Table of Contents
Using Windows Live Movie Maker to Create Home VideosReflection Paper / 3
Part 1: Topic / Goal Statement
Audience Description
Rationale / 4
4
4
Part 2: Analysis Report / Needs Analysis Survey
Learning Context Description
Transfer Context Description
Description of Learners
Task Analysis Flow Chart / 5
6
6
6
7
Part 3: Planning / List of instructional objectives
Objectives Matrix Table
ARCS Table / 8
8
9
Part 4: Instructor Guide / 11
Part 5: Learner Content / Learning Materials
Assessment Materials
Technology Tool Rationale / 13
13
13
Part 6: Formative Evaluation Plan / Expert Review Plan
One-to-One Review Plan
Small Group Evaluation Plan
Field Trial Plan / 15
15
15
16
Part 7: Formative Evaluation Report / Evaluation Survey
Report of Expert Review
Designer’s Response to Review / 17
17
17
Part 8: Standards Grid / Professional Standards Addressed
Course Goals and Objectives
AECT Standards (Applicable to EDTECH 503) / 18
19
20
Appendix / 25
Reflection Paper
Throughout this course, I have gained a vast amount of knowledge about the process of instructional design. I had never really thought about this process before and it is a much more detailed than I have ever imagined.
While learning about the process of instructional design, I have constantly compared it to blueprints that are used to build structures like skyscrapers and bridges. When an architect creates a blueprint, he or she is designing how that structure will be put together and what the finished product will look like. These blueprints are usually revised several times during the planning phase due to miscalculations, customer specifications, or other various factors. Instructional designers also develop plans. However, instead of designing buildings and bridges, they design learning activities that are used to build a foundation of knowledge. While creating these activities, the instructional designer has a specific end result for these activities in mind similar to the structure that the architect is designing. They both act as the creators and planners but not necessarily the implementers of their design.
I have never put a lot of thought into the instructional design process prior to taking this class. As an educator, I have made several lesson plans over the last several years, but I admit that I typically resort to using presentations and learning materials that have been made by other teachers or instructional designers that are employed by textbook companies. When starting from scratch, the instructional design process has been very daunting to me, beginning with the selection of my topic. Picking a topic was not as easy as it sounds because there were several factors other than the content that I needed to consider. After choosing to design a unit on Windows Live Movie Maker, I need to analyze the age group that I would gear my activities towards and determine whether or not my initial methods were appropriate for that age group. As a teacher, I have also never really considered why I am creating a lesson because I have always had a set of standards and indicators that tells me what I have to teach my students. An instructional designer must consider why they are creating the learning activities that they design. I also have never analyzed the learning or transfer context in my educational career. I admit that I have been guilty of “teaching to the test”, as the pressures to do so are tremendous. However, I believe that I do need to consider how the students will use the knowledge that I present; whether it be the knowledge of Windows Live Movie Maker or the mathematics knowledge that I present in my classroom.
The majority of my profession deals with the implementation of learning activities to provide my students with the knowledge they need to succeed. In my opinion, this will not change. However, with this increased knowledge of the instructional design process, I believe that I will put more effort in creating and designing the learning activities that I will use to provide my students with the education they are seeking. I really like to use interactive lessons with my students on my SMART board. Too often I download them from websites. Understanding how the process of instructional design works, I believe that I can create lessons that will provide a deeper understanding of the concepts that I am trying to teach my students. I also see myself evaluating their effectiveness more often and revising my plans along the way.
Part 1: Topic
Goal Statement
Students will learn how to create homemade videos using Windows Live Movie Maker.
Description of Audience
The audience can be of any age group. Materials could be used in a classroom setting on computers with Internet capabilities. It is also possible the material could be accessed by an individual performing a basic web search and review the material.
Rationale
As technology has become more accessible and user-friendly and with the growth of social networking, more and more people are using video editing software to create home videos to post on the Internet or share with various people on DVD. One of the easiest programs to create quality home videos is Windows Movie Maker. This is a skill that appeals not only to the younger users of Facebook and YouTube, but also the tech-savvy grandparents who record the school plays and concerts of their grandchildren. However, many people do not know what to do once the raw video footage is created. Movie Maker allows these aspiring film editors to create wonderful home videos that can be stored and shared for many future generations.
The intentions of my strategy are generative in nature. If someone stumbles upon my website, they can work on any or all of the intended learning goals. Therefore, the learner is generating their own specific objectives from my website. If they already understand some of the capabilities of Movie Maker then they would only need to study the features they are interested in learning. However, if this was used by a teacher as a classroom learning module, then it could be supplantive in nature.
My Instructional Design Project is a concept learning activity. This activity requires the learner to work with several pieces of declarative knowledge and put them together to take advantage of the many things that Movie Maker is capable of doing. The characteristics of Movie Maker, or the attributes as called by Smith and Ragan, are functional attributes that the student must learn in order to make higher quality videos. Throughout the design, I utilize an inquiry strategy. This is because I am showing examples of the features within Movie Maker and expecting the learner to play around and experiment with the use of that particular feature.
Part 2: Analysis Report
Description of the Need
Part 2a.1: Needs Assessment Survey
1. Do you own any device that is capable of recording video?
2. Have you ever used it to record video?
3. If you have not used your device to record video, please write a brief explanation as to why you have not.
4. If you have used your device to record video, what type of activity did you record?
5. Did you upload this video to a computer for editing or did you post this to a social networking site?
Please answer the following questions regardless of whether or not you own a recording device
6. Have you ever edited raw video before?
7. If yes, please explain your motives for doing so,
8. If no, please explain the reason you have not edited video.
9. Are you aware of Windows Movie Maker?
10. If yes to above, have you ever used Windows Movie Maker?
11. Does the idea of editing video appeal to you?
12. If no, please explain why you do have an interest in editing video.
13. If yes, please give a few examples of videos that you would like to make.
14. Do you think the ability to edit video is a valuable skill?
15. If you created a video, would you share it with other people?
16. If yes, please tell me how you would possibly share it with others.
Part 2a.2: Needs Assessment data
The data that I collected was from a group of 22 seventh grade students in my Advanced Math class. I feel the data that I collected proved there is a definite need for this knowledge. Of the 22 students, twenty of them own at least one device capable of recording video, and of those twenty 15 of them have actually recorded video with it. They used their devices to record family activities, sporting events, special occasions, and also for random moments they wanted to catch on film. However, barely half (12) have ever edited video before. This was mostly due to many of them taking the Computer Applications class offered by my school and taught by my Subject Matter Expert (SME). The reasons that were cited for not ever editing video were no experience, no opportunity, and no talent, among other reasons. Another piece of data that is telling of the need for this type of learning activity is that only 14 students have ever heard of Movie Maker. Since this program is provided free for users of Microsoft Windows, I thought that number would be higher. Additionally, only 10 of the 14 students have used the program previously. And yet only 12 students have edited video previously, 17 of the students believe that video editing is a valuable skill.
Description of Learning Context
Part 2b.1: Learning Context
There could be several learning contexts associated with my project. My initial thought was that this would be designed for anyone that stumbles upon my website, curious and interested in editing video with Windows Movie Maker. In that sense the learning context would be self-guided in an environment of the learner’s choosing. The possibilities of where the learning could take place are virtually limitless: at home, at school, at a coffee shop or library, anywhere the learner could access the Internet. However, I could also see a teacher using my website as a unit within their classroom studies. I could see a Language Arts teacher using it to aid in their unit on persuasive writing.
Part 2b.2: Transfer Context
Upon learning how to use Windows Movie Maker, the learner would probably use it mostly at home for personal use. Kids would probably make videos and post them to YouTube, Facebook, or another social networking site. Parents and grandparents would likely use their camcorders or cell phones to record their (grand)children’s events. They could then create highlight reels or just a simple DVD for the child to keep.
Description of the Learners
I do not intend on limiting this knowledge to a certain group of learners. My intention is to create a webpage that could be accessed by anyone at anytime. I do see it appealing more to a younger demographic, but there are people in all age ranges that would like to learn this simple process. I also picked to use Movie Maker because it is a very basic program intended for novice film editors. I would think that many people who use the Windows operating system, first learn the basics of film editing with this program because it is free and easy to use. After learning the basics, they could expand on their knowledge by buying and using more powerful software.
Learning Task Analysis (Flow Chart)
Part 3: Planning
Learning Objectives
The student will:
1. Use a browser to access a webpage on the Internet
2. Self-assess technology skills and become familiar with basic processes related to making movies
3. Learn about the Storyboard style of Movie Maker
4. Add multimedia files to the storyboard
5. Trim videos from front and back
6. Add transitions from one section to another
7. Add visual effects to photographs
8. Add text enhancements or credits to videos
9. Change aspect ratio of video for HD videos
10. Share their video by uploading to social media sites or burning to a DVD
Matrix of Objectives, Blooms’ Taxonomy, and Types of Learning
Matrix of Objectives, Bloom's Taxonomy, Instructional Strategies, and Types of Learning
Objective Number (1) / Bloom’s Taxonomy Classification (2) / Strategy to be employed to teach the objective (3) / Type of Learning (4)1 / Evaluation, Knowledge / Supplantive / Declarative
2 / Evaluation / Generative / Cognitive
3 / Comprehension / Supplantive / Conceptual
4 / Application / Generative / Procedural
5 / Application, Synthesis / Generative / Procedural
6 / Application, Synthesis / Generative / Procedural
7 / Application, Synthesis / Generative / Procedural
8 / Application, Synthesis / Generative / Procedural
9 / Application / Generative / Procedural
10 / Application / Generative / Procedural
ARCS Table
ATTENTIONA.1 Perceptual Arousal
I can create my own video or show a sample of a video that was made with Movie Maker that showcases the capabilities of the program.
A2. Inquiry Arousal
The previously mentioned video hopefully would arouse the students to ask “Well, how did you do that transition?”, or other similar questions.
A3. Variability
The topics themselves are variable enough. When students feel they have successfully mastered one topic they can move on to the next.
RELEVANCE
R1. Goal orientation
I could initiate the learning process by asking questions to the students to find out what aspects they are most interested in learning.
R2. Motive matching
When the learning activities have been completed, the students will create a video of their own that showcases their new found knowledge
R3. Familiarity
I would expect the students to create a video from pictures or other media that is meaningful to them.
CONFIDENCE
C1. Learning requirements
I can be readily available to answer questions that the students may have.
C2. Success opportunities
I must always show the student the positive aspects of their video first.
C3. Personal control
The final project will be individual work, which would reinforce the idea that their grade will be based on their efforts.
SATISFACTION
S1. Natural consequences
This lesson is centered around a skill that the student can use forever. Life, in general, provides memories that many of the students will want to capture and keep on video.
S2. Positive consequences
I could possibly have students vote silently for a “Best Picture” award giving the winning student recognition and some kind of reward.
S3. Equity
By always pointing out the good aspects of their creation, they can build on the good aspects of their project.
Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.