LTD 200X

TOM PIOTROWSKI

Instructional Design Document for Introduction to Adobe Premiere

Adobe Premiere is a professional grade video editing application. It is an industry standard, and Adobe provides recognized certification for the program. To the beginner, it can be quite daunting to begin a project, much less envision a final project.

This mini course is the first in a series of interactive lessons where students will acquire knowledge and skills to navigate the application. This particular course is designed to help a user grasp the workflow of Premiere, and to manipulate digital tools and practices to start a video editing project.

The course will be interactive, in that students will navigate short intro videos on steps, on-line knowledge checks, associated resources, and the application itself. Current plans include development of an interactive course using Adobe Captivate. Students will be able to access the course independently and asynchronously.

The target audience for this lesson is high school students in an introductory Media Production class. 

Students in our program often go on to pursue further education in media areas, or join the workforce immediately in a media production setting. Over the years, I’ve surveyed and used numerous teaching materials for the program. I’ve discovered many useful tools and texts, but few match the complete learning needs of a high school student. This project seeks to change that.

There are knowledge and skills gaps students regularly display. These gaps emerge from a combination of factors that include:

• Varied backgrounds and experiences with media
• Lack of knowledge for computing fundamentals
• Experience with “one button does all” apps, but not not creative apps.
• Absence of experience with “creative syntax” or taking an idea from paper to finished product.

The terminal learning goal for this specific module in the training course is:

By the end of the course-unit, students will be able to successfully begin a unique Adobe Premiere video editing project. 

Students will be able to:

1. Recognize import settings for the Adobe Premiere Pro interface.
2. Create a folder hierarchy for audio and video assets.
3. Identify the import functions of Adobe Premiere
4. Import media assets (video, image, and audio files).

Micro-Learning - Adobe Premiere is a very complex program and is best learned in small, bite-sized lessons.

Interactivity - Students will work in groups and also independently to discover and manipulate various steps in beginning an Adobe Premiere project.

Spaced Repetition - The terminal goal for the course will be reinforced constantly, as this is the first step in each and every project the learner will endeavor for Adobe Premiere.

Activating Strategies - Students will make connections with the lesson by attempting a project from a prompt to acquire personal resources for the project.

Direct and Indirect Instruction - Mini lectures will be accessible and reviewable by students for each step of the lesson.

Experiential Learning - Students will learn by doing as they attempt to complete the list of steps in the lesson.

1. Digital Quiz Knowledge Check
2. Completed project plan

• Create named folder on local drive
• Open up Adobe Premiere and follow prompts to begin, name and store a new project.
• Import provided audio and video assets into named folder on local drive
• Import audio a video assets into the new Adobe Premiere project
• Drag an asset into the Preview Window.

Student Resources:

• School computer designated for video editing.
• Adobe Premiere video editing program
• Selected audio and video assets
• SD video cards for each student
• Google Classroom and Google Drive
• Adobe Captivate instructive video (in progress)

Teacher Resources:

• Adobe Education Exchange
• Adobe Captivate
• Bloom's Taxonomy Chart

Class Activities and Instruction:

1. Anticipatory Set:

• Teacher will display a short example video to students and ask them to list independent audio and video resources they encounter in the video on a prepared Google Form.  
• Class will discuss findings and the teacher will ask as to how and where students think the resources come from.
• Teacher will display a new screen with the Adobe Premiere home screen. The teacher will show the class a series of folders with all the audio and video resources neatly stored in a folder structure. The essential question will be posed - How do we get all these resources into a new Adobe Premiere Project?

2. Class Activities:

Part A

• Teacher will display a short rubic listing desired outcomes and criteria for the unit.
•  Students will be instructed to locate a specific storage drive on their computers.
• Students will create a new folder on the drive with the project name.
• Teacher will suggest the students also create sub folders for audio, video, images and graphics.
• Students will locate a folder provided by the teacher with multiple audio, video, image and graphics.
• Students will import the files into their new named folder on the drive.

Part B

• Teacher will identify the “input” file command, as well as the input keyboard shortcut.
• Teacher will identify the storage  project bin in Adobe Premiere and suggest students create individual folders for audio, video, images and graphics within the project bin.
• Students will begin to import media files from the storage drive, into the Adobe Premiere storage bin.

3. Closure:

• Teacher will roam the room and check for understanding.
• Teacher will point the class to a link that contains an interactive file with the unit’s instructions - as a review.
• Students will complete a self evaluation based on the rubric introduced in the beginning of the unit.
• Teacher will assign a short digital quiz.

The ADDIE Model is one I’ve tried to master for the design of the interactive project that will hopefully accompany this lesson, but I’ve grown fond of Understanding By Design over the years. UBD was the framework used for developing the classroom lesson. To that end, I identified desired results, acceptable evidence and then planned the lesson.

Constructivism and Connectivism are two theories I have first and foremost  when working with today’s young people. In this unit, students are building on prior knowledge and experience they’ve acquired in the classroom and with personal experience. I’m also trying to fill in the gaps of knowledge and experience with digital tools and experience, as it is not a homogeneous setting where all students come to the class with similar experiences.

NJ Visual & Performing Arts Standards:

• 1.2.12 Cr1b - Organize and design artistic ideas for media arts  productions.
• 1.2.12 Cr2b - Knowledge of systems, prototypes and production process

Standards for the 21st Century Learner:

• AASL 4.1.8 - Use creative and artistic formats to express personal learning