1st Prize in CID Video Competition 2020 – Israel Arcos

CID Video CompetitionCID’s third video competition is now over, and the judges have reviewed all the videos. As a reminder, the instructions were to show that listening is how intercultural dialogue starts, in 90-120 seconds, on video.

Israel Arcos1st prize goes to Israel Arcos, who was studying Mathematics at Hostos Community College when he submitted this video, now enrolled at Hunter College in New York, studying Computer Science for his BA. He is originally from Ecuador.

Title: The Power of Learning

Description: “I wanted to make a video that conveys the importance of listening due to the communication struggles I had when I came to the United States three years ago. Listening has been a critical part of my life since I realized that just paying attention to what a person has to say can open many doors. Active listening leads to establishing deep connections with others because it allows us to dive into the life of the other person in the most subtle way.”

There were first, second and third place winners, and an award of excellence. Each of these is being highlighted in a separate post, as they warrant our attention. My thanks to the judges of the competition, professionals who made time to review student videos. Thanks also to all the competitors, who took the time to really think about how listening is where intercultural dialogue starts, despite the pandemic.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

CID Video Competition: Last Week!

CID Video Competition

The CID video competition remains open, but just 1 week remains to the final deadline of June 1, 2020

 

CID VIdeo Competition 2020

Final hints for those entering the competition:

Please read the original description of the requirements. And please follow the rules so we don’t have to disqualify your submission. (Bare minimum: it has to be about listening, in the context of intercultural dialogue. It has to be 30 seconds to 2 minutes in length. It has to be a video. It has to be original, and your own work. When you’re ready, upload your video here (NOT to your own YouTube or Vimeo channel!).

Listening is an act of community, which takes space, time, and silence. -Ursula K. Le Guin

If you have questions, see previously published competition rules, FAQ, and resources. Look at the 2018 or 2019 award winning videos. Read the reflection by one winning team about creating their video. If you still have questions that aren’t answered, then send an email. When you’re ready to submit an entry, click here.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

CID Video Competition 2020 Judges

Job adsThe CID Video Competition opened for submissions a few days ago, and the first entries have come in. In a month the judges will begin their part. My thanks to all of them for taking the time to watch and critique all the student videos. It’s clear the greatest reward for all those who entered the competition is getting their videos seen by these accomplished professionals!

Jim D'Adderio

Jim D’Addario has been an award winning producer for the Walt Disney Company since 1995.  He started his career with Disney Interactive as a Production Supervisor on multiple edutainment projects, including the best sellers Lion King Activity Center and Toy Story Activity Center.  Jim was then recruited by Walt Disney Imagineering to produce sound tracks and interactive projects for Walt Disney World, Tokyo DisneySea and Walt Disney Studios Park in Paris.  Jim was instrumental in the design of The Buzz Lightyear ride at Disneyland park and The Winnie the Pooh Ride at Walt Disney World. His most memorable moment came when he worked with the iconic Sherman Brothers (of Mary Poppins fame) to produce the new soundtrack for the ride.  Jim has recorded with some of the most recognizable talent in the industry including Mickey Mouse, Donald Duck, Rafiki, and Tigger! Jim then jumped ship to work in the online space with Disney Cruise Line, Disneyworld.com, and Disneyland.com creating the first immersive sites for those properties.  Jim’s current position is with Walt Disney Parks and Resorts, Global Broadcast, as a Senior Producer of television and radio commercials, trailers, First-Look programming, in-room videos, online videos, and airport interactive displays.

Ovinuchi Prince Ejiohuo is a writer, filmmaker, photographer, and activist currently working as a Media and Communications Officer/Sustainable Development Goals Ambassador at Yiaga Africa in Nigeria. A 2018 Global Ambassador Fellow of the Better Tomorrow Movement, he is a member of the International Youth Media Summit (IYMS). He has photographed and filmed world leaders, including Nobel Prize winner Dr. Denis Mukwege, Kenyan Activist Boniface Mwangi, former Nigerian Electoral Chairman Prof. Atahiru Jega, Nigerian Speaker House of Representative Femi Gbajabiamila, EU and ECOWAS ambassador to Nigeria Ketil Karlsen, US ambassador Stuart Symington, and British High Commissioner Catriona Laing. His written work and photo and video images have featured in many reputable publications and research both nationally and internationally. He has worked on media projects for organizations such as the Centre for Democracy and Development, ActionAid Nigeria, International Republican Institute, Accountability Lab, European Centre for Electoral Support and the Independent National Electoral Commission. In 2018, he co-directed the silent short film Anything for us for an anti-corruption project sponsored by McArthur Foundation. In 2019 his documentary film displaced showcased in Nepal where he produced the film Rising for IYMS. His Democracy Summer Camp short film Below the Legal Line was nominated for the 2019 Pan African Film Festival. His work focuses on addressing issues around peace, gender equality, marginalisation, education, youth participation, environment, governance and development.

Zsuzsanna Gellér-Varga

Zsuzsanna Gellér-Varga is a documentary filmmaker and video storyteller living in Budapest, Hungary. Her Screw Your Courage documentary won awards at several US film festivals and was broadcast on public TV. She worked for the New York Times Television as a video-journalist and later directed documentaries, including Once They Were Neighbours, Synagogue for SaleMr. Mom, and Angel Business, which were screened internationally and broadcast on public TV. She works as cinematographer, story editor and media consultant, and taught documentary ethics at the international Masters program, DocNomads. She has master degrees from ELTE University Budapest, Graduate School of Journalism UC Berkeley (as a Fulbright scholar), and a DLA from the University of Theater and Film Arts Budapest.

Elizabeth ParksElizabeth S. Parks is Assistant Professor of Communication Studies at Colorado State University. She has degrees in Communication, Deaf Studies, and Sign Language Interpreting. She uses her international fieldwork experience with diverse cultural communities to ground her scholarship in listening and dialogue, communication ethics, cultural studies, and disability studies. Her current research focuses on the ways in which cultural diversity and embodied difference impacts perceptions and practices of “good listening” that ultimately promote ethical dialogue across difference. Courtesy of her publisher, Lexington Books, copies of her new book, The Ethics of Listening: Creating Space for Sustainable Dialogue, will be given to the top three prize winners in this competition.

Mary Schaffer

Mary C. Schaffer is a digital media consultant.  She was an Associate Professor of New Media at California State University, Northridge (CSUN) for 14 years.  Prior to CSUN, she spent 12 years as a New Media Executive (Disney, Viacom, Geocities) and 18 years as a journalist (NPR, CBS and NBC).  She is a member of the Producers Guild of America, the Academy of Television Arts & Sciences, the International Documentary Association and Broadcast Education Association.

Mattias Skoog is a film and video creative from the Swedish west coast. He started his career as a public service radio broadcaster and has since then always worked with storytelling, media and communication. After eight years as a digital strategist in local government, Mattias recently decided to go all in as a full-time self-employed filmmaker, and is now combining life as a start-up entrepreneur with being a family man. He is also a member of the advisory board of the International Youth Media Summit.

Carolijn van NoortCarolijn van Noort is a lecturer in politics and public policy at the University of the West of Scotland in London, UK. In 2018, she was awarded her PhD in Political Science and Media, Film and Communication from the University of Otago in New Zealand. Her research explores the strategic communication of rising powers on the issue of infrastructure vision and action plans. Her articles have appeared in Global Society, International Journal of Cultural Policy, Politics and Governance, and Women Talking Politics.

CID Video Competition 2020 Now Open for Submissions!

CID Video CompetitionThe CID Video Competition for 2020 is now open for submissions, and will remain open until June 1, 2020, at midnight Washington DC time.

 

CID VIdeo Competition 2020

Hints for those entering the competition: Please read the original description of the requirements. And please follow the rules so we don’t have to disqualify your submission. (Bare minimum: it has to be about listening, in the context of intercultural dialogue. It has to be 30 seconds to 2 minutes in length. It has to be a video. It has to be original, and your own work. It doesn’t have to be in English, but if it is in another language, add English subtitles so the judges will all understand what you’re talking about. When ready, upload your video here (not to your own YouTube or Vimeo channel!).

If you have questions, see previously published competition rules, FAQ, and resources. Look at the 2018 or 2019 award winning videos. Read the reflection by one winning team about creating their video. If you still have questions that aren’t answered, then send an email. When you’re ready to submit an entry, click here.

Wendy Leeds-Hurwitz, Director
Center for Intercultural Dialogue

CID Video Competition: Videos as Alternative Assignments

CID Video CompetitionCadloff, Emily Baron. (2020, March 23). The big transition begins as faculty switch to online learning in response to COVID-19. University Affairs.

George Veletsianos, who holds the Canada Research Chair in Innovative Learning and Technology and is a professor in the School of Education and Technology at Royal Roads University, suggests that instead of in-person exams, “we might ask students to create other artifacts, like videos or audio recordings and so on.”

Think about whether asking students to create a video for the CID Video Competition would fit the needs of your course!

2020 Video Competition: Deep Listening

CID Video Competition

Kasriel, Emily. (2020, March 4). Deep listening: Finding common ground with opponents. BBC.

BBC is running a series on Crossing Divides, “the power and possibilities of encountering people with conflicting opinions, across divisions of race, class, faith, politics and generation.” One of their stories is about deep listening.

Deep listening involves being genuinely curious about someone else’s story, with a strong desire to understand them. It’s about connecting to them as an individual and establishing trust.

Deep listening can serve as a resource to students preparing a video for entry in the CID Video Competition this year, given that the theme this year is listening.

Crossing Divides is one of BBC’s efforts in line with Solutions-focused journalism.

2020 Video Competition, Listening, and Collaboration

CID Video CompetitionPlaying for Change. (2011, May 26). Gimme Shelter. YouTube.

In these days of instructions to “shelter in place,” this video seems a particularly appropriate fit, and a reminder that none of us is facing the COVID-19 pandemic alone.

It is in the shelter of each other that the people live
Irish proverb

Playing for Change has produced many videos, among them The Weight. For that, they also produced a first and second video describing what they did and how they made it work. All of these videos were produced long before Coronavirus, but they seem particularly appropriate today. It’s especially the two “behind the scenes” videos that may be of interest to any students working on a video for the CID Video Competition,  in these times when the simple act of getting together for a group project becomes impossible.

Playing for Change is a movement created to inspire and connect the world through music. The idea for this project came from a common belief that music has the power to break down boundaries and overcome distances between people.”

2020 Video Competition and Listening

CID Video CompetitionThis year’s CID Video Competition has as its theme listening, on the grounds that listening is how intercultural dialogue starts. In these days of the Coronavirus pandemic, a very different video on listening has been circulating. Despite the fact that it has no other connection to the competition, it is well worth watching. It is titled #Ascolta in the original Italian, and An imagined letter from COVID-19 to humans in the English. Perhaps it will give ideas to those who are preparing videos for the CID competition.

Video made by: Darinka Montico
Written by: Kristin Flyntz [link goes to complete text]
Music: Cold Isolation · David Fesliyan [link goes to the album]
Subtitle Edit: Iris Kalpouzou

CID Video Competition FAQ 2020

Job adsIn past CID Video Competitions, a number of questions have been asked. In hopes this will help others, they are posted here, along with answers. As new questions are asked, they will be added and answered. 

Please read the basic information for the CID Video Competition in 2020, including especially the entry rules, carefully! If submissions do not meet the requirements, they cannot be considered for a prize until and unless they are revised. When ready, submit your video

But…coronavirus!
At this point the competition is still on, despite the pandemic. Some instructors have suggested this can be a particularly useful assignment for courses suddenly moved online. So go ahead and make your videos!

This year’s topic is listening. What does that entail?
Listening means paying attention to someone else rather than focusing on your own words and ideas. This is easiest with someone you know well, and hardest with a stranger, especially if that person shares few characteristics with you. But listening is the start of intercultural dialogue, so it’s important. For more details, see this list of additional Resources.

What exactly is intercultural dialogue, anyway?
The short answer: Intercultural dialogue requires at least two people from different cultural groups (so, it can be international, interracial, interethnic, or interfaith). It is active (people actually communicating in some way, having dialogue) rather than passive (knowledge in people’s heads). Here’s a longer answer: Key Concepts in Intercultural Dialogue, 1: Intercultural Dialogue. For more details, see this list of additional Resources.

What about intergenerational dialogue, is that intercultural as well?
NO, intergenerational dialogue within a single culture is not usually considered a form of intercultural dialogue. An argument could presumably be made, but that may be difficult given the short time limit for the video.

Can a group of students submit a video instead of one person?
Yes, absolutely. In fact, that is encouraged, as the perfect way to demonstrate listening to different points of view.

How many people maximum in a group are allowed?
Whatever works best for the students – and the instructor in a particular course if the competition is being used as a class assignment – will be fine. We’ve never set a limit.

Can faculty members participate?
NO, this is a competition for students only. Faculty members can serve as informal advisers or critics, and are certainly asked to encourage participation, or even require participation as part of a course if that suits their needs. But faculty members should NOT be part of the group that actually works on the video, and should NOT be the one submitting a video.

Can audiotapes be submitted in lieu of videotapes?
NO, sorry, audiotapes are NOT videotapes.

Where should videos be uploaded?
Upload videos here. You will have to create an account when you get to the site, with your email, name, and a password. Videos should NOT be uploaded directly to YouTube or any other server, please!

Help, I don’t understand the directions when I get to the upload site!
You are asked to “Login or create an account.” The first time there, you need to choose “Create an account,” which requires providing your email address, first name, last name, and making up a password which you provide twice to confirm. Then click on “Register.” At that point you need to answer the questions on the application. If you don’t finish the first time, when you go back to the site, choose “Login” and then finish. Your email is your “Login ID” and the password is the same one you provided when you created the account.

My students are having difficulty submitting their videos. Can a faculty member help with this step?
YES, absolutely. The goal is to have student-created videos. There’s no problem with a faculty member helping to get those videos uploaded so they can be entered in the competition. However, please do NOT do it for them – the account should not be in the faculty member’s name. Let the student create an account, and then help as needed with any technical or translations issues.

My student says it’s hard to upload a video so I’m sending it to you to upload for them.
NO, sorry, we can’t do that! Get in touch via email and ask for help, but really, the system is pretty straightforward.

My students created videos for this competition as a course assignment, so there are several different videos to be uploaded. Does each video need to be submitted separately?
YES, absolutely. Each video, whether created by one student or by a group of students, should be uploaded separately so it can be evaluated by the judges.

Four of us worked on a video together. Do we submit it once or 4 times?
ONLY ONCE! A group video should be submitted once, with all students who worked on the video being listed as creators. Choose a student who checks their email fairly often as the one to upload the video, so if there are any questions, they will see the email and be able to respond.

Can 30-minute videos be considered?
What part of “no less than 30 seconds, no more than 2 minutes” is unclear?

Is there a language requirement for the videos?
YES, the videos either must be in English or subtitled in English. Permitting other languages would imply having judges who know all the several dozen languages currently represented on the site, which would be impossible. However, choosing to have most of the video silent, with few words, or using another language with English subtitles, are appropriate ways to finesse the language requirement for those who are not native speakers.

Do the videos have to be live action?
NO, animation has been successfully incorporated into several submissions in the past. However, a PowerPoint slideshow is unlikely to result in an award, as that doesn’t make a very successful video.

I want to use video I made of a group singing a song in live performance. I have their permission, but not that of the copyright holder for that song. Is that fair use?
Unfortunately, the short answer is no, you would need permission of the copyright holder of the song. The long answer is that for all fair use questions, see the Documentary Filmmakers Statement of Best Practices in Fair Use and the Code of Best Practices in Fair Use for Online Video; these and other such best-practices codes are available from the Center for Media and Social Impact.

CID VIdeo Competition Resources 2020

Job adsThe following resources discussing listening and intercultural dialogue are intended to help to those preparing entries for the CID Video Competition in 2020.

This year’s competition has the theme “listening is how intercultural dialogue starts.” This means students need to demonstrate their understanding of 2 concepts. The first is Listening. Materials published on the CID site that should be useful include:

Key Concepts in Intercultural Dialogue
#37: Dialogic listening

Constructing Intercultural Dialogues
#6: The privilege of listening first

As well as several posts related to listening:
LIST(e)N and The Day of Listening
Call for Papers: International Listening Association
Call for Papers: Special issue of International Journal of Listening on Listening in mediated contexts

The second part is Intercultural Dialogue. CID has produced a number of overlapping explanations, including:

Key Concepts in Intercultural Dialogue
#1:    Intercultural dialogue
#8:   Public dialogue
#10: Cross-cultural dialogue
#14: Dialogue
#81: Dialogue as a space of relationship
#84: Double intercultural dialogue

Constructing Intercultural Dialogues
#9: Intercultural dialogue as an activity of daily living
#11: Creating connection through intercultural dialogue partners

CID Posters
#3: Intercultural dialogue
#6: Dialogue defined
#8: Intercultural competence/intercultural dialogue

If you have further questions, see previously published competition rules, and FAQ. See the reflection by one winning team on creating their video. Or send an email with a question. When you’re ready to submit an entry, click here [URL to be added when the competition opens].