Tag Archives: iMovie

3 Ways for Students to Create with Devices in the Classroom

Devices have become omnipresent in our classrooms. Often, these tools are used as expensive, electronic content delivery systems. However, the real power in technology in schools is that it empowers students to become content creators. Smartphones and tablets, even more so, have allowed them to become mobile and agile ones. Most educators know that individuals learn far more about a topic when they must explain it to someone else. Additionally, by employing multiple learning modalities through the creative process (tactile, kinesthetic, visible, etc), students process material more thoroughly. As you think about your lesson plans in the future, consider empowering students to create rather than just consume. Here are a few ways to do just that.

Create a Video

I am a fan of giving students guiding questions and parameters, then having them make an educational video. In my documentaries project, students must answer address a specific topic (e.g. “Where did George Washington get his reputation for honesty?” or “Was Benedict Arnold solely a villain of the Revolutionary War?”). We talk about creating

content in an engaging way, incorporating images and videos effectively (and ethically), pacing content, and selecting what to include or leave out. Videos are not exclusive to the humanities. I have seen math teachers effectively use them by having students demonstrate how to solve complex problems and science teachers as a recording and reflection for labs. I also encourage students to post their videos publicly (when age appropriate) or to the class via a closed portal (for younger students). By posting their videos publicly and sharing with the class, they are presenting to an authentic audience. Making a video is easy and can by done with a smartphone, tablet, and/or computer. Free software options include iMovie (MacOS & iOS), Movie Maker (Windows), and FilmoraGo (iOS & Android).

Create a Podcast

Podcasts are become ever more popular. There are podcasts to cover news, popular entertainment, hobbies, sports, cultural phenomena, and more. Task your class with

creating a podcast on a topic relevant to your course. If you are a Social Studies teacher, perhaps a weekly podcast on current events. If you teach science, a weekly science report relevant to the topic. Math? Try incorporating an update on a complex topic students are tackling that week. Podcasting can help students work on their public speaking skills as well as how to effectively present to an audience. Again, by sharing the podcast with the public at large or just the class and/or school, students learn what it is to engage with a broader audience. Podcasting can be done easily with a smartphone, tablet, and/or computer paired with a simple microphone to drown out ambient sound (the microphone on headphones can work in a pinch or you can invest in something a little more substantive). My favorite free apps for podcasting include: Garageband (MacOS & iOS) and Audacity (MacOS & Windows).

Websites

My students complete a year long research project that they post on a comprehensive website. Through creating an online portal, they learn how to write effectively for a broad audience, how to cite material so that it is accessible online, how to create and incorporate various types of media, and how to effectively organize and lay-out content. What I especially like about website creation is that it allows students to combine skills that they have learned throughout the year (e.g. video and podcasting). We have all seen “good” and “bad” websites. When it’s published online, students want theirs to look good. As such, it also serves as a basic primer in basic graphic design. There are numerous free website tools out there. If your school is a G-Suite for Education school, then I highly recommend using the new Google Sites. Not only is it easy to use, but it readily allows for collaboration. You can also check out weebly or wix.

If you’re in a school where students have access to devices, I strongly encourage having them turn those devices into content creators. You will find that it empowers them as learners and makes their learning more applicable and deep.

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5 iOS Movie Editing Apps to Explore this Summer

Summer is a great time to play with and explore new software and hardware. Most educators have a more flexible summer schedule and can devote time to bigger projects. Many of my colleagues have expressed a desire to have their students produce movie projects (see my post – “Student Documentaries in History Class“). Often, they are concerned about learning how to make a movie – that it will be complicated and they will 5918469469_71ccb96c6d_bbe expected to teach new software on top of their established curriculum. However, most movie editing tools are intuitive and the best way to learn is by doing! If you have some free time this summer, it can be a great opportunity for you to learn how to play with one of these great tools and plan how to incorporate it next school year.

If you have an iPhone or iPad, here are five great movie editing apps to help you become a star director. Special thanks to my friend, photographer Christian Santiago of Solar Highway Productions for his suggestions!

iMovie ($4.99, Free with New Devices) – Apple’s iMovie is the traditional video editor for iOS devices. It’s easy to use and designed for beginners yet with enough cool features to let you develop some mad editing skills!

Videograde ($4.99) – This app allows you to easily edit and enhance the colors of your videos and export them in beautiful HD.

Magistro (Free, in-app purchases and premium upgrade) – A photo editor combined with a video editor, Magistro lets you easily create impressive, professional looking video. The premium upgrade allows you cloud storage and online editing capabilities.

Cute Cut (Free) – Not only does this support traditional movie making, but it allows you to add some cool features like drawing and picture in picture capabilities!

Vizzywig ($29.99) – At nearly $30, Vizzywig has the highest price tag. However, it also has some of the greatest tools and features that are offered on high end video editing software like Adobe Premier. If you feel like you’ve gone as far as you can with a basic layman’s video editing tool, then Vizzywig is a great intermediate step!

AppSmashing with iMovie in iOS7

This is a great post by Greg Kulowiec on “App-Smashing,” using multiple applications to create a final project. Here’s a quick introductory video:

Intro to App-Smashing from misterkling on Vimeo.

In this post, Greg highlights using iMovie, Tellagami, and Explain Everything to create a finished product. Check it out his article: AppSmashing with iMovie in iOS7.

Student Documentaries in History Class

Every year, I have my students make documentaries (or digital stories) in class. If you would like to see my previous exploration into the realm of digital storytelling, you can check out those posts here.  I regularly revise the assignment and, coming to my new school Ransom Everglades, was excited to try it with a new crop of students in a fresh environment. As always, I was blown away by the work that my students produced!

Whenever I present this lesson for students, I do it in several phases. First, I always do a video that shows them my expectations in terms of presentation and research. This year, I decided it was time to upgrade my video and did a new one about the treacherous general, Benedict Arnold. You can see my sample video below:

While well produced videos are always nice to look at, I emphasize to my students that the primary objective of this project is research, synthesis, and developing a formal argument. The big change that I made this year (after receiving some meaningful input from a colleague) was that instead of allowing students to choose more “Biographic” or “Information Based” topics, I provided them prompts that required more analysis and research. For example, “How did George Washington receive his reputation for honesty?” or “What role did old world conflicts play in the Revolutionary War?” I was hoping that this would encourage students to do more in-depth, critical research.

Framing the Project

Like all projects I give to students, I break this assignment up into chunks. First, I establish the parameters of my project.

  • You must fully address the prompt.
  • Videos are a minimum of 2 minutes and a maximum of 4 minutes (excluding a “works cited” credits page).
  • All citation must be in Chicago Manual of Style (this is the Social Studies Department’s official citation format for research papers, I like consistency).
  • Due dates for each step are firm.

Picking a Topic:

I give my students a list of acceptable topics but I also encourage them to choose a subject on their own that interests them. We do our first day in the library so that students can do some preliminary research on the content before deciding what they want to do. I do not allow them to change topics once they have committed – so I advise them to choose carefully!

Research, Research, Research!

The most important aspect of this project is the research. I do require my students to use a minimum of two books (or sections of books) as well as

Courtesy of Wikimedia Commons

Courtesy of Wikimedia Commons

one academic journal. I also allow and even encourage them to use online resources, however I require that if they do they must apply the CRAAP Test. Not only is it a catchy name (my students never forget it), but it is also a sophisticated tool developed by California State University at Chico to help researchers (students, teachers, professors, lay-individuals) to assess content (with an eye to online material).

Another component in this is finding appropriate images, videos, or music for you overall product. As such, Digital Literacy (how to appropriately incorporate, cite, and use online content – this includes addressing issues of copyright), is a primary component in this assignment. I address this in my article, “How to Find License Free Content for School Projects.”

Outlining the Project

Example of a Storyboard

Example of a Storyboard

Just as you don’t sit right down and write a research paper without first drafting an outline, you should not craft a video without outlining it. As this has an image component, I require students to do a Storyboard. This is simply an image based outline. You can use any tool that you would like to do this. I personally just use PowerPoint.

This step helps them to organize how they will relate their information as well as arrange their images in the overall project. Just as the final research paper should not be identical to the first outline, it’s acceptable (even expected) that students move around, add, or remove images as the product evolves. I require that students turn this in early on, before they start actually building their project.

Writing it Out!

There is an important writing component to this project. Students must write out a “script” of what the narrator or actors will say in their project. This is the second required assignment in the process (after their storyboard has been approved).

I simply have students do this in essay form, but I do know that other educators want them to write it out as a formal script. This is where I emphasize that spelling, grammar, and punctuation do in fact count towards their final grade!

Assembling the Video

Courtesy of Wikimedia Commons

Courtesy of Wikimedia Commons

This is a time intensive component of the project and I strongly encourage students to not wait until the night before to do this. Some of them listen, but a few have learned some hard lessons about waiting until the last minute. Remind them that unexpected issues can and do arise, they need time to address them! I’m very available after school the day before the project is due (if they have a problem). I am less available at 3:00 am the morning of…

In terms of video making software, I am very flexible. They can use any platform that they would like, the most popular are: iMovie (for Mac and iOS), MovieMaker, Adobe Premiere, and the YouTube Video Editor. My colleagues often ask if I teach the students how to use the software. The answer is – no. They learn as they use. Video editor software today is highly intuitive and easy to learn. I do offer help if they run into an issue, but I give them a check list to try before they come to see me:

  • Google your problem
  • Search “How To’s” on YouTube
  • Read the instructions of the software that you’re using – they all have a “Help” section or a “How To”
  • Ask a classmate or a parent for help

Creative problem solving is an important skill for students to learn and this project provides numerous opportunities for them to do just that!

Publication and Presentation

The last component of this project is that the students publish their work in order for us to view it as a class. Your publication methods will vary based on age group, school policies, and student access to material. At my school, students cannot access YouTube. However, we do have Google Apps for Education. I have my students upload their final videos to Google Drive and then embed the link on our class blog. However, you may have students play it from their own device or share on a class youtube channel. This is an important step as peer review is key in academic inquiry.

My students’ final projects were amazing. Here is a very small selection:

As you can see, they did some excellent work here! If you would like, you can download my Documentary Instructions and my Documentary Rubric. Just please provide proper citation if you use it!

Potential Pitfalls

While this is an excellent projects, there are a few potential pitfalls to keep in mind.

  • Students do not have equal access to resources and equipment. To compensate for this, I like to provide ample in class time to build the project.
  • Do not grade the bells and whistles, focus on content. It’s easy to be blown away by a flashy project even if the content is mediocre. This is where I find a rubric handy.
  • You may want to reach out to parents to avoid concern about a “tech” project (especially in a Social Studies or English Class). I wrote an article, “How to Gain Parent Buy-In for Classroom Technology Integration.”

Overall, have fun and learn as you go!

Digital Storytelling in the Classroom

Every semester, I assign my students a Digital Storytelling project. The first time around, the students always find it a challenge. This is often the first time they have put together a research project of this calibre using a creative medium. They push themselves, meet challenges, and ultimately find themselves with a brilliant product that they are proud to display. This year, we rolled them out once again. For your review, I am attaching the lesson plan as well as the grading rubric:

Download the instruction sheet in PDF form here: Digital Story Instructions (I grant permission for instructors to use this material for educational purposes so long as they cite me).

Digital Storytelling Rubric can be downloaded in PDF form here: Digital Storytelling Rubric

As always, the students wowed me with their productions. Here are a few samples:

A few key elements that I changed this year was a strong emphasis on Copyright Licenses, especially highlighting the use of Creative Commons Licensed Content. I highlighted this endeavor in a recent article: “How to Find License-Free Content for use in the Classroom.”

If you would like to compare this project with previous versions, see: “My First Attempt at Employing Digital Storytelling in the Classroom.”

The Learning Institute Project Day 2 – Digital Storytelling

This is day 2 at the Learning Institute at the American School of London led by the esteemed Leah Treesh. Our big project of the last couple of days has been Digital Storytelling. Now, I had heard of digital storytelling, and played with a few examples but had never really sat down and played with it. I’m so glad that I got the opportunity to do so because there’s a lot of cool stuff that I plan to implement in the next academic year!

The goal of digital storytelling, at least broadly (teachers will need to develop their own immediate and focused goals), is to enable story to use images, text, video, audio, etc to present a topic or idea. It allows for greater creativity and, from the experience in class, focus and investment. It’s a lot more engaging than a simple oral report and combats my problem with students giving PowerPoints presentations (they all want to write their report on the slides). We were given a step-by-step process (I’ll go over it here) that you can tweak for individual needs. I’ll even put in here my finished product.

The overall step-by-step process was published by the University of Houston’s Digital Storytelling webpage (a great resource and tool – if you’re interested at all in Digital Storytelling, this should be your first step).

Part One: Define, Collect, Decide

  1. Select a topic for your digital story
  2. Begin thinking of the purpose of your story – are you answering a question? provoking a response? informing your audience? etc.
  3. Create a folder in your documents in which to store, text, pictures, video, etc.
  4. Start locating resources such as music, photos, text, etc.

I decided to specifically choose and write a project that is directly related to my course content. Leah Treesh brilliantly suggested that we build our projects around an existing lesson plan and then we could use it as a demonstration to our students for what we are looking for in their projects. Since I will be teaching U.S. History again this Fall, I decided that I would adapt my lesson plan on Civil War Battles and focused specifically on the Battle of Gettysburg. Instead of having my students do an oral presentation (with PowerPoint or other visual aid) on a battle of the Civil War, I will have them present a Digital Story along this model.

I then proceeded to collect a number of resources, images, audio, etc. To ensure that there wasn’t a copyright issue, I used a website called Creative Commons. This website searches for license free (or educational license) content, to ensure that copyright is not violated. Being the Battle of Gettysburg, and the 150th anniversary of the American Civil War, there was a lot  of material available – photos, videos, music, and more (all at a professional level) for free! It was very cool.

Part Two: Decide, Select, Import, Create

  1. Decide on the purpose and point of view of your video.
  2. Select Select the images you would like to use (you may want to edit them)
  3. Select the audio you would like to you.
  4. Select the content and text you would like to use for your digital story.
  5. Modify number of images and/or image order, if necessary.

The way that we did this was with story-boarding. Apple’s Pages actually has a story-board template. However, you can easily use Keynote or PowerPoint to the same purpose. Because I didn’t have access to pages on my loaner computer, I wrote a story-board (think of it as an outline with pictures) using Keynote.

A quick shot of my story-board

It essentially serves the same purpose as an outline for an essay and ultimately can be tweaked and changed. I moved the order around in mine and completely removed the reference to Vicksburg. I also, when seeing how the timing worked, put in a few additional photos.

Part Three: Write, Import, Record, Finalize

  1. Write a scrip that you will use for the narration in your digital story.
  2. Import images into your chosen application (e.g. GarageBand, iMovie, Keynote, PowerPoint, JayCut)
  3. Use your microphone (many computers already have it built in) and record the narration of your script.
  4. Finalize your digital story and then save it in the appropriate format (hint – you can even upload it onto YouTube to share!).

I took about an hour or so to write up my script. I’ll attach a copy of it here: The Battle of Gettysburg Script. If you want to read it, it’s a simple Word document. If I had had a little more time, I would have spent more energy editing it and likely given a copy to a friend or colleague for review. Still, not bad considering the time constraints.

I then used iMovie (yay for loaner-Macs) to make the final product. I find it a lot easier to use and it present a much more professional looking final product. Most of my colleagues that used iMovie for the first time found it very easy to adopt-to and the process itself wasn’t overwhelmingly time-consuming or cumbersome. Others in the group used PowerPoint or JayCut – but the process there was less straight-forward. Clearly, your actual creation process is dependent on the software you elect to use. However, thanks to intuitive modern software, google, and patient friends, most of us can make a pretty solid product with little investment and a shallow learning curve.

Part Four: Demonstrate, Evaluate, Replicate

  1. Show your digital story to your colleagues.
  2. Using a rubric, gather feedback about how the story could be improved, expanded, and used in your classroom.
  3. Teach your students how to create their own digital story.
  4. Congratulate yourself for a job well done!

When we all finished, we then took turns showing our presentations. As we’re all at different divisional levels and have various responsibilities (e.g. administrators, educators, tech people, etc), we all had different topics and presentations. The level of creativity in the room was amazing!

We had a sample rubric that we used that had been developed by UMass (and readily adaptable to every classroom). Another great rubric developer, also free for teachers is Rubistar.

So, here is my finished product. It’s not too bad (although I can still think of ways I could improve – especially the sound). Still, I was pretty happy with how it turned out and think it will be a great resource in my classroom and am excited to see what my students come up with.

I thought I would also include a video created by my friend and colleague Jane Cooper who not only made her first video, but did it her first time using a Mac computer!

You should also check out Karen Arrington’s blog, where she highlights her experience.