Instructional Video Project Assignment Instructions The flexibility of video allows compression and expansion of time and space, making it a powerful instructional tool. An instructional video shoul

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Instructional Video Project Assignment Instructions

The flexibility of video allows compression and expansion of time and space, making it a powerful instructional tool. An instructional video should address 3 to 5 specific learning objects for a specific audience of learners. The video you plan and create must be instructional in nature and work to form associations between concepts, provide historical or social examples, or demonstrate how something works.

For this assignment, you will capture a minimum of three separate video segments and then using editing software to edit and merge your segments to produce a quality instructional video with a length of between 4–6 minutes.  Make it fun and informative and use techniques to engage your learners. Speaking of fun, the young man in this video sings with himself!!  Pretty amazing. See Instructional Video Project Example Michael Jackson Medley Video.

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The mark of a good video is the ability to take a person who has very little experience or understanding of a concept and help them reach the learning objectives identified which might include accomplishing a task.  If you purchase the game Throw Throw BurritoTM, the instructions within the box invite the players to grab their phones and pull up the YouTube video to see how to play. See Instructional Video Project Example Throw Throw Burrito – How to Play. During this short 4:41 minute presentation, the audience learns how to play and the rules surrounding the game.  Sure, the players could have read the pdf instructions, but the video engages the audience and teaches the skills necessary to play the game.

You can see additional examples of instructional videos on the Instructional Video Project Assignment page. Please note that, in each of the examples, points may have been lost based on missing components identified on the rubric for this assignment. Once your video is complete you will upload it to YouTube and share the link as part of the Instructional Video Project Template, where you will describe the following:

The Value for Instruction

In a single paragraph, you will describe the instructional video and your choice to either personally explaining, demonstrate a skill, or teach a concept. Briefly discuss the quality of your video as a valuable resource that you will continue to use.

Focus and Audience

Focus the instruction on three to five specific learning objectives for a target audience. Define your audience in a sentence or two and list the objectives.

Engagement

In a paragraph, you will discuss how you created interest in your video in order to engage the learner.

Explanation of Use

In this section of the template, you will explain how you plan to use this instructional video with your learners, and you will discuss how the video connects to the standards of the broader curriculum.

Reflection

In no more than 2 paragraphs with 3-5 sentences each, you will reflect on the process of creating the instructional video, defend the choices you made for video capture and recording (cameras used, etc.), images and sounds, and share why you selected the video editing software used.

Link to Instructional Video

In this portion of the template, you will share the link to view your instructional video.

Types of Shots

You are to include a minimum of 3 types of shots, and these should be thoughtfully planned in order to add interest and value. On this portion of the template, you will identify the time stamp on your YouTube video where each shot type can be found.

The following section provides tips and additional information for the project.

Planning the video

  1. Have an idea. This is important. A good idea is fairly easy to implement and follow. WRITE IT DOWN.
  2. Refer to the rubric for this assignment often. Your video needs to be between 4 and 6 minutes long.
  3. Have a plan. The better you plan the less time the whole project will take. This is true in life in general, but it is doubly so in video editing. Storyboard out your idea. Figure out what shots you’ll need, what environment the shots should be in. Iterate!

a.     Do you need any special props or extra hands or expertise to help out?

b.     Do you need to use a “green screen or green wall” to achieve the effect that you want?

c.     Do you have a preset idea of what you want to say or are you just filming something that is happening spontaneously?

d.     What are you going to wear?

e.     How much time will it take to film? It will take longer than you think, allow for it.

f.      Will you need special sound effects, if so, what are they and where will you get them?

  1. Write a “script” that you can follow and be sure you don’t forget anything. This way you can also do a take a couple of times in case something goes wrong.
  2. Think about your music carefully. If it is important to the film, it is important to keep it in mind from the start. Music is very powerful: use it wisely. Don’t use music for the entire length of the video but do use it to create interest at the beginning, middle, or end.  Overuse can be distracting to the learner.
  3. If you are going to use the microphone directly from the camera or video recorder, make sure that the camera is picking it up well enough. You might need a mic or some other plan of attack. Place the mic close to the subject and point it away from (undesired) noise. Sound is often more important than visuals or pictures.
  4. **Always take more film at the beginning and end of every take than you need. It will make editing easier. Give yourself a little extra recorded content to play with.
  5. Once you have written a great plan and implemented it you will likely have unedited video segments with much more footage and content than you’ll actually need.

Implementing the Plan

  1. When videoing, use a tripod whenever possible.
  2. Avoid frequent panning and zooming – it can cause visual distress.
  3. Balanced lighting is important. Get a good contrast between the subject & the background. Be conscious of light sources & shadows on your subject.
  4. Get in as close as possible to your subject – this heightens impact and improves audio. You might also ask your actors to speak up!
  5. Follow the rule of thirds, frame off-center
  6. Record a few seconds before a scene starts and after it ends – this provides you with footage to make transitions.
  7. Be sure that date and time are set on the camera, that NightShot is turned off, and that all video is shot in the same aspect ratio (i.e., either 16:9 widescreen or 4:3 traditional broadcast).
  8. Follow your curiosity on the day of your shoot. Overshoot! Get more than you think you need! More stuff gives you more options when editing. Longer takes allow you some wiggle room for transitions.

Editing the video

  1. Make sure you set aside a large block of time for the video editing itself. **Video editing is not a fast process!
  2. Title/Opening and Closing Credits are essential.
  3. When capturing video to the computer, be sure that the capture format is set to “DV full quality.” Then click on Settings and in the Capture Source tab set scene detection to “automatic based on shooting time and date.” “Automatic based on scene content” is the second-best choice if the “time and date” option does not detect scenes.
  4. Make a rough cut of the whole film then go into details. Iterate. Cut early: when in doubt, edit shorter cuts. Also, choose a style that works with quick cuts- don’t get swallowed up by the mechanics.
  5. When editing, use the Save As command frequently and save your project with a different name (e.g., add an incremental number to the end of the name). This can be a lifesaver if you need to go back to a previous edition of the project or if the software should experience an anomaly.
  6. If any scenes are too light or too dark, you can use Auto Color Correct, and then move the brightness slider as needed. Note that this will adjust the brightness of the entire clip.
  7. Keep it simple; avoid superfluous animated transitions and shorter is almost always better. Also, keep a critical eye.

Create your instructional video using several of the following types of technologies:

·      Screen Capture video using ScreenCast-o-Matic.com or similar screen recording software.

·      Live-Action Video using an actual video camera (avoid using your cell phone unless this is the only recording tool you have available.  If the cellphone is used, you must hold the phone horizontally and not vertically to capture the recording.  This will better allow for a 16 by 9 ratio).

·      Piece-together a minimum of three video segments using editing software such as MovieMaker, iMovie, WeVideo, or Adobe Premier.

·      Host the video on YouTube and share the link as part of your submission.

For the final product make sure that the instructional video:

·      Is between 4–6 minutes

·      Is uploaded to YouTube and link shared with no privacy blocks

·      Is edited and rendered in widescreen (16:9 ratio)

·      Contains the required screens

o   Title Slide/Screen

o   List of objectives, steps, or instructions

o   Credits slide-cite all sources and contributors

·      Has smooth transitions (rather than harsh cuts) and sounds are well-balanced

·      Uses at least one selection of music

·      Includes at least two transitions such as

o   Cut Dissolve

o   Wipe

o   Fade

·      The video includes 3 types of shots (1 pt each)

o   Wide-Long

o   Medium

o   Close

·      At least three separately recorded segments are combined into one video.

·      Video editing software was used and 2 more additional features were added such as captions, images, or animations.

Instructional Video Project Assignment Instructions The flexibility of video allows compression and expansion of time and space, making it a powerful instructional tool. An instructional video shoul
Instructional Video Project Template Author Value of Instruction For this assignment you were to create an instructional video you will USE and that will make the time spent valuable for you now and in the future. In this section, describe the instructional video and your choice to either personally explaining, demonstrate a skill, or teach a concept. Briefly discuss the quality of your video as a valuable resource that you will continue to use with your learners year after year. Provide a paragraph for this section and each of the sections below. Focus and Audience You were to focus the instruction on two or three specific learning objectives for a target audience. In this section list your objectives and define your audience. Engagement Briefly discuss the methods you used to create interest in order to engage the learner. Explanation Explain how you plan to use this instructional video with your learners and briefly discuss how the video connects to the standards of the broader curriculum. Reflection Use this section to reflect on the process of creating the instructional video. Defend the choices you made for video capture and recording (cameras used, etc.), images and sounds, and video editing software selection. Link to Instructional Video [Share the link to view your instructional presentation]
Instructional Video Project Assignment Instructions The flexibility of video allows compression and expansion of time and space, making it a powerful instructional tool. An instructional video shoul
EDUC 730 Instructional Video Project Assignment Instructions The flexibility of video allows compression and expansion of time and space, making it a powerful instructional tool. An instructional video should address 3 to 5 specific learning objects for a specific audience of learners. The video you plan and create must be instructional in nature and work to form associations between concepts, provide historical or social examples, or demonstrate how something works.  For this assignment, you will capture a minimum of three separate video segments and then using editing software to edit and merge your segments to produce a quality instructional video with a length of between 4–6 minutes. Make it fun and informative and use techniques to engage your learners. Speaking of fun, the young man in this video sings with himself!!  Pretty amazing. See Instructional Video Project Example Michael Jackson Medley Video. The mark of a good video is the ability to take a person who has very little experience or understanding of a concept and help them reach the learning objectives identified which might include accomplishing a task. If you purchase the game Throw Throw BurritoTM, the instructions within the box invite the players to grab their phones and pull up the YouTube video to see how to play. See Instructional Video Project Example Throw Throw Burrito – How to Play. During this short 4:41 minute presentation, the audience learns how to play and the rules surrounding the game. Sure, the players could have read the pdf instructions, but the video engages the audience and teaches the skills necessary to play the game. You can see additional examples of instructional videos on the Instructional Video Project Assignment page. Please note that, in each of the examples, points may have been lost based on missing components identified on the rubric for this assignment. Once your video is complete you will upload it to YouTube and share the link as part of the Instructional Video Project Template, where you will describe the following: The Value for Instruction In a single paragraph, you will describe the instructional video and your choice to either personally explaining, demonstrate a skill, or teach a concept. Briefly discuss the quality of your video as a valuable resource that you will continue to use. Focus and Audience Focus the instruction on three to five specific learning objectives for a target audience. Define your audience in a sentence or two and list the objectives. Engagement In a paragraph, you will discuss how you created interest in your video in order to engage the learner. Explanation of Use In this section of the template, you will explain how you plan to use this instructional video with your learners, and you will discuss how the video connects to the standards of the broader curriculum. Reflection In no more than 2 paragraphs with 3-5 sentences each, you will reflect on the process of creating the instructional video, defend the choices you made for video capture and recording (cameras used, etc.), images and sounds, and share why you selected the video editing software used. Link to Instructional Video In this portion of the template, you will share the link to view your instructional video. Types of Shots You are to include a minimum of 3 types of shots, and these should be thoughtfully planned in order to add interest and value. On this portion of the template, you will identify the time stamp on your YouTube video where each shot type can be found. The following section provides tips and additional information for the project. Planning the video Have an idea. This is important. A good idea is fairly easy to implement and follow. WRITE IT DOWN.  Refer to the rubric for this assignment often. Your video needs to be between 4 and 6 minutes long.  Have a plan. The better you plan the less time the whole project will take. This is true in life in general, but it is doubly so in video editing. Storyboard out your idea. Figure out what shots you’ll need, what environment the shots should be in. Iterate! Do you need any special props or extra hands or expertise to help out? Do you need to use a “green screen or green wall” to achieve the effect that you want? Do you have a preset idea of what you want to say or are you just filming something that is happening spontaneously? What are you going to wear?  How much time will it take to film? It will take longer than you think, allow for it. Will you need special sound effects, if so, what are they and where will you get them? Write a “script” that you can follow and be sure you don’t forget anything. This way you can also do a take a couple of times in case something goes wrong. Think about your music carefully. If it is important to the film, it is important to keep it in mind from the start. Music is very powerful: use it wisely. Don’t use music for the entire length of the video but do use it to create interest at the beginning, middle, or end.  Overuse can be distracting to the learner. If you are going to use the microphone directly from the camera or video recorder, make sure that the camera is picking it up well enough. You might need a mic or some other plan of attack. Place the mic close to the subject and point it away from (undesired) noise. Sound is often more important than visuals or pictures. **Always take more film at the beginning and end of every take than you need. It will make editing easier. Give yourself a little extra recorded content to play with. Once you have written a great plan and implemented it you will likely have unedited video segments with much more footage and content than you’ll actually need. Implementing the Plan When videoing, use a tripod whenever possible. Avoid frequent panning and zooming – it can cause visual distress. Balanced lighting is important. Get a good contrast between the subject & the background. Be conscious of light sources & shadows on your subject. Get in as close as possible to your subject – this heightens impact and improves audio. You might also ask your actors to speak up! Follow the rule of thirds, frame off-center Record a few seconds before a scene starts and after it ends – this provides you with footage to make transitions. Be sure that date and time are set on the camera, that NightShot is turned off, and that all video is shot in the same aspect ratio (i.e., either 16:9 widescreen or 4:3 traditional broadcast). Follow your curiosity on the day of your shoot. Overshoot! Get more than you think you need! More stuff gives you more options when editing. Longer takes allow you some wiggle room for transitions. Editing the video Make sure you set aside a large block of time for the video editing itself. **Video editing is not a fast process! Title/Opening and Closing Credits are essential. When capturing video to the computer, be sure that the capture format is set to “DV full quality.” Then click on Settings and in the Capture Source tab set scene detection to “automatic based on shooting time and date.” “Automatic based on scene content” is the second-best choice if the “time and date” option does not detect scenes. Make a rough cut of the whole film then go into details. Iterate. Cut early: when in doubt, edit shorter cuts. Also, choose a style that works with quick cuts- don’t get swallowed up by the mechanics. When editing, use the Save As command frequently and save your project with a different name (e.g., add an incremental number to the end of the name). This can be a lifesaver if you need to go back to a previous edition of the project or if the software should experience an anomaly.  If any scenes are too light or too dark, you can use Auto Color Correct, and then move the brightness slider as needed. Note that this will adjust the brightness of the entire clip.  Keep it simple; avoid superfluous animated transitions and shorter is almost always better. Also, keep a critical eye. Create your instructional video using several of the following types of technologies: Screen Capture video using ScreenCast-o-Matic.com or similar screen recording software. Live-Action Video using an actual video camera (avoid using your cell phone unless this is the only recording tool you have available. If the cellphone is used, you must hold the phone horizontally and not vertically to capture the recording. This will better allow for a 16 by 9 ratio). Piece-together a minimum of three video segments using editing software such as MovieMaker, iMovie, WeVideo, or Adobe Premier. Host the video on YouTube and share the link as part of your submission. For the final product make sure that the instructional video: Is between 4–6 minutes Is uploaded to YouTube and link shared with no privacy blocks Is edited and rendered in widescreen (16:9 ratio) Contains the required screens Title Slide/Screen List of objectives, steps, or instructions Credits slide-cite all sources and contributors Has smooth transitions (rather than harsh cuts) and sounds are well-balanced Uses at least one selection of music Includes at least two transitions such as Cut Dissolve Wipe Fade The video includes 3 types of shots (1 pt each) Wide-Long Medium Close At least three separately recorded segments are combined into one video. Video editing software was used and 2 more additional features were added such as captions, images, or animations. Page 5 of 5
Instructional Video Project Assignment Instructions The flexibility of video allows compression and expansion of time and space, making it a powerful instructional tool. An instructional video shoul
EDUC 730 Instructional Video Project Grading Rubric Criteria Levels of Achievement Content Advanced Proficient Developing Not present Value of Instruction 23 to 25 points The video is instructional in nature and works to form associations between concepts, provide historical or social examples, or demonstrate how something works.  The video is of high quality that should prove valuable both now and in the future. 21 to 22 points The video is instructional in nature and works to form associations between concepts, provide historical or social examples, or demonstrate how something works.  The video is of reasonable quality and may prove valuable for use in the future. 1 to 20 points The video is not instructional in nature or does not work to form associations between concepts, provide historical or social examples, or demonstrate how something works.  The video focuses on knowledge or skill that does not completely fit well in video format and would be better taught in person. The video is lacking in quality and/or value for future use. 0 points Not present Focus and Audience 28 to 30 points The instructional presentation focuses on two or three specific learning objectives for a target audience. The instructional is well suited to the audience. The instruction is well planned to cover the objectives, allowing for practice of key concepts and/or skills. 25 to 27 points The instructional presentation focuses on two or three specific learning objectives for a target audience. The instructional is somewhat well suited to the audience. The instruction is somewhat well planned to cover the objectives. The instruction somewhat allows for practice of key concepts and/or skills. 1 to 24 points The instructional presentation does not clearly focus on two or three specific learning objectives, or the audience is not clear, or the instruction does not seem suited to the objectives and/or the audience. The instruction is not planned in a way that covers the objectives well. The instruction does not adequately allow for practice of key concepts and/or skills. 0 points Not present Engagement 28 to 30 points The video employs fun and interesting methods for engaging the learner. 25 to 27 points The video somewhat employs fun and interesting methods for the for engaging the learner. 1 to 24 points The video does not employ fun and interesting methods for engaging the learner. 0 points Not present Explanation 18 to 20 points The candidate fully explains how the instructional video connects to the standards of the broader curriculum. 17 points The candidate somewhat explains how the instructional presentation connects to the Technology Project’s identified inefficiency and proposed solution. The candidate somewhat explains the plan to create the second instructional presentation to complement this instructional presentation. 1 to 16 points The candidate does not explain how the instructional presentation connects to the Technology Project’s identified inefficiency and proposed solution or there is little connection between the instructional presentation and the identified inefficiency or solution. The candidate inadequately explains the plan to create the second instructional presentation to complement this instructional presentation. 0 points Not present Reflection 14 to 15 points The candidate reflects on the process of creating the instructional video and defends the choices made for video capture and recording (cameras used, etc.), images and sounds, and video editing software selection. 13 points The candidate reflects on the process of creating the instructional video and somewhat defends the choices made for video capture and recording (cameras used, etc.), images and sounds, and video editing software selection. 1 to 12 points The candidate fails to reflect on the process of creating the instructional video and/or fails to adequately defend the choices made for video capture and recording (cameras used, etc.), images and sounds, and video editing software selection. 0 points Not present Structure Advanced Proficient Developing Not Present Length, Hosting, and Widescreen 3 points The instructional video is between 4–6 minutes, is uploaded to YouTube and link shared with no privacy blocks, and is rendered in widescreen (16:9 ratio). 2 points The instructional video is lacking in no more than one component listed below: Is between 4–6 minutes Is uploaded to YouTube and link shared with no privacy blocks Is edited and rendered in widescreen (16:9 ratio) 1 point The instructional video is lacking in 2 components listed below: Is between 4–6 minutes Is uploaded to YouTube and link shared with no privacy blocks Is edited and rendered in widescreen (16:9 ratio) 0 points Not present Required Screens and Elements 3 points The instructional video contains the required screens and elements: Title Slide/Screen List of objectives, steps, or instructions Credits slide cites all sources and contributors 2 points The instructional video is lacking no more than one required screen or element: Title Slide/Screen List of objectives, steps, or instructions Credits slide cites all sources and contributors 1 point The instructional video is lacking 2 of the required screens or elements: Title Slide/Screen List of objectives, steps, or instructions Credit slide cites all sources and contributors 0 points Not present Transitions, Audio, and Music 3 points The instructional video: Has smooth transitions (rather than harsh cuts) Has well-balanced sound Uses at least one selection of music 2 points The instructional video is lacking in no more than one component listed below: Has smooth transitions (rather than harsh cuts) Has well-balanced sound Uses at least one selection of music 1 point The instructional video is lacking in 2 components listed below: Has smooth transitions (rather than harsh cuts) Has well-balanced sound Uses at least one selection of music 0 points Not present Types of Shots 6 points The video includes 3 types of shots and these are thoughtfully planned in a way that adds interest and value: Wide-Long Medium Close Extreme Close 5 points The instructional video has 3 types of shots but one of these is not planned in a way that adds significant value: Wide-Long Medium Close Extreme Close 1 to 4 points The instructional video uses only two types of shot and/or shots are not planned in a way that adds significant value:: Wide-Long Medium Close Extreme Close 0 points The instructional video uses only one type of shot. Segments 3 points At least three separately recorded segments were combined into one video in a way that added significant interest and value. 2 points At least three separately recorded segments were combined into one video and these were planned in a way that added interest and value. 1 point At least two separately recorded segments were combined into one video and/or these added only marginal interest or value. 0 points The instructional video was recorded in one continuous segment. Editing Software 11 to 12 points Video editing software was used to combine separately recorded segments and to add 2 or more additional features such as captions, images, or animations. 10 points Video editing software was used to combine separately recorded segments and at least one additional feature was added such as captions, images, or animations. 1 to 9 points Video editing software was used to combine separately recorded segments but with no additional features were added. 0 points Video editing software was not used. Page 5 of 5

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