 Welcome. Good morning. Welcome all to Said Business School at the University of Oxford. And I would like to start off by acknowledging a small miracle because we have this full room with two, like a minute to spare. Everybody was here and everybody made it to Oxford. There's a few people struggling, but it looks like everybody's going to come on time and that just doesn't happen in my experience. So thank you all for just making it on time and coming through. And I hope that you're going to have a good time here with us. So my name is Dominic Lokesh. Some of you may have seen me on the YouTube and the conference website. I am a digital learning technologist here at the Said Business School, along with my colleague Tim, who's not with us because his wife just had a baby yesterday. So, you know, some people will jump at any excuse not to come to work. And so this is our, almost at first, because by that we don't know if there's going to be a second. Symposium conference, get together on conference. I don't know what to call this on the use of video in higher education. I have hopefully sort of bringing a lot of your guys' experience and thoughts and ideas, questions and answers together in this day. So you will see here there's a Twitter wall in the back and there's a Twitter wall here. So please do tweet up a storm. If you want to start taking notes, it's the Bitly link on the VIHE video in higher education collaboration. So there's Google Doc. They will take you to other Google Docs. You can take notes all the way through, put feedback in, and of course you can then find all of that will be published on the website, which you can, which you've already been to because you have to register through it. So one more time, welcome. So let me just tell you a bit more about the facility before we get to the meat of the thing. So this is seminar room A. And there's a founder's room that most of you have been acquainted with, which is where all the food will be. This morning we'll start in this room, but in the afternoon we'll be split over these two rooms. So we'll convert this room in the afternoon into a similar one like that and we'll have tables to work around. If you have also seen a sign right through here and to the left, that's where you'll be able to try the Rapid Mook and the Oxford Hive. So you'll have a chance to do that at any time throughout the day if you just want to wander in. We wanted to record a video, so you can do that as well. I promise you two Rapid Mookies, but sadly we have one delay, but we're not able to properly set it up in time, so we just have the one, but I think hopefully that will be enough. The Hive is ready to question it. Now you will have noticed that this building, somebody has, it's quite a beautiful building. Somebody's told me this morning that this is one of the most architecturally interesting buildings they've been in a long time. So thank you, thanks for that. But also it has some limitations and one of them is access. So once you're in, you can get out, but it's a bit of a challenge to get back in. So if you do have to leave here, then there's like a number of reception you can call and somebody will have to get you in. The reception cannot just let you in willy-nilly. So however, you're not stuck in a building because you will notice that we have these fresh grounds all over the place. And I, so you're welcome to use the courtyard over there, but there's also like a little park area you can walk around their lunch or during break times. And speaking of fresh air, if you like to filter your fresh air through some cigarettes, then there is an area in the far end. You also notice some people sort of stalking around and inhaling all sorts of things. So if you want to join them. Many of you have discovered where the ladies and gents are. So ladies are all the way to the end to the left. And the gents are all the way to the right that way. So that's about the facilities. There is no scheduled fire along for today. So should you hear one, make your way or the way you came in, or in an oily fashion and just concrete outside. And we will then make sure that everybody's accounted for. Does anybody have any questions about our facilities or how to get from place A to B? So thank you. So let me just spend a few minutes setting the scene for today. What I just got maybe share with you a little bit of my journey, how I got here. And if at any point during that moment you feel like you want to ask me a question or disagree with me or just tweet about being here, please do that. So the theme of today is bringing together research, the technologies, pedagogies and policies. And if you look at the agenda, then you see that that's pretty much covered. It covers that whole range. And I'm sure if you look inside the brains of the people who were not on the agenda and who have maybe opportunities to work during the open time, then I'm sure we'll sort of have these topics there as well. And so obviously I'm hoping that today we'll sort of cover what works, what's some of the challenges and what's some of the concerns when it comes down to video. Let me share my journey into video and higher education. So I started my first video conference when I was teaching in Glasgow in 2001. I did a video conference and it took four people on each end and with London they were with Prague. That was a glorious one. And I didn't do another one for like ten years, for about eight years after that. I just didn't do one. But that was a serious video conference in fact, that was quite hard. And then I worked in Kazakhstan on a project and then Windows XP came out. Then Windows Movie Maker. And I made my first export of stuff from a camp quarter and I edited my first movie in Movie Maker. So you see my credentials are very, very high tech in that. And then in 2006 I uploaded my first video on YouTube, which has now had 30,000 movies. And then I've uploaded many more since then and they've had about 20 views altogether after that. So that's how it goes. And in 2012 we actually, when I worked for dyslexia, actually we ran a MOOC called ITR, Inclusive Technologies for Reading, which was kind of a, it was not the, there was a Connectivist MOOC, not one of these sort of extension MOOCs. And for that we actually built a studio because we had some fundings we built a studio. So that was like a massive, massive process. And I also spent a lot of time with Camtasia recording a little screencast and little mini lectures. And that was just six years ago. It just feels like it was yesterday and a million years ago at the same time. And then last year I went to the Learning Technologies show in London and I saw this thing called Rapid MOOC there. And I just immediately knew I wanted one. So, by the way, I am not being paid for this. This is, I just want to explain, but Rapid MOOC are paying for our food. So, but that's all the commercialists said. But, and then I came here and I said, well let's get a trial for one week and we got one. And then I applied for funding from the university and it was innovation funding. And they said, yeah, sure, why not? They said, why don't you buy two? So we bought two. And then we started in July and August and since then we've made like all over 100 videos including the one that you saw announcing this conference. So we've been making lots of videos now with this new technology even though I know many of you here use many other technologies. So it's not the only one that you can do it with but I've just kind of been quite empowered. So this funding by the university, we, as part of our sort of mission to expand our sort of depth of knowledge and abilities and skillset, we also promised you to sort of organize a symposium. So this is, so this, that part of the symposium is being paid for by the University of Oxford. So I just, that's why the journey came through. So we, you know, in exchange for giving us money to buy these Rapid MOOCs, they also said you have to do some trainings and some sort of outreach. So this is part of that outreach as well. So thank you all for helping me make that possible and fulfill my promise to the funding body. So I was at the G Fest, it was a couple of weeks ago, not quite a few weeks ago. I was sharing this following quote and it was kind of interesting. I always saw this, everybody knows this quote but I'm going to show that in a minute. So can you tell me what year was that was said and perhaps by who? So here's the quote, books will soon become obsolete and because everybody will be instructed through the eye and it will be possible to teach every branch of human knowledge with a motion picture. Well, school system will be completely changed inside of 10 years. Ooh. And we have some evidence that proves conclusively that video is better at making the scientific truth that otherwise difficult to understand from textbooks much plainer and clear to children. So any guesses as to what year that was uttered? 1970 is one, okay? Anybody was go lower, higher? 20, okay. What were the adventures? 25? Anybody else? 2001, okay, that could have been. And so anybody wants to guess who might have said something like that? So ladies and gentlemen, the year was 2013 and the man was Thomas Alba Edison. That was before the talkies were, that was before motion picture theaters were all that coming around the world and he already was kind of thinking that ahead. So 2013, so 19, 13 plus 10 years, what happened? What on earth happened? Why are we not, why, what are the books doing around? Why don't we do everything through video? So my, I was looking at a history of video in education and it's amazing that in every decade or every sort of generation there is this thought that if we now have the video, we'll figure out the video, we're going to transform the way learning is done. So we had the public service announcements and children's program all the way through 40s, 60s and that's sort of an open university many of you will remember and in the U.S. Schoolhouse Rock, so there's all these videos and in the 80s with the laser disc that's going to change everything and the VCR and everything, so it was changing. And then in 90s CD-ROMs, that was going to change the world. And so why not? And so hopefully we'll answer that question. Are we now in that same state that we were in, are we still, because many of us are thinking this, our video is going to change the world but are we still kind of in that sort of 1913 mode of overestimating. So I think in 1913, the video did not have a chance of replacing textbooks because of the specifics of production, consumption and distribution. So it's really hard to consume it. You have to go to a specific room. It has to be, it's very linear so there's no easy way to jump back, everybody has to be looking at the same thing. You need to expect some equipment. Production, it takes forever. It ages quickly. A video made 10 years ago looks like it just looks so dated now. It's still on YouTube, right? The video is that we were thinking, we're at the cutting edge of what we're doing. And it's difficult to modify unlike a textbook. So that just kind of goes against it. And of course, it was very expensive to modify, to ship around, to give it to people. And even VCRs, how many of you have rolled a trolley with a VCR and a TV into a teaching room, right? And then sort of queued it up carefully and then turned how the queuing was all wrong and you have to just, and half of the lesson is just shifting back and forth and pausing on these fuzzy frames, right? So the VCR didn't seem to didn't seem to change this. But I am going to be so more, I think we've already gone through the revolution in video. And I think that's because of YouTube. YouTube has changed so much of this. And on the delivery side and the consumption side, delivery is free. Consumption is free and mobile. If you're on your phone or tablet or your TV, anything you want. And it's easy to consume because there are no captions. It's easier to listen to double speed. You can put navigation and you can use some like H5P. And it's easy to produce. You have to cheap tech. You have a phone. You have some rapid-move, which is perhaps a cheap budget. And then, but you know, so you have all of these things. And that's already enabled all these new pedagogies. The new books, the flipped classroom, the sort of informal learning revolution, lecture capture, people aren't going to be talking about that later, right? We have platforms like YouTube, Vimeo, Bandwidth providers like Akamai, all of these new platforms, businesses, new institutions, Khan Academy who would have imagined that 10 years ago. So I sort of, I summarized this in this little course that I created using video on video. And I put up together some samples on this URL, some samples of educational videos that I think are kind of instructive of the variety of that that exists. But I want to be mindful that's going to buy sort of hopefully setting up a theme for today. I want to be mindful of the hubris and ultimate folly of Edison, right, in 2013. So I think we still have some questions ahead. And that's why I'm hoping you will help me and, well, not answer them, but help me sort of explore those questions and maybe come up with some answers and hope that there will be, so that's going to, you know, if I was Urquid Pororo, I would say, you may be wondering why I gathered you all here. So this is why. I still have some questions and need some help. And so how do we know what we know? How do we know what is good, what isn't good? So there's a lot of best practice out there, but how do we know that's what it is? What are the best formats? What are the best contexts of use? Is it always working that well? What are our pedagogical assumptions that we're making when we're making educational videos? And what is the context of what is sort of the context of videos versus informal versus institutional learning? And so it's kind of like a little micro-case study. So if you Google around the Internet about how long should a video be, it will not take you very long before somebody will send you will sort of proclaim that no video on the Internet must be longer than two minutes. And mind you, there are many videos on the Internet that are two minutes long and they're about one and a half minutes too long. So that's not necessarily always, always wrong. But then you go to our school front page and out of the 15 videos, four of them are close about an hour long of the most popular, the most watched videos. So there's some research that I've looked at. Is there any academic research? And there's a lot of research been done on MOOCs on when people stop watching the video. So how did the attention go? So you have like six minutes, drop off after six minutes is about what the research used to do. But then you search on YouTube for something like calculus and the fourth video, I don't think about popularity but the ones that YouTube think are most relevant to your search of calculus. And it's an hour and a hour and a half long video that has a million and a point two views. And it's a guy standing in front of a whiteboard. And the other videos are all 20 minutes or longer because calculus is hard. And they all have millions of views. And there are many other hour long videos that have had that many, tens of thousands of views perhaps. So obviously if I research it in the same way I researched the MOOCs, then perhaps I will discover of those one point two million, how many of them made it all the way through to the end. So that's a legitimate question. But here I sort of ask myself, are we and that's kind of the same question people have about MOOCs. I mean how few people finish MOOCs, how few people finish these videos. But my question is that perhaps to me it sounds like we're thinking of learning as an event, as a one time thing where you say this is your one chance to learn about calculus and if you didn't make it to minute 93 of the video then somehow you have failed in the learning. But perhaps but if you ask anyone of us here in the room I would say everybody would agree that learning is a process. And maybe the sort of new ecosystem of videos is allowing people to kind of enter into this long-term process of learning cyclical and self-directed. And so the question even though we see this I think, I don't know, you may disagree but I think the informal learning revolution in video is happening, it's happened. Who here has not learned something by watching a video? I've learned a lot, I've learned so much it's amazing. But who here has learned something really used by watching a video as part of a course at an institution? One, two, three Yeah A few times in advance, I haven't I mean partly because I'm old but I would say that it has that so that's my question is so that's kind of like my question that I hope maybe some of you will sort of help me answer is that if you agree that video has revolutionized informal learning already because there's things that from fixing my washing machine to learning the pianos things I couldn't have done in the old days, I just remember if I wanted to learn how to fix the washing machine I had to take a course at a local college and then hoping that one day my washing machine would break so that I could fix it but I would have to walk around with dirty clothes until the course had an open slot so that's already happened but sometimes can we actually translate all that into the institutional context if it's in a course that is all event based and directed by exams and institutions and it's kind of like a one chance saloon so maybe it's a completely different beast I don't know, I don't have an answer to that but that's kind of where I think perhaps some of the worries that we might have about being over enthusiastic with Edison and so on so that's kind of where I think so I'm hoping that we'll have some of that discussion throughout the day what does it handle down a little bit I'm pretty I'm reasonably passionate about video it feels like it changed my life and so what's the day ahead I'm going to have to start with an apology half of you have a beautiful badge with the agenda on the back of it and half of you don't and I'm going to blame Microsoft and Mail Merge but the real culprit is me because I printed it out and it seemed so so good and I was thinking surely Mail Merge is a solved problem it turns out something went wrong and only half of them got printed so my apologies for that so this is the agenda for the morning so we're going to have two sets of lightning talks and again my original intention was to sort of intersperse table discussions of lightning talks but it turns out it takes about 20 minutes to rearrange the room because you have to put all the tables around everything so we're going to have the lightning talks in two blocks so hopefully I think they're all somewhere exciting so I think we'll be able to concentrate for that and then we'll have lunch and after lunch we'll have the table discussions during lunch to rearrange this room so that we can do that and you already so it will look like that room so we'll have a table discussions on that and then we'll end with the open space and again we don't have a formal gathering to come back here after the end of open space the open space will look a similar way to table discussions so open space it's kind of the unconfirmed bit so that's where any and all discussions are welcome. You're also welcome to go try the Rapid Mook and Hive you can do that even during the breaks or any time actually when you feel that you want to do some that you want to learn more about those and so the principles of this you've probably all been to an unconfirmed so you know how that works so what we're going to do is there are two flip charts over there with slots, fable numbers and some slots so if you'd like to write a topic, write it on a post-it and attach it to a slot and then say I will be in this table at this time and people can come talk to me about it so it could be anything you want to do during the breaks you can tweet about it and if somebody else agrees with that topic you can write some more I'd like to talk more about this for the name so feel free to do that and the whole principle of the day is of that part is that don't worry about be bold, offer interesting topics or just maybe you're welcome if you represent an institution that has a product to offer that's fine, that you can talk about anything you want just if people want to come talk to you about it that's fine because of the four principles of the open space which is whoever comes is the right person to have come whenever it starts is the right time except it's going to have to end when they get out of here whatever happens is the only thing that could have happened it's over, it's over that's the idea of this sort of open space so don't feel bound by anything this is time for you to get as much from each other because you are the real resource in this room and also the other principle is the law of two feet so if you feel like you're not learning something maybe that's even sitting here listening to me feel free to use your own two feet and just rapid move those things to see around and so feel free to do that so that is the that is the plan for today so please suggest your topics for the open space on those web charts and also please do use the collaborative documents to take notes so if you do have a discussion and you feel so minded so compulsory open one of those Google Docs and take some notes maybe links to things you talk about ideas, questions and what I'll do I'll close those documents they're open to everybody to edit right now and I'll close them tomorrow so you can make or late tomorrow so you can make some edits on the way home as well and then we'll share them with everybody so that's the idea behind those documents so not only did we start on time we're actually ending slightly ahead of time before you launch into the lightning talks anybody has a question, suggestion disagreement she gets too hot in here we can open these doors but they do open so we can maybe during the breaks do that so I'm going to get a chill so I think what we'll do is we'll launch into our into our into the the talks into lightning talks so if you're doing a lightning talk please come come forward and we'll open your I think it's James is the first one we'll give you a clicker and a microphone and we'll have a microphone and a clicker and I'll set a timer over there for you on that