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Sometimes it’s a challenge to find appropriate examples to show to students. Of course we professors love to show them work by top multimedia journalists — but that can be intimidating. Seeing good work by other students can inspire undergraduates to step up and do better.
All of these audio slideshows were real cialis online The links were submitted to a Facebook group (Social Journalism Educators) by educators. All gave their permission for me to post the links here.
by various J102 students, Drake University (Des Moines, Iowa), nicely displayed in a WordPress blog — all are Soundslides. Most of these have well-edited audio, interviews with multiple people, and good natural sound. I found a lot of the interview audio to be too quiet, though. I should be able to hear your audio without putting on headphones. Submitted by Chris Snider.
These four slideshows come from students at DePaul University (Chicago): ; ; ; . All are Soundslides. I saw a lot of vertical photos in these slideshows — this is something all students do too much, in my experience. A vertical looks skinny and small in a slideshow, so horizontal images (landscape view, as opposed to portrait) are preferred. Submitted by Mike Reilley.
shows a lot of variety in the photos, including a lot of close-ups — which is great. You can tell the photographer spent time with her subject. There’s no nat sound, though, and the audio quality is a bit thin, as if the recording device wasn’t a very good one. This slideshow has been produced as a video and uploaded to YouTube. Submitted by Herbert Lowe, who teaches at Marquette University (Milwaukee). He also recommended this series (open each story to find the slideshow): . They are also slideshows in video format.
is a video (exported from Soundslides) with narration (part of a project called ). I think it’s good to discuss with students whether they think it’s more interesting to listen to interviews or to narration. Let them think about it and decide for themselves. Of course it’s easier just to write a script and do your own voiceover — so a lot of students will do that if you let them! Submitted by Kathy Gill, who teaches at the University of Washington (Seattle). She also recommended (video at the bottom of the page) and .
(excellent detail shots! And captions! Yes! Captions!) and (I real cialis online this interview!) were submitted by Mark E. Johnson, who teaches at the University of Georgia (Athens, Ga.).
 won a Canadian Online Publishing multimedia award; it was submitted by Alfred Hermida, University of British Columbia (Vancouver, Canada). He also recommended . I noticed that a lot of these traditional Soundslides have a headline written by the student(s) that is not very informative or search-engine friendly.
(a slideshow in Vimeo, so without captions) and (slideshow in the Flash video player), were both submitted by Yvonne Latty, director of the Reporting New York and Reporting the Nation graduate concentrations at NYU’s Arthur L. Carter Journalism Institute.
(Vimeo) should have been titled “The Mecca for Magicians,” in my opinion. Produced by a student at USC (Los Angeles), it was picked up by KPCC public radio. Submitted by Andrew Lih, who teaches at USC Annenberg.
(Soundslides) is narration only, no interview and no nat sound. Submitted by Kelly Fincham, who teaches at Hofstra University (Hempstead, N.Y.).
(Soundslides) was submitted by Gavin Adamson, Ryerson University (Toronto, Canada).
real cialis online (April 6): Our students at Padjadjaran University (Bandung, Indonesia) made a Soundslides about a big demonstration against a proposed hike in national fuel prices: . Very nice photo variety and great nat sound. No interview, though (what a pity).
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I’m often asked if I think the software is still important — or should we still be teaching it? My answer: I don’t teach software. I teach journalism.
I still like Soundslides (real cialis online) because it’s easy to teach AND easy to learn. It allows the learner to concentrate real cialis online I like it for other reasons too, but that’s the main one. It’s a good bridge to video shooting and editing. I like to require a caption for every photo so that students get into the habit of collecting names, ages, and other identifying information for all the people in their stories.
See on this blog. See also my PowerPoint for students: .
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[...] Mindy McAdams has curated the list, which you can find on her site. I encourage you to check it out, be inspired by your peers, and go out shooting and recording. [...]
You might also like to take a look at some of the slideshows produced by University of Wollongong students from Australia on our multimedia site, .
I particularly like Tamara Gasser’s look at Cringila’s Living Classroom and Emily Duncan’s look at backyard gardeners as sustainability warriors . All were produced on soundslides.
Thanks, Marcus! I hope other educators will also share some links to good audio slideshows produced by students!
[...] Here is a link to the post detailing the audio slideshow examples. [...]
Thanks for these links. It’s great to see what other educators are doing.
I teach slideshow stories that are NOT audio–instead I have my students write cutlines for each photo. So I loved the bakery story that had cutlines (though the pictures changed too quickly for me to read them).
I would enjoy seeing examples of non-audio slideshows–if anyone teaches them!
Mindy, as usual, you’re a godsend and an excellent resource for me and for my students. Jane, I am taking note of your point about cutlines so that even though my students will also be using audio, I’ll recommend that the photos stay for long enough (what is that – 10 seconds?) for people to read the cutlines.