Activity 3, 5, 6
I took a Sunday stroll to the neighbourhood school with my wife and daughter. I borrowed my wife’s iPhone to record all of these videos. Where I was in the video with my daughter, I had my wife help me record. Where I was not in the video, I was recording myself. After recording I shared all of these videos on a shared folder on Google Drive. I then downloaded the files and tried to upload them onto my video editing software, Davinci Resolve. However, I found that the software could not open up MOV files properly so I had to convert all my video files online via https://cloudconvert.com/mov-to-mp4 so that they can be added properly. Once I had all my clips on my software I rearranged the files, clipped them, added transitions, a title, and also music from the copyright free source https://www.bensound.com/royalty-free-music/track/ukulele. I also had sections where I turned down the volume of the music where there were spoken words from myself and daughter.
I then uploaded it onto Youtube and edited the auto-generated subtitles to match what was said and the timing where it appeared. They appeared quite quickly in the settings and menus (within a couple of minutes). It was very easy to do, but just took a lot of trial and error.
Overall, I am pretty happy with the product. The filming took about 5 – 10 minutes, and all the editing you see above took with Youtube subtitles took about 1.5 hours. It wasn’t too difficult for me to throw everything together as I mentioned that I have some previous experience doing this.
Activity 4 – Screen Cast
What I decided to do for my screencast is to show students how to navigate to our TEAMS classroom Shared Folder where they can find all the important documents in our class.
Learning outcome: To understand how to navigate to the class share folder.
The most obvious implementation of the screencast is that it helps make content more accessible to a diverse student population (Woolfit, 2015). Surprisingly, students who find the new learning platform overwhelming benefit from a short video that helps direct them to exactly where they need to go with audio, visual, screen action, and mouse clicks and navigation (Woolfit, 2015).
Woolfit, Z. (2015). The effective use of video in higher education (Rep.), 10-38. Retrieved October 2, 2018, from https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf