Seminar Overview
• Discussion on how cameras
can benefit your class
• Basic functions of a camcorder
• Tape formats
• Shot composition
• Memory card vs. tape
• Understanding Goals
• Performance of Understanding
• Assessment
How can cameras benefit my class?
• Students can use cameras to create videos
for projects.
• Teachers can use cameras to create training
videos or demonstrations.
• Teachers can tape students for the purpose
of displaying examples of previous projects
How can cameras benefit my class?
• Teachers can tape students for the purpose
of demonstrating student performance for
their self-evaluation.
• Teachers can tape themselves for the purpose
of evaluating their own performance.
• Teachers can tape short lessons in order
to enhance student understanding.
Basic Functions of a Camcorder
• Zoom – In and Out
– The process of using the automatic zoom mechanism on the
camera to bring the subject closer or further away.
• Iris
– Adjustable lens-opening mechanism, same as lens diaphragm.
This part of the camera’s lens allows light into the camera.
• Pressing (+) opens the iris, pressing (-) closes the iris.
• White Balance
– An internal function of the video camera that balances its colors using
a reference of all colors combined (white).
Basic Functions of a Camcorder
• Focus
– The degree to which light rays coming from the same part of an
object through different parts of the lens reconverge at the
same point on the film (or imaging) frame (or plane), creating
sharp lines and distinct textures.
• Record
– The process whereby the audio and/or video electronic signal is
used to arrange iron-oxide particles on the magnetic recording
tape to store a record of the electronic signal for later retrieval.
Video Formats
• VHSAn electronic system for recording video and audio information
on videocassettes.
• MINI DVDV is a video format launched in 1996, which encodes video onto tape in
digital format with intraframe compression, making it straightforward to
transfer the video onto computer for editing.
• DVDDVD (also known as "Digital Versatile Disc" or "Digital Video Disc") is a
popular optical disc storage media format. Its main uses are video and
data storage. Most DVDs are of the same dimensions as compact discs
(CDs) but store more than six times as much data.
Capturing from a DV Camera
• FIRE WIREThe IEEE 1394 interface is a serial bus interface standard for high-speed
communications and isochronous real-time data transfer, frequently used
by personal computers, as well as in digital audio, digital video,
automotive, and aeronautics applications.
Importing from
a Memory Card
MPEG Streamclip is a powerful free video converter, player, editor for Mac
and Windows.
•
It can play many movie files, not only MPEGs
•
it can convert MPEG files between muxed/demuxed formats for
authoring
•
it can encode movies to many formats, including iPod; it can cut,
trim and join movies.
You can use MPEG Streamclip to open and play most movie formats including
MPEG files or transport streams; edit them with Cut, Copy, Paste, and Trim; set
In/Out points and convert them into muxed or demuxed files, or export them to
QuickTime, AVI, DV and MPEG-4 files with more than professional quality, so
you can easily import them in a DVD authoring tool, and use them with many
other applications or devices.
Supported input formats: MPEG, VOB, PS, M2P, MOD, VRO, DAT, MOV, DV,
AVI, MP4, TS, M2T, MMV, REC, VID, AVR, M2V, M1V, MPV, AIFF, M1A, MP2,
MPA, AC3, ...
Shot Composition
Wide Shot-
Medium Shot-
Close Up-
Extreme Close Up-
Memory Card vs. Tape
Tape
•Pro-hard copy of footage
•Con-expensive
Flash Memory Card
•Pro-saves money.
•Tape is expensive.
•Con-You have to back up the
footage because its saved on a
flash card.
Video Editing• Video editing is the process of manipulating and
rearranging video shots to create a new work.
• Editing is usually considered to be one part of the post
production process
– Other post-production tasks include titling, color correction,
sound mixing, etc.
Understanding Goals
1. Teachers will understand the value of integrating video production into their
classrooms as a teaching tool: presenting subject-relevant videos to students.
–
How can I use video production in my class to help foster student understanding of my subject?
• This understanding goal involves understanding and possibly a change of attitude for
some. The goal is that teachers will realize the value of integrating video into their
classes. Teachers will understand that video can help students understand many different
subjects and that their digital native students will respond well to this medium. Teachers will
understand that video gives them the opportunity to differentiate their instruction, reach
different learners, and attract and keep their students’ attention.
2. Teachers will understand the value of having their students create their own video
projects in their classes, as a tool to help foster understanding of the subject
being taught (performances of understanding).
–
How will having students create their own videos help them to understand the curriculum I am
teaching in my class?
• This goal is related to understanding and also to a possible change in attitude: the goal is for
teachers to understand the value of having students create videos in their classes. A video can
be a “performance of understanding”: an opportunity for a student to showcase their
understanding of the subject matter by creating something with it.
3. Teachers will acquire the technical skills they will need to use the cameras and
video editing software they will need in order implement video production into
their classrooms.
–
How do I use video in my classroom? What tools will I need? Where do I begin?
Performance of Understanding
1.
Understanding Goal #1: Understand the value of integrating video into the classroom as a
teaching tool
•
Task 1: Research educational videos on YouTube. Find videos that would be valuable in your
class and share these with your peers. Provide feedback to peers
–
Technology used: Whiteboard for presenting videos, computers with internet connection to YouTube.
•
Task 2: After discovering which videos are valuable and useful, choose a topic you will be
teaching in one of your classes soon and find a video that relates to this topic. Again, present
for peer feedback (ongoing/formative assessment).
•
Task 3: Finally, create a lesson plan using this video. Feel free to use the Web Lesson Plan
Generator.
Example: http://www.youtube.com/watch?v=vXyUBaMVn6s
Performance of Understanding2. Understanding Goal #2: Understand the value of integrating video into the classroom as a
learning tool
•
Task 1: Find videos on YouTube that demonstrate student understanding of subject matter;
present for peer feedback.
–
Technology used: Whiteboard for presenting videos, computers with internet connection to YouTube.
•
Task 2: Locate a student-created video that provides an example of what your students could
create to help their understanding of your subject. Present for peer review.
•
Task 3: Create a lesson plan which requires students to create a video as a performance of
understanding.
Performance of Understanding3. Understanding Goal #3: Learn the technical skills needed to create videos and teach
students how to create videos.
A. Basic Camera Operation
• Task 1:Pick an object in the room and film it at 2 different angles. Bring shot back for
instructor critique.
• Task 2:Now finish the assignment by filming the object in the room we are standing in at 5
different angles. Post film on YouTube for review of classmates. (Rough Draft, Peer Critique
Utilizing YouTube)
• Task 3: Film an object in the room we are standing in at 5 different angles. Post film on
YouTube for review of classmates. (Final Draft)
B. Non-Linear Editing
• Task 1:Messing about (provide ongoing/formative assessment) Take the 5 clips from the
object in the room and capture that footage into Final Cut Pro for editing. Once in the edit
make each clip 6 seconds long and place a graphic explaining the camera angle. Place the
Rough Cut on YouTube for class and instructor critique.
• Task 2: Guided inquiries (provide ongoing/formative assessment) Take film from assignment
1 and add narration and copyright free music explaining the object that you filmed. Make
this cut of the film 45 seconds long and post on YouTube for review of classmates.
• Task 3: Culminating performance (provide a rubric) After reading and receiving feedback reedit original film this time cut your film for 30 seconds duration. Post film on YouTube for
review of classmates
Performance of Understanding•
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•
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C. Create a one-minute video
Task 1:Teachers will right down 5 lessons that they wish to expand content with students on.
Task 2:Teachers will pick 1 lesson and create a short video 15 seconds long. The video will
only contain text and narration.
Task 3: Teachers will then expand on this video by adding video, text, narration and music
culminating in a 1 minute video lesson.
Assessment
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•
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Formative/Ongoing Assessment
Formative/Ongoing assessment is provided throughout this unit via peer and instructor
feedback. The videos students select are presented to peers for feedback. This gives the
student the opportunity to revise their thinking on the subject and perhaps improve their
choice based on feedback. The lesson plan is also presented to peers for feedback. This will
also help the student to reflect on their performance and make improvements.
Formative/Ongoing assessment is provided at each stage of the lessons associated with
Understanding Goal 3, which is acquiring the technical skills needed to produce videos. The
lesson plan asks students to post their work on YouTube for peer and instructor feedback.
This will act as a peer and self-assessment which will help the student identify areas where
they are doing well and areas where they need to make improvements.
Assessment - Summative
Assessment- Summative
Assessment- Summative
References
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References
A.L.P.S. Education with New Technologies: Network Learning Community. Retrieved April 2,
2011 from http://learnweb.harvard.edu/ent/home/index.cfm
Blythe, T., & Associates (1998). The Teaching for Understanding Guide. San Francisco: JosseyBass.
Nguyen, T. (In Press) Teaching In an Open World: Adopting a Business Model.
Rubistar. Create Rubrics for your own Project-Based Learning Activities. (2000-2008)
Retrieved April 3, 2011
from http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=3#03