An evaluation of streaming digital video resources in on-and off-campus engineering management education

A recent television documentary on the Columbia space shuttle disaster was converted to streaming digital video format for educational use by on- and off-campus students in an engineering management study unit examining issues in professional engineering ethics. An evaluation was conducted to assess the effectiveness of this new resource. Use of the video was optional, and about half of the class reported using the video, though usage was 90.0% for off-campus students. Most on-campus students accessed the video on-line, while all off-campus students accessed the video via CD-ROM. Off-campus students rated the educational value of the video higher than on-campus students, and were more likely to indicate that the video helped them understand the issues being studied. Most students were able to view the videos without any technical playback problems.<br /

BIBS: A Lecture Webcasting System

The Berkeley Internet Broadcasting System (BIBS) is a lecture webcasting system developed and operated by the Berkeley Multimedia Research Center. The system offers live remote viewing and on-demand replay of course lectures using streaming audio and video over the Internet. During the Fall 2000 semester 14 classes were webcast, including several large lower division classes, with a total enrollment of over 4,000 students. Lectures were played over 15,000 times per month during the semester. The primary use of the webcasts is to study for examinations. Students report they watch BIBS lectures because they did not understand material presented in lecture, because they wanted to review what the instructor said about selected topics, because they missed a lecture, and/or because they had difficulty understanding the speaker (e.g., non-native English speakers). Analysis of various survey data suggests that more than 50% of the students enrolled in some large classes view lectures and that as many as 75% of the lectures are played by members of the Berkeley community. Faculty attitudes vary about the virtues of lecture webcasting. Some question the use of this technology while others believe it is a valuable aid to education. Further study is required to accurately assess the pedagogical impact that lecture webcasts have on student learning

Board of Regents: 2009-2010 Distance Education Report, February 3, 2007

Board’s Distance Education Strategic Plan is to extend the campuses beyond their physical limits to meet the learning needs of state, regional,national, and international audiences. The goals contained in the Plan include contributing to the state’s economic development; selecting and using appropriate strategies for instructional delivery; collaborating among the Regent universities in distance education delivery; and (d) providing continuing education or career development opportunities for professionals

Board of Regents: 2007-2008 Distance Education Report, December 10-11, 2008

Board’s Distance Education Strategic Plan is to extend the campuses beyond their physical limits to meet the learning needs of state, regional,national, and international audiences. The goals contained in the Plan include contributing to the state’s economic development; selecting and using appropriate strategies for instructional delivery; collaborating among the Regent universities in distance education delivery; and (d) providing continuing education or career development opportunities for professionals

Applications of computer communications in education.

Applications of computer communications can be used in many ways in education. An overview is given of a number of categories of computer communications applications in learning-related activities. Particular attention is given to a new type of system called a course-support environment. In this type of system a database is integrated with Web-based tools and applications, and used to generate a course-support environment accessed via a standard Web browser. Some examples are given. The article moves on to an overview of various issues confronting the acceptance of computer communication systems in educational settings, and indicates some of the ways in which computer communications engineers will have to deal with those issue

Board of Regents: 2012-2013 Distance Education Report, February 6, 2014

Board’s Distance Education Strategic Plan is to extend the campuses beyond their physical limits to meet the learning needs of state, regional, national, and international audiences. The goals contained in the Strategic Plan include (a) contributing to the state’s economic development; (b) selecting and using appropriate strategies for instructional delivery; (c) collaborating among the public universities in distance education delivery; and (d) providing continuing education or career development opportunities for professionals

Developing a MovieBrowser for supporting analysis and browsing of movie content

There is a growing awareness of the importance of system evaluation directly with end-users in realistic environments, and as a result some novel applications have been deployed to the real world and evaluated in trial contexts. While this is certainly a desirable trend to relate a technical system to a real user-oriented perspective, most of these efforts do not involve end-user participation right from the start of the development, but only after deploying it. In this paper we describe our research in designing, deploying and assessing the impact of a web-based tool that incorporates multimedia techniques to support movie analysis and browsing for students of film studies. From the very start and throughout the development we utilize methodologies from usability engineering in order to feed in end-user needs and thus tailoring the underlying technical system to those needs. Starting by capturing real users’ current practices and matching them to the available technical elements of the system, we deployed an initial version of our system to University classes for a semester during which we obtained an extensive amount of rich usage data. We describe the process and some of the findings from this trial

Board of Regents: 2006-2007 Distance Education Report, February 7, 2008

Board’s Distance Education Strategic Plan is to extend the campuses beyond their physical limits to meet the learning needs of state, regional,national, and international audiences. The goals contained in the Plan include contributing to the state’s economic development; selecting and using appropriate strategies for instructional delivery; collaborating among the Regent universities in distance education delivery; and (d) providing continuing education or career development opportunities for professionals

A Hybrid Course in Fundamentals of Building Construction Using Combination Archived Video and Live Session Distance Learning

A course in the Fundamentals of Building Construction has been a curricular requirement of the Civil Engineering Technology Program (CET) since its inception. This course was taught traditionally as an on-campus class. Over the last ten years, the CET program has expanded to contain an extensive distance learning component, with at least half of the enrollment located off campus. The model for the typical distance-learning class is to meet for three hours, once a week, with a fully interactive (voice) live class. In consideration of the demand of a growing distance learning system, it was decided to restructure this class into a hybrid class using archived video segments available online for student access through a distance learning system. A limitation of the system is that the fully live interactive courses require a separate classroom with special configuration at each remote site. Limitations on the number of the available classrooms at remote sites hinder the expansion of all programs. This change in format will permit a reduction in the time allocated to the live interactive component, with associated advantages and disadvantages for both the student and the system. This paper will discuss the presentation and organization of the hybrid class, the advantages and disadvantages of the approach and an assessment of the hybrid class outcomes compared o the fully interactive model