This document provides a detailed overview of Fraser Hardwick's film production process over 12 days. It describes the initial research and idea generation, development of a concept and plan, pre-production paperwork, a test of interview shots, 5 days of filming interviews and b-roll footage, 3 days of editing, tightening the cut to 5 minutes by removing dialog and using graphics, adding graphics for question slides, and a final day focusing on sound design and music selection before rendering and uploading the finished film.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Initial ideas
What we did this week was look at the
ways we could get our ideas across to
the audience and how people have
done it before us. Looking at all these
different styles of work would really
pay off in our ideas as well as how they
will affect our ideas and shape the
content we make. With these ideas
and products made before ours we
mixed and matched our ideas with the
content created. We made a start of
looking more in depth into the areas
these documentary's did well. And in
doing so made sure we had a good
concept of what were aiming for.
3. Idea development
Idea development was based of the research
and the idea generation we did before. This
was extending on the ideas we had as well as
improving them to see how it'll work. What
this consisted of was shot used ,layout of the
film and the mind maps of what we want to
get ac ross. This formed a base for our
planning and what we needed to do and how
much time we’ll need for it with the amount of
content. As well as looking at ways we can
portray some of our options across into film.
As well as looking deeper into the style we
wanted help us visualize the thing we may
create and make time lines for the film to get
across what we want. Another thing this
allowed us to do is show what our process of
how we came up with our ideas and gave
evidence of this.
4. Process (experiments)
This week I did a little experiment to test out the types of shots I wanted for
my final project mainly focusing on the interview work. This was mainly
getting the camera eye level to the person being interviewed. As well as using
the rule of thirds to make sure he's using up the space available to him to
make the shot look like its being done professionally as an interview. With this
as a thing to go back on in my final production to give me a layout I can use for
the project if I'm stuck as well as the editing style too. Lastly having the
experiments helped me thing of future questions and how to get the best
response out of the person I'm interviewing.
5. Process (pre production)
What this part of the production was making
sure that I had all the paper work to back up the
things I wanted to do in my film. Like the
contingency forms the shot list and the crew
and set. This gave me a layout and a table to
look at and refer to in production. As well as
something to give as evidence for my planning.
With all of this done and perfected before a
shoot it should make a really smooth
production when filming.
6. Proposal
This part was to show my ideas in a essay logical
way that got the point across and helped me see
what I wanted to do with my film. This would let
my teacher understand and have a quick and
informative overview of the movie I want to make.
With this they can aid me in the making and give
me extra tips or what I can do otherwise to make
my film work and flow just as well. With this new
found information I can make my film with full
knowledge of it being given the green light for
production.
7. Process (production day 1-2)
With only 2 days to film this meant the 1st 2 days
I had to focus on filming as soon as I got to the
university campus I set up and started filming
this was on my shot list and time scale I had
done for my proposal. Mainly focusing on the
main introduction shots and interviews 1st then
working on stock footage when spending time
with the people in the flat carrying round a
camera with me most of the time and when
finding something worth recording therefor
having all this spare footage means I have
something to cut to if needs be.
8. Process (production day 3-8)
The next couple of days after was getting all my
footage and sound linked up and then editing
the films from there. With the amount of
content I need and the cuts from the interview
that are good for making the whole thing flow
smoothly adding in the stock footage when the
person I was interviewing was talking about
there certain area of student life. Mainly
backing up the point they made with
documented footage of sorts. With all of this
put together in a cut I was time to put the
finishing touches on with in the next few days.
9. Process (production Day 9)
Starting off with getting my content to the max 5
min this involved a lot of content being cut out the
final cut. How I made all of this flow how ever was
cutting parts of dialog out and replacing the footage
with stock therefor the speech sounded like it
flowed really well. Because you couldn’t see the cut
and the sound just flowed. With this in place and
shorting down most responses this meant that I hit
the 5 minute mark that was my max time to work
with.
10. Process (production day 10)
This day was mainly focusing on the graphics of
my work. With getting assistance from my
tutor I was able to make graphics for my film.
After being gave a tutorial how to make them I
was let loose on it and made a 1 minute
section 15 seconds with graphics alone. This
meant that I can use graphics to make my film
flow just as well as using graphics rather than
filming extra content.
11. Process (production day 11)
What I did this day was I focused on making
graphics for asking the questions on the shoot
how I did this what I took a big enough photo
therefor I could move round it like I was
moving a camera round the set. With this I
could instead of my audio being in asking the
questions. This meant I saved about 5 seconds
on each clip as well as utilizing more graphic
expanding my range of making content.
12. Process (production day 12)
Last day of production I focused on sound
design picking a hand full of songs. Where then I
used the songs over the clips and started
balancing and seeing if they worked with the
clips i selected if not i changed the music and
from overlooking it more I used multiple types
of music for certain areas. With these changes
made all it took after that was rendering the
project and then uploading it to YouTube.
Editor's Notes
Discuss the tools and processes used in your production. Log your thoughts and feelings about your work.
Discuss the tools and processes used in your production. Log your thoughts and feelings about your work.
Discuss the tools and processes used in your production. Log your thoughts and feelings about your work.
Discuss the tools and processes used in your production. Log your thoughts and feelings about your work.
Discuss the tools and processes used in your production. Log your thoughts and feelings about your work.
Discuss the tools and processes used in your production. Log your thoughts and feelings about your work.