Voice, Video and Data requirements for An Exercise in Hard Choices

Voice, Video and Data requirements for An Exercise in Hard Choices

by

John J. Hirschbuhl, Ph.D.

Thursday, April 20, 20064:05 – 4:55

John J. Hirschbuhl Ph.D.John J. Hirschbuhl Ph.D.The University of AkronThe University of Akron

Principle Investigator Principle Investigator

[email protected]@uakron.edu330.972.6507330.972.6507


The Committee for a Responsible Federal The Committee for a Responsible Federal Budget (CRFB) was established in 1983 Budget (CRFB) was established in 1983 to deliver An Exercise in Hard Choices.to deliver An Exercise in Hard Choices.

Administered to citizens face-to-face as a Administered to citizens face-to-face as a public education program.public education program.

History


In 2002, The University of Akron In 2002, The University of Akron embarked on a large scale online version embarked on a large scale online version of the of the ExerciseExercise in partnership with CRFB. in partnership with CRFB.

Funding has been provided by the U.S. Funding has been provided by the U.S. Department of Education.Department of Education.

History


To educate citizens about the budget and the decision making-process of Congress.

To inform legislators about the thinking of American citizens on budget issues.

Goals


Deliver Instruction to more than Deliver Instruction to more than higher education.higher education.

Expand Service to K-20 system.Expand Service to K-20 system. Produce a new paradigm for voice, Produce a new paradigm for voice,

video and data delivery of learner video and data delivery of learner centric instruction through Internet2.centric instruction through Internet2.

Project Background


State higher education networks such as State higher education networks such as OARNET help schools connect to OARNET help schools connect to Internet2.Internet2.

Learners from 4 states (Ohio, Maryland, Learners from 4 states (Ohio, Maryland, Michigan, Pennsylvania) communicated Michigan, Pennsylvania) communicated in groups from many locations.in groups from many locations.

Project Background


Learners took control of their Learners took control of their learning by working as a team to learning by working as a team to build a federal budget.build a federal budget.

Results


An onsite moderator assists. A demographic questionnaire is used to

optimize group diversity. Groups negotiate to consensus. The pencil-and-paper scorecard can be

a challenge!

Traditional Face-to-Face Delivery


Since 1983, more than 15,000 individuals have participated in the traditional Exercise.

Electronic delivery will extend the Exercise to diverse populations and educational settings.

Traditional Face-to-Face Delivery


Year 1 was dedicated to development and initial pilots.

Year 2 was dedicated to controlled pilots at The University of Akron.

Year 3 has been dedicated to high school outreach over Internet2.

Electronic Methods


Synchronous site-to-site using Polycom video-conferencing.

Synchronous computer-to-computer using a Macromedia Flash Communications server.

Asynchronous using WebCT.

Electronic Methods


Delivery Method Real Time Face-to-face On-site Moderator

Traditional Yes Yes Yes

Site-to-site Yes Yes No

PC-to-PC Yes No No

ThreadedDiscussion

No No No

Electronic Methods


An electronic scorecard can facilitate all delivery methods. Decisions are input online and calculations are automatic. Results are projected over a number of years to

participants showing surplus, deficit, or a balanced budget. The Scorecard is built through ColdFusion, HTML, and

SQL server.

Electronic Scorecard


Electronic Scorecard


Common place and time Off-site moderator Enabled by Polycom video-

conferencing Video and audio contact with the

moderator and each other

Video Conferencing Delivery


Video Conferencing Delivery


Common time, but not a common location

Macromedia Flash Media Server Synchronous audio and video

PC to PC Delivery to Desktop


PC to PC Delivery to Desktop


Ideal for educational environments where participants have high incentive.

Progress is easily monitored. Participants have more time to read,

reflect, and research issues. Groups negotiate decisions by posting

to threaded discussion.

Asynchronous Delivery


To develop “social presence” among participants separated in space.

To create forum for continued reflective discussion of issues raised in class or by readings.



To motivate participants to integrate personal experience, anecdotes, and knowledge of the world in supporting their views.

To encourage participants to examine values and beliefs in the context of differing viewpoints.

Goals


“I did not know what the material meant, so I would ask a group member by posting to threaded discussion and they would respond to help me out…I can now say I know the difference one vote can make.” -K.C.

Feedback


“With postings instead of live discussion, everyone can think out exactly what they want to post and articulate it accordingly…Hard Choices was a way not only of learning about politics, but also living them.” -L.H.

Feedback


“Hard Choices was…beneficial because it brought together people from different backgrounds, both politically and socially, for a common cause.” –B.I.

Feedback


85% This exercise has helped me realize the importance of compromise in the federal budget.

75% I enjoyed this exercise.

75% I found this exercise beneficial.

Findings


59% I am now more interested in economic issues than before.

56% I am now more interested in political news than before.

50% I am now more likely to read news about the economy than before.

Findings


All groups who experienced the Exercise demonstrate significantly more knowledge of the budget and budget process.

All groups who experienced the Exercise demonstrate significantly more interest in the budget process and politics.

Research Results


Participants also expressed satisfaction with the use of the technology.

Research Results


The Exercise is now aligned with national education standards in:

- Language Arts- Mathematics- Social Studies- Technology

Research Results


This exercise has motivated me to find out more about the federal budget process.

I plan to talk to people who know more about the federal budget.

Feedback


I would like to find out more about how our government makes spending decisions.

I am interested in how the federal budget works.

Feedback


I would like to learn more about the federal budget.

I plan to read up on the federal budget process.

Feedback


When negotiating with others to reach a final decision, I think it is necessary to make some concessions to people with different opinions.

When negotiating with others to reach a final decision, I avoid confrontations about differences of opinion.

Feedback


Technology increases engagement. Interaction and engagement

enhances learning outcomes. Our high school students are far

more sophisticated than we give them credit. Turn them loose and let them learn.

The right technology and the proper methodology make a significant difference in the learning experience.

What We Learned


Q & A


Voice, Video and Data requirements for An Exercise in Hard Choices

Documents

Transcript of Voice, Video and Data requirements for An Exercise in Hard Choices