Here are some tips for recording dialogue:- Use a lavalier mic for each speaker to capture clear audio - Block out the scene with each character's lines written out- Record each part separately to allow for flexibility in editing- Consider camera angles, shot types and cutaways to keep it engaging- Listen back between takes to ensure performances and audio are good- Edit it together neatly with smooth transitions between lines
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1. Have learners record a workplace process or workflow using video to illustrate and explain the steps. This enhances interaction and personalization. 2. Instruct learners to conduct interviews on a topic and edit them together with transitions, effects and titles to demonstrate skills. 3. Provide learners with case studies or scenarios and have them film individual parts and edit the conversations together to make a cohesive video.
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Here are some tips for recording dialogue:- Use a lavalier mic for each speaker to capture clear audio - Block out the scene with each character's lines written out- Record each part separately to allow for flexibility in editing- Consider camera angles, shot types and cutaways to keep it engaging- Listen back between takes to ensure performances and audio are good- Edit it together neatly with smooth transitions between lines
- 2. Video
- 3. Video in Training -good for demonstrations and illustrating concepts, ideas and examples. They can be supported by text, captions, diagrams, still images, descriptions, interviews and interactions. -Cost has come down! $1000 a minute to…..$cheap as chips!
- 4. Stuff we’ve already seen
- 5. Video in Training You can use Video to support learners to think out and present workplace processes and work flows using video. When you create your our own videos as a group with learners as opposed to viewing 'others films', it enhances interactions and personalizes within the groups.
- 6. Video in Training • Videos are good for illustration purposes. • They are supported by text and interactions. • 20 second video can replace a full page of text when trying to explain a detailed process
- 7. Video in Training • Use to highlight, freeze- frame or slow-motion an event/process • Using video to depict real scenario can make whole situation so much more engaging
- 8. Video in Training • Scaffolding activities using video ensures active learning – quizzes, decision making trees, scenarios, case studies and demonstrations can be enhanced by integrating video into the decision making and problem solving resources and examples available to the learner.
- 9. Video in Training • Promote identification with job roles, contexts and workplace processes • Can be story driven (narrative) • Support a range of learner preferences (visual, reflective learners)
- 10. Video sources •YouTube •Vimeo •Teacher Tube •Create your own! •Bloggie •iPhone/Android Phone Capture tools •NetVideoHunter
- 11. iPhones iPads Tablets •Assessment Capture •Evidence of competency
- 13. Video Formats •The AVI Format •The Windows Media Format •The MPEG Format •The MOV Format •The RealVideo Format •The Shockwave (Flash) Format •The Flash Video Format •The Mobile Video Format 3gp
- 14. Video Codecs •Video files, which, uncompressed, are HUGE •Codec's can take a very large video file that can’t be downloaded and make it into a file that can be “streamed” online •MOV •Flash Video (FLV) •h.264 •AVI
- 15. Delivering video to our learners •How will we deliver to our learners? •CD/DVD •Intranet/Internet – LMS/Blog/Wiki etc •Will the viewer need a plug in on their browser to watch the video? •These decisions influence the codec we will use to export the final video
- 16. Learner Playback VLC Player •Plays most videos •Contains most codecs •Free – useful to distribute to learners http://www.videolan.org/vlc/features.php
- 17. Sequenced Still Images A series of still images that clearly illustrate a task can be very effective. Photos can be assembled in Picasa along with music and text and exported as a video http://picasa.google.com
- 18. Video Work Flow Edit and Add Edit and Add Storyboard Shoot Video Convert Transitions Convert Transitions & Script File (if Titles File (if Titles Audio necessary) Audio necessary) Voice Over Voice Over Publish to Export Export LMS, Blog, (Convert) (Convert) Test Test Website, Compress Compress Web 2
- 19. Hardware • Aspect Ratio • Standard Definition • High Definition (High-definition video or HD video refers to any video system of higher 16:9 resolution than standard-definition (SD) video, and most commonly involves display resolutions of 4:3 1,280×720 pixels (720p) or 1,920×1,080 pixels (1080i/1080p)
- 20. Camera Concepts • Zoom • Pan • Focus • Lighting • Storage System (DV Tape, HD, Disk) • Computer Capture (USB, Firewire, Bluetoooth)
- 22. Framing • Headroom & Looking Space • Interview position
- 24. Embedding Video •Embed a video into a Learning Management System - Moodle •Locate a video that you want to use in your course by searching an online video sharing site. •When you have located a video you want to use copy the Embed HTML Code. •Paste the code into your wiki, LMS, blog, website etc
- 25. POV • Point of view (POV) devices, such as camera glasses and video cameras, are an emerging technical innovation in the vocational education and training system. • allows trainers to create re-usable cost effective learning resources as well as enable learners to demonstrate skills
- 26. Video sharing • Use existing videos from video sharing sites. • Easy to embed or link too • Can also use as publishing source for Trainer and student videos http://www.youtube.com/ http://www.teachertube.com/ http://vimeo.com/
- 27. Video Activity 1 • Have a go at mixing and editing together 7 source videos to make a short audio file: • There are seven files here in order to put them together that you can download from http://www.yum.vic.edu.au/TEMP/audio/mov / (click on each to play and to download right click on each and choose "Save Target As") • We will use the commercial programme – Adobe Premiere Elements
- 28. Video Activity 2 • Have a go at recording an interview • Jot down 5 questions • Frame the interviewer • Position so not looking at camera • Maintain eye level • Don’t interrupt, Nod! • Import, Edit and Export after trimming, transitions, effects and titles • Export for web and DVD.
- 29. Video Activity 3 • Have a go at recording a dialogue • Jot down 4 interactions between 2 people (eg Case Study or Scenario starter) • Film each character separately running through their lines • Maintain levels • Consider cut aways (nodding etc) • Edit the conversations together
Editor's Notes
- Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn ’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don ’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
- Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn ’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don ’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.
- Instead of creating an outline of content, start by asking, “How do we get the learners to pull this information?” Doesn ’t have to be overly complicated. Well designed case studies or scenarios can create a need for the learners to pull the information You don ’t even need to have big case studies. You can present some simple questions or problem-solving activities that require a solution. Essentially, you want to create a need for the information. Once the learner has a need, then they’re motivated to fulfill it. And that’s how you get the information to them.