scholarly journals Spotlight on authentic learning: Student developed digital video projects

2006 ◽  
Vol 22 (2) ◽  
Author(s):  
Matthew Kearney ◽  
Sandy Schuck
Keyword(s):  
Digital Video ◽  
Authentic Learning ◽  
Ease Of Use ◽  
Video Production ◽  
Educational Technologies ◽  
Video Editing ◽  
Computer Technologies ◽  
Production Resources

<span>The recent convergence of video and computer technologies presents new opportunities and challenges in education. Video production resources such as cameras and video editing software are now widely available in many schools and homes. The ease of use of these resources has encouraged teachers to use them across the curriculum with students of all ages. Furthermore, students often find this work exhilarating and perceive these tasks as deeply relevant and highly contextual. This paper probes the authentic nature of student developed video projects and builds on the literature relating to authentic learning with new educational technologies.</span>

scholarly journals Coview: A Cooperative Architecture for Digital Video Editing

2006 ◽  
Vol 115 (11-12) ◽  
pp. 482-491 ◽  
Author(s):  
Benjamim Fonseca ◽  
Eurico Carrapatoso
Keyword(s):  
Digital Video ◽  
Video Editing

Creating Video Vignettes to Enhance Urban Design Learning

2012 ◽  
Vol 3 (4) ◽  
pp. 123-134 ◽  
Author(s):  
Kevin Romig
Keyword(s):  
Best Practices ◽  
Digital Video ◽  
Video Editing ◽  
High Definition ◽  
Video Cameras ◽  
Photographic Images ◽  
The Past ◽  
Design Learning ◽  
Short Video ◽  
Video Vignettes

Most classroom instruction related to urban geography and design relies heavily on static photographic images that highlight form, but don’t necessarily engage the idea of function. Because of the relative ease of digital video editing and the portability of high-definition digital video cameras, using instructor-collected video in the classroom is less-demanding than in the past. This paper highlights how short video vignettes can better elucidate urban concepts and explains best practices in crafting educational objectives and professional video products.

Research on Panoramic Digital Video Mosaic Algorithm

2011 ◽  
Vol 71-78 ◽  
pp. 3967-3970
Author(s):  
Hua De Huang
Keyword(s):  
Digital Video ◽  
Video Production ◽  
Video Technology ◽  
Paper Briefly ◽  
Advantages And Disadvantages ◽  
Registration Algorithm ◽  
Video Research ◽  
Image Registration Algorithm ◽  
Feature Line ◽  
Core Issues

The paper briefly sums up the digital video panorama stitching steps, core issues and common registration algorithm on the base research of panoramic digital video technology. Also image registration algorithm based on feature line segment ratio is applied to educational panoramic digital video production. Examples have shown that the algorithm has good results in convergence rate, accuracy, and workload and so on, which has proved valuable in the digital video research. The advantages and disadvantages of the algorithm are summarized for the further study.

scholarly journals VIDEODESIGN PRODUCTION: DEFINITIONS, STAGES AND MAIN COMPONENTS

2021 ◽  
pp. 54-62
Author(s):  
I. V. Dovzhenko ◽  
A. L. Yavorsky ◽  
I. A. Pastarnak
Keyword(s):  
Video Production ◽  
Practical Significance ◽  
Film Production ◽  
Video Editing ◽  
Methods Of Analysis ◽  
Independent Process ◽  
Post Production ◽  
Main Components ◽  
Definition Of

The purpose of the study is to define the characteristics of the concept of "videodesign production", to analyze the stages of videodesign production and identify their main components. Methodology. The research uses methods of analysis, synthesis, identification, formalization and systematization, which allow us to consider the videodesign production and its stages as hierarchically subordinate integrity. Results. The research of production through the prism of film, video production, cinematographic activity, film production is carried out. The definition of the term "videodesign production" is given. The distinctive characteristics between the terms "video production" and "film production", "videography", "video editing" are revealed. The main stages of videodesign production are established and analyzed, namely: "zero", pre-production, production, post-production, presentation. Their main components are identified. Scientific novelty. The research of videodesign as an independent process of videodesign product production is carried out, the definition of the term "videodesign production", its stages and main components is formulated. The practical significance of the study is due to the expansion and deepening of knowledge about videodesign in terms of its implementation through production. The processed information and materials allowed to determine the leading stages and components of the videodesign production and can be used in further research on videodesign.

Digital Video Presentation and Student Performance

2010 ◽  
Vol 6 (1) ◽  
pp. 17-29 ◽  
Author(s):  
Arjan Raven ◽  
Elke Leeds ◽  
ChongWoo Park
Keyword(s):  
Student Performance ◽  
Oral Presentation ◽  
Classroom Environment ◽  
Digital Video ◽  
Ease Of Use ◽  
Three Dimensions ◽  
Video Presentation ◽  
Class Presentation ◽  
The Impact ◽  
Presentation Skill

This paper reports the results of a confirmatory study of a Task Technology Fit (TTF) model. Three dimensions of fit:Task Match, Ease of Use, and Ease of Learning, are applied in the context of digital video tools use for oral presentation in a classroom environment. Students completed a digital video presentation that acted as a substitute for an in-class oral presentation. An existing survey instrument was adapted, and administered to the students to examine the impact on presentation skill and fit to task. Results confirm the adaptation of the TTF model and show significant relationships between variables. The model can be used in other task/technology combinations. Additional findings suggest that when there is a significant fit between digital video tools (technology) and improvement of oral presentation skills (task), student performance also improves. Digital video can be a useful alternative to in-class presentation when the goal is to improve presentation skill.

Teaching Off-Line Digital Video Editing On-Line

2012 ◽  
pp. 845-858
Author(s):  
Sarah Atkinson
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Digital Video ◽  
Virtual Learning Environment ◽  
Video Editing ◽  
Online Higher Education ◽  
Video Tutorials ◽  
On Line

This chapter focuses upon a case study of an online higher education intervention – an interactive resource the author has devised as an aid to the teaching and learning of undergraduate digital video editing (DVE). This resource specifically addresses drama and fiction postproduction principles, practice and techniques. The repository, which includes streamed materials available to download, guides the student through the film production process in a step-by-step way (for students), with suggested class based activities and tasks using the materials (for tutors). The resources include the script, all planning documentation, all production paperwork, and all rushes shot for different productions. The student/tutor navigates through these materials guided by a combination of voice-overs, video tutorials by those personnel involved in the production, and clips taken from the “making of” documentaries. This chapter explores the intervention within the wider context of higher education online teaching and through the lens of virtual learning environment pedagogic theory.

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