Instructional Design: Instructional Support
Sample from SCORM instructional module used with faculty on how to implement effective video projects.
See the IDD@UGA section for more details.
Project Background
In the fall of 2015 the government teacher, Sam Biglari, approached me about helping with a video project idea he had for his Advanced Placement U.S. Government class. We had both attended a session at the 2014 ISTE Conference on effective video projects. The project idea was for learners to create political culture videos that reflected an argument either in favor or against topics; topics included religion in government, patriotism, and civic duty. Mr. Biglari and I met to plan the structure of the project and I assisted in-class during different project points to assist with implementation.
Before diving into the content around political culture, learners started the project introduction by evaluating positive and negative traits about videos found at NextVista for Learning. After compiling a list of effective traits for video production, learners were provided with a sample of a completed storyboard, given information on the function of each section on the template, and shown a video clip that aligned to the sample storyboard. Learners were divided into groups to ideate their initial pitch idea to Mr. Biglari, utilizing blank storyboard templates for documenting their idea for the video. After the pitch was approved, students completed another draft of the storyboards with more detail that would enable them to start production.
Because iteration is an important part of the learning process, learners were asked to turn in a draft of their video for feedback. Project groups signed up for a conference where Mr. Biglari gave content feedback and I gave video production feedback. Many groups made individual appointments with me in order to learn extra skills in iMovie for their final production. Learners used the information in their conference sessions to refine their video prior to submitting a final draft. I co-assessed the assignments with Mr. Bigari and gave further descriptive feedback to students.
In the fall of 2015 the government teacher, Sam Biglari, approached me about helping with a video project idea he had for his Advanced Placement U.S. Government class. We had both attended a session at the 2014 ISTE Conference on effective video projects. The project idea was for learners to create political culture videos that reflected an argument either in favor or against topics; topics included religion in government, patriotism, and civic duty. Mr. Biglari and I met to plan the structure of the project and I assisted in-class during different project points to assist with implementation.
Before diving into the content around political culture, learners started the project introduction by evaluating positive and negative traits about videos found at NextVista for Learning. After compiling a list of effective traits for video production, learners were provided with a sample of a completed storyboard, given information on the function of each section on the template, and shown a video clip that aligned to the sample storyboard. Learners were divided into groups to ideate their initial pitch idea to Mr. Biglari, utilizing blank storyboard templates for documenting their idea for the video. After the pitch was approved, students completed another draft of the storyboards with more detail that would enable them to start production.
Because iteration is an important part of the learning process, learners were asked to turn in a draft of their video for feedback. Project groups signed up for a conference where Mr. Biglari gave content feedback and I gave video production feedback. Many groups made individual appointments with me in order to learn extra skills in iMovie for their final production. Learners used the information in their conference sessions to refine their video prior to submitting a final draft. I co-assessed the assignments with Mr. Bigari and gave further descriptive feedback to students.
Objectives
At the conclusion of the project, learners will be able to:
At the conclusion of the project, learners will be able to:
- analyze political culture topic for arguments supporting and opposing the issue.
- demonstrate effective storyboarding strategies for planning video content.
- create a short (2 minute or less) video making an argument on a topic of political culture, including effective visual transitions, use of audio, and text overlay.
Instructional Artifacts
|
|
| ||||||||
Student Work Artifacts
|
|
|
|
Project Background
During the 2015-2016 school year I worked with the geometry teachers to write an innovation grant application and to implement their innovation grant project. The summative project asked learners to apply geometry skills, such as replication and transformation, to create an art piece inspired by the Arabesque art movement of the Post-Classical Era's Islamic Empires. Each geometry class created a unique piece that was displayed at the spring arts event. In preparation for implementation, I arranged for the group to participate in a session in the fall semester with a resident artist at the High Museum of Art who specializes in geometric art as well as take a personalized tour of the special exhibit from Iris Van Herpen. In the spring semester teachers had students begin by examining existing Arabesque art for geometric patterns, and ultimately had each class create a unique design that utilized major geometric transformations. |
Group that participated in the High Museum of Art's workshop
|
Student Work Artifacts
Project products from each geometry class on display at the spring arts event. Bottom photo includes participating math teacher Ayisha Karim, me, art teacher Devin Allen, and math teacher Ayesha Fakhrid-Deen.