Intro to Educational Video Production (Distance)

EDUC77032 Intro to Educational Video Production (Distance) 15 Semester 2 Postgraduate Taught Level 7 Michael O'donoghue Unit coordinator Education 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 There are three broad themes to this course:Preparation: this theme introduces a series of definitions relating to video production and use for  educational purpose. Definitions are drawn from the available literature on the topic. These are developed for critical review and production process purpose. Preparation is also address in practical ways via a number of tasks/activities introduced to students during teaching sessions and which are completed outside of class. The creation of resources such as a video pitch (proposal), storyboards, scripts, and other, also come into this theme.Production: this theme follows a structured approach to video production (video creation) within an educational - context. Practical activities form a large part of this theme. Skills are developed over the period of teaching via a number of tasks set in classes and their subsequent analysis. Demonstrations of equipment and techniques can be followed up by students who can access camera and other video equipment from the multimedia technician. Video editing is included in the production theme and students are introduced to this by way of tasks set in class and online learning materialsPost-Production; In the same way as we ask students to develop a critical perspective when reading a text, the same is true when watching a video – this is referred to as developing a ‘critical eye’ in which students learn to view video resources from the point of view of production and not just content consumption. Students are asked to critique their own video coursework and integrate this with elements of literature they have been introduced to.Note: Coursework 1 draws on Preparation and Production themes above whist coursework 2 focus on the post-production theme. For the purposes of marketing, this unit provides an initial stepping stone into the world of professional video production which students can then further develop via a range of routes subject to their preference.         There are three broad themes to this course:Preparation: this theme introduces a series of definitions relating to video production and use for  educational purpose. Definitions are drawn from the available literature on the topic. These are developed for critical review and production process purpose. Preparation is also address in practical ways via a number of tasks/activities introduced to students during teaching sessions and which are completed outside of class. The creation of resources such as a video pitch (proposal), storyboards, scripts, and other, also come into this theme.Production: this theme follows a structured approach to video production (video creation) within an educational - context. Practical activities form a large part of this theme. Skills are developed over the period of teaching via a number of tasks set in classes and their subsequent analysis. Demonstrations of equipment and techniques can be followed up by students who can access camera and other video equipment from the multimedia technician. Video editing is included in the production theme and students are introduced to this by way of tasks set in class and online learning materialsPost-Production; In the same way as we ask students to develop a critical perspective when reading a text, the same is true when watching a video – this is referred to as developing a ‘critical eye’ in which students learn to view video resources from the point of view of production and not just content consumption. Students are asked to critique their own video coursework and integrate this with elements of literature they have been introduced to.Note: Coursework 1 draws on Preparation and Production themes above whist coursework 2 focus on the post-production theme. For the purposes of marketing, this unit provides an initial stepping stone into the world of professional video production which students can then further develop via a range of routes subject to their preference.   The unit aims to:To enhance students’ critical evaluation and analytical skills of educational video resources;  <ul><li>To gain experience in all aspects of the video production process within the education and training context  </li></ul> <ul><li>Be able to critically review video resources designed for use in training and educational contexts</li></ul> <ul><li>Gain experience in the process and practice of educational video production;</li><li>Develop skills in the operation of video production equipment and resources</li></ul> <ul><li>Enhance their personal written, visual, and presentation communication skills</li><li>Enhance their personal team work and project management skills</li></ul>  The unit draws on a range of teaching and learning approaches including:tutor and ‘expert’ led presentations (usually video recorded for DL students and asynchronous use by OC student);  small and large group discussions;  peer-assessment (e.g. peer feedback on students’ class-based video tasks);  workshops (e.g. on video interview techniques);  textual analyses (including visual texts); student-led presentations (e.g. on-camera).  This course unit requires active participation throughout.Coursework is created on an individual basis, but collaboration with other students is encouraged, in which each student takes on a lead director/producer role. This approach reflects that found in the video profession where production teams come together to complete specific activities and where one voice, the producer/director, is in charge. Each student has opportunity to take on this key role in this unit and can draw on the experiences of their peers as appropriate. Consequently, communication skills in a range of media are an important part of the work of video producers and directors. In this respect, the approach adopted here differs to group-work found on other units.   2 Written assignment (inc essay) 35% 8 Practical skills assessment 65% Feedback is available via VLE EDUC77032 DTCE DL Conditions (Programme 05872 & 07737) MA Digital Tech, Com & Ed DL MA Digital Tech Com & Ed DL PGDT Taught Component Optional MA Digital Techs, Comms and Ed MA Digital Techs, Comms and Ed PGDT Taught Component Optional N Bates, A.W. (1984) Broadcasting in Education: an evaluation, Constable.Bates, A.W. (2023) Teaching in a digital age, third edition. Pressbooks & TBA Ltd. Available online: https://pressbooks.bccampus.ca/teachinginadigitalagev2/Buckingham, D., Grahame, J. and Sefton-Green, J. (1995) Making media: Learning from media production, English and Media CentreCuban, L. (1986) Teachers and machines: The classroom use of technology since 1920, Teachers College Press. Fraser, P. and Oram, B. (2003) Teaching digital video production, BFI EducationGauntlett, D. (1996) Video critical: children, the environment and media power. Luton: University of Luton PressKellison, C. (2008) Producing for TV and new media: a real-world approach for producers, Focal Press.Kenworthy, C. (2015) Shoot like Spielberg: the visual secrets of action, wonder and emotional adventure: Michael Wise ProductionsKoumi, J. (2006) Designing video and multimedia for open and flexible learning. London: RoutledgeMayer, R. (2021) Multmedia Learning, Third Edition, CUP. Millerson, G. and Owens, J. (2008) Video production handbook, 4th edition, Focal PressMusburger, R. (2005) Single-camera video production, 4th edition, Focal PressNelson, R. and Bertlan, D. (2014) How to make science and nature films, Untamed Science.O'Donoghue, M. (2014) Producing video for Teaching and Learning, Routledge.Orgeron, D., Orgeron, M. and Streible, D. (2012) Learning with the lights off: Educational film in the United States. Oxford University Press.Pearl, M. (2017) The Solo Video Journalist, Focal press.Pinnington, A. (1992) Using video in training and education. London: McGraw-HillRabiger, M. and Hermann, C. (2020) Directing the documentary, 7th edition, Routledge.Sheppard, N.P. (2023) The Smartphone Filmmaking Handbook, Neil Sheppard Books.Sherman, J. (2003) Using authentic video in the language classroom. Cambridge: Cambridge University PressSpannaus, T. (2012) Creating Video for Teachers and Trainers: Producing Professional Video with Amateur Equipment: Pfeiffer press.Watts, H. (1992) Directing On camera: a checklist of video and film technique, AAVOWatts, H. (1997) On camera: Essential know-how for program makers, 2nd Edition, AAVO.Zorian-Lynn, J. (2001) Presenting for TV and video, A & C Black Publishers Ltd. Assessment practical exam 50 Lectures 24 Practical classes & workshops 30 0 46