The course examined the rationale and use of film making in the classroom. Students developed an understanding of the film making process and technology. Students examined the role of story boarding, group dynamics, meaningful rubrics, the editing process, and production techniques in the context of classroom video projects.
ISTE 2.b. Teachers develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
EDTC 5340 provided insight into the film making process and how this process can be used to positively impact student learning. For me outside of the school, the course proved to be very beneficial. I learned how to edit films and made films to support the non-profit organization the Helios Project. (I also learned the importance of leaving breathing time and pauses in video productions.) The course covered the use of story boards which proved useful in the context of writing in a sheltered English course and with the use of Alice in instruction.
The course also provided me with a chance to ponder the role of personalities within a group and the use of rubrics in grading group projects.
|DIY Camera Dolly||While learning about the film making process, I made a camera dolly and track. This and other DIY filmmaking resources are provided.||DIY Camera Dolly How To|
|Interview with Ken Starks||This is an interview with Ken Starks, founder of the Helios Project, filmed and edited for EDTC 5340.||Ken Starks Interview|
|Storyboards for FOSS:Bridging the Digital Divide||As part of the filmmaking process, I created storyboards to plan for FOSS:Bridging the Digital Divide.|
|The Film - FOSS:Bridging the Digital Divide||This film was created partly as a team effort for EDTC 5340. It has received views from people within the FOSS community. It needs to be redited to allow for pauses.||FOSS: Bridging the Digital Divide|