YouTube Terms

I have a question for my readers (see below).

I’m currently working alongside someone who is creating an online course. He is employed by a college and the course will be their first foray into online distance education. I will provide pedagogical/technical advice and guidance as the course evolves. It will be based on Moodle 2.

The work is making me consider ‘stuff’ I’ve not delved into before. For example, we all know that embedding YouTube videos into our Moodle courses is pretty much ok because we are not taking the video from YouTube and provided that we use the YouTube player and/or link it’s ok. After all we’re driving traffic to that video clip and unless the clip’s author has specifically forbidden embedding of his/her/their video it’s not a problem.

But, and here’s the rub; what if the course is behind a paywall?

This may only be a technicality I’m not sure, because most college and university Moodle courses have to be logged-into by registered users. The video clip comes straight in, learners and teachers view it – no problem. But what if the users (the learners in this case) are paying to access an online, distance course? Do the rules change? I’ve been and looked at the YouTube terms and believe the following lines raise issues:

  • you agree not to access Content or any reason other than your personal, non-commercial use solely as intended through and permitted by the normal functionality of the Service, and solely for Streaming. “Streaming” means a contemporaneous digital transmission of the material by YouTube via the Internet to a user operated Internet enabled device in such a manner that the data is intended for real-time viewing and not intended to be downloaded (either permanently or temporarily), copied, stored, or redistributed by the user.
  • You shall not copy, reproduce, distribute, transmit, broadcast, display, sell, license, or otherwise exploit any Content for any other purposes without the prior written consent of YouTube or the respective licensors of the Content.

So my question is:

Does anyone have experience in this area? How do you deal with it?

And furthermore, as universities begin to ‘charge’ up to £9,000 per annum, how will the above impinge on their embedding of YouTube (etc.) video clips?

Mobile Learning Case Studies

I delivered a workshop the other day for a college in the Northwest. The college has deployed a variety of handheld devices as part of their 2010 MoLeNET project and I’ve visited them on several occasions to discuss the ‘Potential of M’ and ‘Audio-Video capture and editing’ etc. This time they wanted to know how everyone else was using mobile devices. That worried me a bit, because I wasn’t sure how I would deliver a two-hour session (x2) based on Case Studies and the (mainly apocryphal) stuff ‘I’ know (which is definitely not everything!)

I came up with a series of six worksheets that they could explore. Not knowing the exact participant numbers, I worked on a timescale that allowed two bites of the task. Each task gave the small group of two or three, twenty minutes to research the provided links, ten minutes to develop a PPT (or video) and five minutes to deliver their findings to the entire group. Followed by five minutes Q and A, I thought that this would be a nice session. The task asked them to view a series of case studies/video clips and to form an argument (to governors) for deployment. (Continued below)

It turned out that I had very much underestimated the engagement they would commit to the task, the time it would take to do the research and the time to make (especially agree) their presentation. So the morning session only just came in on time. In fact it came in five minutes late and the Q and A sessions were very abbreviated. Furthermore, and this was hopefully due to the pressures of time, the PPTs were much too wordy. I’d hoped that the idea of presenting to governors would make the presentations a bit snappier than they turned out to be.

I therefore decided to change the timings for the afternoon session along with the presentation requirements. I asked them to create a Pecha Kucha – which caused great stress. But hopefully (fingers crossed?) healthy stress. (Here’s one of mine from the RSC-NW conference)

Please click along the above Slideshow, as you watch/listen to the video below

Pecha Kucha (Japanese for chit chat I believe) is a presentation based on delivering 20 slides for only 20 seconds per slide. When I explained this to the afternoon group, their jaws dropped. I changed the rules so that theirs would be 10 slides at 30 seconds each and told them that pecha kucha didn’t require wordy slides – a picture plus 30 seconds dialogue is fine. I also extended the research time and the PK development time and the result was much snappier and focussed. But the real ‘gain’ for me was when I said “you know, you could get your learners to do something like this – say 10 slides, 10 seconds each” (to make them much more focussed on what is required).

The PT teacher lit up like a beacon and started scribbling notes. RESULT!

People are rude!

This comment was posted on one of my YouTube videos today “*talk a little slower plz*……… .[see]

I did laugh out loud (lol – lol) and then thought – why? It’s not just that this person is being rude – it’s more that he/she has taken the trouble to go out of his/her way to be rude?  YouTube seems to attract rude people. He/she is not the only rude person I’ve encountered on YouTube.

First of all, let me state that I too can be rude, mainly through ignorance on my part and if I ever find out my rudeness has offended someone I am mortified. I do try not to be rude and to be courteous at all times. I can often be sarcastic, but usually as a reaction to something and I never use sarcasm as a preemptive strike.

That said, my voice and pronunciation seems to have caused some people to shake their fists at the screen and to write rude comments on my posts – usually they are American and usually their rudeness has illustrated the poor job we did with educating and elucidating our colonial cousins (not a preemptive strike – read on). The following video has had over 58,000 hits.

It’s now almost four years since I posted this video. At the time, there were no other fish filleting videos avaialble that a) explained clearly what was going on and b) was relevant to students in the UK. Others were just flashy ‘see how quick I can fillet a fish’ affairs. Things have changed now and there are some superb ‘fish’ videos out there. Nevertheless – the comment stream below my video (on YouTube – click the clip above to view) is largely complimentary but there have been some idiotic and rude exchanges too. They are worth a read if only to assess the banality of some people (and my sad, retaliatory, sardonic replies)

However, some comments can also be creative and although the one below takes the rip – it is creatively done and I really did lol. I later met the author and congratulated him. Very funny.

Historically, I spoke slowly because I was a) explaining something to someone – 16 year old students maybe? and b) I was unused to taking ‘to myself’ in the way that modern media now allows (and expects?). Geographically, I speak slowly because of my Yorkshire accent – too fast and you won’t understand a word 🙂 Actually – I don’t give a damn – but there’s no need to be rude.

iPhone 3GS Accessibility

iPhones have a unique screen reading capability.

This can be very useful for those who are blind or visually impaired. I was very impressed when I first saw this demonstrated at the Apple offices in London. As soon as I’d got my own iPhone to play with – I checked it out. Apparently, all of this works with the latest version of  the iTouch too (but not the 8gig version)

Basically there is a VoiceOver function and a Zoom function.

These can be accessed by clicking on Settings >> General >> (scroll down now) >> Accessibility.  See the image flow below to check your progress.

Screen shots of setting up accessibility functions on iPhoneThe VoiceOver and Zoom functions cannot be used at the same time.

Things to remember when using VoiceOver:

  • To navigate the phone whilst VoiceOver is active, you have to change the way you ‘touch’ the screen. To activate an App or an instruction, you have to first of all tap the required function and then double-tap to open or activate it.
  • To scroll up and down or to flick right or left you have to use three fingers on the screen.
  • When the phone has closed down (i.e. there is no active screen) it is reactivated by touching the home button. The VoiceOver function defaults to read out the time (always present on the opening screen), so you know immediately where you are. One tap at the bottom of the screen tells you what to do next – double-tap to unlock – and the phone opens at whatever screen you were last on and tells you which that was.

Try going to Safari and opening a web page (try a BBC news page). As you tap through the news reports the voice over function will read back the text.

The Rotor

By rotating two fingers (your finger and thumb) on the screen as if you were turning an actual dial, you can change the way VoiceOver navigates the text.

“For example, a flick up or down might move through text word by word. But when you choose the “character” setting, each time you flick up or down VoiceOver will move through the text character by character — perfect when you’re proofreading or editing text.”
From downloaded 04/01/10


Entering text

Writing text can be a real trial. You have to ‘tap’ each letter to select it and then ‘double-tap’ to use it. This can be hard work with the small on-screen keyboard for sighted users, so it could be very difficult for those without sight. As a sighted user, I got into it fairly quickly but it’s a very slow process and quite frustrating. It would be interesting to hear what others think?


Although most pages can have their size increased by using Apple’s unique ‘pinch and spread’ function – not all respond to this. The Zoom function is therefore quite useful for some sight impaired users as it works on all screens.

Once the function is turned on, you just double-tap with three fingers to activate the toggle. Drag three fingers around the screen to move the magnified image. It is suggested that another double-tap will allow the user to increase or decrease the size of magnification – but I’ve been unable to do that (doh). (Added later — To increase and decrease the level of magnification, you must do a three-finger double tap, keeping your fingers on the screen after the second tap. While keeping your three fingers on the screen, move up to increase magnification and move down to decrease magnification. Lift your fingers off the screen when the desired magnification level is reached. From – below)

See also:
(Report on iPhone Accessibility function use)
A list of Apps that work with VoiceOver

For much more help – visit:


Although most pages can have their size increased by using Apple’s unique ‘pinch and spread’ function – not all respond to this. The Zoom function is therefore quite useful for some sight impaired users as it works on all screens.

Once the function is turned on, you just double-tap with three fingers to activate the toggle. Drag three fingers around the screen to move the magnified image. It is suggested that another double-tap will allow the user to increase or decrease the size of magnification – but I’ve been unable to do that (doh).