Handbook on Digital Video and Audio in Education - ATiT

<strong>Handbook</strong> on Digital Video and Audio in Education
case, you might want to call in professional help. In case of animations or specific
graphics, you might also need the skills of a trained designer. Make sure you have a
clear image for yourself what it is you want. (See the Part “Thinking About Educational
Video”.) Then make an appointment for a meeting with a producer. Go through your
script together, ask for a budget plan. Locations, shooting days, and deadlines can be
planned. The amount of participation from your side can vary, depending on the
production and the script. When capturing the material it can be very useful to assist the
editor in his task. As a teacher, you probably know best what is pedagogically essential
and what is less interesting. You can also assist while editing, but it is easier to make up
a plan together and make appointments for interim evaluations. This way you can still
adapt the editing to your wishes; where you want to add or cut. After finalisation of the
programme, meet with the producer, director or other specialists, to discuss and
evaluate the result. Pay attention to whether the form suits your content (with proper
preparation, this should be the case). Evaluate if the result is close enough to how the
production was planned. Most importantly, does it fulfil your educational goals? If you
want to distribute the programme, make clear appointments about the conditions. Who
are the right owners, are their rights claims dealt with?
2.2. SELF-PRODUCTION
Since the introduction of the Super 8mm film in 1965, moviemaking became accessible
for everybody. In 1983, Sony released Betamovie for consumers, the first camera with
built in recorder for the video amateur. Within a few years, the VHS-C format and the
8mm video were also introduced for the home movie market. While the editing of
analogue video was still a complicated and often frustrating undertaking in the eighties,
it is now much easier thanks to digitalisation. Producing audiovisual films with digital
technologies, while still a considerable work, is less costly and much easier than using
analogue equipment. Digital video cameras are smaller, cheaper and better, video editing
programmes usually have user-friendly interfaces. In the chapter “Tips for Producing
Video” you will find more on this subject.
2.3. STUDENTS MAKING VIDEO
Instead of asking your students to write a paper, let them make a video. This can for
example show the results of a study they had to perform or the reflection of a group
work, where you cannot guide them all the time. These movies are easy for the other
students to watch and discuss, during class time or over the Internet.
Evaluation is an important aspect of the process. It is easier to see other people’s
mistakes and good points than your own. This way the students can test what they see
on their own work. Be aware of time constraints. Producing good video is a time
consuming activity and students may not be able to engage properly if too rushed.
Nobody gains with mediocre work. A good experience in video production can inspire
them to use media in their future professional life.
Case study: Recordings of own performance by student teachers
Students in teacher training were asked to record themselves while teaching. From the
recordings, the students themselves selected short fragments that demonstrate how
they handle various situations. The fragments were placed in a VLE (Virtual Learning
Environment) together with comments on why the students selected specifically those
excerpts, on what they think is good about it and on what can be improved. Then a
question for feedback is proposed, so that the teacher and the students can discuss it.
As a result, the student formulates a plan for the future. The teacher from his part
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