Not only students, but instructors can be deceived by the actual amount of production time it takes to complete a simple 3-5 minute audio or video project. The times listed below reflect the array of minor and processes, including preparation, resource acquisition, and iterative post-production editing that goes into every project
| Project Type | ~ Time Commitment |
|---|---|
| 10-12 minute informal interview for podcast (minimum post-production) | ½–2 hours |
| 10-12 minute formal interview for podcast (maximum post-production) | 1–5 hours |
| 3-5 minute informal or interview Video (minimum post-production) | 1–3 hours |
| 3–5 minute remix/mash-up video (minimum post-production) | 2–4 hours |
| 3-5 minute high quality video (maximum post-production) | 4–20 hours |
Ensure all aspects on the grading rubric are addressed on the assignment. Students save time in production when organization tools and techniques are shared.
| Deliverable | Description | When Due |
|---|---|---|
| Outline | Key concepts, overall vision or approach, cast and roles, 3rd party media needed | Before production begins |
| Script | Dialogue (listed by speaker)—May be rough notes or exact dialogue to be spoken | First trimester of project |
| Storyboard | Sequential list of shots, sketches, direction | First–Middle trimester of project |
| Rough Cut | Final video editing, previewing, focus grouping | Third trimester of project |
We recommend that before the semester begins, faculty meet with a member of the Center for Digital Scholarship (CDS) to discuss the project. Library faculty and staff can help you and your students obtain the maximum benefit from this technology. It's particularly important to scheduling any in-class workshops ahead of time, and to plan ahead for the amount of studio time students will need to comforatably complete their projects.
| Week | Task | Week | Task |
|---|---|---|---|
| 1 | Introduce project and rubric to students | 6 | Production begins |
| 2 | Form student teams | 9 | Rough cut due |
| 3 | In-class workshop with CDS consultant | 13 | Video completed and submitted/published online |
| 4 | Outline and script due | 14 | Peer Critique |
| 5 | Storyboard due |
Information adapted by permission from the Instructor's Guide to Media Activities from the Penn State Media Commons
It's imperative to match the design of your activities with the level of work you expect from your students. Neither Too simple, nor too complex or demanding an assignment will not produce the learning outcomes of value to you and your students. The following chart pairs activities with positive outcomes.
| Skill Level | Description | Examples |
|---|---|---|
| CREATING | Putting together ideas or elements to develop an original idea or engage in creative thinking |
|
| EVALUATING | Judging the value ideas, materials and methods by developing and applying standards and criteria |
|
| ANALYZING | Breaking information down into its component elements |
|
| APPLYING | Using strategies, concepts, principles and theories in new situations |
|
| UNDERSTANDING | Explaining ideas or concepts, and demonstrating comprehension of information or frameworks |
|
This page outlines some of the resource and time requirements involved in multimedia/multimodal assignments. Just being aware of the hidden 'overhead' in such assignments can help you create better assignments, help your students create better compositions, and help you both avoid the pitfalls that mitigate the success of otherwise great work.