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Production and Distribution
of Broadcast-Quality Digital Video
by Occasional Videographers = (Teachers)
of Broadcast-Quality Digital Video
by Occasional Videographers = (Teachers)
<=
b>Adam
Allerhand
<=
b>Indiana
University
<=
b>Bloomington,
IN 47405
Lecture sponsored by
Scholarship of Teaching & Learning of Indiana
University
www.indiana.edu/~sotl
October 11, 2000
Frangipani
Room, Indiana Memorial Union, Bloomington, IN
Summa=
ry
• Unlike previous “promising” technologies th=
at
did not live up to
their anticipated impact to advance teaching and learning (motion pictures, television), digit=
al
video can make a big difference,
because it is becoming increasingly practical for a teacher to produce and disseminate
instructional material in the form of “broadcast-quality” (not
“postage-stamp”) digital video, with simple equipment, without a steep learning curv=
e, and at a moderate cost.
<=
/span>
•
• Adam Allerhand will survey t=
he
large number of options available in each of the five steps of this rapidly evolvin=
g field: (1) choose and use camcorder =
to
create raw source material,
(2) transfer to computer, (3) edit the raw material and add text, close captioning, etc.=
(4)
choose suitable formats and convert to them, and (5) set up for distribution. Participants will be asked to provide
their wishes with respect to a website for occasional videographers.
<=
b>Video
Systems
July 2000
“Higher Education”
by Cody Holt
Comment about video production by high school studen= ts
July 2000
“Higher Education”
by Cody Holt
Comment about video production by high school studen= ts
![](3D"slide0057_image002.jpg")
Time will tell
![](3D"slide0052_image003.gif")
“Before man reaches the moon mail =
will be deliver=
ed
within hours from New York to California to Britain, to India or Austra=
lia by
guided missile.”*
*Postal Service official in 1959, as quoted in
of June 11,
2000.
![](3D"slide0052_image005.jpg")
Edison’s Phonograph
=
=
=
=
When Thomas Edison invented the
phonograph, he had serious uses in mind, such as preserving the last words of dying people, annou=
ncing
clock time, and teaching spelling.
=
<=
span
style=3D'mso-special-format:nobullet;display:none'>•Only about 20 years later did Edi=
son
reluctantly concede that the main use was going to be to record and play music.
Show me the money
=
=
=
=
Folks are more willing to part w=
ith =
their hard-earned dollars for =
entertainment than for education=
, =
therefore…
Show me the education
=
=
=
…we educators should monitor technology <=
/span>being developed for entertainment (at costs often greater than the whole annual budget of a major university), so that we can ride the coattails, if the techn=
ology
can help give stu=
dents
a better education.
Tec=
hnology?
•Why did motion pictures not become a <=
/span>standard component of education?
•<=
/span>Why did television programs not become
a major component of educat=
ion?
“In
large lecture-style mathematics courses, only =
about 20 percent of the students truly gain much =
benefit.
And those who do are often the very best students.
The other 80 percent often behave as stenographers, furiously taking notes in an almost rote fashion.”
E. M. Landesman, Syllabus, May 1999
Yes and no!
![](3D"slide0011_image007.jpg")
Fall
1999: Buchanon High School, Clovis, CA=
High
School students do research on notebook PCs with <=
span
style=3D'font-size:117%;text-shadow:auto;color:#FFFF66'>wireless LAN
connections.<=
/div>
Also (Spring 2000): Adam Allerhand