“Investing time to learn something in your professional make you RICH in your KNOWLEDGE, if you are not then it will make you POOR in your PERFORMANCE.” – Attributed to Sivaprakash Sidhu This afternoon I am heading off to the Gold Coast for a few days to attend FlipConAus, the first time that Jon Bergmann and Aaron Sams have brought the long-running US conference dedicated to flipped learning to Australian educators. My flight leaves this afternoon (I will be mid-flight when this article posts) as I am attending a Masterclass on Thursday, followed by the conference itself on Friday and Saturday, returning home Sunday morning.
I look forward to meeting up with some of my readers and members of my online professional learning network face-to-face for the first time I still have article from #TMSpaces to write, and so my review of FlipCon likely won’t begin until the end of next week, if not the week after. Have a great weekend, and I hope to see you at FlipCon.
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“It is important to remember that educational software, like textbooks, is only one tool in the learning process. Neither can be a substitute for well-trained teachers, leadership, and parental involvement.” – Attributed to Keith Krueger Good morning everyone, it is an early post today, getting in before I head off to school in order to get the latest FTPL video up for everyone, as I did not get it the video recorded until last night, well after I would normally post it. Next week will see a return to your regular programming, with the FTPL video returning to Monday afternoons, and the new series of articles reviewing of Invent to Learn, continuing in its (soon to be) regular time slot of Tuesday afternoons. In this video in the FTPL series, we continue looking at how we can utilise GDocs in the classroom, specifically, how to use the live-feedback feature. Please ensure you have watched Video Five in the series before watching this video. As always, I would appreciate any feedback or questions in the comments. Click here to see the full list of videos in the FTPL series. “Google can bring you back 100,000 answers. A librarian can bring you back the right one.” ― Attributed to Neil Gaiman Last week I published two articles (here and here) talking about how I planned to explicitly introduce students to the internet, and address misconceptions to ensure that they were all on the same page when it came to understanding the fundamentals of using the internet. I recently delivered the first lesson in the unit to a Year Four class and it went somewhere between poorly and average and was a good way of reminding me that I am not as good or as experienced as I sometimes think that I think I am due to how comfortable and settled I am in the school. I still firmly believe that the Google Search Engine Lesson Plans (GSELP) are valuable resources, but I think that I need to find a way of resetting my expectations as I move between classes. Being the RFF teacher is a difficult position, moving from class to class and age group to age group, I still get caught out on a semi-regular basis expecting too much of younger students, having just had Stage Three, or, as happened today, going from having Kindergarten to Year Four and adjusting my expectation back up, but adjusting them too far and still expecting too much. Looking at it now, I structured the lesson poorly and I am fortunate that the students in this class are, on the whole very polite with only a few overly exuberant students. I had the students work through a series of questions to get an understanding of their preconceptions about the internet, writing them down, and then used a class discussion to bring it together, which showed some interesting thoughts from students: After completing the Padlet, I then went through the presentation that had been put together, after getting students to stand up and stretch and move around. I think that I had effectively lost them by this point and It was not until we got to the Kahoot that I had put together as a summative learning that they perked back up and re-engaged, but it demonstrated that they had not understood what we had discussed, as many of their answers were incorrect.. I have more Stage Two classes tomorrow (as I write this) and I will deliver the lesson very differently to those classes. Just because I am the teacher does not mean I get it right all the time. I just need to be sure that I learn the lesson and get it right the next time.
Tomorrow will be introductory video first, then a slow work through of the questions one at a time, with students identifying their own pre-conceptions and then class discussion and explanation of the meaning before moving onto the subsequent question. I feel that this approach will be more effective and result in the students understanding the concepts more than my students did today. “The Internet: transforming society and shaping the future through chat. “ – Attributed to Dave Barry Yesterday I wrote an article about how I had begun to explicitly teach my Stage Two students about the internet, some of the terminology they will hear, how to get the most out of doing searches and some other fundamental skills. Whilst doing some research for the unit of learning I am beginning with my Stage Three students last night, I stumbled across a resource that will make teaching my Stage Two students about the internet a great deal easier than it otherwise might be. Google has a series of Basic Search Education Lesson Plans broken into three modules, each with three lessons as seen in the image below: This series of lessons is nicely constructed and affords the opportunity to discuss some ideas that I had not even considered, including the very first part of lesson one; asking the students what a browser is. Whilst, yes, there is the presumption that all students are digital natives, and it is true in so far as they are born into a world where digital devices and technology are largely ubiquitous, in regards to their level of familiarity and ability with those same devices, there is a vast array of ability and comfort levels. It is not just those of the older generations who hold some fears of technology. Having spent some time reviewing the lessons, I think they are a very good fit for my students and a good starting point and will be using them, in conjunction with formative and summative assessment to check for my students’ pre-knowledge and misconceptions using a Kahoot quiz that I have generated based on the lesson. This is one of the things that I love about teaching now, as opposed to teaching twenty years ago; the internet makes the process of finding resources more efficient, and allows me to draw from a more diverse range of activities than my colleagues in decades past have had access to. “Getting information off the Internet is like taking a drink from a fire hydrant.” -Attributed to Mitchell Kapor I have spent a significant amount of time with Stage Two teaching them some computer fundamentals such as opening and closing programs and files, saving, renaming, searching for files, keyboard shortcuts that are considered ubiquitous such as cut/copy/paste and I felt that it was time move on. I want to begin to explore the internet with them, as part of the ongoing discussion about digital citizenship and online safety, but also to give them the fundamentals about how to use the internet. Despite the oft-used title of digital natives, its is my experience thus far that many students are most certainly not digital natives.
Accordingly today I spent some time going through the basics of understanding the different components of an internet browser, such as opening a new tab, a new window, the difference between a search bar in a search engine and the URL/Address bar, also known as the Omnibox. I had students do a search relating to a particular topic they are learning about with their classroom teacher at the moment (so far I have had classes tell me Australian National Parks or Australian pre-history; as in the exploration and discovery of Australia prior to English settlement). As part of that we have also talked about the various search features of Google such as the search tools for the different search options. This has included a brief overview of how to refine an image search to show those labelled for noncommercial reuse, refining a web search by year, a book search by document type etc. I have also had a few teacher aides in the room at different types and they have indicated that they also have learned things through the lesson, which is another benefit. I feel like it is a good investment in time to ensure that the students in this age group have some of these fundamental computer skills as these basics of digital literacy will be assumed knowledge as they progress through their education “Technology is just a tool. In terms of getting the kids working together and motivating them, the teacher is the most important. ” -Attributed to Bill Gates The NMC Horizon report has been around since 2004, published by the New Media Consortium (NMC) which is a community of hundreds of leading universities, colleges, museums, and research centers. The NMC stimulates and furthers the exploration and use of new media and technologies for learning and creative expression. Its purpose is to provide an overview as to what is on the near, medium and far horizon in regards to trends in the education sector, and is broken into three sections; they key trends, significant challenges and important developments in educational technology. Each year, the report is prefaced by something similar to the below (which has been pulled from this years Report. What is on the five-year horizon for K-12 schools worldwide? Which trends and technologies will drive educational change? What are the challenges that we consider as solvable or difficult to overcome, and how can we strategise effective solutions? These questions and similar inquiries regarding technology adoption and transforming teaching and learning steered the collaborative research and discussions of a body of 56 experts to produce the NMC Horizon Report > 2015 K-12 Edition, in partnership with the Consortium for School Networking (CoSN). The NMC also gratefully acknowledges ISTE as a dissemination partner. The three key sections of this report — key trends, significant challenges, and important developments in educational technology — constitute a reference and straightforward technology planning guide for educators, school leaders, administrators, policymakers, and technologists. It is our hope that this research will help to inform the choices that institutions are making about technology to improve, support, or extend teaching, learning, and creative inquiry in K-12 education across the globe. View the wiki where the work was produced. The 2015 NMC Horizon Report K-12 is now out, and as always provides for some interesting reading. To download the full report (free), please click here. If you are disinclined to read the full report, I have included below the summary video that has been released to provide an overview f the findings in this years edition of the K-12 NMC Horizon Report. I would encourage you to at least watch the summary video, if not read the report, and I would very much like to hear your thoughts on it. This is not just for those working within the education sector. I believe that awareness of these issues will be important for parents as they think about where they want to send their children to school over the next decade as each of the areas identified in the report come to fruition. An interesting and relatively easy to understand graphic is included on page two of the report, which I have included below. In regards to the developments in technology, I can easily see the predicted timelines playing out, as many schools have already joined the vast number of early BYOD adopters, with my own school in the process of adopting it.Makerspaces are also something that has seen a large number of early adopters both within Australia and internationally. 3D printing, which is shown in the mid-term adoption frame is on the cusp, with a small number of schools already on board (including one which I wrote about here as part of my review of the FutureSchools Conference back in March) while Adaptive Learning Technologies is something that I have heard discussed, but not in any detail. The two far term developments are thing that I would expect to be seeing in a few classrooms dotted around the world in the next two years, with widespread adoption over the next two years. The challenges that are listed up the left hand side are thing that will play a large role in determining the success or not of the implementation of the various technologies in the classroom and those issues will play out across the next few elections at State and Federal levels, with the politicians blithely promising the world and providing crumbs. They will also play out in the conversations that are held in school staff rooms around the world, as the culture of the school will play a part in whether or not various technologies are picked up and tried out, or fully implemented. I would very much like to hear what my readers think on this topic, as the use of technology in the classroom is something that I strongly believe is not going to go away, as technology becomes ubiquitous in our daily lives both at home and at work, and we need to ensure that our children are equipped to be responsible and respectful digital citizens as much as we work to ensure they are the same in the non-digital world. “A Great Teacher is like a fountain; she draws from the still, deep waters of personal growth and professional knowledge to serve others from her abundant overflow.” – Wynn Godbold, How to Be a Great Teacher: Create the Flow of Joy and Success in Your Classroom This is the first in a new series of articles posted, primarily, for the purposes of providing my colleagues the opportunity to access Teacher Professional Learning (TPL) in the current time-poor teaching environment. I delivered one session of TPL in a face-to-face session during Term Two, however, despite staff interest, we are all too busy due to both professional and personal commitments for that to be an effective method of providing TPL opportunities. To that end, I will be posting a TPL video one a week, on a Monday afternoon for at least the remainder of the term, aimed at providing my colleagues access to the same TPL in a flipped context (hence FTPL). This is the first of those sessions, and is aimed at helping staff to transition from the familiar and comfortable Internet Explorer to the unfamiliar Google Chrome. I would be happy to take feedback and requests for FTPL topics from any of my readers, as well as, of course, my colleagues, and will provide what support I am able to via comments, Twitter or the Contact page. For the full list of FTPL videos, please click here. “The most wasted of all days is one without laughter.” – Attributed to Nicolas Chamfort As we approach the end of term, activity tends to wind down as loose ends are tidied up and teachers are reluctant to start anything new, knowing that there is a two week break coming up which will ruin any sort of flow. With that in mind, I took the opportunity today to visit a tool that I had heard about, and seen, but not utilised myself; Kahoot. Rather than attempt to explain or describe what Kahoot is, here is a video showing you, thanks to Jason Cross over on YouTube. I found and used a Digital Citizenship Kahoot with some of my classes today as slightly different form of assessment, and the students absolutely loved it. I completely underestimated how excited they would get by it. Even the simple fact of the screen changing colours was a source of amusement to them. The Kahoot generated some interesting conversation as there were some answers that were a bit nuanced and required them to be read properly. A conversation with a colleague in the staffroom during the morning break led him look it up, and as I went back to the room I am using this week, I passed him room and saw a class full of highly engaged and motivated students, working in teams to complete the quiz. A small joy that a brief conversation could provide something useful to a colleague. What was your source of small joy this week? What brought a smile to your face? Beginning next Wednesday afternoon, I will be running a series of after-school workshops to help up-skill my colleagues in the authentic use of technology in the classroom. Thus far I have had fifteen of my colleagues indicate they will be attending, and some others indicate that they would attend if they did not already have commitments after school on Wednesdays.
I have a rough outline in my head of the concepts and skills I wish to explore of the course of the sessions, and am putting together a rough outline of the scope and sequence I will be using. The first thing I will be covering will be a survey using Google forms to determine some of the preconceptions and fears that my colleagues hold around using technology as a pedagogical tool. After that, the plan at the moment is to introduce the TPCK and SAMR as the theoretical framework for considering the use of technology in the classroom. The idea is that with an understanding of both concepts, we will be able to brainstorm a range of lesson ideas using the school bank of laptops as the technology to cement the concept, but to also allow staff to brainstorm a range of ways that they can use the laptops beyond the substitution and augmentation levels, and to take students to modification and redefinition levels. I would be interested in hearing back from anyone who has ideas about how I may implement some technology in-servicing based on their own experience. As always, thank you for reading. I had a well thought out and well structured post all typed up, but a WordPress error caused it to disappear into the ether, despite having clicked on Save Draft, my post is nowhere to be found. The short version of what I had typed is that after realising I needed to float over the top of my videos to allow more space to be used for whatever it is that I am showing, I ordered a green screen (chromakey) kit, which arrived a few days ago. Having today off provided me with an opportunity to experiment, and I have been playing around with it for a little while now and have put together a very short test video. It is certainly not perfect, I need to work on getting the lighting right behind my torso to prevent the shadowing that occurred, but I am reasonably happy with it as a first effort. I would love to hear from anyone who is using chromakey techniques in the classroom, and what obstacles you have come up against, and what strategies you have used to circumnavigate those obstacles. I am currently sitting in the lunchroom of the business my wife works in, waiting for to finish for the day. I am going out for dinner with work colleagues this evening and have arrived early to spend some time with her as I suspect it will be a rather late night.
I have just had a conversation with her boss, who was telling me about how his daughter learned to play the guitar. The father had purchased said guitar towards the end of the previous school term, but there had not been an opportunity to arrange for tuition until the commencement of the new school term. One afternoon, after arriving home from work, the father hears a guitar being played, the riff from Riptide to be precise, and assumes it must be a friend of his son’s. Upon discovering it was daughter, he asks where she learned to play as she had not yet had any lessons. Her simple reply: “I looked it up on YouTube.” Any skill or concept that educators today, whether primary or secondary, and including more and more of what is covered in tertiary education, can be learned via content on YouTube. Algebra, grammar, string theory, art history, the US civil war, the white Australia policy and how to run more efficiently are merely a small sample of what can be learned via YouTube. Where does this leave those of us who’s role it is to educate the students who can learn anything we could teach on YouTube? It is my contention that we are facilitators of learning, providing contextual knowledge and filling in the blanks, the minute detail that may not be covered. It also makes us troubleshooters, dealing with the misconceptions held by our students. We need to redefine what we are and what we do, because if everything we are supposed to teach can be learned via YouTube, what is our purpose? Thank you for reading and I would one to hear what people think and feel on this issue. “To paraphrase Oedipus, Hamlet, Lear, and all those guys, “I wish I had known this some time ago.” -Roger Zelazny, Sign of the Unicorn Today is my Friday, and those classes who have their library on Friday are split amongst the various RFF teachers. Today, I sat down today with one of my colleagues, who is in fact filling in as relief for a teacher on long service leave to go through what she would be doing with my program in her class tomorrow. I broke it down by grade, and went through things with her, and when I explained what I had been doing as a formative assessment task in regards to the computer skills, she said “why don’t you try this….?” and it was one of those moments where you do a Picard (see image below) where I realised how obvious her suggestion was in hindsight. What I had been doing was asking students to write a brief recount, and somewhere within that recount, demonstrate particular skills such as bold, text justification, borders etc. What my colleague suggested was simply having students write their names, and then format their names to demonstrate the particular skills that I wanted students to demonstrate.
I’m feeling nervous about tomorrow. I’m comfortable with the program, and have been making changes on the fly, and going with what works, however tomorrow, three different teachers will be responsible for delivering the program to a handful of classes, not having had exposure to the program other than what information I have given them. The control freak part of me is not happy about handing the reins over, but the rationalist in me knows that this will be a real test of how realistic the program is in terms of actual execution, when others are tasked with its delivery. As always, thank you for reading, and enjoy your weekends. “It is common sense to take a method and try it. If it fails, admit it frankly and try another. But above all, try something.” – Attributed to Franklin D. Roosevelt The last two days have been, I feel, rather successful overall. I have had mainly primary classes and have been able to get stuck into a few parts of the program that I wanted to test, and have learned a lot about how to administer those aspects of the program.
First of all, my initial thoughts conducting formative assessment was to have the class watching one of my book studies videos whilst I spent time with one, two or three students, depending on computer availability within each classroom. I realised that with the state/quality of most computers in classrooms that that would not be particularly feasible. What I spent yesterday and today doing, with four classes, was quite different to what I originally envisioned when I developed the program. I have fairly free access to the school bank of laptops at the moment, which helps with this. What I have been doing is assigning students in pairs to the laptops, having them log in and open up MS Word. They have been asked to create a recount or narrative, within which they must demonstrate their ability to utilise particular editing and formatting functions, such as changing the font, font size and colour, text justification, lists, bold, italics and underline and a series of other skills. Students then save this document to my flash drive, and I then open each one, assess which skills they have successfully demonstrated and record the date for each skill within a master spreadsheet against their name. It has worked quite well thus far, and I think that I will continue with this process. The other option that I have considered is providing students with a sample of dummy text, and asking them to edit it to demonstrate particular skills. This is how I think I will assess their ability to utilise some skills such as the grammar and spell check functions. It has been interesting noting down which skills students possess, and thus far the skill sets have been fairly consistent, across all students in the primary classes (with the exception of year five students who are away this week on a camp). The majority of students can utilise bold, italics, and underline, as well as change the font, font size and font colour. There have been a handful who have inserted an image, a text box (which was not a skill I asked them to demonstrate) and insert borders, and one student inserted a watermark. I have also now utilised the myEdapp website with a handful of classes, and the more I use it, the more I like it. Creating the units of work (called quests) is incredibly easy, and provides an inbuilt range of activity options, including videos, multiple choice, open text response, class discussion and others, and once the quest has been built in your library, it is there ready to go for next year, and is only two clicks away from being added to a new class. Marking is straightforward, and provides the opportunity to give as much or as little feedback as you want, as each activity/question in the quest can be given feedback. You can also set the quest up so that students are required to self-assess against a sample answer, allowing you to give an indication of what you are looking for (particularly useful for reminding students they need to use full sentences), and they can self mark against whichever marking scale you select (numbers, words descriptors etc). I can also add other teachers to a class. This could be particularly useful for those in a job-share arrangement, or for those teachers in the position I am in, where they are providing relief time for the regular classroom teacher as it allows the regular classroom teacher an opportunity to see what the students are achieving and keep up to date with what you are teaching. The support has been first class thus far. I spoke with Yohan and Daniel at their stand during my time at the FutureSchools Expo in March this year. I caught the tail-end of a walk through of the system that Yohan was giving to another teacher. I spent time after that presentation talking to Yohan about the aspects that I missed in the presentation, and then had another chat with Daniel later that afternoon for another bite at the cherry and the chance to reabsorb the information. The webapp bypasses the YouTube block that the NSW DEC has in place, allowing you to use your teacher judgement and insert appropriate and meaningful videos for your students to watch about any skill or concept (N.b. – this is the prime opportunity to insert the videos that YOU have created for your flipped class). I was excited by this, as there is a large range of quality content on YouTube that is genuinely useful in the classroom for students. Contacting the team for support is a one click option (once you are logged in). There is a message icon at the bottom of the screen, which then opens up a sidebar chat screen where you type in your message, hit enter and the message is sent. Every question that I have sent through has been answered within a few hours (barring a few messages sent through on a weekend), and the team has been incredibly helpful, offering to input my class lists for me when I was having issues having those input correctly. Issues that I have raised have been taken on board, and work-arounds provided, with permanent solutions being in the works. Students have found it to be highly engaging as well. I spent time at the end of the two lessons in which I used the site asking the students for feedback on the site, and they all felt that it was easy to navigate, that it was easy to use and that the structure made it easy to follow through what they needed to do. The only thing that I got caught out on, partly because I missed that it was there, was the chat feature. I ended up having students turn it off as it was becoming a distraction and there was some silliness going on. If it is going to be on, as I can see some value in its use as a back channel discussion tool. Overall however, myEd has been, for me, as someone who is attempting to flip all of my classes, an invaluable tool. I have also just created the first video in what will become a series on fundamental computer skills. My initial thoughts was that I would have two or three skills in each video, but keeping in mind the guidelines for creating flipped videos that Jon Bergmann gave us during the masterclass at the FutureSchools Expo, I am trying to keep them nice and short. This first video focuses solely on the difference between shutting down, logging out and restarting the computer, and and is just under five minutes long, which I am quite happy with. As always, thank you for reading, and if anyone would be interested in attending a TeachMeet on the Central Coast of NSW about the flipped class and BYOD, I would love to hear from you. “No plan survives contact with the enemy.” -Field Marshall Helmuth Carl Bernard Graf von Moltke, paraphrased n The Swordbearers : Studies in Supreme Command in the First World War (1963) by Correlli Barnett, p. 35 After all of the disruptions from the storms over the last two weeks, today was the first day that I have had an opportunity to deliver, or to begin to deliver, my program that focuses on the teaching of technology. I will use the word interesting to describe the day.
Initially, there were issues that meant we were unable to log in to the computers, however that was quickly resolved. Based on experience showing some classes a video, I also made the decision that this week would be about introducing the class to the videos, and getting them used to engaging with them, a decision which I was glad for about five minutes into the session. My first three class of the day were all stage one classes, and I took all classes through the same process, slightly modified based on what had occurred in the previous lesson. The first issue I noticed was that I had failed to re-edit the stage one video to provide more time for students to answer questions. My next realisation was that the phrasing of some of my questioning made the question more complex than what was intended, an issue which needs to be fixed in the next round of videos. There were a few occasions within the video where I would ask a question, pause, which indicated to students that they were to start answering the question, and then re-phrase the question, which some students thought was a new question. I also discovered that I had overestimated what year one students were capable of. I had not allowed remotely enough time for some questions, and as a result, I had to pause the video to allow more time for students to complete the question. Some students struggled with understanding some basic questions as well, which I will need to get feedback about from my colleagues. I will continue with watching the video with the class next week I think, at a minimum, for the year one classes as they need, from what I have observed so far, more support in getting used to this style of education. After the morning break, I had a kindergarten class for half an hour, and given that the class has three desktop computers, and the school has a bank of seventeen laptops, I attempted to do computer skills with them, with moderate success. At the end of the thirty minutes, I had four students logged in, all of whom had some support doing so. Other students were stuck trying to log in, misspelling their names. As a result, the kindergarten class whom I begin tomorrow with, will be structured differently. I will spend time with them on the floor having chosen students practice logging in on the interactive whiteboard to get all students familiar with the process of using control+alt+delete, and then entering their username and password. The additional support that they need is significant. Merely pointing to where the on button on the laptops was not enough. Showing the class where on the keyboard the control+alt+delete keys were also was not enough. I will need to reconsider how I structure the kindergarten classes, as I think that it will be difficult to get them to a point, at this stage in the year, where they will be ok to simply engage with a video with minimal supervision whilst I provide focused instruction to two or three students. The middle session as a kerfuffle. I lost about two-thirds of the time with my first class, a year two class, as the computer was working, but the projector wasn’t seeming to project anything, other than menu images. I ended up having the students gather around the desktop computer, and we managed to engage with about five minutes of the video. I think that I need to use my morning preparation time to ensure that all of the technology I wish to use is ready to go. The next class was similar. I arrived at the room only to be told that the time slot had been switched with another class, but I had not been notified. So I regathered my things and went to the ‘new’ class and discovered that the class teacher had forgotten about the switch and was not expecting me. There were significant technical issues in that room, and I ended up reading through the book, watching the video on my mobile phone, watching it from my YouTube channel. It worked, in a fashion, but it was not ideal. Tomorrow will be interesting, and we’ll see how it goes. Today’s take away points:
I hope everyone else’s Monday went well, and I look forward to hearing peoples feedback over this journey. One of the most exciting and practical speakers, for me, from the FutureSchool expo in Sydney this year was the Flipped Learning Masterclass lead by Jon Bergmann that I was fortunate enough to attend. When I was offered the temporary teaching block that I have for the coming term, I decided that I was going to flip at least some of my classes. I’ve finally finished my programming, and it is now time for the rubber to hit the road, and for me to actually record the videos that I will use with my classes. I have just finished recording and editing my first video, and it is currently rendering in Camtasia 8. It was a long process, with a lot of time devoted to my attempts to figure out the best way with the space and tools I had to record the actual video, and then how to get the video off the iPad onto the computer and into Camtasia. That was more of an ordeal than it needed to be. This particular video is a book study in the leadup to ANZAC Day here in Australia. I was able to source the book And the Band Played Waltzing Matilda by Eric Bogle, and the song (also by Eric Bogle) of the same name. I recorded myself reading the book on an iPad, and then took a photo of each page and stitched it together. For a first effort, I think it is reasonable. I certainly want to fine tune things for further videos, and I will be looking into chromakey to enable me to be a bit more precise with the video work.
I’d love to hear some feedback on the video from anyone who has been flipping for a while, or has experience with chromakey work as to any tips they may have. |
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