Presentation on theme: "Nedim Slijepcevic, Instructional Designer, Eastern Kentucky University Green Screen Video Production for Online Courses."— Presentation transcript:
Nedim Slijepcevic, Instructional Designer, Eastern Kentucky University Green Screen Video Production for Online Courses
Thank you for speaking at BbWorld ’09. Your efforts are what make BbWorld an event to remember! A few reminders: –We’ve included a two suggested slides to help you quickly introduce yourself and your institution. –Clients have told us that most effective presentations do not focus on institution specifics, but rather provide best practices that can be applied anywhere. So we encourage you to refer back to the learning outcomes you provided in your session proposal and focus on those highlights. –Your session is 45 minutes long – and there will likely be another session in your room immediately following yours, so please be aware of the time! Thank you!
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Who wants to print out a handout? Instead, check out my posts on the BbWorld ’09 Discussion Board at Blackboard Connections (http://connections.blackboard.com). I’ve posted:http://connections.blackboard.com –My PPT –Handouts –Rubrics/Tools/???? –Discussion board posts on this topic Want more? Be green!
Attendees will learn the following: –Successful implementation of educational videos in learning environment –Steps involved in a budget to moderate video production. –How to set up a video recording studio –Video editing techniques and how and where to gather resources from –Video exporting, compression and ultimately, deploying video to the end user What will you learn in this session?
Located in Richmond, Madison County, Kentucky, Eastern has a distinguished record of more than a century of educational service to the Commonwealth. –Students: 16,000 on campus –Products Used: Blackboard 9 Nedim Slijepcevic (Instructional Designer/Technologist) is a member of a Distance Education and Multimedia Services unit at college of Justice and Safety who is responsible for running and maintaining of 4 online degrees.
College of Justice and Safety online degrees –Corrections & Juvenile Justice Degree (MS & BS) –Safety, Security & Emergency Management (MS) –Bachelor's Fire & Safety Engineering Technology (BS) –Certificate in Fire & Safety Engineering Technology Around 350 online students
Common mistakes while deploying videos in an online environment Videos for online courses are often long clips of classroom lectures They often depict instructors teaching a lesson in a classroom Teaching aides (PPT, images, video clips) are often excluded from the video Videos are often encoded and delivered in a non accessible format. Files tend to be too large.
Why is it important to produce your videos? Videos produced in controlled and timed environment Instructors prepare the scripts in advance and record exactly what is needed Multimedia elements such as images, supplementary videos, PPT slides can be added during production All videos are delivered in a common format with similar file compression Online videos decrease student alienation and increase retention rates
EKU – CJJS Online course videos sampler
Techniques you just saw: Utilizing external video clips and imagery from sources such as: YouTube, Google video, Films.com, stock footage sites (Fotolia.com, iStockphoto.com etc.), clipart collections Utilizing animation and static imagery to clarify complex problems - Adobe Flash Scripted and non scripted training videos Mix of PowerPoint slides and chroma keyed video
Studio Equipment Camera Lavaliere microphone Green screen cloth (green screen, Datavideo or Reflecmedia fabric) Teleprompter Lighting LED preferred (cold, low energy, portable) or Halogen lamps (Very hot, minimum of 2000 watts, blinding)
Studio setup – Datavideo fabric with LED lighting speaker Cam teleprompter 50W
Studio setup – Datavideo fabric with LED lighting - sample
Preparations - script Prepare the speaker in advance by telling him/her what to expect during the shoot Script should be no more than 4-5 pages long (10-15 minutes) Make sure scripts are written in a conversational tone Avoid dating the scripts (e.g. on May 2 nd we will have an exam)
Preparations - speaker Avoid patterned shirts (checkers, stripes) Tell the speaker what to expect Relax the speaker with light conversation and jokes Make sure there are beverages available Always do a dry run (don’t tell them it’s a dry run ) Adjust the lights so they don’t blind the speaker Observe the speaker and give him/her hints after the dry run
Video shoot If new presenter – have someone run the teleprompter Observe the presenter and watch out for things such as Nervousness Overacting Not smiling Dry mouth Don’t be afraid to call “cut”, even if you are not sure if they missed the line or not. You have one chance for video shoot and Premiere is not Photoshop.
Putting it all together – post production Video production machine Windows machine with Matrox RT.X2 hardware accelerated video board Video storage (2-3 Terabytes, preferably in RAID configuration) Video editing software (Premiere CS3 or CS4)with chroma keying filter (Mattenee) and Moyea FLV video importer Adobe Photoshop, Irfanview Compression On2 Flix Pro (.Flv) and Apple QuickTime (.Mov)
Post production workflow Acquire raw footage Import video into production software Print out video scripts Identify key points in the lesson (script) Acquire images, videos or animations to depict key points Finalize production Export as DV footage Compress the DV footage in desired format Publish on the Web
Gathering resources Stock image services such as: Fotolia.com Istockphoto.com Photos.com Search engines such as: Google AltaVista Bing? Other handy resources: MS Word Clip art YouTube Films.com (Films for the Humanities & Sciences) Your own camera and Photoshop
Psychology behind video production Alan Paivio – Dual coding theory Information is best presented in dual channels – Visual and verbal (audio). Richard Mayer expanded on this and came up with theory of multimedia learning. Refer to Nine ways to reduce cognitive load in multimedia learning (Mayer, R. E. & Moreno, R. (2003) for a full list of design principles.
Psychology behind video production Avoid showing multiple visuals on the screen (speaker + text + narration). If you must, use with moderation. Avoid multiple verbal inputs (Speaker + narration + another audio channel (music, another speaker) Exclude extraneous materials (unnecessary glitter) Simultaneously present images with corresponding words/narration
Psychology behind video production Spatially connect words with images Avoid simultaneous textual and verbal redundancy Personalize your lessons/scripts Use “clean” design (simple backgrounds, virtual sets) Don’t be tempted by the excessive visual effects
Putting it all together
Exporting & Compressing your Footage Export in DV format (non compressed) Use the best quality when exporting Avoid exporting from video production software (Premiere) Use third party compression software to finalize your videos ON2 Flix Pro Sorenson Squeeze
Exporting & Compressing your Footage Compression is an art Determine you audiences average connection speed Based on average connection speed, experiment with various file bitrates and dimensions
CJJS Video Delivery System Flash streaming server Web server Content collection via Bb
Why are video lessons important Who
Why are video lessons important Who
Why are video lessons important Who
Why are video lessons important Thank you
About the presenter Nedim Slijepcevic is an Instructional Technologist at College of Justice and Safety (Eastern Kentucky University) where he is employed since His roles in University operations are course building, delivery and maintenance, media production and Web technologies. He completed his BS in Computer Information Systems and MS in Multidisciplinary studies from Buffalo State College, and he is currently working on his EdD in Instructional Systems Design from University of Kentucky.
References Dual Coding theory - coding_theoryhttp://en.wikipedia.org/wiki/Dual- coding_theory Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43-52