1. Course Overview EDT 522 Instructional Design & Evaluation II

2. OVERVIEW Introductions Puzzle Watch/listen to some video clips –Discuss quality indicators Syllabus

3. INTRODUCTIONS Name Teaching/professional experience Experience with video and audio

4. PUZZLE Tower puzzle Object = remove the ring Don’t tie it up in knots please! Take a few minutes Solved or unsolved we’ll stop and discuss video modeling

5. VIDEO MODELING Instructional strategy/technique Teacher-made desktop video production Students with autism Camera as: –Point of view –Actual student engaged in task –Peer models One requirement in EDT 522 is video project on teaching strategy Here’s my video model

6. WATCH/LISTEN VIDEO CLIPS 4 clips Watch one, then discuss First –Local access production Second –CCSU production Third –Regional affiliate Fourth –Network

7. First, one from local access Simsbury, CT http://simsburytv.org/video/6288040CT http://simsburytv.org/video/6288040 Online clip of Design Review Board Special Meeting of August 2, 2012 Set up: –Group of individuals around table –Split screen shot of two individuals video conferencing –We will operate under assumption that goal of video is to share the Design Review Board Special Meeting with the community Questions: –How many cameras (or camera positions) for the group around table? –Where are cameras for the group around table? –For the group around table, how well do the camera shots help communicate the information/meeting? –What other aspects of the group component help or detract the communication? –Compare the composition of the two individuals for the split shots. –What aspects of the split shots (composition, camera placement, setting) help or detract from the communication? –What aspects of the graphics (lower third Design Review Board Meeting) help or detract from the communication? –Evaluate the overall audio quality.

8. Second, one from CCSU Television show I co-developed with Jesse Turner from Reading Department Highlight faculty/staff collaboration, work, community engagement… Taped live to tape, edited in my office, add titles, lower-third, credits in post-production Questions: Evaluate the title sequence. Evaluate the audio quality overall, any extraneous sounds? Evaluate the video quality overall, any extraneous visual elements? How do the camera shots/composition work? Does hosts’ non-verbal language communicate interest in the guest? Does hosts’ verbal language ever interfere with guest’s participation in interview? Is there coordination between speaker comments and graphics?

9. Third, regional affiliate http://www.wboy.com/video?clipId=8174900&autostart=true WBOY in Clarksburg, WV, about 45 min south of WVU in Morgantown, WV News package about walking to school Questions: –What is the script primarily imparting or what is the focus/central point/theme of the package? –How well do the visual elements match or coordinate with the focus/central point? –In the talking head clips (interview footage with father, daughter) are there any distractions? –Comment on the footage of Jamie Stover, reporter –Do they provide any information about how address safety if you wanted to walk?

10. Fourth, network PBS Charlie Rose Brain Series 2: Consciousness From 1:50 (title sequence) to 5:26 (co-host) Primarily an extended introduction to the episode http://www.charlierose.com/watch/60011362 Questions: –How is the overall quality of this video/audio different than what we’ve seen so far? –How well do the visual elements match or coordinate with the script? –How does the voiceover introduction of the guests (shown talking with barely audible sound) communicate? –How does the slow zoom to Charlie and co-host in chairs set up or introduce their impending conversation? –Do the camera shots imply conversation?

11. SYLLABUS http://edt522.yolasite.com Read and ask questions Highlight certain parts

12. GUIDING PRINCIPLES Clean Clear Consistent Coherent

13. CLEAN Recordings contain only wanted sound Recording environment and setup is attended to Eliminate all unwanted noise, distractions, sound Attend to source-to-camera mic distance is optimal

14. CLEAR Recording is understandable, intelligible, comprehensible Frequencies for speech comprehension are targeted Use EQ to adjust muddy or shrill recordings Attend to background music/sound/effects that obscure voices

15. CONSISTENT All elements flow seamlessly from a technical view Mixing and transitions used to promote consistency No single element should pull the listener out of the moment/experience due to technical reason

16. COHERENT All elements belong together artistically/communication Visual, music, effects, production content choices are appropriate and support instructional goals Watch out for “clip-art” moments

17. NEXT SESSION Instructional schema Scripting and storyboarding