Exploiting existing video resources and creating new ones

This blog post consists of notes from the recent workshop: ‘Exploiting existing video resources’. This workshop was the second in the ‘Teaching with your iPad’ series. The learning objectives for this session were to be able to:

  • locate resources for iPad teaching using iTunesU, Vimeo and YouTube
  • create a video using the YouTube Create and Stage apps
  • link to the resources in your iPad presentations (Keynote)
  • understand copyright implications for using video and audio resources.

YouTube and Vimeo
Both YouTube and Vimeo can be accessed on the Internet through your PC or through an app for your iPad. Essentially, they are both Cloud storage for videos. There are millions of videos available through both sources; some very well made and informative, and others that are flawed or even just trivial. It is important to make the time to sift through the videos to find some of quality that can be used in your teaching. Use the search facility to search for videos on a particular topic.

It is recommended that you establish a YouTube account. In doing this you will be required to set up a Googlemail account. This will permit you to save any useful videos you find to your own account – that way they will be all in one place for you. Incidentally, should you make any of your own videos and choose to upload them to YouTube, you can adjust the privacy settings so that they are private. *Warning: the default setting is public!

The university has recently signed up to iTunesU, which is a repository of sorts for courses and resources created and used by other higher education professionals around the world. Individual lecturers can choose to make their courses closed or open to the public. A code can be given to students to access closed courses.

An iTunesU app can be downloaded so that this information can be accessible through your iPad.

Additional information about iTunesU, particularly about the iTunesU course builder, can be found here.

University of Manchester video library service
All lecture podcasts and videos created by the university are available through the video library service. For example, the podcast for this workshop is available here. You will need to log in using your university username and password to access all resources.

Unfortunately, at present this library is not compatible with iPads, however an update over Easter will see this become iPad compatible. Videos posted on the library service can be made public or closed. Audio podcasts can also be made available through this service.

Box of Broadcasts
The university has had a licence for Box of Broadcasts (BOB) for a few years. It is a little similar to the BBC iPlayer and can be accessed by both students and lecturers. You need to login using ‘Manchester’. Once you enter this, it will ask for your university username and password. Unfortunately, because these videos use Flash Player, they are not currently usable on the iPad.

Videos on BOB can be cut down and edited if you are just looking for a specific part of a larger video. You can then save this edited part and link directly to it from BlackBoard. BOB allows you to save your favourites. Additional information can be found here.

Creating your own videos
YouTube Capture is an app that enables you to video and edit your video and upload it directly to your YouTube account. You can even add an audio soundtrack. Remember to select the appropriate share setting, as the default setting is for the video to be publicly available. More information can be found here.

The podcast of this session demonstrates how the app works and takes you through this uploading process step-by-step.

Stage is a new app on the market that can take a video or photo from your iPad photobank onto which you can add audio, annotations or labels. Although the app is free, there is a charge of £1.49 to download the facility that allows you to record the video.

The podcast of this session demonstrates how the app works.

How these video-making apps might be used

  • Video or photographs taken during fieldwork can be enhanced by audio and annotations and used as a teaching resource in the lecture theatre or shared with others who did not attend the field trip.
  • Lab work could be videoed and used as a teaching resource or as a revision tool if students are learning how to perform a particular task.
  • Stage could be used in some cases for giving some formative audio feedback to students using annotations.
  • Video with annotation is often good to explain a process to students.
  • Videos could be used to demonstrate bad practice that students are asked to critique.
  • Videos can be used for case studies, for example to bring PBLs for healthcare professionals to life.

Linking to a video from your presentation
If you locate a video on, for example, YouTube, that you would like to show students, you can either provide a link to it, or you can embed the video into your presentation.

Firstly, you need to check whether use of this video is permitted. On YouTube, you will see there is a little ‘share’ button under the video. Click on this to see if sharing is permitted. If it is, you should see a button that says ‘share this video’ and under this there should be a box with a URL. Copy and paste this URL into your presentation to provide a link to the video. If you would rather embed the video so that it plays directly inside your presentation, then click on ‘embed’. This will provide you with a piece of code in the box below. If you are using Keynote on a Mac, you can use this code to embed media in the page under the plus button.

If you have created your own video using your iPad. You can embed this video into your presentation simply by opening a blank slide, tapping the plus button and selecting media. Select the video from your camera roll and this will automatically be embedded into your slide.

There was a short presentation on the copyright associated with using video and audio podcasts in teaching. This presentation was created using information provided by Neil Sprunt, from the University of Manchester John Rylands Library Copyright Guidance Service, and from the university’s Copyright Guidance Service web pages. You can see the PowerPoint of that presentation by clicking Copyright for video and audio podcasts.

All University of Manchester staff with questions related to copyright should first check the university’s copyright guidance service website.

Since this workshop took place, the British Universities Film and Video Council have published new guidelines on how to cite audiovisual material. These can be accessed here.

Workshop resources
Finally, the following resources have been developed to support this workshop series:

Next workshop
The next workshop will cover finding and exploiting existing text resources for iPad teaching. It will take place on Thursday, 18th April at 4pm in the Michael Smith Lecture Theatre. On completion of this workshop we hope you will be able to:

  • locate, download and store a journal article for offline viewing
  • annotate your articles
  • organise your journal articles into categories
  • understand copyright implications for using resources in iPad teaching.

About Cathy Thomas-Varcoe

I have a passion for distance learning and the opportunities it provides for lifelong learning. I have spent the past 11 years focussing on delivering quality distance learning. Drawing on my nursing background, I initially worked for the Royal College of Nursing Institute who ran undergraduate and postgraduate distance learning programmes validated by the University of Manchester and then for The Open University Health and Social Care Faculty. More recently I was a learning solutions consultant for The Open University’s Centre for Learning and Professional Development. In January 2012 I was appointed as the Distance Learning Lead for the Faculty of Life Sciences at the University of Manchester. I have been involved in courses from concept to delivery, but the bulk of my work has focussed on writing and conceptualising distance learning courses.
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