Video Assessment Showcase (Original)

Task Description:

Your team will demonstrate your Virtual Prototype, and convince your client of the advantages of your solution, through an informative 10 minute video presentation. The video will be addressed to your client and your project experts (project leaders and tutors). This is an opportunity for you to show the merits of your designs and solutions and to convince your client that you will deliver the “best Virtual Prototype” with the highest possibility of becoming a successful product. In reality, contracts worth many millions of dollars may be won or lost during 10 minute discussions or presentations!

Student Examples:

Authors: Max Boshammer, Anthony Bristow, Lucas Evans, Zhexi (Will) Li, Joe Manjaly and Thomas Monckton

Tips for students from the group:

1. What device or program did you use to do the recording? For recording sound, we used Audacity and everybody sent their recordings into a shared folder on OneDrive for easy access. For the technical aspects, most of the video is comprised of 3D renders from Autodesk Inventor 2020.
2. What program did you use to edit and produce the final product? We used Adobe Premiere Pro 2020 to edit the video and add audio and visual elements. The final product took around a day to edit as a member of the group was very familiar with the software.
3. Do you have any tips for students?
   • Start to formulate and write down ideas early, especially for the style of video that you want to go for.
   • Be creative, build upon and take inspiration from other similar projects (in our case an iPhone commercial).
   • Make sure you plan the video extensively before writing the script to ensure that the storyline is clear.
   • Make sure you regularly check the marking rubric to guarantee that every criterion is met by your video.
   • Ensure you have a coherent script that doesn't sound too robotic and having enthusiasm in your voice goes a long way too.
   • Most importantly, have fun with it, if you enjoy what you are doing and creating the resulting video will naturally be of a higher quality.

Authors: Shurui Fan, Matthew Jarvie, Calum Philips, Benjamin Strange and Niall Waller

Tips for students from the group:

1. What device or program did you use to do the recording? For recording sound, Matthew used the default Windows voice recorder but pinned a blanket up around them to absorb some of the sounds. Most of the recordings were gathered through screengrabs within CAD software.
2. What program did you use to edit and produce the final product? We used Inventor for the CAD images and animations, and Adobe Premiere Pro to edit the video and add the audio.
3. Do you have any tips for students?
   • Remember that you are telling a story, it should have all the same components such as a strong beginning and satisfying ending. 
   • Get it done early, make a start as soon as you get the assignment. Making this start means it's easier to continue later instead of letting it pile up until the due date.

Task Description:

You will work in groups of five to six to deliver a 10-minute presentation on any topic of your group’s choice arising from weeks six to eleven of the course. The performance must contain a thesis statement, that is you must make an argument. The presentation can take any number of forms, depending on your skill and your interest, but it must be clear that sound research has been undertaken into the topic.  Performance modalities can include:

• A short film or another form of animation
• A performed scene (acting or song, music, dance/movement, puppets, etc.)
• Creation and explanation of a set design (virtual or material)
• Creation, display and discussion of costume or mask design, or props
• A visual/pictorial display 

Student Example:

Authors: Charlotte Else, Amber Fresle, Raluca Ghebosu, Larrisa Lae, Jacinta Maxwell and Charlie Mitchell

Task Description:

Choose OPTION A OR OPTION B

OPTION A: A podcast designed for language teachers
Scenario: A local radio station has asked you to develop a short podcast for a regular show based around the theme 'Teachers, learners and technology'. They want something that is informative and engaging that showcases the potential of a particular technology (or technologies) of your choice that is also practical for listeners who may be thinking of doing something similar. It is also important that you highlight the affordances of the technologies for different language skill and knowledge areas as well as holistically. They will be advertising the show to various language teacher networks nationally.

OPTION B: A podcast designed for language students
Scenario: You are teaching an intermediate/advanced language class and you have been requested by the Head of School to develop a series of weekly podcasts for this class to help them develop one of the main language skills (e.g. listening, writing, speaking, grammar, etc). You are required to produce one podcast only as a sample. This podcast may be one from the beginning, middle or end of the Semester. You may specify more precisely the needs of your students and their goals and objectives.

Student Example:

Author: Franciele Spinelli

Franciele's tips for students:

1. What device or program did you use to do the recording? I recorded the video on my phone.
2. What program did you use to edit and produce the final product? I used Adobe Premiere Pro to edit. The intro is from: https://artlist.io/ and the Images are from www.gettyimages.com.au
3. Do you have any tips for students?

Task Description:

This final entry is a video in which you will reflect on your learning. You may discuss challenges you encountered while researching your topic and the strategies employed to overcome them as well as what you gained during the course and how your understanding (linguistic and/or cultural) may have progressed. You should thoughtfully include video or photos from your time in Noumea that relate specifically to your personal learning experience. The video may be viewed by other students in the French program interested in learning about this program. You are not marked on your cinematographic skills but on your critical thinking, spoken French, and ability to incorporate visuals that correspond to your unique experience. For example, perhaps you saw an artwork or historic site that impacted you. You may want to include your own photographs, video or even your own sketches of that site and explain that in the video. You may use Powerpoint, iMovie or even just film yourself on-site with your phone. The video must be audible and playable once uploaded on Blackboard.

Student Example:

Author: Lola (Maria) Barbero

Lola's tips for students:

1. What device or program did you use to do the recording? I recorded the video on my iPhone.
2. What program did you use to edit and produce the final product? I uploaded the video to iMovie to add in the title, ending screen, music and clips throughout.
3. Do you have any tips for students? My advice would be to write a rough outline of your experience so you know what you want to say but make it as natural as possible (it's okay to make mistakes and correct yourself!).

While on an internship with Corella Press, David took the initiative to produce the below video as a trailer for a book that was being published by Corella Press. This publisher is using this video as the main marketing tool for the launch of the book.

Student Example:

Author: David Huynh

David's tips for students:

1. What device or program did you use to do the recording? I took photos of my own face as a base for the head shape. I then traced over it and modified the shape to my liking in Adobe Photoshop. I generally repeated the same process with the rest of the images but using images from Google. Some assets like the Corella Press logo were provided to me. The music was recorded by another intern.
2. What program did you use to edit and produce the final product? I used Adobe After Effects to edit all the scenes and music. I then rendered the video using Adobe Media Encoder to help manage the file size while maintaining quality.
3. Do you have any tips for students? The best thing you can do for your videos is to let them be seen. Even if it isn't your best work or you feel like other people can create something better, it won't matter if no one sees what you made. Feedback is something to be sought. You'll get better and gain more confidence with experience.