Video Conference

In this paper, we describe and discuss the use of multiple tools in distance learning. We focus on HyperMirror, but also look at other tools used for video- based interactions during our HyperMirror projects. First, we describe what HyperMirror is. Then we explain the application of HyperMirror to distance learning, especially our HyperMirror projects, and introduce previous studies of distance

Video Conference merupakan seperangkat teknologi telekomunikasi interaktif yang memungkinkan dua pihak atau lebih di lokasi
berbeda dapat berinteraksi melalui pengiriman dua arah (audio dan video) secara bersamaan. Saat ini teknologi video conference sudah
menjadi trend bisnis telekomunikasi karena selain digunakan sebagai media komunikasi rapat/meeting, video conference juga seringkali
digunakan sebagai media training, interview, bisnis, webinar, dan masih banyak lagi. Ada 2 tipe video conference yang umum kita ketahui
yaitu distributed dan centralized video conference. Distributed merupakan suatu sistem dimana antar user melakukan video conference secara
langsung tanpa melalui sentral/unit kontrol sebagai pusat pengaturnya. Sedangkan pada tipe centralized melibatkan sentral/unit kontrol yang
dinamakan MCU (Multipoint Control Unit) untuk memfasilitasi konferensi tersebut. Beberapa komponen penting yang harus diperhatikan
dalam men-setup video conference antara lain video camera/webcam, audio input/output, codec dan perangkat endpoint. Standar
telekomunikasi internasional ditetapkan oleh badan organisasi Perserikatan Bangsa-Bangsa (PBB) yaitu International Telecommunication
Union (ITU) dan Internet Engineering Task Force (IETF). Produk yang mematuhi standar internasional ini memungkinkan penggunanya
untuk berpartisipasi dalam video conference, terlepas dari platform mereka. Standar-standar ini untuk memastikan kompatibilitas video
conference secara global. ITU telah mengembangkan standar seri H, G dan T sementara IETF telah mengembangkan Real-Time Protocol
(RTP) & Resource Reservation Protocol (RSVP). Standar-standar ini berlaku untuk media transportasi yang berbeda-beda saat ini.

Kata Kunci – Video Conference, MCU (Multipoint Control Unit), video, audio, codec, RTP, RSVP, ITU, IETF

The idea for the Plan Ceibal en Ingles (Plan Ceibal English) project in Uruguay developed because of a shortage of English teachers in the country. Experienced young learner teachers from elsewhere (Montevideo, Argentina, the Philippines) are brought into the classroom remotely via video-conferencing technology to teach once a week and to help the children's existing classroom teacher, who knows little or no English, to teach two follow-up lessons consisting mainly of practice activities. The classroom teachers are also learning English to enable them to better teach the children in the future.

Through research, evaluation and feedback from children, both of the teachers and other involved parties, we are learning much about this unique flavour of teaching, which requires the remote teacher to present and model the language and the classroom teacher to manage the class. The demands on the remote teacher are high, having to project themselves through the camera into the classroom, engage the learners and manage a variety of technology, including the video conferencing equipment and a laptop with a variety of software and websites so that the teacher can present language, practise pronunciation, show songs and videos, play games, etc. Despite this, what we have found is that the same good practice that applies in the standard primary classroom also applies in this setting, although many tried-and-tested young learner activities and routines have to be adapted to fit the special circumstances.

As well as discussing the practice of remote teaching in this context, informed by existing research, I will also present an analysis of the results of surveys undertaken of school heads, teachers, parents and children and discuss the results of the external evaluation report on the children's progress in English.

The chapter would begin with an outline of the context of the teaching and learning situation in the country and a brief description of Plan Ceibal and its achievements prior to the English programme, which include the distribution of laptops to every state school child and teacher in the country and the setting up of free to schools country-wide high-speed Internet.

This would be followed by a literature review, examining  the relevance of not only studies of best practice for young learners of this age-group (8-12), but also previous attempts in other countries to do something similar (e.g. Plasma Teaching in Ethiopia, the Hole-in-the-Wall project in India) and how the Plan Ceibal English project has learned from these.

Next would be an examination of the special circumstances of this blend of team-teaching and what we have discovered to be successful, based on observation of classes and feedback from all parties concerned, including external project evaluations.

After looking at the lessons learned and changes made so far to the project, I will outline the plans for the future and also discuss what would need to be done if a version of this project were implemented in other countries or areas around the world.

Pada era serba digital ini dan dimana teknolgi terus berkembang secara pesat, banyak aktivitas yang semakin dipermudah dengan teknologi yang semakin mutakhir. Segala macam teknologi dibenahi untuk memberikan fungsi yang lebih baik dari sebelumnya. Diantaranya teknologi komunikasi dan multimedia. Integrasi darikedua teknologi tersebut banyak memberi kemudahan dalam mendapatkan atau memberi informasi, hiburan, mendukung aktivitas kantor dan lain-lain. konferensi video (video conference)atau telepon video (video telephony)merupakan salah satu integrasi dariteknologi komunikasi dan multimedia yang banyak digunakan baik untuk kegiatanperkantoran maupun kegiatan belajar mengajar.

Abstract—The present paper,concerns,the reduction,of com- putational burden,on the estimation of prediction modes,in Intra frame,from,H.263 to H.264 AVC streams,transcoding,process. Scope of this work,is to achieve the possibility of communication between,new,and existing video coding systems that do not share the same codec, but they use different video codecs, e.g. video- conference,and,UMTS. Differences exist between,the frequency domain,prediction in H.263+ and the spatial domain,prediction

Citation for published version (APA): Weitze, C. L., Ørngreen, R., & Levinsen, K. (2013). The Global Classroom Video Conferencing Model and First Evaluations. I M. Ciussi, & M. Augier (red.), Proceedings of the 12th European Conference on E-Learning: SKEMA Business School, Sophia Antipolis France, 30-31 October 2013 (Bind 2, s. 503-510). Reading, UK: Academic Conferences and Publishing International.

Bermula dari era revolusi pada tahun 1760 dimana bermunculan mesin-mesin bertenaga air atau uap hingga dimulai penggunaan internet di era revolusi industri 4.0 dimana bermunculan penggunaan mesin pintar dan penyimpanan awan (cloud storage) yang memudahkan kita dalam mengakses berbagai hal di selancar internet, khususnya untuk dunia pendidikan.
Berbicara mengenai pendidikan, dunia pendidikan saat ini tengah di guncang oleh sebuah virus yang pada awal kemunculannya memaksa sekolah-sekolah baik negeri maupun swasta untuk meliburkan segala aktivitas pembelajaran di ruang sekolah dan mengalihkannya pada kegiatan-kegiatan pembelajaran berbasis daring yang bisa dilakukan di rumah.
Beragam bentuk-bentuk media pembelajaran yang sebelumnya jarang digunakan, justru menjadi media pembelajaran yang efektif ditawarkan di internet seperti Zoom, Google Meet, Google Classroom, dan kemudahan akses berbagai materi pembelajaran sangat membantu bagi tenaga pendidik dan siswa di era pandemi. Hal ini membuat penggunaan internet sebagai sumber belajar meningkat tajam di masa pandemi. Seperti yang dikatakan oleh Adri pada tahun 2017 (Dalam Setiyani, 2010: 118) bahwa sumber belajar dapat berasal dari buku, jurnal ilmiah, internet, majalah, koran, televisi, dan sebagainya.
Untuk itu, diperlukannya pengetahuan lebih mendalam mengenai media pembelajaran yang dapat digunakan dalam mendampingi akses pendidikan. Dengan adaanya internet ini diharapkan akses dunia pendidikan tidak hanya dirasakan oleh siswa-siswa yang bersekolah di sekolah formal, namun dapat di akses oleh berbagai kalangan dan belajar dapat dilakukan di mana saja, kapan saja, dan dalam bentuk apa saja.

Remote participation is a key success factor for worldwide organizations and video-conference is an important aspect when laboratory collaborators are geographically dispersed.Several tools for video-conference are available worldwide. However, there is a need for a default integrated set of tools which provide all the needed features for remote participation between cooperating laboratories. Moreover, laboratories currently use different video-conference tools to communicate leading to a non-compatible method among them.OpenMeetings is open source software which provides video-conferences through web-browsing. It is operating system independent, requires no computer installation providing easy integration with already existing tools and customization of requirements.This paper intends to give an OpenMeetings overview as a video-conference application between worldwide laboratories and to demonstrate its integration with the European Fusion Development Agreement (EFDA) Federation au...

The aim of the project reported here was to investigate whether the use of current technology within the New South Wales (Australia) Department of Justice is appropriate for providing video remote signed language interpreting services in court given that video conference facilities make use of fixedangle cameras that cannot be moved, zoomed in or out, or focus on different parts of the courtroom. The study sought answers to questions concerning consumer comfort levels, integrity of interpreting process, and optimum settings for interpreters to provide quality services remotely. Conclusions from the study include the need to carefully consider the technological, linguistic, environmental, and logistical issues before establishing video remote interpreting services. “It Was Difficult to Manage the Communication”: Testing the Feasibility of Video Remote Signed Language Interpreting in Court The majority of research on court interpreting to date has focused on face-to-face interactions ...

This chapter discusses the social, organizational and technical challenges and solutions that emerged when facilitating collaboration through videoconferencing for a large, geographically dispersed research and development (R&D) organization. Collaboration is an integral component of many R&D organizations. Awareness of activities and potential contributions of others is fundamental to initiating and maintaining collaboration, yet this awareness is often difficult to sustain, especially when the organization is geographically ...

This article presents theoretical concepts and methodological tools from multimodal (inter)action analysis that allow the reader to gain new insight into the study of discourse and interaction. The data for this article comes from a video ethnographic study (with emphasis on the video data) of 17 New Zealand families (inter)acting with family members via skype or facetime across the globe. In all, 84 social actors participated in the study, ranging in age from infant to 84 years old. The analysis part of the project, with data collected between December 2014 and December 2015, is ongoing. The data presented here was collected in December 2014 and has gone through various stages of analysis, ranging from general, intermediate to micro analysis. Using the various methodological tools and emphasising the notion of mediation, the article demonstrates how a New Zealand participant first pays focused attention to his engagement in the research project. He then performs a semantic/pragmatic means, indicating a shift in his focused attention. Here, it is demonstrated that a new focus builds up incrementally: As the participant begins to focus on the skype (inter)action with his sister and nieces, modal density increases and he establishes an emotive close-ness. At this point, the technology that mediates the interaction is only a mundane aspect , taken for granted by the participants.

Three studies of collaborative activity were conducted as part of research in developing multimedia technology to support collaboration. One study surveyed users' opinions of their use of video conference rooms. Users indicated that the availability of the video conference rooms was too limited, audio quality needed improvement, and a shared drawing space was needed. A second study analyzed videotapes of a work group when meeting face-to-face, video conferencing, and phone conferencing. The analyses found that the noticeable audio delay in video conferencing made it difficult for the participants to manage turn-taking and coordinate eye glances. In the third study, a distributed team was observed under three conditions: using their existing collaboration tools, adding a desktop conferencing prototype (audio, video, and shared drawing tool), and subtracting the video capability from the prototype. Qualitative and quantitative data were collected by videotaping the team, interviewing the team members individually, and recording their usage of the phone, electronic mail, face-to-face meetings, and desktop conferencing. The team's use of the desktop conferencing prototype dropped significantly when the video capability was removed. Analysis of the videotape data showed how the video channel was used to help mediate their interaction and convey visual information. Desktop conferencing apparently reduced e-mail usage and was perceived to reduce the number of shorter, two-person, face-to-face meetings.

The transformative influence of the COVID-19 pandemic on remote forms of communication has been a frequent theme in popular discourse during 2020, but any lingering transformation of what we do at a distance will rely on convincing and accessible forms of remote presence and interaction. Embodied communication is difficult to simulate, and this discussion examines current and emerging extended reality (XR)–based communication tools in a range of contexts to discover what role they may play in a future where crises of mobility are likely to grow more frequent and protracted. We define XR and its current uses, then examine key terms used to conceptualise it such as ‘presence’ and ‘social presence’, before highlighting social challenges of remote presence and ethical considerations that accompany its use, particularly how the technology might (or fail to) address important social problems, support education and have relevance to the future of work.

This paper focuses on mapping information, ideas and arguments in virtual learning environments, as part of ongoing research into how this can contribute to distance education, open content learning communities, and distance research training. We introduce the idea of cartographic representations for learning, before describing the freely available Compendium hypermedia knowledge mapping tool developed at the UK's Open University (OU), which provides an open architecture, information management environment ...