Creatively+Synthesize+and+Evaluate+Information+Using+Video

=**Project-Based Inquiry: Creatively Synthesize and Evaluate Information Using Video**=

In this session, we will explore ways for students to "create to learn" through the use of video production. You will learn three different approaches to creating videos in class that have varying levels of complexity, involve high levels of student engagement, and connect to targeted academic content and student learning outcomes.This session highlights and supports selected content from the [|Common Core and Essential Standards]
 * Facilitated by: Hiller Spires, Erin Krupa, Meixun Zheng**
 * Room: Wachovia**

Tables 8-13 Collaborative Learning Video Compilation: media type="youtube" key="g7woJq1vaGw" height="315" width="560"

Table 1-7 video and synthesis

media type="custom" key="20312268"

//“Making videos. Very cool.” ~Josh, 8th grade student//

Josh’s positive sentiment is representative of a growing trend among youth who embrace video as a natural mode of communication and self-expression. The seductive nature of the video medium for students and the potential for subsequent engagement in content driven curricular outcomes, when students generate their own productions, is exponential. There is a growing need for innovative instructional practices with reading and writing that are aligned with student interests and the activities they engage in outside of the classroom (Kaiser Family Foundation, 2010; Lenhart, Arafeh, Smith, & MacGill, 2008). There is also evidence that links the use of technology to improvements in curricular outcomes for learners (Kulik, 2003). As a result of emerging technologies prompting new avenues for teaching and learning, students are positioned to be engaged in “creating to learn," with video and multimedia being important tools for literacy development. Connecting video production to reading and writing experiences in school taps into a student’s natural predisposition for media consumption and production. Students can create their own content as a dynamic mode for learning in conjunction with explicit instruction provided by teachers in how to effectively locate and synthesize web-based (and print-based) information (Lawrence, McNeal, & Yildiz, 2009).

//Excerpted from Spires, Hervey, Morris, & Stelpflug, (2012). Energizing project-based inquiry: Middle grade students read, write, and create videos. Journal of Adolescent and Adult Literacy,// //55//(6), 483-493. doi: []

==I. Collaborative Video Inquiry (40 minutes)==

In today's session, we will address the overall question: **How has the US government recently intervened in or influenced international crises?** To answer this overall question, we have provided a subquestion (linked to sample resources) for each table to address:
 * Step 1:**
 * Table 1: Provide a short summary of the US's general foreign policy. (Pay attention to how this policy would apply to international crises).
 * Table 2: How has the US government intervened in Greece's economic crisis?
 * Table 3: How has the US government intervened in the Japanese nuclear crisis?
 * Table 4: How has the US government intervened in the genocide crisis in Darfur?
 * Table 5: How has the US government intervened in the Egyptian revolution?
 * Table 6: How has the US government intervened in the Syrian uprising?
 * Table 7: How has the US government employed drone technology internationally?
 * Table 8: Provide a short summary of the US's general foreign policy. (Pay attention to how this policy would apply to international crises).
 * Table 9: How has the US government intervened in Greece's economic crisis?
 * Table 10: How has the US government intervened in the Japanese nuclear crisis?
 * Table 11: How has the US government intervened in the genocide crisis in Darfur?
 * Table 12: How has the US government intervened in the Egyptian revolution?
 * Table 13: How has the US government intervened in the Syrian uprising?

At your Table, each member selects a role to play during the Collaborative Inquiry activity: (2 people can share one role if you have more than 5 people)
 * Step 2:**
 * [[image:images-1.jpeg width="145" height="167" align="right"]]Facilitator - Guide the group to complete the process and collaboratively answer the question within the designated time frame.
 * Time Keeper - Keep the group on schedule.
 * Provocateur - Help provoke the group to think deeply about what they are learning.
 * Scriptwriter - Take the lead in creating the group's constructed response.
 * Videographer - Take the lead in directing/recording the group's 60 second video response

Each table will engage in the following inquiry process:
 * Step 3:**
 * Gather & Analyze Information (Apply strategies that Julie discussed yesterday)
 * Creatively Synthesize Information
 * Represent and communicate your constructed answer in a creative, multimodal way using a Flip camera. Limit your video clip to 60 seconds. @Here are some FLIP camera directions and tips. NOTE: If you would like to use part of a Youtube video to answer your question, go to [|TubeChop.com]
 * Tables 1-7 give Sinky your Flip camera and table 8-13 give yours to Erin so they can download the video clips; they will finalize the collaborative video product.

Recall Julie's Digging Deeper Session on multiple perspectives as you gather, analyze, and synthesize your data.

===Step 4:===
 * 4 Volunteer Synthesizers: Synthesize the information that Tables 1-7 and Tables 8-13 presented and generate a closing perspective that answers the overall question: How has the US government recently intervened in or influenced international crises? You have 60 seconds! Record your synthesis with the Flip camera and give it to Sinky and Erin (Today we are conducting an inquiry process in a forced, compressed time frame to illustrate how to use video collaboratively with your students to view and create content. Obviously, the inquiry process involves more depth and complexity of thought--see from Concept to Class for a great explanation. Also see [|media.lessonbucket.com] for great tips for video production.)

==II. Student-Content and the YouTube Aesthetic (Explore this segment later on your own)==
 * Inquiry: Make it challenging, creative, and personal.
 * The YouTube aesthetic:
 * Low budget, low-fi, do-it-yourself.
 * 57% of online teens say that they watch videos on video sharing sites such as YouTube (www.pewinternet.org).
 * Creative synthesis--A 21st century skill.[[image:rubri.gif width="240" height="240" align="right"]]
 * Assessing student-generated videos.
 * Complexities related to student generated videos.
 * Are complex thinking and the YouTube aesthetic mutually exclusive?
 * Understanding multimodality
 * Understanding [|Media Literacy]
 * [|C-SPAN's StudentCam] is an annual national video documentary competition that encourages students to think seriously about issues that affect our communities and our nation. Students are asked to create a short (5-8 minute) video documentary that addresses a social issue.
 * Digital Stories in Plain English
 * View a student generated video here and evaluate it with the rubric below:
 * [[file:Cinéma Veritéen Rubric.pdf]]

You can make your own rubric using [|RubiStar] or[| iRubric].

==**III. Using Video to Learn Academic Content--Web 2.0 style (40 minutes)**== In this segment you will work with a partner to create a content related short video using [|Animoto] Animoto automatically produces well-orchestrated, unique pieces from your photos, video clips and music. Go to [|Animoto]and register. (After the institute we recommend you sign up for [|Animoto for Education], however it takes two days to process your registration) Here is an example of a content clip from Animoto for Education: [|Funky Function Notation]
 * Step 1:**
 * Step 2:**

With a partner(s) create a 30 second video related to academic content that you teach. You can use Flickr Commons ([|www.flickr.com/commons]) to find photos with no copyright restrictions for your video. Some suggestions for content clips are: Feel free to create a video that you could use as part of your PBI. Reflect with your partner on how you can use this type of exercise for students to view and/or produce academic content.
 * Step 3:**
 * Book Trailer[[image:images-2.jpeg align="right"]]
 * Public Service Announcement
 * Literary Elements
 * Grammar Mini Lesson
 * Dramatize a poem
 * Favorite scene from a book, play, or movie
 * Story Remix
 * Math Puzzle
 * Historical Story
 * Applications of Mathematics
 * Chemical Balance
 * Step 4:**

==IV. Share Collaborative Inquiry Video and Debrief (10 minutes)==


 * What did you learn?
 * What were you surprised about?
 * Did you collaborate effectively?
 * What was the quality of your work? What skills do you need to practice?
 * How can you use this process with your students?
 * What are the potential intellectual gains for your students?
 * How can this approach support reading and writing achievement?

Share what you learned about synthesizing and evaluating with video on the [|New Literacies Collaborative Ning]

=**References:**= > >
 * Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. //Written Communication, 25//(2), 166–195. doi:10.1177/0741088307313177
 * Boss, S., & Krauss, J. (2007). //Reinventing project-based learning: Your field guide to real-world projects in the digital age//. Eugene, OR: International Society for Technology in Education.
 * Bruce, D. L. (2009). Writing with visual images: Examining the video composition processes of high school students. //Research in the Teaching of English, 43//(4), 426–450.
 * Buck Institute for Education. (2009). PBL starter kit: To-the-point advice, tools and tips for your first project. Retrieved from www.bie.org/tools/toolkit/starter
 * Jewitt, C. (2008). //Multimodality and literacy in school classrooms//. Review of Research in Education, 32(1), 241–267.doi:10.3102/0091732X07310586
 * Kajder, S., & Young, C. A. (2010). Digital video in English language arts education. In G. Bull & L. Bell (Eds.), Teaching with digital video. Washington, DC: International Society for Technology in Education (ISTE).
 * Lawrence, S.A., McNeal, K., & Yildiz, M.N. (2009). Summer program helps adolescents merge technology, popularculture, reading, and writing for academic purposes. //Journal of Adolescent & Adult Literacy, 52//(6), 483–494. doi:10.1598/JAAL.52.6.3
 * Leu, D.J., Coiro, J., Castek, J., Hartman, D., Henry, L.A., & Reinking, D. (2008). Research on instruction and assessment in the new literacies of online reading comprehension. In C.Collins-Block, S. Paris, & P. Afflerbach (Eds.), Comprehension instruction: research based best practices (pp. 321–346). New York: Guilford.
 * New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. //Harvard Educational Review, 66//(1),60–92.
 * Spires, H., Oliver, K. & Corn, J. (2011). The new learning ecology of 1:1 computing environments: Preparing teachers for shifting dynamics & relationships. //Journal of Digital Learning and Teacher Education//, 28 (2), 63-72.
 * Spires, H., Hervey, L., Morris, G., & Stelpflug, C. (2012). [|Energizing project-based inquiry: Middle school students read, write, and create videos]. //Journal of Adolescent & Adult Literacy,////55//(6), 483-493. doi: []
 * Young, C. A., & Kajder, S. (2009). Telling stories with digital video. //Learning and Leading With Technology,// 36(8), p. 38.