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The rapid rate at which new technologies and related products are invented or updated is certainly one of the defining characteristics of our time. This phenomenon is both a result of, and a driver for, more efficient and effective modes of education. Clearly without a well-educated work force we would not have the kinds of advances that are commonplace today; but it is equally clear that the pace of these advances make education and re-education ever more important to everyone, both as workers as well as consumers. Just at the time that education and training have taken on increased importance in society due to the pace of technology, we now find that education itself is a prime candidate for reinvention via new technology. The technologies that have brought us the personal computer, the Internet, and multimedia, have made revolutionary change in education a real possibility (Laws, 1996; Lawrence, 1996). The use of the Internet is expected to dramatically decrease education costs. For example, in the case of corporate training, online education means less traveling for employees, hence lower costs. The Internet should also make it possible for remote students to have access to the renowned instructors in a subject, as well as allow for broader student interactions: instead of just interacting with their local peers, students can interact with their counterparts anywhere in the world. (Unless otherwise noted, we use the term "Internet" to include intranets as well.) Some of the functionality needed for interactive internet-based education is obvious, such as the use of shared audio, video, and objects, such as whiteboards, or applications in a "virtual classroom." Other functionality, such as multimedia recording and indexing (see below), may appear more exotic, but may eventually become commonplace features of such environments. The system discussed in this paper, Persyst, currently supports all the functionality discussed above as well as additional functions. In this paper, however, we will not discuss video or application sharing at all, since these have been added to the system only recently. Clearly new technology can impact the ways things are done, and equally clearly, people are often resistant to change. Common sense tells us that users are more likely to accept innovation if they perceive it as arising within a familiar context. For education this means trying to preserve activities such as live interaction among students and instructors, the role of the instructor as lecturer, etc. Therefore, the challenge for internet-based education systems during a transitional era is to allow educators and trainers to work from known models, while simultaneously letting them experiment with innovations without requiring frequent retooling. Providing non-programmers with the power to easily create and customize instances of distance learning environments is just as important as providing them with such environments at all. Indeed, distance learning is just one example of a remote collaboration environment using multimedia technologies for which the notion of providing a flexible platform for user customization makes a lot of sense. The same considerations apply to areas such as online customer service, technical support services, and so on. Work in distance learning, of interest in its own right, is also a test bed for our attempt to define a set of "primitive" classes for building remote collaboration environments, and then to build toolkits using these classes, and other more specific classes, that will address the particular requirements of various collaboration environments. Our basic premise is that the virtual room concept (Ahuja, Ensor, and Horn, 1988), together with other fundamental concepts, provides such a foundation. The first step in achieving this goal is to build a software development platform using these basic general concepts, and then show how specific instances of collaboration environments, such as distance learning systems, can be built on top of this platform. …

Using a Virtual Room Platform To Build a Multimedia Distance Learning Environment For The Internet