Video+Technology

[|course based reflection wk 4 5363 multimedia completed.doc] Of all the courses in this program, this was the course I believed I would walk thru and have an easy time of it. I was very wrong. Even after 15 years of working with editing software, combined with my passion for all things multimedia, this course humbled me and made me really work for my grades. The course objectives were more aligned toward covering the many different components of video production, rather than simply the creation of an edited piece. Group collaboration was the element that made this course challenging. To complete the project, our group had to plan who would be responsible for the various parts of our final project. We communicated first by using a conference call for our main meeting. As follow-up communication, we utilized a group wiki site to exchange feedback. “Getting feedback helps us identify our narrative voice” (Lambert, 2007, p. 9). This was critical if we were going to convey the correct tone and meaning to our script and video. Using Web 2.0 tools gave me a better understanding of how beneficial they really are. We decided to create an Alcohol Awareness PSA since I could provide up to date details for the script. Once the script was written and the storyboard produced, we shot the scenes. I was in charge of post production using Pinnacle Studio 14. I chose this program because of past experience working with it as well as its ability, in post production, to allow the user to choose a video compression format that works well with YouTube. The greatest difficulty I had was getting scenes with enough variety of footage to allow for interesting and creative edits. Throughout the entire course, I learned to problem solve technical issues. One example was how to get video clips shot from another person to me. We used the site Rapid Share, which allowed us to send the video to each other, as the files were too big to be attached via traditional email. Another technical issue I encountered was how to embed the file into a wiki site since it was so large. Eventually we had to move from a free wiki site to a purchased site able to handle the megabytes of the post production video. Williamson and Redish state (2009), “technology competency is not a skill set that, once mastered, is static; rather, it is highly fluid” (p.21). That seemingly simple piece of information is what I will take from this assignment the most; be creative and continue to grow and learn. I am excited, though, that I now have used some of those acquired skills such as embedding video into wiki’s, sending large files with Rapid Share, compressing video and changing file extensions. I still have to rethink and, at times, rediscover the knowledge if a certain amount of time has elapsed. However, I do feel confident that I can figure out what to do to solve a problem because I’ve done it in the past. Repetition and practice is the key to efficiency. I’ve also had the opportunity to modify this assignment for use in my health class. We have a unit about Substance Abuse in which I asked my students, in groups, to write, edit, and produce a public service announcement about a topic on Substance Abuse. I now direct them to my course group wiki site, where they can exchange feedback and see all of our interactions, reflections, and pre and post productions on the topic. This helps them get a feel for the project and also models the use of technology integration for my students. According to Garrison (1999), “Media production engages and excites; it leads to unexpected discoveries, increased self-awareness and esteem, sharpened critical thinking and analytical skills, group work skills, and the ability to communicate ideas” ( p. 1). I’ve seen first hand with the substance abuse assignment how technology can help to accomplish these goals; I credit this course for much of my willingness to try it in the classroom. As one of my favorite hobbies, my personal interest and skill level in video editing is undoubtedly one of my main motivations to choose Educational Technology Leadership as my Master’s Degree. My father-in-law is also an ardent video editor. We can talk for hours on various subject matters concerning every part of pre and post production. Through this course, I’ve been able to show him some tricks I’ve learned, which has been rewarding and enjoyable for both of us. Currently,Highland Parkhas invested a great deal of time and money into a new video production studio that is all about pre and post production of quality student made video projects. As teachers, we have been encouraged to use this equipment in our coursework. I’ve begun work with our instructional technologist to design a lesson that utilizes my entire class in the design and production of an educational video concerning a current health topic. My challenge: how to assign all my students a task in the project that is both engaging and meaningful? References Garrison, A. (1999, Winter). Video basics and production project for the classroom. Center for Media Literacy. Retrieved July 23, 2011, from [] Lambert, J. (2007). Digital storytelling cookbook, p. 9. StoryCenter. Retrieved July 23, 2011, from [] Williamson, J. & Redish, T. (2009). //ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do//.Eugene,OR: International Society for Technology in Education. ||
 * ** A. ** Create a public service announcement for parents and community partners. Capture and integrate sound, video, and digital images; create RSS feeds; publish the final product on the web. Use short teacher and student interviews to focus on 21st century technology for engagement and achievement. ||
 * **Self-Assessment**
 * Learn as a Learner**
 * Life-Long Learner**