Step 1: Development
Define the project
– Scope, goals, timeline
need to have clearly defined goals for what they are to accomplish. The Illinois Veterans’ Classroom Project
provides a sample rubric which can be used to help define expected outcomes. Showing and discussing examples of some of
the award winning projects posted on the website may also help them understand
the scope and goals of the project.
WWII Veterans Project Rubric.docx
timeline with hard and soft deadlines are essential in completing projects. They help keep students on task, and develop time
management skills. These projects can
seem never ending if not well managed.
It is essential to keep students focused and to help them understand
that their projects will never seem “perfect”, but must simply be the best
possible under the circumstances.
Determine student roles for each step
While projects can be finished by individual students, working in groups can facilitate completion
in a timely matter as well as developing project management and collaboration skills. The following document presents possible
roles for developing video projects.
Locate and recruit interviewees
all required interview forms
up dates and locations for interview
Bio Data Sheet serves as a starting point for learning and eventually
understanding. Students need to build
background knowledge in order to ask good questions and understand the scope of
the veteran’s service. This is an opportunity for them to truly understand war
and conflict in a meaningful way through the human elements of sacrifice,
courage, loss, suffering, and perseverance.
The bio sheet provides basic information about the branch, theatre, and
type of service. Students then use print and online resources to conduct the needed research.
Nothing slows down a project like lost
files. Teaching students to get
organized by using a planned folder hierarchy and set naming convention is a
valuable use of time. The structure
below is only a suggestion and can be modified as needed.
Create a main project folder using the veteran’s name as part of the folder
name. Inside create
the following folder hierarchy:
Music and sounds
File Naming Convention
Students working in groups with assigned
roles may find that they are dealing with folders on multiple machines or saved
in multiple places. If students have
email, they may want to create a Dropbox account and share folders online so
all have access to the latest versions.
Having a file naming convention such as Subject_your initials_date can prevent loss of files with
the same name.
students have said you need to save your files every 30 seconds. While that may be a bit of overkill, when
editing video it is wise to save after every major change. Also file should be saved in at least two locations. External hard drives are excellent for saving
and transporting large digital files.
Small Group Instruction
advantage of “experts” in your classroom. Students may already have some
experience in using equipment or software.
Identifying them as the “go-to person” in that area can facilitate
students who need assistance getting it in a timely fashion. As others learn, they can also teach
others. Training small groups in each
area and then mixing them into the project groups where they are an area expert
is also a good strategy. Since there are
many self-guided tutorials online, students can use them to learn and refer
back to them as needed. It is simply not
necessary to provide direct instruction to all students in all areas, but it is
necessary to make sure they have at least the minimal level of competence to
complete the task.
of needed skills:
Scanner/External Hard Drive
How to film an interview
Conducting an Interview
Room assignments: Rooms should be quiet and at
a comfortable temperature. Make sure to
check for possible unexpected noise sources such as traffic, clocks, heating
and cooling systems, or even bells if interviewing at school. If possible have students visit the room prior
to the interview to put them at ease.
Make sure everyone knows their roles. Who
is setting up the interview site? What
will the background be? Do you need to
bring items such as a flag or a comfortable chair? Who is bringing and/or setting up equipment? Who
is filming? Who is doing the sound check?
Who will be conducting the interview?
Who will be in charge of gathering the artifacts? Who will be welcoming the veteran and family? Making sure there is a specific individual
responsible for each of these things will make sure nothing is forgotten.
Interview: In order to relax
your guest, spend a few minutes chatting before the interview begins. This will put them at ease and relieve some
of the guest’s and interviewer's nerves. Explain the scope of the interview to the
person you are interviewing. It is important they are aware of the
expectations, agenda, time and format of the video. Make suggestions to your
guest prior to the interview. Encourage the interviewees to talk slowly,
articulate their words, and to remain a consistent distance from the microphone
throughout the interview. Also remind
them that excessive movement can be caught on the microphone, and if they have documents
or photos they want to show, have them laid out and ready before starting to
prevent rustling through papers and folders. Interviewers should also take care to remain
still and not shuffle their papers. Don’t
worry about silence; let the subject think and fill in the gaps (which will be
removed in the editing). Give positive
feedback to the subject by nodding and reacting to his/her story with
appropriate facial expressions (smiling, frowning, etc.). Have water and tissues available for your guest and interviewer. The telling of these stories can be very emotional for the veterans. Students should be prepared for how to respectfully respond at such a time. Finally, make sure you thank
your guest. Thank them for taking the
time to come and be willing to allow you to interview them, and thank them for
Preparing Raw Footage
Download Raw Footage from cameras into a properly named folder - immediately backup that raw footage onto a server, dropbox, portable harddrive.
Download the Audio and Video Log from the USLOC Veterans Fieldkit. (Click here to see a sample of how the log should be fill out.) This form is required to submit veterans raw footage to the USLOC.
What is a Storyboard?
A storyboard is a written or graphical representation of the all of the elements that will be included in a digital story. The storyboard is created before actual work on creating the digital story begins.
Creating storyboards is an often overlooked component of digital storytelling and for many students, storyboarding may seem like a tedious extra step. However, storyboarding is a valuable component in the creative process which allows the developer to organize story elements before the development begins. It saves time by allowing students to visualize how the project will be put together and identify all the elements to be used. Time is not wasted on editing elements that won’t be used.
There are many methods that can be used to create a storyboard. Templates, index cards, or simply sheets of paper can be used for individual scenes. Written and graphical depiction of the elements of the story, such as images, text, narration, music, transitions, etc. are added to the storyboard. The elements of the story are arranged in the storyboard in the chronological order in which they will appear in the story and this allows the developer to organize and re-arrange the content for maximum effect.
For sample templates and more insight on using a storyboard:
and prepare media resources
& guest voices
What can we use legally? The chart below provides information on copyright issues your students need to be aware of. Projects with copyright violations in use of images or music cannot be accepted or posted.
Editing raw interview footage
audio/video log of raw footage for LOC
Reflection and Evaluation
The Illinois Veterans' Classroom Project goals include making those vital connections between today's students and those who have sacrificed to serve our country and preserve their freedom. Every project is asked to include a short student reflection on what participation has meant to them. These reflections can take any form including narration over images, taped statements, written reflections with music, or whatever form the students wish. The following document contains questions that could be used to guide students through this important process. Student Reflection.doc
5: Distribution and Backup
posted to ILVETS site
of project and interview raw footage for veterans and families