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ENGL 15: Creating a “Year in Review” Retrospective Podcast and Video
Dr. Peter Froehlich and Dr. Maggie Froehlich assign one podcast and one video in their four sections of English 15 taught at Hazleton.
The podcast is a podcast narrative highlighting a year in American history (post 1945) of the students choosing. For the video, the students were put into groups by era (e.g. the early 1990s) to create a 10-minute video narrative based on their combined years.
About the Course Project
Course: ENGL 15 – Rhetoric and Composition
Instructor: Maggie Gordon Froehlich and Peter Alan Froehlich, Hazleton
Number of Students: 80+ students across four sections
Semester: Spring 2009
Duration of Assignment: 4 weeks for podcast and 5 weeks for video
Benefits
Students exposed to writing for new media. Students uploading podcasts to iTunes have a better sense of who the “audience” is in terms of writing.
Grading Process:
The podcast and video both count as an “essay” writing assignment in this course and are graded primarily on the quality of the writing or structure as well as creativity.
The podcast is worth 20% of the total grade and the video is worth 25% of the grade.
ECON 2: Creating an Educational Video
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Grading Process:
The video project was worth 20% of the course. The following grading rubric was used in this course. Sample rubric:
| Criteria | Percentage |
|---|---|
| Economic Content | 50% |
| Entertainment Value | 20% |
| Production Quality | 10% |
| Title Screen: Division of Labor Credits | 5% |
| Title Screen: Works Cited | 5% |
Rubric Information for Students
Below is the grading information given to students
Economic Content. 50%.
Be rigorous and demonstrate mastery of the subject. Some concepts are easy to show and others are more difficult to present. Selecting TWO concepts that are challenging and effectively demonstrating them carries more weight.
Be rigorous and demonstrate mastery of the subject. Some concepts are easy to show and others are more difficult to present. Selecting TWO concepts that are challenging and effectively demonstrating them carries more weight.
Entertainment Value. 20%
The video should be captivating. Your GEN ED TA will be watching hundreds of videos – if it is boring or inappropriate this is where a markdown will occur.
Production Quality. 10%
Check the sound quality and make sure you have good transitions, lighting, and that the camera is not too shaky. Producing a video and uploading it to YouTube is easy. Most digital cameras have a video feature. The video you capture on your camera can be downloaded into Windows Movie Maker or another editing program. Even if you have never done any video work, editing, or uploading, you will find that the process is not complicated. For those who would like additional help, or are interested in learning more about the video capabilities provided by Penn State, please visit:
http://digitalcommons.psu.edu/universitypark (The staff helped many students with their projects last fall.)
Each Video Should be Four Minutes Long. 10%
A sliding scale will be used to make deductions the farther away from 4 minutes you are.
Division of Labor (Credits). 5%
Please state that you worked together on the project by all appearing in a scene together in the credit section. If there is a slacker hold up a piece of paper with their name on it so we can give them a zero.
Works Cited. 5%
Every project requires sources. At the end of the project include a works cited screen that includes the sources you used in pulling this together.
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