EDLD 5363 Multimedia Video Technology by Holly Dornak

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Week 1 Assignment: Web Conference (Optional Activity) Overview During this class, you have the opportunity to participate in an optional synchronous Web conference. The purpose of the Web conference is to provide clarification regarding the course and assistance to those who need it. This is a collaborative effort and will provide an opportunity for you to interact with your colleagues and instructors. For those who are unable to attend, the conferences will be recorded and available for viewing at a later date. Conference Basics Space is limited to 40 participants and is first come, first served. The meeting room opens 30 minutes prior to the beginning of the conference. You do not need to download or purchase additional software to participate in the conference. However, a headset with microphone and Web camera are preferred equipment. Conference Access To reach the meeting room, go to After you gain access, go to the left menu item “Manage my settings,” and set up your audio and your camera. Check that your audio is not muted before the session begins. Post-Conference Activity Although this is an optional activity, you are asked to reflect on the value of the experience in your course blog by the end of Week 2 if you participate. For this and other blog posts required in this course, use the blog you created in EDLD 5306. After making your blog post, copy and paste a copy of the text into the table below. Be sure you include the URL of your blog and the time and date of your post. Your Blog’s URL

https://sites.google.com/site/hollydornak/tech-talk/onwebconferencing

Time and Date of Your Post

Monday 8/30/10 1:33 am

A Copy of Your Blog Post

On Web Conferncing I see web conferencing as a potentially invaluable resource in education. That being said, it can also be a colossal waste of time. We use web conferencing quite a bit in my line of work as a Campus Instructional Technology Specialist. The best web conferences are those that all parties are prepared for in advance. My number one complaint with the Lamar University web conferences is that we spend about 40 minutes "getting set up"

2009 Lamar University

1 of 2

EDLD 5363 Multimedia and Video Technology

Holly Dornak

while people mess around with their A/V settings, and clicking/unclicking things they'd know they weren't supposed to mess with, if they had actually read any of the directions prior to the web conference. In their defense, they probably got 3 copies of slightly different directions (and no screen shots) from 3 entirely different places and are so overwhelmed they don't know which end is up. During web conferences I have often wanted to "take this program and shove it" not because of the technology-I have no problem navigating Adobe Connect-but because no one seems prepared and the audio cuts in and out. Technology should enhance not interfere with (or worse yet - frustrate!) learning. Communication as a whole needs to improve in this program. (I'm constantly getting tons of email that has nothing to do with me...and in fact...is in direct contrast to information that IS for me.) Web Conferencing seems like a great place to start.

2009 Lamar University

2 of 2

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Week 1 Assignment: Personal Digital Story Overview In this assignment, you will use editing software and digital photos to create a short (no more than three minutes long) personal digital story. You can use either Microsoftâ&#x20AC;&#x2122;s Photo Story 3 or Appleâ&#x20AC;&#x2122;s iMovie to edit your movie. Both are available at no cost online. When finished, you will post your final movie to your course wiki as well as a free online video Web site, such as Google Video or TeacherTube. You must complete this activity by the end of Week 1.

2009 Lamar University

1 of 5

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Rubric Use this rubric to guide your work on the Assignment.

Tasks 

Needs Improvement

Accomplished

Proficient

Point of View Purpose (20 points)

Student establishes a purpose early on and maintains a clear focus throughout. (20 points)

Student establishes a purpose early on and maintains focus for most of the presentation. (17 points)

There are a few lapses in focus, but the purpose is fairly clear. (15 points)

There is no discernable point of view. (0 points)

Voice - Pacing (20 points)

The pacing (rhythm and voice punctuation) fit the storyline and help the audience really “get into” the story. (20 points)

The student occasionally speaks too quickly or too slowly for the storyline. The pacing (rhythm and voice punctuation) is relatively engaging for the audience. (17 points)

The student tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story. The audience is not consistently engaged. (15 points)

There is no consistent voice or pacing. (0 points)

Images (20 points)

Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphor. (20 points)

Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphor. (17 points)

An attempt is made to use images to create an atmosphere/tone, but it needs more work. Image choice is somewhat logical but rarely symbolic and/or metaphoric. (15 points)

Image choice is illogical and/or distracting. (0 points)

Economy (20 points)

The story is told with exactly the right amount of detail throughout. It does not seem too short or too long. (20 points)

The story composition is typically good, though it seems to drag somewhat or needs slightly more detail in one or two sections. (17 points)

The story seems to need more editing. It is noticeably too long or too short in more than one section. (15 points)

The story lacks detail, coherent composition, and/or effective, necessary editing. (0 points)

2009 Lamar University

Unacceptable

2 of 5

EDLD 5363 Multimedia and Video Technology

Grammar (20 points)

Grammar and usage are correct (for the dialect chosen), and contribute to clarity, style, and character development. (20 points)

Grammar and usage are usually correct (for the dialect chosen), and errors do not seriously detract from the story. (17 points)

Holly Dornak

Grammar and usage are usually correct, but errors tend to detract from the story. (15 points)

The grammar and usage are incorrect and inappropriate. (0 points)

Week 1 Assignment: Personal Digital Story In this assignment, you will use digital photos and editing software to create a personal digital story. You will collaborate with a partner, but each person must complete this activity individually. Begin by reviewing examples at the Center for Digital Storytelling’s Web site: http://www.storycenter.org/stories/. Part One: Writing the Script 1. Using Lambert’s guide to the interview technique (pages 3 – 8 from this week’s reading, Digital Story Cookbook), interview someone in your discussion group. Use e-mail to ask and answer the questions. Note: Ensure that everyone in your group has the opportunity to interview and be interviewed. 2. Following Lambert’s suggestion, write your story on one 4 x 6 index card, and/or use the Robert Frost example to get started. 3. Write a script for your video. The script should be no more than one double-spaced, typed page (or a length appropriate to create a two to three minute story when narrated). 4. Exchange scripts with your partner and discuss online. Make refinements as needed. 5. Copy and paste a copy of your script in the workspace below. Video Script Paste a copy of your video script here. Motivation and Learning I’ve been in education for 12 years now…and I’ve learned…good teachers don’t motivate students to learn. Good teachers encourage learners to ask questions – even difficult ones. Good teachers challenge learners to evaluate the answers Good teachers support collaboration and build relationships. Good teachers help learners bridge the gap between has been experienced and what is yet to be experienced. Good teachers do this, because good teachers know…

2009 Lamar University

3 of 5

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Lifelong learning is not something you can mandate, prescribe, or evaluate on a standardized test. The desire for lifelong learning grows within the learner. Good teachers plant the seeds.

2009 Lamar University

4 of 5

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Part Two: Creating the Video 1. Using your script as a guide, create a storyboard in a format that you can share with your partner. Refer to Lambert’s suggestions for ideas; in particular, note how the example digital story comes together on a one-page storyboard. 2. Exchange storyboards with your partner and discuss your ideas online. Make refinements as needed. 3. Using the storyboard as a guide, obtain the required digital images, such as by taking digital photos, scanning in physical photos, or finding photos on the Web (i.e., Flickr, Google Images, etc). 4. Using either Microsoft’s Photo Story 3 or Apple’s iMovie, edit the photos into a personal digital story. Note: Both pieces of software are available online at no charge. Additionally, you can find instructions at the following locations:  Photo Story 3: http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/tips/firststory.mspx  iMovie: http://www.ischool.utexas.edu/technology/tutorials/graphics/imovie/1create.html 5. Ensure that your narration can be heard. Adding music from Photo Story 3 is an option. 6. Build and save your digital story in a format that can be played back online. This action gives you a .wmv file format for Windows Media Player if you are using a PC. 7. Upload your digital story to the following locations:  Your course wiki (Note: Use the one you created for EDLD 5306; add a new page for this video)  One of the following free video hosting Web sites: YouTube (http://www.youtube.com), TeacherTube (http://www.teachertube.com), or Google Video (http://video.google.com/) 8. Reflect on the experience of creating the personal digital story on your blog. (Note: Use the one you created for EDLD 5306.) 9. Complete this table to direct your coach and professor to your blog and video posts. What is your blog’s URL?

https://sites.google.com/site/hollydornak/tech-talk

When did you post the Week 1 submission (time/date)?

Monday 8/30/10 around 1:00 am

What is your wiki’s URL?

https://sites.google.com/site/hollydornak/edld-5363

When did you post the Week 1 video (time/date)?

Monday 8/30/10 around 1:00 am

What is the URL of the free site where you posted your video?

http://www.youtube.com/watch?v=gMpkbmENTdU Monday 8/30/10 around 1:00 am

When did you post it?

2009 Lamar University

5 of 5

EDLD 5363 Multimedia and Video Technology

Week 2 Assignment: Creating a Podcast for a Video Editing Software Overview In this assignment, you’ll select a free video clip (yours or one from the web), use video editing software to change the clip, and write an evaluation of video editing software in your class blog, wiki, Google Site/eportfolio. This is a graded blog log. Create a podcast tutorial of how to get started with the video editing software. This lesson is designed to help you acquire the skills needed to complete the group project in Weeks 3, 4, and 5. From your readings and by searching on Google for “free video editing software,” determine which two video editing software titles you will use for this week’s work. Using Audacity free audio editing software, record a short “quick start” tutorial podcast and post it to one of the free podcast hosting sites. When finished, you will need to post the link to your podcast to your eportfolio in your discussion board and in the courseware. You must complete this activity by the end of Week 2. Week 2 Topic: Evaluating Open Source Video Editing Software Assigned Readings:  Garrison, A. (1999, Winter). Video basics and production projects for the classroom. Center for Media Literacy. Retrieved April 6, 2009, from http://www.medialit.org/reading_room/article3.html  Desktop-Video-Guide. (n.d.). The various stages of creating a digital video. Retrieved on April 20, 2009, from http://www.desktop-video-guide.com/videocreation.html  About. (n.d.). Getting started with desktop video. Retrieved on April 12, 2009, from http://desktopvideo.about.com/od/desktopeditinghardware/u/ GettingStarted.htm  Siegchrist, G. (n.d.). Before you buy video editing software. About. Retrieved on April 12, 2009, from http://desktopvideo.about.com/od/editingsoftware/bb/ Buyeditsoftware.htm  Desktop-Video-Guide. (n.d.). Top 5 free video editing software programs. Retrieved on April 12, 2009, from http://www.desktop-video-guide.com/top-5-freevideo-editing-software-review.html  Desktop-Video-Guide. (n.d.). Top 7 video editing software programs for beginners. Retrieved on April 12, 2009, from http://www.desktop-video-guide.com/top-7video-editing-software-review.html

2009 Lamar University

1 of 9

EDLD 5363 Multimedia and Video Technology

 Lonnquist, J. (1994, November). The art of the edit. Videomaker. Retrieved on April 6, 2009, from http://www.videomaker.com/article/1691/  Stanford University, Palo Alto, Library. (n.d.). Proposed educational guidelines on fair use. Retrieved on April 6, 2009, from http://fairuse.stanford.edu/Copyright _and_Fair_Use_Overview/chapter7/7-c.html#3 Discussion:  Select and submit to the discussion board the link to your evaluation of two different video editing software packages. Write your evaluation in your blog, wiki, or Google Sites web-based tool. Talk about past learning, new learning, and how this learning will impact future lifelong learning related to this activity. Complete the readings, and use them as references in the discussion board writings. Due by the end of Week 2.  After analyzing the two open source video editing software applications, create a one-minute or less tutorial podcast related to your choice of video editing software. Post the podcast to your eportfolio (wikispaces.com or blogger.com or Google Sites) account. Due by the end of Week 2. Rubric Use this rubric to guide your work on this ungraded Assignment.

Tasks  Software evaluation blog

2009 Lamar University

Accomplished

Proficient

Your blog blends course material with your own reflections, connections, and ideas. This might be interdisciplinary connections; expansions on issues from the class, reading, or another blogger. (2 points)

Blog posting are generally on time and adhere to most of the above. There are some connections made beyond the course, but not as deeply developed. (1.5 points)

Needs Improvement Work usually demonstrates one or more of the following: Quick summaries abound and the writer tends to forget the audience; that is, irrelevant information appears. Sometimes there's an inability to convey ideas or the writer has trouble getting past "I like

Unacceptable

The assignment is incomplete or unfocused. (0 points)

2 of 9

EDLD 5363 Multimedia and Video Technology

it/don't like it" reflections.. (1 point) PodcastTechnical, Intro, Content, Delivery, Technical Production

2009 Lamar University

Successfully exported to a free video hosting Web site, such as TeacherTube.co m (2 Points). Catchy and clever introduction. Provides relevant information and establishes a clear purpose engaging the listener immediately. (2 Points). Well rehearsed, smooth delivery in a conversational style. (2 Points) Highly effective enunciation, expression, and rhythm keep the audience listening. Correct grammar is used throughout the podcast. (2 Points). Transitions are smooth and spaced correctly without noisy, dead space. Volume of voice, music, and effects enhance the presentation. Podcast length

Successfully exported to a free video hosting Web site, such as TeacherTube.co m (2 Points). Describes the topic and engages the audience as the introduction proceeds (1.5 Points). Rehearsed, smooth delivery (1.5 Points). Enunciation, expression, pacing are effective. (1.5 Points). Correct grammar is used during the podcast (1.5 Points). Transitions are smooth with a minimal amount of ambient noise. Volume is acceptable. Podcast length keeps audience listening. Podcast contained subject tags (1.5 Points).

Successfully exported to a free video hosting Web site, such as TeacherTube.co m (2 Points). Somewhat engaging (covers well-known topic), and provides a vague purpose (1 Point). Appears unrehearsed with uneven delivery. (1 Point). Enunciation, expression, rhythm are sometimes distracting. Occasionally incorrect grammar is used during the podcast. (1 Point). Transitions are uneven with inconsistent spacing; ambient noise is present. Volume is occasionally inconsistent. Podcast length is somewhat long or somewhat short to keep audience engaged.

Irrelevant or inappropriate topic that minimally engages listener. Does not include an introduction or the purpose is vague and unclear. Delivery is hesitant, and choppy and sounds like the presenter is reading. Enunciation of spoken word is not clearly understandable or expression, and rhythm are distracting throughout the podcast. Poor grammar is used throughout the podcast. Transitions are abrupt and background noise needs to be filtered. Volume changes are highly distracting. Podcast is either too long or too short to keep the audience engaged. Podcast has no subject tags and

3 of 9

EDLD 5363 Multimedia and Video Technology

keeps the audience interested and engaged. Podcast linked from a site that included descriptive subject tags. Appropriate copyright notation from CreativeCommo ns.org is included. (2 Points).

Podcast contains limited subject tags (1 Point).

difficult to locate online. (0 Points).

Week 2 Assignment: In this assignment, you will select and evaluate two different video editing software applications, edit a free video clip, evaluate the two software packages in your eportfolio, and create and post a podcast tutorial on how to use one of the video editing software packages. In your blog, talk about past learning, new learning, and how this learning will impact future lifelong learning related to this activity. Use your readings as references in the eportfolio (blog or wiki) writings. Part One: Select Video Editing Software, a free video clip to edit, and write your blog evaluation in your eportfolio To begin, find a peer partner in your cohort and select video editing software. You and your partner do not need to select the same software. Also select a video clip which you will practice editing. It can be a free video clip from the web or a video clip you created. 1. Select a partner from your discussion group. Be inclusive, and make certain that everyone in your group has a partner. 2. With your partner, explore the different editing software options presented in this weekâ&#x20AC;&#x2122;s readings. Consider your options thoroughly, but manage your time appropriately to meet the assignmentâ&#x20AC;&#x2122;s deadline (the end of Week 2). Make certain you know what file extension options your editing software gives you. See the following sites to learn more about file extensions for Windows Media Player and for QuickTime: http://www.microsoft.com/windows/windowsmedia/knowledgecenter/mediaadvice/0071.mspx or http://en.wikipedia.org/wiki/QuickTime 3. After reviewing your options, select the software you want to use to edit your selected video clip. 4. In your blog, talk about past learning, new learning, and how this learning will impact future

2009 Lamar University

4 of 9

EDLD 5363 Multimedia and Video Technology

lifelong learning related to this activity. Use your readings as references in the eportfolio (blog or wiki) writings. Also, let your audience know what file extensions you will use for Windows Media Player or QuickTime. 5. Review an appropriate online tutorial for your chosen software. Search for “video editing tutorials” or search by the name of your editing software to find tutorials available in YouTube.com or via Google... Part Two: Planning Your Video Editing Software Tutorial Podcast Now that you and your partner have selected video editing software, a free video clip to edit, and blogged your evaluation of your video editing software, it is time to plan your podcast... Although you will collaborate with a partner, each person must complete his or her own podcast. You have a partner and you act as their partner to peer review your work and to give each other suggestions. 1. Working with your partner, brainstorm and select a podcast for production... Remember to consider the audience, purpose, and goals of the podcast. You production should include: a. A catchy, clever introduction b. Relevant information and a clear purpose engaging the listener. c. A well-rehearsed, smooth delivery in a conversational style. d. Highly effective enunciation, expression, and rhythm to keep the audience listening. e. Correct grammar throughout the podcast. f. Transitions which are smooth and spaced correctly without noisy, dead space. g. Value of voice, music (if you use music), and effects enhance the presentation. h. Length that keeps the audience interested and engaged. i. Successful linked from a free site that includes descriptive subject tags. 2. Write a plan for the podcast sequence you want to follow. Include notes about the music you want to accompany the sequence if you decide to use music. Your final video should be one and one-half minutes or less, and your plan’s length should reflect this requirement. 3. Copy and paste your plan in the workspace below. Podcast Plan Paste a copy of your plan including your script here. Windows Movie Maker Live Insert photos, and video Add Music Auto Movie Button

2009 Lamar University

5 of 9

EDLD 5363 Multimedia and Video Technology

 Edit Title Slide  Duration of Title Slide Discuss saving as a project, or as a movie (wmv) file in SD. Part Three: Practice Video Editing Software of Your Choice and Create Your Podcast Tutorial Complete the podcast assignment. 1. Using your work from parts 1 and 2 as a guide, locate the video clip you need. Before acquiring any Web clips, research Creative Commons copyright licenses online at http://creativecommons.org. The following sources have many free, legal clips:  Free downloads available from iTunes: http://www.itsfreedownloads.com  Free streaming and downloadable video segments from PBS series Religion & Ethics Newsweekly: http://www.pbs.org/wnet/religionandethics/  Free streaming and downloadable video segments from the PBS series Wide Angle: http://www.thirteen.org/edonline/wideangle/video_bank.html  Photos, music, text, and video that can be legally shared and reused for free: http://search.creativecommons.org 2. Transfer (capture) the video clip to the editing software, and edit the clip to make changes. Go to http://creativecommons.org/license/, and choose the appropriate copyright notation for your video. Be sure you:  follow copyright guidelines.  get permission to use clips you did not create or that do not have open copyrights.  give credits at the end of your movie.  use copyright notation as indicated on the Creative Common’s Web site (http://www.creativecommons.com). 3. Music and video effects are optional. Write the script for your podcast tutorial for the video editing software you choose in the space provided below. Be sure to use proper terminology. Be sure to include all components listed in your rubric for Week 2. Script for Podcast Tutorial Windows Movie Maker Live is open source video editing software that can be downloaded for free from the internet. To get started click on the insert photos, and video button and navigate to the dialoge box which contains the video and photos you’d like to use in your movie. Use the control button to select photos and video you’d like to use. Once you’ve added your photos and video, click the add music button to select music that you’d like to add to your movie. I’ve downloaded quite a few pieces of copyright friendly music from 2009 Lamar University

6 of 9

EDLD 5363 Multimedia and Video Technology

FreePlayMusic.com. Once my music is added, you can see that it comes in and can be seen above the photos and video in my storyboard. I can click the Auto Movie Button to create automatic title and credit slides as well as transitions between photos and video. To edit the title sides, you just double click to open the slide text box. You can also adjust the duration of the slide. Once you’re finished with your movie, click the office button and you can save your project so that you can come back at a later date and edit it, or you can save your file as a movie that can be uploaded to YouTube, Teacher Tube or any other video shareing site.

4. Download both Audacity audio editing software and LAME mp3 encoder software available at http://audacity.sourceforge.net/download/. 5. Use Audacity tutorials available at YouTube.com and via Google Search to learn to record your podcast. 6. Rehearse your audio before recording. 7. Go to http://creativecommons.org/license/, and choose the appropriate copyright notation for your podcast. Be sure you:  follow copyright guidelines.  get permission to use clips you did not create or that do not have open copyrights.  give credits at the end of your movie.  use copyright notation as indicated on the Creative Common’s Web site (http://www.creativecommons.com). 8. After you finish editing your podcast, export it to a format that can be played online. 9. Upload your podcast to the following locations:  One of the following free podcast hosting Web sites: YouTube (http://www.youtube.com), TeacherTube (http://www.teachertube.com),, Flickr (http://www.flickr.com), podbean.com, or podomatic.com.  Your course eportfolio.(Note: Use the one you created for EDLD 5306; add a new page for this podcast) Use the assignment rubric (above) to self-assess your own video and peer-assess your partner’s video. 10.Use the assignment rubric (above) to self-assess your own video and peer-assess your partner’s video. 11.Complete this table to direct your instructional associate and professor to your blog and podcast sites.

What is your eportfolio ‘s ( blog, 2009 Lamar University

https://sites.google.com/site/hollydornak/tech7 of 9

EDLD 5363 Multimedia and Video Technology

wiki, or Google Site) URL?

talk/windowslivemoviemaker

When did you post the Week Two submission (time/date)?

Monday, September 6 around 5:50 pm

What is your wikiâ&#x20AC;&#x2122;s URL?

https://sites.google.com/site/hollydornak/lamar-universitystudent/edld-5363

When did you post the Week Two (time/date)? What is the URL of the free site where you posted your podcast?

Monday, September 6 around 5:50 pm http://www.youtube.com/watch?v=RZsbSW5Ium0 Monday, September 6 around 5:50 pm

When did you post it?

12. Web Conference Confirmation Blog Link: Please reflect on the value of the web conference experience in your course blog by the end of Week 2. For this and other blog posts required in this course, you may use the blog you created in EDLD 5306. After making your blog post, copy and paste a copy of the text into the table below. Be sure you include the URL of your blog and the time and date of your post. Your Blogâ&#x20AC;&#x2122;s URL

https://sites.google.com/site/hollydornak/tech-talk/onwebconferencing

Time and Date of Your Post

posted Aug 30, 2010 1:14 AM by Holly Dornak

A Copy of Your Blog Post

I see web conferencing as a potentially invaluable resource in education. That being said, it can also be a colossal waste of time. We use web conferencing quite a bit in my line of work as a Campus Instructional Technology Specialist. The best web conferences are those that all parties are prepared for in advance. My number one complaint with the Lamar University web conferences is that we spend about 40 minutes "getting set up" while people mess around with their A/V settings, and clicking/unclicking things they'd know they weren't supposed to mess with, if they had actually read any of the directions prior to the web conference. In their defense, they probably got 3 copies of slightly different directions (and no screen shots) from 3 entirely different places and are so overwhelmed they don't know which end is up. During web conferences I have often wanted to "take this program and shove it" not because of the technology-I have no problem navigating Adobe Connect-but because no one seems prepared and the audio cuts in and out. Technology should enhance not interfere with (or worse yet - frustrate!) learning. Communication as a whole needs to improve in this program. (I'm constantly

2009 Lamar University

8 of 9

EDLD 5363 Multimedia and Video Technology

getting tons of email that has nothing to do with me...and in fact...is in direct contrast to information that IS for me.) Web Conferencing seems like a great place to start.

2009 Lamar University

9 of 9

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Week 2 Assignment: Evaluating Open Source Video Editing Software Overview In this assignment, you will evaluate three open source video editing software applications. You will create a chart the identifies the strengths and weaknesses of each of the three applications. You will need to post the chart to your wiki. You will also reflect on your analysis of the three applications and post to your blog. You must complete this activity by the end of Week 2.

Rubric Use this rubric to guide your work on this ungraded Assignment. 2009 Lamar University

1 of 7

EDLD 5363 Multimedia and Video Technology

Tasks  Open Source Video Editing Chart

Open Source Video Editing Analysis Reflection

2009 Lamar University

Holly Dornak

Accomplished

Proficient

Needs Improvement

Three open source video editing software applications are identified.

Two open source video editing software applications are identified.

One open source video editing software applications are identified.

The chart is comprehensive and includes both strengths and weaknesses.

Student creates an analysis reflection utilizing the video editing chart

Reflection addresses all four of the following criteria:

Reflection addresses three of the four of the following criteria:

Reflection addresses two of the four of the following criteria:

discussion on how student identified the video editing software applications

students’ experience with the software applications

how the strengths and weaknesses impact use of software applications

how these software applications can be used in students current/future position.

Unacceptable

The assignment is incomplete or unfocused.

2 of 7

EDLD 5363 Multimedia and Video Technology

Wiki

The student has identified their Wiki and blog URL.

The Wiki has been updated to include the strength and weakness chart

The Wiki has been updated to include the strength and weakness chart.

The Wiki has not been updated to include the strength and weakness chart

The blog has been updated to include the analysis reflection.

2009 Lamar University

Holly Dornak

The Wiki nor blog URL has not been identified and the Wiki and blog are not complete.

The Wiki has not been updated to include the analysis reflection.

3 of 7

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Week 2 Assignment: Evaluating Open Source Editing Software In this assignment, you will evaluate three open source video editing software applications. You will create a chart the identifies the strengths and weaknesses of each of the three applications. You will need to post the chart to your wiki. You will also reflect on your analysis of the three software applicatins and post to your blog site. Please note that you must submit your Wiki and blog URL in the boxes in Part Three. Part One:Search for Open Source Video Editing Software To begin, using a search engine, such as Google, conduct a search for open source video editing software and investigate your results. Choose three software applications and complete the chart below that identifies the strengths and weaknesses of the video editing software. You should experiment with each of the three products to assist you with the identification of the strengths and weaknesses. You will post this chart to your wiki. As you are evaluating the software and analyzing the strengths and weaknesses, here are some specifications that you should include in your analysis.

Number of preset images Audio support Color and audio control Types of sequence transition mechanism Customization of special effects. Number of formats to which the software is capable of importing and exporting. For instance, is it capable of exporting to and from VHS tapes, DVD, VCD, or the more recent AVCHD. The software must be compatible to the operating system used by the customer. Ease of use Technical support system by e mail, by telephone, or via Internet chat.

Windows Live Movie Maker

Windows Movie Maker 2.6

iMovie ‘09

Free download from:

http://explore.live.com/wi ndows-live-movie-maker

http://www.microsoft.com/dow http://support.apple.com/d nloads/details.aspx?familyid= ownloads/#imovie d6ba5972-328e-4df7-8f9d068fc0f80cfc&displaylang=en

Student experience with video editing software Strengths

Recently I’ve begun using Windows Live Movie Maker for instructional/educational purposes and projects.

In the past, I’ve used Movie Maker with students and teachers for instructional/educational purposes and projects.

I’ve used iMove at home on my Mac.

Simple interface. Very user friendly. “Auto Movie” feature adds title slide, credit slide, and transitions to polish

Timeline/Storyboard views available according to user preference. Audio narration can be recorded within the program and attached to

Simple interface. User friendly and simple to learn, without reading any type of manual. “Magic Movie” feature adds title

2009 Lamar University

4 of 7

EDLD 5363 Multimedia and Video Technology

photos/video into a more cohesive video production. Save as SD or HD, PAL or NTSM Windows 7 compatible.

Weaknesses

Potential Student Uses

Holly Dornak

visuals. Simple video clipping and arranging. Capable of blue screening with free dowload of blue screen video transition. Windows 7, Vista, and XP compatible.

Confusing for user “saving project” or “saving movie.” (Live is much clearer.) Interface more complicated than Live or iMovie for user to become accustomed to. Crashes fairly frequently. Great for simple projects, We will continue to use Movie claymation, slideshows. Maker on machines that only Simple to explain to have Windows XP on them at teachers, and invite them school. Additionally, I will to use. continue to use Movie Maker when I want to quickly and easily add audio narration over video. Audio must be recorded in third party program such as Audacity and imported.

slide, credit slide, and transitions. ’08 offers a variety of custom titles that are simple to add. ’09 offers quick “video scrubbing” which allows users to quickly browse through the video they’ve uploaded, cut copy and clip. Easily transfer video to iDVD to burn movies to DVD. ’09 AVCHD compatible. May be used only on Macs.

Since we don’t have Macs at school, I will continue to use iMovie for home use, or school use…at home.

Part Two: Analysis of your results Now that you have identified three open source video editing software applications and their strengths and weakness, you will analyze your findings in relation to your current or future position. In your analysis reflection, discuss how you identified the video editing software applications, your experience with the software, how these applications can be used in your current/future position. You will post your reflection analysis on your blog. Please identify your blog address in the box below.

Analysis Reflection Since we’re moving to the Windows 7 OS at school, and Windows Live Movie Maker is so simple to use, I plan to use it for the vast majority of projects that I work on with teachers. During this summer’s INTERACT Academy, my fellow CITS and I introduced 66 “technonovices” to the Windows 7 OS and the use of Windows Live Movie Maker. Users were required 2009 Lamar University

5 of 7

EDLD 5363 Multimedia and Video Technology

Holly Dornak

to download and install Live, and then use the application to complete various assignments. From creating and editing a clay animation to creating public service announcements inviting teachers to become more involved in the lives of their students, Windows Live Movie Maker fit the bill. The intuitive interface allowed teachers to be successful in their video editing even without any formal “video editing” instruction. The trickiest part was adding voice overs and editing audio. One teacher in each group received instruction on adding audio and easily taught the steps (importing audio from Audacity) to their group. Because of it’s intuitive interface, custom transitions and graphics, and clear steps for “saving” projects/movies, I recommend Windows Live Movie Maker to anyone interested in creating simple slideshows or basic video editing.

2009 Lamar University

6 of 7

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Part Three: Identify Wiki URL

https://sites.google.com/site/hollydornak/edld-5363 What is your wiki URL?

https://sites.google.com/site/hollydornak/tech-talk What is your blog URL? https://sites.google.com/site/hollydornak/techtalk/windowslivemoviemaker

2009 Lamar University

7 of 7

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Week 3 Assignment: Public Service Announcement (PSA) Pre-Production Overview This week, you’ll begin work on your public service announcement, or PSA. By the end of Week 5, you and your teammates will produce a PSA that: ● ● ● ● ● ●

is 60 seconds or less. covers a specific topic. includes voiceover narration. employs video, text, or graphic effects. is finalized in Web-ready file format. follows copyright citation and fair use guidelines.

This week, you and your team will complete the pre-production work. Use this document to develop and record the following: ● ● ● ●

Project proposal Script outline and narration script Shot list Copyright information

Submit a completed copy of this document by the end of Week 3. Revising and Resubmitting This Document It is important that you download and retain a copy of this document on your desktop. This step will allow you to submit a copy both this week and again in Week 5. As you produce the video in Weeks 4 and 5, you will likely deviate from the plans your team establishes in this document. This is normal. However, when this occurs, you should revise this document to reflect these changes. At the end of Week 5, you will submit the revised version of this document. Your coach will assess how well you recorded these updates by comparing your original version (from this week) with your revised version (from Week 5). Rubric Use this rubric with the Assignment.

Tasks Student project proposal (45 points)

Accomplished

Proficient

Needs Improvement

Project proposal clearly details purpose, audience, genre, elements, needed equipment, locations, distribution format, crew, and schedule of deliverables.

Project proposal identifies purpose, audience, genre, elements, needed equipment, locations, distribution format, crew, and schedule of deliverables.

Project proposal inconsistently identifies purpose, audience, genre, elements, needed equipment, locations, distribution format, crew, and schedule of

2009 Lamar University

1 of 1

Unacceptable Incomplete. (0 points)

EDLD 5363 Multimedia and Video Technology

Adjustments to the project proposal are determined early and clearly explained. (45 points) Script for PSA (15 points)

Provides a script using conventional writing standards. (15 points)

Shot list (25 points)

Provides a complete, well-considered shot list with documentation and explanation of any new shots taken in the moment of filming. (25 points)

Fair use guidelines are followed and all or most non-original material uses proper citations. (15 points)

(34 points)

Holly Dornak

deliverables. Adjustments to the project proposal are also inconsistent. (27 points) Incomplete. (0 points)

Provides a shot list with documentation of any new shots taken in the moment of filming. (21points)

Provides a shot list but inconsistently documents new shots taken in the moment of filming. (18 points)

Incomplete. (0 points)

Week 3 Assignment: PSA Pre-Production Directions Download a copy of this assignment document to your desktop. As a group, select an issue to address in your PSA. Consider topics that impact your school, your community, and you personally. 3. Brainstorm the aspects of the issue you plan to cover, and identify the people you might interview for it. 4. Write up your project proposal in the area provided below. 5. Write a script outline and narration script in the spaces provided below. 1. 2.

Use the following sites as guides. â&#x2014;? Story Creation Tips:

http://www.adobe.com/education/instruction/teach/digitalvideo/dvcg_cs4_p3_student_gui des.pdf â&#x2014;? Writing Tips: http://www.adobe.com/education/instruction/teach/digitalvideo/dvcg_cs4_p3_student_gui des.pdf 6. As a team, brainstorm your shots. Be certain you include an establishing shot, a closing shot, wide shots, and tight shots. Follow the rule of thirds and other guidelines established in this tutorial: http://www.adobe.com/education/instruction/teach/digitalvideo/dvcg_cs4_p2_student_guides .pdf. 7.

Write up your shot list in the space provided.

2009 Lamar University

1 of 1

EDLD 5363 Multimedia and Video Technology Holly Dornak 8. Identify additional assets, such as audio, images, interviews, and narration for your PSA. 9. Identify copyright citation and fair use guidelines to any visual or audio assets you use in

your PSA. 10. Submit a copy of this document. ● NOTE: Be sure you retain a copy of this document on your desktop. As you produce

your video in Weeks 4 and 5, you will need to update this document to reflect any changes. You will submit a copy of the revised version at the end of Week 5. Project Proposal Create your project proposal here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal.

Name(s) Project title

General Information Alicia Broussard, Holly Dornak, Jennifer Mitchell, and Leah Stevens, Dropouts vs. Poverty

Audience

Bring awareness to dropout rates for students in poverty and move viewers to participate in LCISD’s “Dropout Recovery Walk” 2011 Educators, parents, mentors, community members

Program length

60seconds

Costumes

n/a

Sets

n/a

Props

Desk, microphone, camera, lights

Locations

Briscoe Jr. High, ALC

Purpose

Crew Director(s)

Jill

Scriptwriter(s)

Holly

Talent

Randy, Rebecca, Elsa

Camera operator(s)

Jennifer

Editor(s)

Leah Schedule of Deliverables

Project phases Video Randy Donnell about “Drop out Walk”

2009 Lamar University

Due date September 17th

1 of 1

Owner Holly and Jennifer

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Video Rebecca Schultz about poverty/mentoring

September 17th

Holly and Jennifer

Video Elsa Villarreal about project learn

September 17th

Holly and Jennifer

Compile videos

September 23th

Jill and Leah

Text, music, narration

September 23th

Jill and Leah

Script Outline Add a copy of your script outline here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal. Outline: A. B. C. D. E. F. G.

Statistics Video- Randy Video- Elsa Video- Rebecca What can you do to make a difference? Pictures- tutors, mentors, fine arts, sports Quote

Narration Script Add a copy of your narration script here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal.

Text - 82% of federal prison inmates are dropouts. Text - 75% of those claiming welfare are functionally illiterate. Text - 48% of students in Texas are living in poverty Texas- http://www.nccp.org/profiles/state_profile.php?state=TX&id=6 National-http://www.nccp.org/tools/demographics/ Text - 86% of children whose parents donâ&#x20AC;&#x2122;t graduate high school live in poverty. (Project Learn) http://www.nccp.org/profiles/state_profile.php?state=TX&id=6 Text - Every hour, 93 students in Texas drop out of school. (Drop out walk- Randy Donnell) http://www.texaspolicy.com/pdf/2007-01-30-HC-JS.pdf Text - 1/3 of all high school students in Texas will fail to graduate 2009 Lamar University

1 of 1

EDLD 5363 Multimedia and Video Technology

Holly Dornak

http://www.idra.org/Research/Attrition/ What can you do to make a difference? Video Clip - Randy - Explaining what the Drop Out Recovery Walk is. ~What is the drop out recovery walk? Video Clip Rebecca relating personal her personal experience on the walk this year.--or about mentoring? ~How has the Drop Out Recovery walk helped/impacted LCISD students? Video Clip Elsa- Project learn/night school/credit restoration ~What can others do to help? Donâ&#x20AC;&#x2122;t just sit there. Do something. We must become the change we want to see in the world. Mohandas Gandhi Shot List Add a copy of your script outline here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal. Name(s)

Alicia Broussard, Holly Dornak, Jennifer Mitchell, and Leah Stevens

Project Title

Dropout Recovery Walk: Become the Change

Shot Number

Location

ALC, outside maybe?

Talent

Randy Donnell

Props

n/a

Special Equipment

2 Cameras, microphone, desk?

Shot Number

Location

Briscoe Jr. High School

Talent

Rebecca Schultz

Props

n/a

Special Equipment

2 Cameras, microphone

2009 Lamar University

1 of 1

EDLD 5363 Multimedia and Video Technology

Shot Number

Location

Lamar High School

Talent

Elsa Villarreall

Props

n/a

Special Equipment

2 Cameras, microphone

Holly Dornak

Shot Number Location Talent Props Special Equipment

Shot Number Location Talent Props Special Equipment Copyright Information Note any citation and fair use guidelines to any visual or audio assets you use in your public service announcement here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal. http://www.nccp.org/profiles/state_profile.php?state=TX&id=6 http://www.nccp.org/tools/demographics/ http://www.nccp.org/profiles/state_profile.php?state=TX&id=6 http://www.texaspolicy.com/pdf/2007-01-30-HC-JS.pdf http://www.idra.org/Research/Attrition/ http://www.npr.org/templates/story/story.php?storyId=5300726

2009 Lamar University

1 of 1

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Week 5 Assignment: Public Service Announcement (PSA) Post-Production Overview This week, you will complete your PSA. As with your two previous videos, you will need to upload the finished video to both your course wiki and a free video hosting site, such as TeacherTube. As you begin the final editing process, you want to be certain of the following points:  Your PSA is 60 seconds or less and covers a specific topic.  The PSA grabs attention and offers specific action items related to your topic.  The PSA includes clear and well-written voiceover narration.  You have included two or more video, text, graphic, and motion elements.  The audio is seamlessly blended and adds interest to the story.  The PSA is in a Web format and can be posted at one of the free video sites.

2009 Lamar University

1 of 5

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Rubric: PSA Post-Production Use this rubric with your Assignment. This rubric addresses both your video and your revised pre-production proposal, which you will submit this week using the “Revised Pre-Production Document” assignment space.

Tasks 

Needs Improvement

Accomplished

Proficient

Student project proposal (10 points)

Project proposal clearly details purpose, audience, genre, elements, needed equipment, locations, distribution format, crew, and schedule of deliverables. Adjustments to the project proposal are determined early and clearly explained. (10 points)

Project proposal identifies purpose, audience, genre, elements, needed equipment, locations, distribution format, crew, and schedule of deliverables. (8 points)

Project proposal inconsistently identifies purpose, audience, genre, elements, needed equipment, locations, distribution format, crew, and schedule of deliverables. Adjustments to the project proposal are also inconsistent. (6 points)

Absent or incomplete. (0 points)

Shot list (10 points)

Provides a complete, well-considered shot list with documentation and explanation of any new shots taken in the moment of filming. (10 points)

Provides a shot list with documentation of any new shots taken in the moment of filming. (8 points)

Provides a shot list but inconsistently documents new shots taken in the moment of filming. (6 points)

Absent or incomplete. (0 points)

Public Service Announcement – Content (20 points)

The PSA is 60 seconds or less and covers a specific topic concisely and clearly. The PSA grabs the viewer’s attention and offers specific action items related to the topic. The PSA includes clear and wellwritten voiceover narration. (20 points)

The PSA is 60 seconds or less and covers a specific topic. The PSA includes appropriate voiceover narration. (16 points)

PSA is too short or too long to effectively present the topic and/or lacks a concisely discussed topic. Voiceover narration is ineffectively used. (14 points)

Absent or incomplete. (0 points)

2009 Lamar University

Not Acceptable

2 of 5

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Public Service Announcement â&#x20AC;&#x201C; Technical (20 points)

The video is edited so that only high quality shots remain. The PSA employs two or more video, text, graphic, and motion effects. The PSAâ&#x20AC;&#x2122;s audio is seamlessly blended and adds interest to the story. The PSA is in Web format and can be viewed online. (20 points)

The video is edited so that most of the shots are high quality. The PSA employs at least one text, graphic, video, or motion effect. PSA utilizes appropriately blended audio. PSA is in a Web file format and can be viewed online. (16 points)

The video includes several lower quality shorts. It is edited using only a few shots, where more edits/shots would have enhanced the overall quality. PSA is in a Web file format and can be view online. (14 points)

Absent or incomplete. (0 points)

Audio and voice editing (20 points)

Audio is clear and effectively assists in communicating the main idea. Narration consistently communicates ideas with enthusiasm, proper voice projection, appropriate language, and clear delivery. (20 points)

Audio is clear but occasionally does not communicate the main idea. Generally, the narration communicates ideas with proper voice projection, adequate preparation, and delivery. (16 points)

Audio is inconsistent in clarity related to volume. Often, the background audio overpowers the primary audio. (14 points)

Absent or incomplete. (0 points)

Time management (10 points)

Team allots and documents time for each phase of the design and development process. It completes all or most phases on schedule. (10 points)

2009 Lamar University

Absent or incomplete. (0 points)

3 of 5

EDLD 5363 Multimedia and Video Technology

Teamwork (10 points)

2009 Lamar University

The team documents how it brainstormed, discussed, and solved problems. The team documents division of responsibilities and describes how strengths of individual efforts were used. The team clearly collaborates and interacts with each other. The team expertly creates, plans, and manages the project proposal to ensure delivery of final PSA. (10 points)

Holly Dornak

The team did not work together; the team does not share the workload. (0 points)

4 of 5

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Week 5 Assignment: PSA Post-Production Directions 1. Complete the editing and audio work for your PSA. As you finalize it, use the rubric to selfassess your work. Make final adjustments as needed. 2. Finalize all revisions to your PSA Pre-Production document. You will submit this document separately using the Week 5 “Revised Pre-Production Document” assignment space. 3. Determine your options for exporting video to different mediums, formats, and file types. 4. Upload your movie to the following locations:  Your course wiki (Note: Use the one you created for EDLD 5306; add a new page for this video. Each member of the group should upload a copy.)  One of the following free video hosting Web sites: YouTube (http://www.youtube.com), TeacherTube (http://www.teachertube.com), Google Video (http://video.google.com/), or Flickr (http://www.flickr.com)  Invite your class to visit your site and view your video. 5. As a team, debrief about your experiences producing the PSA. 6. Individually, add a 150-word post to your course blog related to the project. Your post should:  clearly analyze the group’s pre-production, production, and post-production process; shot and editing selection; Web delivery formatting decisions.  offer insights into how the group can improve their public service announcement.  identify copyright attribution for assets.  discuss your team’s collaboration and interactions with each other. 7. Complete this table to direct your coach and professor to your blog and video posts. What is your blog’s URL?

BLOG –

When did you post the your 150word PSA post (time/ date)?

https://sites.google.com/site/hollydornak/tech-talk Reflection on Collaboration POST https://sites.google.com/site/hollydornak/techtalk/reflectionsonedld5363 Posted - Monday September 27, 2010 10:47 pm

What is your wiki’s URL? When did you post the PSA (time/date)?

PSA - https://sites.google.com/site/hollydornak/lamaruniversity-student/edld-5363/public-serviceannouncement Posted - Tuesday, September 28, 2010 around 10:30 pm

What is the URL of the free site where you posted your PSA?

http://www.youtube.com/watch?v=JjQLTR28OhE

When did you post it?

Posted – Tuesday, September 28, 2010 around 8pm

2009 Lamar University

5 of 5

EDLD 5363 Multimedia and Video Technology

Holly Dornak

This week, you and your team will complete the pre-production work. Use this document to develop and record the following: ● ● ● ●

Project proposal Script outline and narration script Shot list Copyright information

Tasks Student project proposal (45 points)

Accomplished

Proficient

Needs Improvement

Project proposal clearly details purpose, audience, genre, elements, needed equipment, locations, distribution format, crew, and schedule of deliverables.

Project proposal identifies purpose, audience, genre, elements, needed equipment, locations, distribution format, crew, and schedule of deliverables.

Project proposal inconsistently identifies purpose, audience, genre, elements, needed equipment, locations, distribution format, crew, and schedule of

2009 Lamar University

1 of 1

Unacceptable Incomplete. (0 points)

EDLD 5363 Multimedia and Video Technology

Adjustments to the project proposal are determined early and clearly explained. (45 points) Script for PSA (15 points)

Provides a script using conventional writing standards. (15 points)

Shot list (25 points)

Provides a complete, well-considered shot list with documentation and explanation of any new shots taken in the moment of filming. (25 points)

Fair use guidelines are followed and all or most non-original material uses proper citations. (15 points)

(34 points)

Holly Dornak

deliverables. Adjustments to the project proposal are also inconsistent. (27 points) Incomplete. (0 points)

Provides a shot list with documentation of any new shots taken in the moment of filming. (21points)

Provides a shot list but inconsistently documents new shots taken in the moment of filming. (18 points)

Incomplete. (0 points)

Use the following sites as guides. â&#x2014;? Story Creation Tips:

Write up your shot list in the space provided.

2009 Lamar University

1 of 1

your PSA. 10. Submit a copy of this document. ● NOTE: Be sure you retain a copy of this document on your desktop. As you produce

Name(s) Project title

General Information Alicia Broussard, Holly Dornak, Jennifer Mitchell, and Leah Stevens, Become the Change

Audience

Bring awareness to dropout rates for students in poverty and move viewers to participate in LCISD’s “Dropout Recovery Walk” 2011 Educators, parents, mentors, community members

Program length

60seconds

Costumes

n/a

Sets

n/a

Props

Desk, microphone, camera, lights

Locations

Lamar Consolidated High School

Purpose

Crew Director(s)

Jill

Scriptwriter(s)

Holly

Talent

Randy Donnell, Elsa Villareal

Camera operator(s)

Jennifer

Editor(s)

Leah Schedule of Deliverables

Project phases Video Randy Donnell about “Drop out Walk”

2009 Lamar University

Due date September 17th

1 of 1

Owner Holly and Jennifer

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Video Rebecca Schultz about poverty/mentoring

September 17th

Holly and Jennifer

Video Elsa Villarreal about project learn

September 17th

Holly and Jennifer

Compile videos

September 23th

Jill and Leah

Text, music, narration

September 23th

Jill and Leah

Statistics Video- Randy Video- Elsa What can you do to make a difference?

Text - 75% of those claiming welfare are functionally illiterate. Text - 48% of students in Texas are living in poverty Texas- http://www.nccp.org/profiles/state_profile.php?state=TX&id=6 National-http://www.nccp.org/tools/demographics/ Text - 86% of children whose parents donâ&#x20AC;&#x2122;t graduate high school live in poverty. (Project Learn) http://www.nccp.org/profiles/state_profile.php?state=TX&id=6 Text - Every hour, 93 students in Texas drop out of school. (Drop out walk- Randy Donnell) http://www.texaspolicy.com/pdf/2007-01-30-HC-JS.pdf Text - 1/3 of all high school students in Texas will fail to graduate http://www.idra.org/Research/Attrition/ What can you do to make a difference?

2009 Lamar University

1 of 1

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Video Clip - Randy - Explaining what the Drop Out Recovery Walk is. ~What is the drop out recovery walk? Video Clip Elsa- Project learn/night school/credit restoration ~What can others do to help? Donâ&#x20AC;&#x2122;t just sit there. Do something. Shot List Add a copy of your script outline here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal. Name(s)

Alicia Broussard, Holly Dornak, Jennifer Mitchell, and Leah Stevens

Project Title

Dropout Recovery Walk: Become the Change

Shot Number

Location

Lamar High School

Talent

Randy Donnell

Props

n/a

Special Equipment

2 Cameras, microphone, desk?

Shot Number

Location

Lamar High School

Talent

Elsa Villarreall

Props

n/a

Special Equipment

2 Cameras, microphone

Shot Number

Location Talent Props Special Equipment 2009 Lamar University

1 of 1

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Shot Number Location Talent Props Special Equipment

Shot Number Location Talent Props Special Equipment Copyright Information Note any citation and fair use guidelines to any visual or audio assets you use in your public service announcement here. As you produce your public service announcement during Weeks 4 and 5, revise this proposal as needed before submitting it to your coach again in Week 5. Each member of the team needs a copy of the proposal. (2010, September, 15 ). Brazos port christian school. Retrieved September 15, 2010, from http://www.1bcs.org/index.php (2010, September, 15 ). Minn post. Retrieved September 15, 2010, from http://www.minnpost.com/artsarena/2009/07/09/10139/new_exhibit_at_the_mpls_photo_center_puts_a_face_on_21st_century_poverty_in _america (2010, September, 15 ). Newswise. Retrieved September 15, 2010, from http://www.newswise.com/images/uploads/2009/07/24/fullsize/dropouts (2010, September, 15 ). Soft Jazz. Retrieved September 15, 2010 , from www.freeplaymusic.com

(2010, September, 15 ). Universities weblog. Retrieved September 15, 2010, from http://www.universities-weblog.com/blo (2010, September, 15 ). Wiki media. Retrieved September 15, 2010 , from www.commons.wikimedia.org Appalling dropout rates make school choice case. (2010, September, 15 ). Chron.com. Retrieved September 15, 2010, from http://www.chron.com/disp/story.mpl/editorial/outlook/4509567.html Attrition rates in texas public schools. (2010, September, 15). Intercultural development research association. Retrieved September 15, 2010, from http://www.idra.org/Research/IDRA_Research/Attrition_Rates_in_Texas_Public_Schools/ Demographics of low-income children. (2010, September, 15 ). Free play music. Retrieved September 15, 2010, from http://www.nccp.org/profiles/state_profile.php?state=TX&id=6 Fifty-state demographics wizard. (2010, September, 15 ). National center for children in poverty. Retrieved September 15, 2010, from http://www.nccp.org/tools/demographics/

2009 Lamar University

1 of 1

EDLD 5363

ET8015

Holly Dornak

EDLD 5363 Multimedia and Video Technology

Week 5 Assignment: Blog Posts

Tasks 

Accomplished

Proficient

Writing (6 points)

The posts are at least 150 words in length. They address the related Week’s assignment in a meaningful, creative, and insightful way. The blog is easy to navigate, and the posts are logically titled. The posts incorporate additional information that adds depth of meaning to the post.(6 points)

The posts are approximately 150 words in length. They address the related Week’s assignment, sometimes in rote, nondescript manner. The blog is publically accessible, and the posts are titled. The posts occasionally include links to additional information, but the blog post does not incorporate this information in a meaningful way. (4 points)

Needs Improvement The posts are approximately 100 – 150 words. They give basic information about the Week’s assignment. Little thought is given to the blog’s layout or navigability. The posts do not include additional information. (2 point)

Unacceptable The student does not participate in the activity or participates at a highly-cursory level (i.e., single sentence posts).(0 points)

Participation The student The student does Rubric: Blog Posts and posts at not UseBasic this rubric with your blogonce posts least in from Weeks 1, 2, and 5. You will receive one grade (worth 10% of post to his or her your total course grade)Weeks for all three posts. Requirements (2 points)

1, 2, and 5 (as directed by the 2009 Lamar University 1 of 2 course materials). The posts are relevant to the week’s activity: a personal digital story in Week 1; Web clip editing in Week 2; PSA reflection in Week 5. The student uses the

blog or misses 1 or more required blog posts, and/or the posts are not submitted according to the schedule provided by the courseware (for example, the student makes all required posts on the last day of class rather than

EDLD 5363

ET8015

Tasks 

Accomplished

Proficient

Writing (6 points)

Participation and Basic

The student posts at least once in Weeks

Requirements (2 points)

Mechanics (2 points)

1, 2, and 5 (as directed by the courseEDLD 5363 Multimedia and Video Technology materials). The posts are relevant to the week’s activity: a 2009 Lamar University 2 of 2 personal digital story in Week 1; Web clip editing in Week 2; PSA reflection in Week 5. The student uses the related assignment docs for Weeks 1, 2, and 5 to submit his or her blog URL and the time and date of the posts.(3 points) The writing usually/ always follows

Holly Dornak

Unacceptable The student does not participate in the activity or participates at a highly-cursory level (i.e., single sentence posts).(0 points)

The student does not post to his or her blog or misses 1 or more required blog posts, and/or the posts are not submitted according to the schedule provided by the courseware (for example, the student makes all required posts on the last day of class rather than throughout the course as directed). (0 points)

The writing does not follow APA

EDLD 5363

ET8015

Holly Dornakâ&#x20AC;&#x2122;s Tech Talk Blog https://sites.google.com/site/hollydornak/tech-talk

Week 1 Reflections on Digital Storytelling https://sites.google.com/site/hollydornak/tech-talk/untitledpost Reflections on Web Conferencing https://sites.google.com/site/hollydornak/tech-talk/onwebconferencing

Week 2 Video Editing Tutorial & Evaluation of Video Editing Tools/Programs: https://sites.google.com/site/hollydornak/tech-talk/windowslivemoviemaker

Week 5 Reflections on the Course: https://sites.google.com/site/hollydornak/tech-talk/reflectionsonedld5363

Holly Dornak

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Final Assessment: Course Reflection Responses Overview Throughout this course, you have examined multimedia and video production curriculum. In Week 1, you looked at digital storytelling and used Photo Story 3 or iMovie to create a movie from still digital images. Your focus in Week 2 was identifying and evaluating open source video editing software. In Weeks 3, 4, and 5, you worked with others in the class on the video production project. For your final examination, you will write five short responses about the course activities, considering the outcomes and the extent to which the outcomes will influence your role as an educational technology leader in your school and district. You will add these responses to a new page on your course wiki. In addition to the quality of your responses, a portion of your final assessment grade comes from whether you have successfully uploaded your three videos to your wiki: the personal digital story, the Web clip video, and the PSA. Each entry should appear on its own page, with each page containing appropriate text, graphics, and other necessary elements. Refer to the rubric for more information about grading criteria.

2009 Lamar University

1 of 4

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Rubric: Final Assessment Use this rubric with your Final Assessment.

Tasks 

Accomplished

Proficient

Course reflection responses (35 points)

The student responds to all 5 questions. The responses are each approximately 150 words. The reflections demonstrate an extensive knowledge of course content. They clearly analyze digital storytelling, editing techniques, the preproduction, production, and post-production process, shot and editing selection, and Web delivery formatting decisions. (35 points)

The student composes reflections on 4 - 5 questions. The responses are each approximately 150 words. The reflections demonstrate adequate knowledge of course content. They include basic information and analysis on the digital storytelling assignment, the editing of existing video clips, the preproduction, production, and post-production process, shot and editing selection, and Web delivery formatting decisions. (28 points)

The responses identify copyright attributions. (10 points)

2009 Lamar University

Needs Improvement The student composes reflections on 3 – 4 of the questions. Some responses are less than 150 words. The responses exhibit a only a basic understanding of course content. They fail to address several aspects of the class. (25 points)

Not Acceptable

The student responds to 0 – 2 questions. The responses are vague, lacking detail or clarity of thought. They are less than 150 words each. (0 points)

The responses do not include copyright attributions. (0 points)

2 of 4

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Improvement suggestions (35 points)

The responses offer detailed analysis and unique insights into how the team worked together and includes thoughtful ideas for how the group can improve its PSA. (35 points)

The responses offer basic analysis and insight into how the team worked together and ideas on ways to improve the PSA. The responses have some depth but tend to address surface issues and/or lack substance and creativity. (28 points)

The responses are generically stated, lacking depth or nuance with little to no attention given to analysis or insight. (25 points)

The responses lack analysis and insight. (0 points)

Artifacts (video projects) (10 points)

The student’s wiki contains the course reflection and the three course videos: the individual digital storytelling video (Week 1), the individual editing of existing clips project (Week 2), and the public service announcement (Week 5). Each of the course videos is placed on an individual page of the wiki. The page’s formatting is enhanced, and graphics have been added for a polished wiki portfolio. (10 points)

The wiki contains the thee video projects and the reflection paper. The three videos are on individual pages, but there is little attention given to the pages’ formatting, graphics, or text. (8 points)

The wiki contains the three course videos and the course reflection. (6 points)

The wiki does not include 1 or more course videos and/or does not contain the course reflection. (0 points)

Assignment mechanics (10 points)

Responses are relevant to course content with few to no errors in grammar, spelling, or punctuation. The student followed APA style. (10 points)

2009 Lamar University

Responses do not reflect knowledge of course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation. The student does not follow APA style. (0 points)

3 of 4

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Final Assessment: Course Reflections For the course final, you will reflect on what you have learned in this course. Assume that you are a school or district technology specialist, coordinator, director, or leader. From that vantage point, compose a 150-word response to each of the five guiding questions below.  Write in a narrative, reflective style instead of in a question and answer style.  Be sure you follow APA guidelines.  Add your responses to a new page on your course wiki. Course Reflection Prompts Respond to the following questions on your wiki. 1. What outcomes had you envisioned for this course? Did you achieve those outcomes? Did the actual course outcomes align with those that you envisioned? 2. To the extent that you achieved the outcomes, are they still relevant to the work that you do in your school? Why or why not? 3. What outcomes did you not achieve? What prevented you from achieving them? 4. Were you successful in completing the course assignments? If not, what prevented or discouraged you? 5. What did you learn from this course: about yourself, your technology and leadership skills, and your attitudes? Submitting Your Course Reflections When you have finished writing your responses, add your wiki’s URL and the time and date you completed the responses to this table and submit this document to your coach. You must complete your reflections and submit this document by the end of Week 5. Remember, part of your assessment grade is determined by whether you have posted your three course videos to the wiki. Before submitting your URL, be sure the three posts are also ready to be reviewed. What is your wiki’s URL? When did you post the reflection (time/date)?

2009 Lamar University

https://sites.google.com/site/hollydornak/lamar-universitystudent/edld-5363 Sunday, September 26, 2010 11:40 PM

4 of 4

EDLD 5363 Multimedia and Video Technology

Holly Dornak

Post-Course Self-Evaluation Prior to beginning this course, you completed a Pre-Course Self-Evaluation to measure your knowledge of the concepts and ideas discussed. Rate your knowledge again to measure how well you now understand these concepts and ideas. Rating Choices 1. This is completely new to me.

My Rating

2. Iâ&#x20AC;&#x2122;ve heard of this but donâ&#x20AC;&#x2122;t fully understand it. 3. I understand these concepts. 4. I use these concepts in my work. 5. I can teach others how to do this. Synchronous Web conferences allow you to share your desktop, documents, and presentations securely; control online meeting access; and communicate and collaborate instantly.

1. Save time and money. 2. Accelerate productivity with easy to use online meeting rooms. Multimedia combines various digital media types, such as text, images, sound, and video, into an integrated multisensory interactive application or presentation to convey a message or information to an audience.

Principles that influence the effectiveness of multimedia include spatial contiguity, temporal contiguity, coherence, modality, redundancy, and individual differences.

When designing instruction, the developer should use each medium to its advantage and combine media so that the potential for learning is greater and more effective than using single elements alone.

Instructional purposes include navigation, explanation, documentation, narration, demonstration of qualitative and quantitative relationships, illustration of changes over time, illustration of hidden concepts, and enablement of direct practice.

2009 Lamar University

1 of 2

EDLD 5363 Multimedia and Video Technology

Holly Dornak

5 Skills needed for a multimedia project include:  instructional design skills to determine the goal of instruction and select instructional strategies and multimedia elements.  writing skills to write content.  information architecture skills to structure the content, so it is easy to follow and access.  graphic design skills to develop clear and attractive navigation and explanatory graphics.  multimedia skills to work with instructional designers to create interactive elements.  usability research skills to make sure that the whole worked well and would not frustrate learners.  infrastructure skills to make sure it would work on the client’s systems.

Storyboarding in the film world is in itself a high art, mixing a sense of seeing the composition of a scene unfold before the camera with all of the many choices available to the director regarding camera placement, focal point, duration of shot, possible edits, and camera-based effects, such as panning and zooming.

Shot techniques include the medium shot, the wide shot, the close-up, the extreme close-up, the trucking shot, and cutaways.

Each designer should know when to ask permission to use others’ text, audio, graphics, or video as well as the difference between copyrighted material, fair use, intellectual property, and derivative works and how to indicate content is copyrighted.

The first job of the film editor is to build a rough cut taken from sequences or scenes based on individual takes or shots.

TOTAL RATING SCORE

2009 Lamar University

2 of 2