Mobile Media Ministry Training 3- Mobile Media in Ministry Strategy-Culturall...Mobile_Advance
Part of a four day training on mobile media production and distribution for ministry. Covers the role of mobile media in an outreach strategy and the issues involved at the intersection of media and cultures.
Mobile Media Ministry Training 11- Mobile Video Recording & Interview/Talking...Mobile_Advance
This segment of a four day training on mobile media ministry walks participants through basic elements of recording video with a mobile phone and the steps involved with recording an interview or "talking head" video.
Mobile Media Ministry Training 2- Mobile Ministry OverviewMobile_Advance
This document discusses the potential of mobile technology for Christian ministry. It notes that the world population has grown rapidly in recent centuries and will continue to do so. Most of future internet usage will be through mobile devices. Mobile ministry allows viral sharing of Christian content and is one of the most cost-effective ways to create and distribute religious media. It also facilitates two-way communication and reaching remote populations. While mobile devices have security and technical limitations, they are ubiquitous, personal tools that can spread faith messages widely.
This document contains quotes from various people about the power of storytelling. It discusses how stories can transport people into other worlds and change brain chemistry. Stories are seen as a way for humans to teach, unite, motivate and bring brands to life by emotionally engaging audiences. Several quotes note that stories act as "software for the mind" and are how humans share memories and lessons with each other. Overall, the document highlights the impact that stories can have by changing perspectives and being an effective form of communication and marketing.
Unit 3 Topic 2 Creating Multimodal Material.pdfNoraima2
This document provides guidance on creating effective multimodal materials such as advocacy posters and short videos. It discusses choosing an appropriate combination of modes based on the purpose, subject matter, audience, and presentation mode. Tips are provided for creating eye-catching posters, including using headlines, concise details, calls to action, typography hierarchy, and engaging photographs. Guidelines are also given for simple video production, such as solidifying objectives, researching the audience, deciding on a core message, writing a script and storyboard, scheduling a shoot, editing, adding graphics and sound, and recording a voiceover. The document concludes by recommending several free apps that can be used to create multimodal materials on smartphones.
The Producer is the final authority on every production and is responsible for the total program -- from planning, to production, to post-production, and finally cablecast.
The document discusses the importance of pre-production planning for creative media projects. It covers key aspects of pre-production including understanding requirements, finance, timelines, personnel, facilities, materials, and contributors. Thorough planning in pre-production helps reduce costs, ensure deadlines are met, and lay the foundation for a successful project. The document emphasizes that pre-production is a vital stage to carefully structure all aspects of the upcoming production.
Mobile Media Ministry Training 3- Mobile Media in Ministry Strategy-Culturall...Mobile_Advance
Part of a four day training on mobile media production and distribution for ministry. Covers the role of mobile media in an outreach strategy and the issues involved at the intersection of media and cultures.
Mobile Media Ministry Training 11- Mobile Video Recording & Interview/Talking...Mobile_Advance
This segment of a four day training on mobile media ministry walks participants through basic elements of recording video with a mobile phone and the steps involved with recording an interview or "talking head" video.
Mobile Media Ministry Training 2- Mobile Ministry OverviewMobile_Advance
This document discusses the potential of mobile technology for Christian ministry. It notes that the world population has grown rapidly in recent centuries and will continue to do so. Most of future internet usage will be through mobile devices. Mobile ministry allows viral sharing of Christian content and is one of the most cost-effective ways to create and distribute religious media. It also facilitates two-way communication and reaching remote populations. While mobile devices have security and technical limitations, they are ubiquitous, personal tools that can spread faith messages widely.
This document contains quotes from various people about the power of storytelling. It discusses how stories can transport people into other worlds and change brain chemistry. Stories are seen as a way for humans to teach, unite, motivate and bring brands to life by emotionally engaging audiences. Several quotes note that stories act as "software for the mind" and are how humans share memories and lessons with each other. Overall, the document highlights the impact that stories can have by changing perspectives and being an effective form of communication and marketing.
Unit 3 Topic 2 Creating Multimodal Material.pdfNoraima2
This document provides guidance on creating effective multimodal materials such as advocacy posters and short videos. It discusses choosing an appropriate combination of modes based on the purpose, subject matter, audience, and presentation mode. Tips are provided for creating eye-catching posters, including using headlines, concise details, calls to action, typography hierarchy, and engaging photographs. Guidelines are also given for simple video production, such as solidifying objectives, researching the audience, deciding on a core message, writing a script and storyboard, scheduling a shoot, editing, adding graphics and sound, and recording a voiceover. The document concludes by recommending several free apps that can be used to create multimodal materials on smartphones.
The Producer is the final authority on every production and is responsible for the total program -- from planning, to production, to post-production, and finally cablecast.
The document discusses the importance of pre-production planning for creative media projects. It covers key aspects of pre-production including understanding requirements, finance, timelines, personnel, facilities, materials, and contributors. Thorough planning in pre-production helps reduce costs, ensure deadlines are met, and lay the foundation for a successful project. The document emphasizes that pre-production is a vital stage to carefully structure all aspects of the upcoming production.
1. The document discusses ways to create rich media content and exemplary courses in the MOLE learning platform. It provides tips on incorporating a variety of media like video, audio, animations and curated content from other sources.
2. Advice is given on using the course for collaboration through tools like forums, wikis and group work. Assessments can include assignments, quizzes and peer assessment.
3. Attendees are encouraged to consult the Creative Media department for advanced media production and to register for follow-up sessions on building exemplary courses.
Edcamp get you i pod ipad touch groove on2011-2012kimwed
The document discusses using iPods and iPads in the classroom. It provides examples of apps that can help with communication, organization, social skills, reading/writing, accessibility, sensory input, math, creativity, and productivity. Examples include apps for social skills practice, reading e-books, using a graphing calculator, making music, and taking notes. The document also shares resources for finding more education apps and setting goals for measuring students' success with technology.
A student has been tasked with creating a media product for a large corporation expanding into the north of England. The student will plan and produce their own project exploring a topic or medium of their choosing.
The document outlines the tasks and timeline for the project. It includes initial planning tasks such as creating a proposal, conducting research on similar existing products and the target audience, and pre-production tasks like creating a schedule, storyboard, and risk assessment. The student will then spend 4 weeks in production before evaluating the strengths and weaknesses of their planning, time management, final product's aesthetics and audience appeal.
The production schedule outlines when filming and editing will take place for a podcast over 10 hours. Filming will occur on April 14th and 15th at a home studio using an audio recorder and microphones, as well as an iPhone. Editing will primarily be done during class time on Wednesdays, Thursdays and Fridays at college using scanning and tutorial sessions.
This document provides information about Section A of the AS Film Studies exam, which focuses on producers and audiences. It discusses key areas like:
1) Film finance, production, distribution and exhibition in Britain and America.
2) Understanding audience behavior and film consumption is important for this exam section.
3) Questions will focus on film as a product and audiences as consumers, examining the profit motive of the industry and pleasure motive for viewing.
Tools for Creating in Early Childhood EducationJodie Riek
This document discusses various tech tools that can be used for creating in early childhood, including Microsoft Word, PowerPoint, Paint.net, Photostory3, Audacity, and iPad apps. It provides information on how each tool can be used, examples of student standards they support, and contact details for the author. Word, PowerPoint, and the Aspen Learning Portfolio allow creating, editing, and saving various file types. Paint.net and Photostory3 are used for picture and digital story/movie creation. Audacity is for audio recording and editing. iPad apps like Storykit, Drawing Pad and Book Creator support digital storytelling and portfolios. Participation in an online #ecetechchat Twitter chat
This document outlines the pre-production process for students creating short films. It includes developing a pitch, treatment, script, storyboard, animatic, and production schedule. Students will work in groups to complete these pre-production elements. The document provides guidance and online resources on each step. It emphasizes strong storytelling, visual style, effective communication, and technical filmmaking skills like lighting, camera angles, and continuity. The goal is for students to thoroughly plan their short films before production.
The document provides guidance for students on developing a factual production project. It outlines learning outcomes that involve analyzing characteristics and context of a chosen media activity, planning creative solutions based on research, and critically evaluating the final production. Students must select a subject they are interested in, with a clear focus or point. The production can take the form of a video, print publication, or audio podcast. An induction task requires students to mind map potential project ideas considering the format, topic, and stylistic influences. Students will complete tasks involving research, development, production, and a critical self-evaluation.
Flipped education video and sounding off - Reynoldsmdxaltc
This document discusses flipped education and using audio/video feedback for student assignments. It proposes that students create video assignments to demonstrate their understanding instead of written work, allowing educators to assess presentation skills. Feedback is usually provided more quickly through audio recordings. Students generally find video assignments and audio feedback useful for understanding content and receiving timely feedback. Creating videos helps students develop digital literacy and online media skills.
This document provides an overview of the Media Studies program at KBA. It discusses that Media Studies involves analyzing images, sounds, and text from media through studying individual media texts like film and television. Students must understand institutions, processes, purposes, audiences, and codes/conventions for these media. Coursework includes a preliminary task, a main task of creating the opening 2 minutes of a teen horror film, and evaluation. Students must set up their own blog to share their work for the foundation portfolio, which is assessed on research/planning, production, and evaluation.
A great 10 Minute Tip at Business Growth Club by Ally Adams. Find out what events are coming up at Business Growth Club
https://businessgrowthclub.co.uk/events
MW2014 - Gallery One, The First Year: Sustainability, Evaluation Process, Jane Alexander
The Cleveland Museum of Art created Gallery One to build audiences by providing a fun and engaging environment for visitors with all levels of knowledge about art. Gallery One opened to the public, January 21, 2103 This session will address the three questions most frequently asked by colleagues: 1) Is the concept behind Gallery One working? We will take a look at the inaugural year of Gallery One. We will discuss gaming & playful experiences through the Gallery One Lenses. We will take a closer look at the ArtLens iPad app and share the museum's findings, including the audience research team's immersive study involving observations and intercept interviews with visitors. In addition, we will review analytics of the interactives, including the iPad app's onsite vs. offsite visitor experience, and discuss how the Collection Wall and ArtLens app are being utilized by visitors as tools for discovery and for creating new pathways through the museum's collections. 2) How can the museum sustain Gallery One? We will address the museum's digital media strategy, including 1) how the backend systems and staff workflows have been adjusted to maintain the "big data," and 2) support for operating costs, from content development to hardware. We will also speak to new content development strategies for the iPad app that ensure as many objects as possible have rich media interpretation. 3) What are the next steps? What is Gallery One 2.0? - We will discuss plans for refreshed art installations and interactive technology in Gallery One. We will demonstrate the museum's new ArtLens for iPhone and Android. We will also share our process in adapting the iPad app functionality and content to the smaller device. And we will show how the Collections Wall is being leveraged to promote major exhibitions, and as a tool for gauging visitor interest in themes under development for permanent collection installations, exhibitions, and educational program development
Task 2 Film Production - How did you do that?cara-uchiha
The film production process involves several key stages: pre-production, production, post-production, and distribution. Pre-production includes developing the story idea, writing the script, securing funding, and planning logistics. Production is the principal photography or filming of scenes. Post-production consists of editing filmed material and adding visual effects. Distribution is when the finished film is screened in theaters or released on home entertainment formats.
1. The document discusses how to create presentations using PowerPoint and convert them to Flash format using the free iSpring software. It demonstrates how to record narration, set timings, and publish the presentation so it can be uploaded to a wiki.
2. It also covers finding and embedding video and audio resources on wikis by copying embed codes from sites like YouTube. Creating one's own audio files using recording devices and smartphones is also discussed.
3. Instructions are provided on how to upload files to a wiki by clicking the edit button, choosing upload files, and inserting the file into the page before saving.
The document discusses how the student's CD and poster products both use conventional and unconventional aspects of real media products, with the CD featuring conventional elements like the album name and artist photo on the cover while the poster unconventionally uses the same image repeatedly. Evaluation of the products found that while they were generally effective when combined through similar imagery, color schemes, and fonts, feedback indicated room for improvement, particularly regarding planning and certain elements of the music video.
The document discusses how the student's CD and poster products both use conventional and unconventional aspects of real media products, with the CD featuring typical elements like the album name and artist photo on the cover but unusual repetition of the album title, and the poster unconventionally using the CD cover image and repeating it across the design. Evaluation of the products found that while generally effective together through shared visual elements, some aspects could still be improved, and the student has learned from audience feedback that their music video and planning in particular need further refinement.
Designing and deploying mobile user studies in the wild: a practical guideKaren Church
This tutorial was presented as part of Mobile HCI 2012 in San Francisco on the 19th September 2012. The tutorial aims to provide a practical guide to conduct mobile field studies based on the learning outcomes of the research I've been involved in while working as a Research Scientist in Telefonica Research, Barcelona. I cover how to design effective mobile field studies, the importance of mobile prototyping, the impact of various design choices on the study setup and deployment, how to engage participants and how to avoid ethical and legal issues. I've also tried to include listings of useful resources for those who are interested in conducting mobile field studies of their own.
More details: http://mm2.tid.es/mhcitutorial/
Karen Church
Research Scientist
Telefonica Research
www.karenchurch.com
@karenchurch
Video is an effective medium for education that stimulates learners emotionally and demonstrates information through visuals and audio. To create an educational video, one should choose an engaging subject, prepare an outline, conduct research, record material like images and sounds, edit the video, and publish it. Good preparation includes scenario planning, location scouting, rehearsing, and practicing. Effective video production requires a camera, tripod, additional equipment like microphones, good lighting, steady camera work, and organized editing that assembles footage, trims clips, enhances the story, and adds effects, titles, and sound.
The document discusses different tools that can be used to facilitate foreign language learning, including visual aids, audio resources, audiovisual materials, and digital technologies. It outlines several basic principles for using these tools, such as making them instructional, experiential, elicitative, and exploratory. There are four main categories of resources: visuals and visualization techniques, audiovisual means and video production, audio resources and audio production, and information and communication technologies. The document then provides detailed explanations of activities and processes for using each type of resource receptively, actively, and for follow-up work. It also discusses using video feedback and roleplays to improve language skills.
Mobile Ministry Forum Media Ministry Update 02-2018Mobile_Advance
A look at where things stand with missions and media ministry opportunities at the beginning of 2018 as well as a look back at where we've come from since our start at the end of 2010
This document provides a summary of resources related to refugees and technology use. It outlines how refugees use smartphones to stay connected with family, document their journeys, access information and language translation. It also lists organizations that provide refugees with phones, wifi access, apps and other digital tools to help with education, employment, navigation and integration in new places. The document advocates the role of technology in empowering and equipping refugees.
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1. The document discusses ways to create rich media content and exemplary courses in the MOLE learning platform. It provides tips on incorporating a variety of media like video, audio, animations and curated content from other sources.
2. Advice is given on using the course for collaboration through tools like forums, wikis and group work. Assessments can include assignments, quizzes and peer assessment.
3. Attendees are encouraged to consult the Creative Media department for advanced media production and to register for follow-up sessions on building exemplary courses.
Edcamp get you i pod ipad touch groove on2011-2012kimwed
The document discusses using iPods and iPads in the classroom. It provides examples of apps that can help with communication, organization, social skills, reading/writing, accessibility, sensory input, math, creativity, and productivity. Examples include apps for social skills practice, reading e-books, using a graphing calculator, making music, and taking notes. The document also shares resources for finding more education apps and setting goals for measuring students' success with technology.
A student has been tasked with creating a media product for a large corporation expanding into the north of England. The student will plan and produce their own project exploring a topic or medium of their choosing.
The document outlines the tasks and timeline for the project. It includes initial planning tasks such as creating a proposal, conducting research on similar existing products and the target audience, and pre-production tasks like creating a schedule, storyboard, and risk assessment. The student will then spend 4 weeks in production before evaluating the strengths and weaknesses of their planning, time management, final product's aesthetics and audience appeal.
The production schedule outlines when filming and editing will take place for a podcast over 10 hours. Filming will occur on April 14th and 15th at a home studio using an audio recorder and microphones, as well as an iPhone. Editing will primarily be done during class time on Wednesdays, Thursdays and Fridays at college using scanning and tutorial sessions.
This document provides information about Section A of the AS Film Studies exam, which focuses on producers and audiences. It discusses key areas like:
1) Film finance, production, distribution and exhibition in Britain and America.
2) Understanding audience behavior and film consumption is important for this exam section.
3) Questions will focus on film as a product and audiences as consumers, examining the profit motive of the industry and pleasure motive for viewing.
Tools for Creating in Early Childhood EducationJodie Riek
This document discusses various tech tools that can be used for creating in early childhood, including Microsoft Word, PowerPoint, Paint.net, Photostory3, Audacity, and iPad apps. It provides information on how each tool can be used, examples of student standards they support, and contact details for the author. Word, PowerPoint, and the Aspen Learning Portfolio allow creating, editing, and saving various file types. Paint.net and Photostory3 are used for picture and digital story/movie creation. Audacity is for audio recording and editing. iPad apps like Storykit, Drawing Pad and Book Creator support digital storytelling and portfolios. Participation in an online #ecetechchat Twitter chat
This document outlines the pre-production process for students creating short films. It includes developing a pitch, treatment, script, storyboard, animatic, and production schedule. Students will work in groups to complete these pre-production elements. The document provides guidance and online resources on each step. It emphasizes strong storytelling, visual style, effective communication, and technical filmmaking skills like lighting, camera angles, and continuity. The goal is for students to thoroughly plan their short films before production.
The document provides guidance for students on developing a factual production project. It outlines learning outcomes that involve analyzing characteristics and context of a chosen media activity, planning creative solutions based on research, and critically evaluating the final production. Students must select a subject they are interested in, with a clear focus or point. The production can take the form of a video, print publication, or audio podcast. An induction task requires students to mind map potential project ideas considering the format, topic, and stylistic influences. Students will complete tasks involving research, development, production, and a critical self-evaluation.
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This document discusses flipped education and using audio/video feedback for student assignments. It proposes that students create video assignments to demonstrate their understanding instead of written work, allowing educators to assess presentation skills. Feedback is usually provided more quickly through audio recordings. Students generally find video assignments and audio feedback useful for understanding content and receiving timely feedback. Creating videos helps students develop digital literacy and online media skills.
This document provides an overview of the Media Studies program at KBA. It discusses that Media Studies involves analyzing images, sounds, and text from media through studying individual media texts like film and television. Students must understand institutions, processes, purposes, audiences, and codes/conventions for these media. Coursework includes a preliminary task, a main task of creating the opening 2 minutes of a teen horror film, and evaluation. Students must set up their own blog to share their work for the foundation portfolio, which is assessed on research/planning, production, and evaluation.
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https://businessgrowthclub.co.uk/events
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The Cleveland Museum of Art created Gallery One to build audiences by providing a fun and engaging environment for visitors with all levels of knowledge about art. Gallery One opened to the public, January 21, 2103 This session will address the three questions most frequently asked by colleagues: 1) Is the concept behind Gallery One working? We will take a look at the inaugural year of Gallery One. We will discuss gaming & playful experiences through the Gallery One Lenses. We will take a closer look at the ArtLens iPad app and share the museum's findings, including the audience research team's immersive study involving observations and intercept interviews with visitors. In addition, we will review analytics of the interactives, including the iPad app's onsite vs. offsite visitor experience, and discuss how the Collection Wall and ArtLens app are being utilized by visitors as tools for discovery and for creating new pathways through the museum's collections. 2) How can the museum sustain Gallery One? We will address the museum's digital media strategy, including 1) how the backend systems and staff workflows have been adjusted to maintain the "big data," and 2) support for operating costs, from content development to hardware. We will also speak to new content development strategies for the iPad app that ensure as many objects as possible have rich media interpretation. 3) What are the next steps? What is Gallery One 2.0? - We will discuss plans for refreshed art installations and interactive technology in Gallery One. We will demonstrate the museum's new ArtLens for iPhone and Android. We will also share our process in adapting the iPad app functionality and content to the smaller device. And we will show how the Collections Wall is being leveraged to promote major exhibitions, and as a tool for gauging visitor interest in themes under development for permanent collection installations, exhibitions, and educational program development
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The film production process involves several key stages: pre-production, production, post-production, and distribution. Pre-production includes developing the story idea, writing the script, securing funding, and planning logistics. Production is the principal photography or filming of scenes. Post-production consists of editing filmed material and adding visual effects. Distribution is when the finished film is screened in theaters or released on home entertainment formats.
1. The document discusses how to create presentations using PowerPoint and convert them to Flash format using the free iSpring software. It demonstrates how to record narration, set timings, and publish the presentation so it can be uploaded to a wiki.
2. It also covers finding and embedding video and audio resources on wikis by copying embed codes from sites like YouTube. Creating one's own audio files using recording devices and smartphones is also discussed.
3. Instructions are provided on how to upload files to a wiki by clicking the edit button, choosing upload files, and inserting the file into the page before saving.
The document discusses how the student's CD and poster products both use conventional and unconventional aspects of real media products, with the CD featuring conventional elements like the album name and artist photo on the cover while the poster unconventionally uses the same image repeatedly. Evaluation of the products found that while they were generally effective when combined through similar imagery, color schemes, and fonts, feedback indicated room for improvement, particularly regarding planning and certain elements of the music video.
The document discusses how the student's CD and poster products both use conventional and unconventional aspects of real media products, with the CD featuring typical elements like the album name and artist photo on the cover but unusual repetition of the album title, and the poster unconventionally using the CD cover image and repeating it across the design. Evaluation of the products found that while generally effective together through shared visual elements, some aspects could still be improved, and the student has learned from audience feedback that their music video and planning in particular need further refinement.
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This tutorial was presented as part of Mobile HCI 2012 in San Francisco on the 19th September 2012. The tutorial aims to provide a practical guide to conduct mobile field studies based on the learning outcomes of the research I've been involved in while working as a Research Scientist in Telefonica Research, Barcelona. I cover how to design effective mobile field studies, the importance of mobile prototyping, the impact of various design choices on the study setup and deployment, how to engage participants and how to avoid ethical and legal issues. I've also tried to include listings of useful resources for those who are interested in conducting mobile field studies of their own.
More details: http://mm2.tid.es/mhcitutorial/
Karen Church
Research Scientist
Telefonica Research
www.karenchurch.com
@karenchurch
Video is an effective medium for education that stimulates learners emotionally and demonstrates information through visuals and audio. To create an educational video, one should choose an engaging subject, prepare an outline, conduct research, record material like images and sounds, edit the video, and publish it. Good preparation includes scenario planning, location scouting, rehearsing, and practicing. Effective video production requires a camera, tripod, additional equipment like microphones, good lighting, steady camera work, and organized editing that assembles footage, trims clips, enhances the story, and adds effects, titles, and sound.
The document discusses different tools that can be used to facilitate foreign language learning, including visual aids, audio resources, audiovisual materials, and digital technologies. It outlines several basic principles for using these tools, such as making them instructional, experiential, elicitative, and exploratory. There are four main categories of resources: visuals and visualization techniques, audiovisual means and video production, audio resources and audio production, and information and communication technologies. The document then provides detailed explanations of activities and processes for using each type of resource receptively, actively, and for follow-up work. It also discusses using video feedback and roleplays to improve language skills.
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1. The document discusses the importance and opportunities of using visual media like video on mobile phones to reach unreached people groups with the gospel. It argues that visual media is effective because people are hardwired as visual beings and screens are now ubiquitous.
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5. Phase 1- Pre-Production
• In pre-production the following questions must be
answered:
• What is the message you are trying to communicate?
• Is film or video the best medium to convey that
message?
• Who is the audience?
• What do you want them to learn, understand, feel,
value or do as a result of seeing the production?
• Activities associated with the pre-production phase
include: development of the project concept
(treatment), scripting, storyboarding, budgeting,
location scouting, scheduling, talent auditions
6. Phase 2- Production
• The production phase is the all the individual
elements that will be seen and heard in the
video are recorded/gathered. Each element is
motivated by the research and analysis done
during the pre-production phase.
• These elements, known as media assets,
include items such as graphics, photography,
animation, music, sound effects, narration, and
video footage.
7. Phase 3- Post-Production
• Post-production mainly relates to the editing of
the media assets to form the final product and
the distribution of the final product after its
completion. Steps in the post-production
process include:
• Gathering all the media assets
• Assembling and editing the media and creating a
final product
• Producing the final product in the format/s required
• Distributing the final product
• Archiving the final product and media assets
8.
9. Well Begun is
Halfway Done
The further you get up the
production pyramid the harder and
more expensive it is to fix things you
forgot or failed to deal with in the
previous stage!
Wrote the book on DSLR video production, professor at Northern Arizona University. Recommends the following videos and worksheets for story/concept development for his media production students.