Evaluating Lecture Capture's Impact on Student Outcomes

Hello.

And welcome to our continuing series of live webinars

documenting creative use of Mediasite all over the world.

I'm Sean Brown from Sonic Foundry.

And today's webinar is titled, "Evaluating Lecture Captures'

Impact on Student Outcomes."

Once again, we have a ton of people joining us from all

over the world, including as I like it to be, representatives

from institutions from almost every state in the United

States, almost every province in Canada, and from countries

around the world.

Welcome to you all.

Before we get started, I'd like to point out a few

interactive features of the Mediasite player through which

you're watching me right now.

Below me in the lower right, you'll notice a speech bubble.

That's the ask button.

If you'd like to pose a question at any time during

this presentation, just click that button.

Type your question.

And if you'll include your email address, that question

will be submitted to me via the Mediasite system.

And I will relay your question to our presenter today at the

end of his prepared remarks.

In the lower left hand corner is an information button,

where you can get additional information about today's

webcast. You'll also find links to additional reference

materials, including the PowerPoint presentation that

my guest will be using today, if you click on the links

button in the lower right.

So with that housekeeping out of the way, now to introduce

my guest. Dr. James Craig is an old friend and a professor

in the Department of Health Promotion and Policy and an

educational consultant in the Office of Information

Technology at the Dental School of the University of

Maryland, Baltimore.

He's been in the field of instructional technology for

43 years, 39 of which have been in dental education.

He achieved his Bachelor's degree from Western Illinois

University.

But he is the first person to remind you that he is a

Hoosier, as he received his master's and doctorate from

Indiana University.

His primary area of concentration was

instructional design and development.

He works to integrate technology into the curriculum

through assisting faculty in the use of technology based

instructional technologies, including the Blackboard

Learning Management System, the Questionmark Student

Assessment System, and of course,

and famously, Mediasite.

So welcome to headquarters again.

Thank you.

Good to see, James.

Thank you.

Thank you.

What I'd like to do is just take you through the story of

the University of Maryland Dental School as we went

through evaluating lecture capture systems. But to give

you some kind of a sense of what our curriculum is like--

and we also conducted a survey.

And I'll present those results.

The first thing is we were very fortunate in that we are

in the throes of preparing to move to a new

dental school building.

For us, that was really a very important consideration.

Because it gives you an opportunity to design the

facility the way you like it.

If you have an existing facility, it's a little bit

more challenging in that you have to be creative in ways

that you can capture your lectures and deliver them to

your students.

We also wanted to equip our facility with the latest

technology.

The dean was very interested in providing access to

education 24/7.

And we were in the middle of considering a distance

education program for dental hygiene students.

A little background about the technology.

Our lecture halls include Crestron.

I'll show you some slides of that later.

A telestrator, which was very important to us to be able to

allow faculty members to draw on their slides and to

emphasize important points.

We have video cameras in the front and the back of each of

the lecture halls.

We do have a laptop requirement for students,

which means that all of our dental and dental hygiene

students purchase a laptop through the dental school.

Because we wanted to place our image on it

before they got it.

We use a control room because we basically don't want

faculty touching things.

I mean, we allow them the basic features of being able

to fire up a PowerPoint presentation.

But basically, what we wanted to do is have some control so

we have some consistency with our lecture captures.

The curriculum--

We were using Blackboard.

And at the time, were considering lecture capture

and electronic testing, which ultimately came to fruition.

Now typical course offerings were very intense on the

courses our students are expected to take.

They're not just the run-of-the-mill courses, where

you might be able to coast through.

You can see examples here.

And they may be taking two or three of these simultaneously.

They have a full day.

They start at 8:00 and they go until 5:00.

And then they may still have responsibilities in terms of

clinic requirements.

The nature of our course is highly visual.

It's dentistry.

Lots of terminology.

The need for a front row seat.

And we'll show you examples of how our students end up

sitting at the equivalent of an actual dental chair.

And we are able to feed them Mediasite presentations right

to their specific location.

The need to review the content 24/7.

Classes are held in multiple locations.

And we'll give you an example of that.

But typically in the building, we might be streaming to two

or three locations simultaneously.

We also need to accommodate students where English is a

second language.

And when you get into the use of a lot of the terminology,

just the ability for students to have more control over that

is important.

It was important for us to have the dean embrace the use

of the technology.

I have had questions when it came to Mediasite.

Who makes a decision as to what will be captured?

In this case, it was very straightforward.

The dean said, all lectures will be captured and made

available to our students.

We investigated several lecture capture systems and

came up with some functional considerations so that we

could compare all of the systems on equal ground.

The important request in our looking at different systems

was that we needed a demonstration system so that

we could make some comparisons ourselves.

So I wanted to emphasize in our case, the buy-in was

having a system brought to the school, so that faculty could

see what the lecture capture looked like.

Students had a chance to review some of the lecture

captures so that we could get a better assessment.

Another important consideration was, we learned

through our Mediasite representative, that the

University of Maryland College Park-- which

is a separate campus.

We're in Baltimore.

And they're in College Park at the A.

James Clark School of Engineering.

They had been using Mediasite.

They had already conducted the investigative studies.

And you have to admit that if they're engineers, the chances

are that they did a very thorough investigation.

So we went to visit and talk to them about how their

students felt about the technology, how their

technical people felt, and came away feeling very

comfortable with the decision to go with Mediasite.

Now getting down to the nitty gritty.

You can see that when we first moved into the

building, we were--

we, the IT people, [UNINTELLIGIBLE], the

faculty-- were all getting used to

doing lecture captures.

So during the '06, '07 years, we were only at 232 captures.

And you could rapidly see that completing this year, we're

over a half a million hits.

That's what call them, which is where students would go in

and actually view a lecture.

And just shy of 5,000 actual captures.

The other question we get asked is,

when do you dump them?

So what we did is we went back-- and using the

statistics package or the Excel opportunity in Mediasite

to capture all the statistics that you would ever want to

know about anything with lecture capture.

We went back in order to check prior years to see if the

students are actually using the same year.

So if I'm a senior or a junior, am I going to go to

the most current information?

Or am I going to go back to the one I had two

or three years ago?

And the answer became obvious.

That students are going back to the most current

information.

We had one exception where we had a faculty member who

became ill suddenly.

And ultimately, what we ended up doing in '08, '09 was to

provide those same lectures from the prior year to those

students with that faculty member providing guidance to

other faculty members to make sure

that the course continued.

So what do we look like?

This is our new building.

It's heavily vertical, which has some

challenges in its own right.

Also, when we mention distributing to remote sites,

the red stars will show you--

what we do for every lecture capture, we're streaming it

live and capturing it.

We have students in these various locations.

And it's important for them to be able to communicate with

the faculty member as the content is being presented.

So this gives you an example of a typical lecture hall that

we have. We have cameras in the front and back.

We are using Crestron.

An important feature in using Crestron--

and while I have this slide up, you'll note on the left it

has a lavalier mic.

And I'll mention something about that in just a moment.

But we use the telestrator feature because our students

want to see what the faculty member is illustrating or what

point that they are emphasizing.

We went over to the use of the lavalier mics, because when we

first built the building, it was equipped

with a podium mic.

And it was equipped with handheld mics.

With a podium mic, we found that faculty would drift away

from the podium so that the audio would [MUMBLING]

and came back.

So we had to come up with another alternative.

We had thought about using the handheld mics, but faculty

don't want to walk around carrying a handheld mic.

And we also thought about using the handheld mics in

order to capture the questions from the students.

Reality of the matter is faculty are not going to pass

the microphone to the students.

Nor do you want to wait until the mic goes from one student

to the other.

So what we did is we encouraged our faculty to

repeat the questions coming from the students.

Showing you some of the controls that we can use.

This is our chief control person.

This is Doug Brotherton, who handles our Mediasite.

We've got four systems visible.

And we have another that is at a remote location if we wanted

to do captures there.

The other thing we mentioned that's very important to our

students is we're frequently doing demonstrations in the

laboratory that you're looking at.

And what's important for the student is, since they can't

really crowd around, or it wouldn't be desirable for them

to crowd around the faculty member during the

demonstration, what we ended up doing is bringing up one of

the portable Mediasite units.

And we actually have a microscope provision that

faculty use that's connected to the Mediasite system.

So as they're doing a demonstration or cutting a

tooth preparation, it's streamed to every student's

personal workstation.

The advantage is once the demonstration is complete, the

students can then have the benefit of having a faculty

member, who was then finished doing the demonstration,

walking around in their area.

They can stop and go back into the lecture capture to a

particular point that's important to them, and

actually have the faculty member or one of his

colleagues right there to answer their questions.

So how do we protect our material?

Our material--

we use the Mediasite cataloging system.

And what we do is we retain four years of dental and two

years of dental hygiene available to our

students at all times.

I mentioned before about eliminating programs. We

haven't really gotten to that point yet, because we do have

guest lecturers and so on that come in.

But we do have that evidence if we want to go in and start

deleting some of the older captures.

Now in conducting a survey, this year we conducted it for

the senior students.

And we'll continue to do so in both

dental and dental hygiene.

What I've done is placed in pairings the number of

individuals that were involved, in their percentages

from the prior survey we used, with a larger population.

So the 118 is this year's survey.

The 388 is for the students that took it the last time, so

that you and we can conduct a comparative relationship

between the figures, to see whether or not this is a fluke

from the last time, or whether it's a more accurate

observation.

So we found that 86% of the students indicated that this

is the first time that they had lecture capture.

And we define lecture capture, capturing the audio, the

instructor speaking, and the PowerPoint presentations.

You'll see for the dental population, that in prior

years, the number of presentations that they had

viewed was less.

And when you get into the new bold figures, the 21, 29 and

32, you're looking at students that are looking at from 100

to 200, or more than 400 hundred presentations during

their four years in dental school.

The other thing we wanted to find out is did they watch it

in a group?

Did they watch it by themselves?

And you can see that comparison.

98% indicated they watch most or all of the lecture captured

presentation.

If we wanted to, we could still go in using the data

package with Mediasite and find that out for ourselves

per student.

The other thing we found out is we were talking about the

conventional format that is used for Mediasite.

In this case, you have my slides in one part, my talking

face, and then the audio.

The importance of capturing data is we found out that

using our telestrator system, there's a

provision called laser.

And if you use the laser feature, once you do the

drawing and release, it disappears.

So what that meant is when the capture interval took place,

unless it took place while that image was there, it

wasn't being captured.

And that's one of the things that students came back and

said, don't use that.

We want to see everything that they're drawing.

Survey.

Other things we're viewing--

captures.

When do they watch them?

So we found out that the majority are looking at it a

day or two following.

With most, three to five days or on weekends.

Viewing time.

You can read for yourself.

It seems to be the greatest appeal is early evening and

late evening, with a couple of the early morning watchers

that we have that like to view it between

12:00 AM and 6:00 AM.

Would that be you, Sean?

Absolutely.

Right.

How to receive the course information.

We have 128 on any given occasion.

And this is always a controversial issue when it

comes to lecture capture--

do students stop attending class?

And our answer would be, for the most part, yes.

So what normally happens is on any given lecture, you may

have from 38 to 40 students in attendance.

We still have students that love to attend--

not love to attend to the lectures-- but attend the

lectures because they feel as though that it's more

beneficial to themselves.

But you can also see that 35% prefers to use Mediasite as a

prominent feature for learning the material, and then

attending occasionally, with 22% just

wanting to use Mediasite.

Concerning lecture capturing and class attendance--

the last time we conducted the survey, we asked students,

would there be a grade level?

So we said, how about if you're getting a B, do you

still need to go to lecture?

And 45% of the students at that time favored that option.

87% still, no attendance requirement and

letting them decide.

I mean, considering the money that they're paying to go to

dental school, they're the ones who

ultimately are the consumers.

And they need to make those decisions on their own.

So 97%--

up slightly.

Remember, the 94% was with over 300 students.

97% is with the 118--

indicate that Mediasite made it easier for

them to learn it.

And what's interesting, we are doing focus

groups of students recently.

And during the time we were doing the focus group, we were

talking to a bunch of second year students.

And somehow, Mediasite came up.

And one of the students said, if it weren't for Mediasite, I

don't think a lot of us would be at this meeting.

So they definitely are very supportive of its use.

40% indicated that it helped them prepare for boards.

And it just depends on the way you study.

The first round of boards is primarily didactic.

The second is primarily on the clinical end.

50% strongly agreed that lecture capture attracted them

to dental school.

And a new question this year was, now that you've attended

dental school, would you tell potential students or

recommend University of Maryland Dental School for

potential students because it has Mediasite?

And that was a favorable response.

95% were very satisfied with Mediasite.

22% strongly agreed that the podcasts

were important learning.

We tried that.

We haven't had much of a response from our students.

But that could change with the mobile technology taking a

bigger step into the market.

The number of podcasts is there.

93% indicated that they don't use a mobile

device to view Mediasite.

Again, that could change with the new

formats becoming available.

Like most typical things you might expect--

any time, stop, start--

again, speed control comes up.

They love the speed control.

And originally when we started with Mediasite, there were

only three-- slow, medium, and fast. And then I think because

of our findings and others, they expanded that so that

there's greater options.

Not to mention, they also liked the little quick return

option, where you can go back if you miss something.

Liked least, telestrator.

Faculty didn't use it.

The other thing is more of a people thing.

We have instructors that know that if they don't wear the

mic, or if they walk away from the podium,

that it won't be captured.

So we still have to address that.

And what happens is if they do that, then the information

comes to us.

And we pass along to the appropriate channels to let

them know that we have somebody who isn't necessarily

cooperating.

Audio and video in general--

they were comfortable.

You just have a few of our faculty, since we've been into

it now for a while, are learning

to repeat the questions.

Considerations--

it's important for each institution to establish an

attendance policy.

We have one that says, you must attend all lectures.

The dean says that is still up to the ultimate decision of

the faculty member.

So the faculty members could require attendance.

If they require attendance, you go in and look in our

cameras in the back of the room and see that students are

doing everything but paying attention to the faculty.

So they're not really there anyway.

Explore the potential use of the medium.

We've had faculty that deliver the lectures without students

so that it keeps it more focused for them.

And students can always get with them if they have

questions following.

And then we just started using TurningPoint technology to

engage students.

And we're looking forward to see how that makes a

difference in the student's performance.

Public relations--

the dean delivers the state of the school address.

We have student ceremonies that are very, very popular

with parents.

Because a lot of times, attendance capabilities are

limited by the amount of space you have, or people traveling

across country.

So we stream it so that the parents get an opportunity to

see their students graduate.

We've also used it for faculty and staff development.

We've had visitors from across the state coming the view our

facilities, and recently, international reps from the

institutions that are represented there.

That's it.

For me.

Well, that's very good.

You're prepared remarks are excellent.

And as people have come to expect from you, chock full of

incredibly valuable data.

So I'm going to cut off one question that everyone's

asking right now.

Again, if you look on the screen you're watching James

and I on now-- if you look in the lower right hand corner,

you see a links button.

And if you click on that button, you'll see a

downloadable link that says, PowerPoint presentation, where

Dr. Craig has so graciously shared his PowerPoint that has

this key data that they're willing to serve.

And it is key data, because there's so much anecdotal

evidence about the rise of lecture capture as a

technology.

Bit people don't always have the subjective evidence.

And so, how have you felt?

That's my question for you.

This is your second big series of surveys.

How do you feel overall about--?

I think the primary reason for collecting the data is one, to

find out how students are using the technology so that

we can partner with you to let you know how they feel about--

What they need.

--different things.

And one of the perfect examples was the speed.

The other big one is when it comes to faculty having

concern over, are the students going to learn the

information?

They're not coming to lectures.

And so what we've been able to do is go back and show them

that for the students that don't attend--

and they say, well they don't watch my lectures.

And I say, contraire, if you go in and look at the

statistics, we can indicate the number of students that

watched it, how many watched it.

And some are watching it more than once.

But when you have the volume of terminology that's used,

and to hear our students say how they like the feature of

being able to stop or to take notes.

Plus, if you have an option of sitting with 128 students in

the lecture hall, even though it's well equipped, their

preference is to watch it in a place it's more comfortable

for themselves, since they're the ones who have

to learn the content.

And they clearly, based on the number of views, seem to be

watching it again.

Studying--

Yes.

It's not just to substitute for attendance.

I'm going to jump into some of these questions.

One great question that somebody asked at the top was,

what transpired that brought your dean to a point where

he/she mandated all lectures would be captured?

And had there been a pilot?

There was no pilot.

The dean is convinced that the direction that we need to go

with our content is to make it available to all students, any

time, any place.

That was it.

He just said that this is the way we will do it.

And that's what happened.

That's a very forward looking dean.

Who's your dean again?

Christian Stohler.

Put me on the spot.

You were wondering if I'd remember that.

Your boss's name--

No, no.

He is forward thinking.

If you saw some of the clinical equipment, that our

students actually have an opportunity to sit down at a

dental chair, just like they'll be doing, and use the

technology that they'll ultimately be practicing with.

That has to be absolutely amazing.

Another question is about viewing statistics.

You had a lot of reports and things.

And you obviously did a survey.

One person asked, are the faculty interested in

statistics about their individual class recordings?

And if so, are they available in Mediasite?

How do you respond to these requests?

The time that our faculty are most interested in the

statistics are in situations where students are having

difficulty in a particular course.

And they have review committees--

I'm assuming like many other institutions do-- where what

you're trying to do is assist the student in the best way.

But originally, the faculty thought, well, they're not

coming to lectures, and they're not watching lectures.

And that's the reason they're not doing well.

And you find out that those students, many times, were

students that watched it more than once and are still

struggling with the content.

And it has nothing to do with like a personal vendetta

against that particular faculty member.

So that's what we use it for.

We make it available.

And they can ask for an individual student for an

entire semester.

They can ask for an individual student for

a particular lecture.

And we can provide them that information.

Fair enough.

There are a lot of questions.

But this one encapsulates it.

When people saw your slide with the lab, with the

microscope feed going into the Mediasite and everything else,

a lot of questions came in.

But this encapsulates it well.

Captures in the lab--

what do you record in the lab?

And how does that look in Mediasite?

Ugh.

I don't want to spring anything on you right here.

But we had Mediasite reps come--

I'll answer it backwards--

and take a look at some of the content that we were streaming

to our students.

And they were stunned by the quality.

Now because the internet highway is a lot better than

it was before when people had dial-ups, where they had to

wait for it to buffer, the students go

back and look at it.

And it's high quality resolution.

And in dentistry, I mean, it's more than I want to share with

you right now.

But you can actually look inside the cavity preparation.

And so, how do we do that?

What happens is in our laboratory, we take a portable

unit up to the lab.

So Mediasite ML Recorder, you haul it upstairs.

Right.

Just push it up on a cart.

And then what we do is we have a binocular camera set up for

faculty, where they're actually looking through here

while they are doing their procedure.

In a real person's mouth?

No.

A dummy mouth?

No, we've done that.

Yeah, we've done that also.

But normally in the lab, it's you're preparing them so that

they can see how to do it.

But we've gone, and we've captured, and taken that

content and made it available for continuing education

purposes, where you could do it with a live patient.

You just, in our case, obviously--

Same steps, different application.

Yeah.

Substance is important, so what we do is they have--

for instance, in periodontics, they have the

binocular set up.

And it has a video out.

So what we do is we just tap into that.

And then we're draped.

And they can go through.

And we could stream that any place you want to do.

So talking head or a clinical eye procedure, it's all the

same, and it looks--

Yeah, in science experiments, something that

might be too dangerous.

I mean, sure.

You could shoot it on video.

The difference is that enabling students to watch it

as it's going along, stop and start it.

Got it.

I'm going to jump around.

Kristin asked, budget.

Did you already have staff and a budget to

do a lecture capture?

Or what did your institution make a decision to give you

budget for lecture capture and staff support?

Well--

Good question, Kristin.

Yeah.

We're using an enterprise solution.

So our campus technology, in fact, Dr. Peter Murray had

been on this program before, the webinar, talking about how

he put that together.

But what happens is that we have a relationship with our

campus IT facility for the back end stuff.

Back end meaning the servers.

When it comes to the Mediasite itself, we hired one person.

Because we began with using two units.

And so we hired one person.

And that person has dual responsibility of doing video.

And so it was natural for him just to go in

and add in the recorders.

So he's a videographer by profession and job description

that you hired, throwing in the Mediasite because it's so

easy to use.

Right.

That's our goal, at least.

Well what we do in terms of the budget, we first of all

ask our faculty, now that they're tuned into it, to send

their course schedules.

So using Mediasite, what we do is everything is prescheduled.

All our IT person needs to do is push the record button.

Now we do have control of all the cameras.

So what they'll do is they'll monitor that as it's going

along in case some little surprises come up,

which seems to happen.

Then we added another person that was

a backup for Mediasite.

And then also does a lot of the

web-based design materials.

So two multifunctional positions.

We have two multifunctional positions that

are handling it all.

[INTERPOSING VOICES]

But it is incremental to the Mediasite product.

I'm going to read three questions that are similar.

But I want you to hear them all so you can get the flavors

before you answer.

Because they're all in the idea of faculty adoption.

But I can't choose which one.

So one person said, do you offer any professional

development for faculty?

Kate says, did you offer any professional development for

faculty on specific lecture capture pedagogical

strategies?

How did faculty adoption go?

And then another person asked, the need to asked directly,

are there any faculty who refuse lecture capture?

How do you handle this?

And what does your legal counsel advise you to do

relative to faculty rights?

And there's a couple other questions that are along the

same, how did you get faculty on board?

So clearly, a big cluster of questions around that.

So I know you have a lot of thoughts.

Right.

The first thing, the reason that I indicated that--

a lot of the buy-in came from having the technology

available so that faculty could see how it worked.

There were certainly reservations from faculty with

regard to class attendance.

But for that kind of moved along.

Now remember that we were planning for a new building.

And because the dean wanted 24/7,

that was a fait accompli.

So we didn't really have to battle that one.

When it came to doing faculty development, we were under the

gun for several reasons.

There were delays in moving into our new building.

So it was like ready, go.

And so all of a sudden, we were told we could move in.

We had to bring our faculty in, conduct

some in-service workshops.

And plus, we have written materials and reminders when

it comes to faculty.

Remember to repeat questions.

Remember to send your request in early so that we can make

sure that you're scheduled properly.

We had one on one handholding initially.

But faculty had become very adept at using the technology.

So our IT staff, one or two people, will go down there if

it's a new person, or particularly if it's a guest

lecturer, and just basically tell them to put the

microphone on.

And then beyond that, what else they need to know?

Because everything is done in the background.

In the background, everything happens.

Now pedagogical technique?

Dentists are one step down in their minds from gods, which

is physicians.

I'm sorry if there are some out there.

You know we're being webcast?

That's all right.

I'm just kidding.

That's all right.

And so it's difficult.

And we've got some very talented--

It's a personal issue.

You're telling people suddenly how to teach.

Right.

And PowerPoint kind of destroyed all of methodology.

Because as soon as PowerPoint came along, everybody decided

that they were now the pedagogical creators.

But we do try and work.

And what we do is we provide this evidence for our faculty.

This survey information will be made public

to all of the faculty.

So that we give them pointers about what is it that we need

to address.

And so, what we want them to know is that when you're

giving a presentation, wear a mic.

And the other thing is about the pointer.

Now from the time that we started doing Mediasite to

now, everybody is fairly savvy about using the microphone.

They walk in.

They put it on.

They use the telestrator.

We still have a couple that don't know about the laser.

Or like to use it.

And so, yes, you have to have active faculty development.

I would suggest if it's somebody just getting started,

work with some your go-getters.

Get your go-getters engaged.

And then let the students pass the information along.

When we first came in on campus and started using

Mediasite, the word got out.

So other schools said, well, how come we don't have that?

We're paying more than they are.

And so it does carry its own story.

All right, speaking of stories, when you were telling

your story, one thing that a bunch of people bit on--

Bill and Tim, two separate questions.

You mentioned Turningpoint briefly as one of the

technologies you use.

One asked, what is it?

And the other understood specifically, it had to do

with increasing student engagement.

But they want to know what is it?

And how do you use it?

All right.

Turningpoint technology, if you've been to some

conferences, we used to call them clickers.

And so what happens is that it integrates with PowerPoint.

And it enables you to insert questions into a PowerPoint

presentation.

And with the new system that they have now,

you don't use clickers.

Everything is laptop based.

So that means that while you're in the middle of a

presentation, you can ask a question in the middle of a

PowerPoint, open up a polling opportunity.

Your students will respond.

And you can actually watch the data come up on the screen.

So if it was a particular question, or a sensitive

questions, some of them at College Park, when we first

heard about it, we're using it an intimate human behavior.

Asking questions that not everybody necessarily

wants to blurt out.

But that was a very appropriate use.

In our situation, we've used it in periodontics, where they

were asking about disease indices.

So that you could find out what students thought was a

primary cause of an infection.

And so, we've just started using it.

We ran a pilot.

And it's been accepted by that faculty member.

And we'll be rolling it out.

So Turningpoint technologies, a way of engaging your

students through PowerPoint.

Totally makes sense.

I shouldn't restrict it to PowerPoint, because as long as

you're doing something--

[INTERPOSING VOICES]

--in some other application, you can use it for that.

OK.

Um, I've got to find it.

Sergio, who doesn't use Mediasite.

He uses something else.

But this question does emulate some other questions that they

have. Sergio says, we use Echo360

technology on our campus.

Many faculty.

Most don't.

Faculty are generally concerned about other

institutions accessing this content without our knowledge.

Since the URLs to the archive content are essentially

public, require no log-on, how do you protect this content

from wider, unwanted dissemination?

What can I tell faculty to do to make them more comfortable?

Do you deal with this issue?

No.

Because we use the Mediasite catalogue.

And so for our students, to view content, what they have

to do is use their login, so we know who is logging in, in

order to use particular presentations.

And the value of that is, as I mentioned earlier, when it

comes to a situation where you want to know whether Sean

Brown has been watching your presentation, you can go

through the stats and find out when they got on, how

frequently they got on, how long they stayed on.

And all that is a valuable package for us to use.

Because the faculty are going to need that if they have

students that get into trouble.

But I think it's fair to say to Sergio's broader, good

question that faculty everywhere are often concerned

about the intellectual property and have obligations.

And that we have found as a company, the solution has been

to integrate with LDAP, and active

directory, single sign-on--

all that.

Security is the answer to concern about that stuff.

And how many students log in with their own same login?

It's not that hard, right, to support?

No.

And the other thing that I think needs to be considered,

and it is at the dental school is, faculty members are paid

by the university to deliver the content.

So they are under contract to do what they've

been asked to do.

So from that perspective, you say you're being paid for it.

And I guess people could quibble, well, but I'm not

paying for other people to look at the material.

And you say, yeah, but the other

people are dental students.

And so--

You just jumped into two other issues that have a ton of

questions relative to them.

Intellectual property, and again, faculty issues with

their pay once they are being recorded.

A couple people have asked those questions, if you have

any answers relative to that.

So one, intellectual property, like you just alluded to.

If you can expound upon that.

And second, if you've had any experience

with any labour disputes.

Because at least two people have asked.

No--

Not that that's not controversial at all.

We're very fortunate--

We are in Madison.

That could be a protest starting--

I know.

We're very fortunate in that the dean was insistent that

our students have access to the course content.

We haven't had any issues related to that.

If a faculty member felt as though particular content that

he wanted to present was something he wanted to keep

private, that's their prerogative.

They could do that.

If we were doing a continuing education course, then you

would get into protecting the individual's content.

And then you would have to negotiate with that

individual.

Because if it is going out, it may be some experimental

information that he might want to present.

But by and large, the majority of the content that we use is

stuff the dental students are going to look at

over and over again.

And so we haven't had any issues.

We haven't had any court related cases to any of the

content that we have been streaming.

Gotcha.

And again, remember, they have to log on in order to get it.

So that it's not readily available.

And if you've used Mediasite before, and if you think you

go to the top, webinars ours are different.

Because you can make a decision whether it's

available to the public domain or not through Mediasite.

So if somebody was looking at one of our lecture captures,

and they just wanted to capture the link and paste it

somewhere, it'll bring them back to the log in page.

Fantastic.

Boy, they're coming in so fast I can hardly read them.

All right.

There's a whole group of questions.

Let me pick the best one relative to it.

Everyone is asking about microphones.

Because you talked about getting the lecturer to repeat

the question.

So people ask, has the school considered putting microphones

in for the students?

If not, why?

Another person asked, do you have

microphones for the students?

And some people want to know, did you do it?

If you didn't, why?

All right.

First, I'll back up.

Because we went to the College of Engineering.

Engineering people--

They had it first.

[INTERPOSING VOICES]

University Park, right?

Right.

College Park, right.

College Park, sorry.

What they had done is they had put ceiling mics in that were

voice activated until somebody sneezed.

Or until somebody dropped a book.

Or until somebody was mumbling in the background and it

picked up things.

So that is one of the reasons we elected not to go that way.

So it was a deliberate choice.

I'm just saying-- a lot of people are--

it's part of the design.

Honestly, when I travel the world, the majority of folks,

if they can afford it, they're putting in.

So you made a deliberate choice, no.

We're not going to mic the students.

Right.

The ethical students.

Now if we have a seminar, if we're conducting a seminar, we

have provisions for at least four handheld microphones.

So we would do it no different than at any

other conference site.

You'd have a moderator and somebody that would be your

runner to take the microphone along.

For those instances, yes.

The other thing that we try and do is encourage the

faculty members to repeat the questions.

In our distance education site, seeing that we're

streaming it, we use a polycom device.

It's actually situated on the podium.

But what normally happens in those cases is that the

faculty member will tell the students in advance, we're

going to take a break from this time to this time.

Send me your emails.

And then faculty member will go review the email, similar

to what you're doing, and say, OK, three of you

had questions about--.

And then they'll respond once the recording begins again.

All right.

Well I've got more questions than I have time, but I'm

trying to do my best to consolidate here.

Let me--

Go ahead.

Hit it.

Again, what we found is in using our lavalier mics--

we use the ones with a little headset that comes around, so

that your distance to the mic remains constant.

Now we still have some people that are a little bit more

laid back, that bring it down and put it on their neck.

And so it's sticking up here.

But ideally, the majority of our faculty have become very

attuned to wearing the little headset that

comes right down here.

So you do the headset.

That answers a bunch of questions people had.

Because when you said, people walk away and fade out--

You can't, unless you use duct tape to tape them to the

podium, your--

I believe glue is the preferred method.

--your faculty members are going to roam.

All right.

Brad asked this question the best. All the IT people have

asked this question in some variable form.

Did your IT team have to increase network

infrastructure on campus to handle all

of this video traffic?

So provisioning for the network-- was anything special

needed to take into account?

I couldn't answer that question because I don't have

the technical expertise to tell you that.

We're using the enterprise solution, so at the most what

happens is when we do our recordings, they're resonant

on the recordings until they get pushed

off into the network.

Does that help?

That totally helps.

And well, you put yourself on the spot.

I'm putting on the spot.

A bunch of people would like to see a sample.

Do you have any publicly available links that we could

provide to people?

For--?

To get a sample of the quality of what comes out of your

rooms. Are you willing to do?

Yeah, sure.

I can get people on the show, I put them on the spot.

Yeah.

No, no.

So if you would like an individual sample, a link that

you can go look at, ask the question.

Say, I would like to sample.

Click that.

Even when we go off the air in a minute or two here, we will

still be able to get your question.

Include your email address in that part.

And we will respond with a link when Dr. Craig provides

it to us in the next a little bit here.

[UNINTELLIGIBLE]

What I can do is have Doug Brotherton grab samples from

Mediasite presentations so that it's in

a single file format.

So that you can take a look at it.

So that [UNINTELLIGIBLE]

Bill's, Jeffrey's question, Kendrick's

question, a couple people.

One last question.

Marcia asks a question that some other people ask.

Marsha asks it best when she says, course capture at home.

Can Mediasite work from home if inclement weather closes

the school for faculty to capture their lecture, or for

course capturing lecture for students to review prior to

attending a course?

Now I'm asking because I know the feature of Mediasite.

That's relatively new, to be able to

allow you to use Relay--

Camtasia Relay from TechSmith.

Have you deployed that, or do you have any plans to provide

faculty the option to do user generated content and have it

go into the catalog, the EX

catalogue, managed by Mediasite?

First of all, if you're from the Northeast, you know that

two years ago, we had over 87 inches of snow in Maryland.

During that time, our faculty--

and one of them was the one I mentioned about the faculty

who was ill.

They were going to look at his presentations.

And because we use the catalogue, our students are

watching it from any place that they want to watch it.

I don't know whether that helps.

I mean, they're at home.

But for creators, but for the faculty, they have still got

to get to a Mediasite enabled classroom.

They got to get to campus--

Oh, yes.

--emergency.

Yes.

I'm sorry.

I missed the question.

Are we doing something where faculty would be able to

create their presentations in an environment

other than the school--

With out new feature?

No.

We haven't deployed that yet.

We just finished rolling out 5.5.1.

And so I could see that.

You can do it if you want to.

And they'll want you to report back if it's good.

Right.

I'm going to let you finish with this last broad question.

A bunch of people ask the big question--

do you think that the inclusion of lecture capture--

particularly Mediasite lecture capture, but lecture capture--

has improved outcomes for students at university?

Without a doubt.

Without a doubt.

As I told you, the students said a lot of

us wouldn't be here.

Our performance has been consistent--

we'll put it that way.

Remember, we're a graduate school.

So that the students that we're getting are at the top

of their classes to start out with.

But they're performing equally well as they did before.

That's the easiest thing to say.

I like it that [UNINTELLIGIBLE].

It's the same content.

The part where they excel would be in the area where

they have clinical demonstrations, where they

have an opportunity to go back and forth, meet with a faculty

member-- that's a very, very, very positive tool for us.

Fantastic.

Well, I know there's still some more questions coming in.

We'll do our best answer them offline.

But I'd like to thank all of you for your rapt attention,

and the most active questions I've dealt with.

I'd like to thank you for doing such a fantastic

presentation and bringing the data.

That's what people like to see, the hard data.

Thank you very much to Sonic Foundry event services for

producing another great webcast. And we will see all

of you the next time.