JISC

Introduction
African Virtual University 
Les Amphis de france 5 
The AVD project, Austria 
Boston College Mobile Satellite Van
Centrelink Education Network 
Chinese Education TV 
Consorzio Nettuno, Italy  
CRO.CU.S (CROss-CUltural Satellite services for immigrant communities in Europe)
Cyber Seminars, Japan 
Espresso 
GDLN – World Bank  
JISC 2-way Satellite Access Trial 
Sat&Clic 
SchoolSat, Ireland 
St. Helens e-Learning Bus
Telesecundaria, Mexico 
TELETUKS 
University of Derby Extension

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Introduction

In this chapter examples from different parts of the world illustrate the use of satellite-supported services in educational contexts. Contact information is provided for further information on each example or initiative where it is available. We have also indicated when this information was last updated. However, as with all such information the material included in this chapter is subject to change and so we recommend that if you are interested in a particular example, you contact the project directly.

In a previous chapter we referred to various applications of satellite technology in education and described various broad categories in which such use could be considered. To recap, these categories are as follows:

In this chapter and our description of each example, we will use this system of categorisation.

African Virtual University

Type of Application

This is an example combining one-way broadcasting with a synchronous and asynchronous return channel via either telephone or online chat (Interactive Television or Category 2 in our categorisation).

Coverage

The AVU service footprint via New Skies Satellites (NSS) does not cover all of Africa equally well: see the areas indicated in the following diagram:

Footprint of NSS Satellite for AVU

Short description

The AVU has a core commitment to enable greater access to higher education for African students using modern Information and Communications Technologies (ICT). The strategy involves a more focused and African-based operation committed to overcoming the constraints that limit access to quality tertiary distance learning opportunities in Africa.  

The AVU began its pilot operations in 1997. By 2003, 31 AVU Learning Centres (LCs) have been established in 17 sub-Saharan countries in Africa. During this pilot phase AVU delivered some 3,000 hours of instructional programmes, registered over 23,000 students in semester-long courses, provided 1,000 personal computers to learning centres, and provided a range of other services to its members. In addition to courses, AVU offers a digital library with 2,000 full-text journals and a catalogue of subject-related web links, as well as a web site, which functions as a portal and currently receives over 1 million hits on average per month, with over 45,000 active email accounts and other web-based services.

The AVU infrastructure currently consists of a broadcast network with the uplink at Netsat express hub New York, USA and multiple receive-only sites (AVU learning centres) spread across Sub-Saharan Africa. This network utilises digital video and audio broadcast over the NSS 7 in C-band.

A flexible, mixed-mode delivery approach has been adopted, in recognition of the learner environment in which AVU operates. This approach uses a careful combination of synchronous video broadcasting, online materials, pre-packaged learning materials on CD-ROMs and DVD as well as synchronous chat sessions.

Interaction between the learner and the lecturer is primarily by email, and by online chats during synchronous lecture sessions. Students also have access to online chat sessions and discussion forums with their teaching assistant throughout their programmes. All tuition emanates from the learning centres. Students are expected to register at the learning centre before attending specifically scheduled synchronous sessions.

AVU classroom in Cape Coast, Ghana

AVU LCs are supervised by trained facilitators. These are individuals who are familiar with the subject matter being taught and are mature enough to assist students during synchronous and asynchronous sessions. The facilitators are always in close consultation with the lecturer and teaching-assistant teams.

AVU Delivery Platform

While the first two phases of the development of the AVU are successfully accomplished, the third phase of the AVU consists of developing a full two-way audio and video communication network. The AVU will achieve this through the deployment of VSAT systems with integrated videoconferencing, video-streaming, Video-on-Demand and VOIP (voice over IP) technologies.

Les Amphis de france 5

Type of Application

This is an example of educational programmes video broadcast via the satellites Telecom 2C from France, HotBird 5 (analogue) and HotBird 5 (digital - TPS) from Eutelsat Telecom, the ASTRA 1 H (canalsatellite) from ASTRA (Category 2).

Coverage

An estimated 14 to 20 million people watch france 5 every week, mainly in France but also in the rest of Europe and North Africa.

Short description

Les Amphis de france 5, a French educational TV programme and web site, has been operating as a service since February 1996. It allows schools, training centres and individuals to access audiovisual products and documents via a dedicated web site or via television. The aim of Les Amphis de france 5 is to distribute knowledge and to provide pedagogical support, mainly to students and teachers in higher education. The programmes are also of interest to the general public, covering themes such as work, economy, sciences, art, history, literature and media.

Visitors to the website will find a catalogue of 500 titles and the broadcast schedule. At the same time the website allows access to the accompanying documents such as texts, exercises and corrections.

The TV channel france 5 is part of the France Television Group, alongside France 2 and France 3. The programme 'Les Amphis de france 5' is broadcast according to the following schedule:

• Monday mornings from 5.40 am: programmes that have been suggested by the public. For this purpose, viewers can choose from the 500 titles in the catalogue. The most requested programmes are then broadcast. This could be called a near 'video-on-demand' service.
• From Tuesday to Friday, every morning at 5.40 am: video lectures by academics from all over France. Each day covers a different subject area (science, humanities, mathematics, languages).
• On Saturdays and Sundays, every morning at 6 am: a selection of discussions and conferences.

Les Amphis de france 5 is also broadcast online via streaming as part of 'Canal U', the web TV service of French higher education establishments. Canal U consists of 10 different channels offering about 1,500 hours of educational videos. The channel 'Les Amphis de france 5' offers 130 programmes, enriched with synchronised illustrations and accompanying documents.

The programmes of Les Amphis de france 5 are available on 3 types of communication network:

• Terrestrial network: this consists of more than 1,000 broadcasters on the UHF band and exploited by Telediffusion de France. This network covers more than 87% of the French population
• Cable network
• Satellite network: the programmes of france 5 are also distributed by satellite for an international audience.

This consists of the following satellites:

• Telecom 2C from France Telecom
• HotBird 5 (analogue) and HotBird 5 (digital - TPS) from Eutelsat
•  ASTRA 1 H (Canalsatellite) from ASTRA 

The AVD project, Austria

Type of Application

This is an example of video broadcasting via satellite using the SkyMultimedia system (Category 3). SkyMultimedia is an interactive satellite-based system which enables the transmission of IP-based content between server and client (eg desktops). It uses the satellite for down-stream (from the central office to the clients) and any medium (dial-up modem, ISDN, satellite, leased line, GSM) for up-stream (from the clients to the central office). Because of the use of DVB/MPEG2 standard, the signal can be received from any current DVB-home-receiver (integrated receiver/decoder). The information is only available for authorised receivers.

Coverage

The satellite used is called Eurobird. The AVD project involves 89 schools, which are connected via satellite and provided with broadband access to the Internet.

Description

The AVD project ran during the school year 2002-2003 in Austrian schools and was co-ordinated by Education Highway in cooperation with the Federal Ministry of Education, Science and Culture and Telekom Austria.

The aim of the project was the creation of a satellite-based broadcasting system for media-on-demand solutions and interactive telelearning in schools. Upper secondary professional schools (economical and technical) and grammar schools and main general secondary schools from all over Austria could apply to participate. All participating schools received equipment, which was used for the following activities.

Download of videos via satellite (on demand): videos with supporting teaching material (working sheets, educational hints, subject analysis, content etc) could be downloaded overnight via satellite and could be used the next day in school. The videos were searchable for picture sequences, single words or time codes without rewinding or forwarding. The teacher could choose and demonstrate the video or single clips of it in school. Each clip had a key frame (single pictures in chronological order of the content) and a short description of the prepared theme to give a quick review of the videos.

Through simple navigation tools (eg a text transcript of the spoken word or key frames) it was possible to access and playback at any stage in the video. Additional material to each video was also provided, examples included short descriptions of the video content, theoretical backgrounds, learning aims, didactical hints/tips and resources on the web. Pupils also had access to all the video material provided. They could use the additional material, key frames, speaker text and the video clips for own projects.

Streaming of Interactive Telelearning: in special equipped broadcasting studios (locations in Linz) live lectures have been held and streamed via satellite to the schools. A special software tool was used, DistLearn, which allows for interactivity during the lecture. DistLearn integrates three components: audio and video display, a messaging tool (chat), a web browser and VNC (for slides, html sites or Word documents or any other screen the teacher would like to display). All courses have been recorded and archived so that all project schools have the opportunity to see the course 'offline' anytime and anywhere.

Boston College Mobile Satellite Van

Type of Application

Two-way Internet access via mobile satellite unit with wireless access for the local network (Category 5).

Coverage

Short description

Boston College, together with Satweb, Tachyon and ABK Ltd, developed a wireless network with satellite Internet access to deliver mobile training. The first Boston College mobile unit has been in operation since November 2001, a second van went into operation in February 2002.

The underlying aim of the project is to bring online ICT training to rural and deprived areas of south and east Lincolnshire using grants and support from the DfES' Capital Modernisation Fund and the Lottery's National Opportunities Fund.

The Internet and online training is provided via satellite connected to a wireless network using a bridging unit to extend the range. The van can be parked outside the chosen venue and there are no trailing wires between the van and the venue. In this way the number of learners accommodated is limited only by the size of the venue, the number of laptops carried and the number of learners the staff can support. The wireless equipment can potentially support up to 250 users.

The unit provides laptop computers that are set up in each venue. These are totally portable and space saving to pack in and out of the vehicle. The van carries up to 20 portables initially with space for more if required. It was thought that class-sizes of over 20 would have additional staffing implications.

It is believed that the prototype Boston College Mobile Unit One was the first truly mobile satellite van in the country. It was built into a Mercedes Sprinter short wheel-base van, and is made up of the following components:

• Satellite two-way Internet connection
• Novell server
• Wireless networking infrastructure
• Generator
• Laptops for end-users

 

During the past year the units have visited well over 30 different communities in the College's catchment area and set up regular training sessions in over 20 different venues. The majority of these are in small rural villages and market towns. Two venues are located in deprived wards of a slightly more urban nature where the project works alongside other community development organisations.

Take up of the facilities offered has been very good. Over 500 individual learners have engaged with the mobile training units in the past year. The vast majority have enrolled on level one ICT qualification courses and achieved their learning aims. Over 60% of the people engaged, had previously little or no experience of using computers or the Internet. Boston College believes, therefore, that these innovative mobile units have genuinely reached new learners.

Centrelink Education Network

Type of Application

Live and interactive educational television. This is an example of one-way broadcast of television programmes with a return support channel via terrestrial lines (Category 2).

Coverage

Centrelink uses the Optus B3 satellite for broadcasting of all their programmes.

Centrelink has nearly 400 customer service locations throughout Australia, many in remote and rural locations. Centrelink currently has 371 sites equipped and connected to the satellite network. All customer service staff have access to a training room with this equipment installed either in their own office or in a site nearby. There are 2,017 keypads connected to this system. The network covers 7,692,024 sq km.

Short description

The Centrelink Education Network has, as its main delivery platform, a state-of-the-art interactive distance-education facility, fully integrating video, voice and data to deliver live, real-time training and education to 24,000 staff members of 20 different government agencies across Australia. It is a two-way voice and one-way video system, ie a one-way broadcast with a return support channel via terrestrial lines. The student response keypad uses a telephone line to enable the facilitator and participant to talk to each other. Interactivity occurs in a number of ways. For example, a student can respond to pre-determined questions or he/she may ask the presenter for clarification on issues raised during the lesson.  

Centrelink offers a blended solution to their education programmes, most of which are accredited to match nationally recognised qualifications. Prior to participating in the satellite-enabled learning, students may undertake an online Learning Needs Analysis to determine their skill gaps or learning needs. They then download workbooks and other materials from the Intranet for pre-reading, or they may watch a CD-ROM from their desktops. After a learning session, they may have face-to-face group discussions to relate their learning to the workplace.

For the satellite broadcasts, programmes of about 45 minutes duration are produced from the Centrelink Canberra studios and travel by satellite to Centrelink offices across the country.  Employees log-on to the learning session via a student response key-pad, using an Australian Government Service number. This allows the system to recognise each employee and their work location and provides accurate management information on the amount and type of training each employee undertakes.

Support is provided in a number of ways. All learning programmes broadcast over the network are accompanied by a workbook that is available electronically and this often provides extra information for participants. All programmes are based on adult learning principles and an instructional design that uses the best mix of information delivery and interactivity. The network uses internal expertise such as subject matter experts who appear on camera from the Canberra studios or remotely through the voice recognition system.

Pre-recorded videos and DVDs are used to enhance the programmes and these can be played after the programme to review information. An email facility is also available to learners if they want more information after the programme. All emails received are responded to within a short time-frame.

In the actual work location, support can be provided by an office subject expert or trainer or team leader.

All Centrelink Education Network programmes are live and interactive.  For each new lesson there are a number of broadcasts depending on the size of the target audience.  For large initiatives this can be as many as 50. While video copies of all programmes are kept, staff are encouraged to use the video tapes only for 'refresher' purposes and not as the main source of learning, as evidence suggests that adults learn best by interaction. A 'video on demand' system is available where students can request a copy of the programme to view or review after the live programme.

Chinese Education TV

Type of Application

One-way video broadcast via satellite with return via various media (Category 2).

Coverage

SinaSat-1 From Sino Satellite Communications Company Limited covers all of China.

Short description

China Central Radio and TV University (CCRTVU) is a dedicated distance education institution, which offers multimedia university courses through radio, TV, print, audio-visual materials and computer software. It is located in Beijing under the direct supervision of the State Education Commission (SEDC). The CCRTVU, together with 28 Provincial TV Universities (PRTVU), was set up in 1979.

At present, this distance education system is made up of the CCRTVU, 44 PTVUs, more than 690 branch schools at prefecture and city level, 1,600 study centres at county level and 13,000 teaching classes. The system is run and operated at different levels, both central and local, based on overall planning with the CCRTVU as its centre.

The CCRTVU comprises:

• The China TV Teacher College
• The central Radio & TV Specialized Secondary School
• The China Liaoyuan Radio & TV School, which offers practical courses
• The Distance Education Research and Information Institute
• The library
• The Press
• The Publishing House for Audio-Visual Materials
• China TVU Education Management departments
• Administrative offices

At the beginning, CCRTVU's courses were transmitted for 33 teaching hours per week nationwide via the microwave network of the CCTV.

On 1 July 1986, China Educational TV (CETV) was founded and began to transmit CCRTVU's courses via satellite. It has now three channels available to transmit programmes, mainly the CCRTVU's own courses.

At the moment, the total number of programmes transmitted via both CCTV and CETV per year amounts to about 9,000 teaching hours. Meanwhile, local TV and radio stations also transmit some of the CCRTVU's courses as well as local TVU's courses.

The CCRTVU system has become an important component in China's higher education system. It makes great contributions not only in extending the scale of higher education by training a large number of qualified professional personnel for economic construction and social development, but also in adjusting the disciplines for higher education and improving the imbalance in the geographical distribution of higher education in China.

Consorzio Nettuno, Italy

 

Type of Application

This is essentially an Interactive television type of application (Category 2).

Coverage

The Eutelsat HotBird 2 footprint provides full coverage of Europe and covers North Africa and Asia, including the entire Middle East.

Short description

NETTUNO uses two satellite television channels and Internet to broadcast its courses and to carry out didactic activities. Reception is available as far as Moscow and Dubai. Participating universities in Italy are: the Politecnico of Bari, and the Universities of Ancona, l'Aquila, Bologna, Camerino, Cassino, Ferrara, Firenze, Genova, Lecce, Messina, Milano, Milano 'La Bicocca', Modena, Napoli II Università, Padova, Palermo, Parma, Perugia, Pisa, Roma 'La Sapienza', Salerno, San Marino, Siena, Teramo, Torino, Trento, Trieste, IUAV Venezia and Viterbo 'La Tuscia'. Other participants include the Open University in the UK and National Centres for Distance Learning of Tirana, made up of the eight universities of the Republic of Albania. Foreigners can earn a degree via NETTUNO on condition that they are subscribed to one of these universities.

The NETTUNO network was set up in 1992 by the Ministry for University, Scientific and Technological Research, and delivers first level University degree courses at a distance to a network of participating institutions which include 34 Italian State Universities, the Open University in the UK, technological companies and bodies such as TELECOM Italia, RAI, IRI and the Confindustria.

The teaching model used is a mixed one that combines the advantages offered by the traditional teaching system and by guided learning, with those offered by a distance-teaching model that makes use of new technologies. The model of distance teaching proposed by NETTUNO considers the distance arrangement that includes activities out of which the student studies alone and activities that use new technologies and activities that make the student interact with other people, either in person or at a distance. Professors that carry out studies in the different disciplines are the same ones that teach both traditional face-to-face courses and home-study courses.

Satellite television and the Internet are fundamental among the technologies used by NETTUNO. All Distance University Degrees are broadcast on two satellite channels RAI NETTUNO SAT1 and RAI NETTUNO SAT2. The NETTUNO network produces 280 courses which provide a total of 14,000 hours of university video lessons. Besides the video lessons, there are didactic books, workbooks, multimedia software and products, and didactic Internet web sites linked to the video lesson that are used for the distance learning courses. Students can interact amongst themselves and with the professors through chat, forum, email and videoconferences.

Students enrolled in NETTUNO distance university courses may access didactic and institutional support activities through the following structures:

The National Centre based in Rome, which manages the didactic coordination between supplying universities, coordinates the video lessons and multimedia didactic materials production, takes care of the arrangement of databases and telematics connections between different sites, plans and checks transmission on the two satellite channels, realises and checks the Didactic Portal on the Internet, and carries out research programmes.

The Supplying Universities take care of the students' enrolments, their curriculum and issue university degrees.

The Technological Poles are the didactic structures inside the universities and they supply students with the following services: practice exercises, lab activities, tutor assistance, video lessons and course didactic materials archive (software, exercises and written materials), exams, Internet access and videoconference tools.

The Auditing Centres and Enterprises Technological Poles are the structures outside the associated universities in enterprises, private or public bodies and structures and carry out, in close cooperation with the Supplying University Technological Poles, student didactic assistance functions.

The 'work at home' station consists of a video recorder, a television with a satellite dish and a decoder, a computer, a printer, a modem/fax, telephone and an Internet connection. Students can follow, from their homes or from wherever they want, university courses on television and carry out practice exercises, they can even interact with other students, tutors and teachers in real time by telephone and Internet or by fax and email.

The University Technological Centres set-up in the associated universities consist of multimedia didactic classrooms and laboratories equipped for video recording. Video lessons are recorded in these classrooms for transmission.

CRO.CU.S (CROss-CUltural Satellite services for immigrant communities in Europe
 

 

Type of Application

This service used the IPerSAT communication platform, which is based on the Digital Video Broadcasting (DVB) standard deployed worldwide for digital television. It allows the user to receive television programmes and Internet high-speed services with the same small antenna (Category 3). Communication between users and the Service Centre was performed in a asymmetric way: the users received the multimedia data via satellite at high rate, and transmitted via modem their data at the rate allowed by their terrestrial Internet connection (PSTN or ISDN).

Coverage

Sessions were transmitted via the Eutelsat 13 degrees E Hot Bird fleet, which reaches every country of West and East Europe plus those countries that belong to the Mediterranean Sea basin, so including all those areas greatly affected by the immigration phenomenon.

Short description

The Crocus (CROss-CUltural Satellite services for immigrant communities in Europe) project, supported by the European Space Agency, ran from November 2000 till June 2002. Its purpose was to disseminate multimedia and interactive didactic units for first and second language learning and intercultural education via satellite to schools, cultural centres, libraries, training agencies and associations of immigrants.

This use of technology guaranteed the necessary flexibility to follow complex curricula in an optimum fashion, ensuring continuity in teaching, training and social care for immigrant or refugee families' children, both at Italian and European level.

The CRO.CU.S system included:

• A pupil section for distance teaching to pupils from ethnic minority groups. The satellite-distributed lessons were integrated with text books, CD-ROMs, videotapes, and web-distributed learning units. The system offered distance tutoring and distance learning during lessons which were broadcast live
• A tele-kiosk section that offered multilingual services to school administrations and families from ethnic minorities. The service facilitated communication between school and families regarding administrative procedures and immigration legislation
• A teacher section for in-service training of teachers and other school staff in the field of intercultural teaching, multilingualism and the integration of foreign pupils in the school community

The main components of the CRO.CU.S communication system, implemented by Telespazio to run the CRO.CU.S services, were:

• The Telespazio Service Centre: this housed the system equipment and the distance learning platform called NetStre@m
• The up-link station: located at FUCINO (AV) Space Centre
• The Space Segment: to roll out the CRO.CU.S pilots, a 512 Kbps Ku-band on the Eutelsat 13° E Hot Bird fleet was used
• A teacher station: this remote station allowed the COSPE Centre in Florence to manage the live services and to schedule the contents distribution
• A satellite network: including the CRO.CU.S Pilot Schools and the Project Partners
• The users, who were students, teachers or families could enjoy the CRO.CU.S information and learning services in real time or when convenient.

The CRO.CU.S services were configured and delivered in an 'interactive' or 'push' modality according to their typology or the need to interact. Learning programmes were received via satellite on a weekly basis and the CRO.CU.S portal could be accessed anytime by the Internet terrestrial connection.

The experimental phase of the CRO.CU.S project, completed in June 2002, involved over 400 pupils from ethnic minorities, 30 schools and cultural centres in various regions of Italy from the south to the north, and three Albanian schools. The schools included primary, middle and high schools, the centres included libraries, documentation centres and immigrant associations.

With the start of the new school year 2002-2003, a new phase began, with the promotion of the system so that it could function independently from a financial point of view. During the school year 2002-2003, the services were offered but only via terrestrial Internet connections and not via satellite anymore. This was because the number of subscribed schools was not yet high enough to make it an economically viable option. In the future, when more schools are subscribed to the CRO.CU.S services, satellite technology will be reconsidered.

Cyber Seminars, Japan
 

Type of Application

Broadcasting using the DVB standard in the C-band (Category 1).

Coverage

PAS-8, PAS-9 and PAS-10 from PanAmSat were used. They each have the following coverage:

• PAS-8: Asia, Oceania
• PAS-9: North and South America
• PAS-10: Asia, Europe, Africa

Short description

The National Institute of Multimedia Education (NIME), Japanese Ministry of Education, which has been involved in various projects with overseas institutions, has embarked on an experimental collaborative project with the Waseda University, NHK International and Rikei Co. Ltd. In January 2002, NIME and Waseda University telecast four lectures developed by the university's Centre for International Education (CIE) for use by overseas institutions.

The lecturers are representatives of large Japanese companies and focus on the operations of Japanese companies and internationalisation of the Japanese corporate sector. The lectures were in English and designed for students, faculty and others interested in Japan and its corporations in an era of globalisation. The presentations were essentially designed and delivered for the classroom and then adapted for telecast purposes.

One programme series composed of four lectures was telecast three times a day (one lecture per day) from 28 January to 31 January 2002

The Series title was 'The International Roles of Japanese Business' and it consisted of the following lectures:

• The Remaking of Japan (Dr Robert Feldman, Managing Director, Morgan Stanley Dean Witter)
• The Globalization of Japan's Electronics Industry (I) (Mr Kenji Tamiya, Senior Adviser, Sony Co.)
• The Globalization of Japan's Electronics Industry (II) (Mr Norio Gomi, Senior Adviser, Matsushita Electric Industrial Co.)
• The Japanese Financial Market in the Global Age (Dr Leslie F. Hoy, Manager, Orix Co.)

Each lecture ran for approximately 70 minutes and was broadcast via the satellites used for NHK World TV, namely the PAS-8, PAS-9 and PAS-10 from PanAmSat.

The cyber seminars are not being repeated anymore since the summer of 2003, because of a local management difficulty.

Espresso

Type of Application

Espresso is a typical example of data broadcasting and so conforms to our description of a Category 3 application.

Coverage

Coverage: see footprint map of ASTRA for potential coverage. In reality, the 47 Local Education Authorities in the UK are participating.

Short description

Espresso is an example of one-way video broadcast where computer files are downloaded by satellite. This allows Espresso to send full-screen video, which is the hallmark of the service. Data is delivered direct to the school's Espresso Box via ASTRA-NET. Schools receive the broadcast via their own satellite dish. Each broadcast is downloaded via a specially installed card in a school's PC, either to the school's network of computers (Local Area Network, LAN) through a server (proxy cache) or to an isolated PC's hard drive. Broadcasts are mostly carried out during off-peak hours at up to 6 Mbps. Espresso is a private network, unregistered users cannot access it, nor does it allow users access to the public Internet. This means that the network is extremely secure.

The final step in the delivery chain is that each school records that it has received its broadcasts via the Internet. This is done via a router if the school uses a server, or via a modem if the service is delivered to a stand-alone PC.

The Espresso service is delivered on a weekly basis. It updates and changes each week and offers multimedia resources for both teachers and pupils. It contains mainly video and a special selection of web sites intended to stimulate and reinforce learning and is intended as a way to bring events from the real world into the classroom, focusing on their relevance to the curriculum. More specifically, Espresso has 3 services:

• Your Espresso is a way to bring to life local history or a local project. Local resources, specially filmed video and carefully researched web sites are integrated to produce a multimedia resource bank that will stimulate learning
• Espresso Teacher Training addresses the need for teachers to have the confidence and competence necessary to make effective use of ICT in subject teaching. Video-rich training materials cover the ICT skills needed to use Espresso in the classroom, raising the standards of both teachers and pupils
• Espresso for Schools: the content of this service is updated weekly and consists of curriculum-focused materials built around TV, WWW, news reports and interactive activities. The service also contains a homework facility available to pupils from home. Subscriptions can be made for primary-school content and teaching resources or for secondary-school content and teaching resources.

Up until January 2000 Espresso was part-funded by the ARTES-3 Multimedia Programme of the European Space Agency. It is now a commercial service.

GDLN - World Bank

Type of Application

GDLN is an example of a VSAT network being used in an educational context (Category 6).

Coverage

The GDLN network uses a mix of satellites covering Africa, the Americas, Eastern Europe and Asia.


The satellite coverage for GDLN

Short description

The Global Development Learning Network (GDLN) established by the World Bank is a partnership of public, private and non-governmental organisations providing a fully interactive, multi-channel network with a mandate to serve the developing world. GDLN partner organisations work together to take advantage of the most modern of technology, for building local capacity, sharing learning and knowledge, and building a global community dedicated to reducing poverty. The mission of GDLN is 'to harness modern technology - including interactive video, the Internet, and satellite communications - in a cost-effective way, so that people who know are brought together with those who need to know, to learn with and from each other about the full range of development issues'. Network connectivity is achieved through a Very Small Aperture Terminal (VSAT) satellite transmission system for voice, video and data. A total of three satellites provide coverage to Africa and the Americas, Eastern Europe and Asia. GDLN uses Intelsat over the Atlantic to cover Africa and Latin America, using a technology called DAMA (Demand Assigned Multiple Access). Over Europe and parts of Central Asia they use Orion and over South Asia and East Asia they use an IOR satellite from an uplink in Perth. GDLN connects with Perth by fibre from Washington. In this way, the whole system is one satellite hop. The whole network is currently being converted to IP.

The GDLN network involves a growing consortium of facilities with high-quality interactive video conferencing and Internet capacity which is currently linking more than 50 countries in Europe, Africa, Asia, Latin America and North America. GDLN grew out of the successful pilot programme 'World Bank Learning Network', which has been under development since 1997 and relied on the Bank's high-capacity communications system.

Course topics include: Political Economy of the Environment for Journalists, Economic Growth and Poverty Reduction, Procurement, Urban and City Management, Analytical and Policy Issues in Macroeconomic Management, Controlling Corruption: an Integrated Strategy, Capital Flows Volatility and Financial Crises, Health Sector Reform and Sustainable Financing, Gender Health and Poverty, Social Safety Nets and Rural Development.

For a full schedule of courses broadcast on GDLN and further information about taking part, visit the GDLN website.

GDLN Centre in Accra, Ghana

GDLN satellite dish outside Centre in Accra, Ghana

JISC & UKERNA 2-way Satellite Access Trial

Type of Application

Two-way satellite Internet access (Category 5).

Coverage

This pilot project will run from November 2002 until the end of April 2004. It involves 17 higher or further education sites in the UK, all located in areas described as being rural and/or remote. These areas are unable to receive ADSL or Cable Modem broadband services, and included locations in the Highlands and Islands of Scotland, Cornwall and Wales.

Higher and further education sites participating in the JISC Trial

Short description

The aim of this trial is to investigate how far satellite telecommunication technology can contribute towards solving connectivity and access problems in remote and currently underserved areas. Seventeen off-campus learning centres, off-campus sites and individuals (staff) were equipped with small VSAT-based systems and services to assess the feasibility of broadband satellite as a technology for Internet access.

Two satellite service providers, representing three major satellite telecommunications technology providers, and making use of four different systems have taken part in this trial. The user group is divided into two application areas, one focusing on connecting off-campus learning centres, small user-groups and individual users (1 to 4 PCs per site), the other focuses on providing Internet connectivity for larger sites (~10 PCs per site).

Two of the satellite platforms are being extensively trialled1:

• SatLynx BBI - Broadband Interactive Service (a DVB-RCS, Digital Video Broadcasting Return Channel via Satellite compliant system) - for two-way LAN connectivity supporting up to ten PCs
• SatLynx Gilat 180 and 360e (a Digital Video Broadcasting via Satellite compliant system) supporting standalone PCs and small workgroups of up to four PCs

1.  A third system, the HNS system, was also installed in one institution.

The aim of the trial is to evaluate to what extent two-way satellite can effectively provide last-mile broadband connectivity to those JANET Connected Organisations in the UK who would like to connect off-campus learning centres, student residencies and individual learners to JANET via the Internet and who - at this stage or in the foreseeable future - are not able to gain access to broadband services such as ADSL or Cable.

The results of the trial evaluation show an increasingly satisfied user base, certainly after initial network problems have been ironed out. This has resulted in a take up of over 50% of the commercial VSAT offer within the pilot user group. Although the usage is relatively small (traffic rarely exceeds 1 GB per month per client station), users acknowledge the fact that in their location, they do not expect an alternative access method within the foreseeable future. Moreover, this technology is providing them with an opportunity to adopt innovative eLearning and teleworking methods, that were simply not possible with the previously available access provision.

On the basis of the final evaluation, JISC will consider whether it will offer or recommend a satellite-based service to its user community.

Outdoor and indoor satellite station in Scottish Highlands and Islands

Sat&Clic

Type of Application

The satellite communications infrastructure included a transmission platform and a hub located near Paris, which up-lined the educational bouquet of digital TV and Internet IP data multiplexed in DVB/MPEG-2 standard. The signal was transmitted in broadcast mode by one high-power TPS transponder of the HotBird 3 satellite of Eutelsat to the SAT&CLIC terminals. The TV signal was decoded by set-up-box equipment. A satellite board installed in a standard PC decoded IP data. The PC could be used as a gateway to be linked to any type of local network (Categories 1, 3 and 5).

Coverage

Coverage of the HotBird 3.

Short description

At the beginning of 1999, the Satel-IT programme was launched by the French Education, Research and Technology Ministry. In this framework the SAT&CLIC project, running from December 1999 until June 2001, submitted by LAGARDERE Group and TPS (Television Par Satellite), had been selected to demonstrate how the space systems could help in providing interactive multimedia services for educational applications including Internet access, cooperative work, Internet conferencing and interactive digital TV.

The SAT&CLIC project involved more than 200 educational establishments in France, including primary and secondary schools, universities, teachers training centres (IUFM) and resources centres (CNDP). The network was not expanded after June 2001 due to a lack of support from the new government.

During the project's lifetime, the LAGARDERE Group, through its media (Hachette Multimédia, educational publishers) and technology partner companies from EADS Group (ASTRIUM, EADS Telecom), had developed a global SAT&CLIC offer which included a wide spectrum of educational services and multimedia products. Internet and broadband communications technologies were used for delivery of these services and products.

Satellite technology had been chosen because it offers the following advantages: an immediate availability on a large area especially for rural areas, the same service delivered for every user in this area, and a low-cost terminal when using current DVB standard for digital TV technology. Moreover, satellite was found efficient in this educational context because it allowed multicasting data while operating in an asymmetric interactive transmission mode, which is well adapted to Internet applications such as browsing the web.

The SAT&CLIC bouquet of services included a set of IP broadcast and multicast services. They supported delivery of educational online applications and multimedia contents, developed by Hachette Multimedia, LAGARDERE group publishers (Hachette, Didier) and several associated partners. In addition, Digital TVs selected for educational purposes were provided by TPS.

SAT&CLIC provided a set of IP services, including:

• Hi-Net service providing Internet access with satellite downlink. Optimisation of satellite link performance was based on the use of proxies and caches
• Hi-Want service enabled users to request for remote loading of Internet web servers into local caches
• Hi-Cast service supported secured data multicasting for distribution of any type of data to networked communities; applications were developed to support co-operative work between groups of teachers (Intranet), and database replication
• Hi-Channel service for data-streaming through dedicated satellite channel; applications were developed for broadcasting videoconference, live or recorded

Other IP services deal with FTP server mirroring, distribution of news feed (newsgroups) and multicast of Mbone programmes.

To take benefit from satellite transmission, and more generally from broadband telecommunication infrastructures, Hachette Multimedia provided dedicated educational applications, in collaboration with media companies of LAGARDERE Group, and many other public or private associated partners.

DIDACTUA was one of these online applications. DIDACTUA was a new multimedia service that gave access to:

• Educational services and contents associated to news events
• Educational libraries

Contents, structured by 'modules', were linked to radio news, videos, TV resources, articles from newspapers, web sites and other specific resources produced by publishers.

SchoolSat, Ireland

Type of Application

SchoolSat is an example of two-way Internet via satellite and is based on the Digital Video Broadcasting (DVB) standard, which is deployed Europe-wide (and is becoming accepted as a worldwide standard) for digital television (Category 5).

Coverage

The SchoolSat service is based on Web-Sat (www.web-sat.com) equipment and operates over Eutelsat W3. It is being trialled in Ireland with a small number of representative schools in a remote region in the north-west part of the country. There are nine secondary or vocational schools taking part in Donegal County, as well as the Donegal Education Centre.

Short description

SchoolSat is an initiative which began in 2001 and aims to improve Irish schools' access to the Internet by using an innovative two-way 'Internet via satellite' network. It is a direct response to the relatively poor level of connectivity to the Internet experienced by primary and secondary schools, despite the Irish government's stated intention to provide every Irish classroom with a broadband connection to the Internet. The expected outcome of the project was the establishment of a business and deployment plan for a fully operational and sustainable service for the Irish compulsory school sector based on a strategic mix of unicast and multicast services. In order to come to this business and deployment plan, a pre-operational satellite-based service has been set up and evaluated with ten sites.

SchoolSat ran from December 2001 to February 2003 and was partially funded by the European Space Agency through the ARTES 3 Programme. The partnership consisted of prime contractor ATiT (Audiovisual Technologies, Informatics and Telecommunications, Belgium), NCTE (National Centre for Technology in Education, Ireland) and Web-Sat (Ireland). From February 2003 till June 2003 the project was extended thanks to further funding from the Department for Education and Science in Ireland. At the time of writing, discussions have just been concluded to extend this service for a further academic year, 2003-2004.

The satellite system that is used by all the sites involved allows the user to receive Internet services with a relatively small antenna (less than 1 m diameter) and a PC equipped with a satellite modem anywhere within the footprint of the Eutelsat W3 satellite. This PC can be used as a gateway to connect multiple PCs to the Internet.

The system is supplied and serviced by Web-Sat in Dublin, a wholly Irish-owned company. It gives schools a fast connection to the Internet with up to 4 Mb download to the school and 64 Kbits return.

The teachers and pupils in the schools taking part are using this improved access to research the World Wide Web for various school subjects and for carrying out projects on many different topics. For many of the schools, this is the first time that they have been able to really use the Internet for educational purposes and it is really making a difference as to how the Internet is perceived in secondary schools. Digital content from a variety of sources, including data and video, is brought together into a managed content repository, www.schoolsat.net, where it is themed and channelled. A final report is publicly available about the operation and outcome of SchoolSat from: www.atit.be/dwnld/schoolsat_final_report2.pdf

St Helens e-Learning Bus

Type of Application

Two-way satellite Internet access through VSAT technology from Hughes Network Systems (Category 5).

Coverage

The satellite used is the Eutelsat W1. The bus can be used by all inhabitants of the town of St Helens (near Liverpool, UK) and the surrounding villages.

Short description

As one of seven IT Learning Centres in Granada Television's 'IT's Never Too Late' campaign, the St Helens e-Learning Bus was launched on 10 November 2002, as the result of a unique partnership between St Helens Rugby League Football Club, St Helens College and Granada Television. The funding was provided by the UK Online initiative and the New Opportunities Fund.

The 'IT's Never Too Late' campaign is specifically aimed at the young unemployed, long-term unemployed, ethnic minorities, people lacking in basic skills, lone parents and the disabled, and gives them a chance to get back into learning when they may be reluctant to attend more formal venues. The campaign is founded on local partnerships and is using sport as the lure.

The purpose of the bus is to tackle the digital divide. St Helens is an industrial town and has large areas of people with low self-esteem who think that going to college is something of which they would not be capable. The bus will go out into their community and give them the confidence to sit at a computer, use email, surf the Internet, and use basic packages like Microsoft Office and learn how to stay in touch with friends and family.

Many of the courses are delivered through learndirect and can be accessed online. There are also other learning and promotional activities associated with the college and its principal sponsors. Dedicated courses that are delivered include IT, Skills for Life, and Business and Management. Some of the courses are chargeable (but not expensive) and some are free. On board the bus there is continuous support from two facilitator/tutors.

There are 12 workstations on the bus which are linked to the Internet. Computer games and other hi-tech equipment are also available. The transmission bandwidth is relatively limited (about the same as an ISDN line) and the download is approximately the same as a terrestrial broadband connection. The service is provided by Hughes Network Systems. The bus travels around St Helens (19 km from Liverpool) stopping at set location at set times. The Internet connection is established by a satellite dish that is permanently fixed to the roof. It automatically unfolds, seeks the satellite and locks onto it. The system tracks its location via GPS and has a built-in compass to help it find the signal. The operator performs the operation from inside the bus using the MS2000 ISA server.

Current status

The initiative is becoming more and more popular and will continue as long as there is demand.

Telesecundaria, Mexico

Type of Application

Telesecundaria broadcast educational programmes or educational television via satellite (Category 1).

Coverage

The satellite used is the Satélite Solidaridad II, a government-owned satellite managed by the Ministry of Communications and Transportation.

Satélite Solidaridad II covers all of Mexico, the south of the United States, Central America and part of South America.

Short description

Telesecundaria was launched in 1968 as a means of extending lower secondary school learning with television support to remote and small communities at a lower cost to that of to conventional secondary schools. It is the oldest project of its kind in Latin America.

In recent years, Telesecundaria has been renovated and extended to primary school and technical teaching as well, through the System of Educational Television Via Satellite (EDUSAT). Three institutions collaborate to produce the televised programmes: the Telesecundaria Unit (Unidad de Telesecundaria, UT), the Educational Television Unit (Unidad de Television Educativa, UTE) and the Latin American Institute for Educational Communications (Instituto Latinoamericano de la Comunicacion Educativa, ILCE). Staff of the Telesecundaria Unit includes teachers, communications experts and specialists in the production of educational materials. The Educational Television Unit produces the televised components of Telesecundaria. The Latin American Institute for Educational Communications is responsible for a broad range of distance education programming, and publishes a bimonthly magazine that lists programming for all six channels of educational and cultural television that form Red EDUSAT (EDUcation via SATellite). Five channels are used for other educational and cultural purposes, with one channel being used to provide training for Telesecundaria teachers.

The Telesecundaria programmes are broadcast on Canal 11 according to the following scheme: from Monday to Friday courses from 8.00 am until 14.00 pm, the programme is relayed between 14.00 pm and 20.00 pm. The programming scheme can be viewed on the EDUSAT web site, accompanied by a short description of each course.

Some 33,500 reception centres, with decoders and television sets, have been set up throughout Mexico. Each Telesecundaria school has at least three television sets, a decoder to decompress EDUSAT's digital signal, and a 1.9 m minimum metre external satellite dish. Larger schools are likely to have more TVs, and schools with more than five TVs require a second decoder. On average, the Telesecundaria schools have three teachers - one for each grade - and 22 students per grade. Students attend school 200 days a year, 30 hours a week. Each course takes approximately 15 minutes, afterwards students study the relevant material in a specially-designed textbook, followed by teacher-led discussions to help students fully understand the content of the course.

Teletuks

Type of Application

Teletuks is essentially an Interactive Television service (Category 2).

Coverage

PAS 7 (Ku-band) from PanAmSat. The university signal is multiplexed with 58 other commercial channels and grouped in one of three bouquets of channels. The scrambling of the signal is done with the IRDETO algorithm technology. At present, the signal is only spot beamed to southern Africa.

Short description

The University of Pretoria has a history of investing in sophisticated educational technological applications. The Department of Telematic Learning and Education Innovation has used satellite transmissions, electronic networks, the Internet, and its virtual campus, to supplement traditional under- and postgraduate teaching for the past 7 years. Such education innovations not only support flexible, life-long learning, but also make it possible to provide high-quality education to learners, many in remote areas, who cannot be accommodated in traditional face-to-face teaching scenarios. The niche markets which the interactive transmissions serve are students enrolled for courses in the fields of education, nursing, African languages and some modules in other faculties.

Teletuks classroom with TV

Teletuks is a community-based project and broadcasts are currently beamed via digital satellite to 72 schools in the four inland provinces, namely Gauteng, Northern, North West and Mpumalanga. These schools are primarily located in rural areas although some townships' schools have also been equipped using sponsorship money. The transmissions can be viewed at any of the more than 72 viewing venues across the country or by anyone who has access to DSTV at home. Synchronous or asynchronous interactivity is possible as students can give feedback by phone, fax or email. The formal university programmes also include print-based materials.

As a community service, Teletuks also televises school lessons to senior secondary learners in an endeavour to help address some of the educational needs of the country and to help prepare potential students for the demands of tertiary study.

It is a free service aiming to supplement what educators do at schools by giving extra tuition in the 'killer subjects' like Mathematics, Physical Science, Biology, English, Geography and Accounting. Career Guidance and Primary Health Care slots are integrated as well, dealing with issues like AIDS awareness and even ways of becoming involved in playing professional rugby! The intention of the programme is not to replace educators at schools, but to assist learners preparing for their final school-leaving exam in the more difficult aspects of the particular subject. The lessons are generic and aim to review, rather than to introduce new content. Logistics, however, prevent printed support material being offered. The programme is currently aimed at senior learners aged 16/18 (Grades 11 & 12) who can watch 50-minute lessons in two subjects, four afternoons a week of the academic year. The lesson schedule is prepared a term in advance and sent to schools where the designated facilitator is expected to notify learners and make further arrangements regarding accessibility and operation of equipment. Apart from the weekly lessons, a winter and spring School are also scheduled during July and October school holidays. A total of 30 hours per subject is screened annually.

The providers of Teletuks argue that as a mass medium, television is more accessible to the average learner than computer technology. Within rural areas, learners are also more likely to make a personal investment in satellite technology - which could be shared by the community - rather than buy a PC that has a dedicated application.

University of Derby Extension

Type of Application

Interactive television: uplink is via satellite, return link via terrestrial lines/satellite (Category 2).

Coverage

Transmission via Eutelsat towards users in Israel.

Short description

Derby University with its partner Inter College in Israel and Gilat Communications (now renamed Mentergy) has set up 'telepresence' teaching for the university's extension programme which has over 5,000 full-time students. A complex of five studios transmits lessons to 26 classrooms on five sites (university extension centres) in Haifa, Tel Aviv and Jerusalem - where they each have a 2.4 m dish - using MPEG-1 Compression on IP protocols. Five studios and five centres is just a numerical coincidence. Each centre might be receiving up to five different lessons in five different classrooms at once but usually a studio is connected to between two and six classrooms (up to 200 students or more) - with about 500 Kbps video out and return sound/data, and 100 Kbps return video picture only (3 Mbps in total). Return signal is via landlines to the headquarters of Mentergy near Tel Aviv, which provides the switching arrangement that is remotely triggered by the teacher so he/she can view any class they wish from those logged on to the lesson. The selected video signal is transmitted by one of Mentergy's dishes back to the Derby 3.7 m dish. Sound and data from all the logged-on classes are on a separate channel from video, so the teacher might be talking to a student in one class, but watching another, while data from all his/her classes is on screen. Every student has a telephone handset that can be activated by the teacher for answers to questions etc and used by the students to log in, raise their 'hand' and answer multiple-choice questions. This instructional management system, ie the scheduling software and return video switching, are considered innovative features. In the first ten weeks of operation, over 7,000 classroom hours were received in Israel, amounting to more than 150,000 hours of student learning. The centre currently transmits up to 14 hours a day, 5 days a week.

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