Video assignments comprise a wide range of possible assignment types from personal reflection videos in which students video-record themselves and upload those recordings to a shared space, such as Canvas, to assignments in which students are responsible for capturing, editing, narrating, and producing a polished product. Each type of assignment places more or less emphasis on either the production aspects of video or on the communicative, instructional aspects of video. Consider the following types of assignment that involve video production in some way.
Designing & Implementing
The goals and scale you determine will inform what format the project will take. You may want your students’ videos to be recorded versions of an oral presentation, or perhaps you want them to create a polished, edited video. There are different considerations for each, listed below from least to most complex.
Vlogs & Discussion Board Videos
One or two-minute videos are a great replacement for weekly reflection assignments or discussion board posts. There are even tools designed specifically for this, such as Flip (formerly Flipgrid).
- Usually unedited or minimally edited
- Can have the same expectations you would have for a written reflection or board post
- Great for building community, especially in online classes
- Tools like Flip can be integrated into any Canvas course
Recorded Presentation
Recorded presentations are usually single-take videos of what might otherwise be a standard in-class presentation.
- Usually unedited or minimally edited (may just clean up the start and end)
- May include PowerPoint or other visual aids
- May or may not include camera/webcam footage
- Can usually be accomplished with a standard laptop, Chromebook, or iPad
Video Essay
A video analyzing a specific topic, often including video clips of the media or subject being analyzed.
Group Film Project
Fully-produced videos are edited together from many different camera shots or video clips. These are the most complex video projects and can be very time-intensive.
- Editing takes time! Unlike one-take recorded presentations, students will need to budget extra time after the recording phase to edit their videos
- A time limit may be helpful for these projects. Shorter videos require students to practice concision
- Quality equipment is key. While filming on a phone can produce great video, encourage students to try external microphones if they are capturing video outside or in an uncontrolled environment
Info on how long projects can take
Examples of project scaffolding for a 2-week, 5-week, and 14-week project
Content vs. technical skill
DKC Class Visits
Consider having the Digital Knowledge Center visit your class to introduce tools and best practices for your assignment. This can go a long way in helping your students get off on the right foot. Visits can be tailored to the needs of your class.
DKC Appointments
If students run into issues, they can book appointments with a Digital Knowledge Center consultant to help get them unstuck.
DKC Online Guides
The Digital Knowledge Center maintains online guides on many tools for digital projects, including “Getting Started” best practices for audio, video, graphic design, and website-building projects.
HCC Equipment Checkout
The Hurley Convergence Center offers free checkout of high-quality cameras, microphones, audio recorders, tripods, and laptops. Students and faculty can check equipment out at the HCC Info Desk.
HCC Recording Spaces
The HCC has several spaces designed for media creation. Some require advanced training and online booking, while others are available for walk-ins.
Software Recommendations
The DKC keeps a regularly-updated list of recommended video editing software at various skill levels and price points.
Examples
Video Essay
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Recorded Presentation
A project designed to help students practice producing a short video from start to finish: planning, scripting, filming, editing, captioning, and sharing.