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Publishing Multimedia with EESC What faculty co-creators need to know 2010 OSU EXTENSION SPRING TRAINING Mark Anderson-Wil...
EESC http://extension.oregonstate.edu/eesc/
Overview of session <ul><ul><li>Features of publishing with EESC—Mark Anderson-Wilk </li></ul></ul><ul><ul><li>Lifelong Le...
Features of publishing with EESC
text and images  (traditional publication-based publishing) audio and video (previously tied to radio and tv broadcasting)...
Publishing is defined by whatever type of animal is in the corral at any given time.
Traditional publishing:  isolated fountains of knowledge Participatory publishing:  interactive learning experiences
Traditional publishing :  publishing ends with a published work; no audience participation Expert Published work Publishin...
Participatory publishing:  publishing includes published work, audience participation, and social environment Expert Audie...
Recognized form of scholarship <ul><ul><li>All work is peer reviewed </li></ul></ul><ul><ul><li>Credit for Extension facul...
Quality products Excellence in editing, design, and production
Standards   in creative integrity Copyright and attribution
Stewards of the Extension catalog <ul><ul><li>Maintaining 1,200 active titles, over 100 new items per year </li></ul></ul>...
Your agents of access and persistence <ul><ul><li>Fighting for continued discoverability! </li></ul></ul><ul><ul><li>The m...
Publishing life cycle
Another Publication Destination: Lifelong Learning at OSU Bringing Learning to Life
A Spectrum of Opportunities  Engaging with Learners Real-Time  Research Data Extension Information Extension  Programs Wor...
A Spectrum of Opportunities Engaging with Learners Extension Information Extension  Programs Workshops Learning Objects Mu...
A Spectrum of Opportunities Engaging with Learners Extension Information Extension  Programs Workshops Learning Objects Mu...
Developing Learning Objects <ul><li>Learning objects are small chunks of instructional media… “LEGOs for learning” </li></...
Learning Objects - Examples <ul><li>Pachyderm </li></ul><ul><li>Videos </li></ul><ul><li>Animations </li></ul><ul><li>Game...
Engaging with Learners Multiple  Learning Modules Lifelong Learning Learning  Modules Non-Credit Certificate Programs Life...
Building New Learning Opportunities
Developing an Online Course
The Process… <ul><li>You propose an idea for a noncredit course </li></ul><ul><li>Lifelong Learning initial review  </li><...
<ul><li>New peer review process </li></ul><ul><li>New multimedia review process </li></ul><ul><li>Benefits and challenges ...
<ul><li>The goal:  </li></ul><ul><li>To develop new media design and publication </li></ul><ul><li>guidelines to improve t...
Improve overall end-user experience and content authoring  process by standardizing new media, social media, and multimedi...
To provide tools and information that help faculty and programs evaluate new media effectiveness. To be better prepared to...
Trustworthiness (Kling & McKim, 1999) “ The document has been vetted through some social processes that assure readers tha...
<ul><li>Integrative or parallel? </li></ul><ul><li>Merlot at CSU (integrative)  </li></ul><ul><li>OSU approach (parallel) ...
Copyright and attribution Obtaining copyright permissions for publishing with EESC
Attribution Authorship John Doe, Extension cereals specialist, Oregon State University; and Jane Doe, professor of wheat b...
Attribution Permission to reprint text and illustrations
Attribution Permission to  reprint images
© 2010 Oregon State University
OSUL/EESC Collaboration Publishing with ScholarsArchive@OSU
ScholarsArchive Benefits <ul><li>Permanent Archive </li></ul><ul><li>Greater Impact </li></ul><ul><li>Statistics </li></ul>
<ul><li>Agriculture Experiment Station </li></ul><ul><ul><li>Station Bulletins </li></ul></ul><ul><ul><li>Circulars of Inf...
<ul><ul><li>EESC Publications </li></ul></ul><ul><ul><li>Traditional Journals </li></ul></ul><ul><ul><li>Alternative Works...
How can we help you? EESC Publishing Panel
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Publishing Multimedia with EESC

What faculty co-creators need to know

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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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