Group Admins
Description
From personal feedback to documentary like productions, there is now a resurgence in interest around video which is quite strongly felt by institutions involved in Massive Open Online courses (MOOCs), but also throughout the education spectrum.
The Enhanced Learning and Innovation Production team (ELIP) have been working on a range of video productions for MOOCs and typical heavy users within the university. We would like to share the challenges we faced and the techniques that have proved most effective with practitioners, technical teams and researchers alike. These have been informed by the work in both the HE sector and Broadcast.
We aim to lower the threshold for academics to be involved from a personal and technological perspective. Investigate how to minimise the resource investment and production time. Show examples of our work and provide cost / time estimates and planning guides.
After this session you should come away with a handful of ideas that could improve your approach to either being filmed or planning film use within an education project.
The use of video is no longer the preserve of technicians with special equipment, most people now own a smart phone that can be used to create, edit and consume video material 24/7, (Read & Lancaster, 2012). The DIY approach provides a level of intimacy with the learner that is perhaps difficult to replicate in large scale productions, but requires enthusiastic, motivated and technically competent teachers. For some practitioners the technical and personnel challenges are great, to this end how can production teams help?
There are featured articles on the web (JISC digital media, 2014) which are designed to support academics record their lectures’/tutorials in a range of ways which are not that dissimilar from the historic guidance (Kinross, et al., 1968). Conversely the demands for high quality videos to support MOOCs mean that enabling academics to come across well on video is becoming a high priority. The session will also be an opportunity to discuss the relative merits of the different approaches in the wide range of educational contexts.
References
JISC digital media, 2014. infokit: Video Production. [Online]
Available at: http://www.jiscdigitalmedia.ac.uk/infokit/video-creation
[Accessed 25 March 2014].
Kinross, F., Hall, G. & Murray, P., 1968. Television for the teacher. London: Hamish Hamilton Ltd.
Read, D. & Lancaster, S., 2012. Unlocking video: 24/7 learning for the iPod generation. Education in chemistry, pp. 13-16.
Authors
| Name | Justin Steele-Davies |
| Affiliation | Centre for Innotation in Technologies and Education University of Southampton |
| Country | United Kingdom |
