Final Project Proposal

1. What is the learning goal/domain?
2. Short description of the idea
3. How is it innovative?
4. How is it informed by theory?

Lucas Longo and Jasmine Park

Link to in-class presentation: https://docs.google.com/presentation/d/1MBjj19MWY57zJ6eHnFeHBexmtn4lvDtYRP59S5-hgtk/edit?usp=sharing

Video Editing Kit

Learning Goal:

The video editing kit enables elementary students to learn about the basics of video creation. Students are often prompted to create videos to present their work from a young age. However, it is common for teachers to skip the process of teaching kids what it means to actually edit videos and, more importantly, how to create montages. Though we acknowledge that the process of self-learning is valuable, we believe an educational kit will become a helpful fundamental stepping stone to using more complex video editing software.

Description:

The video editing kit is an educational tool that helps students understand the process of creating videos through physical and digital means. Users (students in elementary school) will physical manifestations (paper) of montage sequences that they have filmed to create a final product of a edited video. Rather than having the editing process happen on the screen and performed by a software, students are able to perform the act of cutting scenes, adding transitions and incorporating text overlays by hand. This is a low-cost educational tool that only requires a printer and an iOS application.

Innovative:

Currently, the video editing process is accessible only via software. However, we want to bring the intangible to physical manifestations. By performing the act of actually ‘cutting’ strips of video cuts and connecting them together through transitions and narrative arcs, students will have an understanding of what happens within the screen. We also believe the the transition from digital to physical (printing montages and editing physical strips of sequences), and later from physical to digital (app recognizing the sequence of montage and reproducing it on screen) is an innovative way of understanding the process of video editing. It is worth noting that students will be able to learn the history of film editing as well as such processes were originally performed via physical placements of film strips by technicians. It allows the students to open their eyes to the history of filmmaking through the process.

Theory:

• Selective Exposure (revealing the process of editing clips that is now hidden from users through the software)
• Project based learning
• Constructivist learning

Steps:

1. App prompts user to select videos and images from his library

2. User connects to printer
3. Printer outputs the film strips with a frame a second + markings on each frame that indicate what video it is and what time it is from

1. Video Id : Hour : Minute : Second

1. 02 : 00 : 01 : 20

2. Image Id (images will show by default for 2 seconds)
3. In a future iteration, this print out could include markers for transitions, image durations, and music to be added to the montage

4. User cuts up the filmstrips out of the paper
5. User cuts out the unwanted parts out
6. User joins the appropriate filmstrips into the intended sequence creating a montage
7. User takes pictures of the montage in chronological order
8. User tells app what are the montage pictures
9. App recognizes the marks and gets the appropriate media
10.  App reproduces the montage with the montage sequence

Interactive Graphs

Learning Goal:

The interactive graph kid enables students to understand how graphs are drawn as a result of the relationship between the x and y value.

Description:

Innovative:

The process of drawing graphs usually involves paper and pencil or, more recently, a graphing calculator. Students learn that due to a certain relationship between the x and y values, a particularly shaped graph is drawn. This innovative kid wants children to be able to draw graphs through dictating the x and y value on their own through a process of collaboration. Only when the x and y values relate to one another in a certain way, will an accurate graph be drawn. This tool enables not only the illustration of graphs and the visualization of the change in x and y values, but also collaboration between two students who work towards a single goal.

Theory:

• Embodied learning
• Constructivist learning
• Peer-to-peer teaching

Steps:

1. 1st student controls the x-axis slider
2. 2nd student controls the y-axis slider
3. App draws a graph on the screen starting with a simple x=y line

1. The formula is shown for as a clue to the students

4. Users then are prompted to reproduce that line after a countdown
5. The apps displays a glowing point on the x,y position of the sliders
6. As the students move the sliders, the glowing point leaves a trail of its path
7. Time is up after a few seconds
8. If the student’s graph is not accurate, the app prompts the students to discuss how they will correct the errors on the next round

1. If the graph is accurate, the app moves onto the next, more challenging graph