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CLAS@UBCA platform for learning with video
through collaboration and personalized feedback
Arts Instructional Support and IT
University of British Columbia
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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
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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 enrolment Integration with SSO
Enrollbyinvita4onURL
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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!
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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: [email protected]