Donald Smith

Project 2
ERDS6101
Summer 2016
LESSON PLAN
Learning Objective:
This course is designed for the beginning student. After course completion the student will be able to:
acquire footage in digital form: photographical, video, and audio. The student will learn how to
download and/import footage into the non-linear digital editing application, Final Cut X and perform
basic editing moves.
Although an introductory course, students must be computer literate and familiar with file management
processes. A short demonstration on file management will be available via download for those whom
need review/pre-training.
Upon completion of the course, skills acquired list:
Creating storyboards/shot list.
Importing and exporting footage into the editing application.
Drag and Drop footage based on editing decisions.
Familiarity with Final Cut Pro X user interface.
Perform simple cuts and transitions
Creating title graphics
Export completed projects for sharing
Standards:
Georgia Department of Education; Course Standard 8, AAVTC-AVTFI-8; 8.1, 8.2, 8.3, 8.4, 8.5, 8.6.
Expectancy/Value Theory Tie In:
Assumed Student expectations: this course is designed for adults seeking continuing education or
students at the high school level as a requirement for the aforementioned standards and it is assumed
they are motivated to learn the subject.
Generally, students motivation is directly proportionate to their age and maturity level. An underrated
method for increasing students motivation, value and expectancy is via direct counseling or
communication. For this lesson plan, a contact list and hours will be provided for students to contact
the instructor and receive necessary counseling. Contact: dsmith4526@gmail.com, 770-885-2143.
As apart of this course I will add several testimony videos for the students to view at their leisure. This
will be former students, and alum that have taken either this course or other courses. The desired effect
is to show students the reflection of themselves with others whom have taken similar journeys. Because
this course is online, there wouldn't be time for actually visits or communication with alumni. The
video or vignette method would work best. I will also consider a guest speaker via Skype or another
video conferencing method.
There are some students, particularly older students whom may not be technologically savvy that may

need additional encouragement. This course is designed for the absolute beginner.
The learners will receive additional motivation and encouragment to complete this course via
individual or group project along with discussion board post requirements. These should spark debate
and encourage individuals whom may struggle with course requirements.
Near the beginning of the lesson, I would also address the students probability for success by
encouraging students to share in their process. The discussion board can be used for communicating
any concerns they have for their final project(s). Discussion board located at:
https://www.facebook.com/groups/421041071424073/
A. Cultural Concerns:
There aren't many cultural concerns for this course. However, if this course is used for a public High
School, cultural issues could arise.
Depending on the population make up, this course is a technological course that requires the student(s)
to have basic computer knowledge, and a small amount of familiarity with digital video.
If English isn't the dominate language spoken, there will be some barriers as the assignments,
instructions and assessments are all in english.
The method(s) for overcoming cultural issues would be to install a bi-lingual component using or
finding resources like: http://www.nhs24.com/contactus/otherlanguages/languageline/
B. Utility Value:
The subject of digital media is tied to multimedia and multimedia design. The student of this course is
either an adult whom chose to take the course as enrichment, or a high school student whom is taking
this as a requirement. For the sake of how this course will benefit them, or how it's utility value
relates to the student participation, there will be videos on social media/video file sharing websites:
youtube, vine, instagram, and more. The goal here is to show the student how this course can benefit
them via their creativity.
C. Gender Expectations:
Digital media is a gender neutral activity, however, it is acknowledge that some may be intimated by
technology. The solution is to encourage both genders to participate equally and for the instructor to
create a welcoming environment.
The final project can also be completed as a group. Hopefully, these groups would reflect the diversity
of the student body. If necessary students can be assigned to groups to ensure diversity of the groups.
D. Activities:
The activities listed below relate to task value theory with the desired effect of influencing the students
to gain skills as they perform each activity/task.
1. Capturing. Student assignment to take their device and film or photo a subject.
2. Importing. Students take materials from assignment 1, and place inside their software.
3. Sequencing and Project Creation. Students start editing by creating a sequence via storyboard or shot
list.
4. Cutting. Students learn to cut footage.

5. Transitions. After creating a rough edit, students focus on the importance of transitions as mood
setters and story elements.
6. Exporting completed projects into appropriate formats for viewing/delivery.
Raw footage for editing will be extracted from these clips: https://www.youtube.com/watch?
v=Dih85KgDldA. Or students can use their own footage.
I predict that after completing the listed activities the student will gain insight into the value of each
step that leads to a final project.
E. Tracking Improvement/Progress:
By tracking improvement the goal would be to change the students belief in their ability of
accomplishing the tasks and goals of this course. After each activity is completed there are
opportunities to gain feedback from both the instructor and classmates. Each student will be
encouraged to take screenshots and use screen-cast-o-matic to demonstrate their proficiency. Although
not a requirement this will be encouraged as students typically learn by doing. Students will post to
discussion board: https://www.facebook.com/groups/421041071424073/
Assessment:
This course is for the absolute beginner and serves as an introduction to digital editing bridging the gap
between beginner and intermediate level editing. This course assumes that the learner will continue
with more advance coursework and complex projects. Although not affiliated with Georgia School
districts this course can be used in conjunction with regular term work and can be the first step or pretraining for GDOE, Arts, Audio-Video Technology & Communications Career Cluster Audio & Video
Technology & Film I; Course Standard 8.
There will be two exam style test one administered at the beginning of the course and the other at
course end. The exams will be administered via personal computer using the LMS system Adobe
Captivate. Captivate allows for analytics of exam results for quick instructional reference. By keeping
the exams, especially the first one, simple the goal would be not to discourage students whom may
have concerns about their abilities (course expectancy).
Measurement Tool:
There are two measurement tools: a final project and exam/assessment. The below rubric will be issued
at the beginning of the course give students an idea of what to expect with the course.
Digital Editing
Final Project Rubric:
AREA

NONE 10pts

SOME 15pts

MOST 20pts

Pre-Planning:
Is there evidence
of pre-planning.

None.

Some.

Clear evidence of planning and

organization.

Documentation:
Documentation of

None

Some.

All permissions acquired, OR none

needed.

permissions or
citations of use for
obtained content.
Editing:
Project show
evidence of skills
and techniques
learned.

None.

Some.

Audio and video display smooth

transitions or cuts, enhanced levels if
need, proper synchronization.

Use of Resources: None.

Project shows use
of media resources;
music, video,
photos, text, or
graphics

Some.

Media is relevant to the purpose of the

project, and use of media resources was
effective.

Presentation:
Final project flow
and coherence.

Some.

Learner shows proficiency in

application along with delivery
methods; YouTube, DVD encoding,
and/or other forms of exporting.

None.

Comments: (this is a sample of how feedback will be given) Your assignment clearly shows preplanning, there was no copy-written material used or cited, the transitions were smooth without jump
cuts or errors, all media used was relevant to the overall project, and your project was properly shared
via an appropriate file sharing platform.

Because the program is designed for adults and it isn't affiliated with a school district, IE, private
sector, the standards are flexible and the grading criteria is relaxed. The goal is for learners to
accomplish the larger goal of actually editing something.
Overall Instructional Plan:
The course and material is suited for students with prior editing experience in particular with Final Cut.
This can be overcome with proper motivation and guidance. In order to encourage students the lesson
will feature the previously mentioned components: feedback, discussions, counseling, encouragement,
direction and simple assessments.
Students whom are learning a new skill and new technology will be slowly introduced to the subject.
Prerequisites and pre-skills will be encourage and properly evaluated.
References:
Grstn, A., Watt, A., Hagger, M., Jaakkola, T., Liukkonen, J. (2015). Secondary School Students'
Physical Activity Participation Across Physical Education Classes: The Expectancy-Value Theory
Approach. Physical Educator, 72(2), p340-358. 19p.
Haichun S., Haiyong D., Ang C. (2013). Nothing But Being There Matters: Expectancy-Value
Motivation Between U.S. And Chinese Middle School Students. International Education, 42(2), p720.

National Standards for Quality Online Teaching, 2011. International Association for K-12 Online
Learning, Volume 2. pp. 1-18.
Schunk, D. Meece, J., Pintrich, P. (2002). Motivation in Education: theory, research, and applications.
Upper Saddle River, New Jersey: Pearson Education Inc.