This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
This work is the intellectual property of the University of Michigan and the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the copyright holders. To disseminate otherwise or to republish requires written permission from the copyright holders.
Managing Digital Assets:A Collaborative Campus-Wide Exploration of Infrastructure and Applications
University of MichiganLynn Johnson, Ph.D., School of DentistryLouis E. King, Digital Media Commons
EDUCAUSE Midwest Regional Conference April 21, 2004
Agenda
• Vision and demonstration (King, 10 mins)
• Content needs across campus (Johnson, 5 mins)
• DAMS Partnership: Real World Applications of DAMS (Johnson, 10 mins)
• DAMS architecture (King, 10 mins)
• Success factors identified and issues under investigation (King, 5 mins)
Create an infrastructure that will lower the barriers preventing us from using time-based media in a manner
similar to our use of text and images today!
What is the Vision for a Digital Asset Management System at the UM?
• Ingest, manage, store and publish digital rich-media assets and their associated metadata.
• Streamline the “workflow” required to create new works with digital rich-media assets.
• Search, share, edited and repurpose assets in the academic model.
• Prepare for future application of campus-wide rights and intellectual property management to existing assets.
A partnership between UM, IBM and Stellent (formerly Ancept)to provide an experimental DAMS infrastructure for proof-of-concept projects
using rich media in higher education.
What is the DAMS Living Lab?
• Collection/File Management: History of Art Department, School of Music
• Data Mining: Business School, School of Information
• Exchange: School of Dentistry, College of Pharmacy, English Department, Department of Psychology
• Notation: College of Education
• Workflow: School of Information, School of Music
Collection/File Management
A repository for gathering, tagging, managing and sharing rich media objects for teaching, learning, comparison, exhibition or hobby.
• History of Art slides
• Dentistry procedures
• Music Performances
• ePortfolio
• eReserves
• Campus events
Collection/File Management
1
2
1
2
1
2
12
QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.
1
1
3
4
2
1
2
1
2
1
2
Data Mining
The use of text based search engines to expose the content of rich media by searching metadata created by video and audio analysis tools.
(voice to text, voice & facial recognition, optical character recognition, etc.)
• Visiting lecture series
• Learning objects
Data Mining
• Searchable Video Analysis Metadata
• Keyframes, scene changes & clip playback
• Speech to text
• Facial recognition
• OCR
• Closed caption
QuickTime™ and aMPEG-4 Video decompressor
are needed to see this picture.
An organized center for tradingdigital media.
Media Exchange
• Learning materials – lectures, presentations, and articles, etc.
• Learning modules
• Video clips
• Video of performances
• Sound bytes
• Commercials
• Foreign TV programming
Notation
The use of metadata to mark and code events in rich mediafor retrieval, comparison, and analysis.
• Marking and coding “learning moments” in classroom footage
• Marking and coding problem areas in video-based usability testing
• Facial recognition in panel presentations
• Number recognition in athletics
A virtual environment for guiding a collaborative team’s work process in rich media through a series of gated activities.
Workflow
• Distance learning course production
• Promotional CD production
Real World Applications for DAMS: A Partnership
Goal:
To help determine if a single DAMS can serve the needs of multiple content areas thereby serving as a proof-of-concept for a campus-wide implementation.
Members: • School of Education
• School of Dentistry
• College of Literature, Science and the Arts (Language Resource Center)
• School of Nursing
• College of Pharmacy
• School of Social Work
• Information Technology Central Services
• University Libraries
• CARAT/Rackham/Fellow—Yong-Mi Kim (SI)
Why Do We Need DAMS?
Why do we need a DAMS?
Our Successes To DateEvaluation
User’s evaluating themselves
• Please rate your perceptions of your knowledge, experience, and confidence of … metadata
– Ex. I know why I want to use metadata.
• Please rate your perceptions of your knowledge, experience, and confidence of … Digital Asset Management Systems
– Ex. I know what I want the UM Digital Asset Management system to do.
Baseline Participant Perception Indicators (PPI) were developed and administered by the College of Pharmacy
Our Successes To DateMetadata
Metadata issues
• Heterogeneous collections with domain-specific description needs, vocabularies
• Metadata entry will be handled by non-specialists
• Granularity of description vs. effort
• Consistency vs. flexibility
– Controlled vocabulary v. free text
• Enable search
– Across subject area
Metadata is, “A cloud of collateral information around a data object”.
Without metadata information objects cannot be found.
Our Successes To DateMetadata
1. Descriptive Metadata
• UM_Core
• Elements of Dublin Core
• Local elements
• General, simple metadata standard intended for use by non-specialists
• IMS
• Metadata standard focusing on educational uses
2. System Metadata
• Metadata automatically collected by Ancept system
• File size, file name, data rate, etc.
Our Successes To DateUM_Core
• DC_Title
• DC_Creator
• DC_Subject
• UM_SecondarySubject
• DC_Description
• DC_Publisher
• DC_Contributor
• DC_Date
• DC_Type
• DC_Format
• DC_Identifier
• DC_Source
• DC_Language
• DC_Relation
• DC_Coverage
• DC_Rights
• UM_Publisher
• UM_AlternatePublisher
Our Successes To DateSystem Metadata
Our Challenges to DateMetadata
Content domains have poor legacy metadata
• SNODENT
• Need controlled vocabularies within education
Next Step:
Ingest significant amount of information and “test” the metadata
• UM_Core
• Dentistry
• Education
Our Successes to Date -- PrivacyRights & Permissions for Access Control Lists (ACLs)
Research Conducted
• Gathered samples documents from four campus units
• Reviewed for common elements
• Legal review for healthcare consents
Next Steps
• “Wizard-like” guide for writing consents (Web)
• Summary of case studies (Web)
• Publish manuscript referring to Web site
Future Directions
Focus Groups
• Identify potential uses of DAMS by students and faculty
• Education—student produced videos for e-portfolios
• Education—classroom videos for research and professional development
Future Directions
Validate
• U_M Core Metadata
• Domain specific metadata
• Usefulness of voice to test
DAMS Architecture
• IBM and our identified partners will deliver an end-to-end digital asset management system to the “Living Lab” as a working demonstration environment.
• IBM and the University of Michigan will identify areas for collaborative research projects around subjects such as digital rights, open standards, and learning technologies.
• IBM and the University of Michigan will use the Lab to support the delivery of pilot projects that will be used to explore a variety of existing and emerging digital asset management technologies.
• IBM and the University of Michigan will co-create a marketing and communications program to promote the Lab’s efforts across campus, to the Big Ten CIC, to other higher education organizations and the Merlot consortium.
IBM & Stellent
Production, Publications, Broadcast Content
Collaborative Research
Archived Collections
Casual Learning & Exploration
Course Materials
Digita
l Lib
rarie
s
Depar
tmen
tal S
tora
ge
Team
Work
spac
e/Sto
rage
Content M
gmt.
Syste
ms
Perso
nal S
hare-
fold
ers
Product
ion S
yste
ms
Inst
itutio
nal R
eposi
torie
s
Collaborative Learning
Ty
pe
s o
f C
oll
ab
ora
tio
nT
yp
es
of
Co
lla
bo
rati
on
Ad-hoc Sharing
ePortfolios
Course
Mgm
t. Sys
tem
s
Individual Content Owners Institution
Individual Browsing
Research
Portal Development & Content
What space does Dams occupy?
Applications, Course Management Systems, Production Systems
Lessons Learned - More Access Control Lists Needed
In the commercial sector, access to media is defined and
controlled centrallyDozens of Access Control Lists
In Higher Education, individuals and groups control access to media and
define their own levels of access100,000+ Access Control Lists
Board of Directors
Executive Staff
Administrators
Customers - Level 1
Customers - Level 2
Customers - Special
Neighborhood CentralLocal
Lessons Learned - Architecture
LiveTape/CD/DVDInternet Appliance
Satellite
Video LoggerFlip Factory
(Optional)
AMS 3.5Content ManagerDB2
Spinning Disk Spinning DiskNearline/OfflineBackupTivoli
PrintWebCD/DVD
Media StreamingReal/Win/QT
Course MgmtePorfoliosPersonal Storage
Capture
Ingest
Manage
Store
Publish
X
X
X
X
Lessons Learned - Policy
• Copyright issues must be addressed in a systemic way – UMCore metadata schema will likely require a rights declaration
• Digital Rights Management modules may be more cost effective managing regulatory issues such as FERPA (Family Educational Rights and Education Act) and HIPAA (Health Insurance Portability and Accountability Act)
• Education, training, and support on metadata and file quality will help distribute the work load and maximize the ability to share materials
Long Term Issues
• Ongoing interface design to meet project and user requirements.(Taking into consideration asset management’s inherently different approach of presenting multiple items, each of which may have a different set of user capabilities associated with it)
• Integration with other academic tools or portal.
• Relationship to Library, Institutional Repository and federatedcatalogue searching.
• IP, Copyright, Use and Misuse policy.
• Building a great user experience.
UM DAMS Contacts
University of Michigan DAMS Initiativehttp://sitemaker.umich.edu/dams/