Planning+Page

=__Module 2: Devising A Plan__ =

  Participants create a sample digital news article using iMovie, Movie Maker or ADOBE Premiere >  Instructional videos in the form of Podcasts are created so participants can subscribe through iTunes and use accordingly  > >  Participants receive: Storyboard templates, Rubrics templates and links to other resources, all in Digital Formats. >  Participants will have access to a NING Community where they can communicate and collaborate with others. This community will point participants to different tutorials depending on their choice of editing software among iMovie, Movie Maker and ADOBE Premiere. >  -Laptops/Desktops-Projector > -Internet Connection > -Cameras > -Editing Software  > >  Audacity  > >  Participants are grouped by level of expertise and choice of software. = =
 * How will you include Mayer’s principle of active processing in your authentic assessment activity? What kind of product will your participants create to demonstrate their learning using multimedia technology?
 * What kind of multimedia presentation must you create to effectively present key concepts and skills to your participants (video, PowerPoint, podcast, screencast, interactive tutorial, or other)? How will you include Mayer’s principles of dual coding and limited capacity in your presentation?
 * What kind of graphic organizer would be best to give your participants to help facilitate learning in your workshop?
 * What concepts in your presentation will require pre-training before you begin the workshop? How will you use multimedia to engage your learners during the pre-training phase?
 * <span style="font-family: Verdana,Geneva,sans-serif;">What equipment will you need to conduct your workshop (projector, laptops for each pair of participants, Internet connections, other)?
 * <span style="font-family: Verdana,Geneva,sans-serif;">What online applications might you use?
 * <span style="font-family: Verdana,Geneva,sans-serif;">How will your participants collaborate on their projects? How will you group them to create authentic assessment in your workshop?

=** Instructional Plan: Initial Draft **=

=Proposed Agenda= Introduction: (15 min) Participants receive an introduction to hardware and software needs for program implementation Content: (xx min) Media Production as an enhancing tool for English language learning

Review of Student Work (xx min)

Hands-On: (xx min) Using Templates in Media Production

Reflection (xx min) How do I see this working for my students?

Q&A: (15 min)

= Instructional Plan: Initial Draft = <span style="color: black; font-family: Arial; font-size: 10.0pt; mso-bidi-font-size: 24.0pt; mso-bidi-font-weight: bold; mso-font-kerning: 18.0pt;">SETTING THE STAGE **//(To be reviewed before the session begins.) Setup audiovisual resources; test connectivity and playback; physical arrangement//** Session Overview: // In this session, participants will // // + Understand the rationale for incorporating digital media production in the classroom // // + Understand the rationale for incorporating digital media production in the classroom // // +Understand and Protect Copyright // // + Identify the hardware and software to be used for digital media production // // + Determine which publishing and distribution strategy fits their goals // // Why use digital media in the classroom? - Media Literacy // // What can I use to start DMP in the classroom? - Planning DMP; DMP Formats; Template Use / Creation // // How can I incorporate DMP into my current unit of study? - Pedagogical Strategies // // Why can't I use any audiovisual content I choose? - Copyright Management // // How & where do I publish my DMP? - Publishing DMP // The following materials are used/needed in this session: -Laptops/Desktops -Projector -Internet Connection -Cameras -Editing Software See Resources section of DMP site - https://sites.google.com/a/oetbx.org/digitalmediaproduction/resources INSTRUCTION 21st century citizenry requires a set of skills for successful integration and active participation. Media Literacy becomes increasingly important as we live in a society saturated by media. Digital Media Production is a multifaceted process. There are many aspects to consider: topic selection, use of technology, editing process, use of facilities, parental permissions, copyright issues… To successfully incorporate Digital Media Production in the classroom this process must be simplified into manageable activities that can guarantee its completion. In depth look at the software and hardware that will be used for our production. Once we see and understand its basic usage we will then see a finalized product and learn how to start our own by using it as a template. Each participant receives a ‘Digital Media Production File’ that serves as a template for initial production. Participants choose a format that will fit their current units of study and school culture. Participants are encouraged to plan accordingly to fit DMP into classroom instruction rather than as separate projects. Final DMP is shared to iTunes (or other, according to school preference). - 21st Century Literacy / Media Literacy +Decomposing media +Identifying production resources (equipment) +Program setup (grouping; differentiating by roles; accessibility & protection of equipment tools) +Media Literacy: Differentiate for Success - Copyright Management +Copyright Basics – Direct participants to [] +Stock Resources – Direct participants to [] - Format: Building a Digital News Article +The 5 W's & The Writing Workshop - Editing Tools +Video Editing Software (iMovie, Windows Movie Maker) +Demonstrate for participants how to: Open, Manipulate, Save and distribute a ‘DMP’ File +Transitions & Effects +Credits: Who, What, When, All To Be Cited! - Publication & Distribution: 21st Century Tools +Publish online +Distribution Strategies: Podcasting (RSS) v. Private Distribution ** Participants watch a finalized project. The project is decomposed in the video editing software to analyze its components. Text, images, transitions, effects, are identified, explained, explored and modified. Sample project is ‘personalized’. TIP: *Personalization will vary, but could consist of taking pictures in site, pictures of participants, retrieving personal images, video, etc… **Getting Started** (After Introduction) // Now that you have an idea of what DMP can be in the classroom lets explore ways to make it work for you and your students. // ** Participant Activity ** AM Session: __1__ Visit dmp.oetbx.org; explore the resources; email yourself the forms & presentations as indicated __2__ Look at today’s presentation slide for equipment. Do you have all you need? Talk to us if you need support! __3__ Visit the classroom setup slide; make a preliminary plan for your classroom setup; post it to your wiki but don’t include student names unless you are sure Media Consent Forms have been previously signed __4__ Visit the Copyright links; write in your own words steps you will take to protect and respect copyright in the classroom; post your response to dmpblog.oetbx.org 5 Retrieve images, sounds, video, text and any other resource you will use. Place accordingly on your Storyboard file, remembering to include citations for all content created by others. Respect & Protect Copyright! 6 Review your Storyboard to make sure it is complete. Remember citations. Do the same for retrieved resources as it is one of the most important aspects of Responsible Media Production. PM Session: __1__ Open your video editing software; name your file accordingly __2__ Locate audio and visual resources that you will use; Click ‘import’ or simply drag & drop each resource __3__ Mark video segments that you want to use, reject the ones you are not __4__ Add Title, Captions, and any other text. Add transitions and constantly check for timing. __5__ Add final credits – revisit your storyboard for correct citations __6__ Finalize your DMP __7__ Once your DMP is edited and ready to share save it in iTunes format
 * Digital Media Production: Student Broadcasting Program **
 * Focusing Questions: **
 * Materials:**
 * Resources: **
 * Framing the Session**
 * Teaching **
 * +Publish locally
 * Guided Practice **

Circulate around the room and confer with participants. Make sure that participants understand the required steps and are able to follow them. Suggest that participants keep a detailed track of everything they do and use to facilitate correct citation and further turn key. Suggest writing a blog post about learning experience. Collect Projects to show at time of share. Be creative: use flash drive OR store online OR email OR combine J Don’t let videos get lost, happens so much! TIP: *Take note of particularly good examples of work that can be presented during the Share in case time is limited and not all can be shown. ** Ask participants to share their work. Lead a discussion about how this work addresses the focusing questions. TIP: Have something at hand to reward participation. This can motivate future participation. ** ACKNOWLEDGEMENTS ** Author: Luis Avilés Email: luis.aviles@edtechvoices.com EdTech Voices Title: CEO =// Evaluation Goals: //= <span style="font-family: Arial; font-size: 5.0pt; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"> ** Goal 1 ** Students: Gain Media Literacy skills. Teachers: Promote Media Literacy by incorporating DMP into their current units of study. Parents: N/A Administrators: Promote Media Literacy by institutionalizing the use of DMP as an alternative mean of assessment in their learning organization. Students: Gain skills related to DMP process and tools. Teachers: Apply their understanding of DMP process and tools as mediators in their classroom. Parents: N/A Administrators: Understand the importance of helping their staff gain mastery of the DMP process ad tools. Students: Understand, protect and respect Copyright. Teachers: Promote respect and protection of Copyright. Parents: N/A Administrators: Become leaders in the promotion of respect and protection of Copyright. Students: Use and gain proficiency of 21st century publishing and promoting tools. Teachers: Promote the use of 21st century publishing tools. Parents: Have access to student work through 21st century publishing tools. Administrators: Promote the use of 21st century publishing tools in their learning organizations following established guidelines. Students: Participate actively in the creation and dissemination of knowledge. Teachers: Provide all learners with opportunities to participate actively in the creation and dissemination of knowledge. Parents: Gain insight into how their children participate in the creation and dissemination of knowledge by gaining access to their work in remote places. Administrators: Establish a participatory culture in their school by promoting that all learners participate actively in the creation and dissemination of knowledge. =** Instructional Plan: Initial Draft **=
 * Facilitator Conferring**
 * SHARE
 * Goal 2**
 * Goal 3**
 * Goal 4**
 * Goal 5**