The camera quickly zooms-in on a girl walking to her next class at school.
People around her in different cliques are whispering about her. The camera is rotating when showing this..
The girl looks nervously around as students are whispering various things about her ("I can't believe she did that", "Did you see those photos of her?", etc.), and she randomly breaksdown.
Then the scene fades to black, and a message that warns people of internet and online privacy is shown.
This video is similar to the idea that I have for the storyboard of the video post. The girl is like the one portrayed in this video, and she is insulted by them.
Saturday, 3 May 2008
Monday, 28 April 2008
YOUTUBE VIDEO 3
- I like the fact that they didn't show how the mobile phone exactly functioned, but got their point across
- I like how artistic it is
- I also like the materials they used in the ad, and how creative it is
- I like how artistic it is
- I also like the materials they used in the ad, and how creative it is
YOUTUBE VIDEO 2
- I really like the way how the music director took the video and how colorful it is
YOUTUBE FIRST VIDEO
- I like the fact that it tells a story, and you don't need the lyrics or song to figure out what is going on
- I like how it is entertaining and funny
- I also like the expressions on their faces and how unpredictable the video is :)
- I like how it is entertaining and funny
- I also like the expressions on their faces and how unpredictable the video is :)
PHOTO ESSAY REVIEW
1. What things did you like about the Photo Essays you watched? Why?
I liked the fact that we each had different topics to decide from, and I enjoyed the variety of choices that people and groups decided to choose on because it was not just the same old thing. I also liked the fact that different groups chose photos of many kinds. The songs were also interesting, and it was cool to see what other people liked.
2. What things did you not like about the Photo Essays you watched? Why?
I didn't like the fact that some of the photo essays were too slow, and some of the photos were on for too long. I also didn't really like the fact that some of the photos were blurry because you couldn't tell what the photo was of or what they were trying to show.
3. If you were to revise your own Photo Essay, what would you do differently?
I thought that we could've been more "in-sync" with the music and the photos. And like the previous answer, we could've added more photos instead of using the same one for a long time.
4. Was it hard to tell a story using only pictures and music? Explain.
Yes, because some photos aren't even clear in what they are trying to say. Plus, several people can interpret what one is trying to say in many different ways. It was a challenge, and a narrative would've been easier to understand.Friday, 29 February 2008
"How to Gain Control of Your PowerPoint Culture"
NOTE: Mr. Klein, since I wasn't in class on Wednesday, I wasn't able to take notes, or know who read and wrote about which article, so I chose this one - is that alright? :p
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Cliff Atkinson asks readers the question of who controls PowerPoint - yourself, or PowerPoint itself? When organizations try to control branding by forcing a typical PowerPoint template, where the presenters bore their audiences. Organizations try to control information through encouraging the use of bullet points on slides, and PowerPoint culture CAN be controlled. It is just that companies and organizations are trying to control the wrong things; if they take control of the right and correct things, they can also then control PowerPoint and its culture. Five main things that each organization should know about PowerPoint is that they should control the value (they should try to make their PowerPoint presentation captures, communicates to the audience, and shows your intellectual traits), next, they should control the big picture (being able to have and see a visual view of PowerPoint, and having the ability to see and monitor it professionally is a great step to taking control of PowerPoint), powering the system by providing an easy buildup form where communication can grow), controlling the metrics (How are you with PowerPoint in general? Is it created in good quality?, etc.), and finally, learning how to manage the process of PowerPoint. PowerPoint is a constantly changing and dynamic new language your organization is figuring out to learn and speak. It will always improve and get even better. If you ask the audience the correct questions and give them the exact needed tools, they will be able to figure out the answers pointed out in your presentation. The main thing is to control the right process. And through all of these key facts, your PowerPoint will most likely be a very interesting and thorough one.
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Cliff Atkinson asks readers the question of who controls PowerPoint - yourself, or PowerPoint itself? When organizations try to control branding by forcing a typical PowerPoint template, where the presenters bore their audiences. Organizations try to control information through encouraging the use of bullet points on slides, and PowerPoint culture CAN be controlled. It is just that companies and organizations are trying to control the wrong things; if they take control of the right and correct things, they can also then control PowerPoint and its culture. Five main things that each organization should know about PowerPoint is that they should control the value (they should try to make their PowerPoint presentation captures, communicates to the audience, and shows your intellectual traits), next, they should control the big picture (being able to have and see a visual view of PowerPoint, and having the ability to see and monitor it professionally is a great step to taking control of PowerPoint), powering the system by providing an easy buildup form where communication can grow), controlling the metrics (How are you with PowerPoint in general? Is it created in good quality?, etc.), and finally, learning how to manage the process of PowerPoint. PowerPoint is a constantly changing and dynamic new language your organization is figuring out to learn and speak. It will always improve and get even better. If you ask the audience the correct questions and give them the exact needed tools, they will be able to figure out the answers pointed out in your presentation. The main thing is to control the right process. And through all of these key facts, your PowerPoint will most likely be a very interesting and thorough one.
Tuesday, 26 February 2008
3 Articles.
"Really Bad Powerpoint": The writer says that PowerPoint will be used all the time in different companies no matter what (most likely). It was made to help communicate with the marketing business, and it helps communicate to others verbally at the same time. The right side of our brains is sensitive and moody. The left side, however, is based on logic. Many times, people judge your presentation by the time the second slide is shown. Presentations are used to create, sell, and make more ideas arise. Four things to make a good presentation: make cue cards to hold onto, make slides that demonstrate what you are trying to say, then make a written document that includes footnotes and details, and we should also create a feedback cycle. It is very important that presenters do not hand out written notes in the beginning of the presentation, and not include more than six words on a single slide. Images should be professional, and transitions are best not to be used. Sound effects and print-outs are probably not advised either - because they don't exactly help.
"Help! My Brain is Overloaded!": This second article is talking from John Sweller's perspective, a man from the School of Education, found the "Cognitive Load Theory", which is basically when teaching does not help the way that we think and learn. This theory says that 'working memory' (part of the brain that gives storage) is needed for more complicated tasks, like lanuguage comprehension, learning, and reasoning. John Sweller also says that problem-solving areas focus on working memory - and teachers are better off giving students solved problems, so that they can learn those problems at home. Almost all information leaves right after twenty seconds or so, unless there was practice and rehersals. Teachers give students false information, which makes it harder for them to comprehend based on working memory, according to John Sweller. The same information can be organised in such a way, that it would be easier for us to understand. The "Cognitive Load Theory" says that working memory is only used when new information is being learned. And in a classroom dilemma, only limited material is going to be remembered, unless notes are being taken, or if they are handed out to them. PowerPoint presentations can go wrong if the information is the exact same as the verbal communication.
"The Science of PowerPoint Overload": This final article is based on the research of Richard E. Mayer. Mayer says that PowerPoint is the way that the human mind works, and that no more than five lines of text on one slide should be used. Presenters should reduce visuals by moving text off-screen, and to design a slide in the Notes Page view. This idea gives a better projected media experience, even if it means more work. This way, however, will make the PowerPoint easier for the audience to understand your topic. Bulleted points seem like they may be a good idea, but in reality, the information is actually harder to process. Show some pictures, but not too many, be sure to know what you are saying, and finally, keep it simple.
"Help! My Brain is Overloaded!": This second article is talking from John Sweller's perspective, a man from the School of Education, found the "Cognitive Load Theory", which is basically when teaching does not help the way that we think and learn. This theory says that 'working memory' (part of the brain that gives storage) is needed for more complicated tasks, like lanuguage comprehension, learning, and reasoning. John Sweller also says that problem-solving areas focus on working memory - and teachers are better off giving students solved problems, so that they can learn those problems at home. Almost all information leaves right after twenty seconds or so, unless there was practice and rehersals. Teachers give students false information, which makes it harder for them to comprehend based on working memory, according to John Sweller. The same information can be organised in such a way, that it would be easier for us to understand. The "Cognitive Load Theory" says that working memory is only used when new information is being learned. And in a classroom dilemma, only limited material is going to be remembered, unless notes are being taken, or if they are handed out to them. PowerPoint presentations can go wrong if the information is the exact same as the verbal communication.
"The Science of PowerPoint Overload": This final article is based on the research of Richard E. Mayer. Mayer says that PowerPoint is the way that the human mind works, and that no more than five lines of text on one slide should be used. Presenters should reduce visuals by moving text off-screen, and to design a slide in the Notes Page view. This idea gives a better projected media experience, even if it means more work. This way, however, will make the PowerPoint easier for the audience to understand your topic. Bulleted points seem like they may be a good idea, but in reality, the information is actually harder to process. Show some pictures, but not too many, be sure to know what you are saying, and finally, keep it simple.
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