The New UGC:University Generated

Content

Dr. Gigi Johnson, Maremel Institute

Nov. 22, 2013 Sloan Consortium International Conference on Online Learning

Is University Video the New UGC?

Instructional video can be more than capturing blended courses with "just a webcam."

Sources: The Daily, Lizzie Bennett Diaries, FutureLearn

UGC: Technology Changes Shift Core Assumptions

Mixing roles• Time• Place• Connection

New creative uses with

cheaper tools

Friction• New re-

aggregators• New economics• Pushback from

existing players

Long-Term Driver: We Hold Smart Devices in our Hands as Consumers

Cartoon, Gordon Moore articleElectronics, Volume 38, Number 8, April 19, 1965.

. . . With computers and cameras in all of our hands . . .

We Have Arrived as Producers . . .

Decreased Costs Bring Shifts to Profitable Core Business

Cannibalization

Profitable

Innovator’s Dilemma: Clay Christensen

This Shift Story is Old:Film Pushed Back to TV

Source: Library of Congress. FCC 1939.

Music: Post-Shift, We Have Built Onramps to a “Singles” Model

Source: RIAA figures; Digital Music News

Post-UGC Shift: New Ventures re-aggregating and creating On-Boarding Tools/Systems

Books: We’re Mid-Shift, Building New Models and Processes

TV, Mid-UGC Shift, is Building 3 New Patterns

US Unique Viewers (000)

Videos (000) Minutes per Viewer/ Mo.

YouTube/ Google

165,422 16,166,830 462

Facebook 67,169 975,048 25 AOL 61,784 976,316 61 Microsoft/ MSN 49,175 644,416 33

NDN 49,090 532,589 79 VEVO 48,985 617,360 42 Yahoo! 44,803 322,827 64 Viacom 38,214 404,014 45 Amazon 32,909 143,206 24 CBS Interactive 31,144 213,629 45

Totals 188,690 45,963,898 

Netflix Subs 31,100 2,400

Hulu Viewers 24,100

Source: ComScore

Universities Have Long Explored Shifting Models

KUHT . "Dr. Richard I. Evans." June 8, 1953. University of Houston Digital Library. <http://digital.lib.uh.edu/u?/p15195coll38,195>

6.7 million students in the U.S. took at least one online course in 2011

Sources: 2012 Survey of Online Learning, Babson

By 2011, Online Had Connected with 32% of US Higher Ed Students

“Traditional” Online Has Reached Scale in Degree Packages

235,000 enrollments in 1,200 courses

50,000 enrollments to 10,300 students in 70 degree and certificate programs

30,000 students for $6,000/year each

27,000 studentsOnline courses to 7,000 of its 31,000 students

Rio Salado College (AZ), with 40,000 students with its online programs

Oblinger (2012)

Universities Have Built Experiments and Expansions

"After five years the cost of providing high-quality courses and services at affordable prices was unfortunately not sustainable over time in the All Learn model."

All Learn, 2006

"The problems that Fathom was trying to address -- how to connect with lifelong learners, how to provide authenticated information -- are an important challenge. ... I wish that the national economics could have supported a longer experiment.“ James Hilton, 2003, U. of Michigan

All Learn

MOOCs: Shifting to Reaggregated Singles

Distributor (Founding)

Alexa Global

Rank#

Courses

% US Visitors

Sept 2013 Ownership

Coursera (2012) 1,878 517 23% VC/Private, US

OpenSAP (2013) 2,652 13(?) 16% Private, Germany

edX (2012) 6,960 74 24% Non-Profit, US

Udacity (2012) 7,019 28 26% VC/Private, US

NovoED (2013) 16,846 23 31% VC/Private, US

iVersity (2013 pivot) 22,151 24 5% Germany

Canvas Network (2012) 65,519 97 39% Instructure/Private, US

FutureLearn (2013) 70,033 25 9% Open Univ./Private, UK

Open2Study (2013) 82,301 32 6% Open Univ, Australia

CourseSites (2011) 111,411 42 45% Blackboard/Private, US

OpenLearning (2012) 139,912 14 10% Private, Australia

Sources: Alexa, Class-Central, Crunchbase

What are the Impacts of These Trends as a “New” UGC?

>800 MOOC classes produced to date

>30% of US university students taking online classes

How is this effort affecting F2F teaching, as well as production of blended and online courses?

How are we are learning as multimedia creators in education?

5 Short Cases as Examples

Case 1: Creating In-House Videos

In-House Videos at a Major University, Masters Program• Faculty slides with

bullet points – no development assistance

• Buying equipment from Amazon

• Post for students to use for content with quizzes as proof

• No iteration• No feedback• No IP recognition

or questions

Case 2: BYOD Faculty Media Creation

Faculty Training, Graduate University• Focus on storage • Now-abundant faculty video within Moodle

environment• No measurement of his results and no goals

to where things are going, but WITH faculty buyoff on creating content.

• Dead and released faculty content still in system

Case 3: Five Online Programs

Cross-University Study, Major University Self-Trained Fiefdoms 5 separate studios and 5 different

programsNo IP recordkeeping systemDiverse contracts and pay systems

Case 4: Roll Your Own Content

Independent Faculty, Thin/Variable Support, Major University Department

• Create their own blended content, or varies by department• Counting on Moodle 2.3 to ask about if they own the IP• No support, iteration, measurement, storage• Just getting Kaltura in as a storage system vs. content being put anywhere • YouTube largest playback of video source

Case 5: Recording Classes with an Outside Entity and Funding

IP issues Pedagogical “say so” from experienced

faculty -- Friction Confusion in implementation – getting

faculty to deliver on their side; communication; understanding culture

Funded by other parties – no financial stake in costs

5-10% of Higher Ed Chasing Lecture Capture Focus on webcam or simple studios Capturing Lectures in different modes Integrating YouTube or other videos Minimal thinking about cognitive load, IP

tracking, adaptive learning, and accessibility Storage and discovery challenges Organizational focus on “online” and

“MOOCs,” with fewer resources toward blended

Are We Adopting the Best of Other Industries’ UGC Trends…Yet?

Just-In-Time video watching -- mobile “found time”

Binge viewing (a la Netflix) Amazon-style discovery

and recommendation tools New aggregators to

maneuver data – shared audiences, flow of audiences

Fansites and Fanfiction as new, engaged multimedia experiences

Heat-mapping – data visualization of geography patterns for planning

Use of Super Fans (Whales, Dolphins, Minnows) to treat different users differently

Syndication Metadata, metadata,

metadata

What Are the Issues We are Wrestling With? Who owns the compiled rights? Who measures and rewards the faculty

time involved in flipping and blending? What is the real cost to product these

with hourly and non-exempt staff? Who validates the quality of the content

and effectiveness of the production choices?

How are We Wrestling with the Money Issues? Should Universities be financing video and multimedia

just for their own blended use?Economics – if average lecturer paid <$5K, adding

$3,000/hour or $10,000+++ for video production makes sense?

What are the Buy-Build-Share decisions? Are MOOCs -- a "freemium" business model -- just

the starting point of intriguing syndication models between universities?

What is the lifecycle of blended course production content? How will these libraries be measured, refreshed and

monitored?

Why Not Best Practices from Traditional Online and UGC?

Example: Retention rates50% “traditional” online without nurturing/design5-10% involvement in other web media (e.g.,

blogs, comments, actions) for free engagementWhy should MOOCs at 5-15% be better?

Tools:Audience management – variable messaging,

reminding, behavior monitoringAdaptive learning – touted trend in education –

why are Blended classes and MOOCs often the opposite?

We Can Embrace Growth Opportunities from UGC Curation: Discovery, improvement, and reuse Integration: Systemic integration, review, and planning

Syndication: Buy/Build/Share Between Organizations Open APIs – grow ecosystems from other’s time and

investment, imagination, and time

One Option: We Can Build “a Netflix for University-Generated Content” Subscription-based licensing of “second run”

classes – after blended university use for individual classes, repackaged for other courses, or for JIT, Binge, or Burst learning

Tools for personalization, recommendation, and adaptive learning

Data-rich – who/what/where – feedback into other learnings as recommendation engine

Searchable with “expanded surface area” like Inkling

Connected with enhanced content and other related media

Connectable into various LMS systems

What Can We Do From Here?

Who Will Re-Aggregate Our Futures?

Gigi Johnson, EdDMaremel Institute

@maremel