Day 2

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[edit] 9:15-10:15AM- James Skidmore, UW: “Prof Moments: a video alternative to lecture-casts”

[edit] Before Prof-Moments

  • taking notes from an oral Skidmore lecture- Nietzsche contra Wagner
  • difficult to just take notes orally; podcasting audio may not be sufficient
  • Learning Styles important
  • created "Prof Moments"
  • with the consultation from the LT3 centre

[edit] Example of Prof Moments

  • example lecture with "Prof Moments" (video & handout); text in [uwace.uwaterloo.ca UW ACE], some readings available:
  • edited videos himself using Camtasia Studio, tablet computer, speak to slides, record with minimal editing, exported to "swf" (flash video)
  • notes are taken on "handout pdf" of powerpoint
  • Skidmore: feels the repetition of listening, watching and notetaking increases learning; in "contact" with the information
  • difficult to multi-task (rollerblade and note-take)
  • assignments- virtual field trip; off into web sites - achieve tasks - they are getting a good introduction
  • provides structure for students
  • 9 units, 40 "prof moments"

[edit] Results

  • course evaluations indicate the students like humour, informality,
  • vice into virtue

[edit] Questions

  • How much time does this take?
    • has 6 TAs to assist
    • each semester takes a bit of time to get it ready
    • took a lot of time to get permissions
  • Have you considered teaching this blended, hybrid mix of face to face and then showing the prof moments
    • yes, perhaps. Has not taught the course face to face for a while. Is keen on letting students taking control of their learning
  • What was different between face to face that DE didn't get?
    • showed similar but different examples
    • posed questions, in class group work (some students resist group work)
    • attendance drops off in all large lecture classes near the end of the term
    • not much value-added to meet face to face?
    • perhaps expand or elaborate; still searching
  • Did face to face to students do better than DE?
    • No, they did the same
    • difficult to control
  • Where do you see your self on the "techno-saaviness" scale?
    • Not a real adventurer, but perhaps better than the "average". Tend to stick with what's there; easily available; using UW ACE; able to assist peers
  • Had you seen "prof moment" content that inspired you?
    • Les from UW gave an example of Breeze, introduced James to the idea
    • download Word, markup with Word with a tablet, resubmit back as a PDF
  • Little effort vs. Time consuming?

For more information mail: skidmore(AT)uwaterloo(DOT)ca


[edit] 10:15-11 Andre Quenneville from ORION - IPTV

Director of Public Affairs, Ontario Research Innovation Optical Network

[edit] What is Orion?

  • Owned & operated by not-for-profit entity comprised of college & uni presidents
  • Next generation research & education network
  • equipment in 21 cities, hosted at college & uni campuses
  • private network apart of a global grid of R&E networks (CAN- CANARIE) and internationally
  • supports high bandwitch, low latency applications, i.e. HD quality video conference, multicasting, etc.
  • Lakehead has deployed Google Apps for Enterprise Education

[edit] Context for ORION

  • unconstrained bandwith
  • supporting virtual classrooms
  • sharing large datasets (terabyes
  • collaborate real-time
  • 75 members and growing, traffic up 600%
  • new initiatives;
    • e.g. medical imagine,
    • virtual classrooms,
    • distributed computing
    • student television (affiliated with Internet2, Case Western, Cleveland, Ohio)
      • streamed live over a channel, multi-cast enabled
      • content, news, documentaries, performance works, lectures, podcasts, news, sports events, entertainment programming etc.
      • http://www.orion.on.ca/orionstudenttv.html

discussion paper URL available at:TBA


[edit] Vision for an IPTV platform

  • something like this exists already- OSTN (US)
  • ORION took the lead in developing a Discussion Paper and online survey (serve as a catalyst)
  • Sheridan agreed to partner with ORION to stage a workshop and provide support
  • Institutions were asking, "why can't we have our own media streaming, animation, film programs, etc"?
  • A lot of content being produced but not shared
  • Ontario has some of the world leading film and animation schools, leverage to showcase and provide a platform to make available internally and externally to industry, parents and the community
  • Provide students, educators, researchers, teaching institutions and partners with a broadly accessible tool for posting, distributing and sharing
  • enhance the platform with interactive and web 2.0 capabilities
  • platform for collaboration

[edit] Benefits

  • network of channels
  • global showcase for Ontario's and Canada's excellence in producing digital media, film, TV

-R&D platform delivering test-bed capabilities for reseach in advanced media technologies and application, i.e. content for mobile devices, next-generation interactive media

  • living lab environment

[edit] Current Situation

  • looked at what schools are doing today
  • what happens to content
  • reviewed 20 initiatives, variety of approaches and objectives,

[edit] Content and programming

  • campus-wide student activities
  • tools to create content relevant to student experiences
  • programming information that students need about campus event and activities
  • lecture content on web, studies and exam prep, engage deeply in coursework
  • broadcast, film, animation and media programs need to keep apce with rapid avanes in the industry like http://youtube.com
  • research into content creation
  • content for wireless devices
  • support for internal and external marketing and recruitment and outreach activities
    • e.g. Fanshawe college allowing students to post information about the college

[edit] Technology, Platform & infrastructure

  • Hosted websites
  • Proprietary broacast platforms, G-Channel, V-Brick, etc.
  • Broadcast through local cable
  • Publicly available apps, like iTunes, Ustream, etc
  • INUK Netorks
  • Open Student Television Netork (OSTN)


[edit] Operations, management & funding

  • critical mass?
  • resource challenges?
  • production facilities
  • appropriate rights management framework?

[edit] Survey Findings

[edit] Highlights

  • seems to be sufficient support
  • 39 institutions participated
  • 67% have or plan to distrubete student , faculty and/or inst. generated content
  • 72% feel it would be valuable

[edit] Workshop at Sheridan

  • Hosted at Sheridan - June 18, 19
  • Over 100 people participated, representing colleges, unis, industry, gov, and otehr stakeholders
  • showcase and exhibitors June 18
  • looked at practical applications
    • content and programming
    • platform and technology issues
    • operational issues and sources of funding
  • Sheridan, Ryerson, Waterloo presented

[edit] Technology/INfrastructure

  • standards.protocol
  • staffing
  • management philosophy & protocols

[edit] Outcome

  • 20 people signed up
  • struck a 6ppl steering committee
  • focus on developing options going forward, including recommendations
  • would like to see pilot/proof of concept within 12-18mos
  • up to 10institutions
  • deploy a shared platform
  • able to program, upload, stream and archive content
  • introduce interactive social networking of web 2.0 capabilities

[edit] Next Steps

  • consult on optmal design, format and platform


Initial Steering Group (student) Brock, (prof) Ryerson, Sheridan,(AD) (Chair)Fanshawe, Royal Ontario Museum, ORION


[edit] Learn More

  • Discussion Paper
  • Workshop findings
  • Future updates

http://www.orion.on.ca

http://www.orion.on.ca/iptvworkshop

[edit] ORION SUMMIT

Plenaries

  • Former U of T president and celebrated physicist Robert J. Birgeneau opens the Summit!

Read more about the current chancellor of the University of California, Berkeley...

  • Bestselling author Dr. John Kao gives Summit delegates a crash course on innovation!

John Kao Former President & now chancellor at xx? November 3-4, 2008 Toronto Convention Centre

[edit] Questions

  • Can you solve the last mile
    • Not really within ORION
    • Andrew- often it is the institutional policies, i.e. packet shaping


[edit] 11:30-12:30 Best Alternatives for Lecture Capture & Delivery: Panel Presentation

[edit] Linda Murphy-Boyer

  • see Linda's wiki notes
  • introduced to podcasting by James Skidmore
  • UofT ran a podcast pilot
  • Brought in a lot of guest speakers: 60 profs were interested
  • prepared report on status of lecture capture systems
  • have 53,000 students in Blackboard posting video (but not streamed)
  • looking at formats

[edit] Taxonomy of Delivery Modes

[edit] Event Podcasting

  • Push out video/ moment/ event/lecture
  • "talking head" video
  • something outside the classroom, e.g. "learning objectives" - 3min video
  • fun & engaging; can illustrate difficult concepts, record demonstrations

[edit] Lecture Capture

  • simultaneously record video, audio and powerpoint
  • can be synchronously and asynchronously
  • business model and physical appliance model affects system choice
    • appliance can be permanently fixed in a classroom or moved room to room
    • web-based services, can be hosted on-or off site
    • best systems are one-touch systems; business-as-usual- "do you want to record this lecture"; push the "easy button"; link is sent to prof, prof posts to Blackboard, etc.
  • gave a handout of survey of lecture capture systems; asked not to redistribute

[edit] Meeting Software

[edit] Nick Marquis of McMaster

Learning Technologies Consultant Fo Social Sciences, office of the Dean and Associate Dean

  • North American universities increased enrollments without funding
  • teaching more students
  • 19,000undergraduate, 3,000grad students
  • 125-600 students at any given time
  • approach taken
    • learning impact, cost effectiveness, instructor impact
  • pilot test phase of course/lecture capture,goal enhance student undergrad learning
  • had to consider many "enterprise-ready" systems over 18 month research schedule
  • looked at many of the same systems Linda mentioned
  • had evidence that lecture capture had positive learning outcomes
  • needed $ to sustain post-funding
  • $50 per class
  • help of campus partners, VP provost, University Library- automated lecture capture- using existing equipment
  • early stages of adoption with enterprise solutions
  • retrofitting 3 classrooms with appliances this September
    • appliances are capable of capturing audio input, VGA, Doc cam, video cam
  • will only use desktop capture, go to server, distributed automatically to course sites
  • focusing minimizing presence of the technology
  • provided a variety of work-flows, mp4, flash, etc
  • can be controlled remotely
  • ECHO 360 system has API to be controlled by Crestron podium lecture control systems
  • appliances do processing of rough data, connects to 10-100 ethernet drop, pre-compressed format, does not bog down the network
  • plug-ins for a variety of course management systems integrate well; Angel, WebCT, Blackboard, directly to iTunesU as a mode of delivery
  • keeping formats standardized and formalized on campus; reduce IT support nightmare
  • closed captioning options, which allow greater accessibility options
    • one of the measures- accessibility in the choice of system
  • will watch to see what the rest of the campus moves to
  • costs are ongoing, given funding models in academic institution
  • looking at open-source initiatives, i.e. open-cast at Berkely
  • mainly through F2F research, student perceptions, learning outcome evaluation, instructor expectations to address challenges
  • successes pedagogy based on evidence to enhance learning
  • interested in seeing working ECHO 360 solution, or discuss research outcomes, please feel free to contact Nick Marquis marquis(AT)mcmaster(DOT)ca


[edit] Diane Naughton, UofW

  • takes video outputs to digital format, similar to the past; still need a camera, still need to get it to students
  • looked at VBrick
    • has two output sources: MPEG4 (Quicktime, REAL Player, VBRick decoder), Windows Media Encoder (on Windoze)
    • very easy to use
  • Connecting the Equipment
    • video, audio
    • finds its own IP, use of IP to connect to VBrick (browser-based); password protected
    • change output settings custom
  • could be used with "easy" button
  • could be archived automatically to FTP
    • used to broadcast though out classrooms (closed circuit- Sytek) but was discontinued
  • as campus increased, needed to look at different solutions
  • portable
  • hardware
  • not a computer
  • virus free
  • doesn't crash
  • learning curve (very curvy)
  • did lots of testing, couldn't find anything to make it unreliable

[edit] =problems

  • bandwith, firewalls, software
  • needed streaming server

[edit] Solutions

[edit] reflector services

  • UW pushes one feed to powerstream and they rebroadcast it using their servers
  • 500GB = $875

[edit] Event Broadcasts

  • Bill Gates visit, pushed to MSN website

[edit] DE

  • Larry Smith, broadcast live classes to distance students
  • add in VP Presenter Software to add-in powerpoint
    • was concerned about-
      • uncomfortable with tech
      • class size issues
      • missing students?
  • Video Clip*

[edit] Future for VBrick

  • don't just do it for the sake of doing it
  • quality!!
  • people and time limitations
  • VBrick is versatile; can move to different rooms until everyone needs one
  • still can use it to its full potential

[edit] Patrick Lyons, Carleton University

http://videonotes.carleton.ca

  • World's oldest lecture-cast system (30+years)
  • on TV channel, 4yrs on internet

[edit] challenges

  • as soon as it in the internet, have the ability to do interesting things
  • tried an experiment to allow instructors to chapter content
    • instructors didn't have the time to do this, didn't work as well
  • as another experiment to let students make their own chapters, tag content for personal meaning, tool to break apart lectures to make it their own
  • developed mashup, technology is "free"; break it up, reassemble and have fun
  • took the cbc hockey highlights
  • partnered with gotoit (based in Boston- some issues here)
  • licensed technology
  • first generations video mashups
  • 500 outside class using V.O.D, internet & TV
  • chose an overhead transparency-type instructor, reknown for research, engaging ideas, unflappable & retiring, and had a good working relationship
    • didn't care what students did
  • 1.5 hrs lectures sent to server
  • needed to authenticate, did the magical single-sign on, able to talk back to LMS, using existing acct.
    • not storing personal information in US, no patriot act
  • activating different part of your brain as you try to make meaning about the content, instead of just passively watching content; advanced digital note-taking
  • can start taking clips and put them on a time line
  • allows students to reassemble and mashup any way they want
  • can preview mashup
  • can save the file
  • can also remix any/all lectures
  • can publish it
  • has become a social sharing network
  • observed from students whether it would be something they would be interested
  • 700-800 students enrolled
  • students visited, many just watched just one lecture- never made a mashup
  • 200 students regularly made mashups (fairly surprising)- take 50% more time and energy
  • asks via questionaire whether they liked it, preferred it to straight broadcast, no tools, why did you use it, did you view the mashups.
  • 100% (35% of class) LOVED it, thought light years better, found it more reliable, partner uses massive delivery capable service. Even though tools were crude, enjoyed making the mashup, felt it was fun. felt they had the ability to take notes but still intuitive.
  • asked them, "do you think it has improved your learning"
    • 77% felt it had, felt far more engaged with the lecture than they had previously
  • approached gotoit, interested in exploring this for all 70 courses (VOD); can we still do it for same costs, $5000, did some customizations, just paid bandwith charges;
  • costs came in extremely reasonable, one-time license $23,000. Bandwith charges will go down.
  • will have a January start
  • make tagging easier, pre-populated tag cloud (from instructor); shared vocab, see other tags from students
  • make tool more user friendly, shrink time down, reduce how onerous tools are


[edit] 1:45-2:30 Cheryl Ziegler, University of Toronto

[edit] When Worlds Collide

[edit] Obligatory Definition & declaration of bias

  • web 2.0
  • heroes- Michael Wesch (anthropology) - "Portal to Media Literacy" + "the machine is Us/ing us"
    • Walter Lewis (MIT)- pendulum guy

[edit] Backstory

  • facebook committee
  • spontaneous catastrophizing (photoshopping, bullying, job loss, identity theft, SNAD, addiction, stranger danger, increased procrastination, stalking, harrassment,
  • risk assessment
  • Command and control initiatives, e.g. McMaster had poster- "would you post detailed info on a billboard?"
  • Cheryl closes her facebook account because of "independent George"
  • fight and flight
  • So, what is new?
  1. increased access to information
    • e.g. public outcry did not like newsfeed
    • fragments of people's lives that can be incomplete, out of context, misleading, or simply wrong
    • Gweniveve Bell, Intel (200-600 lies a day?????)
    • online is a different game, do not feel same guilt
    • does increased access to information change the essential nature of privacy
    • what you do in public IS NOT private
    • what is done in public viewable by a tiny fraction of the public does not imply consent
    • is there some degree of privacy in public?
      • nature of exposure and what is done
      • degree of anonymity
      • context is critical
      • twilight between public and private
  2. speed of transmission
    • e.g. twitter, blogs
  3. the internet has a memory
    • an elephant never forgets and neither does the internet
    • web archive

[edit] Reputation

  • the paradox of reputation, sociologist - Steven Nock says reputation is, "shared or collective perception"
  • gossip and shaming
  • Gossip and reputation
    • like telephone
  • the writing is on the wall, Francis McAndrew. Journal of Applied Social Psychology, 2007, 37. 7 pp1562-1577
  • could be spread by strangers; rude/bad things go viral; good vs. bad (judgment call)
  • viral video (star wars kid)- "people were laughing at me...And it was not funny at all"
  • shaming in the past
    • dunce caps
    • the pillory
  • over time shaming lost os power
    1. urbanization & mobility changed the nature of community
    2. rise of prisons- locked away from public scorn
  • now back into tiny village (Marshal Mcluhan)
  • the high price of shaming, e.g. Korean girl who didn't clean up doo-doo
  • protect your reputation online
    • monitor your online footprint
    • build your online rep before you need it
    • respond quickly to damaging, inaccurate or slanted online content
    • be discriminating (Ivan Tribble)
    • appeal to the webmaster

[edit] Engage your students

    • understand the students
      • (do a little homework)
      • learn from others
      • invite students to have the conversation
      • social norming theory, e.g. binge drinking, smoking (Science Daily, July 2007)
    • understand the media
      • the horse has left the barn...
      • do a little homework
      • play with the technology

[edit] Questions

  • How do we bridge the generation gap?
    • We'll have to wait and see.
  • If students are using your internet, are an enabler?
    • no
  • Have you had dialogues with students about the quality of the networking they achieve?
    • Mixed. Haven't had a group who have had a discussion around. Focus now on media literacy. Put up a career mascot profile to be academic advisor/ career centre. A lot of different messages. Before we can have an honest talk with students, need to have a look at the technology and then start the talk.


[edit] 2:35- 3:00 Mark Morton, Senior Instructional Designer, UW Emerging Technologies

[edit] Thoughts and Observations

Jonathan Swift, poem, two men in their 30s, getting at what the problem is; Celia (heavenly)- reveals Celia has bowel movements. Northrup Frye apologized when Gzowsky sneezed. Notions of politeness and shame. Leading up to the Olympics, China had a culture of Shame. (or is it honour)

[edit] Discussion Questions

  • Should quirks be hidden?
  • Should instructors hide their quirks?
    • depends on context, with internet the "room gets bigger"
  • Group work?
  • [netsavvy.uwaterloo.ca N.E.T Savvy]
    • benevolent coercion (Andrew's term) see social norming theory, above
    • not launched widely
    • need to add testimonials;
    • if interested in contributing to the page
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