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‘How’ and ‘Where’ you show your video content has become part of the brief.
It makes a difference in terms of the audiences and potential audiences that can be reached and the way in the which your content could, if you wish, be reversionsed and used in different ways (hopefully, under the right Creative Commons) with links back to you.
On your website, whether on the intranet or for external viewing where it can be shared and discussed.
It can also go out as a channel in its own right. At the broadcast end I recently saw what some of the content going out on Channel Flip. Today you can have your own channel. If you have appeal to an audience and can attract enough viewers advertisers will sponsor your content.
Elearning has become far easier to mange and distribute with platforms such as present.me for video, but also specialist mobile elearning platforms like GoMo from elearning specialists Epic.
The right content may be used in qualifications too.
Put on YouTube your content can be embedded within other people’s content while you can take advantage of detailed analytics, not least viewing behaviours.
What role does video play in elearning? What role does AV or video play in digital communications?
A simple question shared on Linkedin and picked up by a West End Production company led to my joining four producers for what became a two hour conversation yesterday. I based this conversation around a mindmap created in Bubbl.us, something a fellow MAODE student introduced me to over a year ago. (We were comparing tools, such as Compendium, for creating visualisations of learning designs).
I had thought about dripping ink into a glass of water to make a point: that digital content dripped into a digital ocean quickly dilutes, that binary code of text, images, video and sound can be melted down and mashed up in many ways. I wonder if an ice-cube in a G&T would have served the same purpose?
It is of course a metaphor, the suggestion that anything goes and anything can happen.
(I find these mind maps a far easier way to share ideas. It is non-linear. It is an aide-memoir. I’d put it online in Picasa and in a blog rather than printing off. I had expectations of calling it up on a huge boardroom screen, instead we struggled with a slow download in an edit suite. Sometimes only a print out would do. There wasn’t an iPad amongst them either).
We discussed the terms ‘e-learning’ and even ‘e-tivities‘ acknowledging that as digital activity is part of the new reality that online it is just ‘learning’ and that an ‘activity’ is best described as such.
Video online can be passive, like sitting back and watching a movie or TV. To become an activity requires engagement, sitting forward, and in most cases tapping away at a keyboard (though increasingly swiping across a touch screen).
‘Sit Back’ or ‘Sit Forward’ are phrases I recall from the era of ‘web-based learning’ a decade ago, even interactive learning on Laser Disc and DVD in the early 1990s.
There is science behind it, that learning requires engagement if stuff is to stick: watching a video, or a teacher/lecture is likely to be too passive for much to meaningful. The crudest activity is to take notes (and subsequently to write essays and be examined of course).
Here I am saying ‘anything goes’ that a piece of video used in learning may be short or long, with limited production values or ‘the full monty’, the kind of conference opener or commercial that are cinematic with production values and costs to match. We differentiated between ‘User Generated Content’ and ‘DIY’, between the amateur working alone and someone being guided through the craft skills of narrative story telling using video. I cited various examples and our our plans to bring alumni together over a weekend, to introduce TV production skills, hand out cameras and a sound kit (though some would bring their own), then based on responses to a creative brief, a synopsis and treatment, even a simple script, they would go away and shot then edit something. These pieces should have a credibility and authenticity as a result.
The kind of outputs include the video diary and the ‘collective’ montage with contributions from around the world linked with some device. A recording (with permission) of a web conference may meet the same criteria, embedded on a dashboard to allow for stop, stop, replay. A couple of other forms of ‘user generated content’ were mentioned, but neither taking notes nor recording the meeting I have forgotten. I use the negative expression ‘corporate wedding video’ for the clips that can be generated by teams who haven’t had the training, or lack the craft skills.
For the presentation I had spun through a dozen video pieces and grabbed screens as I went along, key moments in the presentation or some trick or approach that I liked to illustrate a point: text on screen, humour, slip-ups denoting authenticity and so on. Put online and embedded in a blog these images were a form or mashup. The images could be collated on Flickr. Whilst a piece of video on YouTube can be embedded anywhere a person wants it, this content in various ways can be reincorporated. Not a bad thing if links of some kind are retained. Providing a transcript and stills are ways to facilitate quoting from the piece, for getting the conversation going on a social platform. This depends of course on the client brief, whether there is a wish, let alone permission, supported by the right Creative Commons choices, to see content shared.
We discussed external and internal communications, the difference between content for the Internet or an Intranet.
We also discussed the likelihood of people to participate in this way. I like the simple split between ‘Digital Visitors’ and ‘Digital Residents’, between those who look and those who touch, those who observe from time to time, compared to those who take an active role. I quoted Jakob Neilsen and his 95:4:1 ratios between those online who simple browse or observer (what used to be pejoratively called lurking), those who rate, like or comment and the 1% who create the content.
Forrester Research have taken this further though this isn’t something I took them through:
Salmon, G (2002) The key to active learning online. (accessed 24th March 2012) https://tojde.anadolu.edu.tr/tojde8/reviews/etivities.htm
(This is one part of a larger mindmap. Things missed out here might be included elsewhere. Do please offer your thoughts. I have webcasts and webinars elsewhere. Then of course there is PowerPoint with voice, animations and ‘movies’ and many ways of presenting linear video in a non-linear dashboard).
I’ve wanted to quote this for many years.
Winston Fletcher used this with images at an Advertising Association presentation at the CBI in October 1984.
When the client moans and sighs
Make his logo twice the size
If the client still proves refractory
Show a picture of the factory
Only in the gravest cases
Should you show the clients’ faces
Found in ‘Welcome to Optimism’ after several false starts finding the right search terms for Google.
This is another way to look at it:
I was a trainee Rep at JWT.
My merry dance around the world of advertising continues with occasional afternoons mentoring at the School of Communication Arts which I attended in 1987. I kept a daily diary at the time, most days a single sheet of A4 whether I felt like it or not. This was Tuesday 9th October 1984. It was a fortnightly or weekly IPA meeting that attracted graduate account managers from across the London advertising agencies. The diary entry reminds me who I was with, the ads we looked at, where I was and what I got up to. Plenty in fact to bring it all back in considerable detail.
The other quote or image I am looking for was a set of dimming light bulbs to illustrate the ‘Mortality of ideas’ something that threatens and crushes many a great project.
Dr. Z.A.Pelczynski takes a philosophy tutorial, Pembroke College, 1960s.
The brand is the first and trusted touch point for the learner. Whether they want to be entertained or acquire learning that can be applied to their career or job seeking is a moot point.
Does an Oxbridge education cease to be one without the college and tutorial focus?
Would it be counterintuitive for the OU to offer campus based studying?
The School of Communication Arts is industry supported and may even be a Bartle Bogle Hegarty academy; I did this in 1987. There is no qualification as the end game is employment. A piece of paper demonstrates nothing other than ‘staying the course’, that you can deliver via the process and intellectualise it.
In 2001 I was involved with FT Knowledge in their first efforts to produce an online MBA: the brand may run to this yet, indeed as digital takes over from print and they employ a Forum Manager, informal social learning occurs by default. I would study animation through Pixar, civil engineering through ABB, Health Care Management through BUPA, logistics with UGC, computing with Microsoft, marketing with P&G, and as you have mentioned, Journalism with the BBC, so how about investment banking with Goldman Sachs and commercial law with Herbert Smith (which of course they already do in-house with substantial cohorts). If the author Steven Pressfield offered an online creative writing course I’d take it, the goal not a qualification but a book published.
Could you even focus the learning on a person rather than the brand? The Max Clifford School of PR, the Cherie Booth, or come to think of it, Tony Blair School of Law?
Seriously though, would a Virgin MBA sell with Richard Branson as self-appointed Dean?
1) Keep it niche
You come to trust a person to have something to say about ‘x’ rather than the entire alphabet.
2) Keep it fresh
Depending on your ambitions update twice a day
Yes, you have to have a point of view, no you don’t have to make the posting public but you need to build a ‘body of work’.
250 words will do, a picture and comment and from time to time a link and snip from something you have stumbled upon.
3) Keep it authentic
There’s a light, conversational style that i think of as ‘BJ’ (Blog Jocky).
4) Read and comment on blogs you like
reciprocity is vital, there is a virtuous circle of being read and contributing to other people’s blogs. Vary the pace and approach.
It works to include photos and video, though you risk setting yourself too great a task if you imagine you can generate or load a video clip every time.
5) Watch the stats
You can understand what makes your blog tick, what keeps it vibrant. It is motivating to know you are being read.
Put your content in front of those who are most likely to find it of interest or value by sharing it with specific Linkedin groups and by getting it out on Twitter as part of pertinent conversations.
Eyes & Ears campaign. Encouraging corporate responsibility and reporting incidents and events. Video, Events, Regional TV & Press.
I love what I do and from every angle want to be an effective communicator blending intelligence and ideas with video and social media to get the job done. It’s become akin to live theatre: you can measure success or failings with bums on seats, their applause or otherwise, comments, feedback and participation.
If they’re with you they’ll even do the job for you, spreading the good word and generating compelling content.
My response to this? Don’t get in their way! Can this be intellectualised?
Not only can everything be taught, but cause and effect should be analysed and written up so that through reflection and sharing with colleges you learn to improve and adapt the narrative of your actions.
I have one more module to gain an MA in Open & Distance Learning too; why this? Because learning is an effect, it demonstrates an ability to pass on and develop skills, ideas and knowledge.
Because we can’t help ourselves, it’s how we humans progress.
The day job, studying and 8-12 hours online: how do I do it? It makes me tick. A decade ago I shared a thought in my blog, suggesting that I kept a diary, journal, log, blog, photo journal, scrap book, garage full of junk in order to prove that I am alive (that I was here).
If I can be harnessed to a good cause and earn a living from it too, all the better.
‘To be a successful product company requires intimacy with the customer’.
Azion H Pemji Chairman of India’s Wipro in Outsourcing Innovation. Egardio and Einhor (2005)
Something that is now being achieved, six years on, courtesy of the likes of Facebook and Linkedin. This is what social media does, it brings customers together with products and organisations.
Egardio.P and Einhorn.B (2005) Outsourcing Innovation. Business Week. 21 March
Average page views by month. Why not by week? Why not the daily figure. And how does viewing change during the day? (It’s fairly obvious to get a fraction overnight compared to late afternoon and evenings when OU folk are online). As my tutor says repeatedly when it comes to marking a TMA he does not wanting to be asking himself ‘so what?’
In WordPress you have a myriad of ways of understanding what is being read, how often and by whom. You know where people have come from, the search terms used and even what takes them away from your pages. And people leave comments, or subscribe or like.
Here you get a current no. of page views. Nothing else. No indication of which pages are being read.
This makes fascinating viewing.
The rhythm in a Tutor Group session on the MAODE. I doubt other courses get a fraction of this kind of activity. I also know tutor groups in H800 that are moribund by comparison, while others still get double the activity. It’s down to the tutor, as well as the mix and ambition of the participants. It helps that many are ‘digital residents’ too, folk like me who are online for several hours a day in any case.
You may know the story of Romulus & Remus, brought up by a she-wolf on the hills above the River Tiber, they were the founders of Rome, though only one would give the city their name.
One day, looking down at the Tiber the brother’s decided to found a great city. They agreed to build a wall encircling a piece of promising land and to do so separately, starting opposite each other, at a distance and meeting in the middle.
Romulus builds his wall low and makes quick progress laying out a great arc that heads towards his brother Remus. Remus builds as high as a man, his wall is tall, but progress away from the River is slow.
Eventually the two Walls meet. Remus cannot contain his mirth at his brother’s low wall and mockingly starts to jump over it back and forth. Unable to contain his anger Romulus picks up a shovel and knocks his brother across the head as he makes another leap.
Social media is like founding Rome; you can steadily drip, drip content and news like Romulus or you can build high and make an impact like Remus. Both approaches have their merits, on the one hand having and maintaining a presence while on the other doing something ‘big’.
If only one person is faced with the task of ‘building Rome’ what should they do? Already I see the need for two people and two roles, the first, the ‘low wall’ is the website that is a consistent presence, not simply static web pages, but blog-like where visitors contribute content and share what is there. The ‘high wall’ are the events, or highlights, from commissioned videos or iTunes, to live forums and Webinars. Neither should be seen as exclusive to the Internet, like the wall that surrounds Rome, web presence should be seen as part of the real world integrated with open days and events, mail outs by post or email, PR and traditional advertising too.