=Paper=
{{Paper
|id=Vol-2543/rpaper16
|storemode=property
|title=The Organization of the Use of Audiovisual Recordings of Synchronous Lessons in the Process of Distance Learning
|pdfUrl=https://ceur-ws.org/Vol-2543/rpaper16.pdf
|volume=Vol-2543
|authors=Felix Kasparinsky
|dblpUrl=https://dblp.org/rec/conf/ssi/Kasparinsky19
}}
==The Organization of the Use of Audiovisual Recordings of Synchronous Lessons in the Process of Distance Learning==
https://ceur-ws.org/Vol-2543/rpaper16.pdf
The Organization of the Use of Audiovisual Recordings
of Synchronous Lessons in the Process of Distance
Learning
Felix Kasparinsky [0000-0002-1048-9212]
MASTER-MULTIMEDIA Ltd, Entuziastov Shosse 98-3-274, Moscow 111531, Russia
felix@kasparinsky.pro
Abstract. Modern network video conferencing services provide a variety of
opportunities for conducting synchronous lessons in a distance learning system.
The article summarizes the results of 20 years of experience in creating and us-
ing audiovisual recordings of full-time and distance learning lessons in univer-
sity and school class-rooms, combining high-tech and high-touch approaches to
increase the effectiveness of teaching. Video recordings of lessons in the pro-
cess of full-time study can be successfully used in remote form for repetition
and consolidation of training materials. A method of rational organization of the
information space of synchronous remote high-touch sessions in mini-groups is
proposed. The software applications are described that contribute to increasing
the attractiveness of the primary presentation of information to students of the
“Y” generation in the distance learning process. It is recommended to use the
capabilities of “Microsoft Whiteboard” and “Snip & Sketch” applications to il-
lustrate the discussed information and then publish illustrations in online al-
bums of the training groups of specialized sites. The advantages and disad-
vantages of various software and hardware configurations when organizing re-
mote sessions with their video recording are analyzed. It is recommended to
publish distance-learning videos on the Vimeo service in order to increase the
effectiveness of repetition, consolidation, control, systematization and generali-
zation of educational information through the use of targeted collective notes
associated with illustrations and additional educational materials.
Keywords: Audiovisual Recording, Video, Distance Learning, Full-Time
Learning, Internet, Skype, Vimeo, High-Touch, High-Tech, Synchronous Les-
sons.
1 Introduction
Modern teaching combines two methodological approaches [1]: high-tech (minimiz-
ing teacher communication with students) and high-touch (ensuring personalized
teacher attention to students' perception of information). The high-tech approach to
the initial presentation of teaching materials minimizes the communication of students
with teachers by organizing asynchronous information transfer to numerous students
and automating independent progress along the educational path according to the
Copyright © 2020 for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
173
results of activity monitoring and control tests. The high-tech form of training is ef-
fective for representatives of the Baby-Boomers and X-generation who are inclined
toward independent work (born in 1943-1966 and 1967-1990, respectively) [2]. High-
touch methods, providing constant personalized attention of the teacher to students,
are advisable to apply for children with disabilities [3] and representatives of the
modern generation “Y” (born in 1991-2014), which was formed against the backdrop
of the transition to the global infocentric world, the formation of web services and
social networks [2]. Adapted to an overabundance of available information, students
of the “Y” generation with “clip” thinking preferably learn authoritatively announced
information transmitted through the screen during synchronous communication, im-
plemented in a dynamic multimedia form.
As a result of the 15-year evolution, hardware-software tools and online services
for recording network broadcasting of media resources have reached a professional
level [4], which allows us to switch to the didactically targeted use of the audiovisual
form of knowledge transfer both in full-time and distance learning.
2 Organization of Webinars and their Audiovisual
Recording in the Process of Distance Learning by High-
Tech Methodology
In modern systems with the prevailing high-tech form of distance learning, students
interacting with each other, as well as with teachers and facilitators, combines asyn-
chronous e-mail messaging, communication programs (instant messengers), forums,
blogs and comments using synchronous services video conferences (webinars) of a
professional level [5, 6]. The information environment of such webinars is adapted for
broadcasting PowerPoint presentations by teachers to hundreds and thousands of stu-
dents, circular file sharing and receiving feedback through surveys and voting with
visualization of the results in real time.
The information space of high-tech webinars is determined by the application in-
terface for video conferencing and, as a rule, includes the main window with a presen-
tation, a middle window with the image of the teacher or video next to his webcam,
and a small messenger window for all participants of the webinar with the ability to
enter text messages. Most services provide users with the ability to resize and position
windows. Recently, more and more high-tech webinars are encountered, during which
only the messenger and the slide show functionality with voice accompaniment are
used.
Potential problems during high-tech webinars are the conflicts of Adobe Flash
Player and similar browser add-ons with the security system of the operating system
and the specific information environment of the user's computer. In order to identify
and fix problems of professional video conferencing services in advance, participants
are required to test the equipment used before the webinar.
Video recording of high-tech webinars through the resources of the video confer-
encing service is optional and may be associated with additional payment. Video re-
cordings of high-tech webinars are usually distributed by the organizers through pub-
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licly accessible file hosting services and video services. An alternative to the for-
mation of high-tech webinar audiovisual recordings is the independent capture of
video screen and system audio using specialized software on the student side [7].
3 Organization of High-Touch Lessons Audiovisual
Recording in the Full-time Education System for the use
in Distance Learning
The modern information environment of most classes in the system of full-time edu-
cation is formed by means of a screen demonstration of visual materials, commented
by the teacher through oral and graphic explanations (in the presence of an electronic
board or additional tools, such as flipcharts, etc.). Automated tools for creating video
lectures (Sonic Foundry Mediasite, Echo360, etc.), which in real time combined the
teacher’s image with visual materials and formed media products for publication on
the Internet, did not find mass application due to the high cost of acquisition and
ownership, as well as due to loss of compatibility with a rapidly evolving information
environment (elimination of Flash-video, inconsistency with the requirements of new
data exchange security protocols, etc.).
The modern abundance and technical level of audiovisual equipment makes it pos-
sible to organize audiovisual recordings of full-time classes by each teacher, who at
the same time becomes a producer and acquires property rights to media products
created by him in the course of his career after three years. To create didactically
attractive audiovisual materials, audiovisual capture of the screen of the electronic
board and / or video recording with a stand camera, as well as an independent close-
up recording of the teacher’s image in combination with the soundtrack from the
lavalier microphone are required. It is convenient to carry out audiovisual capture of
electronic board content using the Microsoft Power Point slide recording functionali-
ty. Practical experience shows that the exported audiovisual row of the Power Point
presentation, as a rule, contains high-frequency interference noise induced in the
sound card of the motherboard of the computer by closely located electromagnetically
unshielded RAM chips. Thus, for high-quality sound recording, the computer must be
equipped with a discrete internal or external sound card with power supply different
from the power source of the computer. An alternative way to get high-quality sound
recording of the teacher’s voice is to output the scale from the lavalier microphone to
a voice recorder or video camera (if there is appropriate functionality). Another option
is the lecturer's voice recording with an independent video camera with a directional
microphone.
Based on practical experience, we recommend placing a camera for video record-
ing of a teacher’s close-up (N1) to the left of the blackboard at an angle of 45 degrees
and recording sound on it using a directional microphone. It is advisable to install a
stand camera for recording the contents of the screen and the background plan with
the teacher (N2) in the back left corner of the auditorium and record sound on it from
the lavalier microphone using a radio system operating in the range that does not in-
terfere with Bluetooth. For video recording, you can now use not only professional
175
equipment, but also sports cameras with 4K recording quality and correction of bar-
rel-shaped distortions of a wide-angle lens in real time (Ambarella chip and the like).
The video sequence with the presentation (aspect of the 4x3 frame) during video
editing is located on the left side of the editing window (aspect of the 16x9 frame),
and the teacher’s image is placed on the right side, which can be varied during editing
according to need (close-up view from camera N1 or far plan from camera N2). The
main sound when editing is taken from the N2 camera, and the rest are used to syn-
chronize video sequences. To facilitate synchronization, before the start of the lesson,
it is advisable to give a “Motor” signal in the form of a pair of loud pops (with a spe-
cial clapper board or clap with your hands). Experience shows that the systematic use
of the initial synchronization signal is positively perceived by the students and further
disciplines them.
4 Organization of High-Touch Lessons Video Broadcast
The educational environment for high-touch distance learning can be formed by or-
ganizing video conferences in mini-groups, provided that the teacher and facilitator
have the ability to monitor students' reactions, emotionally comment on the infor-
mation being taught and promptly adjust the learning path and modify the displayed
media resources in accordance with the interests of the audience. Creating a favorable
information environment for training high-touch video conferences is possible thanks
to special methodological approaches to the use of high-tech tools [8].
In 2013, UNESCO specialists developed the BYOD (Bring Your Own Device) di-
dactic standard that takes into account the specifics of the “Y” generation, which uses
educational materials in the cross-platform environment of personal mobile devices
such as laptops, ultrabooks, netbooks, tablets, smartphones, media players, micro-
computers, etc. [9]. Thanks to the practical implementation of the BYOD standard, all
modern devices have a basic set of hardware for participating in video conferencing
(high-resolution video cameras, sensitive microphones and acoustic outputs for con-
necting headphones). To organize a high-touch form of training, it is important to
provide high quality audiovisual information from the teacher and facilitator. The
devices they use should provide the ability to connect an external webcam. Experi-
ence shows that external equipment forms audiovisual series with 4K-image quality in
intelligible sound, even 1-3 meters from the source, which is important when demon-
strating practical experiments based on material technologies.
When choosing a webcam for broadcasting, it is advisable to give preference to
devices with hardware encoding of the audiovisual row streaming, which allows you
to free up the resources of the teacher’s information environment, which are inten-
sively consumed in the high-touch process. For example, the responsiveness of dy-
namic media resources improves noticeably when replacing a Logitech C920 HD Pro
webcam with software processing of media data on a Logitech BRIO device with
hardware adaptation of audiovisual data to streaming broadcasting [10].
To maintain the psychological atmosphere of constant attention to students, it is
advisable to position the teacher’s external webcam on a mini tripod in front of the
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screen, where the video conferencing application window is located, showing the
teacher. The facilitator’s webcam should be installed just like the teacher’s webcam or
directly above the window stack of the lesson participants.
Network audiovisual broadcasting can be organized by means of messengers with
the functions of video telephony [11], the functionality of social networks [12] or
specialized video services [13]. The hardware properties of all modern personal com-
puters, starting from the lower price range (processor with a frequency of 1 GHz,
RAM from 2 GB, data storage size from 32 GB), allow you to organize a basic level
video network broadcast with a small number of simultaneously running applications.
To demonstrate dynamic multimedia resources (associative cards, etc.), draw in multi-
layer mode, open multiple windows of Internet browsers, switch between multiple
web cameras, etc., it is recommended to use a computer with 8 GB of RAM, data
storage of at least 64 GB and hardware graphics accelerator. Minimum Internet con-
nection requirements: 4 Mbps for reception and transmission.
5 Information Space of the Synchronous High-Touch
Lesson in the Process of Distance Learning
Characteristic representatives of the “Y” generation ignore the form and the declared
content, paying attention to the timely submitted content [8]. During synchronous
high-touch lessons, it is impractical to use high-tech methods to illustrate the infor-
mation discussed using pre-formed presentations with a linear structure (Microsoft
Power Point, Adobe Presenter), which significantly limits the freedom of teaching. A
comparative analysis of the demand for video recordings of lectures shows that clas-
sical lectures with illustrations created by the teacher in real time are of interest to the
network audience more than commented PowerPoint slides. It is noted that the teach-
er’s personal characteristics that are essential for high-touch classes are more pro-
nounced with the non-linear structure of the presentation of educational materials.
In unpredictable conditions of high-touch forms of training, an information space
should be formed that allows real-time supplementing with graphic comments prima-
ry media resources (pdf-publications, static and animated images, sound and video),
which are conveniently managed using dynamic associative maps [ 14]. The demon-
strated media resources are conveniently located in the windows of the left half of the
screen field, the right part of which is occupied by the video-conferencing application
with the set of windows of the lesson participants (see Fig. 1).
If one needs a consistent demonstration of media resources in different windows, it
is more convenient to use the translation mode of the entire desktop than switch the
broadcast between windows. Our experiments show that the window mode of video
broadcasting is not utilitarian, because the image displayed to the lesson participants
is limited to the area of the original broadcast window and for the rest of the windows
the teacher is deprived of the opportunity to use the cursor as an attractor of attention,
and students have opportunity to distract from lesson during the process of broadcast
switching between windows [8]. It is convenient to quickly distribute windows be-
tween parts of the screen using devices that support gestures, such as multi-touch
177
panels of laptops and keyboards (Logitech Wireless Touch Keyboard K400), as well
as some mice (Logitech MX Master, etc.).
It should be noted that the use of outdated software applications (HyperChem mo-
lecular modeling program, ChemWin chemical formula editor, etc.) may be available
only in the 32-bit version of the Windows 10 operating system or is prohibited due to
incompatibility with the basic components of the system (vector graphics editor
CorelDraw 13).
When preparing objects that are supposed to be demonstrated in the desktop trans-
lation mode, it is necessary to take into account that the image of the presenter is
formed in the form of mirror reflection.
Fig. 1. Screen space allocation during a high-touch lesson
6 Information Toolkit of the Synchronous High-Touch
Lesson in the Process of Distance Learning
Demonstration of primary media resources (pdf-compilation, graphics, sound, video)
in the Microsoft Windows 10 environment is provided by the basic set of applications
("Edge" browser, "Photos", "Groove Music", "Cinema and TV", respectively).
An effective way to keep the attention of the audience of the “Y” generation in the
illustrations of the taught information is to draw on the board, flipchart, in the frame
field of a document camera or using the stylus of a graphic tablet (mouse) in conjunc-
tion with compatible vector or raster image editors. Prior to the development of Win-
dows 10, commercial programs such as Corel Painter, Corel DRAW, Adobe Pho-
toshop, Adode Illustrator, ArtRage, Micrografx Picture Publisher and free (MyPaint,
GIMP, Artweaver, Inkscape, etc.) were used for drawing. A modern alternative to the
178
above programs is the free Microsoft Whiteboard application from the Microsoft
Store [15]. Free-format vector digital canvases allow you to create professional-
looking charts and figures on an unlimited area with an interface optimized for work-
ing with gestures, a pen, and a keyboard. Real-time canvas content is stored in the
cloud and synchronized on all computers in one Microsoft account. A particularly
valuable feature of Microsoft Whiteboard canvases is the connection of all partici-
pants to the simultaneous work. If necessary, the contents of the canvas are exported
to various graphic formats.
To supplement the existing media resources with explanatory and inscriptions and
images, specific software for graphic tablets (Wacom JustWrite Office, etc.) was pre-
viously used. The modern basic set of programs of the Windows 10 operating system
contains the “Snip & Sketch” application [16], which allows you to quickly add vec-
tor notes to screenshots, photographs, and other images using a pen, touch panel, or
mouse and save, insert, or send them to other applications. In the “Slideshow Record”
mode, the “Microsoft Power Point 360” application provides overlay slide additions
with various graphic tools (pen, marker) or focusing on important elements (imitation
of a laser pointer).
7 Primary Information Presentation and Knowledge
Control During Synchronous High-Touch Lessons
The productivity of high-touch lessons increases if they are conducted according to
the “flip lesson” methodology, when students get basic ideas about the subject of
discussion during self-training on materials provided in the form of high-tech re-
sources [1]. Experience shows that a set of 20 questions covering all the supporting
topics of the 1.5-hour lesson is necessary and sufficient to control the results of self-
training and the motivation for an in-depth joint consideration of additional materials.
Control questions are appropriately sequentially distributed among the students pre-
sent at the lesson. Students' responses to questions are visible in real time in the video
conferencing application windows, any of which can be maximized at the right time.
If necessary, the enlargement of the window with the video sequence of the teach-
er’s camera can be used to demonstrate models, draw attention to facial expressions,
gestures, etc.
8 Organization of Audiovisual Recording of the Infospace
During Synchronous High-Touch Lessons
At the beginning of the lesson, the set of cameras used by the teacher is connected to
the broadcast space and / or the desktop demonstration is turned on. When using spe-
cialized video services or social networks, it may not be possible to demonstrate the
teacher’s desktop to the lesson, in which case a multi-camera configuration is used.
Designed for streaming HD and 4K-resolution webcams using the appropriate soft-
ware (Personify's ChromaCam), you can replace the background in real time with
179
presentation slides or images with various optical effects without using physical
Chroma key. There are applications (ManyCam, etc.) that allow you to use a lot of
webcams during a live broadcast (replacing a plan, synchronous demonstration of
many video sequences, etc.).
It is recommended that a video camera transmitting a frontal image of the teacher’s
face be placed at the mid-height of the screen being displayed using a mini tripod
mounted opposite the vertical dividing line of the left and right sides of the screen
field with visual (or control) materials and a video conferencing application, respec-
tively (see Fig. 1).
When organizing broadcasting through the functionality of social networks (Face-
book, etc.), it is possible, during preparation for broadcasting, to provide it with the
necessary and additional details of the primary document (author and participants,
title, annotation, place and time of creation, links to additional materials). The option
to save and subsequently publish live recordings is available on Facebook, YouTube
and Vimeo. Since 2017, the social network Facebook has been providing the oppor-
tunity to publish live recordings of its users in the form of a multiscript that maintains
a synchronized demonstration of the video sequence, the comments of viewers with
texts and images, as well as the reactions of the user audience in the form of display-
ing moving emoji over the video sequence [12].
Audiovisual recording of classes through specialized software can be carried out
on a teaching computer with a sufficient supply of hardware resources (processor
frequency 2-3 MHz, at least 8 GB of RAM, the presence of a graphic coprocessor
with its own RAM and active cooling system) . We tested the performance of a dozen
applications for video capture (Sketchman Studio Rylstim Screen Recorder, Source-
Forge CamStudio, Webinaria, Softronic Apowersoft Screen Recorder, Icecream
Screen Recorder, FlashBack Blueberry screen recorder, Screencast-O-Matic Screen
Recorder, Movavi Screen Capture Studio, Corel VideoStudio Pro Screen Capture,
SolveigMultimedia HyperCam). HyperCam application [7] turned out to be the least
resource-intensive and most reliable, allowing you to supplement the image with
overlay inscriptions, voicing variously animated mouse clicks, etc.
The utilitarian way of conducting audiovisual recordings of synchronized lessons is
the free Skype messenger functionality, available since 2018 [11]. After connecting
all the participants to the lesson, you can activate the circular screen demonstration of
the teacher's computer, and then turn on the recording, the timing of which is dis-
played on the frieze of the window of the messenger of the recording initiator. The
rest of the participants will receive notifications when recording begins. After the end
of the communication session, the records are automatically saved and published in
the ribbons of the messengers of all the participants in a form that is accessible for
online viewing and downloading for 30 days (mp4 format). The main advantage of
this type of video recording is its high reliability and quick formation of a file with a
video recording (several minutes after the end of the recording).
Convenient video recording of presentations with sound and graphic comments
(pointer in “laser pointer” mode, drawing a slide on top of the pen with a pen or
marker) in combination with the optional audiovisual webcam series (640x480) is
provided by the modern Microsoft Power Point 360 presentation application. When
180
one selects the “Record Slideshow” option, the presentation window switches to the
slide show mode along with the base palette and drawing tools. The display of the
webcam footage during the presentation may be turned off. After the recording is
completed, it is stored in a compact form in a presentation file. Recorded voice and
graphic comments in combination with synchronized video recording of webcam can
be played directly from a presentation or exported to a mp4 video file with various
quality options (Ultra HD, Full HD, HD and SD). Before exporting, the frame of the
webcam footage can be moved to the optimal location on the screen or disabled. Tak-
ing into account the subsequent editing, it is advisable to use a presentation with a 4x3
aspect ratio, which can be positioned from the left edge of the editing editor's editing
table using a 16x9 aspect ratio, while the space remaining on the right is used to place
the teacher’s video recording. The disadvantage of lessons recording through Power
Point is the slow export of audiovisual recordings to the mp4 video file format.
9 Publication of Video Records and Visual Aids
of the Lesson
Lesson videos created using specialized services [13], social media functionality [12]
and presentation applications after the lesson are converted into a format suitable for
network publishing (mp4), which automatically adapts to user devices in accordance
with the BYOD standard [4, 9]. The time for converting audiovisual recordings is
determined by the plan for subscribing to the service and can exceed the recording
duration by several times. Converting 1.5-hour recordings of webinars in the Skype
messenger takes 3 minutes, after which the audiovisual series in mp4 format are
available for viewing and downloading. Exporting 1.5-hour Power Point presentations
takes several hours.
During breaks in the lesson, several audiovisual rows are formed that can be quick-
ly combined without transcoding in the HyperCam Media Editor application, which is
included in the HyperCam 5 video capture program package [7].
It is convenient to publish audiovisual recordings created on the local computer or
downloaded from the Skype messenger in the albums (Showcase) of the Vimeo video
hosting (see Fig. 2), which provides advanced options for didactically targeted use in
open and controlled user access [17].
Images of Microsoft Whiteboard canvases exported at the end of the lesson and
saved sketches on screen fragments should be concentrated in network albums of sites
adapted for educational work using high-tech distance learning methods [18]. Vimeo
video albums can be used directly or published on training sites [19].
When forming a set of media resources for students to work independently, it
should be borne in mind that the information environment of most Apple devices does
not support the playback of Flash-videos and swf-animations, which should be re-
placed in advance with analogues using HTML-5 technologies.
181
Fig. 2. Vimeo Hosted High-touch Lessons Online Video Album.
10 Organization of the Processes of Repetition
and Consolidation of the Materials of the Recorded
Lessons
Audiovisual recordings published on the Vimeo video service can be used in a special
mode that allows you to create targeted notes that focus on the desired location on any
frame of the video series by placing an interactive tag [17]. On the timline, frames
with marks are indicated by bright vertical stripes, which facilitates navigation (see
Fig. 3). Hyperlinks to the corresponding images created during the lesson and pub-
lished in the albums of training sites can be attached to the target notes. During the
creation of the mark, the corresponding paragraph of the interactive table of contents
of the audiovisual series is formed, clicking on which subsequently provides the tran-
sition to the desired frame and visualization of the marker. The length of the name
and the number of paragraphs of such a table of contents are unlimited.
Users have the opportunity to comment on the text that accompanies the label,
which creates a wonderful perspective for a collective discussion of the marked con-
tents of the video in the framework of scientific, educational, business, public and any
other activity. Notifications of new notes and user reactions to them are sent by e-mail
to all participants in the discussion.
182
Surveys and comments can be published in the live stream of the high-tech study
group of the distance learning resource, discussions of didactically significant frames
of high-touch lesson audio-visual recordings can be organized, direct links to which
are formed by the target notes functionality.
11 Systematization and Summarization of Educational
Materials Using Audiovisual Records of High-Touch
Lessons
The collective target note service used by Vimeo video hosting [17] allows, by acti-
vating hyperlinks, go to any frame of the video recording and pay attention to its spe-
cific place (see Fig. 3). Target notes provide an opportunity to systematize the con-
tents of each video of the course and to combine fragments of different videos with a
common theme.
Fig. 3. Targeted notes of Vimeo hosted distance learning lesson video record
12 Conclusion
The high quality of audiovisual materials obtained with the help of modern publicly
available hardware and software, combined with the interactive functionality of net-
work services, creates the prerequisites for the emergence of a new trend: improving
the quality of education through the general didactically targeted creation and use of
183
video recordings of synchronous lessons in the course of full-time and distance learn-
ing.
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