Capture Your University
Content
Originally published in: Proceedings IADIS e-Learning conference 2010, Freiburg, Germany, p. 139-144
CAPTURE YOUR UNIVERSITY
Walther Nagler, Ypatios Grigoriadis, Christian Stickel and Martin Ebner Department Social Learning Computer and Information Services Graz University of Technology Austria [email protected]
ABSTRACT
This paper reflects the experiences of four years of managing (lecture) recording activities at Graz University of Technology (TU Graz), its history, development and management, its increase and evaluation as well as its future trends which have already set into life by launching Austria’s first iTunes U platform for a university of technology in November 2009. point The paper pape r recommen recommends ds in a way of implementing and streaming s treaming in into tolive-streaming univers university ity daily from a didactical of view as well as practice. The pros and podcasting cons of screening, streaming, or routine simple capturing are being discussed in this context. Finally the next step to a university wide automated recording system is touched which is an unavoidable result of the successful way of podcasting TU Graz has decided to go.
KEYWORDS
podcast, streaming, stre aming, recording, reco rding, online online,, platform, mobile, mob ile, iTunes U, university, u niversity, informal info rmal learnin learning, g, didactics
1. PODCASTING AT TU GRAZ The revolution of the Web 2.0 enabled anybody with internet access to contribute personal data in a very handy way (O’Reilly, 2005). Since the Web has opened its doors for online editing all kind of media glutted that had been published by the private internet user. The beginning of podcasting goes back to those years and was first called audioblogging . The boom of podcasting is closely linked to the one of RSS technology and the fact that this way of publishing audio files has been given the more term(iTunes podcasting by Ben Hammersley in 2004. Finally iTunes and iTunes YouTube YouTube leveraged podcasts to catchy the mass. is Apple’s program for fo r managing media files online o nline and o offline; ffline; YouT YouTube ube is the m most ost used v video ideo sharin sharing g website o owned wned by Google Inc.). By definition a podcast originally is an audio file transferred automatically via RSS to the user in case the user submitted to that RSS-source (feed). Today the meaning of the term podcast did change. Audio as well as video files are generally called podcasts; whereas the term videocast has not gained that popularity yet. Very colloquial the term podcast may be b e used for any an y audio aud io and video on the Web re regardless gardless whether it is supplied via RSS or not. At the University of Technology Graz (TU Graz) the use of multimedia for teaching and learning efforts has a long tradition as it has been part of TU Graz research by several institutes of informatics. But the aim to record a lecture or to capture important parts of teaching content such as experiments in physics had always been the job of the institute itself that was interested in doing so. Besides filming of university events at special occasions the recording for teaching and learning purposes always seemed to be kind of reinventing the wheel. Nevertheless adequate equipment could be loan from the Computer and Information Services of the TU Graz (CIS), the lack of a centralized service for recording often led to clumsy and individual
Originally published in: Proceedings IADIS e-Learning conference 2010, Freiburg, Germany, p. 139-144 procedure s. This gap was closed in autumn 2006 by the Departmen procedures. Departmentt for Social Learning (DSL) of the TU Graz offering its podcasting services to the entire university. In summer 2007 the DSL organized the first Austrian podcasting conference within a community of interest of all four universities of Graz ( iUNIg – Initiative for New Media of Graz Universities) (Ebner et al, 2008). In autumn 2008 DSL enriched its scope by adding streaming and live-streaming live-streamin g to its services. In November Novembe r 2009 the TU Graz launched its own portal to the public being the first Austrian university of technology to do so. Latest attempts has iTunes U portal been started to aim for a un university iversity wide automated ssystem ystem of reco recording rding lecture lectures. s. This paper not only outlines the different possibilities of audio and video media worked with at TU Graz but reflects their didactical aspects as well. w ell. The Th e paper p aper addresses the aactivities ctivities of th thee DS DSL L in this context c ontext but does not cover additionally efforts done by individual institutes of the TU Graz apart from the services of DSL. To keep the paper simple and wherever it makes no important difference the term podcast will be used in a broader sense not limited by the RSS-quality and comprising videocasts as well.
1.1 Basic Considerations about Didactics on Podcasting There is no sense of introducing a new method or application to the teaching and learning community without adding an adequate didactical scenario or at least some basic considerations and guidelines how to use them best and avoid the worst. The DSL always tries to do so by testing and evaluating different possibilities of realizatio realization n by implementing im plementing such new methods into a co couple uple of voluntary lectures or projects. First year’s experiences quickly taught us that podcasting can be profitably used for teaching and learning purposes at universities in multiple ways but always need a minimum of didactical presetting at least (Edirisingha (Edirisi ngha & Salmon, 2007). Other research works corroborate this statement (Blaisdell, (Blaisdell, 2006; Dale, 2007; Towned, 2005). It is of no greater surplus broadcasting a live-stream to the public when the streamed lecture is partcould of a prepaid advanced program the attendees are told to join the event locally. Instead there be a great interest training on live-streaming live-streami ngwhere some conference sessions. The following chapters describe the background, workflow and outcomes of the several capturing methods the DSL undertakes as service features. Although these methods differ from each other basically they have some principles in common to be taken care of. The didactical scenario always depends on the question about the major aim of the recording: what is going to be recorded, duration and time of recording as well as the target group; is it for teaching and learning purposes or archival ones, will it act just as short current information or shall it have commercial promotion character? The following very simple overall list of possibilities of recordings may help to find the main setting: Recording/st Recording/streaming reaming of a whole lecture in classroom (or in the office) Recording/streaming of short sequences (tutorial, instructions, definitions …) Recording for strictly archival scopes Recording as a part of students (collaborative) (collaborative) work and marking Shooting of short clips and movies (advertisement, (advertisement, public purposes …) For the recordings they can be done as audio only or video, as screening with or without video. Furthermore it must be decided whether the recording shall be a live-stream or not. Apart from these any recording can be published within a free or locked environment for enrolled people only. When these basic parameters are defined the settings including the hardware and software as well as post processing processin g methods and release details can be fixed. •
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1.2 General Possibilities and Workflow of Podcasting at TU Graz With the formation of DSL in autumn 2006 as a further department of the CIS the e-learning platform called TU Graz TeachCenter (TUGTC) (TUGTC) has been set into being. It has served as the main central environment for teaching and learning processes at TU Graz since then (Ebner, 2008). The TUGTC bases on the so called WBTmaster -system -system that has been developed and used by the team of Prof. Nikolai Scerbakov at the Institute the Institute for Information Informatio n Systems and Computer Media Media of TU Graz (IICM) since the later 1990s (Maurer & Scerbakov, 1996). In autumn 2008 the (live-) streaming service has been started off by installing a portable 1 streaming server and by launching its corresponding internet platform . The system chosen is from the 1
http://curry.tugraz.at – last visited March 2010
Originally published in: Proceedings IADIS e-Learning conference 2010, Freiburg, Germany, p. 139-144 Canadian company ePresence ePresence.. Latest in November 2009 TU Graz opened its own portal on Apple’s iTunes U platform as the first Austrian university of technology. All contents can be subscribed to and consumed for free. Nearly all of the recordings done or hosted by DSL are being published on one of these three portals. Most of them are uploaded to the TUGTC to become a lecture content for learning purposes. Even a lot of streaming records that are displayed on the streaming platform are linked to the TUGTC as well as a couple of videos presented on the iTunes U portal. Subject to the agreed scenario the best platform is chosen. Even though the output format and used publishing platform is actually not limited to the recording settings the output needs special attention to be turned to. The fact that mobile devices become more and more powerful, extensive and popular even for learning efforts (Campell, 2005) the output formats shall be considered to fit that challenge. Mobile phones became small computers for online multimedia content and communication. Apple’s products spread all over the world, set trends and even change the development of future devices lasting. Netbooks gain a boom and social platforms like Facebook have gone far beyond simple platforms for managing private or business relationships; they have mutated into mashup landscapes providing content bein being g added b by y users’ choice cho ice from any embeddab embeddable le source ev even en a streamed streame d lecture. Besides those ways of very formal processes members of DSL make use of the informal ways the Web 2.0 revolution entails not only for private but also for business reasons. It has become very easy to share real life experiences at the moment with the mass or a distinguis distinguished hed community with no additional costs. Whether it is a video taken via mobile phone being live streamed on a free online platform such as Qik , vimeo vimeo and and AudioBoo to AudioBoo to catch the power of a situation acted on impulse or to protocol spots of an ongoing presentation or discussion at a conference; the reasons and range of use are only limited to one’s own imagination. In Novemberr 2009 DSL (in cooperation Novembe cooperatio n with iUNIg and German EduCamp founder) organized the first EduCamp in Austria. It was not only the first EduCamp in Austria but it was the first German speaking, educational Camp to be completely broadcasted live on Internet. All needed for that was a set of cameras and microphones each connected to ordinary laptops that have Internet access to the DSL-account on Ustream Ustream.. In principle it even ev en could had ha d been do done ne only using usin g mobile ph phones, ones, if high quality would wo uld not had been a limiting factor.
Originally published in: Proceedings IADIS e-Learning conference 2010, Freiburg, Germany, p. 139-144 Figure 1. Different ways of recording services by DSL and CIS at TU Graz
Figure 1 displays the different ways of capturing events mainly done by DSL. The left column lists the different recording recording services schematic. Screening by DSL means that the screen of the computer the lecturer is using is being captured together with the voice of the lecturer being recorded using a wireless microphone and an adequate software by default. Shooting by CIS is a very new service offered by CIS. Aim of this service is to produce high quality professional videos mainly to be published on TU Graz iTunes U portal. The videos will be of interest to the mass and focus on outstanding or special or individual subjects of TU Graz with commercial character. Streaming by DSL comprise any formal and informal streaming activities in this context done by DSL as a department or by any of its members. For formal procedure a professional streaming server that captures the lecturer’s screen, a camera and a wireless microphone set takes the event directly to the Internet. The result is streamed on a platform the user can interact with during the time of recording by chat functionality or afterwards by searching through the recorded content even by words. For individual streaming any mobile phone connected to an online video-sharing portal can do. The column in the middle covers the platforms in use. They will be discussed later on in more details than shortly summarized above. The right column lists the main interaction possibilities possibilities to connect and take part with the content presented. The connection between the middle and right columns signifies the multiple ways of interacting with the media. It makes no claim to be complete as well as the selection of devices and environments within the right column. The important about it is that fact of interaction shown by the arrow pointing in both directions the platforms of presenting and the platforms of the users. Interaction and communication anywhere apart from simple consummation are qualities of Web 2.0 applications.
2. PRACTICE This chapter goes into details of the different ways of recording services by DSL displayed in Figure 1 and experienced in practice. Didactical aspects and concepts as well as hardware and software settings are subject. Evaluation Evaluation data from the beginning of the services and change of workflow are described. Emerging problems and a nd future progress pro gress finalize the discuss discussion. ion.
2.1 Screening When in autumn 2006 DSL started its podcast services as a project the consequences were not to be estimated. The prior aim was to find a standard procedure for recording a lecture that can be easily operated by the lecturer le cturer self. The request r equest for ssuch uch a se service rvice was a fac fact. t. Podcasting Pod casting for eeducational ducational efforts at th that at time has already reached the education community seriously and has been exercised by well-known organizations so far (MIT, ETH Zürich …). To meet this trend for instance YouTube launched his TeacherTube TeacherTube portal portal for 1 “to provide an online community for sharing instructional videos” in March 2007. At TU Graz it was to get that demand wrapped up centralized. To keep it as simple as possible the decision for screening software instead of filming the activities at the classroom including the lecturer and the projection of the data projector was reached. The advantage of watching the lecturer explaining and gesticulating was deemed of less importance compared to the fact of simplification by leaving a camera out of the process. Furthermore the screening software produces a small sized video of good quality that can be structured and is searchable instead of a big sized one in case of filming. In combination with any kind of touch-screen terminal (Tablet PC, interactive pen display …) even the handwritten content can be captured that would have been written on the blackboard instead. A couple of lectures were recorded on voluntary basis before going into real practice. After a first time of learning–bydoing DSL quickly reached an acceptable level to launch that service for the mass (Ebner et al, 2007). The recording process was reduced to a minimum operating expense for DSL in case the lecturer was able to do it on his/her own with own equipment. Only the step of post-processing and publishing of the final output was job of DSL. In case of local support at the classroom the time and effort still remains high. In such circumstance DSL trends to film the lecturer by now, because it makes no significant difference for the
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http://www.teachertube.com/staticPage.php?pg=about – last visited March 2010
Originally published in: Proceedings IADIS e-Learning conference 2010, Freiburg, Germany, p. 139-144 person supporting the recording reco rding wh whether ether hand ha nd is given o only nly on screening or screen screening ing and filming. In second case generally the streaming server is applied regardless whether the recording will be live streamed or not.
2.1.1 Concept and Settings The concept and settings for screening purposes could be reduced to a standard that only needs the following questions to be answered: Hardware support needed? •
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Software support needed? Local support needed? Screening including video wanted? Which output formats wanted? Which platform for publishing preferred? For resource of manpower and equipment management reasons it is essential to discuss the number of single recordings in a series of lectures of a course during a term in advance. The statistics displayed in the following chapter show an increasing of the podcast service of DSL which has already pushed DSL to its support limits. Apart from that a full screening service includes a preliminary talk to check the intention and aim of the recording at all and to come to an agreement about the further project process. If hardware is needed DSL offers a Tablet PC and a wireless microphone set (Sennheiser EK 100 G2 receiver and SK 100 G2 transmitter) at minimum. In four lecture rooms of TU Graz there are SMART boards interactive pen displays (Sympodium ID370) permanently installed (Ebner & Nagler, 2008). The recordings are taken with the screening software Camtasia Camtasia by by TechSmith (version 6 as by spring 2010). Camtasia can be used with all Window operating systems and is ideal for workstation and laptop as well as Tablet PC and SMAT board. Although new version 6 of Camtasia works on Mac systems too DSL still prefers the screening software iShowU for for Mac. In case the software is being installed on the lecture’s own laptop its appropriate recording settings are adjusted by DSL to fit best the laptop’s specifications subject to the wireless microphone. Generally the screen capture rate is 1 fps (frames per second) or 5 fps but can be matched to 15 fps if a video is part of the lecture and shall be recorded too. The codec in use is a Camtasia special codec (TechSmith Screen Capture Codec - TSCC) resulting very small file sizes of the record. The settings for audio are generally PCM format with 22.050 kHz at 16 bit mono by 43 kb/sec. After recording the record is being saved as special Camtasia raw data for producing several output formats. By default DSL releases the record as AVI (XviD), .mov, MP4 and MP3. Additionally a Flash video can be produced as well. Besides Camtasia Camtasia software there are several programs for post-processing workflow in use regarding to the actual need: “VirtualDub” and “Avidemux” (video post processing, synchronisation of audio and video) “Audacity” (audio post processing: High pass handling, normalising, compressor) “gnome_wave_cleaner “gnome_wave_cleaner”” (audio post processing: noise removal, click and pop reduction) “postfish” (audio post processing: declipping) “mencoder” (conversional efforts: converts AVI-files to several formats; using command-line) Final step of a screening procedure is to upload it to one of the platforms named before. Usually the files are published within the corresponding course of the lecture at TUGTC. Backup-systems of the TUGTC and additional saving of each record raw data assure steadiness. •
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2.1.2 Statistics and Results After four years of recording a total of 933 recording events took place (the current summer term 2010 inclusive) which results in nearly 2100 hours of video. Figure 2 shows the increase during this period. The breakdown breakdow n in winter win ter term 2008 2 008 to be seen in the left chart cou could ld not b bee argue argued d at all. It I t might be b e have caused by the adjustment adju stment from te test st phase to normal no rmal operati operating. ng. The charts include screening scre ening and streaming activities. ac tivities.
Originally published in: Proceedings IADIS e-Learning conference 2010, Freiburg, Germany, p. 139-144
Figure 2. Number of recordings from winter term 2006 to summer term 2010. Left chart shows the number of individual recordings (and recording hours) each term; right chart shows the summed up total number of recordings and time; streaming activities included since winter term 2008
In the early years of podcasting (winter term 2006 to summer term 2008) DSL was very interested in evaluation of its new service (Nagler et al. 2008, Ebner et al. 2007). For that reason students attending lectures recorded have been polled. Table 1 lists the increase of recordings within this period. After two years of practice a total of 700 hours have been evaluated by n=217 students. The small number of students results from the fact that the recordings had not been taken from big lectures in that time of early implementation. It must be pointed out that the number of recording events did increase disproportionately compared to the number of lectures recorded. Since winter term 2007 it became usual to record all dates of a lecture during a term whereas in the first year selective recording mirror the very experimentally phase of podcasting. Table 1. Facts about early years of recording Term Winter 2006 Summer 2007 Winter 2007 Summer 2008 Total
Number of lectures 4 16 10 12 42
Number of recordings 23 62 125 154 364
Recorded time (h) 32 76 257 331 697
Figure 3 has the results of the early year’s evaluation. One-fifth One-fifth of all polled students did not exercise the option of that new service. The most stated reason for not using the offered podcasts had been technical problems or ignorance ignoranc e of the service (totals 86%). Improvem Improvement ent of both the technical part and better information are problems of the past by now. Surprisingly a quarter of all students listened to all recordings of their relevant lectures. Only 14% tried the offer once but did not stuck to it longer. Mainly podcasts are seen as a supplement to the general teaching and learning content offered and to have a possibility to go through the lecture again. For learning efforts 10% used the podcasts intensively. intensively. The quality of the podcasts has been rated “well” by more than the half of all students in means of technical quality but not of the content.
Originally published in: Proceedings IADIS e-Learning conference 2010, Freiburg, Germany, p. 139-144
Figure 3. Results from the podcasting evaluations of 2006 to 2008
Latest an extraordinary growth in summer term 2010 can be noted (Figure 2); which requires further evaluations about the potential and future demand of podcasting at TU Graz. The capacity of the equipment and members of DSL involved with podcasting at TU Graz has reached a limit so far subject to personal support. The fact that the most time consuming work, the local support and post-processing is done by two student employees with less time left apart from their study compared to regularly employers leads to considerations considerati ons about an automated recording system in future. Furthermore the local support must be reduced by training lecturers how to record on their own especially as long as the number of new lectures being recorded is an increasing one.
2.2 Streaming and Live Streaming In winter term 2008 DSL started its streaming services by launching the portal curry.tugraz.at after a short time of test-phase. Core of the project is the streaming server from the Canadian company ePresence ePresence (v.4.1) (v.4.1) (Baecker et al. 2004) with its web-interface for displaying the live casts and as an archive of them afterwards. Besides that the whole system comes with two software packages; the ePresence Presenter for screening the lecturer’s laptop and the ePresence Producer for (post-) recording and publishing procedures. Furthermore a portable media station eases e ases the procedure procedure.. The media station s tation is linked to the server to manage the recording reco rding in a smart way. For the screening part of the recording no Camtasia is needed to be installe installed d at the lecturer’s laptop. Unlike the screening setting the streaming always includes a filming, an ordinary camcorder can do. Although the setting and workflow requires an additional person it can be learned and handled easily. The system is ready within 10 minutes including booting the system and connecting the media station to the camera, the wireless microphone and laptop. To have the laptop connected both to the media station and the class room projector as well as to optimize the performance of the recording a VGA splitter and a VG2USB box is used. u sed. As soon s oon as the t he server is ready the recod recoding ing may start. The p post-proces ost-processing sing for archival rea reasons sons is much easier and takes less manpower compared to the one of screening. The software does it all; it only needs to be started. The results are very satisfying. During the live streaming attendees of the cast can follow easily using any browser. They may discuss the ongoing activities within a chat, may take notes to several slides presented online or comment them. An archived cast can be searched through by words and is automatically struct structured ured subject to the slides of the PowerPoint presentation. Furthermore a code is offered for embedding the cast into one’s own web interface. Main area of application is on the one hand a relief of lectures with a high number of students registered. The fact that the largest lecture hall of the TU Graz did not cover the “biggest” lectures has always been a problem of the past. Streaming helps to join the lecture in real-time from anywhere with Internet access. Secondly streaming is applied for lectures or speeches with special interest to the public such as the course
Originally published in: Proceedings IADIS e-Learning conference 2010, Freiburg, Germany, p. 139-144 1
“Gesellschaftliche Aspekte der Informationst “Gesellschaftliche Informationstechnologie” echnologie” with well-known guest speakers from the field of e-learning. Last but not least the system is in use for screening purposes with filming additionally wanted.
2.3 iTunes U No other but Apple App le pushed the media medi a podcas podcasting ting that much. m uch. The iPod as well as the iPhone iPhone still still are booming devices. To manage one’s one music and video collection has become simple with Apple’s iTunes platform since January 2001. The platform is not limited to Mac systems but can be used on Windows systems as well. In spring 2007 Apple opened an academic version of it called iTunes U: “The service was created to manage, distribute, and control access to educational audio and video content and PDF files for students within a 2 college or university as well as the broader Internet.” In November 2009 TU Graz was pleased to launch its own portal on Apple’s iTunes U platform for free. To enable anybody with Internet access but regardless to the system the content is offered twice, once on 3 iTunes U platform and on a corresponding TU Graz variant of it . Main target of these platforms is to have a collection of multimedia content that represents all subjects of the TU Graz. The offer covers outstanding research and teaching activities as well as news and stories. TU Graz conferences media reports and event impressions come along with useful hints for young people ready to join TU Graz as a student as well as information about Graz for the public. Not only for such purposes of rather general and commercial content CIS established a team for shooting professional videos to be published on the portal. For TU Graz is the first academic partner of Apple in Austria to develop iPhone (mobile phone by Apple) applications officially officially there is a special series about that subject as well. An own series of student’s podcasts has been started latest. By March 2010 248 media files structured within 25 different series and five subject areas comprehend the range of TU Graz on iTunes U. Each series contains a steadily growing number of multimedia files not th exclusively restricted video orvia audio formats but also of providing files images For sure new input will betodelivered RSS to subscribers a series.text Since its or launch on and the illustrations. 4 of November 2009 there have been 14.417 complete downloads till mid-March 2010 totally from both platforms; exclusively the number of interrupted downloads. It is not up to DSL at all but to several parts and institutions of the TU Graz to manage the content on TU Graz iTunes U. DSL is responsible for contributions covering for e-learning and teaching aspects. For that purpose podcasts of outstanding ou tstanding or pu public blic interest in terest are a re tak taken en from fro m the existing pool o off recordings reco rdings or rec recorded orded new and get linked to Apple’s system. In this context more than 60 videos have been published within the last four month only by DSL.
2.4 Further Practice The application areas of recording described above are all to be counted as formal activities. But with the achievements of Web 2.0 informal processes have become very popular. The following lists a couple of possibilities of in informal formal ways of podcasting that ccan an b bee ex exercised ercised very easily following the p principles rinciples of th thee famous e-learning expression A - anytime, anywhere, anybody. DSL as a group as well as its members are !
contributing media files using those ways whenever the situation calls for it or all of a sudden and unprepared. It is not up to the software used for the recording but the interest lies on the ubiquity of channels used for distribution. The power of communities is a factor not to be neglected any longer. Twitter (most popular micro-blogging platform) platform) has reached its top in summer 2009 till then when Michael Jackson died. The news spread over the Twitter-linked world within minutes long before official websites or television companies paid attention to Jackson’s death (Kim et al, 2009). Facebook (international social community website) is adapting its interface continuously to meet the ever changing requirements of Web 2.0 applications and is still rising in popularity. This potential of reachability reachability may also be used for educational purposes of informal learning, regardless whether it is a live audio recording or a live streamed video using any of adequate application to be installed on one’s mobile device. The list of software to do so is getting longer each day.
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http://tugtc.tugraz.at/wbtmaster/courses/706009.htm - last visited March 2010 http://en.wikipedia.org/wiki/ITunes_U#iTunes_U - last visited March 2010 3 http://deimos.apple.com/WebObjects/Core.woa/Browsev2/tugraz.at and http://itunes.tugraz.at/ - last visited March 2010 2
Originally published in: Proceedings IADIS e-Learning conference 2010, Freiburg, Germany, p. 139-144 Another essential factor of success is the embeddable character of such contributions published on the Web. This makes it easy to collect and arrange one’s own favorite sources of media within a mashup, the future of personalized personalize d learning environme e nvironment. nt.
3. CONCLUSION After four years of capturing lectures, events and practicing informal ways of media sharing DSL can point out that podcasting still is very popular and seems to gain new popularity within educational settings. The demand for recording is steadily growing; capacity cannot keep up with it. DSL not only was able to standardize the process of podcasting but to extend its service to a new quality. Live-streaming of lectures has become daily routine; TU Graz opened itself to the mass by providing multimedia content using popular ways. The implementation of Web 2.0 benefits into student’s everyday life has started. For the future of podcasting at TU Graz the enlargement of the offer and services is essential. Evaluations Evaluations of the ongoing activities are indispensable and will support the university wide solution of automated recording being aspired.
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