09.1+Final+Project+Document

Teaching the Use of Windows Movie Maker: An Instructional Plan for Using Movie Maker Bangee, Munira; Harris, Jeffrey; Jackson, Sonya; Kelly-Phang, Rein Walden University

Table of Contents About Strategic Coaching Consultants. 5 Munira Bangee. 5 Jeffrey Harris. 5 Sonya Jackson. 6 Rein Kelly-Phang. 6 Group 2 Team (Strategic Coaching Consultants) Role Assignments. 7 Analysis. 7 Project Description. 7 Instructional Context 8 Historical Background (Performance Gap) 9 Needs Analysis. 10 Learner Analysis. 10 Contextual Analysis. 11 Orienting Context 12 Instructional Context 12 Transfer Context 13 Additional Considerations. 13 Unit Goals. 13 Topic Analysis. 14 Content Structure. 15 Procedural Analysis. 18 Instructional Objectives. 24 Design. Sequencing Description. 26 Instructional Message (Pre-instructional Strategies) 27 Strategies Table. 30 Text Design. 32 Handout 33 PowerPoint 34 Multimedia Design. 35 PowerPoint 36 Windows Movie Maker 37 Development 39 Instructional materials. 39 Developing sample instructional materials (draft form) 40 Draft PowerPoint.pptx (Click on the link to download the material for review) 40 Delivery method for the training. 40 Group Presentation/Lecture. 40 Self-paced learning. 41 Instructional Plan Table. 43 Implementation and facilitation guide. 53 Section 1. Introduction to the Unit (Unit Overview) 54 Learning Objectives. 55 Structure of this guide (table of contents and an “about this guide”) 56 About this guide. 57 Section 2. Pre-workshop Planning. 57 Section 3. Instructional Environment, Equipment and Materials. 58 Instructional Environment 58 Equipment needed. 59 Materials. 60 Section 4. Instructional Delivery and Sequencing. 60 Overview .. 60 Sequence of activities. 61 Step by step process. 61 Section 5 Assessment of Learning. 64 Pre-assessment Strategies (before learning) 64 Formative Assessment Strategies (during learning) 64 Summative Assessment Strategies (after learning) 65 Evaluation. 68 Evaluation Process. 68 Gathering of Data. 68 Evaluation of Effectiveness. 69 Tools needed to develop and gather the necessary evaluation data. 69 Alignment of the Unit Goals to the Evaluation Process. 70 References. 71

Teaching the Use of Windows Movie Maker: An Instructional Plan for Using Movie Maker = = =About Strategic Coaching Consultants=

Munira Bangee
Munira is a high school English teacher living in Houston Texas. Prior to this, she worked in a British elementary school in Kuwait. Munira’s career started as an elementary school teacher in England, United Kingdom, where she was born and raised. Currently, Munira is undertaking a master's in Instructional Design and Technology with Walden University. As part of the course, a unit of instruction must be designed using the ADDIE model. Munira’s role as a leader is put to use in the Implementation stage of the design process. However, she worked hard throughout this project with the support of the team.

Jeffrey Harris
Jeff lives and works in Dallas, GA. He received his undergraduate degree, a Bachelor of Music in Music Education, from Kennesaw State University in 1989. When he entered the field of education, he was originally an elementary music teacher and enjoyed that position very much. A position became available that combined teaching and technology. He applied for the position with hopes that he could help more students by helping their teachers. For the last 13 years, Jeff has been working in the area of professional learning/training. His main responsibility is to teach teachers to use available technology, both hardware and software, in ways that are effective for classroom instruction. In an effort to provide better instruction to the teachers, Jeff has undertaken the quest for the Masters in Instructional Design and Technology degree. Upon completion, he hopes to be able to incorporate many of the elements of design that he is will learn. Additionally, Jeff is hopeful that his district will take the opportunity to move into the area of online training for teachers.

Sonya Jackson
Sonya is a High School Physical Science teacher and a Varsity Girls Basketball Coach. She is very excited to be in this class and to begin to see the results it will yield in her classroom. Sonya originally thought the Instructional Design program dealt strictly with education but was pleased to realize it deals with so much more. Sonya is fascinated by the knowledge and tools she is gaining in this degree program.

Rein Kelly-Phang
Rein was born and raised in the capital city (Georgetown) of Guyana, in South America. She completed her BSc. in Computer Science and holds a postgraduate diploma in Education (Mathematics) from the University of Guyana. Rein taught Mathematics, Information Technology and Computer Science for 6 years in Guyana, before moving to Saba in the Netherlands. In Saba, she taught Mathematics for three years, and now is preparing to move to St. Maarten, where she will be teaching Information Technology and Electronic Document Preparation and Management for grades 7 through 11. Since Rein is now studying for a Masters in Instructional Design and Technology, her new job has been assigned the role of presenting workshops to the entire staff. She is a bit nervous since she is new to all this, but is willing to take on the challenge.

Group 2 Team (Strategic Coaching Consultants) Role Assignments
Team Member A: Rein - Analysis, Week 3 Project Leader

Team Member D1: Sonya - Design, Week 4 Project Leader

Team Member D2: ALL Working Together - Development, Week 5 Project Leader

Team Member I: Munira - Implementation, Week 6 Project Leader

Team Member E: Jeff - Evaluation, Week 7 Project Leader = = =Analysis=

Project Description
“Windows Movie Maker is a [|video creating/editing software] application, included in [|Microsoft Windows] Me, XP, Vista, and Windows 7. It contains features such as effects, transitions, titles/credits, audio track, timeline narration, and Auto Movie. New effects and transitions can be made in existing ones can be modified. It can apply basic affect 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 provides the user with the ability to capture, edit, and re-encode media content into the Windows Media video format allowing for a tightly compressed file which requires a minimal amount of storage space on your computer's hard disk when compared to other media formats.” (Wikipedia, the free encyclopedia). 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 music
 * Trimming the music clip
 * Publishing the movie

Instructional Context
The project is a basic instructional module, of 30 to 60 minutes, using the Analysis Design Develop Implement Evaluate (ADDIE) process. Instruction is designed to train high school students (ages 14 to 18) in the use of Windows Movie Maker to create and edit movies. The students will be provided a step-by-step guide to assist them in this process.

Historical Background (Performance Gap)
Recent changes in Texas state tests have brought many changes to the English curriculum, and one of those areas is digital media literacy. This component will have a section dedicated on the new state tests. In response to this, the Texas Independent School district has made the teaching of multimedia projects part of the English curriculum. The district English specialist devised the unit of instruction the combined literature with the use of Windows Movie Maker. This unit was to be taught in the first quarter of the academic year to all high-school students in their English classes. Each grade level should incorporate multimedia technology in their choose part of the literature. Though there were many different types of software available for editing, Movie Maker was chosen since it is available at no cost. Students will be able to download the software at home for practice. Research showed that many of the teachers at Lone Star High School do not have the necessary skills to teach the basics of Movie Maker. Research also revealed that not all the students had taken video editing classes, so some had no idea how to use Movie Maker. Initially, the specialist and the head of the department considered training teachers to use Movie Maker. However, time constraints did not make this idea feasible. It was decided that technology funds would be used to bring an outside agency to hold a training session for students. The teachers will be present at the training to see the basics of Movie Maker and how it should be taught. The Strategic Coaching Consultants is an established instructional design company that has worked with the Texas Independent School District for the past ten years. They provide training for teachers and students and are familiar with Lone Star High School, its’ teachers and settings.

Needs Analysis
We are creating a basic tutorial to teach students how to create and edit a movie using Windows Movie Maker. The instruction is clear and precise allowing easy access, and includes an easy to follow 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 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, students are from 14 to 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). They will then write a script for a movie, documentary, or newscast. The movie needs to be 10 to 20 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 comprised of two groups. Some of the students have used Movie Maker to edit video but some have not. This is a class of about 35 pupils. The form for this project comprises many levels of learners. There are some strong and weak readers, some with strong interpersonal skills and some without. All the students passed their state tests at this point because they could not go further without having passed the test. Culturally, the class is diverse as we have Hispanic, Black, White, and Asian learners. The class is about 80% White, 10% Hispanic, 5% Black, and 5% Asian. The courses fill the students of many different backgrounds such as single parent homes, divorced parents, students in foster care, and Special Education learners. The lesson will encompass three different learning styles, as written. 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.

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. The 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 30 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 work through the project as a self-paced experience. 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. 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.

Unit Goals
The main goals are as follows: To accomplish these goals the learner will:
 * 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 movie, newscast or documentary Clips (either shot with a camera or stock/royalty free clips)
 * Music
 * Perform the steps for importing clips into movie maker
 * Identify and insert the appropriate transitions between clips
 * Complete the steps to import music into movie maker
 * Edit visual clips to include only finished parts after trimming each clip
 * Save and publish movie for others to view‍
 * 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

Content Structure

 * **Facts** || 1) Unsaved work is lost as soon as the Learner exits the program

2) Clips must be in wmv format before they can be edited

3) Music must be in mp3 format to be edited ||
 * **Concepts** || 1) There is difference between collections, project and a published movie

2) Files associated with the project must be saved before the movie can be published

3) The title clip of the movie indicates the beginning of the movie

4) Transitions help to enhance the effect of a movie

5) Music can help to create meaning in a movie ||
 * **Principle or rule** || 1) The steps must be followed in a logical order for the movie to be produced ||
 * **Procedure** || 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 is not 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 timeline 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 the necessary steps above. 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 until 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 Movie Maker. Last Name followed by movie (e.g., Munira Bangee would save as MBangeemovie) Video Tools and Text Tools, will appear above the current tabs
 * 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 again
 * 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
 * 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,
 * 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 end 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 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 Maker

Instructional Domain: Mixed – Cognitive and Psychomotor

Instructional 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 movie (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)

= = =Design=

Sequencing Description
One of the most important issues in the application of learning theory is sequencing of instruction. The order and organization of learning activities affects the way information is processed and retained (Glynn & DiVesta, 1977; Lorch & Lorch, 1985; Van Patten, Chao, & Reigeluth, 1986).
 * **Sequence** || **Description** || **Objective** ||
 * 1 || Opening Windows Movie Maker || Accessing Windows Movie Maker ||
 * 2 || Saving the movie || Saving a new or edited movie ||
 * 3 || Importing a clip || Bringing the video clip into Windows Movie Maker from an external source ||
 * 4 || Trimming the clip || Editing the video to select the parts that are required ||
 * 5 || Adding another clip to the movie || Bringing another video clip in, to merge with the previous one/s ||
 * 6 || Creating a title for the movie || Naming the movie ||
 * 7 || Adding transitions between clips || Adding different effects to the video clip/s ||
 * 8 || Adding music || Combining music with the movie ||
 * 9 || Trimming the music clip || Editing the music to be same length as the video and selecting the required section of the music ||
 * 10 || Publishing the movie || Producing the finish movie ||

Instructional Message (Pre-instructional Strategies)

 * **Strategy** || **Function** || **Content Structure** || **Learner** || **Task Attributes** ||
 * Hand-outs || Gives the students a step-by-step handout and alert students to what is expected. || Length of instruction is approximately 45-60 minutes. This session will include the help of a facilitator or trainer. || The learners range in age from 14-18 years of age. They are broken down in Freshman-Senior classes throughout the day. This particular class is 16-18 year olds. The handout would assist any learner from lower- ability, above average IQ and ability. || These learners have some familiarity with editing and making movies in Movie Maker. ||
 * Behavioral Objectives || **Given a computer and a step-by-step handout the student 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 movie (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)
 * Create a movie using Windows Live Movie Maker to be viewed by their classmates. || Length of instruction approximately 45-60 minutes. || Learners with low-ability and middle-ability will be the center of focus during this stage of the project. || This task will continue to be administered in a computer lab, where the teacher now acts as a facilitator. The students have learned to maneuver though the skills alone or with little assistance. ||
 * Overviews || "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" (Wikipedia, n.d). 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 || Length of instruction approximately 5-7 minutes in the beginning of class. ||  || This task will continue to be administered in a computer lab, where the teacher now acts as a facilitator. The students have learned the facts of the project and now understand the concepts. This factual information is given in a more abstract form. ||
 * Advance Organizer || There are many ways we could have gone about making a newscast, documentary or a movie on this novel but we have chosen Movie Maker to handle the job for us. One of the simple reasons for choosing Movie Maker was because some of us are aware of the attributes of movie maker as revealed by other instructors. Another motive is so that we can learn a piece of software that is going to be very beneficial to us this year. In the coming weeks we will edit, revise, add, trim and publish pieces of work that our present day fellows can understand and former writers would be proud to compare it to their works of old. || Length of instruction approximately 45-60 minutes. || Above-average IQ, older, sophisticated or more mature learners || This task will be administered in a computer lab. The students have learned the facts of the project and now understand the concept as well. ||

Strategies Table

 * **Procedure Example** || **Strategy** || **Initial Presentation and General Strategy** ||
 * Opening Windows Movie Maker || Practice by the student. Assistance and questioning by the trainer. || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students. ||
 * Saving the movie || Practice by the student. Assistance and questioning by the trainer. || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students. ||
 * Creating a title for the movie || Practice by the student. Assistance and questioning by the trainer. || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students. ||
 * Importing clips || Demonstration by the trainer and a guided PowerPoint. Practice by the student and questioning assistance by the trainer. || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students. ||
 * Trimming the clip || Practice by the student. Assistance and questioning by the trainer. || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students. ||
 * Adding another clip to the movie || Practice and Elaborate || More advanced students can repeat this step using the tutorial material for 'adding another clip to the movie'. ||
 * Adding transitions between clips || Practice and Elaborate || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students. ||
 * Adding Music || Practice and Elaborate || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students. ||
 * Trimming the music clip || Practice and Elaborate || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students. ||
 * Publishing the movie || Practice and Elaborate || While having obtained the handout students should be able to follow the steps, independently. In addition, we will have learners watch a narrated PowerPoint, with pre-recorded videos of the trainer demonstrating the process, which should help guide the student through the process. The trainer will also be available for providing help to struggling students. ||

Text Design
Since instructional materials “represents the interface between the learner and the instructional materials” (Morrison, Ross, Kalman & Kemp, 2011, p. 180), it is important to consider how message design will affect student readability of materials and ultimately the success of the training (Morrison, Ross, Kalman & Kemp, 2011). The following outlines how individual training materials will be designed:

Handout

 * Typography -The majority of the handout will be in Times New Roman font size 12 except: headings and objectives, which will be in a suitable serif typeface or san serif typeface.
 * Color- The majority of the text will be in black with the exception of website URLs.
 * Paper – The handout will be printed on pale green paper so that students who are dyslexic or have trouble with their vision can feel at ease reading it.
 * Proximity and layout --The document will be double spaced for easy readability. There will be spaces between the heading and the body so that the leaner can make a distinction.
 * Contents page -There will be a contents page for easy navigation through the document.
 * Sections - Every procedure will have a section in the handout so that students are not distracted by other procedures.
 * Headings:
 * All first level headings will Arial font 14 and will correspond to Roman numerals.
 * All second level heading will correspond to A,B,C
 * All third level headings will correspond to 1,2,3
 * Objectives –will be placed inside a speech bubble at the start of each section. They will be in Arial font size 20 to draw their attention to what needs to be achieved by the end of that section.
 * Links –Any website URL’s will be in Times New Roman font 12 and will be in blue (Dark blue, Text2, 40% lighter).
 * Graphics –To avoid distraction, the only graphics in the handout will be screenshots that help the students achieve the objectives.
 * Sequences –Each procedure will be in a temporal sequence format.
 * Key words - will be bold faced and italicized.
 * Typography- A suitable Serif typeface or San Serif will be used throughout the PowerPoint. The majority of the text will be in font size 22 with the exception of headings and objectives.
 * Background – The background of each slide will be a pale blue or green.
 * Color- All text will be black with the exception of external links.
 * Proximity and layout – There will be no more than 3-4 lines per slide.
 * Sections - Every procedure will have a section in the PowerPoint with links to other sections and pages for easy navigation.
 * Headings:
 * All first level headings will Arial font 22 and will correspond to Roman numerals.
 * All second level heading will correspond to A,B,C
 * All third level headings will correspond to 1,2,3
 * Objectives –will be placed inside a speech bubble at the start of each section. They will be in Arial font size 30 to draw their attention to what needs to be achieved by the end of that section.
 * Links –any external links to websites will be in Times New Roman font 22 and will be in blue (Dark blue, Text 2, 40% lighter).
 * Graphics –Screenshots, that help the students achieve the objectives, will be placed on certain slides. Icons such as homes and arrows will be used to guide students to the next slide or section.
 * Sequences –each procedure will be in a temporal sequence format.
 * Key words -will be bold faced and italicized.
 * Media tutorials –will have instructions to explain how to play, pause and replay the media under the media screen.

Multimedia Design
The appropriate use of multimedia technologies, like any resource, should focus on the learner. According to Mayer, "… the learner centered approach, which asks how we can use the technology to enhance learning…, considers the learner, the content, and environment to produce effective and efficient instruction" (Morrison, Ross, Kalman, & Kemp, 2011, p. 256). This seems to align well with the three critical design elements described by Morrison, Ross, Kalman, and Kemp, as: 1) typography that signals the structure to the learner, 2) coherence of the text structure to assist the learner in organization and recall, and 3) matching the content to the learner's background (Morrison, Ross, Kalman, & Kemp, 2011, pp. 180-181). For this project, we will focus on the use of two multimedia technologies, PowerPoint and Windows Movie Maker, to strengthen the instructional effectiveness.

PowerPoint
When used appropriately, PowerPoint can be an effective tool to assist in instruction. For this project, we will design the presentation in a manner that takes into account the three critical design elements discussed by Morrison et.al. The first element is, "…typography that signals the structure of the text to the learner" (Morrison, Ross, Kalman, & Kemp, 2011, p. 180). For specifics related to fonts, text, spacing, and related items, please refer to the Text Design section above. The second element is, “…coherence of the text structure, which aids the organization and recall of information"(Morrison, Ross, Kalman, & Kemp, 2011, p. 181). To address this element the slides will be constructed in a consistent manner using words and phrases that are familiar to the learner. The third element is, "…a match between the content and the learner's background" (Morrison, Ross, Kalman, & Kemp, 2011, p. 181). This element is addressed by taking into account the culture and climate of the learner's environment. Additionally, the structure of “Comparisons or contrast” (Morrison, Ross, Kalman, & Kemp, 2011, p. 181), will be used to compare the moviemaker project with that of writing a traditional book report. Pictures or screenshots will be used so that the learner can identify various components of the moviemaker program. After seeing a labeled screenshot, the learner will be presented with an identical unlabeled screenshot. Labeling the parts and/or answering questions about the screenshot may help the learner to gain benefits from the illustration (Morrison, Ross, Kalman, & Kemp, 2011, p. 188). The pictures will also be in a temporary folder to aid in the organization of the information for the learner. In addition to the considerations listed above, Mayer’s 10 principles for multimedia design (presented in the table below) will be considered as the presentation is designed.

Mayer's principles for multimedia design Based on Mayer,R.E. (2008). Research-based principles for learning with animation.
 * **Principle** || **Application** ||
 * 1. Coherence Principle || Remove extraneous information from animations to reduce distractions. ||
 * 2. Signaling Principle || Include cues such as arrows to focus learner’s attention on important information. ||
 * 3. Redundancy Principle || Avoid presenting information in multiple formats (e.g., text narrative and text on graphics or spoken and written narration). ||
 * 4. Spatial Contiguity Principle || Present illustration and labels together rather than the labels in the text narrative. ||
 * 5. Temporal Contiguity Principle || Present narration and animation at the same time rather than narration before or after the animation. ||
 * 6. Segmenting Principle || Present shorter meaningful animations controlled by the learner rather than one longer animation. ||
 * 7. Pre-Training Principal || Present the basic information such as components and individual processes before showing an animation that incorporates these ideas into a single animation. ||
 * 8. Modality Principle || Animations with narration are more effective than animations with text. ||
 * 9. Personalization Principle || Use a conversational style with a text and narration. ||
 * 10. Voice Principle || Use a human voice for narration rather than a computer-generated voice. ||

In R. Lowe& W. Schnotz (Eds.), Learning with animations: Research and implications for design. (pp. 30-48). New York: Cambridge University Press.

Windows Movie Maker
In an effort to demonstrate the value of using Windows Movie Maker, the trainer will actually use the program to introduce him or herself to the class. The introduction will be brief, but will explain that the program can be used for a wide variety of tasks ranging from creating a movie style book report to creating and editing documentaries. By actually using the program, the trainer will be modeling for the students and hopefully will get more buy-in from the students. Since the, "… learning environment provides an authentic context that reflects the way that knowledge will be used in real life…"(Herrington & Oliver, nd, p. 4), the characteristic of "authentic context" is addressed. Another design consideration is the area of "authentic activity" (Herrington & Oliver, nd, p. 4). Because the teachers have agreed to allow up to two additional projects to be completed utilizing Windows Movie Maker, the task is being integrated into the subject area and thus becomes authentic. The demonstration by the trainer is a way of, "… allowing students to observe the task before it is attempted" (Herrington & Oliver, nd, p. 5). This addresses the design consideration and characteristic of "expert performance" (Herrington& Oliver, nd, p. 5). Finally, the learners will be encouraged to limit their font choices to no more than two fonts in a movie. To create emphasis they may use different styles such as italics, bold, and underline. By utilizing these two technologies effectively, the learners will be involved in a learner-centered approach to discover how they can create movies. Because the instruction is learner centered, the students will be actively engaged in the process and are expected to be highly motivated.

= = = = =Development=

Instructional materials
The trainer will employ two types of instructional materials: a narrated PowerPoint and a handout. PowerPoint presentations would be used to provide self-paced instruction; this method would demonstrate how to perform the individual procedures, for making a movie using Movie Maker. During the initial demonstration by the trainer, the students will follow on their own computer and make notes on the handouts if they deem it necessary. The PowerPoint presentation will increase student interaction and motivation with checklists, video tutorials and troubleshooting sections. Bullet transitions and animated effects would outline points or steps. The handout will consist of a step-by-step guide or instructions on how to complete the individual procedures that are required in making a movie. The handout is for the benefit of those students who prefer to read print instructions rather than watching a video tutorial, or for those students who need the instructions reinforced through a different style of instructional material. This takes into account the individual learning styles of the learners and their preference for the material. The handouts will be designed with simple step-by-step instructions and images, to guide the students through the process of completing the task. The students will be allowed to make notes on the handouts and also ask the trainer questions when necessary. One of the benefits of this form of instructional material is that students can take them home to practice and reinforce concepts. While students are working through the self-paced program, the trainer will offer extra assistance and questioning to ensure that students understand the concepts and task.

Developing sample instructional materials (draft form)
Development Handout.docx (Click on the link to download the material for review)

Delivery method for the training
Selecting the correct delivery method for a unit of instruction is very important to ensure that all objectives are met and that successful learning takes place. We have decided to use a combination of delivery methods: group presentation/lecture and self-paced learning. This is because in “in some learning environments the instructor and students may feel more secure using a mixture of self-paced and group paced instruction (i.e. lecture)” (Morrison, Ross, Kalman & Kemp, 2011, p.227).

Group Presentation/Lecture
The trainer will start the session with a short one minute movie made with Movie Maker and talk about the uses and advantages of using Windows Movie Maker. The trainer will be presenting to a class of 35 High School senior students, many of whom are new to Movie Maker. For this reason, this is an ideal method of delivery for “an introduction, overview, or an orientation to a new topic” (Morrison, Ross, Kalman & Kemp, 2011, p.222). The trainer will go over the objectives of training so that students know the expectations of this training. Next, the trainer will talk about the interface and go over the key terminology, groups and icons in Movie Maker. This is so that students are presented with the “basic or essential information as common background before learners engage in small-group or individual activities” (Morrison, Ross, Kalman & Kemp, 2011, p.222). Lectures are usually seen as passive learning since students are “listening watching and taking notes” (Morrison, Ross, Kalman & Kemp, 2011, p.222). To combat this, students will be given a handout that has a copy of the interface so that they may take notes on it. The trainer will ask students questions about some of the key terminology and the icons in Movie Maker to ensure understanding. The introductory lecture session will be between 5-10 minutes and should help to motivate and interest the students (Morrison, Ross, Kalman & Kemp, 2011).

Self-paced learning
The students will work through a self –paced learning program to achieve the objectives. Since the training is the mastery of a number of procedures, self – paced learning lends itself to this unit as “much evidence supports the belief that optimum learning takes place when a student works at his or her own pace, is actively involved in performing learning tasks and experiences success in learning” (Morrison, Ross, Kalman & Kemp, 2011, p.226). The self-paced training is split into procedures required to create a movie. Each procedure has its own training materials. The format, however, will remain the same throughout the whole unit of training to maintain consistency. Each procedure is “designed to address specific objectives” (Morrison, Ross, Kalman & Kemp, 2011, p.226). Since “a self-paced unit is organized into comparatively small discrete steps, each one treating a single concept or segment of content” it makes it ideal for our unit on ‘Creating a movie using Movie Maker’ (Morrison, Ross, Kalman & Kemp, 2011, p.226). Each procedure provides the learner with the objective and a checklist of things the learner should achieve by the end of the procedure. If the learner finds any area of the procedure to be difficult, they may access the troubleshooting section or ask the trainer who will be available for help and so “the learner is continually engaged in active learning and receives immediate feedback” (Morrison, Ross, Kalman & Kemp, 2011, p.226). Our unit of instruction is designed in such a way that “both slow and advanced learners can complete the instruction according to their own abilities and under appropriate learning conditions” (Morrison, Ross, Kalman & Kemp, 2011, p.227). Advanced students can skip familiar procedures or repeat them to create longer and complex movies. Less abled students can repeat tutorials to better understand the procedures. The limitations of self-paced learning is that “lack of discipline combined with procrastination can result delaying the completion of required study by some learners” (Morrison, Ross, Kalman & Kemp, 2011, p.227). To ensure participation, there will be a grade (A- F) assigned to the training. Students will be provided with a rubric that explains the requirements for specific grade categories.

Students may have different learning styles and so ‘some learners prefer visual materials, whereas others prefer to work with printed resources and hand-on experiences” (Morrison, Ross, Kalman & Kemp, 2011, p.229). For this reason, students will also be given a handout that outlines the different procedures.

Instructional Plan Table

 * Learning Objective **

Objective # 1: Using Windows Movie Maker, the student will add at least one video clip.

**Content Presentation**

// Content: //

The students will learn how to open Windows Movie Maker, how to import a video clip, and how to save their projects.

//Demonstration://
 * 1) Students will be given a demonstration on where the tools and buttons are located that they will need to use to add a video clip to Windows Moving Maker.
 * 2) Students will have access to a narrated PowerPoint to demonstrate how to add a video clip to Windows Movie Maker.
 * 3) Students will have access to a narrated PowerPoint to demonstrate how to save their projects.
 * 4) Students will have access to handouts with systematic instructions on how to edit video clip and how to save their projects in Windows Movie Maker.

//Materials and Media Selection://

Computers with Windows Movie Maker installed, video and audio clips located on the computers, a computer and projector for instructional demonstration, and handouts with the procedural steps.

**Student Participation**

//Student Grouping:// Students will initially be in the large group for the introduction and demonstration. They will then work individually, at their own pace, to go through the steps presented in the narrated PowerPoint.

//Practice Items and Activities://
 * 1) Students will watch the introduction and demonstration on where the tools and buttons are located to add a video clip to Windows Movie Maker.
 * 2) Students will watch the demonstration on the narrated PowerPoint to reinforce the live demonstration.
 * 3) Students will locate and at least one video clip to their projects.
 * 4) Students will save their projects to the appropriate place.

**Feedback**

The instructor will walk around, serving as a coach for students as they ask for, and receive additional assistance.

**Learning Objective**

Objective # 2: Using Windows Movie Maker, the student will assemble the title, clips, and music into a movie with a minimum length of 5 minutes.

**Content Presentation**

//Content://

The students will learn how to create a title page, order video clips, and add music to their project.

//Demonstration://
 * 1) Students will have access to a narrated PowerPoint to demonstrate how to create a title page for their projects.
 * 2) Students will have access to a narrated PowerPoint to demonstrate how to order the video clip or clips after the title.
 * 3) Students will have access to a narrated PowerPoint to demonstrate how to add music to their projects.
 * 4) Students will have access to handouts with systematic instructions on how to create a title page, order their video clips, and add music to their projects.

//Materials and Media Selection://

Computers with Windows Movie Maker installed, video and audio clips located on the computers, a computer and projector for instructional demonstration, and handouts with the procedural steps.

**Student Participation**

//Student Grouping://

Students will initially be in the large group for the introduction and demonstration. They will then work individually, at their own pace, to go through the steps presented in the narrated PowerPoint.

//Practice Items and Activities://
 * 1) Students will watch the demonstration on the narrated PowerPoint to learn how to create a title page for their projects.
 * 2) Students will create a title page for their projects.
 * 3) Students will watch the demonstration on the narrated PowerPoint to learn how to order the video clip or clips after the title.
 * 4) Students will order their video clip or clips after the title.
 * 5) Students will watch the demonstration on the narrated PowerPoint to learn how to add music to their projects.
 * 6) Students will add music to their projects.
 * 7) Students will watch their projects to determine if they are of appropriate length.

**Feedback**

The instructor will walk around, serving as a coach for students as they ask for, and receive additional assistance.

**Learning Objective**

Objective # 3: Using Windows Movie Maker, the student will locate, select, and insert at least one transition to go between the video clips.

**Content Presentation**

//Content://

The students will learn how to locate, select, and insert a transition into their Windows Movies Maker projects.

//Demonstration://
 * 1) Students will have access to a narrated PowerPoint to demonstrate how to locate, select, and insert a transition for their projects.
 * 2) Students will have access to a narrated PowerPoint to demonstrate how to preview the transition to make sure it is the one they want.
 * 3) Students will have access to handouts with systematic instructions on how to locate, select, and insert a transition for their projects.

//Materials and Media Selection://

Computers with Windows Movie Maker installed, video and audio clips located on the computers, a computer and projector for instructional demonstration, and handouts with the procedural steps.

**Student Participation**

//Student Grouping://

Students will initially be in the large group for the introduction and demonstration. They will then work individually, at their own pace, to go through the steps presented in the narrated PowerPoint.

//Practice Items and Activities://
 * 1) Students will watch the demonstration on the narrated PowerPoint to learn how to locate, select, and insert a transition for their projects.
 * 2) Students will locate, select, and insert the transition for their projects.
 * 3) Students will preview their projects and change transitions if necessary or desired.

**Feedback**

The instructor will walk around, serving as a coach for students as they ask for, and receive additional assistance.

**Learning Objective**

Objective # 4: Using Windows Movie Maker, the student will revise the length of the video clips so that only relevant parts are included.

**Content Presentation**

//Content://

The students will learn how to adjust the time segments on the storyboard so that only the desired portions remain in the video project. Students will evaluate which portions to leave out and which should remain.

//Demonstration://
 * 1) Students will have access to a narrated PowerPoint to demonstrate how to revise the length of the video clips so that only relevant parts are included.
 * 2) Students will have access to handouts with systematic instructions on how to revise the length of the video clips so that only relevant parts are included.

//Materials and Media Selection://

Computers with Windows Movie Maker installed, video and audio clips located on the computers, a computer and projector for instructional demonstration, and handouts with the procedural steps.

**Student Participation**

//Student Grouping://

Students will initially be in the large group for the introduction and demonstration. They will then work individually, at their own pace, to go through the steps presented in the narrated PowerPoint.

//Practice Items and Activities://
 * 1) Students will watch the demonstration on the narrated PowerPoint to learn how to revise the length of the video clips so that only relevant parts are included.
 * 2) Students will practice revising the length of the video clips and will use the Save As function so they can retain the original to return to if they do not like the edited version.
 * 3) Students will continue to revise the length of the video clips until they are confident with the results.

**Feedback**

The instructor will walk around, serving as a coach for students as they ask for, and receive additional assistance.

**Learning Objective**

Objective # 5: Using Windows Movie Maker, the student will produce a movie in a standard format.

**Content Presentation**

//Content://

The students will learn how to produce their finish projects in standard format (.wmv) that can be accessed on most computers.

//Demonstration://
 * 1) Students will have access to a narrated PowerPoint to demonstrate how to produce the movie in a standard format (.wmv).
 * 2) Students will have access to handouts with systematic instructions on how to produce the movie in a standard format (.wmv).

//Materials and Media Selection://

Computers with Windows Movie Maker installed, video and audio clips located on the computers, a computer and projector for instructional demonstration, and handouts with the procedural steps.

**Student Participation**

//Student Grouping://

Students will initially be in the large group for the introduction and demonstration. They will then work individually, at their own pace, to go through the steps presented in the narrated PowerPoint.

//Practice Items and Activities://
 * 1) Students will watch the demonstration on the narrated PowerPoint to learn how to produce the movie in a standard format (.wmv).
 * 2) Students will produce the movie in a standard format (.wmv).
 * 3) Students will view their final products in Windows Media Player.

**Feedback**

The instructor will walk around, serving as a coach for students as they ask for, and receive additional assistance.

=Implementation and facilitation guide=

The Strategic Coaching Consultants will be implementing a training program for students of the Lone Star High School. The primary audience is students in English classes between the ages of 14 – 18 years. Classroom teachers will also be present at the training to the presentation. The main goal of the training is to teach the students how to use Windows Movie Maker to prepare them for future multimedia projects. The integration of multimedia projects is a new requirement on the English curriculum, implemented by the School district.

In this module, students learn the basic skills to make a short movie, using Windows Movie Maker. At the same time, they learn how to add transitions and music to their movie. The knowledge and expertise the student, achieves in this training, will help them integrate the required criteria for multimedia technology in their English project. 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

Learning Objectives
Instructional Objectives: After participating in a 50 minute training session on Windows Live Movie Maker, the learner will:
 * Access Movie Maker
 * 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 movie (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)

Table of Contents
 * 1) Unit Overview
 * Background and goals of instructional module
 * Introduction to the unit
 * Learning Objectives
 * Structure of this guide (table of contents and an “about this guide”)
 * 1) Pre-work shop planning
 * Preparing participants
 * Student Groupings
 * Giving participants advance information
 * 1) Instructional environment, equipment, and materials
 * Considerations for the delivery environment
 * Equipment and materials
 * Handouts and media support
 * 1) Instructional Delivery and Sequencing
 * Overview of lesson
 * Sequence of activities
 * Step-by-step process
 * 1) Assessment of Learning
 * Pre-assessment strategies (before learning)
 * Formative assessment strategies (during learning)
 * Summative assessment strategies (after learning)

This guide has been developed using the five stages of the ADDIE (Analyze, Design, Develop, Implement and Evaluate) process. It has been compiled, edited, and revised by The Strategic Coaching Consultants: Rein Kelly - Phang – Analysis, Sonya Jackson – Designer, Munira Bangee – Implementer, and Jeffrey Harris - Evaluator. The guide is intended to provide general content and guidelines for training of students of Lone Star High School. The specific content has been designed to train 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.

Section 2. Pre-workshop Planning

 * 1) Classroom Management
 * 2) Prepare to leave the room
 * 3) Assign groups
 * 4) Pass out handouts
 * 5) Leaving the room and entering hallway
 * 6) Entering the lab, quietly
 * 7) Turning on the computers
 * 8) Signing in using their student ID
 * 9) Waiting for further instructions
 * 10) Listening while an overview is given
 * 11) Ask questions for clarity
 * 12) Following the directions on the handouts
 * 13) Distribute rubric for the assignment
 * 14) Advanced Information
 * 15) Survey of Windows Movie Maker
 * 16) Aggregate data
 * 17) Go over data
 * 18) Model the procedures for classroom management
 * 19) Model lab etiquette
 * 20) Model Computer etiquette

The Strategic Coaching Consultants will provide a training environment that is a self-paced learning environment in which students can view explanatory PowerPoint presentations and complete exercises in a cumulative hands-on lab environment at their own pace. This delivery method is ideal for visual, audial and kinesthetic learners. The instructional environment will be structured in the following way:
 * Class will be held in the Computer Lab
 * Class will be relatively quiet and attentive to the instructor
 * Students will work independently using the handouts.
 * Trainer moving about the room listening and answering questions
 * One child per computer
 * If some computers do not work, you would share with someone in your group.
 * If you have no chair you must stand or kneel down at the computer until further accommodations may be made.
 * If you are hindered from seeing the smart board, you may stand or raise your hand and ask for assistance.

Prior to training, computers will be checked for their functionality and to ensure that Windows Live Movie Maker has been downloaded on to each machine. Student’s previously converted and Movie Maker compatible video clips will be stored on the common drive for student’s to access throughout the tutorials. The equipment will consist of:
 * Computer for each student
 * Chairs
 * Projector
 * SMART board
 * SMART board markers
 * Speakers from projector
 * Window’s Movie Maker Software

Materials needed for successfully completing the training include:
 * Handouts to assist learners who prefer a printed resource
 * Self-paced tutorials to guide the students through the procedures needed to create and edit a movie in Movie Maker
 * Pencils/Pens to make notes on the handouts
 * USB Drive (16G available from the school store) to save their movie after it is published.
 * Formative assessment rubric
 * Summative assessment rubric

The Strategic Coaching Consultants’ training on ‘How to create and edit a movie using Windows Movie Maker’ is aimed at high school students to introduce them to the basic elements of editing and as a way of facilitating all future digital media literacy projects. The training will be delivered in a 50 minute training session (one class period) in a computer lab with a trainer. Each student will be placed at a computer and the trainer will have access to an interactive whiteboard (Smart board) at the front of the computer lab. The training will be delivered in two ways: a lecture and self –paced training.

Sequence of activities

 * 1) Opening Windows Movie Maker
 * 2) Learning about the Movie Maker interface
 * 3) Saving the movie
 * 4) Creating a title for the movie
 * 5) Importing clips (advanced users can repeat this step multiple times)
 * 6) Trimming the clip
 * 7) Adding transitions between clips/title
 * 8) Adding music (advanced users can repeat this step multiple times)
 * 9) Trimming the music clip
 * 10) Publishing the movie


 * Step 1 **

Trainer: will open Movie Maker

Students: will follow the guidelines in the handout to **open movie maker**

**Step 2**

Trainer: will introduce the students to the Windows Movie Maker and its uses. The trainer will then talk about the interface and will familiarize the students with the different groups and icons. Students will also be introduced to key terminology.

Students: will be taking notes on the handout and identifying the different icons on their own screens.

**Step 3**

Trainer: will show the students how to access the self – paced training and mention that she will be available for help and to answer questions.

Students: will locate the self-paced training and learn how to **save their movie project**. Students who prefer printed resources may also consult the handout.

**Step 4**

Students: will access the self-paced training and learn how to **create a title for their movie**. Students who prefer printed resources may also consult the handout.

Trainer: will walk around the lab and help students who are having difficulty with the self-paced training, on creating a title, and answer any questions.

**Step 5**

Students: will access the self-paced training and learn how to **import clips**. Students who prefer printed resources may also consult the handout.

Trainer: will walk around the lab and help students who are having difficulty with the self-paced training, on importing clips, and answer any questions.

**Step 6**

Students: will access the self-paced training and learn how to **trim the video clips**. Students who prefer printed resources may also consult the handout.

Trainer: will walk around the lab and help students who are having difficulty with the self-paced training, on trimming the video clips, and answer any questions.

**Step 7**

Students: will access the self-paced training and learn how to **add transitions between clips**. Students who prefer printed resources may also consult the handout.

Trainer: will walk around the lab and help students who are having difficulty with the self-paced training, on adding transitions, and answer any questions.

**Step 8**

Students: will access the self-paced training and learn how to **add music to the movie**. Students who prefer printed resources may also consult the handout.

Trainer: will walk around the lab and help students who are having difficulty with the self-paced training, on adding music, and answer any questions.

**Step 9**

Students: will access the self-paced training and learn how to **trim the music clips**. Students who prefer printed resources may also consult the handout.

Trainer: will walk around the lab and help students who are having difficulty with the self-paced instruction, on trimming music clips, and answer any questions.

**Step 10**

Students: will access the self-paced training and learn how to **publish the movie**. Students who prefer printed resources may also consult the handout.

Trainer: will walk around the lab and help students who are having difficulty with the self-paced training, on publishing the movie, and answer any questions.

Pretesting can be a useful device for both the trainer and the learner. The trainer gains information on important areas like which topics may require additional attention and where to begin the training. The learners benefit because they learn what areas will be covered in the training and should recognize areas on which they need to focus (Morrison, Ross, Kalman, & Kemp, 2011, pp. 293-294). According to Morrison et al., "… pretesting is used to assess learners’ entry skills for course or a particular unit of study" (Morrison, Ross, Kalman, & Kemp, 2011, p. 291). For this session, the learners will take part in a brief survey regarding who is familiar with audio/visual editing and who is not. The survey will also contain basic questions regarding the use of various editing tools contained in Windows Movie Maker.

Formative evaluation is useful to the designer and the instructor. The focus of the designer in this process is on whether the materials and design are functioning properly so that the instructional objectives are reached. The focus of the instructor in the formative evaluation process is on the learners and if they are performing to expectations (Morrison, Ross, Kalman, & Kemp, 2011, p. 275). It is during the formative evaluation process that the potential problems with the structure of the course, as it relates to the procedures, may be revealed. "Formative evaluation is the quality control of the development process" (Morrison, Ross, Kalman, & Kemp, 2011, p. 274). For this session, the instructor will monitor the progress of the learners and assist those who are in need. Additionally, the instructor will distribute a rubric to the observing teacher(s) to complete. The rubric will be submitted and analyzed to assist in the formative evaluation and determine what changes, if any, need to be made in the instructional processes.


 * Rubric for formative assessment (click on the link for access) **

Rubric for Formative Assessment.pdf (Click on the link to download the material)

"Summative evaluation is directed toward measuring the degree to which the major outcomes are attained by the end of the course" (Morrison, Ross, Kalman, & Kemp, 2011, p. 275). For this session, the summative evaluation will be conducted as the learners complete their projects. The learners will submit copies of their projects for the instructor to evaluate. The instructor will then evaluate each project to determine if the instructional objectives were met by each individual learner. Grades will then be calculated and given to the teachers for further consideration and for entering into their grade book.


 * Rubric for summative assessment (click on the link for access) **

Rubric for Summative Assessment (portrait).pdf (Click on the link to download the material for review)

= =

= = = = = =

= = =Evaluation=

Evaluation Process
To determine the effectiveness of this module as determined by the overall goals, it is necessary to ensure that the objectives outlined in the beginning should be by the end of this training.

Gathering of Data
Before the implementation of this module, various steps would be used to collect necessary data to assist in the implementation of this module. Data gathered from a needs analysis, provided information about the problem to be solved. A learner’s analysis determined who the target audience was, their age, class, and ethnic background. Later a contextual analysis which, by means of survey, observation and interviews, provided information to determine, the ability of the target audience, the environment in which the training would be conducted and the required outcomes of the training. From the information gathered, goals and objectives would be outlined. Later, in the Design phase, instructional strategies were determined and multimedia technology is incorporated to increase the effectiveness of the training. In the Development phase, information is gathered to determine which were the most effective instructional materials and method of delivery for students in the English class of Lone Star High School.

During the Implementation stage, pre-workshop planning provides information about how classroom management and cooperative learning should be approached. Information about the desired instructional environment, equipment, and material is also outline. The assessments and rubrics for those assessments will provide feedback on how well the objectives are achieved.

Evaluation of Effectiveness
The effectiveness of this module is determined in several ways. We use pre-assessment to determine how much of the objective the students have already mastered. Advance students can move ahead faster with the task. After the training, another assessment will provide information about how well the students achieved the specified objectives. Feedback of the test results will indicate to the learners, the teachers and the trainers how well the objectives are achieved. Students are allowed to repeat any objective that was not mastered. The teachers can also determine how well the training objectives are met when the students apply the knowledge to their English Projects. Students, who still have not mastered objectives, can be further guided by any of the teachers who have mastered the skills.

Tools needed to develop and gather the necessary evaluation data

 * Observation
 * Survey
 * Interview
 * Formative Assessment Rubric
 * Summative Assessment Rubric

Alignment of the Unit Goals to the Evaluation Process

 * **Unit Goal** || **Formative Assessment** || **Summative Assessment** ||
 * Perform the steps for importing clips into movie maker || Rubric for formative assessment || Rubric for summative assessment ||
 * Identify and insert the appropriate transitions between clips || Rubric for formative assessment || Rubric for summative assessment ||
 * Complete the steps to importing music into movie making || Rubric for formative assessment || Rubric for summative assessment ||
 * Edit visual clips to include only finished parts after trimming each clip || Rubric for formative assessment || Rubric for summative assessment ||
 * Save and publish movie for others to view || Rubric for formative assessment || Rubric for summative assessment ||
 * Creating a title for your movie || Rubric for formative assessment || Rubric for summative assessment ||
 * Saving your movie || Rubric for formative assessment || Rubric for summative assessment ||

References A Description of the Windows Movie Maker Utility. Retrieved from

[]

Herrington, J., & Oliver, R. (nd). //Critical characteristics of situated learning: Implications for//

//the instructional design of multimedia.//Retrieved July 17, 2011, from

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Mayer,R.E. (2008). Research-based principles for learning with animation. In R. Lowe& W.

Schnotz (Eds.), Learning with animations: Research and implications for design.

(pp. 30-48). New York: Cambridge University Press.

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.

Windows Live Movie Maker 2011 - iSchool Tutorials. (n.d.). Retrieved from

https://tutorials.ischool.utexas.edu/index.php/Windows_Live_Movie_Maker_2011

Windows Movie Maker. Retrieved from []

Windows Movie Maker - Wikipedia, the free encyclopedia. (n.d.). //Wikipedia, the free//

//encyclopedia//. Retrieved August 6, 2011, from

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