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Here are key questions to ask when using of streaming video for online learning.
Streaming video can be an effective component of online delivery. If properly used video components can improve the quality of online learning by offering learners to view processes, procedures, and examples.
Consider the following situation:
A customer wants to develop an online learning course using streaming video. She can purchase the rights to a five-hour VHS video course, but she may also want to develop the materials in-house. The customer also has requested that a specific outside contractor host, format, and edit the digitized media. Finally, she expects the course to be available on the company’s LMS within several weeks.
You certainly have your work cut out for you. Given the situation, the following questions would be on the top of my list:
- Why build an online course using streaming video?
- What do learners need?
- How will learners access the course?
- Will we build or buy the content?
- If we build the content, who’s in charge of logistics?
- If we buy the content: when can I see the content and does it require modification?
- Are there any security issues?
- Who’s on the development team?
- What will the final product look like?
- What are the navigation requirements?
- What is the development process and how long will it take?
This list of questions was derived from previous experience with video content, and they’re generally listed in sequence.
Why build an online course using streaming video?
Streaming video will increase the difficulty of all aspects of development and deployment. Therefore, make certain that there is a justified need for undertaking this type of delivery. The customer requested video, but you need to understand why you should build an online course using streaming video.
To answer this question I conducted a media analysis, which revealed the following:
· a dispersed workforce: it’s impossible for this group of learners to receive instructor-led training (ILT)
· a need to share this content: learners need to actually see these processes and procedures
· need for knowledge management: we are losing company experts in this content area
· usable content available: this material is already captured on videotape (good quality), and it is easy to convert it to digital format.
Based on these findings, our group decided to develop the course using streaming video.
What do learners need?
Next, it was necessary to identify what learners needed via a needs assessment. I wanted to be certain that learners would be motivated to access the course and have the technology available to successfully view the materials.
Our learners consisted of approximately 500 employees distributed across the globe. The course content was both desired and required based on their functional discipline within the organization.
My next goal was to determine how learners would access the course. For example, if the solution is set up for delivery via a local area network and learners can only access the course via a 33.6 modem then the solution won’t work because learners will experience unrealistic download times. Regarding technical concerns, our learners were using computers that were one to three years old (with up to date software), used identical web browser configurations, had access to the local area network (LAN) and to the online corporate university LMS. Understanding learner motivation, computer hardware, and software is a good starting point. However, you still require additional details about access and bandwidth.
How will learners access the course?
We had a solid understanding regarding both our learners and the company’s technology infrastructure. However, there were additional technical considerations, such as bit rate.
For this reason, it’s a good idea to consider a very basic question: What is streaming? Streaming is the process of playing sound or video files while the file is downloaded to your local computer via the Internet. Typical streaming requires additional plug-ins that enable your web browser to decompress and play the video as it’s transferred to your computer. Without streaming technology your computer must download the entire file. In any case, streaming still requires a fast connection and computers powerful enough to execute the decompression process.
Streaming is delivered in a specific bit rate; a bit rate is a measurement of bits per second. Digitized video is formatted in a specific bit rate. Digitized video files are also set up for a specific size of delivery window specified in pixels for example 320x240.
The following table the ways in which a learner might access the course and what they are capable of viewing.
|
Learner Access |
Bit Rate |
Learner Solution “Should Have” |
|
Modem |
100k |
Still pictures, PowerPoint slides and audio |
|
Digital Subscriber Line (DSL) |
200k |
Low Bandwidth Video with, PowerPoint slides and Audio |
|
Local Area Network (LAN) |
300k |
High Bandwidth Video, PowerPoint slides and Audio |
As mentioned earlier, the good thing about streaming is that you don’t have to download the entire file before you are able to start viewing the video. At the same time, if the learner hardware, bandwidth, and bit rate are poorly matched, it will result in an ineffective learning solution. In severe situations, it is possible to develop the same course in different formats based on the type of access (Modem, DSL, LAN, etc.). However, you will also want to manage the development effort as if you were developing each format as a separate course. Keep in mind that developing in three bit rates may also triple your project costs.
We found that it was acceptable to develop the course using one bit rate of 200k. The 200k bit rate would allow very good LAN access and allow employees to take the course from home via DSL. We continued by examining the network infrastructure, hardware, software, and learner access. Most important, I examined the content. Specifically, if you take on this type project, it will be necessary to determine the video content source.
Buy or build?
Sooner or later you will have to address whether to buy or build the content. Building video content requires development time and a team of professionals experienced with and equipped for video production. In addition, you will also require a web developer and online learning and streaming media servers. Buying requires careful matching of your needs against materials available for commercial purchase. I strongly encourage that you develop a business case to examine the pros and cons of your build or buy decision.
Who’s in charge of logistics?
One of the key challenges of building involves the development logistics of shooting the video. If you decide to shoot your own video you will need to address the following logistical issues:
- filming location
- talent/SME scheduling
- script writing
- set blocking and potential props
- camera person
- format VHS or digital
- formatting costs
- editing costs
- meals
- travel.
The preceding list only indicates a few of the logistical concerns and they do not include the finer points of video development. For example, a professional camera person knows how to properly light the set and check audio volume. They also know how to coach the presenter in terms of where to stand, where to look, what to wear, and so forth. Conversely, it may be necessary to buy your video content. Keep in mind that any commercial video purchased may not match your specific needs and it may require both creativity and content changes.
When to review and modify content?
You will not know the percentage of modification required. Therefore it is necessary to determine when will you review the content and will it require modification?
In our situation, the customer obtained and digitized the video for online delivery. The content still needed to be chunked into logical segments. To accomplish this task, it was necessary to view the content first-hand. As an added benefit of viewing the video, I was also able to make informed decisions regarding the overall course. Too often people make decisions based on content they haven’t seen, which can have disastrous effects on a project plan.
When purchasing content you also will need to evaluate the source, copyright permissions, format, and whether such materials as posttest items, leader guides, participant guides are needed. You also will want to check all materials carefully for any additional graphics that are difficult to reproduce.
Finally, you need to be aware of and after sale support. For example, are the content suppliers willing to receive your questions and support issues if there are any problems?
Are there any security issues?
Next, it is time to focus your attention on the online delivery infrastructure. Our first infrastructure problem was that the company didn’t have a dedicated media server. A media server is critical because it’s designed to host and deliver streaming video. We addressed the problem by contracting with a local vendor to host and deliver the streaming video components. However, this triggered a new issue: The contractor required access through the company’s firewall. For this reason, you will want to work closely with your IT department to test your solution and determine whether there are any security issues.
Who’s on the development team?
As a project manager responsible for the development of online streaming video learning materials, it is important to consider each of the following roles. In addition, be sure to evaluate these roles in relation to your department’s strategic plans, productivity, budget, required materials, labor costs, and how difficult or easy it is to hire resources based on your location. Typical resources include the following:
· project manager: Manages resources so that the finished e-learning product is delivered on time, within budget, within scope, and to a specific level of quality.
· IT representative: Oversees network security, firewall issues, computer usage policies, and the computing infrastructure. They can serve as gatekeepers for e-learning products.
· digital media specialist: Films, edits, formats audio and video content, and provides solutions as needed. In our case, this person also hosted the video content.
· instructional designer: Synthesizes and shapes content to meet both the delivery method and the learner needs.
· web developer: Develops web-based products and is highly skilled in Internet technology, technical requirements of the LMS, authoring tools, and programming languages.
· editor: The editor is responsible for grammatical and syntactical structure of all e-learning materials.
What will the final product look like?
To address this issue always begin with the end in mind and make it your goal to communicate the actual look and feel via a visual prototype. In my case, I used MS PowerPoint to communicate the interface for this product. Basically the computer screen was divided into four pieces:
- top-left 25 percent of the screen was for a 2”x 2” streaming video box
- bottom-left 25 percent of the screen was for speaker notes and course navigation
- top-right 50 percent of the screen was for a 4”x 4” MS presentation related PowerPoint slides
- bottom-left 20 percent of the screen was for links to supporting documents.
The MS PowerPoint prototype helped the team understand the look and feel during the early development phase. Our development tool was Microsoft Producer, so I had the team examine several MS Producer examples. I also suggest that you create a project charter document that lists the primary project requirements. The team was ready to map the course navigation.
What are the navigation requirements?
Always consider how course navigation will affect the learner experience. For example, will any learners attempt to bypass sections and simply complete the posttest? And, is bypassing content acceptable?
In short, our team had to determine whether a programmed learning approach was required or if random navigation and browsing was acceptable. We struggled with this concept because the course involved a step-by-step process, but we also wanted to leave the navigation open to learners who reviewed the content after course completion. We also created a taxonomy regarding the course structure. Specifically, we communicated the four course levels: course, module, lesson, and topic.
In our case, the course consisted of seven modules; each module contained several lessons and each lesson contained several topics. This helped the learner understand exactly where they were in the course. In addition, we added a bookmark feature that kept track of the last page topic accessed by the learner. Therefore, course structure, course navigation and bookmarking features all focused on the learner’s ability to go back to a specific point in the course for review purposes.
What is the development process and how long will it take?
The preceding questions lay the basic foundation for developing a streaming video online learning course, but it is still necessary to understand the development process.
|
Step |
Action |
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Identify Need
|
Clearly identify your need for streaming video.
Time required: 1-2 weeks |
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Assess Development and Delivery Capabilities
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Estimate the availability of all project resources, learner requirements, security issues and the technical capabilities of your network.
Time required: 1-2 weeks |
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Obtain Content
(Build or Buy)
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Make your business case to build or buy content. If you shoot video from scratch, you will need to follow additional steps including scripting and preparing the presenter.
Time required: 3-5 weeks |
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Format Materials
|
The video must be in the proper format, including digitization, length of segments size of delivery window, and specific bit rate. Critical to these decisions, is the delivery mode: modem, LAN, DSL, and multiple formats. This also may include additional time for editing audio and video, as well as any chunking required to create logical segments. This also will require the formatting and development of test items.
Time required: 3-5 weeks |
|
Course
(Pre-Release)
|
All security, firewall, learning management, bandwidth, bit rate, navigation, and browser issues must be resolved via the teams technical experts. Testing should be performed in relation to all locations that will access this solution to determine any delivery failures. For example, our IT person accessed the course from the company’s various international servers to identify any problems. Several weeks before release you should have some beta testers ready to try out the product and provide feedback regarding the content, structure, or functionality of the course. After making any required modifications you should be ready to release the product and invite all learners to take the course.
Time required: 2-3 weeks
|
|
Course Release
|
Have your communication channels ready to communicate the significance of the course and encourage specific learners to include it in their development plans, register, and complete the course.
Time required: 1-2 weeks
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Lessons learned
As with any online solution, streaming video must be learner-focused, and be sure to never forget the technological capabilities of those who will access the video. Also be wary of any customers that want video added simply because they can rather than an objective media analysis.
Here are some lessons learned from our streaming video project:
· Carefully decide the proper bit rate for any streaming solution. This includes evaluation of learner bandwidth and network capabilities.
· Factor in your technological expertise when making build-or-buy decisions. Do you know what you don’t know and do you know who can offer support?
· Assess the availability and technical readiness of your IT/technology staff regarding the hosting of streaming technology solutions.
· If you want to modify existing video keep in mind that repurposing, altering, and editing media is never simple. It requires expert knowledge of both the subject matter and the specific material.
· Immediately locate any instances of bad visuals, such as graphs and technical diagrams that may be difficult, costly, or impossible to reproduce.
· Look at a working version of your product as soon as you can. Sometimes expectations are far different from reality and you may want to make major modifications. In short, you don’t know what you have until you see it.
· Take all technical issues seriously; be prepared to test and re-test. We found numerous situations of: “It didn’t work this morning”…”it’s working now”…”not for me…” and the dreaded “the problem must be on your end.”
· Obtain DVD or CD backups of all developed materials—just in case there is a problem.
Finally, before undertaking this type of solution, be aware that costs, obstacles, and amount of effort increase with audio and video streaming solutions. As a result, all aspects of the development and delivery process feel an impact and you may want to assess your network infrastructure prior to building this type of solution. If all goes well, you will have another happy customer and you will be better prepared to develop, manage, and deploy online learning with streaming video.
Published: July 2005
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