Session 3

Task A

Think about all four components of the RASE learning design model. Make a short plan for one video project. Specify a learning outcome, describe an activity to be assigned to students, specify what resources students will use in the process, and describe how you will evaluate the final video.

Learning Outcome:

“Students will demonstrate an understanding of sustainability by discussing ideas on how to reduce, reuse, recycle to protect the environment in Hong Kong.”

Activity to be Assigned to Students:

Scenario: “The amount of non-biodegradable trash in Hong Kong is increasing. As an environmentalist, you must develop a video for young students in Hong Kong, to educate them about the best and simplest ways in which they can be involved in protecting the environment.”

Students will work in groups to collaborate on developing a digital storytelling clip. The students will discuss their individual roles among themselves and provide the teacher with a list of names and respective roles.

The focus will be on providing examples using images or pictures of themselves showing how to how to reduce, reuse, and recycle. Example: a picture near recycle bins showing the students throwing plastic bottles in the correct recycling bin.

Resources:

• Teacher will provide rubrics by which students will be graded. 25% Video Development, 25% Group Presentation, and 50% Quality of Content.
• The clip will be about 4-5 minutes in length and the software to be used shall be Adobe Spark Video or iMovie.
• The clip must contain a title screen, reference list screen, and credits screen.
• Creative Commons – for using images.
• Students cameras and mobile phones to capture videos and images.
• Access to the library and the Multi-Media Learning Centre.
• This shall also include an FAQs list for problems they may encounter while developing the video. It shall be given for each software.
• The teacher will be available on email to respond to any queries.

Evaluation of the Video:

• Students will present their video to the class.
• Summative Evaluation: The educator will grade the videos based on the rubrics given to students. The marks given will be account for 10% of the final course grade.
• Peer evaluation: appreciation of video, impact, and basic comments related to presentation, content and quality of media.

Task B

Evaluate how useful is the following online tool for storyboarding: https://www.storyboardthat.com

After reviewing the tool and trying to use its features, I have observed the following benefits of storyboardthat: 

• An innovative way to create a storyboard which helps improve creativity of students as they have to come up with their own ideas and then give life to these ideas by sketching keyscreens on storyboards in the forms of characters, dialogues, and themes. 
• It helps boost enthusiasm as it is a means of hands on learning and also boosts confidence to work with technology as today's younger generation of students are tech-savvy. 
• High level of customization – ranging from the layout to characters to color schemes along with an intuitive and easy to use User Interface. This makes it engaging for young learners too. For example: Great user interface design – drag and drop function, rich content library, etc.
• Provides flexibility to use the software from home or in the classroom using any platform (iOS, Android, PC).
• Capability to upload images to the story board as well as audio (paid version).
• Extremely useful as all possible functions to create story board have been provided for students to use. Example: the website provides access to use from hundreds of illustrations to create settings, characters, and themes for the story board.
• Ability for students to share their work with the entire classroom and even make a presentation.
• The website also offers dedicated versions for students, teachers, and businesses with personalized tools for each category.