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il, David did a few tutorials that show how to edit your narration for greater impact.

all you do is drag and drop you audio files onto the desktop shortcut and the application does the res

Levelator does its magic and provides edited copies right inside the same folder.

The tools above are free and help you get better sounding audio.

music or sound effects. 

Even if you don’t have money, there are some free resources available to you

“We are now reaching people all around the world that, without iTunes U, we never would have touched,” said its vice-chancellor, Martin Bean, formerly the general manager of Microsoft’s education products group

Mr. Bean looks at iTunes U and YouTube as free marketing — an opportunity to take “all those active inquiries and those leisure learners and expose them to who we are as a university.

Other universities say that limited resources, copyright concerns or the reluctance of old-fashioned professors are keeping them from recording and uploading lectures.

The courage comes from taking the next leap of faith. Universities no longer define themselves by their content but the overall experience: the concept, the student support, the tutoring and mentoring, the teaching and learning they get and the quality of the assessment.”

that they allow students to go back and review the content as needed.

nterCall survey of 504 college-aged respondents, because web-based lectures would allow them to work longer hours and watch the videos during their free time.

said they “learn more effectively” with online lectures, and 54 percent “report that their grades improve when lectures are streamed via video online,”

They can’t be bothered with things that require stepping out of their own comfort and convenience zone,” she said. “Rather than adapt themselves … they want things the way they want things. College isn’t Burger King—you can’t always have it your way.”

The potential isolation of online learning didn’t affect student opinions; nearly half “prefer joining their classes online rather than interacting in person with their classmates and professors.”

ou can also create screencasts on sites like Screenr in under an hour by recording voice over still images, screenshots, and slides.

Whatever type of video you create, make sure it’s short

The easiest way get started is simply to embed your videos on your Web site

you’ve got the videos playing on your site, make sure they are easy to share by adding a “share this” button on each video so that viewers can pass them along via Twitter (), Facebook (), and other viral channels

they even embedded a signup form right on the demo page to collect registrations. You can also use services like Wistia to share a video with prospects and track how they interact with the video.

The power of video is that you can show prospective and existing customers your product instead of just telling them about it.

Make sure your videos can be viewed on many different devices.

If a video is worth sharing on Twitter, it’s worth making it mobile-phone-friendly,” since 40 percent of Twitter users access the service via mobile

Your customers want video, so give it to them!

expensively funded release of university content in Ireland that was accessed by just 40 students.

University of Westminster has around 25 students on it, yet an average of 2,500 unique users from all over the world consume the course’s OER content

It is not as simple as just releasing OER on to the web or in a repository. The real work begins when you try to promote and disseminate the resources

t is not just about having a Facebook account or a Twitter feed. To make these things work, you have to interact with the people who follow you (your so-called friends or followers). You need to link to other key players releasing interesting content related to your own, respond to questions and requests on a regular basis and regularly update your content with lists of the most popular and newest releases.

One great thing about using the web for marketing is that you can track everything you are doing. I can tell you that today, 10 people came to our OER content via our Facebook site, 25 came via Twitter and 12 via YouTube. This is powerful stuff, because you can home in on what really works.

it is the argument that OER can be sustainable and even make a contribution to a university’s bottom line that is perhaps the most pertinent one.