Download - Marika Jones And Nick Birch

“Transforming abstract/theoretical concepts into video format, in order to enhance learning and teaching”

SEDA Conference, Aston University18 November 2011

Marika Jones

And

Nick Birch

Introducing…

Marika Jones

Has worked in video production at Aston University for 6 years

Nick Birch

Aston University’s Video Producer for 7 years

Started her career in Broadcast Television as a camera operator

Shot and directed an observational documentary nominated for an RTS Award in 2005

Credits include film, drama, documentary and popular factual entertainment programmes.

Has worked as a Researcher, Assistant Producer and Director for numerous TV Production Companies

Also worked as Producer / Director for corporate video production companies (clients include Cisco, Intel, CBSO, Codemasters, Birmingham City Council and the UK Film Council)

RTS Nominated in 2006 for Aston University’s Admissions video.

The Headlines

► Understand issues related to video production for learning and teaching

► Understand cultural factors related to the production of video

► Understand the issues related to the

communication of theoretical concepts for interpretation into visual format

► There will be a creative challenge

Coming up in the show...

►Do you actually need a video?


►Do you actually need a video?►What is the video for?


►Do you actually need a video?►What is the video for?►What is the message?


►Do you actually need a video?►What is the video for?►What is the message?►How do you make a video?


►Do you actually need a video?►What is the video for?►What is the message?►How do you make a video?►How can a video be used?


►Do you actually need a video?►What is the video for?►What is the message?►How do you make a video?►How can a video be used?►Who will watch it?


►Do you actually need a video?►What is the video for?►What is the message?►How do you make a video?►How can a video be used?►Who will watch it?►How will they watch it?


►Do you actually need a video?►What is the video for?►What is the message?►How do you make a video?►How can a video be used?►Who will watch it?►How will they watch it?►Does there need to be good communication?


►Do you actually need a video?►What is the video for?►What is the message?►How do you make a video?►How can a video be used?►Who will watch it?►How will they watch it?►Does there need to be good communication?►Is any of this remotely realistic or achievable?

Here’s one we made earlier

Case study 1

►“The Kidney Animation”►Aim: to address a specific learning need

(identified by tutor). Students had reached a learning threshold with their understanding about kidney function

►Project summary: An animated video about the Sodium Pump, using 2D graphics and a narrated voiceover, to be delivered via Blackboard

Case study 1 (continued)

►How should this be delivered?►Why?►How will it be used?►To what audience?►The planning

Case study 1

►Project summary

►An animated video about the Sodium Pump within the Kidney, using 2D graphics and a narrated voiceover, to be delivered via Blackboard.

Case study 1

►“The Kidney Animation”

►5 drafts of the script, including rewrites to allow sufficient onscreen timing

►The Professor provided narration voiceover.

Case study 1

►The Kidney and the Counter Current Multiplier

It’s a chat show...

Issues raised bythese examples andyour own experiences

“Lights, camera, action!”

►The Creative Challenge

►To make a video about one of the issues we have raised

►As literal or as oblique as you like.

►Criteria - to be filmed on Flip cameras and edited on the FlipShare software

- to run no longer than 60 seconds - in any style you like!

“You have been watching…”

Marika Jones

CLIPP Manager, Aston University

Nick Birch

Producer,Media & Learning Technologies, Aston University

[email protected] [email protected]

[email protected]