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Tales from the Web 2_0 Front_The Good The Bad and the Ugly - April 7, 2009_combined - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Tales from the Web 2.0 Front: The Good, the Bad and the Ugly - April 7,
2009
CSI Staff
Staff Writer
Center for Support of Instruction
Published: March-April 2009
Category: » De-oracle-live » Archived-webinars
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Tales from the Web 2.0 Front: The Good, the Bad and the Ugly - April 7, 2009 - DE Oracle
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Tales from the Web 2.0 Front: The Good, the Bad and the Ugly - April 7, 2009 - DE Oracle
April 6, 2009
Laddie Odom, Multimedia Producer
Deb Schroeder, Instructional Support Specialist
Linda Smelser, Instructional Support Specialist
Joanna Zhang, Instructional Support Specialist
UMUC Center for Support of Instruction
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Agenda:
Overview
Google Docs, Web Pages, Blog
Google Calendars
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Overview:
History
2008 (Fall) MDLA Presentation
Integration Web 2.0 objects into LMS
Auto-generated embed code
Advantages
Theoretical
Today
Real-World Application
Lessons learned
Reality checks
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Google Docs, Web Pages, Blog
Request from Program Director
If he can embed an Avatar…
Research Google products
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Google Docs, Web Pages, Blog
Built fun things and learning objects
With available code, embedded objects into WT
Avatars
Google Docs
Google Page Creator
Blogger
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Google Docs, Web Pages, Blog
Benefits
Embedded learning objects keep students in LMS
Editing done outside of LMS
Creative content (interactive, interesting,
engaging)
Disadvantages
Learning curve
Time to organize and develop materials
Maintenance, publishing, settings, etc.
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Google Calendars
History:
Prior Research
Request from Program Director
Hybrid Classes
Benefits
More visualized
Less Confusion
Changing Dynamic
More flexible features
Mobility
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Google Calendars
PD Wish List:
Portable
Ease of Use
Collaborative capabilities
Rights management
Multiple overlapping events
Hyperlinks, Graphics / Branding
Notification
Customizable
Our Wish List:
Free!
Ease of use
Embeddable
History:
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Google Calendars
Search results:
Many choices
Calendar communites
Calendar Swamp
(http://calendarswamp.blogspot.com)
Most are lacking
The more powerful tools tended to charge for their
services, with a few exceptions:
Google Calendars
AirSet
Play by the calendar’s rules
Tales from the Web 2.0 Front…
the Good, the Bad and the Ugly
Resources
Google Docs docs.google.com/
Google Calendars google.com/calendar
DE Oracle Articles: deoracle.org
Embedding Web 2.0 Objects Into the WT Classroom
How to Embed Web 2.0 Content Into WT
Open Educational Resources
Suggested Web 2.0 Services
PPT:
http://polaris.umuc.edu/de/csi/mdla_spring_09/presentation.pp
Application of Blogs to Support Reflective Learning Journals - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Application of Blogs to Support Reflective Learning Journals
Les Pang
Graduate School of Management and Technology
Published: May-June 2009
Category: » Online-pedagogy » Teaching-strategies
What are Reflective Learning Journals?
A reflective journal is a piece of writing that allows students to record thoughts and insights about their
own learning experience. This journal encourages students to review and consolidate learning, evaluate
performance, and plan future learning based on past learning experience. Students become capable of
taking charge of their own learning, and they eventually develop into independent lifelong learners.
Here is an example of one posting in a reflective journal. Note the boldfaced text where information can
be valuable as feedback to the instructor:
Watched a video entitled "Interviewing Do's and Don'ts" in class today. I was amazed at what the data
showed in terms of how few people really follow the basic principles of interviewing. Like other students in
the class, I didn't know that 9 out of 10 people are not prepared properly when they go for a job
interview. This certainly gives the person who does prepare well a definite competitive advantage by being
in the 10 percent who are prepared. The book "Sweaty Palms" that Dr. Seilheimer referred to sounds
interesting. I think I'll ask him if I can take a look at it.
Although the people in the video seemed corny and camp it did illustrate the basic sequence of events
that take place in interviews and humorously pointed out some of the important do's and don'ts of
interviewing. I see more value now than I did at the beginning of class for the assignment to interview a
working professional to get a few tips on how to compete for jobs in their field. The class discussion was
very lively today. I think the subject challenged some of our deep fears about rejection and it made many
of us a little uncomfortable. I enjoyed class though and I think I will keep some of the ideas Dr.
Seilheimer put out on how to confront, accept and manage fear in mind as I prepare for interviews
someday. (Seilheimer, n.d.)
Traditionally, a reflective learning journal was documented on paper—typically in a bound
notebook. This notebook would be turned in at the end of the semester for the instructor to review.
What are Blogs?
A blog, the contraction of the term "weblog," is a type of Web page made up of usually short,
frequently updated posts arranged in reverse chronological order. Blogs (along with wikis, social
networks, collaborative tagging, AJAX, RSS feeds and XML) are Web 2.0 tools—those technologies
which let users publish, collaborate, and share information and content over the Internet (O'Reilly,
2005; Graham, 2005). Popular blog publishing sites include Blogger, WordPress, Blog.com, and
LiveJournal. These sites serve as hosts to a variety of different types of blogs.
Blogs can contain many different types of content, including:
Commentary/news
Ideas
Photos
Poetry
Mini-essays
Project updates
Application of Blogs to Support Reflective Learning Journals - DE Oracle
Fiction
Media
Education
Blogs are often a creative outlet for many individuals and serve as a means to reflect on their lives.
Using Blogs as Reflective Learning Journals
Blogs can enhance the educational experience of students who use them as reflective learning
journals. Because of a blog's presence on the Web, global reach is achieved. A blog is typically text
based but can be enhanced by including graphics and videos, links, and formatting via templates.
For the past few semesters, I asked students in my ITEC 610 Information Technology Foundations
class to use the Blogger hosting site to create their own personal blogs for various assignments. For the
first week of class, students were given the assignment of building the blog (which, incidentally, is
easier than building a Web page) and introducing themselves as a blog posting. During subsequent
weeks, students submitted weekly class reflections in their blogs in which they addressed the following
three questions:
What did you learn in the preceding week? (Not a list of facts, but rather, what can you take from the
lesson, what has value to you?)
1.
How do you connect what you learned this week with your personal experience or what you already
knew?
2.
3. How could/would you apply your new knowledge?
In the final week, students were asked to look back on entire semester, provide an overall reflection of
the class, and share their outlook for the future.
Excerpts from Student Learning Journals
Blogs created by ITEC 610 students can be found at:
Mike's Grey Matter (http://mikesgreymatter.blogspot.com/) (http://mikesgreymatter.blogspot.com/)
CSMN601 Blog (http://ingudam-csmn601.blogspot.com/) (http://ingudam-csmn601.blogspot.com/)
Dettegirl Blog (http://dettegirl01.blogspot.com/) (http://dettegirl01.blogspot.com/)
Desha's Weekly Journal CSMN 601 (http://daebutler-csmn601.blogspot.com/) (http://daebutler-csmn601.
blogspot.com)
The table below identifies some common student emotions and associated excerpts from past student
reflective journals.
Initial Class Anxiety:
"So here we are just a few days from the start of class! This should be very interesting since I have not
been back to school since graduating 11 years ago :-0 "Enlightenment: "The reading for the course has
been interesting - making me see things in a different light or maybe because my grey matter has not
been exercised enough lately."
Relief:
"Whewwwwwww!!!! Session entries complete, and my research paper submitted - only one hurdle left:
The Final!!!! Wow, is it just me or did the last discussion questions make us recount all that we covered
this term? ;-) IT'S OFFICIALLY FESTIVUS!!!"
Enjoyment:
"I enjoyed the discussions about teleworking and got to impart my knowlege about compliance
management - thanks to my SOX research -into my reply posting :-P "
Application of Blogs to Support Reflective Learning Journals - DE Oracle
Stimulation:
"It was interesting seeing what everyone had to say about standards and outsourcing. The outsourcing
question was one of the best discussions we had as a class so far - just my humble opinion :-)
Appreciation:
"The DB chapter was interesting - it has been a long time since I have touched upon DBs. I understand
it a lot better now than before. It has also given me a better appreciation for the design and
implementation of websites such as Zillow."
Excitement:
"Finally the much awaited end of semester is coming. The course went really fast with the very exciting
well planned group project, research paper and weekly discussion conference, mini project and blog,
not to forget the weekly news buzzing around."
Preferences:
"The best thing I liked about this course is the active interaction and participation of the class keeping
all of us up to date of assignment due deadline and helping us to deliver on time and not missing any
assignments. Also the topics chosen stimulated in thinking and analyzing usage and application of
technology in real life and organization, making the assignment very interesting."
Thankfulness:
"Thanks to Professor Leslie and all my class mates for the wonderful interactive learning experience
this semester . Wishing all of you a Merry Christmas and a Happy New Year 2007."
Course Anxiety and Relief:
"This week was really hectic with too many course related activities happening. I had to give exam for
the other course (Program and Project Management) and complete the assignment for this course. Not
to mention, I hadn't anticipated the unplanned happy hour and parties at work place. This made me
realize that I need to add more buffer time in my plan for such unexpected last minute plans. All in all,
everything went on quite well :)"
Interest:
"The discussion for this week was interesting, especially the discussion on delaying IT investments to
cut costs. The thread on the critique on Nicholas Carr's article "IT Doesn't Matter" was really interesting
to read with many of my classmate commenting bluntly."
Students also had full access to the instructor's blog (http://itec610summer08.blogspot.com/) . Below are
some reflections and associated excerpts from the instructor's reflective journals:
Surprise:
"I was surprised at the backlash against social networking sites. A handful of students found it novel,
fun and interesting however most saw it as a total waste of time and/or a serious security vulnerability.
Although I respect the latter's opinion, I must say that these sites have gained tremondous popularity
during the last few years and they are being accepted into the corporate environment." LinkedIn
(http://www.linkedin.com/) is one such site that is widely used among business professionals.
Pleased:
"Again, a nice healthy discussions in our conferences! I love them! Nothing better to get opinions out
because in the real world you need to have open conversations when an issue appears. There is no pat
answer to problems. It is dangerous to have a knee-jerk reaction to a problem. We need to think things
Application of Blogs to Support Reflective Learning Journals - DE Oracle
through!
Clarification:
"I am sure students now understand why we academics do not like students to cite Wikipedia as a
reference. As part of the mini-project, many of the student edited the SDLC article. During the course
of Monday evening when student were feverishly entering revisions to the article, it was vandalized
twice in a single night! It shows how easy it is to change the content. It is also very easy to insert
unreliable information and opinions. In your research papers, expect a deduction if you cite Wikipedia."
Concern:
"We are heading closer and closer to the final! I sense perhaps that some students are running out of
gas? A few students did not complete the Session 12 mini-projects and I am a bit concerned. Please
e-mail me if you have personal issues and/or conflicts so we can work things out!"
Disappointment:
"I realized that a handful of students found the Session 8 mini-project assignment (come up with a
unique e-business) to be very frustrating. (Now, who egged and tepeed my house?) Although most of
you were up for the challenge, some folks did not even attempt an idea or gave up after the first try. In
a way, this challenging assignment was like your midterm exam. As mentioned before, imagination is
more important than knowledge."
Advantages and Disadvantages
Blogs have several advantages:
Blogs provide an opportunity for an instructor to gain rapport with the students and understand their
needs and backgrounds.
Blogs allow for monitoring of student progress so that the instructor can step in if the student is falling
behind. A blog provides for continuous student feedback as opposed to waiting until the end of the
semester for student feedback—which may be too late for corrective action.
The instructor can identify issues and challenges faced by students by reading about their experiences
with the assignments in their blogs.
For an information technology course, students can learn and understand about a blog itself—both the
concept and the technology.
Students modify their behavior in reaction to the content contained in the instructor's blog.
While blogs have great potential, they do have some drawbacks associated with them:
Getting buy-in from the students on the concept may not be easy. Some students may not understand
the purpose and value of reflective journals.
Some students are technically challenged and may experience difficulty in creating and maintaining a
blog.
Certain students do a minimal effort because of other priorities or interest.
Some students get carried away with their blogs and include non-academic related writings, videos,
graphics, and other objects.
Instructors may find it difficult to grade blogs; these journals are very subjective to grading unless
precise rubrics are defined.
Instructors may find that it takes excessive time to read and respond to all of the student blogs.
The contents of the student blogs may include disputes with other students, politically sensitive
information, personal data, and other sensitive information.
The instructor may find that adding a weekly blogging assignment is difficult if the course already has a
full slate of requirements.
Application of Blogs to Support Reflective Learning Journals - DE Oracle
Lessons Learned
Here is a list of lessons learned based on my experience with blogs:
The instructor should maintain a blog to share his/her own reflection of the course. Students read and
respond to the instructor's blog, often in a positive manner. The instructor blog can also be used to
reinforce key learning concepts.
Create an index of instructor and student blogs to improve accessibility. I personally believe in the
philosophy of allowing students to view each other's blogs.
Require weekly blog postings and have the instructor assess them and provide feedback via the blog's
"post comment" feature.
Establish minimum requirements regarding structure, length, what to include, and what not to include.
Emphasize the need to add visual elements and allow creativity and fun.
Conclusions
Blogs offer an effective way for a student to express his or herself individually and maintain a
one-to-one relationship with his or her instructor. This important vehicle for self expression allows one
to have closure and reflection after each lesson and at the end of each course.
What's next for blogs and reflective learning? One possibility is a combination of Web 2.0 technologies
that will take them to the next level. A potential combination could be to create a class blog contained
in a wiki. This would be an opportunity for the entire class to work together to summarize the key
points at the end of teaching session. Another idea would be to have a weekly course evaluation in a
wiki-blog to gain class consensus on feedback to the instructor. Still another idea is to incorporate the
concept of social networking into a blog and wiki to expand the number of people involved beyond the
classroom.
Other considerations include audio- or video-based reflective learning journals using podcast
technologies such as PodOMatic and iTunes. One can globally share video blogs consisting of reflective
learning journals using YouTube, Google Video, or other video sharing sites.
In conclusion, a blog-based journal enhances the learning experience of an online student by
reinforcing key ideas and concepts and allows one to make connections with the real world. The value
of this reflective learning tool should not be underestimated.
References
Graham, P. (2005). Web 2.0 Retrieved on March 1, 2009 from http://www.paulgraham.com
/web20.html (http://www.paulgraham.com/web20.html) .
O'Reilly, T. (2005) What is Web 2.0: Design patterns and business models for the next generation of
software. Retrieved March 1, 2009, from http://www.oreillynet.com/pub/a/oreilly/tim/news
/2005/09/30/what-is-web-20.html (http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-
web-20.html) .
Seilheimer, J. (n.d.). Reflective learning journal. Retrieved March 1, 2009, from
http://csm.colostate-pueblo.edu/biology/jack/371journal.html (http://csm.colostate-pueblo.edu
/biology/jack/371journal.html) .
About the Author(s)
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Application of Blogs to Support Reflective Learning Journals - DE Oracle
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Comments
Gila Kurtz -- Jun 8th 2009
Thank you for your article. My question relates to the "emotions List" you provided.
Not sure I understand how they can help you as instructor to evaluate students' work.
thanks, Gila
Les Pang -- Jun 10th 2009
Gila,
The principal aim of a learning journal is to enhance the student's learning experience
through reflection. You can see from the emotions list that it serves as a forum for
them to express themselves and reinforce key concepts from the class. A secondary
benefit is for you as the instructor to leverage this information so you can improve
the quality of the course. I would not use the journal to evaluate their work.
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Application of Blogs to Support Reflective Learning Journals - DE Oracl
Best Practices for High-Quality Audio - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Best Practices for High-Quality Audio
Towanda Jones
Instructional Support Specialist
Center for Support of Instruction
Published: May-June 2009
Category: » Tech-skills-software » Audio
Are you tired of producing poor-quality audio recordings? Confused about what type of microphone to
use? Frustrated because you just can't get rid of the ambient noise in your recording? No worries, help
is on the way! This article discusses how to get consistent high-quality audio whether you’re using
Audacity, Camtasia, or another audio recording tool. Hardware, software, and the environment are the
three key factors to keep in mind for producing high-quality audio. If you follow the simple techniques
provided here, the quality of your audio will improve dramatically.
Environment
The most important aspect of audio recording is the environment. First, keep the microphone away
from laptops, computers, external hard drives, printers, etc. These devices produce an extraordinary
amount of ambient noise that can easily be picked up during the recording and ultimately ruin the
quality of the audio. Other ambient noises to consider are fluorescent lights, air conditioning/heating
systems, and cell phones—they all have a tendency to create unwanted background noise. Depending
on where you record, it may be hard to control the environmental noises around you; it’s important to
eliminate as much background noise as possible to produce high-quality audio.
Hardware
Invest in a good microphone headset with a USB connection. Avoid microphones that go through the
sound card of your computer. Sound cards are typically cheap, poorly grounded, and known for
converting audio to digital formats very poorly. They tend to pick up a lot of vibration, humming, and
extra noise. With a USB microphone, however, the audio is converted into a digital format before it
even gets sent to the computer.
Whatever microphone is chosen, a good practice is to use a pop filter, which is a foam covering that
typically comes with the microphone. The pop filter reduces the popping noise when speaking into the
microphone. For example, some consonant sounds like f, s, h, and th are difficult to record and cause a
lot of breath wind when they hit the microphone. The pop filter filters out those breath sounds and
helps prevent them from going into the microphone when recording.
It’s a good practice to speak across the microphone rather than directly into it and to position the
microphone away from the mouth. The advantage of speaking across the microphone is that the
hissing sounds and loud breathing noises from the speaker will reflect off to the side, so there aren’t
any extra noises going into the recording.
Software
Software also plays a role in developing high-quality audio recordings—though how you use the
software matters more than which software you actually use.
A best practice is to record in the highest quality possible because you can always compress the
Best Practices for High-Quality Audio - DE Oracle
recording to an MP3 file later. Don’t worry about the initial large file size; the finished product will be
well worth it.
Before beginning the recording, be sure to set the sample rate and the bit depth in your recording
software. These two features play a critical role in the quality of your final product.
Set the Default Sample Rate to at least 48000 Hz or higher, which is the standard for CD quality. (The
higher the sample rate, the better the quality of the audio.)
Set the Default Sample Format to at least 16-bit or higher.
Removing Ambient Noise
Although it is difficult to eliminate all noise from a recording, it is possible to clean up some of the noise
with the audio enhancement features in the software. A great tool to use is equalization, which is
effective at pushing up the bass, reducing the frequency range, and removing hissing noises in the
recording. Software such as Audacity has predefined equalization filters that can be used. The noise
removal feature is available in many software products, but it does not work as effectively as
equalization and runs the risk of removing actual audio or distorting it because it cannot distinguish
between background noise and voices.
Get in the habit of leaving about five seconds of dead air time (time when no one is speaking—total
silence) when you begin recording. Dead air time makes it much easier to identify the room noise and
eliminate it from the recording during the editing process, and it prevents you from losing information
at the start of the recording.
The next time you record audio, follow the tips listed here for the best ways to handle hardware,
software, and the environment—and then listen to the difference they have made in the way your
recording sounds. You're sure to be pleased!
References
Nesbitt, Scott. (2006, December 10). Tech Tip 105 - Cleaning Up Audio Files with Audacity. Retrieved
from http://www.geeks.com/techtips/2006/techtips-10dec06.htm (http://www.geeks.com/techtips
/2006/techtips-10dec06.htm)
Pierce, Matt. Best Practices for Quality Audio. Retrieved from http://www.screencast.com/users
/VisualLounge/folders/24%20Camtasia%20Videos%20in%2024%20Hours/media
/160356e2-d20e-495e-9d0b-1ee634c84bee (http://www.screencast.com/users/VisualLounge/folders
/24%20Camtasia%20Videos%20in%2024%20Hours/media/160356e2-d20e-495e-9d0b-1ee634c84bee)
wikiHow. Get Higher Audio Quality when Using Audacity. Retrieved from http://www.wikihow.com
/Get-Higher-Audio-Quality-when-Using-Audacity (http://www.wikihow.com/Get-Higher-Audio-Quality-when-
Using-Audacity)
About the Author(s)
Towanda Jones is an instructional support specialist in the Center for Support of Instruction at UMUC. She earned a BS in
Information Systems Management from UMUC and has continued to expand her knowledge, experience, and professional
development by learning various multimedia technologies such as Flash, video editing, and Apple iLife applications. While in
CSI, Towanda has been working on initiatives such as UMUC's Podcasting, the Open Systems Interconnection (OSI) Model,
and Departmental Web sites. She also co-developed and presented the poster session "Using Simulations to Enhance Online
Learning" at the 2007 New Media Consortium (NMC) Conference.
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Created and Maintained by the Center for Support of Instruction
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Best Practices for High-Quality Audio - DE Oracl
Video Screen Capture Best Practices - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Video Screen Capture Best Practices
Towanda Jones
Instructional Support Specialist
Center for Support of Instruction
Published: November-December 2009
Category: » Tech-skills-software » Video
Introduction
Video screen capture, also commonly known as a screencast, is a digital recording of your computer
screen which includes audio. Products such as Camtasia (http://www.techsmith.com/camtasia.asp) ,
CamStudio (http://camstudio.org/) , SnagIt (http://www.techsmith.com/screen-capture.asp) and Jing
(http://www.jingproject.com/) have allowed faculty to deliver new and engaging content in their online
courses to benefit students.
Although video screen capture is relatively simple, it’s not just about clicking the Record button and
capturing your computer screen. You must have some background knowledge about how audio and
video are compressed. Otherwise, you could spend countless hours wondering why the audio is not
syncing with the video, why video is not clear, or why your file size is so large.
This article discusses:
Selecting audio and video devices on your computer
How to obtain a high-quality video screen capture
How to configure audio and video input devices and compression
Starting the video screen capture
The importance of video compression
Selecting Audio and Video Devices
Before you start a video screen capture, make sure you have the correct audio and video devices
selected on your computer. You can adjust these settings by going to your operating system’s control
panel under sounds and devices. This is important because when you use the video screen capture
software, the application detects what you have selected for your audio and video devices on your
computer. If these devices are not set properly, you will run into problems later during your video
screen capture. Once these devices are selected, you will also need to select them in the video screen
capture software (discussed later in this article).
How to Obtain High-Quality Video Screen Capture
How do you obtain high-quality audio and video during a video screen capture and reduce the file size
so that it is acceptable for the Web and/or your online classroom? You always want to produce your
video screen capture at the highest quality in an uncompressed format before you output to another
file format. This way, when you compress your video screen capture to an output file at a smaller file
size, you are working from a high-quality file format and have less chance of losing quality. If your
video screen capture software does not have an option to compress your video to a Web format, you
will need to use separate video converter/encoder software to compress the video to a smaller file size.
Configure Audio and Video Input Devices and Compression
Video Screen Capture Best Practices - DE Oracle
If your audio is not
recording, chances are
that your computer's
sound card does not
allow internal recording.
MS Video 1 is a
standard audio codec
on most computers, but
the file size is large.
Pulse Code Modulation
(PCM) is the
uncompressed codec
used for CDs.
The higher the sampling
rate, the higher the
bandwidth or frequency
response.
A "hertz" (Hz) is the
standard unit of
frequency.
A "kilohertz" (KHz) is a
unit of frequency equal
to 1,000 hertz.
The higher the data
rate, the large the file
size, and the higher the
quality.
You will need to configure the settings for both audio and video input devices and compression in the
video screen capture software. When capturing video from your computer screen, you must select in
the video screen capture software what input devices you are using (just like you did in your
computer’s control panel as mentioned earlier), and what codec (a program that encodes and decodes
digital data) you want to use to compress both audio and video. Here are some steps to following when
selecting your audio and video input devices and compression to ensure that your audio and video are
captured at the highest quality in an uncompressed format:
Audio Input Device
Audio Device: Select the audio device you want to record from, i.e.,
computer sound card or USB device. Sound cards are best for recording
good-quality audio.
Audio Input Source: Your audio capture device will vary depending on
your sound card, i.e., microphone, rear input, stereo mix, etc. If you are recording from your sound
card, select stereo mix.
Audio Compression
Volume: Adjust the input volume which controls the overall volume of
the input source.
Audio Format: Select the codec for audio compression, which
compresses the audio to a digital format. Numerous audio codecs are
available on the market. When in doubt, use the codec that comes with
the product. An excellent audio codec for the Web is MPEG Layer-3. It
produces a smaller file size and maintains good audio quality.
Sampling Rate: The sampling rate is the horizontal measure of wave
samples per second and how often audio snapshots are taken. The more
samples taken per second, the more the wave sample resembles the
original. A good quality sampling rate would be 44.1 kHz. Here are three
of the most common sampling rates:
Web = 22,000 Hz
CD = 44,000 Hz
Better Than CD Quality = 48,000 Hz
Bit Depth: Bit depth is the vertical measure of how much information is
contained within a single audio sample or moment in time. To maintain
high quality, choose at least 16 bit. Here are some typical settings for bit
depth:
8 bit - Low quality
16 bit - Medium quality
24 bit - High quality
Data Rate: Many applications will have a setting called “data rate.” Data rate is a measurement of how
fast information can be downloaded. Select at least 128 kbs; you can always select a lower rate when
you compress. Other typical settings for data rate are:
56 kbs = Modem
128 kbs = DSL
256 kbs = Cable High Speed
512 kbs = Broadband
Output Channels (Stereo and Mono): Mono is all the audio signals mixed together and routed
Video Screen Capture Best Practices - DE Oracle
FPS does not affect the
clarity of the video, but
it does affect the file
size.
It's best to give up
video quality before you
give up audio quality.
Record and produce
your video with
consistent dimensions
to keep the file size
down and the quality
high. The recommended
screen resolution for
videos on the Web is
240 x 320 pixels.
Most users' Internet
connections are modem
(analog up to 56K),
DSL, or high- speed
broadband. Save your
video in the format that
you audience can view.
through a single audio channel/speaker. Stereo has two independent audio channels—the right and left
speakers. Unless you are recording from both speakers, select Mono.
Video Compression
Screen Capture Codec Compressor: Select the codec for video
compression, which compresses the video to a digital format. There are
numerous video codecs on the market. Again, when in doubt, use the
codec that comes with the product. Some common high-quality video
codecs for the Web are H.264, On2VP6, and Sorenson.
Frames Per Second (FPS): FPS is the timing of the movements of the
frames. The higher the FPS, the smoother the visual motion on the
screen. A high-quality FPS would be at least 12–15 fps for the Web. Here
are some typical settings for Web, film, and video:
Web = 12-15 fps
Film = 24 fps
Video = 30 fps
Start Video Screen Capture
Before starting your video screen capture, keep in mind two important
factors: (1) maintain consistent dimensions when capturing and compressing
your video and (2) keep the length of your video to a maximum of 5
minutes. These considerations will reduce your file size and improve the
quality of your video.
Once all the configurations for both audio and video input devices and
compressions are set, the video screen capture can begin. Make sure you
have enough RAM before you record; close all open programs on your
computer before capturing the video to eliminate lag time. You may find that
after you review your video screen capture, you will have to go back and
make some adjustments to the compression settings to get the quality you
desire. For example, the more compression you have set, the more loss of
color accuracy you will see in your video. In cases such as these, you may
have to do some adjusting with the data rate settings.
Compress Video Using Encoder/Converter
Unlike Camtasia, which has the ability to capture and produce video in a format ready for the Web and
mobile devices, most video screen capturing products are known for producing incredibly large outputs
files and have limited output formats and playback controls. Because of these limitations, video
encoder/converter products such as AVS Video Converter (http://avsmedia.com/) , Windows Media
Encoder (http://www.microsoft.com/windows/windowsmedia/forpros/encoder/default.mspx) or Adobe Media
Encoder (http://www.adobe.com/products/flashmediaserver/flashmediaencoder/) must be use to compress your
video into a workable file format, i.e., .mpg, .mov, .flv, or .swf.
When you use a video encoder/converter to compress your video file, you will come across the same
terminology as mentioned above. The same concepts for selecting audio and video input devices and
compression will apply when compressing the file. Make sure you configure the compression in a format
ready for the Web and where the quality is still good, but at a smaller file size.
Summary
The main ingredients for producing a high-quality video screen capture are an understanding of the
Video Screen Capture Best Practices - DE Oracle
basic concepts of audio and video input devices and compression. Terms such as bit depth, data rate,
sampling rates, FPS, and codecs can be a bit confusing and overwhelming, especially if you do not have
background experience in audio and video production. Each of these variables is critical to the quality of
your audio and video whether you are producing a video screen capture or using video
encoder/converter software. If you have a basic understanding of how these variables work, you will be
able to produce high-quality videos for your online classroom.
Additional Resources
Video Screen Capture Software
Camtasia (http://www.techsmith.com/camtasia.asp)
CamStudio (http://camstudio.org/) (free)
Fraps (http://www.fraps.com/)
Jing (http://www.jingproject.com/) (free)
SnagIt (http://www.techsmith.com/screen-capture.asp)
Video Encoder/Converter Software
AVS Video Converter (http://avsmedia.com/AVS-Video-Converter.aspx)
Windows Media Encoder (http://www.microsoft.com/windows/windowsmedia/forpros/encoder/default.mspx)
Adobe Media Live Encoder (http://www.adobe.com/products/flashmediaserver/flashmediaencoder/)
Articles
Best Practices for High-Quality Audio
Tutorials
Best Practices when Using the Windows Media Screen Codec (http://www.microsoft.com/windows
/windowsmedia/howto/articles/ScreenCodec.aspx)
Camtasia Studio: How to Improve Recording Performance (http://www.techsmith.com/learn/camtasia
/6/faq/recording-performance.asp)
Codecs Central (http://www.siggraph.org/education/materials/HyperGraph/video/codecs/Default.htm)
Comparison of Video Codecs (http://en.wikipedia.org/wiki/Comparison_of_video_codecs)
How to Reduce Camtasia Flash Video File Sizes (http://www.wonderhowto.com/how-to/video/how-to-reduce-
camtasia-flash-video-file-sizes-213361/)
List of Video Hosting Web sites (http://en.wikipedia.org/wiki/List_of_video_hosting_websites)
Sample rate and bit depth - An Introduction to Sampling (http://www.musiciansfriend.com
/document?doc_id=88273) by Dennis Kambury for Musician's Friend
Screen Capture and Audio/Video Recording Tips (http://www.pixelmetrics.com/screen-capture/screen-capture-
tips.htm)
Screencasting Best Practices (http://blog.screencast.com/2008/12/screencasting-best-practices.html)
Tutorials for Camtasia Studio (http://www.techsmith.com/learn/camtasia/)
Video Tutorial for Camtasia Studio 5 (http://video.techsmith.com/camtasia/5/edu/quickstart/enu/default.html)
Acknowledgments
Laddie Odom (CSI), Technical Consultant
Garth Gerstein (CSI), Technical Consultant
Floyd Csir (CSI), Technical Consultant
About the Author(s)
Towanda Jones earned a BS in Information Systems Management (IFSM) from UMUC and has continued to expand her
Video Screen Capture Best Practices - DE Oracle
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professional career in instructional development, Web 2.0, multimedia technologies such as Flash, video production, Web
design and development, and podcasting.
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UMUC Presenters and Award Winners at MDLA 2009 Conference - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
UMUC Presenters and Award Winners at MDLA 2009 Conference
Linda Smelser
Instructional Support Specialist
Non UMUC
Published: May-June 2009
Category: » University-showcase » Conference-presentations
"Virtual Worlds: Real Teaching and Learning" was the theme of this year's conference of the Maryland
Distance Learning Association (MDLA). UMUC was well represented in attendance at the conference
held at the Sheppard Pratt Conference Center in Baltimore on March 5, 2009.
MDLA President John Beyers, Academic Director and Professor of Mathematics and Statistics (SUS), and
President-elect Richard Schumaker, Manager of Worldwide Training, Center for Teaching and Learning,
were pleased with the record attendance and overall quality of the annual conference. UMUC faculty
and staff presented on a variety of relevant topics and also won three distance learning awards, as
noted below.
UMUC Awards
Dr. Loyce Palin, CISSP, Associate Provost, Office of Instructional Services and Support, won
the "Distance Administrator of the Year" award, which recognized her excellent work and leadership
supporting distance education within the UMUC community. Dr. Pailen has successfully orchestrated
her staff to develop, design, and maintain quality online course materials and help faculty adopt and
integrate innovative teaching tools and best practices.
The MBA Program won the "Distance Program of the Year" award, highlighting its integrated nature
and focus on competencies. As a faculty member noted, "One of the several factors that distinguish this
MBA from others is the fact that it is informed by a carefully crafted, shared vision of what graduates
should know and be able to do in the workplace. Full-time program directors work with adjuncts,
students, alumni, and advisory board members to continuously review and refine this vision." Robert
Goodwin is the MBA program's executive director.
Chinese 111 Elementary Chinese won the "Distance Course of the Year" award for its design
philosophy that incorporates animated videos with visual and auditory cues to help students master the
Chinese tone system in several learning modalities. The course includes over 3000 audio files and
utilizes Wimba tools that allows students to listen to the instructor as well as record their own voice for
instructor and peer review. Many of the exercises provide instant feedback, and culture notes are
provided in each lesson to foster insight into the pragmatics of the Chinese language. The design team
was headed by Dr. Gretchen I. Jones, Academic Director of Foreign Languages, Hsiang-ting Wu, and
Dr. Kueilan Chen; the lead developers included Alana Fennie, Lauren Hauptman, Sherri Clark, and
Donna Plummer.
UMUC Presentations
Keynote: Putting Quality First, The Real Challenge of Virtual Learning
Speaker: Dr. Susan Aldridge, President, UMUC
Dr. Aldridge started off the day by describing the importance of providing a learner-centric approach,
encouraging faculty exchange of knowledge, and measuring student success to achieve excellence in
UMUC Presenters and Award Winners at MDLA 2009 Conference - DE Oracle
the online environment.
Presentation: Tales from the Web 2.0 Front… the Good, the Bad and the Ugly
Presenters: Linda Smelser and Joanna Zhang, Instructional Support Specialists; Laddie Odom,
Multimedia Specialist, Center for Support of Instruction
Laddie, Linda, and Joanna presented and demonstrated case studies using Web 2.0 tools such as
Blogger, Google Docs, calendars, and page creators for designing content and embedding it in the
online classroom. The discussion included information on the positive and negative aspects of using
free Web 2.0 tools in the WebTycho environment. For more information on this subject, please visit the
http://deoracle.org/ and search for "Web 2.0."
Presentation: Building a Foundation: The Evolution of a Core Learning Program in
Face-to-Face and Distance Learning
Presenters: Elizabeth Mulherrin, Academic Director, LIBS 150 and WMST; Joseph Chiappa, Assistant
to the Dean; and Samuel Barnett, Academic Director of Humanities, SUS
Beth, Joe, and Sam discussed how to instruct diverse online student populations using a unique core
learning structure that emphasizes written communication, technical fluency, critical thinking, and
information literacy skills. Using three different course examples, the presenters demonstrated how to
use an evolving writing assignment to develop these four core learning areas.
Presentation: Teaching Text as a Historical Model: The Audacity of Hope, an American Story
Presenter: Lisa Beth Hill, Assistant Academic Director, African American Studies, Government and
Political Science, and History, SUS
Lisa discussed the challenges of presenting instructive, relevant, and engaging history text online. She
explained that her approach to use Barack Obama’s book, The Audacity of Hope, helps students get to
know their 44th president and also teaches them the unique and common elements of American
heritage and their racial, social, and political bonds.
Presentation: Application of Web 2.0 Technologies to Support Reflective Learning Journals
Presenter: Les Pang, Program Director, Database Systems Technology, GSMT
With the development of Web 2.0 tools, students can use blogs and other social networks that provide
a new dimension to their educational experience. Les discussed best practices and benefits of using
Web 2.0 tools as an engaging way for students to write learning journals that help them reflect on their
learning experience and how it relates to their everyday environment.
Presentation: “Okay, everyone stand up, form a circle, and join hands”: The Challenges of
Transforming Interactions from Face-to-Face to Online
Presenter: Darlene Smucny, Director for Social Sciences, SUS
How does one convert face-to-face activities to the online environment? Darlene presented a list of
practical solutions for incorporating online substitutes for face-to-face interactions and opened the
discussion to audience members for a lively exchange of ideas.
Presentation: Rules of Engagement: Interactive Assignments that Enhance Online
Neurobiology Instruction
Presenters: Robin Searles-Adenegan, Assistant Director; Debra McLaughlin, Academic Director, SUS
Teaching science is challenging for students who underestimate the level of dedication, commitment,
motivation, and independence needed to be successful. Robin and Debra discussed some possible
solutions and used case studies for changing the rules of engagement with problem-based learning
projects, collaborative assignments, and innovative teaching strategies.
Presentation: Instructor Training for Online and Blended Classes: Finding the Right Model
UMUC Presenters and Award Winners at MDLA 2009 Conference - DE Oracle
Presenter: Susan Ko, Executive Director, Center for Teaching and Learning
Susan discussed the importance of adapting and customizing instructor development training to match
the chosen model for online, blended, or face-to-face instruction. She talked about the characteristics
and elements of successful instructor development, the diverse programs that can be assembled
through a variety of delivery formats, and solutions for those with limited training resources, including
informal use of Web 2.0 tools.
Presentation: The Virtual Continuum: Taking F2F Classes Online, and Taking Online Classes
F2F
Presenters: Elizabeth Mulherrin, Academic Director, LIBS 150 and WMST; Brandy Whitlock, Anne
Arundel Community College
Students who prefer to take their courses in either the online or face-to-face format now have a third
option at UMUC: the hybrid format. Elizabeth and Brandy shared student feedback to explain their
strategies for using the hybrid format to offer self-directed activities online and follow-up face-to-face
sessions to help students work on key concepts.
Presentation: Meaning and Motivation in Online Learning: Reflections on the Use of Audio
Presenter: Richard Schumaker, Worldwide Training Manager, Center for Teaching and Learning
Richard discussed the use of audio clips to deepen the meaning and motivation of online learning. He
demonstrated his use of audio in a lower-level writing course and an upper-level Shakespeare course to
show how thoughtful placement of audio clips enhances the delivery of content in the online
environment.
Presentation: Building a “One-Stop Shopping” Resource for Faculty Sharing and Learning
Presenters: Susan Pollack and Linda Smelser, Instructional Support Specialists; Deborah Schroeder,
Senior Instructional Support Specialist, Center for Support of Instruction
The DE Oracle is an interactive faculty e-zine and peer-to-peer learning community for UMUC
faculty. It provides articles, self-paced tutorials, and resources that seek to continuously improve online
teaching skills. Susan, Linda, and Deb explained the history, focus, and work involved in maintaining
the DE Oracle over the past eight years. The staff at the Center for Support of Instruction write articles,
edit contributions, maintain the database, and publish the e-zine on a bi-monthly basis.
Presentation: Virtual Presentations Using TVnima
Presenter: David Johnson, Assistant Academic Director, CMST
As David says, “TVnima (http://www.tvnima.com/) is PowerPoint on steroids.” TVnima is a virtual
technology used to create animated avatar-based presentations that offer faculty and students a more
engaging process for online content delivery. David provided demonstrations of how he uses TVnima
features to design an avatar, narration, media (imported PPT and video), and camera angles to
enhance the online classroom experience.
Links to the electronic presentations from this conference and past MDLA evens are available
at http://www.marylanddla.org/events.htm (http://www.marylanddla.org/events.htm) .
About MDLA: The Maryland Distance Learning Association (MDLA) is a chapter of the United States
Distance Learning Association with a mission to promote education, training and research for distance
learning. For more information, please visit the MDLA Web site at http://www.marylanddla.org
/events.htm (http://www.marylanddla.org/events.htm) .
About the Author(s)
UMUC Presenters and Award Winners at MDLA 2009 Conference - DE Oracle
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© University of Maryland University College
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