The creation and usage of a Preinstallation Environment (PE) media for use as a User Services tool for cleaning/repairing security attacks, data recovery and repairing Windows installations. As happens occasionally, a Windows installation is corrupted and a user receives an error indicating the inability to logon to the system. While in some cases a simple Check Disk (ChkDsk /r) at the command prompt is sufficient to fix the error. At times, a Master Boot Record needs to be fixed (FixMBR) or a reconfiguration of the boot settings (BootCFG) is needed. Still other times, the operating system needs to be completely reinstalled. In cases such as these, a user's data needs to be accessed. In our environment the hard drive is usually pulled from the chassis and transported to another office on campus to attach to a secondary system and recovery tools are then run at that location. From a security standpoint, an infected/hacked machine is often also pulled or an expensive Winternals CD must be used to identify the infected files. While this is in theory now, we are building and testing a bootable PE device in which a system can boot from this CD or USB device and then tools can be run or data recovered at the location of the system itself. We then propose to create additional devices for the members of the desktop support staff who are dispatched to identify security breaks or malfunctioning hardware.
{"title":"Implementing preinstallation environment media for use in user support","authors":"R. Gibson, D. Dyar","doi":"10.1145/1294046.1294076","DOIUrl":"https://doi.org/10.1145/1294046.1294076","url":null,"abstract":"The creation and usage of a Preinstallation Environment (PE) media for use as a User Services tool for cleaning/repairing security attacks, data recovery and repairing Windows installations. As happens occasionally, a Windows installation is corrupted and a user receives an error indicating the inability to logon to the system. While in some cases a simple Check Disk (ChkDsk /r) at the command prompt is sufficient to fix the error. At times, a Master Boot Record needs to be fixed (FixMBR) or a reconfiguration of the boot settings (BootCFG) is needed. Still other times, the operating system needs to be completely reinstalled. In cases such as these, a user's data needs to be accessed. In our environment the hard drive is usually pulled from the chassis and transported to another office on campus to attach to a secondary system and recovery tools are then run at that location. From a security standpoint, an infected/hacked machine is often also pulled or an expensive Winternals CD must be used to identify the infected files. While this is in theory now, we are building and testing a bootable PE device in which a system can boot from this CD or USB device and then tools can be run or data recovered at the location of the system itself. We then propose to create additional devices for the members of the desktop support staff who are dispatched to identify security breaks or malfunctioning hardware.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129808212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Managing the flow of information both within the IT department and to our customers is one of our greatest challenges in the Office of Technology Information at Valparaiso University. To be successful, IT staff first need to acquire the right information from colleagues to provide excellent service. Then, the staff must determine the most effective way to communicate that information to internal and external customers to encourage the flow of information. To advance the IT department's goals, how best can we utilize "information" and "communication" vehicles to exchange information, improve workflow, and ultimately communicate essential information to our internal and external customers? We've asked ourselves this question and have resolved that "information" and "communication" need to work cooperatively! How better than with a wiki. Recent changes in departmental structure gave us the opportunity to examine our communication vehicles - specifically the software tools we use to facilitate the flow of information. Our previous knowledge base, First Level Support, a module of the HEAT support software produced by FrontRange Solutions, once met our needs as an internal knowledge base solution. We realized we had outgrown FLS and needed a more robust alternative. Our student employees asked for a newer, more interactive method of sharing information. With the assistance of our UNIX systems administrator, we investigated various options and decided to implement the MediaWiki™ system. As we had anticipated, use of this wiki system reduced the response time a customer must wait for an answer to their inquiry. What we didn't realize was that utilization of the wiki would meet many more needs than we had anticipated. It has also helped us meet other departmental needs, such as increased collaboration, an online knowledge base, and a training tool for staff. Come see how a sprinkle of pixie dust improved communication through adoption of the wiki, and brought information to the forefront of our operations.
{"title":"Reduce response time: get \"hooked\" on a wiki","authors":"Rebecca Klein, Matthew Smith, David Sierkowski","doi":"10.1145/1294046.1294091","DOIUrl":"https://doi.org/10.1145/1294046.1294091","url":null,"abstract":"Managing the flow of information both within the IT department and to our customers is one of our greatest challenges in the Office of Technology Information at Valparaiso University. To be successful, IT staff first need to acquire the right information from colleagues to provide excellent service. Then, the staff must determine the most effective way to communicate that information to internal and external customers to encourage the flow of information. To advance the IT department's goals, how best can we utilize \"information\" and \"communication\" vehicles to exchange information, improve workflow, and ultimately communicate essential information to our internal and external customers? We've asked ourselves this question and have resolved that \"information\" and \"communication\" need to work cooperatively! How better than with a wiki. Recent changes in departmental structure gave us the opportunity to examine our communication vehicles - specifically the software tools we use to facilitate the flow of information. Our previous knowledge base, First Level Support, a module of the HEAT support software produced by FrontRange Solutions, once met our needs as an internal knowledge base solution. We realized we had outgrown FLS and needed a more robust alternative. Our student employees asked for a newer, more interactive method of sharing information. With the assistance of our UNIX systems administrator, we investigated various options and decided to implement the MediaWiki™ system. As we had anticipated, use of this wiki system reduced the response time a customer must wait for an answer to their inquiry. What we didn't realize was that utilization of the wiki would meet many more needs than we had anticipated. It has also helped us meet other departmental needs, such as increased collaboration, an online knowledge base, and a training tool for staff. Come see how a sprinkle of pixie dust improved communication through adoption of the wiki, and brought information to the forefront of our operations.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129664317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With a new CIO on board bringing new methodologies, procedures, and department restructures, Valparaiso University's Office of Information Technology was presented with the challenge of managing the changing culture of their department. Their answer: develop the TAG (Teamwork Achieving Goals) Team. This team was given the responsibility of providing social events for staff members; providing recognition for jobs well done; and providing seminars and quick training activities to enhance team-building, communication, and work styles. The development of the ABC (Above and Beyond the Call) award has provided only one of many avenues of recognition used by this team. Their first event, a root beer float social, included a prize drawing and a survey that assisted in the development of other events, seminars, and a web page to provide more information about each other and to allow new staff members to identify everyone in the department. This team has helped the IT department keep morale and motivation up through the transitions.
{"title":"Tag you're i.t.","authors":"Jeni McIntosh-Elkins","doi":"10.1145/1294046.1294105","DOIUrl":"https://doi.org/10.1145/1294046.1294105","url":null,"abstract":"With a new CIO on board bringing new methodologies, procedures, and department restructures, Valparaiso University's Office of Information Technology was presented with the challenge of managing the changing culture of their department. Their answer: develop the TAG (Teamwork Achieving Goals) Team. This team was given the responsibility of providing social events for staff members; providing recognition for jobs well done; and providing seminars and quick training activities to enhance team-building, communication, and work styles. The development of the ABC (Above and Beyond the Call) award has provided only one of many avenues of recognition used by this team. Their first event, a root beer float social, included a prize drawing and a survey that assisted in the development of other events, seminars, and a web page to provide more information about each other and to allow new staff members to identify everyone in the department. This team has helped the IT department keep morale and motivation up through the transitions.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123878474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jeni McIntosh-Elkins, K. McRitchie, Maureen Scoones
Today's workplaces are not only culturally diverse, but also generationally diverse. The Silent generation (pre World War II), the Baby Boom generation (1946-1962), Generation X (1963-1977), and Generation Y (1978-1986), all have different workplace values and needs. This can create a challenge for the manager who works with a generational mix of team members. Today's younger employees have different values and needs than those of their more "traditional" colleagues of the Silent and Baby Boom generations. For example, Generation X and Y employees saw their Baby Boom parents work so much that often family was neglected and, for all of the overtime hours of work, see their parents still struggle with retirement decisions and finances. These were the "latch-key" children and so younger generations want a balance between work and a personal life. They will not give up all of their personal time for the benefit of their employer like their parents. When you examine the various characteristics of each generation and understand their life experiences, you can see what has shaped their roles in today's workplace. Each generation's values are different and understanding these differences, while identifying misconceptions, can lead you to successfully managing this diverse group.
{"title":"From the silent generation to generation x, y and z: strategies for managing the generation mix","authors":"Jeni McIntosh-Elkins, K. McRitchie, Maureen Scoones","doi":"10.1145/1294046.1294104","DOIUrl":"https://doi.org/10.1145/1294046.1294104","url":null,"abstract":"Today's workplaces are not only culturally diverse, but also generationally diverse. The Silent generation (pre World War II), the Baby Boom generation (1946-1962), Generation X (1963-1977), and Generation Y (1978-1986), all have different workplace values and needs. This can create a challenge for the manager who works with a generational mix of team members. Today's younger employees have different values and needs than those of their more \"traditional\" colleagues of the Silent and Baby Boom generations. For example, Generation X and Y employees saw their Baby Boom parents work so much that often family was neglected and, for all of the overtime hours of work, see their parents still struggle with retirement decisions and finances. These were the \"latch-key\" children and so younger generations want a balance between work and a personal life. They will not give up all of their personal time for the benefit of their employer like their parents. When you examine the various characteristics of each generation and understand their life experiences, you can see what has shaped their roles in today's workplace. Each generation's values are different and understanding these differences, while identifying misconceptions, can lead you to successfully managing this diverse group.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"6 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120861805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Many institutions are creating both audio and video podcasts of classroom lectures. Here at the University of Delaware, we are using videos in many creative ways. We take the most common consulting questions and create videos that instruct users how to solve those problems. Our videos complement our web pages and show people exactly what they need to do. With rapid changes in we knew we needed to take a fresh look at how we kept our user community informed. The traditional methods generated a high volume of calls to our help desk and we hoped to provide an alternative to reduce it considerably. We organized a team of existing staff members and created our own video production unit. Our team consists of technical writers, videographers, and editors, all self-taught over the course of this project. Over the course of the year, we created podcasts that describe IT department services, promote IT facilities on campus, and build awareness about technology and computing issues via public service announcements. We will give an overview of our production process, how we have used videos up to this point, and ideas we have for the future.
{"title":"Using video podcasts outside the classroom","authors":"R. Nichols, C. Anderer","doi":"10.1145/1294046.1294111","DOIUrl":"https://doi.org/10.1145/1294046.1294111","url":null,"abstract":"Many institutions are creating both audio and video podcasts of classroom lectures. Here at the University of Delaware, we are using videos in many creative ways. We take the most common consulting questions and create videos that instruct users how to solve those problems. Our videos complement our web pages and show people exactly what they need to do. With rapid changes in we knew we needed to take a fresh look at how we kept our user community informed. The traditional methods generated a high volume of calls to our help desk and we hoped to provide an alternative to reduce it considerably. We organized a team of existing staff members and created our own video production unit. Our team consists of technical writers, videographers, and editors, all self-taught over the course of this project. Over the course of the year, we created podcasts that describe IT department services, promote IT facilities on campus, and build awareness about technology and computing issues via public service announcements. We will give an overview of our production process, how we have used videos up to this point, and ideas we have for the future.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115540530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although I have been a Computer Application Training Specialist at Saint Louis University for 11 years, one of the challenges that I faced was low class attendance. To overcome faculty and staff apathy and unawareness, I knew that I needed to grab the potential customers' attention. Once I captured their attention, I needed to hold their interest long enough to make them aware of the service I was offering. Therefore, it was my goal to learn how to market the classes so that I could fight the apathy and attract potential and past customers to our computer application classe. To achieve my goal, I gathered as much information on marketing a training program. The research material helped me to realize that to be strategically sound the ad or advertisement must be carefully directed to a certain audience. Furthermore, in the creation of an advertisement, the use of careful wording and eye-catching headlines is critical. I wanted to target the objective and tailor the message so that I could appeal to the concerns of the consumer. Engaging the emotions of the consumer assisted in making the advertisement memorable, and improved consumer attitudes toward the product. The next step entailed selecting the right method of communicating the advertisement to the audience. The decision was made to send the advertisement electronically and via inter-office mail. Once the advertisement was delivered to the audience, a relationship was developed between the consumer and myself. I had to decide how I would manage the relationship and keep the lines of communication open. A decision had to be made as to who would handle the questions and enquiries that might be generated after the advertisement? How often would an advertisement be sent to the consumer? We were able to accomplish this by understanding the makeup of our audience, and committing to this new role. The results showed that the classes that were advertised more than doubled in attendanc. The purpose of this paper is to share my findings, to discuss the challenges, and my success in developing a marketing strategy to attract potential customers to our various computer application training classes.
{"title":"Using marketing to put the sparkle back into your training","authors":"Sue A. Douglas","doi":"10.1145/1294046.1294062","DOIUrl":"https://doi.org/10.1145/1294046.1294062","url":null,"abstract":"Although I have been a Computer Application Training Specialist at Saint Louis University for 11 years, one of the challenges that I faced was low class attendance. To overcome faculty and staff apathy and unawareness, I knew that I needed to grab the potential customers' attention. Once I captured their attention, I needed to hold their interest long enough to make them aware of the service I was offering. Therefore, it was my goal to learn how to market the classes so that I could fight the apathy and attract potential and past customers to our computer application classe. To achieve my goal, I gathered as much information on marketing a training program. The research material helped me to realize that to be strategically sound the ad or advertisement must be carefully directed to a certain audience. Furthermore, in the creation of an advertisement, the use of careful wording and eye-catching headlines is critical. I wanted to target the objective and tailor the message so that I could appeal to the concerns of the consumer. Engaging the emotions of the consumer assisted in making the advertisement memorable, and improved consumer attitudes toward the product. The next step entailed selecting the right method of communicating the advertisement to the audience. The decision was made to send the advertisement electronically and via inter-office mail. Once the advertisement was delivered to the audience, a relationship was developed between the consumer and myself. I had to decide how I would manage the relationship and keep the lines of communication open. A decision had to be made as to who would handle the questions and enquiries that might be generated after the advertisement? How often would an advertisement be sent to the consumer? We were able to accomplish this by understanding the makeup of our audience, and committing to this new role. The results showed that the classes that were advertised more than doubled in attendanc. The purpose of this paper is to share my findings, to discuss the challenges, and my success in developing a marketing strategy to attract potential customers to our various computer application training classes.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127885587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
From 2006 to 2007 The George Washington University designed and developed an in house desktop imaging process. The process replaced the previous method of having one image for each department on campus and relies on Novell ZENworks. The new method utilizes one "Base OS Image" and a series of add on images. This allows a computer to be imaged in the field and applications to be installed a la carte. The technician can re-base a machine and select from a list of applications to be installed with virtually no user interaction. All images are stored centrally on a network server, but can also be stored on a portable drive. This ensures only the latest and approved versions of software are being installed. Because this process only involves one OS image for all users, there is only one OS image for the imaging team to keep patched and up to date. Future developments include the ability to re-image machines remotely without losing user data and settings.
{"title":"Desktop imaging to achieve standardization and application delivery","authors":"Lindsey Louise Heitman, Christopher M. Peacor","doi":"10.1145/1294046.1294085","DOIUrl":"https://doi.org/10.1145/1294046.1294085","url":null,"abstract":"From 2006 to 2007 The George Washington University designed and developed an in house desktop imaging process. The process replaced the previous method of having one image for each department on campus and relies on Novell ZENworks. The new method utilizes one \"Base OS Image\" and a series of add on images. This allows a computer to be imaged in the field and applications to be installed a la carte. The technician can re-base a machine and select from a list of applications to be installed with virtually no user interaction. All images are stored centrally on a network server, but can also be stored on a portable drive. This ensures only the latest and approved versions of software are being installed. Because this process only involves one OS image for all users, there is only one OS image for the imaging team to keep patched and up to date. Future developments include the ability to re-image machines remotely without losing user data and settings.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127770493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Funding for programs vanishing? Do requests for new services seemingly appear out of thin air? Conjure funding for new resources through fee-based services. At the University of Oregon, School of Architecture and Allied Arts we have successfully implemented a large-format color printing service that is completely self-funding. By using a pay-to-use funding model we are able to provide on-going digital imaging services to the campus that are unaffected by the ups and downs of grant funding or general budget changes. Fee based funding also gives us the flexibility to create resources for new services and provides a sustainable framework through which they can be maintained. New services that we have been able to add include slide/film scanning, large format document scanning, large format paper trimming, promotional poster printing, additional staff, and better communication with the computing services department. We are now in the process of exploring new services in digital fine art and art reproduction. Seem like magic? Hopefully, our experience developing a digital imaging lab can help inspire you to create a little magic of your own.
{"title":"Conjuring funding for services","authors":"Karl V. Owens, Chris Wiesemann","doi":"10.1145/1294046.1294113","DOIUrl":"https://doi.org/10.1145/1294046.1294113","url":null,"abstract":"Funding for programs vanishing? Do requests for new services seemingly appear out of thin air? Conjure funding for new resources through fee-based services. At the University of Oregon, School of Architecture and Allied Arts we have successfully implemented a large-format color printing service that is completely self-funding. By using a pay-to-use funding model we are able to provide on-going digital imaging services to the campus that are unaffected by the ups and downs of grant funding or general budget changes. Fee based funding also gives us the flexibility to create resources for new services and provides a sustainable framework through which they can be maintained. New services that we have been able to add include slide/film scanning, large format document scanning, large format paper trimming, promotional poster printing, additional staff, and better communication with the computing services department. We are now in the process of exploring new services in digital fine art and art reproduction. Seem like magic? Hopefully, our experience developing a digital imaging lab can help inspire you to create a little magic of your own.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121998872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Williams Instructional Technology (WIT) is a summer technology intern program hosted by the Office for Information Technology at Williams College. The WIT program started in 1997 as part of an Andrew W. Mellon Foundation grant. The goals of the program are to develop high quality web, video, multimedia, and other curriculum-related projects proposed by faculty to use in teaching; to provide an opportunity for faculty/student collaboration; and to provide technical and project development training for students. The faculty-proposed projects range from video/audio creation, 3D modeling, Geographic Information Systems, web design, animation, to data visualization. Project types undertaken and program management styles have changed over the ten years the program has been offered. This paper will present an overview of the WIT and examine the program's outcomes.
{"title":"Williams instructional technology: summer students working on faculty projects","authors":"Trevor M. Murphy","doi":"10.1145/1294046.1294110","DOIUrl":"https://doi.org/10.1145/1294046.1294110","url":null,"abstract":"Williams Instructional Technology (WIT) is a summer technology intern program hosted by the Office for Information Technology at Williams College. The WIT program started in 1997 as part of an Andrew W. Mellon Foundation grant. The goals of the program are to develop high quality web, video, multimedia, and other curriculum-related projects proposed by faculty to use in teaching; to provide an opportunity for faculty/student collaboration; and to provide technical and project development training for students. The faculty-proposed projects range from video/audio creation, 3D modeling, Geographic Information Systems, web design, animation, to data visualization. Project types undertaken and program management styles have changed over the ten years the program has been offered. This paper will present an overview of the WIT and examine the program's outcomes.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124811169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A quick surf around the Internet reveals much in the way of video podcasts these days. The iTunes Store alone lists nearly 150 of these visual snippets with subjects that run the gamut from comedy to marketing, politics to the arts. But video podcasting in academia can seem like a leap of faith or at least suspension of better judgment. Most of us haven't aspired to be actors or movie directors, lighting technicians or audio engineers. Making an instructional or informational video is something the A/V folks do in their mega-dollar studios, is it not? Our premise is that creating a video podcast to augment or enhance curriculum or IT support efforts can be as useful and usual as authoring a web page or creating a PowerPoint presentation. As a matter of fact, video podcasting is an evolutionary progression from those two tasks specifically, presenting your material in ways that prior methods cannot accomplish as directly or succinctly.
{"title":"Video podcasting is not as hard or as expensive as you think","authors":"L. Larraga, D. Coleman","doi":"10.1145/1294046.1294095","DOIUrl":"https://doi.org/10.1145/1294046.1294095","url":null,"abstract":"A quick surf around the Internet reveals much in the way of video podcasts these days. The iTunes Store alone lists nearly 150 of these visual snippets with subjects that run the gamut from comedy to marketing, politics to the arts. But video podcasting in academia can seem like a leap of faith or at least suspension of better judgment. Most of us haven't aspired to be actors or movie directors, lighting technicians or audio engineers. Making an instructional or informational video is something the A/V folks do in their mega-dollar studios, is it not? Our premise is that creating a video podcast to augment or enhance curriculum or IT support efforts can be as useful and usual as authoring a web page or creating a PowerPoint presentation. As a matter of fact, video podcasting is an evolutionary progression from those two tasks specifically, presenting your material in ways that prior methods cannot accomplish as directly or succinctly.","PeriodicalId":277737,"journal":{"name":"Proceedings of the 35th annual ACM SIGUCCS fall conference","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2007-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133335537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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