Belgium

INgeBEELD

CANON Cultuurcel of the Flemish Ministry of Education and Training launched the INgeBEELD project (INgeBEELD means “in images” or “imaginary”). INgeBEELD is divided into 4 seperate subprojects with different target audiences.

INgeBEELD 1 (3-8 years) familiarises young children with the different building blocks of audio-visual media through five short films and engages pupils in how to look at things and communicate about the experiences. INgeBEELD 2 (6-14 years) aims to bring about the delivery of audio-visual teaching at school that is adapted to the living environment of different age groups.

It focuses on experimental film, video art and shorter audio-visual creations and introduces the basic principles of network culture and the new media. In these tasks, various media are integrated that are now omnipresent: mobile phone, mp3 player, computer games. INgeBEELD 1 and 2 are delivered in boxes with materials such as richly-illustrated textbooks, prints/drawings and photo materials, enriched with digital materials such as online assignments and DVDs with animations, cartoons, video. Young people learn to creatively express themselves by making music and sounds, drawing, playing drama and using video

INgeBEELD 3 (12-18 years) is a website that contains 4 modules, challenges and materials for all types of secondary education. Teachers can find many ideas and have access to any audio-visual tool to set up or complete their activities.

INgeBEELD4 (for teachers in training and in practice) is in a test phase and plans to make these teachers multimedia literate via a ‘media wisdom’ platform. Visitors discover the possibility of working (themselves) on this via five different worlds consisting of audiovisual clips, films and games, all connected with each other. Indirectly students and schools can then benefit from the media wisdom.

The platform on media wisdom was created in Dutch, but some of the content is in English (or translated). English versions of some clips on the platform are also available on youtube at Ambrosia’s tafel channel: www.youtube.com/user/ambrosiastafel

Table of contents: 

# INgeBEELD 1 (online and in a box)
# INgeBEELD 2 (online and in a box)
# INgeBEELD 3 (online)
# INgeBEELD 4 (online, in test phase)

Link

Format

Language

Country

Author

CANON Cultuurcel of the Flemish Ministry of Education and Training

Year

2009

Tags

Virtual workshop on creating a video for educational purposes

This virtual workshop reflects the real life (VideoAktiv) as much as possible but leaves room for flexible individual access to the content and supportive resources. Participants normally start with module 1 and finish with module 10. However there is always the possibility of moving from one module to another in a different order, where for example certain modules are familiar to the participants. All pages can be viewed at any time of the workshop.

Deze virtuele workshop weerspiegelt het echte leven (VideoAktiv) zo goed mogelijk maar laat ruimte voor een aangepaste individuele toegang tot de inhoud en de ondersteunende resources. Deelnemers starten normaalgezien met module 1 en sluiten af met module 10. Toch is er altijd de mogelijkheid om te van de ene naar de andere module over te stappen in een andere volgorde, wanneer bijvoorbeeld bepaalde modules herkenbaar zijn voor de deelnemers. Alle pagina's kunnen worden bekeken op elk ogenblik van de workshop.

Table of contents: 

The following modules are included

1. Intro – What are the relevant materials for producing an audio-visual production?
2. Streaming – What is this and how can we use this?
3. Recordings – How to prepare and how to start
4. Capture – How to capture the recordings into the editing programme?
5. Edit – How to edit the recorded material?
6. Publish – How to publish a movie?
7. Exercises – Some exercises to put the theory into practice.
8. Showtime – Useful examples and templates.
9. Project plans – Examples for some courses with video materials about different topics.
10. Sources

Link

Format

Language

Country

Level

Author

ATiT, VideoAktiv Project

Year

2006

Length

10 modules

Tags

Anti-Anti

This multimedia supported pervasive game was created by five secondary school pupils of the Sint-Lievenscollege Ghent (Belgium) around the theme of bullying and racketeering to sensitise students against useless violence. Students participating in this 50-minute lifesize game had to search a fictitious murderer in their school through clues provided in mp3-files and video clips.

The five girls who created this game, set up a campaign to attract their fellow pupils to participate in the lifesize Cluedo game with flyers and a website. The story was that a boy in school who had bullied one of his classmates, was found dead at his school. There were four suspects, so fellow students had to find the actual killer. The creators had created video clues but separated audiotracks and videotracks so participants needed to download mp3 files in advance and once the game began at school, they could find the accompanying videos at different locations in the school and then link sound with video.

In the Dutch project website the mp3 tracks could be first downloaded (http://anti-anti.slc-gent.be - with frames - watch in Internet Explorer). The English project website shows the different videos and a segment about the game of the local news. All videos are Dutch.

This project won the MEDEA Special Jury Award 2008 and so an (English) interview with the pupils' teacher was recorded as part of the project's showcase: http://www.medea-awards.com/showcase/anti-anti. In the interview, he explains that the students used their own material as the school didn't have video or audiomaterial at the time.

Table of contents: 

# introductory video
# four video with clues (+ audiotracks)
# video with announcement killer
# news segment

System requirements: 
Internet Explorer for the Dutch project website (with frames)

Blueprint for Interactive Classrooms: Handbook

"The Blueprint for Interactive Classrooms project is about designing and building interactive classrooms for teaching distant learners using various audio-visual technologies which allow teachers and learners to interact over a variety of telecommunications networks in a cost-effective and pedagogically sound manner.

This handbook provides step-by-step guidelines for designing, building and using interactive classrooms - tailored to specific needs - which promote telepresence with audio-visual technologies such as videoconferencing and television as the main means of communication."

You can download excerpts from some of its chapters.

Table of contents: 

1. Introduction
2. Building an Interactive Classroom: The steps
Task 1: Designing the Teaching and Learning Activity
Task 2: Designing the Teaching and Learning Environment
Task 3: Sound: A Key Requirement
Task 4: Choosing and Buying the Technology
Task 5: Furniture and other items
Task 6: Installing the Classroom
3. Testing it Works
4. How to Use the Classrooms:
Guidelines for Teachers
Guidelines for Learners
Guidelines for Tutors and Facilitators
Guidelines for Managers
Guidelines for Production/Technical Staff
Guidelines for Cleaning and Room Maintenance Staff
5. Troubleshooting
6. Case Studies:
University College Dublin, (UCD)
Katholieke Universiteit Leuven, (K.U.Leuven)
Université Nancy 2 (UN2)
Politecnico di Milano, (POLIMI)
Helsinki University of Technology (HUT)
Appendices
Glossary of Terms
World TV Standards
References and Further Reading
Websites
Index

Link

Format

Language

Country

Level

Author

Blueprint for Interactive Classrooms project: Lisa Kilbride, Anne Phelan, Mathy Vanbuel, Loïc Deconche, Sergio Brofferio, Luca Maderna, Tuovi Manninen, Tuomo Rintamäki, Ilija-Matias Lazarov

Year

1998

Length

270 pages

Tags

Auteursrechten en Internet - Problemen en oplossingen voor het creëren van een online databank met beelden en/of tekst

EN: The aim of this guide is to elaborate on the diverse aspects in the field of IPR and the protection of databases which are related to the production and online publication of images and text. Discussions regarding video and sound databases are not included in this guide.
NL: Het doel van deze gids is een praktische uiteenzetting te geven van de diverse aspecten op het gebied van het auteursrecht en de bescherming van databanken, die verbonden zijn aan het aanmaken en online (op Internet) ter beschikking stellen van een databank met beelden en tekst. Kwesties over databanken waarin videobeelden en/of geluiden zijn verwerkt zullen in deze gids dus niet aan de orde komen.

Table of contents: 

EERSTE DEEL: Bespreking van de beginselen van het auteursrechten en de rechtsbescherming van databanken en de toepassing daarvan op internet
A • Algemene auteursrechtelijke beginselen
1. Algemeen juridisch kader
2. Het voorwerp dat door het auteursrecht kan worden beschermd
3. Welke rechten heeft een auteur en hoe zijn die rechten afgebakend?
4. Recht hebben op de auteursrechten op een werk
5. Sancties in geval van inbreuken op de auteursrechten
6. Inbreuken op het auteursrecht op Internet en de burgerrechtelijke beteugeling daarvan
B • Bijzondere beginselen voor de bescherming van databanken
1. Toepasselijke wetgeving
2. Auteursrechtelijke bescherming van de vorm, dat wil zeggen de databank als zodanig
3. Bescherming van de inhoud: het recht sui generis

TWEEDE DEEL: Het maken van een weblocatie met een databank met beelden en tekst
A • De inhoud van de weblocatie
1. Eerste stap: inventariseren van beschermde elementen die in de online databank worden opgenomen
2. Tweede stap: vaststellen wie de auteursrechthebbenden zijn van wie toestemming verkregen moet worden en een ontwerp van contract opstellen
3. Derde stap: toestemming krijgen om de werken online te gebruiken
4. Technische bescherming van de op het net gezette werken

B • Het maken van de weblocatie zelf: de weblocatie als auteursrechtelijk beschermd werk en als databank
1. De weblocatie als auteursrechtelijk beschermd werk
2. De weblocatie als databank

C • De weblocatie online brengen
1. Het adres van de weblocatie
2. Hypertext-koppelingen en framing
3. De computerprogramma’s

DERDE DEEL: Bijlagen

Link

Format

Language

Country

Level

Author

Dr. Mireille Buydens

Year

1998

Length

104 pages

Tags

Classrooms for Distance Teaching and Learning: a Blueprint

This handbook provides a step by step guide to setting up a classroom for telepresence learning. Its comprehensivecoverage includes chapters on testing it works, guidelines for the full range of users, together with troubleshooting and reference sections. There are also detailed case studies of the five distinctive learning scenarios developed by the handbook's pan-European authors, which include sites for teaching remote learners, remote and local learners, group presentation and interaction, a single learner, and a learning centre group. The handbook is a BLUEPRINT, to be read cover to cover, or dipped into for specific information as you strive to set up or fine tune your own version of an interactive classroom for distance teaching and learning.

Table of contents: 

Introduction
# Building an Interactive Classroom: The Steps
# Testing it Works
# How to Use the Classrooms
# Troubleshooting
# Case-Studies
Appendices
Glossary of Terms
World TV Standards
References and Further Reading
Websites
Index

Link

Format

Language

Country

Level

Author

Editors: Michael Hegarty, Anne Phelan, Lisa Kilbride

Year

1998

ISBN

ISBN-13: 9789061868675

Length

270 pages

Tags

Selectie van de testlaboratoria - Camcorders - Zomer 2008

FNAC lists differences, advantages & disadvantages of a numerous amount of camcorders.

FNAC lijst verschillen, voordelen en nadelen op van een groot aantal camcorders.

Selectie van de testlaboratoria - Digitale fototoestellen - Zomer 2007

FNAC lists differences, advantages & disadvantages of a numerous amount of digital cameras (not camcorders).

FNAC lijst verschillen, voordelen en nadelen op van een groot aantal digitale camera's (geen camcorders).

Selectie van de testlaboratoria - Digitale fototoestellen - Zomer 2008

FNAC lists differences, advantages & disadvantages of a numerous amount of digital cameras (not camcorders)

Learning about Videoconferencing

A book and accompanying video tape presenting the basics of teaching and learning with videoconferencing
Aimed at small groups (8 approx) of newcomers to videoconferencing, this module includes participation in two hands-on training sessions via videoconferencing which will be led by an experienced tutor who will tailor-make the training sessions to suit your group’s needs. This training module represents about 8 hours tuition/self-study.
Available in: French; Dutch; English.
Related: http://www.amazon.com/Learning-About-Videoconferencing-Han-Fraeters/dp/9...

Een boek en bijbehorende videoband over de basis van lesgeven en leren met videoconferencing.
Deze module is bedoeld voor kleine groepjes nieuwkomers in het videoconferencing (ongeveer 8) en biedt een deelname in twee praktische oefensessies via videoconferencing. Een begeleider zal deze sessies leiden en ze aanpassen aan de noden van jouw groep. Deze oefenmodule duurt ongeveer 8 uur les/zelfstudie.
Beschikbaar in: Frans, Nederlands, Engels
Gerelateerd: http://www.amazon.com/Learning-About-Videoconferencing-Han-Fraeters/dp/9...

Table of contents: 

Institutions, organisations and companies who purchase this module will receive a package containing the following:
- An explanatory leaflet which will clearly explain how the purchaser should go about organising their training, how to book the training sessions, suggestions as to how the group should be organised and advice and information about timing, resources needed etc.
- 1 videotape and handbook. Should further copies of the handbook and video be required by members of the group, they can be ordered separately at the cost of reproduction only.
- List of available tutors who are drawn from educational and training organisations and who are both users of videoconferencing in a teaching/learning context and who have also undergone the “Learning about Videoconferencing” tutors training course. The list includes tutors’ contact details, times in the week when they are available and the language in which they tutor.
- Voucher for two 90 minute tutored sessions
- once the purchaser has decided upon the tutor and sorted out the practical arrangements with them concerning dates, times etc. then this voucher is used to ‘pay’ the tutor and covers all tutoring costs including the hire of the tutor’s equipment. This does not cover the communications costs incurred by the purchaser when calling into the tutor’s videoconferencing studio.

Instituties, organisaties en bedrijven die deze module kopen, zullen een pakket ontvangen met:
- een folder waarin duidelijk uitgelegd staat hoe de koper het oefenen best organiseert, hoe hij de oefensessies vast kan leggen, met suggesties in verband met hoe de groep zou moeten worden georganiseerd en met advies en info over de timing, de nodige resources enzovoort.
- 1 videotape en handboek. Indien extra kopies van het handboek en de video nodig zijn voor leden van de groep, kunnen dewe worden apart worden besteld aan de reproductieprijs.
- een lijst met beschikbare begeleiders die uit verschillende opleidings- en educationele organisaties komen. Deze begeleiders maken en gebruik van videoconferencing in een leeromgeving, en hebben deelgenomen aan een "Leren over Videoconferencing"-cursus voor begeleiders.
- een bon voor twee 90 minutendurende begeleide sessie. Eenmaal de koper een begeleider gekozen heeft en de praktische regelingen in verband met de data, tijd, enz. heeft uitgewerkt, wordt deze bon gebruikt om de begeleider te betalen. De bon dekt alle opleidingskosten, inclusief de huur van het materiaal van de begeleider. Het dekt echter niet de communicatiekosten die de koper heeft gemaakt door de in te bellen in de videoconferencing studio van de begeleider.

Link

Format

Language

Country

Level

Author

Han Fraeters, Sally Reynolds, Mathy Vanbuel

Year

1997

ISBN

ISBN-10: 90-6186-828-9

Length

113 pages

Tags

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