JISC Infokit: Planning Your Video Production
This infokit released by Jisc Digital Media provides a step-by-step guide to planning and preparing your video shoot.
The infokit begins with a brief look at the pros and cons of using video to support teaching and learning, discusses video pedagogy and then moves onto the planning and writing of the content. It then considers the resources needed for the video, including personnel, locations and equipment, as well as the importance of establishing all of the steps needed to complete the production and their interdependencies.
Budgeting, scheduling and legal and health and safety issues are also covered to ensure that you can work within pre-agreed budgets and timeframes and people are kept safe. Finally, it looks at the importance of reflection and evaluation upon the conclusion of a project as a way of both increasing your knowledge and contributing to the success of future productions.
In addition to discussing all the aspects of planning a video, the infokit provides links to a number of resources, including reference works, a budget spreadsheet and model release forms.
1. What is Video Production?
2. Why Video Production in Education?
3. Specific Activities
3.1 Videoing Groups
3.2 Videoing Lectures
3.3 Shooting on Location
3.4 Conducting Interviews
4.2 Tripods and Other Camera Supports
4.3 Microphones & Headphones
4.5 Lights and Light Stands
5. The Shoot
5.1 Before You Start
5.3 Evaluating a Location
5.4 Media and Battery Requirements
5.5 The Get-in & the Get-out - Considerations, Health and Safety
5.6 Setting Up the Camera
5.7 Shot Selection
5.8 Videoing Supporting Materials
5.9 Loose Ends
5.10 Legal and Ethical Considerations
6. Getting Good Pictures
6.1 Holding/steadying the camera with a tripod
6.2 Holding/steadying the camera without a tripod
6.3 Viewscreen vs. Viewfinder
6.5 Fixed Focus
6.7 Lighting for Autoexposure
6.9 Crossing the Line
7. Getting Good Sound
9.1 Delivery via Management Systems or Third Parties
9.2 Common Methods of Online Delivery
9.3 Popular Delivery Platforms
10. Legal Considerations
10.1 Why Bother?
10.2 What Aspects of the Video Have Rights?
10.3 Types of Rights
10.4 Managing Your Rights Information
10.5 Incorporating Materials Made by Others
10.6 Creating Your Own vs. Sourcing Free Materials
10.7 Ethics and Libellous Content
10.9 When is a Participant Not a Participant?
10.10 Clearance Forms
10.12 Licensing Your Media
11. In Summary
Wideo is an online platform providing the users with a way to create, edit and share their videos for free. The service is web-based so the only requirement is a browser. Users can choose (or upload) the images, fonts, animations, videos and audios. By uploading one’s own audio it is possible to make videos with voiceover explanations.
The system is currently in Beta version.
Slidemotion - create a video from your photos
Slidemotion is an automated web service enabling users to create videos with music from users’ photos, with no skills and in a few clicks. The service has many features and offers various possibilities to personalise the videos. Users can make unlimited number of free videos during the 30-days trial period. This free temporary version comes with a limit, so videos can be created with 15 visuals. After 30 day trial finishes users will still be able to play and share all of their videos but will not be able to create new ones. It is also possible to try the premium version by spending free credits, so users can decide if they like premium features and continue by purchasing a plan.
SHARP: "Teaching and Learning Digital Media" Pedagogical Kit
S.H.A.R.P European network introduces a new and FREE pedagogical resource for professionals interested in media education and new technologies.
The pedagogical kit "Teaching and Learning Digital Media" is intended for teachers, educators, trainers and others who want to improve their competences in the field of education about and through new media technologies. The central areas of inquiry are images (still imagery, films, videos) and web tool creation and application (platforms for information searches, for sharing, for producing media content, etc.).
The material is based on the educational experiences engendered during the S.H.A.R.P project by the different partners within their own contexts. These projects were conducted with different targets (e.g. students, teachers, adults, elderly people, minorities) and with particular topics (chosen from the main themes of Sharp: identity, memory, territory....) in mind.
The information presented in the kit sheds light on the main theme of the S.H.A.R.P (Sharing and RePresenting) from both theoretical and practical perspectives. The five theoretical chapters of the kit aim to provide help in answering the five main questions below. They can be used to plan and implement trainings "about and with media"; to work with ICT in the didactic field; to analyse and produce images and films with a school class, with university students or in adult education; and to facilitate social enquiries with given groups. The five questions are:
1. How can I plan a project?
2. How can I didacticise ICT in a project?
3. How can I analyse images, film and sound?
4. How can I produce images and films?
5. How can I collect significant social resources?
The kit also contains a series of practical examples on using new media for developing media skills. You can find a detailed description of nine workshops conducted by S.H.A.R.P partners from 7 EU countries: Italy, France, Portugal, Cyprus, Lithuania, Romania and Bulgaria.
ActiveWatch is the Romanian partner of the project and we contributed to the kit with Chapter 7: Visual Language and Representation of Reality.
The entire pedagogical kit is available for FREE in English and some chapters were translated into Romanian by local partner. Soon, the material will also be available in French.
Search the kit
Share your project
Jonatan Academy is a project for creating educational videos in Dutch for elementary schools.
The videos present on the website have been made by 11-year-old kids for younger students to learn the basics of Mathematics and Dutch language. The normal making process for these videos includes a script, the elaboration of visual material in Powerpoint and the publication on Youtube (https://www.youtube.com/user/jonatanschool).
These videos are thought as integration or repetition to what students learn from the teacher, to help them memorise better the concepts explained.
The website also contains instructions and tools that can be useful for medium and high school students and for teachers as a guide to an interesting and useful activity.
Jonathan Academy is een project om nederlandstalige educationele video's te maken voor het basisonderwijs.
De video's op de website werden door 11-jarige kinderen gemaakt om jongere leerlingen de basis van wiskunde
en het Nederlands te leren. Bij de normale procedure voor het maken van deze filmpjes hoort een scenario, de uitwerking van beeldmateriaal in Powerpoint en een publicatie op Youtube (https://www.youtube.com/user/jonatanschool).
Deze video's worden beschouwd als herhaling of bijkomende leerstof van wat de leerlingen zelf van de leerkracht leren, om hen zo te helpen beter de uitgelegde begrippen te onthouden. De website bevat ook instructies en hulpmiddelen die handig kunnen zijn voor studenten uit het middelbaar en voor leerkrachten als gids voor een interessante en bruikbare les.
Alberoventi is a social networking platform developed within an extensive communication research project with the aim of helping teachers and educators of all levels to use new educational resources and methodologies, taking particular advantage of the resources of the Web.
Alberoventi offers a variety of different experimentations and services through protected autonomous platforms where members can get into action individually or (mainly) in groups and interacting with the others in order to achieve goals, thus developing at the same time the tools to use and their own knowledge on the selected topic. These platforms are partially designed on the characteristics and necessities of each single group and the possibilities made available for each of them depend on the particular collaborative education methodology chosen or developed specifically for that group.
Alberoventi is currently in Beta version. Its present projects are aimed at the training of high school and university students and of teachers. At present among its activities there are collaborative writing, web tv productions and foreign languages teaching.
Alberoventi's activity also include a big effort to constitute a network of schools and teachers interested in the use of the new methods offered through the online platform.
WeVideo is an online videoediting platform, easy to use and for collaborative working.
After uploading video clips and photos it's possible to directly create storylines and edit them in the cloud: it's all made in the browser without downloading any software. The platform works well also on tablet and smartphone.
It's possible to collaborate with others on video stories co-creating the same video or coming up with unique versions from the clips in the cloud-based video library.
On the website it's possible to choose the free account or among 3 other kinds of accounts.
The website also contains tutorials on the use of the platform.
One of the grat advantages is the easy way to share and collaborate on video and the easy way of publishing to any of te existing social media that support video.
Animoto provides an array of tools for creating videos in the classroom. Educators can apply for a free Animoto account for use in the classroom to create presentations incorporating images, video clips, music and text.
With the Cinematic Artificial Intelligence technology, Animoto analyzes and combines user-selected images, video clips and music, taking into account every nuance of a song - the genre, song structure, rhythm, instrumentation, and vocals. Animoto automatically orchestrates a custom video mixing relevant messaging, statistics and quotes among the pictures to educate the audience. Videos can be shared via email, on a blog/website, exported to YouTube, or downloaded to a computer for use in presentations.
Workshop on Webinars (Warsaw 2011, MEDEA2020)
Polish MEDEA2020 Workshop on Webinars - Videos
The second MEDEA2020 workshop took place in Warsaw on 28-29 July 2011 and was entitled “Webinar as a new Media Example”. This workshop was led by Krzysztof Zielinski (Obserwatorium Zarządzania) and Piotr Maczuga (Nowoczesna Firma, NF) and included input from James Lawrence and his colleagues at Careersbox, MEDEA finalists in 2010, and Mathy Vanbuel, chair of the MEDEA Awards Judging Panel. This workshop was aimed at representatives from small and medium-sized companies in Poland who don’t have highly developed multimedia departments but who need practical solutions for their companies, which may be implemented “right away”. For more information about this workshop, contact Anna Jaruga firstname.lastname@example.org.
This report provides you with the video recordings of the sessions of the workshop, part of these are in Polish, part of these are in English.
MEDEA2020 Workshop Warsaw July 2011 – Summary
MEDEA2020 Workshop Warsaw July 2011 – Introduction - Sally Reynolds
MEDEA2020 Workshop Warsaw July 2011 – History of media for education and training - Mathy Vanbuel
MEDEA2020 Workshop Warsaw July 2011 – Introduction in Webinars for Training - Krzysztof Zielinski (Polish language)
MEDEA2020 Workshop Warsaw July 2011 – Advanced exercises in Webinars for Training - Piotr Maczuga (Polish Language)
MEDEA2020 Workshop Warsaw July 2011 - How to use video creatively - Nick Newman
The Dark Knight: Anatomy of a Flawed Action Scene
The Dark Knight: Anatomy of a Flawed Action Scene is a well-explained and well-illustrated series of examples, describing how good editing can make the difference in telling a story.
Film critic Jim Emerson demonstrates in a fascinating video essay that the truck chase scene from Christopher Nolan’s 2008 film "The Dark Knight" is a mess. This video is the first in a three-part series on the language of action sequences for the Indiewire blog Press Play. “We notice lapses in visual logic whether our brains register them consciously or not,” writes Emerson. “I found this scene utterly baffling the first time I saw it, and every subsequent time. At last, I now know exactly why.”
In Part II of his series, Emerson breaks down the highway chase scene from Phillip Noyce’s 2010 film, "Salt" and in Part III, he revisits classic chase scenes from three films: Don Siegel’s "The Lineup" (1958), Peter Yates’s "Bullitt" (1968) and William Friedkin’s "The French Connection" (1971).