The document discusses a student's proposal for a digital video project to promote the ICT department at Cheadle and Marple Sixth Form College. The student aims to create a short video summarizing what happens within the ICT department and how staff maintain high learning standards. The main goal is to promote the college's Creative Media BTEC National Diploma course by describing the course and the student's experience so far. Promotional videos can advertise educational institutions on websites and generate user comments to spread awareness more widely.
The document discusses a proposal for a digital video project to promote the ICT department at Cheadle and Marple Sixth Form College. The video will summarize what is happening within the department and how staff maintain high learning standards. It will also describe the student's experience in the Creative Media BTEC National Diploma course to help promote the program. Promotional videos can be used to advertise educational programs and courses on websites and social media platforms.
The document discusses creating a video advertisement for a photography course at a college. It proposes interviewing students and showing examples of their work, as well as giving a brief tour of the department, to showcase what the course entails. It recommends keeping the video between 2-3 minutes to maintain audience attention. Additional promotional materials like leaflets distributed to local schools and camera shops are suggested to generate interest from students and adults. The best advertising platforms are identified as DVDs distributed to the college website, local radio, and relevant Facebook pages. Viral marketing through social media sharing is also seen as an effective strategy to reach potential students.
This proposal outlines plans for a promotional DVD for an Extended Creative Media course. The DVD will be sent to prospective students and uploaded online. It will need to effectively promote the college to 16-17 year olds. The proposal discusses including factual course information, making it suitable for the target age group, and being created with the college's equipment. The DVD will be 3-5 minutes long to provide all information while maintaining interest. Formats like promotional materials, advertising, branding, and file types are also considered for effective promotion.
The document outlines a proposal for a promotional video for an extended creative media diploma program at a college. As part of the assignment, the student will need to negotiate details of the video like length, style, and content with the client. Effective advertising methods are discussed, including creating a YouTube video featuring student testimonials, using social media platforms like Facebook to promote the program, and giving presentations at local high schools.
- 21st century students are surrounded by media that shapes them, so it is important to teach media literacy skills to help students become responsible media consumers and producers.
- New digital tools require new skills, so educators must learn how to use these tools to help students achieve their academic goals through digital media production.
- The document provides guidance on using digital media production in the classroom, including recommended equipment, production formats, the creative process, publishing options, and ensuring student privacy.
The document provides a client brief for a creative media production company creating a 30-minute promotional video for a college's creative media department. It outlines the company's experience, the goals and content of the proposed video, a £4,000 budget, and a proposed production schedule spanning 3-4 weeks. Legal and ethical considerations for the project, like copyright, libel, and avoiding discrimination, are also discussed.
The document provides details about a digital video project being proposed by a creative media production company. The company specializes in creating video presentations for schools, colleges, and businesses. They propose producing a 30-minute promotional video for a college's creative media department that would feature student and teacher testimonials about the program. The video would be distributed on DVDs and online. The document outlines legal and ethical considerations around copyright, libel, confidentiality, decency, and discrimination. It provides a budget breakdown totaling £2478.50 for equipment, supplies, and staffing costs to complete the project over 3-4 weeks.
This presentation discusses open education and the role of BCcampus in promoting open education. It defines open education as practices that broaden access to learning by eliminating barriers. It discusses open educational resources (OER) such as open textbooks, videos, and course materials that can be freely used, modified and distributed. The presentation highlights BCcampus' Open Textbook Project which has created over 40 open textbooks in high-enrollment subjects to increase access and reduce costs for post-secondary students in British Columbia. It summarizes research showing that using OER results in equal or better student outcomes compared to commercial textbooks.
The document discusses a proposal for a digital video project to promote the ICT department at Cheadle and Marple Sixth Form College. The video will summarize what is happening within the department and how staff maintain high learning standards. It will also describe the student's experience in the Creative Media BTEC National Diploma course to help promote the program. Promotional videos can be used to advertise educational programs and courses on websites and social media platforms.
The document discusses creating a video advertisement for a photography course at a college. It proposes interviewing students and showing examples of their work, as well as giving a brief tour of the department, to showcase what the course entails. It recommends keeping the video between 2-3 minutes to maintain audience attention. Additional promotional materials like leaflets distributed to local schools and camera shops are suggested to generate interest from students and adults. The best advertising platforms are identified as DVDs distributed to the college website, local radio, and relevant Facebook pages. Viral marketing through social media sharing is also seen as an effective strategy to reach potential students.
This proposal outlines plans for a promotional DVD for an Extended Creative Media course. The DVD will be sent to prospective students and uploaded online. It will need to effectively promote the college to 16-17 year olds. The proposal discusses including factual course information, making it suitable for the target age group, and being created with the college's equipment. The DVD will be 3-5 minutes long to provide all information while maintaining interest. Formats like promotional materials, advertising, branding, and file types are also considered for effective promotion.
The document outlines a proposal for a promotional video for an extended creative media diploma program at a college. As part of the assignment, the student will need to negotiate details of the video like length, style, and content with the client. Effective advertising methods are discussed, including creating a YouTube video featuring student testimonials, using social media platforms like Facebook to promote the program, and giving presentations at local high schools.
- 21st century students are surrounded by media that shapes them, so it is important to teach media literacy skills to help students become responsible media consumers and producers.
- New digital tools require new skills, so educators must learn how to use these tools to help students achieve their academic goals through digital media production.
- The document provides guidance on using digital media production in the classroom, including recommended equipment, production formats, the creative process, publishing options, and ensuring student privacy.
The document provides a client brief for a creative media production company creating a 30-minute promotional video for a college's creative media department. It outlines the company's experience, the goals and content of the proposed video, a £4,000 budget, and a proposed production schedule spanning 3-4 weeks. Legal and ethical considerations for the project, like copyright, libel, and avoiding discrimination, are also discussed.
The document provides details about a digital video project being proposed by a creative media production company. The company specializes in creating video presentations for schools, colleges, and businesses. They propose producing a 30-minute promotional video for a college's creative media department that would feature student and teacher testimonials about the program. The video would be distributed on DVDs and online. The document outlines legal and ethical considerations around copyright, libel, confidentiality, decency, and discrimination. It provides a budget breakdown totaling £2478.50 for equipment, supplies, and staffing costs to complete the project over 3-4 weeks.
This presentation discusses open education and the role of BCcampus in promoting open education. It defines open education as practices that broaden access to learning by eliminating barriers. It discusses open educational resources (OER) such as open textbooks, videos, and course materials that can be freely used, modified and distributed. The presentation highlights BCcampus' Open Textbook Project which has created over 40 open textbooks in high-enrollment subjects to increase access and reduce costs for post-secondary students in British Columbia. It summarizes research showing that using OER results in equal or better student outcomes compared to commercial textbooks.
This document provides an agenda and information for a workshop on using technology to enhance English language instruction. The agenda includes bell work, videos, discussions on various technology tools, and an exit activity. Web 2.0 tools that could promote language development in English language learners are discussed, including Google Docs, SurveyMonkey, Animoto, and tools for collaboration. The objectives are for participants to learn how to incorporate technology into lesson plans to support English language development.
This document discusses using YouTube for educational purposes. It begins with an overview of YouTube, including its history and features. It then discusses how YouTube can benefit education through hosting instructional videos, promoting educational institutions, and providing online training for teachers. Some advantages are student engagement through visual content and easy sharing of lessons worldwide. Disadvantages include copyright issues and the potential for cyberbullying. The document concludes that YouTube is one of the best sites for learning through its vast collection of instructional video content.
The document discusses various web 2.0 tools that can be used for digital literacy and in the classroom, including blogs, wikis, podcasting, screencasting, social networking, photo sharing, video sharing, and document sharing. It provides examples of popular sites to use for each tool, and encourages using these tools to engage students, differentiate instruction, promote critical thinking, and extend learning. Teachers are inspired to try incorporating some of these tools into their classroom or personal use to help develop lifelong learning skills.
This document provides information and tasks for a learner named James Morris to complete an assignment analyzing media products and audiences. It includes:
- General information for learners answering common questions about the assignment.
- A scenario where the learner will produce an online educational resource about a media company and its products, focusing on Disney and the film The Force Awakens.
- Five tasks for the learner to complete, including a case study of Disney Studios, an analytical film review of The Force Awakens, audience profiling research, a production/distribution timeline for The Force Awakens, and a report on the legal, ethical and representation issues surrounding the film.
03. unit 1 student guidebook and checklistmillienelmes1
This document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films, including Disney and Star Wars: The Force Awakens.
- Five tasks involving a case study of Disney Studios, an analysis of the Force Awakens trailer, audience research and profiling of the film's target demographic, creating a timeline of the film's production/distribution/advertising, and a report on the legal, ethical and representation issues surrounding the film.
- Instructions for completing each task and guidance on presenting the work online or offline. The tasks assess learners' understanding of media
Moocs elearning and open media v2 British Council 23-09-13Shaun Hides
MOOCs and online learning are changing how education is delivered. Coventry Open Media Classes aim to create media scholarship and practice that is sustainable in the 21st century. The classes are open and connected, using platforms like blogs, Twitter, and Flickr to make class content and discussions publicly accessible. This disrupts traditional boundaries around who is a student and expert. The goal is to embrace new digital technologies and respond differently than institutions that aim to protect traditional models of education.
Social Media Presentation on how Non-profits can use social media to drive traffic, increase awareness about their charitable cause or unique offerings within their local community, and communicate with their volunteers and advocates. Web 2.0 is about listening and interacting with customers in real time. This presentation will help you get started as a non-profit organization and discover best practices for implementing and relying on social media marketing for your charitable cause.
This document provides learners with tasks to complete an online educational resource analyzing Disney and the film The Force Awakens. The tasks include: 1) A case study of Disney Studios covering ownership, operating model, products, marketing position, and competitors. 2) An analytical film review of The Force Awakens trailer using media language and examples. 3) Audience research and profiling of the target audience for The Force Awakens including surveys. 4) A timeline of the production, distribution, and advertising of The Force Awakens. 5) A report on the legal, ethical, representation, and impact issues associated with the film. Learners will complete the tasks and present their findings and analyses on a Wix website.
This document provides learners with information and tasks to complete an assignment analyzing media products and audiences. It includes:
1) A scenario where learners will produce an online educational resource about a media company and its films, including Disney and Star Wars: The Force Awakens.
2) Five tasks that require learners to: create a case study of Disney Studios; analyze a trailer for The Force Awakens; research and profile the target audience; create a timeline of the film's production, distribution and advertising; and examine the legal, ethical and representation issues surrounding the film.
3) Guidance on how to complete and present the tasks, with the goals of demonstrating understanding of media institutions, audience
This document provides information and tasks for a learner completing an OCR Level 3 Cambridge Technical in Media unit on analysing media products and audiences. It includes a scenario where the learner will create an online educational resource about a media company and its products. It outlines 5 tasks for the learner to complete: 1) a case study of Disney Studios, 2) an analytical film review of Star Wars: The Force Awakens, 3) audience research including profiling and surveys, 4) a timeline of the production, distribution and advertising of The Force Awakens, and 5) a report on the legal, ethical and regulatory issues associated with the film. It concludes with a checklist for the learner to ensure they have completed all tasks.
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario asking learners to create an online educational resource about a media company and its films, focusing on Disney and Star Wars: The Force Awakens.
- Five tasks involving researching Disney Studios, analysing the film trailer, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and examining the legal/ethical issues.
- Guidance on completing each task and presenting findings is provided to learners. Upon completion, learners will submit their work online or offline following the assignment guidelines.
Approaches of Companies in Germany to the Social WebThomas Pleil
A presentation on four German Cases Studies (BASF, BMW, IKEA, Siemens) on the use of Weblogs and Podcasts in PR. The presentation was held on Euroblog 2007 by Thomas Pleil and Daniel Koempel (Darmstadt University of Applied Sciences).
The document discusses the changing nature of online conversations and social media. It notes that while individual contributions are getting smaller through platforms like Twitter, the frequency of conversations is increasing and can be overwhelming. However, it can also stimulate collaboration and learning. The document examines how students are using new social media tools and what they want from a personal learning environment, including easily recording thoughts, using multimedia, and having a structured digital record of their work.
This document provides instructions and guidance for learners completing an assignment on analysing media products and audiences. It includes:
- An introduction outlining the tasks to be completed in designing webpages for an online educational resource about the film industry.
- A scenario explaining that learners will research Disney and the film Star Wars: The Force Awakens (2015) to create the resource.
- Five tasks involving researching Disney Studios, analysing The Force Awakens trailer, profiling the film's audience, investigating the film's production/distribution/advertising, and examining legal/ethical issues.
- A checklist for learners to ensure they have completed all tasks and provided the required evidence in their
Mark Tatge presents "Multimedia in Your Business Journalism Class" during Reynolds Business Journalism Week 2013.
Reynolds Business Journalism Week is an all-expenses-paid seminar for journalists looking to enhance their business coverage, and professors looking to enhance or create business journalism courses.
For more information about business journalism training, please visit businessjournalism.org.
03. unit 1 student guidebook and checklistWallaceW2
The document provides information for a learner completing an assignment on analysing media products and audiences. It includes a scenario where the learner will produce an online educational resource on a media company and its products. The learner is asked to complete 5 tasks: 1) A case study on Disney Studios, 2) An analytical film review of Star Wars: The Force Awakens, 3) Audience profiling and research on the film's target demographics, 4) A timeline of the film's production, distribution, and advertising, and 5) A report on the legal, ethical, and regulatory issues associated with the film. The document concludes with a checklist for the learner to ensure they have completed all tasks and provided the necessary evidence.
Client proposal for creative media digital videoBenT1990
The document proposes creating a digital video to promote the ICT department and Creative Media course at Cheadle and Marple Sixth Form College. It will describe what is involved in the course based on the author's experience. Promotional videos can be published online and used for viral marketing to expose the video to a wider audience. The main purpose is to inform prospective students about the diverse course subjects and supportive learning environment available at the college.
Ben Henderson has proposed creating a digital video to promote Cheadle and Marple Sixth Form College and its drama and theatre studies program. The video would be distributed through various platforms like YouTube, social media sites, DVD, and presentations to reach a target audience of prospective students. It would use promotional and viral marketing techniques to gain attention. The relevant technologies that would allow effective distribution include saving the video in MP4 format for broad compatibility, compressing large files, ensuring fast streaming speeds, and applying digital rights management to protect the college's copyright.
How to create_a_video_product_to_sell_for_click_bankFlora Runyenje
The document provides instructions for creating an outline and script for a video product. It recommends beginning with choosing a scene or step outline approach and creating index cards for each scene or step. The cards should include the scene heading, overview of action, characters, and notes connecting scenes. Outlining helps tell the story efficiently and prepare the script. Software can also assist with outlining to organize ideas before writing the script.
How to create a video Be paid for commenting on YouTube videos to sell for cl...Tarri1
Wanna make 840 bucks per week just by commenting on YouTube videos?
Yes? : )
Then, apply for today's job of the day.
We're currently working with an educational startup that has a youtube channel.
And those people need some helping hands to handle it as they get numerous comments daily, from their students, asking doubts and questions. And they can't handle it by themselves.
And that's why they're hiring 3 ordinary people from [COUNTRY] to answer those comments on behalf of them.
Don't worry, they'll provide you with a complete solution script containing all the answers to those questions.
You just have to copy and paste those answers while replying to their comments.
That's it.
And the best thing is that you don't need anything more than a reliable internet connection and a smartphone.
Hit this blue line to apply. https://2698agopz6cx7ocpx9s7vmk9kj.hop.clickbank.net/
This document discusses electronic media. It defines electronic media as media that use electronics or electromechanical means for audiences to access content, in contrast to print media. The primary electronic media sources familiar to the general public are video recordings, audio recordings, multimedia presentations, slide presentations, CD-ROMs, and online content. Electronic media can be in analogue or digital format.
This document provides an agenda and information for a workshop on using technology to enhance English language instruction. The agenda includes bell work, videos, discussions on various technology tools, and an exit activity. Web 2.0 tools that could promote language development in English language learners are discussed, including Google Docs, SurveyMonkey, Animoto, and tools for collaboration. The objectives are for participants to learn how to incorporate technology into lesson plans to support English language development.
This document discusses using YouTube for educational purposes. It begins with an overview of YouTube, including its history and features. It then discusses how YouTube can benefit education through hosting instructional videos, promoting educational institutions, and providing online training for teachers. Some advantages are student engagement through visual content and easy sharing of lessons worldwide. Disadvantages include copyright issues and the potential for cyberbullying. The document concludes that YouTube is one of the best sites for learning through its vast collection of instructional video content.
The document discusses various web 2.0 tools that can be used for digital literacy and in the classroom, including blogs, wikis, podcasting, screencasting, social networking, photo sharing, video sharing, and document sharing. It provides examples of popular sites to use for each tool, and encourages using these tools to engage students, differentiate instruction, promote critical thinking, and extend learning. Teachers are inspired to try incorporating some of these tools into their classroom or personal use to help develop lifelong learning skills.
This document provides information and tasks for a learner named James Morris to complete an assignment analyzing media products and audiences. It includes:
- General information for learners answering common questions about the assignment.
- A scenario where the learner will produce an online educational resource about a media company and its products, focusing on Disney and the film The Force Awakens.
- Five tasks for the learner to complete, including a case study of Disney Studios, an analytical film review of The Force Awakens, audience profiling research, a production/distribution timeline for The Force Awakens, and a report on the legal, ethical and representation issues surrounding the film.
03. unit 1 student guidebook and checklistmillienelmes1
This document provides information and tasks for learners to complete an assignment analyzing media products and audiences. It includes:
- A scenario where learners will produce an online educational resource about a media company and its films, including Disney and Star Wars: The Force Awakens.
- Five tasks involving a case study of Disney Studios, an analysis of the Force Awakens trailer, audience research and profiling of the film's target demographic, creating a timeline of the film's production/distribution/advertising, and a report on the legal, ethical and representation issues surrounding the film.
- Instructions for completing each task and guidance on presenting the work online or offline. The tasks assess learners' understanding of media
Moocs elearning and open media v2 British Council 23-09-13Shaun Hides
MOOCs and online learning are changing how education is delivered. Coventry Open Media Classes aim to create media scholarship and practice that is sustainable in the 21st century. The classes are open and connected, using platforms like blogs, Twitter, and Flickr to make class content and discussions publicly accessible. This disrupts traditional boundaries around who is a student and expert. The goal is to embrace new digital technologies and respond differently than institutions that aim to protect traditional models of education.
Social Media Presentation on how Non-profits can use social media to drive traffic, increase awareness about their charitable cause or unique offerings within their local community, and communicate with their volunteers and advocates. Web 2.0 is about listening and interacting with customers in real time. This presentation will help you get started as a non-profit organization and discover best practices for implementing and relying on social media marketing for your charitable cause.
This document provides learners with tasks to complete an online educational resource analyzing Disney and the film The Force Awakens. The tasks include: 1) A case study of Disney Studios covering ownership, operating model, products, marketing position, and competitors. 2) An analytical film review of The Force Awakens trailer using media language and examples. 3) Audience research and profiling of the target audience for The Force Awakens including surveys. 4) A timeline of the production, distribution, and advertising of The Force Awakens. 5) A report on the legal, ethical, representation, and impact issues associated with the film. Learners will complete the tasks and present their findings and analyses on a Wix website.
This document provides learners with information and tasks to complete an assignment analyzing media products and audiences. It includes:
1) A scenario where learners will produce an online educational resource about a media company and its films, including Disney and Star Wars: The Force Awakens.
2) Five tasks that require learners to: create a case study of Disney Studios; analyze a trailer for The Force Awakens; research and profile the target audience; create a timeline of the film's production, distribution and advertising; and examine the legal, ethical and representation issues surrounding the film.
3) Guidance on how to complete and present the tasks, with the goals of demonstrating understanding of media institutions, audience
This document provides information and tasks for a learner completing an OCR Level 3 Cambridge Technical in Media unit on analysing media products and audiences. It includes a scenario where the learner will create an online educational resource about a media company and its products. It outlines 5 tasks for the learner to complete: 1) a case study of Disney Studios, 2) an analytical film review of Star Wars: The Force Awakens, 3) audience research including profiling and surveys, 4) a timeline of the production, distribution and advertising of The Force Awakens, and 5) a report on the legal, ethical and regulatory issues associated with the film. It concludes with a checklist for the learner to ensure they have completed all tasks.
This document provides information and tasks for learners completing an assignment on analysing media products and audiences. It includes:
- A scenario asking learners to create an online educational resource about a media company and its films, focusing on Disney and Star Wars: The Force Awakens.
- Five tasks involving researching Disney Studios, analysing the film trailer, profiling the target audience, creating a timeline of the film's production/distribution/advertising, and examining the legal/ethical issues.
- Guidance on completing each task and presenting findings is provided to learners. Upon completion, learners will submit their work online or offline following the assignment guidelines.
Approaches of Companies in Germany to the Social WebThomas Pleil
A presentation on four German Cases Studies (BASF, BMW, IKEA, Siemens) on the use of Weblogs and Podcasts in PR. The presentation was held on Euroblog 2007 by Thomas Pleil and Daniel Koempel (Darmstadt University of Applied Sciences).
The document discusses the changing nature of online conversations and social media. It notes that while individual contributions are getting smaller through platforms like Twitter, the frequency of conversations is increasing and can be overwhelming. However, it can also stimulate collaboration and learning. The document examines how students are using new social media tools and what they want from a personal learning environment, including easily recording thoughts, using multimedia, and having a structured digital record of their work.
This document provides instructions and guidance for learners completing an assignment on analysing media products and audiences. It includes:
- An introduction outlining the tasks to be completed in designing webpages for an online educational resource about the film industry.
- A scenario explaining that learners will research Disney and the film Star Wars: The Force Awakens (2015) to create the resource.
- Five tasks involving researching Disney Studios, analysing The Force Awakens trailer, profiling the film's audience, investigating the film's production/distribution/advertising, and examining legal/ethical issues.
- A checklist for learners to ensure they have completed all tasks and provided the required evidence in their
Mark Tatge presents "Multimedia in Your Business Journalism Class" during Reynolds Business Journalism Week 2013.
Reynolds Business Journalism Week is an all-expenses-paid seminar for journalists looking to enhance their business coverage, and professors looking to enhance or create business journalism courses.
For more information about business journalism training, please visit businessjournalism.org.
03. unit 1 student guidebook and checklistWallaceW2
The document provides information for a learner completing an assignment on analysing media products and audiences. It includes a scenario where the learner will produce an online educational resource on a media company and its products. The learner is asked to complete 5 tasks: 1) A case study on Disney Studios, 2) An analytical film review of Star Wars: The Force Awakens, 3) Audience profiling and research on the film's target demographics, 4) A timeline of the film's production, distribution, and advertising, and 5) A report on the legal, ethical, and regulatory issues associated with the film. The document concludes with a checklist for the learner to ensure they have completed all tasks and provided the necessary evidence.
Client proposal for creative media digital videoBenT1990
The document proposes creating a digital video to promote the ICT department and Creative Media course at Cheadle and Marple Sixth Form College. It will describe what is involved in the course based on the author's experience. Promotional videos can be published online and used for viral marketing to expose the video to a wider audience. The main purpose is to inform prospective students about the diverse course subjects and supportive learning environment available at the college.
Ben Henderson has proposed creating a digital video to promote Cheadle and Marple Sixth Form College and its drama and theatre studies program. The video would be distributed through various platforms like YouTube, social media sites, DVD, and presentations to reach a target audience of prospective students. It would use promotional and viral marketing techniques to gain attention. The relevant technologies that would allow effective distribution include saving the video in MP4 format for broad compatibility, compressing large files, ensuring fast streaming speeds, and applying digital rights management to protect the college's copyright.
How to create_a_video_product_to_sell_for_click_bankFlora Runyenje
The document provides instructions for creating an outline and script for a video product. It recommends beginning with choosing a scene or step outline approach and creating index cards for each scene or step. The cards should include the scene heading, overview of action, characters, and notes connecting scenes. Outlining helps tell the story efficiently and prepare the script. Software can also assist with outlining to organize ideas before writing the script.
How to create a video Be paid for commenting on YouTube videos to sell for cl...Tarri1
Wanna make 840 bucks per week just by commenting on YouTube videos?
Yes? : )
Then, apply for today's job of the day.
We're currently working with an educational startup that has a youtube channel.
And those people need some helping hands to handle it as they get numerous comments daily, from their students, asking doubts and questions. And they can't handle it by themselves.
And that's why they're hiring 3 ordinary people from [COUNTRY] to answer those comments on behalf of them.
Don't worry, they'll provide you with a complete solution script containing all the answers to those questions.
You just have to copy and paste those answers while replying to their comments.
That's it.
And the best thing is that you don't need anything more than a reliable internet connection and a smartphone.
Hit this blue line to apply. https://2698agopz6cx7ocpx9s7vmk9kj.hop.clickbank.net/
This document discusses electronic media. It defines electronic media as media that use electronics or electromechanical means for audiences to access content, in contrast to print media. The primary electronic media sources familiar to the general public are video recordings, audio recordings, multimedia presentations, slide presentations, CD-ROMs, and online content. Electronic media can be in analogue or digital format.
This document provides details for creating an advertisement to promote the Creative Media course at Cheadle & Marple Sixth Form College. The target audience is 16-year-old students considering their options for higher education. Cheadle & Marple is a large, successful college that offers both academic and vocational courses, resources for students, and tracks student performance. The Creative Media course provides both creative and technical training related to the media industry over two years. The client has a budget of £4000 and the advertisement should be completed as a DVD to be distributed by November 2012.
This document discusses alternative delivery systems (ADS) that can be used for distance education. It provides examples of different types of ADS including digital textbooks, online learning platforms, broadcast radio, audio/video conferencing, and online technologies. The benefits and drawbacks of these systems are outlined, such as flexibility with distance learning but a lack of social interaction. The document also includes an example learning program for students with disabilities that would use online chat as the ADS.
The document provides details for a client proposal for a creative media production management project. The student has been asked to create a 2-3 minute video advertisement for a college photography course to be distributed on the college website and DVD. The video will show interviews with students and the instructor, examples of student work, and the photography department. It will aim to attract new students by showcasing what the course entails. Advertising methods proposed include DVDs, local radio, the college website, and Facebook to reach a wide range of potential 16+ students.
Tan, Julius Peter Edtech2 Assignment Chapter 9Jaypee Tan
This document discusses alternative delivery systems (ADS) that can be used in education. It provides examples of different types of ADS including audio teleconferencing, distance learning, broadcast radio, audiographic teleconferencing, and online technologies. For each ADS, it outlines the advantages and disadvantages. It also includes an example learning program summary that uses online video conferencing to allow students with disabilities or who are working to participate in an English class from home.
This document discusses alternative delivery systems (ADS) that can be used in education. It provides examples of different types of ADS including distance learning, broadcast radio, audio teleconferencing, and online technologies. The document discusses both the advantages and disadvantages of some of these delivery systems. For example, it notes that distance learning provides flexibility but may lack social interaction, and that radio news is accessible but fleeting. The document also includes examples of learning activities where students would explore and experience different ADS, such as simulating learning through an ADS or creating a learning program for students using ADS.
This document provides information about a social media content creation workshop for fashion businesses. The workshop will cover topics like building effective Facebook, Twitter, YouTube, and other social media presences. It will teach skills like content creation and engagement, branding techniques, website design, digital marketing strategies, and using tools like podcasts, internet radio, and video conferencing. The goal is to help fashion companies better utilize social media for communication, marketing, and stakeholder engagement. The 10-session workshop will be led by an expert in social media and digital content with over 20 years of experience in media.
Making The Best Use Of Our Knowledge And Skills Through VideoNoel Hatch
A video can make the content more engaging and interactive than written instructions and static photos or illustrations. It also projects an image of transparency, trust, and authenticity.
Business communication today-_Bovée, Courtland L._ Thill, John V. -Pearson E...AakashBhalla2
The document discusses features of MyLab Business Communication including a reporting dashboard to track student performance, an interactive eText, pre-built quizzes and tests, engaging video exercises, and Learning Catalytics which allows instructors to engage students during class. It also describes how these tools can help instructors monitor student understanding, adjust instruction, and promote peer-to-peer learning. The document provides an overview of the resources in MyLab Business Communication that instructors can use to enhance their courses.
Maitland Waters Social Media @ SOHO house_london_june_6_2011Symbio Agency Ltd
The document provides an overview of a presentation on digital strategy and social media. It discusses relationship networks and how social media can benefit businesses. It emphasizes the importance of an omnichannel digital strategy and highlights examples of how to measure return on investment from social media initiatives.
This document summarizes a presentation about maximizing global delivery using multimedia and social media. It defines key terms like blogs, webcasts, webinars, YouTube and LinkedIn. It discusses how a university career center uses social media for marketing and outlines both opportunities and limitations of communication avenues. It recommends keeping career fairs but adding multimedia, choosing one of the major social media platforms, assigning staff oversight and considering global audiences.
Facebook, twitter, blogs and other social media are availbale for free to be used are tools available for marketing small bsuinesses. This presentation highlights a few uses for these tools and provides information to get started
Similar to Client proposal for ict digital video (20)
Task 2ciii shot-log for the ict creative media digital videoBenT1990
This document contains a shot log for a digital video about the ICT Creative Media course at Cheadle and Marple Sixth Form College. It describes 17 scenes filmed by Ben Turner and Shaun Daniels, including an introduction to the course, tours of the ICT center and classrooms, interviews with Shaun Daniels about the course, and demonstrations of software used in the course like Photoshop, Flash, and Dreamweaver. For each take, it provides the duration, description, audio details, and comments on how it could be improved.
Task 5 assets table for the ict-creative media digital videoBenT1990
Ben Turner and Shaun Daniels created an assets table for their ICT-Creative Media Digital Video project that included 14 assets such as video clips, images, and audio recordings. The assets were either produced (P) or sourced (S) and described the content, source, creator, intended use, and permission status. The assets would be used in scenes introducing the Creative Media course, staff, facilities, and student experiences to promote the program in a digital video.
The document outlines plans for a promotional video for a creative media course. It will be 10-15 minutes long and feature interviews with staff and students in the creative media department. The target audience is students ages 16-18 interested in creative media courses. The production team will conduct research, create a schedule, survey students, script the video, and make storyboards. They will film interviews with staff and students to showcase the department. A teacher or student will film, while others are interviewed. As they have the necessary equipment and facilities, no budget is needed for the promotional video.
Task 2ciiiii justifying the ideas for the creative media digital video projectBenT1990
The document justifies ideas for a promotional digital video for the Creative Media BTEC course at Cheadle Campus. It will include the campus logo to identify the location. Moodboards illustrate the computer facilities and software applications that will be used and demonstrated in the video production process. The video will also provide an idea of building websites and animations within the Creative Media program.
The document discusses various terms related to media production contracts and briefs, including contractual, negotiated, formal, informal, commission, tender, co-operative brief, and competition. For each term, it provides a definition and example of how that term would apply to projects between a student and Cheadle and Marple Sixth Form College. Screenshots and illustrations are included as examples.
Task 5 evaluation for the creative media digital video projectBenT1990
Ben Turner produced a 2-minute promotional video for the Creative Media course at Cheadle and Marple College. He conducted research on the target audience of 16-21 year olds interested in computing. Turner filmed footage on campus and received feedback from questionnaires that praised the video's music, transitions, and information about the course, but suggested adding more interviews. The video was well-received overall and reflected professional standards.
Task 4ii minutes - creative media digital video end of project meetingBenT1990
The meeting reviewed a digital video project completed by students Ben Turner and Shaun Daniels, finding that while illness made collaboration difficult at times, they completed the assigned work to a high standard. While some elements could be improved, the work met the expectations set out by Roger Sears. The remainder of the meeting covered ongoing IT issues, equipment orders, software licensing, and printing best practices.
Task 4ii agenda - creative media digital video end of project meetingBenT1990
The meeting agenda outlines an end of project review meeting for the Creative Media Digital Video department scheduled on June 11th, 2013 from 1:45pm to 2:55pm in room CO5. The meeting was called by Roger Sears, the Head of the ICT department, and will include attendees BT, SD and RSS to discuss the end of project review, teamwork, time management, and any other business.
Unit 4 5 and 62 - evidence of email correspondence with the clientBenT1990
I have had email correspondence with my client regarding the final product for a Creative Media Digital Video project. The email correspondence provides evidence of communication with the client on the project deliverables. In 3 sentences or less, the document discusses email contact with a client about a creative media digital video project.
Ben Turner and Shaun Daniels kept a detailed communication log of their work on a Creative Media Digital Video Project from November 2012 to April 2013. Over this period, they met regularly through focus groups and emails to plan, film, and edit scenes for the video. Key milestones included brainstorming ideas, creating a script, drafting a proposal presentation, filming 8 scenes on location at their college, and editing the raw footage. Through collaborative work and communication, they were able to successfully complete the different stages of production for their Creative Media Digital Video Project.
This assignment brief outlines tasks for students to complete a digital video production project. It involves planning the production, conducting audience research, developing pre-production materials like storyboards and scripts, pitching the project to a client, making agreed upon changes, shooting raw video footage, and completing a reflective blog. The goal is for students to experience the full process of working to a brief from initial negotiations through final self-evaluation.
Task 4iii minutes - creative media digital video production meetingBenT1990
The meeting reviewed progress on the Digital Video production project. Ben Turner reported that pre-production planning and paperwork were complete ahead of schedule. Shaun Daniels noted some work was done outside of class to stay on track. Roger Sears confirmed the project was going well with only a few minor tasks left. The client meeting highlighted time management as an area for improvement since one team member had been ill. Working from home was proposed to keep up with deadlines during illness. The meeting also discussed various technical issues and purchases needed to support the project work.
Task 4ii agenda - creative media digital video production meetingBenT1990
The agenda summarizes a meeting to review progress on a digital video production project. It will discuss work completed so far, pre-production planning, monitoring current progress, resources needed to finish on time, and ways to improve teamwork, time management and meeting deadlines. The meeting is called by the head of the ICT department and will involve BT, SD and RSS reviewing the project.
This assignment brief outlines tasks for a digital video production project. Learners will produce a promotional video for a college department and negotiate the brief with their client. They will investigate digital video technology, create a proposal and report on working to a brief. Learners must document all communication with their client and conduct meetings to develop the brief and a SWOT analysis. The tasks aim to develop skills in creative media production management, working to a brief, and digital video production.
This assignment brief outlines tasks for a digital video production project. Learners will produce a promotional video for a college department and negotiate the brief with their client. They will investigate digital video technology, create a proposal and report on working to a brief. Learners must document all communication with their client and conduct meetings to develop the brief and a SWOT analysis. The tasks aim to develop skills in creative media production management, working to a brief, and digital video production.
The document discusses various terms related to media production contracts and briefs, including contractual, negotiated, formal, informal, commission, tender, co-operative brief, and competition. It provides definitions and examples for each term. Several screenshots and illustrations are included to demonstrate examples of contracts, negotiations, briefs, and competitions in media production.
This document contains a SWOT analysis for a creative media digital video project. The strengths include keeping records of past project success, having necessary resources and skills, and understanding processes. Weaknesses are a lack of experience in some areas like video editing. Opportunities exist in discovering new technologies and expanding markets, while threats include competitors, economic changes, and busy seasons affecting distribution.
This assignment brief outlines tasks for students to complete a digital video production project. It involves planning the production, conducting audience research, developing pre-production materials like storyboards and scripts, pitching the project to a client, making agreed upon changes, shooting raw video footage, and compiling production documentation and assets. The goal is for students to experience the full process of working to a brief from initial negotiations through completion and self-evaluation.
Task 4i – questionnaire on the finished creative media digital video projectBenT1990
This document is a 10-question survey about a Creative Media Digital Video project. It asks respondents about their age and gender, what they enjoyed most about the video, if the soundtrack and transitions fit well, and to rate the video and provide suggestions for improvement.
Task 2iii editing the digital video for the creative media projectBenT1990
The document provides evidence of editing a digital video for a Creative Media project. It describes cutting out an unnecessary part at the beginning of the second scene by moving the playhead to select segments from 0 to 20 seconds and from 20 seconds to 68 seconds, then using the Set In and Set Out buttons to define the new start and end of that scene.
Task 2iii editing the digital video for the creative media project
Client proposal for ict digital video
1. Ben Turner Task 1-Client Proposal for ICT Digital Video 12/9/12
For my digital video project I have decided to do short video piece on promoting the ICT
Suite department for the CAMSFC (Cheadle and Marple Sixth Form College) where it will
summarise what is happening within this area and how the staff maintain very good
learning standards as well etcetera.
The main intention behind the digital video is to promote the Creative-Media BTEC National
Diploma Double Award Level 3 course where I will be describing and explaining in detail
what is involved with this course subject area and my own experience from doing the course
so far.
Promotional videos are used to advertise something that is either being sold or supported
by a representative of any kind of business whether it would be a learning environment or a
shopping centre etcetera.
They can be used for publication on the WWW (Worldwide Web), user generated content
where other people get to comment on the video, viral marketing is where the video gets
exposed to a wider range of people and DVD or CD can be used for broadcasting to
members of the public that is relevant towards the target audience.
Here are a few examples of how the CAMSFC (Cheadle and Marple Sixth Form College)
promote and sell their learning environment:
Cheadle &Marple Sixth Form College - YouTube
2. Ben Turner Task 1-Client Proposal for ICT Digital Video 12/9/12
The main purpose of the college is to ensure that support is accessible to students who need
it, to provide a wide range of diverse course subjects within any area you can think of
whether it would be ICT, English or Maths etcetera where students get a chance to amplify
their course programme with enrichment in order to enhance their own reputation’s as
individual students. It also provides a lifetime opportunity for students who are considering
university as well.
Cheadle &Marple New DVD - YouTube
It obviously states its own slogan which is “Working with you to succeed” where both
campuses provide a more relaxed atmosphere where you get to establish working
relationships with friends and teachers. You get to manage your own timescales in order to
complete all of the assignments that are provided by the teachers where this means taking
more responsibility for your own learning. The college never judges people on any grounds
whether is religion or sexuality etcetera and the environment is user friendly towards
anyone who is involved within the college. In addition to this, it also explains that all lessons
are never the same because you are doing many different things in each lesson such as,
speaker notes and writing etcetera.
3. Ben Turner Task 1-Client Proposal for ICT Digital Video 12/9/12
Cheadle &Marple - 5 reasons to go - YouTube
As reiterated from the 1st video it offers a wide variety of course subjects whether that
would be from AS to A levels, vocational and options provided for all abilities. As a whole
the college is a relaxed, adult learning environment which offers mutual respect to
everyone. They also utilise the time to support your own individual learning needs in order
to helps students into succeeding within their course subjects. In addition, they also have
teachers who have a mixture of academic and industrial experience in which they can
clearly identify how to prepare you for your future. Furthermore, all of the success all comes
down to the performance of representatives within both campuses of Cheadle and Marple
Sixth Form College and the students themselves in order to achieve the best qualifications
as possible so that they can have better career prospects.
4. Ben Turner Task 1-Client Proposal for ICT Digital Video 12/9/12
Stockport College Music Video 2009 - YouTube
The overall aim for the Stockport College is to enable students to open and expand their
minds on their own learning and career prospects where the college was given full approval
from the legendary singer CandiStaton to put together a back tracking video in order to
display their own talent.
Stockport College Apprentices – Plumbing and Electrotechnical Students
- YouTube
5. Ben Turner Task 1-Client Proposal for ICT Digital Video 12/9/12
This video particularly looks into two prospective members within the Plumbing and
Electrotechnical subject areas where it describes and explains how they initially got into
doing these courses at Stockport College and how much experience has been gained from
studying these subjects as well.
Viral Marketing:Is a method that is particularly suited and the internet due to its
instantaneous nature which encourages people to pass on the message to colleagues,
friends or family as they would notice it to be relevant.
There are two types of viral marketing. The first one is the initial classic sort where the self-
amplifying cycle occurs due to the marketing of the product. For instance, Hotmail or
YouTube are the kind of online messaging applications that are used in order to expand on
the target audience for a certain media product meaning that more people use it the more
reputable a media product becomes as a result. The second once has seen a development
over the last few years and which is a marketing campaign that is exposed but not related
towards the media product itself.
Shepard Fairey’s poster of Barack Obama was everywhere because people chose to spread
it. It is viral marketing because it made an argument as a visual one for a candidate.
The main advantages of viral marketing are that socialising and networking has become
more adjacent towards people which means relatives and friends are able to simple gain
access to each other on the net. It is cost free for any promotional business transactions.
The timescale of the viral marketing and the resources are available. In this section for
marketing once a person contacts their friends or relative it develops a wider target
audience or interested consumers of a media product, so therefore it will produce more
revenue from the advertisement.
The main disadvantages of viral marketing are that you can be associated with groups or
people who you don’t know where the success of the viral marketing depends on the
transfers of messages from person. You may receive spam threats if the viral marketing
campaign is set out wrongly this can lead to significant spam issues. Being derived from
making only financial-based offers. The value of the brand can also suffer do to this
happening as well.
WWW (Worldwide Web): Is a global-based network which is well-known as the `internet`
where it comprises of webpages that can be accessible to the users via web browser. The
internet represents the network of networks where all the information is situated. The kind
of features within the internet include Telnet for Windows, FTP (File Transfer Protocol),
Internet Gaming, IRC Internet Relay Chat and email is all part of the internet but does not
represent the Worldwide Web.
6. Ben Turner Task 1-Client Proposal for ICT Digital Video 12/9/12
The HTTP (Hyper-Text Transfer Protocol) is a technique that is used to transfer webpages
onto your computer. So if you consider hyper-text as a word or a phrase this means that it
contains a link that can be accessed to another website. All of the webpages are written in
HTML (Hyper-Text Mark-Up Language) which is part of the HTTP.
The main advantages of the Worldwide Web are that almost everything can be accessed by
anyone who is using the internet. It enables businesses to integrate their own website as
part of the overall business strategy. Prospective companies are more likely to sustain their
presence as an online business. You can also build a foundation of friends and have a good
rapport with them as well. In addition to this, there is also beneficiary of having all
communications being obtained via emails where you can immediately type out the email,
send it and it will usually appear within the users email inbox.
The main disadvantages of the Worldwide Web are whilst accessing some sites you may see
pop-ups which can be very distracting towards the user and they may not want to revisit the
website. Not all of the information on the internet is factual. Certain websites contain error
messages that states that the website no longer exists. The download speeds may be at a
snail’s pace meaning that it is extremely slow. Furthermore, people can misuse the term
social networking in order to write random comments that might offend other people.
DVD (Digital Versatile Disc): Where it can also stand for `Digital Video Disc` but due to
various ways of using a DVD the word versatile would be best suited for this terminology.
It looks like a CD (Compact Disc)which has high-capacity optical disc but can obtain much
more information. While a CD can store from 650 to 700 MB (Megabytes), a single-layer,
single-sided DVD can store up to 4.7 GB (Gigabytes) of information whether its music,
images or videos etc. This means that a massive computer application or full-length movies
to be obtained on a single DVD disc.
The more amplified DVD formats are even more fascinating. There is a two-layer standard
disc that doubles the capacity of the whole DVD to 8.5 GB. These discs can also be double-
sided in which ramp up to a maximum storage disc space of 17 GB which means that this
type of DVD is able to hold up to 26 times more data than a CD can hold! So in order to read
the DVDs within your computer you need to have a DVD-ROM (Digital Versatile Disc-Read
Only Memory) disc drive.
Fortunately enough, DVD players can also read CDs. So in order to play DVD movies on your
computer you will need to have a graphics card with a DVD-Decoder in which most
computers will now have. In relation towards my “ICT Digital Video Project for Creative
Media” I will be
7. Ben Turner Task 1-Client Proposal for ICT Digital Video 12/9/12
The main advantages of a DVD are that it maintains high quality within the motion picture
which means unlike the VHS (Video Home System) as related to a video cassette it is able to
run the movie without any jumps or pauses within the film. A DVD can hold up to 4.5 GB in
comparison to a CD that holds up to 700 MB meaning that it becomes more expansionable
in terms of adding files to the DVD which results into less money to be consumed for the
DVD products.
The main disadvantages of a DVD are that with a DVD+R platform you cannot record or
overwrite the data that already exists on the DVD. Some discs have more amplified disc
space of up to 17 GB’s, so therefore a standard recordable DVD would not be suitable for
that kind of scale of disc memory for any multimedia features that are involved within the
disc. Furthermore, if you were obtaining data for a kind of project that continues to change
on a regular basis then the best resource to use is a removable flash drive which recognised
as the USB (Universal Serial Bus) in which this can be used to carry around at anytime
whether you are operating with it within a working environment or at home.
A presentation is to do with the practice of viewing or explaining the content of a topic that
is related towards the target audience or a learner. Presentations can vary within many
different forms such as, sales, informational and motivational presentations. In addition to
this, you may undertake the following for a presentation:
First Encounters
Interviews
Briefings
Status Reports
Image-Building
Training Sessions
Even though some may perceive presentations in a business meeting context, that are more
often than not occasions when this has turned out not to be the case. For instance, a Non-
Profit organisation is presenting the need for capital fund-raising campaign in order to
benefit the victims of a recent tragedy; a school district manager presents a program to
parents about the introduction of foreign-language instruction in the elementary schools; an
artist that is demonstrating decorative painting techniques to a group of interior designers;a
horticulturist shows garden club members or homeowners how they might use native plants
in the suburban landscape; a police officer addresses a neighborhood association about
initiating a safety program.
8. Ben Turner Task 1-Client Proposal for ICT Digital Video 12/9/12
Presentations can also be categorized as vocational and avocational. In addition, they are
expository or persuasive. And they can be impromptu, extemporaneous, written, or
memorized. When looking at presentations in the broadest terms, it's more important to
focus on their purpose. There are three basic purposes for giving oral presentations:
1. To inform
2. To persuade
3. To build good will
The main advantages of a presentation are that it can become more versatile where a
PowerPoint presentation can be put into either an individual or a group of people or indeed
with being a large gathering of people within conferences etc.
You can distribute copies of your presentation towards the people that you are presenting it
to which means that do not need to memorise what you say.
Displaying a professional approach is a key factor towards making a good or very good
presentation.
You do not necessarily need to memorise the points that you are putting across. The bullet
points within the slides act as like a guide to support every point that is made within the
presentation.
A good presentation contains an Agenda, the main slides and a summary slide - then end.
This ensures you cover the key points.
Presentation can contain photos or indeed video or sound files to illustrate the points made.
This can make the presentation more interesting for the viewers.
The main disadvantages of a presentation are that presenting subjects that are personal
where this could be deemed as `impersonal`if you were presenting it towards a single
person.
The downfalls that might be encountered when preparing a PowerPoint presentation
include the lack of necessary skills needed. Although most people do not find the
PowerPoint program difficult to use, it still requires a certain set of skills to effectively create
a successful presentation. Individuals with little or no computer experience may find it
difficult to use.
Compression is to do with files being reduced to a smaller size where for instance, a ZIP file
is a file that has been reduced to enable it to be sent quicker or to take up less memory
space. To download and expand the file again you would need to use a software application
called `WinZip` that can be used.
9. Ben Turner Task 1-Client Proposal for ICT Digital Video 12/9/12
The main advantages of compression are that you can attach several files towards your
emails in order to help out the situation. As a result, of file compression it frees up more
disk space on your hard drive.
The main disadvantages of compression are that if the computer speeds are poor it would
be more time-consuming to reduce the file sizes within your PC. Also if you compress the file
too much the quality will be detracted from the content of the files.
Digital file formats because of all the different manufacturing companies there are many
different digital file formats most are compatible with different playing systems but
sometimes you need to use conversion software. Different file formats will have been
compressed to a lesser or greater extent. So larger files have better quality but take longer
to send and take up more memory space and smaller files have less quality and less space.
Common digital file formats include:
.avi (Microsoft Universal based format)
.flv (Flash video by Adobe) This is an extremely common format of a small size so
its easier to send and store and is compatible for most players.
Dv (Digital Video) which is a large file that is mostly used in the editing process of
film making because it compresses each individual frame to make it easier to make
cuts.
.wmv (Windows Media Audio Video File) This is a very common Microsoft based
file compatible with nearly all PC’s.
MSWMM (Microsoft Windows Movie Maker) which are very large files not usually
used for sharing so would need to be converted to files such as, Flash or AVI.
The main advantages of digital file formats are that if modified efficiently the file will be
reduced significantly in terms of size, therefore it will become more easier to upload them
to the web. Sifting out file extension is relatively simple where you just type in the dot and
then the file extension so that it displays all of the files related to a particular format.
The main disadvantages of digital file formats are that if you do not effectively reduce the
file size it will become much bigger meaning that it will eat into more of the timescale for
uploading the file content to the web. If the file format corrupts and you do not have a copy
of that file you will not be able to retrieve it.
10. Ben Turner Task 1-Client Proposal for ICT Digital Video 12/9/12
Streaming methods can involve many different ways of protecting and showing digital
videos towards the public. For instance, movie studios are trying everything that they can to
control the distribution of digital videos by protecting their revenue through digital rights
management and in more extreme cases it may also need litigation which means that you
have to go to court where the magistrates will determine the verdict of the validity of the
digital video. Videos can also be streams live online such as the freefootballtv.com website
enables registered members to watch any game related to their favourite football club.
Another example of live streaming can be formed as a well-known online videoplayer for
example, the YouTube website shows the process of uploading and buffering where it have
a mini dotted circle as displayed within the centre of the video player screen the Cristiano
Ronaldo - Tested To The Limitvideo so that it can be viewed by the users of the site.
The main advantage of streaming methods isthat if the computer speeds are high this
means that video files tend to uploaded more swiftly and quickly so that users can gain
instant access to the video.
The main disadvantage of streaming methods is that if the computer speeds are not fast
enough you have to wait around for the whole of the file to be downloaded meaning that it
will be very off putting for the users of the video.
11. Ben Turner Task 1-Client Proposal for ICT Digital Video 12/9/12
Data Transfer Rate is where files containing information can be transferred between
computer related devices in which this can be sometimes referred to as Throughput. It can
be more often than not be expressed in kilobits or megabits per second. It may also be
expressed as kilobytes or megabytes or KB/sec and KB/sec. Bits are often abbreviated in
lower cases whereas Bytes make use of the upper case of letters. Here are the list of the
kind of data transfer rates below:
1,024 bits = 1 kilobit (Kb)
8 kb = 1 kilobyte (KB)
128 KB = 1 megabit (Mb)
8 mb = 1 megabyte (MB)
1,024 KB = 1 megabyte (MB)
128 MB = 1 gigabit (Gb)
8 gb = 1 gigabyte (GB)
1,024 MB = 1 gigabyte (GB)
The main advantage of Data Transfer Rate is that computers with amplified file transfer
rates and the internet transfer rates are able to instantly distribute files very quickly over
the internet.
The main disadvantage of Data Transfer Rate is that when computers freeze up the process
of distributing the file rates become slower.
12. Ben Turner Task 1-Client Proposal for ICT Digital Video 12/9/12
File Size can be known as the amount of data that is obtained within the file itself. It can also
be related to how much content is included within a single file for instance, a word
document such as, the analysis of the GAME website is about 6.6 MB due to a combination
text and images being integrated within the document.
The main advantages of file size are that it can be significantly reduced when converted to a
different format. You can easily attach file that are to about 10 MB’s or maybe more when
added files to an email that is been sent to someone else.
The main disadvantages of file size are that some web software applications do not allow
being file sizes to be sent over the internet for example, Hotmail may only allow up to a
maximum of 25 MB’s worth to be sent across towards other recipients.
Media Players are the ones that enables the functionality of digital videos and audio content
where it can include the follow
See descriptions below…..
13. Ben Turner Task 1-Client Proposal for ICT Digital Video 12/9/12
Flash Player (Is distributed by Macromedia where this is an important piece of
media software kit in order to run any .swf files within a web browser. The name
player defines it already as it plays back the files that have been produced by the
authoring application such as, Adobe Flash Professional CS4 which has recently
been upgraded to CS5. Initially the flash player was used to show 2-dimensional
vector animations but has become well-known for creating rich internet
applications, streaming audio and video)
QuickTime (QuickTime is developed by Apple Inc. where it can be played through
many different formats such as, MP3, MPEG and MPEG-4 etc. It can also involve
the compatibility of the kind of media types for instance, digital video, media clips,
animation, text and music are among the few types of media that is used within
this kind of player. It is also available for Mac and Windows operating systems)
14. Ben Turner Task 1-Client Proposal for ICT Digital Video 12/9/12
Windows Media Player (Is a type of media player software for Windows that is
taken from Microsoft that plays a variety of audio, video and streaming formats
including MP3, WMA, CD audio and MIDI. Starting with Version 6.2 in 1999, the
Windows Media Rights Manager was added for securing copyrighted content)
The main advantage of the media players are that with recent technological developments
for instance, a smartphone device will enable to attract more consumers mainly all the time
with the features involved within the smartphone.
The main disadvantage of media players is that certain players do not have efficient
buffering in other words the computer may not have enough speeds to upload the video.
15. Ben Turner Task 1-Client Proposal for ICT Digital Video 12/9/12
Digital Rights Management is commonly well-known as, DRM is a system that allows
protection to the utilised for certain media products. DRM systems are normally found
within music files and can be used to limit the number of times a file is distributed from one
media player to another or to confine a period of time in which a file can be played back.
DRM is usually located on the video media. A wide range of different DRM systems exist
today, including Apple's FairPlay and Microsoft's Windows Media DRM 10. It can also
involve the use of DVD within different regions within the globe where you have to follow
certain protocols in order to make the DVD operational within a particular region.
The main advantages of Digital Rights Management are that you have authority over how
you control and edit your own media content without have any other parties involved. You
can identify any accidental or malicious disclosures without it effecting the productivity or
collaboration of your work.
The main disadvantages of Digital Rights Management arethat you consumers of a media
product are very restricted to what content can and cannot be viewed. Having software that
no longer works due to the expiration date of the licenses within media products.