A Review of Preview: Free, Easy Photo Editing and PDF Annotation

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by Steve Taylor

Basic Image Editing
Over the years, many Vassar faculty members have asked how to get a copy of Adobe PhotoShop®, an expensive program used by professional graphic artists for creating and editing digital images.  Typically they’re not looking for sophisticated, complicated functions, though— just some basic things like re-sizing, cropping, and adjusting the brightness or contrast. Though there are some free or cheap programs that can do these things, such programs are generally not easy to use. Now they— if they are Mac users, anyway— have a great alternative: Preview.

Preview is a program that has been included with the Macintosh operating system for many years. By default, it’s the program that launches if you double-click on a  JPEG file or PDF file. And initially, that’s about all it could do: show you what a file looks like.  But over the years, it’s accrued more functions and the current version— the one that comes bundled with Mac OS 10.6— is an elegant tool for basic image editing.

With the Color Adjustment tool, you can change the brightness, contrast, saturation, temperature, tint, sharpness, and even a sepia effect. The Size Adjustment tool is essentially the same as PhotoShop’s— you can adjust the height, width or resolution, choosing whether to resample the image when doing so or not. You can use your mouse to select a portion of the image and crop the rest out. You can rotate or flip the image. You can copy and paste pieces of the image. When you’re done, you can save the edited version in any of several file formats.

And while this is not new, it’s a nifty capability: you can drag a collection of image files onto the Preview icon to present a slide show.

PDF Annotation
Preview can also display PDF files— in fact, it’s the default PDF viewer on a Macintosh. What’s new is that you can now use Preview to annotate a PDF in various ways.

You can drag a circular or rectangular shape around something on your page or make an arrow pointing to it; you can choose the color and line thickness for this.

You can create a text box and type a comment wherever you like; you can choose the font, size and color of your text. For longer comments, or ones you don’t want to clutter up the page too much, you can embed a link to a note that will pop up in the margin— ideal for commenting on student papers submitted as PDFs.

If your PDF was created from a text file (i.e., not simply a scanned image of a text page), you can select a portion of the text and highlight it, underline it, “strikethrough” it, or embed a web link into it. You can also insert a bookmark into a specific spot and name it; all your bookmarks for that document will be listed in the Bookmark menu.

After being saved and shared, all these mark-ups will be viewable by people using PDF viewers other than Preview, such as Acrobat Reader®.

You can’t get a copy of Preview all by itself; it comes bundled with the operating system. If you don’t see all these functions in your Preview, you may not have the current version. For more details about these and other functions, click on the Help menu within Preview.

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Student Writing for a Global Audience

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by Steve Taylor

It may be humbling for instructors to realize that they don’t necessarily inspire the highest quality of writing from their students. Of course, students are motivated by grades to submit good writing to their teachers, but many have found that the prospect of students having their papers read by their peers can be even more motivating. For years now, many instructors have had their students upload written assignments to a shared digital space and found that the expectation of that sharing significantly improved the quality of writing.

The ante is now raised, as some instructors require their classes to share their writing with the whole world, via a publicly accessible website, such as a blog. These students know that they not only have to assemble sentences well enough to avoid embarrassment among their classmates, but they have to get their information right or risk being called out by any number of experts in their topic.

Publishing to the world is more than just a challenge not to fail, though— it’s also an opportunity for students to put themselves out there as legitimate, albeit novice scholars. Instead of paying several years of dues in graduate school before daring to submit a bit of original work in a peer-reviewed scholarly journal, they’re publishing now, and getting feedback as well.

At an ACS symposium this fall, Profs. Lisa Paravisini and Jenny Magnes spoke about these and other benefits of student blogging. “If you define your assignment topic well,” Lisa said, “having students publish their writings to a blog ups the ante, in terms of audience. The potential audience is the world.”

Lisa Paravisini-Gebert

One assignment she uses is to have students completely re-write a Wikipedia article. Their research must be thorough, accurate, ethical, and original. Sometimes earlier contributors to an article will immediately undo the submission; other times, it will remain and possibly generate some discussion among different contributors.

It’s even more interesting for a student to be able to publish original material, something that’s more feasible than most people realize. Students in Lisa’s environmental studies project photographed and interviewed people adjacent to the Casperkill Creek and blogged their work. What they shared was unique materials, of interest to a potentially wide audience.

Jenny Magnes

Jenny Magnes assigned her students to propose and execute a simulation project related to electricity or magnetics. They had to write a proposal, then a plan, create the simulation, and finally post their reports on the blog, along with their data files.

All of it was original work. Jenny browsed the web to make sure none of the proposed ideas were already posted somewhere. Each student had to make substantive, constructive comments on each others’ posts. But classmates weren’t the only ones responding.

One of her students did a project on induction (as in induction ovens), including one video that she made and one that she found on YouTube and several simulations, depicted with thoughtfully designed graphs.  One of the reader comments was from an upstate firm that does work similar to what she had simulated— the student was invited to visit the plant and speak with the engineers!

Lisa has also seen some surprising responses to blog posts. In her own blog about Caribbean Studies, she mentioned some of Sean Penn’s work and promptly received a comment from Mr. Penn’s assistant. One student posted a critical analysis of a book and heard back from the book’s author!

As Lisa says, online publishing brings a sense of responsibility to students’ research methods; they have to carefully consider issues of integrity, ethics of attribution, and originality. Because you never know who might be watching.

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Farewell to Blackboard!

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by Steve Taylor

For almost ten years, Vassar faculty and students have used the Blackboard system for sharing files and communicating within their classes. As we ring in the new year and ring out the old, Blackboard is one of the things we’re leaving behind. Here’s a little background on how we got to where we are.

By the late 1990s, many faculty members were learning HTML and creating websites for their courses, but quite a few colleges and universities had begun using “course management systems” or “learning management systems” to give their faculty an easy way to make course materials and activities available to their students online. There were a number of competing products— Blackboard, WebCT, Angel, “Web Course in a Box,” CourseInfo, First Class, WebBoard, and others.  I was interested in this development, but decided to wait a bit and see how the competitors fared.

By 2001, it was clear that Blackboard would become the dominant product in the marketplace. Since so many dot-coms were dying early deaths, that seemed a good enough reason to choose Blackboard. I approached the Director of CIS (Diane Balestri) and proposed that we adopt Blackboard. She wasn’t convinced about the prospects of this new technology, but suggested that if I could purchase it with my existing budget, we could try it. (Luckily, the initial offering was cheap.)

In the fall of 2001, we had our initial trial— about a dozen instructors used Blackboard for 19 courses. (More than a third of them were Chemistry courses.) Blackboard’s use grew dramatically:

There were a fair number of complaints about how Blackboard functioned, but Blackboard Inc. was very poor at responding to suggestions or even bug fixes. And the cost had grown to more than $40,000 annually. So in 2008, we began exploring alternatives and eventually decided to replace Blackboard with Moodle. Moodle is an open-source program, which means that anyone can customize the program to their liking. At Vassar, we’ve taken advantage of that by adding and removing functions, clarifying wording, creating our own look and feel, etc.

As of fall 2010, no active courses were using Blackboard, but the server was still available for instructors to access old sites. As of December 31, the server has been shut down. (ACS maintains archives of all Blackboard course sites, which can be imported into Moodle at any time in the future.)

Moodle has been enthusiastically welcomed by many, but the transition has not been easy. Once everyone is fully out of the transition stage, though, I think they’ll be quite happy with Moodle. And if there’s anything we don’t like about it, we can probably change it!

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Best Free Software for Vassar Faculty (& Others)

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by Baynard Bailey

Recently, Pete Naegele shared via a NITLE mailing list an article titled “101 Free Alternatives to Commonly Used Paid Software“. I thought people might not have time to review all 101, so I’m cherry picking those I find most suitable for Vassar faculty. (Note: I’m also only picking things that are options for Windows AND OSX users.)

Email/Communications

Google Mail

Google mail syncs with practically every email system out there. It’s a great client. It can handle multiple accounts and will automatically reply with the email account you pick. The Google search-ability and portability is unmatched. A Gmail account also opens the door for a whole host of applications they offer (Google Docs, Google Calendar, YouTube, Google Reader, the list goes on….) They’ve just released a new priority In Box feature that helps you deal with get control of your In box. Amazing! If you don’t have a Google account already, what are you waiting for?

Thunderbird

Thunderbird is a cross-platform open-source mail client that works great. It even comes on Linux.

Office Programs

Google Docs (as an alternative to Microsoft Office)

Google Docs has the core programs of Micros, such as word processing, spreadsheets and calendars, and not only is it free, but it can be accessed anywhere thanks to cloud computing. You can also edit documents simultaneously with collaborators and/or publish to the internet. The online form enables you to collect data via email or websites, with instantly graphed results. Stop emailing documents to yourself and join us in the clouds.

OpenOffice (as an alternative to Microsoft Office)

As an open source office suite, Open Office allows for the utilization of the best office programs online such as word processing, spreadsheets, presentations, graphics and databases. User contributions can be made to the project, which means that it is constantly growing and evolving.

Dropbox

An easy and efficient way to store, share and sync your files, Dropbox is a cloud service that allows users to access their files anywhere in the world. Very popular!

Website and Application Building

WordPress icon

WordPress

WordPress is a simple and easy way to publish to the Internet. It can handle simple static sites or more complex sites. Faculty and students working with faculty can request a WordPress site hosted by Vassar here. Training and support available from ACS.

Firefox

Free and open source web browser, customizable with tons of great add-ons. Empower your browsing!

Graphics / Photo Editing

GIMP (as an alternative to Adobe Photoshop)

Also known as the GNU Image Manipulation Program, GIMP allows for easy image composition, retouching and photo authoring. It also works on all operating systems. It does just about everything you need in Photoshop.

Flickr (online image collection and management)

Flickr is a great way to store photos and to share photos. It also comes with a whole suite of plug-ins and functionality. If you like to take digital pictures, you’ll instantly like and later fall deeply in love with Flickr. The free one is great and the professional upgrade (with unlimited storage!) is only $25.00 a year. It was developed by a Vassar grad! If you need uncopyrighted images, remember to visit the Flickr Creative Commons.

Audio & Video

VLC (video player and light video editor)

A player that is capable of playing almost every file and media codec, the VLC player means that you don’t have to open and close different programs to run DVDs, VCDs, CDs, web streams and other forms of media. Especially great at creating screenshots from DVDs or videos.

Audacity (sound editing)

Audacity allows for easy recording and editing of sound files, as well as the conversion of tapes and other media formats.

iTunes and iTunes U

Not everyone can go to college, but everyone who has a computer can access iTunes U. Filled with subscribe-able podcasts and video podcasts on every subject imaginable. The media can be played on phones, computers, .mp3 players, or i-anything. If you are interested in developing content for Vassar’s iTunes U, please email me (babailey [@] vassar.edu).

Skype

"The fabulous voice system able to put your family together.” Designed by advertising agency Moma"

"Skype: the fabulous voice system able to put your family together.” Ad designed by advertising agency Moma

Voip (voice over IP) service to make free computer to computer calls, or cheap computer to phone calls. Very popular amongst those who like to make calls overseas.

Hulu

Hulu is a front runner of online video services. Their tagline is “watch your favorites, anytime, for free.” If you missed that last week’s episode of “The Office” and don’t have a DVR, this is the site for you. They have a bevvy of free content or you can pay a modest fee for upgraded services. Embed their player right in your Moodle site!

Handbrake

Great program for ripping clips off DVDs. See my post on Good News for Clip Rippers. Learn how to use Handbrake here.

Also available for Windows.

Let us know if you (at Vassar) need help with any of these programs!

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Visualizing Information

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by Cristián Opazo

A 3-D visualization of a particle collision event at the LHC

Living in the information age has fundamentally transformed the way we interact with the world around us. In particular, it has transformed the way we digest information from the many sources at our disposal. Understanding diverse, complex sets of data has become a familiar task for all of us to deal with even through the simple process of reading the paper every morning. In other words, information technologies are reshaping our literacy to necessarily include new digital literacies.

The term Scientific Visualization has been used for decades in relation to the use of computer technologies as a way of synthesizing the results of modeling and simulation in scientific and engineering practice. More recently, visualization is increasingly also concerned with data from other sources, including large and heterogeneous data collections found in business and finance, administration, the social sciences, humanities, and even the arts. A new research area called Information Visualization emerged in the early ’90s, to support analysis of heterogeneous data sets in diverse areas of knowledge. As a consequence, the term Data Visualization is gaining acceptance to include both the scientific and information visualization fields. Today, data visualization has become a very active area of research and teaching.

The origins of this field are in the early days of computer graphics in the ’50s, when the first digital images were generated by computers. With the rapid increase of processing power, larger and more complex numerical models were developed, resulting in the generation of huge numerical data sets. Also, large data sets were generated by data acquisition devices such as medical scanners, electronic microscopes and large-scale telescopes, and data was collected in large databases containing not only numerical and textual information, but also several varieties of new media. Advanced techniques in computer graphics were needed to process and visualize these new, massive data sets.

A 3-D sonogram image of a baby fetus

Edward Tufte‘s now classic books on information visualization, The Visual Display of Quantitative Information (1983) and Envisioning Information (1991), encourage the use of visual paradigms with the goal of understanding complex relationships by synthesizing both statistics and aesthetic dimensions. A little earlier, Jacques Bertin, the French cartographer and geographer, introduced a suite of ideas parallel to Tufte’s in his book Semiologie Graphique (1967). The basis of Bertin’s work is the acknowledgment that graphic tools present a set of signs and a rule-based language that allow one to transcribe existing complex relations among qualitative and quantitative data. For Bertin and Tufte, the power of visual perception and graphic presentation has a double function, serving both as a tool for discovery and a way to augment cognition.

In future posts, I will describe in more detail the current landscape of data visualization across the fields of natural sciences, social sciences, humanities and the arts. Stay tuned.

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The Impact of Images

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by Matthew Slaats

Images have long been a vital tool in the field of Art History as a way of accessing the visual information provided by artists. From the lantern slide to the digital image, they have provided a way of accessing alternative information, conveying something more or different than text. Yet we are moving beyond the image, pulling and twisting visual material to make it more accessible and provide further information. Negotiating and exploring these new boundaries has provided a wealth of experience that is now being used not only in arts but across the humanities and sciences.

In 2006, Vassar College’s Art Department embarked on an initiative to shift from analog to digital material. Lead by the Visual Resources Library (VRL) and Academic Computing Services (ACS), the college took on the sizable challenge of translating the material and supporting the infrastructure used to display the images. This transition was not simply a move from one media type to another, from slide to JPEG, slide projector to Powerpoint, but a revolution in digital literacy as faculty have moved from being media users to being media producers. The result of 4 years has not only been a large collection of images or a faculty that is more savvy with Powerpoint, but a faculty with an increased desire to pursue new forms of media. This is leading us now to discuss the roles that the VRL and ACS play in supporting these new desires and what structures are needed to create dynamic teaching resources.

Here are a few examples of the  experiences we have gone through on our path to a new digital world.

Image Collections

A primary question when digitizing images is how they will be stored.  At Vassar, our answer has been Luna. Initially chosen because of its usability and presentation functionality, most faculty see it primarily as a repository for material.  In recent upgrades, the system provides interesting possibilities for organizing and sharing content with just about anyone. Artstor has similar functionality. Brought to you by the same people involved with Jstor, this collection provides an ever growing resource for digital images along with presentation ability via the web.

The main issue with both these systems is that they don’t do everything you really want them to do.  When I say everything, I mean storing various media formats (movies, sound, pdfs, etc). While they are making inroads into these areas, both systems have specific audiences they are trying to reach with very specific needs. In an ideal world, we’d have a system that could store anything, connect with the proper data, and provide unique ways of using that information. Presently, we are looking into new possibilities that would create relational collections for a broad range of material.

Powerpoint and Keynote

Yes, the ongoing battle of Keynote and Powerpoint. Much of this would be based on whether your campus is Mac or PC.  At Vassar, we have a mix of both, which keeps us abreast of the constantly shifting changes in the software. My official favorite is Keynote.  This is due to its wealth of functionality and its ability to absorb just about anything. Typical of Apple, Keynote is made for using and adapting media with possibilities for removing backgrounds and doing animation. With Office 2010/11, Powerpoint is definitely catching up, specifically with its ability to broadcast and create animation. I’d also note other online tools like Prezi, Google Docs Presentations, and Adobe Connect.

Quicktime VR/Zoomify

The last two things that I want to mention are Quicktime VR and Zoomify. Over the last three years, Vassar has become a hub of panoramic image production. Primarily in support of architectural research being done by professor Andrew Tallon (Link) and Nicholas Adams, we have created a wealth of images that allow for a much further appreciation of space and context in teaching. Serving these through the web and in presentations, this medium provides for a broadening of the experience, allowing students to tangibly access distant places. Our collection will soon be available via a website.

Extending out of this work, we have begun to photograph spaces using Gigapan technology. These extremely high resolution images allow for the documentation of the minutest detail. When accessed through a web page with Zoomify, you are able to pull out detail that most would never be able to see. Here is an example – Center Portal Tympanum at Vézelay.

Conclusion

In all the transition from analog to digital images has provided a wealth of opportunities for engaging in new ways of understanding and experiencing the world around us. No longer are images the sole medium through which teaching takes place, but a starting point that is leading to video, audio and animation.  Faculty, Librarians and Academic Computing must be partners in leading down the revolution of image consumption to digital production.

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Videoconferencing

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by Steve Taylor

Not long ago, the idea of live two-way video communication seemed futuristic. For years, phone companies dabbled with video-enabled telephones, but the bandwidth of a telephone connection just isn’t up to the job. With the nearly ubiquitous high-bandwidth Internet connections of the present day, however, one-to-one video conversations  via computer have become commonplace.

By far the most common system for this at the moment is Skype. Skype began as an Internet-based phone system (“voice over Internet protocol” or VoIP), but in 2006, added video capability. You can use Skype to connect to someone’s standard telephone (without video, of course), but there is a charge for that. When communicating Skype-to-Skype, voice-only or with video, there is no charge. That’s true for international calling, too, which is especially compelling, given the cost of traditional long-distance phone calls.

Apple’s iChat program also supports videoconferencing, including multi-party conferences, but only operates on Macintosh computers.

In education, one powerful use of videoconferencing is for a class to be able to converse— in real-time— with a highly regarded author, artist, or scientist, for whom it would not be practical to arrange a site visit. Children in elementary schools use videoconferencing to chat with authors of their favorite books.

Vassar students in Prof. Jeremy Davis’ Experimental Animal Behavior class used Skype to interview authors of articles they were reading. Students would read several articles by a single scientist, then prepare some questions. They would discuss the papers in class, then call the author, to ask their questions. Both students and scientists enjoyed the experience.

Since most recent-model computers have built-in cameras and microphones, Skype is easy to use for one-to-one videoconferencing. Using it for one-to-many conferencing is more difficult. Although it’s easy for a class to see and hear the remote person via a classroom’s projection system, the classroom computer’s built-in camera and microphone don’t work well for a room full of people. With funding from the Fergusson technology fund, Prof. Davis purchased a conference microphone, which made it easier for the class to speak to their remote scientists.

Another way to use videoconferencing in education is “many-to-many,” in which one class interacts with a remote class, often in another country. This technique has been used by Prof. Silke von der Emde’s German classes and Prof. Hiromi Dollase’s Japanese classes, to share knowledge with students in other cultures.

This type of videoconferencing calls for a more sophisticated system. There is a special communications protocol (H.264) that enables high-quality, real-time video and audio communication, but must be done using a specially designated device, rather than a standard computer. Many colleges and universities, as well as hotels and conference centers, have rooms with these devices. Vassar has such a system in College Center Room 204. A centrally located microphone picks up voice from anywhere in the room. The videoconferencing device— located above a 50-inch LCD display— includes a video camera that can be pre-programmed to pan and zoom to a dozen different locations in the room, so that the remote viewers can see the individual who is speaking.

In order to make use of Vassar’s videoconferencing facility, you’ll have to reserve the meeting room via Campus Activities and arrange for an operator via Media Resources. It’s advisable to arrange for a test-run previous to the conference day, to make sure that everything works on both ends.

Vassar’s newest player in this field is Adobe Connect Pro. Connect Pro is essential a web conferencing system, which is to say, a system for sharing computer screens and text chatting, which has for many years been used as a way to provide training or product demos to groups. But Connect Pro also includes voice and video channels and the ability to record sessions for later playback.

Please contact your ACS liaison to get started on any of these systems.

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Quick and Easy Screencasting

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Why should a professor care about screencasting?

by Baynard Bailey

It is often said that a picture is worth a thousand words. How many words is a video worth? Sometimes the best way to teach people something is to just show them. But what if I need to show students or project collaborators something now, but I won’t see them for five days? What if I need to teach them a procedure but I don’t want to repeat myself a thousand times? What if I want to create instructional materials that can be accessed independently on demand, this year and the next? One answer to these questions is screencasting.

A screencast is a video recording of one’s computer screen. Educators can use them to create instructional materials. They are also popular as a mode for technical support. To illustrate the concept, here’s a short screencast I made to show Vassar faculty how to add images to labels in Moodle:

I like tools that are easy to use and free. Here are a few popular sites that offer free screencasting utilities:

All of these require users to create an account. If you want to narrate your screencasts, make sure your computer has a microphone. Most laptops these days are sold with video cameras and microphones included.

If you are really into the idea of screencasting and want more control over the recording and editing possibilities, here are a couple of professional grade programs that are outstanding:

  • ScreenFlow – $99 http://www.telestream.net/screen-flow/overview.htm This is the Cadillac of screencasting utilities, in my opinion (mac-only). I’ve tried a bunch and I like this one the best. Below is a sample video that I used for training purposes that includes some of the interesting editing techniques possible with Screenflow (zooming, enhanced clicking graphics and sounds, callouts etc.):

FCP Training 04 Three Point Edit from Baynard on Vimeo.

To see video in its context, please visit it on the training wiki I created.

  • Camtasia Studio – $299 http://www.techsmith.com/camtasia.asp Virtually synonymous with the idea of screencasting; this is the most popular application out there. Now available on macs and PC. This is a very popular program because it is a very high quality program with a rich feature set.

Screencasts can provide valuable technical training that is can be used over and over. Lectures could be captured for students to refer back for later contemplation. Screencasts can free up precious class time. The utilization of screencasts is only limited by your imagination. For a rapid-fire summary of ways screencasts can be used in higher ed, I offer this quote from facdevblog:

Screencasts have been applied in a number of innovative ways in higher education including capturing lectures, conducting website tours, software and database training, demonstrating library functions, and providing feedback to students. Regarding feedback, students can benefit greatly as faculty can review portions of students’ submitted assignments on-screen, highlight specific areas of text, and give his or her audio feedback on the students’ assignments. Students can view the recorded feedback at their convenience and follow-up with questions via email or face-to-face.  Faculty can also assign students to develop their own screencast episodes for certain course activities.

ACS is happy to provide consultation or training in order to include screencasting into your teaching practices.

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Your homework today: improve Wikipedia

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by Cristián Opazo

What would happen if you would attempt to address two of the most controversial issues in higher education today, namely, the use of Wikipedia and the peer-review paradigm– both at once in your classroom? This is precisely what one brave member of the Vassar faculty, Chris Smart, Associate Professor of Chemistry, did with his students in a senior-level course, during the spring semester of 2010.

“Since we know that our students use Wikipedia for academic purposes on a regular basis, as a teacher, you can’t just deny it, prohibit it, or look away,” says Smart. “So I asked myself: what could I do to motivate my students to use Wikipedia in a more constructive way? And the answer is more than obvious: we need to make them active contributors, instead of passive consumers. The problem with Wikipedia in higher education is not Wikipedia itself: it is the use that students make of it. When students use it passively, treating everything they find as truth, especially on topics they have little or no knowledge about, then we all have a problem. But if you make them confront what they read with a critical eye, and take it upon themselves to improve the existing (and non-existing) content, then you have radically turned the situation in everybody’s favor.”

Smart, who was teaching the 300-level course “Chemical Reactions” in the spring of 2010, designed the following assignment: each student would pick one of the many existing Wikipedia articles on chemical reactions tagged as a stub (that is, a very short, poorly written article), and improve it with quality content such as text, chemical diagrams and bibliographic references. “I quickly realized that I needed the help of an experienced Wikipedia user to learn whether this was a feasible idea, so I approached Cristián Opazo from Academic Computing Services, and he was very excited about the idea from the very start. He conducted several hands-on sessions about editing Wikipedia in my classroom, and the students started getting busy right away.”

“I could see that perhaps the single most important factor that would motivate my students into doing a good job in this assignment, would be the fact that the whole world was watching,” adds Smart. “The academic world tends to quickly dismiss Wikipedia on the basis of its openness and its lack of formal peer-review by experts, but the way I see it is that this openness is precisely what makes it a great resource: you have this huge community of contributors all over the world that care about particular topics, and many of them are committed enough to criticize existing content, and to go to great lengths to make a certain article accurate and cohesive. In fact, at least one of my students engaged in a very constructive exchange with another Wikipedia contributor somewhere out there, and this exchange was prompted by this student’s work as a Wikipedia editor for this class assignment. He still keeps an eye on the evolution of the article long after the class is over, because he feels proud of his work: now there is this article about a particular chemical reaction that is available for the whole world to read and reference.”

One of the most often-heard criticisms about Wikipedia is “how good can be something that has been created by an unregulated bunch of anonymous people?” What I tell them is: have you heard of Linux? The most robust, efficient and reliable computer operating system in the history of the world, used in the highest levels of scientific research and business enterprise, was created, and is progressively improved, by an unregulated bunch of individuals around the world. The core ideas that fuel the open-access paradigm are not profitability or market appeal; they are creativity and commitment. And that’s the spirit behind Wikipedia.

To learn more about the use of Wikipedia in teaching and research, listen to this interview with Jimmy Wales, co-founder of Wikipedia at the Chronicle of Higher Education site. This excellent article by Patricia Cohen at the New York Times about re-thinking the peer-review paradigm in academia recently generated a lot of interest.

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Good News for Clip Rippers

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Library of Congress image courtesy of http://commons.wikimedia.org/wiki/File:Library_of_Congress_from_North.JPGby Baynard Bailey

This past summer, the Library of Congress issued a number of exemptions to the Digital Millennium Copyright Act (DMCA), one of which made it legal for academics to rip clips from DVDs, for use in their teaching or publishing.

Since June of 2009, Vassar has had a streaming media server that can deliver video clips to Moodle (and more recently to WordPress). The Wowza software streams video content quickly and beautifully anywhere on campus (best if using a wired connection). We were very excited to share this technology with the faculty, especially faculty members who work extensively with video. Faculty members who used our streaming server delighted in having the resources available via Moodle. The videos look great viewed on laptops or desktop machines. Streaming from Moodle during class made for a convenient teaching situation as there was no need to switch video sources or fumble with DVD or VHS controls. ACS envisioned a radical transformation of the Library Reserve desk where students could watch and re-watch films for class, on demand, and at their leisure. Students would not be tied down to three-hour reserve deadlines (or finding the video already signed out). Faculty members wouldn’t be troubled trying to arrange screenings for classes. The on-demand streaming video revolution that has transformed the outside world via Netflix and Hulu would now come to our campus!

DVD being interted into a laptop

Unfortunately, our fanciful visions melted to clouds of despair as UCLA came under attack from the Association for Information and Media Equipment. AIME’s accusations of copyright violation caused UCLA to suspend its streaming video service while they worked out the legal dispute. Educational institutions from all over the U.S. paid close attention, including Vassar. ACS had to reconsider how to inform the faculty about Vassar’s streaming media server, as our new policy restricted how we stream copyrighted material. There were more than a few awkward conversations with faculty members who had grown quite fond of our Wowza server, not to mention their concern about the time and effort put into curating video resources for their classes.

Since this summer, when it comes to clips, ACS can once again legally stream video ripped from DVDs. The Library of Congress exemptions impacted a number of areas, but the proviso that impacts scholars ripping DVDs reads as follows:

(1) Motion pictures on DVDs that are lawfully made and acquired and that are protected by the Content Scrambling System when circumvention is accomplished solely in order to accomplish the incorporation of short portions of motion pictures into new works for the purpose of criticism or comment, and where the person engaging in circumvention believes and has reasonable grounds for believing that circumvention is necessary to fulfill the purpose of the use in the following instances:

(i)  Educational uses by college and university professors and by college and university film and media studies students;
(ii) Documentary filmmaking;
(iii) Noncommercial videos.

In summary, clip-ripping portions of DVDs for academic fair use is legal. All previous laws and guidelines about the sharing of copyrighted material remain; what is new is that educators are no longer banned from the act of ripping materials from a copy-protected DVD. It is also legal for documentary filmmakers and creators of video not intending to make profit. If you are interested in learning how to rip clips yourself, I recommend this great guide for ripping DVD. You can also contact your ACS liaison for assistance in curating clips and how best to use them in your teaching.

If you’d like to learn more about how the recent exemptions impact the flow of information and pedagogy in the 21st century, I recommend this interview with Abigail De Kosnik, Gary Handman and Mark Kaiser of University of California, Berkeley.

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