Task 1 a analysing digital publishing products and writinggaetan lundula
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The document discusses different types of digital publishing products including e-newspapers, e-magazines, advertisements, CD covers, flyers, leaflets, training materials, text for moving images, interactive media, promotional media, and e-books. It provides details on the purpose and benefits of each type of digital product, such as e-newspapers and e-magazines being more portable than print versions, advertisements growing through social media platforms, and e-books being convenient to access on mobile devices.
This document discusses the purposes of various digitally published products. It explains that adverts, DVD/CD covers, leaflets, interactive media, eBooks, e-Magazines, e-Newspapers, flyers, training materials, and promotional materials all serve different informational and promotional functions. While some like eBooks, e-Magazines and e-Newspapers allow digital access to content, others like adverts and promotional materials aim to persuade people to buy products. Leaflets provide brief product information, while training materials aim to facilitate learning. The document also notes some similarities and differences between the purposes of these various digitally published products.
This document provides information on two digital Bible distribution devices from Renew Outreach - the LightStream and Bible Box. The LightStream supports up to 20 users downloading via WiFi and Bluetooth, has over 8 hours of battery life with an optional solar panel, and orders can be placed by contacting info@renewoutreach.com. The Bible Box supports fewer users without Bluetooth or microSD copying, has under 5 hours of battery life, is low cost but requires assembly, and more information can be obtained by contacting Kirk Wilson.
Mobile Media Ministry Training 3- Mobile Media in Ministry Strategy-Culturall...Mobile_Advance
油
Part of a four day training on mobile media production and distribution for ministry. Covers the role of mobile media in an outreach strategy and the issues involved at the intersection of media and cultures.
Mobile Media Ministry Training 11- Mobile Video Recording & Interview/Talking...Mobile_Advance
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This segment of a four day training on mobile media ministry walks participants through basic elements of recording video with a mobile phone and the steps involved with recording an interview or "talking head" video.
Mobile Media Ministry Training 2- Mobile Ministry OverviewMobile_Advance
油
This document discusses the potential of mobile technology for Christian ministry. It notes that the world population has grown rapidly in recent centuries and will continue to do so. Most of future internet usage will be through mobile devices. Mobile ministry allows viral sharing of Christian content and is one of the most cost-effective ways to create and distribute religious media. It also facilitates two-way communication and reaching remote populations. While mobile devices have security and technical limitations, they are ubiquitous, personal tools that can spread faith messages widely.
The document provides information for PPFF staff about promoting the organization and recruiting interns at a booth during GKYM 2011. Staff are instructed to wear nametags and PPFF shirts, carry clipboards to collect contact information, and have one-on-one conversations to promote PPFF's mission work and internship opportunities. The goal is to get students interested in PPFF's support of content creators and media for mission work, and to recruit interns for roles like video production, graphic design, and event logistics. Interns are expected to make a 3-month commitment starting in February 2011.
This document provides an overview of a training session on integrating information and communication technologies (ICT) in primary years education. The training covered a variety of topics including using iPads, touchscreen technologies, Bee-Bots, Google Earth, digital storytelling tools, online resources for images and video, creating podcasts using Audacity, the programming language Scratch, and various Web 2.0 tools. The goal of the training was to demonstrate how these technologies can be used to engage primary students and support learning across different subject areas.
Unit 3 Topic 2 Creating Multimodal Material.pdfNoraima2
油
This document provides guidance on creating effective multimodal materials such as advocacy posters and short videos. It discusses choosing an appropriate combination of modes based on the purpose, subject matter, audience, and presentation mode. Tips are provided for creating eye-catching posters, including using headlines, concise details, calls to action, typography hierarchy, and engaging photographs. Guidelines are also given for simple video production, such as solidifying objectives, researching the audience, deciding on a core message, writing a script and storyboard, scheduling a shoot, editing, adding graphics and sound, and recording a voiceover. The document concludes by recommending several free apps that can be used to create multimodal materials on smartphones.
This document provides guidance on using mobile devices for ministry. It recommends beginning by understanding one's ministry strategy and community in order to choose the appropriate technology. Basic mobile phone options are outlined, from basic to smartphones. Accessories like speakers, projectors and memory cards are discussed. Security considerations for sharing media and protecting identities in restrictive areas are covered. The document provides strategies for using texting, media sharing and apps in areas like entry, evangelism, discipleship and church planting. It offers tips on preparing one's own media and organizing content for maximum impact in ministry through mobile technology.
This document outlines an action planning session from a social media training. It includes links to resources on Pinterest and StockXchange used in the session. The document discusses identifying ideas and actions to take, obstacles to address, and developing short video assignments on issues to promote through social media. Participants were also assigned to write blog posts reflecting on their video projects.
Audio-visual aids - classification, selection, use and productionNaveen Arepalli
油
The Merriam-Webster dictionary defines audio visual aids as designed to aid in learning or teaching by making use of both hearing and sight.
The Dictionary.com definition is training or educational materials directed at both the sense of hearing and the sense of sight; films, recordings, photographs, etc., used in classroom instruction, library collections, or the like.
The Instructional Technology course offered by ecoursesonline describes them as instructional devices which are used to communicate messages more effectively through sound and visuals.
From the definitions, we can surmise that audio visual aids are devices or materials that tap into both the hearing (or auditory) sense and sight (or visual) sense. Their purpose is to provide instruction, education or communication.
Audio visual aids may take the form of a:
Powerpoint presentation in support of a verbal lecture
Video clip with voice over, and moving or still images
Interactive whiteboard
Television
Projected images in support of verbal dialogue
A graphic, chart or written material in support of verbal dialogue Furthermore, a study on Visual, Audio, and Kinesthetic Effects on Memory Retention and Recall by Udomon, Xiong, Berns, Best, and Vike (2013) revealed that retention and recall of information is significantly improved when two or more senses are engaged in learning the information. Information presented in both audio and visual formats is more likely to be retained than information presented either way alone.
Interestingly, you can further improve retention by encouraging note-taking while listening to and viewing the audio visual information. The act of writing taps into the kinesthetic style of learning.
Multimedia in research: What is it? Why use it? How to use it? ILRI
油
This document provides an overview of multimedia and how it can be used at ILRI. Multimedia combines different media formats like text, images, and sounds delivered electronically. It makes information more engaging and easier to remember. ILRI uses multimedia for social reporting, showcasing research, and internal communication through videos, photofilms, and slideshows. Staff are encouraged to work with communications to turn existing materials like interviews and photos into multimedia products that tell compelling stories about their work. Challenges include learning new skills, but demand for online video and engaging content will continue rising.
This document provides guidance on creating and utilizing digital kits to organize curriculum files and materials. It outlines how to set up folders and sub-folders to store different types of digital content like pictures, videos, sounds and websites related to a particular unit. Examples of sources for finding high-quality digital content like photos, audio clips and video segments are also provided. The document advises on labeling and citing sources properly and distributing the organized digital materials to students.
This document outlines the agenda and goals for a two-day workshop between the Smithsonian and the Mobile Learning Institute. The workshop aims to develop mobile learning labs and increase engagement with Smithsonian collections through new media skills and mobile technologies. Day one focuses on defining mobile learning and exploring the National Postal Museum using mobile phones to identify themes and plan video projects. Day two involves completing and sharing mobile apps, and presentations on how technology impacts museums.
This document provides guidance on creating an e-portfolio by explaining what an e-portfolio is, why it is useful, especially for students, and how to get one online. It notes that an e-portfolio is a collection of one's work that can be used for career or educational purposes. It recommends including samples of one's best work tailored to the purpose of demonstrating abilities or experience. The document also explains that an e-portfolio is valuable because it is accessible online, shows technological skills, and materials won't get lost. It provides examples of what to include such as videos, photos, documents, and websites.
This document provides an introduction to e-portfolios and discusses why students should create one, what to include, and how to get an e-portfolio online. It explains that an e-portfolio is a digital collection of one's work that can be used for career or educational purposes. It notes that e-portfolios help students link their skills to employer needs, remember their accomplishments, and decide on future goals. The document recommends including samples of one's best work tailored to the purpose of the portfolio. It also describes how e-portfolios can be easily accessed online and showcase technology skills to impress viewers.
1. The document discusses ways to create rich media content and exemplary courses in the MOLE learning platform. It provides tips on incorporating a variety of media like video, audio, animations and curated content from other sources.
2. Advice is given on using the course for collaboration through tools like forums, wikis and group work. Assessments can include assignments, quizzes and peer assessment.
3. Attendees are encouraged to consult the Creative Media department for advanced media production and to register for follow-up sessions on building exemplary courses.
Integrated marketing involves delivering a single consistent message across both traditional and social media platforms. It aims to promote products or services using multiple channels, including television, radio, print, Facebook, and Twitter. The document provides examples of how companies like Starbucks and Ben & Jerry's have used integrated marketing successfully and discusses low-cost ways for businesses to promote themselves online using tools like Twitter, Facebook, video, blogs, and audio.
This document outlines a future technology project for students. It includes the following project outcomes: students being confident using technology skills learned; ability to research technology changes and potentials; and developing teamwork skills. Students will be assigned to groups to research and design a future product in an area like smart TVs, watches, tablets or phones. They will create materials explaining the product's features and design, user instructions, and promotional content. The project aims to teach students about technology advances and team collaboration.
1. The community marketing call agenda included discussing a community marketing survey, spotlighting community work, an education toolkit for spreading Firefox, a student rep update, Thunderbird news, and the Rock Your Firefox campaign.
2. The Firefox Education Toolkit is a set of print, video, and presentation materials for educating others about Mozilla and Firefox, now available in 3 languages.
3. The first Balkans intercommunity meetup will take place May 21-23 in Skopje, Macedonia between communities in the Balkan countries to encourage collaboration and share experiences.
This document contains the evaluation summary for a media production project. It addresses 4 questions:
1. How the production used and developed conventions of real media products to fit their expository documentary genre. They had to manipulate some conventions to fit their specific production.
2. How the combination of their main production and ancillary texts like a print advert were effective. They created synergy between the pieces to develop a consistent style and brand identity.
3. They learned from audience feedback, which helped them progress and create better products. The feedback was constructive and identified things to improve.
4. They effectively used media technologies at each stage from filming and editing software to internet research and creating a blog. The technologies
This document provides information on using podcasts in the classroom. It discusses how podcasts can be created by teachers or students to enhance learning both inside and outside of class. Guidelines are provided around ensuring student safety when using educational podcasts. Suggestions are made for tools needed, planning, recording, editing and sharing podcasts. Potential uses of podcasts are explored for personalized learning, engaging students, developing skills, and across subject areas like English, science, and history.
ROLE OF AUDIO-VISUAL AIDS AND COMPUTERS IN ORAL PRESENTATIONCHINTHUVINAYAKS
油
The document discusses the role of audio-visual aids and computers in oral presentations. It covers various audio aids like radio, tape recorders, and projected aids. It discusses the advantages and disadvantages of different audio aids. It also discusses visual aids and their importance in oral presentations. It provides examples of different types of visual aids like photographs, tables, graphs, and charts. It discusses the benefits of using visual aids and provides tips for making visual aids more effective. Finally, it discusses the role of computers in oral presentations and the advantages and disadvantages of using computers.
Kieran Hepworth used a variety of media technologies and equipment during the construction, research, planning, and evaluation of his advanced media portfolio project. This included a Canon camera, microphone, memory cards, iPhone, Adobe Photoshop, Microsoft Office, and Final Cut Pro. Websites like Blogger, Google Maps, Google Mail, SurveyMonkey, and 際際滷Share were also utilized. Social networks played a key role, with Facebook, Twitter, and Instagram being used to communicate, promote, and gather feedback. The final video was uploaded to YouTube.
Introduction of Distance Education and Non Broadcast Media 8622-01&02Ek ra
油
This document discusses media and its uses in distance education. It begins by outlining the objectives of the session, which are to elaborate on non-broadcast media, discuss its scope, differentiate hardware and software, and analyze the role of non-broadcast media in distance education. It then describes the four major categories of technological options for distance education: voice, video, data, and print. Various instructional materials and their types are also outlined. The document emphasizes the importance of both broadcast and non-broadcast media for teaching and learning.
This document discusses a pilot project using technology to enhance faith formation and communication across multiple parishes. It provides the objectives of creating a collaborative technology effort, cultivating partnerships to promote strategic development of initiatives, and utilizing change management strategies. Several parishes shared their goals for the pilot, which included things like training in technology tools, assessing preferred communication methods, and developing online faith resources. The document outlines initiatives from the pilot like establishing social media coordinators and curating online content for Advent and Lent. It discusses challenges faced and factors for success when integrating technology in parishes.
Mobile Ministry Forum Media Ministry Update 02-2018Mobile_Advance
油
A look at where things stand with missions and media ministry opportunities at the beginning of 2018 as well as a look back at where we've come from since our start at the end of 2010
This document provides a summary of resources related to refugees and technology use. It outlines how refugees use smartphones to stay connected with family, document their journeys, access information and language translation. It also lists organizations that provide refugees with phones, wifi access, apps and other digital tools to help with education, employment, navigation and integration in new places. The document advocates the role of technology in empowering and equipping refugees.
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This document provides an overview of a training session on integrating information and communication technologies (ICT) in primary years education. The training covered a variety of topics including using iPads, touchscreen technologies, Bee-Bots, Google Earth, digital storytelling tools, online resources for images and video, creating podcasts using Audacity, the programming language Scratch, and various Web 2.0 tools. The goal of the training was to demonstrate how these technologies can be used to engage primary students and support learning across different subject areas.
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This document provides guidance on creating effective multimodal materials such as advocacy posters and short videos. It discusses choosing an appropriate combination of modes based on the purpose, subject matter, audience, and presentation mode. Tips are provided for creating eye-catching posters, including using headlines, concise details, calls to action, typography hierarchy, and engaging photographs. Guidelines are also given for simple video production, such as solidifying objectives, researching the audience, deciding on a core message, writing a script and storyboard, scheduling a shoot, editing, adding graphics and sound, and recording a voiceover. The document concludes by recommending several free apps that can be used to create multimodal materials on smartphones.
This document provides guidance on using mobile devices for ministry. It recommends beginning by understanding one's ministry strategy and community in order to choose the appropriate technology. Basic mobile phone options are outlined, from basic to smartphones. Accessories like speakers, projectors and memory cards are discussed. Security considerations for sharing media and protecting identities in restrictive areas are covered. The document provides strategies for using texting, media sharing and apps in areas like entry, evangelism, discipleship and church planting. It offers tips on preparing one's own media and organizing content for maximum impact in ministry through mobile technology.
This document outlines an action planning session from a social media training. It includes links to resources on Pinterest and StockXchange used in the session. The document discusses identifying ideas and actions to take, obstacles to address, and developing short video assignments on issues to promote through social media. Participants were also assigned to write blog posts reflecting on their video projects.
Audio-visual aids - classification, selection, use and productionNaveen Arepalli
油
The Merriam-Webster dictionary defines audio visual aids as designed to aid in learning or teaching by making use of both hearing and sight.
The Dictionary.com definition is training or educational materials directed at both the sense of hearing and the sense of sight; films, recordings, photographs, etc., used in classroom instruction, library collections, or the like.
The Instructional Technology course offered by ecoursesonline describes them as instructional devices which are used to communicate messages more effectively through sound and visuals.
From the definitions, we can surmise that audio visual aids are devices or materials that tap into both the hearing (or auditory) sense and sight (or visual) sense. Their purpose is to provide instruction, education or communication.
Audio visual aids may take the form of a:
Powerpoint presentation in support of a verbal lecture
Video clip with voice over, and moving or still images
Interactive whiteboard
Television
Projected images in support of verbal dialogue
A graphic, chart or written material in support of verbal dialogue Furthermore, a study on Visual, Audio, and Kinesthetic Effects on Memory Retention and Recall by Udomon, Xiong, Berns, Best, and Vike (2013) revealed that retention and recall of information is significantly improved when two or more senses are engaged in learning the information. Information presented in both audio and visual formats is more likely to be retained than information presented either way alone.
Interestingly, you can further improve retention by encouraging note-taking while listening to and viewing the audio visual information. The act of writing taps into the kinesthetic style of learning.
Multimedia in research: What is it? Why use it? How to use it? ILRI
油
This document provides an overview of multimedia and how it can be used at ILRI. Multimedia combines different media formats like text, images, and sounds delivered electronically. It makes information more engaging and easier to remember. ILRI uses multimedia for social reporting, showcasing research, and internal communication through videos, photofilms, and slideshows. Staff are encouraged to work with communications to turn existing materials like interviews and photos into multimedia products that tell compelling stories about their work. Challenges include learning new skills, but demand for online video and engaging content will continue rising.
This document provides guidance on creating and utilizing digital kits to organize curriculum files and materials. It outlines how to set up folders and sub-folders to store different types of digital content like pictures, videos, sounds and websites related to a particular unit. Examples of sources for finding high-quality digital content like photos, audio clips and video segments are also provided. The document advises on labeling and citing sources properly and distributing the organized digital materials to students.
This document outlines the agenda and goals for a two-day workshop between the Smithsonian and the Mobile Learning Institute. The workshop aims to develop mobile learning labs and increase engagement with Smithsonian collections through new media skills and mobile technologies. Day one focuses on defining mobile learning and exploring the National Postal Museum using mobile phones to identify themes and plan video projects. Day two involves completing and sharing mobile apps, and presentations on how technology impacts museums.
This document provides guidance on creating an e-portfolio by explaining what an e-portfolio is, why it is useful, especially for students, and how to get one online. It notes that an e-portfolio is a collection of one's work that can be used for career or educational purposes. It recommends including samples of one's best work tailored to the purpose of demonstrating abilities or experience. The document also explains that an e-portfolio is valuable because it is accessible online, shows technological skills, and materials won't get lost. It provides examples of what to include such as videos, photos, documents, and websites.
This document provides an introduction to e-portfolios and discusses why students should create one, what to include, and how to get an e-portfolio online. It explains that an e-portfolio is a digital collection of one's work that can be used for career or educational purposes. It notes that e-portfolios help students link their skills to employer needs, remember their accomplishments, and decide on future goals. The document recommends including samples of one's best work tailored to the purpose of the portfolio. It also describes how e-portfolios can be easily accessed online and showcase technology skills to impress viewers.
1. The document discusses ways to create rich media content and exemplary courses in the MOLE learning platform. It provides tips on incorporating a variety of media like video, audio, animations and curated content from other sources.
2. Advice is given on using the course for collaboration through tools like forums, wikis and group work. Assessments can include assignments, quizzes and peer assessment.
3. Attendees are encouraged to consult the Creative Media department for advanced media production and to register for follow-up sessions on building exemplary courses.
Integrated marketing involves delivering a single consistent message across both traditional and social media platforms. It aims to promote products or services using multiple channels, including television, radio, print, Facebook, and Twitter. The document provides examples of how companies like Starbucks and Ben & Jerry's have used integrated marketing successfully and discusses low-cost ways for businesses to promote themselves online using tools like Twitter, Facebook, video, blogs, and audio.
This document outlines a future technology project for students. It includes the following project outcomes: students being confident using technology skills learned; ability to research technology changes and potentials; and developing teamwork skills. Students will be assigned to groups to research and design a future product in an area like smart TVs, watches, tablets or phones. They will create materials explaining the product's features and design, user instructions, and promotional content. The project aims to teach students about technology advances and team collaboration.
1. The community marketing call agenda included discussing a community marketing survey, spotlighting community work, an education toolkit for spreading Firefox, a student rep update, Thunderbird news, and the Rock Your Firefox campaign.
2. The Firefox Education Toolkit is a set of print, video, and presentation materials for educating others about Mozilla and Firefox, now available in 3 languages.
3. The first Balkans intercommunity meetup will take place May 21-23 in Skopje, Macedonia between communities in the Balkan countries to encourage collaboration and share experiences.
This document contains the evaluation summary for a media production project. It addresses 4 questions:
1. How the production used and developed conventions of real media products to fit their expository documentary genre. They had to manipulate some conventions to fit their specific production.
2. How the combination of their main production and ancillary texts like a print advert were effective. They created synergy between the pieces to develop a consistent style and brand identity.
3. They learned from audience feedback, which helped them progress and create better products. The feedback was constructive and identified things to improve.
4. They effectively used media technologies at each stage from filming and editing software to internet research and creating a blog. The technologies
This document provides information on using podcasts in the classroom. It discusses how podcasts can be created by teachers or students to enhance learning both inside and outside of class. Guidelines are provided around ensuring student safety when using educational podcasts. Suggestions are made for tools needed, planning, recording, editing and sharing podcasts. Potential uses of podcasts are explored for personalized learning, engaging students, developing skills, and across subject areas like English, science, and history.
ROLE OF AUDIO-VISUAL AIDS AND COMPUTERS IN ORAL PRESENTATIONCHINTHUVINAYAKS
油
The document discusses the role of audio-visual aids and computers in oral presentations. It covers various audio aids like radio, tape recorders, and projected aids. It discusses the advantages and disadvantages of different audio aids. It also discusses visual aids and their importance in oral presentations. It provides examples of different types of visual aids like photographs, tables, graphs, and charts. It discusses the benefits of using visual aids and provides tips for making visual aids more effective. Finally, it discusses the role of computers in oral presentations and the advantages and disadvantages of using computers.
Kieran Hepworth used a variety of media technologies and equipment during the construction, research, planning, and evaluation of his advanced media portfolio project. This included a Canon camera, microphone, memory cards, iPhone, Adobe Photoshop, Microsoft Office, and Final Cut Pro. Websites like Blogger, Google Maps, Google Mail, SurveyMonkey, and 際際滷Share were also utilized. Social networks played a key role, with Facebook, Twitter, and Instagram being used to communicate, promote, and gather feedback. The final video was uploaded to YouTube.
Introduction of Distance Education and Non Broadcast Media 8622-01&02Ek ra
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This document discusses media and its uses in distance education. It begins by outlining the objectives of the session, which are to elaborate on non-broadcast media, discuss its scope, differentiate hardware and software, and analyze the role of non-broadcast media in distance education. It then describes the four major categories of technological options for distance education: voice, video, data, and print. Various instructional materials and their types are also outlined. The document emphasizes the importance of both broadcast and non-broadcast media for teaching and learning.
This document discusses a pilot project using technology to enhance faith formation and communication across multiple parishes. It provides the objectives of creating a collaborative technology effort, cultivating partnerships to promote strategic development of initiatives, and utilizing change management strategies. Several parishes shared their goals for the pilot, which included things like training in technology tools, assessing preferred communication methods, and developing online faith resources. The document outlines initiatives from the pilot like establishing social media coordinators and curating online content for Advent and Lent. It discusses challenges faced and factors for success when integrating technology in parishes.
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- Mobile phones are ubiquitous personal devices that are always carried and connected. They allow new forms of media consumption, payment, and creative inspiration.
- Their measurement of audience and social context provide unique opportunities for outreach through texting, apps, videos, images and more.
- Their portability and ability to spread content virally from phone to phone make them well-suited for sharing gospel messages in reproducible, locally-appropriate ways. A number of mobile ministry resources and best practices are mentioned.
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2. It encourages Christians to get involved in visual media ministry by finding, modifying, or creating their own videos and sharing them online and through mobile networks. Free and easy to use tools and resources are mentioned to help people get started.
3. The goal is to fuel a global movement of visual storytelling so that through mobile phones and online sharing, every person can encounter Jesus and his kingdom.
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E-Commerce Platforms
E-commerce platforms are digital systems that enable businesses to create online stores and sell products or services. They provide tools for managing inventory, processing payments, and handling customer interactions.
Types of E-Commerce Platforms:
Business-to-Consumer (B2C):
Platforms like Amazon and Shopify, where businesses sell directly to consumers.
Business-to-Business (B2B):
Platforms like Alibaba, where businesses sell to other businesses.
Consumer-to-Consumer (C2C):
Platforms like eBay, where consumers sell to other consumers.
Consumer-to-Business (C2B):
Platforms where individuals sell products or services to businesses, such as freelance platforms like Fiverr.
If you need more details or have any questions, feel free to ask!
2. Goals
1) Enable you to implement mobile
media ministry.
2) Train and resource you in such a
way that you can enable others to
implement mobile media ministry
3) Develop training materials that will
assist in the training of trainers for
mobile media ministry
3. Reproducibility!
If we teach something that
believers where you live cannot do
themselves PLEASE call us on
it/question us about it!!!
4. Focus Areas
1) Principles for media in ministry
2) Mobilizing existing audio/visual
ministry materials
3) Creating new audio/visual ministry
materials for mobile devices
4) Creating new audio/visual ministry
materials with mobile devices
12. Wednesday
Introductory materials
The place of mobile ministry in a
ministry strategy
Culturally appropriate mobile media
Obtaining and preparing existing
audio/visual ministry materials for use
on mobile devices
13. Thursday
Simple mobile video creation- crafting
Bible slideshow videos
Audio media recording and editing
14. Friday
Orality and story-based outreach
The media production process
Video preproduction
Shots, shot sequences and shot listing
Producing an interview/talking head video
General mobile video recording practices
Mobile phone-based video shoot
Simple video editing
15. Saturday (a.m.)
Simple video lighting
Location issues
Apps for smartphone video production
(iOS and Android)
Smartphone video production
Smartphone-based video shoot
#9: While we had come to see that the nomads we were working with had begun setting up their tents where they could get phone reception rather than where they could find water, it was interesting to find that the same thing was happening halfway around the world in Mongolia as they set up their yurts where they could find cell phone reception.
#10: The Mobile Advance website can be found at http://www.mobileadvance.org