Task 2bi report on the findings for the creative media btec course
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The document summarizes the results of a questionnaire given to students on a Creative Media BTEC course. It finds that most students on the course are teenagers between 16-18 years old. It also finds that most students, 80%, are male. The most popular topics students want to learn more about are websites, movies, and digital graphics. Students generally enjoy the practical hands-on elements of the course and learning new software.
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Ben Turner produced a 2-minute promotional video for the Creative Media course at Cheadle and Marple College. He conducted research on the target audience of 16-21 year olds interested in computing. Turner filmed footage on campus and received feedback from questionnaires that praised the video's music, transitions, and information about the course, but suggested adding more interviews. The video was well-received overall and reflected professional standards.
Btec Media Handbook
This document provides an overview of the BTEC in Media Production Level 3 course offered at Heath Park Business & Enterprise College. The summary is as follows:
The BTEC in Media Production can be taken as a National Award (equivalent to 1 A-Level) or National Certificate (equivalent to 2 A-Levels). Students will study units involving practical media production skills like video, audio, photography, and desktop publishing. Assessment is through coursework rather than exams. The course aims to prepare students for further education in media-related fields or creative apprenticeships. It offers more hands-on, vocational learning compared to A-Level Film Studies.
A Study of Ubiquitous Technologies in Higher Education in Hong Hong
This document summarizes a research project studying the use of ubiquitous technologies like smartphones in higher education in Hong Kong. 18 iPhone 4 devices were provided to students in an Advanced Public Speaking class to determine their impact. Surveys found students frequently used apps for social media, communication, and entertainment. Most felt the phones improved English skills and studies, though some were distracted. Future research will explore larger devices like iPads to enhance e-learning and collaboration.
Using technology to enhance classroom learning
This document provides tips and techniques for using technology like PowerPoint and websites to enhance learning in the classroom. It discusses understanding today's students and how they learn differently due to their exposure to technology from a young age. It then offers guidance on using PowerPoint effectively through design, presentation techniques, and interactive elements. Tips are also provided for assembling web-based materials, maintaining websites, and delivering content online to students. The importance of recognizing the audience, balancing technology with other teaching methods, and engaging students through interactivity is emphasized.
Using technology to enhance classroom learning
This document provides tips and techniques for using technology like PowerPoint and websites to enhance learning in the classroom. It discusses understanding today's students and how they learn differently due to their exposure to technology from a young age. It then offers best practices for using PowerPoint, such as limiting text and animations, and tips for designing effective website content like considering the audience and bandwidth. The goal is to engage students and balance technology with other teaching methods.
Media as intro
This document provides an overview of the Media Studies AS course, including course content, assessment, and deadlines. The course consists of 9 lessons per fortnight, split between key concepts and practical work. Assessment is 50% practical portfolio and 50% exam. The portfolio includes preliminary and main tasks to demonstrate technical and creative skills through video projects. Students must meet clear deadlines or risk penalties. The exam analyzes TV drama extracts and includes essays on media institutions and society. Equipment is available but must be booked and handled responsibly.
Technology-Based Assessment (Educational Application).pptx
This document discusses instructional materials and educational applications for teaching mathematics. It begins by listing different types of audiovisual and projected visual instructional materials that can be used, such as boards, pictures, maps and models. It then discusses educational applications, noting how they have made education more accessible beyond the classroom. The document lists the top 10 best educational applications, including QuestionPro for surveys, Duolingo for language learning, and Google Classroom for collaboration. It provides examples of how technology can enhance assessment methods like quizzes, drills and peer assessment. Finally, it cautions that new technologies should still uphold principles of valid, reliable and transparent assessment.
Mẫu nhật ký thực tập bằng tiếng anh tại công ty gmo
Chia sẻ đến cho các bạn mẫu nhật ký thực tập bằng tiếng anh tại công ty gmo hoàn toàn miễn phí. Nếu các bạn sinh viên muốn tải bài mẫu này vui lòng nhắn tin nhanh qua zalo/telegram : 0934.573.149 để được hỗ trợ tải nhé.
Ual ucas pro forma (1)
Faith Fomekong is applying to study marketing at university. She has a background in creative media production from college, where she gained skills in video editing, photography, and software. She is interested in a career in media marketing. Outside of college, Faith plays basketball to improve her teamwork and communication. She believes her creative skills and work experience braiding hair have prepared her to be customer-focused. Faith aims to further develop her skills and knowledge through a marketing degree program.
Using Technology To Enhance Classroom Learning
The document discusses using technology like PowerPoint and websites to enhance classroom learning. It provides tips for using PowerPoint effectively, such as organizing content, using visuals and graphics, and making presentations interactive. PowerPoint should be used to supplement in-person lectures rather than overload students. When placing PowerPoint online, some features may not translate well so alternatives should be considered. Overall, the key is finding the right balance of technology and other teaching methods to engage today's students.
Using technology to enhance classroom learning
The document discusses using technology like PowerPoint and websites to enhance classroom learning. It provides tips for using these tools effectively, including organizing content for the audience, using visuals and graphics, engaging students interactively, and balancing active and reflective learning experiences. PowerPoint tips include using design templates, outlining lectures, minimizing text and overuse of animations/transitions. Tips for websites include enhancing online learning without overusing technology and specifying what students should look for on multimedia clips. The overall message is that technology should be used judiciously to focus on content and engage students, not overshadow the learning experience.
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Task 5 evaluation for the creative media digital video project
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More from BenT1990
Task 2ciii shot-log for the ict creative media digital video
This document contains a shot log for a digital video about the ICT Creative Media course at Cheadle and Marple Sixth Form College. It describes 17 scenes filmed by Ben Turner and Shaun Daniels, including an introduction to the course, tours of the ICT center and classrooms, interviews with Shaun Daniels about the course, and demonstrations of software used in the course like Photoshop, Flash, and Dreamweaver. For each take, it provides the duration, description, audio details, and comments on how it could be improved.
Task 5 assets table for the ict-creative media digital video
Ben Turner and Shaun Daniels created an assets table for their ICT-Creative Media Digital Video project that included 14 assets such as video clips, images, and audio recordings. The assets were either produced (P) or sourced (S) and described the content, source, creator, intended use, and permission status. The assets would be used in scenes introducing the Creative Media course, staff, facilities, and student experiences to promote the program in a digital video.
Task 3ii team proposal presentation
The document outlines plans for a promotional video for a creative media course. It will be 10-15 minutes long and feature interviews with staff and students in the creative media department. The target audience is students ages 16-18 interested in creative media courses. The production team will conduct research, create a schedule, survey students, script the video, and make storyboards. They will film interviews with staff and students to showcase the department. A teacher or student will film, while others are interviewed. As they have the necessary equipment and facilities, no budget is needed for the promotional video.
Task 2ciiiii justifying the ideas for the creative media digital video project
The document justifies ideas for a promotional digital video for the Creative Media BTEC course at Cheadle Campus. It will include the campus logo to identify the location. Moodboards illustrate the computer facilities and software applications that will be used and demonstrated in the video production process. The video will also provide an idea of building websites and animations within the Creative Media program.
Task 2 client brief report
The document discusses various terms related to media production contracts and briefs, including contractual, negotiated, formal, informal, commission, tender, co-operative brief, and competition. For each term, it provides a definition and example of how that term would apply to projects between a student and Cheadle and Marple Sixth Form College. Screenshots and illustrations are included as examples.
Task 4ii minutes - creative media digital video end of project meeting
The meeting reviewed a digital video project completed by students Ben Turner and Shaun Daniels, finding that while illness made collaboration difficult at times, they completed the assigned work to a high standard. While some elements could be improved, the work met the expectations set out by Roger Sears. The remainder of the meeting covered ongoing IT issues, equipment orders, software licensing, and printing best practices.
Task 4ii agenda - creative media digital video end of project meeting
The meeting agenda outlines an end of project review meeting for the Creative Media Digital Video department scheduled on June 11th, 2013 from 1:45pm to 2:55pm in room CO5. The meeting was called by Roger Sears, the Head of the ICT department, and will include attendees BT, SD and RSS to discuss the end of project review, teamwork, time management, and any other business.
Unit 4 5 and 62 - evidence of email correspondence with the client
I have had email correspondence with my client regarding the final product for a Creative Media Digital Video project. The email correspondence provides evidence of communication with the client on the project deliverables. In 3 sentences or less, the document discusses email contact with a client about a creative media digital video project.
Unit 4, 5 and 62 communication log
Ben Turner and Shaun Daniels kept a detailed communication log of their work on a Creative Media Digital Video Project from November 2012 to April 2013. Over this period, they met regularly through focus groups and emails to plan, film, and edit scenes for the video. Key milestones included brainstorming ideas, creating a script, drafting a proposal presentation, filming 8 scenes on location at their college, and editing the raw footage. Through collaborative work and communication, they were able to successfully complete the different stages of production for their Creative Media Digital Video Project.
Btec level 3 ass 2 u4 5 and 62
This assignment brief outlines tasks for students to complete a digital video production project. It involves planning the production, conducting audience research, developing pre-production materials like storyboards and scripts, pitching the project to a client, making agreed upon changes, shooting raw video footage, and completing a reflective blog. The goal is for students to experience the full process of working to a brief from initial negotiations through final self-evaluation.
Task 4iii minutes - creative media digital video production meeting
The meeting reviewed progress on the Digital Video production project. Ben Turner reported that pre-production planning and paperwork were complete ahead of schedule. Shaun Daniels noted some work was done outside of class to stay on track. Roger Sears confirmed the project was going well with only a few minor tasks left. The client meeting highlighted time management as an area for improvement since one team member had been ill. Working from home was proposed to keep up with deadlines during illness. The meeting also discussed various technical issues and purchases needed to support the project work.
Task 4ii agenda - creative media digital video production meeting
The agenda summarizes a meeting to review progress on a digital video production project. It will discuss work completed so far, pre-production planning, monitoring current progress, resources needed to finish on time, and ways to improve teamwork, time management and meeting deadlines. The meeting is called by the head of the ICT department and will involve BT, SD and RSS reviewing the project.
Btec level 3 ass 1 u4 5 and 62
This assignment brief outlines tasks for a digital video production project. Learners will produce a promotional video for a college department and negotiate the brief with their client. They will investigate digital video technology, create a proposal and report on working to a brief. Learners must document all communication with their client and conduct meetings to develop the brief and a SWOT analysis. The tasks aim to develop skills in creative media production management, working to a brief, and digital video production.
Btec level 3 ass 1 u4 5 and 62
This assignment brief outlines tasks for a digital video production project. Learners will produce a promotional video for a college department and negotiate the brief with their client. They will investigate digital video technology, create a proposal and report on working to a brief. Learners must document all communication with their client and conduct meetings to develop the brief and a SWOT analysis. The tasks aim to develop skills in creative media production management, working to a brief, and digital video production.
Task 2 client brief report
The document discusses various terms related to media production contracts and briefs, including contractual, negotiated, formal, informal, commission, tender, co-operative brief, and competition. It provides definitions and examples for each term. Several screenshots and illustrations are included to demonstrate examples of contracts, negotiations, briefs, and competitions in media production.
Swot analysis
This document contains a SWOT analysis for a creative media digital video project. The strengths include keeping records of past project success, having necessary resources and skills, and understanding processes. Weaknesses are a lack of experience in some areas like video editing. Opportunities exist in discovering new technologies and expanding markets, while threats include competitors, economic changes, and busy seasons affecting distribution.
Client proposal for creative media digital video
The document proposes creating a digital video to promote the ICT department and Creative Media course at Cheadle and Marple Sixth Form College. It will describe what is involved in the course based on the author's experience. Promotional videos can be published online and used for viral marketing to expose the video to a wider audience. The main purpose is to inform prospective students about the diverse course subjects and supportive learning environment available at the college.
Btec level 3 ass 2 u4 5 and 62
This assignment brief outlines tasks for students to complete a digital video production project. It involves planning the production, conducting audience research, developing pre-production materials like storyboards and scripts, pitching the project to a client, making agreed upon changes, shooting raw video footage, and compiling production documentation and assets. The goal is for students to experience the full process of working to a brief from initial negotiations through completion and self-evaluation.
Task 4i – questionnaire on the finished creative media digital video project
This document is a 10-question survey about a Creative Media Digital Video project. It asks respondents about their age and gender, what they enjoyed most about the video, if the soundtrack and transitions fit well, and to rate the video and provide suggestions for improvement.
Task 2iii editing the digital video for the creative media project
The document provides evidence of editing a digital video for a Creative Media project. It describes cutting out an unnecessary part at the beginning of the second scene by moving the playhead to select segments from 0 to 20 seconds and from 20 seconds to 68 seconds, then using the Set In and Set Out buttons to define the new start and end of that scene.
More from BenT1990 (20)
Task 2ciii shot-log for the ict creative media digital video
Task 2ciii shot-log for the ict creative media digital video
Task 5 assets table for the ict-creative media digital video
Task 5 assets table for the ict-creative media digital video
Task 2ciiiii justifying the ideas for the creative media digital video project
Task 2ciiiii justifying the ideas for the creative media digital video project
Task 4ii minutes - creative media digital video end of project meeting
Task 4ii minutes - creative media digital video end of project meeting
Task 4ii agenda - creative media digital video end of project meeting
Task 4ii agenda - creative media digital video end of project meeting
Unit 4 5 and 62 - evidence of email correspondence with the client
Unit 4 5 and 62 - evidence of email correspondence with the client
Task 4iii minutes - creative media digital video production meeting
Task 4iii minutes - creative media digital video production meeting
Task 4ii agenda - creative media digital video production meeting
Task 4ii agenda - creative media digital video production meeting
Task 4i – questionnaire on the finished creative media digital video project
Task 4i – questionnaire on the finished creative media digital video project
Task 2iii editing the digital video for the creative media project
Task 2iii editing the digital video for the creative media project
Task 2bi report on the findings for the creative media btec course
- 1. Ben Turner Unit 4-5 and 62 5/12/12 (Report on the findings for the Questionnaire on the Creative Media BTEC course) Accordingly to the results that have been gathered 7 out of 10 are aged between 16 to 18 years old meaning that the Creative Media BTEC course is more likely to take on students who are recognised as teenagers and adults. Whereas, there are only 3 out of 10 students who are aged between 19 to 22 years old or over who are least likely to take up this kind of course. In accordance, to the results collated 8 out of 10 Males which is the equivalent to 80% have taken on this course where as only 2 out of 10 Females who are on this course. For the results gathered I have found that 10 out of 10 students/staff who enjoy the Creative Media course. From the results that have been assembled I have found that the 1st popular answer is where 6 out of 10 students/staff who are eager to learn more about putting together and creating websites. The 2nd most popular answer is 5 out of 10 who like to learn more about making movies. The 3rd most popular answer is where 4 out of 10 students who like to educate themselves more into editing digital graphics. The least popular answer are from 1 to 3 out of 10 which involves learning about video editing, animations, research techniques and presentations. Likes: Learning new stuff Class size The work we learn Hands on course Practical areas such as, Video editing, Stop-Motion Animation and Digital Graphics Creating things i.e. Websites, Trailers and Animation Using different software to create the media product Generally like the whole course Everything is different and have to learn different parts of the Creative Media course Dislikes: Some of the software applications used Technical aspects of the software package Too much of the mind-set on written work Deadlines Written work, reports and presentations Written work drags on Presenting in front of class
- 2. Ben Turner Unit 4-5 and 62 5/12/12 (Report on the findings for the Questionnaire on the Creative Media BTEC course) Resources that you would be more likely to use within the course: Flash and Director software apps etc. Computer, correct software packages Current software applications Generalised software built in with the PC Access to the internet and the local intranet within the college CS software and editing software All camera and sound equipment Books and Journals etc. Relevant equipment for course assignments Accordingly to the results 5 out of 10 have said they would like to hear the experiences of other Creative Media students, but everybody enjoy the practical elements of the course. What students found most enjoyable: Fun and Learn new stuff Learning new software apps How things are made e.g. Movies and Animations Made a change from written work Chance to show off their creativity Developing new software skills Very hands on approach to the course Being able to experiment different software applications Using new equipment and working with other people Aspects of a successful promotional digital video: Has to be entertaining Catchy music and exciting visual footage Good theme or story relevant to product Has to be informative, honest, short and sharp Personal recommendations or endorsement by celebrities (if possible)