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Wednesday, September 30, 2009

Irish Learning Technology Association - New Website Launch

iltaIt’s great when groups that you’re associated with make positive steps for change and growth. I’m a member of the Irish Learning Technology Association (ILTA), and we are launching our new website at 12.30 IST (UTC+1) tomorrow at 1st October 2009.

The old ILTA site was basically a generic Moodle implementation; the new site will feature:

  • ILTA News
  • Research Corner
  • E-Learning Practitioner Information
  • eLearning/Industry Collaborations
  • Continuing Professional Development
  • Members Area
  • Event Calendar

The site will also provide networking opportunities for ILTA members, and a one-stop-shop imageinformation for the wider community.

The website launch event will be synchronously webcast, and Gráinne Conole (Professor of e-Learning at the Open University) is smashing the bottle of champagne against the server to christen the endeavor.

The Irish Learning Technology Association is a community of education professionals and academics who are committed to the development and exchange of knowledge by sharing expertise and the promotion of best practice in technology-enhanced learning.

The aims of the ILTA are:

  1. To support a community, interested in enhancing learning with technology, across corporate, formal and informal learning sectors.
  2. To encourage collaboration between members and foster engagement between ILTA members and the wider community.
  3. To raise the profile of research and the dissemination of best practice in enhancing learning with technology across Ireland.
  4. To represent ILTA members nationally and internationally.
  5. To establish a framework for continuous professional development that will increase the skills and knowledge of the ILTA community.

Click here to find out more about the ILTA and tomorrows event.

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Monday, September 28, 2009

I'm an Irish Web Awards 2009 Finalist!

I am delighted to announce that I have been shortlisted as a finalist for two categories in the 2009 Irish Web Awards sponsored by Realex Payments.

2009IWA

I’ve been nominated for the following categories:

Best Education and Third Level Website

  • The E-Learning Curve Blog (you’re reading it now)

Best Podcaster

The awards ceremony takes place in the Radisson SAS Royal Hotel in Dublin on just under two weeks from now on Friday October 10th 2009.

Good luck to all the finalists in all the categories, and wish me luck…

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Thursday, September 24, 2009

Homework!

gary-larson-1984-far-side-anthropologistsIf it’s true that doctors make the worst patients, then we can take it as axiomatic that learning professionals are the most critical learners.

I’m taking an instructor-led, classroom-based course today.

On cultural awareness.

It’s a mandatory EU thing.

Apparently having a degree in Anthropology doesn’t render me immune to such requirements, so here is what I will do:

  • I will keep an open mind.
  • I will not analyze the instructors andragogy or methodology.
  • I will take notes.
  • I will contribute.
  • Then I will complete a happy sheet.

I hope I know more at the end of the day than I do now.

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On a happier note, as it’s my wedding anniversary later this week, I shall be whisking Mrs E-Learning Curve off to Connemara in the west of Ireland for a wonderful four-day break in the second-most beautiful part of the country.

Connemara

Of course this means, I’ve got to leave you with something to do. For your home assignment, I’d like to you to try some experiential learning.

If you’ve been following my weblog series on Podcasting for E-Learning, it’s time to put all of the knowledge to use; if you haven’t been following the articles – where have you been? Click here to begin learning about podcasting now.

And your homework:

Create a podcast.

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Wednesday, September 23, 2009

Podcasting for E-Learning: Setting Up a Mini-Studio

As this is the penultimate post in this series about Podcasting for E-Learning, I’ve linked to two learning organizations with a well-deserved reputation for producing quality podcasts at the end of this post, but before you rush to find out more about SyberWorks’ and Xyleme’s podcasts, read on…

If you’re serious about podcasting, consider investing in a mini-studio. A well-equipped mini-studio can be a valuable asset to any learning organization. For a relatively small investment, you can provide employees with a comfortable environment to create high-quality audio and video content for their multimedia presentations.

There are a variety of environments that you can use to capture podcast audio and video. These range from using a simple desktop microphone and a webcam, to using a dedicated studio. Which environment you choose depends on your target audience and your budget. Presentations directed at customers or a similar public audience usually benefit from a higher-quality environment. For less formal presentations intended for a smaller or an internal audience, a webcam with built-in condenser microphone may be adequate.

ministudioA mini-studio.
Click on the image to view a QuickTime VR of the studio in a new window

A level of quality somewhere between these extremes is usually required for internal communications intended for distribution across a large organization, such as an executive presentation for the entire company or a training course viewed on-demand by a large number of employees.

At its heart, a mini-studio is a room that is modified to serve as a dedicated space for recording multimedia. Ideally, the mini-studio should be a permanent installation; it is a place to record and produce content in an appropriate environment. It should contain equipment that is easy to use, in good working order, and that is configured to enable users to do their work without being distracted by technical details.

  • The room you choose might be a former office, conference room, or storeroom. You should choose a room that you can use exclusively for the mini-studio. The room will require some modifications, so don’t expect the space to serve other functions. Pick a room that is large enough to accommodate the equipment and one or two people. You should expect to use a room that is at least 10 x 10 feet.
  • The mini-studio should be located in a quiet area of the building. Any background noise will become part of the recorded content and may be distracting to viewers and presenters. Try to select a windowless room that is located away from the following:
  • Traffic noise—from cars, trucks, trains, and airplanes—makes a poor background for narration.
  • Server rooms, demo rooms, training rooms, or similar spaces contain large numbers of computers that create noise and require ventilation equipment, which also creates additional noise.
  • Lift shafts. Even if the lift is rarely used, or not used at all, ambient noise from roof-mounted equipment such as air conditioning and refrigeration systems may create additional noise.
    Meeting rooms, conference rooms, training rooms, and exhibition spaces—especially rooms that use public address (PA) systems.
  • The main ventilation system. Some buildings have ventilation fans placed along a central shaft with smaller ducts connected that move air to various parts of the building. Rooms near this central shaft tend to be noisier than rooms farther away from it.
  • Be sure to provide a comfortable chair with an adjustable seat height for each narrator. Also, you will need to provide a table, podium or a desk for the speaker’s notes or laptop computer.

And that’s it for podcasting - for the moment. Check out these two organizations if you want to hear some interesting e-learning related podcasts.

SyberWorks, Inc. is an e-Learning solutions provider based in Massachusetts. Their staff imagehave create a collection of original articles with the intent of making unique and insightful contributions to the e-Learning community. Their podcasts and related educational resources including blogs and PDF-based articles are located in their Syberworks Online Media Center.

Xyleme, Inc produce the XylemeVoices learning industry experts podcast library. The Voices podcasting is a series of 10-15 minute conversations with learning industry experts on hot xyleme button topics from their area of expertise. The series’ participants to date include Allison Rossett, Ruth Clark, Janet Clarey, Conrad Gottfredson, Bryan Chapman and Clive Shepherd. These podcasts are educational in nature (not corporate sales pitches), and are promoted through online ads, social media, and press releases.

Oh yes, and here are the links to my E-Learning Curve Podcast, and my E-Learning Curve’s Other Podcast.

Tomorrow: One last podcast thing…

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Tuesday, September 22, 2009

Distributing your podcast for e-learning

I've just about completed all the topics I want to cover regarding Podcasting for E-Learning (for the moment). It's time to move on to other learning and development-related subjects. So, over the next couple of days, I want to tie up some podcasting 'loose ends.'

Now read on…

Today, publishing your podcast. As Jack Herrington (2005) so memorably wrote, podcasting is "blogging out loud." If you've created and posted a blog, you've already used pretty much all the technology required to distribute a podcast. In essence, a podcast is just a media file (usually MP3 audio, but you may also use m4a, .mov, .mp4, .m4v, and .pdf file types), and the RSS 2.0 web feed format which is used to publish frequently updated works like podcasts and blogs.

An RSS document (usually called a "feed") includes full or summarized text and metadata such as publishing dates. Web feeds enable publishers syndicate content automatically, and they allow subscribers access updates from individual websites or aggregated from many sites. The standardized XML file format allows the feed information to be published once and viewed by many different applications.

There are many ways to create a podcast RSS feed, but I recommend the free-to-use PodcastBlaster service (see Figure 1) if you're new to podcasting and don't feel up to hand-crafting the code.

PodcastBlasterFigure 1. PodcastBlaster RSS Feed Generator
[Click to Enlarge]

The most common way to distribute a podcast is via a blogging service, or by using specialized software provided by your ISP. Refer to your hosting provider for specifics on the system they - and by extension you – should use.

New Podcast Episode: Django Reinhardt and the Sound of Swing

The great jazz guitarist Django Reinhardt was born in France in 1910. image

The son of Gypsy parents, he grew up in a Manouche camp on the outskirts of Paris during the Great War. Django grew up in the world of the bohemian and the vagabond on the doorstep of a great city and it was here that he first learned to play the guitar.


This 15-minute podcast documentary follows the career of one of the great innovators in the guitar, through the 'Roaring Twenties,' the accident that nearly ruined his careers, his discovery of Jazz, and the emergence of the Swing style, epitomized in his work with the Stephane Grapelli and The Quintet of the Hot Club of France.

Click here to listen to the podcast (MP3, 13.5MB).

Click here to view the transcript (PDF, 81k).

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References:

Herrington, J. D. (2005). Podcasting hacks: tips & tools for blogging out loud. O’Reilly Media, Inc.

PodcastBlaster Internet: Available from: http://www.podcastblaster.com Accessed 20 September 2009 (Registration Required)

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Monday, September 21, 2009

Multitrack audio and creating MP3 podcast files: Podcasting for E-Learning

Today's post about Podcasting for E-Learning covers editing and rendering multitrack audio using the open-source audio editor Audacity.

Click on the play button on the YouTube video to view the demo at 240x320 size (which will give you an overview of the editing techniques I'm using), or click here to view the demo (1024x768, broadband connection recommended) to see the editing techniques in detail. The demo is about seven minutes in duration, and requires Flash Player version 7 or better.

Image

Typically, a podcast has a number of discrete audio tracks:

  • Musical signature tune track
  • Narration voice-over (v/o)
  • Incidental music and / or wildtrack (ambient sounds such as keyboard taps, phones ringing etc)

To create, edit and render a multitrack audio file (called a 'package'):

  1. Open and save a new Audacity project
  2. Name it something like 'My_Podcast_Final'
  3. Using the File menu, open the first track to be played in the sequence (usually the sig tune)
  4. Using the Project >> Import Audio menu add the rest of your clips. Each clip will open on a new track in the Audacity UI
  5. Using the Timeline Shift Tool to move the new tracks to their approximate location on the timeline; you'll refine their location later
  6. Use the Envelope Tool to set the volume at appropriate levels for cross-fades, fade-ins, fade-outs, and for setting music as a soundbed under the voice-over narrative
  7. When you have all the elements of the package aligned to more-or-less where you want them, use the Timeline Shift Tool to refine the timing of the various elements - try to make the clips as "tight" as possible: omit any long silences or caesurae unless they're for dramatic effect.
    If your audience hear a long silence they may well think that they have reached the end of the package and turn off.
  8. Once your package is edited satisfactorily, save it.
  9. Next go to File >> Export as MP3
  10. Enter appropriate metadata in the dialog box and click on Save.
  11. An MP3-formatted version of your project file is rendered according to the settings entered in the Preferences tab.
  12. You're done!
  13. Make a cup of your favorite hot beverage
  14. Open the audio package in your software media player. Sit back and listen to your completed magnum opus.
  15. Start thinking about a topic for your next podcast, which will be even better than this one!

More...
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Friday, September 18, 2009

Demonstration: Editing an Audio File. Podcasting for E-Learning

Today's post is a demonstration describing how to edit an audio file using the Audacity open-source non-linear sound editor.

Click on the play button on the YouTube video to view the demo at 240x320 size (which will give you an overview of the editing techniques I'm using), or click here to view the demo(1024x768, broadband connection recommended) to see the editing techniques in detail. The demo is about six minutes in duration, and requires Flash Player version 7 or better.

Now, some context: in my previous post in this series about Podcasting for E-Learning, I described the pre-edit stage of post-production.

In that post I discussed audio has been recorded, the master file was saved and imported into your audio editor. Next I described how the sound file was to be “cleaned up” by ensuring the file was:

  1. Topped & tailed
  2. Normalized
  3. NRed
  4. EQed
  5. Saved as an "_edit" version.

Now, you can actually edit the audio content. mhc_elearning_curve_podcast_150x150

Broadly speaking, this means applying edits to remove “umms,” and “ahhs,” coughs, bad (or repeated) takes, clicks, pops, and bangs – there will be many!

Today’s demonstration is a section of the master file from my E-Learning Curve Podcast episode Flash and Captivate. In this section of the narrative, I'm discussing the Flash format and its uses. In the demo I undertake the follow activities:

  1. Open the ‘_edit’ file
  2. Play back the narrative to understand what edits need to be made (the clip is about 15 seconds in duration)
  3. Make a note of the edits to be made (see bullets below)
  4. Use various Audacity controls including the Rewind and Play buttons, Selection, Envelope and Zoom Tools, and the Crossfade Out effect to make edits in the file
  5. Play back the complete narrative with edits implemented (about 13 seconds in duration)
  6. Save the edited file

The master file includes the following elements to be modified or elided:

  • One repeated phrase
  • Two audible inhaled breaths
  • A series of small audible oral clicks
  • One large audible oral click
  • Noise at the end of the clip

More...

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Wednesday, September 16, 2009

Immersive learning environments – a great example

As you'll know if you frequently author content for a blog or for distribution via any medium, planning is the key to maintaining consistency and quality. It's a rare day indeed that I wake up at 6.00am, the proverbial light-bulb goes on and I say to myself "Eureka! Adaptive learning! That's what I need to tell the people about today!"

Well, today isn't one of those days, but this post is good, so I still urge you to read on...

There are many myths and misapprehensions non-Irish people have about Ireland; leprechauns, drinking alcohol to excess, rustic types saying "Sure and begorrah." I can't even spell shillayley shylleleagh shillelagh, and you can't get Lucky Charms here.

tom cruise
“Say you like me hat!” Tom Cruise in Far and Away

In fairness, we do play it up a bit to get the tourists in, but post-Celtic Tiger, we're all broke and we need your cash.

Some of the characterizations of Ireland are based in fact though, among them our rich literary heritage. Remarkably, for a country with a population of about 4.5 million people (about the same number of people as Greater Manchester in the UK, or the Boston Metro area in the US) we have produced four Nobel Prize winners for literature: William Butler Yeats, George Bernard Shaw, Samuel Beckett, and Seamus Heaney.

I have always been intrigued by the later works of W.B. Yeats, and particularly how this master of traditional poetic forms adapted to Modernism.

Yeats' 1920 poem "The Second Coming" has an fascinating couplet:

Things fall apart; the centre cannot hold;
Mere anarchy is loosed upon the world

and the first phrase in particular has always resonated with me - and not just with me: "Things fall apart" has appeared in creative works as diverse as Chinua Achebe's eponymous 1958 novel through to an episode of Ugly Betty.

As it's the first anniversary of the Lehman Brothers' collapse, I've been considering writing a post on the economic "anarchy ...loosed upon the world" and it's impact on the Learning & Development industry as a follow-up to my 2008 post Recession and the challenge to e-learning. This post is not that post, but while I was researching the subject, and considering some approaches to fusing the unlikely bedfellows of high finance and poetry in a blog article, I happened upon an excellent interactive Yeats exhibition hosted by the National Library of Ireland.

In it, you (the viewer) can explore the environment Second Life-like, interact with the exhibits, "pick up" original MSS, and get a sense of the times and places Yeats inhabited, including a set from the Abbey Theatre, and the poet's library.

NLI-1If you're a Constructivist (like me) you'll appreciate how well this exhibition aligns with Bruner's Principles (see Table 1).

Table 1 Principles of constructivism

Principle

Definition

Readiness

Instruction must be concerned with the experiences and contexts that make the student willing and able to learn

Spiral organization

Structure.

The content must be structured so that it can be grasped by the learner.

Sequence.

Material must be presented in the most effective sequences.

Generation

“Going beyond the information given” - Instruction should be designed to facilitate extrapolation and or fill in the gaps

I have created a short video to demonstrate some of the features and functionality of this exhibition, and I encourage you to "drop in" and take a look yourself; you never know - it might just be a template for the type of immersive learning environment you need to engage and support your learners.

Image

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References:

Bruner, J. S. (1966) Toward a Theory of Instruction. Cambridge, MA: Harvard University Press.

National Library of Ireland. (2009) The Life and Works of William Butler Yeats. Internet: Available from: http://www.nli.ie/yeats/main.html (Broadband and Adobe Flash Player Required). Accessed 14 September 2009

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Tuesday, September 15, 2009

Moodle LMS: Hot Potatoes is Now Free!

I blogged recently about the development of the Nanogong and the Riffly audio-visual plugins for Moodle 2.0. Today, I'm pleased to announce that an old - that is, well-established -Moodle plugin is now freely available.

Now read on…

I first encountered the Hot Potatoes question-test (Q-T) and exercise generation suite back in 2006 as an MSc student in Dublin. As a commercially-available utility, it offered well-rounded enhancements to the fairly basic Q-T capabilities of the Moodle platform. As of version 6.2, Hot Potatoes is now free to use.

According to the developers Half-Baked Software Inc.

The purpose of the Hot Potatoes is to enable you to create interactive Web-based imageteaching exercises which can be delivered to any Internet-connected computer equipped with a browser. The exercises use HTML and JavaScript to implement their interactivity, but you do NOT need to know anything about these languages in order to use the programs. All you need to do is enter the data for your exercises (questions, answers, responses etc.), and press a button. The program will create the Web pages for you, and you can then upload them to your server.

There are five basic programs in the Hot Potatoes suite:

  1. JQuiz creates question-based quizzes.
    Questions can be of four different types, including multiple-choice and short-answer. Specific feedback can be provided both for right answers and predicted wrong answers or distractors. In short-answer questions, the learner's guess is intelligently parsed and helpful feedback to show what part of a guess is right and what part is wrong. The learner can ask for a hint in the form of a "free letter" from the answer.
  2. JCloze creates gap-fill exercises.
    Unlimited correct answers can be specified for each gap, and the learner can ask for a hint and see a letter of the correct answer. A specific clue can also be included for each gap. Automatic scoring is also included. The program allows gapping of selected words, or the automatic gapping of every nth word in a text.
  3. JCross creates word jumble / crossword puzzles which can be completed online.
    You can use a grid of virtually any size. As in JQuiz and JCloze, a hint button allows the learner to request a free letter if help is needed.
  4. JMix creates jumbled-sentence exercises.
    You can specify as many different correct answers as you want, based on the words and punctuation in the base sentence, and a hint button prompts the learner with the next correct word or segment of the sentence if needed.
  5. JMatch creates matching or ordering exercises.
    A list of fixed items appears on the left (these can be pictures or text), with jumbled items on the right. This can be used for matching vocabulary to pictures or translations, or for ordering sentences to form a sequence or a conversation.

These tools are complemented by a program called the Masher, which facilitates the creation of complete units of material (such as multiple-question quizzes) in one simple operation. The utility supports a range of question types including:

  • True/False
  • Short Answer
  • Multiple Choice
  • Cloze Test
  • Word Jumble / Crossword
  • Drag and Drop
  • Mix and Match

Hot Potatoes allows you to add:

  • Text
  • Images
  • Audio
  • Video
  • Question Timer
  • Web plug-in objects like Flash Player

to your web server or LCMS-deployed question tests. The tool also adds interoperability in the shape of SCORM 1.2.

Hot Potatoes is available for Windows (except 95), for Linux running Wine version 6.3 and for Mac OS X.

Click here to find out more about Hot Potatoes (external link to developer's site). .

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Monday, September 14, 2009

Podcasting for E-Learning: Recording Audio

You've prepared your script, warmed up your voice-over artist, set up your mic, and launched Audacity. Now you can record your narration.

Typically, audio narration is recorded longform – that is, you record a large segment – maybe 10 minutes or so in one take. If you make an error, or mispronounce a word, I recommend that you simply go back to the start of the sentence or phrase and start again. There is no need to stop recording. Make an audio note for yourself by saying something like “I’m going to take that again” before repeating the phrase to be redone and carrying on with the narration.

It's as well to point out now that everyone fluffs their lines: get used to it. Only the very best professional voice-over artists will get everything right in one long take, and even they will never get it right first time, every time. In my view, your audio content will benefit from the narrator getting the four 'P's' (pace, pitch, projection, and pausing) right, than attempting to record a piece in one go.

Once your recording is complete, save the file. This file is called the source or master file. I usually append this file with the term “_master” as in myAudio_master.wav.

Now, import your master file into your editor and re-save your file as myAudio_edit.wav. This version of the file is the working version, where you will apply digital signal processes and make your edits.

First of all, the file is normalized (see Figure 1). Normalization is the process of increasing (or decreasing) the amplitude (often erroneously called "volume") of an entire audio signal so that the peak amplitude matches a desired target. Typically, normalization increases the amplitude of the audio waveform to the maximum level that does not introduce any new distortion.

audacity_normalize

Figure 1. Normalization dialog box with process optimized for speech (-10dB)
[Click to enlarge]

In the normalization process, a constant amount of gain (increase in audio signal amplitude) is applied to the selected region of the recording to bring the highest peak to a target level, usually 98% (-0.3 dB) of the maximum 0dB. Normalization differs from dynamics compression, which applies varying levels of gain over a recording to fit the level within a minimum and maximum range. Normalization applies the same amount of gain across the selected region of the recording so that the relative dynamics (and signal to noise ratio) are preserved.

The normalization process usually requires two passes through the audio clip: the first pass determines the highest peak, and the second pass applies the gain to the entire recording.

Next, Noise Reduction is applied (see Figure 2). Noise reduction (NR) is the process of removing unwanted noise from an audio signal. All recording devices, both analog or digital, have traits which make them susceptible to noise. Noise types include ambient noise, which is generated in the recording environment (for example, active air conditioning), or noise can be random (white noise), or coherent noise (introduced by the recording device electronic or mechanical components).

audacity_NR

Figure 2. NR dialog box
[Click to enlarge]

In electronic recording devices, a major form of noise is hiss, which is caused by random electrons that, heavily influenced by heat, stray from their designated path. These stray electrons influence the voltage of the output signal creating detectable noise. Laptop-based recording is particularly susceptible to this form of noise, due to the close proximity of heat sources like the CPU and heat sink to the machine's soundcard.

In the analog world magnetic tape noise is introduced because of the grain structure of the tape medium itself, as well as by crossover noise from moving parts in tape motors.

Finally, the audio is equalized (see Figure 3). Equalization (EQ) is the process of using digital algorithms or electronic elements to alter the frequency response characteristics of a sound signal.

audacity_EQ

Figure 3. Full-range Graphic Equalizer
[Click to enlarge]

At its most basic level, many consumer sound playback devices have a 'Bass' and 'Treble' tone controls to enhance the top- and bottom-end frequencies of a recording. Digital audio editors have much more sophisticated equalizing capabilities.

Once you have undertaken these pre-editing processes, save your working (or edit) file.

More...

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Friday, September 11, 2009

…and the ‘Blogger of the Week’ award from E-Learning Planet goes to…

I just received an e-mail from the discerning people over at E-elearning_planetLearning Planet notifying me that I'm their Blogger of the Previous Week for my ongoing series of posts on Podcasting for E-Learning. Thank you very much folks: I am genuinely delighted that you take the time to follow my blog. My view is that the contribution provided by blogosphere contributors like E-Learning Planet, Jane Hart (with E-Learning Pick of the Day, Top 100 Tools for Learning, 100 Featured Learning Professionals and many more), and Tony Karrer’s eLearning Learning mean that the rest of us have a wide and deep set of highly useful learning-related resources and contacts at our disposal.

Want to have some fun? Navigate to one of the resources I’ve listed here, and click on a link to any of the bloggers displayed in front of you. I guarantee that you’ll encounter the thoughts of an engaging, perceptive, challenging, even innovative and ground-breaking learning resource. That’s how good these lists are.

According to elearningplanet.com:

Millions of e-learning Web sites are available in Cyberspace. There are Web sites that include only e-learning blogs; some include e-learning forums, information on e-learning jobs, reviews on e-learning products, and so on. But, very few Web sites post information that covers all aspects of e-learning.

Tyro selected the E-Learning Curve Blog for the ‘Blogger of the Week’ award because

During the previous week, Michael posted five blog posts on podcasting for e-learning. In one of his posts, Michael listed the advantages of hard disk recording to store digital audio for podcasting. He also announced the release of his new podcast episode, “Transatlantic: The Flying Boats of Foynes”. Through his other posts, Michael initiated his series of forthcoming blog posts on editing podcasts using Audacity, an open source multi-track audio editor and recorder.

Well done too, to Aotearoa's Ken Allen for getting the ‘Blog Post of the Week’ gong for his excellent post about Visitor to Second Life, where he visited ISTE (International Society for Technology in Education) Island. And an airport.

Posted on Sunday, Ken? Don't you take a day off?

More on Podcasting for E-Learning next time...

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Thursday, September 10, 2009

New eLearning Guild Industry Survey

The eLearning Guild are producing a new Guild Research Report on the subject of ‘e-Learning Authoring and Development Tools.’

The complete survey includes five sections — each focusing on a different category of tools:

  1. Rapid e-Learning Tools
  2. Courseware Authoring / e-Learning Development Tools
  3. Simulation Tools
  4. Media Tools
  5. Combining & Deploying Authoring Tools

To ensure that this report provides you with accurate and up-to-date information, the Guild would like all members to complete and/or update their Authoring and Development Tools Survey by Monday, September 14th 2009. image

In my view, the eLearning Guild is simply the best community of practice for learning professionals. And it's free ...well, kind of free. Associate Membership costs nothing but the time it takes you to register and gives you access to some of their publications; acquire full membership and you get a whole lot more information, opinion, and expertise from leaders in our industry - at about 100 bucks a year, you'd be mad not to join!

To Complete the Surveys:
Click here to navigate to the survey page on the eLearning Guild website. If you’re already a member and have not completed or updated a section of this survey over the last year, you'll already know, because it will say "Incomplete" to the right of the item. Please complete the survey for any - or all - of the five categories listed above if you are using tools in that category.

Open any completed survey at any time to update your answers if the tools you use, or your perception of the tools you use, have changed ... and then re-submit the survey. The data we collect from your survey updates enables us to track trends in tool use over time.

So What’s In It For Me, you say? Well, you’ll get that warm fuzzy feeling that you’ve helped your fellow professionals, of course. Of more practical use is that you’ll be able to download a copy of the completed report.

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Wednesday, September 9, 2009

Podcasting for E-Learning: Recording with Audacity

Having given you the ha'penny (or dime) tour of Audacity, it's time to talk about recording audio with a digital editor. Figure 1 describes the end-to-end audio production process. Today, I will look at steps 1 through 5:

Podcast_Production_Process

Figure 1. Audio Production Process
[Click to enlarge]

And these are the steps in detail:

Activity

Requirement

Audio source

A Narrator

Capture

A Microphone

Encoding

Audio editing software

Once you have your narration script, your mic, and your audio-enabled computer you may begin recording.

You Try:

  1. Launch Audacity

  2. In default configuration, a new, empty project will open. Save this project to a location of your choice. Call it MyPodcast (or whatever name you choose). This saved project becomes the "holder" for all of your recorded and imported sound clips.

    audacity_save_proj
    Remember, that if you don't save your project before you start recording, all recordings, edits and other files will be written to the default directory set on the Directories tab of the Preferences dialog box.

  3. Check the Preferences

    Confirm that your desired playback and recording device are set. If you're going to record a mono signal, set the number of recording channels to 1 (Mono) on the Audio I/O preferences dialog box.

    When picking a device to record from, make sure you've set up all the connections correctly, including plugging a microphone in to the computer microphone input. Since most soundcards mix the inputs back in to the outputs, the easiest way to test your microphone is to speak in to it while playing with your sound card mixer. The sound card mixer is a piece of software either provided by the sound card maker, or by the operating system you're using.

    The Windows mixer is quite straight-forward, though some soundcards use their own custom mixing panel. The Mac's mixer is controlled via the Sound Control Panel, and Linux users can choose from a variety of mixer applications. Set the signal input to the desired level. I recommend setting the volume to about 80 per cent of maximum. This ensures you have enough ‘headroom’ to capture variations in tone and amplitude without distorting the signal from the microphone.

  4. Begin recording

    audacity_menu2 - The red Record button initiates recording.

    - The blue Pause button pauses the recording. Click on the button again to continue recording.

    - The yellow Stop button finishes the recording process for the clip you're capturing.

    Well done: you have made your first audio recording in Audacity! You can now manipulate your recording and explore the editing capabilities of Audacity.

    More…

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Tuesday, September 8, 2009

Podcasting for E-Learning: Setting Audacity Preferences

Setting Audacity Preferences on Your Computer

Before beginning a recording project in Audacity, it's necessary to configure your version of Audacity’s preferences in the Edit Preferences dialog box. This ensures that the sound source and playback options are set correctly as well as bit-rate, quality indicators and so on. Follow this step-by-step procedure to configure Audacity for your computer and operating system.

Configuring Audacity

You Try

  1. Launch Audacity
  2. Check the Preferences.
    Checking the Audacity preferences is very important step and should be done before you begin editing any audio. You can locate the Preferences Dialog box by going to Edit Preferences, or the shortcut key combination CTRL+P.
  3. Set Audio Input & Outputs.
    Select the Audio I/O tab from the choices across the top of the Preferences Dialog box. I/O is short for Input Output and is where you’ll tell it to record your sound from and where to play it back.
  4. Set Playback Output.

    Audacty_Pref_pb
    From the Playback Device: drop-down menu, select the output device that you would like to route the sound through. In this case, I’m sending the signal via my internal PC sound card.
  5. Set Recording Input.

    Audacty_Pref_IO

    From the Recording Device drop-down list, select the sound source you want to record from. In this case, I’m selecting the SigmaTel sound card, which takes input from the microphone that I’m going to use to record some voiceover narration.

    audacity_pref_chk
    If you’re recording music, select the Record in Stereo check box. If you’re just recording voice-over narration, leave it unchecked. Similarly, uncheck the "Play other tracks while recording new one” option (unless you’re Les Paul or Mary Ford).
  6. Sound Quality Tab.

    audacity_prefs_qual
    The Quality tab is where you’ll set the quality of your audio. The higher the sample rate, the better quality your audio, but the larger the file size will be. For CD quality sound, record at 44,100 Hz. You’ll typically leave the other settings at their factory defaults.

More…

Friday, September 4, 2009

Podcasting for E-Learning – Tour of Audacity’s User Interface

In my previous post, I discussed interface metaphors, and showed a video example of the process behind the analog tape-editing metaphor used by most media editing tools - including Audacity. Today, I will describe how this approach to editing is replicated virtually, via your computer's user interface. Figure 1 shows the primary menu options and functions of Audacity.

audacity_UI

Figure 1 The Audacity UI
[Click to Enlarge]

The menu bar contains all of the functions for Audacity.

audacity_menu Figure 2 The Audacity Menu bar
[Click to Enlarge]

You’ll see some familiar features – Open, Import, Copy, Cut, Paste, and so on. There are also a range of audio-specific functions including the facility to analyze the audio signal, generate white noise, a pure note tone, or a click track, as well as a range of audio effects including:

  • Noise reduction (NR) to remove background noise
  • Normalization (increasing or decreasing the amplitude of an entire audio signal so that the peak amplitude matches a desired target. Typically, normalization increases the amplitude of the audio waveform to the maximum level that does not introduce any new distortion – this “makes the audio louder”
  • Equalization (EQ) - changing the characteristics of the audio – i.e. add bass or treble, cut or enhance certain frequencies

The features of the Audacity timeline (see Figure 3) are common across all audio editors.

audacity_timeline

Figure 3 The Audacity Timeline
[Click to enlarge]

  1. The label track enables you to insert information about events on the timeline. Here, I have indicated the point where the intro music begins, and the point where the first voice-over should start.
  2. Most important is the audio waveform itself. The waveform is a graph showing the amplitude (loudness) of the audio signal over time.
  3. The track controls allow you to control the characteristics of an individual track on the timeline.

There are two types of audio file in Figure 3: a stereo file which is typically used for music, and a mono file, which we use for narration. There is little point recording voice-overs in stereo – you only have one voice (or audio source), after all. If you record a voice-over in stereo, you only double the file size, for no gain in quality.

Using Audacity

These are the Rules of Audacity (according to SourceForge.net)

  • One audio clip per track.
    An audio clip is simply a piece of audio material, imported, recorded, split or duplicated from another track, one track can only carry one piece of audio at a time. You can extend it by pasting material or inserting silence in to it, or cut a piece away, but it will always be one continuous piece of audio.
  • Audacity always records to a new track.
    This new track is opened at the lowest free track. You'll can zoom out and then resize the track view of the lowermost-most track to see what is recorded. You can actually use the window sliders at the bottom and right to do this after starting to record, but this way no performance will be lost to the windowing system.
    Pressing CTRL+F displays all the tracks in your entire project. Note: this function only affects the horizontal zoom (left-right zoom); you must use the mouse and the magnifying glass icon to zoom out .
  • Edit/Duplicate will not create a new audio file.
    This may not seem important, but it is useful to know this if you're editing a large recording. Audacity is a non-destructive editor (unlike the analog editing process): it works by referencing the original (or master) audio material: edits and other change you make affect the referenced file, not your master file.

    One of the positive consequences of non-destructive editing is that you can undo/redo edits as many times as you need to even after you have saved your project, which is pretty cool.

Next Time: Setting Audacity Preferences

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Thursday, September 3, 2009

Podcasting for E-Learning: Audio Editing + Audacity

Previously in this series of E-Learning Curve Blog posts about Podcasting for E-Learning, I discussed downloading and installing the open source audio editor called Audacity. I chose Audacity because it’s free (as in speech), it’s available for Linux/Unix, Mac OS and various Windows operating systems, and most importantly, it’s a very impressive media editing tool.

If you’ve taken the time to install and run the app you should see something similar to Figure 1: this is the Audacity audio editor user interface (UI) in Windows XP.

image Figure 1. The Audacity User Interface
[Click to enlarge]

If you’re not familiar with digital media production, this type of UI can seem quite daunting, and even alien. Today, I’m going to begin normalizing this new environment for you.

Now read on…

I’ll begin by taking a step back for a moment: let’s discuss interface metaphors.

An interface metaphor is a set of unifying concepts used by a computer graphical user interface to help users more easily interact with the computer. The interface metaphor treats the monitor of a computer as if it is the user's desktop, upon which objects such as documents and folders of documents can be placed. A document can be opened into a window, which represents a paper copy of the document placed on the desktop. Since it was first developed at Xerox PARC in 1970, the desktop metaphor has been extended and stretched, so that items not found on a 'real' desktop (like a trash can) are now displayed onscreen.

In this context, we can say that pretty much all digital editors have an interface metaphor based on analog tape editing procedures: the waveform (see Figure 2) represents the magnetic tape, and the transport bar (Play, Pause, Stop buttons, and so on) represents an analog tape recorder's transport controls, for example. Similarly, there are Cut, Splice and digital sound effect features and functionality that replicate these processes in the analog world.

audacity_waveform

Figure 2. Some Audacity features and functions
[Click to enlarge]

In my view, the most effective way to demonstrate these concepts is through an example. In this YouTube video, Rod Summers demonstrates how to edit a piece of analog magnetic tape.

The Scenario:

The source audio is a short piece of recorded voice-over of the presenter counting from one through ten. He has transposed "six" and "five" in his narration. This demonstration outlines the process for correcting the error.

Here are the steps in the process:

  1. The editor cues up the tape by using a technique called "scrubbing"
  2. He marks the In- and Out points for the edit...
  3. And he marks the insertion point for the edit
  4. Next, he makes the edit by physically cutting the tape and splicing the join...
  5. Before inserting the cut piece of tape into it's new position
  6. Finally, the edited tape is played back to test the verify the edit


Next time: I will look at editing in a digital environment ...and don't worry, this is a much easier undertaking when using a tool like Audacity!

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Tuesday, September 1, 2009

Podcasting for E-Learning: Editing and Producing Podcasts

So far in this series of posts about Podcasting for E-Learning from the E-Learning Curve Blog, I've covered a lot of material, including:

Now, it's time to look in some depth at editing and producing podcast content.

As I discussed last time, non-linear editing applications are media editing tools which can randomly access the source material - and that’s it. You don’t have to edit audio in a beginning-middle-end sequence. You can also drop in new files, split audio, modify the volume (or amplitude), “top and tail” the recording, and add effects, before generating a rendered file which contains all of the modifications you made to your audio.

Non-linear editing enables the editor to access any frame in an audio clip. It can be viewed as the audio equivalent of word processing, which is why the process is often called desktop editing. Typically, audio is either recorded directly to a PC hard drive, or is imported from another source, in the same way as that text is either authored within the a word processor application, or a file is imported from another location.

In non-linear editing, the original source files are not lost or modified during editing. This means that you can easily make changes and cuts, experiment with the audio, and undo previous decisions secure in the knowledge that you are not interfering with the original - or master - files. Loss of quality is also avoided as you don't have to repeatedly re-encode the audio when different effects are applied. Audacity-logo-r_50pct

While there are many excellent commercial, free-to-use, and open source audio editing applications applications available, the editor I will talk about during this series is called Audacity.

Audacity is an open source, easy-to-use multi-track audio editor and recorder for Windows, Mac OS X, GNU/Linux and other operating systems. You can use Audacity to:

  • Record live audio.
  • Convert tapes and records into digital recordings or CDs.
  • Edit Ogg Vorbis, MP3, WAV or AIFF sound files.
  • Cut, copy, splice or mix sounds together.
  • Change the speed or pitch of a recording.

So, let's download and install Audacity.

You Try:

  1. Navigate to the Audacity download page and select the download for your operating system.

    audacity_download
  2. Click on the appropriate link. This will take you to the SourceForge download page - don't "save link as.." or "save target as..".
  3. The SourceForge download should start automatically. If it does not, click the links in the black panel marked "direct link" or "mirror". Only these links and the automatic download are authorized versions of Audacity. Disable any automatic download managers if the download is incorrect.

I also recommend that you download these optional files:

  • LADSPA plugins 0.4.15 installer (.exe file, 1.5 MB) – nearly 100 audio digital effects plug-ins
  • LAME MP3 encoder - Allows Audacity to export MP3 files

System Requirements: Windows-based Systems

The values in the "Recommended RAM/processor speed" column below are for tasks like recording for an hour, or editing three 20 minute tracks simultaneously. The values in the "Minimum RAM/processor speed" column will be fine for smaller/shorter tasks, especially if unused programs are closed.

Windows version

Recommended RAM/processor speed

Minimum RAM/processor speed

Windows 98, ME

128 MB / 500 MHz

64 MB / 300 MHz

Windows 2000, XP

512 MB/1 GHz

128 MB/300 MHz

Windows Vista Home Basic

2 GB / 1 GHz

512 MB / 1 GHz

Windows Vista Home Premium/Business/Ultimate

4 GB / 2 GHz

1 GB / 1 GHz

Audacity works best on computers meeting more than the minimum requirements in the table above. Where Audacity is to be used for lengthy multi-track projects, Audacity's developers recommend using Windows 2000, XP or Vista running on machines of substantially higher specification than the minimum specs outlined above.

Apple Macintosh

Installation instructions (MacOS 9 and OS X):

  1. Inside your Applications folder, create a folder called "Audacity"
  2. Double-click the downloaded .dmg to mount it
  3. Option-drag the whole of the .dmg contents (not the .dmg itself) into the "Audacity" folder you created
  4. Double-click Audacity.app inside the Applications folder to launch it

Mac OS X version

Audacity Version

Recommended RAM/processor speed

Mac OS X 10.1

Audacity 1.2

64 MB / 300 MHz

Mac OS 9.0

Audacity 1.0

64 MB / 300 MHz


Linux/Unix

Audacity's developers recommend using the latest version of Linux/Unix from your distribution that is compatible with your hardware specifications. Audacity will run best with at least 64 MB RAM and a 300 MHz processor.

Installation packages for Audacity on GNU/Linux and other Unix-like systems are often provided by individual distributions:

  • Alt Linux
  • Debian
  • Fedora Core
  • Fedora Project
  • Mandriva i586
  • OpenSUSE
  • Red Hat
  • SuSE and packman (suse)
  • Ubuntu: packages.ubuntu and rpm.seek

This list is not comprehensive. If you don't see an up-to-date package for your distribution, search your distribution's web site for the latest information. Alternatively, you can compile Audacity from source code.

More…

New E-Learning Curve’s Other Podcast new episode release:

Transatlantic: The Flying Boats of Foynes. The Complete Podcast Documentary. 314_podcastcover1

It's the 70th anniversary of the first scheduled trans-Atlantic air passenger service, which opened in July 1939. Told against a backdrop of the momentous events of World War II, this podcast documentary tells the story of the town of Foynes on the River Shannon in Ireland, which served as the western European base for the majestic flying boats of Pan Am, Imperial Airways and other airlines in the Golden Age of Aviation.

From their proving flights in the late 1930's through World War II and into the post-war period, Chief of Launch Operations at Foynes recalls his time working for Imperial Airways, and the effect of this glamorous mode of travel on a small Irish port. Even today, airplanes like the Catalina, the Short Empire class, and the majestic Boeing B-314 Clippers speak of a time now long gone.

Click on the link to celebrate the memory of the age, and the life and times of those who lived it.

Click here to listen to the podcast (MP3, 28MB).

Click here to listen to the podcast on iTunes.

Click here to view the transcript of this podcast (PDF, 585K).

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