Question 6
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The document discusses the process of creating a media product from pre-production to post-production. In pre-production, the group researched film conventions using YouTube and blogs. They planned shots using Word documents and the app Celtx. During production, they filmed with a camcorder at various locations and edited in Premiere Pro CC. Some scenes were shaky due to uneven ground. In post-production, they uploaded the film to YouTube and embedded it in their blog for wider viewing, and used Word documents and photos on their blog to conduct questionnaires.
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Evaluation Question 6
The document discusses the technologies used at different stages of creating a psychological thriller film project. In the research stage, computers, Moodle, YouTube, and Blogger were used to research the genre. Blogger was used to compile all research findings. In the planning stage, Celtx was used to write the script, word was used to create a shotlist, questionnaire, and risk assessment. Blogger allowed sharing plans. In production, Blogger and a Panasonic camcorder were used to film, and Premier Pro was used to edit and add effects. The finished film was uploaded to YouTube and embedded on the blog. In evaluation, word and a camera were used to create a questionnaire, and
Evaluation question 6
The document discusses technologies used during the process of creating a film project. During research, online resources like IMDB, Rotten Tomatoes, YouTube and Google were used to learn about film genres and psychological thrillers. Blogger and SlideShare were used to reflect understanding and share work. In planning, Celtex was used to write the script efficiently and social media helped with questionnaires. A word template created a shot list and risk assessment. During production, a Panasonic camera captured high-definition footage and a tripod kept shots steady, though only having one camera slowed filming different angles. Adobe Premiere Pro, while challenging at first, became an efficient and easy editing tool once basics were learned.
Evaluation 6
Ethan and his group learned about various technologies through constructing their film project. They used Blogger to store and present all of their work. Google and other search engines helped with research. Digital cameras allowed them to film different shots. Adobe Premier Pro was extremely useful for editing the film together and adding effects. Sites like Slideshare and Prezi helped present work in different visual ways.
Evaluation Question 6
Celtex and Adobe Premier Pro provided effective but initially confusing software tools for writing scripts and editing footage. While a Panasonic camera was portable and high quality, only having one required multiple takes to get different angles, increasing outdoor filming time. Overall, planning tools like IMDB, Rotten Tomatoes, and Google helped with research, while Microsoft Word templates streamlined creating shot lists and risk assessments.
Evaluation – Q6
I have learned about various technologies through constructing this product:
- Using Blogger to write blog posts and view others' work, and Google to research information for the project.
- Watching films on Netflix for inspiration and information on the horror genre.
- Using Celtx scriptwriting software to layout our script and format it in a director's style.
- Filming with a Canon DSLR camera and Zoom audio recorder for high quality video and audio, adding effects in post.
- Editing in Adobe Premiere Pro and Corel VideoStudio to trim shots, add effects like flashbacks, and make the product look professional.
- Uploading the final video to YouTube and blog
Question 6
The document discusses the various technologies used during the pre-production, production, and post-production stages of creating a film. During pre-production, blogger, Google, and slideshare were used for research and organization. Panasonic cameras were used to film during production. Premier Pro software was used for editing in post-production and was practiced on a shorter clip first. Google forms, Facebook, and Twitter were also used to get public feedback.
Evaluation 6
The document discusses the technologies the author learned through constructing a media project. They learned how to use blogging software like Blogger to create and design blogs, add posts, and tag others. They also learned how to edit videos using Adobe Premiere, such as adding music and effects, adjusting volume, and importing footage. Additionally, the author learned how to properly operate a camera, including panning, altering the tripod, and recording/deleting shots.
Evaluation question 6
Evaluation question 6 - 'What have you learnt about technologies from the process of constructing this product?'
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Evaluation Question 6
The document discusses the technologies used at different stages of creating a psychological thriller film project. In the research stage, computers, Moodle, YouTube, and Blogger were used to research the genre. Blogger was used to compile all research findings. In the planning stage, Celtx was used to write the script, word was used to create a shotlist, questionnaire, and risk assessment. Blogger allowed sharing plans. In production, Blogger and a Panasonic camcorder were used to film, and Premier Pro was used to edit and add effects. The finished film was uploaded to YouTube and embedded on the blog. In evaluation, word and a camera were used to create a questionnaire, and
Evaluation question 6
The document discusses technologies used during the process of creating a film project. During research, online resources like IMDB, Rotten Tomatoes, YouTube and Google were used to learn about film genres and psychological thrillers. Blogger and SlideShare were used to reflect understanding and share work. In planning, Celtex was used to write the script efficiently and social media helped with questionnaires. A word template created a shot list and risk assessment. During production, a Panasonic camera captured high-definition footage and a tripod kept shots steady, though only having one camera slowed filming different angles. Adobe Premiere Pro, while challenging at first, became an efficient and easy editing tool once basics were learned.
Evaluation 6
Ethan and his group learned about various technologies through constructing their film project. They used Blogger to store and present all of their work. Google and other search engines helped with research. Digital cameras allowed them to film different shots. Adobe Premier Pro was extremely useful for editing the film together and adding effects. Sites like Slideshare and Prezi helped present work in different visual ways.
Evaluation Question 6
Celtex and Adobe Premier Pro provided effective but initially confusing software tools for writing scripts and editing footage. While a Panasonic camera was portable and high quality, only having one required multiple takes to get different angles, increasing outdoor filming time. Overall, planning tools like IMDB, Rotten Tomatoes, and Google helped with research, while Microsoft Word templates streamlined creating shot lists and risk assessments.
Evaluation – Q6
I have learned about various technologies through constructing this product:
- Using Blogger to write blog posts and view others' work, and Google to research information for the project.
- Watching films on Netflix for inspiration and information on the horror genre.
- Using Celtx scriptwriting software to layout our script and format it in a director's style.
- Filming with a Canon DSLR camera and Zoom audio recorder for high quality video and audio, adding effects in post.
- Editing in Adobe Premiere Pro and Corel VideoStudio to trim shots, add effects like flashbacks, and make the product look professional.
- Uploading the final video to YouTube and blog
Question 6
The document discusses the various technologies used during the pre-production, production, and post-production stages of creating a film. During pre-production, blogger, Google, and slideshare were used for research and organization. Panasonic cameras were used to film during production. Premier Pro software was used for editing in post-production and was practiced on a shorter clip first. Google forms, Facebook, and Twitter were also used to get public feedback.
Evaluation 6
The document discusses the technologies the author learned through constructing a media project. They learned how to use blogging software like Blogger to create and design blogs, add posts, and tag others. They also learned how to edit videos using Adobe Premiere, such as adding music and effects, adjusting volume, and importing footage. Additionally, the author learned how to properly operate a camera, including panning, altering the tripod, and recording/deleting shots.
Evaluation question 6
Evaluation question 6 - 'What have you learnt about technologies from the process of constructing this product?'
Evaluation question 6
Planning involved researching psychological thrillers using Wikipedia and YouTube to understand characteristics of the genre that could influence their own film's storyline and production. In pre-production, the group used Celtex and StoryboardThat software to write their script and plan shots, which helped visualize the film and bring researched elements to life. During production, a handheld Panasonic camera was best for point-of-view shots but made filming scenes with the whole group difficult. Adobe Premier Pro was intimidating at first but allowed adding effects to achieve a scary tone.
Question4-1
The document discusses how new media technologies were used at various stages of creating a short film project. Google was used for research on film genres. YouTube provided examples of codes and conventions. A video questionnaire was created using a camera and Final Cut Express. Blogger documented ideas and progress. A script was written in CeltX software. Footage was captured on a Sony camera and edited in Final Cut Express. SoundCloud and Twitter were used to find and contact an artist. A recorder captured voiceovers. Photoshop created the film poster. A questionnaire on GoogleDocs gathered audience feedback. Digital technologies helped develop skills as a filmmaker at each stage.
Evaluation Question 2
The document discusses the various media technologies and software used at different stages of creating a film production. In the construction and planning stages, the filmmakers used Pinnacle Studio HD 15 for most of the editing, as well as Windows Live Movie Maker and Videocam Illusion. A video camera, camera phone, and tripod were the main hardware used to capture footage, along with a bedding box to extend the tripod height. Specific editing techniques like jump cuts, filters, and splicing were employed. Sound effects and music were created and added using various audio software and instruments. Photoshop, Wix, and Dafont were used to design promotional materials. Research was conducted on websites like IMDB and by viewing
Technologies used in the process of constructing our
During the pre-production, production, and post-production stages of creating a film opening, the document discusses how various technologies were vital. YouTube was used for research, Microsoft Word for scripting, and Blogger for collaboration between team members. A Samsung camcorder and tripod were the primary production equipment. Photoshop was used to create logos and Sony Vegas Pro for editing clips and applying effects like black and white, color correction, and motion blur. Overall, the technologies discussed helped facilitate each stage of the film opening's creation.
Evaulation Six
This document discusses the technologies used to create a 2-minute film. It describes using Celtx to write the script, Blogger to store work and evidence, a DV camera to film the beginning, an iPhone 4 to film the second half for realism, Facebook to publish questionnaires and share the finished film, Final Cut Express to edit the film together, and YouTube to watch similar films, behind-the-scenes footage, and post the finished film. The document concludes that the process taught skills in using these technologies and applications for film pre-production and production. The only change would be to better organize time to avoid rushing towards the end.
Question 6
Fahmida Begum learned several technologies through creating a thriller film project. A JVC camera was used to film footage which was saved to SD memory cards and later transferred to a hard drive for safekeeping. Editing software like Final Cut Pro and Soundtrack Pro were used to piece together clips and add sound effects. Online resources like YouTube and blogs helped with research and documenting the process. Overall, working on the project improved Fahmida's skills with media technologies and filmmaking.
Evaluation Question 4 A2
George Johnson used various new media technologies throughout the different stages of creating a film project. During research, he used Google to research film genres and conventions as well as Rotten Tomatoes to analyze other films. He also used the British Board of Film Classification website to determine the appropriate age rating. During planning, he used Blogger to record progress, Celtx to write scripts, Facebook Messenger to communicate with the group, and an iPhone to take location photos. An Canon Legria HFG25 camera was used to film preliminary exercises and the final film. Adobe Premiere Pro was used to edit the film and create a radio trailer, while Adobe Photoshop was used to design the film poster after learning techniques on YouTube
4. How did you use new media technologies in the construction and research, p...
The document discusses the use of blogs and photography during the planning stages of a project to document the production process from brief to final script and storyboards. Blogs and images were used to share work and plan locations.
Evaluation Question Six
George learned about various technologies used during the filmmaking process. He created a Blogger profile to organize and document the group's work. He researched crime and comedy films using Google to inform the writing of their film. During production, the group used a Panasonic HD camera for high quality video and a voice recorder for clear audio. They edited the film using Adobe Premiere Pro, which allowed for easy editing and smooth transitions. After filming, they uploaded the video to YouTube and used PowerPoint, Word, and their blog on SlideShare to document and describe the filmmaking process.
Evaluation - Question 4
The document discusses how new media technologies were used at different stages of creating a short film. Final Cut Pro was used for video editing, a Sony handycam was used for filming, Logic Pro 9 was used for creating music, Photoshop was used for editing photos, InDesign was used for designing a film poster, WordPress was used for blogging about the process, YouTube was used for uploading and sharing the finished film, and social media like Facebook and Twitter were used to promote the film.
Presentation2 media invaders
This document discusses the use of new media technologies in the production and promotion of a music video. It outlines several programs that were used at different stages of the project, including social media platforms like Facebook, Twitter, and YouTube to promote the video and gather audience feedback. Production software like Final Cut Pro and Photoshop were used to edit the video and create promotional materials. The document also mentions the cameras, including a Canon 600D and iPhone 5, that were used to film footage for the music video and behind-the-scenes content.
Question 6 media evaluation
The document discusses technologies used in filmmaking and those used specifically in the construction of the author's film project. It describes storyboarding software that helps visualize scenes, high-quality cameras for filming, and editing programs like Premiere Pro and After Effects that allow for cutting, effects, color grading, and professional finishing. The author also discusses using Blogger to organize research and presentations, combining different media formats to keep information engaging. Overall, the author learns that many technologies across pre-production, production, distribution and exhibition are necessary for professional-quality filmmaking.
Evaluation 4.
The document discusses how new media technologies were used at various stages of creating a film. In the planning stage, the author researched online using keywords to find inspiration for the film poster and learned about film conventions. Google Docs was used to create questionnaires. A blog was made using Google Blogger to share updates. Equipment like a high-quality camera, tripod, and voice recorder were used in filming. Photoshop was used to design the film poster. Final Cut Express was the primary editing software. Overall, various online resources and software tools were vital in researching, producing, and distributing the finished film.
Media technologies
This document summarizes various tools used in creating a film project, including Photoshop for poster and magazine cover design, Google for research, Wix for website creation, iMovie for video editing, IMDB for film research, YouTube for trailer inspiration, a boom mic for audio recording, a tripod and wheels for stable shots, a camera for filming, video lamps for lighting, and a dolly pull for smooth tracking shots. Pros and cons are provided for each tool.
Question 6
This document discusses the technologies used to research, plan, and create a media product. It mentions using a blog to share ideas and upload materials between group members. Skills like camera operation and software like Final Cut Pro and Motion were learned and applied. Effects in Motion were chosen to match the realistic genre of the film opening, while editing in Final Cut Pro maintained conventions of social realism through techniques like short cuts, overlapping scenes, and minimal effects.
Evaluation question 4
The document discusses the various media technologies and software used during the construction, research, planning, and evaluation of a film project. It describes using a range of devices like Apple computers and smartphones to access software and blogs. It also discusses using YouTube, Vimeo, and other websites for researching short films. Celtx was used for writing scripts, Google Forms for gathering audience feedback, and Adobe software like Premiere Pro and Photoshop for editing video and images. Overall, a wide range of technologies were utilized at different stages of the project.
Question 6
For their coursework, the students used various digital technologies like PowerPoint, photos, and YouTube videos to present their work online in a more engaging way than a written document. In researching thriller films, they analyzed techniques like mise-en-scene to apply to their own productions. When planning and filming their opening, they used cameras and phones to plan shots and communicate. Different cameras were used for filming, and footage was frequently reviewed on a computer together to evaluate strength. In editing, they cut scenes and added sound effects to enhance the thriller ambience.
Question 4 Evaluation
Slideshare, Adobe Premiere Pro, and YouTube were used at different stages of planning, creating, and sharing a short film. Slideshare allowed presentation of research, Premiere Pro enabled editing and effects during film production, and YouTube provided a platform to share the finished film. Other tools like Piktochart, Blogger, InDesign, internet resources, and camera equipment also supported stages of the process.
Q6
The document discusses various technologies used for a project including the internet for research and documentation, cameras for recording footage, memory storage, Prezi for presentations, Final Cut Pro for video editing, Soundtrack Pro for audio editing, and Motion for graphic design.
How did you use media technologies in the
Harriet Broadley used various media technologies in the construction, planning, research, and evaluation of her short film project. She used Final Cut Pro for editing, a JVC camcorder and GoPro for filming, YouTube for researching techniques and sharing her work, Google for general research, Blogger to document her process, PowerPoint for mood boards, Word for her screenplay, and Prezi and SlideShare for evaluations. Final Cut Pro allowed her to overlay sound and video for complex scenes while YouTube, Google, and DaFont helped with research, and Blogger tracked her progress.
How did you use new media technologies in
The document discusses how various digital technologies helped and hindered the process of completing media coursework. Technologies used included Blogger to post work online, cameras to take photos for planning and ancillary tasks, Microsoft Word for magazine advertisements, YouTube and Spotify to find artists, a digital camcorder and tripod for filming, Facebook to distribute videos for feedback, mobile phones for communication and organization, iMovie for editing, and SlideShare for presenting evaluations. While most technologies helped, phone issues caused lost photos and difficulties transferring between Apple and Windows computers slowed some processes.
How did you use new media technologies in
The document discusses the various digital technologies used during each stage of a media coursework project. These included Blogger to post work online, a camera to take photos for planning and ancillary tasks, Microsoft Word for a magazine advertisement, YouTube and Spotify to find artists, a digital camcorder and tripod for filming a music video, Facebook to distribute and get feedback on the video, mobile phones to communicate and take photos during filming, iMovie to edit the video though issues arose sharing work between Mac and Windows, and SlideShare to present the evaluation. Both benefits and hindrances of the technologies were experienced during the process.
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Evaluation question 6
Planning involved researching psychological thrillers using Wikipedia and YouTube to understand characteristics of the genre that could influence their own film's storyline and production. In pre-production, the group used Celtex and StoryboardThat software to write their script and plan shots, which helped visualize the film and bring researched elements to life. During production, a handheld Panasonic camera was best for point-of-view shots but made filming scenes with the whole group difficult. Adobe Premier Pro was intimidating at first but allowed adding effects to achieve a scary tone.
Question4-1
The document discusses how new media technologies were used at various stages of creating a short film project. Google was used for research on film genres. YouTube provided examples of codes and conventions. A video questionnaire was created using a camera and Final Cut Express. Blogger documented ideas and progress. A script was written in CeltX software. Footage was captured on a Sony camera and edited in Final Cut Express. SoundCloud and Twitter were used to find and contact an artist. A recorder captured voiceovers. Photoshop created the film poster. A questionnaire on GoogleDocs gathered audience feedback. Digital technologies helped develop skills as a filmmaker at each stage.
Evaluation Question 2
The document discusses the various media technologies and software used at different stages of creating a film production. In the construction and planning stages, the filmmakers used Pinnacle Studio HD 15 for most of the editing, as well as Windows Live Movie Maker and Videocam Illusion. A video camera, camera phone, and tripod were the main hardware used to capture footage, along with a bedding box to extend the tripod height. Specific editing techniques like jump cuts, filters, and splicing were employed. Sound effects and music were created and added using various audio software and instruments. Photoshop, Wix, and Dafont were used to design promotional materials. Research was conducted on websites like IMDB and by viewing
Technologies used in the process of constructing our
During the pre-production, production, and post-production stages of creating a film opening, the document discusses how various technologies were vital. YouTube was used for research, Microsoft Word for scripting, and Blogger for collaboration between team members. A Samsung camcorder and tripod were the primary production equipment. Photoshop was used to create logos and Sony Vegas Pro for editing clips and applying effects like black and white, color correction, and motion blur. Overall, the technologies discussed helped facilitate each stage of the film opening's creation.
Evaulation Six
This document discusses the technologies used to create a 2-minute film. It describes using Celtx to write the script, Blogger to store work and evidence, a DV camera to film the beginning, an iPhone 4 to film the second half for realism, Facebook to publish questionnaires and share the finished film, Final Cut Express to edit the film together, and YouTube to watch similar films, behind-the-scenes footage, and post the finished film. The document concludes that the process taught skills in using these technologies and applications for film pre-production and production. The only change would be to better organize time to avoid rushing towards the end.
Question 6
Fahmida Begum learned several technologies through creating a thriller film project. A JVC camera was used to film footage which was saved to SD memory cards and later transferred to a hard drive for safekeeping. Editing software like Final Cut Pro and Soundtrack Pro were used to piece together clips and add sound effects. Online resources like YouTube and blogs helped with research and documenting the process. Overall, working on the project improved Fahmida's skills with media technologies and filmmaking.
Evaluation Question 4 A2
George Johnson used various new media technologies throughout the different stages of creating a film project. During research, he used Google to research film genres and conventions as well as Rotten Tomatoes to analyze other films. He also used the British Board of Film Classification website to determine the appropriate age rating. During planning, he used Blogger to record progress, Celtx to write scripts, Facebook Messenger to communicate with the group, and an iPhone to take location photos. An Canon Legria HFG25 camera was used to film preliminary exercises and the final film. Adobe Premiere Pro was used to edit the film and create a radio trailer, while Adobe Photoshop was used to design the film poster after learning techniques on YouTube
4. How did you use new media technologies in the construction and research, p...
The document discusses the use of blogs and photography during the planning stages of a project to document the production process from brief to final script and storyboards. Blogs and images were used to share work and plan locations.
Evaluation Question Six
George learned about various technologies used during the filmmaking process. He created a Blogger profile to organize and document the group's work. He researched crime and comedy films using Google to inform the writing of their film. During production, the group used a Panasonic HD camera for high quality video and a voice recorder for clear audio. They edited the film using Adobe Premiere Pro, which allowed for easy editing and smooth transitions. After filming, they uploaded the video to YouTube and used PowerPoint, Word, and their blog on SlideShare to document and describe the filmmaking process.
Evaluation - Question 4
The document discusses how new media technologies were used at different stages of creating a short film. Final Cut Pro was used for video editing, a Sony handycam was used for filming, Logic Pro 9 was used for creating music, Photoshop was used for editing photos, InDesign was used for designing a film poster, WordPress was used for blogging about the process, YouTube was used for uploading and sharing the finished film, and social media like Facebook and Twitter were used to promote the film.
Presentation2 media invaders
This document discusses the use of new media technologies in the production and promotion of a music video. It outlines several programs that were used at different stages of the project, including social media platforms like Facebook, Twitter, and YouTube to promote the video and gather audience feedback. Production software like Final Cut Pro and Photoshop were used to edit the video and create promotional materials. The document also mentions the cameras, including a Canon 600D and iPhone 5, that were used to film footage for the music video and behind-the-scenes content.
Question 6 media evaluation
The document discusses technologies used in filmmaking and those used specifically in the construction of the author's film project. It describes storyboarding software that helps visualize scenes, high-quality cameras for filming, and editing programs like Premiere Pro and After Effects that allow for cutting, effects, color grading, and professional finishing. The author also discusses using Blogger to organize research and presentations, combining different media formats to keep information engaging. Overall, the author learns that many technologies across pre-production, production, distribution and exhibition are necessary for professional-quality filmmaking.
Evaluation 4.
The document discusses how new media technologies were used at various stages of creating a film. In the planning stage, the author researched online using keywords to find inspiration for the film poster and learned about film conventions. Google Docs was used to create questionnaires. A blog was made using Google Blogger to share updates. Equipment like a high-quality camera, tripod, and voice recorder were used in filming. Photoshop was used to design the film poster. Final Cut Express was the primary editing software. Overall, various online resources and software tools were vital in researching, producing, and distributing the finished film.
Media technologies
This document summarizes various tools used in creating a film project, including Photoshop for poster and magazine cover design, Google for research, Wix for website creation, iMovie for video editing, IMDB for film research, YouTube for trailer inspiration, a boom mic for audio recording, a tripod and wheels for stable shots, a camera for filming, video lamps for lighting, and a dolly pull for smooth tracking shots. Pros and cons are provided for each tool.
Question 6
This document discusses the technologies used to research, plan, and create a media product. It mentions using a blog to share ideas and upload materials between group members. Skills like camera operation and software like Final Cut Pro and Motion were learned and applied. Effects in Motion were chosen to match the realistic genre of the film opening, while editing in Final Cut Pro maintained conventions of social realism through techniques like short cuts, overlapping scenes, and minimal effects.
Evaluation question 4
The document discusses the various media technologies and software used during the construction, research, planning, and evaluation of a film project. It describes using a range of devices like Apple computers and smartphones to access software and blogs. It also discusses using YouTube, Vimeo, and other websites for researching short films. Celtx was used for writing scripts, Google Forms for gathering audience feedback, and Adobe software like Premiere Pro and Photoshop for editing video and images. Overall, a wide range of technologies were utilized at different stages of the project.
Question 6
For their coursework, the students used various digital technologies like PowerPoint, photos, and YouTube videos to present their work online in a more engaging way than a written document. In researching thriller films, they analyzed techniques like mise-en-scene to apply to their own productions. When planning and filming their opening, they used cameras and phones to plan shots and communicate. Different cameras were used for filming, and footage was frequently reviewed on a computer together to evaluate strength. In editing, they cut scenes and added sound effects to enhance the thriller ambience.
Question 4 Evaluation
Slideshare, Adobe Premiere Pro, and YouTube were used at different stages of planning, creating, and sharing a short film. Slideshare allowed presentation of research, Premiere Pro enabled editing and effects during film production, and YouTube provided a platform to share the finished film. Other tools like Piktochart, Blogger, InDesign, internet resources, and camera equipment also supported stages of the process.
Q6
The document discusses various technologies used for a project including the internet for research and documentation, cameras for recording footage, memory storage, Prezi for presentations, Final Cut Pro for video editing, Soundtrack Pro for audio editing, and Motion for graphic design.
How did you use media technologies in the
Harriet Broadley used various media technologies in the construction, planning, research, and evaluation of her short film project. She used Final Cut Pro for editing, a JVC camcorder and GoPro for filming, YouTube for researching techniques and sharing her work, Google for general research, Blogger to document her process, PowerPoint for mood boards, Word for her screenplay, and Prezi and SlideShare for evaluations. Final Cut Pro allowed her to overlay sound and video for complex scenes while YouTube, Google, and DaFont helped with research, and Blogger tracked her progress.
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Technologies used in the process of constructing our
Technologies used in the process of constructing our
4. How did you use new media technologies in the construction and research, p...
4. How did you use new media technologies in the construction and research, p...
Similar to Question 6
How did you use new media technologies in
The document discusses how various digital technologies helped and hindered the process of completing media coursework. Technologies used included Blogger to post work online, cameras to take photos for planning and ancillary tasks, Microsoft Word for magazine advertisements, YouTube and Spotify to find artists, a digital camcorder and tripod for filming, Facebook to distribute videos for feedback, mobile phones for communication and organization, iMovie for editing, and SlideShare for presenting evaluations. While most technologies helped, phone issues caused lost photos and difficulties transferring between Apple and Windows computers slowed some processes.
How did you use new media technologies in
The document discusses the various digital technologies used during each stage of a media coursework project. These included Blogger to post work online, a camera to take photos for planning and ancillary tasks, Microsoft Word for a magazine advertisement, YouTube and Spotify to find artists, a digital camcorder and tripod for filming a music video, Facebook to distribute and get feedback on the video, mobile phones to communicate and take photos during filming, iMovie to edit the video though issues arose sharing work between Mac and Windows, and SlideShare to present the evaluation. Both benefits and hindrances of the technologies were experienced during the process.
How did you use new media technologies in
The document discusses how various digital technologies helped and hindered the process of completing media coursework. Technologies used included Blogger to post work online, cameras to take photos for planning and ancillary tasks, Microsoft Word for magazine advertisements, YouTube and Spotify to find artists, a digital camcorder and tripod for filming, Facebook to distribute videos for feedback, mobile phones for communication and organization, iMovie for editing, and SlideShare for presenting evaluations. While most technologies helped, phone issues caused lost photos and difficulties transferring between Apple and Windows computers slowed editing.
How did you use new media technologies in
This document discusses how various digital technologies helped and hindered the process of completing media coursework. It describes how the author used technologies like Blogger, cameras, Microsoft Word, YouTube, Facebook, mobile phones, iMovie, and SlideShare at different stages of planning, filming, editing, sharing, and presenting the coursework. While many technologies enabled efficient collaboration and presentation, transferring work between Apple and Windows computers sometimes slowed progress.
Evaluation 4
This document discusses the technologies used in a film project. It describes conducting research on film genres and directors using YouTube, Instagram and Safari. An online software called Storyboard Designer was used to plan the storyboard and film ideas. The script was written using Celtx and StudioBinder for remote collaboration. Filming equipment included an iPhone 12 Pro, gimbal, and tripod. iMovie was used for editing on an iPad Pro. Audio quality was improved using the online application Filmora.
Evaluation
The document discusses how new media technology aided the development, production, post-production, music, ancillary texts, distribution, and exhibition of a student film project titled "I Shot Biggie Smalls". Research online informed planning and conventions. Digital cameras and editing software streamlined filming and post-production. Free online music was used. Photoshop edited photos for promotional materials. A viral marketing campaign on Facebook and YouTube distributed the trailer. In conclusion, new media technology was integral and improved the efficiency and quality of the film project.
Evaluation Question 4
The document discusses the use of new media technologies throughout the stages of planning, researching, producing, and evaluating a short film project. Key technologies used included:
- Blogger for initial research posting and tagging
- YouTube for additional research, hosting rough cuts and the final film
- Celtx to create a professional script
- Premier Pro for editing, adding effects, titles, and sound
- Photoshop to design the film poster and logo
- Google Forms to create and analyze audience questionnaires
- Facebook Messenger for group communication
- PowerPoint, Prezi and blog posts for final evaluations
Evaluation Question 4
The document discusses how new media technologies were used at various stages of planning, researching, producing and evaluating a short film project. Blogger was used for initial research posting and tagging. YouTube was used for further research, analyzing example films, and hosting rough cuts and the final film. Celtx was used to create a professional script. A Canon camera was used to film with playback and upload capabilities. Premiere Pro was used for editing, effects, sound and titles. Photoshop was used to create a poster and logo. Google Forms created questionnaires. Facebook Messenger was used for group communication. PowerPoint, Prezi and blog posts created the evaluations.
Dan's media qestion 4 evaluation
The document discusses how new media technologies were used at different stages of creating a promotional video package. YouTube and Google Images were used for research on conventions of teaser trailers and posters. Storyboard That was used to plan shots and structure. Mahara was used to organize all work. Free Sound provided music and effects. Photoshop and Illustrator helped edit the poster and magazine cover. A Canon 80D camera captured high quality footage. GarageBand created custom music where needed. Various software tools helped at different stages of construction, planning, and research.
Creative critical reflection 3
The document describes the process of creating a film opening for a drama called "Infamous". It discusses the research, planning, construction and editing phases. Research involved looking at other film openings, themes, and conducting audience surveys. Planning comprised storyboards, shot lists, and risk assessments. Construction included filming with different cameras, lighting, and angles. Editing was the most exciting phase, where various software and effects were used to assemble the final opening. Overall, the production skills of the team developed greatly over the course of the project.
A2 Evaluation: Q4
The student used various media technologies at different stages of constructing their documentary film. IMDB provided information about other films during planning. Short Film of the Week introduced them to influential documentaries. YouTube allowed researching other student films and getting feedback. Wikipedia informed their understanding of documentary conventions. Google Maps helped locate suitable filming locations. Blogger documented their research and progress. Equipment like tripods, microphones, and cameras were used to capture quality footage. Communication technologies like email and messaging aided collaboration. Prezi, Photo Booth and iMovie supported evaluation. Final Cut Pro was used to edit the final film.
AS Media Studies Video Preliminary Task Evaluation
The document provides a preliminary evaluation by Mima Micic of tasks completed for a media studies course. It summarizes individual and group assignments including taking landscape photos to create a photo story, filming a movie sequence in a group, and directing and editing a short film. It reflects on what was learned about film techniques and the filmmaking process, and areas that could be improved such as adding music and better time management. Challenges of collaborating with a new partner and adapting to location issues during filming are also discussed. Overall, the brief assessment is that criteria for the preliminary tasks were fulfilled or exceeded.
Question 4
The document discusses the use of new media technologies in the production process. An iMac computer was used for software like Final Cut Pro, Logic Pro X, Garageband, and Photoshop, which allowed for editing, exporting, color grading, splicing, and applying graphic effects. Final Cut Pro X was central to the development as it enabled effective editing. Camera equipment was initially inexpensive and unreliable, causing shaking and lighting issues, but outdoor locations and tripods helped stabilize shots in the second year. Logic Pro X and studying music technology provided opportunities to alter soundtracks.
Evaluation question 4 finish
The student used various media technologies throughout the construction, planning, research, and evaluation of their short film project. They used the internet to research short films, film companies, genres, audiences, and magazines. They created a blog using Blogger to store and present their work, including Prezis, PowerPoints, and YouTube videos. Research methods included viewing short films on websites like Virgin Shorts and gathering audience data online. They edited the film using Final Cut Pro and shot it with a Canon video camera. GarageBand was used to create audio and music, and Photoshop to design the poster and magazine article.
Media Question 4 - New Media Technology
The document discusses the use of various new media technologies in planning, filming, and promoting a student film project. It describes using an online blog to document the process and share media like photos and videos. PowerPoint was used to share ideas and pitch the film visually. iMovie was used to edit the teaser trailer, and Photoshop was used to create the film poster and magazine cover. YouTube was researched for trailer conventions and used to upload and promote the finished products. Overall new media technologies played a key role in each stage of the project and helped engage their target teenage audience.
Media question 4
The document discusses the use of various new media technologies in planning, filming, and evaluating a short film project. It describes using a Panasonic camera to film footage, an online blog to document the process and share media, and Slideshare and PowerPoint to share ideas. iMovie was used to edit the teaser trailer, Photoshop for the poster and magazine cover, and Wordle and YouTube for additional elements. Green screen technology was experimented with. Overall new media technologies played an important role in each stage and for engaging their target teenage audience.
Question 6 Evaluation
Through constructing their film, the student learned about various technologies useful for pre-production, production, and post-production. In pre-production, they used IMDB, YouTube, and Celtx to research ideas and develop scripts and storyboards. During production, they used a Sony HD camera and zoom recording. In post-production, Final Cut Pro was used for editing and Soundtrack Pro added sound effects and mixing. The student gained knowledge of the capabilities and benefits of these technologies for filmmaking.
Q6 evaluation
The student learned several important things about technologies from constructing their film project:
1) Websites like IMDB, YouTube, and Celtx were invaluable for research, inspiration, and learning proper script formatting during pre-production.
2) Blogger allowed them to document their entire process and refer back to research and plans during filming.
3) While the Sony HD camera captured high quality footage, its short battery life caused disruptions; zoom recording enabled convenient close-ups.
Q6 evaluation
Through constructing their film, the student learned about various technologies useful for pre-production, production, and post-production. In pre-production, they used IMDB, YouTube, and Celtx to research ideas and develop scripts and storyboards. During production, they used a Sony HD camera and zoom recording. In post-production, Final Cut Pro was used for editing and Soundtrack Pro added sound effects and mixing. The student gained knowledge of the capabilities and benefits of these technologies for filmmaking.
Q6 evaluation
Through constructing their film, the student learned about various technologies useful for pre-production, production, and post-production. In pre-production, they used IMDB, YouTube, and Celtx to research ideas and develop scripts and storyboards. During production, they used a Sony HD camera and zoom recording. In post-production, Final Cut Pro was used for editing and Soundtrack Pro added sound effects and mixing. The student gained knowledge and appreciation for how these technologies enhanced their filmmaking process and final product.
Similar to Question 6 (20)
AS Media Studies Video Preliminary Task Evaluation
AS Media Studies Video Preliminary Task Evaluation
Recently uploaded
原版制作(Hull毕业证书)赫尔大学毕业证Offer一模一样
学校原件一模一样【微信：741003700 】《(Hull毕业证书)赫尔大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
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留信网认证的作用:
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The Impact of Work Stress and Digital Literacy on Employee Performance at PT ...
ABSTRACT :This research aims to analyze the correlation between employee work stress and digital literacy
with employee performance at PT Telkom Akses Area Cirebon, both concurrently and partially. Employing a
quantitative approach, the study's objectives are descriptive and causal, adopting a positivist paradigm with a
deductive approach to theory development and a survey research strategy. Findings reveal that work stress
negatively and significantly impacts employee performance, while digital literacy positively and significantly
affects it. Simultaneously, work stress and digital literacy have a positive and significant influence on employee
performance. It is anticipated that company management will devise workload management strategies to
alleviate work stress and assess the implementation of more efficient digital technology to enhance employee
performance.
KEYWORDS -digital literacy, employee performance,job stress, multiple regression analysis, workload
management
快速办理(worcester毕业证书)伍斯特大学毕业证PDF成绩单一模一样
学校原件一模一样【微信：741003700 】《(worcester毕业证书)伍斯特大学毕业证PDF成绩单》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
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三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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Factors affecting undergraduate students’ motivation at a university in Tra Vinh
ABSTRACT: Motivation plays an important role in foreign language learning process. This study aimed to
investigate student’s motivation patterns towards English language learning at a University in Tra Vinh, and factors
affecting their motivation change toward English language learning of non-English-major students in the semester.
The researcher used semi-structured interview at the first phase of choosing the participants and writing reflection
through the instrument called “My English Learning Motivation History” adapted from Sawyer (2007) to collect
qualitative data within 15 weeks. The participants consisted of nine first year non-English-major students who learning
General English at pre-intermediate level. They were chosen and divided into three groups of three members each
(high motivation group; average motivation group; and low motivation group). The results of the present study
identified six visual motivation patterns of three groups of students with different motivation fluctuation, through the
use of cluster analysis. The study also indicated a diversity of factors affecting students’ motivation involving internal
factors as influencing factors (cognitive, psychology, and emotion) and external factors as social factors (instructor,
peers, family, and learning environment) during English language learning in a period of 15 weeks. The findings of
the study helped teacher understand relationship of motivation change and its influential factors. Furthermore, the
findings also inspired next research about motivation development in learning English process.
KEY WORDS: language learning motivation, motivation change, motivation patterns, influential factors, students’
motivation.
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The conversations on Facebook from the Herringswell Manor School group from 2009 to the first half of 2024
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SCHOOL CULTURE ADAPTATION AMONG INDIGENOUS PEOPLES COLLEGE STUDENTS AT A PRIV...
ABSTRACT: This qualitative study investigates the adaption experiences of indigenous college students at the
University of Mindanao, Matina-main campus. Eight major themes emerged, including difficulties with language
proficiency, online learning, classroom interaction, examination systems, grading procedures, school regulations,
resource accessibility, coping mechanisms, and future goals. Implications include the requirement for targeted
language proficiency and technology use support, an understanding of adaption processes, interventions to
improve resource accessibility, and equitable public administration policies. The study underlines the importance
of adaptation in various educational contexts, as well as the role of educators and legislators in creating inclusive
learning environments.
KEYWORDS: indigenous college students, adaptation, educational challenges, coping strategies
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AU毕业证文凭证书【微信95270640】《英国阿伯丁大学毕业证书原版制作AU成绩单》【Q微信95270640】《仿制AU毕业证成绩单英国阿伯丁大学学位证书pdf电子图》，A.为什么留学生需要操作留信认证?
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B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径，但认证只是个体行为，不是所有留学生都操作，所以没有办理认证的留学生的学历在国内也是查询不到的，他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单，就有了使用价值。
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B.为什么我们提供的毕业证成绩单具有使用价值？
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On Storytelling & Magic Realism in Rushdie’s Midnight’s Children, Shame, and ...
ABSTRACT: Salman Rushdie’s novels are humorous books about serious times. His cosmopolitanism and
hybrid identity allowed him access to multiple cultures, religions, languages, dialects, and various modes of
writing. His style is often classified as magic realism, blending the imaginary with the real. He draws
inspiration from both English literature and Indian classical sources. Throughout his works, there is a lineage of
‘bastards of history’, a carnival of shameful characters scrolling all along his works. Rushdie intertwines fiction
with reality, incorporating intertextual references to Western literature in his texts, and frequently employing
mythology to explore history. This paper focuses on Rushdie’s three novels: Midnight’s Children, Shame, and
Haroun and the Sea of Stories, analyzing his postmodern storytelling techniques that aim to explore human
vices and follies while offering socio-political criticism.
KEYWORDS : Magic Realism, Rushdie, Satire, Storytelling, Transfictional Identities
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STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISM
ABSTRACT: Huzhou has rich tourism resources, as early as a considerable development since the reform and
opening up, especially in recent years, Huzhou tourism has ushered in a new period of development
opportunities. At present, Huzhou tourism has become one of the most characteristic tourist cities on the East
China tourism line. With the development of Huzhou City, the tourism industry has been further improved, and
the tourism degree of the whole city has further increased the transformation and upgrading of the tourism
industry. However, the development of tourism in Huzhou City still lags far behind the tourism development of
major cities in East China. This round of research mainly analyzes the current development of tourism in
Huzhou City, on the basis of analyzing the specific situation, pointed out that the current development of
Huzhou tourism problems, and then analyzes these problems one by one, and put forward some specific
solutions, so as to promote the further rapid development of tourism in Huzhou City.
KEYWORDS:Huzhou; Travel; Development
CYBER SECURITY ENHANCEMENT IN NIGERIA. A CASE STUDY OF SIX STATES IN THE NORT...
ABSTRACT: Security plays an important role in human life and endeavors. Securing information and
disseminating are critical challenges in the present day. This study aimed at identifying innovative technologies
that aid cybercrimes and can constitute threats to cybersecurity in North Central (Middle Belt) Nigeria covering
its six States and the FCT Abuja. A survey research design was adopted. The researchers employed the use of
Google form in administering the structured questionnaire. The instruments were faced validated by one expert
each from ICT and security. Cronbach Alpha reliability Coefficient was employed and achieved 0.83 level of
coefficient. The population of the study was 200, comprising 100 undergraduate students from computer science
and Computer/Robotics Education, 80 ICT instructors, technologists and lecturers in the University and
Technical Colleges in the Middle Belt Nigeria using innovative technologies for their daily jobs and 20 officers
of the crime agency such as: Independent Corrupt Practices Commission (ICPC) andEconomic and Financial
Crimes Commission (EFCC). Three research purposes and questions as well as the hypothesis guided the study
on Five (5) point Likert scale. Data collected were analyzed using mean and standard deviation for the three
research questions while three hypotheses were tested using t-test at 0.05 level of significance. Major findings
revealed that serious steps are needed to better secure the cybers against cybercrimes. Motivation, types, threats
and strategies for the prevention of cybercrimes were identified. The study recommends that government,
organizations and individuals should place emphasis on moral development, regular training of its employees,
regular update of software, use strong password, back up data and information, produce strong cybersecurity
policy, install antivirus soft and security surveillance (CCTV) in offices in order to safeguard its employees and
properties from being hacked and vandalized.
KEYWORDS: Cybersecurity, cybercrime, cyberattack, cybercriminal, computer virus, Virtual Private Networks
(VPN).
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The Impact of Work Stress and Digital Literacy on Employee Performance at PT ...
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Factors affecting undergraduate students’ motivation at a university in Tra Vinh
Factors affecting undergraduate students’ motivation at a university in Tra Vinh
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On Storytelling & Magic Realism in Rushdie’s Midnight’s Children, Shame, and ...
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Iconic Logix | Best Digital Marketing Agency For Iconic Success
STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISM
STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISM
CYBER SECURITY ENHANCEMENT IN NIGERIA. A CASE STUDY OF SIX STATES IN THE NORT...
CYBER SECURITY ENHANCEMENT IN NIGERIA. A CASE STUDY OF SIX STATES IN THE NORT...
Question 6
- 1. QUESTION 6- WHAT HAVE YOU LEARNT FROM THE PROCESS OF CONSTRUCTING THIS PRODUCT?
- 2. PRE PRODUCTION WE USED A VARIETY OF DIFFERENT RESEARCH RESOURCES BEFORE MAKING OUR MEDIA PRODUCT, VIA COMPUTERS AND LAPTOPS, SUCH AS BLOGGER AND YOUTUBE, AS WELL AS VIEWING OTHER FILMS ONLINE OR ON TELEVISION, RESEARCHING INTO THEIR CERTIFICATES ON THE BBFC WEBSITE. USING YOUTUBE WAS USEFUL TO SWIFTLY AND EFFECTIVELY RESEARCH AND GATHER CLIPS FROM SIMILAR SUB-GENRES TO OURS SO OUR FILM MATCHED THE CONVENTIONS OF A PSYCHOLOGICAL THRILLER. WE USED SEARCH ORIGINS SUCH AS GOOGLE TO INVESTIGATE AND FULLY UNDERSTAND THE PSYCHOLOGICAL THRILLER SUB-GENRE, ASPECTS SUCH AS ICONOGRAPHY, MISE-EN-SCENE AND LIGHTING. WE USED BLOGGER TO PRESENT THIS INFORMATION WE HAD GATHERED, AS WELL AS SLIDESHARE TO PRESENT OUR INFORMATION ON A DIFFERENT FORMAT (A POWERPOINT.) BLOGGER WAS A FAIRLY EASY PROGRAM TO USE, HOWEVER IT’S FORMAT CAUSED A FEW COMPLICATIONS, MAKING IT DIFFICULT TO INSERT PICTURES AND YOUTUBE CLIPS.
- 3. PRE-PRODUCTION AFTER HAVING AN IDEA OF WHAT ASPECTS WE NEEDED TO INCLUDE IN OUR FILM TO MAKE IT A SUCCESSFUL PSYCHOLOGICAL THRILLER, WE WENT ON TO PLANNNING OUR MEDIA PRODUCT. WE ORGANISED OUR SHOTLIST USING MIRCOSOFT WORD DOCUMENTS SINCE ALL OF OUR GROUP WAS FAMILIAR WITH THE PROGRAM SO COULD USE IT FAIRLY EASILY. WE ALSO USED A CAMERA TO TAKE OUR LOCATION SHOTS OF WHERE WE WANTED TO SHOOT OUR FILM, THEN TO BE POSTED ON BLOGGER TO BE ACESSED WHENEVER NEEDED. CELTX WAS ALSO USED IN ORDER TO WRITE OUR SCRIPT ON A COMPUTER. THIS WAS A FAIRLY NEW PROGRAM TO ALL OF US, BUT IT WAS EASY TO USE AND WE WERE ABLE TO PROCEED IN WRITING OUR SCRIPT WITH LITTLE DIFFICULTY.
- 4. DURING PRODUCTION WE USED A VARIETY OF DIFFERENT TYPES OF TECHNOLOGIES DURING FILMING OUR MEDIA PRODUCT. HAVING LOCATED OUR SHOT LISTS AND SCRIPT VIA BLOGGER, WE THEN BEGAN FILMING USING A PANASONIC HC V550, CAMCORDER AND A TRIPOD. THE CAMERA WAS EASY TO USE AND CARRY AROUND TO OUR DIFFERENT LOCATIONS. IT ALSO ALLOWED US TO SUCCESSFULLY FILM A RANGE OF DIFFICULT SHOTS (THESE INCLUDED OVER-HEAD SHOTS, CLOSE-UPS AND MID SHOTS IN LOW LIT SETTINGS) WITH LITTLE DIFFICULTY, AND WE WERE ABLE TO UPLOAD THEM TO PREMIER PRO CC EFFECTIVELY TOO. HOWEVER, WE OCCASIONALLY FACED ISSUES WHEN HAVING TO FILM OUR MEDIA PRODUCT IN PLACES WITH UNEVEN GROUND, AS IT BECAME DIFFICULT TO STABILISE THE CAMERA, LEADING TO A COUPLE OF SCENES WITH APPEARING A LITTLE SHAKY. THIS COULD BE IMPROVED IN THE FUTURE BY MAKING SURE OUR FILMING WAD DONE ON STEADY GROUND, TO MAKE SURE OUR SCENES REMAINED SMOOTH AND FLOWING. WE THEN USED PREMIER PRO CC TO EDIT OUR FILM, CUTTING DOWN SCENES, ADDING A TITLE SEQUENCE AND ADDING FILTERS OVER CERTAIN SCENES TO CREATE TENSION OR AN EXTRA ESSENCE OF THRILL TO OUR FILM. AGAIN, THIS WAS A PROGRAM PREVIOUSLY UNFAMILIAR TO US WHICH GAVE US A DISADVANTAGE, BUT IT DIDN’T TAKE LONG TO MAKE SENSE OF AND WE SOON AS A GROUP BEGAN TO USE IT ADEQUATELY.
- 5. POST PRODUCTION FINALLY, AFTER ALL OF OUR PRODUCTION WAS COMPLETE AND THE FILM WAS EDITED, IT WAS THEN UPLOADED TO YOUTUBE AND EMBEDDED IN BLOGGER TO ALLOW WIDER AUDIENCES TO ENJOY OUR FILM. OUR POST PRODUCTION QUESTIONNAIRES, WHERE PEOPLE SUPPLIED US WITH INFORMATION SUCH AS WHAT TECHNOLOGICAL DEVICE THERE MOST LIKELY TO VIEW FILMS ON, WERE AGAIN DONE ON WORD DOCUMENTS DUE TO THERE SIMPLICITY, AND THEN PHOTOGRAPHED USING AN IPHONE CAMERA AND THEN PHOTOGRAPHED TO BE PUT ON OUR BLOG. BLOGGER, BEING A MULTI MEDIA FORMAT, ALLOWED US TO PUT ALL OUR INFORMATION IN ONE PLACE AND ALSO MEANS IT IS PORTABLE, SO WE COULD SHOW OUR FILM TO PEOPLE EASILY WHILST THEY WERE COMPLETING THE QUESTIONNAIRES.