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Marek Oledzki EDU 7th October 2009 v1.3
A Guide to Producing Video
Contents
Introduction.............................................................................................................2
Support and services available to staff at NTU...................................................3
Use in learning and teaching material...................................................................3
Off-air recording....................................................................................................3
Audio Visual requests...........................................................................................3
Copyright and Intellectual Property Rights (IPR) advice.......................................3
Introduction to Digital Video......................................................................................4
Pre-production: Screenwriting and storyboarding.....................................................4
Production.................................................................................................................9
Basic Guide to Shooting Video.............................................................................9
Pre-Recorded material........................................................................................10
Post-production.......................................................................................................11
Windows Movie Maker........................................................................................11
iMovie..................................................................................................................12
Video compression & file formats explained.......................................................12
Audio production.................................................................................................13
Delivery...................................................................................................................14
Streaming video..................................................................................................14
Download............................................................................................................14
Adding a media file to a Content Topic in NOW..................................................15
YouTube..............................................................................................................16
Endnotes and References:.....................................................................................17
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Introduction A fundamental principle of education is that teachers should endeavour to create an enduring fascination for the subject matter. The more the students love the subject, the less help they need in their learning. Video can help to motivate, engage and enlighten students,, which can act as the catalyst in them becoming independent learners of the subject.
This guide is aimed at giving staff an introduction to the area of video production. It gives an overview of the services that are available at the Nottingham Trent University and introduces some of the tools (document based as well as software based), techniques and methods for planning, creating, manipulating and presenting video. In video production terms, these stages are referred to as pre-production, production, post-production and delivery respectively.
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Support and services available to staff at NTUIf you are planning to include video in your course material there may be some course design or instructional design consideration that you’d like to discuss or investigate further.
Use in learning and teaching material
The Educational Development Unit advises on course design, module development and eLearning. Contacts for your School can be found on the ‘Contact us’ page of the eLearning Community Website.
Off-air recording
NTU’s Library offers an off-air recording service. This service allows staff to request Freeview programmes be recorded by the Library. These recordings are then transferred onto a DVD and sent out to the person that requested the recording.
Multiple copies of the DVD may be requested for use by students or staff and an additional copy may be requested for the Library’s main collection. A single programme or an entire series via one request may be made. For more information on this see the off-air recording page on the library website or contact the Library by your preferred means detailed on the ‘Contact us’ page of the Library website.
Audio Visual requests
Information Systems have an Audio Visual team which provides recording services to NTU. For exact information of what requests the team can accommodate please email [email protected]
Copyright and Intellectual Property Rights (IPR) advice
Digital video, as with most digital media, is an area that has many copyright and IPR issues associated with it. There are numerous resources available to help navigate the area of copyright and IPR. These can be found in the Copyright and legal sub-section of Learning and teaching on the Elearning Community Website.
The library has a Copyright Advisor that may provide advice on copyright and use of multimedia within learning and teaching materials. Contact the Copyright Advisor at the following address: [email protected]
See the Copyright page on the Library website for details of licences and a Copyright basic’s guide http://www.ntu.ac.uk/llr/developing_skills/copyright/index.html
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Introduction to Digital Video The following links to the JISC Digital Media site. It is an introduction to the subject of Digital Video and gives useful background and introductory information:
Introduction
What is video?
Pre-production: Screenwriting and storyboardingAs with designing any content, time spent in planning is time well invested. In multimedia production cycle terms, this stage of production is commonly known as pre-production. This stage of preparation can not be overstated when considering producing a piece of video. Video production is a very resource intensive process, one that is heavily reliant on the pre-production phase. One of the first tasks of pre-production is screenwriting.
In an effective video design, words and pictures need to be carefully interwoven in order to create synergy between them, resulting in a whole that is greater than the sum of the two parts. This is why instead of using the standard term scriptwriting, where scripts suggest just the words, screenwriting describes the combination of words and pictures on screen.
Storyboarding is technique that is commonly used to illustrate parts of the screenwriting. Think of it like a comic strip/ book. The purpose of a storyboard is to illustrate the progression of events of a particular sequence in your video.
It allows for the writer/ designer to map out whole scenes, chapters or even an entire story. This may be done in as little or as much detail as the author and others involved in the production feel comfortable with. Typically this depends on the complexity of the sequences and events that make up these.
Storyboarding is a useful pre-production process that allows ideas to be visualised, and subsequently developed by those involved in the design/ writing. It is also a very useful, sometimes even an essential, visualisation tool that allows for ideas to be communicated to others that are involved with the actual production of the video, e.g. director, camera-man or audio engineer.
Storyboarding allows thought to be given to the progression of the video, images presented on screen and audio narration/ sound effects and music for the development of the narrative. Through this process the synchronisation (the timings) of the above elements may be thought through, analysed and reconfigured developing the screenwriting further.
One way to create a storyboard is to open a blank landscape-oriented document in your word processor and draw six identical horizontal boxes to depict the video screen. Below each box, leave space or insert lines for the dialog or other notes. Print these out, sharpen a couple of pencils and go to work visualising your project.
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To save time a storyboard template may be downloaded from some sites, this one is from The Pennsylvania State University and is in PDF format ready for printing, this is accompanied by an example of a filled in storyboard template
Do not worry about the initial presentation of your storyboards. It doesn't matter if all you can do is scribble stick figures. All that matters is that you actively plan your sequences in advance.
There are useful pieces of software that help with storyboarding. A common piece of presentation software, PowerPoint may be used to build and then easily manipulate the order of your storyboards (OpenOffice contains a free alternative presentation software to Microsoft’s PowerPoint). Scanning in your stickmen (or renditions of Van Gogh) and then inserting these images onto each slide of the presentation will allow you to re-order the sequences easily. Consider adding the following to enhance your storyboard further:
Text excerpts of the script or narration
Music
Rough recorded performance of dialog to be spoken (this may be inserted as an audio object)
Timings of sequences
Sound effects
Computer imagery
For more details on storyboarding see the following resources:
Storyboards by Mark Simon – a more detailed look at the art of storyboarding with almost the whole book available through Google books; specifically see Chapter 4 on Education.
Videomaker (an online video production magazine) article on Storyboarding
Make Your Own Hollywood Movie By Ed Gaskell, Dave Morris, Leo Hartas, Christopher Kenworthy - this book touches on storyboarding and pre-production in the entertainment industry. Only the pre-production chapter is available via this link, 51 pages in total.
Strong links should be made between the events portrayed in the video and the ideas that they represent. This can sometimes be difficult to get right. Table 1 presents a helpful list of consideration for screenwriting for video. These highlight some very useful points to consider when attempting to screenwriting for learning and teaching purposes.
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Table 1: Screenwriting framework for video in educational multimedia. Taken from Koumi 2006i.
Make them want to know 1. Hook a) Shock, surprise, delight
b) Fascinate, entertain/ amuse, appetise, create suspense
Tell them what you will do 2. Signpost a) set the scene/ introduce
b) Distant signpost: what is coming later
c) Chapter heading: what is coming next?
d) Focus: what to look out for
e) Context/ rationale: why are we doing it?
How this supports your learning and teaching
3. Facilitate attentive viewing
a) Pose questions
b) Encourage prediction
c) Do not mesmerise (do not over-absorb the viewers
4. Enable individual construction of knowledge
a) Words not duplicating pictures
b) Concretise, activate existing knowledge
c) Do not obscure the geography
d) Do no blinker, disclose the context
e) pause commentary for contemplation
f) Invent visual metaphors
g) scaffold the
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Table 1: Screenwriting framework for video in educational multimedia. Taken from Koumi 2006.
construction of knowledge
5. Sensitise (facilitate receptive mindset)
a) Seeding
b) Music style/ occurrence by design
c) Signal change of mood or topic
d) Consistent style
e) Conform to video grammar
f) Reassure, build confidence
6. Elucidate a) Specify logical status
b) Vary tempo to indicate syntax
c) Do not overload
d) Restrict picture – word density
e) Moderate intellectual depth
f) Maximise clarity
g) Enhance legibility/ audibility
7. Texture the story a) Vary the format
b) Non-linear/ non-sequential
c) Vary gravity using lighter items
8. Reinforce a) Repetition (from a different angle
b) Re-exemplify
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Table 1: Screenwriting framework for video in educational multimedia. Taken from Koumi 2006.
Tell them what you have done
9. Consolidate/ Conclude
a) Recapitulate
b) Consolidate/ summarise key features
c) Generalise
d) Chapter ending
Connect it 10. Link a) Content-link between items
b) Story-link/ pick-up
c) Indicate assumed external knowledge
d) Integrate with complementary learning materials
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ProductionThe production stage (of the larger pre-production, production, post-production and delivery process) mainly involves recording of imagery, video, audio and, sometimes included in the same list, animation.
There are some production services that NTU offers via the Information Services Audio Visual (AV) team (see section on Support and services available to staff at NTU). The AV team also have a limited number of video cameras that may be loaned, however, limited support for these devices is offered.
Commissioning a recording using your Schools resources may also be an option. Speak to your Academic Team Leader (ATL) about the possibilities of commissioning a video recording.
Basic Guide to Shooting Video
The following is a useful introductory and thorough guide to recording video. It is published by JISC Digital Media:
Introduction Equipment
1. Cameras
2. Tripods
3. Microphones and headphones
Preparation
1. Purpose of the video
2. Tape and battery requirements
3. Labelling
4. The get in and the get out
5. Setting up the camera
Practice
1. Holding/steadying the camera with a tripod
2. Holding/steadying the camera without a tripod
3. Viewscreen/viewfinder
4. Autofocus
5. Autoexposure
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6. Composition
7. Shot selection
8. Videoing supporting materials
9. Loose ends
Conclusion
For more details about how video is recorded and stored see the end notes for links to resources on thisii.
Pre-Recorded material
If production of a video is not feasible then capturing of some pre recorded material may be an option. Below is a list of some of the sources that are available to you:
The Library may offer course material off line and online in some instances. Speak to your Senior eLearning Developer (contact details may be found in the previous Support and services available to staff at NTU section).
JISC Digital Media reviews some
Another JISC resource is EDINA http://edina.ac.uk/. EDINA is a JISC National Data Centre based at the University of Edinburgh and holds numerous resources
Free Media libraries
Table 2 lists a few of the free media libraries that are available in the public domain. Media in most of these libraries is free to use for learning and teaching purposes. Please check the creative commons licence type in the Search CC library as not all of the material is offered under the same licence.
AV Geeks
The A/V Geeks Film Archive is an ephemeral film collection
featuring among other things old civil defense & public service
films shot by the government in the 40's & 50's.
Internet
Archive: VJ
Loops
Short, stylised, loopable video loops, typically used by VJ's
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WGBH Lab Categorised stock video clips from WGBH TV.
Public
Domain Flicks
Movies that have entered into the Public Domain, these films
can be downloaded, modified, & remixed freely.
Search CC Searchable library of CC-licensed audio and video.
Table 2: presents a list of links to media libraries that could be used for sourcing video material for use in your course material.
Post-productionThere are numerous tools for post-production of video. These are mainly non-linear (i.e. non sequential, see Wikipedia page for a detailed explanation of non-linear) video editing software’s or video encoding/ video file format translation software. Below are a number of such software’s which are available for use at NTU.
Other specialist software exist all of which have a cost and steep learning curve associated with them. For this reason, this guide will list these but will not detail them any further:
Adobe Premiere Elements & full version
Avid express
Final Cut Pro
Ulead Video Studio Pro
Sony Vegas Movie Studio Platinum
Pinnacle Studio
Corel VideoStudio
This Wikipedia page details the above and presents a more comprehensive list.
It is not always necessary to have a specialist computer with dedicated hardware for video editing. With advancements in computing speed and capabilities it has been completely feasible, with appropriate software, for home specification PCs or MACs to edit and post-produce video material.
Windows Movie Maker
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Windows Movie Maker is a basic video editing software that is built-in to Microsoft’s operating systems (meaning that it is available to all that use Microsoft Windows XP or newer. It can be used to manipulate video and supports the following file formats (if you are unsure as to what these are see ‘Video encoding and translation of file formats’ below): .avi, .mpg, .m1v, mp2, mp2v, .mpeg, .mpe, .mpv2, wm, wmv, .asf.
This ‘Get started with Windows Movie Maker’ guide is a very useful starting point for people that are new to Windows Movie Maker. It covers a number of basic topics to enable you to use the software quickly and easily.
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iMovie
iMovie is the Apple Machintosh equivalent of Windows Movie Maker, it is a video editing software that is built-in to the operating system. There are numerous tutorials on how to use this below are links to a couple of the better resources that will get you started with iMovie:
Apples http://www.apple.com/support/imovie/
There are around 30 free iMovie tutorials (version 6 and some for version 8) from the Digital Commons site published by The Pennsylvania State University.
Video compression & file formats explained
Digital video is available in many different file formats. The more popular file formats typically have a specific media player associated to them. It is important to understand that not all media players will play a video file. Moreover, some video file types support different encodings and compression formats. With the lack of a standard, or even a handful of standards, video file format deciphering and translation can be at times hard work. It is recommended that the more popular file formats that are listed in this guide are used. For more information on different video file formats and their uses see the following resources:
Choosing a Digital Video File Type published by JISC Digital Media
Understanding Video File Formats published by WebUser Magazine
The above Introduction to Digital Video guide by JISC Digital Media (which is relevant however, deals with video capturing standards and encoding rather than computer file types)
Windows Media Encoder is a freely available media encoder and translator. It is a useful piece of software that allows the user to input a supported video file format and encode it to a Windows Media Video (.WMV) file format. Windows Media Encoder supports the following file types: .wav, .wma, .wmv, .asf, .avi, .mpg, .mp3, .bmp, and .jpg. You may download Windows Media Encoder from Microsoft’s website and also take note of supporting documentation, help section and the getting started section.
The variety of video file formats that Apple support is not more defined then on PCs. The Quicktime video software offers limited encoding and translation functions, however, iMovie supports many file formats and allows for outputting a number of standards. For details on Quicktime’s supported file type see Apples Quicktime support page.
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Audio production
Audio is an integral element of video that does not always receive the attention it merits. Often emphasis is placed on visuals being displayed, which take centre stage, whereas the audio element may often be an after thought. Careful consideration of the audio element should be planned for at the pre-production stage through screenwriting,iii and storyboarding.
Most video editing software contains audio editing and processing tools, these in general are more user friendly than those in specialised audio editing. Whereas specialised audio editing software offer greater levels of functionality, they also often prove to have a steep learning curve associated with them and add yet another software package that requires learning and familiarity. If the audio editing element of the video editing software meets your need then there may be less need for you to spend time learning another editing software package.
Moviemaker allows for two audio tracks. One of the audio tracks is taken from the video that is imported and interlaced. The software allows for basic mixing between the two tracks, muting, easily creating of fade in’s/ out’s and volume control.
iMovie offers similar audio functionality to that of Moviemaker. Easily adjust audio levels for each clip to give your movie a consistent, comfortable volume. Use multiple audio tracks for music, sound effects, even a voiceover track you can record right in iMovie. Built-in noise reduction cuts down background noise and voice enhancement simulates a studio microphone to make your voice sound like professional announcer’s. See http://www.apple.com/ilife/imovie/.
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Delivery Video may be delivered on a variety of media, for example, online, DVD, Memory sticks, etc. Video delivered via the internet usually falls into two categories:
Streaming video (including progressive download which gives the same experience as streaming but is actually downloaded to your computer)
Download
Streaming video
Video which is streamed is delivered on demand. Your media player expects a constant data rate from the video streaming site (for details on data rates and how to calculate these see Basic Principles of Multimedia on NTU’s eLearning Community Website that form part of this series of guides).
The experience is such that typically the video pauses briefly before playing. This allows for data to be temporarily stored in a buffer (hence the term buffering) before allowing playback of the temporarily stored video. If for any reason the data rate is disturbed, e.g. network congestion or disconnection, the video store may run out completely. In this case video playback will once again cease until sufficient storage has been built up to allow for it to continue. YouTube and the BBC’s iPlayer are examples which you may have experienced this type of delivery.
Video streaming is useful for the delivery of copyright sensitive material, as a physical copy of the media is not delivered to the user. Only parts are delivered at any one time, therefore extracting an original copy is very difficult.
Download
Video downloads are available widely on various websites. A video download allows the user to take a copy of the video and place it on their own computer or electronic device for playback at anytime in the future, e.g. iPod, Mobile Phone, Memory stick, etc.
It is important to consider that once a user has downloaded a file they may then share this file by exchanging it via email, wirelessly, memory stick, upload it to social networking sites or any other site.
Downloads of video files may be made available in a variety of formats which is considered good practice (see Basic Principles of Multimedia on NTU’s eLearning Community Website that form part of this series of guides).
Digital Right Management (DRM) is a means of adding digital licenses to media files. Some file formats support DRM. Windows Media Video and iTunes mpeg 4 video are examples of these. For more information on DRM see visit the very well explained Wikipedia DRM page.
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Adding Media Files to your NOW contentSmall media files, i.e. files that are up to a 100MB in size, may be uploaded directly to NOW, this is explained in the Adding a media file to a Content Topic in NOW instructions of this document.
Adding a large file to NOWEven though a lot larger files are supported by NOW, the use of larger media files within NOW is discouraged. For video files larger than 100MB, uploading them to a dedicated media system is consider better practice, this helps to avoid reliability issues and minimises user waiting times.
To prepare for a large media file to be placed in NOW contact the Elearning Helpdesk via email [email protected] or call 0115 848 6030.
Once your large media file has been added to a streaming server you should receive a link or some embed code.
Once you have your link or embed code follow the instructions on Embedding a media file in NOW
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Embedding a media file in NOWThe recommended method for placing a media file in NOW is to embed the media item within NOW. This is very similar to embedding files in most other web pages, e.g. blog and wiki pages. The following step-by-step instructions explain how to embed a media item (such as a video clip from NTU’s Media Streaming Server or a YouTube link) to a topic of the Content area within NOW. You will be able to embed in many areas of NOW, e.g. a news item, a discussion entry, assessment that you’ve set up, etc, in fact anywhere where you can access the NOW built-in HTML editor.
If you encounter any problems contact the elearning help desk on 0115 848 6030 or via [email protected] email address.
1. From the Manage Content page (under the Content link of the main top
navigation bar), click on New Topic icon (either beside the Unit you wish to add it to, or on the top tool menu)
2. Select Create New File – This option allows you to create a new topic from scratch using the html editor to create a webpage.
1 Give the topic a title (this will also be the file name of the webpage which is created)
1. Click on the icon as illustrated on the below screen shot:
This will open the following window which allows the user to copy and paste HTML code:
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5. Copy and paste the embed code between the <body> tags
<body> embed type='application/x-mplayer2' pluginspage='https://www.microsoft.com/Windows/Downloads/Contents/MediaPlayer/' width='800' height='600' src="http://scott.lsz.ntu.ac.uk/MLE/EDU/1_Highlights_800k.wmv" autostart='true' showcontrols='true' showstatusbar='false' showdisplay='false' autorewind='true'></body>
6. Click on update.
7. Then Save to save the webpage with the embedded media file
i Koumni, J, 2006. Designing Video and Multimedia for Open and Flexible Learning. Oxon: Routledge. Chapter 3, p101.
ii These resource links point to the topic on How video is recorded and stored in the ‘Moving Images’ section of (i.e. video or motion picture) on the JISC Digital Media site. The following subsections outline what this section deals with:
o Analogue vs. digital
o Standards, encodings, media and formats
o Colour systems
o Aspect ratio
iii ‘Speakerwriting’, a play on the word screenwriting, referring to the importance of the audio element of video at the pre-production (planning and designing) stage of the production cycle.
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8. Click on preview at the bottom of the html editor to check the media file(s) display as expected.
Adding a media file to a Content Topic in NOWThis section explains how to add a media item (such as a video or audio clip) to a topic of the Content area within NOW. If you encounter any problems contact the elearning help desk on ext. 6030 or by email [email protected]
1. From the Manage Content page (under the Content link of the main top
navigation bar), click on New Topic icon (either beside the Unit you wish to add it to, or on the top tool menu)
2. Select Create New File – This option allows you to create a new topic from scratch using the html editor to create a webpage.
3. Give the topic a title (this will also be the file name of the webpage which is created)
4. Click on the advanced tab of the html editor
5. Click on the insert object icon
Click on upload object to upload a file from your computer. There is another option to insert a learning room object that you have uploaded to the learning room files earlier.
Select object type – e.g. Windows Media Video for .wmv files.
The Insert Object feature allows you to insert (technically known as ‘embed’) a video, audio or a flash animation file (.swf)
The following video file format options are available:
a. Window Media Video (.wmv)
b. Real Video (.rv)
c. Quicktime (.mp4 & .mov)
d. AVI (.avi)
The following audio file format options are available:
WAV (.wav .mp3 .wma .m4a)
Real Audio (.ra)
There seem to be some obvious omission of two of the more popular
Click on Browse and navigate to the media file
Enter the dimensions of the video (these can usually be found by moving the mouse over the file). When adding .wmv files, you will need to add 40 to the height value if you are going to display the controls. If adding audio files with play controls, set the height at 40 and leave the width at 100
Tick Show Controls to display play controls to the user
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Tick Auto Play if you want the file to begin playing automatically
Click on Insert to add the file to the page
6. Click on Save to save the webpage with the embedded media file
7. Click on preview at the bottom of the html editor to check the media file(s) display as expected.
Please note: users will require Internet Explorer in order to view the majority of media files added in this way. Files may not load properly in other browsers.
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YouTube
YouTube allows users to make videos available online. As such, YouTube may be used as an extremely efficient video hosting service. Once registered, YouTube allows users to upload videos to their YouTube account and make these then available for streaming via links or another method known as ‘embedding’.
Embedding is fairly straight forward, when seen in practice it requires copying and pasting some special instruction, known as HTML. it is possible to embed the video on web pages such as blogs and many other web delivery systems. Embedding does work within NOW (details of how to embed YouTube videos) and is an effective way of getting video into your online learning material (please note that your video will be in the public domain and that by selecting the private setting within YouTube will mean that your video is not accessible to all students).
Many different source file formats are supported by the service which automatically encodes these into ‘streaming video’ (streams) that may be played by any web browsers with the Flash plug-in (for details on what the Flash plug-in/ add-on is see the endnotes)iv. The video file is made available as a standard internet link which you may place anywhere in your course material, e.g. in documents, directly within NOW via the content area or discussion forum as a URL link, sent by email to others or by any means that you would make a link known to others.
YouTube is mainly setup for sharing video content and works most seamlessly when video is added into the public domain. See the endnotes for a description on making your video private and a suggested work-aroundv. YouTube limits the length of each video to 10 minutes and a maximum file size of 1Gigabyte (1GB). Currently YouTube
iv
? The Flash plug-in enables internet browsers to play Flash content, this is generally made up of animation (SWF file type), Flash video (FLV file type) and associated audio (present with both of these file types).
The Flash plug-in is available for 99% of browsers and it is accepted as a standardised format for the delivery of animation, video and audio content. The Flash plug-in may be downloaded from www.adobe.com. For a more detailed look into Flash find the Wikipedia page a useful starting point.
v
? Private access may be set up via the YouTube service by opting for the video/s to be private rather than shared. This would however require all users to a) posses a YouTube account, b) for you to know their username and c) for you to invite/ grant access to the video/s on a per user basis. This may be a considerable task depending on how many users you would want accessing the material.
Alternatively, you may keep your content open to the public enabling all users to access the material however, limit the means by which users discover (come across) your videos. This may be achieved by strategically naming and labelling your videos so that searches do not show your videos as being relevant. A naming convention that you share with your users via your course material or communication may serve this purpose.
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supports two quality output/ viewing setting. Standard playback and High Quality (HQ). The quality comparison is akin to that of aerial received TV quality vs. DVD quality. The red HQ button that toggles between both settings appears on the bottom of YouTube media player marked as ‘HQ’.
YouTube has an annotation feature that allows annotations to be overlaid on top of the uploaded video. Annotating videos can be used to add ‘callouts’ (speech bubbles) to help with explanations or allows for other instructional messages to be added to further enhance your video presentation.
YouTube also has a subtitling option known as closed captioning. Adding of closed captions to videos is considered very good practice and is extremely beneficial to all users, not only those who have difficulties hearing, for example, a user who can not access the sound on their device for whatever reason e.g. lack of headphones.
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Endnotes and References:
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