Large Screen TV? LCD or Plasma?

I posted a message on a distribution list at JCCC and asked the question: Has anyone researched or bought a large screen TV lately and have any advice or caveats to offer? Suggested brands or models? Brands or models to avoid? Plasma vs. LCD? Vendors to use or avoid (Best Buy, Nebraska, Costco, other)?

I received so many inquiries about what my research found that I posted the following summary, which drew heavily (and verbatim) on a message I received from a co-worker (Tracy, Sr. Analyst, Ed Tech Center). I’ve added a few comments (based on other responses from the JCCC community):

Subject: RE: Large Screen TV Advice?

Plasma has a better contrast ratio and may look better, but usually they have glare issues so if you have a lot of reflection in your room you may want to go with LCD instead. Plasma can also have burn-in issues despite what the salesmen will tell you, but not as bad as it used to be. Beware some of the new LCD TV’s that have a shiny coating – it improves the contrast ratio but again, glare becomes an issue if you have a bright room.

Jonathan’s Note: We have a well-lit living room so we opted to not go with plasma. However, I did hear from several staff who purchased a plasma from Nebraska Furniture Mart or elsewhere and loved it. The Samsung and Panasonic were top choices, though some indicated the Samsung has a high repair cost and return rate—though their products are also rated top of the line. Another member of the JCCC community (Derek) also wrote: “If you watch a lot of sports on TV, Plasma is the way to go. If you plan on hooking up a computer to it, and will have static images on the screen, then LCD is where you want to look. It all depends on taste really. Plasma’s can get burn in, and have a glass screen. LCD’s are like computer monitors, hold out longer to static images, and they don’t have the glass to reflect light. I believe Plasma’s use more energy than LCD’s do as well.

Maybe this will help: http://www.engadgethd.com/2009/01/16/lcd-vs-plasma-in-2009/”

Back to Tracy: We have a 47-inch LCD in our family room – a Samsung. We are very happy with it, and it was a good price. We also have a Samsung blu-ray player hooked to it, and there are some special things that they can do because they are both the same brand – like the TV knows when we turn on the blu-ray and can switch inputs to view it without help from us.

Jonathan’s Note: We decided to go with a Sony because of the same compatibility issues. We have a Sony blue-ray player already. Further, my understanding is that if you choose a speaker system/CD player from the same manufacturer (which we’ll do) you gain some auto syncing abilities too. However, several folks mentioned that they avoid Sony because you’re just paying for the name.

We have a 42-inch plasma in the basement, where glare is not an issue. It’s a Panasonic. The plasmas tend to have a faster response time and are therefore better for gaming, and the basement is where my son plays his PS3. There is a bigger risk of burn-in with games, but we have not had any problems (yet), so if you are careful with your TV and don’t leave it paused on the same screen for hours at a time, you should be fine.

Jonathan’s Note: I did follow-up with Derek asking about burn-in and he commented, “I do a pretty good job to make sure I don’t get burn-in on my TV. (To get burn-in) you would have to have a static image up for hours on end. One thing people don’t think about is when you watch a television program that is in standard definition (4x3 aspect ratio) and you don’t stretch your picture out to fit the screen, after a year or two you run the risk of burning the bars on the side into your screen. With a Plasma, after you turn it off, you will see the phosphorus silhouette of the image on the screen for awhile, that isn’t burn in, but is natural and goes away.”

Back to Tracy: My parents bought a Sony 50-inch LCD TV recently for a really good price. The Sony’s are one of the best, but you typically pay a lot more just for the name. We are happy with our Samsung, although I might have bought a Sony if they were the price my parents got theirs for. If you buy a plasma, I would get a Panasonic.

You might want to consider professional calibration. These TV’s throw out a lot of heat, and the efficiency can be improved if they are calibrated properly. Typically you buy the service when you get the TV, but you have to wait several months to put a certain number of hours on the TV and then someone comes to your house to calibrate.

You probably want a 1080p TV, and 120Hz is also an important number. The contrast ratios that are reported can be misleading, because the human eye really can’t see beyond a certain ratio. Also keep in mind that when you get the TV home and calibrated, you won’t be staring at it next to 100 other TV’s and I bet the picture would look great no matter which one you buy.

Also, don’t get taken in by the $100 cables most stores will try to sell you. If you need HDMI cables or any other cables, get them at http://www.parts-express.com . You do probably want a good power conditioner/surge protector to plug everything into, and you may want to consider a Logitech Harmony universal remote if you are going to end up with a lot of components. My parents have the Logitech Harmony 670 (around $150) and are very happy with it – my mother hated having a bunch of remotes and could never figure out how to do anything, and now it’s easy. There are more expensive models, but the 670 is sufficient.

Buying these big TV’s was a scary purchase for me and I waited for a couple years and did a lot of research before I finally bit the bullet and bought them – and we love them!

Jonathan’s Final Notes: John (JCCC Librarian) pointed out that the March 2009 Consumer Reports magazine has a feature article on Best TVs, including ratings on 100+ plasma & LCD sets.

That’s a summary of what I heard through the JCCC list and as always, remember the caveat/disclaimer: please do your own research. Use these notes as just a starting point.

Telling Your Story with Video & Your Video Camera

Yesterday, Bob Epp, Sr. Analyst (Johnson County Community College, Educational Technology Center), presented a Technology Brown Bag on "Telling Your Story with Video." Bob shared his experiences as an attendee at the Travel Channel Academy's 4-day boot camp led by Michael Rosenblum.

Bob discussed the required steps and planning required to effectively communicate a concept in a video format. He briefly touched on storyboarding, script writing and pre-planning for a video shoot, as a brief summary of the 4-day boot camp.

His presentation reminded me of a recent discussion on the New Media Consortium (NMC) list in response to the question: "How good of a camera do you need to videotape for web delivery? Should you still get as good a camera as you can afford or are the cheaper consumer cameras all you need?"

Here are the points I gleaned from the postings (slightly edited).

• As long as your video image size on the web is something on the order of 320 x 240 pixels, you'll do fine even with old non-high definition (HD) cameras, and certainly with a moderately good consumer HD camera. (Hertz)
• The little FlipVideo cameras are good for talking head interviews and field news. Actually, I just sent in a video from home that was aired on the local TV news (using) my FlipVideo. The FlipVideo is good for that and for moving around outside. Good because you can quickly upload to YouTube, without needing that much video knowledge. In my opinion, that is the best use of the cheaper consumer cameras: field use. (Laur)
• In a classroom setting using a FlipVideo or similar camera with no external mic might not provide the quality you need. Recording location and target destination (YouTube, iTunes U, streaming video server) are all considerations. When our target is iTunes U, we use a wireless mic with a digital video camcorder on a tripod. Most of our classrooms are large with people making noise and moving around. You do not notice it until you actually try to record a class lecture and edit the resulting video. (Laur)
• If you plan to do a lot of editing, you'd be best served by something a little more traditional in terms of a camcorder. A FlipVideo and its peers create video files that are designed to be delivered as-is for the most part. They aren't suitable for frame accurate editing. Scrubbing through these types of files can be an exercise in patience even on a nicely equipped machine. (Saunders)
• If you use a cheap consumer camera in a big classroom with students coughing and shuffling around, you are going to have audio problems.” (Laur)
• Your “videographer’s kit” should include a good quality video camcorder, a wireless mic, an equipment bag, tripod, backup hard drive, and editing software. I would suggest (a camcorder) that allows for external mics and either uses a miniDV tape or solid state built-in memory with sufficient storage to record a complete class without needing a recharge or swap power or storage mid-way through. (Laur)
• Good audio can make not so great video look better. Good audio also compresses better, and delivers content more effectively. (Hertz)
• Good quality audio quality may require one of the better cameras. An external mic or various mics fed through a mixer (mic for lecturer, mic for audience) can really improve quality of the recording. A camera with good mic/line audio inputs is essential. If you can get a balanced audio input on the camera, even better, but consumer models tend to have just a simple mini-plug input. (Hertz)
• If you are not working with a good camcorder and a tripod then the best bet might be to only record audio and then use something to capture the presentation on the computer (Camtasia Studio or other screen capture tools). For instance, a chemistry class is best recorded with only audio with a PowerPoint slideshow synchronized with the audio. (Laur)
• You need to determine what value is added by including video over just using an audio recording. Video adds extra editing time and extra download time. If video is mostly someone talking in front of a class, then the audio plus photos, the so-called enhanced podcast, might work pretty good. (Laur)
• If you do get a solid state camera, consider getting one that records in the MJPEG format instead of .mp4 or .wmv. I'd personally recommend a better quality SD DV camera that accommodates the audio concerns others are addressing. That way you get a tape backup, which is a good place to store the video long term (those FlipVideo HD files pile up quickly on your hard drive), you get frame accurate editing that performs well on even a moderately equipped machine, and you'll still be well above the level of delivery in terms of quality. (Saunders)

Special thanks to John Kingsley (Instructional Media Developer, University of Virginia) for posting the question and to Paul Hertz (Senior System Engineer, Northwestern University), Don Laur (Digital Media Systems Specialist - Web Dev & Tech Support, College of Mass Communications & Media Arts , Southern Illinois University) and Grover Saunders (Web Media Design Engineer, Center for Instructional Technology, James Madison University) who posted responses.

Geo-Everything -- 3rd Horizon Report 2009 Trend

The third major trend identified by the Horizon Report 2009 (http://www.nmc.org/pdf/2009-Horizon-Report.pdf) that is expected to effect higher education is “Geo-Everything.” The horizon timeline for this trend is 2-3 year “out.” The Horizon Report’s opening statement on this trend follows:

Everything on the Earth’s surface has a location that can be expressed with just two coordinates. Using the new classes of geolocation tools, it is very easy to determine and capture the exact location of physical objects — as well as capturing the location where digital media such as photographs and video are taken. The other side of this coin is that it is also becoming easier to work with the geolocative data thus captured: it can be plotted on maps; combined with data about other events, objects, or people; graphed; charted; or manipulated in myriad ways. Devices we commonly carry with us increasingly have the ability to know where they (and, consequently, we) are, and to record our coordinates as we take photographs, talk to friends, or post updates to social networking websites. The “everything” in geo-everything is what makes this group of technologies interesting, and what will make them so much a part of our lives — geolocation, geotagging, and location-aware devices are already very nearly everywhere. Geo-coded data (phones, cameras)

In essence geotagging is already here; its full application is yet to be seen, but already

• Many camera images are geo-tagged when the image is captured so you can record and determine the exact location where the images originated.
• 
  It’s no longer a time-consuming effort to geo-tag images (as was the case in the past) with the images’ physical location; it’s now largely automatic for cameras and mobiles already on the market and in use.
  
• A number of web-based applications exist that accept geo-tagged data and respond based on the user’s current location. One example is http://outside.in/radar/welcome which displays local news, a Google map of the location, instant alerts, blog posts and more. Buzzd.com (http://buzzd.com) is another example of what the site self-describes as “the mobile key to your city.”

Educational uses of geotagging are already emerging, such as Rachel Leow’s tagging of sites from The Travels of Marco Polo using images from Google Maps, Google Images, Wikipedia and the 1911 Encyclopedia Britannica (see http://idlethink.wordpress.com/2008/08/31/indulgence-sin/).

For a fitness class, Community Walk (http://www.communitywalk.com) enables the user to create a jogging or walking route using geotagged data (latitude and longitude), by clicking on a map location (for each turn) or by entering addresses. Each custom map can be annotated with geotagged data and photos stored (pulled from) Flickr.com.

For fine art or photography classes, PaintMap.com (http://paintmap.com) can be used to indicate the physical location of the subject of a work of art. Imagine mapping the physical location of an end-of-the-semester photography class’ exhibits of best works or creating a geotagged map of the physical locations of all of Michelangelo’s works.

In summary, when the physical location of an object or individual adds to the instructional value of a discipline, geotagging may be a future educational trend that can enhance the learning process.

Cloud Computing: Follow-up

I received a couple of follow-up email messages on the last post and want to share the author's additional insights. The responses are listed below as received.

From Justin Dugger: I appreciate concept, but these examples aren’t really highlighting the “compute” in cloud computing.

A better example might be Replacing a Pixar renderfarm with Amazon’s EC2 service (http://aws.amazon.com/ec2/). EC2 allows you to basically rent time on Amazon’s massive cloud, and do so on demand. For example, you might when a computer modeling class wants to render a scene, rather than buy a few dozen computers that sit idle, you might buy time on EC2 and use a few thousand computers for a brief moment instead. When it’s done, those computers become part of the “cloud” again.

EC2 is marketed towards websites, where “flashcrowds” (http://en.wikipedia.org/wiki/Flash_crowd) can overwhelm organizations not expecting a sudden spike in popularity. By using EC2, you can snap up more computers and bandwidth instantaneously to serve that traffic, and relinquish it when it dies down.

Cloud computing or not, your point about data loss and security on the web is well worth highlighting. There’s an New Yorker cartoon about the internet: “On the internet nobody knows you’re a dog” (http://en.wikipedia.org/wiki/On_the_Internet,_nobody_knows_you%27re_a_dog). The same goes for people who run websites. Ma.gnolia [ma.gnolia.com/] ran an online bookmark service essentially out of someone’s basement on a PowerMac, and failed to institute a solid backup procedure and in the end lost every user’s bookmarks. For bookmarks, perhaps nothing of value was lost, but if Zotero were to suffer a similar fate I think many users would be in outrage.

In fact, Zotero stores your data locally rather than in the cloud, and Zotero publishes guidelines for making backups of your data (http://www.zotero.org/support/zotero_data). I think this example highlights the dangers: how can you be sure your work is safe if it’s hard to even know where it’s stored?

From Keith Krieger: I would suggest that the use of distributed computing resources to only process data is somewhat restrictive.

*Anything* that could be handled with a thin client, from tagging photos with Flickr to manipulating those photos with Adobe’s online version of Photoshop constitutes cloud computing. Or how about adding a Twitter post with a cell phone? Not much computing involved, but very much using the cloud of distributed data processing to interact with other users and data.

And the issue of security seems to arise when considering data in the cloud. We somehow forget about the 1000s of laptops lost or stolen each year, and the breaches of corporate and government data stores that have exposed many SSNs and credit card numbers. Data that is *not* in the cloud seems to be at as much risk as data in the cloud.

As for data loss, I used to be a ma.gnolia user. However, I think that was a disclosure problem rather than a data loss problem. If Larry Haff(Halff? sources differ) had disclosed that ma.gnolia was running on a computer in his basement, I’m thinking that people might have used the service with a different level of expectation, and backed up their data appropriately.

Then again, how many users back up their data appropriately to begin with? Ask people if they have a backup of their digital camera images. The numbers aren’t encouraging.

Cloud Computing--Second Horizon Report 2009 Trend

The Second major trend identified by the Horizon Report 2009 (http://www.nmc.org/pdf/2009-Horizon-Report.pdf) that is expected to effect higher education is “Cloud Computing.” The horizon timeline for this trend is 1 year or less…so it’s predicted to be an imminent educational trend. The Horizon Report’s opening statement on this trend follows:

The emergence of very large “data farms” — specialized data centers that host thousands of servers — has created a surplus of computing resources that has come to be called the cloud. Growing out of research in grid computing, cloud computing transforms once-expensive resources like disk storage and processing cycles into a readily available, cheap commodity. Development platforms layered onto the cloud infrastructure enable thin-client, web-based applications for image editing, word processing, social networking, and media creation. Many of us use the cloud, or cloud-based applications, without even being aware of it. Advances in computer science to ensure redundancy and protection from natural disasters have led to data being shared across many different hosting facilities. Improved infrastructure has made the cloud robust and reliable; as usage grows, the cloud is fundamentally changing our notions of computing and communication.

Perhaps some clarification might help in understanding this trend. With all the talk of “data farms” and “development platforms layered onto the cloud infrastructure,” cloud computing simply refers to the use of Internet-based (called the "cloud") software and storage. The essence of cloud computing means you can create and store content (documents, images, and so on) on the web rather than on your computer using web-based software rather than software installed on your local computer.

Cloud computing incorporates the concept of software as a service (SaaS), Web 2.0 and other recent, technology trends where the common theme is reliance on the Internet for access to computing power and meeting your computing needs. The best know example of cloud computing is Google Apps which provides common business applications online that are accessed using a web browser. The products created by Google Apps are documents stored online, not on your local hard drive (although those documents may be downloaded and used locally or distributed, just as you would any other document).

Additional examples of cloud computing include:

• Free online storage sites such as those listed at http://www.readwriteweb.com/archives/free_online_storage_services.php
• Photo storage and sharing (see Flickr at http://www.flickr.com).
• Video storage and sharing (see YouTube at http://www.youtube.com).
• Photo and video editing applications (see http://www.splashup.com for photos and http://www.jaycut.com for videos).
• Personal online journaling (see Blogger at http://www.blogger.com).
• Publishing of presentations and slide shows (see http://www.slideshare.net or http://www.sliderocket.com).
• Online citation generation and management software such as Zotero (see http://www.zotero.org/). Zotero is an automatic citation capture tool that works in your browser (only Firefox at this time) and enables you to annotate, export, and grab meta-data on resources that you may want to cite later (supported by the Alfred P. Sloan Foundation and George Mason University).

An interesting side effect of cloud computing is the proposition that telecommuting is “dead” and superseded by a growing cadre of Cloudworkers. For an interesting view, check out the Cloudworker’s Blog at http://www.ribbonfarm.com/2008/10/23/the-cloudworkers-creed/.

One negative of cloud computing is the fact that (in the words of the Horizon Report 2009) “entrusting your work and data to the cloud is also a commitment of trust that the service provider will continue to be there, even in face of changing market and other conditions.” In other words, what happens if the “cloud vendor” ceases to exist? Data security is another issue: how safe and private is your data.

These issues, for many institutions of higher education, are superseded by the cost issue. Cloud computing applications are typically free.

Mobiles - a Horizon Report 2009 Trend

The Horizon Report 2009 (http://www.nmc.org/pdf/2009-Horizon-Report.pdf) begins its list of major trends expected to effect higher education with “Mobiles.” The horizon timeline for this trend is 1 year or less…so it’s predicted to be an imminent trend to effect education. The Horizon Report’s opening statement on this trend follows:

The unprecedented evolution of mobiles continues to generate great interest. The idea of a single portable device that can make phone calls, take pictures, record audio and video, store data, music, and movies, and interact with the Internet — all of it — has become so interwoven into our lifestyles that it is now surprising to learn that someone does not carry one. As new devices continue to enter the market, new features and new capabilities are appearing at an accelerated pace. One recent feature — the ability to run third-party applications — represents a fundamental change in the way we regard mobiles and opens the door to myriad uses for education, entertainment, productivity, and social interaction.

Mobiles (also called handhelds and personal digital assistants) include broadband devices such as the Smartphone and Apple’s iPhone and iTouch iPod. The report notes the replacement of laptop or portable computers with mobiles. This is becoming a more realistic approach because many mobiles can now run 3rd party applications.

The 1.2 billion phones produced each year include new features such as location awareness (we’ll talk about geo-tagging and geo-everything as another trend) and as devices for creating and accessing content by both faculty and students. Smartphone applications can allow users to access text, calculate, and play educational games (ex. Art Masterpiece ID game, CRAM test review) as well as to integrate with web-based applications (email, ebooks, podcasts, updates to social networks like Facebook and Twitter).

New tools such as Stoneware’s WebNetwork 5e2 enable access to data from anywhere, anytime: http://www.stone-ware.com/sw/products/webnetwork.html using any device, including mobiles.

You can check out http://delicious.com/tag/hz09+mobile, which includes links tagged by the Horizon Advisory Board and friends. Simply follow the link to find additional resources and examples of this trend. You can add to this list, by tagging resources with “hz09” and “mobile” when you save them to Delicious.

Tomorrow: trend #2, Cloud Computing.

What's the Buzz - Innovation & Technological Trends

In a Technology Brown Bag session (held at JCCC on Wednesday, February 25, 2009), Marziah Karch, Keith Krieger and I tried to focus on what's new, what's old, what's hot, and what's trendy in instructional technology. Our belief is that innovation in instruction often has its genesis in that moment of epiphany that follows exposure to a new "trend" or idea. So we focused on discussing new technological trends based on the Horizon Report 2009 by the New Media Consortium and EDUCAUSE.

This year’s Horizon Report 2009 lists 6 “big” new trends including:

1. Mobile devices
2. Cloud computing
3. Geo-everything
4. The personal web
5. Semantic-aware applications, and
6. Smart objects.

Over the next several days, we’ll focus on each of these trends and share specific examples of tools and applications that fall under each trend. If you’re impatient, you can view the entire report (in PDF file format) at http://www.nmc.org/pdf/2009-Horizon-Report.pdf.

You can also view a video/slideshow that records when the report was presented at EDUCAUSE (53 minutes in length) at http://hosted.mediasite.com/hosted5/Viewer/?peid=ac311d35918948468f92deab20379246 (or http://tinyurl.com/8uh9ss).

Keep in mind that the Horizon Report 2009 identifies:

• The top 6 predictions for technologies that will be adopted in higher education,
• Provides a timeline for the anticipated adoption (ranging from less than a year to four-five years),
• Provides current examples of how the trends are being used, and
• Allows readers to participate by adding additional examples through the use of social bookmarking (uses delicious, see http://delicious.com/tag/hz09 but you can also view just the bookmarks for each trend – I’ll share those links as we go along).

More to follow...

Transitioning from Word 2003 to 2007

Thanks to Maureen Fitzpatrick who pointed me toward a very helpful web site at http://tinyurl.com/y85r6y (the actual long URL is http://office.microsoft.com/assistance/asstvid.aspx?assetid=XT100766331033&vwidth=1044&vheight=788&type=flash&CTT=11&Origin=HA100744321033).

This Flash-based site visually demonstrates where you’ll find a familiar Word 2003 command or action on the new Word 2007 interface. With the shift to tabs for all Office 2007 applications, some functions were re-arranged and appear hidden to the “converted” user. Now, you have a web-accessible tool to use in finding that misplaced, rearranged, seemingly hidden new location for those old, beloved Word commands.

Icon If You Must

I frequently see web sites, online courses and PowerPoint presentations with an overabundance of animated GIFs and icons. Frankly, when it comes to cutesy icons and graphics of any kind, more is not better. Too much of anything can be distracting and unprofessional looking.

On A&E’s “Sell This House” TV show, one rule of thumb is “Less is more! When preparing your home for sale or an open house, minimize the amount of personal items that are on display. Excessive personal photos, trinkets and memorabilia will distract a buyer. Remember, the goal is to provide an environment where the buyers can picture themselves in the home for years to come.”

When you welcome a student (consumer of knowledge) into your course or to your web page (virtual home), the same principle applies. Eliminate clutter, don’t distract the “learner,” focus on what is important (e.g., the content you wish to pour into their brain). Always ask yourself “does that icon, animated GIF or graphic help convey or enhance the information the student needs to acquire or is it a distraction?”

Now that I’ve tried to talk you out of using animated GIFs and icons, here’s where you can find a collection of the little devils, if you insist on using them. Take a look at the very clean, professional icons at http://www.freeiconsweb.com/ but please avoid the cheesy stuff at http://www.graphic-station.com/.

Need more? Check out the very nice icons at http://www.iconarchive.com/ and http://www.freeiconsdownload.com/.

The Digital Research Tools (DiRT) Wiki

The range of digital resources for instructional use is pretty wide ranging (and constantly changing). Web 2.0 tools emerge quickly and sometimes disappear just as quickly. That’s why it’s always helpful to have a single source to determine what’s available…especially when you share a common interest and point of view (e.g., education). Lisa Spiro of Rice University and her wiki colleagues collect and share information about tools and resources that are useful for educators and scholars. Her project, the Digital Research Tools Wiki (DiRT) can be viewed at http://digitalresearchtools.pbwiki.com and includes “a directory of tools organized by research activity, as well as reviews of select tools in which we not only describe the tool's features, but also explore how it might be employed most effectively by researchers.”

Browse a little and you’ll find tools that enable you to do everything from “Analyze Statistics” to “Visualize Data” plus many functions in between. Some of the categories of tools covered include those for blogging, creating mashups, editing images, making a screencast, managing bibliographic information, sharing bookmarks, converting files and much more.

Capturing YouTube Video to Your Desktop

From time to time, we receive requests from faculty regarding capturing video from the web (typically YouTube or TeacherTube clips) to their desktop for use in class. The reasons include:

• Slow web access times
• Insurance that the video clip will be available for class use and not disappear or be withdrawn
• The need to extract a segment and not use the entire video.

There are many tools available to capture video from the web (your students probably know about more tools than you and I ever will) and it’s important to review each use to be sure it complies with educational fair use (use the "Four Factor Analysis"). If the usage is appropriate and does not infringe on copyright, you can go to http://www.techcrunch.com/get-youtube-movie/, enter the URL for the video and click the Get Video button to start the download. The download frequently takes less time than playing the video over the web. Just be sure you save the file using the .flv (Flash video) file extension.

By the way, some YouTube videos, such as President Elect Obama’s weekly addresses, now have a download option (just under the left lower corner of the video image space). It provides access to a H.264 encoded version that can be downloaded and played later offline.

Zamzar: Online File Conversion

A faculty member recently inquired "My office computer used to be able to read Works, but that capability seems to have disappeared with the appearance of Word 2007. Can someone point me to what I need to do to get Works working for me?"

As a test, she sent me a couple files and I went to http://www.zamzar.com/ and easily converted them. The site is loaded with pop-ups and advertising (and it you stay on the site long enough, your computer will start talking to you ("you've won..."). Just ignore all that and you'll see the 4-step process to convert a file from one format to another. In this case, I converted a .wps file to a .doc.

Zamzar can convert to and from a variety of formats (video, graphic image, document, music, archive). Once you make your selection and identify the file, Zamzar uploads it and then emails you the converted file. There are file size limits (depending on the type of file) and it does take a few minutes to convert and then email the converted file to you.

As always, use at your own risk. I would not use for highly sensitive data (there's a copy out there somewhere) that might be used or abused. Zamzar will of course try to sell you a premium service. It's an option if you use the service frequently and want faster turn-around.

TinyURL.com Equals Short Web Links

Have you ever sent an email message that included a long, indecipherable URL (web link) that broke across two lines so it didn't work for the recipient of your message? If so, there's a free, easy to use service sponsored by Gilby Productions that converts those long web links to a short (tiny) URL that'll always work.

You can go to http://tinyurl.com, enter the long URL in the text box at the top of the page and it'll generate a tiny URL that begins with http://tinyurl.com/. The new link never expires, so you can use it whenever you wish (in email or on web pages).

You can also add TinyURL to your Internet Explorer Links menu (how to do so is explained at http://tinyurl.com). Once added, you can navigate to any site and generate a TinyURL instantly for that site using your Links menu.

As an example, here's a moderately long URL to a Wikipedia article on the birth of modern copyright:
http://en.wikipedia.org/wiki/History_of_copyright_law#The_birth_of_modern_copyright

The TinyURL for the same site is:
http://tinyurl.com/8m7wel

Obviously the longer the original URL, the more "character" savings you'll encounter.

Publish A Book with Oprah's Help

Have you ever considered publishing:

• A family history (a little text, lots of photos) or
• A collection of your child’s baby pictures or
• A hardcover of your child’s drawings or
• A hardcover collection of student work (e.g. a hardcopy portfolio) or
• A history of your company, department or organization with images and text?

If you’ve ever considered archiving images and text in a hardcover format that can be preserved on your bookcase, you have a chance to do so for almost free. Peter Walsh (an organization specialist; e.g., how to organize your home and your life) appeared on Oprah yesterday. As part of his appearance, SnapFish is offering a coupon (through today, Friday, November 14) which must be redeemed by Sunday November 16 that covers the production cost of an 8x11” custom cover photo book (20 pages). Check out http://www.oprah.com/slideshow/oprahshow/20081029_tows_messyhouse/7 for the details.

I’ve used other book publishers for this type of hardcover project but not SnapFish. Now’s your chance (and mine) to test them out and pay only shipping and handling.

Buried in Email

Remember the good old days when receiving an email message was new and exciting? It was an exhilarating experience to send and receive those instantaneous messages and we started referring insultingly to regular U.S. Post Office mail as “snail mail.” Oh, for the good ole days. The business and technology research firm Basex recently reported (in "Information Overload: We Have Met the Enemy and He Is Us") that the average employee in the United States receives 200 email messages a day. Here’s a case where you may want to strive to be “below average.”

A recent article in eschoolnews listed six techniques for handling the volume of email messages. Let me share just one: when you first arrive at work, avoid the temptation to immediately check email. Instead identify the top priority that you need to accomplish for the day and tackle it. Check email later, so you avoid using email as an excuse for postponing more pressing issues. Are you curious about the remaining suggestions? Check out: http://www.eschoolnews.com/news/top-news/index.cfm?i=55435.

In these Financial Times--Check Your Credit (Online)

You’ve probably heard numerous times that you have access to free annual credit reports from the three big credit reporting agencies (Experian, Equifax and TransUnion). What you may not know is that you can access (that is request) your credit reports from a single site: http://annualcreditreport.com. In fact, it’s better to request from the http://annualcreditreport.com site, because it’s a bit easier to get the “free” report as opposed to going down the wrong path and subscribing to credit reporting services that you may not need. The centralized site enables you to transfer seamlessly between each of the three credit reporting sites (and you do want to check all three reports) and then bounce back to the central location after requesting, viewing or ordering your reports. As you go through the process you can spend money (to get your credit score, to get credit alerts, and so on) but it’s not really necessary unless your circumstances (or curiosity) dictate the need.

When I originally requested these reports a couple years ago, I found major errors on two of the three reports. If you have grownup children and have ever cosigned a lease or loan or guaranteed a phone bill, you may find their finances still intertwined on the credit report with yours; even though they’re married and over a decade has passed. Sadly based on the changes I reported, I no longer have residences in three cities in two states; but I’m also free of multiple rent and mortgage responsibilities.

In a time when credit is tight, identify theft is a reality, and safeguarding your credit rating is crucial, it may be worth the time to request your current credit report.

Check Out Your Bank

With the nation’s financial crisis making headlines, it makes sense to use the technology to assist in making financial decisions. So, use your browser to visit http://www.bankrate.com/ and check out the rating for the bank, thrift or credit union where you store your money each payday.

Once you arrive at the bankrate.com site, look for the “Is Your Bank Safe” article under the Spotlight banner. The text “Safe and Sound Ratings” is a link to a page where you can start your search. First you’ll select whether you want to search banks/thrifts or credit unions. After making your choice and selecting the Next button, you’ll narrow the search by zip code, state, starting alpha character (e.g., the institution’s name) or other criteria. Follow the on-screen instructions and you’ll end up with the Safe & Sound CAEL rating (the lower the number, the better, but 1, 2 or 3 is considered good) or the Star Rating (more stars are better with 5 stars being tops) for the bank, thrift or credit union you select. See http://www.bankrate.com/brm/safesound/cael_explain.asp for more details on the rating systems.

Put technology to work on checking out your bank’s rating.

Fact Checkers

I received yet another email message from the Department of the Treasury this morning stating I have a $189.60 tax refund coming (I only need to click on a link that goes to an AOL site!). That coupled with similar messages received a month ago mean I can fill up my car this week. But I won’t really count on it.

There are two sites that have been very handy lately. Both enable me to check the facts. The first is www.snopes.com where I often check various email “facts” such as:

• Presidential candidate Barack Obama is a “radical Muslim” (false),
• Presidential candidate John McCain declared during a 60 Minutes interview that he was a “war criminal” who “bombed innocent women and children” (false),
• The USS New York was made using steel from the World Trade Center (true),
• You can cook an egg or popcorn if placed between two activated cell phones (false), and
• That an email greeting card from a family member may include a malicious virus (true, but generally only unpatched Windows-based systems are vulnerable and to infect your system you must click a link that goes to server with malware). Note, always hover over any link in any message and if the web address displayed on your status bar is inconsistent with a real online greeting card site (such as www.hallmark.com or www.egreetings.com or www.bluemountain.com) or the site you expect the link to go to, don’t go there.

The other site I use to check facts is http://www.factcheck.org/. The site is a project of the Annenberg Public Policy Center of the University of Pennsylvania and identifies itself as “a nonpartisan, nonprofit, ‘consumer advocate’ for voters that aims to reduce the level of deception and confusion in U.S. politics.” The Annenberg Political Fact Check monitors “the factual accuracy of what is said by major U.S. political players in the form of TV ads, debates, speeches, interviews, and news releases.” Their goal “is to apply the best practices of both journalism and scholarship, and to increase public knowledge and understanding.”

So check your facts…before you pass them on.

Microsoft Office Help

Microsoft publishes an online newsletter (the Microsoft Office Insider) with tips, news, latest support articles, templates and clip art. To subscribe, check out http://office.microsoft.com/en-us/help/HA101864261033.aspx. As an example, the August issue includes the following tip:

Do you e-mail documents to yourself or others?
There's a new development that's faster and easier. Download this plug-in for Microsoft Office Word, Excel, and PowerPoint and save documents to a free Workspace on the web. Access, view, and share documents with the people you invite - anytime! Here's the free plug-in. http://go.microsoft.com/?linkid=9382158. What's a Workspace? http://go.microsoft.com/?linkid=9382159.

"Virtual" Student Response Systems

Yesterday’s tip talked about clickers in the classroom (see http://technotipster.blogspot.com/2008/08/clickers-in-classroom.html) and mentioned ResponseWare Web. That’s a “revolutionary” new response system that enables classroom or audience participants to engage in polling using a mobile device (PDA, cell phone), laptop, desktop or handheld clicker from TurningPoint Technologies. “As a web-based polling application, ResponseWare Web allows participants to submit responses via any device with access to the internet and immediately transfers results to TurningPoint's interactive polling slides” (see http://www.turningtechnologies.com/governmentnonprofitinteractivepresentation/governmentresponsewareweb.cfm).

It’s important to note that you can “mix and match” response devices. Whether participants are students in a classroom, committee members in a face-to-face meeting or remote conferees (connected via a webinar session or conference call); the presenter, chair or speaker can gather anonymous feedback from participants:

• If responders are using a device that connects to the web (cell phone, PDA, laptop), either in the meeting or remotely or
• If responders are using a TurningPoint clicker (either RF or XR) and located in the same location as the speaker (within range of the TurningPoint access point).

“Without using their voices” this product enables anonymous audience participation. After allowing a period for polling, the speaker, instructor, chair, or facilitator can display a graph of the polling results with percentages or counts using TurningPoint 2008 (works with PowerPoint) or TurningPoint Anywhere 2008 (works as an overlay with any application or web page).

Response devices that can be used instead of a handheld clicker include the Apple® iPhone™, a Blackberry®, a smartphone using Windows Mobile 5.0 or above, or any laptop or standard computer with wired or wireless access to the Web.

Using this technology, you can move along the agenda and gather feedback whether your “audience” is face-to-face or in remote sites; e.g., students in classrooms, students in distance learning courses, committee members teleconferencing from remote sites, and so on.