AUDIO & VIDEO PLANNING DOCUMENT 1 Audio and Video Planning Document Devon Kinne CIMT 543 Summer 2012 Dr. Ziaeehezarjeribi Indiana State University
AUDIO & VIDEO PLANNING DOCUMENT 2 Audio and Video Planning Document In order to keep the technologically-involved students of today engaged in the curriculumand learning, multiple modalities must be used. Students today are used to learning through thecomputer, through YouTube video clips, and other kinds of media. One of these modalities isthe use of video. Smaldino, Lowther, and Russell (2012) state that using videos in thecurriculum can “take the learner almost anywhere and extend students‟ interests beyond thewalls of the classroom” (p.234). By engaging students with not only the traditional text-basedcurriculum but also audio and video technology, student‟s learning can be expanded in four ofthe major learning domains: cognitive, affective, psychomotor, and interpersonal (Smaldino,Lowther, & Russell, 2012, p.235). It also provides the ability to meet the needs of many kinds ofdiverse learners, including those with hearing impairment, those who may need more time forprocessing of information, as well as with gifted students (Smaldino et al., 2012). One of the many ways to incorporate videos into instruction is through the use of thevideo to teach a specific process (Smaldino et al., 2012, p.242). I have chosen to create a videothat helps guides students through the process of creating a parabola using a piece of string andthen calculating, through interpolation, an equation that fits the parabola. This video will help toallow students to first see how parabolas can be created in nature; this topic is one that they willthen be exploring on their own after this video presentation. It will also help students toexperience more practice of the process of interpolation, by seeing a demonstration of a teacheractually solving the system of equations. For my production of the instructional video, I first followed many of the steps ofvideography as laid out by Smaldino et al. (2012). These steps include the preproductionplanning, recording, and editing of the work (Smaldino et al, 2012, p. 244). I first summarized
AUDIO & VIDEO PLANNING DOCUMENT 3who my learners where and the subject area of my video. I then created a detailed script, whichdepicted what shots I would record, what I would be saying in each shot, any music that wouldbe playing through transitions, as well as the graphics used. My final step was to create a visualstoryboard. A visual storyboard includes “a rough sketch of the scene, script, and any notes forthe camera operator, such as “zoom in for close-up of face””(Smaldino et al., 2012, p.244). Thisprovided a visual overview of the script. My video work was created using my Panasonic HDC-SD90 Full HD video camera. I used Camtasia Studio to edit my video, record audio, and capturescreen shots and computer work. Video Background InformationTitle of Video Determining the equation of a parabola Target The learners are students at East High School in Madison, Wisconsin. There are Learners 26 students in the class; 10 females and 16 males. Since this is an Algebra 2 course, the students are primarily either sophomores or juniors in high school. The students who are sophomores are on-track to take AP Calculus their senior year; the junior students are on-track to take Pre-Calculus their senior year. There are 8 sophomores and 18 juniors. Three students in the class have disabilities documented in an individualized education plan (IEP). None of these students receive extra support services in class; one student is permitted extra time on exams. Data regarding free/reduced lunch is not available for the specific class; however, 58% of the school in total is eligible for free/reduced lunch (Madison Metropolitan School District, 2012). There are 17 Caucasian students, 1 Middle Eastern student, three Black students, 2 Hispanic students,
AUDIO & VIDEO PLANNING DOCUMENT 4 and 3 Asian students. The students all enjoy using technology during the class time and tend to react enthusiastically when presented with assignments that require the use of technology, especially presentations.Subject Area Math: Interpolating and Graphing Quadratic Equations Learning Objectives Learning Students will substitute points on a graph into a function form to find the Objectives: equation of a graph correctly 80% of the time. Students will graph quadratic equations on their graphing calculator, choosing an appropriate window to view the graph, 80% of the time. ScriptVideo AudioTitle of Video and objectives, Background music, playing softlymusic, fade outClose-up shot of presenter Hello, students! You are now working on the “Process” part of your WebQuest assignment. You have reviewed how to interpolate three points on a parabola to come up with a quadratic equation.Graphic displaying text a) interpolate points given a graph and b)explore how changing the shape of a parabola changes the equationLong-shot showing presenter You are going to play around with a new manipulative, aand white board with grid and hanging rope, that creates a parabola. We‟re going tohanging chain determine the equation for the parabola, and determine how changing the shape creates a new equation.Recorded PowerPoint slide of The degree of the equation determines the number of pointsDegree of Equation needed. If I have an equation of degree "n", then I need at least "n+1" points to create an equation to approximate the points. Since we are given a parabola that we are trying to interpolate from to create a quadratic equation, we always need to pick three points.Transition to long shot of We can now pick three points to interpolate from.
AUDIO & VIDEO PLANNING DOCUMENT 5presenter and white boardRecorded PowerPoint slide Once we have three points picked, we have to create ourdisplaying insertion of points system of equations that we will solve.into quadratic equation formatLong Shot of presenter and This should be a review from our previous PowerPointwhite board. presentation entitled Quadratic Equations: Systems and Graphs that was part ofthe WebQuest. Let‟s graph our equation using our TI-83 graphing calculator to determine if the equation we found does indeed match our curve.Recorded computer screen As you can see, our equation is a good approximation of ourshowing the equation next to hanging chain. Now, let‟s do this again to see what happens toour hanging graph our “a”, “b”, and “c” when we change the shape of the graph.Close up of white board, If we change the ends of our chain, we end up creating threemoving ends of rope different points that we‟ll have to interpolate to create the equation.Recorded computer screen We can see when we graph this that we again created anshowing the equation next to equation that matched our hanging string. What did you noticeour hanging graph about the differences in „a‟, „b‟, and „c‟ between the two graphs?Long shot of presenter Now that we have begun to experiment with our hanging rope, I want you to continue this experimentation and create a hypothesisabout the relationship of the values „a‟, „b‟, and „c‟ and the shape of our curve.Graphic Displaying Text Answer the following questions. What happens if the ends of the chain move further out? Closer together? What if only one moves? What happens to „a‟, „b‟, and „c‟ when you do that.Recorded computer screen You can now visit the website, Interactive Parabola, and seeshowing website. how changing the values of a, b, and c in the quadratic equationchanges the shape of the parabola. You can change the a value, the b value, and the c valueto see how the equation and the parabola both change.Close up shot of presenter Congratulations! You have now completed this part of your Process of your WebQuest.Your next task is going to be to begin your project of finding parabolas all around you, and apply the same process and procedures that we did here.Credits, fade music in and out None
AUDIO & VIDEO PLANNING DOCUMENT 6 Storyboard Title Screen • Determining the Equation of a Parabola • objectives Hello, students! You are now working on the “Process” part of your WebQuest assignment. You have reviewed how to interpolate three points on a parabola to come up with a quadratic equation. You are now going to a) interpolate points given a graph and b)explore how changing the shape of a parabola changes the equation You are going to play around with a new manipulative, a hanging chain, that creates a parabola. You will determine the equation for the parabola,and explore how changing the shape changes the equation.
AUDIO & VIDEO PLANNING DOCUMENT 7 The degree of the equation determines how many points we must choose to interpolate. Since we are given a parabola that we are trying to interpolate from to create a quadratic equation, we always need to pick three points. We can now pick three points to try to interpolate from. Once we have three points picked, we have to create our sytem of equations that we will solve.
AUDIO & VIDEO PLANNING DOCUMENT 8 This should be a review from the previous PowerPoint that you did in your WebQuest. Let’s graph our equation using our TI-83 graphing calculator to determine if our equation matches our curve. As you can see, our equation is a good approximation of our hanging chain. Now, let’s do this again to see what happens to our “a”, “b”, and “c” when we change the shape of the graph. If we change the ends of our chain, we end up creating three different points that we’ll have to interpolate to create the equation. We can see when we graph this that we again created an equation that matched our hanging chain. What did you notice about the differences in ‘a’, ‘b’, and ‘c’ between the two graphs?
AUDIO & VIDEO PLANNING DOCUMENT 9 Now that we have begun experimenting with the hanging chain, I want you to continue this experimentation to create a hypothesis about the relationship of the values ‘a’, ‘b’, and ‘c’ and the shape of the graph. Answer the following questions. What happens if the ends of the chain move further out? Closer together? What if only one moves? What happens to ‘a’, ‘b’, and ‘c’ when you do that. Visit the Interactive Parabola website, found linked off of the web quest, and explore how changing the values of a, b, and c impact the shape and direction of the parabola. Compare their findings with their hypothesis, and see how you fared! You have now completed this part of your Process of your WebQuest. Congratulations! Your next task will be to begin your project of finding parabolas around you in the world, and applying the same process that we did here. Credits
AUDIO & VIDEO PLANNING DOCUMENT 10 ReferencesKinne, D. (2012). Quadratic equations: Systems and graphs. Retrieved June 3, 2012, from https://www.dropbox.com/s/kiaumcum165xvwg/DevonKinneCIMT543Summer2012VIs ualPrinciples.pptxKinne, D. (2012). Parabolas around us webquest. Retrieved June 3, 2012, from http://parabolasaroundus.weebly.com/Madison Metropolitan School District.(2012). Official third Friday September enrollment by low income.Retrieved May 19, 2012, from https://infosvcweb.madison.k12.wi.us/node/989Math Wearhouse. (2012). Interactive parabolas. Retrieved June 3, 2012, from http://www.mathwarehouse.com/quadratic/parabola/interactive-parabola.phpSmaldino, S.E., Lowther, D.L., & Russell, J.D. (2012).Instructional technology and media for learning(10thed.). Boston, MA: Pearson Education, Inc.