 I hope everyone can hear me online. I'd like to welcome everyone to our April Food for Thought session focused on instructional use of video. A couple of housekeeping things, we are going to be recording today's session just so everyone is aware. Those of you who are joining us online, we're so happy that you're here and if you have questions as we go throughout the presentation, you're welcome to either type those into chat or you can unmute your microphone and share your questions with us that way. We'll have two presenters today. We are joined by April Molay who is a learning designer here at the Dutton Institute and also Kay DeMarco who is our media specialist. So I'll start by turning it over to April and Kay. Thank you. So big question. Have you ever wanted to use video in your class and not really know where to start? So hopefully after this presentation, we're going to help you get some answers to that question. First off, I'd like to introduce you to a project that I've been involved with for a few years called the Instructional Video Guide. So this guide, the intent is to fill a gap for faculty desiring to use video but they might not have a whole lot of experience using video or creating video. The goal of this entire project was pedagogical, not technical. So we really didn't focus on how to capture the video. We focused on how to actually use the video once it has been created. There were two committees and we had folks from all over the university and the two from learning designers, multimedia folks. We had some managers of some of the learning design institutes around the university. We had media commons staff. We had folks from different campuses and we ended up having two committees. One did a lot of the analysis and planning for the tool and then the other one really worked on the design and the development of the tool. So at the end, we ended up with a website called the Instructional Video Guide which I'm going to share with you shortly and a lot of the information I'm going to be sharing today is actually going to come from that website. And so keep in mind that as we're going through this that this is really pedagogically focused, not necessarily technologically focused. So Kay here is going to share some examples as we move through the presentation. So why don't we just go ahead to the next slide. So what type of courses can make use of video? Does anybody have any idea? No. Types. Types. Exactly. Let's next slide. So we you can integrate video into a resident course into a blended course which has like a bricks and mortar kind of class but you have like a significant online presence or online courses which could be a resident web course or courses that are offered through the world campus and for those there's no offline presence whatsoever. So how can you use video to support pedagogy? Well, in a lot of different ways and so the next slide we put together just kind of encapsulates all the different ways that we identified with those two committees that I was talking about for how video can support your pedagogy. And so we ended up with five different kind of main types and then each one of those we kind of teased out some different subtypes that are unique in the way that they use video. So the first is demonstrate show and we've got four different ways. Creating a situation in a scenario, a situation in a case study, how to do or how someone does a process which is what we're going to show you a video on today and then actually how to apply a theory or concept. The next one is communicate, remediate. This is when a faculty member is providing feedback, they're providing clarifying confusing information. You might want to record a two way Q&A conversation captured and then use it later for a different reason or to provide a summary or lesson or unit review and this is dynamic. So this is probably something that is going to change from semester to semester based on the students that are in the class and what was happening in the class at the time. And we're going to have an example of that. Explain tell. There's a bunch of different things in here. You can explain tell a concept or theory in a lecture. You can do that by interviewing an expert, which is pretty common by doing something as a timeline of an event, talking through the way something kind of unfolds, recording a tour or a field trip so students that could maybe not be at the field trip or the tour can actually experience that. You can explain a lesson unit module by putting together an overview or a summary to help students really understand that. The next one is introduce orient and a lot of these are pretty simple types of things to do. You can introduce a course lesson module or a unit. You can introduce the faculty member to the students, talk about a difficult topic that might be really kind of hard to talk about in class because of some of the emotions that might bring up or someone not wanting to talk about a particular topic. So video might be a good way to do that. You can introduce any kind of activity and so students can understand that and be able to go back and watch as many times as they need to be able to get that information. You can set the context for a course, a lesson, a module, a unit, a concept, any number of things. You can use that type of video. And the last one is experience immersion and so this is where you're doing a role play or some sort of an interactive simulation and that's what we're actually going to show you a couple of videos of today. So those are the types of videos that we came up that support pedagogy in some way. So as you can see, there's a lot of different things and so probably anything that you can think of why you might want to use a video will probably fit into one of those in some way. So our instructional video guide, there's a couple of different ways that you can use and I'm going to give you the URL so you can kind of check that out later and see what you think because there's lots of different video examples in there to be able to use. So you can work through the guide and select the type of video and just kind of get the information about the video to understand the teaching aspects of it. So there's that the website has all that stuff in there. You can review all 20 types and subtypes if you want to just to get like a really good understanding and then you can get familiar with the 10 best practices. So those are the things you can do on that website. And the best practices are things that apply to any video and we'll go to the website here at the end of this to kind of show you around a little bit. But for now, why don't we just go to the next slide and we'll just start to learn about some of the different types. So the demonstrate type show, excuse me, the demonstrate show, the general description of this is this type of video is used to portray content matter expert demonstrating a visual technique or a process based on lessons or concepts from the course. And so somebody is showing a student or someone how to actually do something. And then there's a those are the different subtypes that are actually in there, which I've already kind of gone through. But those are the descriptions of them. So you can kind of look at that and say, OK, so this is what I would like to do. So this is probably the subtype that I want to do. And we're going to show an example next on how to do or how someone does a process. So why don't we go to the next slide? Do you want to turn around? Yeah. And then sorry, I'm getting high. This is a video that I made for an online class. It's actually there's it's in six parts. I'm not able to scroll it. So this professor has a residential class and an online class. And in his residential class, he does a demonstration lab where he talks through the lab. It takes place over the course of several days. It's not a lab where each student has their own bench, but each student gets a turn at using the equipment. And then they take the data that they've gathered as a group and they all write up the report. So for his online students, we have this video. And then they also utilize the data. And I'll just play some of it. So this is very long. It's like half an hour, but it's broken down into six pieces in the the class. And this is excerpts. I'll just try to get through some excerpts. So basically, what the mentors are, we also call them bi-reactors. They are controlled environment system for making sure that microorganisms happen to grow and produce the product for you. Rest, calibration. That just means I had an edit there to shorten it. OK. Now it is calibrating at BH7. Of course, we have to take the sample starting with the zero type sample. Here is what we are going to do. We'll make sure that you get some air into the shrink. We can keep the samples in the refrigerator until all of the sampling is done and we can do the analysis for biomass and also substrate, which is going to cause and the product concentration in each sample product is going to. First thing you have to make sure that wavelength is at the same point. We use 600 to 20 nanometers. So it is already set to 600 to 20 nanometers. So I guess we have a sense of this, right? You use some text to highlight the vocabulary that's important. And he goes through all the steps and I can add some graphics to explain the calculations that were done. And so now I'm going to escape. And there we have an example of a how to. And then we're going to go to the next slide. Oh, I know. So I close this. And then we go back to slides. All right. All right. Next slide then. Yeah. Thanks. OK, so with the explain tell. We had when we were in the committee, we were having like we had this major discussion, philosophical discussion about the difference between showing and demonstrating and explaining Intel. And so we did really work hard to try to separate those two things because in instruction, really anything could be explained to anything that you can do. So for the explain tell stuff, we ended up settling on a definition that this type of video is used for explaining course content, lessons and activities to students. And so then we came up with five different ways that you can do that. So a concept or theory in a lecture by interviewing an expert. And again, the timeline, the tour and then overviews and summaries. So if you look at the difference between those and what was on the demonstrate show, they're very different ways of looking at how to how to instruct students. And so the next example, which Kay is going to talk about, this is another one of hers, is kind of interesting. Yeah, there's lots of good examples on the website, too. We just I thought, well, as long as I'm here, someone's that I did, but the website is great. And this this kind of combines a couple of things. There's a sort of a tour. There's an interview with an expert and there's a professor. And some cute cows, and lots of cows. It's about 14 minutes long and I'll skip ahead. So we don't have to watch. Cows spend their days converting plants into milk. Pile of hay doesn't look nutritious to us. But cows are able to get energy from parts of the plant that we cannot. They have help from microorganisms that live in their digestive system. This is pretty interesting. The cow is a very complex animal. It's got a rumen that actually has a vast number of microorganisms sited, thousands of different species. They're all working on different kinds of things. We're going to talk about them in some big groups. And we're going to start with a feed that the cow eats. So this is the macromolecules that are in the grains and the protein meal and the various forages. And then microorganisms. OK, we have a question. Hey, this is interactive. Looks like the videos are in Vimeo. Is there a reason to use that platform? At the time these were made, the professors weren't interested in making them available to the public. So that was one reason. Although that changed after they were done, now they are on YouTube. But I like Vimeo. For one thing, I have a resume page that has samples. So it's where they happen to be right now. And for the most part, for Dutton and I think EMS, we use mostly YouTube for the most part. I think there are some things still on Vimeo for certain things, but I think we use YouTube. And if we end up, there's a pilot going on right now for Caltura. So if we end up adopting Caltura as a university, then that might change. So some things might end up in Caltura instead of either Vimeo or YouTube. The good thing about YouTube is someone might stumble across your video and then want to take that class. But it can be really distracting if it ends. So it stopped playing, and then suddenly you're seeing whatever it was like Richard Iawati or some British comedy that because that's what you looked at more recently. So it has pros and cons. Process that first breaks those down into simpler compounds is called hydrolysis. So we're going to get one of these for EMS, a life work. A lot of organisms do that. It makes smaller models. I'll just skip ahead. See? The manure is scripted in the number one. First thing it does is go into a gutter where gravity flows into the input tank. From there, it's pumped into our digester where it stays for about 28 days. The digester is always full. So whatever is pumped in, it goes to the bottom. And then the old manure at the top is always flowing out. Once it's in there for the lot of amount of time, it flows into our effluent tank where it's stored until it's pumped into our separator. So the separator separates the liquid and the solid manure. And so the liquid and the manure just gravity flows into our lagoons where it's stored until we're ready to spread it as fertilizer. The solid manure comes out of the separator, and we use it for bedding for our accounts. So that's what happens to our manure. Isn't that cool? It's actually frequently. It doesn't smoke. In the digester, the anaerobic environment is kept at a temperature like that found inside a cow. Micro-organisms that were active in the animal continue to be active, producing biogasks which bubbles to the top. Which is actually great because that means that they separate themselves. One of the challenges with a lot of biomass conversion processes is trying to get out the products that you want. In this case, the gas just bubbles out. And that gas is roughly 60% methane. So methane is CH4. And it's about 40% CO2. Now, that's not exactly right. There's a little bit of hydrogen sulfide. Whether it's trace gases, we'll ignore those for now. Except for the hydrogen sulfide. And that gas is important because when it moves into our downstream uses and a combustion process, maybe that's mentioned generator, that material can actually get converted into sulfuric acid. That's just quite awesome. Yeah. And so there's gas stream that's coming out of the dye. That gives you an idea of one that explains things. Do you have to write backwards? No. What's great is he's writing forward. Initially, you see it backwards, but you can flip it in the edit. And these one button studios where there's a lightboard will automatically flip it for you. If you're right handed, you end up looking left handed. So a lot of left handed. But it looks like he's writing backwards. Yeah. And he's actually like the camera is in front of him. That's obvious. But you're behind the glass, writing on it as you would see it. So records it backwards. And then the editing software flips it so that it looks forward. That's cool. It's really cool. And some nice tips here as long as you find yourself doing it is wearing black is nice because then you can see the words that are in front of your clothing. And it's also nice when you're aware to step aside when you're talking to the camera so that you're not being obscured and kind of keep a spot for your face to be. But yeah, we're going to have one of these in EMS. Currently, there is one that's available that's in daily lab. My chaster needs to be cleaned up a little bit. Sorry. Yeah, thanks. So just want to escape. And then we go to this. All right. So OK, so I saw we had a couple more questions. So we want to. Yeah, let's go through those. The question, I think, was surrounding Vimeo and how it handles closed captioning. I put in a bit of information for Laura. There's a link to the Help page for Vimeo and how they handle captions. And Vimeo does mention three play and Rev as two providers for captioning, which I know the Dutton Institute uses three play and I know other people at the university have been very happy with Rev. And then Laura mentioned she's also been part of the Caltura pilot, which you talked about. And it is nice that Caltura auto generates those captions and transcripts. So they're not always correct. They might need a little tweak, but it's a good start. So I don't know if either of you have anything to add either about handling, captioning. Well, currently we use three play. And that makes it go quite fast. YouTube will do it automatically. But you just have to. Well, even with three play, you should watch it. And I often do correct things. But with YouTube, you find yourself correcting more. Yeah. Zoom now auto captions if you record to the cloud as well. You still need to edit clearly. But yeah, it gets you a good start. It's pretty easy to edit. Yeah, as far as I know, if professors are making courses for EMS, your learning designers will help you deal with captioning. Is that correct? Like if someone makes a screen capture, it seems like the learning designers deal with the captioning. Not at every campus. Yeah, of course. Yeah, right. Not at the campuses. OK. Yeah, but never hesitate to reach out, because we're always happy to answer questions at least and point you in the direction of appropriate resources too. It usually boils down to who's paying for the captioning. I mean, we can certainly use the three play account and things, and that's not a problem at all. This is being recorded, and I don't know this for certain. But I feel that I've heard other people at the university mention that Rev is very cost effective. That's the impression I have of that service. So that might be worth looking into. But yeah, I'm glad people brought that up, because that is very important. It is, yeah. OK, so the next type of video is Communicate, Mediate. And so this is another one that we struggled a little bit with in the committee, because really, you're communicating everything. I mean, that's what the purpose of the video is, is to communicate. So the way that we kind of tease this one out is that it's used to provide individual students or groups with impromptu feedback, clarifications, summaries, reviews on assignments and activities. So this is like a in-the-moment kind of thing, or you're recording something live and then using it afterwards. So the one that we are going to be showing an example of is the last one here. And this one is actually not one of K's. So do you want me to talk about this? So go ahead and just let it run, or do I have? I think you have control. And so this one is actually in the Instructional Video Guide website. And I will give you the URL here at the end with this one. And so I did want to mention that within this website, we have two videos for each subtype. And the reason we did that is we have what's called a low investment video and a higher investment video. So the low investment videos are things that you could probably do yourself with your cell phone, with a webcam, with your husband or wife doing a recording of you. We've got some faculty that do that. The higher investment ones would be working with someone like K. So she would actually be the person recording the video, editing the video, making sure the sound is right and all of those sorts of things. So much more higher investment in time, probably more investment in some kind of funding, and those sorts of things. So I did want to differentiate between those things, because the ones that we've showed so far were all pretty high investment, because it was K that was doing those. This one, however, faculty member and their video camera. So I'm just going to go ahead and hit play. HeadTech 467. This is the last time we've made it, everything, and since it's coming to a close. So three things for today. This will be pretty quick. One is just to recap some of the major ideas I'm seeing coming out of your learning philosophies. The second thing is to talk about just what's next. Where do we go? And the third is just how I'll be wrapping up this semester with all of you. So I'm going to hit that first point right off the bat. Just things that I'm seeing that are feeds from people's learning philosophies, which have all been strong and fantastic as usual throughout this course. But really the guiding idea for us has been participatory learning. And what does it mean to be able to actively participate, especially within a rich community that one feels connected to, that you feel like you are contributing to, on a regular basis. One example of this might have been the Scratch community that we studied and dove into a little bit, but all the different ways in which people were actively contributing to that community over time. They were helping one another, all of that. And hopefully this helps us see a little bit more and think about a phrase that's coming up in the philosophies for this change, from stage on the stage to guide on the sign. And so I hope you continue to think, what does it mean to be a guide? What does it really demand from you in terms of being a part of the community, and especially a community in which you are somewhat unfamiliar with? So you can do a lot with your computer. So he just turned his webcam on and did this. And so this was something that he probably just did right before he needed to send it out. And so video doesn't have to be high production to be useful, because when a student would get this, they'd be like, wow, he actually read my stuff. He's paying attention. This is awesome. If I was a student, I would appreciate getting something like this from a faculty member. And this doesn't take any time, because this would be something that he would say in front of his class. So it seems like it's responsive too, like this category and this type of video that you can do with your computer or with the webcam. And so how do they deliver this to the students? What they probably did is just uploaded the video into Canvas and just probably attached it to an announcement or it was part of an announcement. I would think that that's how they probably did that. And that is Canvas makes that extremely easy to do. You can have an announcement, click the little button, the little video button, and just record and then end it. And there it is, it's done. So it does not take a whole lot of effort to have potentially a pretty good impact for the students and providing that feedback as an entire class. You could also do one of these individually for students and Canvas allows you to do that too, where you're giving students feedback on an assignment. There's a video button, click that video button and you can give them a video response instead of writing hours and hours of stuff. And so again, video is supporting all of that and this communicate or mediate part of it. And so this one is one of the low investment video examples that we had. So I did, since we're here, I just wanted to show you that on each one of the different subtypes we have teaching points. And so this is like the, it gets a little bit behind the pedagogy so you can understand how this is supporting this faculty members pedagogy. And it just kind of gives a little explanation for that. And then it will explain to tell you what the subtype is and then you have your couple of examples there. On here you also can look at all of the different video types and look at them individually. The best practices are here too. I'll just go ahead and click on that since we're here and then we can go back to what we were doing before. So these best practices are for any kind of video. It doesn't matter which video you want to try to do. And I'll just hit the highlights here. Have a clear instructional purpose for your video. Put together a plan for the video, which is very important. I know Kay would be right behind you on that one. Consider privacy issues before recording. If you're recording in your office and you've got pictures of your children and you might want to remove those pictures of your children for your children's privacy sake. If you're recording in your classroom you need to ask your students permission to record them in the classroom. Limit the length of the video. Students don't have very long attention span. So you want to try to keep the videos to chunk to three to five minutes. You might need to do a series of them. Sometimes a longer video is okay if it's required but try to keep those videos pretty short. Consider allow time for captioning and transcription. That stuff takes time. Consider material selection. There's a bunch of OER stuff out there. Try to find that kind of stuff to support your pedagogy. Consider shelf life of the video. Do you need to do a really high quality video for something that is very short lived? Probably not. You might want to try a lower investment video. Consider the budget. That's always a big thing. Consider standard production checklist items before you start recording. Is the camera charged? Do you have permission to be where you are but where you want to record those kinds of things are outlined in there? And consider how to license the video. You might need to talk to your college or your department on who actually owns that video once it's recorded. So those are the top 10 that we came up with that just apply to basically anything. And then there's a support link here too. So if you would ever need to get some help. And this mainly takes you to the media commons for assistance with some certain things. So licensing, if we're just using it in our class and posting something on Canvas, do we need to get a license? No, this is how you want to license what you. So do you want to have it, have like a share and share like license? Do you want it to be private? For your own protection. If that was important to you. It's because some departments and colleges say that everything needs to be OER if you're doing a recording. Some say no, it's all copyrighted. And you need to put copyright Penn State University on it. So there's all the differences. So, okay, sorry. Okay, so how do we get over here? Can we go back to the presentation? Yeah, there you go. Okay, so that was an example of communicate or mediate. Move the board? Yeah. So, let's see, the next one is introduce Orient. So again, when the committee got together, we were like, okay, so really, how is this different from some of the other types of videos that we came up with? So the definition that we came up with, the helpless kind of steer ourselves in the right direction was this type of videos used to introduce people, materials, activities, concepts to students and or orient them to new or different information. And so these are all of the ways that that can be done. And so one of the ones that ended up being, we kind of separated it out was like a difficult topic because everybody, especially like in counseling fields, you cover some pretty difficult topics that are very emotional or taboo. And so doing something like that in a live classroom could be pretty difficult. So that, we felt that that probably fit the best in here. Setting the context is also an introduce Orient. And so what we are going to do, the one that we're focusing on in here is, which one is it? Introduce Orient students to a lesson unit module topic. And so this one is a video that is for one of my classes, Earth One and Three. And we did work with a videographer with this one. And so I'm just gonna go ahead and let this one play. It's pretty short. About how proxies work. And in module two, we're gonna talk about recent climate, which is a combination of both proxy records and instrumental records. We could come here to a lake like this and make a proxy record of a very recent climate. And what I'm gonna do is I'm gonna push a core in into the bottom of Whipple Dam and pull out some sediment. This is a very quiet environment. And so we can preserve individual layers. And what I'm gonna do is show you two layers in the sediment. The sandy layer and a muddy layer at the bottom of this core. And you can see how we can determine proxy records from this lake deposit. Now, in this module, we've been talking about the hockey stick. And the hockey stick was derived from both instrumental records from about 1900 or so, and proxy records going further back than this. We wouldn't be using this type of a lake sediment in the proxy part of the hockey stick, but you can see how cores are taken. And you'll be learning a lot more about proxy and the instrumental records in module two. So you can get busy now. This is what I was talking about. Let's see here. Good morning. Today we're at Shavens Creek Environmental Center in Pennsylvania. And I'm here to talk about the dangerous reasons. Okay, so in this video, does one of us stay? There we go. We got a little gremlin. So in this video, he did a good job of like, really helping students kind of see visually like what it was they were gonna be learning about by taking that course sample and showing them and then mentioning some of the terms that they were gonna be learning about in the module and linking that back to module one. So that really gives students a good kind of flow into the next module. And then he gave them the little inspiration at the end to get started. So that was kind of fun. And this video was not that difficult to do. It was, we did use a videographer, but I think that basically anybody could do something like this with a camera. You could take it out there as long as you have a good mic and you could do something like that. It might not be as clear as this, but it would probably be good enough to do something like that if you didn't have access to a K, for instance. Okay, so let's go to the next one. So this is another example. And this is a video that Kay did very recently for one of our courses. So I'm gonna let her go ahead and talk through this one. Yeah, these were made to introduce a class to the general public. Hello, I'm Chris Kessler and this is Justine Lanford. We're both professors in the MGRS program and we're going to speak to you about geospatial system analysis and design. In this course, you will be learning about the different components to consider if you'll be able to develop an application or evaluate a GIS system. Some of those components include interface design, prototyping, developing personas and examining different programs languages. Once you have all the bits and pieces, you'll be able to put together a comprehensive proposal that will allow you to develop this. At the end of the course, you'll be developing a mini video that you can use as a sale pitch in less than five minutes. So Justine and I look forward to seeing those in life. That's pretty self-explanatory. It'd be nice to do it outside like that other one was very nice, but it was winter when we did this. So you do what you have to do. Growing can seem deceptively easy. There we go. Thank you. Shut that down. Okay. Back to our slides. So the last couple of examples we want to share are about the experience immersion subtype. And so we're going to show two examples of the interactive simulation. One is a 360 video and the other one is something that Kay did with Hey. So it was very interesting. I'll let her talk about that one. So for the experience, when this type of video is used to provide an opportunity for students to interact with content of a course, it could be either academic or co-curricular because we do have co-curricular activities here at the university. We wanted to get that in there. So this is a video that actually Jane took. Thank you, Jane. And so it's a 360 video of a mining operation. And so you can, the student could like... You're moving that. Yes. It's not the camera. Yeah, I am moving this. So I am in control. And so I can look at the rig and look at like how this is working, look around. Oops, I'm zooming in, I think. Zoom in, zoom out. So a student could get a pretty good idea of what that experience would be like. So something like this would be great for like a field trip or something. But for this, they're immersed in this actual activity so they can see that and what a lovely day that was. So you're driving. And there's Jane. They're driving the visual experience instead of having the videographer tell them what to look at. Yeah, so they're in control. And so that is like a good example of, because I think a lot of folks, when they think immersion, they think like VR or something there, but it doesn't necessarily have to be that. It could be something like this, which is a lot easier to actually record. And Jane isn't a professional videographer. She's a learning designer and she did an awesome job with that, with a camera that she basically borrowed from the university. So that is something that can be done. TLT has a bunch of them, that's my understanding. And yeah, they're very helpful. Okay, so let's go back to Oh, is it there? Yes, and now we go there. Okay, Jane, I'm gonna just back in. Thanks, Jane. So this next one is something that I did. This was for a class where the students do, the professor use, okay, there were like 14 of these and some were bailing and some were mowing and they're very long. This is an opportunity for a very long video. And what the students do is they time, they're doing time and motion studies. So back in with their phones, back in their, wherever their online life takes them, they start recording and then they do enough of them that they can write a paper. This is how they're gathering the data for their research paper. They have to record the turns, calculate the area. So yeah, I think it's interesting to be able to use video to gather data from. And this is the only example of that that I have so far, but I hope to get more examples. So the students didn't actually have to go stand in the field and watch somebody mow hay because how awesome would that be? But they still get the same experiences if they did. She used to ask people, no matter where they are, to try to find a farmer and get permission to go and do this and watch them. But they're all kinds of safety issues and yeah. So this was a good solution for that. Alrighty, so those are examples of all five of the main types. And so I had already showed you, gave you a little tour of the instructional video guide website, but that's the URL and you can go there anytime and check that out. There are, for most of the types of videos, there are at least two, a low investment and a high investment example. So you can see the differences between those and then there's a little description of what was used to create it. So you can use that anytime you like. So, so we thought it would be nice to give you some examples of some ways that you can do this yourself. You don't necessarily need to record a video yourself to be able to use video in your class. You can use other people's videos from YouTube, Vimeo, as we saw, other types of sites. You can use government websites, have a lot of videos that you can embed in a class and use, organizations sometimes will have videos and then media sites might have videos that you can use in some way. You can link students to videos, you can embed them on a page. There's a bunch of different ways that you can use them without having to be a master videographer. On campus here, we have media commons and I think most campuses have a media commons at them no matter where you are in Pennsylvania and there's usually a consultant there. Some of them have one button studio, some of them don't but there's usually somebody that can help. And they would help you with screen casting as well, right, which I confess I'm new to screen casting but it is quite a wonderful, we've seen several examples. We're making a video right now as we speak and you don't even need a camera and lights and microphones, it's all right here on my computer. While you're talking about the one button studio, Linda Musser, our EMS librarian put a note in the chat that the EMS library is investigating the addition of a tablet to the one button studio. So that would allow the presenter to draw and share on the fly. So her comment is that if they could make it work, it would provide some similar benefits to the link board. Yeah, that's great, so yeah. Should we move on? Just cause we're starting to run out of time. I just, for the sake of the EMS faculty investigated where the closest one button studios were and the EMS library that Emily just mentioned, they have one and the nice thing about them is they are open very late and they're open on weekends and they have a really nice reservation system. They don't have a lightboard, Davey Lab does though, and they have a very hard to use reservation system but Alex said that if your faculty you could contact her directly. So I put her email on there and they have more limited hours but those are nice resources that are very handy and you bring in a flash drive and you walk away with a video. And then the media and technology support services, they seem to have quite a lot to offer. They will actually come to your classroom and record presentations. They have rooms, the media site live, I think there's six on campus that are already wired and they have built-in cameras and if you want to record, several of our speaker series are done at media site live locations and they have equipment to borrow. By the way, we have some microphones for folks who wanna do screen casting and their computer doesn't have a built-in microphone. This media and technology support services has a lot more than that and their website explains it all and they also offer training. The media commons is another good place to go for training. So they're, and speaking of training, I think that might be our next. Yeah, there's a lot of resources available at the university, including these links that I hope will be helpful. And let's see, anything else? Any questions? What's that? We have a topic. Yeah, there's EMS in the process of setting up a light board. Do you have a time table for that? We, I'm guessing we're at least three months away. We're three months away from what? Having our own light board. What is screen casting? Well, that's what I call when you record your, like what we're doing today. Okay, so if I wanted to record voiceover on a PowerPoint presentation, that would be the way to do that. Yeah, and yeah, it's really quite wonderful, I think. I call it screen casting. I think other people just call it making video. Yeah, and there are actual screen casting that you would, software. So if you're teaching somebody how to use a piece of software, there are tools that you can do. Snag it's one, screen cast, dramatic is another one, silliest name ever, but it works really nicely. You can use Zoom. We go back, I think we have a list. Go back a couple of years. Yeah, Zoom is another thing that you can use. That's something that the university has and it works very nicely. If we end up with Caltura, that has a tool that will allow you to do that as well. So there's a bunch of different things that if you want to record something on your computer, you can certainly do that pretty easily. Either low cost or no cost. In the Caltura, I'm thinking of some of your lab experiences. You could do some video and in Caltura, you can build in quizzes. Oh, good. Any other questions? Any questions online or comments? Go back to those links in case people can get them. Laura says no questions. Okay. Well, excellent. Thank you very much for joining us and bringing this information and I'll radiate what Emily said in the beginning is that we're always here to help with these kinds of projects if you want to brainstorm or think about how you can interact more with your classes or bring us this video for whatever you're doing. We were happy to help figure out solutions for you. Yeah, and that's whether you work with us or not. Yeah. We are always happy to have a quick consulting hour, sit down and do it for an hour or two and talk some things through, even if you're not doing an online course or a done course. We are always happy to do that. We just need to, it needs to go through Stevie so she can make sure, see who has the time to do it at the time. But we do, we are happy to do that. Okay. Thank you. Thank you. Thank you. For those in the room, there are a lot of brown.