Video Files

The addition of Video to any online course brings with it a whole new level of interacttvity. In the past, online instructors have used video for course introductions, personal bios, video lectures, unit transitions and many other applications. Video recording and production is a very complex, but rewarding process. If you plan on using video in your course, you must become very familiar with your video recording equipment and production software. We think you might find the following tutorials helpful:

• How to capture video directly from a webcam
• How to capture and encode video directly from a camcorder
• Introduction
• How, When, Where, and Why to Use Video
• Before Filming
• Making the Video
• After Filming
• Post Production
• Technical Troubleshooting
• How to convert a pre-existing video file to streaming video for website

Capture and encode video directly from a camcorder

Recommendations for Online Education Video Production

I. Introduction

Online education is a new and exciting way for students to learn in a virtual academic environment. While many of the advantages of a ‘classroom without walls’ have been discussed in the manual thus far, the following section will focus on the benefits of video production. The technological advances of the past few decades have improved the quality and quantity of resources available to the video producer. Today, video production is not only more prolific, but it is also markedly cheaper than past methods of image reproduction.

An online course can rely on video production to enhance and supplement the educational experience. The audio-visual elements of normal face-to-face lectures are not lost on the Internet as they can be imitated and, in many ways, improved upon through video.

II. Evaluating the Course: How, When, Where, and Why to Use Video

The first step towards a successful video production requires no knowledge of how to use a camera or set your VCR. In fact, it is the most low-tech aspect of the entire production, but undoubtedly one of the most crucial junctures in the process overall. It merely requires that the producer and the course instructor independently invest some time into determining the strengths and weaknesses of a given course – both intellectually and aesthetically. Though it is easier to find problems at the conclusion of a course, constructive criticism is necessary to getting the most out of video in established and first-time courses alike.

By examining the various components of the course, the producer and instructor will likely discover particulars of the course which can be presented more effectively whether on video or another form of media, such as animation. Areas worthy of attention may include, but are not limited to:

Course Introductions
Reviews of Prerequisite knowledge
Transition Points between units
Demonstrations/Laboratory work
Skill Tutorials

III. Before Filming

After reviewing the course, it is important to meet with the instructors to speak about what they want to put on video. When they are adequately prepared, you can begin production. Naturally, meeting with instructors can be a tricky process owing to busy schedules. As the producer, you must try to be more flexible than the instructors in terms of time and transportation. When they offer a time that is mutually convenient, confirm it as soon as possible. There are two pretty common-sense reasons to seek this commitment. First, if a solid date is set, the instructors will be less likely to back out of a meeting – plus, they will have to start doing their pre-production homework. Second, completing any work of video often takes longer than anticipated. So, the earlier you start, the more time you should have to correct and perfect your piece, and to film additional programs for the courses.

As the meeting date approaches, familiarize yourself with all aspects of the course and its website. By the meeting, you want to be on the same page as the instructor, literally and figuratively. Likewise, familiarize yourself with the video equipment that will be used. When the instructor presents questions or requests, you will be ready with explanations in regards to what can and cannot be done. In the beginning be as optimistic as possible: assume that everything can be done until proven otherwise. This type of open-mindedness should make the instructors more creative and free to really figure out what type of videos they want for the course. Then, as the producer, you can determine what ideas are practical and what bits and pieces are not.

IV. Making the Video

You will want to have some or all of the following items with you on location for production:

§ A Digital Video Camera (Commercial or professional; preferably less than 2 years old)

§ A tripod (!)

§ Spare Batteries (Fully charged in advance)

§ Spare DV cassettes

§ A lighting kit (as needed)

§ A microphone (as needed)

If possible, arrive at the filming location before the instructors. Set-up the equipment and clear the room of everything that is not related to the video about to be shot. When the instructors are ready to begin, you will not have to make major adjustments to the camera or mess around with the various gadgets. Moreover, just because the camera was working the night before does not mean it will work well on the day you need it. Checking out the equipment will end up saving you time and embarrassment with instructors who are already taking time out of their days to work with you. In the event that equipment does break before or after filming, maintain your composure as the instructors’ confidence in the project will be based on an impression of you and your abilities as a videographer.

When they arrive, make the instructors feel as comfortable as possible. You should not rush them into filming right away, nor should you delay them from starting if they are indeed eager to begin. Sit down and decide what sequences you will film and in what order. You may wish to do multiple takes of the same sequences. Some instructors will want to do long takes while others will want multiple five-minute takes with breaks spaced in between. Neither approach is inherently right or wrong because they are both aimed at facilitating a specific comfort level that is dependent on the instructors’ personalities, styles, and professionalism.

Be resourceful with props and setting. For example, an easel or wall can serves as a low-tech tele-prompter on which the instructors can place an outline of their lecture in large print or any signs that will help lead them through their presentations. Ideally, these aids should be placed behind the camera, so that the instructors’ eyes do not distractedly look away from the camera – and, in essence, the students - during a speech.

On a more technical level, you should avoid the temptation to pan, tilt, or zoom excessively. Such movements can be irritating to the viewer, whose field of vision is limited to the visual field of the camera lens. This is both a good and bad aspect of online education videos: a student cannot space out and look around the room, but they also might resent being visually jerked back and forth as they watch the lecture. Visual disorientation inevitably lowers attention to the audio and, therefore, the learning process as a whole. Zooming and other manipulations of the camera will have to be employed in production, but they should not be used unless the movements are appropriate to the lecture.

Moreover, camera effects like zooms, pans, and tilts may seem rather harmless during filming, but they can become a nightmare during conversion to streaming video (the format in which the pieces will be shown online). The movements of the camera should be gradual or steady, not quick and violent. Developing a storyboard or outline of the instructors’ progression through the lecture should help you steer clear of most motion troubles.

V. After Filming

When video work for the day is complete, carefully pack up the equipment and return the room to its pre-filming condition. Make sure to call or e-mail the instructors the next day to thank them for their time and help, and to schedule further filming dates if necessary. Later, review the taped segments, looking for flaws or potential problems. Do not be too proud to re-shoot. Like any creative work, you will not always get the best product on your first attempt; rather you will have to do a few drafts and some editing. Editing does not need to be done with the instructors. However, it is a good idea to show them a copy of the video afterwards to make sure that they are happy with the results.

VI. Post Production

The video will require some editing and may require audio filtering. Additionally, it will need to be rendered into a streaming .FLV format that will be viewable on the web. If there are problems that can only be fixed by re-recording, call the instructors as soon as possible and do the extra work. A little effort at the end can go a long way towards producing a video that will be an effective tool as part of an online education course.

VII. Technical Troubleshooting

Sometimes the most frustrating stumbling blocks to creating an effective video are those that take place after all the camera equipment has been put away. Though programs such as Adobe Premiere and Canopus ProCoder are very user-friendly and impressive computer applications, they are often slow or limited by memory requirements. Therefore, here are a few tips to bear in mind at the editing stage:

§ File size. The video files are bound to be large and that is alright. The problem is that exporting large movie files from the timeline in Premiere or similar software can take many hours. Render and add an effect like brightening to the entire piece and expect at least a day of processing. Once again, plan ahead because even the most capable editor cannot compensate for a slow computer when completing a project at the eleventh hour.

§ Network Transfers. The resources of the Digital Media Center (DMC) at Johns Hopkins University can be extremely useful for video editing. It is often a good idea to do your editing on the high-end machines at the DMC and then to transfer the work over the network to another local machine. Beware: the network will not share files larger than 3 GB. Either do your conversions to streaming video at the DMC and compress files, or edit and capture the videos on your own machines. Otherwise, you could be left with a great video that you can’t move from one computer to another or upload to the internet.

§ Video quality. There are two separate times in which video quality might be disappointing. The first instance might be directly after filming or while capturing when you notice that the images are too dark or that the sound is too faint. If possible, re-shoot with a lighting kit and/or a microphone attachment. Aesthetic worries during editing, the second instance, can be corrected by effects software. But, as mentioned above, rendering effects takes a great deal of time. Furthermore, one effect might be the solution for one dilemma but inadvertently become a problem for another aspect of the video file. Trial and error in the editing phase is fine; just make sure that you have enough time to meet any deadlines.

§ Real Video Files. The online server for courses offered by Johns Hopkins through the Office of Advanced Academic Programs displays videos in Real Player streaming video format. This is not necessarily because this format is better or worse than others, but because that is the way the server was set-up. Real Video files will look much better when viewed on a high-bandwidth connection (such as a Cable modem or DSL connection). Yet, many students enrolled in the courses will still be using dial-up modems or other low-bandwidth internet connections. For this reason, videos should be provided on the websites in both high-bandwidth and low-bandwidth versions. Do not worry if the low-bandwidth video quality is unappealing, simply strive to make it as good as it can get.

§ The Last Rule. The last rule to keep in mind is that there are no strict rules. Many of the problems that you could potentially encounter while filming or editing a video are going to be novel and situation-specific. At times the answers will be easy to determine, but on other occasions certain parts of the video will have to be reevaluated and reworked. It is important to stay focused and overcome the difficulties. As you discover ways of improving video production and avoiding troublesome circumstances, please contribute that knowledge to the Office of Advanced Academic Programs’ Online Education department so that this manual can remain a current and functional resource.

Good luck!

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Convert a pre-existing video file to streaming video for website

Encoding and Uploading Videos for Courses on a PC

Canopus ProCoder is a video-conversion tool that comes bundled with Adobe Premiere 6.5 (the latest version of Adobe Premiere at the writing of this document). The ProCoder software is used by the Office of Advanced Academic Affairs primarily for converting large, unwieldy AVI video files into compressed RealMedia (.RM) files for use on course websites. RealMedia files are used for streaming video presentations. The purpose of this tutorial will be to show you how to convert large video files into much smaller RealMedia files. Please follow the proceeding instructions:

1.) Click on the "Start" menu, then select the "Programs" folder, then select "Canopus ProCoder" folder, and click on the "Canopus ProCoder" program.
2.) On the left-hand side, there are three tabs, which are titled: "Source", "Target", and "Convert". The "Source" tab allows you to modify information related to the source file, which is your original video file. Most likely, these source files will be in .AVI format. The "Target" tab allows you to modify information related to the new video file you will be creating in the conversion process. Finally, the "Convert" tab allows you to actually start and stop the conversion process. This tutorial will go into more detail on how to use these three tabs later on in the document. For now, the "Source" tab should already be selected (if it is not selected, please click it before proceeding).
3.) To the right of the three aforementioned tabs are the actual "Source" settings. There are four buttons here, "Add", "Remove", "Remove All" and "Advanced…" Click the "Add" button.
4.) A dialogue box entitled "Open" will come up. In this box, you can navigate around until you find the appropriate video file you are looking for to serve as the source for the video conversion. When you have found the video source file, click the "Open" button.

NOTE: for courses, it is best to create two versions of the streaming video. One version will be for students with low-bandwidth connections (usually 56K modems), while the other version is for students with high bandwidth connections (usually something like a DSL modem, cable modem, or T1 line). This tutorial will run through how to create both high-bandwidth and low-bandwidth RealMedia files.

5.) Now click the "Target" tab on the left-hand side.
6.) Like the "Source" tab, the "Target" tab has five buttons to the right of the tabs menu. These buttons are "Add", "Remove", "Remove All", "Save Profile", and "Advanced…" Click the "Add" button.
7.) A dialogue box entitled "Add Target" will come up. In this box, you can select the movie file type that ProCoder will convert your source file to. Since the eCollege streaming media server is a Real server, you need to select the "RealVideo File" option and then click the "OK" button.
8.) Several modifiable options will now appear in the "Target Parameters". We will need to modify several of them to optimize (compress for greatest quality but least amount of download time required) the video output for low-bandwidth users of eCollege.
9.) The "Path" is where you want ProCoder to place the output file. The default path puts the new RealMedia files in the "My Documents" folder. If you want to change the location of where the output file will appear, simply click the "Path" button and browse around until you find a more suitable location.
10.) The "Base Name" option lets you decide what you what the output file to be called when ProCoder is finished converting it. By changing the base name of the file, you change the name of the output file. Thus if you entered "file001", the new RealMedia file would be titled "file001.RM" at the end of the conversion process. Now, we will need to differentiate between the two RealMedia files we will be creating, so click the "…" button to the right of the "Base Name" text field and enter in "[Name of source file]_56k". Thus if the source file was titled "file001.avi" you would want to enter in "file001_56k". Once you have done this, click the "Save As" button.
11.) The "Target Audience" drop-down menu is default set to "Single ISDN" and needs to be "56K Modem". So click the menu and scroll up to the "56K Modem" option and click it. This will also automatically change the "Target Bit Rate" to 34.00 which is the optimal bit rate for streaming video over 56K modems.
11.) Check the box for the "2-Pass Encoding" option. This will make ProCoder go through the conversion process twice, which improves the streaming quality of the RealVideo file. Also make sure to check the "Sure Stream" option to ensure optimal quality.
12.) Under "Video-Basic", the default "Height" is set to "320", change it to "200"
13.) The default "Width" is set to "240", change it to "148"
14.) Leave the other options alone. You can now click the "Convert" tab.
15.) Click the "Convert" button in the "Convert" tab to begin the conversion process. At the end of this process you will have a .RM file that is usable on the eCollege Real server.
16.) Now that you have created a 56K version of the streaming video, we need to go back and create a broadband version, so click on the "Target" tab found on the left-hand side.
17.) The "Base Name" option lets you decide what you what the output file to be called when ProCoder is finished converting it. By changing the base name of the file, you change the name of the output file. Thus if you entered "file001", the new RealMedia file would be titled "file001.RM" at the end of the conversion process. Now, we will need to differentiate between the two RealMedia files we will be creating, so click the "…" button to the right of the "Base Name" text field and enter in "[Name of source file]_broadband". Thus if the source file was titled "file001.avi" you would want to enter in "file001_broadband". Once you have done this, click the "Save As" button.
18.) The "Target Audience" drop-down menu is default set to "Single ISDN" and needs to be "56K Modem". So click the menu and scroll down to the "DSL/Cable Modem" option and click it. This will also automatically change the "Target Bit Rate" to 220.00 which is the optimal bit rate for streaming video over broadband connections.
19.) Click the "Convert" button in the "Convert" tab to begin the conversion process. At the end of this process you will have a .RM file.

At this point, you should have two .RM files, one for use by students with low-bandwidth connections and one for use by students with broadband connections. To have you video files uploaded to the streaming server you'll need to send them to us. You may either send an email to advancedonline@jhu.edu or call (410)516-6496. We will upload the files for you and send you instructions on how to link to them from your course

NOTE: Don't forget that you need to send us both the 56K and the broadband versions of your streaming video!

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