One suggestion: use Legos instead of storyboarding, or do stop action with them.

Photostory is good: for making stories, and for assessment purposes. Example: folder of butterfly images on shared drive. Student puts them in the right order, and they write the narration, record it, export as WMV, and it can be posted for parents to see.

A library media specialist explained how no project is ever finished; ask them, as the final part of the project, what they would have done to make it better. If they’re a 4th grader, they conceivably come back the next year to improve it.

Use professional film/video for comparison in class, and then evaluate their own work.

Book trailers: make movie-style trailers for books. Works from high school all the way down to kindergarten; little kids can draw their own version of a picture book, knowing what part of the story to withhold to build interest; scan them in or use a digital camera, and then iMovie or Photostory, even PPT, record narration, and create the movie. The best ones can be posted online.

What about releases, for school and system liability? An issue with no certain resolution in the near term. Too many policy makers, administrators, and parents have too little trust in the schools, teachers, and their students. The kids are more visually, technologically, and culturally literate in this regard than these adults. We may have to wait for them to age themselves out of the situation.

A public awards ceremony can be a great motivator and reward – and one educator also explained how the program for his school’s award ceremony includes the educational standards met by the students’ films. The students have to explain how their work meets the standards. Great idea.

Final points about tools and sites: iSkySoft iMedia converter; Handbrake.fr; GPB.org’s Digital Education site, with access to thousands of hours of educational video, a lot of which is available not just for streaming, but download and even editing for projects.

If you need an account there, send email to education@GPB.org

Other ways to do this: in third party apps like TweetDeck, or on the Twitter site itself. What the Hashtag makes it easy to show others what a Twitter conversation is like.
Now a high school teacher is asking about how to use it – yes, students will need a Twitter account, and they’ll need to know about the hashtag.

This is useful for students to tweet links to each other and to the class, for reporters/editors to follow stories, for parents and teachers to communicate. Students are going to use this technology – it’s damaging to make them outlaws just by banning their phones.

Bring the technology into the classroom and show them how to use it for positive ends! It requires trust and high expectations and patience, and a thick skin sometimes.

[This is all exciting!]

I just got to give a blurb for buying your name as a domain, and for WordPress, too.

[Moved to this session in the middle.]

They’re talking about a Social Media strategy for public stations. Should a producer do it? What about an audience member? – Yes, if it’s “curated” but not controlled.

What about sponsorship, product placement? It can work.

A church leader describes how Facebook and Google searches brought more new visitors than anything else. (Wow.)

Lots of anecdotes about how a good web presence, and announcements on Facebook, really make a difference now.

“What are you selling?” vs. “What are you saying?” is an important distinction, and another indication of the importance of a well-thought out web/social media strategy. That requires attention a careful response to what others say about you on the social network. If you don’t respond carefully, and model good “service” to your audience/listeners/customers, then it can be a net loss for you.

Schools – if students know they’re going to be in media – television, on the web – they’re interest picks up. And many of them use social media as well, so put it there.

Michael – he proposed this session – explains what he means by digital core values. He referred us to the Local News Initiative for some details.

Query: have ethics changed because of the technology? Is there more pressure to follow sensational stories, to be reactive? It’s an old pressure, but is there more pressure now?

Thinking in terms of what audience wants, the GPB.org web guy told us they put the NPR feed on the GPB home page, and got an unprecedented number of hits when Gary Coleman died….

[I left that session to join another on the future of social media.]

WNYC has a Crowdsourcing Fieldguide. Nice.

Many classrooms are using it – students across a district, county, state, or around the world can gather and aggregate all kinds of information.

Amazon’s Mechanical Turk offers a kind of crowdsourcing – posting one’s project there can get many good sources/responses.

One guy described how crowdsourcing reports on Southern California wildfires kept him apprised of the condition of his house there while he was in Georgia.

Crowdsourcing relies on an existing network of attentive followers, whether it’s blog commenters, or twitter followers, or facebook friends, or LinkedIn connections.

Tanya Ott described the Get an Edit Facebook group to help freelancers get feedback and editing for their radio scripts.

TBD.com – new Washington DC website – is based on a sort of crowdsourcing model.

Crossposted at TimMerritt.net

That’s where I’ll be all day tomorrow! Much more to come, including much more regular stuff here on this very blog. No, really.

Before I get to the mechanics of everything in this post, I want to say a bit about why to do all this, and it’s much more than “branding” yourself. I had not long before found a post on 3 Quarks Daily, a group blog on current affairs, about thinking and working in this new economy and this new century. It was a link to an interview and podcast with Seth Godin, an unconventional marketing consultant and author. In this service economy, most of us have to provide something unique—there are videographers and editors all over. To be successful, Godin asserts that we have do our work as an artist would, to add ourselves in essential ways to what we do. After listening to this podcast a few times, and starting to read his blog, I’ve tried to consciously bring more of that attitude to what I do, and I encourage you to do that as well, and tell the story of it through social media. Now, to the links:

We talked of course about Facebook, and we also looked at this Mashable page about its privacy issues. There is of course Twitter, and I briefly pointed to this article about ways to use Twitter for business. Our own Carl Marxer provided a link on the spot to his own advice on using Twitter and other social media.

We focused mainly on LinkedIn, the networking site for professionals. Mashable, linked above, also had a page about searching for jobs on LinkedIn.

MCA-I member Jose Acosta explained how he’s found clients through Facebook as well as his LinkedIn page, and showed his SmugMug portfolio site. Looks nice!

I showed how easy it is to get a good, free blog for creating a website at WordPress.com. There are other options, of course, but I’m familiar with WordPress and it has a huge user base. I showed this article for using WordPress to set up a professional site and weblog.

Posterous is another site offering free blogs, and is easy to update via email. Educational Technologist Tony Vincent explains some features of Posterous here

An example with real relevance for media professionals is Steve Bransford’s blog, Downhome Traces. Steve regularly posts video of historians and long-time Atlanta residents sharing the history and their memories of Atlanta. It’s an absorbing site, offering interesting insight into our local scene, and a great showcase for his skills.

Other example sites: The DV Show, with regular informative posts and sometime video interviews with filmmakers, videographers, and equipment manufacturers.

Finally, that day I showed how relevant blogs and social networks can be, showcaseing Mac-watcher John Gruber’s Daring Fireball site, and his pointers to that day’s announcement of Google’s open-sourcing the VP8 video codec, and the new cloud storage service from Google. Both of these could have big impacts on how video professionals post and store video for online use.

Thanks, Karenne!

Other great resources after the jump.

YouTube has many videos about LinkedIn – this brief intro explains it very well.

LinkedIn’s Learning Center is the place to begin for more understanding of how it works and what it can mean, and for getting your profile started.

Among the good advice is Tony Karrer’s eLearning Technology blog. He compiled a rich collection of links in the post LinkedIn Guide for Knowledge Workers. (Arent’ teachers the original knowledge workers?) The links run from basic tutorials, to questioning his own assumptions about how to use LinkedIn, to finding expert level answers.

A few years ago, he posted Getting Value from LinkedIn. You’ve got a specific question about your work—ideas for handling a unique student problem, or operating an unusual combination of technologies (often brought about by aging equipment, declining budgets, and the need to get something done), or a fresh look at an often-used lesson plan – who can you ask? A well-maintained LinkedIn network offers assistance from active professionals who’ve made it clear they want to answer questions like that. We know they’re willing to help because they’re on LinkedIn.

Twitter interacts with LinkedIn, and with some new apps like Tweetdeck”:http://www.tweetdeck.com/beta/ so does Facebook. The recent and increasingly popular Posterous lets a single email update post go to Twitter, Facebook, LinkedIn, and more.

There’s a lot of social media opportunities, and they take some getting used to, but it’s time well spent. As a pro, you should want to stay connected personally and professionally with a wide variety of people, to offer what you can and to find out what you need.

Macworld’s Tom Negrino explains five solid tips for making the most of the latest PowerPoint for Mac.