Read this short (I promise) __blog post from Seth Goodin__ first. You are going to become an educational producer as you work on this project.

The purpose of this project is to provide you with an opportunity to practice producing a high quality instructional product that meets the needs of today’s learners while also incorporating the concepts you are learning in the School of Education.

You will prepare a well produced multi-media item that incorporates some sort of audio and visual element that you can use to teach students a piece of content from your discipline. The project should be around 5 minutes in length. It cannot be less than 3 minutes nor should it be more than 10 minutes. Your multimedia product must incorporate Universal Design in Learning principles and adhere to copyright and fair use standards. Your product should be well produced. For example the audio quality should be clear and well balanced if you using multiple audio tracks. Images and video should be crisp and not pixelated. The cinematography should be steady and clear.

Step 1: Identify a learning goal in your content area that lends itself to a multimedia item. It is critically important to clearly identify your content-based learning goal before choosing tools and beginning your Multimedia Product.

Step 2: Prepare an outline, script, or storyboard of your intended multimedia product. Try to think about how the various media components can work together to convey a message.
Step 3: Gather the component parts paying attention to their quality. Find or create the images, video, and/or audio you need for your project.

Step 4: Build. Put your product together. The multimedia product can take a variety of forms and can be created using a variety of programs. You can choose multimedia production tools that are computer-based (e.g., PowerPoint, Inspiration, MovieMaker, iMovie, GarageBand, Audacity) or Web-based tools (e.g., VoiceThread, Glogster, Smore, Animoto, Pixton, Screencast-o-matic). Be sure to carefully select the tool based upon the learning goal.

Step 5: Review it. Make sure your finished product matches your vision and meets the requirements as outlined in these directions.


Step 6: Share it. Upload your file to your Drive account. Set the sharing permissions so that anyone with the link can view. Share your link (or embed your video) into our class wiki page for the multi-media projects AND submit the link view the assignment option on our Blackboard site.

Another purpose of this project is to provide you with additional practice learning how to use a technology tool or tools that you may be unfamiliar with. Throughout your teaching career there will always be new tools to learn and master. Make sure you give yourself plenty of time to learn how to use your tool(s) as you work on this project. __Lynda.com__ is a great resource for many of the most widely used tools. You can access any of the tutorials at Lynda.com using your W&M credentials. Before you approach your instructor with technical questions, make sure you have explored the tool’s own help guides or tutorials and searched the Internet for additional help. If at that point you still need assistance please do not hesitate to contact your instructor.

RUBRIC

Criteria
Pts.
Exemplary
(full credit)
Satisfactory
(½ to ¾ credit)
Unsatisfactory
(no credit)
Length
1
The product uses just enough time to clearly communicate its message.
The product may be a little verbose or a little shorter than is needed to clearly communicate its message.
The product is less than 3 minutes or more than 10 minutes in length and fails to communicate its message.
Universal Design
2
Universal Design in Learning Principles are clearly evident
Some Universal Design in Learning principles are evident
Does not incorporate Universal Design in Learning principles
Copyright
2
Materials used do not violate copyright and are properly cited
Some elements are properly cited while others are not.
Project violates copyright and/or does not properly cite materials used
Audio
2
Audio is clear and well balanced
Audio is mostly clear and well balanced. Has a few points where volume levels change or audio is garbled.
Audio is not clear or hard to hear. If multiple audio elements are used they are poorly balanced.
Visual Elements
2
All visual elements are clear and steady
Most visual elements are clear and steady
Visuals are pixalated, unclear, and choppy.
Technology Tool Choice (TPACK)
1
The technology chosen is an excellent match to the content and pedagogical approach taken
The technology chosen is an average match for the content and pedagogical approach taken
The technology chosen is a poor match for the content and pedagogical approach taken.
Instructional Relevance
2
The learning objective covered in the multimedia project is a perfect fit for the media elements used.
The learning objective covered in the multimedia project works for the media elements used.
The learning objective covered in the project does not work with the media elements used.
Content Communication

(grammar and spelling fall under here)
3
The message of the product is clear, succinct, well organized and highly effective at teaching the content. This product could be used in an instructional setting right away.
The message of the product is mostly clear, succinct, organized, and able to teach the content. This product could be used in an instructional setting with only a few modifications.
The message of the product is unclear, lengthy, unorganized, and ineffective. This product can not be used in an instructional setting.


Examples of Teacher Created MultiMedia Projects

__Excel Linear Regression__
__Judaism Core Beliefs and Values__
__Nucleus Structure__
__Tighter British Control__


Current Student Created MultiMedia Projects
_Presentation Skills and the Rhetorical Triangle_ (_Via Google Drive_)
Emily G. - Revolutions in China (1949)
Joanna C. - French Vocabulary Introduction - Weather Broadcast
Livia G- Ecosystem Energy Flow
Ellen J- The Central Dogma(or in Google Drive)
Heidi S.--Carbohydrates Intro (or via Google Drive)
Liz E.--Mood and Tone
https://drive.google.com/a/email.wm.edu/file/d/0B0SxdM4N1zJtckg3amxORVEyUDg/view?usp=sharing
Megan Stolp- Shakespearean Sonnet
Doug Tibbett - Dative/Accusative Preposition Resource Video for German
Morgan Dronen- Ender's Game
Julia R. - War Brothers Book Trailer
Daniel B. - Roman Contributions
Laura Aspen - The Great Gatsby Text and Picture Comparison
Leah Rambadt - Periodic Table
Heather H--Transformations
Jenny - Articles of Confederation