Designing for Participation in Hybrid Delivery of a Large Media

Designing for Participation in Hybrid Delivery of a Large Media Production Course
Phase II Funding
June 2012 to 2013
John D. Walsh
Senior Lecturer
Department of Telecommunications
Indiana University Bloomington
jdwalsh@indiana.edu
Daniel T. Hickey
Associate Professor and Program Head
Learning Sciences Program
Department of Counseling and Educational Psychology
dthickey@indiana.edu
2
Purpose and Research Objectives
The proposed study is part of a broader pursuit of diverse learning outcomes in a large
undergraduate course using a hybrid lecture, online discussion section format. This pursuit
consists of ongoing refinements in IU’s Telecommunications 206, Introduction to Design and
Production. T206 is a popular 125-student survey course. It is scheduled every semester and
includes six discussion sections, making it ideal for continuing long-term research. The general
research question for this larger pursuit is: how can instructors increase learning using hybrid
course design features drawn from current theories of the Learning Sciences?
The proposed study will deliver convincing evidence of the diverse learning outcomes this
approach can deliver, and compare the impact of different configurations of course design
features that foster engaged participation and enduring understanding of targeted concepts. In
the process, the proposed study will deliver general and specific course design principles that
guide other instructors toward similar outcomes using these methods.
Research Context
This research is currently developing and testing features for online course delivery using
Indiana University’s Oncourse framework, an interactive course management software
application built on the Sakai open source framework. The research relies on hybrid course
delivery, which augments traditional classroom instruction with simultaneous online course
delivery, enabling direct comparison of conventional in-person instruction and new online
instructional strategies. Specific course features under examination involve only wikis and
commenting, which means this feature can be implemented with all major course management
systems (e.g., Blackboard, and Moodle), and added to virtually any class with web access via
PBWiki.com or other stand-alone wiki tools.
Prior Research
Features studied in this proposal were developed in courses taught in the Learning Sciences
program by Associate Professor Daniel Hickey. Mr. Walsh completed these and other courses
as part of doctoral coursework in the Learning Sciences program, where he worked closely with
Dr. Hickey and other Learning Sciences graduate students refining these features in a variety of
course contexts. In fall 2011 Mr. Walsh implemented the features in a novel design for hybrid
delivery of T206. The successful candidate of a competitive faculty search, Mr. Walsh accepted
a long-term contract as a Senior Lecturer in Telecommunications where he continues his
design-based research involving these features. Together the co-investigators draw upon
current learning sciences theory to inform course design that improves teaching and learning at
Indiana University, which will result in research publication.
3
Learning Sciences Background
Associated design features emerged in Dr. Hickey’s online graduate course in the School of
Education. Most of the students in Cognition & Learning (P540) and Assessment in Schools
(P507) are busy practicing teachers. Many are taking two courses and many have families;
many find the core course ideas like memory & retrieval and reliability & validity impossibly
abstract.
This challenge is addressed with current situative theories of learning that emphasize the
importance of context and identity (e.g., Greeno & Gresalfi, 2008) and participatory approaches
to education that emphasize the value of shared networked interaction (e.g., Jenkins, 2009).
Each student is assigned to one of five primary groups representing the major academic
domains (literacy, comprehension, writing, math, or science). Every student is also assigned to
one of three cross-cutting secondary groups representing their current or intended role (leader,
administrator, or researcher). Students define a personally relevant learning goal and post a
weekly wikifolio where they rank the relevance of main ideas in chapter from a challenging
textbook for their instructional goal, their domain, and their role. Students review posts within
and across groups, posting questions and comments directly on each other’s wikis.
Across five semesters of 540 and three semesters of 507, analysis of the comments and
discussion threads reveals engaged participation in discourse around even the most challenging
concepts. Time-limited exams with essay and multiple choice items reveal enduring
understanding of those concepts and dramatic gains in achievement (Hickey & Soylu, in press;
Hickey, Strackljahn, & Barrett, in preparation)
T206 Research Proposal
T206 is a theoretic course with no hands-on production. With little prior experience to draw on
undergraduates often find the concepts of cinematic theory impossibly abstract. To situate
those concepts in a practical and meaningful context, students assume one of five craft role
specializations for reading and synthesizing the course material. These roles are camera
operator, lighting designer, art director, audio mixer and picture editor. While students don’t
have actual experience in these roles, they are able to identify with the roles from the outset,
leveraging contextual clues to situate their understanding of cinematic theory.
Organized into craft specialization groups for the semester, students post weekly wikifolios on
weekly readings and comment on peer wikifolios from the contextual perspective of their
individual specialization. A feature for which significant data was collected in fall 2011 involves
the analytic nature of the digital writing assignment. In these assignments students rank the
big ideas for each particular chapter in order of relevance to their craft role specialization, while
generating arguments to support those rankings. Student discourse occurs in the online
component of hybrid delivery, providing an available record for discourse analysis and close
examination of the effect of craft role specializations on learning. Initial review of exchanges
shows elements of productive disciplinary engagement (Engle & Conant, 2003). This
engagement is crucial because it simultaneously fosters professional interests and identities,
while leaving behind enduring understanding of targeted concepts.
4
From the open and conversational nature of the wiki assignments, an exciting new course
feature spontaneously emerged and spread among across the class. Students began
embedding hyperlinks to YouTube video to help illustrate their points and warrant their
arguments. We suggest student use of external references and hypertext is the epitome of
productive disciplinary engagement. This practice was encouraged via instructor modeling
during lecture. When students viewed examples of their own wikifolio writing projected on the
large screen in front of the lecture auditorium, they became actively engaged. Bringing
students’ online comments into the classroom fused their online experience with the
traditional classroom experience, which increased student participation in subsequent wikifolio
writing.
These developments were exciting because they emerged naturally while addressing an
underlying challenge of effective hybrid delivery: how can instructors combine real-world
classroom experience with virtual online experience? Another noteworthy finding concerns
what happens when students are required to explain why certain big ideas were not relevant to
their craft role. This course feature is accessible by most undergraduates in large 100-200 level
courses, while promoting intense engagement and professional identity associated with upperlevel courses. These and other insights were presented at the Spotlight on Innovation Poster
Session organized by IU CITL in October 2011 -- CiTL Press Release
5
Methodology and Measurement for Success
The proposed study request resources needed to allow us to more systematically investigate
some of the initial findings introduced above, and to empirically examine a quasi-experimental
manipulation included in T206 in Spring 2012. In order to identify the impact of commenting
patterns on disciplinary engagement, emerging identities, and enduring understanding, the six
discussion groups were assigned to one of three conditions for commenting on classmate’s
wikis.
Homogeneous commenting requires students to post at least three comments within
their craft roles. This is expected to build stronger identities, with unknown
consequences for engagement and understanding.
Heterogeneous commenting requires students to post at least three comments to other
craft roles. This is expected to support more enduring understanding (from seeing the
relevance of concepts in multiple contexts), but might result in less engagement and
identity construction.
Mixed commenting requires students to post at least three comments, but do so both in
one’s own group and in at least one other group. This condition is hypothesized to lead
to the strongest identities, most engagement, and most enduring understanding.
These expectations will be explored using a range of analyses, mostly carried out during
Summer, 2012:
Counts of the number and length of both the comments and the threaded discussions
that emerge. Student can and do make more than the required number of comments,
particularly when engaging threads emerge. The length of all posts and the number of
posts beyond the three required offers and objective indicator of student engagement.
This is a straightforward analysis and can be carried out by an hourly assistant with
relatively little supervision.
Contents of the comments and threads will be analyzed according to both a-priori and
emergent codes. The a-priori codes will concern features associated with productive
disciplinary engagement (e.g. external references, craft role adoption), while the
emergent codes will presumably reference the projection of nascent professional
identities. This analysis will be carried out by an hourly research assistant who is
experienced with coding qualitative data; codes and inter-rater reliability will be
established in collaboration with the investigators.
Discourse in all of the threaded discussions will be analyzed using grounded theory
methods in order to understand how the three different contextual configurations
shaped the discourse that emerged in this setting. This analyses will be carried out by a
doctoral level hourly assistant with experience analyzing discourse using grounded
theory methods.
6
Conceptual understanding will be analyzed using scores on the exams of the students
who provide informed consent for using their results. Analysis of Variance (ANOVA) will
be used, and self-reported GPA will be used a covariate to reduce the amount of
unexplained variance. These analyses will be carried out by the investigators.
Interest and Identity will be analyzed using items added to the anonymous course
evaluations. These will consist of Likert-scale (agree-disagree) items paired with open
end questions that invite students to provide rationale for the things they agreed and
disagreed with. The interest items will ask students about their interest in (a) their
assigned craft role (b) cinematic theory, and (c) the telecommunications field. The
identity items will ask students about how personally and professionally connected the
student felt to their group members.
Confirmation of our expected outcomes will help bolster the emerging theory around our
design principles for having students reflect on course concepts from different context.
Regardless of the outcome, the experimental manipulation will give us access to empirically
oriented journals for publishing our work.
As design-based research, our primary measures of success are the specific principles that
emerge and the evidence that those principles resulted in substantial learning gains. Because
the mid-term exam, final exam, and core questions on the course evaluation will be constant
from the previous semester, the project will be provided with one very salient measure of
success. For example, evaluation of the qualitative and quantitative data for each particular
design cycle will provide specific results associated with particular design features under
examination for each cycle. For instance, the degree to which student commenting inside and
outside craft role specializations correlates with increased performance on midterm and final
exams compared to a control group which comments only inside their craft role group will
provide evidence of success with that particular design feature.
Significance and Impact
This project expands a growing collaboration between Learning Sciences, Telecommunications,
and CITL with the potential to improve teaching and learning at Indiana University. Discourse
analysis of online writing in courses administered through Oncourse has generated increased
interest. Advanced application of Oncourse in this project leverages information technology
provided by UITS. Given the significant number of large undergraduate courses taught through
Oncourse, improvements to hybrid course design stand to benefit many IU students and
faculty. Significance within the university community is framed in global development of digital
technologies and rapid uptake of social media and new media among youth, which highlights its
potential in education.
7
Outcomes, Contribution, and Dissemination
A central outcome of this research involves improving student participation and increasing
learning in large Telecommunications courses. Weekly wikifolio writing in the online portion of
the course promotes critical thinking and media analysis through participatory frameworks. As
Telecommunications curricula embrace new media technologies, it’s natural to increase
student use of online technology as part of the learning experience. In addition, instructional
features that engage students, promote collaborative learning and increase understanding can
be transferred to other content areas.
A secondary outcome involves publishing research results in a peer-reviewed learning sciences
journal. The specific research objectives outlined above promise further synergy between the
SOTL and the Learning Sciences communities. By presenting and publishing the resulting paper
in SOTL contexts, the SOTL community will be provided with a concrete example of the
relevance of the theories and methods associated with the Learning Sciences. By presenting
and publishing the results in the Learning Sciences context, the Learning Sciences community
will better appreciate the value of SOTL contexts for advancing theory and methods in the
Learning Sciences. Likewise, results will submitted for presentation in various forms at relevant
education, digital media, learning science conferences, and broadcast education conferences.
Finally, results will be disseminated through the Scholarship of Teaching and Learning
community. A definitive goal of this project is research publication.
Given sufficient resources beyond the $5,000 grant, we hope to engage a programmer with
CiTL to design research-specific metadata tool that supports discourse analysis in the Sakai
framework. For instance, we could design a simple app that automatically monitors wiki and
comment word count and the number of comments every student makes each week. In
addition, the tool might detect questions in comments and/or quantify hypertext links to
external sites. This basic tool would vastly increase the efficiency of research within Sakai and
would be immediately useful by everyone conducting similar research at Indiana University.
Indiana University could contribute such a tool to the larger Sakai open source community.
Reflective Teaching Practices
The design and implementation of this project brought several surprises. For instance, though
students are familiar with the use of social media and collaborative networks, their overall
understanding of associated computer technology is basic. For example, the majority of
students are unfamiliar with simple scripting required in the wikifolio writing, experience
significant difficulty submitting projects electronically and are mystified by the procedure
required to nest hypertext in their online writing. On the other hand, motivated students learn
these skills quickly.
Secondly, questions in the final evaluation of the first T206 iteration revealed students did not
enjoy participating in the online portion of the course to the degree expected. If the response
was valid, some students claim they prefer to sit in a traditional transmission style lecture than
participate actively in online social collaboration for learning. Investigators suspect students
have been conditioned to such a degree they are resistant to change, despite its appeal.
8
References
Engle, R. A., & Conant, F. R. (2002). Guiding principles for fostering productive disciplinary
engagement: Explaining an emergent argument in a community of learners classroom.
Cognition and Instruction, 20(4), 399–483.
Hickey, D. T., & Soylu, F (in press). Wikifolios, reflections, and exams for online engagement,
understanding, & achievement. In R. Morgan & K. Olivares (Eds.), Quick hits: Teaching
with technology. Bloomington IN: Indiana University Press (to appear in 2012).
Greeno, J. G., & Gresalfi, M. S. (2008). Opportunities to learn in practice and identity. In P. A.
Moss,, D. C. Pullin, J. P. Gee, E. H. Haertel, & L. J. Young (Eds.), Assessment, equity, and
opportunity to learn (pp. 170–199). Cambridge, MA: Cambridge University Press.
Hickey, D. T., & Strackeljahn, A. (in preparation). Wikifolios, groupwikis and wikiflections for
participation, understanding, and achievement in formal course contexts. In A. Forte, C.
Lampe, & B. Wellman (Eds.) Invited submission for special issue on open collaboration
and wiki research. American Behavioral Scientist.
Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the
21st century. Boston, MA: MIT Press.
9
Budget Narrative
Over the past two semesters a large amount of data has been compiled. A modest $5,000
grant will allow co-investigators to hire associated graduate students over the summer months
to code data for analysis. Because learning science graduate students are familiar with this
project and methods for coding discourse, these resources will generate efficient results.
In addition the tiered structure of IU’s Scholarship of Teaching and Learning grants invites
recurring application, well-suited to the progressive development of design-based research
predicated on iterant design improvements over subsequent semesters.
Budget Outline
Position
Consulting
Research
Coding
Coding
Coding
Description
Hours
Units
Subtotal
Hickey
Walsh
Graduate student
Graduate student
Graduate student
Software & supplies
20hrs
40hrs
66hrs
66hrs
40hrs
$50/hr
$25/hr
$15/hr
$15/hr
$15/hr
$1,000
$1,000
$1,000
$1,000
$600
$400
$5,000
238 hrs $21/hr
Research Plan and Time Line
Usable data has been generated in fall 2011 and spring 2012.
This data is ready for coding and analysis in summer 2012.
Research results should be completed in the fall 2012.
Research results will be submitted for publication 2012-2013.
February 16, 2012
Greg Siering, Director
Center for Innovative in Teaching and Learning
Franklin Hall 004
Indiana University
Bloomington IN 47405
Dear Dr. Siering and Members of the CITL Grants Committee:
I am writing this letter to offer my strong support for the proposed collaboration between
Learning Sciences faculty member Daniel Hickey, and Senior Telecom Lecturer John Walsh.
The proposal outlines a very doable study that should have very far reaching consequences for
teaching at IU and for the SOTL community more broadly. The core Learning Sciences
innovation that they are studying is proving very helpful in a wide range of context; it seems
ideal for many SOTL contexts as well.
I believe that this project will help foster collaboration between the IU SOTL community, the
Learning Sciences program, and the School of Education. Following the recent retirement of Dr.
Thomas Duffy, the collaboration between the School of Education and SOTL has been declining.
Dr. Hickey now has three doctoral advisees whose primary interests within the Learning
Sciences focus on higher education, and Dr. Hickey himself has become quite active in the IU
SOTL community and in ISSOTL.
Mr. Walsh was recently given a long term contact as a Senior Lecturer in the College of Arts and
Sciences. With his continued pursuit of a PhD degree Mr. Walsh has the makings of an entirely
new generation of SOTL scholars. Given the substantial teaching load that comes with his
position, the additional resources from a CITL grant will be crucial in the careful analysis of the
data from his current T206 course. Given that there are few other foundations or other places to
find support for such efforts at this time, this seems like a perfect use of CITL grant funds.
Please feel free to contact me if you have additional questions.
Sincerely’
Ginette Delandshere, PhD.
Professor and Department Chair
W.W. Wright Education Building 4000 201 N. Rose Avenue Bloomington, IN 47405 (812) 856-8300 http://education.indiana.edu/cep
John Walsh
═══════════════════════════════════════════════════════════════
901 E. Wilson Street
812.287.8077
Bloomington, Indiana USA
jdwalsh@indiana.edu
Profile: Senior Lecturer and Telecommunications Professional
QUALIFICATIONS
♦
♦
♦
University teaching experience & professional certifications
15-year broadcast professional in 3 Top-Ten North American markets
E-portfolio www.lightgyre.net
TEACHING AND ACADEMIC SUPPORT
Indiana University Telecommunications Senior Lecturer – currently teaching T283, Introduction to
Production Techniques and Practices and T206, Introduction to Design and Production.
BCIT Instructor for first-year core curriculum lecture and production labs covering analog and digital television
production, work flow, and engineering framed within a project-based approach to portfolio development.
High Definition Cinematography -- Produced VFS master class workshops on the Sony 900F HD camera,
and developed an extensive camera and lighting curriculum for delivery on affordable 1/3” digital cameras.
Non-linear Editing -- Editing instructor for 4-week intensive documentary workshops. Topics included
treatments, transcription, note-carding, scene, sequence, rhythm, narration, polemic, and slow disclosure.
BROADCAST TELEVISION PROFESSIONAL
Director of Photography freelance, IASTE 669 -- TV series, broadcast, commercials, and documentary.
♦ Experienced cameraman with primetime credits & Leo award for cinematography.
♦ Large market experience in Vancouver, Los Angeles, and Atlanta.
Director of Photography on staff at Turner/Time Warner for show opens and program production that drew
regional Emmy recognition. Credits include CNN, HBO, TCM, TBS and TNT.
Editor at Pacific Pictures Los Angeles, promoted to train and support a team of junior editors in the use of
Avid Media Composer systems for TV series production.
Producer/Writer of independent projects for corporate video, web content, and promotional DVD.
SUPERVISORY AND RESEARCH
2010 Olympics, Whistler Blackcomb Resorts BC -- Managed the design, purchase and implementation of a
digital NLE studio and cameras to provide small unit video promotion, new product DVD, and web content.
Studio Pipelines Research DP, Vancouver -- Research requests included the integration of motion control
photography in composites, 3D pre-visualization, and automation of image asset management software.
Canadian Society of Cinematography Magazine -- Authored cover story article on American/Canadian
cinematographer Jan Kiesser ASC CSC as he completed the award-winning 2007 feature Fido.
Panavision-certified DIT -- Digital specialist onset with Sony F900 on NBC's Eureka & SciFi's Stargate; Viper
24P camera on SciFi series Painkiller Jane and Blade. Trained on Genesis, D21 & Viper. RedOne Camera #313.
UNIVERSITY EDUCATION
Simon Fraser University,Vancouver British Columbia, 2010
♦
B.Ed--Professional Teaching Certification, Media Arts and Television
♦ Burnaby North Ace-It Practicum, Phil Byrne
University of Southern California, Los Angeles CA, 1991
♦
MFA--Cinema and Television Production
♦USC broadcast teaching assistant
Georgia State University, Atlanta Georgia, 1987
♦
BA--English Literature & Communications, magna cum laude
♦ GSU broadcast studio manager
John Walsh
page 2
════════════════════════════════════════════════════════════════
TEACHING EXPERIENCE
Indiana University Bloomington Dept. of Telecommunications, Senior Lecturer
♦
British Columbia Institute of Technology, Broadcast & Media Instructor
♦
2010 - 2011
Theory of Colour Television Systems, BCST 2222 -- 42-person core lecture with dual production labs introduced
students to analog and digital television theory, work flow and signal monitoring. Mixed mode course delivery.
British Columbia Institute of Technology, New Media Centre Instructor
♦
2011 - current
Introduction to Design and Production, T206 -- 125-person lecture with 6 discussion sections covers visual storytelling, crew roles and cinematic production techniques. Project-based learning with mixed mode delivery.
2011
Visual Composition and Layout, MDIA 1105 -- New media design course introduced theoretical principles of
graphic design via project-based learning. Major projects framed within 5-stage, iterative design process.
Burnaby North Broadcast Ace It
Student Teacher
Burnaby, BC
2009 - 2010
Instructor
Vancouver
2002 - 2004
Instructor
BC
2001 – 2005
Instructor
Vancouver
2003 - 2004
Instructor
Vancouver
2001 - 2003
Ace It Television & Broadcast Production Class -- Under the direction of BC teacher Phil Byrne, taught classes, mentored
students in field production, presented TV studio lighting workshop, and supervised 3-camera live studio shoots.
♦ Media Arts -- Student teacher for media arts class for BC Professional Development teaching certification.
Responsibilities included curriculum development, teaching, class management, student assessment and marking.
♦
Vancouver Film School
High Definition 24p Master class --Designed, budgeted and taught an advanced Hi-Def 24p workshop at a leading
motion picture rental house. Film looks, field techniques, color correction, creative approach & demonstration shoot.
♦ Visual Effects--Designed and taught a master class on visual effects for film, including green screen, motion control,
model work, and in-camera effects. Students shot miniatures and live action plates for composite in Final Cut Pro.
♦
Gulf Islands Film School
♦
♦
♦
♦
The school's philosophy centers on process and teamwork; every student completes a film in 7 days.
Documentary filmmaking-- Documentary intensives take projects through treatment, shoot, edit & final screening.
Editing Workshop--Introduction to non-linear digital editing, concepts and techniques for picture & audio.
Cinematography Workshop--Camera instructor for a month-long Independent Media Program, workshops daily.
Langara College
♦
♦
Documentary course offering--Hands on workshop on documentary production techniques: producer, camera, & audio.
Music Video course offering --How to design, produce, storyboard, shoot, edit, and distribute a music video.
Capilano College
Professional Film Studies Program -- Continuing Education
♦ Intro to Cinematography -- A quarterly course offering with weekly lectures and practicum workshop covering formats,
cameras, lenses, lighting technique, composition, movement, shot design, processing, crew roles and set etiquette.
♦ Producing the Independent Film--An Introduction for the new producer approaching the first independent film.
Image Film and Video Center
Instructor
Atlanta
1995 - 1998
Guest Lecturer
Atlanta
1997 - 1998
Advanced Filmmaking -- A 16 week class on film production, camera and lighting techniques. Students used 16mm
film cameras, lighting and grip equipment to shoot narrative scenes. Film was processed and reviewed weekly.
♦ Mentor of Thesis Projects -- Coached advanced students through the completion of final projects.
♦
Eastman-Kodak
Professional presentations on behalf of Kodak’s Motion Picture Division, Kodak’s 5298 high-speed stock, film
screening of commercial cinematography and talks for regional ITVA Chapters.
♦
USC
Instructor
Los Angeles
1991 - 1992
UNIVERSITY OF SOUTHERN CALIFORNIA SCHOOL OF FILM AND TELEVISION
♦ The Motion Picture Camera, CNTV 327, USC Summer Program -- An introduction to film camera and lighting, with
weekly projects in workshops environments, culminating in the production of 16mm sync-sound student films.
♦ Introduction to Filmmaking, Undergraduate Lecture, CNTV 190 -- Biweekly, 2-hour lecture for a 90-person undergraduate
class on story telling through shot design, lighting, and use of camera. Required class for all USC Cinema students.
John Walsh
DOP, IATSE 669
════════════════════════════════════════════════════════════════
-- consolidated--
"Dreams of Flight" -- HD24P Doc
"Artifacts" -- HD24P drama
"Judicial Indiscretion" HD24P MOW
"Fido" -- 35mm, 2.35 feature
"The Crossing" -- 35mm feature
“Out of Order" -- 35mm MOW
"Eastwick” -- 35mm MOW
“Ghost.com” -- 35mm feature
"Safer than Cigarettes", Super16mm
"Paintball", 35mm pilot
"The Knockout", Super 16mm
FEATURES
NFB, Bravo / Goldstar
NFB, CCA / Haeckel Hill
Lifetime / Insight
Zomcom Motion Pictures
Relevision Entertainment
Fox
NBC/Fox
Porchlight
Montana Productions
Triple Horse Ent'
Cinehaus Filmworks, LA
DOP, Leo Award Winner Cinematography
DOP for director Andrew Connors
"A" Cam Op
Assistant for Jan Kiesser, ASC
DOP title sequence
Operator 2nd Unit
Operator 2nd Unit
DOP 2nd Unit for Ken Krawczik, CSC
DOP for Dir Michael Watchulonis
DOP 2nd Unit for Dir Karl Horstman
DOP for Dir Erik Anderson
TELEVISION
"Eureka Season 2" -- HD24P Viper NBC / Young, Petrovich "A" Cam Op 2nd Unit, Dave Warner
"Painkiller Jane" - HD24P Viper
Insight Productions
HD Tech, Todd Williams DOP
"Instant" -- HD24P Viper
Artemis Dreams Prod's
DOP 2nd unit
"Traveler" -- 35mm series
ABC / JP Finn, Brian Dick "B" Cam Op/"A" sub, Rog Vernon
"Star Gate Atlantis" -- HD24P F900 Pegasus/Sci Fi/G. Horie "A" Cam Operator sub, Brenton Spencer
"Eureka" -- HD24P F900
NBC / Petrovich
"C" Cam Op , 1st U Rick MacGuire
"Blood Ties" -- HD24P series F900 Insight Productions
HD Tech 1st Unit, D. Novak
"Saved" -- S16mm Series
TNT / Shawn Williamson "B" Cam Op, Barry Donlevy
"Blade" -- HD24P Viper
Goyer / Hannah Rachel HD Tech, Robert New/John Holbrook
"Star Gate SG-1" -- HD24P F900 Kawoosh/Sci Fi/J. Lenic HD Tech, P Woeste, J Menard, B Spencer
"Dead Zone IV" -- HD24P F900
Dead Zone Prod Corp
"A" Camera Operator for Dave Warner
"The 4400" -- HD24P F900
USA Network
MocoUnit Operator, Toni Westman, CSC
“Whistler Stories” -- HD24P
Intrawest Corporation
DOP (web content)
"Whistler Ski Resort" -- HD24P
Intrawest
DOP commercial series
“AK Media” -- 35mm
BBDO Agency
DOP commercial
"Dead Like Me" -- 35mm series
MGM
Moco Unit Operator, Toni Westman, CSC
"Island Lake Lodge" -- HD24P
PartsUnknownProductions DOP/Dir
"Holiday Easter" -- HD24P
History Channel
DOP for producer Ken Frith
“Unforgiven DVD” -- HD24P F900 Goal Productions
Cameraman for Morgan Freeman
"Sex and Drinking" -- HD24P F900 Goldstar Entertainment
Operator
“Fatal Marks” -- Digibeta
Peace Arch, Vancouver
DOP Documentary for Marie Royer
“Weird Wheels” -- HD24P F900
Yaletown, Vancouver
DOP for Producer Mike Collier
“Twice Upon a Christmas”
Prodigy Productions
Operator for Ron Orieux, CSC
“Dark Angel” -- Beta
TV Guide Inter’ & b-roll Cameraman for David Geddes, CSC
“Shaft” -- HD24P F900
Paramount DVD doc
DOP for Morgan Freeman
"Extreme Not Stupid" -- HD24P
Peace Arch Entertainment DOP for Dir Barry Gray
"Space Doctors" -- DigiBeta docu WPBA/NASA
DOP for Dir Lisa Gaston
"US Airways Presents"
Fitzgerald/McCann
DOP show open & bumps
"Impact" -- Primetime Open
CNN/Time Warner
DOP for CNN Creative Services
"Inside the Academy Awards -- 35m TNT/Time Warner
DOP for TNT Creative Services
“TNT Police Department”
TNT/Time Warner
DOP Promo series, 16mm
“Net Effect”
SportSouth
DOP Promo series (Emmy nomination)
“Mission Impossible”
WCW/TBS
DOP promo series, 35mm Moco
“A Woman’s Touch”
Turner Classic Movies
DOP Promo series, 35mm Moco
“WCW Pro Wrestling”
TBS/WCW
DOP Promo series
“Hoop Dreams”
Martin Agency
DOP Commercial, 35mm
“Textbook Baseball”
SportSouth
DOP Promo series
"Turner Classic Movies" interstitials TCM, Turner Classic Mov' DOP for 72+ shows for Dir Tony Barbon
"Interact America" -- US syndication TBS/Time Warner
DOP for 60+ shows for Dir Tom Williams
"NFL on TNT" -- 35mm pilot
TNT
DOP for show open and bumps
"Baseball on TBS" -- 35mm pilot
TBS
DOP for show open and bumps
"Nitro/WCW" -- 35mm pilot
TBS
DOP for show open and bumps
"US Airways Presentation"
Fitzgerald/McCann
Show open & bumps
“Mastercard” -- 35mm
Fahlgren Agency
DOP Commercial series
2008
2007
2006
2005
2004
2002
2002
2001
1998
1996
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John Walsh
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ADDITIONAL WORK HISTORY
TURNER / TIME WARNER
Director of Photography
Creative Services for TNT, TBS, HBO, TCM, and CNN.
1994 - 1998
Responsibilities ranged from small unit doc and multi-cam field shoots
to studio lighting, VSFX photography and single camera narrative in the
delivery of show opens, commercials, promos, and program production.
SONY ENTERTAINMENT
Operating Cameraman
Documentary & music videos; live concert operator remote heads.
Sony Pictures Studio on MGM lot.
1992 - 1994
PACIFIC PICTURES STUDIOS
Editor
Avid editor for program production.
Trained junior editors in Avid NLE workflow.
1991 - 1992
LOS ANGELES, FREELANCE
Camera Assistant
Independent films, corporate, and commercials.
35mm, 16mm, & Super16mm.
1990 - 1991
USC FILM SCHOOL
Stockroom Manager
Supervision, maintenance and repair of film camera inventory.
100+ film cameras in weekly circulation.
1987 - 1989
CONTINUING EDUCATION
PANAVISION
DIT Certification
IATSE 669 Digital Imaging Technician.
Scott MacDonald, facilitator.
2006
VANARTS COLLEGE
VSFX Compositing, Shake
VSFX compositing intensive for Shake software certification.
Michael Squire, instructor.
2005
SANTE FE WORKSHOPS
F900 HD MASTERCLASS
Digital Cinematography Workshop
Mike Condon, Jeff Cree, Sean Fairburn, facilitators.
2003
ROCKPORT WORKSHOPS
Masterclasses
Advanced Cinematography -- Tom Ackerman, ASC
Advanced Lighting Techniques
1997
1995
SPECIAL TECHNICAL SKILLS
Software Coursework:
Shake 3.0 Compositor (2006)
Final Cut Pro 4.0 NLE (2004)
Media 100 NLE (1995)
Avid Media Composer NLE (1991)
Working knowledge:
Adobe After Effects 6.0
Adobe Photoshop CS
Adobe Premiere Pro 1.5
Adobe Encore DVD1.5
Digital Camera Expert:
Full frame 4:4:4 -- Panavision Genisis, Arri D21, RedOne, and Silicon Imaging systems.
Thomson Viper -- 4:4:4 film stream dual HDSDI and 4:2:2 HD stream configurations.
RedOne Camera, #313 -- Raw workflow through digital post production.
Sony F900 HD -- DIT onset color correction for TV series, SciFi's "Stargate" & NBC's "Eureka".
Panasonic Varicam and HDX900 -- Experienced with color control units and painting.
DVCAM & HDV -- Panasonic HVX200 24P tapeless to hard drive / FCP finish on recent NFB project.
VSFX Cinematography -- Experienced in blue/green screen, motion control and table top.
African Medical Mission
Whistler / Mt Seymour
Cypress Mountain
Habitat for Humanity
Island Lake Lodge
Mount Seymour
Music
COMMUNITY & VOLUNTEER
Embangweni Malawi Hospital, volunteer worker
Disabled Skiers Association of BC, volunteer
Snow school Instructor, CASI level II
Youth Program, volunteer leader
Guide for backcountry tours
Mountain host
Lifelong musician & bush league jazz pianist.
2008 summer
2006 - 2008
2004 - 2006
2006 summer
2002 - 2003
2000 - 2003
Associate Professor Daniel T. Hickey
Program Head, Learning Sciences Program
Indiana University Bloomington
Curriculum Vita