Multimedia InfoWay for the Development of Distance Education and Health by Amazonian Universities:
Implementation of the Telematics Network of the Virtual Campus of the Amazonian Universities and Construction of Multimedia Resource Centres for Distance Education and Health with a view to sustainable development of the Region.

Jackson Colares da Silva ń jcolares@fua.br
Antonio Tobias Silveira - tobias@ufpa.br
Angela Aparecida Souto - asouto@unir.br
Cirilo Simoes Filho - cirilo@unifap.br
Marco Antonio Lucas - luckcas@yahoo.com

 

 

 

UNIVERSIDADE FEDERAL DO ACRE
UNIVERSIDADE FEDERAL DO AMAP”
UNIVERSIDADE FEDERAL DO AMAZONAS
UNIVERSIDADE FEDERAL DO PARA
UNIVERSIDADE FEDERAL DE RONDŒNIA
UNIVERSIDADE FEDERAL DE RORAIMA

(Translated by Roberto A. Mueller and Steve McCarty)

(Revised by Takeshi Utsumi on 10/06/01; Conversion rate from Brazilian Real to US$ is R$2.7/US$1.0)


Index

1. Project's Title

2. Participanting Institutions

3. Objectives

3.1 General Objectives
3.2 Specific Objectives

4. Justification

5. Project's Concept

6. Multimedia Resource Centres (MRC) for Distance Education

6.1 Concept
6.2 MRC Performance
6.3 MRC Configuration

6.3.1 MRC at Main Campus
6.3.2 MRC Physical Description and Equipment Description at Main Campus
6.3.3 MRC Physical Description and Equipment at Back Country Centers
6.3.4 Software Licenses
6.3.5 Services to be Hired for all MRC: Main Campus and Back Country Center
6.3.6 Training Program to Maintain Services at Each MRC
6.3.7 Master's and Specialized Programs in Distance Education

7. Amazonian CampusNet - Virtual Campus of the Amazonian Universities

7.1 Objectives of the Amazonian CampusNet
7.2 Clients
7.3 Methodology to Be Developed for the Amazonian CampusNet

8. Activities for MRC Implementation - Chronology

8.1 Infrastructure and Technological Framework Construction

8.1.1 Building Construction in Main Campuses and Back Country Centers

8.2 Construction of Feasible Connections Among Main Campuses and Back Country Centers

8.2.1 Server Installation and Configuration

8.3 Work Station Installation in Laboratories and MRC Rooms
8.4 Videoconference Systems Installation and Configuration
8.5 Equipment General Testing, Net Traffic, Internet Access and Videoconference

9. Daily Activities

General Project's Budget - Part I

Investment/Construction
Main Campuses
Back Country Centers

General Project's Budget - Part II

Capital Investment/Equipment at Main Campuses
Summary of the Costs of Purchase of Equipments
Equipment at Back Country Center

General Project's Budget - Part III

General Project’s Budget - Part IV

Total Cost of the Distant Education Program for the Whole Region

Investment of Construction for whole the project
Investment of Equipments for whole the project
Acre
Amapa
Amazonas
Para
Rondonia
Roraima

Figure 01. Investment and Expenditure (Percent)


1. Project's Title

Multimedia InfoWay for the Development of Distance Education and Health by Amazonian Universities:

Implementation of the Telematics Net of the Virtual Campus of the Amazonian Universities and Construction of Multimedia Resource Centres for Distance Education and Health with a view to sustainable development of the Region.

2. Participating Institutions

3. Objectives

3.1 General Objectives

3.2 Specific Objectives

4. Justification

Technological transformations and their integration in the teaching and learning process are shifting educational paradigms significantly at all educational levels, creating new learning environments, influencing organizational reforms as combining these environments and integrated learning facilities. In other words, our plan is to effectively leverage new trends centred on the enrichment and improvement of curricula and learning institutions. Referring specifically to integrated support services, the New Information and Communication Technologies (N-ICT) enables teacher and student interconnection at all educational levels - from basic education to higher education, even with outreach programs tied to corporations and communities, offering a wide variety of relevant information and expertise for all possible communications and conducting public affairs. It is clearly a way to enhance infrastructure access and learning opportunities.

For this reason, when we consider an online teaching model supported by the utilization of different technological possibilities to meet with the expectations and demands of Amazonian communities, we have to first address issues such as the following:

a) the availability of IT to the regional inhabitants;

b) the curricular structure of the courses; and finally,

c) the individual student characteristics and the new relation they assume with technological learning resources.

For Jesus Salinas (1999), the possibilities offered by the new technologies, namely the telematics networks for a learning infrastructure, enable an increasing number of students to be characterized as users with a new relation to knowledge, with new learning practices and with easier adaptation to rapid social transformations. To realize this, technological and pedagogical reforms are needed, those which can facilitate customized learning and online cooperative learning, enabling more interaction and knowledge exchange. Thus the Federal Public Universities of northern Brazil, as higher educational institutions, accountable to the region's needs, are searching for answers to the social demands for high educational standards, to constantly progress, look not for conventional alternatives but instead envision the forerunner of a macro-project to enable sustainable development in the Region.

Some intrinsic and practical issues, in meeting needs and anticipating obstacles, are as follows:

A clear distinction pertains between efforts to build educational delivery systems and the production of contents to be taught. For the former the role of high technology must be investigated, a task not always easy because it demands expertise. For the latter the educational responsibility of the universities must be preserved. The teachers of each class are responsible for the educational contents, as experts in their specialized fields. For the technologies to be used as a means of delivery, online educational and health professionals, experts in software, hardware, methods, languages and in several online tools are to be responsible. The former must exercise the care and wisdom required by education, while the latter has to tune in to the rapid transformations imposed by informatics and telecommunications. An equilibrated division of labor would neither trample on education nor delay its technological progress.

From the above characterization, the possibility of producting instructional means in a centralized way arises, with specialized persons and with top technological resources, to be used in a decentralized way by many people, in many places, and at many times. The creation and development of courses built in advance (pre-produced) could be combined with a wide diversity of means and resources such as: supplementary reviews, additional books, educational radio and television via open or closed circuit, movies, computers and especially networks that can transmit multimedia data, video textbooks, communication by means of telephone, radio and satellite, broadband Internet, and so on, just in time.

The suitable integration of these means is called the "multimedia approach." The logic of these courses is characterized by a centralized production combined with a decentralization of its apprenticeship. Along similar lines, the possible production of self-instruction courses arises, by means of elaboration of resources for independent study, with clear objectives, a self-evaluation process, exercises and complementary texts. These resources may become self-sufficient and become a framework for the study of a set of other texts, encouraging observational capacity, critical thinking, and pluralism of ideas, especially valuable dimensions of university studies. Individual study should not exclusively characterize this teaching mode, but learning to learn constitutes a foundation especially important for distance education, driving it through to successful application.

Therefore the Federal Universities of Acre, Amapa, Amazonas, Para, Rondonia and Roraima, concerned to offer good educational services, responding to the needs of the above described demands, and attending to the actual work marketplace, present this project: the Multimedia InfoWay for the Development of Distance Education and Health by Amazonian Universities, and construction of Multimedia Resource Centres (MRC) for Distance Education with a view to the sustainable development of the Amazon region.

The technological infrastructure will be made available by means of communication and Internet networks, and dedicated personnel, by enhancing and structuring programs, developing, producing and publishing educational resources in printed format, digital format, audio-visual and multimedia formats for effective functioning of the Amazonian CampusNet (Virtual Campus of the Amazonian Universities). This will support the on-campus courses in the first phase, and in a second phase will enable the availability and management of extension courses, undergraduate and graduate distance education, supporting the teaching and learning process, enhancing its activity, making it more stimulating and autonomous, increasing the study opportunities in the group of Amazonian member States in a significant way, and consequently in all of Latin American coountries.

5. Project's Concept

The project's proposal brings together the qualities of several IT and multimedia communication approaches, broadband Internet and videoconferencing, intending the construction of a powerful distance education and health supporting tool.

The plan is to implement a Multimedia Resource Centres (MRC) network for Distance Education on the campuses of the participating universities. The units localized in the campus of each institution will be responsible for the production of electronic publications and printed publications to be used in the courses and programs of the Virtual Campus. The other units, in the back country of each state will be responsible for the distribution and transmission of the contents. All these units will be connected together by a telecommunications network, structured in each state by a backbone responsible for the connection of back country centers to the main campus of each university and a regional backbone, responsible for the connection to all the universities. The MRC units will be the points of presence to provide access to the system in each area.

6. Multimedia Resource Centres (MRC) for Distance Education

6.1 Concept

Even though that the Multimedia Resource Centres (MRC) characterize the strong presence of technological components and these fundamentally hinge on Telematics connections and other resources offered by N-ICT, we will use a concept that is in our environment since long ago: the concept of Scholar Resource Centres as a starting point to help understand the structure and determine the functions of a MRC. This way we must admit a revision of this term, mainly when we introduce concepts associated with integration of the N-ICT, multimedia, collaborative work, flexible and distance learning.

Bezswick (1972) defined resource centres as an organized and indexed collection of resources for consulting proposes, but without availability for production. Merrill and Drob (1977) also made a definition for this theme; they affirmed that the Resource Centres for learning needed to somehow make available all that is necessary for creation, distribution and transmission of contents for presentations of individual or group interest, of audio, video television and printed resources; by a team of people to help the teacher in creation, presentation, and evaluation of the course contents. These authors define MRC for learning as a organizational structure constituted by a director and his staff with the respective equipment, a team of specialized people with production expertise, to search for and present instructional contents, to promote development and planning of the services entailed in the curriculum and faculty of a university campus.

Vidorreta (1978) referenced three characteristics in his point of view to definitively understand a Resource Centre:

a) It is a learning place for the students, useful to enable students to follow an autonomous program and of independent study, or even to develop a program in groups whether guided or not by the professor.

b) For professors, the resource centre makes available all the contents and equipment necessary to their class preparation and to apply in their own context.

c) It is a place to store contents and equipment duly registered and catalogued, a place to use contents and didactic equipment, because it offers suitable facilities.

A definition that can concatenate these three features would be: a learning place to find the educational contents to be used inside or outside the MRC, for teachers and students, individually or in groups.

Dunnett (1985) proposed that MRC go beyond managing and making available technological resources to also be a Curriculum Control Centre, which would administrate curricula, similar to the managerial control of the institution. Among the functions of this Control Centre would be the rationalization of resources, including a connection of the institution with the surrounding society.

Up to the nineties we find definitions like that from Wang (1994), supporting Merrill (1977), McPheeters (1980) and Langhoff (1980), concluding that MRC must be a field, single or not, where each individual student or group of students may find a wide diversity of resources and therefore learn by themselves. Cabero (1999) understands that these centres must be like institutions created to make new technologies available to teachers and students. He points out that these must not centralize their activities only on maintenance, and the obligations of service, but truly expand their functions, developing activities in resources selection, evaluation of programs and research on new technologies. This way, the MRC is an organism that has a basic physical and technological flow sequence, specialized staff, and makes available diverse services in the learning institution. Among its most important activities can be mentioned those related to programs management, ownership of courses and/or licensing agreements, from the production to the distribution of courses, whether face-to-face, online or mixed, the availability of diverse learning resources and, finally, to advise projects and provide tutorial services.

6.2 MRC Performance

As a consequence of the above, we may say that the most important performance of a MRC is basically to surmount space and time limitations. That is, the availability of educational resources for autonomous learning based on the use of N-ICT must facilitate access for all those people with some connection to the in-person centres but with difficulty in relying on regular meeting times, moreover to be available for those that do not have the necessary equipment in order to access the most advanced resources, enabling users to take advantage of and use the resources that otherwise would not be accessible. In this sense, for reference we will use what Vidorreta (1978) pointed out as the function of a school resource centre:

Authors such as Wang (1994), Merril (1977), McPheeters (1980) and Langhoff (1980) defend a different nomenclature; they see this organism as a Centre of Educational Resources to perform the following:

Therefore a MRC must have the technologies necessary to inform, for formal education, to research and build didactics contents to attend the specific educational needs on the intended context to be installed.

6.3 MRC Configuration

As mentioned before, the MRC unit at the main campus of each university will be responsible for management, production and distribution of the contents to be used in the courses. Additionally, it will be responsible to provide access for the campuses in the back country to the network. On the other hand, the units in the back country centers will be points of presence on the network, appropriate to distribute as well as to consume the contents produced at the main campus. Therefore, the configurations of the MRC units for the main campuses will be different from the configurations of the MRC units in the back country areas.

6.3.1 MRC at Main Campus

The MRC units at the main campuses of the universities will be configured with equipment, software, telecommunication resources, meeting space, and specialized staff, grouped through the departments, divisions and laboratories:

Administration of the Centre

Department of Production of Educational Contents and Multimedia.

This department will develop its activities by means of four divisions and the audio-visual laboratory.

Department of Resource Distribution

This department will coordinate two divisions:

Network Management Department

Research and Development Department

This department will operate as an initiatives catalyst organized in agreed-forms involving government, academy and industry. Its objective is the development of technologies for implementation of networks with higher speeds compared with commercial webs, enabling experimental services, usually restricted to the research community. By this way, its purpose will be to perform a vanguard role, closer to test bed than to normal service.

6.3.2 MRC Physical Description and Equipment Description at Main Campus

 

MRC Construction at Main Campuses

 

DESCRIPTION

Quantity

Area (square meters)

Area (square meters) Total

Value p/square meters; (R$)

Value p/square meters; (US$)

Total (R$)

Total (US$)

1

Administration Room

1

40

40

675,00

250.00

27.000,00

10,000.00

2

Meeting Room

1

30

30

675,00

250.00

20.250,00

7,500.00

3

Videoconference Room for 50 people

2

80

160

540,00

200.00

86.400,00

32,000. 00

4

Teleroom

2

60

120

540,00

200.00

64.800,00

24,000.00

5

Media Library

3

70

210

540,00

200.00

113.400,00

42,000.00

6

Informatics Laboratory for 30 people

2

60

120

540,00

200.00

64.800,00

24,000.00

7

Network Services

1

40

40

540,00

200.00

21.600,00

8,000.00

8

Educational content production room with 4 environments

1

80

80

540,00

200.00

43.200,00

16,000.00

9

Audiovisual Laboratory (recording studio)

1

60

60

540,00

200.00

32.400,00

12,000.00

10

Common area

1

120

120

540,00

200.00

64.800,00

24,000. 00

 

Total

 

 

980

 

 

R$ 538.650,00

U$

199,500.00

 

 





















Equipments Cental Campus

Administration Rooms

Directer's room, Secretary, Project Coordination

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

Diverse Furniture (table, chairs, cabinets, etc.)

1

5.400,00

2,000.00

5.400,00

2,000.00

B

Computer

5

4.050,00

1,500.00

20.250,00

7,500.00

C

Laser printer 8 ppm

2

1.620,00

600.00

3.240,00

1,200.00

D

No-break of 3 KVA

1

4.050,00

1,500.00

4.050,00

1,500.00

 

Total

R$ 32.940,00

U$

12,200.00

 

Meeting Room – Quantity 01

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

Television, 33”

1

2.700,00

1,000.00

2.700,00

1,000.00

B

VCR

1

540,00

200.00

540,00

200.00

C

Furniture

1

3.240,00

1,200.00

3.240,00

1,200.00

D

Videoconference system

1

27.000,00

10,000.00

27.000,00

10,000.00

 

Total

R$

33.480,00

U$

12,400.00

 

Department of Resource Distribution

Videoconference Room - 02

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

Document camera

2

10.800,00

4,000.00

21.600,00

8,000.00

B

Computer

2

5.400,00

2,000.00

10.800,00

4,000.00

C

VCR

2

540,00

200.00

1.080,00

400.00

D

Auxiliary camera

2

5.400,00

2,000.00

10.800,00

4,000.00

E

Sound system (amplifier, box and table)

2

5.400,00

2,000.00

10.800,00

4,000.00

F

Digital Projector

2

13.500,00

5,000.00

27.000,00

10,000.00

G

Furniture

2

5.400,00

2,000.00

10.800,00

4,000.00

J

Projection screen

2

1.350,00

500.00

2.700,00

1,000.00

K

No break 3 KVA

2

4.050,00

1,500.00

8.100,00

3,000.00

L

TV/Monitor image return

2

2.700,00

1,000.00

5.400,00

2,000.00

M

White board

2

1.350,00

500.00

2.700,00

1,000.00

N

Videoconference System

2

54.000,00

20,000.00

108.000,00

40,000.00

 

Total

R$ 219.780,00

U$

81,400.00

 

Teleroom Quantity: 02

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

Television, 33”

2

3.510,00

1,300.00

7.020,00

2,600.00

B

Furniture

2

8.100,00

3,000.00

16.200,00

6,000.00

C

Magnetic white board

2

540,00

200.00

1.080,00

400.00

 

Total

 R$ 24.300,00

U$

9,000.00

 

Informatics Laboratory, Quantity: 2

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

Microcomputer

42

2.160,00

800.00

90.720,00

33,600.00

B

Laser Printer 8 ppm

2

1.620,00

600.00

3.240,00

1,200.00

C

Furniture

2

5.400,00

2,000.00

10.800,00

4,000.00

E

No-break 3 KVA

4

4.050,00

1,500.00

16.200,00

6,000.00

F

Switch 24 gates

2

8.100,00

3,000.00

16.200,00

6,000.00

G

Magnetic white board

2

540,00

200.00

1.080,00

400.00

 

Total

R$

138.240

U$

51,200.00

 

Media Library, Quantity: 1

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

B

Microcomputer

10

2.160,00

800.00

21.600,00

8,000.00

C

VCR

5

540,00

200.00

2.700,00

1,000.00

E

Television  20”

5

1.080,00

400.00

5.400,00

2,000.00

F

No-break 3 KVA

2

4.050,00

1,500.00

8.100,00

3,000.00

G

Digital security system

1

10.800,00

4,000.00

10.800,00

4,000.00

H

Telephone/Fax

1

270,00

100.00

270,00

100.00

I

Furniture

1

5.400,00

2,000.00

5.400,00

2,000.00

 

Total

R$ 54.270,00

U$

20,100.00

 

Network Servers - Quantity: 01

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

PROXY server

1

43.200,00

16,000.00

43.200,00

16,000.00

B

POP/Web Mail Server

1

43.200,00

16,000.00

43.200,00

16,000.00

C

Data Bank Server

1

43.200,00

16,000.00

43.200,00

16,000.00

D

HTTP Server

1

43.200,00

16,000.00

43.200,00

16,000.00

E

Switch 24 gates

3

8.100,00

3,000.00

24.300,00

9,000.00

G

Rack 19" - 48 Us

1

1.350,00

500.00

1.350,00

500.00

H

No-break 3 KVA

2

4.050,00

1,500.00

8.100,00

3,000.00

I

Tables

3

540,00

200.00

1.620,00

600.00

J

Chairs

4

270,00

100.00

1.080,00

400.00

M

Microcomputer

2

2.160,00

800.00

4.320,00

1,600.00

N

MCU - Videoconference System

1

108.000,00

40,000.00

108.000,00

40,000.00

O

Router

1

108.000,00

40,000.00

108.000,00

40,000.00

P

Laser Printer 8 ppm

1

1.620,00

600.00

1.620,00

600.00

 

Total

R$

 431.190,00

U$

159,700.00

 

 

Department of educational content production: Quantity: 01

Design, Structuring, Normalization, Production and Multimedia Divisions

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

Microcomputer

10

6.750,00

2,500.00

67.500,00

25,000.00

B

Furniture

1

4.050,00

1,500.00

4.050,00

1,500.00

C

Laser printer 8 ppm

2

1.620,00

600.00

3.240,00

1,200.00

D

Scanner

2

2.700,00

1,000.00

5.400,00

2,000.00

F

Laser printer 24 ppm

1

8.100,00

3,000.00

8.100,00

3,000.00

G

No-Break se 3 KVA

1

4.050,00

1,500.00

4.050,00

1,500.00

 

Total

R$

 92.340,00

U$

34,200.00

 

 

Audiovisual Laboratory - Quantity: 01

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

Digital sound table

1

5.400,00

2,000.00

5.400,00

2,000.00

B

Digital video camera with tripod

3

10.800,00

4,000.00

32.400,00

12,000.00

C

Audio recorder

1

810,00

300.00

810,00

300.00

D

Microphone

2

270,00

100.00

540,00

200.00

E

Video edition island

1

21.600,00

8,000.00

21.600,00

8,000.00

F

Studio photo lighting system

1

5.400,00

2,000.00

5.400,00

2,000.00

G

Standard PC for video edition

2

6.750,00

2,500.00

13.500,00

5,000.00

J

Digital photographic camera

1

4.050,00

1,500.00

4.050,00

1,500.00

K

Professional VCR

2

2.700,00

1,000.00

5.400,00

2,000.00

M

Table

1

2.700,00

1,000.00

2.700,00

1,000.00

N

No-Break 3 KVA

1

4.050,00

1,500.00

4.050,00

1,500.00

O

Chair

10

2.700,00

1,000.00

27.000,00

10,000.00

P

Multimedia notebook (complete)

1

5.400,00

2,000.00

5.400,00

2,000.00

 

Total

R$

128.250,00

U$

47,500.00

 

6.3.3 MRC Physical Description and Equipment at Back Country Centers

 

Back Country Center Buildings Construction

 

Units

Quantity

Area (square meters)

Area (square meters) Total

Value p/square meters; (R$)

Value p/square meters; (US$)

Total (R$)

Total (US$)

1

Videoconference room

1

80

80

R$ 540,00

$200.00

R$ 43.200,00

$16,000.00

2

Network service

1

30

30

R$ 540,00

$200.00

R$ 16.200,00

$6,000.00

3

Informatics Laboratory for 30 people

1

56

56

R$ 540,00

$200.00

R$ 30.240,00

$11,200.00

4

Teleroom

1

56

56

R$ 540,00

$200.00

R$ 30.240,00

$11,200.00

5

Administration room (secretary 20 sq.m.; and User attendance 20 sq.m.)

1

30

30

R$ 540,00

$200.00

R$ 16.200,00

$6,000.00

6

Common area

1

50

50

R$ 540,00

$200.00

R$ 27.000,00

$10,000.00

 

Total

 

 

302

 

 

R$ 163.080,00

U$

60,400.00

 

 

Equipment at Back Country Center

Videoconference room Quantity: 01

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

Document camera

1

8.100,00

3,000.00

8.100,00

3,000.00

B

Computer

1

5.400,00

2,000.00

5.400,00

2,000.00

C

VCR

1

540,00

200.00

540,00

200.00

D

Sound system (amplifier, box and table)

1

3.240,00

1,200.00

3.240,00

1,200.00

E

Digital Projector

1

8.100,00

3,000.00

8.100,00

3,000.00

F

Furniture

1

5.400,00

2,000.00

5.400,00

2,000.00

G

Projection screen

1

1.350,00

500.00

1.350,00

500.00

H

No break 3 KVA

1

4.050,00

1,500.00

4.050,00

1,500.00

I

TV/Monitor image return

1

5.400,00

2,000.00

5.400,00

2,000.00

J

White board

1

1.350,00

500.00

1.350,00

500.00

K

Videoconference System

1

40.500,00

15,000.00

40.500,00

15,000.00

 

Total

R$ 83.430,00

U$

30,900.00

 

 

Informatics Laboratory Quantity: 01

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

Microcomputer

21

2.160,00

800.00

45.360,00

16,800.00

B

Laser Printer 8 ppm

1

1.620,00

600.00

1.620,00

600.00

C

Furniture

1

5.400,00

2,000.00

5.400,00

2,000.00

D

No-break 3 KVA

1

4.050,00

1,500.00

4.050,00

1,500.00

E

Switch 24 gates

1

8.100,00

3,000.00

8.100,00

3,000.00

F

Magnetic white board

1

540,00

200.00

540,00

200.00

 

Total

R$ 65.070,00

U$

24,100.00

 

 

Local network service - 01

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

PROXY server

1

27.000,00

10,000.00

27.000,00

10,000.00

C

Data Bank Server

1

27.000,00

10,000.00

27.000,00

10,000.00

D

Switch 24 gates

1

8.100,00

3,000.00

8.100,00

3,000.00

E

Rack 19" - 48 Us

1

1.350,00

500.00

1.350,00

500.00

F

No-break 3 KVA

1

4.050,00

1,500.00

4.050,00

1,500.00

G

Furniture

1

2.700,00

1,000.00

2.700,00

1,000.00

H

Microcomputer

2

2.160,00

800.00

4.320,00

1,600.00

I

Router

1

27.000,00

8,000. 00

27.000,00

8,000. 00

J

Laser Printer 8 ppm

1

1.620,00

600.00

1.620,00

600.00

 

Total

R$ 103.140,00

U$

36,200. 00

 

 

6.3.4 Software Licenses

 

Software Licenses

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

Microsoft Office 2000

50

810

$300.00

R$ 40.500,00

$15,000.00

B

Office Scan (Anti virus)

50

108

$40.00

R$ 5.400,00

$2,000.00

C

WebCT

1

13500

$5,000.00

R$ 13.500,00

$5,000.00

D

Corel Draw

5

540

$200.00

R$ 2.700,00

$1,000.00

E

Adobe Photoshop

5

540

$200.00

R$ 2.700,00

$1,000.00

F

Macromedia Director

5

2160

$800.00

R$ 10.800,00

$4,000.00

G

Macromedia Fireworks

5

810

$300.00

R$ 4.050,00

$1,500.00

H

Macromedia Flash

5

1080

$400.00

R$ 5.400,00

$2,000.00

I

Macromedia Dreamweaver

5

810

$300.00

R$ 4.050,00

$1,500.00

J

Video Edition Software

2

2160

$800.00

R$ 4.320,00

$1,600.00

 

Total

R$ 93.420,00

$34,600.00

 

6.3.5 Services to be Hired for all MRC: Main Campus and Back Country Center

A - Projects

IT

Projects

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

Architectural, Structural, Electric, Hydraulic and Logistical network (Main Campus)

6

21600

8000

R$ 129.600,00

$48,000.00

B

Architectural, Structural, Electric, Hydraulic and Logistical network (Back Country Center)

6

10800

4000

R$ 64.800,00

$24,000.00

C

Pedagogic and Backbone Project

6

5400

2000

R$ 32.400,00

$12,000.00

 

Total

 

 

 

R$ 226.800,00

U$

84,000.00

 

 

B - Links Engagement - for 24 months

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

 

Total

R$ 3.780.000,00

U$

1,400,000.00

 

 

C - Natural Person Service - 12 months

IT

DESCRIPTION

Quantity Months

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

01Ż Web Manager

12

R$ 2.700,00

$1,000.00

R$ 32.400,00

$12,000.00

C

01 Web Designer

12

R$ 2.700,00

$1,000.00

R$ 32.400,00

$12,000.00

D

01 Web Production

12

R$ 2.700,00

$1,000.00

R$ 32.400,00

$12,000.00

E

01 Translator

12

R$ 2.700,00

$1,000.00

R$ 32.400,00

$12,000.00

F

01 Librarian

12

R$ 2.700,00

$1,000.00

R$ 32.400,00

$12,000.00

G

07 Audio and video editor Technician

84

R$ 1.620,00

$600.00

R$ 136.080,00

$50,400.00

H

07 Audio and video editor Technician with computer program

84

R$ 1.620,00

$600.00

R$ 136.080,00

$50,400.00

N

05 Distance Education Specialist

60

R$ 2.700,00

$1,000.00

R$ 162.000,00

$60,000.00

Q

07 Sound Technician

84

R$ 1.620,00

$600.00

R$ 136.080,00

$50,400.00

 

Total

R$

Ż732.240,00

U$

271,200.00

 

 

D - Consultants

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

International Consultant

2

R$ 10.800,00

$4,000.00

R$ 21.600,00

$8,000.00

B

National Consultant

4

R$ 8.100,00

$3,000.00

R$ 32.400,00

$12,000.00

 

Total

R$

Ż54.000,00

U$

20,000.00

 

 

F - Consumption Material

IT

DESCRIPTION

Quantity

Unit Value (R$)

Unit Value (US$)

Total (R$)

Total (US$)

A

Diverse

1

108.000,00

40,000.00

108.000,00

40,000.00

 

Total

R$ 108.000,00

$40,000.00

Total General

R$

Ż4.994.460,00

U$

1,815,200.00

 

6.3.6 Training Program to Maintain Services at Each MRC

In order to work efficiently, the system needs an investment to build facilities to train those people who will be chiefly responsible for the operation of the online courses by professors. Therefore the resources utilization format and how to use it in the classes will be presented to them by means of mini-courses (MC) as described below:

MC1 Basic Operation of Microcomputers (8 hours)
MC2 Text Editing (20 hours)
MC3 Electronic Tables (20 hours)
MC4 Software Presentation (10 hours)
MC5 Basic Internet (8 hours)
MC6 Advanced Internet (20 hours)
MC7 Handling Videoconferencing Equipment (20 hours)
MC8 Structure and Development of Web-based Pedagogical Content (40 hours)
MC9 Editing Content in HTML (20 hours)
MC10 Course Publishing with the WebCT Platform (20 hours)

The proposed contents for these courses are described below:

MC1: Basic Operation of Microcomputers (8 hours)

Basic concepts of: Operational systems; text editors; electronic tables presentation; software and Internet.

MC2: Text Editing (20 hours)

Basic concepts of text editors; Microsoft Word environment; creation of new documents; utilization of tables; tabs; font format; paragraphs format; style utilization; automatic page numbering; automatic index numbering; matching documents; bullets and items numbering; frames and colors; file importation and exportation; insertion of objects.

MC3: Electronic Tables (20 hours)

Basic concepts of electronic tables; Microsoft Excel environment; citation of new tables; kinds of cells; font formats; cell formats; formula; copy and paste; several tables in same file; table interaction in same file; border and colors; graphics; file importation and exportation; insertion of objects.

MC4: Software for Presentations (10 hours)

Basic concepts of software presentations; Microsoft PowerPoint environment; new projects; slide creation; second layer; slide format; insertion of objects (texts, figures, arrows, clip art and so on); slide transition; animation; sounds; videos; conducting presentations; presentation standards; presentation execution; PPT viewer.

MC5: Basic Internet (8 hours)

Basic concepts of Internet; origins, Internet access servers; what is a modem; HTTP browser; accessing sites; FTP operation; e-mail; discussion lists; chat.

MC6: Advanced Internet (20 hours)

Basic concepts of computer networks, creation of HTML pages; tags; using Front page to build HTML pages; image inclusion; sounds inclusion; table inclusion; combination boxes inclusion; multiple choice lists inclusion; text boxes inclusion; character and paragraph format; frames; layers.

MC7: Handling Videoconferencing Equipment (20 hours)

Practical course showing the possibilities inside a videoconference room according to the available equipment: document camera, digital projects, web connected microcomputer, videoconference camera.

MC8: Structure and Development of Web-based Educational Content (40 hours)

Theory and practice - course on structure building, didactical resource development for online courses, observing theoretical and technological aspects, integration of multimedia resources such as sound and video, structure building of courses module for printed and electronic media.

MC9: Edition of Content in HTML (20 hours)

Dreamweaver Workshop and Flash to write html pages.

MC10: Course Publishing in a WebCT Environment (20 hours)

In this course, professors who develop their own online activities will have the opportunity to learn course management through the course designer's interface of WebCT: course publication, grading of homework, shared work space for collaborative work, internal mail, forum, chat, and so on.

Inexperienced professors will be trained to be capable of using these new resources and prepare classes using presentation software after attending the courses, using text editors and so on. This phase intends to inculcate a more specialized informatics culture among teachers to enjoy the fruits of the available resources.

6.3.7 Master's and Specialized Programs in Distance Education

 

Item

Description

Quantity

Unit Value

Total (R$)

A

Master Course in Distance Education

1

400,000.00

400,000.00

B

Specialization in Distance Education

2

110,000.00

220,000.00

 

Total

 

 

620,000.00

7. Amazonian CampusNet - Virtual Campus of the Amazonian Universities

The Amazonian CampusNet will be the Virtual Campus formed by the virtual campuses of the universities participating in this project (CampusNet Acre, CampusNet Amapa, CampusNet Amazonas, CampusNet Para, CampusNet Rondonia and CampusNet Roraima), and will have at first the objective to give pedagogical support for extension, undergraduate and graduate courses which are regularly recognized, authorized and maintained by each university. In a second phase, these courses will be made available in online modality and are planned to include modernization courses for companies and general professionals that have geographical or other difficulties in attending in-person courses.

In this sense, the Virtual Campus of each university will be the communication interface for the MRC and of the InfoWay with the final users. Additionally, there will be resources to expand access opportunities to education in the university for a representative number of students able to follow their studies and also those who want only to be refreshed and competitive in their work strategies. Consequently it will reduce significantly the differences among demand for and availability of background job skills in our region, creating new educational and learning formats and finally generating new jobs and new services.

7.1 Objectives of the Amazonian CampusNet

  1. To give pedagogical support for undergraduate and graduate in-person courses, authorized and recognized by the Federal Public Amazonian Universities;
  2. To expand access to university courses by means of flexible educational systems and online through N-ICT use, to those students with access difficulties to high educational centres.
  3. To overcome geographical distance, social and economic barriers to high education access.
  4. To make available a variety of modernization and expertise courses, using resources offered through the N-ICT.

7.2 Clients

7.3 Methodology to Be Developed for the Amazonian CampusNet

General aspects

The methodology will be mixed, with in-person sections, distance education, and a mixture of the two.

For in-person courses, the utilization of telematics resources will be under the course coordination responsibility and/or under the professor of each subject, responsible for the dynamic work development, with or without utilizing an electronic platform; all courses will in any case have communication tools available as for example conversation, forum, distribution lists and e-mail.

For online courses, in-person sections will be used to meet the students in order to present research work and/or products of independent study arising from the events they registered for, such as congresses, seminars, journeys, workshops, and so on.

Flexibility: the available online education courses, especially those of extension will be characterized by their flexibility and modular structure. This would facilitate the user to manage his or her apprenticeship time and select the contents of special interest. Limited by what is possible, the study programs will be structured with the objective not to waste time studying already studied contents. On the other hand, whenever the student wants, he or she may return at any moment to expand and to get deeper knowledge.

Communication and Cooperation Tools: As the idea is to favour access to higher education and to continuing education to those who can not attend in-person classes, the focus will be centred on CMC - Computer Mediated Communication - and videoconferencing. In this sense Amazonian CampusNet will make synchronous and asynchronous tools available, with the objective to reach the highest inter-activity among student/teacher, student/student and teacher/teacher.

The contents will be contextualized to individual and shared activities whenever possible, with the objective of reaching interaction between student/technology and among students by means of online tools (discussion forums, shared work spaces). The student's collaborative work skills will be evaluated in some courses, the work itself corrected by means of shared spaces (WebCT and BCSW).

Student assistance: Each student will be advised by a tutor, both constantly connected, either by synchronous or asynchronous communication tools during at least one hour, programmed in advance.

8. Activities for MRC Implementation - Chronology

8.1 Infrastructure and Technological Framework Construction

The buildings will be designed for implementation of structured computer networks, telephone (analog/digital) and electric nets. After buildings and rooms are constructed, equipment and telecommunication resources will be installed. For this we propose the following activity chronology:

8.1.1 Building Construction in Main Campuses and Back Country Centers

All the buildings will be constructed according to the plan, and previous description, comprehending electric and telephone structured cable networks. The buildings must be designed with all technical characteristics already foreseen in the architectural project.

8.2 Construction of Feasible Connections Among Main Campuses and Back Country Centers

After the buildings are constructed, a telecommunications company will be hired to make a physical line available to connect the campuses, to install and configure the necessary equipment to enable the data transit operation among the campuses, including the complete lease of all telecommunication services to be used by the MRC. A network manager and two technicians will be necessary to be hired at this time to accompany the installation process and equipment configuration.

8.2.1 Server Installation and Configuration

The servers will be set up on the racks.

PROXY server

The first server to be mounted is the PROXY. It will connect Internet by the RNP, MRC's Backbone and the local servers of the back country centers. Linux should be installed with Squid service accessing the complete Backbone. By means of a notebook with a net plate, all Internet access tests will be possible in all nodes (Itacoatiara, Manacapuru, Coari, Parintins, Humaita, Benjamin Constant, Sao Gabriel da Cachoeira, Labrea and Eirunepe).

HTTP Server

The next server to be mounted is the one that will host the course pages. Linux with Apache will be installed (including programming languages module as PHP3 and also the module to access the data bank) and the course management program WebCT. For testing purposes, the most recent pages in the FUA server will be transferred to the CampusNet and a pilot course will be made available again for testing access by all Backbone network nodes.

File and Data Bank Server

Next will be the file Server and Data Bank which will also contain Linux as the operating system and will have Samba installed to share files. A test user will be created in this server and the file system will be tested from some other node. A data bank will be installed and tested just on the server, generating a testing data set. After its installation a page with a code (for example in PHP3) will be created, able to access the data bank. This page will be accessed from another node of the net for the tests conclusion.

POP/Web Mail Server

The last server will make dial-up service available, or ADSL and e-mail. It will also use the Linux operational system. This server will give e-mail accounts to students and professors involved in the courses. Whether to close the access accounts after the courses finished will be an issue. It will be important to at least back up the educational content in the server before deleting accounts. To perform tests on the new system, some e-mail accounts must be created and tested by the Backbone. After these tests, some Web Mail server accessing the Internet should be installed and also tested by means of the Backbone.

8.3 Work Station Installation in Laboratories and MRC Rooms

After the installation of the servers, the network will already be enabling the basic resources for starting some activities. But for this the laboratories should be installed to make working machines available. After configuration of those machines, a test operation will be necessary in order to verify if these machines are processing data correctly to take advantage of all Web-based technologies, and can be printed out.

8.4 Videoconference Systems Installation and Configuration

After the labs are installed, the videoconference rooms should be made available. The cameras, sound system, document camera and other equipment of this room should be installed and configured according to the manufacturer's instructions followed by tests. The videoconference system should be installed and tested throughout the campuses. These installations will be supervised by the general and support technicians.

8.5 Equipment General Test, Net Traffic, Internet Access and Videoconference

All people involved with the installation and with the coming administration of these resources, including professors of promising online courses should test the equipment, checking for configuration problems on the Backbone. Any problem found should be notified to the Backbone network manager to provide a solution.

9. Daily Activities

The daily activities of the MRC and of the Virtual Campus will be organized as described below: