Assignment Prompt & Instructions
– 2 years ago
**files (3)**
– ## InstructionalVideoProjectTemplate.docx
– ## Example.docx.pdf
– ## InstructionalVideoProjectAssignmentInstructions.pdf
**## InstructionalVideoProjectTemplate.docx**
EDUC 730
**Instructional Video Project Template**
**Value of Instruction**
_For this assignment, you were to create an instructional video you will USE, and that will make the time spent valuable for you and your learners now and in the future. In this section, describe in a single paragraph the instructional video and your choice to either personally explain, demonstrate a skill, or teach a concept. Briefly discuss the quality of your video as a valuable resource that you will continue to use with your learners year after year._
[Type your paragraph here.]
**Focus and Audience**
_You were to focus the instruction on two or three specific learning objectives for a target audience. In this section, list your objectives and define your audience._
| | |
| — | — |
| **Objectives** | **Audience** |
| | |
**Explanation**
_In a single paragraph, explain how you plan to use this instructional video with your learners and briefly discuss how the video connects to the standards of the broader curriculum._
[Type your paragraph here.]
**Engagement**
_In a single paragraph, list the methods you used to create interest in order to engage the learner._
[Type your paragraph here.]
**Reflection**
_Use this section to reflect on the process of creating the instructional video. In a single paragraph, defend the choices you made for video capture and recording (cameras used, etc.), images and sounds, and video editing software selection._
[Type your paragraph here.]
**Time Stamps of Required Types of Shots**
o Wide-Long: [Type time stamp here]
o Medium: [Type time stamp here]
o Close: [Type time stamp here]
Page 2 of 2
**## Example.docx.pdf**
Instructional Video Project
Andrea Bradley
Value of Instruction
As a teacher, I frequently discuss the different parts of speech with my students. For this
assignment, I created an instructional video teaching students three different verb types. I
decided to focus on helping, linking, and action verbs because my intended audience is
elementary students, specifically second and third graders. This video will be a valuable resource
because I can play it for my students next year during grammar lessons. I can show the video to
my student at the beginning of the year, and I can leave it in an additional resource module for
them to refer to throughout the year in case they need to refresh their memories.
Focus and Audience
My video is intended for students in elementary schools. Specifically, second and third grades to
align with early education grammar standards. North Carolina Common Core Standards state the
second and third graders should be able to explain the function of verbs, and form and use simple
tenses. The exact North Carolina Common Core Standards are:
1. L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing; demonstrate proficiency within the 2-3 conventions continuum. (See
Language Standards – Conventions Continuum page 10.)
2. L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing; demonstrate proficiency within the 2-3 conventions continuum. (See
Language Standards – Conventions Continuum page 11.)
Engagement
I tried to include different layers so that my video did not look like a plan PowerPoint. I added
videos of my children demonstrating action verbs to give viewers an image to go with the lesson.
There is animation during transitions between the information to add a bit of creativity.
Explanation
As a teacher, I use the first 10-15 minutes of the ELA block to teach different aspects of
grammar. This video will work perfectly as a quick introduction to helping, linking, and action
verbs. I can play this at the start of class, pausing one time for the class to work on a sample
sentence together. I can then pause it again to allow my students time to work on the last
sentence independently for one minute. After the minute has passed, I can resume the video so
my students can see if the identified the verb and named it correctly.
Reflection
This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:29:40 GMT -06:00
https://www.coursehero.com/file/233189797/EDUC730-Spr24-Instructional-Video-Projectdocx/
[https://www.coursehero.com/file/233189797/EDUC730-Spr24-Instructional-Video-Projectdocx/](https://www.coursehero.com/file/233189797/EDUC730-Spr24-Instructional-Video-Projectdocx/)
To create my video, I used my cell phone and laptop. I used my cellphone to capture the videos
and the audio presented in my video. I used my laptop to download an app named Cap Cut.
When I began my project, I was totally lost and did not know where to start. My niece, who is
attempting to be a YouTuber, told me to download Cap Cut and told me how to use it. After
mapping out my video, I record the video clips of my children and I on my cellphone. Then, I
picked a template on Cap Cut and put the information slides together. Lastly, I uploaded my
video clips and audio to Cap Cut and edited the video to make it look like one. The entire thing
was confusing at first, but I plan to repeat these steps at least three more times before the end of
the year, for content other content that I will be teaching my students to practice making videos.
Link to Instructional Video
https://www.youtube.com/watch?v=-ujHZrXF2dc
This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:29:40 GMT -06:00
https://www.coursehero.com/file/233189797/EDUC730-Spr24-Instructional-Video-Projectdocx/
Powered by TCPDF (www.tcpdf.org)
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**## InstructionalVideoProjectAssignmentInstructions.pdf**
EDUC 730
Page 1 of 5
INSTRUCTIONAL VIDEO PROJECT ASSIGNMENT INSTRUCTIONS
OVERVIEW
The flexibility of video allows compression and expansion of time and space, making it a
powerful instructional tool. An instructional video should address 3 to 5 specific learning objects
for a specific audience of learners. The video you plan and create must be instructional in nature
and work to form associations between concepts, provide historical or social examples, or
demonstrate how something works.
INSTRUCTIONS
For this assignment, you will capture a minimum of three separate video segments using an
actual video camera (a screen capture of your computer screen will not suffice) and edit these to
produce a quality instructional video with a length of between four and six minutes. Make it fun
and informative to engage your learners.
The mark of a good video is the ability to take a person who has very little experience or
understanding of a concept and help them reach the learning objectives identified, which might
include accomplishing a task. If you purchase the game Throw Throw Burrito TM, the instructions
within the box invite the players to grab their phones and pull up the YouTube video to see how
to play. You can view that Watch: Throw Throw Burrito – How to Play video in this
module’s Learn section. During this short 4:41-minute presentation, the audience learns how to
play and the rules surrounding the game. Sure, the players could have read the PDF instructions,
but the video engages the audience and teaches the skills necessary to play the game.
Also included in your course resources for this module are several other examples of
instructional videos. Notice in Watch: Introduction to Significant Figures how Joelle Acre
suspended the camera above her workspace for the instruction on significant figures. Notice, too,
how she splices in video clips of herself that add engagement value. Katie Meert created her
instructional video (Watch: Common and Proper Nouns) to teach her third graders about
common and proper nouns. She uses music during some of the demonstration of examples but
leaves the music off during the initial practice time picking it up again as student confidence
builds through practice. Please note that, in each of the examples, points may have been lost
based on missing components identified on the rubric for this assignment.
Once your video is complete, you will upload it to Canvas via Kaltura and along with the
Instructional Video Project Template, where you will describe various elements of your video.
The following section provides tips and additional information for the project.
EDUC 730
Page 2 of 5
Planning the video
1. Have an idea. This is important. A good idea is fairly easy to implement and follow.
WRITE IT DOWN.
2. Refer to the rubric for this assignment often. Your video needs to be between 4 and 6
minutes long.
3. Have a plan. The better you plan, the less time the whole project will take. This is true in
life in general but it is doubly so in video editing. Storyboard out your idea. Figure out
what shots you’ll need and what environment the shots should be in. Iterate!
a. Do you need any special props or extra hands or expertise to help out?
b. Do you need to use a “green screen or green wall” to achieve the effect that
you want?
c. Do you have a preset idea of what you want to say, or are you just filming
something that is happening spontaneously?
d. What are you going to wear?
e. How much time will it take to film? It will take longer than you think; allow
for it.
f. Will you need special sound effects? If so, what are they, and where will you
get them?
4. Write a “script” that you can follow to ensure you don’t forget anything. This way, you
can also take a couple of takes in case something goes wrong.
5. If you plan on using music, think about using it carefully. If it is important to the film, it
is important to keep it in mind from the start. Music is very powerful: use it wisely. Don’t
use music for the entire length of the video. If you desire, do use it to create interest at the
beginning, middle, or end. Overuse can be distracting to the learner.
6. If you are going to use the microphone directly from the camera or video recorder, make
sure that the camera is picking it up well enough. You might need a mic or some other
plan of attack. Place the mic close to the subject and point it away from (undesired) noise.
Sound is often more important than visuals or pictures.
7. **Always take more film at the beginning and end of every take than you need. It will
make editing easier. Give yourself a little extra recorded content to play with.
8. Once you have written a great plan and implemented it, you will likely have unedited
video segments with much more footage and content than you’ll actually need.
EDUC 730
Page 3 of 5
Implementing the Plan
1. When videoing, use a tripod whenever possible.
2. Avoid frequent panning and zooming – it can cause visual distress.
3. Balanced lighting is important. Create a good contrast between the subject and the
background. Be conscious of light sources and shadows on your subject.
4. Get as close as possible to your subject—this heightens impact and improves audio. You
might also ask your actors to speak up!
5. Follow the rule of thirds, frame off-center
6. Record a few seconds before a scene starts and after it ends – this provides you with
footage to make transitions.
7. Be sure that the date and time are set on the camera, that NightShot is turned off, and that
all video is shot in the same aspect ratio (i.e., either 16:9 widescreen or 4:3 traditional
broadcast).
8. Follow your curiosity on the day of your shoot. Overshoot! Get more than you think you
need! More stuff gives you more options when editing, and longer takes allow you some
wiggle room for transitions.
Editing the video
1. Make sure you set aside a large block of time for video editing. **Video editing is not a
fast process!
2. Title/Opening and Closing Credits are essential.
3. When capturing video to the computer, be sure that the capture format is set to “DV full
quality.” Then click on Settings, and in the Capture Source tab, set scene detection to
“automatic based on shooting time and date.” “Automatic based on scene content” is the
second-best choice if the “time and date” option does not detect scenes.
4. Make a rough cut of the whole film then go into details. Iterate. Cut early: when in doubt,
edit shorter cuts. Also, choose a style that works with quick cuts- don’t get swallowed up
by the mechanics.
EDUC 730
Page 4 of 5
5. When editing, use the Save As command frequently and save your project with a
different name (e.g., add an incremental number to the end of the name). This can be a
lifesaver if you need to go back to a previous edition of the project or if the software
should experience an anomaly.
6. If any scenes are too light or too dark, you can use Auto Color Correct and then move the
brightness slider as needed. Note that this will adjust the brightness of the entire clip.
7. Keep it simple; avoid superfluous animated transitions, and shorter is almost always
better. Also, keep a critical eye.
Create your instructional video using several of the following types of technologies:
● Live Action Video using an actual video camera (avoid using your cell phone
unless this is the only recording tool you have available. If the cellphone is used,
you must hold the phone horizontally and not vertically to capture the recording.
This will better allow for a 16 by 9 ratio).
● You should piece together a minimum of three video segments using editing
software such as Movavi, iMovie, WeVideo, or Adobe Premier.
● In order to submit your assignment, you will upload your video via Kaltura using
a textbox submission entry. Please follow the steps within the How to Submit a
Video Presentaiton document found within the assignment resources section for
instructions on how to embed your video into a textbook submission entry.
For the final product, make sure that:
● Video footage was taken with an actual handheld video camera
● Video is between 4–6 minutes
● Video is uploaded to the Canvas text box submission entry via Kaltura, and the
template is also submitted. In order to submit the template, you must use the
“Documents” tab within the text box submission and click “Upload Documents.”
This will allow you to upload the template document below the embeded video.
● Video is edited and rendered in widescreen (16:9 ratio)
● Video contains the required screens
○ Title Slide/Screen
EDUC 730
Page 5 of 5
○ List of objectives, steps, or instructions
○ Credits slide-cite all sources and contributors
● Video has smooth transitions (rather than harsh cuts) and sounds are well-
balanced
● Video includes at least two transitions, such as:
o Cut Dissolve
o Wipe
o Fade
● The video includes 3 types of shots
o Wide-Long
o Medium
o Close
● At least three separately recorded segments are combined into one video.
● Video editing software was used, adding value.
Be sure to complete the information required in the provided Instructional Video Project
Template and submit it to this assignment in Canvas.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
**## InstructionalVideoProjectAssignmentInstructions.pdf**
EDUC 730
Page 1 of 5
INSTRUCTIONAL VIDEO PROJECT ASSIGNMENT INSTRUCTIONS
OVERVIEW
The flexibility of video allows compression and expansion of time and space, making it a
powerful instructional tool. An instructional video should address 3 to 5 specific learning objects
for a specific audience of learners. The video you plan and create must be instructional in nature
and work to form associations between concepts, provide historical or social examples, or
demonstrate how something works.
INSTRUCTIONS
For this assignment, you will capture a minimum of three separate video segments using an
actual video camera (a screen capture of your computer screen will not suffice) and edit these to
produce a quality instructional video with a length of between four and six minutes. Make it fun
and informative to engage your learners.
The mark of a good video is the ability to take a person who has very little experience or
understanding of a concept and help them reach the learning objectives identified, which might
include accomplishing a task. If you purchase the game Throw Throw Burrito TM, the instructions
within the box invite the players to grab their phones and pull up the YouTube video to see how
to play. You can view that Watch: Throw Throw Burrito – How to Play video in this
module’s Learn section. During this short 4:41-minute presentation, the audience learns how to
play and the rules surrounding the game. Sure, the players could have read the PDF instructions,
but the video engages the audience and teaches the skills necessary to play the game.
Also included in your course resources for this module are several other examples of
instructional videos. Notice in Watch: Introduction to Significant Figures how Joelle Acre
suspended the camera above her workspace for the instruction on significant figures. Notice, too,
how she splices in video clips of herself that add engagement value. Katie Meert created her
instructional video (Watch: Common and Proper Nouns) to teach her third graders about
common and proper nouns. She uses music during some of the demonstration of examples but
leaves the music off during the initial practice time picking it up again as student confidence
builds through practice. Please note that, in each of the examples, points may have been lost
based on missing components identified on the rubric for this assignment.
Once your video is complete, you will upload it to Canvas via Kaltura and along with the
Instructional Video Project Template, where you will describe various elements of your video.
The following section provides tips and additional information for the project.
EDUC 730
Page 2 of 5
Planning the video
1. Have an idea. This is important. A good idea is fairly easy to implement and follow.
WRITE IT DOWN.
2. Refer to the rubric for this assignment often. Your video needs to be between 4 and 6
minutes long.
3. Have a plan. The better you plan, the less time the whole project will take. This is true in
life in general but it is doubly so in video editing. Storyboard out your idea. Figure out
what shots you’ll need and what environment the shots should be in. Iterate!
a. Do you need any special props or extra hands or expertise to help out?
b. Do you need to use a “green screen or green wall” to achieve the effect that
you want?
c. Do you have a preset idea of what you want to say, or are you just filming
something that is happening spontaneously?
d. What are you going to wear?
e. How much time will it take to film? It will take longer than you think; allow
for it.
f. Will you need special sound effects? If so, what are they, and where will you
get them?
4. Write a “script” that you can follow to ensure you don’t forget anything. This way, you
can also take a couple of takes in case something goes wrong.
5. If you plan on using music, think about using it carefully. If it is important to the film, it
is important to keep it in mind from the start. Music is very powerful: use it wisely. Don’t
use music for the entire length of the video. If you desire, do use it to create interest at the
beginning, middle, or end. Overuse can be distracting to the learner.
6. If you are going to use the microphone directly from the camera or video recorder, make
sure that the camera is picking it up well enough. You might need a mic or some other
plan of attack. Place the mic close to the subject and point it away from (undesired) noise.
Sound is often more important than visuals or pictures.
7. **Always take more film at the beginning and end of every take than you need. It will
make editing easier. Give yourself a little extra recorded content to play with.
8. Once you have written a great plan and implemented it, you will likely have unedited
video segments with much more footage and content than you’ll actually need.
EDUC 730
Page 3 of 5
Implementing the Plan
1. When videoing, use a tripod whenever possible.
2. Avoid frequent panning and zooming – it can cause visual distress.
3. Balanced lighting is important. Create a good contrast between the subject and the
background. Be conscious of light sources and shadows on your subject.
4. Get as close as possible to your subject—this heightens impact and improves audio. You
might also ask your actors to speak up!
5. Follow the rule of thirds, frame off-center
6. Record a few seconds before a scene starts and after it ends – this provides you with
footage to make transitions.
7. Be sure that the date and time are set on the camera, that NightShot is turned off, and that
all video is shot in the same aspect ratio (i.e., either 16:9 widescreen or 4:3 traditional
broadcast).
8. Follow your curiosity on the day of your shoot. Overshoot! Get more than you think you
need! More stuff gives you more options when editing, and longer takes allow you some
wiggle room for transitions.
Editing the video
1. Make sure you set aside a large block of time for video editing. **Video editing is not a
fast process!
2. Title/Opening and Closing Credits are essential.
3. When capturing video to the computer, be sure that the capture format is set to “DV full
quality.” Then click on Settings, and in the Capture Source tab, set scene detection to
“automatic based on shooting time and date.” “Automatic based on scene content” is the
second-best choice if the “time and date” option does not detect scenes.
4. Make a rough cut of the whole film then go into details. Iterate. Cut early: when in doubt,
edit shorter cuts. Also, choose a style that works with quick cuts- don’t get swallowed up
by the mechanics.
EDUC 730
Page 4 of 5
5. When editing, use the Save As command frequently and save your project with a
different name (e.g., add an incremental number to the end of the name). This can be a
lifesaver if you need to go back to a previous edition of the project or if the software
should experience an anomaly.
6. If any scenes are too light or too dark, you can use Auto Color Correct and then move the
brightness slider as needed. Note that this will adjust the brightness of the entire clip.
7. Keep it simple; avoid superfluous animated transitions, and shorter is almost always
better. Also, keep a critical eye.
Create your instructional video using several of the following types of technologies:
● Live Action Video using an actual video camera (avoid using your cell phone
unless this is the only recording tool you have available. If the cellphone is used,
you must hold the phone horizontally and not vertically to capture the recording.
This will better allow for a 16 by 9 ratio).
● You should piece together a minimum of three video segments using editing
software such as Movavi, iMovie, WeVideo, or Adobe Premier.
● In order to submit your assignment, you will upload your video via Kaltura using
a textbox submission entry. Please follow the steps within the How to Submit a
Video Presentaiton document found within the assignment resources section for
instructions on how to embed your video into a textbook submission entry.
For the final product, make sure that:
● Video footage was taken with an actual handheld video camera
● Video is between 4–6 minutes
● Video is uploaded to the Canvas text box submission entry via Kaltura, and the
template is also submitted. In order to submit the template, you must use the
“Documents” tab within the text box submission and click “Upload Documents.”
This will allow you to upload the template document below the embeded video.
● Video is edited and rendered in widescreen (16:9 ratio)
● Video contains the required screens
○ Title Slide/Screen
EDUC 730
Page 5 of 5
○ List of objectives, steps, or instructions
○ Credits slide-cite all sources and contributors
● Video has smooth transitions (rather than harsh cuts) and sounds are well-
balanced
● Video includes at least two transitions, such as:
o Cut Dissolve
o Wipe
o Fade
● The video includes 3 types of shots
o Wide-Long
o Medium
o Close
● At least three separately recorded segments are combined into one video.
● Video editing software was used, adding value.
Be sure to complete the information required in the provided Instructional Video Project
Template and submit it to this assignment in Canvas.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
**## InstructionalVideoProjectTemplate.docx**
EDUC 730
**Instructional Video Project Template**
**Value of Instruction**
_For this assignment, you were to create an instructional video you will USE, and that will make the time spent valuable for you and your learners now and in the future. In this section, describe in a single paragraph the instructional video and your choice to either personally explain, demonstrate a skill, or teach a concept. Briefly discuss the quality of your video as a valuable resource that you will continue to use with your learners year after year._
[Type your paragraph here.]
**Focus and Audience**
_You were to focus the instruction on two or three specific learning objectives for a target audience. In this section, list your objectives and define your audience._
| | |
| — | — |
| **Objectives** | **Audience** |
| | |
**Explanation**
_In a single paragraph, explain how you plan to use this instructional video with your learners and briefly discuss how the video connects to the standards of the broader curriculum._
[Type your paragraph here.]
**Engagement**
_In a single paragraph, list the methods you used to create interest in order to engage the learner._
[Type your paragraph here.]
**Reflection**
_Use this section to reflect on the process of creating the instructional video. In a single paragraph, defend the choices you made for video capture and recording (cameras used, etc.), images and sounds, and video editing software selection._
[Type your paragraph here.]
**Time Stamps of Required Types of Shots**
o Wide-Long: [Type time stamp here]
o Medium: [Type time stamp here]
o Close: [Type time stamp here]
Page 2 of 2
**## Example.docx.pdf**
Instructional Video Project
Andrea Bradley
Value of Instruction
As a teacher, I frequently discuss the different parts of speech with my students. For this
assignment, I created an instructional video teaching students three different verb types. I
decided to focus on helping, linking, and action verbs because my intended audience is
elementary students, specifically second and third graders. This video will be a valuable resource
because I can play it for my students next year during grammar lessons. I can show the video to
my student at the beginning of the year, and I can leave it in an additional resource module for
them to refer to throughout the year in case they need to refresh their memories.
Focus and Audience
My video is intended for students in elementary schools. Specifically, second and third grades to
align with early education grammar standards. North Carolina Common Core Standards state the
second and third graders should be able to explain the function of verbs, and form and use simple
tenses. The exact North Carolina Common Core Standards are:
1. L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing; demonstrate proficiency within the 2-3 conventions continuum. (See
Language Standards – Conventions Continuum page 10.)
2. L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing; demonstrate proficiency within the 2-3 conventions continuum. (See
Language Standards – Conventions Continuum page 11.)
Engagement
I tried to include different layers so that my video did not look like a plan PowerPoint. I added
videos of my children demonstrating action verbs to give viewers an image to go with the lesson.
There is animation during transitions between the information to add a bit of creativity.
Explanation
As a teacher, I use the first 10-15 minutes of the ELA block to teach different aspects of
grammar. This video will work perfectly as a quick introduction to helping, linking, and action
verbs. I can play this at the start of class, pausing one time for the class to work on a sample
sentence together. I can then pause it again to allow my students time to work on the last
sentence independently for one minute. After the minute has passed, I can resume the video so
my students can see if the identified the verb and named it correctly.
Reflection
This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:29:40 GMT -06:00
https://www.coursehero.com/file/233189797/EDUC730-Spr24-Instructional-Video-Projectdocx/
[https://www.coursehero.com/file/233189797/EDUC730-Spr24-Instructional-Video-Projectdocx/](https://www.coursehero.com/file/233189797/EDUC730-Spr24-Instructional-Video-Projectdocx/)
To create my video, I used my cell phone and laptop. I used my cellphone to capture the videos
and the audio presented in my video. I used my laptop to download an app named Cap Cut.
When I began my project, I was totally lost and did not know where to start. My niece, who is
attempting to be a YouTuber, told me to download Cap Cut and told me how to use it. After
mapping out my video, I record the video clips of my children and I on my cellphone. Then, I
picked a template on Cap Cut and put the information slides together. Lastly, I uploaded my
video clips and audio to Cap Cut and edited the video to make it look like one. The entire thing
was confusing at first, but I plan to repeat these steps at least three more times before the end of
the year, for content other content that I will be teaching my students to practice making videos.
Link to Instructional Video
https://www.youtube.com/watch?v=-ujHZrXF2dc
This study source was downloaded by 100000825965683 from CourseHero.com on 11-17-2024 22:29:40 GMT -06:00
https://www.coursehero.com/file/233189797/EDUC730-Spr24-Instructional-Video-Projectdocx/
Powered by TCPDF (www.tcpdf.org)
[https://www.coursehero.com/file/233189797/EDUC730-Spr24-Instructional-Video-Projectdocx/](https://www.coursehero.com/file/233189797/EDUC730-Spr24-Instructional-Video-Projectdocx/)
[http://www.tcpdf.org](http://www.tcpdf.org/)
**## InstructionalVideoProjectAssignmentInstructions.pdf**
EDUC 730
Page 1 of 5
INSTRUCTIONAL VIDEO PROJECT ASSIGNMENT INSTRUCTIONS
OVERVIEW
The flexibility of video allows compression and expansion of time and space, making it a
powerful instructional tool. An instructional video should address 3 to 5 specific learning objects
for a specific audience of learners. The video you plan and create must be instructional in nature
and work to form associations between concepts, provide historical or social examples, or
demonstrate how something works.
INSTRUCTIONS
For this assignment, you will capture a minimum of three separate video segments using an
actual video camera (a screen capture of your computer screen will not suffice) and edit these to
produce a quality instructional video with a length of between four and six minutes. Make it fun
and informative to engage your learners.
The mark of a good video is the ability to take a person who has very little experience or
understanding of a concept and help them reach the learning objectives identified, which might
include accomplishing a task. If you purchase the game Throw Throw Burrito TM, the instructions
within the box invite the players to grab their phones and pull up the YouTube video to see how
to play. You can view that Watch: Throw Throw Burrito – How to Play video in this
module’s Learn section. During this short 4:41-minute presentation, the audience learns how to
play and the rules surrounding the game. Sure, the players could have read the PDF instructions,
but the video engages the audience and teaches the skills necessary to play the game.
Also included in your course resources for this module are several other examples of
instructional videos. Notice in Watch: Introduction to Significant Figures how Joelle Acre
suspended the camera above her workspace for the instruction on significant figures. Notice, too,
how she splices in video clips of herself that add engagement value. Katie Meert created her
instructional video (Watch: Common and Proper Nouns) to teach her third graders about
common and proper nouns. She uses music during some of the demonstration of examples but
leaves the music off during the initial practice time picking it up again as student confidence
builds through practice. Please note that, in each of the examples, points may have been lost
based on missing components identified on the rubric for this assignment.
Once your video is complete, you will upload it to Canvas via Kaltura and along with the
Instructional Video Project Template, where you will describe various elements of your video.
The following section provides tips and additional information for the project.
EDUC 730
Page 2 of 5
Planning the video
1. Have an idea. This is important. A good idea is fairly easy to implement and follow.
WRITE IT DOWN.
2. Refer to the rubric for this assignment often. Your video needs to be between 4 and 6
minutes long.
3. Have a plan. The better you plan, the less time the whole project will take. This is true in
life in general but it is doubly so in video editing. Storyboard out your idea. Figure out
what shots you’ll need and what environment the shots should be in. Iterate!
a. Do you need any special props or extra hands or expertise to help out?
b. Do you need to use a “green screen or green wall” to achieve the effect that
you want?
c. Do you have a preset idea of what you want to say, or are you just filming
something that is happening spontaneously?
d. What are you going to wear?
e. How much time will it take to film? It will take longer than you think; allow
for it.
f. Will you need special sound effects? If so, what are they, and where will you
get them?
4. Write a “script” that you can follow to ensure you don’t forget anything. This way, you
can also take a couple of takes in case something goes wrong.
5. If you plan on using music, think about using it carefully. If it is important to the film, it
is important to keep it in mind from the start. Music is very powerful: use it wisely. Don’t
use music for the entire length of the video. If you desire, do use it to create interest at the
beginning, middle, or end. Overuse can be distracting to the learner.
6. If you are going to use the microphone directly from the camera or video recorder, make
sure that the camera is picking it up well enough. You might need a mic or some other
plan of attack. Place the mic close to the subject and point it away from (undesired) noise.
Sound is often more important than visuals or pictures.
7. **Always take more film at the beginning and end of every take than you need. It will
make editing easier. Give yourself a little extra recorded content to play with.
8. Once you have written a great plan and implemented it, you will likely have unedited
video segments with much more footage and content than you’ll actually need.
EDUC 730
Page 3 of 5
Implementing the Plan
1. When videoing, use a tripod whenever possible.
2. Avoid frequent panning and zooming – it can cause visual distress.
3. Balanced lighting is important. Create a good contrast between the subject and the
background. Be conscious of light sources and shadows on your subject.
4. Get as close as possible to your subject—this heightens impact and improves audio. You
might also ask your actors to speak up!
5. Follow the rule of thirds, frame off-center
6. Record a few seconds before a scene starts and after it ends – this provides you with
footage to make transitions.
7. Be sure that the date and time are set on the camera, that NightShot is turned off, and that
all video is shot in the same aspect ratio (i.e., either 16:9 widescreen or 4:3 traditional
broadcast).
8. Follow your curiosity on the day of your shoot. Overshoot! Get more than you think you
need! More stuff gives you more options when editing, and longer takes allow you some
wiggle room for transitions.
Editing the video
1. Make sure you set aside a large block of time for video editing. **Video editing is not a
fast process!
2. Title/Opening and Closing Credits are essential.
3. When capturing video to the computer, be sure that the capture format is set to “DV full
quality.” Then click on Settings, and in the Capture Source tab, set scene detection to
“automatic based on shooting time and date.” “Automatic based on scene content” is the
second-best choice if the “time and date” option does not detect scenes.
4. Make a rough cut of the whole film then go into details. Iterate. Cut early: when in doubt,
edit shorter cuts. Also, choose a style that works with quick cuts- don’t get swallowed up
by the mechanics.
EDUC 730
Page 4 of 5
5. When editing, use the Save As command frequently and save your project with a
different name (e.g., add an incremental number to the end of the name). This can be a
lifesaver if you need to go back to a previous edition of the project or if the software
should experience an anomaly.
6. If any scenes are too light or too dark, you can use Auto Color Correct and then move the
brightness slider as needed. Note that this will adjust the brightness of the entire clip.
7. Keep it simple; avoid superfluous animated transitions, and shorter is almost always
better. Also, keep a critical eye.
Create your instructional video using several of the following types of technologies:
● Live Action Video using an actual video camera (avoid using your cell phone
unless this is the only recording tool you have available. If the cellphone is used,
you must hold the phone horizontally and not vertically to capture the recording.
This will better allow for a 16 by 9 ratio).
● You should piece together a minimum of three video segments using editing
software such as Movavi, iMovie, WeVideo, or Adobe Premier.
● In order to submit your assignment, you will upload your video via Kaltura using
a textbox submission entry. Please follow the steps within the How to Submit a
Video Presentaiton document found within the assignment resources section for
instructions on how to embed your video into a textbook submission entry.
For the final product, make sure that:
● Video footage was taken with an actual handheld video camera
● Video is between 4–6 minutes
● Video is uploaded to the Canvas text box submission entry via Kaltura, and the
template is also submitted. In order to submit the template, you must use the
“Documents” tab within the text box submission and click “Upload Documents.”
This will allow you to upload the template document below the embeded video.
● Video is edited and rendered in widescreen (16:9 ratio)
● Video contains the required screens
○ Title Slide/Screen
EDUC 730
Page 5 of 5
○ List of objectives, steps, or instructions
○ Credits slide-cite all sources and contributors
● Video has smooth transitions (rather than harsh cuts) and sounds are well-
balanced
● Video includes at least two transitions, such as:
o Cut Dissolve
o Wipe
o Fade
● The video includes 3 types of shots
o Wide-Long
o Medium
o Close
● At least three separately recorded segments are combined into one video.
● Video editing software was used, adding value.
Be sure to complete the information required in the provided Instructional Video Project
Template and submit it to this assignment in Canvas.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
**## InstructionalVideoProjectTemplate.docx**
EDUC 730
**Instructional Video Project Template**
**Value of Instruction**
_For this assignment, you were to create an instructional video you will USE, and that will make the time spent valuable for you and your learners now and in the future. In this section, describe in a single paragraph the instructional video and your choice to either personally explain, demonstrate a skill, or teach a concept. Briefly discuss the quality of your video as a valuable resource that you will continue to use with your learners year after year._
[Type your paragraph here.]
**Focus and Audience**
_You were to focus the instruction on two or three specific learning objectives for a target audience. In this section, list your objectives and define your audience._
| | |
| — | — |
| **Objectives** | **Audience** |
| | |
**Explanation**
_In a single paragraph, explain how you plan to use this instructional video with your learners and briefly discuss how the video connects to the standards of the broader curriculum._
[Type your paragraph here.]
**Engagement**
_In a single paragraph, list the methods you used to create interest in order to engage the learner._
[Type your paragraph here.]
**Reflection**
_Use this section to reflect on the process of creating the instructional video. In a single paragraph, defend the choices you made for video capture and recording (cameras used, etc.), images and sounds, and video editing software selection._
[Type your paragraph here.]
**Time Stamps of Required Types of Shots**
o Wide-Long: [Type time stamp here]
o Medium: [Type time stamp here]
o Close: [Type time stamp here]
Page 2 of 2
**## Example.docx.pdf**
Instructional Video Project
Andrea Bradley
Value of Instruction
As a teacher, I frequently discuss the different parts of speech with my students. For this
assignment, I created an instructional video teaching students three different verb types. I
decided to focus on helping, linking, and action verbs because my intended audience is
elementary students, specifically second and third graders. This video will be a valuable resource
because I can play it for my students next year during grammar lessons. I can show the video to
my student at the beginning of the year, and I can leave it in an additional resource module for
them to refer to throughout the year in case they need to refresh their memories.
Focus and Audience
My video is intended for students in elementary schools. Specifically, second and third grades to
align with early education grammar standards. North Carolina Common Core Standards state the
second and third graders should be able to explain the function of verbs, and form and use simple
tenses. The exact North Carolina Common Core Standards are:
1. L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing; demonstrate proficiency within the 2-3 conventions continuum. (See
Language Standards – Conventions Continuum page 10.)
2. L.3.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing; demonstrate proficiency within the 2-3 conventions continuum. (See
Language Standards – Conventions Continuum page 11.)
Engagement
I tried to include different layers so that my video did not look like a plan PowerPoint. I added
videos of my children demonstrating action verbs to give viewers an image to go with the lesson.
There is animation during transitions between the information to add a bit of creativity.
Explanation
As a teacher, I use the first 10-15 minutes of the ELA block to teach different aspects of
grammar. This video will work perfectly as a quick introduction to helping, linking, and action
verbs. I can play this at the start of class, pausing one time for the class to work on a sample
sentence together. I can then pause it again to allow my students time to work on the last
sentence independently for one minute. After the minute has passed, I can resume the video so
my students can see if the identified the verb and named it correctly.
Reflection
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To create my video, I used my cell phone and laptop. I used my cellphone to capture the videos
and the audio presented in my video. I used my laptop to download an app named Cap Cut.
When I began my project, I was totally lost and did not know where to start. My niece, who is
attempting to be a YouTuber, told me to download Cap Cut and told me how to use it. After
mapping out my video, I record the video clips of my children and I on my cellphone. Then, I
picked a template on Cap Cut and put the information slides together. Lastly, I uploaded my
video clips and audio to Cap Cut and edited the video to make it look like one. The entire thing
was confusing at first, but I plan to repeat these steps at least three more times before the end of
the year, for content other content that I will be teaching my students to practice making videos.
Link to Instructional Video
https://www.youtube.com/watch?v=-ujHZrXF2dc
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**## InstructionalVideoProjectAssignmentInstructions.pdf**
EDUC 730
Page 1 of 5
INSTRUCTIONAL VIDEO PROJECT ASSIGNMENT INSTRUCTIONS
OVERVIEW
The flexibility of video allows compression and expansion of time and space, making it a
powerful instructional tool. An instructional video should address 3 to 5 specific learning objects
for a specific audience of learners. The video you plan and create must be instructional in nature
and work to form associations between concepts, provide historical or social examples, or
demonstrate how something works.
INSTRUCTIONS
For this assignment, you will capture a minimum of three separate video segments using an
actual video camera (a screen capture of your computer screen will not suffice) and edit these to
produce a quality instructional video with a length of between four and six minutes. Make it fun
and informative to engage your learners.
The mark of a good video is the ability to take a person who has very little experience or
understanding of a concept and help them reach the learning objectives identified, which might
include accomplishing a task. If you purchase the game Throw Throw Burrito TM, the instructions
within the box invite the players to grab their phones and pull up the YouTube video to see how
to play. You can view that Watch: Throw Throw Burrito – How to Play video in this
module’s Learn section. During this short 4:41-minute presentation, the audience learns how to
play and the rules surrounding the game. Sure, the players could have read the PDF instructions,
but the video engages the audience and teaches the skills necessary to play the game.
Also included in your course resources for this module are several other examples of
instructional videos. Notice in Watch: Introduction to Significant Figures how Joelle Acre
suspended the camera above her workspace for the instruction on significant figures. Notice, too,
how she splices in video clips of herself that add engagement value. Katie Meert created her
instructional video (Watch: Common and Proper Nouns) to teach her third graders about
common and proper nouns. She uses music during some of the demonstration of examples but
leaves the music off during the initial practice time picking it up again as student confidence
builds through practice. Please note that, in each of the examples, points may have been lost
based on missing components identified on the rubric for this assignment.
Once your video is complete, you will upload it to Canvas via Kaltura and along with the
Instructional Video Project Template, where you will describe various elements of your video.
The following section provides tips and additional information for the project.
EDUC 730
Page 2 of 5
Planning the video
1. Have an idea. This is important. A good idea is fairly easy to implement and follow.
WRITE IT DOWN.
2. Refer to the rubric for this assignment often. Your video needs to be between 4 and 6
minutes long.
3. Have a plan. The better you plan, the less time the whole project will take. This is true in
life in general but it is doubly so in video editing. Storyboard out your idea. Figure out
what shots you’ll need and what environment the shots should be in. Iterate!
a. Do you need any special props or extra hands or expertise to help out?
b. Do you need to use a “green screen or green wall” to achieve the effect that
you want?
c. Do you have a preset idea of what you want to say, or are you just filming
something that is happening spontaneously?
d. What are you going to wear?
e. How much time will it take to film? It will take longer than you think; allow
for it.
f. Will you need special sound effects? If so, what are they, and where will you
get them?
4. Write a “script” that you can follow to ensure you don’t forget anything. This way, you
can also take a couple of takes in case something goes wrong.
5. If you plan on using music, think about using it carefully. If it is important to the film, it
is important to keep it in mind from the start. Music is very powerful: use it wisely. Don’t
use music for the entire length of the video. If you desire, do use it to create interest at the
beginning, middle, or end. Overuse can be distracting to the learner.
6. If you are going to use the microphone directly from the camera or video recorder, make
sure that the camera is picking it up well enough. You might need a mic or some other
plan of attack. Place the mic close to the subject and point it away from (undesired) noise.
Sound is often more important than visuals or pictures.
7. **Always take more film at the beginning and end of every take than you need. It will
make editing easier. Give yourself a little extra recorded content to play with.
8. Once you have written a great plan and implemented it, you will likely have unedited
video segments with much more footage and content than you’ll actually need.
EDUC 730
Page 3 of 5
Implementing the Plan
1. When videoing, use a tripod whenever possible.
2. Avoid frequent panning and zooming – it can cause visual distress.
3. Balanced lighting is important. Create a good contrast between the subject and the
background. Be conscious of light sources and shadows on your subject.
4. Get as close as possible to your subject—this heightens impact and improves audio. You
might also ask your actors to speak up!
5. Follow the rule of thirds, frame off-center
6. Record a few seconds before a scene starts and after it ends – this provides you with
footage to make transitions.
7. Be sure that the date and time are set on the camera, that NightShot is turned off, and that
all video is shot in the same aspect ratio (i.e., either 16:9 widescreen or 4:3 traditional
broadcast).
8. Follow your curiosity on the day of your shoot. Overshoot! Get more than you think you
need! More stuff gives you more options when editing, and longer takes allow you some
wiggle room for transitions.
Editing the video
1. Make sure you set aside a large block of time for video editing. **Video editing is not a
fast process!
2. Title/Opening and Closing Credits are essential.
3. When capturing video to the computer, be sure that the capture format is set to “DV full
quality.” Then click on Settings, and in the Capture Source tab, set scene detection to
“automatic based on shooting time and date.” “Automatic based on scene content” is the
second-best choice if the “time and date” option does not detect scenes.
4. Make a rough cut of the whole film then go into details. Iterate. Cut early: when in doubt,
edit shorter cuts. Also, choose a style that works with quick cuts- don’t get swallowed up
by the mechanics.
EDUC 730
Page 4 of 5
5. When editing, use the Save As command frequently and save your project with a
different name (e.g., add an incremental number to the end of the name). This can be a
lifesaver if you need to go back to a previous edition of the project or if the software
should experience an anomaly.
6. If any scenes are too light or too dark, you can use Auto Color Correct and then move the
brightness slider as needed. Note that this will adjust the brightness of the entire clip.
7. Keep it simple; avoid superfluous animated transitions, and shorter is almost always
better. Also, keep a critical eye.
Create your instructional video using several of the following types of technologies:
● Live Action Video using an actual video camera (avoid using your cell phone
unless this is the only recording tool you have available. If the cellphone is used,
you must hold the phone horizontally and not vertically to capture the recording.
This will better allow for a 16 by 9 ratio).
● You should piece together a minimum of three video segments using editing
software such as Movavi, iMovie, WeVideo, or Adobe Premier.
● In order to submit your assignment, you will upload your video via Kaltura using
a textbox submission entry. Please follow the steps within the How to Submit a
Video Presentaiton document found within the assignment resources section for
instructions on how to embed your video into a textbook submission entry.
For the final product, make sure that:
● Video footage was taken with an actual handheld video camera
● Video is between 4–6 minutes
● Video is uploaded to the Canvas text box submission entry via Kaltura, and the
template is also submitted. In order to submit the template, you must use the
“Documents” tab within the text box submission and click “Upload Documents.”
This will allow you to upload the template document below the embeded video.
● Video is edited and rendered in widescreen (16:9 ratio)
● Video contains the required screens
○ Title Slide/Screen
EDUC 730
Page 5 of 5
○ List of objectives, steps, or instructions
○ Credits slide-cite all sources and contributors
● Video has smooth transitions (rather than harsh cuts) and sounds are well-
balanced
● Video includes at least two transitions, such as:
o Cut Dissolve
o Wipe
o Fade
● The video includes 3 types of shots
o Wide-Long
o Medium
o Close
● At least three separately recorded segments are combined into one video.
● Video editing software was used, adding value.
Be sure to complete the information required in the provided Instructional Video Project
Template and submit it to this assignment in Canvas.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.