Video For Learning Pala 2009


Published on

Free and low cost video resources for communication and learning. Presented at the 2009 PA Library Association Conference - October 20, 2009.

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • (Andy) Goal: Video can be an effective, inexpensive instructional and communication tool. Objectives: Consider video as an efficient and effective resource Access video resources available on the web Create your own videos using simple and inexpensive/free resources Introduce and discuss lecture capture
  • (Andy) Audience Analysis YouTube? TeacherTube? Voice Thread? Common Craft?
  • (Nancy) Audience Analysis Created your own video? Screencasts? Image Sequencing? Video Editing? Lecture Capture?
  • Should be at 3-5 minutes to start this Benefits of Video (Andy) – 3-5 minutes (closer to 3) for this Library has always had video as an information resource. Not something new. But, more accessible to create and distribute your own and more of an expectation from students/users. Benefits Visual Representation (learning, demonstration/modeling, safety) Access (Distribution, Reusability, User Control – pause, rewind, etc.) Affective Emotion (Video taps into emotions by allowing concepts to be “experienced” and to come to life.) Connection Relation Positives: Multimedia (Text, Image, Audio, Animation) Personal medium Many viewers/large audience Detail complex tasks Ability to review Increased variety – CD, Streaming Negatives: (A lot of these are being addressed with advances in technology) Specialized team – i.e. producer, editor, camera Expensive Not easy to modify Sequential, difficult to survey Passive Use for Outcomes: Demonstrations Explanations Lecture Complex – i.e. whiteboard – physics problem solving Two way (expensive) – instructor observes student
  • 10 minutes (Nancy) First, it helps to get some ideas about how other libraries are using video and screencasts for marketing and instruction. Then, you can transform others’ ideas, perhaps even use their videos and rebrand them with the creators’ permission, usually with minimal technical work by you or your IT staff. You can see what’s missing from the existing resources, and you can perhaps create something that fills a missing need. Nancy – + YouTube (Nancy) Arizona State University has produced an excellent series of marketing and instructional videos that can inspire you: study zones, how to find fulltext articles, Google Scholar, welcome back, ASU libraries toolbar, checking out books, etc. Here’s a video that they’ve created about new tools they introduced this semester. All are short, engaging, and fast-paced. Paul Robeson Library at Rutgers has a multipart series on plagiarism. North Carolina State University has an interesting collection of videos that give the “backstory,” such as on Wikipedia and literature reviews. New York Public Library definitely uses their YouTube channel for outreach, mostly making available events that were recorded at the library. So, try using YouTube to search for library-related tutorials, instructional and marketing videos. Also, just try searching around your favorite academic or public library to see how they might be using video, to get ideas and to see what’s missing. + (Andy) TED talks - ( + (Andy) (info literacy & technology + web searching, how to use Office, option for Professors vs. book) – Internet search + (Nancy) CommonCraft: If you think of creating videos or screencasts, you often think of products that require designers, professional videography, and lots of resources of time, skill, and money. Not necessarily! Common Craft videos are an example of a product that is very appealing that does not seem “high tech.” I love Common Craft videos!!! I love the style, which is definitely a low-tech style. They have explanatory videos on several technology topics, such as Twitter search, web search strategies, blogging, online photo sharing, etc. Maybe these could be part of a staff training effort. UStream (Andy) – View broadcasts or create broadcasts live interactive video broadcast platform that enables anyone with a camera and an Internet connection to quickly and easily broadcast Cover It Live - – media uploader Live chat Notes: Existing Resources – go out and show some examples, related to library Asynchronous video catalogs YouTube ( TeacherTube ( ) YouTube EDU ( Voice Thread ( ) - Show when demoing voicethread Common Craft ( ) ( ) -  Show when demoing Jing   NASA ( ) Research Channel ( Annenberg Teacher Resources ( ) History Channel ( ) CNN Video Almanac ( ) C-SPAN ( ) TED ( ) Synchronous video streams UStream ( ) Live streams View past broadcasts Create your own stream ( ) Discovery Education Streaming ( ) - fee-based NASA TV ( )
  • (Nancy) – 20 minutes in Screencasts Animation / Image Sequencing Video Editing
  • Screencasts Screencasts are kind of like making a movie of what you do on the screen, recording your voice as narration; hence, “screencast.” Free websites allow you to do this very easily. I use Jing about once a week to do screencasts. Within 5 minutes or less, I can create a short screencast, upload it to cloud storage, and email it to my intended recipient. Invariably, the person on the other end is amazed and impressed, and often wants to learn how to do it themselves. Take a look at this screencast that I created for our provost. We were trialling Web of Science, and I happened to find his name as an author on 3 articles in the database, each cited a pretty impressive number of times. He had no idea that his work had been cited by others. I’ve made screencasts for processes, such as how to build RSS feeds into the students’ eportfolios And how to get more out of Google Scholar by using it with our link resolver:
  • The primary difference between Jing and Screenr is simplicity of use and privacy options. Both are free. Jing requires a download. Screenr doesn’t. With Screenr, you can start recording as soon as you create an account (which requires having a Twitter account). So that is one advantage to Screenr. Both provide cloud storage, or allow you to save to a file. Also, it creates a high definition screencast. With Screenr, the screencasts are stored in the Screenr cloud.  You can also share the URL, embed, download the mp4 file, publish to Youtube, but with all of them, you have to Tweet it first.  You can automatically tweet or manually tweet, but you have to tweet. Both Jing and Screenr improve your teaching by limiting your screencast time to 5 minutes. As librarians, we are concerned with protecting the privacy of our users. Jing allows you to create “private” folders in your cloud storage (which is on to “hide” your screencasts from public view. For Screenr, all screencasts are part of the public stream. Advantage: Jing. I just had an very important illustration of that on Sunday. A student, for a CIS class assignment, was tasked with finding out what information was stored on her in our library database. So, instead of writing it all out in an email, I made a quick video of her giving her a brief tour of her patron record in our ILS. I made the mistake of using Screenr at first, then immediately deleted it when I remembered that it was part of the public stream. ONLY USE JING IF PRIVACY IS AN ISSUE.
  • Not only have screencasts been valuable for me in getting the attention of the administration, but I’ve found many other ways to use them in my work. Two that you have probably thought of already are publicizing new e-resources and demonstrating processes. When we are trialling or have purchased a new electronic resource, I always send faculty a demo screencast. Processes: I’ve created a screencast for off campus authentication and how to use various functionality in our on-demand streaming media system. I’ve created screencasts to entice students with how easy it is to find high-quality information in our databases and library catalog for a specific reference need. It’s easy and quick enough to create one for even just one recipient, and is an effective way to teach that they can store and refer to as needed. Troubleshooting e-resources: instead of describing the situation in writing, just send a link to a video of the problem in action! Capturing processes: build a training library for yourself for those infrequent processes that you need to relearn every time you do them.
  • (Andy) Show an example of something done with Captivate. Use when want to include other media (PPT, graphics, etc.), want to be able to edit screen recordings, want to test learners/students. Software simulation - Screen recording and demos Software simulations Scenario-based training Presentations Quizzes Journey ed price = $249.98 Full = $799.99
  • 40 minutes in to start this Once I was asked by a faculty member how annotations could be made to a video. She wanted to be able to use a video but make comments on it as the video was played. At the time, I didn’t know of a way to do that. VoiceThread is a way of doing that. Cost: It is free to use, but there are costs to upgrade to “pro.” Even so, it’s still under $100 to upgrade. Demo the video and look at the second and third comments on the left. Note: I’ve played with this a lot and haven’t been able to get it to work on my machine. It’s possible that there are some kind of network issues.
  • (Andy) Image Sequencing. Create video out of a series of still images. Animated GIF. Benefits of video without having to shoot video. No audio from the scene however, but can use existing still photos to create a feeling of being there. Animation: Characters and objects that move. Most animations end up as SWF files (Flash runtime). Benefits of video without having to shoot video. Don’t have to hire actors, don’t have to shoot dangerous or uncomfortable situations, can create the scene without a lot of prep or expense. 3 minutes for each
  • (Animoto) - (Andy) Play :60 second learn more video Create video Animoto short Get images or video Add text (and other edits) Add music Video toolbox (share, embed, export) Automatically produces beautifully orchestrated, completely unique video pieces from your photos, video clips and music. Fast, free and shockingly easy. :30 second = free 1 minute = $3 1 Year subscription = $30 Embed, email, export to YouTube Great for library marketing, digital signage, Microsoft Photostory as another option – download 3 minutes for each
  • (Nancy) Xtranormal is an easy, free way to create animated movies. Basically, you select “actors”, type the script, and select icons that govern camera angles, sound effects, expressions, and character movements. Demo the movie I created about plagiarism: You can upload directly into YouTube, and store the file locally if you’d like. Perhaps these could be a fun way to produce your next short instructional video. As an aside, if there are any school librarians present, it occurs to me that this is a great way to help your students practice their writing. If you spell a word wrong, or don’t use correct grammar, you’ll get immediate feedback because the characters will say exactly what you’ve typed. Even those with lower literacy levels will be able to tell that it just doesn’t sound right. It’s a great way to practice one of the areas of information literacy that we as librarians don’t spend enough time and resources on: communication. Mention MovieStorm as another option. I’ve tried to use MovieStorm, and I think it deserves some exploration, but it seems to have a much steeper learning curve than Xtranormal. It’s available at 3 minutes
  • (Andy) – show web cam capture. Video Editing We’ve reviewed some existing video resources and taken a look at a variety of tools for creating video and animations. Now let’s talk about recording and editing your own video. If you have an existing video, you can edit with a tool like Windows Moviemaker. (Show demo) Or you can record you own video with a personal video camera or web cam. Capture Video Edit (effects, transitions, title & credits screen) If you have a video file you can edit it. Popular file types are .mov, .avi and .mpg - .avi, .wmv and .mpg for moviemaker Moviemaker – open up moviemaker and show interface & editing, shooting with web cam iLife Adobe Premier Express – Use with other services - 3 minutes
  • Lecture Capture (Nancy, 5 minutes) While universities have been recording classes for years, new technology makes this process automated and allows faculty to share their products instantly via the web, to campus audience and beyond. We can now capture the content of classes…student presentations…guest speakers…faculty can use the technology to create a library of learning objects for student reference, like a library of demos of math problem-solving techniques (basically the same way as using Jing, described before, but on a bigger scale). How to organize? Archive? Make accessible? With the opening of our new Academic Center, Harrisburg University of Science and Technology implemented Mediasite, an automated lecture capture technology. Beyond issues of faculty training and adoption, and technology issues that were hurdled during implementation, lecture capture systems need: --someone to create archiving policies --someone to organize content and create a metadata framework for the system for findability --someone to educate users on their intellectual property rights (i.e. copyright), --someone to advocate for users’ privacy rights In short, our skills and professional values make librarians valuable assets to campus initiatives involving creation and storage of local content. Find out what kinds of initiatives are developing on your campus, and become involved!
  • Conclusion (Andy) – 5 minutes Q&A
  • Video For Learning Pala 2009

    1. 1. <ul><li>Screen Recording to Lecture Capture:  Video Resources for Learning and Outreach </li></ul>2009 Pennsylvania Library Association (PaLA) Tuesday, October 20, 2009 9-10 AM
    2. 2. Benefits Create Your Own Lecture Capture Video Resources
    3. 3. YouTube? or TeacherTube? Voice Thread? CommonCraft?
    4. 4. Created Your Own Video? Lecture Capture? Screencasts? Image Sequencing? Video Editing?
    5. 5. Video
    6. 6. Existing Resources
    7. 7. Create Your Own Screencasts Image Sequence Video Editing
    8. 8. Screencasts <ul><li>Captures on-screen movements, usually with audio narration </li></ul><ul><li>Can be shared by emailing a link to the screencast, embedding in a webpage, or sending the file. </li></ul><ul><li> </li></ul>
    9. 9. Jing vs. Screenr <ul><li>Requires download </li></ul><ul><li>Cloud storage on </li></ul><ul><li>Can be stored privately </li></ul><ul><li>No download </li></ul><ul><li>Cloud storage on Screenr </li></ul><ul><li>Storage is public </li></ul>
    10. 10. Using Screencasts <ul><li>Publicize new e-resources </li></ul><ul><li>Demo processes </li></ul><ul><li>Individualized reference assistance </li></ul><ul><li>Troubleshooting e-resources; send to vendors </li></ul><ul><li>Capture processes for yourself </li></ul>
    11. 11. Adobe Captivate <ul><li>Go beyond screen capture to author rich eLearning experiences </li></ul>Screen recording and demos Software simulations Scenario-based training Presentations Quizzes
    12. 12. Voice Thread <ul><li>A way to post group comments on a video clip </li></ul>
    13. 13. Image Sequencing & Animation + +
    14. 15. Xtranormal
    15. 16. Video Recording & Editing
    16. 17. Lecture Capture <ul><li>Institutional investment in capturing local content </li></ul><ul><li>Requires skills in metadata and knowledge organization = expertise of a librarian! </li></ul>
    17. 19. <ul><li>Nancy Adams </li></ul><ul><li>University Librarian </li></ul><ul><li>[email_address] </li></ul><ul><li>Twitter: lurknlearn </li></ul><ul><li>Andy Petroski </li></ul><ul><li>Director and Assistant Professor of Learning Technologies [email_address] </li></ul><ul><li>Twitter: apetroski </li></ul>