educause, october 2001 the madison did © integrating an image library into an internet-based...

EDUCAUSE, October 2001

The Madison DIDThe Madison DID©©

Integrating an Image Library into an Internet-based Teaching Tool for Art, Architecture and Beyond

© Copyright Sharon P. Pitt, Christina B. Updike. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.


This PresentationThis Presentation

will be available at http://cit.jmu.edu under the REPORTS link by 11/1/2001

http://cit.jmu.edu/

http://cit.jmu.edu/


James Madison UniversityJames Madison University

Current enrollment approximately 15,000

Comprehensive liberal arts Mean SAT about 1170 70% Virginia students 90% freshman retention rate 80% six-year graduation rate


What is the Madison DIDWhat is the Madison DID©© ??

The Madison Digital Image Database© is an online image database and multimedia instructional system designed to create and show Internet-based lectures using digitized images.

The system permits instructors to generate, remotely, “slide shows”, which can be annotated, placed online for student study, or archived for testing or future use.


What’s so exciting about it?What’s so exciting about it?

Though many image databases provide flexible faculty and student access to online images, those systems generally do not provide a tool via which faculty can teach and students can learn. The Madison DID© brings the digital image and data library into the teaching and learning process, in and outside the classroom.


MDIDMDID©© Background Background

Project began in early 1997 Original system presented at EDUCAUSE 1999 Major redesign in 2000 Product available for free on October 10, 2001 Downloaded by over 40 colleges and

universities across the U.S. Working to create less restrictive license Consideration of open source


Why Digitize Images?Why Digitize Images?

General Preservation Increased access to images and associated data Online accessibility

JMU Respond to increased student enrollment and

course sections in new General Education program

Visual Resources Library projected its inability to meet demands of added course sections


MDIDMDID©© Background Background

Project selection process

System components and demonstration

Project design Expanding image

and data content Dealing with

copyright

Instructional impact Assessment results Institutional impact Organizational

impact Licensing and

commercialization? Lessons learned Future


Project Selection: Need Project Selection: Need

Increased student enrollment and increased course sections resulting from new General Education program From 12 to 24 sections of survey of art courses Additional 8 general art sections

Visual Resources Library projected its inability to meet demands No staff to label, file or assist faculty for additional sections Not enough slides Slides degrading in quality No additional storage space


Project Selection: Grant ProgramProject Selection: Grant Program

Competitive in-university grants program – mGrants

This project was awarded in the first year of the program, 1998

Cultivate instructional excellence through experimentation with new ideas, teaching methods and technologies


Project Selection: ProcessProject Selection: Process

Advisory Council, made up of teaching faculty, representing all colleges of the university and the Office of Assessment and Research Studies

Deans appoint faculty representatives Internal Review of CIT Criteria Sheets and proposals reviewed by

council members via individual quantitative, then group qualitative analysis


Project Selection: Criteria Project Selection: Criteria

Need – Tremendous impact on School of Art and Art History by General Education program

Purpose – Create an image library and image viewing system

Impact – 20 faculty, 2000 students per year

Project Plan and Budget – Unrealistic

Evaluation – CIT, Office of Assessment and Research

Continued Use – Once underlying system developed, images from across the university could be searched and/or displayed in virtually any discipline


System ComponentsSystem Components

Images and Associated Data Faculty owned slide collections Visual Resources Library collections Commercial image libraries (AMICO, Davis Art)

Slideshow Builder©

Slideshow Viewer© ImageViewer©

Catalog Editor©

Administrative Tools


Demonstration: The ImageViewer Demonstration: The ImageViewer

Client-based, packaged application used in technology classrooms to display and teach with images in the classroom High-bandwidth Access Only (usually on

campus) Faculty Only


Demo: The Slideshow ViewerDemo: The Slideshow Viewer©©

Online, password protected lecture review system Student Interface


Demo: The Slideshow BuilderDemo: The Slideshow Builder©©

Online, password protected image search and selection system and lecture creation system, allowing faculty to develop and manage lectures anytime, anyplace Faculty Interface


Demo: The Catalog EditorDemo: The Catalog Editor©©

Maintaining the veracity of search data online Visual Resources Curator/Librarian

Interface


Documentation: HelpDocumentation: Help

Available within online system Written in conjunction with Student

Publications Group at JMU Student receives an 2001 JMU writing

contest award for Madison DID documentation, for TSC 409, an independent study in Technical and Scientific Communication


MDIDMDID©© Administrative Tools Administrative Tools

Online, password protected lecture administrative maintenance system Managing Accounts Sending email to all users


Design and Production TasksDesign and Production Tasks

Selecting images Acquiring permission Cataloging system Produce online

database Produce client-based,

multimedia teaching system

Scan Images

Remount and label slides for VRC

Edit images – content Edit images –

database Train faculty Evaluate/Assess Ongoing maintenance

costs


Design Tasks - FutureDesign Tasks - Future

Continue to assess faculty, student, administrative, and instructional needs

Determine and address student access and learning needs

Purchase & integrate commercial libraries (in addition to AMICO)

Expand an already viable cataloging and search system

Easier to use tools to integrate content

Developing better administrative tools


Instructional ImpactInstructional Impact

Image preservation, integrity, accuracy Faculty can always use the most accurate,

highest resolution images (the “best” image) Reduced administrative overhead in dealing

with physical slides Access is anytime, anyplace for faculty lecture

development and student study and review Enhances time management in and

out of classroom (no more spelling)


Instructional ImpactInstructional Impact

Image comparison, with all features of system Details of images are always available Data can be displayed with the image anytime Annotations connect images and lecture notes Dynamic content – movement of static content Works can be viewed over time Interdisciplinary exchange is encouraged Art can be learned at a distance


Assessment issues from 1999Assessment issues from 1999

Accuracy of information Quality images--less download time vs. higher

resolution Ability to include instructor analysis/annotation Better student navigation and display interface Immediate archiving Ability to print online slide shows/lectures Give us MORE!


Redesign in 2000Redesign in 2000

Based on 1998/99 assessment results, the MDID was redesigned. Additions included: Review and correction of image data. Annotation features to provide customized instructor

comments The ability to “archive” a lecture The ability to print a lecture The AMICO digital image library was added, expanding

content base and usefulness of system by 65,000 images Authentication via LDAP instead of email Side-by-side image display


Assessment – Spring 2001 ResultsAssessment – Spring 2001 Results

402 valid cases All Survey of World Art Courses Crosses eight faculty members

Student Technology Demographics (2001)Student Technology Demographics (2001)

Question ResponseDo you own a computer? 95.3% Yes

4.7% No

Where do you usually access a computer?

90.5% Home3.8% Campus Lab2.3% Roommate2.3% Library

.5% Friend

Can you access the Internet from the computer you use most often?

98.2% Yes1.8% No

How often does your instructor use the ImageViewer© to show digital images?

85.2% Every class4.5% Don’t Recall5.8% 1-2 month

4.0% Weekly

When digital images are projected in your class using the When digital images are projected in your class using the ImageViewer, how useful do you find the following features?ImageViewer, how useful do you find the following features?

0

10

20

30

40

50

60

Split Screen Zoom Slide Info Annotations

Very

Useful

Occassionally

Rarely

Don't Recall

64.1% 72.8% 80.5% 49.1%

How useful do you find use of the MDID for…..?How useful do you find use of the MDID for…..?

0

10

20

30

40

50

60

70

80

90

ExamReview

Grade (F) Grade (S) Interest inArt

Very

Often

Occassionally

Rarely

N/A

94% 79.9% 80.7% 49.3%

Question ResponseOn average, how often did you view your instructor’s Slideshows outside of class?

48.5% 1-2/month31.8% 1/week10.9% several /week

7.7% rarely

What is your primary reason for viewing the Slideshows outside of class?

87.3% Exam review10.0% Understand the

material

Overall, how would you rate the quality of the online images of the SlideShows you accessed from outside of class?

61.6% Good31.4% Excellent

4.7% Poor1.0% Very Poor1.0% N/A

Overall, how would you rate the information provided for each image in the SlideShows you accessed from outside of class?

68.6% Good20.4% Excellent

7.7% Poor1.7% Very Poor1.2% N/A


Assessment – Spring 2001 CommentsAssessment – Spring 2001 Comments

“The DID was instrumental in helping me succeed on the mid-term. Without it, I would have felt completely lost, and wouldn’t have done nearly as well”

“The visual quality of the digital slides was 100% better than that of the 35mm slides. Also, the ability to zoom in and out allowed for a closer examination of the work and details. This is a great resource.”



“I like the DID. If I didn’t have access to it I would fail every test. The print outs are nice because I can bring them to class and take notes on it.”

“I’m not sure how helpful the annotations are. I definitely get more by going to class.”

“The print views are poor quality and hard to see.”



“Biggest benefits of DID are the enhancements of class discussion about artwork, and studying for exams.”

“The DID is great because it enables me to have course material at the click of a button. I don’t have to go track down pictures of paintings and sculptures that we study in class because they are online.”

“I love DID but it would be very handy if a student could use an option to type their notes into a personalized version.”


Addressing CopyrightAddressing Copyright

Faculty access presentations in unique password environment

Students access low resolution presentations in a unique password environment

Followed Educational Multimedia Fair Use Guidelines (developed at CONFU) as project development criteria

Incorporated individual faculty slide collections, with permission, into the database

Purchased commercially available digital image libraries and incorporated into the system


Addressing CopyrightAddressing Copyright

Maintain a license to AMICO (http://www.amico.org)

Incorporate AMICO images, a 75,000 art image library into system

Working to do the same with Davis Art Slides and other commercial companies


Technology TransferTechnology Transfer

Disclosure to Intellectual Property Committee

Establishment of institutional ownership of product

Formal go ahead to market product (5/2000)

Sale of Madison DID as a product Whoa!



Is this a contract or a sale? How should funds from the sale be handled? Is the university inappropriately using state

resources to create a competitive, commercial product?

What is the institution’s technology transfer policy? Establishment of IP Task Force to investigate and

establish administration of IP at JMU Tentative plan to acquire a commercial partner to

commercialize MDID©



How should JMU seek a partner to commercialize a product? Through an RFP process? Establish a foundation? Hire a consultant to market all products

for the institution?



How is the Madison DID© shared? RFP process tried and failed Decision to make available for free, not

open source As of October 10, free (with no support),

to higher education at http://cit.jmu.edu/mdidinfo


MDID Registered Users include:MDID Registered Users include:

Mellon Foundation Luna Imaging, Inc. Microsoft Corporation Saskia, Inc. Yale University Institute of Fine Arts John Hopkins

University Gemological Institute

of America

Indiana University University of North

Carolina University of Michigan University of

Pittsburgh Columbia University Ohio University University of California

at Berkeley



Legal Issues Creation of license for commercial product Permission from VA AG to hire a lawyer Creation of license for free software Acquisition of trademarks Acquisition of copyrights Less restrictive licensing Possible creation of license for open source for

online components of MDID©


Institutional ImpactInstitutional Impact

Need a “decision algorithm” to further all innovative software development at JMU – IP Task Force

Change in University Intellectual Property Policy

Serious look at infrastructure for innovation Seek additional funds (grant, foundation,

corporate gifts, consortiums) to continue development of MDID©


Future Design PlansFuture Design Plans

Develop an easy-to-use system for faculty or librarian to add images and data to the system

Move to SQL (Microsoft Server) database Consideration of open source licensing—

meet the needs of 40+ institutions in U.S. more effectively


Lessons LearnedLessons Learned

There is a technology learning curve for faculty There is a content learning curve for

technology developers Teaching and learning infrastructure is critical Instructional design is an increasingly

collaborative process, not only with faculty, which is inherent, but with technology organizations of the institution


Keys to SuccessKeys to Success

Communication—Focus groups, meetings Evaluation and assessment—keeps system

relevant Integration of content from large,

commercial image library Collaboration with classroom audio visual

services and computing support to ensure appropriate infrastructure for system

Accuracy of images and data


ResourcesResources

MDID Information: http://cit.jmu.edu/mdidinfo AMICO: http://www.amico.org Conference on Fair Use:

http://www.uspto.gov/web/offices/dcom/olia/confu/ Sharon P. Pitt: Director, Instructional Technology

and Distance Learning; [email protected] Christina B. Updike: Visual Resources Specialist,

School of Art and Art History; [email protected]


Craig Baugher: Scanning, Image Editing, Graphic Design Jeff Butler: Image Editing, Video Production Derek Carbonneau: Image Viewer, Project Management Sarah Cheverton: Training, Help Documentation Miriam Guthrie: GUI, Project Management, Assessment, Training Kevin Hegg: Slide Show Builder, ImageViewer, Server

Administration, Maintenance Julia Harbeck: Assessment Andreas Knab: Slide Show Builder, Madison DID Installer, Server

Administration Sharon Pitt: Project Management, Diplomacy, Administrative

Marketing Christina Updike: Search Criteria Development, Image Editing, SME

educause, october 2001 the madison did © integrating an image library into an internet-based...

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