Video in the Curriculum

CSB/SJU Students working on Video Projects

Video Sequence Diagram

Instructional Technology Specialists partner with a wide range of interdisciplinary courses to educate students in the art, craft, and technology of video production. Our objective is to foster media and information literacy by expanding on traditional intellectual skill sets to include the ability to use multimedia technology to create messages and express ideas. If you're interested in incorporating this technology into your classroom please contact an Instructional Technology Specialist and we can talk through your learning outcomes, student expectations and assignments using video. We've developed a recommended sequence based on experience and assessment of videos using our Instructional Technology Rubric. The partnership between Instructional Technology and Librarians means a video project can teach students information literacy while learning multimedia skills students find engaging and rewarding.


VIDEO CLASS SEQUENCE

Instructional Technology has developed a recommended video class sequence based on experience and assessment of videos. The sequences makes reference to a Video Production Plan Document which helps students refine their idea and plan their project. We’ve also developed Video Citation Guidelines to help students properly cite research in their final projects.

Sample Assignments

Zoom Recording of Group PowerPoint Presentation

  • Groups of students are asked to create a PowerPoint presentation with a script or outline to be presented by all members as part of a recorded Zoom session and turned in as a finished video file
  • Students collaborate during a Zoom call while working on a shared document or by screensharing as a selected individual works on the presentation

PowerPoint Presentation with Embedded Audio Narration

    • Groups of students are asked to create a PowerPoint presentation with a script or outline that is prerecorded as voiceovers by members of the group—the audio files are embedded in the individual slides and are shared as a PowerPoint project file or exported as a finished video file
    • Students collaborate during a Zoom call while working on a shared document or by screensharing as a selected individual works on the presentation

 Pre-Recorded Video Exercise with Final Cut Pro (e.g. “For/Against/Neutral” Assignment [ short video example])

  • (We've found this works better as a podcast in the block schedule but have done this as a video project in the past). Groups of students are asked to produce a video using only pre-recorded interviews/still images (and possible student narration)—students use Final Cut Pro in the Mac Labs in Alcuin or Clemens Libraries.
  • Students collaborate during a Zoom call while working on a shared document or by screensharing as an individual works on Final Cut.
  • In the case of the “For/Against/Neutral” assignment—students are assigned a “stance” on a topic and are expected to choose clips and piece together their final product from that perspective.

Further ideas can be developed with Instructional Technology Specialist and Librarian input. The Online and Hybrid Learning Instruction Design Sequence describes an approach for an instructor to work with these teams to develop learning activities and course content that engages students.

Assignment Example (PDF) – Multimedia Video in ETH 390