Sloan Consortium International Conference on Online Learning Presentation from November 2013. Are we at the level of cat videos for university video content? This discussion looks at blended and online learning video content versus other UGC trends in other media. It shares 5 brief case studies with use cases of video in F2F and blended environment. It then suggests issues and trends to consider in thinking about incorporating video into future university class environments

1. Dr. Gigi Johnson, Maremel Institute
Nov. 22, 2013
Sloan Consortium International Conference on Online Learning

2. Is University Video the New
UGC?
Instructional video can be
more than capturing
blended courses with "just a
webcam."
Sources: The Daily, Lizzie Bennett Diaries,
FutureLearn

3. UGC: Technology Changes
Shift Core Assumptions
Friction
Mixing roles
• Time
• Place
• Connection
New creative
uses with
cheaper tools
• New reaggregators
• New economics
• Pushback from
existing players

4. Long-Term Driver:
We Hold Smart Devices in our
Hands as Consumers
Cartoon, Gordon Moore article
Electronics, Volume 38, Number 8, April 19, 1965.

5. We Have Arrived
as Producers . . .
. . . With computers and cameras in all of our hands .
..

6. Decreased Costs Bring Shifts
to Profitable Core Business
Innovator’s Dilemma: Clay Christensen

7. This Shift Story is Old:
Film Pushed Back to TV
Source: Library of Congress. FCC 1939.

8. Music: Post-Shift, We Have
Built Onramps to a “Singles”
Model
Post-UGC Shift: New Ventures re-aggregating and
creating On-Boarding Tools/Systems
Source: RIAA figures; Digital Music News

9. Books: We’re Mid-Shift,
Building New Models and
Processes

10. TV, Mid-UGC Shift, is
Building 3 New Patterns
US Unique Videos (000)
Viewers (000)
Minutes per
Viewer/ Mo.
YouTube/
Google
Facebook
AOL
Microsoft/ MSN
165,422
16,166,830
462
67,169
61,784
49,175
975,048
976,316
644,416
25
61
33
NDN
VEVO
Yahoo!
Viacom
Amazon
CBS Interactive
49,090
48,985
44,803
38,214
32,909
31,144
532,589
617,360
322,827
404,014
143,206
213,629
79
42
64
45
24
45
188,690
45,963,898
Totals
Netflix Subs
31,100
Hulu Viewers
24,100
2,400
Source: ComScore

11. Universities Have Long Explored
Shifting Models
KUHT . "Dr. Richard I. Evans." June 8, 1953. University of Houston Digital Library.
<http://digital.lib.uh.edu/u?/p15195coll38,195>

12. By 2011, Online Had Connected
with 32% of US Higher Ed
Students
6.7 million students in the U.S. took at least one online course in
2011
Sources: 2012 Survey of Online Learning, Babson

13. “Traditional” Online Has
Reached Scale in Degree
Packages
235,000
enrollments in
1,200 courses
27,000 students
Oblinger (2012)
50,000
enrollments to
10,300 students
in 70 degree and
certificate
programs
Online courses to
7,000 of its 31,000
students
30,000 students for
$6,000/year each
Rio Salado College
(AZ), with 40,000
students with its online
programs

14. Universities Have Built
Experiments and Expansions
"After five years the cost of providing high-quality courses
and services at affordable prices was unfortunately not
sustainable over time in the All Learn model."
All Learn, 2006
"The problems that Fathom was trying to address -- how
to connect with lifelong learners, how to provide
authenticated information -- are an important challenge.
... I wish that the national economics could have
supported a longer experiment.“ James Hilton, 2003, U.
of Michigan

15. MOOCs: Shifting to
Reaggregated Singles
Distributor (Founding)
Alexa
% US
Global
#
Visitors
Rank Courses Sept 2013 Ownership
Coursera (2012)
1,878
517
23% VC/Private, US
OpenSAP (2013)
2,652
13(?)
edX (2012)
6,960
74
24% Non-Profit, US
Udacity (2012)
7,019
28
26% VC/Private, US
NovoED (2013)
16,846
23
31% VC/Private, US
iVersity (2013 pivot)
22,151
24
Canvas Network (2012)
65,519
97
39% Instructure/Private, US
FutureLearn (2013)
70,033
25
9% Open Univ./Private, UK
Open2Study (2013)
82,301
32
6% Open Univ, Australia
CourseSites (2011)
111,411
42
45% Blackboard/Private, US
OpenLearning (2012)
139,912
14
10% Private, Australia
16% Private, Germany
5% Germany
Sources: Alexa, Class-Central, Crunchbase

16. What are the Impacts of These
Trends as a “New” UGC?
>800 MOOC classes produced to date
>30% of US university students taking online
classes
How is this effort affecting F2F teaching, as
well as production of blended and online
courses?
 How are we are learning as multimedia
creators in education?

5 Short Cases as Examples

17. Case 1: Creating In-House
Videos
In-House Videos
at a Major
University,
Masters Program
• Faculty slides with
bullet points – no
development
assistance
• Buying equipment
from Amazon
• Post for students to
use for content with
quizzes as proof
• No iteration
• No feedback
• No IP recognition
or questions

18. Case 2: BYOD Faculty Media
Creation
Faculty Training, Graduate University
• Focus on storage
• Now-abundant faculty video within Moodle
environment
• No measurement of his results and no goals
to where things are going, but WITH faculty
buyoff on creating content.
• Dead and released faculty content still in
system

19. Case 3: Five Online Programs
Cross-University Study, Major University
 Self-Trained Fiefdoms
 5 separate studios and 5 different
programs
 No IP recordkeeping system
 Diverse contracts and pay systems

20. Case 4: Roll Your Own Content
Independent Faculty, Thin/Variable Support, Major
University Department
•
•
•
•
•
Create their own blended content, or varies by department
Counting on Moodle 2.3 to ask about if they own the IP
No support, iteration, measurement, storage
Just getting Kaltura in as a storage system vs. content being put anywhere
YouTube largest playback of video source

21. Case 5: Recording Classes
with an Outside Entity and
Funding
IP issues
 Pedagogical “say so” from experienced
faculty -- Friction
 Confusion in implementation – getting
faculty to deliver on their side;
communication; understanding culture
 Funded by other parties – no financial
stake in costs


22. 5-10% of Higher Ed Chasing
Lecture Capture






Focus on webcam or simple studios
Capturing Lectures in different modes
Integrating YouTube or other videos
Minimal thinking about cognitive load, IP
tracking, adaptive learning, and
accessibility
Storage and discovery challenges
Organizational focus on “online” and
“MOOCs,” with fewer resources toward
blended

23. Are We Adopting the Best of
Other Industries’ UGC
Trends…Yet?





Just-In-Time video
watching -- mobile
“found time”
Binge viewing (a la
Netflix)
Amazon-style discovery
and recommendation
tools
New aggregators to
maneuver data –
shared audiences, flow
of audiences
Fansites and Fanfiction
as new, engaged
multimedia experiences




Heat-mapping – data
visualization of
geography patterns for
planning
Use of Super Fans
(Whales, Dolphins,
Minnows) to treat
different users differently
Syndication
Metadata, metadata,
metadata

24. What Are the Issues We are
Wrestling With?
Who owns the compiled rights?
 Who measures and rewards the faculty
time involved in flipping and blending?
 What is the real cost to product these
with hourly and non-exempt staff?
 Who validates the quality of the content
and effectiveness of the production
choices?


25. How are We Wrestling with the
Money Issues?

Should Universities be financing video and
multimedia just for their own blended use?
 Economics – if average lecturer paid <$5K, adding
$3,000/hour or $10,000+++ for video production
makes sense?



What are the Buy-Build-Share decisions?
Are MOOCs -- a "freemium" business model -just the starting point of intriguing syndication
models between universities?
What is the lifecycle of blended course
production content?
 How will these libraries be measured, refreshed and
monitored?

26. Why Not Best Practices from
Traditional Online and UGC?
Example: Retention rates
 50% “traditional” online without nurturing/design
 5-10% involvement in other web media (e.g.,
blogs, comments, actions) for free engagement
 Why should MOOCs at 5-15% be better?
Tools:
 Audience management – variable messaging,
reminding, behavior monitoring
 Adaptive learning – touted trend in education –
why are Blended classes and MOOCs often the
opposite?

27. We Can Embrace Growth
Opportunities from UGC




Curation: Discovery, improvement, and reuse
Integration: Systemic integration, review, and
planning
Syndication: Buy/Build/Share Between Organizations
Open APIs – grow ecosystems from other’s time and
investment, imagination, and time

28. One Option: We Can Build “a
Netflix for University-Generated
Content”
 Subscription-based licensing of “second run”





classes – after blended university use for
individual classes, repackaged for other
courses, or for JIT, Binge, or Burst learning
Tools for personalization, recommendation,
and adaptive learning
Data-rich – who/what/where – feedback into
other learnings as recommendation engine
Searchable with “expanded surface area” like
Inkling
Connected with enhanced content and other
related media
Connectable into various LMS systems

29. Who Will Re-Aggregate Our Futures?
Gigi Johnson, EdD
Maremel Institute
@maremel