robert iannello regional sales director, greater europe riannello@astreetpress.com

Robert Iannello

Regional Sales Director, Greater Europe

riannello@astreetpress.com

About Alexander Street Press

• Founded in 2000– offices in UK, North America, China, Malaysia, Australia, NZ

• Online text, audio & video for teaching and research– copyright cleared for educational use– mission: making silent voices heard– c.100 curated, primary resource collections in arts, humanities,

social sciences, health and allied sciences• Cross-searchable, discoverable collections• Subscription and purchase options

Selected content partners

Streaming video online

• 27 collections• 20,000 hours of video• Approaching 30,000 titles• Growing quickly!

Does video belong in the academy?

“Blended learning should transform learning, not just replicate teaching: Companies want graduates who can source, filter and use existing knowledge to create new knowledge, and the university is key to equipping students with these skills. Yet we seldom see technology tools being used in radically new ways in HE. They are usually used to replicate lectures - think of websites or podcasts - rather than enabling students to learn in new ways.”

http://www.guardian.co.uk/higher-education-network/blog/2012/mar/06/using-technology-in-university-teaching

Video caters for different learning styles and places emphasis on the development of C21 skills in an increasingly global and competitive employment market. These skill sets consist of: student motivation, learner engagement, social skills and digital and multimedia literacy. In addition, video has the potential to enhance critical problem-solving skills and enable learning in context through greater opportunity for discussion. Finally, video emphasizes the role of the educator by enhancing the proficiency of teaching and technical ability of educators., http://www.cisco.com/web/strategy/docs/education/ciscovideowp.pdf

Yes

It’s been neglected…

Stuck in the cellar

Needing special equipment

Stranded on old media

No dedicated device required to record…

No dedicated device required

to view

Today

Today’s students

• Have been watching YouTube for 10 years– Classroom access– Web access

• Have used Skype since they were 10– Used to a media rich environment– Expect to see as well as hear

• Record video– Present papers– Conduct interviews– Film experiments

• Rise of MOOCs and Online learning

Video as an add-on

• Add ‘multimedia’ to the journal.• Elsevier ‘article of the future’ prototype from 2009• Useful• Adds value • But rarely transformative…

Training Video

Documentaries

Entertainment

Schools Higher Ed. Professional

Interviews

Lectures

Amateur Clips

Raw footage

Research & Learning

Movies & Television

Casual Use

Demonstrations

Dance

• Unique ability of the medium

• capture performance,• make it teachable• make it researchable,

It’s easy “to illustrate precisely what we happen to be discussing at that very moment. Before…I often found myself wishing for a deck of 50 DVDs by my side to be able to make a point.”

“the ability to pause and rewind makes Theatre in Video useful to capture and repeat relevant moments of the work”

Dr. David Fancy, Brock University

Theatre

Education, Counseling, Healthcare

• See nuances, facial expression, body language…

• Demonstrations• Learn by watching• See real primary footage

Anthropology

• Unique ability of the medium

• capture events, • make them researchable,• make them teachable

News and history

• Unique ability of the medium

• capture events, • make them researchable,• make them teachable

Video Use and Higher Education: Options for the Future. Intelligent Television and New York University Report, June 2009

Video Use and Higher Education: Options for the Future. Intelligent Television with New York University. June 2009

Video Use and Higher Education: Options for the Future. Intelligent Television with New York University. June 2009

What do we need to do to make video work in the academy?

• You can’t find what you’re looking for—no random access.• You can’t speed-read or speed-browse—if it’s a 2-hour

video, you have to spend 2 hours finding out what’s on it.• You can’t isolate the primary sources—they’re mixed

together with the secondary content.• You can’t cite moments within the video—you can only cite

the title of the video.• You can’t link to moments within the video—you can only link

to the video title.• Most are not available online.• Most are for entertainment, not scholarly research.• Licenses are overly restrictive.

The problems with video for academics

OPAC Interface

Embeddable Search Box

27 Major Collections Individual Titles

Discovery Services

Bring video into journal articles, blogs, papers, PowerPoint files, and more

Music

NewspapersWebsites

Monographs

Primary Works

Journals

Video