UBC Wiki - User contributions [en]

User:JohnHarvey

2015-01-02T07:14:59Z

JohnHarvey:

=About=

I'm currently the Learning Technology co-op student at the Centre for Teaching, Learning, and Technology. I'm also a 3rd-year Engineering Physics student.

==Learning Technology Co-op==

I work on the Digital Tattoo, Learning Commons, and DIY Media websites. My co-op term will be ending in December 2014, and I will no longer be maintaining this Wiki account. [[User:JohnHarvey1|Here is a link]] to my personal/student Wiki account: feel free to get in touch with me there.

If you have a question about something happening on one of those websites, send me an email me at '''john dot harvey at ubc dot ca'''.

===Important pages===

* http://wiki.ubc.ca/Documentation:DIY_Media_Website_Documentation
* http://wiki.ubc.ca/Documentation:DIY_Media_Old_Toolkits
* http://wiki.ubc.ca/Documentation:Podcasting_Basics/Basics_Training

==Personal Life==

I help run [http://www.ubc-rapid.com/ UBC Rapid], an engineering student team which is focused on building and developing open-source rapid prototyping technologies. We've been focused on 3D printers thus far, but we're branching out into CNC mills, 3D scanners, and pellet-to-filament extruders. If you need something prototyped, or just want to have a look at what we're doing, talk to us!

User:JohnHarvey

2015-01-02T07:14:32Z

JohnHarvey:

=About=

I'm currently the Learning Technology co-op student at the Centre for Teaching, Learning, and Technology. I'm also a 3rd-year Engineering Physics student.

==Learning Technology Co-op==

I work on the Digital Tattoo, Learning Commons, and DIY Media websites. My co-op term will be ending in December 2014, and I will no longer be maintaining this Wiki account. [[User:JohnHarvey1|Here is a link]] to my personal/student Wiki account: feel free to get in touch with me there.

If you have a question about something happening on one of those websites, send me an email me at '''john dot harvey at ubc dot ca'''.

===Important pages===

* http://wiki.ubc.ca/Documentation:DIY_Media_Website_Documentation
* http://wiki.ubc.ca/Documentation:DIY_Media_Old_Toolkits
* http://wiki.ubc.ca/Documentation:Podcasting_Basics/Basics_Training

==Personal Life==
As mentioned, I'm in [http://www.engphys.ubc.ca/ Engineering Physics]. I'm in the electrical stream, which means that my degree will be a bachelor's in electrical engineering with a lot of physics courses on top, or a bachelor's in honours physics with a lot of engineering courses on top, depending on how you look at it. I'm very passionate about the program, and I'm happy to (try to) answer any questions you've got about math, physics, or electrical engineering.

I also help run [http://www.ubc-rapid.com/ UBC Rapid], an engineering student team which is focused on building and developing open-source rapid prototyping technologies. We've been focused on 3D printers thus far, but we're branching out into CNC mills, 3D scanners, and pellet-to-filament extruders. If you need something prototyped, or just want to have a look at what we're doing, talk to us!

User:JohnHarvey

2015-01-02T07:13:56Z

JohnHarvey:

=About=

I'm currently the Learning Technology co-op student at the Centre for Teaching, Learning, and Technology. I'm also a 3rd-year Engineering Physics student.

==Learning Technology Co-op==

I work on the Digital Tattoo, Learning Commons, and DIY Media websites. My co-op term will be ending in December 2014, and I will no longer be maintaining this Wiki account. [[User:JohnHarvey1|Here is a link]] to my personal/student Wiki account: feel free to get in touch with me there.

If you have a question about something happening on one of those websites, send me an email me at '''john dot harvey at ubc dot ca'''.

===Important pages===

* http://wiki.ubc.ca/Documentation:DIY_Media_Website_Documentation
* http://wiki.ubc.ca/Documentation:DIY_Media_Old_Toolkits

==Personal Life==
As mentioned, I'm in [http://www.engphys.ubc.ca/ Engineering Physics]. I'm in the electrical stream, which means that my degree will be a bachelor's in electrical engineering with a lot of physics courses on top, or a bachelor's in honours physics with a lot of engineering courses on top, depending on how you look at it. I'm very passionate about the program, and I'm happy to (try to) answer any questions you've got about math, physics, or electrical engineering.

I also help run [http://www.ubc-rapid.com/ UBC Rapid], an engineering student team which is focused on building and developing open-source rapid prototyping technologies. We've been focused on 3D printers thus far, but we're branching out into CNC mills, 3D scanners, and pellet-to-filament extruders. If you need something prototyped, or just want to have a look at what we're doing, talk to us!

Documentation:DIY Media Website Documentation

2015-01-02T07:12:05Z

JohnHarvey:

This page contains documentation for workarounds or other non-intuitive features of the DIY Media, Digital Tattoo, and Learning Commons websites.

==DIY Media==

===Automatically generated landing pages===

The landing pages for toolkits are automatically generated, using WordPress loops, custom fields, and some CSS. This section explains how to prepare toolkit pages so they work with automatically generated landing pages.

====Preparing a toolkit page====

To make sure that your toolkit page is correctly pulled into the landing pages, you need to change a few settings.

# '''Write an excerpt:''' the text you use for the excerpt will be used as a brief description of the toolkit on the landing page. Aim for 150-200 characters.
# '''Set a featured image:''' this will become the icon of your toolkit. Simple images, like those hosted by the [http://thenounproject.com/ Noun Project], work best. Using a black-and-white image will give the best results.
# '''Set custom fields:''' add the custom field 'is_toolkit' with a value of 1 and either 'is_audio', 'is_video', or 'is_computer', also with a value of 1, if your toolkit is for audio, video, or screencasting, respectively. By setting a custom field, the loop code can determine if your page is or is not a toolkit, and therefore whether or not it should be included in the landing pages.
#* If you can't see the custom fields area on the WordPress page, scroll to the top of the page, click 'screen options', and select 'custom fields'.

====Preparing a landing page====

=====WordPress page=====

To create a new landing page, begin by copying and pasting the following code into a blank WordPress page. Pages which match the criteria set in the first line are formatted and added to the page, as dictated by the code within the loop tag. This page on the UBC Wiki explains how the loop code works in general terms. The instructions below the code explain exactly what's happening in this specific piece of code.

<tt>[loop query="posts_per_page=-1;post_type=page;meta_key=is_audio;orderby=title;order=asc" ]
:[column size=3]
::<div class="thumbnail">
:::<a href="[permalink]"><img class="img-rounded" title="[the_excerpt]" src=" [the_post_thumbnail_src ]" alt="[the_title]" /></a>
:::<a href="[permalink]"><nowiki><h3>[the_title]</h3></nowiki></a>
:::<span class="aligned">[the_excerpt]</span>
:::<nowiki><br></nowiki>
:::<a class="btn" href="[permalink]">Learn More!</a>
::</div>
:[/column]
[/loop]</tt>

* The first line initializes the loop.
*# Setting the posts per page to -1 removes the limit on the number of pages which the loop will retrieve.
*# Setting the post type to page tells the loop to only pay attention to pages, as opposed to posts, links, or users.
*#* In this example, setting the meta key to is_audio means that the loop will only retrieve pages which have the custom field is_audio set to one; this code will generate the landing page for the podcast toolkit landing page.
*# Setting orderby to title will sort the pages alphabetically, and setting order to asc (short for ascending) means that they will be sorted in alphabetical, as opposed to reverse alphabetical, order.
* The second line sets the posts per row to four. (By convention, the page is 12 units wide. Setting the column size to three results in four rows, three units wide.
* The fourth line adds the image to the landing page, as a link to the toolkit.
* The fifth line adds the title of the toolkit to the landing page, as a link to the toolkit.
* The sixth line adds the excerpt to the page, under the image and title.
* Depending on how your specific page is formatted, you might need to add or remove <nowiki><br></nowiki> tags: they add space between the excerpt and the button.
* The eight line adds a button which links to the toolkit.
* The remaining lines close tags.

=====Custom CSS=====

Copy [http://wiki.ubc.ca/images/8/86/Toolkit_css.txt this CSS], and insert it into the custom CSS on the page you're working on. It will change the thumbnail size, adjust the text alignment, add some opacity to the thumbnail images, and generally improve the formatting of the page.

===Creative Commons license in the Footer===

The footer of the DIY Media website features a Creative Commons license. This is a non-standard feature which cannot currently be adjusted from the settings in WordPress. To create this feature, a custom footer is created, and CSS is used to suppress the automatic footer. '''If you notice that you are making changes to the footer in WordPress, but they are not being reflected on the website, this is why.'''

====Creating a custom footer====

The basis of this footer is pulled from the HTML on the CTLT website. The code for this footer is stored under Appearance → Widgets → Footer → Text. The easiest way to edit the footer is to copy and paste the text into a text editor, search for and replace the fields you want to change, and copy and paste the text back into the footer section.

====Suppressing the automatic footer====

Add the following text somewhere in your custom CSS.

<tt>
/*suppress old footer */

<nowiki>#</nowiki>ubc7-footer {
:display: none;
}
</tt>

===Website structure===

[https://www.dropbox.com/s/8urq9gqkeo1tveq/DIY%20Media%20map.xmind?dl=0 This file], created in [http://www.xmind.net/ XMind], a free, open-source mind mapping tool, lays out the structure of the DIY Media website and associated toolkits.

(The linked file is currently hosted out of my (John Harvey) personal DropBox, as the Wiki does not accept .xmind files.)

==Learning Commons==

===Automatically generated landing pages===

The landing pages for the various categories on the Learning Commons site (e.g. Student Toolkits, Resource Guides) are automatically generated using WordPress loops and some CSS. This section explains how to prepare toolkit pages so they work with automatically generated landing pages.

====Preparing a toolkit page====

To make sure that your page is correctly pulled into the landing pages, you need to change a few settings.

# '''Write an excerpt:''' the text you use for the excerpt will be used as a brief description of the page on the landing page. Aim for 150-200 characters.
# '''Set a featured image:''' this will become the picture associated with the page. Try to select an image which keeps with the style of the other images on the page.

====Preparing a landing page====

=====WordPress page=====

To create a new landing page, begin by copying and pasting the following code into a blank WordPress page. Pages which match the criteria set in the first line are formatted and added to the page, as dictated by the code within the loop tag. This page on the UBC Wiki explains how the loop code works in general terms.

<tt><ul class="thumbnails">
:[loop query="posts_per_page=-1&post_type=page&post_parent=PARENT_PAGE_ID&orderby=menu_order&order=ASC"]
::<nowiki><li class="span4"></nowiki>
:::<nowiki><div class="thumbnail"></nowiki>
::::<nowiki><a href="[permalink]"><img class="img-rounded" img title="[the_excerpt]" src=" [the_post_thumbnail_src ]" alt="[the_title]" /></a></nowiki>
::::<nowiki><h3>[the_title]</h3></nowiki>
::::[the_excerpt]
::::<nowiki><br></nowiki>
::::<a class="btn" href="[permalink]">Learn More!</a>
:::<nowiki></div></nowiki>
::<nowiki></li></nowiki>
:<nowiki>[/loop]</nowiki>
<nowiki></ul></nowiki></tt>

On the second line, replace the characters PARENT_PAGE_ID with the four-digit number which is the ID of the parent page of the pages you want to collect. Typically, the parent page will be the landing page. To find the page ID, edit the page, and look for the characters 'post=XXXX' in the URL, where 'XXXX' will be four numbers.

=====Custom CSS=====

Copy [http://wiki.ubc.ca/images/8/86/Toolkit_css.txt this CSS], and insert it into the custom CSS on the page you're working on. It will change the thumbnail size, adjust the text alignment, add some opacity to the thumbnail images, and generally improve the formatting of the page.

===Creative Commons license in the Footer===

The footer of the Learning Commons website features a Creative Commons license, as well as the address of the Learning Commons, and buttons which link to social media. While the latter two features can be automatically generated, the Creative Commons license cannot be generated by WordPress. To include it, the entire footer must be generated manually. A custom footer is created, and CSS is used to suppress the automatic footer. '''If you notice that you are making changes to the footer in WordPress, but they are not being reflected on the website, this is why.'''

====Creating a custom footer====

The basis of this footer is pulled from the HTML on the CTLT website. The code for this footer is stored under Appearance → Widgets → Footer → Text. The easiest way to edit the footer is to copy and paste the text into a text editor, search for and replace the fields you want to change, and copy and paste the text back into the footer section. As things currently stand, the footer is up-to-date and correct.

====Suppressing the automatic footer====

Add the following text somewhere in your custom CSS.

<tt>
<nowiki>/*suppress old footer */</nowiki>
<nowiki>#ubc7-footer {</nowiki>
<nowiki>:display: none;</nowiki>
<nowiki>}</nowiki>
</tt>

[[Category: DIY Media]]

Documentation:Digital Tattoo Student Orientation/Website Technical Documentation

2015-01-02T02:41:27Z

JohnHarvey: Created page with "===Automatically generated landing pages=== The landing pages for the categories on the site (Protect, Connect, Learn, Work, etc.) are automatically generated, using WordPres..."

===Automatically generated landing pages===

The landing pages for the categories on the site (Protect, Connect, Learn, Work, etc.) are automatically generated, using WordPress loops, custom fields, and some CSS. This section explains how to prepare pages in categories so they work with automatically generated landing pages.

====Preparing a toolkit page====

To make sure that the page you create is correctly pulled into the landing pages, you need to change a few settings.

# '''Set a featured image:''' this will become the icon of your toolkit. Try to select pictures which match the style of the current page icons.

====Preparing a landing page====

=====WordPress page=====

To create a new landing page, begin by copying and pasting the following code into a blank WordPress page. Pages which match the criteria set in the first line are formatted and added to the page, as dictated by the code within the loop tag. This page on the UBC Wiki explains how the loop code works in general terms. The instructions below the code explain exactly what's happening in this specific piece of code.

<tt><nowiki><ul class="thumbnails"></nowiki>
:[loop query="posts_per_page=-1&post_type=page&post_parent=1037&orderby=menu_order&order=ASC"]
::<nowiki><li class="span4"></nowiki>
:::<nowiki><div class="thumbnail"></nowiki>
::::<nowiki><a href="[permalink]"><img title="[the_excerpt]" class="img-rounded" alt="[the_title]" src=" [the_post_thumbnail_src ]" /></a></nowiki>
::::<nowiki><h3>[the_title]</h3></nowiki>
::::<a class="btn" href="[permalink]">Learn More!</a>
:::<nowiki></div></nowiki>
::<nowiki></li></nowiki>
:[/loop]
<nowiki></ul></nowiki></tt>

=====Custom CSS=====

Copy [http://wiki.ubc.ca/images/8/86/Toolkit_css.txt this CSS], and insert it into the custom CSS on the page you're working on. It will change the thumbnail size, adjust the text alignment, add some opacity to the thumbnail images, and generally improve the formatting of the page.

===Creative Commons license in the Footer===

The footer of the DIY Media website features a Creative Commons license. This is a non-standard feature which cannot currently be adjusted from the settings in WordPress. To create this feature, a custom footer is created, and CSS is used to suppress the automatic footer. '''If you notice that you are making changes to the footer in WordPress, but they are not being reflected on the website, this is why.'''

====Creating a custom footer====

The basis of this footer is pulled from the HTML on the CTLT website. The code for this footer is stored under Appearance → Widgets → Footer → Text. The easiest way to edit the footer is to copy and paste the text into a text editor, search for and replace the fields you want to change, and copy and paste the text back into the footer section.

====Suppressing the automatic footer====

Add the following text somewhere in your custom CSS.

<tt>
/*suppress old footer */

<nowiki>#</nowiki>ubc7-footer {
:display: none;
}
</tt>

Documentation:Video Basics/DIY Media

2014-12-24T19:24:03Z

JohnHarvey:

{{db-g7}}

==Making a Video==

{{Documentation:Video_Basics/Creating_a_Video}}

==How Does It Support Learning?==
{{Sandbox:DIY_Media_Why_Do_This}}

==UBC Examples==
===Whiteboard Animation: Using Camera & Whiteboard===

{{#widget:YouTube|id=MjKg7YtD3HE|400}}

The UBC Science Writing Team developed a [https://www.youtube.com/channel/UCvynvmsn_NTlS9lc8cH-OFw set of instructional videos] to support the development of writing skills for communicating science effectively. The project was TLEF supported, so videos were produced by students with Faculty support for content development. Contact Eric Jandciu [mailto:jandciu@science.ubc.ca] or Jackie Stewart [mailto:jstewart@chem.ubc.ca]. [[File:Camera set up for whiteboard animation project.png|thumb|Camera set up for whiteboard animation]]

====Why did they do this?====
To insert a fun, engaging approach to support the development of basic writing skills. Their intent is to support writing projects aimed at communicating science. CTLT interviewed [http://www.linkedin.com/in/jandciu Eric Jandciu] about the project.

====How did they do this?====
* Gather a dream team of collaborators: science writing specialist, student with a talent for drawing
* Create a DIY studio set up (see image above)
* [http://wiki.ubc.ca/images/0/05/Sources_Storyboard_1.2.pdf Storyboard samples]: These storyboards were circulated with scripts to faculty team for approval and editing prior to recording.

===Whiteboard Animation using VideoScribe===

{{#widget:YouTube|id=gaCkjJ_jEJg|400}}

[http://cis.apsc.ubc.ca/services/consultations/learning-more/about/jim-portfolio-2/ Jim Sibley] (Faculty of Applied Science) experiments with a whiteboard animation approach to a concept tutorial.

====Why did he do this?====
* To illustrate a concept.

====How did he do this?====
This was created using a tool called [http://www.sparkol.com/products/videoscribe VideoScribe]

===Location Shoot with Interactive Google Map===

{{#widget:YouTube|id=bVbiDjxNTM4|300}}

For more in the series and access to the map: http://mlws.landfood.ubc.ca/videos/

The Master of Land and Water Systems (MLWS) program team has produced a series of videos to introduce the emergence of innovative designs and approaches to urban stormwater management. This series focuses on stormwater management at three different scales: Property, Neighbourhood and Watershed. The videos are used in UBC's Urban Watershed Management course (SOIL 516). This series is also useful for developers, students, real estate agents, municipal/regional planners, managers and engineers. Production of these videos is made possible by The Learning Centre at the Faculty of Land and Food Systems.

The videos are also associated with an [http://mlws.landfood.ubc.ca/videos/#map interactive google map] showing locations for each video shoot.

====Why did they make this?====

Although the series was initially designed for use in the online course (SOIL 516), they thought that presenting the videos with an interactive map would make the videos more interesting to residents of the Lower Mainland. All of the stormwater designs we feature in the videos are real locations in local neighbourhoods, and the map provides a great entry point for someone who may not have an interest or understanding of stormwater management and low impact designs. Contact: Julie Wilson [mailto:julie.wilson@ubc.ca]

====How did they make this?====

The videos were edited in iMovie and presented via the MLWS Program's YouTube channel. The map was created using an experimental app on Google Drive, called [http://www.google.com/drive/apps.html#fusiontables Google Fusion Tables]. It essentially operates like a GIS, where GPS coordinates and other data are entered into a table, and points are projected onto a Google Map. Contact: Julie Wilson [mailto:julie.wilson@ubc.ca]

==What Do I Need?==

You likely have the tools to make a video already, even if you don't have a camcorder. Web cams, digital cameras, and smart phones often have video recording features—many digital cameras even have a simple switch to choose between stills and video.

Most devices record in either the .AVI or .MPG formats, both of which are supported by most hosting services, and the video shot with them can be uploaded directly from the device or after being edited on your computer.

===Equipment===
You will need to choose a basic set of equipment to create your project. Essentially, your needs can be broken down into the following categories

====Video====
* video camera or one of the following devices:
**iPhone
**iPad

====Microphones====
Here are a few useful links if you're looking at microphones.
* The DIY Media website has a [http://diy.open.ubc.ca/diy-media-microphone-suggestions/ page on microphone suggestions], going over the various types of microphones available.
{{Documentation: DIY_Media_Microphone_Suggestions/Links}}

====Lighting====
*[http://wistia.com/blog/your-first-lighting-kit DIY lighting set up]

====Editing====
Video editing software: iMovie for Mac, Windows MovieMaker or another [http://www.techradar.com/news/software/applications/best-free-video-editing-software-9-top-programs-you-should-download-1136264 free video editing] tool.
*iMovie
*Final Cut Pro
*Camtasia
*Screenflow (for Screencasting on Mac)
*Workstation with computer, monitor and headset

====All-in-One====
{{Documentation:IPad_Kit/Equipment_List}}

'''Tip''': Make sure you have all of the equipment you need and test it (including the transfer to the computer you'll be using) to ensure it is in good working order and the recorded quality is what you need. If you don't have your own equipment you may be able to [[Sandbox:DIY_Media_Resources|borrow what you need]].

==How Do I Do It?==

{{MER Question page/Box|Plan|title=Step 1: Plan|collapsed=yes}}
{{MER Question page/Box|Script|title=Step 2: Script & Storyboard|collapsed=yes}}
{{MER Question page/Box|Film|title=Step 3: Record|collapsed=yes}}
{{MER Question page/Box|Edit|title=Step 4: Edit|collapsed=yes}}
{{MER Question page/Box|Host|title=Step 5: Publish|collapsed=yes}}

==Resources==

{{Documentation:Video Basics/Resources}}

==Feedback==
{{Documentation:DIY Screencast/Feedback}}

Documentation:Video Basics/Creating a Video

2014-12-24T19:23:49Z

JohnHarvey:

{{db-g7}}

Creating your own video is as easy as aiming your smartphone at a subject and pressing the record button. Creating video for educational purposes requires a little more planning and clarity about your goals. Here are some things you'll want to consider:

* '''Why am I making this video?''' Consider your objectives carefully and make sure they are in line with what's important for learning. What will students learn? How will I know when they've learned it? How does the learning relate to the overall learning objectives for the course.
* '''Who is it for?''' For example, recent research demonstrates that novices may benefit more from learning through video than more experienced students (Muller, D.).
* '''What kind of video will help me convey what I need to convey?''' Animations or whiteboard illustrations in combination with dialogue may suit purposes where you want to explain detail not easily seen by a camera or the naked eye. Video interviews are important when you want to capture an individuals story or experience in their own words. Screencasting allows you to capture action on your screen as you are interacting with it to show people how to search a database or use a software application - for example.
* '''How will learners use what they learn with the video?''' Will they participate in online or in-class discussion or problem solving, or will they self assess their understanding to better monitor their own learning?
* '''Is the quality (production value) important or is the purpose to document and share?''' DIY video production can be as effective as full professional production, but the quality will be different (in terms of lighting, sound and post production effects).
* '''What are my time and budget constraints?''' This may affect your decision about DIY vs. professional production and will also help you be realistic as to what you can expect to produce during your first attempt.
* '''Where will I host the video?''' Do I want it to be open to the world or limited to a specific group of viewers?

However you answer these questions, creating your video will involve essentially 4 stages:
# Pre-production: planning your project
# Production: creating your video
# Post-production: editing your video
# Distribution: hosting and embedding your video

Documentation:Video Basics/Elearning

2014-12-24T19:22:42Z

JohnHarvey:

{{db-g7}}

==What is it?==

{{Documentation:Video Basics/Creating a Video}}

==Uses and Benefits==

{{Documentation:Video Basics/Uses_and_Benefits}}

==Examples==

{{Documentation:Video Basics/Examples}}

This is a beginning collection of practices, experiments and examples of the online use of visual media to support learning.

====Live Demonstration====

{{#widget:YouTube|id=BqFN7zTqLDM|}}

Part 1 of a [http://www.youtube.com/playlist?list=PLOfd8_1LLyFzTZDURLXW8az_CFpxBWqOW 4 part series in Neuroanatomy] - produced by a graduate student at MIT. Features narrated brain dissection.

====Stop-Motion Animation====

{{#widget:YouTube|id=1-MKZpuiW_s|}}

Video illustrating how haemophilus influenzae cells take up DNA - by [http://rrresearch.fieldofscience.com/ UBC's Rosie Redfield]

{{#widget:YouTube|id=7vc-Uvp3vwg|}}

A sample from the [http://www.youtube.com/playlist?list=PL908547EAA7E4AE74 MinutePhysics Channel on YouTube]

{{#widget:YouTube|id=YoQcg39Krvk|}}

Henry Reich - the guy behind the making of MinutePhysics video - talks about the process. He's based at the [http://www.perimeterinstitute.ca/ Perimeter Institute] in Waterloo, Canada.

====Talking Head====

Samples below illustrate what can be done to introduce a module or learning experience.

{{#widget:YouTube|id=_2O5CUVch-g|}}

More from [http://www.youtube.com/user/coursera/videos?shelf_index=1&tag_id=&sort=p&view=0 Coursera's channel on YouTube].

====Self-Guided Learning Resource====
Combination slides/video, resources, reflection activity.
* [http://learningcommons.ubc.ca/student-toolkits/ Learning Commons Student Toolkits]
* [http://digitaltattoo.ubc.ca/tag/feature/feed/ Digital Tattoo Project Features]

====DIY Animation====

{{#widget:YouTube|id=9gCrslHx7xA|}}

More [http://www.youtube.com/playlist?list=PL118427ACD8758474 3 minute tutorials], made by students, using [http://goanimate.com/ Go Animate.]

====Java Based Interactive Animations====

[http://phet.colorado.edu/en/simulation/balloons http://phet.colorado.edu/sims/balloons/balloons-screenshot.png]

Interactive physics and chemistry simulations from the [http://phet.colorado.edu/en/simulations/category/by-level/university University at Colorado in Boulder].

==Get Started==

{{Documentation:Video Basics/Get_Started}}

{{Documentation:Video Basics/Distribution}}

==Resources==

{{Documentation:Video Basics/Resources}}

==Tips==

{{Documentation:Video Basics/Tips}}

[[Category:Video]]
[[Category:Learning Technologies]]
[[Category:Visual Media]]
[[Category:Flexible Learning]]

[[Category:DIY Video]][[Category:DIY Media]]

Documentation:Video Basics/Uses and Benefits

2014-12-24T19:21:06Z

JohnHarvey:

{{db-g7}}

===Why Do This?===
''"Visual culture is not limited to the study of images or media, but extends to everyday practices of seeing and showing, especially those that we take to be immediate and unmediated" (Mitchell, 2002, Showing seeing: A critique of visual culture. Journal of Visual Culture, p. 170).''

[[File:Why Do This.png|600x800px|link=http://wiki.ubc.ca/images/6/6f/Why_Do_This.png]]

There are many ways to create video to support learning - from creative stop-motion animations like this to demonstrate a concept to live demonstration or interview. Basic uses for video in learning include:

* Documenting an experience or event
* Explaining something
* Demonstrating something
* Telling a story

To see a sample of our own student/staff/faculty created video at UBC, have a look at [http://www.youtube.com/user/UBC UBC's YouTube Channel]

====Benefits of Video for Learning====
: "for a novice learner, I have found that concise expository summaries do very little to improve learning - a key for me is to start with misconceptions and show how misconceptions can morph into a complete scientific truth."
:: [http://www.abc.net.au/catalyst/team/derekmuller.htm?site=catalyst Derek Muller] of [http://www.youtube.com/user/1veritasium/videos Veritasium] in an interview with [http://www.youtube.com/watch?v=z6RFcs2-Jv4#t=797 nottingham science] on YouTube.

: "students can develop a deep understanding of a science concept by bringing together different ways of making meaning,: researching content, storyboarding, making models, using narration, labelling key aspects, etc."
::Gary Hoban, Associate Professor, University of Wollongong, Australia who developed [http://slowmation.com/ Slowmation]

Documentation:Video Basics/Get Started

2014-12-24T19:20:58Z

JohnHarvey:

{{db-g7}}

You likely have the tools to make a video already, even if you don't have a camcorder. Web cams, digital cameras, and smart phones often have video recording features—many digital cameras even have a simple switch to choose between stills and video.

Most devices record in either the .AVI or .MPG formats, both of which are supported by most hosting services, and the video shot with them can be uploaded directly from the device or after being edited on your computer.

===Equipment===
You will need to choose a basic set of equipment to create your project. Essentially, your needs can be broken down into the following categories

====Video====
* video camera or one of the following devices (with video capabilities):
**iphone
**ipad

====Audio====
*clip on lavalier mics with extension cords(for most situations)
*handheld mic (for roving reporter/streeter type video)
*Rode smartLav Mic - Wired (for iphone/ipad recording)
*desktop mic (like a [http://bluemic.com/ Blue])for table top, group recording.

====Lighting====
*[http://wistia.com/blog/your-first-lighting-kit DIY lighting set up]

====Editing====
Video editing software: iMovie for Mac, Windows MovieMaker or another [http://www.techradar.com/news/software/applications/best-free-video-editing-software-9-top-programs-you-should-download-1136264 free video editing] tool.
*iMovie
*Final Cut Pro
*Camtasia
*Screenflow (for Screencasting on Mac)
* workstation with computer, monitor and headset

====All-in-One====
Recommended list for an ipad kit for DIY media production.
*iPad 16 GB wifi w/ AppleCare
*Apple Polyurethane Smart Cover for iPad
*Adonit Green Jot Pro iPad Stylus
*One Sleeve 11" Black with Shoulder Strap
*Rode smartLav Mic - Wired
*Joy Factory Unite Universal Tablet Carbon Fiber C-CLAMP Mount for iPad
*Audio Extension Cable
*Apogee MiC Lightning
*Apogee MIC carry case

'''Tip''': Make sure you have all of the equipment you need and test it (including the transfer to the computer you'll be using) to ensure it is in good working order and the recorded quality is what you need. If you don't have your own equipment you may be able to [[Sandbox:DIY_Media_Resources|borrow what you need]].

===Pre-Production:Planning===
The first place to start in planning your shoot is with the story. What's the story you want to tell? Knowing exactly what and how you are going to shoot (your subject) why you are shooting (your message), as well as the audience for which you are shooting, is very important part of planning.

Here are some resources that may help you in this phase of your project:

====Storyboard/Scripts====
*[http://mediacommons.psu.edu/wp-content/uploads/sites/3196/2013/07/template.png Storyboard template] (from Penn State Media Commons) along with [http://mediacommons.psu.edu/2013/07/storyboarding/ storyboarding tips and examples].
* For storyboard pointers check out [http://www.commoncraft.com/explainer-tip-creating-simple-storyboards/ storyboarding] for explainer videos by [http://www.commoncraft.com/videolist Common Craft].
* For scripting pointers look at [http://www.commoncraft.com/explainer-tip-writing-explainer-video-script/ Scripting for explainer videos] by Lee Lefever at [http://www.commoncraft.com/videolist Common Craft]

====Forms====
*[http://wiki.ubc.ca/images/2/22/Consent-to-use-of-image_generic.pdf UBC's Consent Form].
*[http://wiki.ubc.ca/images/5/5a/PYP.pdf Plan Your Project worksheet] [[File:PYP.jpg|50px]] [[File:PYP2.jpg|50px]]
*[http://wiki.ubc.ca/images/f/f5/Storyboard_outline.pdf Storyboard Outline worksheet] [[File:Storyboard outline.jpg|60px]] [[File:Storyboard outline pg2.jpg|60px]]

===Production: Creating===

In this phase, you will be creating your project. You will have tested your recording device and planned your shoot or screencast with a storyboard.

Here are the resources that will support this phase of your project

====lynda.com====
Explore the following courses on lynda.com. For registration information, visit [http://lynda.ubc.ca lynda.ubc.ca]. '''Take note that the service is only available to UBC faculty, staff and post-doctoral fellows.''' If you are a student, please see additional resources.

'''Video Recording and Shooting'''

*[http://www.lynda.com/Video-Video-Production-tutorials/Fundamentals-Video-Cameras-Shooting/97394-2.html Foundations of Video: Cameras and Shooting]
*:This course provides you with the information to start shooting your own movies and videos. It covers topics such as lighting, exposure, sound, and equipment.
*[http://www.lynda.com/iMovie-11-tutorials/iMovie-for-iPad-Essential-Training/83784-2.html iMovie for iPad Essential Training]
*:You can start shooting and editing your own video using your own mobile devices. This course will walk you through the process of recording, editing, and exporting video on your iOS devices (e.g. iPad/iPhone) using the iMovie app.

'''Screencasting'''

*[http://www.lynda.com/Camtasia-tutorials/Camtasia-Studio-8-Essential-Training/85087-2.html Camtasia Studio 8 Essential Training]
*:Camtasia Studio is a screencasting program where you can capture what is happening on your computer. This course will demonstrates how to set up, record, edit, and share screencasts for online lectures and assignment feedback.

====Production Techniques and Approaches====
*[http://www.techsmith.com/tutorial-camtasia.html Camtasia for PC] and [http://www.techsmith.com/tutorial-camtasia-mac.html Camtasia for mac]: Using Camtasia and need some training? These short (2-5 min) videos offer excellent training support for beginners to advanced.
* [http://www.youtube.com/watch?v=edzWTw0Yp_U How to Shoot a Good iphone video] - Part of a great series from the [http://www.youtube.com/channel/UC8Zxb0nqCebD3AZ4S6SmC-g iphoneographers]. They also cover editing and app reviews for iphone moviemaking.
* Penn State's [http://mediacommons.psu.edu/students/video-production-tips/ Video Production Tips]
* [http://multimedia.journalism.berkeley.edu/tutorials/shooting_tips/ Video Techniques] from kdmcBerkely (School of Journalism) for more depth and detail.
* [http://www.youtube.com/yt/creators/tutorials.html/ YouTube Tutorial Videos] Video to help you with all phases of production.
*[http://www.youtube.com/user/indymogul?feature=watch/ Indy Mogul's YouTube Channel] Great Resource for DIY Video support for things like lighting, special effects.

=====B-roll Content=====
* [http://open4us.org/find-oer/ Find OER] : Open Professionals Education Network
* [http://copyright.ubc.ca/help-and-resources/image-sources/ UBC's Image Sources Guide]
* [http://copyright.ubc.ca/help-and-resources/public-domain/ UBC's Public Domain Guide]

=====Copyright=====
{{Documentation:DIY_Media_Toolkits_Copyright}}

===Post Production: Editing===
This is where you will be adding your intro, your credits and acknowledgements (including references to any source material, images, music or video clips you have included) and assempled your project.

There are the resources that will be useful to you:
*[http://www.lynda.com/Final-Cut-Pro-tutorials/Final-Cut-Pro-X-Essential-Training/117532-2.html Final Cut Pro X Essential Training]
*:Final Cut Pro X is a powerful video editing program widely used by professional videographers and filmmakers. It is available for use at various Mac Workstations in [http://services.library.ubc.ca/computers-technology/public-computers/ UBC Vancouver Library locations]. This course will help you with the full editing process, from preparation to exporting.

Or, for students:
* [[Sandbox:Basic_Tutorial_for_iMovie_and_FinalCutPro|Basic Tutorial]] for iMovie and Final Cut Pro

Documentation:Video Basics/Tips

2014-12-24T19:20:57Z

JohnHarvey:

{{db-g7}}

==For Faculty===

{{#widget:YouTube|id=c-MUOK3c5BM|350}}

From: [http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheMediaScholarshipProjectStra/213673 The Media Scholarship Project: Strategic Thinking about Media and Multimodal Assignments in the Liberal Arts]

===For Students===

{{#widget:YouTube|id=PisvIqKfAwk|350}}

From: [http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheMediaScholarshipProjectStra/213673 The Media Scholarship Project: Strategic Thinking about Media and Multimodal Assignments in the Liberal Arts]

Documentation:Video Basics/DIY Media/Script

2014-12-24T19:20:54Z

JohnHarvey:

{{db-g7}}

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>
:'''CHECKLIST:'''
*Group your content into 3 to 6 minute segments.
* Review principles for learning, instruction and multimedia development.
* Create script and storyboard.
* Set up your recording environment.
* Visit your location
* Coordinate with subjects and assistants
</div>
|}
</br>

Every minute you spend planning your project is worth two or three minutes of designing, recording, and editing. Before you do anything else, download and fill out [http://wiki.ubc.ca/images/e/e9/Plan_Your_Project_-_video.pdf this worksheet]. Try to be as detailed as possible: it'll make life easier later on.

====Chunk content====
One of the most important features in the planning worksheet is the 'Generate Concepts' section. This will help you break your content down into easily digestible sections, a technique also known as [http://theelearningcoach.com/elearning_design/chunking-information/ ''chunking content'']. Chunking content involves breaking down large themes into manageable chunks or concepts: for example, if you intend to cover 4 concepts in a single video of 20 minutes, breaking the long video into four five-minute chunks will make it likelier that the material will be watched and effectively absorbed. [https://www.edx.org/blog/optimal-video-length-student-engagement#.U0MdIF6po2V Recent research] indicates that the optimal length for student engagement is 6 minutes or less. (Guo, 2013).

====Review principles====
UBC's [http://wiki.ubc.ca/Documentation:Design_Principles_for_Multimedia Design Principles for Multimedia] provides an overview and basic framework for considering evidence based principles when designing multimedia for learning.

For more depth, Carnegie-Mellon's [http://www.cmu.edu/teaching/principles/learning.html principles for learning], [http://edutechwiki.unige.ch/en/First_principles_of_instruction Merrill's First Principles of Instruction], [http://www.facdev.niu.edu/facdev/resources/guide/learning/gagnes_nine_events_instruction.pdf Gagne's 9 events of instruction] and [http://hartford.edu/academics/faculty/fcld/data/documentation/technology/presentation/powerpoint/12_principles_multimedia.pdf Mayer's principles for multimedia development] are useful references for helping you think about how to approach your presentation as a learning resource.

====Storyboarding====
After you've selected one chunk to start with, you can fill out this [http://wiki.ubc.ca/images/f/f5/Storyboard_outline.pdf storyboarding worksheet]. You can fill this out however you want to: for more traditional video projects, storyboards usually include sketches of each scene with notes attached, but you can feel free to use text, draft your script, draw each slide, sketch diagrams you might use, or some combination of those and other techniques.

*[http://mediacommons.psu.edu/wp-content/uploads/sites/3196/2013/07/template.png Storyboard template] (from Penn State Media Commons) along with [http://mediacommons.psu.edu/2013/07/storyboarding/ storyboarding tips and examples].
* For storyboard pointers check out [http://www.commoncraft.com/explainer-tip-creating-simple-storyboards/ storyboarding] for explainer videos by [http://www.commoncraft.com/videolist Common Craft].

====Create a script====
Writing a script will save you time in the long run. Creating a storyboard can help you see where you may want to add additional content, like b-roll images, to provide examples and raise interest. Once your storyboard is complete, you will get a sense of the flow of your project and can make decisions about editing more easily. Once your script and storyboard are complete, you'll get a sense of the flow of your project and can make decisions about editing more easily.
*Make sure to rehearse your script(s), to avoid unnecessary pauses or verbal stumbles when you're recording.
*Note which slide will be on-screen while you're speaking. Some people find it useful to include pictures of the slides in the script, to remind them of what the viewer will see while they're speaking.
*Time your script to ensure it fits within the 3-6 minute timeframe you should be aiming for.
*Try to write naturally: not only will people learn better (Mayer's 10<sup>th</sup> principle) but it'll be easier to read from: encountering the words ''it is'' when you'd usually say'' 'it's '' is distracting, and can throw you off.
* Review your presentation for extraneous material, and remove it: the occasional anecdote or tangentially related point is fine, but the shorter your video is, the likelier it'll be watched to completion, and staying focused on your topic is important. (Mayer's 1<sup>st</sup> principle.)

* For scripting pointers look at [http://www.commoncraft.com/explainer-tip-writing-explainer-video-script/ Scripting for explainer videos] by Lee Lefever at [http://www.commoncraft.com/videolist Common Craft].

'''Prepare Your Subject and Shoot Location.''' You will need to consider who will be involved in your production, arrange schedules, permissions, and any other needs ahead of time. You will also want to check out the location for things light conditions, power sources, noise and travel. [http://broadcast.yale.edu/do-it-yourself/ Yale's Broadcast & Media Centre Do.It.Yourself resource] provides a great starting place for the things you'll need to consider

===Pre-Production Resources===

====Storyboard/Scripts====
*[http://mediacommons.psu.edu/wp-content/uploads/sites/3196/2013/07/template.png Storyboard template] (from Penn State Media Commons) along with [http://mediacommons.psu.edu/2013/07/storyboarding/ storyboarding tips and examples].
* For storyboard pointers check out [http://www.commoncraft.com/explainer-tip-creating-simple-storyboards/ storyboarding] for explainer videos by [http://www.commoncraft.com/videolist Common Craft].
* For scripting pointers look at [http://www.commoncraft.com/explainer-tip-writing-explainer-video-script/ Scripting for explainer videos] by Lee Lefever at [http://www.commoncraft.com/videolist Common Craft]

====Interview/Location shoots====
* [http://broadcast.yale.edu/do-it-yourself/ Yale's Broadcast & Media Centre Do.It.Yourself resource]: great information, short instructional video clips and tips for location shoots and working with interview subjects.

====Forms====
* You will require a release from any subjects who will appear on-screen in your production. [http://wiki.ubc.ca/images/2/22/Consent-to-use-of-image_generic.pdf UBC's Consent Form].

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Dialog-information_on.svg|42px]]
| class="mbox-text" | <div>
:'''TIPS:'''
*'''Try to keep to the 3 minute mark per concept''' with a total video length of not more than 6 minutes.
* '''Planning will save time later''' Take time to prepare a storyboard and script.
*'''Keep it simple''' and remember your objective.
</div>
|}

Documentation:Video Basics/Examples

2014-12-24T19:20:48Z

JohnHarvey:

{{db-g7}}

===Need More Inspiration?===

New forms for creating and sharing video include the Twitter app called [https://blog.twitter.com/2013/vine-a-new-way-to-share-video Vine]. It allows users to create and share short looping videos (of 6 seconds or less). As with Twitter, the short format can inspire creativity.

Consider [http://6secondscience.tumblr.com/ GE's launch of the world's first 6 second science fair] in the summer of 2013. Here is a snippet of their compilation of some the entries:

{{#widget:YouTube|id=iNdBHmZAOr4|400|right}}

Documentation:Video Basics/Distribution

2014-12-24T19:20:47Z

JohnHarvey:

{{db-g7}}

==Distribution===
When you've finished recording, editing and exporting your video to an acceptable file format, you'll need to publish it so that you can embed it where you like. You can publish your video on:

* Your own website.
* UBC's [[Documentation:Kaltura/FAQ/Instructors|Kaltura]] platform
* UBC's YouTube Channel: using the [http://wiki.ubc.ca/Documentation:YouTube_EDU upload form]
* Your own YouTube Channel: [http://www.youtube.com/user/YouTubeHelp?feature=watch YouTube Help]
* another free video hosting service.

====Embedding Video====
One your video is hosted (on YouTube or Kaltura) you may want to embed it in a Connect course, WordPress environment or on a wiki page. See how-tos below.
* Connect
**[http://Documentation:Kaltura/Embed_a_Video_%28How_To%29 Kaltura]
**[http://Documentation:Connect/Add_a_YouTube_Video_Mashup_to_Your_Course_%28How_To%29 YouTube]
* [[Documentation:UBC_Content_Management_System/How_to/How_do_I_add_or_upload_a_video_to_my_site|UBC's CMS WordPress]]
* UBC Wiki
** [[Help:Widgets/YouTube|YouTube]]
** [[Help:Widgets/Kaltura|Kaltura]]

[[Category: DIY Media]]

Documentation:Video Basics/DIY Media/Plan

2014-12-24T19:20:43Z

JohnHarvey:

{{db-g7}}

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>
:'''CHECKLIST:'''
* Search for existing content on your topic. (Do you need to create or can you curate?)
* Identify potential impact (Why am I doing this? Who will benefit? What will it change?)
* Define objectives (What will people learn?)
* Develop assessment plan (How will I know if I achieved my goals?)
* Gather equipment (see What Do I Need? section)
* Create a test file to practice using software or camera and audio quality, camera angles, lighting requirements.
* Export test file formats and import in editing software to ensure you can work with the files.
* Determine format, budget and timeline.
</div>
|}
</br>

====Curate or Create?====
If a good quality learning resource already exists online that will help you meet your goals, you may want to consider adopting it and creating the learning wrapper around it (like self assessments, questions for reflection, in-class problem sets, case studies or other activities which will engage learners in using what they've learned by watching the video. Here are some questions to ask when considering curation/creation:
* Does a high quality learning resource already exist on this topic?
** You may want to check [http://copyright.ubc.ca/help-and-resources/creative-commons-guide/ creative commons licensed sources] as well as [http://copyright.ubc.ca/help-and-resources/public-domain/ resources in the public domain] to start.
*Can I build context around said resources specific to my goals?
** In other words, can you curate content by building some activities or context around a video that already exists or do you need to create something new?
**Here's an [http://digitaltattoo.ubc.ca/learn/learn-feature/ example of curated content] (discussion question, self-assessment, etc) around a YouTube video describing MOOCs.
* What's the value of having my voice and emphasis in the video?

====Impact====
Consider the potential impact your project will have on the learning environment.
* How will learners use the video?
* Will I need to create guiding questions, a list of things to watch for, or follow-up activities so learners can use what they learned?
** You may want to consider what activities the video may replace (eg. lab, lecture) and how you can use that time for other activities to support the learning from the video.
** In addition, knowing the needs of your learners helps you target the content and approach to them - making it more likely that you will be producing a useful learning resource.

====Objectives====
Consider the problem you are attempting to address by creating video for your students to learn from. Identifying broad goals can help you define what you intend students to learn or gain from watching the video. Identifying specific learning objectives help you identify what you need to assess to determine whether or not the video supported the learning you hoped for. (Gagne, Wager, Golas & Keller, 2005 in Frey and Sutton, 2010).
* What do I want students to to learn while watching my video?
* What approach is best suited to support that learning?
** i.e. expository video using visuals and diagrams, interviews, experiments, and/or live demonstrations.

====Assessment====
* What measures will I use to see if my video had the desired impact on learning?
** Test scores, performance in collaborative activities, and post-video quizzes are good possibilities.
** A good instructional design principle is to ensure alignment between goals and objectives, the learning activities (associated with the video) and the assessment method you select.

====Test====
Once you have gathered your equipment and software, experiment with it. Test everything, create a test video and export a test file to your editing software to familiarize yourself with the process and surface any issues with sound or lighting that you'll want to fix before production.

====Format, Budget and Timeline====
The format you choose for your video should (ideally) support the objectives you are trying to achieve. That said, sometimes time and budget constraints dictate format. Check with colleagues who have done this projects like the one you are planning to get a sense of timeline, budget and impact and go from there.

===Planning Resources===
* [http://diy.open.ubc.ca/plan-it/ Plan It!] section of the DIY media website.
* [http://jolt.merlot.org/vol6no2/frey_0610.pdf A Model for Developing Multimedia Learning Projects] Frey,B; Sutton, J. (2010)
* [http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheMediaScholarshipProjectStra/213673 The Media Scholarship Project: Strategic Thinking about Media and Multimodal Assignments in the Liberal Arts] :an excellent overview of the process of designing multimodal projects from a faculty perspective. Full of good, practical information.
* Plan Your Project Worksheets:[http://wiki.ubc.ca/images/e/e9/Plan_Your_Project_-_video.pdf Video], [http://wiki.ubc.ca/images/2/27/Plan_Your_Project_-_audio.pdf Audio], [http://wiki.ubc.ca/images/5/5a/PYP.pdf Screencast]: Guides to help you work out the learning objectives, content and associated learning activities.

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Dialog-information_on.svg|42px]]
| class="mbox-text" | <div>
:'''TIPS:'''
*'''Consider the aim of the video''' and limit to what's possible in a 3-5 minute time frame.
*'''Consider what your viewers will need''' in order to obtain the message or story the video is sending.
*'''Plan out''' the timeframe for scripting, recording/shooting, and editing, and add an additional 20% to account for unexpected delays or issues.
** A good rule of thumb is "...for every minute of a completed project, several minutes will be required for production. These times include all relevant tasks from planning to publishing and '''assume familiarity with the necessary software'''(from Penn State's [http://mediacommons.psu.edu/faculty/instructors-guide-to-media-activities/ Instructor's Guide to Media Activities]."
*'''Test out your equipment''' beforehand at the filming location to ensure that filming goes smoothly. You may catch lighting, audio or file format issues which then you can solve before filming as well as ensuring that you have all necessary equipment and that all work properly together.
</div>
|}

Documentation:Video Basics/DIY Media/Host

2014-12-24T19:20:40Z

JohnHarvey:

{{db-g7}}

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>
:'''CHECKLIST:'''
* Consider reach. If you want a wide reach for your audience, choose an open hosting environment (like YouTube).
* Consider privacy. If you need a certain amount of protection around your content, choose a locally hosted option (like Kaltura).
* Consider useability - if videos are long and you need to be able to search the content on key words consider a tool like [http://dmt.it.ubc.ca/services#lecture Mediasite].
</div>
|}

*[http://www.youtube.com/ YouTube]: is an option if your project relies on open sharing and wide audience reach AND if you are not REQUIRING students to set up their own accounts. Setup your own youtube account or you can upload to the UBC youtube account with [http://wiki.ubc.ca/Documentation:YouTube_EDU this documentation].
*[http://www.it.ubc.ca/services/teaching-learning-tools/ubc-video-share-powered-kaltura Kaltura]: a UBC hosted service and thus offers a layer of security and content moderation. Offers an option for learning activities that '''require''' students to record, upload and share video content through '''''Connect'''''. These videos will be transcoded for easier viewing on multiple devices, stored in a central platform, and will be available for searching and viewing. Compared to Youtube Kaltura offers more granular control over content and contributors. Here is the documentation for [https://blogs.ubc.ca/kalturaconnect/ adding Kaltura in Connect and uploading video].
{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Dialog-information_on.svg|42px]]
| class="mbox-text" | <div>
:'''TIPS:'''
*'''Review your final product''' with colleagues and double check if your video is delivering the message or story you would like it to.
*'''Seek audience feedback''' about the resources you produce and use it to evaluate and improve.
</div>
|}

Documentation:Video Basics/DIY Media/Film

2014-12-24T19:20:30Z

JohnHarvey:

{{db-g7}}

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>
:'''CHECKLIST:'''
* Obtained signed consent forms from anyone you record.
* Set up lighting and test for sound.
* Consider a pre-interview (if interview is your plan).
* Record your video.
* Source any additional content that you will be editing in (b-roll).
* Familiarize yourself with copyright resources and guidelines.
</div>
|}

You will have tested your equipment and planned your shoot or screencast with a storyboard before you begin filming.

====Location====

*Reduce echoes by filming in a room with soft surfaces such as your living room. Reduce or eliminate electrical sounds such as computer fans and other appliances.
*Avoid rooms with echoes or fans (even imperceptible fan sounds may be picked up by an external mic).
*Test your sound for quality in your location with equipment. Improving the audio even marginally will far improve the perceived quality.
*Ensure that you have permission to film in the space.

====Audio====

* Use a noise-reducing microphone and keep the mic close to your voice.

====Lighting====

*Prepare your lighting if you will be using your webcam.
*Create [http://www.cinema5d.com/news/?p=5358 basic three-point lighting] so that your focal point (person) is not flat (2D instead of 3D) with lighting fixtures.
*Utilize natural light appropriately when videoshooting outside such as having your lighting being lighting up the front of what you're filming and usually to one side and above rather than head on (so not mid-day but preferrably sunrise and sunset). Also best shooting happens on overcast days. Here are [http://filmcameracourse.wordpress.com/2012/01/11/filming-without-lights/ 3 quicktips for shooting outside].
*Lighting arrangement for recording yourself or someone else - [http://blogs.telestream.net/screenflow/2012/11/how-to-capture-great-web-video-interviews/ DIY for web capture] or more advanced [http://blogs.techsmith.com/tips-how-tos/how-to-create-a-diy-green-scre/#.Ui-QRbzIb5g DIY greenscreens].
*Mixig together different light sources is a bad idea as studio lighting is generally reddish-orange compared to daylight and normal flourescent lighting can be quite greenish.

====Recording====

* Record in small chunks so that you can edit them more easily later.
* Record the same height of your subject and get more than just your object i.e. surroundings in the shot.
* Take more than one footage of the same scene and from more than one angle (follow storyboard as well).
* Control your lighting and use lighting as best you can or adjust what you're filming when you can't.
* Use a tripod to ensure a steady shot but don't lock the tripod position so you can follow moving subjects.
* Ensure filming device is on auto-focus and experiment with camerawork.

====Production Resources====

=====Software=====

*Software: Camtasia downloads ([http://www.techsmith.com/camtasia.html Camtasia for Mac], [http://www.techsmith.com/camtasia.html Camtasia Studio for PC]). Note: UBC has a campus wide license key that you can enter after downloading the trial versions. Tutorials (Techsmith): ([http://www.techsmith.com/tutorial-camtasia-mac.html Mac], [http://www.techsmith.com/tutorial-camtasia.html PC]) or in-depth estimated 6 hour [http://www.lynda.com/Camtasia-tutorials/Camtasia-Studio-8-Essential-Training/85087-2.html?srchtrk=index:1%0Alinktypeid:2%0Aq:Camtasia%0Apage:1%0As:relevance%0Asa:true%0Aproducttypeid:2 Camtasia PC Lynda.com tutorial].
* Final Cut Pro
* iMovie

=====Techniques and Approaches=====

* [http://www.youtube.com/watch?v=edzWTw0Yp_U How to Shoot a Good iphone video] - Part of a great series from the [http://www.youtube.com/channel/UC8Zxb0nqCebD3AZ4S6SmC-g iphoneographers]. They also cover editing and app reviews for iphone moviemaking.
* Penn State's [http://mediacommons.psu.edu/students/video-production-tips/ Video Production Tips]
* [http://multimedia.journalism.berkeley.edu/tutorials/shooting_tips/ Video Techniques] from kdmcBerkely (School of Journalism) for more depth and detail.
* [http://www.youtube.com/yt/creators/tutorials.html/ YouTube Tutorial Videos] Video to help you with all phases of production.
*[http://www.youtube.com/user/indymogul?feature=watch/ Indy Mogul's YouTube Channel] Great Resource for DIY Video support for things like lighting, special effects.

=====B-roll Content=====

* [http://open4us.org/find-oer/ Find OER] : Open Professionals Education Network
* [http://copyright.ubc.ca/help-and-resources/image-sources/ UBC's Image Sources Guide]
* [http://copyright.ubc.ca/help-and-resources/public-domain/ UBC's Public Domain Guide]

=====Copyright=====

{{Documentation:DIY_Media_Toolkits_Copyright}}

=====Forms=====

* You will require a release from any subjects involved in your production. [http://wiki.ubc.ca/images/2/22/Consent-to-use-of-image_generic.pdf UBC's Consent Form].

{| class="ambox ambox-notice"
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| class="mbox-text" | <div>
:'''TIPS:'''
*'''Add media to enhance interest''' - This is referred to as b-roll content and can include examples, still images, videoclips or freely available content licensed for re-use or in the public domain.
*'''Make sure to focus on audio quality''' - high quality audio is the single most important thing that will elevate the professionalism of your video.
*'''When recording, start with the end in mind''', and aim for that in your production.
*'''Make sure you video footage is of good quality''' (resolution and audio quality) as there is only so much magic you can do in editing.
</div>
|}

Documentation:Video Basics/DIY Media/Edit

2014-12-24T19:18:44Z

JohnHarvey:

{{db-g7}}

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>
:'''CHECKLIST:'''
* Assess for clear and balanced audio throughout with good pacing.
* Asess for pace of the action appropriate (not too fast or too slow.
* Assess for flow.
* Ensure all graphics, sounds and effects are necessary.
* Eliminate any extraneous information.
* Review against Mayer's principles for multimedia design.
* Get feedback on roughcut from learners (if possible).
</div>
|}

This is where you will be adding your intro, your credits and acknowledgements (including references to any source material, images, music or video clips you have included) and assemble your project.

====Software====
*[http://www.lynda.com/Final-Cut-Pro-tutorials/Final-Cut-Pro-X-Essential-Training/117532-2.html Final Cut Pro X Essential Training]
*:Final Cut Pro X is a powerful video editing program widely used by professional videographers and filmmakers. It is available for use at various Mac Workstations in [http://services.library.ubc.ca/computers-technology/public-computers/ UBC Vancouver Library locations]. This course will help you with the full editing process, from preparation to exporting. Or, for students: [[Sandbox:Basic_Tutorial_for_iMovie_and_FinalCutPro|Basic Tutorial]] for iMovie and Final Cut Pro.
*[http://www.techsmith.com/tutorial-camtasia.html Camtasia for PC] and [http://www.techsmith.com/tutorial-camtasia-mac.html Camtasia for mac]: Using Camtasia and need some training? These short (2-5 min) videos offer excellent training support for beginners to advanced.
*[http://audacity.sourceforge.net/ Auadacity] is a fairly powerful program to help with audio editing.

{| class="ambox ambox-notice"
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| class="mbox-text" | <div>
:'''TIPS:'''
*'''Don't use too many transitions''' especially flashy ones
*'''Utilize the Remove Noise filter''' in your editing software to take out background noise.
*'''Pick one primary editing software''' and stick to it for consistency.
*'''Learn the basics of color correction''' because of lighting, sunlight or just the way your camera works, your film can turn out more blue, red, or green.
*'''Ensure you have enough computing power''' and hard drive space for editing.
</div>
|}

Documentation:Stop motion/Examples

2014-12-24T19:13:42Z

JohnHarvey:

{{db-g7}}

===Stop motion animation using found objects===

Animation is a great way to explain a complex process—learners can see it happening right in front of them. However, most forms of animation require a lot of time and training. To create even relatively simple animations, like [http://www.biology.ualberta.ca/courses.hp/zool250/animations/Squid.swf this one], used in [http://www.biology.ualberta.ca/courses.hp/zool250/Z250.html ZOOL 250] at the University of Alberta, require huge investments in time and effort: you have to learn animation software, and then create the animation, to say nothing of the cost of the software. While stop motion is still time-intensive, it doesn't require anything more than the ability to take pictures and edit video. This video, created by Dr. Rosie Redfield, quickly and effectively explains how influenza cells take up DNA, using candy and construction paper.

{{#widget:YouTube|id=1-MKZpuiW_s}}

===Chalkboard animation===

[http://psych.ubc.ca/persons/steven-barnes/?login Dr. Steven Barnes], a psychology professor at UBC, created a series of chalkboard animations for several of the courses he teaches. Chalkboard animation was selected for what Dr. Barnes calls 'zoomability': he can easily transition from looking at the human body to individual neurons, allowing him to contextualize what's going on at a microscopic level with what's happening to the body as a whole.

While he does have an artistic background, the videos are created by tracing images projected onto the chalkboard, turning the projector off, taking a picture, ad infinitum. Creative commons images could be used to achieve the same effect, even if you have trouble drawing stick figures.

{{#widget:YouTube|id=WcZCplZi6o8}}

===Stop motion animation using paper cutouts===

Making the perfect objects for your stop motion project can be as easy as breaking out the pencil crayons and scissors. This video from the [http://digitaltattoo.ubc.ca/ Digital Tattoo] project explains data mining using a whiteboard and paper cutouts. If you don't feel like drawing, printed images would work, as well. For more a complete explanation of their process, click [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Student_Orientation/Stop_Motion_Video here].

{{#widget:YouTube|id=FHs5wbN_XY0}}

Documentation:Stop motion/DIY Media/Script

2014-12-24T19:13:27Z

JohnHarvey:

{{db-g7}}

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>
:'''CHECKLIST:'''
* Chunk your content into 3-6 minute segments.
* Review principles for learning, instruction and multimedia development.
* Create a script.
* Design your slides for presentation.
</div>
|}
</br>

Every minute you spend planning your project is worth two or three minutes of designing, recording, and editing. Before you do anything else, download and fill out [http://wiki.ubc.ca/images/5/5a/PYP.pdf this worksheet]. Here's the [http://wiki.ubc.ca/File:Planning_sheet_(annotated).pdf completed worksheet] for an example presentation. Try to be as detailed as possible: it'll make life easier later on.

====Chunk content====
One of the most important features in the planning worksheet is the 'Generate Concepts' section. Going through this will help you break your content down into easily digestible sections. This is called [http://theelearningcoach.com/elearning_design/chunking-information/ ''chunking content''], which is an instructional design technique that involves breaking down large themes into manageable chunks or concepts. For example, if you intend to cover 4 concepts in a single video of 20 minutes, four five-minute videos might be a better strategy. [https://www.edx.org/blog/optimal-video-length-student-engagement#.U0MdIF6po2V Recent research] indicates that the optimal length for student engagement seems to be be 6 minutes or less. (Guo, 2013).

====Review principles====
Carnegie-Mellon's [http://www.cmu.edu/teaching/principles/learning.html principles for learning], [http://edutechwiki.unige.ch/en/First_principles_of_instruction Merrill's First Principles of Instruction], [http://www.facdev.niu.edu/facdev/resources/guide/learning/gagnes_nine_events_instruction.pdf Gagne's 9 events of instruction] and [http://hartford.edu/academics/faculty/fcld/data/documentation/technology/presentation/powerpoint/12_principles_multimedia.pdf Mayer's principles for multimedia development] are useful references for helping you think about how to approach your presentation as a learning resource. Points 3, 4, 7, 8, and 9 from Mayer's Principles are especially pertinent.

====Storyboarding====
After you've selected one chunk to start with, you can fill out this [http://wiki.ubc.ca/images/f/f5/Storyboard_outline.pdf storyboarding worksheet]. Here's the [http://wiki.ubc.ca/images/5/51/Planning_sheet_%28annotated%29.pdf completed storyboard] for an example project. You can fill this out however you want to: for more traditional video projects, storyboards usually include sketches of each scene with notes attached, but you can feel free to use text, draft your script, sketch diagrams you might use, or some combination of those and other techniques. Try to be complete: having a mental and physical image of each scene will help you put everything together.

====Create a script====
Writing a script will save you time in the long run. Include what you want to say, and when you want to say it, with respect to what's happening on-screen. Once your script is complete, you'll get a sense of the flow of your project and can be able to make decisions about editing more easily.
*Before you go to record audio, make sure to rehearse your script(s) in order to avoid unnecessary pauses and interjections.
*Time your script to ensure it fits within the 3-6 minute timeframe you should be aiming for.
*Try to read and write naturally: not only will people learn better (Mayer's 10<sup>th</sup> principle) but it'll be easier to read from: encountering the words ''it is'' when you'd usually say ''it's'' is distracting, and can throw you off.
* Review your script and storyboard for extraneous material, and remove it: stop motion is hugely labour-intensive, and the shorter your video is, the likelier it'll be watched. Staying focused on your topic is important. (Mayer's 1<sup>st</sup> principle.)

====Pre-Production Resources====
* For scripting pointers look at [http://www.commoncraft.com/explainer-tip-writing-explainer-video-script/ scripting for explainer videos] by Lee Lefever at [http://www.commoncraft.com/videolist Common Craft]

{| class="ambox ambox-notice"
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| class="mbox-text" | <div>
:'''TIPS:'''
*'''Try to keep to the 3 minute mark per concept''' with a total video length of not more than 6 minutes.
* '''Planning will save time later.''' Take time to prepare a script which include slide transitions.
*'''Keep it simple''' and remember your objectives.
</div>
|}

[[Category: DIY Media]]

Documentation:Stop motion/DIY Media/Record

2014-12-24T19:13:21Z

JohnHarvey:

{{db-g7}}

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>
:'''CHECKLIST:'''
* Gather your equipment
* Set up your recording environment
* Take your pictures
* Source any additional content you'll be editing in (b-roll footage)
* Record your audio
</div>
|}<br />

====Gather your equipment====

* '''Read through the ''What Do I Need'' section, and gather your equipment:''' a camera, a set of objects, and lights.
** You don't need a microphone right away: you'll be recording audio after you take your pictures.
** If you have access to software that allows 'onionskinning', or the ability to superimpose your camera's current view over the last photo taken, make use of it! This technique will save you a lot of time, and make your end product look a lot better.
* '''Make sure that all of your equipment works, and works together:''' if you haven't already, put together a five-second clip. If you have file format problems, or your memory card doesn't work with your computer, you want to find out before you've spent hours taking pictures you can't use.

====Set up your recording environment====

You have a couple of things to consider when setting up your recording area: lighting, camera stability, and your ability to adjust your set of objects.

* '''Lighting:''' The most common lighting setup is a [http://www.stopmotioncentral.com/lighting2.html three-point lighting] setup.
** A single light, or two lights, can work well. Have a look at this video for some more lighting advice. While it's focused on making stop motion with Lego, also known as Brickfilm, it's still great advice. https://www.youtube.com/watch?v=DtzUlqDQq00
** It's important that you have complete control over the lighting when you're making a stop motion animation. If you have the sun lighting your presentation, and you're taking pictures over the course of an hour, the sun will move. You might not notice it, but when everything is sped up, your lighting will change dramatically over the course of your video.
** Make sure you aren't getting in the way of your light. Unless you stay perfectly still when you're taking your pictures, your shadow will move around in your video.

* '''Camera stability:''' whatever you're using for a camera, and however you're mounting it, make sure it's rock-solid. If the camera moves every time you press the button, your video will shake. The best solution is using a piece of software that lets you take pictures with the click of a mouse, as opposed to hitting a button on your camera.
** Take extra care to avoid bumping into or moving your camera: you'll never get it back exactly like it was, and resulting in a sudden jump in whatever you're filming. The same goes for lighting: once you've set it up, it shouldn't move until you're putting it away.

* '''Set of objects:''' no matter what you're using as your medium, make sure you can adjust the objects you're animating easily. If you can't put them into the positions you need without reaching around lights or camera, try to set things up differently: you're likely to bump something which shouldn't move.

====Take your pictures====

If you've set everything up nicely, you shouldn't have any problems taking the pictures you need.

* '''Make sure you won't be interrupted:''' put a sign on your door to make sure you won't be bothered. Stop motion requires concentration, and the last thing you want is to be surprised and knock something over.
* '''Use your storyboard and script:''' try to stick to what you've written down and drawn out as closely as possible. Improvising is doable, but more difficult than working from a script.
* '''Work in small chunks:''' you'll want to take all the pictures from each scene in one shot, to keep the lighting constant. As much as you can, try to keep your shooting short. It's easier to edit, and you're less likely to make a mistake in the middle of a long shot.
* '''Consider frame rate:''' try to decide on a frame rate before recording. It doesn't really matter what it is, as long as you're consistent. Keep the duration of each frame in mind as you're recording, and adjusting your objects. You'll want to make larger adjustments between shots for lower frame rates.

====Record your audio====

The quality of your audio factors greatly into the perception of your video: a small increase in audio quality is worth a much larger increase in video quality.

* '''Speak slowly and clearly:''' make a trial recording, and play it back to yourself: you might be surprised by how quickly you're talking.
* '''Eliminate echoes and other noises:''' record in a room with soft surfaces, like couches and cushions, and reduce or eliminate electrical sounds, such as computer fans and other appliances.
** It might look a bit silly, but making a fort out of couch cushions and recording your audio inside of it will mimic the effect of the padding used in recording studios, and improve the quality of your audio.
* '''Avoid rooms with echoes or fans:''' even imperceptible fan sounds may be picked up by an external mic.
* '''Improve your sound quality:''' use a noise-reducing microphone, buy or build a pop filter, and keep the mic close to your mouth.
* '''Record your audio all at once:''' if you have to take down your equipment and set it up again, the audio will sound different.
====Find B-roll content====

While most commonly used in documentaries, B-roll footage (supplemental or alternative video intercut in the main shot) can be useful in all video projects. Check out these three sources of learning and UBC-related B-roll footage.

* [http://open4us.org/find-oer/ Find OER] : Open Professionals Education Network
* [http://copyright.ubc.ca/help-and-resources/image-sources/ UBC's Image Sources Guide]
* [http://copyright.ubc.ca/help-and-resources/public-domain/ UBC's Public Domain Guide]

====Copyright====

Whatever material you include in your video, make sure that you aren't violating copyright law by using it. Have a look at these links to find out more.

* [http://copyright.ubc.ca/guidelines-and-resources/support-guides/image-citation-guide/ UBC's Image Citation Guide]
* [http://copyright.ubc.ca/guidelines-and-resources/support-guides/creative-commons/?login UBC's Creative Commons Guide]
* [http://copyright.ubc.ca/help-and-resources/open-course-and-educational-resource-guidelines/ UBC's Copyright Guidelines]
* If you want to incorporate UBC branded material, have a look at [http://wiki.ubc.ca/Sandbox:UBC_Branded_Media_Resources this page] for video intros and outros.

{| class="ambox ambox-notice"
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| class="mbox-text" | <div>
:'''TIPS:'''
* '''Make sure that you control your lighting!''' Subtle changes over time will show up very clearly in your video.
* '''Use your storyboard!''' You'll have a much easier time if you avoid improvisation.
</div>
|}
[[Category: DIY Media]]

Documentation:Stop motion/DIY Media/Plan

2014-12-24T19:13:12Z

JohnHarvey:

{{db-g7}}

{| class="ambox ambox-content"
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| class="mbox-text" | <div>
:'''CHECKLIST:'''
* Search for existing content on your topic. ''(Do you need to create or can you curate?)''
* Identify potential impact. ''(Why am I doing this? Who will benefit? What will it change?)''
* Define objectives. ''(What will people learn?)''
* Develop an assessment plan. ''(How will I know if I achieved my goals?)''
* Gather equipment. ''(See the ''What Do I Need?'' section)''
* Create a test file to practice using the software.
* Export test file formats and import in editing software to ensure you can work with the files.
* Determine what the timeline is.
</div>
|}
</br>

====Questions to ask====

'''Curate or Create?''' Does a similar resource (to the one you're envisioning) already exist online somewhere? You may want to check [http://copyright.ubc.ca/help-and-resources/creative-commons-guide/ Creative Commons licensed sources] as well as [http://copyright.ubc.ca/help-and-resources/public-domain/ resources in the Public Domain] to start with.
If there are images, slide sets, or other works you want to use that are appropriately licensed, ask yourself if you can use them and build some context around it specific to your goals. In other words, can you curate content by building some activities or context around resources that already exist, or do you need to create something new? Here is an [http://digitaltattoo.ubc.ca/learn/learn-feature/ example of curated content] (discussion questions, self-assessment, etc) around a YouTube video describing MOOCs.

'''What are the objectives?''' Identifying broad goals can help you define what your students should learn and understand, while the objectives provide specific and measurable outcomes (Gagne, Wager, Golas & Keller, 2005 in Frey and Sutton, 2010). Consider:
:* What do you want your audience to learn while watching your presentation?
:* What approach is best suited to support that learning (i.e. a narrative, an explanation, an animation, etc.)?

'''What should the impact be?''' Consider the potential impact your project will have on the learning environment. How will learners use the video/slides? Will you need to create some guiding questions, things to watch for, and follow up activities so that learners can use what they learned? You may want to consider what activities the presentation may replace (eg. tutorial, lecture) and how you can use that time for other activities to support the learning from the presentation. In addition, knowing the needs of your learners helps you target the content and approach to them - making it more likely that you will be producing a useful learning resource.

'''How will the resource be assessed?''' Consider the measures you will be using to see if your presentation has had the desired impact on learning (test scores, performance in collaborative activities, etc.). A good instructional design principle is to ensure alignment between learning objectives, assessment and the activity (associated with the presentation).

'''What's the timeline like?''' Check with colleagues who have made stop motion videos to get a sense of timeline. If this is your first time, allow a lot more time for recording, editing, re-recording, and tweaking the entire presentation, than you think you need.

====Testing your equipment====

Once you have gathered your equipment and software, experiment with it. Test everything: create a test presentation and audio track, and export them to your editing software to familiarize yourself with the process and reveal any issues with file format or audio quality you'll want to fix before production. Make sure your chosen tools can do what you need them to.

====Planning Resources====
* The [http://diy.open.ubc.ca/plan-it/ 'Plan It' section] of the DIY media website.
* [http://jolt.merlot.org/vol6no2/frey_0610.pdf A Model for Developing Multimedia Learning Projects] Frey,B; Sutton, J. (2010)
* Purdue's [http://dev.itap.purdue.edu/learning/innovate/hdiseries/VideoResearchBased/Video_And_Multimedia_Learning_Guidelines.html Video and Multimedia Learning Guidelines]. Excellent resource to help you design your resource for maximum learning benefit (using principles of effective multimedia design).
* [http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheMediaScholarshipProjectStra/213673 The Media Scholarship Project: Strategic Thinking about Media and Multimodal Assignments in the Liberal Arts] :an excellent overview of the process of designing multimodal projects from a faculty perspective. Full of good, practical information.
* DIY Media: [http://diy-media.sites.olt.ubc.ca/plan-it/ Plan It Resource]
* [http://www.commoncraft.com/explainer-tip-writing-explainer-video-script/ Scripting for explainer videos] by Lee Lefever at [http://www.commoncraft.com/videolist Common Craft]
* [http://www.commoncraft.com/explainer-tip-creating-simple-storyboards/ Basic storyboarding for explainer videos] by Lee Lefever at [http://www.commoncraft.com/videolist Common Craft]

'''Forms'''
*[http://wiki.ubc.ca/images/5/5a/PYP.pdf Plan Your Project worksheet] [[File:PYP.jpg|50px]]
*[http://wiki.ubc.ca/images/f/f5/Storyboard_outline.pdf Storyboard Outline worksheet]

{| class="ambox ambox-notice"
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| class="mbox-text" | <div>
:'''TIPS:'''
*'''Consider the aim of the video''' and limit yourself to what's possible in a 3-5 minute time frame.
*'''Consider what your viewers will need''' in order to obtain the message or story the video is sending.
*'''Plan out''' the timeframe for scripting, recording, and editing. Allow a an additional 20% to account for unexpected delays or issues. '''Assuming you're familiar with the software and tools''', a good rule of thumb is to allow 3-4 minutes of pre- and post-production work for every minute of footage. (From Penn State's [http://mediacommons.psu.edu/faculty/instructors-guide-to-media-activities/ Instructor's Guide to Media Activities].)
*'''Test out your equipment''' beforehand to ensure that recording goes smoothly. Make and narrate a five-second video. You might catch computer, audio, or file format issues which you can solve before recording, as well as ensuring that you have all the required equipment, and that it all works properly.
</div>
|}

[[Category: DIY Media]]

Documentation:Stop motion/DIY Media/Host

2014-12-24T19:13:04Z

JohnHarvey:

{{db-g7}}

{| class="ambox ambox-content"
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| class="mbox-text" | <div>
:'''CHECKLIST:'''
* Consider reach. If you want a wide reach for your audience, choose an open hosting environment (like YouTube).
* Consider privacy. If you need a certain amount of protection around your content, choose a locally hosted option (like Kaltura).
* Consider usability - if your presentations are long and learners need to be able to search key words consider using a tool like [http://dmt.it.ubc.ca/services#lecture Mediasite].
</div>
|}

*[http://www.youtube.com/ YouTube] is an option if you don't require privacy or security settings for your videos. YouTube enables you to share your video with the world, reach a wide audience, and students don't need an account to view it. Set up your own YouTube account, or use UBC's account with [http://wiki.ubc.ca/Documentation:YouTube_EDU this documentation].
*[http://www.it.ubc.ca/services/teaching-learning-tools/ubc-video-share-powered-kaltura Kaltura] is a UBC-hosted service and therefore offers a layer of security and content moderation. Kaltura offers options for learning activities that require students to record, upload and share video content through Connect. Compared to YouTube, Kaltura offers more granular control over content and contributors. Here are two documentations, detailing how to [http://elearning.ubc.ca/connect/instructor-resources/course-content/upload-a-video-how-to/ upload your video to Kaltura] and [http://elearning.ubc.ca/connect/instructor-resources/course-content/share-and-manage-videos-in-course-gallery-how-to/ how to share videos].
* After you've finished your project, let us know! Get in touch with the CTLT to have your media added to the list of examples, and to join the DIY community!

{| class="ambox ambox-notice"
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| class="mbox-text" | <div>
:'''TIPS:'''
*'''Review your video''' with colleagues and double check if your video is delivering the message or story you would like it to.
*'''Seek audience feedback''' about the resources you produce and use it to evaluate and improve.
</div>
|}

[[Category: DIY Media]]

Documentation:Stop motion/DIY Media/Edit

2014-12-24T19:12:55Z

JohnHarvey:

{{db-g7}}

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>
:'''CHECKLIST:'''
* Make sure your audio is clear and balanced throughout, with good pacing.
* Check the pace and flow of your video: is it too fast? Too slow?
* Ensure all graphics, sounds and effects are necessary.
* Eliminate any extraneous information.
* Review against Mayer's principles for multimedia design.
* If possible, get feedback on a rough cut of your video from learners.
</div>
|}

What your editing process will look like depends on what software you use: a program made specifically for stop motion will have features a standard video editing program, like Final Cut, won't have. There are too many programs to list specific tips and tricks for all of them: make sure you pay attention to the checklist items and the tips at the bottom of the page.

====Software====

While there are a lot of options for editing videos, UBC staff and faculty can use Lynda.com to view tutorials on video editing in Camtasia (available to UBC staff, students, and faculty) and Final Cut Pro. You might also use Audacity, a free and open-source program, to record and edit your audio.

*[http://www.lynda.com/Final-Cut-Pro-tutorials/Final-Cut-Pro-X-Essential-Training/117532-2.html Final Cut Pro X Essential Training]
*:Final Cut Pro X is a powerful video editing program widely used by professional videographers and filmmakers. It is available for use at various Mac Workstations in [http://services.library.ubc.ca/computers-technology/public-computers/ UBC Vancouver Library locations]. This course will help you with the full editing process, from preparation to exporting. Or, for students: [[Sandbox:Basic_Tutorial_for_iMovie_and_FinalCutPro|Basic Tutorial]] for iMovie and Final Cut Pro.
*[http://www.techsmith.com/tutorial-camtasia.html Camtasia for PC] and [http://www.techsmith.com/tutorial-camtasia-mac.html Camtasia for mac]: Using Camtasia and need some training? These short (2-5 min) videos offer excellent training support for beginners to advanced.
*[http://audacity.sourceforge.net/ Auadacity] is a fairly powerful program to help with audio editing.

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Dialog-information_on.svg|42px]]
| class="mbox-text" | <div>
:'''TIPS:'''
*'''Don't use too many transitions:''' especially flashy ones.
*'''Use the 'remove noise' filter''' in your editing software to take out background noise.
*'''Try to stick to one piece of editing software:''' the fewer programs and file formats you have to deal with, the better. Don't be afraid to handle audio in one program and video in another, but as a rule of thumb, the fewer programs, the easier you'll find things.
*'''Learn the basics of color correction:''' lighting, sunlight or your model of camera can make your images look red, blue, or green. Most video editing software should have features to allow you to adjust, or correct, for this.
*'''Ensure you have enough computing power''' and hard drive space for editing.
</div>
|}

[[Category: DIY Media]]

Documentation:Stop motion/DIY Media

2014-12-24T19:12:44Z

JohnHarvey:

{{db-g7}}

==What is Stop Motion?==

Stop motion is an animation technique which allows static objects to appear as if they're moving, by taking individual pictures which are eventually run together like the frames of a film. Between pictures, slight adjustments are made to the objects, creating the illusion of movement. Examples of stop motion used in education include [http://slowmation.com/ Slowmation] and blackboard animations. Stop motion is a good choice if you want to create a small number of videos conveying complicated physical processes.

Stop motion can be extremely time-consuming: a video shot on a video camera usually runs at 24 fps (frames per second). Each photo taken for a stop motion project is one frame. If each photo takes 30 seconds, creating a five-minute 24 fps video will take 60 hours. While 24 fps is a much higher frame rate than you have to use—2 fps will work well in most applications—stop motion projects take a long time to create.

On the positive side, stop motion animation doesn't require a video camera, can be done with almost anything, and allows for a fine degree of control over the subjects of the video. It's also naturally engaging: people love watching inanimate objects come to life!

{{#widget:YouTube|id=5wE7ghZHHcI}}

==How Does It Support Learning?==

===Why do this?===

Stop motion is just one way of many to create videos which support learning. Some uses for stop motion videos in learning include:

* Creating animations of complicated processes (without needing to know how to animate)
* Allowing students to review important concepts at their own pace, with the benefit of expert instruction
* Telling a story
* Giving students an instructor presence in an online environment, and including a human element in instructional material

Have a look at this video by Health Animated, a group of upper-year UBC pharmacy students, for an example of what stop-motion animation can be used for.

{{#widget:YouTube|id=24dPuIkwU4Q}}

===Benefits of video for learning===

: "Students can develop a deep understanding of a science concept by bringing together different ways of making meaning: researching content, storyboarding, making models, using narration, labelling key aspects, etc."
::Gary Hoban, Associate Professor, University of Wollongong, Australia, who developed [http://slowmation.com/ Slowmation]

: "For a novice learner, I have found that concise expository summaries do very little to improve learning - a key for me is to start with misconceptions and show how misconceptions can morph into a complete scientific truth."
:: [http://www.abc.net.au/catalyst/team/derekmuller.htm?site=catalyst Derek Muller] of [http://www.youtube.com/user/1veritasium/videos Veritasium], in an interview with [http://www.youtube.com/watch?v=z6RFcs2-Jv4#t=797 Nottingham Science] on YouTube.

==UBC Examples==

{{Documentation:Stop motion/Examples}}

==What Do I Need?==

The stop motion animation process can be broken into two parts: recording, and editing.

===Recording===

Stop motion animation is created by stringing together a series of static images, creating the illusion of movement. In order to record stop motion animation, you'll need...

* A digital camera
* A set of objects
* Lights
* A microphone to record voice-overs (optional)

====Camera====

Almost any camera will work for creating stop-motion animation. When you're choosing a camera, look for the ability to hold a large number of pictures, take pictures relatively quickly, control exposure, and stay firmly in place. These are important qualities for several reasons.

* The average stop motion project will have hundreds of videos: being able to hold them all, and take them quickly, will help make the process run smoothly.
* Having some way to hold your camera firmly in place will prevent the camera from moving: if you drop or bump your camera, you'll never get the same angle back, and there will be a jump in your video.
* Exposure control is important to keep lighting consistent in your video. If your camera continuously and automatically adjusts your exposure, your video will flicker, as how well-lit your photo is will change subtly from picture-to-picture.

Again, the majority of modern digital camera will fit the bill, including phones and webcams, but double-check that you're set up to use your equipment. An expensive camera won't do you any good if you don't have a tripod, or know how to use it.

====Set of objects====

You can use almost anything for the subject/medium of your video. You're only limited by your imagination, and how you think you can best communicate your ideas. Claymation is a popular professional technique: clay figures, moved small amounts between pictures, can create very effective and realistic videos, although it's a hugely labour-intensive technique: the standard is 30 pictures per second of video. Stop motion animation with Lego, also known as [http://en.wikipedia.org/wiki/Brickfilm Brickfilm], lends itself to stop motion relatively easily: figures hold their position, have a simple but full range of movement, and can be easily posed. Lego is relatively ubiquitous, easy to make complex shapes with, and entertaining—lots of people have memories of playing with it at some point.

A simpler technique is sticking to two dimensions. At the top of the page, Rosie Redfield used candy on a construction-paper background to illustrate the process of DNA uptake by bacteria, by drawing larger, static, shapes, and moving the smaller, mobile parts of the cell (represented by different kinds of candy) around between pictures. Blackboard animation, another kind of 2D stop motion, consists of images drawn, photographed, modified, and photographed again, on a blackboard or whiteboard. By making small changes to the images between pictures, the illusion of movement is created. Even paper cutouts moving on a background can be effective, and it's easy to customize your objects when you can print out or draw whatever characters you want.

====Lights====

When you're filming stop motion animation, it's important that you're in complete control over your lighting. If you allow any natural light in your presentation, small changes in shadows will become very obvious as the photos are time-lapsed together. A [http://www.stopmotioncentral.com/lighting2.html three-point lighting] setup is ideal, but any lights will work as long as your pictures are well-exposed, and the level of illumination remains constant over time.

====Microphone====

Here are a few useful links if you're looking at microphones.
* The DIY Media website has a [http://diy.open.ubc.ca/diy-media-microphone-suggestions/ page on microphone suggestions], going over the various types of microphones available.
{{Documentation: DIY_Media_Microphone_Suggestions/Links}}

===Software===

To get the best results, you probably don't want to use the same software you'd use for normal video projects for your stop motion project. You're concerned with different things: how long each image stays on the screen, being able to adjust for things like slight shifts in your camera, and subtle changes in lighting between individual frames. While you can use a normal piece of video editing software, like Windows Movie Maker or iMovie, you'll have an easier time if you use a piece of software designed for stop motion. Thankfully, options abound!

====Mobile====

* [https://www.nfb.ca/stopmo NFB StopMo Studio], an app developed by the National Film Board of Canada, bills itself as 'the most complete stop motion app in the App Store'. The app allows you to import pictures from your photo gallery, or shoot directly from your iPad. The video below, while created by a professional stop-motion animator, was filmed and edited entirely within the app.
** '''Platform:''' iOS6 & iPad 2 or later
** '''Price:''' $2.99
** '''Tutorials:''' The NFB produced a [https://www.nfb.ca/playlists/stopmostudio/ series of videos] explaining how to use the app.

{{#widget:Vimeo|id=88198452|width=500}}

* [https://play.google.com/store/apps/details?id=jal.clickstudio.mainpack Clayframes] is an Android app with a lot of really useful features. Most notable is the ability to use 'onion-skinning'—a technique that consists of overlaying a transparent version of the last shot you took over the camera's current view, allowing you to position everything just right. The app has functionality for recording and editing, and allows you to record your animation and export it to another application for editing, or vice-versa. For an example of what an amateur can do with this, have a look at YouTube user knallpulver71's video below.
** '''Platform:''' Android 2.2 and up
** '''Price:''' $3.59, free demo
** '''Tutorials:''' None available.

{{#widget:YouTube|id=TE99bEYZN-I|width=500}}

====Desktop====

* [http://www.dragonframe.com/ Dragonframe] is high-end, professional stop-motion animation software. Used to create several feature-length films, including Tim Burton's Frankenweenie. Dragonframe works with almost any camera, but works best with Canon and Nikon DSLRs, allowing you to adjust settings and use your camera from your computer.
** '''Platform:''' Windows XP or higher, Mac OS X Snow Leopard or higher
** '''Price: ''' $295
** '''Tutorials:''' Written user guides and a small number of video tutorials are available.

* [http://www.boinx.com/istopmotion/mac/ iStopMotion] is a fully-featured stop motion capture and editing program. iStopMotion works with the live preview feature of Nikon and Canon DSLRs, and allows onion skinning, rotoscoping, and gives you the ability to trigger your camera from your phone, or use your phone as a wireless camera, immediately adding your pictures to your stop motion project.
** '''Platform:''' Mac OS X Lion or later
** '''Price:''' $49.99, with a five-day trial
** '''Tutorials:''' Help database, product forum, and email and phone technical support available.

* [http://www.stopmotionpro.com/ Stop Motion Action!] is a Windows-only stop motion program. While the basic version is limited in resolution and caps the framerate at 15 fps, it's cheaper than the other programs we've highlighted, at about $30. Onionskinning and other important features are available, although DLSR control is not, in the entry-level version.
** '''Platform:''' Windows XP or higher
** '''Price: ''' $32.5 after education discount, limited free demo version
** '''Tutorials:''' Blog-style tutorials.

==How Do I Do It?==

{{MER Question page/Box|Plan|title=Step 1: Plan|collapsed=yes}}
{{MER Question page/Box|Script|title=Step 2: Script & Storyboard|collapsed=yes}}
{{MER Question page/Box|Record|title=Step 3: Take pictures|collapsed=yes}}
{{MER Question page/Box|Edit|title=Step 4: Edit |collapsed=yes}}
{{MER Question page/Box|Host|title=Step 5: Publish|collapsed=yes}}

==Resources==

{{Documentation:Stop motion/Resources}}

==Feedback==

{{Ambox
|nocat=true
| type = move
| text = Please help us improve this resource with a quick '''5 question survey''': [https://docs.google.com/forms/d/1OZmd_kIcIs7CfOAoG8QzUN5yvQYkJOEtDAetujw91os/viewform DIY Toolkit].
}}

[[Category: DIY Media]]

Documentation:Stop Motion /How does it support learning

2014-12-24T19:08:03Z

JohnHarvey: JohnHarvey moved page Documentation:Stop Motion /How does it support learning to Documentation:Stop Motion/How does it support learning

#REDIRECT [[Documentation:Stop Motion/How does it support learning]]

Documentation:Stop Motion/How does it support learning

2014-12-24T19:08:03Z

JohnHarvey: JohnHarvey moved page Documentation:Stop Motion /How does it support learning to Documentation:Stop Motion/How does it support learning

Stop motion is just one way to create video which supports learning. Some uses for stop motion in learning include:

* Creating animations of complicated processes (without needing to know how to animate)
* Allowing students to review important concepts at their own pace, with the benefit of expert instruction
* Telling a story
* Providing an instructor presence in an online environment by including a human element in instructional material.

Have a look at this video by Health Animated, a group of upper-year UBC pharmacy students, for an example of what stop-motion animation can be used for.

{{#widget:YouTube|id=24dPuIkwU4Q}}

Here are some more links to [http://diy.open.ubc.ca/research/ research related to multimedia in learning].

===Instructional design support===

{{Documentation:DIY_Media_Instructional_Design_Support}}

Documentation:Stop Motion Animation/What is stop motion animation

2014-12-24T19:06:31Z

JohnHarvey: JohnHarvey moved page Documentation:Stop Motion Animation/What is stop motion animation to Documentation:Stop Motion/What is stop motion animation

#REDIRECT [[Documentation:Stop Motion/What is stop motion animation]]

Documentation:Stop Motion/What is stop motion animation

2014-12-24T19:06:31Z

JohnHarvey: JohnHarvey moved page Documentation:Stop Motion Animation/What is stop motion animation to Documentation:Stop Motion/What is stop motion animation

Stop motion is an animation technique which allows static objects to appear as if they're moving, by taking individual pictures. Between pictures, slight adjustments are made to the objects being photographed, creating the illusion of movement when the pictures are run together, like the frames of a film. Examples of stop motion used in education include [http://slowmation.com/ Slowmation] and blackboard animations. Stop motion is a good choice if you want to create a small number of videos conveying complicated physical processes.

Stop motion can be extremely time-consuming: a video shot on a video camera usually runs at 24 fps (frames per second). Each photo taken for a stop motion project is one frame. If each photo takes 30 seconds, creating a five-minute 24 fps video will take 60 hours. While 24 fps is a much higher frame rate than you have to use (2 fps will work well in most applications) stop motion projects take a long time to create.

However, stop motion animation doesn't require a video camera, can be done with almost anything, and allows for a fine degree of control over the subjects of the video. It's also naturally engaging: people love watching inanimate objects come to life!

{{#widget:YouTube|id=5wE7ghZHHcI}}

Documentation:Stop Motion Animation/What do I need

2014-12-24T19:06:25Z

JohnHarvey: JohnHarvey moved page Documentation:Stop Motion Animation/What do I need to Documentation:Stop Motion/What do I need

#REDIRECT [[Documentation:Stop Motion/What do I need]]

Documentation:Stop Motion/What do I need

2014-12-24T19:06:25Z

JohnHarvey: JohnHarvey moved page Documentation:Stop Motion Animation/What do I need to Documentation:Stop Motion/What do I need

===Hardware===

Stop motion animation is created by stringing together a series of static images, creating the illusion of movement. To create a stop motion animation project, you'll need...

* A digital camera
* A set of objects
* Lights
* A microphone to record voice-overs (optional)

====Camera====

Almost any camera will work for creating stop-motion animation. When you're choosing a camera, look for the ability to hold a large number of pictures, take pictures relatively quickly, control exposure, and stay firmly in place. These are important qualities for several reasons.

* The average stop motion project will have hundreds of videos: being able to hold them all, and take them quickly, will help make the process run smoothly.
* Having some way to hold your camera firmly in place will prevent the camera from moving: if you drop or bump your camera, you'll never get the same angle back, and there will be a jump in your video.
* Exposure control is important to keep lighting consistent in your video. If your camera continuously and automatically adjusts your exposure, your video will flicker, as how well-lit your photo is will change subtly from picture-to-picture.

Again, the majority of modern digital camera will fit the bill, including phones and webcams, but double-check that you're set up to use your equipment. An expensive camera won't do you any good if you don't have a tripod, or know how to use it.

====Set of objects====

You can use almost anything for the subject/medium of your video. You're only limited by your imagination, and how you think you can best communicate your ideas. Claymation is a popular professional technique: clay figures, moved small amounts between pictures, can create very effective and realistic videos, although it's a hugely labour-intensive technique: the standard is 30 pictures per second of video. Stop motion animation with Lego, also known as [http://en.wikipedia.org/wiki/Brickfilm Brickfilm], lends itself to stop motion relatively easily: figures hold their position, have a simple but full range of movement, and can be easily posed. Lego is relatively ubiquitous, easy to make complex shapes with, and entertaining—lots of people have memories of playing with it at some point.

A simpler technique is sticking to two dimensions. At the top of the page, Rosie Redfield used candy on a construction-paper background to illustrate the process of DNA uptake by bacteria, by drawing larger, static, shapes, and moving the smaller, mobile parts of the cell (represented by different kinds of candy) around between pictures. Blackboard animation, another kind of 2D stop motion, consists of images drawn, photographed, modified, and photographed again, on a blackboard or whiteboard. By making small changes to the images between pictures, the illusion of movement is created. Even paper cutouts moving on a background can be effective, and it's easy to customize your objects when you can print out or draw whatever characters you want.

====Lights====

When you're filming stop motion animation, it's important that you're in complete control over your lighting. If you allow any natural light in your presentation, small changes in shadows will become very obvious as the photos are time-lapsed together. A [http://www.stopmotioncentral.com/lighting2.html three-point lighting] setup is ideal, but any lights will work as long as your pictures are well-exposed, and the level of illumination remains constant over time.

You can use any sources of light you have on hand. Desk lamps with flexible or movable arms work very well: you can position them so your shot is illuminated exactly as you need it, and they're sturdy enough that they shouldn't move over the course of your shoot if you're careful.

====Microphones====

Here are a few useful links if you're looking at microphones.
* The DIY Media website has a [http://diy.open.ubc.ca/diy-media-microphone-suggestions/ page on microphone suggestions], going over the various types of microphones available.
{{Documentation: DIY_Media_Microphone_Suggestions/Links}}

===Software===

To get the best results, you probably don't want to use the same software you'd use for normal video projects for your stop motion project. You're concerned with different things: how long each image stays on the screen, being able to adjust for things like slight shifts in your camera, and subtle changes in lighting between individual frames. While you can use a normal piece of video editing software, like Windows Movie Maker or iMovie, you'll have an easier time if you use a piece of software designed for stop motion. If you'd prefer to use a normal piece of video editing software, head over to the video basics toolkit for some suggestions.

====Mobile====

* [https://www.nfb.ca/stopmo NFB StopMo Studio], an app developed by the National Film Board of Canada, bills itself as 'the most complete stop motion app in the App Store'. The app allows you to import pictures from your photo gallery, or shoot directly from your iPad. The video below, while created by a professional stop-motion animator, was filmed and edited entirely within the app.
** '''Platform:''' iOS6 & iPad 2 or later
** '''Price:''' $2.99
** '''Tutorials:''' The NFB produced a [https://www.nfb.ca/playlists/stopmostudio/ series of videos] explaining how to use the app.

{{#widget:Vimeo|id=88198452|width=500}}

* [https://play.google.com/store/apps/details?id=jal.clickstudio.mainpack Clayframes] is an Android app with a lot of really useful features. Most notable is the ability to use 'onion-skinning'—a technique that consists of overlaying a transparent version of the last shot you took over the camera's current view, allowing you to position everything just right. The app has functionality for recording and editing, and allows you to record your animation and export it to another application for editing, or vice-versa. For an example of what an amateur can do with this, have a look at YouTube user knallpulver71's video below.
** '''Platform:''' Android 2.2 and up
** '''Price:''' $3.59, free demo
** '''Tutorials:''' None available.

{{#widget:YouTube|id=TE99bEYZN-I|width=500}}

====Desktop====

* [http://www.dragonframe.com/ Dragonframe] is high-end, professional stop-motion animation software. Used to create several feature-length films, including Tim Burton's Frankenweenie. Dragonframe works with almost any camera, but works best with Canon and Nikon DSLRs, allowing you to adjust settings and use your camera from your computer.
** '''Platform:''' Windows XP or higher, Mac OS X Snow Leopard or higher
** '''Price: ''' $295
** '''Tutorials:''' Written user guides and a small number of video tutorials are available.

* [http://www.boinx.com/istopmotion/mac/ iStopMotion] is a fully-featured stop motion capture and editing program. iStopMotion works with the live preview feature of Nikon and Canon DSLRs, and allows onion skinning, rotoscoping, and gives you the ability to trigger your camera from your phone, or use your phone as a wireless camera, immediately adding your pictures to your stop motion project.
** '''Platform:''' Mac OS X Lion or later
** '''Price:''' $49.99, with a five-day trial
** '''Tutorials:''' Help database, product forum, and email and phone technical support available.

* [http://www.stopmotionpro.com/ Stop Motion Action!] is a Windows-only stop motion program. While the basic version is limited in resolution and caps the framerate at 15 fps, it's cheaper than the other programs we've highlighted, at about $30. Onionskinning and other important features are available, although DLSR control is not, in the entry-level version.
** '''Platform:''' Windows XP or higher
** '''Price: ''' $32.5 after education discount, limited free demo version
** '''Tutorials:''' Blog-style tutorials.

[[Category: DIY Media]]

Documentation:Stop Motion Animation/UBC examples

2014-12-24T19:06:20Z

JohnHarvey: JohnHarvey moved page Documentation:Stop Motion Animation/UBC examples to Documentation:Stop Motion/UBC examples

#REDIRECT [[Documentation:Stop Motion/UBC examples]]

Documentation:Stop Motion/UBC examples

2014-12-24T19:06:20Z

JohnHarvey: JohnHarvey moved page Documentation:Stop Motion Animation/UBC examples to Documentation:Stop Motion/UBC examples

===Stop motion animation using found objects===

Animation is a great way to explain a complex process—learners can see it happening right in front of them. However, most forms of animation require a lot of time and training. To create even relatively simple animations, like [http://www.biology.ualberta.ca/courses.hp/zool250/animations/Squid.swf this one], used in [http://www.biology.ualberta.ca/courses.hp/zool250/Z250.html ZOOL 250] at the University of Alberta, require huge investments in time and effort: you have to learn animation software, and then create the animation, to say nothing of the cost of the software. While stop motion is still time-intensive, it doesn't require anything more than the ability to take pictures and edit video. This video, created by Dr. Rosie Redfield, quickly and effectively explains how influenza cells take up DNA, using candy and construction paper.

{{#widget:YouTube|id=1-MKZpuiW_s}}

===Chalkboard animation===

[http://psych.ubc.ca/persons/steven-barnes/?login Dr. Steven Barnes], a psychology professor at UBC, created a series of chalkboard animations for several of the courses he teaches. Chalkboard animation was selected for what Dr. Barnes calls 'zoomability': he can easily transition from looking at the human body to individual neurons, allowing him to contextualize what's going on at a microscopic level with what's happening to the body as a whole.

While he does have an artistic background, the videos are created by tracing images projected onto the chalkboard, turning the projector off, taking a picture, ad infinitum. Creative commons images could be used to achieve the same effect, even if you have trouble drawing stick figures.

{{#widget:YouTube|id=WcZCplZi6o8}}

===Stop motion animation using paper cutouts===

Making the perfect objects for your stop motion project can be as easy as breaking out the pencil crayons and scissors. This video from the [http://digitaltattoo.ubc.ca/ Digital Tattoo] project explains data mining using a whiteboard and paper cutouts. If you don't feel like drawing, printed images would work, as well. For more a complete explanation of their process, click [http://wiki.ubc.ca/Documentation:Digital_Tattoo_Student_Orientation/Stop_Motion_Video here].

{{#widget:YouTube|id=FHs5wbN_XY0}}

Documentation:Stop Motion Animation/Resources

2014-12-24T19:06:15Z

JohnHarvey: JohnHarvey moved page Documentation:Stop Motion Animation/Resources to Documentation:Stop Motion/Resources

#REDIRECT [[Documentation:Stop Motion/Resources]]

Documentation:Stop Motion/Resources

2014-12-24T19:06:15Z

JohnHarvey: JohnHarvey moved page Documentation:Stop Motion Animation/Resources to Documentation:Stop Motion/Resources

===lynda.com courses===

lynda.com has an extensive library of tutorials for various programs. For registration information, visit [http://lynda.ubc.ca lynda.ubc.ca]. Take note that the service is only available to UBC faculty, staff and post-doctoral fellows.

====Video Editing====

*[http://www.lynda.com/After-Effects-tutorials/Getting-Started-Stop-Motion-Animation/163241-2.html Getting Started with Stop Motion Animation]
*: This series of videos goes over high-level concepts, like what stop motion animation is, and how to use it effectively, as well as providing examples of how to create and edit stop motion using After Effects and Adobe Premier Pro.

====Audio editing====

You'll likely record your audio separately and edit it into your stop motion project as a voice-over. These tutorials will help you record and edit your audio.

*[http://www.lynda.com/Audacity-tutorials/Up-Running-Audacity/111697-2.html Up and Running with Audacity]
*:Audacity is a free, open-source audio recording and editing program available on Macs, Windows, and Linux. In this course, you learn how to start recording, mixing, and editing your own audio using Audacity.
*[http://www.lynda.com/GarageBand-tutorials/GarageBand-11-Essential-Training/84529-2.html Garageband Essential Training]
*:Garageband is audio recording and editing software available on Macs and iOS devices. In this course, you will focus on the basic functions and features of Garageband to create your own audio.

===How tos===

====Pre-production resources====

{{Documentation:DIY_Media_Video_Pre-Production}}

====Production resources====

=====Open educational resources=====

{{Documentation:DIY_Media_Open_Educational_Resources}}

====Post-production resources====

=====Editing=====

* Rice University has [http://library.rice.edu/services/dmc/guides/video/video-editing Video Editing and Digital Storytelling Resources] from their Fondren Library.
* Final Cut Pro X is a powerful video editing program widely used by professional videographers and filmmakers. It is available for use at various Mac Workstations in [http://services.library.ubc.ca/computers-technology/public-computers/ UBC Vancouver Library locations]. You can have a look at these [[Sandbox:Basic_Tutorial_for_iMovie_and_FinalCutPro|basic tutorials]] for iMovie and Final Cut Pro.
** Faculty and staff who've signed up for Lynda.com have access to [http://www.lynda.com/Final-Cut-Pro-tutorials/Final-Cut-Pro-X-Essential-Training/117532-2.html more in-depth tutorials].
*[http://audacity.sourceforge.net/ Auadacity] is a free, powerful program to help with audio editing.

{{Documentation:DIY_Media_Distribution}}

===Copyright===

{{Documentation:DIY_Media_Toolkits_Copyright}}

===Guides===

{{Documentation: DIY_Media_Toolkits_Guides}}

===Research===

{{Documentation: DIY_Media_Toolkits_Research}}

[[Category: DIY Media]]

Documentation:Stop Motion Animation/How does it support learning

2014-12-24T19:06:07Z

JohnHarvey: JohnHarvey moved page Documentation:Stop Motion Animation/How does it support learning to Documentation:Stop Motion /How does it support learning

#REDIRECT [[Documentation:Stop Motion /How does it support learning]]

Documentation:Stop Motion/How does it support learning

2014-12-24T19:06:07Z

JohnHarvey: JohnHarvey moved page Documentation:Stop Motion Animation/How does it support learning to Documentation:Stop Motion /How does it support learning

Documentation:Stop Motion

2014-12-24T19:04:17Z

JohnHarvey: Created page with "This page links to documentation related to creating your own stop motion animation. <dpl> titlematch=Stop Motion/% namespace=Documentation replaceintitle=$$, shownamespace=f..."

This page links to documentation related to creating your own stop motion animation.

<dpl>
titlematch=Stop Motion/%
namespace=Documentation
replaceintitle=$$,
shownamespace=false
</dpl>

[[Category: DIY Media]]

Documentation:Podcasting Basics/DIY Media

2014-12-24T18:49:56Z

JohnHarvey:

{{db-g7}}

==What is a Podcast?==
{{Documentation:Podcasting Basics/What_Is_A_Podcast}}

==How Does It Support Learning?==
{{Documentation:Podcasting Basics/Uses_and_Benefits}}

{{Documentation:Podcasting Basics/Examples}}

==What Do I Need?==

We will be focusing on audio podcasts because they are easier to make than video. You only need 2 things to start recording: a microphone and the software. Once you have both, you can start recording!

If you'd like to include visuals with your presentation, you can go to [http://wiki.ubc.ca/Documentation:Screen_capture_basics Screen Capture Basics]

===Software===

There are a number of free applications you can use to record audio. The following software either comes pre-installed on your operating system, while others are free downloads:

====Windows====
*[http://www.microsoft.com/resources/documentation/windows/xp/all/proddocs/en-us/app_soundrecorder.mspx?mfr=true Sound Recorder]

====Mac====
*[http://www.apple.com/quicktime/ Quicktime]
*[http://www.apple.com/ilife/garageband/ Garageband]

====Cross-Platform (Windows/Mac)====
*[http://audacity.sourceforge.net/ Audacity]

===Hardware===

Most computers today have built-in microphones that you can use to record audio. In order to check, please do the following:
[[Image:Mic-symbol-small.png|align=center|frame|Look for either one of these symbols on your computer to find the microphone]]

====Windows====

*Go to '''Control Panel''' and click '''Sound'''
*Once a new window opens, go to the '''Recording Tab'''.
*By default, you will see the name of the device and sound level meter. If you make any sound near the computer and the bars go up, it means that it is working.
*If it says ''No audio devices are installed'' then you will have to get an external microphone.
*In some cases, the device might be disabled. Right-click within the window and choose '''Show Disabled Devices'''.
*A list of devices will appear and enable the one you want to use.

====Mac====

*Open '''System Preferences''' and click '''Sound'''
*Click on the '''Input''' tab.
*You will see a list of devices that you can use and choose the one you want.
*If it is empty then you will need to get an external microphone.

====Microphones====
Here are a few useful links if you're looking at microphones.
* The DIY Media website has a [http://diy.open.ubc.ca/diy-media-microphone-suggestions/ page on microphone suggestions], going over the various types of microphones available.
{{Documentation: DIY_Media_Microphone_Suggestions/Links}}

==How Do I Do It?==

{{MER Question page/Box|Plan|title=Step 1: Plan|collapsed=yes}}
{{MER Question page/Box|Script|title=Step 2: Script|collapsed=yes}}
{{MER Question page/Box|Record|title=Step 3: Record|collapsed=yes}}
{{MER Question page/Box|Edit|title=Step 4: Edit|collapsed=yes}}
{{MER Question page/Box|Host|title=Step 5: Publish|collapsed=yes}}

==Resources==
{{Documentation:Podcasting Basics/Resources}}

==Feedback==
{{Documentation:DIY Screencast/Feedback}}

[[Category:DIY Media]]

Documentation:Podcasting Basics/DIY Media/Host

2014-12-24T18:49:48Z

JohnHarvey:

{{db-g7}}

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>
:'''CHECKLIST:'''
*Consider scope. If you want a wide reach for your audience, choose an open hosting environment, like YouTube.
</div>
|}

When you're done recording, you can publish your podcasts on:
*your own website
*[http://blip.tv Blip.tv] (a free media hosting service)
*UBC's Kaltura Server (coming soon)
*your [http://blogs.ubc.ca UBC blog]
*iTunes U (Speak to your [https://www.elearning.ubc.ca/home/index.cfm?menuClicked=2/3/&p=main/dsp_webct_contacts.cfm#fsu Instructional Support Unit])

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Dialog-information_on.svg|42px]]
| class="mbox-text" | <div>
:'''TIPS:'''
*'''Review your audio''' with colleagues.
*'''Seek audience feedback''' about the resources you produce and use it to evaluate and improve.
</div>
|}

Documentation:Podcasting Basics/DIY Media/Edit

2014-12-24T18:49:45Z

JohnHarvey:

{{db-g7}}

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>
:'''CHECKLIST:'''
*Asess for pace of the action appropriate (not too fast or too slow).
*Assess for flow.
*Eliminate any extraneous information.
*Get feedback on roughcut from learners (if possible).
</div>
|}

Edit to clip together your recorded audio files and to ensure that audio volume is balanced throughout. Use the noise filter to reduce background noise. Utilize music where ever needed but make sure it is not distracting from the audio.

===Editing Resources===
*[http://www.howtopodcasttutorial.com/17-audacity-tutorial.htm Audacity Tutorial], [https://itunes.apple.com/us/itunes-u/penn-state-digital-commons/id429870494?mt=10 Penn state digital commons video tutorials] including podcasting with Audactiy and podcasting with Garageband.
*[http://www.voiceovertimes.com/2008/01/04/10-tips-for-editing-a-podcast-in-garageband/ Tips for editing a podcast in Garageband]

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Dialog-information_on.svg|42px]]
| class="mbox-text" | <div>
:'''TIPS:'''
*Utilize the noise filter function to reduce background noise.
*The higher the original audio quality before editing is, (little to no background nosie) the better, there is not too much you can do editing-wise to reduce background noise.
</div>
|}

Documentation:Podcasting Basics/DIY Media/Record

2014-12-24T18:49:37Z

JohnHarvey:

{{db-g7}}

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>
:'''CHECKLIST:'''
*Gather signed consent forms from any people you record.
*Check for background noise
*Familiarize yourself with copyright resources and guidelines.
</div>
|}

Before you begin recording get signed permission of people who will be speaking on the podcast. Also, make sure to rehearse the script in order to avoid unnecessary pauses or stumbling on words. Speak in a consistent, natural pace.

====Location====
*Make sure that you record your podcast in a quiet room.
*Be aware of noise going on outside of the recording room such as construction, busy hallways and loud conversations.
*Turn off fans, A/C, and extra computers that generate noise.

====Audio====
*Be sure to talk as closely to the mic as you can without distorting the sound, about six inches is a good distance.
*Do a test recording to make sure the surrounding noise isn't too loud or distracting and that you are speaking at an appropriate volume.
*Aim the microphone at chest level instead of directly in front of your mouth

===Recording Resources===
*[http://www.howtopodcasttutorial.com/17-audacity-tutorial.htm Audacity Tutorial]
*[http://knowledgeone.ca/blog/post/Talk-This-Way-Tips-to-Recording-Good-Quality-Audio-Narration.aspx Tips to Recording Good Quality Audio Narration]
*[https://itunes.apple.com/us/itunes-u/penn-state-digital-commons/id429870494?mt=10 Penn state digital commons video tutorials] including podcasting with Audactiy and podcasting with Garageband.
*[https://www.youtube.com/watch?v=n2PvnsnEzqE Top 10 Recording TIps]

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Dialog-information_on.svg|42px]]
| class="mbox-text" | <div>
:'''TIPS:'''
*Have a glass of water nearby when recording.
*Rehearse the script and record in small parts so it is easier to edit later.
</div>
|}

Documentation:Podcasting Basics/DIY Media/Plan

2014-12-24T18:49:30Z

JohnHarvey:

{{db-g7}}

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>
:'''CHECKLIST:'''
*Identify potential impact: Why am I doing this? Who will benefit? What will it change?
*Define objectives: What will students learn?
*Develop an assessment plan: How will I know if I achieved my goals?
*Gather equipment: See "What Do I Need?" section (Above).
*Create a test file to practice using software and mic for audio quality.
*Determine format, budget and timeline.
</div>
|}

Have a clear idea of your objective(s) for the podcast(s) and state what you expect viewers to learn. Ask yourself, what do you want students to learn while listening to your podcast? How does the podcast support the broader my objective(s)? What will the content be? Come up with an outline or script to keep track of what you will discuss.

Use this [http://wiki.ubc.ca/images/2/27/Plan_Your_Project_-_audio.pdf Plan Your Audio Project Worksheet] to help you plan your podcast.

====Equipment and Software====
Gather equipment for your podcast project:
*Microphone, either internal to laptop, or an external mic
*Mixer (for analog mic)
*Computer or laptop

Software:
*Garageband (Mac) - Free
*Audacity (Mac, PC) - Free

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Dialog-information_on.svg|42px]]
| class="mbox-text" | <div>
:'''TIPS:'''
*Find a quiet room to reduce ambient noise during recording sessions.
*Audio quality is much better when recording with external microphones.
*Plan your podcasts into segments to minimize errors.
*Use a general outline or script of your podcast to keep yourself on track.
*Many people find 3 - 5 minute podcasts are the most effective.
</div>
|}

Documentation:Podcasting Basics/DIY Media/Script

2014-12-24T18:49:27Z

JohnHarvey:

{{db-g7}}

{| class="ambox ambox-content"
| class="mbox-image" | [[Image:Edit-copy purple.svg|40px]]
| class="mbox-text" | <div>
:'''CHECKLIST:'''
*Review principles for learning, instruction and multimedia development
*Create a script
*Set up your recording environment
*Ensure that your audio setup works and has minimal to no background noise
</div>
|}

'''Prepare your content by putting together a script'''.
*Include an introduction and conclusion section in your podcast
*While writing ask yourself: Is it personal? Would a listener feel you're talking directly to them?
*When you are finished writing, read your script aloud to see if it sounds natural
*Have a colleague read your script to check if it matches your objectives
*Mark your script for recording by underlining for emphasis, inserting vertical lines for pauses, arrows for vocal inflections or any other notes

===Script Resources===
*[http://aces.nmsu.edu/employee/podcasting/parts-of-a-podcast.html Creating a Podcast Script]
*[http://red746showcase.wikispaces.com/file/view/Sample+Podcast+Script+%26+Helpful+Hints.pdf Podcast Hints and Sample Script Sturcture]
*[http://www.readwritethink.org/files/resources/lesson_images/lesson1173/elements.pdf Elements of Persuasive Writing]

{| class="ambox ambox-notice"
| class="mbox-image" | [[Image:Dialog-information_on.svg|42px]]
| class="mbox-text" | <div>
:'''TIPS:'''
*Write for you ear and for your tongue (or narrator's). When scripting, write the way you talk.
*Use short sentences for scripting.
*Write present tense throughout.
</div>
|}

Documentation:Podcasting Basics/Examples

2014-12-24T18:49:15Z

JohnHarvey:

{{db-g7}}

Podcasts can be produced and used in a variety of ways. Take time to look through the examples below and look into the possibilites on how they can be applied in academic settings.

===Podcasts at UBC===

*[http://downthehall.libsyn.com/webpage Down the Hall - Radio EPLT]
A podcast produced by the [http://eplt.educ.ubc.ca/index.php External Programs and Learning Technologies] (EPLT) office at the Faculty of Education. Listen to interviews of EPLT instructors, discussions of current trends in learning technologies, and what's happening in EPLT.

*[http://lc.landfood.ubc.ca/2012/03/06/lfs-400/ LFS 400 - Digital Communication and Topics in Agriculture]
A course that supports students in their development as communicators of topics on agriculture and sustainability. Learn more about the project and listen to some student podcasts.

*[http://www.theatre.ubc.ca/podcast_kim_cattrall.shtml A Conversation with Kim Cattrall] from the Department of Theatre and Film
The Department of Theatre and Film at the Faculty of Arts archived talks from prominent personalities such as actress Kim Cattrall and playwright Robert Lepage.

*[https://cstudies.ubc.ca/podcasts/ Continuing Studies Public Lectures]
UBC Continuing Studies shares recordings of their public lectures on topics such as human rights, journalism, and sustainability.

*[http://www.ti.ubc.ca/podcasts Therapeutics Initiative Podcasts]
The Therapeutics Initiative (TI) podcast is a biweekly presentation where practitioners can get a healthy dose of evidence based drug therapy information. TI is an independent organization established by the Department of Pharmacology and Therapeutics

*[http://www.citr.ca/index.php/shows/listing/ CiTR]
Similarly, UBC's student-run radio station, [http://www.citr.ca/ CiTR 101.9 FM] makes their shows available for download through podcasts.

===Popular Podcasts===

*[http://www.cbc.ca/podcasting/ CBC Radio Podcasts]
The CBC archives many of its shows from their network of stations.

*[http://www.npr.org/rss/podcast/podcast_directory.php NPR Podcasts]
National Public Radio (NPR) releases their programming online, available for everybody to download.

*[http://ocw.mit.edu/courses/audio-video-courses/ MIT Open Courseware]
MIT has permanently made many of their courses' content freely available for anybody to use.

[[Category: Podcasting]]

Documentation:Podcasting Basics/Tips

2014-12-24T18:49:07Z

JohnHarvey:

{{db-g7}}

*Find a quiet room with minimal ambient noise for recording sessions.
*Audio quality is much better when recording with external microphones.
*Plan your podcasts into segments to minimize errors and easier editing.
*Although a script is not required it is hugely beneficial. Alternatively, you can have a general outline of your podcast to keep yourself on track.
*Many people find 3 - 5 minute podcasts are the most effective.

====Five questions to ask yourself before getting started====
* What is my purpose, why am I making this podcast?
* Who is it for?
* Is the recording quality important or is the purpose to share an idea or concept?
* Do I have necessary permissions and copyright in place?
* Do I have all of the resources I need, or know where to find them?

Documentation:Podcasting Basics/Uses and Benefits

2014-12-24T18:49:04Z

JohnHarvey:

{{db-g7}}

*'''Archive Class Lectures'''
You can create archives of class lectures for students who missed a class, want to review what you discussed with them, or study during their commute

*'''Digital Storytelling'''
Students can be given assignments that help them explore and share stories about local issues.

*'''Literary Readings'''
Many plays and poems are better understood when read out loud. Dramatic readings help convey expressions and meaning.

*'''Language Learning'''
Help students learn a new language by letting them hear and practice proper pronunciations.

*'''Audio Instructions'''
Easily explain assignments and solutions by creating short "microlectures"

*'''Guest Speakers'''
Share lectures from guest speakers who can give personal and in-depth insight into the latest research and issues.

*'''Interviews'''
Students can hone their interview skills while talking with other students or professors about a wide range of topics.

[[Category:Podcasting]]

Documentation:Podcasting Basics/What Is A Podcast

2014-12-24T18:48:52Z

JohnHarvey:

{{db-g7}}

Podcasts are audio or video files that anybody can listen to online or download onto their portable media player. They are mostly associated with episodic content of a regularly programmed series, such as a radio show. With the decreasing cost of recording devices and release of easy to use media editing tools, producing podcasts is easier than ever!

A podcast can cover a variety of topics, from the archives of a weekly radio program to foreign language guides. Many universities create podcasts of prominent guest speakers, while a class here at UBC uses them as assignments to hone students' storytelling skills. UBC students also create podcasts and audio files to share student opinion and experience via interview.

Here are some examples of podcast directories:

*[http://itunes.apple.com/us/genre/podcasts-education/id1304?mt=2 Education Podcasts on iTunes]
*[http://www.itunes.ubc.ca/ UBC on iTunes U]
*[http://www.educause.edu/podcasts EDUCAUSE Podcasts]

[[Category:Podcasting]]

Documentation:Podcasting Basics/Get Started

2014-12-24T18:48:49Z

JohnHarvey:

{{db-g7}}

We will be focusing on audio podcasts because they are easier to make than video podcasts. You only need two things to start recording: a microphone and audio recording software. Once you have both, you can start recording!

If you'd like to include visuals with your presentation, you can go to [http://wiki.ubc.ca/Documentation:Screen_capture_basics Screen Capture Basics]

===Software===

There are a number of free applications you can use to record audio. The following software either comes pre-installed on your operating system, while others are free downloads:

====Windows====
*[http://www.microsoft.com/resources/documentation/windows/xp/all/proddocs/en-us/app_soundrecorder.mspx?mfr=true Sound Recorder]

====Mac====
*[http://www.apple.com/quicktime/ Quicktime]
*[http://www.apple.com/ilife/garageband/ Garageband]

====Cross-Platform (Windows/Mac)====
*[http://audacity.sourceforge.net/ Audacity]

===Hardware===

Most computers have built-in microphones that you can use to record audio. In order to check, please do the following:
[[Image:Mic-symbol-small.png|align=center|frame|Look for either one of these symbols on your computer to find the microphone]]

====Windows====

*Go to '''Control Panel''' and click '''Sound'''
*Once a new window opens, go to the '''Recording Tab'''.
*By default, you will see the name of the device and sound level meter. If you make any sound near the computer and the bars go up, it means that it is working.
*If it says ''No audio devices are installed'' then you will have to get an external microphone.
*In some cases, the device might be disabled. Right-click within the window and choose '''Show Disabled Devices'''.
*A list of devices will appear and enable the one you want to use.

====Mac====

*Open '''System Preferences''' and click '''Sound'''
*Click on the '''Input''' tab.
*You will see a list of devices that you can use and choose the one you want.
*If it is empty then you will need to get an external microphone.

===Distribution===

When you're done recording, you can publish your podcasts on:

*your own website
*[http://blip.tv Blip.tv] (a free media hosting service)
*UBC's Kaltura Server (coming soon)
*your [http://blogs.ubc.ca UBC blog]
*iTunes U (Speak to your [https://www.elearning.ubc.ca/home/index.cfm?menuClicked=2/3/&p=main/dsp_webct_contacts.cfm#fsu Instructional Support Unit])

[[Category: Podcasting]]

Documentation:DIY Screencast/What is Screencasting

2014-12-24T18:40:31Z

JohnHarvey:

{{db-g7}}

{{#widget:YouTube|id=5EbWedagGdk}}

As in this nice example from the [http://www.library.ubc.ca/ UBC Library], a screencast is a video recording of the activity on your computer screen accompanied by audio narration and often include special effects such as panning, scribing, drawing, callouts or arrows to emphasize particular aspects of your visuals that you want to draw attention to. Screencasts are useful for:
* demonstrating how to use a web application or piece of software.
* illustrating a particular concept via a whiteboard application.
* tutorials

[[Category: Video]] [[Category: Screencast]] [[Category: Flexible Learning]] [[Category: DIY Screencast]]