“Low Cost Narrow Bandwidth Synchronous Streaming Video

From the Classroom tothe Remote Student’s Desktop”

Eric Flower and Stacey Sawa

University of Hawai‘i-West O‘ahu

flower@hawaii.edussawa@hawaii.edu

StreamingVideoOnTheNet.com

NMC 2005, Honolulu

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Our Local Problem

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Our Global Problem

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Table of Contents

• Introduction/Purpose: Slides 5 – 11

• System Design: Slides 12 – 18

• Methodology: Slides 19 – 22

• Results: Slides 23 – 31

• Methodological Problems: Slides 32 – 33

• Classroom Management: Slides 34 – 36

• Secondary Observations: Slides 37 – 43

• Future Research: Slides 44 – 46

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Internet Streaming• An Internet data transfer technique that

allows the user to see and hear audio and video files without lengthy download times; the host or source “streams” small packets of information over the Internet to the user, who can access the content as it is received

• See sample video and a discussion of our project at:http://socrates.uhwo.hawaii.edu/BusAd/Flower/video/uhthisweekcredits.html

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Video Was Delivered Directlyto the Student’s Desktop

• We did not broadcast to studios or computer labs where students would have to gather to participate in a site-to-site model—delivery was directly to the student’s desktop at home or in an office

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Purpose of the Study: 1• To identify levels of preparation and

support (equipment, software, staffing, training, facilities, infrastructure, etc.) necessary to produce and distribute good quality narrow bandwidth (384Kbps or less) streaming video to students in their home or at their offices

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Purpose of the Study: 2• To see if we could design a low cost

Internet streaming video system without a large capital equipment investment, heavy infrastructure requirements, or a large technical support staff

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Purpose of the Study: 3• To see if we could design a “system on

a cart” to make it portable

• To see if classes could be broadcast from any campus classroom or conference room and not be tied to a studio, lab, or other special purpose facility

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Purpose of the Study: 4

• To make some preliminary determination on the effectiveness of synchronous streaming of classroom-based instruction when compared to the traditional classroom setting

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Streaming Video Process

Capture withRealProducer

Encode withRealProducer

Distribute with RealServer, view with RealPlayer/

RealOne

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Software We Used

• We used apps from RealNetworks.com to encode and serve our classroom-based streaming video RealProducer to capture and encode video RealServer to distribute the video RealPlayer and RealOne Player to view

streaming video

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Video Encoding RatesRealProducer can encode streaming video files in any combination of the following rates: Connection Encoding Rate Delivery Rate Dial-up 56Kbps 34Kbps Single ISDN 64Kbps 50Kbps Dual ISDN 128Kbps 100Kbps LAN/DSL/Cable 150Kbps 150Kbps LAN/DSL/Cable 256Kbps 225Kbps LAN/DSL/Cable 384Kbps 350Kbps LAN/DSL/Cable 512Kbps 450Kbps LAN/DSL/Cable 768Kbps 700Kbps

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Hardware/Production System

MixerSplitter

Videotape backup Video

monitor

Encoding PC

Audio capture

Videocapture

Audio monitor

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Distribution System

UH ITS StreamingServer

RealPlayer/RealOne Clients

Chat session

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Equipment Cart

Click here to see our equipment list

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Methodology 1• Using the streaming video system we

designed and built, we taught four semesters of “Computer Skills for Administrators” with some students in the classroom and other students at home or in their offices participating synchronously

• Course is an elective with no pre-requisites offered in the Professional Studies Division

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Methodology 2• We taught the class four times between

2001 and 2004

• Over that period, there were 41 students in the classroom and 29 online

• Each semester, both groups had the same class presentations, readings, and assignments, wrote the same reports, took the same tests, and worked on similar projects

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Methodology 3• Both groups could watch the archived

class video files

• In a retrospective study, we compared student course grade scores for each group (in-class vs. remote) Used a t-test for unequal variances Ho:u1 = u2

(Null hypothesis: means of the two groups are equal)

Ha:u1 <> u2(Alternative hypothesis: means of the two groups are not equal)

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Grade Score Components• Testing throughout the semester: 45%

• Final exam: 20%

• Class participation/Quality circle participation: 10%

• Group presentation/Group presentation contribution: 15%

• Critical review of Visions: How Science Will Revolutionize the 21st Century by Michio Kaku: 10%

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Results 1• We found that off-the-shelf hardware

and software were adequate to produce good quality narrow bandwidth (384Kbps or less) streaming video

• Significant investments in broadcast studios may not be necessary where high production values are not an essential part of the instructional process

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Encoding Rates and File Size

• Triple stream video files encoded at 56Kbps, 150Kbps, and 256Kbps use 3.9 megabytes of storage per minute Stream to the viewer at the highest reliable

connection, typically 34, 150, or 225Kbps This multistream provides a good balance of

sound and picture quality and targets dial-up, LANs, and broadband

In 2004 we upped the top rate to 384 Kbps encoded and 350Kbps received

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Connections: LAN/Broadband• Local Area Network (LAN) and broadband

connections (cable, DSL) are clearly better Video encoded at 256Kbps is received at

225Kbps Video encoded at 384Kbps is received at

350Kbps

• Sound and video are both good Acceptable for motion, detail, and close-up

work

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Connections: 56K Dial-up 1

• Streaming video encoded for 56Kbps dial-up modems is received at 34Kbps Sound is good Picture is not nearly as good as higher

speed streams Video is choppy and there may be frequent

rebuffering if there is network congestion More like a slide show than a motion picture

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Connections: 56K Dial-up 2

• May not be acceptable for classes or demos involving motion, detail, or close-up work

• May be acceptable for discussion-based classes with little movement

• May be acceptable for large image, large font PowerPoint presentations with little or no animation

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Results 2• Marginal operating costs were relatively

small and limited mainly to the salary of the technician operating the camera and performing post-production work

• It was possible to stream from virtually any classroom or conference room on campus with the mobile cart

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Results 3 • To determine effectiveness of

synchronous classroom-based streaming video, we performed a t-test for unequal variances on the course grade scores for the two groups Ho:u1 = u2

(Null hypothesis: means of the two groups are equal)

Ha:u1 <> u2(Alternative hypothesis: means of the two groups are not equal)

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Results 4• Analysis of the student course grade

scores for each group (in-class vs. remote) shows a strong similarity of the means

• Using the t-test for unequal variances, the p-value was 0.84; this provides a strong statistical conclusion that the means are not different

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Results 5• Low cost narrow bandwidth

synchronous streaming of classroom-based instruction appears to be as effective as the traditional classroom environment in this instance

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Methodological/Data Problems 1• Groups are not random

Groups are self-selected by enrollment in a classroom or online section

Neighbor Island students have no choice; they must enroll in an online section

• There is no information about the students aside from their group and their final course grade score

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Methodological/Data Problems 2• There is no information about computing

ability or knowledge at the beginning of the class

• There were no pre- and post- tests

• Not “blind”; instructor knows who is in each group

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Classroom Management 1• Instructor’s teaching style and course

content must be amenable to this delivery method if it is to be successful

• Instructors don’t need to change their classroom methods very much to succeed with Internet streaming video broadcasting; long periods of training appear to be unnecessary

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Classroom Management 2• Preparation, rehearsal, and timely

distribution of supporting material are critical to successful streaming video presentations

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Classroom Management 3• Faculty workload increases in this

environment, but not nearly as much as in an asynchronous text or multimedia-based online teaching environment

• Time spent on preparation and production is less with streaming video, though post-production work may be more, depending on the faculty member’s decisions on how much to do after class

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Secondary Observations 1• Students watched archived

classes they missed due to illness, travel, work, etc.

• Students reviewed or intensively studied classes or portions they did not understand when the material was originally presented

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Secondary Observations 2• Instructor could review class files to

correct errors in presentations or to add supplementary material to a web-based errata file

• Instructor could review class files to examine their methods for teaching effectiveness and make improvements where necessary

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Secondary Observations 3• Class files could be reviewed for

teaching effectiveness when making decisions relating to contract renewal, tenure, post-tenure review, and professional development

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Secondary Observations 4• Synchronized Multimedia Integration

Language (.smil) files may be used to create, or contribute to, learning modules of any length to improve instruction

• .SMIL file-based learning modules may be used to make material available to other classes or groups

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Secondary Observations 5• Students want more classes offered via

streaming video if they have access to fast connections like Oceanic Cable’s RoadRunner service

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Secondary Observations 6• System was reliable

• There were very few incidents of hardware failure, software failure, links to server, or server failure

• Slow connections, network congestion, and lack of Quality of Service (issues of network packet priority) were problems for some dial-up students

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Secondary Observations 7

• Network bandwidth is the critical variable in streaming video viewer satisfaction Faster connections support notably better

viewer experiences No amount of preparation can overcome

problems associated with a slow connection or network congestion

• Viewers will blame you or the technologyif their picture is bad

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Future Research 1• More rigorous study and analysis of

classroom-based synchronous streaming video needs to be performed to confirm these preliminary findings

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Future Research 2• Students thought viewing archived

streaming video class files on demand (asynchronously) could be as effective from an instructional viewpoint as participating in the live class (synchronously), provided they could then interact with the instructor via e-mail, chat, or videoconferencing Asynchronous delivery with a scheduled

online class meeting component could increase access

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Future Research 3

• Archived files could be viewed when network traffic was low, or, archived files could be distributed on CDs which would eliminate delivery problems associated with slow network connections or network congestion—this could be a boon to less developed areas with weak infrastructures

Thanks for reading!

Eric Flower and Stacey Sawa

University of Hawai‘i-West O‘ahu