| Newsletter 10, October 1995 |
Over the last 8 years, major manufacturers have set up small meeting rooms for videoconferencing at remote sites. By using leased data lines, they have linked sites together to form a dedicated videoconferencing network for regular meetings without the travelling. Many universities in the USA have installed videoconferencing systems in lecture theatres and classrooms, allowing access from smaller colleges within the state and for students at home.
It seemed a natural step for videoconferencing to evolve from dedicated systems where portability meant that two people could push a “roll about” trolley from room to room to desktop PC systems. The option for PC videoconferencing is rather like adding a sound or network card, or specifying it as an option in your next (inevitable?) hardware upgrade.
Desktop
systems have a major advantage over earlier systems in that they
can share data as well as transmit voice and pictures.
This makes it easy to work collaboratively on documents over long
distances, and brings the much-talked-of “home-working revolution”
nearer. All you need is a “powerful” PC with the videoconferencing
cards fitted, and an ISDN line to your home or desk. The call
charges are similar to voice-only calls, but the installation
and rental of the lines is higher at £300 and £84 per
quarter.
As the deregulation of the telecommunications industry continues, more links will become available (cable TV companies, dedicated network providers such as Torch, etc.). Universities also have the SuperJanet link to provide a pathway for high-speed data links required by video and data conferencing.
It is one thing having the technology available, but a completely different thing to know how the University could benefit from its use.
To evaluate the possible benefits and savings to the University, LSS has been asked to set up a working group for “Controlled Evaluation of Videoconferencing for Teaching, Learning and Administration”, of which I am the Chair.
The group is looking for applications for the technology in 3 areas:
and will identify:
In line with the University Strategic Plan, this could provide innovative approaches to teaching and learning, and could be a useful element of support infrastructure for people with disabilities by giving access to specialists, lecturers, students in other parts of the University, country and world.
Clearly the project will benefit the “business” of LMU by saving time, money, energy on travel costs, stop-overs etc., and create more opportunity and flexibility.
The deregulation of the telecommunication industries and the imminent (inevitable?) expansion of our telephone and data networks will probably make single “desktop” ISDN connections redundant. The group will identify options for future connectivity of videoconferencing and other “data-hungry” applications.
The group will consist of representatives from Media and Educational Development Services, Library Services and Computing Services within LSS, and representatives from Faculties, Schools and administration areas.
Josie Driver and Thérèse Walker are contacting Deans and administration areas for help in identifying teaching and learning applications and appointing faculty representatives.
If you have any plans or ideas for using videoconferencing in teaching, learning or administration then please phone either myself, Josie Driver or Thérèse Walker with the details for possible inclusion in the evaluation project.
- John Lynch