Student developed video projects can be used to target varied learning outcomes. Expecting students to produce video output, particularly where the video is to be summatively assessed, does need to be appropriately supported. It is however, a lot more achievable than you might think.
Drawing on the examples noted at the bottom of this page:
Environment students are offered a choice of assessment: writing a standard essay or producing a video. Both assessments require appropriate academic rigour to be observed (evidenced and cited research) but, for the video, students are asked to communicate their findings/arguments in the manner of a ‘popular’ science article where the emphasis is on accessibility of the message and appropriate illustration of the ideas being communicated rather than use of the ‘academic voice’ (which is repeatedly assessed across the programme). Learning outcomes include improved communication and presentation skills, as well as the transferable skills developed as a consequence of having to produce a video.
Education’s video project is designed to target some of the learning outcomes described above but requires students to work in groups where the output has to be a multimedia presentation (they are steered towards developing a video). Additional learning outcomes (to those noted above) revolve around effective group working, particularly targeting students’ capacity for both self-reflection and peer critique where the group work is concerned.
Concepts and Shooting Basics
The E-Learning Development Team have developed an hour-long lecture comprising two parts; ‘concepts’ and ‘shooting’ basics.
The first half of the lecture is designed to prime students with information that can help them establish an approach to their video project while the second half covers material chosen to help students avoid the most basic pitfalls that someone unfamiliar with shooting video might fall into.
For further information, or to arrange a concepts and shooting lecture for your students, please email firstname.lastname@example.org
Coming – Narrated versions of these presentations.
In terms of software there are many free video editing applications that students can install, ranging from simple mobile apps through to fully featured desktop apps that implement a ‘pro’ editing workflow.
As a logical follow on from the introductory lecture (mentioned above), we have developed student targeted work-sheets and accompanying multimedia assets for three video editing applications: iMovie, OpenShot and Hitfilm Express:
- Openshot is open-source and available for Windows, OSX and Linux.
- OpenShot is also very easy to use though its workflow isn’t perhaps quite as straight-forward as that of iMovie.
- More information:
- Learn more about OpenShot [openshot.org]
- HitFilm Express
- HitFilm Express is available for Windows and OSX.
- More information:
- Learn more about HitFilm [hitfilm.com]
These three were chosen based on their functionality, relative ease of use and because they are free.
Of the three editing applications chosen, HitFilm Express is the most capable – it’s a limited version of HitFilm Pro – the limitations are however refreshingly negligible to the more casual user. HitFilm does have more of a ‘pro’ editing paradigm though and, as a consequence, its learning curve is steeper than that of the more ‘consumer’ orientated iMovie or OpenShot.
Coming – Downloadable worksheets and associated asset packages.
The work-sheets (and associated assets) we have developed for these applications are designed to walk students through all the basic editing tasks they are likely to need for undertaking their project work: import and trimming of video clips, import and use of additional audio files, use and animation of still images and transitions, etc.
When ‘editing’ is delivered as a workshop (lead and supported by a member of the E-Learning Development Team) the session is best scheduled in a two-hour slot. This would typically be formatted such that students work independently through a work-sheet for the majority of the session. We do however include a ten (to fifteen) minute preface/contextualisation at the start of the session, plus a ten minute wrap up at the end. While working through a worksheet students can call on the expert present to help as needed.
For further information, or to arrange workshop(s) for your students, please email email@example.com
Editing Workshops – Additional considerations
It’s worth observing, if scheduling an editing workshop, that students will need to bring a device to the session (preferably a lap-top) as, at present, there is no video editing application installed on centrally supported lab PCs. It’s generally advisable that students edit using their own devices anyway due to how video editing packages work.
Another thing to bear in mind is that it’s hard to support the use of specific hardware for shooting video unless you intend to purchase (and then loan out) a set of cameras to students. The more typical expectation is that students will use a smart-phone (or tablet) to record their video. AV Services do however have video cameras that they can loan out to students or staff (AV Centre Booking Guidance). Our sessions can only provide broad advice on the common technicalities of recording devices rather than how specific hardware devices are configured or set-up (there are simply too many different hardware possibilities that are changing all the time for us to offer more specific advice).
Example modules with student-generated video output:
Summatively-assessed video output:
- Engineering Design (Electronics – Noel Jackson)) | Show and Tell Recording
- Introduction to Skills for Studying Education (Education – Ursula Lanvers) | Show and Tell Recording
- Heritage Practice (Archaeology – Sara Perry) | Case Study
- Biodiversity & Society (Environment – Kathryn Arnold) | Example student videos
Non-assessed video output:
- Protective Fellowship Scheme (CAHR – Sanna Eriksson)
- York Award Projects (Careers)