Blurred Lines—between virtual reality games, research, and education
http://library.ifla.org/2133/
p. 5 a LibGuide was created that provided a better description of the available software for both the Microsoft Hololens and the HTC Vive and also discussed potential applications for the technology.
Both the HTC Vive and the Hololens were made bookable through the library’s LibCalendar booking system, streamlining the booking process and creating a better user experience.
When the decision was made to bring virtual and augmented reality into the McGill University Library, an important aspect of this project was to develop a collection of related software to be used alongside the technology. In building this software collection a priority was placed on acquiring software that could be demonstrated as having educational value, or that could potentially be used in relation to, or in support of, university courses.
For the Microsoft Hololens, all software was acquired through Microsoft’s Online Store. The store has a number of educationally relevant HoloLens apps available for purchase. The app ARchitect, for example, gives a basic sense of how augmented reality could be used for viewing new building designs. The app Robotics BIW allows user to simulate robotic functions. A select number of apps, such as Land of the Dinosaurs and Boulevard, provide applications for natural history and art. There were a select number of apps related to science, mathematics and medicine, and others with artistic applications. All of the HoloLens applications were free but, compared to what is available for virtual reality, the experiences were much smaller in size and scope.
For the HoloLens, a generic user account was created and shared with person who booked the HoloLens at the time of their booking. After logging into this account – which could sometimes prove to be a challenge because typing is done using the headset’s gesture controls – the user could select a floating tile which would reveal a list of available software. An unresolved problem was that users would then need to refer to the HoloLens LibGuide for a detailed description of the software, or else choose software based on name alone, and the names were not always helpful.
For the Microsoft HoloLens, the three most popular software programs were Land of the Dinosaurs, Palmyra and Insight Heart. Insight Heart allow users to view and manipulate a 3D rendering of a high-resolution human heart, Land of the Dinosaurs provided an augment reality experience featuring 3D renderings of dinosaurs, and Palmyra gave an augmented reality tour of the ancient city of Palmyra.
p. 7 Though many students had ideas for research projects that could make use of the technology, there was no available software that would have allowed them to use augmented reality in the way they wanted. There were no students interested in developing their own software to be used with the technology either.
p. 8 we found that the Microsoft HoloLens received significant use from our patrons, we would recommend the purchase of one only for libraries serving researchers and developers.
++++++++++++
Getting Real in the Library: A Case Study at the University of Florida
Samuel R. Putnam and Sara Russell GonzalezIssue 39, 2018-02-05
Getting Real in the Library: A Case Study at the University of Florida
As an alternative, Microsoft offers a Hololens with enterprise options geared toward multiple users for $5000.
The transition from mobile app development to VR/AR technology also reflected the increased investment in VR/AR by some of the largest technology companies in the world. In the past four years, Facebook purchased the virtual reality company Oculus, Apple released the ARKit for developing augmented reality applications on iOS devices, Google developed Google Cardboard as an affordable VR option, and Sony released Playstation VR to accompany their gaming platform, just to name a few notable examples. This increase of VR/AR development was mirrored by a rise in student interest and faculty research in using and creating new VR/AR content at UF.
+++++++++++
Arnhem, J.-P. van, Elliott, C., & Rose, M. (2018). Augmented and Virtual Reality in Libraries. Rowman & Littlefield.
360 degree video in library instruction
+++++++++++++++
Hammady, R., & Ma, M. (2018). Designing Spatial UI as a Solution of the Narrow FOV of Microsoft HoloLens: Prototype of Virtual Museum Guide. In
Proceedings of the 4th International AR & VR Conference 2018. Springer. Retrieved from
https://eprints.staffs.ac.uk/4799/
‘HoloMuse’ that engage users with archaeological artefacts through gesture-based interactions (Pollalis, Fahnbulleh, Tynes, & Shaer, 2017). Another research utilised HoloLens to provide in-situ assistant for users (Blattgerste, Strenge, Renner, Pfeiffer, & Essig, 2017). HoloLens also used to provide magnification for low vision users by complementary finger-worn camera alongside with the HMD (Stearns, DeSouza, Yin, Findlater, & Froehlich, 2017). Even in the medical applications, HoloLens contributed in 3D visualisation purposes using AR techniques (Syed, Zakaria, & Lozanoff, 2017) and provide optimised measurements in medical surgeries(Pratt et al., 2018) (Adabi et al., 2017). Application of HoloLens extended to visualise prototype designs (DeLaOsa, 2017) and showed its potential in gaming industry (Volpe, 2015) (Alvarez, 2015) and engaging cultural visitors with gaming activities (Raptis, Fidas, & Avouris, 2017).
+++++++++++
Evaluating the Microsoft HoloLens through an augmented reality assembly application
To assess the HoloLens’ potential for delivering AR assembly instructions, the cross-platform Unity 3D game engine was used to build a proof of concept application. Features focused upon when building the prototype were: user interfaces, dynamic 3D assembly instructions, and spatially registered content placement. The research showed that while the HoloLens is a promising system, there are still areas that require improvement, such as tracking accuracy, before the device is ready for deployment in a factory assembly setting.
+++++++++++
Pollalis, C., Fahnbulleh, W., Tynes, J., & Shaer, O. (2017). HoloMuse: Enhancing Engagement with Archaeological Artifacts Through Gesture-Based Interaction with Holograms. In
Proceedings of the Eleventh International Conference on Tangible, Embedded, and Embodied Interaction (pp. 565–570). New York, NY, USA: ACM.
https://doi.org/10.1145/3024969.3025094
++++++++++++++
Gračanin, D., Ciambrone, A., Tasooji, R., & Handosa, M. (2017). Mixed Library — Bridging Real and Virtual Libraries. In S. Lackey & J. Chen (Eds.), Virtual, Augmented and Mixed Reality (pp. 227–238). Springer International Publishing.
We use Microsoft HoloLens device to augment the user’s experience in the real library and to provide a rich set of affordances for embodied and social interactions.We describe a mixed reality based system, a prototype mixed library, that provides a variety of affordances to support embodied interactions and improve the user experience.
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Dourish, P. (n.d.). Where the Action Is. Retrieved November 23, 2018, from
https://mitpress.mit.edu/books/where-actionembodied interactions
Computer science as an engineering discipline has been spectacularly successful. Yet it is also a philosophical enterprise in the way it represents the world and creates and manipulates models of reality, people, and action. In this book, Paul Dourish addresses the philosophical bases of human-computer interaction. He looks at how what he calls “embodied interaction”—an approach to interacting with software systems that emphasizes skilled, engaged practice rather than disembodied rationality—reflects the phenomenological approaches of Martin Heidegger, Ludwig Wittgenstein, and other twentieth-century philosophers. The phenomenological tradition emphasizes the primacy of natural practice over abstract cognition in everyday activity. Dourish shows how this perspective can shed light on the foundational underpinnings of current research on embodied interaction. He looks in particular at how tangible and social approaches to interaction are related, how they can be used to analyze and understand embodied interaction, and how they could affect the design of future interactive systems.
++++++++++
Pollalis, C., Fahnbulleh, W., Tynes, J., & Shaer, O. (2017). HoloMuse: Enhancing Engagement with Archaeological Artifacts Through Gesture-Based Interaction with Holograms. In
Proceedings of the Eleventh International Conference on Tangible, Embedded, and Embodied Interaction (pp. 565–570). New York, NY, USA: ACM.
https://doi.org/10.1145/3024969.3025094HoloMuse, an AR application for the HoloLens wearable device, which allows users to actively engage with archaeological artifacts from a museum collection
pick up, rotate, scale, and alter a hologram of an original archeological artifact using in-air gestures. Users can also curate their own exhibit or customize an existing one by selecting artifacts from a virtual gallery and placing them within the physical world so that they are viewable only using the device. We intend to study the impact of HoloMuse on learning and engagement with college-level art history and archeology students.
+++++++++++
Library Spaces II: The IDEA Lab at the Grainger Engineering Library Information Center
https://prism.ucalgary.ca/bitstream/handle/1880/52190/DL5_mischo_IDEA_Lab2.pdf
++++++++++
more on Hololens in this IMS blog
https://blog.stcloudstate.edu/ims?s=hololens
Advancing Online Education in Minnesota State
Advancing Online Education – Full Report-1s94jfi
Defining Online Education
The term “online education” has been used as a blanket phrase for a number of fundamentally different educational models. Phrases like distance education, e-Learning, massively open online courses (MOOCs), hybrid/blended learning, immersive learning, personalized and/or adaptive learning, master courses, computer based instruction/tutorials, digital literacy and even competency based learning have all colored the definitions the public uses to define “online education.”
online education” as having the following characteristics:
- Students who enroll in online courses or programs may reside near or far from the campus(es) providing the course(s) or program.
- A student’s course load may include offering where attendance is required in person or where an instructor/students are not required to be in the same geographic location.
- Students may enroll in one or more individual online course offerings provided by one or more institutions to that may or may not satisfy degree/program requirements.
- Student may pursue a certificate, program, or degree where a substantial number of courses, perhaps all, are taken without being in the same geographic location as others.
Organizational Effectiveness Research Group (OERG),
As the workgroup considered strategies that could advance online education, they were asked to use the primary and secondary sources listed above to support the fifteen (15) strategies that were developed
define a goal as a broad aspirational outcome that we strive to attain. Four goal areas guide this document. These goal areas include access, quality, affordability and collaboration. Below is a description of each goal area and the assumptions made for Minnesota State.
- Access
Over twenty percent of existing Minnesota State students enroll in online courses as a way to satisfy course requirements. For some students, online education is a convenient option; for others, online is the only option available
- Quality
The Higher Learning Commission (HLC) accreditation guidelines review the standards and processes institutions have in place to ensure quality in all of educational offerings, including online.
There are a number of ways in which institutions have demonstrated quality in individual courses and programs including the evaluation of course design, evaluation of instruction and assessment of student
- Affordability
a differential tuition rate to courses that are offered online. If we intend to have online education continue to be an affordable solution for students, Minnesota State and its institutions must be good stewards of these funds and ensure these funds support online education.
Online education requires different or additional services that need to be funded
transparency is important in tuition setting
- Collaboration
Distance Minnesota is comprised of four institutions Alexandria Technical & Community College, Bemidji State University, Northland Community & Technical College, and Northwest Technical College) which collaborate to offer student support services, outreach, e-advising, faculty support, and administrative assistance for online education offerings.
Strategies
strategies are defined as the overall plan used to identify how we can achieve each goal area.
Action Steps
Strategy 1: Ensure all student have online access to high quality support services
students enrolled in online education experiences should have access to “three areas of support including academic (such as tutoring, advising, and library); administrative (such as financial aid, and disability support); and technical (such as hardware reliability and uptime, and help desk).”
As a system, students have access to a handful of statewide services, include tutoring services through Smarthinking and test proctoring sites.
Strategy 2: Establish and maintain measures to assess and support student readiness for online education
A persistent issue for campuses has been to ensure that students who enroll in online course are aware of the expectations required to participate actively in an online course.
In addition to adhering to course expectations, students must have the technical competencies needed to perform the tasks required for online courses
Strategy 3: Ensure students have access to online and blended learning experiences in course and program offerings.
Strategy 4: These experiences should support and recognize diverse learning needs by applying a universal design for learning framework.
The OERG report included several references to efforts made by campuses related to the providing support and resources for universal design for learning, the workgroup did not offer any action steps.
Strategy 5: Expand access to professional development resources and services for faculty members
As online course are developed and while faculty members teach online courses, it is critical that faculty members have on-demand access to resources like technical support and course assistance.
5A. Statewide Faculty Support Services – Minnesota State provide its institutions and their faculty members with access to a centralized support center during extended hours with staff that can assist faculty members synchronously via phone, chat, text/SMS, or web conference
5C. Instructional Design and Technology Services – Establish a unit that will provide course design and instructional technology services to selected programs and courses from Minnesota State institutions.
Quality
Strategy 1: Establish and maintain a statewide approach for professional development for online education.
1B. Faculty Mentoring – Provide and sustain faculty mentoring programs that promote effective online pedagogy.
1C. Professional development for support staff – including instructional designers, D2L Brightspace site administrators and campus trainers, etc.)
+++++++++++
more on online education in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+education
SCSU library digitizing VHS tapes
- plan
- hardware and software
- digitizing process
- archiving process
- issues
- correspondence among Greg J, Tom H and Plamen
- correspondence on the LITA listserv regarding “best practices for in house digital conversion”
- Plan
- collecting (Identifying VHS to digitize)
- clearing (Digitize or not digitize?):
- duplicates (Checking collection for content in other formats)
- establishing if DVD can be purchased (Availability for sale new)
- clearing copyrights etc. (Copyright / fair use review )
- Digitizing the tapes
- Adobe Premiere CC
- Capture
- metadata
- this why metadata was entered in the post-processed MP4 file using the VLC player
- export
H.264 . / iPAD 480p 29.9 fps
Shortcuts:
If you are using Premiere CC: 1. File/New/Sequence. 2. Ctrl M is the shortcut to export (M is for media)
Issues
the two Apple/Macs will deliver error messages with both the export to the MP4 format and for burning the CDs and DVDs.
e.g.
- other issues
regular restart required for new capture
error messages e.g.
other issues:
audio. Audio synchronization during the digitization is off. Solution: possible solution is the last of this thread : https://forums.adobe.com/thread/2217377
open in in QT Pro copy an segment then past it into a new QT file and save. It then plays normally in Adobe products.
old Apple desktops. needed to be rebuild and reformatted.
Apple burner issues. issues with Premiere license (bigger organization, bigger bureaucracy – keep the licenses within the library, not with IT or the business department)
old VCRs – one of the VCRs was recording bad audio signal
old VHS tapes: the signal jump makes the digital recording stop, thus requiring a constant attendance of the digitization, instead of letting it be digitized and working on something else
Upon upload to MediaSpace,
the person who is uploading the digitized VHS movies can “Add Collaborator”
The collaborator can be “co-editor” and / or “co-publisher”
Thus, at the moment, Tom Hegert has been designated to a digitized VHS video as Co-:Publisher and Rhonda Huisman as “Co-Editor.”
Please DO log in into MediaSpace with your STAR ID and confirm that you can locate the video and you can, respectively edit its metadata.
If you can edit the video, this means that the proposed system will work, since the Library can follow the same pattern to “distribute” the videos to the instructors, who these videos are used by; and, respectively these instructors can further control the distribution of the videos in their classes.
- issues:
sharing the videos from the generic Library account for MediaSpace to the MediaSPace account of the faculty who had requested the digitization either through sending the link to the video or publish in channel (we called our channel “digitized VHS”)
- issue: ripping off content from DVD.
Faculty (mostly teaching online / hybrid courses) want to place teaching material from DVD to MediaSpace. Most DVDs are DRM protected.
Handbreak (https://handbrake.fr/) does not allow ripping DRM-ed DVDs.
to bypass this Handbreak issue, we use DVD Decrypter before we run the file through Handbreak
Solutions:
From: “Lanska, Jeremiah K” <Jeremiah.Lanska@ridgewater.edu>
Date: Tuesday, September 11, 2018 at 10:03 AM
I use a software on a MAC called MacX DVD Video Converter Pro.
https://www.macxdvd.com/
I convert videos to MP4 with this and it just works for just about any DVD. Then upload them to MediaSpace.
Jer Lanska Media Services Ridgewater College Jeremiah.lanska@ridgewater.edu 320-234-8575
From: “Docken, Marti L” <Marti.Docken@saintpaul.edu>
Date: Tuesday, September 11, 2018 at 8:17 AM
Good morning Plamen. Here at Saint Paul College, we are asked to get permission from owner when we are looking at making any alterations to a video, tape, etc. This is true of adding closed captioning as well. The attached are forms given by Minnesota State which they may have an updated form.
Thank you and have a wonderful day.
Marti Docken Instructional Technology Specialist 651.846.1339 marti.docken@saintpaul.edu
Permission Request Form to Add Closed Caption-288flgx
Memo Closed Captioning Copyright FINAL 10 03 2011-1065jox
From: Geri Wilson
Sent: Friday, September 14, 2018 3:23 PM
What I do with DVDs is give a warning to the faculty that the MediaSpace link with the captions I’ve created should not be widely shared and should be treated as if it were still a DVD that can be shown in the classroom, but not posted on D2L. Because even if we use those forms, I don’t believe it gives us the right to use the video in a broader way. However, a safer approach might be to burn a new DVD with captions, so that it’s still in the same format that can’t be misused as easily.
Just my 2 cents. Geri
From: “Hunter, Gary B” <Gary.Hunter@minnstate.edu>
Date: Friday, September 14, 2018 at 2:55 PM
To: Plamen Miltenoff_old <pmiltenoff@stcloudstate.edu>
Subject: RE: Process of ripping DVD video to mount it on MediaSpace
I’ll assume the contents of the DVDs are movies/films unless I hear otherwise from you. There’s a lot we need to consider from a copyright perspective. Let me know a day and time that we can touch base via a phone call. Next week my schedule is flexible, so let me know what day and time work for you. Until we speak, here’s some of the information related to making copies of copyrighted works for nonprofit teaching purposes.
There are two sections of the Copyright Act that authorize “copying” of copyrighted works for nonprofit educational purposes. It doesn’t matter if the copyrighted works are being copied from DVDs, CDs, flash drives, a computer’s hard drive, etc., the same sections of the Copyright Act apply.
- Section 110(2), also known as the TEACH Act, allows nonprofit educational institutions to make a digital copy of a nondramatic copyrighted work and save it to a server for online and hybrid teaching. I have a TEACH Act checklist on the IP Tools & Forms webpage at http://www.minnstate.edu/system/asa/academicaffairs/policy/copyright/forms.html. The checklist identifies the few things that may not be copied under this section of the Copyright Act. If an instructor meets the various requirements on the checklist, than you can make a digital copy of the entire nondramatic copyrighted work and save it to MediaSpace. For nondramatic works, all MinnState instructors should be able to complete the TEACH Act checklist successfully, so I wouldn’t request a completed checklist from them.
Under the TEACH Act, nonprofit educational institutions are only permitted to make a digital copy of reasonable and limited portions of dramatic copyrighted works. Movies and films are usually dramatic works. Most people in higher education interpret “reasonable and limited portions” to mean something less than the whole and not the entire movie/film. There are several guidance documents on the TEACH Act on the IP Tools & Forms webpage that go into greater detail as to what is reasonable and limited portions. Unfortunately, this section only authorizes the copying of part of the movie/film and not the entire thing.
- Section 107 Fair Use of the Copyright Act is the second section that permits copying of copyrighted works for nonprofit educational purposes. Fair Use is used more than any other section to make copies of copyrighted works for nonprofit educational purposes. An instructor needs to complete a fair Use Checklist showing the proposed copying is authorized by fair use. An instructor who completes a Fair Use Checklist that ends up being 50/50 or more in support of fair use for their proposed copying of a copyrighted work, should be able to make the digital copy. Fair Use has some nuances in it for unique situations. Let’s set up a phone call to further discuss them. There is also a flow chart that may helpful at http://www.minnstate.edu/system/asa/academicaffairs/policy/copyright/docs/Flow%20Chart-Using%20video%20in%20Online%20-%20D2L%20Courses.pdf.
We also have to consider whether or not the movies/films were purchased with “personal use” rights or “public performance” rights. Or if an educational license or some similar type of license gives us permission to make copies or publicly perform the movie/film. More layers of the onion that need peeled back to address the copyright concerns.
++++++++++++++
- Issue: confidentiality
All digitized material is backedup on DVDs, whether faculty wants a DVD or not.
Some video content is confidential (e.g. interviews with patients) and faculty does not want any extra copies, but the DVD submitted to them. How do we archive / do we archive the content then?
Burning (Archiving)
- where to store the burned DVDs? their shelf life is 12 years.
- DVD’s must be labeled with soft tip perm marker, not labels. labels glue ages quickly.
- all our desktops are outdated (5+ years and older). We used two Apple/Macs. OS El Captain, Version 10.11.6, 2.5 Gxz Intel Core i5. 8GB memory, 1333 MHz DDR3, Graphic Card AMD Radeon HD 6750 MD 512 MB
Question about the process of archiving the CDs and DVDs after burning. What is the best way to archive the digitized material? Store the CD and DVDs? Keep them in the “cloud?”
Question about the management of working files: 1. Premiere digitizes the original hi-quality file in .mov format and it is in GB. The export is in .mp4 format and it is in MB. Is it worth to store the GB-size .mov format and for how long, considering that the working station has a limited HDD of 200GB
we decided to export two types of files using Adobe Premiere: a) a low end .MP4 file about several hundred megabites, which respectively is uploaded in SCSU Media Space (AKA Kaltura) and b) one high-end (better quality) one the realm of several GBs, which was the archived copy
We placed a request for two 2TB HDD with the library dean and 10TB file space with the SCSU IT department. Idea being to have the files for MediaSpace readily available on the hardrives, if we have to make them available to faculty and the high-end files being stored on the SCSU file server.
++++++++++++++++++
Nov. 2019: transfer of accounts. The generic SCSULibraryVideo account is discontinued because of the August 2019 transition to the minnstate.edu. Agreed to host the accumulated digitized videos under the private account of one of the team members, who will be assigning the other members and the requesting faculty as co-editors.
++++++++++++++++++
2. correspondence among Greg J, Tom H and Plamen
email correspondence Greg, Tom, Plamen regarding Kaltura account:
From: Greg <gsjorgensen@stcloudstate.edu>
Date: Friday, November 17, 2017 at 11:32 AM
To: Plamen Miltenoff <pmiltenoff@stcloudstate.edu>
Subject: RE: Question Kaltura
Plamen,
Channels are not required using this workflow. Just the collaboration change.
–g–
From: Miltenoff, Plamen
Sent: Friday, November 17, 2017 11:31 AM
To: Jorgensen, Greg S. <gsjorgensen@stcloudstate.edu>; Hergert, Thomas R. <trhergert@stcloudstate.edu>
Subject: Question Kaltura
Greg,
About the channel:
Do I create one channel (videos)?
It seems to be a better idea to create separate channels for each of faculty, who’s videotapes are digitized.
Your take?
p
From: Greg <gsjorgensen@stcloudstate.edu>
Date: Friday, November 17, 2017 at 11:28 AM
To: Plamen Miltenoff <pmiltenoff@stcloudstate.edu>, Thomas Hergert <trhergert@stcloudstate.edu>
Subject: RE: Supplemental Account Request Status
Plamen,
You can now sign in here: https://scsu.mediaspace.kaltura.com/ with SCSULibraryVideo as the user and whatever password you selected.
Upload a video.
Click the edit button:
Choose the collaboration ‘tab’:
Add a collaborator:
Just type in part of their name:
Add them as co-editor and co-publisher.
******* any user you wish to collaborate with, will need to first sign in to mediaspace in order to provision their account.**** After they have signed in, you will be able to add them as collaborator.
Once they’ve been added, they will have access to the video in their MedisSpace account.
Like so:
From the My Media area:
Click ‘Filters’:
Then choose either media I can publish, or media I can edit:
If you want to simply change ownership to the requestor (for video available only to a single person), just choose change media owner on the collaboration tab.
The process above will allow for any number of collaborators, in a fashion similar to ‘on reserve’.
–g–
From: Miltenoff, Plamen
Sent: Friday, November 17, 2017 11:19 AM
To: Jorgensen, Greg S. <gsjorgensen@stcloudstate.edu>; Hergert, Thomas R. <trhergert@stcloudstate.edu>
Subject: FW: Supplemental Account Request Status
Tom,
I submitted the request to Greg with the “SCSULibraryVideo” name
Greg, I submitted, Tom, Rachel W and Rhonda H (and you) as “owners.”
Pls, if possible, do not assigned to Tom ownership rights yet and add him later on.
I also received your approval, so I am starting to work on it
Txs
p
—————-
From: Husky Tech <huskytech@stcloudstate.edu>
Date: Friday, November 17, 2017 at 11:16 AM
To: Plamen Miltenoff <pmiltenoff@stcloudstate.edu>
Subject: Supplemental Account Request Status
Plamen,
This message confirms your request for a new Supplemental Account with the requested username of SCSULibraryVideo. Please allow 2-3 business days for processing. You will be notified by email when your request is approved or denied. You may also check the status of your request by returning to the Supplemental Accounts Maintenance site.
Thank you for your request and please contact us with questions or concerns.
HuskyTech
720 4th Avenue South
St. Cloud, MN 56301
(320) 308-7000
HuskyTech@stcloudstate.edu
From: “Jorgensen, Greg S.” <gsjorgensen@stcloudstate.edu>
Date: Friday, November 17, 2017 at 11:11 AM
To: “Miltenoff, Plamen” <pmiltenoff@stcloudstate.edu>, Tom Hergert <trhergert@stcloudstate.edu>
Subject: RE: Kaltura’s account for the library
Plamen, (or Tom)
Go here and request one: https://huskynet.stcloudstate.edu/myHuskyNet/supplemental-acct.asp
Once you’ve done that, just let me know the name of the account. (LibraryVideoDrop, SCSULibraryVideo, etc….)
I’ll then add it to the Mediaspace access list.
If there’s already an account to which you have access, we can use that, too. Remember, though, credentials will be shared at least between the two of you.
–g–
From: Miltenoff, Plamen
Sent: Friday, November 17, 2017 11:08 AM
To: Jorgensen, Greg S. <gsjorgensen@stcloudstate.edu>; Hergert, Thomas R. <trhergert@stcloudstate.edu>
Subject: Re: Kaltura’s account for the library
Well, that is a good question. Do we need a “STAR ID” type of account for the library?
If so, who will be the person to talk to. After Diane Schmitt, I do not know who to ask
Tom, can you ask the library dean’s office for any “generic” account?
Greg, for the time being, is it possible to have me as the “owner” of that account? Would that conflict with my current Kaltura account/content?
Can I participate for this project with my student account (as you helpled me several weeks ago restore it for D2L usage)?
p
—————-
Plamen Miltenoff, Ph.D., MLIS
Professor
320-308-3072
pmiltenoff@stcloudstate.edu
http://web.stcloudstate.edu/pmiltenoff/faculty/
Knowledge is built from active engagement with conflicting and confounding ideas that challenge older, pre-existing knowledge (Piaget, 1952).
From: Greg <gsjorgensen@stcloudstate.edu>
Date: Friday, November 17, 2017 at 11:04 AM
To: Thomas Hergert <trhergert@stcloudstate.edu>, Plamen Miltenoff <pmiltenoff@stcloudstate.edu>
Subject: RE: Kaltura’s account for the library
Tom – I think we can accommodate that, too….
I like Plamen’s idea of a test.
Plamen – is there a library dept supplemental account we should also use as part of the test?
–g–
From: Hergert, Thomas R.
Sent: Friday, November 17, 2017 10:50 AM
To: Jorgensen, Greg S. <gsjorgensen@stcloudstate.edu>; Miltenoff, Plamen <pmiltenoff@stcloudstate.edu>
Subject: Re: Kaltura’s account for the library
Yes, except that there may be needs for multiple faculty to access the files. Think of it as analogous to DVDs on reserve or even in the general collection.
Tom
From: “Jorgensen, Greg S.” <gsjorgensen@stcloudstate.edu>
Date: Friday, November 17, 2017 at 10:29 AM
To: Tom Hergert <trhergert@stcloudstate.edu>, “Miltenoff, Plamen” <pmiltenoff@stcloudstate.edu>
Subject: RE: Kaltura’s account for the library
Hmmm…..
Would this be the process:
- VHS digitized
- File placed in Mediaspace (SCSULibrary supplemental acct, for example, would be the ‘owner’/uploader)
- Link sent to original faculty requestor for review of file (if it was edited/correct edits made, CC burned in for open captions, etc…)
- Ownership transfer to requesting faculty so they can share link/embed, etc… as they need.
–g–
From: Hergert, Thomas R.
Sent: Friday, November 17, 2017 10:24 AM
To: Jorgensen, Greg S. <gsjorgensen@stcloudstate.edu>; Miltenoff, Plamen <pmiltenoff@stcloudstate.edu>
Subject: Re: Kaltura’s account for the library
Send someone the link, probably allow downloads by faculty, absolutely stream via MediaSpace
Tom
From: “Jorgensen, Greg S.” <gsjorgensen@stcloudstate.edu>
Date: Friday, November 17, 2017 at 10:22 AM
To: Tom Hergert <trhergert@stcloudstate.edu>, “Miltenoff, Plamen” <pmiltenoff@stcloudstate.edu>
Subject: RE: Kaltura’s account for the library
Share, as in send someone the link? Or share, as in, let others upload/download from the location?
Do these things need to stream from the location (as in Mediaspace), or is this more of a file drop?
–g–
From: Hergert, Thomas R.
Sent: Friday, November 17, 2017 9:19 AM
To: Jorgensen, Greg S. <gsjorgensen@stcloudstate.edu>; Miltenoff, Plamen <pmiltenoff@stcloudstate.edu>
Subject: Re: Kaltura’s account for the library
I think we’re hoping for an account from which we can share Library resources such as the digitized versions of VHS tapes that Plamen and I are creating. As I understand it, a closed channel is probably not the best answer. We need a common repository that can have open access to SCSU Kaltura users.
Tom
From: “Jorgensen, Greg S.” <gsjorgensen@stcloudstate.edu>
Date: Thursday, November 16, 2017 at 2:03 PM
To: “Miltenoff, Plamen” <pmiltenoff@stcloudstate.edu>
Cc: Tom Hergert <trhergert@stcloudstate.edu>
Subject: RE: Kaltura’s account for the library
A single account can’t really be shared in the way you’re asking, but we can easily add a dept. supplemental account to Mediaspace. I just need the name of the account.
Depending on what you intend, maybe a closed channel? Create a closed channel and add individuals as needed?
–g–
From: Miltenoff, Plamen
Sent: Thursday, November 16, 2017 11:41 AM
To: Jorgensen, Greg S. <gsjorgensen@stcloudstate.edu>
Cc: Hergert, Thomas R. <trhergert@stcloudstate.edu>
Subject: Kaltura’s account for the library
Greg,
Can you help me create a MediaSpace account for the library use.
How can it be tight up to the STAR ID login specifications?
Is it possible, let’s say Tom and I to use our STAR ID to login into such account?
Any info is welcome…
Plamen
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3. correspondence on the LITA listserv regarding “best practices for in house digital conversion”
From: <lita-l-request@lists.ala.org> on behalf of Sharona Ginsberg <lita-l@lists.ala.org>
Reply-To: “lita-l@lists.ala.org” <lita-l@lists.ala.org>
Date: Tuesday, November 21, 2017 at 10:07 AM
To: “lita-l@lists.ala.org” <lita-l@lists.ala.org>
Subject: Re: [lita-l] best practices for in house digital conversion
I’m at an academic rather than public library, but you can see what we offer for digital conversion here: https://www.oswego.edu/library/digital-conversion. We’ve been generally happy with our equipment, and I especially think the Elgato Video Capture device (VHS to digital) is a good tool.
– Sharona
From: <lita-l-request@lists.ala.org> on behalf of Molly Schwartz <mschwartz@metro.org>
Reply-To: “lita-l@lists.ala.org” <lita-l@lists.ala.org>
Date: Tuesday, November 21, 2017 at 10:03 AM
To: “lita-l@lists.ala.org” <lita-l@lists.ala.org>
Subject: Re: [lita-l] best practices for in house digital conversion
Hi Stew,
We are not a public library, but we did recently set up an AV media transfer rack here in METRO’s studio in partnership with the XFR Collective. There is a full list of the media formats we can transfer here on our website, as well as a lot more great information in the documentation.
I would also definitely recommend DCPL’s Memory Lab and the project to build a Memory Lab Network, which is more applicable to public libraries.
best,
Molly
On Tue, Nov 21, 2017 at 10:49 AM, Stewart Wilson <SWilson@onlib.org> wrote:
Hi all,
I know there is a lot of information already out here, but is anyone up for a conversation about media conversion technologies for public library patrons?
I’m interested in best practices and recommended technologies or guides that you use in your system.
Anything that converts projector slides, 35mm, VHS, photographs, cassette, etc.
We are building a new PC for this and 3D rendering, so any recommendations for things like soundcards or video capture cards are also useful.
Thanks for your help; this group is the best.
Stew Wilson
Paralibrarian for Network Administration and Technology
Community Library of Dewitt & Jamesville
swilson@onlib.org
315 446 3578
To maximize your use of LITA-L or to unsubscribe, see http://www.ala.org/lita/involve/email
—
Molly C. Schwartz
Studio Manager
http://metro.org/services/599studio
mschwartz@metro.org
212-228-7132
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esummit 2018 prsentation
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more on digitizing in this IMS blog
https://blog.stcloudstate.edu/ims?s=digitizing
Finch, J. f., & Flenner, A. (2016). Using Data Visualization to Examine an Academic Library Collection. College & Research Libraries, 77(6), 765-778.
http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dllf%26AN%3d119891576%26site%3dehost-live%26scope%3dsite
p. 766
Visualizations of library data have been used to: • reveal relationships among subject areas for users. • illuminate circulation patterns. • suggest titles for weeding. • analyze citations and map scholarly communications
Each unit of data analyzed can be described as topical, asking “what.”6 • What is the number of courses offered in each major and minor? • What is expended in each subject area? • What is the size of the physical collection in each subject area? • What is student enrollment in each area? • What is the circulation in specific areas for one year?
libraries, if they are to survive, must rethink their collecting and service strategies in radical and possibly scary ways and to do so sooner rather than later. Anderson predicts that, in the next ten years, the “idea of collection” will be overhauled in favor of “dynamic access to a virtually unlimited flow of information products.” My note: in essence, the fight between Mark Vargas and the Acquisition/Cataloguing people
The library collection of today is changing, affected by many factors, such as demanddriven acquisitions, access, streaming media, interdisciplinary coursework, ordering enthusiasm, new areas of study, political pressures, vendor changes, and the individual faculty member following a focused line of research.
subject librarians may see opportunities in looking more closely at the relatively unexplored “intersection of circulation, interlibrary loan, and holdings.”
Using Visualizations to Address Library Problems
the difference between graphical representations of environments and knowledge visualization, which generates graphical representations of meaningful relationships among retrieved files or objects.
Exhaustive lists of data visualization tools include: • the DIRT Directory (http://dirtdirectory.org/categories/visualization) • Kathy Schrock’s educating through infographics (www.schrockguide.net/ infographics-as-an-assessment.html) • Dataviz list of online tools (www.improving-visualisation.org/case-studies/id=5)
Visualization tools explored for this study include Plotly, Microsoft Excel, Python programming language, and D3.js, a javascript library for creating documents based on data. Tableau Public©
Eugene O’Loughlin, National College of Ireland, is very helpful in composing the charts and is found here: https://youtu.be/4FyImh2G7N0.
p. 771 By looking at the data (my note – by visualizing the data), more questions are revealed, The visualizations provide greater comprehension than the two-dimensional “flatland” of the spreadsheets, in which valuable questions and insights are lost in the columns and rows of data.
By looking at data visualized in different combinations, library collection development teams can clearly compare important considerations in collection management: expenditures and purchases, circulation, student enrollment, and course hours. Library staff and administrators can make funding decisions or begin dialog based on data free from political pressure or from the influence of the squeakiest wheel in a department.
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more on data visualization for the academic library in this IMS blog
https://blog.stcloudstate.edu/ims?s=data+visualization
