Tech used
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The document lists and provides brief descriptions of the various technologies and tools the author used to create their blog and opening sequence project. These include Blogger for writing blog posts, SlideShare for uploading presentations, Gmail for email/file sharing, Timetoast for timelines, Scriptly for script writing, Freesfx and FreePlayMusic for sound effects/music, Recording Lite for audio recording, PowerPoint/Prezi for presentations, IMDb and Wikipedia for research, YouTube for video uploading and inspiration, ArtOfTheTitle for inspiration from other openings, BBFC for ratings research, iMovie for editing, SurveyMonkey for questionnaires, MediaMagazine for articles/ideas, and Facebook for audience feedback.
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Technologies i have used
Gabriella used several technologies throughout her blogging and filmmaking process. She used Blogger and its app to write and organize her blog, allowing her to choose templates and backgrounds. She also used SlideShare to upload PowerPoints, IMDB to research films, Google/Gmail for accounts, Bensound for royalty-free music, Slides to answer an evaluation question similarly to PowerPoint, YouTube to embed videos and find trailers, BBFC to research age ratings, Photoshop for ancillary tasks like posters, Final Cut Pro X to edit drafts, SurveyMonkey to conduct audience research, and Thinglink to present an evaluation question with tags.
CPR TRAINING
Juan Pinzon chose the Wordpress platform to create a website for a CPR training event because it allows for easy posting and sharing of content, photos, videos, and maps. The site was customized with a two-column theme using Red Cross colors. Features included bookmark sharing using del.icio.us, document sharing using Google Apps, photo sharing using Flickr, and video embedding from YouTube. Google Maps was used to show the event location. Comments were allowed and static content included an About page. Creating the site using various web tools required no coding and allowed cloud-based information sharing. The greatest challenge was learning English as a second language.
evaluation6
The document discusses the various technologies and tools the author used to create a music magazine, including:
1) Social media platforms like Facebook, Twitter, and Instagram to gather feedback and share work.
2) YouTube to learn Photoshop skills like cutting out images.
3) A DSLR camera to take high-quality model photos for editing in Photoshop.
4) Software like Photoshop, InDesign, Prezi, and Microsoft Word and Powerpoint for editing, layout, and presentations. Additional tools included Flickr, Slideshare, MakeAGIF, and Blogger for sharing work online.
technologies
The document lists various technologies and online tools used for a media production course including Final Cut Pro for editing videos, Slideshare for uploading PowerPoint presentations, Gmail for creating a blog on Blogger and sending information, YouTube for tutorials and uploading drafts, Blogger for uploading coursework, PowerPoint for organizing work, IMDb to find similar films, Wikipedia for extra information, BBFC to research film ratings, Facebook to get audience feedback, and ThingLink for analyzing works.
Presentation1
Ivan used Google extensively to research magazine ideas and find images for inspiration. He created most of the magazine on the school's computers using Photoshop but sometimes used faster personal computers. Animoto was used to create a video by uploading images, which made the magazine more neat and different than a YouTube video. Scribd was also used to easily upload word documents to the blog using an embed URL. Through using these various technologies, Ivan learned a lot about constructing his magazine product, though some parts were easier than others and required asking others or additional research via Google.
Question 4
In the research and planning stage, the author used various Web 2.0 tools to conduct and present their research online. These tools included YouTube to upload explanatory videos, Wordpress to host a blog with embedded videos and codes, Voki for an interactive avatar presentation, and Slideshare to embed an online PowerPoint. Web 2.0 allowed the downloading of existing materials like film posters to analyze and the uploading of hand-drawn storyboards, magazines, and posters to further explain the planning process.
Unedited images
The document discusses the various technologies the author used during their coursework and what they learned from using each one. The author gained experience using Adobe Photoshop and InDesign to create documents, presentations, and a double page spread. They also used a smartphone, blog, laptop, social media platforms like Facebook, and cloud storage like SlideShare and a USB drive to complete tasks more quickly and easily. The author found that with tutorials they were able to learn new software easily and complete their coursework flexibly using different tools.
Unedited images
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred documents between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using that software.
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Technologies i have used
Gabriella used several technologies throughout her blogging and filmmaking process. She used Blogger and its app to write and organize her blog, allowing her to choose templates and backgrounds. She also used SlideShare to upload PowerPoints, IMDB to research films, Google/Gmail for accounts, Bensound for royalty-free music, Slides to answer an evaluation question similarly to PowerPoint, YouTube to embed videos and find trailers, BBFC to research age ratings, Photoshop for ancillary tasks like posters, Final Cut Pro X to edit drafts, SurveyMonkey to conduct audience research, and Thinglink to present an evaluation question with tags.
CPR TRAINING
Juan Pinzon chose the Wordpress platform to create a website for a CPR training event because it allows for easy posting and sharing of content, photos, videos, and maps. The site was customized with a two-column theme using Red Cross colors. Features included bookmark sharing using del.icio.us, document sharing using Google Apps, photo sharing using Flickr, and video embedding from YouTube. Google Maps was used to show the event location. Comments were allowed and static content included an About page. Creating the site using various web tools required no coding and allowed cloud-based information sharing. The greatest challenge was learning English as a second language.
evaluation6
The document discusses the various technologies and tools the author used to create a music magazine, including:
1) Social media platforms like Facebook, Twitter, and Instagram to gather feedback and share work.
2) YouTube to learn Photoshop skills like cutting out images.
3) A DSLR camera to take high-quality model photos for editing in Photoshop.
4) Software like Photoshop, InDesign, Prezi, and Microsoft Word and Powerpoint for editing, layout, and presentations. Additional tools included Flickr, Slideshare, MakeAGIF, and Blogger for sharing work online.
technologies
The document lists various technologies and online tools used for a media production course including Final Cut Pro for editing videos, Slideshare for uploading PowerPoint presentations, Gmail for creating a blog on Blogger and sending information, YouTube for tutorials and uploading drafts, Blogger for uploading coursework, PowerPoint for organizing work, IMDb to find similar films, Wikipedia for extra information, BBFC to research film ratings, Facebook to get audience feedback, and ThingLink for analyzing works.
Presentation1
Ivan used Google extensively to research magazine ideas and find images for inspiration. He created most of the magazine on the school's computers using Photoshop but sometimes used faster personal computers. Animoto was used to create a video by uploading images, which made the magazine more neat and different than a YouTube video. Scribd was also used to easily upload word documents to the blog using an embed URL. Through using these various technologies, Ivan learned a lot about constructing his magazine product, though some parts were easier than others and required asking others or additional research via Google.
Question 4
In the research and planning stage, the author used various Web 2.0 tools to conduct and present their research online. These tools included YouTube to upload explanatory videos, Wordpress to host a blog with embedded videos and codes, Voki for an interactive avatar presentation, and Slideshare to embed an online PowerPoint. Web 2.0 allowed the downloading of existing materials like film posters to analyze and the uploading of hand-drawn storyboards, magazines, and posters to further explain the planning process.
Unedited images
The document discusses the various technologies the author used during their coursework and what they learned from using each one. The author gained experience using Adobe Photoshop and InDesign to create documents, presentations, and a double page spread. They also used a smartphone, blog, laptop, social media platforms like Facebook, and cloud storage like SlideShare and a USB drive to complete tasks more quickly and easily. The author found that with tutorials they were able to learn new software easily and complete their coursework flexibly using different tools.
Unedited images
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred documents between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using that software.
Unedited images
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred files between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using the software.
4
The student used various online resources and software to conduct research, plan, and evaluate their media project. They used the internet to research genres and get feedback, created a Weebly blog to archive research, and used Prezi and SlideShare to upload information. For construction, they used iMovie and Photoshop but found iMovie difficult to learn. Microsoft Word and PowerPoint were used to crop and edit images. A personal camera was used for filming but uploading images was slowed by losing the connection wire.
4
The student used various online media and technologies during the research, planning, construction, and evaluation stages of their project. For research, they used the internet to research genres and find examples on websites like YouTube and Vimeo. They also used social media for audience feedback. During planning, their Weebly blog helped organize research and they used Prezi and SlideShare to upload information. For construction, they used iMovie, Photoshop, and Microsoft programs but struggled with learning new software like iMovie. They filmed footage using their personal camera but occasionally faced issues uploading the footage.
Question 4
The document discusses the various new media technologies used by the author at different stages of their project. They used Blogger to document their progress, finding it easy to use and a good way to upload files and share work. Photoshop helped in designing the digipack, allowing clean editing of images. Premiere Pro was challenging to learn but became easy for video editing once familiar. Slideshare and Survey Monkey facilitated sharing and gathering feedback online. Webeden was difficult to learn but allowed a professional website once understood. Equipment like cameras were easy to use and important for capturing footage and images.
Evaluation question 6
Through creating their media product, the author learned about various technologies. They became proficient in Microsoft Office programs like Word and PowerPoint by using them to write documents, analyze other products, and create presentations. The author also learned how to use WordPress to easily create blogs, Slideshare to publish documents, and Prezi and YouTube to create presentations and upload videos. Additional programs like AVS video converter helped the author combine multimedia elements, while Google, PicMonkey and their camera supported research, image editing, and content capture. The process highlighted their growing dependence on internet technologies.
Media tech!
This document discusses the various media technologies used at different stages of producing a music video. It describes using iMovie to edit the video, a Lumux HD camera to film footage, blogger to create a media blog, slideshare to distribute presentations, Photoshop and Instagram to edit photos, Photobucket and Flickr to create online mood boards and share ancillaries, YouTube and QuickTime to share and screen record editing, Google to research, Da Font for fonts, and Facebook and Twitter to share the final video and get audience feedback for evaluation. The conclusion emphasizes how new media technologies allow for easy communication, sharing, and direct access to audiences.
What have you learnt about technologies from the
The document discusses the various technologies the student used to create a magazine as a school project. They used Photoshop to design the magazine layout and edit photos, a digital camera to take test photos, a memory stick to store and back up files, Blogger to create a blog for research and planning, Slideshare and Scribd to upload documents, a laptop to do work on, Animoto to create a mood board video, Microsoft Word, PowerPoint and Publisher for writing, pitching and taking screenshots, Google to search for inspiration, Cover Junkie for magazine cover inspiration, a mobile phone to take inspiration photos and contact people, and Facebook to contact people and conduct market research.
Evaluation - Question 6
The document discusses the various technologies and websites the author learned to use while creating their magazine, including Photoshop, Blogger, Slideshare, Prezi, Microsoft Publisher, and Dafont. They explain how each tool was used to create and enhance different aspects of the magazine such as editing images, documenting progress, adding presentations, choosing fonts, and laying out pages. The author also notes they gained new knowledge about the capabilities of some tools through working on this project.
Question 6
The document discusses what the author has learned about technologies from constructing a film product. They used the internet to research target audiences and conducted surveys online using Survey Monkey. They created questionnaires using Emaze and embedded the codes on their blog. Footage was recorded using a Panasonic camera and edited in iMovie, including trimming clips and reordering shots. WordPress was used to create formal blogs to post planning, research, and the final production. Videos were uploaded to YouTube and embedded on blogs to exhibit the finished opening sequence.
Evaluation Powerpoint
The document discusses how the author used various technologies for their production work and what they learned from the experience. They used Facebook and Twitter to get feedback on a trailer from their target audience, though did not receive as much feedback as hoped. YouTube was used to post the trailer and receive feedback, but again did not get comments. IMovie was utilized to edit over 20 minutes of commentary down to 15 minutes for uploading to YouTube. The author learned they can provide a lot of detail about their work and are proud of their production.
Slideshow
The student created a blog using Blogger to plan and track their coursework over several months. They found the blog easy to use once familiar with it, and appreciated being able to edit and upload content from anywhere. The student also used Facebook, Twitter, and YouTube to get feedback on a video project and promote it. Planning work through the blog and Facebook events helped the student create an effective schedule. While filming the video presented difficulties with blurry or shaky footage, iMovie proved an easy to use and effective editing tool.
Question 6
I learned several things from using various technologies in constructing my music and college magazine:
1) Photoshop CS2 was effective for basic editing but CS4 was needed to learn more advanced tools, and both were used extensively to design the magazines.
2) InDesign CS2 was used for tutorials but CS4 was crucial for learning layout functions like layers and inserting images, and was key to producing the magazine.
3) Google Chrome browser and Google Image search helped with research, while Dafont.com provided fonts used in titles and subtitles.
4) Different versions of Mac and Windows OSes were used on various computers but sometimes slowed down the creation process.
Question 4
The document discusses the student's use of new media technologies in their construction of a movie trailer project. They used YouTube extensively for research on movie trailers and conventions. They also used Google Images, research online, and watching movies on TV. A digital camcorder was used to record footage. Presentations were created using PowerPoint, Prezi, Emaze, and Popplet and uploaded to SlideShare and their blog using Blogger. The internet and various devices like computers, tablets, and phones were crucial to the research, planning, production and presentation of the project.
Question2 130421110458-phpapp02
The document discusses the various media technologies used by Kelly Chalk at different stages of her documentary project. At the research stage, she used Tumblr for blogging, Facebook to distribute questionnaires, and IMDB to research other documentaries. For planning, she used Google Drive, YouTube, a scanner, iMovie, and her school email system. Her production stage utilized Final Cut Express, Vimeo, and a tripod. Finally, for evaluation she presented her work using Prezi.
Question 2
The document discusses the various media technologies used by Kelly Chalk at different stages of her documentary project. At the research stage, she used Tumblr for blogging, Facebook to distribute questionnaires, and IMDB to research other documentaries. For planning, she used Google Drive, YouTube, a scanner, iMovie, and her school email system. Her production stage utilized Final Cut Express, Vimeo, and a tripod. Finally, for evaluation she presented her work using Prezi.
6
The document discusses technologies learned from constructing a media product. The author learned to create and personalize their own blog using Blogspot, allowing revealed and editable group work. Uploading to sites like Slideshare, YouTube, and directly to blogs taught file uploading and technical presentation skills. Recording and editing video was also learned using YouTube and iMovies, helping understand film techniques like shots and angles used to create tension.
Evaluation question 6
The document discusses various technologies the student learned to use during the process of creating a film project. These included YouTube for uploading videos, getting feedback, and finding tutorials; Google Mail and Drive for communication and collaboration; Weebly for blogging; Prezi for presentations; Facebook and Twitter for marketing; basic camera and tripod use; and Adobe After Effects for editing with effects like fade transitions, ghosting, and slow motion. The student gained experience using these technologies through self-learning, help from peers, and online tutorials. Some technologies like Weebly proved easy to use while others like After Effects took more time and practice to learn.
5. fmp pre production
The document outlines the pre-production process for creating a magazine. It includes details on the cover layout using blue and black colors and images from Google and Instagram. The second page will use orange or inverted colors and include more text. Props and locations needed include own clothing, camera equipment, and Photoshop. Contingency plans address saving work, file formats, and computer access. Health and safety issues cover tripping hazards, spills, and overheating. The schedule spans 8 days, starting with research and ending with the final product created in Photoshop.
Media Evaluation Question 4
The document discusses the various media technologies used at different stages of a media project. During planning, Microsoft Word, Edexcel, Paint, and Adobe Photoshop were used to write scripts, collect feedback, and create images. Research involved using computers, phones, tablets, Safari, Google Chrome, YouTube, and blogs. Final Cut Pro, Motion, Photoshop, and PicMonkey were used for editing videos, creating titles and graphics, and image editing. Evaluation used PowerPoint, iMovie, SlideShare, SoundCloud, and YouTube to create presentations and embed multimedia. Social media like Facebook, Twitter, and Tumblr were also utilized for sharing work and collecting audience feedback.
Media evaluation powerpoint
Elizabeth Brady used various media technologies to research, plan, and construct her media product. She created a questionnaire in Microsoft Word to survey her target audience and analyzed the results using Word and Excel pie charts. She researched music video conventions on YouTube. Photoshop allowed her to design album artwork and advertisements. Footage was captured with a Nikon camera and tripod, then edited in Adobe Premiere by changing speeds, adding effects, and including an MP3 audio track. The finished video was shared on YouTube and social media to gather feedback. A blog documented the entire process and hosted presentations made in PowerPoint and Prezi.
Carreras profesionales
Este documento contiene información sobre:
1) Un plan de estudios para la carrera de Contador Público que incluye 10 ciclos académicos y cursos electivos de especialización.
2) Breve historia de la contabilidad desde la Antigüedad hasta la Edad Contemporánea y orígenes etimológicos del término.
3) Perspectivas laborales para los contadores como contables, auditores, gerentes financieros, entre otros.
Plataformas virtuales
Las plataformas virtuales de aprendizaje permiten desarrollar cursos completos en la web sin necesidad de conocimientos avanzados de programación o diseño. Estas plataformas incluyen herramientas de comunicación, administración de cursos, y productividad. Su éxito depende del grado de comunicación entre estudiantes y profesores. Algunas plataformas populares son Dokeos y Moodle, que difieren principalmente en su enfoque, siendo Dokeos más adecuado para cursos de autoestudio y Moodle para cursos
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Unedited images
The document discusses the various technologies the author used during their coursework and what they learned from using each one. They used Adobe Photoshop and YouTube tutorials to create advanced documents. They took photos and videos using their Blackberry smartphone. They created a blog using Blogger to document their progress. They worked on documents using their Dell laptop when at home. They used Facebook to get feedback from peers. They uploaded presentations to their blog using SlideShare. They transferred files between computers using a USB memory stick or YouTube. They purchased Adobe InDesign to create a double page spread based on a previous experience using the software.
4
The student used various online resources and software to conduct research, plan, and evaluate their media project. They used the internet to research genres and get feedback, created a Weebly blog to archive research, and used Prezi and SlideShare to upload information. For construction, they used iMovie and Photoshop but found iMovie difficult to learn. Microsoft Word and PowerPoint were used to crop and edit images. A personal camera was used for filming but uploading images was slowed by losing the connection wire.
4
The student used various online media and technologies during the research, planning, construction, and evaluation stages of their project. For research, they used the internet to research genres and find examples on websites like YouTube and Vimeo. They also used social media for audience feedback. During planning, their Weebly blog helped organize research and they used Prezi and SlideShare to upload information. For construction, they used iMovie, Photoshop, and Microsoft programs but struggled with learning new software like iMovie. They filmed footage using their personal camera but occasionally faced issues uploading the footage.
Question 4
The document discusses the various new media technologies used by the author at different stages of their project. They used Blogger to document their progress, finding it easy to use and a good way to upload files and share work. Photoshop helped in designing the digipack, allowing clean editing of images. Premiere Pro was challenging to learn but became easy for video editing once familiar. Slideshare and Survey Monkey facilitated sharing and gathering feedback online. Webeden was difficult to learn but allowed a professional website once understood. Equipment like cameras were easy to use and important for capturing footage and images.
Evaluation question 6
Through creating their media product, the author learned about various technologies. They became proficient in Microsoft Office programs like Word and PowerPoint by using them to write documents, analyze other products, and create presentations. The author also learned how to use WordPress to easily create blogs, Slideshare to publish documents, and Prezi and YouTube to create presentations and upload videos. Additional programs like AVS video converter helped the author combine multimedia elements, while Google, PicMonkey and their camera supported research, image editing, and content capture. The process highlighted their growing dependence on internet technologies.
Media tech!
This document discusses the various media technologies used at different stages of producing a music video. It describes using iMovie to edit the video, a Lumux HD camera to film footage, blogger to create a media blog, slideshare to distribute presentations, Photoshop and Instagram to edit photos, Photobucket and Flickr to create online mood boards and share ancillaries, YouTube and QuickTime to share and screen record editing, Google to research, Da Font for fonts, and Facebook and Twitter to share the final video and get audience feedback for evaluation. The conclusion emphasizes how new media technologies allow for easy communication, sharing, and direct access to audiences.
What have you learnt about technologies from the
The document discusses the various technologies the student used to create a magazine as a school project. They used Photoshop to design the magazine layout and edit photos, a digital camera to take test photos, a memory stick to store and back up files, Blogger to create a blog for research and planning, Slideshare and Scribd to upload documents, a laptop to do work on, Animoto to create a mood board video, Microsoft Word, PowerPoint and Publisher for writing, pitching and taking screenshots, Google to search for inspiration, Cover Junkie for magazine cover inspiration, a mobile phone to take inspiration photos and contact people, and Facebook to contact people and conduct market research.
Evaluation - Question 6
The document discusses the various technologies and websites the author learned to use while creating their magazine, including Photoshop, Blogger, Slideshare, Prezi, Microsoft Publisher, and Dafont. They explain how each tool was used to create and enhance different aspects of the magazine such as editing images, documenting progress, adding presentations, choosing fonts, and laying out pages. The author also notes they gained new knowledge about the capabilities of some tools through working on this project.
Question 6
The document discusses what the author has learned about technologies from constructing a film product. They used the internet to research target audiences and conducted surveys online using Survey Monkey. They created questionnaires using Emaze and embedded the codes on their blog. Footage was recorded using a Panasonic camera and edited in iMovie, including trimming clips and reordering shots. WordPress was used to create formal blogs to post planning, research, and the final production. Videos were uploaded to YouTube and embedded on blogs to exhibit the finished opening sequence.
Evaluation Powerpoint
The document discusses how the author used various technologies for their production work and what they learned from the experience. They used Facebook and Twitter to get feedback on a trailer from their target audience, though did not receive as much feedback as hoped. YouTube was used to post the trailer and receive feedback, but again did not get comments. IMovie was utilized to edit over 20 minutes of commentary down to 15 minutes for uploading to YouTube. The author learned they can provide a lot of detail about their work and are proud of their production.
Slideshow
The student created a blog using Blogger to plan and track their coursework over several months. They found the blog easy to use once familiar with it, and appreciated being able to edit and upload content from anywhere. The student also used Facebook, Twitter, and YouTube to get feedback on a video project and promote it. Planning work through the blog and Facebook events helped the student create an effective schedule. While filming the video presented difficulties with blurry or shaky footage, iMovie proved an easy to use and effective editing tool.
Question 6
I learned several things from using various technologies in constructing my music and college magazine:
1) Photoshop CS2 was effective for basic editing but CS4 was needed to learn more advanced tools, and both were used extensively to design the magazines.
2) InDesign CS2 was used for tutorials but CS4 was crucial for learning layout functions like layers and inserting images, and was key to producing the magazine.
3) Google Chrome browser and Google Image search helped with research, while Dafont.com provided fonts used in titles and subtitles.
4) Different versions of Mac and Windows OSes were used on various computers but sometimes slowed down the creation process.
Question 4
The document discusses the student's use of new media technologies in their construction of a movie trailer project. They used YouTube extensively for research on movie trailers and conventions. They also used Google Images, research online, and watching movies on TV. A digital camcorder was used to record footage. Presentations were created using PowerPoint, Prezi, Emaze, and Popplet and uploaded to SlideShare and their blog using Blogger. The internet and various devices like computers, tablets, and phones were crucial to the research, planning, production and presentation of the project.
Question2 130421110458-phpapp02
The document discusses the various media technologies used by Kelly Chalk at different stages of her documentary project. At the research stage, she used Tumblr for blogging, Facebook to distribute questionnaires, and IMDB to research other documentaries. For planning, she used Google Drive, YouTube, a scanner, iMovie, and her school email system. Her production stage utilized Final Cut Express, Vimeo, and a tripod. Finally, for evaluation she presented her work using Prezi.
Question 2
The document discusses the various media technologies used by Kelly Chalk at different stages of her documentary project. At the research stage, she used Tumblr for blogging, Facebook to distribute questionnaires, and IMDB to research other documentaries. For planning, she used Google Drive, YouTube, a scanner, iMovie, and her school email system. Her production stage utilized Final Cut Express, Vimeo, and a tripod. Finally, for evaluation she presented her work using Prezi.
6
The document discusses technologies learned from constructing a media product. The author learned to create and personalize their own blog using Blogspot, allowing revealed and editable group work. Uploading to sites like Slideshare, YouTube, and directly to blogs taught file uploading and technical presentation skills. Recording and editing video was also learned using YouTube and iMovies, helping understand film techniques like shots and angles used to create tension.
Evaluation question 6
The document discusses various technologies the student learned to use during the process of creating a film project. These included YouTube for uploading videos, getting feedback, and finding tutorials; Google Mail and Drive for communication and collaboration; Weebly for blogging; Prezi for presentations; Facebook and Twitter for marketing; basic camera and tripod use; and Adobe After Effects for editing with effects like fade transitions, ghosting, and slow motion. The student gained experience using these technologies through self-learning, help from peers, and online tutorials. Some technologies like Weebly proved easy to use while others like After Effects took more time and practice to learn.
5. fmp pre production
The document outlines the pre-production process for creating a magazine. It includes details on the cover layout using blue and black colors and images from Google and Instagram. The second page will use orange or inverted colors and include more text. Props and locations needed include own clothing, camera equipment, and Photoshop. Contingency plans address saving work, file formats, and computer access. Health and safety issues cover tripping hazards, spills, and overheating. The schedule spans 8 days, starting with research and ending with the final product created in Photoshop.
Media Evaluation Question 4
The document discusses the various media technologies used at different stages of a media project. During planning, Microsoft Word, Edexcel, Paint, and Adobe Photoshop were used to write scripts, collect feedback, and create images. Research involved using computers, phones, tablets, Safari, Google Chrome, YouTube, and blogs. Final Cut Pro, Motion, Photoshop, and PicMonkey were used for editing videos, creating titles and graphics, and image editing. Evaluation used PowerPoint, iMovie, SlideShare, SoundCloud, and YouTube to create presentations and embed multimedia. Social media like Facebook, Twitter, and Tumblr were also utilized for sharing work and collecting audience feedback.
Media evaluation powerpoint
Elizabeth Brady used various media technologies to research, plan, and construct her media product. She created a questionnaire in Microsoft Word to survey her target audience and analyzed the results using Word and Excel pie charts. She researched music video conventions on YouTube. Photoshop allowed her to design album artwork and advertisements. Footage was captured with a Nikon camera and tripod, then edited in Adobe Premiere by changing speeds, adding effects, and including an MP3 audio track. The finished video was shared on YouTube and social media to gather feedback. A blog documented the entire process and hosted presentations made in PowerPoint and Prezi.
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Este documento contiene información sobre:
1) Un plan de estudios para la carrera de Contador Público que incluye 10 ciclos académicos y cursos electivos de especialización.
2) Breve historia de la contabilidad desde la Antigüedad hasta la Edad Contemporánea y orígenes etimológicos del término.
3) Perspectivas laborales para los contadores como contables, auditores, gerentes financieros, entre otros.
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Las plataformas virtuales de aprendizaje permiten desarrollar cursos completos en la web sin necesidad de conocimientos avanzados de programación o diseño. Estas plataformas incluyen herramientas de comunicación, administración de cursos, y productividad. Su éxito depende del grado de comunicación entre estudiantes y profesores. Algunas plataformas populares son Dokeos y Moodle, que difieren principalmente en su enfoque, siendo Dokeos más adecuado para cursos de autoestudio y Moodle para cursos
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Similar to Tech used
Technology i used
Jordan Williams used various websites and technologies for their media project including:
Blogger to create a media blog and upload content using the iPad app. Google for research on the genre and conventions of their opening sequence. Gmail to create accounts for blogging and YouTube. Facebook to get feedback on drafts from their target audience. iMovie to edit footage and assemble their Divergent Sweded trailer. YouTube to upload and embed videos on their blog as well as research terms like Foley. Slideshare to upload and embed PowerPoints. Survey Monkey to create a questionnaire for their target audience. The BBFC website to research film ratings. PowerPoint and Prezi for presentations, though Prezi had limitations. Wikipedia to
Technologies i used
Emma Marshall used various technologies in creating her blog and opening sequence project including Blogger for writing her blog and accessing it via the Blogger app, SlideShare to upload and embed PowerPoints, Gmail for communication and file sharing, Scriptly for script formatting, PowerPoint and Prezi for presentations, PicMonkey for photo collages, IMDb and Wikipedia for film research, YouTube for uploading videos and watching tutorials, Freeplay Music for royalty-free sounds, Art of the Title for sequence inspiration, BBFC for ratings research, Final Cut Pro for video editing, MediaMagazine for articles, Facebook and Twitter for feedback, and SurveyMonkey for collecting audience feedback.
Digital technolgies
Digital technologies were used extensively throughout the production process. This included using the internet for research on short films and festivals using websites like Slideshare, Vimeo, and YouTube. Various software like Prezi, Garageband, Photoshop, and Final Cut Pro were used for planning, practice, production, and distribution of media texts. However, overreliance on technology also presented issues like computers slowing down due to many systems connecting to one server and systems freezing or crashing without saving work.
Technologies i used
The document lists the various technologies and websites used to create a blog, including Blogger for writing blog posts and uploading photos from iPads, SlideShare to upload PowerPoints, Gmail for communication, PowerPoint and Prezi for presentations, IMDb and Wikipedia for film research, YouTube to upload and watch videos, Art of the Title for inspiration from opening sequences, the BBFC for film ratings information, Final Cut Pro for video editing, Survey Monkey to create a questionnaire, and Facebook to gather audience feedback.
Technologies i used (final)
Emma Marshall used various technologies in creating her blog and opening sequence project. She used Blogger for writing her blog, allowing her to customize templates, backgrounds, fonts and colors. She also used the Blogger app for quick access and photo uploads. SlideShare was used to embed PowerPoints on her blog. Gmail was created for Blogger and YouTube use as well as sending files. Scriptly, PowerPoint, Prezi, PicMonkey, Wikipedia, YouTube, Freeplay Music, Art Of The Title, BBFC, Final Cut Pro, iMovie, Photo Booth, MediaMagazine, PowToon, Facebook, Twitter, and SurveyMonkey were also utilized at various points for writing, editing, research,
Q4. How did you use media technologies in the construction and research, plan...
The document discusses the various media technologies the student used during their A2 media coursework. They found Weebly, Google, Wikipedia, YouTube, and Survey Monkey most useful for research, while Weebly, YouTube, Scribd, Outlook, Microsoft Word, PowerPoint, camera, and mobile phone benefited their planning stage. During construction, camera, Photoshop, Wix, and Sony Vegas Pro were effectively used. For evaluation, Emaze, Prezi, YouTube, PowerPoint, and Scribd provided different presentation options. Overall, the student found that experience in AS helped their A2 work, but limitations like lack of blog privacy also existed.
Evaluation question 4
New media technologies played a huge role in the production of the author's teaser trailer, magazine front cover, and film poster. YouTube, IMDb, Blogger, Survey Monkey, Scribd, Powtoon, Photoshop, Fireworks, iPhoto, iMovie, Prezi, social media platforms, and Issuu were used at various stages of research, planning, construction, and evaluation. The author was able to research other films, plan and organize work, construct high quality products, and evaluate through surveys and feedback using these technologies.
Q6
The document discusses several technologies the author learned to use while constructing a film project. These included blogging websites to present tasks and research, iMovie to edit footage, YouTube to host and embed the finished film, and presentation tools like Prezi, Glogster, and PowToon. Though the author was initially unfamiliar with these technologies, they found them simple to learn and useful for researching, producing, and presenting the various elements of the film project in an organized and visually appealing manner.
Q4 media evaluation
The document discusses the various media technologies used by the author at different stages of their coursework. During the research stage, they used Weebly for their blog, Google for images, Wikipedia for facts, YouTube to watch and analyze music videos, and Survey Monkey to collect audience feedback. During planning, they used Weebly, YouTube, Scribd, Outlook, Microsoft Word, Microsoft PowerPoint, cameras, and mobile phones. Construction involved the use of cameras, Photoshop, Wix, and Sony Vegas Pro. Evaluation saw the use of Emaze, Prezi, YouTube, PowerPoint, and Scribd. The author found that using different technologies at each stage helped them complete their coursework and create
Technologies i used
The document lists various technologies used including Final Cut Pro for editing drafts and evaluation question 4, Slideshare to upload and embed PowerPoints on a blog, Gmail to create a blog on Blogger, YouTube to find tutorials and upload drafts and evaluations, Survey Monkey to create a questionnaire for target audiences, Blogger to upload coursework, PowerPoint to organize work, IMDb to find similar films, Wikipedia for extra information, ArtOfTheTitle to find opening sequences, BBFC to research film ratings, iMovie to edit a swede and evaluation question 1, Facebook to upload work and get feedback, and ThingLink for an evaluation question.
How did you use media tech in construction, planning and evaluation stages?
Chereece used various media technologies throughout the research, planning, construction, and evaluation stages of her project. During research, she used YouTube, Google, and social media like Facebook to learn about her chosen genre and target audience. For planning and tracking her progress, she created a blog using Blogger where she could post updates and embed images/videos. To record and edit footage, she used a Canon camera and iMovie software on her iMac. Photoshop was used to create graphics for her digipak and advertisements. Finally, she posted products on social media to gather feedback from her target audience for evaluation.
How did you use media technologies in the construction and research, planning...
The document discusses the various media technologies used by the author at different stages of creating a short film project.
In the planning stage, the author used Google to research locations, conventions, filming tips and how to use software. YouTube was used to analyze short films and learn filming techniques. Blogger made it easier to present research and host videos. Dropbox was heavily used to share files for the blog.
The author filmed using a Canon DSLR for high quality footage. iMovie was used for editing as school software could not handle the large files. Adobe Illustrator was used to create a film review replicating a magazine style. Photoshop was used to design the film poster. Prezi and Quicktime
Evaluation Question 4
How did you use new media technologies in the construction and research, planning and evaluation stages?
Blogging and research
The document discusses the author's experience learning to use WordPress to create a blog for research and planning purposes. Some key things the author learned were how to upload YouTube clips and use custom fields to embed Prezi's, PowerPoints, and other materials. The author was already familiar with IMDb and YouTube from prior use and leveraged them to find film information and clips for research. A new discovery was Box Office Mojo, which the author found useful for researching film distributors.
Media Evaluation q4.pptx
How did you use new media technologies in the construction and research, planning and evaluation stages?
Evaluation Question 4 - Transcript
The document discusses how new media technologies were used at different stages of a media coursework project. Blogger was used throughout for showcasing work, creating posts, and embedding videos and PowerPoints. Google was used for research, planning, and finding filming locations. Work was accessed through a Mac, laptop, and iPad to allow for flexibility. A borrowed Nikon camera captured high quality footage. YouTube was used for film trailer analysis, tutorials, and hosting the final trailer. PowerPoint, Photoshop, iMovie, and PowToon were used at various stages for design, editing, and evaluation. Social media provided feedback from target audiences.
Evaluation 6
The document discusses the technologies and tools used to create a coursework project blog. It describes using Blogger to create blog posts, embed presentations from Prezi and ExamTime, and share documents from SlideShare. Hardware included an HP laptop for portability, an iPhone 6s camera for filming due to cost, and a MacBook Pro for final editing. Social media like YouTube was used to share videos and gain feedback, while Twitter helped spread information and gain audience responses.
Question 4
The document summarizes the new media technologies used by the author at various stages of their media project. They used Blogger to plan, organize, and publicly share their progress. They also used Slideshare to upload PowerPoint presentations, Muzu to research music videos, PicMonkey and Photoshop to edit images, Webeden to build their website, and Adobe Premiere Pro to edit their music video footage. While some technologies like Webeden and Adobe Premiere Pro took time to learn, overall the author found these new media tools helpful for planning, creating, and presenting their coursework.
Question 4
The document summarizes the various new media technologies used by the author at different stages of their media project. These included:
- Using Blogger to plan, research, and document progress on their video, website, and digital packaging throughout the project.
- Uploading PowerPoint presentations to Slideshare to include in blog posts and presentations of their work.
- Using Muzu to research other music videos for inspiration and take screenshots.
- Editing photos using PicMonkey and Photoshop.
- Creating a website using Webeden, which was initially difficult but became easier with use.
- Filming using school video cameras and equipment like stands.
- Using
Evaluation 4
The document discusses the use of various media technologies throughout the research, planning, construction, and evaluation stages of a project.
In research and planning, the author used StoryboardThat, YouTube, Web 2.0 technologies like Google and Blogger, Facebook, PowerPoint, Photoshop, a Nikon camera, iMovie, Word, and Google. Construction involved using YouTube, a tripod, Premiere Pro, a Blond light, Photoshop, the Nikon camera, Blogger, and Google. For evaluation, the author used Word, Blogger, YouTube, Google, and PowerPoint. The author developed skills with these technologies and incorporated lessons learned throughout the process.
Similar to Tech used (20)
Q4. How did you use media technologies in the construction and research, plan...
Q4. How did you use media technologies in the construction and research, plan...
How did you use media tech in construction, planning and evaluation stages?
How did you use media tech in construction, planning and evaluation stages?
How did you use media technologies in the construction and research, planning...
How did you use media technologies in the construction and research, planning...
More from judyibel
As media help
This document provides guidance for AS Media students on their blog and exam preparation. It recommends including feedback, independent research, and keeping blog posts in order. For the exam, students should learn key terms, case studies, and practice questions for all possible representation topics. Sample exam blogs and past papers are referenced for additional help. In summary, the document offers advice on developing an effective blog and preparing thoroughly for the AS Media exam.
Horror audience questionnaire results
The participant's research into horror film audiences was biased due to limitations in their sample. Most participants were females aged 17-18, contradicting findings that males generally enjoy horror more. To improve, the participant should have provided multiple choice answers rather than open-ended questions, making the data easier to analyze. Overall the questions were appropriate but could have been structured better, such as using tick boxes instead of free responses, to obtain clearer results.
Storyboard
The document appears to be a storyboard, which is a visual representation of the sequence of events in a story or film. Storyboards are used in filmmaking and video production to help plan scenes and shots and visualize how they will be arranged and flow together. They provide an outline of the key plot points, scenes, characters, and visual elements before going into production.
Gombie trailer script
Zoey, a teenage zombie girl, calls her human friend Claire sobbing and asks her to come over. When Claire arrives at Zoey's house, she finds Zoey crying in her room. Zoey reveals to Claire that she has become a zombie. As their friendship continues, signs of Zoey's zombie nature, such as decaying body parts and a craving for human flesh, create increasing difficulties and tensions in their relationship.
Shot list
The document contains a shot list for a film or video with 46 shots. It describes the shot type (establishing shot, mid shot, close up, etc.), whether each shot takes place inside or outside, the location of each shot, and any props that appear in each shot. Locations include the outside and inside of Zoey's house and Claire's room. Props listed include a phone, straighteners, letters, food, and nail filer/fake nails.
Shooting schedule
The document provides a shooting schedule for a film with 13 scenes to be shot over 2 days. Day 1 involves shooting scenes inside Claire and Zoey's bedrooms, as well as a scene of Zoey attacking a postman. Day 2 includes outdoor scenes of Zoey and Claire interacting with others and revealing Zoey's zombie nature, as well as scenes set in Claire's bedroom and Zoey's kitchen showing the progression of Zoey turning into a zombie. The schedule lists the scenes, actors needed, locations, and props/equipment required for each scene.
Costumes & props A2
The document outlines various costumes, props, and special effects that will be used to portray differences between a normal teenage girl (Claire) and a zombie girl (Zoey) in a short film. Fake blood, contact lenses, costumes, food, a fake hand, and other props will be created and used in scenes to depict Zoey as a zombie and Claire as a normal human, with the goal of differentiating the two characters and telling the story in a comedic way.
Mood
The document describes a film that explores the friendship between a human girl and a zombie girl. The main themes are friendship and living normal lives despite their differences. Both girls share typical teenage interests and bond through happy, funny moments together, though the zombie struggles with her body falling apart. The trailer aims to be both scary and lighthearted while showing their journey of accepting each other.
Ass 2 draft 4 pt 2
Zoey and Claire's boyfriend Tim are arguing in Zoey's room while music plays. When Claire knocks on the door and the music stops, Zoey denies seeing Claire. However, Tim's body then falls out of Zoey's room. The summary outlines the key events and characters in the document: Zoey and Claire's boyfriend Tim arguing in Zoey's room, Claire knocking on the door, and Tim's body falling out after Zoey denies seeing Claire.
Ass 2 draft 3
This document provides an outline for a short film featuring two friends, Claire and Zoey. It describes various scenes and shots that show Claire discovering Zoey has become a zombie. Despite this, Claire still wants to remain friends with Zoey. The document draws inspiration from films like Mean Girls for the friendship dynamic, Step Brothers for primarily using a home setting, and The Hangover for how the friends do everything together. It provides storyboards for scenes showing the girls exchanging selfies, having a sleepover where Zoey stares at Claire, and Zoey eating brains while Claire eats normally at dinner.
Character and actor planning
This document outlines the main characters and potential actors for a film about a teenage zombie named Zoey. The characters include Zoey, her best friend Claire, a boy named Max that Claire takes a liking to, Max's friend Tim that Zoey falls for, and a postman who gets an unexpected surprise while delivering mail to Zoey's house. Friends and family members are being considered to play the roles of Max, Tim, and the postman.
Assignment 4 goup minus katia
1) Horror comedy films often use conventions like violence against evil characters, comedy during serious moments, and romance that ends badly. They focus on survival as the main characters flee from threats.
2) Trailers for these films commonly feature weapons, dead bodies, and isolated settings to set an ominous tone with humor added. Low-key lighting creates an eerie atmosphere.
3) Editing techniques like changing pace and fade to black transitions heighten tension and suggest danger, while shot reverse shots contrast characters. The openings introduce characters and locations before mixing scary and funny elements.
Ass 2 DRAFT 2
This document contains ideas and conventions for two short film concepts - a zombie/horror film and a teen comedy film.
For the zombie/horror idea, the document lists conventions like an isolated location, abandoned settings, gore, shadows to create atmosphere, suspenseful music, and close-ups of facial expressions and wounds.
For the teen comedy, conventions include friends going on adventures, bedroom settings, relationships as a focus, strong friendships, casual clothing, and close-ups to show emotion. Inspiration films mentioned include Mean Girls, Step Brothers, and The Hangover.
The document then provides more details on the zombie idea, with specific scene ideas and shot types to depict the friendship
Ass 2
The document outlines conventions for a zombie/horror film and teen comedy genre. It then provides an idea for a short film in bullet points where Katia calls Noor to reveal she has become a zombie. The rest of the bullets describe comedic montage scenes showing Katia failing to do normal activities as a zombie such as curling her hair or shaking hands, with her body parts falling off or responses being gibberish. It ends with a potential chase scene between Katia and Noor.
Ass 1 group 1 DRAFT 2
The document analyzes conventions and inspirations from several comedy horror films including Shaun of the Dead, Piranha 3DD, Bride of Chucky, Zombeavers, Vamp U, Love Bite, Scary Movie, and Tucker and Dale vs Evil. It discusses common elements like isolated locations, characters discovering a threat, exaggerated violence, costumes, editing techniques, music, and tone. The document aims to draw inspiration from these films for a student film project combining comedy and horror elements.
Ass 1 group 1 draft 2
This document summarizes conventions and inspirations from several comedy horror films that could inform a student film project. It discusses conventions like locations, character types, and narrative structures. Specific inspirations mentioned include the use of costumes, props, music, editing techniques, and titles. Overall, the document aims to provide examples for students to draw from in designing their own comedy horror film trailer.
Zombie conventions
This document outlines common conventions and tropes found in zombie media, including stereotypical character archetypes like the leader, betrayer, and eye candy; conventions like isolation, unawareness of the disease, and apocalyptic settings; conventional props involving weapons, gore, and brains; typical locations such as malls, homes, and deserted areas; and common endings like cliffhangers or total character death.
Ass 1 draft 2
The document discusses research conducted on the comedy horror subgenre by four students. It summarizes two films, Shaun of the Dead and Piranha 3DD, noting inspiration for aspects of a student film project about zombies. For Shaun of the Dead, inspiration is taken from the costumes, locations, and use of freeze frames in the trailer. Piranha 3DD provides inspiration for an unusual aqua park location, use of mainly young characters, and plot of creatures killing everyone that could be recreated with zombies.
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Tech used
- 1. Technologies I Used Judy Ibelgauptiene
- 2. Blogger and the iPad Blogger App https://www.blogger.com I used this website to write my blog on. It lets you be creative and pick your own templates and set up your own background. I also used the iPad app so I could have quick access to it and upload photos straight from my iPad to blogger.
- 3. SlideShare http://www.slideshare.net I used slideshare to upload my powerpoints so I could embed them onto my blog.
- 4. Google/Gmail https://www.google.co.uk https://mail.google.com I signed up for a Gmail account so I could use Blogger and YouTube. I also used my Gmail account to send myself photos and powerpoints.
- 5. Timetoast http://www.timetoast.com I used the website timetoast to make a timeline for my draft 4 planning and reasearch. This website it simple and easy to use however I found that with so many point on my timeline it was difficult to follow and understand. But overall its a good website for making small timelines on.
- 6. Sciptly I used scriptly to write all the scripts from draft 1 to 5. It’s a useful app as it lets you input things like shots, scenes, dialogue etc and puts it in the correct format for you.
- 7. Freesfx http://www.freesfx.co.uk I found this website helpful and useful as it made it quick and easy to find sound effects as you can either search for what you’re looking for or look through their categories.
- 8. FreePlayMusic http://www.freeplaymusic.com Just like freesfx this site lets you search for your own music with a search bar. Unlike freesfx, freeplaymusic is more for incidental music and score music than sound effects.
- 9. Recording Lite We used this app to record the foley and sound effects of the door knocking and the whispers for our opening sequence.
- 10. Powerpoint & Prezi Powerpoint was used for most of the tasks set to display information. I also tried using Prezi which is a similar product however due to the limitation of how much text you can write and the fact that images aren’t as clear, I mostly used powerpoint.
- 11. IMDb http://www.imdb.com I used this website to help me find out information about other films, such as: film genre, production & districution companies etc.
- 12. Wikipedia http://en.wikipedia.org/wiki/Main_Page Wikipedia like IMDb was used to research about other films and specific things about them. I also used it for general research.
- 13. YouTube https://www.youtube.com I used YouTube to upload videos so i could embed them onto my blog. I also used YouTube to watch other opening sequences (other AS students and actual film openings). I also used it to watch tutorials to improve my filming and editing techniques.
- 14. ArtOfTheTitle http://www.artofthetitle.com I used this website to watch opening sequences and get inspiration from them.
- 15. BBFC http://www.bbfc.co.uk I used the BBFC website to find out the different ratings and what they all consist. This helped me pick a rating for my own opening sequence and meant I knew what i could and couldn’t show in my age rating.
- 16. iMovie iMovie was used to edit the footage together.
- 17. SurveyMonkey https://www.surveymonkey.com I used this website to make a questionnaire for my target audience. I found this website easy to use. It let you be creative and ask questions in any format you want (open and closed questions). This is a screen grab from my questionnaire. We used a comment box question and a tick box question.
- 18. MediaMagazine http://www.englishandmedia.co.uk/mm/ I used this website to read articles from MediaMagazine and get some ideas for opening sequences and also learn about the media industry.
- 19. Facebook I used facebook to get feedback from the target audience on our drafts and questionnaires.