Running Head: CREATING QUALITY VIDEOS

M.S. in Instructional Science and Technology

California State University
Monterey Bay

CALIFORNIA STATE UNIVERSITY

MONTEREY BAY

Creating Quality Videos for School Projects

CAPSTONE RESEARCH PROPOSAL

Submitted in partial satisfaction of requirements of the degree of

MASTER OF SCIENCE in

Instructional Science and Technology

Joan Johnson Miller

September 27, 2020

Capstone Approvals: (At least one advisor and capstone instructor should approve)

___________________________ ___________________________ _____________

Advisor Name Signature Date

___________________________ ___________________________ _____________

Capstone Instructor Name Signature Date

CREATING QUALITY VIDEOS 2

Table of Contents
Executive Summary 4

Introduction/Background 5

Background 5

Problem Description (Gap Analysis) 5

Target Audience and Context 6

Solution Description 10

Project Goals 10

Learning Objectives 10

Proposed Solution to Fill the Gap 11

Instructional Principles and Learning Theories 13

Media Components 15

Anticipated Challenges 16

Methods/Procedures 17

Design and Development 17

Resources 18

Technical Skills 18

Timeline 19

Evaluation/Testing Plan 20

References 21
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Appendix A 23

Appendix B 24

Appendix C 25
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Executive Summary

Ms. Shelley Wessels, (“the client”), serves as a credentialed teacher at Silver Creek High
School (SCHS), on the East Side of San Jose, California. She teaches a variety of classes,
including Sociology, Social Problems, and Economics, in which students are required to create
videos on topics relevant to each course. Ms. Wessels requests an instructional program
designed to teach her students how to create quality videos that accomplish the assigned task and
clearly communicate their intended message.
The client states that her students “don’t know how to create good videos” and that she
“know(s) too little about making videos” to help them. (S. Wessels, personal communication,
August 10, 2019). She sees video production as a valuable tool for building 21st century skills
and increasing student engagement. Therefore, she would like to expand video-making activities
in all of her courses to potentially two per course, meaning students who take several of her
courses could conceivably complete as many as six video assignments per year. Though
choosing appropriate content has been challenging for the students, Ms. Wessels is currently
more interested in getting help with the technical aspects of making videos.
The proposed solution is to design and deliver an asynchronous e-learning course to be
utilized in a flipped-classroom approach, allowing the students to better understand how to
approach a video-making project prior to exploring their assigned topic in the classroom. The
course must enable students to clearly grasp the video production process while remaining
flexible enough that it can be readily adapted to a variety of video projects, each with their own
production parameters. I will serve as the video production subject matter expert (SME) having
worked in the film and television industry for 20 years, with extensive experience in writing,
directing, and producing documentary television content.
The effectiveness of this e-learning course will be assessed via formative and summative
evaluations. The formative evaluation will include a content outline and storyboard review by
Ms. Wessels and CSUMB professors, and a beta test of an early version of the course by a small
user group. The summative evaluation will include an assessment of pre- and post-course
student-made videos, as well as a post-course student survey. If the evaluations reveal that this
course has been successful, the content may be expanded to accommodate a campus-based video
production space with newly purchased production equipment, and the course may be made
available to all SCHS students.
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Introduction/Background

Background

Ms. Shelley Wessels approached the CSUMB Instructional Science and Technology
department requesting a learning program that would teach her high school students how to make
videos for school assignments. She feels that having her students make videos about social
problems, government issues, and economics concepts would help them engage with the class
material and foster collaboration and critical thinking in her students. However, Ms. Wessels
does not have personal experience with video-making tools and techniques and felt she needed
assistance from someone who understood both video production and instructional systems
design.

Problem Description (Gap Analysis)

The East Side Union High School District (ESUHSD), headquartered in San Jose,
California, administers 19 public high schools with a combined enrollment of approximately
24,500 students. The student diversity profile shows that about 45% of students are Asian, 44%
are Hispanic, 5% are White, with the remainder of the students being either African American or
Multiracial. ESUHSD is committed to ensuring that equity and inclusion are essential values
within their school system, and that each student is fully supported in both their social-emotional
needs and academic needs. The district strives to ensure that “all learners engage with tasks that
develop the strategic thinking skills for full participation in their local communities and the
global society” (“Superintendent’s Letter,” 2020)
In 2015, ESUHSD created an Educational Technology Plan stating that technology
should be used by students and teachers “as a transformative device…(to) foster and drive
critical thinking, collaboration and communication at high levels, creative thinking, and the
development of things that are new or innovative” (“Educational Technology,” 2015). Though
this wording is nearly identical to prevalent descriptions of “21st Century Skills,” the plan
doesn’t mention 21st Century Skills specifically. Many education experts feel that student-lead
video production is an ideal way to develop 21st Century Skills, but the ESUHSD plan does not
refer to video production tools, nor any specific form of technology. Nevertheless, Ms. Wessels
feels the district and SCHS encourage student video making as a way to approach the technology
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plan goals. To that end, SCHS has recently invested in several new multimedia software
programs, most relevantly a cloud-based video editing software called WeVideo. However, the
school and district have not been able to provide any training for teachers, staff, or students on
how to use these software technologies. The proposed solution is to create an online video-
making course that provides the needed training for Ms. Wessels and her students to utilize this
multimedia software to fulfill the Educational Technology Plan goals, as well as Ms. Wessels’s
own goals.

Target Audience and Context

Silver Creek High School serves a very diverse student body of over 2,500 students.
Many of the students are first- or second-generation Americans, many of them fall under Title I
(low-income), and many speak English as a second language. Ms. Wessels teaches five different
courses, with a total of approximately 150 students per semester. Not all of her courses include a
video project at this time, but she is planning on expanding video assignments across all courses.
For the current Fall 2020 semester, we plan to launch this video-making tutorial in her two
economics classes, giving us a test audience of 66 students. During the spring semester, there
may be an additional 65 students utilizing this tutorial. With SCHS’s commitment to the district
Educational Technology Plan, and the manifest purchasing of multimedia applications, it is
possible that this video course may eventually be assigned to the entire student body.
Context Analysis. As of the date of this document, and throughout the near-term
semesters in which Ms. Wessels plans to implement this learning intervention, we are in the
midst of the COVID-19 global pandemic. Most U.S. schools are closed and students are
sheltering in place in their homes, engaging in both synchronous and asynchronous distance
learning. The restrictions imposed by the pandemic impact the design, development and
implementation of this learning program, as well as Ms. Wessels’s video assignments.
Originally, she planned to purchase some basic filmmaking equipment for the students to
borrow, including mics for better sound, lights for better picture, and possibly a green screen kit.
My lessons would have included tutorials on using this equipment. However, Ms. Wessels
cannot feasibly loan out equipment during the pandemic, so I will design the course around the
students using filmmaking equipment that is readily available to them at home. For instance,
they would use their smartphones as cameras, the built-in smartphone mics for sound, and the
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lighting tutorial would emphasize using natural and household light. In order to measure the
expediency of this plan I interviewed Ms. Wessels and performed a survey of 25 of her former
students to determine their access to the technology needed to both take this course, and to create
videos. All of the respondents reported having a smartphone, while only 16% had a video
camera, informing our decision to prioritize smartphone videography. Ninety-six percent of
students reported having a computer at home, with 72% reporting that they had reliable high-
speed internet. SCHS provides Chromebooks to any student who does not already have a
computer at home.
Ms. Wessels’s video assignments have always been collaborative, with students typically
working in teams of four. With pandemic restrictions in place, she will continue to group
students in the same manner but they will now have to collaborate remotely, which places a
heavy emphasis on the students’ needs for internet connectivity, computer equipment, and
applications that foster collaboration. We had initially been examining a variety of inexpensive
and easy to use post-production editing applications, many of which the students already had
access to on their smartphones, but that would require teams to work together in the same
location. Instead we will utilize a subscription service that SCHS is paying for, called
“WeVideo,” because it allows teams to edit shared material synchronously, but from separate
locations.
Prior Knowledge. The student survey also looked at knowledge of video-making skills
and attitudes towards video assignments. Only one student in the survey group had experience
with multiple video-making technologies, 52% had used a smartphone for filming, though not
specifically for a school assignment, and 36% had some experience with iMovie for video
editing. Only two respondents said they had attempted to light their videos, and none of them
attempted using any external sound recording devices. Half of the respondents had utilized stock
images, music or sound effects while the other half had not, with several expressing that they did
not know how to find these resources. In response to a question about what would improve the
video-making experience, several students said they would have liked more time, or that they
had organized their time better. This informed our decision to divide each group of four into
specific video production roles, and require the teams to create a production schedule. Many
survey respondents wished they had better equipment, and that they better understood how to use
editing applications.
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Environmental Scan
There are countless synchronous and asynchronous filmmaking courses, smartphone
videography classes, and books that thoroughly discuss the art and science of film and video
production. There are also several online courses that cater to teaching teens how to make films.
However, those courses take weeks, months or years to complete, and are geared towards people
whose end goal is to learn how to become filmmakers. They are not intended for people who
need to quickly learn video making techniques to meet a different learning goal. Ms. Wessels’s
students are not enrolled in a video making course; they are taking economics, government, and
sociology courses and need to quickly learn how to make videos to demonstrate their
comprehension of course materials. Therefore, they need a learning intervention tailored to their
tight schedules that delivers only the content needed to fulfill Ms. Wessels’s assignments. There
are also hundreds of videos on YouTube that explain how to both shoot and edit videos,
including videos on smartphone videography and the WeVideo editing application. However,
these YouTube videos are general in nature and are created by multiple individuals with widely
divergent skill sets. They are not curated into a comprehensive course that takes into account a
specific audience or learning context. This video-making course will be tailored to my audience
in the following ways:
• The equipment and applications that the students have access to will be featured in the
lessons, and the lessons themselves built using the same equipment and applications.
• The course takes into account COVID-19 social distancing requirements.
• The editing lessons will be created using Ms. Wessels’s school WeVideo account, so the
onscreen layout and other features exactly match what the students have access to.
• The course guidance from Pre-Production through Post-Production will conform to Ms.
Wessels’s preferred student groupings, their schedule, and their specific workflow.
• The job aids offered in the course will be specific to the client’s needs.
• The course website offers tips, tools and other information tailored to Ms. Wessels’s
students for their present and future video-making endeavors.
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Literature Review
California is one of 19 States that are working together with the Partnership for 21st
Century Skills (P21) to promote real world 21st Century learning. The P21 Framework describes
the skills, knowledge, and expertise students must master to succeed in work and life, and
include the following essential skills for success in today’s world:
• Learning and Innovation Skills (The Four C’s: Critical Thinking, Communication,
Collaboration, and Creativity)
• Life and Career Skills
• Information, Media and Technology Skills
These skills are to be learned across an expanded list of core subjects that includes Government,
Civics and Economics (“Partnership for 21st,” 2019), yet as Borovoy (2016) suggests, “not only
is the idea of telling stories with video really engaging for many kids, filmmaking is ripe with
opportunities to connect to almost every academic subject area.”
In education, documentary filmmaking and video production have blended into an over-
arching concept falling under the umbrella term of “Digital Storytelling.” Robin (2008) states:
At its core, digital storytelling allows computer users to become creative storytellers
through the traditional processes of selecting a topic, conducting some research, writing a
script, and developing an interesting story. This material is then combined with various
types of multimedia, including computer-based graphics, video clips, and music so that it
can be played on a computer, uploaded on a web site, or burned on a DVD.
This aptly describes the process that Ms. Wessels wants her students to engage in, and what this
learning intervention is being created for.
The body of scholarly articles on the merits of Digital Storytelling (DST) as a tool to
acquire 21st century skills is voluminous. DST is seen by many as an excellent way to build 21st
century skills because it perfectly blends the “Four C’s” with media and technology skills.
Niemi, Niu, Li, Vivitsou (2019) assert that DST has been found to increase student motivation,
engagement and collaboration, allowing students “to become creators, producers and discussants
rather than simply passive audience members.” Furthermore, Niemi et al. (2014) have found that
designing, shooting and evaluating videos helps students acquire knowledge that is related to
their video topics. It is for these reasons that Ms. Wessels has looked to student-created videos
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to help her students connect with each other, as well as with academic subjects that are known to
be challenging for her students.

Solution Description

Project Goals

The goal of this project is to teach students how to organize a video production
assignment, as well as the basic techniques for writing, filming and editing videos. This includes
teaching students about the different roles of a video production team so that they may make
good decisions when assigning those roles. The intended outcome is for the students to be
knowledgeable, self-sufficient and timely throughout the pre-production, production and post-
production stages of filmmaking, and for myself and Ms. Wessels to observe a marked
improvement in video-making skills. The client and I agree that the course should be able to be
taken in under two hours. Given this timeframe, we narrowed down the training to these
essential topics:
• The four major team roles and responsibilities
• The “4 S’s” Scheduling, Scripting, Storyboarding, Scouting (Pre-production)
• How to shoot videos with a smartphone (Production)
• How to edit and post a video using the WeVideo platform (Post-production)

Learning Objectives

Terminal Objective: Student teams will be able to create a 7-minute video, on time, that
incorporates learned filming and editing skills with at least an 80% score on a grading
rubric (cognitive domain).
Enabling Objectives:
1. Given the “Group Roles for Student Video Projects” job aid, high school students will
select the appropriate team members to act as Director, Producer, Writer and Editor, upon
completion of this video-making course (cognitive domain - evaluation).
2. Given a sample production schedule, the producer will be able to create a schedule that
allots time for, and assigns team members to, the following tasks: research, script writing,
filming, stock media acquisition, and editing (cognitive domain).
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3. Given a sample for reference, the writer and director will create a shooting script that ties
the narrative to actions, visuals and sounds. (cognitive domain – creating)
4. Given sample images, students will be able to select which adhere to the “rule of 3rds”
for framing with 100% accuracy (cognitive domain – recall).
5. Given sample images, students will be able to classify six shot types with 100% accuracy
(cognitive domain – recall).
6. From memory, students will be able to create a 30-second video that demonstrates
lighting, sound, focus, framing and performance with a 22 out of 30 score on a grading
rubric, as judged by two independent filmmakers (cognitive domain – applying).
7. Given access to course materials, students will create a 7-minute video that includes all of
the elements on a given check list, as observed by the instructor. List includes: A title
screen, edited A-roll with transitions between shots, use of B-roll, on-screen text, and at
least one use of stock media, music, or sounds (cognitive domain – creating).
8. Given a video tutorial, students will be able to upload their finished videos to their
WeVideo accounts and share a hyperlink so that it may be retrieved by the instructor
(cognitive domain).

Proposed Solution to Fill the Gap

This 1- to 2-hour online video-making course will teach high school students to divide
the workload of video production into roles with separate and defined responsibilities. Students
will also learn the three stages of production and the processes that should be completed during
each stage. Lastly, students will be given training on the equipment and concepts required to
successfully complete the three stages.
Video Production Course
1. Course Introduction: Website
a. Video: Brief introduction to me (SME), my filmmaking background, and
the scope of this course
b. Explain navigation through course modules, the “Assigning Roles” job
aid, and post-course survey
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2. Pre-Production Planning: Website

a. Text and Video explanation of the “4 S’s” of pre-production: Scheduling,
Scripting, Storyboarding, Scouting. What do they mean, and who does
what? Samples and templates will be provided.
3. Production: Captivate Module
a. Shooting tips for iPhone and Android, to include:
i. Framing (horizontal, rule of 3rds, lock off)
ii. Shot types: Wide, Medium, Close-up, Tracking
iii. Lighting (household lights)
iv. Sound
v. Camera Movement
vi. Coverage
vii. Teleprompter (optional)
4. Post-Production: Screencast Videos in Captivate
a. How to edit a video using WeVideo (screencast)
i. Import all project media, choose “selects”
ii. The layout of the editing window
iii. Title screen and string out
iv. How to cut clips and add transitions
v. How to import slides or create text screens
vi. Stock media, where and how to find it
vii. Adding music and sound effects, altering sound levels
viii. Credits and Attribution Screens
ix. Export project and obtain hyperlink for Google Classroom
assignment
5. Assigning Roles
a. Students will be provided with a webpage and print-out that explains the
four major video production roles that they need to fill
i. Sample and blank templates will be provided for scheduling and
script writing
ii. Video-making terminology sheet will be provided
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iii. No quiz or knowledge check is planned for this segment. Groups

will report back to their teacher about their chosen roles

Instructional Principles and Learning Theories

Dick and Carey Instructional Design Model. Though first introduced in 1978, the

Dick and Carey Instructional Design (ID) Model continues to be one of the most popular ID

models in part due to the fact that it views learning as a comprehensive, interconnected system

rather than a variety of individual components. The model gives instructional designers a

stepwise approach to designing learning programs that will bring about desired student learning

outcomes. Pappas (2015) describes how to apply the Dick and Carey Model to eLearning design

with the following nine steps, which I used in designing this course:

1. Identify goals and objectives

2. Complete instructional analysis

3. Determine entry behaviors and learner characteristics

4. Write performance objectives

5. Develop criterion-referenced eLearning assessments

6. Develop the instructional eLearning strategy

7. Choose learning materials and online activities

8. Carry out formative evaluation

9. Carry out summative evaluation

Flipped Classroom Instructional Model. In the flipped classroom instructional model,

students are exposed to initial learning content prior to class through instructor-provided video
lectures or other pre-class learning materials. This allows for in-class time to be used for student-
centered active learning. Long, Logan and Waugh (2016) found that students had a positive
attitude towards learning via watching videos prior to in-class sessions, with the caveat that
students felt the videos should be kept short (no longer than 20 minutes), engaging, appropriately
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paced, and preferably be developed by the instructor. In his study comparing student perceptions
of flipped versus traditional classroom experiences, Frydenberg (2013) found that the majority of
students felt that the flipped classroom helped them learn the material much better than had they
been in a traditional classroom, and that short quizzes motivated students to watch the pre-class
videos if the quiz counts a small amount toward their final grade.
Gagné’s Nine Events of Instruction. The online course will also apply Gagne’s Nine
Events of Instruction (Pappas, 2019). The following table outlines the nine events and their
application within the course.
Gagné’s Nine Events Course Application

Gain attention Students shoot a 30 second pre-course video with minimal direction.
At the beginning of the course students watch a short sample video
that is poorly executed, challenging the students to think about what
is “wrong” with the video.
Inform learners of the Short introductory video explaining what this course is for, describe
objective what students will be able to do at completion, and explain how it will
benefit them to acquire these new skills.
Stimulate recall of Begin the course with a short sample video that is poorly executed
prior learning and challenge the students to think about what is “wrong” with the
video. (Gains attention and asks them to think about their own
possible experiences with shooting videos).
Present the content Chunk information to match professional video production stages,
utilize a variety of text, graphics, pictures, sounds and simulation to
stimulate the senses, and use a variety of approaches such as visual
cues, written job aids and active learning to suit people with different
learning styles.
Provide learning Provide video examples of how to frame, light, move and record
guidance sound, with prompts to rehearse and review their own work while
filming.
Elicit performance Practice activities in the WeVideo module. Have students reshoot
(practice) their 30 second pre-course video demonstrating concepts just learned
in the course.
Provide feedback Provide students with objective and positive feedback on the observed
(reinforcement) differences between their pre- and post-course 30 second video.
Assess performance Short quizzes and knowledge checks throughout the course. Pre-
and post-course video-making challenge. Post-course survey.
Enhance retention and Client assigns a 5- to 10-minute video project that she will grade.
transfer Course website will be available to students for recall of what they’ve
learned, and will provide resources for further study.
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Cognitive Theory of Multimedia Learning. In Richard E. Mayer’s seminal research on

multimedia learning (Mayer, 2020) he describes his “12 Principles of Multimedia Learning.”
Though these fundamental principles were first published back in 2001, Mayer updates them as
new technologies emerge, keeping them relevant for decades. The following table illustrates how
some of these principles will be applied to both the website and course modules for this course.
Multimedia Website Captivate Modules
Principle
Coherence Limit text and images to keep Keep videos simple and to the point
pages uncluttered
Contiguity Overlay text on navigation images Words/voice will be presented
that clearly tie to page subjects simultaneously with corresponding
pictures/video
Modality Narration with on screen visuals
rather than text with onscreen
visuals so visual system is not
overloaded.
Multimedia Words will be tied to pictures Video lessons inherently tie words
whenever possible to pictures
Personalization Videos and simulations presented
in conversational style
Pre-training Relevant video production terms
and definitions provided on a
reference page
Segmenting Easy navigation to multiple pages Create multiple short videos for
with chunked information different topics
Signaling Visual cues highlight key
information and its organization
Voice Videos and animations will use
human rather than synthesized
voices

Media Components

The client and I decided on a comprehensive, modular training course housed within an
informational website. The course modules will be developed using Adobe Captivate, with links
to the modules within a Weebly website. The Captivate modules will be hosted on either CSUMB
or SCHS servers. The client and I agree that Captivate modules are the best approach because
they allow for built-in formative and summative assessments, and can be developed so that
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students may not skim over the content. As the video production SME, I will be the primary
spokesperson and will use my iPhone to shoot instructional videos, introducing each topic with
either video vignettes or spoken word with accompanying visuals. A few videos may be selected
from outside sources. The videos will be edited using WeVideo, and both WeVideo and Captivate
will be used to transform some of the digital materials into simulations and interactive activities.
Using the iPhone and WeVideo as tools to develop this learning intervention mirrors the tools that
the students are being taught to use. The Weebly website allows for efficient organization of the
modules, and the provision of supplemental materials that both the client and her students can
access to explore topics not covered in the 1-hour course. These supplemental materials are
particularly important as they will provide information and instruction on video production
techniques that may be considered once we are past the COVID-19 pandemic. A post-course
survey will be created with Google Forms. Closed captioning will be provided on all videos and
the overall course.

Anticipated Challenges

Logistical challenges are presented by access to the client, who has limited time due to
her teaching responsibilities and the additional workload of redesigning all of her lessons and
assessments to be delivered remotely due to COVID-19 restrictions. The design phase is
challenging because teaching people how to become decent filmmakers is a study that normally
takes weeks, months or years, but this course strives to achieve a measurable improvement with
a about one hour of training. For that reason, I am providing optional supplemental resources on
the website housing this course. The development phase within Captivate will be challenging as
working with that program has proven challenging in the past, I haven’t worked with it in over
two years, and Adobe has released a new version of the software that I have not yet learned. It
is, however, worth upgrading to the new version as it offers better functionality and a more
pleasing interface. The implementation phase poses a challenge in that the client is hoping to
utilize this course with her current students who are already in session, significantly shortening
development time.
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Methods/Procedures

Design and Development

This Capstone project is for a one to two-hour course to be delivered asynchronously in a

flipped-classroom model. I utilized the Dick and Carey Model to design this learning
intervention (Reiser & Dempsey, 2018). Through interviews with the client, and a review of her
previous student’s video projects, I was able to analyze the student’s existing behaviors and
compare them to Ms. Wessels’s desired performance objectives to identify a performance gap.
A survey of her previous students served for a further analysis of prior knowledge, attitudes
towards, and feasibility of making videos as part of school assignments. With this information,
coupled with my professional understanding of the filmmaking process, I designed a streamlined
approach to maximize student time and results, given their limited time for both this course and
their overarching projects.
Steps to Complete Project
1. Review the final content outline with the client
2. Submit storyboard for approval
3. Build website to house lesson
4. Assign “30 Second Video Challenge” to students to serve as pre-course video sample
5. Create post-course survey
6. Product Development
a. Build 1st draft of the learning modules
b. After client review, a small user group will test functionality
c. Fix bugs
7. Beta Test/Evaluation
a. Product will be assigned to client’s students as a secondary beta test
b. Post-course survey will be reviewed for student comments on course content
and navigation
c. Assessment data will be captured from in-course quizzes for summative
evaluation
d. Student’s post-course “30-Second Video Challenge” videos will be reviewed
using a grading rubric (summative evaluation)
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e. Student’s 7-minute videos will be reviewed by the instructor using a provided

grading rubric (summative evaluation)

Resources

There are no costs associated with the design and implementation of this course. Video
production was once expensive, but advances in mobile device technology have made perfectly
good cameras readily available, and have provided free software to edit photos and videos. All
equipment, software and applications to be utilized are free or were previously acquired. SCHC
purchased a group subscription to WeVideo, but not in association with this course.
Previously Acquired:
• Adobe Captivate 2019 for course development
• WeVideo for video editing and screencasting (using client’s subscription)
• Camtasia for additional editing of course videos
• Microsoft PowerPoint for storyboard
• Microsoft Word for development documents
• Weebly website
• LMS provided by SCHC
• iPhone, microphones, additional equipment for video shoots
• Google classroom for assigning course (client owned)

Technical Skills

The skills required for this project have been learned throughout the CSUMB MIST
program, or were previously acquired during my filmmaking career. Due to the time gap
between the bulk of the MIST program and my capstone project, as well as a Captivate upgrade,
I will take a brief Adobe Captivate refresher course prior to the start of project development.
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Timeline

Milestone Checklist
Item Description Status Timeline
Course Outline for the1-hour course, including post-course Rough draft Review with
content survey, course modules, and video production roles done, almost client 9/26
outline sheet final
Storyboard Course outline with media placeholders and Haven’t started Submit 9/28
development navigation notes. (Note: Client is not interested in PPT
approving storyboards…she considers it my
specialty, and she is short on time)
Pre-course Assign “30 second video challenge” to client’s Done To review
video current students to establish pre-course video skills 10/5
assignment
Website Website to house the captivate course and provide In progress Ongoing
development additional resources outside of the course content, through 10/12
developed in tandem with the course
Captivate Take crash course to re-familiarize with using 9/26 – 9/27
Refresher Captivate
Course
Video Filming and editing of instructional video Planned but not 9/28 – 9/30
production segments, screencasts and software simulations started
Project Master slides, navigation and quizzes created in 10/1 – 10/10
development Captivate. Post-course survey created with Google User test
Phase 1 Forms. 10/12-10/13
Project Fix Captivate navigation bugs, add additional 10/14 – 10/16
development media if needed, finalize website
Phase 2
Launch Upload final course to LMS and deliver to students 10/19
Evaluate and Summative evaluation collected and final report 10/26 – 10/30
report created
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Evaluation/Testing Plan

Formative Evaluation Plan

The Phase 1 version of this course will be tested by my client’s previous students. Many
of them are the same students who filled out the survey that informed the learner analysis and
technology skills sections, and who volunteered their contact information to beta test this course.
I may choose to enlist additional testers if the above-mentioned group has few participants. The
video-making course will also be tested by my client for useability and feedback. Data from
course knowledge checks and quizzes within the Phase 1 testing will also be used to modify
course content.
Summative Evaluation Plan

The summative evaluation includes an overview of the in-course quiz results and
knowledge checks, as well as a summary of the post-course survey that assesses both student and
instructor reactions to the course. Students were assigned a pre-course “30-Second Video
Challenge” which gave them minimal instructions to film a series of shots, and will be asked to
recreate the contents of that 30 second video after they have taken this course. A grading rubric
will be utilized by both myself and another professional filmmaker to independently judge these
pre- and post-course videos to assess whether students’ filming abilities improved. However,
this 30-second video does not assess any skill sets from the pre- and post-production modules of
the course because the students wouldn’t have had any prior knowledge of the contents of those
modules.
Due to schedule conflicts, there may not be time for me to formally assess the 10-minute
videos that Ms. Wessels assigns within her various courses. Therefore, I will provide her with a
grading rubric that is similar to the one I am using to grade the 30-Second Video Challenge, but
with the addition of cues to assess students’ responsiveness to the pre- and post-production
modules of the course.
CREATING QUALITY VIDEOS 21

References

Borovoy, A. (2016, February 12). 5-Minute Film Festival: Resources for Filmmaking in the
Classroom. Retrieved September 27, 2020, from https://www.edutopia.org/blog/film-
festival-classroom-filmmaking-resources

East Side Union High School District. (n.d.). Retrieved July 05, 2020, from
http://www.esuhsd.org/Students--Parents/Instruction/Educational-Technology-
Plan/index.html

Frydenberg, M. (2013). Flipping excel. Information Systems Education Journal, 11(1), 63–73.

Funk, C. D. (2020, August 6). East Side Union High School District. Retrieved October 10,
2020, from http://www.esuhsd.org/BoardSuperintendent/Superintendent/index.html

Gagne's Nine Events of Instruction. (n.d.). Retrieved September 28, 2020, from
https://thepeakperformancecenter.com/business/learning/business-training/gagnes-nine-
events-instruction/

Long, T., Logan, J., & Waugh, M. (2016). Students’ Perceptions of the Value of Using Videos as
a Pre-class Learning Experience in the Flipped Classroom. TechTrends, 60(3), 245-252.
doi:10.1007/s11528-016-0045-4

Mayer, R. E. (2020). Multimedia learning. Cambridge, United Kingdom: Cambridge University

Press.

Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., & Kuokkanen, A. (2014). Digital
Storytelling for 21st -Century Skills in Virtual Learning Environments. Creative Education,
5, 657-671. http://dx.doi.org/10.4236/ce.2014.59078

Niemi, H., Niu, S. J., Li, B., & Vivitsou, M. (2019). Supporting Student Learning Toward
Twenty-First-Century Skills Through Digital Storytelling. Perspectives on Rethinking and
CREATING QUALITY VIDEOS 22

Reforming Education Shaping Future Schools with Digital Technology, 95-112.

doi:10.1007/978-981-13-9439-3_6

Pappas, C. (2019, September 24). 9 Steps To Apply The Dick And Carey Model In eLearning.
Retrieved September 5, 2020, from https://elearningindustry.com/9-steps-to-apply-the-
dick-and-carey-model-in-elearning

Pappas, C. (2019, September 24). How To Apply Gagné’s 9 Events Of Instruction In eLearning.
Retrieved September 28, 2020, from https://elearningindustry.com/how-to-apply-gagnes-9-
events-of-instruction-in-elearning

Partnership for 21st Century Skills. (2019, May 13). Retrieved September 26, 2020, from
https://www.cde.ca.gov/eo/in/cr/p21cskls.asp

Reiser, R. A., & Dempsey, J. V. (2018). Trends and issues in instructional design and
technology. Boston: Pearson.

Robin, B. R. (2008). Digital Storytelling: A Powerful Technology Tool for the 21st Century
Classroom. Theory Into Practice, 47(3), 220-228. doi:10.1080/00405840802153916
CREATING QUALITY VIDEOS 23

Appendix A

Learner Analysis Survey with client’s previous students

• Which course did you take that required creating a video or screencast?
• Did your group create a Video, a Screencast, a Google Slides presentation, or a
Combination?
• Estimate how long it took your group to create your project(s) from the time it was
assigned until you handed in your final project?
• Do you feel you had enough time to create your video/screencast to fulfill the
requirements of the assignment?
• What equipment did your group use to film your project?
• What other equipment did you use, if any, to create your video (such as external
microphones, lights, tripods etc...)
• What computer software or app did you use to create or edit your project?
• Would you have benefited from further instructions on how to use any of the above
equipment and/or software? (Explain)
• Did you use any externally sourced video, artwork, music or sound effects?
• Were you satisfied with the quality of your final product?
• On a scale of 1 to 5, how confident do you feel about making films for school
assignments?
• On a scale of 1 to 5, how much do you like the idea of creating videos and other
multimedia (like screencasts) as a part of homework assignments?
• What equipment do you have access to at home for filming video/yourself?
• Do you have reliable high-speed internet access at home?
• Had you ever filmed AND edited a video or screencast prior to taking one of Ms.
Wessels' classes?
• Is there anything you learned from the process of making the video/screencast
assignments that you would do differently if you had to do the assignment again?
Anything that would have improved the process for you?
CREATING QUALITY VIDEOS 24

Appendix B

Pre-Course “30-Second Video Challenge” Instructions

For this challenge I want you to make a 30 second video about any topic you like
using your smartphone. For example, it can be about your pet, a sibling or parent, something in
your backyard, a book or hobby. There are just a few mandatory shots which I’ll list below.

1. Film yourself talking to the camera about your topic

2. Film someone else talking to the camera about the topic
3. Film a few different shots of the topic (item, person, event) you are talking about
4. You can embellish your video beyond these 3 mandatory shots if you have time, but keep
it to 30 seconds

If you already have experience with stringing clips together into one video using an
editing app or software, feel free to do so. Otherwise, just send in the individual clips you take,
adding up to the 30 seconds.

Upload your video/shots to Google Classroom.

Post-Course “30-Second Video Challenge” Instructions

For this challenge I ask you to make another 30-second video using your
smartphone, but this time, use more of what you learned in the “Production” section of the
video-making course. Like last time, it can be about any topic you like. For example, it can be
about your pet, a sibling or parent, something in your backyard, a book or hobby. There are just
a few mandatory shots which I’ll list below.

1. Film yourself talking to the camera about your topic

2. Film someone else talking to the camera about the topic
3. Film a few different shots of the topic (item, person, event) you are talking about
4. You can embellish your video beyond these 3 mandatory shots if you have time, but
keep it to 30 seconds

If you want to try stringing clips together into one video using WeVideo, feel free to do
so. Otherwise, just send in the individual clips you take, adding up to the 30 seconds.

Upload your video/shots to your Google Drive and submit the link in Google Classroom.
CREATING QUALITY VIDEOS 25

Appendix C