How Complex Should a Video Project Be?


One of the areas that the students at WAB have been concerned about is the 'complexity' of the solution. Here are some of the places that you can go to to find out more:

  1. The Additional Guidance for developing the product in the Teacher Support Material.
  2. From the OCC, there is a document: Guidance on the appropriateness and complexity of the IT solution which is updated annually
  3. And finally, the use of the OCC discussion forum is a good place to ask questions and to follow other conversations.

Many of our students are developing multimedia projects and so we needed to really find out more about this aspect. I have summarized & editied our findings from the above three resources below:

Question: Would 3 minute promotional video with good editing, effects and sound be long enough?

We looked at the Spanish example and my students have been using more complex techniques but much shorter in length. One student is looking at creating a 3 minute promotional video that uses:
  1. Camtasia to capture a video game - exporting and importing in FC Pro
  2. Final Cut Pro - editing clips to match sound (quite complex)
  3. Photoshop - simple logo (not animated - but could be)
  4. After Effects - to make more exciting
  5. Sound from game - but only not the complete track and only a sample (not sure if we are into copyright issues here)

Response

  • The 3 min promotional videos sounds interesting and it is a matter of addressing the needs of the client whilst incorporating relevant advanced techniques.
  • Editing clips and matching sound sounds complex
  • More advanced techniques in Photoshop could make a simple logo more complex.
  • Be careful using a commercial sound track due to copyright issues. Adding an edited original sound track would be ideal - is there any possibility of organising something through school student musicians etc?


Question: Creating a Series of 'How-To' Videos
A student is making a series of how-to videos for the library (searching techniques). Each video in the series is short and they will make about three or four 2-minute videos with common bumpers at the beginning/end, which require additional complex techniques using animation and graphics.

In complex techniques could be:
  1. animated graphics for bumper (1st complex technique)
  2. screen capture software using techniques such as adding effects such as arrows, zooming in, shadowing out & editing voice-over, adding captions (2nd)
  3. adding original/creative commons sound bytes to the bumpers (3rd technique - perhaps?)

Response
For the 'how to' videos, is it possible to make this into a single product using some sort of container eg wiki, web page to access these via an index? The complexity would not come from the wiki page. This would just be the container and bring the individual videos together into one product via a switchboard/index. The complexity would come from the content as described above.

Therefore, we suggest that either an internal blog (wordpress) or wiki may be the most viable option if it is to be product for the school: the product could be a simple page on the wordpress blog that links to to the videos or embedded videos. Creating the blog and uploading/linking to the series of videos would NOT require a complex techniques unless the student added some graphics to theme the site or adapted an existing wordpress theme by changing the CSS.

Alternatively, the student could create a podcast, create th XML code (although there are many generators around so not that difficult) and then upload the XML code to a single page on a website (that could be developed further by the client in the future). OK - so that technique that is not that hard - adding XML code to a basic webpage - (but more than a non-ITGS student could probably do) plus there would be additional complex techniques in the making of videos to add to the podcast.

The document 'Guidance on the appropriateness and complexity of the IT solution' is a guide and does not list every possible advanced technique. Animated graphics, addition of edited original voice over, adding original sound that synchronises with the graphics.... all sound complex. You are correct that the teacher is going to need to use some professional judgement in guiding the students here.

The BOTTOM LINE with advanced techniques: they must be relevant to the needs of the client and they should all work together to create a unified product rather than appear to be just added in to satisfy the complexity requirements.

Criterion E:

You will notice that in the TSM samples the complex techniques are identified at the start of Criterion E. In this criterion students must clearly identify the complex techniques and describe, using correct terminology, how the tools were used.

Copyright:

It is also essential to clearly indicate where copyright material is used and cite the source. It is better to use original material (eg take photos, record sound, created graphics) where possible.

Criterion D: Overall structure, Detailed Storyboard

Storyboards depict and describe the action that will take place in each scene. Storyboards need to show the detail of what will take place in each shot. Storyboards number each shot, called a "take," and also clearly indicate camera angles, lighting, timing, and other details that will be used. The video will be told shot by shot on paper as sketches to aid in communication of ideas before videoing begins. The storyboard is used as the picture script for production. http://edtech.guhsd.net/video/videoplan.html

Criterion D: Internal Structure

In general, internal structure refers to “investigation into specific elements used within the creation of the product (i.e. font, graphic elements, effects)”. Internal Structure includes the script used for the video and the plans for shooting the video.

This includes elements such as those listed on the right side of the Storyboard 2 template from http://edtech.guhsd.net/video/videoplan.html
  • shot description
  • audio
  • effects/graphics
  • dialog & narration
  • transition

List of resources
  • Identifying which equipment, locations, persons, props, facts and figures, images, graphs, logos, archive footage etc. are required
  • Identifying which applications will be required for any aspect of creating/editing the video.
  • Checking copyright on any pre-existing sound or images which will be used, obtaining permissions where necessary
(http://messageinabox.tacticaltech.org/planningvideo )

List of techniques
This may include techniques/plans that will be used during the shooting/editing of the video as well as techniques required for the creation/editing of sound, music, images, animation or other media used in the final product. (http://theelearngcoach.com/media/video/planning-a-video-production/)