EDTECH 503 ID Project #1

ID Project 1In-Service Training

Digital Video Cameras in the Classroom

Stefanie WeltyDr. Ross Perkins

EDTECH 503Instructional Design

October 20, 2009

EDTECH 503 – Welty – Instructional Design Project #1

Table of Contents

Topic & OverviewID Model & RationaleAnalysis of the Learning ContextAnalysis of the Learners

Plan & RationaleSurveyResults

Analysis of the Learning TaskLearning GoalTask AnalysisObjectives

Assessment

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TOPIC & OVERVIEW

Washington County, SC school district is conducting an in-service training for 160

teachers in the school district. Our company, SCID, Inc will be designing the training for this

school district, which involves incorporating digital video cameras into the classroom. The

Superintendent of the school district has provided us with information about the training

facilities. There is one 40 computer training lab that can accommodate double the trainees. The

lab is equipped with 40 Macintosh computers running the newest version of OS X and Apple’s

iMovie. The district also has 40 digital video cameras, mini DV tapes, and firewires for video

transfer.

The in-service will be held in two different sessions, the first session will last for two

hours at the initial training with a follow-up one hour session at the district’s next in-service.

The first training session will divide the 160 teachers into two groups based on a front-end

analysis of the learner; one group of teachers with knowledge and experience in video camera

use (Group A) and one group of teachers without that prior knowledge and experience (Group

B). Both groups will further divide their 80 trainees into partners for this training. Group A will

utilize the districts’ training lab for the first hour while Group B undergoes training for video

camera use. Group B will utilize the training lab for the second hour. Both groups will come

back together for a one hour wrap up at the next in-service to share their video projects.

ID MODEL & RATIONALE

The instructional design model used for this in-service training will be the Heinich,

Molenda, Russell, and Smaldino classroom-oriented ASSURE Model. We will follow this

model by Analyzing the learner, Stating the objectives, Selecting the media and materials,

Utilizing the media and materials, Requiring learner participation, and Evaluating and revising

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the instruction (Gustafson & Branch, 2002). These steps are familiar to new and old teachers

alike and will aid in their comprehension during the training and assist in their abilities apply the

skills in their own classrooms. The familiarity of this model will also help to calm any anxieties

teachers may have with learning a new technology.

This model has been selected because of the fact that teachers can identify with its

systematic planning process. The fact that it offers practical guidance and structure make it easy

to use in the classroom and training environment. Following this model will be beneficial to

teachers so they can learn in the same environment that they will be teaching their students.

ANALYSIS OF THE LEARNING CONTEXT

In order to analyze the learning context, both a needs assessment and an analysis of the

learning environment must be conducted. Before providing an in-service training on the use of

digital video cameras in the classroom, it must be determined whether or not this need truly

exists. It is true that the Superintendent has declared a new technology must be incorporated into

classrooms, but how many of the teachers truly need this training and how many are already

addressing this issue? Interviews will be conducted with a sample of faculty and staff: three

principals, three teachers, and three instructional aides. All questions will be asked in a one-on-

one interview setting.

The needs assessment will use the Innovation Model, which looks at changes or

innovations in the educational system and determines whether or not new learning goals should

be added to the curriculum. The model requires four steps; the first of these is to determine the

nature of the change. In the interview, the designer will ask if there has been a significant

change in policies, the tools that educators use in the classroom, or in the educational/training

philosophy of the school district. These questions allow the designer to find out why the

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administration is pushing technology integration. The designer will also ask how incorporating

digital video cameras into the classroom will affect the mission of the school district.

After we have answers to the above information, we will move on to the analysis of the

learning environment. The designer must inquire about more specific resources in the training

facility. If the designer cannot physically tour the environment, then it is necessary to ask the

sample group more questions about the training facility. These questions will be directed to the

administration, mainly the Superintendent. We know that there are 40 computers, but we must

find out what kind of computers are available (PC, Mac, both?) and the condition. Are any

computers broken? We also must find out what software is installed on the computers. If the

district is running PCs, do they have Windows Movie Maker? If they are running Macs, do they

have iMovie installed? The designer must also ask the administrator about the video camera

equipment. How many are there? What kind of tapes do they take? Are there external

microphones available to connect to the cameras? Are there firewires or USB cables available to

transfer the video to the computers? Also, we need to find out about the training environment.

What materials are already available to aid in the instruction of digital video camera operations?

What are the characteristics of the training facilitators? What background knowledge do the

facilitators have with digital video cameras and video editing software? Who will provide the

facilitators with the training they need to run the in-service?

The needs assessment and analysis of the learning environment must occur prior to

instruction. It is a fruitless effort by all involved to begin a new training without understanding

the background of the learners and their environment. The needs assessment allows for a

thorough investigation of school district policy and expectations and prevents assumptions

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leading the designer in the wrong direction. Answers from this analysis will be used to guide the

design of this in-service training.

ANALYSIS OF THE LEARNERS

PLAN AND RATIONALE

All faculty and staff members involved in the in-service training will be emailed the links

to two surveys, via Survey Monkey, that they are asked to complete within one week. The

surveys should be completed at least two weeks prior to the in-service training. The purpose of

the surveys is to provide the design team with more information about the trainees’ background

with technology, specifically with the digital video cameras and video editing software, as well

as to provide information about the learners’ feelings toward technology and trainings.

The surveys will address specific characteristics of the learner. The first survey will

focus on the technology skills that the learner may or may not have. The answers to these

questions will aid the design team in planning appropriate instruction. They need to know if the

trainees have ever used the equipment they are being asked to use at the in-service. Some of the

questions will be as follows. Do you own a computer? If so, is it a PC or Mac? Do you use a

computer outside of school? If so, what are some of the uses? Do you integrate computers into

the classroom? Have you ever used a digital video camera? Do you know how to line up a

proper shot? Have you used video editing software to make a movie? If so, what software?

The second survey will address the learner’s feelings about technology. It’s important to

understand any anxieties the learner may have before hand so the instruction can be broken down

and taught most effectively. Questions like the following will be addressed in the survey: Why

do you use technology? Do you like technology? Are you comfortable using technology in your

classroom?

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SURVEY

The 160 faculty and staff members who are participating in the in-service training will be

sent two links for surveys in their district email three weeks prior to the training. Trainees will

be asked to complete the two surveys, via Survey Monkey, within one week. This will allow two

weeks time to analyze the results and plan the training. The two surveys Technology and You

and Digital Video Camera Questionnaire can be seen by clicking on the following links:

Technology and You http://bit.ly/2A5aAj and Digital Video Camera Questionnaire

http://bit.ly/4ldOrE

RESULTS

Two surveys were sent via school district email to 160 faculty and staff members who

will be attending the digital camera in-service training. Both surveys were available on Survey

Monkey, one addressing the trainees’ comfort level with technology and the other addressing the

trainees’ knowledge and experience with digital cameras and computers. Of the 160 trainees,

137 took the surveys in the designated time.

The Technology and You survey dealt with the trainees’ comfort level with technology.

Approximately 35% of respondents are fairly comfortable with technology and do not stress over

using it while 25% of the trainees prefer to stay away from technology if possible (see Table 1).

Along the same lines, when asked why they use technology, 13% said that they only use

technology because it is mandated. On the reverse side, 79% of the survey participants said that

they either like that technology makes life easier or they like to be in the know with the newest

trends. These results show us that the majority of teachers who took the survey like what new

technologies have to offer, but there is still a large portion of respondents who get nervous when

asked to use the technology for themselves.

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http://bit.ly/4ldOrE

http://bit.ly/2A5aAj


TABLE 1

One other very important question that comes from the Technology and You survey, deals

with how the participants learn. An overwhelming 38% of respondents said that they are visual

learners and 23% are kinesthetic learners. These responses were followed with 21% of learners

preferring the verbal method while 12% of participants are logical and only 6% are musical (see

Table 2). None of the respondents said that they are either interpersonal or intrapersonal

learners. It can be inferred from these responses that a training comprised of visual aides as well

as oral directions with hands-on practice will be most beneficial for participants.

TABLE 2

The second survey that potential trainees took was entitled Digital Video Camera

Questionnaire and focused on the participants’ technology skills and background. 94% of

participants own their own computer and 80% of those computers are PC (Windows based)

machines. Most of the individuals who own their own computers also own a desktop (67%)

while only 33% own their own laptop.

Fortunately, most of the individuals who own their own computers do use the machines

outside of work. Most of the respondents (80%) said that they use their computers either all of

the time that they are home or at least a large portion of the time they are home. There is still

12% of teachers who have computers and don’t use them at home and even 8% of teachers who

never touch a computer outside of school. This data shows that the majority of trainees are well-

versed in the basic operations of a computer because they use a computer on a daily basis. This

is beneficial for the computer portion of the in-service training.

Unfortunately, when asked what the respondents use their computers for outside of work,

most of the responses were Internet based and very few use software applications. When it

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comes to checking email and just surfing the Internet, 98% of teachers do that. If it’s shopping

online, 86% of the respondents choose that hobby while 52% of the respondents pay their bills

online. 71% of the participants do use the office applications on their computers, but only 38%

use some kind of media software (see Table 3). This means that the majority of individuals at

the in-service will need training in using the iMovie software before creating their movies.

TABLE 3

Finally, when asked about the use of a digital video camera, 79% of respondents have

never used one. Of those who have used the video camera, only 12% have used them to make a

movie and 38% have used them in their classrooms. Those individuals who have used the

cameras in their classrooms have mostly recorded students during presentations (83%) or given

students the opportunity to make movies (87%). Very few (5%) have allowed students to use the

video camera in order to put together a lesson that the student will in turn teach to the class. This

portion of the data show that not only is instruction required for the use of a video camera, but

also instruction is needed on how to incorporate a digital video camera into the classroom. The

final question of the survey revealed that 12% of participants have had previous digital video

camera training and know basic operations, how to line up shots and angles, proper lighting

techniques, and good sound and microphone use. This 12% can be split up among the 2 in-

service groups to assist the facilitators in video camera instruction.

ANALYSIS OF THE LEARNING TASK

LEARNING GOAL

Given a digital video camera and Macintosh computer, trainees will be able to use a digital video

camera and iMovie to produce a movie in iDVD.

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TASK ANALYSIS

The following is a task analysis of the steps needed to have the in-service trainees take

video with a digital video camera, import the video to iMovie on a Macintosh computer, edit the

video footage once it is in iMovie, and then burn a copy of the movie using iDVD. Please see

the design team for access to a clearer and more detailed version of this analysis.

OBJECTIVES

For this in-service training, there are four main objectives that fall under the overall

learning goal which is: “Given a digital video camera and Macintosh computer, trainees will be

able to use a digital video camera and iMovie to produce a movie in iDVD”. Underneath each of

the four main objectives are other sub-objectives aimed at getting trainees to reach the ultimate

goal of creating a movie in iMovie. There are also two entry level skills that all in-service

participants are expected to possess and they are 1) Open and save documents in Mac OSX and

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2) Use keyboard shortcuts or control click for special features. These entry level skills will

expedite the process of learning how to operate a new piece of equipment and/or software.

The objectives for the first task, recording video with a digital video camera, are as follows:

OBJECTIVE #1: Given a digital video camera, participants will record at least 85% usable footage.

o SUB-OBJ: Given a digital video camera, participants will correctly turn the camera on and load the miniDV tape.

o SUB-OBJ: Using a digital video camera, participants will line up shots with proper head room and lighting to create usable footage 85% of the time.

o SUB-OBJ: Given a digital video camera, participants will properly turn off the camera and remove the miniDV tape.

The objectives for the second task, import video to iMovie, are as follows: OBEJCTIVE #2: Given a digital video camera and Macintosh computer, participants will

properly connect the camera to the computer and import video footage to iMovie.o SUB-OBJ: Given a digital video camera, participants will connect one end of a

firewire cable in the correct port on the video camera and the other end into the correct port on the computer.

o SUB-OBJ: Given a Macintosh computer, participants will open iMovie and properly save their movie in the correct folder.

o SUB-OBJ: When using iMovie, participants will navigate the program in order to successfully import all video footage.

o SUB-OBJ: When importing video footage into iMovie, participants will properly disconnect the video camera.

The objectives for the third task, edit video footage in iMovie, are as follows: OBJECTIVE #3: Given the program iMovie, participants will consistently edit out

unusable footage.o SUB-OBJ: When using iMovie, participants will effectively maneuver crop

arrows to crop out unusable footage at the beginning or end of a clip.o SUB-OBJ: When using iMovie, participants will effectively maneuver crop

arrows to cut out unusable footage in the middle of a clip.o SUB-OBJ: When using iMovie, participants will drag and drop their clips in the

bottom bar of the program to form a movie.

The objectives for the fourth task, share movie footage with iDVD, are as follows: OBJECTIVE #4: Given a completed movie and the program iDVD, participants will

successfully share their movie and burn a DVD.o SUB-OBJ: Given iDVD software, participants will correctly open the program,

create, and save a new project.o SUB-OBJ: Using iDVD, participants will customize their DVD title screen.o SUB-OBJ: Using iDVD, participants will successfully import their movie file to

the DVD title screen.

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o SUB-OBJ: Using iDVD, participants will successfully import an audio soundtrack to the DVD title screen.

ASSESSMENT

The goal of this in-service training is to help teachers learn how to use digital video

cameras to shoot footage and make a movie. At the end of the workshop it is desired that

participants will take what they have learned back into their classrooms and allow their students

the same opportunities they just had. The trainees will be experiencing a hands-on lesson on

how to use a video camera and make a movie. Working in partners, all in-service participants

will record test video footage (approximately ½ hour) to practice their movie making skills.

Once video footage is collected, participants will import the footage into iMovie, edit the footage

to cut out any unusable or undesirable sections, and then share the footage with iDVD to

ultimately burn the movie to DVD. Participants will be assessed on how well they grasp the

skills throughout the workshop and meeting the requirements for the final movie.

The assessment will take place in two different ways. Formative assessments will be

used throughout the training session through observations. Facilitators will observe and interact

with small groups as they work through the training. From this observation, a facilitator will

have the knowledge to provide one-on-one assistance for a trainee who is struggling. A

summative assessment will also be used in this training as students complete a movie project.

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Resources

Branch, R. M., & Gustafson, K. L. (2002). Survey of Instructional Development Models. Syracuse: Eric Clearinghouse On Information.

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EDTECH 503 ID Project #1

Documents

Transcript of EDTECH 503 ID Project #1