Collaborative Learning Annotation System (CLAS)
What is it? Major Features, use-cases, architecture, development process, some screenshots and demo links
University of Wisconsin: Captioning and Transcription Policies, Uses and Work...3Play Media
This slideshow comes from a presentation at UB Tech in June, 2014. The presentation was led by Josh Miller of 3Play Media and Patrick Wirth of University of Wisconsin-Extension, Continuing Education, Outreach & E-Learning (CEOEL). 3Play Media provides captioning and transcription services for UW-Extension.
CEOEL serves as the coordinator for University of Wisconsin continuing education programs at all 26 campuses. The presentation covered:
- Overview of CEOEL accessibility policies and procedures
- Overview of media team captioning and transcription workflows
- Discussion of CEOEL strategies for addressing accessibility issues/needs
- Showcase of creative uses for transcripts and captions around marketing initiatives
- Access to media players and templates (audio, video, narrations, etc.)
Portland Community College: Best Practices for Video Captioning3Play Media
In this recorded session from AHEAD 2014, Portland Community College discuss their accessibility and captioning policies, as well as workflows and use cases for transcripts and closed captions. The topics covered are:
Accessibility policies and procedures
Captioning and transcription workflows
Strategies for addressing accessibility issues
Video search with interactive transcripts
Industry trends with captions and transcripts
Speakers
Haris Gunadi
Alternate Media Specialist | Portland Community College
Tole Khesin
VP of Marketing | 3Play Media
Blackboard is committed not only to delivering accessible products, but also to providing accessibility consulting. Understanding that a digital accessibility program encompasses so much more than their products, Blackboard works with schools to develop comprehensive eLearning accessibility plans.
In this webinar, you'll learn more about Blackboard's accessibility initiatives and core beliefs. Presented by JoAnna Hunt (Accessibility Manager), Scott Ready (Director of Customer Relations), and Nicolaas Matthijs (Ally Product Manager), this session will cover:
Blackboard's accessibility mission statement & core beliefs
How Blackboard makes their products accessible
How Blackboard works with schools to plan for accessibility
How Blackboard developed their rubric for accessibility
Common challenges of making eLearning programs accessible
Using Blackboard Ally to get insight into how accessible your courses are
The future of accessibility at Blackboard
Video Accessibility: Best Practices for Teaching and Learning3Play Media
Online video has changed the landscape of education and corporate e-learning. For many educators and students, online video has become an important tool for teaching and learning. This change brings legal and ethical pressures to make video accessible for people with hearing disabilities. IT and Multimedia departments in many organizations and universities are faced with the many challenges of implementing accessible video for their institutions.
Watch this webinar to learn about the efficient and cost-effective ways to meet these challenges. Speakers from the University of Florida and Regis University share their best practices and give advice to organizations who intend to have more accessible video for teaching and learning. The webinar covers the following topics:
- Considerations for hosting, managing, and publishing accessible video
- Strategies for accommodating special needs students
- Impact of federal and state accessibility laws
Presenters:
Nicole Croy
eLearning Technologist | Regis University
Jason Neely
Office of Distance Learning | University of Florida
Josh Miller
Co-Founder | 3Play Media
Luda Ruditsky
Director of Product Management | Kaltura
Meytal Burstein
Marketing Manager | Kaltura
Clive Young and Nataša Perovic
Digital Education, UCL - University College London
Presentation given to the Adolfo Ibáñez University, Santiago, Chile on 17 and 18 November 2016
Australian Research Study: How Useful Are Closed Captions for Learning?3Play Media
Adding to the rapid-growing number of studies surrounding closed captioning in higher education, an Australian academic study on how closed captions impact student learning in mathematics has just been released.
The study involved 135 students at the University of New South Wales (UNSW) in Sydney and investigated the perceived level of usefulness that both accurate and automated captions lent in a mathematics course over a 2-month period.
It was discovered that students broadly agreed that captions are a useful learning feature allowing flexibility of where and when a video is watched, while helping to understand speaker accents, and clarify explanations that are difficult to hear in the recording.
Dr. Chris Tisdell, who is one of two authors on the study, Associate Dean of Education, and Associate Professor of Mathematics at UNSW, will present on the study and main takeaways from the insights as they apply to closed captioning use in higher education everywhere.
This presentation will cover:
Data & results from the student study
Levels of student engagement with closed captions
How and why students used closed captions in the study
How students perceived the usefulness of accurate vs. automatically-generated captions
The percent of overall students responding who report using closed captions as a helpful learning aid
Takeaways from the study
About the presenter:
Chris is Associate Dean (Education) at UNSW Science, a globally-acknowledged leader in digital innovation and technology in education. Chris is driven by the challenges of: scale, personalized learning, and inclusion and diversity in education. His digital and open classroom has positively transformed the learning experience of 10+ million learners in over 200 countries – including those groups who have traditionally faced challenges of participation and success in STEM education. Chris’ thought leadership is regularly featured in the Australian national media.
University of Wisconsin: Captioning and Transcription Policies, Uses and Work...3Play Media
This slideshow comes from a presentation at UB Tech in June, 2014. The presentation was led by Josh Miller of 3Play Media and Patrick Wirth of University of Wisconsin-Extension, Continuing Education, Outreach & E-Learning (CEOEL). 3Play Media provides captioning and transcription services for UW-Extension.
CEOEL serves as the coordinator for University of Wisconsin continuing education programs at all 26 campuses. The presentation covered:
- Overview of CEOEL accessibility policies and procedures
- Overview of media team captioning and transcription workflows
- Discussion of CEOEL strategies for addressing accessibility issues/needs
- Showcase of creative uses for transcripts and captions around marketing initiatives
- Access to media players and templates (audio, video, narrations, etc.)
Portland Community College: Best Practices for Video Captioning3Play Media
In this recorded session from AHEAD 2014, Portland Community College discuss their accessibility and captioning policies, as well as workflows and use cases for transcripts and closed captions. The topics covered are:
Accessibility policies and procedures
Captioning and transcription workflows
Strategies for addressing accessibility issues
Video search with interactive transcripts
Industry trends with captions and transcripts
Speakers
Haris Gunadi
Alternate Media Specialist | Portland Community College
Tole Khesin
VP of Marketing | 3Play Media
Blackboard is committed not only to delivering accessible products, but also to providing accessibility consulting. Understanding that a digital accessibility program encompasses so much more than their products, Blackboard works with schools to develop comprehensive eLearning accessibility plans.
In this webinar, you'll learn more about Blackboard's accessibility initiatives and core beliefs. Presented by JoAnna Hunt (Accessibility Manager), Scott Ready (Director of Customer Relations), and Nicolaas Matthijs (Ally Product Manager), this session will cover:
Blackboard's accessibility mission statement & core beliefs
How Blackboard makes their products accessible
How Blackboard works with schools to plan for accessibility
How Blackboard developed their rubric for accessibility
Common challenges of making eLearning programs accessible
Using Blackboard Ally to get insight into how accessible your courses are
The future of accessibility at Blackboard
Video Accessibility: Best Practices for Teaching and Learning3Play Media
Online video has changed the landscape of education and corporate e-learning. For many educators and students, online video has become an important tool for teaching and learning. This change brings legal and ethical pressures to make video accessible for people with hearing disabilities. IT and Multimedia departments in many organizations and universities are faced with the many challenges of implementing accessible video for their institutions.
Watch this webinar to learn about the efficient and cost-effective ways to meet these challenges. Speakers from the University of Florida and Regis University share their best practices and give advice to organizations who intend to have more accessible video for teaching and learning. The webinar covers the following topics:
- Considerations for hosting, managing, and publishing accessible video
- Strategies for accommodating special needs students
- Impact of federal and state accessibility laws
Presenters:
Nicole Croy
eLearning Technologist | Regis University
Jason Neely
Office of Distance Learning | University of Florida
Josh Miller
Co-Founder | 3Play Media
Luda Ruditsky
Director of Product Management | Kaltura
Meytal Burstein
Marketing Manager | Kaltura
Clive Young and Nataša Perovic
Digital Education, UCL - University College London
Presentation given to the Adolfo Ibáñez University, Santiago, Chile on 17 and 18 November 2016
Australian Research Study: How Useful Are Closed Captions for Learning?3Play Media
Adding to the rapid-growing number of studies surrounding closed captioning in higher education, an Australian academic study on how closed captions impact student learning in mathematics has just been released.
The study involved 135 students at the University of New South Wales (UNSW) in Sydney and investigated the perceived level of usefulness that both accurate and automated captions lent in a mathematics course over a 2-month period.
It was discovered that students broadly agreed that captions are a useful learning feature allowing flexibility of where and when a video is watched, while helping to understand speaker accents, and clarify explanations that are difficult to hear in the recording.
Dr. Chris Tisdell, who is one of two authors on the study, Associate Dean of Education, and Associate Professor of Mathematics at UNSW, will present on the study and main takeaways from the insights as they apply to closed captioning use in higher education everywhere.
This presentation will cover:
Data & results from the student study
Levels of student engagement with closed captions
How and why students used closed captions in the study
How students perceived the usefulness of accurate vs. automatically-generated captions
The percent of overall students responding who report using closed captions as a helpful learning aid
Takeaways from the study
About the presenter:
Chris is Associate Dean (Education) at UNSW Science, a globally-acknowledged leader in digital innovation and technology in education. Chris is driven by the challenges of: scale, personalized learning, and inclusion and diversity in education. His digital and open classroom has positively transformed the learning experience of 10+ million learners in over 200 countries – including those groups who have traditionally faced challenges of participation and success in STEM education. Chris’ thought leadership is regularly featured in the Australian national media.
Connect More with peers in practice - Wrexham - Sian Edwardson-WilliamsJisc
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
DigiLearn: A practice informed approach to recognition and developmentJisc
Speakers:
Chris Melia, senior learning technologist, University of Central Lancashire
Alice Thompson, senior lecturer, University of Central Lancashire
Nick Bohannon, principal lecturer in mental health nursing, University of Central Lancashire
DigiLearn is a digital recognition initiative that has been successfully rolled out across the academic community at the University of Central Lancashire. Centering around peer support and the interdisciplinary sharing of TEL best practice.
In this session, university colleagues will share the transformational impact of the initiative on: teaching practice, the student experience and professional development.
Keynote: The Future of Higher Education in Australia - Shirley Alexander - Un...Blackboard APAC
Shirley will share her thoughts via a keynote on what is driving the future of education in Australia and how UTS is working innovatively to meet the needs of today’s students and adapting to the evolving higher education landscape in the 21st century to develop future leaders. Now that the world is global, multidisciplinary, massively networked, and hyper-complex, she will share how universities should adapt to meet the changing times.
The Best of Both Worlds: Transforming OpenCourseWare in an age of InteractivityBrandon Muramatsu
The Best of Both Worlds: Transforming OpenCourseWare in an age of Interactivity presented by Peter Pinch and Brandon Muramatsu in Arlington, VA on November 20, 2014.
Students as agents of change. Presented by Elisabeth Dunne and Dale Potter (University of Exeter), Facilitated by Malcolm Ryan (University of Greenwich).
Jisc conference 2011
A Field of Online Dreams – Build it and they will come (or will they?) - Cult...Ken McCarthy
Academics working on online, blended and technology enhanced programmes and modules can oftentimes find themselves working in isolation from their teaching colleagues. Focused on providing the optimal student experience and with the usual demands on their time of a full teaching timetable they often don’t have the opportunity to look at emerging trends or technologies within their own discipline or indeed across disciplines.
A community of practice is defined by Wegner-Trayner as "a group of people who share a concern or a passion for something they do, and learn how to do it better as they interact regularly" and in establishing a TEL Community of Practice within WIT it is hoped that colleagues will have a forum to discuss, debate and discover best practice in the areas of online, blended and technology-enhanced learning. The COP will meet regularly with the focus being on community led initiatives and the sharing of and exchange of experiences.
This presentation will focus on the efforts that were taken within WIT on establishing a COP and document the journey taken so far. This has included a number of planning meetings, the publication of a number of staff newsletters, the holding of an end-of-semester showcase day: The Collective: Unexpected, together with a number of other events and activities aimed at building awareness and a sense of community. Accredited and non-accredited staff professional development activities and opportunities were also made available to staff across the institute.
Canvassing of support from Heads of School, Heads of Department and the Institute Executive led to the establishment and support of a COP becoming a key part of the newly drafted strategic plan as one of the actions aimed at improving the quality of the student learning experience.
Video Accessibility: Penn State Demonstrates Its Automated Captioning Solution3Play Media
July 13, 2012
Captions are text that is time-sychronized with the media. They convey all spoken content as well as relevant sound effects. Captions originated in the early 1980s from an FCC mandate for broadcast TV.
The 21st Century Communications and Video Accessibility Act requires all Internet programming that previously aired on television with captions to have captions online, as well.
The values of captioning include:
- Accessibility for deaf and hard of hearing
- Accessibility for ESL viewers
- Flexibility to view anywhere, such as noisy environments or offices
- Search
- Reusability
- Navigation, better UX
- SEO/discoverability
- Used as source for translation
Penn State has 55 online courses. They have an increasing need for accommodation in online education. Here is Penn's accommodation process:
1. Student discloses request of accommodation to ODS office
2. If qualified, student receives accommodation letter from ODS
3. Student submits letter to instructor including types of accommodation needed
4. Instructor informs the learning designer of accommodation needed
5. Learning designer coordinates effort to implement accommodation
Penn State had many challenges to overcome when developing a captioning solution for video content. For a full demonstration of how they overcome these difficulties and found their solution with 3Play Media, watch the slideshow!
Presenters:
Dr. Keith D. Bailey
Assistant Dean, Online Learning and Education Technology & Director
College of Arts and Architecture
Tole Khesin
VP of Marketing
3Play Media
Josh Miller
VP of Business Development
3Play Media
There are numerous models for preparing faculty to develop and deliver online courses. This session examines two very different yet successful models used at diverse institutions and presents the advantages and disadvantages of each.
Bb on Tour 2016 | Using Tools in your LMS to Increase Student Engagement and ...Blackboard APAC
In this session Mick Garner and Mark Bailye will provide demonstrations on several tools within your LMS that can be used to improve student engagement and retention. The interactive session will allow participants to reflect on their current practices and how they might implement some of these ideas and tools at their own institution.
Presenters:
Mick Garner, Solutions Engineer, ANZ
Mark Bailye, Customer Success Manager, ANZ
The Future of Closed Captioning in Higher Education3Play Media
With recent lawsuits, evolving legal requirements, and continuous advancements in technology, the question of closed captioning in higher education is one that is on a lot of people's minds. What does the future of captioning hold?
In this webinar, Sean Zdenek, author of the book Reading Sounds: Closed Captioned Media and Popular Culture and an Associate Professor at Texas Tech University, will answer exactly that question. Given the legal landscape, he will first focus on the hurdles and challenges of developing an infrastructure for closed captioning at the university level. Sean will then take a closer look at where closed captioning is going, focusing on the likely future requirements for, advancements in, and features of captioning.
This presentation will cover:
Developing an infrastructure for captioning at the university level
Training faculty & addressing faculty resistance
Economic analysis of captioning
Integrating closed captioning with lecture capture & video platforms
Faculty response to new captioning mandates
Future requirements for captioning
Current & future advancements in closed captioning technology
Advanced features that make captioning beneficial to all users
While watching a video, hovering on an annotation used to seek to that time point and show you a preview on the main video player. But this is not optimal, because you “lose your place” and must rely on your spatial memory, if you watch the video and browse annotations at the same time. Now, a separate floating preview will appear when you hover on annotations while not disrupting the main player. You can then play and play in slowmo on this preview, and the main player will automatically pause to keep your cue.
Before, you can add a common “course instruction” to the Welcome page that is included in every course in CLAS. However, students need to go back to this page to see the course instructions, and if there are many videos, it may not be obvious to students that there is a Welcome page in the first place. Now, if there is an instruction in the Welcome page, that instruction will appear when you hover on a green banner on top of the video player, no matter which video you are viewing.
Before, you can add a response (annotations and comments) by recording a video from your webcam. However, students may want to record a video externally then edit them first, or they may want to record audio instead of video. Now, there is an option to create a response and upload a video or audio file attachment instead of recording a video.
Before, you can reply to an annotation or comment in CLAS, but that reply will be visible to everyone else too. However, some situations call for a private reply, such as students answering a question from an instructor, and must make the reply private so that it won’t be seen by other students. Now, there is a convenient “private reply” button beside the reply button, on every annotation and comment. E.g. If students A, B, and C all privately reply to an annotation from the instructor, then only the instructor can see these replies. The students cannot see one another’s replies.
A brief introduction of CLAS (Collaborative Learning Annotation System) in its role as a video sharing platform. Some major features and screenshots, previous use-cases, architecture, and requirements for campus-wide adoption at UBC.
CLAS Mobile View and Recording InterfaceThomas Dang
Mobile-friendly interface
one-click recording on mobile with built-in privacy, automatic assignment to private group that only instructor can view (for marking).
Connect More with peers in practice - Wrexham - Sian Edwardson-WilliamsJisc
These PechaKucha style presentations (20 slides at 20 seconds each) from attendees at the event will focus on how they have implemented digital capabilities to enhance learning and teaching at their institutions.
DigiLearn: A practice informed approach to recognition and developmentJisc
Speakers:
Chris Melia, senior learning technologist, University of Central Lancashire
Alice Thompson, senior lecturer, University of Central Lancashire
Nick Bohannon, principal lecturer in mental health nursing, University of Central Lancashire
DigiLearn is a digital recognition initiative that has been successfully rolled out across the academic community at the University of Central Lancashire. Centering around peer support and the interdisciplinary sharing of TEL best practice.
In this session, university colleagues will share the transformational impact of the initiative on: teaching practice, the student experience and professional development.
Keynote: The Future of Higher Education in Australia - Shirley Alexander - Un...Blackboard APAC
Shirley will share her thoughts via a keynote on what is driving the future of education in Australia and how UTS is working innovatively to meet the needs of today’s students and adapting to the evolving higher education landscape in the 21st century to develop future leaders. Now that the world is global, multidisciplinary, massively networked, and hyper-complex, she will share how universities should adapt to meet the changing times.
The Best of Both Worlds: Transforming OpenCourseWare in an age of InteractivityBrandon Muramatsu
The Best of Both Worlds: Transforming OpenCourseWare in an age of Interactivity presented by Peter Pinch and Brandon Muramatsu in Arlington, VA on November 20, 2014.
Students as agents of change. Presented by Elisabeth Dunne and Dale Potter (University of Exeter), Facilitated by Malcolm Ryan (University of Greenwich).
Jisc conference 2011
A Field of Online Dreams – Build it and they will come (or will they?) - Cult...Ken McCarthy
Academics working on online, blended and technology enhanced programmes and modules can oftentimes find themselves working in isolation from their teaching colleagues. Focused on providing the optimal student experience and with the usual demands on their time of a full teaching timetable they often don’t have the opportunity to look at emerging trends or technologies within their own discipline or indeed across disciplines.
A community of practice is defined by Wegner-Trayner as "a group of people who share a concern or a passion for something they do, and learn how to do it better as they interact regularly" and in establishing a TEL Community of Practice within WIT it is hoped that colleagues will have a forum to discuss, debate and discover best practice in the areas of online, blended and technology-enhanced learning. The COP will meet regularly with the focus being on community led initiatives and the sharing of and exchange of experiences.
This presentation will focus on the efforts that were taken within WIT on establishing a COP and document the journey taken so far. This has included a number of planning meetings, the publication of a number of staff newsletters, the holding of an end-of-semester showcase day: The Collective: Unexpected, together with a number of other events and activities aimed at building awareness and a sense of community. Accredited and non-accredited staff professional development activities and opportunities were also made available to staff across the institute.
Canvassing of support from Heads of School, Heads of Department and the Institute Executive led to the establishment and support of a COP becoming a key part of the newly drafted strategic plan as one of the actions aimed at improving the quality of the student learning experience.
Video Accessibility: Penn State Demonstrates Its Automated Captioning Solution3Play Media
July 13, 2012
Captions are text that is time-sychronized with the media. They convey all spoken content as well as relevant sound effects. Captions originated in the early 1980s from an FCC mandate for broadcast TV.
The 21st Century Communications and Video Accessibility Act requires all Internet programming that previously aired on television with captions to have captions online, as well.
The values of captioning include:
- Accessibility for deaf and hard of hearing
- Accessibility for ESL viewers
- Flexibility to view anywhere, such as noisy environments or offices
- Search
- Reusability
- Navigation, better UX
- SEO/discoverability
- Used as source for translation
Penn State has 55 online courses. They have an increasing need for accommodation in online education. Here is Penn's accommodation process:
1. Student discloses request of accommodation to ODS office
2. If qualified, student receives accommodation letter from ODS
3. Student submits letter to instructor including types of accommodation needed
4. Instructor informs the learning designer of accommodation needed
5. Learning designer coordinates effort to implement accommodation
Penn State had many challenges to overcome when developing a captioning solution for video content. For a full demonstration of how they overcome these difficulties and found their solution with 3Play Media, watch the slideshow!
Presenters:
Dr. Keith D. Bailey
Assistant Dean, Online Learning and Education Technology & Director
College of Arts and Architecture
Tole Khesin
VP of Marketing
3Play Media
Josh Miller
VP of Business Development
3Play Media
There are numerous models for preparing faculty to develop and deliver online courses. This session examines two very different yet successful models used at diverse institutions and presents the advantages and disadvantages of each.
Bb on Tour 2016 | Using Tools in your LMS to Increase Student Engagement and ...Blackboard APAC
In this session Mick Garner and Mark Bailye will provide demonstrations on several tools within your LMS that can be used to improve student engagement and retention. The interactive session will allow participants to reflect on their current practices and how they might implement some of these ideas and tools at their own institution.
Presenters:
Mick Garner, Solutions Engineer, ANZ
Mark Bailye, Customer Success Manager, ANZ
The Future of Closed Captioning in Higher Education3Play Media
With recent lawsuits, evolving legal requirements, and continuous advancements in technology, the question of closed captioning in higher education is one that is on a lot of people's minds. What does the future of captioning hold?
In this webinar, Sean Zdenek, author of the book Reading Sounds: Closed Captioned Media and Popular Culture and an Associate Professor at Texas Tech University, will answer exactly that question. Given the legal landscape, he will first focus on the hurdles and challenges of developing an infrastructure for closed captioning at the university level. Sean will then take a closer look at where closed captioning is going, focusing on the likely future requirements for, advancements in, and features of captioning.
This presentation will cover:
Developing an infrastructure for captioning at the university level
Training faculty & addressing faculty resistance
Economic analysis of captioning
Integrating closed captioning with lecture capture & video platforms
Faculty response to new captioning mandates
Future requirements for captioning
Current & future advancements in closed captioning technology
Advanced features that make captioning beneficial to all users
While watching a video, hovering on an annotation used to seek to that time point and show you a preview on the main video player. But this is not optimal, because you “lose your place” and must rely on your spatial memory, if you watch the video and browse annotations at the same time. Now, a separate floating preview will appear when you hover on annotations while not disrupting the main player. You can then play and play in slowmo on this preview, and the main player will automatically pause to keep your cue.
Before, you can add a common “course instruction” to the Welcome page that is included in every course in CLAS. However, students need to go back to this page to see the course instructions, and if there are many videos, it may not be obvious to students that there is a Welcome page in the first place. Now, if there is an instruction in the Welcome page, that instruction will appear when you hover on a green banner on top of the video player, no matter which video you are viewing.
Before, you can add a response (annotations and comments) by recording a video from your webcam. However, students may want to record a video externally then edit them first, or they may want to record audio instead of video. Now, there is an option to create a response and upload a video or audio file attachment instead of recording a video.
Before, you can reply to an annotation or comment in CLAS, but that reply will be visible to everyone else too. However, some situations call for a private reply, such as students answering a question from an instructor, and must make the reply private so that it won’t be seen by other students. Now, there is a convenient “private reply” button beside the reply button, on every annotation and comment. E.g. If students A, B, and C all privately reply to an annotation from the instructor, then only the instructor can see these replies. The students cannot see one another’s replies.
A brief introduction of CLAS (Collaborative Learning Annotation System) in its role as a video sharing platform. Some major features and screenshots, previous use-cases, architecture, and requirements for campus-wide adoption at UBC.
CLAS Mobile View and Recording InterfaceThomas Dang
Mobile-friendly interface
one-click recording on mobile with built-in privacy, automatic assignment to private group that only instructor can view (for marking).
CLAS Feb 2014 update - mass student recordingThomas Dang
Collaborative Learning Annotation System (Arts ISIT at University of British Columbia) Feb 2014 feature update.
Recording of presentation or performance videos directly into the video management page.
Automatic metadata tagging to easily administer large number of student recordings.
Works on nearly all recording devices including high-end webcams, smartphones, and tablets
Embed CLAS in Blackboard Learn (Connect)Thomas Dang
A smorgasbord of new features and general improvements:
CLAS can be embedded in connect (blackboard learn). Instructors and TA's can temporarily view a course as a student would see it.
Each course has a moderated instructions and welcome area, with a tutorial videos that show features relevant to each type of user (student, instructors, TAs).
Each video can be previewed and pre-annotated by instructors and TA's before being assigned to students.
A lot of speed-ups and user experience polishing.
One on one matching of users exchanging languages, each user learning from and teaching a language to the other. Matchmaking based on language preference, skill level, relative skill level difference, and schedule.
Matchmaking goals:
Coverage: Match as many pairs of participants as possible out of the population
Quality: Maximize the teaching suitability of each participant to their counterpart and vice versa. Take into account each participants order of preference for learning.
Fairness: Minimize the “benefit gap” between the two participants in each pair
Organization: sort participants evenly into the time slots and have an option to prioritize meeting independently if the meeting rooms are too crowded
Ease of use: provide a simple interface with reporting and mass notification emailing
Mediasite is a very powerful lecture capture system that can combine videos with slideshow in one recording and playback experience. Bring this rich Mediasite experience into CLAS, so that you benefit from the collaboration, annotation, and access-control features of CLAS, as long as aggregating those Mediasite video with other video sources for use in teaching and learning.
"Views" of a Mediasite video from within CLAS will also count toward your Mediasite statistics. So adding Mediasite content into CLAS for teaching does not take away the benefits of creating content in Mediasite in the first place.
Importing a video from Mediasite into CLAS takes about 10 seconds
A new feature update of the Collaborative Video Annotation System (http://isit.arts.ubc.ca/support/clas). Record video from a webpage on nearly all devices and browsers, stored directly to an on-prem Kaltura media server installation. The recordings are then used as annotations on timelines of other videos.
CLAS Self-Registration, Course Subscription, and Upload Quota SystemThomas Dang
Before, CLAS is limited for use by Shibboleth ID Providers (such as users internal to UBC) only. External users such as guest advisors, students, or the general public cannot easily be provisioned access to CLAS.
It is now possible for guest users to create an account in CLAS. Guest users can be in a course along with Shibboleth users, and can even be provisioned as Instructors and TA's.
Shibboleth and Guest users in CLAS, and other future user types, will have more or less equivalent functionality.
Upload quota is defined by role and instance (department).
Quota applies to both uploads and webcam recordings, with a "grace buffer", that is you are allowed to go over quota for ONE last file, so that recordings won't fail in the middle
Quota is recorded by the original uploader of the files, so even if multiple course owners (instructors and TA's) can delete a video that may have been uploaded by another user, the quota is always credited back to the original uploader, ensuring fairness.
Redefinindo a Experiência de Educação com Vídeo, por Dr Shay DavidDesafios da Educação
Fórum de Lideranças: Desafios da Educação
Palestra: Redefinindo a Experiência de Educação com Vídeo
Palestrante: Dr. Shay David
O evento foi realizado no dia 06 de agosto de 2014, no Insper, em São Paulo. A iniciativa Desafios da Educação é organizada pelo Grupo A Educação e pela Blackboard Brasil.
Lesson recorder presentation for teacher training and lesson observationLesson Recorder
Lesson Recorder allows teachers to record lessons for teacher training and provide lessons for students to view for revision. Used by Schools Colleges and Universities worldwide.
OER and Accessibility with Open BCcampus and CU PhET SimulationsUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for aenabld car license free and open webinar on selecting and creating open educational resources that support all learners regardless of disabilities. The mission of the Open Education community is to expand access to education, which highlights the importance of ensuring that OER used in the classroom follow guidelines for accessibility as well as affordability.
Speakers will share their experiences in adapting open textbooks and interactive science simulations to meet the needs of diverse learners. Important standards including the international Web Content Access Guidelines (WCAG 2.0) from the Worldwide Web Consortium will be introduced and the role they play in developing accessible digital content.
Date: Wed, October 14, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
Amanda Coolidge, Open Education Manager, Open BCcampus
Will describe the process of user testing open textbooks with post-secondary students who have print disabilities focusing on lessons learned in this process and how this data fed into the creation of a toolkit on accessibility for open textbook authors.
Emily Moore, Director of Research & Accessibility, PhET Interactive Simulations, University of Colorado Boulder
Will share ways that PhET SIMs teachers currently use to support diverse learners and give an update on the main accessibility efforts in the prototype and development phase. She will also demonstrate a few of the new accessibility features that teachers can look forward to in the future.
Lessons learned video in the online classroom 04_10_14_finalAshford University
As more and more universities implement online courses, instructors continually try to find ways to improve student perceptions, engagement, and learning in the online format while limiting challenges. Instructors often turn to different types of media such as video streaming, pdf files, and YouTube videos to enhance the learning environment. Students indicate a likeness for the convenience of online learning, but clear methods have not been established to improve learning in the online format compared to the traditional face-to-face format. We will present the benefits of adding video, the challenges of using video in the online classroom, and future research that we are considering.
Sustaining innovation in curriculum delivery Gus Cameron (University of Bristol), Marion Manton (University of Oxford) and Phil George (Kingston College) Facilitated by Simon Walker.
Jisc conference 2010.
Slides Emooc 2016 European MOOC Stakeholders SummitOlivier Bernaert
SLIDES - Presentation by Lucie Dhorne
The past few years have seen an exponential growth of the number of MOOCs worldwide. However, it is proven by the avaivalable completion rate data that motivation can quickly fade even for students who are highly motivated at the beginning of the courses. Faced with this realty, it seems crucial for the future of MOOCs to adress this motivational issue and to find ways to improve the completion rates.
IFP School launched two MOOCs – “Sustainable Mobility” and “Oil&Gas” – which saw unusally high completion rates.
In this paper we analyze the results obtained within these two MOOCs. Our goal is to identify the factors that made such completion rates possible and to understand how these key issues help to produce a succesful MOOC. By this analysis, we are able to give some tips in terms of video recording, interactive assignment design such as Serious Game or Mini-games and participant mentoring to promote motivation. Applying these tips when designing a MOOC will minimize the chance of participant withdrawal and thus lead to high completion rates.
Video can be used to provide rich, descriptive feedback to students on both formative and summative work. This presentation will focus on two specific examples from the University of York of how these resources have been created, distributed through the Blackboard VLE, augmented with other types of feedback and the impact that they have had on student learning and skills development.
On the Corporate MOOC conference held in Hong Kong, June 1, 2015, Professor T.C. Pong, of HKUST, gave this speech on how analytics contribute to the imporvement of the learning experience.
Connector Corner: Automate dynamic content and events by pushing a buttonDianaGray10
Here is something new! In our next Connector Corner webinar, we will demonstrate how you can use a single workflow to:
Create a campaign using Mailchimp with merge tags/fields
Send an interactive Slack channel message (using buttons)
Have the message received by managers and peers along with a test email for review
But there’s more:
In a second workflow supporting the same use case, you’ll see:
Your campaign sent to target colleagues for approval
If the “Approve” button is clicked, a Jira/Zendesk ticket is created for the marketing design team
But—if the “Reject” button is pushed, colleagues will be alerted via Slack message
Join us to learn more about this new, human-in-the-loop capability, brought to you by Integration Service connectors.
And...
Speakers:
Akshay Agnihotri, Product Manager
Charlie Greenberg, Host
Smart TV Buyer Insights Survey 2024 by 91mobiles.pdf91mobiles
91mobiles recently conducted a Smart TV Buyer Insights Survey in which we asked over 3,000 respondents about the TV they own, aspects they look at on a new TV, and their TV buying preferences.
State of ICS and IoT Cyber Threat Landscape Report 2024 previewPrayukth K V
The IoT and OT threat landscape report has been prepared by the Threat Research Team at Sectrio using data from Sectrio, cyber threat intelligence farming facilities spread across over 85 cities around the world. In addition, Sectrio also runs AI-based advanced threat and payload engagement facilities that serve as sinks to attract and engage sophisticated threat actors, and newer malware including new variants and latent threats that are at an earlier stage of development.
The latest edition of the OT/ICS and IoT security Threat Landscape Report 2024 also covers:
State of global ICS asset and network exposure
Sectoral targets and attacks as well as the cost of ransom
Global APT activity, AI usage, actor and tactic profiles, and implications
Rise in volumes of AI-powered cyberattacks
Major cyber events in 2024
Malware and malicious payload trends
Cyberattack types and targets
Vulnerability exploit attempts on CVEs
Attacks on counties – USA
Expansion of bot farms – how, where, and why
In-depth analysis of the cyber threat landscape across North America, South America, Europe, APAC, and the Middle East
Why are attacks on smart factories rising?
Cyber risk predictions
Axis of attacks – Europe
Systemic attacks in the Middle East
Download the full report from here:
https://sectrio.com/resources/ot-threat-landscape-reports/sectrio-releases-ot-ics-and-iot-security-threat-landscape-report-2024/
GraphRAG is All You need? LLM & Knowledge GraphGuy Korland
Guy Korland, CEO and Co-founder of FalkorDB, will review two articles on the integration of language models with knowledge graphs.
1. Unifying Large Language Models and Knowledge Graphs: A Roadmap.
https://arxiv.org/abs/2306.08302
2. Microsoft Research's GraphRAG paper and a review paper on various uses of knowledge graphs:
https://www.microsoft.com/en-us/research/blog/graphrag-unlocking-llm-discovery-on-narrative-private-data/
JMeter webinar - integration with InfluxDB and GrafanaRTTS
Watch this recorded webinar about real-time monitoring of application performance. See how to integrate Apache JMeter, the open-source leader in performance testing, with InfluxDB, the open-source time-series database, and Grafana, the open-source analytics and visualization application.
In this webinar, we will review the benefits of leveraging InfluxDB and Grafana when executing load tests and demonstrate how these tools are used to visualize performance metrics.
Length: 30 minutes
Session Overview
-------------------------------------------
During this webinar, we will cover the following topics while demonstrating the integrations of JMeter, InfluxDB and Grafana:
- What out-of-the-box solutions are available for real-time monitoring JMeter tests?
- What are the benefits of integrating InfluxDB and Grafana into the load testing stack?
- Which features are provided by Grafana?
- Demonstration of InfluxDB and Grafana using a practice web application
To view the webinar recording, go to:
https://www.rttsweb.com/jmeter-integration-webinar
PHP Frameworks: I want to break free (IPC Berlin 2024)Ralf Eggert
In this presentation, we examine the challenges and limitations of relying too heavily on PHP frameworks in web development. We discuss the history of PHP and its frameworks to understand how this dependence has evolved. The focus will be on providing concrete tips and strategies to reduce reliance on these frameworks, based on real-world examples and practical considerations. The goal is to equip developers with the skills and knowledge to create more flexible and future-proof web applications. We'll explore the importance of maintaining autonomy in a rapidly changing tech landscape and how to make informed decisions in PHP development.
This talk is aimed at encouraging a more independent approach to using PHP frameworks, moving towards a more flexible and future-proof approach to PHP development.
"Impact of front-end architecture on development cost", Viktor TurskyiFwdays
I have heard many times that architecture is not important for the front-end. Also, many times I have seen how developers implement features on the front-end just following the standard rules for a framework and think that this is enough to successfully launch the project, and then the project fails. How to prevent this and what approach to choose? I have launched dozens of complex projects and during the talk we will analyze which approaches have worked for me and which have not.
UiPath Test Automation using UiPath Test Suite series, part 4DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 4. In this session, we will cover Test Manager overview along with SAP heatmap.
The UiPath Test Manager overview with SAP heatmap webinar offers a concise yet comprehensive exploration of the role of a Test Manager within SAP environments, coupled with the utilization of heatmaps for effective testing strategies.
Participants will gain insights into the responsibilities, challenges, and best practices associated with test management in SAP projects. Additionally, the webinar delves into the significance of heatmaps as a visual aid for identifying testing priorities, areas of risk, and resource allocation within SAP landscapes. Through this session, attendees can expect to enhance their understanding of test management principles while learning practical approaches to optimize testing processes in SAP environments using heatmap visualization techniques
What will you get from this session?
1. Insights into SAP testing best practices
2. Heatmap utilization for testing
3. Optimization of testing processes
4. Demo
Topics covered:
Execution from the test manager
Orchestrator execution result
Defect reporting
SAP heatmap example with demo
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
Knowledge engineering: from people to machines and back
CLAS Introduction for Instructors and Researchers
1. 1 of 19
CLAS @ UBC
A platform for learning with video
through collaboration and personalized feedback
Arts Instructional Support and IT
University of British Columbia
2. 2 of 19
The story of CLAS
2010: one-time development for psych research on lecture note-taking
Video annotation tool concepts: Dr. Alan Kingstone, Dr. Evan Risko, Dr. Tom Foulsham,
Dr. Shane Dawson, Dr. Negin Mirriahi
2012: restarted as a learning app
2014: pivoted into “A Video Platform for Learning, Not Showing”
Primary developers: Thomas Dang (2013 onward) and John Bratlien (original)
Product strategy: Thomas Dang, Dr. Fred Cutler
With inputs from: Ricardo Serrano, Sharon Hu, Arts Learning Center, UBC eHealth
Strategy Office, UBC school of music
Project management: Ricardo Serrano
Service strategy: Ricardo Serrano, Angela Lam
Service operation, training, consultation, documentation: Angela Lam, Sharon Hu,
Jenny Wong, Leanna Chow
Quality control and deployment strategy: Thomas Dang
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Why another video platform?
UBC licensed an enterprise video platform for
digital asset management, copyright, privacy
UBC also has an LMS (BB) and a CMS (WP)
Why was CLAS needed?
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What are the needs? 1/2
Administrators and curriculum leaders
Analytics aggregated not only by video
Ø But also by student, course, and department
Analytics about learning, not about videos
Ø 30 types of data relevant to learning collected
Multiple ownership of videos
Simple onboarding of complex and diverse course designs
5. 5 of 19
What are the needs? 2/2
Instructors and students
Video playlist and teacher-student Q&A or feedback
all in one place à less navigation!
Feedback & discussion tied to precise points on videos
Record audio or video as feedback
Privacy and anonymity
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What is CLAS used for at UBC?
Feedback on skills
Video share and embed
Flip with discussion
Admission with video
As of 2015: 2500 active students annually
In 4 years: 110 course sections, 6000+ videos, 49000 posts, 1 million words
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Flipped classroom with discussion
Threaded dialogue on
documentaries, news, TED:
Youtube videos imported into
CLAS to take advantage of
collaborative discussion interface
Learning the language of
math:
watching videos of math proofs,
discuss where the inflection points
are, Q&A with instructor/students
Other lecture videos:
• Political science
• Art history
• Biology
• Food safety and production
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Practicum feedback: Faculty of Education
Difficult for advisors to attend on-
site student practicum
• Students self-record from the field
• Submit to specific advisors on CLAS,
establishing one-on-one feedback
• Process and technology must be
simple
• While field requirements are very
complex!
Usage in inquiry and micro-
teaching courses on campus
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Practicum feedback: Faculty of Medicine
Student-doctors interview and consult patients as part of practicum
Difficult for evaluators to be in these interviews
• Interviews are recorded for async feedback
• Videos need to be shared privately
between student and evaluator
• Videos need to be owned by multiple faculty
administrators to ensure continuity
• Some feedback must be private,
some are shared to entire cohort
• Feedback must be at specific
moments: what was said? Body language?
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Feedback on skills: Faculty of Arts
Language pronunciation practice
• Students record themselves and
share to instructor
• Instructor provides private, pointed
feedback
• And instructors record their own
voice and face to demonstrate
Presentation skill practice
• Videos shared to the whole class
• Everyone provides feedback on 2-3
peer presentations
• Instructor provides feedback and
mark on each presentation
Student conductors and Orchestra
• Watch themselves and self-reflect
• Instructor provides private feedback and mark
• Entire cohort discuss on group performances
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Share and embed
Unmet needs in online
course creation
• Loads only when visible: so we
can hide many videos under
accordions at first
• Automatically responsive: no
matter where we embed, will display
correctly on mobile without extra
plug in or cross-domain scripting
• Easy access to discussion
• Capture analytics by users, not
just cumulative views
CLAS can also confer these abilities
to other video sources
e.g. YouTube, Dropbox, Vimeo
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Admission
Auditions
Auditions a critical part of
admission for Music
Applicants can’t come to Vancouver,
so send in audition videos
=> Hundreds of applicants, dozens of
programs, dozens of faculty evaluators,
3-4 days to review!
Via CLAS, a simple “upload and
apply” workflow for students and
“review your personal pool of
applicants” workflow for faculty
With upload copyright gate and
record retention
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CLAS is part of an ecosystem
Automatic enrolmentIntegration with SSO
Enroll by invita4on URL
14. 14 of 19
Support strategy
Need to reduce TCO from its humble beginning. How?
à A marriage of product and support strategies
A) Simplifying support by clearly separating instructor role and support staff
role
B) Sharing support between a central team and distributed teams
C) Life cycle and continuity management:
¡ Simple mechanism to duplicate course settings and playlists
¡ Multiple ownership of videos so that different department administrators, support
staff, and instructors can provide overlapping video management and service
continuity
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How did we execute?
Multi-tenancy: separate data, access ctrl, and code
Remote-updating of live service with no downtime
Hybrid shared and distributed support dashboard
360-degree feedback among support, development,
and users
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360-degree feedback?
Buy-in by instructors and curriculum leaders is everything
First impression
• Frequent onboarding workshops
• Easy-to-access orientation videos
• Site visits to new adopters with new use-cases
Responsive “customer service”
• No-downtime remote-update was critical
• Hundreds of updates to live service at UBC each year
• Bugs fixed within the hour
Happy support team à Happy users
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Lessons learned
From 5 years of “building a plane while flying it (with no accidents!)”
And feedback from 50+ instructors at UBC
And a further 50+ research interviews of instructors, academic leaders,
and IT managers from BC, the US, and the UK
à In-house innovation can be a beautiful thing!
à Clear pain remaining: Off-campus “field condition” is scary!
18. 18 of 19
The future of CLAS
Another pivot
… to “suite of self-contained but integrated tools”, each
focusing on an archetypal* educational need
To further simplify onboarding and minimize TCO
While still fulfilling institutional needs for privacy,
copyright, and digital asset management
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“CLAS” WILL CONTINUE, AND WILL ONLY GROW
THOUGH THE NAME MAY CHANGE
THANK YOU!
More info: CLAS.UBC.CA
Mail to: arts.helpdesk@ubc.ca