Video Category - Digital Story

8/14/2019 Video Category - Digital Story

1/4

iCademy Awards Applied Learning and Technology Institute Arizona State University

Rubric: Video CategoryDigital Story

ASU West Pre-service TeachersCategory 4 3 2 1Title-

Does the titlecapture the

viewer andeffectively

convey thecontent?

Title is interesting

and catching, yetconveys the content

and compels theviewer to want to

watch video.

The title is very

catching but issomewhat

misleading as to thecontent.

The title is dull;

does not capturethe attention of

the viewer orcompel one to

want to watch it.

The title is

confusing, makinit difficult for the

viewer to identifywhat the video

covers.

Content- Is the content

specific to

Arizona peopleor events? Are ideas clearly

presented?

Does it inform oreducate theaudience?

Audience learnsabout Arizonahistory. Project is

focused, fullyinforms, andentertains theaudience. Ideas

and information areclearly presented.

Topic is related toArizona history.Project is somewhat

focused andinformative. Ideasand information aresomewhat

developed.Audience isinformed.

Topic addressesArizona. Projectprovides

information, yetdoes not have aclear focus. Ideasand information

are not fullydeveloped.Audience is left

desiring moreinformation.

Topic is not specito Arizona. Projedoes not convey

story/message wclarity. Leavesaudience confuse

Voice/Audio-

Are narrationsand interviews

audible and

comprehensible? Does the audio

engage the

listener?

Is it well edited?

Narration and

interviews are crisp,clearly audible and

comprehensible.

Key audiocomponents andadded sound effects

are compelling and

aid in bringing thelistener into thestory. Editing is

tight and on target.

Most of the narration

and interview areclear. The audio is

somewhat

compelling at timesengages the listener.Editing needs slight

adjustments.

There are some

flaws in thenarration or

interview. Audio

is not alwaysclear or thevolume is too

high or too low

causing limitedengagement bylisteners. Editing

is not tight.

Major flaws exist

the narration andinterview. Audio

not clear making

difficult for thelistener tounderstand.

Limited effort wa

made to edit theaudio.

Imagery & Design Does imagery

enhance audio?

Do images bringthe listener intothe story?

Is imageryseamlesslyintegrated withaudio?

Are rules ofdesign applied toenhance themessage?

Imagery fullycomplements theaudio. Person(s)

interviewed are

included providing aclear context for thestory and bring the

viewer into thestory. Integrationof audio and images

is seamless.

Imagery partiallysupport the audio.The images provide

some context for the

listener. An imageof the person(s)being interviewed is

included.

Imagerymarginallysupports the

audio. The

images providelittle context forthe listener. An

image of theperson(s)interviewed is

included.

Imagery distractfrom the audio.The images prov

no context for th

listener. An imagof the person(s)interviewed is no

included.


2/4

iCademy Awards Applied Learning and Technology Institute Arizona State University

Teaching and

Learning-

Is thecontentspecific to a

specific

teaching/learning

situation? Does the

storydemonstrate

focus on

Arizonaacademicstandards?

Does thevideo supporthigher levels

of thinking

according toBloomsTaxonomy?

Does thestory modelthe

integration ofprofessional

knowledgeand practices

relevant to

technologyintegration?

The content is

specific to a

teaching/learningsituation thatfocuses on specific

Arizona academic

standards. Thestory discusses or

models theintegration of

professionalknowledge and

practices relevant

to technology, butis not limited tosuch. The story

embeds

professionalknowledge from the

field, (e.g.

constructivism,instructivism specialneeds, multiple

intelligences, and

developmentallyappropriate).

The content is

specific to a

teaching/learningsituation thatfocuses on the

Arizona academic




practices from the

field, (e.g.constructivism,instructivism,

special needs,

multipleintelligences, and

developmentally

appropriate),specific andrelevant to

technology.

The content is

specific to a

teaching/learningsituation thatfocuses on the

Arizona academic




practices from the

field, (e.g.constructivism,instructivism,

special needs,

multipleintelligences, and

developmentally

appropriate).

The content is

specific to a

teaching/learningsituation but doesnot focus on the

Arizona academic

standards. Thestory does not

discuss or modelthe integration of


practices relevant

to technology, butdoes attempt toembed professional

knowledge from the

field, (e.g.constructivism,

instructivism,

special needs,multipleintelligences, and

developmentally

appropriate).

Technicality &Design

Does thevideo meetthe required

time length

of 3-5minutes?

Does thevideo makeeffective useof the time?

The video meetsthe required time

limits. Time is usedeffectively to tell aconcise, complete,

and intriguing

stand alone story.

The video meetsthe required time

limits. Time is usedwell to tell aninteresting story.

The video meetsthe time required,

but leaves theviewer with toomany unanswered

questions.

The video does notmeet the time

required and lackscohesiveness.

Credits-

Are creditsincluded?

Is theproduceridentified?

Are creditsgiven to allindividuals

and

organizations

Credits areintegrated, at the

beginning,

throughout, and atthe end of thevideo.

Credits areintegrated, at the

beginning and at

the end of thevideo.

Credits provided atthe end of the

video.

Some credits areprovided at the end

of the video.


3/4

y Awards Applied Learning and Technology Institute Arizona State University

involved in

the video?


4/4

y Awards Applied Learning and Technology Institute Arizona State University

Learning

Experience/Reflection-

Did the student reviewand evaluate his or heroverall performance to

determine influences

of his or her practiceon student growth and

learning? Did the student reflect

on his or herdemonstrated growth

in technology

knowledge and skills inusing current andemerging

technologies?

Did the studentevaluate and reflect on

professional practice to

make an informeddecision regarding useof this technology in

support of student

learning?

The reflection provides a

carefully thought out

evaluation of the learningexperience and answerseach of the 5 questions:

How has technologybeen integrated into

your experience as astudent?

How will you use it asa teacher?

What vision do youhave of technology inyour classroom?

What value doestechnology bring to

the processes youengage as a teacher?

What value doestechnology bring toyour students?

The reflection provides to

a analysis and evaluation

of the learning experiencebut does not answer eachof the 5 questions:

How has technologybeen integrated into

your experience as astudent?

How will you use it asa teacher?

What vision do youhave of technology inyour classroom?

What value doestechnology bring to

the processes youengage as a teacher?

What value doestechnology bring toyour students?

The reflection attem

provide an analysis

evaluation of the leaexperience but doesanswer each of the

questions or lacks c

How has technobeen integrated your experience

student?

How will you usea teacher?

What vision do yhave of technoloyour classroom?

What value doestechnology bringthe processes yo

engage as a tea

What value doestechnology bringyour students?

.

Documents

Video Category - Digital Story