Introduction
This reflection paper is a part of project three, which involves the creation of video by using multiple images that related to a specific place or event. For the purposes of this project, I selected our school library as that specific place to generate the brief public announcements. This reflection paper will review the challenges, surprises and professional development I experienced by completing this project.
Challenges
The challenges I faced in completing this project revolved around editing and compressing the video. This project was in engaging best it allow me to work on a task that I was passionate about, but that passion generated several photos. I continued to collect photos throughout the making of the project, which led to several long nights of editing. The reasoning behind this was I wanted to capture the appropriate meaning of what transpired in the library on daily basis with various groups of people. Every time I assembled the presentation, I would capture another photo that I felt was a better fit. This meant that storyboard were changed over and over in conjunction with redoing the video. Now, when it came to the video, I think it was difficult to meet the time requirement. I noticed a difference the time when constructing it with Power Point and saving it as a MPEG-4 file. When I timed the presentation prior to saving it as a video, the presentation met the five minute cut off. However, after it was saved as a video file, an additional minute and half was added to the time. I went back and forward with removing photos, adjusting transition times and animations to meet the time requirement.
Lessons Learned
The lessons learned in completing this project was the usefulness in completing the sketch activity. The quick sketch activity gave me focus for the project. A first, I thought the sketch activity was total time waster even though it didn’t require a lot of time to do. However, it was the one piece of the project, I consistently referred back to when ensuring the video flowed the way I intended to base on the information that was included in the sketch assignment. This was surprising to me because in completing similar projects, I focused more on the storyboard. I expected that the storyboard would be used as the tool for organizing the focus and/or theme for this project. Instead, I just used the storyboard to organize which photos would represent a certain section of text. The sketch activity was helpful in building the storyline and maintaining the focus for completing the video.
Professional Growth and Development
In the sight of challenges, you also face growth. At least this is how I would like to think of the professional growth I developed in completing project three. Although I was familiar with several of the components of creating a PowerPoint, I learned even more with this project. I learn how to embed free music, compress a video, and other features that effect the time/length of a video. Through these project challenges, I observe transferable skills like increase application of technology and problem solving build on my connection to video making itself. After I reviewed the complete video I created, I noticed how the collection of photo images, layered with sound, communicated a clear message (Allam, 2006). I think the learning and growth for me took place in the process of doing and completing the project. The high level of outputs required for this project was more important for me than the video itself and led to my professional growth according to Teacher’s Professional Development: Assessment, Training and Learning (2014). Consequently, I think if I was totally new to video-making, I probably would have experienced a steeper level of learning due to the complex level of work this project required.
Conclusion
After completing project three, what stood out to me the most was the importance of learning different video making platforms. I think by exposing my several to more than on video making platform will level of instructional activities I can share with other. Nevertheless, this project provided a useful perspective to consider how we expand the use of video in education in ways that are interactive, integrated, and creative. This project modeled how to connect a person’s vision which is abstract to an active visually rich learning document where photo images and sound support a single message. I think this is where our students need in the classroom. To create and share photo video assignments to demonstrate their level of assessment of a topic as well as a reflective digital portfolios video that is embedded in the everyday activities of the students.
References
Allam, C. (2006) in Bijnens, M., Vanbuel, M., Verstegen, S., Young C., Handbook on Digital Video and
Audio in Education, Creating and using audio and video material for educational purposes, The Videoaktiv Project.
Teachers’ Professional Development: Assessment, Training, and Learning. Rotterdam, NL: Sense
Publishers, 2014.
This reflection paper is a part of project three, which involves the creation of video by using multiple images that related to a specific place or event. For the purposes of this project, I selected our school library as that specific place to generate the brief public announcements. This reflection paper will review the challenges, surprises and professional development I experienced by completing this project.
Challenges
The challenges I faced in completing this project revolved around editing and compressing the video. This project was in engaging best it allow me to work on a task that I was passionate about, but that passion generated several photos. I continued to collect photos throughout the making of the project, which led to several long nights of editing. The reasoning behind this was I wanted to capture the appropriate meaning of what transpired in the library on daily basis with various groups of people. Every time I assembled the presentation, I would capture another photo that I felt was a better fit. This meant that storyboard were changed over and over in conjunction with redoing the video. Now, when it came to the video, I think it was difficult to meet the time requirement. I noticed a difference the time when constructing it with Power Point and saving it as a MPEG-4 file. When I timed the presentation prior to saving it as a video, the presentation met the five minute cut off. However, after it was saved as a video file, an additional minute and half was added to the time. I went back and forward with removing photos, adjusting transition times and animations to meet the time requirement.
Lessons Learned
The lessons learned in completing this project was the usefulness in completing the sketch activity. The quick sketch activity gave me focus for the project. A first, I thought the sketch activity was total time waster even though it didn’t require a lot of time to do. However, it was the one piece of the project, I consistently referred back to when ensuring the video flowed the way I intended to base on the information that was included in the sketch assignment. This was surprising to me because in completing similar projects, I focused more on the storyboard. I expected that the storyboard would be used as the tool for organizing the focus and/or theme for this project. Instead, I just used the storyboard to organize which photos would represent a certain section of text. The sketch activity was helpful in building the storyline and maintaining the focus for completing the video.
Professional Growth and Development
In the sight of challenges, you also face growth. At least this is how I would like to think of the professional growth I developed in completing project three. Although I was familiar with several of the components of creating a PowerPoint, I learned even more with this project. I learn how to embed free music, compress a video, and other features that effect the time/length of a video. Through these project challenges, I observe transferable skills like increase application of technology and problem solving build on my connection to video making itself. After I reviewed the complete video I created, I noticed how the collection of photo images, layered with sound, communicated a clear message (Allam, 2006). I think the learning and growth for me took place in the process of doing and completing the project. The high level of outputs required for this project was more important for me than the video itself and led to my professional growth according to Teacher’s Professional Development: Assessment, Training and Learning (2014). Consequently, I think if I was totally new to video-making, I probably would have experienced a steeper level of learning due to the complex level of work this project required.
Conclusion
After completing project three, what stood out to me the most was the importance of learning different video making platforms. I think by exposing my several to more than on video making platform will level of instructional activities I can share with other. Nevertheless, this project provided a useful perspective to consider how we expand the use of video in education in ways that are interactive, integrated, and creative. This project modeled how to connect a person’s vision which is abstract to an active visually rich learning document where photo images and sound support a single message. I think this is where our students need in the classroom. To create and share photo video assignments to demonstrate their level of assessment of a topic as well as a reflective digital portfolios video that is embedded in the everyday activities of the students.
References
Allam, C. (2006) in Bijnens, M., Vanbuel, M., Verstegen, S., Young C., Handbook on Digital Video and
Audio in Education, Creating and using audio and video material for educational purposes, The Videoaktiv Project.
Teachers’ Professional Development: Assessment, Training, and Learning. Rotterdam, NL: Sense
Publishers, 2014.