The document summarizes key institutional issues related to implementing an automated classroom and event capture system at the Stanford University School of Medicine. It discusses drivers for capturing content like accreditation needs, curriculum changes, and student ownership of mobile devices. Challenges addressed include intellectual property policies, copyright of captured content, permissions and releases, appropriate access and reuse of materials, and long-term archiving. The school aims to balance open content initiatives with faculty concerns through clarified policies around these issues.
Mobile learning: Hype or evidenced impact for higher education applications? alanwylie
Keynote presentation by Dr Mohamed Ally, Director and Professor, Centre for Distance Education, Athabasca University, Canada, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Web 2.0 - Educational perspectives and usesAntonia Yiu
This session explores the use of Web 2.0 technologies: blogs, wikis, social repositories, bookmarking, social networking, RSS feeds and podcasting to support teaching and learning in higher education. Examples of good practices in using Web 2.0 from HKU and other institutions will be reviewed. The session will discuss how Web 2.0 tools can effectively be applied in teaching and learning at HKU.
Mobile learning: Hype or evidenced impact for higher education applications? alanwylie
Keynote presentation by Dr Mohamed Ally, Director and Professor, Centre for Distance Education, Athabasca University, Canada, for the DEHub/ODLAA Education 2011 to 2021- Global challenges and perspectives of blended and distance learning the (14 to 18 February 2011).
Web 2.0 - Educational perspectives and usesAntonia Yiu
This session explores the use of Web 2.0 technologies: blogs, wikis, social repositories, bookmarking, social networking, RSS feeds and podcasting to support teaching and learning in higher education. Examples of good practices in using Web 2.0 from HKU and other institutions will be reviewed. The session will discuss how Web 2.0 tools can effectively be applied in teaching and learning at HKU.
Presentation given at D-e2009, JISC RSC West Midlands event, May 19, 2009. About Digital Repositories, their landscape in Higher and Further Education and more specifically about learning and teaching repositories. Download is Powerpoint.
Open Educational Resources: Experiences of use in a Latin-American contextTecnológico de Monterrey
The movement of Open Educational Resources (OER) is one of the most important trends that are helping education through the Internet worldwide, and it’s a term that is being adopted every day in many educational institutions.
VideoLecturesMashup: using media fragments and semantic annotations to enable...MediaMixerCommunity
We introduce the VideoLecturesMashup, which presents re-mixes of learning materials from the VideoLectures.NET portal based on shared topics across different lectures.
Learners need more efficient access to teaching on specific topics which could be part of a larger lecture (focused on a different topic) and occur across lectures from different collections in distinct domains. Current e-learning video portals can not address this need, either to quickly dip into a shorter part focused on a specific topic of a longer lecture or to explore what is taught about a certain topic easily across collections. Through application of media technologies promoted by the MediaMixer project – semantic annotation and media fragment URIs – we have implemented a first demo of VideoLecturesMashup.
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...John Bostock
Presentation made to the COFASP workshop "Towards new solutions on mobility and learning tools for human capacity building on the fisheries, aquaculture and seafood processing chain. Bilbao, 8th October 2015
Open Educational Resources:Strategies to enhance Networking and Collaborative...Ramesh C. Sharma
what are open educational resources, OER initiatives in Asian countries and in India. How WikiEducator can be used to create OERs, WikiEducator India chapter, WikiEducator UPE winners
The Learning Registry: Social networking for open educational resources?Lorna Campbell
This presentation will reflect on Cetis’ involvement with the Learning Registry and JISC’s Learning Registry Node Experiment at Mimas (The JLeRN Experiment), and their application to UKOER initiatives. Initially funded by the US Departments of Education and Defense, the Learning Registry (LR) is an open source network for storing and distributing metadata and curriculum activity and social usage data about learning resources across diverse educational systems.
Open Source for Higher Conventional and Open Education in IndiaRamesh C. Sharma
In this presentation we discussed about what are open source softwares and how higher, conventional and open education system in India is making use of open source tools.
Presentation given at D-e2009, JISC RSC West Midlands event, May 19, 2009. About Digital Repositories, their landscape in Higher and Further Education and more specifically about learning and teaching repositories. Download is Powerpoint.
Open Educational Resources: Experiences of use in a Latin-American contextTecnológico de Monterrey
The movement of Open Educational Resources (OER) is one of the most important trends that are helping education through the Internet worldwide, and it’s a term that is being adopted every day in many educational institutions.
VideoLecturesMashup: using media fragments and semantic annotations to enable...MediaMixerCommunity
We introduce the VideoLecturesMashup, which presents re-mixes of learning materials from the VideoLectures.NET portal based on shared topics across different lectures.
Learners need more efficient access to teaching on specific topics which could be part of a larger lecture (focused on a different topic) and occur across lectures from different collections in distinct domains. Current e-learning video portals can not address this need, either to quickly dip into a shorter part focused on a specific topic of a longer lecture or to explore what is taught about a certain topic easily across collections. Through application of media technologies promoted by the MediaMixer project – semantic annotation and media fragment URIs – we have implemented a first demo of VideoLecturesMashup.
Perspectives on technology enhanced teaching and learning from the AQUA-TNET ...John Bostock
Presentation made to the COFASP workshop "Towards new solutions on mobility and learning tools for human capacity building on the fisheries, aquaculture and seafood processing chain. Bilbao, 8th October 2015
Open Educational Resources:Strategies to enhance Networking and Collaborative...Ramesh C. Sharma
what are open educational resources, OER initiatives in Asian countries and in India. How WikiEducator can be used to create OERs, WikiEducator India chapter, WikiEducator UPE winners
The Learning Registry: Social networking for open educational resources?Lorna Campbell
This presentation will reflect on Cetis’ involvement with the Learning Registry and JISC’s Learning Registry Node Experiment at Mimas (The JLeRN Experiment), and their application to UKOER initiatives. Initially funded by the US Departments of Education and Defense, the Learning Registry (LR) is an open source network for storing and distributing metadata and curriculum activity and social usage data about learning resources across diverse educational systems.
Open Source for Higher Conventional and Open Education in IndiaRamesh C. Sharma
In this presentation we discussed about what are open source softwares and how higher, conventional and open education system in India is making use of open source tools.
Abstract
The iPad has significant potential to have a transformative effect upon teaching
and learning practices in a higher education context. As evidence of this claim, this paper presents a case study that examines the approach and resulting benefits experienced
when introducing the devices within the School of Computing and Mathematics at Plymouth University. The approach taken was a phased introduction of the devices, firstly amongst academic staff, then a subset of first year undergraduate students, leading to adoption across the whole School based upon the success of the earlier stages (with success in this case being judged on the basis of both user engagement – e.g. staff production and student use of materials – and positive user feedback). iPads have been provided to both staff and students, with a range of positive impacts upon the teaching and learning practices that can now be regarded as standard within the School (including podcasting, use of eBooks, and interactive services). The iPad has been key to supporting
and integrating the various applications, and has delivered a significant uplift in the technology enhanced learning practices of the staff, each delivering associated benefits in the resulting student experience.
Abstract
According to the Chartered Institute of Ecology and Environmental Management, today’s biology graduates lack the key species identification skills required by prospective employees. This mismatch between students’ skills and employers’ requirements has serious implications for employability after graduation. Interactive species identification apps on mobile learning devices, such as iPads, have the potential to encourage active engagement with the process of identification and provide a means for students to (re)connect with nature. A pilot study funded by a Keele University teaching innovation grant and School of Life Sciences teaching equipment grant investigated the potential of iPad educational apps to boost species identification skills. Working in pairs, twelve final year undergraduate students were given one hour to locate eight target trees on the Keele campus using the Here&Near app and then utilise four tree species ID apps (FSC trees, ForestXplorer, LeafsnapHD and Isoperla’s TreeID) to identify the tree species. The students completed pre- and post-activity evaluation questionnaires and produced a post-activity reflective audio commentary using Fotobabble. The pre-study questionnaire revealed that 92% of students thought tree ID apps would aid identification skills, while only 50% of students agreed that iPads would facilitate collaboration. The post-study evaluation revealed that not all tree apps were equally useful in learning, along with a transformation of student opinion regarding the collaborative aspect of the activity. The second phase
of the study is to embed a modified version of the tree tour into a first year undergraduate practical, and evaluate how this affects the ability to correctly identify trees on the lab exam. The preliminary results from this study indicate that a group-orientated collaborative problem-solving approach encouraged communication and development of skills based on all their senses (visual, verbal, etc.).
China's interest in open education, OER, MOOCs, and big datatbirdcymru
The presentation was delivered at a meeting of the China Studies Research Alliance at University of Leicester on 18 Junbe, 2014. Is China interested in open education and if so what open path is China following --- or pioneering its own?
Similar to Beyond the Technology: Institutional issues with implementing automated capture (20)
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Beyond the Technology: Institutional issues with implementing automated capture
1.
2. Education Leadership
Summit
Beyond the Technology:
Institutional issues with
implementing automated
capture
Jenn Stringer, Andrew Wasklewicz
Stanford University School of Medicine
4. School of Medicine Overview
• World leader in medical research and training
• Emphasis on multi-disciplinary research
• Curriculum that melds the study of basic science and the
clinical practice of medicine
5. Basic Facts
• Medical School Students: 400
• Students in 5+ years Graduate Students: 820
• Postdoctoral Scholars & Clinical Fellows: 1418
• Undergraduate & graduate students outside the SoM served by
the school: 628
• Courses: MD Structured integrated curriculum
• Faculty: Practicing clinicians and researchers
6. School of Medicine Spaces
• 8,500 events 2008-2009
• Large auditorium *
• Lecture Halls *
• Computer Labs
• Small Group spaces
• Clinical Skills Center *
• Simulation Center
• Wet Labs
7. History of Classroom Capture
• 1970’s - Capture on 3/4 inch tape - available for checkout
• 1980’s - Capture on VHS - available for checkout
• 1998 - Streaming REAL media
• 2007 - REAL downloadable
• 2008 - H.264/.MP4 downloadable
8. Curriculum Changes
• Move to fewer lectures
• More small group and team-based learning
• More integrated approach - move away from discipline based
courses
• We still capture a lot!
9. Curriculum Changes
• Move to fewer lectures
• More small group and team-based learning
• More integrated approach - move away from discipline based
courses
• We still capture a lot!
3000 hours
12. Off Campus Growth
• Moving research departments
• Moving clinical departments
• Distribute content beyond MD curriculum
13. Video Beyond Lectures
• Public web video increasing
• Requests for special video
• People creating their own videos
(teaching and research)
• Students self-capturing for skills documentations
14. New Building
• Li Ka Shing Center for Learning and Knowledge
• Intersection of cutting-edge medicine, modern
education and advanced technologies
15. Questions
• What are your internal drivers
• Anyone using video for assessment of students?
• Requests for content delivery beyond your walls?
19. Capture Hardware
• Smaller, cheaper, faster
• Mobile consumer hardware
• Students can & will capture lecture themselves
20. Two-thirds of Americans own a video-enabled mobile device
Federal Communications Commission. October 2009. Broadband Adoption and Use in America
21. SoM Technology Trends
• Mobility
• 80% of student population reports regularly using portable
media device
• 75% have phones capable of playing media
• Median time spent on laptop 6-8 hours daily
Stanford School of Medicine. January 2009. Student Technology Ownership
and Use Survey
22. Ownership & Use
Mobile Media Ownership, Over Time
Among all 8-18-year olds, percent who own each
platform:
18%
iPod/MP3 Player
76%
39%
Cell Phone
66%
12%
Laptop
29%
2004 2009
Generation M2. January 2010. A Kaiser Family Foundation Study
23. Distribution Channels
• Home grown solutions
• Custom applications
• Learning Management Systems
• iTunesU
• Youtube
24. Stanford on YouTube - Views
8M
6M
5M
3M
2M
0M
2008 2009 2010
Stanford Office of Communications. March 2010.
25. Stanford on iTunesU - Downloads
10M
8M
6M
4M
2M
0M
2008 2009 2010
Stanford Office of Communications. March 2010.
29. MediaFlow Components
• Core Systems
– IT
– AV
• EventApp
– Scheduling
– Capture
– Metadata
– Notifications
30. MediaFlow Goals
• Automate the capture of all core classes and events
• Consolidate event data
• Support self-capture and externally produced media
• 5pm same day deadline for delivery of all media
• Open standards based
31. System Architecture
• Core networking infrastructure
• Decoupled systems
• Plan for and accept obsolescence
34. Open Content
• Initiatives (iTunesU, public portals,
MIT OpenCourse)
• Schools of Medicine
• Publicly available to all
• Limited to only students enrolled? the
wider campus?
35. Intellectual Property
• Huge faculty concern
• Institutional policy around IP
• Different from copyright of presentation
• Story - Course syllabi
– When a faculty member leaves the IP goes with them but the
copyrighted syllabus remains the with the University
36. Copyright of Captured Lecture
• Usually University owns the copyright if its resources are used
• Watermarking, bumpers, drm, other?
• Story:
– Student brings camera to talk and asks permission to tape. Uses
their own equipment, who owns it?
37. Permissions and Releases
• Permission/Release forms
– Your own? Creative Commons?
– Revokable
– Repurpose
– Educational use/non-profit
• Who is responsible? (Office of Education? Courses? Departments? IT?)
– How long do you keep materials (digital, original? record only?)
38. Appropriate Use and Reuse
• Applies to more than just audio/video
• To share or not share
• Balance student needs with faculty concerns and institutional
rights
• Case study
– A “copyrighted” video shows up on Youtube and is reported by a
faculty member. What do you do?
39. Course Content Access & Appropriate
• Cover all course materials (electronic and hard copy)
• Provide students with more flexibility to access course
materials
• Clarify policy on student sharing of course materials
• Address faculty concerns regarding redistribution of content
• Provide mechanism for addressing policy violations
40. Course Content Access & Appropriate
"Stanford University School of Medicine course materials are
intended for curriculum and course related purposes and are
copyrighted by the University. Appropriate access to this
content is given for personal academic study and review
purposes only. Unless otherwise stated in writing, this content
may not be shared, distributed, modified, transmitted, reused,
sold, or otherwise disseminated. These materials may also be
protected by additional copyright; any further use of this
material may be in violation of federal copyright law. Violators
42. What’s Next
• Open Source all code/documentation
• Provide lessons learned
• Policies online
• Looking for partners
Editor's Notes
\n
\n
First we are going to tell you a story. Our story. Our story of a building and a desire to re-architect our video capture solution. Then talk about what we learned and the broader issues facing institutions who are interested in pursuing lecture capture in an enterprise way\n
\n
\n
\n
\n
\n
\n
\n
\n
\n
The facility consists of 120 gsf spread across 5 stories and includes 20 traditional classrooms,like we are sitting in today and include flexible seating, wired and wireless connectivity, HD projection and capture in every room. 3 unique capture systems. 10 miles of fiber optics and over 100 miles of CAT 6A 10Gb/s \n
\n
External drivers are those factors outside of the SoM and outside of its control, yet which have a profound effect on how we architected this system\n
In the past storage has limited our abilities to digitally record and repurpose all of our content, that barrier no longer exists. In our first year of operation we expect to capture 500TB of data (not keep it all, just capture it). As an example of change, when I began the design of this system we had planned 32TB and that doubled to 64TB when we procured the storage and within the last few weeks we have been notified that if we had purchased today we could have doubled our capacity to 128TB for less money. \n
Another hurdle that has been cleared is the processing power of servers or purpose built encoding hardware. Each of the classes we capture has a minimum of two streams of HD 1080i video that are captured as separate streams and weigh in at 250MB per file. Just a few years ago we would have never considered it feasible to encode many HD streams and deliver them by the end of the day. When the facility opens we will be able to deliver an .mp3 file to Sakai before the lecturer even exits the classroom and have 4 different versions of the lectures online in under 3 hours and this will only get better. Before the years end we expect Apple to release 12 core servers which could reduce the amount of hardware needed and in turn save on power consumption\n
As many of you know the race to make devices smaller, faster, and cheaper is accelerating at an unbelievable pace. With this device I can record audio in stereo, record, edit and post video as well as stream live to the internet...oh and by the way, it’s a phone. Instead of ignoring these pressures we have embraced them and have made an effort to capture our media at higher qualities and deliver our content in a multitude of flavors that will all play on mobile devices. In fact we changed our entire system to downloadable files and rewrote our acceptable use policies because of the pressure. We are also moving forward with a pilot where we distribute FlipHD cams to our students so that they can record, share with their faculty and peers. In Phase II of our capture systems project we will create an interface for these students to upload and share more easily. Embrace change because your students already are....\n
\n
All roads lead to mobility\n66% of students report listening to podcast monthly\n23% of students report watching lectures on portable media up from 5% in 2008\nExpect these numbers to grow as newer video devices are made available\nbeing asked to deliver podcasts in more digestable manner\n
\n
With the advances made in storage, processing and mobile video capture the number of distribution channels has skyrocketed. Again two external factors that are pushing us to rethink the lifecycle of our media comes external factors. We now need to not only produce media for internal portals and learning management systems, we now must account for public facing distribution channels such as Youtube and iTunesU. \n
As you might imagine, Youtube is a driving force behind this movement to produce and upload video. The most recent statistics are staggering:\nMore than 100,000,000 unique visitors per month20 hours of video uploaded every minute\n1,200,000,000 downloads per day\n\n
\n
This has been a great surprise and we are happy to be actively engaged in the open source movements that are on the leading edge of lecture capture. The most compelling inter University project out there is the Opencast project out of UC Berkeley which will release their 1.0 product towards the end of the year. When our system goes live in August 2010 we will immediately begin work on integrating key components of their systems into our product. This is something I will speak further about in a later slide. \n