Short video overview

Learning Technology ServicesInspiring Innovation. Learn more at www.uwstout.edu


What Are Short Videos?

• Videos related to course/subject• A method to provide students more

engagement with subject matter• A way to foster student collaboration,

teamwork• Produces a tangible artifact• Content that may be used in future classes


Marcellus Shale Drilling Impacts

http://cropsoil.psu.edu/courses/video/erm413w/marcellus-shale



Take a Stand

http://youthvoices.adobe.com/youth-media-gallery/media/274?page=10



Vermi Composting

http://youtu.be/-m4f60KXJJQ



Silent Beats

http://youtu.be/76BboyrEl48



The Economics of Poker

http://youtu.be/V-t1V4WGcQ0



Is This a Good Example?Movement Analysis Video: Squat

http://mediacommons.psu.edu/node/6281



URLs of Examples• Marcellus Shale Drilling Impacts

– http://cropsoil.psu.edu/courses/video/erm413w/marcellus-shale• Take a Stand

– http://youthvoices.adobe.com/youth-media-gallery/media/274?page=10• Vermi composting

– http://youtu.be/-m4f60KXJJQ• Silent Beats

– http://youtu.be/76BboyrEl48• The Economics of Poker

– http://youtu.be/V-t1V4WGcQ0• Movement Analysis Video: Squat

– http://mediacommons.psu.edu/node/6281








What’s needed?

• A purpose — “it’s cool” is not a purpose• A Plan — what will the end product be?

– How will affect student learning, collaboration?

• Storyboard & Script• Footage• Editing tool • Time


What Is the Important Part?• The delivery of content is most important• Ensure that you and students focus on content• The video needs to have a focus, or point• Using a technology for assembly is necessary, but

should not be the focus• Focus on accurate, pertinent content• Focus on good audio and video

– Not on “bells & whistles”


About the Videos

• Students must work together, share work– Jobs—Script, storyboard, camera, actors, etc.

• Students must consider their content and message before starting

• Students must work to meet milestones• Stories should be shared with other students,

instructors


Getting Started

• Give students advanced notice• Storyboard the videos

– Shots, scenes,

• Script the video• Give feedback on storyboard and script• Have students do a “trial run”

– Ensure that they can operate a camera and capture audio


Choosing Videos

• Allow students to choose their own subjects, when appropriate

• You may choose to guide them– Material, area to cover– Type of video to create

• Allow for creativity


Some Types of Videos to Make• ADVOCACY for SOCIAL

CONCERNS• BIOGRAPHIES• CAREEER PROFILES• COMMUNITY HISTORY• CURRICULUM IN YOUR

COMMUNITY• DOCUMENTARY

• HOW-TO VIDEO• INSTRUCTION OR

ORIENTATION• INVESTIGATIVE• NEWS & SPECIAL

EVENTS• SKITS AND SPOOFS• TV COMMERCIAL• TRAVEL AND TOURISM


Limits• Limit videos to 3-5 minutes (longer, only if needed)• Define limits by course, subject area, type

– Subjects, areas you do or don’t want covered– Types of videos you want or don’t want

• Discourage use of copyrighted music, images• Encourage use of Creative Commons or non-

copyrighted materials– Creative Commons area on Flickr– Dig CCMixter (http://dig.ccmixter.org/) for music

http://dig.ccmixter.org/


Working

• Students work over a period of time– Separate different parts by days/weeks

• Initial video idea proposal• Assigning student team work roles• Storyboarding & scripting• Recording, taping• Assembly/production• Final sharing & Feedback

• Instructor is available for questions, feedback


What About the Technology?

• Simpler is better• Something that all students have• Some training, instruction may be needed• Focus on basic features, not flashy options• Remind students that simpler is better

– Not too many random transitions, etc.– Focus on content, not technology


After the Fact

• Students share completed videos with class• Upload to YouTube, elsewhere, if students

give permission• Let students know ahead of time that

uploading is an option, not a requirement• If uploading, get signed releases

– Keep these releases on file!


How Do I Grade It?

• Determine priorities first:– How much the story & technology should count

• Explore other rubrics• Develop your own

– Based on examples you have seen – Specific to your needs & wants– With student input?

• Make expectations clear to students!


Sample Rubrics• http://www2.uwstout.edu/content/profdev/rubrics/videorubric.html

• http://www.ncsu.edu/midlink/rub.mmproj.htm

• http://wiki.ggc.usg.edu/images/5/54/RubricVideo.doc– Opens a Microsoft Word document

• http://edtech.guhsd.net/video/Assess.htm

• http://community.wvu.edu/~bdb026/303/spring2011/RubricVideo2011.pdf

• Rubric Creation Tutorial– http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm

http://www2.uwstout.edu/content/profdev/rubrics/videorubric.html

http://www.ncsu.edu/midlink/rub.mmproj.htm

http://www.ncsu.edu/midlink/rub.mmproj.htm

http://wiki.ggc.usg.edu/images/5/54/RubricVideo.doc



http://edtech.guhsd.net/video/Assess.htm

http://edtech.guhsd.net/video/Assess.htm

http://community.wvu.edu/~bdb026/303/spring2011/RubricVideo2011.pdf

http://community.wvu.edu/~bdb026/303/spring2011/RubricVideo2011.pdf

http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm

http://health.usf.edu/publichealth/eta/Rubric_Tutorial/default.htm


Feedback: Student to Student

• Make expectations clear to students– Critical, but constructive– Suggestions for improvement– Praise good work/good parts– No personal attacks– Don’t take it personal!

• Instructor chooses whether or not to include student-student feedback in grading


Where Do I Start?

• Current course – where might videos help?• Plan ahead (way before semester starts)• Determine milestones in course (deadlines)• Have information for students

– Where to check out cameras, tripods– Where to find images, music– Where to get help on editing software, if needed

• Show good examples (of what you want)


Resources• Digital Video in Education

– http://edtech.guhsd.net/video/videoideas.html

• Student Digital Video Projects: Resources for Instructors– http://www.chesapeake.edu/library/classprojects/com101/COM101-VideoProject/StudentDigitalVideoProjects.pdf

• StudentFilms.com– http://www.studentfilms.com/eve

• Coordinating – Teacher Process for Digital Video– http://www.chesapeake.edu/library/com101-VideoProject/InsPlanningTeachingProcess.pdf

http://edtech.guhsd.net/video/videoideas.html

http://www.chesapeake.edu/library/classprojects/com101/COM101-VideoProject/StudentDigitalVideoProjects.pdf

http://www.studentfilms.com/eve

http://www.chesapeake.edu/library/com101-VideoProject/InsPlanningTeachingProcess.pdf