Reference no: EM133837835
Project Assignment Instructions
Overview
The flexibility of video allows compression and expansion of time and space, making it a powerful instructional tool. An instructional video should address 3 to 5 specific learning objects for a specific audience of learners. The video you plan and create must be instructional in nature and work to form associations between concepts, provide historical or social examples, or demonstrate how something works.
Instructions
For this assignment, you will capture a minimum of three separate video segments using an actual video camera (a screen capture of your computer screen will not suffice) and edit these to produce a quality instructional video with a length of between four and six minutes. Make it fun and informative to engage your learners. Get assignment help services from verified experts!
The mark of a good video is the ability to take a person who has very little experience or understanding of a concept and help them reach the learning objectives identified, which might include accomplishing a task. If you purchase the game Throw Throw Burrito TM, the instructions within the box invite the players to grab their phones and pull up the YouTube video to see how to play. You can view that Watch: Throw Throw Burrito - How to Play video in this module's Learn section. During this short 4:41-minute presentation, the audience learns how to play and the rules surrounding the game. Sure, the players could have read the PDF instructions, but the video engages the audience and teaches the skills necessary to play the game.
Also included in your course resources for this module are several other examples of instructional videos. Notice in Watch: Introduction to Significant Figures how Joelle Acre suspended the camera above her workspace for the instruction on significant figures. Notice, too, how she splices in video clips of herself that add engagement value. Katie Meert created her instructional video (Watch: Common and Proper Nouns) to teach her third graders about common and proper nouns. She uses music during some of the demonstration of examples but leaves the music off during the initial practice time picking it up again as student confidence builds through practice. Please note that, in each of the examples, points may have been lost based on missing components identified on the rubric for this assignment.