Phase 5 (2011-2012):

Customized INTX application for “Just-In-Time, On-The-Job Training” (JIT/OJT) tools and INTX Control Tablet deployment strategies. Assessed INTX network’s impact on Immersive Instructional Technology requirements, delivery, and access.


The assessment study included the following components:

-   Usability and Ergonomics testing

-   Hardware analysis and Software optimization

-   Assessment study of user engagement

-   JIT/OJT use case study, which represents the typical future

    customers in vertical market of Online Customer Service and    

    Field Service / Tele-maintenance networks. Performed related

    UCF learning assessment study and is currently preparing to 

    publish results.


Phase 4 (2010):

Improved Software Interfaces for operating via Mobile Satellite.  Optimizations for Adobe Flash Action Script Updates and Adobe AIR. Integration with UCF WebCourses during Fall 2010. Performed related UCF learning assessment study and published results.


A Cultural Tansect of South Africa
In December 2010, 100 students from the University of Central Florida virtually travelled on our “Cultural Transect” across South Africa and Swaziland, by logging into our live webcast sessions. While on the road from Johannesburg down the coast to Cape Town, we interviewed contemporary and traditional artists who are defining the culture of South Africa today.

Phase 3 (2009):

Real-Time Mobile Performance Characteristics, Training Controller Refinement, Wireless Mesh Network Integration.

An Ethnobotany of Northern India
In summer 2009, we partnered with UCF’s Department of Biology to create a scientific transect dedicated to the study of botany. For two weeks, our team delivered real-time, remote webcasts from Delhi to Rishikesh, India. Our most ambitious project to date, India also saw a giant leap forward in our technology systems. For the first time, any web-connected student in the world could login to our remote webcast and transmit video-enhanced questions to our instructor in the field. In this way, students were able to engage the botany and peoples of India in a very direct, hands-on fashion, without the expense of travel.

Phase 2 (2008):

Network Model Refinements and Two-Way, Non-Line-of-Sight Video Transmission with Multiple Wireless In-Field Cameras, Mixer, and Training Controller Prototype. Feasibility Study and Dissemination at

I/ITSEC, Joint Armed Forces Conferences.

Bermuda Cave Conservation
In 2008 the Cambrian Foundation approached us about doing a webcast that focused on the conservation of marine biology. We went to the breathtaking and mysterious underwater diving caves of Bermuda, which few people get to fully experience. Groups of elementary age students at museums in Orlando and Texas were able to watch and interact with our live webcast, through two-way audio and video transmission.

Phase 1 (2007):

Proof of Concept for Remote Satellite-enabled Media Network Integration Model


Cowboys with Cameras: A History of Western Film
In 2007, INTX Lab went on its maiden voyage to the American Southwest; producing a media-enhanced course titled “Cowboys and Cameras.” Based on the history of the Western film genre, this class used live locations and film footage to explore the places where film and reality intersect. In the earliest phases of our interactive mobile classroom, students were limited to interacting via text based inputs to an online chat queue. Still, this project laid the groundwork for the sophisticated live video-conferencing that we use in our current expeditions.

copyright 2013