MEDT 7470

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MEDT 7470 

VIDEOTAPE PRODUCTION AND UTILIZATION

Semester Hours: 3
 
Semester/Year: Fall 2008

Instructor: Dr. Elizabeth Kirby Bennett

Office Location: 150 Education Annex  

Office Hours: 9:00 – 5:00 pm, Monday – Friday (except for lunch & meetings!)

Telephone: (678) 839­6155 (office);  (770) 836­8941 (home);
(678) 839­6558 (MIT Dept. Office); (678) 839­6248 (Distance Education Office)

E­mail: ebennett@westga.edu

Distance Support: WebCT VISTA Home Page  
http://webct.westga.edu ,
Web CT VISTA Help & Troubleshooting
http://www.westga.edu/~distance/webct1/help, or
http://help.view.usg.edu (Click on “Request Support” for live chat)
UWG Online Learning Connection
http://www.westga.edu/~online ,
Distance Learning Library Services 
http://www.westga.edu/~library/depts/offcampus/ ,
Ingram Library Services
http://www.westga.edu/~library
University Bookstore
   http://www.bookstore.westga.edu/
 
Fax:  (678) 839­6153

COURSE DESCRIPTION

An advanced course in the design and production of video instructional materials.  Classroom 
utilization of video will be included.
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CONCEPTUAL FRAMEWORK

The conceptual framework of the College of Education at UWG forms the basis on which programs, 
courses, experiences, and outcomes are created.  By incorporating the theme “Developing Educators 
for School Improvement,” the College assumes responsibility for preparing educators who can 
positively influence school improvement through altering classrooms, schools, and school systems 
(transformational systemic change).  Ten descriptors (decision makers, leaders, lifelong learners, 
adaptive, collaborative, culturally sensitive, empathetic, knowledgeable, proactive, and reflective) 
are integral components of the conceptual framework and provide the basis for developing educators 
who are prepared to improve schools through strategic change.  National principles (INTASC), 
propositions (NBPTS), and standards (Learned Societies) also are incorporated as criteria against 
which candidates are measured.

The mission of the College of Education is to develop educators who are prepared to function 
effectively in diverse educational settings with competencies that are instrumental to planning, 
implementing, assessing, and re­evaluating existing or proposed practices.  This course’s objectives 
are related directly to the conceptual framework and appropriate descriptors, principles or 
propositions, and Learned Society standards are identified for each objective.  Class activities and 
assessments that align with course objectives, course content, and the conceptual framework are 
identified in a separate section of the course syllabus.

COURSE OBJECTIVES

Students will:

1. design and produce educational videotapes in selected areas of interest that utilize in-camera
and electronic editing techniques (Kyker & Curchy, 2003; McConnell & Sprouse, 2000;
Millerson, 2001; Pogue, 2001; Zettyl, 2001). (D1 decision makers, D3 lifelong learners, D4
adaptive, D5 collaborative, D6 culturally sensitive, D8 knowledgeable, D10 reflective;
NBPTS 2, 3; ISTE TF I A, II D,E,F, III B,C,D, V C,D, VI A, VII A; LM V; AASL 1.1, 1.2,
1.3, 1.4, 2.2, 2.4, 4.5,6.4, 7.1, 7.2)

2. operate basic audiovisual equipment needed for videotape productions (video camera, video
recorder, lights, microphone mixers, microphone, editing machine, and computer graphic
programs) (Kyker & Curchy, 2003; McConnell & Sprouse, 2000; Millerson, 2001; Pogue,
2001; Zettyl, 2001). (D1 decision makers, D3 lifelong learners, D4 adaptive, D5
collaborative, D8 knowledgeable, D10 reflective; NBPTS 2, 3; ISTE TF V C, VI D,E, VII A,
B; LM III; AASL 1.4, 7.1)

3. develop a greater awareness of the role and impact of videotape in the instructional process
as a means of meeting the special and diverse needs of students, teachers, and administrators
(Davidson & McKenzie, 2000; Kyker & Curchy, 2003; McConnell & Sprouse, 2000). (D1
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decision makers, D3 lifelong learners, D4 adaptive, D5 collaborative, D6 culturally
sensitive, D8 knowledgeable, D10 reflective; NBPTS 2, 3; ISTE TF II A,B, III A.E, V B, VI
B,C, VII A,C, VIII A; LM V; AASL 1.1, 1.4, 2.2, 2.4, 5.1, 5.2, 5.3 )

4. search and retrieve selected readings and/or instructional videotape resources for use with
students and faculty in the student’s area of interest (Kyker & Curchy, 2003; McConnell &
Sprouse, 2000). (D1 decision makers, D3 lifelong learners, D4 adaptive, D5 collaborative,
D6 culturally sensitive, D8 knowledgeable, D10 reflective; NBPTS 2, 3; ISTE TF I B, II B,
V A, VI C, VIII A; LM V; AASL 1.3, 1.4, 2.2, 2.4, 5.1, 5.2, 5.3 )
  
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TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES

Required Text: 

Kyker, K. & Curchy, C. (2003). Educator's survival guide for television production and activities
(Rev. Ed.). Westport, CT: Libraries Unlimited.

References:
Davidson, T. & McKenzie, B.K. (2000). What we are learning about how the brain learns – 
implications for the use of video in the classroom. School Library Media Activities Monthly,  
17(4), 22­23, 26,32.
Greenwood, D. R.  (2003).  Action! in the classroom:  A guide to student produced digital video in  
K­12 education.   Lanham, MD: Scarecrow. 
McConnell, T. & Sprouse, H.  (2000).  Video production for school library media specialists.
Worthington, OH:  Linworth.
Millerson, G.  (2001).  Video production handbook (3rd edition).  Oxford:  Focal Press.
Pogue, D.  (2007).  iMovie 08 & iDVD:  The missing manual.  Cambridge:  Pogue Press/O’Reilly.
Video Magazine, Reese Communications, Inc., 460 West 34th Street, New York, NY 10001.
Videography, P.S.N. Publications, Inc., 2 Park Avenue, Suite 1820, New York, NY 10016.
Zettle, H. (2006). Video basics. (5th ed). Belmont, CA: Wadsworth Publishing Company.

ACTIVITIES AND ASSESSMENTS, EVALUATION PROCEDURES, AND GRADING 
POLICY

Link to Conceptual Framework The focus of this course is on preparing instructional 
technologists and media specialists to integrate video production into instruction to support student 
achievement, and to support other school programs.  The overall evaluation of the course is 
structured so that students complete projects or activities that will enable them to operate digital 
video cameras, production equipment, and digital editing software to produce videos (or that will 
enable them to assist teachers and students in the production of videos) that support the curriculum 
and enhance other school activities.   At the completion of the course, students will have 
demonstrated achievement in the areas of decision making:  selecting and designing appropriate 
ways to integrate video into the curriculum (Assignments 2, 4), lifelong learning: staying informed 
about video resources and changing technologies (Assignments  3, 5), being adaptive: using 
appropriate shooting and editing strategies based on student needs and environmental constraints 
(Assignments 1, 2), collaboration: working with others to plan and produce videos (Assignments 
2, 5), cultural sensitivity:  adapting video production strategies to meet the needs of diverse students 
(Assignment 5),  knowledge: drawing on content and professional knowledge of video production to 
support video production and editing to meet school needs (Assignments 1, 2, 3, 4, 5),  and 
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reflection: ongoing self and program improvement through reflection on personal experience 
(Assignments 1, 2, 4).  

Activities and Assessments:

1.  Camera Shoots & Shooting Tips  (due September 17 & September 24).

Each student will shoot 3 brief pieces of video footage according to guidelines described in the 
WebCT VISTA Assignments and will review and submit a self­critique of their own work using the 
provided critique form. Students will also compile shooting tips based on their self­critiques and 
post these to the Shooting Tips Google document.

(Objectives 1, 2, 3; knowledge, skills, disposition; peer evaluation, teacher observation)

2.  Video Projects (due September 3, October 1, October 22, & November 12).

Working individually (projects 1 and 2) and in small group production teams of 2-4 people (projects
3 and 4), students will complete four video projects. Students may work individually on projects 3
and 4 only if they receive prior approval from the instructor.

Video Project 1: Video Bio (due September 3).  Produce a brief motivational video using existing 
still photos and text that introduces you and your philosophy of technology, teaching, and learning. 
The video should be between 1 and 3 minutes long.  In addition to the video, a one page reflection 
should be submitted discussing the strengths and weaknesses of the final product and ways the 
video could be improved. The video itself must also be posted to the Project 1 DB for critique. 
Complete project requirements are provided in WebCT VISTA.

Videos will be evaluated based on overall communication quality and creativity.

Video Project 2: Video Documentary produced using Archived Resources (due October 1). For this 
project, you will develop a lesson plan and resource kit of audio, video, graphic, photographic, and 
text materials that are available in the public domain that students could use to produce a 
documentary video.  Then, you will actually use the resource kit to produce a video documentary 
that falls into the digital storytelling genre.  The video should be between 3 and 5 minutes long and 
the topic must tie back to a GPS or QCC objective.

In addition to the lesson plan, resource kit, and edited video with storyboard, you will submit a brief 
reflection on the strengths and weaknesses of the final product and ways the video could be 
improved. The video itself must also be posted to the Project 2 DB for critique. Complete project 
requirements are provided in WebCT VISTA. This project should provide you with a lesson plan 
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and resources that you could use with your own students to help them to develop a documentary 
digital storytelling video.

Videos will be evaluated based on overall communication and storytelling quality, visuals, audio 
quality, editing, scripting, instructional value, and creativity.  

Video Project 3: Promotional Video (due October 22) and Video Project 4: Instructional or  
Student­Produced Video (due November 12). Scripted, digitally edited videos produced with 
original video footage, and description of planned use (Project 3) or a lesson plan (Project 4). 
Project 3 will be between 30 and 90 seconds;  Project 4 will be be between 3 and 5 minutes.  Each 
video must 
• Be produced from a storyboard and detailed word-processed script that was followed during
the video shoot ( e.g., time for each shot, visual information, camera/shooting information),
• Have a graphic titles and credits,
• Include appropriate transition effects,
• Have “edited” audio within the tape (e.g., music background, voice overs),
• Adhere to copyright guidelines.

Videos will be evaluated based on overall communication quality, camera work, audio quality,
quality and transition of the graphics, editing, scripting, instructional or promotional value, and
creativity. The group will submit one video, storyboard, script, and lesson plan or description of
use. Individually, each group member will submit a 1-2 page reflective evaluation of the video
including what they would do differently next time, as well as a group participation form describing
each group member’s contribution to the project and a group member participation rating using a
1-5 Likert scale. The group participation form will be posted on WebCT VISTA.

Project 3 will be a video that a teacher, media specialist, or other educational professional could use
to promote a school program, activity, event, etc. In addition to the video and storyboard/scripting
requirements outlined above, a usage plan describing the purpose of the video; the audience that it
was produced for; how, where, and when the video will be shown; and how its effectiveness will be
evaluated must be submitted.

Project 4 will be a video that a teacher, media specialist, or other educational professional could use
for instruction, or that P-12 students could produce as part of an instructional classroom activity.
The first option would be a video that students would WATCH, for instance a video on lab safety or
a demonstration of how to build a rocket. The second option would be a video that students would
MAKE (although for purposes of this class YOU will actually produce the video -- the point is that
producing the video would be an appropriate assignment for your students). This option could be a
demo, documentary, commercial, sitcom, newscast from another time or place, drama, etc. that
students might script, shoot, and edit.

A lesson plan must be included for Project 4. For option 1, the lesson plan should describe the
intended student audience, content area, objectives, lesson activities (including pre and post viewing
of the video as well as student viewing of the video), and how students will be evaluated.
For option 2, a lesson plan that includes the student production of this video as a learning activity
must also be submitted. The lesson plan should include the course in which this would take place, a
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description of the students skills and knowledge, lesson (or unit) content and objectives,
instructional strategies and lesson activities (including the actual production of the video), and
student evaluation strategy.

The videos must also be posted to the Project 3 and 4 DBs for critique. Complete project 
requirements are provided in WebCT VISTA.

(Objectives 1, 2, 3; knowledge, skills, disposition; peer evaluation, teacher observation, rubric)

3.  Quiz (posted October 15, due October 22).

Each student will complete a short terminology and concept quiz.  The closed book quiz will consist 
of a variety of multiple­choice questions to assess the student’s ability to recall and apply concepts 
covered in the readings, discussed in class, and addressed on the discussion boards.  The quiz will 
be posted on WebCT VISTA.

 (Objectives 1, 2, 3, 4; knowledge, skills, disposition; exam)
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4.  Video in Education Reflection Paper  (due Dec. 6).  

At the end of the course, each student will write a short paper (2 pages) reflecting on what s/he has 
learned about using video in an educational setting. MIT Masters students must also post this paper 
along with the project 4 video into Foliotek. 

(Objectives 1, 2, 3, 4; knowledge, skills, disposition; rubric)

5. Class Assignments and Participation (see tentative course outline for specific dates).

a.  Viewing Analyses (due Sept. 3 and Oct. 8). Students will analyze two short video segments for 
composition and structure, and post their analysis to WebCT VISTA discussion boards (DBs). 
Additional information will be posted in WebCT.   

b.  Video Critiques & Best Video nominations (due Sept. 10, Oct. 8, Oct. 29, Nov. 19, Dec. 6). 
Students will view and critique video projects produced by other students (Video Projects 1­4), 
submit “Oscar” best video nominations, and vote on the best videos in a variety of categories.  

c. School TV News (due Nov.5, Dec. 6) . Working in small groups, students will develop a TV News 
show script and participate in the production of a mock School TV News show. Students will be 
informally observed for contributions to class discussion and participation in other class activities 
(face to face and online). 

d. Discussion Boards. Throughout the course, students will be given assignments that require them 
to locate, post, and discuss information on WebCT VISTA discussion boards (DBs) related to use of 
video in school settings. Class assignments of this nature will be evaluated according to the quality 
and appropriateness of the information retrieved and posted to WebCT VISTA. DBs include:
• Personal Info (Bio) posted to Class Members DB (due midnight Aug. 20)
• Digital Storytelling & Online Resources DB (due midnight Aug. 20)
• My Camera DB (due midnight Sept. 10)
• Copyright DB (due midnight Sept. 24)
• Release Forms DB (due midnight Sept. 24)
• Promotional Video DB (due midnight Oct. 8)
• Instructional & Student Produced Video DB (due midnight Oct. 15)
• School TV News DB (due midnight Oct. 29)
• Special Needs & Diverse Populations DB (due midnight Nov. 19)

(Objectives 1, 2, 3, 4; knowledge, skills, disposition; teacher observation)
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IMPORTANT:  It is important that you take your writing in this class very seriously.  In addition to 
the criteria delineated above, structural, grammar, and/or mechanical errors will result in a loss of 
points.  Papers or projects with numerous structural, grammar or mechanical errors will NOT pass. 
If you are not a very good writer, you will need to find a writing tutor or helper to proofread your 
papers.  If you are concerned about your writing proficiency, please make use of the UWG Writing 
Center or a personal tutor.
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Evaluation Procedures:

Students will be evaluated in the following areas:

1.  3 Camera Shoot Assignments (75 points total; 25 points each)

2. 4 Video Projects (480 points total)

• Video Project 1 ( 75 points)
• Video Project 2    (135 points)
• Video Project 3    (100 points)
• Video Project 4    (170 points)

3.  Quiz (100 points)

4.  Video in Education Reflection Paper (50 points)

5.  Class Assignments and Participation  (295 points total):
a.  Viewing Analyses.  (100 points total; 50 points each) 
b.  Video Critiques.  (55 points total: 10 points per critique, 5 points for group nomination, 
10 points for ballot)
c.  School TV News.  (50 points) 
d.  Discussion Boards.  (90 points total: 10 points each)

Grading Policy:
A = 900 ­1000 points, B = 800 ­899 points, C = 700 ­799 points, F =  below 700 points.

CLASS POLICIES

Students are expected to conduct themselves professionally.  This is an essential quality for all 
professionals who work in the schools.  Professionalism includes, but is not limited to, the 
following:

• Participating in interactions and class activities in the face to face or online environment in a 
positive manner.
• Collaborating and working equitably with fellow students in the class.
• Actively participating in class each week.
• Turning in assignments on time.
• Arriving for on campus classes punctually.
• Treating class members and colleagues with respect in and out of the virtual and physical 
classroom.
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• Eliminating interruptions in campus classrooms.  This includes cell phones and beepers.

If you have a valid reason for missing class, please contact the instructor in advance. Since this class 
meets on campus only three times (including the initial meeting), missing a class will seriously 
impact the student’s ability to complete the course satisfactorily and will be approved only for 
medical or other emergencies. An unexcused absence will lower a student’s cumulative course 
grade.

Students must use Microsoft Office application software (Word, PowerPoint, etc.) to complete 
written and other assignments (excluding video productions which must be edited in iMovie or 
MovieMaker).  The Microsoft Office software is available to UWG students free of charge (funded 
by technology fees).  If you do not have Microsoft Office, information about acquiring it is available 
at http://www.westga.edu/~mcastu/ .

Students are expected to log in to the WebCT course at least 3 times per week to check class notes, 
email, discussion board postings, etc.  I try to check in daily, and my goal is to respond to emails and 
discussion board posts within 24 hours.

All formal email communication between instructor and students (outside of WebCT VISTA) will 
be through campus email (your myUWG email account).  This is a University policy, so it is 
imperative you check your myUWG email account regularly.

Coursework that will be completed in another course that dovetails with an assignment in this 
course may be submitted if prior approval is granted by the instructor during the first month of class 
(prior to September 17).  If you foresee this possibility, contact the instructor as soon as possible to 
request approval for dual submission. Extra credit activities are not available in this course.

Disabilities Pledge
I pledge to do my best to work with the University to provide all students with
equal access to my classes and materials, regardless of special needs,
temporary or permanent disability, special needs related to pregnancy, etc.

If you have any special learning needs, particularly (but not limited to) needs
defined under the American Disabilities Act,
and require specific accommodations, please make these known to me,
either directly, or through the Coordinator of Disability Services, Dr. Ann
Richards.

Students with documented special needs may expect accommodation in relation

to classroom accessibility, modification of testing, special test administration,
etc. This is not only my personal committment, it is your right, and it is the law!
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TENTATIVE CLASS OUTLINE
Course notes will be posted no later than Wednesday of each week, class chats will be held on 
Wednesdays, and assignments will be due on Wednesday (unless specifically noted otherwise 
in the class schedule below). Dates in Bold indicate on­campus sessions which are scheduled 
for Saturdays.

Dates in Green are not class­related but are dates that may be important for you!

Date Topic Assignments Due by midnight Today 

(or date noted)  
Aug 16    (WebCT VISTA) Orientation, Video 
in Classrooms, Digital Storytelling, 
Online Video Resources
 

Aug 20 (WebCT VISTA) Videos using •Personal Info (Bio) must be posted

Archived Resources, Intro to on Class Members Discussion 
Video Editing (Optional WebCT Board (DB)
Chat, 8­9 pm) •Digital Storytelling & Online 
Resources DB post
 
Aug 23   (Campus) Mandatory Video Editing Lab

Aug 27   (WebCT VISTA) (Optional WebCT Chat, •Be safe over Labor Day weekend

8­9 pm)

Sept 3 (WebCT Vista) Video Equipment, Basic •Video Project 1

Camera Work, Production Planning: •Viewing Analysis 1 DB post
   Storyboards, Scripting, Shooting, 
Planning to Edit  (Optional WebCT
Chat, 8­9 pm)

Sept 5    Applications for Spring 2009 graduation are due!

Sept 10    (WebCT VISTA) Audio & Lighting, •Video Project 1 Critiques

 (Optional WebCT Chat, 8­9 pm) •My Camera DB post
•Chapters 1, 2, & 3 read
 
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Sept 12     Optional Electronic Portfolio Workshop for MIT students, 5:30 PM 204/205 Ed  Ctr 

Sept 17   (WebCT VISTA) Copyright, Release  •Camera Shoots 1 & 2

Forms (Optional WebCT Chat, 8­9 pm) •Shooting Tips 1 Google doc post 
• Chapters 7, 8, & 9 read

Sept 24  (WebCT VISTA) Shooting Video! •Camera Shoot 3

 (Optional WebCT Chat, 8­9 pm) •Copyright DB post
•Release Forms DB post 
•Shooting Tips 2 Google doc post

Oct 1 (WebCT VISTA) Promotional Videos    •Video Project 2  

(Optional WebCT Chat, 8­9 pm)

Oct 8     Last day to withdraw from fall classes with a grade of W.

Oct 8 (WebCT VISTA) Instructional & •Video Project 2 Critiques

Student Video  Production, Claymation • Promotional Video DB post
(Optional WebCT Chat, 8­9 pm) •Viewing Analysis 2 DB Post

Oct 15 (WebCT VISTA) Quiz Posted •Instructional & Student Produced 

Video DB post

Oct 22 (WebCT VISTA) Intro to School News •Quiz Due!

(Optional WebCT Chat, 8­9 pm) •Video Project 3
•Chapters 4, 5, 6 Read

Oct 29 (WebCT VISTA) School TV News:  •Video Project 3 Critiques

Scripting (Optional WebCT Chat, 8­9 pm) •School TV News DB post

Nov 5 (WebCT VISTA) School TV News:  •TV News Script

Pre­Production  NO CHAT TONIGHT!

Nov 6­25 Advance registration for Spring Semester on Banweb

Nov 12 (WebCT VISTA) Video for Special Needs•Video Project 4
& Diverse Populations
(Optional WebCT Chat, 8­9 pm)
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Nov 15  MIT EdS Orals & Electronic Portfolio Presentation (morning, specific time TBA)

Nov 19 (WebCT VISTA) •Video Project 4 Critiques

(Optional WebCT Chat, 8­9 pm) •Special Needs & Diverse Populations
 DB post
•Group Nominations for Video Awards
Nov 26  Happy Thanksgiving!

Dec 5 MIT Masters Orals & Electronic Portfolio Presentation

Dec 6 (Campus) Producing School TV News   •Video in Education Reflection Paper 

•Awards Ballot 

Dec 10 (WebCT VISTA) Oscars!  
 
WebCT course materials will be accessible at http://webct.westga.edu under the WebCT VISTA 
login. Students will not be required to come to campus for WebCT VISTA sessions, but will access 
the materials online wherever they choose.  Internet access will be required!!!  
  
ACADEMIC HONESTY

Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs 
when a student uses or purchases ghostwritten papers or projects. It also occurs when a student 
utilizes the ideas of or information obtained from another person without giving credit to that 
person. If plagiarism or another act of academic dishonesty occurs, it will be dealt with in 
accordance with the academic misconduct policy as stated in the UWG Student Handbook, 
Undergraduate Catalog , and Graduate Catalog . 

Disciplinary procedures described in the latest UWG Student Handbook will be followed when 

violations take place. Infractions may include cheating, plagiarism, disruptive behavior, and 
disorderly conduct.