aamc presentation

Trends in Classroom Video Capture and Distribution: Technologies and Policy Implications

Jenn Stringer, Director of Education Technologyjenn@stanford.edu

Andy Wasklewicz, Technology Architectandypw@stanford.edu

• Stanford Context• Capture Trends• Hardware• Delivery Methods• Storage• Enterprise solutions• Open Source Initiaves

• Open Content• Intellectual Property• Copyright• Release Issues• Appropriate Use• Archiving

Overview

AAMC GIR 2008

More Questions than Answers

AAMC GIR 2008

• How many of you currently capture and what are you using?

• Are you moving to an enterprise architecture?

• How many of you have a full set of policies to guide you?

Audience Questions

AAMC GIR 2008

• Medical School Students: 500

• Students in 5+ years Graduate Students: 820

• Postdoctoral Scholars & Clinical Fellows: 1418

• Undergraduate & graduate students outside the SoM served by the school: 628

• Research faculty has doubled in 11 years (from 239 in FY92 to 452 in FY03)

• Courses: Structured integrated curriculum

• Faculty: Practicing clinicians and researchers

Basic Facts

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• 7,000 events 2006-07• Large auditorium *• Lecture Halls *• Computer Labs• Small Group spaces• Clinical Skills Center *• Wet Labs

School of Medicine Spaces

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• 1970’s - Capture on 3/4 inch tape by video services unit - available for checkout in LRC.

• 1980’s - Capture run by LRC on VHS available for checkout

• 1998 - Streaming video via Real

• 2007 - Real VoD

History of Classroom Capture

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• VoD- Courses- Grand Rounds- Special Events

• 2500 hours per year• Average Quarter

Classroom Capture

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2007 Winter Quarter

Course ViewsNBIO 206 790INDE 202 73INDE 220 575INDE 223 1,398IMM 205 356SURG 203 B 94

Total 3,286

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• 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

Curriculum Changes

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SCHOLARLY CONCENTRATIONS

Spring

8 Weeks 6 Weeks 4 Weeks Selectives ElectivesInternal Medicine Obstetrics & Family Medicine Ambulatory Practice (8 weeks)Pediatrics Gynecology Psychiatry SubinternshipSurgery Neurology Critical Care

Year

3, 4

, [5]

Autumn

FOUNDATIONS OF MEDICINE I

Winter

Year

2Ye

ar 1

•The Nervous System •Immunology

•Gross Anatomy of Head & Neck•Introduction to Organ Systems

•Cardiovascular•Pulmonary

FOUNDATIONS OF MEDICINE II HUMAN HEALTH & DISEASE I

PRACTICE OF MEDICINE I PRACTICE OF MEDICINE II PRACTICE OF MEDICINE III

SCHOLARLY CONCENTRATIONS

HUMAN HEALTH & DISEASE II HUMAN HEALTH & DISEASE III

•Renal/Genitourinary•Gastrointestinal/Liver•Endocrine/Reproductive

•Brain and Behavior•Hematology•Multi-Organ System

PRACTICE OF MEDICINE IV PRACTICE OF MEDICINE V

TRANSITION TO CLINICAL CLERKSHIPSApril May •1-month •Study for USMLE intensive •Begin clinical preparation for clerkships clerkships

SCHOLARLY CONCENTRATIONS

Block 1FOUNDATIONS OF MEDICINE

Block 2HUMAN HEALTH & DISEASE

Block 3PRACTICE OF MEDICINE

Block 4CLINICAL CLERKSHIPS

CLINICAL CLERKSHIPS

• Cells to Tissues• Molecular Foundations of Medicine

•Genetics•Development & Disease Mechanisms

Gross Anatomy

PRACTICE OF MEDICINE VI

APPLIED BIOMEDICAL SCIENCES

Block 5APPLIED BIOMEDICAL SCIENCES

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Li Ka Shing Center for Learning and KnowledgeAAMC GIR 2008

Li Ka Shing Center for Learning and KnowledgeAAMC GIR 2008

Student Center

Dean’s Offices Administration

Conference Center

Lecture Rooms & Cafe Studio Classroom

Seminar Classrooms

Virtual Hospital Virtual Reality Suite

Satellite Library

Building Organization

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• Growth of video on demand (VoD), less streaming

• Single event, office capture

• Open content

• Multiple distribution channels

General Trends

AAMC GIR 2008

• Home grown solutions

• iTunesU

• Youtube

• Custom applications

• Learning Management Systems

Distribution Channels

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• Students can/will capture lecture themselves

• Consumer hardware

• Smaller, cheaper, faster, portable

Capture Hardware

AAMC GIR 2008

• Cheaper, faster, bigger

• Expectations of higher quality

• Expectations of multi-format & sizes

• Repurpose content

Storage

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Hours captured DV File Size HDV 1080i File Size H.264 Large640x480

H.264 Small320x240

1 13 GB 11 GB ~ 500 MB ~ 225 MB

2500 32 TB 27 TB 1.2 TB 550 GB

Storage Estimates

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• Classroom scheduling

• Learning Management Systems

• Chalkboard 2.0

• Capture expectations

Integration

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• Encode at point of capture

• Difficult to scale

• Proprietary formats

• Lack of long term storage or archive solution

Non-Enterprise Solutions

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• Non proprietary formats

• Multi distribution points

• Support mobile learning

• Capture everything

Shift to “Enterprise” Solution

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• Requirements

- Speed- Scalability- Automation- Flexibility

• Apple - Podcast Producer & Telestream - Episode Engine

Prototype System

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Podcast Producer Episode Engine

Publish

YouTube

Shared Storage

Xgrid Cluster

Primary Master

Episode Engine Cluster

iTunesU

WebServer

Primary Master

MAM System

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• UC Berkeley, OpenCast

• ETH Zurich, Replay

• maclearning.org

!"#$%&'()*+,*-+.

Open Source Initiatives

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Institutional Policy

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• Initiatives (iTunesU, public portals, MIT OpenCourse, others?)

• Schools of Medicine?

• Public available to all

• Limited to only students enrolled? the wider campus?

Open Content

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• Huge faculty concern

• Institutional policy around IP

• Different from copyright of presentation

• Case study - Course syllabi when a faculty member leaves the IP goes with them, but the copyrighted syllabus remains with the university.

Intellectual Property

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• Usually university owns the copyright if its resources are used.

• Watermarking, bumpers, drm, other?

• Case study - Student brings camera to talk and asks permission to tape. Uses their own equipment. Who owns it?

Copyright of captured lecture

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• Permission/Release forms- Your own? Creative Commons?- revokable- repurpose- educational use/non-profit

• Who is responsible? (Office of Ed? Courses? Departments? IT?)- How long do you keep (digital? original? record only?)

Permissions and Releases

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• Applies to more than just video/audio

• To share or not share

• Balance student needs with faculty concerns and institutional rights

Appropriate Use and Reuse

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• 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

Stanford’s Course Content Access and Appropriate Use Policy

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"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 of this policy will be

referred to the Committee on Professionalism, Performance and

Promotion for disciplinary purposes.”

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I acknowledge that I am a student accessing these materials for courses in my current academic year. By downloading the audio or video streams made available by the University of Michigan School of Medicine, I agree to use the content for non commercial personal academic study and review purposes only. I understand that I am bound by UMMS copyright policies. I will under no circumstances distribute, modify, transmit, reuse, report, or sell the contents of the material. I agree to delete the file from my computer prior to the end of the academic period.

University of Michigan

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• How long?

• Who decides?

• Retrieval

• Deep storage

Archiving

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• Video is everywhere

• Media scalability/flexibility

• Viable open source community

Lessons Learned

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AAMC GIR 2008