App-Smashingly Great Instructional Videos
Explore and create : BYOD
Tuesday, June 26, 1:45–2:45 pm
Elevate your instructional video techniques to fully leverage the power of video in your blended and/or flipped classroom. This session offers production and editing tips, implementation examples and a hands-on opportunity to create an app-smashingly great reflection demo during the session to showcase your new video skills.
|Attendee devices:||Devices useful|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||It is recommended, though far from essential, that educators consider downloading any or all of the following: Chatterpix, Snapchat or MSQRD, Apple Clips, Animoto, Quik or Splice or some other video editing app. Users interested in video production are welcome to attend without the aforementioned apps, and they can create a simple video using only the camera on their phone or tablet.|
|Focus:||Digital age teaching & learning|
|Topic:||Game-based learning and gamification|
|ISTE Standards:||For Educators:
In this session, attendees will be able to...
- discern the difference between the implementation of video content in a flipped capacity versus a blended approach.
- identify the characteristics that make for a quality video production.
- identify the key instructional components of a script.
- effectively integrate a variety of media pieces (created in various apps) into their instructional video content.
- set up a space that is optimal for filming with regards to lighting and sound.
- set up a camera and use a laptop or device as a teleprompter.
- app-smash as they remix media created in one application by modifying it within another app.
- create a video by the end of the session that demonstrates what they learned during the session itself (Evidence of success).
This presentation begins with a brief introduction and an overview of the research that validates the need for instructors to create their own instructional videos for their learners (3 minutes). This portion of time goes on to recognize video as a medium for communication and notes that learning to speak this language not only empowers the educator to share in through video but also to support learners in learning to express their ideas through video as well (3 minutes). Thereafter, a brief overview of the difference between flipped and blended learning sets the stage for how attendees should consider implementing video into the course experience (4 minutes). Then the presentation shifts as the attendees are presented with a prompt asking them to watch the following video clip on the screen and assess what attributes of the video make it more engaging than a simple screencast. An example video that I have created is then shared, and attendees share out a few of their observations (5 minutes). Next, attendees are presented with recommendations to guide their creative process; information like shot progressions, suggestions on video duration, and the value of and components that make for an effective script (5 minutes). The session now becomes interactive as attendees are encouraged to create a video clip (using one specific app or simply through the camera on their device) to record their key takeaways from the information presented (5 minutes). This process of learning and then creating through experimentation with the various apps continues through the presentation. Topic number two of this sequence looks at the equipment essentials for filming and provides tips for setting up the studio area or space (10 minutes). Topic three acknowledges the need for supplemental clips to break up the instructor's delivery, and a myriad of apps are recommended for creating these outtakes (10 minutes). The session draws to a close as attendees create what is known as a Bumper" using the website or app Animoto, and then through the use of Splice, Quik, or Apple Clips, attendees can quickly combine the four video pieces they collected into one short, shareable video notes piece that demonstrates all that they learned during the session (5-15 minutes: flexible depending on the allotted timeframe). Modeling this process of using video notes as a check for understanding is also highlighted as a technique that can be used with students.
"Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content" by Cynthia J. Brame
"What Makes an Online Instructional Video Compelling" by Melanie Hibbert
*Personal collaboration with the Apple Distinguished Educator and nationally recognized journalism teacher, Mr. Don Goble.
"Creating an Effective Online Instructor Presence" by Jaggars, Edgecombe, and Stacey