Multimedia
InfoWay for the Development of Distance Education and Health by Amazonian
Universities:
Implementation of the Telematics Network of the
Virtual Campus of the Amazonian Universities and Construction of Multimedia Resource
Centres for Distance Education and Health with a view to sustainable
development of the Region.
Jackson
Colares da Silva – jcolares@fua.br
Antonio Tobias Silveira - tobias@ufpa.br
Angela Aparecida Souto - asouto@unir.br
Cirilo Simoes Filho - cirilo@unifap.br
Marco Antonio Lucas - luckcas@yahoo.com
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UNIVERSIDADE
FEDERAL DO ACRE
UNIVERSIDADE FEDERAL DO AMAPÁ
UNIVERSIDADE FEDERAL DO AMAZONAS
UNIVERSIDADE FEDERAL DO PARA
UNIVERSIDADE FEDERAL DE RONDÔNIA
UNIVERSIDADE FEDERAL DE RORAIMA
(Translated
by Roberto A. Mueller, WAOE and Teleeducation)
(Revised by Takeshi Utsumi
on 10/06/01; Conversion rate from Brazilian Real to US$ is R$2.7/US$1.0)
Index
1. Project's Title
2. Participanting Institutions
3. Objectives
3.1 General
Objectives
3.2 Specific Objectives
4. Justification
5. Project's Concept
6. Multimedia Resource Centres (MRC)
for Distance Education
6.1 Concept
6.2 MRC Performance
6.3 MRC Configuration
6.3.1 MRC at Main
Campus
6.3.2 MRC Physical Description and
Equipment Description at Main Campus
6.3.3 MRC Physical Description and
Equipment at Back Country Centers
6.3.4 Software Licenses
6.3.5 Services to be Hired for all
MRC: Main Campus and Back Country Center
6.3.6 Training Program to Maintain
Services at Each MRC
6.3.7 Master's and Specialized
Programs in Distance Education
7. Amazonian
CampusNet - Virtual Campus of the Amazonian Universities
7.1 Objectives of
the Amazonian CampusNet
7.2 Clients
7.3 Methodology to Be Developed for
the Amazonian CampusNet
8. Activities for
MRC Implementation - Chronology
8.1 Infrastructure
and Technological Framework Construction
8.1.1 Building
Construction in Main Campuses and Back Country Centers
8.2 Construction
of Feasible Connections Among Main Campuses and Back Country Centers
8.2.1 Server
Installation and Configuration
8.3 Work Station
Installation in Laboratories and MRC Rooms
8.4 Videoconference Systems
Installation and Configuration
8.5 Equipment General Testing, Net
Traffic, Internet Access and Videoconference
General Project
Budget - Part I
General Project
Budget - Part II
Main Campus
Equipment - Summary of Costs
Back Country
Center: Equipment - Investment Summary
General Project
Budget - Part III
Total Cost of the
Distant Education Program for the Whole Region
Acre
Amapa
Amazonas
Para
Rondonia
Roraima
Investment Per
Amazonian State
Figure 01.
Investment and Expenditure (Percent)
Multimedia
InfoWay for the Development of Distance Education and Health by Amazonian
Universities:
Implementation
of the Telematics Net of the Virtual Campus of the Amazonian Universities and
Construction of Multimedia Resource Centres for Distance Education and Health
with a view to sustainable development of the Region.
- FUNDACAO UNIVERSIDADE DO ACRE
- UNIVERSIDADE FEDERAL DO AMAPA
- FUNDACAO UNIVERSIDADE DO AMAZONAS
- UNIVERSIDADE FEDERAL DO PARA
- UNIVERSIDADE FEDERAL DE RONDONIA
- UNIVERSIDADE FEDERAL DE RORAIMA
- To establish the
Amazonian InfoWay for Distance Education and Health which is a network for
multimedia information and communication,
- To improve the quality
of Distance Education and Health in the Federal Public Universities of the
Amazonian Region for a wide range of purposes.
- To build a Regional
Backbone for the interconnection of the six participanting universities
with broadband Internet and videoconferencing;
- To build a State
Backbone for interconnection of campuses, as connecting each university
state-wide with broadband Internet and videoconferencing;
- To build Multimedia
Resource Centres (MRC) for producing distance education courses which will
be distributed among all participanting university campuses;
- To set up the Amazonian
CampusNet - the Virtual Campus of the Amazonian universities;
- To set up a Virtual
Campus in each university participating in this project;
- To enable local and
regional resource and information sharing;
- To create extension
courses, undergraduate and graduate courses in the modality of distance
education to fulfil local and regional needs;
- To accomplish activities
to fulfil the potential of distance education and tele-health as
legitimate and necessary modalities and as complementary strategies.
Technological
transformations and their integration in the teaching and learning process are
shifting educational paradigms significantly at all educational levels,
creating new learning environments, influencing organizational reforms as
combining these environments and integrated learning facilities. In other
words, our plan is to effectively leverage new trends centred on the enrichment
and improvement of curricula and learning institutions. Referring specifically
to integrated support services, the New Information and Communication
Technologies (N-ICT) enables teacher and student interconnection at all
educational levels - from basic education to higher education, even with
outreach programs tied to corporations and communities, offering a wide variety
of relevant information and expertise for all possible communications and
conducting public affairs. It is clearly a way to enhance infrastructure access
and learning opportunities.
For this
reason, when we consider an online teaching model supported by the utilization
of different technological possibilities to meet with the expectations and
demands of Amazonian communities, we have to first address issues such as the
following:
a) the availability of IT to the
regional inhabitants;
b) the curricular structure of the courses; and finally,
c) the individual student characteristics and the new relation they assume with
technological learning resources.
For Jesus
Salinas (1999), the possibilities offered by the new technologies, namely the
telematics networks for a learning infrastructure, enable an increasing number
of students to be characterized as users with a new relation to knowledge, with
new learning practices and with easier adaptation to rapid social transformations.
To realize this, technological and pedagogical reforms are needed, those which
can facilitate customized learning and online cooperative learning, enabling
more interaction and knowledge exchange. Thus the Federal Public Universities
of northern Brazil, as higher educational institutions, accountable to the
region's needs, are searching for answers to the social demands for high
educational standards, to constantly progress, look not for conventional
alternatives but instead envision the forerunner of a macro-project to enable
sustainable development in the Region.
Some
intrinsic and practical issues, in meeting needs and anticipating obstacles,
are as follows:
A clear
distinction pertains between efforts to build educational delivery systems and
the production of contents to be taught. For the former the role of high
technology must be investigated, a task not always easy because it demands
expertise. For the latter the educational responsibility of the universities
must be preserved. The teachers of each class are responsible for the
educational contents, as experts in their specialized fields. For the
technologies to be used as a means of delivery, online educational and health
professionals, experts in software, hardware, methods, languages and in several
online tools are to be responsible. The former must exercise the care and
wisdom required by education, while the latter has to tune in to the rapid
transformations imposed by informatics and telecommunications. An equilibrated
division of labor would neither trample on education nor delay its
technological progress.
From the
above characterization, the possibility of producting instructional means in a
centralized way arises, with specialized persons and with top technological
resources, to be used in a decentralized way by many people, in many places,
and at many times. The creation and development of courses built in advance
(pre-produced) could be combined with a wide diversity of means and resources
such as: supplementary reviews, additional books, educational radio and
television via open or closed circuit, movies, computers and especially
networks that can transmit multimedia data, video textbooks, communication by
means of telephone, radio and satellite, broadband Internet, and so on, just in
time.
The
suitable integration of these means is called the "multimedia
approach." The logic of these courses is characterized by a centralized
production combined with a decentralization of its apprenticeship. Along
similar lines, the possible production of self-instruction courses arises, by
means of elaboration of resources for independent study, with clear objectives,
a self-evaluation process, exercises and complementary texts. These resources
may become self-sufficient and become a framework for the study of a set of
other texts, encouraging observational capacity, critical thinking, and
pluralism of ideas, especially valuable dimensions of university studies.
Individual study should not exclusively characterize this teaching mode, but
learning to learn constitutes a foundation especially important for distance
education, driving it through to successful application.
Therefore
the Federal Universities of Acre, Amapa, Amazonas, Para, Rondonia and Roraima,
concerned to offer good educational services, responding to the needs of the
above described demands, and attending to the actual work marketplace, present
this project: the Multimedia InfoWay for the Development of Distance
Education and Health by Amazonian Universities, and construction of Multimedia
Resource Centres (MRC) for Distance Education with a view to the sustainable
development of the Amazon region.
The
technological infrastructure will be made available by means of communication
and Internet networks, and dedicated personnel, by enhancing and structuring
programs, developing, producing and publishing educational resources in printed
format, digital format, audio-visual and multimedia formats for effective
functioning of the Amazonian CampusNet (Virtual Campus of the Amazonian Universities).
This will support the on-campus courses in the first phase, and in a second
phase will enable the availability and management of extension courses,
undergraduate and graduate distance education, supporting the teaching and
learning process, enhancing its activity, making it more stimulating and
autonomous, increasing the study opportunities in the group of Amazonian member
States in a significant way, and consequently in all of Latin American
coountries.
The
project's proposal brings together the qualities of several IT and multimedia
communication approaches, broadband Internet and videoconferencing, intending
the construction of a powerful distance education and health supporting tool.
The plan
is to implement a Multimedia Resource Centres (MRC) network for Distance
Education on the campuses of the participating universities. The units
localized in the campus of each institution will be responsible for the
production of electronic publications and printed publications to be used in
the courses and programs of the Virtual Campus. The other units, in the back
country of each state will be responsible for the distribution and transmission
of the contents. All these units will be connected together by a
telecommunications network, structured in each state by a backbone responsible
for the connection of back country centers to the main campus of each
university and a regional backbone, responsible for the connection to all the
universities. The MRC units will be the points of presence to provide access to
the system in each area.
6. Multimedia Resource Centres (MRC)
for Distance Education
Even
though that the Multimedia Resource Centres (MRC) characterize the strong
presence of technological components and these fundamentally hinge on
Telematics connections and other resources offered by N-ICT, we will use a
concept that is in our environment since long ago: the concept of Scholar
Resource Centres as a starting point to help understand the structure and
determine the functions of a MRC. This way we must admit a revision of this
term, mainly when we introduce concepts associated with integration of the
N-ICT, multimedia, collaborative work, flexible and distance learning.
Bezswick
(1972) defined resource centres as an organized and indexed collection of
resources for consulting proposes, but without availability for production.
Merrill and Drob (1977) also made a definition for this theme; they affirmed
that the Resource Centres for learning needed to somehow make available all
that is necessary for creation, distribution and transmission of contents for
presentations of individual or group interest, of audio, video television and
printed resources; by a team of people to help the teacher in creation,
presentation, and evaluation of the course contents. These authors define MRC
for learning as a organizational structure constituted by a director and his
staff with the respective equipment, a team of specialized people with production
expertise, to search for and present instructional contents, to promote
development and planning of the services entailed in the curriculum and faculty
of a university campus.
Vidorreta
(1978) referenced three characteristics in his point of view to definitively
understand a Resource Centre:
a) It is a learning place for the students, useful to
enable students to follow an autonomous program and of independent study, or
even to develop a program in groups whether guided or not by the professor.
b) For professors, the resource centre makes available all the
contents and equipment necessary to their class preparation and to apply in
their own context.
c) It is a place to store
contents and equipment duly registered and catalogued, a place to use
contents and didactic equipment, because it offers suitable facilities.
A
definition that can concatenate these three features would be: a learning place
to find the educational contents to be used inside or outside the MRC, for
teachers and students, individually or in groups.
Dunnett
(1985) proposed that MRC go beyond managing and making available technological
resources to also be a Curriculum Control Centre, which would administrate
curricula, similar to the managerial control of the institution. Among the functions
of this Control Centre would be the rationalization of resources, including a
connection of the institution with the surrounding society.
Up to the
nineties we find definitions like that from Wang (1994), supporting Merrill
(1977), McPheeters (1980) and Langhoff (1980), concluding that MRC must be a
field, single or not, where each individual student or group of students may
find a wide diversity of resources and therefore learn by themselves. Cabero
(1999) understands that these centres must be like institutions created to make
new technologies available to teachers and students. He points out that these
must not centralize their activities only on maintenance, and the obligations
of service, but truly expand their functions, developing activities in resources
selection, evaluation of programs and research on new technologies. This way,
the MRC is an organism that has a basic physical and technological flow
sequence, specialized staff, and makes available diverse services in the
learning institution. Among its most important activities can be mentioned
those related to programs management, ownership of courses and/or licensing
agreements, from the production to the distribution of courses, whether
face-to-face, online or mixed, the availability of diverse learning resources
and, finally, to advise projects and provide tutorial services.
As a
consequence of the above, we may say that the most important performance of a
MRC is basically to surmount space and time limitations. That is, the
availability of educational resources for autonomous learning based on the use
of N-ICT must facilitate access for all those people with some connection to
the in-person centres but with difficulty in relying on regular meeting times,
moreover to be available for those that do not have the necessary equipment in
order to access the most advanced resources, enabling users to take advantage
of and use the resources that otherwise would not be accessible. In this sense,
for reference we will use what Vidorreta (1978) pointed out as the function of
a school resource centre:
- Organization of the
center's own resources and coordination of the community resources
according to space and time, professors and students, keeping an objective
eye on the solvency or profitability of the resources. It implies among
other things the establishment of different spaces for different learning
activities, keeping contents and suitable equipment in good working
conditions for utilization, the presence of specialized people and suitable
installations, mechanisms of use and borrowing, distribution and
circulation of the resources.
- Enrollment,
classification cataloguing and organization of the resources;
- Selection of the
resources according to the needs and characteristics of the centre and of
the users;
- Evaluation of used
resources;
- Information on existing
resources, guides and advice for the utilization and educational yield of
teachers and students.
Authors
such as Wang (1994), Merril (1977), McPheeters (1980) and Langhoff (1980)
defend a different nomenclature; they see this organism as a Centre of
Educational Resources to perform the following:
- To offer instructional
resources;
- To facilitate
utilization of the suitable resources for different learning environments;
- To find an efficient and
effective organization to offer real services, not only in the
self-service ambit.
Therefore
a MRC must have the technologies necessary to inform, for formal education, to
research and build didactics contents to attend the specific educational needs
on the intended context to be installed.
As
mentioned before, the MRC unit at the main campus of each university will be
responsible for management, production and distribution of the contents to be
used in the courses. Additionally, it will be responsible to provide access for
the campuses in the back country to the network. On the other hand, the units
in the back country centers will be points of presence on the network,
appropriate to distribute as well as to consume the contents produced at the
main campus. Therefore, the configurations of the MRC units for the main
campuses will be different from the configurations of the MRC units in the back
country areas.
The MRC units at the main campuses of the universities will be
configured with equipment, software, telecommunication resources, meeting
space, and specialized staff, grouped through the departments, divisions and
laboratories:
Administration of the Centre
- General
Centre Coordination - responsible for the administration
of activities development at the MRC, representation in councils, and so
on.
- Project
Coordinator - responsible for the execution of
each project.
- Marketing
Coordinator - responsible for institutional
image and outreach MRC service sales administration.
Department of Production of Educational Contents and Multimedia.
This department will develop its activities by means of four divisions
and the audio-visual laboratory.
- Design
Division - responsible for the development of the virtual
campus corporation image and the identity of the materials to be
transmitted in the courses, whether virtual or not.
- Structuring
Division - responsible for structuring, organization and
content selection to be used in the courses.
- Programming
and Multimedia Production Division -
responsible for integration of elements and multimedia resource contents
available in the courses.
- Normalization
Division - responsible for the structure of procedures and
methods of printed contents, also responsible for the translation of the
contents to other languages.
- Audiovisual
Laboratory - responsible for the production of graphic
animation in 3D, recording and video editing, production and editing of
sound tracks.
Department of Resource Distribution
This department will coordinate two divisions:
- Videoconferencing
and Telerooms - responsible for videoconferencing
rooms and for the programing of teleroom and moreover to keep equipment in
perfect operating condition, including to guide teacher and student use of
the resources, with the objective of creating an orientation course to
improve the utilization of the videoconferencing and telerooms, and
finally to always keep up with emergent technologies in order to apply
advances to the system. This will be of fundamental importance in order to
keep the MRC services efficient and within the desired quality standards.
- Users'
Attendance Division - this division will be responsible
to keep the user and system interaction dynamic, must be always in
attendance and available to help with any technical or pedagogical problem
including to help in program configuration, and with services like e-mail.
In this division will be included Room Coordination for users and the
Media Library - the first responsible for user's room management. It will
be responsible to organize the daily activities of room occupation,
including to maintain the programs up to date and to keep the work
stations perfectly functioning. The media coordination will be responsible
to organize all the reference of the MRC and of its offered services in
electronic, video, audio or printed format. In this sense he will be
responsible for creation and maintenance of a virtual library, i.e., will
be responsible for the research, index and to digitize all information on
Amazonian, research results, review articles, special publications,
congress annals, books, and so on.
Network Management Department
- State
Backbone Management - responsible for perfect connection
among the universities of the north.
- Regional
Backbone Management - responsible for perfect connection
operation among the campuses of each university.
- Local
Network Management - responsible for perfect operation
of local networks.
Research and Development Department
This department will operate as an initiatives catalyst organized in
agreed-forms involving government, academy and industry. Its objective is the
development of technologies for implementation of networks with higher speeds
compared with commercial webs, enabling experimental services, usually
restricted to the research community. By this way, its purpose will be to
perform a vanguard role, closer to test bed than to normal service.
6.3.2 MRC Physical Description and Equipment Description at Main Campus
MRC Construction at Main Campuses
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DESCRIPTION |
Quantity |
Area (square meters) |
Area (square meters) Total |
Value p/square meters; (R$) |
Value p/square meters; (US$) |
Total (R$) |
Total (US$) |
|
1 |
Administration Room |
1 |
40 |
40 |
R$ 675,00 |
250.00 |
27.000,00 |
10,000.00 |
|
2 |
Meeting Room |
1 |
30 |
30 |
R$ 675,00 |
250.00 |
20.250,00 |
7,500.00 |
|
3 |
Videoconference Room for
50 people |
2 |
80 |
160 |
R$ 540,00 |
200.00 |
86.400,00 |
32,000. 00 |
|
4 |
Teleroom |
2 |
60 |
120 |
R$ 540,00 |
200.00 |
64.800,00 |
24,000.00 |
|
5 |
Media Library |
3 |
70 |
210 |
R$ 540,00 |
200.00 |
113.400,00 |
42,000.00 |
|
6 |
Informatics Laboratory
for 30 people |
2 |
60 |
120 |
R$ 540,00 |
200.00 |
64.800,00 |
24,000.00 |
|
7 |
Network Services |
1 |
40 |
40 |
R$ 540,00 |
200.00 |
21.600,00 |
8,000.00 |
|
8 |
Educational content
production room with 4 environments |
1 |
80 |
80 |
R$ 540,00 |
200.00 |
43.200,00 |
16,000.00 |
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9 |
Audiovisual Laboratory
(recording studio) |
1 |
60 |
60 |
R$ 540,00 |
200.00 |
32.400,00 |
12,000.00 |
|
10 |
Common area |
1 |
120 |
120 |
R$ 540,00 |
200.00 |
64.800,00 |
24,000. 00 |
|
|
Total |
|
|
980 |
|
|
R$ 538.650,00 |
U$ 199,500.00 |
Equipments
Cental Campus
|
||||||
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Administration Rooms |
||||||
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Directer's room, Secretary, Project Coordination |
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IT |
DESCRIPTION |
Quantity |
Unit Value
(R$) |
Unit Value
(US$) |
Total (R$) |
Total (US$) |
|
A |
Diverse Furniture (table, chairs, cabinets, etc.) |
1 |
5.400,00 |
2,000.00 |
5.400,00 |
2,000.00 |
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B |
Computer |
5 |
4.050,00 |
1,500.00 |
20.250,00 |
7,500.00 |
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C |
Laser printer 8 ppm |
2 |
1.620,00 |
600.00 |
3.240,00 |
1,200.00 |
|
D |
No-break of 3 KVA |
1 |
4.050,00 |
1,500.00 |
4.050,00 |
1,500.00 |
|
|
Total
|
R$ 32.940,00 |
U$ 12,200.00 |
|||
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Meeting Room – Quantity 01 |
||||||
|
IT |
DESCRIPTION |
Quantity |
Unit Value
(R$) |
Unit Value
(US$) |
Total (R$) |
Total (US$) |
|
A |
Television, 33” |
1 |
2.700,00 |
1,000.00 |
2.700,00 |
1,000.00 |
|
B |
VCR |
1 |
540,00 |
200.00 |
540,00 |
200.00 |
|
C |
Furniture |
1 |
3.240,00 |
1,200.00 |
3.240,00 |
1,200.00 |
|
D |
Videoconference system |
1 |
27.000,00 |
10,000.00 |
27.000,00 |
10,000.00 |
|
|
Total |
R$ 33.480,00 |
U$ 12,400.00 |
|||
|
Department of Resource Distribution |
||||||
|
Videoconference Room - 02 |
||||||
|
IT |
DESCRIPTION |
Quantity |
Unit Value
(R$) |
Unit Value
(US$) |
Total (R$) |
Total (US$) |
|
A |
Document camera |
2 |
10.800,00 |
4,000.00 |
21.600,00 |
8,000.00 |
|
B |
Computer |
2 |
5.400,00 |
2,000.00 |
10.800,00 |
4,000.00 |
|
C |
VCR |
2 |
540,00 |
200.00 |
1.080,00 |
400.00 |
|
D |
Auxiliary camera |
2 |
5.400,00 |
2,000.00 |
10.800,00 |
4,000.00 |
|
E |
Sound system (amplifier, box and table) |
2 |
5.400,00 |
2,000.00 |
10.800,00 |
4,000.00 |
|
F |
Digital Projector |
2 |
13.500,00 |
5,000.00 |
27.000,00 |
10,000.00 |
|
G |
Furniture |
2 |
5.400,00 |
2,000.00 |
10.800,00 |
4,000.00 |
|
J |
Projection screen |
2 |
1.350,00 |
500.00 |
2.700,00 |
1,000.00 |
|
K |
No break 3 KVA |
2 |
4.050,00 |
1,500.00 |
8.100,00 |
3,000.00 |
|
L |
TV/Monitor image return |
2 |
2.700,00 |
1,000.00 |
5.400,00 |
2,000.00 |
|
M |
White board |
2 |
1.350,00 |
500.00 |
2.700,00 |
1,000.00 |
|
N |
Videoconference
System |
2 |
54.000,00 |
20,000.00 |
108.000,00 |
40,000.00 |
|
|
Total |
R$ 219.780,00 |
U$ 81,400.00 |
|||
|
Teleroom Quantity: 02 |
||||||
|
IT |
DESCRIPTION |
Quantity |
Unit Value
(R$) |
Unit Value
(US$) |
Total (R$) |
Total (US$) |
|
A |
Television, 33” |
2 |
3.510,00 |
1,300.00 |
7.020,00 |
2,600.00 |
|
B |
Furniture |
2 |
8.100,00 |
3,000.00 |
16.200,00 |
6,000.00 |
|
C |
Magnetic white board |
2 |
540,00 |
200.00 |
1.080,00 |
400.00 |
|
|
Total |
R$
24.300,00 |
U$ 9,000.00 |
|||
|
Informatics Laboratory, Quantity: 2 |
||||||
|
IT |
DESCRIPTION |
Quantity |
Unit Value
(R$) |
Unit Value
(US$) |
Total (R$) |
Total (US$) |
|
A |
Microcomputer |
42 |
2.160,00 |
800.00 |
90.720,00 |
33,600.00 |
|
B |
Laser Printer 8 ppm |
2 |
1.620,00 |
600.00 |
3.240,00 |
1,200.00 |
|
C |
Furniture |
2 |
5.400,00 |
2,000.00 |
10.800,00 |
4,000.00 |
|
E |
No-break 3 KVA |
4 |
4.050,00 |
1,500.00 |
16.200,00 |
6,000.00 |
|
F |
Switch 24 gates |
2 |
8.100,00 |
3,000.00 |
16.200,00 |
6,000.00 |
|
G |
Magnetic white board |
2 |
540,00 |
200.00 |
1.080,00 |
400.00 |
|
|
Total
|
R$ 138.240 |
U$ 51,200.00 |
|||
|
Media Library, Quantity: 1 |
||||||
|
IT |
DESCRIPTION |
Quantity |
Unit Value
(R$) |
Unit Value
(US$) |
Total (R$) |
Total (US$) |
|
B |
Microcomputer |
10 |
2.160,00 |
800.00 |
21.600,00 |
8,000.00 |
|
C |
VCR |
5 |
540,00 |
200.00 |
2.700,00 |
1,000.00 |
|
E |
Television 20” |
5 |
1.080,00 |
400.00 |
5.400,00 |
2,000.00 |
|
F |
No-break 3 KVA |
2 | ||||