FLOSS Manuals

 English |  Español |  Français |  Italiano |  Português |  Русский |  Shqip

Open Video Production Workbook

How to Use the Open Video Workbook

Learning Open Video

BECOMING A FACILITATOR. We believe that if you can do it, you can teach it. Which is why these materials are meant to encourage and facilitate peer-to-peer approaches to education. If you want to share what you know, what we suggest is that you choose a few tasks from different levels to gauge the levels of experience and expertise on the group you are working with, then choose a entire set of tasks appropriate to the group depending on your workshop focus. Encourage people to work in groups and share outcomes.

BECOMING A COMMUNITY MEMBER. Part of why we like open video tools is that they are made by real people involved in communities of sharing. With free and open source software, you know who wrote the code. Most open video tools have their own support fora where users like yourself post questions and exchange experiences with other users and developers. User feedback provides developers with key information.

BECOMING A CONTRIBUTOR. The best way to teach may be to design your own tasks. We suggest you follow a few principles when you design a new task (which we hope you will add to this online course). If you want to introduce a new tool, find a case study that shows why the tool is exciting and worth exploring. Select one of the functionalities of the tool and create a specific task that can be accomplished by using that functionality. Try to gauge the level of complexity of the task (core, explore, command) and tag the tasks accordingly.

Help Create More Open Video Modules

If you want to help expand this resource you can contribute by creating new modules covering aspects of Open Video that has not been covered. During the Open video course sprint we came up with a simple template to help. We structured the modules into four short chapter types

  1. Terms and Techniques
  2. Case study
  3. Hands-on
  4. More resources

Terms and Techniques: Introduce your module by making it clear to the user what they will gain from it. Make sure to indicate the level of difficulty of the module. Write something like the following.

By the end of this module you will

  • Example of a skill they will gain
  • Example of something they will learn

Tools you will need for this module:

  • List of tools needed to complete the module, like internet connection

Terminology: Make a list of terms used in the module and explain them to the user.

Case Study: Give a brief description of some real people and their story of doing something interesting with Open Video related to your module topic. Include for example why they chose to use Open Video tools, or what the benefit was of using these tools, or tools created along the way.

Hands-on: Introduce your task with a step-by-step guide. At the end of the section, create a fun task for the user for them to test their knowledge and reward them by restating what they have accomplished and learned. If there are several Open Video tools that can be applied to the task, feel free to create a chapter for each one.

Resources: Here is where you can go into detail about other resources relevant to the module topic, including any further discussions or explanations of pros and cons of using various options. Make it interesting and add images, screenshots and visualisations!

Once you have created your module, please add it to http://xmlab.booktype.pro/open-video-workbook/ or send it to : openvideo@xmlab.org

Modules for Self-Directed, Non-Linear Educational Processes

This workbook answers a call for resources which can be used to encourage and facilitate Hackathons, workshops and self-study on open video technology. If you are inspired by these resources and use them as part of your learning or teaching, please contribute other case studies and tutorials to this growing community of open video educators!

In line with its commitment to peer-to-peer educational processes, the Open Video Workbook is based on modules. Online display may call for linear display, but modules stand on their own and can be completed in any order, based on your interest.

All modules have the same structure: they begin with an overview of terms & techniques so users can see educational objectives at a glance, as well as the terms and techniques covered by the module. A case study showcases a really exciting example of how an open video tool has been used, providing a glimpse of the dynamic story of open video and some of the individuals and communities behind it. Specific tasks can be accomplished by using the suggested tool. Each section closes by reviewing educational objectives, a list of related resources, and attributions to sources used.

Modules address a specific area of open video and include one or more tasks.

The workbook acknowledges the need to speak to different audiences and user groups. Rather than taking all users through the same process, different task levels indicate the level of (relative, depending on what you already know) complexity. If you know what you are looking for, go directly to the module in question, or experiment with different task levels.

Task Levels to Deepen your Practical Knowledge of Open Video

Task levels vary from basic (core), intermediate (explore) and advanced (command) and address different audiences - with a special effort to speak to the needs of those not currently part of the open video conversation:

CORE: Tasks in this category cover fundamental processes and are designed to yield immediate outcomes. Because they introduce core terms and techniques, they form the 'core' of open video. For most of the tools suggested in these tasks, developers have made an effort to design graphical user interfaces (GUIs) to facilitate use.

EXPLORE: Tasks in this category encourage you to explore the range of functionality of the tools in question. They assume that you are already familiar with core terms and techniques (and won't provide explanation; in case of doubt, consult the glossary).

COMMAND: Tasks in this category involve interaction with a command-line interface rather than the graphical interfaces you may be used to. Typical tasks include the use of libraries.



There has been error in communication with Booktype server. Not sure right now where is the problem.

You should refresh this page.