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Kaltura launch
Graham McElearney | CiCSMatt Robson and Hadrian Cawthorne | Journalism StudiesAidan Hoggard | SoASGareth Bramley, Gareth Braid, Kate Campbell-Pilling | Law
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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
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Background
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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/
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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…..
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A number of different platforms over the years..
Campus TV
uPlayer
YouTube
iTunes U
FutureLearn
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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
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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
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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
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Kaltura Digital Media Hub
Open website - the “Hub”
digitalmedia.sheffield.ac.uk
MOLE integration
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Demo....
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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
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MOLE key features
▷Embedded video
▷Chapterised for ease of navigation
▷Video quiz
▷Media Gallery
▷Student submission
▷Share to multiple courses
▷Access University Shared Repository
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Reports back from our pilots:
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Journalism Studies
Matt Robson & Hadrian Cawthorne
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“How easy is it to create and
publish media content?
In particular, Screencasting
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Previously...
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Does Kaltura simplify the process of making screencasts?
Could anyone do it?
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Kaltura for Video FeedbackAidan Hoggard | Architecture
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““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)
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““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)
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““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)
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Why video feedback?
▷Conversational▷Personal ▷Expressive▷Discursive as opposed to directional▷Engages with visual submissions▷Live annotation on submission▷Ability to include visual references
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Student Perspective
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Student
perspective
Video in
MOLE
feedback to
learner
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Student
perspective
Click on the
media to
open the
viewer
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Student
perspective
Usual viewer
tools
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Student
perspective
Full control
over
webcams,
slides
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Student
perspective
Control over
subtitles
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Student
perspective
Example clip
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A case study on how to enhance student and staff experience of feedback using Kaltura Media
Gareth Bramley
Kate Campbell-Pilling
University of Sheffield
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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
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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
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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’
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The recording studio!
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The feedback
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The feedback
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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
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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
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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
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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
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Kaltura analytics
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Kaltura analytics
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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)
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Any questions or comments….?
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Important Addresses
Hubdigitalmedia.sheffield.ac.uk
More infowww.sheffield.ac.uk/cics/digital-media
Tech [email protected]
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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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Image slide