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Tech Fest 2012-Evolving video Instruction development


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Tech Fest 2012-Evolving video Instruction development

  1. 1. { Western Illinois University Libraries Instruction Unit
  2. 2. InfoSMACK As a supplement to existing library guides and tutorials, the instruction unit at Western Illinois Libraries developed InformationSmack. A fun, engaging video series which informs learners about basic library tools, services, and concepts. The process consists of: • Concept design • Planning • Development • Marketing
  3. 3. A critical part of the learning process is the ability to stimulate the learner’s attention and arouse interest in the content. This can be done in a number of ways, including: sound, graphics, and content tied to: games, fantasy, and other aspects of human interest (Smith and Ragan, 2005). For many net generation students technology is not just a tool, but an extension of the self. They participate as actors in a social network. They mix, mash, create, and share content in a pastiche of formats that can be used anywhere on a range of devices. After gaining better understanding of our audience, we realized our challenge as instructional designers was to create a series of videos that explained the basics of library services and research concepts that met the sensibilities of our twenty-first century learners. Why InfoSMACK?
  4. 4. The video series is built from information objects that incorporate live digital captures, instructional and narrative dialogue, and two- dimensional (2D) and three-dimensional (3D) animation. Each member of our design team provides skills that play a unique part in the overall design process, including: • writing instruction and storylines • capturing and editing video and screencasts • developing digital models and effects. The Team
  5. 5. Work Space (the beginning) Like instructional designers at many schools, our team has high aims and a shoestring budget. To develop high quality content under these conditions requires resourcefulness and collaboration. • DIY Approach • Work space that was suitable as a dedicated audio-visual production room. • Technology grant: computers, audio/video equipment, and software • Initial lighting (brought in low cost workshop and home lighting units) • used free Internet resources to inform production value and techniques. • Free software add-ons, video clips, and video effect tutorials • make-up tutorials to teach us how to turn students into zombies.
  6. 6. Each video has a distinct instructional element and learning objective related to library and information science or services. Planning & Design They contain a strong and recognizable cultural element that the audience can identify with. We begin the planning process with team discussion about the initial idea and how it fits the instructional need. Collectively, we take notes about the main idea and specific elements involved within the video. We focus on using effective narrative, presentation style, & mood. We have found through user comments that the implementation of “gags” or specific elements of humor has made the videos more appealing. After a theme is outlined, the team will brainstorm about ways to infuse these “gags” based on each theme
  7. 7. Some of the animation is done with three-dimensional (3D) modeling software and others are just animations using a series of still images. • Adobe After Effects • Adobe Photoshop • Adobe Illustrator • Camtasia for screen recording We are able to manipulate still images using layers in Photoshop. Once the layers have been established, the file can be imported into and brought to life in After Effects by animating the individual layers. Software
  8. 8. Software Because the process is labor intensive, 3D Modeling is typically used only when absolutely necessary. For instance, modeling has been used in our videos when we need to create an environment we don’t have access in our library or surrounding area. Another case is when we need an object that doesn’t exist in the real world, such as a time machine. Once the 3D model is complete, it is composited into the video, as part of the overall design scheme.
  9. 9. Post production High-definition video camera • Previous camera compliments of CITR • Recently purchased Nikon D3100 2-high-end laptops (which lets us digitize content to achieve a professional look and feel) All video segments are captured in high definition at the 1920x1440 pixel ratio. export our videos in H.264 format using the “YouTube Widescreen HD” setting, • Included in the post production process are measures to ensure that our videos are color corrected, synced, and color graded to create consist tone.
  10. 10. Post production Equally important are processes designed to ensure audio quality. We usually spend the last two days during each video project to focus strictly on audio elements of the videos. • mix all narration and dialogue • locate royalty free sound clips. • mix in background music that will fit in with the overall mood or theme of the video.
  11. 11. YouTube E-mail lists: • American Library Association Information Literacy • Library Information Technology forums. • Educational Technology Forum of Illinois Promotion
  12. 12. LibGuides Integration
  13. 13. View our article The Journal of Mobile Teaching
  14. 14. Work Space (today)
  15. 15. Education continues to move towards point-of-need web instruction to meet the demands of an increasingly mobile learner audience. The move to a viral video instruction format holds promise as means to meet the demand. Social media sites and Do-It-Yourself development methods have eased the transition by providing a method for designing, distributing, and connecting users to content in a versatile format that crosses platforms and meets increasingly frugal constraints. But like the meme, the method and mentality of online instruction is impacted by the cultural aspects of teaching, technology, and signs of the time that carry it forward. Final Thoughts