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Overview & Objectives
Participants in the workshop will obtain an understanding of the impact of visual literacy on the learning process. They will learn what factors to consider in selecting a distribution format and the correct digital compression to use in preparing a digital video. Participants will learn to select and prepare a setting to meet their educational outcome. They will gain tips on shooting editing ready digital video such as correct lighting, timing, and framing of a shot. Participants will gain ideas to improve their final digital video by incorporating transitions, special effects, and title. After participating in the workshop, with the correct hardware and software, participants should be able to prepare a digital video clip that could be used to instruct or inform their students, and help them meet their learning goals and objectives.

Outline
1. Introduction – 3 minutes
2. Impact of visual literacy on the educational process – 5 minutes
3. Advantages and Disadvantages of the various distribution formats – 5 minutes
4. Types of digital compression and their uses – 5 minutes
5. Considerations in selecting a shooting location and building an indoor studio – 10 minutes
6. Tips on preparing a storyboard and shooting editing ready digital video – 10 minutes
7. Tips on editing and rendering digital video – 10 minutes
8. Examples of teacher prepared educational videos – 10 minutes.
9. Summary and Closing – 2 minutes

A PowerPoint presentation, video clips, and group discussion will used throughout the presentation. Handouts will be provided during the presentation and group sharing will be encouraged while each of the topics is being discussed.

Supporting Research
Technology Based Learning & Research Presentations http://tblr.ed.asu.edu/TextVersion/PapersAndPresentations/Presentations/

Becta Evidence and Research team, January 2003 http://www.becta.org.uk/page_documents/research/wtrs_bibs_DV.pdf Presents a selection of research on the use of digital video in teaching and learning.

“Television goes to School: The Impact of Video on Student Learning”, Jan. 2004 Report from Center for Children and Technology http://www.cpb.org/ed/resources/videoclassroom.pdf

Potential Contribution of Digital Video to the Analysis of the Learning Process in Physics: A Case Study in the Context of Electric Circuits. Constantinou, Constantinos P., Papadouris, Nicos, “Educational Research & Evaluation”; Feb2004, Vol. 10 Issue 1, p21, 19p.

FEE, S., FEE, L., 2003. Pedagogical approaches for the use of digital video. Technology and Teacher Education Annual, 2, pp. 1407-1414.

V-NECC-Virtually Extending NECC Over Time and Place
Participants interested in digital video editing can enroll in the online professional development class Creating Digital Video for Your Classroom http://www.uwstout.edu/soe/profdev/video/ taught my the presenter of this workshop.

Student Voices
With the advent of the digital millennium, the impact of visual literacy is critical in meeting the multi-intelligence needs of students. Incorporating teacher-produced video into the curriculum strengthens the impact of goal and objective. Student-produced videos strengthens student learning as it incorporates message design, script writing, acting, directing, public speaking, teamwork, music, sound effects, costumes, and props. As students learn to manipulate digital video themselves, they can better understanding how the media presented to the public can easily be manipulated to strengthen its own goal or objective in any given situation.

Presenter Background & Qualifications
The presenter teaches the online professional development class “Creating Computer Video in Your Classroom” for the University of Wisconsin-Stout and previously at the University of Northern Iowa. Mrs. Bell has been a high school library media for sixteen years and is currently a media specialist at Camanche High School in Camanche, Iowa. She has been a sponsor of a high school video club for nine years. She has authored a book on Creating Digital Video in Your School by Linworth Publishing and has presented on this topic at the Iowa Technology in Education Connection Conference.

Mrs. Bell received a Master of Library and Information Studies from the University of Hawaii, a library media endorsement from the University of Montana and a BA degree from the University of Northern Iowa.

Prerequisites
Participants should have an introductory knowledge of video editing software and the use of a digital camera.

Referenced Web Links (URLs)
http://annamaebell.com/digital_video.htm

http://www.uwstout.edu/soe/profdev/videorubric.html Video Rubric

http://kidsvid.hprtec.org/ Kids Video

http://www.schooltv.com/links.htm School TV

http://www.dvshop.ca/dvcafe/dv/beginners.html Digital Video for Beginners