UWC ISAK Japan (thereafter, "UWC ISAK") is a full-boarding international high school. From a campus surrounded by nature in Karuizawa in Nagano Prefecture, it teaches students from diverse backgrounds with a program that fosters transformational leaders who will continue to grow, take on the challenges of new frontiers, and make a positive impact on society. In this project, an ATEM series (Blackmagic Design) distributed video switcher and other items were introduced to distribute the graduation ceremony online to guardians living overseas. We spoke to Dean Kirkness, Rie Koido, Olivia Boissel and Aya Masumoto, who were in charge of the distribution, and asked them about the background to the introduction and the effects it had.
Improving the quality of real-time delivery was essential
Mr. Kirkness (title omitted hereinafter):
Our school has about 200 students from 80 countries around the world. In addition to being a MEXT certified school, the core of UWC ISAK's curriculum is the International Baccalaureate Diploma Programme.
Ms. Koido (title omitted hereinafter):
At our school, more than 70% of the guardians live overseas, so the distribution of the graduation ceremony is something we have been doing for a while. However, due to the impact of the coronavirus, the world has been flooded with online content and it has become normal to expect high-quality images. This is why we thought we should also focus on quality improvement.
The style of the graduation ceremony at our school is that the presentation of diplomas and other procedures are performed in the auditorium, and then we go outside and the students throw the caps in the air. As the location changes as the ceremony progresses, real-time distribution requires camera work that can be relayed and the switching of the images. For this, I consulted Too, who I was already acquainted with, and spoke to them about the ATEM switcher I had been interested in for a long time.
Full satisfaction with the price, usability and quality of ATEM
Kirkness:
Until last year, we used software from other companies and the distribution was performed by staff with the specialist knowledge. We also tried to learn how to use it, but it was difficult to operate and we struggled. On the other hand, ATEM is simple to use, it is inexpensive, and there are a large number of products in the lineup, so we were able to flexibly consider the optimum model. It also has a lot of users, so there are many videos on the internet explaining how to use it. Everything about ATEM was satisfactory, including its accessibility, price, product lineup, and language support.
Koido:
It is easy to operate visually and it is major equipment, so we chose ATEM without comparing it with products from other companies. The main people handling the equipment are the staff, but there is also a student-led group called Tech Crew, who help support the technical side of school events. To have the students experience the equipment, in addition to the ATEM Mini Extreme ISO to be used for graduation ceremonies, we also introduced the ATEM Mini, which is cheaper and easier to operate.
The graduation ceremony could be relayed smoothly with just a short period of preparation
Koido:
The graduation ceremony was brought forward by one week, so we were in a big hurry to get ready for it, but we had Too come to our school and give us a lecture on everything the day before the main event. During the cap-toss, which was the symbolic scene of the graduation ceremony, the video was relayed by attaching the wireless video transmission system Hollyland to the camera. We were also able to smoothly deliver the movement from the auditorium to the outside, so I think we were able to convey a sense of presence. We could sufficiently handle the technical operations on the day with four school staff members and the Tech Crew students.
Too not only showed us how to operate the equipment, but also the position of the receiver to enable a continuous relay and the mixer levels to allow the audience to hear the sound comfortably. Thanks to them carefully teaching us details we could not have perfected alone, I think that we were able to distribute images on the day that were of a higher quality than ever before. Furthermore, we were also helped by the fact that their proposal made use of the equipment we already had at our school and added to it with new equipment.
Kirkness:
There were no major problems during the ceremony. I think that for the people watching, it was possible to focus on the ceremony and celebrate the students without getting distracted by the distribution method. The fact that we were able to successfully distribute the graduation ceremony with a short period of preparation shows how well ATEM was aligned with our needs. Also, I cannot express how thankful I am for the support provided by Too.
I want to use ATEM in a program to foster leadership
Koido:
In addition to the graduation ceremony, there are also student-led distribution events such as school introductions and project activities. We have previously used a video conferencing system, but I want to focus on improving the quality by using ATEM and mixers. Also, our school has a characteristic program called Theatre. Even during the coronavirus crisis, it will be possible for people externally to watch things if we distribute them, so I want to work on a program that makes distribution possible with students taking the lead, such as by placing multiple cameras and having Tech Crew students switch screens with ATEM.
Boissel:
Every year, we foster leadership with students who have new perspectives. I think the characteristic of leadership at UWC ISAK is the students coaching each other. In order to handle products like ATEM too, I want to place importance on an environment where students can help each other, cooperate with each other, and ask questions.
Masumoto:
At our school, there are many opportunities for students to experience and learn technology. In addition to taking on the new challenges, I think we should also ensure that they master basic manners and rules. While valuing the importance of students taking the initiative, I want to create an environment where adults can firmly guide the students.
Kirkness:
We get a lot of requests from students for live events, and I think that some of the staff want to use ATEM in their classrooms to create a better experience. At the same time, however, it is necessary to consider the environment surrounding the viewers, such as the time differences, and to increase the knowledge on the distributing side regarding accidents that occur during real-time distribution. A unique aspect that is part of the culture at our school is that we give our students the maximum possible opportunities to develop their independence and aspirations. Also, at the same time, we have them acquire the sense of responsibility that comes with that freedom. Tools like ATEM are all about experience, so I want to prepare an environment where the students can pursue their interests, such as by having them think about projects and other ideas voluntarily.
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*The information is current as of September 2022. The contents are subject to change without notice.
