Our Brainstorm Session on Adobe Connect:
Show ways that Movie Maker/iMovie can be used by both teachers and students.
Use Common Core as justification for using video creation programs in the classroom.
Show how you can flip the classroom with video creation programs.
Possibly expanding to problem-based-learning.
Provide examples of how this technology can be used to address standards within each of the
core-content areas.
List standards & Examples
Brian - Science
Joe - Social Studies
Kristin - English
Chris - Spanish Culture
Chris- [email protected]
Joe - [email protected]
Brian - [email protected]
Kristin - [email protected]
Tools of Movie Maker:
- Voice Over
- Images
- Text
- Music
Introduction of Movie Maker tools (2-3 minutes)
Individual sections (1-2 minutes... 30 seconds of an example)
Concluding portion (30 seconds)
-How it can be used in other ways (flipping)
Technology to Practice with:
- Jing
- Screencastomatic
- Camstudio http://camstudio.org/
Part B: Storyboard & Script - due 10/20
Individual Part Ideas - post to Google Doc by 10/14
* Script of what you will say
Creation of Storyboard: Week of 10/14-10/18
* Add Intro & Conclusion to Script
Individual Blog Postings: Due 10/20
Tips and Tricks for Windows Movie Maker (Buffa):
1. (Open up the WMM program for the audience to see) All images, video clips, and sound bites
must be saved on your computer before you import them into Windows Movie Maker.
a. When making a Movie Maker project, create a folder on your desktop and label it Movie
Maker.
i.
Place any images, video clips, and sound bites that you are planning using into
this folder for easy access. (show the audience where you go in WMM to upload
images, video, and audio)
2. Windows Movie Maker only allows for certain audio and video clip files to be uploaded.
a. You can click the help button in Windows Movie Maker to get a complete list of
acceptable file types.
i. For easy reference:
1. Audio - convert to MP3
2. Video - convert to WMV
ii. There are a number of free conversion sites available.
1. Zamzar.com
2. Mediaconverter.org
3. When you are finished with you Movie Maker project you must save it as a video file before it
becomes transferable to other computers. (go back to the WMM program and scroll down to this
step and walk audience through)
a. Click on the third step (this may be called something different depending on the version
you are using, but it should be something like “Finish Video”)
i. Save the file to your computer and Movie Maker will automatically convert the
project file into a WMV file that will be viewable on other computers.
ii. Rule of thumb: if you click on this newly saved file and it opens up Windows
Movie Maker, you saved it incorrectly. It should open in Windows Media Player
or a similar video playing program.
4. When citing your sources at the end it is difficult to maintain the correct MLA format.
a. Type up your Works Cited page in a Word Document. Then save the file as a jpeg and
import the document as an image into Movie Maker.
Movie Maker and Social Studies (Buffa):
(Open up PDF of HSCEs and scroll down to the spot that I will be talking about) Looking at the HSCEs,
on page nine you will read about the need for students to be exposed to and engage with technology
(you can also find similar language on page five of the GLCEs). Under the heading “USING SOCIAL
STUDIES TO DEVELOP DIGITAL-AGE PROFICIENCIES” you will find the following:
“In order to thrive in a digital economy, students will need digital-age proficiencies. These
proficiencies include:
•Basic, scientific, technological, financial, economic, and civic literacy
•Visual and information literacy
•Cultural literacy and global awareness
•Adaptability, ability to manage complexity, and self-direction
•Curiosity, creativity, and risk-taking
•Higher order thinking and sound reasoning
•Teaming and collaboration
•Personal and social responsibility
•Interactive communication
•Prioritizing, planning, and managing for results
•Effective use of real-world tools
•High quality results with real-world application”
(High School Content Expectations Social Studies, pg. 9)
Potential examples of how to use WMM in the classroom:
Student:
In courses like U.S. History and World History, the standards ask that students be familiar with cause
and effect (ex. how did the assassination of Archduke Franz Ferdinand of Austria help lead to the start of
WWI). A more traditional approach to a culminating project on WWI might ask students to demonstrate
this cause and effect understanding by creating a pencil and paper timeline piece. Students could meet
this standard in not only a more creative way but also using a technology piece like Windows Movie
Maker which addresses more of the HSCEs and now the Common Core. A traditional timeline could then
become more dynamic when students have the ability to create a video timeline with images, sound, and
of course the text needed to demonstrate their understanding of the causes and effects of WWI.
Teacher:
Windows Movie Maker’s uses are not limited to students however. Teachers can also use WMM as a way
to flip the classroom. Many teachers create StAIR lessons using a PowerPoint in Kiosk mode. The same
can be accomplished using WMM. As a teacher you can record yourself discussing a topic for students
to listen to and import it into WMM. You then can add your text, images, etc. to the WMM timeline
to coincide with your audio. Students could then watch the video you created, pause and rewind when
needed without you having to input all of buttons/timers that would be needed for this if you were to
create a similar StAIR in PowerPoint.
English/Language Arts Standards met with WMM Project (Baljet)
NETS Standards For Students:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology. Students:
a.
b.
apply existing knowledge to generate new ideas, products, or processes.
Create original works as a means of personal or group expression.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including
at a distance, to support individual learning and contribute to the learning of others. Students:
c.
communicate information and ideas effectively to multiple audiences using a variety of media and
formats.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal
and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.
c.
Demonstrate personal responsibility for lifelong learning.
d. Exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concept, systems, and
operations. Students:
a.
b.
c.
d.
understand and use technology systems.
Select and use applications effectively and productively.
troubleshoot systems and applications.
transfer current knowledge of learning of new technologies.
Common Core Standards - Speaking and Listening Standards Grades 6-12
Specifically: “Presentation of Knowledge and Ideas” #5: Make strategic use of digital media
(e.g. textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
Example Utilizing WMM:
The Odyssey Culminating Project: Photostory
Script:
In English 9 it is required to read and analyze Homer’s The Odyssey. The culminating project, however,
is left to the teacher’s discretion as long as it meets certain common core standards. While teaching
The Odyssey students learn about “The Epic Hero Cycle,” which is to be used in some way for the
culminating project. One traditional method to testing the students’ knowledge of “The Epic Hero Cycle”
is to have students create a poster project where they illustrate scenes from The Odyssey to fit the different
pieces of “The Epic Hero Cycle.” In order to utilize newer standards that concentrate on technology,
higher thinking skills, and multiple intelligences, a modern culminating project for The Odyssey is a
Photostory. In order to create a Photostory students use Windows Movie Maker to organize a photo
sequence. To exemplify their knowledge students can add text, music, and voice overs, to their photo
sequence. This will help students meet numerous standards from the common core and from NETS while
they share their presentations with the class.
Science Standards met with WMM Project (Stukey)
NETS Standards for Students:
2) Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others.
a) Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media
b) Communicate information and ideas effectively to multiple audiences using a variety
of media and formats
6) Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and
operations.
NETS Standards for Teachers::
2) Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment
incorporating contemporary tools and resources to maximize content learning in context
and to develop the knowledge, skills, and attitudes identified in the NETS·S.
3) Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society.
b) Collaborate with students, peers, parents, and community members using digital tools
and resources to support student success and innovation
Example Utilizing WMM:
Projectile motion lab
Script:
[Show screenshot of lab sheet and still photo] In physics, our students are put through a number of
lab experiences where they are asked to apply knowledge that they have learned or they are asked to
investigate and explore something brand new. Regardless, when the lab is complete the students often
have, at best, a lab report with some scribbles from the teacher left to showcase their effort. (like the one
shown below...not very interesting.) Even when students leave the room having truly enjoyed a lab, the
best they have to offer their parents is a verbal account. Sometimes, as the teacher, I remember to take a
picture or two. (like the one shown below.) In most cases, parents do not get to truly see what goes on in
a lab or what type of effort their student is giving. Sometimes the equipment is really cool or somewhat
sophisticated and that too is hard to get across to parents. With Movie Maker the students or the teacher
can capture the lab experience and edit it so that anyone can see what was actually taking place in the lab.
[Switch to video segment] One lab that I have captured is my projectile motion lab. In this lab students
have to calculate the landing spot of a marble using only a few not-so-21st century tools. If the students
can get the marble to land in a beaker, they’re good. If they miss, it is 10% off their grade and they have
to try again until they get. The stress level is higher than ever, but so is the level of student focus and
effort. I used to take pictures, but that did not capture the emotions of the experience. With Movie Maker
I can show to parents how much the students have invested in the lab and how much genuine emotion the
students display when they put that marble into the cup. Music and text can easily be added to add to the
viewing experience.
Chris DaughertySpanish Culture/Other History or Social Studies Elective
Standards:
Common Core (History and Social Studies)-
Grades 9-10 6. Compare the point of view of two or more authors for how they treat the same or similar
topics, including which details they include and emphasize in their respective accounts.
Grades 11-12 6. Evaluate authors’ differing points of view on the same historical event or issue by
assessing the authors’ claims, reasoning, and evidence.
Grades 9-10 9. Compare and contrast treatments of the same topic in several primary and secondary
sources.
Grades 11-12 Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Net-S
Script: (Will show how to perform these tasks while discussing)
One of the main requirements of the Common Core is that students are able to analyze, synthesize, and
compare and contrast texts. In Social Studies classes students are asked to look at texts and analyze the
different viewpoints that they present. Windows Movie Maker helps students perform this task through
the use of it’s voiceover and image tool. In this activity, students take annotated documents from differing
historians and use them to discuss a primary source. For instance, students will take a journal entry from
Colombus, read a short portion of it in the video, and then show two different historians views of the
topic. They discuss why each of the authors state their specific argument. Students then record their
voices and discuss why they view that one historian’s particular view is more accurate. Students are asked
to analyze various viewpoints and compare and contrast their validity. They are integrating information
from various sources and are completing very high level thought processes. Not only are students
mastering standards within the Common Core, but they are learning how to form their own opinion and
perform tasks that will be advantageous in their future education and careers.
Example: Video showing already annotated texts, where students compare and contrast them through
speech.
Storyboard
Introduction of Windows Movie Maker
(2-3 Minutes)
●
●
Script:
Tutorial on how to use: Text, Images, Music, and Voice-over
Using Camtasia & WMM
Tips and Tricks for Windows Movie Maker (Buffa):
1. (Open up the WMM program for the audience to see) All images, video clips, and sound bites must
be saved on your computer before you import them into Windows Movie Maker.
b. When making a Movie Maker project, create a folder on your desktop and label it
Movie Maker.
i. Place any images, video clips, and sound bites that you are planning using
into this folder for easy access. (show the audience where you go in WMM to
upload images, video, and audio)
2. Windows Movie Maker only allows for certain audio and video clip files to be uploaded.
c. You can click the help button in Windows Movie Maker to get a complete list of
acceptable file types.
i. For easy reference:
1. Audio - convert to MP3
2. Video - convert to WMV
ii. There are a number of free conversion sites available.
1. Zamzar.com (show the homepage of the website for audience)
2. Mediaconverter.org (show the homepage of the website for audience)
3. When you are finished with you Movie Maker project you must save it as a video file before it
becomes transferable to other computers. (go back to the WMM program and scroll down to this step
and walk audience through)
d. Click on the third step (this may be called something different depending on the
version you are using, but it should be something like “Finish Video”)
i. Save the file to your computer and Movie Maker will automatically convert the
project file into a WMV file that will be viewable on other computers.
ii. Rule of thumb: if you click on this newly saved file and it opens up Windows
Movie Maker, you saved it incorrectly. It should open in Windows Media
Player or a similar video playing program.
4. When citing your sources at the end it is difficult to maintain the correct MLA format.
e. Type up your Works Cited page in a Word Document. You can then pastes this into
paint and save the file as a jpeg and import the document as an image into Movie
Maker.
Individual Example #1: Buffa
(1-2 Minutes)
Script:
(Open up PDF of HSCEs and scroll down to the spot that I will be talking about) Windows Movie
Maker can be a valuable tool in a social studies classroom. Looking at the Social Studies HSCEs,
on page nine you will read about the need for students to be exposed to and engage with technology
(you can also find similar language on page five of the GLCEs). Under the heading “USING SOCIAL
STUDIES TO DEVELOP DIGITAL-AGE PROFICIENCIES” you will see the following:
“In order to thrive in a digital economy, students will need digital-age proficiencies.” Those
proficiencies are listed and here are a few that I think support our argument of using a tool like
Windows Movie Maker in the classroom.
Digital-Age Proficiencies Include:
•Visual and information literacy
•Curiosity, creativity, and risk-taking
•Higher order thinking and sound reasoning
•Teaming and collaboration
•Effective use of real-world tools
•High quality results with real-world application
(High School Content Expectations Social Studies, pg. 9)
That said, as educators you are all probably thinking “this sounds great but I don’t know how to use it
in my curriculum.” Here is an example of how I have used WMM in the classroom:
In courses like U.S. History and World History, the standards ask that students be familiar with cause
and effect (ex. how did the assassination of Archduke Franz Ferdinand of Austria help lead to the
start of WWI). A more traditional approach to a culminating project on WWI might ask students to
demonstrate this cause and effect understanding by creating a pencil and paper timeline piece. Students
could meet this standard in not only a more creative way but also using a technology piece like
Windows Movie Maker which addresses more of the HSCEs and now the Common Core. A traditional
timeline could then become more dynamic when students have the ability to create a video timeline
with images, sound, and of course the text needed to demonstrate their understanding of the causes and
effects of WWI.
Beyond this another example that I will now show you called for students to pick a concept in
Psychology that interested them. They were then asked to explore it more in depth and put their
research together in a creative way using WMM. For the sake of time though I will only play the first
30 seconds of the video.
http://screencast.com/t/DhBEpOmZH
Individual Example #2: Baljet
(1-2 Minutes)
Script:
In English 9 it is required to read and analyze Homer’s The Odyssey. The culminating project,
however, is left to the teacher’s discretion as long as it meets certain common core standards. While
teaching The Odyssey students learn about “The Epic Hero Cycle,” which is to be used in some way
for the culminating project. One traditional method to testing the students’ knowledge of “The Epic
Hero Cycle” is to have students create a poster project where they illustrate scenes from The Odyssey to
fit the different pieces of “The Epic Hero Cycle.” In order to utilize newer standards that concentrate
on technology, higher thinking skills, and multiple intelligences, a modern culminating project for
The Odyssey is a Photostory. In order to create a Photostory students use Windows Movie Maker to
organize a photo sequence. To exemplify their knowledge students can add text, music, and voice
overs, to their photo sequence. This will help students meet numerous standards from the common core
and from NETS while they share their presentations with the class.
Show Standards as slides?
NETS Standards For Students:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products
and processes using technology. Students:
a.
b.
apply existing knowledge to generate new ideas, products, or processes.
Create original works as a means of personal or group expression.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of others. Students:
c.
communicate information and ideas effectively to multiple audiences using a variety of media and
formats.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice
legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology.
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.
c.
Demonstrate personal responsibility for lifelong learning.
d. Exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concept, systems, and
operations. Students:
a.
b.
c.
d.
understand and use technology systems.
Select and use applications effectively and productively.
troubleshoot systems and applications.
transfer current knowledge of learning of new technologies.
Common Core Standards - Speaking and Listening Standards Grades 6-12
Specifically: “Presentation of Knowledge and Ideas” #5: Make strategic use of digital media
(e.g. textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
Example (30 Seconds):
http://www.youtube.com/watch?v=JVt3b8fGObs&feature=youtu.be&t=15s
●
●
I will show only the video portion of my screen, eliminating the surrounding YouTube setting.
I will make it look as if this video is truly playing on WMM using Camtasia.
Play from 15 seconds - 45 seconds
Individual Example #3: Stukey
(1-2 Minutes)
NETS Standards for Students:
2) Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others.
a) Interact, collaborate, and publish with peers, experts, or others employing a variety
of digital environments and media
b) Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
6) Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and
operations.
NETS Standards for Teachers::
2) Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment
incorporating contemporary tools and resources to maximize content learning in
context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
3) Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative
professional in a global and digital society.
b) Collaborate with students, peers, parents, and community members using digital
tools and resources to support student success and innovation
Script:
In physics, our students are put through a number of lab experiences where they are asked to apply
knowledge that they have learned or they are asked to investigate and explore something brand new.
Regardless, when the lab is complete the students often have, at best, a lab report with some scribbles
from the teacher left to showcase their effort. Even when students leave the room having enjoyed a lab,
the best they have to offer their parents is a verbal account. In most cases, parents do not get to truly
see what goes on in a lab or what type of effort their student is giving. Sometimes the equipment is
really cool or somewhat sophisticated and that too is hard to get across to parents. With Movie Maker
the students or the teacher can capture the lab experience and edit it so that anyone can see what was
actually taking place in the lab. One lab that I have captured is my projectile motion lab. In this lab
students have to calculate the landing spot of a marble using only a few not-so-21st century tools. If
the students can get the marble to land in a beaker, they’re good. If they miss, it is 10% off their grade
and they have to try again until they get. The stress level is higher than ever, but so is the level of
student focus and effort. I used to take pictures, but that did not capture the full range of emotions of
the experience.
**Insert lab document and picture**
(GoogleDocs not accepting my picture)
With Movie Maker I can show to parents how much genuine emotion the students display when they
put that marble in the cup. Music and text can easily be added to add to the viewing experience.
Individual Example #4: Daugherty
(1-2 Minutes)
Standards:
Common Core (History and Social Studies)Grades 9-10 6. Compare the point of view of two or more authors for how they treat the same or similar
topics, including which details they include and emphasize in their respective accounts.
Grades 11-12 6. Evaluate authors’ differing points of view on the same historical event or issue by
assessing the authors’ claims, reasoning, and evidence.
Grades 9-10 9. Compare and contrast treatments of the same topic in several primary and secondary
sources.
Grades 11-12 Integrate information from diverse sources, both primary and secondary, into a coherent
understanding of an idea or event, noting discrepancies among sources.
Script: (Will show how to perform these tasks while discussing)
● Transition from Brian’s video using a sliding transition.
● Have five seconds of music from Wired’s CC webpage that are faded in and out. Begin talking
while the music is fading out.
● Show a blank image with the above standards
● Begin reading:“One of the main requirements of the Common Core is that students are able
to analyze, synthesize, and compare and contrast texts. In Social Studies classes students are
asked to look at texts and analyze the different viewpoints that they present. The standards that
are provided for Grades 9-12 highlight this ideal”
● Using Camtasia, show how to do the following within Windows Movie Maker as it is being
read. Use images that are already in a folder. The recording teacher should read this slowly, as
they complete the tasks they talk about.
● Begin reading: “Windows Movie Maker helps students perform this task through the use
of it’s voiceover and image tool. In this activity, students take annotated documents from
differing historians and use them to discuss a primary source. For instance, students will take
a journal entry from Colombus, read a short portion of it in the video, and then show two
different historians views of the topic. They discuss why each of the authors state their specific
argument. Students then record their voices and discuss why they view that one historian’s
particular view is more accurate. Students are asked to analyze various viewpoints and compare
and contrast their validity. They are integrating information from various sources and are
completing very high level thought processes. Not only are students mastering standards within
the Common Core, but they are learning how to form their own opinion and perform tasks that
will be advantageous in their future education and careers. For an example, here is a possible
final version of this assignment.”
● Slide transition into final video example.
● Transition out at the end of the video into the conclusion.
Conclusion
(30 sec. - 1 Minute)
●
●
How WMM can be used in other ways
Flipping
Script:
If you are still not convinced, here is a way that you can use WMM to flip the classroom: Daugherty
Show an example of a StAIR while discussing this. Navigate through the lesson and record it using
Camtasia.
Many teachers create stand alone instructional resources, or StAIRs, using a PowerPoint in Kiosk
mode. The same can be accomplished using WMM. As a teacher, you can record yourself discussing a
topic for students to listen to and import it into WMM. You then can add your text, images, etc. to the
WMM timeline to coincide with your audio. You can upload it to sites like Youtube, and students can
then watch the video you created, pause and rewind when needed without you having to input all of
buttons/timers that would be needed for this if you were to create a similar StAIR in PowerPoint. The
rewind feature is an invaluable benefit to students who may struggle understanding information the first
time around. Not only are you able to address your content standards, but you are also moving towards
Common Core standards, and differentiated instruction.
Fade out and show sources and credits slides. Use same Music from Wired CC as before.