First steps of a « story »

• What do you want to tell? What is its purpose?

• Define the learning outcome/objective

• Start research and documentation

• Get a lot of ideas & inspiration!

• Start distilling the information

• Make a first outline

• Evaluate

• Produce detailled script

• The place of video for learning in the learning context, integrating video in the learning process

• Not all learning can always be done entirely in every video…

Remembering

Actions:

• recognizing,

• listing,

• describing,

• identifying,

• retrieving,

• naming,

• locating,

• finding

Understanding

Actions:

• interpreting,

• summarizing,

• inferring,

• paraphrasing,

• classifying,

• comparing,

• explaining,

• exemplifying

Applying

Actions:

• implementing,

• carrying out,

• using,

• executing

Analyzing

Actions:

• comparing,

• organizing,

• deconstructing,

• attributing,

• outlining,

• finding,

• structuring,

• integrating

Evaluating

Actions:

• checking,

• hypothesizing,

• critiquing,

• experimenting,

• judging,

• testing,

• detecting,

• monitoring

Creating

Actions:

• designing,

• constructing,

• planning,

• producing,

• inventing,

• devising,

• making

Bloom’s Taxonomy

Ideas…

• Biographical and Autobiographical videos e.g. Animoto

• Common craft video (hand drawn, cut out)

• Stop-motion videos (Jellycam)

• Documentary

• Flipped classroom (Khan style)

Flipping The Classroom

• Flipped learning: students watch instructional videos for homework and use class time to practice what they’ve learned.

• Presentation software (e.g., PowerPoint, Prezi, Keynote, Smart Notebook)

• You can make high-quality educational videos for your students. Here are a few Video Rules.

1. Keep it short

• YouTube generation

• Bite-sized pieces: just the quadratic formula, not anything else. One topic equals one video.

• 3 minute rule?

2. Animate your voice

• Engage your students, use your voice to make videos exciting

3. Create the video with another teacher

• Powerful conversation instead of watching a talking head

• Dialogue is helpful in comprehension of the material

• Like radio show

4. Add humor

• Put a running joke in (but only for the first minute or so)

• Humor brings interest to the video, which keeps the students interested

5. Don’t waste your students’ time

• Students are watching this in their own time. Keep to your topic.

6. Add annotations

• Think of your screen as a whiteboard: use annotation to add pen markups or similar

7. Add callouts

• A callout is a text box, a shape, or some other object that will appear for a while in the video and then disappear.

• Bring attention to the key elements in a video

• Show steps in a problem

8. Guide the eye of the viewer

• Zoom in to different portions of the screen: zoom in to the portion of the picture that is most important for comprehension, help the students focus

9. Keep it copyright friendly

• Video will likely be posted online, make sure that you follow appropriate copyright laws

Elaboration

• Who, (protagonist, antagonist)

• What, (plot)

• When,

• Where, (setting)

• Why,

• How

Simple Guidelines to Instruction

1. Gain attention

Stimuli activate receptors

Simple Guidelines to Instruction

2. Inform learners of objectives

Create level of expectation for learning

Simple Guidelines to Instruction

3. Stimulate recall of prior learning

Retrieval and activation of short-term memory situation

Simple Guidelines to Instruction

4. Present the new content

Selective perception of content

Simple Guidelines to Instruction

5. Provide "learning guidance"

Induce storage in long-term memory

6. Practice

Perform acquired knowledge

7. Provide feedback & Assess performance

Retrieval and reinforcement of content as final evaluation

8. Enhance retention and transfer to next level

Retrieval and generalisation of learned skill to new situation

Action!

Assessing the video project: post-production.

• Did video demonstrate what you said it would in outline and script?

• Did the audience (classmates) learn something from the final product? Did they learn what you wanted them to learn?

• Was the final product engaging?

• How does the audience evaluate the product?

• Was it worth the trouble?