The Technology of Learning

Cool Technology for Education

2010-01-26T12:41:00.018-06:00

An important part of what I do is to continue to seek out innovative ways to support and augment education and learning. Below are some technical innovations that stand out in terms of what they could possibly to do enhance learning and overall user experience.
Augmented Reality ("AR") - My interest in AR was first piqued some time ago, when I read some articles in Computer Graphics World ("At Home with Augmented Reality" by Barbara Robertson and, later, "Play Ball" by Karen Moltenbrey) that showcased Augmented Reality as innovation.

Why it's cool

Augmented Reality enhances users perception of reality, usually in a visual sense, but can possibly be extended to auditory information. Augmented Reality provides real-time context and information layer(s) on top of the real world view and becomes interactive and digitally usable.

Augmented Reality can be used to create immersive environments and simulations. the AR provides live, direct and/or indirect view of real-world elements 'augmented' by virtual computer-generated imagery (CGI), AR is often mentioned in context with 3D models or assets. Deservedly, much attention is given to ARs potential to allow users augmented experiences using their mobile devices (smart phones or other devices). The analogy: an overlay or information layer placed on top of existent reality. See Augmented Business Cards & GE's Smartgrid page to try it yourself (you will need to print out icon on website).

This type of interface could benefit any learning environment, but could potentially offer an entirely new dimension to exhibits and museums, where 'real' space is a premium commodity. Additionally, think of all the ways users to could implement and interact with educational resources, using their own mobile devices. While the coolness factor is high on this, its educational value has barely been tapped. For a quick overview of AR use in education, see Brett E. Shelton's Augmented Reality and Education: Current Projects and the Potential for Classroom Learning.

Multitouch touchscreen displays -

<Why it's cool:

Multitouch ("MT") devices can allow multiple inputs simultaneously on a visual display surface and provides users direct, interactive computer control. From an educational perspective, imagine if learners could have interactive kiosks where multiple users could interact with a simulation, exercise, or other training material. Like augmented reality mentioned above, this type of interface could benefit any learning environment, but could provide an excellent resource to exhibits and museums, where 'real' space is a premium commodity. Consider of the possibilities of combining the two into a truly immersive experience, where users can not directly interact with assets, but can also be provided an added layer of information and/or experience on top of existing real-world elements.

Additionally, the MTs can be custom-built allowing for a variety implementations, depending on use of space (see Maximum PC article on how to build a multitouch surface, for example) or purchased as commercial off the shelf (like, the ones from PQ Labs).

Cost Effective 'Smartboard-like' interface - using Wii-mote, a projector, and an IR emitter, Johnny Lee, a Researcher at Microsoft Applied Sciences division, allows individuals to create a low-cast interactive white board. Johnny Lee outlines this project and others at his website: http://www.johnnylee.net/projects/wii/.

Why it's cool:
Similar to the MTs above, the user interactivity alone makes this a noteworthy item. While, the sheer fact that you can turn any surface (that you can project on) into an interactive whiteboard surface, the real value is that innovations like this open up possibilities for other use. What else can we do with Wii-like technology? Also on his website, Lee outlines other immersive uses for this innovation, including adding a truly three-dimensional perspective (i.e., 'depth') to simulations and video games, which looks even more promising.

Bottom line...

Really, from an educational value, these innovations could offer a myriad of uses and added dimensions of learning for users. In many cases above, instead of simply being a passive participant in the learning process, the user or learner actively shapes their own educational experience. With this, the user potentially gains empirical knowledge of the information at hand. These technical innovations could especially benefit eLearning environments and/or presentations, exhibits, or other educational elements at museums, or other entities where real-world space is limited. Additionally, the use of personal mobile devices in some of these innovations make these an important asset to enhance user learning experience.

It may not be as cool as what we see in The Matrix - where individuals are so completely immersed into a different reality that it becomes more 'real' than real-life - or Minority Report - where users directly manipulate digital projections in mid-air - but it's a very good start, especially for education.

Random Thought from my Video Game Courses

2009-02-23T22:10:00.000-06:00

Thinking about 'video game' movies (films that are based on video games):
this reminds me of McCloud's book, 'Understanding Comics'. in it, he talks about why we possibly identify with more abstract-looking characters, rather than photorealistic ones. something about the lack of details allows us to make up our own stories, visually, and such i think we could safely surmise within a similar vein, here as well:it is easy for us to invest ourselves into video games, maybe not because of limited plot every time, but because we KNOW there are limitations. meaning, no matter how immersive, how realistic, how normal-mapped, we always know we only playing a game (most of us, anyways). thus, knowing the game's function is to simulate life (or distort it, conversely) for our entertainment, we always marvel at how 'close' it gets. thus, much of the enjoyment of pac-man is the tangible fear WE feel, displaced on the little semi-circle, because of the chase and threat of limited lives.movies can never live up to that, for the most part, as they are photoreal by nature (unless it's a 3D/2D animation on the screen). there's nothing left for us to 'make-up' in our heads...because it's all laid out for us, buffet-style, with no need for imagination (mostly...iron man, excluded).of course, i could be way wrong, and, as my wife would tell you, it wouldn't be the first time.
-M
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About MOCAP
i'm not a fan of mocap; sure, it can give you much relevant detail about muscle structure & movement - especially in the face, and especially for education/edification of how we move/physics - but, there is something empty, lost, and eerie about mocap that unnerves me (Final Fantasy: The Spirit Within, anyone?).maybe it's just i feel like there is more room in mocap - more ARTISTIC and CREATIVE room - than studios are allows to display, perhaps because of time/budget contraints. 'need to get that hero's sword pulled from the anvil? well, we COULD spend some time, doing video capture, some storyboards, and some artistic stretches/blends...wait. it's due next MONDAY? oh man, let's just MOCAP it and call it even!'i could be out of line, here, tho.
-M

2008-08-25T15:13:00.002-05:00

aNm is currently testing document file delivery using Scribd. Scribd is an online resource to house and deploy documents created in PDF, MS Word, and MS PowerPoint format. Scribd uses its iPaper technology to allow individuals to publish documents in an online viewer that uses Flash player to deliver the content.

"iPaper standardizes all document formats into one viewer that can be seamlessly integrated into webpages. Recognizing the value of this technology, Scribd released the Scribd Platform, which allows any website to use iPaper to display their documents." (Scribd website.)

Below is one of aNm's training documents, "Computer & Internet Basics Training."

Computer & Internet Basics Training - Upload a Document to Scribd

Charts and Graphs Training

2008-08-25T14:45:00.006-05:00

aNm is currently testing document file deliver using Scribd. Scribd is an online resource to house and deploy documents created in PDF, MS Word, and MS PowerPoint format. Scribd uses its iPaper technology to allow individuals to publish documents in an online viewer that uses Flash player to deliver the content.
"iPaper standardizes all document formats into one viewer that can be seamlessly integrated into webpages. Recognizing the value of this technology, Scribd released the Scribd Platform, which allows any website to use iPaper to display their documents." (Scribd website.)
Below is one of aNm's training documents, "Charts & Graphs for Presentation."

Charts & Graphs for Presentation - Upload a Document to Scribd

Digitization Training

2008-08-06T23:00:00.001-05:00

Digitization Training

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MS Publisher Training

2008-08-06T22:50:00.002-05:00

MS Publisher Training

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Randomizing Questions in an Existing MS Word File

2008-08-04T12:14:00.016-05:00

NOTE: These instructions are for MS Word 2003; while the same process can be used for Word 2007, the menu choices are a little different. I can make a 2007 version, should you need such a creature.

Begin by highlighting the text needing randomized.NOTE: Text must be contiguous in order to be randomized later. Any additional text, such as manual page headers, will need to be removed temporarily.
Next click Table > Convert > Text to Table
A new window, “Convert Text to Table,” will appear.
Ensure that the following settings are set at their default:

Table size - “Number of columns” set to 1NOTE: While we will add another column later, it is important to maintain the information as-is; thus, we choose only one column for now.
AutoFit behavior - “Fixed column width” is checked
Table style: (none) - Choose Paragraph from the “Separate text at” section NOTE: This will allow MS Word to create an individual table cell for each question and individual answer. However, we will correct this in the next few steps.

A new table will be created containing the text.
NOTE: Some cleanup may be necessary at this point; delete any empty rows created by this process.
Highlight the cells containing the questions and their respective answers only.
Right-click the highlighted area and select Merge Cells.
The questions and their subsequent answers will now be contained in one cell.
Repeat these steps until all sections are contained in their respective cells.
Highlight the entire column containing the questions and answers.
From the menu, choose Table > Insert > Columns to the Left.
Save the Word document as your original order (i.e., “original_file.doc”, etc.)
In this new column, we will insert a randomly generated list, starting from the number 1 to however many questions we have to randomize. Such a list can be produced at websites such as http://www.random.org/lists/.
Highlight the randomized list and COPY it to your Clipboard.
Once you have a randomly-generated numerical list, highlight the new column and Paste the number list to this column.
NOTE: If the new column has two sets of numbers, as shown here, be sure to highlight the column and turn OFF the Numbering format.
Now, we use the numbered list to randomize all the questions.
Highlight the entire table and choose Table > Sort from the menu.
In the new menu, choose the following:
1. Sort by: Column 1
2. Type: Number
3. Ascending (order)
Click OK.

The table will now be randomized, as its numerical order has been sorted, based on a randomized list. This left-handed column can now be used as the questions’ order. NOTE: Using this method will allow text to retain its ‘hidden text’ feature, which contains the correct answer key. Otherwise, this hidden text is lost.

The table/cell borders may now be hidden, pending overall design choice.

The questions can now be randomized over and over, simply by:

Opening the original file (with the blank column)
Pasting a randomly-generated numerical list in the left
Sorting the entire table by this new list

Overcoming SWF issues in Authorware 7

2008-07-10T15:35:00.005-05:00

As many blogs and forum postings online have demonstrated, Authorware 7.02 does not play well with Adobe Macromedia Flash Player 8 and above. One potential fix for this is to adjust your ActiveX files in AW7; however this can be tedious, at best, and the end-users will need to have the latest version of Flash Player in order to help remedy this (though, not impossible, it’s not always feasible, depending on audience).

Another fix includes setting your Flash publishing presets down to Flash 7 or lower, yet this can create potential problems, especially if you plan to import any external video into Flash for playback.

The main reason for this is that the codec used by Flash 8 Video Encoder (the stand-alone client and the embedded codec used inside a Flash project to import the video on to the stage), On2 VP6, only works with Flash 8, in many cases – especially if you plan to use the FLV Playback utility. Thus, dialing Flash back to an earlier version does not work and will not function inside an Authorware project. While the SWF may play inside the Authorware preview mode, it will not work once the project is packaged and deployed to the clients.

There is however a simple and affordable (translation: free) solution to this problem is employing a third-party video encoder/converter to change the video file to a SWF file that Authorware will accept. Cinemaforge is freeware, available from C-Net’s download.com, which will convert video into SWF that can be used in AW7 deployments. Like many other media converters, Cinemaforge allows you to customize the video and audio settings, depending on the quality and filesize you wish AW7 to play.

While this may not be a perfect solution, it is an effective one…especially as a fix for a product that has a severely limited shelf-life (as Authorware is no newer versions will be released or supported by Adobe).

MS PowerPoint Training

2008-06-25T21:52:00.003-05:00

MS PowerPoint Training

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Simple 3D Simulation for FAA

2008-06-24T12:27:00.004-05:00

This is just a simple 3D graphic created with Blender to demonstrate the effectiveness of 3D modeling / simulation in curriculum.

MS Access Training

2008-06-16T09:16:00.002-05:00

MS Excel Training 01

2008-06-06T11:38:00.000-05:00

MS Excel Training 02

2008-06-06T11:34:00.002-05:00

MS Outlook 2007 Training

2008-05-07T14:41:00.002-05:00

OVERVIEW: Effectively Using Virtual Simulations

2008-04-15T09:46:00.002-05:00

Government Technology reports about the emerging use of virtual simulations (read that: "video games") for effective training in the Public Health arena.

The article ("Virtual Worlds Help Public Safety Officials Practice for Real-Life Threats") outlines simulation use by California Department of Health Services, in conjunction with the University of California-Davis Health System; U.S. Department of Defense; Telemedicine and Advanced Technology Research Center; Duke University School of Medicine; the Emergency Management Training, Analysis and Simulation Center (EMTASC); and Virginia Emergency Response Team Exercise.

In short, the article outlines how more and more institutions are implementing virtual 3D simulations to help facilitate and supplement effective training and education with Public Health in mind.

See the article at: http://www.govtech.com/gt/261426?topic=117677.

MS Word Advanced Training - Slides

2008-02-13T16:09:00.001-06:00

MS Word Intermediate Training - Slides

2008-02-13T16:07:00.002-06:00

MS Word Basics Training - Slides

2008-02-13T15:48:00.003-06:00

Draft: Overview of Simulation Workflow Model

2007-10-30T09:49:00.000-05:00

I recently drafted a document to give an idea of the (very) basic overall process involved in a simulation project. While I gloss over many of the more detailed processes the document provides insight into the mechanics of SIM creation, in simple terms. This document is focused towards an academic environment, but could easily be modified for other fields.

Feel free to enhance and improve this document with your comments.

Pre-production (5% of total Project)

Simulation Concept

In the initial stage, SMEs will meet to define a basic outline (vision) of the simulated environment. SMEs may include faculty, specialized trainers, staff, or others.

Overall Vision

SMEs will meet and establish an idea of what the sim does. There are several elements that must be hammered out before any progress can begin. Such elements include:

identify best resource for sim

tabletop

case study

scenario

other

basic idea of the overall scenario

“nutshell” version of expectations

number of levels

gameplay description

strategy

“interactive” movie

shooter

puzzles

hybrid

sim environment description

delivery mode

CD-ROM

downloaded via internet

“in-house” only (i.e., training room with moderator / instructor)

audience identification

students

faculty

trainers

nurses

first responders

emergency managers

Project Timeline (Milestones)

Based on the Vision, a rough project Timeline can be generated to define the work and establish Milestones.

Sim Concept Document

After SMEs establish Vision, a Sim Concept Document will be created that outlines the Vision and any initial concept art sketches or other images, if applicable. This document will be distributed for comment / revision among the SMEs and will represent the working “blueprint” for the overall sim.

Sim Concept Document contents the following sections:

Mission / scenario

Sim features

Brief Overview (Genre, Target Audience, Time)

Basic concepts (Gameplay: characters, “bosses,” puzzles, controls, etc.)

Mini games brief description

Levels brief description

Production (30% of total Project)

Overall Production of the sim will require a large portion of the project’s timeline. From an artistic / creative aspect, all assets (characters, models, environments, etc.) within the game must be created or otherwise acquired. From a technical standpoint, there are many considerations, including programming language, presentation mode, graphical choice, and creation / acquisition of audio files, animation sequences, and user interface must be occur during this time.

Analysis & Design

Analysis & Design elements:

Graphical Considerations; creation of

game characters

assets, environments

objects

user interface

Technical Considerations (2d, 3d, graphics engine, user interface, delivery mode, etc.)

In Game Text

SMEs will need to develop overall script, dialogue, and/or narrative elements for game. This includes any specific curriculum, technical terms, or other supplemental material(s) to include. A final version of In Game Text will be implemented in the Development phase.

Conceptual Design:

Foundations (Features, Essence of the Gameplay, Characters, Gameplay Elements, AI)

User Interface (Navigational Chart, Functional Requirements, Objects of the User Interface)

Graphics and Video (Graphics and Animations, Animated Insertions)

Sounds and Music (General Description, Sound Effects, Music)

Conversion of plot / case study / tabletop exercise

Level Description

Technical Design:

Technical Specification

Platform and OS (Windows, Mac, Linux, etc.)

Code Objects

Data, Related to Data Objects

Data Formats

Graphical Engine

Technical Description of the Graphical Elements

Sounds and Music

Development (40% of total Project)

Final Design Elements

This milestone includes all final artwork concepts to be approved before its implementation:

environment concept art

concept art of environment objects for the game

concept art of main characters and NPC (non-player characters)

In Game Text Implementation

At this stage all game text should be provided and approved by SMEs for implementation into Sim.

Testing (20% of total Project)

Testing takes up a large portion of the overall Project timeline. This is due to the constant testing and revision of code, technical aspects (see above), and implementation to delivery mode.

Initial Programming Code Tests

Code will be tested for viability and critical bugs.

Alpha Version

Alpha version implements 1 or more typical playable, full-functional levels with a full set of animations and effects. Non-critical bugs and errors allowed. Alpha versions of the sim will be distributed to all SMEs for commentary.

Beta Version

Beta version implements all full-functional levels of the sim. Non-critical bugs and errors allowed. Beta versions of the sim will be distributed to a selected test group for feedback before Final Release.

Final Release (5% of total Project)

Finished product release to established delivery mode.

Tips on PowerPoint Presentations from Microsoft

2007-08-01T09:08:00.000-05:00

Like cell phones and emails, PowerPoint presentations are something we all use (or, at least, we're exposed to...even in a corporate setting). However, just like cell phones and emails, not everyone follows proper etiquette when using PowerPoint.
The good people at Microsoft website have provide the following Ten Commandments to remember and follow when creating and using presentation slides. In addition to these, keep in mind an old, but excellent adage: K.I.S.S.: Keep It Simple Stoopid.

Please see the Microsoft website for the complete article.

Hold up your end with compelling material.
While this seems pretty simple, almost all of us have witnessed presentations where things get dry PDQ. As presenters, we sometimes forget that - while we may want to know every crook and nanny of a particular subject - others many not be as interested as we are. So, keep the audience engage with relevant iconographic representations.

Keep it simple.
This, above all others, should be the Cardinal Commandment for presentations. Certainly, an hour-long presentation containing only one slide (that only gives the presenter's name and title) would be of little value to the audience; so, too, is providing too much information. Know your audience and customize your slides to pique their interest, not bore them.

Minimize numbers in slides.
There is a time and place for everything -- so I've been told. So, while there are certain situations that call for 35 slides of equations and number charts, it is best to keep extensive data at a minimum. Keep in mind that presentations are a visual medium, primarily. If numbers and extensive mathematical data is absolutely needed, try using visual representations instead (this can be done in Excel with little technical expertise).

Don't parrot PowerPoint.
Very few audiences like to be insulted. If the information is projected on a 10 ft screen in front of the audience, there is no need to read a paragraph verbatim to the audience. Use bullet points to highlight central theses of your arguments and expositions. In addition to not offering insult to your audience, you are providing them with abridged and easily-consumable nuggets of knowledge to jot down or take with them.

Time your remarks.
Moderators silently wish that the presenter will not go over their allotted time. Unless they have given the presentation several times, ad nauseum , few presenters know exactly how long their presentation will run. The answer is to practice the presentation beforehand and note the slide timings.

Give it a rest.
Pacing is one of the most important elements of presentations. Look at your presentation from a thematic viewpoint. Break up longer topics (lasting more than 5 slides or so) with a transitional slide, which will give your audience a brief moment to absorb all the information presented. This transitional slide can be a summation of main points or even anecdotal in nature.

Use vibrant colors.
We are no longer limited by technology to monochromatic color themes. Use colors that contrast well, to catch attention. (Ex. use brightly colored text font on darker background colors.) Don't overboard...no one wants their retinas singed.

Import other images and graphics.
As a visual medium, images and graphics represent the meat and potatoes of presentations. Use these elements in ways that best represent the overall theme of your presentation. However, do not overuse them, as they can detract from the overall message (ask yourself: does have a red-and-blue flashing police car lights really add something to my message?). In addition, only use images and graphs that you (*the presenter) have the right to use (ones you've created yourself or those that you've been given explicit permission to use).

Distribute handouts at the end — not during the presentation.
This one is a toss-up. If you feel your audience needs to make notes during your presentation -- especially if you have done a good job of only using bulleted information and provide quite a bit of supplemental and anecdotal information -- go ahead and give handouts for them to use. However, if it is more important to have the audience's undivided attention, use handouts after you present.

Edit ruthlessly before presenting.
Nothing subtracts from your authority on a particular subject than tiny typos, such as using their instead of they're and (my wife's favorite) using it's where its should be used. Use spell-checker and your common sense equally and your presentation will reek of authority.

These rules are not limited to just PowerPoint presentations and can apply to almost any presentation of materials, even online learning management systems, CD-ROMs, and websites. Always keep in mind: keep things simple and your audience will appreciate you (and your information) even more.

Moodle: A Viable Option for Learning Management Systems (LMS)

2007-07-18T12:00:00.000-05:00

Like the majority of departments across the world, we have budgetary constraints to follow. Within this limit, the challenge becomes how to best provide information, training, and courses to our audience as well as how to make the interactive vehicle (online interface) as "usable" as possible.
Certainly, there are large enterprise-level systems, like BlackBoard, that do a great job...but what if you do not have the funds to procure this? What options do you have to provide information for your users?
Enter Moodle: a free LMS, which can be customized in any way. Here is the official word from the Moodle website (which they call a "CMS"):
"Moodle is a course management system (CMS) - a free, Open Source software package designed using sound pedagogical principles, to help educators create effective online learning communities. You can download and use it on any computer you have handy (including webhosts), yet it can scale from a single-teacher site to a 50,000-student University."
And they're not joking...currently there are a myriad of websites--both in the US and worldwide--that employ Moodle as their information vehicle. Check out the long list of Moodle Sites in the US.
While there will always be better--and probably more expensive--solutions to providing an LMS for your audience, it is nice to know that there is always something (free) that can fit into any fiscal budget.
Check out Moodle and see if it might be a viable solution for your Instructional Design or Learning Technology needs.

Notes from Stanford Simulation Workshop

2007-07-17T09:25:00.000-05:00

Back in August 2006, I was fortunate enough to attend a special event by the Stanford University Medical Media and Information Technologies group, "Designing Case Based Learning for Virtual Worlds."
There were many presentations from various leaders in the field of simulation and virtual learning as well as much discussion over SecondLife, OLIVE™, There, Half-Life2, and other simulation engines.
From an Instructional Design perspective, there were several elements from this workshop that struck a chord, which I will share here.

We have much to learn from the corporate sector: game and simulation engines (like those listed above and other MMORPGs) offer much interaction and learning incentive (you must learn how to play, in order to play). It is important to keep the audience - and their tastes / enjoyment - in mind when creating virtual simulations.
A learning environment can be created from anything...or nothing...if need be: with several demonstrations of how various Universities and academics utilized Second Life and There (both free virtual communities), it becomes clear that educators and trainers must continually strive to engage their audience and that this can be done within ANY setting...including newer technological advances, like these social networks.
Most importantly, there is the need for debriefing and evaluation in serious games / simulations: while we can create "awesome sims" or spectacular learning technology, there must be a measure in place to offer feedback and instruction to users. Using debriefing methods allows for the traditional didactic methods (i.e., instructor-led), while still embracing newer communication and technology.

In short, while we now have even greater teaching / training tools than ever before (simulations, instructional technology, etc.), there will always be a specific need for subject matter experts, instructors, and trainers to reinforce the learning with the human element.

Podcasts for Remote Field Training

2007-07-16T15:36:00.000-05:00

Back in March 2006, I proposed to initiate the use of Podcast episodes for use in providing training and educational curriculum remotely to individuals "in the field." This idea was based on article from Digital Video Magazine (March 2006), "Using iPods to Distribute Corporate Video to Employees" by Nate Caplin, who uses Podcasts to push out media to "20,000 employees at over 400 locations in 11 states." Using the Podcasts allows individuals in the field access to their entire library of media without having to log on to computer terminal each time.
In addition, this idea reminded me of the movie, Demolition Man, where the police used portable training devices to handle long-forgotten criminals. (If you don't remember that part of the film, I'm sure the movie is running somewhere on a cable channel right now...)
Below is the basic overview of my presentation or you can view the PowerPoint slides here.

"Podcasting" the Future: Utilizing Current Technology for Instant "Field" Training

Goal 1: To demonstrate how “podcasts” may affect they way in which we think about asynchronous content delivery.
Goal 2: To investigate an overall procedure to effectively utilize this existing technology for SWCPHP.
Goal 3: Basic principles of Podcast production
Basic Overview:
- The Big Picture: Podcasting seems destined for the long haul, given its continued popularity in an ever-changing medium.
- As we consider ways to broaden our client base, we must consider those individuals in rural and remote settings.
- Libraries, Community Colleges, & Tech Centers could serve as informational “docking centers” to download latest information.
- May also serve to strengthen relations with various local entities (fire, state, Tribal, etc.)

iPod's importance: “As of April 2007, the iPod had sold over 100 million units worldwide,[1] making it the best-selling digital audio player series in history." (http://en.wikipedia.org/wiki/Ipod)
Introduction to RSS, XML, and how users can subscribe to Podcast feeds.
Using online Podcasts directories and iTunes for these subscriptions
DV Magazine article.
Demo Man clip.
Technical requirements to create Podcasts.
Possible uses for education and training.

How to Create Narrated PowerPoint Slideshow

2007-07-13T12:46:00.000-05:00

Creating narrated PowerPoint files is relatively simple and easy to do. The great thing about using narrated slides is that they can be used in a number of formats to enrich and enhance their educational / training value; they can be, for instance, converted to Flash video for interactive learning modes.

Here is a simple set of instructions on how to record narrations. While this may not work on every computer (especially if you are not the adminstrator of the machine), the basic creation structure remains the same.

Narrated PowerPoint

Microsoft PowerPoint allows individuals to add additional voice-over audio files embedded in each slide in the slide show. Here are instructions on how to create a narrated slide show.

Open your PowerPoint file.
Be sure to save it to a location you are familiar with (MY DOCUMENTS or DESKTOP, perhaps)
From the PowerPoint menu, select:SLIDE SHOW > RECORD NARRATION

A pop-up window, labeled “Record Narration” will appear that will allow you to manage the audio settings, change the quality, and check the microphone.

On this pop-up, click: SET MICROPHONE LEVEL
Another pop-up window, labeled “Microphone Check,” will appear with a moving green bar that indicates audio coming into the microphone.

The green bar on the “Microphone Check” window should now be moving when you speak.
Click OK on the “Microphone Check” window.
Click OK on the “Record Narration” window.
Begin recording your show.

Additional NOTES on recording:

Please keep in mind the following points when recording your Narrated PowerPoint.
Begin speaking in a clear and slow manner during recording.
Allow time before and after mouse clicks (between slide transitions) before speaking.
If you need to take a break during recording, simply RIGHT-CLICK the screen and chose “Pause Narration”

After you have finished recording, please SAVE the timings. These will be needed to tell PowerPoint when to transition to the next slide.

To edit a particular slide’s narration.

Chose the slide by clicking on the slide image in the PowerPoint main interface.
Follow the instructions above to begin recording as normal.
When you click OK to begin recording, a pop-up will display asking you whether you want to begin recording on the selected slide or on the very first slide. Click “Current Slide” and begin recording.
After recording, slides, including recorded narration for that particular slide, can be moved up or down in sequential order of the PowerPoint show, if needed.

Flash: Around the World in 80 Megs

2007-07-13T12:10:00.000-05:00

Why use Flash for video presentation?
Well, of course, Flash Video (based on some Sorenson technology) looks great. But, beyond that, Flash Player, a needed codec for viewing data created using Adobe Flash seems to be present on (virtually) most every computer in the world.
Of course, there is some debate as to the actual number and percentage of computers in the world that can view Flash content. While the data is a bit dated, here is an online resource that accurately discusses using Flash media:
"Which Internet Video Format Should I Use?"
Some important highlights from this article talk about Flash Player being bundled with Windows XP (as well as WinXP SP2), but that there are occasional issues - given that Flash runs on ActiveX controls, which XP can be particular about - and that statistics can be misleading (see the links the provide for more information).
Despite this, Flash player is easily downloaded and can mostly likely be found on most any computer a user might encounter. Thus, utilizing Flash for content delivery seems to be a safe bet on many levels.