Final Prototype (Week 13)

Final Prototype:


Link to project 4 report g-doc:


Iteration 1 content & reflection –

Iteration 2 content & reflection –

Iteration 3 content & reflection –

Iteration 4 content & reflection –

Iteration 5 content & reflection –

Iteration 6 content & reflection –

Iteration 7 content & reflection –

Portfolio (Week 13)

Online Video Experiments is a class that is part of the Bachelor of Communication (Media)’s new studio model. As opposed to traditional theory-led tutorials, the studio concept and in particular Online Video Experiments, is balanced with practice-led inquiries. This style of learning entailed an approach to media analysis that was completely new to me and I decided to apply myself through the use of the Media Factory blog in order to engage with Online Video Experiments and the concepts presented. These notions are indicated in my first blog entry ‘Practice Based Learning (Week 1)‘. Analysis of the development of my blog can be used to demonstrate how my practice has changed over the course of the semester in Online Video Experiments, as well as highlight what I have learnt in regards to the way I conduct myself as a media professional. Firstly, Online Video Experiments has encouraged me to brainstorm through the use of mind maps and drawings. However, I have learnt not to get too caught up in the brainstorming process. Also, the encouragement to conduct speculative sketching has changed how I approach creative practice. While most prominently, I have learnt the importance of focussing on form over content in relation to analysis of media. Finally, the combination of these literacies has widened my perspective of creative practice toward a more innovative and experimental approach.

Visual Brainstorming

The initial weeks of the Online Video Experiments studio brought for me, an introduction to using both handwritten and digital mind maps as a process of brainstorm. As seen in my blog post ‘Mind Mapping (Week 2)’, we used this technique to break down the concept of ‘online video’ into individual components and associated terms, in order to understand the concept from an array of perspectives. My continued use of visual brainstorming is evident in the way I approached later explorations over the course of the studio (see ‘Project Two Progress (Week 3) Mind Map’), but also influenced the way I began to create lists, diagrams and drawings to visually dissect and explore ideas (see ‘Project 4 Progress (Week 11) Shot List’ and ‘Project 4 Progress (Week 11) Diagram’ and ‘Project 4 Progress (Week 11) Storyboard’). Before Online Video Experiments, in the initial stages of a project I would tend to jump ahead and immediately create material, without firstly grounding my understanding of terms and forming a structure for the exploration. Visual brainstorming is useful because it spawns innovative ideas and associations that may not have surfaced otherwise, but also prevents going off track. Proof of this is evident in the development of my group’s project 3. One particular blog post ‘Project 3 Progress ‘From Case Study to Probe’ (Week 6)’, demonstrates a more recent example of how visual brainstorming has prompted the creation of an otherwise difficult to articulate, innovative path of discovery. Whilst the text in the blog post may be hard to follow, the visual map below clarifies the process. The Online Video Experiments studio has thus taught me the importance of preparation and altered the way I conduct myself as a media professional in the way I approach the initial stages of a project; with a strong inclination toward visual brainstorming.


As much as the brainstorming process is clearly useful, I have also learnt during this studio to avoid fixation on the planning process. It is natural to get caught up by perfectionist planning, continuously improving an idea in theory. When actually its experimentation and practice-led enquires into underdeveloped ideas, that can potentially prompt innovative discoveries and encounters that may completely redirect the pathway of exploration. For example, my blog post ‘Caught Up In The Planning Process (Week 5) w/ the 4 R’s’ , demonstrates how upon reflection of project 2, I noticed my group’s fixation on the quality of initial ideas and as a result we spent “too much time caught up in the brainstorming and planning process” (quote from blog post). During this studio, whilst brainstorming is definitely encouraged, there has been a big emphasis on moving beyond the brainstorming phase quickly to “unpack an idea by making stuff” (Seth Keen – Studio 16/03/2015). Some of my more recent blog posts indicate how my practice has changed from being fixated on brainstorming, to instead “go crazy making stuff… …and see what discovery we can make” (quote from blog post ‘Dictching Live Broadcast (Week 8)’). Moreover, even more recent blog posts exhibit how this technique has been implemented into project 4, so that we could “start making stuff as soon as possible in the hope that visual, rather than conceptual reflection would move the project along” (quote from blog post ‘Monday 11th May Studio (Week 10)’). Furthermore, these notions also form the basis of our rapid prototyping, in which a less prepared approach to experimentation was crucial to our understanding of how ‘skate video’ might function in Snapchat (see blog post ‘Project 4 Progress (Week 11) Rapid Prototyping’). In contrast to projects 1, 2 and 3, noticing the smooth development and relevance of project 4 in regards to the studio prompt, clearly highlights the way this process of unpacking an idea through making, was useful as it kept the process simple and more direct. This contrast between the projects, in combination with the development of my blog demonstrates how my practice has altered toward a balance of brainstorming and improvised experimentation.

Speculative / Innovative Sketching

These improvised experiments were mainly in the form of sketches. As evident in the blog post ‘Sketch vs Prototype (Week 3)’, this studio distinguished the difference between sketches and prototypes, positioning sketches as disposable content at the initial stages of a project. The Online Video Experiments studio encouraged students to conduct speculative sketching, which has altered my approach toward creative practice. Before this studio, in an impatient attempt to make a start, I was inclined to quickly generate and accept one of the first plausible ideas for a project. However, over the course of this studio I have learnt the importance of continuously improving ideas. Within academic and social institutions, a process called satisficing forms the basis of problem solving. Satisficing is referred to by psychologists as “accepting the first plausible solution to a problem” (Eric Booth 2012). This process “completely eliminates the possibility of significant creative accomplishment” (Eric Booth 2012). The blog post ‘Friday 10th April Studio (Week 5) Innovative Sketching’, shows how my understanding of speculative/innovative sketching developed and highlights that “I am excited to go crazy making as many skecthes as possible and just see what happens” (quote from blog post). The way my practice has altered toward notions of speculative sketching can be seen through the development of project 3 throughout blog posts ‘Speculative Sketching ‘Three Things of Interest’ (Week 6)’ and ‘Speculative Sketching ‘One Interest’ (Week 6)’ and ‘Speculative Sketching ‘Probe’ (Week 6)’ and ‘Speculative Sketching ‘Final Probe’ (Week 7)’. Analysis of these blog posts demonstrate how speculative sketching has been used to transform three potential ideas, through a process of constant redevelopment, into a final innovative concept.Therefore, the way I conduct myself as a media practitioner has altered toward a “process of constant improvement and reflection which will produce an innovative idea, something much stronger and more advanced than the first original notion. i.e. take something from online video and push it sideways and play with it” (quote from blog post ‘Monday 13th April Studio (Week 6)’).

Form Over Content

In addition to speculative sketching, I have learnt the importance of focusing on form over content in relation to analysis of media. Throughout the course of this studio, a recurring issue I am confronted with, is becoming blindly fixated on stylistic techniques, as opposed to narrative/non-narrative form. The latter being the primary focus of the studio is therefore integral. The early blog post ‘Project Two Progress + Reworked Concept Statement (Week 4)’, lists 10 initial sketch ideas that deconstruct ‘skate video’ as an example of online video practice. The vast majority of the list focuses on stylistic techniques as opposed to form. I recognised this issue, as evident in the blog post ‘Studio Issue Reflection (Week 4) Using The 4 R’s’, which uses the ‘4 R’s’ method of reflection, attained from this studio, to dissect the issue. Whilst the ‘4 R’s’ process itself is an example of how my practice has changed in regards to reflection over the course of this studio, that blog post also relates my fixation on stylistic techniques to my experience in practical video production. Furthermore, a slightly more recent blog post further demonstrates how this issue was again encountered, but solved to alter my practice toward notions of form. “This shifted the focus of our presentation away from plainly addressing notions of content… …to new sketches that address the form itself, rather than becoming caught up on stylistic techniques that may not contribute toward a narrative/non-narrative” (quote from blog post ‘Friday 27th March Studio (Week 4) Form over Content’). This alteration in how I approach form over content is anchored to my understanding of form, which developed over the course of this studio. This is evident in the blog post ‘The Concept of Form (Week 6)’ in reference to Bordwell and Thompson. Final evidence of how my practice has changed in this way can be seen in a blog post toward the end of the semester, ‘Monday 18th May Studio (Week 11)’. This blog post demonstrates how the exploration of project 4 has finally become anchored to notions of form in relation to Snapchat and our innovative, collaborative service.

Evolving Industry

Finally, the combination of all the aforementioned literacies has widened my perspective of creative practice toward a more innovative and open-minded approach, which has also re-established my confidence in higher education study. In many instances throughout this degree, I have found myself reflecting upon the higher education module in question of whether the theoretical detail is necessary for my intended career as a videographer. For example, a blog post from last year in Networked Media ‘Did someone say jump ship?’, highlights my questioning of the relevance of this course as opposed to something more formula or technical based. However the Online Video Experiments studio regained my focus on theoretical interrogation and experimentation of new media, as opposed to seeking practical skills for current media. This is highlighted by the blog post ‘Friday 17th April Studio (Week 6)’, which shows a ‘light-bulb moment’ occurring as I realise the importance of the higher education process as it “encourages us to create something new and different that is innovative in regards to where online video is heading or evolving” (quote from blog post). Therefore, Online Video Experiments has had a large impact on the way I conduct myself as a media professional as it has realigned my focus toward innovative practices.

Online Video Experiments has been embraced as a new style of learning in this degree as a balance between theory-led and practice-led inquiries. Through analysis of the development of my contributions to the Media Factory blog, it is clearly evident the way Online Video Experiments has altered the way I conduct myself as a media professional. It has become clear that the emphasis on visual brainstorming in Online Video Experiments has improved my preparation in regards to potential projects. Also just as important, I have learnt to avoid fixation on brainstorming and to instead improvise. Moreover, I have discovered the process of speculative sketching and noticed the way it generates innovative ideas. Furthermore, I now value form over content in relation to analysis of media. Finally, the combination of these developments and the Online Video Experiments studio in general, has transformed my creative practice toward notions of innovation.

Friday 28th May Studio (Week 12)

Today’s studio was the creme-de-la-clem of studios, in regards to Online Video Experiments presentations. Today we presented project 4. Whilst our project did not need to be finalised for this presentation (as it would be digitally submitted later), this was our last opportunity to present our work in person to Seth and to the class. Fortunately, Errol and I had done a lot of work on the prototype video itself, bringing it near completion and because our prototype had transitioned through so many drafting stages, we were very confident in presenting our progress. With the help of digital diagrams as visual aid and a near completed prototype video, we were finally able to present our concept to the class in a clear and concise way that could be much more easily understood, primarily thanks to the help of visuals.

Also, the feedback we received was helpful in regards to finalising our work in preparation for submission, as well as the exhibition. Firstly, the functionality of our online video service is grounded upon the use of a moderator to organise content and this can be seen as a weak spot in regards to realistically making the service actually happen. Therefore, it was suggested that the we use the affordances of computers by making this an automated process, i.e. the use of hashtags. Also, given the hybrid video practice we have created is itself the collaborative form of skate video, it is vital we further understand UGC (user generated content) for discussion in our report and it is important that we push the collaborative factor as the integral component. Finally, this is a service we wish to advertise to media companies, meaning our report must include discussion regarding how memberships or financial support will be attained through the online service. As the finale studio for Online Video Experiments, reflecting upon the past 12 weeks I am excited about our progress from project 1 and how our ability to brainstorm ideas and present them concisely has developed. Furthermore, I am looking forward to polishing the prototype video and using it as part of video demo-reel to seek work or experience within the media industry at a later date.

Monday 25th Studio (Week 12)

Today’s studio was a self-directed feedback session in which we could share ideas with the class or show any progress on either the portfolio or project 4 for comments and feedback. Since receiving thorough feedback last Friday which we were going to implement into filming project 4 on Wednesday, we didn’t have a whole to share in regards to project 4. In general, Errol and I felt quite prepared for our presentation on Friday and although the success of Wednesday will determine this more accurately, we had drafted our work to Seth and the class on multiple occasions tot he point that it was clear in our head, enabling the video production stage and presentation writing to occur quickly.

So in regards to today’s feedback session, fortunately I had actually started working on the portfolio over the weekend and used the time during today’s studio to ask Seth questions about that. He helped clarify a few questions I had about the structuring of the portfolio and I will attempt to get a draft in before the final submission next week. On top of that, we planned how we would collate a highlight video of each student’s prototype for the Media Exhibition in week 14. Since producing a class highlight reel is mine and Errol’s contribution to the preparation for the Exhibition, we decided using dropbox would probably be the most viable way of collecting everyone’s material. We would use Seth’s less restricted dropbox account and do a test this week to indicate whether it would work for our purposes.

Friday 22nd May Studio (Week 11)

Errol and I have been anticipating today’s studio because it was a pivotal point for the continuation of our intentions for Project 4. Previous feedback receieved about the progression of our Project was hard to obtain due to our intentions being difficult to explain verbally. It seemed visuals and drafted work was vital for communicating our Project for relevant feedback. Evident from previous blog posts, we had prepared a wide array of rapid prototypes to demonstrate our pathway toward the Prototype, as well as a draft of the Prototype video itself. We presented this material to our teacher during today’s studio for much anticipated feedback about whether we were on track with our progress.

The help of visual examples for our explanation was extremely useful and seemed to communicate our ideas clearly to our teacher. The feedback provided was positive and we were reassured that we were heading on the right track toward a hybrid form of online video practice (‘skate video’ in Snapchat) and that our intentions for creating a collaborative tool could be very interesting.

Suggestions that were made include:

Putting the rapid prototypes in the Prototype video itself to show how they were a useful exploration toward the prototype.

Explain how Snapchat itself works very briefly in order to contextualise the project and make sure it is understandable to a participatory, as well as non-participatory audience. Moreover, people who use and do not use Snapchat.

Use wire diagrams and schematics to illustrate how the online tool would function in regards to a network.

Finally, the narration would have to be very thorough in explaining the motivation for particular notions in terms of relevancy to online video practice and innovation.

From today’s studio, I learnt the importance of providing imagery and drafted examples of projects in order to effectively communicate ideas for feedback.

Prototype Video Draft (Week 11)

Below is a first draft of our Prototype video. Whilst the shots used and editing techniques are very rough, it helps demonstrate our intentions for how the video will be structured.

Upon reviewing this it is obvious that the shots of the users filming skate video at the beginning of the video need to each be filmed in different locations, involving different people in order to emphasise the collaborative functionality of the hybrid form of online video practice. In addition, narration will be vital to explain the concepts that have been explored and how the online video practice functions. Finally, due to the end point of our project being a hybrid form of ‘skate video’ in Snapchat, this hybrid video itself actually has to be created and should be part of the Prototype video.

Project 4 Progress (Week 11) Rapid Prototyping

Today Errol and I filmed all of the sketch/rapid prototype shots in order to explore: how to make good ‘skate video’ in Snapchat.


We found that in order to make good skate video in Snapchat, the duration had to be atleast 1.0 second and anywhere up to 10 seconds.


We found that in order to make good skate video in Snapchat, a low angle is preferred.

Camera Acknowledgement

We found that in order to make good skate video in Snapchat, the camera should not be acknowledged.

Camera Movement

We found that in order to make good skate video in Snapchat, the camera should either track the subject or pan, a static camera is less preferred.


We found that in order to make good skate video in Snapchat, the camera had to be within at least 5 metres of the subject.

Lines vs. Jump Cuts

We found that in order to make good skate video in Snapchat, jump cuts are preferred, which utilise the sequencing of Snapchat.


We found that in order to make good skate video in Snapchat, a fisheye lens can definitely be used if available.

Multiple Angles

We found that in order to make good skate video in Snapchat, multiple angles are a great effect.


We found that in order to make good skate video in Snapchat, music makes a great addition if it can be included.


We found that in order to make good skate video in Snapchat, the aesthetic appeal of well-shot skate video is transferable to the mobile application.

Narrative Connection

We found that in order to make good skate video in Snapchat, a narrative connection is not necessary.


We found that in order to make good skate video in Snapchat, the perspective can be either third or first person.


We found that in order to make good skate video in Snapchat, juxtapositions are unlikely to produce an enhancing effect.


This exploration was extremely useful in developing our understanding of Snapchat and also indicating how our implementation of skate video will function through use of Snapchat. Furthermore, these findings will assist us to develop guidelines of curation for the development of our online video service.

Project 4 Progress (Week 11) Diagram

This is a diagram to demonstrate how our Snapchat tool would function. This helps explain our ideas for the prototype in relation to the recording, organisation and distribution of ‘skate video’ among the network of Snapchat users. Furthering our ideas for organising content into categories which could be displayed to the target audience periodically each day (therefore maximising Snapchat’s 24 hour loop affordance), we thought that each day of the week could also be associated with a particular category. This would set an expectation for the audience member in an attempt to further engage the audience with continuous re-visits to the media.


Project 4 Progress (Week 11) Shot List

Today Errol and I planned our rapid prototyping process where we would explore: how to make good ‘skate video’ in Snapchat. To do this, we drew from previous projects, our own ‘skate video’ practice, as well as new brainstormed ideas to develop a list of ways to film ‘skate video’ within Snapchat (see list on left side of image). In addition, we envisioned the final prototype in order to produce a shot list for the prototype/pitch video. We wanted to make as much stuff as possible in order to present our ideas visually to the class this Friday for more concrete feedback about whether this is a suitable approach. This is because we found it difficult to explain our intentions in previous studios without the help of visuals and examples.


This blog post also helps highlight the way in which we have been working on the project by making lists, etc.