video assignment university

Video class assignment tips for instructors and students

• January 31, 2021
• Alex Martinez
• Digital Media / Kaltura (Video Management) / WeVideo

This article covers:

• For instructors
• For students
• Getting Started

Team Roles and Responsibility

Stock photos and graphics, video software, video tutorials, affordable and royalty-free audio clips.

Video assignments can be a research-intensive, collaborative, and highly engaging student activity. The video can demonstrate skills, knowledge, and communication strategies. View some student video projects to give you ideas for your next class assignment.

For Instructors

• Final videos should be between 2-5 minutes. A high quality 5-minute video can take about 5-10 hours to produce.
• Ensure that the project grade has the appropriate weight.
• Ensure that students keep you updated with their progress, require them to send you frequent project updates to avoid the project being done at the last minute.
• Create a “Group Planning” document for your student groups to help them plan, communicate, and organize. Spanish Skits ( http://goo.gl/hvaq4I ) Chemistry ( http://goo.gl/RpsPO2 ) B2B Marketing ( https://goo.gl/DsQef7 )  Why Make B2B Videos?
• For help with video assignments, contact [email protected] to get answers to your questions and support. We can give your students a workshop and a tour of the Digital Media Center.
• Give your students a few weeks to complete this project. Each week students should submit a progress report to ensure they are on track.
• Inform students that they can upload their videos into your Canvas course using My Media
• Create a video assignment in your Canvas course to make.
• Instruct students to submit their video assignments to make grading fast and easy using the Canvas speed grader tool.
• Science Communication Rubric
• Pecha Kucha Rubric (PDF)
• Infographic Instructor Grading Rubric
• Multimedia Science Activity Rubric
• Digital Storytelling Rubric
• Digital Video Project Rubric
• B2B Marketing Video Rubric

For Students

• Tips for students completing video class assignments (PDF)
• Spanish Skits
• Chemistry Educational
• B2B Marketing
• Take advantage of the DU Digital Media Center ; they have friendly staff and cool video software.
• Computer Screen Capture:  Jing (Free) and Skitch (Free)
• Prioritize recording high-quality audio. The further the microphone is from your presenter, the worse your audio quality will be. Recording indoor in quiet spaces or adding a voice-over track are the best options for capturing high-quality audio.
• Define a clear purpose and outcomes for the video .
• Establish teams and assign project roles and responsibilities.
• Research videos online that match your goals and expectations.
• Produce a video that is visually engaging to your audience. Scenes should be changing every 5-10 seconds.
• Create a storyboard shoot list and script .
• Create a project timeline and video team document to keep you organized.
• Tips for producing class assignment videos, “Before, During and After” .
• Have weekly team meetings.
• How to produce a video documentary by Adobe
• How to share final video securely to only class participants via Canvas Media Gallery
• Producer: Initiates and coordinates meetings and time management; has a high-level view of the project and timelines
• Script Writers: Responsible for creating the storyboard and script
• Researchers: Responsible for researching the topic, fact collecting and citations
• Videographer/Photographers/Audio Technicians: Responsible for video recording and still photos; ensures good lighting and audio quality
• Narrators: Provides audio or video commentary
• Illustrators / graphic artist : Responsible for drawing custom art work
• Video & Audio Editors: Responsible for video and audio editing software; will edit and share revisions with team members
• OpenVerse – 6 millions reusable objects
• Flickr Creative Commons
• DU Flickr Collection
• Science Images
• Archives.org
• Videvo.net – video b-roll clips
• ZOOM: Free video conference for all DU staff and students. Allows you to record your computer screen, webcam, interviews, and microphone. No editing features.
• Kaltura (Canvas My Media and DU MediaSpace): Free video conference for all DU staff and students. Allows you to record your computer screen, webcam, and microphone. Limited editing features. Kaltura is available within Canvas under My Media and DU MediaSpace .
• Kaltura Capture allows you to record your computer screen, webcam, and microphone.
• WeVideo – A web-based video editor designed for non-video professionals that’s easy to use. DU has a few student licenses.
• Adobe Creative Cloud software : DU Students, staff and faculty members now have access to this suite of Adobe software.
• iMovie – Mac 
• Camtasia Studio – Free video editor – 30 day trial for PC and Mac
• Blender : Free and open source 3D creation suite.
• PowToon – An online animated video software for both Mac and PC. Not free.
• Making a digital story video using iMovie
• Making a digital story video using WeVideo
• Vimeo Video School
• Video Story Guide
• Tips for marketing videos
• Videvo video clips
• YouTube Audio Library
• PartnersInRhyme
• Incompetech
• Global Sound Promotion
• Free Music Archive

The DU Digital Media Center has professional video and audio software for students. They are located in the Anderson Academic Commons and are normally open when the library is open.

Related Articles

Canvas kaltura important updates (4/2/2024), how to access zoom recordings in mediaspace, how to obtain a transcript file when conducting interviews using zoom, kaltura or a phone, kaltura – adding a single video to your canvas course, adding kaltura video on a du drupal page, wevideo tutorials & resources.

Pingback: 6 Creative Marketing Strategies to Boost Sales and Grow Your Brand

Pingback: I have assignment to make on marketing can you help - Parent.wiki

Leave a Reply

You must be logged in to post a comment.

Ready to get started?

• Education , Inspiration

15 creative video project ideas for students (and their teachers)

Fall is here. The leaves are starting to change color and teachers everywhere are asking the same question: How do I come up with video project ideas for my students?

Video has been a staple learning tool for decades. But having students create, design, and edit video projects themselves is becoming a much more common classroom activity. Video projects are a great way to help students of all ages  actively engage with subject matter  and learn from one another.

Online apps like  Biteable  make it easy for students to turn video ideas for school into a reality. Templates and easy-to-use editing tools keep the process simple and offer plenty of inspiration for student video projects.

To help teachers and students alike leverage video as an  educational tool , we’ve gathered our favorite creative video project ideas for students. Each idea comes with a ready-to-edit video template so you and your students can get started right away.

Create videos that drive action

Activate your audience with impactful, on-brand videos. Create them simply and collaboratively with Biteable.

Elementary student video project ideas

It can be tricky to keep young students interested and engaged all day long. Creating videos gives elementary students a fun, creative way to learn about anything. And student-created videos are an amazing classroom learning supplement. If a video is produced by their peers, interest will skyrocket.

1. Create a book trailer

Instead of a traditional book report, have students design a movie-style trailer that drums up excitement about a novel or a non-fiction book. Creating a book trailer gives students the opportunity to think creatively, share a story with their classmates, and reinforce their learning in a new way.

2. Give a video tour

To supplement social studies curriculum, students can create a video showing off a significant location or their favorite part of the school. If you have a field trip planned, ask students to share their experience by recording videos throughout the day and adding voice over narration.

A video tour of the school is also a great way to share the campus with new students and visitors. As a way to pass the torch before they leave for middle school, how about asking your fifth graders to collaborate on an orientation video for incoming kindergarteners?

3. Celebrate the holidays

There’s always something to celebrate, no matter what time of year it is. Have students film letters to Santa, make video Valentines for parents or grandparents, or make short educational videos about lesser known holidays. Students can even create simple, digital thank-you notes for classroom visitors or parent volunteers.

4. Recreate a moment in history

Learning about historical people and events? Have your students research and recreate major moments in history, like the story of Rosa Parks or the Oregon Trail.

Videos help students visualize and remember these important moments. It also gives students the opportunity to experiment with digital storytelling. And students will be challenged to bring each scene to life accurately.

5. Try stop-motion video

Video learning isn’t limited to literary or historical topics. Encourage students to use stop-motion or create their own slides to explain science experiments or other STEM projects. With the right footage, like Biteable’s extensive collection of clay animation footage, students won’t even need to build stop motion models. They can just focus on the presentation and storytelling in their video.

Video project ideas for middle and high school students

Video projects for high schoolers can be a little more advanced, as students should be practicing editing and narrative skills in addition to learning about new topics.

6. Create a news channel

To supplement learning in a current events class, have your students film a news broadcast covering both local and international events.

Ask students to take on certain roles in the newsroom: anchor, sports reporter, weather reporter, or entertainment correspondent. Doing a news segment helps everyone get involved and promotes teamwork.

7. Start a portfolio

Many high school students are thinking about college applications. Give them the chance to  jumpstart their applications with a portfolio video project  and showcase what makes them unique.

Art students can show off their best work and design skills. Students applying to traditional schools can answer an application question or create a video showcasing their community service and extracurriculars.

8. Promote a good cause

Rather than writing a traditional essay or report, have students create a video advocating for a cause that’s important to them. This helps students build their identity and develop persuasive skills. And students can share their  promotional video  with everyone, not just their teacher and classmates.

9. Questions for your future self

Think ahead with a video full of inspiring questions. This project is great for incoming freshmen. At the beginning of the year, have students create videos with questions for their future self or with goals for their life and career. At graduation, send the videos back to them. It’s a fun, positive way to celebrate their success throughout high school.

Higher ed video project ideas

Higher education might not seem like the place for student-made videos. But in the real world, businesses use video for all sorts of things. Video projects build plenty of resume-worthy skills that college students can take with them to the workforce.

10. Create a university promotion video

It’s easy to forget that colleges and universities are businesses, too. And they need help with promotion. A solid college or university promotion video could open opportunities for internships or college employment. Promoting something that they’re already familiar with is a great way for students to build video persuasion skills.

11. Record and edit interviews

Being able to conduct a good interview and edit it in a way that’s appropriate for the purpose of the interview is a valuable skill in multiple industries. And interviewing experts in the field is appropriate for just about any class.

12. Make a video self-assessment

Grades are important. But being able to self-assess is also an incredibly valuable way for students to incrementally improve at any skill.

Making video self-assessments gives students a more active role in the grading process and offers them a creative way to highlight the work they’ve put into a course. It also gives them a chance to make an argument for the grade they feel they deserve — a skill that easily correlates to performance reviews in their future workplace.

13. Film a job interview guide

For most people, the interview is the most nerve-wracking part of getting a job. Practicing interview questions is a great way to prepare. But most students don’t know how to prepare for a job interview.

Creating a job interview  how-to guide  is a perfect way for students to learn how to prepare for a job interview and help other students prepare at the same time.

14. Create a video presentation based on a written assignment

Written assignments are the backbone of a university education (in most disciplines, at least). However, the audience for most written assignments is limited to the professor and assistants. Creating presentation videos for their assignments gives students the opportunity to share their hard work with their fellow students, while also learning valuable video editing skills.

15. Build a video resume

For most students, the job search starts even before graduation. A video resume helps students highlight the skills they acquired and the experience they gained during college. And, given the global workforce, a  video resume is a great supplement to a paper resume, especially when applying for remote or distant positions where an in-person interview may not be an option.

Take your video project from idea to reality with Biteable

Ready to get started  making an education video project ?

Biteable has a huge  library of video templates that help students get going fast rather than struggling to start from a blank screen. Drag-and-drop editing and easy to use tools let students focus on what’s important: the project assignment and delivering a thoughtful message.

Make stunning videos with ease.

Take the struggle out of team communication.

Try Biteable now.

• No credit card required
• No complicated design decisions
• No experience necessary

51 Creative Video Project Ideas for Students (With Templates)

• video project ideas

It’s always a challenge to keep students engaged during classes, especially virtual classes. One of the ways to do this are video projects. Video projects not only make for fun viewing, they also supplement learning. While creating videos with fellow students is a fun activity, it’s not always easy to come up with video project ideas.

So here we bring you some of our favorite creative video project ideas for students. We also share ready-to-use free video templates that you can plug into and start using. Stay tuned till the end and find a bonus section for students on how to make a good video project! Let’s dive in!

A. Video project ideas for elementary students B. Video project ideas for high school students C. Video project ideas for higher education students D. How to make a good video project

Bring your video project ideas to life in minutes

With 3000+ ready-to-use project video templates

A. Video project ideas for elementary students

Video projects for elementary students are mostly a way for the teachers to ensure comprehension and interest in the classroom. These can also be a good tool to make students think about different topics. Let’s check out some video project ideas for this age group:

1. Summarise a lesson

Get your students to summarise history or literature lessons on video. Have students research major figures and events in history and make videos around these concepts. This gives students the chance to learn digital storytelling as well as thoroughly research important historical figures! For example, check out this video sharing the history of television!

Use This Template

2. Share a talent video

Have students share a video performing a talent! They can share singing, dancing, painting, art, baking, playing an instrument or various such videos. This can be a fun activity where students learn more about their peers. For example, check out this music artist launch promotion video that can be used by students to promote their own music videos .

3. Create a book report video

Instead of traditional book reports, get students to create book reports or trailers for various literature projects. These can be a good way to get students curious about concepts you will be teaching them too! Check out this video book report.

4. Celebrate a holiday

Get students to create videos on their traditional or religious holidays. This is a great way to cultivate curiosity, awareness and tolerance for different ethnicities and cultures. Check out this Christmas facts video as an example.

Use This template

5. Create science experiment videos

Encourage students to create their own slides to explain science experiments and their findings. This way, students start thinking of STEM disciplines in a more analytical, hands on manner. Check out the lesson plan presentation below that can be used to document the objectives and findings of such an experiment.

B. Video project ideas for high school students

Video projects for high school students can be a little more advanced as they are in the process of growing their skills and learning more about different subjects.

1. Create a video portfolio

High school is when students start thinking about college applications. This is a great time to start making a portfolio. Teachers can give students the chance to create a portfolio video and share their unique skills and interests. For example, students interested in engineering and STEM can share their coding or science related know-how. Check out this copywriter portfolio as an example.

2. Create a news show

Students need to know current events, both for their school community and for the world around them. Having a school news show is a way to communicate with the school community of students, teachers, staff, and parents. This can be a group effort that helps students learn the value of teamwork and allocation. Check out this newsreel video you can customise to create your own weekly news show.

Use This Template 

3. Make a video tour of an important location

If students visit a place -- on a field trip, on vacation or any time -- they can share their learning experience with others by recording video of it and narrating as they go. (If they're at a museum or other such places, asking permission first is probably a good idea!) If they can't visit it, creating a video slideshow with InVideo is also an option. Get your students to share video projects on important locations as an assignment. These projects can be themed around festivals , cultural concepts and activities too. For example, check out their Halloween cross country tour slideshow.

4. Share practice records

Learning a language, cooking , music or sports require constant practise. To gauge the progress of each student, you can ask them to record themselves learning to play an instrument or speaking a new language. Students can make video projects of themselves learning or mastering a particular song, key phrases and more. For example, check out this violinist’s progress video.

5. Create an ad or a promotional video for school events 

Get students to make an advertisement or a pitch for a school event. This could include a political ad for class president election, a video resume , or an ad for the latest games or tournaments in the school. Students will need to think about the audience they are trying to reach and the length of the advertisement. For example, check out this match poster video.

6. Promote a good cause

Get students to create a video project promoting a cause they believe in. This helps them build their opinions and develop persuasive skills. Students can share this video with everyone, not just the classroom! For example, here’s a video you can customise to debunk myths around a way of life (going vegan in this case).

C. Video project ideas for higher education students

Post high school, it may seem that video projects aren’t that important. But this is the time when students are most focused on improving skills related to their career. Video projects can thus help students showcase their understanding and interest areas, especially to future employers. So let’s check out some video project ideas for these students.

1. Interview interesting people

The people around us and around the world are living history. Their experiences, information, and advice is a treasure trove waiting to be mined. Get your students to interview individuals from their interest areas or in interesting professions. They could be in-person interviews where both parties sit next to each other or they could be virtual interviews, where someone far away records responses to questions. These interviews can act as learning aids, as well as help students connect with people in their future careers. Check out this video interview on how to approach people for their life stories.

Make your own video highlighting interesting interviews by sharing quotes , testimonials, and more. Check out this testimonial video as an example you can use and customise.

2. Teach a concept via videos

Truly understanding something is the ability to teach it to others. Students can make a video where they are recording themselves completing a task on their computer screen or they can make a demonstration video like a coding class. Teachers and professors could then use these videos to help reinforce skills in your class or even flip some of your lessons. For example, check out this video tutorial on note taking apps.

3. Create a self-assessment video

Being able to assess oneself is an extremely important skill that students need to improve themselves. Self assessment empowers students to become better learners. It also allows them to take an active role in their assessment and push for a grade they feel is unfair - a direct correlation to performance reviews at the workplace! Personalise this testimonial video to create your own self assessment video.

4. Create a video presentation for a written assignment

Written assignments are a staple when it comes to college. But only professors and classmates can view these. Instead, creating a short, promotional video on a written assignment is a great way for students to share their work with more people and learn editing skills at the same time. Check out this digital marketing trends video you can use to create your own video presentations .

5. Create a video resume

For most students, the job hunt begins in college itself. A video resume helps highlight key skills as well as share the student’s personality and attitude with employers. Especially when applying to remote or distant positions, a video resume along with a normal resume provides brownie points. Check out this video resume you can use as a blueprint to create your own.

Leverage the power of video to land your dream job!

Create a PRO video resume in minutes with InVideo

6. Create a University promotion video

Universities and colleges need as much promotion as they can get. And who better than students to share their experiences and highlights. Get students to create unique videos with their best anecdotes or areas in the university. This is also a good way to get them to research interesting aspects of college life. Check out the University promotional video and make it your own.

D. BONUS: How To Make A Good Video Project

Your school video project can earn you good grades. It is also an opportunity to showcase your creativity. But how to create the perfect video without any error? Video creation may not be your forte, but you still wish to excel in school video projects, right? No worries!

If you have a school video assignment in hand but don’t know where to begin, read below to learn how to create a video project super easy and quick, without any error and fuss. Now, let’s divide your video project into 5 easy steps.

Step 1: Video topic or idea

If you are working on a school assignment, you probably have a video topic given by your teacher or professor. If you are looking for video topic ideas though, find them here .

Step 2: Plan your video assignment

Planning is super important for your videos. This is when you decide how you want to create your video. Consider whether you want to live record your video or create it online using an app or a tool. An online tool like InVideo offers you pre-created templates that might meet your requirements. This is also a super quick and easy way to make your video from scratch. The first thing you need to do is go to InVideo and login or sign up if you wish to use this tool. Next click on the “Pre Made Templates” Option and select the video dimension you want. Finally, type phrases related to your video in the search bar.

You will now see templates related to your search as you scroll below. Simply select the template you want to use and click on the “Use This Template” button to start editing!

If your video idea is to record an event , but you don’t have a DSLR, camcorder or GoPro, use your own smartphone camera for the school project.

Step 3: Prepare a video script

Now that you know how you will record your video, the next step is creating a script for your video. Here’s a step-by-step guide on script writing you can refer to. 

3 questions to ask yourself before you create your script:

- What is the objective of your video? - How long does your video need to be? - Who is the audience that will watch your video?

Step 4: Shoot your video + audio

Once your script is finalized, it’s time to shoot your video. You also need to make sure that you are recording audio to go with your video. Check out this list of equipment and how you can use it to record video and audio. 

Step 5: Edit your video

As mentioned earlier, one of the most effortless ways you can edit your video is using the free, online InVideo editor . This is simple, easy to use, and does not need you to make any downloads. Here’s how you can edit your video on InVideo.

Step 1: Log in to InVideo . Now click on the “Blank Canvas” option and select the dimension of your video. Next, click the “Make A Video” button.

Step 2: Now click on the “Upload Media” button at the left-hand corner of your screen and upload the video you shot.

Step 3: Double click your uploaded video to add it to the timeline. You will now see a pop-up that asks if you wish to trim your video. You can Trim your video or use the full version. Simply click on the “Done” button once you are finished with your trim.

Step 4: You can now use the controls on the right side of the screen to edit your video further.

Step 5: You can apply filters, create transitions between shots for a seamless flow, add subtitles, or insert a logo to give a personal touch to your school video. Just head to the left side of your screen and select the controls you wish to use.

Step 6: Once you are done with your edits, it’s time to download your video. For this click on the “Download & Share” button on the top right. Now click the “Export” video button.

Step 7: Your video will now start to render. You can download it once it’s complete. You can also directly share the video link or share it on social media using the button provided.

Wrapping up

So these were some video project ideas for students and how you can create your own videos on InVideo. If you’ve found value in this article, and are looking for more video ideas, you also want to check out this guide where we’ve put together 200+ video ideas for businesses and brands that you can take further inspiration from. 

For more quick tips and hacks on editing and creating videos, subscribe to our YouTube Channel . 

This post was written by Upasna and edited by Abhilash from Team InVideo

Let’s create superb videos

Going Digital | Creating a Video Assignment

• Designing the Assignment
• Digital Intensive SLOs

The Basics #

A video assignment is a great way to get your students thinking about your course content a little differently. A project like this can be designed as a standalone assignment or incorporated as part of a group project, in-class presentation, or research project.

1. What is a video assignment? 

A video assignment is any project that asks a student to film themselves or another subject. Video submissions can be the entirety of an assignment, or they can be a one part of a larger assignment. These projects can range from a simple, one-shot recording of an oral presentation to more complex projects requiring multiple camera shots edited together.

2. Why might you want to create a video assignment?

• An option for creating AI-resistant assignments
• Gives students options to demonstrate proficiency (a core tenet of Universal Design for Learning )
• Helps with classroom engagement and community-building
• Gives students experience with digital tools
• Builds oral communication skills
• Can be a step towards creating a Digital Intensive course

3. What kind of assignments can this replace or supplement? 

• Research Projects
• Journals 
• In-Class Presentations
• Discussion Boards
• Group Projects

Designing the Assignment #

Whether you are designing the assignment from the ground up or converting an existing assignment, the steps below can help you think through framing, building, and grading the project.

1. Decide on goals

Student outcomes.

The goals of an assignment can vary greatly, depending on what you hope your students will get out of the project. A few common outcome objectives for this type of assignment are:

• Demonstrate understanding of course content
• Synthesize concepts to create new information
• Practice communicating information clearly
• Practice research and citation
• Demonstrate technical proficiency with video production tools

All are valid goals, and being clear about how much priority you assign to each one will help in designing the assignment (and ultimately your grading criteria).

If you are creating this assignment to be a large final project or other large assignment, you may want to break it down into smaller parts with due dates for each (much like a research paper). Some possible steps are:

• Topic selection 
• Source selection 
• Script draft and/or shot list
• Assembly edit/rough cut
• Final video

Smaller projects, such as weekly unedited “confessional-style” reflections, may need fewer steps but the end product will likely be less polished.

Project Format

The goals and scale you determine will inform what format the project will take. You may want your students’ videos to be recorded versions of an oral presentation, or perhaps you want them to create a polished, edited video. There are different considerations for each, listed below from least to most complex.

Vlogs & Discussion Board Videos

One or two-minute videos are a great replacement for weekly reflection assignments or discussion board posts. There are even tools designed specifically for this, such as Flip (formerly Flipgrid).

• Usually unedited or minimally edited
• Can have the same expectations you would have for a written reflection or board post
• Great for building community, especially in online classes
• Tools like Flip can be integrated into any Canvas course

Recorded Presentation

Recorded presentations are usually single-take videos of what might otherwise be a standard in-class presentation.

• Usually unedited or minimally edited (may just clean up the start and end)
• May include PowerPoint or other visual aids
• May or may not include camera/webcam footage
• Can usually be accomplished with a standard laptop, Chromebook, or iPad

Fully-Produced Video

Fully-produced videos are edited together from many different camera shots or video clips. These are the most complex video projects and can be very time-intensive.

• Editing takes time! Unlike one-take recorded presentations, students will need to budget extra time after the recording phase to edit their videos
• A time limit may be helpful for these projects. Shorter videos require students to practice concision
• Quality equipment is key. While filming on a phone can produce great video, encourage students to try external microphones if they are capturing video outside or in an uncontrolled environment

2. Recommend resources

Some students may already have tools they prefer, while others will have no prior experience with these tools. Unless you have a specific reason, there’s no need to require use of a certain tool, but it’s a good idea to offer your students some options. Below are a few we suggest.

Recording Tools

No amount of post-production editing can beat recording high-quality audio and video from the start! Often a computer microphone or standard earbuds will do just fine, but encourage your students to make a test recording using the equipment they intend to use. This way they can identify whether their current equipment will be sufficient for the project before making a long recording that they have to throw out for poor quality.

If students need or want higher-quality equipment, they can use the following resources:

HCC Info Desk Equipment Checkout

The HCC offers cameras, microphones, tripods, and audio recorders for free checkout at the Info Desk on the second floor.

HCC Vocal Booth, Charnoff Production Studio, & Mini Studio

The HCC has spaces designed for audio recording and editing. The Vocal Booth and Mini Studio are both on the 1st floor and open 24 hours. The Vocal Booth includes a camera and microphone, while the Mini Studio requires students to bring their own equipment (though cameras, microphones, and tripods can be checked out from the Info Desk upstairs). The Charnoff Production studio includes three HD camera and a wrap-around green screen, and requires training through the DKC before use.

Video Production Software

Zoom is a great, simple way to film recorded presentations. Students can start a Zoom meeting, share screen to show their visual aids, and record the meeting to their computer.

Microsoft PowerPoint

After creating a slideshow in PowerPoint, students have the option to record themselves presenting it. They can record audio, webcam video, and PowerPoint slides in a simple one-stop solution.

Note that this feature is only available in the desktop (downloaded) version of PowerPoint. Video recording is not available with PowerPoint on the web. Students, faculty, and staff can download Office products for free as part of their UMW Microsoft 365 account .

See this  Microsoft PowerPoint recording guide  for more info.

YouTube Studio Editor

The YouTube Studio Editor allows users to make basic cuts to a presentation. It does  not  allow adding other video clips, graphics, or audio tracks. This is a great solution if you are asking students to share videos on YouTube and want them to make only basic edits, like trimming the start and end of their video.

A free browser-based tool made primarily for graphic design, but it is a surprisingly agile simple video editor. Canva includes a large library of photo, audio, and video elements that can be used to in video projects, but students must be careful to avoid premium assets that require purchase.

Adobe Creative Cloud

Adobe tools like Premiere and After Effects may be overwhelming for beginners, but have many features that can help a project shine. All Adobe Creative Cloud apps are available via AppsAnywere , UMW’s virtual computer lab.

Video Editing Hardware

With so many browser-based tools for graphic design, students can accomplish simple video projects with a basic laptop, Chromebook, or even a phone! But if students want or need more powerful hardware, there are several options available to them.

HCC Computer Workstations

The Hurley Convergence Center contains computers throughout the building that can be used for graphic design projects. The HCC is open 24/7 to students with an EagleOne swipe.

Digital Knowledge Center

The Digital Knowledge Center has several computers with the Adobe Creative Cloud suite, including two Surface Studios that can fold down to become large drawing tablets.

HCC Computer Loan

The HCC Info Desk loans PC and Mac laptops to students for up to six days.

3. Offer support

Make sure your students are aware that they have many options for support for digital assignments (they don’t have to always come to you!).

DKC Class Visits

Consider having the Digital Knowledge Center visit your class to introduce tools and best practices for your assignment. This can go a long way in helping your students get off on the right foot. Visits can be tailored to the needs of your class.

DKC Appointments

If students run into issues, they can book appointments with a Digital Knowledge Center consultant to help get them unstuck.

DKC Online Guides

The Digital Knowledge Center maintains online guides on many tools for digital projects, including “Getting Started” best practices for audio, video, graphic design, and website-building projects.

4. Consider Accessibility 

It is important to consider accessibility in any digital project. Since videos are a visual medium, providing the information in alternative formats is essential. Here are a few methods to accomplish this:

Provide a written outline of information

Additional written context can help people with visual impairments understand the content of a video. Consider asking students to share an outline or transcript as part of the project, either beforehand (so you can make sure they are on the right track) or alongside the project.

Closed Captions

Closed captions are the text version of an audio presentation that appears on the screen during a presentation. Closed captions communicate all audio that is essential context, including music, sounds, and other non-speech elements of the presentation. Closed Captions help hearing-impaired individuals engage with content and are useful for everyone as hearing the information and seeing it in the text at the same time fosters a deeper understanding of the material.

Tip:  YouTube provides automatically-generated closed captions for every video uploaded, but these auto-captions always need a bit of clean-up to be accurate.

5. Determine Grading Criteria

Many of the grading criteria you might use for a “traditional” project still hold true for a digital assignment. If you already have criteria you are comfortable with, great! If you are unsure how to go about grading a video project, below are some guiding questions that may help you build a rubric for an assignment.

Guiding Questions

• Does the student address the prompt and fulfill the assignment effectively?
• Does the student think creatively?
• Does the student clearly state their argument, or thesis?
• Do the visual elements facilitate communication of the thesis?
• Has the student cited sources? Are sources high-quality and support the thesis?
• Is the video high-quality (not grainy or distorted)? Perhaps more importantly, is audio clear and understandable?
• Does the student use graphics, sound clips, or video clips that are royalty free or open-license? Does the student credit the creator?
• Has the student included accurate closed captions or otherwise endeavored to make the project accessible?

6. Determine Submission Method

There is no “wrong” way to receive assignment submissions, so choose the one that works best for your learning objectives. Below are a few options.

Canvas Assignment

Canvas is a great submission option if you just want to receive the files directly. You can set the assignment submission type to “File Upload,” and students can upload their video file and supporting documentation all at once.

Keep in mind that Canvas has a 500mb upload limit for individual media files, as well as a 1gb total storage limit for each course. Very long videos may exceed the individual limit, and only graded assignments bypass your Canvas storage quota. If you accept video files as part of an ungraded assignment or discussion board, you will quickly exceed the size limits on your Canvas course.

If your project includes long videos, or you want your students to get experience with other sharing platforms, YouTube is a good option. However, since it is a public platform, students must be careful to set the privacy settings for their videos correctly. Unless you want your videos to be available to anyone on the internet, most videos should be set to “Unlisted.” Students can then share the video link with you in Canvas, or embed the YouTube video into a blog post or website.

See our  YouTube Basics Step-by-Step  guide for more info on creating a YouTube account, uploading a video, adjusting privacy settings, and sharing videos.

Flip (formerly Flipgrid)

Flip is a video discussion platform that can be set up as your classroom’s video repository. Flip is designed primarily to record and share short discussion-post style videos, but it can be used to store uploaded videos as well.

Flip is owned by Microsoft, so it can be accessed using your UMW email address and password. See the Flip Educator Toolkit for more tips on setting up and using the platform.

Alternatively, if you are interested in having your students think about their work as having life outside of your class, embedding their video in a blog post is a great option. This gives students the experience of creating an video as part of a larger piece, such as a news article, research project, or journal.

Keep in mind that web servers have file size limits, however. If students are using Domain of One’s Own, their default limit is 1gb. If you choose this method of submission, you may want to also have your students upload videos to YouTube so that they can embed the YouTube video rather than post the file directly on a web site.

Digital Intensive SLOs #

Each Digital Intensive proposal is considered by the DI committee on a case-by-case basis, so there is no “guaranteed” method to acquire the designation. But below are few examples that may help a podcasting assignment address the DI Student Learning Objectives.

These are just a few options – there are countless ways to accomplish the DI objectives. And remember that a single assignment does not need to address every SLO! A video assignment could address some, while other assignments could address others.

Students will successfully locate and critically evaluate information using the Internet, library databases, and/or other digital tools.

• Require students to share sources for the claims made in their videos
• Use the SIFT Method or other criteria to evaluate an online source’s credibility

Students will use digital tools to safely, ethically, and effectively produce and exchange information and ideas. 

• Converting a written assignment to a video assignment goes a long way to addressing this SLO
• Require a written summary, closed captions, and attribution for any pre-made assets used as part the project

Students will creatively adapt to emerging and evolving technology. 

• Instead of requiring a specific tool to create their video, ask students to evaluate several and select the one that best fits their needs
• Instead of submitting a file in Canvas, ask students to build a public web site using Domain of One’s Own or Sites@UMW to post their video

Resources #

Liberated learners – video production.

A great resource to share with your students! This walks through the video production process from start to finish.

How (and why) to use video assignments in alternative grading

Dkc presentation & recording guides.

The Digital Knowledge Center maintains getting-started guides, tool recommendations, and repositories of free media resources for various digital project types.

YouTube Basics Step-by-Step

If you are having students sign up for YouTube accounts (or want to sign up for one yourself), this guide walks through the process of creating an account and getting started with sharing videos.

Project Resources

Free umw resources.

A list of tools and services available to UMW students that can help with digital projects.

Free Media Resources

A repository of online sources for copyright and royalty-free stock photos, video, and audio that students can incorporate into their projects.

Cartland Berge’s 60 Second Pilot Project

A project designed to help students practice producing a short video from start to finish: planning, scripting, filming, editing, captioning, and sharing.

Dr. Jeff McClurken’s US History in Film Course

The final research project for this course is a 1,500-2,500 written analysis of a historical film, along with a 3-5 minute video analysis. Projects are published on the open web using Domain of One’s Own. Example Video

How can we help?

McGraw Center for Teaching and Learning

Video assignments.

Video assignments comprise a wide range of possible assignment types from personal reflection videos in which students video-record themselves and upload those recordings to a shared space, such as Canvas, to assignments in which students are responsible for capturing, editing, narrating, and producing a polished product. Each type of assignment places more or less emphasis on either the production aspects of video or on the communicative, instructional aspects of video. Consider the following types of assignment that involve video production in some way.

Video documentary, video essay, or short film

Video is truly multi-media, providing oportunities to express oneself with visuals, sound, and text. The wide range of skills involved in capturing video, curating and editing video, possible adding narration, and the challenges of dealing with very large filesizes, mean that a video assignment can be quite daunting for students and for instructors. This wide range of tasks can also contribute to a valuable group assignment in with varied reponsibilities and roles.

News reporting or video interviews

Producing video-based news stories and capturing interviews, while quite different activities, both require students to carefully plan their work, including deciding on locations, topics of discussion, subjects, and pacing.

Video photo essay

A video photo essay takes advantage of the medium of video but may consist of recorded narration and music  over a series of still images.  This can be as impactful as actual video but may be more practical in some cases (consider historical imagery and the ‘ Ken Burns effect ’ or historical subject matter for which no video exists), or simply easier to construct, requiring less time for in-class training.

Personal reflection

Students can provide reflections on course readings, experiences related to coursework, or as a way to share their background knowledge of the course subject matter.

Instructional video

Video can of course by use to provide asynchronous instruction to students by capturing lectures or capturing and narrating screen/whiteboard recordings. These recordings can form the basis of an assignment in Canvas in which students submit their answers or other feedback. There is also, however the possibility of tasking students, or groups of students, with the creation of instructional video. Students could for example create recordings of themselves working through problems and demonstrating the process of arriving at their answers, thereby possibly helping to pinpoint areas of confusion, and perhaps leading to a repository of helpful videos for future students in the course.

Performance capture

The term performance may bring to mind a theater or music hall, but in terms of assignments, can also include any learning outcomes that are performative, such as public speaking, role playing, or foreign language oral practice.

Storytelling vs. Instruction

Some types of assignments, such as short documentary films, are creative, story-telling assignments that may involve not only learning to use the software but also in developing the skills of effectively conveying a story. Other assignments may use video more simply to capture students thoughts or performace. For these latter assignments, the video capture tools built into Canvas, Kaltura, and Panopto will suffice.

Assignment considerations

• Keep it short! Video editing can be a very time-consuming process. A two or three minute video can convey a lot of information and, when done well, can be a challenging assignment. Limiting the scope of a video project also introduces en element of information curation into the assignment process.
• Have students submit a storyboard as the first step of the assignment. A storyboard is simply an outline of the video with possible shots, scenes, and basic dialogue.
• A video assignment may be a new experience for many students. Consider outlining your expectations in a grading rubric to provide a scaffold.
• Video assignments can present more logistical problems than other types of activities, including choosing the cameras, the software, and potential very large files. If possible, work with the staff of McGraw’s Digital Learning Lab (DLL) to identify equipment and software students will use to complete the assignment. The DLL also offers ample storage space for video files.
• Video editing software such as Adobe Premiere, DaVinci Resolve, and even iMovie, offer many options but may require training. For simpler assignments, software such as Keynote, Powerpoint, Zoom, and VoiceThread may be easier to learn and can be used to generate videos that combine image and voiceover narration.
• Simple videos, such as video reading responses or student interviews, that do not involve transitions, titles, and music can be recorded and uploaded directly within the Canvas learning management system.

Student preparation

Learning to edit video not only necessitates learning how to use video editing software, which can be quite complex, but also involves developing storytelling skills and how good stories are conveyed via scenes, shots, transitions, titles, dialogue, and characters. The results of all this work can be rewarding, but will require significant time in and out of class. A video assignment should, ideally, be a culmination of a series of assignments that involve script-writing drafts, revisions, hands-on practice in the use of the software, peer-review and discussion.

Possible tools

• Adobe Premiere
• DaVinci Resolve
• Keynote, Powerpoint
• VoiceThread

Rubrics and resources

• Sample Video Editing Assignment , University of Portland
• Video Essays and Virtual Animals: An Approach to Teaching Multimodal Composition and Digital Literacy , Christina M. Colvin, Georgia Institute of Technology, in the Journal of Interactive Technology & Pedagogy
• Digital Storytelling Rubric and Digital Video Project Rubric , Video class assignment tips for instructors and students . Denver University EdTech Knowledge Base
• Single Point Rubrics, Jennifer Gonzalez, Cult of Pedagogy Blog
• How To Write A Documentary Script , Helen Kantilaftis, New York Film Academy
• Pre-production . Student Multimedia Services, Oregon State University
• Six styles of classroom video projects , Free Tech for Teachers, freetech4teachers.com

Example podcasting assignments

Ohio State nav bar

The Ohio State University

• BuckeyeLink
• Find People
• Search Ohio State

9 Steps to a Successful Video Assignment

You wouldn’t assign a lab report without having written one, so why assign a video without having created one? How would you go about answering students’ questions? How would you advise on structure, content, format, and citing? How would you know what expectations are reasonable, how much time to allot, what resources to recommend, your criteria for grading?

I get a lot of questions from instructors who want to assign a video project, sometimes even making it an option in lieu of a final exam or paper. Often, the instructor has never made his own video, let alone one with the requirements he’s asking for. If that’s you, I’m not saying you can’t be successful; it’ll just take some thoughtful preparation on your part to create an environment that provides your students with technical support, clear expectations, and fair grading.

Be the Student Go through all the steps you are expecting of your students so you can lay down a solid structure of support and provide reasonable criteria students must meet to get a good grade. Ask the questions you think they’ll ask. Go to the labs you think they’ll go. Call the support staff you think they’ll call.  Google  the tutorials you think they’ll  Google !  Don’t just outsource all the assistance to others.  Be  the expert! It’s empowering to be able to answer your students questions; in fact, they  expect  that you can.

Specify the Tools Now let’s talk about narrowing down  options , because there is such a thing as  too many.  You might think you are doing students a favor by letting them loose to use any device and video editor under the sun, but take a step back to understand what that means for your class as a whole. You can’t possibly answer all the questions about every device and software, and neither can the pros! However, if a majority of students are using the same resources, they’ll be able to help each other rather than overloading you or any other support staff with the more common questions. Plan out exactly which software, hardware, format, locations, etc. you want students to use every step of the way. This narrows down the list of things you (and your students) need to master to achieve the outcome you desire. I’m not saying you should  restrict  students to following the plan that you’ve laid out. A student can use whatever program she wants, knowing that it’s still her responsibility to make sure that her method will produce the result that meets your assignment’s requirements.

Post Info Online Here’s a list of things an OSU instructor can provide for her students to ensure smooth sailing throughout a video project. I can’t emphasize enough that this information needs to be posted online for students to reference throughout the project; organize it on Carmen in a way that makes sense for your class structure and lesson plan. For example, here are 9 points I would communicate to my students:

• Understand the information and resources available in  Making a Video
• Use iMovie ’11, and watch all necessary tutorials on Apple’s  iMovie support  website. Students may choose a different editor if you prefer, in which case you are responsible for finding your own support.
• Labs that have iMovie ’11 and staff to help are: SH 145,  HH  171a, and  HS  460a.
• Students may borrow a video camera from Classroom Services or be responsible for understanding how to use their own video recording device.
• Final video must contain: opening/closing credits, voiceover, background music, photos, video footage (*edit this list to be as specific as you want; these are the elements you are grading on)
• Final video must be between 2-4 minutes long (*I recommend 5 minutes max).
• Specify what format of video you would like to receive (*I recommend mp4).
• Specify how you want the video to be submitted (*I recommend physical CD,  box.osu.edu , or  Media Upload  tool).
• Teach students about copyright and fair use  OR specify the use of original content only.

Subscribe By Email

Get every new post delivered right to your inbox.

Your Email Leave this field blank

This form is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

• Learning >>

How and Why Educators are Including Video Assignments in their Courses

Educators in all fields, from theatre to architecture to food science, and even math , are starting to see how students can use their phones to make video and engage more strongly with what they're learning. Students make creative or explanatory videos, or just film themselves practicing the skills they’re learning.

With the disruptions everyone has experienced during the COVID crisis of 2020, video assignments may be even more powerful tools for keeping students engaged and promoting the social aspect of learning, even remotely.

As the technology gets more accessible and easier to use, more and more instructors have been turning toward student video projects as rich new form of evaluation and some are event favoring it over more traditional written assignments. Even the International Reading Association (IRA) and the National Council of Teachers of English have added standards emphasizing the need to foster creativity by going beyond text to have students use other media in their learning activities and assignments (Morgan, 2012). Students, too, are usually prouder of what they’ve accomplished and say their learning experience was deeper when they make a video rather than handing in text.

So with the combination of high-quality video cameras on smartphones and cloud video sharing, we’re set to see an explosion of video and audio assignments in every discipline . It’s suddenly practical - easy in fact - for students to record and edit video. And it's a whole lot easier to submit the video so that teachers can give feedback and grades. 

Kirkland (2006) offers a diverse list of video-making assignment project, including:

• Documentary
• Presentation
• Skills Demonstration
• Public Service Announcements
• News Reports
• Dramatization
• A Mashup of Clips

Videos can be much more than a student presenting or explaining the content they are supposed to master. They can be vehicles for creativity, for learning teamwork and project management, and the production will increasingly be an employment-relevant skill.

For example, here's the introduction to a video assignment from a course at the University of British Columbia's School of Population and Public Health: " Do younger Canadians need a movement to promote their social determinants of health? Design a short creative video to answer this question."

In contrast to a typical in-class presentation that vanishes into thin air with little feedback, video assignments can be powerful learning tools for students as a persuasive visual argument requires deep, iterative conceptual and rhetorical thinking. Not only is it necessary for the student to synthesize various sources on the subject content, but she must also write it down as a script, read it, decide who to interview or record, and then create a video, requiring time spent filming and editing. All of those separate cognitive activities engage with the topic in different ways, stimulating creative and analytic work. Additionally, student created videos place students on display, and as such, students make a greater effort to master the subject content so as to avoid embarrassment in front of their peers. So students get to practice and demonstrate their grasp of key course concepts, but student-made video also promotes creativity and individuality, basically eliminating concerns about plagiarism.

A great deal of research reveals students themselves find video projects to be more beneficial to their own understanding and mastery of subject material. One study by Greene and Crespi (2012) looked at the perceived value of student-created videos as a tool for enhancing the student learning experience. Their data came from an accounting and a marketing course at a state university. 

Each course assigned its students a video project to assess their mastery of the material. The survey data gathered from the students who created the videos revealed that students found such projects “creative, unique and educational.” Moreover, the students who watched the creative projects said “the videos were extremely helpful, put a fun twist on learning experiences, a very good way to review material while helping others to understand the material, interesting to see the material learned in a video format, were a good learning experience, and a simple way to remember/learn the material.”

However, while these assignments are fun and provide academic benefits, they can also be frustrating for both students and instructors if students plan poorly, are not trained and supported with technology, or are confused about the purpose of the assignment. As noted by Kearney and Shuck (2006) , a gap exists in assessing learning outcomes for student created videos. This new form of learning activity brings with it challenges for teachers: What sort of guidelines should you set for video assignments? How do you make sure they are implemented effectively?

Asessment of Video Assignments

One of the most challenging aspects of assigning student made video assignments is designing a fair grading rubric that simultaneously helps students know what steps to take but doesn't quash their creativity. Video presentations are by their nature individually unique and the feedback on and grading of each assignment could therefore be quite arbitrary. It's critical that instructors set proper expectations for students so that they have sufficient understanding of the key items to focus on. Teachers will also have to have structured, regular check-ins with students. Ideally, the assignment will be graded in stages, allowing rich feedback (possibly on draft videos themselves with a tool like WeVu). 

A basic video assignment rubric will contain some of the following elements:

• An 'elevator pitch' that can be delivered as text or as a 30 second video. This is a good place to start, and it can be continually refined as the project evolves. 
• Storyboard. A sketch of each scene or phase of the video. This can be done on slides (powerpoint, google slides, etc.) or just as an outline document. The storyboard should be the main planning document and it needs to be able to be shared with teachers for feedback.
• Script. The script must be suitable for the topic, the assumed audience, and for the time available. Script editing should be a major component of the project.
• Selection of content. Students must be encouraged to generate lots of ideas, ruthlessly abandon lots of them, and sequence the content in a persuasive or engaging way.
• Technical production value. Students need to be assured they don't need to make a perfect video. They should be warned not to spend hours on little transitions or super-precise editing. But they should be directed to consider some of the key elements of production value, including distance and depth of shots, variation in perspective and length of scenes, audio quality, voice-over video, captions or text, and so on. 
• Teamwork and Project Management. Assignments will often be group assignments. Give students a recommended or required structure for their collaboration, including what technologies they should use. Consider a part of the grade devoted to their project management, in which case the teacher needs visibility into the team digital space (Google Docs/Sheets/Slides, probably) and/or the students should journal or log their work, task by task, with task assignments, due dates, and task statuses.

The Open Thinking blog has a good set of ideas for educators wanting to start using video assignments. And here’s a simple example of one from a Cognitive Psychology class:

Feedback. Learning during production and learning from production of video assignments.

Teachers face another learning curve as they try to provide effective feedback helps students really learn and do better work next time.  One problem is that the videos usually sit outside a school's online learning platform or the feedback is given as a separate text commentary, just like students get on the papers they hand in. The technology is just starting to catch up to what educators are doing — platforms like WeVu.video give students and teachers a place to share video without making it public, get peer feedback if desired, and get all the feedback on the timeline of the video, just like we’ve always done with comments in the margins of what we write. The videos can then be made public, without the comments, when they're done.

Video assignments are increasingly common and pedagogically powerful, but they need preparation and technology to succeed.

P.S. Here’s a nice short guide from Wired on how to make a film with a phone.

Related Posts

How to organize, share, and discuss videos in groups

Seven Different Reasons Why All Skills Learning will Rely on Video in Just a Few Years

Feedback: We can’t learn without it

The Content Bias in Edtech

Video for Skills Learning – Evidence That it Works

[email protected]

Privacy overview.

Teaching with Digital Assignments

• Types of Digital Assignments
• Classroom Considerations
• Digital Pedagogy
• Assignments by Format
• Tools and Technologies
• Digital Storytelling This link opens in a new window
• Open Educational Resources (OERs) This link opens in a new window
• Writing for Digital Assignments
• Digital Projects Toolkit This link opens in a new window
• Digital Assignment Consultation

Digital Pedagogy Librarian

Digital Assignment Formats

This page provides information about common types of digital assignments, with resources that describe common techniques and applications of technology in teaching and learning. 

There are many formats and activities available for digital assignments, many of which are transferrable among disciplines, frameworks, and assignment types, and which can incorporate a range of media. Common formats include:

Audio and Video

Web publications, data visualization, graphics, and visual projects.

• Maps and Timelines
• Annotations

Text Analysis

• Exhibits and Collections

Assignments of many formats incorporate methods of  digital storytelling  in the presentation of research and knowledge.

• Digital Assignment Guides A resource from Princeton University's McGraw Center for Teaching and Learning providing overviews and examples of common digital assignment formats.
• Assignments & Teaching Materials Links to digital assignments and related material available for reuse and repurposing in undergraduate classrooms.
• Digital Storytelling with Audio and Video An overview of audio and video projects and assignments.
• Podcasting Assignments An article from Princeton University's McGraw Center for Teaching & Learning; defines types of podcasting assignments, lists learning goals and considerations, suggests tools, and includes links to examples, rubrics, and related resources.
• Teaching Podcasting A curriculum guide from NPR, provides insight into the workload and process of podcasting assignments.
• Video Assignments An article from Princeton University's McGraw Center for Teaching & Learning; describes types of video assignments, lists learning goals and considerations, suggests tools, and includes links to examples, rubrics, and related resources.
• The Asynchronous Cookbook: Writing, Storytelling, and Publishing A book chapter providing an overview of digital writing assignments, including journals, blogs, and collaborative textbooks.
• Creating Web Assignments Overview and guide to new web assignments.
• StoryMaps An overview of StoryMaps, including examples of work completed by UD students in capstone projects.
• Teaching with Blogs Overview of blogs and considerations for blogging assignments.
• Wikis Overview of wikis and wiki-based assignments.
• Data Visualization An overview of data visualization for teaching and learning.
• Creating an Infographic Assignment Overview and guide to implementing infographic assignments.

Maps and Timelines

• Digital Timelines Overview of digital timelines and types of timeline assignments.
• Creating Digital Stories with TimelineJS A detailed description of digital timeline assignment design, implementation, and assessment.
• The Asynchronous Cookbook: Mapping Activities A chapter providing an overview and steps to develop geographical and concept mapping assignments.
• Teaching Source Annotation in Digital Spaces Suggestions for teaching annotation of digital text, images, and videos.
• Social Annotation Activities Suggested uses of social annotation for learning in STEM, business, social sciences, humanities, law, and more. This article is from a product website, but provides useful insights and information
• Collaborative Annotation Overview of collaborative annotation activities and tools.
• Video Annotation Suggested uses of video annotation for teaching and learning. This article is from a product website, but provides useful insights and information.
• Text Analysis An overview of Voyant for text analysis from SDSU.
• Text Analysis Assignments An overview of key considerations and relevant tools for text analysis assignments.
• Text Mining Methods and Tools A guide from University of Delaware detailing the process of a text mining project.

Digital Exhibits and Collections

• Teaching with Online Exhibits An article from Princeton University's McGraw Center for Teaching & Learning addressing the use of digital exhibits as capstone assignments and as curricular models.
• ePortfolios: Theory and Practice A detailed overview of ePortfolios as digital collections and reflective assignments.
• Teaching with Omeka Overview of digital archive assignments built with Omeka, including considerations and learning outcomes.
• << Previous: Digital Assignment Fundamentals
• Next: Assignment Planning >>
• Last Updated: Aug 1, 2024 5:47 PM
• URL: https://libguides.udayton.edu/digital_assignments

• Thunder Bay •
• Faculty & Staff

• Romeo Research
• myCourseLink
• Indigenous Initiatives Information
• Supported Learning Technologies
• Upcoming Events
• Teaching Dossier Support
• MATLAB Grader
• mycourselink (Instructors)
• mycourselink (Students)
• Remark Test Grading Cloud
• Video Assignments

Thunder Bay

Hours: Monday to Friday 8:30 a.m. to 4:30 p.m. EST

Fifth floor of the Chancellor Paterson Library (Thunder Bay Campus, LI 5014)

Phone: +1 807-346-7730

Staff Directory

Individual Project Video Assignment

The Individual Project Video Assignment (by Bongo) is an interactive online video assessment tool to create and collect video-based assignments.  

Benefits of Video-based assignments: 

• develops communication and critical thinking skills
• builds time management and collaboration skills
• tests understanding and comprehension
• promotes alternative assessment strategies to accommodate different learning styles
• provides timely and personalized feedback
• supports the development of digital skills

Example Use Cases

• Student introductions, presentations, comments, responses to discussion posts, etc.
• Peer sharing and assessment
• Summaries, reviews, assessments, and/or critiques of books, articles, films, ideas, theories, arguments, etc.
• Research (think "TED talks"), mini-documentaries, essay/presentations, or spoken-word assignments
• Display work and results of lab work or studio projects, p hysical demonstrations of skills or abilities  

Watch this short video for an overview of the Individual Project Video Assignment. Please note, some features highlighted in this video are not included with the Individual Project standard version that Lakehead is using.

How the Individual Project Video Assignment Works

The Individual Project Video assignment is fully integrated with mycourselink meaning that assessments are seamlessly set up in a course site for ease of access and grading.  The video assignment involves students recording and uploading videos of themselves responding to questions or scenarios asynchronously.  The flexibility of options and features associated with the video assignment tool gives learners a variety of authentic and experiential learning activities to demonstrate their learning  in all disciplines. 

Adding a Video Assessment to a Course Site

The Video Assignment tool is found under the Other Tools drop-down menu on a course navbar.  Refer to these step-by-step instructions for setting up an Individual Project video assignment.  Please note, some features highlighted in these instructions are not included in the Individual Project standard version that Lakehead is using.

Note: After creating a Video Assignment, it must be added to Content to make it available to the students:

• Click Content
• Select into an existing module or create a new one
• Click Existing Activities then Video Assignments
• Click on the name of the Video Assignment created to add it to Content

Grading Assessments

During the setup of a video assignment, a grade type (see types below) will be identified and can be synchronized with the grade book in mycourselink.  Video or text-based feedback can be synced and time-stamped within the videos allowing learners to easily find feedback at relevant points when they are reviewing the marked video assignment. 

The grading dashboard provides instructors with an interactive visual display of where their learners are in the assignment process and to assign and publish grades.  Grades scores are sent over to the mycourselink grade book as a percentage based on the maximum points set up in the grade book.  

Grade Types

• Percentage - Score an assignment between 0-100.
• Pass/Fail - Score learners either 100% or 0%.
• Auto Pass - Automatically give learners a 100% when they submit an answer. Learners who have not submitted will not have a score.
• Five Star - Rate submissions with a 5-star rating scale. Each star is worth 20%.

Refer to the Bongo Evaluate and Score Submissions documentation for more details.

Additional Resources

• Creativity Takes Courage: Integrating Video Assignments into Academic Courses and Blended Programs  (eTextbook)
• Making Effective Video Assignment (University of Sydney Teaching Blog)
• Video Assignments Are the New Term Paper. How Does That Change Teaching and Learning?
• How and Why Educators are Including Video Assignments in their Courses
• 10 Video Project Ideas (Almost Any Class)

Bongo Resources

• Bongo Video Assignment Knowledge Base
• Individual Assignment Overview
• Getting Started Guide for Learners

Digital Learning Page Not Found

Thank you for attempting to visit Northwestern’s Digital Learning website. The site has been retired. You can find information related to your search on the following websites:

• Northwestern Information Technology
• Searle Center for Advancing Learning and Teaching
• Office of the Provost
• Northwestern Libraries
• Remote Teaching and Learning Guidance

If you are searching for the Northwestern IT Service Catalog or Knowledge Base, please visit services.northwestern.edu .

If you believe you reached this page in error, please report the URL to the Northwestern IT Service Desk at [email protected] .

Video Assignments

Video assignments with kaltura and canvas.

• For Students

Senior Coordinator, Learning Space Technology

Creating a Video Assignment

To create an assignment for which students can submit a video, create an assignment and ensure the  Submission Type  is set to  Online . Then mark the check box for  Text Entry :

NOTE:  Do not select Media Recordings as the Submission Type. This method has a restriction on file size that Kaltura does not have.

Text Entry will give students the Canvas Rich Text Editor  as a response field, which will allow them to embed a video from their  My Media  (see the instructions on the For Students tab of this research guide).

Doing this will embed the video wherever the student's cursor is within the text box. Students may also add text or other information in the response field.

Keep in mind that, since these are submitted to an assignment, the video submissions will not be viewable by other students in the course. If your video assignment also entails peer feedback, it is recommended to also have students publish their video to the course's  Media Gallery .

Publishing to Media Gallery

A  Media Gallery  is a course-specific public repository of videos. Each course has its own Media Gallery, and each person in a given course can publish to its Media Gallery. Additionally, each person in the course can see each video published to the Media Gallery.

This makes it a great place for students to share presentations with their classmates. If you have a video assignment for which students receive an individual grade but also share their content with the rest of the class, consider having students publish their videos to the course's Media Gallery. Instructions for doing so are included in the  For Students  tab of this research guide.

Reviewing Video Assignments

To review video assignments created using the above method, simply go to the assignment and open  SpeedGrader .

Within  SpeedGrader , you will be able to view each submitted video along with adding comments and assigning a grade:

NOTE:  You cannot download videos submitted this way. Because the videos are embedded, all Canvas allows you to download is an HTML file, which will not open properly.

• Next: For Students >>
• Last Updated: Oct 11, 2022 3:22 PM
• URL: https://libguides.baylor.edu/videoassignments

University Libraries

One Bear Place #97148 Waco, TX 76798-7148

(254) 710-6702

   Ask a Question

Copyright © Baylor® University . All rights reserved.

Report It | Title IX | Mental Health Resources | Anonymous Reporting | Legal Disclosures

Creating a video assignment in WebCampus

Creating video assignments in webcampus.

You can use WebCampus to collect video assignments. You can then use SpeedGrader to view and grade the video submissions. Use the instructions below to set up a video assignment in WebCampus.

Step 1: Log in to WebCampus and browse to your course.

Step 2: Click on Assignments in the Course Menu.

Step 3: Click on the + Assignment button to create a new assignment.

Step 4: Enter a name for the Assignment in the “Assignment Name” field.

Step 5: Use the text editor to add any instructions for the assignment.

NOTE: Student instructions on how to turn in a video assignment are available for you to distribute to your class from the Office of Digital Learning. Contact the Office if Digital Learning for more information.

Step 6: Enter the point value for the assignment, assign an Assignment group if needed (by default it will be in “Assignments”) and choose how the grade will be displayed.

Step 7: Under “Submission Type” select Online and check the box next to Text Entry. Do NOT select Media Recordings or File Uploads .

NOTE: Using this method allows you to view the videos online without having to download the videos to your computer and resolves most format issues that could cause technical problems with video file formats.

Step 8: Check the boxes next to Group Assignment and/or Peer Reviews, if appropriate for your assignment.

Step 9: Under “Assign” select to whom you would like to give the assignment as well as any availability & due dates. If not specified, it will be assigned to everyone in the course class. If you need to assign to multiple groups or increase time as an accommodation, etc. click the “+ Add” button to specify to whom and adjust availability or due dates.

Step 10: Click the Save & Publish button (or just the Save button if you do not want the assignment to be published at this time).

NOTE: This assignment setup will work with video files students create outside of WebCampus (i.e. SmartPhones, other software applications such as Zoom or Adobe Premier) and videos created with Kaltura Capture. Kaltura Capture is the webcam/screen recording software that is part of Kaltura. See the ODL‘s Kaltura Capture resources for more information.

Using video from My Media in WebCampus Discussions

Videos can also be used with Discussions in WebCampus. Instructors can post videos for the class to review and discuss, and students can submit videos - both with initial posts and replies. Discussions can be a great tool for reviewing video content. Allowing multiple students to comment and reply to others’ comments. More information on using Discussions in WebCampus can be found on the Canvas Guide .

Step 2: Click on Discussions in the left-hand Course Menu.

Step 3: Browse to the discussion post where you would like to add the video or create a new discussion. See Canvas Guide on Discussions for details.

Step 4: Click on Reply (or the + Discussion button for a new Discussion).

Step 5: Click the Embed My Media content icon on the text editor tool bar to add your video.

Step 6: In the window that opens, select existing content in your My Media by clicking the Select button adjacent to the video or upload a new video by clicking the + Add New button.

Step 7: The video will embed in the text editor.

Step 8: Click the Save button to save your work or click the Save & Publish button to save your work and make the discussion available to your students.

• University of St. Augustine for Health Sciences
• Student Support
• Blackboard - How to Submit a Video For An Assignment or Discussion Board (Kaltura)

Issue/Question

• I want to submit a video for my assignment.
• I want to submit a video for my discussion board

Environment

• Blackboard Ultra

Videos are submitted using a tool called Kaltura. The following is a step-by-step guide for submitting a video for an assignment. For a discussion, you can jump right to step 4, since the images and steps are the same after that.

Guide to submit video:

For a discussion, you can jump right to step 4, since the images and steps are the same after that.

Please sign in to leave a comment.

Articles in this section

• Blackboard - Ally Alternative Formats
• Blackboard - Calendar Share
• Blackboard - File Too Large to Upload
• Blackboard - Mobile App
• Blackboard - PowerPoint Size Limitations
• Blackboard - Rubric on Assignments
• Blackboard - Ultra Base Navigation
• Blackboard Courses Page - Filters and Personalization
• Blackboard Discussion Display on iPad

Assignment Packages

Video projects.

• Podcast Projects
• Graphic Design Projects
• TimelineJS Assignment Package
• Source Evaluation Assignment Package

The following package of materials provides everything you need to get started designing your own video project and implement into your class. There is a mix of resources addressed to instructors, as well as links to student-facing resources. For help with customizing these materials for your own assignment, contact Amanda McCollom ( [email protected] ).

For Instructors

• Instructor's Guide for Video Assignments Tips for instructors to build a video project into their course; includes information about tools, Canvas resources, and a sample timeline for the assignment.
• Assigning and Assessing Multimodal Projects Tips and resources about multimodal projects with a focus on assessment from Georgetown University.
• Evaluating Multimodal Assignments Includes suggested grading criteria for a visual argument assignment.
• Digital Stories Sample Rubric Detailed sample rubric for digital story project from Georgetown University

Canvas Module

Go to Canvas Commons and search “Library Resources for Multimedia Projects”; download and import into your Canvas course. This module contains separate pages for video projects, podcast projects, and graphic design projects. If your project is only audio-based, you can un-publish the other two pages. If your students can choose what they create, leave all pages published. Feel free to rename the module and customize content as needed.

For Students

**You will be asked to make a copy for all Google Doc/Slides materials. Instructors should remove or add questions to worksheets as needed. Create your own version of the worksheet and then change the end of the URL to /copy- this will allow students to create their own copies.**

• Video Analysis Worksheet (Google Doc) Use if you will have students watch relevant films or examples of video projects that you want them to analyze.
• Digital Storytelling (Video) This video covers 5 stages of creating a digital story and highlights resources available through the Student Multimedia Design Center. Also available on the first page of the Video Projects guide and the "Library Resources for Multimedia Projects" Canvas module
• Video Project Proposal/Pitch (Google Doc) Includes planning questions for students to answer about the message/purpose, audience, content, structure and tone of their video projects. For group projects, questions about group dynamics and potential roles are included; can be removed if not relevant to your assignment.
• Multimedia Project Planning Worksheet (Google Doc) Includes questions to help students plan what images, videos, sounds, music, graphics, etc they will need to find or create for their video projects.
• UD Traditional Storyboard (Google Slides) Google Slides storyboard template; each slide represents a panel
• UD Vertical Storyboard (Google Doc) Vertical storyboard/outline; best for describing shots with text rather than images
• Storyboard (Video Guide Page) Contains additional storyboard templates and tools, and resources on how to create a storyboard
• Landscape Storyboard (PDF) Traditional storyboard template with 6 panels; best for printing and hand-drawing
• Creative Commons (Video Guide Page) Overview of Creative Commons license conditions and attributions
• Find Images and Video (Video Guide Page) List of resources for finding Creative Commons and open-licensed images and videos
• Video Production Basics (Video Guide Page) Overview of how to frame your shots, light your scenes, and capture crisp audio
• Tips for Creating Standout Multimedia Projects (Video) Topics covered include recording conditions, the basics of editing, using high resolution images, checking audio levels, pacing, and exporting your final project to the correct format. Also available on the Video Projects guide and the "Library Resources for Multimedia Projects" Canvas module
• iMovie (Video Guide Page) Includes quick links for to Apple's iMovie support pages
• Video Editing Software Guides and Tutorials (Video Guide Page) Includes links to LinkedIn Learning courses for video editing software and SMDC software guides available for download
• << Previous: Multimedia Assignment Packages
• Next: Podcast Projects >>
• Last Updated: Aug 3, 2023 2:12 PM
• URL: https://guides.lib.udel.edu/assignmentpackages

Video Assignments

How do i create a video assignment , option 1: submit to blackboard assignment.

You can create a video assignment that allows for both individual and group submissions using the Blackboard assignment tool. 

• Create a Blackboard assignment.
• Students submit to the Blackboard assignment and embed their video using the EchoVideo functionality in the text editor.
• Mark the video assignment submissions through Grade Centre.

Individual assignments

For individual video assignments, students simply submit their assignment, which then can be marked through Grade Centre.

Group assignments

For group video assignments, the Blackboard groups and assignment tool can be used in combination so one student, on behalf of the group, submits the assignment which then can be marked through Grade Centre.

Option 2: Share videos through Blackboard Discussion board

If a video assignment requires students to share their videos with the whole cohort or with a group, Blackboard discussion board is recommended to be used for this purpose.

Note : Video-sharing functionality will become available in Echo360 in the middle of 2024.

• For individual assignments, add a Forum for video submissions to the course Discussion board.
• For group assignments, create a Group set, where a Discussion board is enabled.
• Each student submits their video.
• Other students criqitue the videos.

Practice video submission

We recommend that staff include a compulsory practice video submission prior to the completion of the final submission. This practice video should be created using the same equipment the student intends to use and be of the same length. The student should complete the video submission using EchoVideo or the ePortfolio and seek any technical assistance from Ask Us!

Student Video Assessment Showcase

Examples of student videos are available on the Video Assessment Showcase webpage (UQ login required). This webpage shows a range of student video assessment examples from around the University.

As a course coordinator if you feel you have outstanding examples of student work that you think would be a useful addition to the video assessment showcase please feel free to email details to  [email protected] . Students will need to complete and sign a  photography and video consent form  in order for their video to be posted on the showcase webpage.

Case studies

Jacqueline bond.

Jacqui shares her views on the benefits of using video assignments to help students develop their communication skills by producing an explanation of a past exam question.

Watch the video (YouTube, 3m 58s)

Dr Karen Cheney

Karen shares her views on using video assignments to engage students in exploring the science behind research articles. 

Watch the video (YouTube, 3m 47s)

Dr David MacDonald

David shares his views on using video assignments to allow students to demonstrate their interview and communication skills.

Watch the video (YouTube, 4m 28s)

Susannah Brady 

Susannah shares her views on the benefits of using video journals for students to capture their experiences in an innovative way.

Watch the video (YouTube, 5m 24s)

Option 1: Submit to Blackboard assignment

• Create an assignment - Individual
• Create assignment - Group
• Edit or delete an assignment
• Create or edit a rubric
• Mark a video assignment
• Mark group assignments
• Mark using a rubric
• Video with assessment (YouTube, 2m, 57s)
• Submit a video assignment with EchoVideo
• Share student submission videos in Echo360
• Create a Forum (basic) ,  video (YouTube, 2m 32s)
• Create a Forum (marked) ,  video (YouTube, 3m 05s)
• Create a Group Discussion Board (project/assignment groups) ,  video (YouTube, 1m 49s)
• Mark a Forum ,  video (YouTube, 3m 29s)
• Mark a Thread ,  video (YouTube, 3m 45s)

eLearning Adviser Consultations (via Zoom)

The eLearning Adviser Consultations  offers one-on-one consultations to course teaching staff on adopting UQ eLearning technologies.

Book an Appointment

Student guides

• Submit a video or audio assignment with EchoVideo
• Video content recommendations

• Email & Portal

Video Project Guide for Faculty

• Types of Video Projects
• Project Examples & Resources
• Video Production & Editing This link opens in a new window
• Available Equipment

Sample Video Assignments

• Submitting a Video Assignment From the School of Education at the University of Colorado--Denver
• How to make RSA Animate style videos with your class… by Paul Blogush. How to make whiteboard-style videos as student projects. Originally written for middle school students, a good framework to adapt for higher-level projects.
• How-To Video Essays by Greer Fyfe and Miriam Ross
• Student Generated Content Video Project Assignment from Dr. Jim Zoval at Saddleback College for Chemistry 108, but highly adaptable to other subject content

Assessing Student Videos

• Video Project Rubric Created by Joan Vandervelde at the University of Wisconsin--Stout
• Animoto Video Project Rubric
• How to Create a Rubric to Assess Student Videos

Further Reading

• Teaching While Learning: What I Learned When I Asked My Students to Make Video Essays from ProfHacker, a Chronicle of Higher Education Blog
• 6 Tips for Successful Mobile Video Assignments in the Classroom from ProfHacker, a Chronicle of Higher Education Blog
• Creating Effective Instructional Videos for Online Courses from Inside Higher Ed
• Student-generated instructional videos facilitate learning through positive emotions Pirhonen, J., & Rasi, P. (2017). Student-generated instructional videos facilitate learning through positive emotions. Journal Of Biological Education (Routledge), 51(3), 215-227. doi:10.1080/00219266.2016.1200647
• Conceptualizing "Homework" in Flipped Mathematics Classes de Araujo, Z., Otten, S., & Birisci, S. (2017). Conceptualizing "Homework" in Flipped Mathematics Classes. Journal Of Educational Technology & Society, 20(1), 248-260.
• Video and Professional Development: The Power of Education by Nira Dale for Edutopia
• << Previous: Types of Video Projects
• Next: Video Production & Editing >>
• Last Updated: Aug 4, 2022 4:53 PM
• URL: https://stmary.libguides.com/facultyvideo

Brightspace Support

How do I create a video assignment?

You will need to go to a module to create a video assignment. Go to Existing Activities at the top, then click Video Assignments.

If you have already created any video assignments, they will now show up. To create a video assignment, click the blue person icon at the bottom.

Here, you will fill in all of the required fields, such as your assignment name, to create your video assignment.

If desired, you can add dates and restrictions for this video assignment.

• NSU ALERT: 8/3/24 CLICK HERE
• Learning and Educational Center

Switch it up! Create a Video Assignment

Issue Date: 03-22-2019

In the digital world we are besieged with news reports almost as soon as they occur. Consuming information online is simple, and we have become accustomed to whipping out our smartphones to swipe, scroll, or click our way through to any desired topic of interest. However, some online searches may not provide credible sources of information. Since the coined term “fake news” has made its way into our common vernacular, it has become critical that learners not only understand the influencing powers of video, but to also use critical thinking skills to recognize the difference between what may be true or misleading in the media. Digital literacy is the ability to use technology to create or analyze information. Digital literacies and informational fluency are skills that students of all ages must learn to be successful in college and at work. Instructors can help learners to think critically about the videos they consume through video assignments.  Please click on the button below to reveal a couple of ways to incorporate video as an assignment through SharkMedia and Canvas.

Even though many students today may already be comfortable with producing videos, they could still benefit from honing their productions skills by learning how to make a compelling persuasive video or discovering nifty camera tricks through the editing process. Video projects not only inspires creativity, but it also encourages learners to dig a little deeper through experimenting with technology tools. Creating videos also helps learners to see how video and images can be used to sway opinions. Here are a few ideas from Acclaim on developing video assignments that can help students to reflect and demonstrate what they have learned:

The Video Research Assignment

Ask students to curate videos related to your topic of study. The video clips can be from a learning video series, television shows, or other sources. Ask students to think about the videos they’ve selected then write about them. As they encounter various sites on the web, they should start to notice the difference in the quality of information presented online.

Video responses to required readings

If you assign required readings for discussions, you may want to consider having learners create short videos that demonstrate reflection on the topic of study. Students can post their video responses onto the discussion board to share for peer review. This activity helps students to be able to speak with confidence in front of an audience.

An Essay or a Multimedia Slide Presentation Assignment

Do you typically assign papers or PowerPoint presentations? Consider trying something different like assigning a “video version” of this assignment. A lengthy essay can easily morph into a 2 to 5-minute video assignment. Creating the video will include a process similar to writing a paper such as, outlining a script, writing a script, and storyboarding what happens along the way within each scene or segment of the video. Students will also have to research, create, and curate visual elements such as, pictures, animations, curating clips from the web, then put them all together to tell the story.

For more information on video assignments, please click on these links:

https://www.facultyfocus.com/articles/teaching-with-technology-articles/ask-your-students-to-create-videos-to-demonstrate-learning/

https://corp.kaltura.com/resources/the-state-of-video-in-education-2018/?utm_source=fake_news&utm_medium=byline&utm_campaign=WP_2018-07_Education_Survey_2018

http://otl.du.edu/knowledgebase/helpful-tips-for-instructors-and-students-with-video-assignments/

https://www.getacclaim.com/blog/3-innovative-ideas-for-video-assignments/

*If you would like to have your learners create a video as an assignment, here are a few steps that will help you create a video assignment in your course and please read on further to include the instructions for students on how to upload their video assignment:

How to Create a SharkMedia Video Assignment

• Click  Assignments .

2. Click the  Add Assignment  button.

3. Type the name of the assignment in the  Assignment Name  text box.

4. Type the assignment instructions in the text box.

• Use the Rich Content Editor to add images, text, links, equations, or insert media.
• Please provide the instructions listed below titled “ How to submit An Assignment using SharkMedia in Canvas” for students.

5. Scroll down to the  Points  text box and type the highest grade students can receive. 6. Select the  Assignment Group  from the drop-down list, if necessary. 7. Go to the  Submission Type  drop-down list and select  Online.   The box expands to reveal the options. 8. Choose  Text Entry  in the  Online Entry Options.

• Using the Text Entry option allows students to use the Rich Content Editor which contains the  Embed SharkMedia  tool.

9. Scroll down to the  Assign to  options. Using the date pickers:

• Select the  Due  date.
• Select the  Available from  and  Until  dates.

10. Click  Save & Publish .  The assignment displays.

• Click  Save  if you are not ready to make the assignment visible to students.

11. Optional:  Click the  +Rubric  button to add a rubric.

**If you would like to have your learners create a video as an assignment, here are a few steps that will help them upload the video in your course:

How to submit An Assignment using SharkMedia in Canvas

• If you want a size other than medium, click the drop-down  Select  menu and choose the size you want.
• Click  Add/Record New Media  button.
• Click  Choose a file to upload  and find the media you want to upload.
• Click  Open .  The file uploads.
• Fill in any necessary details.
• Click  Save .  You will see a green bar stating “Your changes have been saved.”
• Click  Back to Browse and Embed .

5. Click the Play button to test the media.

6. Add any comments you would like your professor to see in the  Comments  text box.

7. Click the  Submit Assignment  button when you are satisfied.

Note : Anywhere you encounter the Rich Content Editor, you can embed SharkMedia videos.

Tags: Assessments and Assignments, Canvas

• LEaD events
• IT Self Service Portal

Create Video Assignment guide

• Get started - Video Assignment

About Video Assignment

Create video assignment activity, grade settings, common module settings, restrict access and activity completion settings.

• Assignment Go-live Checklist
• Grade Video Assignment with Quick Grading
• Grade Video Assignment using text editor
• Video Assignment FAQ

Related guidance

This page will show you how to set up an individual video assignment.

The Video Assignment activity in Moodle allows students to submit in one of three multimedia formats: upload a video; record a screencast; or record video using a webcam. Ensure that you specify the appropriate format when you give students the assignment brief. 

Student file submissions

Students can only submit one file per assignment submission.

• Turn Edit Mode on.
• Open the relevant section and Add an activity or resource . Select Video Assignment from the Activities tab.
• Write a meaningful Assignment name . This is the name that will be displayed on the module page and also in the Grader Report .
• In  Description , provide clear instructions to your students about the assignment including the file format expected. Check the box to Display description on module page .
• Choose when to make the assignment Available to students to submit.
• Choose when the Due Date - deadline for submission - is. This will display on the module page and on student's Moodle Timeline.
• Prevent late submissions: Default is No . This means that students are able to submit once the deadline has passed but the fact that they were late will be highlighted in the Submissions area.
• Allow resubmitting : default is No . We recommend that this is changed to Yes to allow students to replace files during the submission window.
• Email alerts to teachers : default is No. Changing to Yes will result in email notifications being sent to anyone who has a staff role on the module each time a submission or update is made in the video assignment.
• Please note, the video assignment activity only allows students to add one submission file.
• Grade type: select the type of grade used for the assignment. If Scale is chosen, you can then choose the scale from the Scale drop-down. If using Point grading, you can then enter the maximum grade available for the activity.
• Grade Category determines where your assignment will sit within the grades area. To use this, you will first need to set up the categories in the Grader Report. You can find more information on this in our Grader Report guide .
• Show the assignment on the course page.
• Hide the assignment on the course page.
• Make available but not shown on module page (students will still be able to access the assignment from the module Activities section of the Dashboard ).
• Leave the Group mode  setting on No groups to make sure this is an individual assignment.

You can use the Restrict access settings to control the availability of content and activities based on one or more conditions, including date and group. 

Activity completion allows you to set completion criteria for a specific activity or resource. A tick appears against the item when the student meets the criteria. This helps students manage their progress on a module and staff can easily review student engagement and progress against key activities.

You can combine  Restrict access  and  Activity completion  to provide structured pathways through your module.

Apply the settings

• Open the activity or resource.
• Select  Settings  from the  contextual navigation menu  above the module name. Scroll to the relevant setting.
• Change the settings required.
• Select  Save and return to module  to save any changes made.
• Manage your content guide
• << Previous: Get started - Video Assignment
• Next: Assignment Go-live Checklist >>
• Last Updated: Jul 16, 2024 10:07 AM
• URL: https://city-uk-ett.libguides.com/staff/moodle/video-assignment

College of Computing

Innovative Video Assignments Could Enhance Learning in Large CS Classes

Monday, July 29, 2024

Emily Smith

College of computing school of computing instruction.

Better engagement with instructors and improved learning outcomes are on the horizon for university students enrolled in large computing-related survey courses. 

Researchers from Georgia Tech’s School of Computing Instruction (SCI) recently presented their study on active learning strategies in large computer science (CS) classes at the 29th Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE).  

The annual conference gathers global educators and researchers to discuss advancements and innovations in computing education.

In their paper, SCI Lecturer Pedro Guillermo Feijóo-García, Lecturer Nimisha Roy, and Chair Olufisayo Omojokun explore using student-created instructional videos to foster engagement and improve learning outcomes in large, introductory software design and engineering (SWE) courses. 

Addressing the Challenge of Active Learning in Large Classes

Promoting active learning in large computing courses, often with hundreds of students, poses significant challenges. The larger the class, the harder it is to effectively support students and foster a deep understanding of complex concepts. 

Recognizing these challenges, the researchers proposed a novel pedagogical strategy: leveraging student-created instructional videos as a medium to facilitate learning by teaching.

Implemented in two large introductory SWE classes during Fall 2023, the strategy engaged 448 college CS students in a unique take-home activity. The researchers integrated the activity into the midterm exam, which included both open-ended questions on SWE concepts and a diagramming question. 

First, students were tasked with creating an instructional video to explain their responses to the exam questions. This process required them to articulate their understanding of SWE concepts clearly and concisely, effectively teaching the material to their peers.

After creating their videos, students participated in an anonymized peer-review process, providing feedback on their classmates' explanations.

“I think the experience helped students reinforce their understanding of the course material and, more importantly, learn how to learn,” Guillermo Feijóo-García said.

“This activity is a perfect opportunity for students to build communication skills and the confidence required to present their ideas. Sometimes, we forget that CS as a discipline goes beyond the computer, especially nowadays when technology actively and organically acts in society.”

Enhanced Perceived Learning and Engagement

Researchers surveyed the students, asking how much they learned from this approach. The results were promising. Most students felt that they learned a lot from making the videos and reviewing their peers’ work. 

Significantly, 80.4% of the students agreed with the statement, "Creating my video helped me learn the course content." These results indicate that the assignment was particularly effective in helping students internalize and understand SWE concepts.

The findings from this study suggest that student-created instructional videos can be a powerful tool in promoting active learning and enhancing student engagement in large computing courses and beyond.

“Students love active learning and gain much from activities that challenge their thought processes and openly reflect on how they think about their solutions,” Guillermo Feijóo-García said.

The strategy allows students to assume the role of teachers, consolidating their knowledge while fostering a collaborative learning environment though the peer review process. 

Guillermo Feijóo-García says this active learning format could be used or adapted in other courses and levels beyond their CS-2340 Objects and Design course . The team has received positive feedback from the broader CS education community and peers from national and international institutions interested in following up with their approach.

“The strategy suggests that educators can better engage with their student audience when dealing with large class formats,” said Guillermo Feijóo-García.

“Also, with large language models nowadays, this kind of strategy can pose exciting learning opportunities that can challenge students to learn significantly and appreciate what they learn during their processes.”

ITiCSE 2024 was held in Milan, Italy, July 8-10.

Recent Stories

AI Researcher Named to Harvard's Berkman-…

Thursday, August 1, 2024

Georgia Tech Researchers Showcase Software Reliability…

Tuesday, July 30, 2024

Interactive Computing Faculty Earn Test of Time…

We are thrilled to announce Vivek Sarkar as the new Dean of the College of Computing at Georgia Tech! With a distinguished career spanning academia and industry, Sarkar's leadership promises to elevate our community to new heights. https://t.co/2mX5D46cJz pic.twitter.com/LxpLTCXWZV — Georgia Tech Computing (@gtcomputing) April 12, 2024

@GeorgiaTech 's dedication to excellence in computer science (CS) has been recognized once again, with the latest U.S. News and World Report rankings unveiling the institution at 7th place overall for graduate CS studies. https://t.co/qavNUSTb7n pic.twitter.com/BcGyGBQld8 — Georgia Tech Computing (@gtcomputing) April 10, 2024

Capital University

Offcanvas scoreboard.

Men's Lacrosse 8/2/2024 1:04:00 PM

Men’s Lacrosse Head Coach AJ Smith Accepts Division I Coaching Position

Players mentioned.

#16 Mason Spaulding

Thanks for visiting !

The use of software that blocks ads hinders our ability to serve you the content you came here to enjoy.

We ask that you consider turning off your ad blocker so we can deliver you the best experience possible while you are here.

Thank you for your support!

was not found

University of Southampton Educational Psychology research blog

The Zones of Regulation: An Academic Critique (video)

Assignment type:  Academic Critique (video) Author:  Lauren Craik Submitted: May2023

Appendix with systematic search strategy and references

Washington State University Athletics

Cougar Soccer to Host Open Scrimmage

Related videos, related stories.

Thanks for visiting !

The use of software that blocks ads hinders our ability to serve you the content you came here to enjoy.

We ask that you consider turning off your ad blocker so we can deliver you the best experience possible while you are here.

Thank you for your support!

was not found

University of Maryland Athletics

Men's Basketball 7/29/2024 11:00:00 AM

Men’s Hoops To Face Syracuse In 2024 Gotham Classic

The game will take place on dec. 21 at barclays center in brooklyn..

COLLEGE PARK, MD  – The final non-conference game of the 2024-25 campaign has been officially announced as Maryland will face Syracuse on Saturday, Dec. 21 at Barclays Center in the 2024 Gotham Classic.   Tickets will go on sale to the public on Tuesday, July 30 at 12 PM and can be purchased on Ticketmaster.com. The game time and television assignment will be announced at a later date.   This will be the 10th all-time meeting between the two programs with Maryland holding a 5-4 advantage in the series. The last time they met was Nov. 27, 2017 – a narrow 72-70 win for the Orange in Syracuse. Three of the last four meetings, dating back to 2004, were decided by a single possession.    Maryland won the first five games of the series. The first-ever meeting came in New York at Madison Square Garden as part of Maryland's run to the 1972 NIT Championship title. The series was paused from 1981 through 2004 when Syracuse defeated the Terps 72-70 in the NCAA Tournament in Denver.   Season tickets for the 2024-25 season are now on sale starting at $199. Maryland Young Alumni (those who graduated within the last five years) receive a 48 percent discount on season tickets, while current Maryland Parents who have a student enrolled for the year are eligible for a 20 percent discount on two season tickets.   The Terps' returning players are highlighted by rising senior  Julian Reese , rising sophomore  DeShawn Harris-Smith , and fifth-year senior  Jordan Geronimo . Maryland has one of the top incoming transfer classes in the Big Ten: Ja'Kobi Gillespie (Belmont), Selton Miguel (South Florida), Rodney Rice (Virginia Tech),  Tafara Gapare (Georgia Tech), and Jayhlon Young (Memphis). Additionally, the Terps signed five-star McDonald's All-American Derik Queen (Baltimore) and four-star guard Malachi Palmer (Harrisburg, Pa.).   The non-conference slate for the 2024-25 season will officially open on Monday, Nov. 4 against Manhattan at the XFINITY Center. Tip-off times and television assignments, as well as dates for Big Ten games, will be announced later. All games will air on the Maryland Sports Radio Network with legendary Voice of the Terps Johnny Holliday calling the action alongside Chris Knoche and Walt Williams.

Players Mentioned

#10 Julian Reese

#5 DeShawn Harris-Smith

#22 Jordan Geronimo

#0 Ja'Kobi Gillespie

#1 Rodney Rice

#9 Selton Miguel

#6 Tafara Gapare

#25 Derik Queen

#7 Malachi Palmer

#8 Jayhlon Young

Thanks for visiting !

The use of software that blocks ads hinders our ability to serve you the content you came here to enjoy.

We ask that you consider turning off your ad blocker so we can deliver you the best experience possible while you are here.

Thank you for your support!