ital Libraries Initiative All Projects Meeting

Slide 1:Streaming Video:Overcoming Barriers for Teaching and LearningJISC/NSF Digital Libraries Initiative All Projects Meeting, Edinburgh June 2002

Jim Strom Manchester Computing

Slide 2:Streaming Video: Overcoming Barriers for Teaching and Learning

Need Click and Go Video Project Developing a Conceptual Framework Image, Integration, Interaction Challenges and Opportunities

Slide 3:Need

Exploit widespread and freely available PC resources for streaming video Think more about the pedagogic value and less about controlling the technology DIY capture and production non-specialist educators cost and time are important barriers to overcome fast forward to video streaming

Slide 4: JISC/DNER L&T Programme Investigating the technology, infrastructure and pedagogic barriers for streaming video Providing advice and guidance on capture, production, delivery, pedagogic use Case studies: catering, surgery, fashion

Click and Go Video

Slide 5:Pedagogic Uses of Video

Talking head (lecture, presentation) Events (seminar, conference, workshop) Fly on the wall (group dynamic) Think aloud (video diary, interview) Instructional (procedure, demonstration) Simulation (role play, lab experiment) Realism (wildlife, a fashion show, dance) Talking head: here the subject speaks to the audience or the camera, it is probably the most widely used technique at the moment. and it is generally used for lecturing, or to provide a presentation or an overview Events: here the intention is to capture on video educational events such as a seminar, a workshop, or a conference for example to be archived as educational and consultation resources Fly on the wall: in this type of use the camera is set up to capture an event in situ, an spontaneous event without script. This could include a group of students working together brainstorming ideas or engaging in decision making. This technique can be useful to observe and analyse an example of group dynamics in action Think aloud: here the subject is filmed as they engage describing their thoughts or actions. The subject can be on her/his own doing a video diary or can be prompted by the camera person for example as in the case of an interview. This is an appropriate technique to capture the subject�s reflection on the practice or experience and to transform an implicit and tacit account into explicit verbalisation Instructional: this technique is used to show the process of doing something concrete, the procedures, the different stages, it is also used as a demonstration method Simulation: here the intention is to simulate an event such as a lab experiment where safety is at risk or to engage in a role playing situation where the students can experiment with different roles and behaviours Realism: the purpose here is to capture an action that can not be physically brought into the classroom, any type of outdoor scene, wildlife, a fashion show or a dance performance. The intention is to bring real life events to the context of the formal classroom so they can be observed, analysed, interpreted and discussed Talking head: here the subject speaks to the audience or the camera, it is probably the most widely used technique at the moment. and it is generally used for lecturing, or to provide a presentation or an overview Events: here the intention is to capture on video educational events such as a seminar, a workshop, or a conference for example to be archived as educational and consultation resources Fly on the wall: in this type of use the camera is set up to capture an event in situ, an spontaneous event without script. This could include a group of students working together brainstorming ideas or engaging in decision making. This technique can be useful to observe and analyse an example of group dynamics in action Think aloud: here the subject is filmed as they engage describing their thoughts or actions. The subject can be on her/his own doing a video diary or can be prompted by the camera person for example as in the case of an interview. This is an appropriate technique to capture the subject�s reflection on the practice or experience and to transform an implicit and tacit account into explicit verbalisation Instructional: this technique is used to show the process of doing something concrete, the procedures, the different stages, it is also used as a demonstration method Simulation: here the intention is to simulate an event such as a lab experiment where safety is at risk or to engage in a role playing situation where the students can experiment with different roles and behaviours Realism: the purpose here is to capture an action that can not be physically brought into the classroom, any type of outdoor scene, wildlife, a fashion show or a dance performance. The intention is to bring real life events to the context of the formal classroom so they can be observed, analysed, interpreted and discussed

Slide 6:Conceptual Framework

3I�s Concept Image � visual quality and realism Integration � linking to other media or conferencing tools Interaction � provision of user control and access

Slide 7:Image

Focus on the Capture Stage Achieving the media (and message) quality required at an acceptable cost Audio quality as important as video quality Capture may be done for immediacy (raw video)

Slide 8:Preparation of Food

Link video with recipe and instructional information for practical cookery sessions Short high quality close up video clips - providing a level of realism equivalent to a live demonstration

Slide 9:Fashion Marketing

Developing global awareness and experience of international business with UK graduates Supporting collaborative work among students ad hoc capture, fly-on-the-wall Student video diaries, presentations

Slide 10:Integration

Focus on the Production Stage Balancing the degree of creativity in the production with the time involved in completing it Need for tools aimed at the non-technical user Approaches to Integrating Media as part of video editing link through web page design use a semi automated capture procedure separate out and synchronise (SMIL)

Slide 11:Interaction

Focus on the Delivery Process Providing a level of control that is in accordance with user access Issues: delivering to remote, low bandwidth users dealing with resource and technology managers network infrastructure

Slide 12:Challenges and Opportunities

Move from video as a presentational tool to video as a focus for networked learning Need to get beyond the early adopters Turn educators (and learners) into producers not just consumers Building (and exchange of) learning objects Need for standards-based authoring tools that allow pedagogic thinking to be applied in production

Slide 13:Click and Go Further �.

Publication: How To Do It Guide Pedagogy Workshop (11 July, Manchester) C&GV Producer Wizard Accessibility Study Needed: Further Research into Pedagogic Use + Continued Advisory Support for the Community

Slide 14:Contact Details

jim.strom@man.ac.uk Manchester Computing University of Manchester Tel: +44 161 868 0545 IPVC: vc1.telematics.eu.org