Week |
Subject |
Related Preparation |
1) |
Course Overview • Review of Syllabus • Introduction to Premiere • Introduction to digital video cameras Studio Overview
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2) |
Production Process/Conceptualization of Storyline • The Production Process • The Production Team: Who Does What When? • Image Formation and Digital Video Instructional videos Premiere demonstration Studio Equipment
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3) |
One minute video pre-planning Storyboard • Storyboard formats and examples • Storyboarding & Scriptwriting Activity Premiere demonstration • Workspace and Sequencing Light (Theoretical)
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4) |
Premiere demonstration • Shooting and Capturing • Looking Through the Viewfinder Light setup activity
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5) |
Premiere demonstration • Framing and Composition • Using Editing tools Sound Technics
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6) |
Graphics and Effects Premiere demonstration • Editing Audio Sound Production
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7) |
Review
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8) |
Linear and Nonlinear Editing • Linear/Nonlinear Editing • Off-line/on-line editing Premiere demonstration • Adding effects Operating the camera - I • Arranging environment & Shooting • Tips for effective shooting
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9) |
Operating the camera - II • Arranging environment & Shooting • Tips for effective shooting
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10) |
Editing Principles • Major Client Project Preplanning • Idea generation • Storyboarding Premiere demonstration • Adding effects Post-production through the stage direction
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11) |
Video Recording/Major Client Video Storyboarding Individual Work
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12) |
Conversion/Exporting • Storing videos • Conversion/CD/DVD/Tapes • Interactive Video/Camtasia demo Premiere demonstration • Exporting and Delivery issues
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13) |
Main Client Video Editing
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14) |
Main Client Video Editing
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Program Outcomes |
Level of Contribution |
1) |
To define concepts related to the latest knowledge, tools and other scientific resources for the teaching profession, educational technology and information technologies in terms of national and international standards. |
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2) |
To explain the main elements of teaching strategies, methods and techniques, material design and assessment and evaluation processes that affect the development of educational technology integration. |
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3) |
To develop competencies related to software languages, operating systems, computer networks and computer hardware. |
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3) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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4) |
To use the most appropriate curriculum frameworks to plan lessons and activities based on active and student-centered learning integrated with technology. |
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5) |
To plan, implement and evaluate classroom activities that utilize cutting-edge technologies to foster creativity, problem solving and critical thinking using scientific methods. |
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6) |
To build strong theoretical and applied models to develop solutions to problems that focus on systems and human development within a learning organization. |
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7) |
To review, evaluate and recommend strategies for technology integration based on the interests, needs, individual differences and developmental characteristics of students in primary and secondary education. |
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8) |
To work individually and collaboratively in a team to carry out activities related to educational technology, information technology and the teaching profession in an interdisciplinary approach. |
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9) |
To effectively use and evaluate educational technologies and appropriately designed instructional models as a means of achieving and meeting learning objectives and requirements. |
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10) |
To utilize effective metacognitive techniques to make the classroom a community of learners engaged in lifelong learning activities. |
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11) |
To prepare trainings and projects related to educational technology for the community and to provide counseling to individuals in enhancing learning through the appropriate use of technology. |
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12) |
To implement cost and time sensitive strategies to support individuals and organizations to carry out their work more effectively. |
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13) |
To equip teachers to be pioneers and models in the application of technology for educational purposes using ethical and legal standards and to keep pace with changing technology. |
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14) |
To investigate efficient design solutions and existing standards used today for educational technologies, curricula, innovations and outcomes related to work, school, education sector and virtual world. |
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15) |
To gain fluency in interpersonal communication, teaching frameworks and the use of different technologies in relation to national norms and laws. |
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