the new ugc: university-generated content
DESCRIPTION
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 environmentsTRANSCRIPT
The New UGC:University Generated
Content
Dr. Gigi Johnson, Maremel Institute
Nov. 22, 2013 Sloan Consortium International Conference on Online Learning
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
UGC: Technology Changes Shift Core Assumptions
Mixing roles• Time• Place• Connection
New creative uses with
cheaper tools
Friction• New re-
aggregators• New economics• Pushback from
existing players
Long-Term Driver: We Hold Smart Devices in our Hands as Consumers
Cartoon, Gordon Moore articleElectronics, Volume 38, Number 8, April 19, 1965.
. . . With computers and cameras in all of our hands . . .
We Have Arrived as Producers . . .
Decreased Costs Bring Shifts to Profitable Core Business
Cannibalization
Profitable
Innovator’s Dilemma: Clay Christensen
This Shift Story is Old:Film Pushed Back to TV
Source: Library of Congress. FCC 1939.
Music: Post-Shift, We Have Built Onramps to a “Singles” Model
Source: RIAA figures; Digital Music News
Post-UGC Shift: New Ventures re-aggregating and creating On-Boarding Tools/Systems
Books: We’re Mid-Shift, Building New Models and Processes
TV, Mid-UGC Shift, is Building 3 New Patterns
US Unique Viewers (000)
Videos (000) Minutes per Viewer/ Mo.
YouTube/ Google
165,422 16,166,830 462
Facebook 67,169 975,048 25 AOL 61,784 976,316 61 Microsoft/ MSN 49,175 644,416 33
NDN 49,090 532,589 79 VEVO 48,985 617,360 42 Yahoo! 44,803 322,827 64 Viacom 38,214 404,014 45 Amazon 32,909 143,206 24 CBS Interactive 31,144 213,629 45
Totals 188,690 45,963,898
Netflix Subs 31,100 2,400
Hulu Viewers 24,100
Source: ComScore
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>
6.7 million students in the U.S. took at least one online course in 2011
Sources: 2012 Survey of Online Learning, Babson
By 2011, Online Had Connected with 32% of US Higher Ed Students
“Traditional” Online Has Reached Scale in Degree Packages
235,000 enrollments in 1,200 courses
50,000 enrollments to 10,300 students in 70 degree and certificate programs
30,000 students for $6,000/year each
27,000 studentsOnline courses to 7,000 of its 31,000 students
Rio Salado College (AZ), with 40,000 students with its online programs
Oblinger (2012)
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
All Learn
MOOCs: Shifting to Reaggregated Singles
Distributor (Founding)
Alexa Global
Rank#
Courses
% US Visitors
Sept 2013 Ownership
Coursera (2012) 1,878 517 23% VC/Private, US
OpenSAP (2013) 2,652 13(?) 16% Private, Germany
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 5% Germany
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
Sources: Alexa, Class-Central, Crunchbase
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
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
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
Case 3: Five Online Programs
Cross-University Study, Major University Self-Trained Fiefdoms 5 separate studios and 5 different
programsNo IP recordkeeping systemDiverse contracts and pay systems
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
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
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
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
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?
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?
Why Not Best Practices from Traditional Online and UGC?
Example: Retention rates50% “traditional” online without nurturing/design5-10% involvement in other web media (e.g.,
blogs, comments, actions) for free engagementWhy should MOOCs at 5-15% be better?
Tools:Audience management – variable messaging,
reminding, behavior monitoringAdaptive learning – touted trend in education –
why are Blended classes and MOOCs often the opposite?
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
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
What Can We Do From Here?
Who Will Re-Aggregate Our Futures?
Gigi Johnson, EdDMaremel Institute
@maremel