Using Streaming Media for Online User Training in IT
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Transcript of Using Streaming Media for Online User Training in IT
Using Streaming Media for Online User Training in IT
John Fritz
Bill Shewbridge
University of Maryland, Baltimore County
EDUCAUSE, December 4, 2001
Overview
• UMBC Background
• Basics of the Production Process
• UMBC Examples
• Lessons Learned
• Presentation And Contact Information
Institutional Drivers for Using Technology at UMBC
• Faculty- By and large, about 75% of our faculty are comfortable with basic
technology (email/web) and exploring various stages of how technology can be used to improve learning.
• Assured Access to Computing Initiative- Focusing on providing all students with access to technology.- Student expectations: they are beginning to expect and request courses
to utilize technology.
• Institutional Support- FaCT program was successful in getting faculty started.- OIT and the Faculty Development Center provide joint faculty
training sessions and brownbag workshops
Classifying Technology Usage• Technology Enhanced Learning (TEL)
- Technology augments in-class learning with the focus on providing course information and additional online resources.This represents the bulk of our current faculty usage
• Online Courses- Technology provides the means of running the course and a full
complement of course information.
• Hybrid Courses- Course meets in-class and online. In-class sessions are reduced
and the class meets online for discussions, group work and assessment.
Fall 2001 Instructional Technology Activities
• Computer classrooms – 84 courses- OIT labs support 84 classes using technology enabled classrooms- Reached saturation 3 years ago and have worked with Physics,
GES, and English to create departmental facilities
• Blackboard – 234 courses with 6,436 distinct students- Usage is predominately in the social sciences and humanities- Doubled student enrollments each of the past 3 years- Expanding into organizational support areas (Delta Initiative,
Faculty Senate, Student Affairs)
• Faculty-developed course web pages- Usage is predominately in the sciences
Why Online IT Training?
• Support crunch necessitated a more scalable approach
• Video on demand is more customizable by the end user
• Availability of a robust, broadband infrastructure (e.g., IPTV, Internet2)
• We could train users on UMBC specific IT issues they couldn’t find elsewhere:- Publishing web pages @ UMBC- Using the campus portal myUMBC- Creating and managing your user account
First Efforts
• Broadband Video for Training- MPEG1 and IPTV- Example:
PowerPoint in the Classroom
ResNet Installation
Production Process Basics• Pre-production
- Content expert- Scriptwriter- Organization and efficiency of
material and resources- Allocating resources- Multimedia integration issues
• Production- Acquisition
CamerasFormatsAudio
- Graphics
Post-production- Editing
- Multimedia Integration
- Distribution
Lessons Learned and Refocus
• Limits of MPEG for screen capture- FINWeb MPEG- FINWeb Screen Captures
• Recognition that multiple solutions are needed
• Criteria for media selection- Quality of delivery- User Accessibility- Production Issues
User Accessibility
• What does the user need to setup to use.
• On demand issues: when does the user access it.
Method Quality of Delivery
User Accessibility
Production Issues
Live Face-to-Face Training
Great Does Not Scale
Class prep
Broadband (IPTV)
VHS-Quality High bandwidth and client
Can accommodate high-end production values
Narrowband (Real)
Marginal Accessible by most
Lower quality image, bad for lots of movement
Method Quality of Delivery
User Accessibility
Production Issues
Screen Capture
Excellent for Screens - Bad for Motion
Requires Plugin with appropriate CODEC
Real-time Acquisition
Slide Shows Great resolution - can be combined with Streaming Video
Requires ubiquitous Plugin
Can require extensive postproduction
Audio Only High quality possible
Accessible by most
Minimal resources and expertise
Method Quality of Delivery
User Accessibility
Production Issues
Web Sites Broad range of options, generally static
Easy access Design issues, variable production expertise
Video Tape Great for full motion, weak on high resolution
Requires a tape deck
Full range of video production possible
CD-ROM Can integrate variety of media. Bandwidth less of an issue.
CD must be distributed to user
Extensive resources and skills needed
Summary
• Learning computer applications means looking at computer screens, but doing so through online video is difficult.
• Producing “compelling” content that could substitute for face-to-face training requires more time and planning than one might think. Are we trading a support crunch for a production crunch? Who develops the content?
• Takes time to change user expectations and support culture. If we can’t meet everyone’s needs, how can they adapt so they can meet their own?
Contact
www.umbc.edu/oit/NewMedia/present/aln.htm
www.umbc.edu/iptv
TV’s influence on user expectations
• Video is relatively easy to produce now and mere inclusion is sufficient.
• The standards will rise to meet the level of expectation of a TV viewing audience.
• As producers incorporate more they will want to expand their capabilities.
Use Video for What it Does Best• See places, people and things otherwise
unavailable.- Historical Documentary- Travelogue- Live Events
• Expresses emotional content- Drama- Personal Service Training
• Visualizes actions.- Resnet