Post production workflow: a model for higher education?

Parsons, Michael (2013) Post production workflow: a model for higher education? BSc dissertation, University of Portsmouth.

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    There are hundreds of possible post production workflow combinations, every workflow is different and there are seemingly no industry standards. This poses a problem for education which wants to use industry relevant post production workflows when producing content. This investigation uses a variety of documentary sources and responses from industry professionals, to compile enough information on different aspects of post production workflow. The sources will then be analysed in order to recommend an industry-standard workflow for use within higher education. The investigation establishes the impact of tapeless acquisition, AMA, the DNxHD codec and shared storage, to analyse how they have improved the efficiency of post production workflow. The investigation also explores the changing offline/online workflow and examines the workflows recommended by the DPP, alongside current industry workflows. Finally the investigation examines the future of post production workflow and whether the cloud has the potential to change the ways of working. The findings are then used to recommend a series of tapeless post production workflows for use within higher education. The main workflow is centred around an offline/online process due to the benefit it brings in terms of reducing costs and storage space. The investigation concludes that, although there are no standard workflows, that collaboration and shared storage are at the centre of many industry workflows. The investigation also highlights the need to further investigate the impact of acquisition formats and the cloud on post production workflow.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Creative and Cultural Industries > School of Creative Technologies
    Depositing User: Alice Bentley
    Date Deposited: 25 Jul 2013 14:44
    Last Modified: 28 Jan 2015 12:25

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