Week+3++-++Final+Analysis+Document

**__Project Description__**
Windows Movie Maker is a [|video creating/editing software] application, included in [|Microsoft Windows] Me, XP, and Vista. It contains features such as effects, transitions, titles/credits, audio track, timeline narration, and Auto Movie. New effects and transitions can be made and existing ones can be modified. It can apply basic effects to audio tracks such as fade in or fade out. The audio tracks can then be exported in the form of a sound file instead of a video file. This Media technology provide the user with the ability to capture, edit, and re-encode media content into the Windows Media video format allowing a tightly compressed format which requires a minimal amount of storage space on your computer's hard disk, when compared to other media formats. This project will focus mainly on:-
 * Opening Windows Movie Maker
 * Saving the movie
 * Creating a title for the movie
 * Importing clips
 * Trimming the clip
 * Adding another clip to the movie
 * Adding transitions between clips
 * Adding music
 * Trimming the music clip
 * Publishing the movie

**__Instructional Context__**
The project will create a basic instructional module of 30 to 60 minutes using the ADDIE process. Instruction will be designed to train 14 - 18 years old high school students, on how to use Windows Movie Maker ‍, to create and edit movies. A step by step guide will be provided to take student through the entire process.

**__‍ Historical background as to how the need for this instructional solution arose __**
Students of the EIDT-6100-4 Instructional Design Class were placed into groups and challenged with identifying and creating a project using the ADDIE model. The topic must be narrow enough to work within a 45-60 minute training timeframe. In addition, a PowerPoint training seminar was not recommended. Walden has seen too many of them coming through. The idea is to think of something unique, but workable. However, PowerPoint may be used as a tool. Also, taking into account that this project will be expanded in the next course 6110 where it will revised. It is necessary to create the actual training materials, and implement it using actual human subjects. Therefore, the project must be manageable. ‍

**__Needs Analysis__**
We are creating a basic tutorial, to teach students how to create and edit a movie, using Windows Movie Maker. The Instruction will be clear and precise allowing easy access, and an easy step by step guide. The purpose of this instruction is to equip the user with the necessary knowledge and skills of how to use this video creating/editing software. This instructional intervention is the best solution, since it provides the learners with clear objectives and outcomes.

**__Learner Analysis__**
We have been asked to train a set of high school students, in their English classes, on how to create a multimedia presentation using Windows Movie Maker. In their English classes are student’s from14-18 years of age and are categorized as freshman to Senior English. Students have been asked to read a traditional tale (fairy tales, myths, legends or fables). Then in groups, of four, they will write a script for a movie, documentary or newscast. The movie needs to be between ten to twenty minutes in length. They have been asked to collaborate outside class and bring in their finished product within three weeks of beginning the project. They will then record their movie and bring it to class to edit and create using Windows Movie Maker. A quick survey revealed to the teacher that the majority of students had never created or edited a movie and did not know how to use Movie Maker (MM). The class is then split into two different groups those who have edited in Movie Maker and those who have never edited in Movie Maker. This is a class of about 35 pupils. The forum for this project comprises many levels of learners. We have some strong and weak readers, some with strong interpersonal skills and intrapersonal skills and soon. All have passed their state test at this point because they could not go further without having passed the test. Culturally, the class is diverse we have Hispanic, Black, White and Asian learners. The class is about 80% white, 10% Hispanic,5% Black and 5% Asian. The course is filled with students of many different backgrounds, such as single parent homes, divorced parents, and foster care and Special Education learners. The lesson will encompass three different learning styles, as written. We have addressed the: **__Bodily Kinesthetic Learner__**-Bodily-kinesthetic learners are people who are very in touch with their bodies. They are good with their hands, and they enjoy using movement, making things, and touching objects. They can be found in range of professions, from dancers to surgeons. These are the type of people who tend to communicate as much with their body language as they do through spoken words. If you are a bodily-kinesthetic learner you will learn well through physical activity, role playing, acting out various scenarios, and all types of hands-on learning. You should incorporate physical objects and tools into your learning strategy. One of the strategies for accomplishing this goal is doing the actual movie, documentary or newscast involves movement. Then we have role playing in the movie is another. Finally, writing the script for the movie, documentary or newscast is yet another way of reaching the bodily-kinesthetic learner. **__Visual/Spatial Learners__****-** Visual learners process new information best when it is visually illustrated or demonstrated. Students have the ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies. These are some characteristics of how visual learner will learn throughout the project. They will see the demonstration on video they will use the chalkboard or worksheet for storyboard, they will take notes and make lists to read later and they will create diagrams or visual directions from their storyboard. Students will write out everything for visual review. Pupils will practice visualizing (mental imagery) of their production. **__Verbal/Linguistic Leaner’s-__**Auditory learners have the ability to use words and language. These learners have highly developed auditory skills and are generally elegant speakers. They think in words rather than pictures. Their skills we will use include Their skills include listening to other and writing down ideas, speaking, writing the storyline or newscast, putting the story telling into words, explaining and teaching their group members the storyline or plot, using humor to ease tensions in the group or enhance the group’s experience, understanding the syntax and meaning of words, remembering information that was discussed, convincing someone of their point of view, analyzing language usage for the movie. **__ Musical/Rhythmic Intelligence __**** - ** The Musical/Rhythmic learners have the ability to produce and appreciate music. These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps). Their skills include singing, whistling, playing musical instruments, recognizing tonal patterns, or composing music for the movie, documentary or newscast, remembering melodies, understanding the structure and rhythm of music for the video. **__ Interpersonal Learner- __** Have the ability to relate and understand others. These learners try to see things from other people’s point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organizers, although they sometimes resort to manipulation. Generally, they try to maintain peace in group settings and encourage co-operation. They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others. Their skills include seeing things from other perspectives (dual-perspective),listening to others ideas and putting them into coherent designs, using empathy and keeping the group on task, understanding other people's moods and feelings, counseling, co-operating with groups, noticing people's moods, motivations and intentions, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with other people. As of right now our learning gap is that we have some students who have never edited and some that have edited before using movie maker. When we complete the unit we should have students completing the task being 80% proficient with editing in MM and the use of MM. We should have SPED students who are at least 70% proficient in the use of MM. We have given a layout of simple easy to follow directions that will walk them through the use of Movie Maker.
 * __Logical/Mathematical Learner-__**The Logical/Mathematical learners have the ability to use reason, logic and numbers. These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learners ask lots of questions and like to do experiments. Their skills include problem solving, classifying and categorizing the information for the video, putting together the final product and finding the relationship of each scene for the video, doing controlled run through for the movie, documentary or newscast for timing and musical fit, performing complex mathematical calculations of timing during the movie, working with the quality or picture during the movie.

**__Contextual Analysis__**
Because, "The context influences every aspect of the learning experience" (Morrison, Ross, Kalman, & Kemp, 2011, p. 65), a contextual analysis was conducted. The tools used to conduct a contextual analysis were a survey, observation of the environment, and a brief interview with some of the teachers involved in the project. We collected data was then analyzed and provided the results that follow.

**__Orienting Context__**
The goals that the learners have for completing this project are to, create an acceptable project that will earn them a good grade, learn how to use Windows Live Movie Maker to create additional movies on their own (such as home family movies), and to develop a skill that they will use later in college coursework. Because there is a connection between using the technology at school and at home, learners see the usefulness of the instruction. Additionally, the college-bound students are motivated to learn a skill that will be of use to them as they seek to further their education. Also, the learners know that they are responsible for creating a movie on their own after the course so they are aware that they will be held accountable for learning the necessary material.

**__Instructional Context__**
Observation has shown that the computer lab in which the course will take place contains enough computers for each learner to work individually (35 computers). There is also a mounted LCD projector and an interactive whiteboard set up with a computer located near the front of the room for the instructor to deliver the course. The facilities secretary has been contacted and arrangements have been made to ensure the temperature of the room is maintained between 68° and 72°F. The course has been scheduled to take place during the learners’ regularly scheduled English class and will relate to topics discussed in that class. A course length of 45 to 60 minutes will be used so that the learner can receive all the necessary instruction in one session.

**__Transfer Context__**
The learners are all in an English class where they will be required to create a movie on their own after the initial training session. The computer lab will be open to provide additional technical support, if needed. Additionally, the English teachers have agreed to allow the learners the option to use the moviemaker project when completing up to two additional classroom assignments (e.g., book reports).

**__Additional Considerations__**
Since some of the learner's have some experience with editing while others have none, the class will be split into two groups. This will facilitate the asking of questions on the part of the inexperienced users, as they will feel less intimidated and less pressure to perform when they are not in the presence of those who have some editing experience. The students and teachers all seemed excited to learn how to use the technology. Their enthusiasm will be an additional motivating factor as they proceed through the project. ===__‍Goals for the unit __ === The big picture:
 * ======Create a movie that is at least 5 minutes long using Windows Movie maker======
 * The movie, documentary or newscast will include:
 * A title for the the movie, newscast or documentary
 * Clips (either shot with a camera or stock/royalty free clips)
 * Music

Unit goals
The learner will:
 * Perform the steps for importing clips into movie maker
 * Identify and insert the appropriate transitions between clips
 * Complete the steps to importing music into movie making
 * Edit visual clips to include only finished parts after trimming each clip
 * Save and publish movie for others to view ‍

__**Topic analysis for creating a movie in Movie Maker**__

 * Saving files__﻿__
 * Initially -done so that the learner can find the files later on.
 * Continuously- throughout the creating and editing process so that work is not lost
 * File name - is saved using the learners name so that the file can be identified easily.
 * Format – during the editing process saved as Windows Movie Maker file. When the movie is published it will be saved as a Windows Media/Audio file
 * Titles
 * Placement -usually the first thing that is seen
 * Background -needs to be an appropriate color or images for the type of movie
 * Font -should something that can be seen by the audience
 * Duration - should be on for a few seconds so that the audience can read it but not that long that people start to get restless
 * Effects- should be appropriate for the movie
 * Visual clips
 * Type – can be shot using a camera or can be taken from existing movies
 * Format – needs to be a wmv file for WMM to accept and edit
 * Editing – needs to be trimmed so that only the appropriate part is inserted.
 * Transitions – take place between clips so that they blend together and move smoothly from one clip to another
 * Audio clips
 * Format – needs to be an mp3 file to be recognized by WMM and for it to be edited.
 * Placement – usually runs in the background or over certain clips
 * Volume – should be adjusted so that it does not overpower any talking in the visual clip

__**Initial procedural analysis**__
Creating and editing a movie in movie maker
 * Opening Windows Movie Maker
 * Click start
 * Click on all programs
 * Scroll down the list and click on Windows Live Movie Maker
 * Saving the movie
 * Click on the Movie Maker tab just before the Home tab.
 * Click on save project as
 * Click on my documents
 * Find your folder
 * Save it as your first initial, last name and movie e.g. Munira Bangee would save as MBangeemovie
 * Remember to periodically click save so that your work isn’t lost.
 * Creating a title for the movie
 * Click on the titles button. Two tabs will appear at the top: text tool and video tool.
 * Click on the video tools tab.
 * Click on the background icon and change background color to red.
 * Click on the duration scroll down menu and change it to 6.00 seconds
 * Click on the text tool tab
 * On the tool bar click on font and select the papyrus font
 * Change the font size to 42. As the choices are made changes will appear on the black screen
 * Click on the text box inside the black screen and type the title of the movie.
 * Click on the effects group and select the ‘cinematic burst 1’ effect.
 * Importing clips
 * Click on the home tab
 * On the ‘Add’ group click on add videos and pictures. This will open the video library.
 * Click on the ‘Wild life’ clip. The clip will appear on the storyboard area.
 * Click on the clip in the storyboard area and the video tab will appear at the top.
 * Trimming the clip
 * Click on the video tab
 * Click on the editing group
 * Click on the trim tool. The start time and end time work in conjunction with the time line under the screen.
 * On the time line set the two rectangle blocks to where you would like to trim the clip. The clip you want to keep will appear between the two blocks.
 * Use the start and end time to trim the clips at precise points. You must maintain a 10 second clip for the tutorial.
 * Adding another clip to the movie
 * Repeat above steps for importing clips. There should now be two clips, 10 seconds each, on the storyboard.
 * Adding transitions between clips
 * Click on the animations tab
 * Click on the clip that will appear AFTER the transition
 * In the transitions group select the transition you want and click on it. The clip after the transition will have a grey triangle in the left corner to indicate that there is a transition effect between this clip and the one before.
 * In the ‘duration’ scroll down menu change the duration of the transition to 2.00 seconds
 * Adding music
 * Click on the Home tab
 * On the ‘Add’ group click on add music. This will bring up two options: Add music and add music at the current point.
 * Click on add music
 * Select ‘Sleep away’. On the storyboard the music has appeared above the title and two clips. A music tab will also have appeared at the top.
 * Trimming the music clip
 * Click on the music tab
 * Select the start time and adjust using the scroll down menu. The changes can be seen on the storyboard. Adjust the time so that the music starts after the title and at the beginning of the first clip.
 * Adjust the end time so that the music ends by the end of the second clip.
 * Publishing the movie
 * On the ‘share’ group click save movie
 * On the drop down menu click on ‘For computer’
 * Wait till Movie Maker confirms your movie has been saved.
 * When Movie Maker gives the option click ‘open movie’ and view your movie.

**__‍__****__Procedural Analysis__**
The following is a procedural analysis for creating and editing a movie using Windows Live Movie Maker software. **__‍__**
 * Open Windows Live Movie Maker
 * Locate the icon for Windows Live Movie Maker on the desktop
 * Double-click on it
 * **OR** Click on Start
 * Click on ALL Programs
 * Scroll through the list to find Windows Live Movie Maker
 * Double-click on Windows Live Movie Maker
 * The learner needs to know where the icon for Windows Live Movie Maker is located on the desktop or how to navigate through the Start button to locate the program
 * Visual Cue – If the program opens, the step is done
 * Visual Cue – If the program does not open, the learner should try double-clicking it agai
 * Saving the movie
 * Click on the Movie Maker button just to the left of the Home tab
 * Select “Save Project As” from the list
 * Browse for and select My Documents folder
 * Browse for and select your folder
 * Give the file a name in the name bar. Use the format First Initial followed by your Last Name followed by movie (e.g., Munira Bangee would save as MBangeemovie)
 * Click on the Save button located on the bottom right side next to the Cancel button.
 * Periodically, after doing some work or making changes, click on the Save button located on the top left of the screen.
 * Visual Cue – the save button looks like a floppy disk
 * The learner needs to know how to browse through the mini-explorer to find their folder
 * Visual Cue – If the mini-explorer window closes after clicking Save, the file is saved
 * Visual Cue – After naming and saving the file, the name will appear in the title bar of the program. This lets the learner know the step is done
 * Creating a title for the movie
 * Locate and click on the title button
 * Visual cue – it is located in the "Add" section above the previous window
 * Visual cue – when the learner clicks on the title button, two new tabs, Video Tools and Text Tools, will appear above the current tabs
 * Click on the Video Tools tab
 * Visual cue – the available tools will change at the top of the screen
 * Click on the Background Color icon and change the background color to red
 * Visual cue – the Background Color icon looks like a bucket of paint tipping over
 * Click on the Duration drop-down menu and change the duration to 6.00 seconds
 * Visual cue – the Duration drop-down has a picture of a stopwatch
 * Click on the Text Tools tab (located immediately to the right of the Video Tools tab)
 * Visual cue – the available tools will change at the top of the screen
 * Click on the Font family drop-down menu and select the Papyrus font
 * Visual cue – when you hover over the font family drop-down menu a context-sensitive identification window will let you know you are in the right place
 * Change the font size to 42.
 * Visual cue – as the choices are made changes will appear on the screen
 * Click on the text box inside the screen and type the title of the movie
 * Click on the effects group and select the "cinematic burst one" effect
 * Need to know – you may have to click the drop-down menu to see this choice
 * Visual cue – as you make this choice, the preview window will demonstrate the choice
 * Importing Clips
 * Click on the home tab
 * On the "Add" group click on add videos and pictures. This will open the video library.
 * Click on the "Wildlife" clip. The clip will appear on the storyboard area.
 * Note: The "Wildlife" clip needs to be placed on all the computers.
 * Need to know – video clips need to be a .wmv file for Windows live moviemaker to accept and edit.
 * Trimming the clip
 * Click on the clip in the storyboard area and the Video tab will appear at the top.
 * Click on the Video tab
 * Click on the Editing group
 * Click on the Trim tool. The start time and end time work in conjunction with the time under the preview screen.
 * On the timeline, trim the time by clicking and dragging the two rectangular blocks. The clip you want to keep will appear between the two blocks.
 * OR, Alternatively, use the start and in time, located in the trim marker section, to trim the clips at precise points by adjusting the time up or down.
 * Click on Save Trim in the Trim section to save the edited clip.
 * Need to know – if you make a mistake, click on Cancel in the Trim section.
 * Need to know – you must maintain a 10 second clip for the tutorial.
 * Visual cue – the area of the clip that has been edited out, will appear "grayed out"
 * Adding another clip to the movie
 * Repeat Steps as above to select and add an additional clip. There should now be two clips, 10 seconds each, on the storyboard.
 * Visual cue – You should see two clips in the right section of the screen.
 * Adding transitions between clips
 * Click on the animations tab
 * Click on the clip that will appear AFTER the transition
 * In the transitions group select the transition you want and click on it.
 * Need to know – there are many transitions to choose from by scrolling in the Transitions group.
 * Visual cue – The clip after the transition will have a gray triangle in the lower left corner to indicate that there is a transition effect between this clip and the one before.
 * Adding music
 * Click on the Home tab
 * On the "Add" group click on add music. This will bring up two options: Add music and add music at the current point.
 * Click on add music
 * Select "Sleep away"
 * Need to know – the music will automatically end when the video ends
 * Need to know – the music needs to be in an MP3 format
 * Visual cue – on the storyboard the music will appear above the title and two clips
 * Visual cue – a music tab will also have appeared at the top
 * Trimming the music clip
 * Click on the Home tab
 * Visual cue – the Audio and Editing groups will appear
 * Use the up and down scroll arrows located to the right of the Start time to adjust the time so that the music starts after the title and at the beginning of the first clip.
 * Visual cue – the video preview will adjust as you change the time so that you can see what is happening visually when the music starts.
 * Use the up and down scroll arrows located to the right of the End of time to adjust the time so that the music ends by the end of the second clip.
 * Publishing the movie
 * Click on the Home tab
 * Visual cue – the group choices will change
 * In the "Share" group click Same movie
 * Visual cue – a drop-down menu will appear
 * Choose "For computer" from the drop-down menu
 * Visual cue – a mini explorer dialog box will appear
 * Navigate to your folder
 * Need to know – how to navigate in a mini explorer dialog box
 * Click on Save
 * Visual cue – a message box will appear indicating the program is saving the file
 * Visual cue – when the file is finished saving, a message box will appear indicating the movie is done.
 * Click on Play in the message box to view your movie in Windows media player
 * Visual cue – the movie will play in Windows media player

**__Instructional Objectives__**
Instructional objectives are necessary to determine if the desired outcomes have been met. There are three domains for instructional objectives, 1) Cognitive, 2) Psychomotor, and 3) Affective. Additionally, the domains may be mixed with one objective containing parts of multiple domains. “Objectives are based on the results of the task analysis and provide a refinement and implementation of and/or goals for the project”. (Morrison, Ross, Kalman, & Kemp, 2011, p. 113).For our group project, we are teaching students how to use Windows Live Movie Maker to create and edit a simple movie for a literature project. During the initial instruction, the learners will be in a computer lab where they can participate in the activity. Following the instruction, the learners will have a set amount of time to create their own movies utilizing the knowledge they gain from the training session.Topic: Creating a Movie Using Windows Live Movie MakerInstructional Domain: Mixed – Cognitive and PsychomotorInstructional Objectives: After participating in a 45 to 60 minute training session on Windows Live Movie Maker, the learner will:
 * locate at least two video clips (cognitive – comprehension)
 * assemble the clips into a movie with a minimum length of at least 5 minutes (cognitive – synthesis)
 * select and insert at least one transition to go between the video clips (cognitive – evaluation)
 * revise the length of the video clips so that only relevant parts are included (cognitive – evaluation)
 * select and insert an audio clip into the moving (cognitive – evaluation)
 * revise the audio clip to fit the appropriate length of the movie (cognitive – evaluation)
 * produce the movie in a standard format (WMV) for others to view (psychomotor)

**__ References __**
A Description of the Windows Movie Maker Utility. Retrieved from [] Kalman, Kemp, Morrison and Ross. Designing Effective Instruction. Laureate, 6th Ed. 2011. Microsoft Windows. Retrieved from [] Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). //Designing effective instruction// (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc. Video editing software. Retrieved from [] Windows Movie Maker. Retrieved from [] [|www.ldpride.com/learningstyles]. Retrieved July 15, 2011. [|www.strategies-for-bodily-kinesthetic-learners]. Retrieved July 15, 2011.