Technology Autobiography
This is the individual project to wrap up the Pedagogic Design Principles module. Students apply their knowledge of all the pedagogic design principles to design and develop a short autobiographic video about their technology use and learning.
Their video presentations are rigorously reviewed and graded for their successful applications of the pedagogic design principles.
Screencast Video
Each semester, most of my students say they are not comfortable with making videos (especially editing videos) according to the survey I give them on the first day of class. While students are free to use any movie-making tools and techniques, I introduce the students to how to make a screencast video because this method only requires a simple skill to use a screen recorder in addition to the skills and knowledge that they already possess (i.e., making presentation slides) (see Figure 1).
In addition to briefly explaining the screencast production process, I also provide students with my tutorial video (see the video on the right).
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Peer Feedback
As part of learning to analyze multimedia presentations, I assign each student two peer reviews. Each student turns in his/her rough draft (❶) and reviews and critiques two rough drafts produced by two other students. The student in turn receives two peer reviews for his/her own rough draft (❷). After receiving peer reviews, the student revises his/her rough draft (❸) and turns in the finalized video.
Students submit their rough drafts by using VideoAnt in this peer review process to make the process seamless and easy. For most of the students, this is their first time to set up a VideoAnt page, so I created a tutorial video for it.
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Feedback & Grading
Students submit their finalized autobiographical videos by using VideoAnt (Figure 3) so that I can annotate their videos for feedback. Since with VideoAnt my feedback comments are placed at the exact position on the video timeline, students can easily tell exactly where in their videos my comments refer to. When the student clicks the time stamp of my comment, the video plays from the corresponding position on the video timeline (Figure 3).
Students' videos are rigorously reviewed and graded for how well they applied the pedagogic design principles in designing and creating their videos. They can easily lose points by violating the design principles, but can gain points back by applying the principle exceptionally well. Click the image of the rubric on the right to enlarge it.
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