A Hierarchical Characterization of a Live Streaming Media Workload

We present what we believe to be the first thorough characterization of live streaming media content delivered over the Internet. Our characterization of over five million requests spanning a 28-day period is done at three increasingly granular levels, corresponding to clients, sessions, and transfers. Our findings support two important conclusions. First, we show that the nature of interactions between users and objects is fundamentally different for live versus stored objects. Access to stored objects is user driven, whereas access to live objects is object driven. This reversal of active/passive roles of users and objects leads to interesting dualities. For instance, our analysis underscores a Zipf-like profile for user interest in a given object, which is to be contrasted to the classic Zipf-like popularity of objects for a given user. Also, our analysis reveals that transfer lengths are highly variable and that this variability is due to the stickiness of clients to a particular live object, as opposed to structural (size) properties of objects. Second, based on observations we make, we conjecture that the particular characteristics of live media access workloads are likely to be highly dependent on the nature of the live content being accessed. In our study, this dependence is clear from the strong temporal correlations we observed in the traces, which we attribute to the synchronizing impact of live content on access characteristics. Based on our analyses, we present a model for live media workload generation that incorporates many of our findings, and which we implement in GISMO [19].

World Cup sets US live streaming record

The world cup has become the most streamed live sporting event in the US, as Americans tune in to this year´s tournament on their smartphones, tablets and computers in record numbers.

Streaming audio e video nei sistemi Peer-To-Peer TV: il caso Sopcast P2PTV

La tesi si propone di affrontare il tema del Live Streaming in sistemi P2P con particolare riferimento a Sopcast, un applicativo di P2PTV. Viene fatto un ricorso storico riguardo alla nascita dello streaming e al suo sviluppo, vengono descritte le caratteristiche, il protocollo di comunicazione e i modelli più diffusi per il live streaming P2P. Inoltre si tratterà come viene garantita la qualità del servizio e valutate le performance di un servizio P2PTV.

Business model with discount incentive in a P2P-cloud multimedia streaming system

Today P2P faces two important challenges: design of mechanisms to encourage users' collaboration in multimedia live streaming services; design of reliable algorithms with QoS provision, to encourage the multimedia providers employ the P2P topology in commercial live streaming systems. We believe that these two challenges are tightly-related and there is much to be done with respect. This paper analyzes the effect of user behavior in a multi-tree P2P overlay and describes a business model based on monetary discount as incentive in a P2P-Cloud multimedia streaming system. We believe a discount model can boost up users' cooperation and loyalty and enhance the overall system integrity and performance. Moreover the model bounds the constraints for a provider's revenue and cost if the P2P system is leveraged on a cloud infrastructure. Our case study shows that a streaming system provider can establish or adapt his business model by applying the described bounds to achieve a good discount-revenue trade-off and promote the system to the users.

A novel monetary incentive for commercial P2P streaming

Today P2P faces two important challenges: design of mechanisms to encourage users’ collaboration in multimedia live streaming services; design of reliable algorithms with QoS provision, to encourage multimedia providers employ the P2P topology in commercial streaming services. We believe that these two challenges are tightly-related and there is much to be done with respect. This paper proposes a novel monetary incentive for P2P multimedia streaming. The incentive model classifies the users in groups according to the perceived video quality. We apply the model to a streaming system’s billing model in order to evaluate its feasibility and visualize its quantitative effect on the users’ motivation and the provider’s profit. We conclude that monetary incentive can boost up users’ cooperation, loyalty and enhance the overall system integrity and performance. Moreover the model defines the constraints for the provider’s cost and profit when the system is leveraged on the cloud. Considering those constraints, a multimedia content provider can adapt the billing model of his streaming service and achieve desirable discount-profit trade-off. This will moreover contribute to better promotion of the service, across the users on the Internet.

Modelling and analysis of new coolstreaming for P2P IPTV

Peer to peer networks are being used extensively nowadays for file sharing, video on demand and live streaming. For IPTV, delay deadlines are more stringent compared to file sharing. Coolstreaming was the first P2P IPTV system. In this paper, we model New Coolstreaming (newer version of Coolstreaming) via a queueing network. We use two time scale decomposition of Markov chains to compute the stationary distribution of number of peers and the expected number of substreams in the overlay which are not being received at the required rate due to parent overloading. We also characterize the end-to-end delay encountered by a video packet received by a user and originated at the server. Three factors contribute towards the delay. The first factor is the mean shortest path length between any two overlay peers in terms of overlay hops of the partnership graph which is shown to be O (log n) where n is the number of peers in the overlay. The second factor is the mean number of routers between any two overlay neighbours which is seen to be at most O (log N-I) where N-I is the number of routers in the internet. Third factor is the mean delay at a router in the internet. We provide an approximation of this mean delay E W]. Thus, the mean end to end delay in New Coolstreaming is shown to be upper bounded by O (log E N]) (log N-I) E (W)] where E N] is the mean number of peers at a channel.

How Video Lecture Capture affects Student Engagement in a University Computer Programming Course: Attendance, Video Viewing Behaviours and Student Attitudes

Introduction
The use of video capture of lectures in Higher Education is not a recent occurrence with web based learning technologies including digital recording of live lectures becoming increasing commonly offered by universities throughout the world (Holliman and Scanlon, 2004). However in the past decade the increase in technical infrastructural provision including the availability of high speed broadband has increased the potential and use of videoed lecture capture. This had led to a variety of lecture capture formats including pod casting, live streaming or delayed broadcasting of whole or part of lectures.
Additionally in the past five years there has been a significant increase in the popularity of online learning, specifically via Massive Open Online Courses (MOOCs) (Vardi, 2014). One of the key aspects of MOOCs is the simulated recording of lecture like activities. There has been and continues to be much debate on the consequences of the popularity of MOOCs, especially in relation to its potential uses within established University programmes.
There have been a number of studies dedicated to the effects of videoing lectures.
The clustered areas of research in video lecture capture have the following main themes:
• Staff perceptions including attendance, performance of students and staff workload
• Reinforcement versus replacement of lectures
• Improved flexibility of learning
• Facilitating engaging and effective learning experiences
• Student usage, perception and satisfaction
• Facilitating students learning at their own pace
Most of the body of the research has concentrated on student and faculty perceptions, including academic achievement, student attendance and engagement (Johnston et al, 2012).
Generally the research has been positive in review of the benefits of lecture capture for both students and faculty. This perception coupled with technical infrastructure improvements and student demand may well mean that the use of video lecture capture will continue to increase in frequency in the next number of years in tertiary education. However there is a relatively limited amount of research in the effects of lecture capture specifically in the area of computer programming with Watkins 2007 being one of few studies . Video delivery of programming solutions is particularly useful for enabling a lecturer to illustrate the complex decision making processes and iterative nature of the actual code development process (Watkins et al 2007). As such research in this area would appear to be particularly appropriate to help inform debate and future decisions made by policy makers.
Research questions and objectives
The purpose of the research was to investigate how a series of lecture captures (in which the audio of lectures and video of on-screen projected content were recorded) impacted on the delivery and learning of a programme of study in an MSc Software Development course in Queen’s University, Belfast, Northern Ireland. The MSc is conversion programme, intended to take graduates from non-computing primary degrees and upskill them in this area. The research specifically targeted the Java programming module within the course. It also analyses and reports on the empirical data from attendances and various video viewing statistics. In addition, qualitative data was collected from staff and student feedback to help contextualise the quantitative results.
Methodology, Methods and Research Instruments Used
The study was conducted with a cohort of 85 post graduate students taking a compulsory module in Java programming in the first semester of a one year MSc in Software Development. A pre-course survey of students found that 58% preferred to have available videos of “key moments” of lectures rather than whole lectures. A large scale study carried out by Guo concluded that “shorter videos are much more engaging” (Guo 2013). Of concern was the potential for low audience retention for videos of whole lectures.
The lecturers recorded snippets of the lecture directly before or after the actual physical delivery of the lecture, in a quiet environment and then upload the video directly to a closed YouTube channel. These snippets generally concentrated on significant parts of the theory followed by theory related coding demonstration activities and were faithful in replication of the face to face lecture. Generally each lecture was supported by two to three videos of durations ranging from 20 – 30 minutes.
Attendance
The MSc programme has several attendance based modules of which Java Programming was one element. In order to assess the consequence on attendance for the Programming module a control was established. The control used was a Database module which is taken by the same students and runs in the same semester.
Access engagement
The videos were hosted on a closed YouTube channel made available only to the students in the class. The channel had enabled analytics which reported on the following areas for all and for each individual video; views (hits), audience retention, viewing devices / operating systems used and minutes watched.
Student attitudes
Three surveys were taken in regard to investigating student attitudes towards the videoing of lectures. The first was before the start of the programming module, then at the mid-point and subsequently after the programme was complete.
The questions in the first survey were targeted at eliciting student attitudes towards lecture capture before they had experienced it in the programme. The midpoint survey gathered data in relation to how the students were individually using the system up to that point. This included feedback on how many videos an individual had watched, viewing duration, primary reasons for watching and the result on attendance, in addition to probing for comments or suggestions. The final survey on course completion contained questions similar to the midpoint survey but in summative view of the whole video programme.
Conclusions and Outcomes
The study confirmed findings of other such investigations illustrating that there is little or no effect on attendance at lectures. The use of the videos appears to help promote continual learning but they are particularly accessed by students at assessment periods. Students respond positively to the ability to access lectures digitally, as a means of reinforcing learning experiences rather than replacing them. Feedback from students was overwhelmingly positive indicating that the videos benefited their learning. Also there are significant benefits to part recording of lectures rather than recording whole lectures. The behaviour viewing trends analytics suggest that despite the increase in the popularity of online learning via MOOCs and the promotion of video learning on mobile devices in fact in this study the vast majority of students accessed the online videos at home on laptops or desktops However, in part, this is likely due to the nature of the taught subject, that being programming.
The research involved prerecording the lecture in smaller timed units and then uploading for distribution to counteract existing quality issues with recording entire live lectures. However the advancement and consequential improvement in quality of in situ lecture capture equipment may well help negate the need to record elsewhere. The research has also highlighted an area of potentially very significant use for performance analysis and improvement that could have major implications for the quality of teaching. A study of the analytics of the viewings of the videos could well provide a quick response formative feedback mechanism for the lecturer. If a videoed lecture either recorded live or later is a true reflection of the face to face lecture an analysis of the viewing patterns for the video may well reveal trends that correspond with the live delivery.

Making Learning Possible : Nätbaserad utbildning vid Högskolan Dalarna

Högskolan Dalarna (HDa) har gjort ett strategiskt/medvetet val genom att betona den pedagogiska utvecklingen för nästa generations lärande (NGL) och har under flera år utvecklat nätbaserade kurser. NGL centrum är ett nav i den pedagogiska utvecklingen på HDa. Vår roll är att möjliggöra studenters lärande. (Ramsden 2003). Vid vår högskola fokuserar vi på olika datorsystem som stödjer lärandet och möjliggör synkron interaktion och kommunikation, både vid seminarier och under föreläsningar. Vi har valt och utvecklat system som stödjer lärandet och kontakten mellan studenter och lärare på ett bra sätt, fokus ligger inte nödvändigtvis på den nyaste teknologin. Vi anser att det är viktigt att skapa förutsättningar för sociokulturella miljöer vid nätbaserade utbildingar och därför är seminarier och samtal mycket viktiga i våra utbildningar. (Säljö 2000). Vi har definierat tre huvudbehov för lärandeprocessen och vi har valt system för informationsutbyte (Fronter), Adobe Connect för seminarier och Videochat - vårt egenutvecklade system för föreläsningar. Vi vet sedan många år att föreläsningar hjälper studenterna att förstå litteraturen bättre. Ett LMS (Fronter) är ett sätt att samla information såsom scheman och uppgifter. Där sker diskussioner om innehåll och kursupplägg, inlämningar, nyheter och meddelanden. När det gäller föreläsningar har vi valt att använda ”live-streaming” med möjlighet att spela in föreläsningen. Vi betraktar varken Adobe Connect eller vår Videochat som virtuella verktyg. De möten som genomförs med dessa verktyg är på riktigt. Studenter och lärare vittnar ofta om att de interagerar mer i ett seminarium via Connect än vad som sker i en fysisk föreläsningssal och bekräftar den pedagogiska närheten. HDa har system som är säkra men vi tror samtidigt på öppenhet och lättillgänglighet. Vi välkomnar gäster in i systemen för att skapa transparens. Läraren har möjlighet att låsa mappar i vårt LMS och göra dem både säkra och privata. Vi vill berätta och visa för intresserade konferensdeltagare hur vi på Högskolan Dalarna jobbar generellt med nätbaserade verktyg men också visa på mer specifika lösningar som har uppskattats av våra studenter och lärare.   References Ramsden, Paul (2003). Learning to teach in higher education. 2. ed. London: RoutledgeFalmer Säljö, Roger (2000). Lärande i praktiken: ett sociokulturellt perspektiv. [Learning in practice - A sociocultural perspective]. Stockholm: Prisma

Work in progress - Exploiting videoconferencing possibilities to promote the European convergence process

This paper introduces the experience of using videoconferencing and recording as a mechanism to support courses which need to be promoted or discontinued within the framework of the European convergence process. Our objective is to make these courses accessible as live streaming during the lessons as well as recorded lectures and associated documents available to the students as soon as the lesson has finished. The technology used has been developed in our university and it is all open source. Although this is a technical project the key is the human factor involved. The people managing the virtual sessions are students of the courses being recorded. However, they lack technical knowledge, so we had to train them in audiovisuals and enhance the usability of the videoconferencing tool and platform. The validation process is being carried out in five real scenarios at our university. During the whole period we are evaluating technical and pedagogical issues of this experience for both students and teachers to guide the future development of the service. Depending on the final results, the service of lectures recording will be available as educational resource for all of the teaching staff of our university.

Fragmentation versus convergence: University students in Brussels and the consumption of TV series on the Internet

info:eu-repo/semantics/published

Anytime and anywhere: a case study for blended learning

Using live streaming with blended learning helps engage off- and on campus students in real time and enhances the off-campus experience by incorporating synchronous activities in addition to the usual asynchronous interactions. Research into the effective use of blended learning frameworks offers opportunities to create course experiences that are personal, relevant, and engaging. Challenges include integrating appropriate technology and managing it effectively throughout the course. Results from practical experiments will likely guide future learning and teaching endeavors using technology for inclusive, interactive, and collaborative learning for on- and off-campus students.