Class Capture at the Dr. Sue Clabaugh Asst. Director, Learning Technologies & Environments Division of Information Technology University of Maryland College Park, MD

University of Maryland Overview Large public research university 37,631 students 4,248 faculty 4,000 GA’s 5,140 staff 12 Colleges/Schools 264 buildings on 1,250 acres 345 general purpose classrooms (GPC) in 37 buildings 255 GPC’s (74%) are technology classrooms in 34 buildings 100+ department rooms equipped like tech classrooms

Context Technology in all general purpose classrooms Major goal of UM ’ s Strategic Plan, the faculty, & the Scheduling Office The technology we install has evolved over the years. We add or eliminate technologies as needs change. Sometimes we leave older technologies in existing tech classrooms until it’s no longer needed or the equipment dies. Our latest effort is to deploy capture technology.

Approach to Deployment Provost wanted to deploy capture technology broadly, not just in a few rooms. To meet faculty demand To make scheduling easier Steps 1.Identify requirements 2.Assess existing resources 3.Evaluate solutions 4.Conduct a pilot test 5.Implement solution

Step 1: Tech. & Support Requirements Integrate easily with LMS and iTunes U Support a variety of inputs and formats Computer display and audio basic to all products Multiple video inputs (including High Def) desirable Allow us to leverage existing equipment investment Be able to capture class discussion not just instructor Discussion is often critical component, esp. in smaller classes Most small rooms don’t have existing voice amplification systems Needed a solution that was affordable and easy to install Ceiling mics and a small mixer Student installation teams

Step 1: Tech. & Support Requirements Solution must scale to allow broad deployment Eliminated expensive hardware-based capture appliances Focused on software approaches Company must provide both a hosted and local server option Use a hosted solution for pilot Move to a local server at full implementation.

Step 1: User Requirements Cross-platform (Mac and Windows) Ease of use Little or no hardware setup No complicated software to learn Easy to determine where to send file and what format(s) “Look and feel” of instructor interface Instructor control No “Big Brother” watching. Faculty stop/start recording. Faculty determine where recording is stored and format. Available broadly Equipped rooms dispersed geographically. Equipped rooms in all sizes.

Step 1: User Requirements Input features/capabilities Number and type of inputs Ability to integrate with existing input devices (cameras, mics, video cards, etc.) Ability to record off-line (outside of class) Can be part of emergency preparedness options When campus closes, classes can continue Variety of output formats/recording quality Ability to edit “Look and feel” of user or student interface

Step 2: Integrate Existing Resources Leverage installed audio and video equipment Video cameras and mics have been installed in new classroom buildings for over 10 years. It was used originally for video & audio tape recording and/or conferencing. Adapting for capture didn’t require much time or money in those rooms.

Identified several vendors who met basic criteria and scheduled conference calls, demonstrations, etc. Invited three vendors to record sessions at annual Innovations in Teaching & Learning Conference Gathered feedback from attendees Recruited small group of students to view the recordings and provide feedback. Identified Panopto as best match for our needs Step 3: Evaluate Solutions

Used a hosted option for the pilot. Spent summer and fall 09 equipping as many rooms as possible with cameras, mics, mixers, and capture cards. By spring 2010: 140 rooms with installed microphone systems 74 rooms with installed cameras Notified faculty about the upcoming pilot. Finalized all the technical details and began to recruit participants with assistance from Center for Teaching Excellence. Step 4: Conduct a Pilot Test

Participants applied. Set up accounts on the hosted server Started training faculty and local support. Implementation scheduled for spring “Snowmageddon” arrived. 3’ blizzard first week of February Followed by 3 more blizzards ending mid-March Followed by Spring Break A few faculty participated for 3-4 weeks before semester ended.

Step 5: Conduct another Pilot Test Survey of Spring 2010 users Faculty and students liked the capture solution. Needed feedback from more users before wider implementation. Summer 2010 Equipped more rooms. Recruited and trained more faculty. Fall 2010 Conducted the second pilot. Collected data from faculty and students. Evaluated hosted vs. local server.

Step 6: Move to Full Implementation Spring 2011 Transitioned from hosted to local server Installed the BlackBoard building block Easier integration for faculty and students Authenticated environment Fall (80%) of tech classrooms have installed microphone systems 171 (66%) of tech classrooms have installed cameras Usage is growing steadily

Users

Recording & Viewing

Lessons Learned The hosted option was good for the pilot. We could implement quickly. We avoided lengthy process of buying and setting up a server. Allow for unforeseen circumstances. Plan for capture to be used for non-class purposes. Department and administrative meetings Campus events Non-credit instructional videos Availability of cameras & mics spurred other video uses beyond capture ( web conferencing, streaming, etc.).

Lessons Learned Storage space is growing steadily

Lessons Learned Need to manage server storage Policies and procedures for retention Contact users at end of semester 3 options – remove, keep, archive Benchmarks for when to add storage Options for handling heavy users Charge for storage above a certain level Have them set up their own server

Questions & Answers Dr. Sue Clabaugh Asst. Director, Learning Technologies & Environments Division of Information Technology 4453 CSS Building University of Maryland College Park, MD