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SYLLABUS
Aurora University
Teachers (and Students) Creating Original Video Content 3 semester hours graduate credit |
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OEDS5137 |
| Email Instructor: jambrosia@edbqhs.org |
1. Catalog Description
This course will focus on digital video as an instructional tool. Learn how you and your students can create movies with special effects, voice-overs, music scores, transitions, titles, credits and more. Through hands-on activities, work with digital video cameras to create and edit movies with Adobe’s digital video editing software, Premiere Elements, and Microsoft’s free video editing software, Movie Maker.
2. Catalog Overview
The purpose of this course is to allow elementary and secondary teachers to create, edit, publish online and share standards based original video projects for use in their curriculums. Video-based activities will include storyboarding, transitions, special effects, green screens, background music and voice overlay. Guided practice will allow the beginner, as well as the seasoned veteran, opportunities to add fun and exciting lessons for their students. Basic understanding of using digital video cameras recommended. A variety of student created projects will be explored.
3. Student Learning Objectives:
As a result of this course, participants will be able to:
4. Teaching Method/Class Format
A hands-on collaborative approach with the instructor "coaching" will be the prime method of instruction. Brief lectures and group discussions will be utilized to explore new concepts. Students will be actively using video equipment and computer software. Students will work both independently and as part of a group to create video presentations.
Students will be divided into groups and will then create original content videos for use in their curriculums. A final video project will be presented to the entire class and available for online viewing.
5. Texts and Required Reading
The 21st Century
Educator’s Handbook. Protocol and Materials Guide to the Screen Education
Process.
http://www.unitedstreaming.com/videos/42845/D2B15956-1279-3B00-CD01B9EA8FD93498.pdf
Using Youtube in the Classroom
http://www.education-world.com/a_tech/columnists/dyck/dyck016.shtml
6. Units of Work
Day One: Video in Education
Day Two: Video Production Process
Day Three: Video Production Process
Day Four:
Day Five:
7. Class Assignments
Assignments will be given by instructor to reinforce the units of work. Each student will be responsible for completing an independent video project which will be available for use in the upcoming school year. Projects will be presented to the class, and also presented in written form to be shared with the class. All projects will be reviewed and shared with the class at the end of the course. Teachers will be given the option to post their projects on the Internet so they become available to others and archive their video projects on CD/DVD formats. All readings will require a written summary and discussion.
8. Evaluation and Grading Procedures
Grading will be based on the quality of work with components weighted as follows. Grades are differentiated on the basis of quality. Quantity alone is not a significant factor for grade differentiation.
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30% |
60 points |
Performance of hands on activities provided by instructor |
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30% |
60 points |
Completion of class assignments |
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20% |
40 points |
Independent project (can be project associated with individual teacher's classroom or one assigned by instructor) |
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20% |
40 points |
Final examination (application problem) |
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200 Total Points |
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Grade |
Percentile |
Points |
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A |
100-91% |
200-182 |
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B |
90-81% |
181-162 |
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C |
80-71% |
161-123 |
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F |
70-0% |
122-0 |
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An "A" student will: |
A "B" student will: |
A "C" student will: |
An "F" student will: |
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be a prompt and regular attendant; |
be a prompt and regular attendant; |
be a prompt and regular attendant; |
be irregular in attendance and show a pattern of (unexcused) tardiness; |
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participate actively and regularly in group work by offering ideas and asking questions; |
participate actively and regularly in group work by offering ideas and asking questions; |
generally participate in group work by offering ideas and asking questions; |
rarely participate in group work by offering ideas and asking questions; |
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listen respectfully when others talk, both in groups and in class; |
listen when others talk, both in groups and in class; |
listen when others talk, both in groups and in class; |
not listen when others talk, both in groups and in class; disrupts the class with private conversations; |
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offer thoughtful comments in draft workshops and on critique sheets, and is able to articulate constructive criticism as needed; |
offer thoughtful comments in draft workshops and on critique sheets, and is able to articulate constructive criticism as needed; |
offer thoughtful comments in draft workshops and on critique sheets, and makes an effort to articulate constructive criticism as needed; |
offer minimal comments in draft workshops and on critique sheets, and makes little effort to articulate constructive criticism; |
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participate actively and regularly in class discussion; |
participate actively and regularly in class discussion; |
participate regularly in class discussion; |
not participate regularly in class discussion; |
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completes all work assigned and projects- work clearly shows mastery of software |
completes all work assigned and projects - all projects are well done, however mastery of one project is not clearly demonstrated |
completes all work assigned and projects- work is not well written or does not show mastery of software |
missing work assigned and projects- work is missing |
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final project is complete and adaptable to content area -- shows mastery of software |
final project is complete, but lacks adaptability -- mastery of software is not clearly demonstrated |
final project is complete, but not well written or does not show master of software |
final project is missing |
9. Bibliography
The 21st Century Educator’s Handbook. Protocol and Materials Guide to the Screen Education Process. http://www.unitedstreaming.com/videos/42845/D2B15956-1279-3B00-CD01B9EA8FD93498.pdf.
10. Attendance Policy
Students are required to attend all classes and to participate in class discussions, small group activities, experimental and experiential group exercises and projects. Attendance is divided into two sessions per day, one in the morning and one in the afternoon, for each of five days. Students must attend all sessions. If absence is due to a family emergency, an attempt will be made to make up the session at a later time, if possible.
11. Academic Honesty and Integrity Statement
Students are expected to maintain academic honesty and integrity as students of Aurora University by doing their own work to the best of their ability. Academic dishonesty (cheating, fabrication, plagiarism, etc.) will result in the student’s receiving a zero for that test, assignment, or paper.
12. Final Examination Policy
A final, culminating activity is required in all off-campus courses. Each student will be responsible for completing an independent project, which will enhance his/her classroom (i.e. technique, curriculum, technology use). Each project shall be presented in digital form at the end of the course and presented to the class.
13. American Disability Act Compliance
In compliance with ADA guidelines, students who have any condition, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the instructor at the beginning of the term. Adaptations of teaching methods, class materials, including text and reading materials or testing, may be made as needed to provide for equitable participation.