LYCEUM OF ALABANG

Km. 30 National Road, Tunasan, Muntinlupa City

College of Computer Studies

CONTENTS
CHAPTER 1: INTRODUCTION
Background of the Study..1.1
Current State of Technology.1.2
Project Rationale...1.3
Theoretical Framework.....1.4
CHAPTER 2: PROJECT DESCRIPTION
Problem Statement2.1
Proposed Project...2.2
General Objective2.2.1.1
Specific Objectives..2.2.1.2
Related Studies and Literature.2.2.1.3
Scope and Limitations..2.2.1.4
Methodology2.2.1.5
CHAPTER 3: PROJECT MANAGEMENT
Calendar of activities.3.1
Description of Activities....3.1.1
Gantt Chart of Activities.3.1.2
Resources...3.2
Hardware.3.2.1
Software..3.2.2

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LYCEUM OF ALABANG
Km. 30 National Road, Tunasan, Muntinlupa City

College of Computer Studies

CHAPTER 4: PERFORMANCE ANALYSIS

Introduction..4.1
Experimental4.2
Results and Analysis4.3
CHAPTER 5: CONCLUSION
CHAPTER 6: ACKNOWLEDGEMENT

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LYCEUM OF ALABANG
Km. 30 National Road, Tunasan, Muntinlupa City

College of Computer Studies

CHAPTER 1: INTRODUCTION
1.1 Background of the Study
The use of video in teaching and learning is a common practice in education today. As learning
online becomes more of a common practice in education, streaming video and audio will play a bigger
role in delivering course materials to online learners. The K-Learning brings courses alive by allowing
online learners to use their visual and auditory senses to learn complex concepts and difficult procedures
in writting. The K-Learning offers an overview of using streaming video in the online educational
environment and discusses the streaming media. The various hardware and software programs used to
create streaming video are also examined along with the advantages and drawbacks of using streaming
video in online instruction. Finally, a discussion of how streaming video can be used in online instruction
and its curricular applications are addressed.
Integrating streamed media into online instruction can have numerous benefits for distance
learners. Primary methods of content delivery in online courses predominantly consist of text/reading and
communication tools such as forums. However, streamed media can offer online learners more diversity
and visually appealing forms of instruction beyond just reading and communicating through our website.
1.2 Current State of Technology
Video streaming play an important role in support learning and delivering materials to Distance
learners. Helping learners to understand concepts and procedures that cannot easily understood by text or
graphics. Video streaming give students opportunity to see concepts in motion, which help them too
visual a process or see something works. Also, it is worth than using a lot of text. Increasing students'
motivation because video has visual appeal.

1.3 Project Rationale

Video streaming technology has several features which are Asynchronous and synchronous.
Students can access the material independent in anytime. Also, students can see what teachers show as
they explain for the learners at the same time.

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LYCEUM OF ALABANG
Km. 30 National Road, Tunasan, Muntinlupa City

College of Computer Studies

1.4 Theoretical Framework
Video has been an important media for education for many decades. Initially video was captured
and transmitted in analog form. The advent of digital integrated circuits and computers led to the
digitization of video, and digital video enabled a revolution in the compression and communication of
video. Video compression became an important area of research in the late 1980s and 1990s and enabled
a variety of applications including video storage on DVDs and Video-CDs, video broadcast over digital
cable, satellite and terrestrial digital television, and video conferencing and videophone over circuitswitched networks. The growth and popularity of the Internet in the mid-1990s motivated video
communication over best-effort packet networks. Video over best-effort packet networks is complicated
by a number of factors including unknown and time-varying bandwidth, delay, and losses, as well as
many additional issues such as how to fairly share the network resources amongst many flows and how to
efficiently perform one-to-many communication for popular content.

CHAPTER 2: PROJECT DESCRIPTION

2.1 Problem Statement
Teachers or parents to minimize lesson preparation time by enabling them to easily identify and select
the right video for the lesson, and draw upon the other resources provided by that service to enhance the
learning outcomes, and the quality and benefits of each lesson.

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LYCEUM OF ALABANG
Km. 30 National Road, Tunasan, Muntinlupa City

College of Computer Studies

The expense associated with quality projectors or computers for every student can be quite high, and
the number of images and videos in a lesson can slow down the delivery and pace of the class as a result.
If a lesson allows students to complete learning at their own pace as they move through stages of learning,
classroom management becomes increasingly difficult. This is particularly true if students work in groups
to view multimedia sources or share computers.
2.2 Proposed Project
The proposed of our project is to give students clear concept clarity, as everything can be visualized
and explained in detail. Visuals tend to be more interesting and engaging, when compared to text.
Students who are good visual learners have a lot of advantages studying from videos. They can learn
more efficiently. It helps retain and maintain interest for longer periods of time. It provides an innovative
and effective means for educators to address and deliver the required curriculum content. Videos are
mostly very demonstration-friendly.

2.2.1.1 General Objective:

Video streaming attempts to achieve several objectives which are the following to overcome the
problems associated with file download, to provide a significant amount additional capability, to reach a
wider and more isolated student.
2.2.1.2 Specific Objectives:
Students can see video any time and any place and they can access easily. Provide independent
learning students have control over the content. They can start, pause, skip, and review the material.
Multimedia support video support different type of media like text, image, motion and audio.
2.2.1.3 Related Studies and Literature
(Garrison, 2001) Instructional tools for delivering materials to learners have improved since the
conception of the Internet and World Wide Web (WWW or Web). Learners today have increasing access
to instructional materials that have been traditionally distributed in the classroom. Materials such as
lecture notes, communication tools, assignments, visual graphics, and so forth, are now easily obtainable
through the Internet. In addition, the Internet can provide media-rich environments such as digital video.

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LYCEUM OF ALABANG
Km. 30 National Road, Tunasan, Muntinlupa City

College of Computer Studies

Streaming media such as video and audio can help learners understand complex concepts and
procedures that are difficult to explain with simply text and graphics (Klass, 2003). This ability is
important for distance learning instruction in that most online courses still use primarily text-based
materials to deliver instruction, and multimedia can add interactivity to these stagnant text-based
materials (Michelich, 2002). Most online courses today lack creativity and/or interactivity when it comes
to delivering instructional materials. Cognitivists believe that the addition of multimedia can help
improve and augment the learning process of students as they see the concept in action (Michelich, 2002).
In addition, a moving image can help students visualize a process or see how something works. Video can
take tacit information or knowledge that may be too difficult to describe in text into an articulate, vivid
description through the use of images. Furthermore, videos have visual appeal that can evoke emotional
reactions from students that would help in increasing motivation (Joint Information Systems Committee).
With these benefits in mind, streaming video is a new opportunity for educators to bring online courses
alive.

2.2.1.4 Scope and Limitations:

Additional comments on advantages, difficulties, and limitations in using video lectures are made
below. They involve appropriate applications of video lectures and the production and distribution of
videos. this study addresses video-use in an introductory, lower-division course that has a mix of basic
concepts and technical skills. The course has no coverage of decision-making or how to formulate models
to fit case situations. It is difficult to imagine a disadvantage to students from making video lectures
available for voluntary use with this type of material. They provide tutorial support even if only for a
small number of high-risk students.

2.2.1.5 Methodology:
If you had a computer while growing up, you would mostly remember the games you used to
play on it. Watching videos on it wouldnt have been always as fun, as it is now today. They used to
buffer a lot and were pixelated. A lot has changed since the 90s. Streaming providers are becoming so

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LYCEUM OF ALABANG
Km. 30 National Road, Tunasan, Muntinlupa City

College of Computer Studies

good at viewer content prediction, that no one particular show is insanely popular. One can only imagine
the size of such a market since mobile is cheap, very accessible, and a dominant platform for image and
video creation.

CHAPTER 3: Project Management

3.1 Calendar of activities
3.1.1 Description of Activities:
Month of July we proposed the topic about K-Learning website we plan that this website a lot of
student help this. August, designing and researching about the Learning websites we also watch a few
videos about writing and reading. For September, we start coding and debugging using Dreamweaver and
wamp server. Last week of September we test and survey. Lastly October maintenance and design review.
3.1.2 Gantt Chart of Activities:
July

August

September

Planning
Designing
Coding
Testing
Maintenance

3.2 Resources

3.2.1 Hardware:

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September

October

LYCEUM OF ALABANG
Km. 30 National Road, Tunasan, Muntinlupa City

College of Computer Studies

Processor: 2.33 GHz or faster x86-compatible processor, or Intel Atom 1.6GHz or faster

processor for Netbooks.

Operating System: Microsoft Windows XP (32 bit), Windows Server 2008 (32 bit),
Windows Vista (32 bit), Windows 7 (32 bit and 64 bit), Windows 8 (32 bit and 64 bit),

Windows Server 2012 (64 bit).

RAM: 1 MB minimum (more highly recommended).
Video Card: 128 MB minimum.
Browser: Internet Explorer 9.0 or later, Mozilla Firefox 17 or later, Google Chrome 36 or

later (note: not supported on Windows XP).

Flash: 15 or higher.
Internet Connection: Broadband/High Speed (Cable, DSL, T1, etc.). Dial-up connections are
insufficient for video playback.

3.2.2 Software:

Processor: Intel Core2 Duo 1.83GHz or faster processor.

Operating System: Mac OS X 10.7 or greater with Intel Processors of 1GHz or better; no

PowerPC support.
RAM: 1 MB minimum (more highly recommended).
Video Card: 128 MB minimum.
Browser: Safari 5.0 or later, Firefox 17 or later, Chrome 36 or later.
Flash: 15 or higher.
Internet Connection: Broadband/High Speed (DSL, Cable, T1, etc.). Dial-up connections are
insufficient for video playback.

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LYCEUM OF ALABANG
Km. 30 National Road, Tunasan, Muntinlupa City

College of Computer Studies

CHAPTER 4: Performance Analysis

4.1 Introduction:
The internet started out as a means of sending messages from one place to another. Since then it
has become much faster and is used by many different applications. It is still used to send messages, but
because storage became cheaper and the internet became faster, it is now used for applications that require
way more bandwidth. Because of it a revolution in the way we watch videos has taken place. Movie
theaters and cable TV are not the only ways to watch movies and TV programs anymore. Streaming of
videos over the internet has grown to an enormous industry that can be used to watch any kind of video
imaginable.

4.2 Experimental:
Successful and productive school use of television and video has increased dramatically over the
last decades. As the technology continues to grow both more sophisticated and more user-friendly,
teachers continue to become more adept at integrating these media into their instruction. Over a period of
20 years, the Corporation for Public Broadcasting conducted surveys of classroom uses of television and
video that reveal increased use of and satisfaction with video in the classroom. In the most recent survey,
92% of teachers said that using TV and video helped them teach more effectively, and 88% said that it
enable them to be more creative in the classroom.
4.3 Results and Analysis:
As with all educational technologies, the value of video relies on how it is implemented in the
classroom. Reviews and meta-analysis of the research indicates that positive learning and affective
outcomes are greatly enhanced and extended when the video is integrated into the rest of the lesson.
Effectively integrating video into classroom instruction involves preparation and activities before, during
and after viewing.

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LYCEUM OF ALABANG
Km. 30 National Road, Tunasan, Muntinlupa City

College of Computer Studies

CHAPTER 5: Conclusion
Posting comments, e-mails, blogs, discussing on a forum or a chat related to the video, embedding an
e-notice board, all these can add interactivity and complexity to the application, therefore complementing
its functionality. By using all these multimedia tools combined, an integrated feature rich multimedia elearning platform where video streaming is the central piece can be obtained.
Streaming has become a low-cost, global distribution media factor, with ease of use and simple
technical requirements, which made it irresistible for media editors, corporations and learning institutions
can act as watching terminals for these services, increasing the user experience and insuring a personal
approach to learning and entertainment, both online and offline, as well as providing anywhere/anytime
information.

ACKNOWLEDGEMENT
Firstly, I am grateful to the God for the good health and wellbeing that were necessary to complete
this book.

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LYCEUM OF ALABANG
Km. 30 National Road, Tunasan, Muntinlupa City

College of Computer Studies

We would like to start off by thanking Professor Donjino Barrantes. Working with him for the past
year has been an absolute pleasure. He has been a great source of knowledge and support and we cannot
thank him enough for it, He is, without a doubt, the best advisor we have ever had. We thank also with the
other professors, for their time and help.
This work would not have been possible without the support of our classmate here, we would
particularly like to thank good friend Jimuel D. Ocaso, whom I have known since our days as an web
designer for his constant support and for being a source for being a source of humor at times when we
needed it

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LYCEUM OF ALABANG
Km. 30 National Road, Tunasan, Muntinlupa City

College of Computer Studies

K-Learning

A Project
Presented to
The Faculty of Lyceum of Alabang

As the Requirements for the

Degree of Bachelor of Science in Information Technology

By
Panganiban, Kaye Anne S.
Dalluay, Kimberly S.
Baniamen, Asnaipa M.

Donjino Barrantes
Project Adviser

October 2016

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LYCEUM OF ALABANG
Km. 30 National Road, Tunasan, Muntinlupa City

College of Computer Studies

Marking Scheme
Specifications
Background of the Study
Current State of Technology
Project Rationale
Theoretical Framework
Problem Statement
General Objective
Specific Objectives
Related Studies and Literature
Scope and Limitations
Methodology
Description of Activities
Gantt Chart of Activities
Performance Analysis
Results and Analysis
Conclusion

Mark
10
10
5
5
10
10
10
5
5
5
5
5
5
5
5

Website Requirements

Multimedia Streaming
Use of HTML 5
Account Authentication
Downloading and Uploading
Chat/Forums
Search Engine
Dynamic and Interactive Modules

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