Posts tagged YouTube
YouTube has changed their embed codes (several years ago) to IFRAMEs, replacing the old object embed codes. Turns out that on older web-based WYSIWYG-editors, such as Blackboard 8, the IFRAME embed codes get munged up, often with deleterious effects. In Blackboard, for example, you might lose the ability to see, edit or use a content area in which an IFRAME has been embedded. This. Is. Bad.
YouTube lets you switch to their old embed code for individual videos, but no so to embed a playlist. I wanted to embed a playlist, so I took a look at the object tag specs and the IFRAME embed code and came up with a simple script that generates an old-style object embed code for a YouTube playlist IFRAME embed code, thus:
I had hoped that someone else would have put together a handy flyer to explain better options for sharing files than sending email attachments. But in a casual search of the web, none came up. This is my initial pass at the problem of presenting the Web 2.0 and the cloud to folks who are comfortable with email, but who don’t feel confident in their use of other technologies.
The first pass is truly aimed at providing a flyer that could be tacked up next to someone’s monitor.
I made a second version, which I posted to Google Docs, so that the links are clickable as well.
If you’d like to examine the assumptions and reasoning behind this, I have a flowchart that I felt… might not be as helpful in conveying these ideas.
For what it’s worth, when I was discussing the response to this broadsheet (broadside?) among the folks at school, my wife asked me if I sent this as an attachment.
She’s a funny one.
One of my responsibilities at Jewish Day School is to write a weekly “tech tips” column for the online faculty news. This is one such tip.
One of the oft-touted features of social media, blogs, and news sites is RSS feeds. The phrase “subscribe to my feed for updates” probably connotes some twenty-something layabout in a coffee shop, but, in fact, RSS feeds are enormously useful to grown-ups (like thee and me) for managing large (vast, huge) amounts of information.
First, RSS stands for Really Simple Syndication. In this case, we’re using syndication in the same sense as a newspaper syndicate (not a crime syndicate — there’s different software for that): suppose Dave Barry writes for the Miami Herald and the San Francisco Chronicle carries the Bizarro cartoon. How is it that we open the LA Times and see both of these in our paper? The newspaper syndicates distribute all of the updates to Dave Barry’s column and Bizarro just prior to the newspaper going to press each night.
RSS, really simple syndication, is a newspaper syndicate for the rest of us: we can subscribe to the RSS feeds on web sites for updates from that web site, and use a feed reader (Google Reader, Newsgator, Bloglines, iGoogle, etc.) to present all of these updated feeds to us in one place. Common Craft has a short (brisk, even) video explaining this:
All of the blogs on our school blog server have RSS feeds. In fact, you can subscribe to updates from a particular category on a blog, or to updated comments on a particular post on a blog, if you want. Major newspapers provide lists of RSS feeds for their articles.
As a voracious newshound myself (I used to read two, three and sometimes four newspapers in a morning), I’m finding that — with RSS feeds — I no longer even open a physical paper. Instead, all of my information comes through Google Reader subscriptions to blog and newspaper feeds. About 5,000 updates a week.
For more plain English explanations of web technology, check out Common Craft’s YouTube channel.
This post is part of a series that are components of my “Expert Plan” at my school, looking to create a shared resource for my colleagues as the school moves towards greater adoption of laptops and technology in our pedagogy.
I have an inherent prejudice against teaching students (and faculty) to use user computers as tools by providing step-by-step directions for a specific progress. I believe that, while totally helpful in the individual instance of that specific process, the step-by-step instructions are, in the end, handicapping: they do not introduce the learner to the underlying concepts that might guide their further, more extensive use of the same tool independently.
That said, periodically I need students or colleagues to do exactly one specific sequence of steps. This year I have been experimenting with presenting these sequences of steps as “screencasts” — videos of me doing the process while I narrate what I’m doing. This has a number of advantages, not least being that it is far, far faster to create a screencast than to write a set of instructions. Additionally, the screencast presents as a manageable video, rather than as an overwhelming 17-step sequence of directions. Additonally, rather than describing the process, learners are able to see the process as it plays out.
I have created perhaps a dozen or so screencasts so far this fall, and I have settled into using Screencast-O-Matic, which I like because it does not require installing additonal software (as Jing does) and it is free (as Jing is) and it makes it easy for me to post my screencasts either to the Screencast-O-Matic site (for free), to YouTube (for free) or to save a high quality video file to my computer, that I can edit in iMovie or Sony Vegas Movie Studio. With the video hosted on either Screencast-O-Matic or YouTube, I’m then able to embed the video in a blog post or wiki page for the learners to view.
One technical issue that I ran into is that the Screencast-O-Matic streaming video requires Java to be installed and allowed to run (which is generally true on all computers), and that the series of dialogs to permit this are disconcerting and derailing for some learners. In general, where I can (for videos under ten minutes), I have also posted the videos to YouTube, which requires less from the user to view it. The YouTube videos, viewed in HD are still somewhat lower quality than the Screencast-O-Matic-hosted videos, but they’re generally fine.
I have also been experimenting with OmniDazzle as a way of highlighting parts of the screen as I talk and work in screencasts, making it easier for learners to follow my mouse motions and directions.
A learning issue that I have run into is that some folks (more faculty than students) have been unwilling to click play to watch the video. The process of learning new technology without an actual person standing at their elbow is too overwhelming to contemplate (this is not inference, this is what I was told by those faculty).
I’m not entirely gung ho about screencasts, for the reasons listed above in The Model — that I want learners to understand concepts, rather than steps. I fear that presenting a shamanistic approach to learning technology — “do this sequence of arcane steps and the magic happens” — undermines long term learning. That said, I feel that I am able to better present concepts without intimidating learners in a screencast when I am just talking, rather than presenting a paragraph-sized annotation to each step of a set of directions.
The screencasting approach does, of course, not address all learning styles. It works for more than the directions, I believe, capturing both visual and auditory learners, but it is still not the same as working with the learner to help them accomplish the process in person, themselves. To this end, I have tried to hold screencasts in reserve as a reenforcement for in-class learning, rather than as a sole source of learning about a particular process.