MULTI-MEDIA AUTHORING TEMPLATE

Name: Jake Robinson

PART A:
Students can create an original movie using Windows MoiveMaker or Apple’s iMovie. Moreover, they can utilize Audacity for
an audio recording needs. These are free tools the students can use; they are free to use any software they know and understand
that they own that is more advanced. As long as they follow appropriate copyright rules and adhere to creative commons, they
can post it to YouTube once they finish their project so they can educate people about World War I.
Grade Level: 10
Content Area: World History
Technology Used (check all that apply): Movie Audio Podcast Vodcast Other: (list)

Content Area/Grade/Standards/Topics Addressed: SSWH17 Demonstrate an understanding of long-term causes of

World War I and its global impact.b. Describe conditions on the war front for soldiers, include: new technology and war tactics.

Brief Description of Learning Experience: As you address the standards, what will students and teachers do? How will
the project be introduced? How long will it take to complete? What audience will use/care about the multimedia projects
students are creating? How broad is this audience? How will student work be assessed and by whom? Who will provide
feedback to students about their work? (Overview should be a minimum of 2 paragraphs)

The students will watch the video to learn a brief overview of World War I and to see an example of a video project. They
are tasked with creating a video project that is similar in length (3 – 5 minutes) and describes the history, the impact, an
the relation to World War I. Their topics are: Imperialism, militarism, and nationalism OR machine guns, artillery, planes,
and poisonous gas. They will select one out of those seven topics. However, they can request a topic if they have
something in particular they are interested in about World War I. The audience is for anybody who knows next to nothing
about their topic. The students may work with a partner for this assignment.
The videos will be graded by their assessor. The videos will be shown in class on the due-date and the students will also
assess whether the video was well-made and clear. The students will receive their peers’ feedback to see how they could
have improved in the eyes of their peers, and they will receive feedback from the teacher for “official” feedback.
Student Engagement/Higher-Order Thinking: What LoTi level would this lesson be and Why?
LoTI 4 since the students create a product and assume a professional role; they are to collaborate as a group with their
peers and to work on it. The videos will be shown to the class. However, they do not collaborate with peers outside the
classroom. They are free to share their videos on an online platform as long as they adhere to proper copyright rules and
creative commons licenses. The students will be using pictures and videos, so they have to make they are not infringing
upon any entity’s copyright protections. The students are able to choose their topic for this video as it pertains to World
War I if the suggestions do make their interest, allowing for a meaningful outcome.

Importance of technology: Why is using a multimedia authoring tools critical to the project? Could the project be
completed without this technology? What would be lost without using it? What other types of technology, if any, are
going to be used in the learning experience?
This project allows student compile a lot of different types of media together: videos, audio, and pictures. This project could
technically be done without technology. Students could write a speech and have pictures and videos as a tool. However, the
creation of a video allows for a stream-lined process where the students create something they can be proud of. They will create a
narrative. The students will utilize laptops or desktops for the actual editing and compiling of the video. The students will need a
microphone to record any audio of themselves.
Inspiration (optional): If you used existing multimedia projects as a model for your project (whether in part or whole),
include the URL(s) so we can visit. Explain what concepts you “borrowed” from others.

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Internet Safety and Student Privacy: Briefly discuss some possible issues surrounding internet safety and student
privacy that could arise while implementing this learning experience and explain how you’d minimize risks to
students/yourself, alleviate any fears by parents/administrators, and follow school districts’ Internet Safety/Use Policy.
The students will have their name on the project. The students will not be posting the video officially anywhere for a grade.
However, that does not stop them from posting it on their own personal part of the internet. I would inform the students to be
careful where to put this, especially if they use copyrighted material. They should not upload them to any public places like
YouTube if they use copyrighted material that does not fall under fair use or creative commons. Moreover, they will need to
appropriately cite everything and make sure they have the appropriate permissions under creative commons. I would tell the
students that once they share it, it is no longer under their control as to who can see it.
Other comments about your proposed student multimedia authoring activity: