 Okay, perfect. Can you hear me okay? Yeah. Perfect. Excellent. Thank you very much. So let's thumbs up. So thanks for the invite, Rob. And as Rob said, my name is Mark Lynn and I'll be speaking along with my colleague Keith Hickey, who I'll introduce you to now in a second. But we were faced with the challenge of collecting video-based assignments, even pre-COVID, which has turned everybody's lives upside down. We were faced with the challenge of how do we manage video-based assessments. And what I want to do is to introduce you to my colleague Keith. He's going to give an engineering perspective on this and what his demands were from an individual faculty's point of view. And then I'll come back in to show how we've addressed it and time permitting. I will have a quick demonstration for you as well. So I'll hand over to Keith now and Keith, the floor is yours. Thank you. Thanks, Mark. And thanks, Rob, for inviting me to speak today. Hello, everybody. So my name is Keith Hickey and I'm the Education Technology Manager and the Faculty of Engineering Computing. So I'm going to give you a brief overview of the challenges we faced with video assessments and how UNICANN became part of the video assessment process first in DCU. So particularly in engineering, we use video assessments across our faculty for final year and top master project presentations and also third year group project presentations. So over the years, it's been quite challenging and logistically difficult to organize all of these. So some of those challenges that we faced were trying to book rooms, timetables, students and supervisors, the likes of setting up computers and webcams, organizing post-grads to manage the recordings and then obviously what do you do with the recordings after post-recording? Where do you store them? Do you store them in the cloud and so forth? So we had the plan for a more efficient approach for the recording of video assessments and the new goal was to have numerous rooms set up with ceiling-mounted PTZ cameras and microphones that could be controlled from a wall-mounted Android tablet. So students could then walk into any of these rooms without having to set up any equipment and make numerous recordings and send them onto their supervisors. So that was our goal. So researching and installing the hardware was actually the easiest part of the project we found. So some of the problems we now face was actually finding the application that could interact with our cameras. So this application needed to be very user-friendly and we needed to be able to store the video files in the cloud. So the teaching enhancement unit in DCU put me in touch with a colleague in the School of Nursing, Patrick Doyle because they were using an Android-based application to record their student nurses practicing clinical skills. So this application was called Unicam and it could control and record a feed from a PTZ IP camera. So over the course of the following six years, we started in 2014. So over the course of those six years, the teaching enhancement unit and the Faculty of Engineering, Computing Faculty of Science and Health were closely wished Unicam to develop to a version we're at now, which is a fully Moodle integrated video assessment tool that can record from multiple devices and cameras. It also has the added features of being able to record to Google Drive. It can translate audio into any language which we call this process transcription. It can record picture-in-picture and it has the option to save them the separate video files. It also has some nice post-recording tools like trimming videos and you can save separate audio files of your videos as well. And then the last part is it has a live broadcasting feature also. So overall DCU has made a substantial investment in the development of Unicam and in 2016 we won the President's Award for Innovation. And just recently we won a new commercialization award with Unicam. So our goal at the beginning of this journey was to find a more efficient approach for video assessment and we've achieved this with great success. So that's just a brief history of Unicam and how it's become a very important assessment tool for us in DCU. So thanks very much. Thanks Keith and I'll take over from there and follow up from what Keith was saying. It's where he was able to give the engineering perspective recording the presentations of final year students. We were finding across the university that video was much more than just multimedia courses, standard normal courses needed video. Keith mentioned Pathra Kiki and the School of Nursing. They have the oskies, the clinical exams which need to be done, bed making, drug administration, stitching, all of those other practical activities that need to be done. So the use of video wasn't restricted to multimedia courses that's there. We were very aware of existing commercial platforms which are brilliant not giving out about them whatsoever. They each had their own skills whether it was Kaltura or Panopto or Ubicast. Each had their own advantages and disadvantages for them but they all didn't do everything that we wanted to do. All the features that Keith had outlined there, secure storage in Google Drive, easy sharing, easy for people to use and record and so on. And we wanted to go beyond just recording on a fixed camera within a room. We wanted them to be able to record with any device whether they were recording doing a screencast or whether they were recording on their mobile phone or indeed with high-end cameras. We knew that students were going to come with so many different demands, so many different approaches would be required. And as we started to look at the commercial platforms that existed, the bills were just going up and up and up on the annual licenses of these things. And one of the major challenges we had with all of the platforms was the more you use this, the more expensive it became because storage of video is an issue, storage in terms of size but also storage in terms of data protection. The final challenge that we faced was because we were capturing all these videos from all the different devices, whether it was an Android or an Apple or whether it was a tablet or a laptop or indeed a PTZ camera, which is a pan tilt zoom cameras, they all come with different file formats and where we're all familiar with Word document is a dot doc and an Excel spreadsheet is a dot XLS. The amount of dots after all the video formats is just so confusing, it's own real. And what would happen is, David say for example in the GA could be getting some of his coaches to record a video in practice. But then when they'd submit the video to David, he wouldn't be able to open it because he didn't have the right software on his phone or on his computer and so on. So what we wanted to be able to do was to remove the headache of sharing it and you can have sharing on a memory stick and post a memory stick but that's just fraught with problems and indeed we're as a Google college, we each student and staff member has their own YouTube account so you can be private and long listed and public. Again, they were able to solve some problems but not everything. Unicam solved everything that we needed because what it does is it easily shares the video from the student's device, whatever it may be, to the lecture and submit it as an assignment. And what I'll do actually now is I will give you a quick demo. So if you could just give me a thumbs up if you can see the Unicam screen here. Yeah, great stuff. So conscious of time I logged into the screen earlier on I logged in as a particular student. A student is greeted with three options in this case record create a screencast record from a camera and they'd have to have an access codes to to record the camera which is only visible in that room, or you can upload from your device. Here's some I prepared earlier just in the interest to speed. Here's three videos that I uploaded earlier on. And what I'm going to do is I'm going to click on this video. And it doesn't matter what it is in this case it's a Donald Trump skit. But here I'm greeted with the option of submitting to Moodle. So when I click submit to Moodle, you will see on the screen it calls up the assessments and it doesn't matter what course or module this is belong to it would call up all of my assessments that I have. And then I will listen to click I'm going to submit to this one here and it tells me the video has been submitted to submitted to that assignment it should pop up now in one second and say that there we go video is done so it's taken from the students device uploaded to Google Drive and then the appropriate permissions are changed within Moodle and within Google Drive to ensure anybody that has a non-editing teacher or above permissions within Moodle so a teacher, a manager or indeed an administrator will have access to that video, but nobody else will. That was a big thing for us to security because we have an awful lot of teachers doing early childhood. We have PE exercises that could be done we have nursing videos that could be done and captured in hospital so we wanted to keep everything as private as possible and private by default, and we wanted to make it easy as possible. You also have the option, if you do decide to make the video that you've that you've collected, you can embed us in your in your ePortfolio, for example, where we were talking about the oskies to clinical skills they can send a link, a public link for somebody to access, assuming it's not a sensitive material, but it puts the control back in the users and you'll see it makes it as easy as possible to submit the videos, and that's what we're aiming for. Across all faculties now and this is available for all students and all staff. Well, it started off as as an idea has morphed into a campus company and is now spread out and they've gone public with it essentially for us and it's built on an academic requirements built by academics built by ourselves and the key integration with Moodle has proved vital for us because we've made it easy for students to make the submissions. We linked to Google Drive, but equally at interfaces with Microsoft OneDrive or indeed any server based platform that you want to integrate it with it's just a it's just easy. That's all we want to do is to make the process easy. And because we feel particularly now since COVID like we had over 2700 videos were submitted through the platform, and you'll see now how easy that is, you understand why we've had so many students ended up doing it. And that is that's that's my session done. Thanks, Rob. Okay, can you see my slides does my slides. Hopefully. Yeah, your slides are good. Good. Okay, so I'm going to talk today about how we manage our online content at Dublin Business School. So, just in the context of the digital edu framework, this is just as comes under the digital resources competencies of creating modifying digital resources and managing protecting and sharing digital resources. So, this is obviously nothing to do with digital resources. This is so this of the journey that I'm talking about today and really started. Well, when I first joined the DBS in 2018. And then, but I first talked about this last summer at the Irish EdTech conference. And this is actually taken from my home just about above my house. And the day I got back from EdTech. And so I presented I was asked by Penocto to join them to present short talk on our zoom Penocto and mood integration. Which we've been using to run. We've been running online to pay my courses for a few semesters a few in takes a DBS and which were taking part using zoom, maybe almost entirely on zoom lives in classes which were being recorded. So the challenge that we've had at the time when I first started was how to, and how to make these recordings quickly easily and securely available to the students, as they were the main resource of the course. And so the beginning of that years, September 2018 we started a pilot year with Penocto. And I saw then the opportunity. That we needed to take to make the connection between Penocto middle and also Penocto, which we did in our original implementation, and then saw there was an opportunity to connect Penocto with zoom. So we Yeah, so that's pretty much where we were last summer. And then moving forward to September 2019. We started to become a DBS, he was developing what we eventually called ourselves as an online learning team, which consisted of myself as a technologist. My name is Anna Sitzkowska, our new instructional designer, and my first hire at DBS and Bernadette Higgins I think both these two are on the call today who's who was I need. And we started working September on two new projects which would involve our integration in a number of new ways. And the first was to assist in the delivery of a number of blended modules, which the college was introducing into some of its normal face to face type delivered programs. So we started with with teachers on these program on these modules to record their lessons which we did using the Penocto recorder app. And then use these to create weekly on demand lessons for these students on these modules. And these were then delivered to the class prior to their class which was either a live online classes in zoom, or an onsite class. And I think that was roughly ratio four to one online to onsite. So the lessons were created, the lessons, the on demand lessons were created using articulate storyline. But so we kind of packaged our videos in in storyline lessons, but the videos themselves remained hosted on Penocto and were embedded into the packages. And the zoom classes were recorded and made available in Moodle also. Parts for a project in September was to try and increase the usage of Penocto for lecture capture for live onsite classes. And this was a time, well, it is an opt in feature at DBS. And we were to be honest struggling with this with a sign up for this. Also happened towards the end of that last year the integration between Penocto and zoom was updated. And it's the original integration that had been actually developed by zoom. And then when Penocto realized how many people were trying to use it, they actually decided to rebuild it from the ground up. And so they created a new integration which is actually a lot easier to manage you manage it from Penocto and rather than zoom in. And it has some new functionality so it now includes, you can include the chat and the chat will come into the discussion option area in Penocto. And it also includes a kind of a timestamp for and all the attendees in the contents. So we were now using this integration more in DBS. But to be frank, at that point, there was really the problem, you know, most students were getting through life without using zoom or do all Penocto or being aware of them. But the experience that we were gaining as a team was going to be invaluable to us. We added to our team in February we got an audio visual technician, which was about a month prior to lockdown so it was excellent timing on our part. So then all this happened. And of course everything changed. I just had to put this. We've had it for about 25 years. My husband found it at a gig he worked at. And it's even been on my wall most of that time. And it wasn't until about three weeks into lockdown when I've been sitting there staring at it three weeks. I actually noticed what the word said. So I just thought that that was just to demonstrate the changes that we all went through. So how have we all used it now? The answer is massively hugely incredibly sometimes really badly, but a lot. I mean in the first, I mean, as I'm sure most people on this call have experienced their lives being turned upside down since March. And these graphs just show a real overview. I mean that the zoom meetings that's over 12 months. That's monthly usage over 12 months. And I think that's a really pun opto graph. I think it's actually fortnightly. Mostly below missed a few February because we're busy training. But generally, you know, you can see you get the general idea. And my colleague our esteemed team leader Tony Murphy put it most succinctly. We, we wrote a, we published or he wrote and we published a new teaching lens strategy at the end of 2019. And I think it was approved by academic board, I think like just for Christmas. And we had this stated intention, which I thought was ambitious at the time and I told him that 50% of our teaching online or blended within three years. Obviously a few months later we put 100% of all teaching and assessment and examinations completely online in a few days and weeks. So it was a bit nuts. In addition to this, we've been using in addition to the teaching and learning side and assessment. We've also been using this zoom for combination for staff training. We've run open evenings on zoom. We have a student support desk and a library desk that are currently constantly open using zoom. And so there's a lot, you know, see huge amounts more usage of it in the college. So just a quick slide on what the integration actually looks like. Just keep an eye on my time here. And so PANAPTO is our based video streaming service. And I'm sure most of you are familiar with it. And it has recording tools that you can use your screen capture and video recording. And then some kinds of minor editing tools and the ability to live stream, which has become really very valuable to us. We've used that a lot. Zoom is, this is Zoom. It's our, but for us it's, we call it virtual classroom. We actually have a number of shared accounts that we use at the allocate like rooms in the timetable now called V class accounts. So virtual classroom accounts. And obviously Moodle is our everything else is our access to, to all these systems. It's our student is the, sorry, is the students access the front line access. So PANAPTO integrates with zoom and through an API connection and PANAPTO also integrates very closely with Moodle. And so it provides provides the bridge that makes the zoom class recordings easily and securely available to the students who attended them. So the zoom classes are recorded to the zoom cloud, and they automatically a transfer to a specified folder in PANAPTO. And then once the, once the upload is complete, the trans the original video is deleted from zoom. And that's very useful to us because I've, as everyone probably knows zoom storage is very expensive and it's not really designed they don't want you to store lots of video there. And it was becoming a bit of an issue to have to go in and delete the recordings all the time so that automated recording was very useful feature. PANAPTO is up to the lecturer to move their recording into their class into the class folder and every PANAP every Moodle page or Moodle course has a PANAPTO folder and the folder inherits the access rights from the Moodle page. So if you're a teacher on the Moodle page then you have created rights on the PANAPTO folder. So if you're a student you have your rights. So all the, all the lecturing needs to do is to move it from my folder into the class folder and they have access to all the classes they are teacher on. And it's very simple process to move it. You just literally change the folder in the settings. And then that's automatically accessible by the students. And this makes it like very easy for us obviously and we have single sign on between Moodle and PANAPTO. So all of the, all the usual accounts are automatically created. And the, that it's in itself Moodle is also linked to our student information system and time-taming systems. So creates, there's a lot of integration and automation, which makes our life fairly straightforward. Well, that part of it anyway. So this is a screenshot and example of how our PANAPTO content or ANZIN content gets displayed in Moodle. So this is a, this example is a playlist that the, or the lecture has created in PANAPTO. So, and then embedded that you can embed that playlist in a label on the Moodle page. You can also create links to individual, obviously to individual videos or embed individual videos on the page. Now, obviously one of the big changes that has been happening now is that lecturers so that our basic, our kind of reaction to the lockdown has been that our video, all our lecturers have been either pre-recording content at home on PANAPTO and publishing it in time for the time table class, or they've been live streaming to large groups using PANAPTO live streaming and answering questions through the PANAPTO discussion, or they've been live streaming using like having holding live classes on Zoom. So they've been given the option of three of those three different delivery methods and a combination and using a combination of those three methods. So using PANAPTO recorder, they can record their content from home. We've been encouraging them to create collections of short videos, usually voice over PowerPoints or they might be voice over screencasts if they're showing examples, practical examples of things, and sometimes person to camera. But we all know people like to avoid that. So they can, so they can create their content, they move them into their class folders and they can copy in, they can make copies of them if they have more than one class using the same content. And then they have this variety of ways that they can actually make it available to students. If they do nothing, except put it in the right folder, then the recording appears on the PANAPTO block automatically on the right pane of the screen. But we do encourage them to try and make it more obvious and more prominent on the middle page by embedding them or linking to them. So, onto assessments, I thought a picture of a nice empty exam hall, which is obviously what we will just be in. Two minute warning there is about. Okay, right. So just to say that we're using, we've been using Zoom for group presentations and the PANAPTO assignment folder feature for individual presentations. So that's just a screenshot of an assignments folder with all student presentations that they've been using, they can use the PANAPTO app to either record content or upload content that they record from their phone or on their computer. And I just want to talk a little bit or just show you some of the ways that this whole setup has made life so much easier for us at DBS. It's provided security and compliance for all our video content. As everything is inherited from Moodle, we don't have to worry about managing access rights to videos. The videos themselves are not downloadable and they're not forwardable, you can't forward the links to any other, so students can't forward links to any other students. We have, as well as having a very compliant and functional video player, the PANAPTO video player, we can also get closed captions, which are usually done on request, but they're very high quality. The automated ones are a bit dodged. The user experience provides a good consistent user experience either in the app or in the browser and students can make notes and bookmarks and certain parts of videos. They can speed them up and slow them down. They can create discussion posts that they can share with their peers. We have a huge amount of statistics on the usage. As far as training is concerned, because we had a head start and everything was in place, the ability, our ability to ramp it up with the COVID crisis and the lockdown was absolutely invaluable and we wouldn't have got through without all this having already been in place. We knew how to train on it. We knew how to roll it out. So all we had to do was to ramp everything up massively. The ability for lecturers to be able to manage their own content is very easy to do. Well, once they get hang of it, it's pretty easy to do. So it's made them and creating their own content very flexible. So just our future plan is to increase, I'm looking currently now at actually integrating Zoom and Moodle. This is to increase our security of access to Zoom calls to Zoom classes. So have all our students pre-registered, which will make things more secure. And we'll also have things to be able to set up breakout rooms in advance, which is things that we use a lot. Okay, sorry, just kind of rush through the end there.