Practically all institutions have created a large stockpile of educational video. But how do different institutions and service providers cope with the overload? What strategies do they use to sort and archive media resources and what policies are put in place? Do institutions use AI to help with the process and if so then how? These are some of the questions to which many of our association members seek answers. During this seminar we heard from different institutions about their strategies and policies.
Lana Scott, MITx, USA (presentation)
- There is no one size fits all option for managing large quantities of video content across departments so you must work together on how best to use each system, learn to streamline processes.
- When re-using content, it’s more than just putting videos online. You need to consider if the material complements activities in a course, is the video content timeless or timely, what’s the quality and is the material broken down in smaller segments.
Considerations for Reusing Materials/Videos. This document is meant to be a resource for faculty and instructors who might be thinking about reusing materials created in a prior semester.
Marco Toffanin, University of Padova, Italy (presentation)
- reduce archive with a combined decision between institution and users
Gil Toffell, Learning on Screen, UK (presentation)
- Digital storage has costs – financial, but also environmental. When considering whether an a/v asset should be retained, remember the electricity demands of keeping servers active should not be underestimated.
- Beware of overcomplicated idiosyncratic custom-made in-house digital archiving systems. Be prepared to explore what an external provider can offer off the shelf.
- If considering integrating AI into the functionality of databases, ensure it will do something that a human cannot. Don’t replace a real person’s job with a poorly performing machine.
Christian Olesen, University of Amsterdam, The Netherlands (presentation)
- The process of redesigning course curricula tends to be slow, therefore the integration of digital archives and tools (in our case) in teaching and research works best if it tutorials easily complement or fit into already existing course designs
- Archival literacy (in addition to media literacy) becomes a key skill in navigating large-scale collections and metadata, students have become increasingly accustomed to Google and YouTube search interfaces and need to develop an interface critical mindset
- Think beyond the text box and facilitate the creation of sensory/generous interfaces that allow for visual browsing and/or browsing based on audio features, text metadata is in many respects limited when it comes to AV collections
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or European Education and Culture Executive Agency (EACEA). Neither the European Union nor the granting authority can be held responsible for them.