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Assoc Prof Daniel TanCentre for Excellence for Learning & Teachinghttp://www.celt.ntu.edu.sg

e: ethtan@ntu.edu.sg Presentation for Learning & Media 2011Brussels, 24 Nov 2011

University 2.0:HumaniZing eLearning with Lecture Recording: Operational and Pedagogical Considerations

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• depicts learning as an adventure to explore new frontiers of knowledge and that our NTU students are adventurous, creative and techno-savvy

e: electronic, everything!ed: educationedveNTUre: our

university’s name “NTU” is embedded

edveNTUreDate of Birth: 17 May 2000

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Leaps of growth …• Jul 00 (Phase I: Mass buy-in, Efficient Learning)

– 870 (51%) courses on-line, 20,000 users– 30,000 – 80,000 page views daily– Saturation levels for adoption number

of courses, instructors and students– Critical mass buy-in and adoption

• Jul 02 (Phase II: HumaniZing eLearning)– 1,349 (80%) courses on-line, 22,000 users– 100,000 – 300,000 page views daily– Change of content type - Content+

• Jul 04 (Phase III: Effective Learning)– 2,900 (>90%) courses on-line, 24,000 users– 300,000 to 600,000 page views daily– Content management system and re-use of

content

• Jul 06 (Phase IV: eLearning 2.0)– 3.5M page-views/week– Engaged and interactive learning– Collaborative learning– Learning by discovery: eUreka Project Work

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Leaps of growth …• Jul 09 (Phase VI: Learning Continuity)

– eLearning Week to support Learning Continuity in the event of campus closure

– Mass notification– Establishment of CELT and Div of

Pedagogical Practice

• Jul 11 (Phase VII: Learning is Everywhere with Everyone)

– Mobile learning– Sustainable participatory &

collaborative learning– Learning spaces– Student wellness

2 billion page-views since inception!2,000,000,000,000

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What we are thinking…

Content is King

ifthen Infrastructure is god

if Content is Kingand Infrastructure is godthen Learning Activities

will create the eXperience and the context

Operations:Content &

Media• Creation• Maintenance/

Updates

Operations:Infrastructur

e• Storage• Network• Delivery

PedagogyCampus-wide

Practice• Blended

Learning• Participative• Collaborative• Co-creators• Sustainable

Holistic Approach

Teach Less, Learn More

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Night scene of Nanyang Auditorium

Original Lecture Recording

System 2002: humaniZing eLearning

Lecture Recording (Sample Output)

Lecture Recording Sample Output

Video synchronized with PPT SlidesVideo of PPT SlidesVideo on OHP

Lecture Recording Sample Output

Consider:

Is Lecture Recordinga) an IT project, orb) a media projectc) a network project ?

Key ideas and considerations• Economical way to create/maintain

content• Authoring/creation/capture software

solution on low-cost PCs • Fast availability and quick post-processing• Robust, reliable and resilience• Highly scalable platform• Content distribution Network• Campus license for wide distribution

2 Modes of Lecture Recording1. Live recording in the

Lecture Theatre Control Room• School Clubs provided

manpower (paid on hourly rate) and we provided support in training, logistics and software customisation

2. Professors DIY• Self-recording in office

using web camera and headset

Information Life Cyclefor Weekly Recorded Lectures

Age of Content

Dem

and

Post-Lecture Period Peak

Mid Term Exam Peak

Pre-exam Plateau

Exam

!

Mid

-Se

mes

ter B

reak

Information Life Cycle for Weekly LectureNormalized

Age of Content

Dem

and

EXAM

!

Mid

-Se

mes

ter B

reak

Summation of Demand for eLecture Video Review for Whole Semester for one course

Age of Content

Dem

and

EXAM

!

For one course!

Target: Campus-wide Full Capacity Recording

Qty Description No. of Recordings

40 number of LT locations

408 hours 3205 days 1,60013 week3 20,800 2 semester3 41,600

Infrastructure Overview• Capture• Delivery

AcuLearn Lecture Recording Platform

www.aculearn.com

Creation & Capture System

Content Storage & Distributed Delivery

System

End Users

• Lecture Theatre with auto-tracking camera

• Faculty Office• Home• Studio

• Mujltiple locations distributed across campus

• Automated content distribution

• On & off campus• Scalable• High capacity• High I/O• High quality

How We Do ItCapture Post-processing Delivery

Typical Approach:• Expensive

Proprietary Capture Stations in the LT

• Done within 24 hours

• Centralized video server farm

NTU’s Approach:• 2 x off-the-shelf PCs• Software driven • Campus license

allows staff to have copies on own notebook PC in office and home

• Within 10 minutes for 1-hour lecture

• Published to edge servers distributed at various locations on campus

• Delivery of video stream from multiple distributed edge video servers

• Redundancy, robust, highly scalable

Sample View of Recorded Lecture

Capture

and update of current processsince August 2010

Best Seat in the House Location

Tracking Camera Housing with LCD TV as Teleprompter

•Good angle•Good eye contact for presence

Auto Tracking Video Camera

• Silhouette-Based Motion Tracking• Minimize fast motion tracking

“Sea Sick” effect• Reference camera mounted

above lecture or at the back of Lecture Theatre• Pre-defined zone for reference

camera to track faculty’s movement• Will not pick up students that

walk pass with silhouette tracking

Best Seat Location + Teleprompter

Quality of Capture & Monitoring

Centralized Command Centre for Lecture Recording

Campus-wide Lecture Recording is a key strategic eLearning initiative endorsed by the University’s management

Remote Monitoring at Centralized Command Centre

Sample View of Recorded Lecture

Delivery

Delivery – without Content Delivery Network (CDN)Co

reCo

mpu

ter

Cent

reDi

strib

utio

nM

ain

Build

ing

Edge

Depr

tmen

t/Sc

hool

/Lab

s

Content Delivery

Without CDN With CDN

Content Creation & Distribution Process

IDM

AcuStream

AcuManagerUploadcontent1Professors

4hyperlink posted

2replication

3

Email Notificationwith hyperlink(within 10 min)

AcuStream

AcuStream

AcuStream

Content Access Process

1

IDM 2000

AcuManager 2

3

student clickson hyperlink

– optimum performance redirection

AcuStream

AcuStream

AcuStream

AcuStream

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• Replicates out for intranet support

• Allow placement of cache servers at off-site locations

On Campus Off Campus

Assoc Prof Daniel TanCentre for Excellence in Learning & Teachinghttp://www.celt.ntu.edu.sg

e: ethtan@ntu.edu.sg

Outcomes

Total Viewing Time by Students

Academic Year 05/06: 13 yearsAcademic Year 06/07: 40 yearsAcademic Year 07/08: 55 years

From AY2005/06 to AY2009/10

21,000 hours of recording

3,500,000 hits

149 years of viewing time

73.7% of students were satisfied with the video recorded lectures

Students’ Feedback 2008 Survey

n=1184

96.2% of the students agreed that the video recorded lectures were useful in relation to their studies

Students’ Feedback 2008 Survey

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Awareness- posters- announcements- e-announcements

eLearning Week Exercise:

Learning Continuity Model

Learning Continuity Model:Selected Core Learning Tools

CoreLearning Activities

Lectures

preseNTUr Lecture

Recordings

Tutorials

acuConference

Virtual Classes

OnlineDiscussion

Groups

ProjectWork

eUrekaProject Work

Management

System

Assessments

BlackboardAssessment

Engine

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Zer0 complaint!

New Pedagogy

and the HELP Model

• Learning Activities Management System – Open-source software developed by

Macquarie University• Easy to use; drag-and-drop interface• Rapid content design development• Many learning activity tools, supporting

interactive pedagogy

• HELP Model enabled by pedagogically-driven activities

• Integrated into edveNTUre

http://presentur.ntu.edu.sg/aculearn-idm/opr/clientredirection.asp?sessionid=acl11aug14_25_29&author=cciteh&cat=acustudio

Course Materials Presentation Interface

Learning Activity Links

Course Material Presentation: LAMS

Participation and Engagement: Creating Purpose

To widen my understanding.

Student Engagement , Thoughts, Feedback, Comments and other Responses

Teaching Paradigm• Traditional Approach– Teacher teach– Students listen and

learn– Assignments are given– Assignments are

submitted for marking– Students read their

marked assignments

Participative Model– Teacher teach– Students listen and

learn– Assignments are given– Students participates

online (content co-creation)

– Students read their own and other peer contributions

Show me another example

Example: Experimental Aerodynamics• Background:– Professor interested in developing  a package

to help students better understand wind and water tunnels in exploring aerodynamics  

– Limitation: wind and water tunnel facility cannot accommodate class of 140 enrolled students

– Solution: professor create documentary-style video to induct students to wind and water tunnels

An example involving Experimental Aerodynamics

An example involving Experimental Aerodynamics

An example involving Experimental Aerodynamics

An example involving Experimental Aerodynamics

• Multiple varied answers to the same question

• Good, poor, incomplete, right, wrong, partial, model answers

So?What does all this

mean?

Findings: Quality of Learning• View video course content segmentation +

interactive learning activities + group participation– More engagement as more senses are used– More active participation– More thought– More reflections

• More self-directed learning• More peer-peer collaborative learning and

assessment and latent feedback• Develops more discerning learners• Professors have a better gauge of students’

learning

Findings: Outcomes of Learning Activities

• Use of LAMS open-ended questions– Responses read by class-mates

enhances students’ learning– Students learn from each other - peer

learning and peer assessment– Students compare their responses

with other students awareness of different responses to same question

– Student develops (higher order thinking skills) judgment on response quality

Know & Share(Content Co-creation)

Compare

Learn & Connect

Judgment &

Discernment