Effective Use of Streaming Media in Higher Education Wiebe Nijlunsing Johan Oomen

Overview of the presentation Short overview of some pilots Some Dutch Context Methods Critical Success Factors Innovative value vs encountered problems Dutch Video Portal Statements and discussion

Some examples (see also the paper) Innobus case in business/management Digital video reflection in teacher training Small Business and Retail Diemen ACTA (dentistry) Leiden Cultural Anthropology: Homals VU Motoric disorders

More info on Innobus 63B159E9AD738D32/objectType/Article/objectID/A2DFE5B E8F- 93B101E7ACC1C2B6/LayoutTemplate/tekst/index.cfmhttp:// 63B159E9AD738D32/objectType/Article/objectID/A2DFE5B E8F- 93B101E7ACC1C2B6/LayoutTemplate/tekst/index.cfm

ILO UvA Teachertraining Live Site for intervision –Look and react –or add and change

Competentie 19.6 ‘ De student kan gedrag en stijl aanpassen aan de situatie’ Opening 1e vergadering Opening 1e vergadering 2 Opening 2e vergadering PG - Shahram

Small Business live Videopoort, digitizing and storing a VHS

Acta live Teacher entry: Login with gast gast Student entry:

Motor disorders: vertical the time line, horizontal some reflexes in normal and abnormal situations. Clicking starts the video. Table imported in Blackboard.

SURF

The Webstroom Community Community fostered by SURF Hybrid between technology, pedagogy and content owners Aim: to support the effective use of streaming media in higher education –Gather & distribute knowledge amongst HE institutions

Activities and community support Meetings throughout the year Website (who’s who, best practices) Newsletter, discussion list Active participation in conferences (DIVERSE – SURF education seminar) Pilot projects

Methods Start 2002 and 2003 in two rounds with 4 plus 5 projects Budget K€ 10 – 15 each Simple rules, bottom up approaches Outcomes for collective use

Four types of approaches, but always student centered Problem based (“Canned Problem”) Competences based Guided instruction (“Cookbook”) Multimedia library

Four ways of using Streaming video Freshly shot (e.g. Innobus) Existing own VHS tapes digitized (ACTA) Students filmed themselves (supermarket) External sources (TV, Image & Sound)

Critical success factors (1) Small scale Simple project management Bottom up approach Right moment in technological development to start educational experiments

Critical success factors (2) Cooperation in resources Setting standards and metadata Exchange of “good practices” in “webstroom” meetings plus website Small scale experiment plus coaching facility

The innovative value Every pilot was first “real” experiment Used to set standards for institute Provided casus to motivate teachers to master (some of) the techniques Triggered thinking about innovative didactical approach

Encountered Problems Rights: how to deal with it? Standards: which to choose? Firewalls… Version conflicts

SURFnet Video Portal: integrating content and context Video assetsTools examples and documents People

Mirroring the community The building blocks of the community are also represented on the website.

Online Demo

Sound and Vision: streaming cultural heritage into education A complete service –Legacy material from Sound and Vision –Current affairs material from Public Broadcasters –Flat fees

Webstroom: our roadmap until 2006 Expand the scope of the community –strengthen ties with ‘ICT in Education’ departments (‘reach the teachers’) and include libraries Cross fertilization with other SURF communities –IPR Community –Metadata standards Community New call for proposals December 2004 International Collaboration –JISC –DIVERSE (5 th to 7 th July, 2005 Vanderbilt University )

Discussion Which clarifying questions do you have? Do you agree that Streaming Video is an underestimated tool in education? Do you think these projects were helpful in exploring new possibilities? How do you think the pedagogical examples shown can be disseminated?