Creighton University’s BlueCast Lecture system was an instant hit with students and faculty when it went live in the fall of 2010. This case study details Creighton’s initial search criteria, the selection of Panopto to power BlueCast, and its implementation from pilot program to campuswide solution.
Panopto is the easiest way to bring video to your school. Whether it's lecture capture, flipped classrooms, student video or anything else, Panopto makes video easy.
Panopto makes it easy to record, share, and search video–in a single solution that requires zero new hardware and zero specialized training.
Panopto’s video content management system automatically standardizes almost any video camera, then automatically encodes and uploads to a secure, searchable “Enterprise YouTube” of video content that can be shared internally or with partners and customers.
For more, visit www.Panopto.com or call 855.PANOPTO today.
ICL09 - iClould Paper 'A fish called Guido'Leo Gaggl
A Fish Called Guido - elearning for remote students using educational mashups, cloud computing, data blogging and remote laboratories
James AW Plummer (TAFE SA, Regional Institute, Urrbrae Campus, Australia), Leo Gaggl (Brightcookie.com Educational Technologies)
Present generation of learners, growing up in a digital age, expect a fully IT-infused curriculum as a minimum. So, the majority of non-digital-age maritime instructors have to strive hard to keep pace with these new-age students’ expectations. In this paper, we will share our experience at the Wavelink Maritime Institute (WMI), where we are busy in developing and delivering a 3-year pre-sea training programme for marine engineers. Integrating technology in curriculum led to seamless accessibility, reduction of drudgery of calculations in engineering problems, increase in conceptual understandings. This also enables trials of various what-if scenarios and simulations of more authentic engineering cases, which were sometimes arranged as team assignments to add teamwork and cooperation in learning. Starting with the description of the steps taken to develop a knowledge-based infrastructure for learning, the paper will share some specific applications of technology usage in many of the course subjects and also include our student feed back, which reflects some degree of success of our efforts.
FORGE: Enhancing eLearning and research in ICT through remote experimentationFORGE project
EDUCON'14 Conference: This paper presents the FORGE initiative, which aims to transform the FIRE testbed facilities, already vital for European research, into a learning resource for higher education.
From an educational perspective this project aims at promoting the notion of \ac{srl} through the use of a federation of high-performance testbeds and at building unique learning paths based on the integration of a rich linked-data ontology.
Through FORGE, traditional online courses will be complemented with interactive laboratory courses.
It will also allow educators to efficiently create, use and re-use FIRE-based learning experiences through our tools and techniques. And, most importantly, FORGE will enable equity of access to the latest ICT systems and tools independent of location and at low cost, strengthening the culture of online experimentation tools and remote facilities.
Classroom Observation System M.Arumugaraja - Assistant Professor,
K.P.Aravinda Kumar - UG Scholar,
V.Karthick - UG Scholar,
Department of ECE,
SNS College of Engineering, Coimbatore, India
ICL09 - iClould Paper 'A fish called Guido'Leo Gaggl
A Fish Called Guido - elearning for remote students using educational mashups, cloud computing, data blogging and remote laboratories
James AW Plummer (TAFE SA, Regional Institute, Urrbrae Campus, Australia), Leo Gaggl (Brightcookie.com Educational Technologies)
Present generation of learners, growing up in a digital age, expect a fully IT-infused curriculum as a minimum. So, the majority of non-digital-age maritime instructors have to strive hard to keep pace with these new-age students’ expectations. In this paper, we will share our experience at the Wavelink Maritime Institute (WMI), where we are busy in developing and delivering a 3-year pre-sea training programme for marine engineers. Integrating technology in curriculum led to seamless accessibility, reduction of drudgery of calculations in engineering problems, increase in conceptual understandings. This also enables trials of various what-if scenarios and simulations of more authentic engineering cases, which were sometimes arranged as team assignments to add teamwork and cooperation in learning. Starting with the description of the steps taken to develop a knowledge-based infrastructure for learning, the paper will share some specific applications of technology usage in many of the course subjects and also include our student feed back, which reflects some degree of success of our efforts.
FORGE: Enhancing eLearning and research in ICT through remote experimentationFORGE project
EDUCON'14 Conference: This paper presents the FORGE initiative, which aims to transform the FIRE testbed facilities, already vital for European research, into a learning resource for higher education.
From an educational perspective this project aims at promoting the notion of \ac{srl} through the use of a federation of high-performance testbeds and at building unique learning paths based on the integration of a rich linked-data ontology.
Through FORGE, traditional online courses will be complemented with interactive laboratory courses.
It will also allow educators to efficiently create, use and re-use FIRE-based learning experiences through our tools and techniques. And, most importantly, FORGE will enable equity of access to the latest ICT systems and tools independent of location and at low cost, strengthening the culture of online experimentation tools and remote facilities.
Classroom Observation System M.Arumugaraja - Assistant Professor,
K.P.Aravinda Kumar - UG Scholar,
V.Karthick - UG Scholar,
Department of ECE,
SNS College of Engineering, Coimbatore, India
Lecture Slides from the 1st Lecture in "Social Learning and Knowledge Sharing Technologies" about Learning Theories and Challenges
Lecture at TU Darmstadt - Multimedia Communications Lab
Lecturers: Johannes Konert & Christoph Rensing
Durham Bb Conf 2009 Lecture and Event CaptureAshley Wright
Overview, implementation and evaluation of lecture and event capture at newcastle University. Presented by Carol Summerside and Ashley Wright at the Ninth Annual Durham Blackboard Users' Conference, Thursday 8th January 2009.
Big Bang Theory: The Evolution of a Recruitment ProcessSonru
What is the universe made of? How did it start? For an organization that invented the World Wide Web, & works to discover answers to huge questions probing the fundamental structure of the universe, CERN found themselves with their own huge internal recruitment challenge. How to source & attract the smartest candidates and, at the same time, completely reinvent their recruitment process. Hear from Anna Cook, Recruitment Unit Leader as she takes you on the CERN journey, detailing how they reinvented their recruiting process, embraced multiple channels, with leading edge recruiting technology and the results that followed.
This document discusses the differences in usability of pictures, video and text in the context of hardware installation manuals. It is my Master's thesis for the University of Helsinki and Nokia Siemens Networks, submitted in late 2013 and presents the results of a field research I made.
E Learning in Medical Education.E-learning (or eLearning) is the use of electronic media, educational technology and information and communication technologies (ICT) in education. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes
Lecture Slides from the 1st Lecture in "Social Learning and Knowledge Sharing Technologies" about Learning Theories and Challenges
Lecture at TU Darmstadt - Multimedia Communications Lab
Lecturers: Johannes Konert & Christoph Rensing
Durham Bb Conf 2009 Lecture and Event CaptureAshley Wright
Overview, implementation and evaluation of lecture and event capture at newcastle University. Presented by Carol Summerside and Ashley Wright at the Ninth Annual Durham Blackboard Users' Conference, Thursday 8th January 2009.
Big Bang Theory: The Evolution of a Recruitment ProcessSonru
What is the universe made of? How did it start? For an organization that invented the World Wide Web, & works to discover answers to huge questions probing the fundamental structure of the universe, CERN found themselves with their own huge internal recruitment challenge. How to source & attract the smartest candidates and, at the same time, completely reinvent their recruitment process. Hear from Anna Cook, Recruitment Unit Leader as she takes you on the CERN journey, detailing how they reinvented their recruiting process, embraced multiple channels, with leading edge recruiting technology and the results that followed.
This document discusses the differences in usability of pictures, video and text in the context of hardware installation manuals. It is my Master's thesis for the University of Helsinki and Nokia Siemens Networks, submitted in late 2013 and presents the results of a field research I made.
E Learning in Medical Education.E-learning (or eLearning) is the use of electronic media, educational technology and information and communication technologies (ICT) in education. E-learning includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes
Studying with us is a challenging yet rewarding experience. Our flexible approach offers you a range of study options, from studying full-time with local support, to studying by distance learning, so you can combine work with your studies.
Lecture capture makes out-of-class courses more interesting, productive, and flexible and allows educational institutions to leverage the opportunities of the digital revolution.
The Practical Guide to Flipping Your Classroom - An eBook by the Panopto Vide...Panopto
In the last decade, academic institutions at all levels have begun introducing non-traditional pedagogies that combine traditional brick-and-mortar teaching with online, on-demand learning.
Among all of the approaches to this “blended learning,” one has garnered more media attention, reported more tangible results, and gained the support of more educators than any other — the flipped classroom.
In just the last four years, flipping the classroom has evolved from an obscure experiment to a mainstream model for improving the student learning experience in universities and school districts around the world.
But just what is a flipped classroom?
How do teachers prepare to flip a class?
How do they create flipped lecture materials and structure in-class time?
And how do they know if all their efforts were worth it?
Just in time for the new school year, we’ve developed the definitive guidebook for any teacher, professor, or administrator interested in flipping their classrooms.
The Practical Guide to Flipping Your Classroom covers everything from what questions educators can expect when flipping a class, to how to plan for interactive learning sessions and even what to look for in video equipment.
Case Study: Qualcomm Amplifies Global Employee and Partner Training with the ...Panopto
At Qualcomm, invention is at the heart of corporate culture — a value the company relies on in order to maintain its place atop the mobile technology industry.
Facilitating that culture is another closely-held principle: strong support for employee learning and development.
For Qualcomm employees, partners, and contractors, the company’s commitment to continuous learning is readily apparent in the volume of training options the company offers. Qualcomm’s learning and development teams facilitate more than 600 instructor-led training events annually, as well as a nearly endless stream of informal knowledge sharing sessions, guru talks, and brown bag discussions
Searching for Lower-Cost, More Scalable Training
Supporting its litany of live in-classroom sessions, Qualcomm uses video to expand the availability of many of its training courses, making most courses viewable on-demand for engineers, analysts, executives, and other members of the organization.
At first, Qualcomm relied on a vendor to produce its training videos, but it quickly became apparent that model wasn’t scalable. Recordings took weeks to produce, and each new session added yet another invoice against the budget. In addition, Qualcomm couldn’t offer technical enhancements to the videos like more reliable streaming, peer-to-peer sharing, or inside-video search to make the final products more user-friendly.
Collectively, Qualcomm’s learning and development teams went looking for a more efficient tool to deliver video for eLearning. That’s when they discovered Panopto.
“When I first found Panopto, I thought ‘Wow, we could create all this video ourselves, and it would be easy,” said Dana Sanderlin, Director of Product Management at Qualcomm. “This could open up our world.’”
Find out more!
Download your copy of the Qualcomm Panopto case study today to learn how the world leader in mobile technologies is expanding its global learning and development programs with on-demand video, powered by the Panopto enterprise video platform.
White Paper - Modern Video Streaming in the Enterprise - Panopto Video PlatformPanopto
In the past several decades, changes in video technology have frequently occurred through seismic shifts in ecosystem support. The triumph of VHS over Betamax, the subsequent shift from VHS to DVD, and the rise of H.264 have all followed a pattern in which the industry rallies around a technology and solidifies its position in the market.
In 2015, the next sea change is underway. Legacy video streaming protocols built on overlay networks, custom protocols, and specialized servers are giving way to chunked, connectionless, HTTP-based “Modern Streaming.”
Organizations that implement their live and on-demand video infrastructure using Modern Streaming stand to benefit from reductions in cost and network management complexity, and from improvements in scalability and the viewing experience. Because modern video protocols have been built to leverage the architecture of the internet and corporate WANs, they work in concert with organizations’ existing web caching infrastructure and WAN optimization technologies.
For organizations with video infrastructure built on legacy streaming protocols like RTMP, MMS, and RTSP, and organizations that have invested in multicast video communication, Modern Streaming represents an inflection point. Although continued investment in legacy video technology limits near-term disruption, it prolongs an inevitable technology transition, increases the eventual cost of switching, and limits the choice of technology providers who are actively divesting from the technologies.
Learn more! In our latest white paper, Modern Video Streaming in the Enterprise: Protocols, Caching, and WAN Optimization, we’ll take a deeper look into the technical shifts driving the move toward Modern Streaming, including the seven characteristics that make a video streaming protocol modern.
We’ll also look that the new opportunities Modern Streaming presents for organizations to use existing network infrastructure for more scalable, cost-effective video delivery.
White Paper: 8 Ways A Video Platform Can Help Your Video Conferencing Tools D...Panopto
The rising popularity of user-generated online video has given your employees a new skill set.
Where once AV expertise was required for professional video production, now getting more value of your existing video conferencing technologies may be as easy as pairing them up with a enterprise video cms platform your employees can use.
An enterprise video platform helps organizations use video more productively — helping to scale training programs, enhance sales enablement, extend executive communications, support social learning, and dozens of other use cases.
Don’t Miss Out!
In our new free white paper we explore how organizations can leverage a video platform to make the most of their investments in video — and spotlight 8 valuable ways that businesses can use video conferencing and video platform tools together to drive real bottom line returns.
Record, Store, Search, and Share All Your Business Video - Panopto Enterprise...Panopto
Panopto makes it easy to record, share, and search video–in a single solution that requires zero new hardware and zero specialized training.
Panopto’s video content management system automatically standardizes almost any video camera, then automatically encodes and uploads to a secure, searchable “Enterprise YouTube” of video content that can be shared internally or with partners and customers.
For more, visit www.Panopto.com or call 855.PANOPTO today.
Does Video In The Classroom Work? New Student Performance Data - Panopto Vide...Panopto
Do "flipped classrooms" really work? And how well? We've collected new data to help separate fact from hype - and show that the flipped classroom model is working well for students around the globe. It might just be time for more teachers to start flipping.
Panopto makes it easy to record, share, and search video–in a single solution that requires zero new hardware and zero specialized training.
Panopto’s video content management system automatically standardizes almost any video camera, then automatically encodes and uploads to a secure, searchable “Enterprise YouTube” of video content that can be shared internally or with partners and customers.
For more, visit www.Panopto.com or call 855.PANOPTO today.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Case Study: Lecture Capture goes Campus-Wide at Creighton University with Panopto
1. 1 of 7
CREIGHTON UNIVERSITY
QUICK FACTS
Creighton University’s BlueCast Lecture system was an instant hit with
students and faculty when it went live in the fall of 2010.This case study
details Creighton’s initial search criteria, the selection of Panopto to
power BlueCast, and its implementation from pilot program to campus-
wide solution.
Part 1: Competition and Selection
THE CASE FOR PANOPTO
In late 2009, Brian Young,VP and CIO of Creighton University, and Anthony
Hendrickson, Dean of the College of Business, began discussing the
possibility of bringing lecture capture to Creighton. Two things were
animating their conversations: a study both had read showing improved
student performance and retention rates from lecture capture at Penn
State, and the H1N1 virus scare of 2009.
In early 2010,Young directed Instructional Designer Rick Murch-Shafer
of the Creighton Division of Information Technology (DoIT) to investigate
potential lecture capture solutions.
Lecture Capture goes
Campus-Wide at
Creighton University
LOCATION | Omaha,Nebraska
STUDENTS | 7,730
COURSES | Graduate,
undergraduate
MISSION | Creighton is a
Catholic and Jesuit comprehensive
university committed to excellence
in its selected undergraduate,
graduate and professional
programs.
Creighton faculty members
conduct research to enhance
teaching,to contribute to the
betterment of society,and to
discover new knowledge.Faculty
and staff stimulate critical and
creative thinking and provide
ethical perspectives for
dealing with an increasingly
complex world.
16months
10,283recordings
2.7 TB
disk space
used
2. 2 of 7
Murch-Shafer and fellow Instructional Designer,Tobias Nownes, were given three basic guidelines at the outset:
the solution must be easy to scale campus-wide, it must capture video, and faculty must be able to record
outside the classroom. The later was largely inspired by the very real threat of campus closures brought
on by the H1N1 virus scare. At the time, universities across the country were busy creating contingency
plans. “Flexibility was a big deal to us from the beginning,” recalls Murch-Shafer.“We needed a solution that
allowed us to continue offering classes in the event of an outbreak. Enabling instructors to record content from
their own homes was an ideal solution.”
COMPETITION
Like many colleges and universities without a campus-wide lecture capture program, various groups at
Creighton had, over the years, had sporadic, small scale experience with different lecture capture vendors. An
appliance-based solution was already being used in one school on campus, and the DoIT team was familiar
with a few other hardware vendors. But the need to enable off-campus, flexible recording eliminated these
appliance-based solutions from the start.
Brian Young’s directive to find an easy-to-scale solution also ended up disqualifying the appliance
option. Creighton’s vision of a “campus-wide solution” is comprehensive. It means a recording capability in
every classroom. Buying and maintaining hundreds of fixed, hardware-based appliances proved unworkable
and unaffordable at that scale.
The DoIT team then trained its sights on software-based solutions. They were already familiar with one popular
screencasting solution, but its video capability simply didn’t measure up to the other solutions in the field. So
DoIT commenced side-by-side pilots of Panopto and another leading SaaS lecture capture platform.
SELECTION
The pilots were small—5 classes in the Spring of 2010—and the DoIT team found the two systems to be fairly
comparable In terms of basic front-end features. But three differences soon emerged that made Panopto their
eventual choice for deployment.
“Price was one factor,” Murch-Shafer admits. “Panopto was definitely less expensive which allowed us to invest
more money in hardware and outfit our classrooms faster.” The second factor was the back-end of each
solution. Murch-Shafer found the Panopto administration interface to be much more intuitive and Panopto’s
remote recorders more streamlined and easier to deploy.
For Tobias Nownes, the deciding factor was the classroom experience. With the other solution, instructors
were running into difficulty recording sessions back to back. It kept sessions on the local recording machine
until all recording was concluded, and only then initiated a long upload and encoding process. “Professors
were getting confused when they had to record lectures back-to-back with the previous sessions still on the
3. 3 of 7
machine,” recalls Nownes. Panopto, on the other hand, uploaded sessions instantly—even when another
session was being recorded. “No matter how long the lecture,” Murch-Shafer remembers,“Panopto sessions
were off faculty computers and onto the server in less than a minute.”
In the end, Panopto’s ease-of-use won out. “I also love that the Panopto license allows professors to download
recorders at will to their own computers, and the process is intuitive enough to do it on their own without much
training or oversight from us,” Nownes concludes. “I was never really convinced that this would be the case
with the other solutions we evaluated.”
Part 2: Introducing BlueCast
PREPARING TO GO LIVE
After completing their pilot programs in the Spring of 2010, the lecture capture team from Creighton’s Division
of Information Technology (DoIT) began preparing to go live with Panopto for the Fall term. They decided
to initiate a gradual rollout in order to test the system fully before ramping up across campus. “Our first step
was to identify academic units with a lecture-based instructional methodology,” recalls Tobias Nownes. “We
felt like these groups gave us the best chance for broad initial adoption and would help us gauge use and
management requirements as well as impact on student learning.”
The Creighton College of Business was among the first groups to be invited as was the School of Medicine
which had already instituted its own form of grassroots lecture capture. “They were using a portable mp3
player to record lectures,” says Rick Murch-Shafer. “A designated student would be responsible for recording
the lecture, uploading it to a central server, and then manually linking it to our LMS.”
Around the same time, Murch-Shafer noticed some unusually large files being uploaded to the LMS by the
Biology department. “I found a couple of Biology courses that had about 1.5 GB of data in their folders,”
remarks Murch-Shafer. “Turns out they were already recording MP3s of their lectures at a very high quality,
but without taking any care to compress the files and conserve space on our servers. So we went to Biology
(and later Chemistry) and invited them to be part of the initial rollout, essentially offering them an automated,
feature-rich way to accomplish their original intention. They jumped at the opportunity.”
A/V DECISIONS
From the beginning, the DoIT team appreciated Panopto’s ability to plug-and-play in virtually any A/V
environment. As the team prepared their selected departments and faculty for the initial rollout, they also took
the time to test a variety of A/V equipment and build a coherent workflow for outfitting new classrooms. “We
wanted to develop a consistent install base to make provisioning our classrooms an easy process,” says Murch-
4. 4 of 7
Shafer. “Our classroom team has done a phenomenal job of optimizing installations, equipment positioning,
and cable routing.”
The standard capture-enabled classrooms now include:
• An Osprey 100 Video Capture Card
• One (or more) security-type cameras for capture
• An Acoustic Magic voice tracker array microphone, ceiling mounted
• Lavaliere mics in the larger rooms only
From the beginning, the DoIT team has adhered to the practice of outfitting all of the classrooms in a
department before attempting a department-wide lecture capture expansion. According to Nownes,“we
quickly learned that the best way to achieve broad adoption within a college or department was to offer the
same capture experience in every room an instructor was likely visit.”
GOING CAMPUS-WIDE
With their rooms ready and Biology, Chemistry, Medicine, and Business all onboard, DoIT was ready to launch
BlueCast in the Fall of 2010. “Our rollout was measured both in terms of installation and the use cases we
initially allowed,” admits Murch-Shafer. “We wanted to test the impact of widespread video capture on our
network and servers before we opened the floodgates, so initially, we only allowed lectures to be recorded.”
The team was not disappointed. “We were very impressed during our trial by how quickly recordings were
uploaded to the server upon completion,” suggests Murch-Shafer. “We all expected these rates to diminish
as more simultaneous sessions were recorded and uploaded across campus, but they didn’t, which was a
pleasant surprise. Current upload times are still swift and impressive.”
As usage steady increased, the DoIT team hired Application Specialist Brent Saltzman to manage and grow
the system. According to Saltzman, BlueCast “caused quite a buzz on campus” in its first year, and is now being
used in virtually every corner of the university. As groups continue to express interest, the DoIT team takes every
opportunity to expand usage and enable more classrooms.
As of March 2012, they have outfitted 120 of a targeted 170 classrooms, and every building on campus
now has at least one capture-enabled classroom. This rapid expansion and adoption has produced some
remarkable usage statistics.
5. 5 of 7
BY THE NUMBERS
The following statistics represent cumulative usage from October 2010 through January 2012:
Total Recordings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10,283
Total Views. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217,259
Total Hours Recorded . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8,222 hrs = 342.6 days = 11.5 months
Total Hours Viewed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101,148 hrs = 4,214.5 days = 11.5 years
Total Disk Space. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,636 GB (2.7 TB)
Part 3: Expanding Adoption
PANOPTO SPREADS ORGANICALLY
After one year of Panopto deployment, Creighton University’s BlueCast Lecture system has grown from a small 5
course pilot program into an essential campus service with over 10,000 recordings. The lecture capture team
from Creighton’s Division of Information Technology (DoIT) no longer needs to convince departments to adopt
the technology, because students are demanding it.
“We’re often contacted by individual faculty whose students are asking to have their classroom sessions
recorded,” says Rick Murch-Shafer. Just last week, a professor stopped by the DoIT office—at his students’
insistence—to learn how to record a review session later that day. “I quickly provisioned the course for him and
then went to his classroom for a quick demonstration,” recalls Tobias Nownes. “When I asked him to login to the
system, he just looked at me with a blank stare. He’d never used a campus computer before.”
“Even with that level of unfamiliarity,” continues Nownes,“he was ready to go within minutes and successfully
recorded his review session later that afternoon.” Application specialist Brent Saltzman remembers sitting
down to his computer at 8am the next morning and seeing 15 students reviewing the new review session
simultaneously. An easy success for the professor quickly became a critical resource for his students.
FREEING UP CLASS TIME
As Instructional designers at Creighton, Murch-Shafer and Nownes help faculty develop online courses for
various programs across campus. Most of the content is pre-built, including the lectures. Once recorded,
professors are able to use the same “evergreen content” rolling from semester to semester, especially for 100
level courses where the themes don’t change as much. If the material becomes dated or a shift in focus
necessitates new content, instructors can edit and add to their existing sessions or record new ones.
6. 6 of 7
“Because of the flexibility of the system, faculty are now able to effect a kind of “time shift,” reflects
Nownes. “Students watch the Panopto lecture before class, and the instructor can address points of confusion
directed by the students in the classroom.”
“We’re seeing this a lot now,” agrees Murch-Shafer. “Professors are changing the way they teach because of
the technology. By assigning lectures outside of class, they have more time for classroom discussion, labs, and
other forms of group work.”
NEW USE CASES
With the rapid growth of Creighton’s BlueCast system in popularity and adoption, Saltzman and his DoIT
colleagues have begun encouraging more expansive use cases of the Panopto software.
The first extensive non-lecture use of Panopto began early in Creighton’s deployment. The School of Medicine
began recording practice doctor/patient consultations from 10 “small group rooms” which were already
outfitted with cameras and mics.
“They had already been recording these sessions with Windows Movie Maker,” recalls Murch-Shafer. “They
switched to Panopto right away and loved it. It’s a much easier process for them now. They simply input the
students name and push record. The recordings are uploaded to the LMS automatically upon completion,
and the instructors are free to review the sessions at later time.”
A variety of groups on campus are beginning to use Panopto to create distance learning programs and to
broadcast academic events as well. In 2011, Saltzman used Panopto to broadcast Creighton’s Presidential
Convocation. “Broadcasting this event used to be a difficult thing to do,” says Saltzman. “But with Panopto, I
was able to trim the beginning and ending of the recording in the Panopto editor, and distribute the link within
an hour. This capability is becoming a real plus for us.”
Part 4: Spotlight:Creighton Live Streams“Match Day”Ceremony with Panopto
BEYOND LECTURE CAPTURE
In the fall of 2010, the Department of Information Technology at Creighton (DoIT) began enabling campus-
wide lecture capture with Panopto. As the DoIT team continued to extend BlueCast service to new
departments throughout 2011, they kept a keen eye on the performance of their servers and network. Panopto
remained fast and stable at every level of scale, so the team began allowing campus groups to utilize BlueCast
for more than recording lectures.
7. Contact us: www.panopto.com Phone:855-PANOPTO Email:sales@panopto.com
7 of 7
LIVE STREAMING MATCH DAY
Application Specialist Brent Saltzman’s growing confidence in the BlueCast system and his success
broadcasting Creighton’s Presidential Convocation in 2011 encouraged him and his DoIT colleagues to use
Panopto to live stream another annual event on campus.
“Match Day” happens on the third Friday of March each year across the nation’s 155 medical schools, when
4th year medical students find out where they will begin their residencies. Creighton streams the event live so
families back home can see their students opening the envelopes that initiate their careers.
Creighton’s old method of streaming was to use a Windows Media Server with the Windows Encoder and
require viewers to drop either an RTSP or MMS link into Windows Media Player (or QuickTime on the Mac using
Flip4vid). This method had been used for a number of years, but participation was always low due to the
complexity of the process.
According to Saltzman,“This year, we wanted to see what our Panopto system was really capable of. We had
our reservations: We were unsure how well the system would perform under such a load in addition to the
normal daily volume of lectures being captured and viewed. We were also curious to see how mass streaming
would impact CU’s network.With all this in mind, we decided to go with Panopto and use our Windows Media
server as a backup.”
Panopto did not disappoint. Saltzman’s team was told to expect no more than 200 viewers. Instead, they got
1,284. End users simply had to click a link to begin viewing the stream. No more complexity.
Match Day viewing statistics:
Total Unique Visitors to the broadcast. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,284
Total Page Views. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,970 (includes refreshes)
Peak Simultaneous Views: Approx. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375
Average outbound bandwidth from web server . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400mb
Total Countries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Total US States. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
“We were all very impressed that Panopto was handling over 300 simultaneous streams and still allowing
regular daily recordings to upload and process,” Saltzman exclaims. “I would call it a huge success.”