Mobile Video Production

Pacific Journal of Technology Enhanced Learning Pub Date : 2019-11-11 DOI:10.24135/pjtel.v2i1.30

D. Sinfield, T. Cochrane

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Abstract

Smartphone ownership has become ubiquitous (International Telecommunication Union, 2017), but also fragmented by the variety of manufacturers and models available. In particular there are significant differences between the two major smartphone platforms (iOS and Android). This workshop is designed to provide participants with a cross-platform toolkit for implementing BYOD user-generated mobile video content in higher education contexts (Cochrane & Sinfield, 2019). Grounded on the concepts of learner-generated contexts, heutagogy or self-determined learning (Blaschke & Hase, 2019), and authentic learning (Burden & Kearney, 2016), the workshop facilitators will outline a framework for user-generated mobile video production (Sinfield, 2018). The workshop will illustrate the framework by examples of BYOD student projects, and will introduce participants to a hands-on exploration of an ecology of resources for mobile collaborative video production and sharing via digital social media platforms. Schedule (100 mins) Introductions (5 min)   Participant survey (5 min) Overview of collaborative mobile video production technologies (10 min) Hardware Student project examples   Mobile video activities (20 min)    Adobe Premier Clip App LG360 Cam’s Support Streetview YouTube360 Collaborative Video project development (45 min)   Participants choose a topic to work on as a mobile video production team, for example: Autumn (Albert Park) Construction Transportation Time Lapse Sharing and review of participant projects (Upload to YouTube and share) (10 min) Reflections – sharing of project URLs and reflections via Twitter and the #SOTELNZ hashtag (5 min) END References Blaschke, L. M., & Hase, S. (2019). Heutagogy and digital media networks: Setting students on the path to lifelong learning. Pacific Journal of Technology Enhanced Learning, 1(1), 1-14. doi:https://doi.org/10.24135/pjtel.v1i1.1 Burden, K., & Kearney, M. (2016). Conceptualising Authentic Mobile Learning. In D. Churchill, J. Lu, K. F. T. Chiu, & B. Fox (Eds.), Mobile Learning Design: Theories and Application (pp. 27-42). Singapore: Springer Singapore. Cochrane, T., & Sinfield, D. (2019, 4 July). Mobile Video Production Workshop: Exploring a BYOD development framework and toolkit. Paper presented at the HERDSA Conference 2019: Next Generation, Higher Education: Challenges, Changes and Opportunities, University of Auckland. International Telecommunication Union. (2017). ICT facts and figures 20172017(April). Retrieved from https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2017.pdf Sinfield, D. (2018). The Boundaries of Education: Using mobile devices for connecting people to places. Research in Learning Technology, 26(Special collection on Mobile Mixed Reality). doi:https://doi.org/10.25304/rlt.v26.2121

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移动视频制作

智能手机的拥有量已经无处不在(国际电信联盟，2017年)，但也被各种各样的制造商和型号所分散。特别是两大智能手机平台(iOS和Android)之间存在显著差异。本次研讨会旨在为参与者提供一个跨平台工具包，用于在高等教育环境中实现BYOD用户生成的移动视频内容(Cochrane & Sinfield, 2019)。基于学习者生成语境、自主学习或自主学习(Blaschke & Hase, 2019)和真实学习(Burden & Kearney, 2016)的概念，研讨会主持人将概述用户生成移动视频制作的框架(Sinfield, 2018)。研讨会将通过BYOD学生项目的例子来说明该框架，并将向参与者介绍通过数字社交媒体平台进行移动协作视频制作和共享的资源生态的实践探索。时间表(100分钟)介绍(5分钟)  参与者调查(5分钟)协作移动视频制作技术概述(10分钟)硬件学生项目示例  移动视频活动(20分钟)   Adobe Premier Clip App LG360 Cam的支持街景YouTube360协作视频项目开发(45分钟)  参与者选择一个主题，作为一个移动视频制作团队进行工作，例如:秋季(Albert Park)建筑运输时拍分享和回顾参与项目(上传到YouTube并分享)(10分钟)反思-通过Twitter和#SOTELNZ标签分享项目url和反思(5分钟)结束参考资料Blaschke, l.m.， & Hase, S.(2019)。教育与数字媒体网络:让学生走上终身学习之路。中文信息学报，26(1)，1-14。doi:https://doi.org/10.24135/pjtel.v1i1.1 Burden, K.， & Kearney, M.(2016)。概念化真实的移动学习。在D. Churchill, J. Lu, k.f.t. Chiu， & B. Fox(主编)，移动学习设计:理论与应用(第27-42页)。新加坡:Springer Singapore。科克伦，T.，和辛菲尔德，D.(2019年7月4日)。移动视频制作工作坊:探索BYOD开发框架和工具包。在奥克兰大学2019年HERDSA会议上发表的论文:下一代，高等教育:挑战，变化和机遇。国际电信联盟。(2017)。ICT事实和数据20172017(4月)。检索自https://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2017.pdf Sinfield, D.(2018)。教育的边界:使用移动设备将人与地方连接起来。学习技术研究，26(移动混合现实专集)。doi: https://doi.org/10.25304/rlt.v26.2121

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Pacific Journal of Technology Enhanced Learning

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