Digital Video in the Curriculum
March 6, 2009
Presented by Tamra Hjermstad and Janet Simons
Online in the NITLE MIV Auditorium
With many students and faculty members now able to capture digital video on their mobile devices, upload it to YouTube in a matter of seconds, and select and play any of millions of digital videos on their laptops, the moving image has rapidly become a pervasive part of our culture on and beyond the campus. Faculty members may be eager to exploit and add the tools of video creation and utilization to their pedagogical repertoire, or they may find the technology overly time-consuming and complex. How are experienced instructional technologists successfully acquainting faculty with successful effective practices for incorporating digital video technology into their teaching? Janet Simons, Instructional Technologist, Hamilton College, and Tamra Hjermstad, Instructional Technology Consultant, Mt. Holyoke College, will lead a discussion about the ways in which they are working with faculty members to help them integrate digital video in the curriculum.
I. Overview of the Session
"How are experienced instructional technologists successfully acquainting faculty with effective practices for incorporating digital video technology into their teaching?"
Although students are increasingly engaged with technology, they are generally not savy with technology when it is incorporated into a learning experience. They are still developing critical thinking and media literacy skills that will translate into successful scholarly digital communication.
Three is the magic number!
Pre-production
Production
Post prodcution
One is the silver bullet!
II. Pre-production components
A. Course assignments are collaboratively developed with technologists (and potentially librarians, oral communication and writing center experts).
MHC RIS group: Research and Instructional Support
HILLgroup - Hamilton Information & Learning Liaisons
Learning goals? Expected Outcomes? Expectations managed and agreed upon by all. Formal Service Level agreement or MOU helpful!
Sample Completed Course Support Form for Art of Cinema: Women Filmmakers
Dartmouth's Online Multimedia Assignment Planning Form
Assignments are structured as a sequence of learning experience building upon each other over the course of the semester so that content can be assimilated simultaneously with skill development. Earlier assignments tend to be technology skill heavy, latter are more content focused.
Timeline for Comparative Politics Simulation Project, Spring 2007
Gant Chart of Support Load Timelines Spr06
B. Assignment Examples
Mount Holyoke: Dance and Politics (1st year seminar - low-end production)
Hamilton: Art Of Cinema Film (advanced production entry course)
http://www.hamilton.edu/academics/showcase/
Hamilton Setting Up & Shooting
Video Basics - Editing & Delivery
Both institutions: Independent study/projects and thesis (feature length productions)
Professors and instructional technologists work through the assignments and assessment methodologies to develop models of outcomes for their students. Professors develop a rubric for evaluation of student outcomes based on their own experience creating the models. Model topics cover conceptual development, research, skill development, content ranges, deliverables and time for drafts/versions, delivery & presentation and intellectual property. Individual and group production dynamics are also explored.
C. Assessment examples
Individual Projects (Mt. Holyoke)
Group Projects
Rubric for Comparative Politics Simulation Project, Spring 2007
Video Evaluation Components for Art of Cinema: Women Filmmakers
Dartmouth - suggestions for evaluating student video projects
Project integration negotiating points:
When and How instruction will happen? In class or out?
Workshop or Working Session?
Software/Equipment/physical space needs?
Integrated checkpoints?
Weight of project in context of entire course?
Coordinated Academic and Research (content) support?
Physical Support Structures
Hamilton
Multimedia Presentation Center
Mount Holyoke College
The MEWS: Mediated Educational Work Space
Additional talking points - "Looking Forward"
After the projects are turned in, is an archive needed by professor/us?
Copyright and intellectual property review?
Copyright for all AV projects done at Hamilton
Copyright Limitations Form/Contract
Broad Permission Form for Archiving Students' Work
Mount Holyoke Copyright Primer
D. And Other Issues... "And don't forget..."
Components after post-production ... assessing collaborative video editing, sharing, archive and maintenance of student projects over time ... how do we manage these things well? Library collections? In general, how is student work in media handled longitudinally.
Public presentation of students outcomes, whether to the class or the world, raises the bar for quality in student work and increases awareness of beyond text media projects. Also provides reward/recognition for deserving work.