Correcting and Improving Automatic Transcripts of Video Recordings at UICOM

brown and black wooden chairs inside room
  • Responsibilities: Instructional Design, Management
  • Target Audience: All stakeholders at University of Illinois College of Medicine (UICOM)
  • Tools Used: Echo360
  • Budget: N/A, internal project
  • Client: University of Illinois College of Medicine (UICOM)
  • Year: 2019-present

Overview

Around 2019, some of our international students at the University of Illinois College of Medicine (UICOM) met with me to talk about the automatic transcripts created for all of our video content in our video storage system, Echo360. Internally, we had turned on the transcripts feature in spring 2019 as a pilot to determine the accuracy of the built-in automatic speech recognition (ASR) tool in the software and figure out how to best provide students with additional ways to consume the video content.

What we determined right away is the accuracy of these automatic transcripts was sometimes really poor. After discussions with Echo360 representatives, we found out that there was not a built-in dictionary for medical, pharmacologic, and certain higher level scientific terms in the ASR tool they used (which was Google AWS). For example, if a faculty member said ‘hypoallergenic’, the system might not have heard it correctly and the transcript would show ‘hyper-allergenic’ which is incorrect or sometimes the word was completely indecipherable.

Here is an example of how the system incorrectly heard the term ECG from a faculty member who was speaking. The correct term is ECG. After listening to this part of the lecture. it was very clear he said ECG, not eggs.

It is really imperative that we correct these transcripts. There are students who have learning disabilities or other accommodations. Sometimes we have faculty who have strong accents because English is not their first language and we have students who’s first language is also not English. We need to be able to provide the best education to all students.

Process

Initially, some of our medical students tried to correct the incorrect transcripts themselves and soon discovered how long it can take to correct them. We determined that a better option, until Echo360 has the appropriate dictionaries in their system, was to hire non-pre-med students to edit the transcripts. I worked with my colleague at UICOM Dr. Elizabeth Balderas to interview and hire up to 5 students to do this work.

Dr. Balderas and I developed a job title and description based on existing similar jobs in the university system. Then, we published the job via Handshake, a tool for students to find jobs on campus, as well as other sources like LinkedIn. The title we came up with was Medical Lecture Transcriber. We were able to hire four non-pre-med students who had science backgrounds and one 4th year medical student to edit transcripts.

I went through our Echo360 lecture recordings in the system and determined which transcripts in these recordings might need the most improvement. I was able to do this fairly easily because of my familiarity with the faculty as well as reviewing past student evaluations which gave some insight. We used Google Sheets to allow the student workers to select a specific recording to edit. Many of these student workers were studying various aspects of science, so a value added to editing the transcripts was perhaps an opportunity for them to learn something that was relevant to their own studies. We also warned the student workers that, depending on how much work a transcript might need, it could easily take 3-4+ hours to edit a 1 hour recording transcript.

Results and Takeaways

After running this process during spring term 2020, it became clear that the students were not keeping up with the editing like we wanted and needed. For some of them, it took longer than expected (though we told them it would take a long time) and it conflicted with their own student workload. At the end of the semester, we decided to discontinue the process as it was not as successful as we envisioned. In mid-2021, Echo360 started using a different ASR vendor which has a better medical / scientific / pharm dictionary.

Explaining How to Use Adobe Spark

This is an example of using Camtasia to record and edit a short video tutorial for staff and faculty on how to use Adobe Spark as a presentation tool alternative to PowerPoint, Keynote, Google Slides, or other presentation software.

  • Responsibilities: Instructional Design, multimedia design
  • Target Audience: Faculty and staff at UICOM
  • Tools Used: Adobe Spark, Camtasia
  • Budget: N/A (internal project).
  • Client: University of Illinois College of Medicine
  • Year: 2020

Redesign of an Online Course for Northern Illinois University V2

  • Responsibilities: Instructional Design, Educational Technology, Web Design
  • Target Audience: Faculty and staff
  • Tools Used: Dreamweaver (HTML editor), VPN
  • Budget: N/A, internal project
  • Client: University of Illinois College of Medicine
  • Year: 2018-ongoing

Overview

After redesigning and teaching ETT 555 Media Design: Multimedia at Northern Illinois University (NIU) in summer 2020, I realized that the Ultra view in Blackboard wasn’t sufficient so I went back to the Original view for spring 2021. I relied upon my instructional design skills as well as feedback from students and my mentor, Dr. Cindy York to implement any improvements.

Process

Here are some images of the changes I made for this offering. This first set of images show the Announcements page and the Welcome page. (Note the arrow to see the other image in the gallery).

Here is the schedule for the course. The image is pretty long and unwieldy to show it visually here. When you click on the image in the link, it shows up quite large so you may have to scroll left / right to view all of it.

Below is a sample of a weekly module. This one shows week 5 of an 8-week course.

Here, you can see the assignments for the course.

Finally, here is an example of a rubric for an assignment. All assignments have specific rubrics attached to them.

Results and Takeaways

After the semester concluded, I was able to retrieve student evaluations. Students reported that the course was ‘easy to navigate.’ Based on this feedback, I consider this project to be a success.

Redesign of an Online Course for Northern Illinois University V1

  • Responsibilities: Instructional Design, Educational Technology, Web Design
  • Target Audience: Faculty and staff
  • Tools Used: Dreamweaver (HTML editor), VPN
  • Budget: N/A, internal project
  • Client: University of Illinois College of Medicine
  • Year: 2018-ongoing

For summer term 2020, I redesigned a graduate course called Media Design: Multimedia (ETT 555) and taught it during an 8-week term. I converted the course to Blackboard Ultra view from the Original view for delivery during this term. As it turned out, the version of Blackboard Ultra used for this course was lacking in some useful functionality for both instructors and students.

Process

I created some example content in a ‘dummy’ Blackboard course so I better understood the options available. Then, I made a thorough inventory of previous offerings of this course in Blackboard Original View and mapped out how content could be reimagined and redesign in the Ultra view.

Here is the image showing the course topics and schedule. The images below might look quite small to you when viewing. Feel free to download them to get a better view.

Also for ETT 555, here is an image showing an overview of each of the modules.

And finally, here is a listing of the resources for students to use to complete the module exercises.

Results and Takeaways

The Ultra view does not offer all of the ‘bells and whistles’ of the Original view, yet this turned out to be preferable in this instance. One key feature of Blackboard is how the system cannot properly translate if a user copies textual content like paragraphs from Microsoft Word or another text formatting product into Blackboard. In Original view, a lot of unnecessary HTML code is ‘brought over’ from Word to Blackboard and results in extra time to strip out extra code that messes up the look and feel. In Ultra view on the other hand, when copying and pasting into Blackboard, this extra code seems to get stripped away and the look and feel is more consistent.

Developing the UICOM Faculty & Staff Website

  • Responsibilities: Instructional Design, Educational Technology, Web Design
  • Target Audience: Faculty and staff
  • Tools Used: Dreamweaver (HTML editor), VPN
  • Budget: N/A, internal project
  • Client: University of Illinois College of Medicine
  • Year: 2018-ongoing

Overview

After the University of Illinois College of Medicine (UICOM) went through a process to redesigning the curriculum, new methods of delivering content had been introduced. For example, faculty relied heavily on the standard lecture that did not promote student involvement in their own learning.

Process

I developed a website to serve as a place to contain important content like:

  • Who’s who at each campus, and what is their role
  • Terms that are used in the curriculum and what they mean
  • Examples of educational technology that are used in the design and delivery of curricular content and how to use / who to contact to use them
  • Specific forms that are used with descriptions of their purpose
  • Best practices in the design and delivery of curricular content, including team-based learning activities
  • How to incorporate educational games in the delivery of content
  • Best practices and guidelines for coordinators for each phase of the curriculum for all three campuses

Prototype

I designed and developed this site and am the main contributor to it. You can review the website here: http://comfaculty.uic.edu.

Results and Takeaways

Over time, the site has become more comprehensive and therefore more useful to staff and faculty. I am still the only contributor to the site (despite requests for faculty and staff to provide content). I review the content regularly to ensure it has the most updated content. I look at usage statistics of the site to see which pages seem to be the most used and which are the least used to determine what changes (if any) need to be made. It is interesting to look at this usage data as there are sometimes views of the site from places that are quite far from the US like India and Thailand.

Redesigning UICOM Phase 2 Curriculum

The University of Illinois College of Medicine (UICOM) is currently underway in redesigning the curriculum from the ground up. Phase 2 of the curriculum at UICOM involves what is typically known as the 3rd year of medical school (M3) and required / optional clerkships to complete.

  • Responsibilities: Instructional Design, Educational Technology
  • Target Audience: Staff (and ultimate students)
  • Tools Used: LucidChart, Blackboard
  • Budget: N/A, internal project
  • Client: University of Illinois College of Medicine
  • Year: 2019-ongoing

The clerkships on each campus have typically run very independent of each other in many ways. For example, the Peoria campus clerkships had not previously used Blackboard, the learning management system (LMS) at UICOM, while the Chicago and Rockford campus clerkships use it. Another example, each clerkship on the Rockford and Chicago campuses used a separate Blackboard shell to house content. In keeping with the style and design of Phase 1 where all curricular content is housed within one Blackboard shell, there are three shells for Phase 2, one for each of the campuses, and all clerkships are housed within it. This is a departure from how it has been done in the past, and a presented some challenges to organize content.

Prototype

Here are some examples of how I used a product called Lucidchart to diagram the existing curriculum layout in Blackboard for each clerkship, and how it might look in the new design.

LucidChart for Ob/Gyn Clerkship in Chicago

The beige boxes represent the existing curriculum and specific items that are visible to students.

The coral colored boxes represent the existing curriculum and specific items that are not visible to students.

The blue boxes represent the proposed curriculum layout.

Chicago Campus
Here are some of the mockups used in redesigning the Chicago campus clerkships.

Results and Takeaways

The final product was put into production. This project is an example of systematic instructional design. I used the systematic action mapping approach with a focus on the actions that staff need to perform to create content for clerkship students. By using a systematic instructional design, I helped to promote better decision making for our staff and ease of use for students.

Redesigning UICOM Phase 1 Curriculum

Overview

In preparation for the redesigned medical school curriculum that debuted in fall 2017, I presented a design mock-up with a colleague from our Peoria campus to faculty and administration to demonstrate how to create connections between various services and products that students, staff, and faculty use. This is specific to ‘phase 1’ of the curriculum, which includes the M1 and M2 years.

  • Target Audience: Faculty and staff at UICOM
  • Tools Used: Adobe Spark, Camtasia
  • Budget: N/A (internal project).
  • Client: University of Illinois College of Medicine
  • Year: 2017 – ongoing

Ongoing: Iterative design of templates to be used by faculty and administration. These documents are current as of 21 November 2021.

Process

In addition to the development of these forms, there was a strong need to create consistency of the look and feel of the learning management system (LMS) that is used in the college, Blackboard. One of the most important aspects was the naming of the courses in the LMS. The naming conventions needed to be consistent and consecutive, so it would be easy for the faculty, staff, students, and eventually accreditation agencies, to find content.

Naming Convention of Courses
This is an example of the adopted naming convention:

Illinois Medicine Curriculum Phase 1 (Chicago, Class of 2023)
Phase 1 is the traditional M1-M2 years of education.

Illinois Medicine Curriculum Phase 2 (Chicago, Class of 2021)
Phase 2 is the M3 year of education.

Blackboard Left-hand Navigation
As the curriculum entered the 3rd iteration, accommodations to campus-specific requests had to be addressed. For example, the Peoria campus administration wanted to include a tab on the left for their virtual reality projects.

Prototype and Final Product

A ‘dummy’ course was created to show all stakeholders some options for the redesign. A subset of students along with staff and faculty helped to guide the design. It was crucial to get their input as they would be the users of the redesign. The final design has gone through a few tweaks over the past few years as the curriculum has also evolved.

On the left is an example of the original left-hand navigation for the class of 2021.

On the right is an example of the modified left-hand navigation for the class of 2023. To accommodate any campus-specific needs, all three campus stakeholders agreed that the top section “above the line” should remain the same and anything below is ‘fair game,’ within reason (i.e. we don’t want to have a left-hand navigation that is too long).