How to Make Lecture Capture Faculty-Friendly

Hello.

Welcome to our continuing series of live webinars

documenting creative use of Mediasite around the world.

I'm Sean Brown, Vice President of Education, and today's

webinar is titled "How to Make Lecture Capture Faculty

Friendly." Once again, we have a lot of people joining us

from all over the world.

Tremendous interest in this particular topic today and my

two guests.

We have almost 350 of you registered and online at the

time of the beginning of this broadcast, we

hope you enjoy it.

We have universities and other educational institutions

represented from almost every single state in the United

States, and in every province in Canada.

I very much like that.

We also have a significant number of people joining us

from educational institutions all over the world, including

countries such as India, England, Iran, New Zealand,

Egypt, Ireland, Spain, Norway, and France.

Those are places that, as we were going on the air, I

noticed that folks had joined us from.

So welcome to you all.

Some quick housekeeping before I introduce my two guests.

I will be the moderator today for today's presentation.

If at any point you have a question, near the video

interface you will notice a speech bubble.

If you click on that speech bubble, you will see a web

form where you can type a question, and it will be

delivered securely to me here in the studio.

And I will relay your questions to our presenters

during and after their broadcast.

In addition, you'll notice a symbol that looks like links.

This represents supplementary information that has been

provided by our presenters for you, including a downloadable

version, a PDF, of the PowerPoint that they'll be

using in the prepared remarks for today's webinar.

And now, to introduce my two guests.

On the far left is Mr. Mike Hinko.

He's a manager of production services at Central Michigan

University's College of Health Professions.

He's an award winning producer and director, who's worked in

video production for over 20 years, since he was very, very

young, obviously.

His career has included positions in private and

government sectors, as well as higher education.

In his current role, Mike works with faculty and staff

to create and distribute hundreds of rich media

presentations.

He may be very familiar to many of you, because he is one

of the founding members of the Mediasite user group.

So we're very glad to have him here at headquarters.

And next to him is Dr. Christina Eyers.

She is an Assistant Professor of Clinical Education and

Coordinator at Central Michigan University's College

of Health Professions.

Aside from teaching undergraduate and graduate

students, Dr. Eyers oversees the clinical education and

internship experiences of athletic training students

across the United States.

Dr. Eyers has received many honors for her service,

including the Great Lakes Athletic Trainers Association

Dedicated Service Award, and the University of Alabama's

College of Human Environmental Studies Jack Davis

Professional Achievement Award.

This is my first time meeting her, welcome Christina.

I'll let you guys do some of your prepared remarks, and

I'll be just interrupting from time to time with questions,

as folks come in.

And we get done, and there's a little more time, I'll take

even more questions from the audience if that's OK.

Thanks, Sean.

Hello, everybody.

Well, our objective, when we started to create content at

the College of Health Professions, was to encourage

faculty members to create and distribute high quality rich

media content.

So where do you start?

Well we had a great opportunity

to get things going.

Our first dean of the College of Health Professions startled

a lecture series called Bringing Life to Scholarship,

Dr. Marvis Lary, and she wanted to have it recorded,

she wanted to have it distributed.

And right about that same time, we got our first

Mediasite recorder.

So we took our production gear down to the venue, set up

multi-camera, lights, mics, the whole nine yards, and set

up that Mediasite recorder.

Well, faculty members were coming to the live lecture,

and when they'd come in, they'd see all that production

gear, they'd see the Mediasite recorder in particular, and

how it worked with the video and audio, and the

presentation materials.

And they said, that's what I want to do.

I want to try that.

And you were one of those faculty

members, and so how did--

What were some of your thoughts going into it?

I think what was neat was just to see how the whole

production was put together, then how it was being

broadcasted on the web.

When I saw that, I actually was able to

drop in for a lecture--

I believe they were once a month-- and I pulled Mike

aside and said, hey, I have an idea.

And the idea that kind of sparked

was, we have our students--

As part of their internship, which is the semester before

graduation, they go out at venues all

across the United States.

And oftentimes I get emails from their supervisors saying,

hey, it would be great to watch them come back to campus

and present.

Unfortunately, we just can't make the trip.

And so, I pulled Mike aside and said, hey,

this is a great idea.

Have you ever thought of recording students for their

research presentations?

And he said, we never thought of that.

And so what was nice was, I believe we rolled this out in

December of 2004 was our first student presentation.

We put it out live, but then we also archived it.

Two things that were really nice about that was, one, the

supervisors could actually email me a question and ask

the students during their presentation.

But then also, a lot of our students are applying to

graduate schools, and people want to know what type of

research they've done, so I could direct the faculty

members of those graduate schools to the links to be

able to see the student's research presentation, allow

them to count that as a form of presentation at the

undergraduate level.

And so those first lectures that we were doing, it was the

easiest marketing possible.

The faculty members would see it, and they'd want to

participate.

So the athletic trainers then took it in what direction?

Well we've taken it in several different directions.

One, I just explained the story about how our students

have utilized Mediasite.

Another thing that we've done is we've allowed our

supervisors to get continuing education by watching a

presentation that we've had on campus.

Another way, I'm pretty actively involved in our state

association, and we just had licensure that was passed.

And now everybody's in that scurry to get their licensure

applications in.

And we were actually able to invite a person from the

Michigan Department of Community Health, actually two

women, and they came to campus.

And so we were able to market that to just regular athletic

trainers throughout the state, including our alumni and our

supervisors.

We've also utilized it.

We do some clips.

We do a lot of diagnostic special tests

for orthopedic injuries.

And there's another faculty member in our program that

will go up into the lab and will perform

these special tests.

And what's really nice about is when you have multiple

cameras doing the exact same recording, she can then work

with the production team and say, OK, can we cut to a

different angle so that you can see my

hand placement better?

Then she can sit down and do the voice overs to explain.

And then her students actually have access to these clips,

which are anywhere from a minute, to two minutes, to

five minutes.

And so they're able to augment and get that 3D imaging,

instead of just a 2D picture in a book.

You know, one of the things that we have on the PowerPoint

here is the hybrid teaching.

One thing that I've utilized it for is, I can put together

a Mediasite lecture, ask the students, as part of their

homework, to view that presentation, and then when

they come to class, we can take the 50 minutes of class

time to actually engage in active dialogue, versus having

to do the lecture, then having a couple of minutes to answer

questions at the end.

So that's really appealing from a teaching perspective.

I don't think that, you know, Mediasite would count as the

whole teaching for that semester.

But at the same time, just to have an active discussion

really is an effective way to teach, in my opinion.

Do you find that the students--

Pardon me.

Do you find that the students reacted well to being asked to

come to class having watched some Mediasite, and can you

tell who has watched the recorded lectures?

Do some still try to fake it?

You know, one thing.

I teach a professional development class, and so a

lot of it is on resume writing.

Well, you can get 50 books out there on resume writing, and

they'll tell you something different.

Obviously, if you're in the media or graphic arts, you

want your resume to look a certain way.

If you're in business, your resume should

look a certain way.

And if you're in a health profession, it should look a

certain way.

And so, they could try to put something together, but if

they don't watch my Mediasite recording, then I know that

they didn't do it.

And so what we do is, we actually take that class time

to go around and critique what they put together.

So if they've watched it, they're actually off to a

really good start.

If they haven't, they're not off to as great of a start,

and so they have a lot more work that they're going to

have to do on the back end.

So it's just like any other text.

You know, you can tell if they've done the reading, you

can tell if they've watched the film, you can tell if

they've watched the Mediasite.

And the nice thing is you can change your recording, or you

can change your PowerPoint, and it's really easy to do.

I'll jump ahead to the easy system.

The nice thing about the easy system is I can go into a room

similar to this, set everything up, have no one in

the room, actually capture my recording, and then Mike will

do his production on that end, and then send me the link.

And so I don't even--

You know, if you're camera shy, or you don't like a lot

of people around when you're doing a lecture--

Nobody around.

You can easily do that.

The one thing that I really like and that I've gotten

comments from a lot of people, again, I think, that I've seen

multiple generations using the Mediasite.

They really like the storefront appeal.

I think, you know, we do judge a book by its cover.

And it's a really nice quality in picture

for everyone to view.

And so the students really like that, the supervisors

really like it, and those that have been in our profession

for about 30 years have commented just on

the quality of it.

You know, again with the multi-camera environment,

talking about the clinical skills.

We can do the recording.

You don't have to get five different takes because you

want to switch the camera angle.

You can just do one recording and then go from there, go

into production.

Continuing education.

We've actually utilized a way to offer continuing education

units to our supervisors, or to people in the world of

athletic training.

The one thing that's nice is, you know, in our profession,

we're there before the sports begin, we're there after the

sports and.

And we're going to be there while, maybe the team is in a

meeting with their coach.

And so we've gotten some nice anecdotal feedback, where a

supervisor clicked on it, watched about fifteen minutes

of program, stopped it, did their tapings.

Team went to their meeting, came back, and watched another

half hour of it, so they were able to utilize the 15, the 20

minute increments of time, instead of just having that

dead time to not be able to do anything.

And by taping, you mean like taping my ankle.

Taping an ankle, yes.

That's cool.

So basically, they're using their down time to get real

time education about procedures

they might be doing.

And in the world of athletic training, we have to get 75

continuing education units, and one continuing education

unit is equal to an hour.

And we have to do that every three years.

That's a lot.

That's just like nursing and medicine and everything else.

And so it's a great way to deliver.

You know, one thing that we've noticed is, you know, it in

the world of athletics, as I'm sure a lot of people know,

there's no off season.

There's always some type of sport going on.

And so this allows a person that might not have been able

to get to that conference but wants that information to be

able to view it.

So I'll show some slides that will give you a visual of some

of the things that Christina was talking about.

This first slide here shows us our control room.

So we have an audio mixer, a video switcher, a lot of other

support gear there.

And it all takes the video and audio and the RGB down to the

Mediasite recorder.

And the other image that we have on this slide is of the

health innovations laboratory during one of these [? ATEP ?]

sessions, where we're recording these diagnostics.

And we have quite a catalog of them now, it's

got to be over 100.

So we have a crew in the lab, and we're working with the

athletic trainer faculty members to get

just the right angles.

And we have one camera on a jib arm but it'll look over

the table, because a lot of times that's the best angle to

capture the diagnostic.

And then once the athletic trainer knows the series of

shots that they want for this particular diagnostic, the

director, back in the control room rolls for record, and

there's a narration happening live in the health innovations

laboratory while we're showing the slide and while we're

doing the diagnostic on the--

it isn't called a patient.

What is it in your field?

The athlete?

It could be athlete or patient.

What I think is nice, especially when you look at

this picture, is if you're just looking at the bottom

right one, you only see a certain view of it.

And so oftentimes in the classroom, we can show them on

a live demonstration, but then students are trying to scurry

to get different angles as it's going.

And so, even if we show this image in class, before we

actually go and put the theory to practice, the students can

see the multiple angles to really get a feel of, oh, this

is how my hand should be.

Instead of having to move around the room, or are not

having enough visual field to see what's going on.

And so that's the nice thing about having these images.

And when you say--

I mean, when I look at these pictures, I see a very serious

production.

You know, with multiple cameras, which some of our

audience is considering, or has.

And some people only have a single shot.

But all of the people have the same sort of feeling, and you

kind of alluded to it, that it must be easy for the faculty.

So in this case, you're saying, a faculty member--

because of the way Mike has it set up, and his crew--

doesn't need to be intimidated going into the studio.

No, not at all.

And I think that what's key to it, is we're already

presenting in a lecture format.

So if you want to talk about intimidating, have all the

students having their eyeballs on you.

And so, you know, this is just--

It's almost like that first lecture--

They're electronic eyeballs.

Yes, but this is almost like that first lecture that you

ever gave. Maybe you got a little butterfly in your

stomach, and you're a little nervous.

But once you do it, and you do it a couple

of times, it really--

you don't even notice it.

You don't notice it.

So, just like an athlete on the field has all these

cameras on them, but this stuff from Mike's crew doesn't

really interfere with your performance.

Nope, not at all.

And they are wonderful to work with, and easy to work with.

But again, I think it's just the natural jitters that you

get, of maybe doing that first ever lecture, or you know,

we're about to start the academic year in four weeks.

And you know, the first day of class, I still get a little

nervous and excited, because you don't know the students

really well.

It's something like that.

It's nothing major.

But again, you know, I don't think it needs to be

intimidating in any way.

You just have to put it in that type of perspective.

And those principles you just said would apply whether it

was a single camera, or a guy with a tripod, or, you know,

this whole system here.

Right.

You want to make sure that your lighting, and your audio,

and your camera image are the best that they can be, given

your particular circumstance.

Of course, having a space like the health innovations

laboratory, it's the best of circumstances.

But wherever we go, whether we're in a classroom, or

across the hall in more of a lecture environment, we always

work on those production values, and I think that's

really important.

The health innovations laboratory can be set up in a

number of different ways, and here you see it in more of a

moderated discussion format.

And this was actually taken during a Mediasite user group

meeting, and we have some people live in the studio, and

we also, we have another guest video conferenced in.

So you might recognize Wesley Leonard from the Mediasite

user group, and a couple of Sonic Foundry folks, John

Pollard and Kristin Zurovitch, joining us.

And I can't remember who was on the conference link, but we

brought in people from all over to join in those

discussions.

And here's another view of the control room.

And you talk about 25 years in the business, well, there's a

young guy in the foreground, and the old guy in the

background.

Well, the years have shown.

But here, we're actually doing a video roll-in that's part of

a course that we recorded for communications disorders.

So, in this case, we had cameras in the lecture space,

but we also had content that we rolled

in as another element.

That all has to be choreographed and planned, and

that's a big part of it.

Now we're in that lecture space.

This is the room right across from the health innovations

laboratory.

So if we're going to shoot here, we take a lot of our

cameras and some of the lights and microphones just across

the hall, and we set up in there, much the same way that

we would in the lab.

Except here, we have room for 45 students, and in front of

each student, there's a microphone.

So we get that faculty student interaction.

In this particular instance, the faculty member was talking

about some very fine bones that are part of the anatomy.

And we had one camera operator who would shoot off of the

presentation stand these bones, and then the faculty

member could point to the various

features of those bones.

And so, really, you're doing a capture of that piece of

anatomy that really drives the point home to the people who

are taking it online.

And people have now taken it online for the fall semester

of 2009 and spring 2010, and it's been well received, I

have to say.

One thing with this picture that kind of sparks some

thoughts to my mind are, number one, you don't have to

do anything different than what you're already doing as

part of your lecture.

So you've got a couple cameras in there that are capturing

it, but you're presenting like you normally would to your

student audience.

You know, we don't have any online courses in our program,

however, we did have a semester where we had a

student that took a leave of absence because she was on

maternity leave. And the one problem that she was going to

have is the course, in the semester that she was gone,

was the fall.

She would have had to have waited until the following

fall to take this particular course, because it was a fall

only course, yet she wanted to graduate in May.

So what she was able to do was, still enroll in the

course, not technically be on campus, watch the lectures in

this format, and still graduate on time in May,

versus having to delay her graduation till December

because of one course.

Another thing, too, is you know, we have viruses, we have

illnesses sometimes, that happens to college campuses.

Our dean came to us last year and wanted us to be very

proactive and have a contingency plan of what if

the H1N1 virus had come to our campus?

And so there were a couple different mediums that we

could work on, as far as delivering lectures, and one

of them was doing the Mediasite, and either having

all of your lectures recorded, or doing the easy system in

the event that something would happen.

And so, it's nice to be able to have those backup plans.

Because, you know, now you're talking delay of graduation,

extra money, not having a job.

Same thing with the H1N1.

What do you do if it shuts down your class or it shuts

down the campus?

How do you get kids to move forward

and be able to graduate?

There's a question.

I know you have quite a bit of material here.

But one of the questions that's already popping up from

a couple of folks.

I alluded to it earlier, I'm going to smash

their questions together.

When people are seeing these photos, they are seeing a

tremendous amount of equipment, compared to some of

the smaller schools that are out there.

That you have multiple cameras, and not everybody is

lucky enough to be an environment to have that.

That Mike has dedicated support staff to support the

production.

In some of our institutions, a lot of them have to be more

automated, where the faculty person him or herself has to

operate in an automated environment.

Could you translate some of these principles to that

environment?

If they don't translate, tell these folks, you've got to

have this stuff.

Well, you know, I would say you've got to have the stuff,

but that's me.

We don't use it in all instances.

We have one of our classrooms wired so that it captures the

video from a camera that's mounted on a PTZ mount in the

rear of the classroom.

And we just use a static shot in those instances.

First off, if you look at the market today, there are

opportunities to buy some fairly low cost cameras and a

switcher that would allow you to do multi-camera and do a

video follow of your primary presenter.

For that 3D effect that you were talking about before.

Which is particularly important in a procedure.

It may not be important if guy's just standing there

giving a lecture, but if you want to show somebody how to

tape a knee, or how to do a procedure, you want that.

And you can get that in 2010, you're saying, for less than

people think.

Yes.

I'd say that, you can't get it for no money, but you'd be

surprised if you shopped around online.

Went to some of the video suppliers and found out what

it would take to make something like that happen, it

wouldn't make you faint.

Even if it is just a lecture, and you can get some of the

nuance of the lecture, some of the facial emotion, some of

the hand movement, and you're closer in, its more

compelling.

Than if you're at the back of the room and you're seeing a

wide shot of it, it doesn't draw you in quite as well.

But, you go with what you got in all instances.

If you have operators, the equipment is not as difficult

people think.

If you don't have operators, you might have to do without.

Is that fair?

The one example that I gave with the student that was

unable to come to campus because she was on maternity

leave, they did it with the already mounted cameras.

And I think another thing to point out, too, is the cameras

that are in this room right now aren't

always in this room.

And so you could move it from the health

innovations lab over.

And so it's not all stationary.

And so that's the nice thing is it's portable.

And you can go from room, to room, to room.

But this room is normally set up to just be a straight room

without the cameras.

Got you.

It's a normal room into which Mike can pour his equipment

and pour it out.

And the way you've invested, you're able to bring that

production value you like to a lot of different locations,

whereas others might have spread it out, have lower

production values.

It's just all in how you feel about rolling it out.

Well, and in the upper left hand corner there is the

camera that's mounted.

So that shows you an example of that type of room with

having the camera already mounted.

Yeah there are three PTZ cameras in this room, and if

need be, we can go with a static shot or three static

shots, and cover something with the PTZ mounted cameras.

One other thing I want to mention, because that might

also be a concern, is the amount of interference that

all this brings into the classroom.

And one thing that we're very mindful of is that the faculty

is in charge, the faculty member is in

charge, of that classroom.

And once that class starts, we're not interfering with it.

We're not saying, cut, or anything like that.

It goes.

And that gave the faculty member a great deal of

confidence to operate the classroom

as he normally would.

And this just goes over again some of the points I was

making about the cameras, and lighting, and audio.

What that all leads us to be able to do is provide a full

service for faculty members.

They don't have to worry about anything.

We take care of the production.

They do what they do best, and that's teach.

But in some instances, they need a system like you were

talking about, where they can just walk in and do one.

So we say, the customer's always right.

If they want full service, we can provide it.

If they want that self service kiosk, we can

provide that as well.

And this is the faculty.

Is the customer.

You'll talk to Dr. Eyers and say, what do you need.

We definitely will.

Or, what are you thinking, and--

I think what's great too, is that we have a really good

relationship with our technology people, where

they're not afraid to say, I get where you're trying to go

with this, however, this would be a better medium for you.

Or maybe we need to bring it into the health innovations

lab, or maybe we can just do it in the straight lecture

formatting room.

Or, hey, you know what?

You want to come on your own time?

You don't want a lot of people around?

Hey, here's this easy kiosk system that you can use.

And so it's nice that they're able to lend

that technology piece.

I don't know a lot about technology.

And so again, I do what I do best, which is to teach, and

put together lectures, and present.

And then Mike can get into the technical piece and work on

all that, and I don't have to worry about it.

But people expect, tuning in, to hear that-- when they hear

how to make lecture capture easy for faculty--

they expect to hear technology, technology, and me

wearing my Mediasite tee shirt.

But what I'm hearing from you, Dr. Eyers, is that the way

that you can work with the technical staff that supports

you is the primary thing that makes it easy.

They're not dictating to you, this is what

happens in this room.

And this is what you can't do.

And thou shall not do that.

No.

And I laugh at Mike, though, because he keeps saying,

client, but I think it's a collaboration.

And it really, truly, is a collaboration.

Well, and we look at faculty members as clients so that we

can always keep in mind customer service, and how best

to serve the customer.

In the case of the easy system, and that's a buzz word

at our college.

It seems to circulate among faculty members, and they'll

approach us and say, I want to use the easy system.

And the first thing that we'll do is have a conversation with

the faculty member.

Find out what it is that they're trying to accomplish.

What story they're trying to tell, what information they're

trying to convey.

And sometimes, the easy system really isn't

the place for that.

So having that initial conversation, which we would

call a pre-production meeting, is, I think, very important to

finding out what direction to take your production.

There's a question.

They're coming in so fast, I'm going to jump

this one in here quick.

Because you brought up client, that he

refers to you as a client.

He talked about how popular it is.

A lot of people are asking this question in various

forms. Mike, do you charge back for

your production services?

How much editing time do you spend on the average

production?

What's the average amount of time from when a class is

recorded until it's made available to students?

I think this person's referring not to just a

straight up recording.

So basically, a lot of people are asking in different ways.

You guys are a great team.

Do you have to charge back Dr. Eyers's department?

Are you part of the same department?

Do you work with other departments?

If you can share that, if that's not too private.

We don't charge back in the College of Health Professions.

Across campus, there is an approved rate for cost

recovery if we provide services for

other places on campus.

But within our college, no.

There isn't any charge back.

And, in the same thing.

In a typical production, this might be hard to say, but in

the type of production that Dr. Eyers was describing, with

the multiple shots and the editing, how many staff do you

have to have in that production crew?

Well, there is only one other staff member in our technology

department.

There are two people.

And what we'll do, is there's a broadcast media program on

campus, and we go over to those classes, and we recruit,

from the students that are in those courses, offer them the

opportunity, basically to be on more or less, what's a

freelance list. And so as productions are scheduled, and

we'll call them up.

We'll say, we've got a shoot scheduled for this date, this

time, are you available?

Yes or no, and if not that time, we'll call them back

next time, we'll go down the list. Also, our top performers

on that list, much the same as a freelancer or a stringer

list, you call them first. Your best crew members will

always get called in first. So it gives them an idea of what

it's like to work out in the professional world, and it

actually is a paid job.

So it is something that they can put on their resume as

paid professional work that they've done.

It was post-production.

We stay away from post-production

in almost all instances.

We go live to the recorder, and that's as it stands.

Now, we do a lot of preparation ahead of time.

If there are going to be graphics, if there are going

to be models, if there are going to be, perhaps a piece

of test equipment that is used by one of the programs, and we

have to incorporate that into our recording environment, we

have to check that out first. Video roll-ins all have to be

timed out, and we have to make a list of those ins and outs,

and supply that to everybody, so

everybody's on the same page.

Because, when you're doing a live show, you have to have

all your ducks in order.

And their shows, I'm sorry to interrupt, but if you've seen

their output it's--

I mean, everybody's output is great, but I mean, theirs

looks like, you know, a PBS television special.

But to nail down these couple of questions here, what you're

telling me and the audience is that, Dr. Eyers said, yeah,

it's really important to have a couple of camera angles to

illustrate the three dimensions of a procedure.

You're telling me that that's not post-production editing.

That's pre-event planning, where you already know what

she anticipates, so when she's doing this, you've got that

shot on there.

You're not just blind to it, and shooting three cameras and

looking at it in post like Steven Spielberg or something.

No.

I mean, you could iso all those shots and then post

them, but who wants to do all that post?

I don't know what you just said, but I like the easy way.

Mediasite going in their live.

And in the case of the diagnostics, we're actually

working with a faculty member who's acting as a producer and

saying, yeah that's the right shot there, and that's the

right shot there, so let's go from here to here.

And then the director will actually follow the

suggestions of the producer when we roll it

and put it on Mediasite.

For those, they're only one or two minutes long.

So if we don't catch it the first time, what the heck,

we'll just roll another one.

In the case of a class, you know, you go with what the

class brings you.

And that's the same as the classroom environment.

I mean, lots of things take place in class, and you go

with what comes.

So, just to say what the easy system objectives are.

It provides faculty members with that place where they can

do it themselves.

But we don't give up on production values, and if you

looked at a wider overhead shot of that kiosk

environment, you'd see all sorts of support gear there to

make it happen in a big way.

This next shot just shows how our building, when it was

constructed, was wired for video and audio.

And video and audio going to master control

in the control room.

And then back out from the control room to the building.

So we can do these things remotely, although we often

do, if we're going to do a multi-camera shoot, we'll take

our gear right down to that room.

But this also brought you into the overall technology

environment, I think.

And caught your interest.

Yeah, we had--

We went from a building that wasn't so technologically

savvy to one that was, you know, the buzz around town

when we opened it.

So it was really nice, you know, that there were

different groups that were set up in different ways for us to

see this, instead of, let me just lecture to you on what

you're going to be able to do in this building.

You know, and the nice thing, too, is that you know, not

everybody jumped on board right away, and it was OK.

And so it was kind of nice being one of the first ones,

because then, you know, Mike and I have had a relationship

now for seven years.

But I've seen faculty that even within a year from today,

that approached you on being able to do things.

And so, you know, it's going to take some people time with

everything.

But again, what was really nice is our dean was just very

supportive of this, and used technology, and offered

multiple venues for us to see this stuff going on.

And so it was really nice just to kind of see it first, and

then say, hey, you know, I have this idea.

How would this work.

And so, you know, it was really nice being able to come

into the building and have all that there.

And it's nice to see this, because if you would have seen

what we came from, it wasn't the greatest, as far as

technology.

So put that on the list. Obtain

supportive visionary dean.

And the rest is just easy.

Well a lot of these things we've recovered during the

conversation.

But definitely, try to meet with your faculty members or

whoever you're doing the production with.

Find out what they want to say, what they want to

demonstrate, what the best way to capture that might be.

And then also, try to watch the instructor's style ahead

of the production, and find out how you can match that

with best practices, your production values.

There's going to have to be some give and take, and it is

better to figure out what that is ahead of time.

If you're doing a complex production, you might consider

a rehearsal.

That shows up some things that might go wrong before you get

into the actual recording.

Very helpful, you can correct for those deficiencies and

then move forward.

And we've been talking about this the entire time.

Building relationships.

We've been working together on projects now

for six years, and--

What are some of the things that's made it a good

relationship for you?

You know, I've really enjoyed having consistency with you.

But also, the students that you have, that come and work

for you, all have different ideas too.

So it's nice to get those fresh ideas.

I think, as we've worked together, it's kind of been a

no brainer in a lot of ways, because we tend to

think alike on things.

And so, you know, I'm thinking back of even-- and I wasn't

involved with the video recordings as far as the

diagnostic tools, but I think there were a few hiccups along

the way, but now it's just second nature.

Hey, I've set up this time.

I'm going to go up there and do these recordings.

And you worked with them enough that they know what

your needs are going to be, and how you're going to be,

and what your style is.

So, you know, again with anything, it's just--

it's really building that relationship.

I think what's great, too, is just having access

to you all is key.

You're there when we're there, and you're not when we're not.

And, you know, there are things that you do in the

summer, which is a great time to be able to do some of this.

I know some faculty members might say, my plate is full

enough during the normal academic year, but you have a

couple months off in the summer, and it would be a

great time to maybe come in and do a couple of recordings.

You know, again, with the whole easy system, it can be

conducive to your time, and your schedule.

Well, it takes a team.

There's the CHP tech team.

Left to right you see Dan Woods, yours truly, Wesley

Leonard, Gary Wroblewski, Rob Brown, and Tim Pletcher.

And to think that, you know, there's one person making this

all happen, or even two, its unrealistic.

You have to have a team working together to make it

all happen.

We'll take any more questions--

And there's more.

You guys don't get out that easy, so--

I just wanted to mention before I forget this is that,

on the links tab, we provided two links to a couple of

examples of our work.

One, an athletic trainers diagnostic that was recorded

in the health innovations laboratory.

And then another link takes you to an excerpt from that

communications disorders anatomy class, so you can get

an idea of how that all translates into a Mediasite

presentation.

Totally makes sense.

You've hit a lot of the questions that people are

asking, there are so many.

And I know we'll be able to get to some of them offline.

But online, another key question that has come in is

how do you---

This could be for Dr Eyers or Mike--

How do you measure the learning outcomes through this

medium of delivering education to students?

A lot of these are philosophical questions.

You know, a lot of it is with the in-class discussion.

One of the ways that I've utilized it is to put together

a PowerPoint on resume writing.

And you know, I was telling these guys earlier, you can

find 50 different books that tell you 50 different ways to

write your resume, because every profession has their

little nuance.

They have to watch this on their own time, before class.

Then they're supposed to come to class with their resume

already built.

Well my thing to them is, I'm going to critique it as far as

you've written it.

So there are a couple that may come with not a lot of

information on it, and they say, well, you

didn't tell me anything.

I'm like, because you didn't give me anything to give you

feedback on.

And there are others that will come with a

full-fledged resume.

They might have some inaccuracies on it, but that's

something that I can work with, because they viewed the

presentation beforehand.

And then we can take that class time to actually work

with them and get it done.

Totally makes sense.

Another question that a friend of mine from Alaska asks is,

as a social constructivist, he supports student presentations

and interactions.

Do either of you believe that a student can use this tool

for presenting online?

And I know you've done it, but I want you to share

that with my friend.

Are there any caveats there to letting students use this

technology?

I think the one thing is, they're nervous.

They're not real apt to presenting in a lecture type

format to begin with.

But we have several different semesters where they actually

have to do presentations to their peers.

But it is a little intimidating for them, but I

think that the key is, that they really need to practice.

And I kind of equate it with them of, you're going to have

to maybe give a presentation to a bunch of coaches.

Which we all know, coaches are not always happy to hear some

of the things that an athletic trainer might have to say,

because it might be a matter of not having an individual

for practice or for a game.

But our students are going to have to, as entry-level

professionals, be out in the real world and give

presentations to a sport team or to coaches.

And so hopefully, by getting over some of that fear, and

they've done it once, it's going to help

them in the real world.

Another person asks, this is a more tactical question, just

to confirm, nail it down.

What is the delay time between when a class happens and when

somebody can watch it?

That was the question.

So following along, the same example of the CDO 335

classes, they were available a few minutes after we hit the

Stop button.

Perfect.

Minutes.

This is putting you on the spot, I apologize, but there's

a couple, three or four, people--

and there might be more now that I'm

putting you on the spot--

Who provided their email in asking me a question here, who

would love your switchers on a budget type equipment

recommendations, so can we tap you to reply in an email

afterwards?

OK, so thank you.

I put him on the spot for you guys, so now you owe me.

And I think I'm going to take the last question here.

There's so many, but I would say--

Well, it's a question for me.

So there's two different people who have asked, in

different ways, can they get a complete copy of this webinar

to show to their boss, or to their staff.

And the beauty of Mediasite is, when this presentation

concludes momentarily, at the exact same URL that you're

watching it now, it's available on demand.

So I got the easiest question of the day.

I would so much like to thank you, Dr. Eyers, for coming all

the way here and to meet you in person, finally.

I'd like to thank you for coming home to HQ, where

you've given us so much good advice on how to make

Mediasite as well as we possibly can.

I'd like to thank all of you for joining

us for another webinar.

Thanks to Mediasite Event Services for

producing this webinar.

We will see you the next time.