Academic Technology Podcast - Episode 13

Kimberly: Hello and welcome to the thirteenth episode of the Academic Technology Podcast. I'm Kimberly Hayworth, the manager of Academic Computing's Consulting and Multimedia Services group.

Today's episode includes the Podcasting in Academia: What, Why and How? presentation for the Stanford University Libraries and Academic Information Resources Technology Chalk Talk on March 8th 2007.

Kim: My name is Kimberly Hayworth. I work in the Consulting and Multimedia Services group as part of Academic Computing. It's on the second floor of Meyer Library. We have a general consulting desk that's available to students, staff and faculty and also the Multimedia Studio. So we have an amazing team of student consultants. And they do everything from checking out equipment, to giving general directions, to providing support for things like Photoshop and Final Cut Pro to doing wide format poster printing. In addition to that, on the other side of CAMS is the Academic Technology Lab which is geared specifically towards instructional technologies working with faculty, TA's and lecturers.

And I'm going to show you some examples of some of the work we've been doing there. And also work that we've been doing with staff in the libraries as well. In fact, I'm going to tap Regina to tell you a little bit about the work that we've done down in the Recording Studio. As well as solicit some feedback from all of you.

Can I start with just a quick show of hands? How many of you have actually listened to a podcast? Great! And did you listen to it on your computer or on an mp3 player? Computer? MP3 player? How many of those mp3 players were Zunes from Microsoft? How many were iPods? OK. So generally as you might imagine, the term podcasting applies to more than just iPods. So we're gonna talk about that in just a minute. How many of you are here just to get a general idea about what podcasting is and what the capabilities are? OK. And how many are here to get like a hands-on as you walk out of the room you know exactly what to do to create your own podcast? Great! I was hoping not to see any hands there. Well, I'll have to talk to you later...OK. I'm gonna to provide you with a lot of resources and tutorials of resources available to you to learn podcasting. But right now we'll just start with the very basics.

So what is a podcast? This can be any media file. So it doesn't have to be just audio. It can be video as well as text and graphics. In addition to being available in multiple formats, it's generally available both on your personal computer as you've noticed and also on portable media players. Now this can be everything from just a standard mp3 player, an iPod, which I have several up here if you want to take a look at them. This is a video iPod. We've downloaded some of the course presentations on here. So you're welcome to take a look at that later. And in addition to that you can do things like the portable PlayStation, PSP, will also be able to show podcasts as well. So for more information about general podcasting, you can go to Wikipedia.

How is a podcast different from just any audio that you find on the web? The thing that distinguishes a podcast from any other audio file, any other mp3 file is the fact that it's a part of an RSS feed which means that it can be syndicated which means that you subscribe to it. So as the user, once you subscribe to it, any new content will be downloaded to your machine as new updates and episodes are available.

I said RSS. The Really Simple Syndication or Rich Site Summary. This is essentially just a web feed. So it's actually called an XML doc so it's really just a big text file. The main thing about it is that it tells your podcatcher software whether it's iTunes whether it's Juice whether it's any other podcatcher that it's essentially got new content available and that it should download this new content.

How many of you have heard of Stanford on iTunes or iTunes U? OK that's great. Have you actually listened to anything that's up on iTunes U site? OK. How many of you knew that there are actually three versions, three flavors of iTunes U? There are three separate iTunes U instances on campus. So there's the public iTunes which is available to anyone in the world who wants to go to itunes.stanford.edu. There's the CourseWork associated iTunes which requires you to be enrolled in a course via Axess and it does an automatic synch so then you have permissions to view the content in iTunes related to that course. And then there's a Community iTunes which is essentially available to anyone who has a SUNet ID and password. And this site of the three of them, this site's a little bit more beta. We have some content up there, we're testing it but this is the one we'd like to get the most feedback about if you ever try to listen to something or if you're working with the iTunes. The public iTunes is very polished. They do a lot of post production on that. And it's a beautiful site and the content is amazing. And the CourseWork iTunes there's some level of post-production but it's really mainly things that go into course content as well as student presentation. Are there any questions so far? If you have any questions feel free just to interrupt me.

How many of you actually have an mp3 player on your right now? OK. Just checking. [Are you going to confiscate them?] Yes, yes I am! Especially if there's a shuffle. Yeah, it wasn't a requirement to attend I was just curious.

If you just type in iTunes and you're on the campus network it should take you directly to the iTunes page. And as you can see, they've done quite a bit of design behind the actual presentation of it. This is the public site. You can see it just basically on the web any type of SUNet ID or affiliation. The Stanford on iTunes U opens up a special instance of the iTunes store. So this isn't your garden-variety iTunes store, this one's specific to Stanford. So as you can see there are quite a few different types of things available that might be of interest to the public at large, things going on on campus, sports, faculty lectures just general information about music and film. But there are also some courses that are available to the public: IHUM 55, there's Physics 24 and Religion 15. They're in the process of trying to make more courses available publicly. And you're welcome to go and take a look at this or we can look at a little bit later but we have a lot to cover so just know that this is..
[Audience] itunes.stanford.edu. That's it. The whole project for iTunes U is very interesting. We're working with Apple and we're providing feedback. Jeremy Sabol is coordinating the project on the CourseWork and Community iTunes side. I'm collaborating with him on this area. Scott Stocker and Brent Brent Izutsu are doing public iTunes and they're working with the Alumni Center and they're with the Office of University Communications.

[Audience] Kim, what would go on Community iTunes?

Kim: Right now, we have quite a bit of training content that's up there. My Academic Technology Podcast series is there. There was at one point Center for Probing the Nanoscale and the Center for Teaching and Learning also has some content there.

When you're talking about podcasting specifically in an academic environment there are quite a few advantages for this type of interaction. The students who may want to review content at their own speed either slow it down or speed it up have access to that original material. There's also they can do it anywhere, anytime. There have been some studies saying though that most people don't really download it to an mp3 player but most of them do access it from their computers. Also for different learning styles so it definitely supports multimodal it can be just audio but again you can support images as well as text as well as video. We'll be seeing some examples of that in a few minutes. And as far as active learning and engagement, many people have given their students iPods and recording devices that are just plug ins and had them go out into the community and do case studies, get oral histories, do interviews, work in groups. So it is a way to bring authentic, relevant material into the classroom from the outside world. And also, it's a great way too if you want to do a Skype interview for example with a subject matter expert. It's an easy way to access folks both here in the United States and internationally.

By the way this is a Zune, this is a Sony Walkman for mp3s and this is a PSP and then she's got the earbuds. There was an interesting study at Duke. Have you heard of the Duke Digital Initiative? They're an iTunes U campus as well. They gave all of their first year students iPods and it became an interesting differentiation of the strata of the classes when the freshmen came in with the white earbuds and the upper classmen chose to get different colors to differentiate themselves from the freshman. Specifically if we're talking about using podcasting in the context of teaching and learning there are quite a few different activities that can be done. Most of the things that we've worked with so far have been examples of student presentations, some guest lectures, not that many student-produced podcasts yet here on this campus but we are also interested in doing more tours and field work getting the students out there with digital recorders. And in addition to that, most of the work that I've done with faculty has been associated with language learning and developing skill sets for practice for that area but you can also use it for different things such as dance. There's some examples of people using it in medicine for certain procedures. For example, for orthopedic surgery how to do certain moves of muscles, also what does a normal heart sound like and what does an abnormal heart sound like. They can actually carry that around with them and compare. But this information is available through the University of Minnesota Digital Media Center. And they are also doing something on podcasting coming up in Mid April. So if you check out their site, dmc.umn.edu/etf they have information.

This Classroom in the National Parks It's Penn State their College of Earth and Mineral Sciences and I think it's an example of what can happen if you provide students with access to video and it's very well done. The University of Michigan was one of the first iTunes U campuses and they have a whole workflow on how to set up infrastructure so you can scale it. So basically how to get the recording devices into the classroom and have scripts that make it automated. This one is an example of how Stanford and the libraries are making music available via the iTunes. And then ScreenCasts Online is an interesting podcast that shows how to do different types of activities with multimedia production software. And he basically records the screen and he does a voiceover as well so it comes out as a video.

Let me go ahead and show you the classroom in the National Parks via iTunes. This is the EMS Classroom in the National Parks and you can tell by this icon that it's a video.

And essentially what I thought was great about this one is that it just shows--i mean, he was talking about the way it scales. So it's not just the students there with him on this trip, but he's making it available to people in the United States and beyond. And really, the production values of this are quite high.

There are some people on campus that are actually working with podcasting. Regina Roberts, our wonderful Assistant Curator for the African Collection is doing some testing with information literacy and she'd love to get some feedback from you about her test.

Regina: So, basically, what I did with the podcast that I created with, actually, the help of Kimberly, was kind of a reflective process of how it might work for pushing out library services. And so there's several ways to access this site as she was showing you through iTunes or you could just access it on the blog and just click on the link where the file is.

[Podcast audio] OK. Hi there. This is Regina Roberts. I'm learning how to create a podcast so that I can develop an idea for using audio files in information literacy instruction. I'm interested in the use of podcasting for information literacy and the promotion of library services including other instructional formats. My first task is finding out how to do it technologically speaking and to produce something fresh and interesting. The audio file podcast is currently being used in academic settings. It seems to fit well into language arts instruction and fine arts courses. I would like to create sample track. For now, my questions are how might a podcast convey information about how to use library resources. More importantly, how might it add to the process of knowledge creation. This work is based on the idea that there's an art to research and an art to using research. It's an attempt to construct a relational model of learning supported by Christine Bruce's work in The Seven Faces of Information Literacy published by Auslib press in 1997. Some ideas that I have for podcasts are poetry reading, course-specific lectures coordinated with faculty and teaching assistants, interviews with librarians that highlight the collections or changes to library services and databases.

Regina: So the first podcast is really just a reflective process and then as I went along I just created samples of some of the ideas that are in that first podcast. What I'd like to ask you all to do is to listen in and give me feedback of what you think and how you might use it in your work. So I've got some questions here. I'll pass it around 'cause it also has a link for you to go back to and use at your leisure. So you can either post your comments on the blog 'cause there's comments space and I'm pretty sure you don't have to sign up but I don't remember. But if that's too complicated you could just send me email or you don't want to sign up, send email. Additionally, I'm still working on that idea to present in a paper so that's another reason why I wanted to get feedback from other people who think they might want to use it or have you podcast and how it's worked out in terms of its effectiveness with library users and students, faculty, collaboration, this kind of thing.

Kim: OK. Thank you, Regina.

Regina: Thank you.

Kim: So that was Regina's project. That was actually recorded in the Recording Studio in Meyer. And Sik Lee's situation is a little bit different. She's teaching in Wallenberg Hall in Room 120. And there are ceiling mounted cameras in that room as well as we had some hand held cameras to film some of their activities for their final exam. It was an interactive group activity. And let me just bring that up for you in iTunes.

It was Chinese Language 19: Intermediate Cantonese Conversation and it was the second quarter.

[Chinese language podcast]

Kim: So they're actually being graded on this. Basically these people are doing their final exam and that exam is a skit. So the actual test itself is this interaction that they're having. So they're being graded by both their instructor but also their peers are watching it in the classroom but then they have access to this later both on their computers and on their video iPods. So essentially it's just a way for them to access this information and provide additional feedback. The instructor also included some forum comments so there was a facet of peer review related to it but then these two folks and then the later students who also interact with them, they also can review it later. And essentially it's like, it's almost like a benchmarking so you can see a snapshot in time of the language skills at that particular moment and how you've progressed over time...hopefully.

So the Wallenberg Hall setup is really interesting. They have microphones hanging down from the ceiling but we've also used additional mics to capture the audio. That's one of the bigger challenges with the podcasting is just the quality of the audio, needs to be very high. And then Laura Roman, she's an instructor in the Program in Writing and Rhetoric and she teaches the Rhetorics of Music in Film. She actually hasn't produced a podcast yet but she's recording all of her content and getting the files ready. She wants to produce them as a series rather than just put them up individually. And I want to talk about that in a minute after I play a little bit of Laura Roman's content.

[Laura's podcast: bells Imagine it's 1802. You're in London and it's Friday night. You would probably be heading to the Strand. One of the main walking streets in London.

Kim: What we worked with her on was similar to the NPR style where you try to set the ambiance and the mood with music. Because she was explaining how the impact of music affects people's moods in film and also the effectiveness of the rhetoric and persuasive ability of the filmmaker. What we were trying to go for here was a bit more of a produced feel to the audio. So essentially trying to incorporate what she's teaching in her courses into the podcasts themselves and just to illustrate the points that she's making, segments of films underscore the points that she was making in her lecture.

In addition to teaching and learning applications, podcasting can also be used by a variety of different departments on campus. Whether it's the Alumni Center, Development or any of the other services that are being offered you can do this as an outreach model where it can be just to raise awareness of things that are happening on campus. You can use it as a vehicle to keep alumni informed of what's going on, also for recruiting new students or employees, podcasts are very effective. In addition to making orientations and tours available so people can just pop some headsets on and walk around campus and get information about what's going on. That's really common with museums as well. They do walking tours. In addition to that, you can make training or tutorials available via podcasting and of course marketing is a very large usage of the podcast as well.

Now that you know what podcasts are or know more about podcasts, there are quite a few different places you can go to find the types of topics you're interested in. The iTunes interface itself has a directory button just right down in the right hand corner if you've got the iTunes store up. There are also a variety of different pages you can go to and check out- do searches for any type of topic that you're interested in generally. This one down here is kind of interesting - the podscope.com - because you can actually have it search in the audio for key terms. And podcasts.yahoo.com has been in beta for quite a while now - for about a year, I think so I'm not sure if they're going to do anything with it. And just for information about how to podcast since I'm not actually going to teach you in this particular session today, there is a course being offered by Mark Branom in ITS called Podcasting, Video and Sound in web pages and that will be available in summer. If you'd like to sign up for it there's more information at techtraining.stanford.edu/videosound. There are also great seminars that are free from Apple. This is essentially producing podcasts. It talks not just about the mechanics of how to record your voice but how to structure your podcast, what are some of the considerations you need to think about as far as getting it out there and marketing it. In addition to general podcast information, there are specifics about GarageBand available here. I would strongly recommend Lynda.com l-y-n-d-a.com for tutorials. It's $25 a month but they have the most amazing range of things that are available. There are some free - they give you some teaser ones but in order to do it - but it's only 25 bucks a month. You can see that they cover a wide variety of topics: Planning your podcast, recording your podcast, editing, publishing and video podcasting, podcasting for profit. There is actually a cottage industry for podcasting and it's becoming much more mainstream with corporations as well. If you're just interested in the different products they have available at lynda.com you can check out their subject matter. They have everything from animation to XML. In addition to that, ITS also offers training. So there's a variety of ways that you can get training on campus as well. They take STAP funds so if you have those available you can use them. There's also TechPort which has over 1000 computer training courses. So it's very impressive. They also offer just Tech Briefings and Tech Express as well if you just want to see what topics they're offering and they have quite a range. And the training by appointment is great. You can contact them. Tell them what your learning objectives are and they can tailor it to your needs.

The way that we do podcasting at least for our pilot study was to use the blog software called Blogger and FeedBurner in order to keep track of the statistics. And I'm gonna show you more of these in just a minute. But duke.edu/ddi stands for Duke Digital Initiative and they talk about how they use it specifically in education. And that's another iTunes U school. So as far as the podcast workflow that I've been using. We started out - the podcast that I'm doing- the Academic Technology Podcast as more of a proof of concept than an ongoing service. The thing about podcasting is that generally if you're trying to build a community and you have a lot of subscribers you do want to make sure that you're developing new content on a fairly regular basis. I have podfaded which means that I have sort of dwindled off in the amount of podcasts that I've been offering. However, I'm going to be offering this one as another podcast. Really the first step in our workflow in Academic Computing for this particular podcast is to capture the content. Now that can be to either going into the recording studio and actually recording in the studio. It could be having a digital voice recorder like what we've got here. It could be getting clips from video and getting additional voiceover. So there's a wide variety of getting content into your podcast. As far as the post-production, all of our content actually does go through several levels of post-production. So we have Bias Peak for the audio editing, GarageBand if it's an enhanced podcast with images and text or iMovie if it's video - sometimes QuickTime Pro as well. In addition to using these tools, we use our Stanford space so it looks like it's actually publishing to acomp.stanford.edu/cams but really we're uploading the file there for the audio and then we're linking to it in Blogger which actually creates that atom.xml feed we were talking about before and then we link to the atom file in feedburner which allows us to what's called syndicate it and do the tracking of who's using it. We really didn't advertise this. It really was again a proof of concept. We appreciate getting feedback from folks. That's what having it in Blogger is as far as posting your files there. People as Regina said can just listen to it on the website or they can choose to subscribe to it but with Blogger you can provide comments. We saw it briefly with Regina's site but I can show you also the - the Consulting and Multimedia Services area. So this area actually is on the Academic Computing website. It's the front facing page which is the index for the different services. We have a wide variety of services available. Basically consulting for faculty to wide format printing. But this actually does have a subscribe button for the Academic Technology Podcast. In addition to that, it supports comments. And we also have what's called an RSS feed on this so it's bringing in content from Educause. This is fresh but I haven't actually posted to this site for quite a long time. But because we have an RSS feed and it's showing up down at the bottom, the content looks fresher and more dynamic because it's being pulled in from a different site. So the Academic Technology Podcast area, this is a page for the podcasts themselves. We had a wide variety of different things happening. Malcolm Brown came to talk about learning spaces so we recorded that. The thing about these types of things since this was video - we also wanted to include captioning and that's extremely important to make it accessible to people with disabilities. And Shelley is from the Office of Accessible Education and maybe can talk a little bit about captioning for video content ?

Shelley: Well, as Kim mentioned, the obvious one is that - for instance, that you're delivering academic content that is let's say is important for a course or something and the person has a hearing impairment and the information is just in the audio it's not really going to do any good unless you have the equivalent of closed captions and you could say the same with regard to video- visual only content. There's a subtle advantage to captioning which is the thing that we've been working on, as Kim alluded to earlier with the Center for Probing the Nanoscale. And it's that if you have something available in text then it's usually available in some form via assistive technology to someone with any of a variety of disabilities. But as we move toward "Gee we could have done this in text now we can do it in video." That video that you produce or multimedia that you produce now has a much shorter shelf life because it's not easy to search through that, right? So we're creating more and more content, larger percentage of content, that 6 months from now, who's going to look through a whether it's a 5-minute or 2-hour video to go find what you're looking for. There's more and more academic content the advantage to captioning is the fact that you now have text associated with the video and that text is searchable. We were doing some stuff with the Center for Probing the Nanoscale - very highly technical content, graduate lectures and I could go to the search site and say - you know type in "tunneling microscopy" and pull up every lecture, show the context in which it was filmed and be able to say jump to that point in the - in the video. So there are other advantages not just for people with disabilities but also for alternative interactions.

Kim: So I wanted to show you an example of an enhanced podcast cause we've seen video podcats but this one is just a little bit different. The file format is called an .m4a. So essentially what it does is allows you to put in links to the website within this small window here. This is actually a text file that gets swapped out. So these are chapters that are created in GarageBand.

[podcast audio] ...and support for language instruction and learning for the entire Stanford community. Resources range from materials in over 90 languages to specialized learning and teaching equipment and facilities to materials development, support and consulting services for faculty and TA's.

Kim: With these particular podcasts we've also included the text of the transcript in the lyrics segment. So this isn't exactly captioned. It doesn't get synchronized with when I'm saying something but the text of everything I say is in here in the lyrics tab. This is actually using GarageBand which comes with Apple computers. It allows you to set a time, artwork and chapter title information. The really important bits, of course, are up at the top. You can see that when you're working with it, the artwork just is a 300 x 300 png graphics file works best. Put that in here, you put your chapter titles -so whatever you want to call your chapter, and then it gets marked with these timecodes, timestamps.

Regina: And then the timestamp is related to the sound file.

Kim: Yeah. And this is the sound file here. The thing that's at the top is really the more important bit because that actually tells you where the timings are. So you can see that at this particular time frame, that image is going to swap in. As you move further along, another one comes in at that point. And so those are the chapter markers that are swapping out the images. Did you have a question? That's a great question. So the question was, what's the difference between Captivate which is a screencapture software (and Camtasia's also a screencapture software) and GarageBand? What's a really interesting difference is that with the screencapture software, it's generally recording everything that's happening on your screen and you can actually lay down a voiceover track to describe what's happening. The video that we saw was the training for podcasts from Lynda.com. That was done with screencapture software, just recording what's happening on the screen. Garageband allows you to record directly into it with this soundtrack here, you can actually add jingles, you can do ducking, which basically allows you to have music come in and then fade out as you are talking, so there's like an overlap. It allows you to control multiple tracks here. You can do the chapter markers here. And it's more geared towards sharing with iTunes. So all you have to do when you're ready is just say "send podcast to iTunes" and then once you've done that, it's all done. So you're just ready to upload it and then link to it.

If you don't have a Mac, there's also a few different applications are out there, but Audacity is really the major one that most people are using now. It's open source software--it's free, and you can generate MP3 files.

Regina: I forgot to say that when we were working together, we used Peak, Audacity, and Garageband for different versions of podcasts. The learning curve was about the same for all three of them. And you just find out as you're using them some do different things better than others. But they're pretty close, I would say, in terms of learning how to use them.

Kim: In general, you just need to try a couple of different packages and see which one is easiest for you and is most convenient. But if you don't have a Macintosh, then the iLife applications aren't available to you. So iMov--iTunes is actually available on the PC, but Garageband isn't.

As far as interviewing tips, again, this is information that I thought came in really handy from the podcasting the About folks regarding podcasting. This is public radio talking about techniques for doing interviews and also for doing commentaries. So if you want just general overviews of what to keep in mind and how to structure an interview with someone, those are great, great resources to have.

Also, if you want more information about podcasting in general, I attended a Podcast Academy when I was at Yahoo! in Santa Clara. It was very good. They gave us all sorts of tips about the hardware, again, the interviewing styles and techniques, different formats and compression, and workflows. So it was a great experience. There's also Macworld Expo. They do have quite a few different things, but it's more geared towards Apple products and the iLife applications. So, iMovie, Garageband, that type of thing. And then the New Media Expo--that is really for podcasters. Those are generally people who've been podcasting for a while, and you can be recognized and get awards for your podcasts.

I've given you a huge variety of different resources. So, everything from forums to different people's blogs, to EDUCAUSE, Podcast 411 is a great directory that provides general information about podcasting and then quite a few FAQs. For those of you who don't have Macs, the Audacity application is here. It's also cross-platform, so you can use it on a Windows PC or on a Macintosh. Also tech specs if you're producing something, what you need to have, as far as the formats for publishing iTunes.

Okay, so now we've made it. Thank you. Do you have any questions or anything? Yes?

So, the thing about producing for podcasts is the actual players--actual devices. so you'd have to keep the tech specs of the smaller screens in mind, for producing for video and compression and file sizes, because that's--when you start working with longer chunks of video, for example we had an hour it was just huge...long long time to wait if you're working with this type of media for folks who want to just download it very quickly. Depending on how you're doing it , most people, what they do is they shoot it once at the highest resolution and then they just have multiple encoding formats and transcoding to basically spit it out to different directions. So, if you use it in a variety of media...

Do you have a question? Yes?

That's a good question--where will I be posting this stuff? Content here: the PowerPoint is going to go up on the Confluence site for the Chalk Talks. And then I'm also going to try to create a podcast sometime in the relatively near future.

Shelley: Somebody's opened the question was how do you create the transcript in the first place if it's like an interview? Essentially, like I said, you need a human being in the loop. We'd use the same thing we would use for a student with hearing impairments in a class. Take somebody like a equivalent of a court stenographer, captionist, somebody who would be doing it for a live captioning during a lecture. With their machine they've got and typing 200 words a minute they can get up to. It's just incredible. Like with the academic podcasts that Kim was doing, she had a script and she was reading from that, so it was easy enough to say "we've got this script" and the main thing is that we need to synchronize this with the video. I work with the Office of Accessible Education which we're the ones who make the material accessible and put it into an alternative format. So we had a number of tools that will help somebody to watch the video, listen to audio and then you're literally transcribing. The short answer to your question is that at this present moment, a human being needs to be in the loop. The thing is, how can we make that human being most efficient? If we have a transcript the main thing is, how do you synchronize it? Well…it turns out that we're working with a vendor. It's called Automatic Sync Technologies. If you want to go to automaticsync.com and they have a proprietary method actually makes use of speech recognition in the background from which they can take the text, take the audio and exactly align them and then spit it back to you within ten minutes via their server. And that's one thing that we were doing. For instance, we submit files to AST they will take that and they've got like a subcontractor. I'm one of the Academic Technology Specialists in this. And another Academic Technology Specialist, John Foliot, with the Online Accessibility Program. He's managed to work out some business deals between Automatic Sync Technologies and Stanford Video. And is also working with the Stanford Streaming Media Services to try make this a lot easier so that you can submit something otherwise then it is now part of the package that it will come back captioned. So it's mainly an idea of how do we get the costs down to make it so people want to do this and then as I said there's the advantage of and once you have that video that's captioned now it's a fairly simple step to make it searchable.

Kim: Thank you very much everyone.

Well, that's it for Academic Technology Podcast, Episode 13. Thanks for listening. Episode 14 will include an interview with Eleanor Brown, Editor of the Speaking of Computers e-newsletter about the Spring 2007 issue.

Links to information discussed in this podcast and other show notes are available online at http://acomp.stanford.edu/cams Just click the Academic Technology Podcast link. You'll also find a link to our blog if you'd like to provide feedback or suggest topics for future podcasts.