screen (RCS)
14
technology (or, recorded hands-on
exercises, or, narrated and animated story
boards
Other types of technologies used to deliver
10
learning content
Learning Management Systems Used
Learning management system (like
WebCT – 38
BlackBoard, WebCT, etc.)
BlackBoard – 36
Other - 26
Reusable Learning Objects (RLO) Concept Used
Utilization of reusable learning objects and
14
compatibility with SCORM, IMS or Dublin
Core requirements
One of the most important conclusions of this research is
that the state-of-the-art WBC technologies such as email,
bulletin boards, IRC (chat rooms), video- and audioconferencing are a vital part of modern WBE systems and
advanced Web-based teaching and learning processes.
The other important conclusion is that utilization of streaming
video and audio technologies in education had a 40% growth
between 1999 and 2003.
Paper 202-1456
3. InterLabs Web-Lecturing System
3.2. Technical Characteristics.
3.1. Founding Principles
A list of available tools of the InterLabs systems and their
technical specifications is given below. It is necessary to
mention here that all used tools are based on free shareware
and are available on corresponding web sites.
The state-of-the-art InterLabs Web-lecturing system
(InterLabs) was designed, developed and tested by IRI faculty
and students [6,7,8,9,10] as a part of the NSF CCLI grant.
This software system is based on several founding principles,
specifically:
1. innovative software: innovative software engineering
technologies and
programming languages (VB.Net,
XML, J2EE, PHP);
2. streaming technologies: utilization of innovative SMM
technologies;
3. Web-based communication technologies: active use of
WBC technologies;
4. modularity: modularity of learning content and learning
processes, and orientation on Reusable Learning Objects
(RLO) strategy and corresponding initiatives such as
SCORM, IMS, Dublin Core, etc.;
5. intelligence: intelligent and program agents technology;
6. multiple teaching styles: support of various Web-based
teaching styles and technologies,
7. multiple delivery modes: active utilization of various
modes of Web-based content delivery,
8. equivalence of delivered learning content: equivalence
of online (Web), offline (CD ROMs), blended and inclassroom modes of content delivery and learning.
Currently (Fall 2003), the InterLabs system supports :
1. various Web-based teaching/lecturing technologies
such as a) talking head (Figure 1), b) white board or
smart board, and c) Recorded Computer Screen (RCS)
technology or online hands-on exercises (Figures 2 and
3);
2. various WBC technologies such as email, bulletin board,
video/audio-conferencing, whiteboard, IRC (chat), online
HELP;
3. various multimedia technologies such as text, graphics,
animation, audio, video, simulation, etc, and SMM
technologies such as streaming video and audio, and
animation;
4. multiple modes of online content delivery (Figure 4) via
a) 56K modems, b) DSL and cable modems, and c) CD
ROMs; upon request, the InterLabs system can deliver:
- PPT slides only;
- a combination of audio and synchronized PPT slides;
- a combination of audio, video and synchronized PPT
slides;
5. combined mode of operation (Figure 5) as the united
BlackBoard-InterLabs virtual learning environment;
6. multiple modes of learning such as a) offline
(asynchronous) learning, b) online (synchronous)
learning, and c) blended learning.
InterLabs Hardware Set-Up:
1. Data Server: Compaq Prosignia 740,
- Dual PIII processors (866 MHz each),
- 108 GB HDD (SCSI RAID),
- 1.0 GB MD RAM,
- 100BaseTX network card.
2. Video Server: Dell Power Edge 2600,
- Dual PIII processors (2.4 MHz each),
- 296 GB HDD (SCSI RAID),
- 2.0 GB RAM,
- 1000BaseTX network card.
3. Digital Video Camera (for video taping):
- SONY HandyCam TRV98 (with both 8mm and digital
technologies),
- ATI TV Wonder-VE video capture card.
4. Digital PC Video Camera (for videoconferencing):
- 3COM Home Connect.
InterLabs Software Set-Up:
1. Operating System: Windows’2000 Server (Serv. Pack 2),
2. Web server: Internet Information Server (IIS) 5.0,
3. Streaming Video and Audio Server: Microsoft Media
Services.
Audio/Video Conferencing and WhiteBoard Tool:
1. Microsoft NetMeeting 3.01,
2. 3COM Home Connect digital PC video camera,
3. external or built-in microphone,
4. Boston external speakers,
5. Audio compression: Microsoft G723 protocol,
6. H.323 audio and video conferencing standard.
Streaming Video/Audio and Video/Audio Files:
1. Video Encoding (for video file compression):
- 250 kbps for video using MPEG4V3 (also known as
ASF) codec by Microsoft Corp. with 15 frames per
second,
- 320 x 240 pixels of video window size, and
- 16-bit color,
2. Audio Encoding (for audio file compression):
- 50 kbps for audio using MP3 compression at 44.1 kHz,
3. TCP/IP protocol is used for streaming video/audio,
4. Playback (on client’s side) via Microsoft Media Player
ActiveX Control (for both video and audio files).
Paper 202-1456
Figure 4. Modes of Web-based content delivery in the
InterLabs system
of CIS102 online students versus CIS102 traditional students,
are given in [11,12].
2000-2003 multiple surveys of CIS102 students clearly
demonstrated that CIS102 online course based on the
InterLabs Web-lecturing system truly supports the studentcentered
paradigm
of
education
[13,14,15,16,17].
“Personally, I am always ready to learn, although I do not
always like being taught” (Winston Churchill).
The main principles of this paradigm are given below;
they reflect the idea that each and every student/learner is
unique, and, therefore, he or she should have a choice to select
learning technologies and processes that are optimal for them.
Main principles include: 1) individualism of each student, 2)
personal learning technology, 3) personality and curiosity, 4)
personal creativity and motivation, 5) individual past
experience, 6) friendly and comfortable learning environment,
7) personal limit of perception and learning, 8) personal
Limit of acceptance of information, 9) linkage of new
knowledge to existing knowledge, and 10) eagerness to learn.
A short summary of student feedback on CIS102 online
course is given in Table 9.
Table 9.
A Summary of Bradley Students’ Feedback
on CIS102 Bradley Academic Online Course
Benefit
Convenience
Details and student’s comments
 Online learning is self-paced, and, thus, very



Figure 5. Interface of the united InterLabs-BlackBoard
virtual learning environment.

1.
Student Feedback.
The introductory CIS102 Computer Information Systems
course at Bradley University may serve as an excellent
example of the InterLabs-based online course. This academic
course is a required course for all freshman students with
major in Engineering, Business, Communication, Sciences or
Education areas. It is offered every semester (Fall and Spring),
and every 3-week Interim Session (January and May) at
Bradley. Multiple details of CIS102 course’s 1) main topics,
2) main components (reusable learning objects), 3) evaluation
forms to identify student pre-course and post-course skills, 3)
detailed results of those surveys, and 4) academic performance




convenient for students (“I can learn at any time,
any Saturday or Sunday; any holiday”; “I can slow
down or speed up as necessary”)
Course fit students’ schedule (“I have a full-time 4hours a week position; it was difficult for me to
attend lectures regularly”); as a result, greater
number of students can take online course
Online course did not require student’s physical
attendance (except 3 midterms and final exam ) –
this is very convenient for adult students;
On-demand access to learning content is very
convenient and effective -- putting course content
on both course Web server and CD ROMs is very
convenient for students
Students are unbound by time (Web server delivers
learning content24/7/365); moreover, students
received a set of CD ROMS with entire learning
content
Students are unbound by place (“I was able to
study at home, at work, and even on road”)
Online course accommodates various learning
technologies (for example, lecturing; hands-on
exercises; guided research, etc.) that makes it more
effective to various groups of students
Online learning eliminates or reduces travel time
and associated costs (parking, fuel, vehicle
maintenance)
Overall student costs of online learning are
frequently less (tuition fee, residence, child care)
Paper 202-1456
These conclusions motivate faculty and students of the
InterLabs Research Institute at Bradley University to continue
their active research on applications of SMM and WBC
technologies in advanced Web-based education.
Acknowledgements
The authors would like to thank the Course, Curriculum and
Lab Improvement (CCLI) Program of the National Science
Foundation that awarded them with the NSF grant # 0196015
to perform research on innovative SMM and WBC
technologies, and design and development of the innovative
online courseware in Information Technology, Computer
Science and Computer Information Systems areas.
The authors also would like to thank Dr. Claire Etaugh,
Dean, College of Liberal Arts and Sciences, and Dr. Jim
Miller, Chair, Department of Computer Science and
Information Systems, Bradley University, for their permanent
strong support of authors’ research activities in the advanced
Web-Based Education area.
References
[1]
National Science Foundation CCLI Grant # 0196015 at
http://www.nsf.gov
[2] Bradley University at http://www.bradley.edu
[3] BlackBoard LMS system at http://www.blackboard.com
[4] InterLabs research Institute at http://www.interlabs.bradley.edu
[5] AccuStream iMedia Research at http://www.accustreamresearch.com/
[6] V. Uskov, 3rd Generation Web-Based Instructional Tool for Education
and Lifelong Training, International Journal on Continuing Education
and Lifelong Learning, Vol. 13, Nos. ½, 2003, pp. 110-131.
[7] V. Uskov and A. Uskov, National Science Foundation Project on WebBased Undergraduate Education in Information Engineering
Technology, Proceedings of the IASTED International Conference on
Computers and Advanced Technology in Education CATE/WBE-2002,
Cancun, Mexico, May 20-22, 2002.
[8] V. Uskov and L. Sheremetov, InterLabs: The web-Lecturing Multiagentbased Tool, Proceedings of the IASTED International Conference on
Artificial Intelligence and Soft Computing ASC-2001, Cancun, Mexico,
May 21-24, 2001.
[9] V. Uskov and C. Etaugh, Developing Innovative Web-Lecturing
Technology and Online Courses at Bradley University, Proceedings of
the International Conference on Computers in Education ICCE-2002,
Auckland, New Zealand, December 3-6, 2002.
[10] V. Uskov and M. Uskova, Reusable Learning and Information Atoms
Approach to Web-Based Education, International Journal on Computers
and Applications, Vol. 25, No. 3, 2003, pp. 188-197.
[11] V. Uskov, Design, development and Teaching of Innovative Web-Based
Introductory Computer Information Systems Course, Proceedings of the
32nd ASEE/IEEE Frontiers in Education Conference, Nov 6-9, 2002,
Boston, MA.
[12] V. Uskov, Student-Centered Learning in Online and Blended Education
on Computer Information Systems, Proceedings of the 33rd ASEE/IEEE
Frontiers in Education Conference, Nov 5-9, 2003, Boulder, CO.
[13] M. Rosenberg, E-Learning, McGraw-Hill, 2001
[14] C. McCormack, and D. Jones, Web-Based Education Systems,
Wiley Computer Publishing, 1998.
[15] W.Horton, Designing Web-Based Training, Wiley Computer
Publishing, 2000.
[16] A. Rossett, The ASTD E-Learning Handbook,McGRaw-Hill,
2002.
[17] H. Adelsberger, B. Collis, J. Pawlowski, (Eds), Handbook on
Information Technologies for Education and Training, Springer-Verlag,
Berlin, Germany, 2002.
[18] B. Collis and J. Moonen, Flexible Learning in a Digital World, Kogan
Page, 2002.
[19] T. Russell, “No Great Difference” Phenomenon of Distance Education”
at http://tenb.mta.ca/phenom/ phenom.html
Biographies
Vladimir Uskov, Ph.D., is a professor
of Computer Science and Information
Systems at Bradley University,
Peoria, IL, USA. He is also a coDirector of the InterLabs Research
Institute at Bradley University. He
published
208
professional
publications in three different
languages, including 3 books, 3
chapter textbooks, and 31 journal articles. Dr. Uskov is a
principal investigator of the NSF CCLI grant 0196015 (20002004) on Web-based education. He was a co-principal
investigators of the NSF ATE grant # 9950029 (1999-2003)
and NSF Planning grant (2000-2001) on Web-Based
Education, IT-Based Education and e-Technologies in
Education. Dr. Uskov obtained M.Sc. and Ph.D. degrees in
Computer Science from the Moscow Aviation University,
Moscow, Russia. His research interests are in Web-Based
Education, e-Learning, e-Training, and Streaming Multimedia
areas.