Kaltura Digital Media Hub Launch - Graham McElearney et. al

Kaltura launch

Graham McElearney | CiCSMatt Robson and Hadrian Cawthorne | Journalism StudiesAidan Hoggard | SoASGareth Bramley, Gareth Braid, Kate Campbell-Pilling | Law

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

Background

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/

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…..

A number of different platforms over the years..

Campus TV

uPlayer

YouTube

iTunes U

FutureLearn

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

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

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

Kaltura Digital Media Hub

Open website - the “Hub”

digitalmedia.sheffield.ac.uk

MOLE integration

Demo....

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

MOLE key features

▷Embedded video

▷Chapterised for ease of navigation

▷Video quiz

▷Media Gallery

▷Student submission

▷Share to multiple courses

▷Access University Shared Repository

Reports back from our pilots:

Journalism Studies

Matt Robson & Hadrian Cawthorne

“How easy is it to create and

publish media content?

In particular, Screencasting

Previously...

Does Kaltura simplify the process of making screencasts?

Could anyone do it?

Kaltura for Video FeedbackAidan Hoggard | Architecture

““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)

““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)

““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)

Why video feedback?

▷Conversational▷Personal ▷Expressive▷Discursive as opposed to directional▷Engages with visual submissions▷Live annotation on submission▷Ability to include visual references

Student Perspective

Student

perspective

Video in

MOLE

feedback to

learner

Student

perspective

Click on the

media to

open the

viewer

Student

perspective

Usual viewer

tools

Student

perspective

Full control

over

webcams,

slides

Student

perspective

Control over

subtitles

Student

perspective

Example clip

A case study on how to enhance student and staff experience of feedback using Kaltura Media

Gareth Bramley

Kate Campbell-Pilling

University of Sheffield

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

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

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’

The recording studio!

The feedback

The feedback

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

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

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

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

Kaltura analytics

Kaltura analytics

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)

Any questions or comments….?

Important Addresses

Hubdigitalmedia.sheffield.ac.uk

More infowww.sheffield.ac.uk/cics/digital-media

Tech supportTEL@sheffield.ac.uk

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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