Study while exercising!

Text-to-Speech technologies allow us to create audio files from written words. This conversion provides several advantages, among them:

• Allows us to review the content of a reading by listening to it while jogging, walking, cycling at the stationary bike, or other activities where our attention is available to focus on the content
• Promotes learning, specifically for learners with an aural learning style
• Can take advantage of multimodal learning if visually reading text while also listening to audio 
• Can help avoid eye strain from reading directly from the monitor
• Facilitates content assimilation, specially for learners with any visual impairment
• Saves trees, since there might not be necessary to print some readings 

There are some potential disadvantages too:

• Even though they have improved a lot in the past years, current text-to-speech technologies still keep a “robotic” accent (listen to the sample at the end of this posting).
• “Natural” voices are created by third-party companies (like AT&T). Adding a new “natural” voice to the text-to-speech software might even be more expensive than the software itself.
• The voices lack of any emotion and feeling tending to become monotonous and boring.
• An audio file  might not be useful for all type of content, for instance if it refers constantly to images, pictures, or statistical equations.

 Most text-to-speech software allows you to select voices from different accents (American, British) and languages (Spanish, German, etc.). You can also change the voice speed and pitch.

If you are interested in exploring the benefits of these technologies a little bit further, you might want to try DSpeech which is one of the best text-to-speech applications available for free. Here is a demo of an mp3 file created by this software using American accent and here is another example using a British accent.

 Below is a list of commercial text-to-speech software available. The average price is around $45 dollars. We recommend you to install the trial versions first to make sure the software will provide the functionality that you expect.

•  Natural Reader
• Text Speaker  
• Verbose Text to Speech Converter
• Text Aloud
• Speak Aloud

The 4 Types of Podcasts

We recently conducted a workshop on engaging distance education students with podcasting, and there were several questions, and some confusion about the different types of podcasts.  Thankfully much of the hype around podcasting has died down and is now focused on Twitter, so there is an opportunity to take a good look at podcasting to uncover any potential benefits to teaching and learning.  Although marketing departments and techno-hypers like to throw around many different acronyms and terms for podcasting; about.com has a very long list of any potential combination of a “word+casting” that possibly exists.  We like to tell our clients there are essentially four types of podcasts.

1. Audio podcasts are (yes) audio only.  They are generally mp3 format (can also be AAC) and may be the most common type of podcast.  Audio podcasts (in mp3 format) are the most compatible with all computers and portable media devices.  Positive aspects of audio podcasts include their relatively small file size, usually less than 10MB depending on length, and that they are relatively easy to create.  A negative aspect of this type of podcast is that the content or message is limited to audio only.  However depending on the content, the audience, and the purpose that may be all that is necessary.
2. Video podcast is a term used for the online delivery of video content.  The term is used to distinguish between podcasts which most commonly contain audio files and those referring to the distribution of video.  However, the term Podcast has from its inception described the distribution of digital media files, including video and audio via RSS enclosures and hence the terms video podcast, vodcast or less commonly vidcast. are redundant. (wikipedia, July 7, 2009)  Video podasts are rapidly becoming a popular format for traditional media and television networks.  For example, the NBC and CBS Nightly News are just two of the video podcasts that have been created to “re-purpose” content, and most shows on PBS and NPR are available as either audio or video podcasts.

   Unlike an audio podcast, creating a video podcast is like any other video production project and requires more production and planning time to produce.  In regard to file size, downloading a video podcast requires a high bandwidth connection because they are large files (typically upwards of 100 MB each depending on the length).  The preferred format for video podcasts is typically .m4v or mp4 H.264, and they can be created and consumed by both Mac and Windows users.

3. Enhanced podcasts are a somewhat unique type of podcast that combine audio podcast with synced images, similar to a narrated slideshow.  They often contain multiple still images that change like a slideshow, and you can also add live URL links to Websites as well as chapter markers to skip around the podcast.  Technically, enhanced podcasts are audio files in .m4a format (also known as mp4 or AAC format), with a layer for embedding the synced images.  The enhanced podcast format has been adopted by Apple and Sony, and are essentially playable on any Mac or Windows computer that has iTunes installed.  Enhanced podcasts do not currently play in Windows Media Player.  A benefit of enhanced podcasts is that they present both visual and audio content, but the file size is nearly the same as a typical audio-only podcast, and exponentially smaller than a video podcast!  At the time of this blog post enhanced podcasts can really only be created on a Mac computer with Garageband (for now).
4. A Screencast is a digital recording of computer screen output, also known as a video screen capture, often containing audio narration. Although the term screencast dates from 2004, products such as Lotus ScreenCam were used as early as 1994. Early products produced large files and had limited editing features. More recent products support more compact file formats such as Adobe Flash, and mp4/H.264, and have more sophisticated editing features allowing changes in sequence, mouse movement, and audio. Just as a screenshot is a picture of a user’s screen, a screencast is essentially a movie of the changes over time that a user sees on his monitor (wikipedia, July 7, 2009).

Finally, it is important to note that you do NOT need an iPod to create or listen to podcasts! In fact a 2005 Bridge Ratings consumer survey found that over 80% of users simply listen to downloaded podcasts on their computer or laptop and the podcasts never make it to an iPod or other digital media device.

iPod Nano recording tests

Our Nano recording tests were a bit surprising at first compared to our Video iPod recording tests. Our initial logic was that since the Nano is a smaller device, has a smaller battery, less disc space, etc., it probably wouldn’t record for as long as the larger Video iPod…Not so! In fact, quite the opposite:

Results with XtremeMac MicroMemo:
Device: 4GB iPod Nano, fully charged battery
Recording Time: approx. 6 hours, 15 minutes (6:15)
File: The Nano seemed to break them up into 2:00:11 (1.19GB) chunks. Don’t worry no audio is lost in between. This resulted in three 1.19GB .wav files, and one additional file at 236MB.

Nano vs. Video iPod for Recording; The Results are in…

The major recording difference between the Nano and the Video iPod seems to be the battery. On the Video iPod, it runs out before the device runs out of recording space on the disk. For the 4GB Nano, it was the disk space that ran out., while the battery still had nearly half of its charge remaining at the point when the disk filled up.

We attributed these differences to the different storage mechanisms that the devices use, the Video iPod uses a traditional/mechanical hard drive with moving parts and spinning cylinders, whereas the Nano uses flash technology for storage, with no moving parts. This clearly has an effect on battery life, and how much audio one can record.

For a academic recording device, I would probably choose the 4GB Nano (or even 8GB) over the Video iPod, based on its small size, it’s ability to record over 6 hours of audio before downloading, and its battery life. I think the iPod Nano would probably be best for recording lectures, seminars, or interviews. Now of course depending on your requirements, the Video iPod also proved to be very useful, and if your interested in producing and/or listening to enhanced podcasts or video podcasts then that would be the way to go.

iPod Nano recording tests

Our Nano recording tests were a bit surprising at first compared to our Video iPod recording tests. Our initial logic was that since the Nano is a smaller device, has a smaller battery, less disc space, etc., it probably wouldn’t record for as long as the larger Video iPod…Not so! In fact, quite the opposite:

Results with XtremeMac MicroMemo:
Device: 4GB iPod Nano, fully charged battery
Recording Time: approx. 6 hours, 15 minutes (6:15)
File: The Nano seemed to break them up into 2:00:11 (1.19GB) chunks. Don’t worry no audio is lost in between. This resulted in three 1.19GB .wav files, and one additional file at 236MB.

Nano vs. Video iPod for Recording; The Results are in…

The major recording difference between the Nano and the Video iPod seems to be the battery. On the Video iPod, it runs out before the device runs out of recording space on the disk. For the 4GB Nano, it was the disk space that ran out., while the battery still had nearly half of its charge remaining at the point when the disk filled up.

We attributed these differences to the different storage mechanisms that the devices use, the Video iPod uses a traditional/mechanical hard drive with moving parts and spinning cylinders, whereas the Nano uses flash technology for storage, with no moving parts. This clearly has an effect on battery life, and how much audio one can record.

For a academic recording device, I would probably choose the 4GB Nano (or even 8GB) over the Video iPod, based on its small size, it’s ability to record over 6 hours of audio before downloading, and its battery life. I think the iPod Nano would probably be best for recording lectures, seminars, or interviews. Now of course depending on your requirements, the Video iPod also proved to be very useful, and if your interested in producing and/or listening to enhanced podcasts or video podcasts then that would be the way to go.

Teach with Tech Podcast: Episode 17

On Thursday I was delighted to join Chris Essex on his Teach with Tech podcast as a guest commentator. In the podcast we discuss the recent MacWorld Expo conference that Chris attended, and focus on the iPhone and AppleTV, which were announced at the keynote. We also talk about how these new technologies might be used by classroom teachers and higher ed faculty.

We also discussed some of our new favorite software packages, some of which we already use, and some that Chris discovered while attending Macworld Expo.

• Toon Boom, Mac/Windows/Linux animation and storyboard software
• Toast 8 Titanium, Mac disc-burning software
• Slick Transitions & Effects, Mac special effect plugins for iMovie
• Civilization IV, a Mac/Windows history/politics simulation game
• Sims 2, a Mac/Windows people simulation game
• SubEthaEdit, a Mac text editor with synchronous collaboration features
• Profcast, a Mac program that allows you to convert your Powerpoint and Keynote presentations into screencasts/videocasts.

You can watch the full Macworld Expo Keynote by Steve Jobs.

Also, you are welcome to check out other Teach with Tech podcasts at: http://www.indiana.edu/~icy/podcast/.

iTunes U @ Indiana University

Here is a heads up for students, faculty, AIs, and instructors at IU. According to a December IU press release, and an article in the Indiana Daily Student, UITS has signed an agreement with Apple, Inc. to bring iTunes U service to campus. Apparently UITS has been working with IU Creative Services on a podcasting portal, that will provide links to IU iTunes U, and other podcasting resource.

No other details about the agreement have yet emerged, but if you do have any questions about podcasting for instruction stop in and see us here at the Teaching & Learning Technologies Centers (TLTC). We can sit down with you and help figure out the best solutions for your instructional goals.

Our iPod audio recording test results

I’ve completed the results of my 30GB Video iPod recording tests. My results below:

Results for XtremeMac MicroMemo:
Device: 30GB Video iPod, fully charged battery
Recording Time: 97 minutes.
File: This resulted in a 893MB .wav file.

Note: recording stopped when the iPod actually ran out of battery and powered down. Luckily, the file did get saved without loss of data..

More testing to come…

We just received a 4GB (red) iPod Nano, and I plan to test recording time on it, with the MicroMemo, and the Belkin TuneTalk Stereo. I also plan to run a test on the 30GB Video iPod with the Belkin as well…

iPod audio recording on a roll…

Shortly after most third party iPod accessory makers finally release their long awaited audio recording attachments for the 5G Video iPods, Xtrememac has developed a line of audio recorders specifically for the iPod Nano (2GB models). The Micromemo for Nano looks identical to Xtrememac’s earlier Video iPod recording accessory only in a form factor that fits the Nano.

According to the Xtrememac website, the devices will begin shipping in early December (yes, we’ve heard that before), will retail for $59.95, and will come in black or silver finish. They are available for pre-order.

Also available now is a lapel mic extension called the Memomic. This is a great addition, and will allow for better recording of presentations, lectures, etc. It is available on various websites (including amazon) for less than $29.00.

Field of Dreams? If you Podcast, will they come (and listen)?

Well maybe, maybe not…?

I was listening (yes actually listening) to a recent episode of a podcast called This Week in Tech (TWIT) on my computer a couple weeks ago, and they mentioned an August 2006 PEW Internet & American Life Project Study on podcasting. The results of the study indicated that 12% of Internet users say they have actually downloaded a podcast which is up from 7% in Feb-April 2006. More interesting is that 1% report downloading a podcast with any regular frequency in a typical day (see the report: http://www.pewinternet.org/PPF/r/193/report_display.asp)

I’ve seen some in the media play this up as a rapid growth of podcasting that nearly doubles in 6 months time. Although it’s true that a rise from 7% to 12% is nearly double, however, I find the 1% statistic potentially more telling of actual podcasting consumption. Personally I tend to interpret the 12% as, “yes, I’ve tried that podcasting thing I’ve heard so much about, but after downloading a few, I don’t really see the value in it.”

In regard to education, where’s the added-value? Now I will guard my position by agreeing that podcasting is still at an early point in its development, and although I haven’t yet seen a great deal of evidence for improved learning in higher education or k-12, I’m optimistic that added educational value does exist for it, if it is used in the right ways.

I think this underscores the most important aspect of technology use.  It is not the technology itself that will change education and learning, but rather the educational practices (i.e., active learning strategies) that can be reinforced by a new technology and determine if it survives after the hype has dissipated.  For example simply broadcasting a sage on the stage-style lecture via podcast will only amplify the poor instructional style.  What is useful via the technology is the opportunity to engage students outside of class with additional media or materials so that they may be more prepared in the next class session.  Or provide a five minute preview or review of the course material outside of class to provide additional opportunities to focus student learning.  I think these are examples of good educational practices that can then further benefit from ICT use.  In regard to whether educational podcasting will survive the current hype cycle?  We will see…

iPod voice recording tests

We purchased both the Belkin TuneTalk Stereo, and the XtremeMac MicroMemo to compare features and quality. The MicroMemo outperformed the Belkin in audio quality hands down. There was no comparison between the two. In our testing of the Belkin model, our conversation from 2 feet away was barely audible, and wasn’t much better with the auto gain turned on. On the other hand, the MicroMemo audio quality was quite good. Below are our overall pros and cons for each:

MicroMemo Pros:
* good audio quality
* built-in speaker for instant replay
* flexible extended mic
* mic is detachable
* inexpensive: ($49 academic price) compared to others
* line in for external 3.5mm mic

MicroMemos Cons:
* unable to plug in power while MicroMemo is attached

Belkin Pros:
* includes a mini(4pin) usb port for plugging in power, while attached
* line in for external 3.5mm mic

Belkin Cons:
* no playback option or speaker
* poor recording quality
* autogain produces dramatic hissing
* expensive ($69) compared to MicroMemo
* included stand is worthless

We recommend the XtremeMac MicroMemo.

Please note: we have not tested the Griffin iTalkPro, as it has not yet been released! But here is a pre-release review from iLounge with links to their ratings of the other two devices.