Storytelling and video discussion for CHIFOO 2014
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Storytelling structures from simple to complex; understanding production value; techniques for optimizing your level of production value
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Question 6
The document discusses the various technologies Owen used and learned during the process of constructing a media product. He discusses learning about Slideshare, Canva, and Adobe After Effects, though he had prior experience with YouTube, Microsoft Word, cameras, and Adobe Premiere Pro. Through completing the project, Owen became more proficient with Canva, After Effects, and Premiere Pro as he spent more time using the software. He also learned creative ways to summarize information using Pie charts, Mind Maps, and slide presentation tools like Slideshare.
Q6
The student learned several skills from constructing a film project using various technologies:
1) They learned how to use an Apple Mac operating system including printing screen parts of video and saving edited films.
2) They learned how to use an iPhone to upload photos straight to a blog and conduct research while filming using instant internet access.
3) They learned how to properly use a camcorder with superior image quality and playback clips on the screen to improve filming.
4) They learned how useful the internet is for research and planning through resources like Google.
Question 6: Media technologies
The document discusses various technologies the student used in constructing a teen movie opening project. They found Prezi useful for presenting pitch ideas in an organized, professional manner. Blogger allowed them to document the project's progress and store ideas. Camera equipment like tripods and flip cams helped capture footage and research. Final Cut Pro enhanced their video editing skills. Creative Commons provided copyright-free music. Timetoast and Motion helped with timelines and animated logos. Blogger and Slideshare apps facilitated mobile blogging and presentations. The student feels more confident using these technologies and presenting ideas differently.
How did we use new media technologies in
The document describes the new media technologies used at different stages of creating a music video project. It discusses using camera equipment like cameras, tripods, and lights for filming. Computer software like Adobe Photoshop and Premiere Pro were used for editing footage and adding effects. Through this project, the author learned skills like transferring footage between camera and computer, editing video, and using Photoshop to remove blemishes and add layers and text. Filming with the camera and equipment helped gain confidence and skills for future use.
Advantages & Disadvantages of the Technologies
The document discusses the advantages and disadvantages of various tools used in a school project. Blogger was useful for learning how to navigate a blogging platform, but sometimes had issues uploading images. Survey Monkey was very helpful for collecting feedback on products from the public. Adobe Premiere Pro was useful for high-quality video editing but was also very time consuming. Prezi was a good presentation tool but can only be accessed online. A Nikon camera provided better image quality than a school camera. Photoshop allowed for consistent branding across video and print products but had a steep learning curve. Vimeo was good for uploading videos but had strict data limits, so YouTube was also used.
Q6.1
Through constructing a film opening, the student learned new skills using software like Final Cut Express, GarageBand, and Text Live. Some limitations encountered included Final Cut crashing, audio files not saving, and rendering/space issues wasting time. However, the student believes these challenges provided learning experiences. For future projects, the student would film earlier and get more shots to improve editing flexibility and resolve continuity errors. A variety of software and online tools were used to be versatile in planning, editing, uploading, and researching film openings. The process helped the student appreciate the work involved in professional filmmaking.
Giving a successful presentation
The document provides tips for giving successful presentations. It recommends telling a story using Freytag's pyramid structure with a protagonist and conflict. Presenters should focus on benefits rather than features and ditch charts in favor of being "tweetable." Data should be used to build and test hypotheses about the audience in order to design an experiment in persuasion. Presentations should be recorded to allow review and improvement based on audience questions and feedback.
Casting @ OWLS
In 2008, OWLS received a grant to purchase equipment and software to enable us and our member libraries to create podcasts, vodcasts, and screencasts. This presentation shares what we did, examples of projects, and other tips and resources. Presented for the Wisconsin Association of Public Libraries conference in Wisconsin Dells on May 7, 2009.
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Question 6
The document discusses the various technologies Owen used and learned during the process of constructing a media product. He discusses learning about Slideshare, Canva, and Adobe After Effects, though he had prior experience with YouTube, Microsoft Word, cameras, and Adobe Premiere Pro. Through completing the project, Owen became more proficient with Canva, After Effects, and Premiere Pro as he spent more time using the software. He also learned creative ways to summarize information using Pie charts, Mind Maps, and slide presentation tools like Slideshare.
Q6
The student learned several skills from constructing a film project using various technologies:
1) They learned how to use an Apple Mac operating system including printing screen parts of video and saving edited films.
2) They learned how to use an iPhone to upload photos straight to a blog and conduct research while filming using instant internet access.
3) They learned how to properly use a camcorder with superior image quality and playback clips on the screen to improve filming.
4) They learned how useful the internet is for research and planning through resources like Google.
Question 6: Media technologies
The document discusses various technologies the student used in constructing a teen movie opening project. They found Prezi useful for presenting pitch ideas in an organized, professional manner. Blogger allowed them to document the project's progress and store ideas. Camera equipment like tripods and flip cams helped capture footage and research. Final Cut Pro enhanced their video editing skills. Creative Commons provided copyright-free music. Timetoast and Motion helped with timelines and animated logos. Blogger and Slideshare apps facilitated mobile blogging and presentations. The student feels more confident using these technologies and presenting ideas differently.
How did we use new media technologies in
The document describes the new media technologies used at different stages of creating a music video project. It discusses using camera equipment like cameras, tripods, and lights for filming. Computer software like Adobe Photoshop and Premiere Pro were used for editing footage and adding effects. Through this project, the author learned skills like transferring footage between camera and computer, editing video, and using Photoshop to remove blemishes and add layers and text. Filming with the camera and equipment helped gain confidence and skills for future use.
Advantages & Disadvantages of the Technologies
The document discusses the advantages and disadvantages of various tools used in a school project. Blogger was useful for learning how to navigate a blogging platform, but sometimes had issues uploading images. Survey Monkey was very helpful for collecting feedback on products from the public. Adobe Premiere Pro was useful for high-quality video editing but was also very time consuming. Prezi was a good presentation tool but can only be accessed online. A Nikon camera provided better image quality than a school camera. Photoshop allowed for consistent branding across video and print products but had a steep learning curve. Vimeo was good for uploading videos but had strict data limits, so YouTube was also used.
Q6.1
Through constructing a film opening, the student learned new skills using software like Final Cut Express, GarageBand, and Text Live. Some limitations encountered included Final Cut crashing, audio files not saving, and rendering/space issues wasting time. However, the student believes these challenges provided learning experiences. For future projects, the student would film earlier and get more shots to improve editing flexibility and resolve continuity errors. A variety of software and online tools were used to be versatile in planning, editing, uploading, and researching film openings. The process helped the student appreciate the work involved in professional filmmaking.
Giving a successful presentation
The document provides tips for giving successful presentations. It recommends telling a story using Freytag's pyramid structure with a protagonist and conflict. Presenters should focus on benefits rather than features and ditch charts in favor of being "tweetable." Data should be used to build and test hypotheses about the audience in order to design an experiment in persuasion. Presentations should be recorded to allow review and improvement based on audience questions and feedback.
Casting @ OWLS
In 2008, OWLS received a grant to purchase equipment and software to enable us and our member libraries to create podcasts, vodcasts, and screencasts. This presentation shares what we did, examples of projects, and other tips and resources. Presented for the Wisconsin Association of Public Libraries conference in Wisconsin Dells on May 7, 2009.
Evaluation 6
Using various technologies, the student created and shared their pre-production and work for an evaluation project. They used Tumblr to upload work like posts, PowerPoints and videos, making it easy for teachers to access. An animatic was created in Adobe Premier to understand timing and direction. Scenes evolved during filming. PowerPoints were uploaded to Slideshare. Adobe Premier was used for advanced editing, controlling video and developing new skills. A 1200D camera provided crisper filming. Photoshop was used to create opening credits overlaid in Premier.
Evaluation question six
Paige Crossland discusses the key technology decisions made during the pre-production, production, and post-production of a student film project. During pre-production, the group decided to use Google Blogger to share research and Celtx screenwriting software to write the script. They also created questionnaires using Google Forms. In production, they filmed with DV cameras and used phone cameras for practice shots. In post-production, they edited the film using Final Cut Express and uploaded the final video to YouTube. The group encountered some challenges with software crashes and social media outreach for their questionnaires. Overall, the project provided valuable experience learning new technologies.
Evaluation question 6
The document discusses various technologies the student used to create their product. They used WordPress to create a blog to publish their work and receive feedback. They also used Prezi and SlideShare to create presentations for their blog posts. YouTube was used to both conduct research and post their preliminary task and final opening sequence. They used a Sony camera and GoPro action camera to film footage, and a tripod helped film shots without holding the camera. Sony Vegas was used to edit the footage together and add effects. Through using these technologies, the student gained experience with publishing, presenting, filming and editing their project.
Evaluation question 6
I have learned about several technologies through constructing this product:
Apple Macs were difficult to get used to due to the different layout than PCs, but with practice the controls became familiar. Blogger was new but fun to figure out with help, and then easy to use for editing posts and design. Photoshop was the most challenging as I only learned basics and wish I knew more to take better advantage of its features.
Question 6 – what have you learnt about technologies from constructing this p...
The document discusses various technologies the author learned while constructing their coursework project. They learned how to use Blogger to structure and upload their content, including embedding links from other sites. They also learned how to use Serif Movie Maker to edit video and audio files together into a professional film, including adding transitions and filters. Additionally, they used a Nikon D3100 DSLR camera to film high quality shots for scenes, learning how to manipulate the lens and focus. Finally, they discussed learning how to present ideas on websites like Emaze and Prezi, though found Emaze and Prezi more challenging to upload content than other presentation software.
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The document discusses what the author has learned about various technologies through constructing a media product. It provides details on the author's experience using Adobe Premiere Pro, Blogger, Prezi, Photoshop, After Effects, Powtoon, and improving camera work, editing, and mise-en-scene skills. The author learned how to smoothly edit video and add titles/music in Premiere Pro. Blogger allowed uploading of work and embedding files. Prezi helped create presentations. Photoshop and After Effects could potentially improve quality. The author's skills in camera work, editing, and positioning within frames improved from the preliminary task to the final product.
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Question 6 slide
The document discusses the various technologies learned during the construction of a media project. These include:
- Cameras and camera techniques like tracking shots and close-ups.
- Adobe Photoshop for designing a logo and title, using tools like fill and invert colors.
- Serif MoviePlus for video editing, audio editing, adding text/picture clips, and background music.
- Google Forms for an online survey about the target audience which received over 200 responses.
- Weebly for building a website to host project materials, embedding videos from YouTube and slides from Slideshare.
Question 6
Technologies were used throughout the filmmaking process, from pre-production to post-production. In pre-production, the filmmaker researched thriller film openings on YouTube and used Slideshare to organize work on Blogger. Adobe Premiere was used to edit footage, cut to prime moments, and add sound and titles. After Effects was also used to turn footage to black and white for a flashback. The film was uploaded in HD to YouTube and Blogger to share work. Visual effects from FootageCrate were incorporated in post-production to make the film look more professional and suited to the thriller genre. The filmmaker learned how different technologies could be used at various stages and to tell the story visually
Production list (1)
The document lists various tools and platforms used for research, planning, construction, and evaluation of a film project. For research and planning, the document mentions using Weebly to upload blog content, YouTube to watch and analyze trailers, and the BBFC to research certifications and audiences. Microsoft Word, PowerPoint, and Flip Video were used to document and share ideas. For construction, Photoshop and a DSLR camera were used to edit posters and shoot footage. Adobe Premiere, lighting and audio equipment were used to edit the footage. For evaluation, Word, Scribd, Photoshop and YouTube were used to gather and compare content, while Weebly and Facebook provided analytics on audience reach
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Question 6
The document discusses technologies the author learned about and used during the process of creating a film project.
The author gained experience using Blogger to publicize the film production process online, and SlideShare to concisely present documents. YouTube was useful for uploading and embedding the finished film. Adobe Premiere Pro allowed editing shots together smoothly. The author learned color grading skills using Premiere Pro.
Weaknesses included a lack of experience with titles in Premiere or After Effects. Sound quality was also an issue due to no microphone use during filming.
Opportunities for improvement included using a microphone and boom for higher quality sound, a Steadicam or glide track for smoother shots
Evaluation question 6
Charlie Woodrow evaluated what they learned about technologies from constructing a product. They found that Blogger was useful for organizing and storing work, and they learned how to customize their blog and add various media. Premiere Pro was used for most video editing, and through its use Charlie learned how to clip videos, adjust audio levels, and add transitions. After Effects was ultimately not used much. Charlie's own camera equipment provided slightly better quality than the school's and through its use they learned new shot types and camera settings. Overall, Charlie most enjoyed learning video editing skills that will benefit their future projects.
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Evaluation - Question 6 (Slideshare)
I have learned several technologies from creating this product including how to use video editing software like Serif Movie Plus and cameras. With Serif Movie Plus, I learned how to import and trim clips, speed up footage, and use pans and zooms. I also learned how to upload videos to YouTube and presentations to Slideshare, and how to create a website using Weebly to display my work. Additionally, I learned how to use Photoshop to create a production logo and film titles, including editing text styles and images.
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The document discusses problems encountered and lessons learned during the production of a student film project. Some key problems included difficulty filming shots on location without proper equipment, misplacing recorded footage which required re-filming scenes, and software issues with Final Cut Express and Livetype that slowed down the editing process. These problems were overcome through improvisation, better organization, and learning more about how to efficiently use the software. The overall lessons learned were the importance of effective planning, organization, and fully understanding how to utilize the available media technologies and software.
Question six
Alfie Millar learned to use several technologies in creating a title and opening sequence. The most important was Serif Movie Plus editing software, which taught basics of editing like cropping clips, fading effects, and adding sound. Alfie also learned camera skills like different angles to convey emotion, using a tripod for steady shots, and how lighting and audio affect a scene. Other software included Adobe Fireworks for designing titles and logos, and websites like Weebly, YouTube, Google Forms and Slideshare which helped host and share the project online. Through this process, Alfie gained valuable skills in using various technologies for video production.
How did you use new media technologies in
The document discusses various technologies used throughout the year to research, construct, and evaluate media products, including Premiere Pro, OneDrive, a DSLR camera, YouCam recording software, a HP laptop, a GoPro camera, Photoshop, social media sites, Google, and presentation software like Prezi and Slideshare.
Media AS Evaluation Question 6
I have learned several technologies through creating my magazine. I used a Nikon DSLR camera to take professional photographs for the cover, contents page, and spreads, learning how settings like shutter speed, aperture, and ISO affect images. I also gained experience shooting in different locations and with lighting. Additionally, Adobe Photoshop was key to constructing the final product, and I learned how to use various tools and effects to manipulate images professionally.
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Evaluation 6
Using various technologies, the student created and shared their pre-production and work for an evaluation project. They used Tumblr to upload work like posts, PowerPoints and videos, making it easy for teachers to access. An animatic was created in Adobe Premier to understand timing and direction. Scenes evolved during filming. PowerPoints were uploaded to Slideshare. Adobe Premier was used for advanced editing, controlling video and developing new skills. A 1200D camera provided crisper filming. Photoshop was used to create opening credits overlaid in Premier.
Evaluation question six
Paige Crossland discusses the key technology decisions made during the pre-production, production, and post-production of a student film project. During pre-production, the group decided to use Google Blogger to share research and Celtx screenwriting software to write the script. They also created questionnaires using Google Forms. In production, they filmed with DV cameras and used phone cameras for practice shots. In post-production, they edited the film using Final Cut Express and uploaded the final video to YouTube. The group encountered some challenges with software crashes and social media outreach for their questionnaires. Overall, the project provided valuable experience learning new technologies.
Evaluation question 6
The document discusses various technologies the student used to create their product. They used WordPress to create a blog to publish their work and receive feedback. They also used Prezi and SlideShare to create presentations for their blog posts. YouTube was used to both conduct research and post their preliminary task and final opening sequence. They used a Sony camera and GoPro action camera to film footage, and a tripod helped film shots without holding the camera. Sony Vegas was used to edit the footage together and add effects. Through using these technologies, the student gained experience with publishing, presenting, filming and editing their project.
Evaluation question 6
I have learned about several technologies through constructing this product:
Apple Macs were difficult to get used to due to the different layout than PCs, but with practice the controls became familiar. Blogger was new but fun to figure out with help, and then easy to use for editing posts and design. Photoshop was the most challenging as I only learned basics and wish I knew more to take better advantage of its features.
Question 6 – what have you learnt about technologies from constructing this p...
The document discusses various technologies the author learned while constructing their coursework project. They learned how to use Blogger to structure and upload their content, including embedding links from other sites. They also learned how to use Serif Movie Maker to edit video and audio files together into a professional film, including adding transitions and filters. Additionally, they used a Nikon D3100 DSLR camera to film high quality shots for scenes, learning how to manipulate the lens and focus. Finally, they discussed learning how to present ideas on websites like Emaze and Prezi, though found Emaze and Prezi more challenging to upload content than other presentation software.
How to produce Flip videos that inform, engage and entertain your employees
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The document provides tips and guidance for producing short informational videos using Flip video cameras to engage and inform employees. It discusses planning properly by considering the six Ps - proper preparation, equipment, subject, location, legal requirements, and audience. It also provides an overview of using Flip cameras and software, editing videos in Windows Movie Maker, and uploading finished videos to the web. Case studies demonstrate how Kaiser Permanente improved their employee videos over time.Question 6&7
The document discusses what the author has learned about various technologies through constructing a media product. It provides details on the author's experience using Adobe Premiere Pro, Blogger, Prezi, Photoshop, After Effects, Powtoon, and improving camera work, editing, and mise-en-scene skills. The author learned how to smoothly edit video and add titles/music in Premiere Pro. Blogger allowed uploading of work and embedding files. Prezi helped create presentations. Photoshop and After Effects could potentially improve quality. The author's skills in camera work, editing, and positioning within frames improved from the preliminary task to the final product.
Podcastseminarium
The document discusses alternatives to video recordings for lectures, such as enhanced podcasts and slidecasts. It describes the advantages of these alternatives, including being easier and less resource-intensive to produce than videos, having smaller file sizes, and being viewable on mobile devices. The document also summarizes the results of a study comparing students who took a course with only lectures, a blended approach using lectures and podcasts, or only podcasts, finding that podcasts improved completion rates and student evaluations of the course.
Question 6 slide
The document discusses the various technologies learned during the construction of a media project. These include:
- Cameras and camera techniques like tracking shots and close-ups.
- Adobe Photoshop for designing a logo and title, using tools like fill and invert colors.
- Serif MoviePlus for video editing, audio editing, adding text/picture clips, and background music.
- Google Forms for an online survey about the target audience which received over 200 responses.
- Weebly for building a website to host project materials, embedding videos from YouTube and slides from Slideshare.
Question 6
Technologies were used throughout the filmmaking process, from pre-production to post-production. In pre-production, the filmmaker researched thriller film openings on YouTube and used Slideshare to organize work on Blogger. Adobe Premiere was used to edit footage, cut to prime moments, and add sound and titles. After Effects was also used to turn footage to black and white for a flashback. The film was uploaded in HD to YouTube and Blogger to share work. Visual effects from FootageCrate were incorporated in post-production to make the film look more professional and suited to the thriller genre. The filmmaker learned how different technologies could be used at various stages and to tell the story visually
Production list (1)
The document lists various tools and platforms used for research, planning, construction, and evaluation of a film project. For research and planning, the document mentions using Weebly to upload blog content, YouTube to watch and analyze trailers, and the BBFC to research certifications and audiences. Microsoft Word, PowerPoint, and Flip Video were used to document and share ideas. For construction, Photoshop and a DSLR camera were used to edit posters and shoot footage. Adobe Premiere, lighting and audio equipment were used to edit the footage. For evaluation, Word, Scribd, Photoshop and YouTube were used to gather and compare content, while Weebly and Facebook provided analytics on audience reach
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The document discusses the importance of video for crowdfunding campaigns and provides options for creating videos on a limited budget as a solo creator or by hiring professionals. It outlines techniques for planning, shooting, and editing effective crowdfunding videos using smartphones, drones, or DSLRs and free or inexpensive software as well as tips for sourcing and working with video professionals.
Question 6
The document discusses technologies the author learned about and used during the process of creating a film project.
The author gained experience using Blogger to publicize the film production process online, and SlideShare to concisely present documents. YouTube was useful for uploading and embedding the finished film. Adobe Premiere Pro allowed editing shots together smoothly. The author learned color grading skills using Premiere Pro.
Weaknesses included a lack of experience with titles in Premiere or After Effects. Sound quality was also an issue due to no microphone use during filming.
Opportunities for improvement included using a microphone and boom for higher quality sound, a Steadicam or glide track for smoother shots
Evaluation question 6
Charlie Woodrow evaluated what they learned about technologies from constructing a product. They found that Blogger was useful for organizing and storing work, and they learned how to customize their blog and add various media. Premiere Pro was used for most video editing, and through its use Charlie learned how to clip videos, adjust audio levels, and add transitions. After Effects was ultimately not used much. Charlie's own camera equipment provided slightly better quality than the school's and through its use they learned new shot types and camera settings. Overall, Charlie most enjoyed learning video editing skills that will benefit their future projects.
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This document provides information and guidance for teachers on creating educational videos using various tools and platforms. It discusses planning video projects, production techniques like shooting video and finding images, editing and post-production steps, and options for sharing finished videos online. Tutorials and examples are provided for creating book trailers, vocabulary videos, how-to guides, and other video types to engage students in both consuming and creating multimedia content.
Evaluation - Question 6 (Slideshare)
I have learned several technologies from creating this product including how to use video editing software like Serif Movie Plus and cameras. With Serif Movie Plus, I learned how to import and trim clips, speed up footage, and use pans and zooms. I also learned how to upload videos to YouTube and presentations to Slideshare, and how to create a website using Weebly to display my work. Additionally, I learned how to use Photoshop to create a production logo and film titles, including editing text styles and images.
Media T Ecnhlogoies Evaluation
The document discusses problems encountered and lessons learned during the production of a student film project. Some key problems included difficulty filming shots on location without proper equipment, misplacing recorded footage which required re-filming scenes, and software issues with Final Cut Express and Livetype that slowed down the editing process. These problems were overcome through improvisation, better organization, and learning more about how to efficiently use the software. The overall lessons learned were the importance of effective planning, organization, and fully understanding how to utilize the available media technologies and software.
Question six
Alfie Millar learned to use several technologies in creating a title and opening sequence. The most important was Serif Movie Plus editing software, which taught basics of editing like cropping clips, fading effects, and adding sound. Alfie also learned camera skills like different angles to convey emotion, using a tripod for steady shots, and how lighting and audio affect a scene. Other software included Adobe Fireworks for designing titles and logos, and websites like Weebly, YouTube, Google Forms and Slideshare which helped host and share the project online. Through this process, Alfie gained valuable skills in using various technologies for video production.
How did you use new media technologies in
The document discusses various technologies used throughout the year to research, construct, and evaluate media products, including Premiere Pro, OneDrive, a DSLR camera, YouCam recording software, a HP laptop, a GoPro camera, Photoshop, social media sites, Google, and presentation software like Prezi and Slideshare.
Media AS Evaluation Question 6
I have learned several technologies through creating my magazine. I used a Nikon DSLR camera to take professional photographs for the cover, contents page, and spreads, learning how settings like shutter speed, aperture, and ISO affect images. I also gained experience shooting in different locations and with lighting. Additionally, Adobe Photoshop was key to constructing the final product, and I learned how to use various tools and effects to manipulate images professionally.
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Note: Audio and video will not play directly in the Slideshare viewer. Some video slides have links to YouTube. To play other audio and video slides, you will need to download the presentation.Digital Summit: Customer Storytelling Ideas (handout)
This document provides various ideas for creating storytelling content including: using edutainment to share knowledge on industry problems; creating slideshows using stock images and hiring a voice actor; having employees create slideshow stories; telling broader impact stories visually without focusing on the company; producing documentaries and mockumentaries; improvising stories in unique locations; featuring redemption stories; conducting webcam interviews; using smartphone video equipment and lighting kits; and learning from standup comedy techniques like being truthful and focusing on the audience.
Timwashercmw2014ss 140910140315-phpapp02
The document discusses strategies for creating video content on a budget. It emphasizes focusing on storytelling by finding inspiring stories from customers, employees, company history, and redemption stories. It also provides tips for low-budget video production equipment like smartphone accessories, LED lights, and webcams to improve video quality. The goal is to create engaging video content without large budgets by prioritizing creative storytelling.
Creating a Seamless Video Strategy on a Budget - CMWorld14
The document discusses strategies for creating video content on a budget. It emphasizes focusing on storytelling by finding inspiring stories from customers, employees, company history, and redemption stories. It also provides tips for low-budget video production equipment like smartphone accessories, LED lights, and webcams to improve video quality. The goal is to create engaging video content without large budgets by prioritizing creative storytelling.
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This document outlines an agenda for a class on creating videos for technical communication. The agenda includes: 1) tips for camera, lighting, and audio equipment; 2) options for screencasting and screen recording software; 3) options for webinar and recorded meeting software; 4) more "produced" presentation software; 5) ways to dress up videos with intros, backgrounds and outros; 6) methods for posting and reusing video content; and 7) embedding video in documentation applications. The document provides recommendations and examples for various video creation and editing software and tools.
Get Seen
The book Get Seen by Steve Garfield outlines strategies for creating online videos to promote businesses. It discusses choosing video equipment, lighting, sound, editing videos, and sharing videos online via platforms like YouTube and Facebook. The book provides tips for video blogging and live streaming. It emphasizes that compelling content is more important than production quality. Interviews with online video experts stress being passionate and posting videos in multiple places and formats.
Introduction to Screencasting for Librarians
This document provides an introduction and overview of screencasting. It discusses what screencasting is, why it is useful, tips for effective screencasting like knowing your audience and goals. It also covers screencasting technology options, costs, storage locations, equipment needs, and the importance of storyboarding and communication for screencasting.
How to shoot video interviews
This document provides tips for shooting video interviews:
- Get short sound bites between 6-15 seconds that capture emotion, opinions, and facts from the subject. Ensure the subject is comfortable and avoid strangers discussing private topics.
- Properly frame the subject with enough headroom and distance between the nose and frame. Position the light source in front of the subject and avoid backlit or window lighting.
- As the videographer, remain invisible during the interview and don't allow the subject to hold the microphone. Ensure the subject looks at the interviewer, not the camera.
Video techniques in the classroom
Moving Pictures, also known as video, allows students to better express their understanding of classroom content. It helps consumption and creation by allowing students to both view and represent or produce media. There are various video formats like talking head videos, screen casts, interviews, and edited movies. Technical considerations for creating video include using proper lighting, angles, shots, and audio quality. Video is a useful tool for storytelling, assessment, and self-expression in the classroom.
Canon 7D
The document discusses using the Canon 7D for a film project due to its cinematic look, depth of field, and ability to capture usable images in low light conditions. It provides links to sample footage and reviews of the camera to demonstrate its image quality. Key features that make the 7D suitable are its ability to record Full HD 1080p video, allow manual control of settings, shoot slow motion at 50 frames per second, change lenses, and have a compact body. It concludes that the 7D is one of the best cameras from Canon for its image quality at a price of around £1000, and was used to film scenes for the movie Black Swan.
Canon 7d
The document discusses using the Canon 7D for a film project due to its cinematic look, depth of field, and ability to capture usable images in low light conditions. It provides links to sample footage and reviews demonstrating the camera's capabilities, and notes key features like 1080p video, manual controls, and 50 frames per second slow motion. The Canon 7D is recommended as one of Canon's best cameras for high quality images at a cost of around £1000, and was used to film scenes for the movie Black Swan.
Canon 7D
The document discusses using the Canon 7D for a film project due to its cinematic look, depth of field, and ability to capture usable images in low light conditions. It provides links to sample footage and reviews demonstrating the camera's capabilities, and notes key features like 1080p video, manual controls, and 50 frames per second slow motion. The Canon 7D is recommended as one of the best cameras from Canon for high quality images at a cost of around £1000.
Screencastic (ILEAD U 2011)
This document provides an overview of creating screencasts. It discusses what a screencast is, why they are useful, and how to think like a screencaster by knowing your audience and goals. Popular screencasting software like Camtasia, Captivate, and Screenflow are compared. Best practices for screencasts like storyboarding, communicating effectively, and assessing your work are also covered. The document concludes by providing links to example screencasts and allocating time for hands-on practice of screencasting.
Avvo video webinar distribution
This document provides guidance on how to market a law practice using video. It discusses why social media video is important due to the large viewership on platforms like YouTube. It then covers best practices for video production, including using storytelling techniques, developing scripts, choosing appropriate environments and lighting, using effective audio equipment, distributing videos online, and recommended affordable video production tools and software. The goal is to help lawyers effectively promote their services and expertise to new clients through video.
Shooting and editing smartphone video a aron ontiveroz - denver news-train ...
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Shooting smarter video with your smartphone Columbia’s Tow Center for Digital Journalism studied what makes for successful news video and recommended that reporters shoot fast, raw clips posted instantly from the field, leaving in-depth, more sophisticated video stories to highly trained video journalists. This session teaches reporters how to produce those clips of up to one minute with minimal editing. Learn how to stabilize your phone, use an external microphone and sequence your shots to create shareable video – without getting in the way of your reporting. Bring your smartphone for the exercises. – AAron Ontiveroz (Aurora III + IV)Similar to Storytelling and video discussion for CHIFOO 2014 (20)
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Storytelling and video discussion for CHIFOO 2014
- 1. DIY: Storytelling in Video Julie Yamamoto, APR @juliey blog.cmdagency.com
- 2. Short Video Categories – Coca-Cola Examples • • Event: Coca-Cola Happiness Machine http://www.youtube.com/watc h?v=lqT_dPApj9U • • Profile: Coca-Cola OFW project http://youtu.be/x_9fQEqZCWs • Narrative: Coca-Cola Tom Hewitt surf movie http://youtu.be/4RbzfnPfQmM •
- 4. Image: robertjrgraham.com Ideas: Joseph Campbell Who or what is the hero?
- 6. Production Value Spectrum Professional crew DSLR Consumer HD Smartphone
- 7. Optimize for Smartphone Minimize movement Stabilize camera Close to primary speaker No vertical video
- 8. Optimize for Consumer HD Compose the shot Add a mic Add an LED light
- 9. DSLR Advice Greater ability to capture details BUT Need to know exposure theory Seek out training Rent before you buy
- 10. Optimize for DSLR: Three-Light Set Image: Bui Brothers
- 12. Professional Crew – Sample Set
- 13. What about the GoPro? Cheater steadicam OR Mount to a fixed location Set it and forget it Use the b-roll in editing
- 14. Understanding Editing Options Low iMovie Windows Movie Maker Free, little or no training Medium Sony Vegas Suite $40-60, online training High Adobe Premiere or Final Cut Pro $300-600, online and in-person training Professional Avid
- 15. Beginner Video Checklist • • • • • • • Who is my audience? What story am I telling? What production value do I need? How will the video be edited? What’s the location? Are there supplementary visuals needed? What’s the cost?
- 16. Thank You Julie Yamamoto, APR @juliey blog.cmdagency.com
Editor's Notes
- Event: Coca-Cola Happiness Machinehttp://www.youtube.com/watch?v=lqT_dPApj9U Profile: Coca-Cola OFW project http://youtu.be/x_9fQEqZCWsNarrative: Coca-ColaTom Hewitt surf movie http://youtu.be/4RbzfnPfQmM
- Adding videos to the timelinehttp://www.lynda.com/Vegas-6-tutorials/essential-training/235-2.html?srchtrk=index%3A1%0Alinktypeid%3A2%0Aq%3Asony%20vegas%0Apage%3A1%0As%3Arelevance%0Asa%3Atrue%0Aproducttypeid%3A2