Some comments on working with video
Several of the class projects used as demonstrations in other chapters incorporated some video. Here is a list of desirable resources you might consider in preparing for such projects:
Capture video. Obviously, the video camera is the most essential item of equipment for video projects. The cost of specialized camcorders has come down a great deal. In part, this is because many of the cameras now store content in flash memory and do not require the more expensive mechanism required to record to tape. We were big fans of a camera of this type called the “Flip”. The camera was named, we assume, for a little arm the folded out from the side of the camera and connected to the USB port of a computer to transfer video to the computer for storage and editing. These cameras were great for the classroom because they were inexpensive, small (you held the camera in one hand), easy to use, and capable of quality video. We are writing in the past tense here because this camera was discontinued. Other cameras of this type, inexpensive and held in one hand, are still available.
There is still a place for equipment with a dedicated purpose (digital camera, video camera) and schools may prefer to purchase and make available such equipment for classroom projects, but the commercial market for inexpensive products has been undermined. Smartphones and products such as the iPod Touch capture video similar in quality to the inexpensive dedicated devices just described and devices such as smartphones are abundant simply because these devices are so versatile. For us, it now makes sense to propose that educators interested in projects that rely on video be familiar with how raw video content can be generated and off-loaded from several different types of device. You might hear this position described as supporting “Bring Your Own Device” (BYOD). Schools may make one type of equipment available for projects, but students may also be willing to contribute content they have recorded on their phones.
Accessories. Certain accessories improve the quality of what can be captured with a camcorder. Our suggested accessories are a good tripod, light source, and remote microphone. Most anyone who works on video projects will likely explain that capturing quality audio is far more challenging that capturing video. If you intend to have students capture a one-chance event, some practice paying special attention to audio is worth the trouble. The investment in a wireless mike may be a wise investment. It is also helpful to realize that the distance between the camera and the subject matters with a close shot providing the most useful audio.
Computer - We tend to think of the captured video as the primary source content and the processing of this video as important both to the quality of a final product and the generative value of the classroom project. We still tend to think of transferring the video to a computer for the editing process recognizing that it some cases this may mean working “in the cloud” rather than on a personal computer.
Editing software - Editing may involve selecting some important content from the raw material and deleting the rest, combining several segments of video, integrating still images with the video, and adding tracks of audio to increase the informativeness and appeal of the original video. We describe ways to edit video in the online content associated with this chapter.
External storage. No matter what the capacity of the computer hard drive of a given personal computer, it will be necessary to consider some form of external storage for archiving video products. Archiving video on an external device or online saves computer disk space and provides a backup. “Pro” (not free) versions of some of the same online services used to archive photographs can store video and can also be used to share video content with others.