Video Editing & Publishing

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1 CTLT PHOENIX COLLEGE 10/11/2011 W i t h Yo u Tu b e Video Editing & Publishing Content YouTube: Uploading Videos YouTube: Editing Uploaded Videos 2 3 LEARNING OBJECTIVES After completing this module, you will be able to do the following: 1) Upload a video to YouTube 2) Edit a movie using YouTube s Video Editor. 3) Publish a movie to YouTube. YouTube: Annotations & Subtitles YouTube: Video Editor Student Project Example Assessing Student Video Projects Over view Learning theories, especially those from the lines of constructivism & social constructivism, point to student produced knowledge as evidence of higher levels of knowledge acquisition, critical thinking and learning. When students generate knowledge through projects, they engage in the subject matter more thoroughly than when they passively receive that information. Student generated videos can be a basis for the type of learning that takes them to higher levels in Bloom s Taxonomy. This module takes you through the process of designing your own student video projects. Ideas for Student-generated videos This list is not exhaustive, but it illustrates the wide range of videos that students can create in class to demonstrate mastery of various topics in your class. 1. Documentaries. 2. Investigative videos for researching problems & present findings. 3. Demonstrate or explain concepts, procedures, processes, vocabularies, etc. 4. Exemplary performances or instances and counter-examples. 5. Skits, drama, and music videos. 6. Motivational videos to rouse interest in a topic. 7. Interviews with experts and professionals in your field.

2 VIDEO EDITING & PUBLISHING YouTube: Uploading Videos 1. Log in at YouTube.com and click on Upload. If this is your first, click on make a new channel, and fill out the form Click on the Upload link on the top right corner, then Upload Video or Record from webcam. 3. To access uploaded videos, go to the pulldown menu associated with your login and choose My Videos Click on Edit info and change to desired Broadcasting and Sharing Options. PAGE 2

3 CTLT PHOENIX COLLEGE YouTube: Editing Uploaded Videos 5. Go to your uploaded videos, and click on Edit video to make editing changes You can Trim, Rotate, and Stabilize your video. 7. You can adjust Brightness, Contrast, Saturation, and Temperature In the Effects tab, you can apply an overall effect to your video In the Audio tab, you can add a music track to your video. 9 PAGE 3

4 VIDEO EDITING & PUBLISHING YouTube: Annotations & Subtitles 10. To add Annotations, go to the pull-down menu of your uploaded video, and choose Annotations. 11. Click on the Add annotation pull-down menu and select the desired option. Then key in your text Click on Captions and Subtitles tab, and click on Request Processing. You could also add your own Caption Track by creating a.txt file using Notepad. 13. When viewing your video, click on the caption button and choose Transcribe Audio to display captions from YouTube s Machine Transcription. 12 PAGE 4 13

5 CTLT PHOENIX COLLEGE YouTube: Video Editor Click on Video Editor to create a video from existing YouTube videos Click on the tab to insert videos from your own uploaded videos or the tab to insert videos from Creative Commons Click on the MUSIC tab to insert music, the TRANSITION tab to insert a transition effect between clips, and the TEXT tab to insert text. Then click -drag the desired music, transition or text clips onto your storyboard. PAGE 5

6 VIDEO EDITING & PUBLISHING Student Project Example Student video projects can range from 30 seconds 15 minutes long. If this isn t a videography class, it is probably not wise to go beyond 15 minutes as it presents problems in publishing & online hosting. Usually, a short video is sufficient to demonstrate mastery of a topic, but if it is necessary to have develop long documentaries, consider separating it into parts. VOCABULARY VIDEO! DIRECTIONS: Select a word from the list below and create a digital video that visualizes its definition. Please plan to take no more than 5 shots and edit the clips so that the total running time is less than 30 seconds. ablate (v): to wash or erode away a solid substance cerements (n): waxed strips of cloth used to mummify the dead chork (v): to make the squishy sound boots do when wet lucubrate (v): to work or study hard late at night maunder (v): to move or act in a sleepy and clumsy manner moiety (n): one of two parts into which something is divided nugacity (n): futility, the state of being useless pelf (n): stolen goods or treasure pettifog (v): to argue over something unimportant rede (v): to coach or advise scholium (v): an explanatory note or comment in a written text swound (v): to faint Create a 3-5 minute video that explains a concept that you learned in class. Teach it back to the instructor and other students in class in an interesting and engaging way. PAGE 6

7 CTLT PHOENIX COLLEGE Assessing Student Video Projects Concept Content Unsatisfactory Partially Proficient Proficient Exemplary The video is a disconnected series of scenes with no unifying story or information. The content lacks a central theme, clear point of view and logical sequence of information. Much of the supporting information in the video is irrelevant to the overall message. The viewer is unsure what the message is because there is little persuasive information and only one or two facts about the topic. Information is incomplete, out of date and/or incorrect. The video tells a story but the style and mood do not suit the content The content does not present a clearly stated theme, is vague, and some of the supporting information does not seem to fit the main idea or appears as a disconnected series of scenes with no unifying main idea. The video tells a connected story, but either the style or mood does not suit the content Information is presented as a connected theme with accurate, current supporting information that contributes to understanding the project's main idea. The video tells a compelling story in a style and mood which are well suited to the content. The content includes a clear statement of purpose or theme and is creative, compelling and clearly written. A rich variety of supporting information in the video contributes to understanding the project's main idea. The project includes motivating questions and advanced organizers that provide the audience with a sense of the presentation's main idea. Events and messages are presented in a logical order. Video projects can be assessed with the use of a rubric. The example to the left measures three aspects of a video project: Concept, Content, & Technique. Depending on the subject matter, you may want to add to the list. For example, if this is a Videography class, you may want to add other items like Timing, Editing, Lighting and Audio. Technique Shaky camera shots, poorly recorded audio or carelessly edited. Edited material contains no shaky footage, audio is clear, and is edited without jumps or "glitches". Good shot compositions, lighting, sound and accurate editing techniques. Shows excellent understanding of elements of medium including shot composition, sound recording, lighting and editing. PAGE 7

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