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On-line applications can be supported over existing ATM networks. Shenoda observes: “H.320 networks can be supported on ATM networks today, much like voice, using CES between terminals and MCUs. For example, ADC Kentrox AAC-3 equipment is used to support a distance-learning application among 40 schools, though not all schools are online yet. It offers interactive video teaching plus integration of data services and voice trunking on the same ATM network. Special software has been developed in the network control system to take care of the scheduling. At preprogrammed hours, the network control system reconfigures the ATM VCCs to interconnect the appropriate classrooms with each other, and set up the MCU to perform the proper redistribution of audiovisual signals. In the meantime, any class can simultaneously pull files from servers across the Internet via the gateway router. In this manner, information may be pulled from any Web server to the multiple classrooms participating in the session (Shenoda)”. While training and documentation for on-line systems is critical for its efficient use, database considerations are not significantly different from typical requirements nor are access and security requirements.

Business Applications

As businesses move from “Main Street” to a global presence, they experience more and more needs in terms of technology. Often times the various fractions of a business are spread across wide geographic areas and coordination between the various offices is easily disjointed. Technological advancements such as the telephone, e-mail, fax, and videoconferencing become the lifelines which connect one unit with the others. Videoconferencing is particularly useful in that it allows the transmission of visual clues which replicate those of traditional “face-to-face” interactions (Lantz).

Videoconferencing is an asset to communication and provides a service that no other technology can currently match in terms of the clear transmission of information. This includes both visual images of others involved in the conference and of data such as charts and spreadsheets which are being presented.

Educational Applications of Video on Demand

Educators have obtained the capability almost overnight to transform dry textbook learning into challenging and exciting interactive video coupled with prerecorded video. Many excellent examples of this type of utilization of video on demand are available today in businesses and schools across the country. One such example is an anti-violence program for schools designed to take advantage of the advances in television technology and of video on demand in particular. This program includes a specially designed curriculum referred to as “Take Two”. The “Take Two” curriculum distinguishes itself in many ways but one of the most amazing and effective of which is the provision of three virtual field trips (Lovett). Each of the three video field trips are interactive and fully utilize the capabilities of video on demand and its coupling with the more traditional media of prerecorded video tapes. The students who participate in the program are transported to various locations through the magic of interactive video and are exposed to conflicts which allow them to interact with experts in conflict resolution situations (Lovett). Each of the videos were aired over the local public broadcasting channel and participating schools were provided with more traditional support materials such as texts and worksheets to supplement the miracle of interactive video. The pre-recorded portions of the video virtual trip were interesting and captivating as well but it was the live on-air performances made possible by video on demand which served to make the experience most memorable and effective.

Because the “field trips” incorporated into the program were interactive the relative expense of the overall program was kept to a minimum. This allowed the development of curriculum which provided a variety of different experiences via video. The first “trip” took the students to the juvenile detention facility in Jacksonville where the students met with detention center staff where they viewed a video depicting life behind bars for young offenders (Lovett). Students were further made a part of the experience by being able to call or fax questions to the facility staff (Lovett). The preparatory material for this field trip exposed students to the concept that many when faced with conflict choose flight over fighting. Interactive video facilitated the introduction of a reformed runaway who was available to answer student questions (Lovett).

The second field trip introduced the students to the Duval County Sheriff who discussed the various ways that police officers incorporate conflict resolution into their duties (Lovett). Again, this “trip” utilized interactive video in addition to more conventional teaching methodologies. Students saw many of the same concepts regarding conflict resolution that were depicted in their curriculum and were again able to fax and call in questions. The third field trip concentrated on the potential consequences of unsuccessful conflict resolution and focused on the physical consequences of such failure (Lovett). These consequences were reinforced by interactive video featuring a doctor representing the trauma center at Jacksonville’s University Hospital and a staff member from a shelter for abused spouses and children

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