EDUC 514



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School of Education

Department of Advanced Studies Masters of Arts in Digital Teaching and Learning

EDUC 514: Digital Video in the Classroom   (3 units) 

Course Description

Students are exposed to basics in video project composition. Activities include learning how to build visually effective shots, how to use music to enhance the feel of the presentation, and how to create a movie project that is designed to keep a student's attention in the context of teaching standards-based material.

Faculty Information

Tim Holder

Adjunct Professor, Department of Advanced Studies

Murrieta Regional Center / Inland Regional Center

tholder@apu.edu

Twitter Handle @apu_tim, Google+: tholder.apu

Cell: (951) 326-5829

University Information

Azusa Pacific University is an evangelical Christian community of disciples and scholars who seek to advance the work of God in the world through academic excellence in liberal arts and professional programs of higher education that encourage students to develop a Christian perspective on truth and life.

School of Education Learner Goals

1. Ethical professionals who are able to understand and articulate the integration of a Christian worldview with their discipline in their communities of practice.

2.  Responsive professionals who practice reflective critical thinking in their engagements with diverse communities of learners.

3.  Informed scholarly professionals who are dedicated to collaboration and lifelong learning.

 

Digital Teaching and Learning Program Mission Statement

The Master of Arts in Education: Digital Teaching and Learning program prepares teacher candidates to effectively design and implement technology-embedded curriculum to meet the needs of all K-20 digital learners.

Program Goals

Graduates of the Master of Arts in Education: Digital Teaching and Learning Program are more fully competent users of technology in their own instructional practices as well as becoming leaders and models for the use of technology impacting their school sites for effective uses of technology throughout the school community.

 

Program Objectives

Students will have the opportunity to:

Demonstrate a sound understanding of technology operations and concepts.

Examine, explore, and articulate their role as a Christian educator.

Plan and design effective learning environments and experiences supported by technology to maximize student learning.

Apply technology to facilitate a variety of effective assessment and evaluation strategies.

Understand the social, ethical, legal and human issues surrounding the use of technology in Pre K-14 schools and apply that understanding in practice.

Use technology to support learner-centered strategies that address the diverse needs of students.

Design and develop digital-age learning experiences and assessments.

Vision Statement

To develop highly effective, innovative, visionary educators and scholarly practitioners of high moral and ethical character based upon Christian values and principles.  Our vision is grounded in the four cornerstones that define the mission of Azusa Pacific University: Christ, Scholarship, Community, and Service.

Program/Course Policies

Attendance

Face to Face: Attendance is a vital part of this experiential-based learning environment, therefore absences will affect your grade. Two absences will result in a one-letter grade reduction. Three or more absences will necessitate your withdrawal/failure of the course. Tardiness and early departures will also affect your grade.  Please see your professor immediately if you anticipate any difficulties in fulfilling your attendance requirements.

Online: Attendance for online classes is assessed through the instructor's examination of a number of factors, including a candidate's full participation in assignments and activities in the online environment, engagement with colleagues in discussions, responding to prompts and forum posts, and overall contribution to the class learning. Non-participation for the equivalent of two sessions will result in a one-letter grade reduction (e.g., "A" to "B"). Non-participation for more than two sessions will result in a failing grade.

Hybrid classes:  Candidates must attend all face-to-face required meetings

Requests for Graduate Course Incomplete

Request for Graduate Course Incomplete is discouraged.  An Incomplete is given only under special circumstances, as described in the Graduate Catalog.  In addition, an Incomplete can only be granted if the student has completed a substantial part of the coursework (approximately 75%), is in good academic standing in the course at the time the Incomplete is filed, and has satisfactory attendance up to the last day to withdraw in the term.  Please note that additional documentation related to the extenuating circumstance that prevented the MA candidate from completing her/his work may be required.

Assignment Policies

All assignments for the course are to be completed and submitted on time in order to receive full credit.  Permission for late work is granted only by special request to your faculty.  

Academic Integrity and Dishonesty Policy

The practice of academic integrity to ensure the quality of education is the responsibility of each member of the educational community at Azusa Pacific University. It is the policy of the university that academic work should represent the independent thought and activity of the individual student, and work that is borrowed from another source without attribution or used in an unauthorized way in an academic exercise is considered to be academic dishonesty that defrauds the work of others and the educational system.

Engaging in academic dishonesty in fulfillment of the requirements of an academic program is a serious offense for which a student may be disciplined or dismissed from a program. Academic dishonesty includes: Cheating, fabrication (intentional invention or falsification of any information or citation in an academic exercise), facilitating academic dishonesty (knowingly helping others to commit academic dishonesty), plagiarism, or reuse of previously submitted work without prior approval or citation.

Copyright Responsibilities

Students and faculty are both authors and users of copyrighted materials.  As a student you must know the rights of both authors and users with respect to copyrighted works to ensure compliance. It is equally important to be knowledgeable about legally permitted uses of copyrighted materials. Information about copyright compliance, fair use and websites for downloading information legally can be found at

APU Credit Hour Policy (Carnegie Hours)

Following the APU Credit Hour policy, to meet the identified student learning outcomes of this course, the expectations are that this one unit course, delivered over a nine-week term will approximate:

5 hours/week classroom or direct faculty instruction

0 hours/week laboratory work

0 hours/week internship

5 hours/week practice

0 hours/week studio work

4 hours/week online work

2 hours/week research

3 hours/week guided study

0 hours/week study abroad

0 hours/week other academic work

In addition, other out of class student work will approximate a minimum of 1 hours each week.

Total time = 45 hours faculty contact and 135 hours per week outside of the classroom work

(total = 180 hours)

Teacher Candidate Dispositions

In alignment with our Conceptual Framework, Azusa Pacific University is committed to supporting our candidates in their endeavor to become Ethical, Responsive, and Informed educator candidates.  Dispositions will be addressed will be assessed in designated courses across all programs.  MA Candidates who fail to maintain the appropriate dispositions can be removed from the program.

In the Department of Teacher Education; Digital Teaching and Learning, dispositions are assessed in EDUC 511, EDUC 522 and EDUC 526 courses.  The dispositional assessment will be completed by the instructor in TaskStream in the final week of these courses.  Dispositional assessments are a requirement of MA candidates and intended to show growth over the course of their program participation.

Course TaskStream Requirements:

All candidates in the School of Education are required to maintain a current subscription to TaskStream and be enrolled in the applicable program folios.  All candidates are required to submit particular assignments and other forms in TaskStream as they progress through their program.  These assignments must be submitted in TaskStream by the deadline specified in the syllabus.  Students failing to submit the signature assignment in TaskStream by the last day of the term will receive a non-passing grade in the course.  It is the responsibility of the student to ensure that he/she has an active TaskStream account, is enrolled in the correct folio(s), and submits his/her assignments to the correct evaluator.

For TaskStream assistance, go to:

        TaskStream – 800-311-5656 - help@

        IMT Help Desk - 626-815-5050 - support@apu.edu

Monday – Thursday, 5:00 am – 8:00 pm PT; Friday, 5:00 am – 4:00 pm PT;        

Saturday, 9:00 am – 2:00 pm PT; Sunday, 3:00 pm – 8:00 pm PT

Learning Enrichment Center

There are many available support services for graduate students including the Graduate Center, Regional Centers, Libraries, Computer Center, Media Center, Writing Center, Counseling Center, and International Center. See the Graduate Catalog for more details. Support Services are available for any student in the course who has a disability that might prevent her/him from fully demonstrating her/his abilities.  For an appointment with an advisor or tutor and to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements, call (626) 815-3849.

Student Outcomes and Expected Competencies:

To meet the goals and requirements of the course, students will have the opportunity to:

|Measurable Learning Outcomes |Accreditation Standards |Activities to Assess Learning |

| | |Objectives |

|Acquire an understanding of software video |6. Developing creative capacities (writing, inventing, |1. Rules of Composition |

|editing and production. |designing, performing in art, music, drama, etc.). | |

|Design a California Standards-based |4. Developing specific skills, competencies, and points of |5 and 6. Project Proposal (component of|

|production document. |view needed by professionals in the field most closely related|autobiography video and final video |

| |to this course. |production) |

|Learn to shoot, edit, and export educational |6. Developing creative capacities (writing, inventing, |5. Autobiography Video |

|movies. |designing, performing in art, music, drama, etc.) |6. Final Video Production |

|Copyright, security, and safety issues in |1. Gaining factual knowledge (terminology, classifications, |3. Slideware Video |

|media. |methods, trends). | |

|Develop an understanding of how media can be |1. Gaining factual knowledge (terminology, classifications, |4. Movie Trailer |

|applied to enrich teaching to different |methods, trends). | |

|learning styles, learning strengths, | |8. Google+ Community |

|behavioral differences, within differing | | |

|grade levels and subject areas. | | |

|Design a project in which the teacher uses |7. Gaining a broader understanding and appreciation of |5. Autobiography Video |

|media resources in instructional delivery, |intellectual/cultural activity. |6. Final Video Production (signature |

|reinforcement, and/or re-teaching practices | |assignment) |

Assignment Policy / Grade Evaluation

The activities / tasks are designed to assist students in moving to a level of proficiency necessary to complete the remainder of the Master of Arts in Digital Teaching and Learning coursework. All assignments for the course are to be completed and submitted on time by the due dates specified in the course syllabus in order to receive full credit.  Permission for late work is granted only by special request to your faculty.  

Late work: There will be a 10% deduction for work that is submitted up to one week late from the due date. All work submitted later than one week will receive a 20% point deduction.  Your final grade will be based on the following point ranges:

Course Textbooks: None

Recommend Reading: How to Shoot Video That Doesn't Suck by Steve Stockman

REQUIRED SUPPLIES:

Hardware: iPad and Laptop Computer

Software: Various iOS applications

Assignments

These assignments are designed to be embedded in real, purposeful activities that can be applied to professional work or goals. By sharing projects and ideas together, we benefit from the unique perspectives and strengths of each other. Sharing our work in a professional environment benefits our professional practice as well as personal insight and knowledge base.

Projects are intended to provide opportunities for meaningful application of required reading of online articles, class discussion, and other daily professional experiences of class participants. It is imperative that students make every attempt to develop projects with direct relevance and application to current teaching/educational situations. Resources will be available online. If at any time you need further clarification regarding any course project, please feel free to contact me by e-mail or telephone.

All projects will be submitted. Project grades will be determined by thoughtful, successful completion of the work. This includes meeting all of the requirements as outlined in the study guide, submitting the work on time, and the quality and relevance of the work to student’s professional practice.

Welcome Form Due 6/22 (session 2)

Fill out the Welcome form online to tell me a little bit about yourself.

Copright Quiz Due 6/22 (session 2)

Watch the Youtube video A Fair(y) Use Tale by Stanford University’s Eric Faden.

Take the Copyright quiz. See how much you can remember from the video.

Google+ Community 20 pts. Due weekly

Join our 514 Google+ Community. This community has three categories: videos, assignments, and resources. As you complete assignments, please share the links to your YouTube videos to this community.

Each week, share one educational video or video resource. Reply to at least two classmates each week. Initial posts are due Wednesday, responses due on the following Sunday. Initial post addresses the prompt. Responses are respectful, and continue the conversation in a meaningful way. The initial post should be approximately 20-40 words. You will receive an invite via email inviting you to this online community.

1. Video Rules of Composition 20 pts. Due 6/24 (session 3)

There are fundamental compositional techniques that make video look professional. Take nine pictures with a digital still camera that demonstrates the following shot types & use of Rule of Thirds, Dominant Subject, & Eliminating Distractions:

Close-up CU

Medium Shot MS

Wide Shot WS

Establishing Shot EST

Closure Shot CLO

Reverse Shot (180º Rule) REV

Over-the-shoulder Shot OS

Point-of-View Shot POV

Cutaway/Insert Shot INS

Use one or two subjects throughout the photo shoot. Use Dominant Subject, Rule of Thirds, &

No Distractions. Please share these photographs in a Google Presentation (you may use PowerPoint, Keynote, Picasa, Flickr, Prezi, or Google Drive). Please label the shot type on each slide.

2. Video Aesthetics GIF Presentation 30 pts. Due 6/24 (session 3)

You must do the following to receive credit for this assignment:

Watch one of your favorite major motion picture films

Gather samples of the video aesthetics we discussed in class - 180 degree rule (reverse shot), rule of thirds, a zoom from wide angle to close up (or vice versa), fill light on a backlit subject, etc.

Use to create animated GIF examples of your samples.

Gather 15 sample GIFs

Place them in any slideware presenter of your choosing.

Label each shot using titles

Share your presentation link to the Google+ Community

3. YouTube Channel 20 pts. Due 6/29 (session 4)

You must do the following to receive credit for this assignment:

Create a teacher Youtube Education Channel (you can use an existing youtube account but it must look professional)

Customize your Channel Art (must be relevant to education)

Customize your Channel Icon (must be professional)

Create 3 different playlists, name them, and find at least one video to "Add To" each playlist

Subscribe to three different Youtube channels relevant to your area of teaching

Additionally, submit the YouTube Channel online form

4. IUV 5x5 Project 20 pts. Due 6/29 (session 4)

Create one 25 second standards-based video using only five 5-second clips. Begin with an establishing shot, end with a closure shot, and include three other clips.

Submit the Project Proposal. Edit the footage, and upload it to your YouTube channel. Present the final edited video clip to the class.

5. Autobiography Video (This assignment has two parts)

Autobiography Pre-Production 25 pts. Due 7/6 (session 6)

Design an original video about yourself focusing on one topic: "Motivation and Learning", "Classroom Innovation," or “Positive Change in My Community.”

Complete the Production Organization Document (POD), and take into account concept, scene description, and approach. Assemble any needed assets (images, logos, audio, video clips). Create a storyboard using one index card for each camera angle. Identify the shot type, the subject, and draw a sketch of each scene.

The rough cut is due week 6. A rough cut does not have to be perfect. However, it does need to have every scene filmed and placed in order, and should be complete enough to share with others to solicit feedback. The final video is due week 7.

Autobiography Production 45 pts. Due 7/13 (session 7)

Film the video based on your Shot List (POD). Ensure subjects are properly lit. Record any necessary voiceover narration according to the script. Add sound effects, a soundtrack, and Foley sounds as needed. Use at least five different shot types. The video must be exactly 29 seconds long. Present this to the class from your YouTube Channel.

6. Movie Trailer (completed in class) 20 pts. Due 7/13 (session 7)

Create a “movie trailer” to use as an anticipatory set for an upcoming lesson using only music and still images. The trailer can be an introduction to a book, thematic unit, topic, or lesson. Compose music, or use licensed music, to create an appropriate mood for the trailer. The movie trailer should be 30-90 seconds long. It must focus on an academic area and address a content standard.

Publish to YouTube and share on the Google+ Community. Additionally, submit the

Project Proposal online form.

7. Final Video Production (This assignment has two parts)

Video Pre-Production 50 pts. Due 7/20 (week 8)

Design an instructional video for your classroom.

Complete the Production Organization Document (POD), and take into account concept, scene description, and approach. Complete the Project Proposal. The video must focus on an academic area. Please list the content standard in the Project Proposal. Identify the goals, audience, and purpose for the video. Assemble any needed assets (images, logos, audio, video clips). Create a storyboard using one index card for each camera angle; identify the shot type, the subject, and draw a sketch of each scene.

The rough cut is due week 8. A rough cut does not have to be perfect. However, it does need to have every scene filmed and placed in order, and should be complete enough to share with others to solicit feedback. The final video is due week 9.

Video Production 50 pts. Due 7/21 (week 9)

Film the video based on your Shot List. Ensure subjects are properly lit. Record any necessary voice over narration according to the script. Add sound effects, a soundtrack, & Foley sounds as needed.

Use all nine shot types in the video. Make sure that each shot “reads.”

Present a video that uses all of the techniques you acquired during this class. Cut to 5-10 minutes in length, & publish to YouTube. Once uploaded, add closed captioning (CC) to your YouTube video.

Information Literacy and the Use of the Library

Use of APU libraries is not required for this course.

Information literacy is defined as “a set of abilities requiring individuals to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information” (American Library Association, 1989). In this course, teaching and learning processes will employ the following information literacy standards, as endorsed by the American Association for Higher Education (1999), the Association of College and Research Libraries (2000), and the Council of Independent Colleges (2004). The students in this course will:

Determine the nature and extent of the information needed.

Access needed information effectively and efficiently.

Evaluate information and its sources critically and incorporates selected information into his or her knowledge base and value system.

Individually or as a member of a group, use information effectively to accomplish a specific purpose.

Understand many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally.

Academic Integrity

Engaging in academic dishonesty in fulfillment of the requirements of an academic program is a serious offense for which a student may be disciplined or dismissed from a program. Academic dishonesty includes: Cheating, fabrication (intentional invention or falsification of any information or citation in an academic exercise), facilitating academic dishonesty (knowingly helping others to commit academic dishonesty), plagiarism, or reuse of previously submitted work without prior approval or citation.

Student Support Services

There are many available support services for graduate students including the Graduate Center, Regional Centers, Libraries, Computer Center, Media Center, Writing Center, Counseling Center, and International Center. See the Graduate Catalog for more details.

In addition to these there is the Learning Enrichment Center. Students in this course who have a disability that might prevent them from fully demonstrating their abilities should meet with an advisor in the Learning Enrichment Center as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements.

Required Resources

iPad, or iPhone camera, or GoPro (tripod preferred)

iPad editing apps: Pinnacle Studio App (check app store)

Desktop editing software: iMovie, Final Cut, or Premiere Elements

Free hard drive space: at least 120 GB (desktop) or 10 GB (iPad)

Class web site: apuedtech.

Google+ Community:

Course Calendar:

|Week |Topics |Assignment Due Dates |

|Session 1 |Syllabus, Copyright Law, Video Rules of Composition & Shot | |

| |Types, Still photo composition examples | |

|Session 2 |What is Non-linear editing,? Basic editing techniques, Video |Welcome Form |

| |Aesthetics: Making better videos, What is Screencasting? |Copyright quiz |

|Session 3 |Instantly Usable Video, Shooting to Edit, Movie composition |Video Rules of Composition |

| |and editing examples, Timecode |Aesthetics GIF Presentation |

|Session 4 |Production Organization Document (POD), Storyboard, Lighting, |YouTube Channel |

| |Making a Movie Trailer |IUV 5x5 Video |

|Session 5 |Gooru and the Flipped Classroom |N/A |

| | | |

|Session 6 |Sound effects, Soundloops, |Autobiography Pre-Production |

| |Graphics, Custom titles in slideware, Photo layers | |

|Session 7 |Critique autobio videos, Special effects, and social media |Autobiography final cut |

| |best practices |Movie Trailer finished in class |

|Session 8 |Asynchronous class. You will use this night to finalize and/or|Final video Pre-Production |

| |work on your final project | |

|Session 9 |Video and the iPad, Data archiving, Present final videos |Final video Pre-Production |

| | |Final video |

Course schedule, topics, evaluation, and assignments may be changed at the instructor’s discretion. Check regularly for current schedule.

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