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    Professor Mazur.doc Professor Mazur.doc Document Transcript

    • EDC 543-201: VIDEO TECHNOLOGY FOR MULTIMEDIA DEVELOPMENT AND DISTANCE EDUCATION Dr. Joan Mazur Office: 114 Taylor Education Building Phone: 606-257-4896 E-mail: jmazur@uky.edu Website: www.elearning.uky.edu (Blackboard Course Management System) Spring 2008 Course Description A variety of video applications for multimedia development and distance education are discussed. Classroom exercises and projects develop basic video skills and production experience required for multimedia and distance education course development. These include digital story development, video pod casting (vodcasting), panoramic digital photo animations, and Camtasia realtime recording of digital video. Framed with concepts and principles from film theory and cinematic narrative research, topics include instructional video research studies, digital video technical specifications, terminology, systems, visual interpretation and message design issues. Organizing Framework for Inquiry This course is framed by three overarching concepts -- Narrative, Apparatus and Ideology. I’d like to unpack these notions, very briefly. Filmic representation is fundamentally narrative in nature. Films are storied and content is organized through narrative structures, functions and interactions. (By the way, I use the filmic designation because of the near century years old history of film theory and practice that has provided many insights regarding these three key concepts. Of course we now use video/CD/DVDs as the media of motion pictures). There is a technical apparatus associated with making film -- initially the film itself, cameras and the like. Apparatus (tools) shapes and is shaped by the effort of developing and representing the narrative content. In recent years the migration from analogue media to digital media has implications, but many of the editing, lighting
    • and audio methods, conventions etc that have developed in filmmaking are constrained by the physical properties and capabilities of the media we use. Finally, some person is behind that camera, the physical properties of lens, light etc are ‘directed’ by humans, yielding perspectives, characterizations and meaning. For example, what meanings derive from consistently shooting a particular character from an up-angle perspective with a camera? Is what is depicted all that is conveyed? All meaning is ideological and content is not ‘value free’ or ‘objective.’ In this course, through readings, hands-on work, interpretative exercises (both group and individual) we will be exploring video for multimedia and distance learning through the framing lenses on these three conceptual anchors. Readings: • Selections from Rosen, P. (1990). Narrative,Apparatus, Ideology: A film Theory Reader (in pdf format). • Course Readings as distributed via mail or via web links to on-line articles on BlackBoard site below. Class BlackBoard Web Site: http://www.uky.edu/Blackboard. You are pre-registered with BlackBoard as a result of signing up for the course. When you got to the BlackBoard site the FIRST time, you MUST change your password. Do this at the link provided at the first screen accessed at www.elearning.uky.edu OR access Blackboard through your “MyUK” link at www.uky.edu -- click on the “Login to Blackboard” link, then follow instructions for “Change Password.” Also, Please remember to change your password every three months. You will be prompted to do so when you log on, if you are nearing your expiration date. It’s a hassle to have to reset your account if your password expires, so keep up with this small housekeeping chore. Required Hardware and Materials In order to take this course you must have access to a) access to a digital video camera b) a computer with a CD-ROM/DVD player c) a DSL or faster web connection and d) digital storage media [either a CD-ROM burner or jump drive). You may download various freeware tools for the PC or Mac, such as software that makes panoramic video clips from www.download.com, or Photo Story from the Micosoft Website. iMovie and Movie Maker are digital video programs that come as standard for both Mac and PC computers respectively.
    • You are responsible for finding a site or getting digitizing tools for your computer. Please e-mail Dr. Mazur if you are having trouble. We can usually find a locale near you, at a community location, public school or college. DVD/Video Rentals: In the course of the semester you will need to rent several classic videos from any video rental store. These videos will be used for application and analysis of film theory and technical concepts. Some are available as DVDs, others only in VHS format. Assignments - The "Constellation" Design of the Course Components The course design is based on three "constellations" -- (1) a conceptual/theoretic constellation; (2) a technical constellation and, (3) an application constellation. The constellation metaphor for course components is shaped by ideas from the ancients. The ancient Greeks or Romans looked to the sky and saw shapes in the constellations of stars -- these patterns were subjective and yet distinct. Because part of the course content is skill- based and participants ordinarily have widely diverse video skills and experiences, I am using this metaphor to encourage you to "shape" your skills work and develop a coherent skills set. You can develop your skills by identifying your own skill level and choosing tasks from the Technical Constellation, for example, that will challenge you and add to your digital video toolkit. The conceptual constellation consists of the film theory principles put forth in the readings from Rosen’s film theory reader. The technical constellation is comprised of digital video and related skills, ranging from composition and basic digital camera operation and use to digitizing video and 3-D panoramic applications. The applications constellation consists of various interim video projects that will ultimately increase your skills to the point where you will be able to produce and articulate your own instructional video in a final digital video project. I want you to examine the assignments in each constellation on the attached sheet and determine-- based on your self-assessment of skill level-- the shape you want your coursework in these areas to take. As you can see, there are required activities in each constellation. Additionally there are choices you will select from the "optional" activities in each constellation. Mini-lectures There are mini-lectures/overviews of the somewhat challenging readings from
    • Rosen located by clicking on the “Class Website” link in the External Links section of the Course. Click on Mini-Lecture in the “Theortic Constellation” on the interface chart. Note: this website and content were developed for the class prior to the availability of BlackBoard (back in the ‘good ole days’ when we just did websites for classes ), so other links on that site are not applicable to our work here. Final Project: A final project consisting of 3-5 instructional video lessons is required. You may use a variety of tools and resources (which will be introduced in the course) to complete your project. These tools include MovieMaker, Camtasia, TeacherTube (YouTube for Teachers), desktop/IP video conferencing, etc. A description of the project is attached. Grading: Class attendance (video conferences and online discussions/work on BlackBoard) 20 points (20%) Technical Constellation Work 20 points (20%) Theoretic Constellation Work 15 points (15%) Application Constellation Work 15 points (15%) Final Instructional Video Project 30 points (30%) Schedule and Assignments Date Due Assignment Topics/Technolo Saturday 1/19 Digital Storytelling, Blen
    • Post Comments to BlackBoard Discussion Video and Video technique Forums: Distance Learning. 1. Introduce Yourself Attend class from a digit Schedule Class teleconference site that Meeting Using 2. Post info regarding video teleconference site network. Digital Video locations so we can set up class on 1/20. Conferencing Obtain and view videos/D meeting (IP) 1/25 Ubiquitous Video - Physical and Social View two videos prior to v ‘surveillance’ - First Class Cinema Paradiso Virtual Meeting The Current Context: YouTube, user-generated Enemy of the State video content, point-and shoot video on cell phones, mini-digitial camera, blurring of the public and private. What does the current impulse to record everything mean? Why is this happening? Who’s stories are told? Who’s are not? 2/29 Mini-Lecture #1 Post to BlackBoard discus readings, Narrative Mini-Lecture #2 See BlackBoard Links to M Rosen: Introduction and 2 (Metz) & 3 (Bellour) iMovie Sites Use DV PDF instructions 3/8 Mini-Lecture #3 Post to BlackBoard Narrative Rosen: 4 (Bellour), 5 (Browne) & 6 (Wollen) Using Photo Story, Movie develop a 3-5 Minute Digi Digital Story Center Website submit via Assignments. Digital Director’s Guild Website
    • 2/15 Bridging film theory and video instruction. Provide a two-page analys digital documentary that Narrative Read: Mazur's Distance Learning Article, readings. How has the se http://jcmc.indiana.edu/vol5/issue4/mazur.htm juxtaposition of shots, fo a coherent story? Types of Instructional Video/Uses of Video in Instruction. Post to BlackBoard Discus Mazur article Review the Camtasia Website and Information Models for Integrating Video into Instruction 2/22 In Class- Video Conference: Submit 1 Technical Cons Class Meeting In Bridging film theory and video instruction. Attend class from a digit Using Digital teleconference site that Read: Mazur's Distance Learning Article, Video network. Conferencing http://jcmc.indiana.edu/vol5/issue4/mazur.htm Introduction: Instruction Apparatus Types of Instructional Video/Uses of Video in (Technical Constellation r Instruction. Review the Camtasia Website and Information and Panoramic video from digitial still photos Models for Integrating Video into Instruction Rosen: Part 2: Apparatus: Introduction: Rosen 2/29 Mini-Lecture #1 Post to BlackBoard discus readings, Narrative Mini-Lecture #2 See BlackBoard Links to M Rosen: Introduction and 2 (Metz) & 3 (Bellour) iMovie Sites
    • Readings are available online through the UK Use DV PDF instructions Library Electronic Reserves The link will be sent to you via BlackBoard email 3/8 Mini-Lecture #3 Post to BlackBoard Narrative Rosen: 4 (Bellour), 5 (Browne) & 6 (Wollen) Using Photo Story, Movie develop a 3-5 Minute Digi Digital Story Center Website submit via Assignments. Digital Director’s Guild Website 3/15 UK Spring Break Apparatus Mini-Lecture #5 - Rosen on apparatus Post to Blackboard: Intro 3/21 Digitial Video Conference: Podcasting/Camtasia Instructional Video Proje Instructional Presentations and Constellation “C”) Video Conference Selection of Films for Class Group Analysis (2) Examples of Analysis from Hitchcock’s “The Birds” and others Apparatus Mini-Lecture #6: Apparatus and Ideology Post to Blackboard: 3/28 Ideology Mini-Lecture #8 -Textuality and Ideology Post to BlackBaord: 4/4 Mini-Lecture #9 - Narrative Space (Heath) Technical Constellation # 4/11 Application Constellation: Group Discussion & Post Analyses of the 2 Cla Video Analysis of narrative/apparatus/ideology Black Board 4/18 Final Class Video Conference 4 p.m. BCC (Leestown Rd. Campus) and DH 33
    • EDC 543 Constellation Assignments The items marked with an asterisk (*) are required for the constellation. Those not marked with an asterisk can be used for your “choice” items for each constellation. I. Theoretical Constellation (Choose 1 item) *A. All required readings in the class schedule B. Using any readings (or websites) develop a conceptual framework for a study that would address learner outcomes related to the use of digital video instruction. C. Using any readings (or websites) develop 3-5 research questions for a study that would address learner outcomes related to the use of digital video. II. Technical Constellation (Choose 2 additional items) - Please contact Dr. Mazur with any questions. *A. Using “Picture Story” freeware, develop a 3 minute digital story to present to class at our first meeting on the last Friday in January that would be the ‘anchor’ for an anchored instructional lesson. OR *B. Using MovieMaker (PC) or iMovie (Mac) free software (available with Windows or Mac OS 9 or above), develop a digital video ‘digital story’ that would be the “anchor” for an anchored instructional lesson.
    • *C . Using any digital video software, create an instructional video that would be used to teach a step-by-step skill (cognitive or physical)in a distance learning context. Describe the DL option you would use (BlackBoard, Website, Video Teleconference etc.) Include how you would evaluate the effectiveness of the video instruction in a distance learning setting. D. Learn the components and basic operation of a camcorder or digital video recorder. Write up your understanding of these skills as you can apply them to the camera you will use (can use diagrams etc). Submit to instructor via BB digital drop box. E. Learn the definitions of various basic video filming techniques: Shots: CU/ MS/LS Zoom In/ Zoom Out / Up angle/down angle. Produce a digital video, no longer than 3 minutes, that demonstrates each technique (utilize a single subject). F. Video Lighting and Sound. Describe the basics of effective use of light and sound in video production. Discuss common pitfalls and how to avoid them (See Web Link Resources in the Blackboard ‘external links’ section). G. Create a simple 2-4 minute visual narrative using an establishing shot, and the necessary shots and composition to tell the visual story. For example, I could shoot a two minute story of how Emily, my cat, begs for and gets a saucer of milk each morning at 6 a.m. Use lighting and sound to frame and dramatize the filmic narrative. H. Learn the technical specifications of digitizing video. These include terms such as compression algorithms, frames/second etc. What is the difference between analogue to digital compression, versus the use of digital fire wire technology etc. Use the BlackBoard links and/or the Apple digital video website. What problems are posed by digitizing? What features of digitization allow for transforming technical problems. What software and hardware is needed to digitize video? Write up your understanding (can use diagrams etc). Submit to
    • instructor via Blackboard in Assignments. I. Learn the basics of digitizing video from an analogue source. Use any compression software to digitize a 3 minute clip. Hand in product on a zip disk or CD. J. Learn the basics of creating a 3-D panoramic video from digital still clips. Use 3-D Authoring Studio or any equivalent software to stitch a 3 minute clip. Hand in product on a zip disk or CD. K. Learn the basics of creating a manipulatable,3-D object from still clips. Use 3-D Authoring Studio or any equivalent software to stitch a 3 minute clip. Hand in product on a zip disk or CD. O. Learn the basics of using video streaming compression software such as Media Cleaner Pro. Prepare a 2 minute clip and load to a streaming server (contact Dr. Mazur for space on a Real server P. Explore in depth and use Camtasia to produce a digital video instructional piece. How is real-time video recording, storage and play-back using these kinds of technologies revolutionizing how vodcasted instruction is produced, modified, archived and used in instruction? III. Application Constellation (Choose 1from B-E) *A. Group analysis of two videos to be discussed on the class discussion list. B. Using the websites posted for class, and any others you find that apply, discuss the difference in genre between “classic cinema”, “cinema verite”, and
    • “documentary.” You may also select a genre and discuss its history, characteristics and discuss several applications in a 3-5 page single spaced paper which you will submit to instructor via BlackBoard Assignments. C. Select two additional videos and a) apply the classic cinema analysis from the Rosen readings OR b) apply the ideological cinematic analysis from the Rosen readings. Discuss in a 4-6 page single spaced paper which you will submit to instructor via BlackBoard e-mail. D. Discuss the use of video in IP videoconferencing, telesupervision or other instructional communication application. Relate film theory to current practice and discuss ways that such a theory might improve or inform the use of video for this interactive technology. What are the implications for skills and technique for the 2-way video instructor. How can students meaningfully participate? Discuss in a 3-5 page paper which you will submit to instructor via BlackBoard e-mail. E. In a 4-6 page single spaced paper, discuss the technical advances in digital video to date. What apparatus and technical specifications are currently in use. What innovations are on the horizon. How accessible are these technologies. In particular, how will web-based video figure into the delivery of instruction for distance learning and individualized instruction? Final Instructional Video Project Develop 3-5 video lessons on any instructional topic of your choosing. The purposes of instruction can be varied. The instructional video might be a training video, it might be conceptual in nature, it might focus on using video for assessment. The video content must reflect content objectives (what you wish to accomplish thorough instruction) and instructional outcomes (what should users/students be able to do/know as a result of using these instructional videos). There must also be a video communication component. In other words, telesupervision, teleconferencing, tele-tutorial etc. must be integrated for purposes of instructional communication. A rubric for evaluating the project is located in the Assignments section of Blackboard.