Why Not Video?
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Presented at the Charleston Conference, November 2010.
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Why Not Video?
- 1. You’re not licensing streaming video? Why not?! Charleston, November 2010 Stephen Rhind-Tutt, Alexander Street Press deg farrelly, Arizona State University
- 2. Why is video important for your library and your patrons? How does educational video ‘fit’ into the broader context?
- 3. Muybridge 1877 Kinetoscope 1889 Smell-o-vision 1959 Technicolor 1917 Sound in Film 1902 Vitaphone 1927 Verigraph 3D 1914 Laserdisc 1982 BetaMax 1976 Blu-Ray 2005 DVD 1995 Television 1939 Samples of moving image history
- 4. No dedicated device required to record… No dedicated device required to view Today
- 5. Students want video Source: Mefeedia, 7/09 # of video feeds
- 6. Signs are all around us… • YouTube is twice the popularity of Wikipedia by reach • The US market for subscription TV in 2008 was worth $146 Billion, six times that for consumer books • By 2013 video will be 90% of all consumer IP traffic (currently 51% of total US web traffic) Sources: Alexa ; Veronis-Suhler; TechCrunch
- 7. Picture Quality Random Access Can be linked to Multiple, remote viewers No dedicated equipment Clip & Playlist functionality Integrate text, images Multiple index points Some Some Some Online vs. Offline
- 8. In 250 AD… • The book makes an appearance • Super fast access - jump to illustrations in seconds • Multiple authors could work at once • Texts will never be the same!
- 9. The real ‘big deal’ Handbook Encyclopedia Journal Manual Almanac Dictionary Pamphlet Magazine
- 10. Video is more than entertainment…
- 11. What does this mean for libraries?
- 12. Training Video Documentaries Entertainment K-12 Higher Ed. Professionals Interviews Lectures Amateur Clips Raw footage Research & Learning Movies & Television Casual User Demonstrations
- 13. Training Video Documentaries Entertainment K-12 Higher Ed. Professionals Interviews Lectures Amateur Clips Raw footage Research & Learning Movies & Television Casual User Demonstrations
- 14. 3 basic methods Library Hosted Centrally hosted, Title by Title Centrally hosted, Collection High infrastructure Expensive for each title Much cheaper per title Rights issues Choice No choice Expensive Multiple licenses, negotiations, different interfaces Easy to integrate, more cross-database features. Makes most sense for Libraries with large archives they want to publish Individual academic requests Serving large populations
- 15. Download vs. Streaming • Not an either/or • Streaming has network advantages • Downloading can be key in some uses • Download rights are generally more complex Host centrally, where possible enable end-user downloads
- 16. What ways are there to use video in education?
- 17. Curriculum Integration Clip Download/Upload Link to a streaming source Embed link to a streaming source Download a section, edit it, and upload it. Identify a clip and link to it. Identify a clip, link to it, then embed thumbnail on a course page Rights issues Fast, easy Fast, easy Expensive Allows annotations Allows annotations Requires video editing (software/training) Clips can be combined to make playlists, course reserves etc… Clips can be combined to make playlists, course reserves etc… More enticing! All 3 methods can be used with Blackboard, Moodle etc…
- 19. Playlists
- 20. Can be used to integrate multiple sources Music Newspapers Websites Monographs Primary Works Journals Streaming Video Software Tools
- 21. Transcripts 30 minutes of news 12 double spaced pages 5 minutes to read in depth 2 minutes to scan read
- 22. Discovery tools • MARC records, • Discovery Services • Text search • Search Engines
- 23. More than a collection of DVDs…
- 24. Transform the content • See history as it happened • View 3,000+ leading academics • 3,000+ witnesses to history • Explanations and enthusiasm • Accessible in seconds
- 25. Out of the basement…. ….onto the academic web.
Editor's Notes
- In the short time I have I can only make a few points Online Video is big and growing Online Video can and should play a much bigger role in your library and in education. It’s much more than DVDs put online. It can transform how we teach and learn.
- It’s not been easy. Lots of false starts. Lots of different devices and formats. Leaving islands of media over the past 120 years.
- But, the advent of the web has made a HUGE difference in the ease with which media can be consumed and created.
- Fast and growing faster…
- The web is a catalyst that is and will enable us to do much, much more. It’s not just a question of moving to a new medium – as in the past when we moved from 16mm or from VHS to DVD. The web allows students to jump effortlessly into parts of a video. It allows academics to assign video as homework. It allows videos of any size to be added easily. It allows text and video easily to be combined….
- When the book came along it had many features that scrolls didn’t.. You could take the long, unbroken run of text and split it into pages. Suddenly all kinds of new possibilities emerge…
- In the new format you could create radical new forms of publication.
- Much more than entertainment. It’s arguably the most important form of social expression. 9/11 is the 360th highest grossing film ever in the US…
- Let’s turn to where the technology is today to deliver this….and discuss what the technology does that older technologies cannot do.
- And indeed, today, much of the activity on the web is centered around that entertainment value. This graphic plots how online scholarly video material is against the types of users. As you can see there are an increasing number of alternatives offered to casual consumers at all levels. However, there are relatively few organizations operating in the top right hand corner….
- Yet this is where there is a great deal of material that has so far been unavailable. This is the space that the new technologies will make available to scholars and students around the world. Items like interviews, newsreels, actual patient and therapist interactions, raw anthropological footage. In the coming years this material will become as much a part of the library and the academic environment as books, journals and magazines have in the past.
- There are 3 basic methods you can get video. Your library can build and own the infrastructure. This isn’t cheap, but it may be a good way to go if you want to publish your own collections. For example, you may have a large archive you’d like to publish. The second option and third options both involved central hosting. This is the same as with almost all online journals. Instead of loading the content yourself and maintaining an internal system you rely on a third party to do it for you. This is typically a lot cheaper. Just as with journals it comes in two flavors. You can mix and match – selecting just those titles that fit your needs or you can go with a package. Just as with journals there are merits to each approach.
- Should you seek to get the rights to download or to stream? Ownership and downloads don’t necessarily go together. In some cases you can download, but the rights you get are tied to a machine. In other cases you can get a perpetual license to content, and pay only a nominal streaming fee
- It’s not hard to integrate video content into a curriculum. There are 3 basic ways. Clipping and downloading brings many problems – not least there are rights issues. It’s faster, easier, and less hassle simply to embed or link to a streaming source.
- Here is an example of how to make a clip. While watching any video I can delineate a section. That’s what the green and red markers do here. I’m not live so I can’t show you in detail, but take it as read that I could move these backwards and forwards, or even highlight the appropriate section of text. I can then title the clip, and make it viewable by me only, by my institution or by the world at large. Remember it’s only going to be viewable by those who have permissions. You can also add a note. When you click the save button you get a permanent URL…
- You can also combine clips into playlists, so making little tutorials….
- That URL can be referenced by any one of a number of different sources. On clicking it the user it taken exactly to the section of the video that was marked.
- Don’t underestimate the value of the transcript. 30 minutes of news can be scan read in just a few minutes…
- Much more than a collection of DVDs. Imagine a room. Filled with thousands of top academics. Now, imagine you could ask them a question about history. In an instant you’re face-to-face with an expert, listening to them, watching them, having them share their enthusiasm about the topic. And then a moment later you’re looking at a contemporaneous newsreel that describes the event. I hope it’s evident from some of this just what the potential of online video is!