Instructional technology with
Trey Martindale

EDTC 6130 -- Instructional Video for Educators

This page is my descriptive guide and approach to the course.

• Prerequisite: EDTC 6020 (Principles of Instructional Design).
• Next time offered: TBA
• Format: Face to Face, one meeting per week, typically 6:30 to 9:30 P.M.

In this course you will learn all about instructional video. Student time in this course is split evenly between video production techniques and understanding the power, nature, and uses of video as a medium. This course incorporates theory and research into the design, development, and evaluation of instructional video. Course materials and activites are based on principles of learning theory and instructional design.

Sample Course Objectives:

Upon completion of this course, students will have the ability to analyze, plan, select, design, develop, evaluate and implement instructional video in a variety of learning contexts.

1. Creating a framework for understanding instructional video
   • To synthesize the current body of research in the field on the use of instructional video in education and business
   • To develop a strategy for using instructional video in education and training situations
   • To evaluate current products to determine characteristics of well-designed instructional video products
2. Using instructional video in Learning Environments
   • To summarize the use of instructional video in effective learning environments
   • To assess the strengths and weaknesses instructional video and issues faced by instructors who use instructional video in teaching and learning
   • To research how instructional video is currently being integrated into education and training environments
   • To develop skills in instructional video production and post-production techniques, e.g. shooting, composition, editing and special effects
3. Incorporating learning theory into instructional video
   • To apply principles of learning theory in the systematic design of instructional video learning environments
   • To compare and contrast learning theories as they relate to the use of instructional video
   • To describe implications for the design of instructional video learning environments based on the principles of instructional design
4. Analyzing instructional video
   • To select appropriate delivery media for instructional video based on media selection models and approaches
   • To conduct analyses in the design of instructional video learning environments to include goals, objectives, task, audience, etc.
   • To determine support materials needed by students in an instructional video learning environment
5. Designing instructional video Learning Environments
   • To apply instructional design strategies and techniques in developing storyboards for instructional video learning environments
   • To apply strategies for directing learner attention to important information in instructional video
6. Developing instructional video Learning Environments
   • To evaluate options available in editing and production systems to use the most appropriate tools for developing instructional video learning environments
   • To create instructional video learning environments that align with standards and best practics
   • To design and develop instructional video for multiple delivery modes (tape, CD-ROM, Web, DVD, etc.)
7. Evaluating instructional video Learning Environments
   • To develop strategies for and conducting formative and summative evaluation of instructional video learning environments

Resources Students Need to Take this Course:

• Regular access to a digital video camera
• Regular access to an advanced personal computer with video editing software and FireWire connection
• Approximately five CD-RWs
• 2 or 3 DVD-Rs 
• audio headphones with mini-plug
• 2 or 3 mini-DV tapes, or other format if using one's own camera

Outside class participation (homework):

I will usually devote a portion of class time (always less than half of class) for students to complete their projects.  However, you should expect to spend a considerable amount of time outside of class completing these projects.  You can expect a heavy graduate course workload.

Sample Class Assignments

Attendance and participation (10%)

Attendance in this face-to-face class is very important, as lectures, group discussions, and collaborative activities cannot be re-created or made up due to your absence. The attendance and participation score is determined by your class attendance record and your engagement in readings, discussions, quizzes, and other in-class and online instructional activities. Absences result in 3 points subtracted from your attendance score. Activity grades or points themselves can be made up in cases of extenuating circumstances, and where possible, at the discretion of the professor.

For all four video projects, the following guidelines apply:

• create storyboards and fact sheet first
• storyboard all major scenes. Should have at least 12 shots either drawn or computer-generated
• fact sheet (300 words) includes description of target audience, instructional goals, the project, and the process
• video is 1:50 to 2:10 in length, excluding credits
• include opening title and credits at the end
• video should be at least 640 by 480 pixels in size and under 650 MB.
• frame rate should be at least 15fps, and audio should be at least 22 Khz mono.
• turn in fact sheet, storyboards, and video on a disk or CD-ROM with your name and project written on the disk

Video Project: still images instruction (10%)

Create an instructional video from still images of any type (diagrams, photos, line drawings, sketches). Use audio of any type (sounds, voice-over, music) to direct or complement the instruction. I suggest approximately 20 to 40 images depending on your subject and audience.

Video Project: Screen capture instruction (10%)

Create an instructional video using a screen capture program of your choice to give instruction about a software-related task. Use audio of any type (sounds, voice-over, music) to direct or complement the instruction. Minimum of 20 screens (images).

Video Project: Promotional Piece (10%)

Create a promotional video from live action and still images of any type (diagrams, photos, line drawings, sketches). Use audio of any type (sounds, voice-over, music) to direct or complement the instruction. Minimum of 20 shots.

Video Project: Instructional (20%)

Create an instructional video from live action and still images of any type (diagrams, photos, line drawings, sketches). Use audio of any type (sounds, voice-over, music) to direct or complement the instruction. Minimum of 20 shots.

Final Exam (20%)

The exam will be at the end of the semester. It will be an in-class written exam and will be primarily essay in nature. Questions will come from the two textbooks and the other readings from the entire semester. You will have three hours to complete the exam. I will give a review the week prior to the exam.

Research paper (20%)

You will write a research paper that is a review of literature pertaining to instructional video. You will select the topic but it must be approved by me. Paper specificiations:

• APA style (5th Edition) in references, headings, margins, etc.
• 3000 to 3500 words (excluding references, title page, abstract, etc.) which is approximately 10 to 12 pages.
• Refereed (peer reviewed) sources only, from scholarly academic journals either online or in print
• 18 references at a minimum

Sample Required Materials and Texts

1. iMovie 2 Visual Quickstart Guide by Jeff Carlson. Peachpit Press.
2. The Little Digital Video Book by Michael Rubin. Peachpit Press.
3. Other readings as assigned.

Sample Schedule