Clipper 2 Final Post

July 9th, 2010

We are nearly at the end of the Clipper 2 project,  and we are in the process of uploading the outputs to the repository at: http://code.google.com/p/clipper-carnegie-digitalinsite/downloads/list#

As at 9th July 2010 the final Clipper 2 Installation files and user guides are at available at the Google repository address given above.

We are in the process of creating a short user training video that will be uploaded to YouTube shortly, the link will be posted here in due course. Below is an image of the improved Clipper 2 Editor interface taken from the new Installation & User Guide, if you click on it a full size image will appear in a new browser window.

The Clipper 2 Editor Interface

The Clipper 2 Editor Interface

Metadata, Metadata Everywhere, But Not A Drop To Spare: Information Management in the Clipper Tool

July 9th, 2010

The title of this report is a paraphrase of the lines from the poem ‘The Rhyme of the Ancient Mariner’ by Samuel Taylor Coleridge (Water, Water, Everywhere, Nor A Drop to Spare). We know how problematic metadata creation and management can be in real life education and how out of touch many of the standards initiatives and their proponents can seem  (la la land is how one of out team describes it!).

As part of Clipper 1 we prepared a report on the pragmatic way we handled metadata in the project and possible mapping to the  JISC TBMAP study with the aid of our reviewer Gayle Calverley you can find it in the project repository at Google code: http://code.google.com/p/clipper-carnegie-digitalinsite/downloads/list#

What has amazed us is that this report has been downloaded 46 times! Now metadata is a pretty dry and obscure field so we would love to know who the readers are  and any comments you might have.

We also posted a discussion about embedding metadata in digital objects in the post entitled Snakeskin, Exotic Dancers, Metadata that made the case for metadata to travel with the object – which is possible with MPEG video.

Testing, Testing, Testing: Update

July 9th, 2010

Just a  quick update here, we have completed our testing on Clipper 2 with staff and students from Carnegie and the University of Stirling. Lots of really useful comment and feedback. We have decided to to do a radical redesign of the interface and we are planning to use the mobile interface to drive redevelopment of the AIR and web versions of the tools.

Thanks to all the people who took part in the testing.

Testing, Testing, Testing

June 15th, 2010

We have settled down into a nice pattern of Test / Reflect / Redesign since the start of May. We are back  at Carnegie this week testing with 2 different groups; hairdressers and multimedia students. Next week we are back at Stirling testing with media academics and anyone else who volunteers. I will update the blog on how the Carnegie  tests go later this week, we have done a load of redesign work in response to the early testing that we have done so far so images will probably be handy for this.

Interesting things so far:

  • Teachers really liked the Annotation functions and the way that the players shows the Annotations and that clicking on one will take the users to that point in the timeline. We have plans to add a thumbnail image of the video at the point an Annotation is created and display that with the insert time next to the Annotation text in the Player
  • Teachers can see the collaborative possibilities
  • Paradoxically, when introducing Clipper the Annotations function seems to distract the natural flow of Resource – Clip – Cliplist (thanks Mike) so we have addressed this in the training and the layout
  • Planning for the mobile HTML5  version at this early stage really helps with the web/desktop design – it sounds odd but it really does!
  • The Stirling folk are keen to continue looking at Clipper as it evolves and have set up their Facebook group to discuss it!

We have had really useful feedback and comment from the users along a wide range of issues and we have managed to incorporate them into the latest version. So far everyone had been very positive and ‘got it’, in fact a constant feature of the testing has been the following reactions / comments  (with the lessons we have drawn in brackets):

  • “I did not really understand what you were saying about Clipper until you showed us it” (As the Clipper does stuff that cannot be currently done this is not surprising, but the real message is images and particularly screenshot videos are the best way to get the message across and provide training resources – as used by Google)
  • “Too much information! ” – thanks Liz (Present the users with short demo – eventually a short video and pretty minimalist user guides that use illustrations – and make the thing as usable and intuitive as possible)
  • ” I could do X with this!” (Users can see applications straight away and they are very varied – make sure we record this)
  • “When will it be ready?” (People would use this – we better get a move on!)

Programming on the Telly: pair, triple and crowd programming; with a note on working cultures and the Common

June 9th, 2010

You may have discovered this already but large-screen TVs make very good tools to support pair programming. Rather than have people gather around a small screen (not very comfortable physically or on the eyes) a big screen TV lets you display the code and other stuff in a comfortable manner. I was prompted to write this after a chat with our JISC programme manager David Flanders who seemed to think it a story worth sharing (you can check out his blog at here. His post on Cory Doctorow’s ‘Makers’ is highly relevant to this theme and got me thinking a lot about working cultures for developers something that I know David is very interested in.

We stumbled on this way of working while having development sessions at Will’s flat. Will had already discovered how to hook his laptop up to the TV via the HDMI connector. He then used a wireless keyboard that allowed him to sit on the sofa while the laptop was parked next to the TV, which is a 40” Sony Bravia. This kind of arrangement turns out to be a perfect arrangement for pair and triple (and even crowd) programming. We sat on the sofa and easy chairs in the lounge while the code appeared on the screen. More than this though we were lucky that Will is also a trainer and used to ‘doing and describing’ at the same time something that can be rare or difficult for many developers. So, if you find someone in your team who can do this – treasure them, as they will be an excellent facilitator in such activites that really help team members learn rapidly . As a result, the three of us (Chris, Will and me) were sitting in comfy chairs watching the telly, calling out comments and questions or just watching as Will worked and talked us through what he was doing. It was an impressive and useful exercise that helped show how effective this way of working – can be. One thing we found was that it can be helpful for someone to act as a ‘spotter’ looking for typos and simple errors while the active coder is in action. Of course the people involved have to be comfortable with this – if they are uptight individualists who spend too much time alone coding it can be like pulling teeth! And if they are working in an environment that discourages such team behavior then this approach will be seen as very disruptive – of which more below in my note on working cultures.

Such an arrangement can be tiring for the lead coder / presenter so allow time for them to rest during a session – which can be taken up with discussions about the project, the code or, having lunch or chatting about things in general etc. This approach should also be useful for training up developers new to a project, who can just watch and learn in a very rapid way ‘on the job’. What is described here would be a perfect example of what is known as the ‘cognitive apprenticeship’ approach to learning – a well-recognized and effective method in educational and training circles check it out here on wikipedia, if you are interested in training and improving software development practice then you really should check it out. It can also be a good way of shaping and affirming the working culture you want to adopt and maintain for good development – like; open, sharing, supportive, team-work and all those nice kinds of ‘fluffy’ things that can make people happier and more productive in their work. As I go on about at some length below I believe it is these soft issues that are the key to productivity in software development, as well as other sectors.

A note on working cultures

Sitting on sofas watching big screen telly might seem a a parody of the ‘cool geek’ who hangs out in the sunshine land of techno-myth, although by no stretch of the imagination would the three of us see ourselves in that way :-) . Of course it is not the only way of working or one that you might adopt all the time, but it can be very effective for reasons given above. However many workplaces in the private and public sectors would not be happy with such an approach. For those of you not familiar with these issues let me give you an example from my own experience.

A while back I worked for an organization that employed a lot of developers who worked on different projects. Work was organized so that developers on projects stayed within a project team and did not really mix or share with those on the other projects and so could not learn new skills or insights – they were confined to project ‘silos’. All the teams worked in an open-plan office where there was a ‘no-talking’ rule. If they wanted to discuss something they had to book a meeting room and do it there. Communication was restricted to a few furtive hushed whispers or formal team meetings with managers in one of the meeting rooms.

This was not a working environment that the words ‘creativity’, ‘serendipity’, ‘insight’ or ‘fun’ could be applied to. You will get no prizes for guessing that this place was a miserable outfit to work in but it might also surprise you that the output and efficiency of the organization was abysmal, measured on any scale. The project still lives on as a kind of ‘zombie’ project one of many, unfortunately, in the public sector.

Despite the management running such a ‘discipline and punish’ regime (to borrow a phrase form Michel Foucault) , it did not result in greater productivity – quite the reverse. Unfortunately, this is far from being a rare situation and it sums up many of the deeper contradictions at the heart of the organisation of this kind of modern cognitive workplace.

As the writer Cory Doctorow writes in his book ‘Makers’ (read it online here) one of the strange things about the times we are living in is that we live in an era of great and growing abundance  in terms of available resources to create good software. Yet, when we come to work together managers (and some developers) seem to be determined perpetuate a culture designed to produce scarcity, as in my work example above. Oddly enough two left-wing philosophers  have a useful and productive observation to about this contradiction in software development and it is in relation to what may be termed ‘The Common’. Michael Hardt and Toni Negri in the their book Commonwealth put it this way:

“In the newly dominant forms of production that involve information, codes, knowledge, images and affects, for example, producers increasingly require a high degree of freedom as well as open access to the common, especially in its social forms, such as communication networks, information banks, and cultural circuits. Innovation in Internet technologies, for example, depends directly on access to common code and information resources as well as the ability to interact and connect with others in unrestricted networks”

In other words, to be productive in this kind of work people need to be free to communicate and experiment, which is anathema to many management regimes in the public and private sectors. A similar point is made from the opposite side of the political spectrum in a popular book from the corporate side of the fence on the subject of solving the productivity crisis in the modern workplace. ‘Wikinomics’ by Don Tapscott and Anthony William looks at how corporate business is trying to understand and harness these factors. It’s a good read and reinforces that this is really a pressing issue that won’t go away anytime soon.

My own conclusions?

The key to productivity in software development lies in these tricky soft issues. One, more enlightened, software manager I have met states about prospective employees,  “I am not just interested in the skills they currently have, in fact that is the least important, but their attitude and ability to learn, develop, grow and support their colleagues is crucial”.

And just to throw a curve ball into these discussions. As a second example of dysfunctional non-productive working cultures; I also worked on a large open source software project where the developers were left to do their own thing, blowing lots of dosh in the process and hyping it up big-time at international conferences (you’ll get no prizes for guesing we are talking academia here :-) ),  it ended up crashing and burning quite spectacularly.

In both my examples some of the management (and some of the developers) were certainly a  bit; deluded, incompetent, greedy, arrogant, (delete as appropriate). But, these two projects also had an one very important common factor in common; their attitude to users and the amount of user testing that went on. Both projects carried out little or no user testing. When the open source developers met their users they told them they were wrong (!) and the other, ‘zombie’  project, substituted reading reports from ‘experts’ instead of testing with real users.

What I learnt from this was that the type and amount of user engagement is a useful test for the health of a software project.

Clipper 2 is funded!

April 21st, 2010

The good people at JISC have decided to provide some extra funds for benefits realization to extend the user base of Clipper and to allow us to make some improvements. More info coming soon here.

Clipper: create, tag, mix, annotate, share and manage clips

November 16th, 2009

Project Tag: ClipperJisc

Screenshots or diagram of prototype:

Clipper is a Rich Internet Application (RIA) that  gives users more control over their use of online video, we have produced a working cross-platform desktop prototype and we plan to create mobile and web versions. One of the phrases we have come up with to describe its functionality  is that it helps with  ‘Making Sense of Video on the Web’. We provide more background information about our approach in the Further Information document and video links that are mentioned below.

A composite image that shows the main functions of Clipper

Clipper Interface Main Functions

Click on the image to view full size

The screenshot above, best viewed in full size by clicking on the graphic, gives an overview of the interface and main functions of Clipper as well as how the data is used.

High Definition Screen Movie We though the best way to explain Clipper is to show this short YouTube HD video of the Clipper Editor and Player in action [http://www.youtube.com/watch?v=e6fHFLGesBw]. To view in HD you need to click on the YouTube HD button at the bottom right of the YouTube video screen,  it should then turn red and reload the video in HD (you will then see the YouTube HD logo on the screen). Next, you should click on the  ‘full screen’  button which is to the right of the HD button, you should then get a very clear viewing experience, but remember to click the buttons in that order.

You can find all the Clipper training videos (numbered 1 – 6)  by clicking here, these  are also available in HD format.  We have made some short online animations for users new to Clipper that quickly provides an introduction to the application and the concept of a Rich Internet Application, you can view this by clicking here. After watching the animation it is best to read the Further Information document [link] which explains the rationale, technology and approach we have taken or watch the short video dialogues [link], which are based on that document.

User Stories and Scenarios – there are many  potential uses – here are a few

(a) Lecturers can easily ‘cue up’ a collection of online clips to illustrate points in a presentation and then distribute the clips together with their own annotations in a clip playlist.
(b) Students can use it as a collaborative tool to analyse and evaluate shared audio-visual resources by using the annotations function in Clipper; media studies and medicine are 2 obvious uses, and performance analysis in sports science is another.
(c) An organisation with an audio-visual archive can use Clipper as a way of adding value to their collection by making it easy for people to identify and share clips without the hassle of navigating along multiple timelines – the fact that Clipper only transports xml reference data makes it especially attractive for those who need to control access to an archive for any reason.
(c) A simple virtual collaborative  ‘rough cut’ editing tool for online video sources as a preliminary to more detailed editing – useful for distributed teams.
(d) Academic and vocational students can use Clipper as a way to organize and share their own user-generated portfolio of audio-visual resources that include reflective annotations. Examples could include archaeology fieldwork, architectural studies, hairdressing and auto-mechanics to name but a few.

Link to working prototype:

http://code.google.com/p/clipper-carnegie-digitalinsite/downloads/list

Here you will see several files that the project has made available. If you want to install and evaluate the Clipper prototype editor and player, make sure you select and download the two files with an ‘.air’ extension called:

  • ClipperEditor_FinalAlpha
  • ClipperPlayer_FinalAlpha

Please note they will install on Linux and Mac systems but they work best on Windows XP and Vista – so please evaluate them on those platforms. Note; you will need to download and install the free Adobe AIR runtime first before installing Clipper – please consult the Installation and User Guide. Full documentation  for users and developers can also be found at the repository link above, as well as the source code (we went for the GNU GPL2 licence in the end). The YouTube videos listed above gives a good idea of functionality. If you encounter problems please refer to the Installation and User Guide document as well as the videos. The application is still in alpha and  can be a bit buggy, so you may find reinstallation is the quickest cure.

Link to end user documentation:

There are extensive documents for users and developers at the repository site (as well as some videos just for developers). Everyone should watch the short introductory animation by clicking here and then read the Further Information document (link) and the Installation and User Guide (link), which are available at the Google Code site.

You can find the the YouTube Clipper training videos (numbered 1 – 6)  by clicking here, remember you can watch them in high definition. We have also produced  a series of short video dialogues that explain the rationale, technology and approach we have taken – you can find them by clicking here.

Link to code repository or API:

http://code.google.com/p/clipper-carnegie-digitalinsite/downloads/list

Link to technical documentation:

As above

Date prototype was launched:

1st December 2009

Project Team Names & Pictures:

People

Project Director:          Tom MacMaster (Carnegie)

Project Manager:         John Casey (Digitalinsite)

Project Software          Engineer: Will Gregory (Digitalinsite)

Project Developer:       Chris Norrie (Carnegie)

Metadata Reviewer:    Gayle Calverley (University of Manchester)

The Carnegie & Digitalinsite Clipper Team

The Carnegie & Digitalinsite Clipper Team

Project Website:

http://www.clipper.uk.com/

PIMS entry: https://pims.jisc.ac.uk/projects/view/1341

Table of Content for Project Posts

We have filed our posts under Wordpress Categories that map to the assigned Jiscri progress post topics and they appear under the categories header on the right hand side of this blog.

Reflections and Future Plans

The project has been demanding but enjoyable and the partnership between Carnegie and Digitalinsite has worked well, with both organisations bringing complementary strengths to the work. Special thanks to Gayle Calverley for helping with the tricky subject of metadata and the report on that subject which can be found in the repository. We hope to develop Clipper further in the coming year.

An important spin-off from the  project is that it has provided us with an extremely useful technological and educational ‘living laboratory’ that has resulted in several promising ideas for new projects which we are currently investigating.

Reviewing the Clipper Metadata Model and Comparing it to the JISC TBMAP Study

November 16th, 2009

I have prepared a review of how we have handled metadata and linked it other developments including the JISC TBMAP study. Gayle, our external reviewer is currently examining my attempts to map the Clipper work to TBMAP so I shall post something here soon.

The report is available now and can be downloaded from here

Paper Prototypes or Development Unplugged

November 5th, 2009

I had a planning session with Will our lead developer a couple of days ago, where he suggested we ‘turn of the computer and get something down on paper’ for planning the text ’sprint’. I  did not think anything about this as we have been making extensive use of paper mock-ups/ sketches / prototypes from the start of Clipper. But, as I was getting back into Clipper mode this morning I thought this is worth noting and sharing with others.

Also this topic was raised by Mark Van Harmlen at the JISC RI meeting in manchester in a presentation he gave. Working on paper in this way can be very good for focusing and sharing between the team in a way that looking at code or on screen interfaces just cannot match in some ways.

So even when a project is well advanced it still makes sense to use paper representations and prototypes. I use word to create prototypes and wireframes it is a pig to work with but it does me for now. At our meeting we worked out the Annotation properties/metadata representation, as well how to handle the playlist creation (based on the Spottify interface), plus we came up with a draft xml structure for the Clipper Clip Playlist xml. All in all that was pretty good progress for just turning off the computer and using paper.

Snakeskin, Exotic Dancers, Metadata & Clipper

October 15th, 2009

Snakeskin, Exotic Dancers, Metadata & Clipper

-  or  ‘free metadata’ and automation

I have been digitising my old audio cassettes, many of which are copies of old vinyl records, (so last century) using the excellent Apple Garage Band programme. I have been using AAC as my target format, which is part of the MP4 spec as this gives a better quality – so I can hear all the old scratches and hisses and distortions in all their glory! I have this running in the background as I use my Mac to do other work while I listen to the tapes as they get converted. As I thought about this, for some reason a scene from the film Blade Runner came to mind involving exotic dancers, snakes and  metadata – of which more later.

Of course I am ending up with ‘blobs’ of digital content that equate to a whole album but without any metadata about the individual tracks or artists, that information is still on the old cassette inlay cards – if I bothered to write it down in the first place. That does not really bother me much as long as I can have the files named by artist and title (I did usually write that down at least) – that’s enough for me. But it struck me that this scenario is quite similar to one that people will often find themselves in with digital resources in education – especially audio and video. This is especially likely to be the case with user-generated content in education where stuff is created on-the-fly under time and cost constraints with little or no thought to information management (the digital equivalent to my box of old audio cassettes).

But if we use open standards from the MPEG family (like mp3 and AAC) we can get the benefit of all the work that has been done by those in the media industry who have a pressing need to be able to manage their digital assets. Many digital file formats have the ability to carry a variety of metadata embedded inside the actual digital asset. Phil Barker over at CETIS has mentioned this in his very useful report that reviews issues in developing a metadata profile for learning resources (link[1]), which is well worth a read for anyone interested. Phil makes the point that a lot of digital assets (especially user created content from digital cameras and video, but also word and pdf etc) all ready come with a load of metadata for free such as; author/owner, time, date, resolution, duration etc as well increasingly use of geospatial data. Often we might not even know this metadata exists, John Naughton in his column over at the Guardian makes this point and gives a very amusing and insightful description of how such embedded metadata played has played a role in the recent (and continuing) UK government scandals [link 2].

In Clipper we are aiming to make use of as much of this embedded and ‘second hand’ metadata as we can to take the load off the users. So, we are interrogating or ‘scraping’ the digital files and their locations for things like URLs, filenames, duration and keyframes (more will be appearing here about this soon). But this is not the end of the story. If we have direct access to the digital file we can also add or edit the metadata. Now, Adobe has been working on this a long time and in their range of media tools they have the ability to do just this. Interestingly they have created XMP (the Extensible Metadata Platform) to support this, which is using RDF to allow the mixing of different metadata schemas in what seems to me a very pragmatic approach, interestingly the W3C people are also using XMP (more in the next post). So coming back to my old audio cassettes and their digital versions I should have the ability to be able to enter track titles and lots of other stuff direct into the digital files – if I needed to. Of course it is unlikely that I myself could be bothered to do so – an attitude that is also common in creators of educational resources. The reality is that people will only enter metadata if they want to or need to (for their own benefits) or because they are forced to, perhaps as a condition of payment by a funder for instance to allow long-term access and management.

Our approach in Clipper is to recognize the reality of this situation and to try and use or ‘grab’ as much of the free metadata as possible that already exists about a resource and not make the user create any metadata unless they want to. So, looking into the perhaps not too distant future in our educational system we might see a scenario that goes along these lines:

Tom records an audio podcast on his mobile phone for his library students, which describes the recent history of attempts to manage such ‘informal’ digital resources in institutions (like this podcast). The audio file automatically carries Tom’s name, the date and time of the recording (and subsequent alterations) as well as the duration, resolution, bit rate and even where it was recorded etc. Tom uploads this file to the institutional repository / VLE and adds a short description of the podcast with the main points of interest. As the repo / VLE is now part of a thoroughly integrated information system when the file is uploaded (‘published’– in legal terms) it acquires more metadata from the VLE and other systems such as; a unique identifier, the name and ID of the person who uploaded the file, the name of the institution, the course title and description and learning outcomes etc. Jill, a library studies student, downloads the podcast likes it and passes it on as an email attachment to a friend, Jack, who is studying sociology at another college. Jack really likes the podcast and uses it in his thesis about the application of ethnographical methods to improve the use of technology in education. But Jack wants to cite the podcast author and speaker properly in his thesis so he checks out the metadata record that is wrapped inside the audio file and manages to track down details about Tom without too much trouble. Jack uses the unique identifier in a search for the file and finds that the original podcast is also now available on an open educational resources website and is able to reference that for his readers. In fact, Jack is now not only able to reference the location of the podcast he can also reference the key parts of it (‘clips’ in fact) with reference to the timcode that will take readers (and listeners) straight to the relevant parts of the audio.

Ok, this is a bit idealistic – especially the bit about institutional systems being so integrated but it gives an idea of where we might be heading in terms of managing these kinds of ‘informal’ educational resources. I call them ‘informal’ because they have very rarely (outside of distance learning) been managed or controlled at an institutional level (and certainly not by librarians or IT departments) and there is no tradition and, arguably, no experience in doing so). Such resources may often be a bit rough and ready and are used in a context of ‘getting the job done’, they may not be worth much in financial terms but usually have a great deal of worth to individual teachers and students as part of their personal ‘survival pack’. This somewhat paradoxical characteristic of teacher (and student) generated learning resources is one that has always existed but has become more apparent in the continuing transition to a digital environment.

So, finally, what does all this have to do with Blade Runner, exotic dancers, snakes and computers? What sparked this ramble was remembering a scene from the film where the Blade Runner (the policeman) who is searching for the rebel replicants (genetically engineered humans built for slave work with a 4 year lifespan). One of the replicants, Zhora, is undercover working as an exotic dancer with a large snake (which, as most animals are extinct, is an artificial ‘animoid’). The Blade Runner manages to track down Zhora after finding one of the animoid snake’s scales in a deserted apartment. The snake scale has embedded metadata in it that identifies the manufacturer of the snake who, when questioned by the Blade Runner, identifies Zhora as the purchaser. The notion that physical and digital objects all around us are capable of carrying such embedded metadata is now no longer science-fiction[3],[4].


[1] http://www.icbl.hw.ac.uk/lmap/lmapreport.d3.pdf

[2] http://www.guardian.co.uk/media/2009/jun/21/pdf-parliamentary-transparency

[3] http://en.wikipedia.org/wiki/Blade_Runner

[4] http://www.filmsite.org/blad3.html