Speakers
Description
Tele-Learning Facilities - Optimizing NREN Connectivity and Room Design for Higher Education
The National Institute of Allergy and Infectious Diseases (NIAID), University of Science, etc., IDI, Makerere U.
Background: In Mali and Uganda the NIAID collaborative, African Centers of Excellence (ACE) in Bioinformatics includes a tele-learning program that provides a platform for new course offerings, and promotes the exchange of ideas, research and experience all despite the environmental challenges common in low and middle-income countries. Despite the desire of IT engineers to solve all problems with network and system design, the physical treatments of the facility have a dramatic impact on the quality of the experience. The compute and network technology can’t do it all. Therefore, when the National Institute of Allergy and Infectious Diseases built the first tele-learning facility at the University of Science, Technology, and Techniques in Bamako (USTTB) the objective was to maximize the network resources through detailed planning and intelligent room design. A successful design and implementation will make it possible for instructors from the rest of the world to deliver courses to students in low- and middle-income countries in a way that is enjoyable and interactive for both.
Methods: In order to optimize the network and minimize challenges in the learning environment, NIAID considered a number of factors: the hardware selection, the acoustics, the lighting, and the lack of stable power to name a few. The National and Regional REN backbones are a critical piece but fiber cuts and unexpected routing configurations can lead to higher latency and low bandwidth, which have a negative impact on both audio and visual clarity. We first measure the baseline for acoustics using smartphone apps that record the reverberation of sound waves in the rooms, then design treatments that reduce the reflection. Wall color paint, light temperature, display/projector, and camera selection all have an impact on the video signal and refresh to affect the learning experience over distances required for instructors on other continents. The rooms are also designed to conserve power, to allow use of solar batteries and minimal circuits to ensure pure sine-wave power delivery to all components.
Results: The benefits of designing tele-learning facilities for the specific power, construction, and network environments of Mali and Uganda ensure that remote delivery of classes from bioinformaticians around the world have higher reliability. The students and instructors experience a more reliable and consistent learning environment over high latency networks, lower bandwidth, with clearer audio signal, better video quality on both sides, and lower power consumption. Understanding the local environment and designing for it makes significant impacts on the efficiency of network and infrastructure.
Conclusion: When it comes to the design of a tele-learning facilities, adequate planning reduces strain on the bandwidth and functionality of research and education networks, and allows for easier collaboration between academics, researchers, and students.
