Documentation:DIY Media Toolkit Template
- 1 What is/are NAME OF YOUR TOOLKIT?
- 2 How does it support learning?
- 3 UBC examples
- 4 What do I need?
- 5 How do I do it?
- 6 Resources
- 6.1 lynda.com courses
- 6.2 How tos
- 6.3 Copyright
- 6.4 Guides
- 6.5 Research
- 7 Feedback
What is/are NAME OF YOUR TOOLKIT?
Describe your chosen media creation technique in this section. Briefly explain what it is, how it might be used in learning, and the approach your toolkit takes. Consider inserting a quick example.
How does it support learning?
There is no set format for this section. Feel free to use lists, quotes, images, or any combination thereof to explain what the specific uses for your tool in learning are. Some bullet points from other toolkits are below.
Some uses for <<NAME OF YOUR TOOLKIT>> in learning include:
- Effective working memory capacity can be increased by using auditory and visual working memory together rather than using one or the other alone (Sorden, 2005; Mayer,2001). The lightboard's requirement for real-time narration/lecture combined with annotation supports this principle.
- Annotated presentations allow students to review important concepts at their own pace, with the benefit of expert instruction
- By using stop motion animation, you can create custom animations of complicated physical processes, without needing to know how to use computer animation programs.
Here are some more links to research related to multimedia in learning.
Instructional Design Support
Working in Connect? Visit LTHub.
Feel free to include non-UBC examples of the media your toolkit focuses on, but use this area to demonstrate how your media has been implemented at UBC.
Make sure to credit the creator of the media: link to their website, mention their name, and/or refer to their course.
Examples from outside UBC
- Example number one
- Example number two
What do I need?
Briefly explain what tools are required to create the media your toolkit is focused on. Try to mix specific suggestions with general tips: it will keep your toolkit relevant, even if the software or hardware you used goes out of date, or is no longer available.
If your project includes a microphone, the DIY Media Microphones Suggestions page has been transcluded.
Here are a few useful links if you're looking at microphones.
- The DIY Media website has a page on microphone suggestions, going over the various types of microphones available.
- Choosing Microphones is a 4-minute video from lynda.com which has some helpful tips for deciding what kind of microphone will best suit your needs.
- Wistia's Learning Centre demonstrates the quality of sound achieved with different mics in this 4.5 minute video.
How do I do it?
Step 1: Plan
Step 2: Script
Step 3: Record
Step 5: Publish
|Use the record section to provide creators with advice for recording their media. Remember that individuals using these toolkits have a wide range of experience in media production. Focus on providing first-time creators with useful information, and providing review for experienced producers of content. Modify the bullet points below to suit your needs. The next step in these toolkits is editing.
Expand on the bullets above in this space. Consider including links to other planning resources, like websites and .pdfs.
Feel free to include links to whatever resources you think might be helpful to someone as they create your media. Examples of sections from other toolkits include lynda.com courses, editing help, how-tos, support resources, research, and production assistance.
There are three transcluded pages, currently commented out, below this text. Depending on whether or not your toolkit is based on an audio, video, or screencasting resource, you can uncomment one of them which will contain a number of pre-production resources and important forms.
Open educational resources
- Find OER: Open Professionals Education Network.
- Finding and using Creative Commons materials: UBC's guide to Creative Commons.
- UBC Image Sources Guide: crediting image sources.
Publishing your content
When you've finished recording, editing and exporting your content to an acceptable file format, you'll need to publish it so that you can embed it where you like. You can publish your content on:
- Your own website.
- UBC's Kaltura platform
- UBC's YouTube Channel: using the upload form
- Your own YouTube Channel: YouTube Help
- Soundcloud for audio files.
- another free content hosting service.
Embedding your content
Once your content is hosted (on YouTube or Kaltura) you can embed it in a Connect course, WordPress environment or on a wiki page. See how-tos below.
Do you need to find copyright safe sound or images for your project? The following resources can help:
- Image Sources: UBC's Copyright resource provides an excellent list of various "copyright safe" image databases and also includes some discipline specific ones as well.
- Creative Commons Guide: UBC's Copyright Guide provides lists of databases for free and "copyright safe" sounds, music and video for your digital media projects. It also helps you understand Creative Commons licenses and how and why you may want to apply one to your work.
- Public domain resources: this page provides an overview of what public domain is, how material in the public domain can be used, and much more, including quick tips to check if something is or is not considered public domain in Canada, as well as links to public domain sources.
Students and Copyright
- Why should I care about copyright?: this student-centered guide, put together by the UBC Learning Commons team, answers questions on the subject of copyright and addresses a number of myths and misconceptions surrounding copyright.
- DIY Media (UBC collaboration): research section
- The Media Scholarship Project: Strategic Thinking about Media and Multimodal Assignments in the Liberal Arts. Watts, Simons, and Baird (2010).
- The Secret to Engagement: Lessons from Video. This video from the Perimeter Institute addresses why why video, on its own, may not be as engaging as you think, and how to fix it. Science filmmaker and communicator Derek Muller, best known for his YouTube channel Veritasium effectively illustrates and explains why addressing misconceptions head on may be key to engagement and learning.
- Using “Slowmation” to Enable Preservice Primary Teachers to Create Multimodal Representations of Science Concepts. Hoban, G. and Neilson, W. (2011)
- McGarr, O. (2009). A review of podcasting in higher education: Its influence on the traditional lecture. Australasian Journal of Educational Technology, 25, 309-321.
- This paper examines a possible influence of podcasting on the traditional lecture in higher education. The review explores three key questions: What are the educational uses of podcasting in teaching and learning in higher education? Can podcasting facilitate more flexible and mobile learning? In what ways will podcasting influence the traditional lecture? These questions are discussed in the final section of the paper with reference to future policies and practices.
- Murphy, B. (2008, July). Podcasting in higher education. Retrieved on May 28, 2014, from http://www.bcs.org/content/ConWebDoc/20217
- Reviews how podcasting is currently used in higher education: How it is used in course lectures, pre-class listening materials, and coursework feedback. Includes top tips for podcasters.
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