Demand for video production studios within schools is growing steadily, as high schools and universities are seeing how they add value to the educational experience. Film production and journalism students in particular benefit from facilities with a real-world, working studio. This uptick in video production for education comes at a time when high-speed Internet and high-resolution video cameras are increasingly common in schools. There is an increasing emphasis on schools producing video content, as this generation of students have grown up using video on their mobile devices.
Typical video applications within education include recording and webcasting of sports games and live news segments. Students engaged in film courses record their monologues, poetry and mock interview presentations. Video profiles of alumni who have gone on to fruitful careers are used in recruiting more students and as a fundraising tool for scholarships. Exclusive access to online video lectures are being used to engage with student alumni. Certain groups within the school that generate a lot of recorded lectures and conferences, can even market them directly to businesses and companies that service those industries.
The dramatic increase in video availability has led directly to the “flipped classroom” movement, which is still in the beginning stages of usage. Most commonly, teachers are capturing lectures and making them available for later replay online. They also may hand out assignments to have the students search online and report on videos they find that add to their learning.
Production studios can now be so automated that really no technical knowledge is required if setup properly. More suited to the average user and not a future Broadcast engineer, these studios allow, with the touch of a button, the lights, microphone and camera settings to change. All they have to do is insert a thumb drive to capture the recording and hit start.
As example of video production in use in schools today,
California State University, Long Beach uses Opticomm-EMCORE’s HD-SDI and control data transmitters and receivers for a mobile commencement system for graduations. They roll out cameras that connect onto the system, then send the signals over a single fiber back to their broadcast facility for post-production.
Penn State University students uses their studio to practice presentations and develop video assignments. Faculty members use it to create introductions to online courses or record lectures when “flipping” their classes.
At the Educational Video Center in New York, a group of high school students each semester are taught to make broadcast-quality documentary videos. During the course, students experience all aspects of video production and earn course credit at the same time.
Sam Houston State’s Mass Communication majors create and produce content for Channel 7, including a sketch comedy show, an improv game show, a daytime style talk show and a talent competition series.
Broward College in Florida recently launched a new associate of science degree in film production technology, for those seeking careers as a camera operator, video editor, film production crew, sound editor, producer, director or cinematographer.
Cost-Effective Production Equipment
Webcasting over an Ethernet/IP network requires use of an encoder, such as Opticomm-EMCORE’s Eclipse HD (EV) Series or HD4 Series. Both offer pre-configurable settings that allows the technical team to create profiles for different needs. The user then can simply log into a webpage, select a profile, and the unit is ready to go.
The Eclipse HD (EV) Series is available for HDMI with HDCP, and requires a 150 Mbps fixed data rate for visually lossless compression. It allows for resolutions up to 1080P/60Hz and transmits in a visually lossless fashion over a single CATx cable up to 100 meters point-to-point, or over kilometers by stacking Ethernet Switches with fiber connectivity.
They also have the HD4 Series, also for HDMI with HDCP (or VGA), and is for networks providing 256 Kbps to 30 Mbps variable data rates. It allows for resolutions up to 1080P/60Hz and uses H.264/MPEG-4 as its encoding algorithm. The HD4 has a 10GE fiber-out port to extend distance past 300 feet, which is the limit for copper. Another advantage of the HD4 is that it takes a baseband signal not meant to not be on an Ethernet network, and encodes it to an Ethernet format for the network.
The GXD serves as a router, so that feeds can be mixed and matched, as a switch, and as a converter. If the video camera records in 3G HD-SDI or HD-SDI, along with embedded audio coming from a microphone, the GXD then converts it to HDMI so the feed can be seen on a local monitor to make sure that everything looks right.
Depending if the school’s infrastructure is CATx/HDBaseT or Fiber to distribute audio/video, they may also require Optiva transmitters and receivers, some examples of which are:
- Optiva OTC-1HDP – 3G HD-SDI/HD-SDI over CATx/HDBaseT
- Optiva OTP-2HDP – 3G HD-SDI/HD-SDI over fiber
- Optiva OTC-HDMI2A-USB-ETH – HDMI over CATx/HDBaseT
- Optiva OTP-1HDMI2A-USB-ETH – HDMI over fiber
Video production will continue to grow in higher education as students learn to create broadcast-quality educational and promotional projects for traditional and new media.