I chose to carry out the the basic play activity for week nine. There were two parts to undertake. Part A required students to use a free QR code generator to create a business card for the "About Me" page on their blog. Below are images showcasing the QR code generator I used and the where I embedded the code on my blog (click on images to enlarge).
The second part of the basic task required students to download a QR scanner app to their smart phone to scan a QR code with a secret message supplied by the lecturer. The app downloaded is called "Scan" and is extremely simple to use. The code was deciphered using the app and the "hidden" message passed on the lecturer via twitter. As this week's task was completed late in the evening I've decided to add a print screen of the deciphered code below:
I also used the scanner app on my phone to verify whether my QR code business card was successful and I'm pleased to say it was. To view the QR code head to the "About Me" page.
I enjoyed the activity and was excited to download and try a new app. However, I realised following the activity, that if one did not own a smart phone or device, how would the activity be carried out? As I'm fairly new to owning a smart phone, this point stood out to me and while smart device use is prevalent, considerations have to be made for those who don't have access to these technologies. It's for this reason that I believe while QR codes are a unique and convenient way to make information available to people, it shouldn't be a technology relied on by organisations based on exclusivity.
If you want to skip the spiel and watch my video guide, head to the bottom of my reflections. Feel free to only watch a minute or so as it is a lengthy video. Thank you!
I've always been interested in making instructional videos but never took the time to investigate how I might go about it. The play activity for this week required students to put together a screencast offering a "how to" of a particular library catalogue or database. Excited by the opportunity to test some unfamiliar technology, I chose to show how the Gold Coast libraries catalogue could be accessed from the council page and how you could use the catalogue to find an on-line-accessible audiobook.
It took me some time to find an adequate screen capture tool for the task. VLC media player doesn't capture audio when recording screencasts and I didn't completely trust Screen Capturer Recorder or how long it took to put the video together. I settled on CamStudio and after some menu trawling, was able to find the settings that suited the capture I was looking to record. For your reference, these are the options I selected to put together my video:
- Under "Region" I changed the default setting from "Fixed Region" to "Full Screen".
- Under "Options" I changed the following default settings:
"Do not record audio" -> "Record audio from speakers"
"Audio Options for Microphone" -> selected "Internal Mic..." under the "Audio Capture Device" heading
"Record to Flash Options" -> deselected all options
Under "Program Options" in the "Options" tab I selected "Minimize program on start recording", "Hide flashing rectangle during recording", "Save settings on exit", "Capture translucent/layered windows"
"Play AVI file when recording stops" -> "Do not play AVI file"
"Directory for recording" -> "Use user specified directory..."
"Name of AVI file" -> "Automatic file naming (use date and time)..."
I also ensured that it stated "Record to AVI" in the top right hand corner of the white CamStudio display.
It is also important to be aware that in order to stop the recording you need to show the hidden icons in the bottom right hand corner of the systray, right click on the CamStudio icon and hit stop. Following this, CamStudio will take a minute or so to compress the file. Once it's finished the compression, you should be able to view your recorded file in a media player. If you decide you want to re-record the capture, triple check your setting adjustments haven't returned to the default settings.
It took me a few attempts to end up with an OK recording; the technology worked fine but my inadequate planning led to lengthy and misguiding instructions. As it is, despite being advised to aim for a 3 minute video, my capture goes for 8 minutes. This may have something to do with the content I was canvassing as well.
Click on the bottom right hand icon to enlarge video
Overall, I'm glad this task pushed me to gain exposure to this technology. I will definitely use screencasting in the future and may even revisit my first attempts to produce something more succinct.
Key points learned from this exercise:
- it pays to do your research into what screen capture tool is right for you
- taking the time to navigate and understand how the tool functions makes the job easier
- have a rough idea of what you're going to say and where you're going to navigate to avoid any surprise results (a script might help even further). This also will enable you to have a shorter, more accessible video.
For the reflect activity this week I considered the following questions:
What is the role of podcasting, online video, screencasting or slidecasting in libraries or information organisations? Do you see them as enhancements to the existing work, or services in their own right?
With these questions I wanted to explore each of the technologies and the type of role they could possibly play within libraries and information organisations. Although I focussed on screencasting for my play activity, I have an interest in the other platforms posed in the question. To background briefly, I've listened to podcasts for a few years and while there is are peaks and troughs in my listening consistency, it's good to know that this free and convenient medium exists. Online videos are typically my first port-of-call when it comes to find out how-to do things - the audio or text instructions partnered with real-life visuals makes for an easy to understand and follow guide. Another version of this instructional-type video format, screencasting I've viewed in order to find out about more computer related issues. Slidecasting is a concept that is relatively new to me and I've since taken advantage of in university to access educational presentations.
With this and select course information in mind, when considering the first question it was clear to see what potential role these information delivery formats could play within libraries or information organisations. The technologies and possible uses in information organisations are outlined below:
Podcasts: Offers convenience to users - people can choose when and where they can listen. Would be useful for educational or instructional content. The possibility for audio and video also expands accessibility of information.
Online video: Allows people to choose when they watch and how many times they watch it. Offers and opportunity for information institutions to showcase their institutions and reach a wider audience.
Screencasting: Capturing computer screen processes will be of exponential use to libraries in order to effectively present how library databases are used and informs patrons as to how other areas of their system operates (for example audiobook or ebook loan processes).
Slidecasting: To showcase presentations to a larger audience. Slides offer a clear and succinct way of viewing information and allowing users to control the speed of the slides.
Photo sharing - can it play a role in personal or personal professional life?
This week students were required to reflect on one of three questions posted to Blackboard. I selected the following:
Can you see an application for photo sharing in your personal life? Or your personal professional life? Why or why not?
At first I thought, apart from being able to share photos with friends or tag them in photos I'd taken, there wasn't any practical application of photo sharing. However, upon further reflection and by looking at the idea of photo sharing as an application within a professional context, I was able to see some possibilities. As I'm studying to work in the library and information management sector there are a number of ways photo sharing could be used meaningfully within the workplace. In order to best demonstrate the possible ways in which photo sharing could benefit the LIS sector, I drew table-like diagrams. Links to concepts I made mention of are listed to the right of the images. Click on the image to enlarge.
- Although it wasn't mentioned the table to the right, the idea of sharing historical images was drawn from libraries who already have Flickr accounts (for e.g. the State Library of New South Wales).
- The respective Flickr diagrams mentioned can be found here and here. While diagrams and models aren't technically photos, through using a photo sharing platform like Flickr the creators are able to both manage the copyright and share their work.
- A definition of the GLAM concept can be found here.
When finding out about the LIS sector, collaboration and commons I also stumbled across this terrific SlideShare presentation by the National Copyright Unit:
After reviewing the possibilities of photo sharing in a professional context, I think in my personal life I'd eventually like to contribute to sites like Wikipedia through providing them with any quality work I produce through a creative commons license; it would be a great way to share knowledge and to encourage others to build on ideas.
Post a photo a day - Exploring tags and image sharing
The play activity for week seven required students to post a photo a day for seven days via either Flickr or Instagram. As I was late to prepare my submission, I opted to select seven photos from seven non-consecutive days that I took in the weeks prior to the deadline. These were uploaded to Flickr in one day. The most recent shot was taken on August 20.
To view the work of the cohort, head here - Class photos
Initially I just used creative titles and tags that identified whatever the image depicted. However, in order to help others in the INN333 class to find my images (without having to look for the INN333 Week 7 Activity (2013) group) I decided to add course related tags.
In terms of sharing my images with other people, I was happy to showcase my work and aimed to select the photos I found most aesthetically pleasing. While I'm happy for my work to be viewed, I'm not able to commit to the idea of other people using my images. I'm sure most people would do the right thing and credit the picture to the photographer, but I'm still uncertain of what could happen to my work as it moves from person to person.
