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Introduction and Examples

Written by Larissa Pahomov
July 23, 2012

The official write-up for the Visual 2Fer went like this:

Your task is to create a multimedia version of any of your 2Fers written so far this year. Here are the requirements:

1. The final product must be visual and play no longer than one minute. (You will probably have sound, too, but I’m not requiring it.)

2. You must faithfully represent one of your thesis arguments — you can’t change your thesis. Your examples might change a bit though, depending on what kind of visuals you find or create.

3. Any content that is not created by you MUST be cited, but you do not need to follow MLA format — just include the link either on that slide/section, or all listed at the end.

The rest is up to you! These will be posted on our public blog for consumption by the general public, so make sure your work is professional.

If you make a video file, you will have to convert it into an .flv — you have a program called “flash video encoder” than can do this for you. Slide shows and prezis can be embedded, but they have to play on their own!

There are countless videos that can be used for inspiration here (and many more that show what not to do). After some quick searching the night before, I showed two in class. The first was from the “One Minute Physics” channel on YouTube:

The second was YouTube’s own ad for its education features, which I discovered when it constantly appeared as a featured video during my own searches:

http://www.youtube.com/watch?v=NegRGfGYOwQ&feature=plcp

Students were naturally attracted to the polish of the professional advertisement; at first they actually thought it was a student work, which brought us to the key point that you can make money doing this stuff. They also appreciated the conciseness and clarity of the science video (they were all in Physics at the time.)

 We replayed the videos and counted how many discreet ideas were shared in each video. Students then turned to their own essay collections and had to do their own distillation: how do I boil this work down to six, eight, or maybe ten ideas? We then spent time in class with some printed storyboards — students weren’t required to turn in this draft work, but many of them spent time sketching out what image would accompany each idea.