APT13 Presenation: link to paper abstract

This is a link to the abstract of our presention at  APT13 Conference hosted by The University of Greenwich:

https://showtime.gre.ac.uk/index.php/ecentre/apt2013/paper/viewPaper/298

 

 

DIAL

As the final report of this project emerges, here is a short reflection on the context within which it was developed, as well as where it might lead us. 

The Teaching and Professional Fellowship “Learning videos- do they work for you” benefitted from its close association with the DIAL project.  The project proposal’s aim and objectives were developed with the personal support from the DIAL and ALTO project managers, and with the help of video resources and papers on OER made available via Processarts, and the DIAL blog.    A key project objective was to contribute to enhancing learning and teaching practices by creating guidelines for producing and embedding learning videos in practical workshops. This objective is closely aligned with the DIAL objective to explore issues around digitally enhanced practices.   The range of information provided by the DIAL and associated blogs informed our project’s activities  (i.e. postings on: http://process.arts.ac.uk/category/project-groups/cltad-teaching-development-projects; http://dial.myblog.arts.ac.uk/2012/05/25/should-ual-evaluate-digital-skill-levels-of-staff-and-students/)

DIAL also provided a link with previous and concurrent fellowship winners, Laura Norton and Lesley Raven, whose commentary and shared experience was helpful to our projects progress planning.     DIAL offered a platform for sharing our preliminary findings and advised on other dissemination events i.e. conferences; this is in line with our objective to share good practice: http://process.arts.ac.uk/category/project-groups/making-online-learning-videos.

 A draft paper will be presented at APT2013. Next Generation Learning Places and Work Spaces Conference. The University of Greenwich, July 2nd 2013. #aptnextgen
https://showtime.gre.ac.uk/index.php/ecentre/apt2013/index, an event sponsored by the Higher Education Academy and JISC : http://www2.gre.ac.uk/research/centres/ecentre

Teaching and Professional Fellowship project: summary report

Learning videos – do they work for you
Student focus group1
Project aim: To explore the value of the integration of on-line learning videos into the students learning experience in practical workshops (pattern cutting and sewing)
The videos which were subject of this investigation could be classified broadly as instructional videos, presenting processes or specialist machine introductions. As such, they can be referred to as a type of multimedia learning resources (using words and visual images) and learning objects: “any digital resource that can be reused to support learning” (Wiley, 2000)

Constructivism as an educational philosophy views learners’ engagement in the learning process as a key to constructing meaningful knowledge and skills. From this stand point, some researchers and educators have questioned the value of learning videos for the learners’ experience.
“It is believed that learning objects do not cause learning but provide its availability” (Yahya and Yusoff, 2008).

Project data: staff perspective
In summary, videos were created for one or more of the following reasons:
– To provide visualisation to student groups, and thus to overcome difficulties with understanding text or verbal instructions;
– To provide visualisation of areas that are difficult to see in a normal workshop situation, or of 3D process and movement which are of particular relevance;
– To provide availability of instruction on demand by the learner;
– To provide additional stimulation, inspiration and motivation.
The videos were commonly not seen as:
– A learning tool to be used by the instructors in workshops;
– As substitutes of direct instruction.

Project data: students’ perspective
The students are most likely to view the videos at home (75%), and currently the most commonly used viewing device is laptop (64%) .
The students stated the following reasons for using instructional videos: as a reminder, to visualise a process, to save time (instead of waiting to be seen and instructed again by a technician), to view something that they have missed in class.

The students preferred short (2-4 minutes) and clear process instructional videos. Longer videos of highly specialist processes were also seen as useful. General area and machine induction videos were rated as less useful. “Voice over” with camera focused on work demonstration was favoured over “talking head” style videos.

Students expected high quality image and sound. Some international students suggested subtitles.

Summary
Although staff created videos for a range of valid reasons -helping visualisation, enabling the less advanced learners- the video’s integration in the construction of knowledge was left to the students’ individual initiative.

Recommendations
Videos can be useful and helpful learning objects, which can enrich the students’ learning experience. To improve the effectiveness and reuse of videos, the following considerations can be included in the video planning and production stages:
– Identify the shortest visual and audio information that is to be related via the video;
– Identify key messages and terms as meta data that can used to enhance reusability;
– Adapt learning and teaching technique so that they incorporate learning objects in a more actively supportive role, instead of offering them as an “on-demand” resource.

Full references can be obtained from G.Daniels, e-mail address: g.n.daniels@fashion.arts.ac.uk

Students confirming the purposes of instructional videos

Fashion students were asked to view some of the specialist processes and machine induction videos produced in LCF. Many said that they liked the possibility to view the instructions at the time when most needed; as such, the video could be used  as notes are used to revise.  Students in their final year saw the videos as a resource which could help to develop the technical files that they were asked to compile in year 1. They preferred very short and close shots on the processes.  Longer videos of complex processes were seen as inspirational e.g.  the influence of Seville Raw tailoring on fashion sportswear.

Lecture Capture using Galicaster + Opencast Matterhorn at LCF

So here is the user interface (UI) of the Galicaster workstation. Its very simple and easy to use. These are brave steps for LCF towards finding an automated solution for recording lectures. My colleagues Kirk Rutter, Phil Petrides and Deesh Sivanandan were invaluable again. The true test is the next 3 days for the DEL conference: http://myblog.arts.ac.uk/del2012/ where we will use this system to record the keynote lectures, then the recordings will be uploaded to this blog in the near future, its not fully automated just yet !

 

Using Opencast Matterhorn for streaming live lectures

Just a few days ago at LCF we had a huge breakthrough….using a capture device we managed to stream content live from a lecture theatre. The capture device is not designed for live streaming, and so is not a real replacement for a streaming server, but should we want to record an imbedded presentation with video and audio, then this can be considered a massive breakthrough.

It was one of those fantastic days where you know you are making a big leap forward; we tested equipment already existing in a classroom to do a live stream, by adding a small box: an epiphan matterhorn capture device (http://www.epiphan.com/products/other-applications/matterhorn/). The price of these has recently shot up from being £680, to now £ 2,285! Luckily we brought 2 of these before the price hike in order to proceed with our pilot of the open source lecture capture software Opencast Matterhorn.

http://opencast.org/matterhorn/home

Using the skills of Kirk Rutter to operate and configure the epiphan device & use generally use Opencast Matterhorn properly, Phil Petrides to adapt the IP PTZ camera and the existing Extron control system (clever lectern control system), and get audio & video into the epiphan capture device, and finally with Prakadessh Sivanandan (from central IT / networks – this guy is amazing & we are very lucky to have him), we successfully tested a live stream of a lecture which imbeds the audio and video with the screen shot of the lectern computer. This stream has been tested and viewed from inside the UAL and outside the UAL. I’m overjoyed at finding a solution that has really been an extensive research and collaboration with many other universities and bodies that help make use of open source software like Opencast Matterhorn.

This will be fully tested next week 25th- 29th June for an RNUAL event in the ground floor lecture theatre G05 at High Holborn (http://www.arts.ac.uk/research/researchenvironment/researchnetworkualrnual/). This will be a test of how the stream copes, and hopefully it will assist us in recording a series of lectures, which would otherwise have to be edited with PowerPoint slides  later