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Assoc Prof Daniel TanCentre for Excellence for Learning & Teachinghttp://www.celt.ntu.edu.sg
e: [email protected] Presentation for Learning & Media 2011Brussels, 24 Nov 2011
University 2.0:HumaniZing eLearning with Lecture Recording: Operational and Pedagogical Considerations
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• depicts learning as an adventure to explore new frontiers of knowledge and that our NTU students are adventurous, creative and techno-savvy
e: electronic, everything!ed: educationedveNTUre: our
university’s name “NTU” is embedded
edveNTUreDate of Birth: 17 May 2000
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Leaps of growth …• Jul 00 (Phase I: Mass buy-in, Efficient Learning)
– 870 (51%) courses on-line, 20,000 users– 30,000 – 80,000 page views daily– Saturation levels for adoption number
of courses, instructors and students– Critical mass buy-in and adoption
• Jul 02 (Phase II: HumaniZing eLearning)– 1,349 (80%) courses on-line, 22,000 users– 100,000 – 300,000 page views daily– Change of content type - Content+
• Jul 04 (Phase III: Effective Learning)– 2,900 (>90%) courses on-line, 24,000 users– 300,000 to 600,000 page views daily– Content management system and re-use of
content
• Jul 06 (Phase IV: eLearning 2.0)– 3.5M page-views/week– Engaged and interactive learning– Collaborative learning– Learning by discovery: eUreka Project Work
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Leaps of growth …• Jul 09 (Phase VI: Learning Continuity)
– eLearning Week to support Learning Continuity in the event of campus closure
– Mass notification– Establishment of CELT and Div of
Pedagogical Practice
• Jul 11 (Phase VII: Learning is Everywhere with Everyone)
– Mobile learning– Sustainable participatory &
collaborative learning– Learning spaces– Student wellness
2 billion page-views since inception!2,000,000,000,000
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What we are thinking…
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Content is King
ifthen Infrastructure is god
if Content is Kingand Infrastructure is godthen Learning Activities
will create the eXperience and the context
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Operations:Content &
Media• Creation• Maintenance/
Updates
Operations:Infrastructur
e• Storage• Network• Delivery
PedagogyCampus-wide
Practice• Blended
Learning• Participative• Collaborative• Co-creators• Sustainable
Holistic Approach
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Teach Less, Learn More
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Night scene of Nanyang Auditorium
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Original Lecture Recording
System 2002: humaniZing eLearning
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Lecture Recording (Sample Output)
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Lecture Recording Sample Output
Video synchronized with PPT SlidesVideo of PPT SlidesVideo on OHP
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Lecture Recording Sample Output
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Consider:
Is Lecture Recordinga) an IT project, orb) a media projectc) a network project ?
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Key ideas and considerations• Economical way to create/maintain
content• Authoring/creation/capture software
solution on low-cost PCs • Fast availability and quick post-processing• Robust, reliable and resilience• Highly scalable platform• Content distribution Network• Campus license for wide distribution
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2 Modes of Lecture Recording1. Live recording in the
Lecture Theatre Control Room• School Clubs provided
manpower (paid on hourly rate) and we provided support in training, logistics and software customisation
2. Professors DIY• Self-recording in office
using web camera and headset
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Information Life Cyclefor Weekly Recorded Lectures
Age of Content
Dem
and
Post-Lecture Period Peak
Mid Term Exam Peak
Pre-exam Plateau
Exam
!
Mid
-Se
mes
ter B
reak
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Information Life Cycle for Weekly LectureNormalized
Age of Content
Dem
and
EXAM
!
Mid
-Se
mes
ter B
reak
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Summation of Demand for eLecture Video Review for Whole Semester for one course
Age of Content
Dem
and
EXAM
!
For one course!
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Target: Campus-wide Full Capacity Recording
Qty Description No. of Recordings
40 number of LT locations
408 hours 3205 days 1,60013 week3 20,800 2 semester3 41,600
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Infrastructure Overview• Capture• Delivery
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AcuLearn Lecture Recording Platform
www.aculearn.com
Creation & Capture System
Content Storage & Distributed Delivery
System
End Users
• Lecture Theatre with auto-tracking camera
• Faculty Office• Home• Studio
• Mujltiple locations distributed across campus
• Automated content distribution
• On & off campus• Scalable• High capacity• High I/O• High quality
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How We Do ItCapture Post-processing Delivery
Typical Approach:• Expensive
Proprietary Capture Stations in the LT
• Done within 24 hours
• Centralized video server farm
NTU’s Approach:• 2 x off-the-shelf PCs• Software driven • Campus license
allows staff to have copies on own notebook PC in office and home
• Within 10 minutes for 1-hour lecture
• Published to edge servers distributed at various locations on campus
• Delivery of video stream from multiple distributed edge video servers
• Redundancy, robust, highly scalable
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Sample View of Recorded Lecture
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Capture
and update of current processsince August 2010
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Best Seat in the House Location
Tracking Camera Housing with LCD TV as Teleprompter
•Good angle•Good eye contact for presence
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Auto Tracking Video Camera
• Silhouette-Based Motion Tracking• Minimize fast motion tracking
“Sea Sick” effect• Reference camera mounted
above lecture or at the back of Lecture Theatre• Pre-defined zone for reference
camera to track faculty’s movement• Will not pick up students that
walk pass with silhouette tracking
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Best Seat Location + Teleprompter
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Quality of Capture & Monitoring
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Centralized Command Centre for Lecture Recording
Campus-wide Lecture Recording is a key strategic eLearning initiative endorsed by the University’s management
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Remote Monitoring at Centralized Command Centre
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Sample View of Recorded Lecture
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Delivery – without Content Delivery Network (CDN)Co
reCo
mpu
ter
Cent
reDi
strib
utio
nM
ain
Build
ing
Edge
Depr
tmen
t/Sc
hool
/Lab
s
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Content Delivery
Without CDN With CDN
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Content Creation & Distribution Process
IDM
AcuStream
AcuManagerUploadcontent1Professors
4hyperlink posted
2replication
3
Email Notificationwith hyperlink(within 10 min)
AcuStream
AcuStream
AcuStream
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Content Access Process
1
IDM 2000
AcuManager 2
3
student clickson hyperlink
– optimum performance redirection
AcuStream
AcuStream
AcuStream
AcuStream
4
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• Replicates out for intranet support
• Allow placement of cache servers at off-site locations
On Campus Off Campus
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Assoc Prof Daniel TanCentre for Excellence in Learning & Teachinghttp://www.celt.ntu.edu.sg
e: [email protected]
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Total Viewing Time by Students
Academic Year 05/06: 13 yearsAcademic Year 06/07: 40 yearsAcademic Year 07/08: 55 years
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From AY2005/06 to AY2009/10
21,000 hours of recording
3,500,000 hits
149 years of viewing time
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73.7% of students were satisfied with the video recorded lectures
Students’ Feedback 2008 Survey
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n=1184
96.2% of the students agreed that the video recorded lectures were useful in relation to their studies
Students’ Feedback 2008 Survey
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Awareness- posters- announcements- e-announcements
eLearning Week Exercise:
Learning Continuity Model
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Learning Continuity Model:Selected Core Learning Tools
CoreLearning Activities
Lectures
preseNTUr Lecture
Recordings
Tutorials
acuConference
Virtual Classes
OnlineDiscussion
Groups
ProjectWork
eUrekaProject Work
Management
System
Assessments
BlackboardAssessment
Engine
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and the HELP Model
• Learning Activities Management System – Open-source software developed by
Macquarie University• Easy to use; drag-and-drop interface• Rapid content design development• Many learning activity tools, supporting
interactive pedagogy
• HELP Model enabled by pedagogically-driven activities
• Integrated into edveNTUre
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Course Materials Presentation Interface
Learning Activity Links
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Course Material Presentation: LAMS
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Participation and Engagement: Creating Purpose
To widen my understanding.
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Student Engagement , Thoughts, Feedback, Comments and other Responses
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Teaching Paradigm• Traditional Approach– Teacher teach– Students listen and
learn– Assignments are given– Assignments are
submitted for marking– Students read their
marked assignments
Participative Model– Teacher teach– Students listen and
learn– Assignments are given– Students participates
online (content co-creation)
– Students read their own and other peer contributions
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Show me another example
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Example: Experimental Aerodynamics• Background:– Professor interested in developing a package
to help students better understand wind and water tunnels in exploring aerodynamics
– Limitation: wind and water tunnel facility cannot accommodate class of 140 enrolled students
– Solution: professor create documentary-style video to induct students to wind and water tunnels
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An example involving Experimental Aerodynamics
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An example involving Experimental Aerodynamics
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An example involving Experimental Aerodynamics
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An example involving Experimental Aerodynamics
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• Multiple varied answers to the same question
• Good, poor, incomplete, right, wrong, partial, model answers
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So?What does all this
mean?
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Findings: Quality of Learning• View video course content segmentation +
interactive learning activities + group participation– More engagement as more senses are used– More active participation– More thought– More reflections
• More self-directed learning• More peer-peer collaborative learning and
assessment and latent feedback• Develops more discerning learners• Professors have a better gauge of students’
learning
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Findings: Outcomes of Learning Activities
• Use of LAMS open-ended questions– Responses read by class-mates
enhances students’ learning– Students learn from each other - peer
learning and peer assessment– Students compare their responses
with other students awareness of different responses to same question
– Student develops (higher order thinking skills) judgment on response quality
Know & Share(Content Co-creation)
Compare
Learn & Connect
Judgment &
Discernment