FRIT 7230: Digital Video Introductory Assignment

Digital Video Introductory Assignment S. Justin Keith Georgia Southern University - Georgia OnMyLine FRIT 7230: Selection and Development of Instructional Technologies - Fall 2011 Dr. Elizabeth Downs, Instructor

FRIT 7230: Digital Video Introductory Assignment Analyze Learners I have chosen AASL standard 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. I plan on gearing the video to promote this standard to modern day high school students in general who say that they hate to read. Today, many high school students say how much they hate to read, but they dont understand just how much reading they actually do on a day to day basis whether it is the news ticker at the bottom of the national news station, local news on a social networking site, information on wikis and blogs, newspapers, magazines, websites, etc. I believe that this video will get the attention of students who say they hate to because they will be able to relate to the content being presented. Many if not most high school students feel as though reading is being forced on them and thus feel as though they hate to read, when in actuality they may be reading more than they realize. This presentation will help those students feel confident in the fact that they do not hate to read and in fact may help them gain the confidence to read other things outside of their normal comfort zone. After viewing this presentation students should feel more satisfied with themselves knowing that they read more than they and others thought they actually read. State Objectives Audience: Who is the audience? Specifies the learner(s) for whom the objective is intended. Behavior: What do you want them to do? The behavior or capability needs to be demonstrated as learner performance, an observable, measurable behavior, or a real-world skill. Condition: Under what circumstances or conditions are the learners to demonstrate the skill being taught? Be sure to include equipment, tools, aids, or references the learner may or may not use, and/or special environmental conditions in which the learner has to perform. Degree: How well do you want them to demonstrate their mastery? Degree to which the new skill must be mastered or the criterion for acceptable performance (include time limit, range of accuracy, proportion of correct responses required, and/or qualitative standards.) Objective Statements: High school students who say that they hate to read will be able to identify how much reading they actually do on a regular basis when watching the presented video with 100% accuracy.

FRIT 7230: Digital Video Introductory Assignment

High school students who say that they hate to read will identify ways that they enjoy reading on a day to day basis when watching the presented video and develop a higher confidence level in their appreciation for reading. High School faculty and staff will identify ways informal ways that students read when viewing the presented video with 100% accuracy. Select Media, Materials, and Methods Making the video: Pre-Production: Script Storyboard Que Cards Actor(s) Camera operator/stagehands Props Locations to shoot Production: Digital Video Camera Media on which to record video Tripod Lights Post Production Computer Video editing software Viewing the Video: Some way to play the video (VCR, DVD player, Blue Ray Player, Computer, etc) Something to watch the video on (Television, LCD Projector and screen, computer monitor, etc) Some way to hear the audio of the video (built in television speakers, surround sound speakers, computer speakers, etc..) Proper connections and cabling between the player, viewer and speaker system

Require Learner Participation Focus Activity: (5 min) A group discussion about whether or not students like to read and why. Facilitate the discussion by asking questions that lead students in the direction of situations presented in the video. If the majority of students like to read, then a shorter discussion is appropriate.

FRIT 7230: Digital Video Introductory Assignment Activity: (8-10 minutes) I HATE Reading Video

1. Students and teacher(s) will watch the I HATE Reading video Show the video Wrap-up discussion: (5-10 min) Ask if students read more than they thought they did. Ask students if they feel better about their reading habits than they did before watching the video. Evaluate & Revise Student Evaluation: Did students seem to pay attention and relate to the video? Did students seem to feel more confident about their reading habits when informally assessed after the video? Did an increase in student confidence levels show in media center visits and/or circulation assessments? Multimedia Evaluation: Was the technology used to view the video easily operated? Did it provide more of a distraction than assistance? Is there a way to alter the technology used to be more user friendly next time? Was the video currently appropriate, able to be viewed easily, able to be heard easily? Instructor Evaluation: Did you keep the class focused on the video presentation? Did you ask questions based on the video to informally assess the videos impact? Is there anything else you could do to help the activity to run smoother? Were you able to facilitate the activity along with the technology or was it too much to take care of?