Recording the broadcast was more fun than I anticipated it would be. The initial recording session that my partner and I had, went by rather smoothly other than the verbal blunders which came with reading the script and feeling pressured once the recording button was hit. Having someone with you while you were recording made it both easier, and harder, because while you were not forced to speak for fifteen minutes straight, it was a lengthier podcast which made editing take longer. During the editing process a few of those clips were lost and had to be re-recorded, ending up in an all-nighter for myself, which led to an interesting night of cutting and pasting.
If I had more time I would take the opportunity to record and edit as much of the mistakes made on the initial day as possible out of the audio files as soon as they were recorded because they took the most time in the editing process to find, and if one was left by mistake, it took another half an hour to sort the remaining audio files back into the rhythm they had been in before. I would also have practiced saying the transcript more, and recorded in longer segments which would also have made it easier.
One piece of advice that I would offer a student of this course would be to record at least two weeks before it was due, because as what happened with us and the missing audio, things can go wrong, and if you record it earlier it gives you enough time to correct those mistakes to the best of your ability.
Showing posts with label Paige Gunning. Show all posts
Showing posts with label Paige Gunning. Show all posts
Thursday, 3 April 2014
Think Before You Vlog [Paige Gunning, Carly Oakman, W14]
Our podcast focuses on the issue of content responsibility on YouTube and specifically, we used Nash Grier's "What Guys Look For In Girls" video as our main example. We examined legal cases, such as the Viacom case of 2007 and the GEMA case of 2012. We also showed different YouTuber's thoughts on the issue, and were able to determine who is considered to be responsible for the content in YouTube videos, and also who we thought should be responsible. We had a lot of fun researching and recording this podcast, and we hope all of you enjoy it!
Hope everyone has a lovely summer.
Carly and Paige
Hope everyone has a lovely summer.
Carly and Paige
Sunday, 16 March 2014
Week 9: Software [Paige Gunning, W14]
The software which my partner and I have chosen to use is the Mac application called "Garageband". It is a very basic piece of software which comes pre-installed on Mac products. I have some previous experience with using this application for other personal projects, but I have found three good sources for brushing up how to use Garageband specifically for recording podcasts.
The video "How to use Garageband to record a Podcast" on YouTube gives advice on how to balance the audio level when recording yourself using Garageband so that you are not too soft or too loud, as well as what quality would be best for the intended podcast once completed and exported.
The article "Creating a Podcast using Garageband" goes into more detail, showing a user how to cut out bits of a podcast that won't be needed, as well as inserting jingles and cleaning up the recorded audio if it is necessary. (http://mac.appstorm.net/how-to/music/creating-a-podcast-using-garageband/)
The powerpoint presentation found here goes the most in depth. It gives diagrams explaining why each piece of Garageband is and how it works, and acts as a user-manual of sorts to show just how to use Garageband if one was unfamiliar or had not used it before.
After fiddling around with the application for a bit, I have familiarized myself with it again, and do not think that there will be any problems when my partner and I record our podcast, or throughout the editing process. I think no one is really used to hearing themselves, whether it be on video or through recorded audio, so it is still quite strange, but I am aware that I will have to remember to speak a little more slowly and enunciate more for my information clear and understandable.
The video "How to use Garageband to record a Podcast" on YouTube gives advice on how to balance the audio level when recording yourself using Garageband so that you are not too soft or too loud, as well as what quality would be best for the intended podcast once completed and exported.
The article "Creating a Podcast using Garageband" goes into more detail, showing a user how to cut out bits of a podcast that won't be needed, as well as inserting jingles and cleaning up the recorded audio if it is necessary. (http://mac.appstorm.net/how-to/music/creating-a-podcast-using-garageband/)
The powerpoint presentation found here goes the most in depth. It gives diagrams explaining why each piece of Garageband is and how it works, and acts as a user-manual of sorts to show just how to use Garageband if one was unfamiliar or had not used it before.
After fiddling around with the application for a bit, I have familiarized myself with it again, and do not think that there will be any problems when my partner and I record our podcast, or throughout the editing process. I think no one is really used to hearing themselves, whether it be on video or through recorded audio, so it is still quite strange, but I am aware that I will have to remember to speak a little more slowly and enunciate more for my information clear and understandable.
Sunday, 9 March 2014
Week 8: Structure [Paige Gunning, W14]
The podcast my partner and I have created first introduces the listener to the mindset of the demographic we will be discussing for the majority of the podcast in our introduction, which is represented by the first horizontal line which is interrupted by a vertical line which represents the podcast's intro music.
The line which is slanted downward is information which we present about YouTube, basic statistics and why YouTube was initially created, this dip then turns upward to represent the interesting, time-relevant YouTube video which shed light on the controversy my partner and I are discussing. The next vertical dash represents the audio clip which we will play from that video as an example.
The steady, horizontal line which comes after that dash is the time in which my partner and I will discuss the controversy of content responsibility from two perspectives, which is why the line is divided by a small forward slash. The next vertical line is also audio which will be used to further emphasize what my partner and I are trying to say.
The loop which comes after the vertical line represents the conclusion and how everything is tied together to show the overall ideas and questions which were previously raised by my partner and I throughout the podcast. The final vertical slant represents the question we will pose to the audience to make them think further on what we have spoken about.
Also, I counted twenty citations in Episode 102: Icon for Access.
Thursday, 27 February 2014
Week 7: Search Strategies [Paige Gunning, W14]
Google has always been my primary tool for research. It is so ingrained in our society today to consider it the ultimate source of information, that even I find myself from time to time telling a friend to "google it" whenever they ask me a question I may not know the answer to, or may just be too lazy to answer.
Google Scholar can be very reliable when trying to find sources quickly, because it is as simple as typing a few words into the search engine bar, and sitting back to watch as the thousands of links appear, all ready for your perusal. However, its reliability can fall sort. Some links no longer work because either the site has situated somewhere else on the vast, emptiness of the internet, or the material - usually the articles or journals that you are most interested in, are almost one hundred percent positive have just the right information for your essay or short assignment, have to be paid for in order to be seen.
And the fact is, with Google, everything is chance. You never know if you're going to find reliable, time-relevant information that can be used without scouring more than a dozen pages, more often than not. Google, also, breeds a lack of originality, because if you, and twenty other students, are all looking for information on the same topic, and you all use google - because what else is there to use? - you'll probably find your sources overlapping more than once, which is all fine and good when it comes to reliability, but it probably turns out to be very repetitive.
Perhaps it is just a bias I hold toward the library, which I have always seen as the ultimate source of information. While library databases can sometimes be tricky, and take a bit more practice to get used to than Google, which most of us have been using for as long as we can remember having the internet, I believe that they have much more information, and those articles which would previously be locked from us on Google Scholar are often part of the library's collection, which is far more extensive, and available to us for free as students.
Library databases also allow for a much more specific scope when it comes to a research topic. With Google, while it is possible to narrow it, one often finds less useable material, and therefore broadens the search and hopes for the best. Library databases allow us to delve through lists of relevant articles, books and journals so that we find the best possible information that could be used in our work, which is why I now prefer to use them if I know I have an assignment coming up, although I won't be able to give up my Google fixation any time soon.
Google Scholar can be very reliable when trying to find sources quickly, because it is as simple as typing a few words into the search engine bar, and sitting back to watch as the thousands of links appear, all ready for your perusal. However, its reliability can fall sort. Some links no longer work because either the site has situated somewhere else on the vast, emptiness of the internet, or the material - usually the articles or journals that you are most interested in, are almost one hundred percent positive have just the right information for your essay or short assignment, have to be paid for in order to be seen.
And the fact is, with Google, everything is chance. You never know if you're going to find reliable, time-relevant information that can be used without scouring more than a dozen pages, more often than not. Google, also, breeds a lack of originality, because if you, and twenty other students, are all looking for information on the same topic, and you all use google - because what else is there to use? - you'll probably find your sources overlapping more than once, which is all fine and good when it comes to reliability, but it probably turns out to be very repetitive.
Perhaps it is just a bias I hold toward the library, which I have always seen as the ultimate source of information. While library databases can sometimes be tricky, and take a bit more practice to get used to than Google, which most of us have been using for as long as we can remember having the internet, I believe that they have much more information, and those articles which would previously be locked from us on Google Scholar are often part of the library's collection, which is far more extensive, and available to us for free as students.
Library databases also allow for a much more specific scope when it comes to a research topic. With Google, while it is possible to narrow it, one often finds less useable material, and therefore broadens the search and hopes for the best. Library databases allow us to delve through lists of relevant articles, books and journals so that we find the best possible information that could be used in our work, which is why I now prefer to use them if I know I have an assignment coming up, although I won't be able to give up my Google fixation any time soon.
Sunday, 16 February 2014
Week 5: Digging Deeper [Paige Gunning, W14]
My partner and I are in the middle of researching for our podcast. We have been primarily focusing on the scholarly sources because we believed that it would be more difficult to find relevant, scholarly articles on a topic which is very recent.
We have focused on two search tools to help us find the scholarly information we needed, namely Mendeley and Google Scholar. We particularly wanted to find scholarly sources which gave us an idea of just how many people use YouTube as well as YouTube's reach on our society's culture right now.
The scholarly sources which we have found using Mendeley are YouTube, Critical Pedagogy and Media Activism, YouTube as a Participatory Culture, and YouTube: Online Video and Participatory Culture. The scholarly sources which we have found using Google Scholar are From Safe Harbour to Choppy Waters: YouTube, the Digital Copyright Act, and a Much Needed Change of Course, and The Cult of the Amateur.
There are many popular posts on line currently about the Nash Grier video, and we are looking currently for posts which are not too biased and offer factual information as to what the response to the video has been from the public, possibly with statistics stating how many women have taken this opportunity to respond to the video and use it as a form of bringing up the egregious standards women are currently held up to.
We have focused on two search tools to help us find the scholarly information we needed, namely Mendeley and Google Scholar. We particularly wanted to find scholarly sources which gave us an idea of just how many people use YouTube as well as YouTube's reach on our society's culture right now.
The scholarly sources which we have found using Mendeley are YouTube, Critical Pedagogy and Media Activism, YouTube as a Participatory Culture, and YouTube: Online Video and Participatory Culture. The scholarly sources which we have found using Google Scholar are From Safe Harbour to Choppy Waters: YouTube, the Digital Copyright Act, and a Much Needed Change of Course, and The Cult of the Amateur.
There are many popular posts on line currently about the Nash Grier video, and we are looking currently for posts which are not too biased and offer factual information as to what the response to the video has been from the public, possibly with statistics stating how many women have taken this opportunity to respond to the video and use it as a form of bringing up the egregious standards women are currently held up to.
Saturday, 8 February 2014
Week 5: Topic Refinement [Paige Gunning, W14]
The pitch exercise helped me and my partner refine our topic of YouTuber responsibility because it forced us to really consider what we question we wanted to answer, and why we found it important that the particular question we chose be answered.
We are now focusing more on how legally accountable YouTubers and YouTube are for the content posted to the social platform, rather than how socially accountable they are held.
The pitch is definitely a useful pre-writing exercise, because it gives you the opportunity to zero in on the topic, and question that you really want to answer, and it would be useful for other assignments as well, such as essays.
Friday, 24 January 2014
Week 3: Pitching [Paige Gunning, W14]
After doing some research, the three sources I found to be reliable when giving advice for pitching a podcast or radio show are:
This American Life
This American Life is a weekly radio show broadcast to 2.1 million listeners, which gives the advice authority, as well as relevance to the topic I am researching: how to pitch successfully. The best advice that This American Life gives its readers is to "just tell the story the way you'd tell it to someone over drinks or coffee". This American Life also gives examples of pitches that worked, and tells you why they did: they were usually stories with characters and conflict, they raised a bigger, universal issue, and they were short.
CBC Radio
CBC Radio is a well-known name amongst Canadian households which gives the information they share authority. The advice they give was also revised in August 2013 which gives the information currency. CBC Radio gives advice such as listening to previous programs to ensure ones idea fits the program's style as well as giving a list of things which are necessary for a pitch to be successful such as the ability to say what is exciting about the idea and exactly how it will fit in with the other programs.
How to Pitch a Podcast
The most relevant information tat this article gives its readers is to make sure that the opening line grabs the attention of its audience so that the rest of the pitch can keep it. It goes on to describe exactly what is necessary in a pitch for it to be successful.
After doing this research I have found that in order to create a successful pitch for next week I need to listen to a few more TLDR to get the exact feel for what they're podcasts are like so that my partner and I can emulate them effectively. We also need to focus on the way we present our podcast, making it exciting and ensuring that it captures the attention of the people we are pitching to.
This American Life
This American Life is a weekly radio show broadcast to 2.1 million listeners, which gives the advice authority, as well as relevance to the topic I am researching: how to pitch successfully. The best advice that This American Life gives its readers is to "just tell the story the way you'd tell it to someone over drinks or coffee". This American Life also gives examples of pitches that worked, and tells you why they did: they were usually stories with characters and conflict, they raised a bigger, universal issue, and they were short.
CBC Radio
CBC Radio is a well-known name amongst Canadian households which gives the information they share authority. The advice they give was also revised in August 2013 which gives the information currency. CBC Radio gives advice such as listening to previous programs to ensure ones idea fits the program's style as well as giving a list of things which are necessary for a pitch to be successful such as the ability to say what is exciting about the idea and exactly how it will fit in with the other programs.
How to Pitch a Podcast
The most relevant information tat this article gives its readers is to make sure that the opening line grabs the attention of its audience so that the rest of the pitch can keep it. It goes on to describe exactly what is necessary in a pitch for it to be successful.
After doing this research I have found that in order to create a successful pitch for next week I need to listen to a few more TLDR to get the exact feel for what they're podcasts are like so that my partner and I can emulate them effectively. We also need to focus on the way we present our podcast, making it exciting and ensuring that it captures the attention of the people we are pitching to.
Saturday, 18 January 2014
Week 2: Topic Selection [Paige Gunning, W14]
The podcast show which me and my partner, Carly Oakman, have chosen to emulate, is the newer podcast created by On The Media called TLDR. TLDR tackles prominent, relevant issues taking place in the media, off- and on-line. TLDR uses a mixture of interview based podcasts as well as podcasts based on the opinion of the speaker, and we are looking to use this to our advantage and try to mesh the two forms together. The speaker in the TLDR podcast usually uses the example of an event shown in the media and then use it to raise a point or question about the issue this event encompasses.
A few months ago, toward the end of 2013, there was a video posted by a popular Vine user and YouTuber, Nash Grier, as well as two members of the famous O2L YouTube group, listing "What guys look for in girls". This video received a multitude of negative responses due to the fact that the video was deprecating toward women, and women constitute the majority of Grier's audience. YouTubers such as Hank Green, one half of the Vlog Brothers' channel, and Savannah Brown, whose slam poetry video in response to Grier has almost half a million views, have given their opinion on this video, and raised an important issue which not many have discussed, even though YouTube is becoming more and more popular:
What responsibility do YouTubers have when creating videos? Should YouTubers be held responsible for the content they create?
SPARK helped us choose our topic because it helped us decide between the few podcasts we were uncertain of choosing between. It is an extremely helpful resource with narrowing topics to be more specific and finding interesting topics.
A few months ago, toward the end of 2013, there was a video posted by a popular Vine user and YouTuber, Nash Grier, as well as two members of the famous O2L YouTube group, listing "What guys look for in girls". This video received a multitude of negative responses due to the fact that the video was deprecating toward women, and women constitute the majority of Grier's audience. YouTubers such as Hank Green, one half of the Vlog Brothers' channel, and Savannah Brown, whose slam poetry video in response to Grier has almost half a million views, have given their opinion on this video, and raised an important issue which not many have discussed, even though YouTube is becoming more and more popular:
What responsibility do YouTubers have when creating videos? Should YouTubers be held responsible for the content they create?
SPARK helped us choose our topic because it helped us decide between the few podcasts we were uncertain of choosing between. It is an extremely helpful resource with narrowing topics to be more specific and finding interesting topics.
Thursday, 9 January 2014
Week 1: Introductions [Paige Gunning, W14]
As this is an introduction, I'll start off in the most obvious manner possible: hi, I'm Paige. I have an inexplicably appropriate name, so much so that I often wonder if my parents knew I would love books and writing as much as I do (although I already know the story: I was named after my mother's favourite soap opera actress back in the day).
I am a second year Professional Writing and English major, and I'm planning to follow the book stream. I am also interested in creative writing (I'm even doing a creative writing course this year which has since solidified the fact that poetry and I do not agree) but I also find psychology a very interesting topic of study.
I usually find research to be a very tedious task, unless the topic is of great interest to me. If I like what I am researching, I can spend hours on the internet, in the very depths of its corners trying to find every last piece of applicable information, even if I have no intention of using it. I have never used anything more than Google, Google Scholar, the library and it's online databases as research tools, as most university students have, but management software such as RefWorks and Zotero would make research a lot easier and I plan on using, and abusing, them now that I know they exist.
I have listened to a few podcasts, I could count them on one hand. Two of them I've listened to today. I haven't had much experience in that area but it definitely interests me and I think this podcast project will be a lot of fun and give me a chance to learn more about research and how to do it effectively. I plan to do a podcast under the topics: Sparks, On the Media or Under the Influence, because these topics all deal with things which would be a part of my day-to-day life, and the saying always goes: write (or in this case talk) about what you know.
I am a second year Professional Writing and English major, and I'm planning to follow the book stream. I am also interested in creative writing (I'm even doing a creative writing course this year which has since solidified the fact that poetry and I do not agree) but I also find psychology a very interesting topic of study.
I usually find research to be a very tedious task, unless the topic is of great interest to me. If I like what I am researching, I can spend hours on the internet, in the very depths of its corners trying to find every last piece of applicable information, even if I have no intention of using it. I have never used anything more than Google, Google Scholar, the library and it's online databases as research tools, as most university students have, but management software such as RefWorks and Zotero would make research a lot easier and I plan on using, and abusing, them now that I know they exist.
I have listened to a few podcasts, I could count them on one hand. Two of them I've listened to today. I haven't had much experience in that area but it definitely interests me and I think this podcast project will be a lot of fun and give me a chance to learn more about research and how to do it effectively. I plan to do a podcast under the topics: Sparks, On the Media or Under the Influence, because these topics all deal with things which would be a part of my day-to-day life, and the saying always goes: write (or in this case talk) about what you know.
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