Is Lecture Recording - Media and Learning

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1

Assoc Prof Daniel
Tan

Centre for
Excellence for Learning & Teaching

http://
www.celt.ntu.edu.sg


e: ethtan@ntu.edu.sg

Presentation for

Learning & Media 2011

Brussels, 24 Nov 2011

University 2.0:

HumaniZing

eLearning with
Lecture Recording:

Operational
and Pedagogical Considerations

2


depicts learning as an
adventure to explore new
frontiers of knowledge and
that our NTU students are
adventurous, creative and
techno
-
savvy


e: electronic, everything!

ed: education

edve
NTU
re: our university’s
name “NTU” is embedded

edveNTUre

Date of Birth: 17 May 2000

3

Leaps of growth …


Jul 00 (Phase I: Mass buy
-
in,
Efficient

Learning)


870 (51%)

courses on
-
line, 20,000 users

±
30,000


80,000 page views daily

±
Saturation levels for adoption number


of courses, instructors and students

±
Critical mass buy
-
in and adoption



Jul 02 (Phase II:
HumaniZing

eLearning
)


1,349 (80%)

courses on
-
line, 22,000 users

±
100,000


300,000 page views daily

±
Change of content type
-

Content+



Jul 04 (Phase III:
Effective

Learning)


2,900 (>90%)

courses on
-
line, 24,000 users


300,000 to 600,000 page views daily

±
Content management system and re
-
use of content



Jul 06 (Phase IV: eLearning 2.0)


3.5M page
-
views/week

±
Engaged and interactive learning


Collaborative learning


Learning by discovery:
eUreka
Project Work

4

Leaps of growth …


Jul 09 (Phase VI:
Learning Continuity
)


eLearning Week
to support Learning
Continuity in the event

of campus closure


Mass notification


Establishment of CELT and Div of
Pedagogical
P
ractice



Jul 11 (Phase VII:
Learning is Everywhere with
Everyone
)


Mobile learning


Sustainable participatory &


collaborative learning


Learning spaces


Student wellness

5

What
we are
thinking


6

Content is King


if

then


Infrastructure is god

if


Content is King

and

Infrastructure is god

then

Learning Activities will
create the
eXperience

and the context

Operations:

Content &
Media


Creation


Maintenance/
Updates

Operations:

Infrastructure


Storage


Network


Delivery

Pedagogy

Campus
-
wide
Practice


Blended
Learning


Participative


Collaborative


Co
-
creators


Sustainable

Holistic Approach

Teach Less,


Learn More

17

Night scene of Nanyang Auditorium

Original

Lecture Recording System



2002:
humaniZing

eLearning

Lecture Recording (Sample Output)



Lecture Recording

Sample Output

Video
synchronized
with
PPT Slides

Video
of PPT Slides

Video
on OHP

Lecture Recording

Sample Output

Consider:


Is Lecture Recording





a)
a
n IT project
,
or

b)
a

media project

c)
a network project

Key ideas and considerations


Economical way
to
create/maintain
content


Authoring/creation/capture software
solution on low
-
cost PCs


Fast availability and quick post
-
processing


Robust, reliable and resilience


Highly scalable platform


Content distribution Network


Campus license for wide distribution

2 Modes of Lecture Recording

1.
Live recording in the
Lecture Theatre Control
Room


School
Clubs provided
manpower (paid on
hourly rate) and we
provided support in
training, logistics and
software customisation



2.

Professors DIY



Self
-
recording
in office
using web camera and
headset


Information Life Cycle

for Weekly Recorded Lectures

Age of Content

Demand

Post
-
Lecture
Period
Peak

Mid Term
Exam
Peak

Pre
-
exam
Plateau

Information Life Cycle for Weekly Lecture

Normalized

Age of Content

Demand

Summation of Demand for eLecture Video
Review for Whole Semester for one course

Age of Content

Demand

For one course!

Target:

Campus
-
wide Full Capacity Recording

Qty

Description

No. of
Recordings

40

number of LT locations


40

8

hours


320

5

days


1,600

13

week3


20,800

2

semester3


41,600

Infrastructure Overview




Capture


Delivery

AcuLearn

Lecture Recording Platform

www.aculearn.com

Creation &
Capture
System

Content
Storage &
Distributed
Delivery
System

End
Users


Lecture
Theatre with
auto
-
tracking
camera


Faculty Office


Home


Studio


Mujltiple

locations
distributed across
campus


Automated content
distribution


On & off campus


Scalable


High capacity


High I/O


High quality

How We Do It

Capture

Post
-
processing

Delivery

Typical Approach:


Expensive

Proprietary
Capture
Stations in the LT




Done within 24 hours




Centralized video
server farm

NTU’s Approach:


2 x off
-
the
-
shelf PCs


卯晴S慲攠e物v敮e


䍡浰C猠汩捥湳攠
慬a潷猠獴sff 瑯⁨tv攠
捯c楥猠潮 潷渠
湯瑥扯潫 偃P楮 潦f楣攠
慮a 桯浥



W楴i楮 ㄰楮畴敳uf潲
1
-
hour lecture


Published to
edge
servers

distributed at
various locations on
campus



䑥汩v敲礠潦 癩摥v
stream from multiple
distributed edge
video servers


R敤e湤慮ayⰠr潢畳琬u
桩杨汹l獣s污b汥

Sample View of Recorded Lecture

Capture


and update of current process

since August 2010

Best Seat in the House Location

Tracking Camera Housing

with LCD TV

as Teleprompter


Good angle


Good eye contact
for presence

Auto Tracking Video Camera


Silhouette
-
Based
Motion Tracking


Minimize fast motion tracking

“Sea Sick” effect


Reference camera
mounted above
lecture or at the back of Lecture
Theatre


Pre
-
defined zone

for reference
camera to track faculty’s
movement


Will not pick up students that
walk pass with silhouette
tracking

Best Seat Location + Teleprompter

Quality of

Capture &

Monitoring

Centralized Command Centre

for Lecture Recording

Campus
-
wide Lecture Recording is a key strategic eLearning
initiative endorsed by the University’s management

Remote Monitoring at

Centralized
Command
Centre

Sample View of Recorded Lecture

Delivery

Delivery


without Content Delivery Network (CDN)

Core

Computer
Centre

Distribution

Main Building

Edge

Deprtment/

School/Labs

Content Delivery

Without CDN

With CDN

Content Creation & Distribution Process

IDM

AcuStream

AcuManager

Upload

content

1

Professors

4

hyperlink posted

2

replication

3

Email Notification

with
hyperlink

(within 10 min)

AcuStream

AcuStream

AcuStream

Content Access Process

1

IDM 2000

AcuManager

2

3

student clicks

on hyperlink



optimum performance redirection

AcuStream

AcuStream

AcuStream

AcuStream

4


Replicates out for
intranet support


Allow placement of
cache servers at off
-
site
locations

On Campus

Off Campus

Assoc Prof Daniel
Tan

Centre for
Excellence in Learning & Teaching

http://
www.celt.ntu.edu.sg


e: ethtan@ntu.edu.sg

Outcomes

Total Viewing Time by
Students

Academic Year 05/06: 13 years

Academic Year 06/07: 40 years

Academic Year 07/08: 55 years





From

AY2005/06

to

AY2009/10



21,000
hours of recording


3,500,000
hits



149

years
of viewing time


73.7%
of students were
satisfied with the
video recorded
lectures

Students’
Feedback

2008 Survey

n=1184

96.2%
of the
students
agreed
that the video
recorded lectures
were
useful in relation to their
studies

Students’ Feedback

2008 Survey

53

Awareness


-

posters

-

announcements

-

e
-
announcements

eLearning
Week Exercise:


Learning
Continuity Model

Learning Continuity Model:

Selected Core Learning Tools

Core

Learning Activities

Lectures

preseNTUr
Lecture
Recordings

Tutorials

acuConference

Virtual Classes

Online

Discussion

Groups

Project

Work

eUreka

Project Work

Management

System

Assessments

Blackboard

Assessment

Engine

54

Zer0

complaint!

New Pedagogy

and the HELP Model


Learning Activities Management System


Open
-
source software developed by
Macquarie University


Easy to use; drag
-
and
-
drop interface


Rapid content design development


Many learning activity tools, supporting
interactive pedagogy



HELP Model enabled by
pedagogically
-
driven
activities


Integrated into edve
NTU
re


Course Materials Presentation Interface

Learning Activity Links

Course Material Presentation:
LAMS

Participation and Engagement:

Creating Purpose

To widen my understanding.

Student Engagement , Thoughts, Feedback,
Comments and other Responses

T
eaching Paradigm


Traditional Approach


Teacher teach


Students listen and
learn


Assignments are given


Assignments are
submitted for marking


Students read their
marked assignments



Participative Model


Teacher teach


Students listen and
learn


Assignments are given


Students participates
online (content co
-
creation)


Students read their
own and other peer
contributions

Show me
another
example

Example: Experimental Aerodynamics


Background:


Professor interested in developing

a package to
help students better understand wind and water
tunnels in exploring aerodynamics



Limitation: wind and water tunnel facility cannot
accommodate class of 140 enrolled students


Solution: professor create documentary
-
style
video to induct students to wind and water
tunnels


An example involving
Experimental Aerodynamics

An example involving
Experimental Aerodynamics

An example involving
Experimental Aerodynamics

An example involving
Experimental Aerodynamics


Multiple varied answers to
the same question


Good, poor, incomplete,
right, wrong, partial, model
answers

So?


What does all this
mean?

Findings: Quality of Learning


View video course content segmentation
+
interactive
learning activities + group participation


More engagement as more senses are used


More active participation


More thought


More reflections


More self
-
directed learning


More peer
-
peer collaborative learning and
assessment and latent feedback


Develops more discerning learners


Professors have a better gauge of students’ learning

Findings: Outcomes of Learning Activities


Use of LAMS open
-
ended questions


Responses read by class
-
mates
enhances students’ learning


Students learn from each other
-

peer
learning and peer assessment


S
tudents compare their responses with
other students


awareness of different
responses to same question


S
tudent develops (higher order thinking
skills) judgment on response quality


Know & Share

(Content Co
-
creation)

Compare

Learn &
Connect

Judgment

&
Discernment