While working through a worksheet students can call on the expert present to help as needed.įor further information, or to arrange workshop(s) for your students, please email Editing Workshops – Additional considerations
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We do however include a ten (to fifteen) minute preface/contextualisation at the start of the session, plus a ten minute wrap up at the end. This would typically be formatted such that students work independently through a work-sheet for the majority of the session. When ‘editing’ is delivered as a workshop (lead and supported by a member of the E-Learning Development Team) the session is best scheduled in a two-hour slot. The work-sheets (and associated assets) we have developed for these applications are designed to walk students through all the basic editing tasks they are likely to need for undertaking their project work: import and trimming of video clips, import and use of additional audio files, use and animation of still images and transitions, etc. HitFilm does have more of a ‘pro’ editing paradigm though and, as a consequence, its learning curve is steeper than that of the more ‘consumer’ orientated iMovie or OpenShot.Ĭoming – Downloadable worksheets and associated asset packages. Of the three editing applications chosen, HitFilm Express is the most capable – it’s a limited version of HitFilm Pro – the limitations are however refreshingly negligible to the more casual user. These three were chosen based on their functionality, relative ease of use and because they are free.
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HitFilm Express is available for Windows and OSX.OpenShot is also very easy to use though its workflow isn’t perhaps quite as straight-forward as that of iMovie.Openshot is open-source and available for Windows, OSX and Linux.iMovie is very easy to use while remaining a capable package.
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In terms of software there are many free video editing applications that students can install, ranging from simple mobile apps through to fully featured desktop apps that implement a ‘pro’ editing workflow.Īs a logical follow on from the introductory lecture (mentioned above), we have developed student targeted work-sheets and accompanying multimedia assets for three video editing applications: iMovie, OpenShot and Hitfilm Express: The first half of the lecture is designed to prime students with information that can help them establish an approach to their video project while the second half covers material chosen to help students avoid the most basic pitfalls that someone unfamiliar with shooting video might fall into.įor further information, or to arrange a concepts and shooting lecture for your students, please email – Narrated versions of these presentations.
The E-Learning Development Team have developed an hour-long lecture comprising two parts ‘concepts’ and ‘shooting’ basics. Additional learning outcomes (to those noted above) revolve around effective group working, particularly targeting students’ capacity for both self-reflection and peer critique where the group work is concerned. Learning outcomes include improved communication and presentation skills, as well as the transferable skills developed as a consequence of having to produce a video.Įducation’s video project is designed to target some of the learning outcomes described above but requires students to work in groups where the output has to be a multimedia presentation (they are steered towards developing a video). Both assessments require appropriate academic rigour to be observed (evidenced and cited research) but, for the video, students are asked to communicate their findings/arguments in the manner of a ‘popular’ science article where the emphasis is on accessibility of the message and appropriate illustration of the ideas being communicated rather than use of the ‘academic voice’ (which is repeatedly assessed across the programme). It is however, a lot more achievable than you might think.ĭrawing on the examples noted at the bottom of this page:Įnvironment students are offered a choice of assessment: writing a standard essay or producing a video. Expecting students to produce video output, particularly where the video is to be summatively assessed, does need to be appropriately supported. Student developed video projects can be used to target varied learning outcomes.
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