Embedded Files
Flip Video
Flip Video
Chris Champion& Keith Cremer
Cole - 219
Thursday 29th 1:10 pm
VIRTUAL SESSION: uStream
EDUCATIONAL PRICING FOR EDUCATORS: http://www.theflip.com/en-us/buy/Educators.aspx
Session Notes
Session Notes
Table of Contents
Table of Contents
Summary
Summary
Ask a student to learn and repeat information and you'll get mixed results. Some will be able to repeat steps and describe dates, but many students have trouble with this. NOW: ask a student to demonstrate how something is done, or present to the class a topic, and nearly all students will remember the assignment long after the test. And isn't that what learning is about? With the use of a simple video camera, you can transform you students from reporters to creators of information. These simple "Flip Video" cameras make digital storytellers out of all your students, regardless of age or subject.
This session is a hands-on session using Flip Video cameras. Participants will learn how to shoot, edit, and save movies. But more importantly, participants will learn how to write into their curriculum new ways of giving students control of their own learning. The use of instructional videos allows teachers to adapt the standards and assessment anchors from their curriculum and have their students demonstrate proficiency.
Agenda
Agenda
1:10 - 1:25.............
Introduction to Flip Cameras / Best Practices
1:25 - 2:05
Plan your video & shoot your scenes (See Video Scavenger Hunt Below)
2:05 - 2:25
Edit Videos (single session group)
2:25 - 2:40
Share Videos (single session group)
3:30 - 4:15
Edit Videos (double session group)
4:15 - 4:30
Share Videos (double session group)
Video Scavenger Hunt
Video Scavenger Hunt
Goal: Produce a how to video that you can take back to your district that explains how to lead from from the middle.
- 1 point for each group member that appears in the video
- 1 points for evidence that we are at the Keystone Summit at Bucknell
- 2 points for each stranger that appears in the video
- 2 points for evidence that it was a "college living" experience
- 5 points for evidence of the LoTi framework & HEAT (Chris Moersch)
- 5 points for evidence of H.E.A.Ting UP Student Performance (Bernajean Porter)
(pdf) and
(ms word)
Tips
Tips
1. GET UP IN THEIR GRILL. Don't zoom in -- physically move closer to your subject.
2. DON'T STOP SHOOTING. In documentary, you need lots more footage than you think you need. Usually the second you stop shooting, something amazing happens.
3. 10 SECOND RULE. When you see something you want to film, get close to it and hold perfectly still for ten full seconds (watch the counter). This ensures a steady, usable shot. Also wait 2 seconds after you are done filming to ensure that nothing gets cut off
4. ONE CAMERA PER SUBJECT. For multiple camera shoots, only keep one camera on one person or thing. You don't need three people filming the same thing.
5. KEEP YOUR EYES ON THE WORLD, NOT THE SCREEN, AND LOOK FOR YOUR NEXT SHOT. The screen is your "rear view mirror" -- you check it frequently to make sure the frame is OK, but you don't stare at it. Look at the world so that you can plan your next shot.
6. YOUR BODY IS THE CAMERA. Don't think of the camera as an object you're holding -- think of your whole body as moving with the camera.
7. RELAX! Remain slow and steady even when things get hectic on set or in the world.
8. KEEP YOUR EYE ON THE SUBJECT Related to rule 5 -- keep eye contact with the subject (even if it's not a person), in the same way that you keep your eye on the ball, not your glove, in baseball. This produces better interviews and will allow you to find your next shot.
Resources
Resources
Flip Video - Home Website
Best Buy Te@ch Grant (ended in 2009)
Media Literacy information
$14 Steadycam: Steadycam.org
Storyboard.pdfiMovie Storyboard Card.pdf Standards Addressed
Standards Addressed
Reading anchors like identifying main ideas and relevant details and summarizing text (R11.A.1.4, R11.A.1.5, R11.A.2.3, R11.A.2.4, R11.A.2.5 ) applies each time a teacher asks students to summarize a theme or concept using video. Turning a vocabulary lesson into videos describing the terms addresses the Reading assessment anchors which cover vocabulary (R11.A.2.1). Other standards taught by conventional means can be adapted in this "digital storytelling" model.
NETS for Students standards addressed:
1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: c. use models and simulations to explore complex systems and issues.
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems. d. transfer current knowledge to learning of new technologies.
NETS for Teachers Standards addressed:
1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness
2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
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