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					YCI forum reflection
Ching-Chiu Lin

First of all, I would like to express my gratitude to Chris and Susan for taking the initiative on
the intensive forum planning. The success of the forum partly drew from their dedication.

I agreed with Chris that Nito’s and Jay’s presentations were the highlight of the media festival.
Next time we can invite more kids to show-and-tell their works, and make sure the contents and
numbers of presenters in advance.

I was impressed with kids’ engagements with “time”. I understood we ran out of time as
instructors, but I also recognized that students were highly engaged with the time component
during the process of media production. I have observed some kids watch and listened to their
individual clips closely, take time notes about the segments needed to be kept or deleted, and
paid attention to what their interviewees have said. The skill of communication—talking and
listening to others— is not shown obviously during the forum, but it has the potential to manifest
later in their lives. Digital video production, in this case, serves as a learning means in
developing students’ communication skill. They knew they have to listen to others in order to
make a good video!

In the next forum, we may want to provide some time for kids to brainstorm their overall
production plan, and to listen and reflect on their video contents before working on the editing
process. According to the inquiry circle, we emphasized on ASK in connecting with community
journalism. Next time we should also highlight the need of DISCUSS to encourage kids and their
team members discussing more critically about “among the data I gathered, what is worthy
reporting with a consideration of my audience, intention, and time limit?”

We also need to explain the time component in the making video to youth, helping them be
aware of the endeavor associated with time. In spite of the editing program’s importing and
exporting time, other factors resulting the problem of time control include the numbers and
lengths of kids’ videos, and the need to preview the video clips. In fact, the kids were very
involved in investigating their information sites, but considering the amount of data they
gathered, we need more time to finalize their videos.
(Approximately each group took 20 video clips for 30 minutes long total.)

One suggestion to this problem is for kids to report only a segment of their information sites.
Taking Kathleen in Susan’s group as an example, she can make a mini-video particularly on
Champaign library’s book drop system. This way she only needs to deal with 2-3 video clips
with the editing program. Therefore, instead of putting 20 video clips together to report the entire
trip, kids can just pick some highlights to report. The group can produce 2-3 mini videos rather
than a large one that covers all information.

I was amazed that Chris’ group came out with an alternative PowerPoint while the equipment
was not working properly. Great idea. Another video format to consider is to convert PowerPoint
slides into a video, which can call as Podcast. This format of video involves LESS time
limitation. Kids can add music or voiceover along with the images.

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