What’ve you learnt from your audience feedback
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The document discusses different methods used to collect audience feedback on a documentary: posting it on Facebook to get friends' reactions; an online questionnaire with questions about the documentary, print ad, and radio ad; and filming a family watching and then interviewing them. The main lessons learned were that Facebook feedback lacked criticism, the questionnaire clarified strengths and weaknesses of each part, and filming reactions provided spontaneous first-hand views of audience response and which specific moments elicited reactions.
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Audience feedback
The document discusses feedback received on a documentary about the filmmaker's personal life.
Feedback on the initial proposal was positive overall, but raised ethical concerns due to the personal nature. Feedback on the rough cut suggested interviewing more family members.
Later feedback noted that improvements had been made based on advice, like including divorce statistics. While more family perspectives were wanted, viewers understood family members' sensitivity. Overall, feedback helped strengthen the documentary.
Feedback survey
The document summarizes feedback from an audience survey about a music video. It discusses how the audience enjoyed the storyline the most, which was the main focus of the video based on prior research. Minor criticisms included suggestions to film more close-ups and improve some lighting, while most said they wouldn't change anything. All respondents said they would watch the video again, showing the video succeeded in creating content people want to rewatch.
Question 3
The document discusses feedback received from various sources on a video project. It received positive feedback on Facebook praising the emotional tone, but noting the comments came mostly from friends and family. Two university film students provided critical feedback, pointing out issues with some shots like unusable out of focus footage and unnecessary slow motion. A high school media teacher also provided feedback, noting the video could have benefited from higher color contrast and smoother editing. Overall, the document concludes the evaluation showed the project did well but could have paid more attention to details.
What have you learnt for your audience feedback?
The document discusses the filmmaker's process of gathering audience feedback at different stages of creating their film. Initial feedback on the plot helped shape the abstract idea. A rough cut shared with their class received comments that parts lacked images. For the final cut, the filmmaker incorporated prior feedback, and the audience response was very positive. The filmmaker also shared the final film online to collect a variety of feedback from different age ranges, which was mostly positive.
What have you learnt from audience feedback?
The document discusses the filmmaker's process of gathering audience feedback at different stages of creating their film. Initial feedback on the plot helped shape the abstract idea. A rough cut shared with their class received comments that parts lacked images. For the final cut, the filmmaker incorporated prior feedback, and the audience response was very positive. The filmmaker also gathered feedback by posting the completed film online, receiving both constructive reviews and one-word responses from a varied audience across age ranges.
motivational video
This document discusses the benefits of watching motivational videos. It outlines 3 main benefits: 1) discovering yourself and finding self-development and motivation to change. 2) insisting on rejecting negative people, places, habits and starting anew. 3) building self-confidence and trust in oneself through commitment without compromise as shown in motivational videos of successful people who committed for many years. The document encourages watching motivational videos to strengthen oneself.
Evaluation question 3
The document discusses feedback received on a student's music video and ancillary products from two methods: hot desking with peers and a focus group. Through both, the student received feedback on transitions, shots, and design elements that could be improved. Based on the feedback, the student made minor revisions to the ancillary products but decided not to make some suggested edits to the video after re-evaluating. The student reflects that while the peer feedback validity could be questioned due to bias, the focus group provided more honest critique as strangers were less likely to take a kind approach.
Evaluation question 5
The filmmaker uploaded their completed film to Facebook to get reviews and comments from friends, who liked the film. They also took interviews from some friends, showing them the trailer from a reference film to get their opinions on the genre and what they liked about the potential movie.
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Audience feedback
The document discusses feedback received on a documentary about the filmmaker's personal life.
Feedback on the initial proposal was positive overall, but raised ethical concerns due to the personal nature. Feedback on the rough cut suggested interviewing more family members.
Later feedback noted that improvements had been made based on advice, like including divorce statistics. While more family perspectives were wanted, viewers understood family members' sensitivity. Overall, feedback helped strengthen the documentary.
Feedback survey
The document summarizes feedback from an audience survey about a music video. It discusses how the audience enjoyed the storyline the most, which was the main focus of the video based on prior research. Minor criticisms included suggestions to film more close-ups and improve some lighting, while most said they wouldn't change anything. All respondents said they would watch the video again, showing the video succeeded in creating content people want to rewatch.
Question 3
The document discusses feedback received from various sources on a video project. It received positive feedback on Facebook praising the emotional tone, but noting the comments came mostly from friends and family. Two university film students provided critical feedback, pointing out issues with some shots like unusable out of focus footage and unnecessary slow motion. A high school media teacher also provided feedback, noting the video could have benefited from higher color contrast and smoother editing. Overall, the document concludes the evaluation showed the project did well but could have paid more attention to details.
What have you learnt for your audience feedback?
The document discusses the filmmaker's process of gathering audience feedback at different stages of creating their film. Initial feedback on the plot helped shape the abstract idea. A rough cut shared with their class received comments that parts lacked images. For the final cut, the filmmaker incorporated prior feedback, and the audience response was very positive. The filmmaker also shared the final film online to collect a variety of feedback from different age ranges, which was mostly positive.
What have you learnt from audience feedback?
The document discusses the filmmaker's process of gathering audience feedback at different stages of creating their film. Initial feedback on the plot helped shape the abstract idea. A rough cut shared with their class received comments that parts lacked images. For the final cut, the filmmaker incorporated prior feedback, and the audience response was very positive. The filmmaker also gathered feedback by posting the completed film online, receiving both constructive reviews and one-word responses from a varied audience across age ranges.
motivational video
This document discusses the benefits of watching motivational videos. It outlines 3 main benefits: 1) discovering yourself and finding self-development and motivation to change. 2) insisting on rejecting negative people, places, habits and starting anew. 3) building self-confidence and trust in oneself through commitment without compromise as shown in motivational videos of successful people who committed for many years. The document encourages watching motivational videos to strengthen oneself.
Evaluation question 3
The document discusses feedback received on a student's music video and ancillary products from two methods: hot desking with peers and a focus group. Through both, the student received feedback on transitions, shots, and design elements that could be improved. Based on the feedback, the student made minor revisions to the ancillary products but decided not to make some suggested edits to the video after re-evaluating. The student reflects that while the peer feedback validity could be questioned due to bias, the focus group provided more honest critique as strangers were less likely to take a kind approach.
Evaluation question 5
The filmmaker uploaded their completed film to Facebook to get reviews and comments from friends, who liked the film. They also took interviews from some friends, showing them the trailer from a reference film to get their opinions on the genre and what they liked about the potential movie.
Audience Feedback
The student used various methods to gather audience feedback on their music video, including posting it on social media and having friends, family, classmates, and teachers view it. The feedback showed that older audiences found the story emotionally moving while younger audiences enjoyed the black and white flashback scenes and emotive narrative. The student learned they could have improved the video by adding more shots, adjusting color correction, and clarifying a character identity. Overall, the feedback helped the student identify successful elements and areas for improvement for capturing the song's interpretation and lyrics.
Evaluation Question 5
The document discusses how the author attracted their audience for a film opening in the supernatural genre. They asked Facebook friends, who are mainly teenagers that match the genre's demographic, to choose between three initial film ideas. A survey was then created to choose a title, with "Fix Me" being preferred. The opening was shown to classmates for feedback and improved based on their suggestions. Finally, another survey of 16-18 year olds, the target age range, gathered opinions on the completed opening. To attract more viewers, the author made a Facebook fan page and YouTube channel to promote the film, and used a song from a popular YouTube creator to potentially reach some of their existing fans.
Evaluation q3
The document summarizes feedback received on a punk music video posted to Facebook and YouTube. Positive feedback noted that the video used women in a non-conventional way for the genre and had a narrative the viewer could relate to. Negative feedback said the narrative was unclear and that the behaviors promoted, like stealing and smoking, were inappropriate influences. While 26 views were recorded on YouTube, overall the conclusion was that both positive and negative feedback helped develop the artists' ideas, and challenging gender stereotypes gained female audience interest despite some conventional elements remaining.
Question 3
Zoe received feedback from a focus group on her video about stereotypical youth. The feedback was mostly positive. Participants enjoyed the video and felt the theme of youth was represented well. However, some suggested improving the lighting of darker outdoor scenes by using studio lights or adjusting brightness in editing. While most feedback was positive, some comments did not provide helpful criticism on how to improve filming or editing techniques for future videos.
Evaluation Question 5
The document discusses how the author addressed their audience when planning and creating a film opening for a supernatural genre film. They asked friends on Facebook - whose demographics match the target audience - to provide feedback on initial ideas and help choose a title. Classmates also provided feedback during the editing process. After completion, surveys of 16-18 year olds, the target demographic, evaluated the opening. The author created a Facebook fan page and used a song from a popular YouTuber to attract more viewers that match the intended audience.
Video survey feedback analysed
The document discusses audience feedback received from posting a video on YouTube and Facebook. On YouTube, no feedback was provided. On Facebook, the video received 4 likes and some positive comments saying the video was well-made and fun to watch. Other band members also received a few likes and positive comments when sharing photos on Facebook.
Focus group feedback
The document summarizes feedback from a focus group on various marketing materials created for a music project, including a music video, digipak, and magazine advertisement. Key feedback included:
1. The music video effectively captured the genre but could have benefited from more tempo variation. Shots and narrative structure were easy to follow.
2. Photos in the digipak were low quality but slides complemented each other well.
3. The magazine ad had an unintended "wanted poster" look but still worked as an ad and tied the package together representing the rock genre.
Survey analysis
The document summarizes the responses to a survey about a music video project. It discusses how most respondents said they would be interested in a video about friends hanging out, that the song choice fit well with the theme, and that mixing different locations was a positive idea. It also notes that respondents had varying opinions on editing techniques like layering clips. Overall, the feedback validated the core concepts and editing approach for the video project.
Media question 3 a2
The document discusses feedback received from various sources on a school project. [1] The teacher provided feedback on students' blogs, noting grammatical errors and suggested changes to videos. [2] Peers in a focus group commented positively on what they liked and disliked about music videos, and offered ideas on improvements such as adding a scene of a burning picture. [3] YouTube comments on a rough cut confirmed the project was on the right track.
Validity
Elise Woollard received feedback on a project from her classmates which could have been biased but they were knowledgeable about the criteria. She also got feedback from friends that was more positive due to familiarity. Her teaser trailer reached her target 15-24 year old global audience getting 79 views but only one comment, likely because most only watched it briefly. For future feedback, she thinks getting responses from a more global audience would provide less biased and more reliable perspectives.
Tuniv 200 hawo guyo powerpoint
This document discusses Goal 4 of the UN's Sustainable Development Goals, which is Quality Education. The author explains that this goal resonates with them because their parents sacrificed to bring them to the US for a good education. They want to assess the quality of education in their local Federal Way school district, particularly for immigrant students, and analyze what support those students receive. They feel they can personally contribute the most at the nearby Olympic View Elementary School, and think social media advocacy could help with this goal.
Unit 4 focus group write up
The focus group provided feedback on a film produced by the document's author. All four people who saw the film said they would watch it if it was a full-length feature and thought it touched on current world problems. Most thought the target age range was 12-21 due to some violence, and agreed it should receive a 12 age certificate. The author found the results predictable as the film seemed tailored to its target audience.
Final feedback analysis
The document provides feedback from a survey given after viewing a short film. It summarizes the responses to various questions:
- Feedback was mostly from females, so the creator aims to get a balanced gender mix next time.
- Feedback was not split by age groups, so the creator will target different age groups equally next time.
- Most viewers found out about the film through Facebook or word of mouth.
- Viewers' reasons for watching varied from recommendations to the creator's other work.
- Respondents unanimously agreed that the visuals worked well with the narrative.
- Cinematography and narrative were mostly rated 4-5 on a scale of 1-5.
Media Question
The document discusses feedback received from the target audience (ages 13+) during the production of an advanced media portfolio. Initial research involved distributing a questionnaire to gather early ideas. During shooting and editing of a music video, females from the target demographic provided input on what they would like to see. This feedback helped the creator understand how the audience wants to be perceived and informed decisions that led to a music video the demographic enjoyed. The effects of the research included ideas that were tailored to the target audience and assurance that the filming suited the song's message and lyrics.
Question 3
The document discusses feedback the creator received from their target audience on their country music video project. They conducted surveys and test screenings with their target demographic (mostly females ages 10-17) to gather feedback on their storyboard, rough cut, and finished video. The feedback indicated that the narrative was clear and appealing, and reflected conventions of the country music genre. Suggested improvements were minor, such as adding more lip syncing or guitar playing. Overall, the audience feedback validated that the creator successfully crafted a video matching their target demographic.
Q3 media a2 evaluation
The document discusses audience research the author conducted for their documentary project. They created a survey using Survey Monkey to understand audience preferences for documentary genres and conventions. The results showed that audiences preferred archive footage and interviews. The author also used the website Yougov to get deeper insights into which genres appealed to different demographics based on age, gender, and location. Peer and family feedback on draft tasks and the documentary itself helped the author improve their work and make it more suited to audience needs and preferences. Conducting various types of audience research through surveys, interviews, and feedback was beneficial for understanding what audiences want.
Q3 media a2 evaluation
The document discusses audience research the student conducted for their documentary project. They created a survey using Survey Monkey to understand audience preferences for documentary genres and conventions. The results showed that audiences preferred archive footage and interviews. The student also used the website Yougov to get deeper insights into which genres appealed to different demographics based on age, gender, and location. The student collected feedback through questionnaires, interviews, and focus groups, finding that each method had advantages and disadvantages for getting audience perspectives. Peer and family feedback on drafts and the documentary itself helped the student improve their work to better suit audience needs and preferences.
Quesrtion 3
The student conducted surveys and received feedback at multiple stages of creating a music video to understand their target audience and improve the video. Feedback indicated the target audience was mostly female ages 10-17 and they preferred a clear narrative over romance. Additional feedback helped the student improve editing techniques, add more lip syncing, and understand the video successfully appealed to and reflected the country music genre for its target audience.
Evaluation 3 - What have you learned from your audience feedback?
The student learned the importance of feedback from their audience through creating two drafts of a music video and receiving feedback on each. Feedback on the first draft revealed issues with fluency, narrative, and length. This prompted re-editing with improved footage and audio. Feedback from classmates and teachers on the second draft was more constructive and highlighted needed timing and quality improvements. Through this iterative process incorporating audience feedback, the student was better able to meet the needs of their target demographic and produce a higher quality final product.
Evaluation question 5
The document summarizes how the author attracted and addressed their audience for a project. They distributed their project on Facebook and YouTube to reach teenagers as well as the general public. They received positive feedback about the plot, scenes, and representation of the thriller theme. Some comments suggested improving the lighting and camerawork in some scenes. The author feels the positive comments validated elements of their audience research, which highlighted the target audience's preference for fast pacing and short cuts.
Question 3 what have you learned from your audience feedback
Sophie and Grace conducted focus groups and received audience feedback on their music video from multiple social media platforms to evaluate how effectively it appealed to their target demographic. Feedback indicated that aspects like varied camera angles, location shots, and filters distinguishing reality/imagination were effective. Suggested improvements included adding more shots of the romantic element and steadier camerawork. Analytics showed most viewers were from the UK and engagement was high, but could be higher in some parts. The feedback provided lessons on avoiding repetition and experimenting more with visual elements.
Evaqluation 3
The document discusses how an artist used audience feedback to improve their music video, album cover, and website. They conducted surveys and questionnaires to understand their target demographic and what types of videos those potential fans enjoyed. They also got feedback after showing an early version of the short film to classmates. This audience feedback highlighted that the artist needed to promote their video more on blogs and YouTube, make it easier to find, and target a wider non-hip audience. The feedback helped the artist focus on visual quality and their brand to create a popular product that met audience wants.
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What's hot
Audience Feedback
The student used various methods to gather audience feedback on their music video, including posting it on social media and having friends, family, classmates, and teachers view it. The feedback showed that older audiences found the story emotionally moving while younger audiences enjoyed the black and white flashback scenes and emotive narrative. The student learned they could have improved the video by adding more shots, adjusting color correction, and clarifying a character identity. Overall, the feedback helped the student identify successful elements and areas for improvement for capturing the song's interpretation and lyrics.
Evaluation Question 5
The document discusses how the author attracted their audience for a film opening in the supernatural genre. They asked Facebook friends, who are mainly teenagers that match the genre's demographic, to choose between three initial film ideas. A survey was then created to choose a title, with "Fix Me" being preferred. The opening was shown to classmates for feedback and improved based on their suggestions. Finally, another survey of 16-18 year olds, the target age range, gathered opinions on the completed opening. To attract more viewers, the author made a Facebook fan page and YouTube channel to promote the film, and used a song from a popular YouTube creator to potentially reach some of their existing fans.
Evaluation q3
The document summarizes feedback received on a punk music video posted to Facebook and YouTube. Positive feedback noted that the video used women in a non-conventional way for the genre and had a narrative the viewer could relate to. Negative feedback said the narrative was unclear and that the behaviors promoted, like stealing and smoking, were inappropriate influences. While 26 views were recorded on YouTube, overall the conclusion was that both positive and negative feedback helped develop the artists' ideas, and challenging gender stereotypes gained female audience interest despite some conventional elements remaining.
Question 3
Zoe received feedback from a focus group on her video about stereotypical youth. The feedback was mostly positive. Participants enjoyed the video and felt the theme of youth was represented well. However, some suggested improving the lighting of darker outdoor scenes by using studio lights or adjusting brightness in editing. While most feedback was positive, some comments did not provide helpful criticism on how to improve filming or editing techniques for future videos.
Evaluation Question 5
The document discusses how the author addressed their audience when planning and creating a film opening for a supernatural genre film. They asked friends on Facebook - whose demographics match the target audience - to provide feedback on initial ideas and help choose a title. Classmates also provided feedback during the editing process. After completion, surveys of 16-18 year olds, the target demographic, evaluated the opening. The author created a Facebook fan page and used a song from a popular YouTuber to attract more viewers that match the intended audience.
Video survey feedback analysed
The document discusses audience feedback received from posting a video on YouTube and Facebook. On YouTube, no feedback was provided. On Facebook, the video received 4 likes and some positive comments saying the video was well-made and fun to watch. Other band members also received a few likes and positive comments when sharing photos on Facebook.
Focus group feedback
The document summarizes feedback from a focus group on various marketing materials created for a music project, including a music video, digipak, and magazine advertisement. Key feedback included:
1. The music video effectively captured the genre but could have benefited from more tempo variation. Shots and narrative structure were easy to follow.
2. Photos in the digipak were low quality but slides complemented each other well.
3. The magazine ad had an unintended "wanted poster" look but still worked as an ad and tied the package together representing the rock genre.
Survey analysis
The document summarizes the responses to a survey about a music video project. It discusses how most respondents said they would be interested in a video about friends hanging out, that the song choice fit well with the theme, and that mixing different locations was a positive idea. It also notes that respondents had varying opinions on editing techniques like layering clips. Overall, the feedback validated the core concepts and editing approach for the video project.
Media question 3 a2
The document discusses feedback received from various sources on a school project. [1] The teacher provided feedback on students' blogs, noting grammatical errors and suggested changes to videos. [2] Peers in a focus group commented positively on what they liked and disliked about music videos, and offered ideas on improvements such as adding a scene of a burning picture. [3] YouTube comments on a rough cut confirmed the project was on the right track.
Validity
Elise Woollard received feedback on a project from her classmates which could have been biased but they were knowledgeable about the criteria. She also got feedback from friends that was more positive due to familiarity. Her teaser trailer reached her target 15-24 year old global audience getting 79 views but only one comment, likely because most only watched it briefly. For future feedback, she thinks getting responses from a more global audience would provide less biased and more reliable perspectives.
Tuniv 200 hawo guyo powerpoint
This document discusses Goal 4 of the UN's Sustainable Development Goals, which is Quality Education. The author explains that this goal resonates with them because their parents sacrificed to bring them to the US for a good education. They want to assess the quality of education in their local Federal Way school district, particularly for immigrant students, and analyze what support those students receive. They feel they can personally contribute the most at the nearby Olympic View Elementary School, and think social media advocacy could help with this goal.
Unit 4 focus group write up
The focus group provided feedback on a film produced by the document's author. All four people who saw the film said they would watch it if it was a full-length feature and thought it touched on current world problems. Most thought the target age range was 12-21 due to some violence, and agreed it should receive a 12 age certificate. The author found the results predictable as the film seemed tailored to its target audience.
Final feedback analysis
The document provides feedback from a survey given after viewing a short film. It summarizes the responses to various questions:
- Feedback was mostly from females, so the creator aims to get a balanced gender mix next time.
- Feedback was not split by age groups, so the creator will target different age groups equally next time.
- Most viewers found out about the film through Facebook or word of mouth.
- Viewers' reasons for watching varied from recommendations to the creator's other work.
- Respondents unanimously agreed that the visuals worked well with the narrative.
- Cinematography and narrative were mostly rated 4-5 on a scale of 1-5.
Media Question
The document discusses feedback received from the target audience (ages 13+) during the production of an advanced media portfolio. Initial research involved distributing a questionnaire to gather early ideas. During shooting and editing of a music video, females from the target demographic provided input on what they would like to see. This feedback helped the creator understand how the audience wants to be perceived and informed decisions that led to a music video the demographic enjoyed. The effects of the research included ideas that were tailored to the target audience and assurance that the filming suited the song's message and lyrics.
What's hot (14)
Similar to What’ve you learnt from your audience feedback
Question 3
The document discusses feedback the creator received from their target audience on their country music video project. They conducted surveys and test screenings with their target demographic (mostly females ages 10-17) to gather feedback on their storyboard, rough cut, and finished video. The feedback indicated that the narrative was clear and appealing, and reflected conventions of the country music genre. Suggested improvements were minor, such as adding more lip syncing or guitar playing. Overall, the audience feedback validated that the creator successfully crafted a video matching their target demographic.
Q3 media a2 evaluation
The document discusses audience research the author conducted for their documentary project. They created a survey using Survey Monkey to understand audience preferences for documentary genres and conventions. The results showed that audiences preferred archive footage and interviews. The author also used the website Yougov to get deeper insights into which genres appealed to different demographics based on age, gender, and location. Peer and family feedback on draft tasks and the documentary itself helped the author improve their work and make it more suited to audience needs and preferences. Conducting various types of audience research through surveys, interviews, and feedback was beneficial for understanding what audiences want.
Q3 media a2 evaluation
The document discusses audience research the student conducted for their documentary project. They created a survey using Survey Monkey to understand audience preferences for documentary genres and conventions. The results showed that audiences preferred archive footage and interviews. The student also used the website Yougov to get deeper insights into which genres appealed to different demographics based on age, gender, and location. The student collected feedback through questionnaires, interviews, and focus groups, finding that each method had advantages and disadvantages for getting audience perspectives. Peer and family feedback on drafts and the documentary itself helped the student improve their work to better suit audience needs and preferences.
Quesrtion 3
The student conducted surveys and received feedback at multiple stages of creating a music video to understand their target audience and improve the video. Feedback indicated the target audience was mostly female ages 10-17 and they preferred a clear narrative over romance. Additional feedback helped the student improve editing techniques, add more lip syncing, and understand the video successfully appealed to and reflected the country music genre for its target audience.
Evaluation 3 - What have you learned from your audience feedback?
The student learned the importance of feedback from their audience through creating two drafts of a music video and receiving feedback on each. Feedback on the first draft revealed issues with fluency, narrative, and length. This prompted re-editing with improved footage and audio. Feedback from classmates and teachers on the second draft was more constructive and highlighted needed timing and quality improvements. Through this iterative process incorporating audience feedback, the student was better able to meet the needs of their target demographic and produce a higher quality final product.
Evaluation question 5
The document summarizes how the author attracted and addressed their audience for a project. They distributed their project on Facebook and YouTube to reach teenagers as well as the general public. They received positive feedback about the plot, scenes, and representation of the thriller theme. Some comments suggested improving the lighting and camerawork in some scenes. The author feels the positive comments validated elements of their audience research, which highlighted the target audience's preference for fast pacing and short cuts.
Question 3 what have you learned from your audience feedback
Sophie and Grace conducted focus groups and received audience feedback on their music video from multiple social media platforms to evaluate how effectively it appealed to their target demographic. Feedback indicated that aspects like varied camera angles, location shots, and filters distinguishing reality/imagination were effective. Suggested improvements included adding more shots of the romantic element and steadier camerawork. Analytics showed most viewers were from the UK and engagement was high, but could be higher in some parts. The feedback provided lessons on avoiding repetition and experimenting more with visual elements.
Evaqluation 3
The document discusses how an artist used audience feedback to improve their music video, album cover, and website. They conducted surveys and questionnaires to understand their target demographic and what types of videos those potential fans enjoyed. They also got feedback after showing an early version of the short film to classmates. This audience feedback highlighted that the artist needed to promote their video more on blogs and YouTube, make it easier to find, and target a wider non-hip audience. The feedback helped the artist focus on visual quality and their brand to create a popular product that met audience wants.
Question 3
The document provides feedback from audiences on a music video. Classmates felt the props, costumes, and studio filming were professional but that the lip syncing was off and performance lacked enthusiasm. Facebook comments praised elements like props/costumes matching the genre but advised improvements to lip syncing and performance energy. The creator learned that audience feedback is essential to evaluate success and attract target audiences. Different research methods like qualitative surveys and quantitative social media polling both have benefits to gather feedback.
Question 3
The document provides feedback from audiences on a music video. Classmates felt the props, costumes, and studio filming were professional but that the lip syncing was off and performance lacked enthusiasm. Facebook comments praised elements like props/costumes matching the genre but advised improvements like stronger performances. The creator learned audience feedback is essential to evaluate success and attract target audiences. Both qualitative and quantitative research have benefits for gathering feedback.
Q3 media a2 evaluation
The document discusses feedback received from an audience questionnaire about documentaries. Key findings include:
- Respondents preferred archive footage and interviews as codes/conventions. This informed including more interviews in the documentary.
- Genre preferences helped decide what genre the documentary would be.
- Asking about gender ensured the survey wasn't gender biased and allowed comparing male and female preferences.
Peer and family feedback on documentary drafts and ancillary tasks helped improve the products by highlighting ineffective areas and changes needed. The most useful feedback came from reviewing the documentary itself.
Q3 media a2 evaluation
The respondent conducted a questionnaire through Survey Monkey to understand audience preferences for documentary genres and conventions. Gender was the first question to avoid bias, and genres were ranked from most to least preferred. Archive footage and interviews were most popular requested elements. The respondent also used Yougov to analyze genre consumption by demographics like age, gender and location. Different research methods were used like questionnaires, interviews, and focus groups, each with advantages and disadvantages. Peer and family feedback on draft tasks and the documentary itself helped improve the products by highlighting needed changes to suit the audience.
Evaluation question 3 ppt
The document discusses audience feedback received for the film Tabula. It asked questions about first impressions, favorite parts, and areas for improvement. Audience members said they enjoyed the scary ending the most. Feedback indicated acting could be improved. Based on comments, the filmmakers shortened and improved acting for the final cut. Gathering feedback was limited by availability and recording equipment. Improving the setting and equipment for future feedback would make the process more professional. Audience testing is important for filmmakers to identify issues, make changes, and create the best possible final product.
Audience feedback
The document discusses feedback received on a music video and ancillary tasks from an audience of eight people. Key points from the feedback include that picture quality was poor in some scenes, lip syncing could have been better, and the video was repetitive in places. Positive feedback noted the variety of locations kept the video interesting and the black and white style created a moody tone. Feedback on ancillary tasks suggested including more photos of the singer and improving font clarity. The document agrees with most feedback and discusses lessons learned about quality, lip syncing, variety, and visual presentation.
Q3 media a2 evaluation
The student conducted a survey to understand audience preferences for their documentary. Questions asked about gender, preferred documentary genres, and desired codes and conventions. The majority preferred archive footage and interviews.
The student analyzed the results to select a genre and incorporate interviews. They also gathered peer feedback on draft tasks and the documentary through printed materials and interviews. This feedback helped identify improvements and ensure the products met audience needs.
Evaluation Question 3
The document discusses different methods the author used to gather audience feedback on a music video project, including a written questionnaire and face-to-face interviews. It compares the advantages and disadvantages of written versus face-to-face questionnaires. The author also notes limitations of the small sample size and age range of respondents. The feedback received informed improvements to the music video and helped the author understand how the target audience might receive the video.
Evaluation Q3
1) The author has learned to value external feedback more while working alone on coursework compared to working with a partner previously.
2) Receiving positive feedback on their work was reassuring for the author.
3) The author learned that using feedback to improve ideas and solutions is as important as using it to gauge the quality of work. Feedback, even just positive comments, can provide ideas to further enhance videos. Negative feedback can help identify problems to solve.
2. research (fmp) (1)11
Here is a summary of your research evaluation:
You conducted product research, questionnaires, and interviews to inform your audience profile and product design. The product research was very helpful to see what already exists and get ideas, but there was a limited sample size. The questionnaires provided valuable audience insights but you could have gathered more responses. The interviews gave detailed feedback. Overall the research methods provided useful information, but larger sample sizes could have provided even more insights.
Evaluation Question 3
The document discusses using a questionnaire created with Survey Monkey to gather opinions for a documentary. The questionnaire asked about gender and preferred documentary genres. The results showed that interviews and voiceovers were most popular documentary conventions. Peer feedback on drafts was also valuable, helping to improve designs and ensure the final product met audience needs. Focus groups and interviews could provide additional perspectives beyond what a questionnaire captures alone.
Evaluation 3
The document discusses the feedback received from audiences at different stages of creating a music video.
In the first stage, the creator asked audiences questions about 3 potential songs to understand which would appeal most to their target audience. Most popular was "Bad Decisions".
Next, research was done on fan sites of the artist to better understand the target audience.
The most useful feedback came after sharing the first draft video. Comments helped identify aspects audiences enjoyed and improvements needed to better fit the target genre and demographic. Suggested changes were incorporated into the final edit.
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STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISM
ABSTRACT: Huzhou has rich tourism resources, as early as a considerable development since the reform and
opening up, especially in recent years, Huzhou tourism has ushered in a new period of development
opportunities. At present, Huzhou tourism has become one of the most characteristic tourist cities on the East
China tourism line. With the development of Huzhou City, the tourism industry has been further improved, and
the tourism degree of the whole city has further increased the transformation and upgrading of the tourism
industry. However, the development of tourism in Huzhou City still lags far behind the tourism development of
major cities in East China. This round of research mainly analyzes the current development of tourism in
Huzhou City, on the basis of analyzing the specific situation, pointed out that the current development of
Huzhou tourism problems, and then analyzes these problems one by one, and put forward some specific
solutions, so as to promote the further rapid development of tourism in Huzhou City.
KEYWORDS:Huzhou; Travel; Development
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留信认证全称全国留学生信息服务网认证,隶属于北京中科院。①留信认证门槛条件更低,费用更美丽,并且包过,完单周期短,效率高②留信认证虽然不能去国企,但是一般的公司都没有问题,因为国内很多公司连基本的留学生学历认证都不了解。这对于留学生来说,这就比自己光拿一个证书更有说服力,因为留学学历可以在留信网站上进行查询!
B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径但认证只是个体行为不是所有留学生都操作所以没有办理认证的留学生的学历在国内也是查询不到的他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单就有了使用价值。却也灵机一动立马仰起头双手拢在嘴边朝楼上大喊：“爸爸爸——有人找——那人一听朝山娃尴尬地笑笑悻悻地走了山娃立马“嘭的一声将铁门锁死心却咚咚地乱跳当山娃跟父亲说起这事时父亲很吃惊抚摸着山娃的头说还好醒得及时要不家早被人掏空了到时连电视也没得看啰不过父亲还是夸山娃能临危不乱随机应变有胆有谋山娃笑笑说那都是书上学的看童话和小说时学的不管如何父亲再也不许山娃敞开门坐到门口了父亲递给山娃钥匙说一出门就将门山
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◇申请留学生创业基金
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2:同时对留学生所学专业登记给予评定
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4:这个认证书并且可以归档倒地方
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Factors affecting undergraduate students’ motivation at a university in Tra Vinh
ABSTRACT: Motivation plays an important role in foreign language learning process. This study aimed to
investigate student’s motivation patterns towards English language learning at a University in Tra Vinh, and factors
affecting their motivation change toward English language learning of non-English-major students in the semester.
The researcher used semi-structured interview at the first phase of choosing the participants and writing reflection
through the instrument called “My English Learning Motivation History” adapted from Sawyer (2007) to collect
qualitative data within 15 weeks. The participants consisted of nine first year non-English-major students who learning
General English at pre-intermediate level. They were chosen and divided into three groups of three members each
(high motivation group; average motivation group; and low motivation group). The results of the present study
identified six visual motivation patterns of three groups of students with different motivation fluctuation, through the
use of cluster analysis. The study also indicated a diversity of factors affecting students’ motivation involving internal
factors as influencing factors (cognitive, psychology, and emotion) and external factors as social factors (instructor,
peers, family, and learning environment) during English language learning in a period of 15 weeks. The findings of
the study helped teacher understand relationship of motivation change and its influential factors. Furthermore, the
findings also inspired next research about motivation development in learning English process.
KEY WORDS: language learning motivation, motivation change, motivation patterns, influential factors, students’
motivation.
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学校原件一模一样【微信：741003700 】《(Hull毕业证书)赫尔大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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The Impact of Work Stress and Digital Literacy on Employee Performance at PT ...
ABSTRACT :This research aims to analyze the correlation between employee work stress and digital literacy
with employee performance at PT Telkom Akses Area Cirebon, both concurrently and partially. Employing a
quantitative approach, the study's objectives are descriptive and causal, adopting a positivist paradigm with a
deductive approach to theory development and a survey research strategy. Findings reveal that work stress
negatively and significantly impacts employee performance, while digital literacy positively and significantly
affects it. Simultaneously, work stress and digital literacy have a positive and significant influence on employee
performance. It is anticipated that company management will devise workload management strategies to
alleviate work stress and assess the implementation of more efficient digital technology to enhance employee
performance.
KEYWORDS -digital literacy, employee performance,job stress, multiple regression analysis, workload
management
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Recently uploaded (10)
STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISM
STUDY ON THE DEVELOPMENT STRATEGY OF HUZHOU TOURISM
Factors affecting undergraduate students’ motivation at a university in Tra Vinh
Factors affecting undergraduate students’ motivation at a university in Tra Vinh
The Impact of Work Stress and Digital Literacy on Employee Performance at PT ...
The Impact of Work Stress and Digital Literacy on Employee Performance at PT ...
What’ve you learnt from your audience feedback
- 1. What’ve you learnt from your audience feedback
- 2. Facebook • I posted the youtube video version the group and I’s documentary to my facebook profile picture • This was so my friends and family could view the documentary and have their say on what they though of the video
- 3. What I learnt from this • Even though feedback may be biased and there was a huge lack of negative feedback due to the feedback being from my peers • As opposed to a scale of 1-5 survey facebook comments enabled the audience to articulate their points with greater clarity • Although a huge lack of constructive criticism via the social network I was able to see the positives and what could remain the same
- 4. EvalandGo • I put together a questionnaire for the public to answer • The questionnaire consisted of 15 questions • 5 regarding the actual documentary, 5 about the print advert and 5 about the radio advert • I used slider caps to clarify the meanings of ratings
- 5. What I learnt from this • Through this i found out what specifically what the audience thought the strongest and weakest points in the documentary as each had a separate category therefore clarified from each other • This allowed us to see what we would change and those things we could allow to remain itself
- 6. Youtube • I filmed my family watching the video of the documentary • After they had viewed the video I filmed their response • I asked a series of questions regarding their opinions and recorded it • https://youtu.be/2tWUzDKqUTc
- 7. What I learnt from this • Watching the reaction at the time gave a clear view of the actual reaction of the audience at the time of viewing gave us a first hand of how the audience reacted to the documenatary • I could clearly get spontaneous answers from viewers than pre-meditated and thought out answers therefore got a clearer view on the audiences opinion • I was able to specify which particular moment the audience member was reacting to