The Distance Learning Classroom Task Force was created in May, 1997 with a charge from the Executive Council to plan for the purchase, installation and use of a distance learning (DL) classroom for each campus. From among the action plans of the SCCC Strategic Plan, the decision had been made to budget $150,000 to purchase equipment for these classrooms.

The Task Force was formed in July and the membership established: the three deans of faculty, one assistant dean from each campus, a Faculty Association representative, and faculty and staff identified as having relevant technical expertise. Additional faculty and staff representation has been added over the course of the year as individuals expressed an interest to participate were invited to also join. A list of the membership is attached at the end of this report.

The Task Force worked through the fall to identify, in addition to the equipment needed for the DL classrooms, the broader issues that, with the installation of the classrooms, would result in the development of a distance learning program initiative for the College. Also, as part of its activities, the Task force participated in a demonstration of DL classroom technology using BOCES and local high school facilities. The individual members of the Task Force went to either one of three sites: BOCES Westhampton Beach, Bellport High School and Patchoque-Medford High School. The use of the distant learning technology was demonstrated by the staff in those facilities, and the Task Force subsequently concluded its business by conducting the rest of its meeting at a distance.

The following then is the report of the Task Force. It includes an overview of the potential uses for the DL classrooms, a discussion of the connectivity issues and costs, the needs for faculty training, the needs for technical staff support in the classrooms, and recommends the initial equipment that should be purchased and installed at the three campuses.

DISTANCE LEARNING OPTIONS

The DL classrooms will permit the faculty and students to participate in a synchronours teaching and learning environment; that is simultaneous and in real time, as opposed to asynchronous, which is time and place independent (telecourses, online courses). The DL classrooms will provide the College with the capability of doing the following:

1. running courses/sections that are otherwise canceled on one or more campuses because of insufficient enrollment, or
2. running a course from one site, instead of two or three sites, where there is a duplication of courses.

These first three DL classrooms can initially also be used for videoconferencing by administrative and college-wide committee meetings, thereby reducing faculty and staff travel time among the campuses. In a subsequent phase, as the DL classrooms are increasingly scheduled to run synchronous classes, separate sites, specifically designed for videoconferencing, would need to be developed. BOCES and local high schools have long expressed an interest in having Suffolk County Community College offer college level courses to high school students. While DL classrooms are available in most BOCES facilities and in a number of local high schools, they are not yet available here at the College. Also, both continuing education and corporate training could expand their outreach potential with the ability to transmit courses live to community groups, companies and agencies

CONNECTIVITY

The Task Force discussed two options for implementing a distance learning backbone, the latter being the higher quality video image: 1) a compressed network using standard telephone carries, or 2) a non-compressed, private network connection. Considerable research and exploration ensued over the course of the semester, supplemented by simultaneous weekly meetings related to developing the concept and design for a Title III Development Grant, which will have a significant distant learning component. The model proposed here evolved from these lengthy discussions, and that is for the second of the two options above -- developing a non-compressed private network connection. While the first option for a compressed network using standard telephone carriers had its own advantages related to multi-site connectivity and flexibility with connectivity/cost options, the disadvantages of the inferior quality of the compressed image, and the much higher costs to add bandwidth to improve that quality later, outweighed the advantages.

The Task Force is therefore recommending that the College support full motion video among the three campuses delivered by Bell Atlantic in a private network configuration. In addition, periodic connection to BOCES can be provided as the formats are both compatible and both go through Bell Atlantic.

The annual connectivity costs are based upon a seven year commitment and include all terminal equipment. The system supports one transmit and two receive video/audio signals along with a T1 capacity for data.

The total one-time costs to outfit and install the three DL classrooms is estimated to be $120,000-$180,000. The total ongoing, college-wide annual connectivity costs for telecommunications equipment maintenance and line charges is estimated to be $85,200- $97,200. The detailed breakdown of these costs is shown below:

Proposed Distance Learning Hardware and Hardware Support Costs

Hardware/connectivity	Per site	Total cost (3 sites)	Annual cost (3 sites)
Distance learning classrooms (based on specific renovations needs and equipment)	$50,000	$150,000	0
WAN connectivity (based on a 7 yr. commitment from Bell Atlantic which includes installation	$26,400		$79,200
Cost estimates for classroom equipment maintenance	$2,000-$6000		$6000-$18000

CLASSROOM EQUIPMENT

Below is a list of equipment which is recommended for establishing a basic DL classroom for each campus.

Proposed Distance Learning Classroom Equipment PER CAMPUS

Distance Learning Equipment	Item Cost	Total Cost
Ceiling mounted, tracking video cameras	2 @ $2,250	$4,500
Video presenter (document camera)	$3,000	$3,000
VCR	$350	$350
Audio system (depends on number of student microphones)		$7,000
Multimedia computer	$2,500	$2,500
Audio cassette player	$150	$150
Video/data projector	$7,000	$7,000
Screen	$200	$200
27" television monitors	6 @ $500	$3,000
Control system w/table (touch panel, racks, etc.)	$10,000	$10,000
Printer/fax machine	$500	$500
Electrical installation charges (wiring, consulting, etc.	$6,000	$6,000
Furniture		$4,300
Room renovations (lighting, sound, security)		$1,500
	Total	$50,000

Tentative room designations have been made at each campus for the location the respective DL classrooms: Ammerman Campus -- Walt Whitman Room, Huntington Library Eastern Campus -- Orient 211 Western Campus -- Music Room, Sagtikos Building

TECHNICAL STAFF SUPPORT

Dedicated technical staff should be provided for each DL classroom. The staffing identified as such would assume responsibility for the ongoing use of the classroom. If this responsibility is assumed by an existing department, i.e., campus library media departments, and the DL classrooms are located adjacent to that department, scheduling, clerical, phone and basic supervision could be made available at a minimum of new costs.

The minimum on-site technical support for each DL classroom includes one professional assistance who must be present about 15 minutes before the start of a session to start up and configure the equipment for use. After that, it is possible for the PA to attend to other duties in the general vicinity, in order to be on-call in case problems arise in the classroom that the faculty member cannot handle. The PA must be trained in the startup, configuration, use, maintenance and shut down of all of the equipment in the room. For times when the PA is out of the classroom, a college or student aid might need to be assigned to handle incidental class support. At the end of the session, the PA must appear to properly shut dow the equipment.

If distance learning time blocks are scheduled at low utilization times for the department taking on the responsibility, staffing could be optimized. The costs below estimate an initial 9 contact hours (or three classes) of use each week. Proposed Costs for Technical Support PER CAMPUS, PER SEMESTER Staff Per site, per semester costs Professional Assistant $4,617 Technical support (based on 3 class hours/week, or 8 credit hours) Clerical support (based on $1,013 class hours per week)

It is expected that within one year, the use of the distance learning classrooms for synchronous delivery of teaching will increase. Relative increases in staff support should be commensurate with the increase of the use of the room.

FACULTY TRAINING

Providing for the training of faculty is an essential, ongoing component for a successful DL program; as important to the success as is the right hardware and appropriate facilities. Colleges with existing DL programs were researched and all had established faculty training available.

There should be multiple types of training:

• general interest to introduce the concept and get faculty started;
• more specific, hands on workshops for faculty who make a commitment to teach a DL course; and
• ongoing, regularly scheduled "users groups" for faculty who are teaching distance learning to meet and discuss problems, successes, etc.

It is suggested that, in lieu of a experience instructional developer on the staff, that a cadre, or team, of interested faculty be trained to become the mentors to train the next groups of faculty.

The training of this team of faculty can be done in a variety of ways. Attendance at conferences, such as the annual SUNY CIT Conference and the League for Innovation, provide ideas on learning theories, strategies, teaching methodologies, etc. These conferences are generally not hands-on, however, and with the exception of SUNY CIT, the registrations and travel expenses are high. More extensive team training focused on planning and implementation is also available through the American Association for Higher Education, Teaching/Learning Technology Round Table program. Hands-on training can also be identified where a team of faculty spend several days in intensive training that includes the use of DL equipment and the development of actual lessons. The SUNY Training Center intends to provide such opportunities within SUNY for faculty and staff alike.

Possible incentives for faculty making a commitment to teach or develop a DL course could be graduate credit equivalencies for attendance at intensive, hands-on seminars that could be applied to promotion; stipends; or state-of-the-art equipment to use for course development.

It is suggested that the Campus Teaching and Learning Centers be identified to provide a focus for such training at the campus level, with support and coordination through the Distance Learning Program in the Office of Academic and Campus Affairs. The College Foundation has long been a supporter of professional development activities, and should be given the opportutnity to support a DL faculty training initiative, as well.

PROPOSED TIME LINE

• April – June, 1998
  First/second course(s) and/or faculty identified to teach in Spring, 1998
• June, 1998
  Equipment purchased
• June – September, 1998
  Telecommunications lines installed
  Designated classrooms renovated
• October, 1998
  Equipment installed
• October, 1998 – January, 1999
  Faculty trained
  Course(s) adapted for synchronous teaching
• Spring 1999
  First course(s) taught in synchronous mode