Social media cancholamelissa
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The document discusses three slide sharing apps: Instagram, Flipgram, and Facebook. Instagram allows users to post and edit photos and videos on mobile phones and computers. Flipgram is similar to Instagram but focuses on quick mini presentations with added background music. Facebook allows sharing of photos, videos, and music between friends on mobile or computer, though content is only visible to connected friends. The document concludes by reflecting that the author learned about additional editing capabilities across these platforms and may try using Flipgram.
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My Media World
Amber uses a variety of media in her daily life. She primarily uses her iPhone 5s to communicate with friends through social media apps, plan her day using transportation apps, and access schoolwork apps. She also enjoys using the camera and slow motion features. Amber's other main devices are her Apple Mac laptop, which she uses for homework, photo editing, and music, and her television, which she watches through her Apple TV or Sky box. In her free time, Amber occasionally visits the cinema to see new films.
Question 6 emily
The document discusses various technologies and skills the author learned throughout creating a film opening for their media course. They learned how to use blogger to submit their work, how to operate camera equipment like tripods and cameras, and how to edit video clips and add titles, music, and sound effects using Final Cut editing software. The author also discusses finding suitable copyright-free background music from the Audio Network website to use in their film.
Evaluation technology question
The document discusses various technologies used in creating a student film project. It describes using an iMac to research and edit the final video using Final Cut Pro. A Macbook was used to find pictures online and screenshot locations from Google Maps. Final Cut Pro was used to edit video, including importing media, adding voiceovers and music, and editing color and brightness. iPhones were used for communication via WhatsApp, taking photos, and recording voice memos. A Nikon camera was used to film scenes and take still images. Social media like SurveyMonkey, BlogSpot, YouTube, Twitter and Facebook were utilized for research, sharing work, and gathering feedback.
Beyond Youtube
Michael Farina presents a lecture on video search, alternatives to Youtube, and the future directions of interactive video at Yale's Center for Collaborative Learning.
Originally delivered on January 27, 2009, as a part of the CLC's lecture series, Teaching with Technology Tuesdays.
Design 3
This document outlines a design proposal for a presentation on global warming. It will use PowerPoint because the author is familiar with the software. The presentation will discuss topics like wasting trees, driving habits, and their impact on global warming. While PowerPoint allows for video and sound effects, the proposal notes it cannot be added directly to a wiki page. The document suggests including a link to the PowerPoint instead. It concludes by stating a partner must agree on which option to select.
What have you learnt about technologies from the
The document discusses the technologies used to create a film project. It describes using a Sony HD 1000 camera on a tripod to keep shots steady, Final Cut Express for editing and adding effects like darkening shots and transitions, a Zoom recorder to add voiceovers during flashbacks, and Blogger to collaborate and share work online. The student learned how to use the camera, editing software, and recorder and feels more confident in their abilities, though less experienced with Mac computers and some editing aspects. Overall, using these technologies helped provide different styles and improve their filmmaking skills.
EVALUATION 6 - Louise Fontava
The document discusses the technologies and skills the author learned while constructing a media product for their course. They used different cameras - a flip camera and Canon 650 camera - and learned about camera functions and quality. They also used editing software like Final Cut Pro, Logic Pro, GarageBand, and iMovie to edit video, add soundtracks and titles, and record audio. Other skills mentioned include creating blogs using Blogger and finding copyright-free content on websites like Art of the Title and YouTube. The author is happy with the new technical skills and knowledge gained from this project.
How did you use media technologies in the
The document discusses the various media technologies and programs the author used for planning, research, and construction of their short film project. They used their computer and phone for initial research, YouTube to view other short films for inspiration, Blogger to document their research findings, iTunes to store and research music, their Nikon camera for filming, a tripod, iMovie for editing, and Photoshop for ancillary tasks like a magazine article and poster. The main problem encountered was setting the camera ISO too high, resulting in grainy footage. Blogger was also limited as it couldn't upload videos or slideshows without an external program. Additionally, permissions issues prevented uploading the finished film to YouTube publicly.
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My Media World
Amber uses a variety of media in her daily life. She primarily uses her iPhone 5s to communicate with friends through social media apps, plan her day using transportation apps, and access schoolwork apps. She also enjoys using the camera and slow motion features. Amber's other main devices are her Apple Mac laptop, which she uses for homework, photo editing, and music, and her television, which she watches through her Apple TV or Sky box. In her free time, Amber occasionally visits the cinema to see new films.
Question 6 emily
The document discusses various technologies and skills the author learned throughout creating a film opening for their media course. They learned how to use blogger to submit their work, how to operate camera equipment like tripods and cameras, and how to edit video clips and add titles, music, and sound effects using Final Cut editing software. The author also discusses finding suitable copyright-free background music from the Audio Network website to use in their film.
Evaluation technology question
The document discusses various technologies used in creating a student film project. It describes using an iMac to research and edit the final video using Final Cut Pro. A Macbook was used to find pictures online and screenshot locations from Google Maps. Final Cut Pro was used to edit video, including importing media, adding voiceovers and music, and editing color and brightness. iPhones were used for communication via WhatsApp, taking photos, and recording voice memos. A Nikon camera was used to film scenes and take still images. Social media like SurveyMonkey, BlogSpot, YouTube, Twitter and Facebook were utilized for research, sharing work, and gathering feedback.
Beyond Youtube
Michael Farina presents a lecture on video search, alternatives to Youtube, and the future directions of interactive video at Yale's Center for Collaborative Learning.
Originally delivered on January 27, 2009, as a part of the CLC's lecture series, Teaching with Technology Tuesdays.
Design 3
This document outlines a design proposal for a presentation on global warming. It will use PowerPoint because the author is familiar with the software. The presentation will discuss topics like wasting trees, driving habits, and their impact on global warming. While PowerPoint allows for video and sound effects, the proposal notes it cannot be added directly to a wiki page. The document suggests including a link to the PowerPoint instead. It concludes by stating a partner must agree on which option to select.
What have you learnt about technologies from the
The document discusses the technologies used to create a film project. It describes using a Sony HD 1000 camera on a tripod to keep shots steady, Final Cut Express for editing and adding effects like darkening shots and transitions, a Zoom recorder to add voiceovers during flashbacks, and Blogger to collaborate and share work online. The student learned how to use the camera, editing software, and recorder and feels more confident in their abilities, though less experienced with Mac computers and some editing aspects. Overall, using these technologies helped provide different styles and improve their filmmaking skills.
EVALUATION 6 - Louise Fontava
The document discusses the technologies and skills the author learned while constructing a media product for their course. They used different cameras - a flip camera and Canon 650 camera - and learned about camera functions and quality. They also used editing software like Final Cut Pro, Logic Pro, GarageBand, and iMovie to edit video, add soundtracks and titles, and record audio. Other skills mentioned include creating blogs using Blogger and finding copyright-free content on websites like Art of the Title and YouTube. The author is happy with the new technical skills and knowledge gained from this project.
How did you use media technologies in the
The document discusses the various media technologies and programs the author used for planning, research, and construction of their short film project. They used their computer and phone for initial research, YouTube to view other short films for inspiration, Blogger to document their research findings, iTunes to store and research music, their Nikon camera for filming, a tripod, iMovie for editing, and Photoshop for ancillary tasks like a magazine article and poster. The main problem encountered was setting the camera ISO too high, resulting in grainy footage. Blogger was also limited as it couldn't upload videos or slideshows without an external program. Additionally, permissions issues prevented uploading the finished film to YouTube publicly.
Evaluation q4
The document discusses the use of various new media technologies at different stages of a project. Blogger was used to upload research, planning, evaluations, and the final music video. YouTube was used to find inspiration by viewing other music videos and tutorials. Microsoft Word, PowerPoint, and Excel were used for writing, organizing information, and analyzing data. Internet research, tutorials, and communication through email were also important. Equipment like cameras, lighting, and editing software helped in filming and constructing the final music video and ancillary materials. Various apps, websites and programs supplemented the project at different stages.
A2 Media - Question Four
The document discusses the use of various media technologies in creating a music video project. YouTube and Google were used extensively for research, allowing the viewing of music videos and images to analyze conventions. Adobe Premiere Pro and After Effects were the primary editing software used to cut clips, add effects, and merge the final video. Some challenges included incompatible file versions between home and school computers, and long export/import times. Overall, most of the technologies were deemed successful in completing the project, though a professional camera may have further improved quality.
Media - Question 6
The document discusses the technologies and skills the author learned while constructing a media product for their course. They used various cameras, software programs, and websites throughout the process. The author gained experience using cameras like a Canon 650D and flip camera, as well as editing software like Final Cut Pro, GarageBand, iMovie, and bloggers. They found YouTube and artofthetitle.com to be useful resources. Overall, the author is pleased with the new technical knowledge and skills they acquired in areas like video editing, sound design, and online publishing that will benefit their future work.
6
The document discusses the research and technologies used to construct an opening title sequence. It describes researching existing title sequences on websites like artofthetitle.com and YouTube to determine the desired style. YouTube tutorials were used to learn animation software like Flash and editing programs like Final Cut Pro. Camera functions were learned to film specific shots. Feedback was gathered during the process and from questionnaires to improve the final product.
Multimedia in the classroom Final presentation
Alexis Brown presents on the multimedia tools she found most useful for classroom projects. These include Windows Picture Viewer and Pixlr for photo editing, Garage Band for easy audio recording and editing, and Imovie for creating web-based and video presentations by adding photos, video clips, text and transitions. She discusses successes with photo editing and audio presentations, challenges with interpreting assignments, and enjoys the flexibility of online learning while missing in-class discussions. Links to her project work are included.
Question 4- How did you use media technologies in the construction and resear...
The document discusses the various technologies and software used in research and production of a music video. It describes using YouTube to research artists and camera angles, Google to find promotional materials, Facebook to understand the target audience, and OCR and Blogger to plan the project. An Apple computer running Photoshop and iMovie was used to edit footage from a Canon camera. Tutorials were helpful for learning to use iMovie and Photoshop, improving work from the previous year. Social media feedback was positive and confirmed the video matched the intended genre.
Technology question evaluation
The document discusses various technologies used in constructing a product. It describes learning how to use an iMac through its buttons and software like iMovie and Final Cut Pro. A Nikon camera was used to film different shots and experiment with focus, angles, and lighting. Final Cut Pro was used for editing, adding titles, voiceovers, soundtracks and transitions. An iPhone was used for voice memos, communication via WhatsApp, and filming text messages. Social media like YouTube, Survey Monkey, Twitter and Blogger were utilized for research, audience feedback, finding soundtracks, documentation and location sharing.
Technology question evaluation
The document discusses various technologies used in constructing a product. It describes learning how to use an iMac through its buttons and software like iMovie and Final Cut Pro. A Nikon camera was used to film different shots and experiment with focus, angles, and lighting. Final Cut Pro was used for editing, adding titles, voiceovers, music and transitions. An iPhone was used for voice memos, communication via WhatsApp, and filming text messages. Social media like YouTube, Survey Monkey, Twitter and Blogger were utilized for research, audience feedback, finding soundtracks, and organization.
Technology question evaluation
The document discusses various technologies used in constructing a product. It describes learning how to use an iMac through its buttons and software like iMovie and Final Cut Pro. A Nikon camera was used to film different shots and experiment with focus, angles, and lighting. Final Cut Pro was used for editing, adding titles, voiceovers, soundtracks and transitions. An iPhone was used for voice memos, communication via WhatsApp, and filming text messages. Social media like YouTube, Survey Monkey, Twitter and Blogger were utilized for research, audience feedback, finding soundtracks, organization and sharing work.
FMP Pre Production
The document provides details about Kallum Sykes' pre-production process for creating a promotional travel video and poster. Kallum will edit existing travel footage and motion graphics to create a promotional video for YouTube to encourage people to travel. He will also design a poster to help promote the project. The video and poster are intended to persuade viewers to travel more. Kallum outlines his plans, resources needed, and schedule to complete the project over several weeks.
What have you learn about technologies from the process of constructing this ...
Through researching and constructing this project, I learned how to effectively use various online technologies and software programs. Google, YouTube, IMDb, and other websites proved invaluable for researching target audiences, film conventions, and finding example clips. Photoshop helped design mood boards, while Google Images located stock photos. Sony Vegas was a more effective editing software than iMovie. Overall, I gained experience using technologies like DSLR cameras, editing software, and online resources, but recognized that proficiency requires practice we did not have time for.
Question 4 luke coulby
The student used various media technologies throughout the construction, research, planning and evaluation stages of their project. During research, they used Blogger to share discussion notes on music video conventions and Prezi to creatively present findings. For planning, they used Final Cut Pro to edit audition and music video footage and Photoshop to design packaging. To evaluate, they uploaded their work to YouTube and used digital audio recorders for commentary. Challenges included videos not loading on Blogger, Prezi files not saving, footage becoming offline in Final Cut Pro, and difficulty teaching a partner to use Photoshop.
6. production reflection (1)
The document summarizes Allan Godin's process for creating different promotional materials for his game. He began by conceptualizing two T-shirt designs in Photoshop, including finding appropriate images and fonts. Next, he created a website for the game using Wix by researching other game sites for layout inspiration. Finally, he developed a trailer by storyboarding ideas, recording voiceovers, finding and editing gameplay clips, selecting background music, and assembling all elements in Premiere Pro. Throughout the processes, he refined his skills in various design and video editing tools.
Evaluation 4
Media technologies played a key role throughout the research, planning, production, and evaluation stages of creating a music video. In the research stage, the student used Google to access information about music video styles and conventions. YouTube was essential for watching many music videos to find examples that suited the project. Other research tools included blogs, websites, and Survey Monkey to choose a song and understand the target audience. Presentation tools like Blogger, Prezi, PowerPoint, and SlideShare were used to organize and share the project work. Equipment like a camera, tripod, computer, phone, and TV were necessary for filming and editing. Premier Pro and Photoshop were the main software programs learned and used to create effects for the
Question 4
The document describes the new media technologies used by the student at various stages of constructing a music video project. In the planning stage, the student used a tripod, slider, sandbags, LED light, and Canon camera with lenses to film shots. Adobe Photoshop, Speedgrade, and After Effects were used to manipulate imagery and experiment with color grading. Adobe Premiere Pro was the primary editing software used to cut footage, add sound, and apply effects like light leaks and fading. Various online platforms like Blogger, PowToon, Prezi, Slideshare, Vimeo, and Calameo were utilized to share, present, and evaluate different aspects of the project.
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The document describes the process of creating an engaging Facebook post about movies. The creator saw a messy-haired child after a shower that inspired them to take a photo. However, with only an iPhone and dull lighting, they decided a photo would not work. After searching online and considering different options like photos and videos, they settled on a poll asking how movies make people feel. They posted the poll as an engagement on their movie fan page to encourage interaction and discussion among their audience.
5. pre production(4)
This document outlines the pre-production planning for a movie review audio project, including sound effects, music, props, contingencies, health and safety, and schedule. Sound effects like a lion roar and cheering will be used for the intro/outro and to transition between sections. Background music will include Pokémon and Pirates of the Caribbean themes. No additional people or locations are needed beyond recording in a quiet space. Potential issues and solutions are identified regarding equipment, copyright, audio quality, and health. The 8-day schedule includes collecting sounds, assembling the audio project, and creating reflective PowerPoints.
EVALUATION 6
Harriet Bibby learned to use several technologies during the process of constructing her film product and evaluating it. She used websites like the UK Film Council, Box Office Mojo, and IMDB to research her film genre and target audience. For construction, she learned to use a digital camera, Movie Studio Platinum for editing, a sound recorder for Foley effects, and websites to find music. For evaluation, she used Prezi, Powtoon, Microsoft Word, PowerPoint, a sound recorder, Movie Studio Platinum, blogger, and Slideshare. Overall, while some technologies like the digital camera and Movie Studio Platinum took time to learn, she found most were reasonably easy to use once she got familiar with them
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Evaluation q4
The document discusses the use of various new media technologies at different stages of a project. Blogger was used to upload research, planning, evaluations, and the final music video. YouTube was used to find inspiration by viewing other music videos and tutorials. Microsoft Word, PowerPoint, and Excel were used for writing, organizing information, and analyzing data. Internet research, tutorials, and communication through email were also important. Equipment like cameras, lighting, and editing software helped in filming and constructing the final music video and ancillary materials. Various apps, websites and programs supplemented the project at different stages.
A2 Media - Question Four
The document discusses the use of various media technologies in creating a music video project. YouTube and Google were used extensively for research, allowing the viewing of music videos and images to analyze conventions. Adobe Premiere Pro and After Effects were the primary editing software used to cut clips, add effects, and merge the final video. Some challenges included incompatible file versions between home and school computers, and long export/import times. Overall, most of the technologies were deemed successful in completing the project, though a professional camera may have further improved quality.
Media - Question 6
The document discusses the technologies and skills the author learned while constructing a media product for their course. They used various cameras, software programs, and websites throughout the process. The author gained experience using cameras like a Canon 650D and flip camera, as well as editing software like Final Cut Pro, GarageBand, iMovie, and bloggers. They found YouTube and artofthetitle.com to be useful resources. Overall, the author is pleased with the new technical knowledge and skills they acquired in areas like video editing, sound design, and online publishing that will benefit their future work.
6
The document discusses the research and technologies used to construct an opening title sequence. It describes researching existing title sequences on websites like artofthetitle.com and YouTube to determine the desired style. YouTube tutorials were used to learn animation software like Flash and editing programs like Final Cut Pro. Camera functions were learned to film specific shots. Feedback was gathered during the process and from questionnaires to improve the final product.
Multimedia in the classroom Final presentation
Alexis Brown presents on the multimedia tools she found most useful for classroom projects. These include Windows Picture Viewer and Pixlr for photo editing, Garage Band for easy audio recording and editing, and Imovie for creating web-based and video presentations by adding photos, video clips, text and transitions. She discusses successes with photo editing and audio presentations, challenges with interpreting assignments, and enjoys the flexibility of online learning while missing in-class discussions. Links to her project work are included.
Question 4- How did you use media technologies in the construction and resear...
The document discusses the various technologies and software used in research and production of a music video. It describes using YouTube to research artists and camera angles, Google to find promotional materials, Facebook to understand the target audience, and OCR and Blogger to plan the project. An Apple computer running Photoshop and iMovie was used to edit footage from a Canon camera. Tutorials were helpful for learning to use iMovie and Photoshop, improving work from the previous year. Social media feedback was positive and confirmed the video matched the intended genre.
Technology question evaluation
The document discusses various technologies used in constructing a product. It describes learning how to use an iMac through its buttons and software like iMovie and Final Cut Pro. A Nikon camera was used to film different shots and experiment with focus, angles, and lighting. Final Cut Pro was used for editing, adding titles, voiceovers, soundtracks and transitions. An iPhone was used for voice memos, communication via WhatsApp, and filming text messages. Social media like YouTube, Survey Monkey, Twitter and Blogger were utilized for research, audience feedback, finding soundtracks, documentation and location sharing.
Technology question evaluation
The document discusses various technologies used in constructing a product. It describes learning how to use an iMac through its buttons and software like iMovie and Final Cut Pro. A Nikon camera was used to film different shots and experiment with focus, angles, and lighting. Final Cut Pro was used for editing, adding titles, voiceovers, music and transitions. An iPhone was used for voice memos, communication via WhatsApp, and filming text messages. Social media like YouTube, Survey Monkey, Twitter and Blogger were utilized for research, audience feedback, finding soundtracks, and organization.
Technology question evaluation
The document discusses various technologies used in constructing a product. It describes learning how to use an iMac through its buttons and software like iMovie and Final Cut Pro. A Nikon camera was used to film different shots and experiment with focus, angles, and lighting. Final Cut Pro was used for editing, adding titles, voiceovers, soundtracks and transitions. An iPhone was used for voice memos, communication via WhatsApp, and filming text messages. Social media like YouTube, Survey Monkey, Twitter and Blogger were utilized for research, audience feedback, finding soundtracks, organization and sharing work.
FMP Pre Production
The document provides details about Kallum Sykes' pre-production process for creating a promotional travel video and poster. Kallum will edit existing travel footage and motion graphics to create a promotional video for YouTube to encourage people to travel. He will also design a poster to help promote the project. The video and poster are intended to persuade viewers to travel more. Kallum outlines his plans, resources needed, and schedule to complete the project over several weeks.
What have you learn about technologies from the process of constructing this ...
Through researching and constructing this project, I learned how to effectively use various online technologies and software programs. Google, YouTube, IMDb, and other websites proved invaluable for researching target audiences, film conventions, and finding example clips. Photoshop helped design mood boards, while Google Images located stock photos. Sony Vegas was a more effective editing software than iMovie. Overall, I gained experience using technologies like DSLR cameras, editing software, and online resources, but recognized that proficiency requires practice we did not have time for.
Question 4 luke coulby
The student used various media technologies throughout the construction, research, planning and evaluation stages of their project. During research, they used Blogger to share discussion notes on music video conventions and Prezi to creatively present findings. For planning, they used Final Cut Pro to edit audition and music video footage and Photoshop to design packaging. To evaluate, they uploaded their work to YouTube and used digital audio recorders for commentary. Challenges included videos not loading on Blogger, Prezi files not saving, footage becoming offline in Final Cut Pro, and difficulty teaching a partner to use Photoshop.
6. production reflection (1)
The document summarizes Allan Godin's process for creating different promotional materials for his game. He began by conceptualizing two T-shirt designs in Photoshop, including finding appropriate images and fonts. Next, he created a website for the game using Wix by researching other game sites for layout inspiration. Finally, he developed a trailer by storyboarding ideas, recording voiceovers, finding and editing gameplay clips, selecting background music, and assembling all elements in Premiere Pro. Throughout the processes, he refined his skills in various design and video editing tools.
Evaluation 4
Media technologies played a key role throughout the research, planning, production, and evaluation stages of creating a music video. In the research stage, the student used Google to access information about music video styles and conventions. YouTube was essential for watching many music videos to find examples that suited the project. Other research tools included blogs, websites, and Survey Monkey to choose a song and understand the target audience. Presentation tools like Blogger, Prezi, PowerPoint, and SlideShare were used to organize and share the project work. Equipment like a camera, tripod, computer, phone, and TV were necessary for filming and editing. Premier Pro and Photoshop were the main software programs learned and used to create effects for the
Question 4
The document describes the new media technologies used by the student at various stages of constructing a music video project. In the planning stage, the student used a tripod, slider, sandbags, LED light, and Canon camera with lenses to film shots. Adobe Photoshop, Speedgrade, and After Effects were used to manipulate imagery and experiment with color grading. Adobe Premiere Pro was the primary editing software used to cut footage, add sound, and apply effects like light leaks and fading. Various online platforms like Blogger, PowToon, Prezi, Slideshare, Vimeo, and Calameo were utilized to share, present, and evaluate different aspects of the project.
The story of creating a facebook engagement
The document describes the process of creating an engaging Facebook post about movies. The creator saw a messy-haired child after a shower that inspired them to take a photo. However, with only an iPhone and dull lighting, they decided a photo would not work. After searching online and considering different options like photos and videos, they settled on a poll asking how movies make people feel. They posted the poll as an engagement on their movie fan page to encourage interaction and discussion among their audience.
5. pre production(4)
This document outlines the pre-production planning for a movie review audio project, including sound effects, music, props, contingencies, health and safety, and schedule. Sound effects like a lion roar and cheering will be used for the intro/outro and to transition between sections. Background music will include Pokémon and Pirates of the Caribbean themes. No additional people or locations are needed beyond recording in a quiet space. Potential issues and solutions are identified regarding equipment, copyright, audio quality, and health. The 8-day schedule includes collecting sounds, assembling the audio project, and creating reflective PowerPoints.
EVALUATION 6
Harriet Bibby learned to use several technologies during the process of constructing her film product and evaluating it. She used websites like the UK Film Council, Box Office Mojo, and IMDB to research her film genre and target audience. For construction, she learned to use a digital camera, Movie Studio Platinum for editing, a sound recorder for Foley effects, and websites to find music. For evaluation, she used Prezi, Powtoon, Microsoft Word, PowerPoint, a sound recorder, Movie Studio Platinum, blogger, and Slideshare. Overall, while some technologies like the digital camera and Movie Studio Platinum took time to learn, she found most were reasonably easy to use once she got familiar with them
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Question 4- How did you use media technologies in the construction and resear...
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Similar to Social media cancholamelissa
My Media World
Amber uses a variety of media in her daily life. She primarily uses her iPhone 5s to communicate with friends through social media apps, plan her day using transportation apps, and access schoolwork apps. She also enjoys using the camera and slow motion features. Amber's other main devices are her Apple Mac laptop, which she uses for homework, photo editing, and music, and her television, which she watches through her Apple TV or Sky box. In her free time, Amber occasionally goes to the cinema to see new films.
Evaluation 6
Ryan Navarro evaluated the technologies used to construct their product. They learned that the iPhone is handy for tasks like taking photos, recording audio, and research using the Safari app. The Mac enables better work through apps like Final Cut Express. The camera allows taking photos and video of locations and filming. GarageBand enables composing original music. Final Cut Express, YouTube, Prezi, and PowerPoint were also used and provided pros and cons. Overall, Ryan learned the technologies made their work better through capabilities like editing footage, finding music, and creating presentations.
Media evaluation q6 1
The document discusses the technologies used during the research, planning, and construction phases of creating a media product. During research, the creator used Google to search for information and IMDb to find details about specific films. Planning involved using a Panasonic camcorder and iPhone for footage to ensure high quality. Construction used Final Cut Pro, downloaded via a free trial, to edit footage and add titles, transitions, and sound effects. Audience feedback was gathered using Apple Pages to improve the opening sequence.
Media evaluation q6 2
The document discusses the various technologies used at different stages of constructing a media product. In the research stage, the creator used search engines like Google and websites like IMDb to research films. For planning, a camcorder and tripod were used to film footage. Final Cut Pro was used for editing, and tutorials helped learn how to use its effects. Feedback was gathered using Apple software. Overall, the creator gained skills using Final Cut Pro that improved the professional quality of their opening sequence over previous software.
Evaluation Question 4
The document discusses the use of various digital and non-digital media technologies during the construction, research, planning, and evaluation stages of a project. Digital tools used included Blogger, YouTube, SoundCloud, iMovie, Survey Monkey, Storyboard That, Power Director, Emaze, and Photoshop. Non-digital tools included an iPhone, MacBook, and desktop computer. Blogger and YouTube were effective for showcasing work online. SoundCloud, iMovie and Photoshop supported elements of the research, planning and construction. Survey Monkey facilitated audience data collection. Power Director, Emaze and Storyboard That assisted with project planning and pitching. The iPhone, MacBook and desktop computer provided access and support across stages
Evaluation question 4
1. The document discusses the various digital and non-digital media technologies used during the construction and research, planning and evaluation stages of a media project.
2. Digital tools like Blogger, YouTube, SoundCloud, iMovie and PowerDirector were used for blogging, video hosting, audio uploading, video editing and film editing. Non-digital tools included phones, laptops and cameras.
3. Evaluation methods discussed include presentations on SlideShare, podcasts on SoundCloud, and videos edited in iMovie. The phone and personal camera provided flexibility during the evaluation.
How did you use media technologies in the construction and research, planning...
The document summarizes the student's use of various media technologies during their construction and research, planning, and evaluation stages of a project. The student used Tumblr as a blogging platform to store and share their work, used Prezi to create online presentations, relied on computers to complete and share their work, used a digital camera to film footage, and learned to use Premiere Pro and Photoshop for digital editing and photo manipulation. The student provided benefits and difficulties of each technology from their experience using them for this project.
Question 4 media
The student used various media technologies at different stages of their project. In the research stage, they used YouTube to access music videos and compare categories and theorists. They were also able to conduct research using their mobile phone. Tumblr was used to document research and planning in a step-by-step manner. Prezi was used as an alternative to slide shows to present work in a more interactive format. Photoshop was utilized to design the digipak professionally. PowerPoint was employed to present the evaluation. Adobe Premier Pro, which the student was familiar with from prior work, was applied to edit the actual film.
Media presentation
The student used various new media technologies during the research, planning, construction, and evaluation stages of their music video project. During research, they used YouTube, Google, and music video websites to find inspiration. They used Blogger to document their progress, embedding photos, videos, and planning documents. An iPhone was used for organization and filming backup footage. Adobe Premiere Pro and Photoshop were the primary editing tools. Survey Monkey and YouTube views/comments were used for evaluation.
What have you learnt about technologies from the process of constructing thi...
The document discusses the various technologies used to create a film project, including Blogger for research and coursework planning, PowerPoint for presenting coursework, SlideShare to upload PowerPoints, Prezi for creative presentations, YouTube to upload videos, Final Cut Pro and iMovie for editing footage, TubeChop to embed YouTube clips, iTunes for storing music, and After Effects for animations and titles. The creator learned how to use each technology and integrate various media into their coursework blog and final film project.
Multi timeline editing skills evaluation
Multi-timeline editing takes more time than single timeline editing because it requires adjusting the opacity of multiple cameras. While more time-consuming, multi-timeline editing also allows editing all camera angles simultaneously. The author found editing the timing of shots to the music easy but found the multi-camera timeline cluttered. They developed new skills like changing opacity and cutting footage but want to continue improving skills for their main task by using online tutorials and test footage.
Jaime phelan
The document discusses the author's opinions on various emerging technologies. They enjoy using Facebook to keep in touch with friends and family, and Twitter for its ease of use and ability to follow TV shows and musicians. The author also likes Flickr for storing and tagging photos, and Google as a search engine. However, the author dislikes YouTube due to annoying video game videos their children watch, finds CourseCasts difficult due to being more visual, and had issues with Sumo Paint and Wordle.
What have you learnt about technologies?
Presentation about what I learnt from the technologies that I used when creating my opening sequence.
How did you use media technologies in the
The document discusses the various technologies and tools used to complete a music video project. These included cameras, iMovie, Photoshop, and Blogger. The student filmed parts of the video using their camcorder and iPhone after the camcorder footage did not work on Mac computers. iMovie was used to edit the video but was challenging to learn. Photoshop was utilized to design posters and CD covers since the student was familiar with it from previous use. Blogger was employed to showcase and evaluate the overall work.
How did you use media technologies in the
The document discusses the various media technologies the author used at different stages of creating a music video project. In the planning stage, the author used Vimeo to research previous student music videos, YouTube to find existing music videos and select a song, and the internet to research the selected artist and song. During production, the author used a still camera to take photos, and YouTube to listen to the song. After production, the author experimented with different ways to present work online, including GIFs, Photobucket, PowerPoint, Prezi, Scribd, and Microsoft Word tables.
Evaluation Question 4
How did you use new media technologies in the construction and research, planning and evaluation stages?
Evaluation Technology
The document discusses the author's experience using various technologies to create an opening film sequence, including:
1) The author used a DSLR camera to film footage after initially using their iPhone camera, and learned techniques like camera angles, movement, and using a tripod.
2) iMovie was used to edit the film but had limitations, so the author used Keynote to add typography with green screens.
3) Blogger allowed the author to track their progress and present work creatively by embedding videos and presentations.
4) Prezi helped the author present findings interactively like a mind map with embedded videos and photos.
Evaluation 4
The document discusses the various new media technologies used during the production and planning stages of a project. These included blogging platforms like Blogger to create and share content online, presentation tools like Prezi and Slideshare to embed videos and presentations, and video hosting on YouTube. Photoshop was used to design promotional materials like advertisements and packaging despite being complex, while common programs like PowerPoint and iMovie helped edit and organize content. Various devices also supported the process, including cameras, computers, phones, and internet browsers for research and uploading finished work online.
Media evaluation q6
The student learned several technologies through constructing their media product opening sequence. They researched using Google and IMDb to find information about films and genres. They edited the sequence using Final Cut Pro, adding titles, transitions, color matching, and non-diegetic sound. Audience feedback was collected using Apple Pages to understand preferences and improve the sequence. Overall, the student gained skills in researching, editing software like Final Cut Pro, and evaluating their work which will help with future media products.
Media evaluation q6
The document discusses technologies used during the construction of a media product's opening sequence. Google was used for initial research of films and genres. IMDB provided information about specific films. Final Cut Pro was used for editing, and YouTube tutorials helped learn how to use effects. A camcorder, iPhone, and tripod were used for filming. Post-production included adding a dissolve transition and narration over music. Titles were chosen from Final Cut Pro and a dissolve effect was added to fit the tone.
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Social media cancholamelissa
- 1. Slide Share Apps By: Melissa Canchola
- 2. Instagram • Instagram is a place where you can post videos and photos on. • When you upload a photo, you can do many things with that said photo. You can edit the lighting, crop it, or add some borders to it, etc. • As far as video goes, there is a certain length of time for a video to be captured. But you can pause and stop it whenever you want it too. You can choose a cover frame, and edit the lighting of the video as well. • Instagram is mostly on mobile phones but can be accessed by computers.
- 3. Flip gram • Flip gram is almost the same as Instagram but a minor difference is that the video options and quality are different. • Flip gram can be used as a tool for a quick mini presentation like PowerPoint but for a small purpose. • You can add music to a flip gram presentation. While the presentation is going, music plays in the background. • As far as photos go, you add them in presentation and it shows a mini life events or moments you wish to share. • You can also edit the photos. • Basically all flipgram is a slideshow of moments from which you choose either a video or photos, with music added to the background. • Mostly on mobile phones
- 4. Facebook • Offers you to upload music, videos and pictures • With uploading pictures, you can view others photos as well as your own. But the thing is you have to be “friends” with that person on the website. • Videos can be uploaded and viewed the same way as photos. The only difference is that you have a certain time for which the video can be played, so you might have to crop the video. • Music can be shared from almost any website to put on Facebook. It is very universal, you can go on YouTube, and share a video from the website than share it to your Facebook friends. • It can be accessed either on mobile phone or computers.
- 5. What I Learned • I learned that a lot of websites or applications that I use are sources I can use to edit photos, videos and even add music. • I really thought nothing of Slide share and what other websites offered until I did this assignment. I learned more about Flip gram, and I might even consider to get it downloaded to my cell phone. • Another thing I learned today was that the three things I choose, make editing photos and videos a lot easier and faster.