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    What's the Value of Video?
    blog entry posted September 16, 2011 by Julie Smith David, last edited February 10, 2012 by Judy Cothern 
    1324 Views, 6 Comments
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    What's the Value of Video?
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    McCartney VideoWe've been working to improve our video capabilities, and are happy to announce that we're using a new platform to deliver high quality video to our members.  We can now offer password protected video content that is stored and delivered from a robust, reliable platform.  This means that the videos can be stored in their full length version (rather than 10 minute videos that many platforms limit you to) and that the bandwidth to/from the provider is quite good (although if the bandwith to your class or home is small, your experience might be less satisfactory).

    Now that we have this, what more can we do with video?  Could we support your teaching efforts? Enhance our research offerings?

    Click "more..." below to learn more about our video initiatives and to help us understand what you'd like to see in video from the AAA!

    more:

    Video content could supplement almost all aspects of an AAA member's experience.  Just think about the possibilities:

    • We could interview top research scholars to record, first hand, their insights into the discipline.  This could be part of meetings (such as Stephen Zeff's presentation The Evolution of the IASC into the IASB, and the Challenges It Faces, or Greg Waymire's Seeds of Innovation presentation, both at the annual meeting), or we could supplement an article's content with a video about how the article came about and what the authors are most interested in sharing about it.
    • We could extend the reach for our meetings.  If your segment members aren't able to attend a midyear meeting, are there sessions that we should video record and post?
    • We could use meeting sessions as the foundation for ongoing discussions.  For example, the video link in this post is of Ruth McCartney who spoke at our Annual Meeting.  Now we're setting up a webinar to continue the discussion - and we could record that and store it for people to refer to in the future.
    • Video could support your teaching activities: what types of videos would you like to share with your students?  If you know of videos that are good in class, post them in the teaching resources (or just click here to post a teaching-related video!)
    • Could video be part of educational cases that we publish?  Imagine writing a case about transfer pricing in a a manufacturing environment, and including a video of the factory to really show students what the environment is like... What else could we do with cases?
    Which of these would you like us to work on?  How else could we use video?  How could we start measuring the impact/quality of the scholarship embedded in videos?  What's your favorite video?
     
    Please post your thoughts below...
     
    We need your help - and thank you for it in advance!

    Comment

     

    • Robert E Jensen

      Video on "Capitalism at Risk," by Dutch Leonard and Lynn Paine, Harvard Business Review Blog, September 2011 --- Click Here
      http://blogs.hbr.org/video/2011/09/capitalism-at-risk.html?referral=00563&cm_mmc=email-_-newsletter-_-daily_alert-_-alert_date&utm_source=newsletter_daily_alert&utm_medium=email&utm_campaign=alert_date
      September 26, 2011 reply from Ruth Bender

      Cranfield uses its ‘Hot Topics’ videos to get a message across; one video = one message.  Current ones can be accessed at http://www.som.cranfield.ac.uk/som/p14679/Knowledge-Interchange/Hot-Topics  Or the sidebar on the left lists the lot by subject.  For example, mine are under ‘business, economics and finance’. (The latest was when I got very irritated about something the media were saying about bank privatisation (back a couple of months ago, when we still believed the banks were worth something – which just shows how lousy my forecasting skills are!), so I phoned down to our media studio and asked if they could give me a slot to sound off - http://bit.ly/qGIAkj .)

      The main challenge is to get your message across quite quickly.  We try to come in under 5 minutes; I don’t think there are any at more than 10.  Nothing too long, as the view is that people’s attention spans on the net are very short.

      Some, like this one, come about because a member of staff or a doctoral student has something to say and wants a platform.  Others come about because the studio asks for a speaker on a topic in the news.

      The other thing which we have built up is a presence on iTunesU (under Cranfield University) which I understand are building quite a following. 

      As to the technicals – we do nothing complicated.  An interviewer against a black background. The interviewer is briefed; the interviewee talks freely.  Some people need editing, and others go out more or less ‘as is’.

      Hope that answers your question.  All of our work is accessed through the Knowledge Interchange on the School’s home page.

      Ruth

    • Robert E Jensen

      Hi Penny,
       
       I used the same tactic of making students watch my lectures before coming to chass when teaching relational databases (largely MS Access) in an AIS course. It really helped teaching in an electronic classroom where each student in class could work on practice problems on his/her computer. I could also devote time every class for a long quiz about what students learned in my Camtasia videos before coming to class.
       
       
       At BYU, students learn virtually all their basic two accounting courses from video disks without having to go to class even though most students at BYU are resident students.  I think there are several classes that do meet each semester, but these are largely inspirational rather than technical classes, some with visiting speakers.
       
       
       One popular innovation used at BYU is "variable speed video" ---
       http://www.trinity.edu/rjensen/000aaa/thetools.htm#BYUvideo
       
       
       Both the BYU variable speed video courses and the Stanford ADEPT courses taught very successfully with video, however, will not work well in many colleges. At BYU and in the masters of engineering program at Stanford, the students are very motivated and intelligent. In other words, they learn very well on their own or in teamwork.
       
       
       Many colleges, on the other hand, are faced with less motivated students and/or students who have average or below average IQ levels. These students often cannot learn from videos without more hand holding and more inspiration.
       
       
       By "inspiration" I mean the Barry Rice school of "inspiration." When giving his infamous lectures on basic accounting Barry would randomly jolt a student awake by flashing that student's picture and name on the screen and request an answer to a question raised in the lecture. That was a great motivation device to keep students attentive in class. This type of "inspiration" is harder to accomplish in video lectures.
       
       
       Respectfully,
       Bob Jensen

    • Robert E Jensen

      "10 Faculty Perspectives on What Works in Lecture Capture," Chronicle of Higher Education, November 4, 2011 ---
      http://chronicle.com/article/10-Faculty-Perspectives-on/129268/

      Bob Jensen's threads on Tools and Tricks of the Trade ---
      http://www.trinity.edu/rjensen/000aaa/thetools.htm

    • Robert E Jensen

      "Creating and Sharing Videos That Are Not Too Long and Not Too Short: Two services let you gather photos and video clips, and upload them for automated video editing," by Walter S. Mossberg, The Wall Street Journal, July 2, 2013 ---
      http://online.wsj.com/article/SB10001424127887323936404578581651707015148.html

      . . .

      This week, I tested two such services, Magisto and Animoto. Both work on iPhones and Android phones, but also via Web browsers on PCs and Macs. Both offer free versions, as well as paid versions with richer features.

      I found both worked well, but Magisto was easier to use. It, however, offered fewer options and less control. It's focused on automated video editing based on algorithms it claims allow it to deduce the gist, or emotion, of the video, in accordance with the theme. Animoto offers more customization, with a greater variety of styles and more manual controls. It keys its production mainly from the music you choose.

      Each has some drawbacks, but I generally preferred Magisto. It took less time and its free version offers longer videos. I'd use Animoto if I wanted greater control.

      With each service, I was able to make short videos of family events like Thanksgiving dinner and a wedding, which took almost no effort and time. The videos looked professional and pleasing to people with whom I shared them.

      Both services store your videos on their servers. Both allow you to share your videos by sending links to select groups of friends and family. They also allow you to share videos more widely on Facebook, Twitter and other social networks. But neither is a social network itself. Both offer either music they've licensed or allow you to upload your own.

      Magisto, which launched in 2012, makes videos of up to one minute and 15 seconds long free of charge. A paid version costs $5 a month or $18 a year for videos of up to 2½ minutes.

      Animoto, which has been around since 2007 (it started out as a way to make slide shows from photos), gives you just 30-second videos free and charges $5 a month, or $30 a year, for videos of up to 10 minutes long, though the company says average projects are two to three minutes. Animoto also has costlier plans with longer durations for professionals like wedding photographers.

      I used short video clips of events and tried each service in a Web browser and via iPhone apps. I emailed links to friends and family and did test posts to Facebook.

      Magisto has a beautiful, clean interface, with clearly labeled steps and buttons that say "Next," and, when you're done, "It's a Wrap!" and "You're Done." Like Animoto, the automated process takes a few minutes to produce the movie on its servers and notify you by email when your movie is ready.

      My finished Magisto movies looked good and weren't cheesy. The service adds panning and zooming to photos, changes from color to monochrome, and creatively shows your video clips—for instance, quickly repeating key sections, or stopping the videos to make it look like a photo is being snapped, complete with a shutter sound. I especially liked one wedding project I did accompanied by the song "Chapel of Love."

      But Magisto's main drawback is that it only offers 11 themes and I found these either too specific or general to match my projects. The company says it's adding more themes. Also, the iPhone version is marred by a giant pop-up ad for a sponsor running a contest.

      Animoto took longer to use, partly because I found its interface harder to decode, and partly because it let me choose which parts of my video clips it would use. Animoto only uses 10 seconds of each of your clips in its finished movie, interspersing these segments with photos and text you create. By default, it takes the first 10 seconds you create.

      But Animoto doesn't work in a clear step-by-step fashion. In particular, when you're done, instead of saying the movie is completed and being processed on the server, it merely has a button saying you can preview the video.

      But Animoto has features Magisto lacks, like the ability to add text frames and 44 styles. These included many general ones, like "Air" and "Fire," that would work with more projects.

      I found my Animoto movies were pleasant, but a bit more basic than the Magisto examples. The same wedding looked less interesting and more like a slide show with some effects in Animoto.

      Your reactions may differ, however, and your material may lend itself better to one service than the other. Both work well and I urge you to try them if you want more than Vine or Instagram offer, with less work than a full video-editing app.

      Bob Jensen's video helpers are at
      http://www.trinity.edu/rjensen/HelpersVideos.htm

    • Robert E Jensen

      Chromecast --- http://en.wikipedia.org/wiki/Chromecast

      Streaming Television = Google's Chromecast + a hardware Dongle
      "Chromecast Review: Finally, an Easy Way to Watch the Web on TV," by Rachel Meltz, MIT's Technology Review, July 30, 2013 --- Click Here
      http://www.technologyreview.com/news/517656/chromecast-review-finally-an-easy-way-to-watch-the-web-on-tv/?utm_campaign=newsletters&utm_source=newsletter-daily-all&utm_medium=email&utm_content=20130731

      Jensen Comment
      I have pretty good experience with the HDMI connection on my high-end Dell Laptop (called Studio) ---
      http://en.wikipedia.org/wiki/HDMI

      My wireless connection to the HDMI plug is rather unreliable so I instead take my laptop close to the television set and use a hard wire connection. It works great.

      The problem is that lower-end cheaper laptops do not have the HDMI port. I think the Chromecast dongle only requires a USB port.

    • Robert E Jensen

      "University of Leeds Plans to Capture 50,000 Hours of Video Annually With Mediasite," by Rhea Kelly, Campus Technology, February 10, 2014 ---
      http://campustechnology.com/articles/2014/02/10/university-of-leeds-plans-to-capture-50000-hours-of-video-annually-with-mediasite.aspx?=ct21

      The University of Leeds in the United Kingdom is deploying Sonic Foundry's Mediasite Enterprise Video Platform for lecture capture and multimedia management. The Mediasite system automates the capture, management, delivery and search of live and on-demand videos and rich media.

      "This is a significant investment which will transform teaching and learning here at Leeds," said Neil Morris, director of digital learning at the university, in a prepared statement. "Not only can we capture all our audio and video assets, but Mediasite will allow us to store, manage and publish content across multiple channels."

      While the university had previously captured lectures on a limited scale, it wanted to scale up its efforts with a single video platform that integrates with its Blackboard learning management system. Expecting to capture about 50,000 hours of content annually, the school plans to record lectures and other teaching activities to give students a flexible and personalized approach to learning. All content will be searchable, secure and managed in one place via Mediasite.

      "We know our students learn in different ways, so as well as attending lectures, this gives them the opportunity to engage with the materials wherever they may be and at their own pace," continued Morris. "Whether that's going over topics that are particularly complex or using recordings to help with revision, this new system will provide over 30,000 students with outstanding resources to support their learning."

      Continued in article

      Bob Jensen's video helpers are at
      http://www.trinity.edu/rjensen/000aaa/thetools.htm#Video

      Also note that BYU teaches the first two accounting courses almost entirely on video with only infrequent classroom meetings ---
      http://www.trinity.edu/rjensen/000aaa/thetools.htm#BYUvideo