iVideo Project

“The creative process is a process of surrender, not control.”
Julia Cameron

You will work in groups or as individuals to develop an i-Video – an elegant, concise, powerful video that inspires the viewer to consider an important educational idea. We’re going to provide the technology and basic skills training, but you’re going to further develop your technology skills through what can best be defined as “learning by doing.” You will share drafts of your videos so that you can critique and revise each other’s work.

In addition to the digital video, iVideo projects also include “directors’ commentary.” This commentary reveals the ideas and choices that went into the making of your iVideo. You will discuss what you were trying to accomplish and explain the filming and editing choices you made. In essence, you should treat this commentary as an analysis of the design of teaching. In the commentary, you have the opportunity to make explicit how you’ve considered issues, ideas, and theories of learning. The commentary is just as important (if not more important) than the iVideo itself. Because the iVideo is a finished work, much of the effort that went into shaping it is invisible. The commentary is your chance to reveal the thought and work that went into your iVideo.

1. The Idea:
Give a one-sentence description of the idea.

2. The Experience:
Try to describe the “the work of an idea” just as Jackson described “the work of art.” In other words, describe the experience that you hope your audience will have with the idea.

Qualities of the experience:

  • the awakening and sharpening of perception
  • the deepening meaning and significance
  • the engagement of thought, emotion, and action
  • the design of the iVideo

3. The Design: Describe how your iVideo was intended “to work” – that is, how you intended for it to awaken and sharpen perception, deepen meaning and significance, and engage thought, emotion, and action.  Also include connections to class readings and discussions.

The pieces to the puzzle:

1. Storyboard

2. iImage

3. iVideo Draft/Feedback

4. Final Product

i-Video Grading Rubric:

0-4 points 5-6 points 7-8 points 9-10 points
Incomplete Partially Complete Proficient Exemplary Summary
Commentary & Process Conveys little evidence of a personal response to the issues/concepts raised in readings/discussions Conveys some evidence of a personal response to the issues/concepts raised in readings/discussions Conveys evidence of a personal response to the issues raised in the text. Student demonstrates that he/she is beginning to develop new ways of reflecting on their practice Conveys extensive evidence of a personal response to the issues raised readings/discussions. Student demonstrates personal growth and awareness.
Development The video contains many errors or other problematic elements, suggesting that the author did not seek or apply feedback from peers or instructors during the development process The central focus of the video is clear, providing traces of evidence that the video was revised and improved based on feedback from either peers or instructors Major aspects of the video are polished, providing clear evidence of revision based on feedback from BOTH peers and instructors during the development process Even minor details of the video are professional in quality, providing strong evidence of iterative revision based on feedback from a variety of different perspectives during the development process.
Design/Aesthetics Exaggerated emphasis on graphics and special effects weakens the message and interferes with the communication of content and ideas. Multimedia elements accompany content but there is little sign of mutual reinforcement. There is no attention to visual design criteria such as balance, proportion, harmony and restraint. There is some tendency toward random use of graphical elements that do not reinforce message. Multimedia elements and content combine to adequately deliver a high impact message with the elements and words

reinforcing each other.

Multimedia elements and content combine to adequately deliver a high impact message with the elements and wordsreinforcing each other.

 The combination of multimedia elements and content takes communication to a superior level. There is clear attention given to balance, proportion, harmony, and restraint. The synergy reaches the intended audience with style and class.
Originality and Content Although a variety of elements are included in the video, it is difficult for the audience to see how they are related.  Approach to the video is a minimal collection or rehash of other people’s ideas, products, images and inventions. There is little evidence of new thought and the artifact does little to deepen the audience’s understanding of the content.

Although the various elements included in the video are superficially related, there does not seem to be a central idea that binds them together (thus diminishing their impact).  Approach to the content is primarily based on a collection of other people’s ideas, products, images and inventions.  Nonetheless, the work extends beyond that collection to inform the audience and offer new insights that deepen their understanding.

A central idea loosely connects the various elements included in the video. Creative approach to the content sparks the audience’s curiosity, and instructs them in the key conceptual features of the content in ways that create shifts in their perspective.

Strong, provocative idea at the heart of the video tightly connects all the elements included in the image.  Fresh, original, and innovative approach to the content captures and maintains the audience’s attention, and engages them with the key conceptual features of the content in substantive and meaningful ways that move them to action.


Group Work Infrequenly works toward group goals. Is not accepting of other contributions to the group. Usually works toward group goals and contributes. Is usually sensitive to the contribution of others. Works toward group goals and contributes. Sensitive to the contribution of others. Helps identify needed changes and action. Consistently works toward group goals; is sensitive to and assimilates the ideas of others and values all members. Encourages group action for change.




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