Celia Marhefka portfolio page

Navigation links: ETAP 623 Fall 2021 (Zhang) | Mini-course: Creating Instructional Videos to Support Student Learning

About Celia

I am a middle school teacher in Central New York. I began my 4th year of teaching this fall as a 6th grade and Math RTI instructor. I received my BS in Elementary Education from Skidmore College in 2018 and now attend UAlbany where I am a part of the CDIT Masters program. In my spare time I enjoy yoga, quilting, and exploring the great outdoors.

My Topic and Purpose

Creating Instructional Videos to Support Student Learning My topic seeks to help Educators learn the basics of how to create engaging and effective educational videos. I plan to cover information about how educators can film their own videos as well as information and resources about how educators can create educational videos without utilizing their camera or a screen recorder. Additionally, I intend to do a brief overview of some of the video editing software that is available for free either at the download or on a website.

Scope of Learning Outcomes and Content

Participants will be able to set up and utilize a recording device such as a camera, phone, or screen recorder, to capture video and audio that can be utilized in an instructional video.

Participants will be able to acquire and utilize stock videos and pictures to create instructional videos.

Participants will be able to select a video editing website or software that best fits their needs, and utilize that software to complete simple video editing tasks such as cutting clips, adding audio, and manipulating a video timeline.

Analysis of the Learner and Context

1. Instructional problem: The increased prevalence of technology incorporation, self paced learning, and hybrid learning have made videos a key part of instruction. While many free video databases exist videos on these websites may not always find instructors specific needs. Teachers today need the skillset to be able to plan, film, edit, and post their own instructional videos to help support their students’ learning

2. The nature of what is to be learned: Instructors will learn how to create engaging and effective educational videos.

3. About the learners: Participants will be teachers from a variety of disciplines who are currently teaching within their discipline. They are teachers who either A. have some preliminary experience with video creation and are looking for ways to make their instructional videos higher quality and/or more engaging or B. have no experience creating instructional videos and are interest in learning how to do so.

4. Instructional content: The units will include information: on tips for filming your own video using a camera, camera app on a phone, or screen recording app, how to find and utilize stock images and videos in your video creation, how to edit videos (and what websites and programs you might use, and how to utilize your videos in your teaching. Each unit will utilize example videos and tutorials to teach each topic.

5. Constraints and Resources: Since participants are teaching in a range of disciplines this course should avoid using examples or details specific to 1 subject/discipline. Since this course will be presented online it will be easy to incorporate links and videos so supplement instruction

6. Generate goals: Participants will be able to:

- Understand the purposes and benefits of educational videos
- Film their own educational video
- Edit their own educational videos
- Utilize their own educational videos in their teaching/instructional design

Performance-Based Objectives

- Participants will be able to define the various purposes and benefits of instructional videos.

- Participants will be able to set up and film a video using a camera or phone in landscape mode.

- Participants will be able to set up and film a video using a screen recording app.

- Participants will be able to edit a video by cutting clips, adding audio, adding images, and video clips.

- Participants will be able to plan how they can present, share, and utilize their video creations.

Task Analysis

Introduction: The Purposes and Benefits of Instructional Videos

Unit 1: Filming Your own Instructional Videos

Goals:

1. Participants will be able to create a filming set up that takes into account lighting, background noise, and camera orientation

2. Participants will be able to utilize screen recording applications like Screencastify to record their screen and/or their faces.

Unit 2: Editing Your Instructional Videos

Goals:

1. Participants will be able to select a video editing website or application that will best fit their needs

2. Participants will be able to move and cut video clips and audio

3. Participants will be able to add text and photos to their videos

Unit 3: Utilizing Your Instructional Videos

Goals:

1. Participants will be able to identify a variety of different methods for presenting instructional videos to their students (ex. post on google classroom, edpuzzle, show on smart board, post on youtube)

2. Participants will be able to identify ways that instructional videos can bolster the learning process in innovative ways

Curriculum Map

References and Resources

Bransford, J. D., Sherwood, R. D., Hasselbring, T. S., Kinzer, C. K., & Williams, S. M. (2012). Anchored instruction: Why we need it and how technology can help. In Cognition, education, and multimedia (pp. 129-156). Routledge.

Dean, B. (2021, September 7). How many people use YouTube in 2021? [new data]. Backlinko. Retrieved November 15, 2021, from https://backlinko.com/youtube-users.

Escarado. (2020, June 4). Landscape Vs. Portrait . Chevy Silverado and GMC Sierra Forum. Retrieved November 15, 2021, from https://www.silveradosierra.com/threads/17-escalade-silverado-can-it-be-done.725505/.

Pratibha. (2016, June 20). Types of lighting. D'Source. Retrieved November 15, 2021, from https://www.dsource.in/course/light-and-photography/types-lighting.

Sarika. 2021. 84 Youtube statistics you can't ignore in 2022. Invideo. https://invideo.io/blog/youtube-statistics/

Wijnker, W., Bakker, A., van Gog, T., & Drijvers, P. (2019). Educational videos from a film theory perspective: Relating teacher aims to video characteristics. British Journal of Educational Technology, 50(6), 3175-3197.

YouTube. (n.d.). How YouTube works - product features, responsibility, & impact. YouTube. Retrieved November 15, 2021, from https://www.youtube.com/intl/en-GB/howyoutubeworks/.