1. 1 Assoc Prof Daniel Tan Centre for Excellence for Learning & Teaching http://www.celt.ntu.edu.sg e: ethtan@ntu.edu.sg Presentation for Learning & Media 2011 Brussels, 24 Nov 2011 University 2.0: HumaniZing eLearning with Lecture Recording: Operational and Pedagogical Considerations

2. 2 depicts learning as an adventure to explore new frontiers of knowledge and that our NTU students are adventurous, creative and techno-savvy e: electronic, everything! ed: education edveNTUre: our university’s name “NTU” is embedded edveNTUre Date of Birth: 17 May 2000

3. 3 Leaps of growth … Jul 00 (Phase I: Mass buy-in, Efficient Learning) – 870 (51%) courses on-line, 20,000 users – 30,000 – 80,000 page views daily – Saturation levels for adoption number of courses, instructors and students – Critical mass buy-in and adoption Jul 02 (Phase II: HumaniZing eLearning) – 1,349 (80%) courses on-line, 22,000 users – 100,000 – 300,000 page views daily – Change of content type - Content+ Jul 04 (Phase III: Effective Learning) – 2,900 (>90%) courses on-line, 24,000 users – 300,000 to 600,000 page views daily – Content management system and re-use of content Jul 06 (Phase IV: eLearning 2.0) – 3.5M page-views/week – Engaged and interactive learning – Collaborative learning – Learning by discovery: eUreka Project Work

4. 4 Leaps of growth … Jul 09 (Phase VI: Learning Continuity) – eLearning Week to support Learning Continuity in the event of campus closure – Mass notification – Establishment of CELT and Div of Pedagogical Practice Jul 11 (Phase VII: Learning is Everywhere with Everyone) – Mobile learning – Sustainable participatory & collaborative learning – Learning spaces – Student wellness

5. 5 What we are thinking…

6. 6 Content is King if then Infrastructure is god ifContent is King andInfrastructure is god thenLearning Activities will create the eXperience and the context

7. Operations: Content & Media Creation Maintenance/ Updates Operations: Infrastructure Storage Network Delivery Pedagogy Campus-wide Practice Blended Learning Participative Collaborative Co-creators Sustainable Holistic Approach

8. Sigma Model 8 Σ σ

9. 9 Unique in Education Performance Curve Fact #1: Education do not guarantee its products…. No of Students Performance Distribution :

10. 10 No of Students Performance Distribution -- Traditional -- eLearning Fact #2: Effectiveness of traditional face- to-face learning and eLearning is about the same.

11. 11 Effectiveness – the mature model α -more students doing better (peak- to-peak) β -better mean student performance ∂ -higher performance ρ -lower failure rates No of Students Performance Distribution α β ρ ∂

12. 12 If we can reverse engineer the outcome, what can we do? No of Students Performance Distribution Starting with the end in mind, what can we do to achieve this desired outcome?

13. You have taught them; Have they learnt? Thomas C. Reeves Professor Emeritus of Learning, Design, and Technology University of Georgia

14. Quality from Different Perspectives Quality of content – Usually not the issue Standard textbooks, derivative material, multimedia courseware Quality of teaching process – You have taught them; have they learnt? Quality of the (self- directed) learning process – Impact on Student performance, Institutional reputation Student value-add quality 14

15. Quality of Content Quality of Teaching Quality of Content Quality of Teaching Quality of Learning

16. How did we do it?

17. Teach Less, Learn More 17 Night scene of Nanyang Auditorium

18. Original Lecture Recording System 2002: humaniZing eLearning

19. Lecture Recording (Sample Output)

20. Lecture Recording Sample Output Video synchronized with PPT Slides Video of PPT Slides Video on OHP

21. Lecture Recording Sample Output

22. Consider: Is Lecture Recording a)an IT project, or b)a media project c)a network project

23. Key ideas and considerations Economical way to create/maintain content Authoring/creation/capture software solution on low-cost PCs Fast availability and quick post-processing Robust, reliable and resilience Highly scalable platform Content distribution Network Campus license for wide distribution

24. 2 Modes of Lecture Recording 1.Live recording in the Lecture Theatre Control Room School Clubs provided manpower (paid on hourly rate) and we provided support in training, logistics and software customisation 2.Professors DIY Self-recording in office using web camera and headset

25. Information Life Cycle for Weekly Recorded Lectures Age of Content Demand Post- Lecture Period Peak Mid Term Exam Peak Pre-exam Plateau Exam! Mid- Semester Break

26. Information Life Cycle for Weekly Lecture Normalized Age of Content Demand EXAM! Mid- Semester Break

27. Summation of Demand for eLecture Video Review for Whole Semester for one course Age of Content Demand EXAM! For one course!

28. Target: Campus-wide Full Capacity Recording QtyDescription No. of Recordings 40number of LT locations 40 8hours 320 5days 1,600 13week3 20,800 2semester3 41,600

29. Infrastructure Overview Capture Delivery

30. AcuLearn Lecture Recording Platform www.aculearn.com Creation & Capture System Content Storage & Distributed Delivery System End Users Lecture Theatre with auto-tracking camera Faculty Office Home Studio Mujltiple locations distributed across campus Automated content distribution On & off campus Scalable High capacity High I/O High quality

31. How We Do It CapturePost-processingDelivery Typical Approach: Expensive Proprietary Capture Stations in the LT Done within 24 hours Centralized video server farm NTU’s Approach: 2 x off-the-shelf PCs Software driven Campus license allows staff to have copies on own notebook PC in office and home Within 10 minutes for 1-hour lecture Published to edge servers distributed at various locations on campus Delivery of video stream from multiple distributed edge video servers Redundancy, robust, highly scalable

32. Sample View of Recorded Lecture

33. Capture and update of current process since August 2010

34. Best Seat in the House Location Tracking Camera Housing with LCD TV as Teleprompter Good angle Good eye contact for presence

35. Auto Tracking Video Camera Silhouette-Based Motion Tracking Minimize fast motion tracking “Sea Sick” effect Reference camera mounted above lecture or at the back of Lecture Theatre Pre-defined zone for reference camera to track faculty’s movement Will not pick up students that walk pass with silhouette tracking

36. Best Seat Location + Teleprompter

37. Quality of Capture & Monitoring

38. Centralized Command Centre for Lecture Recording Campus-wide Lecture Recording is a key strategic eLearning initiative endorsed by the University’s management

39. Remote Monitoring at Centralized Command Centre

40. Sample View of Recorded Lecture

41. Delivery

42. Delivery – without Content Delivery Network (CDN) Core Computer Centre Distribution Main Building Edge Deprtment/ School/Labs

43. Content Delivery Without CDN With CDN

44. Content Creation & Distribution Process IDM AcuStream AcuManager Upload content 1 Professors 4 hyperlink posted 2 replication 3 Email Notification with hyperlink (within 10 min) AcuStream

45. Content Access Process 1 IDM 2000 AcuManager 2 3 student clicks on hyperlink – optimum performance redirection AcuStream 4

46. Replicates out for intranet support Allow placement of cache servers at off-site locations On Campus Off Campus

47. Assoc Prof Daniel Tan Centre for Excellence in Learning & Teaching http://www.celt.ntu.edu.sg e: ethtan@ntu.edu.sg

48. Outcomes

49. Total Viewing Time by Students Academic Year 05/06: 13 years Academic Year 06/07: 40 years Academic Year 07/08: 55 years

50. From AY2005/06 to AY2009/10 21,000 hours of recording 3,500,000 hits 149 years of viewing time

51. 73.7% of students were satisfied with the video recorded lectures Students’ Feedback 2008 Survey

52. n=1184 96.2% of the students agreed that the video recorded lectures were useful in relation to their studies Students’ Feedback 2008 Survey

53. 53 Awareness - posters - announcements - e-announcements eLearning Week Exercise: Learning Continuity Model

54. Learning Continuity Model: Selected Core Learning Tools Core Learning Activities Lectures preseNTUr Lecture Recordings Tutorials acuConference Virtual Classes Online Discussion Groups Project Work eUreka Project Work Management System Assessments Blackboard Assessment Engine 54

55. Zer0 complaint!

56. New Pedagogy

57. and the HELP Model Learning Activities Management System – Open-source software developed by Macquarie University Easy to use; drag-and-drop interface Rapid content design development Many learning activity tools, supporting interactive pedagogy HELP Model enabled by pedagogically-driven activities Integrated into edveNTUre

59. Course Materials Presentation Interface Learning Activity Links

60. Course Material Presentation: LAMS

61. Participation and Engagement: Creating Purpose To widen my understanding.

62. Student Engagement, Thoughts, Feedback, Comments and other Responses

63. Teaching Paradigm Traditional Approach – Teacher teach – Students listen and learn – Assignments are given – Assignments are submitted for marking – Students read their marked assignments Participative Model – Teacher teach – Students listen and learn – Assignments are given – Students participates online (content co- creation) – Students read their own and other peer contributions

64. Show me another example

65. Example: Experimental Aerodynamics Background: – Professor interested in developing a package to help students better understand wind and water tunnels in exploring aerodynamics – Limitation: wind and water tunnel facility cannot accommodate class of 140 enrolled students – Solution: professor create documentary-style video to induct students to wind and water tunnels

66. An example involving Experimental Aerodynamics

70. Multiple varied answers to the same question Good, poor, incomplete, right, wrong, partial, model answers

71. So? What does all this mean?

72. Findings: Quality of Learning View video course content segmentation + interactive learning activities + group participation – More engagement as more senses are used – More active participation – More thought – More reflections More self-directed learning More peer-peer collaborative learning and assessment and latent feedback Develops more discerning learners Professors have a better gauge of students’ learning

73. Findings: Outcomes of Learning Activities Use of LAMS open-ended questions – Responses read by class-mates enhances students’ learning – Students learn from each other - peer learning and peer assessment – Students compare their responses with other students  awareness of different responses to same question – Student develops (higher order thinking skills) judgment on response quality Know & Share (Content Co-creation) Know & Share (Content Co-creation) Compare Learn & Connect Judgment & Discernment Judgment & Discernment