Case Study Multimedia in Fashion

 
Print Friendly, PDF & Email

Using DMU Replay for studio and workshops in Fashion

A  sample video clip showing demonstration and recording in the studio

Summary
This year a new set up of the equipment in some of the studios has really made the learning experience more inclusive for students.

DMU Replay has been used quite extensively already and in novel ways in Fashion.  Last year the recording and other equipment worked well but this new set-up provides more options, particularly with detail.

The studio equipment previously included the use of visualiser installed on the ceiling above the sewing machines.    This worked well in projecting onto the screen, but there were little niggles and it was sometimes difficult to record exactly what was needed. This year the cameras, microphones and set up of equipment has been rearranged, making  classes and follow-up more effective for both students and tutors.

 

Project Lead
Heini Taskula
School of Fashion
Faculty of Arts, Design & Humanities
BA Fashion
Email: DMU Fashion
Objectives and Approach
Pedagogical Context

The studio is set up with Heini’s machine at the front near the whiteboard. Typically students would be working, one at each machine, in rows facing the front. Students need to be able to see clearly what are sometimes very detailed techniques and to be able to listen to Heini’s spoken descriptions of what she is doing. As the workshop is flat rather than tiered, some students may be seated several rows away.

  Heini in the studio with sewing machines

What is made possible with the equipment?

With the newly fitted equipment, the Whiteboard displays very clearly what Heini is doing and the microphone helps students to walk through the task with the tutor. At the same time Heini uses DMU Replay to record the whole session, so that it can be made available for students to watch back at any time.

Equipment and setup

The Equipment includes a headset with microphone, enabling the tutor to focus less on pinning on a portable microphone.  This also picks up the voice clearly, rather than any machine noise.

The camera is pointed at the sewing machine; it is suspended in position using a wire support (installed especially).  The camera image is displayed on the large whiteboard.

Replay is set to record the microphone. The secondary source is set as the camera. This just makes it a little more flexible for editing the recordings – although the videos are not normally edited at all but show the live capture of the demonstration.

The recordings are then made available for students in Blackboard.

Tips for Practice: Heini advises that because the camera is so finely focused you need to make sure as you are working that you don’t accidentally let your hand hide what you are doing – on occasions it’s necessary to pause and manoeuvre the camera a little.  The camera can also get quite hot at times.

 

Outcomes
Positive reactions

With the newly installed set up students are able to replay the instructions and watch the application of techniques whenever it suits them, while keeping apace with their peers.  Reactions have been extremely positive, particularly from students in their second and third years as they are able to compare with previous arrangements.

“It’s all really effective and clear. It’s not just if you miss a session, but if you miss part, the whole thing is very clear and you can look back at it whenever you want. Now you can sit at the back and it makes no difference – you can hear clearly and watch detail on the screen, so that you really feel you know exactly what you’re doing”.    Ashleigh Coldwell, BA Fashion Design 2nd year student.

 

 

 

Future Developments
Last year we used a standard visualiser which worked okay but this new set up really provides more options, particularly with detail. Pattern cutting, design and contour fashion are all continually exploring the best ways to arrange and make use of the studio equipment. The positive student reaction to this new arrangement of cameras, microphone and recorders and whiteboard, which enables learning to extend beyond formal studio time, will be useful as tutors look for ways to best suit needs in other studios.

It can be useful to get advice from different sources of support such as ITMS, particularly for the set-up of equipment, or the Centre for Enhancing Learning through Technology for the use of DMU Replay.

 

Links and additional information
For more ad-hoc arrangements staff may borrow from a range of cameras, microphone and tripods from the AVLoans service.For support on DMU Replay see the CELT online hub
CELT Case Studies
If you would like to have your ELT for teaching and learning captured and disseminated in a similar case study, please contact your Faculty ELT Project Officer

This case study was prepared by:
Heather