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Annual Inventory Process Updates

Based on experimentation during the previous academic year, Alma generated documentation for a new method of inventorying the equipment in the Digital Media Services loan program. By using the category inventory tool within the loan management system, advisors are able to correct errors in equipment names, equipment categories and capture a time-stamped record of the equipment asset tag. The process was faster and generated more actionable data on the over 2,800 items that were inventoried.

Simultaneously, Alma pilot tested the use of the built in help desk ticketing system for broken or missing equipment. This system had not been used to its greatest potential previously, but the DMS permanent staff are eager to use it to streamline the process of assessing equipment, resolving issues and tracking repeated problems.

The combination of all of this additional data will reinforce recommendations for equipment repair or repurchase.

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Kaltura System Growth Statistics

In August 2014, Alma became the System Administrator and Subject Matter Expert for the Loyola University Chicago instance of Kaltura (branded Loyola Media).

Comparing September 2014 to September 2015, the number of items played increased by 117%, the number of plays increased by 84% and the total minutes viewed increased 251%.

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Annual Equipment Inventory

In preparation for a new academic year, Digital Media Services uses the summer months to process new equipment inventory. This new equipment is added to the equipment loan program to replace old or broken equipment and to expand the offerings to students. During the summer of 2015, over 700 pieces of new equipment was tested, documented and inventoried in the WebCheckout equipment scheduling and reservation software.

In addition to the cataloging process, video and print documentation and support were created for equipment.

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Educause Proposal Reviewer for 2015 Conferences

As a member of Educause, Alma had the opportunity to review proposals for the 2015 Conferences planned for San Diego, Atlanta, and San Antonio. She reviewed ten proposals for the San Antonio conference April 22 – 24, 2015.

Reading the proposals provided insight about hot topics within higher education and technology as well as details regarding conference programming as it functions on a large scale for a nationwide organization. The chief takeaways were the manner of descriptive criteria that were included in the proposal feedback system, and the various formats that were available for topics which did not lend themselves to traditional presentations.

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Digital Media Services Student Advisor Training

In order to train the 30 to 50 students who work within Digital Media Services, the team of five permanent staff use a two-pronged approach with both online and in-person training. The in-person training can only happen once each year based on the needs of the University, but online training is accessible throughout the year, except when it is updated at the end of each summer.

This year, the team of supervisors elected expanded the breadth of the online training (created in Articulate Studio 13) and allow the depth of training to take place in the in-person training days in August and in training activities throughout the semester.

Alma was in charge of adding new information on student services, emergency procedures, as well as a comprehensive picture of where their position impacts the University and its departments as a whole. Alma researched these areas, collaborated with the team on what was worthwhile to include and assembled the information using engagements, videos, narration and quizzes. Alma also scripted, produced and edited a comprehensive set of situational videos and engagements illustrating positive customer service.

During our in person training Alma designed several activities for students to do which tied to the topics that were added to online training. These topics ranged from watching and discussing the FBI Active Shooter video, role playing customer service scenarios, and collaborative communication/storytelling games.

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iPads and Mobile Computing in Education

This presentation has gone through three incarnations, and each of the three has been a different experience.

There are two programs at Loyola University Chicago that involve iPads or other tablets being issued to students, specifically for course work. All told, Alma has prepared and delivered five such presentations and developed an in-depth online training and support resource for anyone interested in using a tablet or mobile device in their courses.

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Atomic Learning Pilot Workgroup – Subject Matter Expert

In an effort to transition from on-ground training and support to online, self-paced training and support, Loyola University Chicago entertained working with several repositories of video tutorials. When it was time to begin a pilot of one service, Atomic Learning, Alma was integrated in to the core workgroup as a Subject Matter Expert on student use of online, video-based software support.

The group was charged with reviewing system strengths and limitations and assessing the impact of those limitations on our planned implementation of the system. Throughout the pilot Alma encouraged the student workers she supervises to use the system for individual enrichment and for the academic support of our clients. At the end of the defined pilot time the group gathered feedback from students, faculty and staff on their use of the online-learning system. After the survey was closed, Alma assessed quantitative response from survey of system users, coded qualitative responses and compiled survey results in an executive summary to guide higher-level leadership in decision to adopt the system.

After the adoption of Atomic Learning, Alma assisted in the development and implementation of comprehensive marketing schema to target students, faculty and staff via print and electronic media, events and organizations.

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Can We Help You? Video for Loyola DMS

Annually, there are massive updates to the online training courses for the Digital Media Services student workers. While planning media to highlight the vast array of equipment available through the department’s Equipment Loan Program, the team of supervisors differed in their ideas for what the video in training should look like.

Alma created storyboards for the three video variations and shot the footage for all of the videos simultaneously. Then she edited the video to each of the storyboard specifications. The video below is meant to promote the use of the equipment loan program because of its equipment selection and the friendliness of the staff. While students are not supposed to remember the entire list of equipment pieces, they should walk away with the impression that we have just about anything they need.

Alma shot the video using a Canon EOS 5D Mark II. She edited the footage using Adobe Premiere CS6 with titles from Adobe After Effects CS6.

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CCUMC Presentation- Computer Labs: Typing to Digital Media Powerhouses

Alma presented this with her Digital Media Services colleagues at the CCUMC (Consortium of College and University Media Centers) Conference in Oak Brook, Illinois in October 2013.

The presentation focuses on the evolution of on-campus computer labs throughout the past decades, from the time when personal computers were prohibitively expensive and dial-up internet created issues for family houses to now. The ubiquity of mobile computing and cloud software has placed a very different set of demands on computing spaces, including fast access to printing or kiosks, high-power creative and statistical software, and access to protected databases.

The presentation is available for review here.

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Video Competencies Online Courses

October 2012 – May 2013, as Digital Media Specialist at Loyola University Chicago

Alma planned, developed and created a multi-tiered curriculum on Video Production. Using Articulate Studio 8, the short tutorials were made of powerpoints combined with narrative media and multimedia interactions and short assessments. Alma did have the assistance of several part-time staff, one was dedicated to the project for 10 hours per week for three months. A large part of the curriculum development involved teaching those who assisted with the development of the training media.

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