Department of Information Science & Engineering

Collaborative programming platform for Teaching and learning.

NAME USN

ANKIT KUMAR 17BTRIS002

SIDDHARTH SUVALKA 17BTRIS030

GAURI AVINASH KOKATE 17BTRLI002

Under the guidance of MS Sowmya, Assistant Professor, Dept. of ISE, FET-JU

Contents
• Introduction
• Literature Survey
• Issues in the current ecosystem
• Problem Statement
• Objectives
• Methodology
• Architecture Diagrams
• Sequence diagram
• Concerns and FAQs
• Work done till date
• Future Scope
• References
 Introduction

Online education has gained immense popularity among working professionals and
students pursuing higher education. These categories of online learners find
immense benefit in the autonomy and flexibility that these courses offer. Online
courses can be planned around their schedule which may include full-time
employment, internships and caring for family. Online learning can also help them
take out some quiet time to study.
Literature Survey
• Most of the knowledge about the project is derived from
various research papers and following are the points which
lead to the motivation to take up the project:
• 1. Lack of utilization of computer science for computer science
education.
• 2. No single platform which follows interact, demonstrate,
evaluate , apply and learn (IDEAL) approach.
• 3. Costs involved to setup a virtual P2P or broadcasting
platform to teach without limitations.
• 4. Integration of peer to peer technology assisted learning is
absent .
S.No Tile Authors Year of Type of Data Methodologies Limitations
Publication

1. Communica Victoria 2012 Research Omni Used just a

ting and Pimentel, Paper channel plain
Displaying Bradford G. connection signalling
Real-Time Nickerson among two server
clients like without
Data with HTTP load
WebRTC polling. balancing.

2. Research Lijing 2014 Reseach Uses Doesn’t

and Zhang, Paper WebRTC as utilizes a
developme XiaoXiaoshi a medium realtime
nt of real- n to monitor media
time the stream communica
monitoring of data and tion.
system report it
based on simultaneo
WebSocket usly.
technology
S.No Tile Authors Year of Type of Data Methodologies Limitations
Publication

3. (M)Virtual Victoria 2014 Research Used This wasn’t

Classroom Pimentel, Paper WebRTC adaptable
Solution Bradford G. video to teach
with Nickerson communica and proctor
WebRTC in tion students
a channel simultaneo
Collaborativ and used in usly.
e Context in mathematic
Mathematic s class.
s Learning
Situation
4. Research Pape 2014 Reseach Uses Doesn’t
and Mamadou Paper WebRTC as utilizes a
developme Djidiack a medium realtime
nt of real- Faye, to monitor media
time Amadou the stream communica
monitoring Dahirou of data and tion.
system Gueye, report it
based on Claude simultaneo
WebSocket Lishou usly.
technology
S.No Tile Authors Year of Type of Data Methodologies Limitations
Publication

5. Video-to- Shane Huds 2014 Journal Leveraged It used

Video on Paper RTC for burst image
Using video capturing to
WebRTC communica simulate
tion. video.
Performanc
e
bottlenecks

6. WebRTC- Julian Jang- 2014 Reseach Utilizing Doesn’t fit

based video Jaccard, Paper WebRTC, for
conferencin Surya users can education
g service Nepal, conduct ecosystem.
for Branko video/audio
telehealth Celler & Bo calls and
Yan data
sharing
through
web.
 polling. balancing.

8. Selectively Giridhar 2014 Reseach Achieved While

multiplexin Dhati Paper adaptive bit optimizatio
g incoming MandyamVi (Patented) rate n in the
WebRTC jay sequence video in
traffic Anandrao of data enhanced
and/or de- SURYAVANS transmissio still didn’t
multiplexin HIKirankum n by using found a fit
g outgoing ar Bhoja multiplexin in a larger
WebRTC ANCHAN d and use case.
traffic by a demultiplex
client-based ing.
WebRTC
proxy on
behalf of a
WebRTC
multimedia
client
application
S.No Tile Authors Year of Type of Data Methodologies Limitations
Publication

11. P2P media Jukka K. 2013 Conference Utilizes This paper

streaming Nurminen; Paper WebRTC for simulates a
with Antony J.R. video on static video
HTML5 Meyn; Eetu demand file as a
(VoD) media
and Jalonen; stream
WebRTC Yrjo however
Raivio; not as RTC
Raul Garcıa
Marrero

12. Leveraging Christian 2013 Research Adapted Doesn’t

WebRTC for Vogt; Max Paper  W3C and a account
P2P content Jonas set of how this
distribution Werner; underlying technology
in web Thomas C. protocols can be
browsers Schmidt defined by used.
proxy on the IETF Documenta
behalf of a Rtcweb tions
WebRTC Working unavailable.
multimedia Group
client
application
S.No Tile Authors Year of Type of Data Methodologies Limitations
Publication

13. Impact of Samuel 2015 Conference Utilizes This paper

integrating Ouya; Paper WebRTC for has almost
WebRTC in Khalifa Education the same
universities' Sylla; Pape democratiz concept
ation. however it
e-learning Mamadou doesn’t
platforms Djidiack account for
Faye; interactive
Mouhamad learnings.
ou Yaya
Sow;
Claude
Lishou
14. The Pavel 2014 Research Integration Doesn’t
integration Segeč; Paper of webRTC describes
of WebRTC Peter in browser how
and SIP: Palúch; based session
Way of Jozef multimedia initiations
enhancing Papán; communica takes place.
real-time, Milan tion over
interactive Kubina SIP.
multimedia
communica
tion
Issues in Domain
• The visible fact:
• Computer assisted Learning/ Technology enabled learning has an extremely
limited reach. Rarely we see a student coding in his/her DSA/OOP class,
making those extremely intuitive to learn subjects a fairy tail of random
imaginations.
• Labs are not beneficial with X number of programs to be mugged upon in Y
amount time.
• The invisible fact:
• Lack of live and active proctoring deprives the student from the required
mentorship they deserve.
• Lack of acceptance of the fact that, CS is mathematics heavy subject, it
requires problem solving similar to mathematics class. However
answers/visualizations in coding cannot be achieved on a blackboard or a
computer connected to a projector. It needs an active participation of
students too in the teaching learning activity.
Problem Statement
An efficient model to tackle the challenge of counter intuitive learning process can
be a platform which accommodates the one to one interaction as well as the
flexibility for both, the teacher and the learner.

This platform should be the go-to solution to academics to engage in teaching

learning process efficiently, also we expect the platform to be a web based
application such that it’s accessible from any device even with low end
specifications.
Objectives
Major objectives:
• To develop a user friendly Platform to teach coding LIVE.
• Integration of compilers of Java, C/C++, Python on the server side to execute
code.
• Securing user authentication from the Github, and Handling the configurations on
the cloud based server in a cost effective manner.
• Setting up preventive measures on the server side to prevent over use of resources
on the server.
• Develop a scalable architecture to execute code by multiple users at the same
instance of time using containerization technology.
• Establishing a connection between the teacher and multiple students to interact
and share code over webRTC channel, SERVERLESSLY.
• Setting up a signaling server to establish the connection over webRTC.
• Setting up a high throughput and low latency network for information exchange
using SocketIO.
Methodologies
Authentication:
Github oAuth
Communication:
WebRTC
Establishing communication channel:
SocketIO
Monitoring:
Chron
Cloud services:
AWS
Database:
AWS RDS
Simple Architecture
Activity Diagram
• Double click to open

ladder-2party-simple.svg
Detailed Architecture
FAQs
Where you will host your application?
AWS EC2 instance for computations, AWS RDS for database, AWS S3 for file storage
How will you purchase AWS server?
AWS has a free tier which is more than enough for proof of concept.
How will you handle authentication?
Github Oauth. A person with a github account can use our account flawlessly.
What is the domain of your project?
Computer networks, cloud computing (Web Engineering in general), it’s not just a
webpage with CRUD functionality. If it’s like that then you’ve to agree facebook is a
MERE webapp.
Why you’re doing this?
To learn something and to make sure our juniors learn the same things even better.
What is the most unique point of this?
It makes the class technologically interactive and not a content delivery stage.
What Can you improve?
Making the technology available for remote teaching by adding live video capabilities.
Work done
1. Prepared frontend for most of the user interactions.
2. Wrote a compilation engine to take up code as input,
execute on a web based platform.
3. Got access to Github oAuth platform for credential
authentication.
4. Built a server side session based login system on top of
oAuth.
5. Integrated the compilation engine to our platform.
References
• Victoria Pimentel, Bradford G. Nickerson,
Communicating and Displaying Real-Time Data with WebSocket,
Volume: 16 , Issue: 4 , July-Aug. 2012| IEEE | ISBN:12895187, PP: 12 -15

• Research and development of real-time monitoring system based on WebSocket

technology
Authors: Lijing Zhang, XiaoXiaoshin | IEEE Xplore: 28 August 2014 | 14547718 PP: 4-7

• (M)Virtual Classroom Solution with WebRTC in a Collaborative Context in

Mathematics Learning Situation.
Authors: Pape Mamadou Djidiack Faye, Amadou Dahirou Gueye, Claude Lishou| Springer |
15411162 | PP – All

• Video-to-Video Using WebRTC

Shane Hudson | 17 June 2014 | PP 113-124
Thank you