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The fifth item of Project Deliverables, Schedule A of the RACOL project reads: A Protocol for “time stamping” and storing the video, audio and computer data so that a learning session can be reproduced at a later time. This “Protocol” as built consists of a mechanism to collect audio, video and computer data which is stored for later use, and a mechanism to allow the students to conveniently review the data offline. This document describes the capture system and the delivery system. |
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| This report provides documentation of the current status of each of the deliverables for the Rural Advanced Community of Learners (RACOL) project. | |
| This paper provides an overview of two well-established user interface evaluation techniques: heuristic analysis and cognitive walkthrough. This background information is used to evaluate the user interface of the Rural Advanced Community of Learners (RACOL) project. | |
Report on the special seminars in Fine Arts/Aboriginal studies Physics games developed to support Physics 20/30 curriculum |
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| Interactive learning series | |
| Physics game review | |
| Physics game review | |
| The following report outlines the issues both technical and non technical that were encountered for the Teacher Assistance Course, which ran from January 7th to March 31st 2004. The course was conducted via video conference from Calgary, where the instructor was located, to the Fort Vermillion School District (FVSD). | |
| This project has set the stage for a viable and different model of apprenticeship training. In comparison to traditional or face-to-face training, this project has shown us that we can provide theory training, and project (in this case welding assignments) discussion via videoconference technology. | |
| One of the main deliverables of the RACOL project was conceptualizing and delivering professional development to participating Rural Advanced Community of Learners (RACOL) teachers. The professional development team, coordinated by David Geelan of the University of Alberta, fulfilled this deliverable to the participating RACOL teachers in the Fort Vermilion School Division (FVSD). | |
| Part of the mandate of the RACOL project was to create a sustainable distance education teaching environment for the teachers and administrators of the Fort Vermilion School Division. It became apparent early on that many resources would be required to train teachers to teach in such a unique and technologically immersive environment. | |
| This report provides recommendations based on findings from formative and summative evaluation activities, on the Rural Advanced Communities of Learners (RACOL) pilot project. These evaluation activities have taken place over a two-year period spanning from the spring of 2002 to March 31, 2004. | |
| The RACOL Evaluation Team is lead by Dr. Stanley Varnhagen of the Academic Technologies for Learning Department of the University of Alberta. The team is made up of two groups: the team includes Dr. Mel McMillan, Annette Fuchs, M.Ed. (Ph.D. Student) and Neil Hepburn, MA (Ph.D. Student). Together they coordinate all evaluation activities with the appropriate sub-groups at each stage of the evaluation process. | |
Several points of investigation were undertaken as part of the CODEC evaluation process. The evaluator began with a general review of several commercially available video conferencing platforms (both hardware and software-based) in order to survey specifications and features for comparative analysis. Secondly, a survey was developed and issued to a user group of one specific platform as a means for assessing methods for acquiring user feedback, as well as collecting feedback on this specific platform. Thirdly, a visit to the Fort Vermillion School District provided first-hand observation of the RACOL CODEC, in addition to insights into user dynamics and the application of the CODEC to a classroom environment. |
Rural Advanced Community of Learners (PDF)
T. Craig Montgomerie and Cathy King
Abstract: One of the major challenges to rural communities in Alberta is to provide high quality education for their inhabitants. With the evolution of broadband networks, it is now possible to facilitate even more effective learning for distanced students.
Surveying the Impact of Using Full Motion Video In Post-Secondary Teaching Environments: Alberta Video Classroom Network Evaluation (Word)
Cathy King and T. Craig Montgomerie
Abstract: This paper focuses on how video classroom environments impact teaching over distance. An evaluative study was conducted with individuals who use, administer and provide technical support in MPEG2 video classrooms. Results from surveys, in-person and telephone interviews provide information as to the advantages and disadvantages of teaching with collaborative environments. Results provide insights into what support mechanisms are needed for successful usability of collaborative classrooms. Recommendations are forward looking and encompass both the technological and pedagogical needs associated with the use of collaborative environments for distance education. Further investigations into the design of user friendly, functional and pedagogically focused distant education environments are needed. Administrators, technical planners and educators need to work together on the development, design and sustainability of collaborative environments in order to effectively enhance distance education opportunities.
Providing Quality and Equitable Distance Education (Word)
T. Craig Montgomerie, Mike Davenport and Cathy King
Abstract: The world of distance learning is changing as the Internet presents new opportunities and the private sector brings new requirements and approaches to traditional education. What are the training and education needs in the new century? … Is global access to education on the horizon or will the remote, rural, island and other locations that have been under-served be passed by once again? (PTC 2003 Conference Call for Papers)
The question “will the remote, rural, island and other locations that have been under-served be passed by once again?” is difficult, and, as usual, the answer is “it all depends.” This paper examines two uses of broadband networks and broadcast quality video, which endeavor to provide quality synchronous education where they would not otherwise be available. The first part provides a summary of results from an evaluative study on the use of full motion video classrooms in a post-secondary lecture mode environment. Responses from instructors and support personnel provide recommendations as to the advantages and disadvantages of the use of full motion video for distance education. The second project, RACOL (Rural Advanced Community of Learners), builds upon the analysis from the evaluative study to provide a framework for new developments in full motion video environments in K-12 systems. Both cases provide an illustration of alternative educational environments, which can address social and economic needs of educational institutions hindered by geographic location, economic shortfalls and social constraints.
A Needs Assessment and a Design for a Distance Education System: The Rural Advanced Community of Learners (RACOL) (Word)
T. Craig Montgomerie, Cathy King and Ken Dropko
Abstract: One of the major challenges to remote communities is to provide quality education to their inhabitants. Rural Advanced Community of Learners (RACOL) is bringing a new standard for distance delivery to rural students. RACOL uses a combination of the Community of Learners Models of Instruction (Brown & Campione, 1994), n-way broadcast quality real-time video classes in which the instructor and all students can be seen by all participants, state of the art visualization using interactive whiteboards, individual computers equipped with workgroup software and a recording of all synchronous communication for later access by students or teachers. This paper describes the needs assessment and system design for RACOL.
Providing Quality Education in Remote, Rural Areas (Word)
Bonnie Skaalid and T. Craig Montgomerie
Abstract: This paper reviews a major initiative to change the way education is offered in remote rural areas. Our project is a synthesis of technology and a participatory approach to teacher professional development which will address the design and delivery of a second-generation “community of learners” model for teaching and learning.
Based on participatory action research methodology, researchers and remote teachers will interact via broadband fibre networks to collaborate on curriculum redesign projects envisioned to create more learner-centered classrooms for students disadvantaged due to distance and lack of qualified teachers
Design and Implementation of a Next Generation Distance Education System (HTML)
T. Craig Montgomerie, Valerie Irvine, and Mike Davenport
Canadian Stories of Distant Cases: Audiographics Teaching and Learning of High School Physics in the RACOL Project (PDF)
David Geelan
Abstract: The Rural Advanced Community of Learners (RACOL) project is intended to provide learning opportunities to high school students in remote communities in northern Alberta. This paper uses a narrative case study research methodology, and reports the author's experiences as a teacher of a class of 16 physics students. The teacher was located in a room 800 km from the students, who were scattered among 4 schools located across several hundred kilometers in northern Alberta. The paper is focused specifically on some of the unique challenges presented by this mode of teaching and learning, as well as on the project’s success in providing enhanced opportunities for these students.
Converting Synchronous Instruction for Asynchronous Delivery (PDF)
Raj Boora, Al Davis and T. Craig Montgomerie
Abstract: Students miss classes for a number of reasons. With emerging technology, providing asynchronous access to that class is possible. Rural Advanced Community of Learners1 (RACOL) is creating a new standard in delivering distance education to students in rural Alberta. RACOL uses a combination of the Community of Learners Models of Instruction, n-way broadcast quality real-time video classes in which the instructor and all students can be seen by all participants, state of the art visualization using interactive whiteboards, individual computers equipped with workgroup software, and provision of asynchronous access for students who may miss a lesson. This paper describes the system developed to record synchronous communication and to provide asynchronous access to that material by students or teachers.
Evaluation of the RACOL User Interface (PDF)
Across the Great Divide (PDF)
Steven M. Cherry
Article about the Alberta SuperNet and Pam Martin, one of RACOL's teachers in Fort Vermilion School District.
© 2004 RACOL
Last Updated
August 30, 2005