Kaltura launch
Graham McElearney | CiCSMatt Robson and Hadrian Cawthorne | Journalism StudiesAidan Hoggard | SoASGareth Bramley, Gareth Braid, Kate Campbell-Pilling | Law
Before we get going…...
Turn to your immediate neighbour and tell them why you’re interested in finding out about Kaltura today?
Type your answers into the padlet athttps://padlet.com/g_mcelearney/kaltura
Background
Video is everywhere
▷ By 2019, 80% of global Internet consumption will be video content.
▷ It would take an individual over 5 million years to watch the amount of video that will cross global IP networks every single month in 2019.
▷ more than 50% of all video views occur on mobile devices▷ 100 hours of video uploaded to YouTube every minute…..
http://www.insivia.com/27-video-stats-2017/
Mission
To maximise the use of audio-visual media to support and promote the University across all its key areas - learning and teaching, research dissemination, public engagement, marketing and communications…..
A number of different platforms over the years..
Campus TV
uPlayer
YouTube
iTunes U
FutureLearn
Issues we encountered
▷Different systems, no interoperability
▷Difficulty in managing all our media
▷No one place to find our media
▷No easy way for people to discover and share valuable assets▷No easy way for rapid and simple creation
and publication of video online
What you wanted and what we set out to deliver...
https://digitalmedia.sheffield.ac.uk/media/Kaltura+Digital+Media+at+The+
University+of+Sheffield/1_2z75722g
What you wanted and what we set out to deliver...▷Enable all staff to manage, publish and
discover their own content
▷Create a single video portal to host across
all “channels”
▷Quick and easy creation and publishing
tools
▷Media submission for students
Kaltura Digital Media Hub
Open website - the “Hub”
digitalmedia.sheffield.ac.uk
MOLE integration
Demo....
A quick demo (work in progress)
▷Anonymous access to our media collections -
iTunes U, Corp Comms, Online team
▷Online support
▷Personal account - Upload/create media
▷uPlayer content all migrated
▷Share and collaborate, make public
MOLE key features
▷Embedded video
▷Chapterised for ease of navigation
▷Video quiz
▷Media Gallery
▷Student submission
▷Share to multiple courses
▷Access University Shared Repository
Reports back from our pilots:
Journalism Studies
Matt Robson & Hadrian Cawthorne
“How easy is it to create and
publish media content?
In particular, Screencasting
Previously...
Does Kaltura simplify the process of making screencasts?
Could anyone do it?
Kaltura for Video FeedbackAidan Hoggard | Architecture
““We are often having a conversation in our own heads,
engaging the text and asking questions. We experience
moments of excitement when we read something that
engages us deeply. We think, “Wow! I love this sentence!”
or “Yes! I completely agree with the argument you’re
making,” or “I hadn’t thought of it that way before.””
Thompson, Lee (2012)
““I can’t tell you how many times I’ve
gotten a paper back with underlines and
marks that I can’t figure out the meaning
of.”
(UG student)
““We argue that screencast video
feedback serves as a better vehicle for
in-depth explanatory feedback that
creates rapport and a sense of support
for the writer than traditional written
comments.”
Thompson, Lee (2012)
Why video feedback?
▷Conversational▷Personal ▷Expressive▷Discursive as opposed to directional▷Engages with visual submissions▷Live annotation on submission▷Ability to include visual references
Student Perspective
Student
perspective
Video in
MOLE
feedback to
learner
Student
perspective
Click on the
media to
open the
viewer
Student
perspective
Usual viewer
tools
Student
perspective
Full control
over
webcams,
slides
Student
perspective
Control over
subtitles
Student
perspective
Example clip
A case study on how to enhance student and staff experience of feedback using Kaltura Media
Gareth Bramley
Kate Campbell-Pilling
University of Sheffield
The plan – audio feedbackProvision of Audio feedback:
• Studies suggest students are undertaking less reading, and processing written information may be increasing difficult
• Studies suggest factors such as the tone of voice, and the ability to pause and rewind, can allow students to better engage with feedback
• Technology allows staff to easily record such feedback, and also allows students to easily interact with such feedback
The plan – audio feedbackProvision of Audio feedback:
• The aim was to provide bespoke comments, that could really expand on and focus the feedback provided
• Feedback supported by clear reference to marking rubrics and learning outcomes
The method• Audio feedback utilised in two modules on the Masters in
Legal Practice – for formative assessments
• Use of Kaltura and Blackboard Marking tool to provide audio and video feedback
• ‘World service’ microphone for better audio quality!
• Students submitted electronically via MOLE: audio feedback was linked to written comments on script itself
• Focus comments on strengths, weaknesses and ‘feedforward’
The recording studio!
The feedback
The feedback
The resultsStaff comments
• Audio feedback encouraged the use of more detailed, structured and bespoke comments
• Kaltura Media was easy to use and set up, with different options available (screen capture, webcam etc.)
• Kaltura Media allowed for more flexible audio feedback options – Grademark allows for a 3 minute audio file only
The resultsStaff comments
• Kaltura Media was much easier than previous attempts to upload audio feedback (which involved recording individual MP3 files)
• A few teething problems– but, efficiency in audio feedback improved over time, and students really felt that extra effort had been put in
The results Student comments
• The audio feedback was a good way of going through the exam paper question by question, as it highlighted the specific strengths/ weaknesses of my answers. The audio feedback is clearer than written feedback because sometimes it is hard to read a tutor's writing on an exam script.
• The positive of audio feedback is that it takes far less time to explain a point. What can be said in a few seconds would usually need a paragraph if written. Therefore, it is a more efficient way of giving feedback and also allows for more in depth feedback.
• It is more flexible and can be listened anywhere and feels more personalised
The results Student comments
• The tutor could verbally explain any misunderstandings that arose in my answers. Additionally, the feedback felt more personalised and I was able to tell that the tutor had spent a long time marking my work/ preparing the feedback.
• I think it was very useful - although I think in future (especially considering the time KCP would have had to spend on this) written feedback on the returned mock and then a generic screencast for everyone going through the mark scheme would be sufficient
Kaltura analytics
Kaltura analytics
For the future?• Self and peer assessment – can academics truly provide the
most effective feedback? Students can use Kaltura Media to provide their own video comments
• Increased use of Kaltura Analytics – ability to view how many times the students have watched the media, when, and for how long
• Encouraging the collation of feedback for students – a feedback ‘hub’ (audio feedback may well be easier to collate in one place using Kaltura)
Any questions or comments….?
Important Addresses
Hubdigitalmedia.sheffield.ac.uk
More infowww.sheffield.ac.uk/cics/digital-media
Tech [email protected]
Where next…..
Tom Foster will be doing 3 demo sessions to provide a more in depth guide to using the system
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