Jacob Burns Film CenterVirtual Teaching & Learning Platform

Emily Keating, IDLE, 12-13-10

Jacob Burns Film Center

• 501(c)3 in Pleasantville, NY• Opened in 2001• The largest institution of its kind in the country• Located on a three building, 47,500 square foot campus • Our mission is to make film a vibrant part of our community through a vision that uniquely and equally embraces film presentation and education• www.burnsfilmcenter.org

Over the past 10 years, the Jacob Burns Film Center (JBFC) has been leading the way for 21st Century media literacy and education, through innovative curriculum and program development and extensive community outreach. Looking forward to the next decade, JBFC plans to enlarge the scope of their mandate geographically, while continuing to innovate and improve their curriculum content and delivery.

To that end, JBFC is looking to develop a groundbreaking, interactive, virtual teaching and learning platform that will foster collaborative learning and production, and will reach a broad range of educators and learners.

Jacob Burns Film Center

Media Arts Lab

Education

Multiple terms over 10 years:–Visual Literacy–Media Literacy–21st Century Literacy–Literacy

Education

The Mission has been consistent–Viewing & Doing–Visual, Aural, and Written Texts–Core communication

Education

Audience–A regional institution–Saturation in Westchester County–Licensing programs in Ohio, Pennsylvania,

Massachusetts, and Caracas, Venezuela–Demand for curricula nationally and

globally

Education

Delivery mechanisms–Textbooks–Regional teacher training–Virtual learning

Virtual Learning Platform

• Funding

• Dreaming

• Planning

The Project Timeline

Discovery

Design

Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

2011 2012 2013

Platform Production

Pilot Launch

Full Launch

Pilot Evaluation

Curriculum & Materials Integration

Full Evaluation

Future Planning

Virtual Learning PlatformYear 1/FY 11 Year 2/FY 12 Year 3/FY 13 Year 4/FY 14

EXPENSESPersonnel ExpensesFaculty: Curriculum Development $200,000 $200,000 $150,000 $15,000Faculty: Teachers and Trainers $150,000 $150,000 $50,000Director of Education Programs $20,000 $20,000 $20,000Director of Educational Innovation $20,000 $20,000 $20,000Executive Director $10,000 $10,000 $10,000Project Manager $50,000 $50,000 $50,000 $30,000Web development $200,000 $200,000 $100,000 $20,000Web support $10,000 $50,000 $50,000 $10,000Copy Editor $12,000 $12,000 $10,000 $2,500Art Director $10,000 $10,000 $5,000Director of Programming $6,000 $6,000 $5,000Administrative Support $6,000 $6,000 $6,000 $6,000Technical Staff Support $5,000 $5,000 $2,000 $1,000Fringe Benefits $20,000 $20,000 $20,000 $18,000Total Personnel Expenses $569,000 $759,000 $598,000 $152,500

Other ExpensesTravel $10,000 $10,000 $10,000 $10,000Conference Participation $8,000 $10,000 $10,000 $10,000Symposium $50,000Equipment/Supplies $10,000 $10,000 $10,000 $2,500Printed materials $3,000 $3,000 $3,000 $1,000Rights and acquisitions $12,000 $10,000 $5,000 $2,000Evaluation $200,000 $100,000 $100,000 $35,000Misc. $10,000 $10,000 $10,000 $5,000Project Contingencies $178,000 $38,000 $4,000Total Other Expenses $431,000 $241,000 $152,000 $65,500

TOTAL EXPENSES $1,000,000 $1,000,000 $750,000 $218,000

Virtual Learning Platform

• Request for proposals http://www.burnsfilmcenter.org/about/jobs

• Proposals–Hot Studio www.hotstudio.com–Funny Garbage http://funnygarbage.com/–Flat http://flat.com/–Play Science Lab www.playsciencelab.com

(with Blenderbox as development partner)

How do we get from here…

The Project Essence

…to here?

The Development ProcessThe Project Scope

Virtual Learning Platform

Important considerations:

-Design that will represent the physical space of the JBFC’s Theater and Media Arts Lab. The “look and feel” will be reminiscent of the actual place. -An interface that needs to reach a huge age range of users.-Less conventional learning outcomes.-Finding a developer that has educational, as well as entertainment, experience.

Learning Theory

• Hybrid Model• Distributed Learning• ARCS• SCORM

Learning Theory

A new kind of hybrid model

Formal or informal learning?

Learning Theory

• Generative vs. Supplantive• Positivism• Objectivism• Relativism• Constructivism

Learning Theory

Key issue: Motivational Design Learn

• Learners’ internal characteristics

• External tactics• Environmental factors

WorkSelf-motivate

Learning Theory

Collins et al Characteristics:

Transmission:• Bandwidth • Interaction• Number of receivers• Negotiability of

meaning• Control• Synchronicity• Location

Recording:• Permanence• Reproduction• Distribution• Modification• Navigability• Surveability

Production:• Ease of production• Production Costs• Specialization

Social:• Involvement/emotional distance• Author visibility• Credibility• Isolation/Sociability

We wish to take a user-centered approach to design. We start with the user and design intuitive platforms that are easy and fun to use. This approach also takes into consideration the types of situations, or use cases, in which users might interact with the platform. For this new JBFC virtual learning platform, there are a vast array of potential users:

An Approach

• Moreover, we expect that this platform will actually be an integrated, multiplatform experience. We will therefore approach the design and development as “platform agnostic” as possible. As technology evolves, so can the platform.

The key to developing an intuitive, effective platform design is to understand the current behaviors, expectations, and needs of your different user groups. We will approach this discovery phase through a variety of methodologies, including:

Classroom ethnographies (we sit in on classes and see how teachers implement curricula and students learn)

Center ethnographies (we spend time understanding the social atmosphere of the center and the interactions that happen outside of traditional classroom settings)

In-depth interviews with members of all stakeholders/user groups

Survey-based assessment of current program and platform needs and expectations (both with JBFC organization stakeholders and members)

Phase 1: Discovery

The first two months of the project will be spent in an in-depth discovery period, where we will work closely to understand the context, needs, and expectations for this platform.

Materials, curricula, and systems discovery In addition to understanding our users, we will

also need to: do a deep-dive on the different types of

teaching materials we have (and plan to have)

look through current curricula to understand pedagogical approaches, and

look into any current content management or production systems we have in place

assess the media editing programs our students are using to understand what the online tools will need to be able to do

Phase 1: Discovery

Based on a one-day co-creation session, and using our understanding of current industry standards and consumer norms, we will spend 2 weeks developing an initial design document for the platform. The design will also take into consideration the business needs of JBFC, so that there are subscription or other monetization strategies integrated into the platform.

Phase 2: Design

• We will then to revise and refine the design document and get additional JBFC stakeholder input, as necessary.

• At the end of 4-6 weeks, we should have a solid enough document (although we expect some modifications based on the user experience research we will conduct throughout the production process), so that we can move forward into full-time production.

Production will start with the building of a solid digital content management system to organize the JBFC’s asset library in a searchable and editable digital catalog.

As the content management system is being populated we will develop the core infrastructure of the site that will enable the creation and editing of courses, user profiles, and the community platform features.

Once that is in place, we will start to populate the site with courses and test users and continue to add features to the platform.

The last step before the pilot launch would be to integrate a commerce engine into the site (in accordance with the monetization strategies decided upon)

While the initial product is being tested, new social and course features will be rolled out as they are created. These include interactive lesson plans, community viewing spaces, cloud-based multimedia editing tools, etc.

Finally, we will launch our mobile/tablet platforms to enhance and extend the functionality of the main site

Phase 3a: Production

Throughout the platform production, we will have a user experience team assessing the usability of the platform. This includes not only professional heuristic evaluation, but also in-person user experience research. The in-person user experience research can be

conducted on-site with current JBFC members using mobile user experience equipment.

Phase 3b: User Experience

Prior to the launch of the site, we will also work with to develop a long term analytics, consumer feedback, search engine optimization, and social media marketing strategy for this revolutionary new educational experience.

Phase 4a: Preparation for Launch

The hallmark of a great educational and collaborative platform is its ability to improve learning and increase engagement. We will be conducting two rounds of evaluation research to assess these outcomes: one shortly after launch of the pilot platform and one shortly after the full launch. The results of these evaluations will be used to make recommendations both for the platform and for curricular and pedagogical approaches.Pilot Evaluation

This evaluation will be aimed at getting initial feedback as to the viability of the platform to: enhance collaboration, provide effective teaching and learning

experiences, and engage current JBFC students and faculty

This will be conducted with current JBFC members and faculty, within the closed beta pilot environment.

Phase 4b: Evaluation