The OneMinutesJr project
The OneMinutesJr project gives young people between 12 and 20 years of age from many corners of the globe the
opportunity to express themselves, speak out and learn audiovisual skills to communicate across borders, languages
and distances through 60 second videos.
The OneMinutesJr project now contains more than 2000 video clips and provides a fascinating insight into youth culture and interests around the globe. Supported by the European Cultural Foundation, the One Minutes Jr. Foundation and UNICEF amongst others, the one minute videos on the project web site vary a great deal, some have been sent in by individuals, others are results from workshops where young people are taught video production, editing and publishing skills.
Making Movies - Learn how to edit video and create professional-looking DVDs.
PC Magazine is the Independent Guide to Technology. This article (january 2005, p. 147-162) by Jan Ozer "teaches amateurs the basics of video editing and DVD authoring, and reviews 20 applications to help us get the job done."
Digital Storytelling Cookbook
"In all communities, in all cultures, stories evolve from the culinary experience. Making media, like making a meal, requires guidance, learning from our friends through the sharing of recipes and from those who spend their professional lives in the kitchen. We have helped over 10,000 people mine stories from their lives and personal media archives. Our cookbook shares our experience, some recipes and some humour to help you get started with your own storytelling experience.
Review a PDF copy of the introductory chapters of our Digital Storytelling Cookbook (2.1 MB)"
Comunicar wants to dynamise the didactical, critical and plural use of media in class.
Engaging Student and Teachers through Video Creation
Abstract: This poster discusses how, through a video competition, opportunities are created for students and teachers to pursue and express their ideas. Literature has shown that video production promotes learning at each stage of the video production process. Teachers were trained on media production in order to build their expertise in the area. By passing on these skills to their students, the students learn to be more media literate, respect intellectual property rights, and put forward their messages in a more responsible manner. Interviews have revealed that students and teachers have both benefited from the video competition. The competition has succeeded in reaching out to students and teachers to play a more active role in creating media instead of being mere passive media users.
A Model for Integrating Video in Project-based Education, Training and Community Development
Media Action Projects is a practical guide for teachers, pupils and parents who want to use video in education, training and community development. The clear twelve stage model helps facilitators and teachers to support groups as they research, produce and show audiovisual texts. The model has been used successfully throughout Europe and Africa in settings ranging from primary schools to universities, from community groups to liberation movements.
Related articles on the same page:
# Real Communication with Video.
# Some Considerations on the Use of Video in Communicative Actions.
# Organizing the Different or Colonizing the System world.
# The Right to Information on Local Markets.
# Introduction to Freinet teaching methods. Interview with the principal of the Freinet school in Hoofddorp,Holland.
# Students Make Audiovisuals Themselves: How it can be done.
# "AH! ERNESTO!" A great short story on education by the famous writer Marguerite Duras. Enjoy it!
# Using video in as an instrument in communication, applying feedback and feed-forward.
Five Key Questions That Can Change the World: Deconstruction
Five Key Questions That Can Change the World: Deconstruction, is an innovative collection of 25 cornerstone lesson plans - five for each of CML's Five Key Questions of media literacy for consumers. Developed by the Center for Media Literacy, it's a ready-to-go resource that will help you help your students build a firm foundation in the skills of media literacy.
“Where do I start?” is a cry often heard from teachers who wish to introduce media literacy to their classrooms. Five Key Questions that can Change the World is an innovative collection of 25 cornerstone lesson plans – five for each of CML’s Five Key Questions of media literacy for deconstruction. The lessons are scalable activities from kindergarten through high school, and include both analysis activities and creative production projects. These sample lessons correlate with national (USA) education standards in language arts and social studies and integrate well with health, math and the arts.
NOTE: This is not a free resource, it costs $14.95 and can be ordered online at www.medialit.com/store
Five Key Questions That Can Change the World: Deconstruction (Cinco preguntas clave que pueden cambiar el mundo: deconstrucción) es una innovadora colección de 25 planes de lección fundamentales - cinco para cada una de cinco preguntas clave de CML sobre la alfabetización mediática de los consumidores. Desarrollado por el Centro para la Educación Media, que es un recurso ya preparado que le ayudará a ayudar a sus estudiantes a construir una base sólida en las habilidades de la alfabetización mediática.
"¿Por dónde empiezo?" Es un grito a menudo escuchado de profesores que deseen introducir la alfabetización mediática a sus aulas. Las lecciones son actividades escalables desde el jardín de infancia hasta la escuela secundaria, e incluyen tanto las actividades de análisis y proyectos creativos de producción. Estas lecciones ejemplares se relacionan con los estándares nacionales de educación (EE.UU.) en artes del lenguaje y estudios sociales y se integran bien con la salud, las matemáticas y las artes.
NOTA: Esto no es un recurso gratuito, cuesta $ 14.95 y se pueden pedir en línea en www.medialit.com /
Teaching Music Video (Teaching Film and Media Studies)
Music video is a popular and accessible topic. The videos are familiar to students, easy to get hold of and short. And because it is always changing, it is an exciting and vibrant form to study and analyse, raising interesting questions about representations, media language, institutions and audiences. It also has considerable influence upon a range of other media and cultural artefacts globally. This teaching guide gives you what you need to approach the topic with your students.
The teaching guide can be purchased online: http://filmstore.bfi.org.uk/acatalog/info_379.html
Project-based learning with multimedia
SRI International's Center for Technology in Learning evaluated the Challenge 2000 Multimedia Project from 1995 to 2000. The evaluation examined three aspects of the Multimedia Project: its dissemination across various schools and districts, its impact on teaching practice, and its effects on student achievement. This page is designed to offer the evaluation findings to specific audiences: Technology Coordinators and Administrators, Teachers, Students and Parents, Business Partners, and Researchers. There are also Quick Links to the full evaluation reports, slide presentations, research and evaluation tools, and related research into education and technology.
Comunicar is a scientific magazine which focuses on liniking education and communication.