The DMC staff had the pleasure of assisting the Spring 2017 “Intro to Physical Electronics” (ELEC 305) class in creating instructional videos! In the “whiteboard animation” videos the students created, you will see various clever utilizations of software and hardware available in the DMC. Examples include our AverVision document camera, Nikon DSLR, and using Microsoft OneNote in conjunction with screen capturing software. All the videos have been made available in Rice Digital Scholarship Archive.
The “Thermoelectrics” video was made with AverVision document camera and can be viewed here.
“The Ugly OLEDuckling” video was with OneNote and OBS screen capturing software. It can be viewed here.
K.Belik Ph.D, a Lecturer of Center for Written, Oral and Visual Communication at Rice University assigned students to create a short video for a FWIS class assignment. Some students created animated videos. A few groups borrowed DMC equipment to record footage. One group created whiteboard animation using hand drawing technique. Below are the snippets of this group’s final video.
DMC resources used for the video are:
DMC Video/Photography Studio: used the lighting and the space to record video.
DMC Audio Studio: used to record voiceover narration.
DMC Equipment: Canon DSLR camera and tripod to record hand drawing footage.
DMC Software: students used iMovie on DMC workstation 2 to edit the footage, applied fast motion and other special effects.
In ENGI 120, a team of faculty at Rice University and other institutions has created instructional resources to support a flipped classroom model for first-year engineering design. Matthew Wettergreen, a lecture of Oshman Engineering Design Kitchen at Rice University, and Dr. Ann Saterbak, a professor of Bioengineering at Rice University, have been piloting a number of class periods in the format of flipped classroom since 2015. Their lectures were recorded in the DMC Video/Photography Studio.
ELEC 305 is a junior level EE course on device physics. As part of the course assignments every Spring semester, small teams of students are asked to make short videos on a topic related to device physics, integrated circuits, transmission lines, or antennas for an audience of college students in an online course such as those offered by Coursera or the Khan Academy. The goal of the video assignment is to explain how something works and to apprise viewers of real world-applications.
DMC Support: The DMC offers in-class training that covers DMC resources (audio/video equipment, audio/video editing software), recording and editing tips and tricks, ways to create whiteboard animations, etc., and provides assistance in post-production process. DMC staff are invited to judge the video competition based on the criteria course instructor provides.
This course is offered by Kirsten Ostherr, a professor of English & Director of the Medical Future Lab. In English 386, students worked in small groups to apply critical thinking and theory to hand-on design to create solutions to real -world medical communication, visualization, and design problems.
In this class, the students were supposed to produce 6-8 minutes documentaries that comprise an approximately 60 minutes “syllabus” documentary on the role of play in various sub-fields of developmental psychology. The videos should contain a theoretical background as well as interviews.
DMC Support: Students checked out video cameras, tripods, audio recorders, microphones from the DMC to record their footage. DMC staff trained the students how to use the equipment.
In this class, students were asked to produce a short video on a piece of medieval and renaissance music in small teams. The video should include historical and cultural context for the piece and the composer; an analysis of the score; and a performance of the piece.
DMC Support: The DMC offered in-class training that covered DMC resources (audio/video equipment, audio/video editing software), recording and editing tips and tricks, etc., and provided assistance in post-production process.
