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Computer Technology 09 Video Blogging
 

Computer Technology 09 Video Blogging

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    Computer Technology 09 Video Blogging Computer Technology 09 Video Blogging Document Transcript

    • Video blogging (vlogging) Your next topic is Video Blogging. You are required to engage with the Design Cycle in order to complete this assignment. Your Vlog should be completed to a near professional standard as you have nearly 2 months to complete it. Your vlog is to be an instructional video (such as how-to, do-it –yourself, cooking show etc.) or a vlog related to another school subject (French, history, etc.). If you choose to video blog in French or Italian you must translate it into English (either through subtitles or a corresponding video blog). You must get the approval of Mr. Read before you begin. Your video blog must be comprised entirely of primary source information (that means that you must create all of the video and not use any one else’s footage. It also means that you cannot use any music or sound that is copyright controlled by somebody else.) IMPORTANT NOTE: You will need to bring in headphones (and USB pen drive) to every class. You will need to use the following hardware to create your video blog: A video camera that can upload digital video to a computer or digital still camera with the capability of capturing video or a smartphone with video capture (at least 3 megapixels) or the webcam on your computer You will need to use the following software to create your video blog: Windows MovieMaker or iMovie
    • In order to complete this assignment, you will engage in all 4 stages of the Design Cycle. INVESTIGATE 1. You need to find at least 3 Video Blogs that you think are professional looking and write a content analysis. 2. After you have found 3 ‘professional looking’ Video Blogs, you need to analyze them. You should analyze their content, functionality, layout and design. You should analyze these Video Blogs on your own website. Your Content Analysis should be 500-words. 3. By analyzing these Video Blogs, you should get an idea of how and why these Video Blogs are appealing. After you have investigated 3 Video Blogs, you can then move on to the next stage of the Design Cycle! For information on how to write a Content Analysis see the Content Analysis Read-tips handout. PLAN 1. In planning your Video Blog, you need to plan the following 4 things: a. Synopsis (100 words on what you video blog will be). b. Storyboards (1 hand drawn storyboard for each shot). c. Script (you can change this when you record, but a general script of what you want to say is good to have). d. Resource Sheet i. Sound: that you will use (e.g. music, voice, sound effects, etc.). ii. Timeline (dates of when you will shoot) iii. Equipment needs (list of equipment you need) iv. Costumes / Prop list (if any) v. Actors/crew needed
    • CREATE 1. Now that you have finished the Investigate and Planning stages, you are ready to begin Creating your Video Blog. The Video Blog will be considered a ‘pilot’ as you are only expected to create one as a prototype. 2. The first stage is to plan and gather all of your resources and plan the production shoot. 3. The second stage is to shoot your Video Blog. 4. The next stage is to edit your Video Blog footage. 5. Lastly, you are to upload your Video Blog onto a video sharing site (be sure to set the video to private unless you have your parent’s permission to set to public). EVALUATION 1. The last stage of your project is to get feedback on your Video Blog and evaluate your Video Blog. You should evaluate the strengths and weaknesses of your Video Blog. Stage Due Date Investigate Fri. 12 February (by the end of lesson) Planning Wed. 19 February (by the end of lesson) Create Fri. 12 March (Production (by the end of lesson) shooting) Create Fri. 19 March (Post-Production (by the end of lesson) editing) Evaluation Tues. 26 March (by the start of lesson) You will be graded according to the MYP Computer Technology Assessment Criteria.
    • Assessment Technology assessment criteria Please note that the assessment criteria in this guide are for first use in final assessment from 2007. All final assessment in the final year of the MYP must be based on the following criteria even if schools are not registering students for IB-validated grades and certification. Criterion A Investigate Maximum 6 Criterion B Design Maximum 6 Criterion C Plan Maximum 6 Criterion D Create Maximum 6 Criterion E Evaluate Maximum 6 Criterion F Attitudes in technology Maximum 6 For each assessment criterion, a number of band descriptors are defined. These describe a range of achievement levels with the lowest represented as 0. The criteria are equally weighted. The descriptors concentrate on positive achievement, although failure to achieve may be included in the description for the lower levels. Detailed descriptions of the assessment criteria and band descriptors follow. Technology guide 27
    • Technology assessment criteria Criterion A: Investigate Maximum: 6 Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately. Achievement level Level descriptor The student does not reach a standard described by any of the descriptors 0 given below. The student states the problem. The student investigates the problem, 1–2 collecting information from sources. The student lists some specifications. The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some 3–4 acknowledged sources. The student describes a test to evaluate the product/solution against the design specification. The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad 5–6 range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification. Notes Design brief: The student’s response to the challenge, showing how they intend to solve the problem they have been presented with. This will guide their investigation as they work to develop a more detailed design specification. Design specification: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification. 28 Technology guide
    • Technology assessment criteria Criterion B: Design Maximum: 6 Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification. Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification. Achievement level Level descriptor The student does not reach a standard described by any of the descriptors 0 given below. The student generates one design, and makes some attempt to justify 1–2 this against the design specification. The student generates a few designs, justifying the choice of one design 3–4 and fully evaluating this against the design specification. The student generates a range of feasible designs, each evaluated 5–6 against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification. Technology guide 29
    • Technology assessment criteria Criterion C: Plan Maximum: 6 Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time. Students are expected to evaluate the plan and justify any modifications to the design. Achievement level Level descriptor The student does not reach a standard described by any of the descriptors 0 given below. The student produces a plan that contains some details of the steps and/or 1–2 the resources required. The student produces a plan that contains a number of logical steps that 3–4 include resources and time. The student makes some attempt to evaluate the plan. The student produces a plan that contains a number of detailed, logical 5–6 steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design. 30 Technology guide
    • Technology assessment criteria Criterion D: Create Maximum: 6 Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution. Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion. Achievement level Level descriptor The student does not reach a standard described by any of the descriptors 0 given below. The student considers the plan and creates at least part of a product/ 1–2 solution. The student uses appropriate techniques and equipment. The student 3–4 follows the plan and mentions any modifications made, resulting in a product/solution of good quality. The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, 5–6 resulting in a product/solution of appropriate quality using the resources available. Notes Appropriate quality: This is the best product/solution that the student can produce, taking into account the resources available, the skills and techniques they have used, their educational development, how the product/solution addresses the identified need, and aspects of safety and ergonomics. Technology guide 31
    • Technology assessment criteria Criterion E: Evaluate Maximum: 6 Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations. Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved. Achievement level Level descriptor The student does not reach a standard described by any of the descriptors 0 given below. The student evaluates the product/solution or his or her own performance. 1–2 The student makes some attempt to test the product/solution. The student evaluates the product/solution and his or her own performance and suggests ways in which these could be improved. 3–4 The student tests the product/solution to evaluate it against the design specification. The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at 5–6 each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment. Notes Product testing: A stage in the design process where versions of products (for example, prototypes) are tested against the need, applied to the context and presented to the end-user or target audience. 32 Technology guide
    • Technology assessment criteria Criterion F: Attitudes in technology Maximum: 6 This criterion refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects: personal engagement (motivation, independence, general positive attitude) attitudes towards safety, cooperation and respect for others. By their very nature these qualities are difficult to quantify and assess, and assessment should therefore take into account the context in which the unit of work was undertaken. Achievement level Level descriptor The student does not reach a standard described by any of the descriptors 0 given below. The student occasionally displays a satisfactory standard in one of the 1–2 aspects listed above. The student frequently displays a satisfactory standard in both of the 3–4 aspects listed above. The student consistently displays a satisfactory standard in both of the 5–6 aspects listed above. Technology guide 33