Searching for "social media video"

26
Nov
2016

video for social media

categories: Bring Your Own Device BYOD, Digital literacy, digital storytelling, distance learning, distributive learning, e-learning, educational technology, hybrid learning, instructional technology, media literacy, mobile learning, online learning, social media, student-centered learning, video editing, visual basics, YouTube

these tools useful for hybrid and online learning

3 Video Storytelling Tools for Social Marketers

By October 19, 2016

http://www.socialmediaexaminer.com/3-video-storytelling-tools-for-social-marketers/

Adobe Spark

Adobe Spark Video is an elegant, easy-to-use tool for creating animated videos that tell a story. It’s available as a browser-based cloud app or as an iOS app. You can get it as a single app or install the 3-in-1 tool to access the Spark Post and Spark Page companion apps too.

What’s great about Spark Video is that it’s quick. You can create a compelling animated video story in just minutes without any design experience, and work on your project from anywhere. As a cloud-based tool, your progress is saved and synced automatically, so you can work on it on mobile or desktop whenever creative inspiration strikes.

Animoto

Now let’s look at a tool that’s similar to Adobe Spark, but gives you more flexibility over your content. Animoto is an affordable, cloud-based tool that offers an assortment of choices and customizations to create a one-of-a-kind video to tell your brand’s story.

This tool gives you a little more control than Adobe Spark Video. You can start with a blank canvas (choosing your own colors, styles, and frames to more closely match your brand) or adapt one of the tool’s wide variety of templates.

YouTube Director

YouTube Director is a revolutionary tool to create video ads for business. Geared toward small local businesses, it’s a foolproof way to tell a compelling story in a short format.

As you follow the prompts, you’re guided to capture images, video, and voiceovers. Then you can post the video and run a video ad campaign on YouTube.

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more on video and social media in this IMS blog:

https://blog.stcloudstate.edu/ims?s=social+media+video

29
Jan
2016

video tools for social media

categories: Bring Your Own Device BYOD, Digital literacy, digital storytelling, educational technology, iMovie, information technology, instructional technology, mobile learning, social media, technology literacy, video editing

14 Video Tools for Social Media

use to create screencasts, montages and slideshows.

December 7, 2015

http://www.socialmediaexaminer.com/14-video-tools-for-social-media-marketers

Facebook gives priority to native videos (as opposed to video links to external sources) to encourage this type of content. Videos that are directly uploaded to Facebook perform better and provide a better experience. They receive 30% more video views than videos posted from other websites, and have images up to 11 times larger in the news feed.

Screencasts / Lecture Capture

  • Camtasia Studio
  • ScreenFlow (Apple/Mac)
  • Snagit
  • TechSmith Fuse works with Camtasia Studio and Snagit. Capture the images and videos on your mobile device and send them to your desktop to use in your videos.
  • Reflector by Squirrels allows you to do wireless mirroring, so you can display your smartphone screen (Android or iOS) on your desktop.

Slideshows

Video Montages on Desktop and Mobile Apps

  • Animoto
  • Magisto is a free app that automatically turns your everyday videos and photos into movies
  • Adobe Voice. The app is available only for iPad

Mobile video capture

  • Flipagram. You can record voice narration, choose from Flipagram’s music or upload 15 seconds of music you already have on your mobile device.
  • Diptic app is another video tool for making collages that has a newly added animation feature, which works with transitions
  • Boomerang is a new app from Instagram that takes a burst of photographs and stitches them together into a 1-second video and loops it forward and backward. It’s not an animated GIF, but it’s designed to look like one.

More about lecture capture in this blog: https://blog.stcloudstate.edu/ims/?s=capture&submit=Search
More about video in this blog: https://blog.stcloudstate.edu/ims/?s=video&submit=Search
More about effective presentations and slideshows in this blog: https://blog.stcloudstate.edu/ims/?s=presentations&submit=Search

 

 

 

 

14
Jul
2015

Video Storytelling in Social Media Marketing

categories: digital identity, Digital literacy, digital storytelling, information technology, instructional technology, media literacy, mobile learning, Project Based Learning, social media, student-centered learning, technology literacy, video editing

Video Storytelling in Social Media Marketing

http://www.socialmediaexaminer.com/video-storytelling/

#1: Post Stories From Your Customers

#2: Create a Fictional Series

#3: Tell Personal Stories

#4: Shoot Documentary-Style Video

#5: Interview Guests

#6: Take Viewers Behind the Scenes

#7: Create Animated Stories

#8: Show Viewers How to Do Something

Other Stories to Tell With Video

There are a lot of interesting ways to integrate storytelling into your social videos. In addition to those featured above, here are some other stories that are well suited for video:

  • Create a single video or a series of videos to highlight humorous situations related to your business or industry.
  • If your company’s beginnings would make an interesting story, have the founder tell that story on video.
  • Are your employees involved in interesting activities or challenges? Consider featuring those stories in your social videos.
  • Tell a fictional but realistic story on video to educate viewers about your industry.
  • Find a way to combine reality TV–style video with something relevant to your audience.
26
Jun
2014

Social Media: excellent mashup for video + Web form

categories: Uncategorized

A new start up just released a “free” option to add drawings, multiple-choice and open questions to videos published on YouTube, Vimeo etc. It is an excellent opportunity to add interactivity and combine in one your video material with feedback from your end users. It is specifically targeting the educational world.

Here is an example of having an YouTube video created by MassComm student Collette Jackson for the Library about the use of social media with added interactivity by Zaption:

http://zapt.io/tudfv84t

The company is targeting mobile devices for creation of their product.

Please let us know, if you need more information and/or support: ims@stcloudstate.edu

 

24
Jun
2014

Social Media: How to Create Awesome Online Videos: Tools and Software to Make it Easy

categories: Digital literacy, digital storytelling, gamification, instructional technology, learning, mobile apps, mobile learning, screencasting, video, whiteboard screencasting app

How to Create Awesome Online Videos: Tools and Software to Make it Easy

http://www.socialmediaexaminer.com/tools-to-create-online-videos/

the tripod for iPAD is a compelling idea, but my personal choice is the wireless mics.

21
May
2022

Use Fake Social Media Profiles to Spy

categories: privacy

Chicago Cops Can Use Fake Social Media Profiles to Spy On You, With the FBI’s Help

Police continue to use social media in questionable ways to monitor and track down protestors in photos and videos, according to a new report.

Manufactured social media profiles, not linked to any real person, are theoretically a violation of Facebook’s authenticity policy.

27
Jan
2022

social media for holocaust remembrance

categories: social media, Twitter
@lilyebert

98-year-old Holocaust survivor Lily Ebert, on @The View tomorrow for #holocaustmemorialday ❤️📺 #holocaustsurvivor #learnontiktok #strongwoman #survivor #98yearold #theview #history #neverforget

♬ original sound – Lily Ebert & Dov Forman

If you want to follow Lily’s TikTok account: https://www.tiktok.com/@lilyebert

You can ask Lily questions on TikTok (and receive answers)

As a survivor, she was active her entire life presenting on the Holocaust. When the pandemic hit and restricted her activities, she successfully moved to Social Media.
The power of social media

https://www.tweet247.net/united%20kingdom/lily%20ebert

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more on International Holocaust Remembrance Day in this IMS blog
https://www.tweet247.net/united%20kingdom/lily%20ebert

 

18
Feb
2021

Media Literacy for GLST 195

categories: Digital literacy, educational technology, information literacy, information technology, media literacy

Information Media and Digital Literacy for GLST 195: Global Society & Citizenship    

Instructor: Prof. Chuks Ugochukwu   Per Syllabus:

COURSE LEARNING OUTCOMES:
The course meets Liberal Education Program (LEP), Goal Area 8: Global Perspective; and Goal Area 9: Ethical and Civic Responsibility objectives
Goal Area 8: Global Perspective. Objective: Develop a comparative perspective and understanding of one’s place in a global context.

Students will be able to:

  1. Describe and analyze political, economic, and cultural elements which influence relations of states and societies in their historical and contemporary dimensions.
  2. Demonstrate knowledge of cultural, social, religious and linguistic differences.
  3. Analyze specific international problems, illustrating the cultural,economic, and political differences that affect their solution.
  4. Understand the role of a world citizen and the responsibility world citizens share for their common global future.

Goal Area 9: Ethical and Civic Responsibility Objective: Understand and evaluate ethical or civic issues and theories and participate in active citizenship or ethical judgment

OUR HUSKY COMPACT

Our Husky Compact is a bond shared by St. Cloud State University and its students that a SCSU education will prepare students for a life of growth and fulfillment – intellectually, professionally, and personally. When students graduate with an SCSU education, they will:

  • Think Creatively and Critically
  • Seek and Apply Knowledge
  • Communicate Effectively
  • Integrate Existing and Evolving Technologies
  • Engage as a Member of a Diverse and Multicultural World
  • Act with Personal Integrity and Civic Responsibility

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Week ???: Information – Media and Digital Literacy

Most students can’t tell fake news from real news, study shows
Read more: https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-3/

Module 1
video to introduce students to the readings and expected tasks

https://mediaspace.minnstate.edu/media/GLST+195+Module+1/1_32242qua

  1. Fake News / Misinformation / Disinformation
    1. Definitions
      1. Fake news, alternative facts
        https://blog.stcloudstate.edu/ims?s=fake+news
        https://blog.stcloudstate.edu/ims?s=alternative+facts

Mini-Assignment: After reading the information from the links above, take a minute to write out your own definition of 1. Fake News 2. Alternative Facts

      1. Misinformation vs disinformation
        https://blog.stcloudstate.edu/ims/2018/02/18/fake-news-disinformation-propaganda/

Mini-Assignment: After reading the information from the links above, take a minute to write out your own definition of 1. Misinformation 2. Disinformation. What are their main characteristics? How do they differ?

        1. Propaganda

Mini-Assignment: What is Propaganda? How do misinformation, disinformation, fake news and alternative facts fit into the process of propaganda?

        1. Conspiracy theories
          https://blog.stcloudstate.edu/ims?s=conspiracy+theories

Mini-Assignment:  Using the information from the links above, can you establish the connection between conspiracy theories, propaganda, mis- and disinformation, fake news, alternative news and social media?

          1. Bots, trolls
            https://blog.stcloudstate.edu/ims/2017/11/22/bots-trolls-and-fake-news/
            https://blog.stcloudstate.edu/ims/2020/04/30/fake-social-media-accounts-and-politicians/
            https://blog.stcloudstate.edu/ims/2020/01/20/bots-and-disinformation/

Mini-Assignment: using the info from the links above and/or information you have collected, can you define the role of bots and trolls in social media in regard to propaganda and conspiracy theories?

        1. Clickbait
          Filter bubbles, echo chambers
          (8 min) video explains filter bubbles
          https://www.ted.com/talks/eli_pariser_beware_online_filter

Mini-Assignment:: based on your own information and experience, as well as the information offered in the links, can you define your own resistance to clickbaits?

Assignment: which challenges do you identify with?
The Challenge of Teaching News Literacy:
https://soundcloud.com/edsurge/the-challenge-of-teaching-news-literacy

25 min podcast.

In a short paragraph, identify the issues you see as important to address in order to improve your own news literacy.
time to accomplish the assignment: ~45 min (including listening to the podcast).

  1. Why is it important to understand these processes?

Assignment: why is it important:

In a short paragraph, share your initial feeling about Fake News / Misinformation / Disinformation. 1. Do you think, it is important at all? 2. If yes, why; if not, why. 3. If yes, what is the importance, the impact?
time to accomplish the assignment: ~5-10 min

  1. How to deal with these processes
    1. how do we apply hands-on critical thinking to withstand these processes?
      1. What is critical thinking

disciplined thinking that is clear, rational, open-minded, and informed by evidence: https://www.dictionary.com/browse/critical-thinking

  1. Ability to research

Ability to find reliable information

  1. Popular media

How to spot fake news:
https://blog.stcloudstate.edu/ims/2017/03/15/fake-news-bib/
Can machines create fake news?
https://blog.stcloudstate.edu/ims/2019/10/24/fake-news-generator/
Can machines “clean up” fake from real?
https://blog.stcloudstate.edu/ims/2020/11/16/identifying-fake-news-by-90/
What can humans do to distinguish fake from real? Consider these five factors:
https://blog.stcloudstate.edu/ims/2017/06/26/fake-news-real-news/

Considering the second factor (who published it), here is a scale to consider when evaluating the veracity of your sources:
https://blog.stcloudstate.edu/ims/2017/08/13/library-spot-fake-news/
(can you find your favorite magazine/newspaper on the graphic?)

https://blog.stcloudstate.edu/ims/2016/12/14/fake-news-2/

(can you find your favorite news organization on the graphic?)

Factcheckers/Factchecking Organizations:
https://blog.stcloudstate.edu/ims/2017/03/28/fake-news-resources/

https://blog.stcloudstate.edu/ims/2016/12/14/fake-news-2/

  1. Peer-reviewed literature

Similarly to the assessment of popular information sources, academia requires vigorous vetting if the sources you will be using for your academic work. In the 21st century, your ability to find information in peer-reviewed journals might not be sufficient to assure accurate and reliable use of information from those resources for your research and writing. After your selection of peer-reviewed literature, you must be able to evaluate and determine the veracity and reliability of those sources.
How do you evaluate a source of information to determine if it is appropriate for academic/scholarly use. There is no set “checklist” to complete but below are some criteria to consider when you are evaluating a source.

Here is a short (4 min) video introducing you to the well-known basics for evaluation of academic literature:
https://youtu.be/qUd_gf2ypk4

  1. ACCURACY
    1. Does the author cite reliable sources?
    2. How does the information compare with that in other works on the topic?
    3. Can you determine if the information has gone through peer-review?
    4. Are there factual, spelling, typographical, or grammatical errors?
  2. AUDIENCE
    1. Who do you think the authors are trying to reach?
    2. Is the language, vocabulary, style and tone appropriate for intended audience?
    3. What are the audience demographics? (age, educational level, etc.)
    4. Are the authors targeting a particular group or segment of society?
  3. AUTHORITY
    1. Who wrote the information found in the article or on the site?
    2. What are the author’s credentials/qualifications for this particular topic?
    3. Is the author affiliated with a particular organization or institution?
    4. What does that affiliation suggest about the author?
  4. CURRENCY
    1. Is the content current?
    2. Does the date of the information directly affect the accuracy or usefulness of the information?
  5. OBJECTIVITY/BIAS
    1. What is the author’s or website’s point of view?
    2. Is the point of view subtle or explicit?
    3. Is the information presented as fact or opinion?
    4. If opinion, is the opinion supported by credible data or informed argument?
    5. Is the information one-sided?
    6. Are alternate views represented?
    7. Does the point of view affect how you view the information?
  6. PURPOSE
    1. What is the author’s purpose or objective, to explain, provide new information or news, entertain, persuade or sell?
    2. Does the purpose affect how you view the information presented?

In 2021, however, all suggestions above may not be sufficient to distinguish a reliable source of information, even if the article made it through the peer-reviewed process. In time, you should learn to evaluate the research methods of the authors and decide if they are reliable. Same applies for the research findings and conclusions.

Assignment: seeking reliable information

From your syllabus weekly themes: 1. Food; 2. Health; 3. Energy; 4. Environment; 5. Security, chose a topic of your interest.
For example: Food: raising cattle for food contributes to climate changes, because of the methane gas, or Health: COVID is the same (or not the same) as the flu; or Energy: Fossil energy is bad (or good) for the environment; etc.
Please consult with me (email me for a zoom appointment: pmiltenoff@stcloudstate.edu), if you need to discuss the choice and narrowing down of the topic.
Once you decide on the topic, do the research by collecting four sources of information:

The first couple of sources will be from popular media, whereas each of the two articles will be having an opposite approach, arguments and understanding of the issue. For example, one article will claim fossil energy is bad for the environment and the other one will argue fossil fuel has insignificant impact on climate change. You must be able to evaluate the veracity and the leaning of each source. The source can be a newspaper or magazine article, video (TV or Social Media), audio (podcasts, TV, etc.), presentations (PowerPoint, SlideShare, etc.).
Having troubles finding opposing resources? Feel welcome to search for your topic among these news outlets on the conservative side:
https://www.conservapedia.com/Top_Conservative_news_websites
and the https://aelieve.com/rankings/websites/category/news-media/top-liberal-websites/
In the same fashion, you will evaluate the second couple of sources from peer-reviewed journals. Each source will have different approach, argument and understanding of the issue and you must evaluate the robustness of the research method.

time to accomplish the assignment: ~30 min

Module 2 (video to introduce students to the readings and expected tasks)

  1. Digital Citizenship, Global Citizenship and Multiculturalism
    1. Definitions
    2. Global Citizenship
      seek global sources:

start reading:
e.g. start following and reading several news outlets from other countries and with time, you should be able to detect differences in opinions and facts presented at those outlets and your current sources for information:
Spiegel International (German, left-leaning)
https://www.facebook.com/spiegelinternational
Le Monde Diplomatique
https://www.facebook.com/mondediplo
El Pais (Spanish, left leaning)
https://www.facebook.com/elpaisinenglish

Moscow Times (Russian, left leaning)
https://www.facebook.com/MoscowTimes
The Epoch Times (Chinese, far-right)
https://www.theepochtimes.com/

Start watching (smart phone, laptop) news feeds, live or vlog (video blog):

Africa News
https://youtu.be/NQjabLGdP5g
Nigeria Live (you can seek any other country on YouTube by typing the name of the country adding “live”)
https://youtu.be/ATJc9LyPZj8
Al Jazeera in English
https://youtu.be/GXfsI-zZO7s

Deutsche Welle
https://www.youtube.com/user/deutschewelleenglish

BBC
https://www.youtube.com/user/bbcnews

Russia Today
https://www.youtube.com/user/RussiaToday

China Today
https://www.youtube.com/channel/UCBOqkAGTtzZVmKvY4SwdZ2g
India News
https://www.youtube.com/user/IndiaTV
you can also follow specific people’s vlogs, e.g.
Alexei Navalny’s vlog has English subtitles
https://www.youtube.com/user/NavalnyRu

France 24 Live
https://youtu.be/HeTWwH1a0CQ

 

Start listening (smart phone, laptop):
BBC
https://play.google.com/store/apps/details?id=uk.co.bbc.android.iplayerradio&hl=en_US&gl=US (Android app)

https://apps.apple.com/gb/app/bbc-sounds/id1380676511 (iOS app)

Deutsche Welle
https://play.google.com/store/apps/details?id=com.exlivinapps.deutschewelleradioappde&hl=en_US&gl=US (Android app)

https://apps.apple.com/us/developer/deutsche-welle/id305630107 (iOS app)

 

Assignment:
Global Citizenship and Multiculturalism and Information and Media Literacy

Study the following tweet feed
https://blog.stcloudstate.edu/ims/2021/02/18/facebook-google-australia/
If the information from the tweet feed is insufficient, research the issue by seeking reliable sources. (In a short paragraph defend your choice of reliable sources).
What do you see as more important issue: the Facebook stance that it can be a subject of Australian law or the Australian government stance that Facebook is interfering in Australian life with its news delivery? Is Facebook a news outlet or a platform for news outlets? Does Facebook need to be regulated? By who; each country do have to regulate Facebook or Facebook needs to be regulated globally?

time to accomplish the assignment: ~30 min

 

Module 3 (video to introduce students to the readings and expected tasks)

  1. Assistance for work on the final project / paper

 

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Here a list of additional materials and readings on Fake News
https://www.ted.com/talks/eli_pariser_beware_online_filter

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