Concept of students voting for favourite lectures: FRUNI

Fruni - Free Range University

I think this is an interesting concept, seems to come from Bristol Uni. Where students get to vote in their favourite lectures. If a staff or student’s uni isn’t on the list then you can nominate it, so i’ve nominated UAL, but doubt it will take – off! Now i have to convince some excellent lecturers to be bold enough to let their lectures be seen by the world. I’ve heard good arguments against this dumbing down of what university lecturers do, so I’m not completely sold on the idea.

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 ( 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.

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 ( 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

Production timescales in making learning videos


(photo from mEGaPHiLL from Flickr)

Through doing my Teaching & Learning fellowship I am discovering that the pre-production & post production time needed is significant for someone who might be thinking of making a video learning resource, it is better to take a long time making a single well made video than several quick and unthought out videos. This comes from feedback from students who have watched various types of videos.

What type of learning video are your addressing? I see 3 categories typically appearing:      i) general overview / induction / introduction to an area     ii) specific knowledge transfer of a specific task or process      iii) capture of a lesson / lecture capture / event where teaching takes place which is filmed

The best and most effective learning video learning resources are the type ii) which I want to make the following comments about:

1] If you are not a video person you will need to get help in scripting, or storyboarding your video. My experience shows that a lack of forethought in pre-production is very noticeable after the project is finished, and then normally too late to do anything about. You must find time, hopefully through manager support, or through research funding. And ideally work with the video person(s) to help you script out your idea.

2] Focus on the main objectives and key points that students need to know. Think on how to best convey the information to students. Get the relevant shots which can be paused or highlighted afterwards in the editing process with he use of graphics or on screen text.  Scripting and storyboarding is really making a key list of all the useful information a student might need to know, how you’re going to portray that over in visuals and in audio, don’t assume the viewer will understand acronyms or be familiar with the topic covered. Production values are important here in terms of good lighting and excellent sound (although voice overs in post production work well).

3] In post production (editing phase) it is important to work to the timeframe you want the final video section to be. This is the most time consuming element of making a video so be prepared for a long slog. It is often under-estimeted how long a good video takes to edit so timetable this in to your planning. A 5 minute learning resource that took a few hours to film can easily take  5- 10 days to edit.

Mobile Learning

Is the future accessing learning video content on the go?

What considerations are needed to make this happen?

My thoughts are based on accessibility, videos need contextualising to make them effective….what this means is some serious thought in the pre-production and post production as to what the learning outcomes are designed to be, with a keen focus on accessibility.

“Designing mLearning: Tapping into the Mobile Revolution for Organizational Performance” by Clark N. Quinn 2011



TED: How web video powers global innovation


How do we harness the potential from the huge interest in getting information from web videos?

“Chris Anderson says the rise of web video is driving a worldwide phenomenon he calls Crowd Accelerated Innovation — a self-fueling cycle of learning that could be as significant as the invention of print….”

It is of course over simplified, but there is also something in what Chris Anderson’s talking about here, and anyone involved in video and putting video on the web is aware that this area is going to mushroom exponentially.

Online Video Content Boom

some online discussions i find quite interesting: video isn’t just about the video’s content, but also the surrounding webpage’s copy, flow, and delivery. Bad hosting and poor delivery can easily diminish a video with great content.

It seems increasingly like you need some intelligent design to make any web content work effectively, video or not. Linking content to related sites, posts or videos that the viewer might find useful, is paramount.

Just how far will students want to re-edit & re-use online video content depends on how engaging the content is…..or is it more about the web pages copy, flow and delivery ?


Example of learning video: how to use an overlocker machine

YouTube Preview Image

Link originally brought to my attention by Chris Follows (I think?). Very topical to this project, its from the University of Derby Learning Technology Blog:

If you press ‘read more’ on the first blog titled “Exploiting the potential of video in teaching” Even though this video is very slow, I quite like the very well explained sections and how the viewer is drawn to focus on certain parts.
I like the theme & focus on the learning outcome in the blog. This style of learning video is proving to be very popular among technicians and students I show it to at LCF…perhaps it will catch on ?

This video was shot for our new Technical Portal at LCF

This video was shot by James Montgomery (technician) part of the Media School of Fashion at LCF to explain using a stills camera they have for students to use. Imagine what voice over or captions would be most appropriate?

Many more videos like this will be made to help students in their learning of using equipment. The idea is to use QR codes by or on the kit so they can have instant access to either a short video or at least some written resource as to how to use the equipment properly.