{"id":3258,"date":"2024-03-08T21:43:12","date_gmt":"2024-03-08T21:43:12","guid":{"rendered":"https:\/\/blogs.qub.ac.uk\/ael3001-23\/?p=3258"},"modified":"2024-03-08T21:52:06","modified_gmt":"2024-03-08T21:52:06","slug":"companies-dont-want-videos-they-want-followers","status":"publish","type":"post","link":"https:\/\/blogs.qub.ac.uk\/ael3001-23\/2024\/03\/08\/companies-dont-want-videos-they-want-followers\/","title":{"rendered":"Companies Don\u2019t Want Videos. They want followers."},"content":{"rendered":"\n

How Filmmaking from a Marketing Perspective Helped me Create Better Videos and Happier Clients<\/strong>…<\/h4>\n\n\n\n
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Figure 1: Sc\u00e9im C\u00f3naithe Event<\/figcaption><\/figure>\n\n\n\n

There is little value in spending hours planning, coordinating, shooting, editing, and publishing video content if it doesn\u2019t reach the right audience, or any audience for that matter. My role as Video Content Creator for Queen\u2019s University Belfast Language Department, was not to produce the next Oscar winning, cinematic masterpiece, but to create video content that marketed the language department on social media, on the department website, and at Language Hubs promotional events. Dave Chaffey asserts that \u2018businesses can no longer ignore digital channels and many retailers are finding ways to increase their reach and number of customer touchpoints\u2019. The videos I produce are used to grow interest around the department and entice prospective students to study a language at Queen\u2019s University. In the beginning the reception towards these videos was poor so I turned to the Gibbs Framework of Reflection for assistance (See Figure 2)<\/em>. Six stages make up the structure of the framework that \u2018guide you through a series of cue questions\u2019 and ultimately helped tailor my content to my target audience\u2019s needs (Jasper: 2013, 80).<\/p>\n\n\n\n

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Figure 2: Jasper (2013)<\/figcaption><\/figure>\n\n\n\n

My first project involved editing past interview footage of language students into short reels that focused on key moments in their anecdotes and illustrated the Queen\u2019s University student experience. There were multiple Language Hubs Events with various schools in Northern Ireland, that allowed for a reflection period between talks, where I would revise the content and made amendments before future talks.\u00a0 At one talk, the pupils were disinterested in the content of a five-minute video and became restless while watching it. During this reflective period, I turned to the Gibbs Reflective Framework to help me transform the way I created video content. My primary aim was the capture the attention of viewers, make them excited about the prospect of studying a language at Queen\u2019s, and cause them to act on the information they received in the video. The first three stages of the framework are a reflection on what happened, how you felt, and an evaluation of the problem. The fourth stage is an analysis of the problem. Jasper explains that this means \u2018to break things down into their component parts so that they can be explored separately\u2019 (2013: 81). I broke my content down into its core parts so that I could investigate each part individually. From here I discovered changes I could make to the length and format of the videos.<\/p>\n\n\n\n

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