Slides about collaborating and planning a team video for the Kaiyama STEM Project between Univ. of Hawaii Kapiolani CC & Kansai University. Spring 2016.
This document provides tips for mastering the four main English skills: listening, speaking, reading, and writing. For listening, it recommends listening to content in English at different levels and genres while using subtitles, as well as focusing on listening subskills and practicing with accent training apps. For speaking, it suggests being talkative, improving pronunciation and fluency, speaking with foreigners through apps and websites, and joining Toastmasters. For reading, it advises using hands as a guide, varying reading speed, using speed drills, and employing the multiple reading process. For writing, it recommends using Grammarly and writeandimprove.com for structure, proofreading, and feedback. General tips include self-reflection, finding
This document provides guidance on writing different sections of an academic paper, including the conclusion section and abstract. It discusses the purpose and contents of these sections. For the conclusion section, it emphasizes summarizing the main ideas and thesis, noting important results and limitations. It also discusses transition words, intro/concluding paragraphs for sections, and provides an example. For the abstract, it outlines what should be included like the purpose, methods, results and conclusion. Sample abstract and conclusion paragraphs are also provided. Homework involves practicing these sections.
1) When developing an academic presentation, the speaker needs to consider their relationship with the audience, including differences in power, assumptions of knowledge, and appropriate language.
2) When speaking, the speaker should explain topics in a way that is understandable to outsiders and without assuming prior knowledge.
3) An effective presentation structure involves forecasting what will be discussed, then presenting and summarizing the content, while allowing time for audience questions.
12 Tips to Instantly Create Better Videos - 2014 NAGW ConferenceCapture Video
This presentation will equip you with the skills to take your video productions to the next level. Learn the elements of telling a great story through video and the top mistakes most people make when making videos. This workshop will take you through the process of composing great shots, recording good audio, and editing your video quickly and professionally.
The document outlines an English language learning project that uses podcasts and digital tools. Students work in groups to research topics, write scripts, and produce audio or video podcasts. They then share their podcasts online and provide feedback on each other's work to improve their language skills through an authentic task-based learning experience.
This document provides tips for mastering the four main English skills: listening, speaking, reading, and writing. For listening, it recommends listening to content in English at different levels and genres while using subtitles, as well as focusing on listening subskills and practicing with accent training apps. For speaking, it suggests being talkative, improving pronunciation and fluency, speaking with foreigners through apps and websites, and joining Toastmasters. For reading, it advises using hands as a guide, varying reading speed, using speed drills, and employing the multiple reading process. For writing, it recommends using Grammarly and writeandimprove.com for structure, proofreading, and feedback. General tips include self-reflection, finding
This document provides guidance on writing different sections of an academic paper, including the conclusion section and abstract. It discusses the purpose and contents of these sections. For the conclusion section, it emphasizes summarizing the main ideas and thesis, noting important results and limitations. It also discusses transition words, intro/concluding paragraphs for sections, and provides an example. For the abstract, it outlines what should be included like the purpose, methods, results and conclusion. Sample abstract and conclusion paragraphs are also provided. Homework involves practicing these sections.
1) When developing an academic presentation, the speaker needs to consider their relationship with the audience, including differences in power, assumptions of knowledge, and appropriate language.
2) When speaking, the speaker should explain topics in a way that is understandable to outsiders and without assuming prior knowledge.
3) An effective presentation structure involves forecasting what will be discussed, then presenting and summarizing the content, while allowing time for audience questions.
12 Tips to Instantly Create Better Videos - 2014 NAGW ConferenceCapture Video
This presentation will equip you with the skills to take your video productions to the next level. Learn the elements of telling a great story through video and the top mistakes most people make when making videos. This workshop will take you through the process of composing great shots, recording good audio, and editing your video quickly and professionally.
The document outlines an English language learning project that uses podcasts and digital tools. Students work in groups to research topics, write scripts, and produce audio or video podcasts. They then share their podcasts online and provide feedback on each other's work to improve their language skills through an authentic task-based learning experience.
The document provides guidance on using Movie Maker software to create a movie summarizing a class's learning on volcanoes. It outlines the steps taken in creating the movie, including collecting photos and video clips, organizing content, adding audio recordings, and editing the movie. It then shares how the completed movie was celebrated and distributed to parents. The process took 6 weeks from start to finish.
This document provides many ideas for using video in the classroom in 3 sentences or less:
It discusses the benefits of using video such as increasing motivation, providing cultural context, and exposing students to authentic language samples. A variety of types of videos are listed that could be used including music, animations, movies, news, and instructional videos. Finally, potential activities using video are outlined such as having students do retelling, prediction, description, or engaging with videos through worksheets, debates, and quizzes.
The document discusses using Flip camcorders for easy video creation and sharing in the classroom. It provides an overview of Flip camera models and features, demonstrates how to record and edit short videos with students, and explains how to upload finished videos to sites like YouTube. The goal is for teachers and students to collaboratively create a video project celebrating personal heroes.
This document summarizes a group project conducted by five students for their Social Psychology module. The group created a 3-5 minute video applying concepts such as stereotypes and first impressions to tell a story about an interracial couple meeting and developing a relationship. They filmed scenes at the library and lakeside. The group divided roles such as scriptwriting, filming, editing, and report writing. They applied concepts like stereotypes and first impressions to tell the story of how the couple met and developed their relationship over 20 years.
The document describes a workshop on using digital storytelling across content areas. It provides an agenda for the workshop that includes exploring the benefits and barriers of digital storytelling, learning how to create different types of digital stories like documentaries and poetry using tools like GarageBand and iMovie, and sharing completed projects. Attendees will learn strategies for planning, managing, and assessing student digital storytelling projects.
The document outlines the objectives and requirements for a Favorite Poem Video Project. Students will create a 3-7 minute video reciting and analyzing a poem of their choice. The video must include a recitation, explication of the poem's meaning, and a personal explanation of why the poem is meaningful to the student. The document provides sample timelines, assessment criteria, recommended poetry books, and resources for completing the project, including using technology tools like iMovie.
A book trailer is a video advertisement for a book that employs techniques similar to movie trailers. The document provides guidance for students to create book trailers in small groups, including choosing a book, planning key scenes, using software to incorporate images and audio, and ensuring the trailer is short, grabs attention, and does not reveal the ending. Teachers can find resources and examples to help students at specific websites.
A book trailer is a video advertisement for a book that employs techniques similar to movie trailers. The document provides guidance for students to create book trailers in small groups, including choosing a book, planning key scenes, using software to incorporate images and audio, and ensuring the trailer is short, grabs attention, and does not reveal the ending. Teachers can find resources and examples to help students at specific websites.
This document provides an overview and table of contents for the inaugural issue of Classroom Resources, a publication of the Speech, Drama & Debate SIG of The Japan Association for Language Teaching. It contains introductions from the editors welcoming readers and thanking contributors. The table of contents lists various speech, drama, and debate classroom activities submitted by different authors for this issue.
The document provides an overview of using digital storytelling in the classroom. It defines digital storytelling as using computer tools to tell stories, usually combining images, text, audio, video and music in stories typically 2-10 minutes long. The document discusses how digital storytelling allows students to improve writing, show creativity, have a voice, and enhances learning. It outlines the process of brainstorming, researching, creating a storyboard, building the story, revising, and sharing. Key steps include importing images and music, adding text and titles, and publishing the final digital story.
Lecture Capture software allows instructors to record presentations along with audio, video, and screen sharing and store them securely online for students to access. The Panopto software integrates with the Moodle learning management system, allowing automatic uploading and sharing of recordings. Studies show lecture capture does not reduce class attendance but enhances student understanding by allowing repetitive review of difficult concepts. Universities report using it successfully for language learning, performance reflections, and reviewing history of art lectures.
YouTube Tools to the Rescue - Area 10-11 ConferenceDiana Benner
Wondering how you can safely share YouTube videos with your students? Come learn how to use various YouTube tools in order to safely share YouTube videos without worrying about inappropriate comments and other hazards. Also learn how to easily shorten YouTube videos so your students watch only the portion you intend. Note: Participants will need to bring a laptop so they can practice using the tools.
The document outlines the Favorite Poem Video Project which asks students to create a 3-7 minute video reciting and analyzing a poem. It provides a timeline, assessment criteria, and resources for completing the project. Students will recite a poem, explain its meaning and why it is meaningful to them. The project aims to build reading skills, technology skills, and a sense of community.
1) The document discusses using podcasting to teach and practice language skills. Students created podcasts answering 11 questions to share ideas and practice speaking in English.
2) Students used Audioboo to record and publish their podcasts. They provided feedback on each other's recordings and selected the best examples.
3) A survey found students enjoyed making podcasts and felt it helped their language learning. Podcasting allows for interactive communication and helps build on students' existing language abilities.
The document promotes Sensations English, an English language teaching resource that uses video lessons. It announces an upcoming webinar on using video in ELT effectively and offers teachers a 50% discount on Sensations English Teacher's Edition. The Teacher's Edition gives teachers access to hundreds of graded video lessons, lesson plans, and a digital gradebook to track student progress. Teachers are encouraged to sign up for the discount and webinar series by visiting the listed websites before the end of May.
This document provides ideas for enhancing English language lessons with a focus on listening and speaking. It includes 11 topics: 1) using YouTube videos, 2) practicing TOEFL tasks, 3) finding phrases for speeches, 4) formal vs. informal vocabulary, 5) pronunciation analysis, 6) finding idioms, 7) creating expert listening groups, 8) performing as American characters, 9) paired American dialogue performances, 10) final student video projects, and 11) discussing conditionals and modal verbs. For each topic, it provides detailed instructions and examples for classroom activities.
10 Listening/speaking lessons with youtubeCurt Reese
This document provides ideas for enhancing English language lessons with a focus on listening and speaking. It includes 11 topics: 1) using YouTube videos, 2) practicing TOEFL tasks, 3) finding phrases for speeches, 4) formal vs. informal vocabulary, 5) pronunciation analysis, 6) finding idioms, 7) creating expert listening groups, 8) performing as American characters, 9) paired American dialogue performances, 10) final student video projects, and 11) discussing conditionals and modal verbs. For each topic, it provides detailed instructions and examples for classroom activities.
Several studies have found that students perceive video feedback as useful and preferable to written feedback. Using screen-capture video feedback also helps us, as educators, communicate more clearly and constructively.
In this presentation, Michelle takes you through the process of recording short, individual feedback videos for students using the screen-capture program, Jing. Each phase will be explained step-by-step including preparing to record, recording your video, saving and sending your video, and viewing your video library.
Michelle also discuss alternative ways to provide feedback using Jing, such as creating a general feedback video for a whole class.
This document provides guidance on writing different sections of an academic paper, including the introduction, methods, results and discussion, and conclusion sections. It also provides guidance on writing an abstract, including what key elements should be included such as the purpose, methods, results, and conclusions of the research. The document advises that students review each other's abstracts, ask questions for clarity, and suggest improvements to help strengthen abstract writing skills. It concludes by assigning homework for students to rewrite their abstract based on peer feedback and reflect on lessons learned from the review process.
The document provides guidance on using Movie Maker software to create a movie summarizing a class's learning on volcanoes. It outlines the steps taken in creating the movie, including collecting photos and video clips, organizing content, adding audio recordings, and editing the movie. It then shares how the completed movie was celebrated and distributed to parents. The process took 6 weeks from start to finish.
This document provides many ideas for using video in the classroom in 3 sentences or less:
It discusses the benefits of using video such as increasing motivation, providing cultural context, and exposing students to authentic language samples. A variety of types of videos are listed that could be used including music, animations, movies, news, and instructional videos. Finally, potential activities using video are outlined such as having students do retelling, prediction, description, or engaging with videos through worksheets, debates, and quizzes.
The document discusses using Flip camcorders for easy video creation and sharing in the classroom. It provides an overview of Flip camera models and features, demonstrates how to record and edit short videos with students, and explains how to upload finished videos to sites like YouTube. The goal is for teachers and students to collaboratively create a video project celebrating personal heroes.
This document summarizes a group project conducted by five students for their Social Psychology module. The group created a 3-5 minute video applying concepts such as stereotypes and first impressions to tell a story about an interracial couple meeting and developing a relationship. They filmed scenes at the library and lakeside. The group divided roles such as scriptwriting, filming, editing, and report writing. They applied concepts like stereotypes and first impressions to tell the story of how the couple met and developed their relationship over 20 years.
The document describes a workshop on using digital storytelling across content areas. It provides an agenda for the workshop that includes exploring the benefits and barriers of digital storytelling, learning how to create different types of digital stories like documentaries and poetry using tools like GarageBand and iMovie, and sharing completed projects. Attendees will learn strategies for planning, managing, and assessing student digital storytelling projects.
The document outlines the objectives and requirements for a Favorite Poem Video Project. Students will create a 3-7 minute video reciting and analyzing a poem of their choice. The video must include a recitation, explication of the poem's meaning, and a personal explanation of why the poem is meaningful to the student. The document provides sample timelines, assessment criteria, recommended poetry books, and resources for completing the project, including using technology tools like iMovie.
A book trailer is a video advertisement for a book that employs techniques similar to movie trailers. The document provides guidance for students to create book trailers in small groups, including choosing a book, planning key scenes, using software to incorporate images and audio, and ensuring the trailer is short, grabs attention, and does not reveal the ending. Teachers can find resources and examples to help students at specific websites.
A book trailer is a video advertisement for a book that employs techniques similar to movie trailers. The document provides guidance for students to create book trailers in small groups, including choosing a book, planning key scenes, using software to incorporate images and audio, and ensuring the trailer is short, grabs attention, and does not reveal the ending. Teachers can find resources and examples to help students at specific websites.
This document provides an overview and table of contents for the inaugural issue of Classroom Resources, a publication of the Speech, Drama & Debate SIG of The Japan Association for Language Teaching. It contains introductions from the editors welcoming readers and thanking contributors. The table of contents lists various speech, drama, and debate classroom activities submitted by different authors for this issue.
The document provides an overview of using digital storytelling in the classroom. It defines digital storytelling as using computer tools to tell stories, usually combining images, text, audio, video and music in stories typically 2-10 minutes long. The document discusses how digital storytelling allows students to improve writing, show creativity, have a voice, and enhances learning. It outlines the process of brainstorming, researching, creating a storyboard, building the story, revising, and sharing. Key steps include importing images and music, adding text and titles, and publishing the final digital story.
Lecture Capture software allows instructors to record presentations along with audio, video, and screen sharing and store them securely online for students to access. The Panopto software integrates with the Moodle learning management system, allowing automatic uploading and sharing of recordings. Studies show lecture capture does not reduce class attendance but enhances student understanding by allowing repetitive review of difficult concepts. Universities report using it successfully for language learning, performance reflections, and reviewing history of art lectures.
YouTube Tools to the Rescue - Area 10-11 ConferenceDiana Benner
Wondering how you can safely share YouTube videos with your students? Come learn how to use various YouTube tools in order to safely share YouTube videos without worrying about inappropriate comments and other hazards. Also learn how to easily shorten YouTube videos so your students watch only the portion you intend. Note: Participants will need to bring a laptop so they can practice using the tools.
The document outlines the Favorite Poem Video Project which asks students to create a 3-7 minute video reciting and analyzing a poem. It provides a timeline, assessment criteria, and resources for completing the project. Students will recite a poem, explain its meaning and why it is meaningful to them. The project aims to build reading skills, technology skills, and a sense of community.
1) The document discusses using podcasting to teach and practice language skills. Students created podcasts answering 11 questions to share ideas and practice speaking in English.
2) Students used Audioboo to record and publish their podcasts. They provided feedback on each other's recordings and selected the best examples.
3) A survey found students enjoyed making podcasts and felt it helped their language learning. Podcasting allows for interactive communication and helps build on students' existing language abilities.
The document promotes Sensations English, an English language teaching resource that uses video lessons. It announces an upcoming webinar on using video in ELT effectively and offers teachers a 50% discount on Sensations English Teacher's Edition. The Teacher's Edition gives teachers access to hundreds of graded video lessons, lesson plans, and a digital gradebook to track student progress. Teachers are encouraged to sign up for the discount and webinar series by visiting the listed websites before the end of May.
This document provides ideas for enhancing English language lessons with a focus on listening and speaking. It includes 11 topics: 1) using YouTube videos, 2) practicing TOEFL tasks, 3) finding phrases for speeches, 4) formal vs. informal vocabulary, 5) pronunciation analysis, 6) finding idioms, 7) creating expert listening groups, 8) performing as American characters, 9) paired American dialogue performances, 10) final student video projects, and 11) discussing conditionals and modal verbs. For each topic, it provides detailed instructions and examples for classroom activities.
10 Listening/speaking lessons with youtubeCurt Reese
This document provides ideas for enhancing English language lessons with a focus on listening and speaking. It includes 11 topics: 1) using YouTube videos, 2) practicing TOEFL tasks, 3) finding phrases for speeches, 4) formal vs. informal vocabulary, 5) pronunciation analysis, 6) finding idioms, 7) creating expert listening groups, 8) performing as American characters, 9) paired American dialogue performances, 10) final student video projects, and 11) discussing conditionals and modal verbs. For each topic, it provides detailed instructions and examples for classroom activities.
Several studies have found that students perceive video feedback as useful and preferable to written feedback. Using screen-capture video feedback also helps us, as educators, communicate more clearly and constructively.
In this presentation, Michelle takes you through the process of recording short, individual feedback videos for students using the screen-capture program, Jing. Each phase will be explained step-by-step including preparing to record, recording your video, saving and sending your video, and viewing your video library.
Michelle also discuss alternative ways to provide feedback using Jing, such as creating a general feedback video for a whole class.
This document provides guidance on writing different sections of an academic paper, including the introduction, methods, results and discussion, and conclusion sections. It also provides guidance on writing an abstract, including what key elements should be included such as the purpose, methods, results, and conclusions of the research. The document advises that students review each other's abstracts, ask questions for clarity, and suggest improvements to help strengthen abstract writing skills. It concludes by assigning homework for students to rewrite their abstract based on peer feedback and reflect on lessons learned from the review process.
The document discusses the process of peer reviewing academic papers. It explains that peer review involves colleagues reviewing each other's papers to provide feedback on improvements before publication. The process described includes students sharing their papers in groups, reading each other's work, discussing comments and suggestions, and the author addressing areas reviewers did not understand. The goals of peer review are to help writers better organize and explain their ideas, and give them ways to strengthen their paper.
This document provides an overview of the key components of an academic paper introduction, including the introductory paragraph, literature review, and concluding paragraph/study overview. It discusses the purpose of each section and provides examples. The literature review explains prior research, problems in previous studies, and how the current work will add to existing knowledge. The concluding paragraph summarizes the literature review and outlines the research plan. Resources for the literature review can come from academic journals, reports, books, and other sources. The review should synthesize both supporting and contradictory findings and identify gaps for the new study to address.
This document outlines the syllabus for an academic discussion and presentation course. The purpose is to prepare students for academic discussions, presentations, reading articles, and participating in class. Classroom rules encourage speaking English, asking questions, and helping each other learn. Today's class will have students introduce themselves, discuss a newspaper article on social media use after Japan's earthquake, and watch a related video. Students will then post reflections on Facebook. Future classes will include online discussions and presentations to practice skills.
1. The document provides instructions for making a new Facebook account and learning how to use basic Facebook functions like adding friends, joining groups, updating profiles and statuses, and messaging other users.
2. Students are asked to make a Facebook account using their OGU email address and confirm their email, then add teachers, staff, and classmates as friends and join the OGU group.
3. The instructions also cover writing on friends' walls, sending messages to teachers via Facebook, and logging out and logging back in from anywhere using an OGU email address and password.
This document provides a personal timeline of Bert K.'s experiences with educational technology from kindergarten in the 1940s through his vision for the future classroom. It describes the technologies used during different periods of his education and teaching career, from punch cards in college to his desire for every student to have a mobile device. The timeline shows the progression from early analog technologies to today's digital technologies and how technology has transformed learning over the decades.
This document outlines lessons from an Oral Communication class taught in English. The lessons cover topics like introductions, asking questions about daily life, discussing hobbies and families, practicing conversations, and preparing for video calls with students in another country. The document provides examples of questions and prompts used in each lesson to help students improve their English speaking skills.
The document outlines classroom rules and expectations for an oral communication class taught in English. It instructs students to speak English only in class, not be afraid of making mistakes, come to every class on time with required materials, ask questions if they don't understand, relax and enjoy the class. It also details policies around attendance, assignments, grades and goals for practicing oral communication skills.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
2. Learn how to use collaboration tools.
Learn how to collaborate with students from other
country.
Learn about life in Hawaii & Japan.
Learn about alien species & conservation.
3. Collaborate to
make a short video,
2-3 minutes.
Review and
comment on each
team’s video.
4. Decide on your theme.
Discuss what shots / video to take this week.
Decide on how to communicate.
Decide on member responsibilities.
◦ Leader
◦ Note taker
◦ Storyboard writer
◦ Camera crew
◦ Video editor
5. Communicate with
team members
Develop skills
◦ Intercultural Communication
◦ Time management
◦ Leadership
◦ Teamwork
◦ Responsibility
6. Form a team
Plan short video
◦ Storyboard
Shoot video
Take pictures
Edit video
Share video
7. Your experiences this
week
What photos?
What type of video?
◦ Action
◦ Interview
◦ Scenic
◦ Others
8. Sequence to show the order of the story
A visual drawing or picture
Time spent on each part
Audio - music or narrative
(speaking or written script)
9. Title
Famous Foods in
Japan and Hawaii
(10 seconds)
Loco moco
(15 seconds)
Okonomiyaki
(15 seconds)
Poi
(15 seconds)
Natto
(15 seconds)
Haupia
(15 seconds)
Manju
(15 seconds)
Mango
(15 seconds)
Nashi
(15 seconds)
Conclusion
Famous foods are
different in Japan
and Hawaii
(10 seconds)
Music / Narration Music / Narration Music / Narration Music / NarrationMusic
Music / Narration Music / Narration Music / Narration Music / Narration Music
10.
11. Scene Title Shots Type
1 Introduction Waikiki beach, Diamond Head Video
2 Hawaiian food Poi, lau lau, kalua pig Images
3 Thanksgiving dinner People eating turkey Video
4 New Year's Family dinner Video
5 Conclusion Cook out group pictures Images
12. When is it best to use
synchronous tools?
When is it best to use
asynchronous tools?
13. Synchronous
◦ Telephone
◦ Video calling
FaceTime, Hangouts
◦ Texting
Facebook Messenger, LINE
◦ VoIP
Skype, LINE
◦ Conferencing
Skype
Google hangout
Asynchronous
◦ Letter
◦ Fax
◦ E-mail
◦ BBS
◦ Texting
◦ Facebook
15. Use template
Makes impressive
videos
Available on Macs
Easy to use
Need to plan shots
(make a shot list)
16. Share files & folders
Anywhere
◦ Mobile & PC
View on Web
Safe
Free
Make account
TOUR • https://www.dropbox.com/tour/
17. Decide on your theme.
Talk about what shots / video to
take this week.
Decide on how to communicate.
Decide on responsibilities
◦ Leader
◦ Note taker
◦ Storyboard writer
◦ Camera crew
◦ Video editor
Mar 21
https://plus.google.com/116198300250688860019/posts/YtVpPBrC356?pid=6218388243627653314&oid=116198300250688860019
Link to post: https://plus.google.com/116198300250688860019/posts/YtVpPBrC356
Add LIGHT BULB IDEA for graphic.
Storyboard video
https://youtu.be/IgqvaaIqBCc
Turn your phone video
https://youtu.be/eYLL7-rUGPY