As we said before, the use of video in an educational context is connected to the teaching-learning process in which we are immersed. Against this more pedagogical question, we must also take into account that if we are producers of our own video clips, we must do it according to some purely technical parameters that are extendable to any audiovisual production with small specificities.
Given that there is an infinite number of literature on this subject and that technical questions are not the purpose of this guide, because we are more focused on pedagogical aspects, we can talk about four phases in the production of educational videos:
Given that there is an infinite number of literature on this subject and that technical questions are not the purpose of this guide, because we are more focused on pedagogical aspects, we can talk about four phases in the production of educational videos:
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1. PRE-PRODUCTION |
In this first phase we must limit the didactic objectives of the use of video to develop a schedule of activities prior to the production of the video. In this phase we would include: the idea, the synopsis, the literary script, the technical script, the storyboard and a shooting plan with all the technical requirements for filming. We will decide on the devices for filming, sound-recording, lighting, clothing, etc.
It is important to emphasize in this section that we can avoid some issues in the case of educational videos that are almost prescriptive in a professional video, because we cannot forget that we have a certain number of weekly classes for the subject and we must make an appropriate distribution of time devoted to the realization of the whole product.
In educational videos we can spend several sessions to planning, because it is at this time of pre-production when the content that we are going to display in audiovisual format is adjusted. This way we can combine other activities on our part or the students’ that include some research, the realization of a monographic, interviews, information search, conceptual map, etc. These activities will facilitate the realization of the video script that can be simplified in a mixed script, between literary and technical.
Once we have the script, we only need to determine the shooting schedule on this stage. This is important because it will define the necessary sessions for the production and we can make decisions about whether the video will be made entirely at school and during school hours. If it will also be recorded out of school time and in other locations, etc. Why is this issue important? It has to do with the methodology, it has to do with the roles of teachers and students in the learning situation, it has to do with resources, etc. We have to be clear that any decision we make in this regard will determine some learning achievements, will take priority over others, and will better clarify what we will evaluate at the end of the process. What we are going to evaluate comes mostly from the work done in this phase, unless it is a product that meets specific evaluation criteria of some subjects on audiovisual language.
It is important to emphasize in this section that we can avoid some issues in the case of educational videos that are almost prescriptive in a professional video, because we cannot forget that we have a certain number of weekly classes for the subject and we must make an appropriate distribution of time devoted to the realization of the whole product.
In educational videos we can spend several sessions to planning, because it is at this time of pre-production when the content that we are going to display in audiovisual format is adjusted. This way we can combine other activities on our part or the students’ that include some research, the realization of a monographic, interviews, information search, conceptual map, etc. These activities will facilitate the realization of the video script that can be simplified in a mixed script, between literary and technical.
Once we have the script, we only need to determine the shooting schedule on this stage. This is important because it will define the necessary sessions for the production and we can make decisions about whether the video will be made entirely at school and during school hours. If it will also be recorded out of school time and in other locations, etc. Why is this issue important? It has to do with the methodology, it has to do with the roles of teachers and students in the learning situation, it has to do with resources, etc. We have to be clear that any decision we make in this regard will determine some learning achievements, will take priority over others, and will better clarify what we will evaluate at the end of the process. What we are going to evaluate comes mostly from the work done in this phase, unless it is a product that meets specific evaluation criteria of some subjects on audiovisual language.
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2. PRODUCTION |
Once we have defined the previous phase, we go to the production / shooting of video. For this purpose, according to our design, we will record both image and sound as explained in the script. Each person on the shooting team must be clear about their functions so that it is fluid and does not require too much time. We must remember that the ultimate purpose of our video is not a technically professional product in most cases, but a means that strengthens and favors the learning of other content. We must always remember that the production objective of our didactic videos has nothing to do with what it could be in case of being used in Information Science, Audiovisual Communication or Fine Arts.
Although it is true and evident that the better technical quality we have, the better transmission of the message, we insist on this section, because we must not lose sight of the fact that the context of our productions is more related to communication than to technique.
This phase has been greatly facilitated thanks to technological advances of the recording devices. It is currently possible to record a video using a Smartphone or Tablet with a very good quality of image and sound, something rather unthinkable until now. This favors that the act of recording a video is an immediate process without many technical requirements that would slow the process. This advantage also helps minimize the time required in the production phase that can be invested in the pre-production stage, which is the most time consuming.
Although it is true and evident that the better technical quality we have, the better transmission of the message, we insist on this section, because we must not lose sight of the fact that the context of our productions is more related to communication than to technique.
This phase has been greatly facilitated thanks to technological advances of the recording devices. It is currently possible to record a video using a Smartphone or Tablet with a very good quality of image and sound, something rather unthinkable until now. This favors that the act of recording a video is an immediate process without many technical requirements that would slow the process. This advantage also helps minimize the time required in the production phase that can be invested in the pre-production stage, which is the most time consuming.
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3. POST-PRODUCTION |
Once we have recorded all the elements of image and sound we go to the editing phase or post-production. At this point we assemble the video including all the elements stipulated in the script. It is normal in this phase to make adjustments with the material that we have, since we can detect script failures that affect the rhythm of the set watching the video for the first time. In this phase we will also include elements of still photo, music, credits, logos, etc.
In the post-production phase we can use different editing software as we suggest in the resources section of this guide, but the most important thing for us at the moment is that we can devote time outside the school for this stage, if we need to, because of its almost mechanical character. Maybe it is the phase in which the guidance or help of the faculty is not so necessary, since once the "good" shots are selected, the edition does not require greater instruction.
In the post-production phase we can use different editing software as we suggest in the resources section of this guide, but the most important thing for us at the moment is that we can devote time outside the school for this stage, if we need to, because of its almost mechanical character. Maybe it is the phase in which the guidance or help of the faculty is not so necessary, since once the "good" shots are selected, the edition does not require greater instruction.
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4. VALIDATION |
If we have followed the didactic guidelines of the prior chapter “indicators for video value as an educational resource”, it is clear that our final product will fit into the type of educational video, but we consider it necessary by means of evaluation, to validate if the designed didactic objectives have been achieved. For this purpose, teachers should contrast the learning gained with students thanks to the use of this resource and not another one, in the form of a questionnaire, oral presentation, abstract, etc. This validation will help us in the process of determining the didactic value of the video, for that purpose we can use different techniques and evaluation tools.