creative assignments: student generated video clips fetc january 15, 2010

Creative Assignments: Student Generated Video

Clips

FETCJanuary 15, 2010

Carolyn Hardy, PhDchardy@nwmissouri.edu

Mike Hardy, ABDmhardy@nwmissouri.edu

FETC Conference 2

Creative Assignments: Student Generated Video ClipsAbout UsBlooms revised Digital TaxonomyBenefitsChallengesFlip Video camerasUsesNW VideoStudent CommentsDemonstration

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About UsNorthwest Missouri State

UniversityMaryville, MO

4-year University◦7000 students◦rural, urban, international

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4

Average Retention Rate

– Lecture = 5%– Reading = 10%– Audio-Visual = 20%– Demonstration = 30%– Discussion Group = 50%– Practice by Doing = 75%– Teach Others = 90%*

Learning Pyramid

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I hear and I forget.I see and I remember.I do and I understand.

-Confucius

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Tell me and I forget.Teach me and I

remember.Involve me and I learn.

-Benjamin Franklin

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Why use Video?Looking for innovative ways to

engage students in the learning process

Research paper vs. movie assignments

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Comparing AssignmentsWriting

Pre-writing◦ Researching◦ Outlining

Drafting◦ Writing first draft

Editing◦ Revising first draft

Publishing

VideoPre-production

◦ Researching◦ Scripting (text)◦ Storyboarding

Production◦ Taping scenes

Post-production◦ Editing video

Presenting1-15-2010

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Student Demo

(Gorantla, P. & Gyara, S., 2009)1-15-2010

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Bloom’s Revised Taxonomy

(Anderson, 2001 as cited in Churches, 2008) 1-15-2010

FETC Conference 11(Churches, 2008)

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Bloom’s Digital TaxonomyProducing and publishing

Determining arrangement, logic, and semantics (storyboarding)

Searching and retrieving information

Using information, transferring ideas, identifying connections

Collaborating, self/peer/instructor evaluation

Paraphrasing, summarizing, interpreting, and explaining (scripting)

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Student Demo

(Bishop, K. & Edwards, A., 2009)1-15-2010

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Benefits of videoIncreases motivation and enthusiasm

for learningHelps students understand concepts

and retain informationInvolves higher level thinking skills

◦Engaging imagination and creativity skills

Media literacyDemonstrates student understanding

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ChallengesUsing the technologyFinding and selecting appropriate and

reliable information◦articles, images, videos, etc.

How to present effectively to the audience◦using the video camera in an interesting way

Converting files to work in MovieMakerCiting sources correctlyPerfection and self satisfactionFinding time to meet with team membersDeadlines – needed more time

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Flip Video CamerasImprovement of Teaching and

Learning GrantFunding for 17 flip video cameras

and accessories◦Flip share software◦Battery pack◦Case◦Tripod◦USB cable

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Student Demo

(Konathala, V. & Thunga, W., 2009)1-15-2010

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Effective uses of videoModes of use

◦Communication tool Teach or model a concept or skill

◦Observation and analysis tool Gain feedback on performance Assessment tool

◦Reflection tool View and reflect on their learning

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Effective uses of videoGenerate excitementEnhance a lessonSupplement the curriculumReinforce core concepts

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Northwest Video

Mott, T. (2009). CITE (Center for Information Technology in Education)1-15-2010

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Student CommentsWhat did you like about doing the movie

assignments using the flip video camera?◦“Using the camera was innovative and

exciting.”◦“It was flexible to shoot, carry, and use.”◦“The idea of using the camera in course work

is wonderful, fun, and the best way to learn.”◦“Very interesting way to learn the concepts.”◦“I did well on the exams that covered my movie clip topics.”

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Student CommentsOn average, how much time did

you spend creating one movie clip?

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17%

28%

33%

17%6%

Average Hours

3 - 4 hrs

5 - 6 hrs

7 - 8 hrs

10 - 20 hrs

more than 5 days

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Student CommentsIn the PROCESS of completing my

movie assignments, I learned more about …◦Topic of the movie◦Software programs ◦Teamwork◦Research skills◦Planning

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Student Demo – Password Security

(McMillan, B. & Avva, S., 2009)1-15-2010

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Internet Resources Annenberg Media

◦ www.learner.org Discovery Education

◦ www.discoveryeducation.com Discovery Channel

◦ www.discovery.com Google Videos

◦ http://video.google.com National Geographic

◦ http://video.nationalgeographic.com/video Teacher Tube

◦ www.teachertube.com YouTube

◦ www.youtube.com

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References Churches, A. (2008). Bloom’s taxonomy Blooms digitally. Retrieved

from http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

Gorantla, P. & Gyara, S. (2009). Standard biometrics. [Video file]. Retrieved from http://cite.nwmissouri.edu/NWVideo/MyVideos.aspx

Kearney, M. & Schuck, S. (2005). Students in the director’s seat : Teaching and learning with student-generated video. Retrieved from http://ed-dev.uts.edu.au/teachered/research/dvproject/pdfs/edmedia05.pdf

Shesha, S. & McMillan, B. (2009. Password Security. [Video file]. Retrieved from http://cite.nwmissouri.edu/NWVideo/MyVideos.aspx

Thunga.S. & Konathala, V. (2009). Shoulder Surfing. [Video file]. Retrieved from http://cite.nwmissouri.edu/NWVideo/MyVideos.aspx

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Creative Assignments: Student Generated Video

Clips

FETCJanuary 15, 2010

Carolyn Hardy, PhDchardy@nwmissouri.edu

Mike Hardy, ABDmhardy@nwmissouri.edu

http://cite.nwmissouri.edu/ic/FETC_2010