Planning your Media Story - Jesse Armstrong
•Download as PPTX, PDF•
0 likes•120 views
Creating a piece of media can seem like an ambitious task, even if it’s about a topic you are familiar with. This short bitesize session will demystify the production process, and use the example of creating a flipped learning resource to demonstrate this.
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Planning your Media Story - Jesse Armstrong
Similar to Planning your Media Story - Jesse Armstrong (20)
More from telshef
More from telshef (20)
Recently uploaded
Recently uploaded (20)
Planning your Media Story - Jesse Armstrong
- 1. Planning your media story Jesse Armstrong | CiCS
- 2. ““If you don’t know what you want to achieve in your presentation, your audience never will.” ▷Harvey Diamond
- 3. What is flipped learning?
- 4. What makes flipped learning content work?
- 5. Before you begin ▷What are the objectives of my video? ▷How long should it be? ▷What kit do I need, or have access to?
- 6. Objectives ▷ Should students have prior knowledge of something before a seminar / workshop? ▷ What are the “added bonuses” of using video? ▷ What do you want the students to get out of this video? ▷ “Inform before arrival”
- 7. Contents
- 8. Length ▷ Shorter is better ▷ Try to keep your videos under 7 minutes in length ▷ Try breaking down a 1 hour lecture into 10x 6 minute videos ▷ Compile playlists
- 9. Length ▷ Break down your videos ▷ 1 subject or concept per video
- 10. Kit ▷ You don’t need expensive, fancy cameras ▷ Most mobile phones today record excellent quality video ▷ Do you even need video? Will a podcast work better? ▷ Sound quality is extremely important. Select a good mic and choose a quiet place to record
- 11. Style ▷ Presenting to the camera in person ▷ Screencasting (capturing what’s on the screen) ▷ Presentation with voiceover ▷ ….or a mix of all 3?
- 12. Tips & Tricks Pre Production
- 13. Scripting ▷ Make sure you know what you are going to say ▷ However, you do not have to read off a script, word for word. ▷ Bullet points or prompts may be better, to allow you to present in a more conversational and natural way
- 15. Storyboarding ▷ Plan any sequences ▷ You don’t have to be a good artist! ▷ Vary the shot sizes to show detail
- 16. A well planned clip
- 17. Location
- 18. Location Considerations ▷ Avoid background distraction ▷ A quiet location is best ▷ If you’re recording at home - minimise distractions / interruptions ▷ Don’t forget to bring props / materials / equipment
- 21. Contact us: creativemedia@sheffield.ac.uk 0114 22 23962 sheffield.ac.uk/cics/ creativemedia
Editor's Notes
- Write a list of subjects you wish to cover. Can this be covered in a single video, or is it best off broken down into a series of shorter videos?
- One of the fundamental ideas behind flipped learning is that students are able to participate in a session, pre-loaded with the information or knowledge relative to that session. Before you start, think about what information or knowledge you want your students to be armed with before attending your seminar or workshop. Added bonuses: Can demonstrate a complex action. Students will always have a “front row seat”. Use diagrams, video clips, pictures to illustrate a point. Students can pause, rewind and revisit. What do you want the students to get out of it? What is the most important information you are trying to convey in each video? Is this information clear?
- Write a list of subjects you wish to cover. Can this be covered in a single video, or is it best off broken down into a series of shorter videos?
- Students may find it easier to watch a short video in between a busy schedule than finding an hour to watch a video. Attention spans wane after long periods of time, especially with distractions. Smaller bites are easier to digest! When trying to revise, seek clarification or check a point, it is easier to navigate a short video than trying to find the information you require in a one hour video. If each short video illustrates a single point, you have more capacity to re-use material. That may be a point you need to illustrate on a different course. You can save your shorter videos into a playlist, so the original 1 hour content is still all there.
- Podcast - audio revision notes or audio information may be easier for your students to listen to on their way to Uni, on a bus etc.
- Reading a script word for word can sound forced and unnatural. While it is extremely important to know what you are going to say, and what the most important parts are, you can do this with a series of bullet points or prompts.
- Break down your script. Compile a shooting schedule or list of required shots to help you organise your filming.
- If you are demonstrating something, be it a practical example, operation of equipment or a technique, breaking down a sequence into shots can help highlight specifics and detail.
- Play from 15:00
- Choosing the right location can be extremely important. If you are delivering a video lecture, a simple, plain background free from distraction is usually best. You may want to film “on location” to illustrate a point or provide information about a specific place or location to your audience. You may just be recording a screencast, in which case the suitability of the location depends more upon the background sound of the room than the aesthetics.
- Play from 15:00
- Play from 15:00