Digital Video Production Research Articles

Designing and implementing a PBL course on educational digital video production: lessons learned from a design-based research

This paper reports on a design-based research (DBR) process for designing, implementing, and refining a problem-based learning (PBL) course on educational digital video (DV) use and production at the University of Lapland’s Faculty of Education. The study focuses on the students’ learning processes and outcomes from the viewpoint of meaningful learning. The research subjects included two pilot students and ten students enrolled in the course. To promote the reliability of the findings, data of various kinds and from multiple sources were used, including video recordings of the PBL tutorial sessions. The results suggest that PBL offers a good model to support students’ knowledge and skills in producing and using educational DV. In addition, the results suggest that DV production can be used as a method to learn about the subject matter of the DVs.

Village Voices, Global Visions: Digital Video as a Transformative Foreign Language Learning Tool

Abstract: This instrumental case study examines how adolescent high‐intermediate Japanese language learners enrolled in a one‐month credited abroad program used digital video as a mediational tool for (1) learning foreign language, content, and technology skills, (2) cultivating critical multiliteracies and transformative learning regarding geopolitics and the environment, and (3) augmenting their portfolios (Gee, 2004a). Framed in sociocultural and transformative learning theories, this study also suggests that digital video production engaged students extensively in language‐based tasks and cultivated collaboration and creativity. Implications suggest future research applying digital video to various languages, levels, and contexts, particularly those in traditional schools and curricula.

Aim, shoot, ready! Future teachers learn to ‘do’ video

AbstractThis paper describes an intensive 2‐hr workshop designed to introduce preservice teachers to digital video in the context of an instructional technology course or as a stand‐alone activity. Acknowledging time constraints in most real‐life instructional situations, this format takes novices with no or very limited knowledge of video making to the point where they have experienced most of the steps involved in crafting a finished (though almost certainly unpolished) digital video. Conversations introduce project‐based collaborative learning as the pedagogical context for digital video production, the value of supporting a sense of creativity in students to promote deeper engagement with subject matter through hands‐on activities, and how to involve a variety of learning modalities as opposed to predominantly passive reading and listening. Possible extensions like time‐lapsed video are discussed.

‘This Brings Back a Lot of Memories’—a case study in the analysis of digital video production by young learners

This paper discusses a three and a half minute video written, shot and edited by two 11‐year‐old children in London in the summer of 2003. Key questions which are used to structure the discussion included the following: When the children work in a school setting in a medium which is culturally closer to their experiences of life outside than is usual within the curriculum, how do they choose to represent themselves? Which aspects of their lives and/or media experiences do they employ and in which modes? How are these choices related to the meanings they wish to convey? Which aspects of the form and function of digital video authoring allow the children to move the locus of control of activities closer to themselves? What does a discussion of these issues tell us about possible future directions in researching young learners’ digital video production? Frameworks for analysing the piece are drawn from emerging theories of multimodal literacy, from studies of information and communications technology in education and from work on media production by young people. Some conclusions are drawn about the position of the work in relation to existing models of curriculum activity in the light of the range of sophisticated and rich representations made by the children in their media text.

The Pleasure of Movie Making

In this article I discuss my experiences integrating video production into my elementary science methods course. With the accessibility and user friendliness of nonlinear video editing tools such as iMovie (2001), I saw potential for integrating computer technology into my teacher education curriculum in ways that encouraged students to creatively engage with course content. In my elementary science methods course students used digital video production technologies to produce a short video on a science concept in a Bill Nye the Science Guy (1993) format. My experiences with students making short movies indicate that digital video production is a computing tool that allowed students to engage various forms of pleasure as they explored their topic and represented their findings. When pleasure is inserted into the curriculum, or unintentionally found by the students, it is an enabling part of a teacher education program that allows students to engage creatively and meaningfully with the course content.

Digital Video Production in Physical Education and Athletics

Digital Video Production in Physical Education and Athletics

Digital Keyers in Video Switchers and Effects Systems

Designing a digital video production switcher by simply copying the analog building blocks, adder for adder, multiplier for multiplier, can have inferior results. Digital technology offers opportunities for improvements that were not possible with analog circuitry. This article focuses on keyers and first explains how a keyer works in an analog switcher. It then shows how this implementation can result in jagged key edges in a digital keyer and presents a solution that can eliminate this problem. Self-keyers are discussed and a digital keyer that eliminates key fringing is presented.

Experience with an Experimental Digital Component Video Production Facility

An experimental digital component video production facility has been installed at the studios of Thames Television, London. This project, managed by the Independent Television Association (ITVA), is the culmination of several years' cooperation between the ITVA technical development laboratories and specialist U.K. manufacturers of broadcast equipment. The facility was designed to CCIR recommendations and is currently assessing engineering operations and studio and post-production programs. This article reviews the equipment and facilities offered, some of the difficulties encountered during design and installation, and the potential role of a digital production facility within a broadcasting organization.