This is our final video product! We had a lot of fun putting this together and using many new tools to communicate with each other. My group included Nanette Chapa, Lynda Hoffpauir, Greg Kelly, and me, Kathy Wade. We started as a larger group and had to split because there were too many in the group. Our original group had decided to do the psa on the safety of children on the internet; our group focuses on older students and adults in our work, so we targeted that group with our video as well. Our final topic became tips on protecting yourself from identity theft.
Lynda was the director and narrator; Nanette began the script; Greg helped distill the script to the one-minute limit, shot the video, and provided some narration and a revised shot list. Kathy offered the first draft of the shot list, provided one of the video clips, and edited the video into its final form and posted it to the various locations on the internet.
We communicated largely through e-mail on a daily basis, but we also used the discussion feature of the wiki, created a group account on g-mail, held two video conferences using tokbox.com, and created a dropbox.com account for passing along our video and audio files. It was a unique experience in collaboration!
Monday, September 27, 2010
Week 5 Final Assessment: Course Reflection Responses
1. When we began this course I was expecting to learn about making videos and other multimedia files, but I was delighted to find that we actually got to create them ourselves. Creating the story, podcast, and video not only helped me learn about these kinds of media, but it also gave me practical, hands-on experience that I wished for but was not expecting.
This experience reminds me that we always learn better if we actually get to have hands-on practice with the material or skills to be learned. As Garrison said, “Media production engages and excites; it leads to unexpected discoveries, increased self-awarness and esteem, sharpened ciritcal thinking, analytical skills, group work skills, and ability to communicate ideas. Media production demands writing and rewriting, research, group effort, and clarity of thought.” These are all skills that I developed in myself through this course. As technology leaders in our schools, we need to provide these kinds of experiences for our students, as well.
Other outcomes I was not expecting were the use of web 2.0 tools to collaborate with a group to complete a video. I was quite skeptical about the experience in the beginning, but it was a great learning experience.Garrison, A. (1999, Winter). Video basics and production projects for the classroom. Center for Media Literacy. Retrieved April 6, 2009, from http://www.medialit.org/reading_room/article3.html.
2. Teaching technology courses is my position in my high school; I teach Web Mastering, Digital Interactive Media, Business Information Management, and Desktop Publishing (aka yearbook). The skills we have learned in this class are extremely relevant for the work that I do—so much so that I adapted the storytelling assignment for the students in my DIM class. Some of my students were very excited to work on an assignment of this nature while others simply did it because it was assigned, and one young man chose not to do it at all.
The course outcomes dealing with the web 2.0 tools to communicate with other members of a group were not things that I currently do, but using them to collaborate in this manner opens a big new world of possibilities for working with peers or students. As we worked together sharing large files, we had to find a way to get them to each other and avoid the size limitations in e-mails, etc. We found dropbox.com, and this is a tool I can use to share yearbook pictures with our local newspaper without size limitation hassles.
3. After reading through the Learning and Performance Outcomes in the course syllabus, I believe I have achieved all of the outcomes. However, I would like to achieve a higher level of mastery of them. Patti Shank says, “Presenting instruction in multiple media can be more effective than doing it through a single medium. . ., but what is important is combining media effectively, not merely adding media.” (p. 1) Learning more about media and its capacities, strengths, and weaknesses for particular applications is important for good instruction. Adding media for its own sake does little to enhance the learning experience. Shank goes on to say, “And, if it is not done thoughtfully and well, it can add needless complexity and provoke frustration.” (p. 1) Therefore, persuing mastery of each of the learning outcomes would enable me to put together a good media learning experience rather than a frustrating one.
Shank, P. (n.d.). the value of multimedia in learning. Think Tank. Retrieved May 5, 2009, from http://www.adobe.com/designcenter/thinktank/valuemedia/
4. The course assignments stretched my skills in using the various media forms required, but I was able to complete them all successfully.
The course readings were helpful in completing the assignments. In the storytelling assignment I was able to conquer my “writer’s block” when I read Lambert’s descriptions of various kinds of stories, including questions to start the ideas flowing. For example, Lambert describes how to write a story about an important place in one’s life, and one of the questions is, “Was there a defining experience at the place?” (p. 7) Even if the writer has no answer for this particular question, these kinds of questions help us open our minds to other questions that do help us to write our piece.
The narration tips in the Project 4 guide were very helpful, too. Using short sentences, marking the pauses, and practicing the recording process were all tips that helped our group successfully record our video narration. (Adobe, Voicing Narrations, p. 1)
Lambert, J. (2007, February). Digital storytelling cookbook, 1-30. Story Center. Retrieved April 4, 2009, from http://www.edutopia.org/use-digital-storytelling-classroom.
Adobe (n.d.). Project 4:Public service announcement. Retrieved on April 9, 2009, from http://www.adobe.com/education/instruction/teach/digitalvideo/dvcg_cs4_project4_a4.pdf.
5. This course taught me that group work isn’t all that bad! I have tended to shy away from group work because of the old adage, “If you want it done right, do it yourself.” I have a tendency to be a perfectionist and to think that my way is the best way. Our group didn’t take all my suggestions, came up with many of their own, and it all turned out very well. In the process we learned about several web 2.0 tools that are not only useful but free, and I’ll be able to make use of them both personally and professionally.
I found that leadership in a group doesn’t have to be centered in one person; it can bounce around from person to person and the group will still function well. In week 5 we watched a video by Randy Nelson in which he said that in group work we need to take what has been done and “plus” it, and we need to make our partners look good. That is a great rule for group work, and if we would all apply it to all of our relationships we would stop a lot of petty squabbling and drama.
Nelson, R. (2008). Learning and working in the collabaorative age: A new model for the workplace. Edutopia. Retrieved April 23, 2009, from http://www.edutopia.org/randy-nelson-school-to-career-video.
This experience reminds me that we always learn better if we actually get to have hands-on practice with the material or skills to be learned. As Garrison said, “Media production engages and excites; it leads to unexpected discoveries, increased self-awarness and esteem, sharpened ciritcal thinking, analytical skills, group work skills, and ability to communicate ideas. Media production demands writing and rewriting, research, group effort, and clarity of thought.” These are all skills that I developed in myself through this course. As technology leaders in our schools, we need to provide these kinds of experiences for our students, as well.
Other outcomes I was not expecting were the use of web 2.0 tools to collaborate with a group to complete a video. I was quite skeptical about the experience in the beginning, but it was a great learning experience.Garrison, A. (1999, Winter). Video basics and production projects for the classroom. Center for Media Literacy. Retrieved April 6, 2009, from http://www.medialit.org/reading_room/article3.html.
2. Teaching technology courses is my position in my high school; I teach Web Mastering, Digital Interactive Media, Business Information Management, and Desktop Publishing (aka yearbook). The skills we have learned in this class are extremely relevant for the work that I do—so much so that I adapted the storytelling assignment for the students in my DIM class. Some of my students were very excited to work on an assignment of this nature while others simply did it because it was assigned, and one young man chose not to do it at all.
The course outcomes dealing with the web 2.0 tools to communicate with other members of a group were not things that I currently do, but using them to collaborate in this manner opens a big new world of possibilities for working with peers or students. As we worked together sharing large files, we had to find a way to get them to each other and avoid the size limitations in e-mails, etc. We found dropbox.com, and this is a tool I can use to share yearbook pictures with our local newspaper without size limitation hassles.
3. After reading through the Learning and Performance Outcomes in the course syllabus, I believe I have achieved all of the outcomes. However, I would like to achieve a higher level of mastery of them. Patti Shank says, “Presenting instruction in multiple media can be more effective than doing it through a single medium. . ., but what is important is combining media effectively, not merely adding media.” (p. 1) Learning more about media and its capacities, strengths, and weaknesses for particular applications is important for good instruction. Adding media for its own sake does little to enhance the learning experience. Shank goes on to say, “And, if it is not done thoughtfully and well, it can add needless complexity and provoke frustration.” (p. 1) Therefore, persuing mastery of each of the learning outcomes would enable me to put together a good media learning experience rather than a frustrating one.
Shank, P. (n.d.). the value of multimedia in learning. Think Tank. Retrieved May 5, 2009, from http://www.adobe.com/designcenter/thinktank/valuemedia/
4. The course assignments stretched my skills in using the various media forms required, but I was able to complete them all successfully.
The course readings were helpful in completing the assignments. In the storytelling assignment I was able to conquer my “writer’s block” when I read Lambert’s descriptions of various kinds of stories, including questions to start the ideas flowing. For example, Lambert describes how to write a story about an important place in one’s life, and one of the questions is, “Was there a defining experience at the place?” (p. 7) Even if the writer has no answer for this particular question, these kinds of questions help us open our minds to other questions that do help us to write our piece.
The narration tips in the Project 4 guide were very helpful, too. Using short sentences, marking the pauses, and practicing the recording process were all tips that helped our group successfully record our video narration. (Adobe, Voicing Narrations, p. 1)
Lambert, J. (2007, February). Digital storytelling cookbook, 1-30. Story Center. Retrieved April 4, 2009, from http://www.edutopia.org/use-digital-storytelling-classroom.
Adobe (n.d.). Project 4:Public service announcement. Retrieved on April 9, 2009, from http://www.adobe.com/education/instruction/teach/digitalvideo/dvcg_cs4_project4_a4.pdf.
5. This course taught me that group work isn’t all that bad! I have tended to shy away from group work because of the old adage, “If you want it done right, do it yourself.” I have a tendency to be a perfectionist and to think that my way is the best way. Our group didn’t take all my suggestions, came up with many of their own, and it all turned out very well. In the process we learned about several web 2.0 tools that are not only useful but free, and I’ll be able to make use of them both personally and professionally.
I found that leadership in a group doesn’t have to be centered in one person; it can bounce around from person to person and the group will still function well. In week 5 we watched a video by Randy Nelson in which he said that in group work we need to take what has been done and “plus” it, and we need to make our partners look good. That is a great rule for group work, and if we would all apply it to all of our relationships we would stop a lot of petty squabbling and drama.
Nelson, R. (2008). Learning and working in the collabaorative age: A new model for the workplace. Edutopia. Retrieved April 23, 2009, from http://www.edutopia.org/randy-nelson-school-to-career-video.
Monday, September 20, 2010
Week 5 MM & VT Web Conference reflection
In this web conference one of the main questions was,"How many narrators should we have for the video?" Dr. Abernathy said we should have at least two narrators so that we would gain experience in sharing files over distances and we would include more people in the production of the video. Another question Dr. Abernathy asked was about the importance of file extensions. It was a good reminder to us that we have many choices and we must look ahead to see what is compatible with the site where we intend to upload our finished video.
It was my job to edit the video for our group, and my group members made it pretty easy to do because of their quality work. Two members both recorded the narration so that I could cut it up and use it where it was needed and we would fulfill the multiple narrators requirement. The video was well done and easy to edit and match with the narration and the text.
It was my job to edit the video for our group, and my group members made it pretty easy to do because of their quality work. Two members both recorded the narration so that I could cut it up and use it where it was needed and we would fulfill the multiple narrators requirement. The video was well done and easy to edit and match with the narration and the text.
Week 3 MM & VT Web Conference Reflection
This week Dr. Abernathy fielded many questions about how we are to work in groups to accomplish our video PSA. Many people asked questions about the length of the video, how the roles are assigned to group members, how we are to communicate with our group members, how we are to share files, and similar issues. It was good to hear Dr. Abernathy's answers and realize that our group was on the right track.
I have usually shied away from group work in my educational experiences and I don’t use it very much in teaching, either. Since this group work would all be long-distance I was interested to see how it would go. Our group worked very well together, getting our assignments done in a timely manner and working together through web conferencing and e-mails. I think the maturity level of students in a masters level course is far advanced from that of sophomores in high school and that makes a great difference in the outcome of group work. This was a good experience for me.
I have usually shied away from group work in my educational experiences and I don’t use it very much in teaching, either. Since this group work would all be long-distance I was interested to see how it would go. Our group worked very well together, getting our assignments done in a timely manner and working together through web conferencing and e-mails. I think the maturity level of students in a masters level course is far advanced from that of sophomores in high school and that makes a great difference in the outcome of group work. This was a good experience for me.
Week 1 MM & VT Web Conference reflection
Week 1 web conference was a good chance to get a feel for the course and the direction in which we're going. Dr. Abernathy clarified some issues and reminded us to go by the new, revised syllabus rather than the one posted in the courseware. Students asked a number of questions about the video assignment and how we are to work with a partner; Dr. Abernathy's answers were very helpful.
The assignment to do a personal digital story was a lot of fun. Since the time limit was set at three minutes, it was challenging to contain the pictures and narration to that time frame. The time limit caused me to distill the important information and cut out the fluff. I’m sure that people would prefer to listen to a story that is to the point rather than one that contains unnecessary details that tend to bog the story down.
The assignment to do a personal digital story was a lot of fun. Since the time limit was set at three minutes, it was challenging to contain the pictures and narration to that time frame. The time limit caused me to distill the important information and cut out the fluff. I’m sure that people would prefer to listen to a story that is to the point rather than one that contains unnecessary details that tend to bog the story down.
Monday, September 6, 2010
Podcast Review of ZS4 Video Editor
This is my audio monologue about the ZS4 Video Editor software package that is a free open source program you can download. It's quite powerful if you have the time to conquer it!
Review of ZS4 Video Editor
Review of ZS4 Video Editor
Week 2 Reflection--MM & VT Web Conference
The web conference this week was very helpful. Dr. Abernathy clarified several issues in the Week 2 assignment that were confusing to me. Listening to other students' questions and answers is usually quite helpful, too, and this web conference was no exception. Since I am a procrastinator, it is a heads-up to me to hear other students asking about the next week's assignment. It usually prompts me to action!
Also in week 2 we were to review two open source video editing programs, practice using them to edit video clips, and create a podcast tutorial of how to get started with one of the programs. The podcast was to be done in Audacity in order to prepare us to use Audacity to record our voice-over narration for our group video. This assignment engaged us in several different activities that served to acquaint us with various media that can work together to provide a great multi-media experience.
Also in week 2 we were to review two open source video editing programs, practice using them to edit video clips, and create a podcast tutorial of how to get started with one of the programs. The podcast was to be done in Audacity in order to prepare us to use Audacity to record our voice-over narration for our group video. This assignment engaged us in several different activities that served to acquaint us with various media that can work together to provide a great multi-media experience.
Sunday, September 5, 2010
Review of Second Open Source Video Program: ZS4 Video Editor
ZS4 is formerly known as Zwei-Stein.
Relationship to Learning
This is a very powerful video editing program but it is not at all intuitive. Previous experience with other video editing programs would be very helpful; otherwise, expect to spend several hours learning the ins and outs of using this program. There are many new features and choices for how to construct your video in this program. These include combining effects and applying them to multiple tracks at once, and text strings that act like video clips. Anyone who can master this program will be able to create some intriguing videos; learning it will create a sturdy foundation for any future video editing, even as the programs continue to evolve.
Starting
To get video into the program you must import the files. ZS4 does not have a utility for capturing video. When importing files, if the file shows up in the import menu, it will open in the program. After importing, the entire clip or a portion of it can be selected and moved into a track.
Tracks
Each element added to the video has its own track, including effects. Any track can be a child of any other track and the arrangement of them controls how the video is played.
Effects
Effects can be moved, copied, pasted, and used to affect multiple tracks at the same time. A sample video shows clips playing on top of each other, fading in and out.
Text
Text strings can be placed in the video and treated just like video tracks. They can do things like fade in or out and can be manipulated just like other video/picture tracks.
Miscellaneous
The speed and color hue of a clip can be changed and zoom and pan can be employed for more variation in your video.
Help and Support
There are a number of tutorial videos as well as written documentation detailing how to use the program. In addition, there is a user forum organized by topics that would be very helpful for a new user. Help and support are very important. Siegchrist (n.d.) offers this advice: “Before making a purchase, find out what kind of telephone and online support the software manufacturer offers. User forums and blogs are also useful resources when you experience difficulty . . .” (pp. 1-2) The ZS4 video software is well supported.
File Extensions
Audio files will carry the .wav extension while video files will be in the .avi format.
Siegchrist, G. (n.d.). Before you buy video editing software. About. Retrieved on April 12, 2009, from http://desktopvideo.about.com/od/editingsoftware/bb/ Buyeditsoftware.htm
Relationship to Learning
This is a very powerful video editing program but it is not at all intuitive. Previous experience with other video editing programs would be very helpful; otherwise, expect to spend several hours learning the ins and outs of using this program. There are many new features and choices for how to construct your video in this program. These include combining effects and applying them to multiple tracks at once, and text strings that act like video clips. Anyone who can master this program will be able to create some intriguing videos; learning it will create a sturdy foundation for any future video editing, even as the programs continue to evolve.
Starting
To get video into the program you must import the files. ZS4 does not have a utility for capturing video. When importing files, if the file shows up in the import menu, it will open in the program. After importing, the entire clip or a portion of it can be selected and moved into a track.
Tracks
Each element added to the video has its own track, including effects. Any track can be a child of any other track and the arrangement of them controls how the video is played.
Effects
Effects can be moved, copied, pasted, and used to affect multiple tracks at the same time. A sample video shows clips playing on top of each other, fading in and out.
Text
Text strings can be placed in the video and treated just like video tracks. They can do things like fade in or out and can be manipulated just like other video/picture tracks.
Miscellaneous
The speed and color hue of a clip can be changed and zoom and pan can be employed for more variation in your video.
Help and Support
There are a number of tutorial videos as well as written documentation detailing how to use the program. In addition, there is a user forum organized by topics that would be very helpful for a new user. Help and support are very important. Siegchrist (n.d.) offers this advice: “Before making a purchase, find out what kind of telephone and online support the software manufacturer offers. User forums and blogs are also useful resources when you experience difficulty . . .” (pp. 1-2) The ZS4 video software is well supported.
File Extensions
Audio files will carry the .wav extension while video files will be in the .avi format.
Siegchrist, G. (n.d.). Before you buy video editing software. About. Retrieved on April 12, 2009, from http://desktopvideo.about.com/od/editingsoftware/bb/ Buyeditsoftware.htm
Thursday, September 2, 2010
Review of VirtualDub1.9.9 video editing software
VirtualDub
Relationship to Learning
Using VirtualDub is easier if you are already familiar with video editing software. The menu bar across the top is similar to many Windows-based programs so those familiar with that look will be able to use the menus easily. What is new in this program is the frame counter across the bottom of the window and some buttons that are unique to this program. Screen tips are slow to show themselves but do eventually pop up when the mouse hovers over a button. If you are new to video editing this is a relatively good starter program because it is basic and has few choices to deal with. As you exhaust the capabilities of this program you will be ready to move on to other, more full-featured programs for editing videos in the future.
General observations
The developer says this is "proof that I had too much free time in college." VirtualDub is an easy download from http://www.virtualdub.org/download.html. To install it you must go to the saved file, unzip it, and figure out which of the three application files is the correct one that installs the program since no installation wizard is included. There is no glitz or glam about this program, but if you have used video editing software before you will be able to use this without much assistance. If you do need the help menu, however, you may be out of luck; it did not download with the program in my installation.
Video
To begin editing, you first open a video clip; capture video is not available. It is not clear how to get more than one clip in the program at a time; in fact it doesn't seem to be possible. There are no transitions available, either, which would be pointless if you can't append clips. This is the biggest weakness of the program; in fact, Lonnquist (1994) says that "To connect shots into a sequence that tells a story or records an event . . ." is one of the main functions of editing software, so this is a major drawback for this program.
There are a few video tools available: filters, frame rate, color depth, compression, range selection, recompression, direct stream copy, and smart rendering. Selecting and cutting unwanted frames is easily accomplished with buttons that allow you to step forward and backward as slowly as one frame at a time, then you can delete the selection. This seems to be the program's strength.
Audio
Rather than having a separate track for the audio, it is interleaved with the video. You can add audio from another file but it replaces any audio already in the clip. Background music, additional voice overs, or other types of audio effects are not possible. You can show or hide the audio graphics bar, but you cannot select and edit portions of the audio. Audio tools available are limited and include: interleaving, compression, filtering, conversion, volume, no audio, source audio, audio from other file, direct stream copy, and full processing mode.
File Extensions
Video files will be in the .avi format; audio files will be either .mp3 or .wav files.
Lonnquist, J. (1994, November). The art of the edit. Videomaker. Retrieved on April 6, 2009, from http://www.videomaker.com/article/1691/
Relationship to Learning
Using VirtualDub is easier if you are already familiar with video editing software. The menu bar across the top is similar to many Windows-based programs so those familiar with that look will be able to use the menus easily. What is new in this program is the frame counter across the bottom of the window and some buttons that are unique to this program. Screen tips are slow to show themselves but do eventually pop up when the mouse hovers over a button. If you are new to video editing this is a relatively good starter program because it is basic and has few choices to deal with. As you exhaust the capabilities of this program you will be ready to move on to other, more full-featured programs for editing videos in the future.
General observations
The developer says this is "proof that I had too much free time in college." VirtualDub is an easy download from http://www.virtualdub.org/download.html. To install it you must go to the saved file, unzip it, and figure out which of the three application files is the correct one that installs the program since no installation wizard is included. There is no glitz or glam about this program, but if you have used video editing software before you will be able to use this without much assistance. If you do need the help menu, however, you may be out of luck; it did not download with the program in my installation.
Video
To begin editing, you first open a video clip; capture video is not available. It is not clear how to get more than one clip in the program at a time; in fact it doesn't seem to be possible. There are no transitions available, either, which would be pointless if you can't append clips. This is the biggest weakness of the program; in fact, Lonnquist (1994) says that "To connect shots into a sequence that tells a story or records an event . . ." is one of the main functions of editing software, so this is a major drawback for this program.
There are a few video tools available: filters, frame rate, color depth, compression, range selection, recompression, direct stream copy, and smart rendering. Selecting and cutting unwanted frames is easily accomplished with buttons that allow you to step forward and backward as slowly as one frame at a time, then you can delete the selection. This seems to be the program's strength.
Audio
Rather than having a separate track for the audio, it is interleaved with the video. You can add audio from another file but it replaces any audio already in the clip. Background music, additional voice overs, or other types of audio effects are not possible. You can show or hide the audio graphics bar, but you cannot select and edit portions of the audio. Audio tools available are limited and include: interleaving, compression, filtering, conversion, volume, no audio, source audio, audio from other file, direct stream copy, and full processing mode.
File Extensions
Video files will be in the .avi format; audio files will be either .mp3 or .wav files.
Lonnquist, J. (1994, November). The art of the edit. Videomaker. Retrieved on April 6, 2009, from http://www.videomaker.com/article/1691/
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