User Needs and Project Plans for Library-Managed Media Assets

User Needs and Project Plans for Library-Managed Media Assets

Jon Dunn, Director of Library Technologies and Digital Libraries, Indiana University

Mark Notess, Development Manager in the Digital Library Program, Indiana University

Outline

• Project background• User needs• Accomplishments and current activities• Invitation, feedback, discussion

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Project BackgroundPart 1

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• Open source digital music library system• Used at a dozen institutions, mainly for

streaming audio course reserves• @IU, current version online since 2005, now

with ~20,000 digitized albums; in heavy daily use

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What’s in the box

Includes

Server software

Client construction kits for Windows

and Mac

Sample content: 2 recordings and

scores

Various utilities for authentication,

authorization & encoding

Web applications for audio playback

& authorization mgmt

Just add

A Linux/Unix server

MySQL, Apple Darwin SS, Java,

Quicktime, Perl, Tomcat, Apache

Your content

Includes

Server software

Client construction kits for Windows

and Mac

Sample content: 2 recordings and

scores

Various utilities for authentication,

authorization & encoding

Web applications for audio playback

& authorization mgmt

Just add

A Linux/Unix server

MySQL, Apple Darwin SS, Java,

Quicktime, Perl, Tomcat, Apache

Your content

Nutrition FactsOpen source BSD license

Album- not track-based

Online access to streaming audio and scanned score images

Flexible access control

Teaching & learning tools for annotation & analysis

See variations.sourceforge.net for more information.

Nutrition FactsOpen source BSD license

Album- not track-based

Online access to streaming audio and scanned score images

Flexible access control

Teaching & learning tools for annotation & analysis

See variations.sourceforge.net for more information.

5

Variations: Pedagogical Tools

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Variations on Video

• Initial planning grant, Aug 2010 – Jan 2011 from the Institute of Museum and Library Services

• IU & Northwestern are lead institutions

• Multi-institutional collaboration on functional and technical requirements

• Full implementation grant proposal submitted to IMLS in Feb 2011

Add online video access capabilities to Variations, providing equivalent access, annotation, and analysis tools to support teaching and learning.

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Motivators for Variations on Video

• Demand from Variations implementers• Increased audio/video demand for teaching,

learning, and research• IU Media Preservation Initiative• IU IT strategic plan: Empowering People• History of involvement in open and

community source software• Desire to create a sustainable foundation for

Variations development and maintenance

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Variations on Video: Scope• Access to managed collections

• Video, audio• Focus on libraries, archives, [museums]• Research, teaching, and learning use• Variety of access control requirements• Integration with preservation repository services

• Ad-hoc faculty/student uploads • Classroom capture • Live streaming • Working digital assets – media production

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Variations on Video: Content

Video digitized

from library

collections

Files with purchased or licensed streaming

rights

University produced

video

Archival collections

Faculty-produced

video

Feature Films

Documentaries

TV shows

Live Performances

LectureSeries

Field Recordings

Research-relatedVideo

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Current (Partial) Solutions

• Media servers• Adobe, Real, Apple, Microsoft, Wowza, etc.

• Digital asset management systems• OpenText/Artesia, NetXposure, etc.

• Classroom capture solutions• Echo360, Mediasite, Opencast Matterhorn, etc.

• Course management systems• Sakai, Blackboard, Moodle

• Online video platforms• Kaltura

• Digital library and institutional repositories• Fedora, DSpace, ContentDM, etc.

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Gaps in Current Video Solutions

• Access control• Integration with library digitization workflows• Integration with library systems and metadata• Long-term preservation• Integration with course management systems• Player functionality

• Precision• Bookmarks, playlists

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User NeedsPart 2

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OverviewProxied

• “A Survey of Video Streaming Practice and Aspirations in Academic Libraries” (Spring 2010)

• Usage Scenarios (Fall 2011)Direct

• Observations and Interviews of faculty at IU (Fall 2011)

• Diary study (Summer 2011)

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UserUser DesignerDesigner

ProxyProxy

Survey Administration• Survey conducted online

April 29 - June 5, 2010• Invitations sent to various

listservs.• Approximately 150

respondents completed the survey, though most questions were optional so response numbers vary

• Of these, ~90 reported currently streaming video

What method do you use to restrict access to your streaming video? Check all that apply (N=91)

Other: Some materials are open, some are not; on-campus only; it depends….

What is important in a video streaming solution?

Must Have

WouldLike

Not Sure

Don’tNeed

Users can adjust playback location precisely (within a second of the desired location)

48 55 22 5

Users can mark a particular location in a video for future immediate access (bookmarking)

33 73 17 9

Users can create a playlist of segments from different videos for future reference

27 77 15 12

Videos can be accompanied by transcripts 28 70 22 10

Video content can be delivered to mobile devices 21 70 30 11

(The following selected answers show highest ‘must have’ responses)

What is important in a video streaming solution?

Must Have

WouldLike

Not Sure

Don’tNeed

Video content can be integrated into a discussion forum or chat tool for group discussion

5 80 32 15

Users can share textual annotations with other users

4 76 30 20

Video content can be integrated into an online quiz/test tool

6 68 35 21

Video marking, annotation, playlists, and segmenting can be accomplished on mobile devices

3 64 43 21

(The following selected answers show highest ‘don’t need’ responses)

Interactive, end-user features wanted in a video streaming solution

• Clips can be downloaded for use in other applications• Closed and Soft Captioning• Search by indexed transcript• Tools for creating learning objects for integration into online

classes• Re-purposing of content for student use (annotation,

bookmarking, remixing)• Remote Access • Statistics on use (overall, by school, by staff member)

(open responses categorized by topic, ranked highest to lowest by count)

Usage Scenarios• 16 scenarios from 7

institutions• Scenario generation library-

led• Scenarios presented &

discussed at initial Variations on Video project participant meeting

• Scenarios formed the basis for the product concept

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Usage Scenario ExampleVariations on Video Usage Scenario: Faculty using short clips from DVDs in course lectureSource: Scott Britton and Hong Ma, University of MiamiSummary: A Film Studies instructor teaches using video clips from library-owned DVDs. The library Reserves department captures the clips into a standard format, applies metadata or imports it from the DVD, MARC record or reliable websites, creates high and low resolution versions, and places them in a course “video library” for use by the faculty member and students enrolled in the course. Each video clip can be searched using the metadata created by the library or added for the course by the instructor. A thumbnail of each clip in the course library makes browsing easier. Students access the course library using their university account information (CAS authentication). The system also can be a building block integrated with Learning Environment like Blackboard or Sakai.

[Detailed role descriptions follow]

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Usage Scenario ExampleVariations on Video Usage Scenario: VoV playing library-licensed videoSource: Scott Britton and Hong Ma, University of Miami…Users: Film Studies instructor (Fran), Reserves staff (Ray), student (Sue)

Fran’s view: Fran finds video content in a lot of places, but a smooth lecture requires having them all in one place. Rather than link out to online videos wherever they might be, she takes the URL for the video and adds it to a VoV wrapper or shell. She creates some metadata for the wrapper so that she and her students can use it, and adds it to her course. Combining these videos with ones downloaded from the library’s DVD collection, Fran has a large set of videos that display the same way during her class. She often marks up a clip to identify elements she wants her students to notice. She sometimes asks students to mark up a video and export those annotations to share with the rest of the class.…

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Usage Scenario ExampleVariations on Video Usage Scenario: Music Conducting StylesSource: Scott Britton and Hong Ma, University of MiamiSummary: The School of Music records students conducting so they can review themselves. Students often view other students’ tapes for comparison. Some videos are shown in class for general discussion. Students and faculty can watch two videos side-by-side, add comments and comment on other’s comments.Sam’s view (student): Sam records himself conducting … He goes to his video and sees that Ira provided some private comments. A few days later, he gets a VoV email saying that someone has commented on his video. … He adds a response to one of the comments, which includes a thumbnail and link to another video that is compared with his. He opens both his video and the other student’s video and watches them together, pausing and replaying both at the same time using linked controls, and sometimes just controlling just one video or the other. Sam adds a new comment on the other video, and responds to some comments already posted there.

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Other CMS Mentions in Scenarios• Faculty-defined playlist of streaming clips can be shared

w/students and annotated by them.• Faculty-requested film digitizations automatically show up for

students in CMS when ingest is completed.

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Faculty Interviews & Observations• Interviewed 11 faculty or staff at

IU who use video materials in teaching, learning, and research

• Observed 7 class sessions where video was used in the classroom

• Focus was on class preparation and in-class use, but also got data on out-of-class use by students

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Digression QuestionTo what extent does Sakai want to help instructors in the classroom?•with preparation of materials?•with delivery of materials?•with between & within navigation?•with display of annotations and callouts during presentation?If Sakai is not interested in this space, who is, and how does Sakai integrate?Integration benefits: fewer places to look; reduced file-schlepping; integration with participation metrics, discussion forum, chat, quiz, assignments, syllabus, etc.

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Some Sakai-Related Needs from Faculty

Make all clips/videos available through course management system•Leverage authentication & authorization•Copies of full resources available in CMS allows instructor to show shorter clips in class because students can reference the longer resources outside of class; this leaves more time for in-class discussion as well•Single point of access

May 26, 2011Scott D. Bacon

More Sakai-Related Needs from Faculty

• Students need to see videos online, add comments in a forum-type area, add excerpt examples of their own, add their input and expertise to the course

• In forums, students open up more if talking to peers rather than to professor

• CMS supports tailoring of instructions and assignments by level (graduate vs. undergraduate) through assignment to groups

• Would like a way to add metadata and annotations• Tracking clips viewed (which, how many, what portions)• Clips hosted on Oncourse for pre-determined amount of time so

students can have access until they are quizzed or tested on that resource

May 26, 2011Scott D. Bacon

Diary Study• Will have students record their music

discovery and access events during the day (video or audio)

• At end of week, use data as basis for an interview

• Given the growing comprehensiveness of resources such as YouTube and the power of Google for discovery, how are practices around library resources shifting?

• Currently in planning phase

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CreditsScott Bacon: Survey analysis, interviewing, observations

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Accomplishments and Current Activities

Part 3

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Project Accomplishments

• Product concept developed and vetted• Advisory and test/evaluation partners

defined• Proposal submitted to IMLS in Feb 2011

• Will learn result in September

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Product Concept: Function

• Content focus: library-owned/managed video• Focus on access: desktop and mobile• Flexible access control• Accessibility, transcripts, captioning• Fine-grained control of media playback• Integration with existing metadata sources• Search and discovery interface• Easy linking and embedding into external systems• Integration with pedagogical and annotation tools

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Product Concept: Target Audience

• Integration with existing institutional systems vs. self-contained plug and play• Integration won out

• Focus on IT-capable libraries/institutions• Others via hosting, VM images

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Product Concept: Architecture

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Leveraging Existing Open Source Components

Repository, metadata registry, access control

Repository actions, metadata editing

Discovery: search, browse

Metadata indexing

Video processing, transcoding, possibly player

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Access

• Library discovery systems• Course management systems, e.g. Sakai• Library web sites, e-reserves• Faculty and student-created web sites• Mobile platforms/apps

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Project Partners and Collaborators

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Questions?

• www.dlib.indiana.edu/projects/vov

• Jon Dunn: [email protected]• Mark Notess: [email protected]

• Feedback and additional collaborators welcome!

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