Transcript Non-linear course structure in learning in digital TV

Open Standard-Based
Digital TV Browser in
T-learning
Päivi Aarreniemi-Jokipelto
Helsinki University of Technology
Seppo Kalli
Tampere University of Technology
Finland
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Introduction
• The use of the DVB-HTML browser for learning
purposes and the results of the pilot course using the
DVB-HTML browser are presented
• The study is based on the 3 year Motive project in
Industrial IT Laboratory of Helsinki University of
Technology that ended in April 2004
• The state of interactive T-learning in Finland is on a
planning level.
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T-learning
• Refers to the use of digital TV for educational
purposes
• Shorthand for TV-based interactive learning
and it is about having interactive access to
video-rich learning materials primarily within
the home, through a digital- TV STB
• Convergence between interactive TV and elearning
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Digital TV educational services
1. Traditional educational TV programming
2. Interactive value-added educational services,
which can be exploited as independent
contents or combined with A/V services
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Motive learning environment
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Study question
• We have tested, if the Digital Video
Broadcasting – HyperText Markup Language
(DVB-HTML) satisfies the special
requirements of adult education in distance
learning.
• The DVB-HTML does not require huge
programming, thus we can concentrate on
learning in the content production.
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Learning material
• We have used a nonlinear course structure
in our course which
allows browsing of the
learning materials in
desired piece and order
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Self assessment assignments
• A student is allowed to
perform as many times
as requested
• In the case of an
incorrect answer, the
student has easy access
to the learning material
with help of a supplied
link.
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Graded assignments
• Constructed with a form
element that enables
interactive forms for
students’ answers
• Forms include <form> tag
with an attribute “action”
that defines a URL where to
send the student’s answer,
when the send button is
pushed
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Communication
• Intended for better
communication
• Functionalities through
the using of many
platforms; computers,
digital TV, mobile phones
and communicators.
• The DVB-HTML browser
was also used in viewing
chat messages in digital
TV.
Interaction
Student
Teacher
Computers: web form
Mobile phones: SMS
Student
DTV
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Pilots
1. Experimental environment, 2002
2. Over cable DTV network, 2004
• Commercially available none
MHP STBs for cable networks 
only 8 students
• LDGE-course, 2 cr
–
–
–
–
MCCS enabled communication
Graded assignments (return
channel)
Self-assessment assignments and
group assignments
Learning material (DVB-HTML)
1. Students’ ages vary between 26
and 59
Students from computer science
and industrial engineering and
2. The students’ ages vary between
38 and 55 and all students were
men
• All students had earlier studied in
WBEs
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In the research were analyzed
• Is DVB-HTML Browser suitable for Tlearning?
• Is the Browser easy to use?
• Are color keys useful in navigation?
• Are the links supporting learning and fast
navigation to additional learning material?
• Is any changes required in the Browser?
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Is the browser suitable for learning
purposes?
• Yes 86 %
• Students’ comments:
• The browser is suitable for browsing and
reading
• It is a little bit slower to browse the learning
material compared to the use of a mouse and a
keyboard, but it was a positive surprise
compared to my expectations in advance.
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Was the use of color buttons useful
in navigation?
•
•
•
•
Yes 100 %
Students’ comments:
The color buttons were the best of the system.
The color buttons make it easier to navigate in
the learning material.
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If you had answered incorrect in individual self
assessment questions, did you use the link to get
easily to learning material to study more?
•
•
•
•
•
Yes 71 %
Did the links support learning?
Yes 100 %
Students’ comments:
It made the searching of correct information faster,
what is important this kind of environment.
• The links were useful.
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Is digital TV suitable to be used as
a learning environment?
• Yes 87 %
• Students’ arguments:
• Digital TV is a media for everyone, whereas a
computer is still not.
• Digital TV is an option for learning.
• I think that digital TV has good chances to become an
important learning environment
• Naturally, digital TV demands still further
development
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T-learning, M-learning, E-learning
• In digital TV we face same kind of challenges as in
using mobile phones, because of the limitations in
user interface of digital TV
• DTV
–
–
–
–
–
Limited screen
Remote control of a STB as the only control device
Navigation
Writing (virtual keyboard)
Television screen is watched from longer distance
than a PC screen
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Advantages of iDTV
• Television is an easy-to-use device
• The audience tends to trust the contents
showed on TV
• Accessibility is the most important reason to
use digital TV for learning purposes.
• Television as an easy-to-use device makes it
easy to start to use interactive services.
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Advantages of iDTV
• DTV services have been desired to stay as easy-touse as traditional television services has been.
• DTV seems to have the image of a familiar and
secure device.
• Television has been significant sub-device in learning
in the form of a school television via analog TV, thus
the use of digital TV for learning purposes is not new
idea.
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Advantages of iDTV
• Collaboration occurs, when more than just one person
works on a single problem-solving task (Marttunen et
al., 2005)
• The results of the pilot course indicates that iDTV
suites for collaborative learning
• iDTV enables multi channel interaction, which
supports the requirements of lifelong learning. In our
pilots, students were studying aside with their work
and family duties
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Conclusions
• According to the results, the DVB-HTML is a good
candidate for T-learning in interactive digital TV.
• It seems to satisfy the requirements of adult education
in distance learning.
• It is easy to produce DVB-HTML based learning
material.
• The DVB-HTML browser is flexible and enables
many functions, i.e. presenting learning materials and
responding to assignments and viewing the
conversations.
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Questions!
[email protected]
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