2008 GIR Spring Meeting, San Francisco, CA.

1. Trends in Classroom Video Capture and
Distribution: Technologies and Policy Implications
Jenn Stringer, Director of Education Technology
jenn@stanford.edu
Andy Wasklewicz, Technology Architect
andypw@stanford.edu

2. Overview
• Stanford Context • Open Content
• Capture Trends • Intellectual Property
• Hardware • Copyright
• Delivery Methods • Release Issues
• Storage • Appropriate Use
• Enterprise solutions • Archiving
• Open Source Initiaves
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3. More Questions than Answers
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4. Audience Questions
• How many of you currently capture and what are you using?
• Are you moving to an enterprise architecture?
• How many of you have a full set of policies to guide you?
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5. Basic Facts
• Medical School Students: 500
• Students in 5+ years Graduate Students: 820
• Postdoctoral Scholars & Clinical Fellows: 1418
• Undergraduate & graduate students outside the SoM served by the school: 628
• Research faculty has doubled in 11 years (from 239 in FY92 to 452 in FY03)
• Courses: Structured integrated curriculum
• Faculty: Practicing clinicians and researchers
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6. School of Medicine Spaces
• 7,000 events 2006-07
• Large auditorium *
• Lecture Halls *
• Computer Labs
• Small Group spaces
• Clinical Skills Center *
• Wet Labs
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7. History of Classroom Capture
• 1970’s - Capture on 3/4 inch tape by video services unit -
available for checkout in LRC.
• 1980’s - Capture run by LRC on VHS available for checkout
• 1998 - Streaming video via Real
• 2007 - Real VoD
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8. Classroom Capture
• VoD
- Courses
- Grand Rounds
- Special Events
• 2500 hours per year
• Average Quarter
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9. 2007 Winter Quarter
Course Views
NBIO 206 790
INDE 202 73
INDE 220 575
INDE 223 1,398
IMM 205 356
SURG 203 B 94
Total 3,286
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10. Curriculum Changes
• Move to fewer lectures
• More small group and team-based learning
• More integrated approach - move away from discipline based
courses
• We still capture a lot
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11. Autumn Winter Spring
Year 1 FOUNDATIONS OF MEDICINE I FOUNDATIONS OF MEDICINE II HUMAN HEALTH & DISEASE I
•
Cells to Tissues •Genetics •The Nervous System •Cardiovascular
•
Molecular •Development & Disease •Immunology •Pulmonary
Foundations of Mechanisms •Gross Anatomy of Head & Neck
Medicine •Introduction to Organ Systems
Gross Anatomy
PRACTICE OF MEDICINE I PRACTICE OF MEDICINE II PRACTICE OF MEDICINE III
SCHOLARLY CONCENTRATIONS
HUMAN HEALTH & DISEASE II HUMAN HEALTH & DISEASE III PRACTICE OF MEDICINE VI
Year 2
•Renal/Genitourinary •Brain and Behavior TRANSITION TO CLINICAL CLERKSHIPS
•Gastrointestinal/Liver •Hematology April
May
•Endocrine/Reproductive •Multi-Organ System •1-month
•Study for USMLE
intensive
•Begin clinical
PRACTICE OF MEDICINE IV PRACTICE OF MEDICINE V
preparation for
clerkships
clerkships
SCHOLARLY CONCENTRATIONS
CLINICAL CLERKSHIPS
Year 3, 4, [5]
8 Weeks
6 Weeks
4 Weeks
Selectives
Electives
Internal Medicine
Obstetrics &
Family Medicine
Ambulatory Practice (8 weeks)
Pediatrics
Gynecology
Psychiatry
Subinternship
Surgery
Neurology
Critical Care
APPLIED BIOMEDICAL SCIENCES
SCHOLARLY CONCENTRATIONS
Block 1 Block 4
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Block 2 Block 3 Block 5
FOUNDATIONS OF MEDICINE HUMAN HEALTH & DISEASE PRACTICE OF MEDICINE CLINICAL CLERKSHIPS APPLIED BIOMEDICAL
SCIENCES

12. Li Ka Shing Center for Learning and Knowledge
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13. Li Ka Shing Center for Learning and Knowledge
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14. Building Organization
Student Center Satellite Library
Administration Dean’s Offices
Seminar Classrooms Conference Center
Studio Classroom Lecture Rooms & Cafe
Virtual Reality Suite Virtual Hospital
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15. General Trends
• Growth of video on demand (VoD), less streaming
• Single event, office capture
• Open content
• Multiple distribution channels
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16. Distribution Channels
• Home grown solutions
• iTunesU
• Youtube
• Custom applications
• Learning Management Systems
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17. Capture Hardware
• Students can/will capture lecture themselves
• Consumer hardware
• Smaller, cheaper, faster, portable
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18. Storage
• Cheaper, faster, bigger
• Expectations of higher quality
• Expectations of multi-format & sizes
• Repurpose content
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19. Storage Estimates
Hours captured DV File Size HDV 1080i File Size H.264 Large H.264 Small
640x480 320x240
1 13 GB 11 GB ~ 500 MB ~ 225 MB
2500 32 TB 27 TB 1.2 TB 550 GB
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20. Integration
• Classroom scheduling
• Learning Management Systems
• Chalkboard 2.0
• Capture expectations
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21. Non-Enterprise Solutions
• Encode at point of capture
• Difficult to scale
• Proprietary formats
• Lack of long term storage or archive solution
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22. Shift to “Enterprise” Solution
• Non proprietary formats
• Multi distribution points
• Support mobile learning
• Capture everything
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23. Prototype System
• Requirements
- Speed
- Scalability
- Automation
- Flexibility
• Apple - Podcast Producer & Telestream - Episode Engine
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24. Podcast Producer Episode Engine
Primary Master Primary Master
Xgrid Cluster Episode Engine Cluster
Publish
Shared Storage MAM System
iTunesU
WebServer
YouTube
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25. Open Source Initiatives
!"#$%&'()*+,*-+.
• UC Berkeley, OpenCast
• ETH Zurich, Replay
• maclearning.org
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26. Institutional Policy
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27. Open Content
• Initiatives (iTunesU, public portals, MIT
OpenCourse, others?)
• Schools of Medicine?
• Public available to all
• Limited to only students enrolled? the
wider campus?
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28. Intellectual Property
• Huge faculty concern
• Institutional policy around IP
• Different from copyright of presentation
• Case study - Course syllabi when a faculty member leaves the IP
goes with them, but the copyrighted syllabus remains with the
university.
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29. Copyright of captured lecture
• Usually university owns the copyright if its resources are used.
• Watermarking, bumpers, drm, other?
• Case study - Student brings camera to talk and asks permission
to tape. Uses their own equipment. Who owns it?
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30. Permissions and Releases
• Permission/Release forms
- Your own? Creative Commons?
- revokable
- repurpose
- educational use/non-profit
• Who is responsible? (Office of Ed? Courses? Departments? IT?)
- How long do you keep (digital? original? record only?)
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31. Appropriate Use and Reuse
• Applies to more than just video/audio
• To share or not share
• Balance student needs with faculty concerns and institutional
rights
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32. Stanford’s Course Content Access and
Appropriate Use Policy
• Cover all course materials (electronic and hard copy)
• Provide students with more flexibility to access course materials
• Clarify policy on student sharing of course materials
• Address faculty concerns regarding redistribution of content
• Provide mechanism for addressing policy violations
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33. "Stanford University School of Medicine course materials are intended for
curriculum and course related purposes and are copyrighted by the
University. Appropriate access to this content is given for personal
academic study and review purposes only. Unless otherwise stated in
writing, this content may not be shared, distributed, modified, transmitted,
reused, sold, or otherwise disseminated. These materials may also be
protected by additional copyright; any further use of this material may be
in violation of federal copyright law. Violators of this policy will be
referred to the Committee on Professionalism, Performance and
Promotion for disciplinary purposes.”
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34. University of Michigan
I acknowledge that I am a student accessing these materials for courses in
my current academic year. By downloading the audio or video streams
made available by the University of Michigan School of Medicine, I agree
to use the content for non commercial personal academic study and
review purposes only. I understand that I am bound by UMMS copyright
policies. I will under no circumstances distribute, modify, transmit, reuse,
report, or sell the contents of the material. I agree to delete the file from
my computer prior to the end of the academic period.
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35. Archiving
• How long?
• Who decides?
• Retrieval
• Deep storage
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36. Lessons Learned
• Video is everywhere
• Media scalability/flexibility
• Viable open source community
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37. AAMC GIR 2008