Connect more with peers and practice: Pecha Kucha sessions
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Chair: Russell Symmons, account manager, Jisc. With contributions from: Phillipa Wood, CPD coordinator, Network Training Services Simon Wood, e-learning officer, Cardiff University Jamie Finch, international librarian and academic services librarian (CSM), Cardiff Metropolitan University Rachel Arnold, quality development director, ACT Training Ltd We’ll be taking a Pecha Kucha inspired approach to our peers and practitioner plenary. This session will use a simple, image-based presentation format, with inputs from local peers and practitioners who will focus on how, with Jisc’s support, they are making the most of digital, and giving you an opportunity to learn from their best practice. Connect more in Wales, Thursday 7 July 2016
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Connect more with peers and practice: Pecha Kucha sessions
- 1. Philippa Wood Interactive learning resources 7/8/2016 1
- 19. Rachel Arnold Coaching for improvement 7/8/2016 19
- 20. Coaching for Improvement Rachel Arnold Action Images
- 25. Lightbulb
- 27. Coaching is…..
- 28. Guidance
- 29. Deployment
- 30. Training Day 2
- 31. Benefits – Quality Managers
- 32. Benefits - staff
- 33. Benefits – Work Based Learning Providers
- 34. Lessons Learnt
- 35. Lessons Learnt
- 36. Lesson Learnt
- 38. Outputs
- 40. Simon Wood Involving remote students in face to face workshops 7/8/2016 40
- 41. Involving remote students in face to face workshops Simon Wood @MrSimonWood
- 45. (On Air)WelshVideo Network/JVCS Lync (Skype for Business)
- 49. By Petr Faltus at Wikimedia Commons [CC BY 3.0]
- 51. Just browsing byWilson Afonso (uploaded to Wikimedia commons by JohnnyMrNinja) CC BY 2.0
- 61. Jamie Finch Connect More in Cardiff Met with METFLIX 7/8/2016 61
- 62. Connect More in Cardiff Met with METFLIX Jamie Finch Academic Librarian (Business) & International Librarian
- 63. What is Metflix? • Bitesize videos from library and IT • Help to use our resources and solve common issues • Running since 2012 • Made for our Partners, but open to all All images used under permission from Bridgeman Education (Bridgeman Image XRD1715407)
- 64. First steps • Put together a project team of 2-3 people - be inclusive • Establish brand name, logo, music • Metflix: fusion of Netflix and Cardiff Met • Decide on topics: consult others Bridgeman Image BAD2150857
- 65. Make a plan • Annual plan • Clear milestones • Time is key • “Away Day” • 4 hrs script • 6 hrs to film
- 66. Choose a video style University of Alberta
- 67. Equipment Bridgeman Image XRD1710608 Workstation Dual-boot Mac Memory card reader Generic Screencasting software Camtasia (or Final Cut Pro, etc.) Video conversion software Adobe Premier Elements (or freeware, etc.) Slides Powerpoint (Save As > JPEG) Microphone Generic desk or headphone mic YouTube or Vimeo Use both Camera or camcorder Sony 1080p camcorder (lots of alternatives) Tripod Generic Banners In-house promotional banners
- 68. Script • Verbatim account of what you are going to say • Gives a feel for timing • Circulate it • Amend and use as a transcript
- 69. Storyboard • Key scenes including script • Photos • Powerpoint slides • Location shots • Numbered media
- 70. Record introduction • Set up • Film live action opening welcome • Convert file from camera • Add opening slides, jingle and video segment
- 71. So far, so good
- 72. Record screencast • Use Camtasia for this • One person records the screen whilst another reads the script aloud • Edit out pauses and buffering later
- 73. Record audio • Record audio for screencast separately, or do it together – your choice • Record ‘thank you for watching’ message • All audio tracks will need editing e.g. volume levels, fade in/out Bridgeman Image DMA107966
- 74. Edit with Camtasia Image CopyrightTechSmith Corporation, 2016 Edit all media elements together in Camtasia’s timeline Media includes: Opening/ending Powerpoint slides, jingle, .jpeg screenshots, .avi video files, screencast, and audio tracks
- 75. Watch it back Bridgeman Image STC255812 • Extremely important to watch your video back • Check that your film flows • Re-edit any gaps or unwanted footage
- 76. Upload & share Images owned by respective websites • Upload your finished video to video-sharing website(s) • Subtitle your video • Monitor usage stats
- 77. 77 of 20 Create web presence
- 78. Promote • Pop up banner • Portal integration • Posters, bookmarks • ThemedTweets • Fresher’s Fayre • Embed in info lit
- 79. Next steps 1. Refresh videos & make new ones 2. Be more inclusive e.g. school reps 3. Welsh subtitles 4. Use best practice e.g. Cadarn Project Bridgeman Image XRD1703578
- 80. Contact Metflix Jamie Finch Mark Sadler Nicola Herbert Metflix jfinch@cardiffmet.ac.uk msadler@cardiffmet.ac.uk nherbert@cardiffmet.ac.uk metflix@cardiffmet.ac.uk Metflix on Vimeo https://vimeo.com/cardiffmetflix
Editor's Notes
- The ESRC Wales Doctoral Training Centre funds social science PhDs at Aberystwyth, Bangor, Cardiff and Swansea.
- We also have responsibility for delivering advanced training to social science doctoral training students. But because we are geographically dispersed, wherever we run our workshops, some students will be unable to attend.
- 5 hours each way from Cardiff to Bangor might be excessive for a half day workshop! So we need to find ways of making our workshops accessible to those who cannot attend.
- One obvious thing we can do is record as much of the workshop as lends itself to this. But obviously that is at the cost of some interactivity – even just asking and answering questions. So we were looking for technologies that would allow greater participation.
- We looked at various tools that either the University already had, or which were available freely. On the surface, they provide something similar - live video and interaction - but their use depends on differing underlying models.
- The live stream model does not affect the face to face audience, but at its most basic offers the same drawbacks as a recording – plus you have to watch it at a particular time.
- The webinar model offers rich interactivity – with questions, and polls, and the like – but it is very hard for a presenter to split focus between this and a face to face audience.
- The video conferencing model enables the remote and face to face audiences to connect effectively. But often the presenter is side-lined, as it can be very difficult to present to both audiences at once.
- That’s because video conferencing is often set up with a camera above a screen. So the lecturer can present to the audience in the room from in front of their slides. Or from opposite the camera to the remote audience.
- Fortunately, in our new building, there’s a lecture theatre with an additional video conferencing camera at the back, pointing at the presenter. So we decided to try the video conferencing system.
- This also affected our remote audience’s experience. They wouldn’t be individually sat at their own computer, interacting with each other solely through that.
- We would use the fact we are grouped around our four institutions to bring our students together, for some kind of collective experience, with the presentation relayed (a bit like Henman Hill).
- Support wise we only have myself in the room with the lecturer – no one to help download software onto remote computers, etc. – but the video conferencing system you just book, and it comes on. Students just need to turn up.
- However, when you book it, you need to select a ’layout’. One mode means everyone sees the presenter and their slides, which is great except it means we can’t see the remote audience to see if anyone has a question.
- But if we switch to a grid, everyone sees every other site, and the presenter only fills a quarter of the screen. Not ideal for the remote or face to face audience.
- We begged for admin rights to the VC system, and my boss perched in the lecture theatre waiting for the signal from me to switch over at question time. We had the VC control room in Edinburgh on speed-dial, just in case!
- It all went well, although we did find a few problems. One time, a remote room was locked. We could see the empty room on screen. We could phone the students outside the door. We weren’t sure who was responsible for unlocking the room at that site.
- Another time, a remote student accidentally transmitted their screen. This over-rode the presenter’s computer being able to transmit slides. The remote computer had crashed, we were all looking at the blue screen of death.
- Perhaps more significantly, we were used to 20-30 face to face students in a seminar room. But with the same number in a 160 seater lecture theatre, or visiting presenter felt the workshop was poorly attended - despite the same number again attending remotely!
- Music commissioned by fantastic talent, Matt Williams, The Brigadier - http://www.thebrigadier.co.uk/
- Library videos on YouTube: Conan the Librarian - http://www.youtube.com/watch?v=Qug9kNhDDvs University of Alberta - http://www.youtube.com/watch?v=uiLq2axJPew UWTSD - https://www.youtube.com/watch?v=s7Bzv6qB4bY University of Washington - https://www.youtube.com/watch?v=a_uzUh1VT98 Ultimately, your budget, time and equipment will determine your video style. Initially, Metflix took the format of a screencast in the background with the presenter minimised in the corner of the screen. This was too complex to edit. Keep things simple. We now have a simple screencast with voiceover.