55 research outputs found
Discussion of the artwork of Jane Pronko
No full textFred Krebs discusses art and its role on the Johnson County Community College campus, and the artwork of Kansas City painter, Jane Pronko
Quadtree Rendering for Per-Pixel Applications
No full textQuadtree based rendering is a new technology that allows any per-pixel renderer to efficiently change the resolution of an image while rendering. This allows the renderer to add detail only where needed, speeding up render times and subdividing the once monolithic rendering task into discrete, iterable steps. Potential applications of this technology include film production, video games, virtual reality, and foveated rendering. This project is a proof of concept which shows the technology applied to the real time rendering of iterative function fractals
Lightboard: Doing It Live!
No full textWhen creating video lectures, engagement is key since the audience is not sitting directly in front of you in your classroom. Most solutions involve your face being separated from the content or hidden altogether. Lightboards aim to solve this problem and provide additional functionality. At its core, a Lightboard is a piece of glass that functions as a whiteboard that allows the presenter to face the camera, allowing him or her to speak directly to the audience and direct their attention to the material being presented. The process of building a Lightboard, including options for various budget levels will be discussed. Using Open Broadcaster Software (OBS), we will explore how a Lightboard can be used to create instructional videos on-the-fly with no post-production. As a consequence, attendees will see how a Lightboard can be used in a live, online class setting
Big Data, Big Libraries, Big Problems?: the 2014 LibTech Anti-talk?
No full textThe desire to create automatons is a familiar theme in human history, and during the age of the Enlightenment mechanical automatons became not only an “emblem of the cosmos”, but a symbol of man’s confidence that he would unlock nature’s greatest mysteries and fully harness her power. And yet only a century later, automatons had begun to represent human repression and servitude, a theme later picked up by writers of science fiction. Man’s confidence undeterred, the endgame of the modern scientific and technological mindset, or MSTM, seems to be increasingly coming into view with the rise of “information technology” in general and “Big data” in particular. Along with those who wield them, these can be seen as functioning together as a “mechanical muse” of sorts – surprisingly alluring – and, like a physical automaton can serve as a symbol – a microcosm – of what the MSTM sees (at the very least in practice) as the cosmic machine, our “final frontier”. And yet, individuals who unreflectively participate in these things – giving themselves over to them and seeking the powers afforded by the technology apart from technology’s rightful purposes – in fact yield to the same pragmatism and reductionism those wielding them are captive to. Thus, they ultimately nullify themselves philosophically, politically, and economically – their value increasingly being only the data concerning their persons, and its perceived usefulness. Likewise libraries, the time-honored place of, and symbol for, the intellectual flowering of the individual, will, insofar as they spurn the classical liberal arts (with the idea that things are intrinsically good, and in the case of humans, special as well) in favor of the alluring embrace of MSTM-driven “information technology” and Big data - unwittingly contribute to their irrelevance and demise as they find themselves increasingly less needed, valued, wanted. Likewise for the liberal arts as a whole, and in fact history itself, if the acid of a “science” untethered from what is, in fact, good (intrinsically), continues to gain strengt
Playing Ethnography: A study of emergent behaviour in online games and virtual worlds
No full textThis study concerns itself with the relationship between game design and emergent social behaviour in massively multiplayer online games and virtual worlds. This thesis argues for a legitimisation of the study of ‘communities of play’, alongside communities perceived as more ‘serious’, such as communities of interest or practice. It also identifies six factors that contribute to emergent social behaviour and investigates the relationship between group and individual identity, and the emergent ways in which these arise from and intersect with the features and mechanics of the game worlds themselves.
Methodology: Under the rubric of ‘design research’, this study was conducted as an ethnographic intervention, an anthropological investigation that deliberately privileged the online experience whilst acknowledging the performative nature of both game play and the research process itself. The research was informed by years of professional practical experience in game design and playtesting, as well as by qualitative methods derived from the fields of Anthropology, Sociology, Computermediated Communications and the emerging field of Game Studies. The process of conducting the eighteen-month ethnographic study followed the progress of a sub-set of members of the ‘Uru Diaspora,’ a group of 10,000 players who were made refugees when the massively multiplayer game ‘Uru: Ages Beyond Myst’ was closed in February of 2004. Uru refugees immigrated into other virtual worlds, using their features and capabilities to create ethnic communities that emulated the culture, artefacts and environments of the original Uru world. Over time, players developed ‘hybrid’ cultures, integrating the Uru culture with that of their new homes, and eventually creating entirely new Uru and Myst-inspired content.
The outcome is the identification of six factors that serve as ‘engines for emergence’ and discusses their relationship to each other, to game design, and to emergent behaviour.
These include:
• Play Ecosystems: Fixed-Synthetic vs. Co-Created Worlds: Online games and virtual worlds exist along a spectrum, with environments entirely authored by the designer at one end, and those comprised primarily of player-created content and assets on the other, with a range of variations between. The type of world will impact the sort of emergent behaviour that occurs, and worlds that include player-created content will be more inclined to promote emergent behaviour.
• Communities of Play: Distributed groups formed around play demonstrate distinct characteristics based on shared values and play styles. The study describes in detail one such play community, and analyses the ways in which its characteristic play styles drove its emergent behaviours.
• The Social Construction of Avatar Identity: Individual avatar identity is constructed through an emergent process engaging social feedback.
• Intersubjective Flow: A social reading of the psychological notion of ‘flow’ that describes the way in which flow dynamics occur in a social context through play.
• Productive Play: Countering the traditional contention that play is inherently ‘unproductive’ as some scholars suggest, the thesis argues that play can be seen as a form of cultural production, as well as fulcrum for creative activity.
• Porous Magic Circles and the ‘Ludisphere’: The magic circle, which bounds play activities, is more porous than game scholars had previously believed. The term ‘ludisphere' is used to describe the larger context of aggregated play space via the Internet. Also identified are leakages between ‘virtual worlds’ and ‘real life’.
By identifying these factors and attempting to trace their roots in game design, the study aims to contribute a new approach to the making and analysis of user experience and creativity ‘in game’. The thesis posits that by achieving a deeper cultural understanding of the relationship between design and emergent behaviour, it is possible to make steps forward in the study of ‘emergence’ itself as a design
material
The Spark, Volume 1, No. 1
No full text( Name this paper Win %
Ross Surphlis, Director of Student
Activities, proposes new SGA system
by J. C. H-ycult
Dr. Melvin (Mel) Gay, at age 31
CPCC's youngest vice-president, arttributes
his selection for the post of VicePresident
for Student Services to his
familiarity with the community college
system and his administrative experience
as Director of Counseling at
CPCC. Dr. Gay first came to CPCC
in 1969 as a college transfer counselor,
receiving his doctorate at UNG-Chapel
. Hill in 1974, and becoming Director of
Counseling the same year.
Gay feels a major " danger" for community
colleges is the tendency to take
four-year colleges as models. He sees
the community college as unique in
that its students are older and have
different interests than do students in
four-year schools. He expressed enthusiasm
for Student Activities Director
Ross Surphlis's plan for reorgan izing
student government, saying the new
plan offers "a total framework for student
activities. ' ' · See page 8
by G. F. Knollu Election Week Features Variety
Music, campaigning, a student convention, dancing and free beer will all
contribute to the atmosphere of Election Week, November 1-6. Centered around
the slogan, "This is your country-run it. Vote!," efforts will be made to encourage
participation in the general election on Nov. 2. While figures are not available on
the number of students, faculty and staff who are registered and actually vote,
many people believe the percentage is probably much the same as the general
population.
Campus clubs and organizations will be distributing sample ballots and 5,000
buttons with the slogan throughout the day and evening on November 2. " Super
Chicken" of WGIV will host a disco on the campus mall during the day.
On Monday evening, Nov. 1, " Jericho Harp," a folk-rock duo from Minnesota,
will perform in Pease Auditorium at 8 p.m. They will play many of their own
compositions. Tickets will be 2.75 per c redit hour) will apply for
courses offered during the Weekend
College and, as usual, classes may be
cancelled if insufficient numbers register
for a particular course.
For more information concerning
CPCC's new Weekend College, call
373-5423.
"It's Your Country, Run It. Vote"
Lyndon Johnson began the career that led him to the Presidency with a si xty-eight
vote victory in a Texas Senate election.
Howard Lee lost his bid to become this state's first black nominee for LieutenantGov.
ernor because too many black citizens stayed home in the run-off.
John Kennedy defeated Richard Nixon in the 1960 Presidential election by a margin
of less than one half of one percent of the popular vote.
This year's Presidential contest looks like one of the closest since 1960, and
pollsters tell us that only one half of the registered voters will vote.
· If you care who wins, and don't vote, you 're surrendering to others a power that
belongs to you. Someone will be elected. If you don't vote because you don't
care, then those who do care will decide:
THE POLLS ARE OPEN FROM 6:00 A.M. UNTIL 7:30 P.M. NOVEMBER 2.
Cafeteria Profits Questioned
by Bill Scott
A private business, Professional Food
Management of Northbrook, Ill., grossed
1 . 75). Acknowledging
Professional Food Management sets the
prices, Mr. Richard Marr of PFM, commented:
" I realize students don't have
a lot of money, so I try to keep it in
their price range."
The Cafeteria closes at 6 p.m. Monday
through Thursday, just as many
night students arrive for c lass. Asked
why attempts fa iled to lure students
from Jimmie 's Restaurant, Mr. Robertson
stated : " I don't really know, habit I
guess". He also suggested the availability
of beer elsewhere had depressed
nightime business. Mr.· Marr, who says
" the hours are worked out mutually with
Mr. Robertson," thinks most night stu dents
grab a hamburger on the way
from work and leave immediate ly after
class. Night students looking for a nearby
meal are limited to Jimmie's or The
Athens Restaurant, both open long
hours. (Athens: 24 hrs.; Jimmie's 6 a.m.-
11 p.m.)
(
Ex-Offenders
Get Assistance
by Mericia Edwards
and J . C. Honeycutt
Few CPCC students are familiar with
the Ofefnder Assistance Through Community
olleges (OATCC) program. The
primarry purpose of this program, begun
in April 1975 by counselor Harold
Parks, is to give financial aid and psychological
support to student ex-offenders-
students who have criminal records
and find it difficult to adjust either to
school or to their overall environment.
OATCC registered a total of 150 exoffenders
in both vocational and academic
curricula. Of these , fewer than
10 percent returned to jail.
Parks believes these students are
hampered mainly by the fact that they
lack basic skills and are thus unable to
earn a living. They often also have low
self-esteem and easily discouraged by
the public 's unwillingness to accept
them.
The offender assistance program received
5.00 or $6.00. No college credit is
given for these courses.
Continuing education courses are
flexible in schedule and content. A
course in any subject, no matter how
unusual, will be taught ii fifteen people
are interested, a meeting place is provided,
and the college can find a qualif
ied instructor to teach the class. Semi-nars
and conferences can also be
organized upon request from special
interest groups.
Courses in continuing education fall
into four categories:
1-Curses to help individuals to enrich
their lives or to improve themselves
professionally
2-Courses in basic academic skills
necessary for handling occupational
subjects
3-Public service courses designed
to meet training needs of public and
private agencies who serve the general
public
4-Personnel development courses
which are offered by the college and
often sponsored by industries and associations
wanting to rtain new employees
or to retrain existing employees.
The Adult Education branch of Continuing
Education has two divisions.
Adult Basic Education is for those who
never completed first through eighth
grade. High School Completion is for
adults who want to obtain a high
school diploma.
Some of the courses taught under
the avocational / recreational branch of
continuing education are Personal Typing,
Drug Education, The Expectant
Parent, Weight Control, Self Defense for
\'\iomen, Decoupage, Bridge, Chess, and
Backgammon.
In the Occupational Extension Area
courses are numerous. Agricultu re,
Business, Human Services, Management,
technical skills, and trades are
just a few of the fields in which vocational
courses are offered. A variety
of classes are taught in almost every
vocation imaginable.
For information concerning continuing
education courses, times, locations, or
registration procedures call adu lt continuing
at 373-6698
Health Careers Offer Opportunities
by John A. Bradley
When someone mentions Health Careers
at CPCC the first thing that comes
to mind is nursing or dental care, but
there is much more to it than whiteuniformed
nurses and teeth cleaning.
There are four general " clusters" in
the Health Careers area. First is the
Department of Allied Health with its
Physical Therapy Assisting and Respiratory
Therapy Programs. The Department
of Dental Programs consists of the
Dental Hygiene and Dental Assisting
Programs. Programs under the Department
of Medical Office and Records are
Medical Office Assisting and Medical
Records Technology. Lastly there is the
Department of Nursing with three Programs:
Associate Degree Nursing (R.N.),
Nurse Aide, and Practical Nursing
(L. P. N.).
These different programs take widely
varying amount of time to complete. The
nurse aide program takes only 11 weeks
to complete while the associate degree
nursing program takes seven quarters to
meet the requirements for becoming a
registered nurse. All of the other health
careers programs take some amount of
time between these two extremes.
Graduates of the health careers programs
at CPCC are finding and keeping
jobs. In fact, it is estimated that 80 to
90% of these graduates are working in
the greater Charlotte area. This is not
surprising if you know how much the
community-at-large, and specifically local
hospitals and medical-dental personnel,
have contributed to the success
of CPCC's health care progarms. These
programs are obviously of great benefit
to the Metrolina area.
Enrollment in these courses has been
steadily increasing over the last several
years. Approximately 2300 have graduated
in the health related programs at
CPCC. The largest of these, associate
degree nursing, is graduating about 90
students per year, or 33% of the total
health related programs. At the other
end of the scale are medical records
technology and respiratory therapy with
less than a dozen graduates each. This
reflects the fact that the medical records
technology program is only a year
old and respiratory therapy is about two
years old.
Health careers are for everyone, or
so it seems by the rise in enrollment in
these fields, not only by women of all
ages, but also by the fact that most
programs have 10% or more men enrolled.
The big exception seems to be
the dental area. There are no men enrolled
in either Dental Hygiene or Dental
Assisting. Men, it appears, stil l prefer
the traditional ro les in Dentistry.
Specific programs in Health Careers
are constantly changing and improving.
The nursing programs have been in existence
since CPCC instigated Health
Careers 12 years ago. Newest of the
group, as already mentioned are Respiratory
Therapy (2 years old) and
Medical Records at an almost brandnew
one year old. Other health disciplines
are continually being studied for
possible program initiation. Some programs
considered and rejected have
been medical lab assistant, physician's
assistant, X-ray technician and veterinary
technician. The two latter were
rejected because there are programs
either in Charlotte or fairly close. The
most likely candidate for a new program
is a dental lab program, possibly
an in-service once. Health Careers also
has an extension program that provides
such things as R. N. refresher, care of
elderly, and related courses.
Each program has an advisory board
to help coordinate the programs with
the health care needs in the community,
a very important function.
Page 5
Music Courses Innovative, Varied by unda Phillips
Barbara Webster
Business Administration
Women's Roles,
Experience to be Stressed
by Peggy Zamiela
Students of CPCC's Business Curricu-lum
have two new features to look
forward to soon. According to Ms. Lois
Dixon, Head of Business Administration,
courses on Women in Management and
an internship program are soon to be·
added.
The internship program will be a program
which wi
The Spark, Volume 5, No. 1
No full textTIie l11arll Volume 5
Number 1
CENTRAL PIEDMONT COMMUNITY COLLEGE
Taylor Hall 102 Charlotte, North Carolina
-J)l)j, Ill
ft.,£
'1 ...1. U.:ii 04
t ,;,f
Wednesday, October 15, 1980
(704) 373-6751, 373-6665
u,• "
For a college which at times has
avoided tradition, a tradition is
being built.
"Harvest Day," October 22, will be
the latest of the events aimed at providing
some fun for the campus community
and making students aware of the
extracurricular opportunities available
to them.
From 10 am. 'til 2 pm. on the mall
between Mecklenburg Hall and Kratt
Hall students can listen to the Larry
Mangum Band while seeing what is offered
by some of the thirty-four clubs
and organizations on campus.
Night students have not been forgotten.
A disco on the plaza in front
of the LRCis scheduledfrom5-7 pm.
Sponsored by the Student Association
along with the Student Activities
Office, past "theme days" have been
Balloon Day (Fall 1978), Fall Gathering
(Fall 1979) and Clown Day (Spring
1980).
As in the past,food will e av · able
at very low prices. The Student Activities
Office will be selling hot dogs for
25 cents. Soft drinks, sold by the Interior
Design Club, will be 10 cents.
Cotton candy, chocolate, and other
goodies will be sold by various groups
around the mall.
Student Senate Chairperson Beverly
Haigler said, "When Fall is here so are
thousands of new students ... We want
to show these new students what's going
on besides classes. A successful activity
event like 'Harvest Day' can be a
great help. We need as much participation
from everyone as we can get.
SparkPhoto
from their participation."
Some of the activities being planned
include: a turkey raffle and candy sale
sponsored by the Peer Counselors and
the Advancement Studies Program Area
Committee; a mock election organized
by the Behavioral and Social Science
Program Area Committee; computer
horoscopes by the Computer Science
Program Area Committee; a pep rally
with the Cheerleaders Club; a raffle held
by the CPCC delegation to the state
student government; frisbee toss, and
a Publications Board booth.
SparkPhoto
SparkPhoto
C nges
FROM THE EDITOR
With this issue, the Spark begins
a new effort to reach students
off campus. We'll probably mail
two special editions of the Spark
and three Student Newsletters to
25,000 students each quarter.
Your participation can help make
our publications successful. Let us
know what you'd like to see and read
in the Student Publications now
available to you. Write me a letter on
any subject of personal or popular
interest. Volunteer to write for the
Spark or the Student Newsletter. We
always need students to help out in
any way they can.
Lastly, feel free to relay any information
or announcements you feel
are important.
In our fifth year, we'll be aiming
for better service to the wide range of
students both on and off campus. Call
us at 373-6751, or write Student Publications,
P. 0. Box 4009 , Charlotte ,
N. C. 28204.
SparkPhoto: Gloria Kilgo
taYlor- hall
by Joe Sovacool
Taylor Hall attracts a large crowd
of students during daytime hours.
What's the big attraction?
To start with, there's the lobby,
remodeled last year to accomodate
students who want to socialize, entertain
themselves, exercise, or simply
take a break from classes and rest.
Any registered student with a current,
validated photo ID card is welcome
to take advantage of the facilities
available for "free play" in Taylor
Hall, where a variety of classes in
Health & Physical Education and Performing
Arts are held year-round.
The Game Room is located just off
the lobby and features table tennis,
pool, pinball and foosball, all popular
diversions with students. To use the
Game Room, present your ID to the
attendant at the counter, and pick
it up when you leave.
Lots of people use the Muilt-Purpose
Room (gym) for free play,
especially during cool weather in the
fall and winter, for free play. To get
into the Gym, go directly to the towel
room in the TH corridor on the first
floor. Leave your ID with the attendant,
who will open the locker room
for you. Students must be dressed out
to participate in free play. Basket-balls
are issued in the Student Activities
office in room 102, right behind
the Game Room.
The Fitness Room, located in the
lower lobby of Taylor Hall in room
050, features one of the most widelyused
Universal gym configurations, including
three fricition disk reel runners,
two pegboards, a horizontal ladder,
and one ladies' Universal unit. Students
are encouraged to come in and
work out.
HOURS:
Building hours are: Monday-
Thursday, 8 a.m. - 10 pm. Friday
8 a.m.-4 p.m.
Game Room: same as above.
HPE Department: Monday through
Friday 8 a.m.- 5 pm.
Multi Purpose Room: Monday and
Wednesday, 3 p.m.-5 pm. Friday,
8a.m.- 4pm.
Fitness Room: Monday and Wednesday:
8 a.m.- 11 a.m., 3 pm.- 5 pm.,
and 7 p.m.- 9 p.m. Fridays, 8 am.-
3 p.m.
Locker Rooms: Monday
Thursday, 8 a.m.- 10 pm.
8 a.m. -4 p.m.
through
Fridays,
SparkPhoto: Gloria Kilgo
I I
by~~nHelms
The campus sports program is expanding
in to broader areas. CPCC
recently held ping-pong and
straight pool tournaments in the
Tay lor Hall Rec Room. Student
involvement and enthusiasm were
excellent. Trophies were awarded
to a champion and runner-up in
both categories.
Both tournaments were single elimination
style. Terry Robinson emerged
as ping-pong champion. Terry won the
finals-best two-out-of-three games.
The runner-up was Charles Smith.
The straight pool tournament was
taken by Shahryar Novinbakht. This
was also best two-out-of-three in the
finals. Ronnie Blackmon took the runner-
up trophy.
Proposed upcoming sports events include
intercollegiate and intramural
basketball- for men and women. Student
support is essential in order for
these to be successful. Come by Taylor
Hall 102 to sign up for tryouts.
During the past few quarters, volleyball
intramurals have been held on
Friday afternoons in the Multi-Purpose
Room. These will hopefully be continued-
further announcements will be
made.
There is also a Soccer Club on campus.
Team captain Salvi Amadi will appreciate
your support.
Call 373-6512 for more detailed
sports information.
DROP - IN
CENTER
SparkPhoto: Gloria Kilgo SparkPhoto: Gloria Kilgo Spark Photo: Gloria Kilgo
LRC: Study Help Is Here
by Cindi M. Skridulis
The Hagemeyer Learning Resources
Center may be one of the
most useful places you find on
Central Piedmont's campus. Ask
current students what you can
find in the LRC Building and
they'll probably say "the library."
That's only the beginning.
The library can be found on the
third and fourth floors. It houses
approximately 71,300 books including
law books and other technical tomes.
A collection of braille and large print
books is available on the 4th floor.
The library also receives over 400 magazines.
If you can't find a particular
book in the library, check with the Reference
Staff and they can arrange to
get it on an inter-library loan from
another institution. The next issue of
The Spark will give you detailed information
on this.
A large amount of books and newspapers
are also available on microfilm
and microfiche.
The A-V Center is on the 3rd floor
of the library. In it you can find films,
filmstrips, sound/slide sets, video cassettes,
kits, tapes and other information
to help you find out about hundreds
of subjects, both academic and
non-academic. In the same area of the
A-V Center, students are encouraged
to take advantage of the Mini-Courses
available. These short, non-credit
courses give you an opportunity to
learn a variety of subjects and skills.
They are self taught and free of charge.
Another part of the LRC Building
is the Advancement Studies Program.
It includes the Telecourse Center and
the Drop-In Center. The Drop-In Center,
located on the second floor, is
staffed by carefully selected students,
faculty and staff. If you have problems
with studying, passing tests OF
keeping up with a class, the Drop-In
Center may be just what you need.
The staff will give you good ideas on
how to study and may be able to find
you a tutor who can help you with
problem classes.
The 'Drop-In Center offers the Cognitive
Style Map. This short test will
help you to find your preferred learn -
ing style. You may find that you are
the type of person who does better in
a self-paced course.
The Telecourse Center also on the
2nd floor, offers college credit for a
variety of courses taught on television.
Regular college fees apply to these
courses and you sign up for them
during regular registration. They combine
televised lessons, related readings
and assignments, along with several
group sessions for orientation, discussions
and testing. Courses have been
available in such areas as Living Skills,
American Politics, Consumer Education,
Fundamentals of Writing and
General Psychology.
The Communications Center is located
on the 2nd floor. It is arranged
as an open classroom to teach co-mmunication
skills of writing, speaking
and reading.
DOLLY (Dial Our Listening Library
Yourself), a system of taped programs
available by telephone is based
in the LRC Building. You can hear
any tape in DOLLY's collection by
dialing 373-6400 and requesting the
program you want to hear from 8
am. until 10 pm. Monday through
Thursday and 8 am. to 5 pm. on
Friday.
During all other hours , consult
DOLLY's weekly schedule in the comics
section of The Charlotte News or
"TV Week" and the comics section in
The Charlotte Observer. Choose the
program you want to hear and dial the
number listed for that program.
On the 4th floor, you can visit the
College History Room where records
of CPCC's history are kept.
Tucked in a corner of the fourth
floor a special radio station can be
found that broadcasts programs daily
to the blind and visually handicapped
of the community. Volunteers help
with the programs and are welcome.
And if all that isn't enough for one
building, Pease Auditorium is also
housed in the LRC building. A wide
variety of entertainment is performed
on the stage of Pease Auditorium,
including plays, lectures and concerts.
Classes in Journalism, English and
Drama are also held in the building.
Plans are being formed for additional
learning opportunities.
§pot.
li!!ht'
by Karen Helms
The school offers a vast array of
cultural and social events which
students can enjoy. These include
music, theatre,gourmet food, concerts,
lectures, and clubs.
You can enjoy fine gourmet cuisine
at a fraction of its cost at the Food Service
Dining Room located in the Citizens
Center on campus. The food is
carefully prepared and served by students,
but reservations must be made in
advance. It's worth your time to experience
some of their delectable dishes.
For reservations, call Walter O'Neill
at 373-6763.
There's also a cafeteria on campusthe
Central Forum. The menu includes
daily specials, a large salad bar, yogurt,
sandwiches, hot dogs, hamburgers, and
various beverages. Its pleasant atmosphere
makes for an excellent place to
meet people and make new acquaint-
LEGEND
FACULTY PARKING
STUDENT PARKING 1 activity/
publication/information fee this
quarter, you're part of a unique
system of student representation.
The Student Association is a decentralized
student government association.
Every currently enrolled student
is eligible for membership.
Some twenty-five campus clubs and
organizations work independently of
sixteen Program Area Committees,
which send representatives to the Student
Senate, a forum for communication
and planning. The clubs and organizations
are coordinated by the Clubs &
Organizations Council (COC), which is
also represented on the Senate.
Three student groups, known as
Agency Advisory Boards (Publications,
Concert/Lecture, and Athletics) provide
input to extracurricular activities.
Established in 1976, the Student
Association has chartered and supported
campus organizations, planned
campus-wide activities, helped orient
new students, and participated in civic
events for the off-campus community.
Students and administrators who
favor the concept and purpose of the
Student Association say it helps teach
civic responsibility through practical
experience. Its supporters believe it
helps promote citizenship, improve
student-faculty relations, develop character,
and lessen the load of the administrative
staff.
A mailbox in the Student Activities
MARKETPLACE
-~-!l--t.4131~·- CLASSIFIED AD INFORMATION
FOR SALE
- Pontiac 400 Package, M/T value
covers no. 214-3 , Q.J. spread-bore
adapter, Edelbrock Manifold no. P4-B.
All brand new in cartons. 165.
Call 523-2053 after 6 pm.
Office makes communication among
student groups easy.
If you're interested in oarticipating
in any area of the Student Association,
and need more information, call 373-
6665 or visit the Student Activities Office
in Taylor Hall 102.
Here's a list of Program Area Committees
and their advisors, as well as
how to contact them. The Student
Activities mailbox number for each
PAC is also listed.
-General Math and Science, Bill
Cheek, GA 332; 373-6968.
-Advancement Studies, Box 14. Ida
Helms, RH 116; 373-6423.
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Marshall Maddox, MH 130; 373-6879.
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15 . Irene Honeycutt, MH 328; 373-
6762 .
-Business, Box 17. Ann King, EK
200; 373-6562.
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NX S4A; 373-6490.
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18. John Needy, TH 200; 373-6458.
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ijlalock ,GA 140; 373-6549.
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Technology, Box 26. Jane Carriker,
CE 325; 373-6452.
Dot Glover, CE 375 ; 373-6507.
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Branch, CE 323; 373-6427.
-Dental Hygiene, Box 25. Dr. James
0. Clark, CE 115 ; 373-6427 .
-Industry, Box 21. Bill Whitman, CE
228; 373-6641.
- Technology, Box 22. Scott Treadwell,
CE 364; 373-6786.
-Allied Health, Box 20. Bob Gossett,
CE 310; 373-6928.
-Public Safety, Box 23. Bobby
Coggins, MH 138; 373-6720.
-Box Springs and mattress for king
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after 6 pm.
- Male Labrador Retreiver puppies,
7 weeks old, all black, full blooded,
no papers. 40. Call Linda 332-5388.
- '78 white Trans-Am, T-Top, 18,000
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control, new tires. Assume loan , no
down payment. Call 392-2075 after
6pm.
- 24 inch Men's Motebecane Super
Mirage. All alloy, quick release hubs,
very wide gear ratio. Excellent condition.
Call Jim at 372-6461.
Volume 5 Number 1
TIie
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Es1ablished 1976
Taylor Hall I 02
(704) 373-6751 , 373-6665
STAFF
Joseph Sovacool, Editor
Managi,ng Editor
Jimmy Brock
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Gloria Kilgo
Writers:
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Cindi Skridulis
Jimmy Brock
Photographers:
Ann Kinney
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Chapie Chapman
Production Managers:
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Manager, Student Publications
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- Silver plated Armstrong flute. 250.
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miscellany
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C.; please contact Charlie at 399-1384.
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well. To work along with a christian
teenage magazine, that's in the process
of being established. Call Johnny at
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7:30 pm .
Eventsl]:W@111U&J
October
22 "Harvest Day" 11 a.m. - 2 p.m. on the mall between
MH & EK. The Larry Mangum Band, 11 :30 a.m. - 1 p.m.
Fun and games all afternoon. Disco on LRC Plaza, 5-7 p.m.
Everyone welcome. The crowd's part of the show.
Candidates' Forum, State Senate and House candidates.
Sponsored by the Young Democrats & the SOCC (Support
Our Commmunity College). Pease Auditorium, 11 :30 a.m.-
1 p.m. Everyone we
Disability, access and design: a study of wheelchair access.
No full textThe aim of this study is to determine wheelchair user's views about access and ascertain whether designers are able to contribute to issues pertaining to inclusion through design solutions. Popular constructions of disability have established a relatively powerless and deviant status for the disabled population when compared to their able bodied peers. Regulatory controls and legislation require that builders and designers are sensitised to the needs of disabled people, but there is no legislative process to endorse disabled peoples request for a fully inclusive and accessible lifestyle. The enquiry is divided into two phases. The first phase considers access issues from a
sample of wheelchair users via the use of focus groups and individual interviews. The data attained and information collated for the literature review leads the author to
conclude that designers should consult with end users throughout the design process. During the second phase of the study the author proposes a model of inclusive design
and an associated design resource. The author advocates that this is to be used by designers and development professionals to ensure inclusion within society is attained
for all sectors of the community. The study concludes that, historically, society has responded to the needs of the disabled by providing separate and special services based on each individual's impairment, as opposed to the promotion of an equitable lifestyle for all. Inclusive design focuses on the design of the environment and not individual impairments. It is a process that promotes inclusivity for all sectors of society regardless of age, race, gender, sexuality or disability. Its principles consider diversity, and provides for an inclusive environment that can help break down barriers and exclusion as everyone will benefit from the end result
Creating High-Quality Streaming Video as _Learning Objects_ for an Online Class - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
PARTICIPANTS - click names for bio's)
Guest CIOs
Walter J. Whalen (#participants) - Partner, Step-Change
Management
Wanda Gibson (#participants) - Director, Department of
Information Technology, Fairfax County, Virginia
Eric Nelson (#participants) - CIO, Netifice Communications
Moderators
Discussion 1: Jack Crosby (#participants) - Adjunct Associate
Professor, UMUC Graduate School
[Moderating other discussions: Alan Carswell (#participants) -
Creating High-Quality Streaming Video as "Learning Objects" for an
Online Class
Alan Carswell
Chair, ITS
Graduate School of Management and Technology
Published: 0 2003
Category: » University-showcase » Multimedia-learning-objects
In the winter of 2003, adjunct faculty member Jack Crosby wanted to incorporate a videotaped
interview with several Chief Information Officers (CIOs) into his online course. The course was
ADMN645 (Information Technology, the CIO, and Organizational Transformation). The purposes of the
interview were to:
Provide a practitioner's perspective on course issues like new information technologies, applying
technology to business problems, and career choices
1.
2. Provide a richer online student experience beyond text and graphics
3. Demonstrate UMUC's bold use of technology to enhance distance education
4. "Validate" the course's subject matter by incorporating outside recognized experts
Dr. Crosby presented the idea to Alan Carswell, MIS program director in the Graduate School. With Dr.
Carswell's support, an inquiry was forwarded to UMUC's Center for Media and New Technology (CMNT)
on how to create a high-quality video component for the class. Working with CMNT's Media Services,
the project's concept evolved from an initial intention to videotape a single interview of a roundtable
(about a half hour) into the creation of a series of short videos as "learning objects" designed to be
used modularly by Dr. Crosby and other ADMN645 instructors to supplement their teaching of the
course.
Several of these learning objects were made available to students in Dr. Crosby's class in the spring of
2003. The full series will be available for inclusion in the fall ADMN645 sections.
This article summarizes lessons learned (#lessonslearned) in producing the online videos for
ADMN645, as well as feedback (#feedback) from participants and students.
Sample Learning Object: Future of the CIO Role
Discussion 1: What do you see in the next 5 years for
the CIO role?
Creating High-Quality Streaming Video as "Learning Objects" for an Online Class - DE Oracle
Program Director, Management Information Systems,
UMUC Graduate School]
* Real Video (http://marconi.umuc.edu/ramgen
/GSMT/admn/admn645-seg3_01.rm) | *Real Audio
(http://marconi.umuc.edu/ramgen/GSMT/admn
/645/seg3_01audio.rm) | Transcript
*Download and install the latest version of basic
RealOne Player (http://www.real.com
/realoneplayer.html) from Real Networks if you have
difficulty viewing/hearing the video or audio.
(Look for the Free RealOne Player, not the Free
Trial.)
LESSONS LEARNED
Personnel
A number of persons (besides guests) are involved in such a project; in our case, the following:
Jack Crosby, adjunct faculty member and ADMN645 instructor, had the most immediate knowledge of
the topics that should be discussed. He worked with Dr. Carswell in planning content and making
contacts for roundtable participants.
Alan Carswell, program director, coordinated the budgeting and collaborated in content planning and
participant recruiting, as the person administratively and pedagogically responsible for the course.
Pat Johnson, Senior Instructional Support Specialist (note: no longer with the university), assisted with
planning, coordination, and webpage design.
Mike Smith, CMNT, Manager, Video Production and Cable Services, provided both aesthetic and
technical oversight and direction.
Evelyn Marren, CMNT, Producer of Media and Cable Programming (note: no longer with the university),
provided aesthetic and practical support, including budgetary and scheduling oversight of video
production.
Todd Larson, CMNT, Media Production Specialist, lit the studio, ran camera and sound, and did the
post-production work of digitizing and encoding the video.
A contract-hire transcriber produced the draft transcription of the video interviews.
Other persons were involved in support roles, including Graduate School administrative personnel to
provide budgeting and administrative assistance; two extra camera operators to record the video segments
with four participants; and CMNT's Web multimedia specialist.
Design
A video delivered online is NOT equivalent to a television talk show delivered via airwaves or cable on a
large display. Here are considerations that affected the planning and the format of the ADMN645 final
video product as it evolved into the shorter-videos format.
In addition to better suiting an online format, shorter clips better lend
themselves to being presented to students in a modular way.
Care was taken during interviews not to "date" the material
discussed.
The small window size and pixelated images of online media mean that
Having only 1 or 2 speakers on-screen is best; if a larger group is needed, plan on no more than 4
individuals. In wide shots of even 4 individuals, it can be difficult to see the individuals' features.
The speaker(s) should be the content expert(s). Even an interviewer can take up important screen
space if not adding much to the discussion. (Off-camera interviewers can be an option.)
Creating High-Quality Streaming Video as "Learning Objects" for an Online Class - DE Oracle
Tight, static shots are most suitable (avoid monotony by cutting length): common TV camera
techniques such as pans, zooms don't work well for streaming video.
Because large streaming files won't display well for some viewers (e.g., those with dialup connections),
small clips of around 3 minutes are best. A 10-12 minute segment is as long as practical. The product
may have to be "chunked" into short segments.
A text version of the video will help ensure accessibility for all students; even small files won't display
well for some viewers with slow computers or unreliable Internet connections. Audio-only files as well
as text files are options. (We hired a transcriber; others may use a prepared script/teleprompter text.)
Get to the point. In addition to technical limitations, viewers' attention spans are more limited with the
small online format, so cut out all unnecessary material, including polite introductions, repetitions,
provision of context, and so forth.
Use text to complement the video material and reduce the amount of smalltalk on-screen. The
ADMN645 video files were designed to be accessed from a webpage, where we provided participants'
biographies, the context/goals of the interviews, and the discussion questions, to give students a "map"
of where the videos were going (see sample (#sample) above).
Text and graphic support for an online video i.e., multimedia) enrich the
presentation. Follow-up discussions online in WebTycho add even
greater dimension.
Planning and Timeline
CMNT is delighted to support this type of project but has limited resources and a sometimes crowded
calendar. A realistic timeline is 4-6 months from initial planning to incorporation of the finished product
in a class. Note that planning decisions such as number of people on-camera and handling of text
(transcripts) affect both costs and timeline.
Although each one is unique, a video project includes all or most of the preproduction (#preproduction) ,
production (#production) , and postproduction (#postproduction) steps we encountered:
Preproduction
Carefully plan the goals and objectives of the video project (but allow flexibility in the actual
discussion items and the format).
Set up an initial planning meeting with Center for Media & New Technolog (CMNT) ,
[email protected] (mailto:[email protected]) . Topics of our initial meeting included dates and deadlines,
guests' discussion items, appropriate media formats and processes, costs, delivery method, and display
of final product.
Contact Administration (or department) regarding funding, as needed. While many of the tasks
are handled by Media Services as part of their regular duties, extra-cost items for us included 2 extra
camera operators; a transcriber; and breakfast, lunch, and gifts for guests. (All of these expenses are
optional.)
Contact guests. Our experience was that it was fairly easy to recruit high-level participants for an
educational video project. (Although we couldn't offer any payment, we did provide a coffee service
and lunch and small UMUC gifts for each.) After the instructor's or program director's initial contacts
leading to a guest's agreement to participate, CMNT worked with the guest(s) regarding scheduling,
attire suitable for video, directions to the studio, signing consent forms, etc. The instructor and
program director communicated with guests regarding content (via a project webpage, email, and
phone calls).
Conduct a second production meeting for feedback and revision of the schedule or format with the
Media Services team. Communicate details as necessary to guests.
CMNT had additional responsibilities to hire extra camera operators (at a cost to us) and to set up the
Creating High-Quality Streaming Video as "Learning Objects" for an Online Class - DE Oracle
television studio (lighting, background, furniture, etc.) for the recording of the video on the day before
the production. Setup usually requires one or two days, depending on the complexity of the plan.
Production
This is actually the least time-consuming phase!
Each of 3 guests was interviewed individually for two short (2-3-minute) video segments, and all three
guests were interviewed as a group for two longer (11-13-minute) video segments. Our goal was to
accomplish all the recording in a single day to avoid repeat visits by participants. This required some
detailed planning to minimize waiting time for panelists while others were being taped.
We allowed time on production day for guests to greet and get comfortable with each other, for
prepping (rehearsing, audio and video checks, makeup as necessary), as well as for taping and retakes
(retakes turned out to be unnecessary). We had a coffee service available in the morning and had
lunch at the Garden Restaurant.
This entire process took from 8:15 a.m. to about 2:15 p.m. (The CMNT team was there longer.)
Postproduction
Principal personnel still have much work to do after the recording session.
CMNT personnel
Edit video and produce graphics, as required.
Duplicate audio or video to send to the transcriber.
Convert the video to digital format, which includes digitizing, compressing, and encoding the video in
one or more online media formats. (Real Media is currently UMUC's preference, and this is what we
used.)
Create separate audio files, if desired.
Review (edited) digital video files (with Instructional Support Specialist and/or content expert).
Place digital video (and audio) file(s) on UMUC's streaming server, Marconi, to be linked into the
classroom as URLs.
Duplicate video in VHS tape format to send to participants, as a courtesy.
Transcriber (if needed)
Produce a good draft transcription of the video/audio content.
Instructor, Program Director, and/or Instructional Support Specialist
Review with Media Services personnel (if necessary) the edited versions of video files.
Test and assess online digital video files (check accessibility and quality of the final product on a variety
of platforms).
Edit the transcript after receipt from contractor (to check and customize it).
Produce and design content for the webpage for the classroom; publish to the Web.
Incorporate the final product(s) in the classroom.
Share final product(s) with guest participants.
Follow-up in discussions with students in WebTycho conference(s).
FEEDBACK
Guests
Our guests were very positive about being included in this type of endeavor. They appreciated being
involved and our attention to them while they were with us.
CMNT
Creating High-Quality Streaming Video as "Learning Objects" for an Online Class - DE Oracle
CMNT was enthusiastic about working with us to create high-quality instructional media for ADMN645.
They asked us to invite other faculty who are considering a video project (need not be filmed in the
studio) to talk to them to customize and help realize their projects, as they did ours. CMNT's ideal client
"knows exactly what s/he wants to convey, but has an open mind as to how."
Students
Although only a portion of the video learning objects were made available to Dr. Crosby's ADMN645
class in the 0302 semester, the students' feedback was very positive. Most students were able to view
the videos without trouble; the single exception was a student in Germany. This reinforces the need to
have supporting transcripts available; in international and military contexts especially, the Internet
infrastructure cannot be taken for granted.
Students appreciated hearing outside experts reinforce the class material, and they remarked how
much the video enriched their online learning experience.
Representative student comments
"I really felt that the use of the videos helps support some of the text and supplemental reading materials
for the class. Sometimes in an online class, you miss the human interaction and I think the guest videos
helped bring us back to a classroom feel."
"This is an excellent way to bring a live lecture type venue to online courses. I have only taken one course
in person out of 8 and this type of conference is very helpful and breaks up the monotony of just reading
and writing."
"Thanks for taking the time and making an effort to incorporate the roundtable discussions into our
curriculum. While Internet classes are convenient, I really miss being able to hear and see experts
discussing current issues."
Jack Crosby (Instructor) and Alan Carswell (Program Director)
Creating these learning objects was much more involved than we initially intended. We had visions of
simply setting up a camcorder and videotaping some folks sitting around a table and talking. While we
still could have done that, we believe that the ultimate product was much more professional-looking,
useful, and well worth the effort.
A significant challenge for us was to find a way to cover current topics of interest but to also "future
proof" the sessions. Mindful of the level of production effort, we designed most of these learning
objects to cover the more timeless issues confronting CIOs. By doing this, we hope to be able to
leverage these products over a number of class sections for many semesters into the future. In
addition, the modular nature of the Roundtable gives us the flexibility to replace one or more of the
segments if it becomes necessary.
Overall, this has been a positive and rewarding experience for us and for students. Our guests were
outstanding: knowledgable, well-spoken, and interested in and comfortable with the process. The CMNT
staff brought to bear their professional experience in a diplomatic way that made a great deal of
difference. We are very pleased with the quality of the products of this team effort: videos, transcripts,
and Website.
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Creating High-Quality Streaming Video as "Learning Objects" for an Online Class - DE Oracle
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