Video+Production

 = = = = By Daniel Bullard
 * Video Production **

Description and Uses of Technology
The process of video production involves both shooting and editing video. Video can be taken with many phones, iPod Touches, Flip Cameras, and various other recording devices. Subsequently, this video can be downloaded to a computer for editing (some cameras actually have built-in editing software). There are numerous applications available for editing video. These applications vary based on their complexity, the platforms that they work on (PC or Mac), and the file formats that they accommodate. For example, iMovie is editing software developed by Apple Inc. that allows users to edit home videos and the associated sound tracks. This software comes with assorted 'bells and whistles', including movie trailer templates, transitions, slow motion options, and more. For Windows based computers, there are plenty of software options as well, including Windows Movie Maker. Like iMovie, Windows Movie Maker provides all the trim elements for splicing together different segments of video and creating a clean final product.

A unit lesson that is centered on video production can be used to help students elaborate on important subject matter, while teaching them important aspects of video capture and production. Most students, whether they know it or not, are familiar with nuances of video capture. A lesson that teaches students the how and why of panning, zooming, tilting, and dollying (changing focus from broad to detailed view of an activity), will likely help them understand the deeper reasons behind why television and movie producers do the things they do. By providing students an opportunity to produce a small-scale movie, they will also be exposed to the power of sound editing and how to keep viewers’ attention through the development of a soundtrack.

The number of different opportunities for including video production in a lesson plan is nearly limitless. Video production is by nature, interdisciplinary, and can easily be designed to incorporate content from any class. Further, video production lends itself nicely to collaborative, team efforts. These are the types of skills that will benefit students long into their respective futures.

There are many tutorials available on the Internet for implementing video production tools in the classroom. Click [|here] for some useful tips!

Important Findings on Student Outcomes
But what does the research have to say about video production as a useful educational strategy or tool? One study examined teacher-learners’ reflections about the use of video production in their K-12 classrooms. Norton & Hathaway (2010) looked for evidence of content learning, examined the factors facilitating teacher use of video production, and reported on the challenges teachers had in implementing the project. These researchers demonstrated positive content learning outcomes as measured by objective tests, rubrics, and anecdotal evidence (Norton & Hathaway, 2010). Further, they found that integrating video production into their unit plan facilitated connections to content, increased student motivation and engagement, and allowed for the use of alternative assessment. Most of the challenges reported by the teachers involved in the study included issues related to equipment, logistics, and time. These researchers concluded that video production as an instructional strategy (rather than an object of study) has an important role to play in K-12 content learning (Norton & Hathaway, 2010).

A study conducted by Hakkarainen (2009) focused on refining a problem-based learning (PBL) course on educational digital video use and production. This course was designated for master’s degree students that were pre-service or in-service teachers. The findings of this study suggest that PBL offers a good model to support students’ knowledge and skills in producing and using educational digital video (Hakkarainen, 2009). Moreover, the author reports that based on these findings, digital video production can be used as a method to learn both about video production and about the subject matter of the videos.

Another study showed that students who took a video production and TV class reported higher engagement as a result of merely using video production technologies (Vincent, 2010). The knowledge that the students take from this class is transferred to every other class they take during their high school careers. In this instance, the class has become the most popular elective in the curriculum. Students can use the equipment from the video production lab for projects in other classes, once they complete the introductory course in video production.

Based on research that has shown the that interest in science wanes during the middle school years, O’Neill (2005) set out to design a science content-unit around the use of an informal science video project. Her findings suggest that video production cultivates a sense of ownership, and that this sense of ownership translates into students that are more engaged in their learning environment.

More research is needed to determine the full extent of the use of video production on learning outcomes. Nevertheless, there are many signs pointing toward video production as an effective, engaging way of transferring both subject matter knowledge and knowledge of the video production process itself.

Emerging Trends and Open Issues
 With the ubiquity of video capture and sharing in society at large, more teachers are becoming open to the idea of using video production tools in the classroom. One project had students use Flip camcorders to create Public Service Announcements (PSAs) for their health class. This project involved research, storyboard planning, filming, editing, and presenting. An example of the rubric used to grade these projects can be seen in Figure 1. Qualitative data gathered through written reflections showed increased student engagement as well as a sense of accomplishment and pride from the students (Roberts & Stiles, 2010). One final lesson learned by the students of these classes was the importance of __ [|copyright and intellectual property] __. You can see one of the PSAs __ [|here] __.



//Figure 1.// Rubric used in the development of a PSA for a high school health class.

Key to video production is to avoid student cognitive overload. For example, it is neither necessary nor recommended for those using video production tools to include in a video project containing all 127 available transitional animations (Davis, 2004). Thus, it is important when designing media to keep in mind issues of choice-overload when designing projects using video production.

Loveland & Harrison (2006) argue that technology in general, and video production in particular, hold one of the keys to teaching across curricula. Curriculum integration provides a way for students to develop the higher-order thinking and learning skills they will need to survive in the twenty-first century (Loveland & Harrison, 2006). They also point to previous research findings (Peterson et al, 2005) that show African Americans (159% gains), and other ethnic groups (110% gains) tended to have greater gains than their Caucasian (86% gains) counterparts when engaged in a film production course. This held true for economically disadvantaged students when compared to regular students.

We still have much to learn about the problems that may arise from the use of digital video production tools as a strategy in educational practice. What we do know, however, is that more and more teachers are either using or considering this approach going forward.

**References**

Davis, C. (2004) Digital Video Editing in the Classroom. //Media & Methods,// March/April 2004.
Hakkarainen, P. (2009). Designing and implementing a PBL course on educational digital video production: lessons learned from a design-based research. //Educational Technology Research and Development, 57,// 211-228. DOI: 10.1007/s11423-007-9039-4

Loveland, T., Harrison, H. (2006). Video production: A new technological curricula. //The Technology Teacher,// November 2006.

Norton, P., & Hathaway, D. (2010). Video production as an instructional strategy: Content Learning and teacher practice. //Contemporary Issues in Technology and Teacher Education//, //10//(1), 145-166.

O’Neill, T. (2005). Uncovering Student Ownership in Science Learning: The Making of a Student Created Mini-Documentary. //School Science and Mathematics 105, 6,// 292-301.

Peterson, R., Shown, T, Penick, J., Berenson, S., & White,R. (2005). //TECH-know integrated instructional materials for technological literacy: Fourth year report.// Raleigh, NC: Department of Mathematics, Science, and Technology Education, North Carolina State University.

Roberts, J., Stiles, R. (2010). Flip your way to easy video production. //Knowledge Quest// | //Film in Education, 38,// 4.

Vincent, R. (2010). Video Production Program Benefits Both Students and School. //Tech Directions//, August.

Reviewed By: (Edie Freudenberger, Jennifer Becker)