~ 28. November 2010 ~
(published via Google Docs; Google Docs version also available)
Free/Cheap Screencasting Tools/Applications
|Windows||Free (Open-Source)||highly configurable, flexible, many features||takes some work to set up correctly; big files|
|Windows/Mac||Freemium ($14.95/yr)||easy, integrated with good hosting at screencast.com; screencast.com has good iPhone support (?), 2GB storage||requires admin rights; free version only exports .swf files; screencast.com not mobile-friendly; bandwidth capped|
|Web (Java)||Freemium ($9/yr)||requires no installation; export to several formats, plus YouTube; pro version is feature-rich (editing, picture-in-picture)||poor hosting service (Java-based, public only); captioning feature is poor; YouTube export is HD-only|
|Web (Java)||Free||hosting is automatic, with embed code; integrates with Twitter; automatically plays mp4 version for iPhone; export to YouTube; no storage limit||Occasional downtime; YouTube export is HD-only|
- Software tool (see table above for examples)
- Microphone or headset
- A plan
- Decide on a topic (check/modify the spreadsheet first)
- Note steps involved
- Write a basic script, narrating actions as they occur
- Print it out, and “Rehearse” using the mouse. Edit the script as you do this.
- Record. Pause as you go
- Save file
- Upload to YouTube
- Edit transcript, save as plain text file
- Upload transcript.
Tips and extras
- Include captions (required under ADA, desirable even without that)
- Keep it moving—avoid spending lots of time on a single image
- Provide ONE PATH rather than all the options (harder than it sounds)
- Highlight/outline areas that are being discussed (can do this inside YouTube)
- Play with volume settings—louder is better
- Be goal-oriented
- If it is something that could be shared across district, exclude SCC-specific content
- Try visual variety—find Creative Commons-licensed images or other royalty-free content
- Zoom if possible—if your tool doesn’t have this feature, pause and use browser zoom
Benefits of YouTube
- unlimited storage & bandwidth
- provides flexible embed code
- works automatically on mobile devices
- API allows third-party customization (example at www.scc.losrios.edu/~library/videos)
- easy captioning
- some editing options—very basic, don’t rely on them
- getting a sharp image
- impossible to replace a video
- Use use one tool to create, then host elsewhere. Export Screencast-o-matic
- Use Powerpoint, upload to Slideshare.net; or make Google Presentation
- User video-editing software
- tradeoffs: coverage vs. compatibility with small screens
- Jeff uses 800x600
- Five Minute Screencasts — The Super Tool for Science and Engineering Librarians http://www.istl.org/10-winter/tips.html
- Best Practices in Screencasting (from ANTS) http://ants.wetpaint.com/page/Best+Practices+in+Screencasting
- Learning to Teach Through Video http://www.inthelibrarywiththeleadpipe.org/2009/learning-to-teach-through-video/
~ 10. August 2010 ~
As I mentioned previously, I’m working on embedding videos on the library site in some sort of coherent way. I’m intending to use the following URI: www.scc.losrios.edu/~library/videos. The page is live, though still rough. Below is a video description of what I did.
(If embedded version does not display, view here)
Why include a video rather than just blabbing on and on textually? I wanted to test Screencast-o-matic’s latest features, which include webcam picture-in-picture. They’ve also added a bunch of editing features, such as image overlays and zooming, that I played with but didn’t use here. Glad I picked up a Pro account for life when they were offering those a while back (price has since risen and is yearly rather than permanent).
~ 23. July 2010 ~
I gave some online webinar-style library instruction sessions over the last couple semesters and tried a few different registration options. Using SurveyMonkey worked pretty well, so I thought I’d share how I did it for the benefit of anyone in a similar situation.
Registration serves two different purposes in my situation. First, I needed to be sure to keep the number of students below a certain threshold. Second—and more important, since I’ve never hit the upper limit anyway—I needed to force students to show that they are able to connect to our web conference host, and generally that they are sufficiently competent with technology. We use Elluminate, which is provided to all California community colleges for free via the Chancellor’s office, and while it’s dandy for web conferencing, some people just can’t seem to get it to work on their computers. Wasn’t Java supposed to be this breakthrough cross-platform technology that was going to make operating systems obsolete? Am I showing my age by asking that? Well, that never happened, and it seems like every time I attend an Elluminate webinar, the first 5 minutes or more are taken up with technical hangups.
I also learned the hard way that you can tell people about system requirements and show them how to test their system—just as you can tell them to connect ten minutes early—but they won’t actually take those steps unless they are forced to.
SurveyMonkey is not an obvious choice for registration forms. I played around with EventBrite and even used it for one orientation in a previous semester. It’s a slick service, and free if you don’t charge anything for your events, but it automatically sent students a PDF “ticket” that some found confusing. I also liked the idea of a step-by-step sign up process, and EventBrite is a one-page thing. Google Forms could also work, since it allows question and page branching, but I found it difficult to wrangle for my purposes. Since Google has recently beefed up the logic branching on Forms, maybe it would work better now, but I haven’t played with it lately. Our library has an SurveyMonkey pro account, so I figured I’d give it a try. The following may be possible on a standard free account as well—I’m not sure what the limitations of the free account are.
Designing the form
I start the form (feel free to have a look) with some questions about the user’s system. First question is how much RAM their system has (low RAM is bad for a Java program…). If they don’t have enough, they’re sent to a page telling them they don’t meet the requirements. If they choose “Don’t know”, they’re sent to a page telling them they have to find out before doing the survey. I know, that’s harsh, but my guess is that people who don’t know this also don’t know what web browser they use, what Java might be, and so on—not crimes, but potentially indicators that they’re better off doing a library session in person rather than online.
If they succeed in telling me they have more than 256 megs—which might not be true, but these days it most likely is—it’s on to the next tasks, which it’s harder to fake.
I provide a link to Elluminate’s “dummy session” page, where you actually load the Java program and enter a classroom. (Here SurveyMonkey is superior to GForms, since you can insert links and other HTML code.) Once they load the Elluminate classroom, they can see a message on the virtual whiteboard. I have them type that message into the registration form. This way I know that they have successfully loaded the classroom at least once. If they’re using IE, this often means navigating beyond the helpful “blocked download bar” that frequently paralyzes unsophisticated users.
Next, I have them copy a brief passage from the screen and paste it into the form. They’ll have to do this with citations during the session, plus this seems like a basic computer literacy thing—if they can’t do this, what else can’t they do?
Finally, I have them submit some basic info: name, e-mail, etc.
Setting up the collector
SurveyMonkey has an impressive number of configuration options for data collection, a few of which were important to set correctly. One default setting, understandable for a survey, is not to allow more than one submission per IP address. That has to be changed, obviously, since people could be signing up from computer labs.
Under “Change Restrictions,” I set a cut-off date/time. Since I needed to review all of the submitted registrations, I needed time to do that. So on the page people accessed the form from I made it clear that the registration form would close 6 hours before the session. I also set the maximum response count to 15. This can potentially cause a problem because incomplete forms count toward your total—I got many responses where only the first page was filled out (people apparently being either put off or flummoxed by having to open Elluminate). So, it becomes important to check the form submissions every day or two to delete incomplete responses, otherwise people might be told the session is full when it is not.
How did it work?
This process undoubtedly tripped up a few people; as I said, I got some submissions from people who did not get through the whole form. But that’s ok with me. The students I got in the sessions did very well with the technological hurdles, and I was able to jump right in to the orientation with (almost) no troubleshooting.
Confirming registration was a bit labor-intensive. I needed to log in to SurveyMonkey daily (there’s no e-mail alert a la GForms) and go to “Browse Responses” to skim the results. If someone registered but skipped the “copy message from classroom” step, as happened several times, I e-mailed them and said they were not yet registered and to try again. Once someone was registered, I e-mailed them with a message about how to connect to the session. I then needed to collect all the e-mail messages in order to send out a reminder (here a service like EventBrite really has advantages, but also entails some privacy concerns).
You could do more with this—collect information about people’s systems (OS, browser etc.) in order to help with troubleshooting in the future. Or could ask them questions to gauge what draws particular students to webinar-style orientations. I’m not totally sure though that people would want to answer all these questions or that I’d be able to use the information.
Or it may be that another tool exists that would simplify the confirmation and reminder process, or just be better in every way.
~ 14. January 2010 ~
Here are my meager slides from the “Bookmarks in Your Pocket” workshop on Spring 2010’s Flex Thursday. Please get in touch with me if you have any questions or comments (or leave them below!). I could add a few slides to demonstrate stuff we did in the workshop if that would be helpful to anyone.
~ 5. May 2009 ~
I’ve created a YouTube channel for our library, and have started to populate it with hastily-assembled videos demonstrating simple tasks. I’ve been trying out the “audioswap” feature on YouTube, which adds amusing bits of drama to some of them (as well as, unfortunately, an extra ad to buy the track). I’m also using the built-in annotation feature, which is actually more user-friendly than the one I’ve used in Captivate. YouTube offers some really interesting possibilities via their API; wondering how much of those I’ll manage to make something of. The ones up there so far were made using Screencast-O-Matic, though I am now looking at using CamStudio to eliminate the tacky logo.