End of project review
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The team met with their client after finishing the project to discuss areas for improvement. They found that a lack of organization led to delays conducting interviews, as meetings were not scheduled until last minute. Additionally, unfamiliarity with the editing software caused delays learning how to use it. Using multiple cameras resulted in noticeable differences in video quality, disrupting the flow. Formal group meetings with the client would have improved communication and kept all members informed of the project's status.
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End of project review
After completing their project, the team met with the client to review their work. They discussed that their lack of organization in scheduling student interviews last-minute caused many delays, forcing them to repeatedly push back the project's deadline. Additional delays stemmed from the team's unfamiliarity with their editing software, which took time to learn and limited how advanced their final video could be.
P for plannig
Planning is essential for a successful music video. The author's group created a schedule that allocated specific times and locations for filming. This schedule provided structure and prevented rushing. When issues arose, like shorter days due to time changes, the group used a mobile messaging app to reschedule filming times and hold meetings to discuss progress. Technology helped the group communicate flexibly and efficiently to complete filming on time.
Evaluation question 7
Caleb Carpenter reflects on what he has learned from his preliminary media project task. He discusses learning new camera techniques including different shot types. He also learned about following rules like the 180 degree rule and using match on action and shot reverse shot to his advantage. For editing, he learned techniques like changing clip speed and adding text. He found teamwork helped with planning and idea sharing. Regarding deadlines, he learned their importance for staying on schedule and ensuring smooth workflow. Overall, he feels he has gained knowledge across many media areas that will help him improve future projects.
Ben 3
1) The preliminary task was a learning experience that showed more needed to be learned about directing, creating videos, and technical skills like video editing software.
2) Between tasks, the document author learned the basics of Final Cut Pro editing software but still had more to learn, which continued as they edited a thriller video.
3) Lessons on the film industry showed that while big budgets enable realistic action, character development and plot are more important to attract audiences than special effects. The author's camera skills also improved through practicing different shot types.
Q7 – look aback at your preliminary task
The student learned several important skills in progressing from the preliminary task to the full main product. For the preliminary task, they did not have much planning and were limited to the shots given, but learned basic Adobe Premiere Pro skills. The main task required longer footage, more freedom in shot selection, the use of lighting, and more independence. It was more difficult to coordinate actors for the main task. Overall, the student became more efficient and effective with the technologies as they understood the course better by the main task.
As preliminary evaluation
The student learned how to use various objects and camera positions to get different shots while filming a media studies task. They also learned how to edit the various shots together using Premier Pro software. While the finished project met the requirements of the task brief, the student notes that time management was an issue as most of the time went to filming with not enough left for thorough editing. Overall they gained valuable experience with filming techniques, editing, and collaboration on a group project.
Evaluation factual
The document discusses the evaluation of a documentary production. The researcher found that their research helped identify the target market and create an effective product. Planning created a script, storyboard, and schedule, though the schedule was not fully followed. Limitations included equipment and time constraints, but contingency plans helped. Improvements would be additional camerawork, animation time, and better time management to allow for more content. The short format and variety of information was meant to appeal to a broad student audience.
Evaluation question 7
The document discusses the process of completing a media project in a group. It describes how the author initially worked with one partner but realized it was not effective, so they joined another larger group to split up the work. Working in the new group allowed the author to learn new skills from more experienced group members. The author gained knowledge about filming equipment, editing programs, and the filmmaking process overall through completing the project.
Recommended
End of project review
After completing their project, the team met with the client to review their work. They discussed that their lack of organization in scheduling student interviews last-minute caused many delays, forcing them to repeatedly push back the project's deadline. Additional delays stemmed from the team's unfamiliarity with their editing software, which took time to learn and limited how advanced their final video could be.
P for plannig
Planning is essential for a successful music video. The author's group created a schedule that allocated specific times and locations for filming. This schedule provided structure and prevented rushing. When issues arose, like shorter days due to time changes, the group used a mobile messaging app to reschedule filming times and hold meetings to discuss progress. Technology helped the group communicate flexibly and efficiently to complete filming on time.
Evaluation question 7
Caleb Carpenter reflects on what he has learned from his preliminary media project task. He discusses learning new camera techniques including different shot types. He also learned about following rules like the 180 degree rule and using match on action and shot reverse shot to his advantage. For editing, he learned techniques like changing clip speed and adding text. He found teamwork helped with planning and idea sharing. Regarding deadlines, he learned their importance for staying on schedule and ensuring smooth workflow. Overall, he feels he has gained knowledge across many media areas that will help him improve future projects.
Ben 3
1) The preliminary task was a learning experience that showed more needed to be learned about directing, creating videos, and technical skills like video editing software.
2) Between tasks, the document author learned the basics of Final Cut Pro editing software but still had more to learn, which continued as they edited a thriller video.
3) Lessons on the film industry showed that while big budgets enable realistic action, character development and plot are more important to attract audiences than special effects. The author's camera skills also improved through practicing different shot types.
Q7 – look aback at your preliminary task
The student learned several important skills in progressing from the preliminary task to the full main product. For the preliminary task, they did not have much planning and were limited to the shots given, but learned basic Adobe Premiere Pro skills. The main task required longer footage, more freedom in shot selection, the use of lighting, and more independence. It was more difficult to coordinate actors for the main task. Overall, the student became more efficient and effective with the technologies as they understood the course better by the main task.
As preliminary evaluation
The student learned how to use various objects and camera positions to get different shots while filming a media studies task. They also learned how to edit the various shots together using Premier Pro software. While the finished project met the requirements of the task brief, the student notes that time management was an issue as most of the time went to filming with not enough left for thorough editing. Overall they gained valuable experience with filming techniques, editing, and collaboration on a group project.
Evaluation factual
The document discusses the evaluation of a documentary production. The researcher found that their research helped identify the target market and create an effective product. Planning created a script, storyboard, and schedule, though the schedule was not fully followed. Limitations included equipment and time constraints, but contingency plans helped. Improvements would be additional camerawork, animation time, and better time management to allow for more content. The short format and variety of information was meant to appeal to a broad student audience.
Evaluation question 7
The document discusses the process of completing a media project in a group. It describes how the author initially worked with one partner but realized it was not effective, so they joined another larger group to split up the work. Working in the new group allowed the author to learn new skills from more experienced group members. The author gained knowledge about filming equipment, editing programs, and the filmmaking process overall through completing the project.
Evaluation activity six
The document discusses the technologies used to create a film project and what was learned from using them. Blogger was initially difficult to use due to lack of internet access, but proved useful for planning by allowing display of different media types. Using a digital camera for filming presented challenges with zooming and low-light shooting, but working with a torch in low light created an urban, surreal effect. Photoshop allowed experimentation with exposure, tone, shadows and highlights during the design process. Working with software like Photoshop and Premiere taught the document author more about their capabilities, and they feel future projects will be of a higher standard due to increased skills with effects and editing.
Evaluation questions 5 7
The document discusses the filmmaker's process in creating a film opening, including attracting their audience, the technologies they learned, and reflections on their preliminary work and progression. To attract the audience, they used tension, conventions of the war genre, and interesting characters. They learned how to use a Panasonic camcorder, Final Cut Pro, LiveType, and Photoshop. Working alone allowed them more control over the project compared to working in a group. Time management and adjusting to changes were important lessons learned.
Looking back at your preliminary task
Through completing the preliminary editing task and final film opening task, the document's author learned much about filmmaking techniques. The preliminary task helped them become more aware of shot types, matching actions, and using different camera angles. It also taught them to plan shots carefully and have backup equipment, as they missed a key shot during the preliminary task. From editing the preliminary task, the author gained experience with video editing software. Overall, the biggest lesson was that film projects require extensive planning of shots, schedules, costumes and props to execute them efficiently.
Question 7
1) The team learned how to better work together through compromising and delegating tasks for their full product compared to their preliminary task.
2) They improved their time management for the full project by planning filming schedules and meetings, which allowed more time for polishing.
3) The camera work and editing for the full product was of higher quality compared to the preliminary task due to using better equipment, more advanced editing software, and steadier camera movements.
Q6
Through constructing his music magazine project, Ebrahima Lewis learned about several technologies. He learned how to effectively present information and embed other files using Blogger. With Adobe Photoshop, he gained experience with photography techniques like different camera shots, settings, and lighting. Adobe Illustrator taught him how to structure text and assignments. TimeToast helped him organize and meet deadlines. Adobe InDesign allowed him to professionally format his work with features like size and file type. Overall, he believes he now has the skills to produce professional photographs and publications.
Nebula Andromeda evaluation
Josh Sullivan and Owen worked on a project to create a new bottled water brand called Andromeda. They agreed on a simple yet sophisticated bottle design and named the brand based on parts of the galaxy. Josh took the lead on creating print ads and visuals for the brand while Owen focused on pitches, playing to their individual strengths. They were inspired by the existing brand Voss and worked well together throughout the project, delivering a strong pitch for Andromeda that impressed the audience.
Difficulties of media technologies
The document discusses some difficulties encountered when using media technologies for a project. It summarizes:
1) Using Final Cut Pro to create an animatic of a music video remake required familiarizing themselves with using still images instead of video clips.
2) Research using Yahoo Answers was difficult because question time limits would expire before receiving answers.
3) Minor difficulties were encountered with internet outages causing lost work in Google, Safari and a blog. Additionally, learning to use GarageBand required assistance.
4) Delays were caused by misplacing a camera cable needed for uploading photos to a blog, but the problem was eventually resolved. Creating special effects in Final Cut Pro took extra time and patience but
Evaluation q6
Through creating a media project, the author learned to use several technologies. The Canon EOS Kiss X4 camera was used to take high quality photos for the magazine, and the author learned how to manipulate settings to improve images. Adobe Photoshop was used to edit photos, making eyes and colors "pop" more. Internet research on various topics was conducted using Internet Explorer. A focus group provided feedback through mobile messaging. Google Slides was used for work organization and PowerPoint was used to present findings, with the author learning more efficient use of technologies throughout the process.
Question 4
The student used various digital technologies and media at different stages of their project. In the research stage, they used online sources like Google to gather information. They found Emaze, a website to create digital powerpoints, particularly useful. For construction, they used a Canon DSLR camera and lens to film footage. Adobe Premiere Pro was the main software used for editing. Evaluation involved typing questions in Word and compiling them into a single InDesign document for a neat presentation. Overall, digital technologies provided creative freedom and allowed the student's work to grow in strength by taking advantage of 21st century tools.
Looking back at your preliminary task, what
The document discusses the learning from a preliminary task to a full product. For the preliminary task, good planning and time management led to success. While the technology was initially challenging, more experience with equipment and software helped improve the main task. Overall, lessons from mistakes in the preliminary task and greater familiarity with tools supported significant improvement over the months of work.
Question 7
The document summarizes the improvements made from the group's preliminary film piece to their final product. For the preliminary, the group was less organized and focused more on completing the task. However, for the final product they held screenings to get feedback and improved aspects like lighting, shot framing, and following film techniques. The author feels they have developed skills in being aware of audience needs, critiquing videos, operating the camera, and editing.
Question 7
My preliminary front cover and contents page lacked quality compared to my final piece. For the preliminary, I used a basic digital camera and had limited Photoshop skills, resulting in poor image quality and placement of design elements. However, for my final piece, I used an SLR camera with better settings and had improved my Photoshop proficiency. This allowed me to enhance the image quality, neatly arrange conventions, refine edges, and create a consistent color scheme. Overall, progressing from my preliminary to final piece helped me learn how to construct successful media products through skills like Photoshop editing and incorporating design conventions.
6. production reflection
Stefan Hughes created a clothing line called Knowear. He began the production process by designing potential logos in Photoshop, trying different fonts and shapes but ultimately deciding the word "Knowear" on its own would work best as the main logo. The majority of his time was spent designing t-shirt graphics in Photoshop, which was difficult due to wanting the designs to be printed. After the t-shirts were printed, he shot product photos at Brimham Rocks, though filming footage was limited. He then edited the photos in Lightroom and created a promotional video in Premiere, though it was short due to lack of footage. Finally, he designed an e-commerce website using Wix to
Question 6
The document discusses various technologies used in creating a magazine product. It summarizes the key learnings from each technology:
- Photoshop provided many tools for editing images professionally, like selection tools for removing backgrounds and blending layers. It was useful for manipulating text and fonts.
- Blogger was used as a platform to upload work in progress. It allowed embedding images, videos, and presentations and choosing blog themes.
- SurveyMonkey was used to distribute a questionnaire via email link and allowed viewing live results and downloading them.
- SLR cameras had different modes like automatic that adjusted focus and light automatically. Flash functions in different angles helped get correct light exposure.
- Presentation tools like
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Le Metier Dannonceur Final[1]
La présentation de l\'ouvrage " Le métier d\'annonceur, du marketing stratégique au consommateur" paru chez VUIBERT collection Lire, Agir, le 15 mars 2012
Task 3 secondy research
This document summarizes information from multiple sources about Arctic Monkeys frontman Alex Turner. It discusses his early life and career with the band, their major commercial successes, and a 2014 tax avoidance controversy. The document also analyzes Turner's songwriting and lyrical style based on quotes from interviews. Research topics explored include the impact of the tax scandal, Turner's writing process, and reaction to an interview where the chemistry between Turner and the host was perceived as flirtatious.
Blip Chip
Blip Chip is a device that pairs with a mobile app to help parents track the whereabouts of their children.
Long wave audio-slides-10-25-11-beware_of_euro_weakness
The document warns that the euro will weaken significantly in the near future. It predicts that an upcoming EU summit will fail to adequately address implementation issues, and that shadow banking collapse, unwinding of the yen carry trade, and the European crisis will contribute to euro weakness. Technical analysis also indicates that a secular bear market may resume.
Briefs for merge
This document discusses several types of briefs used in different contexts. A contractual brief outlines the duties of a client and company and serves as an agreement between them. A negotiated brief describes the process where two companies with differing ideas come together to find a mutually agreeable solution. A formal brief contains only the most important details, aiming for brevity. A commission brief provides reasons for creating a video project and details around budget, deadlines, and rights. A tender brief allows contractors to share ideas for developing a product. A cooperative brief can be created and used by anyone, while a competition brief typically just requires basic contact information from entrants.
Ficha técnica Producto 1
Este documento presenta la planeación de un proyecto de aprendizaje sobre el pensamiento crítico en el uso de las tecnologías de la información y la comunicación (TIC). El proyecto se llevará a cabo en una escuela secundaria con 30 alumnos de tercer grado durante 3 sesiones de 50 minutos. Cada sesión incluirá actividades sobre el uso educativo de herramientas como Word, Excel y PowerPoint. Al final, los estudiantes deberán completar un producto final que demuestre su comprensión y será publicado en un blog
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Evaluation activity six
The document discusses the technologies used to create a film project and what was learned from using them. Blogger was initially difficult to use due to lack of internet access, but proved useful for planning by allowing display of different media types. Using a digital camera for filming presented challenges with zooming and low-light shooting, but working with a torch in low light created an urban, surreal effect. Photoshop allowed experimentation with exposure, tone, shadows and highlights during the design process. Working with software like Photoshop and Premiere taught the document author more about their capabilities, and they feel future projects will be of a higher standard due to increased skills with effects and editing.
Evaluation questions 5 7
The document discusses the filmmaker's process in creating a film opening, including attracting their audience, the technologies they learned, and reflections on their preliminary work and progression. To attract the audience, they used tension, conventions of the war genre, and interesting characters. They learned how to use a Panasonic camcorder, Final Cut Pro, LiveType, and Photoshop. Working alone allowed them more control over the project compared to working in a group. Time management and adjusting to changes were important lessons learned.
Looking back at your preliminary task
Through completing the preliminary editing task and final film opening task, the document's author learned much about filmmaking techniques. The preliminary task helped them become more aware of shot types, matching actions, and using different camera angles. It also taught them to plan shots carefully and have backup equipment, as they missed a key shot during the preliminary task. From editing the preliminary task, the author gained experience with video editing software. Overall, the biggest lesson was that film projects require extensive planning of shots, schedules, costumes and props to execute them efficiently.
Question 7
1) The team learned how to better work together through compromising and delegating tasks for their full product compared to their preliminary task.
2) They improved their time management for the full project by planning filming schedules and meetings, which allowed more time for polishing.
3) The camera work and editing for the full product was of higher quality compared to the preliminary task due to using better equipment, more advanced editing software, and steadier camera movements.
Q6
Through constructing his music magazine project, Ebrahima Lewis learned about several technologies. He learned how to effectively present information and embed other files using Blogger. With Adobe Photoshop, he gained experience with photography techniques like different camera shots, settings, and lighting. Adobe Illustrator taught him how to structure text and assignments. TimeToast helped him organize and meet deadlines. Adobe InDesign allowed him to professionally format his work with features like size and file type. Overall, he believes he now has the skills to produce professional photographs and publications.
Nebula Andromeda evaluation
Josh Sullivan and Owen worked on a project to create a new bottled water brand called Andromeda. They agreed on a simple yet sophisticated bottle design and named the brand based on parts of the galaxy. Josh took the lead on creating print ads and visuals for the brand while Owen focused on pitches, playing to their individual strengths. They were inspired by the existing brand Voss and worked well together throughout the project, delivering a strong pitch for Andromeda that impressed the audience.
Difficulties of media technologies
The document discusses some difficulties encountered when using media technologies for a project. It summarizes:
1) Using Final Cut Pro to create an animatic of a music video remake required familiarizing themselves with using still images instead of video clips.
2) Research using Yahoo Answers was difficult because question time limits would expire before receiving answers.
3) Minor difficulties were encountered with internet outages causing lost work in Google, Safari and a blog. Additionally, learning to use GarageBand required assistance.
4) Delays were caused by misplacing a camera cable needed for uploading photos to a blog, but the problem was eventually resolved. Creating special effects in Final Cut Pro took extra time and patience but
Evaluation q6
Through creating a media project, the author learned to use several technologies. The Canon EOS Kiss X4 camera was used to take high quality photos for the magazine, and the author learned how to manipulate settings to improve images. Adobe Photoshop was used to edit photos, making eyes and colors "pop" more. Internet research on various topics was conducted using Internet Explorer. A focus group provided feedback through mobile messaging. Google Slides was used for work organization and PowerPoint was used to present findings, with the author learning more efficient use of technologies throughout the process.
Question 4
The student used various digital technologies and media at different stages of their project. In the research stage, they used online sources like Google to gather information. They found Emaze, a website to create digital powerpoints, particularly useful. For construction, they used a Canon DSLR camera and lens to film footage. Adobe Premiere Pro was the main software used for editing. Evaluation involved typing questions in Word and compiling them into a single InDesign document for a neat presentation. Overall, digital technologies provided creative freedom and allowed the student's work to grow in strength by taking advantage of 21st century tools.
Looking back at your preliminary task, what
The document discusses the learning from a preliminary task to a full product. For the preliminary task, good planning and time management led to success. While the technology was initially challenging, more experience with equipment and software helped improve the main task. Overall, lessons from mistakes in the preliminary task and greater familiarity with tools supported significant improvement over the months of work.
Question 7
The document summarizes the improvements made from the group's preliminary film piece to their final product. For the preliminary, the group was less organized and focused more on completing the task. However, for the final product they held screenings to get feedback and improved aspects like lighting, shot framing, and following film techniques. The author feels they have developed skills in being aware of audience needs, critiquing videos, operating the camera, and editing.
Question 7
My preliminary front cover and contents page lacked quality compared to my final piece. For the preliminary, I used a basic digital camera and had limited Photoshop skills, resulting in poor image quality and placement of design elements. However, for my final piece, I used an SLR camera with better settings and had improved my Photoshop proficiency. This allowed me to enhance the image quality, neatly arrange conventions, refine edges, and create a consistent color scheme. Overall, progressing from my preliminary to final piece helped me learn how to construct successful media products through skills like Photoshop editing and incorporating design conventions.
6. production reflection
Stefan Hughes created a clothing line called Knowear. He began the production process by designing potential logos in Photoshop, trying different fonts and shapes but ultimately deciding the word "Knowear" on its own would work best as the main logo. The majority of his time was spent designing t-shirt graphics in Photoshop, which was difficult due to wanting the designs to be printed. After the t-shirts were printed, he shot product photos at Brimham Rocks, though filming footage was limited. He then edited the photos in Lightroom and created a promotional video in Premiere, though it was short due to lack of footage. Finally, he designed an e-commerce website using Wix to
Question 6
The document discusses various technologies used in creating a magazine product. It summarizes the key learnings from each technology:
- Photoshop provided many tools for editing images professionally, like selection tools for removing backgrounds and blending layers. It was useful for manipulating text and fonts.
- Blogger was used as a platform to upload work in progress. It allowed embedding images, videos, and presentations and choosing blog themes.
- SurveyMonkey was used to distribute a questionnaire via email link and allowed viewing live results and downloading them.
- SLR cameras had different modes like automatic that adjusted focus and light automatically. Flash functions in different angles helped get correct light exposure.
- Presentation tools like
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The document discusses the real-time fallacy and crisis management. It notes that while the internet has exacerbated expectations of real-time responses, responding quickly to customers and crises has always been important for smart organizations. An example is given of Johnson & Johnson's quick and praised response to a Tylenol crisis in 1982. The document recommends empowering staff to react quickly to help everyone, not just those with platforms, and to act in line with your brand values to build trust.
Le Metier Dannonceur Final[1]
La présentation de l\'ouvrage " Le métier d\'annonceur, du marketing stratégique au consommateur" paru chez VUIBERT collection Lire, Agir, le 15 mars 2012
Task 3 secondy research
This document summarizes information from multiple sources about Arctic Monkeys frontman Alex Turner. It discusses his early life and career with the band, their major commercial successes, and a 2014 tax avoidance controversy. The document also analyzes Turner's songwriting and lyrical style based on quotes from interviews. Research topics explored include the impact of the tax scandal, Turner's writing process, and reaction to an interview where the chemistry between Turner and the host was perceived as flirtatious.
Blip Chip
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Long wave audio-slides-10-25-11-beware_of_euro_weakness
The document warns that the euro will weaken significantly in the near future. It predicts that an upcoming EU summit will fail to adequately address implementation issues, and that shadow banking collapse, unwinding of the yen carry trade, and the European crisis will contribute to euro weakness. Technical analysis also indicates that a secular bear market may resume.
Briefs for merge
This document discusses several types of briefs used in different contexts. A contractual brief outlines the duties of a client and company and serves as an agreement between them. A negotiated brief describes the process where two companies with differing ideas come together to find a mutually agreeable solution. A formal brief contains only the most important details, aiming for brevity. A commission brief provides reasons for creating a video project and details around budget, deadlines, and rights. A tender brief allows contractors to share ideas for developing a product. A cooperative brief can be created and used by anyone, while a competition brief typically just requires basic contact information from entrants.
Ficha técnica Producto 1
Este documento presenta la planeación de un proyecto de aprendizaje sobre el pensamiento crítico en el uso de las tecnologías de la información y la comunicación (TIC). El proyecto se llevará a cabo en una escuela secundaria con 30 alumnos de tercer grado durante 3 sesiones de 50 minutos. Cada sesión incluirá actividades sobre el uso educativo de herramientas como Word, Excel y PowerPoint. Al final, los estudiantes deberán completar un producto final que demuestre su comprensión y será publicado en un blog
VJ Browser Wars
IE remains the most used browser globally with 42% market share, however it has lost 17% in the past two years. Chrome has gained 20% share in that same time and is projected to become the second most popular browser by early 2012. Chrome experienced almost 600% growth globally in the past two years and along with Safari are the two browsers increasing their market share in Australia, which typically lags global adoption by around 8 months.
El Talento Y Fluir Una Experiencia Cumbre
Cual es la relación entre el talento de cada persona, su alto potencial, y la sensación de fluir, la experiencia óptima!? -Cristina Oneto (este documento tiene registro de propiedad intelectual, no reproducir sin permisos)
seminario
El seminario es una estrategia de aprendizaje activo donde los participantes buscan información por su cuenta en un ambiente de colaboración. Los objetivos del seminario son profundizar el conocimiento en un tema, familiarizar a los participantes con los métodos de investigación científica y fomentar el trabajo en equipo. Las características principales son la participación activa de los estudiantes, la colaboración mutua y el método dialogal.
Compendio encuesta
Este documento presenta los resultados de una encuesta realizada a estudiantes sobre su uso y percepción de las tecnologías de la información y comunicación (TIC). La encuesta incluye preguntas sobre el conocimiento de los estudiantes sobre TIC, la importancia que le dan a las TIC para su aprendizaje, los recursos tecnológicos disponibles en su salón de clases, el uso frecuente de medios tecnológicos, las herramientas tecnológicas que usan, las herramientas de comunicación de la universidad que
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Este documento explica cómo crear un panel de control en Access para mejorar la interfaz de usuario con la base de datos. Describe los pasos para configurar páginas y elementos en el panel de control, como añadir botones para abrir formularios e informes. El panel de control permite organizar la información de la base de datos de una forma fácil de usar.
Billboards
Clear Channel billboards have a unique format which makes them the perfect signs for advertisers to Communicate about their brands in order to stay top of mind in the consumer’s head. Clear Channel billboards named More O’Ferrall are available in 36 or 16 m², separately or combined.
Flat plans
This magazine article discusses an interview with an artist who admits that they may pursue a solo career. It also promotes several rock artists and bands, with upcoming album releases, festival performances, and tour dates. Readers are offered free posters and incentives to subscribe to the magazine.
Visual Resume
Jena Ruszk was born and raised in Transfer, PA. She received a Bachelor of Arts in Integrated Strategic Communications with an emphasis in Creative and a minor in Psychology from the University of Kentucky in 2012. She has worked as a Graphic Designer at Cornett Integrated Marketing Solutions in Lexington, KY where she designed menus, learned design programs, and provided creative input. Her goal is to become a Creative Director for a major ad agency or start her own agency.
Lideranca
O documento discute princípios e características de liderança efetiva. Ele lista dez regras para se tornar um líder, incluindo desenvolver uma visão, orientar-se para resultados em equipe, ter senso de realidade e manter flexibilidade. O documento também descreve estilos de liderança e dicas como preparar um sucessor, compartilhar visão com a equipe e dar feedback com base em evidências.
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Unit 4, 5 and 62 evaluation
1) The document summarizes a promotional video created by Kyle Mckendrick for a college course. It discusses meeting the client's requirements, exporting the video in different formats, and conducting research on suitable file formats.
2) Details are provided about the target audience for the video and techniques used to keep them engaged, such as fast pacing and a catchy song. Feedback was obtained through student questionnaires.
3) The summary discusses editing software used, effects like transitions, and adding titles. Considerations were made for importing music and exporting quality. Meetings with the client and team were conducted throughout the project.
Evaluation part 7
Digital SLR cameras provided higher quality video than a bridge camera through features like manual focus and lower grain. This allowed for better control of depth of field to focus attention on important elements. Final Cut Pro software was used to edit the title sequence, teaching skills like green screening. YouTube tutorials helped learn green screening techniques and provided solutions when issues arose. Overall, digital technologies streamlined the media production process compared to older methods through capabilities like extensive storage, fast editing, and tools for special effects.
Corporate Evaluation
Natalie Lynch produced a corporate video for a client. She organized the footage and files systematically on her USB drive for easy access during editing. When editing, she added some visual effects in Photoshop and After Effects, such as a title card. She matched up audio from interviews by using claps during filming. Peer feedback suggested shortening some clips and adding overlays to keep viewers engaged. Based on this feedback, Natalie made some edits. The client was happy with the final video and impressed with the professionalism during filming. Natalie would film over multiple days in the future to allow for retakes.
The main constraint was limited time for filming, which didn't allow for reshooting or spending more
Tech 6
The document discusses various technologies used in the production of a film opening, including:
- Blogger to plan and chronicle the production process
- Facebook to communicate between group members
- LiveType to create titles and credits
- iMac desktop, Premier Pro, and camera equipment to film, edit, and produce the opening
- YouTube to upload and showcase the final production
The writer discusses learning to use these technologies and how they helped make the production process more efficient and the final product more professional. Skills like writing, communication, designing, editing, and camera work were developed through using these tools.
Presentation1
The document discusses the use of various media technologies during the construction, planning, and evaluation stages of creating a music video project.
During research, Blogger and YouTube were used to log research findings and view professionally made music videos for inspiration. Blogger allowed work to be accessed online, while YouTube provided examples of conventions and editing techniques.
Planning utilized Blogger to log schedules, ideas, and feedback. IMovie created an animatic of the storyboard. A digital camera took recce photos. SlideShare and PowerPoint organized presentations.
Construction applied video and still cameras to record footage, Photoshop for visual editing, and Final Cut Express for audio/video editing.
Evaluation employed Facebook
Presentation1
The document discusses the use of various media technologies during the construction, planning, and evaluation stages of creating a music video project.
In the planning stage, the group used Blogger to log ideas, share work, and receive feedback. IMovie was used to create an animatic from the storyboard. A digital camera allowed them to take recce photos of potential filming locations.
During construction, different video cameras were used for filming. Photoshop enabled editing of images for promotional materials. Final Cut Express was the primary editing software.
For evaluation, Facebook provided a way to gather audience feedback on the finished video. A Flip camera recorded in-person feedback sessions.
Presentation1
This document discusses the use of various media technologies during the research, planning, construction, and evaluation stages of creating a music video project.
During research, blogger and YouTube were used to log research findings and analyze other music videos. Planning utilized blogger, iMovie, digital cameras, slideshare, and PowerPoint to develop storyboards, schedules, and pitches. Construction applied video cameras, stop motion, Photoshop, and Final Cut Express for filming, editing, graphics, and special effects. Evaluation employed Facebook and a flip camera to gather and record audience feedback.
Question 4. How did you use new media technologies in the construction, resea...
How did you use new media technologies in the construction, research and planning and evaluation stages?
As media evaluation question 6
The document discusses the various technologies used and skills learned during the production of a two minute film opening. These include: a DV camera for filming, Final Cut Express for editing, the internet for research and blogging progress, YouTube for research and tutorials, Blogger for saving work-in-progress, and Facebook for research through questionnaires. The student learned how to use the camera and software, edit video, upload to YouTube, blog their work, and post questionnaires on Facebook.
Question 4
The document discusses the various media technologies used at different stages of a project. Final Cut Express was used for video editing, allowing effects and precise editing but was difficult to learn. Photoshop enabled editing photos by adding clouds and brightening images. A video camera captured footage but limited access impacted filming time. PowerPoint was used for the evaluation due to familiarity, while Blogger documented progress. Jamendo provided a royalty-free song. Overall, the technologies helped at each stage despite some learning curves or limitations.
question 4
Nikon camera was used to film music video footage and take photos for album cover and advert. Skills with manual camera settings like aperture were developed. Prezi software was used for evaluation and was found to be more engaging than PowerPoint. Adobe Premiere was initially difficult to use but skills were developed, like editing clips to match song beat. Photoshop skills from photography course helped manipulate images. Facebook, blogger, soundcloud, and slideshare were utilized at various stages for communication, presentation, and embedding media.
Question 7
Through completing their preliminary task and final thriller opening, the filmmakers learned several important lessons about planning and production. For the final opening, they spent more time planning key elements like location and storyboarding, which saved filming and editing time. They also improved their equipment skills from the preliminary task. Overall, their planning, organization, and filmmaking skills improved greatly between the early and later projects.
Question 6 evaluation
The document discusses various technologies used during the process of constructing a media production project. Blogger was used for blogging but had issues with formatting and crashing. Mobile phones were very useful for communication and accessing information while working remotely. Adobe Premiere Pro was used for video editing and provided helpful tools but required files to be in the same folder. Survey Monkey allowed for audience research online. A school camera captured good quality footage but poor sound, while mobile phones provided better sound quality. Prezi was used for planning but had basic templates. Overall, the technologies were very useful except for issues with Blogger.
Question 6 evaluation
The document discusses various technologies used during the process of constructing a media production project. Blogger was used for blogging but had issues with formatting and crashing. Mobile phones were very useful for communication and accessing information while working remotely. Adobe Premiere Pro was used for video editing and provided helpful tools but required files to be in the same folder. Survey Monkey allowed for audience research online. A school camera captured good quality footage but poor sound, while mobile phones provided better sound quality. Prezi was used for planning but had basic templates. Overall, the technologies were very useful except for issues with Blogger.
Question 4
In the research stage, Callum used computers and the internet to conduct secondary research on the target EDM audience. He also used a camera to record interviews with audience members to conduct primary research. In planning, he used PowerPoint to pitch his idea and a camera to record the presentation. He communicated with his partner using phones and email. In construction, he used Adobe Premiere Pro and Photoshop for editing and effects. He experimented with frame rates on his Panasonic camera. For ancillary tasks, he used Photoshop for poster/CD design and a Nikon camera for photos. Overall, his technological skills improved through using more advanced software over the course of his studies.
Evaluation question 4
The document discusses the various technologies used to create a film trailer. These include researching previous trailers on YouTube, using surveymonkey to conduct audience research, filming with a small handheld camera, and editing footage using Adobe Premiere Pro on an iMac. While these technologies helped in creating the trailer, there were some issues with the editing software that caused delays. Overall, the technologies allowed the creation of a trailer that would have been difficult without modern filmmaking tools.
Documentary Evaluation (1).pptx
The student created a documentary for the BBC on the effects of social media and platform addiction. Researching facts, statistics, and audience demographics helped shape the documentary. Shooting interviews and footage with an iPhone provided consistent quality. Editing in Adobe Premiere Pro brought the documentary together through color balancing, audio filtering, and seamless transitions. Overall, the project was a positive learning experience that will help the student's future video production work.
Evaluation question 4
This document discusses how new media technologies were used at different stages of planning, researching, and evaluating a short film project. Technologies used included websites like Short of the Week for research, Blogger for planning and organization, Premiere Pro for editing, Word for questionnaires, and digital cameras for filming. The document provides examples of how each technology was used, benefits experienced, and some challenges encountered. Overall, a variety of new media was crucial for the entire short film production process.
Eval q4- r+p
The document summarizes the hardware and software used during the research and planning stage of an advanced portfolio project. It describes using an Apple Mac computer, testing various cameras including a Sony N50 and Panasonic HC-V250 to determine the best for filming. A tripod, mobile phone, scanner, stills camera, Photoshop, Final Cut Express, and Grab software were also utilized. The hardware and software provided benefits like accessibility, skill refreshment, and ability to document the research process, though some presented challenges around availability and file transfers between devices.
Q4
Fergus Bobby used various media technologies in the construction and research, planning, and evaluation stages of creating a horror trailer titled ".com". During the planning stage, little technology was used as planning was done on paper. For research, Fergus searched the internet to find inspiration from other horror trailers on YouTube and to conduct audience research through online surveys. Filming was done using a handheld HD video camera, and footage was uploaded to an iMac for editing in Adobe Premiere Pro. Sound effects were added using GarageBand. Photoshop was used to create promotional posters. Overall, Fergus found technologies like the internet, video cameras, editing software, and blogs to be invaluable in bringing the project to completion
Similar to End of project review (20)
Question 4. How did you use new media technologies in the construction, resea...
Question 4. How did you use new media technologies in the construction, resea...
More from lewisgray111246
Justify my ideas
The document discusses ideas for a video that were taken from mood boards and team meetings. The main idea chosen was using a colander to transition between scenes by zooming in and out, which would improve the professional quality and flow of the video. The location chosen for student interviews was the photography room, bringing more context and making the scenes look better, giving viewers insight into the photography course environment.
Shotlog 1
This shot log documents various shots taken at a college on a particular date. It includes 19 entries with details of the timecode, take number, duration, description of the shot, any associated audio, and comments on the quality of each take. The shots included the front of the college, various rooms in the college like the refectory and photography room, shots of students and equipment, and multiple interview scenes.
Minutes lee finch meeting 3
The meeting was called by Lee Finch to provide an update on the promotional video project. Attendees showed Lee some interview footage and the edited video to get his feedback. They asked for any suggestions to improve the product and make it more appealing to viewers. Finally, they addressed any questions from Lee and scheduled his interview and the next meeting.
Meeting agenda 4
The meeting agenda outlines a client meeting to discuss a finished project. It will include an introduction by Lee Finch, showing some interviews where they discuss problems and changes with the project, playing and discussing multiple videos including their own, and concluding with answering any questions and discussing next steps for the video. The meeting will take place on April 14, 2013 from 9:00 am to 9:30 am in the Photography Room and involve Lee Finch, Lewis Ainscough-Gray, Chris Mclosky, Jade Kinder and Connor Murray.
Meeting agenda 3
The meeting agenda called by Lee Finch on April 14, 2013 from 11:00 a.m. to 11:30 a.m. includes showing interviews that have been shot of students, asking for any suggestions to improve the interviews, and ensuring everything is understood before asking if there is anything else to add to the video.
Minutes lee finch meeting 4
The meeting was called by Lee Finch to review a promotional video project. The attendees discussed finishing the project, problems encountered during production, and each showed their version of the video. They ensured the client was satisfied with the final video and discussed next steps before concluding the meeting.
Shot log
We will begin shooting by capturing panoramic shots of the different areas around the college campus to establish the setting in 1-2 wide establishing shots. These panoramic shots will showcase the various locations at the college to give viewers context for where the story takes place.
Shoot video assets
When shooting the video, the document outlines that quality, lighting, focus, and color balance should be prioritized to minimize editing later. It also notes that exposure needs attention when shooting in direct sunlight to avoid blinding the audience. The main parts of shooting are shot composition to set the style and meet standards, and using proper camera angles like leveling with subjects via a tripod.
Meetings with the client
The document summarizes four meetings with a client for a school project. The first meeting was to inform the client about the project and request his participation. The second meeting provided the client a better understanding of the project vision by showing example videos. They also scheduled filming times. The third meeting showed an edited introduction and scenes to obtain feedback. The fourth and final meeting showed the completed video for final approval before uploading.
Exporting the video
To export the video while keeping the file size small, the document recommends using the .wmv format which supports 720p resolution and reduces file size dramatically. Although the camera shoots in 1080p, a lower 720p resolution is chosen so the file size stays small enough for people to quickly download and stream the video. YouTube will be used to upload the video since it supports 720p quality and is easy to use. A CD backup will also be created in case the video needs to be played on a DVD player or presented in class. With a small file size, people can easily stream the content online.
Changes to the pitch
We received feedback that our initial pitch to the client lacked details on production roles and responsibilities. To address this, we expanded the proposal by assigning specific roles to each team member and outlining their future contributions. We also provided more information on the camera equipment, interview subjects, locations, and studio setup to give the client a clearer vision of our production plan. These additions made our proposal more professionally detailed.
Risk assessment forn
This risk assessment form details the potential hazards of filming an advertisement on a college campus. It identifies tripping over camera cables as a hazard and lists taping cables to the floor as a control measure to reduce the risk. It also notes the long periods of sitting required for editing could cause back pain, and lists taking short breaks every hour to walk around as a control. The form provides details of the filming activities, hazards, control measures, and assigns a risk level of each activity. It is signed off by the manager and will be distributed to all crew members and clients.
Project schedule
The document provides a detailed project schedule for creating an advertisement video over 8 weeks. It outlines the key tasks such as preparing plans, shooting footage, conducting interviews, editing videos, and getting client feedback at various stages of production. The schedule was later revised to have more realistic timeframes for completing each task after discussing with the team.
Production diary
1. The document describes the process of editing a video production diary. Key steps included importing media, arranging clips on the timeline, editing clip lengths, adding titles, and choosing transitions between clips to ensure smooth playback.
2. Editing details like brightness, contrast, and effects were applied to polish the introduction. Audio was also layered to enhance smoothness between scenes.
3. The document outlines various editing tools and methods used to craft the final video product, such as three-point editing, transitions, and audio mixing to balance different sound elements.
Transitions
Transitions can be added between video clips in the scene line by dragging a transition into the space between clips. Alternatively, transitions can be selected from the edit tab menu and manually added. Using transitions keeps the video flow smooth and looks more professional than a video without transitions. Common transitions include box transitions.
Transitions
Transitions can be added between video clips in the scene line by dragging a transition into the space between clips. Alternatively, transitions can be manually added in the edit tab by selecting from the transition menu. Transitions help keep the video's flow moving and make it look more professional than a video without transitions.
Project schedule
The document provides a detailed project schedule for creating an advertisement video over 8 weeks. It outlines the key tasks such as preparing plans, shooting footage, conducting interviews, editing videos, and getting client feedback at various stages. The schedule was initially unrealistic but was later revised to include more preparation time upfront, shooting opening scenes over multiple weeks, editing concurrently, and adding buffer time at the end to account for any delays.
Production diary
1. The document describes the process of editing a video production diary. Key steps included importing media files by dragging them into the timeline, editing clip lengths, adding titles, choosing transitions, and adjusting audio levels.
2. Transitions between clips were selected to keep the video smooth, and adjusting brightness/contrast improved clip quality. Effects like changing font and lens flares were tested.
3. The timeline and sceneline views allow organizing clips, and three-point editing precisely sets clip placement. Rendering finalized the video by playing it without pauses.
More from lewisgray111246 (20)
End of project review
- 1. End of project review After we had finished our entire project we had one last meeting with our client to discuss everything that had happened during the project and what we think that we could have improved on. The main thing that we seemed to lack was organisation with setting up our interviews with the students, due to the fact that we didn’t set up our meetings till the last minute which usually meant that the person was busy and not available to take part. This lead to huge delays and meant that we had to delay the project more and more because of the interviews could not take place. Something else that lead to huge delays was the editing side of things, since we were not used to the editing software it took some time to figure out how to use it, and could have made a much more advanced video if we were more familiar with the software. This could easily have been changed if we had spent some time before hand editing some other footage just practising with the program and learning our way around it. Another thing that we discussed and thought that we should have changed is that we used a total of 3 different cameras, which lead to there being a huge difference in quality which is easily noticeable in the video. This really ruined the flow of the video as the change was so noticeable as you were playing the video back. This could easily have been changed by just making sure that the same camera was ready each time and make sure there was battery and space on the camera to do a whole days shooting. If we had used the same quality camera I think that the final product would have ended up a lot better and made the video flow a lot smoother. Something else that we discussed was that we didn’t have that much formal communications with the client were we all sat down and had a chat, as the client was our teacher we all just spoke on a one to one basis and updated him when we thought it was necessary. If I was to do this project I think it would be a lot simpler if we all sat down at the same time and had the discussion so everybody knew what was going on, and we didn’t have to keep relaying the information back to the rest of the group. This would have also greatly improved the amount of information that I could have put in the minutes and agenda part of the project.