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Some Great Adobe After Effects Tutorials!

Many of the programs we work with on a daily basis are capable of so much more than we realize. Adobe After Effects, for example, is an industry standard special effects program. It has so much potential to create truly amazing work, but with such an enormous number of tools, effects, and plug-ins, it’s hard to know where to begin.

After Effects can be a very daunting program with its capability to do anything from basic color correction to building an entirely original three dimensional world.

There are tutorials scattered all over the internet that can teach you any number of things about this program, but one amazing source for video effects editing is www.videocopilot.net.

The folks at Video Copilot have created hundreds of amazingly detailed tutorials and stream them on their website completely free for you to use whenever you’d like. These are some of the best I’ve come across. They are extremely easy to follow and never skip a step. Even if you are an After Effects beginner, you can create text animations, explosions, demon faces, and more just like one of the pros. If you’re looking to try your hand at creating some wild special effects Video Copilot is a great place to start.

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Carmen: “Select a Course” Menu

Megan Strathearn

As we conclude our first week post-Carmen update, we’ve received a number of questions about the Course Selector feature:  what is it, how do you search courses. and how does “pinning” a course work?

So let’s take a closer look.  The first thing to know is that the Course Selector allows you to navigate between courses from anywhere in Carmen.

To access it, navigate to the Minibar at the top of the screen and click the down arrow next to your course name (or click “Select a course” if you’re on the Carmen homepage).

In the drop-down menu, you will see a list of your courses.  If you have more than 10 courses, you will also see a search box,  a search filter, “pins” and a “Load More Courses” button.  To make the courses more easily identifiable, we implemented a new course naming pattern. There will be 4 characters added to the beginning of each course name: 2 letters for term and 2 numbers for year.

minibar_course-selector-blog

The above image shows the Course Selector with each of its various components outlined.  Depending on how many courses you have listed here, you may decide to organize and search your courses using one or more of these components.

1.  The Search box:  Type as much of your course title or course number as you can. Any courses that match what you typed in the search box will be shown in the search results. The more specific you are the better your search results will be, but you don’t have to be exact.  For example, you might type “scholarships” for any course with “scholarships” in its name.  This is particularly well suited for students or instructors with many courses listed.

2. The Search filter:  You can filter your results by Course Name or Last Accessed.  Last Accessed, especially for students or instructors with many courses, might make the search processes easier.

3. “Pin” a course:  Pinning a course forces a course to remain visible at the top of your list once the page is refreshed.  To pin a course, click the light gray pin button to the right of the course name.  The pin will become yellow when activated.  Likewise, to unpin a course, click the yellow pin button.  The pin will revert back to its light gray color.

You might want to note that pinning courses only affects the Course Selector on the desktop version of Carmen. This change will not affect the My Courses widget or the course list on the smartphone version.

4. “Load More Courses” button:  For students or instructors with a shorter Carmen course list, it might be easier to search courses using the Load More Courses button.  The button will provide you with 10 additional courses at a time.

For more details, please see our Minibar video overview or visit the Carmen Course Selector help.

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OSU Mobile 2.0: From Inception to Release

app imgOSU Mobile 2.0 for iOS was released in the App Store on March 1. Several months in the making, it represents a significant effort to improve the user experience and prepare for a long future of supporting students, staff, and faculty across campus. To understand how we got here, it helps to look back on the relatively short history of the project.

OSU Mobile 1.0
OSU Mobile 1.0 was developed and released in 2010. When we started work on the project, the decision was made to use Appcelerator Titanium as the development platform. At the time it made perfect sense because all of the members of the team had a strong web development background and the promise of cross-platform coverage seemed a perfect fit for our grass-roots, unfunded effort. As we moved along, however, we realized that for our group, utilizing both the Android and iOS native development kits would probably have been a better choice. Several months before the release of OSU Mobile 1.0 we started seriously thinking about what we wanted 2.0 to be and how we wanted to achieve our goals for it.

What Went Well
The first release of OSU Mobile was a great success for several reasons. First, we were able to create a shared platform for services that now provide data to both the iOS and Android versions of the app. In addition, we were able to create apps that are used daily by thousands of students. We found that bus tracking, maps, and the schedule module were hugely important to our users and were the most popular sections in the app.

Things to Work On
Areas that needed improvement in 1.0 included usability, accessibility support, and general user interface polish. On the coding side of things, we felt that reworking the app in Apple’s native software development kit would enable us to create a foundation that would better support the long term roadmap that was being developed and produce a product with a level of polish and performance that couldn’t be achieved through Titanium.
BUILDINGS

Goals for 2.0
The following were just a few of the overall goals for the 2.0 release and how we attempted to achieve them:

  • Consistency in Interface 
    The development of 1.0 was a somewhat organic process, and the user interface reflects that. In 2.0 we made an effort to standardize all components, error messages, and layouts.
  • Improved Accessibility
    iOS has amazing accessibility support, and we wanted to take advantage of that. We passed through the app testing with [VoiceOver](http://support.apple.com/kb/HT3577 ”Configure VoiceOver”) at each major milestone of the development process. We are very happy with the final result.
  • Local storage of data where appropriate
    OSU Mobile 1.0 was completely dependent upon data from our content server. In cases where there was no network connectivity, simple things like the list of buildings on campus or today’s schedule for a student were non-functional. In 2.0 we wanted to ensure that the app would be as useful as possible in situations where there was limited or no data coverage. To achieve this we implemented a local database that syncs with our content server at regular intervals.
  • Increased usability
    OSU Mobile’s roadmap includes many, many different modules. The 1.0 interface did not leave a lot of room for growth. We wanted to be sure that the application allowed for easy navigation and the addition of a lot of new functionality. For 2.0 we modified the application by adding in a quick launcher that is instantly accessible with a swipe no matter how deep into a module the user might be. We also began adding user-specific information to that launcher so that at a glance students can see what classes they have coming up without having to actually enter the schedule module. In the future we hope to add more details to the launcher for data points such as BuckID balances and athletics events.
  • iPad Support
    While the iPad was not necessarily a focus of 2.0, we knew that we could do better than simply allowing it to run doubled. We utilized the same views that we created for the iPhone/iPod version but constructed a layout that takes advantage of the larger real estate of the iPad. In the future we will work to really polish the tablet experience.

grades

What’s Next
In the near future we are going to focus on our Android app. For the next release of the iOS client we will implement whatever bug fixes are required and continue to refine the experience. In the upcoming months we are working to acquire new services that will allow us to add great new features to support students, faculty, and staff on both Android and iOS.

If you have suggestions for improvements or ideas for new additions to OSU Mobile please feel free to use the feedback module within the app – we look forward to hearing from you!

Download the OSU Mobile App from the App Store

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Innovate 2013: Using Evernote to Help Flip the Classroom in Secondary Education

As a yearly attendee of the Innovate conference, I seek out sessions featuring applications I can use for teaching secondary level students and in my work with college students. Several sessions at Innovate 2013 introduced me to technology that I can use in my teaching to encourage my students’ learning and engagement.

One of the most promising workshop sessions was presented by Tim Rhodus from Horticulture and Crop Science. His session highlighted benefits of using Evernote in a class to foster collaborative and team learning.

Evernote is a free to use app that students can use for note taking, group projects, and laboratory or field assignments. A benefit for many students is that Evernote can be used on a variety of devices. The multiple device application is important in a secondary classroom where students use a wide variety of devices, but there is very limited access to iPads.

In a “flipped classroom” structure, students use technology to attend lectures outside of the classroom and use in-class meeting times to practice applying what they learned during lecture sessions. Teachers can reduce the amount of time spent on course lectures, and allocate more time for students to engage with course content. Instructors who are “flipping the classroom” can use Evernote as a tool to support students’ interactive participation with course content. Evernote also helps individualize instruction for specific students and can be used for project-based instruction and learning. I was intrigued to learn that instructors have used Evernote to help their students use higher forms of thinking (Bloom’s Taxonomy describes these forms as evaluating, analyzing, and creating) as they gain mastery of a course’s subject matter.  

Applying some of Professor Rhodus’s ideas about how to use Evernote has led me to begin planning for piloting a flipped classroom approach for the next academic year. I intend to use Evernote in my flipped classroom approach, because I know it is a cost-effective learning tool that can respond to many students’ learning styles. I would not have known about Evernote if I hadn’t attended Innovate.

 M.D. Ferguson is currently a Columbus City Schools high school special education teacher. She has also worked extensively in higher education, in administrative and adjunct professor positions.

Previous Digital Union blog posts featuring Evernote include
Evernote — The Uber Notetaking Tool (April 28, 2009) by Liv Gjestvang
Get organized with online tools (May 9, 2011) by Michelle Aubrecht
Digital Union Staff’s Favorite iPad Apps: Notetaking (August 8, 2012) by Katie Jurgens

 

 

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MOOCulus at the Coursera Partners Conference

PDgrant_snapp_bart1I’ve just returned from the Coursera Partners conference. This was a chance for people who are teaching massive open online courses (MOOCs) and those who are interested in these things to get together and share/learn/collaborate.

I got to meet up with my old teacher, friend, and competitor Rob Ghrist. You see, Jim Fowler, Steve Gubkin, a few others, and I at OSU have been running a Calculus One MOOC that we call “MOOCulus.” Rob Ghrist is doing something similar at the University of Pennsylvania, though his MOOC doesn’t have a funny little name. Ok, I suppose it does–since he is basically teaching out of his beautiful book, titled “Funny Little Calculus Text.”

Despite the fact that we are now technically in direct competition, since we are both teaching calculus MOOCs, I don’t think we really view ourselves as competitors–rather we  see each other as vanguards, cheering at each other’s successes. After talking to the people at the conference, I think most (if not all) of us honestly see the MOOC phenomenon as something of a “force of nature” and rather than fight the current of these murky waters, we choose to learn to surf the waves.

We face many obstacles on our way. One is that we as academics are unsure what our roles as teachers would be in a post-MOOC society. I’m an optimist. I see MOOCs as a way to enhance education. The practice, rote procedures, and tedium of skills one needs can be pushed off on to the MOOC. At this point the teacher can get to the good stuff such as critical thinking and creativity — things that belong in all courses including calculus.

Another obstacle we face is that of longevity. Technology changes at an essentially incomprehensible rate. How do you produce courseware that will last 5 years? Several solutions were discussed at the conference, here is what we’ve adopted:

  1. Use formats that are “here to stay”
  2. Produce content as efficiently as possible.

I’ll address these in turn. To start, formats that are “here to stay” are those such as the Wiki markup, LaTeX, and basic XML. These are all markup languages, whose content if needed could be converted (and enhanced!) to a future format without trouble.

Second, we try to be as efficient as possible when making video content. Jim Fowler has been a pioneer in this respect, developing the “AutoCutter” software that reduces time consuming video editing to a few key strokes.

One thing is certain to me–MOOCs are the future. I am encouraged that with courses like MOOCulus OSU is at the forefront of this revolution.

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Carmen Update: What You Need to Know

Megan Strathearn

Tomorrow, May 3rd, Carmen will go offline at approximately 7pm for its annual update.

Carmen will come back online Sunday, May 5th.  Exactly when we’ll come back online depends on how well all the parts of the process go.

If you store and calculate grades using Carmen, we encourage you to finalize and transfer all your final grades to the Faculty Center before 5:00 PM on May 3. The Faculty Center will remain available if you are grading outside of Carmen.

Let me walk you through this weekend’s general plan.  Before 7pm tomorrow, the Desire2Learn and Carmen team will work to ready Carmen for the update. (Desire2Learn is the course management platform on which Carmen runs.) Our work will not affect you, and your work will be safely saved before we make any big changes. At 7pm, we will take Carmen offline and perform the update. After the update, we’ll add in our Ohio State customizations and test everything.  Once everything has been tested and is stable, we’ll re-open access.

Here are some key points to be aware of once Carmen comes back online:

  1. Final GradesIf you need to finish Grades via Carmen after the update, please take a look at our Instructor’s Final Grades Guide in Carmen 10.  While the process to input grades is the same, the buttons will have changed.
  2. Grade SchemesSeveral old grade schemes will be deleted with the update.  If you happen to be using these grade schemes, the old grade scheme will be rolled over to the default.  This will only affect your grade scheme in Carmen.  This will not affect grades already sent to the Faculty Center. The old schemes are clearly identified as old or otherwise not recommended for use.
  3. NotificationsYou can now sign up to receive email or text-message notifications about activity in your Carmen courses.  This includes the option to receive notifications for News items, Discussion posts, Quiz dates, Dropbox folder dates, and Grade items.  To access notifications in Carmen, click the arrow next to your name in the upper-right corner.  From the drop-down menu, select Notifications.
  4. Font SettingsIf you would like to change the font style or size from the default, click the arrow next to your name in the upper-right corner.  From the drop-down menu, select Account Settings.  In the Font Settings section, edit your font to the size and style of your choice.  To change back to the recommended default, click the Restore to Default Font Settings button.  The default font is PT Sans, size 11.
  5. Course Navigation:  Lastly, you’ll notice that there is new course navigation in Carmen.  For the time being, we are enforcing the default navigation and homepages while we work with Desire2Learn on some role permissions and settings.  During this time, instructors will not be able to make changes to their course navigation.  Once we are able to give instructors the ability to edit navigation again, we will send out a notice.  Thank you for your patience. If you need something that can’t be done with the default layout, please contact us.

For your convenience, we have compiled a list of Getting Started videos, blog posts and Instructor / Student guides.  Feel free to visit the Carmen Update homepage  for more details.

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Ready, Set… Carmen is Updating this Weekend!

Megan Strathearn

If you haven’t heard the latest Carmen news, you might want to sit down and settle in.  This is big.  This is epic proportions big.

Change is coming to Carmen.

This weekend’s update is not only the it-finally-works-well-on-tablets and looks-more-modern change you’ve been clamoring for.  This weekend Carmen is overhauling its Content area, re-imagining its navigation and giving you access to class and individual user progress tools.

Yet, that’s not all.  The new Carmen will also be easily accessible on tablet devices.  Old tools will have increased functionality and new tools are ready to make your life just that much easier.

Are you getting excited, yet?

Maybe you’ve seen the signs around campus and already know the update is scheduled for May 3rd to May 5th.  Maybe you’ve read the blog posts and know that the Calendar tool now contains the Events widget and a handy-dandy personalized to-do list.  Maybe you even attended a roadshow hosted by our very own Valerie Rake.

Or, maybe, you’re reading this information for the very first time and thinking, “What is this Carmen update thing?”

Here’s a general breakdown:

Check out our Carmen Update webpage for Instructor and Student guides, videos and blog posts!  You can even play in the Carmen sandbox before the official update.

If you already know the news, pass it along!   Carmen goes offline for the update this Friday, May 3rd to Sunday, May 5th.

Stay tuned tomorrow for more details about what to expect before, during and after the update.

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GTA Bootcamp for Teaching Online

David_Stein_EducationalStudiesWanstreetPDGrantThe charter for our GTA Boot Camp for Teaching Online has been approved, and we’re excited to move to the production phase of our project. The GTA Boot Camp is a one-credit-hour, online, five-day, mobile workshop to prepare graduate teaching associates to facilitate online courses. We have worked with graduate students in our online teaching semester courses, many of whom expected to be assigned to teach online. After listening to their concerns about teaching online, we wanted to extend the opportunity to learn basic online teaching skills in a short course format to graduate students throughout the university. We felt that online teaching should be afforded the same attention and preparation that GTAs would receive when assigned a class in a physical classroom. We would like to see this learning opportunity become a prerequisite to being assigned online teaching responsibilities. As our university moves towards greater use of technology in teaching, and as the number of courses presented online increases, we see the need for future instructors in higher education and other settings to leave our graduate programs with knowledge and skill in how to teach their subject matter in electronic learning spaces.

As recipients of the 2013 departmental impact grant, we engaged in the charter process to make our vision a reality. While both of us have been trained in instructional systems design, have taught classes on the subject, have researched online learning for at least a decade or more, and had in our minds how the boot camp would work, we found the charter process invaluable in helping us to translate the images in our mind to words on paper. Our ideas were constrained in a positive way by the idea of what should be in scope and out of scope. We learned that we could not completely change the way we prepare future instructors for a new educational environments but that we could, with the limited time we had, begin to influence the process. Working with the digital learning team, we clarified and focused our ideas through the lens of what is possible now and what may be probable later. We learned how to become more precise in our thinking about how we could accomplish our basic aim to provide start-up online teaching skills to create a meaningful educational experience online.  We struggled with the idea of making observable to others our thoughts about evaluation, measures of success, and the affordances of certain technologies. What we wanted to do had to be filtered through the technologies available to us as well as the technologies possessed by the majority of possible participants in our boot camp.

As we have now completed the charter process, we feel strengthened with the advice and guidance of the digital learning team. Their thoughtful questions and suggestions helped us build a better project than was initially conceptualized and can make, we hope, a significant contribution to the overall development of our graduate teaching assistants.

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Digital Union Changes Location to Meet Growing Need

Liv Gjestvang

The Office of Distance Education & eLearning, which is responsible for the design and oversight of labs and experimental classrooms across campus, will be closing the original Eighteenth Avenue Library (former SEL) location on May 3rd, 2013, and will spend the summer completing new collaborative lab spaces slated to open this fall.

The Digital Union began its expansion in 2012 with a new 26 seat location in 171a Hagerty Hall. The number and capacity of new media creation spaces around the core of campus will continue to grow with the opening of a second Digital Union in 145 Stillman Hall this fall and a third location, through a partnership with the Health Sciences Library, in Prior Hall this fall.

“The Digital Union is an important space at Ohio State for student collaboration, multimedia production, faculty consultation, and more. While we will miss our original location in the Eighteenth Avenue Library, we are excited to more than quadruple the available seats in our experimental labs this fall, adding more recording, production and learning spaces and more expert support for these services,” said Associate Vice President for Distance Education and eLearning, Michael Hofherr.

The Digital Union’s Whisper Room recording studio will be relocated from the Eighteenth Avenue library to the new space in Prior Hall, with a second video studio, audio booth, and video conferencing space slated to open in Denney Hall this fall.  These three new spaces opening in the coming academic year will bring the total number of Digital Union labs across campus to four, with discussions taking place now about additional growth in OSU’s stem corridor in 2014.

For more information, please contact Liv Gjestvang at gjestvang.1@osu.edu or (614) 247-6457.

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Carmen Sneak Peek: Videos are Available!

Megan Strathearn

The Carmen update is nearly upon us.  One week from tomorrow, we will say goodbye to the old and welcome the new.

To help you get oriented before the transition, the Carmen team has compiled a list of Getting Started walk-through videos.  Feel free to check them out on the Carmen 10 Update page or click on the links below.  More videos will be made available soon.

Carmen 10 Update Videos

As a reminder, Carmen will go offline on Friday, May 3rd after 5pm and come back online Sunday, May 5th.  If you store and calculate grades using Carmen, we encourage you to finalize and transfer all your final grades to the Faculty Center before 5:00 PM on May 3.  However, if this is not possible,

 

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