Session 5

Activity

In this activity, we were instructed to create a digital video for our lesson and include it into our new learning design plan from session 3. The digital video could be seen in the YouTube link below, have fun watching it!

https://youtu.be/XgzSEX_ih_g

Topic of a Learning Unit

Develop digital storytelling of Myopia an eye sickness for short-sightedness by last year secondary school students.

Learning Outcomes

By the end of the lesson, the students will be able:

1. To define why people got Myopia (Recall – Personal – Declarative)

2. To explain how people got eye-sickness from their habit. (Explain – Popular – Procedural)

3. To develop a short video explaining a brief introduction of Myopia, how people got Myopia and how to prevent people from getting Myopia. (Apply – Concept – Critical).

Activity

1. Face-to-face Lecture

At the end of this activity, students will be able to:

– understand why people got Myopia

– understand what habits that cause Myopia

– understand what habits that prevent Myopia

– learn how to cure Myopia with eye-exercise

– know the examples of the video that will be created in the third activity.

2. video Workshop

At the end of this activity, students will be able to:

– Develop a digital video using iMovie or other software.

– Write a script for a video.

– Have a deeper understanding of their role in creating video.

– Upload their video into YouTube or other websites.

3. Develop Digital Video

At the end of this activity, students will be able to:

– explain to the public what Myopia is, why people got Myopia, what habits that cause and prevent Myopia, and how to cure Myopia with eye-exercise.

– understand the roles of producer, script maker, cameraman, editor and actor.

– understand how to utilize iMovie in making a video.

At the end of this activity, students will deliver:

– short video explaining about Myopia

Scenario: The students are an eye doctor that wants to give brief explanation about Myopia to the community. They must present a short video to help them illustrate Myopia so people could have a better understanding about it.

Resources

– Cameras

– Smartphone

– Computer/Laptop

– iMovie (Software for video editing tools compatible for Windows and Mac)or other video  edit software

– Real-time teaching

– Lecturer slides and notes

– Lecturer reference materials

-An example of historical video

Support

F&Q

1. How long the appropriate time for the video?

2. Can they use video editing tools on mobile phone?

3. If a group consists of 4 people, how to assign the role of each person?

4. How to evaluate a peer who is a free-rider?

5. How to install iMovie and other video edit software on Windows?

Email

For students that have any further questions before or after class, the teacher will provide his/her email.

Forums

For students to share their videos or seek help from the teacher or their classmates.

Peer assessment about the videos, each group can get feedback from other students.

Evaluation

Category	4	3	2	1
Point of View – Awareness of Audience	Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience.	Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience.	Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience.	Limited awareness of the needs and interests of the target audience.
Voice – Consistency	Voice quality is clear and consistently audible throughout the presentation.	Voice quality is clear and consistently audible throughout the majority (85-95%) of the presentation.	Voice quality is clear and consistently audible through some (70-84%)of the presentation.	Voice quality needs more attention.
Voice – Pacing	The pace (rhythm and voice punctuation) fits the story line and helps the audience really \”get into\” the story.	Occasionally speaks too fast or too slowly for the story line. The pacing (rhythm and voice punctuation) is relatively engaging for the audience.	Tries to use pacing (rhythm and voice punctuation), but it is often noticeable that the pacing does not fit the story line. Audience is not consistently engaged.	No attempt to match the pace of the storytelling to the story line or the audience.
Soundtrack – Originality	All of the music is original.	Most (over half) of the music is original.	Some of the music is original.	None of the music is original.
Soundtrack – Emotion	Music stirs a rich emotional response that matches the story line well.	Music stirs a rich emotional response that somewhat matches the story line.	Music is okay, and not distracting, but it does not add much to the story.	Music is distracting, inappropriate, OR was not used.
Images	Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors.	Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors.	An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical.	Little or no attempt to use images to create an appropriate atmosphere/tone.
Duration of Presentation	Length of presentation was 3 minutes.	Length of presentation was 2 minutes.	Length of presentation was 1 minutes.	Presentation was less than 1 minutes long OR more than 3 minutes.
Grammar	Grammar and usage were correct (for the dialect chosen) and contributed to clarity, style and character development.	Grammar and usage were typically correct (for the dialect chosen) and errors did not detract from the story.	Grammar and usage were typically correct, but errors detracted from story.	Repeated errors in grammar and usage distracted greatly from the story.
Point of View – Purpose	Establishes a purpose early on and maintains a clear focus throughout.	Establishes a purpose early on and maintains focus for most of the presentation.	There are a few lapses in focus, but the purpose is fairly clear.	It is difficult to figure out the purpose of the presentation.