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Transforming Learning
Building 21st Century Universities
with eLearningIntel and Kineo
Joint Research Presentation
May 2006
2 Transforming Learning
Outline
• Section 1: Introduction to eLearning
• Section 2: Universities Today: core concerns and eLearningbenefits
• Section 3: Implementing eLearning
• Section 4: The VLE Landscape - EMEA
4 Transforming Learning
What is eLearning?
Using ICT to deliver rich curriculum content and to enable communication & collaboration between faculty, students, families & administration
"A lecture is the best way to get information from the "A lecture is the best way to get information from the professor's notebook into the student's notebook professor's notebook into the student's notebook without passing through their brainwithout passing through their brain . . . . . .
InteractivityInteractivity is what differentiates an effective online is what differentiates an effective online course from a highcourse from a high--tech correspondence coursetech correspondence course””
-- Bill Pelz, 2003 winner of the Award for Excellence in Online Teaching
5 Transforming Learning
Key Drivers for eLearning
Increased demand for life long learning
Legislative expectations e.g. Bologna
ICT Access
Socio Economic expectations
Global competitiveness
Equal opportunities
Revenue generationDrive for increased enrollment
University reputation for innovation
6 Transforming Learning
The eLearning Value Proposition (1)
2. Improved Org 2. Improved Org EfficiencyEfficiency
3. Reduced costs & 3. Reduced costs & increased growthincreased growth
1.1. Enhanced Learning Enhanced Learning
& Teaching& Teaching
eLearning
1. Enhanced Learning/Teaching:
• Stronger Professor and Student relationships via out of classroom communication (blogs, podcasts, discussion forums, IM)
• Online, searchable and shared learning materials including assignments, lectures and media-rich content that is accessible anytime anywhere
• Individualized assessment, diagnostics, and teaching
7 Transforming Learning
The eLearning Value Proposition (2)
2. Increased Org 2. Increased Org
EfficiencyEfficiency
3. 3. Reduced Reduced costs & costs & increased growthincreased growth
1.1.Enhanced Learning & Enhanced Learning & TeachingTeaching
eLearning
2. Increased Organisational Efficiency:
• Relieve Administrative overhead: Deliver and hand in assignments online, less time spent grading, automated course registration and management
• Automated testing and grade tracking in addition to cheating control, e-polling in lectures, improved attendence (virtual), accurate communication of deadlines/changes via student course calender
• More time spent teaching, less time spent managing
8 Transforming Learning
The eLearning Value Proposition (3)
2. Increased Org 2. Increased Org EfficiencyEfficiency
3. Reduced Costs and 3. Reduced Costs and
Increased growth Increased growth
1.1.Enhanced Learning & Enhanced Learning & TeachingTeaching
eLearning
3. Reduced Running Costs:
• Reduction of costly and power-hungry computer labs with laptop student purchase programs and wi-fi infrastructure
• Institutional growth and enrollment through online courses that can reach outside of campus and even globally e.g. an Open University model
9 Transforming Learning
Value Proposition Cross-Reference
• Reduced PC and PC lab investments
• Increase student numbers (gloablly) with out new buildings –(online courses)
• Decreased print costs (even textbook replacement in some cases)
• Decreased print costsCosts & Growth
• Automated enrollment & admin
• Better informed management decisions
• Better time management with anytime, anywhere learning
• Increased attendance / exposure to course content (flexibility)
• Wide choice, up to date, searchable course material
• Less time grading
• More student interaction outside of class
Efficiency
• Higher pass rates
• Improved satisfaction of students
• Improved reputation
• Individualized learning
• Higher engagement levels – improved motivation
• In tune with Professor
• Effective teaching methods employed
• Fast feedback
• Closer student collaboration
Enhancement
UniversityUniversityStudentStudentProfessorProfessor
11 Transforming Learning
ICT trends in Higher Ed today
• University Competitiveness
– Competiton for students increasing rapidly and reaching a global level
– Education key to a strong economy & determines if graduates seek jobs abroad
– World‘s leading universities (mostly in the US) setting the trend with nearly 100% Wi-
Fi coverage, extremely high laptop ownership, and mandatory eLearning participation
– Students demanding improved learning experience through utilisation of ICT
• EMEA Trends
– France and Italy moving rapidly to 100% WiFi coverage, rapidly increasing laptop
ownership and broadly deployed eLearning solutions
– Norway and Scandinavia leads Europe in VLE adoption in Higher Ed & Schools
• VLE Vendors
– The commercial VLE vendors are consolidating while numerous open source vendors
ramp up their competitive offerings
– Big names such as Blackboard, Moodle and Sakai compete on a global level, while
many offerings can only be uncovered in-country
12 Transforming Learning
Shift Towards Individualized Learning *Trinnity College, Dublin
Enhanced Learning/Teaching Value:
• One size does not fit all!
• Different curricular, learner objectives/motivations, preferences, access
to devices & connectivity etc...
• The learner/teacher needs to be empowered with smart resources
• Improve quality, Relevancy and Retention, to reduce cognitive overload
& utilise learning time
Prior Knowledge & Expertise
JustForMe Learning
Aims and Goals
Cognitive and Learning style
Communication Style
Learning History
Preferences and Learning Culture
13 Transforming Learning
A Transformational VLE – Student perspective
Student Enhancement:
• Many Professors conduct real-time annotations to slides during lectures which participants receive instantaneously on their own screens and can also add to. Tom feels that this improves his engagement as does knowing his relative score position against his peers. Tom also appreciates the actions of staff to attach repository references to slides that further enhance learning of a particular topic, which saves him time searching the net.
Student Collaboration/Flexibility:
• Tom is accustomed to virtual collaboration using IM, VoIP conferences, shared doc workspaces, virtual whiteboards and online submission of work. Due to work committments, Tom can‘t always attend lectures f2f and therefore utilises the synchronous classroom application within the Uni Portal to be presented with a resizable videa screen of the professor 2000 miles away and the lecture slides. Tom takes part in the ad-hoc e-polls innitiated by the professor to assess collective understanding in real time & also submits a question to the group via the VoIP bridge relayed to the Professor
Student Accessibility:
• Instead of struggling to find a computer, Tom enjoys high speed WiFi access all over campus. Most of his course materials can even be accessed via his laptop offline so Tom catches up on reading on the bus or train or fills in the survey his professor requested in order to check current understanding about next weeks topic. Tom can easily sign up for new courses online.
14 Transforming Learning
A Transformational VLE – Professor perspective
Professor Enhancement:
• Kates use of ad hoc e-polling, induvidualized tests and student tracking, allow her to understand where each member of her class are at. She subsequently often changes her teaching content and methods accordingly and students never miss deadlines or important notices because they are so engaged in what is happening, almost in real-time. Her delivery of rich content engages even less motivated students in the subject and she achieves very high pass rates, making her course one of the better performing in the university.
Student/Professor Collaboration:
• Kates‘ face to face time with her students is minimal and shes caught on to the ‚blogging‘ trend – a great way to inform her students about her current thinking of course content and her hints for assignments etc. Like all Professors, she holds surgery hours, but does not expect her students to make a special trip onto campus for a 5 minute discussion – Kate offers her surgery hour via IM, VoIP, or Video Conference and can still make the majority of her appointments if she‘s ill. To be an effective learner, the student must be in tune with their professors. 1 or 2 hours a week, shared with many other students, does not facilitate a relationship.
Professor Accessibility:
• Kate enjoys being able to share her developed course material across faculties and has access to a large online repository of course content. She uses an hour in the evening to plan a lecture with extracts of current events and a video link to the news article she‘s just seen on TV. Kate uploads the lecture material from home to the VLE for her students and grades the online test she issued her students a few days ago. The next morning on the bus, Kate re-schedules a deadline in the students calender using her PDA. Since the VLE, Kate‘s back pain caused from carrying mountains of paper, has dramatically improved!
16 Transforming Learning
MISSION CRITICAL
EXPLORATORY
TIME
SUPPORTED STRATEGIC TRANSFORMATIVE
Phase I Phase 2 Phase 3 Phase 4 Phase 5
INSTITUTIONAL GROWTH
Transitions: Lessons Learned
Source: BlackboardSource: Blackboard
3. Early adopters
• IT Innovators• Focused on features and
technology• Decision Makers: CIO level
and down• Commercial vendors have
traditionally sold here
1. Timeline: 3 – 5 years
• All stages cannot be digested in 1 or 2 academic cycles
2. Planning
• Successful deployments rely on strategic planning at Dean/Rector level
• Ensure a clear vision and definition of the end-state for Phase 5
From Supported to Strategic: From Supported to Strategic:
Single most difficult transitionSingle most difficult transition
4. Pragmatists
• Rank and file faculty• Different needs than early adopters: focused on
problem solving and ease of use• Decision makers: deans, rectors, presidents,
Commercial vendors engaging more here as early adopter only deployment flounder
17 Transforming Learning
eLearning: Stages of Evolution – usability perspective
Universities must plan and manage these stages
MISSION CRITICAL
EXPLORATORY
TIME
SUPPORTED STRATEGIC TRANSFORMATIVE
Phase I Phase 2 Phase 3 Phase 4 Phase 5
INSTITUTIONAL GROWTH
- The campus has little to no WiFi or SPP
- Only a few Profs uploads materials online
- Student struggles to find available PCs in labs
- eLearning system is unsupported experiment
- Campus deploys 50% WiFi and SPP
- 20%+ of Profs post material/instructions
- Students able to read lecture notes online for some courses
- eLearning supported but not in wide usage
- 100% WiFi
- Staff realise they can save time & be more organised when delivering more content online.
- Student starts to work in virtual teams, dropping messages in the Uni portal monitored by Prof
- 80%+ courses delivered with online content
- Prof‘s hold webinars and hold e-polls to check understanding and grade students online
- Calender prompts students of deadlines, exams etc.
- All students have wifi laptops
- All courses use VLE
- Prof conducts fast online tests, tracks students learning process and adapts course material & teaching methods accordingly
- Student knows how they are competing among peers, totally reliant on VLE for content
18 Transforming Learning
Faculty: the key to success
• Faculty members are the single most important stakeholder –they will make or break any eLearning deployment
– Sit at the fulcrum-point between administration and students
– Typically do not care about university IT issues –focused on research and academic outcomes
• Faculty must be engaged from the very beginning
– Ensure both early-adopter and pragmatists are involved
– Need grass roots thought leaders in each department for 100% adoption
– A Full-time faculty support person/consultant (usually instruction designer/technologist – well versed in pedagogy and technology) will accelerate adoption
• Incentivize and recognize faculty members to ensure success
– Provide reasonable material/financial rewards to faculty that embrace the system
– Hold course design contests that recognize faculty members that spend the time/effort needed to move a course online
Faculty will make or break any eLearning deployment
19 Transforming Learning
Major considerations when adopting eLearning:
1. Language Support- Moodle along with dotLRN & Dokeos have broadest language support
2. TCO (Licensing, hosting, support, development, training)• Open source solutions such as Moodle can save significantly on licensing
• However, licensing is often a minority cost in the total solution
3. Interoperability with other IT systems• Integration with core systems like course registration and grading is critical
4. Key Features • Major features are common among VLEs (course material delivery, discussion
forums, online quizzes, etc)
• Student tracking and diagnostics and publisher content differ in among vendors
5. Skill set of University staff• Technical skill-set of IT staff (Java, PHP, Oracle, MySQL, etc)
• External vs. Internal hosting – TCO issue
6. Community Support Group (Open Source)• Who can I get help from? And from which other Universities may I benefit
(code) from?
21 Transforming Learning
Leading eLearning VLE’s
6800+35+3700+Schools Deployed
10 Million
Dutch, French, German, Italian, Japanese, Portuguese, Spanish, Simplified Chinese
Windows, Solaris, Red Hat Linux
Sun, IA
$10K - $85K*
Commercial
3.5 Million50K+Estimated Users (Students +
Faculty)
70+ languages
(see http://download.moodle.org/lang/ for complete list)
English, Japanese, Korean, Dutch, Chinese, Spanish
Languages Supported
Linux, FreeBSD, Unix, OS X, Windows
Windows, Solaris, Linux, OS X
Server OS
IA, PowerPCIA, PowerPCServer Arch.
NoneNone (but $10K annual dues for source access)
Annual Fees
Open Source (GPL)Shared Source* (must be a Sakai member for source access)
License
22 Transforming Learning
Player/Coun
ty FR GER UK ITA SWE ES POR PL RUS EGY ISR TUR
Open
Source MSFT
Anamelab X NA
Boddington XX Y Y
Britannica XX N
Claroline XXX XX XX XX XX X X X Y Y
Conductor XX N
Docebo XX Y
Dokeos XX X N
dotLRN XX XX XX Y N
Fronter X XX XX X N
ILIAS X XX Y N
IMC CLIX XX Y Y
LMS OLAT XX Y
LUVIT XX X N
It's Learning X X X XX N Y
Blackboard XXX N Y
Moodle XX XX X Y Y
Sakai X X Y Y
EMEA VLE Landscape – Key players
dotLRN: 42 languages, 500K users, strong in
Germany, Spain, Norway, Austria, Italy.
Scripting Approach. Open source license &
development
Fronter: Est. 1998 in Oslo. Europes commercial
leader. 65% share of Scandinavian overall Edu market!
– 90% share of Higher Ed!
No clear winner, except
Blackboard boasting
80% MSS in UK
X deployment exists
XX multiple deployments
XXX many deployments
NA
23 Transforming Learning
Customer Profile/Challenge Solution Results
• Instructors much more efficient and spend more
time on teaching
• Instructors able to keep better track of individual
students
• Students communicate more often and more openly,
especially outside class
hours
• Students engaged and learning off-campus and
away from network
• Orange New Jersey, USA
• 6000 graduate students --4800 undergrad students
• Increase instructor efficiency
• Empower totally mobilestudent learning
• Improve student interactionand communication
Blackboard Learning System™
with Backpack
Evaluation/Outcomes Management
• Real-time tracking of student performance
• Early warning system for at-risk students
eContent w/ Blackboard Course
Cartridges™
• Electronic content from publishers delivered online
Anytime, anywhere learning
• Backpack allows students to access course materials without network connection
Seton Hall University: Case Study #1Learning Anytime, Anywhere with Blackboard Backpack™
“Blackboard has transformed my teaching. Using Blackboard, I am more organized
and better able to respond to students in an effective way. Some students won’t talk
but will write – Blackboard allows them to have their voices heard . . .”-- Kelly Shea, Assistant Professor of Writing and Director of the SHU Writing Center
24 Transforming Learning
Customer Profile/Challenge Solution Results
33 campuses across Mexico
• 100K students, 9K faculty
Increase student enrollment
beyond traditional campuses –
establish “virtual university”
Reduce support and power
costs of desktop computer labs
Shift to student-centered
learning focusing on “real-world
knowledge”
Lotus Learning Space™ and
Blackboard Academic Suite™
• Rapidly shifted the Tech de Monterey virtual university to online courses starting in 1999
Student and professor laptop
purchase program
• Started in 1997 to reduce dependency on computer labs and promote anytime/anywhere learning
Tech de Monterey: Case Study #2Pioneering mobile computing and eLearning since 1997
Almost 100K laptops in
100% wireless campus
All courses (14,000)
delivered online
Tech de Monterey virtual
university reaches students
globally in North America,
Europe and Asia
eLearning system managed
across all 33 campuses with
only 14 support staff
25 Transforming Learning
Case Study #3
Background:- 200K students
- Largest ever Moodle deployment
- Ranked in UK top 5 Universities, No. 1 for student satisfaction
- 30% of students are spread over 50 countries WW
- 70% of students work full time
Currently:
• Investing ₤4M
• Hewlett Grant for 600 hrs of course material development
• Some use of ‚First Class‘ for conferencing – offline capability
• Employ 10 full time developers
Planned:
• Employ Pedagogy/Technology experts to help staff manage VLE (₤1M inv.)
• Many workshops
• Live in May 06 with 37 courses for 3K students, ca 2007 end = 100% online
• Possible collaboration to develop Moodle offline capability with Intel
26 Transforming Learning
Case Study #4
• 8,000 + Students, Received Catalan Gov grant to pilot open source
• Chose Sakai over Moodle and Claroline to replace WebCT (too expensive)
– Sakai backed by large US deployments
– More aware of Sakai
– Belief that Sakai will prevail as VLE leader
• 4,700 courses available in Sakai, In house hosting – want control
• 6 Pedagogic staff supervising content development
• The University are confident and satisfied with Java
• Employ 3 heads to run Sakai
– Sufficient for 100% VLE adoption
• Large divide exists between University Strategy and e-learning
– Management are busy focussing on Bologna activities
– No link between Bologna and e-learning
• (Non Intel) SPP with Catalan Gov – sold 200 in past year. 600 Laptops accessed campus WiFi = ca 10% Laptop penetration – WiFi nearlly 100%
• Online grading & evaluation tools are currently being modified – helps adoption
• No incentives are being given, despite 100% availability of VLE
• Full adoption only in new courses
– No one actively promoting/driving e-learning !!
27 Transforming Learning
Case Study #5
• Moodle was chosen for its modularity over Atutor & Illias (Germany) in 2004
• Scaled to 95K students
• Heavy reading material is still printed for students – easier
• 64 courses are delivered 100% online
• Moodle has a large footprint in NZ – 50% market share
28 Transforming Learning
Summary
eLearning is becoming core to the learning environment of
today‘s top Universities
– To compete globally institutions must improve their services to
attract and maintain students
– Utilisation of a eLearning solutions is a key part in increasing &
maintain student interest, interactivity & motivation
– Successful eLearning solutions require strategic planning and close
partnership with faculty/professors
30 Transforming Learning
dotLRN
dotLRN
Stronger in Europe than USA. Extremely mature, stable and high performance core
Will focus on developing ‚best in class‘ apps e.g. Discussion forums
• Origin: MIT USA, 42 languages, 0.5 million users WW
• Open Source, GPL License, LAMP paradigm
• Scripting Approach (no Java), AOL web server software, SQL database, LINUX
• Built using OpenACS (Open Architecture Community System)
• Bergen (NOR), Heidelberg (GER) & Valencia (ES) = strong dotLRN contributing consortium
• Quality Assurance Process, 2 level maturity stage of code (compatible/certified)
• The .LRN Leadership Team manages operations, works with the open source community of
users and developers, and executes the goals of the Consortium as defined by the Board non
for profit). – Alfred Essa; Founder, Executive Director
• Key Differentiators:
– Aggregation across multiple communities – portal capability
» Excell in permissioning and access rights (unlike Moodle) – valuable for
research institutions/alum/life long learners
– Enterprise Class – Highly Scalable (Vienna School of Business and Economics)
– Open development methodology based on merit (Sakai‘s is closed)
31 Transforming Learning
CLAROLINE
CLAROLINE
• Origin: Belgium – Catholic Univirsity of Louvain. Developed as a result of a bad
experience using „complicated“ Blackboard. Deleted unneeded functionalities &
simplified remaining ones focussing on ‚ease of use‘.
• Established: 2000, supported by Louvain Foundation. From 2004 co-
developed with CERDECAM.
• Open Source (GNU/GPL License)
• Languages: 31, 70 countries
• Deployments: 571 WW
• Linux, MSFT, Mac
• Based on PHP/MySQL; SCORM, IMS compliant
• Differentiator: Ease of use, non complex, minimal training & support,
selected functionalities
32 Transforming Learning
FRONTER
• Fronter
• Origin: Oslo – 1998 – CEO‘s; Bjorn Hadler and Roger Larson, 60 employees
• Vision: Be the European Education ‚Operating System‘ for all students – all content accessed via
Fronter
• Commercial: („made by teachers for teachers“ – dedicated reference groups – 15 meetings per
country per year) – comparable with ‚community ware‘ (Sakai‘s approach)
• Prof‘s demos: Employ numerous professors to demonstrate and promote Fronter to academics
• Languages: 12, Wide central Europe coverage, 60 web based tools
• Users: 2 Million, 650 customers within Education
• Deployed in 32 from 36 Colleges and Universities in NORWAY
• 60-65% MSS in Education for Nordic
• Diverse customer base
• CEBIT Innovation prize winners – 2004, 2006
• Active Synchronization of files
• Typical secondary school deployment = ₤1500 pa
• IMS, AICC; SCORM complient
Self Managed VLE‘s:
„Ultimately more expensive than Managed VLEs“ (Fronter) - salaried technicians, server leasing & maintenance costs, IT security, system updates, modifications & customisation, time management issus etc
33 Transforming Learning
It‘s Learning
It‘s Learning
• Origin: Bergen, Norway
• Commercial, rated by Deloitte Fast 500 (# 58)
• 7 EMEA countries
• 30-40% Norwegian Higher Ed students using platform
• Strong in Norway K-18
• IMS compliant
• Differentiatior: Unsurpassed user friendliness and flexibility, meets needs of
blind and visually impaired (WAI & Section 508 compliant)
34 Transforming Learning
Moodle Commercial Support and Deployment Solution Providers by Geo
• APAC/IJKK
– Australia (Harvest Road): http://www.harvestroad.com.au/
– Australia (LAMS International): http://www.lamsinternational.com/
– Thailand (TENTC): http://www.tentc.com/tentc/
– New Zealand (Catalyst IT): http://catalyst.net.nz/var/cm/cm-moodle.php
– Japan (Mistek Consulting): http://mitstek.com/
– Japan (Manabu3): http://www.manabu3.com/moodle/
– India (Radius Consultancy): http://www.radiusconsultancy.com/
• EMEA
– Italy (Media Touch 2000): http://mediatouch.moodle.com/moodle/index.php
– Switzerland (mediagonal ag): http://moodle.mediagonal.ch/
– UAE (Human Logic): http://www.human-logic.com/
– UK (Pteppic): http://www.pteppic.net/
– UK (How to Moodle): http://howtomoodle.com/
– UK (Synergy Learning): http://www.synergy-learning.com/
– Spain (Generazion): http://www.generazion.com/website/default/
– Spain (Sadiel): http://www.sadiel.es/default.asp
– Germany (Unodo): http://www.unodo.de/moodle
35 Transforming Learning
EMEA Driver: The Bologna Process
• Key implications and effects:
– European Universities compete more globally for students– Standardization of degrees across participating countries (starting with graduate level)
– Increased student mobility within EMEA– Potential IT investments to interconnect information systems across EU universities
– eLearning systems likely to increase as student demand grows and universities compete abroad
The Bologna Process is the commitment by 45 countries to reform their higher education
systems in order to create convergence at the European level.
The ultimate aim of the Process is to establish a European Higher Education Area by
2010 in which academic staff and students could move with ease and have quick fair
recognition of their qualifications. Source: European Network of Information Centers (ENIC)
36 Transforming Learning
MISSION
CRITICAL
EXPLORATORY
TIME
SUPPORTED STRATEGIC TRANSFORMATIVE:THE NETWORKED
LEARNING
ENVIRONMENT
Phase I Phase 2 Phase 3 Phase 4 Phase 5
INSTITUTIONAL GROWTH
Managing the Transitions
1
2
34
5
1
2
34
5
1
2
34
5
1
2
34
5
37 Transforming Learning
DefineStakeholder
Issues/Problems
Create StrategicVision
1 DefineDefine
Support 5Implement 4Procure 3Select 2Define 1
Life Cycle Methodology
Select Solution
2 SelectSelect
Construct ValueAnalysis
Evaluate OptionsObtain Approval
Finalize Contract
3 ProcureProcure
Design
4 Implement
QA/Test
Deploy/Support
Develop
Assess Operations
5 Support
Manage Costs
Monitor Adoption
Maintain Training &Support
39 Transforming Learning
MISSION
CRITICAL
EXPLORATORY
TIME
SUPPORTED STRATEGIC TRANSFORMATIVE
Phase I Phase 2 Phase 3 Phase 4 Phase 5
• Delivery of rich online digital learning materials
• Per student academic diagnostics & tracking
INSTITUTIONAL GROWTH
eLearning: Stages of Evolution – technical perspective
Source: BlackboardSource: Blackboard
• Experimental system
• Not officially supported
• Purchased or deployed system
• Some courses officially supported
• Server support only (not end-user)
• Not integrated w/ other IT systems
• No single-sign on
• Integrated with core IT system• Course registration
• Grades
• Single sign-on
• Support for students and faculty
• 80%+ courses online and used extensively
• Day to day business of university dependant on eLearning
• Critical part of IT infrastructure
Universities must plan and manage these stages
40 Transforming Learning
Tom is second year student who lives off-campus. He finds himself always on the go, and is pleased at the his University’s flexible network access options. When on campus he is able to easily connect wirelessly to a number of hotspots, both indoors and outdoors. Roaming is no problem, as he is able to quickly sleep his laptop after one class, move between campus buildings, and seamlessly reconnect to the to the 802.11 network.
He works a few hours each day at the IT help desk. He is able to quickly and securely grant network access to guests’ mobile clients thru a SSL-based certificate installer or via their USB drive. Each help desk employee carries a VOWLAN handset, which keeps them all connected throughout the 6-story building.
Tom enjoys studying at a nearby off-campus coffee shop. Using a standard IPSec VPN client, he can securely connect into the university, gaining full access to campus network and apps. He pays only $10/mo. for this as part of a University agreement with a national WISP.
Back in his apartment, Tom’s broadband access permits him to regularly communicate with his friends and peers using a number using a number of collaboration tools, including multi-party IM, VLE software and a VOIP softphone.
Secure Collaboration Across a Wireless MeshInfrastructureInfrastructure
Optimized RoutesOptimized Routes
Passive Passive
Ceiling Ceiling
AntennaAntenna802.11 APs,802.11 APs,
IP/CellularIP/Cellular
SwitchesSwitches
Backhaul (Backhaul (GbEGbE, WiMax, etc), WiMax, etc)
BuildingBuilding
Campus MeshCampus Mesh