Methods of capturing and delivering digital content - Extended ...

Facts about podcasting and other digital media Spring 2007In Extended University’s Burns Technology Center, our educational technology specialists receive many questions aboutpodcasting, streaming video and other Web multimedia applications. We find that most MSU educators and outreachprofessionals are interested in using these new tools to share a presentation, lecture or conference with a wider audience.This sheet describes ways to capture and deliver content; a future sheet will cover motion graphics applications like Flash,which can enhance educational content through animation, pop-up maps and graphs, interactive quizzes, and games.Methods of capturing and delivering digital contentAudio capture(often calledPodcasting,also known ascoursecasting)Video capture(sometimescalled Vidcasting,Vodcasting,Web video,streaming video,coursecasting)Video productionWhat is it? Pros ConsAudio from a speaker or event isrecorded, reformatted and posted to aWeb site. A user can listen to the fileonline or download it to a computeror portable .mp3 player like an iPod.Originally, the word “podcast” referredto content delivered via an automaticallydownloaded subscription; now the wordis used in a more generic sense.A video file captured, reformatted anddelivered via the Internet. This can be“streaming,” meaning continuouslydelivered to the user from the host(much the way a TV program “streams”into your home) or non-streaming,meaning the user can download thefile and can access it at will, even whileoff-line.A video production (as opposed tovideo capture) is like a professionalfilm with multiple camera angles, onlocationshooting, complex editing andtransitions, music, actors, etc.Fairly easy to capture, postto the Web and download.Doesn’t require as much bandwidthas video (for the hostor the user); generally moreportable than video—can betransferred to iPods or similardevices. User can listen to it inthe background; doesn’t haveto be as engaged as watchinga video.More similar (than audioonly) to actually attendingan event—you can see andhear the speaker and his/hervisual aids. If the content isappropriate, an audio-only filecan also be made from thecaptured video content.Very rich presentation that isappealing to viewers. Thinkabout the documentary filmsyou see on The DiscoveryChannel.Does not provide the richcontent that a video or othermultimedia file offers; not appropriatefor all content, suchas if the presenter uses lots ofvisual aids.Requires more time andequipment than capturingaudio; requires more bandwidthfrom the host and for the enduser. Viewer must be activelyengaged in watching. Does notallow for real-time interactionwith presenter.Can be expensive andtime-consuming. Requiresprofessional actors, director,producer, etc.

MultimediapresentationVideoconferenceWebconference/ Webcast(audiocast)What is it? Pros ConsThis type of presentation might look likea Powerpoint file delivered via the Webalong with accompanying audio, video orother interactivity.Allows people in two or more locationsto interact in real time. Often takesplace in a specialized videoconferencesite with a technology facilitator. Livevideoconference be recorded to post onthe Web or save to DVD.Similar to videoconference (above)but the presentation is transmittedto a personal computer rather than avideoconferencing site. Often includesaudio and a visual aid like PowerPointrather than video. “Conference”generally takes place in real timewhile a “cast” is a file saved for accessat anytime. Audioconferences oraudiocasts are conducted over atelephone line.Allows presenter to incorporatemore visual aids. User mayhave flexibility to skip around inthe presentation.A good alternative to costlytravel. Allows for live interactionwith presenter. Becauseattendees gather in a specificsite to participate, there isgroup synergy among thosegathered.User can participate via his/herpersonal computer (or phone,in the case of an audiocast).Conference format allows forinteraction with presenter. Alive conference presentationcan also be captured for laterdelivery.More complicated to producethan just an audio or video filecapture. Presenter/educatormust have good visual aids.Participants must gatherin a specific site; about 50videoconference sites are inMontana. Teaching effectivelyvia videoconference is alearned skill.End users are not in thepresence of others, so theopportunity for group dynamicsis lost. End users may nothave enough bandwidth toparticipate. Host must havespecial software; sometimesusers must call in via a phoneline (in addition to viewingon the Web). May require afacilitator.Digital video and audio files can be delivered on DVDs and CDs to people who may not have a Web connection. Thesedisks can also contain PDFs, Word documents, etc. along with multimedia files. CDs with audio files are the most portable.On the down side, not all disks are compatible with all players or computers. Also, consider whether the disks have tobe mailed; postage can be costly. Unlike a Web-based tool, it is hard to track whether the disk has been viewed. Organizingfiles on the disk can be tricky, particularly for a DVD.How to get started:These multimedia tools are useful for delivering content to a broader audience, but they can also be time-consumingand expensive to create. It’s best to have a good vision of what you want to accomplish, particularly what is best for yourend users. One of the first considerations is whether you need the delivery to be in real-time, so participants and presenterscan have live interaction, or whether it’s more important that the conent is accessible after the actual event has taken place.Also think also about your content: is video required so that it can be understood? Would audio-only suffice? Or are youconveying complex information that might require a package of visual aids, simulations or other instructional tools?If you would like to talk about your project or view some examples of various multimedia files, contact SuziTaylor in Extended University’s Burns Technology Center. (406) 994-7957 / taylor@montana.edu