1of19

CLAS@UBCA platform for learning with video

through collaboration and personalized feedback

Arts Instructional Support and IT

University of British Columbia

2of19

The story of CLAS 2010: one-time development for psych research on lecture note-taking Video annotation tool concepts: Dr. Alan Kingstone, Dr. Evan Risko, Dr. Tom Foulsham,

Dr. Shane Dawson, Dr. Negin Mirriahi

2012: restarted as a learning app

2014: pivoted into “A Video Platform for Learning, Not Showing”

Primary developers: Thomas Dang (2013 onward) and John Bratlien (original) Product strategy: Thomas Dang, Dr. Fred Cutler

With inputs from: Ricardo Serrano, Sharon Hu, Arts Learning Center, UBC eHealth Strategy Office, UBC school of music

Project management: Ricardo Serrano Service strategy: Ricardo Serrano, Angela Lam Service operation, training, consultation, documentation: Angela Lam, Sharon Hu,

Jenny Wong, Leanna Chow

Quality control and deployment strategy: Thomas Dang

3of19

Why another video platform?

UBC licensed an enterprise video platform for

digital asset management, copyright, privacy

UBC also has an LMS (BB) and a CMS (WP)

Why was CLAS needed?

4of19

What are the needs? 1/2

Administrators and curriculum leaders

Analytics aggregated not only by video Ø  But also by student, course, and department Analytics about learning, not about videos Ø  30 types of data relevant to learning collected Multiple ownership of videos Simple onboarding of complex and diverse course designs

5of19

What are the needs? 2/2

Instructors and students

Video playlist and teacher-student Q&A or feedback all in one place à less navigation! Feedback & discussion tied to precise points on videos Record audio or video as feedback Privacy and anonymity

6of19

What is CLAS used for at UBC?

Feedback on skills

Video share and embed

Flip with discussion

Admission with video

As of 2015: 2500 active students annually In 4 years: 110 course sections, 6000+ videos, 49000 posts, 1 million words

7of19

Flipped classroom with discussion

Threaded dialogue on documentaries, news, TED: Youtube videos imported into CLAS to take advantage of collaborative discussion interface Learning the language of math: watching videos of math proofs, discuss where the inflection points are, Q&A with instructor/students Other lecture videos: •  Political science •  Art history •  Biology •  Food safety and production

8of19

Practicum feedback: Faculty of Education

Difficult for advisors to attend on-site student practicum •  Students self-record from the field

•  Submit to specific advisors on CLAS, establishing one-on-one feedback

•  Process and technology must be simple

•  While field requirements are very complex!

Usage in inquiry and micro-teaching courses on campus

9of19

Practicum feedback: Faculty of Medicine

Student-doctors interview and consult patients as part of practicum

Difficult for evaluators to be in these interviews

•  Interviews are recorded for async feedback

•  Videos need to be shared privately

between student and evaluator

•  Videos need to be owned by multiple faculty administrators to ensure continuity

•  Some feedback must be private,

some are shared to entire cohort

•  Feedback must be at specific

moments: what was said? Body language?

10of19

Feedback on skills: Faculty of Arts

Language pronunciation practice •  Students record themselves and

share to instructor

•  Instructor provides private, pointed

feedback

•  And instructors record their own

voice and face to demonstrate

Presentation skill practice •  Videos shared to the whole class

•  Everyone provides feedback on 2-3

peer presentations

•  Instructor provides feedback and

mark on each presentation

Student conductors and Orchestra •  Watch themselves and self-reflect

•  Instructor provides private feedback and mark

•  Entire cohort discuss on group performances

11of19

Share and embed

Unmet needs in online course creation •  Loads only when visible: so we

can hide many videos under accordions at first

•  Automatically responsive: no matter where we embed, will display correctly on mobile without extra plug in or cross-domain scripting

•  Easy access to discussion

•  Capture analytics by users, not just cumulative views

CLAS can also confer these abilities to other video sources

e.g. YouTube, Dropbox, Vimeo

12of19

Admission Auditions

Auditions a critical part of admission for Music

Applicants can’t come to Vancouver, so send in audition videos

=> Hundreds of applicants, dozens of programs, dozens of faculty evaluators, 3-4 days to review!

Via CLAS, a simple “upload and apply” workflow for students and “review your personal pool of applicants” workflow for faculty

With upload copyright gate and record retention

13of19

CLAS is part of an ecosystem

Automatic enrolment Integration with SSO

Enrollbyinvita4onURL

14of19

Support strategy

Need to reduce TCO from its humble beginning. How? à A marriage of product and support strategies

A)  Simplifying support by clearly separating instructor role and support staff role

B)  Sharing support between a central team and distributed teams

C)  Life cycle and continuity management:

¡  Simple mechanism to duplicate course settings and playlists

¡  Multiple ownership of videos so that different department administrators, support staff, and instructors can provide overlapping video management and service continuity

15of19

How did we execute?

Multi-tenancy: separate data, access ctrl, and code Remote-updating of live service with no downtime Hybrid shared and distributed support dashboard 360-degree feedback among support, development,

and users

16of19

360-degree feedback?

Buy-in by instructors and curriculum leaders is everything First impression •  Frequent onboarding workshops •  Easy-to-access orientation videos •  Site visits to new adopters with new use-cases Responsive “customer service” •  No-downtime remote-update was critical •  Hundreds of updates to live service at UBC each year •  Bugs fixed within the hour

Happy support team à Happy users

17of19

Lessons learned

From 5 years of “building a plane while flying it (with no accidents!)” And feedback from 50+ instructors at UBC And a further 50+ research interviews of instructors, academic leaders,

and IT managers from BC, the US, and the UK à  In-house innovation can be a beautiful thing! à Clear pain remaining: Off-campus “field condition” is scary!

18of19

The future of CLAS

Another pivot … to “suite of self-contained but integrated tools”, each

focusing on an archetypal* educational need

To further simplify onboarding and minimize TCO

While still fulfilling institutional needs for privacy, copyright, and digital asset management

19of19

“CLAS” WILL CONTINUE, AND WILL ONLY GROW THOUGH THE NAME MAY CHANGE

THANK YOU! More info: CLAS.UBC.CA

Mail to: arts.helpdesk@ubc.ca