10 steps to vodcasting in the classroom
Written on September 30, 2008 – 1:29 am | by dcnavis
Vodcasting has been a real goldmine for educators. There are so many multiple intelligences involved in the creating, producing and assessing a vodcast. When using best practices and pedagogy, the vodcast process will include the multiple intelligences including; Interpersonal, Intrapersonal, Bodily- Kinesthetic, Linguistic, Logical-Mathematical, Musical, Naturalistic, and Spatial.
Vodcasting stands for Video On Demand broadcasting. It can be explained in one word: YouTube.
When teaching about vodcasting, assume nothing other than students have heard and seen YouTube. As teachers, we want to bring help students do their best. How do we begin?
Step 1: Help students discover what vodcasting is and what it takes to create a vodcast. There are many sites on the web that will help students understand. In order to help them find their way, rather then “Just Google It”, I create a hotlist of sites I want students to read or watch. These usually include the how-to’s of creating videos and writing good vodcasts. Each student pulls out 10 pieces of information from the websites that they didn’t know about. As a class, we write our findings into a blog or wiki. Our discussion centers around what are the major parts/roles of those involved in a vodcast. Essentially, we narrow down the categories to technology skills, presentation skills, roles of people, and the stages of planning. I like to use Inspiration in class to help identify the detailed parts of our findings. This is a powerful mind-mapping tool. A hint here: I use a wireless keyboard and mouse and give the kids control of the Inspiration document that is being created. This gives more ownership. I also label ideas with the kid’s initials that give the idea – they love seeing their name!
Once we have identified the categories, I break the students into groups of three, four if I have to. I find with three everyone has a role that keeps them busy. Now, the creation of the vodcast.
Step 2: Plan the Work … Work the Plan
Time for planning the roles of each member of the group, creating a timeline, and brainstorming the vodcast. Working together collaboratively can be a challenge for some students. This short video highlights how engaged students are. All audio sounds were created by the grade 5 students with Garageband.
Step 3: Write the Script
On a first vodcast, I try to help narrow the topic for students. I place a time limit, no more than 5 ~ 7 minutes for each vodcast. YouTube does not allow more than 10, that’s usually a good enough reason for them 
Once the brainstorming is over, they begin to write the script directly to a word processor. This allows for easy editing and changes along the way.
Step 4: Evaluate
Once the script is written, read it out loud to the group. Does it flow? Is it within the time parameters? Does everyone know their role? I put a 3 x 3 grid up on the board. In the first column answer the question: What’s working? The second column asks “What can we improve?” The third column is titled “I think I’ll try something new.” As students review their script and look at what they have created, have them fill out a large sheet (I use a sketch pad) with at least one to three comments per category.
Step 5: Practice
This step is where the students practice. They need to practice handling a mic, choosing a place to film, timing the script, practice, practice, practice.
Step 6: First time filming
After the practice, begin filming. It’s amazing what they don’t know until they see it.
Step 7: Adding Sound to the footage
I use Garageband for students to create their own music. This helps to avoid issues with copyright laws. It also helps students to create. It is amazing how on task they can be! In this clip two students are ADHD. Can you pick them out?
Step 8: First Showing to a Small Group
After the mixing of sound and the editing of the footage, it’s time to re-evaluate. Take the grid from step 3 and evaluate the group’s video. How does it look? Sound? Once again evaluate for, “What’s working?”, “What can we improve?” and “I think I’ll try something new.”
Step 9: Class Evaluation
After remixing and editing the video to the group’s satisfaction, it’s time for a class evaluation. Give each student a 3 x 5 index card. On the card they should answer the questions: 1) what three things did you like about the video? 2) what two things would you recommend the group improve, and 3) what one thing would you suggest the group try?
Step 10: Authentic Assessment
Now it’s time for the show! I always like to have an authentic audience. I invite parents, peers, and special guests to come for our Film Festival. Each group has the opportunity to share their video with the audience. I ask them to share something they learned through the process, one thing that was hard, and what they really enjoyed about the film.
Overall it is a lot of hard work but in the end it is always worth it.
