Fun with YouTube: the pure embed

I like using YouTube clips for my classes, but I don’t like the clutter: links to other videos when it’s done playing, the title showing at the top, low quality. So I play with the embed code:

//www.youtube-nocookie.com/embed/yodnppdZh2M?rel=0&vq=hd720&showinfo=0
//www.youtube-nocookie.com/embed/yodnppdZh2M?rel=0&vq=hd720&showinfo=0

See what I’ve added after the video code, ending with the ?
rel=0 > YouTube adds this when you deselect the “show related videos” on the embed code

vq=hd720 > means to show it in maximum resolution or HQ if it has it

showinfo=0 > to get rid of the title showing at the top of the clip

That’s better.

First road test of Hypothes.is

It’s all about annotation, and I’ve been comparing Kami and Hypothes.is. Last semester, I used Kami  ($50 for no ads) for students to annotate text with my History of Technology class. I had some success, but I was not happy with its limitations, so this summer I tried Hypothes.is instead.

The students were offered a video tutorial on how to use it. I made a group just for them. The assignment was extra credit — for each of the three classes I uploaded an article for them to read and annotate, replying to each other. Sample instructions:

Extra credit for up to 3% of the grade:
1) Get your own account at Hypothes.is at https://hypothes.is/register. Please use your name as enrolled for the username.
2) Join the test group at https://hypothes.is/groups/n3an6ndm/test-group.
3) Go to https://via.hypothes.is/fand.lunarservers.com/~lisahi2/hist104/AnAggravatingAbsence.pdf
4) Annotate the article with your own responses and answer those of others. Annotations are graded on academic quality, connections to coursework, acknowledgement’s of others’ ideas, and evidence of understanding of the article.

I had been concerned that they would automatically post in Public instead of in the Test Group, because I could find no way to limit that or point them directly to the group page – the choice is made only via a drop-down menu in the upper right corner. Sure enough, several students posted in Public and missed the discussion going on in the group. I will have to add this to the instructions as well as in the tutorial.

I had thought that analysis and counting their contributions would be made easier by the brilliantly conceived Hypothesis Collector, created by John Stewart. It worked great last night. Unfortunately, when I tried it this morning, it only gave me the posts that had been made as of last night. I simply couldn’t get it to work and had to manually count annotations to assign points. I have been contacted by Jeremy Dean of Hypothes.is for ways to integrate with Canvas – this might be a huge help next year.

I am considering providing my next class textbook, The American Yawp, with my own annotations. The book, an open textbook, has a number of faults and omissions that would make for great learning opportunities for students. My own annotations would be like mini-lecture commentary, glossing on the text. But for some of the summer articles (one out of three of mine) in Hypothes.is, the section one highlights is quoted in the annotation without spaces, which is ugly. Also, there is little color or design in the annotation box to alert the student to the presence or unique character of an annotation.

Samplehypothesis

I think Kami looks better for this, and then I will export my pages as PDF for the students.

Kamisample

I had originally thought I could use The American Yawp’s own affordances as an updated online text, but just got an announcement that, ironically, their current update will be integrating Hypothes.is. Each page served by them will then come up with an invitation to annotate publicly. While this might or might not help students with the text, it provides an additional way for students to go wrong beside the Public or Group problem, so I don’t think I’ll be working off the Yawp html pages regardless.

Don’t get me wrong – the business model of Hypothes.is is wonderful. They make a real effort to reach out, adapt and update. In fact, that’s one of the reasons for this post – to provide input that I hope will continue its improvement as an open source product made by people who really understand the value of text annotation.

Adventures in Accessibility: Part I

Yes, it’s a pain. Yes, it stifles our creativity. No, it doesn’t make sense to pretend that we can make every online learning artifact accessible to everyone with any type of disability, be it physical, cognitive, emotional, socio-economic, or educational. But we do it anyway. Not because we believe in the dogmatic, administrative, litigation-phobic approaches of universal design, but because it’s cool to do it, when we can.

So I’m taking a closer look at some of my multimedia, to see what can be made more accessible to people with certain types of issues, or, better, to be made more interesting and comprehensible to all students.

The first discovery: YouTube’s captioning is so much better than it used to be! Log in. Upload your video. Wait overnight (or sometimes just a few hours). You can even set the video to private. YouTube will create captions as best it can. Select the cc button, and see the captions in a sidebar. Click edit and edit them. You can set the video to stop running when you type.

Oh, you say you have a transcript? Perfect. Just upload your video and select the option to transcribe instead. Paste in the transcript. YouTube will set up the timings as best it can.

youtubecaptions

Sliders are now available to move the caption around on the clip. You can even see the audio waveform below to help. You can insert caption bits. Then save.

But wait, it gets better. Don’t like YouTube? Want to serve your video elsewhere. Download the captions using the actions menu (.srt format is pretty standard). Then you can upload it somewhere like Vimeo or Dailymotion, which has better video quality and no ads.