Video Streaming

1
Video Streaming

• Components and Pedagogical Implications

2
Taoist View of Learning

• Describe something and one quarter of the people
  will understand it.
• Show something and half the people will
  understand it.
• Describe it and show it and three quarters will
  understand it.
• Describe, show and make people use their new
  knowledge as soon as possible and 9 out of 10
  people will understand it.

Deng Ming-Dao
3
Topics to be Covered

• Technical overview of video streaming
• Current state of pedagogical research into the
  field
• Opportunities available to RGU/iNET

4
What is Streaming?

• Digital multi media content.
• Video/audio, still image or multi media.
• Delivered on demand.
• No long downloads and large files on users
  desktop.
• Via the web and web technologies.
• Real, QuickTime, Windows Media, SMIL.

5
What does Streaming involve?

• Capture
• Digital media, video/audio, produced output
• Encoding
• Converting to web deliverable media
• Delivery
• Transmitting and receiving
• Servers and players

6
Current Research

• Limited studies
• TV, film video studies 1950 - present
• Mostly US based
• Click and go video
• Manchester based consortium
• JISC/DNER funded
• Findings best practice
• Summary of materials

7
TV Based Versus Classroom Teaching

• We can say with considerable confidence that in
  65 of a very large number of comparisons 393
  between televised and classroom teaching there is
  no significant difference, in 21, students
  learned significantly more, in 14, they learned
  significantly less, from television.
• Schramm 1962.

• Television is a technological device for
  transmitting communications and has no intrinsic
  effect for good or ill on student achievement.
  Effective instructional design and techniques are
  the crucial elements in student achievement
  whether instruction is delivered by television or
  traditional means.
• Whittington 1989.

8
Research on Film/Video and TV

• Schrumm.
• in general, there is no significant difference.
• Schramm, Wilbur. Big Media, Little Media Tools
  and Technologies for Instruction. Sage
  Publications, 1977. (Review of 300 studies).

• Clark.
• Any resulting benefits have been attributed to
  teaching methods the technology supports.
  Richard Clark in Stephen Ehrmann,Change, Vol. 27,
  2, March/April, 1995, Page 24.

9
Production Values

• We need to dissociate video for learning
  from television in the domestic environment, the
  former should be LEAN FORWARD, the latter is LEAN
  BACK i.e. They are utterly opposed in values.
• We must not confuse them in our practice.
• (E.G Salomon 1984 study of Israeli/US children).

• No learning advantage has been demonstrated for
  professional or artistic production
  techniques.
• Schramm 1972.

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Streaming Media Survey in U.S
67 went for an Optimum viewing 15 minutes or
less.
7 would connect 1 hour or more.
11
Connection Rates
50 of respondents were using a 56K modem. Only
7 were using a T1 or T3 line. Streaming Users
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Click and Go Video Project

• JISC/DNER Funded Project.
• Best Practice in Current Research

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Click and Go Project - Aims

• Develop a conceptual framework to enable better
  and more widespread use of video streaming in
  mainstream education.
• Produce a user focused web site with case
  studies, examples and guidelines to best
  practice.
• Development of a generator tool for SMIL.
• Source click and go video, Asensio, Strom and
  Young, EDINEB conference Paris, June 2001.

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Click and Go Case Study Evaluation

• 3 case studies.
• Medical, hospitality and textile studies.
• Variety of materials.
• Paper on web site.
• The use of video streaming in higher education
  a report on the evaluation of the click and go
  video case studies and the educational benefits
  for learners.
• Maria K. Zenios, department of management
  learning Lancaster university, march 2002.

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Scope of Case Studies

• Medical study.
• Lecture, examination and questionnaire.
• 10 students out of a cohort of 70, were asked not
  to attend lecture but to view online materials.
• Hospitality study.
• Lecture demonstration on kitchen techniques
  broken to micro clips 25 30 seconds.
• Sample of students interviewed.
• Textile study.
• Video linked to buying and decision making
  simulation software.

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Case Study Results

• Medical
• Well received by the student group
• User control of material highlighted.
• Hospitality
• Problems with I.T
• No place for Computer in the Kitchen
• Textile
• Technical restrictions caused problems

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Study Conclusion

• Appears to be an educational value in developing
  archived video materials to be used in on demand
  case studies. Suggested values as follows
• Ease of use
• Learner control
• Integration
• Bridging theory and practice
• Changing perceptions about technology
• Zenios, 2002

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RGU/iNET Perspective

• What about us

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Faculty of Management Usage

• Special Events
• Euro Question Time Play, ConferencesPlay
• Guest Lecturers
• Harry Potter Publishers Play, Derek Law Play et
  alPlay
• Supportive Materials
• Some teaching materialsPlay

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What has been the FOM experience

• Head and Shoulders
• There is a limited place
• Multi Media Real Presenter Approach
• Information on Multi Levels
• Short and Sweet
• American research show optimum time as 5 to 15
  minutes for viewing.
• The hour long lecture will NOT be watched, but it
  maybe LISTENED to.

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Planning v Video Karaoke

• Planning / Storyboarding
• To be effective plan the content
• Message not the Messenger
• The material should be the focus, not the
  presenter
• Consider sound not vision
• Open University 1970-s TV
• Styles change, this is a limited lifespan media.

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Streaming is only Part of the Picture

• One element of the educational experience
• Clips must have a purpose
• It is not enough on its own
• Use as appropriate
• Click and Go Hospitality, computers in the
  kitchen
• Think about the Audience
• a good director sees what the audience sees, a
  great director experiences what they experience
• Steven Spielberg 2002

23
Streaming Media is only a Tool

• No Pedagogical revolution
• Streaming Media is a tool, not sole delivery
  mechanism.
• Like the FoM/iNET development, only a set of
  tools and utilities
• Virtual Presence
• Virtual in the sense of almost there.
• Cannot replace the interaction, but can be part
  of the process.