Technology
Technology can have a significant impact on the time and effort that both students and staff expend during a video assignment and how well it's executed. Recent video assignments (as of 2017) have used turn-key solutions (like a tablet) or cloud-based/online editing technology where students supply their own phones to record on. When looking for suitable technology, cost and simplicity are the two main issues to address.
Something else you will have to make a choice about is whether you want to allow students with prior video experience to use their own technology. This will often include a Digital SLR camera and professional offline editing software.
Please note: this section does not address video assignments which are aimed at teaching film and television production. This guide assumes that staff running these types of assignments will have professional equipment and loan processes already available, or be able to set them up.
Choosing suitable technology for the class
Turn-key solutions
Advantages
If students are all supplied with a turn-key (single) solution like an iPad or iPod, there are several obvious advantages. The first is that it's a one-stop shop where they can shoot and edit their videos on a single device. This reduces the equipment required and some evidence suggests that students are more able to focus on the assignment over the technology (Gallant, 2014).
Another big advantage is that everyone is using the same workflow to shoot and edit their videos. This workflow can be tested prior to handing out the assignment to check that all the editing techniques and media types expected can be both created and edited on the tablet, rather than leaving students to find their own solutions, or asking teaching staff for help.
Pedagogically, workflow challenges can increase student engagement and confidence with technology, but they will be significantly more difficult for some students than others, so a simple turn-key solution can also introduce some parity.
Another advantage is that you can select shooting and editing apps (like Voddio, Premiere Clip, iMovie) that support the specific types of editing and media you would like students to include in their projects. For more information see 'Choosing the right editing software' at the bottom of this section.
Disadvantages
One major disadvantage of a turn-key solution is that it's expensive. Each group of students completing a video will need their own device, which may be prohibitive for large classes. Another disadvantage is that
Another disadvantage is that work-arounds may be required to introduce media not created or purchased on the device, such as YouTube videos, photos and music. If your assignment asks students to make use of third-party media, a turn-key solution may not be the right choice.
Another issue is the quality of the microphone and camera in different types of tablet. While iDevices have typically proven reliable, other options may not be. Testing will allow you to check.
Finally, sound is more important than video for allowing a finished project to make sense to its audience. In noisy shooting environments, an external microphone may be appropriate. Some tablets may not accept an external microphone. If you expect students to shoot a presenter on location, for example, check you are happy with your chosen solution's audio performance before you commit!
Online, mobile or desktop editing plus BYOD
Allowing students to use their own device to record, along with an editing solution provided online (like YouTube Editor, wevideo or kizoa) or on their iDevice (like iMovie, Voddio or Adobe Premiere Clip) is a free or low-cost solution. For projects that require more power there are relatively low-cost solutions for desktop that still offer full editing functionality (like iMovie, Adobe Premiere or Pinnacle).
Advantages
One of the advantages to this type of workflow is that students get to learn how to use their own devices better. This increases the learning and literacy they are likely to take away from the course. It also confers more flexibility and invites engagement. If students want to try a technology they can.
This approach is cheaper than a turn-key solution and easier to administrate. Online solutions are often free and mobile apps are cheap, especially compared to textbooks. It is not unreasonable to ask students to purchase their own subscription.
And because students are not using university-owned equipment, there is no need to arrange a purchase of, hand out, repair and recall any devices. This can significantly reduce time spent on course administration.
Disadvantages
The down side to BYOD is that there are often increased workflow issues. Each student or groups' workflow is potentially different as their devices will vary. This can be managed by letting students know they must test and find their own solutions before they begin the assignment and that help will be limited.
Choosing the right editing software
As video technology is changing all the time, we prefer not to suggest any specific apps or platforms for editing on. However, there are some things to look out for:
- Does the app allow for multiple video tracks? This is important if you want students to complete an edited interview or documentary that will use the A-roll/B-roll technique using cutaways. This is a simple, commonly-used editing technique, but without an editor that allows for two video tracks to play simultaneously, it is either very fiddly or impossible to do. For more information about this editing technique, please see the A-roll/B-roll section of the 180 degree and jump cuts page of this guide.
- Does the app allow for real-time playback? If the video doesn't play back without lagging, making properly timed edits can be a nightmare for students and this may reduce their engagement with the assignment. For online solutions, check the bandwidth students typically have access to. Most will have ways of managing slower connections, but it's good to test before committing.
- Does the app easily allow for all the media types and editing functions you want students to use to be included in their projects? These might include still images, third-party video, music, titles, animations, etc.
Again, in our experience, the best way to make sure that your chosen platform/s meet the requirements of the video project is to test them by completing the video project yourself before you give it to students.
Student-sourced technologies
If you're not using a turn-key solution, your more experienced and confident students may wish to use cameras they own or workflows they've developed. This can produce variable results depending on their technical skill and how willing they are to share with their group members. However, if you establish expectations around the need for independent technical support and full group participation, then allowing students to use their own equipment can promote independent learning. The student section of this guide outlines how to use Digital SLR cameras if you want to support this type of activity.
Additional equipment
Tripods
Videos which are shot on tripods look more stable and professional and are easier to watch than handheld videos. This is particularly the case when shooting something like a presentation or performance where each shot is quite long in duration, and camera movement is very obvious. To improve overall assignment quality and marker experience, we typically recommend that students have access to tripods and fittings that allow phones or tablets to be attached to them.
If you're using a turn-key solution, a tripod and attachment fitting can be supplied as part of the kit. However, if funding does not permit this or you prefer students to use their own equipment, tripods can be available as loan items. We've used students in the class to administrate loans.
Microphones
If students are shooting dialogue or a presenter on location, an external microphone can really improve the quality of sound captured because the mic is closer to the person's mouth. Of course this depends on the competence of the student operating the recording device and the quality of the mic.
There are now a number of external mics that attach straight to iDevices including bluetooth microphones which don't need a wired attachment to the recording device. This is ideal because it means the presenter doesn't have to be close to the camera. These mics should also automatically adjust their own volume which can really help sound quality.
Another useful option is to use an additional iDevice to record sound on the presenter. This can then be synced or matched up with the video footage during editing. You can see this briefly demonstrated in the video on Shooting on a mobile device.
If you're able to make additional microphones available, testing them on the most commonly-used recording equipment is a good idea, and students will benefit from hands-on training and a chance to practice.
You can see more about sound recording in the page on sound:
Lights
There are a variety of LED lighting options that can be purchased cheaply and mounted on a stand or on a recording device. However, our experience suggests that good results are very possible without lights, as long as students think about the best way to use natural light when they're shooting. We've also found that small LEDs are often not powerful enough to make a significant difference. For this reason, loan lighting is not something we recommend unless lighting set-ups are being taught.
You can see more about basic lighting here:
And more about lighting here:
Tips for managing equipment
- Choose wisely. Before acquiring a class set of recording devices and any peripheral equipment like microphones, tripods and tripod attachments, it's best to complete the whole assignment using the chosen technologies and see how well they perform. Small issues can quickly become enormous problems at scale.
- Get students to work in groups as this reduces the amount of equipment required and thus the statistical likelihood of technical problems.
- If time permits, run a training session on how to get the most from your device. This reduces the likelihood students will break the equipment (and improves their final submission!)
- Avoid promising technical support if students are using their own devices. In a large class there will be multiple variations in device type and full support will quickly become unsupportable.
- Make able students in the class responsible for technical support if this is anticipated - offer a stipend or gift vouchers if a budget for casuals is not available
- Hire students in the class to manage loan equipment. This includes bookings, borrower details, policing returns and simple maintenance
Tips for managing workflows and data
A workflow allows specific video media to be edited, exported and uploaded for distribution. It involves a series of technologies - video file formats, storage devices, network connections, editing software and editing hardware that have to all work sequentially together to produce the desired result.
- See the first item in the previous section - if you're using a class set of devices and software licenses, always test whether the footage produced by the recording device can be edited on the chosen editing platform, and that the resulting exported video can be uploaded to your delivery platform. To be edited properly, the video must play back on the editing platform in real time, with no artifacts, stuttering or lagging.
- Similarly, if you're allowing students to use their own devices with a recommended online editing platform, app or desktop software, it's a good idea to test footage from a few different types of popular phones to see if there are any obvious issues. Most online or consumer editing platforms are built to take everything, but it's wise to check.
- Make sure that students understand the enormous importance of backing up their data and suggest what to do. A second extant copy should be made and stored far away from where the video is being edited. Data loss does happen, through drive failure, theft and human error.
- Reduce the need for tech support by offering a class session on the basics of editing.
- Let students know what platform they'll be submitting their final video to and alert them to the specific export settings required. Students should be able to find these independently for Youtube or other public platforms.