![]() So having established if you write scripts (and therefore probably already use a previous version of Final Draft) what extras has version 12 thrown into the mix? There is even a mobile version available for the iPad / iPhone (but sadly not Android). ![]() For example if you are writing for a BBC TV screenplay, the required style is right there as a template. The fact (according to the Final Draft folk) that 95% of the entertainment industry uses Final Draft is testament to its popularity, caused by its flexibility – not the least being access to over 300 templates designed specifically not just for generalised scriptwriting but also for screenplays, teleplays, comics,, graphic novels and stage plays based on actual models. Whilst you can use a tool such as Microsoft Word to create a formatted script for a movie, TV show, documentary, play, radio show or whatever, and certainly it is more than capable to do that, to create all the style sheets, macros and so-on to realise the exact formatting you need depending on the project would take days if not weeks (been there done that!)Īdditionally, all the extra niceties Final Draft allows such as brainstorming, visualising, tagging, outlining, script notes, “beat boards” and more are not really viable or even available in Word. If you are new to this biz and have no idea what Final Draft is, or is about, the next few paragraphs will fill you in. There is absolutely no question it is the pre-eminent tool for screenwriting and now, it has just reached its 12 th iteration with Final Draft 12 released for both Mac and Windows. Results do not support the training’s efficacy, yet suggest pathways for future research.As long as I have been writing about video, film making and all the bits and pieces that go along with that, there has been Final Draft. ![]() Analyses include a comparison of the control and experimental groups with regard to (1) the evolution of their perceptions (psychological safety, trust in their abilities, and trust in their peers’ abilities) for pre- to post-test, (2) the quality of the feedback they provided to their peers (3) and the improvement of students’ work between the draft submitted for the peer activity and the final version submitted to the professor. In 2019-2020, 47 students participated in a peer assessment activity without specific training on psychological safety and trust (control group), while in 2021-2022, 42 students received specific training before peer assessment (experimental group). Second-year bachelor students in physical education participated in a peer feedback activity to fulfill the requirement of an obligatory course. The efficacy of this training was tested using a quasi-experiment with pre- and post-test design. The training focuses on enhancing students’ perceptions of psychological safety, trust in their abilities and in their peers’ abilities to provide feedback, relying on recommendations by Blanchard and Thacker (2012). To fill this gap, we created a 1-hour training session using active learning methods. Surprisingly, only few studies have investigated how students’ feelings of discomfort can be reduced. Peer feedback can be very beneficial for student learning in higher education, yet students may feel uncomfortable providing and receiving peer feedback: they may for example not feel safe in the group or have little trust in their peers’ abilities to provide feedback. You just subscribed to receive the final version of the article
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