in April 2011 I blogged about how it is possible to use a service called TubeChop to crop a YouTube video and then embed it into PowerPoint, and this has been one of my most viewed posts on my blog.
I used to use TubeChop as well when embedding a video into a VLE such as Moodle or Blackboard, but have found that it hasn’t always worked, and doesn’t work on iphones/ipads etc as it plays as flash only – so I have found another far more reliable way of cropping a YouTube video before adding it to Moodle, by simply editing the embed code for the video. This technique works really well when accessing videos via Moodle on a mobile device, which I think is going to become a massive feature in the next few years.
The video below will show how to do this (apologies for the poorer than usual sound quality)
- When we select the embed code we untick all of the option boxes below it.
- We copy and paste the embed code into something where we can edit it (e.g. word, notepad)
- We find the text “rel=0” and after it add “;start=xxx;end=yyy” where xxx is the number of seconds at which you wish to start the video, and yyy is the number of seconds at which you wish to end the video.
There are lots of uses for this technique – often when watching a YouTube video, you don’t want to show all of it, so cropping the bit that you want makes the process more efficient. You can also use videos as part of Moodle Quizzes, either in the question, the answer choices (it using multiple choice) or in the feedback. So if you find a video of something relevant to your area, you can crop it to just play a few seconds – then ask a question based on what the student has just seen, or have cropped videos in each of the answer choices (e.g. question could be which of the following videos shows the correct technique for ….) then show 4 videos clips, with one correct and 3 incorrect.
I am also a big fan of when using video, we need to instruct the learners what they are doing with it – e.g. asking them to observe something in particular, or critique the video, or watch the video then answer these questions… By breaking a video up using the cropping idea, we can easily add these textual instructions between the clips, rather than just dumping a whole video on the VLE for them to watch without a clear purpose.
This technique works really well with anything that allows iframes to be embedded (e.g. Moodle). It therefore may not work with Blackboard (in which case TubeChop may be still required). I also haven’t too date worked out how to get this to work in PowerPoint – so again for that I am stilling using TubeChop.
Last week I took part in an e-learning stuff podcast on the future of flash.in which we discussed in light of the fact that the Apple iPhone and Ipad doesn’t do flash, should we stop using it when creating educational content.
So should we stop using Flash when creating content – or do we keep using it, knowing that some people will have devices that won’t be able to access the content?
When I worked at a University; for the ‘e-learning courses’ – (the ones that were delivered entirely online) when a learner inquired and before they enrolled they were given a minimum specification in terms of what they would need on their computers in order to be able to do the course – and this idea I liked – it then made it easy to create content and check it against this specification, and then be safe in the knowledge that everything will work as desired.
So this could be one solution – to state what types of resources will be used, and what specifications are required to use them – then people can make a choice.
Another option would be for an organisation to stop using Flash, so that the iPad users out there, can use their devices, but how far do we go with this. I use Microsoft extensively in my teaching resources – so some of these resources become unusable on certain devices. However when I produce such resources, I do try where possible to create them in a way that they will work in older version of office and in open office. This isn’t always possible as sometimes there is a functionality in the newer versions which prevents this, in which case I have to make a judgment as to what to do, which is similar to accessibility judgments where you way up the benefits for the masses, against the disadvantages to the minority – can you make an adjustment for the minority, and then decide which technique or tool to use, and I think that this approach is valid for the use of Flash, and I follow these steps when making a decision.
- What is the learning outcome that I am trying to achieve?
- Which learners will be using the resource, and when and how?
- Which technologies could be used?
- Which one will give me the best desired output?
- Which one will give me the best compromise of desired output and increased accessibility?
- Which one will be easiest to update in the future by myself or someone else?
- I will then weigh up the answers to the above questions to try to make an informed decision.
The problem with this model is that it relies on me having not just a good knowledge of the different options available, but also access to lots of different tools to create them. In many organisations they will have a small number of tools to create content, and the staff will learn how to use 1 or 2, and then proceed with them only.
At some point in the future when HTML 5 is mainstream then these issues may go away, but there is such a vast array of existing materials out there, it will take time for this to happen and time for the existing resources to get converted and updated.