Forrest A. Doddingtonfad06@fsu.eduApril 22, 2007EME5457

Video Capture Options for Development ofOnline Distance Education Course Materials

IntroductionStarting with its purpose – providing learning experiences between students and

teachers that are separated by distance and/or time – distance education is a distinct form or

education that encompasses a specific set of capabilities and challenges. (Simonson, Smaldino,

Albright & Zvacek, 2006, p.32) A significant difference between traditional classroom education

and distance education is the substitution of interpersonal communication for mediated

communication. Although educational messages, objectives, and outcomes may be the same,

the communication process is altered. Based on the standard model of communication, the

components of encoding, transmission channel, decoding, and feedback channel are

substituted from the face-to-face paradigm (which is bound to same-place, same-time

requirements) to another method that is capable of overcoming place and time separations.

(Simonson, et. al., 2006, p. 89)

In the correspondence course era, distance education was constrained to written

materials delivered through the postal mail system. Written communication and physical

transportation were the only methods that were available, affordable, and appropriate for the

task. In the modern era, distance education programs have many communication media and

telecommunication delivery systems from which to choose. This diverse toolset allows the

instructional developer to choose specialized tools to meet specific learning requirements and/or

learner preferences. Effective distance education course are now frequently characterized by

the careful selection and skilled facilitation of multiple communication methods over the course

of the learning activities. Just as a professional instructor should be knowledgeable of various

teaching strategies, they should also be versed in the affordances and constraints of existing

and emerging distance technologies.

Purpose, Contents, & MethodologyThis paper will describe the affordances and constraints of one particular distance

technology: video capture. I selected video capture due to significant changes in technological

requirements and general usage patterns over the last few years. Video is now frequently

delivered through the Internet and viewed on computer screens or portable media devices. This

is commonly referred to as “streaming video” and “video podcasting.” These significant

changes in transmission and reception actually simplify the technical requirements, complexity,

and cost to produce.

In this paper I will focus specifically on video capture technology as it relates to

production of educational materials that are delivered through the Internet to distance education

students.1 I will provide an explanation of the spectrum of video capture devices currently

available in the marketplace along with information about the advantages and disadvantages of

each type of device. In addition, a comparison table is presented to illustrate the capabilities

and specifications of specific video capture device models that typify each of the available

equipment types. Finally, this paper provides information about practical application of video

capture devices as a distance education technology.

Information for this paper was gathered from both print and online sources. Based on

my previous experience with video production, I was aware of key manufacturers to study. In

addition, I performed a number of web searches using the Google search engine. Search terms

1 Related topics, such as video editing, video compression, video steaming servers, video playersoftware, and portable media devices, would each be appropriate for evaluation in separate papers.These related topics will not be discussed in depth within this paper.

used include “video capture education”, “video conference camera”, and “video podcast.”

Special attention was given to case studies, how-to articles, and scholarly reviews published by

university faculty and resource departments. I also performed a search of the FSU website

looking for information about our university’s current utilization of video capture devices for the

production of educational materials.

Features and AffordancesVideo capture devices are technological pieces of equipment that are capable of

recording motion pictures for the purpose of immediate transmission or later playback. The

following definitions are helpful in understanding video capture: (based on Glossary V, n.d.)

• Video - The transmission of moving pictures or animation to a monitor or television. In abroader sense, any text or images transmitted from a camera or computer and displayed ona display monitor or television. Video images may be broadcast live, filmed, or video-recorded and stored on tape or disk.

• Video Capture - The act of recording the contents of a video into an analog or digital file. Inorder to capture a motion segment of a video clip, one must store it in a digital video formatsuch as QuickTime or AVI. A captured digital video clip can then be edited and played backon a computer without the benefit of a videotape device.

Video capture is the first step in a video production cycle that also includes editing,

compression for delivery, storage on an appropriate server, transmission to the client, and

display on the client’s computer or portable media device.

In the past, video production has been used in education to conduct video-replay

courses, synchronous distance courses, video-based continuing education (over-the-air or

videotape/DVD), and to produce teaching materials/documentaries. These uses of video

production typically require sophisticated television studios, “smart” classrooms, field-based

video production equipment, and dedicated editing and engineering staff. However, recent

telecommunication developments have created opportunities for the use of video that can be far

easier and less expensive to prepare. Web-based video-streaming and video-podcasts provide

distance educators new tools that can be employed to meet specific learning requirements.

And, as witnessed by the explosive growth of YouTube and other video sharing websites, a

large number of people are capable of producing this level of video content.

Video capture devices that are appropriate for the production of internet video clips are

significantly less expensive and easier to use than the broadcast video cameras that are used to

produce broadcast quality video programs. The types of video capture devices normally used

for internet video clip production are: webcams, camcorders, and pan/tilt/zoom video

conferencing cameras. Each of these types of video capture devices has specific features,

capabilities, and appropriate applications.

WebcamsFirst released in 1994, webcam (“web camera”) video capture devices were specifically

designed as an affordable way to enable computers to exchange video images, also known as

desktop videoconferencing. The Connectix QuickCam was the first mainstream commercial

product in this class and in 1995 was named one of “The 50 Greatest Gadgets of the Past 50

Years” by PC Magazine. (Tynon, 2005) Although the brand is now owned by Logitech, the

QuickCam line of webcams is still a market leader.

Webcam picture quality has progressed from small, fuzzy, black-and-white images to

near full-screen, full motion, color image quality. Most webcams are designed to sit atop a

computer monitor or to hang over the top of a laptop screen. These video capture devices

connect directly to a personal computer through a USB connection. Some new laptop and

desktop computer models now include integrated webcams. These cameras (both as

peripheral devices and integrated components) can capture video of one or two people who are

sitting in front of the camera. They normally have a fixed focus, fixed field of view (zoom level),

and are not designed to be moved while video capture is occurring. Webcams cannot be used

separately from a computer because they depend on the computer to supply power and to

process and store the video data that they create.

Example Webcam: Logitech QuickCam Communicate STX

Webcams are inexpensive and effective ways to capture one or two people who are

presenting information. They also allow for point-to-point video conferencing if the computers

on both ends of the connection are equipped with a webcam and with compatible video

conferencing software. A distance education professor could easily use a webcam to record a

personal introduction, an overview of the course, or to provide short videos related to the weekly

lesson topics. With good lighting, a webcam is capable of recording both talking heads and

other visuals. For example, the instructor could hold up related objects or photos to illustrate a

point.

CamcordersCamcorders represent the evolution of Electronic News Gathering (ENG) gear from

large, expensive, broadcast quality equipment into compact, affordable, consumer grade

technology. (Camcorder, n.d.) Starting with Sony BetaMax video cameras (that included

separate camera, recording deck, and power supply components), camcorders have

dramatically reduced in size and improved in video quality.

Today, camcorders are generally classified by the recording format they support. The

most common formats are MiniDV, DVD, MiniDVD, and Hard Disk. The MiniDV format is a

small video-tape that digitally stores fully-editable video data. The DVD, MiniDVD, and Hard

Disk formats compress and encode the video data before storing them digitally to disk. If any

editing is desired before posting a video segment, this difference in storage format is important.

Video stored on DVD, MiniDVD, or Hard Disk will typically need to be converted to a different

format before it can be edited.

Example Camcorder: Canon Elura 100 MiniDV Camcorder

Although commonly thought of as equipment for home use, modern camcorders can be

effectively used by distance educators as video capture devices. In fact, the camcorder is

probably the most versatile type of video capture device. Because the camcorder has an

internal recording deck (tape or disk), it can directly record video or it can send the video data

through a cable to a computer for recording. This allows for both mobile field-based video

capture and for office/classroom direct-to-computer video capture. In fact, many camcorders

when connected to a computer can even serve as webcams. In addition to the webcam-type

applications of this video capture device, camcorders can also be used to film on-location at

sites related to the course topic. This capability allows the distance educator to provide

students with “real world” scenarios and interviews with people who have experience in the field

of study.

Pan / Tilt / Zoom Video Conferencing CamerasPan/Tilt/Zoom (PTZ) cameras got their start in security and surveillance systems.

Originally these video capture devices were standard video cameras mounted on a motorized

tripod mount that allowed for remote control of the pan (left/right), tilt (up/down), and zoom

(wider/narrower) functions in order to change the field of view. Improvements in technology

have allowed PTZ cameras to become integrated units where the camera and motorized mount

are combined. With improved video quality, PTZ cameras found additional applications in the

fields of telecommunications, medicine, and education.

Example P/T/Z Video Conferencing Camera:Sony EVI-D70 Remote P/T/Z Camera

Unlike webcams and camcorders, PTZ cameras are business/industrial products rather

than consumer products. The image quality is equivalent or better than what is produced by

modern camcorders. However, in certain situations, the operation of PTZ cameras is more

effective due to their automation functions. Where a camcorder requires a dedicated camera

operator in order to change the field of view, the PTZ camera can easily move to preset camera

angles through the use of a remote control. Some PTZ cameras also include a function for

automatically tracking motion in order to keep the subject/speaker in the field of view. However,

PTZ cameras do not have internal recording decks. They must be connected to an external

tape/disk recording device or to a computer in order to store the video images.

PTZ cameras are particularly useful for recording educational courses that are conduced

in properly equipped classrooms. These cameras can be mounted on a tripod, a wall, or even

unobtrusively hung from the ceiling. Their small size and quiet motors allow them to operate

without being distracting to face-to-face class participants. If the same number of camcorders

were used, the existence of camera operators for each camera would be likely to alter the

dynamic of the face-to-face class environment.

Comparison of Features by Video Capture Device TypeFeature Webcam Camcorder P/T/Z Camera

Camera Operator None Camera operatedholding the deviceor operating atripod.

Automated motiontracking or operateby remote control /joystick.

Portability Requires laptopcomputer

Very portable andself-contained

Typically fixedinstallation or fixedlocation at an eventvenue.

Recording Device Attached computerrequired

Built-in video tape,attached recordingdeck, or attachedcomputer

Attached recordingdeck, or attachedcomputer

Network Transmission No No AvailableField of View Fixed (close-up) Variable VariableFocus Auto or Manual Auto or Manual Auto or ManualPan (Left / Right) No Manual AutomatedTilt (Up / Down) No Manual AutomatedZoom (Up / Down) No Manual AutomatedSupport Video Conferencing Yes Yes YesCapable of PortableRecording

No Yes No

Remote/AutomatedOperation(Pan/Tilt/Zoom/Focus)

No No Yes (6 positionpreset)

Work in a Computer/OfficeSetting

Yes Yes No

Work in a Classroom Setting No Yes YesCost Low Medium High

Demonstrations / Instructional ApplicationsBy reviewing articles published by instructors and support personnel of several U.S.

universities, I uncovered several practical uses of video capture as a tool for teaching and

learning in a distance education environment.2 These instructional applications include capture

and reuse of special speaker presentations, distribution of class lectures, and development of

short video segments to enhance asynchronous learning experiences.

The College of Education at the University of Arizona provides an example of the use of

video capture to make more effective use of special speaker presentations. By using video

capture devices, this University is able to share these educational experiences broadly. (See

screenshot below.) This concept was mentioned by several seminar papers and journal articles

that I reviewed. (Zirger, Evans & Levy, 2003)(Hartsell & Yuen, 2006) The video capture devices

enable events that occur in a single place at a single time to be shared asynchronously with

students that are separated by distance or time. In addition, these video materials can be re-

used by instructors in related courses and/or in subsequent academic terms.

Podcast Directory with Audio and Video Clips Available 2 These case study articles also provided information about concerns held by course instructors related tovideo capture technology. There is interesting discussion about the potential negative impacts that wereanticipated and what was actually observed. This information is excluded from this paper because itfocus on psychology, sociology, and time management rather than focusing on the affordances andlimitations of video capture as a distance educational technology.

Another common use of video capture is to record lecture classes and share them

through the Internet with distance education students. The University of Cincinnati provided an

informative case study explaining how video streaming is being used to enhance their MBA

program. (Zirger, et. al., 2003) They are currently producing streaming versions of course

lectures in one of two different formats. (See screenshots below.) The “Single Window” format

is easier to produce but does not allow for simultaneous display of the speaker and any visual

displays (PowerPoint, whiteboard, videotape, etc.). The “Double Window” format is more

difficult to produce because it requires preparation of visual displays and the synchronization of

the video of the speaker and the appropriate visual display.

Single Window Format

Double Window Format

Providing lectures as streaming video and video podcasts has been found to have

benefits for both students and teachers. Students (both those taking the course in-person and

online) have praised the ability to replay difficult lectures in order to gain a better understanding

of difficult, analytical concepts. This replay function allows a level of self-paced learning that is

not typically available from lectures. Also, students who miss a class session have the ability to

view the lecture at a convenient time. Interestingly, one student mentioned that when he found

himself dozing off in class, he would note the time when he woke-up so that he could replay the

portion of the lecture he had missed. Finally, teachers have discovered that reviewing their

lectures online has allowed them to improve their effectiveness by identifying strengths and

weakness in their teaching skills.

However, the danger of using video capture to simply record and distribute classroom

lecture as an online course is that it fails to capitalize on the unique characteristics of distance

education. Straight video capture of lectures continues the paradigm of “professor as dispenser

of knowledge” rather than “professor as facilitator of learning.” For this reason, some educators

are seeking-out ways to utilize video capture that are consistent with theories and models of

distance education.

A paper written by faculty of the University of Southern Mississippi provides many strong

suggestions on how to prepare video segments intended to supplement an online distance

education course. (Hartsell & Yuen, 2006) They suggest two particular purposes for the use of

video: delivery of information and demonstration of a process. Specific examples of how short

video segments can be integrated into an online course are: (Incorporating Video, 2001)

• The professor can create a personal introduction video that the students can watch at thebeginning of the term to become familiar with their instructor.

• The instructor can provide a video introduction/overview for each unit, week, module, orchapter.

• A brief video introduction can be included at the beginning of a PowerPoint presentation thatprimarily has slides with a recorded audio narration.

• Video segments can be used to begin or conclude an online discussion. The instructorcould provide “points to ponder” as a stimulus to the discussion, or they could record anend-of-discussion summary of the key points that were brought to light.

• Video can be used to present a case study scenario that requires students to respond withan explanation of the appropriate course of action. The students could also be required toutilize appropriate software tools (like MS Excel for data analysis) to find the solution andsubmit it to the instructor for assessment.

Video capture within an online distance education course enables the instructor to

engage the auditory and visual senses and to employ learning techniques that are not available

through textual readings, e-mails, and discussions. (Hartsell & Yuen, 2006) When used

properly, video can provide variety and interest within a distance education course. For

example, video case studies, expert interviews, and demonstrations give students a sense of

how the material is relevant in real world and not isolated to information printed in a book. In

addition, video capture provides an opportunity to personalize and humanize the course

instructor by expressing a face, a voice, and a personality. This can help to build community

and reduce the sense of loneliness expressed by many students of distance education.

User Tips & Guidelines• Keep video clips short. 10 minutes was suggested as a maximum, with 2-3 minutes being

ideal.

• Be aware that large video files can be hard to download and streaming video can beimpacted by internet congestion (high periods of user traffic). Make you video files ascompact as you can.

• Remember that online video is often displayed in a small window. Use close-up videoangles, and format text and titles with large, legible fonts.

• Webcams are not particularly good at recording printed or hand-written text and presenting itlegibly onscreen. Whenever possible, using editing software to insert electronic copies oftextual information rather than filming these with a video camera.

• Due to the compression necessary for internet delivery of video, eliminate any unnecessarychanges in the visual scene. Specifically, limit use of pan, tilt, zoom or other movement.Also be careful to select backgrounds and clothing that provide clear contrast. Finally becareful about dense patterns in clothing or visual props because they do not work well withvideo compression.

• Consider posting a text transcript of each video in order to assist students with visual orhearing disabilities.

• Use the theories of distance education to help you develop video resources that areconsistent with a student-centered learning paradigm.

• Keep your production process simple for video that will only be used for a single term. Investmore time and energy on video capture for content that will be reused.

Sources: (Gustafson & Hankley, 2000)(Incorporating Video, 2001)(Zirger, et. al., 2003)(Hartsell& Yuen, 2006)(Blankenship, 2007)

Models, Features, & CostThere are a great number of video capture devices in the marketplace that fall within the

device types covered by this paper. For explanatory purposes, I have selected three specific

models that typify the webcam, camcorder, and PTZ camera device types. The table below

provides a comparison matrix of the specific features and costs for these models.

Specification Logitech QuickCamCommunicate STX

Canon Elura 100 Sony DVI-D70

Video Capture Device Type Webcam Camcorder PTZ CameraImage Resolution VGA (640x480) DV (720x540) 768x494Frame Rate Computer VGA 30

frames/secondNTSC 30frames/second

NTSC 30frames/second

Integrated Microphone Yes Yes NoIntegrated Viewfinder / LCDScreen

No Yes No

Remote Control No Yes (limited:start/stop, zoom)

Yes (full:pan/tilt/zoom, focus,exposure, etc.)

Computer Required forOperation

Yes No No

Internal Recording Device None Tape Deck (MiniDVformat)

None

External Recording Device Required(Computer)

Optional (TapeDeck or Computer)

Required (TapeDeck or Computer)

Analog Video Output No Yes (composite, s-video)

Yes (composite, s-video)

USB Output Yes (1.1 and 2.0) No NoFireWire Output No Yes NoFile Type AVI, BMP, JPEG DV MPEG4, MJPGDesktop Mount Yes No YesTripod Mount No Yes YesWall Mount No Yes YesCeiling Mount No No YesImage Sensor CMOS 1/5” CCD, approx.

1,330,000 pixels1/4-type EXviewHAD CCD

Image Stabilization No Yes NoOptics/Lens Fixed Focus F=3.0-60mm, f/1.8-

3.6F=4.1-73.8mm,F1.4-3.0

Aspect Ratio 4:3 4:3 and 16:9 4:3Field of View Fixed (42°

horizontal)20x power zoom 18x power zoom

(Range 48° wide to2.7° telephoto)

Continued on Next Page

Models, Features, & Cost (Continued)

Specification Logitech QuickCamCommunicate STX

Canon Elura 100 Sony DVI-D70

Pan/Tilt adjustment range Fixed Manual Motorized (Pan +/-170°; Tilt +/-90°

Minimum Lighting Unspecified 2 lx 1 lxPhysical Dimensions(WxHxD)

2.75” x 2.0” x 6.25” 2.2” x 3.0” x 4.3”(excludingprotrusions)

5.25” x 5.75” x5.75”

Physical Weight 5oz 13.1 oz (excludinglens and batterypack)

2lb 2ox

List Price $49.99 $399.99 $999.00

Data included in this comparison table comes primarily from product specification sheets

available on the manufacturer’s website. When necessary, additional information was collected

from product reviews conducted by PC Magazine. (Logitech Inc Quickcam, n.d.) Finally, the

physical characteristics of the Logitech webcam were gathered through personal observation.

ConclusionInternet “streaming video” and “video podcasts” limit their bandwidth requirements by

using compression and reduced resolution. As a result, video capture devices appropriate for

the production of internet video are both within a reasonable price range and level of operational

complexity. When compared with broadcast-quality cameras in the $45,000 range, it is clear

that video production is available to a much wider audience – including designers of distance

education materials.

The use of video within distance education has specific advantages and limitations.

When used to accomplish appropriate learning objectives, video can be an effective element

within the design of a course curriculum. This paper has provided information about a range of

video capture devices that can be employed to produce video segments that are effective for

delivery as elements of an online distance education course.

Web Directory of Resources on [Technology Name]

IntroductionAn Overview of Podcasting with Emphasis on Pedagogical ConsiderationsWikipedia Entry: WebcamWikipedia Entry: Camcorder

DescriptionsThesaurus of Communication TermsDefinitions of Video and Video CaptureScotsmist GlossaryApple Computer: Podcasting in Education

DemonstrationsPodcast Directory – Tennessee Regents Online Campus CollaborativePodcast Directory – University of Arizona, College of EducationPodcast Directory – University of Wisconsin, College of Education and Human ServicesPodcastDirectory.com – Higher Education PodcastsPodcast: Computer System Concepts for Real Life – Ken Baldauf (FSU Computer ScienceFaculty)Educational Podcasting Examples

User Guidelines & Instructional ApplicationsRecording Video: A TutorialVideo Capture Services through the FSU Library System

Vendors & Models with Feature-by-Feature ComparisonsLogitech Products > Webcams & Video Services > Webcams

Model: Logitech QuickCam Communicate STX (Webcam)Canon Camcorders

Model: Canon Elura 100 (Camcorder)Sony Pan/Tilt/Zoom Cameras

Model: Sony EVI-D70 (PTZ Camera)Elmo Products

More ResourcesSteve’s DigiCams (Camera Reviews)PicturePhone Direct (Online Store)Apple Computer: iTunes UReview of the original Connectix QuickCam (1995)

References

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Glossary V (n.d.) Scotsmist. Retrieved on April 20, 2007 fromhttp://www.scotsmist.co.uk/glossary_v.html.

Gustafson, D. A. & Hankley, W. (2000). Experience Using Web-Based Media in DistanceLearning. 30th ASEE/IEEE Frontiers in Education Conference. Retrieved April 20, 2007 fromhttp://fie.engrng.pitt.edu/fie2000/papers/1304.pdf.

Hartsell, T. & Yuen, S. (2006). Video Streaming in Online Learning. AACE Journal,14(1), 31-34. Retrieved April 20, 2007 fromhttp://www.editlib.org/index.cfm/files/paper_6152.pdf?fuseaction=Reader.DownloadFullText&paper_id=6152.

Incorporating Video into Web Pages (2001). Texas A&M Instructional TechnologyServices. Retrieved April 20, 2007 fromhttp://itsinfo.tamu.edu/workshops/handouts/word_handouts/incorporating_video.doc.

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Simonson, M., Smaldion, S., Albright, M., & Zvacek, S. (2006). Teaching and Learning ata Distance: Foundations of Distance Education – 3rd Edition. Upper Saddle River, NJ: PearsonMerrill Prentice Hall.

Tynan, D. (2005, December 24). The 50 Greatest Gadgets of the Past 50 Years. PCWorld. Retrieved on April 20, 2007 from http://www.pcworld.com/article/id,123950-page,7/article.html.

Zirger, B. J., Evans, J. R., & Levy, M. S. (2003). Effective Use of Video-Streaming forSupport of Traditional and Distance Learning Courses. The Convergence of Learning andTechnology Conference – Ohio Learning Network – Windows on the Future 2003. RetrievedApril 20, 2007 from http://www.oln.org/conferences/OLN2003/papers/ZirgerOLN03.pdf.