Documentation:Annotated Presentations/DIY Media/Plan

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CHECKLIST:
Search for existing content on your topic. (Do you need to create or can you curate?)
Identify potential impact (Why am I doing this? Who will benefit? What will it change?)
Define objectives (What will people learn?)
Develop an assessment plan (How will I know if I achieved my goals?)
Gather equipment (see the What Do I Need? section)
Create a test file to practice using the software
Export test file formats and import in editing software to ensure you can work with the files
Determine timeline


Curate or Create? Does a similar resource to what you're envisioning already exist? You can check Creative Commons licensed sources and resources in the Public Domain to start with. If there are images, slide sets, or other works you want to use, which are appropriately licensed, ask yourself if you can build some context around them specific to your goals. Do you need to create something new, or can you curate content by building activities or context around resources that already exist? Here's an example of curated content, which took the form of adding discussion question, a self-assessment segment, and more, to a YouTube video describing MOOCs.

Objectives. Identifying broad goals can help you define what your students should learn and understand, while the objectives provide specific and measurable outcomes (Gagne, Wager, Golas & Keller, 2005 in Frey and Sutton, 2010).

  • What do you want your audience to learn while watching your presentation?
  • Which approach is best-suited to support that learning: going through solutions to problems? Reviewing previous slide sets? Something else entirely?
    • What features does your project need to have to accomplish your goals? Do you need animations and quizzes, or can you get away with slides and voice-over?

Impact. Consider the potential impact your project will have on the learning environment. How will learners use the video/slides? Will you need to create guiding questions, things to watch for, and follow up activities, so learners can use what they've learned? You might want to think about what activities the presentation can replace (tutorial, lecture) and how you can use that time for other activities to support the learning from the presentation. Additionally, knowing the needs of your learners helps you target the content and approach to them, making it more likely that you'll be producing a useful learning resource.

Assessment. Consider the measures you'll be using to check that your presentation had the desired impact on learning: did test scores or performance in collaborative activities improve? A good instructional design principle is to check for alignment between learning objectives, assessment, and the activities associated with the presentation.

Test. Once you have gathered your equipment and software, experiment with it. Test everything: create a five-second presentation and audio track, and export them to your editing software to familiarize yourself with the process and reveal any issues with file format or audio quality you'll want to fix before production. Make sure your chosen tools can do what you need them to.

Timeline. Check with colleagues who have made annotated presentations to get a sense of how long your project should take. If this is your first time producing an annotated presentation, allow a lot more time than you think you need.

Planning Resources


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TIPS:
  • Consider the aim of the presentation and limit yourself to what's possible in a 3-5 minute time frame.
  • Consider what your viewers will need in order to learn from what you are presenting.
  • Plan out the timeframe for scripting, recording, and editing. Allow a an additional 20% to account for unexpected delays or issues. Assuming you're familiar with the software and tools, a good rule of thumb is to allow 3-4 minutes of pre- and post-production work for every minute of footage. (From Penn State's Instructor's Guide to Media Activities.)
  • Test out your equipment beforehand to ensure that recording goes smoothly. You might catch computer, audio, or file format issues which you can solve before recording, as well as ensuring that you have all the required equipment, and that it all works properly.
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