Spoken Word - BBC Presentation

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Spoken Word services presentation to BBC staff. Presented on Wednesday 21st of November 2007 at BBC Broadcast Centre, London.

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Spoken Word - BBC Presentation

  1. 1. Presentation to the BBC Spoken Word Services 21 st November 2007 www.spokenword.ac.uk
  2. 2. The Team
  3. 3. Glasgow Caledonian <ul><li>This is the body text </li></ul>
  4. 4. The Saltire Centre
  5. 5. Today’s Talk <ul><li>Spoken Word </li></ul><ul><li>(1) Introduction and Background </li></ul><ul><li>(2) What have we done? </li></ul><ul><li>(3) Challenges and how we overcame them </li></ul><ul><li>(4) Where to next? </li></ul><ul><li>(5) Questions and discussion </li></ul>
  6. 6. (1) Introduction and Background
  7. 7. The Spoken Word vision <ul><li>‘ … to provide access to rich, authentic digital audio and video resources for Higher Education’ </li></ul>
  8. 8. Nature of the Project <ul><li>Digital Libraries in the Classroom </li></ul><ul><li>Programme funded by the JISC in the UK and the National Science Foundation (NSF) in the USA. </li></ul><ul><li>call required joint UK/USA teams to submit proposals. </li></ul><ul><li>4 proposals were selected from over 30 responses </li></ul><ul><li>Spoken Word was rated the highest </li></ul><ul><li>‘ Transformation of teaching and learning’ </li></ul>
  9. 9. The JISC <ul><li>Based in the UK </li></ul><ul><li>‘ The mission of the Joint Information Systems Committee (JISC) is to provide world-class leadership in the innovative use of ICT to support education and research.’ </li></ul><ul><li>JISC funds:- </li></ul><ul><li>national services </li></ul><ul><li>a range of programmes and projects </li></ul>
  10. 10. The National Science Foundation (NSF) <ul><li>Based in the USA </li></ul><ul><li>‘ to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense’ </li></ul><ul><li>NSF funds:- </li></ul><ul><li>20% of all federally supported basic research conducted by America's colleges and universities. </li></ul><ul><li>In many fields such as mathematics, computer science and the social sciences, NSF is the major source of federal backing. </li></ul>
  11. 11. Duration of the Project <ul><li>Phase 1: 2003-2006 </li></ul><ul><li>Set-up, development, roll-out - $5million. The Glasgow Caledonian portion of this money was the largest single source of funding ever received by the University ($1 million+). </li></ul><ul><li>Phase 2: 2006-2008 </li></ul><ul><li>Embedding and sustaining mainly funded by the Universities </li></ul><ul><li>Dissemination: Programme aspects with JISC funding </li></ul>
  12. 12. Project Partners <ul><li>UK: GCU Partnership with the BBC Information and Archives </li></ul><ul><li>USA: Northwestern and Michigan State Universities </li></ul><ul><li>Overview of roles and responsibilities: </li></ul><ul><li>GCU: Teaching, learning and research </li></ul><ul><li>BBC: Access to content </li></ul><ul><li>MSU and NU: Technology and tools development </li></ul>
  13. 13. The Spoken Word project <ul><li>Objectives </li></ul><ul><li>1) augmenting student competence to write on - and for - the Internet </li></ul><ul><li>2) enhancing digital libraries through a focus on learning </li></ul><ul><li>3) improving student learning and retention </li></ul><ul><li>4) developing aural literacy in our students </li></ul><ul><li>We believe that 1 and 2 are pre-requisites for achieving 3 and 4 </li></ul>
  14. 14. Content <ul><li>Primarily but not exclusively from the BBC Radio and Television Archives </li></ul><ul><li>Focus on Spoken Word material – historical and contemporary news, interviews, politics, etc. </li></ul><ul><li>Avoidance of drama, music, performance – complex rights issues </li></ul><ul><li>Initial focus on Humanities and Social Sciences, but discipline range now broad </li></ul><ul><li>Initial focus on audio only, but now including material from TV archives too </li></ul>
  15. 15. Content <ul><li>Non BBC materials include a range of recorded materials from GCU and partner institutions </li></ul><ul><li>Oral history materials </li></ul><ul><li>Lectures </li></ul><ul><li>Expert seminars </li></ul><ul><li>Important institutional events e.g. graduation ceremonies </li></ul>
  16. 16. Rights <ul><li>Glasgow Caledonian University and the BBC agreed:- </li></ul><ul><li>A legal Deposit Agreement </li></ul><ul><li>An informal Memorandum of Understanding </li></ul><ul><li>Glasgow Caledonian University developed a legal End-User Agreement based on this Deposit Agreement </li></ul>
  17. 17. Mission and values <ul><li>EU - HMG – JISC - GCU </li></ul><ul><li>‘ Capacity building’ – open source and open standards - interoperability </li></ul><ul><li>GCU – Mission – Teaching and Learning - Saltire Centre </li></ul><ul><li>Contribute to delivery of learning that is:- </li></ul><ul><li>Personalised </li></ul><ul><li>Inclusive </li></ul><ul><li>Flexible </li></ul><ul><li>Productive </li></ul>
  18. 18. Where we want to be <ul><li>Development of sustainable digital library services with lasting benefit beyond project – Spoken Word Services </li></ul><ul><li>Continuing to provide access to high quality digital audio and video materials, selected and enhanced by academic experts </li></ul><ul><li>A continuing relationship with the BBC </li></ul>
  19. 19. (2) What have we done?
  20. 20. Developed a user base
  21. 21. Learners <ul><li>JISC programme and project aims:- </li></ul><ul><li>‘ Transformation of Teaching and Learning’ </li></ul><ul><li>Transform what and why? </li></ul>
  22. 22. Learning and teaching <ul><li>Some Traditional Values…Aspirations and Ambitions </li></ul><ul><li>‘ To induce students to think for themselves, work on their own …. and contribute to the work of groups’ </li></ul><ul><li>But Elite Values and Mass Higher Education </li></ul><ul><li>Potential Opportunities and Advantages of C&IT </li></ul>
  23. 23. Learning and teaching <ul><li>Some Contemporary Realities… </li></ul><ul><li>Social and Technological Imperatives Citizenship, Work and Leisure in an Ever-Changing World </li></ul><ul><li>Embracing the Socio-Technological World of the Modern Learner </li></ul>
  24. 24. Student expectations?
  25. 25. Student expectations?
  26. 26. Enhancing access
  27. 27. Spoken Word model <ul><li>Enabling Pedagogical Pluralism ... A modular approach for managing change </li></ul><ul><li>Banks of content: the ‘essence’ (primary audio/video repositories) </li></ul><ul><li>Catalogues and finding aids (secondary and tertiary repositories) </li></ul><ul><li>User Applications (the ‘presentation layer’) </li></ul>
  28. 28. Collaborations
  29. 29. Some examples in practice <ul><li>Towards an international Community of Practice …. </li></ul><ul><li>- English Language at Bologna </li></ul><ul><li>- Political Economy at Stirling and Glasgow Caledonian </li></ul><ul><li>- Social work and Social Policy at Glasgow Caledonian </li></ul><ul><li>- Anthropology (History of India) at Columbia </li></ul><ul><li>- History (impact of technology since 1945) at Northwestern </li></ul><ul><li>- Law and Ethics at Edinburgh </li></ul><ul><li>- Hospitality Management at Strathclyde </li></ul><ul><li>- Media Ethics at Glasgow Caledonian (show) </li></ul><ul><li>- Women in British Politics at Kansas State </li></ul>
  30. 30. Digital Libraries <ul><li>We developed a workflow for handling BBC materials and a repository for storage </li></ul><ul><li>Repos </li></ul><ul><li>MySQL + PHP; developed by partners at Michigan State </li></ul><ul><li>Padova front-end finding aid built on top of this </li></ul>
  31. 31. Standards <ul><li>Importance of standards for interoperability – essential for worldwide Scholarly Communication </li></ul><ul><li>Metadata standards </li></ul><ul><li>Mapped BBC Infax to Dublin Core </li></ul><ul><li>From DC to other standards such as MARC21, METS and UK-LOM Core </li></ul><ul><li>Technical Standards </li></ul><ul><li>OAI-PMH for sharing metadata </li></ul><ul><li>SRW for cross searching </li></ul>
  32. 32. Finding stuff <ul><li>Padova - an open source meta-linking finding aid which sits on top of our Repos repository </li></ul><ul><li>Dynamic XML feeds for searches (RSS, ATOM, and for Podcasts), Linking, Citation </li></ul><ul><li>Citations in standard formats </li></ul><ul><li>Integration with Delicious, Google Scholar, Wikipedia </li></ul>
  33. 33. Padova …. find+ <ul><li>This is the body text </li></ul>
  34. 34. Accessing our resources <ul><li>4 easy steps for learners </li></ul><ul><li>Go to www.spokenword.ac.uk </li></ul><ul><li>Click on ‘Find Audio & Video’ </li></ul><ul><li>Start searching </li></ul><ul><li>Sign up for a free educational user account to access media </li></ul>
  35. 35. Padova
  36. 36. What then? Adding value <ul><li>Development of specific contextual services based on Spoken Word content </li></ul><ul><li>Podcast services – audio and video – examples (show Karen Thompson) </li></ul><ul><li>Blog services </li></ul><ul><li>Integration of content with existing educational systems e.g. VLE like BlackBoard </li></ul><ul><li>Media Annotation! </li></ul>
  37. 37. (3) Challenges
  38. 38. Media Annotation <ul><li>The Challenge </li></ul><ul><li>Let people work easily together with digital media online </li></ul><ul><li>Provide powerful tools for critiquing and </li></ul><ul><li>sharing annotations of digital media objects online in real time </li></ul><ul><li>Provide federated search and ability to share </li></ul><ul><li>annotated materials via repositories </li></ul>
  39. 39. Media Annotation <ul><li>Project Pad </li></ul><ul><li>Developed in partnership with Academic Technologies at Northwestern University </li></ul><ul><li>Browser based annotation and collaboration tool for images, audio and video </li></ul><ul><li>Potential integration with repository and VLE environments </li></ul><ul><li>Open Source </li></ul><ul><li>Java server side; Flash client side </li></ul>
  40. 40. Media Annotation
  41. 41. Project Pad
  42. 42. Rights <ul><li>3 main challenges </li></ul><ul><li>Deposit and serving: BBC / Caledonian Legal Deposit agreement </li></ul><ul><li>Users and permissions: the Glasgow Caledonian User License </li></ul><ul><li>Third party rights and permissions - coping with the 1988 Copyright Act </li></ul>
  43. 43. Legal Deposit Agreement <ul><li>Gives worldwide permissions </li></ul><ul><li>to display </li></ul><ul><li>to stream </li></ul><ul><li>to download for individual study purposes </li></ul><ul><li>Restrictions </li></ul><ul><li>Provisional temporal permissions </li></ul><ul><li>Limited to “educational users” </li></ul><ul><li>Requirement to handle third party rights </li></ul>
  44. 44. Spoken Word End-User Licence Agreement <ul><li>‘ … . OK, it goes like this… you just accessed our materials archive, for which we are truly grateful (after all, your interest keeps us in business). However, when you accessed it, you were actually only being given the right to download or stream parts of it for educational use, not to republish or repost it. The stuff contained in the archive still belongs to us, or those third parties who have allowed us to make it available to you. By allowing you access to this material, we are “licensing” it to you. This is a lot like renting it forever… we still own it but you can use it all you want but only for educational use. What does all this mean to you? …’ </li></ul>
  45. 45. Radical Active Clearance <ul><li>Procedures </li></ul><ul><li>Identify, trace and contact third parties </li></ul><ul><li>Request permissions </li></ul><ul><li>Present outcomes and request the comments of experts </li></ul><ul><li>Outcomes </li></ul><ul><li>Tracing participants </li></ul><ul><li>We have attempted to trace 659 participants </li></ul><ul><li>Failed to make contact with 278 </li></ul><ul><li>Had replies from 250 </li></ul><ul><li>Currently attempting 131 (46 of these we are in dialogue with) </li></ul><ul><li>Refusals and confusions </li></ul><ul><li>Poetry: 14 refusals or acceptable conditions </li></ul><ul><li>General: 4 refusals or acceptable conditions </li></ul><ul><li>Confusions: &quot;What did I say?  Can I listen to that? etc&quot; &quot;I don't have any rights! Talk to the BBC...“ </li></ul><ul><li>Permissions </li></ul><ul><li>        246 signed our permissions form with no reservations or conditions </li></ul>
  46. 46. Some Examples <ul><li>..... </li></ul>
  47. 47. (4) Where to next?
  48. 48. Digital Libraries <ul><li>Moving now to Fedora </li></ul><ul><li>Open source </li></ul><ul><li>Java-based system </li></ul><ul><li>all content, metadata and relationships stored as XML </li></ul><ul><li>Highly flexible, scalable and configurable </li></ul><ul><li>All management and access tasks possible through web service API interfaces </li></ul>
  49. 49. Why Fedora? <ul><li>Meets OAIS requirements </li></ul><ul><li>Trusted digital repository requires:- </li></ul><ul><li>persistent identifiers </li></ul><ul><li>mechanisms for open access </li></ul><ul><li>mediated deposit </li></ul><ul><li>quality metadata </li></ul><ul><li>authentication and authorisation </li></ul><ul><li>federated resource discovery </li></ul><ul><li>provision for long term preservation </li></ul>
  50. 50. Fedora <ul><li>Developed from the US education digital library community, especially at Cornell University and University of Virginia </li></ul><ul><li>Now worldwide </li></ul>
  51. 51. Fedora UK & Ireland
  52. 52. Scholarly Communication <ul><li>International Scholarly Communication requires:- </li></ul><ul><li>Trusted digital repositories </li></ul><ul><li>Use of common standards for interoperability </li></ul><ul><li>Better federated identity management – Shibboleth </li></ul><ul><li>Ability to capture and store user generated content – annotations, metadata, objects </li></ul><ul><li>A flexible, modular approach to deal with technological change </li></ul><ul><li>To support choice and allow imaginative connections between scholars </li></ul>
  53. 53. Some Future Developments <ul><li>A new front end finding aid to work with Fedora, retaining Padova functionality </li></ul><ul><li>Integration of annotation tools with this finding aid – allowing users access to favourites, notes and annotations </li></ul><ul><li>Community of practice model showing different ‘types’ of users – harnessing power of ‘trusted academic experts’ </li></ul><ul><li>Automated systems to allow teachers and students to create their own podcasts </li></ul>
  54. 54. Relationship with the BBC <ul><li>Increasing demand for BBC content from further/higher educational communities </li></ul><ul><li>Towards greater rights protection and jurisdiction - Shibboleth </li></ul><ul><li>Towards &quot;cease and desist&quot; rights declarations? </li></ul><ul><li>How do we move forward? </li></ul><ul><li>Continuation of deposit model? </li></ul><ul><li>or </li></ul><ul><li>Hook into open BBC services; allowing us to build education specific applications/expertise on top of BBC systems and content? </li></ul>
  55. 55. (5) Questions?
  56. 56. Further Information <ul><li>Spoken Word Services </li></ul><ul><li>http://www.spokenword.ac.uk </li></ul><ul><li>Digital Libraries in the Classroom </li></ul><ul><li>(including project videos) </li></ul><ul><li>http://www.jisc.ac.uk/whatwedo/programmes/programme_dlitc.aspx </li></ul><ul><li>The Saltire Centre </li></ul><ul><li>http://www.gcal.ac.uk/thesaltirecentre </li></ul>
  57. 57. Our blog
  58. 58. Contact <ul><li>Iain Wallace </li></ul><ul><li>Digital Services Development Librarian </li></ul><ul><li>E: [email_address] </li></ul><ul><li>T: 0141 273 1901 </li></ul><ul><li>W: http://www.spokenword.ac.uk </li></ul>

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