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AUL Wiki

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Saved by LeRoy.LaFleur@tufts.edu
on December 30, 2015 at 2:21:25 pm
 

BLC AUL Meeting, Northeastern, 12-18-15

 

Topic:  Streaming Video

 

Attending:   Amira Aaron (NEU), Dorothy Meaney (Tufts), Pat Flanagan (notes, Brandeis), Margaret Manion (UMass Lowell), Regina Raboin  (UMass Medical), Patrick  Carr (UConn),  Kimberly Baugh (BC),   Julie Goldman (UMass Med),  Scott Britton (BC), Debra Mandel (NEU), Susan Stearns (BLC), Holly Phillips (UConn), Matthew Sheehy (Brandeis), Lee LaFleur (Tufts Ginn), Leslie Button (UMass Amherst). 

 

Guest: Abhishek Hegde, NJEDge.net (NJVID)

 

Welcome: Debra greeted everyone and talked about the meeting topic and survey, noting not everyone responded but six institutions did.  There still may be some ways we can work together on best practices, copyright issues, or other things.  Our guest works with various video streaming and video assets, including open access, mostly in NJ at this point. 

 

Discussion:

Handout:  synopsis of survey responses

 

-Topics of interest:  staffing, should it be internal or external to the library?  Holly:  the survey shows little in terms of patterns among the six responding institutions.   UConn’s conclusion is then that they have to just use the best system for their needs, as there is no real best or common practice to follow.  They have been implementing some changes recommended by an internal team, too.  The survey questions reflect some of the struggles they have had in terms of decision-making.  Debra is interested in captioning choices.  Regina would like to know more about use of video with distance education and MOOCs, and possibly other classes.

 

Debra:  Looks at media as information and sees it at the forefront of information resources.  As they develop a repository, they are curating student creations.  Some have moved video out to the IT realm, but at NEU they are hybrid and she votes to keep it within the library due to its informational value.  Faculty are also relying on media, so it’s pretty significant in any institution to have the function somewhere. 

 

Lee:  Does a lot of DVDs as well as streaming, and students have YouTube and other resources, so how to get any given resource is part of their conversation with users.

 

Debra:  iTunes and YouTube aren’t as reliable for screenings, so they prefer getting an actual object when they can.  Streaming has grown in academia (soon will outpace physical media and equipment and facilities don’t accommodate physical media much).  So streaming is desired, though they know in the classroom a DVD is more reliable. 

 

Holly:  How is collection development accomplished?  

 

-For UMass Amherst it’s done by a number methods, streaming packages and individual purchases.  Packages are through continuing resources budget and one-times through reserves budget. 

 

-Dorothy:  Difficult to decide how to spend money, because the formats are always changing.  Their prejudice is toward ownership, but depends upon what faculty want, so they also stream content.  They digitize through Video Furnace (plug in DVD and run and turns into file that is kept on the server and linked to through course management system.  It expires after a while).  They expect this technology to go away, though, so understanding where this delivery is moving is what they hope to track.

 

How are things acquired? 

 

-At UMass Amherst, they will purchase anything under $150 desired for a class.  It may or may not go through subject librarians; definitely does if over $150.  They have discussed content via Amazon Prime or Netflix, but it makes for a barrier if the student doesn’t have a laptop.  Also, campus bandwidth may not keep up.   

 

-For Dorothy, before Tufts, responded to faculty requests a lot on things that are hard to find. This translated to needing someone in acquisitions who could track things down.   

 

-Regina:  IT staff may put some things together, but the library usually is through subscriptions and IP; their budget is very small (nothing done separately for media).

 

Is there a separate portal for access?

 

-UMass Med: It’s through Blackboard (non-Cloud) and ???  for instructional videos.   Debra is wondering about having a variety of locations that include iTunes and YouTube or should everything be consolidated in an IR or something local?  Regina doesn’t know how IT stores and preserves the files.  Likely no digital preservation and no way to ascertain what you want to preserve.  They also have HIPAA issues, being a medical school.  Even for Arts and Sciences there could be HIPAA, FERPA, or IRB considerations, in terms of determining access mechanisms.

 

What are the actual policies and workflow development at various schools?

 

Holly:  UConn is in transition, but has a sort of service level agreement for faculty, to help them know what to expect.  Recently, they have worked on a workflow, related to pricing, in terms of who the decisions go to. Triggers are cost, perpetual access, and whether the item is available to students in an easily accessible manner.  They are experiencing a $950K resource budget reduction.  This is driving more use of Netflix and other sources, because they have to find different solutions.  Some students have been queried on access to Netflix and most have access some way or other. 

 

Do schools go to academic departments if they can’t afford items themselves? 

 

-Debra: if it’s expensive and/or if for public performance (which is expensive) they may ask departments. 

 

-Matthew:  whether the library pays depends upon size and cost of a faculty request.  If it gets high, the subject librarian is brought in.  Kanopy has been helping with consideration of models beyond physical purchasing.  Faculty prefer streaming, done through course management system.  Workflow is posted for faculty that includes copyright considerations (TEACH Act).  The library processes to the point where voiceover and digitization are required, then the media technology staff take over until returned to Reserves.

 

-Scott: at BC, faculty go to their media site to search (only has videos, primarily DVDs). Results shows whether an item is digitized or not.  Faculty member create clips with their clipper service, an in house developed system.  It’s a subset of the Center for Teaching Excellence.  They handle licensing, while the library handles acquisition.  Not sure if this works for VHS, a lot of which has been converted to CD or DVD.  Not IP restricted, by authentication.  Scott demonstration the web site and steps to use video at BC.  BC doesn’t have a media center anymore; the collection moved into public services.  Faculty are also frequently going to YouTube and other places, as they often want a quick clip available there and aren’t worried about quality.

 

-Regina:  Have any universities considered a student fee to support this as more video is used.  UConn is resistant to any new fees. 

 

-Some use Swank as a product ($70/film for a year and others can see outside of classes, too).  Some buffering issues.

 

Debra:  presented spreadsheet from Hillary Corbett at NEU (Copyright Officer, who works within the library) of streaming policies at many institutions.  She is helping the library create policies.  DEBRA – can others fill in significant details here?

 

-Holly:  Fair Use details, at UConn the person who works with the faculty member on their streaming needs is responsible for advising some on the copyright.  At UConn there may be some over cautiousness with this.  Holly would like to know what the approach is elsewhere? 

 

-At BC, the Scholarly Communications Officer does local fair use interpretations, utilizing the ARL documentation and in consult with university counsel.  Mostly lets faculty determine since it’s their need.  For printed materials, there are more restrictions, based on percent of work.   In the catalog record  ????

 

-Dorothy and Le:  Tufts has a libguide on copyright.  At Ginn it goes through the liaison, so the copyright conversation starts there, but things can be referred or consulted to the scholarly communication team.

 

Debra:  Caption and format is very important to NEU.  How are others integrating into policy for streaming video for universal access, or is there in house service for this.  What is the policy for making universally accessible?   

 

-Matthew:  Brandeis and Tufts are involved in an IMLS grant to collect and make available accessible video for educational purposes. 

 

Scott:  At BC no one is doing typing, so it’s only getting captioned, if done via some other method.  Possibly the disability services office handles it, but not done in the library.  Some commercial systems have built in captioning.  Furnace does, e.g. 

 

-Holly:  per survey results, respondents said captioning is available, but schools are not captioning, so how is it done?

 

-Debra:  Is this something that the BLC could help with.  Matthew and Pat don’t know too much about the status of the grant, other than it is to create some infrastructure for sharing these videos.  If it were part of collection development policy it would help in providing universal access. 

 

-A BLC-based statement would be useful, perhaps?  There was once a Board discussion on this topic, at the point John Unsworth took the lead (per Susan) that responsibility for disability services is varied from campus to campus.  Lots of room for improvement here, so BLC might have some ability to help set the stage.  Ontario College University Library Systems created a model for faculty use of media in a collection, which helped them facilitate accessibility.

 

-Abhishek: demand for captioning is growing.  They extract language and make available, but provide separately.  Some institutions insist on captioning for their students; others fund captioning for content.  They have a tool that allows captioning to be created by students or faculty, but it’s manual.  Libraries are mostly looking for automated capabilities.  They are trying to license a service that will be available to institutions for this. 

 

-Wowza is a commercial entity Debra knows of. 

 

-Matthew:  NYPL is working with Moth radio and working with pop-up and they doing public access for crowd sourcing.  Planning a hack-a-thon. 

 

-Dorothy:  Tufts is looking at Kaltura

 

Is there need for server space for video tutorials? 

-Pat:  Brandeis is using GoTS or webinars mostly, rather than video-based tutorials. 

 

-Margaret is using Brainshark at UMass Lowell.

 

What are the policies around replacing, retaining, long term value of VHS titles?

 

-Scott: still review VHS when other formats become available.  May have decided to reformat high use VHS to DVD so can be put on course reserve or shown in class.  If three or four checkouts per semester, it might be considered high use.  No VHS players in classrooms any longer, so kind of an outdated format.  Having one in the library isn’t sufficient for class uses.  The DVD or CD is given to the faculty member; it isn’t retained in the collection.  Only some instances involve replacing a format for the libraries collection.

 

-At UMass Amherst, similar to BC.  The VHS tapes are in the basement.  If unique content – not available elsewhere within OCLC – they may digitize for use.  If unique, they often get requests for ILL, but only loan a copy. 

 

-Some have 16mm films still and a few documentaries (most of these have come out on DVD).

 

-Debra:  if something requested for reserves and format is VHS, their policy is to digitize.  This has some staffing and copyright issues around it, but feel it’s justified by use for education.  Want them to be more discoverable. 

 

-Abhishek:  it’s possible to convert to two contemporary formats under copyright.  You can put converted format in catalog and share, just within your own institution, if it can’t be seen by external audiences. 

 

Lee:  Anything in the basement is at risk.  VHS format is not meant to last forever anyway.  Means it’s at risk and potentially legitimate for conversion.  More than 100 times of showing VHS wears it out. 

 

Leslie:  At UMass, trying to figure out where this fits in with other priorities.  They know preservation of these is an issue.

 

Debra:  The Video Round Table is looking into creating a database of all video content known to be not available anywhere else.  This should help save other schools time they spend in trying to hunt down rare items.  Scott:  a list like this might be valuable to publishers to know of.

 

LUNCH

 

 

 

 

Afternoon session:  NJVID

 

Abhishek Hedge gave a presentation on the NJVID service covering general operational details and specifics about contents and functions.  He also took questions from the audience.

 

 

  • ·         Basic premise is to upload your own content and organize in folders and collections, specify permissions, etc.
  • ·         Can easily share with users and groups
  • ·         Every item comes with its own embed code
  • ·         The system is searchable even to those who don’t participate
  • ·         All items are cataloged with locally created metadata and downloadable metadata
  • ·         Transcripts and captions are available for some content

 

At present the collection contains approx.. 7000 commercial  and 35,000 locally created clips.

 

The collection grows when insitutions either upload or license new content.  Once content has been licensed, NJVID will turn on access for that institution.  NJVID needs permission to digitize content on behalf of an institution. Vendors appreciate that their content is more finable at no cost to them.

 

The NJVID system is similar to Kanopy, except Kanopy is only commercial videos, so users are unable to upload their own in-house content.

 

 

  • ·         System detects differences in network speed and adjusts playback accordingly
  • ·         Files are encrypted to prevent downloading
  • ·         All videos come captioned and are resizable
  • ·         NJVID has a built in captioning tool for institutions to use on their own videos.
  • ·         Users can create clips and playlists

 

Administratively, there are different levels or hierarchy and NJVID can also integrate with identity management directory (shibboleth, LDAP, Active Directory)

 

 

NJVID also includes statistics reporting tools for identifying use and can keep track of licenses/licensing of content, expiration dates, etc.

 

Recent integration with Swank

  • ·         Institutions can now display content from Swank
  • ·         Swank is offering a trial --100 top films for free for 90 days to all NJVid members/clients

 

Three pricing models for non-New Jersey customers (Small $3500/yr; Medium tier is around $5,000, 500GB) enterprise pricing based on FTE pricing (1 TB of storage)

 

Bandwidth and usage is unlimited.

 

 

 

 

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