It’s All in the Planning: Lessons Learned from Starting a New Media Production Service at Michigan State University

Concurrent Session 6
Streamed Session

Brief Abstract

Learn immediately applicable video production planning and collaboration strategies that facilitate promotional, instructional, and live video content crafted for and with your audience.

Presenters

Mrs. Bradley is the Media Production Specialist at Michigan State University, where her team collaborates with faculty, staff, and students to create video content for MSU events and curriculum. In addition to consulting with clients, producing video, and managing projects, she also provides training to members of the community who want to learn more about creating their own video content. Prior to her position at MSU, she worked in university marketing where she worked on ad campaigns and produced the creative for them. For the past 8 years she has been working extensively as a visual artist, specializing in videography, illustration, design, and photography. Currently, she is using these skills in partnerships with independent filmmakers, where she has worked as a 2nd unit cameraperson and art director.

Extended Abstract

Goals: The goal of this presentation is to provide faculty and staff immediately applicable, practical strategies and resources for planning and producing engaging learning experiences using video and livestreaming. 

Outcomes: At the end of this presentation, attendees will leave with:

  • Strategies and benefits of accessible WCAG 2.0 AA livestreaming. 
  • An adaptable framework for determining if you need to caption your livestream. 
  • A list of best practices for livestreaming, including social media sites that support live captions
  • A list of recommended vendors for live captions
  • A compilation of challenges and successful strategies from fellow attendees
  • Examples of success and challenges in our development of video content with Engineering faculty
  • A framework of our video production workshops that attendees can take back and implement in their own institutions. 

Description: The affordances of digital education has introduced growing demand for video content in social, entertainment, and educational spaces. Websites like Facebook and Twitter actively push users to create and share regular content. Millions of users rely on YouTube as a source of income. Even if you have no video production experience, you can turn on a phone or computer and instantly start a stream on Twitch — the leading livestreaming platform where users can watch content creators play games, perform music, or create art. In the realm of education, there are numerous pedagogical benefits to integrating video content into student learning, including increased engagement and self-paced instruction. Video in the classroom can be an excellent way to incorporate the three principles of Universal Design for Learning, by allowing learners to experience multiple methods of representation, action, expression, and engagement. 

The demand for video is high in our institutions as we are in a constant state of education, promotion, and sharing. However, the challenge with video lies in determining the best way to support the need, while making sure the content is effective, accessible, and reflective of your institution. Michigan State University has taken deliberate steps to better equip its community with the tools and resources to provide accessible, quality video content that effectively engages its students. Michigan State University has created a new Video Production Service that is strategically integrated with the university’s Accessibility team and the Hub for Innovation in Learning and Technology. Since its recent inception, this Video Production Team has experienced many challenges and developed effective strategies in creating video for the MSU community. This presentation takes participants through a narrative about three of the service’s main challenge areas: curriculum, training, and livestreaming, and will conclude by sharing the strategies and resources that have been developed from these experiences. 
 
This presentation asks participants to engage using in-class polling focused on the theme of pre-production and planning value. The responses will be used for presenter discussion, Q&A, and as a resource in the slide deck for attendees to take home. The final Q&A builds on this dialogue, helping participants to make connections with their own pre-production strategies and discover new ways to build planning into their workflows in order to better improve the student experience. Questions may include:

  • What video production strategies have been most effective for you?
  • What are some of the biggest resistances/obstacles you face in video production?
  • What strategies will you take from today/were most surprising or helpful to you?