Option 1:
Website with created lesson/unit plans, training tutorials, research, and other multimedia resources designed to help teachers learn how to use and why video editing is useful for 21st century learning.
Website: https://mponza.wixsite.com/ldt505mobiletech
Video: https://youtu.be/wFqaYpXBf9w
https://www.wevideo.com/view/1427994995
Ponza, LDT 505 Design Document with Design Principles: Video Editing: Increased Motivation & Critical Thinking![](https://sites.psu.edu/mponza/files/2019/07/ezgif.com-video-to-gif1.gif)
Introduction
Today’s students are growing up in a world significantly different then the students of the past. It is a predominantly digital world run by digital technology and media. This technology has an opportunity to be an extremely powerful motivator & tool in the hands of the 21st Century learner.
“The power of technology is unleashed when students can use it in their own hands as authors of their own work and use it for critical inquiry, self-reflection, and creative expression” Norton, P., & Hathaway, D. (2010)
The primary goal of this implementation plan to see an increase in the intrinsic motivation of the learners. This project aims to increase learners motivation by turning learners that are mostly consumers into producers. We will hope to achieve this by authenticating and personalizing the learning experience for the learners by allowing them to have a voice and the creative control to be innovators. They will ask essential questions, imagine the possibilities of their artifact and content to displayed, plan/outline and organize a way to make their possibility a reality, evaluate and justify their research and create content that displays the mastery of the concept/task. Learners will then critique their own work and collaborate with experts and peers with their criticisms, make edits and improvements if and where needed to their creations, share their findings, final product or artifact with the community. Learners will finally reflect on the journey of the assignment on their performance, what worked well, what didn’t, strengths/weaknesses, and the validity of their creations, how they interpret their work and the reaction from the community.
We hope to accomplish this through the use of media creation and video editing apps and software.
“Digital moviemaking provides a unique opportunity to connect powerful, yet accessible, technology integration with core content and pedagogical practice within specific academic disciplines.” Hofer et al., (2005)
Teaching/Learning Environment Description
The setting will be a 4th grade classroom in the elementary setting. The target audience is elementary school adolescents with ages ranging from 8-11. The audience is diverse in academic ability, gender, race, ethnicity, and socioeconomic status. The trial program will last one year with periodical team meetings to assess and discuss data and observations. Team will consist of administrators, IT specialists, and teachers implementing the program. Existing technology includes class chromebook cart with a set of 30 devices, high speed wireless internet connection, and a current B.Y.O.T (bring your own technology, device) policy. Students also have their own G-Suite accounts (drive, gmail, docs, slides etc) for collaboration and organizational purposes.
List of Apps/Programs
These apps are a great place to start in your learners video editing journey. I have provided multiple apps and programs depending on the learner’s preference and device familiarity/availability.
- WeVideo (cross platform) www.wevideo.com
- iMovie (iOS) https://www.apple.com/imovie/
- Adobe Premiere Rush (cross platform)
- KineMaster Pro (Android)
- Splice (iOs) http://spliceapp.com/
- Power Director (Android)
Demonstration
- Ask: Learners presented with a task or challenge will ask essential/authentic questions to determine what will drive their learning
- Imagine: Learners will brainstorm and envision how they will answer their essential questions and how they will showcase that understanding, which can and may be adapted as the artifact/project is created
- Plan: Learners will use research logs, storyboards and graphic organizers to outline, organize, delegate, and set deadlines to keep on task, efficient and organized. They will evaluate, rationalize, and justify their research
- Create: Using WeVideo, learners will create and innovate using the video/audio function software. Learners will aim to display understanding of their intended task
- Critique: In person or via google classroom, peer/teacher conferences, or consultations with experts, learners will receive specific praise and direct feedback regarding their projects. Learners will also self critique looking for improvements to be made
- Improve: Learners will edit, remix, and make improvements to their work based on their findings, advice of their peers, their teachers, or consulted experts
- Share: Learners will export and share via a third party source such as seesaw, class/grade level/district blog, social media outlet etc to teach/inform the community of their findings
- Reflect: Learners will reflect on their performance, what they did well, what they think needs improvement as they went through the process, as well as reflect on how their artifact was received and interpreted by the public.
Some examples of products created this year by students:
Podcasts/Vlogs | Creative Videos Based on Passions/Interests | Debates | Commercials | Digital Storytelling | Research and Content Presentations |
How To Guides | Scientific Investigations/
Experiments |
Shared Inquiry | Tutorials | Book Talks | Self Reflections |
Design Principal Chart
Design guideline for mobile technologies in a school-based video editing program | Strategies or resources to include in a mobile technology program |
Ask students to use their personal interests in order to increase their motivation and participation levels. Ryan, R. & Lynch, M. (2003) | Include WeVideo Mobile App or Web-based program on the iPads, Chromebooks or tablets.
Encourage students to use a graphic organizer or their writing journal to brainstorm a list of all their interests. Have them select their topic or topics and use the WeVideo video editing app to create artifacts based on their chosen personal interests. “Integrating video production facilitated connections to content, student motivation and engagement” Norton, P., & Hathaway, D. (2010) Teachers should not choose what the learners research or create their videos on. |
Give students the opportunity to produce media content, rather than just produce it. Churchill, D., Fox, B., & King, M. (2016) | Using WeVideo students will create an artifact based on their interests. They will select a topic from their generated list and start to think about what they will want to know, how they will research, and how they will share/present what they have learned.
“Digital moviemaking offers an opportunity to harmonize the use of technology to support student-centered pedagogy and unique disciplinary approaches rooted in discipline-specific pedagogy.” Hofer, M., Owings Swan, K., (2005) Media creation is authentic to the 21st century learner are they are content consumers. |
Students need a driving question—an open-ended question that sets the stage for the project by creating interest and curiosity. Vincent (2014) | Once students have selected their topic, encourage them to create a driving question that will spark their creation and research. Students will use graphic organizers to craft their driving question. They will then use this question to stay motivated, on task, and to drive their inquiry. They will create their artifact using WeVideo.
“a good question also can be an excellent vehicle with which to start a process of inquiry. The goal of asking and answering a question is not necessarily to probe a completely untouched area Rather, it should be a personal quest to resolve a curiosity and grapple with trying to understand the answer.” Vale R. D. (2013) |
Students need opportunities to explore, discuss, and meaningfully research/investigate to make their learning authentic. Donovan, S., Bransford, J., & Pellegrino. (1999) | Encourage students to create authentic content using their research from their driving question using the WeVideo Mobile App or website.
“learning is most effective in the context of the tasks in which students engage to solve ill-structured, authentic, complex and dynamic problems, which require students to actively engage in deep reflection, consideration of theoretical perspectives, the use of tools, creation of artefacts and analysis of various possible solutions.” Churchill, D., Fox, B., & King, M. (2016) Present students with graphic organizers and have them decide how they will present/investigate a certain aspect of their chosen interest/topic. Use WeVideo to create a presentation, interview, tutorial, news report, commercial, song etc. |
Learning goals and targets are needed to improve students’ motivation, learning/retention, and achievement while building students’ capacity to learn. Hattie, J. (2011) | Teachers will provide clear learning goals and targets discussing what should be included in the video project such as transitions, music, fading in and out, pictures, videos, stock vs created resources etc. Students will also set goals and targets for their artifacts.
“providing a clear learning goal, structure, guidance and where needed, well-defined parameters around young students’ interaction, if focus on the learning purpose is to be maintained.” Falloon, G. (2013) |
Students learn more readily when they can connect what they are learning to what they already know. Ambrose, S. A., Lovett, M., Bridges, M. W., DiPietro, M., & Norman, M. K. (2010) | Encourage students to draw on past experiences and what they know about their topics they are creating artifacts for. Consider what they have learned previously as they move towards their driving questions.
Learners construct meaning out of their prior understanding. Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015) Using WeVideo the students will create a video interviewing themselves on what they already know about the topic. They will also ask themselves what they want to know. Teachers can also have the students use their devices or video recording equipment to interview other students and ask them what they know or want to know about their topic. This can help them with their research. |
Activating background knowledge/content loading or researching information at home, will allow for more time to create and produce artifacts in class.
Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015) |
Using a flipped classroom approach and Google Classroom, teachers can send links of videos, articles, and other information that students can access anywhere. Students are encouraged to research and investigate at home or outside of the classroom allowing more time in class for media creation/production. Students will have more time to collaborate in class, conference with teachers, and work on their productions.
“With enough prior knowledge, students have more time to conduct higher level activities and questions. Educators can further provide individualized consulting, which benefits students with learning difficulties the most, and teachers would better understand the learning status of their students.” Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015) |
When students learn collaboratively they are more engaged, they gain confidence, build trust, build social skills and learn from their peers as they participate in authentic real world situations. Johnson, D.W. & Johnson, R. T. (2009) | Students will work in learning communities based on their projects and interests. In these communities they will work together to create joint projects using WeVideo Video and Audio editing app. They will also seek advice and peer support for their joint or independent projects. “social interaction, conversation and
dialogue are fundamental to learning from a socio-cultural perspective as people engage in negotiating meaning” Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012) Students will collaboratively work over g-suite apps such as google docs to offer feedback, delegate work, and set deadlines. |
Learners need the opportunity to create media both inside and outside of the classroom while collaborating with other peers. Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015) | Encourage learners to download the WeVideo app on their mobile phones, tablets, laptops or access it from their desktop computers at home. Have students use phones, tablets, and computers to take photos and videos of their lives or things of interest at home or around their communities. Students can use these resources for their videos and edit anywhere and anytime.
“Mobile technologies with portability, connectivity and versatility enable learning to be ubiquitous in and out of classrooms, provide potential opportunities for collaborative learning, and enrich learning experiences with the support of technologies.” Looi, C.-K., Seow, P., Zhang, B., So, H.-J., Chen, W., & Wong, L.-H. (2010) |
Have students record their progress and assess themselves and others using rubrics. Churchill, D., Fox, B., & King, M. (2016) | Present the students with rubrics. Go over the rubrics and their expectations with the students.
“teachers obtained the best results when they scored assessments using a rubric instead of points.” Marazano. (2009) As students go through the process of creating their artifacts have them consult their rubrics so they can monitor, manage their time, and keep track of what they need to do. The Students will use peer and self grading rubrics to track their progress and assess themselves as well as their peers. . |
Students need multiple options to showcase their learning progress and understanding. Davidson-Shivers, G. (2015) | Learners will use WeVideo to create an artifact. Encourage students to demonstrate their ability and understanding of high level critical thinking skills in different ways, ie: podcast, vlog, how to video, interviews, news report, reflection, monologue, presentation, movie trailer, book report video, commercial, etc.
For any given instructional or learning environment, there is a variety of, but equivalent, means for learners to access and engage in the essential learning experiences and to demonstrate their knowledge and skills. Davidson-Shivers, G. (2015) |
References
Ambrose, S. A., Lovett, M., Bridges, M. W., DiPietro, M., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching.
Churchill, D., Fox, B., & King, M. (2016). Framework for designing mobile learning environments. In D. Churchill, J. Lu, T. Chiu, & B. Fox (Eds.), Mobile learning design: Theories and applications (pp. 3–25). Singapore: Springer.
Davidson-Shivers, G. (2015). Universal design. In J. Spector (Ed.), The SAGE encyclopedia of educational technology (Vol. 2, pp. 800–802). Thousand Oaks, CA: SAGE Publications Ltd. doi: 10.4135/9781483346397.n325
Donovan, S., Bransford, J., & Pellegrino. (1999). How People Learn: Bridging Research and Practice. Washington, DC: National Academy of Sciences.
Falloon, G. (2017). Mobile devices and apps as scaffolds to science learning in the primary classroom. Journal of Science Education and Technology, 26(6), 613–628.
Falloon, G. (2013). Young students using iPads: App design and content influences on their learning pathways. Computers & Education, 68, 505–521.
Haßler, B., Major, L., & Hennessy, S. (2016). Tablet use in schools: A critical review of the evidence for learning outcomes. Journal of Computer Assisted Learning, 32(2), 139–156.
Hattie, J. (2011). Which strategies best enhance teaching and learning in higher education? In D. Mashek and E. Y. Hammer, Eds. Empirical research in teaching and learning: Contributions from social psychology (pp. 130-142). Oxford: Blackwell Publishing.
Hofer, M., Owings Swan, K., (2005). Digital Moviemaking—The Harmonization of Technology, Pedagogy and Content. Articles.39.https://scholarworks.wm.edu/articles/39
Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: A mobile technology–enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473.
Johnson, D.W. & Johnson, R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning . Educational Researcher, 38(5), 365-379.
Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). become an active participant, not a passive receiver . Research in Learning Technology, 20(1), 1–17.
Looi, C.-K., Seow, P., Zhang, B., So, H.-J., Chen, W., & Wong, L.-H. (2010). Leveraging mobile technology for sustainable seamless learning: A research agenda. British Journal of Educational Technology, 41(2), 154–169.
Martin, F., Pastore, R., & Snider, J. (2012). Developing mobile based instruction. TechTrends, 56(5), 46–51.
Norton, P., & Hathaway, D. (2010). Video production as an instructional strategy: Content Learning and teacher practice. Contemporary Issues in Technology and Teacher Education, 10(1). Retrieved from https://www.citejournal.org/volume-10/issue-1-10/current-practice/video-production-as-an-instructional-strategy-content-learning-and-teacher-practice
Ryan, R. & Lynch, M. (2003). Philosophies of motivation and classroom management. In R. Curren (Ed.), Blackwell companion to philosophy: A companion to the philosophy of education (pp. 260-271). New York, NY: Blackwell.
Vale R. D. (2013). The value of asking questions. Molecular biology of the cell, 24(6), 680–682. doi:10.1091/mbc.E12-09-0660
Vincent, T. (2014, October 10). Crafting Questions That Drive Projects. Retrieved July 2, 2019, from https://learninginhand.com/blog/drivingquestions
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