UBC Wiki - User contributions [en]

Course:LFS400

2026-03-31T07:17:30Z

Duncan:

{{Infobox LFS400}}

In LFS 400, we will teach you to use audio technology, storytelling technique and a journalistic framework in order to tell powerful stories and present academic content in new ways. It is a seminar course with a lot of personal attention, critical feedback, and weekly lab-based work. By the end of the course, you will have the ability to share your knowledge in new, effective, and creative ways, and to think critically of the science and stories you encounter.

UBC’s Point Grey Campus is located on the traditional territory of the xwməθkwəy̓əm (Musqueam) Nation. The land it is situated on has always been a place of learning for the Musqueam people, who for millennia have passed on their culture, history, and traditions from one generation to the next in this place. We encourage you to learn more about the Musqueam Nation by visiting the [https://www.musqueam.bc.ca/our-story/ Musqueam Nation’s story page on their website]

==Course Policy==
As a teaching team. we respect and value diverse ways of knowing and learning. This course was a part of UBC’s inaugural Universal Design for Learning (UDL) Fellows Program. As such, we have been working to improve the contents of this course with the goal of creating a supportive learning space where all students can access and engage with course materials in a way that works for them. We are continuing to expand on content and assignment diversity, in the hopes that every student may get the chance to apply and convey their strengths.

If there is anything we can do throughout this course to improve your learning experience, we’d love to hear about it! Please let us know of accommodations that will help you to fully participate and succeed in this course. We also welcome any general feedback on how we can improve LFS 400. You can reach out to us anytime.

How to contact us:
1) Talk to us before or after class
2) Email
3) Send a message through Canvas
4) Drop by or schedule a one-on-one or group meeting

Every student is responsible for showing up to class and participating in a way that respects instructors and fellow students alike. This involves regular attendance, considerate active class participation, and completion of assignments with attention to deadlines.

We recognize that—amidst complicated academic workloads and personal responsibilities— deadlines can be difficult for some. Our late policy for assignments is therefore as follows:

==Late Policy==
Late submissions are subject to a 10% per day penalty. In case of emergency or illness, reach out to us before the deadline and we can arrange a plan with you. Further academic concessions will be facilitated by Student Services in your home faculty.

There are several helpful UBC support streams available for students. Below is a brief list. Please consider making use of these services:

* [https://students.ubc.ca/enrolment/academic-learning-resources/academic-advising Academic advising]
* [https://students.ubc.ca/about-student-services/centre-for-accessibility Centre for Accessibility]
* [https://students.ubc.ca/health Mental health and wellbeing support]
* [https://equity.ubc.ca/resources/connection-support/connection-support-students/ Equity & Inclusion Office student support networks]

==Course Modality==
The first half of this course is structured as a fast-paced, skill-developing ‘intensive’ to give you each the opportunity to engage with key technological and theoretical skills for storytelling and content dissemination. The topics for the first six weeks are as follows:

* Week 1: Course introduction
* Weeks 2 & 3: Storytelling in sound & on the web
* Week 4: Interviewing, scripting & performing
* Weeks 5 & 6: Journalism ethics & information literacy
The second half of this course is focused on the creation of your audio story. Weekly lectures will feature guest lectures, workshops, and feedback sessions for your podcasts.

==Learning Outcomes==
By the end of the term, we aim for every student to learn to:

* Synthesize information to form an original personal narrative or story;
* Apply technological tools to convey their content in podcast format;
* Develop media literacy for critical engagement with disciplinary knowledge;
* Apply critical and creative thinking skills in the collection and analysis of information;
* Compare different channels and purposes of journalistic communication (e.g., traditional media outlets, social networks);
* Integrate discipline specific knowledge in powerful messages through 'humanizing the content';
* Understand the basic mechanics of creating a message for a purpose (e.g., story for emotional engagement, dissemination, awareness building, advocacy, news etc.);
* Develop skills to effectively critique their own and peers' work;
* Give and receive meaningful feedback.

==Assignment Descriptions==
See [[Course:LFS400/Assignments]]

==Podcast Grading Rubric==
See [[Course:LFS400/Podcast_Grading_Rubric]]

Course:LFS400

2026-03-31T07:15:54Z

Duncan:

{{Infobox LFS400}}

In LFS 400, we will teach you to use audio technology, storytelling technique and a journalistic framework in order to tell powerful stories and present academic content in new ways. It is a seminar course with a lot of personal attention, critical feedback, and weekly lab-based work. By the end of the course, you will have the ability to share your knowledge in new, effective, and creative ways, and to think critically of the science and stories you encounter.

UBC’s Point Grey Campus is located on the traditional territory of the xwməθkwəy̓əm (Musqueam) Nation. The land it is situated on has always been a place of learning for the Musqueam people, who for millennia have passed on their culture, history, and traditions from one generation to the next in this place. We encourage you to learn more about the Musqueam Nation by visiting the Musqueam Nation’s story page on their website: [https://www.musqueam.bc.ca/our-story/]

==Course Policy==
As a teaching team. we respect and value diverse ways of knowing and learning. This course was a part of UBC’s inaugural Universal Design for Learning (UDL) Fellows Program. As such, we have been working to improve the contents of this course with the goal of creating a supportive learning space where all students can access and engage with course materials in a way that works for them. We are continuing to expand on content and assignment diversity, in the hopes that every student may get the chance to apply and convey their strengths.

If there is anything we can do throughout this course to improve your learning experience, we’d love to hear about it! Please let us know of accommodations that will help you to fully participate and succeed in this course. We also welcome any general feedback on how we can improve LFS 400. You can reach out to us anytime.

How to contact us:
1) Talk to us before or after class
2) Email
3) Send a message through Canvas
4) Drop by or schedule a one-on-one or group meeting

Every student is responsible for showing up to class and participating in a way that respects instructors and fellow students alike. This involves regular attendance, considerate active class participation, and completion of assignments with attention to deadlines.

We recognize that—amidst complicated academic workloads and personal responsibilities— deadlines can be difficult for some. Our late policy for assignments is therefore as follows:

==Late Policy==
Late submissions are subject to a 10% per day penalty. In case of emergency or illness, reach out to us before the deadline and we can arrange a plan with you. Further academic concessions will be facilitated by Student Services in your home faculty.

There are several helpful UBC support streams available for students. Below is a brief list. Please consider making use of these services:

* Academic advising
** [https://students.ubc.ca/enrolment/academic-learning-resources/academic-advising]
* Centre for Accessibility
** [https://students.ubc.ca/about-student-services/centre-for-accessibility]
* Mental health and wellbeing support
** [https://students.ubc.ca/health]
* Equity & Inclusion Office student support networks
** [https://equity.ubc.ca/resources/connection-support/connection-support-students/]

==Course Modality==
The first half of this course is structured as a fast-paced, skill-developing ‘intensive’ to give you each the opportunity to engage with key technological and theoretical skills for storytelling and content dissemination. The topics for the first six weeks are as follows:

* Week 1: Course introduction
* Weeks 2 & 3: Storytelling in sound & on the web
* Week 4: Interviewing, scripting & performing
* Weeks 5 & 6: Journalism ethics & information literacy
The second half of this course is focused on the creation of your audio story. Weekly lectures will feature guest lectures, workshops, and feedback sessions for your podcasts.

==Learning Outcomes==
By the end of the term, we aim for every student to learn to:

* Synthesize information to form an original personal narrative or story;
* Apply technological tools to convey their content in podcast format;
* Develop media literacy for critical engagement with disciplinary knowledge;
* Apply critical and creative thinking skills in the collection and analysis of information;
* Compare different channels and purposes of journalistic communication (e.g., traditional media outlets, social networks);
* Integrate discipline specific knowledge in powerful messages through 'humanizing the content';
* Understand the basic mechanics of creating a message for a purpose (e.g., story for emotional engagement, dissemination, awareness building, advocacy, news etc.);
* Develop skills to effectively critique their own and peers' work;
* Give and receive meaningful feedback.

==Assignment Descriptions==
See [[Course:LFS400/Assignments]]

==Podcast Grading Rubric==
See [[Course:LFS400/Podcast_Grading_Rubric]]

Course:LFS400

2026-03-31T07:15:30Z

Duncan:

{{Infobox LFS400}}

In LFS 400, we will teach you to use audio technology, storytelling technique and a journalistic framework in order to tell powerful stories and present academic content in new ways. It is a seminar course with a lot of personal attention, critical feedback, and weekly lab-based work. By the end of the course, you will have the ability to share your knowledge in new, effective, and creative ways, and to think critically of the science and stories you encounter.

UBC’s Point Grey Campus is located on the traditional territory of the xwməθkwəy̓əm (Musqueam) Nation. The land it is situated on has always been a place of learning for the Musqueam people, who for millennia have passed on their culture, history, and traditions from one generation to the next in this place. We encourage you to learn more about the Musqueam Nation by visiting the Musqueam Nation’s story page on their website: https://www.musqueam.bc.ca/our-story/ Links to an external site.

==Course Policy==
As a teaching team. we respect and value diverse ways of knowing and learning. This course was a part of UBC’s inaugural Universal Design for Learning (UDL) Fellows Program. As such, we have been working to improve the contents of this course with the goal of creating a supportive learning space where all students can access and engage with course materials in a way that works for them. We are continuing to expand on content and assignment diversity, in the hopes that every student may get the chance to apply and convey their strengths.

If there is anything we can do throughout this course to improve your learning experience, we’d love to hear about it! Please let us know of accommodations that will help you to fully participate and succeed in this course. We also welcome any general feedback on how we can improve LFS 400. You can reach out to us anytime.

How to contact us:
1) Talk to us before or after class
2) Email
3) Send a message through Canvas
4) Drop by or schedule a one-on-one or group meeting

Every student is responsible for showing up to class and participating in a way that respects instructors and fellow students alike. This involves regular attendance, considerate active class participation, and completion of assignments with attention to deadlines.

We recognize that—amidst complicated academic workloads and personal responsibilities— deadlines can be difficult for some. Our late policy for assignments is therefore as follows:

==Late Policy==
Late submissions are subject to a 10% per day penalty. In case of emergency or illness, reach out to us before the deadline and we can arrange a plan with you. Further academic concessions will be facilitated by Student Services in your home faculty.

There are several helpful UBC support streams available for students. Below is a brief list. Please consider making use of these services:

* Academic advising
** [https://students.ubc.ca/enrolment/academic-learning-resources/academic-advising]
* Centre for Accessibility
** [https://students.ubc.ca/about-student-services/centre-for-accessibility]
* Mental health and wellbeing support
** [https://students.ubc.ca/health]
* Equity & Inclusion Office student support networks
** [https://equity.ubc.ca/resources/connection-support/connection-support-students/]

==Course Modality==
The first half of this course is structured as a fast-paced, skill-developing ‘intensive’ to give you each the opportunity to engage with key technological and theoretical skills for storytelling and content dissemination. The topics for the first six weeks are as follows:

* Week 1: Course introduction
* Weeks 2 & 3: Storytelling in sound & on the web
* Week 4: Interviewing, scripting & performing
* Weeks 5 & 6: Journalism ethics & information literacy
The second half of this course is focused on the creation of your audio story. Weekly lectures will feature guest lectures, workshops, and feedback sessions for your podcasts.

==Learning Outcomes==
By the end of the term, we aim for every student to learn to:

* Synthesize information to form an original personal narrative or story;
* Apply technological tools to convey their content in podcast format;
* Develop media literacy for critical engagement with disciplinary knowledge;
* Apply critical and creative thinking skills in the collection and analysis of information;
* Compare different channels and purposes of journalistic communication (e.g., traditional media outlets, social networks);
* Integrate discipline specific knowledge in powerful messages through 'humanizing the content';
* Understand the basic mechanics of creating a message for a purpose (e.g., story for emotional engagement, dissemination, awareness building, advocacy, news etc.);
* Develop skills to effectively critique their own and peers' work;
* Give and receive meaningful feedback.

==Assignment Descriptions==
See [[Course:LFS400/Assignments]]

==Podcast Grading Rubric==
See [[Course:LFS400/Podcast_Grading_Rubric]]

Template:Infobox LFS400

2026-03-31T07:10:18Z

Duncan:

{{Infobox_New_Course

|title=Audio Storytelling

|picture=Image:LFS400.jpg

|subject code=LFS

|course number=400

|section number=001

|instructor=Duncan McHugh

|email=
[mailto:duncan.mchugh@ubc.ca duncan.mchugh@ubc.ca]

|office=MCML 264B

}}

Template:Infobox LFS400

2026-03-31T07:09:00Z

Duncan:

{{Infobox_New_Course

|title=Audio Storytelling

|picture=Image:LFS400.jpg

|subject code=LFS

|course number=400

|section number=001

|instructor =Duncan McHugh, MCML 264B

|email=
[mailto:duncan.mchugh@ubc.ca duncan.mchugh@ubc.ca]

}}

LFS:Workshops/Copyright and Creative Commons

2026-03-26T19:28:17Z

Duncan:

[[File:Mickey Mouse on Mars.jpg|500px|Photo courtesy of NASA]]

Photo courtesy of the [https://www.flickr.com/photos/gsfc/7189560845/ NASA Goddard Space Flight Center]

'''[http://priceonomics.com/how-mickey-mouse-evades-the-public-domain/ The Mickey Mouse juggernaut]'''

'''<big>Workshop link: http://bit.ly/LFS_cc</big>'''

* Torn from the headlines!
** [https://www.cbc.ca/news/entertainment/tiktok-umg-dispute-1.7100341 CBC:TikTok pulling music by Universal artists amid licensing fight]
** [https://www.bbc.com/news/entertainment-arts-51805905 BBC: Appeals court rules Led Zeppelin did not] [https://youtu.be/gFHLO_2_THg?t=44 steal] [https://www.youtube.com/watch?v=QkF3oxziUI4 Stairway To Heaven riff]
** Previously, [http://www.nytimes.com/2015/03/11/business/media/blurred-lines-infringed-on-marvin-gaye-copyright-jury-rules.html?ref=music NYTimes: ‘Blurred Lines’ Infringed on Marvin Gaye Copyright, Jury Rules]
*** [https://www.youtube.com/watch?v=ziz9HW2ZmmY It does?]
** [https://petapixel.com/2018/03/22/insect-photographer-sues-pest-control-company-for-2-7-million/ That ant photo will cost 2.7 million dollars]!

=='''The Web and copyright'''==
{{#widget:YouTube|id=CJn_jC4FNDo|height=315|width=420}}

* [http://en.wikipedia.org/wiki/Copyright Copyright]
* [http://en.wikipedia.org/wiki/Fair_dealing#Fair_dealing_in_Canada Fair dealing] (or fair use in the US)
** The Purpose of the Dealing
** The Character of the Dealing
** The Amount of the Dealing
** Alternatives to the Dealing
** The Nature of the Work
** Effect of the Dealing on the Work

=='''UBC copyright resources'''==
* [http://copyright.ubc.ca/ UBC's copyright info site]
** [http://copyright.ubc.ca/requirements/fair-dealing/ Fair dealing] & public performance
*** [http://copyright.ubc.ca/guidelines-and-resources/copyright-guidelines/#EducationalExceptions Educational exceptions]
** [http://copyright.ubc.ca/workshops/ Workshops], incl. weekly drop-ins
** Not sure? Send them an [http://mailto:copyright.services@ubc.ca email].
* [[Library:How_to_Use_Library_Course_Reserves|Using Course Reserves in Canvas]]

=='''Some Right Reserved'''==
* Public domain
** Navigating many [http://copyright.cornell.edu/resources/publicdomain.cfm rules]
** [http://en.wikipedia.org/wiki/Copyright_status_of_work_by_the_U._S._government US government works], i.e. [http://www.flickr.com/photos/library_of_congress/ US Library of Congress]
** Much of the [http://www.flickr.com/photos/vancouver-archives/ Vancouver Archives] photographic holdings
** [https://web.law.duke.edu/cspd/publicdomainday/ Public Domain Day!]

[[Image:spectrum.png]]

Image by Creative Commons Canada

* [http://creativecommons.org/licenses/by-nc-sa/2.5/ca/legalcode.en Before] and [http://creativecommons.org/licenses/by-nc/2.5/ca/ After]
* [http://creativecommons.org/licenses/ The licenses]
** Allow commercial uses?
** Allow modifications? Yes, Yes but, No
** Attribution is always required
* [https://ca.creativecommons.org Creative Commons]
* [http://search.creativecommons.org/ CC Search]

=='''Photos'''==
* [http://www.flickr.com/photos/ Flickr] and [http://creativecommons.org/weblog/entry/12540 the 100 million CC photos]
* [https://thenounproject.com The Noun Project]
* [https://unsplash.com Unsplash] & [https://pixabay.com Pixabay]
* [http://www.gettyimages.ca/embed Getty Embeds]

=='''Audio'''==
http://blogfiles.wfmu.org/FC/fma/images/blkrect.jpg
* [http://www.cippic.ca/uploads/Podcasting-LegalGuide-Canada.pdf Podcasting Guide for Canada]
* [http://www.freemusicarchive.org/ Free Music Archive]
* [https://freesound.org Freesound]
* [http://ccmixter.org/ CC Mixter]

=='''Video & other media'''==
* [http://copyright.ubc.ca/guidelines-and-resources/support-guides/image-sources/ UBC Copyright Office's Resource Guide]
* [http://www.archive.org/index.php Archive.org]
* [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons]
* [https://www.pexels.com Pexels]
* [http://www.youtube.com/t/creative_commons YouTube] & [http://www.youtube.com/editor video editor]

=='''Potential drawbacks'''==
* You can't always get what you want
* [http://wiki.creativecommons.org/FAQ#What_if_I_change_my_mind.3F Licences are non-revocable]
* CC does not account for privacy issues
** [https://wiki.creativecommons.org/wiki/Chang_v._Virgin_Mobile Chang v Mobile Virgin]
* [http://wiki.creativecommons.org/FAQ Other issues]

=='''Additional resources'''==
* [http://www.michaelgeist.ca/ Michael Geist]
* [http://www.lessig.org/blog/ Lawrence Lessig]
* [http://50ways.cogdogblog.com/StoryMedia.html Cog Dog's "Finding Media For Your Story"]
* [http://www.everythingisaremix.info/watch-the-series/ "Everything Is A Remix"]
* [http://en.wikipedia.org/wiki/Star_Wars_Uncut Star Wars] [https://vimeo.com/34948855 Uncut]

LFS:Workshops/Copyright and Creative Commons

2026-03-26T19:02:24Z

Duncan: /* Potential drawbacks */

[[File:Mickey Mouse on Mars.jpg|500px|Photo courtesy of NASA]]

Photo courtesy of the [https://www.flickr.com/photos/gsfc/7189560845/ NASA Goddard Space Flight Center]

'''[http://priceonomics.com/how-mickey-mouse-evades-the-public-domain/ The Mickey Mouse juggernaut]'''

'''<big>Workshop link: http://bit.ly/LFS_cc</big>'''

* Torn from the headlines!
** [https://www.bbc.com/news/entertainment-arts-51805905 BBC: Appeals court rules Led Zeppelin did not] [https://youtu.be/gFHLO_2_THg?t=44 steal] [https://www.youtube.com/watch?v=QkF3oxziUI4 Stairway To Heaven riff]
** Previously, [http://www.nytimes.com/2015/03/11/business/media/blurred-lines-infringed-on-marvin-gaye-copyright-jury-rules.html?ref=music NYTimes: ‘Blurred Lines’ Infringed on Marvin Gaye Copyright, Jury Rules]
*** [https://www.youtube.com/watch?v=ziz9HW2ZmmY It does?]
** [https://petapixel.com/2018/03/22/insect-photographer-sues-pest-control-company-for-2-7-million/ That ant photo will cost 2.7 million dollars]!

=='''The Web and copyright'''==
{{#widget:YouTube|id=CJn_jC4FNDo|height=315|width=420}}

* [http://en.wikipedia.org/wiki/Copyright Copyright]
* [http://en.wikipedia.org/wiki/Fair_dealing#Fair_dealing_in_Canada Fair dealing] (or fair use in the US)
** The Purpose of the Dealing
** The Character of the Dealing
** The Amount of the Dealing
** Alternatives to the Dealing
** The Nature of the Work
** Effect of the Dealing on the Work

=='''UBC copyright resources'''==
* [http://copyright.ubc.ca/ UBC's copyright info site]
** [http://copyright.ubc.ca/requirements/fair-dealing/ Fair dealing] & public performance
*** [http://copyright.ubc.ca/guidelines-and-resources/copyright-guidelines/#EducationalExceptions Educational exceptions]
** [http://copyright.ubc.ca/workshops/ Workshops], incl. weekly drop-ins
** Not sure? Send them an [http://mailto:copyright.services@ubc.ca email].
* [[Library:How_to_Use_Library_Course_Reserves|Using Course Reserves in Canvas]]

=='''Some Right Reserved'''==
* Public domain
** Navigating many [http://copyright.cornell.edu/resources/publicdomain.cfm rules]
** [http://en.wikipedia.org/wiki/Copyright_status_of_work_by_the_U._S._government US government works], i.e. [http://www.flickr.com/photos/library_of_congress/ US Library of Congress]
** Much of the [http://www.flickr.com/photos/vancouver-archives/ Vancouver Archives] photographic holdings
** [https://web.law.duke.edu/cspd/publicdomainday/ Public Domain Day!]

[[Image:spectrum.png]]

Image by Creative Commons Canada

* [http://creativecommons.org/licenses/by-nc-sa/2.5/ca/legalcode.en Before] and [http://creativecommons.org/licenses/by-nc/2.5/ca/ After]
* [http://creativecommons.org/licenses/ The licenses]
** Allow commercial uses?
** Allow modifications? Yes, Yes but, No
** Attribution is always required
* [https://ca.creativecommons.org Creative Commons]
* [http://search.creativecommons.org/ CC Search]

=='''Photos'''==
* [http://www.flickr.com/photos/ Flickr] and [http://creativecommons.org/weblog/entry/12540 the 100 million CC photos]
* [https://thenounproject.com The Noun Project]
* [https://unsplash.com Unsplash] & [https://pixabay.com Pixabay]
* [http://www.gettyimages.ca/embed Getty Embeds]

=='''Audio'''==
http://blogfiles.wfmu.org/FC/fma/images/blkrect.jpg
* [http://www.cippic.ca/uploads/Podcasting-LegalGuide-Canada.pdf Podcasting Guide for Canada]
* [http://www.freemusicarchive.org/ Free Music Archive]
* [https://freesound.org Freesound]
* [http://ccmixter.org/ CC Mixter]

=='''Video & other media'''==
* [http://copyright.ubc.ca/guidelines-and-resources/support-guides/image-sources/ UBC Copyright Office's Resource Guide]
* [http://www.archive.org/index.php Archive.org]
* [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons]
* [https://www.pexels.com Pexels]
* [http://www.youtube.com/t/creative_commons YouTube] & [http://www.youtube.com/editor video editor]

=='''Potential drawbacks'''==
* You can't always get what you want
* [http://wiki.creativecommons.org/FAQ#What_if_I_change_my_mind.3F Licences are non-revocable]
* CC does not account for privacy issues
** [https://wiki.creativecommons.org/wiki/Chang_v._Virgin_Mobile Chang v Mobile Virgin]
* [http://wiki.creativecommons.org/FAQ Other issues]

=='''Additional resources'''==
* [http://www.michaelgeist.ca/ Michael Geist]
* [http://www.lessig.org/blog/ Lawrence Lessig]
* [http://50ways.cogdogblog.com/StoryMedia.html Cog Dog's "Finding Media For Your Story"]
* [http://www.everythingisaremix.info/watch-the-series/ "Everything Is A Remix"]
* [http://en.wikipedia.org/wiki/Star_Wars_Uncut Star Wars] [https://vimeo.com/34948855 Uncut]

LFS:Workshops/Audio and Podcasting

2026-03-24T23:38:18Z

Duncan:

https://live.staticflickr.com/7876/47514662752_f6e0546d04_o.png

Link: http://bit.ly/UBCpodcast
 
Slides: https://bit.ly/UBCpodcast2023

= '''Why podcast?''' =
* Reach a new audience/the public
* Re-purpose research
* It’s satisfying and fun to make stuff
* Provides a creative outlet

= '''What is a podcast?''' =
* Audio on the internet, typically on an RSS feed
** Q & A
** Edited interview
** Call-in
** Narrated segments
** Anthology
** Immersive story / documentary
** Fiction
** Sometimes seasons of a fixed number of episodes

= '''Plan it!''' =
[[File:Decision Circle Revised May30.png|800px]]
 
UBC's [http://diy.open.ubc.ca/plan-it/ DIY Media guide]

= '''Equipment''' =
[[File:RolandR05 4.jpg|thumb|Roland R-05 field recorder]]
* Use the best gear you can get
* Use your phone if needed, however...
** Can't monitor
** Handling noises
** How good are you about storage and battery life?
** External mics can mitigate some of this
* Field recorders
** [https://www.zoom-na.com/products/field-video-recording/field-recording/zoom-h4n-handy-recorder Zoom H4] & [https://www.roland.com/global/products/r-07/ Roland R-07]
* Mics with mixing boards
** Let's you control different levels

=== Microphone Talk ===
* USB mics
** [https://www.bluedesigns.com/products/yeti/ Yeti by Blue]
* Vocal mics
** The ubiquitous [https://www.shure.com/americas/products/microphones/sm/sm58-vocal-microphone SM-58]
* Shotgun mics
** Shock mount or pistol grip to reduce handling noise
* Lavalier
** Best for recording voice in a noisy environment
* Boundary
** Great for transcription, bad for broadcast

=== UBC resources ===
* [https://learningcommons.ubc.ca/borrow-equipment/ Chapman Learning Commons]
** [https://learningcommons.ubc.ca/diy-media-studio/ DIY Media Studio]
* [https://ubcstudios.ubc.ca/diy-audio-station/ UBC Studios]
* [https://www.citr.ca/get-involved/getinvolved/ CiTR Radio]
* Your faculty?
* Off-campus: [https://www.vpl.ca/facilities/inspiration-labs/central-inspiration-lab VPL Inspiration Lab]

= '''Recording''' =
* Get as close to the thing you're hoping to record as you can
* Know the space
** Consider the room size, number of participants & ambient noise
** WIND IS THE WORST
* Use the appropriate equipment
** Check equipment beforehand, especially batteries, cables & storage
* Test your levels
** Bring headphones. They are your audio superhero cape
* Recording in WAV gives you more flexibility and fidelity than MP3
* Noise reduction can only do so much
** Chrome MusicLab [https://musiclab.chromeexperiments.com/Spectrogram/ Spectogram]
* Remember room tone

=== Recording From Afar ===
* Skype and Zoom will record your calls
* Need a message? Have someone leave a voicemail on your office phone
* Physical and app-based wiretaps
** [https://www.tapeacall.com Tape A Call]
** iPhones in [https://support.apple.com/en-sg/guide/iphone/iph57c6590e9/ios iOS 18] & [https://support.apple.com/en-sg/guide/iphone/iph57c6590e9/ios Android] record calls now too
* Services like [https://www.autopod.fm Riverside], [https://tryca.st Cast], [https://zencastr.com Zencastr] and [https://squadcast.fm/pricing/ SquadCast]
* Record a [https://podcastengineeringschool.com/what-is-a-double-ender/ double-ender], with a reference track
** This leans heavily on your, and your interviewee’s, technical prowess

=== Our Robot Overlords ===
* [https://www.apple.com/ca/newsroom/2024/03/apple-introduces-transcripts-for-apple-podcasts/ Apple Podcasts' transcription & other transcription services]
** [https://otter.ai Otter.ai]
** [https://www.descript.com/pricing Descript]
* [https://stability.ai/stable-audio Stable Audio AI: music generation]
* [https://podcast.adobe.com/enhance# Adobe Pocst Enhance: quick noise removal]
* [https://www.autopod.fm AutoPod for editing video podcasts]
* Text-to-speech and voice cloning
* Google's [https://notebooklm.google NotebookLM]

=== Further reading ===
* NPR: [https://training.npr.org/audio/the-ear-training-guide-for-audio-producers/ The ear training guide for audio producers]
* [https://www.youtube.com/watch?v=gPbQYmkyqaE The best kept secret in podcasting? Not really, but okay.]

= '''Soundscapes''' =
{{#widget:YouTube|id=5q1rpNNnCUc}}

[https://www.nfb.ca/film/listen/ David New's Listen (NFB)]
* There are four components to radio/podcasting:
** '''voice, music, silence & sound'''
* How can you tell your story in sound?
** Think in terms of movie shots: wide-angle, landscape, close-up

= '''Saving & Archiving''' =
* Open a new folder for each project
* Always keep your original, unedited files
* Choose a naming convention
** i.e. date-project-dentifier.mp3, 20230415_LFS400_InterviewDean.mp3
* Back up your work (drives & cloud)

= '''Editing''' =
* [https://www.audacityteam.org Audacity]
** PRO
*** Free
*** Cross-platform and open source
*** Relatively straight-forward to use
*** Lots of help online
** CON
*** lossy
*** can be glitchy as heck
* Adobe Audition, free for UBC faculty and staff
* [https://hindenburg.com Hindenburg] & [https://www.reaper.fm Reaper] are other popular DAWs (digital audio workstation)

=== Further reading ===
* [https://wiki.ubc.ca/images/5/57/Audacity_cheat_sheet.pdf Audacity Cheat Sheet (PDF)]
** Audacity: [https://support.audacityteam.org Support]
* NPR: [https://training.npr.org/audio/mixing-diy/ How to mix: 8 steps to master the art of mixing audio stories]
* Transom: [https://transom.org/2017/sharing-sessions-part-1-organization/ Sharing Sessions, Part 1: Organization]

= '''Hosting & Promoting''' =
* Blogs work well for [https://en.wikipedia.org/wiki/RSS RSS] & info pages
** At UBC: [https://blogs.ubc.ca blogs] or [https://cms.ubc.ca/ CMS]
* File storage
** [https://www.libsyn.com/overview/ Libsyn] is the best established
** [https://soundcloud.com/for/podcasting Soundcloud]
** Anyone try [https://anchor.fm/ Anchor]?
** Ask your IT dept
** Case study: [http://lfs400.landfood.ubc.ca/introducing-the-lfs-400-showcase-podcast/ LFS400 Showcase Podcast]
* Partner with a media organization
** [https://www.citr.ca/get-involved/getinvolved/ CiTR], [http://www.coopradio.org Co-op Radio], and others
* Submit to podcast directories
** [https://itunesconnect.apple.com/login Apple Podcasts]
** [https://www.stitcher.com/content-providers Stitcher]
** [https://support.libsyn.com/kb/spotify/ Spotify]
* Find your audience
** Use social media
** Audience interactions
** Segments, inside jokes, personality
** How can you partner with other podcasts in your space?

= '''Storytelling''' =
{{#widget:YouTube|id=oP3c1h8v2ZQ}}
=== Dramatic Structure vs The Inverted Pyramid ===
'''Traditional media'''
[[File:Inverted_pyramid_in_comprehensive_form.jpg|Inverted pyramid|800px]]
 
Diagram by Christopher Schwartz [http://creativecommons.org/licenses/by-sa/3.0 CC BY-SA 3.0], via [http://commons.wikimedia.org/wiki/File:Inverted_pyramid_in_comprehensive_form.jpg Wikimedia Commons]
'''Narrative structure'''
[[File:Freytags pyramid.svg|Dramatic structure|800px|link=Special:FilePath/Freytags_pyramid.svg]]

=== A story... ===
{{#widget:YouTube|id=5pFI9UuC_fc}}
https://www.youtube.com/watch?v=
* is someone doing something for a reason
* builds tension
* has stakes
* has a beginning middle and an end
* has a [http://www.thisamericanlife.org/radio-archives/episode/182/cringe hook]

''One simple way to test whether your story is worth telling on the radio is to tell it to your friends, and notice how you feel. Do you feel like you’re dragging through one tedious moment after another, always on the verge of losing their interest, and sometimes you’re not even sure what the story’s about or why you’re telling certain parts? Or are your friends laughing and buying you drinks and begging you for more details about the characters? When you’re done, does everyone at the table launch into an excited discussion of similar things that happened to them? Heed these signs. If you can’t tell the story compellingly to a friend, it means either you haven’t figured out what the story is really about, or much more likely it never will be possible to tell this story compellingly over the radio.'' 
 
''(Also notice, incidentally, the way you tell your friends the story: where you begin it, what background facts you feel compelled to throw in and where you throw them in, what parts of the story you tell in what order, what parts of the story you leave out, what parts of the story seem weaker when you tell them. The way you tell the story to your friends is often the best structure for the story on the radio. Sometimes, when someone’s stuck on writing a story for our show, I or one of the other producers will have them put down their notes and logs and just tell us the story, to hear the structure they naturally use in telling it aloud.)''
 
 
''And yes, there are ways to get a story to work. Often this means you have to think about what the heart of the story is about, and figure out how to make that more present. This can involve adding moments and scenes that build up the central conflict (and pruning away the ones that don’t). It can mean making explicit what the story means, stating more directly what the point of the whole thing is. More about that below.''
 
— '''Ira Glass, Transom [http://transom.org/2004/ira-glass/ “What’s A Story?”]'''

* It pays to [http://transom.org/2011/rob-rosenthal-imagining-the-story/ imagine the story] you will find
* What is an alternative to narrative: http://transom.org/2013/hafid-is-free/
* Here are a couple of ways to mix up the standard "someone doing something for a reason" beginning-middle-end style of storytelling.
** 99% Invisible producer Delaney Hall [https://thirdcoastfestival.org/explore/feature/past-isnt-past suggests a loop story structure]
** In The Dark producers Madeleine Baran and Samara Freemark [https://thirdcoastfestival.org/explore/feature/how-to-become-an-investigative-reporter-with-one-simple-trick-ask-a-good-question argue that a good question can drive narrative]

=== Further reading ===
* [http://www.slideshare.net/HotPursuitPress/an-introduction-to-story-design-for-journalists-educators An Introduction to Story Design]

= '''Scripting''' =
=== Writing for the Ear ===
'''[http://www.nytimes.com/2008/09/16/us/16Ike.html?ref=hurricaneike Print] vs [http://www.npr.org/templates/story/story.php?storyId=94617088 Radio]'''

* One thought per sentence
** A sentence shouldn't more than a breath
* Be concise
* Active verbs
* Say what you mean
** No jargon. Attention to technical terms and acronyms
* Telling detail
* Logic
* The Mouth Edit
* Formatting
** Spell out numbers and abbreviations. Put each sentence on its own line and double space

=== Further reading ===
* [http://hearingvoices.com/news/tow/narration-writing-for-the-ear/ Hearing Voices: Narration: Writing for the Ear]

= '''Interviewing''' =
=== Sawartsky's Seven Deadly Sins ===
'''[http://www.npr.org/templates/story/story.php?storyId=5625218 The Riddler]'''
# Asking a non-question
# Asking a double-barreled question
# Overloading your question
# Putting remarks into your question
# Including trigger words in your question
# Including hyperbole in your question
# Asking a close-ended question

''One thing I learned early on as a reporter, that it’s a lot better looking stupid to your sources than looking stupid to your readers. Throughout my career I’ve confronted people who have said something to me in a very offhand way as if I should know exactly what they are talking about. And I’ve said, ‘Wait a minute, what are you talking about?’ I think sometimes their esteem for me fell a little bit as a result of asking the question, but I’d much rather have that than having to write around some point to camouflage the fact that I didn’t know what I was talking about or else get it wrong.'' 
— '''Peter Rinearson, The Seattle Times'''

=== Before ===
* Be prepared
** Equipment
** Questions?
** Punctuality
* Plan for your location
* Be friendly
* Explain your purpose

=== During ===
* “Why?”
* Silent response and eye contact
* Get the interviewee to show you, it may trigger enriched descriptions and anecdotes.
* Don’t worry about flubbing your questions. Get the right question
* On and off the record
* Expected the unexpected

=== After ===
* “Is there anything you’d like to add?”
* Keep the tape running
* Other people to talk to
* Ask about follow-ups
* Thank your interviewee
* Raw sounds and ambient noise

=== Journalism ethics ===
* Accountability
* Independence
* Balance
* Minimize harm

=== Further Reading ===
* http://transom.org/2012/before-the-first-question/
* http://hearingvoices.com/news/tow/interviewers-on-interviewing/
* https://www.spj.org/ethicscode.asp
* [https://youtu.be/Qmbi2dLobK4?t=2789 Marc Maron vs Terry Gross]

= '''Performing''' =
* Be conversational
* Imagine speaking to a friend who laughs at your jokes
* Speak as though your speaking across a dinner table (unless you're doing ASMR or something)
* Make sure your script is ready. Rehearse!
* Posture is important. Sit up straight or stand
* Take deep breaths and pause between sentences

= '''Copyright''' =
=== Copyright basics ===
* [http://copyright.ubc.ca/ UBC Copyright office]
* Your copyrighted works
* Other people’s copyrights
* [http://en.wikipedia.org/wiki/Fair_dealing_in_Canadian_copyright_law Fair dealing] / [http://en.wikipedia.org/wiki/Fair_use fair use]
* [[LFS:Workshops/Copyright_and_Creative_Commons|LFSLC's copyright tutorial]]

=== Privacy ===
* Oral consent is okay (get it on tape)
* Written consent is better
* The law does not address ethical concerns that may arise
* Respecting people’s wishes

=== Creative Commons ===
* [http://creativecommons.org/licenses/ The licenses]
* Allow commercial uses?
* Allow modifications? Yes, Yes but, No
* Attribution is always required
* Licenses are irrevocable
* Does not account for privacy issues

=== Creative Commons resources ===
http://blogfiles.wfmu.org/FC/fma/images/blkrect.jpg
* [http://www.cippic.ca/uploads/Podcasting-LegalGuide-Canada.pdf Podcasting Guide for Canada]
* [https://freemusicarchive.org/curator/Video/ Free Music Archive]
* [https://freesound.org Freesound]
* [http://ccmixter.org/ CC Mixter]
* Other media, etc.: [https://archive.org/details/audio The Internet Archive] / [https://commons.wikimedia.org/wiki/Category:Audio_files Wikimedia Commons]

= '''Resources''' =

=== Books ===
* [http://jessicaabel.com/books/outonthewire/ Jessica Abel's "Out on the Wire: the Storytelling Secrets of the New Masters of Radio"] ([http://webcat1.library.ubc.ca/vwebv/holdingsInfo?searchId=761189&recCount=10&recPointer=0&bibId=8148083 UBC])
* [http://realityradiobook.org/ "Reality Radio"] ([http://webcat2.library.ubc.ca/vwebv/holdingsInfo?searchId=103971&recCount=10&recPointer=0&bibId=7332248 UBC])
* [http://shop.npr.org/sound-reporting NPR Style Guide] ([http://webcat2.library.ubc.ca/vwebv/search?searchArg=npr+sound+reporting&searchCode=GKEY%5E*&searchType=0&recCount=10 UBC])
* [http://nieman.harvard.edu/books/telling-true-stories/ "Telling True Stories"]

=== Websites ===
* [https://training.npr.org NPR Training]
* [http://www.riic.ca Reporting in Indigenous Communities]
* [http://transom.org/ Transom], esp. [http://transom.org/2013/the-basics/ The Basics]
* [http://hearingvoices.com/ Hearing Voices], esp. [http://hearingvoices.com/news/tow/ Transmedia Online Workshop: eLearning Multimedia]
* [https://mediamakers.sites.olt.ubc.ca/939-2/ UBC MediaMakers] & [http://diy.open.ubc.ca/audio/ UBC DIY]

=== Podcast Recommendations ===
* Storytelling
** [https://www.thisamericanlife.org This American Life]
** [https://www.theatlantic.com/podcasts/floodlines/ Floodlines]
* Interviewing
** NPR: [https://www.npr.org/programs/fresh-air/ Fresh Air]
** CBC: [https://www.cbc.ca/radio/asithappens As It Happens]
* Reporting
** [https://crackdownpod.com Crackdown]
** CBC: [https://www.cbc.ca/listen/cbc-podcasts/387-hunting-warhead Hunting Warhead]
* Sound Design
** CBC: [https://www.cbc.ca/radio/podcasts/the-shadows/ The Shadows]
** [https://99percentinvisible.org 99% Invisible]

= '''Thanks''' =
[http://www.landfood.ubc.ca/directory/staff/duncan-mchugh Duncan]

LFS:Workshops/Digital Storytelling

2026-03-03T20:17:50Z

Duncan:

[[File:DigitalStorytelling LFS.png|Introductory graphic|alt=|800x800px]]
 
Original graphic by [https://emedia.uen.org/courseware/lesson/1845 Shaylin Lee], [https://creativecommons.org/licenses/by/4.0/ CC 4.0]

Prompt:
If you had to create a digital story to explain why you chose to come to UBC, 
what form would it take? What would it sound and look like? What tools would you use?

=='''What is a digital story?'''==

{{#widget:YouTube|id=dt49HHz9L5U|width=500}}

At its most basic, a digital story can be any story you tell using digital tools. 
It is synonymous with first person narrative stories accompanied by a slideshow, 
but it can extend much further beyond that, encompassing any and all digital tools.

* [https://www.storycenter.org/ StoryCenter]
* [https://digitalstories.ca Digital Stories Canada]
** [https://digitalstories.ca/video/vancouvers-treasured-old-mount-pleasant-village/ "Vancouver’s Treasured (And Threatened) Old Mount Pleasant Village"]
* Faculty of Education's [https://scarfedigitalsandbox.teach.educ.ubc.ca/digital-storytelling-3/ Scarfe Sandbox]

==='''So, why tell a story?'''===
{{#widget:Vimeo|id=22972267}}

Narrative stories help people connect to information in different ways. It can appeal to their emotions, it can help them identify with the story, and it can make it more memorable. Science communication is no different. Telling people stories about science can help them understand it more clearly and recognize its impact on their lives.

{{#widget:YouTube|id=BHY37Pb-xqI|width=500}}

UBC TerreWeb video, as mentioned in the [https://dotearth.blogs.nytimes.com/2012/09/26/the-domino-effect-in-nature-and-visual-storytelling/ NY Times].

=='''Plan it!'''==
[[File:Decision Circle Revised May30.png|alt=|1057x1057px]]

UBC's [http://diy.open.ubc.ca/plan-it/ DIY Media guide]

=='''Digital Tools'''==
==='''Photos'''===
* [https://wiki.ubc.ca/LFS:Workshops/Photo_Editing_for_the_Web The Basics]
** Always check the resolution, especially if you'll have movement. The frame for a video is 1920 x 1080

==='''Audio'''===
* [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting Audio and Podcasting]
* [https://www.audacityteam.org Audacity] audio editor

==='''Video'''===
* [https://wiki.ubc.ca/LFS:Workshops/Videomaking_with_Smartphones Videomaking with Smartphones]
===='''Equipment'''====
* Smartphones
* [https://lc.landfood.ubc.ca/booking/ LFS Learning Centre]
* [http://services.library.ubc.ca/computers-technology/technology-borrowing/ UBC resources]

===='''Getting the best shot'''====
{{#widget:YouTube|id=UcA1yPej1Kc|width=500}}
* Stabilizing the camera
** Tripods
** Binder clips
* The [http://en.wikipedia.org/wiki/Rule_of_thirds 'rule of thirds']
* Lighting
** Using sunlight
** [https://en.wikipedia.org/wiki/Three-point_lighting Three-point lighting]
* Thinking of your background
* Smartphone specific tips
** Make sure to have enough memory and that phone is charged
** If necessary, delete older photos, videos, apps
** Go into Airplane Mode (preserves battery and prevents interferences on the audio)
** Shoot horizontally not vertical (think of cinema and your eyes)

===='''What to capture'''====
* Multiple angles
* Room for edits (wait a beat or count to 10)
* B-roll

===='''Editing'''====
* [https://lthub.ubc.ca/guides/camtasia-instructor-guide/ Camtasia] allows for basic editing
** [https://lthub.ubc.ca/guides/camtasia-instructor-guide/?login#install-the-camtasia-applicati-0 Free download] for UBC community
* [http://www.apple.com/support/imovie/ iMovie] & [http://windows.microsoft.com/en-US/windows-live/movie-maker-get-started MovieMaker]
* [https://www.adobe.com/ca/products/premiere.html Adobe Premiere Pro] is available for more sophisticated projects (also free for UBC users)
* [https://learningcommons.ubc.ca/diy-media-studio/ On campus facilities] (Learning Centre Media Lab is also available)

=='''Formats'''==
==='''Video Formats'''===
* Screencasts with [http://www.techsmith.com/camtasia.html Camtasia] (available in Canvas)
* Recorded lectures
{{#widget:YouTube|id= ZhCb4LoE4j0|width=500}}
* [https://www.youtube.com/user/khanacademy Whiteboard] videos & [http://www.videoscribe.co/scribes Videoscribe]
** Whiteboard thesis
{{#widget:YouTube|id= BJ_2r_PovCo|width=500}}
* Video essay
==='''Non-Video Formats'''===
* Podcasts
** https://lfs400.landfood.ubc.ca/topics/
* [https://timeline.knightlab.com Timelines]
** https://vinepair.com/wine-colonized-world-wine-history/
* Dynamic websites
** [https://www.canva.com/website-builder/ Canva]
** [https://shorthand.com/ ShortHand]
*** https://interactives.stuff.co.nz/2019/09/root-branch-trees-climate-change-crisis/
** [https://www.adobe.com/express/ Adobe Express]
*** https://express.adobe.com/page/zbDU0r9ZtBIlY/
** [https://storymaps.arcgis.com ArcGIS StoryMaps]
*** [https://gis.ubc.ca/software/ UBC install, $20/yr]
*** https://storymaps.arcgis.com/collections/cf8b6867ad954a6e9ed400ca9e9206ea?item=1
* And beyond...[https://eml.ubc.ca/ UBC's Emerging Media Lab]

=='''Copyright'''==
==='''Copyright basics'''===
* [http://copyright.ubc.ca/ UBC Copyright office]
* Your copyrighted works
* Other people’s copyrights
* [http://en.wikipedia.org/wiki/Fair_dealing_in_Canadian_copyright_law Fair dealing] / [http://en.wikipedia.org/wiki/Fair_use fair use]

==='''Creative Commons'''===
* [http://creativecommons.org/licenses/ The licenses]
* Allow commercial uses?
* Allow modifications? Yes, Yes but, No
* Attribution is always required
* Licenses are irrevocable
* Does not account for privacy issues

===='''Creative Commons resources'''====
* [[LFS:Workshops/Copyright_and_Creative_Commons|Learning Centre wiki page]]
* Photos: [https://pixabay.com Pixabay] / [https://unsplash.com Unsplash]
* Music: [http://freemusicarchive.org Free Music Archive]
* Video, etc.: [http://archive.org The Internet Archive] / [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons] / [https://www.pexels.com/videos/ Pexels]

=='''Sharing'''==
* [https://learning.video.ubc.ca UBC's Kaltura]
** integrated with Canvas
** you should not be posting videos directly to Canvas. Much better to use Kaltura or, if it's appropriate, another platform.
* [http://www.youtube.com/user/ubclandfood YouTube]: public / unlisted / private

=='''Creating a story'''==
* [http://en.wikipedia.org/wiki/Storyboard Storyboarding]
* [https://wiki.ubc.ca/LFS:Workshops/Story_Structure What makes a story?]
* [[Course:LFS400/Workshops/Writing_For_the_Ear|Scripting]]
* [https://mediamakers.sites.olt.ubc.ca/resources/ MediaMakers resources]

==='''Dramatic Structure'''===
{{#widget:YouTube|id=oP3c1h8v2ZQ}}

[https://www.storyboardthat.com/articles/e/five-act-structure Freytag's Pyramid]

==='''A story is...'''===
* is someone doing something for a reason
* builds tension
* has stakes
* has a beginning middle and an end
* has a hook

{{#widget:YouTube|id=IlYTrYwll6A}}

''One simple way to test whether your story is worth telling on the radio is to tell it to your friends, and notice how you feel. Do you feel like you’re dragging through one tedious moment after another, always on the verge of losing their interest, and sometimes you’re not even sure what the story’s about or why you’re telling certain parts? Or are your friends laughing and buying you drinks and begging you for more details about the characters? When you’re done, does everyone at the table launch into an excited discussion of similar things that happened to them? Heed these signs. If you can’t tell the story compellingly to a friend, it means either you haven’t figured out what the story is really about, or much more likely it never will be possible to tell this story compellingly over the radio.'' 
''(Also notice, incidentally, the way you tell your friends the story: where you begin it, what background facts you feel compelled to throw in and where you throw them in, what parts of the story you tell in what order, what parts of the story you leave out, what parts of the story seem weaker when you tell them. The way you tell the story to your friends is often the best structure for the story on the radio. Sometimes, when someone’s stuck on writing a story for our show, I or one of the other producers will have them put down their notes and logs and just tell us the story, to hear the structure they naturally use in telling it aloud.)''
 
''And yes, there are ways to get a story to work. Often this means you have to think about what the heart of the story is about, and figure out how to make that more present. This can involve adding moments and scenes that build up the central conflict (and pruning away the ones that don’t). It can mean making explicit what the story means, stating more directly what the point of the whole thing is. More about that below.''
 
— '''Ira Glass, Transom [http://transom.org/2004/ira-glass/ “What’s A Story?”]'''

=='''Thanks!'''==
 '''[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan]'''

LFS:Workshops/Digital Storytelling

2026-03-03T20:16:21Z

Duncan:

[[File:DigitalStorytelling LFS.png|Introductory graphic|alt=|800x800px]]
 
Original graphic by [https://emedia.uen.org/courseware/lesson/1845 Shaylin Lee], [https://creativecommons.org/licenses/by/4.0/ CC 4.0]

Prompt:
If you had to create a digital story to explain why you chose to come to UBC, 
what form would it take? What would it sound and look like? What tools would you use?

=='''What is a digital story?'''==

{{#widget:YouTube|id=dt49HHz9L5U|width=500}}

At its most basic, a digital story can be any story you tell using digital tools. 
It is synonymous with first person narrative stories accompanied by a slideshow, 
but it can extend much further beyond that, encompassing any and all digital tools.

* [https://www.storycenter.org/ StoryCenter]
* [https://digitalstories.ca Digital Stories Canada]
** [https://digitalstories.ca/video/vancouvers-treasured-old-mount-pleasant-village/ "Vancouver’s Treasured (And Threatened) Old Mount Pleasant Village"]
* Faculty of Education's [https://scarfedigitalsandbox.teach.educ.ubc.ca/digital-storytelling-3/ Scarfe Sandbox]

==='''So, why tell a story?'''===
{{#widget:Vimeo|id=22972267}}

Narrative stories help people connect to information in different ways. It can appeal to their emotions, it can help them identify with the story, and it can make it more memorable. Science communication is no different. Telling people stories about science can help them understand it more clearly and recognize its impact on their lives.

{{#widget:YouTube|id=BHY37Pb-xqI|width=500}}

UBC TerreWeb video, as mentioned in the [https://dotearth.blogs.nytimes.com/2012/09/26/the-domino-effect-in-nature-and-visual-storytelling/ NY Times].

=='''Plan it!'''==
[[File:Decision Circle Revised May30.png|alt=|1057x1057px]]

UBC's [http://diy.open.ubc.ca/plan-it/ DIY Media guide]

=='''Digital Tools'''==
==='''Photos'''===
* [https://wiki.ubc.ca/LFS:Workshops/Photo_Editing_for_the_Web The Basics]
** Always check the resolution, especially if you'll have movement. The frame for a video is 1920 x 1080

==='''Audio'''===
* [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting Audio and Podcasting]
* [https://www.audacityteam.org Audacity] audio editor

==='''Video'''===
* [https://wiki.ubc.ca/LFS:Workshops/Videomaking_with_Smartphones Videomaking with Smartphones]
===='''Equipment'''====
* Smartphones
* [https://lc.landfood.ubc.ca/booking/ LFS Learning Centre]
* [http://services.library.ubc.ca/computers-technology/technology-borrowing/ UBC resources]

===='''Getting the best shot'''====
{{#widget:YouTube|id=UcA1yPej1Kc|width=500}}
* Stabilizing the camera
** Tripods
** Binder clips
* The [http://en.wikipedia.org/wiki/Rule_of_thirds 'rule of thirds']
* Lighting
** Using sunlight
** [https://en.wikipedia.org/wiki/Three-point_lighting Three-point lighting]
* Thinking of your background
* Smartphone specific tips
** Make sure to have enough memory and that phone is charged
** If necessary, delete older photos, videos, apps
** Go into Airplane Mode (preserves battery and prevents interferences on the audio)
** Shoot horizontally not vertical (think of cinema and your eyes)

===='''What to capture'''====
* Multiple angles
* Room for edits (wait a beat or count to 10)
* B-roll

===='''Editing'''====
* [https://lthub.ubc.ca/guides/camtasia-instructor-guide/ Camtasia] allows for basic editing
** [https://lthub.ubc.ca/guides/camtasia-instructor-guide/?login#install-the-camtasia-applicati-0 Free download] for UBC community
* [http://www.apple.com/support/imovie/ iMovie] & [http://windows.microsoft.com/en-US/windows-live/movie-maker-get-started MovieMaker]
* [https://www.adobe.com/ca/products/premiere.html Adobe Premiere Pro] is available for more sophisticated projects (also free for UBC users)
* [https://learningcommons.ubc.ca/diy-media-studio/ On campus facilities] (Learning Centre Media Lab is also available)

=='''Formats'''==
==='''Video Formats'''===
* Screencasts with [http://www.techsmith.com/camtasia.html Camtasia] (available in Canvas)
* Recorded lectures
{{#widget:YouTube|id= ZhCb4LoE4j0|width=500}}
* [https://www.youtube.com/user/khanacademy Whiteboard] videos & [http://www.videoscribe.co/scribes Videoscribe]
** Whiteboard thesis
{{#widget:YouTube|id= BJ_2r_PovCo|width=500}}
* Video essay
==='''Non-Video Formats'''===
* Podcasts
** https://lfs400.landfood.ubc.ca/topics/
* [https://timeline.knightlab.com Timelines]
** https://vinepair.com/wine-colonized-world-wine-history/
* Dynamic websites
** [https://www.canva.com/website-builder/ Canva]
** [https://shorthand.com/ ShortHand]
*** https://interactives.stuff.co.nz/2019/09/root-branch-trees-climate-change-crisis/
** [https://www.adobe.com/express/ Adobe Express]
*** https://express.adobe.com/page/zbDU0r9ZtBIlY/
** [https://storymaps.arcgis.com ArcGIS StoryMaps]
*** [https://gis.ubc.ca/software/ UBC install, $20/yr]
*** https://storymaps.arcgis.com/collections/cf8b6867ad954a6e9ed400ca9e9206ea?item=1
* And beyond...[https://eml.ubc.ca/ UBC's Emerging Media Lab]

=='''Copyright'''==
==='''Copyright basics'''===
* [http://copyright.ubc.ca/ UBC Copyright office]
* Your copyrighted works
* Other people’s copyrights
* [http://en.wikipedia.org/wiki/Fair_dealing_in_Canadian_copyright_law Fair dealing] / [http://en.wikipedia.org/wiki/Fair_use fair use]

==='''Creative Commons'''===
* [http://creativecommons.org/licenses/ The licenses]
* Allow commercial uses?
* Allow modifications? Yes, Yes but, No
* Attribution is always required
* Licenses are irrevocable
* Does not account for privacy issues

===='''Creative Commons resources'''====
* [[LFS:Workshops/Copyright_and_Creative_Commons|Learning Centre wiki page]]
* Photos: [https://pixabay.com Pixabay] / [https://unsplash.com Unsplash]
* Music: [http://freemusicarchive.org Free Music Archive]
* Video, etc.: [http://archive.org The Internet Archive] / [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons] / [https://www.pexels.com/videos/ Pexels]

=='''Sharing'''==
* [https://learning.video.ubc.ca UBC's Kaltura]
** integrated with Canvas
** you should not be posting videos directly to Canvas. Much better to use Kaltura or, if it's appropriate, another platform.
* [http://www.youtube.com/user/ubclandfood YouTube]: public / unlisted / private

=='''Creating a story'''==
* [http://en.wikipedia.org/wiki/Storyboard Storyboarding]
* [https://wiki.ubc.ca/LFS:Workshops/Story_Structure What makes a story?]
* [[Course:LFS400/Workshops/Writing_For_the_Ear|Scripting]]
* [https://mediamakers.sites.olt.ubc.ca/resources/ MediaMakers resources]

==='''Dramatic Structure'''===
{{#widget:YouTube|id=oP3c1h8v2ZQ}}

[https://www.quickbase.com/articles/an-online-resource-guide-to-freytags-pyramid Freytag's Pyramid]

==='''A story is...'''===
* is someone doing something for a reason
* builds tension
* has stakes
* has a beginning middle and an end
* has a hook

{{#widget:YouTube|id=IlYTrYwll6A}}

''One simple way to test whether your story is worth telling on the radio is to tell it to your friends, and notice how you feel. Do you feel like you’re dragging through one tedious moment after another, always on the verge of losing their interest, and sometimes you’re not even sure what the story’s about or why you’re telling certain parts? Or are your friends laughing and buying you drinks and begging you for more details about the characters? When you’re done, does everyone at the table launch into an excited discussion of similar things that happened to them? Heed these signs. If you can’t tell the story compellingly to a friend, it means either you haven’t figured out what the story is really about, or much more likely it never will be possible to tell this story compellingly over the radio.'' 
''(Also notice, incidentally, the way you tell your friends the story: where you begin it, what background facts you feel compelled to throw in and where you throw them in, what parts of the story you tell in what order, what parts of the story you leave out, what parts of the story seem weaker when you tell them. The way you tell the story to your friends is often the best structure for the story on the radio. Sometimes, when someone’s stuck on writing a story for our show, I or one of the other producers will have them put down their notes and logs and just tell us the story, to hear the structure they naturally use in telling it aloud.)''
 
''And yes, there are ways to get a story to work. Often this means you have to think about what the heart of the story is about, and figure out how to make that more present. This can involve adding moments and scenes that build up the central conflict (and pruning away the ones that don’t). It can mean making explicit what the story means, stating more directly what the point of the whole thing is. More about that below.''
 
— '''Ira Glass, Transom [http://transom.org/2004/ira-glass/ “What’s A Story?”]'''

=='''Thanks!'''==
 '''[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan]'''

LFS:Workshops/Digital Storytelling

2026-03-03T20:04:08Z

Duncan:

[[File:DigitalStorytelling LFS.png|Introductory graphic|alt=|800x800px]]
 
Original graphic by [https://emedia.uen.org/courseware/lesson/1845 Shaylin Lee], [https://creativecommons.org/licenses/by/4.0/ CC 4.0]

Prompt:
If you had to create a digital story to explain why you chose to come to UBC, 
what form would it take? What would it sound and look like? What tools would you use?

=='''What is a digital story?'''==

{{#widget:YouTube|id=dt49HHz9L5U|width=500}}

At its most basic, a digital story can be any story you tell using digital tools. 
It is synonymous with first person narrative stories accompanied by a slideshow, 
but it can extend much further beyond that, encompassing any and all digital tools.

* [https://www.storycenter.org/ StoryCenter]
* [https://digitalstories.ca Digital Stories Canada]
** [https://digitalstories.ca/video/vancouvers-treasured-old-mount-pleasant-village/ "Vancouver’s Treasured (And Threatened) Old Mount Pleasant Village"]
* Faculty of Education's [https://scarfedigitalsandbox.teach.educ.ubc.ca/digital-storytelling-3/ Scarfe Sandbox]

==='''So, why tell a story?'''===
{{#widget:Vimeo|id=22972267}}

Narrative stories help people connect to information in different ways. It can appeal to their emotions, it can help them identify with the story, and it can make it more memorable. Science communication is no different. Telling people stories about science can help them understand it more clearly and recognize its impact on their lives.

{{#widget:YouTube|id=BHY37Pb-xqI|width=500}}

UBC TerreWeb video, as mentioned in the [https://dotearth.blogs.nytimes.com/2012/09/26/the-domino-effect-in-nature-and-visual-storytelling/ NY Times].

=='''Plan it!'''==
[[File:Decision Circle Revised May30.png|alt=|1057x1057px]]

UBC's [http://diy.open.ubc.ca/plan-it/ DIY Media guide]

=='''Digital Tools'''==
==='''Photos'''===
* [https://wiki.ubc.ca/LFS:Workshops/Photo_Editing_for_the_Web The Basics]
** Always check the resolution, especially if you'll have movement. The frame for a video is 1920 x 1080

==='''Audio'''===
* [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting Audio and Podcasting]
* [https://www.audacityteam.org Audacity] audio editor

==='''Video'''===
* [https://wiki.ubc.ca/LFS:Workshops/Videomaking_with_Smartphones Videomaking with Smartphones]
===='''Equipment'''====
* Smartphones
* [https://lc.landfood.ubc.ca/booking/ LFS Learning Centre]
* [http://services.library.ubc.ca/computers-technology/technology-borrowing/ UBC resources]

===='''Getting the best shot'''====
{{#widget:YouTube|id=UcA1yPej1Kc|width=500}}
* Stabilizing the camera
** Tripods
** Binder clips
* The [http://en.wikipedia.org/wiki/Rule_of_thirds 'rule of thirds']
* Lighting
** Using sunlight
** [https://en.wikipedia.org/wiki/Three-point_lighting Three-point lighting]
* Thinking of your background
* Smartphone specific tips
** Make sure to have enough memory and that phone is charged
** If necessary, delete older photos, videos, apps
** Go into Airplane Mode (preserves battery and prevents interferences on the audio)
** Shoot horizontally not vertical (think of cinema and your eyes)

===='''What to capture'''====
* Multiple angles
* Room for edits (wait a beat or count to 10)
* B-roll

===='''Editing'''====
* [https://lthub.ubc.ca/guides/camtasia-instructor-guide/ Camtasia] allows for basic editing
** [https://lthub.ubc.ca/guides/camtasia-instructor-guide/?login#install-the-camtasia-applicati-0 Free download] for UBC community
* [http://www.apple.com/support/imovie/ iMovie] & [http://windows.microsoft.com/en-US/windows-live/movie-maker-get-started MovieMaker]
* [https://www.adobe.com/ca/products/premiere.html Adobe Premiere Pro] is available for more sophisticated projects (also free for UBC users)
* [https://learningcommons.ubc.ca/diy-media-studio/ On campus facilities] (Learning Centre Media Lab is also available)

=='''Formats'''==
==='''Video Formats'''===
* Screencasts with [http://www.techsmith.com/camtasia.html Camtasia] (available in Canvas)
* Recorded lectures
{{#widget:YouTube|id= ZhCb4LoE4j0|width=500}}
* [https://www.youtube.com/user/khanacademy Whiteboard] videos & [http://www.videoscribe.co/scribes Videoscribe]
** Whiteboard thesis
{{#widget:YouTube|id= BJ_2r_PovCo|width=500}}
* Video essay
==='''Non-Video Formats'''===
* Podcasts
** https://lfs400.landfood.ubc.ca/topics/
* [https://timeline.knightlab.com Timelines]
** https://vinepair.com/wine-colonized-world-wine-history/
* Dynamic websites
** [https://shorthand.com/ ShortHand]
*** https://interactives.stuff.co.nz/2019/09/root-branch-trees-climate-change-crisis/
** [https://www.adobe.com/express/ Adobe Express]
*** https://express.adobe.com/page/zbDU0r9ZtBIlY/
** [https://storymaps.arcgis.com ArcGIS StoryMaps]
*** https://storymaps.arcgis.com/collections/cf8b6867ad954a6e9ed400ca9e9206ea?item=1
* And beyond...[https://eml.ubc.ca/ UBC's Emerging Media Lab]

=='''Copyright'''==
==='''Copyright basics'''===
* [http://copyright.ubc.ca/ UBC Copyright office]
* Your copyrighted works
* Other people’s copyrights
* [http://en.wikipedia.org/wiki/Fair_dealing_in_Canadian_copyright_law Fair dealing] / [http://en.wikipedia.org/wiki/Fair_use fair use]

==='''Creative Commons'''===
* [http://creativecommons.org/licenses/ The licenses]
* Allow commercial uses?
* Allow modifications? Yes, Yes but, No
* Attribution is always required
* Licenses are irrevocable
* Does not account for privacy issues

===='''Creative Commons resources'''====
* [[LFS:Workshops/Copyright_and_Creative_Commons|Learning Centre wiki page]]
* Photos: [https://pixabay.com Pixabay] / [https://unsplash.com Unsplash]
* Music: [http://freemusicarchive.org Free Music Archive]
* Video, etc.: [http://archive.org The Internet Archive] / [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons] / [https://www.pexels.com/videos/ Pexels]

=='''Sharing'''==
* [https://learning.video.ubc.ca UBC's Kaltura]
** integrated with Canvas
** you should not be posting videos directly to Canvas. Much better to use Kaltura or, if it's appropriate, another platform.
* [http://www.youtube.com/user/ubclandfood YouTube]: public / unlisted / private

=='''Creating a story'''==
* [http://en.wikipedia.org/wiki/Storyboard Storyboarding]
* [https://wiki.ubc.ca/LFS:Workshops/Story_Structure What makes a story?]
* [[Course:LFS400/Workshops/Writing_For_the_Ear|Scripting]]
* [https://mediamakers.sites.olt.ubc.ca/resources/ MediaMakers resources]

==='''Dramatic Structure'''===
{{#widget:YouTube|id=oP3c1h8v2ZQ}}

[https://www.quickbase.com/articles/an-online-resource-guide-to-freytags-pyramid Freytag's Pyramid]

==='''A story is...'''===
* is someone doing something for a reason
* builds tension
* has stakes
* has a beginning middle and an end
* has a hook

{{#widget:YouTube|id=IlYTrYwll6A}}

''One simple way to test whether your story is worth telling on the radio is to tell it to your friends, and notice how you feel. Do you feel like you’re dragging through one tedious moment after another, always on the verge of losing their interest, and sometimes you’re not even sure what the story’s about or why you’re telling certain parts? Or are your friends laughing and buying you drinks and begging you for more details about the characters? When you’re done, does everyone at the table launch into an excited discussion of similar things that happened to them? Heed these signs. If you can’t tell the story compellingly to a friend, it means either you haven’t figured out what the story is really about, or much more likely it never will be possible to tell this story compellingly over the radio.'' 
''(Also notice, incidentally, the way you tell your friends the story: where you begin it, what background facts you feel compelled to throw in and where you throw them in, what parts of the story you tell in what order, what parts of the story you leave out, what parts of the story seem weaker when you tell them. The way you tell the story to your friends is often the best structure for the story on the radio. Sometimes, when someone’s stuck on writing a story for our show, I or one of the other producers will have them put down their notes and logs and just tell us the story, to hear the structure they naturally use in telling it aloud.)''
 
''And yes, there are ways to get a story to work. Often this means you have to think about what the heart of the story is about, and figure out how to make that more present. This can involve adding moments and scenes that build up the central conflict (and pruning away the ones that don’t). It can mean making explicit what the story means, stating more directly what the point of the whole thing is. More about that below.''
 
— '''Ira Glass, Transom [http://transom.org/2004/ira-glass/ “What’s A Story?”]'''

=='''Thanks!'''==
 '''[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan]'''

Sandbox:PERS 451 Podcast

2025-10-30T18:51:01Z

Duncan:

=Writing for the ear=
'''Writing for print versus writing for radio'''

1: The New York Times
*[http://www.nytimes.com/2008/09/16/us/16Ike.html?ref=hurricaneike "Rescues Continue in Texas; Millions Without Power"]
2: NPR
*[http://www.npr.org/templates/story/story.php?storyId=94617088 "Hunt is On for Generations, Gasoline in Houston"]

'''One thought per sentence'''
*Just write one thought per sentence
*Even put each sentence on its own line
*This is not a place for run-on sentences
*The most effective way to trim long sentences is to look for those yellow flags that signal you are trying to cram too many ideas into one sentence
*Watch for connector words such as “and,” “but” and “or.”
*Be attentive to your use of commas and introductory clauses
*Keep your sentences simple ― subject/verb/object
*Stick to one thought per sentence
*You’ll write shorter

'''Be Concise'''
*Budget for three words per second
*There may not be enough time so read the sentences aloud and ask yourself, “Is there a way I could say this more simply?”
*Make each word count
*Think: Could I say this more economically?
*You’ll know a sentence is too long if you find yourself running out of air before you finish it or taking a huge gulp of air to get the whole thing out or taking a breath halfway through.
*An effective sentence written for the ear should be able to be said in one normal breath. So, a good way to identify a long sentence is to read it out loud.

'''Active Verbs'''
*Be descriptive with your verbs
**Walking? Strolling, Strutting, Swaggering, Running
**This saves you from becoming overly flowery with adjectives
*The best sentence structure when writing for the ear is subject (someone) / verb (doing) / object (something)
**Sentences constructed this way put emphasis on the action ― on the verb (someone does something)
**Verbs are the most important words in writing for the ear
**Strong action verbs can almost eliminate the need for adjectives and they can make your prose vigorous, streamlined and energetic.
*Passive voice (structured as object/verb/subject)is the opposite of good writing.
**That’s something being done to someone-The doer of the action disappears in that construction
**We don’t think in passive voice and we don’t speak in passive voice, so we shouldn’t write in passive voice.
**e.g. Why was the road crossed by the chicken?

'''Say what you mean'''
*Be yourself, use your own words
*Avoid jargon and clichés
*If you need to use, make sure to explain it.
*Avoid acronyms
*Use words you’re likely to use
*Use contractions
*Avoid tongue twisters

'''Telling Detail'''
*Synecdoche
*Find those important descriptors
*Resist the impulse to pile on descriptive words
**Ask yourself, “Is there a single telling detail I can use to paint a picture in the reader’s mind?”
*Use analogies in place of precise measurements: “The size of a football field”

'''Logic'''
*Do these sentences flow and make sense?
*Think of how someone would think this topic through
*Would someone unfamiliar with this topic be able to follow this thread.
*The listener only gets one chance. There is no rewind.
*Avoid homonyms: Police at the scene say they’ve seen two men behaving strangely.
*Be direct, avoiding the use of clauses.
*Round up figures: Nearly 15000

=The Ending=

From [https://www.poynter.org Poynter's] [https://www.poynter.org/shop/self-directed-course/writing-for-the-ear/ "Writing for the Ear"]

'''''Forward endings'''''

Endings that point to the future show where things are headed. They present one or more possible paths the characters in a story might take. So, you might describe a dilemma that a character has or a decision he or she has made and save the “what next” for the end.

Future-looking endings are a great approach because they help listeners feel satisfied by putting them ahead of the news. Future-looking endings offer another great benefit: They’re a way to cultivate story ideas. One story’s ending might be another’s beginning.

'''''Image Endings'''''

Image endings often work better than most. They describe a scene ― specifically, a “parting shot” ― with description and detail.
These endings work best for scene-driven stories, and they usually require a lot of reporting. The idea is to focus on a single detail, something small that stands for something big, and describe it in a short but descriptive fashion.

'''''Circular endings'''''

These endings loop back to where they began. They can provide a sense of closure and completeness. To craft this kind of ending, look at the point the last person is making, look at their actualities and think about how to wrap things up from there. Is there a way to echo the words? Something they’re saying that I can build off of?

'''''So-what endings'''''

Whereas image endings present something concrete that stands for a bigger issue, “so-what” endings raise the level of abstraction, introducing themes previously untouched but symbolized by the rest of the story.

'''''Echo endings'''''

With echo endings, you look at the last words in the final interview in the piece, and echo some word, phrase or idea in your ending. Ask yourself: Is there a way to echo the words? Something they’re saying that I can build off of? Echo endings sound good, but they’re kind of a gimmick. They should be reserved for when you’re on a tight deadline.

'''''Surprise and discovery endings'''''

Surprise is an incredibly powerful tool in audio. It might be tempting to apply this technique to your endings. This is something I’d caution against, except in special cases.

Surprise is the lifeblood of radio, but throwing a curve ball at the end can confuse an audience. Rather than leaving them satisfied, frustration results. I recommend introducing surprise early and often, when it can be used as a hook. Twists can occur in the last third of a piece, when there’s still time for a final resolution or explanation.

'''The Mouth Edit'''

*You have to read aloud what you have written, part of the process
*What matters is what is said, not what is written.
*Tips for re-reading:
**Read the first two sentences of your script to yourself
**If the script is properly formatted, the sentences will be on separate lines with narrow margins
**You should be able to take them in with a single glance, like taking a sip of water
**Now look up from your script and say the lines without looking back at the page
**Don’t recite the lines; say them as if they were just coming out of your mouth in conversation
**Now listen to what you said and compare that to what was written on your page.
**Any discrepancies? Adjust the script
**The ultimate arbiter of what you voice is what feels comfortable in your mouth. That’s why it’s called a mouth edit.

Additional materials
*CBC Q, [https://www.cbc.ca/player/play/2653430311 "The whiteness of public radio: What qualifies as a "good" radio voice?"] [21mins]
*Lulu Miller: [https://www.youtube.com/watch?v=gPbQYmkyqaE&feature=youtu.be "Best Kept Secret in Radio"]
**Case in point, [https://x.com/iraglass/status/1241757912512499713 Ira Glass]

Sandbox:PERS 451 Podcast

2025-10-30T18:47:49Z

Duncan:

=Writing for the ear=
'''Writing for print versus writing for radio'''

1: The New York Times
*[http://www.nytimes.com/2008/09/16/us/16Ike.html?ref=hurricaneike "Rescues Continue in Texas; Millions Without Power"]
2: NPR
*[http://www.npr.org/templates/story/story.php?storyId=94617088 "Hunt is On for Generations, Gasoline in Houston"]

'''One thought per sentence'''
*Just write one thought per sentence
*Even put each sentence on its own line
*This is not a place for run-on sentences
*The most effective way to trim long sentences is to look for those yellow flags that signal you are trying to cram too many ideas into one sentence
*Watch for connector words such as “and,” “but” and “or.”
*Be attentive to your use of commas and introductory clauses
*Keep your sentences simple ― subject/verb/object
*Stick to one thought per sentence
*You’ll write shorter

'''Be Concise'''
*Budget for three words per second
*There may not be enough time so read the sentences aloud and ask yourself, “Is there a way I could say this more simply?”
*Make each word count
*Think: Could I say this more economically?
*You’ll know a sentence is too long if you find yourself running out of air before you finish it or taking a huge gulp of air to get the whole thing out or taking a breath halfway through.
*An effective sentence written for the ear should be able to be said in one normal breath. So, a good way to identify a long sentence is to read it out loud.

'''Active Verbs'''
*Be descriptive with your verbs
**Walking? Strolling, Strutting, Swaggering, Running
**This saves you from becoming overly flowery with adjectives
*The best sentence structure when writing for the ear is subject (someone) / verb (doing) / object (something)
**Sentences constructed this way put emphasis on the action ― on the verb (someone does something)
**Verbs are the most important words in writing for the ear
**Strong action verbs can almost eliminate the need for adjectives and they can make your prose vigorous, streamlined and energetic.
*Passive voice (structured as object/verb/subject)is the opposite of good writing.
**That’s something being done to someone-The doer of the action disappears in that construction
**We don’t think in passive voice and we don’t speak in passive voice, so we shouldn’t write in passive voice.
**e.g. Why was the road crossed by the chicken?

'''Say what you mean'''
*Be yourself, use your own words
*Avoid jargon and clichés
*If you need to use, make sure to explain it.
*Avoid acronyms
*Use words you’re likely to use
*Use contractions
*Avoid tongue twisters

'''Telling Detail'''
*Synecdoche
*Find those important descriptors
*Resist the impulse to pile on descriptive words
**Ask yourself, “Is there a single telling detail I can use to paint a picture in the reader’s mind?”
*Use analogies in place of precise measurements: “The size of a football field”

'''Logic'''
*Do these sentences flow and make sense?
*Think of how someone would think this topic through
*Would someone unfamiliar with this topic be able to follow this thread.
*The listener only gets one chance. There is no rewind.
*Avoid homonyms: Police at the scene say they’ve seen two men behaving strangely.
*Be direct, avoiding the use of clauses.
*Round up figures: Nearly 15000

=The Ending=

From [https://www.poynter.org Poynter's] [https://www.poynter.org/shop/self-directed-course/writing-for-the-ear/ "Writing for the Ear"]

'''''Forward endings'''''

Endings that point to the future show where things are headed. They present one or more possible paths the characters in a story might take. So, you might describe a dilemma that a character has or a decision he or she has made and save the “what next” for the end.

Future-looking endings are a great approach because they help listeners feel satisfied by putting them ahead of the news. Future-looking endings offer another great benefit: They’re a way to cultivate story ideas. One story’s ending might be another’s beginning.

'''''Image Endings'''''

Image endings often work better than most. They describe a scene ― specifically, a “parting shot” ― with description and detail.
These endings work best for scene-driven stories, and they usually require a lot of reporting. The idea is to focus on a single detail, something small that stands for something big, and describe it in a short but descriptive fashion.

'''''Circular endings'''''

These endings loop back to where they began. They can provide a sense of closure and completeness. To craft this kind of ending, look at the point the last person is making, look at their actualities and think about how to wrap things up from there. Is there a way to echo the words? Something they’re saying that I can build off of?

'''''So-what endings'''''

Whereas image endings present something concrete that stands for a bigger issue, “so-what” endings raise the level of abstraction, introducing themes previously untouched but symbolized by the rest of the story.

'''''Echo endings'''''

With echo endings, you look at the last words in the final interview in the piece, and echo some word, phrase or idea in your ending. Ask yourself: Is there a way to echo the words? Something they’re saying that I can build off of? Echo endings sound good, but they’re kind of a gimmick. They should be reserved for when you’re on a tight deadline.

'''''Surprise and discovery endings'''''

Surprise is an incredibly powerful tool in audio. It might be tempting to apply this technique to your endings. This is something I’d caution against, except in special cases.

Surprise is the lifeblood of radio, but throwing a curve ball at the end can confuse an audience. Rather than leaving them satisfied, frustration results. I recommend introducing surprise early and often, when it can be used as a hook. Twists can occur in the last third of a piece, when there’s still time for a final resolution or explanation.

'''The Mouth Edit'''

*You have to read aloud what you have written, part of the process
*What matters is what is said, not what is written.
*Tips for re-reading:
**Read the first two sentences of your script to yourself
**If the script is properly formatted, the sentences will be on separate lines with narrow margins
**You should be able to take them in with a single glance, like taking a sip of water
**Now look up from your script and say the lines without looking back at the page
**Don’t recite the lines; say them as if they were just coming out of your mouth in conversation
**Now listen to what you said and compare that to what was written on your page.
**Any discrepancies? Adjust the script
**The ultimate arbiter of what you voice is what feels comfortable in your mouth. That’s why it’s called a mouth edit.

CBC guide [5mins]

NPR Guide [10mins]

Activities
Listen to CBC Q, "The whiteness of public radio: What qualifies as a "good" radio voice?": https://www.cbc.ca/player/play/2653430311 [21mins]

Additional materials
Lulu Miller: "Best Kept Secret in Radio"

https://www.youtube.com/watch?v=gPbQYmkyqaE&feature=youtu.be

Recording this week’s show (well, I closed the closet doors while I read my narration). @ThisAmerLife pic.twitter.com/SrTO0hsgyz
— Ira Glass (@iraglass) March 22, 2020

Sandbox:PERS 451 Podcast

2025-10-30T18:46:34Z

Duncan: Created page with "=Writing for the ear= '''Writing for print versus writing for radio''' 1: The New York Times *[http://www.nytimes.com/2008/09/16/us/16Ike.html?ref=hurricaneike "Rescues Continue in Texas; Millions Without Power"] 2: NPR *[http://www.npr.org/templates/story/story.php?storyId=94617088 "Hunt is On for Generations, Gasoline in Houston"] '''One thought per sentence''' *Just write one thought per sentence *Even put each sentence on its own line *This is not a place for run-..."

=Writing for the ear=
'''Writing for print versus writing for radio'''

1: The New York Times
*[http://www.nytimes.com/2008/09/16/us/16Ike.html?ref=hurricaneike "Rescues Continue in Texas; Millions Without Power"]
2: NPR
*[http://www.npr.org/templates/story/story.php?storyId=94617088 "Hunt is On for Generations, Gasoline in Houston"]

'''One thought per sentence'''
*Just write one thought per sentence
*Even put each sentence on its own line
*This is not a place for run-on sentences
*The most effective way to trim long sentences is to look for those yellow flags that signal you are trying to cram too many ideas into one sentence
*Watch for connector words such as “and,” “but” and “or.”
*Be attentive to your use of commas and introductory clauses
*Keep your sentences simple ― subject/verb/object
*Stick to one thought per sentence
*You’ll write shorter

'''Be Concise'''
*Budget for three words per second
*There may not be enough time so read the sentences aloud and ask yourself, “Is there a way I could say this more simply?”
*Make each word count
*Think: Could I say this more economically?
*You’ll know a sentence is too long if you find yourself running out of air before you finish it or taking a huge gulp of air to get the whole thing out or taking a breath halfway through.
*An effective sentence written for the ear should be able to be said in one normal breath. So, a good way to identify a long sentence is to read it out loud.

'''Active Verbs'''
*Be descriptive with your verbs
**Walking? Strolling, Strutting, Swaggering, Running
**This saves you from becoming overly flowery with adjectives
*The best sentence structure when writing for the ear is subject (someone) / verb (doing) / object (something)
**Sentences constructed this way put emphasis on the action ― on the verb (someone does something)
**Verbs are the most important words in writing for the ear
**Strong action verbs can almost eliminate the need for adjectives and they can make your prose vigorous, streamlined and energetic.
*Passive voice (structured as object/verb/subject)is the opposite of good writing.
**That’s something being done to someone-The doer of the action disappears in that construction
**We don’t think in passive voice and we don’t speak in passive voice, so we shouldn’t write in passive voice.
**e.g. Why was the road crossed by the chicken?

'''Say what you mean'''
*Be yourself, use your own words
*Avoid jargon and clichés
*If you need to use, make sure to explain it.
*Avoid acronyms
*Use words you’re likely to use
*Use contractions
*Avoid tongue twisters

'''Telling Detail'''
*Synecdoche
*Find those important descriptors
*Resist the impulse to pile on descriptive words
**Ask yourself, “Is there a single telling detail I can use to paint a picture in the reader’s mind?”
*Use analogies in place of precise measurements: “The size of a football field”

'''Logic'''
*Do these sentences flow and make sense?
*Think of how someone would think this topic through
*Would someone unfamiliar with this topic be able to follow this thread.
*The listener only gets one chance. There is no rewind.
*Avoid homonyms: Police at the scene say they’ve seen two men behaving strangely.
*Be direct, avoiding the use of clauses.
*Round up figures: Nearly 15000

=The Ending=

From [https://www.poynter.org Poynter's] [https://www.poynter.org/shop/self-directed-course/writing-for-the-ear/ "Writing for the Ear"]

'''''Forward endings'''''

Endings that point to the future show where things are headed. They present one or more possible paths the characters in a story might take. So, you might describe a dilemma that a character has or a decision he or she has made and save the “what next” for the end.

Future-looking endings are a great approach because they help listeners feel satisfied by putting them ahead of the news. Future-looking endings offer another great benefit: They’re a way to cultivate story ideas. One story’s ending might be another’s beginning.

'''''Image Endings'''''

Image endings often work better than most. They describe a scene ― specifically, a “parting shot” ― with description and detail.
These endings work best for scene-driven stories, and they usually require a lot of reporting. The idea is to focus on a single detail, something small that stands for something big, and describe it in a short but descriptive fashion.

'''''Circular endings'''''

These endings loop back to where they began. They can provide a sense of closure and completeness. To craft this kind of ending, look at the point the last person is making, look at their actualities and think about how to wrap things up from there. Is there a way to echo the words? Something they’re saying that I can build off of?

'''''So-what endings'''''

Whereas image endings present something concrete that stands for a bigger issue, “so-what” endings raise the level of abstraction, introducing themes previously untouched but symbolized by the rest of the story.

'''''Echo endings'''''

With echo endings, you look at the last words in the final interview in the piece, and echo some word, phrase or idea in your ending. Ask yourself: Is there a way to echo the words? Something they’re saying that I can build off of? Echo endings sound good, but they’re kind of a gimmick. They should be reserved for when you’re on a tight deadline.

'''''Surprise and discovery endings'''''

Surprise is an incredibly powerful tool in audio. It might be tempting to apply this technique to your endings. This is something I’d caution against, except in special cases.

Surprise is the lifeblood of radio, but throwing a curve ball at the end can confuse an audience. Rather than leaving them satisfied, frustration results. I recommend introducing surprise early and often, when it can be used as a hook. Twists can occur in the last third of a piece, when there’s still time for a final resolution or explanation.

'''The Mouth Edit'''

*You have to read aloud what you have written, part of the process
*What matters is what is said, not what is written.
*Tips for re-reading:
**Read the first two sentences of your script to yourself
**If the script is properly formatted, the sentences will be on separate lines with narrow margins
**You should be able to take them in with a single glance, like taking a sip of water
**Now look up from your script and say the lines without looking back at the page
**Don’t recite the lines; say them as if they were just coming out of your mouth in conversation
**Now listen to what you said and compare that to what was written on your page.
**Any discrepancies? Adjust the script
**The ultimate arbiter of what you voice is what feels comfortable in your mouth. That’s why it’s called a mouth edit.

[https://www.thisamericanlife.org/198/how-to-win-friends-and-influence-people '''''Just Be Yourself! :)''''']

LFS:Workshops/Poster Design

2025-08-16T00:01:25Z

Duncan:

[[File:PosterConference.jpg|Posters displayed in the Nest on UBC campus]]

=='''Planning'''==
=== Key messages ===
* What do I want people to take away from my poster?
* What is the most important/interesting/fascinating finding from my research project?
* How can I visually share my research with colleagues?
* Do I use charts, graphs, photos, images?

=== Sketch out a plan ===
* Rough layout
** Plan for multiple columns; 2-3 to break up the text
* Draft the text
** 500 words is the upper limit (800 for scientific posters)

=== Software to use ===
* PowerPoint
* Illustrator or InDesign
* Infographic apps
** [https://www.canva.com/ Canva]
** [http://www.easel.ly Easel.ly]
** [https://infogram.com/ Infogram]
*** It also let's you [https://infogram.com/cbcvancouver generate dynamic charts]
** And my favourite: [http://piktochart.com Piktochart]
*** [https://piktochart.com/blog/video-tutorials-learn-use-piktochart-in-no-time/ Tutorials]
* Beware the Prezi syndrome. Focus on content.

== '''Design''' ==
=== Templates ===
* Make sure not to try to squeeze in too many things
* White space & bleeds
* Find templates online, at places like [https://www.makesigns.com Make Sign]
* PowerPoint and Infographic apps have some templates available
** Your faculty/school/organization may have templates

=== Colours ===
* Choosing a palette
** [https://color.adobe.com/ color.adobe.com]
* [http://www.flickr.com/photos/lfslearningcentre/4457220153/ Contrast]
** Printing is not always precise. Err on the side of caution (i.e. more contrast)

=== Typefaces ===
* Keep it in the family
** Use bold, italic and regular to emphasize and but keep consistency
** Sans-serif is typically better-suited for titles
** Serif is better suited to body text
* Sizing
** Titles: 100pt font or more
** Subtitles: 48pt-60pt
** Body font: ~24pt
** Credits and references: at least 18pt
** Print and look 6’ away
* Use [https://brand.ubc.ca/guidelines/downloads/ubc-colour-and-fonts/ Whitney] for official UBC communications

=== Resources ===
* [https://brand.ubc.ca UBC's branding website]
** [http://assets.brand.ubc.ca/downloads/ubc_infographic_guide.pdf UBC Brand & Marketing Infographic Guide]
* Colin Purrington has a great resource for poster design:
[http://colinpurrington.com/tips/academic/posterdesign http://colinpurrington.com/tips/academic/posterdesign]

=== Examples ===
* Strong: [http://www.flickr.com/photos/dmahr/4177582588/sizes/l/in/pool-368476@N21/ 1] [http://www.flickr.com/photos/anna-b/4240115685/in/pool-368476@N21/ 2] [http://www.flickr.com/photos/imdreaminggreen/133619408/in/pool-368476@N21 3]
* Okay [http://www.flickr.com/photos/al-yahyai/4072353403/in/pool-368476@N21 1] [http://www.flickr.com/photos/lisacarlucci/3877905637/in/pool-368476@N21 2] [http://www.flickr.com/photos/ali-can/3921130544/in/pool-368476@N21/ 3]
* Not great [http://www.flickr.com/photos/punto_c/1460413098/in/pool-368476@N21 1] [http://www.flickr.com/photos/cilass/2606703359/in/pool-368476@N21 2]

== '''Photos & Graphics'''==
=== Visual medium ===
* Don’t succumb to wordiness

=== Dimensions ===
** Large format printing requires hi-res photos (200ppi+)
** Print requires many more pixels than screens
*** Want photo to be 10 inches by 6 inches? It should be at least 2000 x 1200 pixels

=== Copyright concerns ===
* You have the copyright to your own photos
* [https://unsplash.com/ Unsplash] and [https://pixabay.com/ Pixabay] for photos
* [https://thenounproject.com/ The Noun Project] for icons
* [http://learningcentre.landfood.ubc.ca/index.php/Copyright LFS copyright resource]

=== Branding ===
* Use up-to-date logos
* Preserve [http://www.flickr.com/photos/lfslearningcentre/4457997024/in/photostream/ aspect ratio] for all photos, but especially logos
** Drag from the corner not the side

=== LFS Photos ===
* Photo [http://wiki.ubc.ca/LFS:Workshops/Photo_Editing_for_the_Web basics]
* Here’s a link to our faculty Flickr page, where you can find photos to use: [http://www.flickr.com/photos/lfslearningcentre/ http://www.flickr.com/photos/lfslearningcentre/]
** Individual albums: [http://www.flickr.com/photos/lfslearningcentre/sets/ http://www.flickr.com/photos/lfslearningcentre/sets/]
** Make sure to download “original”-sized photos for maximum quality.

== '''Beyond Infographics''' ==
{{#widget:YouTube|id=AdSZJzb-aX8|width=500}}
* [http://www.cs.ubc.ca/group/infovis/ UBC's InfoViz Group]
* [http://www.tableau.com/products/desktop Tableau]
* [https://www.rstudio.com R Studio]
* [https://developers.google.com/chart/?hl=en Google Charts]
* [http://www.edwardtufte.com/bboard/q-and-a?topic_id=1 Edward Tufte's notebook]

== '''Printing''' ==
* Budget $5 - $7 per square foot (~$90)
* Plan for printing time
** Some print shops need 48hrs
* Fabric and vinyl options for portability and durability
* Print in the village with CopySmart (next to the McDonald's)
** https://copysmart.ca/ubc-print-shop/
* UBC IT's Print Centre is pretty good, as well:
** https://it.ubc.ca/services/desktop-print-services/printing-services/details-and-pricing

== '''Presenting''' ==
* Rehearse your pitch
** 30-60 seconds explanation
* Print materials
** Smaller versions of the poster
** Business cards
** QR codes can be helpful for links to digital version of the poster or websites

=='''Thanks''' ==
[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan McHugh, LFS Learning Centre]

LFS:Workshops/Science Communication

2025-06-26T21:12:48Z

Duncan:

[[File:CERN COFFEE.jpg|500px|thumb|Telling the story of CERN?]]
=== '''Tips''' ===
* Identify your audience
** What does that audience need for the story to be accessible?

* Key messages
** What are the two or three things you absolutely need to get across to the audience

* Metaphors & analogies
** Think of quick ways of bringing people into the story/topic.

* Someone-doing-something-for-a-reason
** Harness the power of storytelling with characters

* Structure your story
** Writing a hook and structuring a beginning, middle & end

=== '''Examples''' ===
* This American Life: [https://www.thisamericanlife.org/374/transcript Somewhere Out There]
* Radiolab: [https://radiolab.org/episodes/octomom Octomom]

=== '''Resources''' ===
* Book: Escape the ivory tower, Nancy Baron
**https://go.exlibris.link/yTGc44jt
** https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=3317496

* [https://aldacenter.org The Alda Center for Communicating Science]
* Book: If I understood you, would I have this look on my face? Alan Alda
**http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=10057646

* Compass: [https://www.compassscicomm.org/leadership-development/the-message-box/ The Message Box]

=== '''Thanks!''' ===
* [https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan]

LFS:Workshops/Science Communication

2025-06-24T23:06:42Z

Duncan: Created page with "Telling the story of CERN? === '''Tips''' === * Identify your audience ** What does that audience need for the story to be accessible? * Key messages ** What are the three or so thing you absolutely need to get across to the audience * Metaphors & analogies ** Think of quick ways of bringing people into the story. * Someone-doing-something-for-a-reason ** Harness the power of storytelling with characters * Structure your story **..."

[[File:CERN COFFEE.jpg|500px|thumb|Telling the story of CERN?]]
=== '''Tips''' ===
* Identify your audience
** What does that audience need for the story to be accessible?

* Key messages
** What are the three or so thing you absolutely need to get across to the audience

* Metaphors & analogies
** Think of quick ways of bringing people into the story.

* Someone-doing-something-for-a-reason
** Harness the power of storytelling with characters

* Structure your story
** Writing a hook and structuring a beginning, middle & end

=== '''Examples''' ===
* This American Life: [https://www.thisamericanlife.org/374/transcript Somewhere Out There]
* Radiolab: [https://radiolab.org/episodes/octomom Octomom]

=== '''Resources''' ===
* Book: Escape the ivory tower, Nancy Baron
**https://go.exlibris.link/yTGc44jt
** https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=3317496

* [https://aldacenter.org The Alda Center for Communicating Science]
* Book: If I understood you, would I have this look on my face? Alan Alda
**http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=10057646

* Compass: [https://www.compassscicomm.org/leadership-development/the-message-box/ The Message Box]

=== '''Thanks!''' ===
* [https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan] & [https://piee-lab.landfood.ubc.ca/people/ Juli]
** [https://lfs400.landfood.ubc.ca LFS 400: Audio Storytelling]

LFS:Workshops/Audio and Podcasting

2024-11-07T07:54:05Z

Duncan:

https://live.staticflickr.com/7876/47514662752_f6e0546d04_o.png

Link: http://bit.ly/UBCpodcast
 
Slides: https://bit.ly/UBCpodcast2023

= '''Why podcast?''' =
* Reach a new audience/the public
* Re-purpose research
* It’s satisfying and fun to make stuff
* Provides a creative outlet

= '''What is a podcast?''' =
* Audio on the internet, typically on an RSS feed
** Q & A
** Edited interview
** Call-in
** Narrated segments
** Anthology
** Immersive story / documentary
** Fiction
** Sometimes seasons of a fixed number of episodes

= '''Plan it!''' =
[[File:Decision Circle Revised May30.png|800px]]
 
UBC's [http://diy.open.ubc.ca/plan-it/ DIY Media guide]

= '''Equipment''' =
[[File:RolandR05 4.jpg|thumb|Roland R-05 field recorder]]
* Use the best gear you can get
* Use your phone if needed, however...
** Can't monitor
** Handling noises
** How good are you about storage and battery life?
** External mics can mitigate some of this
* Field recorders
** [https://www.zoom-na.com/products/field-video-recording/field-recording/zoom-h4n-handy-recorder Zoom H4] & [https://www.roland.com/global/products/r-07/ Roland R-07]
* Mics with mixing boards
** Let's you control different levels

=== Microphone Talk ===
* USB mics
** [https://www.bluedesigns.com/products/yeti/ Yeti by Blue]
* Vocal mics
** The ubiquitous [https://www.shure.com/americas/products/microphones/sm/sm58-vocal-microphone SM-58]
* Shotgun mics
** Shock mount or pistol grip to reduce handling noise
* Lavalier
** Best for recording voice in a noisy environment
* Boundary
** Great for transcription, bad for broadcast

=== UBC resources ===
* [https://learningcommons.ubc.ca/borrow-equipment/ Chapman Learning Commons]
** [https://learningcommons.ubc.ca/diy-media-studio/ DIY Media Studio]
* [https://ubcstudios.ubc.ca/diy-audio-station/ UBC Studios]
* [https://www.citr.ca/get-involved/getinvolved/ CiTR Radio]
* Your faculty?
* Off-campus: [https://www.vpl.ca/facilities/inspiration-labs/central-inspiration-lab VPL Inspiration Lab]

= '''Recording''' =
* Get as close to the thing you're hoping to record as you can
* Know the space
** Consider the room size, number of participants & ambient noise
** WIND IS THE WORST
* Use the appropriate equipment
** Check equipment beforehand, especially batteries, cables & storage
* Test your levels
** Bring headphones. They are your audio superhero cape
* Recording in WAV gives you more flexibility and fidelity than MP3
* Noise reduction can only do so much
** Chrome MusicLab [https://musiclab.chromeexperiments.com/Spectrogram/ Spectogram]
* Remember room tone

=== Recording From Afar ===
* Skype and Zoom will record your calls
* Need a message? Have someone leave a voicemail on your office phone
* Physical and app-based wiretaps
** [https://www.tapeacall.com Tape A Call]
** iPhones in [https://support.apple.com/en-sg/guide/iphone/iph57c6590e9/ios iOS 18] & [https://support.apple.com/en-sg/guide/iphone/iph57c6590e9/ios Android] record calls now too
* Services like [https://www.autopod.fm Riverside], [https://tryca.st Cast], [https://zencastr.com Zencastr] and [https://squadcast.fm/pricing/ SquadCast]
* Record a [https://podcastengineeringschool.com/what-is-a-double-ender/ double-ender], with a reference track
** This leans heavily on your, and your interviewee’s, technical prowess

=== Our Robot Overlords ===
* [https://www.apple.com/ca/newsroom/2024/03/apple-introduces-transcripts-for-apple-podcasts/ Apple Podcasts' transcription & other transcription services]
** [https://otter.ai Otter.ai]
** [https://www.descript.com/pricing Descript]
* [https://stability.ai/stable-audio Stable Audio AI: music generation]
* [https://podcast.adobe.com/enhance# Adobe Pocst Enhance: quick noise removal]
* [https://www.autopod.fm AutoPod for editing video podcasts]
* Text-to-speech and voice cloning
* Google's [https://notebooklm.google NotebookLM]

=== Further reading ===
* NPR: [https://training.npr.org/audio/the-ear-training-guide-for-audio-producers/ The ear training guide for audio producers]
* [https://www.youtube.com/watch?v=gPbQYmkyqaE The best kept secret in podcasting? Not really, but okay.]

= '''Soundscapes''' =
{{#widget:YouTube|id=5q1rpNNnCUc}}

[https://www.nfb.ca/film/listen/ David New's Listen (NFB)]
* There are four components to radio/podcasting:
** '''voice, music, silence & sound'''
* How can you tell your story in sound?
** Think in terms of movie shots: wide-angle, landscape, close-up

= '''Saving & Archiving''' =
* Open a new folder for each project
* Always keep your original, unedited files
* Choose a naming convention
** i.e. date-project-dentifier.mp3, 20230415_LFS400_InterviewDean.mp3
* Back up your work (drives & cloud)

= '''Editing''' =
* [https://www.audacityteam.org Audacity]
** PRO
*** Free
*** Cross-platform and open source
*** Relatively straight-forward to use
*** Lots of help online
** CON
*** lossy
*** can be glitchy as heck
* Adobe Audition, free for UBC faculty and staff
* [https://hindenburg.com Hindenburg] & [https://www.reaper.fm Reaper] are other popular DAWs (digital audio workstation)

=== Further reading ===
* [https://wiki.ubc.ca/images/5/57/Audacity_cheat_sheet.pdf Audacity Cheat Sheet (PDF)]
** Audacity: [https://support.audacityteam.org Support]
* NPR: [https://training.npr.org/audio/mixing-diy/ How to mix: 8 steps to master the art of mixing audio stories]
* Transom: [https://transom.org/2017/sharing-sessions-part-1-organization/ Sharing Sessions, Part 1: Organization]

= '''Hosting & Promoting''' =
* Blogs work well for [https://en.wikipedia.org/wiki/RSS RSS] & info pages
** At UBC: [https://blogs.ubc.ca blogs] or [https://cms.ubc.ca/ CMS]
* File storage
** [https://www.libsyn.com/overview/ Libsyn] is the best established
** [https://soundcloud.com/for/podcasting Soundcloud]
** Anyone try [https://anchor.fm/ Anchor]?
** Ask your IT dept
** Case study: [http://lfs400.landfood.ubc.ca/introducing-the-lfs-400-showcase-podcast/ LFS400 Showcase Podcast]
* Partner with a media organization
** [https://www.citr.ca/get-involved/getinvolved/ CiTR], [http://www.coopradio.org Co-op Radio], and others
* Submit to podcast directories
** [https://itunesconnect.apple.com/login Apple Podcasts]
** [https://www.stitcher.com/content-providers Stitcher]
** [https://support.libsyn.com/kb/spotify/ Spotify]
* Find your audience
** Use social media
** Audience interactions
** Segments, inside jokes, personality
** How can you partner with other podcasts in your space?

= '''Storytelling''' =
{{#widget:YouTube|id=oP3c1h8v2ZQ}}
=== Dramatic Structure vs The Inverted Pyramid ===
'''Traditional media'''
[[File:Inverted_pyramid_in_comprehensive_form.jpg|Inverted pyramid|800px]]
 
Diagram by Christopher Schwartz [http://creativecommons.org/licenses/by-sa/3.0 CC BY-SA 3.0], via [http://commons.wikimedia.org/wiki/File:Inverted_pyramid_in_comprehensive_form.jpg Wikimedia Commons]
'''Narrative structure'''
[[File:Freytags pyramid.svg|Dramatic structure|800px|link=Special:FilePath/Freytags_pyramid.svg]]

=== A story... ===
{{#widget:Vimeo|id=22972267}}
* is someone doing something for a reason
* builds tension
* has stakes
* has a beginning middle and an end
* has a [http://www.thisamericanlife.org/radio-archives/episode/182/cringe hook]

''One simple way to test whether your story is worth telling on the radio is to tell it to your friends, and notice how you feel. Do you feel like you’re dragging through one tedious moment after another, always on the verge of losing their interest, and sometimes you’re not even sure what the story’s about or why you’re telling certain parts? Or are your friends laughing and buying you drinks and begging you for more details about the characters? When you’re done, does everyone at the table launch into an excited discussion of similar things that happened to them? Heed these signs. If you can’t tell the story compellingly to a friend, it means either you haven’t figured out what the story is really about, or much more likely it never will be possible to tell this story compellingly over the radio.'' 
 
''(Also notice, incidentally, the way you tell your friends the story: where you begin it, what background facts you feel compelled to throw in and where you throw them in, what parts of the story you tell in what order, what parts of the story you leave out, what parts of the story seem weaker when you tell them. The way you tell the story to your friends is often the best structure for the story on the radio. Sometimes, when someone’s stuck on writing a story for our show, I or one of the other producers will have them put down their notes and logs and just tell us the story, to hear the structure they naturally use in telling it aloud.)''
 
 
''And yes, there are ways to get a story to work. Often this means you have to think about what the heart of the story is about, and figure out how to make that more present. This can involve adding moments and scenes that build up the central conflict (and pruning away the ones that don’t). It can mean making explicit what the story means, stating more directly what the point of the whole thing is. More about that below.''
 
— '''Ira Glass, Transom [http://transom.org/2004/ira-glass/ “What’s A Story?”]'''

* It pays to [http://transom.org/2011/rob-rosenthal-imagining-the-story/ imagine the story] you will find
* What is an alternative to narrative: http://transom.org/2013/hafid-is-free/
* Here are a couple of ways to mix up the standard "someone doing something for a reason" beginning-middle-end style of storytelling.
** 99% Invisible producer Delaney Hall [https://thirdcoastfestival.org/explore/feature/past-isnt-past suggests a loop story structure]
** In The Dark producers Madeleine Baran and Samara Freemark [https://thirdcoastfestival.org/explore/feature/how-to-become-an-investigative-reporter-with-one-simple-trick-ask-a-good-question argue that a good question can drive narrative]

=== Further reading ===
* [http://www.slideshare.net/HotPursuitPress/an-introduction-to-story-design-for-journalists-educators An Introduction to Story Design]

= '''Scripting''' =
=== Writing for the Ear ===
'''[http://www.nytimes.com/2008/09/16/us/16Ike.html?ref=hurricaneike Print] vs [http://www.npr.org/templates/story/story.php?storyId=94617088 Radio]'''

* One thought per sentence
** A sentence shouldn't more than a breath
* Be concise
* Active verbs
* Say what you mean
** No jargon. Attention to technical terms and acronyms
* Telling detail
* Logic
* The Mouth Edit
* Formatting
** Spell out numbers and abbreviations. Put each sentence on its own line and double space

=== Further reading ===
* [http://hearingvoices.com/news/tow/narration-writing-for-the-ear/ Hearing Voices: Narration: Writing for the Ear]

= '''Interviewing''' =
=== Sawartsky's Seven Deadly Sins ===
'''[http://www.npr.org/templates/story/story.php?storyId=5625218 The Riddler]'''
# Asking a non-question
# Asking a double-barreled question
# Overloading your question
# Putting remarks into your question
# Including trigger words in your question
# Including hyperbole in your question
# Asking a close-ended question

''One thing I learned early on as a reporter, that it’s a lot better looking stupid to your sources than looking stupid to your readers. Throughout my career I’ve confronted people who have said something to me in a very offhand way as if I should know exactly what they are talking about. And I’ve said, ‘Wait a minute, what are you talking about?’ I think sometimes their esteem for me fell a little bit as a result of asking the question, but I’d much rather have that than having to write around some point to camouflage the fact that I didn’t know what I was talking about or else get it wrong.'' 
— '''Peter Rinearson, The Seattle Times'''

=== Before ===
* Be prepared
** Equipment
** Questions?
** Punctuality
* Plan for your location
* Be friendly
* Explain your purpose

=== During ===
* “Why?”
* Silent response and eye contact
* Get the interviewee to show you, it may trigger enriched descriptions and anecdotes.
* Don’t worry about flubbing your questions. Get the right question
* On and off the record
* Expected the unexpected

=== After ===
* “Is there anything you’d like to add?”
* Keep the tape running
* Other people to talk to
* Ask about follow-ups
* Thank your interviewee
* Raw sounds and ambient noise

=== Journalism ethics ===
* Accountability
* Independence
* Balance
* Minimize harm

=== Further Reading ===
* http://transom.org/2012/before-the-first-question/
* http://hearingvoices.com/news/tow/interviewers-on-interviewing/
* https://www.spj.org/ethicscode.asp
* [https://youtu.be/Qmbi2dLobK4?t=2789 Marc Maron vs Terry Gross]

= '''Performing''' =
* Be conversational
* Imagine speaking to a friend who laughs at your jokes
* Speak as though your speaking across a dinner table (unless you're doing ASMR or something)
* Make sure your script is ready. Rehearse!
* Posture is important. Sit up straight or stand
* Take deep breaths and pause between sentences

= '''Copyright''' =
=== Copyright basics ===
* [http://copyright.ubc.ca/ UBC Copyright office]
* Your copyrighted works
* Other people’s copyrights
* [http://en.wikipedia.org/wiki/Fair_dealing_in_Canadian_copyright_law Fair dealing] / [http://en.wikipedia.org/wiki/Fair_use fair use]
* [[LFS:Workshops/Copyright_and_Creative_Commons|LFSLC's copyright tutorial]]

=== Privacy ===
* Oral consent is okay (get it on tape)
* Written consent is better
* The law does not address ethical concerns that may arise
* Respecting people’s wishes

=== Creative Commons ===
* [http://creativecommons.org/licenses/ The licenses]
* Allow commercial uses?
* Allow modifications? Yes, Yes but, No
* Attribution is always required
* Licenses are irrevocable
* Does not account for privacy issues

=== Creative Commons resources ===
http://blogfiles.wfmu.org/FC/fma/images/blkrect.jpg
* [http://www.cippic.ca/uploads/Podcasting-LegalGuide-Canada.pdf Podcasting Guide for Canada]
* [https://freemusicarchive.org/curator/Video/ Free Music Archive]
* [https://freesound.org Freesound]
* [http://ccmixter.org/ CC Mixter]
* Other media, etc.: [https://archive.org/details/audio The Internet Archive] / [https://commons.wikimedia.org/wiki/Category:Audio_files Wikimedia Commons]

= '''Resources''' =

=== Books ===
* [http://jessicaabel.com/books/outonthewire/ Jessica Abel's "Out on the Wire: the Storytelling Secrets of the New Masters of Radio"] ([http://webcat1.library.ubc.ca/vwebv/holdingsInfo?searchId=761189&recCount=10&recPointer=0&bibId=8148083 UBC])
* [http://realityradiobook.org/ "Reality Radio"] ([http://webcat2.library.ubc.ca/vwebv/holdingsInfo?searchId=103971&recCount=10&recPointer=0&bibId=7332248 UBC])
* [http://shop.npr.org/sound-reporting NPR Style Guide] ([http://webcat2.library.ubc.ca/vwebv/search?searchArg=npr+sound+reporting&searchCode=GKEY%5E*&searchType=0&recCount=10 UBC])
* [http://nieman.harvard.edu/books/telling-true-stories/ "Telling True Stories"]

=== Websites ===
* [https://training.npr.org NPR Training]
* [http://www.riic.ca Reporting in Indigenous Communities]
* [http://transom.org/ Transom], esp. [http://transom.org/2013/the-basics/ The Basics]
* [http://hearingvoices.com/ Hearing Voices], esp. [http://hearingvoices.com/news/tow/ Transmedia Online Workshop: eLearning Multimedia]
* [https://mediamakers.sites.olt.ubc.ca/939-2/ UBC MediaMakers] & [http://diy.open.ubc.ca/audio/ UBC DIY]

=== Podcast Recommendations ===
* Storytelling
** [https://www.thisamericanlife.org This American Life]
** [https://www.theatlantic.com/podcasts/floodlines/ Floodlines]
* Interviewing
** NPR: [https://www.npr.org/programs/fresh-air/ Fresh Air]
** CBC: [https://www.cbc.ca/radio/asithappens As It Happens]
* Reporting
** [https://crackdownpod.com Crackdown]
** CBC: [https://www.cbc.ca/listen/cbc-podcasts/387-hunting-warhead Hunting Warhead]
* Sound Design
** CBC: [https://www.cbc.ca/radio/podcasts/the-shadows/ The Shadows]
** [https://99percentinvisible.org 99% Invisible]

= '''Thanks''' =
[http://www.landfood.ubc.ca/directory/staff/duncan-mchugh Duncan]

LFS:Workshops/Infographics

2024-10-10T17:02:30Z

Duncan:

{{#widget:YouTube|id=AdSZJzb-aX8|width=500}}
== '''Infographics''' ==
Infographics can be serious

{{#widget:Vimeo|id= 128373915|width=500}}

And infographics can be [http://www.flipflopflyin.com/flipflopflyball/infographics.html frivolous].

And, of course, infographics can be [https://medium.com/message/amazing-military-infographics-1ba60bdc32e7#.utciv37mn terrible].

== '''Services''' ==
* [https://www.canva.com/ Canva]
* [https://infogram.com/ Infogram]
** It also let's you to [https://infogram.com/cbcvancouver generate dynamic charts]
* And my favourite: [http://piktochart.com Piktochart]
** [https://piktochart.com/blog/video-tutorials-learn-use-piktochart-in-no-time/ Tutorials]

Beware the Prezi syndrome. Focus on content.

Examples:
* [https://www.flickr.com/photos/lfslearningcentre/albums/72157690342428514 LFS students]

Guidlines:
* [http://assets.brand.ubc.ca/downloads/ubc_infographic_guide.pdf UBC Brand & Marketing Guide]

== '''Sourcing Media''' ==
* Photos
** Take your own!
** [https://unsplash.com/ Unsplash]
** [https://pixabay.com/ Pixabay]
** [https://commons.wikimedia.org/wiki/Category:Images Wikimedia Commons]
* Icons
** [https://thenounproject.com/ The Noun Project]

== '''Beyond Infographics''' ==
* [http://www.cs.ubc.ca/group/infovis/ UBC's InfoViz Group]
* [http://www.tableau.com/products/desktop Tableau]
* [https://www.rstudio.com R Studio]
* [https://developers.google.com/chart/?hl=en Google Charts]
* [http://www.edwardtufte.com/bboard/q-and-a?topic_id=1 Edward Tufte's notebook]

LFS:Workshops/Infographics

2024-10-10T16:58:55Z

Duncan: /* Services */

{{#widget:YouTube|id=AdSZJzb-aX8|width=500}}
== '''Infographics''' ==
Infographics can be serious

{{#widget:Vimeo|id= 128373915|width=500}}

And infographics can be [http://www.flipflopflyin.com/flipflopflyball/infographics.html frivolous].

And, of course, infographics can be [https://medium.com/message/amazing-military-infographics-1ba60bdc32e7#.utciv37mn terrible].

== '''Services''' ==
* [https://www.canva.com/ Canva]
* [https://infogram.com/ Infogram]
** It also let's you to [https://infogram.com/cbcvancouver generate dynamic charts]
* And my favourite: [http://piktochart.com Piktochart]
** [https://piktochart.com/blog/video-tutorials-learn-use-piktochart-in-no-time/ Tutorials]

Beware the Prezi syndrome. Focus on content.

Examples:
* [https://www.flickr.com/photos/lfslearningcentre/albums/72157690342428514 LFS students]
* [http://environment.geog.ubc.ca/infographics/ Other UBC students]

Guidlines:
* [http://assets.brand.ubc.ca/downloads/ubc_infographic_guide.pdf UBC Brand & Marketing Guide]

== '''Sourcing Media''' ==
* Photos
** Take your own!
** [https://unsplash.com/ Unsplash]
** [https://pixabay.com/ Pixabay]
** [https://commons.wikimedia.org/wiki/Category:Images Wikimedia Commons]
* Icons
** [https://thenounproject.com/ The Noun Project]

== '''Beyond Infographics''' ==
* [http://www.cs.ubc.ca/group/infovis/ UBC's InfoViz Group]
* [http://www.tableau.com/products/desktop Tableau]
* [https://www.rstudio.com R Studio]
* [https://developers.google.com/chart/?hl=en Google Charts]
* [http://www.edwardtufte.com/bboard/q-and-a?topic_id=1 Edward Tufte's notebook]

LFS:Workshops/Next Level Presenting

2024-09-27T00:22:20Z

Duncan:

{{#widget:YouTube|id=_ZBKX-6Gz6A|width=500}}

'''[http://www.theguardian.com/commentisfree/2013/dec/30/we-need-to-talk-about-ted We need to talk about TED]'''

'''[http://www.edwardtufte.com/tufte/powerpoint The case against PowerPoint]'''

=='''Your presentation style'''==
* What are your strengths
* What are your weaknesses?
* What tools do you like to use?
** Powerpoint, Keynote, Prezi, freestyle
** Why we use wiki

=='''Planning your presentation'''==

[[File:PresentationPrep_800.png|framed|center]]

== '''Hook & storyline''' ==
{{#widget:YouTube|id=q2LzBE9IxJk|width=500}}
* The value of the hook. What makes a good one?
* A whole collection of hooks: U21 3MT 2015 [http://www.u213mt.com videos]
* Creating a beginning, middle & end

{{#widget:Vimeo|id=22972267}}

{{#widget:YouTube|id=oP3c1h8v2ZQ|width=500}}

==='''3 Minute Thesis guidelines'''===
* What is the [http://3mt.grad.ubc.ca 3 Minute Thesis]
* Text, if used, should be ≥24 pt font (Calibri or Arial)
* Use public domain or your own image(s)
* Get written (email is fine) permission for all other image use

== '''Anticipating your audience''' ==
* Gauging the level of the audience
*** What do they care about?
*** How do I adjust my talk to present to them?
*** What am I hoping to convey?
* What do I need to define?
* Are there key concepts that need to be repeated?

== '''Remote & Group work''' ==
* Find a moderator/back channel
* Work in breaks to check chat for questions
* Test out AV
** Talk through any AV issues or processes, narrate what you’re doing
* Check how you look and sound on screen
** virtual background
=== '''Presenting in a Group''' ===
* Find a moderator/back channel
* The moderator is like a director
* Have one person with stable connection has the presentation, “slide jockey”
* Backup options for materials
* Avoid distractions, delegate
* Build capacity in your team, with specific tasks

== '''Design principles and aesthetics''' ==
* How many words on the slide?
* What font when?
* Cluttered vs. simple? Any tips?
** [https://www.flickr.com/gp/lfslearningcentre/sz39fi LFS Research Cafe]

=== '''[http://www.pechakucha.org Pecha Kucha]''' ===
* Importance of visual continuity
** Using your own photos or [[LFS:Workshops/Next_Level_Presenting#Copyright.2C_images_and_figures|sourcing other people's photos]]
* Original imagery
** Clip art / [https://www.pinterest.com/rgjames/women-laughing-while-eating-salad/ stock photography] can take away from your presentation

== '''Copyright, images and figures''' ==
* What can I use in my presentation (in class and out)?
** What can I use if the conference wants to post my presentation?
** What about if I am being recorded?
** Finding Images
*** [https://www.flickr.com/creativecommons/ Flickr Creative Commons]
*** [https://commons.wikimedia.org/wiki/Category:Images Wikimedia Commons]
*** [https://pixabay.com Pixabay] & [https://unsplash.com Unsplash]
*** [https://thenounproject.com/ The Noun Project]
** Specific questions? UBC's [http://copyright.ubc.ca Copyright office]
* Resolution of images?
** What is the right size for projecting? For printing?
* Playing movies. Are there issues?
** Playing a youtube clip.
** Playing a movie on someone else's computer
* Audio output. Can the conference accommodate audio?

== '''Value of practicing''' ==
* What to do when something goes wrong?
** Printing out your notes
** Have an intro ready to go
* Is there anything I can do about my nervous habits?
* Timing & pacing
** [http://abject.ca/post-privacy/ Presenting with musical accompaniment]

== '''Good Habits''' ==
* Getting ready
** Vocal exercises
** The value of [http://blog.ted.com/10-examples-of-how-power-posing-can-work-to-boost-your-confidence/ power poses]
* Repeat the questions
** Was it a "really great question"?
* Have slides ready for sharing slideshare, twitter & posting email address

== '''A/V setup''' ==
* Displays
** VGA, DVI, USB-C & HDMI (TMI?)
* Practice
* Fitting it all in on the screen

== '''Post talk opportunities''' ==
* Where do I go next with this talk?
* What can be reused?
* Remote presentations
* Youtube
* Camtasia to record lectures
* [http://www.slideshare.net/duncanmm Slideshare]
* Other technologies
* Social media

{{#widget:YouTube|id= ZhCb4LoE4j0|width=500}}

== '''What do I present if I don't have perfect data (or any data)?''' ==
* Present on the goal, rather than the results

== '''What is the future of presentations?''' ==
* [[LFS:Workshops/Infographics|Infographics]]
* Remote Lectures
* Visualisations
* Screencasts

== '''Going Beyond''' ==
* Figure Making Course
* [http://flowingdata.com Flowing Data]
* [http://mkweb.bcgsc.ca/pointsofview/index.mhtml Points of View - Nature Methods]
* [http://www.duarte.com/book/resonate/ Resonate]
* [http://www.presentationzen.com Presentation Zen]
* [http://viva-viva.ca/index.php/about/visual-analytics Visual Analytics (viva-viva)]
* [https://storymaps.arcgis.com/en/ ESRI Storymaps]
* [http://www.tableau.com/academic/students Tableau]
* [http://mkweb.bcgsc.ca/brewer Brewers Pallettes]
* [http://wiki.ubc.ca/LFS:Workshops/More_Next_Level_Presenting Our Follow on Workshop] (first presented Sep 14, 2016)

== '''Thanks!''' ==
[http://lc.landfood.ubc.ca/person/cyprien-lomas/ Cyprien] & [http://lc.landfood.ubc.ca/person/duncan-mchugh/ Duncan]

LFS:Workshops/Audio and Podcasting

2024-09-17T06:56:36Z

Duncan: /* Our Robot Overlords */

https://live.staticflickr.com/7876/47514662752_f6e0546d04_o.png

Link: http://bit.ly/UBCpodcast
 
Slides: https://bit.ly/UBCpodcast2023

= '''Why podcast?''' =
* Reach a new audience/the public
* Re-purpose research
* It’s satisfying and fun to make stuff
* Provides a creative outlet

= '''What is a podcast?''' =
* Audio on the internet, typically on an RSS feed
** Q & A
** Edited interview
** Call-in
** Narrated segments
** Anthology
** Immersive story / documentary
** Fiction
** Sometimes seasons of a fixed number of episodes

= '''Plan it!''' =
[[File:Decision Circle Revised May30.png|800px]]
 
UBC's [http://diy.open.ubc.ca/plan-it/ DIY Media guide]

= '''Equipment''' =
[[File:RolandR05 4.jpg|thumb|Roland R-05 field recorder]]
* Use the best gear you can get
* Use your phone if needed, however...
** Can't monitor
** Handling noises
** How good are you about storage and battery life?
** External mics can mitigate some of this
* Field recorders
** [https://www.zoom-na.com/products/field-video-recording/field-recording/zoom-h4n-handy-recorder Zoom H4] & [https://www.roland.com/global/products/r-07/ Roland R-07]
* Mics with mixing boards
** Let's you control different levels

=== Microphone Talk ===
* USB mics
** [https://www.bluedesigns.com/products/yeti/ Yeti by Blue]
* Vocal mics
** The ubiquitous [https://www.shure.com/americas/products/microphones/sm/sm58-vocal-microphone SM-58]
* Shotgun mics
** Shock mount or pistol grip to reduce handling noise
* Lavalier
** Best for recording voice in a noisy environment
* Boundary
** Great for transcription, bad for broadcast

=== UBC resources ===
* [https://learningcommons.ubc.ca/borrow-equipment/ Chapman Learning Commons]
** [https://learningcommons.ubc.ca/diy-media-studio/ DIY Media Studio]
* [https://ubcstudios.ubc.ca/diy-audio-station/ UBC Studios]
* [https://www.citr.ca/get-involved/getinvolved/ CiTR Radio]
* Your faculty?
* Off-campus: [https://www.vpl.ca/facilities/inspiration-labs/central-inspiration-lab VPL Inspiration Lab]

= '''Recording''' =
* Get as close to the thing you're hoping to record as you can
* Know the space
** Consider the room size, number of participants & ambient noise
** WIND IS THE WORST
* Use the appropriate equipment
** Check equipment beforehand, especially batteries, cables & storage
* Test your levels
** Bring headphones. They are your audio superhero cape
* Recording in WAV gives you more flexibility and fidelity than MP3
* Noise reduction can only do so much
** Chrome MusicLab [https://musiclab.chromeexperiments.com/Spectrogram/ Spectogram]
* Remember room tone

=== Recording From Afar ===
* Skype and Zoom will record your calls
* Need a message? Have someone leave a voicemail on your office phone
* Physical and app-based wiretaps
** [https://www.tapeacall.com Tape A Call]
* Services like [https://www.autopod.fm Riverside], [https://tryca.st Cast], [https://zencastr.com Zencastr] and [https://squadcast.fm/pricing/ SquadCast]
* Record a [https://podcastengineeringschool.com/what-is-a-double-ender/ double-ender], with a reference track
** This leans heavily on your, and your interviewee’s, technical prowess

=== Our Robot Overlords ===
* [https://www.apple.com/ca/newsroom/2024/03/apple-introduces-transcripts-for-apple-podcasts/ Apple Podcasts' transcription & other transcription services]
** [https://otter.ai Otter.ai]
** [https://www.descript.com/pricing Descript]
* [https://stability.ai/stable-audio Stable Audio AI: music generation]
* [https://podcast.adobe.com/enhance# Adobe Pocst Enhance: quick noise removal]
* [https://www.autopod.fm AutoPod for editing video podcasts]
* Text-to-speech and voice cloning

=== Further reading ===
* NPR: [https://training.npr.org/audio/the-ear-training-guide-for-audio-producers/ The ear training guide for audio producers]
* [https://www.youtube.com/watch?v=gPbQYmkyqaE The best kept secret in podcasting? Not really, but okay.]

= '''Soundscapes''' =
{{#widget:YouTube|id=5q1rpNNnCUc}}

[https://www.nfb.ca/film/listen/ David New's Listen (NFB)]
* There are four components to radio/podcasting:
** '''voice, music, silence & sound'''
* How can you tell your story in sound?
** Think in terms of movie shots: wide-angle, landscape, close-up

= '''Saving & Archiving''' =
* Open a new folder for each project
* Always keep your original, unedited files
* Choose a naming convention
** i.e. date-project-dentifier.mp3, 20230415_LFS400_InterviewDean.mp3
* Back up your work (drives & cloud)

= '''Editing''' =
* [https://www.audacityteam.org Audacity]
** PRO
*** Free
*** Cross-platform and open source
*** Relatively straight-forward to use
*** Lots of help online
** CON
*** lossy
*** can be glitchy as heck
* Adobe Audition, free for UBC faculty and staff
* [https://hindenburg.com Hindenburg] & [https://www.reaper.fm Reaper] are other popular DAWs (digital audio workstation)

=== Further reading ===
* [https://wiki.ubc.ca/images/5/57/Audacity_cheat_sheet.pdf Audacity Cheat Sheet (PDF)]
** Audacity: [https://support.audacityteam.org Support]
* NPR: [https://training.npr.org/audio/mixing-diy/ How to mix: 8 steps to master the art of mixing audio stories]
* Transom: [https://transom.org/2017/sharing-sessions-part-1-organization/ Sharing Sessions, Part 1: Organization]

= '''Hosting & Promoting''' =
* Blogs work well for [https://en.wikipedia.org/wiki/RSS RSS] & info pages
** At UBC: [https://blogs.ubc.ca blogs] or [https://cms.ubc.ca/ CMS]
* File storage
** [https://www.libsyn.com/overview/ Libsyn] is the best established
** [https://soundcloud.com/for/podcasting Soundcloud]
** Anyone try [https://anchor.fm/ Anchor]?
** Ask your IT dept
** Case study: [http://lfs400.landfood.ubc.ca/introducing-the-lfs-400-showcase-podcast/ LFS400 Showcase Podcast]
* Partner with a media organization
** [https://www.citr.ca/get-involved/getinvolved/ CiTR], [http://www.coopradio.org Co-op Radio], and others
* Submit to podcast directories
** [https://itunesconnect.apple.com/login Apple Podcasts]
** [https://www.stitcher.com/content-providers Stitcher]
** [https://support.libsyn.com/kb/spotify/ Spotify]
* Find your audience
** Use social media
** Audience interactions
** Segments, inside jokes, personality
** How can you partner with other podcasts in your space?

= '''Storytelling''' =
{{#widget:YouTube|id=oP3c1h8v2ZQ}}
=== Dramatic Structure vs The Inverted Pyramid ===
'''Traditional media'''
[[File:Inverted_pyramid_in_comprehensive_form.jpg|Inverted pyramid|800px]]
 
Diagram by Christopher Schwartz [http://creativecommons.org/licenses/by-sa/3.0 CC BY-SA 3.0], via [http://commons.wikimedia.org/wiki/File:Inverted_pyramid_in_comprehensive_form.jpg Wikimedia Commons]
'''Narrative structure'''
[[File:Freytags pyramid.svg|Dramatic structure|800px|link=Special:FilePath/Freytags_pyramid.svg]]

=== A story... ===
{{#widget:Vimeo|id=22972267}}
* is someone doing something for a reason
* builds tension
* has stakes
* has a beginning middle and an end
* has a [http://www.thisamericanlife.org/radio-archives/episode/182/cringe hook]

''One simple way to test whether your story is worth telling on the radio is to tell it to your friends, and notice how you feel. Do you feel like you’re dragging through one tedious moment after another, always on the verge of losing their interest, and sometimes you’re not even sure what the story’s about or why you’re telling certain parts? Or are your friends laughing and buying you drinks and begging you for more details about the characters? When you’re done, does everyone at the table launch into an excited discussion of similar things that happened to them? Heed these signs. If you can’t tell the story compellingly to a friend, it means either you haven’t figured out what the story is really about, or much more likely it never will be possible to tell this story compellingly over the radio.'' 
 
''(Also notice, incidentally, the way you tell your friends the story: where you begin it, what background facts you feel compelled to throw in and where you throw them in, what parts of the story you tell in what order, what parts of the story you leave out, what parts of the story seem weaker when you tell them. The way you tell the story to your friends is often the best structure for the story on the radio. Sometimes, when someone’s stuck on writing a story for our show, I or one of the other producers will have them put down their notes and logs and just tell us the story, to hear the structure they naturally use in telling it aloud.)''
 
 
''And yes, there are ways to get a story to work. Often this means you have to think about what the heart of the story is about, and figure out how to make that more present. This can involve adding moments and scenes that build up the central conflict (and pruning away the ones that don’t). It can mean making explicit what the story means, stating more directly what the point of the whole thing is. More about that below.''
 
— '''Ira Glass, Transom [http://transom.org/2004/ira-glass/ “What’s A Story?”]'''

* It pays to [http://transom.org/2011/rob-rosenthal-imagining-the-story/ imagine the story] you will find
* What is an alternative to narrative: http://transom.org/2013/hafid-is-free/
* Here are a couple of ways to mix up the standard "someone doing something for a reason" beginning-middle-end style of storytelling.
** 99% Invisible producer Delaney Hall [https://thirdcoastfestival.org/explore/feature/past-isnt-past suggests a loop story structure]
** In The Dark producers Madeleine Baran and Samara Freemark [https://thirdcoastfestival.org/explore/feature/how-to-become-an-investigative-reporter-with-one-simple-trick-ask-a-good-question argue that a good question can drive narrative]

=== Further reading ===
* [http://www.slideshare.net/HotPursuitPress/an-introduction-to-story-design-for-journalists-educators An Introduction to Story Design]

= '''Scripting''' =
=== Writing for the Ear ===
'''[http://www.nytimes.com/2008/09/16/us/16Ike.html?ref=hurricaneike Print] vs [http://www.npr.org/templates/story/story.php?storyId=94617088 Radio]'''

* One thought per sentence
** A sentence shouldn't more than a breath
* Be concise
* Active verbs
* Say what you mean
** No jargon. Attention to technical terms and acronyms
* Telling detail
* Logic
* The Mouth Edit
* Formatting
** Spell out numbers and abbreviations. Put each sentence on its own line and double space

=== Further reading ===
* [http://hearingvoices.com/news/tow/narration-writing-for-the-ear/ Hearing Voices: Narration: Writing for the Ear]

= '''Interviewing''' =
=== Sawartsky's Seven Deadly Sins ===
'''[http://www.npr.org/templates/story/story.php?storyId=5625218 The Riddler]'''
# Asking a non-question
# Asking a double-barreled question
# Overloading your question
# Putting remarks into your question
# Including trigger words in your question
# Including hyperbole in your question
# Asking a close-ended question

''One thing I learned early on as a reporter, that it’s a lot better looking stupid to your sources than looking stupid to your readers. Throughout my career I’ve confronted people who have said something to me in a very offhand way as if I should know exactly what they are talking about. And I’ve said, ‘Wait a minute, what are you talking about?’ I think sometimes their esteem for me fell a little bit as a result of asking the question, but I’d much rather have that than having to write around some point to camouflage the fact that I didn’t know what I was talking about or else get it wrong.'' 
— '''Peter Rinearson, The Seattle Times'''

=== Before ===
* Be prepared
** Equipment
** Questions?
** Punctuality
* Plan for your location
* Be friendly
* Explain your purpose

=== During ===
* “Why?”
* Silent response and eye contact
* Get the interviewee to show you, it may trigger enriched descriptions and anecdotes.
* Don’t worry about flubbing your questions. Get the right question
* On and off the record
* Expected the unexpected

=== After ===
* “Is there anything you’d like to add?”
* Keep the tape running
* Other people to talk to
* Ask about follow-ups
* Thank your interviewee
* Raw sounds and ambient noise

=== Journalism ethics ===
* Accountability
* Independence
* Balance
* Minimize harm

=== Further Reading ===
* http://transom.org/2012/before-the-first-question/
* http://hearingvoices.com/news/tow/interviewers-on-interviewing/
* https://www.spj.org/ethicscode.asp
* [https://youtu.be/Qmbi2dLobK4?t=2789 Marc Maron vs Terry Gross]

= '''Performing''' =
* Be conversational
* Imagine speaking to a friend who laughs at your jokes
* Speak as though your speaking across a dinner table (unless you're doing ASMR or something)
* Make sure your script is ready. Rehearse!
* Posture is important. Sit up straight or stand
* Take deep breaths and pause between sentences

= '''Copyright''' =
=== Copyright basics ===
* [http://copyright.ubc.ca/ UBC Copyright office]
* Your copyrighted works
* Other people’s copyrights
* [http://en.wikipedia.org/wiki/Fair_dealing_in_Canadian_copyright_law Fair dealing] / [http://en.wikipedia.org/wiki/Fair_use fair use]
* [[LFS:Workshops/Copyright_and_Creative_Commons|LFSLC's copyright tutorial]]

=== Privacy ===
* Oral consent is okay (get it on tape)
* Written consent is better
* The law does not address ethical concerns that may arise
* Respecting people’s wishes

=== Creative Commons ===
* [http://creativecommons.org/licenses/ The licenses]
* Allow commercial uses?
* Allow modifications? Yes, Yes but, No
* Attribution is always required
* Licenses are irrevocable
* Does not account for privacy issues

=== Creative Commons resources ===
http://blogfiles.wfmu.org/FC/fma/images/blkrect.jpg
* [http://www.cippic.ca/uploads/Podcasting-LegalGuide-Canada.pdf Podcasting Guide for Canada]
* [https://freemusicarchive.org/curator/Video/ Free Music Archive]
* [https://freesound.org Freesound]
* [http://ccmixter.org/ CC Mixter]
* Other media, etc.: [https://archive.org/details/audio The Internet Archive] / [https://commons.wikimedia.org/wiki/Category:Audio_files Wikimedia Commons]

= '''Resources''' =

=== Books ===
* [http://jessicaabel.com/books/outonthewire/ Jessica Abel's "Out on the Wire: the Storytelling Secrets of the New Masters of Radio"] ([http://webcat1.library.ubc.ca/vwebv/holdingsInfo?searchId=761189&recCount=10&recPointer=0&bibId=8148083 UBC])
* [http://realityradiobook.org/ "Reality Radio"] ([http://webcat2.library.ubc.ca/vwebv/holdingsInfo?searchId=103971&recCount=10&recPointer=0&bibId=7332248 UBC])
* [http://shop.npr.org/sound-reporting NPR Style Guide] ([http://webcat2.library.ubc.ca/vwebv/search?searchArg=npr+sound+reporting&searchCode=GKEY%5E*&searchType=0&recCount=10 UBC])
* [http://nieman.harvard.edu/books/telling-true-stories/ "Telling True Stories"]

=== Websites ===
* [https://training.npr.org NPR Training]
* [http://www.riic.ca Reporting in Indigenous Communities]
* [http://transom.org/ Transom], esp. [http://transom.org/2013/the-basics/ The Basics]
* [http://hearingvoices.com/ Hearing Voices], esp. [http://hearingvoices.com/news/tow/ Transmedia Online Workshop: eLearning Multimedia]
* [https://mediamakers.sites.olt.ubc.ca/939-2/ UBC MediaMakers] & [http://diy.open.ubc.ca/audio/ UBC DIY]

=== Podcast Recommendations ===
* Storytelling
** [https://www.thisamericanlife.org This American Life]
** [https://www.theatlantic.com/podcasts/floodlines/ Floodlines]
* Interviewing
** NPR: [https://www.npr.org/programs/fresh-air/ Fresh Air]
** CBC: [https://www.cbc.ca/radio/asithappens As It Happens]
* Reporting
** [https://crackdownpod.com Crackdown]
** CBC: [https://www.cbc.ca/listen/cbc-podcasts/387-hunting-warhead Hunting Warhead]
* Sound Design
** CBC: [https://www.cbc.ca/radio/podcasts/the-shadows/ The Shadows]
** [https://99percentinvisible.org 99% Invisible]

= '''Thanks''' =
[http://www.landfood.ubc.ca/directory/staff/duncan-mchugh Duncan]

LFS:Workshops/Audio and Podcasting

2024-09-17T06:55:26Z

Duncan:

https://live.staticflickr.com/7876/47514662752_f6e0546d04_o.png

Link: http://bit.ly/UBCpodcast
 
Slides: https://bit.ly/UBCpodcast2023

= '''Why podcast?''' =
* Reach a new audience/the public
* Re-purpose research
* It’s satisfying and fun to make stuff
* Provides a creative outlet

= '''What is a podcast?''' =
* Audio on the internet, typically on an RSS feed
** Q & A
** Edited interview
** Call-in
** Narrated segments
** Anthology
** Immersive story / documentary
** Fiction
** Sometimes seasons of a fixed number of episodes

= '''Plan it!''' =
[[File:Decision Circle Revised May30.png|800px]]
 
UBC's [http://diy.open.ubc.ca/plan-it/ DIY Media guide]

= '''Equipment''' =
[[File:RolandR05 4.jpg|thumb|Roland R-05 field recorder]]
* Use the best gear you can get
* Use your phone if needed, however...
** Can't monitor
** Handling noises
** How good are you about storage and battery life?
** External mics can mitigate some of this
* Field recorders
** [https://www.zoom-na.com/products/field-video-recording/field-recording/zoom-h4n-handy-recorder Zoom H4] & [https://www.roland.com/global/products/r-07/ Roland R-07]
* Mics with mixing boards
** Let's you control different levels

=== Microphone Talk ===
* USB mics
** [https://www.bluedesigns.com/products/yeti/ Yeti by Blue]
* Vocal mics
** The ubiquitous [https://www.shure.com/americas/products/microphones/sm/sm58-vocal-microphone SM-58]
* Shotgun mics
** Shock mount or pistol grip to reduce handling noise
* Lavalier
** Best for recording voice in a noisy environment
* Boundary
** Great for transcription, bad for broadcast

=== UBC resources ===
* [https://learningcommons.ubc.ca/borrow-equipment/ Chapman Learning Commons]
** [https://learningcommons.ubc.ca/diy-media-studio/ DIY Media Studio]
* [https://ubcstudios.ubc.ca/diy-audio-station/ UBC Studios]
* [https://www.citr.ca/get-involved/getinvolved/ CiTR Radio]
* Your faculty?
* Off-campus: [https://www.vpl.ca/facilities/inspiration-labs/central-inspiration-lab VPL Inspiration Lab]

= '''Recording''' =
* Get as close to the thing you're hoping to record as you can
* Know the space
** Consider the room size, number of participants & ambient noise
** WIND IS THE WORST
* Use the appropriate equipment
** Check equipment beforehand, especially batteries, cables & storage
* Test your levels
** Bring headphones. They are your audio superhero cape
* Recording in WAV gives you more flexibility and fidelity than MP3
* Noise reduction can only do so much
** Chrome MusicLab [https://musiclab.chromeexperiments.com/Spectrogram/ Spectogram]
* Remember room tone

=== Recording From Afar ===
* Skype and Zoom will record your calls
* Need a message? Have someone leave a voicemail on your office phone
* Physical and app-based wiretaps
** [https://www.tapeacall.com Tape A Call]
* Services like [https://www.autopod.fm Riverside], [https://tryca.st Cast], [https://zencastr.com Zencastr] and [https://squadcast.fm/pricing/ SquadCast]
* Record a [https://podcastengineeringschool.com/what-is-a-double-ender/ double-ender], with a reference track
** This leans heavily on your, and your interviewee’s, technical prowess

=== Our Robot Overlords ===
* [https://www.apple.com/ca/newsroom/2024/03/apple-introduces-transcripts-for-apple-podcasts/
** [https://otter.ai Otter.ai]
** [https://www.descript.com/pricing Descript]
* [https://stability.ai/stable-audio Stable Audio AI: music generation]
* [https://podcast.adobe.com/enhance# Adobe Pocst Enhance: quick noise removal]
* [https://www.autopod.fm AutoPod for editing video podcasts]
• Text-to-speech and voice cloning

=== Further reading ===
* NPR: [https://training.npr.org/audio/the-ear-training-guide-for-audio-producers/ The ear training guide for audio producers]
* [https://www.youtube.com/watch?v=gPbQYmkyqaE The best kept secret in podcasting? Not really, but okay.]

= '''Soundscapes''' =
{{#widget:YouTube|id=5q1rpNNnCUc}}

[https://www.nfb.ca/film/listen/ David New's Listen (NFB)]
* There are four components to radio/podcasting:
** '''voice, music, silence & sound'''
* How can you tell your story in sound?
** Think in terms of movie shots: wide-angle, landscape, close-up

= '''Saving & Archiving''' =
* Open a new folder for each project
* Always keep your original, unedited files
* Choose a naming convention
** i.e. date-project-dentifier.mp3, 20230415_LFS400_InterviewDean.mp3
* Back up your work (drives & cloud)

= '''Editing''' =
* [https://www.audacityteam.org Audacity]
** PRO
*** Free
*** Cross-platform and open source
*** Relatively straight-forward to use
*** Lots of help online
** CON
*** lossy
*** can be glitchy as heck
* Adobe Audition, free for UBC faculty and staff
* [https://hindenburg.com Hindenburg] & [https://www.reaper.fm Reaper] are other popular DAWs (digital audio workstation)

=== Further reading ===
* [https://wiki.ubc.ca/images/5/57/Audacity_cheat_sheet.pdf Audacity Cheat Sheet (PDF)]
** Audacity: [https://support.audacityteam.org Support]
* NPR: [https://training.npr.org/audio/mixing-diy/ How to mix: 8 steps to master the art of mixing audio stories]
* Transom: [https://transom.org/2017/sharing-sessions-part-1-organization/ Sharing Sessions, Part 1: Organization]

= '''Hosting & Promoting''' =
* Blogs work well for [https://en.wikipedia.org/wiki/RSS RSS] & info pages
** At UBC: [https://blogs.ubc.ca blogs] or [https://cms.ubc.ca/ CMS]
* File storage
** [https://www.libsyn.com/overview/ Libsyn] is the best established
** [https://soundcloud.com/for/podcasting Soundcloud]
** Anyone try [https://anchor.fm/ Anchor]?
** Ask your IT dept
** Case study: [http://lfs400.landfood.ubc.ca/introducing-the-lfs-400-showcase-podcast/ LFS400 Showcase Podcast]
* Partner with a media organization
** [https://www.citr.ca/get-involved/getinvolved/ CiTR], [http://www.coopradio.org Co-op Radio], and others
* Submit to podcast directories
** [https://itunesconnect.apple.com/login Apple Podcasts]
** [https://www.stitcher.com/content-providers Stitcher]
** [https://support.libsyn.com/kb/spotify/ Spotify]
* Find your audience
** Use social media
** Audience interactions
** Segments, inside jokes, personality
** How can you partner with other podcasts in your space?

= '''Storytelling''' =
{{#widget:YouTube|id=oP3c1h8v2ZQ}}
=== Dramatic Structure vs The Inverted Pyramid ===
'''Traditional media'''
[[File:Inverted_pyramid_in_comprehensive_form.jpg|Inverted pyramid|800px]]
 
Diagram by Christopher Schwartz [http://creativecommons.org/licenses/by-sa/3.0 CC BY-SA 3.0], via [http://commons.wikimedia.org/wiki/File:Inverted_pyramid_in_comprehensive_form.jpg Wikimedia Commons]
'''Narrative structure'''
[[File:Freytags pyramid.svg|Dramatic structure|800px|link=Special:FilePath/Freytags_pyramid.svg]]

=== A story... ===
{{#widget:Vimeo|id=22972267}}
* is someone doing something for a reason
* builds tension
* has stakes
* has a beginning middle and an end
* has a [http://www.thisamericanlife.org/radio-archives/episode/182/cringe hook]

''One simple way to test whether your story is worth telling on the radio is to tell it to your friends, and notice how you feel. Do you feel like you’re dragging through one tedious moment after another, always on the verge of losing their interest, and sometimes you’re not even sure what the story’s about or why you’re telling certain parts? Or are your friends laughing and buying you drinks and begging you for more details about the characters? When you’re done, does everyone at the table launch into an excited discussion of similar things that happened to them? Heed these signs. If you can’t tell the story compellingly to a friend, it means either you haven’t figured out what the story is really about, or much more likely it never will be possible to tell this story compellingly over the radio.'' 
 
''(Also notice, incidentally, the way you tell your friends the story: where you begin it, what background facts you feel compelled to throw in and where you throw them in, what parts of the story you tell in what order, what parts of the story you leave out, what parts of the story seem weaker when you tell them. The way you tell the story to your friends is often the best structure for the story on the radio. Sometimes, when someone’s stuck on writing a story for our show, I or one of the other producers will have them put down their notes and logs and just tell us the story, to hear the structure they naturally use in telling it aloud.)''
 
 
''And yes, there are ways to get a story to work. Often this means you have to think about what the heart of the story is about, and figure out how to make that more present. This can involve adding moments and scenes that build up the central conflict (and pruning away the ones that don’t). It can mean making explicit what the story means, stating more directly what the point of the whole thing is. More about that below.''
 
— '''Ira Glass, Transom [http://transom.org/2004/ira-glass/ “What’s A Story?”]'''

* It pays to [http://transom.org/2011/rob-rosenthal-imagining-the-story/ imagine the story] you will find
* What is an alternative to narrative: http://transom.org/2013/hafid-is-free/
* Here are a couple of ways to mix up the standard "someone doing something for a reason" beginning-middle-end style of storytelling.
** 99% Invisible producer Delaney Hall [https://thirdcoastfestival.org/explore/feature/past-isnt-past suggests a loop story structure]
** In The Dark producers Madeleine Baran and Samara Freemark [https://thirdcoastfestival.org/explore/feature/how-to-become-an-investigative-reporter-with-one-simple-trick-ask-a-good-question argue that a good question can drive narrative]

=== Further reading ===
* [http://www.slideshare.net/HotPursuitPress/an-introduction-to-story-design-for-journalists-educators An Introduction to Story Design]

= '''Scripting''' =
=== Writing for the Ear ===
'''[http://www.nytimes.com/2008/09/16/us/16Ike.html?ref=hurricaneike Print] vs [http://www.npr.org/templates/story/story.php?storyId=94617088 Radio]'''

* One thought per sentence
** A sentence shouldn't more than a breath
* Be concise
* Active verbs
* Say what you mean
** No jargon. Attention to technical terms and acronyms
* Telling detail
* Logic
* The Mouth Edit
* Formatting
** Spell out numbers and abbreviations. Put each sentence on its own line and double space

=== Further reading ===
* [http://hearingvoices.com/news/tow/narration-writing-for-the-ear/ Hearing Voices: Narration: Writing for the Ear]

= '''Interviewing''' =
=== Sawartsky's Seven Deadly Sins ===
'''[http://www.npr.org/templates/story/story.php?storyId=5625218 The Riddler]'''
# Asking a non-question
# Asking a double-barreled question
# Overloading your question
# Putting remarks into your question
# Including trigger words in your question
# Including hyperbole in your question
# Asking a close-ended question

''One thing I learned early on as a reporter, that it’s a lot better looking stupid to your sources than looking stupid to your readers. Throughout my career I’ve confronted people who have said something to me in a very offhand way as if I should know exactly what they are talking about. And I’ve said, ‘Wait a minute, what are you talking about?’ I think sometimes their esteem for me fell a little bit as a result of asking the question, but I’d much rather have that than having to write around some point to camouflage the fact that I didn’t know what I was talking about or else get it wrong.'' 
— '''Peter Rinearson, The Seattle Times'''

=== Before ===
* Be prepared
** Equipment
** Questions?
** Punctuality
* Plan for your location
* Be friendly
* Explain your purpose

=== During ===
* “Why?”
* Silent response and eye contact
* Get the interviewee to show you, it may trigger enriched descriptions and anecdotes.
* Don’t worry about flubbing your questions. Get the right question
* On and off the record
* Expected the unexpected

=== After ===
* “Is there anything you’d like to add?”
* Keep the tape running
* Other people to talk to
* Ask about follow-ups
* Thank your interviewee
* Raw sounds and ambient noise

=== Journalism ethics ===
* Accountability
* Independence
* Balance
* Minimize harm

=== Further Reading ===
* http://transom.org/2012/before-the-first-question/
* http://hearingvoices.com/news/tow/interviewers-on-interviewing/
* https://www.spj.org/ethicscode.asp
* [https://youtu.be/Qmbi2dLobK4?t=2789 Marc Maron vs Terry Gross]

= '''Performing''' =
* Be conversational
* Imagine speaking to a friend who laughs at your jokes
* Speak as though your speaking across a dinner table (unless you're doing ASMR or something)
* Make sure your script is ready. Rehearse!
* Posture is important. Sit up straight or stand
* Take deep breaths and pause between sentences

= '''Copyright''' =
=== Copyright basics ===
* [http://copyright.ubc.ca/ UBC Copyright office]
* Your copyrighted works
* Other people’s copyrights
* [http://en.wikipedia.org/wiki/Fair_dealing_in_Canadian_copyright_law Fair dealing] / [http://en.wikipedia.org/wiki/Fair_use fair use]
* [[LFS:Workshops/Copyright_and_Creative_Commons|LFSLC's copyright tutorial]]

=== Privacy ===
* Oral consent is okay (get it on tape)
* Written consent is better
* The law does not address ethical concerns that may arise
* Respecting people’s wishes

=== Creative Commons ===
* [http://creativecommons.org/licenses/ The licenses]
* Allow commercial uses?
* Allow modifications? Yes, Yes but, No
* Attribution is always required
* Licenses are irrevocable
* Does not account for privacy issues

=== Creative Commons resources ===
http://blogfiles.wfmu.org/FC/fma/images/blkrect.jpg
* [http://www.cippic.ca/uploads/Podcasting-LegalGuide-Canada.pdf Podcasting Guide for Canada]
* [https://freemusicarchive.org/curator/Video/ Free Music Archive]
* [https://freesound.org Freesound]
* [http://ccmixter.org/ CC Mixter]
* Other media, etc.: [https://archive.org/details/audio The Internet Archive] / [https://commons.wikimedia.org/wiki/Category:Audio_files Wikimedia Commons]

= '''Resources''' =

=== Books ===
* [http://jessicaabel.com/books/outonthewire/ Jessica Abel's "Out on the Wire: the Storytelling Secrets of the New Masters of Radio"] ([http://webcat1.library.ubc.ca/vwebv/holdingsInfo?searchId=761189&recCount=10&recPointer=0&bibId=8148083 UBC])
* [http://realityradiobook.org/ "Reality Radio"] ([http://webcat2.library.ubc.ca/vwebv/holdingsInfo?searchId=103971&recCount=10&recPointer=0&bibId=7332248 UBC])
* [http://shop.npr.org/sound-reporting NPR Style Guide] ([http://webcat2.library.ubc.ca/vwebv/search?searchArg=npr+sound+reporting&searchCode=GKEY%5E*&searchType=0&recCount=10 UBC])
* [http://nieman.harvard.edu/books/telling-true-stories/ "Telling True Stories"]

=== Websites ===
* [https://training.npr.org NPR Training]
* [http://www.riic.ca Reporting in Indigenous Communities]
* [http://transom.org/ Transom], esp. [http://transom.org/2013/the-basics/ The Basics]
* [http://hearingvoices.com/ Hearing Voices], esp. [http://hearingvoices.com/news/tow/ Transmedia Online Workshop: eLearning Multimedia]
* [https://mediamakers.sites.olt.ubc.ca/939-2/ UBC MediaMakers] & [http://diy.open.ubc.ca/audio/ UBC DIY]

=== Podcast Recommendations ===
* Storytelling
** [https://www.thisamericanlife.org This American Life]
** [https://www.theatlantic.com/podcasts/floodlines/ Floodlines]
* Interviewing
** NPR: [https://www.npr.org/programs/fresh-air/ Fresh Air]
** CBC: [https://www.cbc.ca/radio/asithappens As It Happens]
* Reporting
** [https://crackdownpod.com Crackdown]
** CBC: [https://www.cbc.ca/listen/cbc-podcasts/387-hunting-warhead Hunting Warhead]
* Sound Design
** CBC: [https://www.cbc.ca/radio/podcasts/the-shadows/ The Shadows]
** [https://99percentinvisible.org 99% Invisible]

= '''Thanks''' =
[http://www.landfood.ubc.ca/directory/staff/duncan-mchugh Duncan]

LFS:Workshops/Adobe Alternatives

2024-06-21T16:47:13Z

Duncan:

== PDFs: Adobe Acrobat Pro alternatives ==
* [https://get.adobe.com/ca/reader/ Adobe Acrobat Reader]
* [https://www.pdfgear.com PDF Gear]
* [https://support.apple.com/en-ca/guide/preview/welcome/mac Preview (Mac)]
* [https://www.foxit.com/pdf-editor/ Foxit PDF Editor]

== Images: Adobe Photoshop alternatives ==
* [https://www.getpaint.net/ Paint.NET]
* [https://support.apple.com/en-ca/guide/preview/welcome/mac Preview (Mac)]
* [https://krita.org/en/ Krita]
* [https://www.gimp.org/ GIMP]

== Video: Adobe Premiere Pro alternatives ==
* [https://www.techsmith.com/camtasia/ Camtasia]
* [https://www.blackmagicdesign.com/products/davinciresolve/ DaVinci Resolve]
* [https://www.capcut.com CapCut]

== Illustration: Adobe Illustrator alternatives ==
* [https://inkscape.org/ Inkscape]

== Graphic Design: Adobe InDesign alternatives ==
* [https://www.canva.com/pricing/ Canva (free tier)]
* [https://www.microsoft.com/en-ca/microsoft-365/powerpoint PowerPoint]
* [https://www.scribus.net/ Scribus]

== Graphics: Adobe After Effects alternatives ==
* [https://www.blender.org/ Blender (Video Editing)]

== Audio: Adobe Audition alternatives ==
* [https://www.audacityteam.org/ Audacity]
* [https://www.reaper.fm/ Reaper]

== Help ==
Contact [http://mailto:it@landfood.ubc.ca LFS IT] if you need any help

LFS:Workshops/Adobe Alternatives

2024-06-21T09:29:15Z

Duncan:

== Adobe Acrobat Pro alternatives ==
* [https://get.adobe.com/ca/reader/ Adobe Acrobat Reader]
* [https://www.pdfgear.com PDF Gear]
* [https://support.apple.com/en-ca/guide/preview/welcome/mac Preview (Mac)]
* [https://www.foxit.com/pdf-editor/ Foxit PDF Editor]

== Adobe Photoshop alternatives ==
* [https://www.getpaint.net/ Paint.NET]
* [https://support.apple.com/en-ca/guide/preview/welcome/mac Preview (Mac)]
* [https://krita.org/en/ Krita]
* [https://www.gimp.org/ GIMP]

== Adobe Premiere Pro alternatives ==
* [https://www.techsmith.com/camtasia/ Camtasia]
* [https://www.blackmagicdesign.com/products/davinciresolve/ DaVinci Resolve]
* [https://www.capcut.com CapCut]

== Adobe Illustrator alternatives ==
* [https://inkscape.org/ Inkscape]

== Adobe After Effects alternatives ==
* [https://www.blender.org/ Blender (Video Editing)]

== Adobe InDesign alternatives ==
* [https://www.canva.com/pricing/ Canva (free tier)]
* [https://www.microsoft.com/en-ca/microsoft-365/powerpoint PowerPoint]
* [https://www.scribus.net/ Scribus]

== Adobe Audition alternatives ==
* [https://www.audacityteam.org/ Audacity]
* [https://www.reaper.fm/ Reaper]

Contact [http://mailto:it@landfood.ubc.ca LFS IT] if you need any help

LFS:Workshops/Adobe Alternatives

2024-06-21T09:26:55Z

Duncan:

LFS:Workshops/Adobe Alternatives

2024-06-21T08:51:03Z

Duncan:

* Acrobat = Adobe Reader, PDFgear, Preview (Mac), FoxIT
* Photoshop = Preview (Mac), Krita, Paint.NET, and GIMP
* Premiere = Camtasia, DaVinci Resolve, and CapCut
* Illustrator = Inkscape
* After Effects = Blender
* InDesign = Canva (free tier), PowerPoint, Scribus
*Audition = Audacity

LFS:Workshops/Adobe Alternatives

2024-06-21T08:41:34Z

Duncan: Created page with "* Acrobat = Adobe Reader, PDFgear, Preview (Mac), FoxIT * Photoshop = Preview (Mac), Krita, Paint.NET, and GIMP * Premiere = Camtasia, DaVinci Resolve, and CapCut * Illustrator = Inkscape * After Effects = Blender * InDesign = Canva (free tier), PowerPoint, Scribus *"

LFS:Workshops/Copyright and Creative Commons

2024-03-26T19:34:27Z

Duncan: /* Some Right Reserved */

[[File:Mickey Mouse on Mars.jpg|500px|Photo courtesy of NASA]]

Photo courtesy of the [https://www.flickr.com/photos/gsfc/7189560845/ NASA Goddard Space Flight Center]

'''[http://priceonomics.com/how-mickey-mouse-evades-the-public-domain/ The Mickey Mouse juggernaut]'''

'''<big>Workshop link: http://bit.ly/LFS_cc</big>'''

* Torn from the headlines!
** [https://www.bbc.com/news/entertainment-arts-51805905 BBC: Appeals court rules Led Zeppelin did not] [https://youtu.be/gFHLO_2_THg?t=44 steal] [https://www.youtube.com/watch?v=QkF3oxziUI4 Stairway To Heaven riff]
** Previously, [http://www.nytimes.com/2015/03/11/business/media/blurred-lines-infringed-on-marvin-gaye-copyright-jury-rules.html?ref=music NYTimes: ‘Blurred Lines’ Infringed on Marvin Gaye Copyright, Jury Rules]
*** [https://www.youtube.com/watch?v=ziz9HW2ZmmY It does?]
** [https://petapixel.com/2018/03/22/insect-photographer-sues-pest-control-company-for-2-7-million/ That ant photo will cost 2.7 million dollars]!

=='''The Web and copyright'''==
{{#widget:YouTube|id=CJn_jC4FNDo|height=315|width=420}}

* [http://en.wikipedia.org/wiki/Copyright Copyright]
* [http://en.wikipedia.org/wiki/Fair_dealing#Fair_dealing_in_Canada Fair dealing] (or fair use in the US)
** The Purpose of the Dealing
** The Character of the Dealing
** The Amount of the Dealing
** Alternatives to the Dealing
** The Nature of the Work
** Effect of the Dealing on the Work

=='''UBC copyright resources'''==
* [http://copyright.ubc.ca/ UBC's copyright info site]
** [http://copyright.ubc.ca/requirements/fair-dealing/ Fair dealing] & public performance
*** [http://copyright.ubc.ca/guidelines-and-resources/copyright-guidelines/#EducationalExceptions Educational exceptions]
** [http://copyright.ubc.ca/workshops/ Workshops], incl. weekly drop-ins
** Not sure? Send them an [http://mailto:copyright.services@ubc.ca email].
* [[Library:How_to_Use_Library_Course_Reserves|Using Course Reserves in Canvas]]

=='''Some Right Reserved'''==
* Public domain
** Navigating many [http://copyright.cornell.edu/resources/publicdomain.cfm rules]
** [http://en.wikipedia.org/wiki/Copyright_status_of_work_by_the_U._S._government US government works], i.e. [http://www.flickr.com/photos/library_of_congress/ US Library of Congress]
** Much of the [http://www.flickr.com/photos/vancouver-archives/ Vancouver Archives] photographic holdings
** [https://web.law.duke.edu/cspd/publicdomainday/ Public Domain Day!]

[[Image:spectrum.png]]

Image by Creative Commons Canada

* [http://creativecommons.org/licenses/by-nc-sa/2.5/ca/legalcode.en Before] and [http://creativecommons.org/licenses/by-nc/2.5/ca/ After]
* [http://creativecommons.org/licenses/ The licenses]
** Allow commercial uses?
** Allow modifications? Yes, Yes but, No
** Attribution is always required
* [https://ca.creativecommons.org Creative Commons]
* [http://search.creativecommons.org/ CC Search]

=='''Photos'''==
* [http://www.flickr.com/photos/ Flickr] and [http://creativecommons.org/weblog/entry/12540 the 100 million CC photos]
* [https://thenounproject.com The Noun Project]
* [https://unsplash.com Unsplash] & [https://pixabay.com Pixabay]
* [http://www.gettyimages.ca/embed Getty Embeds]

=='''Audio'''==
http://blogfiles.wfmu.org/FC/fma/images/blkrect.jpg
* [http://www.cippic.ca/uploads/Podcasting-LegalGuide-Canada.pdf Podcasting Guide for Canada]
* [http://www.freemusicarchive.org/ Free Music Archive]
* [https://freesound.org Freesound]
* [http://ccmixter.org/ CC Mixter]

=='''Video & other media'''==
* [http://copyright.ubc.ca/guidelines-and-resources/support-guides/image-sources/ UBC Copyright Office's Resource Guide]
* [http://www.archive.org/index.php Archive.org]
* [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons]
* [https://www.pexels.com Pexels]
* [http://www.youtube.com/t/creative_commons YouTube] & [http://www.youtube.com/editor video editor]

=='''Potential drawbacks'''==
* You can't always get what you want
* [http://wiki.creativecommons.org/FAQ#What_if_I_change_my_mind.3F Licences are non-revocable]
* CC does not account for privacy issues
** [http://lessig.org/blog/2007/09/on_the_texas_suit_against_virg.html Virgin] [http://blog.internetcases.com/2009/01/22/no-personal-jurisdiction-over-australian-defendant-in-flickr-right-of-publicity-case/ Mobile]
* [http://wiki.creativecommons.org/FAQ Other issues]

=='''Additional resources'''==
* [http://www.michaelgeist.ca/ Michael Geist]
* [http://www.lessig.org/blog/ Lawrence Lessig]
* [http://50ways.cogdogblog.com/StoryMedia.html Cog Dog's "Finding Media For Your Story"]
* [http://www.everythingisaremix.info/watch-the-series/ "Everything Is A Remix"]
* [http://en.wikipedia.org/wiki/Star_Wars_Uncut Star Wars] [https://vimeo.com/34948855 Uncut]

Sandbox:OEW24 Papers To Podcasts

2024-03-15T17:20:14Z

Duncan:

== Session Recording ==
{{YouTube|id=o8Nl0ettNls}}

Notes: [https://bit.ly/OEW24_podcasts bit.ly/OEW24_podcasts]
Slides: [https://bit.ly/OEW24_podcasts2 bit.ly/OEW24_podcasts2]

== '''Why podcasts''' ==
* Reach beyond your class & school
* Create open education resources
* Re-purpose research
* It’s satisfying and fun to make stuff
* Provides a creative outlet

=== Students and creative work ===
How can educators encourage students to make connections between their academic work and life experiences and interests?

== '''LFS 400''' ==
Course website: [https://lfs400.landfood.ubc.ca lfs400.landfood.ubc.ca]
* Started in 2006 at the advent of podcasting
* Originally a partnership with UBC School of Journalism, co-developed with Kathryn Gretsinger & Andrew Riseman
* Bringing storytelling skills to LFS students
* Taking podcasting tools out of the lecture hall and into the hands of students

=== Activities ===
* Listening
* Pitching ideas
* Workshopping & feedback
* Technical help
* Mid-term potluck
* Field trips
** Tour of [https://www.citr.ca CiTR Radio]
** [https://www.sfu.ca/sonic-studio-webdav/WSP_Doc/Booklets/SHWesterkamp.pdf Soundwalk]
* Second half, course shifts from seminar to directed study
* Guest lectures
** Media relations
** Science journalism
** Radio/podcast practitioners

=== Workshops ===
* Audio editing
* Story structure
* Copyright & Creative Commons
* Making sense with sound
* Interviewing
* Writing for the ear
* Journalism ethics
* Information literacy
* Making media accessible

=== Assignments ===
What kinds of projects get students to use technology
effectively, both during and after the course?

* Streeter
* Voicer
* Outline
* Soundscape
* Draft Presentation
* Final Podcast
* Transcript
* Reflection

=== Challenges ===
* Students adopting a new way of working
** Media creation
** Going out into the world
** Follow through
* Administrative support
* Gear
** Infrastructure & expertise took time to build up

=== Rubrics ===
Rubrics for LFS 400 can be found here: [https://lfs400.landfood.ubc.ca/about/rubrics/ lfs400.landfood.ubc.ca/about/rubrics]

== '''How do you do this without having a whole term?''' ==

=== The must-have workshops ===
* Audio recording
* Audio editing and file management
* Copyright and Creative Commons

=== The nice-to-have workshops ===
* Scripting, writing for the ear
* Performing
* Interviewing
* Storytelling
* Sound

=== Formats ===
* Audio essays
* Conversations between classmates
* Streeter/vox pop
* Soundscapes
* Interviews
* Audio documentary
* Audio fiction/radio drama

=== On-campus resources/support ===
* [https://libcal.library.ubc.ca/calendar/vancouver/intro-podcasting Digital Scholarship and Open Education workshops]
* [https://dm-cop.sites.olt.ubc.ca/working-groups/diy-media-support/ DIY Media series] [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting podcast workshop]
* Chapman Learning Commons for [https://learningcommons.ubc.ca/borrow-equipment/ gear] and a [https://learningcommons.ubc.ca/diy-media-studio/ studio]
* [https://ubcstudios.ubc.ca/diy-audio-station/ UBC Studios]
* Your home faculty
* [https://www.citr.ca CiTR Radio]

=== Off-campus resources/support ===
* VPL Inspiration Lab
* Lots of [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting#Books books] and sites such as [https://training.npr.org NPR Training] and [https://transom.org Transom]
* Sounds: [https://freesound.org Freesound] & [https://freemusicarchive.org/curator/all/ Free Music Archive]

== '''How have you done it?''' ==
* Testimonials from those that have tried this

== '''Thanks!''' ==
[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan McHugh] 
UBC Faculty of Land and Food Systems 
[https://lfs400.landfood.ubc.ca/ LFS 400]
[[Category:Presentations]]
[[Category:Presentation Recordings]]
[[Category:Podcasting]]
[[Category:LFS]]

Sandbox:OEW24 Papers To Podcasts

2024-03-15T17:19:30Z

Duncan:

== Session Recording ==
{{YouTube|id=o8Nl0ettNls}}

Notes: [https://bit.ly/OEW24_podcasts bit.ly/OEW24_podcasts]
Slides: [https://bit.ly/OEW24_podcasts2 bit.ly/OEW24_podcasts2]

== Why podcasts ==
* Reach beyond your class & school
* Create open education resources
* Re-purpose research
* It’s satisfying and fun to make stuff
* Provides a creative outlet

=== Students and creative work ===
How can educators encourage students to make connections between their academic work and life experiences and interests?

== LFS 400 ==
Course website: [https://lfs400.landfood.ubc.ca lfs400.landfood.ubc.ca]
* Started in 2006 at the advent of podcasting
* Originally a partnership with UBC School of Journalism, co-developed with Kathryn Gretsinger & Andrew Riseman
* Bringing storytelling skills to LFS students
* Taking podcasting tools out of the lecture hall and into the hands of students

=== Activities ===
* Listening
* Pitching ideas
* Workshopping & feedback
* Technical help
* Mid-term potluck
* Field trips
** Tour of [https://www.citr.ca CiTR Radio]
** [https://www.sfu.ca/sonic-studio-webdav/WSP_Doc/Booklets/SHWesterkamp.pdf Soundwalk]
* Second half, course shifts from seminar to directed study
* Guest lectures
** Media relations
** Science journalism
** Radio/podcast practitioners

=== Workshops ===
* Audio editing
* Story structure
* Copyright & Creative Commons
* Making sense with sound
* Interviewing
* Writing for the ear
* Journalism ethics
* Information literacy
* Making media accessible

=== Assignments ===
What kinds of projects get students to use technology
effectively, both during and after the course?

* Streeter
* Voicer
* Outline
* Soundscape
* Draft Presentation
* Final Podcast
* Transcript
* Reflection

=== Challenges ===
* Students adopting a new way of working
** Media creation
** Going out into the world
** Follow through
* Administrative support
* Gear
** Infrastructure & expertise took time to build up

=== Rubrics ===
Rubrics for LFS 400 can be found here: [https://lfs400.landfood.ubc.ca/about/rubrics/ lfs400.landfood.ubc.ca/about/rubrics]

== How do you do this without having a whole term? ==

=== The must-have workshops ===
* Audio recording
* Audio editing and file management
* Copyright and Creative Commons

=== The nice-to-have workshops ===
* Scripting, writing for the ear
* Performing
* Interviewing
* Storytelling
* Sound

=== Formats ===
* Audio essays
* Conversations between classmates
* Streeter/vox pop
* Soundscapes
* Interviews
* Audio documentary
* Audio fiction/radio drama

=== On-campus resources/support ===
* [https://libcal.library.ubc.ca/calendar/vancouver/intro-podcasting Digital Scholarship and Open Education workshops]
* [https://dm-cop.sites.olt.ubc.ca/working-groups/diy-media-support/ DIY Media series] [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting podcast workshop]
* Chapman Learning Commons for [https://learningcommons.ubc.ca/borrow-equipment/ gear] and a [https://learningcommons.ubc.ca/diy-media-studio/ studio]
* [https://ubcstudios.ubc.ca/diy-audio-station/ UBC Studios]
* Your home faculty
* [https://www.citr.ca CiTR Radio]

=== Off-campus resources/support ===
* VPL Inspiration Lab
* Lots of [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting#Books books] and sites such as [https://training.npr.org NPR Training] and [https://transom.org Transom]
* Sounds: [https://freesound.org Freesound] & [https://freemusicarchive.org/curator/all/ Free Music Archive]

== How have you done it? ==
* Testimonials from those that have tried this

== Thanks! ==
[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan McHugh] 
UBC Faculty of Land and Food Systems 
[https://lfs400.landfood.ubc.ca/ LFS 400]
[[Category:Presentations]]
[[Category:Presentation Recordings]]
[[Category:Podcasting]]
[[Category:LFS]]

Sandbox:OEW24 Papers To Podcasts

2024-03-15T17:18:41Z

Duncan:

== Session Recording ==
{{YouTube|id=o8Nl0ettNls}}

Notes: [https://bit.ly/OEW24_podcasts bit.ly/OEW24_podcasts]
Slides: [https://bit.ly/OEW24_podcasts2 bit.ly/OEW24_podcasts2]

== Why podcasts ==
* Reach beyond your class & school
* Create open education resources
* Re-purpose research
* It’s satisfying and fun to make stuff
* Provides a creative outlet

=== Students and creative work ===
How can educators encourage students to make connections between their academic work and life experiences and interests?

== LFS 400 ==
• Course website: [https://lfs400.landfood.ubc.ca lfs400.landfood.ubc.ca]
• Started in 2006 at the advent of podcasting
• Originally a partnership with UBC School of Journalism, co-developed with Kathryn Gretsinger & Andrew Riseman
• Bringing storytelling skills to LFS students
• Taking podcasting tools out of the lecture hall and into the hands of students

=== Activities ===
* Listening
* Pitching ideas
* Workshopping & feedback
* Technical help
* Mid-term potluck
* Field trips
** Tour of [https://www.citr.ca CiTR Radio]
** [https://www.sfu.ca/sonic-studio-webdav/WSP_Doc/Booklets/SHWesterkamp.pdf Soundwalk]
* Second half, course shifts from seminar to directed study
* Guest lectures
** Media relations
** Science journalism
** Radio/podcast practitioners

=== Workshops ===
* Audio editing
* Story structure
* Copyright & Creative Commons
* Making sense with sound
* Interviewing
* Writing for the ear
* Journalism ethics
* Information literacy
* Making media accessible

=== Assignments ===
What kinds of projects get students to use technology
effectively, both during and after the course?

* Streeter
* Voicer
* Outline
* Soundscape
* Draft Presentation
* Final Podcast
* Transcript
* Reflection

=== Challenges ===
* Students adopting a new way of working
** Media creation
** Going out into the world
** Follow through
* Administrative support
* Gear
** Infrastructure & expertise took time to build up

=== Rubrics ===
Rubrics for LFS 400 can be found here: [https://lfs400.landfood.ubc.ca/about/rubrics/ lfs400.landfood.ubc.ca/about/rubrics]

== How do you do this without having a whole term? ==

=== The must-have workshops ===
* Audio recording
* Audio editing and file management
* Copyright and Creative Commons

=== The nice-to-have workshops ===
* Scripting, writing for the ear
* Performing
* Interviewing
* Storytelling
* Sound

=== Formats ===
* Audio essays
* Conversations between classmates
* Streeter/vox pop
* Soundscapes
* Interviews
* Audio documentary
* Audio fiction/radio drama

=== On-campus resources/support ===
* [https://libcal.library.ubc.ca/calendar/vancouver/intro-podcasting Digital Scholarship and Open Education workshops]
* [https://dm-cop.sites.olt.ubc.ca/working-groups/diy-media-support/ DIY Media series] [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting podcast workshop]
* Chapman Learning Commons for [https://learningcommons.ubc.ca/borrow-equipment/ gear] and a [https://learningcommons.ubc.ca/diy-media-studio/ studio]
* [https://ubcstudios.ubc.ca/diy-audio-station/ UBC Studios]
* Your home faculty
* [https://www.citr.ca CiTR Radio]

=== Off-campus resources/support ===
* VPL Inspiration Lab
* Lots of [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting#Books books] and sites such as [https://training.npr.org NPR Training] and [https://transom.org Transom]
* Sounds: [https://freesound.org Freesound] & [https://freemusicarchive.org/curator/all/ Free Music Archive]

== How have you done it? ==
* Testimonials from those that have tried this

== Thanks! ==
[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan McHugh] 
UBC Faculty of Land and Food Systems 
[https://lfs400.landfood.ubc.ca/ LFS 400]
[[Category:Presentations]]
[[Category:Presentation Recordings]]
[[Category:Podcasting]]
[[Category:LFS]]

Sandbox:OEW24 Papers To Podcasts

2024-03-11T20:46:14Z

Duncan: /* Thanks! */

== Why podcasts ==
* Reach beyond your class & school
* Create open education resources
* Re-purpose research
* It’s satisfying and fun to make stuff
* Provides a creative outlet
=== Students and creative work ===
How can educators encourage students to make connections between their academic work and life experiences and interests?

== LFS 400 ==

=== Activities ===
* Listening
* Pitching ideas
* Workshopping & feedback
* Technical help
* Mid-term potluck
* Field trips
** Tour of CiTR Radio
** Soundwalk
* Seminar to directed study
* Guest lectures
** Media relations
** Science journalism
** Radio/podcast practitioners

=== Workshops ===
* Audio editing
* Story structure
* Copyright & Creative Commons
* Making sense with sound
* Interviewing
* Writing for the ear
* Journalism ethics
* Information literacy
* Making media accessible

=== Assignments ===
What kinds of projects get students to use technology
effectively, both during and after the course?

* Streeter
* Voicer
* Outline
* Soundscape
* Draft Presentation
* Final Podcast
* Transcript
* Reflection

=== Challenges ===
* Students adopting a new way of working
** Media creation
** Going out into the world
** Follow through
* Administrative support
* Gear
** Infrastructure & expertise took time to build up

=== Rubrics ===

== How do you do this without having a whole term? ==

=== The must-have workshops ===
* Audio recording
* Audio editing and file management
* Copyright and Creative Commons

=== The nice-to-have workshops ===
* Scripting, writing for the ear
* Performing
* Interviewing
* Storytelling
* Sound

=== Formats ===
* Audio essays
* Conversations between classmates
* Streeter/vox pop
* Soundscapes
* Interviews
* Audio documentary
* Audio fiction/radio drama

=== On-campus resources/support ===
* Digital Scholarship and Open Education workshops
* DIY Media series
* Chapman Learning Commons for gear and a studio
* UBC Studios
* Your home faculty
* CiTR Radio

=== Off-campus resources/support ===
* VPL Inspiration Lab
* Lots of books and sites such as NPR Training and Transom
* Sounds: Freesound & Free Music Archive

== How have you done it? ==
* Testimonials from those that have tried this

== Thanks! ==
[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan McHugh] 
UBC Faculty of Land and Food Systems 
[https://lfs400.landfood.ubc.ca/ LFS 400]

Sandbox:OEW24 Papers To Podcasts

2024-03-11T20:45:28Z

Duncan: Created page with "== Why podcasts == * Reach beyond your class & school * Create open education resources * Re-purpose research * It’s satisfying and fun to make stuff * Provides a creative outlet === Students and creative work === How can educators encourage students to make connections between their academic work and life experiences and interests? == LFS 400 == === Activities === * Listening * Pitching ideas * Workshopping & feedback * Technical help * Mid-term potluck * Field t..."

== Why podcasts ==
* Reach beyond your class & school
* Create open education resources
* Re-purpose research
* It’s satisfying and fun to make stuff
* Provides a creative outlet
=== Students and creative work ===
How can educators encourage students to make connections between their academic work and life experiences and interests?

== LFS 400 ==

=== Activities ===
* Listening
* Pitching ideas
* Workshopping & feedback
* Technical help
* Mid-term potluck
* Field trips
** Tour of CiTR Radio
** Soundwalk
* Seminar to directed study
* Guest lectures
** Media relations
** Science journalism
** Radio/podcast practitioners

=== Workshops ===
* Audio editing
* Story structure
* Copyright & Creative Commons
* Making sense with sound
* Interviewing
* Writing for the ear
* Journalism ethics
* Information literacy
* Making media accessible

=== Assignments ===
What kinds of projects get students to use technology
effectively, both during and after the course?

* Streeter
* Voicer
* Outline
* Soundscape
* Draft Presentation
* Final Podcast
* Transcript
* Reflection

=== Challenges ===
* Students adopting a new way of working
** Media creation
** Going out into the world
** Follow through
* Administrative support
* Gear
** Infrastructure & expertise took time to build up

=== Rubrics ===

== How do you do this without having a whole term? ==

=== The must-have workshops ===
* Audio recording
* Audio editing and file management
* Copyright and Creative Commons

=== The nice-to-have workshops ===
* Scripting, writing for the ear
* Performing
* Interviewing
* Storytelling
* Sound

=== Formats ===
* Audio essays
* Conversations between classmates
* Streeter/vox pop
* Soundscapes
* Interviews
* Audio documentary
* Audio fiction/radio drama

=== On-campus resources/support ===
* Digital Scholarship and Open Education workshops
* DIY Media series
* Chapman Learning Commons for gear and a studio
* UBC Studios
* Your home faculty
* CiTR Radio

=== Off-campus resources/support ===
* VPL Inspiration Lab
* Lots of books and sites such as NPR Training and Transom
* Sounds: Freesound & Free Music Archive

== How have you done it? ==
* Testimonials from those that have tried this

== Thanks! ==
[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan McHugh]
UBC Faculty of Land and Food Systems
[https://lfs400.landfood.ubc.ca/ LFS 400]

LFS:APBI463 Insect Biography

2024-03-07T08:59:40Z

Duncan: /* Examples */

[[File:Bug-hello.jpg|alt=|500x500px]]

Prepare an extension and outreach document (e.g. one-page handout, brochure, card) or other outreach material (e.g. audio/visual, interactive game) to effectively communicate the following information to your chosen audience (e.g. children, high school students, farmers, general public, etc) about an insect found within agroecosystems:
 
* Insect common names and scientific names, and translations when available/appropriate
* Insect life history
* Cultural history of the insect
* Why should they care about the insect
* Research status
* Where they can go to learn more (e.g. links to additional information)
If your chosen format will not accommodate all of the required info, include a separate document with the "additional information."
 
Additional instruction and support will be provided in class.

='''Science Communication'''=
[[File:CERN COFFEE.jpg|500px|thumb|Telling the story of CERN?]]
== '''Tips''' ==
* Identify your audience
** What does that audience need for the story to be accessible?
* Key messages
** What are the three or so thing you absolutely need to get across to the audience
* Metaphors & analogies
** Think of quick ways of bringing people into the story.
* Someone-doing-something-for-a-reason
** Harness the power of storytelling with characters
* Structure your story
** Writing a hook and structuring a beginning, middle & end

=== '''Examples''' ===
* This American Life: [https://www.thisamericanlife.org/374/transcript Somewhere Out There]
* Radiolab: [https://radiolab.org/episodes/octomom Octomom]
* [https://www.melthemelittologist.com Mel the Melittologist]

== '''Resources''' ==
* Book: Escape the ivory tower, Nancy Baron
**https://go.exlibris.link/yTGc44jt
** https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=3317496
* [https://aldacenter.org The Alda Center for Communicating Science]
* Book: If I understood you, would I have this look on my face? Alan Alda
**http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=10057646
* Compass: [https://www.compassscicomm.org/leadership-development/the-message-box/ The Message Box]

='''Digital Tools'''=
=='''Photos'''==
* [https://wiki.ubc.ca/LFS:Workshops/Photo_Editing_for_the_Web The Basics]
** Always check the resolution, especially if you're using stills in video. The frame for a video is 1920 x 1080

=='''Audio'''==
* Podcasts can be a fun way to introduce people to your insect
* [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting Audio and Podcasting] resource page
* [https://www.audacityteam.org Audacity] audio editor is a free audio editor you can use

=='''Infographics'''==
* Infographics take data and information and present it in visually engaging ways

=== '''Services''' ===
* [https://www.adobe.com/express/ Adobe Express]
* [https://www.canva.com/ Canva]
* [https://infogram.com/ Infogram]
** It also let's you [https://infogram.com/cbcvancouver generate dynamic charts]
* And my favourite: [http://piktochart.com Piktochart]
** [https://piktochart.com/blog/video-tutorials-learn-use-piktochart-in-no-time/ Tutorials]

Beware the Prezi syndrome. Focus on content.

==='''Examples'''===
* [https://www.flickr.com/photos/lfslearningcentre/albums/72177720313403327/with/53400618239 LFS 350 students]

=='''Video'''==
==='''Equipment'''===
* Smartphones
* [https://lc.landfood.ubc.ca/booking/ LFS Learning Centre]
* [http://services.library.ubc.ca/computers-technology/technology-borrowing/ UBC resources]

==='''Getting the best shot'''===
* Stabilize the camera with a tripod or DIY improvisation
* The [http://en.wikipedia.org/wiki/Rule_of_thirds 'rule of thirds']
* Lighting
** Using sunlight to your advantage
** [https://en.wikipedia.org/wiki/Three-point_lighting Three-point lighting]
* Thinking of your background
* Smartphone specific tips
** Make sure to have enough memory and that phone is charged
** If necessary, delete older photos, videos, apps
** Go into Airplane Mode (preserves battery and prevents interferences on the audio)
** Shoot horizontally not vertical (think of cinema and your eyes)

==='''Editing'''===
* [https://lthub.ubc.ca/guides/camtasia-instructor-guide/ Camtasia] allows for basic editing
** [https://lthub.ubc.ca/guides/camtasia-instructor-guide/?login#install-the-camtasia-applicati-0 Free download] for UBC community
* [http://www.apple.com/support/imovie/ iMovie] & [http://windows.microsoft.com/en-US/windows-live/movie-maker-get-started MovieMaker]
* [https://www.adobe.com/ca/products/premiere.html Adobe Premiere Pro] is available for more sophisticated projects (free for UBC staff and faculty)
* [http://www.ikebarberlearningcentre.ubc.ca/facilities/computers On campus facilities] (Learning Centre Media Lab is also available)

=='''Formats'''==
==='''Video Formats'''===
* Screencasts with [http://www.techsmith.com/camtasia.html Camtasia] (available in Canvas)
* [https://www.youtube.com/user/khanacademy Whiteboard] videos & [http://www.videoscribe.co/scribes Videoscribe]
** Whiteboard thesis
{{#widget:YouTube|id= BJ_2r_PovCo|width=500}}
* Video essay

==='''Non-Video Formats'''===
* Podcasts
** https://lfs400.landfood.ubc.ca/topics/
* [https://timeline.knightlab.com Timelines]
** https://vinepair.com/wine-colonized-world-wine-history/
* Dynamic websites
** [https://storymaps.arcgis.com ArcGIS StoryMaps]
*** [https://storymaps.com/stories/789733a40c264271bda45a16740035f7/ Costa Rican Birdwatching]
*** https://storymaps.arcgis.com/collections/cf8b6867ad954a6e9ed400ca9e9206ea?item=1
** [https://shorthand.com/ ShortHand]
*** https://interactives.stuff.co.nz/2019/09/root-branch-trees-climate-change-crisis/
** [https://www.adobe.com/express/ Adobe Express]
*** https://express.adobe.com/page/zbDU0r9ZtBIlY/

=='''What is a digital story?'''==

{{#widget:YouTube|id=dt49HHz9L5U|width=500}}

At its most basic, a digital story can be any story you tell using digital tools. 
It is synonymous with first person narrative stories accompanied by a slideshow, 
but it can extend much further beyond that, encompassing any and all digital tools.

* [https://www.storycenter.org/ StoryCenter]
* [https://digitalstories.ca Digital Stories Canada]
** [https://digitalstories.ca/video/vancouvers-treasured-old-mount-pleasant-village/ "Vancouver’s Treasured (And Threatened) Old Mount Pleasant Village"]
* Faculty of Education's [https://scarfedigitalsandbox.teach.educ.ubc.ca/digital-storytelling-3/ Scarfe Sandbox]

=='''So, why tell a story?'''==
{{#widget:Vimeo|id=22972267}}

Narrative stories help people connect to information in different ways. It can appeal to their emotions, it can help them identify with the story, and it can make it more memorable. Science communication is no different. Telling people stories about science can help them understand it more clearly and recognize its impact on their lives.

{{#widget:YouTube|id=BHY37Pb-xqI|width=500}}

UBC TerreWeb video, as mentioned in the [https://dotearth.blogs.nytimes.com/2012/09/26/the-domino-effect-in-nature-and-visual-storytelling/ NY Times].

='''Copyright and Sourcing Media'''=
=='''Copyright basics'''==
* [http://copyright.ubc.ca/ UBC Copyright office]
* Your copyrighted works
* Other people’s copyrights
* [http://en.wikipedia.org/wiki/Fair_dealing_in_Canadian_copyright_law Fair dealing] / [http://en.wikipedia.org/wiki/Fair_use fair use]

=='''Creative Commons resources'''==
* [[LFS:Workshops/Copyright_and_Creative_Commons|Learning Centre wiki page]]
* Photos
** Take your own!
** [https://unsplash.com/ Unsplash]
** [https://pixabay.com/ Pixabay]
** [https://commons.wikimedia.org/wiki/Category:Images Wikimedia Commons]
* Icons
** [https://thenounproject.com/ The Noun Project]
* Music
** [http://freemusicarchive.org Free Music Archive]
** [https://freesound.org Freesound]
* Video, etc
** [http://archive.org The Internet Archive]
** [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons]
** [https://www.pexels.com/videos/ Pexels]

=='''Sharing'''==
* [https://learning.video.ubc.ca UBC's Kaltura]
** integrated with Canvas
** you should not be posting videos directly to Canvas. Much better to use Kaltura or, if it's appropriate, another platform.
* [http://www.youtube.com/user/ubclandfood YouTube]: public / unlisted / private
* Instagram
** [https://www.instagram.com/rosemarymosco/ Rosemary Mosco]

=='''Creating a story'''==
* [http://en.wikipedia.org/wiki/Storyboard Storyboarding]
* [https://wiki.ubc.ca/LFS:Workshops/Story_Structure What makes a story?]
* [[Course:LFS400/Workshops/Writing_For_the_Ear|Scripting]]
* [https://mediamakers.sites.olt.ubc.ca/resources/ MediaMakers resources]

='''Thanks!'''=
 '''[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan]'''

LFS:APBI463 Insect Biography

2024-03-07T08:57:43Z

Duncan: /* Formats */

[[File:Bug-hello.jpg|alt=|500x500px]]

Prepare an extension and outreach document (e.g. one-page handout, brochure, card) or other outreach material (e.g. audio/visual, interactive game) to effectively communicate the following information to your chosen audience (e.g. children, high school students, farmers, general public, etc) about an insect found within agroecosystems:
 
* Insect common names and scientific names, and translations when available/appropriate
* Insect life history
* Cultural history of the insect
* Why should they care about the insect
* Research status
* Where they can go to learn more (e.g. links to additional information)
If your chosen format will not accommodate all of the required info, include a separate document with the "additional information."
 
Additional instruction and support will be provided in class.

='''Science Communication'''=
[[File:CERN COFFEE.jpg|500px|thumb|Telling the story of CERN?]]
== '''Tips''' ==
* Identify your audience
** What does that audience need for the story to be accessible?
* Key messages
** What are the three or so thing you absolutely need to get across to the audience
* Metaphors & analogies
** Think of quick ways of bringing people into the story.
* Someone-doing-something-for-a-reason
** Harness the power of storytelling with characters
* Structure your story
** Writing a hook and structuring a beginning, middle & end

=== '''Examples''' ===
* This American Life: [https://www.thisamericanlife.org/374/transcript Somewhere Out There]
* Radiolab: [https://radiolab.org/episodes/octomom Octomom]

== '''Resources''' ==
* Book: Escape the ivory tower, Nancy Baron
**https://go.exlibris.link/yTGc44jt
** https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=3317496
* [https://aldacenter.org The Alda Center for Communicating Science]
* Book: If I understood you, would I have this look on my face? Alan Alda
**http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=10057646
* Compass: [https://www.compassscicomm.org/leadership-development/the-message-box/ The Message Box]

='''Digital Tools'''=
=='''Photos'''==
* [https://wiki.ubc.ca/LFS:Workshops/Photo_Editing_for_the_Web The Basics]
** Always check the resolution, especially if you're using stills in video. The frame for a video is 1920 x 1080

=='''Audio'''==
* Podcasts can be a fun way to introduce people to your insect
* [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting Audio and Podcasting] resource page
* [https://www.audacityteam.org Audacity] audio editor is a free audio editor you can use

=='''Infographics'''==
* Infographics take data and information and present it in visually engaging ways

=== '''Services''' ===
* [https://www.adobe.com/express/ Adobe Express]
* [https://www.canva.com/ Canva]
* [https://infogram.com/ Infogram]
** It also let's you [https://infogram.com/cbcvancouver generate dynamic charts]
* And my favourite: [http://piktochart.com Piktochart]
** [https://piktochart.com/blog/video-tutorials-learn-use-piktochart-in-no-time/ Tutorials]

Beware the Prezi syndrome. Focus on content.

==='''Examples'''===
* [https://www.flickr.com/photos/lfslearningcentre/albums/72177720313403327/with/53400618239 LFS 350 students]

=='''Video'''==
==='''Equipment'''===
* Smartphones
* [https://lc.landfood.ubc.ca/booking/ LFS Learning Centre]
* [http://services.library.ubc.ca/computers-technology/technology-borrowing/ UBC resources]

==='''Getting the best shot'''===
* Stabilize the camera with a tripod or DIY improvisation
* The [http://en.wikipedia.org/wiki/Rule_of_thirds 'rule of thirds']
* Lighting
** Using sunlight to your advantage
** [https://en.wikipedia.org/wiki/Three-point_lighting Three-point lighting]
* Thinking of your background
* Smartphone specific tips
** Make sure to have enough memory and that phone is charged
** If necessary, delete older photos, videos, apps
** Go into Airplane Mode (preserves battery and prevents interferences on the audio)
** Shoot horizontally not vertical (think of cinema and your eyes)

==='''Editing'''===
* [https://lthub.ubc.ca/guides/camtasia-instructor-guide/ Camtasia] allows for basic editing
** [https://lthub.ubc.ca/guides/camtasia-instructor-guide/?login#install-the-camtasia-applicati-0 Free download] for UBC community
* [http://www.apple.com/support/imovie/ iMovie] & [http://windows.microsoft.com/en-US/windows-live/movie-maker-get-started MovieMaker]
* [https://www.adobe.com/ca/products/premiere.html Adobe Premiere Pro] is available for more sophisticated projects (free for UBC staff and faculty)
* [http://www.ikebarberlearningcentre.ubc.ca/facilities/computers On campus facilities] (Learning Centre Media Lab is also available)

=='''Formats'''==
==='''Video Formats'''===
* Screencasts with [http://www.techsmith.com/camtasia.html Camtasia] (available in Canvas)
* [https://www.youtube.com/user/khanacademy Whiteboard] videos & [http://www.videoscribe.co/scribes Videoscribe]
** Whiteboard thesis
{{#widget:YouTube|id= BJ_2r_PovCo|width=500}}
* Video essay

==='''Non-Video Formats'''===
* Podcasts
** https://lfs400.landfood.ubc.ca/topics/
* [https://timeline.knightlab.com Timelines]
** https://vinepair.com/wine-colonized-world-wine-history/
* Dynamic websites
** [https://storymaps.arcgis.com ArcGIS StoryMaps]
*** [https://storymaps.com/stories/789733a40c264271bda45a16740035f7/ Costa Rican Birdwatching]
*** https://storymaps.arcgis.com/collections/cf8b6867ad954a6e9ed400ca9e9206ea?item=1
** [https://shorthand.com/ ShortHand]
*** https://interactives.stuff.co.nz/2019/09/root-branch-trees-climate-change-crisis/
** [https://www.adobe.com/express/ Adobe Express]
*** https://express.adobe.com/page/zbDU0r9ZtBIlY/

=='''What is a digital story?'''==

{{#widget:YouTube|id=dt49HHz9L5U|width=500}}

At its most basic, a digital story can be any story you tell using digital tools. 
It is synonymous with first person narrative stories accompanied by a slideshow, 
but it can extend much further beyond that, encompassing any and all digital tools.

* [https://www.storycenter.org/ StoryCenter]
* [https://digitalstories.ca Digital Stories Canada]
** [https://digitalstories.ca/video/vancouvers-treasured-old-mount-pleasant-village/ "Vancouver’s Treasured (And Threatened) Old Mount Pleasant Village"]
* Faculty of Education's [https://scarfedigitalsandbox.teach.educ.ubc.ca/digital-storytelling-3/ Scarfe Sandbox]

=='''So, why tell a story?'''==
{{#widget:Vimeo|id=22972267}}

Narrative stories help people connect to information in different ways. It can appeal to their emotions, it can help them identify with the story, and it can make it more memorable. Science communication is no different. Telling people stories about science can help them understand it more clearly and recognize its impact on their lives.

{{#widget:YouTube|id=BHY37Pb-xqI|width=500}}

UBC TerreWeb video, as mentioned in the [https://dotearth.blogs.nytimes.com/2012/09/26/the-domino-effect-in-nature-and-visual-storytelling/ NY Times].

='''Copyright and Sourcing Media'''=
=='''Copyright basics'''==
* [http://copyright.ubc.ca/ UBC Copyright office]
* Your copyrighted works
* Other people’s copyrights
* [http://en.wikipedia.org/wiki/Fair_dealing_in_Canadian_copyright_law Fair dealing] / [http://en.wikipedia.org/wiki/Fair_use fair use]

=='''Creative Commons resources'''==
* [[LFS:Workshops/Copyright_and_Creative_Commons|Learning Centre wiki page]]
* Photos
** Take your own!
** [https://unsplash.com/ Unsplash]
** [https://pixabay.com/ Pixabay]
** [https://commons.wikimedia.org/wiki/Category:Images Wikimedia Commons]
* Icons
** [https://thenounproject.com/ The Noun Project]
* Music
** [http://freemusicarchive.org Free Music Archive]
** [https://freesound.org Freesound]
* Video, etc
** [http://archive.org The Internet Archive]
** [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons]
** [https://www.pexels.com/videos/ Pexels]

=='''Sharing'''==
* [https://learning.video.ubc.ca UBC's Kaltura]
** integrated with Canvas
** you should not be posting videos directly to Canvas. Much better to use Kaltura or, if it's appropriate, another platform.
* [http://www.youtube.com/user/ubclandfood YouTube]: public / unlisted / private
* Instagram
** [https://www.instagram.com/rosemarymosco/ Rosemary Mosco]

=='''Creating a story'''==
* [http://en.wikipedia.org/wiki/Storyboard Storyboarding]
* [https://wiki.ubc.ca/LFS:Workshops/Story_Structure What makes a story?]
* [[Course:LFS400/Workshops/Writing_For_the_Ear|Scripting]]
* [https://mediamakers.sites.olt.ubc.ca/resources/ MediaMakers resources]

='''Thanks!'''=
 '''[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan]'''

LFS:APBI463 Insect Biography

2024-03-07T08:55:12Z

Duncan: /* Examples */

[[File:Bug-hello.jpg|alt=|500x500px]]

Prepare an extension and outreach document (e.g. one-page handout, brochure, card) or other outreach material (e.g. audio/visual, interactive game) to effectively communicate the following information to your chosen audience (e.g. children, high school students, farmers, general public, etc) about an insect found within agroecosystems:
 
* Insect common names and scientific names, and translations when available/appropriate
* Insect life history
* Cultural history of the insect
* Why should they care about the insect
* Research status
* Where they can go to learn more (e.g. links to additional information)
If your chosen format will not accommodate all of the required info, include a separate document with the "additional information."
 
Additional instruction and support will be provided in class.

='''Science Communication'''=
[[File:CERN COFFEE.jpg|500px|thumb|Telling the story of CERN?]]
== '''Tips''' ==
* Identify your audience
** What does that audience need for the story to be accessible?
* Key messages
** What are the three or so thing you absolutely need to get across to the audience
* Metaphors & analogies
** Think of quick ways of bringing people into the story.
* Someone-doing-something-for-a-reason
** Harness the power of storytelling with characters
* Structure your story
** Writing a hook and structuring a beginning, middle & end

=== '''Examples''' ===
* This American Life: [https://www.thisamericanlife.org/374/transcript Somewhere Out There]
* Radiolab: [https://radiolab.org/episodes/octomom Octomom]

== '''Resources''' ==
* Book: Escape the ivory tower, Nancy Baron
**https://go.exlibris.link/yTGc44jt
** https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=3317496
* [https://aldacenter.org The Alda Center for Communicating Science]
* Book: If I understood you, would I have this look on my face? Alan Alda
**http://resolve.library.ubc.ca/cgi-bin/catsearch?bid=10057646
* Compass: [https://www.compassscicomm.org/leadership-development/the-message-box/ The Message Box]

='''Digital Tools'''=
=='''Photos'''==
* [https://wiki.ubc.ca/LFS:Workshops/Photo_Editing_for_the_Web The Basics]
** Always check the resolution, especially if you're using stills in video. The frame for a video is 1920 x 1080

=='''Audio'''==
* Podcasts can be a fun way to introduce people to your insect
* [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting Audio and Podcasting] resource page
* [https://www.audacityteam.org Audacity] audio editor is a free audio editor you can use

=='''Infographics'''==
* Infographics take data and information and present it in visually engaging ways

=== '''Services''' ===
* [https://www.adobe.com/express/ Adobe Express]
* [https://www.canva.com/ Canva]
* [https://infogram.com/ Infogram]
** It also let's you [https://infogram.com/cbcvancouver generate dynamic charts]
* And my favourite: [http://piktochart.com Piktochart]
** [https://piktochart.com/blog/video-tutorials-learn-use-piktochart-in-no-time/ Tutorials]

Beware the Prezi syndrome. Focus on content.

==='''Examples'''===
* [https://www.flickr.com/photos/lfslearningcentre/albums/72177720313403327/with/53400618239 LFS 350 students]

=='''Video'''==
==='''Equipment'''===
* Smartphones
* [https://lc.landfood.ubc.ca/booking/ LFS Learning Centre]
* [http://services.library.ubc.ca/computers-technology/technology-borrowing/ UBC resources]

==='''Getting the best shot'''===
* Stabilize the camera with a tripod or DIY improvisation
* The [http://en.wikipedia.org/wiki/Rule_of_thirds 'rule of thirds']
* Lighting
** Using sunlight to your advantage
** [https://en.wikipedia.org/wiki/Three-point_lighting Three-point lighting]
* Thinking of your background
* Smartphone specific tips
** Make sure to have enough memory and that phone is charged
** If necessary, delete older photos, videos, apps
** Go into Airplane Mode (preserves battery and prevents interferences on the audio)
** Shoot horizontally not vertical (think of cinema and your eyes)

==='''Editing'''===
* [https://lthub.ubc.ca/guides/camtasia-instructor-guide/ Camtasia] allows for basic editing
** [https://lthub.ubc.ca/guides/camtasia-instructor-guide/?login#install-the-camtasia-applicati-0 Free download] for UBC community
* [http://www.apple.com/support/imovie/ iMovie] & [http://windows.microsoft.com/en-US/windows-live/movie-maker-get-started MovieMaker]
* [https://www.adobe.com/ca/products/premiere.html Adobe Premiere Pro] is available for more sophisticated projects (free for UBC staff and faculty)
* [http://www.ikebarberlearningcentre.ubc.ca/facilities/computers On campus facilities] (Learning Centre Media Lab is also available)

=='''Formats'''==
==='''Video Formats'''===
* Screencasts with [http://www.techsmith.com/camtasia.html Camtasia] (available in Canvas)
* [https://www.youtube.com/user/khanacademy Whiteboard] videos & [http://www.videoscribe.co/scribes Videoscribe]
** Whiteboard thesis
{{#widget:YouTube|id= BJ_2r_PovCo|width=500}}
* Video essay

==='''Non-Video Formats'''===
* Podcasts
** https://lfs400.landfood.ubc.ca/topics/
* [https://timeline.knightlab.com Timelines]
** https://vinepair.com/wine-colonized-world-wine-history/
* Dynamic websites
** [https://storymaps.arcgis.com ArcGIS StoryMaps]
*** https://storymaps.arcgis.com/collections/cf8b6867ad954a6e9ed400ca9e9206ea?item=1
** [https://shorthand.com/ ShortHand]
*** https://interactives.stuff.co.nz/2019/09/root-branch-trees-climate-change-crisis/
** [https://www.adobe.com/express/ Adobe Express]
*** https://express.adobe.com/page/zbDU0r9ZtBIlY/

=='''What is a digital story?'''==

{{#widget:YouTube|id=dt49HHz9L5U|width=500}}

At its most basic, a digital story can be any story you tell using digital tools. 
It is synonymous with first person narrative stories accompanied by a slideshow, 
but it can extend much further beyond that, encompassing any and all digital tools.

* [https://www.storycenter.org/ StoryCenter]
* [https://digitalstories.ca Digital Stories Canada]
** [https://digitalstories.ca/video/vancouvers-treasured-old-mount-pleasant-village/ "Vancouver’s Treasured (And Threatened) Old Mount Pleasant Village"]
* Faculty of Education's [https://scarfedigitalsandbox.teach.educ.ubc.ca/digital-storytelling-3/ Scarfe Sandbox]

=='''So, why tell a story?'''==
{{#widget:Vimeo|id=22972267}}

Narrative stories help people connect to information in different ways. It can appeal to their emotions, it can help them identify with the story, and it can make it more memorable. Science communication is no different. Telling people stories about science can help them understand it more clearly and recognize its impact on their lives.

{{#widget:YouTube|id=BHY37Pb-xqI|width=500}}

UBC TerreWeb video, as mentioned in the [https://dotearth.blogs.nytimes.com/2012/09/26/the-domino-effect-in-nature-and-visual-storytelling/ NY Times].

='''Copyright and Sourcing Media'''=
=='''Copyright basics'''==
* [http://copyright.ubc.ca/ UBC Copyright office]
* Your copyrighted works
* Other people’s copyrights
* [http://en.wikipedia.org/wiki/Fair_dealing_in_Canadian_copyright_law Fair dealing] / [http://en.wikipedia.org/wiki/Fair_use fair use]

=='''Creative Commons resources'''==
* [[LFS:Workshops/Copyright_and_Creative_Commons|Learning Centre wiki page]]
* Photos
** Take your own!
** [https://unsplash.com/ Unsplash]
** [https://pixabay.com/ Pixabay]
** [https://commons.wikimedia.org/wiki/Category:Images Wikimedia Commons]
* Icons
** [https://thenounproject.com/ The Noun Project]
* Music
** [http://freemusicarchive.org Free Music Archive]
** [https://freesound.org Freesound]
* Video, etc
** [http://archive.org The Internet Archive]
** [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons]
** [https://www.pexels.com/videos/ Pexels]

=='''Sharing'''==
* [https://learning.video.ubc.ca UBC's Kaltura]
** integrated with Canvas
** you should not be posting videos directly to Canvas. Much better to use Kaltura or, if it's appropriate, another platform.
* [http://www.youtube.com/user/ubclandfood YouTube]: public / unlisted / private
* Instagram
** [https://www.instagram.com/rosemarymosco/ Rosemary Mosco]

=='''Creating a story'''==
* [http://en.wikipedia.org/wiki/Storyboard Storyboarding]
* [https://wiki.ubc.ca/LFS:Workshops/Story_Structure What makes a story?]
* [[Course:LFS400/Workshops/Writing_For_the_Ear|Scripting]]
* [https://mediamakers.sites.olt.ubc.ca/resources/ MediaMakers resources]

='''Thanks!'''=
 '''[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan]'''

LFS:Workshops/Digital Storytelling

2024-03-05T20:11:38Z

Duncan: /* Digital Tools */

[[File:DigitalStorytelling LFS.png|Introductory graphic|alt=|800x800px]]
 
Original graphic by [https://emedia.uen.org/courseware/lesson/1845 Shaylin Lee], [https://creativecommons.org/licenses/by/4.0/ CC 4.0]

Prompt:
If you had to create a digital story to explain why you chose to come to UBC, 
what form would it take? What would it sound and look like? What tools would you use?

=='''What is a digital story?'''==

{{#widget:YouTube|id=dt49HHz9L5U|width=500}}

At its most basic, a digital story can be any story you tell using digital tools. 
It is synonymous with first person narrative stories accompanied by a slideshow, 
but it can extend much further beyond that, encompassing any and all digital tools.

* [https://www.storycenter.org/ StoryCenter]
* [https://digitalstories.ca Digital Stories Canada]
** [https://digitalstories.ca/video/vancouvers-treasured-old-mount-pleasant-village/ "Vancouver’s Treasured (And Threatened) Old Mount Pleasant Village"]
* Faculty of Education's [https://scarfedigitalsandbox.teach.educ.ubc.ca/digital-storytelling-3/ Scarfe Sandbox]

==='''So, why tell a story?'''===
{{#widget:Vimeo|id=22972267}}

Narrative stories help people connect to information in different ways. It can appeal to their emotions, it can help them identify with the story, and it can make it more memorable. Science communication is no different. Telling people stories about science can help them understand it more clearly and recognize its impact on their lives.

{{#widget:YouTube|id=BHY37Pb-xqI|width=500}}

UBC TerreWeb video, as mentioned in the [https://dotearth.blogs.nytimes.com/2012/09/26/the-domino-effect-in-nature-and-visual-storytelling/ NY Times].

=='''Plan it!'''==
[[File:Decision Circle Revised May30.png|alt=|1057x1057px]]

UBC's [http://diy.open.ubc.ca/plan-it/ DIY Media guide]

=='''Digital Tools'''==
==='''Photos'''===
* [https://wiki.ubc.ca/LFS:Workshops/Photo_Editing_for_the_Web The Basics]
** Always check the resolution, especially if you'll have movement. The frame for a video is 1920 x 1080

==='''Audio'''===
* [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting Audio and Podcasting]
* [https://www.audacityteam.org Audacity] audio editor

==='''Video'''===
* [https://wiki.ubc.ca/LFS:Workshops/Videomaking_with_Smartphones Videomaking with Smartphones]
===='''Equipment'''====
* Smartphones
* [https://lc.landfood.ubc.ca/booking/ LFS Learning Centre]
* [http://services.library.ubc.ca/computers-technology/technology-borrowing/ UBC resources]

===='''Getting the best shot'''====
{{#widget:YouTube|id=UcA1yPej1Kc|width=500}}
* Stabilizing the camera
** Tripods
** Binder clips
* The [http://en.wikipedia.org/wiki/Rule_of_thirds 'rule of thirds']
* Lighting
** Using sunlight
** [https://en.wikipedia.org/wiki/Three-point_lighting Three-point lighting]
* Thinking of your background
* Smartphone specific tips
** Make sure to have enough memory and that phone is charged
** If necessary, delete older photos, videos, apps
** Go into Airplane Mode (preserves battery and prevents interferences on the audio)
** Shoot horizontally not vertical (think of cinema and your eyes)

===='''What to capture'''====
* Multiple angles
* Room for edits (wait a beat or count to 10)
* B-roll

===='''Editing'''====
* [https://lthub.ubc.ca/guides/camtasia-instructor-guide/ Camtasia] allows for basic editing
** [https://lthub.ubc.ca/guides/camtasia-instructor-guide/?login#install-the-camtasia-applicati-0 Free download] for UBC community
* [http://www.apple.com/support/imovie/ iMovie] & [http://windows.microsoft.com/en-US/windows-live/movie-maker-get-started MovieMaker]
* [https://www.adobe.com/ca/products/premiere.html Adobe Premiere Pro] is available for more sophisticated projects (also free for UBC users)
* [https://learningcommons.ubc.ca/diy-media-studio/ On campus facilities] (Learning Centre Media Lab is also available)

=='''Formats'''==
==='''Video Formats'''===
* Screencasts with [http://www.techsmith.com/camtasia.html Camtasia] (available in Canvas)
* Recorded lectures
{{#widget:YouTube|id= ZhCb4LoE4j0|width=500}}
* [https://www.youtube.com/user/khanacademy Whiteboard] videos & [http://www.videoscribe.co/scribes Videoscribe]
** Whiteboard thesis
{{#widget:YouTube|id= BJ_2r_PovCo|width=500}}
* Video essay
==='''Non-Video Formats'''===
* Podcasts
** https://lfs400.landfood.ubc.ca/topics/
* [https://timeline.knightlab.com Timelines]
** https://vinepair.com/wine-colonized-world-wine-history/
* Dynamic websites
** [https://shorthand.com/ ShortHand]
*** https://interactives.stuff.co.nz/2019/09/root-branch-trees-climate-change-crisis/
** [https://www.adobe.com/express/ Adobe Express]
*** https://express.adobe.com/page/zbDU0r9ZtBIlY/
** [https://storymaps.arcgis.com ArcGIS StoryMaps]
*** https://storymaps.arcgis.com/collections/cf8b6867ad954a6e9ed400ca9e9206ea?item=1
*** [https://storymaps.com/stories/789733a40c264271bda45a16740035f7 Costa Rican birdwatching]
* And beyond...[https://eml.ubc.ca/ UBC's Emerging Media Lab]

=='''Copyright'''==
==='''Copyright basics'''===
* [http://copyright.ubc.ca/ UBC Copyright office]
* Your copyrighted works
* Other people’s copyrights
* [http://en.wikipedia.org/wiki/Fair_dealing_in_Canadian_copyright_law Fair dealing] / [http://en.wikipedia.org/wiki/Fair_use fair use]

==='''Creative Commons'''===
* [http://creativecommons.org/licenses/ The licenses]
* Allow commercial uses?
* Allow modifications? Yes, Yes but, No
* Attribution is always required
* Licenses are irrevocable
* Does not account for privacy issues

===='''Creative Commons resources'''====
* [[LFS:Workshops/Copyright_and_Creative_Commons|Learning Centre wiki page]]
* Photos: [https://pixabay.com Pixabay] / [https://unsplash.com Unsplash]
* Music: [http://freemusicarchive.org Free Music Archive]
* Video, etc.: [http://archive.org The Internet Archive] / [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons] / [https://www.pexels.com/videos/ Pexels]

=='''Sharing'''==
* [https://learning.video.ubc.ca UBC's Kaltura]
** integrated with Canvas
** you should not be posting videos directly to Canvas. Much better to use Kaltura or, if it's appropriate, another platform.
* [http://www.youtube.com/user/ubclandfood YouTube]: public / unlisted / private

=='''Creating a story'''==
* [http://en.wikipedia.org/wiki/Storyboard Storyboarding]
* [https://wiki.ubc.ca/LFS:Workshops/Story_Structure What makes a story?]
* [[Course:LFS400/Workshops/Writing_For_the_Ear|Scripting]]
* [https://mediamakers.sites.olt.ubc.ca/resources/ MediaMakers resources]

==='''Dramatic Structure'''===
{{#widget:YouTube|id=oP3c1h8v2ZQ}}

[https://www.quickbase.com/articles/an-online-resource-guide-to-freytags-pyramid Freytag's Pyramid]

==='''A story is...'''===
* is someone doing something for a reason
* builds tension
* has stakes
* has a beginning middle and an end
* has a hook

{{#widget:YouTube|id=IlYTrYwll6A}}

''One simple way to test whether your story is worth telling on the radio is to tell it to your friends, and notice how you feel. Do you feel like you’re dragging through one tedious moment after another, always on the verge of losing their interest, and sometimes you’re not even sure what the story’s about or why you’re telling certain parts? Or are your friends laughing and buying you drinks and begging you for more details about the characters? When you’re done, does everyone at the table launch into an excited discussion of similar things that happened to them? Heed these signs. If you can’t tell the story compellingly to a friend, it means either you haven’t figured out what the story is really about, or much more likely it never will be possible to tell this story compellingly over the radio.'' 
''(Also notice, incidentally, the way you tell your friends the story: where you begin it, what background facts you feel compelled to throw in and where you throw them in, what parts of the story you tell in what order, what parts of the story you leave out, what parts of the story seem weaker when you tell them. The way you tell the story to your friends is often the best structure for the story on the radio. Sometimes, when someone’s stuck on writing a story for our show, I or one of the other producers will have them put down their notes and logs and just tell us the story, to hear the structure they naturally use in telling it aloud.)''
 
''And yes, there are ways to get a story to work. Often this means you have to think about what the heart of the story is about, and figure out how to make that more present. This can involve adding moments and scenes that build up the central conflict (and pruning away the ones that don’t). It can mean making explicit what the story means, stating more directly what the point of the whole thing is. More about that below.''
 
— '''Ira Glass, Transom [http://transom.org/2004/ira-glass/ “What’s A Story?”]'''

=='''Thanks!'''==
 '''[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan]'''

LFS:Workshops/Digital Storytelling

2024-03-05T16:44:57Z

Duncan:

[[File:DigitalStorytelling LFS.png|Introductory graphic|alt=|800x800px]]
 
Original graphic by [https://emedia.uen.org/courseware/lesson/1845 Shaylin Lee], [https://creativecommons.org/licenses/by/4.0/ CC 4.0]

Prompt:
If you had to create a digital story to explain why you chose to come to UBC, 
what form would it take? What would it sound and look like? What tools would you use?

=='''What is a digital story?'''==

{{#widget:YouTube|id=dt49HHz9L5U|width=500}}

At its most basic, a digital story can be any story you tell using digital tools. 
It is synonymous with first person narrative stories accompanied by a slideshow, 
but it can extend much further beyond that, encompassing any and all digital tools.

* [https://www.storycenter.org/ StoryCenter]
* [https://digitalstories.ca Digital Stories Canada]
** [https://digitalstories.ca/video/vancouvers-treasured-old-mount-pleasant-village/ "Vancouver’s Treasured (And Threatened) Old Mount Pleasant Village"]
* Faculty of Education's [https://scarfedigitalsandbox.teach.educ.ubc.ca/digital-storytelling-3/ Scarfe Sandbox]

==='''So, why tell a story?'''===
{{#widget:Vimeo|id=22972267}}

Narrative stories help people connect to information in different ways. It can appeal to their emotions, it can help them identify with the story, and it can make it more memorable. Science communication is no different. Telling people stories about science can help them understand it more clearly and recognize its impact on their lives.

{{#widget:YouTube|id=BHY37Pb-xqI|width=500}}

UBC TerreWeb video, as mentioned in the [https://dotearth.blogs.nytimes.com/2012/09/26/the-domino-effect-in-nature-and-visual-storytelling/ NY Times].

=='''Plan it!'''==
[[File:Decision Circle Revised May30.png|alt=|1057x1057px]]

UBC's [http://diy.open.ubc.ca/plan-it/ DIY Media guide]

=='''Digital Tools'''==
==='''Photos'''===
* [https://wiki.ubc.ca/LFS:Workshops/Photo_Editing_for_the_Web The Basics]
** Always check the resolution, especially if you'll have movement. The frame for a video is 1920 x 1080

==='''Audio'''===
* [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting Audio and Podcasting]
* [https://www.audacityteam.org Audacity] audio editor

==='''Video'''===
===='''Equipment'''====
* Smartphones
* [https://lc.landfood.ubc.ca/booking/ LFS Learning Centre]
* [http://services.library.ubc.ca/computers-technology/technology-borrowing/ UBC resources]

===='''Getting the best shot'''====
{{#widget:YouTube|id=UcA1yPej1Kc|width=500}}
* Stabilizing the camera
** Tripods
** Binder clips
* The [http://en.wikipedia.org/wiki/Rule_of_thirds 'rule of thirds']
* Lighting
** Using sunlight
** [https://en.wikipedia.org/wiki/Three-point_lighting Three-point lighting]
* Thinking of your background
* Smartphone specific tips
** Make sure to have enough memory and that phone is charged
** If necessary, delete older photos, videos, apps
** Go into Airplane Mode (preserves battery and prevents interferences on the audio)
** Shoot horizontally not vertical (think of cinema and your eyes)

===='''What to capture'''====
* Multiple angles
* Room for edits (wait a beat or count to 10)
* B-roll

===='''Editing'''====
* [https://lthub.ubc.ca/guides/camtasia-instructor-guide/ Camtasia] allows for basic editing
** [https://lthub.ubc.ca/guides/camtasia-instructor-guide/?login#install-the-camtasia-applicati-0 Free download] for UBC community
* [http://www.apple.com/support/imovie/ iMovie] & [http://windows.microsoft.com/en-US/windows-live/movie-maker-get-started MovieMaker]
* [https://www.adobe.com/ca/products/premiere.html Adobe Premiere Pro] is available for more sophisticated projects (also free for UBC users)
* [https://learningcommons.ubc.ca/diy-media-studio/ On campus facilities] (Learning Centre Media Lab is also available)

=='''Formats'''==
==='''Video Formats'''===
* Screencasts with [http://www.techsmith.com/camtasia.html Camtasia] (available in Canvas)
* Recorded lectures
{{#widget:YouTube|id= ZhCb4LoE4j0|width=500}}
* [https://www.youtube.com/user/khanacademy Whiteboard] videos & [http://www.videoscribe.co/scribes Videoscribe]
** Whiteboard thesis
{{#widget:YouTube|id= BJ_2r_PovCo|width=500}}
* Video essay
==='''Non-Video Formats'''===
* Podcasts
** https://lfs400.landfood.ubc.ca/topics/
* [https://timeline.knightlab.com Timelines]
** https://vinepair.com/wine-colonized-world-wine-history/
* Dynamic websites
** [https://shorthand.com/ ShortHand]
*** https://interactives.stuff.co.nz/2019/09/root-branch-trees-climate-change-crisis/
** [https://www.adobe.com/express/ Adobe Express]
*** https://express.adobe.com/page/zbDU0r9ZtBIlY/
** [https://storymaps.arcgis.com ArcGIS StoryMaps]
*** https://storymaps.arcgis.com/collections/cf8b6867ad954a6e9ed400ca9e9206ea?item=1
*** [https://storymaps.com/stories/789733a40c264271bda45a16740035f7 Costa Rican birdwatching]
* And beyond...[https://eml.ubc.ca/ UBC's Emerging Media Lab]

=='''Copyright'''==
==='''Copyright basics'''===
* [http://copyright.ubc.ca/ UBC Copyright office]
* Your copyrighted works
* Other people’s copyrights
* [http://en.wikipedia.org/wiki/Fair_dealing_in_Canadian_copyright_law Fair dealing] / [http://en.wikipedia.org/wiki/Fair_use fair use]

==='''Creative Commons'''===
* [http://creativecommons.org/licenses/ The licenses]
* Allow commercial uses?
* Allow modifications? Yes, Yes but, No
* Attribution is always required
* Licenses are irrevocable
* Does not account for privacy issues

===='''Creative Commons resources'''====
* [[LFS:Workshops/Copyright_and_Creative_Commons|Learning Centre wiki page]]
* Photos: [https://pixabay.com Pixabay] / [https://unsplash.com Unsplash]
* Music: [http://freemusicarchive.org Free Music Archive]
* Video, etc.: [http://archive.org The Internet Archive] / [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons] / [https://www.pexels.com/videos/ Pexels]

=='''Sharing'''==
* [https://learning.video.ubc.ca UBC's Kaltura]
** integrated with Canvas
** you should not be posting videos directly to Canvas. Much better to use Kaltura or, if it's appropriate, another platform.
* [http://www.youtube.com/user/ubclandfood YouTube]: public / unlisted / private

=='''Creating a story'''==
* [http://en.wikipedia.org/wiki/Storyboard Storyboarding]
* [https://wiki.ubc.ca/LFS:Workshops/Story_Structure What makes a story?]
* [[Course:LFS400/Workshops/Writing_For_the_Ear|Scripting]]
* [https://mediamakers.sites.olt.ubc.ca/resources/ MediaMakers resources]

==='''Dramatic Structure'''===
{{#widget:YouTube|id=oP3c1h8v2ZQ}}

[https://www.quickbase.com/articles/an-online-resource-guide-to-freytags-pyramid Freytag's Pyramid]

==='''A story is...'''===
* is someone doing something for a reason
* builds tension
* has stakes
* has a beginning middle and an end
* has a hook

{{#widget:YouTube|id=IlYTrYwll6A}}

''One simple way to test whether your story is worth telling on the radio is to tell it to your friends, and notice how you feel. Do you feel like you’re dragging through one tedious moment after another, always on the verge of losing their interest, and sometimes you’re not even sure what the story’s about or why you’re telling certain parts? Or are your friends laughing and buying you drinks and begging you for more details about the characters? When you’re done, does everyone at the table launch into an excited discussion of similar things that happened to them? Heed these signs. If you can’t tell the story compellingly to a friend, it means either you haven’t figured out what the story is really about, or much more likely it never will be possible to tell this story compellingly over the radio.'' 
''(Also notice, incidentally, the way you tell your friends the story: where you begin it, what background facts you feel compelled to throw in and where you throw them in, what parts of the story you tell in what order, what parts of the story you leave out, what parts of the story seem weaker when you tell them. The way you tell the story to your friends is often the best structure for the story on the radio. Sometimes, when someone’s stuck on writing a story for our show, I or one of the other producers will have them put down their notes and logs and just tell us the story, to hear the structure they naturally use in telling it aloud.)''
 
''And yes, there are ways to get a story to work. Often this means you have to think about what the heart of the story is about, and figure out how to make that more present. This can involve adding moments and scenes that build up the central conflict (and pruning away the ones that don’t). It can mean making explicit what the story means, stating more directly what the point of the whole thing is. More about that below.''
 
— '''Ira Glass, Transom [http://transom.org/2004/ira-glass/ “What’s A Story?”]'''

=='''Thanks!'''==
 '''[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan]'''

LFS:Workshops/Digital Storytelling

2024-03-05T16:38:06Z

Duncan:

[[File:DigitalStorytelling LFS.png|Introductory graphic|alt=|800x800px]]
 
Original graphic by [https://emedia.uen.org/courseware/lesson/1845 Shaylin Lee], [https://creativecommons.org/licenses/by/4.0/ CC 4.0]

Prompt:
If you had to create a digital story to explain why you chose to come to UBC, 
what form would it take? What would it sound and look like? What tools would you use?

=='''What is a digital story?'''==

{{#widget:YouTube|id=dt49HHz9L5U|width=500}}

At its most basic, a digital story can be any story you tell using digital tools. 
It is synonymous with first person narrative stories accompanied by a slideshow, 
but it can extend much further beyond that, encompassing any and all digital tools.

* [https://www.storycenter.org/ StoryCenter]
* [https://digitalstories.ca Digital Stories Canada]
** [https://digitalstories.ca/video/vancouvers-treasured-old-mount-pleasant-village/ "Vancouver’s Treasured (And Threatened) Old Mount Pleasant Village"]
* Faculty of Education's [https://scarfedigitalsandbox.teach.educ.ubc.ca/digital-storytelling-3/ Scarfe Sandbox]

==='''So, why tell a story?'''===
{{#widget:Vimeo|id=22972267}}

Narrative stories help people connect to information in different ways. It can appeal to their emotions, it can help them identify with the story, and it can make it more memorable. Science communication is no different. Telling people stories about science can help them understand it more clearly and recognize its impact on their lives.

{{#widget:YouTube|id=BHY37Pb-xqI|width=500}}

UBC TerreWeb video, as mentioned in the [https://dotearth.blogs.nytimes.com/2012/09/26/the-domino-effect-in-nature-and-visual-storytelling/ NY Times].

=='''Plan it!'''==
[[File:Decision Circle Revised May30.png|alt=|1057x1057px]]

UBC's [http://diy.open.ubc.ca/plan-it/ DIY Media guide]

=='''Digital Tools'''==
==='''Photos'''===
* [https://wiki.ubc.ca/LFS:Workshops/Photo_Editing_for_the_Web The Basics]
** Always check the resolution, especially if you'll have movement. The frame for a video is 1920 x 1080

==='''Audio'''===
* [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting Audio and Podcasting]
* [https://www.audacityteam.org Audacity] audio editor

==='''Video'''===
===='''Equipment'''====
* Smartphones
* [https://lc.landfood.ubc.ca/booking/ LFS Learning Centre]
* [http://services.library.ubc.ca/computers-technology/technology-borrowing/ UBC resources]

===='''Getting the best shot'''====
{{#widget:YouTube|id=UcA1yPej1Kc|width=500}}
* Stabilizing the camera
** Tripods
** Binder clips
* The [http://en.wikipedia.org/wiki/Rule_of_thirds 'rule of thirds']
* Lighting
** Using sunlight
** [https://en.wikipedia.org/wiki/Three-point_lighting Three-point lighting]
* Thinking of your background
* Smartphone specific tips
** Make sure to have enough memory and that phone is charged
** If necessary, delete older photos, videos, apps
** Go into Airplane Mode (preserves battery and prevents interferences on the audio)
** Shoot horizontally not vertical (think of cinema and your eyes)

===='''What to capture'''====
* Multiple angles
* Room for edits (wait a beat or count to 10)
* B-roll

===='''Editing'''====
* [https://lthub.ubc.ca/guides/camtasia-instructor-guide/ Camtasia] allows for basic editing
** [https://lthub.ubc.ca/guides/camtasia-instructor-guide/?login#install-the-camtasia-applicati-0 Free download] for UBC community
* [http://www.apple.com/support/imovie/ iMovie] & [http://windows.microsoft.com/en-US/windows-live/movie-maker-get-started MovieMaker]
* [https://www.adobe.com/ca/products/premiere.html Adobe Premiere Pro] is available for more sophisticated projects (also free for UBC users)
* [https://learningcommons.ubc.ca/diy-media-studio/ On campus facilities] (Learning Centre Media Lab is also available)

=='''Formats'''==
==='''Video Formats'''===
* Screencasts with [http://www.techsmith.com/camtasia.html Camtasia] (available in Canvas)
* Recorded lectures
{{#widget:YouTube|id= ZhCb4LoE4j0|width=500}}
* [https://www.youtube.com/user/khanacademy Whiteboard] videos & [http://www.videoscribe.co/scribes Videoscribe]
** Whiteboard thesis
{{#widget:YouTube|id= BJ_2r_PovCo|width=500}}
* Video essay
==='''Non-Video Formats'''===
* Podcasts
** https://lfs400.landfood.ubc.ca/topics/
* [https://timeline.knightlab.com Timelines]
** https://vinepair.com/wine-colonized-world-wine-history/
* Dynamic websites
** [https://storymaps.arcgis.com ArcGIS StoryMaps]
*** https://storymaps.arcgis.com/collections/cf8b6867ad954a6e9ed400ca9e9206ea?item=1
*** [https://storymaps.com/stories/789733a40c264271bda45a16740035f7 Costa Rican birdwatching]
** [https://shorthand.com/ ShortHand]
*** https://interactives.stuff.co.nz/2019/09/root-branch-trees-climate-change-crisis/
** [https://www.adobe.com/express/ Adobe Express]
*** https://express.adobe.com/page/zbDU0r9ZtBIlY/
* And beyond...[https://eml.ubc.ca/ UBC's Emerging Media Lab]

=='''Copyright'''==
==='''Copyright basics'''===
* [http://copyright.ubc.ca/ UBC Copyright office]
* Your copyrighted works
* Other people’s copyrights
* [http://en.wikipedia.org/wiki/Fair_dealing_in_Canadian_copyright_law Fair dealing] / [http://en.wikipedia.org/wiki/Fair_use fair use]

==='''Creative Commons'''===
* [http://creativecommons.org/licenses/ The licenses]
* Allow commercial uses?
* Allow modifications? Yes, Yes but, No
* Attribution is always required
* Licenses are irrevocable
* Does not account for privacy issues

===='''Creative Commons resources'''====
* [[LFS:Workshops/Copyright_and_Creative_Commons|Learning Centre wiki page]]
* Photos: [https://pixabay.com Pixabay] / [https://unsplash.com Unsplash]
* Music: [http://freemusicarchive.org Free Music Archive]
* Video, etc.: [http://archive.org The Internet Archive] / [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons] / [https://www.pexels.com/videos/ Pexels]

=='''Sharing'''==
* [https://learning.video.ubc.ca UBC's Kaltura]
** integrated with Canvas
** you should not be posting videos directly to Canvas. Much better to use Kaltura or, if it's appropriate, another platform.
* [http://www.youtube.com/user/ubclandfood YouTube]: public / unlisted / private

=='''Creating a story'''==
* [http://en.wikipedia.org/wiki/Storyboard Storyboarding]
* [https://wiki.ubc.ca/LFS:Workshops/Story_Structure What makes a story?]
* [[Course:LFS400/Workshops/Writing_For_the_Ear|Scripting]]
* [https://mediamakers.sites.olt.ubc.ca/resources/ MediaMakers resources]

==='''Dramatic Structure'''===
{{#widget:YouTube|id=oP3c1h8v2ZQ}}

[https://www.quickbase.com/articles/an-online-resource-guide-to-freytags-pyramid Freytag's Pyramid]

==='''A story is...'''===
* is someone doing something for a reason
* builds tension
* has stakes
* has a beginning middle and an end
* has a hook

{{#widget:YouTube|id=IlYTrYwll6A}}

''One simple way to test whether your story is worth telling on the radio is to tell it to your friends, and notice how you feel. Do you feel like you’re dragging through one tedious moment after another, always on the verge of losing their interest, and sometimes you’re not even sure what the story’s about or why you’re telling certain parts? Or are your friends laughing and buying you drinks and begging you for more details about the characters? When you’re done, does everyone at the table launch into an excited discussion of similar things that happened to them? Heed these signs. If you can’t tell the story compellingly to a friend, it means either you haven’t figured out what the story is really about, or much more likely it never will be possible to tell this story compellingly over the radio.'' 
''(Also notice, incidentally, the way you tell your friends the story: where you begin it, what background facts you feel compelled to throw in and where you throw them in, what parts of the story you tell in what order, what parts of the story you leave out, what parts of the story seem weaker when you tell them. The way you tell the story to your friends is often the best structure for the story on the radio. Sometimes, when someone’s stuck on writing a story for our show, I or one of the other producers will have them put down their notes and logs and just tell us the story, to hear the structure they naturally use in telling it aloud.)''
 
''And yes, there are ways to get a story to work. Often this means you have to think about what the heart of the story is about, and figure out how to make that more present. This can involve adding moments and scenes that build up the central conflict (and pruning away the ones that don’t). It can mean making explicit what the story means, stating more directly what the point of the whole thing is. More about that below.''
 
— '''Ira Glass, Transom [http://transom.org/2004/ira-glass/ “What’s A Story?”]'''

=='''Thanks!'''==
 '''[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan]'''

LFS:Workshops/Digital Storytelling

2024-03-05T11:20:27Z

Duncan: /* Dramatic Structure */

[[File:DigitalStorytelling LFS.png|Introductory graphic|alt=|800x800px]]
 
Original graphic by [https://emedia.uen.org/courseware/lesson/1845 Shaylin Lee], [https://creativecommons.org/licenses/by/4.0/ CC 4.0]

Prompt:
If you had to create a digital story to explain why you chose to come to UBC, 
what form would it take? What would it sound and look like? What tools would you use?

=='''What is a digital story?'''==

{{#widget:YouTube|id=dt49HHz9L5U|width=500}}

At its most basic, a digital story can be any story you tell using digital tools. 
It is synonymous with first person narrative stories accompanied by a slideshow, 
but it can extend much further beyond that, encompassing any and all digital tools.

* [https://www.storycenter.org/ StoryCenter]
* [https://digitalstories.ca Digital Stories Canada]
** [https://digitalstories.ca/video/vancouvers-treasured-old-mount-pleasant-village/ "Vancouver’s Treasured (And Threatened) Old Mount Pleasant Village"]
* Faculty of Education's [https://scarfedigitalsandbox.teach.educ.ubc.ca/digital-storytelling-3/ Scarfe Sandbox]

==='''So, why tell a story?'''===
{{#widget:Vimeo|id=22972267}}

Narrative stories help people connect to information in different ways. It can appeal to their emotions, it can help them identify with the story, and it can make it more memorable. Science communication is no different. Telling people stories about science can help them understand it more clearly and recognize its impact on their lives.

{{#widget:YouTube|id=BHY37Pb-xqI|width=500}}

UBC TerreWeb video, as mentioned in the [https://dotearth.blogs.nytimes.com/2012/09/26/the-domino-effect-in-nature-and-visual-storytelling/ NY Times].

=='''Plan it!'''==
[[File:Decision Circle Revised May30.png|alt=|1057x1057px]]

UBC's [http://diy.open.ubc.ca/plan-it/ DIY Media guide]

=='''Digital Tools'''==
==='''Photos'''===
* [https://wiki.ubc.ca/LFS:Workshops/Photo_Editing_for_the_Web The Basics]
** Always check the resolution, especially if you'll have movement. The frame for a video is 1920 x 1080

==='''Audio'''===
* [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting Audio and Podcasting]
* [https://www.audacityteam.org Audacity] audio editor

==='''Video'''===
===='''Equipment'''====
* Smartphones
* [https://lc.landfood.ubc.ca/booking/ LFS Learning Centre]
* [http://services.library.ubc.ca/computers-technology/technology-borrowing/ UBC resources]

===='''Getting the best shot'''====
{{#widget:YouTube|id=UcA1yPej1Kc|width=500}}
* Stabilizing the camera
** Tripods
** Binder clips
* The [http://en.wikipedia.org/wiki/Rule_of_thirds 'rule of thirds']
* Lighting
** Using sunlight
** [https://en.wikipedia.org/wiki/Three-point_lighting Three-point lighting]
* Thinking of your background
* Smartphone specific tips
** Make sure to have enough memory and that phone is charged
** If necessary, delete older photos, videos, apps
** Go into Airplane Mode (preserves battery and prevents interferences on the audio)
** Shoot horizontally not vertical (think of cinema and your eyes)

===='''What to capture'''====
* Multiple angles
* Room for edits (wait a beat or count to 10)
* B-roll

===='''Editing'''====
* [https://lthub.ubc.ca/guides/camtasia-instructor-guide/ Camtasia] allows for basic editing
** [https://lthub.ubc.ca/guides/camtasia-instructor-guide/?login#install-the-camtasia-applicati-0 Free download] for UBC community
* [http://www.apple.com/support/imovie/ iMovie] & [http://windows.microsoft.com/en-US/windows-live/movie-maker-get-started MovieMaker]
* [https://www.adobe.com/ca/products/premiere.html Adobe Premiere Pro] is available for more sophisticated projects (also free for UBC users)
* [https://learningcommons.ubc.ca/diy-media-studio/ On campus facilities] (Learning Centre Media Lab is also available)

=='''Formats'''==
==='''Video Formats'''===
* Screencasts with [http://www.techsmith.com/camtasia.html Camtasia] (available in Canvas)
* Recorded lectures
{{#widget:YouTube|id= ZhCb4LoE4j0|width=500}}
* [https://www.youtube.com/user/khanacademy Whiteboard] videos & [http://www.videoscribe.co/scribes Videoscribe]
** Whiteboard thesis
{{#widget:YouTube|id= BJ_2r_PovCo|width=500}}
* Video essay
==='''Non-Video Formats'''===
* Podcasts
** https://lfs400.landfood.ubc.ca/topics/
* [https://timeline.knightlab.com Timelines]
** https://vinepair.com/wine-colonized-world-wine-history/
* Dynamic websites
** [https://storymaps.arcgis.com ArcGIS StoryMaps]
*** https://storymaps.arcgis.com/collections/cf8b6867ad954a6e9ed400ca9e9206ea?item=1
** [https://shorthand.com/ ShortHand]
*** https://interactives.stuff.co.nz/2019/09/root-branch-trees-climate-change-crisis/
** [https://www.adobe.com/express/ Adobe Express]
*** https://express.adobe.com/page/zbDU0r9ZtBIlY/
* And beyond...[https://eml.ubc.ca/ UBC's Emerging Media Lab]

=='''Copyright'''==
==='''Copyright basics'''===
* [http://copyright.ubc.ca/ UBC Copyright office]
* Your copyrighted works
* Other people’s copyrights
* [http://en.wikipedia.org/wiki/Fair_dealing_in_Canadian_copyright_law Fair dealing] / [http://en.wikipedia.org/wiki/Fair_use fair use]

==='''Creative Commons'''===
* [http://creativecommons.org/licenses/ The licenses]
* Allow commercial uses?
* Allow modifications? Yes, Yes but, No
* Attribution is always required
* Licenses are irrevocable
* Does not account for privacy issues

===='''Creative Commons resources'''====
* [[LFS:Workshops/Copyright_and_Creative_Commons|Learning Centre wiki page]]
* Photos: [https://pixabay.com Pixabay] / [https://unsplash.com Unsplash]
* Music: [http://freemusicarchive.org Free Music Archive]
* Video, etc.: [http://archive.org The Internet Archive] / [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons] / [https://www.pexels.com/videos/ Pexels]

=='''Sharing'''==
* [https://learning.video.ubc.ca UBC's Kaltura]
** integrated with Canvas
** you should not be posting videos directly to Canvas. Much better to use Kaltura or, if it's appropriate, another platform.
* [http://www.youtube.com/user/ubclandfood YouTube]: public / unlisted / private

=='''Creating a story'''==
* [http://en.wikipedia.org/wiki/Storyboard Storyboarding]
* [https://wiki.ubc.ca/LFS:Workshops/Story_Structure What makes a story?]
* [[Course:LFS400/Workshops/Writing_For_the_Ear|Scripting]]
* [https://mediamakers.sites.olt.ubc.ca/resources/ MediaMakers resources]

==='''Dramatic Structure'''===
{{#widget:YouTube|id=oP3c1h8v2ZQ}}

[https://www.quickbase.com/articles/an-online-resource-guide-to-freytags-pyramid Freytag's Pyramid]

==='''A story is...'''===
* is someone doing something for a reason
* builds tension
* has stakes
* has a beginning middle and an end
* has a hook

{{#widget:YouTube|id=IlYTrYwll6A}}

''One simple way to test whether your story is worth telling on the radio is to tell it to your friends, and notice how you feel. Do you feel like you’re dragging through one tedious moment after another, always on the verge of losing their interest, and sometimes you’re not even sure what the story’s about or why you’re telling certain parts? Or are your friends laughing and buying you drinks and begging you for more details about the characters? When you’re done, does everyone at the table launch into an excited discussion of similar things that happened to them? Heed these signs. If you can’t tell the story compellingly to a friend, it means either you haven’t figured out what the story is really about, or much more likely it never will be possible to tell this story compellingly over the radio.'' 
''(Also notice, incidentally, the way you tell your friends the story: where you begin it, what background facts you feel compelled to throw in and where you throw them in, what parts of the story you tell in what order, what parts of the story you leave out, what parts of the story seem weaker when you tell them. The way you tell the story to your friends is often the best structure for the story on the radio. Sometimes, when someone’s stuck on writing a story for our show, I or one of the other producers will have them put down their notes and logs and just tell us the story, to hear the structure they naturally use in telling it aloud.)''
 
''And yes, there are ways to get a story to work. Often this means you have to think about what the heart of the story is about, and figure out how to make that more present. This can involve adding moments and scenes that build up the central conflict (and pruning away the ones that don’t). It can mean making explicit what the story means, stating more directly what the point of the whole thing is. More about that below.''
 
— '''Ira Glass, Transom [http://transom.org/2004/ira-glass/ “What’s A Story?”]'''

=='''Thanks!'''==
 '''[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan]'''

LFS:Workshops/Digital Storytelling

2024-03-05T11:19:20Z

Duncan: /* Editing */

[[File:DigitalStorytelling LFS.png|Introductory graphic|alt=|800x800px]]
 
Original graphic by [https://emedia.uen.org/courseware/lesson/1845 Shaylin Lee], [https://creativecommons.org/licenses/by/4.0/ CC 4.0]

Prompt:
If you had to create a digital story to explain why you chose to come to UBC, 
what form would it take? What would it sound and look like? What tools would you use?

=='''What is a digital story?'''==

{{#widget:YouTube|id=dt49HHz9L5U|width=500}}

At its most basic, a digital story can be any story you tell using digital tools. 
It is synonymous with first person narrative stories accompanied by a slideshow, 
but it can extend much further beyond that, encompassing any and all digital tools.

* [https://www.storycenter.org/ StoryCenter]
* [https://digitalstories.ca Digital Stories Canada]
** [https://digitalstories.ca/video/vancouvers-treasured-old-mount-pleasant-village/ "Vancouver’s Treasured (And Threatened) Old Mount Pleasant Village"]
* Faculty of Education's [https://scarfedigitalsandbox.teach.educ.ubc.ca/digital-storytelling-3/ Scarfe Sandbox]

==='''So, why tell a story?'''===
{{#widget:Vimeo|id=22972267}}

Narrative stories help people connect to information in different ways. It can appeal to their emotions, it can help them identify with the story, and it can make it more memorable. Science communication is no different. Telling people stories about science can help them understand it more clearly and recognize its impact on their lives.

{{#widget:YouTube|id=BHY37Pb-xqI|width=500}}

UBC TerreWeb video, as mentioned in the [https://dotearth.blogs.nytimes.com/2012/09/26/the-domino-effect-in-nature-and-visual-storytelling/ NY Times].

=='''Plan it!'''==
[[File:Decision Circle Revised May30.png|alt=|1057x1057px]]

UBC's [http://diy.open.ubc.ca/plan-it/ DIY Media guide]

=='''Digital Tools'''==
==='''Photos'''===
* [https://wiki.ubc.ca/LFS:Workshops/Photo_Editing_for_the_Web The Basics]
** Always check the resolution, especially if you'll have movement. The frame for a video is 1920 x 1080

==='''Audio'''===
* [https://wiki.ubc.ca/LFS:Workshops/Audio_and_Podcasting Audio and Podcasting]
* [https://www.audacityteam.org Audacity] audio editor

==='''Video'''===
===='''Equipment'''====
* Smartphones
* [https://lc.landfood.ubc.ca/booking/ LFS Learning Centre]
* [http://services.library.ubc.ca/computers-technology/technology-borrowing/ UBC resources]

===='''Getting the best shot'''====
{{#widget:YouTube|id=UcA1yPej1Kc|width=500}}
* Stabilizing the camera
** Tripods
** Binder clips
* The [http://en.wikipedia.org/wiki/Rule_of_thirds 'rule of thirds']
* Lighting
** Using sunlight
** [https://en.wikipedia.org/wiki/Three-point_lighting Three-point lighting]
* Thinking of your background
* Smartphone specific tips
** Make sure to have enough memory and that phone is charged
** If necessary, delete older photos, videos, apps
** Go into Airplane Mode (preserves battery and prevents interferences on the audio)
** Shoot horizontally not vertical (think of cinema and your eyes)

===='''What to capture'''====
* Multiple angles
* Room for edits (wait a beat or count to 10)
* B-roll

===='''Editing'''====
* [https://lthub.ubc.ca/guides/camtasia-instructor-guide/ Camtasia] allows for basic editing
** [https://lthub.ubc.ca/guides/camtasia-instructor-guide/?login#install-the-camtasia-applicati-0 Free download] for UBC community
* [http://www.apple.com/support/imovie/ iMovie] & [http://windows.microsoft.com/en-US/windows-live/movie-maker-get-started MovieMaker]
* [https://www.adobe.com/ca/products/premiere.html Adobe Premiere Pro] is available for more sophisticated projects (also free for UBC users)
* [https://learningcommons.ubc.ca/diy-media-studio/ On campus facilities] (Learning Centre Media Lab is also available)

=='''Formats'''==
==='''Video Formats'''===
* Screencasts with [http://www.techsmith.com/camtasia.html Camtasia] (available in Canvas)
* Recorded lectures
{{#widget:YouTube|id= ZhCb4LoE4j0|width=500}}
* [https://www.youtube.com/user/khanacademy Whiteboard] videos & [http://www.videoscribe.co/scribes Videoscribe]
** Whiteboard thesis
{{#widget:YouTube|id= BJ_2r_PovCo|width=500}}
* Video essay
==='''Non-Video Formats'''===
* Podcasts
** https://lfs400.landfood.ubc.ca/topics/
* [https://timeline.knightlab.com Timelines]
** https://vinepair.com/wine-colonized-world-wine-history/
* Dynamic websites
** [https://storymaps.arcgis.com ArcGIS StoryMaps]
*** https://storymaps.arcgis.com/collections/cf8b6867ad954a6e9ed400ca9e9206ea?item=1
** [https://shorthand.com/ ShortHand]
*** https://interactives.stuff.co.nz/2019/09/root-branch-trees-climate-change-crisis/
** [https://www.adobe.com/express/ Adobe Express]
*** https://express.adobe.com/page/zbDU0r9ZtBIlY/
* And beyond...[https://eml.ubc.ca/ UBC's Emerging Media Lab]

=='''Copyright'''==
==='''Copyright basics'''===
* [http://copyright.ubc.ca/ UBC Copyright office]
* Your copyrighted works
* Other people’s copyrights
* [http://en.wikipedia.org/wiki/Fair_dealing_in_Canadian_copyright_law Fair dealing] / [http://en.wikipedia.org/wiki/Fair_use fair use]

==='''Creative Commons'''===
* [http://creativecommons.org/licenses/ The licenses]
* Allow commercial uses?
* Allow modifications? Yes, Yes but, No
* Attribution is always required
* Licenses are irrevocable
* Does not account for privacy issues

===='''Creative Commons resources'''====
* [[LFS:Workshops/Copyright_and_Creative_Commons|Learning Centre wiki page]]
* Photos: [https://pixabay.com Pixabay] / [https://unsplash.com Unsplash]
* Music: [http://freemusicarchive.org Free Music Archive]
* Video, etc.: [http://archive.org The Internet Archive] / [http://commons.wikimedia.org/wiki/Main_Page Wikimedia Commons] / [https://www.pexels.com/videos/ Pexels]

=='''Sharing'''==
* [https://learning.video.ubc.ca UBC's Kaltura]
** integrated with Canvas
** you should not be posting videos directly to Canvas. Much better to use Kaltura or, if it's appropriate, another platform.
* [http://www.youtube.com/user/ubclandfood YouTube]: public / unlisted / private

=='''Creating a story'''==
* [http://en.wikipedia.org/wiki/Storyboard Storyboarding]
* [https://wiki.ubc.ca/LFS:Workshops/Story_Structure What makes a story?]
* [[Course:LFS400/Workshops/Writing_For_the_Ear|Scripting]]
* [https://mediamakers.sites.olt.ubc.ca/resources/ MediaMakers resources]

==='''Dramatic Structure'''===
{{#widget:YouTube|id=oP3c1h8v2ZQ}}

[https://www.quickbase.com/articles/an-online-resource-guide-to-freytags-pyramid Freytag's Pyramid]

[[File:Freytags pyramid.svg|Dramatic structure|link=Special:FilePath/Freytags_pyramid.svg]]

==='''A story is...'''===
* is someone doing something for a reason
* builds tension
* has stakes
* has a beginning middle and an end
* has a hook

{{#widget:YouTube|id=IlYTrYwll6A}}

''One simple way to test whether your story is worth telling on the radio is to tell it to your friends, and notice how you feel. Do you feel like you’re dragging through one tedious moment after another, always on the verge of losing their interest, and sometimes you’re not even sure what the story’s about or why you’re telling certain parts? Or are your friends laughing and buying you drinks and begging you for more details about the characters? When you’re done, does everyone at the table launch into an excited discussion of similar things that happened to them? Heed these signs. If you can’t tell the story compellingly to a friend, it means either you haven’t figured out what the story is really about, or much more likely it never will be possible to tell this story compellingly over the radio.'' 
''(Also notice, incidentally, the way you tell your friends the story: where you begin it, what background facts you feel compelled to throw in and where you throw them in, what parts of the story you tell in what order, what parts of the story you leave out, what parts of the story seem weaker when you tell them. The way you tell the story to your friends is often the best structure for the story on the radio. Sometimes, when someone’s stuck on writing a story for our show, I or one of the other producers will have them put down their notes and logs and just tell us the story, to hear the structure they naturally use in telling it aloud.)''
 
''And yes, there are ways to get a story to work. Often this means you have to think about what the heart of the story is about, and figure out how to make that more present. This can involve adding moments and scenes that build up the central conflict (and pruning away the ones that don’t). It can mean making explicit what the story means, stating more directly what the point of the whole thing is. More about that below.''
 
— '''Ira Glass, Transom [http://transom.org/2004/ira-glass/ “What’s A Story?”]'''

=='''Thanks!'''==
 '''[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan]'''

LFS:Workshops/Poster Design

2024-03-01T23:38:38Z

Duncan:

[[File:PosterConference.jpg|Posters displayed in the Nest on UBC campus]]

=='''Planning'''==
=== Key messages ===
* What do I want people to take away from my poster?
* What is the most important/interesting/fascinating finding from my research project?
* How can I visually share my research with colleagues?
* Do I use charts, graphs, photos, images?

=== Sketch out a plan ===
* Rough layout
** Plan for multiple columns; 2-3 to break up the text
* Draft the text
** 500 words is the upper limit (800 for scientific posters)

=== Software to use ===
* PowerPoint
* Illustrator or InDesign
* Infographic apps
** [http://www.easel.ly Easel.ly]
** [https://www.canva.com/ Canva]
** [https://infogram.com/ Infogram]
*** It also let's you [https://infogram.com/cbcvancouver generate dynamic charts]
** And my favourite: [http://piktochart.com Piktochart]
*** [https://piktochart.com/blog/video-tutorials-learn-use-piktochart-in-no-time/ Tutorials]
* Beware the Prezi syndrome. Focus on content.

== '''Design''' ==
=== Templates ===
* Make sure not to try to squeeze in too many things
* White space & bleeds
* Find templates online, at places like [https://www.makesigns.com Make Sign]
* PowerPoint and Infographic apps have some templates available
** Your faculty/school/organization may have templates

=== Colours ===
* Choosing a palette
** [https://color.adobe.com/ color.adobe.com]
* [http://www.flickr.com/photos/lfslearningcentre/4457220153/ Contrast]
** Printing is not always precise. Err on the side of caution (i.e. more contrast)

=== Typefaces ===
* Keep it in the family
** Use bold, italic and regular to emphasize and but keep consistency
** Sans-serif is typically better-suited for titles
** Serif is better suited to body text
* Sizing
** Titles: 100pt font or more
** Subtitles: 48pt-60pt
** Body font: ~24pt
** Credits and references: at least 18pt
** Print and look 6’ away
* Use [https://brand.ubc.ca/guidelines/downloads/ubc-colour-and-fonts/ Whitney] for official UBC communications

=== Resources ===
* [https://brand.ubc.ca UBC's branding website]
** [http://assets.brand.ubc.ca/downloads/ubc_infographic_guide.pdf UBC Brand & Marketing Infographic Guide]
* Colin Purrington has a great resource for poster design:
[http://colinpurrington.com/tips/academic/posterdesign http://colinpurrington.com/tips/academic/posterdesign]

=== Examples ===
* Strong: [http://www.flickr.com/photos/dmahr/4177582588/sizes/l/in/pool-368476@N21/ 1] [http://www.flickr.com/photos/anna-b/4240115685/in/pool-368476@N21/ 2] [http://www.flickr.com/photos/imdreaminggreen/133619408/in/pool-368476@N21 3]
* Okay [http://www.flickr.com/photos/al-yahyai/4072353403/in/pool-368476@N21 1] [http://www.flickr.com/photos/lisacarlucci/3877905637/in/pool-368476@N21 2] [http://www.flickr.com/photos/ali-can/3921130544/in/pool-368476@N21/ 3]
* Not great [http://www.flickr.com/photos/punto_c/1460413098/in/pool-368476@N21 1] [http://www.flickr.com/photos/cilass/2606703359/in/pool-368476@N21 2]

== '''Photos & Graphics'''==
=== Visual medium ===
* Don’t succumb to wordiness

=== Dimensions ===
** Large format printing requires hi-res photos (200ppi+)
** Print requires many more pixels than screens
*** Want photo to be 10 inches by 6 inches? It should be at least 2000 x 1200 pixels

=== Copyright concerns ===
* You have the copyright to your own photos
* [https://unsplash.com/ Unsplash] and [https://pixabay.com/ Pixabay] for photos
* [https://thenounproject.com/ The Noun Project] for icons
* [http://learningcentre.landfood.ubc.ca/index.php/Copyright LFS copyright resource]

=== Branding ===
* Use up-to-date logos
* Preserve [http://www.flickr.com/photos/lfslearningcentre/4457997024/in/photostream/ aspect ratio] for all photos, but especially logos
** Drag from the corner not the side

=== LFS Photos ===
* Photo [http://wiki.ubc.ca/LFS:Workshops/Photo_Editing_for_the_Web basics]
* Here’s a link to our faculty Flickr page, where you can find photos to use: [http://www.flickr.com/photos/lfslearningcentre/ http://www.flickr.com/photos/lfslearningcentre/]
** Individual albums: [http://www.flickr.com/photos/lfslearningcentre/sets/ http://www.flickr.com/photos/lfslearningcentre/sets/]
** Make sure to download “original”-sized photos for maximum quality.

== '''Beyond Infographics''' ==
{{#widget:YouTube|id=AdSZJzb-aX8|width=500}}
* [http://www.cs.ubc.ca/group/infovis/ UBC's InfoViz Group]
* [http://www.tableau.com/products/desktop Tableau]
* [https://www.rstudio.com R Studio]
* [https://developers.google.com/chart/?hl=en Google Charts]
* [http://www.edwardtufte.com/bboard/q-and-a?topic_id=1 Edward Tufte's notebook]

== '''Printing''' ==
* Budget $5 - $7 per square foot (~$90)
* Plan for printing time
** Some print shops need 48hrs
* Fabric and vinyl options for portability and durability
* Print in the village with CopySmart (next to the McDonald's)
** https://copysmart.ca/ubc-print-shop/
* UBC IT's Print Centre is pretty good, as well:
** https://it.ubc.ca/services/desktop-print-services/printing-services/details-and-pricing

== '''Presenting''' ==
* Rehearse your pitch
** 30-60 seconds explanation
* Print materials
** Smaller versions of the poster
** Business cards
** QR codes can be helpful for links to digital version of the poster or websites

=='''Thanks''' ==
[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan McHugh, LFS Learning Centre]

File:PosterConference.jpg

2024-03-01T23:38:21Z

Duncan: Uploaded own work with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Posters displayed in the Nest on UBC campus}}
|date=2017-11-29
|source={{own}}
|author=[[User:Duncan|Duncan]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

LFS:Workshops/Poster Design

2024-03-01T22:16:01Z

Duncan:

=='''Planning'''==
=== Key messages ===
* What do I want people to take away from my poster?
* What is the most important/interesting/fascinating finding from my research project?
* How can I visually share my research with colleagues?
* Do I use charts, graphs, photos, images?

=== Sketch out a plan ===
* Rough layout
** Plan for multiple columns; 2-3 to break up the text
* Draft the text
** 500 words is the upper limit (800 for scientific posters)

=== Software to use ===
* PowerPoint
* Illustrator or InDesign
* Infographic apps
** [http://www.easel.ly Easel.ly]
** [https://www.canva.com/ Canva]
** [https://infogram.com/ Infogram]
*** It also let's you [https://infogram.com/cbcvancouver generate dynamic charts]
** And my favourite: [http://piktochart.com Piktochart]
*** [https://piktochart.com/blog/video-tutorials-learn-use-piktochart-in-no-time/ Tutorials]
* Beware the Prezi syndrome. Focus on content.

== '''Design''' ==
=== Templates ===
* Make sure not to try to squeeze in too many things
* White space & bleeds
* Find templates online, at places like [https://www.makesigns.com Make Sign]
* PowerPoint and Infographic apps have some templates available
** Your faculty/school/organization may have templates

=== Colours ===
* Choosing a palette
** [https://color.adobe.com/ color.adobe.com]
* [http://www.flickr.com/photos/lfslearningcentre/4457220153/ Contrast]
** Printing is not always precise. Err on the side of caution (i.e. more contrast)

=== Typefaces ===
* Keep it in the family
** Use bold, italic and regular to emphasize and but keep consistency
** Sans-serif is typically better-suited for titles
** Serif is better suited to body text
* Sizing
** Titles: 100pt font or more
** Subtitles: 48pt-60pt
** Body font: ~24pt
** Credits and references: at least 18pt
** Print and look 6’ away
* Use [https://brand.ubc.ca/guidelines/downloads/ubc-colour-and-fonts/ Whitney] for official UBC communications

=== Resources ===
* [https://brand.ubc.ca UBC's branding website]
** [http://assets.brand.ubc.ca/downloads/ubc_infographic_guide.pdf UBC Brand & Marketing Infographic Guide]
* Colin Purrington has a great resource for poster design:
[http://colinpurrington.com/tips/academic/posterdesign http://colinpurrington.com/tips/academic/posterdesign]

=== Examples ===
* Strong: [http://www.flickr.com/photos/dmahr/4177582588/sizes/l/in/pool-368476@N21/ 1] [http://www.flickr.com/photos/anna-b/4240115685/in/pool-368476@N21/ 2] [http://www.flickr.com/photos/imdreaminggreen/133619408/in/pool-368476@N21 3]
* Okay [http://www.flickr.com/photos/al-yahyai/4072353403/in/pool-368476@N21 1] [http://www.flickr.com/photos/lisacarlucci/3877905637/in/pool-368476@N21 2] [http://www.flickr.com/photos/ali-can/3921130544/in/pool-368476@N21/ 3]
* Not great [http://www.flickr.com/photos/punto_c/1460413098/in/pool-368476@N21 1] [http://www.flickr.com/photos/cilass/2606703359/in/pool-368476@N21 2]

== '''Photos & Graphics'''==
=== Visual medium ===
* Don’t succumb to wordiness

=== Dimensions ===
** Large format printing requires hi-res photos (200ppi+)
** Print requires many more pixels than screens
*** Want photo to be 10 inches by 6 inches? It should be at least 2000 x 1200 pixels

=== Copyright concerns ===
* You have the copyright to your own photos
* [https://unsplash.com/ Unsplash] and [https://pixabay.com/ Pixabay] for photos
* [https://thenounproject.com/ The Noun Project] for icons
* [http://learningcentre.landfood.ubc.ca/index.php/Copyright LFS copyright resource]

=== Branding ===
* Use up-to-date logos
* Preserve [http://www.flickr.com/photos/lfslearningcentre/4457997024/in/photostream/ aspect ratio] for all photos, but especially logos
** Drag from the corner not the side

=== LFS Photos ===
* Photo [http://wiki.ubc.ca/LFS:Workshops/Photo_Editing_for_the_Web basics]
* Here’s a link to our faculty Flickr page, where you can find photos to use: [http://www.flickr.com/photos/lfslearningcentre/ http://www.flickr.com/photos/lfslearningcentre/]
** Individual albums: [http://www.flickr.com/photos/lfslearningcentre/sets/ http://www.flickr.com/photos/lfslearningcentre/sets/]
** Make sure to download “original”-sized photos for maximum quality.

== '''Beyond Infographics''' ==
{{#widget:YouTube|id=AdSZJzb-aX8|width=500}}
* [http://www.cs.ubc.ca/group/infovis/ UBC's InfoViz Group]
* [http://www.tableau.com/products/desktop Tableau]
* [https://www.rstudio.com R Studio]
* [https://developers.google.com/chart/?hl=en Google Charts]
* [http://www.edwardtufte.com/bboard/q-and-a?topic_id=1 Edward Tufte's notebook]

== '''Printing''' ==
* Budget $5 - $7 per square foot (~$90)
* Plan for printing time
** Some print shops need 48hrs
* Fabric and vinyl options for portability and durability
* Print in the village with CopySmart (next to the McDonald's)
** https://copysmart.ca/ubc-print-shop/
* UBC IT's Print Centre is pretty good, as well:
** https://it.ubc.ca/services/desktop-print-services/printing-services/details-and-pricing

== '''Presenting''' ==
* Rehearse your pitch
** 30-60 seconds explanation
* Print materials
** Smaller versions of the poster
** Business cards
** QR codes can be helpful for links to digital version of the poster or websites

=='''Thanks''' ==
[https://lc.landfood.ubc.ca/about/people/duncan-mchugh/ Duncan McHugh, LFS Learning Centre]

LFS:Workshops/Poster Design

2024-03-01T22:13:04Z

Duncan: /* Branding */

LFS:Workshops/Poster Design

2024-03-01T22:08:10Z

Duncan: /* Colours */

=='''Planning'''==
=== Key messages ===
* What do I want people to take away from my poster?
* What is the most important/interesting/fascinating finding from my research project?
* How can I visually share my research with colleagues?
* Do I use charts, graphs, photos, images?

=== Sketch out a plan ===
* Rough layout
** Plan for multiple columns; 2-3 to break up the text
* Draft the text
** 500 words is the upper limit (800 for scientific posters)

=== Software to use ===
* PowerPoint
* Illustrator or InDesign
* Infographic apps
** [http://www.easel.ly Easel.ly]
** [https://www.canva.com/ Canva]
** [https://infogram.com/ Infogram]
*** It also let's you [https://infogram.com/cbcvancouver generate dynamic charts]
** And my favourite: [http://piktochart.com Piktochart]
*** [https://piktochart.com/blog/video-tutorials-learn-use-piktochart-in-no-time/ Tutorials]
* Beware the Prezi syndrome. Focus on content.

== '''Design''' ==
=== Templates ===
* Make sure not to try to squeeze in too many things
* White space & bleeds
* Find templates online, at places like [https://www.makesigns.com Make Sign]
* PowerPoint and Infographic apps have some templates available
** Your faculty/school/organization may have templates

=== Colours ===
* Choosing a palette
** [https://color.adobe.com/ color.adobe.com]
* [http://www.flickr.com/photos/lfslearningcentre/4457220153/ Contrast]
** Printing is not always precise. Err on the side of caution (i.e. more contrast)

=== Typefaces ===
* Keep it in the family
** Use bold, italic and regular to emphasize and but keep consistency
** Sans-serif is typically better-suited for titles
** Serif is better suited to body text
* Sizing
** Titles: 100pt font or more
** Subtitles: 48pt-60pt
** Body font: ~24pt
** Credits and references: at least 18pt
** Print and look 6’ away
* Use [https://brand.ubc.ca/guidelines/downloads/ubc-colour-and-fonts/ Whitney] for official UBC communications

=== Resources ===
* [https://brand.ubc.ca UBC's branding website]
** [http://assets.brand.ubc.ca/downloads/ubc_infographic_guide.pdf UBC Brand & Marketing Infographic Guide]
* Colin Purrington has a great resource for poster design:
[http://colinpurrington.com/tips/academic/posterdesign http://colinpurrington.com/tips/academic/posterdesign]

=== Examples ===
* Strong: [http://www.flickr.com/photos/dmahr/4177582588/sizes/l/in/pool-368476@N21/ 1] [http://www.flickr.com/photos/anna-b/4240115685/in/pool-368476@N21/ 2] [http://www.flickr.com/photos/imdreaminggreen/133619408/in/pool-368476@N21 3]
* Okay [http://www.flickr.com/photos/al-yahyai/4072353403/in/pool-368476@N21 1] [http://www.flickr.com/photos/lisacarlucci/3877905637/in/pool-368476@N21 2] [http://www.flickr.com/photos/ali-can/3921130544/in/pool-368476@N21/ 3]
* Not great [http://www.flickr.com/photos/punto_c/1460413098/in/pool-368476@N21 1] [http://www.flickr.com/photos/cilass/2606703359/in/pool-368476@N21 2]

== '''Photos & Graphics'''==
=== Visual medium ===
* Don’t succumb to wordiness

=== Dimensions ===
** Large format printing requires hi-res photos (200ppi+)
** Print requires many more pixels than screens
*** Want photo to be 10 inches by 6 inches? It should be at least 2000 x 1200 pixels

=== Copyright concerns ===
* You have the copyright to your own photos
* [https://unsplash.com/ Unsplash] and [https://pixabay.com/ Pixabay] for photos
* [https://thenounproject.com/ The Noun Project] for icons
* [http://learningcentre.landfood.ubc.ca/index.php/Copyright LFS copyright resource]

=== Branding ===
* Use up-to-date logos
* Preserve [[http://www.flickr.com/photos/lfslearningcentre/4457997024/in/photostream/ aspect ratio] for all photos, but especially logos
** Drag from the corner not the side

=== LFS Photos ===
* Photo [http://wiki.ubc.ca/LFS:Workshops/Photo_Editing_for_the_Web basics]
* Here’s a link to our faculty Flickr page, where you can find photos to use: [http://www.flickr.com/photos/lfslearningcentre/ http://www.flickr.com/photos/lfslearningcentre/]
** Individual albums: [http://www.flickr.com/photos/lfslearningcentre/sets/ http://www.flickr.com/photos/lfslearningcentre/sets/]
** Make sure to download “original”-sized photos for maximum quality.

== '''Beyond Infographics''' ==
{{#widget:YouTube|id=AdSZJzb-aX8|width=500}}
* [http://www.cs.ubc.ca/group/infovis/ UBC's InfoViz Group]
* [http://www.tableau.com/products/desktop Tableau]
* [https://www.rstudio.com R Studio]
* [https://developers.google.com/chart/?hl=en Google Charts]
* [http://www.edwardtufte.com/bboard/q-and-a?topic_id=1 Edward Tufte's notebook]

== '''Printing''' ==
* Budget $5 - $7 per square foot (~$90)
* Plan for printing time
** Some print shops need 48hrs
* Fabric and vinyl options for portability and durability
* Print in the village with CopySmart (next to the McDonald's)
** https://copysmart.ca/ubc-print-shop/
* UBC IT's Print Centre is pretty good, as well:
** https://it.ubc.ca/services/desktop-print-services/printing-services/details-and-pricing

== '''Presenting''' ==
* Rehearse your pitch
** 30-60 seconds explanation
* Print materials
** Smaller versions of the poster
** Business cards
** QR codes can be helpful for links to digital version of the poster or websites

=='''Thanks''' ==
[https://lc.landfood.ubc.ca/about-us/people/ Duncan McHugh, LFS Learning Centre]

Course:LFS400/Glossary

2024-02-06T22:28:38Z

Duncan:

<div class="intro">This page, information courtesy of the [https://manual.audacityteam.org/man/glossary.html Audacity Reference Manual], gives very brief explanations of technical terms related to digital audio, with some links to Wikipedia for much more comprehensive explanations.</div><div id="globalWrapper">
<div id="column-content">
<div id="content" class="mw-body" role="main"><div id="bodyContent" class="mw-body-content">
<div lang="en" dir="ltr" class="mw-content-ltr">
<h2>General Terms</h2>
<table class="prettytablerows">
<tr>
<th> Term </th>
<th> Description
</th></tr>
<tr>
<td width="120px" valign="left"> ADC:
</td>
<td valign="right"> Analog to digital converter. The part of an audio interface which records an analog, real world sound like a voice or guitar and converts it to a <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Binary_numeral_system">numerical</a> representation of the audio that a computer can manipulate.
</td></tr>
<tr>
<td valign="top"> Algorithm:
</td>
<td valign="top"> A set of steps or a procedure that will produce a desired result.
</td></tr>
<tr>
<td valign="top"> Aliasing:
</td>
<td valign="top"> Aliasing is an effect that causes different audio signals to become indistinguishable (or aliases of one another) when sampled. It also refers to the distortion or artifact that results when the signal reconstructed from samples is different from the original continuous signal.
</td></tr>
<tr>
<td valign="top"> ALSA:
</td>
<td valign="top"> A Linux kernel component for providing device drivers for audio interfaces. Known as an audio host in Audacity.
</td></tr>
<tr>
<td valign="top"> Amplitude:
</td>
<td valign="top"> The level or magnitude of a signal. Audio signals with a higher amplitude will sound louder.
</td></tr>
<tr>
<td valign="top"> Artifact:
</td>
<td valign="top"> Sonic material that is accidental or unwanted, resulting from the editing of another sound.
</td></tr>
<tr>
<td valign="top"> <a href="asio_audio_interface.html" title="ASIO Audio Interface">ASIO</a>:
</td>
<td valign="top"> Audio Stream Input/Output (<a href="asio_audio_interface.html" title="ASIO Audio Interface">ASIO</a>) is a computer audio interface driver protocol for digital audio on Windows, created by Steinberg. It provides a low-latency, multi-channel interface between a software application and the audio interface.
</td></tr>
<tr>
<td valign="top"> <a href="audacity_projects.html" title="Audacity Projects">Audacity Project Format (.aup)</a>:
</td>
<td valign="top"> The format in which Audacity formerly stored its projects. This consists of a reference file with the extension .aup and a large number of small audio files with extension <a href="#au">.AU</a>. This structure makes it quicker for Audacity to move audio around - ideal for cutting and pasting audio in a project. The project format for Audacity 2.4.2 and earlier.
</td></tr>
<tr>
<td valign="top"> <a href="audacity_projects.html" title="Audacity Projects">Audacity Unitary Project format (.aup3)</a>:
</td>
<td valign="top"> The format in which Audacity previously stored its projects. This consists of a SQLite database file with the extension .aup3. The project format for Audacity 3.0.0 and later.
</td></tr>
<tr>
<td valign="top"> Audio CDs:
</td>
<td valign="top"> CDs containing <a href="#pcm">PCM</a> audio data in accordance with the <a href="#red_book">Red Book</a> standard. They can be played on any standalone CD player as well as on computers.
</td></tr>
<tr>
<td valign="top"> Band-pass filter:
</td>
<td valign="top"> A band-pass filter is a <a href="#filter">filter</a> that passes <a href="#frequency">frequencies</a> within a certain range and rejects (attenuates) frequencies outside that range. A band-boost filter is similar to a band-pass filter except that it amplifies frequencies within a certain range and passes frequencies outside that range untouched.
</td></tr>
<tr>
<td valign="top"> Band-stop filter:
</td>
<td valign="top"> A band-stop filter or band-rejection filter is a <a href="#filter">filter</a> that passes most <a href="#frequency">frequencies</a> unaltered, but attenuates those in a specific range to very low levels. It is the opposite of a band-pass filter. A band-cut filter is a band-stop filter that attenuates the frequencies in a given frequency band by a specified amount. A notch filter is a band-stop filter with a narrow stopband (high Q factor).
</td></tr>
<tr>
<td valign="top"> Batch Processing:
</td>
<td valign="top"> Automation of a series of repetitive tasks on a computer so that the tasks run without manual intervention. In the early days of computers this was done by processing stacks of punch cards. In Audacity, repetitive tasks are handled by creating a <a href="macros.html" title="Macros">Macro</a>. The Macro can apply a predetermined sequence of effects to the current project, or can be run unattended to apply effects and/or format conversions to a batch of external audio files.
</td></tr>
<tr>
<td valign="top"> Bit:
</td>
<td valign="top"> A measure of quantity of data. A bit is one binary digit, a 0 or a 1.
</td></tr>
<tr>
<td valign="top"> Bit Rate:
</td>
<td valign="top"> The number of computer <a href="#bit">bits</a> conveyed or processed per unit of time. Normally expressed in kilobits per second (kbps). For an <a href="#uncompressed_format">uncompressed</a>, <a href="#pcm">PCM</a> file, kbps bit rate is <a href="#sample_rate">sample rate</a> multiplied by <a href="#sample_format">sample format</a> multiplied by number of channels, divided by 1000, giving 1411 kbps for <a href="#red_book">Red Book</a> <a href="#wav">WAV</a> or <a href="#aiff">AIFF</a>. Rates are much lower for <a href="#compressed_format">compressed</a> or <a href="#lossy">lossy</a> formats like <a href="#mp3">MP3</a>. For MP3 at <a href="#cbr">constant bit rate</a>, reducing sample rate does not reduce the bit rate and hence does not make the MP3 smaller, except for 11,025 Hz and below.
</td></tr>
<tr>
<td valign="top"> CBR:
</td>
<td valign="top"> Constant Bit Rate - In this format, the rate at which audio uses its data <a href="#bit">bits</a> does not vary. Silence uses as much disk space as audible sound.
</td></tr>
<tr>
<td valign="top"> Cepstrum:
</td>
<td valign="top"> The cepstrum of an audio signal is related to the <a href="#spectrum">spectrum</a>, but presents the rate of change in the different spectrum bands. It's particularly useful for properties of vocal tracks and is used, for example, in software to identify speakers by their voice characteristics.
</td></tr>
<tr>
<td valign="top"> Clipping:
</td>
<td valign="top"> Distortion to sound, usually due to the audio being too loud. Unless the original audio is 32-bit <a href="#sample_format">sample format</a>, <a href="#waveform">waveforms</a> louder than 0 <a href="#decibel">dB</a> will have their tops lopped off (flattened) at 0 dB, rather than showing smooth curves. Clipping can also be an intentional distortion effect that lops off part of the waveform, reducing its <a href="#amplitude">amplitude</a> and changing its <a href="#frequency">frequency</a> content.
</td></tr>
<tr>
<td valign="top"> Codec:
</td>
<td valign="top"> A computer program capable of encoding and/or decoding a digital data stream. The term is a portmanteau (a blending of two or more words) of coder and decoder.
</td></tr>
<tr>
<td valign="top"> Companding:
</td>
<td valign="top"> Refers to the process of compressing the <a href="#dynamic_range">dynamic range</a> of an audio signal before storage or transmission, then expanding the signal on retrieval or reception. The term is a portmanteau (a blending of two or more words) of compressing and expanding.
</td></tr>
<tr>
<td valign="top"> Compressed Audio Format:
</td>
<td valign="top"> Any format that will reduce the space required in storing or representing an audio signal. Space savings can be made for example by discarding certain <a href="#frequency">frequency</a> components which may be inaudible. <a href="#mp3">MP3</a> takes this approach. Other formats such as <a href="#flac">FLAC</a> compress without audio loss, but achieve lower compression rates.
</td></tr>
<tr>
<td valign="top"> <a href="compressor.html" title="Compressor">Compression</a>:
</td>
<td valign="top"> A process that tends to even out the overall volume level by increasing the level of softer passages and decreasing the level of louder passages. See also <a href="#compressed_format">Compressed Audio Format</a>.
</td></tr>
<tr>
<td valign="top"> Cycle:
</td>
<td valign="top"> An audio tone consists of an oscillating sound pressure on the ear. One cycle is one full transition of positive pressure through to negative pressure, back to positive pressure again.
</td></tr>
<tr>
<td valign="top"> DAC:
</td>
<td valign="top"> Digital to analog converter. The part of an audio interface which plays back a <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Binary_numeral_system">numerical</a> representation of audio as an analog, real world sound like a voice or guitar.
</td></tr>
<tr>
<td valign="top"> Data CDs:
</td>
<td valign="top"> Data CDs contain data intended to be read directly by a computer. The data may include audio and any other types of file such as images and documents. Most standalone CD players will not play data CDs, but some DVD players will. Including <a href="#compressed_format">compressed audio files</a> on a data CD can greatly increase the playing time compared to <a href="#audio_cd">audio CDs</a>.
</td></tr>
<tr>
<td valign="top"> dB:
</td>
<td valign="top"> Decibels. A <a href="#log">logarithmic</a> unit (typically of sound pressure) describing the ratio of that unit to a reference level.
</td></tr>
<tr>
<td valign="top"> <a href="dc_offset.html" title="DC offset">DC Offset</a>:
</td>
<td valign="top"> An offsetting of a signal from zero. A signal with DC Offset would appear in the Audacity <a href="audacity_waveform.html" title="Audacity Waveform">Default Waveform view</a> to be not centered on the 0.0 horizontal line. DC Offset results in reduced <a href="#headroom">headroom</a> and can cause clicks at the start and end or distortion after running effects. It can be corrected in Audacity by running <a href="normalize.html" title="Normalize">Normalize</a>.
</td></tr>
<tr>
<td valign="top"> <a href="dither.html" title="Dither">Dither</a>:
</td>
<td valign="top"> Intentional noise which is added so as to randomize the <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Quantization_error">quantization errors</a> (rounding errors) that occur when downsampling the <a href="sample_format_bit_depth.html" title="Sample Format - Bit Depth">Bit Depth</a> of an audio stream to a lower resolution than the current format.
</td></tr>
<tr>
<td valign="top"> Dynamic Range:
</td>
<td valign="top"> The difference between the loudest and softest part in an audio recording, the maximum possible being determined by its <a href="#sample_format">sample format</a>. For a device, the difference between its maximum possible undistorted signal and its <a href="#noise_floor">Noise Floor</a>.
</td></tr>
<tr>
<td valign="top"> <a href="recording.html#dropouts" title="Recording">Dropout</a>:
</td>
<td valign="top"> A dropout is a momentary loss of signal in your recording. Dropouts may be caused by a disk drive that cannot keep up with the recording. This can happen, for example, with a slow USB or network drive, or if antivirus software is slowing writing to disk, or if other activity on the computer is slowing the computer down.
</td></tr>
<tr>
<td valign="top"> Exponential:
</td>
<td valign="top"> A non-linear relationship where a change in value is proportional to the current level. If you double the value in a time period, it doubles again in the next period; if you halve the level in a time period, it halves again in the next period. For an exponential <a href="fades.html" title="Fades">fade in</a>, the curve becomes "steeper" with time; an exponential fade out becomes "flatter" with time. See also <a href="#log">Logarithmic</a>.
</td></tr>
<tr>
<td valign="top"> FFT :
</td>
<td valign="top"> Fast Fourier Transform. A method for performing <a href="#ft">Fourier transforms</a> quickly.
</td></tr>
<tr>
<td valign="top">File name extension:
</td>
<td valign="top"> A suffix of three or four characters added to a file name which defines the <a href="#Audio_File_Formats">format</a> of its contents. The suffix is separated from the file name by a dot (period), as in "song.mp3". The extension of common formats is often hidden on Windows, but can be turned on in the system's Folder Options.
</td></tr>
<tr>
<td valign="top"> Filter:
</td>
<td valign="top"> A sound effect that lets some <a href="#frequency">frequencies</a> through and suppresses others.
</td></tr>
<tr>
<td valign="top"> Fourier Transform:
</td>
<td valign="top"> A method for converting a <a href="#waveform">waveform</a> to a <a href="#spectrum">spectrum</a>, and back.
</td></tr>
<tr>
<td valign="top"> Frequency:
</td>
<td valign="top"> Audio frequency determines the <a href="#pitch">pitch</a> of a sound. Measured in <a href="#hz">Hz</a>, higher frequencies have higher pitch. See <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Audio_frequency">this</a> Wikipedia article.
</td></tr>
<tr>
<td valign="top"> Gain:
</td>
<td valign="top"> A measure of how much a signal is amplified. Usually expressed in <a href="#decibel">dB</a>, positive gain increases the <a href="#amplitude">amplitude</a> of a signal, while negative gain reduces it.
</td></tr>
<tr>
<td valign="top"> Harmonics:
</td>
<td valign="top"> Most sounds are made up of a mix of different <a href="#frequency">frequencies</a>. In musical sounds, the component frequencies are simple multiples of each other, for example 100 <a href="#hz">Hz</a>, 200 Hz, 300 Hz. These are called harmonics of the lowest frequency sound.
</td></tr>
<tr>
<td valign="top">Headroom:
</td>
<td valign="top"> The difference between the peak level of an audio track and the maximum level that can be achieved without <a href="#clipping">clipping</a>. Recording at -6 <a href="#decibel">dB</a> below maximum level is a good compromise between getting far enough above the <a href="#noise_floor">noise floor</a> while having sufficient headroom to make edits that increase loudness.
</td></tr>
<tr>
<td valign="top"> High Pass Filter:
</td>
<td valign="top"> A <a href="#filter">filter</a> that lets high <a href="#frequency">frequencies</a> through
</td></tr>
<tr>
<td valign="top"> Hz:
</td>
<td valign="top"> Hertz. Measures a <a href="#frequency">frequency</a> event in number of <a href="#cycle">cycles</a> per second. See Frequency and <a href="#sample_rate">Sample Rate</a>, both of which are measured in Hz.
</td></tr>
<tr>
<td valign="top"> ID3:
</td>
<td valign="top"> ID3 is a <a href="#metadata">metadata</a> container most often used in conjunction with the <a href="#mp3">MP3</a> audio file format. It allows information such as the title, artist, album, track number, and other information about the file to be stored in the file itself.
</td></tr>
<tr>
<td valign="top"> Interpolation:
</td>
<td valign="top"> Completing <a href="#waveform">waveform</a> data by estimating missing values. The values are estimated as being between other known values. To convert a waveform recorded at 22,000 <a href="#hz">Hz</a> or <a href="#sample_rate">samples per second</a> to one at a higher rate such as 44000 samples per second requires interpolation.
</td></tr>
<tr>
<td valign="top"> IVR:
</td>
<td valign="top">Interactive Voice Response is a technology that allows a computer to interact with humans through the use of voice and DTMF tones input via keypad.
</td></tr>
<tr>
<td valign="top"> kHz:
</td>
<td valign="top"> One kilohertz (kHz) is 1000 <a href="#hz">Hz</a>. For example, the common audio <a href="#sample_rate">sample rate</a> of 44,100 Hz can also be expressed as 44.1 kHz.
</td></tr>
<tr>
<td valign="top"> <a href="faq_installation_and_plug_ins.html#lame" title="FAQ:Installation and Plug-Ins">LAME</a>:
</td>
<td valign="top"> A software library that converts audio to <a href="#mp3">MP3</a> format.
</td></tr>
<tr>
<td valign="top"> Latency:
</td>
<td valign="top"> A short delay between an audio signal being sent and received. In computer audio this is due to <a href="#adc">analog-to-digital</a> and <a href="#dac">digital-to-analog</a> conversion. Most commonly refers to the delay between recording a sound and a) hearing its <a href="recording_preferences.html#Playthrough" title="Recording Preferences">playthrough</a> or b) laying it down on disk.
</td></tr>
<tr>
<td valign="top"> Linear:
</td>
<td valign="top"> A simple, directly proportional, one-to-one, "straight-line" relationship. This term is used to contrast with <a href="#exponential">exponential</a>, <a href="#log">logarithmic</a>, or other complex relationships.
</td></tr>
<tr>
<td valign="top"> Logarithmic:
</td>
<td valign="top"> A non-linear relationship where one item is proportional to the logarithm of the other item. So for a logarithmic <a href="fades.html" title="Fades">fade in</a>, the curve becomes "flatter" with time; a logarithmic fade-out becomes "steeper" with time. Some measures, such as <a href="#decibel">dB</a>, are logarithmic by definition. See also <a href="#exponential">Exponential</a>.
</td></tr>
<tr>
<td valign="top"> Lossless:
</td>
<td valign="top"> A format that does not lose any information. It may be either a <a href="#compressed_format">size-compressing</a> format like <a href="#flac">FLAC</a> where the quality is exactly as good as before compression, or an <a href="#uncompressed_format">uncompressed</a> format like <a href="#wav">WAV</a>.
</td></tr>
<tr>
<td valign="top"> Lossy:
</td>
<td valign="top"> A format for <a href="#compressed_format">size-compressing</a> audio that may sacrifice a small amount of quality in order to reduce the file size more than <a href="#lossless">lossless</a> compression. Examples are <a href="#mp3">MP3</a> and <a href="#ogg">OGG</a>.
</td></tr>
<tr>
<td valign="top"> Low Pass Filter:
</td>
<td valign="top"> A <a href="#filter">filter</a> that lets low (bass) <a href="#frequency">frequencies</a> through.
</td></tr>
<tr>
<td valign="top"> Metadata:
</td>
<td valign="top"> Metadata tags - digital audio files can be labeled with more information than can be contained in just the file name, that descriptive information is called the audio tag or audio metadata. The metadata for compressed and uncompressed digital music is often encoded in the <a href="#id3">ID3</a> tag.
</td></tr>
<tr>
<td valign="top"> MME:
</td>
<td valign="top"> Multimedia Extensions to Windows 3 appeared in Autumn 1991 as the first standardized Windows interface to support audio interfaces. It is one of the "audio hosts" selectable in <a href="device_toolbar.html" title="Device Toolbar">Device Toolbar</a>. MME was superseded in 1995 by <a href="#wds">Windows DirectSound</a>.
</td></tr>
<tr>
<td valign="top"> MP3 CDs:
</td>
<td valign="top"> A specific type of <a href="#data_cd">data CD</a> containing only <a href="#mp3">MP3</a> audio files. All computers can play them as can some DVD and portable MP3 players.
</td></tr>
<tr>
<td valign="top"> Noise Floor:
</td>
<td valign="top"> A level or <a href="#amplitude">amplitude</a> representing the amount of near-continuous background noise present in the signal. A background hiss would raise the noise floor, and could prevent a faint signal (one below the noise floor) being heard at all. Unwanted sporadic noise such as a member of the audience coughing is noise, but it does not contribute to the noise floor.
</td></tr>
<tr>
<td valign="top"> Notch filter:
</td>
<td valign="top"> A notch filter is a <a href="#band_stop">band-stop filter</a> with a narrow stopband (high Q factor).
</td></tr>
<tr>
<td valign="top"> Oversampling:
</td>
<td valign="top"> Oversampling is the process of sampling a signal with a sampling frequency significantly higher than the Nyquist rate. Oversampling improves resolution, reduces noise and helps avoid <a href="#aliasing">aliasing</a> and phase distortion by relaxing anti-aliasing filter performance requirements.
</td></tr>
<tr>
<td valign="top"> Pan:
</td>
<td valign="top"> Panning is the spread of a sound signal (either monaural or stereophonic pairs) into a new stereo or multi-channel sound field.
</td></tr>
<tr>
<td valign="top"> PCM:
</td>
<td valign="top"> Pulse code modulation. A method of converting audio into <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Binary_numeral_system">binary numbers</a> to represent it digitally, then back to audio. The <a href="#waveform">waveform</a> is measured at evenly spaced intervals and the <a href="#amplitude">amplitude</a> of the waveform noted for each measurement.
</td></tr>
<tr>
<td valign="top"> Pitch:
</td>
<td valign="top"> Generally synonymous with the fundamental <a href="#frequency">frequency</a> of a note, but in music, often also taken to imply a perceived measurement that can be affected by overtones above the fundamental.
</td></tr>
<tr>
<td valign="top"> Red Book:
</td>
<td valign="top"> The most widely used standard for representing audio on <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/CD">CD</a>, requiring stereo, 16-<a href="#bit">bit</a>, 44,100 <a href="#hz">Hz</a>.
</td></tr>
<tr>
<td valign="top"> Resampling:
</td>
<td valign="top"> Converting a sampled signal from one <a href="#sample_rate">sample rate</a> to another without changing the length of the audio (hence without changing the playback speed or <a href="#pitch">pitch</a>). This necessarily changes the number of <a href="#sample">samples</a> that the audio contains. Resampling can also mean converting from one <a href="#sample_format">sample format</a> to another which changes the precision of each sample but not the number of samples.
</td></tr>
<tr>
<td valign="top"> RMS:
</td>
<td valign="top"> Root Mean Square, sometimes also abbreviated in technical literature as "rms". A method of calculating a numerical value for the average sound level of a <a href="#waveform">waveform</a>. The RMS level (colored lighter blue in Audacity) equates very approximately to how loud the audio sounds.
</td></tr>
<tr>
<td valign="top"> Roll-off:
</td>
<td valign="top"> A gradually reduced response at the upper or lower ends of the working frequency range.
</td></tr>
<tr>
<td valign="top">Sample:
</td>
<td valign="top"> A discrete value at a point in a <a href="#waveform">waveform</a> representing the audio at that point. Also the act of taking a sequence of such values. All <a href="digital_audio.html" title="Digital Audio">digital audio</a> must be sampled at discrete points. By contrast, analog audio (such as the sound from a loudspeaker) is always a continuous signal.
</td></tr>
<tr>
<td valign="top"> <a href="digital_audio.html#Sample_rates" title="Digital Audio">Sample Rate</a>:
</td>
<td valign="top"> Measured in <a href="#hz">Hz</a> like <a href="#frequency">frequency</a>, this represents the number of digital <a href="#sample">samples</a> captured per second in order to represent the <a href="#waveform">waveform</a>. See <a href="sample_rates.html" title="Sample Rates">Sample Rates</a> for more details.
</td></tr>
<tr>
<td valign="top"> <a href="digital_audio.html#Sample_formats" title="Digital Audio">Sample Format</a>:
</td>
<td valign="top"> Also known as Bit Depth or Word Size. The number of computer <a href="#bit">bits</a> present in each audio <a href="#sample">sample</a>. Determines the <a href="#dynamic_range">dynamic range</a> of the audio. See <a href="sample_format_bit_depth.html" title="Sample Format - Bit Depth">Sample Format - Bit Depth</a> for more details.
</td></tr>
<tr>
<td valign="top"> Snapshot:
</td>
<td valign="top"> A read-only copy of the project database frozen at a point in time enabling <a href="recovery.html" title="Recovery">Recovery</a>, following a crash, to recover to the last edit you made.
</td></tr>
<tr>
<td valign="top"> Spectrum:
</td>
<td valign="top"> Presentation of a sound in terms of its component <a href="#frequency">frequencies</a>.
</td></tr>
<tr>
<td valign="top"> Uncompressed Audio Format:
</td>
<td valign="top"> An audio format in which every <a href="#sample">sample</a> of sound is represented by a <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Binary_numeral_system">binary number</a>. Examples are <a href="#wav">WAV</a> or <a href="#aiff">AIFF</a>.
</td></tr>
<tr>
<td valign="top"> VBR:
</td>
<td valign="top"> Variable Bit Rate. A method for compressing audio which does not always use the same number of <a href="#bit">bits</a> to record the same duration of sound.
</td></tr>
<tr>
<td valign="top"> <a href="audacity_waveform.html" title="Audacity Waveform">Waveform</a>:
</td>
<td valign="top"> A visual representation of an audio signal.
</td></tr>
<tr>
<td valign="top"> Windows DirectSound:
</td>
<td valign="top"> A Windows interface between applications (such as Audacity) and the audio interface driver. It is one of the "audio hosts" selectable in <a href="device_toolbar.html" title="Device Toolbar">Device Toolbar</a>. DirectSound was released in 1995 as a replacement for the older <a href="#mme">MME</a> and has an option to bypass the kernel mixer and so reduce <a href="#latency" title="Glossary">latency</a>.
</td></tr>
<tr>
<td valign="top"> Windows WASAPI:
</td>
<td valign="top"> The most recent Windows interface between applications (such as Audacity) and the audio interface driver. It is one of the "audio hosts" selectable in <a href="device_toolbar.html" title="Device Toolbar">Device Toolbar</a>. WASAPI was first officially released in 2007.
</td></tr>
<tr>
<td valign="top"> <a href="select_menu_at_zero_crossings.html" title="Select Menu: At Zero Crossings">Zero Crossing</a>:
</td>
<td valign="top"> The point where a line joining the audio <a href="#sample">samples</a> crosses the zero horizontal line.
</td></tr></table>
<div id="formats"></div>
<h2>Audio File Formats</h2>
<div class="note">There are numerous <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Audio_file_formats">audio file formats</a> for storing audio on a computer.
<ul><li> WAV format is widely used on Windows and is needed for creating an audio CD.</li>
<li> AIFF is widely used on Apple's operating systems.</li>
<li> Compressed formats (like MP3 and AAC) are used on portable music players.</li></ul>
</div>
<table class="prettytablerows">
<tr>
<th> Term </th>
<th> Description
</th></tr>
<tr>
<td valign="top"> AAC:
</td>
<td valign="top"> A <a href="#lossy">lossy</a>, <a href="#compressed_format">size-compressed</a> audio codec and its reference audio codec implementation. AAC files usually have M4A <a href="#extension">extension</a>, with variants such as M4P (protected) and M4R (ringtones). Usually gives better quality for the same <a href="#bit_rate">bit rate</a> than the older <a href="#mp3">MP3</a> format. It is the default audio format for Apple Music/iTunes\xc2\xae, iPhone\xc2\xae, iPad\xc2\xae and iPod\xc2\xae and Sony PlayStation 3.
</td></tr>
<tr>
<td width="120px" valign="top"> AIFF:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format, almost always used for <a href="#lossless">lossless</a>, <a href="#uncompressed_format">uncompressed</a>, <a href="#pcm">PCM</a> audio with similar file size to <a href="#wav">WAV</a>. Although the classic AIFF format is in Apple's earlier <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Endianness#Big-endian">Big-endian</a> byte order, Mac OS X /macOS has always written "AIFF-C/sowt" files. These have the same AIFF <a href="#extension">extension</a> as classic AIFF and are identical to it except for being <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Endianness#Little-endian">Little-endian</a> like WAV format. Rarely, files with AIFC extension can contain <a href="#compressed_format">compressed</a> formats.
</td></tr>
<tr>
<td width="120px" valign="top"> Allegro:
</td>
<td valign="top"> A text-based language for music representation. In common with <a href="#midi">MIDI</a> it represents notes, tempo, and other commands that may instruct a synthesizer or sampler what to play. In Audacity, Allegro (.gro) files may be imported as <a href="note_tracks.html" title="Note Tracks">Note tracks</a> or exported from Note tracks
</td></tr>
<tr>
<td width="120px" valign="top"> Apple Lossless:
</td>
<td valign="top">Also known as Apple Lossless Audio Codec (ALAC) or Apple Lossless Encoder (ALE), this is a <a href="#lossless">lossless</a>, <a href="#compressed_format">size-compressed</a> codec usually stored within an MP4 <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Digital_container_format">container format</a> with M4A <a href="#extension">extension</a>. ALAC is Apple's equivalent of <a href="#flac">FLAC</a> (which is not officially supported by Apple).
</td></tr>
<tr>
<td width="120px" valign="top"> AU:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format, formerly used by Audacity (2.4.2 and earlier) for storage of <a href="#lossless">lossless</a>, <a href="#uncompressed_format">uncompressed</a>, <a href="#pcm">PCM</a> audio data. Not be confused with <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Au_file_format">Sun/NeXT AU</a> files, which are usually U-Law encoded PCM files but may be headerless.
</td></tr>
<tr>
<td width="120px" valign="top"> CAF:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format for storing audio, developed by Apple Inc. It is designed to overcome limitations of older digital audio formats. Unlike WAV and AIFF its size is virtually unlimited and can theoretically save hundreds of years of recorded audio due to its use of 64-bit file offsets.
</td></tr>
<tr>
<td width="120px" valign="top"> FLAC:
</td>
<td valign="top"> An Open Source <a href="#lossless">lossless</a>, <a href="#compressed_format">size-compressed</a> audio format
</td></tr>
<tr>
<td width="120px" valign="top"> GSM 6.10:
</td>
<td valign="top"> Global System for Mobile communications is a standard developed by the European Telecommunications Standards Institute (ETSI) to describe protocols for second-generation (2G) digital cellular networks used by mobile phones. As of 2014 it has become the default global standard for mobile communications - with over 90% market share, operating in over 219 countries and territories.
</td></tr>
<tr>
<td valign="top"> MIDI:
</td>
<td valign="top"> MIDI is a small-sized file format which stores how to play notes, widely used for keyboard instruments. It is not an audio file format like <a href="#wav">WAV</a> that uses thousands of <a href="#sample">samples</a> to record the full sound of the notes actually being played.
</td></tr>
<tr>
<td valign="top"> MP2:
</td>
<td valign="top"> A <a href="#lossy">lossy</a>, <a href="#compressed_format">size-compressed</a> audio format mainly used by the broadcast media
</td></tr>
<tr>
<td valign="top"> MP3:
</td>
<td valign="top"> A <a href="#lossy">lossy</a>, <a href="#compressed_format">size-compressed</a> audio format which is the main format for transmitting audio over the Internet
</td></tr>
<tr>
<td valign="top"> Opus:
</td>
<td valign="top"> An Open Source <a href="#compressed_format" title="Glossary">size-compressed</a> and <a href="#lossy" title="Glossary">lossy</a> audio format developed for Internet streaming. It uses both SILK (used by Skype) and CELT (from Xiph.Org) codecs and supports variable bit rates from 6 kbps to 510 kbps.
</td></tr>
<tr>
<td valign="top"> Ogg Vorbis:
</td>
<td valign="top"> An Open Source <a href="#lossy">lossy</a>, <a href="#compressed_format">size-compressed</a> audio format, strictly speaking the <a rel="nofollow" class="external text" href="https://en.wikipedia.org/wiki/Vorbis">Vorbis</a> format in a <a rel="nofollow" class="external text" href="https://en.wikipedia.org/wiki/Container_format_%28digital%29">container</a> having OGG <a href="#extension">extension</a>.
</td></tr>
<tr>
<td valign="top"> RAW:
</td>
<td valign="top"> RAW Audio format is an audio file format for storing uncompressed audio in raw form. Comparable to WAV or AIFF in size, RAW Audio file does not include any header information (sampling rate, bit depth, endian, or number of channels).
</td></tr>
<tr>
<td valign="top"> RF64:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format, based on the Microsoft RIFF/WAVE format and Wave (WAV) Format. It allows for more than 4 GB file sizes when needed (the maximum filesize is now approximately 16 exabytes, which is effectively unlimited.
</td></tr>
<tr>
<td valign="top"> WAV:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format, almost always used for <a href="#lossless">lossless</a>, <a href="#uncompressed_format">uncompressed</a>, <a href="#pcm">PCM</a> audio. The format is in Microsoft's <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Endianness#Little-endian">Little-Endian</a> byte order.
</td></tr>
<tr>
<td valign="top"> WMA:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format. Windows Media Audio is a <a href="#lossy">lossy</a>, <a href="#compressed_format">size-compressed</a> audio format developed by Microsoft. It is a proprietary technology that forms part of the Windows Media framework. WMA consists of four distinct codecs. The original WMA codec, known simply as WMA, was conceived as a competitor to the popular <a href="#mp3">MP3</a> and RealAudio codecs.
</td></tr></table>

Course:LFS400/Glossary

2024-02-06T22:28:07Z

Duncan:

<div class="intro">This page, information courtesy of the [https://manual.audacityteam.org/man/glossary.html Audacity Reference Manual], gives very brief explanations of technical terms related to digital audio, with some links to Wikipedia for much more comprehensive explanations.</div><div id="globalWrapper">
<div id="column-content">
<div id="content" class="mw-body" role="main"><div id="bodyContent" class="mw-body-content">
<div lang="en" dir="ltr" class="mw-content-ltr">
<h2>General Terms</h2>
<table class="prettytablerows">
<tr>
<th> Term </th>
<th> Description
</th></tr>
<tr>
<td width="120px" valign="top"> ADC:
</td>
<td valign="right"> Analog to digital converter. The part of an audio interface which records an analog, real world sound like a voice or guitar and converts it to a <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Binary_numeral_system">numerical</a> representation of the audio that a computer can manipulate.
</td></tr>
<tr>
<td valign="top"> Algorithm:
</td>
<td valign="top"> A set of steps or a procedure that will produce a desired result.
</td></tr>
<tr>
<td valign="top"> Aliasing:
</td>
<td valign="top"> Aliasing is an effect that causes different audio signals to become indistinguishable (or aliases of one another) when sampled. It also refers to the distortion or artifact that results when the signal reconstructed from samples is different from the original continuous signal.
</td></tr>
<tr>
<td valign="top"> ALSA:
</td>
<td valign="top"> A Linux kernel component for providing device drivers for audio interfaces. Known as an audio host in Audacity.
</td></tr>
<tr>
<td valign="top"> Amplitude:
</td>
<td valign="top"> The level or magnitude of a signal. Audio signals with a higher amplitude will sound louder.
</td></tr>
<tr>
<td valign="top"> Artifact:
</td>
<td valign="top"> Sonic material that is accidental or unwanted, resulting from the editing of another sound.
</td></tr>
<tr>
<td valign="top"> <a href="asio_audio_interface.html" title="ASIO Audio Interface">ASIO</a>:
</td>
<td valign="top"> Audio Stream Input/Output (<a href="asio_audio_interface.html" title="ASIO Audio Interface">ASIO</a>) is a computer audio interface driver protocol for digital audio on Windows, created by Steinberg. It provides a low-latency, multi-channel interface between a software application and the audio interface.
</td></tr>
<tr>
<td valign="top"> <a href="audacity_projects.html" title="Audacity Projects">Audacity Project Format (.aup)</a>:
</td>
<td valign="top"> The format in which Audacity formerly stored its projects. This consists of a reference file with the extension .aup and a large number of small audio files with extension <a href="#au">.AU</a>. This structure makes it quicker for Audacity to move audio around - ideal for cutting and pasting audio in a project. The project format for Audacity 2.4.2 and earlier.
</td></tr>
<tr>
<td valign="top"> <a href="audacity_projects.html" title="Audacity Projects">Audacity Unitary Project format (.aup3)</a>:
</td>
<td valign="top"> The format in which Audacity previously stored its projects. This consists of a SQLite database file with the extension .aup3. The project format for Audacity 3.0.0 and later.
</td></tr>
<tr>
<td valign="top"> Audio CDs:
</td>
<td valign="top"> CDs containing <a href="#pcm">PCM</a> audio data in accordance with the <a href="#red_book">Red Book</a> standard. They can be played on any standalone CD player as well as on computers.
</td></tr>
<tr>
<td valign="top"> Band-pass filter:
</td>
<td valign="top"> A band-pass filter is a <a href="#filter">filter</a> that passes <a href="#frequency">frequencies</a> within a certain range and rejects (attenuates) frequencies outside that range. A band-boost filter is similar to a band-pass filter except that it amplifies frequencies within a certain range and passes frequencies outside that range untouched.
</td></tr>
<tr>
<td valign="top"> Band-stop filter:
</td>
<td valign="top"> A band-stop filter or band-rejection filter is a <a href="#filter">filter</a> that passes most <a href="#frequency">frequencies</a> unaltered, but attenuates those in a specific range to very low levels. It is the opposite of a band-pass filter. A band-cut filter is a band-stop filter that attenuates the frequencies in a given frequency band by a specified amount. A notch filter is a band-stop filter with a narrow stopband (high Q factor).
</td></tr>
<tr>
<td valign="top"> Batch Processing:
</td>
<td valign="top"> Automation of a series of repetitive tasks on a computer so that the tasks run without manual intervention. In the early days of computers this was done by processing stacks of punch cards. In Audacity, repetitive tasks are handled by creating a <a href="macros.html" title="Macros">Macro</a>. The Macro can apply a predetermined sequence of effects to the current project, or can be run unattended to apply effects and/or format conversions to a batch of external audio files.
</td></tr>
<tr>
<td valign="top"> Bit:
</td>
<td valign="top"> A measure of quantity of data. A bit is one binary digit, a 0 or a 1.
</td></tr>
<tr>
<td valign="top"> Bit Rate:
</td>
<td valign="top"> The number of computer <a href="#bit">bits</a> conveyed or processed per unit of time. Normally expressed in kilobits per second (kbps). For an <a href="#uncompressed_format">uncompressed</a>, <a href="#pcm">PCM</a> file, kbps bit rate is <a href="#sample_rate">sample rate</a> multiplied by <a href="#sample_format">sample format</a> multiplied by number of channels, divided by 1000, giving 1411 kbps for <a href="#red_book">Red Book</a> <a href="#wav">WAV</a> or <a href="#aiff">AIFF</a>. Rates are much lower for <a href="#compressed_format">compressed</a> or <a href="#lossy">lossy</a> formats like <a href="#mp3">MP3</a>. For MP3 at <a href="#cbr">constant bit rate</a>, reducing sample rate does not reduce the bit rate and hence does not make the MP3 smaller, except for 11,025 Hz and below.
</td></tr>
<tr>
<td valign="top"> CBR:
</td>
<td valign="top"> Constant Bit Rate - In this format, the rate at which audio uses its data <a href="#bit">bits</a> does not vary. Silence uses as much disk space as audible sound.
</td></tr>
<tr>
<td valign="top"> Cepstrum:
</td>
<td valign="top"> The cepstrum of an audio signal is related to the <a href="#spectrum">spectrum</a>, but presents the rate of change in the different spectrum bands. It's particularly useful for properties of vocal tracks and is used, for example, in software to identify speakers by their voice characteristics.
</td></tr>
<tr>
<td valign="top"> Clipping:
</td>
<td valign="top"> Distortion to sound, usually due to the audio being too loud. Unless the original audio is 32-bit <a href="#sample_format">sample format</a>, <a href="#waveform">waveforms</a> louder than 0 <a href="#decibel">dB</a> will have their tops lopped off (flattened) at 0 dB, rather than showing smooth curves. Clipping can also be an intentional distortion effect that lops off part of the waveform, reducing its <a href="#amplitude">amplitude</a> and changing its <a href="#frequency">frequency</a> content.
</td></tr>
<tr>
<td valign="top"> Codec:
</td>
<td valign="top"> A computer program capable of encoding and/or decoding a digital data stream. The term is a portmanteau (a blending of two or more words) of coder and decoder.
</td></tr>
<tr>
<td valign="top"> Companding:
</td>
<td valign="top"> Refers to the process of compressing the <a href="#dynamic_range">dynamic range</a> of an audio signal before storage or transmission, then expanding the signal on retrieval or reception. The term is a portmanteau (a blending of two or more words) of compressing and expanding.
</td></tr>
<tr>
<td valign="top"> Compressed Audio Format:
</td>
<td valign="top"> Any format that will reduce the space required in storing or representing an audio signal. Space savings can be made for example by discarding certain <a href="#frequency">frequency</a> components which may be inaudible. <a href="#mp3">MP3</a> takes this approach. Other formats such as <a href="#flac">FLAC</a> compress without audio loss, but achieve lower compression rates.
</td></tr>
<tr>
<td valign="top"> <a href="compressor.html" title="Compressor">Compression</a>:
</td>
<td valign="top"> A process that tends to even out the overall volume level by increasing the level of softer passages and decreasing the level of louder passages. See also <a href="#compressed_format">Compressed Audio Format</a>.
</td></tr>
<tr>
<td valign="top"> Cycle:
</td>
<td valign="top"> An audio tone consists of an oscillating sound pressure on the ear. One cycle is one full transition of positive pressure through to negative pressure, back to positive pressure again.
</td></tr>
<tr>
<td valign="top"> DAC:
</td>
<td valign="top"> Digital to analog converter. The part of an audio interface which plays back a <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Binary_numeral_system">numerical</a> representation of audio as an analog, real world sound like a voice or guitar.
</td></tr>
<tr>
<td valign="top"> Data CDs:
</td>
<td valign="top"> Data CDs contain data intended to be read directly by a computer. The data may include audio and any other types of file such as images and documents. Most standalone CD players will not play data CDs, but some DVD players will. Including <a href="#compressed_format">compressed audio files</a> on a data CD can greatly increase the playing time compared to <a href="#audio_cd">audio CDs</a>.
</td></tr>
<tr>
<td valign="top"> dB:
</td>
<td valign="top"> Decibels. A <a href="#log">logarithmic</a> unit (typically of sound pressure) describing the ratio of that unit to a reference level.
</td></tr>
<tr>
<td valign="top"> <a href="dc_offset.html" title="DC offset">DC Offset</a>:
</td>
<td valign="top"> An offsetting of a signal from zero. A signal with DC Offset would appear in the Audacity <a href="audacity_waveform.html" title="Audacity Waveform">Default Waveform view</a> to be not centered on the 0.0 horizontal line. DC Offset results in reduced <a href="#headroom">headroom</a> and can cause clicks at the start and end or distortion after running effects. It can be corrected in Audacity by running <a href="normalize.html" title="Normalize">Normalize</a>.
</td></tr>
<tr>
<td valign="top"> <a href="dither.html" title="Dither">Dither</a>:
</td>
<td valign="top"> Intentional noise which is added so as to randomize the <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Quantization_error">quantization errors</a> (rounding errors) that occur when downsampling the <a href="sample_format_bit_depth.html" title="Sample Format - Bit Depth">Bit Depth</a> of an audio stream to a lower resolution than the current format.
</td></tr>
<tr>
<td valign="top"> Dynamic Range:
</td>
<td valign="top"> The difference between the loudest and softest part in an audio recording, the maximum possible being determined by its <a href="#sample_format">sample format</a>. For a device, the difference between its maximum possible undistorted signal and its <a href="#noise_floor">Noise Floor</a>.
</td></tr>
<tr>
<td valign="top"> <a href="recording.html#dropouts" title="Recording">Dropout</a>:
</td>
<td valign="top"> A dropout is a momentary loss of signal in your recording. Dropouts may be caused by a disk drive that cannot keep up with the recording. This can happen, for example, with a slow USB or network drive, or if antivirus software is slowing writing to disk, or if other activity on the computer is slowing the computer down.
</td></tr>
<tr>
<td valign="top"> Exponential:
</td>
<td valign="top"> A non-linear relationship where a change in value is proportional to the current level. If you double the value in a time period, it doubles again in the next period; if you halve the level in a time period, it halves again in the next period. For an exponential <a href="fades.html" title="Fades">fade in</a>, the curve becomes "steeper" with time; an exponential fade out becomes "flatter" with time. See also <a href="#log">Logarithmic</a>.
</td></tr>
<tr>
<td valign="top"> FFT :
</td>
<td valign="top"> Fast Fourier Transform. A method for performing <a href="#ft">Fourier transforms</a> quickly.
</td></tr>
<tr>
<td valign="top">File name extension:
</td>
<td valign="top"> A suffix of three or four characters added to a file name which defines the <a href="#Audio_File_Formats">format</a> of its contents. The suffix is separated from the file name by a dot (period), as in "song.mp3". The extension of common formats is often hidden on Windows, but can be turned on in the system's Folder Options.
</td></tr>
<tr>
<td valign="top"> Filter:
</td>
<td valign="top"> A sound effect that lets some <a href="#frequency">frequencies</a> through and suppresses others.
</td></tr>
<tr>
<td valign="top"> Fourier Transform:
</td>
<td valign="top"> A method for converting a <a href="#waveform">waveform</a> to a <a href="#spectrum">spectrum</a>, and back.
</td></tr>
<tr>
<td valign="top"> Frequency:
</td>
<td valign="top"> Audio frequency determines the <a href="#pitch">pitch</a> of a sound. Measured in <a href="#hz">Hz</a>, higher frequencies have higher pitch. See <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Audio_frequency">this</a> Wikipedia article.
</td></tr>
<tr>
<td valign="top"> Gain:
</td>
<td valign="top"> A measure of how much a signal is amplified. Usually expressed in <a href="#decibel">dB</a>, positive gain increases the <a href="#amplitude">amplitude</a> of a signal, while negative gain reduces it.
</td></tr>
<tr>
<td valign="top"> Harmonics:
</td>
<td valign="top"> Most sounds are made up of a mix of different <a href="#frequency">frequencies</a>. In musical sounds, the component frequencies are simple multiples of each other, for example 100 <a href="#hz">Hz</a>, 200 Hz, 300 Hz. These are called harmonics of the lowest frequency sound.
</td></tr>
<tr>
<td valign="top">Headroom:
</td>
<td valign="top"> The difference between the peak level of an audio track and the maximum level that can be achieved without <a href="#clipping">clipping</a>. Recording at -6 <a href="#decibel">dB</a> below maximum level is a good compromise between getting far enough above the <a href="#noise_floor">noise floor</a> while having sufficient headroom to make edits that increase loudness.
</td></tr>
<tr>
<td valign="top"> High Pass Filter:
</td>
<td valign="top"> A <a href="#filter">filter</a> that lets high <a href="#frequency">frequencies</a> through
</td></tr>
<tr>
<td valign="top"> Hz:
</td>
<td valign="top"> Hertz. Measures a <a href="#frequency">frequency</a> event in number of <a href="#cycle">cycles</a> per second. See Frequency and <a href="#sample_rate">Sample Rate</a>, both of which are measured in Hz.
</td></tr>
<tr>
<td valign="top"> ID3:
</td>
<td valign="top"> ID3 is a <a href="#metadata">metadata</a> container most often used in conjunction with the <a href="#mp3">MP3</a> audio file format. It allows information such as the title, artist, album, track number, and other information about the file to be stored in the file itself.
</td></tr>
<tr>
<td valign="top"> Interpolation:
</td>
<td valign="top"> Completing <a href="#waveform">waveform</a> data by estimating missing values. The values are estimated as being between other known values. To convert a waveform recorded at 22,000 <a href="#hz">Hz</a> or <a href="#sample_rate">samples per second</a> to one at a higher rate such as 44000 samples per second requires interpolation.
</td></tr>
<tr>
<td valign="top"> IVR:
</td>
<td valign="top">Interactive Voice Response is a technology that allows a computer to interact with humans through the use of voice and DTMF tones input via keypad.
</td></tr>
<tr>
<td valign="top"> kHz:
</td>
<td valign="top"> One kilohertz (kHz) is 1000 <a href="#hz">Hz</a>. For example, the common audio <a href="#sample_rate">sample rate</a> of 44,100 Hz can also be expressed as 44.1 kHz.
</td></tr>
<tr>
<td valign="top"> <a href="faq_installation_and_plug_ins.html#lame" title="FAQ:Installation and Plug-Ins">LAME</a>:
</td>
<td valign="top"> A software library that converts audio to <a href="#mp3">MP3</a> format.
</td></tr>
<tr>
<td valign="top"> Latency:
</td>
<td valign="top"> A short delay between an audio signal being sent and received. In computer audio this is due to <a href="#adc">analog-to-digital</a> and <a href="#dac">digital-to-analog</a> conversion. Most commonly refers to the delay between recording a sound and a) hearing its <a href="recording_preferences.html#Playthrough" title="Recording Preferences">playthrough</a> or b) laying it down on disk.
</td></tr>
<tr>
<td valign="top"> Linear:
</td>
<td valign="top"> A simple, directly proportional, one-to-one, "straight-line" relationship. This term is used to contrast with <a href="#exponential">exponential</a>, <a href="#log">logarithmic</a>, or other complex relationships.
</td></tr>
<tr>
<td valign="top"> Logarithmic:
</td>
<td valign="top"> A non-linear relationship where one item is proportional to the logarithm of the other item. So for a logarithmic <a href="fades.html" title="Fades">fade in</a>, the curve becomes "flatter" with time; a logarithmic fade-out becomes "steeper" with time. Some measures, such as <a href="#decibel">dB</a>, are logarithmic by definition. See also <a href="#exponential">Exponential</a>.
</td></tr>
<tr>
<td valign="top"> Lossless:
</td>
<td valign="top"> A format that does not lose any information. It may be either a <a href="#compressed_format">size-compressing</a> format like <a href="#flac">FLAC</a> where the quality is exactly as good as before compression, or an <a href="#uncompressed_format">uncompressed</a> format like <a href="#wav">WAV</a>.
</td></tr>
<tr>
<td valign="top"> Lossy:
</td>
<td valign="top"> A format for <a href="#compressed_format">size-compressing</a> audio that may sacrifice a small amount of quality in order to reduce the file size more than <a href="#lossless">lossless</a> compression. Examples are <a href="#mp3">MP3</a> and <a href="#ogg">OGG</a>.
</td></tr>
<tr>
<td valign="top"> Low Pass Filter:
</td>
<td valign="top"> A <a href="#filter">filter</a> that lets low (bass) <a href="#frequency">frequencies</a> through.
</td></tr>
<tr>
<td valign="top"> Metadata:
</td>
<td valign="top"> Metadata tags - digital audio files can be labeled with more information than can be contained in just the file name, that descriptive information is called the audio tag or audio metadata. The metadata for compressed and uncompressed digital music is often encoded in the <a href="#id3">ID3</a> tag.
</td></tr>
<tr>
<td valign="top"> MME:
</td>
<td valign="top"> Multimedia Extensions to Windows 3 appeared in Autumn 1991 as the first standardized Windows interface to support audio interfaces. It is one of the "audio hosts" selectable in <a href="device_toolbar.html" title="Device Toolbar">Device Toolbar</a>. MME was superseded in 1995 by <a href="#wds">Windows DirectSound</a>.
</td></tr>
<tr>
<td valign="top"> MP3 CDs:
</td>
<td valign="top"> A specific type of <a href="#data_cd">data CD</a> containing only <a href="#mp3">MP3</a> audio files. All computers can play them as can some DVD and portable MP3 players.
</td></tr>
<tr>
<td valign="top"> Noise Floor:
</td>
<td valign="top"> A level or <a href="#amplitude">amplitude</a> representing the amount of near-continuous background noise present in the signal. A background hiss would raise the noise floor, and could prevent a faint signal (one below the noise floor) being heard at all. Unwanted sporadic noise such as a member of the audience coughing is noise, but it does not contribute to the noise floor.
</td></tr>
<tr>
<td valign="top"> Notch filter:
</td>
<td valign="top"> A notch filter is a <a href="#band_stop">band-stop filter</a> with a narrow stopband (high Q factor).
</td></tr>
<tr>
<td valign="top"> Oversampling:
</td>
<td valign="top"> Oversampling is the process of sampling a signal with a sampling frequency significantly higher than the Nyquist rate. Oversampling improves resolution, reduces noise and helps avoid <a href="#aliasing">aliasing</a> and phase distortion by relaxing anti-aliasing filter performance requirements.
</td></tr>
<tr>
<td valign="top"> Pan:
</td>
<td valign="top"> Panning is the spread of a sound signal (either monaural or stereophonic pairs) into a new stereo or multi-channel sound field.
</td></tr>
<tr>
<td valign="top"> PCM:
</td>
<td valign="top"> Pulse code modulation. A method of converting audio into <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Binary_numeral_system">binary numbers</a> to represent it digitally, then back to audio. The <a href="#waveform">waveform</a> is measured at evenly spaced intervals and the <a href="#amplitude">amplitude</a> of the waveform noted for each measurement.
</td></tr>
<tr>
<td valign="top"> Pitch:
</td>
<td valign="top"> Generally synonymous with the fundamental <a href="#frequency">frequency</a> of a note, but in music, often also taken to imply a perceived measurement that can be affected by overtones above the fundamental.
</td></tr>
<tr>
<td valign="top"> Red Book:
</td>
<td valign="top"> The most widely used standard for representing audio on <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/CD">CD</a>, requiring stereo, 16-<a href="#bit">bit</a>, 44,100 <a href="#hz">Hz</a>.
</td></tr>
<tr>
<td valign="top"> Resampling:
</td>
<td valign="top"> Converting a sampled signal from one <a href="#sample_rate">sample rate</a> to another without changing the length of the audio (hence without changing the playback speed or <a href="#pitch">pitch</a>). This necessarily changes the number of <a href="#sample">samples</a> that the audio contains. Resampling can also mean converting from one <a href="#sample_format">sample format</a> to another which changes the precision of each sample but not the number of samples.
</td></tr>
<tr>
<td valign="top"> RMS:
</td>
<td valign="top"> Root Mean Square, sometimes also abbreviated in technical literature as "rms". A method of calculating a numerical value for the average sound level of a <a href="#waveform">waveform</a>. The RMS level (colored lighter blue in Audacity) equates very approximately to how loud the audio sounds.
</td></tr>
<tr>
<td valign="top"> Roll-off:
</td>
<td valign="top"> A gradually reduced response at the upper or lower ends of the working frequency range.
</td></tr>
<tr>
<td valign="top">Sample:
</td>
<td valign="top"> A discrete value at a point in a <a href="#waveform">waveform</a> representing the audio at that point. Also the act of taking a sequence of such values. All <a href="digital_audio.html" title="Digital Audio">digital audio</a> must be sampled at discrete points. By contrast, analog audio (such as the sound from a loudspeaker) is always a continuous signal.
</td></tr>
<tr>
<td valign="top"> <a href="digital_audio.html#Sample_rates" title="Digital Audio">Sample Rate</a>:
</td>
<td valign="top"> Measured in <a href="#hz">Hz</a> like <a href="#frequency">frequency</a>, this represents the number of digital <a href="#sample">samples</a> captured per second in order to represent the <a href="#waveform">waveform</a>. See <a href="sample_rates.html" title="Sample Rates">Sample Rates</a> for more details.
</td></tr>
<tr>
<td valign="top"> <a href="digital_audio.html#Sample_formats" title="Digital Audio">Sample Format</a>:
</td>
<td valign="top"> Also known as Bit Depth or Word Size. The number of computer <a href="#bit">bits</a> present in each audio <a href="#sample">sample</a>. Determines the <a href="#dynamic_range">dynamic range</a> of the audio. See <a href="sample_format_bit_depth.html" title="Sample Format - Bit Depth">Sample Format - Bit Depth</a> for more details.
</td></tr>
<tr>
<td valign="top"> Snapshot:
</td>
<td valign="top"> A read-only copy of the project database frozen at a point in time enabling <a href="recovery.html" title="Recovery">Recovery</a>, following a crash, to recover to the last edit you made.
</td></tr>
<tr>
<td valign="top"> Spectrum:
</td>
<td valign="top"> Presentation of a sound in terms of its component <a href="#frequency">frequencies</a>.
</td></tr>
<tr>
<td valign="top"> Uncompressed Audio Format:
</td>
<td valign="top"> An audio format in which every <a href="#sample">sample</a> of sound is represented by a <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Binary_numeral_system">binary number</a>. Examples are <a href="#wav">WAV</a> or <a href="#aiff">AIFF</a>.
</td></tr>
<tr>
<td valign="top"> VBR:
</td>
<td valign="top"> Variable Bit Rate. A method for compressing audio which does not always use the same number of <a href="#bit">bits</a> to record the same duration of sound.
</td></tr>
<tr>
<td valign="top"> <a href="audacity_waveform.html" title="Audacity Waveform">Waveform</a>:
</td>
<td valign="top"> A visual representation of an audio signal.
</td></tr>
<tr>
<td valign="top"> Windows DirectSound:
</td>
<td valign="top"> A Windows interface between applications (such as Audacity) and the audio interface driver. It is one of the "audio hosts" selectable in <a href="device_toolbar.html" title="Device Toolbar">Device Toolbar</a>. DirectSound was released in 1995 as a replacement for the older <a href="#mme">MME</a> and has an option to bypass the kernel mixer and so reduce <a href="#latency" title="Glossary">latency</a>.
</td></tr>
<tr>
<td valign="top"> Windows WASAPI:
</td>
<td valign="top"> The most recent Windows interface between applications (such as Audacity) and the audio interface driver. It is one of the "audio hosts" selectable in <a href="device_toolbar.html" title="Device Toolbar">Device Toolbar</a>. WASAPI was first officially released in 2007.
</td></tr>
<tr>
<td valign="top"> <a href="select_menu_at_zero_crossings.html" title="Select Menu: At Zero Crossings">Zero Crossing</a>:
</td>
<td valign="top"> The point where a line joining the audio <a href="#sample">samples</a> crosses the zero horizontal line.
</td></tr></table>
<div id="formats"></div>
<h2>Audio File Formats</h2>
<div class="note">There are numerous <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Audio_file_formats">audio file formats</a> for storing audio on a computer.
<ul><li> WAV format is widely used on Windows and is needed for creating an audio CD.</li>
<li> AIFF is widely used on Apple's operating systems.</li>
<li> Compressed formats (like MP3 and AAC) are used on portable music players.</li></ul>
</div>
<table class="prettytablerows">
<tr>
<th> Term </th>
<th> Description
</th></tr>
<tr>
<td valign="top"> AAC:
</td>
<td valign="top"> A <a href="#lossy">lossy</a>, <a href="#compressed_format">size-compressed</a> audio codec and its reference audio codec implementation. AAC files usually have M4A <a href="#extension">extension</a>, with variants such as M4P (protected) and M4R (ringtones). Usually gives better quality for the same <a href="#bit_rate">bit rate</a> than the older <a href="#mp3">MP3</a> format. It is the default audio format for Apple Music/iTunes\xc2\xae, iPhone\xc2\xae, iPad\xc2\xae and iPod\xc2\xae and Sony PlayStation 3.
</td></tr>
<tr>
<td width="120px" valign="top"> AIFF:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format, almost always used for <a href="#lossless">lossless</a>, <a href="#uncompressed_format">uncompressed</a>, <a href="#pcm">PCM</a> audio with similar file size to <a href="#wav">WAV</a>. Although the classic AIFF format is in Apple's earlier <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Endianness#Big-endian">Big-endian</a> byte order, Mac OS X /macOS has always written "AIFF-C/sowt" files. These have the same AIFF <a href="#extension">extension</a> as classic AIFF and are identical to it except for being <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Endianness#Little-endian">Little-endian</a> like WAV format. Rarely, files with AIFC extension can contain <a href="#compressed_format">compressed</a> formats.
</td></tr>
<tr>
<td width="120px" valign="top"> Allegro:
</td>
<td valign="top"> A text-based language for music representation. In common with <a href="#midi">MIDI</a> it represents notes, tempo, and other commands that may instruct a synthesizer or sampler what to play. In Audacity, Allegro (.gro) files may be imported as <a href="note_tracks.html" title="Note Tracks">Note tracks</a> or exported from Note tracks
</td></tr>
<tr>
<td width="120px" valign="top"> Apple Lossless:
</td>
<td valign="top">Also known as Apple Lossless Audio Codec (ALAC) or Apple Lossless Encoder (ALE), this is a <a href="#lossless">lossless</a>, <a href="#compressed_format">size-compressed</a> codec usually stored within an MP4 <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Digital_container_format">container format</a> with M4A <a href="#extension">extension</a>. ALAC is Apple's equivalent of <a href="#flac">FLAC</a> (which is not officially supported by Apple).
</td></tr>
<tr>
<td width="120px" valign="top"> AU:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format, formerly used by Audacity (2.4.2 and earlier) for storage of <a href="#lossless">lossless</a>, <a href="#uncompressed_format">uncompressed</a>, <a href="#pcm">PCM</a> audio data. Not be confused with <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Au_file_format">Sun/NeXT AU</a> files, which are usually U-Law encoded PCM files but may be headerless.
</td></tr>
<tr>
<td width="120px" valign="top"> CAF:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format for storing audio, developed by Apple Inc. It is designed to overcome limitations of older digital audio formats. Unlike WAV and AIFF its size is virtually unlimited and can theoretically save hundreds of years of recorded audio due to its use of 64-bit file offsets.
</td></tr>
<tr>
<td width="120px" valign="top"> FLAC:
</td>
<td valign="top"> An Open Source <a href="#lossless">lossless</a>, <a href="#compressed_format">size-compressed</a> audio format
</td></tr>
<tr>
<td width="120px" valign="top"> GSM 6.10:
</td>
<td valign="top"> Global System for Mobile communications is a standard developed by the European Telecommunications Standards Institute (ETSI) to describe protocols for second-generation (2G) digital cellular networks used by mobile phones. As of 2014 it has become the default global standard for mobile communications - with over 90% market share, operating in over 219 countries and territories.
</td></tr>
<tr>
<td valign="top"> MIDI:
</td>
<td valign="top"> MIDI is a small-sized file format which stores how to play notes, widely used for keyboard instruments. It is not an audio file format like <a href="#wav">WAV</a> that uses thousands of <a href="#sample">samples</a> to record the full sound of the notes actually being played.
</td></tr>
<tr>
<td valign="top"> MP2:
</td>
<td valign="top"> A <a href="#lossy">lossy</a>, <a href="#compressed_format">size-compressed</a> audio format mainly used by the broadcast media
</td></tr>
<tr>
<td valign="top"> MP3:
</td>
<td valign="top"> A <a href="#lossy">lossy</a>, <a href="#compressed_format">size-compressed</a> audio format which is the main format for transmitting audio over the Internet
</td></tr>
<tr>
<td valign="top"> Opus:
</td>
<td valign="top"> An Open Source <a href="#compressed_format" title="Glossary">size-compressed</a> and <a href="#lossy" title="Glossary">lossy</a> audio format developed for Internet streaming. It uses both SILK (used by Skype) and CELT (from Xiph.Org) codecs and supports variable bit rates from 6 kbps to 510 kbps.
</td></tr>
<tr>
<td valign="top"> Ogg Vorbis:
</td>
<td valign="top"> An Open Source <a href="#lossy">lossy</a>, <a href="#compressed_format">size-compressed</a> audio format, strictly speaking the <a rel="nofollow" class="external text" href="https://en.wikipedia.org/wiki/Vorbis">Vorbis</a> format in a <a rel="nofollow" class="external text" href="https://en.wikipedia.org/wiki/Container_format_%28digital%29">container</a> having OGG <a href="#extension">extension</a>.
</td></tr>
<tr>
<td valign="top"> RAW:
</td>
<td valign="top"> RAW Audio format is an audio file format for storing uncompressed audio in raw form. Comparable to WAV or AIFF in size, RAW Audio file does not include any header information (sampling rate, bit depth, endian, or number of channels).
</td></tr>
<tr>
<td valign="top"> RF64:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format, based on the Microsoft RIFF/WAVE format and Wave (WAV) Format. It allows for more than 4 GB file sizes when needed (the maximum filesize is now approximately 16 exabytes, which is effectively unlimited.
</td></tr>
<tr>
<td valign="top"> WAV:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format, almost always used for <a href="#lossless">lossless</a>, <a href="#uncompressed_format">uncompressed</a>, <a href="#pcm">PCM</a> audio. The format is in Microsoft's <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Endianness#Little-endian">Little-Endian</a> byte order.
</td></tr>
<tr>
<td valign="top"> WMA:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format. Windows Media Audio is a <a href="#lossy">lossy</a>, <a href="#compressed_format">size-compressed</a> audio format developed by Microsoft. It is a proprietary technology that forms part of the Windows Media framework. WMA consists of four distinct codecs. The original WMA codec, known simply as WMA, was conceived as a competitor to the popular <a href="#mp3">MP3</a> and RealAudio codecs.
</td></tr></table>

Course:LFS400/Glossary

2024-02-06T22:27:44Z

Duncan:

<div class="intro">This page, information courtesy of the [https://manual.audacityteam.org/man/glossary.html Audacity Reference Manual], gives very brief explanations of technical terms related to digital audio, with some links to Wikipedia for much more comprehensive explanations.</div><div id="globalWrapper">
<div id="column-content">
<div id="content" class="mw-body" role="main"><div id="bodyContent" class="mw-body-content">
<div lang="en" dir="ltr" class="mw-content-ltr">
<h2>General Terms</h2>
<table class="prettytablerows">
<tr>
<th> Term </th>
<th> Description
</th></tr>
<tr>
<td width="120px" valign="top"> ADC:
</td>
<td valign="left"> Analog to digital converter. The part of an audio interface which records an analog, real world sound like a voice or guitar and converts it to a <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Binary_numeral_system">numerical</a> representation of the audio that a computer can manipulate.
</td></tr>
<tr>
<td valign="top"> Algorithm:
</td>
<td valign="top"> A set of steps or a procedure that will produce a desired result.
</td></tr>
<tr>
<td valign="top"> Aliasing:
</td>
<td valign="top"> Aliasing is an effect that causes different audio signals to become indistinguishable (or aliases of one another) when sampled. It also refers to the distortion or artifact that results when the signal reconstructed from samples is different from the original continuous signal.
</td></tr>
<tr>
<td valign="top"> ALSA:
</td>
<td valign="top"> A Linux kernel component for providing device drivers for audio interfaces. Known as an audio host in Audacity.
</td></tr>
<tr>
<td valign="top"> Amplitude:
</td>
<td valign="top"> The level or magnitude of a signal. Audio signals with a higher amplitude will sound louder.
</td></tr>
<tr>
<td valign="top"> Artifact:
</td>
<td valign="top"> Sonic material that is accidental or unwanted, resulting from the editing of another sound.
</td></tr>
<tr>
<td valign="top"> <a href="asio_audio_interface.html" title="ASIO Audio Interface">ASIO</a>:
</td>
<td valign="top"> Audio Stream Input/Output (<a href="asio_audio_interface.html" title="ASIO Audio Interface">ASIO</a>) is a computer audio interface driver protocol for digital audio on Windows, created by Steinberg. It provides a low-latency, multi-channel interface between a software application and the audio interface.
</td></tr>
<tr>
<td valign="top"> <a href="audacity_projects.html" title="Audacity Projects">Audacity Project Format (.aup)</a>:
</td>
<td valign="top"> The format in which Audacity formerly stored its projects. This consists of a reference file with the extension .aup and a large number of small audio files with extension <a href="#au">.AU</a>. This structure makes it quicker for Audacity to move audio around - ideal for cutting and pasting audio in a project. The project format for Audacity 2.4.2 and earlier.
</td></tr>
<tr>
<td valign="top"> <a href="audacity_projects.html" title="Audacity Projects">Audacity Unitary Project format (.aup3)</a>:
</td>
<td valign="top"> The format in which Audacity previously stored its projects. This consists of a SQLite database file with the extension .aup3. The project format for Audacity 3.0.0 and later.
</td></tr>
<tr>
<td valign="top"> Audio CDs:
</td>
<td valign="top"> CDs containing <a href="#pcm">PCM</a> audio data in accordance with the <a href="#red_book">Red Book</a> standard. They can be played on any standalone CD player as well as on computers.
</td></tr>
<tr>
<td valign="top"> Band-pass filter:
</td>
<td valign="top"> A band-pass filter is a <a href="#filter">filter</a> that passes <a href="#frequency">frequencies</a> within a certain range and rejects (attenuates) frequencies outside that range. A band-boost filter is similar to a band-pass filter except that it amplifies frequencies within a certain range and passes frequencies outside that range untouched.
</td></tr>
<tr>
<td valign="top"> Band-stop filter:
</td>
<td valign="top"> A band-stop filter or band-rejection filter is a <a href="#filter">filter</a> that passes most <a href="#frequency">frequencies</a> unaltered, but attenuates those in a specific range to very low levels. It is the opposite of a band-pass filter. A band-cut filter is a band-stop filter that attenuates the frequencies in a given frequency band by a specified amount. A notch filter is a band-stop filter with a narrow stopband (high Q factor).
</td></tr>
<tr>
<td valign="top"> Batch Processing:
</td>
<td valign="top"> Automation of a series of repetitive tasks on a computer so that the tasks run without manual intervention. In the early days of computers this was done by processing stacks of punch cards. In Audacity, repetitive tasks are handled by creating a <a href="macros.html" title="Macros">Macro</a>. The Macro can apply a predetermined sequence of effects to the current project, or can be run unattended to apply effects and/or format conversions to a batch of external audio files.
</td></tr>
<tr>
<td valign="top"> Bit:
</td>
<td valign="top"> A measure of quantity of data. A bit is one binary digit, a 0 or a 1.
</td></tr>
<tr>
<td valign="top"> Bit Rate:
</td>
<td valign="top"> The number of computer <a href="#bit">bits</a> conveyed or processed per unit of time. Normally expressed in kilobits per second (kbps). For an <a href="#uncompressed_format">uncompressed</a>, <a href="#pcm">PCM</a> file, kbps bit rate is <a href="#sample_rate">sample rate</a> multiplied by <a href="#sample_format">sample format</a> multiplied by number of channels, divided by 1000, giving 1411 kbps for <a href="#red_book">Red Book</a> <a href="#wav">WAV</a> or <a href="#aiff">AIFF</a>. Rates are much lower for <a href="#compressed_format">compressed</a> or <a href="#lossy">lossy</a> formats like <a href="#mp3">MP3</a>. For MP3 at <a href="#cbr">constant bit rate</a>, reducing sample rate does not reduce the bit rate and hence does not make the MP3 smaller, except for 11,025 Hz and below.
</td></tr>
<tr>
<td valign="top"> CBR:
</td>
<td valign="top"> Constant Bit Rate - In this format, the rate at which audio uses its data <a href="#bit">bits</a> does not vary. Silence uses as much disk space as audible sound.
</td></tr>
<tr>
<td valign="top"> Cepstrum:
</td>
<td valign="top"> The cepstrum of an audio signal is related to the <a href="#spectrum">spectrum</a>, but presents the rate of change in the different spectrum bands. It's particularly useful for properties of vocal tracks and is used, for example, in software to identify speakers by their voice characteristics.
</td></tr>
<tr>
<td valign="top"> Clipping:
</td>
<td valign="top"> Distortion to sound, usually due to the audio being too loud. Unless the original audio is 32-bit <a href="#sample_format">sample format</a>, <a href="#waveform">waveforms</a> louder than 0 <a href="#decibel">dB</a> will have their tops lopped off (flattened) at 0 dB, rather than showing smooth curves. Clipping can also be an intentional distortion effect that lops off part of the waveform, reducing its <a href="#amplitude">amplitude</a> and changing its <a href="#frequency">frequency</a> content.
</td></tr>
<tr>
<td valign="top"> Codec:
</td>
<td valign="top"> A computer program capable of encoding and/or decoding a digital data stream. The term is a portmanteau (a blending of two or more words) of coder and decoder.
</td></tr>
<tr>
<td valign="top"> Companding:
</td>
<td valign="top"> Refers to the process of compressing the <a href="#dynamic_range">dynamic range</a> of an audio signal before storage or transmission, then expanding the signal on retrieval or reception. The term is a portmanteau (a blending of two or more words) of compressing and expanding.
</td></tr>
<tr>
<td valign="top"> Compressed Audio Format:
</td>
<td valign="top"> Any format that will reduce the space required in storing or representing an audio signal. Space savings can be made for example by discarding certain <a href="#frequency">frequency</a> components which may be inaudible. <a href="#mp3">MP3</a> takes this approach. Other formats such as <a href="#flac">FLAC</a> compress without audio loss, but achieve lower compression rates.
</td></tr>
<tr>
<td valign="top"> <a href="compressor.html" title="Compressor">Compression</a>:
</td>
<td valign="top"> A process that tends to even out the overall volume level by increasing the level of softer passages and decreasing the level of louder passages. See also <a href="#compressed_format">Compressed Audio Format</a>.
</td></tr>
<tr>
<td valign="top"> Cycle:
</td>
<td valign="top"> An audio tone consists of an oscillating sound pressure on the ear. One cycle is one full transition of positive pressure through to negative pressure, back to positive pressure again.
</td></tr>
<tr>
<td valign="top"> DAC:
</td>
<td valign="top"> Digital to analog converter. The part of an audio interface which plays back a <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Binary_numeral_system">numerical</a> representation of audio as an analog, real world sound like a voice or guitar.
</td></tr>
<tr>
<td valign="top"> Data CDs:
</td>
<td valign="top"> Data CDs contain data intended to be read directly by a computer. The data may include audio and any other types of file such as images and documents. Most standalone CD players will not play data CDs, but some DVD players will. Including <a href="#compressed_format">compressed audio files</a> on a data CD can greatly increase the playing time compared to <a href="#audio_cd">audio CDs</a>.
</td></tr>
<tr>
<td valign="top"> dB:
</td>
<td valign="top"> Decibels. A <a href="#log">logarithmic</a> unit (typically of sound pressure) describing the ratio of that unit to a reference level.
</td></tr>
<tr>
<td valign="top"> <a href="dc_offset.html" title="DC offset">DC Offset</a>:
</td>
<td valign="top"> An offsetting of a signal from zero. A signal with DC Offset would appear in the Audacity <a href="audacity_waveform.html" title="Audacity Waveform">Default Waveform view</a> to be not centered on the 0.0 horizontal line. DC Offset results in reduced <a href="#headroom">headroom</a> and can cause clicks at the start and end or distortion after running effects. It can be corrected in Audacity by running <a href="normalize.html" title="Normalize">Normalize</a>.
</td></tr>
<tr>
<td valign="top"> <a href="dither.html" title="Dither">Dither</a>:
</td>
<td valign="top"> Intentional noise which is added so as to randomize the <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Quantization_error">quantization errors</a> (rounding errors) that occur when downsampling the <a href="sample_format_bit_depth.html" title="Sample Format - Bit Depth">Bit Depth</a> of an audio stream to a lower resolution than the current format.
</td></tr>
<tr>
<td valign="top"> Dynamic Range:
</td>
<td valign="top"> The difference between the loudest and softest part in an audio recording, the maximum possible being determined by its <a href="#sample_format">sample format</a>. For a device, the difference between its maximum possible undistorted signal and its <a href="#noise_floor">Noise Floor</a>.
</td></tr>
<tr>
<td valign="top"> <a href="recording.html#dropouts" title="Recording">Dropout</a>:
</td>
<td valign="top"> A dropout is a momentary loss of signal in your recording. Dropouts may be caused by a disk drive that cannot keep up with the recording. This can happen, for example, with a slow USB or network drive, or if antivirus software is slowing writing to disk, or if other activity on the computer is slowing the computer down.
</td></tr>
<tr>
<td valign="top"> Exponential:
</td>
<td valign="top"> A non-linear relationship where a change in value is proportional to the current level. If you double the value in a time period, it doubles again in the next period; if you halve the level in a time period, it halves again in the next period. For an exponential <a href="fades.html" title="Fades">fade in</a>, the curve becomes "steeper" with time; an exponential fade out becomes "flatter" with time. See also <a href="#log">Logarithmic</a>.
</td></tr>
<tr>
<td valign="top"> FFT :
</td>
<td valign="top"> Fast Fourier Transform. A method for performing <a href="#ft">Fourier transforms</a> quickly.
</td></tr>
<tr>
<td valign="top">File name extension:
</td>
<td valign="top"> A suffix of three or four characters added to a file name which defines the <a href="#Audio_File_Formats">format</a> of its contents. The suffix is separated from the file name by a dot (period), as in "song.mp3". The extension of common formats is often hidden on Windows, but can be turned on in the system's Folder Options.
</td></tr>
<tr>
<td valign="top"> Filter:
</td>
<td valign="top"> A sound effect that lets some <a href="#frequency">frequencies</a> through and suppresses others.
</td></tr>
<tr>
<td valign="top"> Fourier Transform:
</td>
<td valign="top"> A method for converting a <a href="#waveform">waveform</a> to a <a href="#spectrum">spectrum</a>, and back.
</td></tr>
<tr>
<td valign="top"> Frequency:
</td>
<td valign="top"> Audio frequency determines the <a href="#pitch">pitch</a> of a sound. Measured in <a href="#hz">Hz</a>, higher frequencies have higher pitch. See <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Audio_frequency">this</a> Wikipedia article.
</td></tr>
<tr>
<td valign="top"> Gain:
</td>
<td valign="top"> A measure of how much a signal is amplified. Usually expressed in <a href="#decibel">dB</a>, positive gain increases the <a href="#amplitude">amplitude</a> of a signal, while negative gain reduces it.
</td></tr>
<tr>
<td valign="top"> Harmonics:
</td>
<td valign="top"> Most sounds are made up of a mix of different <a href="#frequency">frequencies</a>. In musical sounds, the component frequencies are simple multiples of each other, for example 100 <a href="#hz">Hz</a>, 200 Hz, 300 Hz. These are called harmonics of the lowest frequency sound.
</td></tr>
<tr>
<td valign="top">Headroom:
</td>
<td valign="top"> The difference between the peak level of an audio track and the maximum level that can be achieved without <a href="#clipping">clipping</a>. Recording at -6 <a href="#decibel">dB</a> below maximum level is a good compromise between getting far enough above the <a href="#noise_floor">noise floor</a> while having sufficient headroom to make edits that increase loudness.
</td></tr>
<tr>
<td valign="top"> High Pass Filter:
</td>
<td valign="top"> A <a href="#filter">filter</a> that lets high <a href="#frequency">frequencies</a> through
</td></tr>
<tr>
<td valign="top"> Hz:
</td>
<td valign="top"> Hertz. Measures a <a href="#frequency">frequency</a> event in number of <a href="#cycle">cycles</a> per second. See Frequency and <a href="#sample_rate">Sample Rate</a>, both of which are measured in Hz.
</td></tr>
<tr>
<td valign="top"> ID3:
</td>
<td valign="top"> ID3 is a <a href="#metadata">metadata</a> container most often used in conjunction with the <a href="#mp3">MP3</a> audio file format. It allows information such as the title, artist, album, track number, and other information about the file to be stored in the file itself.
</td></tr>
<tr>
<td valign="top"> Interpolation:
</td>
<td valign="top"> Completing <a href="#waveform">waveform</a> data by estimating missing values. The values are estimated as being between other known values. To convert a waveform recorded at 22,000 <a href="#hz">Hz</a> or <a href="#sample_rate">samples per second</a> to one at a higher rate such as 44000 samples per second requires interpolation.
</td></tr>
<tr>
<td valign="top"> IVR:
</td>
<td valign="top">Interactive Voice Response is a technology that allows a computer to interact with humans through the use of voice and DTMF tones input via keypad.
</td></tr>
<tr>
<td valign="top"> kHz:
</td>
<td valign="top"> One kilohertz (kHz) is 1000 <a href="#hz">Hz</a>. For example, the common audio <a href="#sample_rate">sample rate</a> of 44,100 Hz can also be expressed as 44.1 kHz.
</td></tr>
<tr>
<td valign="top"> <a href="faq_installation_and_plug_ins.html#lame" title="FAQ:Installation and Plug-Ins">LAME</a>:
</td>
<td valign="top"> A software library that converts audio to <a href="#mp3">MP3</a> format.
</td></tr>
<tr>
<td valign="top"> Latency:
</td>
<td valign="top"> A short delay between an audio signal being sent and received. In computer audio this is due to <a href="#adc">analog-to-digital</a> and <a href="#dac">digital-to-analog</a> conversion. Most commonly refers to the delay between recording a sound and a) hearing its <a href="recording_preferences.html#Playthrough" title="Recording Preferences">playthrough</a> or b) laying it down on disk.
</td></tr>
<tr>
<td valign="top"> Linear:
</td>
<td valign="top"> A simple, directly proportional, one-to-one, "straight-line" relationship. This term is used to contrast with <a href="#exponential">exponential</a>, <a href="#log">logarithmic</a>, or other complex relationships.
</td></tr>
<tr>
<td valign="top"> Logarithmic:
</td>
<td valign="top"> A non-linear relationship where one item is proportional to the logarithm of the other item. So for a logarithmic <a href="fades.html" title="Fades">fade in</a>, the curve becomes "flatter" with time; a logarithmic fade-out becomes "steeper" with time. Some measures, such as <a href="#decibel">dB</a>, are logarithmic by definition. See also <a href="#exponential">Exponential</a>.
</td></tr>
<tr>
<td valign="top"> Lossless:
</td>
<td valign="top"> A format that does not lose any information. It may be either a <a href="#compressed_format">size-compressing</a> format like <a href="#flac">FLAC</a> where the quality is exactly as good as before compression, or an <a href="#uncompressed_format">uncompressed</a> format like <a href="#wav">WAV</a>.
</td></tr>
<tr>
<td valign="top"> Lossy:
</td>
<td valign="top"> A format for <a href="#compressed_format">size-compressing</a> audio that may sacrifice a small amount of quality in order to reduce the file size more than <a href="#lossless">lossless</a> compression. Examples are <a href="#mp3">MP3</a> and <a href="#ogg">OGG</a>.
</td></tr>
<tr>
<td valign="top"> Low Pass Filter:
</td>
<td valign="top"> A <a href="#filter">filter</a> that lets low (bass) <a href="#frequency">frequencies</a> through.
</td></tr>
<tr>
<td valign="top"> Metadata:
</td>
<td valign="top"> Metadata tags - digital audio files can be labeled with more information than can be contained in just the file name, that descriptive information is called the audio tag or audio metadata. The metadata for compressed and uncompressed digital music is often encoded in the <a href="#id3">ID3</a> tag.
</td></tr>
<tr>
<td valign="top"> MME:
</td>
<td valign="top"> Multimedia Extensions to Windows 3 appeared in Autumn 1991 as the first standardized Windows interface to support audio interfaces. It is one of the "audio hosts" selectable in <a href="device_toolbar.html" title="Device Toolbar">Device Toolbar</a>. MME was superseded in 1995 by <a href="#wds">Windows DirectSound</a>.
</td></tr>
<tr>
<td valign="top"> MP3 CDs:
</td>
<td valign="top"> A specific type of <a href="#data_cd">data CD</a> containing only <a href="#mp3">MP3</a> audio files. All computers can play them as can some DVD and portable MP3 players.
</td></tr>
<tr>
<td valign="top"> Noise Floor:
</td>
<td valign="top"> A level or <a href="#amplitude">amplitude</a> representing the amount of near-continuous background noise present in the signal. A background hiss would raise the noise floor, and could prevent a faint signal (one below the noise floor) being heard at all. Unwanted sporadic noise such as a member of the audience coughing is noise, but it does not contribute to the noise floor.
</td></tr>
<tr>
<td valign="top"> Notch filter:
</td>
<td valign="top"> A notch filter is a <a href="#band_stop">band-stop filter</a> with a narrow stopband (high Q factor).
</td></tr>
<tr>
<td valign="top"> Oversampling:
</td>
<td valign="top"> Oversampling is the process of sampling a signal with a sampling frequency significantly higher than the Nyquist rate. Oversampling improves resolution, reduces noise and helps avoid <a href="#aliasing">aliasing</a> and phase distortion by relaxing anti-aliasing filter performance requirements.
</td></tr>
<tr>
<td valign="top"> Pan:
</td>
<td valign="top"> Panning is the spread of a sound signal (either monaural or stereophonic pairs) into a new stereo or multi-channel sound field.
</td></tr>
<tr>
<td valign="top"> PCM:
</td>
<td valign="top"> Pulse code modulation. A method of converting audio into <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Binary_numeral_system">binary numbers</a> to represent it digitally, then back to audio. The <a href="#waveform">waveform</a> is measured at evenly spaced intervals and the <a href="#amplitude">amplitude</a> of the waveform noted for each measurement.
</td></tr>
<tr>
<td valign="top"> Pitch:
</td>
<td valign="top"> Generally synonymous with the fundamental <a href="#frequency">frequency</a> of a note, but in music, often also taken to imply a perceived measurement that can be affected by overtones above the fundamental.
</td></tr>
<tr>
<td valign="top"> Red Book:
</td>
<td valign="top"> The most widely used standard for representing audio on <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/CD">CD</a>, requiring stereo, 16-<a href="#bit">bit</a>, 44,100 <a href="#hz">Hz</a>.
</td></tr>
<tr>
<td valign="top"> Resampling:
</td>
<td valign="top"> Converting a sampled signal from one <a href="#sample_rate">sample rate</a> to another without changing the length of the audio (hence without changing the playback speed or <a href="#pitch">pitch</a>). This necessarily changes the number of <a href="#sample">samples</a> that the audio contains. Resampling can also mean converting from one <a href="#sample_format">sample format</a> to another which changes the precision of each sample but not the number of samples.
</td></tr>
<tr>
<td valign="top"> RMS:
</td>
<td valign="top"> Root Mean Square, sometimes also abbreviated in technical literature as "rms". A method of calculating a numerical value for the average sound level of a <a href="#waveform">waveform</a>. The RMS level (colored lighter blue in Audacity) equates very approximately to how loud the audio sounds.
</td></tr>
<tr>
<td valign="top"> Roll-off:
</td>
<td valign="top"> A gradually reduced response at the upper or lower ends of the working frequency range.
</td></tr>
<tr>
<td valign="top">Sample:
</td>
<td valign="top"> A discrete value at a point in a <a href="#waveform">waveform</a> representing the audio at that point. Also the act of taking a sequence of such values. All <a href="digital_audio.html" title="Digital Audio">digital audio</a> must be sampled at discrete points. By contrast, analog audio (such as the sound from a loudspeaker) is always a continuous signal.
</td></tr>
<tr>
<td valign="top"> <a href="digital_audio.html#Sample_rates" title="Digital Audio">Sample Rate</a>:
</td>
<td valign="top"> Measured in <a href="#hz">Hz</a> like <a href="#frequency">frequency</a>, this represents the number of digital <a href="#sample">samples</a> captured per second in order to represent the <a href="#waveform">waveform</a>. See <a href="sample_rates.html" title="Sample Rates">Sample Rates</a> for more details.
</td></tr>
<tr>
<td valign="top"> <a href="digital_audio.html#Sample_formats" title="Digital Audio">Sample Format</a>:
</td>
<td valign="top"> Also known as Bit Depth or Word Size. The number of computer <a href="#bit">bits</a> present in each audio <a href="#sample">sample</a>. Determines the <a href="#dynamic_range">dynamic range</a> of the audio. See <a href="sample_format_bit_depth.html" title="Sample Format - Bit Depth">Sample Format - Bit Depth</a> for more details.
</td></tr>
<tr>
<td valign="top"> Snapshot:
</td>
<td valign="top"> A read-only copy of the project database frozen at a point in time enabling <a href="recovery.html" title="Recovery">Recovery</a>, following a crash, to recover to the last edit you made.
</td></tr>
<tr>
<td valign="top"> Spectrum:
</td>
<td valign="top"> Presentation of a sound in terms of its component <a href="#frequency">frequencies</a>.
</td></tr>
<tr>
<td valign="top"> Uncompressed Audio Format:
</td>
<td valign="top"> An audio format in which every <a href="#sample">sample</a> of sound is represented by a <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Binary_numeral_system">binary number</a>. Examples are <a href="#wav">WAV</a> or <a href="#aiff">AIFF</a>.
</td></tr>
<tr>
<td valign="top"> VBR:
</td>
<td valign="top"> Variable Bit Rate. A method for compressing audio which does not always use the same number of <a href="#bit">bits</a> to record the same duration of sound.
</td></tr>
<tr>
<td valign="top"> <a href="audacity_waveform.html" title="Audacity Waveform">Waveform</a>:
</td>
<td valign="top"> A visual representation of an audio signal.
</td></tr>
<tr>
<td valign="top"> Windows DirectSound:
</td>
<td valign="top"> A Windows interface between applications (such as Audacity) and the audio interface driver. It is one of the "audio hosts" selectable in <a href="device_toolbar.html" title="Device Toolbar">Device Toolbar</a>. DirectSound was released in 1995 as a replacement for the older <a href="#mme">MME</a> and has an option to bypass the kernel mixer and so reduce <a href="#latency" title="Glossary">latency</a>.
</td></tr>
<tr>
<td valign="top"> Windows WASAPI:
</td>
<td valign="top"> The most recent Windows interface between applications (such as Audacity) and the audio interface driver. It is one of the "audio hosts" selectable in <a href="device_toolbar.html" title="Device Toolbar">Device Toolbar</a>. WASAPI was first officially released in 2007.
</td></tr>
<tr>
<td valign="top"> <a href="select_menu_at_zero_crossings.html" title="Select Menu: At Zero Crossings">Zero Crossing</a>:
</td>
<td valign="top"> The point where a line joining the audio <a href="#sample">samples</a> crosses the zero horizontal line.
</td></tr></table>
<div id="formats"></div>
<h2>Audio File Formats</h2>
<div class="note">There are numerous <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Audio_file_formats">audio file formats</a> for storing audio on a computer.
<ul><li> WAV format is widely used on Windows and is needed for creating an audio CD.</li>
<li> AIFF is widely used on Apple's operating systems.</li>
<li> Compressed formats (like MP3 and AAC) are used on portable music players.</li></ul>
</div>
<table class="prettytablerows">
<tr>
<th> Term </th>
<th> Description
</th></tr>
<tr>
<td valign="top"> AAC:
</td>
<td valign="top"> A <a href="#lossy">lossy</a>, <a href="#compressed_format">size-compressed</a> audio codec and its reference audio codec implementation. AAC files usually have M4A <a href="#extension">extension</a>, with variants such as M4P (protected) and M4R (ringtones). Usually gives better quality for the same <a href="#bit_rate">bit rate</a> than the older <a href="#mp3">MP3</a> format. It is the default audio format for Apple Music/iTunes\xc2\xae, iPhone\xc2\xae, iPad\xc2\xae and iPod\xc2\xae and Sony PlayStation 3.
</td></tr>
<tr>
<td width="120px" valign="top"> AIFF:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format, almost always used for <a href="#lossless">lossless</a>, <a href="#uncompressed_format">uncompressed</a>, <a href="#pcm">PCM</a> audio with similar file size to <a href="#wav">WAV</a>. Although the classic AIFF format is in Apple's earlier <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Endianness#Big-endian">Big-endian</a> byte order, Mac OS X /macOS has always written "AIFF-C/sowt" files. These have the same AIFF <a href="#extension">extension</a> as classic AIFF and are identical to it except for being <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Endianness#Little-endian">Little-endian</a> like WAV format. Rarely, files with AIFC extension can contain <a href="#compressed_format">compressed</a> formats.
</td></tr>
<tr>
<td width="120px" valign="top"> Allegro:
</td>
<td valign="top"> A text-based language for music representation. In common with <a href="#midi">MIDI</a> it represents notes, tempo, and other commands that may instruct a synthesizer or sampler what to play. In Audacity, Allegro (.gro) files may be imported as <a href="note_tracks.html" title="Note Tracks">Note tracks</a> or exported from Note tracks
</td></tr>
<tr>
<td width="120px" valign="top"> Apple Lossless:
</td>
<td valign="top">Also known as Apple Lossless Audio Codec (ALAC) or Apple Lossless Encoder (ALE), this is a <a href="#lossless">lossless</a>, <a href="#compressed_format">size-compressed</a> codec usually stored within an MP4 <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Digital_container_format">container format</a> with M4A <a href="#extension">extension</a>. ALAC is Apple's equivalent of <a href="#flac">FLAC</a> (which is not officially supported by Apple).
</td></tr>
<tr>
<td width="120px" valign="top"> AU:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format, formerly used by Audacity (2.4.2 and earlier) for storage of <a href="#lossless">lossless</a>, <a href="#uncompressed_format">uncompressed</a>, <a href="#pcm">PCM</a> audio data. Not be confused with <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Au_file_format">Sun/NeXT AU</a> files, which are usually U-Law encoded PCM files but may be headerless.
</td></tr>
<tr>
<td width="120px" valign="top"> CAF:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format for storing audio, developed by Apple Inc. It is designed to overcome limitations of older digital audio formats. Unlike WAV and AIFF its size is virtually unlimited and can theoretically save hundreds of years of recorded audio due to its use of 64-bit file offsets.
</td></tr>
<tr>
<td width="120px" valign="top"> FLAC:
</td>
<td valign="top"> An Open Source <a href="#lossless">lossless</a>, <a href="#compressed_format">size-compressed</a> audio format
</td></tr>
<tr>
<td width="120px" valign="top"> GSM 6.10:
</td>
<td valign="top"> Global System for Mobile communications is a standard developed by the European Telecommunications Standards Institute (ETSI) to describe protocols for second-generation (2G) digital cellular networks used by mobile phones. As of 2014 it has become the default global standard for mobile communications - with over 90% market share, operating in over 219 countries and territories.
</td></tr>
<tr>
<td valign="top"> MIDI:
</td>
<td valign="top"> MIDI is a small-sized file format which stores how to play notes, widely used for keyboard instruments. It is not an audio file format like <a href="#wav">WAV</a> that uses thousands of <a href="#sample">samples</a> to record the full sound of the notes actually being played.
</td></tr>
<tr>
<td valign="top"> MP2:
</td>
<td valign="top"> A <a href="#lossy">lossy</a>, <a href="#compressed_format">size-compressed</a> audio format mainly used by the broadcast media
</td></tr>
<tr>
<td valign="top"> MP3:
</td>
<td valign="top"> A <a href="#lossy">lossy</a>, <a href="#compressed_format">size-compressed</a> audio format which is the main format for transmitting audio over the Internet
</td></tr>
<tr>
<td valign="top"> Opus:
</td>
<td valign="top"> An Open Source <a href="#compressed_format" title="Glossary">size-compressed</a> and <a href="#lossy" title="Glossary">lossy</a> audio format developed for Internet streaming. It uses both SILK (used by Skype) and CELT (from Xiph.Org) codecs and supports variable bit rates from 6 kbps to 510 kbps.
</td></tr>
<tr>
<td valign="top"> Ogg Vorbis:
</td>
<td valign="top"> An Open Source <a href="#lossy">lossy</a>, <a href="#compressed_format">size-compressed</a> audio format, strictly speaking the <a rel="nofollow" class="external text" href="https://en.wikipedia.org/wiki/Vorbis">Vorbis</a> format in a <a rel="nofollow" class="external text" href="https://en.wikipedia.org/wiki/Container_format_%28digital%29">container</a> having OGG <a href="#extension">extension</a>.
</td></tr>
<tr>
<td valign="top"> RAW:
</td>
<td valign="top"> RAW Audio format is an audio file format for storing uncompressed audio in raw form. Comparable to WAV or AIFF in size, RAW Audio file does not include any header information (sampling rate, bit depth, endian, or number of channels).
</td></tr>
<tr>
<td valign="top"> RF64:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format, based on the Microsoft RIFF/WAVE format and Wave (WAV) Format. It allows for more than 4 GB file sizes when needed (the maximum filesize is now approximately 16 exabytes, which is effectively unlimited.
</td></tr>
<tr>
<td valign="top"> WAV:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format, almost always used for <a href="#lossless">lossless</a>, <a href="#uncompressed_format">uncompressed</a>, <a href="#pcm">PCM</a> audio. The format is in Microsoft's <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Endianness#Little-endian">Little-Endian</a> byte order.
</td></tr>
<tr>
<td valign="top"> WMA:
</td>
<td valign="top"> A <a rel="nofollow" class="external text" href="http://en.wikipedia.org/wiki/Container_format_(digital)">container</a> format. Windows Media Audio is a <a href="#lossy">lossy</a>, <a href="#compressed_format">size-compressed</a> audio format developed by Microsoft. It is a proprietary technology that forms part of the Windows Media framework. WMA consists of four distinct codecs. The original WMA codec, known simply as WMA, was conceived as a competitor to the popular <a href="#mp3">MP3</a> and RealAudio codecs.
</td></tr></table>