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2010 IADIS e-Learning Conference The presentation details a case study of how videos were used in a public school in San Francisco to teach science.
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Teachers as Producers
Digital Storytelling Project:
Teaching Science by Making Movies
Sunday, July 25, 2010As computers, digital cameras, and video editing software tools become ubiquitous in schools across the United States, teachers expand their roles from educators to producers
as they take on digital storytelling projects. Unfortunately, current teacher education and experience does little to prepare teachers for this new role. The job of a producer is not only to understand the subject matter of the video project, but to also know the technologies necessary to execute the vision and the pitfalls likely to be encountered along the way. In short, teachers are asked to teach not only their subject matter (e.g. science, math, history, and language arts), but to also help students navigate a technically complicated environment of digital movie making, as well as help them translate their story ideas into an audio-visual-temporal format. Inadequate preparation creates situations where some students who are able to get outside technical support create far superior movies then their classmates without such resources. And teachers and students often have unreasonable expectations as to the necessary time and effort these projects require, as well as the quality of the output. This paper explores the difficulties teachers face when they become producers of digital stories and why it’s still worth it.
...thinking about making a science documentary...
San Francisco8th Grade
Science Class
Sunday, July 25, 2010
What are the steps?
San Francisco8th Grade
Science Class
Sunday, July 25, 2010
Movie Making in Junior High School
PRE-PRODUCTIONPRODUCTION
POST-PRODUCTION
...same as a real science documentary...
Sunday, July 25, 2010
Evolution
Movie Making in Junior High Schoolsample movie
Sunday, July 25, 2010
Changing States
Movie Making in Junior High Schoolsample movie
Sunday, July 25, 2010
PRE-PRODUCTIONPRODUCTION
POST-PRODUCTION
the steps
What Do Science Documentary Producers Do?
Sunday, July 25, 2010
What Do Science Documentary Producers Do?
• Research the topic: Which materials are useful?
• Choose the topic: What works in this medium?
• Determine length: What is practical?
• Write the script: What’s the story?
• Get props: What is needed?
• Check the feasibility: What is doable?1PRE-PRODUCTION: before shooting
Sunday, July 25, 2010
What Do Science Documentary Producers Do?
• Get approvals: What will be made?
• Set up the schedule: What’s the time line?
• Procure the equipment: What is needed when?
• Assign people jobs: Who is doing what?
• Divide tasks into days: What’s done each day?
• Talk to the crew: What are the problems?2PRE-PRODUCTION: before shooting
Sunday, July 25, 2010
What Do Science Documentary Producers Do?
• Get people & equipment to location: Who, what, where?
• Assign people jobs: Who is doing what?
• Give help: Does everyone know how to do their jobs?
• Trouble shoot: What are the solutions?
• Get footage: What can be done?
PRODUCTION: shooting day
Sunday, July 25, 2010
What Do Science Documentary Producers Do?
• Create a master list of shots: What do we have?
• Special & computer effects: What’s needed?
• Check coverage: Do we have what’s needed?
• Get audio: Do we need voiceover? Music?
• Editing: How is this going to be put together?1POST-PRODUCTION: after shooting
Sunday, July 25, 2010
What Do Science Documentary Producers Do?
• Get equipment: What’s needed?
• Set up the schedule: What gets done each day?
• Assign people jobs: Who is doing what?
• Talk to the crew: What are the problems?2POST-PRODUCTION: after shooting
Sunday, July 25, 2010
Teachers as Producers
Being a Great Science Teacher
≠Being a Great Movie Producer
Sunday, July 25, 2010As computers, digital cameras, and video editing software tools become ubiquitous in schools across the United States, teachers expand their roles from educators to producers
as they take on digital storytelling projects. Unfortunately, current teacher education and experience does little to prepare teachers for this new role. The job of a producer is not only to understand the subject matter of the video project, but to also know the technologies necessary to execute the vision and the pitfalls likely to be encountered along the way. In short, teachers are asked to teach not only their subject matter (e.g. science, math, history, and language arts), but to also help students navigate a technically complicated environment of digital movie making, as well as help them translate their story ideas into an audio-visual-temporal format. Inadequate preparation creates situations where some students who are able to get outside technical support create far superior movies then their classmates without such resources. And teachers and students often have unreasonable expectations as to the necessary time and effort these projects require, as well as the quality of the output. This paper explores the difficulties teachers face when they become producers of digital stories and why it’s still worth it.
8th grade science teacher: Mr. Gortney
What Do Teachers Have to Do?
Sunday, July 25, 2010
What Do Teachers Have to Do?
• Provide Science Support: Science teachers are great at this.
• Provide Story Support: Not all teachers are trained to do this.
• Provide Organizational Support: Teachers are great at this.
• Provide Scheduling Support: Teachers are great at this.
• Provide Technical Support: Not all teachers can do this.
• Provide Computer Support: Not all teachers can do this.
• Provide Logistical Support: Not all teachers can do this.
• Provide Financial Support: Not all teachers can do this.
• Provide Movie-making Support: Not all teachers can do this.Sunday, July 25, 2010
Pre-Production Production Post-Production• analyze the assignment• come up with ideas for a digital story• choose one idea that would work• research• write a script and have it approved• create a master work schedule• create the necessary props, costumes, sets, etc.• find existing video clips to reuse in their digital stories (e.g.: students can use some video clips from YouTube or other sources)
• filming• acting• capturing voice-over audio• special effects work
• importing all video and audio into a movie-making application• editing• audio work• computer-generated special effects• titling• DVD creation (this includes exporting the final video and compression)• uploading the final video to a public location (e.g.: YouTube, school site, etc.)
Clearly, some of this work has to be done at school. But a large portion of the workload requires time outside of the classroom. Students labor during their lunch hours, after school, and at home to complete the pre-production work.
Most of the work capturing the video tends to be done at home or on location (e.g.: museum, park, etc.).
Depending on the amount of support students can count on at home, most of the post-production work has to get done at school. Shuttling the work back and forth simply doesn’t work—the computer systems and software are rarely compatible between home and school.
What Do Teachers Have to Do?
Sunday, July 25, 2010
Some Solutions:
• Group students according to resources and expertise: everyone on the team has something to contribute.
• Ask for parent support: parents are a key to success, providing equipment, time, money, transportation, babysitting, and expertise.
• Allow a lot of time: extra time to finish the project gives students access to scares resources.
• Get computer support: get after school instructors and computer lab teachers involved.
• Get art department support: art & drama teachers & students can contribute time and expertise to the movie-making project.
• Check progress often: know when things are going badly and find ways to turn them around before things get out of control.
Sunday, July 25, 2010
Form the right group
What Do Teachers Have to Do?
Sunday, July 25, 2010
Why Bother?
• Constructive: students build upon their expertise
• Active: students are actively engaged in the process
• Authentic: the movies are shown on the Internet and to other students as teaching materials
• Cooperative: students work in groups
• Intentional: students are aware of their learning
MOVIE-MAKING: meaningful learning
Sunday, July 25, 2010
Sexually Transmitted Disease
San Francisco8th Grade
Science Classsample movie
Sunday, July 25, 2010
Mr. Gortney
“Best Science Teacher Ever”Sunday, July 25, 2010
Questions?
Sunday, July 25, 2010
Exploratorium
San Francisco8th Grade
Science Classsample movie
Sunday, July 25, 2010