Office Mix is Awesome

Had a very frustrating day yesterday trying to edit and upload a short screencast video to show my students how to post to a blog. I used ScreenCastOMatic (works just fine!) but then really struggled to edit it in Movie Maker (admittedly an old version that really doesn't work well with Windows 10). Adding an audio track also proved impossible as the Windows 10-provided Voice Recorder kept crashing on me. So I tried downloading other recommended Windows movie maker apps but found them too irritating with in app purchases and ads etc.

Next I uploaded the video to old favourite WeVideo online platform: all went smoothly but couldn't for some reason manage to publish it with an audio track (it's never failed me before.... I'm beginning to dislike Windows 10......)

I ended up doing a second screencast of my screen cast (!!!!) this time with audio, editing the video also using ScreenCastOMatic and then finally publishing that to YouTube. I know I could have done a voiceover from the get-go but there were reasons why I couldn't that I won't bore you with.

Anyway, a relatively happy ending.

But then today I remembered someone mentioning Office Mix. So - I downloaded it, watched the introductory tutorial videos, created a screen recording within a slide, with audio, uploaded it to Office Mix online, copied the link into my learning room and "Voila!!"  I think it took about 20 minutes.

Oh - and it's free!

So happy am I that I am going to recommend this to my students as the number one tool for creating their digital stories next term :)

In the meantime, the students are about to embark on creating a class blog about leadership values. I decided to move away from the simple photostory we had done in the previous two years, partly because this cohort already did that in Year 1. And because I think writing for an audience is a useful skill which is a little more taxing at this level than a simple photo +caption artefact.

More on this in my next post :)

Celebrating student research

There are number of problems in getting students to engage with research: it can be quite difficult for first year students in particular (but not first years exclusively!) to "get" the point of research; it can be a challenge for them to design their own research projects and it is even more challenging for them to read academic research articles. Nonetheless, I think it is a nettle worth grasping for all sorts of reasons - and as early as possible in the undergraduate life-cycle.

This year I have been engaged in a year long project trying out a new way (for me) of encouraging first year students to engage with research - one that is to culminate in a few weeks' time (18 April 2016) with an undergraduate research conference.

The process began back in the first term with an open door conversation between first and second year students on the significance of research in their studies and the sharing of ideas about possible research themes. I then invited library and learning support staff and a couple of early career researchers to come in to my classes and teach basic skills. I also provided an introduction to research methodologies, methods and ethics, and devised various activities around constructing surveys and interview questions.

Since Christmas the students have been working in small groups to investigate a topic of their own choosing - firstly outlining this in a five minute presentation to the rest of the cohort, and secondly, designing a research poster which has to include a literature review and some primary research of their own (mainly based on surveys of their fellow students).

On the whole - judging from the results so far - the students seem to have enjoyed this activity and are certainly showing evidence of beginning to "get" research. Some of the primary research has been creative: one group surveyed a small group of social work lecturers to get a professional's eye-view of child protection; others sent out survey invitations via the course Facebook group. Similarly, the approach to poster design has allowed many to show their artistic and technical flair with a number using Prezi, and many incorporating really eye catching visuals.

The skills the students acquire during this process are multiple: information searching; evaluation of literature and research results; managing group work; presentation of information in graphical form; writing concisely; citation and referencing; finding, downloading, inserting and editing copyright free images; communicating ideas verbally and in public..... and probably lots more.

And yes - if you are thinking this all sounds like really hard work - it is. Students constantly complain to me that the whole business of working in groups is painful (and I empathise to some extent: it's damned painful for me sorting out squabbles and no-shows!); they extol the virtues of lecturers who simply give them handouts and essay questions to turn in at the year end; I get dispirited by the rubbish module evaluation results I get as a result ... and on top of all that I have a bloomin' conference to organise! I have to keep telling myself  - and them - that it will all be worth it in the end: and now the posters are being submitted for marking - you know what? I almost believe it is!

So the conference will be a chance for the students to show off all their hard work: students from local school and colleges will make up the audience. There will be short, themed discussions; presentations from post graduate researchers and final year students; and I am hoping the course budget will stretch to tea and cake .....

I promise there will be a full report here on my blog, with photos and examples of students' work, just as soon as I have recovered! In the meantime - here's a short video I created for the schools and colleges we have invited to participate, explaining how to create a research poster.

#melsig #melsigntu Digital Narratives

It seems only fair that I finally put together my own digital story! So here are my slides for the #melsigntu event, complete with voice over.

 


And here are just the slides:

Tell me a story from Jane Challinor

 
Other useful links referred to in my video:

Jenny Moon's Map of Learning:conference hand out or to buy the book

Digital Storytelling in Education website

21C Skills video (animation - in Spanish): 

Go Joven Project - Health Education Digital Story (in Spanish with English subtitles)

Digital storytelling from the students' perspective

My previous blog posts outlining the process I went through with my students - and their examples/feedback: Digistory posts

And finally, an example of a digital story produced by one of my final year students (and a far better one than than my attempt!) :

Digital storytelling - the process

image: pixabay

So the digital stories are now rolling in. Final year students on my course are all now engaged in producing their end-of-year reflections on learning.

I began the year/semester with the Photopeach video essay on professional identity and values. This had a dual purpose - introducing students to the concept of the digital reflection or story, using OER, and also familiarising them with a Web 2.0 content creation platform - a form of digital warm up.

The step up from this to the digital story is not inconsiderable - there is a narration/voice over required in this final work and the level of reflection should be higher and the content more personal - but the basic processes are the same, including the use of creative commons licensed images and music and hosting on a social platform.

To support my students in the development of their stories I have provided them with a range of resources, including a link to a really useful website - http://digitalstorytelling.coe.uh.edu/ which gives an overview of how to produce a digital story from storyboard through to video editing software and lots of examples to inspire them. I also gave them a free choice as to which platform to use and showed them examples using Prezi and Knovio. Other options include Screencast-o-matic and Windows Movie Maker.

I developed a rubric or set of assessment criteria based on Moon's stages of learning (see p6:  http://www.sussex.ac.uk/education/ctlr/documents/jenny-moon-workshop---reflection-in-higher-education-learning.docx ) which I shared with the students to help them understand the level of reflection that is expected.

I am hoping that the digital stories will yield a deeper or higher level of reflection because of the medium used. In previous years when asking the final year students to reflect on the group process and their learning from it, I have in the main received traditional, theory based essays written in the academic style. I was hoping that by asking for this to be spoken, rather than written, and to include images and music, there will be a greater emotional depth to the reflections.

So far the themes emerging from the final year students reflections over the course of their University careers are much as would be expected (or hoped!). Most frequently mentioned themes are their future career plans, increasing confidence, development of communication skills, the stress of studying, worries about academic ability, developing emotional resiliance, self organisation and time management skills and overcoming all of the fears associated with starting University  - moving away from home, fitting in and making friends. Developing independence, managing work/life balance and motivation are also mentioned by quite a few. Because our course places a major emphasis on it, it is not surprising that many refer to volunteering and work experience and remark upon the transferability of skills learned to future employment. Team work was actually the most frequently mentioned theme - but as my final year students are producing this assignment for a module on teamwork and leadership, this is hardly surprising.

A less common theme, but mentioned by some students from the BME community, is the ethnic diversity within the cohort, and the tendency for those from the African diaspora to stick together. The stories of refugees' journeys - running from civil war to higher education in the UK - were particularly moving. Similarly, the mature students on the course frequently refer to the age of students and feeling "too old for school" as one put it. Some students talk about their struggles with chronic illness, learning disabilities, being bullied at school, and being the first of their families to enter higher education.

I was struck by how this form of assignment gave a voice to some who generally are not very vocal in seminars. Indeed the less formal style of expression and the freedom to be creative seemed to allow some of these quieter students to really excel. The assessment criteria for this digital story is based mainly on depth of reflection and there were some surprisingly high levels from students who do not normally do well in the usual academic assignment. On the other hand, this creative format may have been less comfortable for those used to getting high grades in essays and reports: they seemed to stick to a more formulaic response that focused on academic skills and achievements rather than their personal development.

I have assessed the levels of reflection to some extent on how much the students engage in meta- reflection - commenting on the process of learning itself, rather than simply what they have learned, on their growing self awareness and their commentary on how the process of reflection aids this. The artefacts seem fairly evenly spread between three levels: (2) making sense (able to notice and organise material to develop a reflective narrative) (3) making meaning (linking this narrative to other perspectives - including theory - and evidencing an emerging awareness of their own part in it) and (4) working with meaning (an emerging understanding of the learning process itself and increased self awareness). No-one has been stuck at the level of merely noticing (level 1) - i.e. a purely descriptive account, as most have been able to at least add some form of evaluation of their experiences. But neither have I seen much evidence of a convincing Level 5 -  that of Transformative Learning. One student came close to this with some quite deep ruminating about the influence of friendships on the successful functioning of groups: I had a sense there of a radical shift in her thinking as she explored this.

In terms of platforms used and level of technical skills, the majority used Prezi with a voice over added at each step. Next in popularity was good old PowerPoint - again with a clip of narration added to each slide, followed by Knovio, which is basically a PowerPoint presentation uploaded to the internet and then a voiceover recorded.

Two or three students have created videos in a photostory format, one did an RSA-style speeded up drawing on a whiteboard and another used Screencast-o-matic, navigating through various documents whilst discussing them.

The level of technical skill demonstrated in producing these digital stories has been variable but all have managed to produce something at least functional, attractive and audible whilst the very best are brilliantly creative, witty and original.

Quite a few students in their evaluations of the past year actually cite this assignment as amongst their favourites - of course there is a sense in which they would say that, wouldn't they? but they haven't at the same time gone overboard in their praise of me or the module itself... they simply seem to have enjoyed this and the previous student led learning activity as "different" forms of assessment which tested and developed new skills that they also recognised as valuable in the field of employment.

 What about the impact on me as the marker? On a practical level, it is fairly quick and straightforward to watch a 5-10 minute video; trying to arrive at a level is less easy, even following the rubric I developed before hand, as it is hard to interpret what someone else has learned by listening to short accounts such as these, still harder to put any sort of "value" on that learning. Nevertheless it is no harder than trying to do the same with a 2000 word reflective essay and in many ways it is a good deal more engaging, as in listening to their stories I have felt as though I am in some way sharing their journeys. The use of images, music and voice to tell their story gives these reflective accounts much more emotional impact and in many cases they feel very intimate.

That may be why in most cases the students have not made their stories public but instead chosen PowerPoint or an unlisted url on YouTube. Where they have used Prezi or Knovio, most have disguised their identities and all have been anxious to be reassured that only I (and the external examiner) will get to see and hear their finished artefacts. There are though one or two that I would dearly love to use as "promo videos" to show prospective students and I am hoping that their authors can be persuaded to go public at some point. I am incredibly proud of what they have all achieved  - on many levels - and would love to share their labours with you too, dear reader!

Day 3 - el dia de monstruos! #mmtic1

Today I attended a class of trainee infant school teachers. This was the day they were presenting their finished group projects - animated videos about "monsters" to be shown to infant school children. They have had some basic introduction to the necessary tools - like audacity and movie maker - but after that they were on their own. The results were colourful, quirky and exceptionally accomplished stop motion animation with handmade clay figures or pencil drawings. In a discussion with the teacher, Malle, after the class, she echoed something that Linda had said to me the day before: that having started out giving very detailed instruction on the use of technology to their students, both teachers had come to the realisation that students learnt more when given very little information about the tools. Instead the teacher indicates a couple of likely platforms that might be helpful, then leaves them to it, simply offering to be on hand if needed. Initially the students complain and despair but gradually they accept the situation and eventually embrace the technology and adapt it creatively to their purposes.

Over lunch I discussed with Linda the need for teachers to occasionally not know, to be fallible and to look foolish in front of their students. Linda and Malle are both willing to put themselves in this uncomfortable place and this is what I feel inspires their students to "have a go" at new and scary things. In their turn, as infant teachers, they are modelling to their pupils how to learn - through trial and error - and how to live with the anxiety that process invokes.

The monster videos had a common theme of overcoming fears, feeling fallible and succeeding with the support of others. This is very much what I see happening in the classrooms this week!

I have been facing monsters of my own all week too. Being here at a strange university is one thing, but being here alone and not being a native Spanish speaker is quite another. Every evening has been a challenge for me, finding my way around Murcia, discovering places to eat, negotiating menus.

During the day, in between classes, there have been meetings which bring challenges of their own as I struggle to keep up in a different language, my brain simply becoming exhausted after the first couple of hours, but always I feel supported by the patience of the people around me, their willingness to help and their tolerance of my mistakes. Today I had a meeting with the Unidad de Innovación - the Innovation Unit of the University. Just that name is magical! and what they do - supporting the teaching staff to become creative with technology, even undertaking support roles in the University's MOOCs - is really transforming how teaching is done here. Without the support of such a team,to help them overcome their fears, to give them the time and the tools with which to innovate, it is very difficult to persuade the average university lecturer to change their approach to teaching and learning. Each year the unit puts out a call for bids to propose new projects and that forms the basis of their programme of work. Up to 80 new projects are being supported at any one time.

I have to add - as a final irony - that the wifi continues to be the biggest challenge of all for me. Whether it is sitting propped against the bathroom door in my hotel as I constantly refresh my log in details or the painfully slow signal in my temporary office at the University, I have been beset by techno gremlins all week.

Finally - today has been a big day at the University as all the staff and students voted in their new Rector and a new team of Vice Rectors (the equivalent in UK of Vice Chancellor and proVice Chancellors). The democratic process has much about it that is to be admired but the campaigns are also deeply political and divisive and changes to the current management may mean the end of innovation, the end of mobile learning and even the end of wifi here at the University. For some parties, it seems, teaching with technology is the scariest monster of all!

About those podcasts.....

I have had a horrid cold this last week and so, confined to my sofa with lemsip and laptop, I have been catching up on some reading (well, browsing Twitter).

An article about the growing interest in podcasting in HE took me to a video presentation from Gilly Salmon on the subject, and eventually to ipadio.

Gilly's talk about pedagogical podcasting ended by convincing me of two things: 1)that "podcast" does not have to mean lecture capture and 2) that there is value in the human voice supplementing written or visual material to encourage and support even on-campus students.

I have long been averse to podcasting precisely because I didn't want to offer recordings of lectures. I don't really DO lectures, so maybe that's why. I HAVE however used audio instructions to supplement written ones for students - on preparing assignments, for example - and I have had positive feedback from students about how they do indeed value that "human touch".

I am a big fan of screencapture and I still intend to do more of this - particularly in giving students feedback on assignments. There are times when the audio and the visual need to come together - to (literally) illustrate a key point, perhaps - but Gilly had evidence to show that pedagogical audio podcasting also has a place.

Where audio wins out over screencapture/video is in file size, downloadability, speed and simplicity. The almost universal provision of voicerecorders and mp3 players in mobile phones makes audio podcasting a very efficient way of getting information to students on the move.

So now we come to ipadio (rhyming with i-radio). This is a website hosting "phlogs" - voice based blogs that you phone in. It is also an iphone (and android) app that allows you to record high quality audio using "voice memo" and upload it to your phlog. You can also download the phlog post for editing or upload an mp3 file you have already created. There are one-click links to Facebook, Twitter, and many other blogging sites, codes to allow you to embed the phlog on your own website, upload it to iTunes or provide an RSS feed. One absolutely astounding feature is the incorporation of Spinvox speech to text software which provides a transcript of the phlog. This really adds to the application's accessibility. And you can add images and location data if needed. In fact there is so much going on here that the possibilities are endless.

My own modest ambition is to embed a regular phlog within the VLE Learning Room (I have already successfully done this in a test) as a means of supplementing the module I am teaching. As I have already abandoned the lecture format, my aim is to give the students online and printable material together with audio podcasts which direct them in key activities such as discussion board topics and further self-organised study. Our face to face time can then be used for more in depth discussion of the material and work on group projects.

I have embedded a phlog below, with a photo for illustrative purposes. Enjoy!

The how, what, why and where of blogging

image: Flickr ehoyer

This is a guide I have developed for students who are having to write a blog for the first time as part of their studies.

Whatever the format and purpose of your blog, this guide is intended to give you some ideas about how to get started, what sort of things to blog about and how to do it safely and easily.


First you might want to look at this short video




And here’s a blog entry about the usefulness of blogging.
Here’s another blog exploring the value of the blog in learning…..

If you are setting up your own, web-based blog, a good place to start is Blogger.com where you will find simple and clear instructions on how to begin and how to customise and develop your own blog.

Getting started

A great way to start with blogs is to read other people’s first, so you get an idea of what you want to write about and the style you might want to adopt. Here are some others to look at- as you see the topics and intended audience can be very varied:

http://www.stephenfry.com/blog/
http://wsysinspireindia.wordpress.com/about/
http://daydreamlily.blogspot.com/
http://thesecretlifeofamanicdepressive.wordpress.com/
http://clayoven.wordpress.com/

See if you can find others – search via Google blog search or “blogs of note” on Blogger.com

Key tips for blogging

*Start with a short introduction about yourself and your blog and invite people to make comments, giving you feedback.

*Most people feel very self conscious when they first start to blog and think they have nothing to say that anyone else will be interested in reading. Gradually your confidence will increase – but only if you practise. As with most things, little and often is the key.

*Blogs don’t all need to be in words! You can easily upload pictures and even videos to illustrate what you want to say, as you will have noticed in some of the blogs listed above.

*One important tip is not to write your blog first in a different programme (say, a Word document) and then attempt to cut and paste it into the blog. Although technically this is possible, you will probably encounter problems with the formatting and the finished product won’t look the way you intended.

*Don’t forget that you can edit and re-edit your blog as often as you like (in Blackboard, just click on “edit” at the top of the entry. With Blogger you can save entries as drafts until you are quite sure you want to publish them – but even then you can go back and change them at any time!

*Make sure you stay within copyright law if you are using videos, pictures or quotes: everything needs to be fully acknowledged and referenced just as in a conventional assignment; you may also need others’ permission to use their images or illustrations.

*Take care of your digital identity! A simple guide and workbook on the protection of your privacy and development of a positive online identity can be found in this free download

*Blogs can be used for collaboration and as forums for discussion: a post by one user can have a number of comments added which takes the form of a conversation between the author and their audience.

*Blogs can have multiple authors and so many people can contribute to the development of a body of knowledge. This is an example of a multi author blog.

*Use tags: in order to find linked postings for specific subjects, “tags” or labels are used – short descriptions which identify the key topics. Make sure you tag your own postings, and click on topics in the list of tags in the side panel of this blog, to find posts that might be of interest to you.

Feedback on this guide is welcomed. There is a space at the bottom for you to leave comments. Why not leave one now? Do you agree with the points made? What is your view? I’d be really pleased to get some feedback from you.

Thanks for reading!

Trust and communication

image by Nick in exsilio



Marking assignments could be a chore but I feel as if I am witnessing the results of some very interesting action research projects and listening in on some very thoughtful and at times profound reflections on what it is to be part of a dispersed or virtual team.

First conclusion I come to is that working remotely is nothing new in the NHS and certainly not in Scotland. In particular Community Health practioners of all disciplines have long been used to working away from base and their managers have had to be creative about managing such teams even before the advent of mobile phones.

Secondly, for such teams, mobile technology doesn't get much better than a mobile phone (Blackberry if you are lucky) and access to collaborative spaces like blogs and wikis is a pipe dream when you are constantly out on the road. Text messaging is essential for quick updates and social networking. (See also Ken Thompson on Bio Teaming: http://tinyurl.com/39fmts )

Thirdly, building Trust is the foundation stone for all virtual teams. Without Trust communication breaks down, messages get misinterpreted and more mistrust abounds... a vicious cycle.With trust, teams become more creative and more productive, and the leader trusts them more, and the team trusts in the leader more: a virtuous cycle. And what builds trust? Communication.......

Fourth - communication requires structure: netiquette is helpful and aids clarity, regular messages from the leader to all the team maintain a sense of belonging and being kept in the loop, having a place to find and deposit information for and by the team is helpful (a shared drive, a wiki, an intranet space - some sort of virtual noticeboard)

Fifth - training is needed to ensure everyone communicates in the best way for the team. Students came up with some intriguing ideas - putting a Christmas e-card on a shared drive to see who could access it; organising a Chritmas social event via the team wiki; getting the team to design and manage the induction of a new team member so s/he could get quickly immersed in the team norms.

I have also paused to reflect on my own experiencing of managing a virtual learning group - specifically one set within the Scottish NHS.

Technology is difficult and unstable: not everyone is able to access the Wimba classroom we set up so remote sessions of the normal classroom style were not a great success. Not everyone has webcam, headset and mic.

However chat on Blackboard worked well: it could equally be Skype or MSN chat. OK it was like herding cats at times, but the students enjoyed the "meeting" space and it added a much needed social dimension to the module. We covered topics related to the assignment and students shared ideas with one another about team building, developing trust and improving communications.

To inject a bit more of a personal element into the process I set up a video introduction (early in this blog) and used Jing from time to time to teach about the technological aspects of the course. These were well received. I think on reflection that podcasting would really add something here. Regular updates on key topics could be posted so that students could access them in their own time - again mostly out of work time so that NHS firewalls don't block media.

I have also since discovered - and gained access to - a community space within the NHS Scotland e-library where a discussion board and document sharing space could be set up specifically for this programme. This could provide the answer to the firewall problem and would leave students with a legacy - a space where graduates could continue to meet after the end of the programme and which they could colonise for their own work teams' use, instead of having to try and set up their own wiki with all the attendant access issues. I think there is an important learning here about using the avialable technology and what is already familiar!

My own e-learning coach asked me to think about what more I could do in terms of "teaching" on this module.....

I am not keen to lecture - with Wimba or podcast - and the evidence suggests that the learning materials on Blackboard are well accessed and provide a sound basis from which students can tackle the assignment.

Providing a space where they can discuss their responses to that material seems to me to be the key - but instead of the activities we currently have, I think the discussion boards would be better used in

• getting students to read articles and present their responses,



• setting up small groups to work together on short focused tasks



• presenting short case studies or issues for discussion in the style of an action learning set

I also think a social networking element is needed: one comment that struck me is that virtual teams lack a space where they can bump into one another for a quick chat. Something like Twitter might be the answer here, if, once again, people can be persuaded to try it or can find their way around the technological problems of accessing it.

ah well - back to the marking now!

My first Wimba session as facilitator

well, the hour flew by and in spite of my initial concerns - if not cynicism about the medium, it was surprisingly effective.

Signal strength varied and so one person never really succeeded in joining us, one only heard intermittently and a third had only chat facility though she could hear and see the screen: the other three managed to have conversations chiefly about the assignment criteria, how to develop a wiki and latterly about developing trust in teams.

In the last instance, the team members (including the one who could only add chat input) gave some good ideas to the person with the issue - so that it became a bit of an "action learning" session.

The issue was a central one to the module: development of trust in a virtual/dispersed team: especially where there are ancient and deep rooted tribal differences.

Feedback was very positive - I felt there was real learning and sharing: the voice and webcam helps to create a more grounded kind of contact than just chat. And that's what students said too."Like being with someone in the classroom"

Great fun, very useful, will definitely do it again!

If your soccer team played like your work team..

..is an interesting question posed by Ken Thompson of Bioteams.com in this video:

NLab Social Networks Conference 2008 - Ken Thompson from IOCT on Vimeo.

He explains his thinking about bio-teams, plays some good games! and poses some thought-provoking questions.

What if your work team played like a football team? Would they be better or worse? Is working in your team as exciting? (for football team substitute any high functioning group of your choice.... Ocean's 11???).

Ken gives a live demonstration of how social networks can be a used as a collective brain using simple text messaging techniques. His central theme is about collective leadership - no one leader has all the answers all the time. He also suggests that short messaging creates dynamic, mobile teams whereas we are locked into "document culture".

I'd add "discuss", but only in the chat room, I guess!

Drat this new fangled technology!!!

Collaboration

Here's an interesting take on the theme of collaboration and the use of the internet.....

http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Internet meltdown

One of the problems I find with internet based sources is that the volume of trafiic is overwhelming. It's not unusual for people to have hundreds of emails each day - going on holiday just leaves us dreading the backlog when we return!

Having a blog or wiki alongside these, plus a Facebook group, and running several searches for new learning material each day means that by the end of the week I have too much to read, to many things to remember to log onto, too many listings in my Favourites - and if, as I do, we move from office to home PC or log on with a wireless laptop whilst sipping a latte in Caffe Nero - then how do we keep track of everything?

A recent discovery for me is the personal homepage such as this one by Netvibes. (see also Pageflakes)

How could these be useful for more than just personal learning and collecting together all our bits and pieces? Well, it is possible to create a public face for your page, so that others can keep track of things the group is working on : this for example is a Pageflake for DMU's elearning community

This stuff is all free too - open source, accessible anywhere, no fancy software requirements.... and needs no more technological skill than it takes to post an email or attach a file.