First we are going to tell you a story. Our story. Our story of a building and a desire to re-architect our video capture solution. Then talk about what we learned and the broader issues facing institutions who are interested in pursuing lecture capture in an enterprise way\n
The facility consists of 120 gsf spread across 5 stories and includes 20 traditional classrooms,like we are sitting in today and include flexible seating, wired and wireless connectivity, HD projection and capture in every room. 3 unique capture systems. 10 miles of fiber optics and over 100 miles of CAT 6A 10Gb/s \n
External drivers are those factors outside of the SoM and outside of its control, yet which have a profound effect on how we architected this system\n
In the past storage has limited our abilities to digitally record and repurpose all of our content, that barrier no longer exists. In our first year of operation we expect to capture 500TB of data (not keep it all, just capture it). As an example of change, when I began the design of this system we had planned 32TB and that doubled to 64TB when we procured the storage and within the last few weeks we have been notified that if we had purchased today we could have doubled our capacity to 128TB for less money. \n
Another hurdle that has been cleared is the processing power of servers or purpose built encoding hardware. Each of the classes we capture has a minimum of two streams of HD 1080i video that are captured as separate streams and weigh in at 250MB per file. Just a few years ago we would have never considered it feasible to encode many HD streams and deliver them by the end of the day. When the facility opens we will be able to deliver an .mp3 file to Sakai before the lecturer even exits the classroom and have 4 different versions of the lectures online in under 3 hours and this will only get better. Before the years end we expect Apple to release 12 core servers which could reduce the amount of hardware needed and in turn save on power consumption\n
As many of you know the race to make devices smaller, faster, and cheaper is accelerating at an unbelievable pace. With this device I can record audio in stereo, record, edit and post video as well as stream live to the internet...oh and by the way, it&#x2019;s a phone. Instead of ignoring these pressures we have embraced them and have made an effort to capture our media at higher qualities and deliver our content in a multitude of flavors that will all play on mobile devices. In fact we changed our entire system to downloadable files and rewrote our acceptable use policies because of the pressure. We are also moving forward with a pilot where we distribute FlipHD cams to our students so that they can record, share with their faculty and peers. In Phase II of our capture systems project we will create an interface for these students to upload and share more easily. Embrace change because your students already are....\n
All roads lead to mobility\n66% of students report listening to podcast monthly\n23% of students report watching lectures on portable media up from 5% in 2008\nExpect these numbers to grow as newer video devices are made available\nbeing asked to deliver podcasts in more digestable manner\n
With the advances made in storage, processing and mobile video capture the number of distribution channels has skyrocketed. Again two external factors that are pushing us to rethink the lifecycle of our media comes external factors. We now need to not only produce media for internal portals and learning management systems, we now must account for public facing distribution channels such as Youtube and iTunesU. \n
As you might imagine, Youtube is a driving force behind this movement to produce and upload video. The most recent statistics are staggering:\nMore than 100,000,000 unique visitors per month20 hours of video uploaded every minute\n1,200,000,000 downloads per day\n\n
This has been a great surprise and we are happy to be actively engaged in the open source movements that are on the leading edge of lecture capture. The most compelling inter University project out there is the Opencast project out of UC Berkeley which will release their 1.0 product towards the end of the year. When our system goes live in August 2010 we will immediately begin work on integrating key components of their systems into our product. This is something I will speak further about in a later slide. \n
Beyond the Technology: Institutional issues with implementing automated capture
Education Leadership Summit Beyond the Technology: Institutional issues with implementing automated capture Jenn Stringer, Andrew Wasklewicz Stanford University School of Medicine
School of Medicine Overview• World leader in medical research and training• Emphasis on multi-disciplinary research• Curriculum that melds the study of basic science and the clinical practice of medicine
Basic Facts• Medical School Students: 400• Students in 5+ years Graduate Students: 820• Postdoctoral Scholars & Clinical Fellows: 1418• Undergraduate & graduate students outside the SoM served by the school: 628• Courses: MD Structured integrated curriculum• Faculty: Practicing clinicians and researchers
School of Medicine Spaces• 8,500 events 2008-2009• Large auditorium *• Lecture Halls *• Computer Labs• Small Group spaces• Clinical Skills Center *• Simulation Center• Wet Labs
History of Classroom Capture• 1970’s - Capture on 3/4 inch tape - available for checkout• 1980’s - Capture on VHS - available for checkout• 1998 - Streaming REAL media• 2007 - REAL downloadable• 2008 - H.264/.MP4 downloadable
Curriculum Changes• Move to fewer lectures• More small group and team-based learning• More integrated approach - move away from discipline based courses• We still capture a lot!
Curriculum Changes• Move to fewer lectures• More small group and team-based learning• More integrated approach - move away from discipline based courses• We still capture a lot!3000 hours
Capture Hardware• Smaller, cheaper, faster• Mobile consumer hardware• Students can & will capture lecture themselves
Two-thirds of Americans own a video-enabled mobile deviceFederal Communications Commission. October 2009. Broadband Adoption and Use in America
SoM Technology Trends• Mobility• 80% of student population reports regularly using portable media device• 75% have phones capable of playing media• Median time spent on laptop 6-8 hours daily Stanford School of Medicine. January 2009. Student Technology Ownership and Use Survey
Ownership & UseMobile Media Ownership, Over TimeAmong all 8-18-year olds, percent who own eachplatform: 18% iPod/MP3 Player 76% 39% Cell Phone 66% 12% Laptop 29% 2004 2009 Generation M2. January 2010. A Kaiser Family Foundation Study
Distribution Channels• Home grown solutions• Custom applications• Learning Management Systems• iTunesU• Youtube
Stanford on YouTube - Views 8M 6M 5M 3M 2M 0M 2008 2009 2010 Stanford Office of Communications. March 2010.
Stanford on iTunesU - Downloads 10M 8M 6M 4M 2M 0M 2008 2009 2010 Stanford Office of Communications. March 2010.
Open Source Initiatives• OpenCast• ETH Zurich, Replay• ePresence• Panopto• maclearning.org
Questions• What are we missing?• What’s coming that could be a driver?
MediaFlow Components• Core Systems – IT – AV• EventApp – Scheduling – Capture – Metadata – Notiﬁcations
MediaFlow Goals• Automate the capture of all core classes and events• Consolidate event data• Support self-capture and externally produced media• 5pm same day deadline for delivery of all media• Open standards based
System Architecture• Core networking infrastructure• Decoupled systems• Plan for and accept obsolescence
Open Content• Initiatives (iTunesU, public portals, MIT OpenCourse)• Schools of Medicine• Publicly available to all• Limited to only students enrolled? the wider campus?
Intellectual Property• Huge faculty concern• Institutional policy around IP• Different from copyright of presentation• Story - Course syllabi – When a faculty member leaves the IP goes with them but the copyrighted syllabus remains the with the University
Copyright of Captured Lecture• Usually University owns the copyright if its resources are used• Watermarking, bumpers, drm, other?• Story: – Student brings camera to talk and asks permission to tape. Uses their own equipment, who owns it?
Permissions and Releases• Permission/Release forms – Your own? Creative Commons? – Revokable – Repurpose – Educational use/non-proﬁt• Who is responsible? (Office of Education? Courses? Departments? IT?) – How long do you keep materials (digital, original? record only?)
Appropriate Use and Reuse• Applies to more than just audio/video• To share or not share• Balance student needs with faculty concerns and institutional rights• Case study – A “copyrighted” video shows up on Youtube and is reported by a faculty member. What do you do?
Course Content Access & Appropriate• Cover all course materials (electronic and hard copy)• Provide students with more ﬂexibility to access course materials• Clarify policy on student sharing of course materials• Address faculty concerns regarding redistribution of content• Provide mechanism for addressing policy violations
Course Content Access & Appropriate"Stanford University School of Medicine course materials areintended for curriculum and course related purposes and arecopyrighted by the University. Appropriate access to thiscontent is given for personal academic study and reviewpurposes only. Unless otherwise stated in writing, this contentmay not be shared, distributed, modiﬁed, transmitted, reused,sold, or otherwise disseminated. These materials may also beprotected by additional copyright; any further use of thismaterial may be in violation of federal copyright law. Violators
Archiving• How long?• Who decides?• Retrieval• Deep storage
What’s Next• Open Source all code/documentation• Provide lessons learned• Policies online• Looking for partners