Kristen Reyna Analysis Phase Video Fundamentals Online Course

Needs Assessment and Context

I. Introduction and Overall Context My proposal is to develop an online video production course, entitled Video Fundamentals. This course will be designed for delivery to entry-level college students enrolled at Kent State University. The course will exist within the Visual Communication Technology program curriculum, and will also be geared toward Instructional Technology majors, telecommunications majors, and other related fields of study. This course is being proposed to teach students the basic fundamental principles behind successful video production and to provide students with the skills to successfully design and develop professional videos throughout all stages of production from script to screen. II. What is the problem or gap? Today we live in a world where video-recording devices are easily accessible to most people through cell phones, inexpensive digital video cameras, computers, iPads, and other devices. With the advent of YouTube, Facebook, and other various video publishing websites, most people can easily record short personal videos and quickly publish to the web for the world to see. For those that are looking to produce a slightly higher-quality video, they might edit their video clips into a cohesive story using video editing software such as iMovie or Windows MovieMaker. However, the ability to record video, edit clips using editing software, and publish to the web does not, in most cases, constitute a good product. The ease of such practices has falsely given a perception that anyone can produce a good video with little skill or knowledge in the field of video production. For students who are planning to enter into a professional career within the media industry, or any field which will involve video production or multi-media development, this can especially be a concerning misconception. With the ease of quick point and shoot devices, the necessity for acquiring knowledge and skills in video production has unfortunately become minimized. The fact of the matter is that a highquality video production requires the ability of the video-maker to understand and effectively work through the different stages of production systematically and requires the ability to think about what theyre actually doing at each of those stages and act upon those thoughts. The problem is that due to the accessibility and ease of use of video cameras, without proper education many students have learned poor habits that are contradictive to their ability to produce effective video products and have not acquired the skills and understanding needed to produce products that will stand up against other professionals in their field. III. How will this course help solve this problem? In order to solve this problem, students must be taught the skills and techniques which are critical to designing and developing great video productions. This course will seek to build upon the knowledge of video production that students may already have and to teach the techniques involved in transforming

ideas into an effective presentation on screen. Although this course will cover information on the use of high-end video production equipment, the students will not be expected to have such equipment available for their use. This course will focus on providing learners with the knowledge and skills need in order to produce high-quality videos with the equipment that they have access to. The fact of the matter is that with todays advancements in consumer level technology tools, many of these inexpensive products provide good video quality that will be suitable for this course. The main focus will be on providing students with the knowledge of how to use their equipment to effectively tell a story. The reason that novice student videographers do not currently have the ability to develop productions that are well planned and successfully carried out is due to a lack of knowledge and skill among students. A student that earns a degree in Visual Communication Technology is, in most circumstances, going to obtain a career that requires a broad range of multi-media skills, which will include some elements of video production. Many of the skills and techniques learned in this course will also build the foundation for skills needed in other areas of visual communications such as photography and graphic design. Without the underlying knowledge and understanding of the thought process that constructs effective production pieces, the student will not be successful in a video production or multi-media career. IV. Who is the target audience? This course is for entry-level college students enrolled in the Visual Communication Technology program at Kent State University, and will also be geared toward Instructional Technology majors, telecommunications majors, and other related fields of study. V. What are the overall instructional goals? The primary instructional goal of this course is to provide students with the necessary skills and knowledge which build a foundation for students to proceed on to higher-level video production courses and eventually obtain a career in a video related field. The goal is to produce significant learning among students, producing a lasting change which will carry on throughout their professional career. After completing the course, students will look at finished video pieces in a whole new way, analyzing and critically thinking about the production process. Upon successful completion of this course, learners will be able to: Creatively apply and demonstrate in their videos key principles and practices which are essential to effectively communicating through video production Successfully design/develop/perform the entire production process from inception to final distribution Produce high quality videos, working within the constraints of available consumer video equipment, to convey their ideas in interesting ways which impact the audience

VI. What is the technology context? The instructor will have access to Sakai learning management system for developing the course. Within Sakai, there is a multitude of tools available for content delivery, posting of materials and communication among students and faculty. These tools include: Announcements: Post current, time-critical information to a site. Assignments: Create and grade online or offline assignments. Blog: Provides blogging capability for your class

Calendar: Maintain deadlines, activities and site related events Chat: Engage in real-time conversations with site participants Discussion Forum: Create, moderate and manage discussion topics and groups within a course and send private messages to site participants. Drop Box: Share files privately with site participants Email Archive: Access an archive of email sent to participants Glossary: Provide contextual definitions for terms used on a site Gradebook: Calculate, store and distribute grade information to students News: Display custom news content from dynamic, online sources via rss Profile 2: Create a profile and connect with others using in a social networking model. Resources: Post, store and organize material related to the site Site Roster: View a list of site participants and their pictures Site Stats: View site usage statistics regarding user visits, tool activity, and resource activity. Syllabus: Post a summary outline of course requirements Tests & Quizzes: Create and manage online assessments Web Page: Display external web pages Wiki: Create and edit web content collaboratively

(http://sakaiproject.org/learning-management) Students must have a broadband internet connection (256 Kbps & above) in order to access materials within the course in a timely manner. Since the course is teaching video production, there will be streaming video resources used throughout the curriculum. They should be running either Windows or Mac OS, and meet the following technology requirements to access content within Sakai and to allow playback of streaming video media: Windows Requirements: Microsoft Internet Explorer 7.0 or later, Firefox 3.6 or later, or Google Chrome Windows Media Player 9.0 or later Microsoft Silverlight 4.0

Mac Requirements: Apple Safari 2.0.4 or later or Firefox 3.6 or later Microsoft Silverlight 4.0

Students will also need a video camera and tripod for this course. Students must provide their own consumer grade camera, capable of recording video 720 x 480 pixels or higher for use during the duration of the course. In order to edit videos, students will also need the following: PC running Microsoft Windows XP (SP2 or later), Windows Vista, Windows 7 or Mac running OS X v.10.6.3 or later 1GHz Intel/AMD processor or above 256MB RAM (512MB or above recommended) Windows MovieMaker, iMovie or other video editing software

IEEE 1394 Firewire cable to connect camera to computer (if needed) Microsoft Word or other text editing software Adobe Reader

VII. Future Data Collection To illustrate the need for this course, students will be given a short video assignment twice throughout the semester. They will produce a video early on in the course before much instruction has been given in regard to the principles of video production design and development. The same project, or similar assignment, will be given at the end of the course and students will be able to demonstrate and put into practice the skills that they have learned throughout the course. The final product should clearly show that quality video products were only possible after the student had obtained the necessary knowledge and understanding of production processes through education and training.

Content and Goals

Course Description Quality video production requires experience, skill, and proper training to understand audio and video production theory, processes and techniques. In this introductory course, students will learn the basic principles of single-camera video production and demonstrate their ability to carry out the entire production process from inception to final product. This includes planning and scripting techniques, shooting techniques using student-owned video cameras and development of editing techniques. Students will systematically work through pre-production, production, and post-production activities to develop videos which engage audiences and creatively tell a story. The class will be conducted online, asynchronously, and will consist of a series of video projects which students will produce utilizing available equipment.

Major Course Goals Overarching Goal: Learners will be able to produce high quality video projects by systematically working through the entire production process from inception to final distribution Learners will plan a video project by following a standard pre-production process Learners will creatively demonstrate their understanding of good video composition techniques Learners will apply their knowledge of manual video camera settings while shooting their project(s) Working within the constraints of the equipment available to them, learners will implement proper video equipment skills

Through the use of video editing software, learners will piece together footage into a cohesive story Learners will successfully distribute their finished product using current compression and media technologies

Breakdown of Goals

Writing/drawing pre-production materials

Knowledge Script o Why do we need a script? o Who creates it? o What information does a script contain? Storyboards o What is the purpose? o What information is included in a storyboard? Shot List o What does a shot list look like? o What is the purpose? o How do you determine what shots are needed? Skills Writing a Script o Determining the content of the video o Organizing ideas into a cohesive story o Developing the layout of the video o Developing Narration Creating Storyboards o Determining video shots/angles o Planning transitions between scenes o Planning graphics

Developing a Shot List o Planning/determining which shots are needed o Determining the framing for each shot (CU, MS, WS, etc.) o Estimating duration of each shot Attitudes Thorough planning is critical when developing videos o Provides an outline for development o Saves time o Ensures that project goals are met o Keeps all members of production on the same page

Showcase composition techniques

Knowledge Framing o What does framing refer to? o What is proper framing? o What are the different shooting angles? Bad composition o What shots should a videographer avoid? Camera Moves o What are the common camera movements? o When should you use a camera move? Other Shots o What other shots are there? Other components in scene o Other than the subject, what else should be given attention to within the scene? o What considerations should be given for outdoor vs. indoor shooting? o When should props be used? Skills Framing the shot o Framing using the Rule of Thirds o Framing using headroom o Demonstrating Point of View o Applying Shooting Angles to create a desired effect Avoiding certain shots/camera movements/angles o Not crossing the Line o Avoiding angles that are not flattering o Looking into shot rule o Shooting with an awareness of surroundings and scene elements Performing Camera Movements with purpose o Pan o Tilt o Truck o Zoom o Crane Using Imaginative Shots o Analyzing a scenario and applying creativity to develop shots outside of the typical methods Awareness of Background/ Set Components o Awareness of light sources and properly positioning subject o Appropriately choosing setting for outdoor shots o Appropriately choosing setting for indoor shots

Apply knowledge of manual video camera settings

Knowledge Camera Adjustments o Manual vs. auto settings

o o o o o Skills

Focus Exposure White Balance Audio Levels Depth of field

Knowing the Camera o Locating and utilizing the settings on the camera for optimal video shooting o Changing the settings with ease o Monitoring/setting audio levels for best quality

Implement proper techniques when working with video production equipment

Knowledge Handling the Camera o When should a tripod be used? o What are recommendations for camera storage? o What are recommendations for media (tape stock, SD Card, etc) use/storage? Lighting Methods o What are proper lighting techniques? o What type of lights is necessary? o Natural vs. artificial lighting? Audio Equipment o To mic or not to mic? o What type of mic to use? Skills Properly determining camera/lighting equipment needed on a case by case basis o Making judgment calls on indoor vs. outdoor shooting/awareness of elements

Through the use of video editing software, learners will piece together footage into a cohesive story
Knowledge Editing Software o What editing software should be used? o What are the main tools available in most edit programs? o How to use video editing software to create a video? Assembling/Compiling footage o How to import video- what settings should be used? o How should video/audio/graphical elements be placed within the timeline? o What is A-Roll video vs. B-Roll video? Audio o When should I incorporate music? o What other types of audio should be added to the video? Transitions o What is a transition? o What are some different types of transitions? o When should a transition be used within the video? Continuity o What is continuity? o How to edit a video that has good continuity?

Graphics o How to import a basic graphic? o What is a name key? o What should be included in credits? Compiling Footage into a cohesive story o Laying out video elements/audio/graphics within the timeline o Creatively piecing together elements according to the storyboard o Determining proper timing and length of footage clips o Applying Transitions with purpose o Objectively choosing which shots to use in final piece o Being cognoscente of continuity Giving close attention to detail across clips Creatively incorporate basic computer graphics within productions o Developing basic name keys o Composing credits

Skills

Distribute their finished product using current compression and media technologies
Knowledge Traditional Methods o What are the current formats that are typically used for used for final output? o What equipment will be needed? (hardware and software) Skills Output Options o Successful compression to online video format o Laying off video to DVD

Prerequisites Students should be enrolled in the Visual Communication program, Instructional Technology, Telecommunications, or related course of study. Students should have general computer skills with Mac or Windows operating systems and have experience using Microsoft Office applications. Students should have intermediate writing skills which will be utilizing for development of pre-production materials. Students should have a general level of comfort and be able to apply current knowledge when learning new software applications. Students should be able to work independently and as part of a team to accomplish project goals.

Learner Analysis

Video Fundamentals is for entry-level college students enrolled in the Visual Communication Technology program at Kent State University, and is part of the Visual Communications Technology curriculum.

By understanding specific characteristics about the learners and their current level of knowledge about the subject matter, we can better determine the foundation for our instruction and how to appropriately design, develop, and deliver the material. Since the learners for this course have not yet been assigned but are considered to largely be between the ages of 18-24, and Visual Communication Technology majors, information about student characteristics are based on published information on that of the millennial learner generation, also known as generation Y (born after 1981) and of the general characteristics of VCT students.

Prior Knowledge Learners of the millennial generation have grown up during a time of technology explosion and have become very comfortable using technology for communication. Because of the popularity of YouTube and the ease of video capture via personal devices such as cell-phones, flip videos, and so forth, it is very likely that students will already have a basic level of knowledge and comfort with capturing video. VCT students, in particular, are very creative and tech savvy and are skilled at applying their current technical knowledge to learn new applications and utilize new equipment. Learners will have general technical knowledge and computer skills which will help them with various needs within the course, such as navigating the course materials, connecting their camera to a computer, burning a DVD, etc. They will have knowledge of how to successfully search for and install necessary programs or plug-ins for accessing multi-media material. Learners will be skilled in the use of various software applications and will be able to apply what they know from current applications in order to utilize applications which will be needed for this course, both for course content delivery and for developing assignments. Learners will have intermediate writing skills that theyve obtained in high-school which will be needed for script writing and storyboarding.

Affective Elements The educational preferences for generation Y and VCT learners tend to be geared toward a social learning environment, as these students are largely social beings. Socializing for has become a comfortable fit through technology. They like to learn by working collaboratively, which also provides them a sense of security within the group. VCT students have a strong desire to express themselves creatively, so having the freedom and encouragement to carry out projects based on their creative decisions is very important. Millennials learn information best when they are actively engaged, which can be achieved through an active learning approach in education. This involves using examples which students can relate to their own life experiences. They have a preference to learn in their own time, and on their own terms. They seem to appreciate structured activities that permit creativity. They want to be involved in real life issues that matter to them. (Tucker 7) Another learning characteristic of these students is that they want to assist in creating their own knowledge. They have been given an active role and been included in family decision making since childhood, which has taught them that their opinions matter. They like to be given options for projects/ assignments which makes them feel like they have input in creating their learning experience. They also thrive on instant gratification and frequent rewards.

These learners have been surrounded by multi-media throughout their lives which has made them multitaskers, so sitting and listening to a talking head lecture is not stimulating or engaging enough for them. They want more variety in the way content is delivered to them. They prefer creative assignments as well, as this generation of students seems to be more experiential and exploratory learners. One study of 102 millennial college students reported finding these preferences for learning course material: 87% agreed that they learn from video clips that relate to class material 91% agreed that they prefer a mixture of activities (lecture, group, work, discussion, problem solving) in a large class 92% agreed that having to solve problems in class helps them to learn the course material 60% agreed that they are interested and willing to do work that will help them to learn the course material but is not graded. 64% agreed that they consider class discussion in small groups with other students to be a valuable way to learn the course material. 73% agreed that working with other students on an in-class activity helps them feel more prepared to participate in class discussions. 72% agreed that doing group work in class is a valuable way to learn material. 80% agreed that they think frequent quizzes over the reading or assignments are a good idea. 90% agreed that they prefer to have more frequent exams and a variety of ways to earn grades. (Nicholas 12)

Solving problems in class, a mixture of course material and preferring frequent assessments with a variety of ways to earn grades ranked in the 90th percentile. This illustrates that by involving students in active learning methods, learners are more engaged and are able to develop/expand their critical thinking abilities.

Abilities and Aptitudes These learners are widely known to be multi-taskers, which has been attributed to the inundation of technology throughout their childhood and teenage years. Their learning and communication style is through multi-media. They are the first group of learners to grow up in the digital age. Their common method of contact is text messaging, instant messaging, and cell phones. They are described as tech savvy, technologically fluent, and even dependent on technology. Because these learners are such routine multi-taskers, it is believed that they have a shortened attention span. They benefit from instruction that is diverse and delivered through many modes to keep them interested. It is also believed that this lack of attention span has contributed to their lack of critical thinking skills. Although there may be concern for Millennials analysis of material, there is confidence that their usage of media that can be a tool for learning. (Nicholas 6) Whether it's mobile learning on a wireless phone or iPod, Web-based learning on the intranet, online discussion forums or remote virtual classroom experiences, this group of learners is ready to embrace it. VCT students are very creative and out of the box thinkers when it comes to project design. They are very willing to try new forms of media and are interested in learning new methods of creatively designing products which effectively communicate an idea to the audience.

Attitudes Overall, these learners are motivated, goal oriented, assertive, and confident. They see the need for a college education and how it will benefit their career. They are very focused on achievement and feel that it is very important that they succeed. Millennial learners: Are Structured. They appreciate clear instructions and expectations provided by faculty. They also expect enforcement of the rules and regulations. Are socially active and work well in groups and are comfortable with collaborative and interactive learning Are confident and have a high level of optimism. Their ability to multitask with various forms of technology also enhances their confidence. They have been technologically stimulated throughout childhood and demand this connectivity within their college courses Have a strong desire to achieve. Some accredit this to the idea that they have been told throughout life that they are special and are expected to achieve great things. Are conventional and are socially accepting of a wide variety of cultures Feel pressured to perform, and therefore prefer immediate and continual quality feedback on their progress to reassure them that they are achieving success (Monaco, and Martin 42-46) Implications for Instruction As the higher education paradigm shifts from teacher-centered to learning-centered classrooms, the styles of communicating information to students changes as well. Based on the information we know about the learning styles of todays college students, we can best determine a strategy of designing, developing, and delivering the course while effectively motivating and engaging learners. The goals for instruction in this course are to: Provide clear and precise goals and expectations of students at the beginning of the course so that students understand what is expected of them and can successfully develop a plan of action for achieving success. Incorporate multimedia in instruction, as the use of various technologies for delivery of material has been shown to keep learners engaged and it will help to maintain students attention and focus on the material. Make the information relevant by connecting the lessons to real life. Students will retain information best if they are relating the material to situations that matter to them. Design assignments that allow for creativity. Assignments/projects will be hands-on experiences in which learners will have a chance to creatively demonstrate their understanding of the material. Develop a sense of an online community. These students learn best when they feel connected to a community of learners, which can sometimes be difficult to achieve in an online environment. The course will be designed while being cognizant of the goal of creating an integrated community among students.

Providing frequent quality feedback to learners will be a very important component in this course, not only upon completion of assignments, but throughout the design and development process. Provide opportunities will be given for students to earn credit through various assignments.

Reaching this generation of learners requires educators who better understand their audience and work in collaboration with them, using a variety of instructional delivery methods to effectively engage students within their own learning processes.

Finding More Information It would be beneficial to have more specific information on abilities and aptitudes among learners taking this course. The information in this document pertains to a general population and could be obtained more specifically for those taking the course. To collect this information, students can be surveyed at the beginning of the course to find out information such as their level of camera skills and experience, prior technical training, prior video production classes, familiarity of editing software, etc., which would help to gain a more specific understanding of the foundational level of ability among the class.

References Monaco, Michele, and Malissa Martin. "The Millennial Student: A New Generation of Learners." Athletic Training Education Journal. 2 (2007): 42-46. Web. 11 Feb. 2012. <http://www.nataej.org/2.2/EJMonaco.pdf>. Nicholas, Arlene. "Preferred Learning Methods of the Millennial." Faculty and Staff - Articles & Papers. (2008): 1-18. Print. Tucker, Patrick. "Teaching the Millennial Generation." Futurist. 2006: 7. Print.