Helping students to create quality videos

Motivation matters. Realistic scenarios are very important to get the best out of our students. Only if they see that it matters to their lives, they will respond with going the extra mile.

One aspect which is useful for almost every student is creating application videos. It can be helpful to join the school’s exchange trip to a foreign country. Needless to say to get a (new) job. Just two ideas …

An infosheet could  help students to focus on the important parts of the task. But it should only be seen as one piece of a process involving a couple of steps to gain and foster competences. Competences needed to make really enjoyable and quality application videos. To not only film but to male good films.

Here are some ideas you can start with:

Begin with less complex tasks. How about a short audio or video in which students apply for a summer job? Why not apply for a mini-job as a paper boy or a nanny?  It doesn’t require complex language and leaves some room in your lesson plans to focus on making your students better using the tools available via the technology around.

Establish feedback loops. When your students work on their own and produce multimedia or texts … plan for enough time to let them reflect and edit their work. Encourage them to do this with their peers, with their teacher. Apps such as VocalRecall, Audiomemo or Explain Everything are quite handy here as well.

Show and discuss plenty of sample materials. Good application videos, bad ones. Youtube is full of them. Let students use these samples to make Top-5-lists featuring key aspects for good multimedia products. Hold discussion rounds about their findings. Let them remake the bad videos. You can share the workload by dividing the bad sample videos into smaller bits  and let students focus on these single pieces.

When students have created a short application video (see above) ask them if it would be ok to collect their videos via Airdrop and redistribute them. Every student would get a “new” video then.  The new task is to improve their peer’s then. This can be used to focus on certain details (sound, pictures used, language) or on the whole composition.

To encourage weaker students you can preproduce bits and pieces or provide suitable pictures or some sentences that could be used for the script by them.