2. 1. Why do you want to use video and audio as a
medium?
2. What learning outcome(s) do you want to
achieve using video and audio?
3. Who is your audience and what are their
accessibility requirements?
4. Why do you want to stream video and audio on
the web (rather than on CD for example)?
Stage 1- What is the educational purpose of
your streaming media?
Adapted from: Arsenio, M. (2004). The click and go decision tool: Towards inclusive and accessible visual literacies. , Lancaster
University, England, UK. doi: University of Sheffield, School of Education
3. Image and Sound
Needs technical support
Interaction
On-demand availability
Integration
Important to link the video and audio to other media and
course tools – part of “the whole”
Stage 2. The Three ‘I’s educational focus quiz
Adapted from Arsenio, M. (2004). The click and go decision tool: Towards inclusive and accessible visual literacies. , Lancaster
University, England, UK. doi: University of Sheffield, School of Education
4. 1. From where will the students access the videos?
2. What are their connection speeds?
3. Which browsers do they use? Which media player?
4. Do all of your students hear sounds? Will closed
captioning or a transcript be available?
5. Will your video and audio be broadcast live?
6. How many will access the video and audio
simultaneously?
7. Will students access your video via a mobile platform
such as a smartphone or tablet?
8. Will video include students? Photo release forms
signed?
9. If media services are needed, have AV program
proposal and AV production approach forms been
completed?
Stage 3. Technical and Implementation issues
Adapted from Arsenio, M. (2004). The click and go decision tool: Towards inclusive and accessible visual literacies. , Lancaster
University, England, UK. doi: University of Sheffield, School of Education
8. Stage 4. Comparing practical and educational
requirements
Image
& Sound
Media Services support may take extra time
High bandwidth needed
Good subject lighting
Subject filmed with video audience in mind
Good quality microphone & video capture card
Access to a good quality camera and tripod
Editing software
High quality encoding using the most suitable format for
student access
Large window size to view detail
Producing high quality images and sound may be time
consuming
Accessible alternatives such as an audio description
track or captions
Adapted from Arsenio, M. (2004). The click and go decision tool: Towards inclusive and accessible visual literacies. , Lancaster
University, England, UK. doi: University of Sheffield, School of Education
9. Stage 4. Comparing practical and educational
requirements
Interactio
n
RealMedia format must be used for the UMOL
streaming server – No videos uploaded to
Blackboard
You will need access to all the development
tools and resources
You may need permission before you can use
the other resources e.g. copyright (written
permission from the copyright holder(s) is
required before QCC can add video, audio,
images or music to the web).
Good subject lighting
Accessible alternatives to the images and audio
should be offered along with easily navigable
and logically organized user controls
Adapted from Arsenio, M. (2004). The click and go decision tool: Towards inclusive and accessible visual literacies. , Lancaster
University, England, UK. doi: University of Sheffield, School of Education
10. Stage 4. Comparing practical and educational
requirements
Integratio
n
Produce a single multi-bit rate stream
covering a range of bandwidths(RealPlayer
automatically adjusts to a user’s connection
speed)
You will need technical skills to integrate
other tools with video
Choose whether the integration of different
media is to be done as an integral part of
part of the editing or using a
synchronization tool e.g. Microsoft Producer for
PowerPoint, Movie Maker, iMovie
Consider what level of control you wish the
student to have. Accessible alternatives to
the visual and audio should be offered e.g.
text, narrative, closed captioning
Adapted from Arsenio, M. (2004). The click and go decision tool: Towards inclusive and accessible visual literacies. , Lancaster
University, England, UK. doi: University of Sheffield, School of Education
11. Consider the practical issues raised
Amend or expand proposal
Include as many details as possible
Create an overview
Stage 5. Revise Proposal
Adapted from Arsenio, M. (2004). The click and go decision tool: Towards inclusive and accessible visual literacies. , Lancaster
University, England, UK. doi: University of Sheffield, School of Education
12. Define the learning objectives
Identify what students need to do to
achieve objective
Determine how to assess learning
Sequence the instruction
Create the storyboard
Design
