Publishing Multimedia with EESC

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What faculty co-creators need to know

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  • This is the full version… Traditional pubs, physical products we all know so well… Workshops - elaborated typically F-F delivery Mvoing into digital realm
  • This is the “Light” version - Extension only Traditional pubs, physical products we all know so well… Workshops - elaborated typically F-F delivery Moving into digital realm
  • This is the “Light” version - Extension only Traditional pubs, physical products we all know so well… Workshops - elaborated typically F-F delivery Moving into digital realm
  • Teachers often break apart media materials and reorganize them to support their own instructional goals. Instructional object, educational object, learning object, knowledge object, learning module, educational module Instructionally sound sequencing decisions are at the heart of the use of learning objects MERLOT Multimedia Educational Resource for Learning and On-Line Teaching Wikipedia: ▪ Learning objects are a new way of thinking about learning content. Traditionally, content comes in a several hour chunk. Learning objects are much smaller units of learning, typically ranging from 2 minutes to 15 minutes.▪Are self-contained � each learning object can be taken independently▪Are reusable � a single learning object may be used in multiple contexts for multiple purposes▪Can be aggregated � learning objects can be grouped into larger collections of content, including traditional course structures▪Are tagged with metadata � every learning object has descriptive information allowing it to be easily found by a search [1]
  • Teachers often break apart media materials and reorganize them to support their own instructional goals. Instructional object, educational object, learning object, knowledge object, learning module, educational module Instructionally sound sequencing decisions are at the heart of the use of learning objects MERLOT Multimedia Educational Resource for Learning and On-Line Teaching http://oregonstate.edu/instruct/dce/phytophthora/module3-d.html Kanji animation from Japanese 199 http://oregonstate.edu/instruct/dce/JPN199/set03/JPN199-KanjiSet03.html
  • Visit the LL website
  • This is the “Light” version - Extension only Traditional pubs, physical products we all know so well… Workshops - elaborated typically F-F delivery Moving into digital realm
  • This is the “Light” version - Extension only Traditional pubs, physical products we all know so well… Workshops - elaborated typically F-F delivery Moving into digital realm
  • Publishing Multimedia with EESC

    1. 1. Publishing Multimedia with EESC What faculty co-creators need to know 2010 OSU EXTENSION SPRING TRAINING Mark Anderson-Wilk, Ariel Ginsburg, Jeff Hino, Chris LaBelle, & Sue Kunda
    2. 2. EESC http://extension.oregonstate.edu/eesc/
    3. 3. Overview of session <ul><ul><li>Features of publishing with EESC—Mark Anderson-Wilk </li></ul></ul><ul><ul><li>Lifelong Learning at OSU—Jeff Hino </li></ul></ul><ul><ul><li>New media and multimedia review—Chris LaBelle </li></ul></ul><ul><ul><li>Copyright and attribution—Ariel Ginsburg </li></ul></ul><ul><ul><li>OSUL/EESC collaboration—Sue Kunda </li></ul></ul><ul><ul><li>How can we help you?—Publishing panel </li></ul></ul>
    4. 4. Features of publishing with EESC
    5. 5. text and images (traditional publication-based publishing) audio and video (previously tied to radio and tv broadcasting) new media (learning objects and other born-digital applications) Publishing that embraces all forms of media (new, broadest definition of publishing) What do we mean by “publishing”? + + =
    6. 6. Publishing is defined by whatever type of animal is in the corral at any given time.
    7. 7. Traditional publishing: isolated fountains of knowledge Participatory publishing: interactive learning experiences
    8. 8. Traditional publishing : publishing ends with a published work; no audience participation Expert Published work Publishing process What does this mean? I think I understand. But I’d like to know … Audiences
    9. 9. Participatory publishing: publishing includes published work, audience participation, and social environment Expert Audiences in their online environments Published work
    10. 10. Recognized form of scholarship <ul><ul><li>All work is peer reviewed </li></ul></ul><ul><ul><li>Credit for Extension faculty </li></ul></ul><ul><ul><li>Working on a model for multimedia review </li></ul></ul>
    11. 11. Quality products Excellence in editing, design, and production
    12. 12. Standards in creative integrity Copyright and attribution
    13. 13. Stewards of the Extension catalog <ul><ul><li>Maintaining 1,200 active titles, over 100 new items per year </li></ul></ul><ul><ul><li>In the process of digitizing and archiving over 15,000 titles produced since 1887 </li></ul></ul>
    14. 14. Your agents of access and persistence <ul><ul><li>Fighting for continued discoverability! </li></ul></ul><ul><ul><li>The magic of ensuring OSU’s digital assets don’t disappear! </li></ul></ul><ul><ul><li>Putting an end to link rot! </li></ul></ul>
    15. 15. Publishing life cycle
    16. 16. Another Publication Destination: Lifelong Learning at OSU Bringing Learning to Life
    17. 17. A Spectrum of Opportunities Engaging with Learners Real-Time Research Data Extension Information Extension Programs Workshops Learning Objects Multiple Learning Modules Undergrad Credit Courses Graduate Courses Lifelong Learning Learning Modules Non-Credit Certificate Programs Undergrad Degree Programs Graduate Degree Programs
    18. 18. A Spectrum of Opportunities Engaging with Learners Extension Information Extension Programs Workshops Learning Objects Multiple Learning Modules Lifelong Learning Learning Modules Non-Credit Certificate Programs
    19. 19. A Spectrum of Opportunities Engaging with Learners Extension Information Extension Programs Workshops Learning Objects Multiple Learning Modules Lifelong Learning Learning Modules Non-Credit Certificate Programs
    20. 20. Developing Learning Objects <ul><li>Learning objects are small chunks of instructional media… “LEGOs for learning” </li></ul><ul><li>Can be reused to support learning </li></ul><ul><li>MERLOT calls them &quot;online learning materials” </li></ul>
    21. 21. Learning Objects - Examples <ul><li>Pachyderm </li></ul><ul><li>Videos </li></ul><ul><li>Animations </li></ul><ul><li>Games </li></ul><ul><li>Podcasts </li></ul>
    22. 22. Engaging with Learners Multiple Learning Modules Lifelong Learning Learning Modules Non-Credit Certificate Programs Lifelong Learning at OSU
    23. 23. Building New Learning Opportunities
    24. 24. Developing an Online Course
    25. 25. The Process… <ul><li>You propose an idea for a noncredit course </li></ul><ul><li>Lifelong Learning initial review </li></ul><ul><li>Conduct a needs assessment </li></ul><ul><ul><li>Audience, cost analysis, delivery methods </li></ul></ul><ul><li>EC Intake Team: Is it sustainable? </li></ul><ul><ul><li>Yes? Production - Marketing - Go live </li></ul></ul><ul><ul><li>No? Possible pilot test & re-test </li></ul></ul>Developing an Online Course
    26. 26. <ul><li>New peer review process </li></ul><ul><li>New multimedia review process </li></ul><ul><li>Benefits and challenges of reviews </li></ul>New media and multimedia review Chris LaBelle
    27. 27. <ul><li>The goal: </li></ul><ul><li>To develop new media design and publication </li></ul><ul><li>guidelines to improve the end-user experience and </li></ul><ul><li>help facilitate broader university adoption of new </li></ul><ul><li>media. </li></ul>Goal and Intended Outcomes
    28. 28. Improve overall end-user experience and content authoring process by standardizing new media, social media, and multimedia deliverables where appropriate. Improve accessibility and accessibility of new media, especially for hearing or vision impaired end-users (Web Content Accessibility Guidelines, W3c, 508 section 1194.22) Provide more equivalence between traditional print-based EESC publications and new media publications in regards to project qualification, tracking, and archiving. Intended Outcomes
    29. 29. To provide tools and information that help faculty and programs evaluate new media effectiveness. To be better prepared to qualify, adapt, and adopt new media to accomplish Extension-related instructional objectives. To positively influence university policy as it relates to the inclusion of new media within the framework of job performance or P&T. Intended Outcomes
    30. 30. Trustworthiness (Kling & McKim, 1999) “ The document has been vetted through some social processes that assure readers that they can place a high level of trust in the content of the document based on community-specific norms. “ Publicity and Accessibility… “ Accessibility is typically assured by insitutional stewardship as practiced by libraries, publishing houses, clearinghouses, and is supported by stable identifiers such as ISBN and ISSN. Framework to Assess Scholarly Communication
    31. 31. <ul><li>Integrative or parallel? </li></ul><ul><li>Merlot at CSU (integrative) </li></ul><ul><li>OSU approach (parallel) – content review + media </li></ul><ul><li>review </li></ul>A Framework for New Media Review
    32. 32. Copyright and attribution Obtaining copyright permissions for publishing with EESC
    33. 33. Attribution Authorship John Doe, Extension cereals specialist, Oregon State University; and Jane Doe, professor of wheat breeding and genetics, Washington State University.
    34. 34. Attribution Permission to reprint text and illustrations
    35. 35. Attribution Permission to reprint images
    36. 36. © 2010 Oregon State University
    37. 37. OSUL/EESC Collaboration Publishing with ScholarsArchive@OSU
    38. 38. ScholarsArchive Benefits <ul><li>Permanent Archive </li></ul><ul><li>Greater Impact </li></ul><ul><li>Statistics </li></ul>
    39. 39. <ul><li>Agriculture Experiment Station </li></ul><ul><ul><li>Station Bulletins </li></ul></ul><ul><ul><li>Circulars of Information </li></ul></ul><ul><ul><li>Technical Reports </li></ul></ul><ul><ul><li>Station Circulars </li></ul></ul><ul><li>Extension Service </li></ul><ul><ul><li>Bulletins </li></ul></ul><ul><ul><li>Circulars </li></ul></ul><ul><ul><li>Miscellaneous </li></ul></ul><ul><ul><li>Pacific Northwest Cooperative </li></ul></ul>
    40. 40. <ul><ul><li>EESC Publications </li></ul></ul><ul><ul><li>Traditional Journals </li></ul></ul><ul><ul><li>Alternative Works </li></ul></ul>Publishing with ScholarsArchive
    41. 41. How can we help you? EESC Publishing Panel

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