Strategy for increasing attractiveness of education and training using

Kaunas University of Technology Ventspils Digital Centre

STRATEGY FOR INCREASING ATTRACTIVENESS OF EDUCATION

AND TRAINING USING NEW AND EMERGING TECHNOLOGIES -

INTERACTIVE TV AND 3D TV

Latvia-Lithuania Programme project „Use of multimedia and interactive television to improve effectiveness of education

and training”

WP2 Task 3 Joint development of strategy for increasing attractiveness of education and training

using new and emerging technologies - interactive TV and 3D TV

FINAL REPORT Authors:

Vytautas Deksnys Eligijus Sakalauskas Gediminas Činčikas Jānis Smilga Roberts Fiļipovs

Kaunas/Ventspils, 2014

This document has been produced with the financial assistance of theEuropean Union. The contents of this document is the soleresponsibility of Kaunas University of Technology/Ventspils DigitalCentre and can under no circumstances be regarded as reflecting theposition of the European Union.

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Contents

Introduction ........................................................................................................................................... 5

1. Current offer for professional e-learning in Latvia ........................................................................... 6

1.1. Latvian Universities, high schools and colleges offered e-learning courses ............................. 6

1.2. Latvian professional vocational schools offered e-learning or distance learning courses ......... 7

1.3. Learning courses offered by Latvian Chamber of Commerce and Industry, Employers Confederation of Latvia and industry associations ..................................................................... 8

1.3.1. Latvian Chamber of Commerce and Industry ................................................................... 8

1.3.2. Employers’ Confederation of Latvia ................................................................................ 8

1.3.3. Association of Mechanical Engineering and Metalworking Industries of Latvia ............ 8

1.3.4. Telecommunication Association of Latvia ....................................................................... 8

1.3.5. Latvian Electrical Engineering and Electronics Industry Association ............................. 9

1.4. Latvian professional training companies offered e-learning courses......................................... 9

1.5. Training for e-marketing and e-commerce learning ................................................................ 10

1.6. Self-study training for young people to acquire engeneering subjects deeply ........................ 12

1.6.1. E-environment developed by University of Latvia Faculty of Mathematics and Physics Natural Science and Mathematics Education Center: ..................................................... 12

1.6.2. E-training system „GenExis” .......................................................................................... 13

1.6.3. Portal Uzdevumi.lv ......................................................................................................... 13

1.6.4. Learning environment Eduspace.lv ................................................................................ 13

1.6.5. Portal Skolas.lv ............................................................................................................... 14

1.6.6. Portal Macibuvideo.lv ..................................................................................................... 14

1.7. Interactive demonstrations of professional orientation for young people ................................ 14

2. E-training in Lithuania .................................................................................................................... 16

2.1 Distance training .................................................................................................................. 17

2.2 Interactive training ............................................................................................................... 18

2.3 E-training courses provided by the Lithuanian educational institutions .............................. 20

2.4 National overview of potential users needs in Lithuania for Digital TV technology education course content ...................................................................................................................... 21

3. Perspective training directions for interactive TV use .................................................................... 28

3.1. Leading foreign companies used technological solutions in e-learning .................................. 28

3.2. 3D Television and virtual environments .................................................................................. 30

3.2.1. 3D Television and available technologies ...................................................................... 30

3.2.2. 3D simulations ................................................................................................................ 32

3.2.3. Interactive photos ............................................................................................................ 32

3.2.4 Virtual tour ....................................................................................................................... 32

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4. Available infrastructure for implementation of interactive TV training ......................................... 34

4.1. Interactive TV .......................................................................................................................... 34

4.1.1. Interactive TV coverage .................................................................................................. 34

4.1.2. Interactive TV trends ...................................................................................................... 36

4.1.3. TV use habits .................................................................................................................. 38

4.1.4. Interactive TV target audience ........................................................................................ 39

4.2. Set-top Box .............................................................................................................................. 40

4.3. Mobile Network coverage ........................................................................................................ 42

4.4. Internet network accesibility in Kurzeme Region.................................................................... 43

4.5. Internet usage in Lithuania ........................................................................................................... 44

4.5.1 Fixed Internet .................................................................................................................. 44

4.5.2 Mobile Internet ................................................................................................................ 46

4.5. Development of TV in Lithuania .............................................................................................. 47

4.5.1 Television services using IP technologies ....................................................................... 48

4.5.2 Digital Terrestrial TV ...................................................................................................... 48

4.5.3 Cable TV ......................................................................................................................... 48

4.5.4 Satellite TV ...................................................................................................................... 49

4.6. RAIN project in Lithuania ........................................................................................................ 49

5. Perspective strategic solutions for interactive TV e-learning system ............................................. 52

5.1. Description of scheme parts ..................................................................................................... 53

5.1.1. Learners workplace ............................................................................................................... 53

5.1.2.Lecturer’s workplace.............................................................................................................. 54

5.1.3. Servers ................................................................................................................................... 55

5.2 Investigation of suitable communication methods for real time interactive e-learning process realization .................................................................................................................................. 56

5.3 Technical means needed for e-Learning ................................................................................... 57

Conclusions ......................................................................................................................................... 59

Recommendations ............................................................................................................................... 61

References ........................................................................................................................................... 64

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Annexes:

Annex 1 Latvia universities, high schools and colleges offered e-learning courses

Annex 2 Professional vocational schools offered distance learning or e-learning courses possibilities

Annex 3 Latvian Chamber of Commerce and Industry (LCCI) offered learning courses.

Annex 4 Association of Mechanical Engineering and Metalworking Industries of Latvia (MASOC)

offered learning courses

Annex 5 Telecommunications Association of Latvia (LTA) offered learning courses

Annex 6 Latvian education companies offered e-learning courses

Annex 7 Lattelecom digital television coverage map

Annex 8 Lattelecom HD channels coverage

Annex 9 Some in Latvian market available Set-top Box models functionality and price comparison

Annex 10 Operator LMT mobile network coverage Latvia map

Annex 11 Operator Tele2 mobile network coverage Latvia map

Annex 12 Operator Bite mobile network coverage Latvia map

Annex 13 Operator Bite mobile network coverage Kurzeme region map

Annex 14 Kurzeme region internet accessibility in the cities and area territory

Annex 15 Operator LMT mobile internet coverage Latvia map

Annex 16 Operator Tele2 mobile internet coverage Latvia map

Annex 17 Operator Tele2 mobile internet coverage Kurzeme map

Annex 18 Operator Bite mobile internet coverage Latvia map

Annex 19 Operator Bite mobile internet coverage Kurzeme map

Annex 20 Operator Triatel mobile internet coverage Latvia map

Annex 21 Operator LMT 4G (LTE) mobile internet coverage Latvia map

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Introduction

This research was developed within the framework of Latvia – Lithuania Cross Border cooperation programme project „Use of multimedia and interactive television to improve effectiveness of education and training” Work Package 2 Task 3 „Joint development of strategy for increasing attractiveness of education and training using new and emerging technologies - interactive TV and 3D TV”.

Within the framework of this project is planned to develop training courses using the latest Interactive TV opportunities and thereby to make training environment more interactive and modern. Therefore, this research was done, the results of this research will help to identify most suitable technological solutions and training content for pilotcourses. An interactive training system (DVB Laboratory) based on the HBBTV concept is developed to achieve this goal and training courses as well as visual aids are prepared for students and specialists of small companies [1] .

For that purpose we will analyze e-training programs providing by institutions and organizations that function in Lithuania, distribution of TV and Internet services, and the development of the technologies used to meet the interactive e-training concept. The research has the following structure: I. and II. Parts – Current offer for professional e-learning in Latvia and Lithuania.

In the research is analyzed the current situation of e-learning or distance learning courses offer. There is inspected the offer of universities, colleges, professional vocational schools, Latvian and Lithuanian professional training companies and industry associations for training courses.

III. Part– Perspective training directions for interactive TV use.

In this part are inspected technological capabilities of interactive TV, those that are already in use and those that would be perspective. Is marked the current situation in training of e-marketing and e-commerce, in offer of demonstrations of professional orientation and current offer for self-education in engineering field. This directions are inspected and analysed as perspective training directions for rational usage of interactive TV technology.

IV. Part – Available infrastructure for implementation of interactive TV training.

Inspection of available technical infrastructure, based on statistics researches and data provided by mobile and internet service providers.

V. Part – Perspective strategic solutions for interactive TV e-learning system VI. Part – Conclusions and Recommendations

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1. Current offer for professional e-learning in Latvia

Distance learning is becoming popular, as evidenced by the Latvian education institutions offer.

This learning process by self-study is aimed to people for whom full-time involvement in the learning process for various reasons is not possible. Everyone can choose a convenient time, place and intensity to acquire the knowledge. Moreover, this type of training helps to save time resources used for fulltime visits to educational institutions as well as makes it possible to navigate new technological possibilities offered by e-learning. The distance learning is a form of education what uses specific teaching materials and methods. Based on a wide range of information and communication technologies, it is possible to improve quality of education and access to education services for everyone.

Teachers are responsible for development of e-learning courses content, educational process planning, organizing and for supporting of necessary consultations in learning process.

To ensure qualitative, modern and attractive learning environment for students, optimizing time and resource usage, most educational institutions have an e-learning environment, which offers couple of programs provided courses in e-learning format.

1.1. Latvian Universities, high schools and colleges offered e-learning courses

The collected information about distance learning opportunities in Latvian higher education institutions see in Annex Nr.1. In this annex is available the list of e-learning courses offered by education institutions.

From 17 public universities only 4 do not offer e-learning opportunities, what would rather be explained with the specifics of education programs.

While from 16 private universities 6 offer to study programs courses in distance learning.

From 17 public colleges distance learning opportunities offer 8, while from 8 private colleges 4 offer distance studies.

Access to e-studies environment in all education institutions is only for registered users, so it is not possible to analyze in details the e-learning environment, to non-registered users have access to only limited information on the programs.

E- environment contains a description of the courses (topics, literature), the training curriculum summary, notes of lectures, tests. Educational institutions methodology combines individual work in e-environment with the opportunity to visit video lectures, with the possibility of consulting and to engage in discussion in forum of system.

In e-environment of Latvian universities and high schools are available studies materials of all programs offered by the faculties (University of Latvia, Riga Technical University, Latvian University of Agriculture, Daugavpils University, Riga Stradins University, Liepaja University, Riga Teacher Training and Educational Management Academy, Rezekne Higher Education Institution, Ventspils University College).

Ventspils University College programs focused on IT skills and foreign languages learning. Liepaja University and Riga Teacher Training and Educational Management Academy programs focused to obtaining of pedagogue qualification.

Latvian Academy of Sport Education offers only some study programs theoretical materials in e-environment.

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Jāzeps Vītols Latvian Academy of Music e-learning includes music history and theory, art history and pedagogy course content study using lecture materials, visuals, video and audio material database, as well as practical exercises and tests for individual learning in e-environment.

Vocational education institutions (colleges) offer to their specifics and to labour market oriented specific training programs, for example, Fire Safety and Civil Protection College, Riga Building College .

Analysing the current educational institutions offer for e-learning it is seen that mostly are used passive interactive teaching materials, respectively, in e-environment is placed just descriptive study materials, presentations and images, but few are used interactive training programs, simulation programs, online tests and a variety of interactive materials.

Most popular e-learning courses offered by higher education institutions: - Business; - Legal studies; - Tourisms; - Public Relations Management; - Management sciences; - Accounting; - Information Technologies; - Computer Sciences

For e-learning realisation mostly is used Moodle system, but sometimes also Adobe Connect virtual auditory (Alberta College), as well as Dokeos environment (Vidzeme University of Applied Sciences). In Alberta College e-learning is organized also in fulltime, it means possibility to visit video lectures, seminars and discussions in e-environment online mode. 1.2. Latvian professional vocational schools offered e-learning or distance learning courses In this research is collected information about e-learning offer in professional vocational schools. The collected information about opportunities of distance learning see in Annex Nr.2

From 38 educational institutions only 8 have learning materials in e-environment in Moodle system.

Professional vocational schools few use interactive e-learning materials, it could be explained by the specific of vocational studies.

For developing of interactive tools and material resources is requested the additional knowledge in IT technologies and additional time resources.

At present, in e-environment of vocational schools are available theoretical training materials, summaries, but is lack of interactive training tools. In several cases, the website is only used to disseminate to students teaching materials in word, ppt and pdf format. This is an effective way to disseminate teaching materials, but it does not improve learning and pedagogical approaches. The purpose of interactive e-learning is to find new opportunities offered by technologies. Interactive tools open up new and unprecedented opportunities for learning process organization, student engagement and motivation.

Online mode has possibility to perform tasks, work with documents, perform a variety of calculations, create presentations, to work with pictures and graphics, create training materials, as well as work with class and school documentation. However, these options are used only partially.

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1.3. Learning courses offered by Latvian Chamber of Commerce and Industry, Employers Confederation of Latvia and industry associations Analysing internet resources about Latvian Chamber of Commerce and Industry and Employers Confederation of Latvia and some industry associations offer for training, is visible that training e-courses for employees are not offered now.

1.3.1. Latvian Chamber of Commerce and Industry

Now Latvian Chamber of Commerce and Industry develops training project for entrepreneurs. Offered courses see in Annex Nr.3.

The training courses and seminars is only full-time education, but it is possible to see workshops later on www.youtube.com.

1.3.2. Employers’ Confederation of Latvia

Employers’ Confederation of Latvia offer some courses for employees in Riga and regions. But this training courses are full-time and there is not possibility to study on virtual environment. Now within framework of EU project in process is the developing of modern distance learning educational system programme for IT skills and knowledges transfer to employees and managers of SME’s , as well as for prospective entrepreneurs. The training programme is provided for professional schools, distance learning institutions and business support centres, too. For more information about this training programme see: http://www.lddk.lv/itexpress .

1.3.3. Association of Mechanical Engineering and Metalworking Industries of Latvia

Association of Mechanical Engineering and Metalworking Industries of Latvia offer a range of specific training for improvement of professional skills of employees.

The list of training see in Annex Nr.4. However, this training is not offered for study in virtual environment.

1.3.4. Telecommunication Association of Latvia Telecommunication Association of Latvia invites enterprises of telecommunication industry to use own collaboration partner – The Bonch-Bruevich St. Petersburg State university of telecommunications services. The faculty of Improvement of professional skills offers possibility to study on distance leaning more than 100 specific courses.

The list of training see in Annex Nr.5. However, it seems, this training is not offered for study in virtual environment.

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1.3.5. Latvian Electrical Engineering and Electronics Industry Association

Latvian Electrical Engineering and Electronics Industry Association offers training for own industry enterprises granted by European Structural Funds. The training fields see in Association home page www.letera.lv:

- Language learning; - Computer science (different courses); - Project management (different courses).

1.4. Latvian professional training companies offered e-learning courses

The most popular e-learning courses are: - Work safety and protection; - foreign languages; - accounting; - computer sciences; - office work; - business.

More information about professional training companies offer see in Annex Nr.6.

Programs for work safety and fire safety are very popular, many educational institutions offered this programs, due to the legislation in field of work safety. In every workplace should be the safety specialist. Comparatively large offer is for English language training, for different levels of accounting qualification, courses for successful business, computer science, working with the Internet and various computer programs.

Professional training companies choose following technological possibilities: - Distance learning via e-mail; - Availability of teaching materials in e-environment; - The online virtual classroom training;

- 3D presentations and 3D simulation on language learning. The largest e-learning offer has to training center " Buts" and virtual training center "Skillcast.lv". Ltd " Buts" offers e-learning in the following areas: accounting, information technologies, business, travel business organization, customer service, work safety and fire safety, office work. Training takes place in specially organized virtual learning environment, for communication and information output is used the Internet connection. Virtual training center "Skillcast.lv" fully works on the Internet environment and offers access to training videos and analytical video materials remotely at any time. The acquisition of knowledge in the form of e-learning is effective and appropriate learning method for traditional foreign language learning. Virtual language learning or e-learning is a modern foreign language teaching method which is based on online access to interactive learning materials. To learn English with a variety of interactive technologies provides training center "Skrivanek Latvia".(www.skrivanek.lv)

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Benefits of e-learning program using for foreign languages learning: - The program is designed for all four skills - writing, reading, listening and speaking; - Training for different levels of languages; - The possibility to choose an appropriate study time and place; - A foreign language level evaluation test at the beginning of training; - The possibility electronically communicate with teacher; - A convenient method of training for people with disabilities.

"Skrivanek Latvia" e-learning have been developed in accordance with the European Commission stated levels or "Common European Framework of Reference for Languages”.

E-learning program offers a "voice separation" function, which means that the program follows to voice intonation and volume compared with the ideal pronunciation what have to the native speakers. Thanks to this function, it is possible to participate in interactive dialogues that simulate everyday situations.

At the same time the program also offers a 3D presentation that allows you to identify which parts of the mouth formed the sound. Interactivity is a key element in e-learning, which is based on the fact that the program responds to what a person says or made, as well as to correct the errors and report the correct answers. 3D simulation is oral cavity representation in three dimensions, which is very important for phonetic exercises because it shows sound pronunciation. Ltd "LAI RIPO" language school offers distance learning through e-mail: language training program and training materials are send electronically. While the student sends to teacher homeworks. However, the "Berlitz valodu centrs" provides online training for language learning in virtual classroom connecting to ”virtual class”. The advantage that any virtual classroom session is possible to listen again later. International training center "New Horizons" offers to acquire a wide range of languages using languages online, based on the methodology of "active immersion" - a fundamentally new approach to language learning. This program allows to learn a new language the same as to be learned first (native) language – with the associations and intuition, as well as visual images and with their meaning connection.

1.5. Training for e-marketing and e-commerce learning E-marketing and e-commerce services have great potential for development in both economic and social sectors. It offers more opportunities not only for cities, but also in regions.

The main channel for internet marketing is internet, but tools for e-marketing realisation– creative ideas, clear strategy and knowledge in internet technologies. Realisation of e-marketing facilities: - Banner purchase on related industry sites; - Ads on other sites; - Use of social networks; - Creation of social accounts (Twitter, Facebook, Draugiem.lv) - Advertising by e-mail; - Optimisation of home page ; - Analysing of home page by Google Analytics; - Creation of interactive home page (video, audio, 3D, Virtual reality)

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The evolution of e-commerce is one of priorities of European Commision. It wants to obtain that more people use internet for commerce. EC hopes to duplicate the capacity of e-commerce and investment in economics until 2015. Therefore, it is necessary to carry out public education on e-marketing field. The activities of industry associations on realisation of e-marketing training in Latvia:

- Latvian Digital Marketing Association organizes different training workshops, conferences and webinars on digital marketing issues. More information about association is available on site: http://iasociacija.lv/. The organization was founded in 2012. The purpose of development of such organization could be the quick evolution of internet marketing industry and it close relation to other economics sectors.

- For Latvian entrepreneurs and marketing specialists are available e-mail marketing training from December, 2012, organized by EU and e-mail service Mailigen ( www.mailigen.lv).

- E-mail marketing training organized by Mailigen in collaboration with Latvian Information and Communications Technology Association and Latvian Chamber of Commerce and Industry;

- Latvian Technological Center within framework of INTERREG IVC programme project from October, 2008 till September, 2011 developed E-platform “Evita” as support e-platform for entrepreneurs in e-business and internet marketing. During the project were available training for e-marketing in e-environment.

- E-Skills Week to inform society about the range of opportunities that ICT-related jobs present. (http://eprasmes.lv/).

- Latvian Information and Communications Technology Association (www.likta.lv) in collaboration with Microsoft Latvia, Library Network, The Minsitry of Welfare and regional youth organizations realize project „IT for my future career” to increase the competitiveness of youth in Latvian labour market. As a result of the planned training young people of Kurzeme, Latgale Zemgale regions will be able to learn, understand and use IT skills in further for planning of their career. The effective use of technologies in business – is the main purpose of the project. At present, professionals and entrepreneurs emphasizes that young people knowledge about technologies are weak. New employees can not provide business productivity and skills, although there is a public opinion that young people are very familiar with modern technologies, however, industry experts and enterprises experience show that the internet environment is being used for relaxation and communication, but it does not develop the skills necessary for employment, including e-commerce skills.

Table 5.

Education institutions offer for training of e-commerce:

Education institutions Course

Latvijas Universitāte E-business and logistics management system

Rīgas Starptautiskā ekonomikas un biznesa administrācijas augstskola (RISEBA)

E-business

SIA "Biznesa augstskola Turība" Companies and organisations e-manegement implementation methodology and practices

Alberta koledža Marketing and innovations

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The courses offered by professional training centers, as well as companies that provide marketing services, but they are full-time courses. It would be important to learn internet marketing at distance learning, anywhere in the regions people would have the opportunity to acquire such knowledge.

At present, there is a growing interest about e-marketing training, especially about one of the most popular forms of e-marketing: e-mail marketing. According to data available (for more information see: http://www.mailigen.lv/ ) e-mail marketing in Latvia is developing very fast. According to survey results in August 2012, 69% of Latvian marketing specialists considered themselves beginners in e-mail marketing, but a small part – as professionals. Already in November 2012, 42% were interested in email marketing basics, others interested in enlarge training. Enlarge e-marketing training could include knowledge about the possibility of the use of interactive e-marketing. Considering with popularity of interactive television and it capabilities, e-marketing and e-commerce information may be realized in interactive television formats, either in the traditional way as an information channel, such as "Electron & K" cable television info channel, or by establishing of a special interactive television applications. (Source: http://www.elektrons-k.lv/?url=/kabeltelevizija/tv-info-kanals) 1.6. Self-study training for young people to acquire engeneering subjects deeply Industry associations (example., Latvian Information and Communications Technology Association) indicates that it is necessary to ensure qualitative education program in Latvia with enough and qualitative knowledge in engineering subjects for further education and career facilities. Considering the data, that the general level of education is falling and in future it may affect professional development and career opportunities of young people, should be provided that students with interest study natural sciences and mathematics, using modern teaching methods, e-learning tools and e- environment. Modern education is no longer imaginable without the use of modern technologies and high quality e-learning development in Latvia. At present, the internet is active used by most Latvian students for relaxation, as well as training, so a variety of interactive learning forms is becoming increasingly popular. Now are available some e-training systems to acquire engineering subjects by self-study in e-environment:

1.6.1. E-environment developed by University of Latvia Faculty of Mathematics and Physics Natural Science and Mathematics Education Center:

National Centre for Education started the project „Natural sciences and mathematics” in 2008, within the framework of project developing electronic learning materials and developing special e-environment (www.dzm.lu.lv). Thanks to the implementation of the project in 2011 University of Latvia, Faculty of Mathematics and Physics was found Science and Mathematics Education Center. The purpose of it is to provide a bridge between the University and school. The Center's mission is to promote young people's interest in science and mathematics, to promote innovation entrance in education system, collaboration between general and higher education, to promote science among students and society, also make stronger the research activities in general education. Detailed information about project available: http://www.dzm.lu.lv/aktualitates/12-2011/atklats_lu_fmf_dabaszinatnu_un_matematikas_izglitibas_centrs . In the website are available interactive training materials for self-study.

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1.6.2. E-training system „GenExis” Within the framework of Leonardo da Vinci Innovation transfer project was developed e-learning system „GenExis”, it is an e-learning solution based on an exercise generation engine that makes the learning process more efficient, attractive and engaging. (www.genexis.lv) The e-learning system GenExis enables to learn mathematics, physics, chemistry, as well as any other subject in the virtual environment, and increases the students knowledge level, students motivation and interest to learn and helps to optimize teacher’s work. Benefits of GenExis system functionality:

- Tasks and tests in an electronic environment; - Tasks and test printing to each student; - Creation of new tasks by self; - Opportunity to do tasks in acceptable time and place.

GenExis system was developed to improve learning process effectiveness and quality of the evaluation of knowledge in general education schools and vocational schools, but this system can be used successfully in higher education institutions and a variety of professional training organizations.

1.6.3. Portal Uzdevumi.lv Since 2009, the portal www.uzdevumi.lv. is available to make learning process more actractive and to improve students knowledge. According to the data available on portal at the moment there are approximately 180 000 registered users. In collaboration with subject teachers on portal have tasks with high qualitative and for different levels, as well as available theoretical materials, for self-study learning in acceptable time. With Uzdevumi.lv in learning process more and more are used the latest technologies, what makes teachers work more easier. Among students, the portal offers a unique opportunity to prepare their own independent work, tests and to learn materials individualy on the internet as well as to find the motivation to learn and improve their progress. Within the portal framework is working Virtual School for class 1.-12. It is the place in e-environment, where students can individually learn and prepare to tests. Personal and school statistics is developed for the tasks performed and tests, it is the additional incentive for students to be active in the Virtual School, not only to improve their own knowledge, but also to raise their classes and school prestige and rating.

1.6.4. Learning environment Eduspace.lv

Riga Technical University is developing large information library www.eduspace.lv of learning content, it is available for everyone internet user.

In Eduspace.lv learning environment are available the training courses for national centralized exams in maths, physics, English, Latvian and informative courses prepared by a variety of organizations.

Students can individually learn the theory, to check their knowledge, participate in group work and publish their school works.

Teachers have the opportunity to develop their e-courses, tests, group and project works together with other schools.

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In portal are self-study materials for biology, nature science, physics, chemistry, mathematics, as well as preparation for the centralized exams. The materials all available for public using, but schools develop their own courses in locked section, too.

The proposed learning materials are divided in topics, at first is given the theoretical material, and then a menu of options:

- Exercises with solutions explained step by step; - Exercises for individual doing; - Tests with variants for choosing of correct answers.

1.6.5. Portal Skolas.lv Portal www.skolas.lv is multifunctional work e-environment for students, teachers, schools managers and for education system overall. In Skolas.lv is available joint electronic teaching materials library. There is possible to search, select and insert exercises and teaching materials that are used in the learning process.

1.6.6. Portal Macibuvideo.lv

In portal www.macibuvideo.lv students can learn mathematics, physics and chemistry in a variety of topics through learning videos. Portal was developed with a purpose to help students learn the theory by self-taught at home, but in the classroom have more time for practical exercises, because teacher assistance then is more needed. As the developers of the portal informed, then the site is visited at 70 000 times, and analyzing visitors statistic, it is concluded that every ten who takes mathematics examination in 2012 used "macibuvideo.lv" for preparation to the exam.

Analyzing the current offer for students to learn the engineering subjects by self-study, it can be concluded that the facilities are much now, but it could be useful in e-learning process:1) to implement more interactive resources, using new facilities of interactive TV. It is important also:2) to use informatics knowledge in other subjects. An important aspect that currently available e-learning environments and e-systems are able to use not only in schools, but they also are in 3) adult professional education institutions.

1.7. Interactive demonstrations of professional orientation for young people Internet site „Profesiju pasaule” provides a description of the professions, an interviews with employed in different professions, photo gallery, description of educational opportunities and video scenes. Now on site available information about 52 different professions.

The aim of Profesiju pasaule is to enlarge students view about variety of professions and to give information about work content and requirements to employed in this professions, as well as to create interest and wish to explore labour market and their own career possibilities. Detailed information about site Profesiju pasaule is available: http://www.profesijupasaule.lv/lv/page/par_projektu.

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This site is aimed for students from classes 8 - 12, because they have actual future career choices. Also this site would be actual for parents and teachers to be informed about current educational opportunities.

Also the site would be interesting for people who have acquired primary or secondary education some time ago and now are interested in career opportunities, who are interested in continuing education. Also this site would be useful for job seekers because it provides an opportunity to find out about prospective companies and perspective work places.

Just it is useful to think through what channels of information this site could become a recognizable and accessible and to reach the target groups. The main target group - students, this information will reach more easily (through the school management, teachers, and the information available through the Internet). However, for other target audience one of information channels could be Interactive TV. If in Profesiju pasaule available information could offer in interactive way, through interactive technological solutions, it would be more attractive for different target groups.

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2. E-training in Lithuania

Education is a priority area supported by the Republic of Lithuania. Education is crucial to the cultural, social and economic progress of the country. Lithuanian education reform began in 1988, when National School concept was announced. The goal of education reform is to rearrange education on the principles of democratic liberalization, to base education on the national culture. New educational ideas are applied, education centers are being established, legal system of education reform is improved, the content of learning material is restructured, new textbooks and educational materials are published, teacher qualifications are improved, adult education is being transformed, educational base is modernized.

E-learning plays a very important role in the education system of the Republic of Lithuania. E-

learning's popularity is based on the following aspects: - E- training is provided by synchronous, asynchronous and mixed methods; - It helps save a lot of time during the course; - A student is free to choose a convenient time learning it; - A student can repeat the material many times; - E-training provides students with the specific requirements remotely; - Lecturers and teachers can devote more time to improve the quality of the material; - Advanced technologies and their rapid development ensure an interactive training.

Generalized functional diagram of E-learning is presented in Fig. 1.

Fig. 1. E-learning functional model

Functional model of e-learning can be divided into four components:

1. Learners; 2. Teachers; 3. Preparation of methods and material for E-learning purposes; 4. Delivering the content of E-learning material. Each component of the overall E-training process has to meet the set goals. Objective of E-learning

will be achieved in full when the required compatibility is ensured between these components: - learning material will be of a high quality; - teacher will deliver the learning material competently; - learners will be able to accept the learning material; - interactive communication will be ensured via communication means.

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This is clearly shown by studies that have been conducted [2, 3, 4, 5]. The results of these studies characterize in detail the importance of 1, 2, 3 components. But very little attention is paid to the fourth component, that is, to Communications media of E-learning for interactive communication between the teacher and the learner.

Therefore, in this report we will mainly focus to the fourth (Communications Media of E-learning) component.

2.1 Distance training

Rapid development of IT technologies and equipment, that is, access to the personal computers, the Internet, and mobile phone has led to the emergence of new distance E-learning forms:

Computer-based learning, i.e., Learning material is available by electronic documents, CDs;

Interactive training spaces, i.e., virtual universities, virtual labs, virtual classes. Various IT technology solutions enable the use of distance learning;

Virtual learning environment, i.e., assignments and tests are provided by software based on information and telecommunications technologies, which allow to learn, communicate, provide learning material and tasks to carry out tests, experiments, etc. via the Internet (such as „Moodle“, „ATutor“, „Blackboard“, „Adobe Conect“ and others);

3D active worlds, i.e., virtual learning environment, where the involved persons are displayed by "Avatar." "Avatars" interact with each other and with the environment. The teacher and students involved in virtual world via the Internet can participate in a virtual classroom or seminar and communicate via text messages or voice.

Functional link of distance E-learning forms is presented in Fig. 2.

Fig. 2. Distance learning forms and technologies [4].

Project “Lithuanian Virtual University (LVU)” is carried out in Lithuania. One of the goals is to develop and improve distance learning infrastructure. Distance education in Lithuania is provided in different learning forms. Number of E-learning students in Lithuania exceeds the European average.

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Based on data provided by [4], the percentage distribution of students in European countries according to the forms of studies 2008-2011 is as follows.

Fig.3. Distribution of students in the EU according to the forms of studies 2008-2011 [4].

Popularity of distance learning determines cooperation between educational institutions and the private sector. For example, using a mixed form of distance learning a person is studying at a vocational training institute and carries out work or practice in the private sector. Cooperation of various educational institutions (general education, college, high school), as well as international cooperation facilitates the exchange of learning programs, to share experiences, specialized training programs, such as “ Cisco Academy”.

2.2 Interactive training

Many countries consider distance E-learning as a means to increase access to education, as in this way the conditions for education and training throughout life are created.

Systematic and continuous quality assurance and improvement of distance learning is an important and persistent problem. In order to achieve this task, quality criteria, international standards, evaluation systems, etc. are being created. For improving the quality of distance education it is very important to ensure the student interaction in real time, i.e. to submit questions, participate in discussions, take and pass the task. This is especially important for the misappropriation of technical subjects.

In traditional pedagogy usually only a teacher was active. The current training process is becoming more integrated with various information and telecommunication (IT) technologies. It allows teachers and learners to be active. Previously, the focus was on training. Now the focus is on the interactive learner-teacher interaction.

It is very important that such communication would be carried out in real or close to the real time. This is due to the development of IT technologies and their use. Model of the IT use in the training process is analyzed in detail in the theoretical study [6].

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Fig.4. Model of interactive learning [6]

Interactive interaction of e-learning and e-training process is described in detail in this study. IT technologies, used in e-learning process, help the teacher to convey information to the learners, adapting it to their needs. The latest IT equipment shall be used for the purpose. This is demonstrated by the use of Interactive White Board IWB together with survey means Prometheus Board. The use of these tools enables the learner to provide visual issues pending understandable answer. Self-directed learning is organized in electronic learning environment (e-learning) using computerized means.

The higher level of e-learning (the so-called mobile learning) already has not been associated with a fixed location and time. The learner is provided with the opportunities to learn in any place and at appropriate time. Handheld computer allows free movement when learning, to deal with a variety of tasks. Thus, mobile learning (m-learning) is the next step to actively seek knowledge by his/her own efforts. GPS (Global Positioning System) technology-based learning platforms are developed rapidly, the learning objects are displayed in a real environment, using sensors. Learners may be acquainted with these objects in a real environment and can learn at anytime and anywhere, by ubiquitous communication (u-learning) (Fig. 4).

Distance learning has no longer "borders", i.e. distance learning products are designed, programs, such as „Moodle“, „Adobe Conect“, are used around the world. With increasing numbers of distance learners, numbers of educational institutions that offer distance programs and courses of study are increasing.

In order to remain competitive, educational institutions will have to offer high quality distance education programs. Lithuanian educational institutions positively participate in creation of such training programs.

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2.3 E-training courses provided by the Lithuanian educational institutions

E-learning process in Lithuania is constantly being improved. It is determined by the IT development, competition, and learners’ wishes. Currently, in Lithuania all 22 universities (public and non-public), colleges, vocational training establishments, general schools, and other educational institutions provide distance e-learning courses. [ http://www.aikos.smm.lt/aikos/lang.do?language=en].

Using the support of international and national projects, the Lithuanian Virtual University [http://www.lvu.lt/cms/liedm/app], EMTC – e-learning technology centre [http://emtc.ktu.lt/cms/emtc/app ], E-learning laboratory of practise [ http://emtc.ktu.lt/praktika ], iTEC – Centre of Information Technologies in Education [ http://www.itc.smm.lt/?page_id=3456 ] are founded.

Lithuanian Distance Learning Network is being developed successfully. [ http://www.liedm.lt/cms/liedm/app?service=direct/1/index/border.border.testLocale1].

Latvia – Lithuania Cross Border cooperation programme Project LLIII-183 eBig3 „Synergetic approach with eLearning, TV and mobile technologies to promote new business developments“ http://ebig3.eu/v2/page.php?page_id=18 (http://ebig3.eu/v2/courses.php) is carried out. This project analyzes the mobile e-learning in businesses. (Example of LV-LT communication fragment is presented on http://ebig3.eu/v2/startp.php?video=startp_video%2Flat_liet_saz_1.mp4).

To implement the tasks of e-learning program consortiums of higher education institutions are established in Lithuania. Funds for them are allocated according to the program 2013-2015 “Information Infrastructure Development for Lithuanian Science and Studies (LITMIS)“. [ http://www.liemsis.lt/turinys/litmis-programa].

Lithuania major universities have created their own distance e-learning systems in which e-learning material is placed into the weg sites. The scope and variety of training programs are very broad [http://www.aikos.smm.lt/aikos/lang.do?language=en] and include practically all the training trends. Their content is constantly being improved, and new solutions are looking for. As an example - EMTC together with the European Association of Distance Teaching Universities EADTU (EADTU - European Association of Distance Teaching Universities) participate in implementation of OpenupEd.eu (European Initiative massive online courses). Under this initiative, KTU founded the open.ktu.lt environment for open courses.

After the analysis of distance e-learning services in Lithuania, we can conclude that the educational institutions choose teaching forms, methods and tools according to the training programs and tasks that are being solved. It may be noted that all training and educational institutions use websites with software (“Moodle”, “Adobe Connect” or other environments), which have an e-learning course materials. Usually the Internet and the computer are attributed to means of communication. It should be noted that in Lithuania items concerned the E-learning communication technologies and development are analyzed in projects:

LLIII-183 eBig3 [http://ebig3.eu/v2/page.php?page_id=18], LLIV-343 Interactive TV [ http://ktu.lt/tef/turinys/interactive-tv] The project "LLIV-343 -343 Interactive TV" focuses on the development of e-learning programs to

ensure interactivity by the accessible means, using a variety of transmission methods.

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2.4 National overview of potential users needs in Lithuania for Digital TV technology education course content

Evaluate the needs for training specialists in the field of digital television technology, as well as to determine the demand for appropriately trained professionals for Lithuanian companies providing telecommunications and broadcasting services. Overview of surveyed Lithuanian companies and organizations.

Table 1. Overview of surveyed Lithuanian companies and organizations.

Company, group of organizations

The total number of industry companies,

organizations in group

Surveyed companies, organizations

No Company, organization name

1. Program content design (PC) organisations

13 1 Lietuvos radijas ir televizija - LRT (Lithuanian Radio and Television, State public institution)

2. Networks development (ND) companies

38* 12 All surveyed companies except LRT

3. Construction and installation (C&I) companies


4. Networks exploitation and equipment services (E) providers


5. Provision of mobile telecommunication services

3 1 UAB Omnitel (Omnitel Ltd)

6. Provision of integrated telecommunication, IT and TV services

1 1 TEO LT JSC

* - Practically all companies implement Networks development (ND), Construction and installation (C&I) and Networks exploitation (E). Companies’ grouping is performed according to the main business of every company.

Obtained information about the surveyed companies employed technical specialists (engineers and technicians), as well as companies annual demand on young professionals is summarized in the following table - Table 2. The table shows also companies who are interested in providing practice for professional vocational schools students.

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Companies demand for professionals and internship opportunities Table 2

No Technical specialities, which employs graduates from

professional vocational schools, polytechnics or

colleges *)

The total number of specialists within the

companies

Company interested in:

With higher educa-

tion

With technical secondary education

New specialists

Intern ship

Company name

1 Technician for clients support

1 - - - Molėtų radijas ir televizija, Ltd

26 4 Balticum TV, Ltd 4 Televizijos

komunikacijos, Ltd

2 2 1 - Kavamedia, Ltd 390 - 30-40 - TEO LT, JSC

- 1 - - Funaris, Ltd - 10 - - Transteleservice,

Ltd 1 11 - - Elekta, Ltd

2 Call centres operator - 6 - - Balticum TV, Ltd - 2 - - Televizijos

komunikacijos, Ltd

- 4 1 2 Omnitel, Ltd - 2 1 1 Kavamedia, Ltd

680 470 - 20 TEO LT, JSC 1 - - - Transteleservice,

Ltd 3 MCR operator 10 10 2 7 LRT

5 - - Balticum TV, Ltd 1 - - - Televizijos

komunikacijos, Ltd

2 2 1 - Omnitel, Ltd 1 - - 1 Kavamedia, Ltd 15 - 1-2 - TEO LT, JSC 2 - - - AVVA, Ltd 1 - - 2 Transteleservice,

Ltd 1 - - - Elekta, Ltd

4 Video operator - 20 2 7 LRT - 1 - - Ignalinos

televizija, Ltd - 2 - - Balticum TV, Ltd - 2 - - Televizijos

komunikacijos, Ltd

2 - - - AVVA, Ltd

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1 1 - 2 Transteleservice, Ltd

5 Broadcast engineer 30 30 2 7 LRT 1 1 - - Ignalinos

televizija, Ltd 3 - - - Balticum TV, Ltd - 1 - - Televizijos

komunikacijos, Ltd

8 3 1 2 Omnitel, Ltd 5 - 1 - TEO LT, JSC 1 Funaris. Ltd 1 - - 2 Transteleservice,

Ltd 2 - - - AVVA, Ltd 1 - - - Elekta, Ltd

6 Video engineer 20 - 2 7 LRT 1 Ignalinos

televizija, Ltd 1 1 Balticum TV, Ltd 1 - - 2 Transteleservice,

Ltd 7 Network installation

and connection 14 10 5 1 Omnitel, Ltd 2 2 1 1 Kavamedia, Ltd

8 Date network specialist 6 - 1 2 LRT 1 - - - Molėtų radijas ir

televizija, Ltd 1 - - - Marsatas, Ltd 1 - - - Ignalinos

televizija, Ltd - 2 - - Balticum TV, Ltd

12 5 3 2 Omnitel, Ltd 1 - - 1 Kavamedia, Ltd

370 - 10 10 TEO LT, JSC 1 - - - Funaris, Ltd 4 - - - Elekta, Ltd 4 - - - AVVA, Ltd 2 - - 2 Transteleservice,

Ltd *) - Specialities names are presented according to the companies responses

The survey results of companies opinion about digital TV technology training course content

Results of companies’ opinion about presented digital TV technology training course content are presented in the Tables 3, 4 and 5.

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Required knowledge level for course content - 1 „Digital TV Technologies” Table 3

Dig-TV course content - 1 “Digital TV Technologies”

1 - not important; 5 - very important

1 2 3 4 5

1.1: The human eye structure, seeing and visual perception (Eye structure: cornea, iris, pupil, lens, vitreous, retina, rod and cone cells and their functions, Seeing and visual perception)

6 2 4 1 1

1.2: Images types (Raster (bitmap) images, Vector images) 5 2 5 2

1.3: Raster scanning (The scanning process, Lines per frame, Pictures per second, The scanning standards

5 1 3 2 3

1.4: The resolution (Vertical resolution, Horizontal resolution) 4 1 3 4 2

1.5: Colour systems (RGB, HIS, YUV, YIQ, YDbDr, YCbCr) 2 4 2 3 3

1.6: Digitization of audio and video signals (Signal digitization necessity, Digitization formats, Transport problems)

4 2 8

1.7: Source coding: compression of video and audio signals (Unwanted redundancy in audio and video signals, General signal compression principles: uniform, no uniform, adaptive, differential quantization, predictive encoding, sub band coding, the discrete cosine transform (DCT), Compression of fixed pictures (JPEG), Compression of moving pictures (MPEG), Compression of audio signals, Audio/video compression techniques: MPEG1-4, H.261 - H.264

1 3 3 7

1.8: The composite digital video standards (NTSC and PAL standards) 1 3 5 3 2

1.9: Channel coding for digital television (Data randomization / derandomization, Cyclic codes (Reed-Solomon codes), Convolutional encoding / decoding, Time interleaving / deinterleaving, Error correction in digital TV standards)

1 1 3 4 5

1.10: Digital transmission systems (Differential encoding / decoding, Intersymbol interference, raised cosine and square root raised cosine filters, Modulation techniques: Quadrature Phase Shift Keying (QPSK), Quadrature Amplitude Keying (QAM), Signal constellations and mapping, Coded Frequency Division Multiplexing (COFDM)

1 2 6 5

1.11: Digital television standards: for satellite (EN 300 421), cable (EN 300 429) and terrestrial transmission (EN 300 744)

2 4 5 3

1.12: Other digital television standards: ATSC, ISDB-T 3 2 5 2 1

1.13: HDTV concepts 2 3 5 4

1.14: DVB service content. Transport stream and its components 1 7 6

1.15: Digital rights management concepts 1 3 7 3

1.16: IPTV, Video on Demand concepts 3 3 8

1.17: Future DTV technologies (H.265, 4K) 1 3 5 5

1.18: Interfaces used in DTV 2 6 6

* - Vilnius Gediminas Technical University teachers’ suggestions for offered training courses content are coloured green in the Tables 3.

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Additional suggestions for education course content - 1 Table 3

Number and name of content position

Suggestions / Comments

1.14. DVB service content. Transport stream and its components 1.18. Interfaces used in DTV Proposed by LRT

We propose to extend this theme by separately stating the components of the Digital streams, their formation and insertion: SI, EPG, subtitling, language selection.

1.7. Audio/video compression techniques: MPEG1-4, H.261 - H.264. Proposed by LRT

More emphasis is needed on audio technologies (Dolby, Digital, AAC, etc.) since these codecs are increasingly more often used in the HD broadcasts. In general, too little emphasis is currently placed on radio, thus program „ Radio and Television broadcasting technologies” might look more attractive.

New positions Proposed by LRT

Program contains narrow range of questions regarding Digital TV to specialists working in transmission and retransmission bodies (LRTC, TEO, cable TV providers). For specialists of broader ranges, program should be expanded with program production topics: uploading of material, metadata creation, storage and transfer of material, digital editing, grid management, automated software release.

New positions Proposed by TEO LT

Characteristics and technical parameters of terminal devices (STB, SmartTV, Smartphone, Tablet, Media Player, Media Tank), which are used for providing Digital TV services and which influence service operation, development and client experience.

Application of practice of CDN (Content Delivery Network) technology to operator‘s network for Digital IPTV services provision.

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Required knowledge level for course content - 2 „Communication and broadcast networks”

Table 4

Dig-TV course content - 2 “Communication and broadcast networks”


1 2 3 4 5

2.1: Spectrum limitations and spectral efficiency 1 3 7 3

2.2: Regulatory issues, characteristics of different frequency bands, interference

1 4 4 5

2.3: Converged infrastructures 1 4 6 3

2.4: Combinations of distributive and communicative network platforms

1 4 7 2

2.5: Structural and service-oriented parameters that influence the development

1 6 3 4

2.6: Technical parameters, which drive the development of future networks

4 6 4

2.7: Future mobile and fixed networks complement or substitute each other

2 3 7 2

2.8: Evaluate the strengths and weaknesses in the use of traditional mobile networks, wireless or broadcast networks for mobile TV/radio transmission

3 9 2

2.9: Identify and discuss the key technologies and standards for mobile and wireless networks and the properties of networks that are essential for supporting services

4 7 3

2.10: Analysis and assess the potential and limitations of existing and future mobile networks, technologies and services and help develop new solutions and initiatives

1 3 7 3

* - Vilnius Gediminas Technical University teachers’ suggestions for offered training courses content are coloured green in the Tables 4.

Additional suggestions for education course content -2:

Table 4.



2nd part of the course Proposed by LRT

Topics provided in this part are more of discussion/scientific -research type, thus we don’t think that program aimed at college and vocational training institutions need to have such broad scope. We imagine that all of these topics may be submitted through an informative 2-4 academic hour’s course


MW, IP networks (multicast-unicast)

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Required knowledge level for course content - 3 „Digital TV measurements” Table 5

Dig-TV course content - 3

“Digital TV measurements”


1 2 3 4 5

3.1: History of analogue TV measurements 2 4 1 4 3

3.2: Digital TV technologies measurement - IPTV, OTT, MPEG-TS 4 5 5

3.3: Digital TV technologies measurement - SFN, COFDM, DVB-T/C/S/H, HbbTV

2 6 6

3.4: Video quality measurements and assessments: Transmission impairments and encoding artefacts

1 7 6

3.5: Video quality measurements and assessments: Subjective and objective testing (PSNR, DSCQS, …)

1 7 6

* - Vilnius Gediminas Technical University teachers’ suggestions for offered training courses content are coloured green in the Tables 5. Additional suggestions for education course content - 3:

Table 5a




IPTV QoS in data transmission networks

General conclusions and recommendations

1. The talks with managers of various companies show that they wish the young specialists with practical skills. Therefore they recommended as much laboratory works pointing to digital streams content formation and analysis.

2. It must be assigned less lectures and lab. works hours for less important course content positions considering the results of evaluation of their importance.

3. It must be discussed the possibility and necessity of inclusion into the course content of proposed new positions proposed in Table 3 and Table 4.

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3. Perspective training directions for interactive TV use In this chapter will be inspected interactive TV technological capabilities and directions for rational use of this technology. 3.1. Leading foreign companies used technological solutions in e-learning

International companies like Tektronix and Spectracom printed and electronic learning materials supplement with virtual learning objects, which are possible to view from all sides (in 360 degrees), to zoom and interact, as also are adding audio and subtitles to this virtual presentations. Such social channel as YouTube is also used to transfer some of the learning material. However mainly are used live seminars through the Internet environment - the so called webinars, by using webinar management solutions, for example Cisco WebEx, Adobe Connect, and other. These softwares include both video sharing and audio conference dial-in or voice transfer through PC and internet.

For example, company Spectracom use Arkadin webinar solution, by combining printed materials with a computer screen sharing presentations. For full user feedback dial-in is used, through phone (Dial-in) or voice broadcast through computer and internet (VoIP). Thus, the user can give their feedback via phone or computer, or other feedback forms, such as instant messaging (Chat) features. Similarly, it is possible for users to upload and share files.

Table 1

Arkadin and other webinars main advantages and disadvantages

Advantages Disadvantages

- Automatic connection into the audio conference through the online call-me-back feature.

- Documents, applications and full desktop sharing in one-click.

- Easy conference management through the moderator console.

- Synchronised audio and web conference recordings.

-Wide accessibility. 100% accessibility in enterprise environment, because this technology needs only computer, internet connection and phone (landline or mobile).

- Collaboration and discussions feature using audio and instant messaging (Chat) features.

- Audio background noises – necessity to disable participant’s audio signal to reduce the noise level.

- Audio echoing problems.

- Participants who have missed the beginning of the event, when dial-in may disturb seminar process by the sudden audio noises.

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Table 2

Google Hangout Live webinars main advantages and disadvantages


- Convenient connection to the Video / Audio live streaming through the YouTube.

- Feature of screen sharing – i.e. person on one computer can allow another a person to see what is on their computer screen.

- Due to Internet streaming instability, the picture may become distorted or even loose signal.

- There may be problems with video and audio synchronization.

- Audio background noises.

Adobe Connect is a web conferencing platform for web meetings, eLearning, and webinars. It covers web conferencing solutions end-to-end, on virtually any device.

Table 3

Adobe Connect webinars main advantages and disadvantages


- The same functionality and appearance on all platforms

- Based on Adobe Flash, which is already used on virtually any computer

- Mobile devices support

- Has feature to host webinars from mobile devices

- HD video support

- Feature of charts, animations, participation in multiple polls in real time

- Feature of screen sharing

- Tracking individual learner progress

- Recording of the meeting

- Depending on the number of participants with active web cameras and internet bandwith, the picture quality may seem slightly fragmented and choppy.

- Some minor audio noises

From testing the number of webinars, see. Table 1, Table 2 and Table 3, it can be concluded that one of the main problems associated with this technology is how to ensure a fair and effective user feedback. Although in the solutions that uses video streaming some video glitches may occur, the main problems are related to the audio signal quality. It is suggestible to use headset with microphones, because speakers tend to make echoing sound. To ensure feedback audio signal is possible, but it involves quality problems, as well to ensure feedback for large number of participants costs extra money. This is a major drawback

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that should be considered and because of these technical difficulties, it would be advisable to replace this type of feedback with other. Other common problem is that interface is not very intuitive at start and users might need some time to get used to the interface and controls. Overall Adobe Connect showed best functionality and superior user options for synchronous and asynchronous learning.

3.2. 3D Television and virtual environments

3.2.1. 3D Television and available technologies

In 3D television is used stereoscopic or so called „3D effect”, by using special TV sets and glasses. The biggest interactive TV operators in Latvia already offers 3D TV channels, because this technology is available in many of modern TV sets and subjectively gives the viewer greater presence and realism effect.

3D video content is grounded on specific human eye behaviour property, on which is based whole stereoscopy technology. Every eye is like separate sensor, which receives practically the same picture from 2 different angles. Brains merge these two pictures and it is perceived as three-dimensional picture. 3D television works the same way, for every eye is transmitted slightly different picture, in that way allowing brains to combine these two pictures in 3D picture.

There are several 3D video technologies - Anaglyph, Shutter glasses, Polarised glasses and Autostereoscopy technologies. Anaglyph technology

In the familiar anaglyph technology the glasses are created from colour filters (usually red and blue), which from the visual signal filters out the intended video image for each eye and ensures that each eye sees a different video signal. Advantage of this technology is that it needs only glasses and video prepared in stereo 3D mode, but the main drawback is colour distortion from the filters. Shutter glasses technology

Shutter glasses or "Shutter" technology is based on synchronized 3D TV and glasses operation, that is why they are called also as active-type 3D glasses. The main principle is to design a special LCD glasses that allows you to turn on and off each of spectacle lenses, thereby providing a 'right' image transfer to the 'right' eye, which results in a 3D image. Glasses operates as follows: TV broadcasts frames for one eye and at the same time glasses shuts off the other lens and the image comes down only to its intended eye, then the same process is repeated with the other eye. Shutter glasses technology is currently being used in the latest 3D TV models. Disadvantage of this technology is, that it needs special glasses that are relatively expensive, which reduces the brightness of the image, as well as need replacing the batteries for operation. Polarised technology

In the polarized technology instead of colour filters are used so called passive 3D glasses with light-polarizing filters, each of which passes through the light beam so that it can only be seen through a filter with the same light direction. Currently popular are circular polarizing glasses, as this technology is less expensive than shutter glasses technology and does not distort colours. Disadvantage of this system is the need to buy a special polarizing 3D TV set.

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Autostereoscopy technology

Autostereoscopy technology is a stereo 3D technology that does not need glasses. It uses the same principle that is applied to postcard images which when slightly turned in the light changes the picture. Autostereoscopy screen technology matrix is composed of fine stripes in zebra principle, so that the individual lines are positioned at an angle to each other that each human eye can physically see only to it addressed part of the picture. In this way, assembling these two different images, which are composed from fine lines, the brain makes one stereo image. This effect is active up to 1 meter. Due to this limitation this technology is mainly used in mobile devices. (Source:http://www.3ddienas.lv/kas-ir-3d/)

For the 3D TV content creation should be seriously considered whether the benefit in learning process outweighs such a complex technology applications, as most of these solutions requires additional contributions from consumers and major investments from content creators.

For example, to generate 3D content in polarization technology, the content must be filmed from two different angles by using two cameras. Such studio cost is too high and in the Baltic countries are not yet scheduled to create. Although recently in the camera market begins to emerge consumer level 3D cameras with two contiguous lens technology, which are significantly cheaper than professional cameras.

While to take advantage of 3D television features from the users part are required 3D TV with 3D glasses, see the cost of some models in the Table 3 and Table 4.

Table 3

Some 3D TVs cost comparison

No. Model Type Screen size Price, Ls

1 TV LG 32CS460 LCD 32'' 160

2 LG 32LS3400 LCD 32” 181

3 LG 32LM3400 LED 32'' 239

4 TV Philips 32PFL3517H LED 32'' 239

5 Samsung UE-40EH6030 LED 40'' 305

6 Panasonic TX-P42XT50E Plasma 42” 345

7 Toshiba 40TL938G LED 40'' 385

8 Philips 40PFL5537H LED 40'' 400

9 LG 47LA660s LED 47” 705

10 Samsung UE-46ES8000 LED 46'' 980

Table 4

Some 3D glasses cost comparison

No. Model Type Price, Ls

1 LG AG-F420 3D passive 5

2 AG-F310DP passive 6

3 AG-F330 passive 10

4 LG AG-S110 active 16

5 Philips PTA436 passive 18

6 Samsung SSG-41002 active 20

7 Philips PTA507 active 28

8 Samsung SSG-3550CR active 36

9 Sharp AN-3DG20-B active 40

10 Sony TDG-BR250B active 60

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For the above reasons, it would be advisable to replace this technology with other 3D technologies that would provide the effect of presence, for example virtual tours, 3D simulations, etc., which are discussed below.

3.2.2. 3D simulations Nowadays a variety of technologies and approaches converge in complex solutions, including TV-training, mobile and wireless technologies and traditional distance learning via the Internet and other training methods, such as virtual and augmented reality technologies. With a help of virtual reality technology it is possible to visually reflect the real objects and interaction between them, to create a virtual 3D laboratories. Thus, 3D virtual simulations and virtual objects are used in the process industry training courses, testing of prototypes, products graphical display, data reflection of the complex manufacturing processes, assembly instructions and maintenance imitations, and etc.

At the moment, there are partial fusion of interactive television and some of virtual input devices and features such as 3D rotation axis manipulators that can be used to control interactive objects for transformation and rotation in space, voice commands controls, etc.

Cooperation in virtual and augmented reality solutions for learning can provide Applied Socio-technical Systems Engineering Institute of Vidzeme University of Applied Sciences, because University of Applied Sciences develops interactive spatial learning systems, which focuses on industrial training. Vidzeme University College is a technology centre that is equipped with everything needed to provide a virtual and augmented reality e-technology, curriculum and content preparation. The centre also has a multimedia studio, which collaborate with Valmiera television.

3.2.3. Interactive photos Interactive photos are set of photos, which allow viewing inspected object in 360 degrees, from any horizontal angle and by viewing which, there is a sense of three-dimensional spatiality. This is done by merging multiple digital photos in one object. This method is good for supplementing the description of the object with the 360° image of it, which you can turn on its own axis, thus understanding better the learning material in comparison with a simple image. Creation of such content is done by a number of companies. This service is widely available and relatively inexpensive.

Advantages:

- All object visible details are shown - Time and money resources are saved to see real object at the spot - Natural sense of spatiality

Disadvantages:

- While it is possible to change the viewpoint, the object is still, motionless.

3.2.4 Virtual tour

A virtual tour is a virtual space that consists of a set number of photos. It gives the observer a sense of spatiality and interactive opportunity to see the space from own eye point of view and navigate in preferred direction. Usually virtual tours allow to get know with some kind of room or space, showing detailed view. The most popular application of this technology may be found at Google Maps Google Street View project, which permits you to look streets on at the map, in natural look, in 360-degree

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panoramic view. Although these are set of images simulating three dimensions, in fact they are two-dimensional, but compared to 3D computer graphics and virtual environments, this method gives the observer a visually more natural view and hence gives a more realistic sense of presence. Also, creation of this training material is relatively inexpensive and widely available. Advantages:

- All object visible details are shown - Time and money resources are saved to see real object at the spot - Natural sense of spatiality - It is possible to add a variety of reference materials, logos, maps, audio and video, making this a

even more interactive learning tools Disadvantages:

- While it is possible to change the viewpoint, the object is still, motionless. - Viewer through the virtual environment can only travel point-to-point on a particular route - from

one image set to the next.

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4. Available infrastructure for implementation of interactive TV training

4.1. Interactive TV

4.1.1. Interactive TV coverage

In Latvia there are several types of digital television. Digital television is television, where the image is transmitted in coded digital signal. Therefore for decoding this signal is required decoder, which decodes received signal. Digital television can be transmitted in different ways: through cable television, satellite signal or by terrestrial television:

- Digital cable televisions broadcast signal using co-axial cables and for acquiring the image are required decoder and TV set.

- Satellite signal is transmitted through the air from the satellites to a special reception antenna,

which are set up in certain angles in satellite direction. The disadvantage of this broadcast is to ensure that between the antenna and satellite is direct visibility and significant weather impact effect on signal. Satellite broadcast signal is available in a wide region.

- Terrestrial television broadcast the signal from the transmitter to the receiver by air, without using

cables. In this case, for receiving the image are needed TV set, decoder and antenna. Antenna receives transmitted digital signal and transfer it to a decoder. Decoder decodes the digital signal and transmits it to the TV set as a picture. As broadcast is done by air, it is important to ensure that between the receiving antenna and the broadcast tower isn’t objects that interfere with signal reception. Therefore, for receiving this type of broadcast is often necessary an outdoors external antenna mounted as high as possible for signal free access to the antenna.

- In turn, for interactive television, additionally to television and a decoder is need an Internet

connection. This television service, provides both a high sound and picture quality (including high-definition) and offers a variety of television features, which are showed below:

Interactive television offers the following options:

- TV record - user each recorded program can watch again. Recorded can be whole show, not a part or scene of it. Available opportunity to programme the recording several days ahead. Available for all channels.

- TV archive - all broadcasted shows, which are played in the last five days, are available to watch in other, convenient time. The possibility for fast forward of the show. Available for some channels.

- Video rental - gives the option for renting movies, and fast forward, pause them and resume playback.

- Pause - Is an interactive digital television function, which provides watching of show with a time delay and continuation of watching from paused place.

- Bookmark - allows continue to watch the video rental movie or recorded TV from the place where the viewer last stopped to watch.

- To the beginning of the programme - is the option to return to the beginning of the show and watch the whole show. Possibility to fast forward the show till its live broadcast.

- TV guide – possibility to view TV show list and guide for the subsequent days, to view movie

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annotations and other information.

- Language and subtitle selection - the ability to watch TV shows and movies in the selected language. It is possible to have at the same time a voice translation in one language and subtitle in other language.

- Reminder – tool for organisation of TV watching, with the ability to set reminders for start of the selected shows.

- The sharing feature - can move content from smartphone to the television and vice versa. Technology that is built into newer TV sets and Set-top boxes.

- TV intuitive control system – TV set can be controlled in classical way by remote control or by voice and gestures. Face recognition and user identification feature that allows to access individual user content and applications.

(Source: http://www.lattelecom.lv/biznesam/TV/?ltc_nav40261=8808#navigationltc_nav40261) http://www.rdveikals.lv/blog/2012/12/samsung-smart-tv-nakotne-sodien/ )

From the point of view of coverage and number of subscribers, currently the largest television service provider in the Baltic is Lattelecom. The services are available in all Latvia. Lattelecom interactive television pay to view channels subscribers exceeding 230 000, and with the exception 3D and HD channels, they are available in most of Latvia - approximately 80% of Latvia territory, see. Lattelecom interactive television coverage maps in Annexes 7 and 8. (Source: http://www.lattelecom.lv/majai/televizija/interaktiva_tv/Ka_pieslegt/ http://lattelecom.lv/majai/virszemes_tv_new/parklajuma_karte/ ) According to operator's IZZI data, about 66% of Latvia households' uses interactive television and it gets gradually more popular. It is because of technology availability, 3D and HD high definition TV sets, which support the latest features. This in turn encourages the operators to adapt to market trends and to ensure customer needs and adapt the appropriate services to the new TV sets capabilities, including ensure of 3D television channels. (Source: http://zparks.lv/jaunumi/erisinajumi/izzi-ieviesis-interaktivo-televiziju-riga) Since autumn 2012 IZZI interactive TV is available for more than 180 000 households Riga, Rezekne, Ludza and Adazi, it is followed by the cable operator Baltcom, which provides television services for more than 140 000 households as it is shown in Figure 1. In in 2010 Viasat satellite television total number of subscribers in the Baltic states and Ukraine were approximately 225 000 users. (Source: http://www.izzi.lv/lv/kompanija/par-mums/presei?y=2013&m=01#id_tab_68 http://www.baltcom.lv/lv/par-baltcom/ http://www.viasat.lv/viasat/jaunumi/1895/viasat-latvija-turpmak-vadis-ilze-zoltne/ )

0

50000

100000

150000

200000

250000

Number of households

Lattelecom

IZZI

Baltcom

Fig. 1. Number of digital TV pay to view subscribers in Latvia

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In future, also mobile operator LMT plans to become a pay to view television service provider in the 4G (LTE) network. Right now LMT has a 4G network in test mode in several cities in Latvia and its territory areas, including in the Kurzeme region: Liepaja, Ventspils, Kazdanga and Ugale area.

Interactive television is available in most of Latvia in form of pay to view broadcasting. Number of pay to view digital television subscribers exceeds 550 thousand households, with tendency of number of subscribers to grow. Advancement of technologies and audience demand, as also the competition between television operators, pushes operators to offer new interactive television services.

4.1.2. Interactive TV trends

One of the world trends in television technology is direction to Social TV, both social and interactive television tend to give people feedback and interactivity options using television equipment, similarly as people are used to do with computer, in this way television watching increasingly develop based on viewer participation. Social TV goes one step further and enables viewers to interact with other TV viewers, which watch TV in different parts of the world. This social focus is natural process of fusion of TV and Internet. The way how the Internet globally changed communications, now is happening in TV field, by blending television with Internet.

There are several social TV projects for example such as: Twitter TV – People during watching of TV exchange with with short messages (tweets). The

world's largest broadcaster companies support such option, in live broadcasts showing these short messages on the screen. Broadcaster and television executives communicate with the audience through the Twitter applications both between shows and during live broadcasts.

Google TV - is a social TV application platform, which is adapted for Smart TVs and focuses on the use of the Internet while watching TV, as well as the opportunity to use your smartphone as a remote control.

These and similar projects are strongly based on Internet broadcasting technologies. Taking in to

account advancement of Internet technologies, these technologies will use the latest web standards, including HTML5, which should be take into account in the direction of interactive television field. Another world trend is interactive television broadcast types and features blend in the new hybrid TV HbbTV (Hybrid Broadcast Broadband TV). Today almost every major TV set brand has its own IPTV (Internet Protocol Television) platform that offers additional features and content such as movie trailers and rental, YouTube connection, etc. services. Right now content creator must work with each television and set-top boxes manufacturers to integrate the content of each model graphical interface. This separate adjustment to everyone is a time-consuming and costly process, so HbbTV offers a uniform standard of harmonisation between the various types of digital broadcasting. HbbTV offers following functionalities:

- integration of interactive votes, polls, quizes and contest systems - inclusion of interactive advertising and home shopping, depending on what the viewer is watching - uniform standard, which make it easy to develop HbbTV applications - video on demand - access to social networks - access to user-generated or independent content on cloud storage - electronic program guide - use of secondary screens as device for TV control unit

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As already concluded in project deliverable report D1 “The elaboration of strategic solution and conceptual diagram for interactive E-learning system creation using the integration of DVB and web technologies” the HbbTV is a new industry standard providing an open and business neutral technology platform that combines TV services delivered via broadcast with services delivered via broadband and also enables access to Internet services for consumers using connected TVs and set-top boxes. The HbbTV specifications are based on existing DVB standards and web technologies, so that the standard provides the features and functionality required to deliver both broadcast and internet services. Also adoption of known and popular Internet technologies in HbbTV enables simpler development of applications. The structure of HbbTV parts is presented in Fig. 2.

Fig.2. the structure of HbbTV system

The main system property is possibility to add independent content providers for broadcasting information to the users. It can be an interactive e-learning, e-commerce, e-blogging, alert systems, and etc. together with traditional DVB providers and operators operating on all existing DVB technologies.

As the viewer is demanding to both quality of the content and the quality of the image, the attention should also be given to the technical problems - sometimes viewers are dissatisfied TV image quality, the picture seems pixelated and image objects appear with jagged edges or with unnatural human faces. Much of complains also applies to the sound - sound sometimes are with an echo or other distortions. Therefore, research of these problems and analysis is important to prevent the possible difficulties and deliberate subjective quality problems.

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From the point of view of training material people are willing to rent educational materials, movies and other video material, if the system is simple and material content is cheap enough, as also available in a wide range. Here important to distinguish between audiences - the first is a broader audience that want easy access to the material, at a low price, around a few lats, and other - a specific professional audience, where training normally is paid by the company.

4.1.3. TV use habits

Since interactive television appearance has been changed television viewer habits and increased the demand for various interactive functions. TV watching has become easier and adapted to the rhythm of the viewer. The viewer no longer is tied to show schedule, but by using the archive function adapt TV watching to his needs and free time.

Latest TV set models are able to provide much more functionality than just viewing the normal television. Modern television allows connecting to the Internet and installing variety of applications similarly to smart phones.

Right now small part of people have already successfully adopted new TV technologies and actively use TV sets, to search for information on the internet, take Skype video calls or watch the video site YouTube. LG Electronics (LG) 2012 study gives an idea of how much time people spend watching television.

6%6%

17%

16%25%

30%

All the time4 hours or moreDon't watch at all0 to 1 hour3 to 4 hours1 to 2 hours

Fig. 2. Chart of time spent to watch TV.

(Source:http://www.lgblog.lv/2012/05/15/petijums-visuzskatamak-tv-skatisanas-paradumi-latvija-mainas-jauniesiem/ )

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Latvian citizens day to day watch more traditional TV:

0%

20%

40%

60%

80%

100%

Traditional TV Downloadablecontent on Internet

Streaming video onInternet

WatchDon't watch

Fig. 3. TV content viewing habits.

In the „Samsung smart TV” study 60% respondents as the main reason why TV watching is replaced with Internet resources content, name desire to be independent from TV shows offer and to be free to choose what and when to watch. Every third Latvia citizens watch movies in internet, while one forth of those polled also watch news online. While more than 20% Latvia citizens follow different TV serials and cartoons in the Internet recourses.

One of the reasons why people decline from traditional TV is that in TV programme are missing sufficiently diverse and qualitative content. This fact is also confirmed by respondent’s belief that due to the lack of qualitative content the time that children spend watching TV is valueless, 95% of those polled would support more frequent TV watching among the children, if the available content would be more educational. (Source:http://www.ir.lv/2012/4/17/petijums-puse-latvijas-iedzivotaju-atsakas-no-televizijas)

4.1.4. Interactive TV target audience

Young people in Latvia less and less time spend to watch traditional TV and select the alternative leisure time forms. It is mainly explainable with the fact that young people have taken advantage of the Internet and new modern technologies, and as source of information use tablet PCs or a smartphones with internet. The least time spent to watch TV is in age group between 15 and 29 years. Young people in Latvia are those who in front of the television screens spend the least time - 28% respondents of age group of 15-29 years claims that don’t watch TV at all, while 19% percent of this age group spends less than one hour, watching television. (Source:http://www.lgblog.lv/2012/05/15/petijums-visuzskatamak-tv-skatisanas-paradumi-latvija-mainas-jauniesiem/ ) The most time spent to watch TV is in age group between 50 and 74 years. People aged 50 to 74 TV watch TV the most – In Latvia 51% of the population in this age group spends time in from television screens more than 3 hours, or the television is switched on all the time while at home. Significantly, that for older people TV watching is an important way of leisure, only 8% of people aged over 50 years don’t watch television at all. (Source:http://www.lgblog.lv/2012/05/15/petijums-visuzskatamak-tv-skatisanas-paradumi-latvija-mainas-jauniesiem/ )

As interactive television requires an Internet connection, in this study is helpful to analyze not only TV audience, but also internet users.

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Between internet users is observable the opposite trend, citizen's in age groups, who use computers and Internet the most are young people. Number of Internet users rapidly falls the older the population group is. For this reason it is essential to promote interactive TV features to different age group people. Elderly people should be shown capabilities that offer interactive TV, that television can be used not only to watch usual shows and movies, but it possible to have different interactive solutions and diverse content.

0

20

40

60

80

100

16-24 agegroup

25-34 agegroup

35-44 agegroup

45-54 agegroup

55-64 agegroup

65-74 agegroup

From totalpopulation

2010 2011 2012

Fig. 4. Number of people, who on a regular basis (at least weekly) use computer and the Internet.

Graph of the total population in the group in %. (Source: Republic of Latvia Central Statistical Bureau http://www.csb.gov.lv/statistikas-temas/informacijas-tehnologijas-galvenie-raditaji-30332.html)

4.2. Set-top Box Set-top box (also called Smart TV box) is a device that allows decode and see digital television and make it user interface for internet and its related interactive features, see set-top box in Figure 5.

Each Set-top box essentially is like small computer with the operating system, on the basis of which may be driven different specialised applications, which provides the viewer additional interactivity - browse the Internet while watching television, use the interactive application associated with TV.

Fig.5. Set-top box

Sometimes set-top boxes are simply called decoders or receivers. Nowadays the decoders are often built-in in TV sets and their functionality may vary. When connecting set-top box to regualar TV set, the viewer is provided with generaly the same interactive television functions as in Smart TV sets.

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In the market are available several types of set-top boxes and generally they can be divided in several aspects:

Connection type:

in TV set or computer pluggable – i.e. smart stick Integrated in small box next to the TV set, inputs and outputs are connected with wires – i.e. smart

box.

Coded signal recognistion:

DVB-T digital terrestrial television,, DVB-C digital cable television, DVB-S digital satellite television, IPTV Internet television.

Operating system:

Open source operating system, for example Android Linux Closed code operating system – operating system developed by manufacturer.

Smart box can have different additional functionality, of which the most important are:

Hbbtv interactive television function support Wireless Internet router option to ensure connection of secondary devices, such as portable

computer, tablet PC or smartphone. Mobile Internet connection possibility via USB modem Input devices support - remote, keyboard, mouse, microphone for voice and video workshops. For

example the company LG offers Magic Motion remote, which ensures voice control, control with gestures, pointer and mouse wheel.

For the TV viewers there are accessible a very wide range of set-top box models, with a large variety of functions, the set-top boxes are compared in Annex 9.

When examining the availability of set-top boxes, it can be concluded that set-top box costs are closely related to their functionality: for example TV signal decoder with one coded signal recognition cost is relatively small - from 15 - 70 Ls. There are also hybrid set-top boxes, which combine several types of TV signal decoders, which provide greater flexibility to use multiple TV signal type services, or to switch from one type signal service provider to another. Such decoder functionality is greater, but also the cost is more expensive: around 80 - 400 Ls.

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

0

50

100

150

200

250

300

350

400

450

Price, LS

Mean (Price, LS)

Fig.6. Approximate mean set-top box price, Ls

As one example of the hybrid set-top boxes can be mentioned at the moment one of the most popular set-top box model: company Amiko model Alien 2 Triple, which brings together all the current digital standards DVB-S / DVB-T / DVB-T2 / DVB-S2 / DVB-C / IPTV and HbbTV support.

From a cost perspective, not in all cases a hybrid set-top box with the support of all the standards is optimal technical solution. It is recommended to choose set-top box model with IPTV support and one of the transmissions standards (e.g.. DVB-T or DVB-C), through which then a training content will be transmitted - in such way taking into account the different audiences purchasing capacity.

4.3. Mobile Network coverage

Wireless mobile communication quality depends on the technological possibilities of electronic equipment, network load, the type of network used by 2G or 3G and other external environmental conditions - building structures, geographic terrain features. However, it can be concluded that mobile communications availability, with some exceptions, covers the entire territory of the Latvia and is available to all residents of Latvia, regardless of whether it is a city or a rural area.

Operator LMT Operator LMT stands out with the best overall mobile network coverage, see. Annex No. 10 Operator Tele2 Tele2 is the largest mobile network provider in Latvian. Its network coverage is approximately 98% of the Latvian territory, see. Annex No. 11.

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Operator Bite Operator Bite is the third largest mobile operator in Latvia, with the number of customers about 467 thousand. Operator provides communication services nationwide, but compared with Tele2 and LMT coverage its total coverage is slightly inferior, see. Annex 12 and 13. 4.4. Internet network accesibility in Kurzeme Region

Largest telecommunications operator in Baltics, Lattelecom provides Internet in the most part of Latvia through DSL line, and if it is technically possible provide to households an optical Internet, with a speed of up to 200mbit/s.

The other major player is the cable operator IZZI that uses Latvenergo optical networks. Also in each region is a local company that provides network services. As possibility could be mentioned mobile operators offered mobile internet, which is practically accessible in entire Latvia. In Annex 14 is described the classical, wired Internet accessibility situation in Kurzeme region. (Sources: http://www.lattelecom.lv/, http://internetapieslegums.lv, http://www.atrsinternets.lv) From collected data can be concluded that in the cities Internet accessibillity through the wire cables are good, but in regions are satisfactory or poor, there Internet mainly is provided through Lattelecom DSL line. But there are places where such the Internet is not possible or is uneconomical to provide, so it is worth to examine also mobile Internet solutions available. Mobile internet accessibility

Mobile internet is available almost in entire territory of Latvia. Mobile Internet advantage, compared to the classical wired Internet connection is that it is wireless and available in the areas where the cable internet is not economically convenient to provide and secondly its speed in 3G network can reach up to 42 Mbit/s, and can provide video content streaming.

One of the mobile Internet service suppliers is IZZI which uses CDMA mobile network. IZZI mobile Internet network covers approximately 98% Latvia territory. Maximal incoming data flow speed is up to 3,1 Mbit/s, while outgoing data flow rate up to 1,8 Mbit/s. Additional to IZZI, the mobile Internet provide also other companies, largest of them are Bite, TELE2, LMT, Triatel:

Operator LMT - 3G network with a maximum speed of 42 Mbit/s. See coverage map in Annex 15.

Operator Tele2 - 2G network with a maximum speed of 236 kbit/s and 3G network with a maximum speed of 21 MBit/s, see coverage map in Annex 16 and 17.

Operator Bite – offers 2G mobile internet with a maximum speed of 236 kbit/s and 3G network with maximum rate of 21,6 Mbit/s, see coverage map in the Annex 18 and 19.

Operator TRIATEL provides mobile Internet services with speed from 3 to 14,7 Mbit/s. TRIATEL mobile Internet is available in 98% of Latvia territory, see coverage map in Annex 20.

Looking at network coverage maps, see in Annexes, should be taken into account that the coverage is a theoretical calculation of signal in outdoors and does not guarantee an Internet in each individual point, because signal power is dependent on both the inner factors - network transmission equipment technical capabilities and base station load in specific time period, as also form external factors - location, city building density, geographical terrain and weather conditions. It also can be concluded that the base load

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density is a key factor of the use of mobile Internet video content streaming. Right now 3G network speed is sufficient to carry out such a feature, but not in high quality, typically in few Mbit/s video stream. In ideal conditions the maximum throughput of one base station is up to 42Mbit/s, but in practice these rates are lower, because mobile Internet is affected by internal and external factors mentioned above, and not everywhere are set up the newest type of the base stations with such data transmission rate and adequate coverage – this especially applies to rural areas and suburbs, therefore not everywhere is possible to use mobile Internet for video streaming. (Source:http://www.izzi.lv/lv/majam/mobilais-internets/lietderigi http://interneta-pieslegumi.biznext.info/salidzinam-4-mobilos-interneta-pieslegumusbite-lmt-tele2-triatel http://www.bite.lv/lv/network_map http://www.tele2.lv/privatpersonam/pakalpojumi/balss-tarifi/parklajuma-karte/ http://karte.lmt.lv/ http://triatel.lv/lv/par-triatel/parklajums-bezvadu-sakariem)

Solution to the problem of increasing transmission data rate offers 4G (LTE) technology. LTE technology positions itself as the mobile network solution that will in the near future push video content exchange on mobile and other devices. Compared with the existing 2G and 3G Technologies, 4G LTE technology has much higher maximal data transfer speed (up to 100mbit/s), and consequently, it should be much more appropriate for video content and digital television reception through mobile Internet network. It is scheduled gradually to implement LTE technology based 4G network in Latvia and operator LMT already implements 4G network in test mode in the existing 1 800 MHZ frequency band and already now 4G available in certain cities. See 4G coverage in Annex 21.

From year 2014 the operator LMT plan to develop 4G network in more suitable frequencies, which will cover not only the large towns, but also rural regions. Thus in the near future will be created technical basis for more stable and much faster mobile Internet network, with great potential for its wider use in digital television. (Source:http://www.lmt.lv/lv/4g-iespejas)

4.5. Internet usage in Lithuania

Regulation of Electronic communications in the Republic of Lithuania is performed by RRT (RRT-The Communications Regulatory Authority of the Republic of Lithuania). RRT report [15] indicated that up to 29 October 2013 in Lithuania the Internet services were provided by 100 companies. Broadband Internet access is provided by:

- optical fiber communications; - xDSL lines; - wireless connections; - cable television network lines; - local area network (LAN) connections; - mobile network lines.

4.5.1 Fixed Internet

There are 1085900 subscribers in the Republic of Lithuania that use Internet access. Internet access by technologies is distributed as follows:

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Fig.7. Distribution of Internet access by technologies [15]. [Data presented during the 2nd quarter of 2013. The total number of subscribers was 1085900]

Internet access by the services operators in the Republic of Lithuania is distributed as follows:

Fig.8. Distribution of the Internet services by operators [15]. [Data presented during the 2nd quarter of 2013. The total number of subscribers is 1085900.]

In the end of the 2nd quarter 2013, the largest operators established 4648 Hotspots:

TEO LT, AB established 2888 hotspots, (62,1 %), AB Lithuanian Radio and Television Centre established 1330 hotspots (28,6 %), Other operators established 430 hotspots (9,2 %).

637 Wimax central stations are installed for the Internet access [15]. In the end of the 2nd quarter 2013, the following operators of the Internet access had the largest international channels speed: TEO LT, AB (100 000 Mb/s), UAB „Bitė Lietuva“ (20 480Mb/s), LATTELEKOM SIA branch (17 800 Mb/s),

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UAB „Five continents communications center“ (10 240 Mb/s), UAB „National telecommunications network“ (10 000 Mb/s), KTU Information Technology Development Institute (5 120 Mb/s).

According to the development of broadband Internet access and transmission speeds to subscribers, Republic of Lithuania is world leading (takes place 5-8).

4.5.2 Mobile Internet

The number of subscribers who have connected to the Internet via a public mobile communications network in 30 June 2013 reached 297000 subscribers. The percentage of subscribers by operators is as follows:

59,7 % of subscribers used Omnitel services 32,5 % of subscribers used UAB „Bitė Lietuva“ services “, 7,5 % of subscribers used UAB „Tele2 “services , 0,4 % of subscribers used the services of providers other that use UAB „Bitė Lietuva“ network.

The number of subscribers used broadband Internet access by a hybrid method of delivery - fixed technologies and wireless technologies (WiFi, WiMAX, etc.), was 788,900.

Table 1. Distribution of subscribers and householders of broadband Internet access according to the speed, using the fixed technology at 2nd quarter 2013, %.

Speed

Percentage of all broadband subscribers using fixed

technologies

Percentage of all number of households

To2 Mb/s 7,4% 4,7% From 2Mb/s to 10 Mb/s 34,4% 22,0% From 10 Mb/s to 30 Mb/s 10,2% 6,5% From 30 Mb/s to 100 Mb/s 37,9% 24,3% More than 100 Mb/s 10,1% 6,4%

Data in Table 1, which are provided by the Internet service operators under the RRT inquiry, leads to the conclusion that the majority of the Internet access users are using broadband internet (46.3% ≥ 2 Mb / s). It is very important ensuring the high quality interactive e-learning.

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4.5. Development of TV in Lithuania

National and regional TV studious in Lithuania produce TV programs. The programs developed in these studios as well as foreign TV programs are retransmitted by TV operators using a variety of digital transmission technologies. Functional diagram of TV broadcasting is presented in Fig.8.

Fig.9. Connection of TV broadcasting and TV broadcasting transmission [16].

In the end of the 2nd quarter 2013 in the Republic of Lithuania 731,900 subscribers (i.e., almost 59.4 % of all householders) used the pay-TV services. TV services in Lithuania are provided using mostly the following technologies [15]:

Cable TV, (59,1 %) microwave multi-channel TV networks, (2,3 %) television, using IP technologies (IPTV), (15,0 %) digital terrestrial TV (DVB–T), (9,8 %) satellite TV networks, (13,8 %).

Distribution of TV subscribers according to technologies is as follows:

Fig. 10. Distribution of subscribers (%) by the type of connection, that use the “Pay-TV” service. 2nd quarter, 2013. (Total number of subscribers is 731 900) [15].

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4.5.1 Television services using IP technologies

In the end of the 2nd quarter 2013, 12 subjects (TEO LT, AB, UAB „Balticum TV“, UAB „Penkių kontinentų komunikacijų centras“, Kavamedia UAB, UAB „Transteleservisas“, UAB „Miesto tinklas“, UAB „Dokeda“, KLI LT, UAB, UAB „Consilium Optimum“, UAB „AirnetTV“, UAB „Infoseka“, UAB „Etanetas“, UAB „Horda“, Ivančiko IĮ „Žaibas“) provided digital TV (DVB-IP) services using IP technology. In the end of the 2nd quarter 2013 there were 109800 IP TV subscribers. Mainly subscribers used TEO LT, AB, operator of DVB-IP services (90.9 %). DVB-IP service provided by the operator TEO LT, AB is multifunctional:

Interactive GALA (to watch through the TV equipment ), o Broadcasts more than 50 TV channels by theme in (LT, EN, RU, PL languages); o Part of the broadcast channels in HDTV format (high definition television); o Part of the broadcast channels in 3DTV format (three dimensional television); o Additional channels that are ordered by the user (sports, movies, children, and other).

Internet TV (requires> 1Mb / s transmission rate) o 20-channel package (for PC, TouchPad, or mobile phone users)

Digital GALA, (DVB–T) Operator TEO LT, AB provides additional broadcasting of interactive programs. This can be distance e-learning programs, which are designed to achieve the project goals. At present, negotiations on the agreement for such broadcasting were started. 4.5.2 Digital Terrestrial TV Digital terrestrial television (DVB-T) services using MPEG-4 compression standard, in the 2nd quarter 2013 were provided by the operators: TEO LT, AB

o Digital GALA, (DVB–T, using MPEG–4 compression standard), Ensures more than 40 TV channels (LT, EN, RU, PL languages), Part of the broadcast channels in HDTV format (high definition television), Provides the opportunity for broadcasts entry and it control.

UAB „Balticum TV“. o Digital terrestrial TV, (DVB-T, using MPEG–4 compression standard),

Ensures more than 22 TV channels, (LT, EN, RU languages), Part of the broadcast channels in HDTV format (high definition television).

In the end of the 2nd quarter 2013 there were 72000 pay- terrestrial television subscribers. 4.5.3 Cable TV

In the 2nd quarter 2013 in Lithuania cable television services were provided by 40 operators, two of them, microwave multi-channel TV (MMTV) services as well. In 30 June 2013 the number of subscribers of cable TV was 4327000. The number of subscribers of microwave multi-channel TV was 16500. Amount of subscribers using cable or microwave multi-channel TV services consist of 37.8 % of Lithuania households [15].

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Fig.11. Distribution of subscribers’ of the Cable TV and MMTV services by the operators (2nd quarter, 2013, total number of subscribers is 449100) [15].

As stated in report [15] that up to 86% of all household subscribers can be connected to a cable or multichannel TV – it shows that in the Lithuanian Republic overwhelming majority of the population has access to TV services. Considering the fact that 29 cable operators provide the Internet service, it provides excellent conditions for interactiv e-learning [15].

4.5.4 Satellite TV Satellite digital TV services in Lithuania in the 2nd quarter 2013 were provided by operators AS „Viasat" and individual enterprise „Erdvių linija“. Operator declares that it provides free satellite TV. However, this method is designed to bring satellite equipment sales. Operator AS “Viasat” provides pay- satellite DVB-S services and offers 3 packages in the original languages (LT, LV, EE, LT, RU and others). In the end of the 1st quarter 2013 there were 101.0 thousand satellite pay-TV subscribers.

4.6. RAIN project in Lithuania

“Rural Area Information Technology Broadband Network RAIN "was launched in 2005 [17]. The goal of RAIN project is to provide broadband access for all rural subdistricts public administrations. For this purpose, the tasks have been raised - to provide broadband access for: not less than 80% of the rural educational institutions, under Lithuanian Education Strategy; not less than 75% of all Lithuanian rural subdistricts public administration by creating secure data

transmission network; not less than 75% of all rural health institutions provided in the Lithuanian e-health strategy

project; not less than 75% of Internet public access points set up by the local authorities. RAIN by broadband lines has joined rural subdistricts centers to the Internet. Data transmission and

Internet services are provided for all rural institutions, as well as the residents and businesses companies. Implementation of the project is carried out in stages RAIN-1, RAIN-2.

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During the implementation of the RAIN-1 project, 3357 kilometers of broadband infrastructure was created, connecting the country's 467 rural subdistrics with municipalities. Approximately 330 educational institutions have also been connected to this infrastructure. A fiber-optic infrastructure during the project implementation has reached settlements with a population of over 300 000 residents. In accordance with RAIN project currently 1087 subscribers are connected or will be connected in the near future. 3628 access points are equipped in the RAIN network [18]. Geographically, the subscribers are distributed as follows:

Fig.12. Geographical distribution of the RAIN project users [17]

It is planned that in accordance with the project RAIN-2, infrastructure will ensure access for 950 users of rural settlements.

During the project RAIN-2, optic broadband network is built in rural settlements of Lithuania, where there is no broadband service provision of the necessary infrastructure, and which due to the low number of potential users, dispersal of settlements and expensive construction work is not attractive to private investors.

All retail broadband service providers under the same conditions and without restrictions can use the infrastructure being developed during the project. Using their access infrastructure, or creating a new one, they provide broadband services to residents located in rural areas, businesses, institutions of public sector.

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When the project started it was planned to build 4,400 km of optical fiber lines, to bring broadband infrastructure to at least 770 locations, and to increase the population with access to broadband services, up to 23 %. When the project implementation was started operators has received applications of service providers, both of public and private institutions, to connect additional locations and objects in areas unattractive to private investors to the network having been created. Changing the extent of the project was initiated, with the construction of the network in new areas. After the draft amendment to the RAIN-2 at least 5,500 km of optical fiber lines will be built, and broadband infrastructure will reach 950 towns and villages. Broadband access will be granted to 567 educational institutions, 517 libraries, 331 public Internet centers, and 775 settlements.

Already 40 network operators, providing services to 334 villages, use the RAIN network. The RAIN project is implemented by the Ministry of Transport of the Republic of Lithuania and the public institution "Broadband Internet". RAIN-2 project is scheduled for completion by 2013.

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5. Perspective strategic solutions for interactive TV e-learning system

One of the perspective strategic solutions for interactive TV e-learning system is integration of DVB and web technologies, in addition with “second screen” technology, as showed in project report D1 “The elaboration of strategic solution and conceptual diagram for interactive E-learning system creation using the integration of DVB and web technologies”

Conceptual structure of proposed interactive TV e-learning system is shown in Fig 7.

Fig. 7. Conceptual structural scheme of interactive e-learning system for education and training.

It consists of the following main parts: 1. Learners workplace 2. Lecturer’s workplace 3. Servers:

- Web based Content management system (CMS) - E-learning server - Real time communication server - Streaming media server

Important scope of our investigation is the consideration and research of suitable solutions for communication methods between the parts included in the flow diagram. Since integration of DVB and web technologies is a specific process, the suitable protocols should be selected and adopted to increase quality of service.

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Let us explain the lecture when lecturer is transmitting audio/video material to the students.

According to the scheme the lecturer has its PC with appropriate software for real time audio/video content transmission. This stream is transmitted to the Real time communication server. The server must yield the audio/video stream suitable for the DVB provider for further broadcasting. The DVB provider takes the stream of his demand and using Streaming server and broadcasts this stream to the attendees (end-users, students). The student can watch the audio/video information through its TV set through STB.

To achieve interactivity, the student must have certain device to have a possibility quickly respond with answers to the lecturer’s questions in written form using touch screen, by voice and showing video scene. We propose this device to be a Smart phone or Tablet PC and called them as second screens. This means that TV set is named by default as the first screen and the second screen is actually the other screen in the hand of the student instead of TV control unit.

More detailed description of lecturer’s PC and second screen devices will be presented in the sections below. Second screen is namely the device which we propose to use to provide friendly interactivity for end-user using the e-learning server. This might be achieved using connection between lecturer’s PC and student’s second screen through e-learning server. The connection can be achieved twofold:

by direct connection to e-learning server; by indirect connection to e-learning server through the Set-Top-Box.

The preliminary investigation of these connections and communication protocols is the matter of this report. It will be used to find the final solution and to reach the objectives of this project. 5.1. Description of scheme parts 5.1.1. Learners workplace

Learner workplace consists of TV and set-top-box as the primary screen and tablet PC or smart-phone as second screen. Second screen communicates with the Content Management System (CMS), e-learning server and set-top-box.

Set-top-box is necessary to connect with HbbTV infrastructure, using a variety of broadcast technologies - DVB-T/T2/C/C2/S/S2 and IPTV. Described also in section 4.2. Set top box.

TV set is intended to be used as the primary display and additional screen in learner’s hands as a second screen.

Second screen is a device which is intended to ensure end-user a friendly interactivity. With a secondary screen interactivity is understood as the ability to respond quickly to instructor's questions - in written and graphical form, using a light pen, reply with formulas, and calculations results, with time tables, charts or graphs with verbal commentaries, transmitting video and other forms of interaction with lecturer. This device may be a smart-phone or a Tablet PC.

Newest tablet PCs and smart-phones can be equipped with a light pen, which provides additional graphical interactivity, i.e. the possibility of exchanging information between lecturers computer and learners second screen, similarly as it is done in the classroom on the whiteboard.

To use all the described features, there must be e-learning server to ensure connection and messaging, audio and video communication and interaction between lecturer's and learners second screen. Connection can be achieved through second screen direct connection to e-learning server or indirect

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connections through set-top-box. Second screen connection can be provided via WIFI, WiMax or Bluetooth wireless communication.

After this methodology the primary screen would be used as main screen for broadcasted learning content and the second screen as an additional screen, which provided user with interactive functionality.

5.1.2.Lecturer’s workplace

Lecturer's workplace consists of video studio, transcoder and lecturer's PC, which is communicating with Real Time Communication Server (RTCS), CMS and e-learning server.

To achieve an interactive lecture, the lecturer must have the ability on request access any learner’s second screen using e-learning server. This workplace provides an opportunity for lecturer to ask questions, send learning materials and practices directly to the learner's workplace in real time.

Lecturer's computer is required to ensure the maximum features to demonstrate computation results by using for example: MatLab, design, modelling and other powerful computational tools. Secondly - to handle different types of simultaneous data flows.

Lecturer's computer must receive the measurement data from various sources, including from the DVB parameter measurement devices and to do a real-time data processing and interpretation. In addition, the data should be interpreted and commented using graphical interactivity. Therefore the lecturer computer also should have a light pen input. Using these tools, a lecturer must have the potential to interact with audience, which has a variety of secondary screens, i.e. tablet PCs or smart-phones.

Lecturer’s workplace principal scheme should be following (see Fig.8):

Fig. 8. Lecturer‘s workplace structure

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Lecturer's computer system communicates with servers, by transfering data to: 1) Real Time Communications Server by transmitting audio/video streams; 2) E-learning server by using the real-time audio video streaming protocols; 3) Web Content Management System.

Lecture is recorded either in a *.flv or *.f4v file. These functions can be accomplished with the media live encoder; one of the optimal solutions can be the Adobe Flash media live encoder. The video recording is made in the studio that is connected to the lecturer's computer, see Fig. 8.

Fig.9. Structure of video studio

In the video studio, from audio/video mixer is received a signal from at least six channels - video camera, microphone, audio/video archive, addition audio/video channels, mixing picture in picture, etc., see Structure of video studio in Fig.9. Then in lecturer’s workstation, which is equipped with adequate file storage and the appropriate software, audio/video content from camera is edited through audio/video mixer or directly from archive, by adding the necessary audio/video subtitles, effects and image quality changes, resolution, colour correction, 3D editing, exporting to flash F4V, Quicktime HQ or other formats and then sent to servers.

5.1.3. Servers

Web based Content management system (CMS) - WEB Content Management System (CMS) is dedicated for interactive e-learning support. Web based Content management system (CMS) is communicating with streaming media server (SMS);

Content management system (CMS) is protected against unauthorised access. It can be achieved using Digital Rights Management System (DMR) with the installation of the security features in the second screen to verify access to CMS server.

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E-learning server – as already mentioned above is used for managing interaction between lecturer’s PC and learner’s second screen. E-learning server is communicating with lecturer’s PC set-top-box and second screen's.

Real time communication server - For communication with Streaming media server (SMS).

Streaming media server - to stream audio and video content to end-user over the Internet. Streaming media server is connected to DVB providers and stream inserter’s.

As it shown in in Fig. 7, following communication methods needs to be used to communicate between servers, lecturer workplace and student workplace:

Server operation are as follows:

- Real-time communication server communicates with Streaming media server and Content Management System, by using RTMP (Real Time Messaging Protocol), HTTP (Hypertext Transfer Protocol) and UDP (User Datagram Protocol) protocols.

- Content Management System communicates with Streaming media server, instructor's PC and secondary screen by using HTTP and UDP protocols.

- HbbTV set-top-box and second screen communicates with each other using HTTP protocol.

- Lecturer computer communicates with e-learning server and real-time communication server by using RTMP, HTTP HTTPS (Hypertext Transfer Protocol Secure) and UPD protocols.

- While e-learning server communicates with HbbTV set-top-box and second screen by using HTTP HTTPS and UDP protocols.

Learners workplace and Lecturers workplace and server equipment detailed technical requirements and specifications are described in detail in project report D1“The elaboration of strategic solution and conceptual diagram for interactive E-learning system creation using the integration of DVB and web technologies”. 5.2 Investigation of suitable communication methods for real time interactive e-

learning process realization

According to the existing HbbTV specification 1.5 [2], the Real Time Messaging Protocol (RTMP) is used as the main protocol to achieve integration between DVB and web technologies. It provides connection between the lecturer’s PC and Real time communication server. This protocol is open and has a very large distribution among the audio/video information suppliers. The RTMP protocol has some variations:

1. The "plain" RTMP protocol which works on top of TCP; 2. RTMPS which is RTMP over a secure SSL connection; 3. RTMPE which is RTMP encrypted; 4. RTMPT which is encapsulated within HTTP requests to traverse firewalls.

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RTMPT is frequently found utilizing “cleartext” requests on TCP ports numbers 80 and 443 to bypass most corporate traffic filtering. The encapsulated session may carry plain RTMP, RTMPS or RTMPE packets within.

While the primary motivation for RTMP was to be a protocol for playing Flash video, it is also used in some other applications such as the Adobe LiveCycle Data Service.

RTMP (except RTMFP) is a TCP-based protocol which maintains persistent connections and allows low-latency communication. To deliver streams smoothly and transmit much information, it splits streams into fragments and their size is negotiated dynamically between the client and server, while sometimes it is kept unchanged. The default fragment sizes are 64-bytes for audio and 128 bytes for video data and most other data types. Fragments from different streams may then be interleaved and multiplexed over a single connection. With longer data chunks the protocol carries only a one-byte header per fragment incurring very little overhead. However in practice individual fragments are not typically interleaved. The interleaving and multiplexing is done at the packet level with RTMP packets across several different active channels being interleaved in such a way as to ensure that each channel meets its bandwidth, latency and other quality-of-service requirements. Interleaved packets in this fashion are treated as invisible and are not interleaved in the fragment level.

The RTMP defines several virtual channels on which packets may be sent and received. They can operate independently of each other. For example, there is a channel for handling RPC requests and responses, a channel for video data stream, a channel for audio data stream, a channel for control messages. During a typical RTMP session, several channels may be active simultaneously at any given time.

The packet header specifies, amongst other matters, the ID of the channel on which it is to be sent, a timestamp of when it was generated and the size of the packet's payload. This header is then followed by the actual payload content of the packet, which is fragmented according to the currently agreed-upon fragment size before it is sent over the connection. The packet header itself is never fragmented and its size does not count towards the data in the packet's first fragment. In other words, only the actual packet payload (the media data) is subject to fragmentation.

At a higher level the RTMP supports video in FLV and H.264 (MP4/MOV/F4V) formats and audio in MP3 and AAC (M4A) formats. Audio and video multimedia streams can make remote procedure calls (RPCs) using the Action Message Format. Any RPC services required are made asynchronously using a single client/server request/response model if a real-time communication is not required. The objective of subsequent study is to estimate the RTMP use for interactive e-learning system.

5.3 Technical means needed for e-Learning

Functional e-learning model consisting of four components is presented in the report (Fig. 6). In order to realize a high-quality e-learning process, a very important task is to ensure the immediate (interactive) interface between the Teacher and Learners, i.e. to create a high quality Communications media of e-learning. Requirements for component of Communications media of e-learning are such that the Teacher and Learners in different geographical locations would get an image that they are in a classroom and can directly communicate. For that purpose a component of communications media e-learning shall ensure the video / audio / text / graphics rendering in real time. In order to meet these requirements functional diagram of Communications media of e-learning can be presented as follows:

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Fig.6. Functional Scheme of Interactive E-learning

E-learning course material for designers, students and professionals in technical specialities requires for interactive graphical material exchange, the editing and the specific computing resources. For this purpose, DVB Laboratory (E-Learning System) is established in KTU, where the the latest tools for editing of interactive Communications media are implemented. Training course material is broadcasting via the Internet, DVB and GSM networks.

Laboratory equipment includes:

Server (Server HP ProLiant DL160 G8) HD video camera (SONY PMW-EX3) Flow multiplexing Mixer (Sony MCS-8M) HD monitor for video monitoring (SONY LMD-2110W) Smart PC (Lenovo ThinkPad X230 Tablet) Tablet PC (Samsung N8010) Smart phones (Nokia, Samsung GALAXY) TV Studio (Samsung UE55F6400) STB (A540 (Opera browser with the HTML5) DVB-flow analyzer Flow making software (Edius 7, Wowza , VLC, Adobe Flash Encoder ) Smart board (Wacom Intuos Pro).

Lack of Interactive e-learning is the matching of interactive training courses time, which is suitable

for the teacher and the learner. However, this disadvantage can be minimized if the student learns the lecture content independently and interactive dialogue with teachers uses for seminars, consultations and questions for misunderstood issues.

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Conclusions

1) At the current offer of education institutions are mainly used passive interactive materials, descriptive education materials, presentations and pictures, but in the e-learning little are used interactive training programs, simulation programs, online tests and various interactive materials.

The features of interactive TV would be most effectively used, if interactivity would be ensured in real time as an immediate feedback.

2) The main foreign companies used technological solutions for training are traditional and usually confine to webinars and video conferences.

3) At the moment educational institutions and private companies doesn’t use HbbTV as e-learning platform.

4) The supply of required Set-top Boxes and TV sets are broad and available with HbbTV technology support.

5) HbbTV has following advantages compared to traditional Interactive TV:

- integration broadcast and web technologies in uniform standard, which make it easier to develop HbbTV applications for e-learning;

- full access to web content – social networks, user-generated or independent content on cloud servers, etc.

- interactive applications, which responds on what viewer is watching

- use of secondary screens as device for TV control unit, so it can be used as interactive tool in e-learning

6) By using secondary screen technology learners can work together in groups or individually both in synchronous and asynchronous mode.

7) Both smartphones or tablet PCs can be used as second screens. The smartphones gives more mobility to ITV learner, but Tablet PCs have bigger screen size. They are widely used, especially among youth, students and companies.

8) Coverage of mobile network for smarthphones is more than enough for text or audio feedback and it is possible to watch digital television using mobile internet, especially with recent 4G (LTE) network, which gradually will be implemented in Latvia territory.

9) According to this study, interactive TV is available in approximately 80% of the Latvian territory. Overall interactive television is popular and comfortable television type, which offers to user different additional features and it is good platform for learning content.

10) Adobe Connect software as communicating platform between teacher and learners showed best functionality and good user options for use in synchronous and asynchronous learning and has following advantages for use in ITV e-learning:

- Mobile devices support - iOS, Android, BlackBerry support;

- The same functionality and appearance on all platforms;

- HD video support;

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- Feature of charts, animations, participation in multiple polls in real time;

- Feature of screen sharing;

- Tracking individual learner progress;

- Recording of the meeting.

11) From perspective of training content supply, people are willing to participate in training, rent educational videos, if the system is simple, material content and cost to use it is cheap enough, as well if there is a wide enough range of offered training material variety.

12) One of the technical obstacles for accessibility of interactive television is the requirement of internet connection. High speed Internet access is mostly available in the cities and hence it should be noted that the main part of the learners will be city residents.

13) 3G and 4G mobile internet for mobile e-learning from smarthpones is very dependant from the operator, but overall the coverage is accessible around main cities and regions around them. 13) Schools and education institutions will need to provide necessary infrastructure to realise corresponding e-learning system – communications servers, a powerful lecturer PC with high speed internet, to compute several data flows in real time and video studio to record the course lessons. 14) The transition from traditional learning to interactive TV e-learning system requires some preparation of teachers. So it must be taken into account that teachers also needs training to be ready to use new ITV e-learning system features.

15) The proposed e-learning system solution on the basis of HbbTV and Internet technology is new and interesting way to present learning material using new technologies and it has broad use - lifelong learning of the population, company employees training, use between disabled people with reduced mobility, for students at universities and during ERASMUS studies, catch up on study courses that do not overlap with the exchange of university studies, etc.

16) Interactive e-learning courses are developed in Lithuania, (Universities, colleges and schools in all educational institutions).

17) Internet access is available (in terms of price and quality) to wide part of the society.

18) The main trend is to increase the speed, coverage and reliability, expansion of e-learning, e-business.

19) In the project proposed flexible IPTV and DVB based e-learning system can provide extensive possibilities for creation (in video, audio and graphic forms), capture and transmission of learning material in two modes – on line (in both directions teacher - student) and off line (for multiple reviewing).

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Recommendations

1) Recommendations for development of piloting courses during this project:

At first it is recommended to develop general content courses, to cover wider audience interests. Content should be developed gradually, in future adding with specific course subjects, which would cover companies’ specific technical training demand.

Suggested courses are marketing, management, financial management, entrepreneurship, information technologies, safety and protection at workplace fields, although currently there is a wide range of e-learning offer in these areas, however the new approach to e-learning through the interactive TV would help to make learning more exciting. For youth and students are actual also the courses, which helps to acquire knowledge and then put knowledge into use, including projects and time management, as well as creative thinking courses. Promising direction is foreign language learning through the interactive TV, as there already been offered interactive solutions in foreign language learning. 2) Recommendations for piloting courses audience selection:

- Students – school youth and higher education students; - Professionals - companies workers, which work in the fields of modern technologies, as well

as companies paid trainings for workforce productivity improvement and skills assurance; - General public – wide audience, which require convenient access to the material at a low

price. 3) It is suggested to consider several level technological solutions for learning through Interactive TV in relation to audience group to which training is targeted (from cheaper solution for general public, to more expensive – for specialised content for companies professionals).

4) 3D television use in learning process is recommended to replace with other, more accessible 3D presence effect supporting technologies - for example virtual tours, 3D simulations or other technologies.

5) It is suggested to choose Set-top Box models by taking in consideration IPTV and one of the broadcast standard support (for example DVB-T or DVB-C), in which the learning content will be broadcasted, thus taking in consideration several target audiences.

6) Without traditionally known digital television technologies, it is suggested to bear in mind and adjust to newest Interactive television tendencies, especially IPTV, HTML5 and HbbTV technologies and features.

7) Recommendations for new course developers and teachers:

The ITV e-learning course can be developed as separate lectures, which generally covers one specific topic at time and gives general idea and overview of the subject, as a one lecture serie, which looks in-depth at the one unifying theme or as a bigger course, which consists from several lecture series.

In any of these cases it suggestible to follow these logical steps:

- Creation of criteria for successful development of ITV course;

- Training of potential trainers to use interactive TV in development of new e-learning training courses;

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- Development of the ITV e-learning course

- Training of potential users in interactive TV e-learning use;

- Evaluation of the quality of the training course and feedback collection from users for the necessary improvements;

- Created ITV e-learning course adaptation to the different target audience

Some subjects are better teachable in didactic way, other in experimental and practical. Experimental and practical trainings more focuses on learners ability to acquire very specific practical understanding and application of leaned skills, that is more important in vocational schools and industrial enterprises. On the other hand, non-didactic approach may prove to be too weak to adapt acquired skills in new situations and applications. Didactic approach main advantage is to provide a broader or deeper understanding of the subject Training course developer must bare in mind the balance of experimental and didactic approaches, when creating a new training course according to the course specific audience needs.

Is it is important to remember that the goal is not only to explain material to students, but use advantages of visual and interactive materials to make it work more effective, with use of interactive polls, screen sharing and second screen capabilities, videos, diagrams, as much as possible interact with student group. One of advantages in terms of visual features is the video capability to display the movement, for example:

- represent the object spatial characteristics

- demonstrate industrial equipment and operating process

- demonstrate the procedure or result of experiment before starting the work

- use virtual simulations

Interactive TV as a distance learning tool can derive the greatest benefit with the learners own intents to learn. It can be partially achieved by transferring greater control and responsibility directly to the students themselves, but it also involves some risks:

The teacher or course members audience presence is important and suggestible, because it helps to self-motivate to learn, but is not always available, as in acynhronous learning mode. In this case e-learning is solely based on students self-motivation. Also technology use in learning sometimes can indirectly stimulate to do side things apart from learning itself. So it is very important to keep learners engaged and focused in order to achieve the goal - to acquire the necessary skills through ITV e-learning. This largely depends on the teacher's creativity and ability to reach an audience. It must be taken care that whole course is not simply reading from text and passive listening, because such passive activities weakly remains in learner's memory. Creative learning, with interactive involvement of the learners are more effective and reduces adverse motivations, such as learning to pass or get certificate by doing as little as possible. Therefore, the most important requirement is to encourage students to continue their study and it has to do with the quality of the lessons, ways of involving students in interactive participation and the teachers teaching ability.

Another factor is an appropriate time management of the student. Improper time management can lead to skipping homework’s and course lectures at all. The existence and requirement of students individual time plan is a simple and powerful tool for proper time management. On the other hand it is important that the training material is concentrated, clearly revealing the main idea, by using least possible amount of content resources and providing guidance to the in-depth content for students own research. Thus, giving learners sufficient time for independent thinking and time for creative tasks, adapting and customize material for their situation, to share ideas with others students.

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Therefore following recommendations and observations can be considered during development of new courses and during course lectures broadcasting It is recommended:

- to make a full test run of the technical equipment before the course lesson, to timely solve any technical problems and get used to the system. It is recommended to repeat short test run just before broadcasting the course lesson.

- to introduce users with technical requirements beforehand of the course

- to consider your presentation style - use facial expressions, tone of voice, body language and eye contact with the camera. It is recommended to record test session and ask collegues to give feedback for improvements.

- rather than simply to read the material, it is recommended to address the students by maintaining energy and dynamic approach to keep student's attention. Inclusion of various types of engagement, if possible: watching, reading, writing and speaking.

- to divide the content into small pieces, with the active involvement of students in a group discussion

- to make the lecture as simple as possible and clear

- to consider if students will need also printed or other materials and virtual tools before the course, to get the maximum learning effect

- to lead students by asking questions, involving in the practical application of knowledge they have heard, to encourage interactivity between students - to exchange ideas and working in teams.

- to delegated the students who will lead their group discussions and team work, if necessary

- to include time for interaction between teacher and students. If students will know in advance that they will be requested to provided and demonstrate their understanding of the material, it will motivate them to more actively participate in learning, rather than simply watch the lecture.

- to write questions on the screen and also read them aloud - they tend to be more clear in such way; to give enough time for students to response.

- to maintain a clear and relatively slow rate of speech.

- to include activities that require understanding of the material – questions, hands-on application, tests, etc.

- to include time for questions and feedback from students, to answer technical questions.

After the course is presented or even during course session, it sensible to analyse thoughts and feedback from students, what is good and what has to be be improved in the presentation of the material. Watch and analyse the recorded material along with course developers and teachers, take notes what can be improved in the course material and teaching style.

During course life-cycle might emerge following technical and organizational issues, which should be taken into account beforehand:

- Coordination of development of the training course, - Developed courses integration in the overall learning programme; - Integration of different smartphones and tablet PCs in the system; - Organisational coordination of learners registration and notification about courses; - Timely preparation of teachers notes; - Maintenance of ITV e-learning servers and other infrastructure; - Provision of users technical support

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References

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http://www.technopolis.lt/uploads/documents/giedrius_romeika_inconext_technopolis_2011_12_14.pdf

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http://www.lvu.lt/cms/files/liedm/resources/3010_E._mokymosi_ypatybiu_svietimo_sektoriuose_studija.pdf

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http://www.inovacijos_upc.smm.lt/uploads/ATASKAITA_TEORINE_STUDIJA.pdf 18. E-paslaugos VIZLITG pristatymas

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GALUTINIAMS VARTOTOJAMS TEIKTI, RINKOS TYRIMO ATASKAITA http://www.rrt.lt/lt/viesosios-konsultacijos/del-rinku-tyrimu-rezultatu.html

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ANNEXES

Annex 1

Latvia universities, high schools and colleges offered e-learning courses

State Universities and High-schools

E-learning environme

nt

Homepage

E-learning courses

Latvijas Universitāte Moodle http://estudijas.lu.lv/ Visu fakultāšu studiju kursi:

Bioloģijas fakultāte;

Datorikas fakultāte;

Ekonomikas un vadības fakultāte;

Fizikas un matemātikas fakultāte;

Ģeogrāfijas un Zemes zinātņu fakultāte;

Humanitāro zinātņu fakultāte;

Juridiskā fakultāte;

Ķīmijas fakultāte;

Medicīnas fakultāte;

Pedagoģijas, psiholoģijas un mākslas fakultāte;

Sociālo zinātņu fakultāte;

Teoloģijas fakultāte;

Vēstures un filozofijas fakultāte

Rīgas Tehniskā universitāte

Moodle http://ortus.rtu.lv

Visu fakultāšu studiju kursi:

Enerģētikas un elektrotehnikas fakultāte;

Datorzinatnes un informācijas tehnoloģijas fakultāte;

Elektronikas un telekomunikāciju fakultāte;

Materiālzinātnes un lietišķās ķīmijas fakultāte;

Transporta un mašīnzinību fakultāte;

Būvniecības fakultāte;

Arhitektūras un pilsētplānošanas fakultāte;

Inženierekonomikas un vadības fakultāte

Latvijas Lauksaimniecības universitāte

Moodle http://estudijas.llu.lv/


Lauksaimniecības fakultāte;

Meža fakultāte;

Veterinārmedicīnas

fakultāte;

Tehniskā fakultāte;

Lauku inženieru fakultāte;

Pārtikas tehnoloģijas fakultāte;

Informācijas tehnoloģiju fakultāte;

Ekonomikas un sabiedrības fakultāte

Daugavpils Universitāte

Moodle http://moodle.du.lv/ Visu fakultāšu studiju kursi:

Dabaszinātņu un matemātikas fakultāte;

Humanitārā fakultāte;

Izglītības un vadības fakultāte;

Mūzikas un mākslu fakultāte;

Sociālo zinātņu fakultāte

Rīgas Stradiņa universitāte

Moodle http://estudijas.rsu.lv/


Medicīnas fakultāte;

Stomatoloģijas fakultāte;

Farmācijas fakultāte;

Rehabilitācijas fakultāte;

Māszinību fakultāte;

Sabiedrības veselības fakultāte;

Eiropas studiju fakultāte;

Komunikācijas fakultāte;

Juridiskā fakultāte

Liepājas Universitāte Moodle http://moodle.liepu.lv


Dabas un sociālo zinātņu fakultāte;

Humanitāro un mākslas zinātņu fakultāte;

Pedagoģijas un sociālā darba fakultāte

Latvijas Kultūras akadēmija

Latvijas Mākslas akadēmija

J.Vītola Latvijas Mūzikas akadēmija

Moodle http://estudijas.jvlma.lv/

Visu fakultāšu studiju kursi

Latvijas Sporta pedagoģijas akadēmija

http://servis.lspa.lv:333/

Pētniecības metodoloģija; Informācijas un komunikāciju tehnoloģijas sportā; Zinātnisko pētījumu tehnoloģija; Datu apstrādes tehnoloģija; Biomehānika

Latvijas Jūras akadēmija

Rīgas Pedagoģijas un izglītības vadības akadēmija

Moodle http://moodle.rpiva.lv/login/index.php

Pedagoģija;

Psiholoģija;

Uzņēmējdarbība un uzņēmuma vadība

Rēzeknes Augstskola Moodle http://ekursi.ru.lv/ Uzņēmējdarbība;

Pedagoģija;

Tiesību zinatnes;

Filoloģija;

Datorsistēmas;

Mehatronika;

Būvniecība u.c.

Ventspils Augstskola Moodle http://moodle.venta.lv/moodle/


Informācijas tehnoloģiju fakultāte;

Ekonomikas un pārvaldības fakultāte;

Tulkošanas studiju fakultāte

Vidzemes Augstskola Dokeos https://punkts.va.lv/ Tūrisms

Banku augstskola

Latvijas Nacionālā Aizsardzības akadēmija

State colleges

Rīgas Celtniecības koledža

Moodle http://moodle.rck.lv/ Dažu kursu mācību materiāli

Rīgas Uzņēmējdarbības koledža

Moodle http://moodle.ruk.lv/moodle/

Uzņēmējdarbība;

Komercdarbība un uzņēmuma vadība;

Pārtikas produktu pārstrādes tehnoloģija;

Aukstumtehnika

Rīgas Tehniskā koledža

Moodle http://muu.rtk.lv/

Elektronikas un Informāciju tehnoloģijas programmas atsevišķi kursi

Olaines Mehānikas un tehnoloģijas koledža

Latvijas Kultūras akadēmijas Latvijas Kultūras koledža

Liepājas Jūrniecības koledža

Ugunsdrošības un civilās aizsardzības koledža

Moodle https://estudijas.vugd.gov.lv/

Ugunsdrošība un ugunsdzēsība;

Darba drošība

Jēkabpils Agrobiznesa koledža

Moodle http://jak.lv/moodle/

Datorsistēmas

Sociālās integrācijas valsts aģentūras koledža

Moodle http://koledza.siva.gov.lv/moodle/login/index.php

Cilvēku resursu vadība;

Grāmatvedība un nodokļi;

Mārketings un tirdzniecība;

Viesnīcu srevisa vadība

Valsts Robežsardzes koledža

Daugavpils Medicīnas koledža

Moodle http://www.medkol.lv/st/login/index3.php

Māszinības;

Ārstniecība

Malnavas koledža

Latvijas Universitātes P.Stradiņa Medicīnas koledža

Latvijas Universitātes Rīgas Medicīnas koledža

Rīgas Stradiņa Universitātes Sarkanā Krusta Medicīnas koledža

Rīgas 1.Medicīnas koledža

Moodle http://moodle.rmk1.lv/moodle/

Farmācija;

Māszinības;

Ārstniecība

Valsts Policijas koledža

Legal persons founded high-schools

Rīgas Starptautiskā ekonomikas un biznesa administrācijas augstskola

http://e.riseba.lv/ Uzņēmējdarbība;

E-bizness;

Audiovizuālā mediju māksla;

Arhitektūra;

Projektu vadība;

Personālvadība;

Sabiedrisko attiecību vadība

Biznesa augstskola "Turība"

Moodle http://moodle.turiba.lv/

http://www.studijas.lv/lv/e-studijas

Uzņēmējdarbības vadība; Tūrisma un viesmīlības nozares uzņēmuma vadība; Viesmīlības serviss; Finanses un grāmatvedība; Reklāma uzņēmējdarbībā;

Tiesību zinātnes; Publiskā pārvalde

Starptautiskā praktiskās psiholoģijas augstskola

Vadības un sociālā darba augstskola „Att īstība”

http://www.attistiba.lv/index.html?l=1&m=6

Sociālais darbs

Latvijas Kristīgā akadēmija

Baltijas Starptautiskā akadēmija

Sabiedriskās attiecības;

Uzņēmējdarbība

Sociālo tehnoloģiju augstskola

Rīgas Aeronavigācijas institūts

Informācijas sistēmu menedžmenta augstskola

Ekonomikas un kultūras augstskola

Moodle http://www.eka.edu.lv/public/31531.html

Vadības zinības;

Biznesa vadība;

Uzņēmējdarbības ekonomika un administratīvais darbs

Baltijas Psiholoģijas un menedžmenta

augstskola

Transporta un sakaru institūts

Moodle http://www.tsi.lv/?id=5979&lang=lv&ct=8&r=5570&top=108

Datorzinātnes; Transports un loģistika; Vadībzinātnes; Informācijas sistēmu vadība

Rīgas Juridiskā augstskola

Rīgas Ekonomikas augstskola

Lutera Akadēmija

Augstskola EIHSEBA Moodle http://e.eihseba.com/ Tiesību zinātne;

Uzņēmējdarbības vadība;

Datorzinātne;

Tūrisma vadība

Legal persons founded colleges

Alberta koledža Moodle http://www.alberta-koledza.lv/moodle/login/index.php

Tiesību zinātnes; Izklaides industrijas vadība un producēšana;

Kultūras tūrisma organizēšana; Sabiedriskās attiecības; Mārketings un tā inovācijas; Personāla darba organizācija; Mazo uzņēmumu ekonomika un organizācija; Grāmatvedība un nodokļi; Datortīklu administrēšana; Programmēšana

Juridiskā koledža Tiesību zinātnes;

Cilvēku resursu vadība;

Uzņēmējdarbības vadība;

Nekustamā īpašuma pārvaldīšana un apsaimniekošana;

Grāmatvedība un finanses

Grāmatvedības un finanšu koledža

Biznesa vadības koledža

http://www.bvk.lv/lv/kas-ir-e-studijas

Komercdarbības speciālists;

Sabiedrisko attiecību speciālists;

Mārketinga un tirdzniecības speciālists;

Jurista palīgs;

Viesnīcu servisa organizators;

Personāla speciālists;

Finanšu speciālists;

Biroja administrators

Kosmetoloģijas koledža

Latvijas Biznesa koledža

Moodle http://www.biznesakoledza.lv/talmaciba/

Grāmatvedība; Tiesību zinātnes; Uzņēmējdarbība; Informācijas tehnoloģijas; Personāla vadība; Sabiedriskās attiecības un reklāma; Firmas menedžments; Tūrisma un viesn. uzņēm. vadība

Kristīgā vadības koledža

Novikontas jūras koledža

Annex 2

Professional vocational schools offered distance learning or e-learning courses

possibilities

Educational institution

E-learning possibilities

Homepage Subjects Availability

Aizkraukles

Profesionālā

vidusskola

E-vide Moodle

http://www.apvs.lv/ Vispārizglītojošie mācību priekšmeti;

Automehāniķis;

Apdares darbu tehniķis;

Būvizstrādājumu galdnieks;

Sekretārs

Tkai reģistrētiem lietotājiem

Austrumlatgales

Profesionālā

vidusskola

Saites uz citām mājas lapām:

E- klase;

Skydrive mobilā programma failu glabāšanai; piekļuve e-pastam

http://www.apv.lv/ Tkai reģistrētiem lietotājiem

Daugavpils Valsts

tehnikums

E-vide Moodle

http://www.daugvt.lv/

http://e.daugvt.lv/

Datorsistēmu tehniķis;

Autotransports;

Vēsture;

Angļu valoda;

Programmēšana;

Atbalsta konspekti matemātikā, fizikā, ķīmijā;

Mehānika


Ērgļu Profesionālā

vidusskola

Tālmācība jeb e-studijas;

Iespēja ielogoties

e-pastā;

Saite uz mācību

http://www.ergliarods.lv/talmaciba

Guļbūves ēku celtnieks;

Kokkopis –arborists;

Namdaris;

Pavārs;

Viesmīlis;

Viesmīlības pakalpojumu speciālists


socialo tīklu Mykoob

Ogres Valsts tehnikums

E-vide Moodle

http://www.ovt.lv/metodiskas-izstradnes/e-vide

Datorsistēmas;

Elektronika;

Kokizstrādājumu izgatavošana;

Citi kursi;

Praktiskie darbi


Profesionālās

izglītības

kompetences

centrs „Rīgas

Valsts tehnikums”

Pieejamība mācību socialājam tīklam – Mykoob;

E-vide Moodle

http://www.e-rvt.lv/ Vispārizglītojošas nozīmes kursi;

Datorsistēmu tehniķis; Programmēšanas tehniķis;

Poligrāfijas nodaļas kursi,

Dzelzceļnieku nodaļas kursi;

Ekonomikas un biroja nodaļas kursi


Rankas arodvidusskola

E-vide Moodle

http://rankavs.gulbene.lv/moodle/

Vispārizglītojošie mācību priekšmeti;

Ēdināšanas pakalpojumi;

Kokizstrādājumu izgatavošana


Jelgavas tehnikums

E-vide Moodle

http://www.jelgavastehnikums.lv/

Vispārizglītojošie mācību priekšmeti


VSIA „R īgas

pārtikas ražotāju

vidusskola”

E-vide Moodle;

Saite uz mācību socialo tīklu –Mykoob

http://e.tbvt.lv/

Tūrisma mītņu darbība un organizācija;

Viesu uzņemšanas dienests;

Informātika;

Darba drošība;

Tūrisma un viesmīlības nozares pamati;

Saskarsme;

Saimnieciskais dienests;

Viesu apkalpošana;

Viesmīlība;

Pārtikas prečzinība;

Ēdināšas uzņēmuma iekārtas,; Bāra darba organizācija

Pilnīga piekļuve reģistrētiem lietotājiem, nereģistrētajiem ierobežotas pieejamības piekļuve: var aplūkot literatūras sarakstu, konspektus, tēmas, bet nevar piekļūt testiem.

Smiltenes Mājas lapā http://www.smiltenest Dažādi mācību kursi, gan Materiāli

Valsts tehnikums

pieejami mācību materiāli Word, excel, ppt formātā: prezentācijas, vingrinājumi, pārbaudes darbi.

ehnikums.lv/index.php/macibu-materiali

vispārizglītojošie, gan profesionālie.

brīvi pieejami visiem

Valmieras Profesionālā vidusskola

http://emacibas.vpvsk.lv/

Slēgta pieeja e-videi, nereģistrētam lietotājam pat nav iespējas aplūkot piedāvāto kursu nosaukumus.

Viduslatgales Profesionālā vidusskola

Mājas lapā pieejami mācību materiāli Word, excel, ppt, pdf formātā: mācību literatūra, konspekti, prezentācijas, vingrinājumi, pārbaudes darbi.

http://www.vpv.edu.lv/metodmat.php

Autotransports;

Būvdarbi;

Datorsistēmas;

Ēdināšanas pakalpojumi;

Frizieru pakalpojumi;

Kokizstrādājumu izgatavošana;

Lauksaimniecība;

Komerczinības;

Lauksaimniecības tehnika;

Lauku tūrisma pakalpojumi

Materiāli brīvi pieejami visiem

Ventspils Tehnikums – Ziemeļkurzemes kompetences centrs

Mājas lapā pieejami mācību materiāli Pdf, Ppt formātā: mācību literatūra, konspekti, prezentācijas, vingrinājumi

http://www.pikc.lv/lv/macibas/macibu-materiali/

Saskarsmes psiholoģija;

Vides zinības;

Informātika;

Matemātika;

Vēsture;

Mārketings;

Viesnīcu darba organizācija;

Ekonomika;

Vadības grāmatvedība;

Materiāli brīvi pieejami visiem

, testi, krustvārdu mīklas.

Darba saimnieciskās tiesības;

Elektronika;

Metināšana;

Tehniskie mērījumi;

Materiālmācība;

Ēdināšanas servisa pamatprincipi;

Uzņēmumu aprīkojums;

Ēdienu gatavošanas tehnoloģija;

Pārtikas produktu prečzinība

Annex 3

Latvian Chamber of Commerce and Industry (LCCI) offered learning courses.

(www.chamber.lv)

Lean workshop

• Lean menedžments biznesa konkurētspējai • Lean menedžments - pamatkurss • Lean konceptu biznesa simulācija "Mērķis" • Lean Six Sigma simulācija • Optimizācijas metodes uzņēmējdarbībā • Piegāžu ķēdes optimizācija ar TOC • Lean uzņēmumu vadīšana • Piegādes ķēdes un loģistikas vadības programma • Lean ieviešanas pārvaldība

Export accademy:

• Eksporta akadēmija • Eksporta Akadēmijas tirgu apguve • Kā piesaistīt eksporta klientu? • Zīmola adaptācija eksportam • Eksporta pārdošanas organizācijā • Eksporta produkta radīšana un kā rodas eksporta „zvaigznes” • Eksporta rītu meistarklases

Energy efficiency:

• Enerģijas taupības pasākumu plānošana ražošanas uzņēmumā un integrēšana esošā ražošanas vai kvalitātes pārvaldības sistēmā (ISO vai analogs)

• Enerģijas taupības pasākumu plānošana ražošanas uzņēmumā • Mācies un kļūsti par sertificētu energoauditoru!

Management skills:

• Sevišķās inovācijas • Četras izpildes disciplīnas - efektīvs komandas darba izpildes process • Procesu praktiskā optimizācija • Projektu vadība • Projektu vadība (Sagatavošanās kurss IPMA D, C līmeņu sertifikācijai) • Procesu un projektu vadība • Efektīvas komandas veidošana • Laika vadība • Darba izpildes vadīšana • Prasme vadīt darbiniekus • Sapulču organizēšana un vadīšana • Personiskās efektivitātes paaugstināšana • Vadītāja stresa menedžments

• DISC metode efektīvai komandas vadīšanai • Komandas motivējoša vadība • Motivācijas paaugstināšana komandai pārmaiņu laikā • Vadības kompetenču attīstība • Vadītāja ABC • Vadītāju profesionālās pilnveides programma "Biznesa klase" • Augstākā līmeņa vadītāju profesionālās pilnveides programma "Biznesa Meistarklase" • Cilvēka personiskais potenciāls un iespējas (izmantojot MBTI) • Darbinieku pozitīvas aktivizēšanas metodes • Iemācies vadīt projekta komandu • Komandu iekšējā sadarbība • Komandas vadība un līderība • Inovatīvā domāšana biznesā • Efektīva pārmaiņu ieviešana uzņēmumā • Modernais vadītājs un viņa kompetences • Ražošanas procesu efektīva vadītāja izaugsme (7 habits Managers) • Efektīvs vadītājs • Mūsdienīgs līderis • Vadītāja darbības kvalitātes un efektivitātes paaugstināšana • Vidējā līmeņa vadītāju darbības kompetenču un efektivitātes paaugstināšana • Uzņēmuma ilgtspējīga attīstība, korporatīvā sociālā atbildība • Datu analīze, prognožu un trendu veikšana (meistarklase) • Sarežģītu lēmumu pieņemšana • Atbildīga uzņēmējdarbības vadība • Uzņēmumu vērtības noteikšana • Personālvadība profesionāļiem • Mini MBA / Stratēģiskās vadības programma • Efektīva cilvēku vadība pārmaiņu apstākļos • Darbu un procesu plānošana uzņēmumā • Pārmaiņu čempioni • Uzņēmumu riski, būtiski problēmjautājumi un to pārvaldība • Stratēģiskas investīcijas sabiedrībā • Komandu koučings vadītājiem • Produktivitātes principu ieviešana uzņēmumā • Procesu pārvaldības sistēmas novērtēšana • Ilgtspējas indekss - instruments uzņēmuma snieguma pašvērtējumam • Kā īstenot vērtības plūsmas kartēšanu (Value Stream Mapping)? • Uzņēmuma budžeta plānošana • Uzņēmuma finanšu pārvaldības efektivitāte • Uzņēmuma finanšu rādītāju analīze • Personas datu aizsardzības speciālistu kursi • Projektu vadīšana • Biznesa koučinga programma vadītājiem un menedžeriem „KOUČINGS DARBA

VIETĀ” • Līderis kā koučs • Kad vadītājs vada un darbinieki strādā jeb koučings kā viens no vadīšanas stiliem • Stratēģiskais menedžments • No speciālista par vadītāju: vadītāju attīstības programma • Pamatkompetenču audits un attīstība • Uzņēmuma konkurētspējas attīstīšana globālā mērogā: uzņēmuma vadība no stratēģijas

izstrādes līdz reāliem lēmumiem

• Metodes individuālās un grupas radošās domāšanas atraisīšanai • Situācijas analīze un organizācijas problēmu risināšana • Komandas veidošana un attīstība • Efektīvās organizācijas izveidošana

Marketing and Sales:

• Krievijas uzņēmējdarbības vide un eksporta iespējas Latvijas uzņēmējiem • Eksports uz Centrālo Āziju (Kazahstāna, Uzbekistāna, Tadžikistāna, Kirgizstāna) • Inovāciju un jauno biznesu mārketings 21.gadsimtā • Pārrunu prasmes pārdošanai un iepirkšanai ārējos tirgos • Klientu apkalpošana • Izcila klientu apkalpošana • Klientu apkalpošana un serviss • CRM praktiskais pielietojums uzņēmumā (Pamatkurss) • CRM praktiskais pielietojums uzņēmumā (Padziļinātājs kurss) • Rezultatīva pārrunu vadīšana (pārdevējiem/iepircējiem) • Veiksmīgs darbs ar svarīgākajiem klientiem • Palīdzi klientam gūt panākumus • Efektīvu ilgtermiņa attiecību veidošana pārdošanā • Klientu apkalpošanas standarti • Pārdošanas sistēma un tās vadība • Konsultatīvā pārdošana • Efektīva pārdošana: kā sasniegt rezultātu • Efektīva pārdošana • Aktīvā pārdošana izaicinošās pārdošanas situācijās • Jaunu produktu un pakalpojumu izstrāde • Spēcīgu Baltijas zīmolu izveide. Zīmola vadības procesi un stratēģijas eksporta veiksmei

ES • Mārketinga stratēģija: pārskats • Mārketings un pārdošana ekonomisko pārmaiņu laikā • Veiksmīga darījuma astoņi posmi • Efektīvas pārrunas ar klientu pa telefonu • Merčendaizings rūpniecības uzņēmumiem

Communications processes:

• Sociālpolitiskās attiecības • Digitālo mediju stratēģijas • Sociālie mediji korporatīvajā komunikācijā • Argumentācijas māksla. Kā spīdoši pārdot idejas? Pārrunu vadīšana • Konfliktu risināšana sarunu ceļā • Prezentēšanas iemaņu pilnveidošana • Pārliecinoša prezentācija • Starpkultūru pārrunu prasmes • Pārrunu stratēģijas un ietekmēšanas prasmju programma • Starpkultūru saskarsme • Komunikācija māsām un ārstiem • Komunikācija augstas veiktspējas komandās • Komunikācijas prasmes Projektu menedžeriem • Atpakaļsaite, kas darbojas • Komunikācijas un attiecību vadība - modernā menedžmenta stūrakmens • Sociālo tīklu analīze

• Ietekmes pušu vadība un iesaiste • Komunikācijas efektivitātes mērīšana un uzlabošana • Korporatīvās atbildības un ilgtspējas komunicēšana • Sociālo mediju pielietojums Latvijas uzņēmumos • Integrēta komunikācija • Reputācijas vadība un mērīšana • Filmu un video projektu producēšana • Labākais komunikators • Saskarsmes iemaņas starptautiskajā uzņēmējdarbībā • Efektīvas prezentācijas: meistarklase

Annex 4 Association of Mechanical Engineering and Metalworking Industries of Latvia (MASOC) offered learning courses

Annex 5

Telecommunications Association of Latvia (LTA) offered learning courses

ФГОБУ ВПО САНКТ-

ПЕТЕРБУРГСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ ТЕЛЕКОММУНИКАЦИЙ ИМ. ПРОФ. М.А. БОНЧ-БРУЕВИЧА

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Кол-во Стои- Период Дата очного Код курса Наименование курса часов мость обучения обучения

1 Технологии сетей связи следующего поколения 01.04-19.04 15.04-19.04 Современные технологии и услуги сетей Заочно- 72 ИТ-113 21600 16.09-04.10 30.09-04.10 электросвязи очная 36+36 25.11-13.12 09.12-13.12

28.01-15.02 11.02-15.02 ИТ-114 Технология NGN и области ее применения Заочно- 72 21600 03.06-21.06 17.06-21.06 очная 36+36

26.08-13.09 09.09-13.09 04.03-22.03 18.03-22.03 Заочно- 72 ИТ-115 IP-технология и области ее применения 21600 17.06-05.07 01.07-05.07 очная 36+36 14.10-01.11 28.10-01.11

28.01-15.02 11.02-15.02 Заочно- 72 ИТ-116 Мультисервисные сети 21600 13.05-31.05 27.05-31.05 очная 36+36 19.08-06.09 02.09-06.09

Модернизация сетей связи при переходе к Заочно- 72 13.05-31.05 27.05-31.05 ИТ-117 NGN: сетевые решения и протоколы очная 36+36 21600 23.09-11.10 07.10-11.10 04.03-22.03 18.03-22.03 IP-коммуникации в NGN. Протоколы и Заочно- 72 ИТ-1110 технологии. очная 36+36 21600 17.06-05.07 01.07-05.07 14.10-01.11 28.10-01.11

ИТ-1111 Технология MPLS и принципы построения Заочно- 72 21600 14.01-01.02 28.01-01.02 сетей IP-MPLS очная 36+36 11.11-29.11 25.11-29.11 Построение мультисервисных сетей на базе Заочно- 72 ИТ-1113 оборудования фирмы Cisco очная 36+36 21600 24.06-12.07 08.07-12.07 Заочно- 72 18.03-05.04 01.04-05.04 ИТ-1115 Технология IPTV и области ее применения очная 36+36 21600 16.09-04.10 30.09-04.10

ИТ-1116 Архитектура IMS и услуги NGN Заочно- 72 21600 10.06-28.06 24.06-28.06 очная 36+36 28.10-15.11 11.11-15.11 Стратегия перехода ТфОП к сетям NGN. ИТ-1118 Мультисервисные сети следующего Заочно- 72 21600 04.02-22.02 18.02-22.02 очная 36+36 09.09-27.09 23.09-27.09 поколения.

Заочно- 72 04.03-22.03 18.03-22.03 ИТ-1119 Протоколы IP/MPLS очная 36+36 21600 07.10-25.10 21.10-25.10 Построение и развитие мультисервисных Заочно- 72 08.04-26.04 22.04-26.04 ИТ-1120 сетей NGN очная 36+36 21600 11.11-29.11 25.11-29.11

Заочно- 72 13.05-31.05 27.05-31.05 ИТ-1121 Медиаторы плана нумерации очная 36+36 21600 02.12-20.12 16.12-20.12

Цифровая обработка сигналов и ее 09.04-19.04 09.04-19.04 ИТ-1122 моделирование в MATLAB Очная 72 24700 08.10-18.10 08.10-18.10

Заочно- 72 04.03-22.03 18.03-22.03 ИТ-1123 Мультисервисные услуги связи очная 36+36 21600 30.09-18.10 14.10-18.10

ИТ-1124 Качество обслуживания и качество Заочно- 72 21600 01.04-19.04 15.04-19.04 восприятия очная 36+36 05.11-22.11 18.11-22.11 Заочно- 72 29.04-17.05 13.05-17.05 ИТ-1125 Конвергенция сетей IPv4 и IPv6 очная 36+36 21600 25.11-13.12 09.12-13.12

Системы эксплуатационного управления ИТ-1126 NGOSS при переходе к сетям следующего Заочно- 72 21600 25.03-12.04 08.04-12.04 очная 36+36 02.09-20.09 16.09-20.09

поколения

2 Технологии транспортных сетей связи Современные технологии транспортных Заочно- 72 18.03-05.04 01.04-05.04 ИТ-211 сетей связи очная 36+36 21600 05.11-22.11 18.11-22.11

Плезиохронная цифровая иерархия (PDH)

ИТ-221 Принципы построения цифровых систем Заочно- 72 21600 08.01-25.01 21.01-25.01 передачи очная 36+36 17.06-05.07 01.07-05.07

Принципы построения защищенных Заочно- 72 ИТ-227 цифровых систем передачи очная 36+36 21600 04.03-22.03 18.03-22.03

Синхронная цифровая иерархия (SDH) 28.01-15.02 11.02-15.02 Синхронные транспортные сети и системы Заочно- 72 ИТ-231 передачи SDH очная 36+36 21600 20.05-07.06 03.06-07.06 23.09-11.10 07.10-11.10 Синхронизация транспортных сетей SDH и ИТ-232 проектирование наложенных сетей Очная 24 15500 05.03-07.03 05.03-07.03 синхронизации

Измерения в транспортной сети синхронной Заочно- 72 18.03-05.04 01.04-05.04 ИТ-233 цифровой иерархии (СЦИ - SDH) очная 36+36 21600 05.08-23.08 19.08-23.08

Волоконно-оптические системы связи Волоконно-оптические линии связи. Основные компоненты. Проведение 08.01-25.01 21.01-25.01 Заочно- 72 ИТ-241 технической эксплуатации и аварийно- 22700 29.04-17.05 13.05-17.05 очная 36+36 восстановительных работ на ВОЛС. 30.09-18.10 14.10-18.10 Измерения параметров ВОЛС.

28.01-15.02 11.02-15.02 Проектирование волоконно-оптических Заочно- 72 ИТ-242 линий и сетей связи очная 36+36 22700 20.05-07.06 03.06-07.06 01.11-22.11 18.11-22.11 25.02-15.03 11.03-15.03 Организация строительства Заочно- 72 ИТ-243 волоконно–оптических линий связи очная 36+36 22700 03.06-21.06 17.06-21.06 21.10-08.11 04.11-08.11 Нормативная, проектно-сметная, приемо- Заочно- 72 29.04-17.05 13.05-17.05 ИТ-244 сдаточная и эксплуатационная очная 36+36 22700 23.09-11.10 07.10-11.10 документация ВОЛС

Технадзор за строительством, 12.03-22.03 12.03-22.03 ИТ-245 эксплуатационное обслуживание и ремонт Очная 72 32000 18.06-28.06 18.06-28.06 волоконно-оптических линий связи (ВОЛС) 05.11-15.11 05.11-15.11

Кол-во Стои- Период Дата очного Код курса Наименование курса часов мость обучения обучения

Магистральные сети на базе ВОЛС с использованием технологии DWDM. Заочно- 72 01.04-19.04 15.04-19.04 ИТ-246 Принципы построения, эксплуатации, очная 36+36 27000 26.08-13.09 09.09-13.09 проведения ремонтных и аварийно-

восстановительных работ.

Организация бездефектной эксплуатации, технологии и средства обнаружения, 04.02-06.02 04.02-06.02 ИТ-247 мониторинга, прогнозирования Очная 24 21600 02.12-04.12 02.12-04.12 повреждений линий связи, измерений

параметров ВОЛС

Проектирование, строительство и 14.01-01.02 28.01-01.02 эксплуатация ВОЛС-ВЛ с использованием Заочно- 72 ИТ-248 инфроструктуры воздушных линий очная 36+36 22700 13.05-31.05 27.06-31.05 30.09-18.10 14.10-18.10

электропередачи

Современные методы системной дефектации Заочно- 72 01.04-19.04 15.04-19.04 ИТ-249 и оптимизации управления проектами очная 36+36 22700 02.09-20.09 16.09-20.09 строительства и ремонта линий связи

Методы управления качеством при проектировании, строительстве и Заочно- 72 14.01-01.02 28.01-01.02 ИТ-2411 эксплуатации волоконно-оптических линий очная 36+36 22700 07.10-25.10 21.10-25.10 связи Проектирование, строительство и ИТ-2412 эксплуатация подводных волоконно- Заочно- 72 22700 04.03-22.03 18.03-22.03 очная 36+36 05.08-23.08 19.08-23.08

оптических линий связи.

Особенности проектирования, строительства 01.04-19.04 15.04-19.04 ИТ-2413 и эксплуатация сетей связи на базе ВОЛС с Заочно- 72 22700 26.08-13.09 09.09-13.09 очная 36+36

DWDM, CWDM, PON.

18.11-06.12 02.12-06.12

Организация эксплуатации ВОЛС – Заочно- 72 29.04-17.05 13.05-17.05 ИТ-2414 существующие регламенты и практический очная 36+36 27000 28.10-15.11 11.11-15.11 опыт

Радиорелейные системы связи 28.01-15.02 11.02-15.02 Современные цифровые радиорелейные Заочно- 72 ИТ-251 системы связи очная 36+36 22700 10.06-28.06 24.06-28.06 23.09-11.10 07.10-11.10 Диалоговая система автоматизированного 04.03-22.03 18.03-22.03 ИТ-252 проектирования цифровых радиорелейных Заочно- 72 22700 17.06-05.07 01.07-05.07 очная 36+36

линий связи (ДИСАП-ЦРРЛ)

30.09-18.10 14.10-18.10 Автоматизированное проектирование и 04.03-22.03 18.03-22.03 Заочно- 72 ИТ-253 расчет цифровых радиорелейных линий 22700 17.06-05.07 01.07-05.07 очная 36+36 связи 30.09-18.10 14.10-18.10

Использование прикладных программ при 28.01-15.02 11.02-15.02 ИТ-254 Заочно- 72

проектировании радиорелейных линий и 22700 10.06-28.06 24.06-28.06

очная 36+36 сетей радиосвязи 23.09-11.10 07.10-11.10

Цифровые радиорелейные системы Заочно- 72 29.04-17.05 13.05-17.05 ИТ-255 плезиосинхронной и синфронной иерархии очная 36+36 22700 28.10-15.11 11.11-15.11

ИТ-256 Беспроводные цифровые системы Заочно- 72 22700 01.04-19.04 15.04-19.04

связи очная 36+36 18.11-06.12 02.12-06.12 Спутниковые системы связи Заочно- 72 25.02-15.03 11.03-15.03 ИТ-261 Системы спутниковой связи и вещания очная 36+36 37000 26.08-13.09 9.09-13.09

Заочно- 72 ИТ-262 Радиоконтроль спутниковых служб 28000 04.11-22.11 18.11-22.11 очная 36+36

Структурированные кабельные системы Структурированные кабельные системы. Заочно- 72 01.04-19.04 15.04-19.04 ИТ-274 Проектирование. Монтаж и тестирование. очная 36+36 21600 28.10-15.11 11.11-15.11

3 Технологии сетей связи, систем коммутации Сети связи и инфокоммуникационные услуги

ИТ-311 Сети связи и инфокоммуникационные Заочно- 72 21600 25.03-12.04 08.04-12.04 услуги очная 36+36 05.08-23.08 19.08-23.08 28.01-15.02 11.02-15.02 Управление телекоммуникационными Заочно- 72 ИТ-312 сетями очная 36+36 24700 10.06-28.06 24.06-28.06 23.09-11.10 07.10-11.10 Сети электросвязи с коммутацией каналов Системы сигнализации на телефонных сетях ИТ-347 общего пользования ТФОП/ЦСИО Заочно- 72 21600 25.02-15.03 11.03-15.03 очная 36+36 26.08-13.09 9.09-13.09

(PSTN/ISDN)

Заочно- 72 21.01-08.02 04.02-08.02 ИТ-348 Протоколы ТФОП, СПС и NGN очная 36+36 21600 18.11-06.12 02.12-06.12 Мониторинг сети связи. Протоколы ОКС № Заочно- 72 25.03-12.04 08.04-12.04 ИТ-3410 7 поверх IP. Фрод в сети ОКС № 7 и очная 36+36 21600 05.08-23.08 19.08-23.08 информационная безопасность.

Сотовые сети связи

ИТ-365 Системы и средства подвижной связи Очная 72 23600 26.03-05.04 26.03-05.04 10.09-20.09 10.09-20.09

Системы подвижной связи 3-го поколения Заочно- 72 18.03-05.04 01.04-05.04 ИТ-366 UMTS (WCDMA) очная 36+36 22700 02.09-20.09 16.09-20.09

21.01-08.02 04.02-08.02 Стандарт подвижной связи 4-го поколения Заочно- 72 29.04-17.05 13.05-17.05 ИТ-368 LTE очная 36+36 22700 30.09-18.10 14.10-18.10 25.11-13.12 9.12-13.12

21.01-08.02 04.02-08.02 Системы профессиональной транкинговой Заочно- 72 ИТ-369 подвижной связи стандарта TETRA очная 36+36 22700 03.06-21.06 17.06-21.06 30.09-18.10 14.10-18.10 Сети телевизионного и радиовещания

21.01-08.02 04.02-08.02 ИТ-371 Цифровое эфирное телевизионное вещание Заочно- 72 23000 25.03-12.04 08.04-12.04 очная 36+36

30.09-18.10 14.10-18.10

Системы цифрового телевизионного Заочно- 72 ИТ-372 вещательного телевидения очная 36+36 23000 20.05-07.06 03.06-07.06

ИТ-373 Технологии передачи аудио поверх IP Заочно- 72 22700 21.01-08.02 04.02-08.02 очная 36+36 02.09-20.09 16.09-20.09 28.01-15.02 11.02-15.02

ИТ-378 Построение и эксплуатация сетей цифрового Заочно- 72 30000 13.05-31.05 27.05-31.05 телевещания очная 36+36 09.09-27.09 23.09-27.09 11.11-29.11 25.11-29.11

Комплексная безопасность, системы видеонаблюдения и электропитания объектов связи

Системы электропитания оборудования Заочно- 72 01.03-22.03 18.03-22.03 ИТ-381 связи очная 36+36 19500 28.10-15.11 11.11-15.11

Защита оборудования и объектов связи от 03.04-05.04 03.04-05.04 ИТ-382 перенапряжений. Очная 24 17500 09.10-11.10 09.10-11.10

Технические и экономические аспекты 13.02-15.02 13.02-15.02 ИТ-384 применения альтернативной энергетики для Очная 24 15000 18.09-20.09 18.09-20.09 автономных объектов

Системы видеонаблюдения объектов связи. 08.01-25.01 21.01-25.01 ИТ-385 Архитектура, компоненты. Особенности Заочно- 72 21600 20.05-07.06 03.06-07.06

проектирования, строительства и очная 36+36 28.10-15.11 11.11-15.11

Актуальные вопросы в области Заочно- 72 08.01-25.01 21.01-25.01 ИТ-386 электросбережения на предприятии (ФЗ очная 36+36 22700 28.10-15.11 11.11-15.11 №261)

4 Технологии сетей абонентского доступа

Пассивные оптические сети (PON). 14.01-01.02 28.01-01.02 ИТ-413 Архитектура, проектирование, Заочно- 72 22700 06.05-24.05 20.05-24.05 строительство и особенности эксплуатации. очная 36+36 30.09-18.10 14.10-18.10 (очно-заочная)

14.01-01.02 28.01-01.02 Принципы построения и расчета пассивных Заочно- 72 ИТ-414 оптических сетей (PON). очная 36+36 22700 06.05-24.05 20.05-24.05 30.09-18.10 14.10-18.10 04.02-22.02 18.02-22.02 Заочно- 72 ИТ-415 Технологии FTTx и их компоненты 22700 20.05-07.06 03.06-07.06 очная 36+36 09.09-27.09 23.09-27.09

Беспроводные технологии сетей Заочно- 72 04.03-22.03 18.03-22.03 ИТ-416 абонентского доступа очная 36+36 22700 28.10-15.11 11.11-15.11

5 Программное обеспечение персонального компьютера

Табличный процессор “Excel” для ОС Заочно- 72 04.03-22.03 18.03-22.03 ИТ-513 Windows (Базовый курс) очная 36+36 17200 28.10-15.11 11.11-15.11

ИТ-514 Табличный процессор “Excel” для ОС Заочно- 72 17200 04.03-22.03 18.03-22.03 Windows (Типовой курс) очная 36+36 28.10-15.11 11.11-15.11

ИТ-515 Табличный процессор “Excel” для ОС Заочно- 72 17200 04.03-22.03 18.03-22.03 Windows (Специализированный курс) очная 36+36 28.10-15.11 11.11-15.11 Microsoft Office для корпоративных Заочно- 72 18.03-05.04 01.04-05.04 ИТ-517 пользователей (Совместное использование очная 36+36 17200 23.09-11.10 07.10-11.10 MS Office, Excel, Access, Word, Outlook)

Технология технического рисования на ИТ-519 основе программных продуктов MS Visio и Заочно- 72 17200 21.01-08.02 04.02-08.02 очная 36+36 02.09-20.09 16.09-20.09

AutoCad

ИТ-5110 Управление проектами и оптимизация работ Заочно- 72 17200 06.05-24.05 20.05-24.05 с использованием MS PROJECT очная 36+36 18.11-06.12 02.12-06.12

6 Информационные системы и защита информации

ИТ-611 Основы сетевых технологий Заочно- 72 22700 14.01-01.02 28.01-01.02 очная 36+36 30.09-18.10 14.10-18.10

ИТ-612 Сетевые технологии Заочно- 72 22700 01.03-22.03 18.03-22.03 очная 36+36 11.11-29.11 25.11-29.11

Администрирование в информационных Заочно- 72 01.04-19.04 15.04-19.04

ИТ-613 системах очная 36+36 22700 09.12-27.12 23.12-27.12 Информационно-компьтерная безопасность Заочно- 72 28.01-15.02 11.02-15.02 ИТ-614 (Интерактивный курс) очная 36+36

22700 04.11-22.11 18.11-22.11

7 Менеджмент современных телекоммуникационных предприятий

МП-711 Менеджмент современных Заочно- 72

23600 01.03-22.03 18.03-22.03 телекоммуникационных предприятий очная 36+36 24.06-12.07 08.07-12.07

МП-712 Повышение квалификации руководителей Заочно- 72 01.03-22.03 18.03-22.03

структурных подразделений электросвязи очная 36+36

23600 24.06-12.07 08.07-12.07 Управление проектами на предприятиях

МП-713 связи на основе международного стандарта Заочно- 72 03.06-21.06 17.06-21.06

очная 36+36

23600 19.08-06.09 02.09-06.09

PMI PMBOK®

Эффективное управление Заочно- 72 01.03-22.03 18.03-22.03 МП-714 телекоммуникационным бизнесом очная 36+36

23600 24.06-12.07 08.07-12.07

Бизнес-планирование и риск-анализ Заочно- 72 28.01-15.02 11.02-15.02 МП-715 телекоммуникационных проектов очная 36+36

23600 04.11-22.11 18.11-22.11

8 Управление персоналом на предприятиях связи

Управление персоналом на предприятиях Заочно- 72 28.01-15.02 11.02-15.02 УП- 811 связи очная 36+36

23600 04.11-22.11 18.11-22.11

Кадровая политика и управление Заочно- 72 01.03-22.03 18.03-22.03 УП- 812 персоналом очная 36+36

23600 24.06-12.07 08.07-12.07

УП- 813 Правовые основы делопроизводства Заочно- 72 28.01-15.02 11.02-15.02 кадровой службы очная 36+36

23600 04.11-22.11 18.11-22.11

Организация профессилнального обучения Заочно- 72 01.04-19.04 15.04-19.04

УП- 814 персонала в фирме очная 36+36

23600 09.12-27.12 23.12-27.12

Повышение квалификации начальников отделов и специалистов кадровых служб и Заочно- 72 01.03-22.03 18.03-22.03

УП- 815 служб управления персоналом организаций очная 36+36 24.06-12.07 08.07-12.07

связи

23600

9 Финансовый менеджмент и бухгалтерский учет на предприятиях связи

ФЭ-911 Финансовый менеджмент на предприятиях Заочно- 72 28.01-15.02 11.02-15.02

различных форм собственности очная 36+36

23600 04.11-22.11 18.11-22.11

Экономика телекоммуникационных Заочно- 72 01.03-22.03 18.03-22.03 ФЭ-912 предприятий очная 36+36

23600 24.06-12.07 08.07-12.07

Повышение квалификации руководителей

ФЭ-913 подразделений и экономистов предприятий Заочно- 72 28.01-15.02 11.02-15.02 очная 36+36

23600 04.11-22.11 18.11-22.11

связи

Бухгалтерский учет и аудит Заочно- 72 01.03-22.03 18.03-22.03 ФЭ-914 телекоммуникационных предприятий очная 36+36

23600 24.06-12.07 08.07-12.07

Управленческий учет и бюджетирование на Заочно- 72 01.03-22.03 18.03-22.03 ФЭ-915 предприятиях связи очная 36+36

23600 24.06-12.07 08.07-12.07

Заочно- 72 01.03-22.03 18.03-22.03 ФЭ-916

Финансы для нефинансовых менеджеров очная 36+36

23600 24.06-12.07 08.07-12.07

10 Маркетинг, реклама и PR на предприятиях связи Заочно- 72 01.03-22.03 18.03-22.03 СО-1010 Маркетинг компании очная 36+36

23600 24.06-12.07 08.07-12.07

СО-1011 Связи с общественностью (Pablic Relations) Заочно- 72 28.01-15.02 11.02-15.02

на предприятиях связи очная 36+36

23600 04.11-22.11 18.11-22.11 Заочно- 72 03.06-21.06 17.06-21.06 СО-1012 Маркетинговые исследование и анализ очная 36+36

23600 19.08-06.09 02.09-06.09

Повышение квалификации руководителей и Заочно- 72 01.03-22.03 18.03-22.03 СО-1013 специалистов подразделений маркетинга и очная 36+36 23600 24.06-12.07 08.07-12.07 рекламы

Интернет-технологии для менеджеров по Заочно- 72 03.06-21.06 17.06-21.06 СО-1014 рекламе и PR очная 36+36 23600 19.08-06.09 02.09-06.09

Современные инфокоммуникационные услуги сетей связи (для специалистов 04.03-22.03 18.03-22.03 Заочно- 72 СО-1015 отделов продаж, маркетинговых и 23600 17.06-05.07 01.07-05.07 юридических служб и других нетехнических очная 36+36 14.10-01.11 28.10-01.11 специалистов предприятий связи)

SWOT-анализ и стратегическое Заочно- 72 03.06-21.06 17.06-21.06 СО-1016 планирование очная 36+36 23600 19.08-06.09 02.09-06.09

СО-1017 Внутренний маркетинг и маркетинговые Заочно- 72 23600 01.03-22.03 18.03-22.03 коммуникации организации очная 36+36 24.06-12.07 08.07-12.07

СО-1018 Маркетинг продукта, позиционирование и Заочно- 72 23600 03.06-21.06 17.06-21.06 брендинг очная 36+36 19.08-06.09 02.09-06.09

Заочно- 72 01.03-22.03 18.03-22.03 СО-1019 Реклама и продвижение продукта как услуги очная 36+36 23600 24.06-12.07 08.07-12.07

28.01-15.02 11.02-15.02 Практическая психология продажи Заочно- 72 СО-1020 телекоммуникационных услуг и товаров очная 36+36 23600 03.06-21.06 17.06-21.06 04.11-22.11 18.11-22.11

Тренинги для корпоративных групп от 10 человек СО-1021 Активные продажи 24 24400 По заявкам

СО-1022 Структура сложных переговоров 24 24400 По заявкам

СО-1023 Клиентоориентированный подход к продаже 24 24400 По заявкам

Стратегии и тактики работы с крупным и СО-1024 V.I.P. клиентом 24 24400 По заявкам

СО-1025 Эффективное управление отделом продаж 24 24400 По заявкам

СО-1026 Системный менеджмент 24 24400 По заявкам Эффективное управление структурным СО-1027 подразделением 24 24400 По заявкам Клиентоориентированный подход в СО-1029 продажах услуг связи стратегии и тактики 24 24400 По заявкам работы с крупными (VIP) клиентами Современные технологии активных продаж СО-1030 услуг связи 24 24400 По заявкам

СО-1031 Управление конфликтами 24 24400 По заявкам

СО-1032 Управление коммерческой деятельностью 24 24400 По заявкам

СО-1033 Управление кадрами компании 24 24400 По заявкам

Annex 6

Latvian education companies offered e-learning courses

Nr. Educational institution Name of the course

1. Baltijas Datoru Akadēmija, SIA

- Java kursi

2. Berlitz valodu centrs - Angļu valoda - Vācu valoda

3. Biedrība "Vidzemes reģiona profesionālās izglītības Attīstības kompetences centrs"

- Elektronika un automātika

4. Eiropas kultūras un biznesa izglītības centrs

- Biznesa izglītības programma

5. International Correspondence Course, SIA

- Angļu valoda ar priekšzināšanām - Angļu valoda iesācējiem - Biznesa angļu valoda - Darbs ar internetu - Franču valoda iesācējiem - Itāļu valodas kurss - Mārketings

6. "Komplekss Citadele" SIA Profesionālo Studiju Skola "Citadele"

- Grāmatvedība - Nekustamā īpašuma tirdzniecība un apsaimniekošana - Sekretariāta un biroja darbs - Tiesību zinātne. Komercdarbības, valsts pārvaldes, fizisko personu darbības tiesiskais regulējums

7. Auces novada Pieaugušo izglītības un informācijas centrs sadarbībā ar Nākotnesskola.lv

- Interneta resursi izglītībai; - Interneta sadarbības rīki mācību procesam; - Digitālā satura veidošana un publicēšana

internetā

8. Mācību centrs „Viesnīcu biznesa organizācijas skola”

- Pamatpakalpojumu sniegšana tūrisma mītnēs

9. Mācību centrs "BUTS" - Biroja darba organizācija un vadība - Biroja vadības darba pamati - Civilā drošība un aizsardzība - Darba aizsardzība un drošība - Darbs ar biroja programmatūras pakotni OpenOffice - Datorizētā grāmatvedība - Datormācība - Datorsistēmas - Datortīkla administrēšana - Datoru lietošana - Ekonomikas pamati - Fotografēšanas pamati - Grafiskā attēlu apstrāde

- Grāmatvedība - Grāmatvedība - kvalifikācijas paaugstināšana - Ievads ES fondu projektu pieteikumu sagatavošanā - Komercdarbības pamati - Kvalitātes vadība - Lietišķā komunikācija un etiķete - Lietvedība - Mārketinga pamati - Mazā biznesa organizēšana - Minimālās higiēnas prasības pārtikas uzņēmumā - Pārdošanas darba organizācija - Paškontroles sistēmas (HACCP) izveides pamatprincipi pārtikas aprites uzņēmumos - Patērētāju tiesību aizsardzība - Personālo datoru operētājsistēmu un lietojumprogrammu instalēšana, konfigurēšana un uzturēšana - Projektu vadība - Reklāmas dizains - Reklāmas organizēšanas pamati - Sekretāra darbs - Sekretariāta un biroja darbs - Tūrisma komercdarbības organizēšana - Ugunsdrošība - Ugunsdrošība un aizsardzība - Uzņēmējdarbības pamati

10. Mācību centrs "PREVENTA" - Biznesa drošība - Civilā drošība un aizsardzība - Darba aizsardzība un drošība - Ugunsdrošība un aizsardzība

11. Mācību centrs "Skrivanek Latvia" Valodu skola

- Angļu valoda

12. Personāla apmācību centrs "Agenda"

- Atsauksmju un rekomendācijas vēstuļu angļu valodā rakstīšana

13. Pieaugušo neformālās izglītības iestāde "Latvijas - Amerikas studiju centrs"

- Profesionālā programma auklītēm - bērnu pieskatītājām

14. Rīgas Dizaina skola - Multimediju dizains

15. SIA "Profesionālās izglītības, tālākizglītības un eksaminācijas centrs"

- Grāmatvedība - Grāmatvedība - kvalifikācijas paausgtināšana - Lietvedis - Informācijas ievadīšanas operators - kā arī atsevišķas prasmes, kas ietvertas šo programmu saturā, piemēram, ātrrakstīšana, MS Word, Excel, Power Point, lietvedība.

16. Sabiedrības ar ierobežotu atbildību "Bišers un partneri" Mācību centrs "SPECIĀLISTS.LV"

- Civilā drošība un aizsardzība - Darba aizsardzība un drošība - Drošības prasības, veicot darbus elektroietaisēs līdz 1000 V - Stropēšanas darbi - Ugunsdrošība un aizsardzība

17. SIA "Baltijas Studiju Centrs "NET UNIVERSITY"" Izglītības iegūšanas koordinācijas un konsultāciju centrs

- Izglītības procesa juridiskie aspekti

18. SIA "Dialogs AB" Mācību centrs

- Personas datu aizsardzības speciālistu apmācība

19. SIA "Latvijas Lauku konsultāciju un izglītības centrs"

- Lauksaimniecības pamati - Piena šķirņu liellopu pārraudzība (B metodes

apliecības iegūšanai)

20. SIA "LAI RIPO" valodu skola - Angļu valoda - Vācu valoda - Zviedru valoda

21. SIA "MĀCĪBU UN KONSULTĀCIJU CENTRS ABC"

- Mērniecības pamati - Darba aizsardzība un drošība

22. SIA "Meža un koksnes produktu pētniecības un attīstības institūts" Tālākizglītības centrs

- Hidraulika - Izmantojamie darba paņēmieni cirsmu izstrādē - Pneimatika

23. SIA "Rīgas Menedžeru skola" Mācību centrs

- Vēja enerģētikas pamati

24. SIA "Zygon Baltic Consulting" Mācību centrs

- Darba aizsardzība un drošība

25. Sociālās integrācijas valsts aģentūras Jūrmalas profesionālā vidusskola

- Grāmatvedība - Komerczinības

26. Starptautiskā Grima mākslas skola

- Dekoratīvā kosmētika

27. Starptautiskais Mācību Centrs „New Horizons”

- angļu valoda - īru valoda - franču valoda - itāļu valoda - vācu valoda - zviedru valoda - spāņu valoda - portugāļu valoda - poļu valoda - krievu valoda

- holandiešu valoda - arābu valoda - ķīniešu valoda - japāņu valoda - korejiešu valoda - ivrita valoda - grieķu valoda - turku valoda - hindi valoda - latīņu valoda - persiešu valoda - tagalogu (filipīniešu valoda) - vjetnamiešu valoda

28. Virtuālais mācību centrs "Skillcast.lv"

- 17 veidi, kā atteikt klientam atlaidi - 4 biznesa stratēģijas - 4G motivācija - Antiatlaide - Atbildes uz jautājumiem par autotransporta

izdevumu uzskaiti uzņēmējsabiedrībās - Atliktais nodoklis un tā aprēķināšana - Atvaļinājumi - Autotransporta izdevumu uzskaite

uzņēmējsabiedrībās - Biedrību finanšu uzskaite un gada pārskata

sagatavošana - Biznesa attīstība ģeometriskā progresijā - Biznesa mērķu noteikšana - Dokumentēšanas pamatprincipi un nepieļaujamie

«nāves grēki» - Dokuments ir uzņēmuma tēls un bezmaksas

reklāma - Efektīva dokumentu noformēšana - Efektīvs serviss. Pakalpojumu pārdošanas

izaugsmes treniņš «Dejas ar vilkiem». - Emocijas darbavietā - Finanšu prognožu izstrādāšanas kārtība - Fizisko personu saimnieciskās darbības uzskaite

un nodokļi - Galvu medības jeb kā pieņemt darbā pareizos

cilvēkus - Grāmatvedība uzņēmējiem - Grāmatvedības uzskaite, izmantojot Excel - Grāmatvedības uzskaite, izmantojot Excel. II daļa:

Noliktava - Grāmatvedības uzskaites nianses un ieteikumi

gada atskaites sastādīšanā - Grāmatvedības uzskaites organizācija - "Iebildumu nav" jeb kā pārvarēt klienta atrunas - Ieteikumi parādu atgūšanas speciālistiem - Ievads finanšu analīzē - Informatīvas sabiedrības lietvedība. Dokumenta un

informācijas izpratne - Inventarizācija - svarīgais etaps gada pārskata

sagatavošanā

- Īpašuma nodoklis - Izmaksas fiziskām personām un iedzīvotāju

ienākuma nodoklis - Kā nodrošināt stingru vadību: regulārs

menedžments - Kā noteikt klienta raksturu pēc viņa aksesuāriem - Kā pārdot dārgi? - Kā pārdot dažāda tipa klientiem? Psihoģeometrija - Kā vadīt sarunas par darbinieku atbrīvošanu? - Kādēļ es nesmaidu klientiem? Psiholoģiskie

iemesli un risinājumi - Klienta "dzīves cikls" un ko ar to darīt - Komandējumi, darba braucieni un darba algas

aprēķināšana - Komersanti Latvijā - Koučings kā pārmaiņu vadības instruments - LGS Nr. 5 «Ilgtermiņa līgumi». LGS Nr. 6

«Ieņēmumi» - LGS Nr.7 - "Pamatlīdzekļi" - LGS Nr.9 «Ieguldījuma īpašumi» - Likums «Par grāmatvedību» - Likvidit āte un tās nodrošināšana - Mikrouzņēmumu nodoklis - Mūsdienīga dokumentu pārvaldība - Mūsdienu vadības mīti un klupšanas akmeņi - Nacionālā menedžmenta īpatnības - Noma (Līzings) - Noskaidro klientu vēlmes! Jautājumu tehnoloģija - Organizāciju vadība - Pamatlīdzekļi - LGS Nr. 7 un UIN vajadzībām - Parādu piedzīšanas darba organizācija - Parādu piedzīšanas psiholoģija. Mijiedarbība ar

parādnieku - Pārdošana. Tīģera skola - Pārdošanas prezentācija - Partizānu mārketings - Pašnodarbināto personu finanšu uzskaite un gada

deklarācijas sastādīšana - Peļņas palielināšana bez īpašas piepūles - Personāla atlase. Kā izvēlēties vispiemērotāko

kandidātu - Personāla atlases intervija jeb kā prezentēt sevi

darba intervijās? - Pirmais kontakts jeb kā "iekarot" klientu divu

minūšu laikā - Praktiskā mārketinga vadība - Praktiski ieteikumi parādu piedzinējiem - Pretkrīzes vadība: kā izdzīvot un būt veiksmīgam

pārmaiņu laikā - PVN piemērošanas pamatprincipi - Racionāla personāla dokumentācija - Salona tirdzniecība, klientu vajadzību

noskaidrošana veikalā - Salona tirdzniecība, pirmais kontakts jeb kā iegūt

pircēja labvēlību 30 sekunžu laikā - Teicama klientu apkalpošana - Telemārketings jeb "aukstie zvani" klientiem - Tiec galā ar krīzi pats - Treningu sponsorēšana - Uzņēmuma īpašumu un naudas līdzekļu

inventarizācija - Uzņēmuma krājumu inventarizācija - Vadītāja pienākumi un kompetences - Vadītājs un vadības teorija - Vara kā efektīvas ekspluatācijas pamats - Veiksmīga vadītāja raksturs: kā uzveikt kaitīgās

ilūzijas 29. Zemgales reģiona

Kompetenču attīstības centrs - Datorsistēmas - Programmēšana

Annex 7

Lattelecom digital television coverage map

In gray – free to watch channels, in red – basic pay to watch channels availability. In white - no aviability.

Annex 8

Lattelecom HD channels coverage

Annex 9

Some in Latvia market available Set-top Box models functionality and price

comparison

No. Models

DVB-T

DVB-T2

DVB-C DVB-S DVB-S2

IPTV / Ethernet Form

Price, LS

1 MEDIA-TECH MT5209 x Kaste 12

2 Lifeview LV5TDLX x USB 14

3 TV STAR T910 USB PVR

x Kaste 19

4 Digiline DVB-S FTA S2 x x Kaste 20

5 Gigabyte U7300 x USB 21

6 Kworld PlusTV Hybrid x USB 28

7 AVISET DVT 3305 x Kaste 29

8 WayteQ HD-95CX x Kaste 29

9 WayteQ HD-95CX x Kaste 30

10 AMIKO SHD-8900 Alien x x x Kaste 31

11 STRONG SRT 8903 x Kaste 33

12 Avermedia AVer3D Volar Mini

x USB 33

13 STRONG SRT 8903 x Kaste 33

14 TECHNISAT HDT4 x Kaste 33

15 STAR C101 SD CX x Kaste 34

16 Selteka CC-202 x Kaste 35

17 TVSTAR T7100 CX HD x Kaste 36

18 TECHNISAT HDT4 Kaste 39

19 E Box F5000 x x Kaste 42

20 Technisat DiGYBOX T4 x Kaste 43

21 STRONG DVB SRT 8100 HD

x Kaste 43

22 Synaps THD-2880 x Kaste 44

23 TD2000 HD Combo x Kaste 45

24 TV STAR T7100 CX HD x Kaste 46

25 Tevii S660 DVB-S2 USB x x Kaste 50

26 Tevii S660 DVB-S2 USB x x USB 50

27 Selteka TC402HD x Kaste 50

28 Sencor SDB 3007T x Kaste 51

29 Openbox A1 x USB 65

30 TV STAR S-6000 HD x x x Kaste 70

31 AVerMedia HomeFree x x Kaste 70

Duet

32 Golden Media SPARK ONE (T/C)

x x x Kaste 80

33 G/M SPARK ONE (S2) x x x Kaste 83

34 Openbox S6 Pro HD PVR x x x Kaste 105

35 Dune HD TV-301 x x Kaste 105

36 Amiko Alien 2 Triple x x x x x Kaste 110

37 Golden Media Spark Triplex

x x x x x Kaste 120

38 Dune HD TV-301 Wi-Fi x x Kaste 125

39 Dune HD TV-303D x Kaste 150

40 SAMSUNG BD-D6900 x x x x USB 159

41 Emtec S900H x x Kaste 172

42 Aura HD x Kaste 175

43 Aureola DM800HD SE x x x x Kaste 180

44 VU+ UNO HD x x x x x Kaste 190

45 Dune HD Base 3D x Kaste 200

46 DREAMBOX 500HD x x x Kaste 265

47 VU+ DUO x x x Kaste 270

48 Vu+ Ultimo x x x x Kaste 340

49 DREAMBOX 800HD se x x x x Kaste 358

50 DREAMBOX DM7020HD PVR

x x x x Kaste 420

Annex 10 Operator LMT mobile network coverage Latvia map

Annex 11

Operator Tele2 mobile network coverage Latvia map

2G/EDGE coverage 3G/HSPA coverage

Annex 12 Operator Bite mobile network coverage Latvia map

Annex 13 Operator Bite mobile network coverage Kurzeme region map

Annex 14

Kurzeme region internet accessibility in the cities and area territory

The region's

cities and area

teritories

Service provider

Connection speed

Internet and

Television

Coverage zone

Optical internet accesability

Lattelecom Sākot no 2Mbit/s

Ir pieejama Visa Latvija Pieejams optiskais

internets: 50 - 200Mbit/s

Brocēni

Media centrs “Kurzeme”

Sākot no 260 kbit/s

Brocēnos un Brocēnu novadā

Pieejams optiskais internets:

8,6 - 60 Mbit/s



internets: 50 - 200Mbit

PCABC Sākot no

1.2 Mbit/s

Kuldīgas, Skrundas, Alsungas novads

Kuld īga


Sākot no 260 kbit/s

Visā Kuldīgā

Pieejams optiskais internets:

8,6 - 60 Mbit/s



internets: 50 – 200Mbit/s

Kernel un Cityline

Sākot no 1 Mbit/s

Lielākajā

daļā Liepājas

Elektrons & K

Sākot no 2 Mbit/s

Ir pieejama Lielākajā

daļā Liepājas

Pieejams optiskais internets līdz 500 Mbit/s

TSR Liepāja Sākot no 5 Mbit/s

Lielākajā

daļā Liepājas

Liepāja

Ostkom Sākot no 2 Mbit/s

Ir pieejama Daļā

Liepājas

Pieejams optiskais internets

3 - 300Mbit/s

Piltene Lattelecom Sākot no 2 Mbit/s



Hansa Internets

Sākot no 2 Mbit/s

Daļā

Piltenes

Lattelecom Sākot no 2 Mbit/s

Visa Latvija Pieejams optiskais


Media centrs “Kurzeme

Sākot no 2,1 Mbit/s

Visā Saldū Pieejams optiskais

internets: 8,6-60 Mbit/s

Saldus

Hansa Internets

Sākot no 2 Mbit/s

Visā Saldū,

Šķēdes pagastā




Skrunda

Hansa Internets

Sākot no 1 Mbit/s

Skrundas pilsētā




Kopideja Sākot no

2,0 Mbit/s Ir pieejama Daļā Talsu


Sākot no 2,1 Mbit/s

Visur Talsos Pieejams optiskais

internets: 8,6-60 Mbit/s

Talsi

M-Stils Sākot no

2,0 Mbit/s Daļā Talsu



internets: 50 - 200Mbit

Kurzemes Datorcentrs

Sākot no 2 Mbit/s

Lielā daļā Ventspils

SkaTVis Sākot no 2 Mbit/s

Ir pieejama Daļā

Ventspils

Hansa Internets

Sākot no 2 Mbit/s

Lielā daļā Ventspils

Ventspils

Infonet Sākot no

5,0 Mbit/s

Daļā Ventspils

Annex 15

Operator LMT mobile internet coverage Latvia map

Max. speed up to 42 Mbit/s.

Annex 16

Operator Tele2 mobile internet coverage Latvia map

Coverage zone Download Upload HSPA+ (dark green) up to 21.0 Mbit/s up to 5.7 Mbits/s EDGE (light green) up to 236 Kbit/s up to 118 Kbit/s

Annex 17

Operator Tele2 mobile internet coverage Kurzeme map

Coverage zone Download Upload HSPA+ (dark green) up to 21.0 Mbit/s up to 5.7 Mbits/s EDGE (light green) up to 236 Kbit/s up to 118 Kbit/s

Annex 18

Operator Bite mobile internet coverage Latvia map

3G stable (max 21.6 Mbit/s; average 6 Mbit/s)

3G unstable (max 21.6 Mbit/s; average 3 Mbit/s)

EDGE (max 236 Kbit/s; average 120 Kbit/s)

Annex 19 Operator Bite mobile internet coverage Kurzeme map

3G stable (max 21.6 Mbit/s; average 6 Mbit/s)

3G unstable (max 21.6 Mbit/s; average 3 Mbit/s)

EDGE (max 236 Kbit/s; average 120 Kbit/s)

Annex 20 Operator Triatel mobile internet coverage Latvia map

Max. speed up to 14,7 Mbit/s

Annex 21

Operator LMT 4G (LTE) mobile internet coverage Latvia map