Video Editing, Screen Capturing, & Audio Editing Workshop

Today we’re going to work on some hands on activities for Video Editing with iMovie, Screen Capture video using Screencastify, and Audio Editing with Garage Band.

  1. Video Editing with iMovie (45 min):
    1. iMovie Slides:
    2. Video Editing Basics with iMovie (45 min):
    3. iMovie Slo-Mo & Audio:
    4. iMovie Green: Screen:
    5. iMovie Detaching Audio:
  2. Screen Capture video using Screencastify (30 min):
    1. In Chrome web browser, Google Screencastify and install the plugin. Here’s a video overview of how to install it:
    2. Using Screencastify, give a tour of your blog and go into some detail about one of your inquiries while on your blog. Here is a 2-minute video if you would like to review the features of Screencastify:
    3. Click on the “View on Drive” link in the right navigation menu, and then Download your screencast video by clicking on the download button on the top right navigation bar.
    4. OPTIONAL: Upload your screencast video to YouTube & embed the video in a blog post on your blog.
  3. Audio Editing with Garage Band (30 min):
    1. GarageBand activity:
  4. Blog post prompts:
    1. What are some examples of how could you see yourself using these tools in a class setting?
    2. What are some situations where it would it not be appropriate to use these tools?
    3. What privacy considerations are there when recording video and audio?
    4. Are there any equity issues that should be taken into account if the school you are teaching in is a Bring Your Own Device school?

What Makes a Strong EDCI 336 Blog Post?

Some tips on how to make a strong EDCI 336 blog post:

  1. Describe your experience and/or the tool, & then discuss:
    • what you liked, or didn’t like;
    • possible use cases for the grade level you would like to teach;
    • your analysis.
  2. Bring in outside references to bolster your analysis.
  3. Make connections to other things you know or have learned in EDCI 336 or elsewhere.
  4. Include relevant photos and/or videos that demonstrate the experience or tool, & if possible what you like or don’t like.
  5. Select all the relevant competencies for your post.

Happy blogging!

Inspirational Inquiry Posters for Your Classroom

Trevor MacKenzie and Rebecca Bathurst-Hunt have made available some inspiring posters from their Inquiry Mindset book. The posters are a great reference and might be helpful to post on the wall in your classroom as a visual reminder to students about where they are in their inquiries. The posters could also be helpful when talking to students about their inquiries, to visually show them where they are in the process

Below is the Inquiry Roadmap poster. To see all 7 of the posters, go to Trevors website and download the high-resolution versions made for printing:



Week 8 – Open Education, Screen Capture, K-5 Inquiry Activity

OER Logo Open Educational Resources

Just a quick note to let you know what we’ll be covering in class tomorrow:

  1. Rebecca B.H. Kindergarten Field Trip Debrief (20 min)
  2. Open Education & Copyright Activity (20 min)
  3. Screen Capture hands-on Activity (20min)
  4. Image Editing hands-on Activity (20 min)
  5. Making/Evaluating Resources Discussion (10 min)
  6. Develop a K-5 appropriate Inquiry – Blog Post to Document

If you’d like more information about Open Education, Creative Commons, etc, in an entertaining format, I highly recommend watching this National Film Board of Canada documentary: RIP a Remix Manifesto.



Week 6 – Video & Audio Editing, Curation Tools, & Peer Review Formative Assessment

I just wanted to send you a quick email to let you know what we’ll be covering in class on Friday, October 12th (note the in-class peer review of blog posts in item #2 which you might want to specifically prepare for):

1. Class Debrief on PSII Field trip.
2. Peer review formative assessment of blog posts in 3 person groups on a piece of paper:
  • Identify 2 things you like about their “Tech Review” blog post 1 thing that could be improved.
  • Identify 1 thing you like about their PSII blog post (or another blog post if no PSII post).
  • Write down how frequently are posts being made to the blog?
  • NOTE: Please be sensitive and professional as you write you your short reviews. As you read the peer reviews of your blog, please remember that these are the options of two of your classmates and critically reflect on the suggestions before you accept or reject them.
3. Video Editing:
5. Curation Tools:
  • – Bookmarks, Tags, Annotate, Group Collaboration.
  • – Create a new board, Add feeds to board, Read in Feedly.

6. Lab time:

  • Catch up on inquiry blog posts
  • Practice using tools worked on today

We’ll see you on Friday!

PSII Visit & Trello Suggestion

Two items I wanted to bring up before our field trip and long weekend:

  1. Our field trip to the Pacific School of Innovation and Inquiry (PSII) is tomorrow (Friday), and we will be meeting at the school downtown at 9:30am. The school is located at #100 – 808 Douglas Street near the corner of Douglas and Humboldt. I’ll be driving from UVic to PSII at about 8:45 and have seating for four people; please email me back if you’d like a ride.
  2. I’ve put together a short tutorial on how to create Checklists for all the competencies required to complete 336, and a checklist to keep track of your inquiry blog posts. Please let me know if you have any questions or concerns.

Making Progress on Your Learning

Note: This excellent advice for EDCI 336 learners comes from a blog post that Dr. Irvine gave me permission to share with you. Please let me know if you have any questions or concerns about your inquiries.

In order to make documentation of your learning continuous weekly and not letting it build up over the course, be sure to post weekly for your open inquiry project, post weekly for your tech inquiry project, and to curate your learning for the competencies that should be covered. Remember that these posts are not formal and do not have APA formatting requirements. The tone should be informal but professional (write as if your hiring principal would be reading them). For example, if a learner is learning the guitar as their open inquiry and cell phone use in schools as their tech inquiry, then each week, they would:

1) create a post updating their progress learning guitar. This might be providing information about what youtube channels they found or describing a guitar sessions with a friend or posting a recording of themselves (audio or video) trying to do chords or a song. Reflections can identify obstacles and successes. You can spend on average 15 minutes on this post plus time find good resources or curating your progress. You can find an example of a weekly post on a former learner doing life drawing as her open inquiry project here.

2) create a post updating their progress on learning about cell phones in schools. This might be a post linking to the Alberta Bring Your Own Device policy and writing a quick summary of the document and your reflections on it. Another week, you might review cell phone policies found on school websites. Another week, you might reflection on classroom observations regarding how they handled cell phones in schools. You can spend on average of 15 minutes on this post, plus time finding/reading the article or another activity you may be doing to support your inquiry.

3) Because we will pretty much take you through most of the competencies in each of our classes, take 15 minutes on average to write up a summary of the take aways from that class and your reflections on it. (For some classes, we’ll have time at the end of class to do this.) For example, create a post on the edcamp class and categorize it “edcamp.” In the post, consider linking to various edcamp resources you find online (Google edcamp and link to and you could embed a youtube video of what is an edcamp or link to among other resources we may have shared on #edci336 or #edci336news. Explore the #edcamp hashtag as well, perhaps. Then post your reflections on the experience and how you might see it being used in the classroom or your thoughts on it for professional development. If you discuss edcamp’s role in professional learning, then categorize it also as “professional learning,” which is another competency. You can see an example of how one learner curated her edcamp learning in the spring here. You can view how another learner did some tech competencies here. Be sure to use your own voice as you would like to present it in view of a hiring principal. I have found those teachers with a strong online portfolio get hired quickly. Remember that they google you.

Overall, you’ll spend approximately 45 minutes in total on writing blog posts per week (some of which may be within class time or time released from class for this) plus time on your two inquiries. Finding and reading a BYOD policy might take 20 minutes and practicing guitar might be however much time you put into it. If you play 10 minutes a day three times a week and put another 15 into curating it via audio, that might be 45 minutes in total, for a grand total of approximately 1.5 hours of homework per week for a 3-hour course. A general rule of thumb is to allot 3 hours of homework for every hour in class, so we should be well within this.

NOTE: You CAN double, triple, or even quadruple dip at times and add multiple competency categories to one post:

Example 1: Mixing Tech Competencies From Outside of EDCI 336
If you have accomplished video editing competencies in another course (so long as we’re not both evaluating the tech skills such as titles/transitions/etc.) or in your work in the community, you could make that learning visible on your blog and categorize it “video editing” as per the naming convention and categorize it also “edtech” which is a catch-all category to use when it doesn’t fit into either open inquiry or tech inquiry assignments. We will have one week where we have a video editing class, but you can skip the competency blog for that week as you’ve already done it.  If you haven’t made a video for anything else, then curate the video you made from our video editing class as its own post.

Example 2: Mixing Inquiry Posts and Tech Competencies in One Post
The same goes for the video conferencing competency if you connect with a specialist or mentor regarding your open inquiry topic via Skype, then you can make a post for your open inquiry progress and categorize it “open inquiry” and “video conferencing.” We will be covering image editing and creative commons/intellectual property in two upcoming classes. You could download a creative commons licensed image whose license allows editing (which we’ll learn in class), then you could edit it provided the license supported that and use it on a tech inquiry update post. You would categorize that post “tech inquiry,” “intellectual property,” and “image editing.”

Example 3: Mixing Tech Tools and Other Tech Comptencies
If you chose a tech tool review that overlaps another competency, then you can make that one blog post and categorize it with two competencies. For example, if you reviewed an augmented reality mobile app, you could categorize your post “tech tools” and “augmented reality.”

Example 4: Mixing Course Reflections with Additional Comptencies
If you curate information from a class and add your reflections, such as the Most Likely To Succeed film, you could categorize the post “learning design” as it relates to project-based learning. If you recorded your reflections in audio form instead of just text, your post would be categorized “learning design” and “audio editing.”

Example 5: If you joined a #bcedchat Twitter chat, as I know some of you have, you could post a reflection on the experience and categorize it “Twitter,” “PLN,” “Professional Learning,” “Social Media,” “Network Literacy.” As you develop your learning about social media, which includes Twitter, Blogging, etc., and blog about the process of blogging or how to use it in the classroom, then include the relevant categories.

REMEMBER: The course website at is your home base with most of our resources and information from instructors. From there, we have additional resources, which may help your learning, such as the EDCI 336 blog hub, where you can see each other’s posts and determine what might inspire you as an example of a good post. You can also click on both the #edci336 and #edci336news links, where we will share important links from the outside world which might inspire you (such as invitations to join a Twitter chat, to a news article you might want to reflect on, to a workshop or online video session/webinar that an organization is offering that you might be keen on, etc.). Many of these may be opportunities for you to complete competencies in a more creative way than simply reflecting on a class, although you can complete most of the competencies this way.

Week 5 – PSII Field Trip!

There are a few things I want to highlight before our class/field trip on Friday:

  1. Field trip to the Pacific School of Innovation and Inquiry (PSII) on Friday, meeting at the school downtown at 9:30 AM. The school is located at #100 – 808 Douglas Street near the corner of Douglas and Humboldt. I’ll be driving from UVic to PSII at 8:45 and have seating for four people; please email me if you’d like a ride.
  2. Please watch Jeff Hopkin’s TED talk about PSII before the field trip on Friday, and please come prepared to ask one question of Jeff based on what you saw or heard in the video:
  3. For those of you who have not posted your EdTech Tool review blog post, just a gentle reminder to try to do so this week. Here’s a link to the signup form.

If you have any questions or concerns, please let me know.

Cheers, Rich

Week 3 – Formative Assessment & Learning Design

Here’s a quick outline of what we’re going to cover on Friday. Some of the instruction at the end of the session will be optional. If you feel up to speed on Trello and WordPress categories, you can work on your assignments or blog posts. If you have any questions or concerns, please send me an email:

  1. Group sharing of inquiry topics.
  2. Formative assessment: Three-way peer review of blogs. To speed things up I will put everyone in groups of three at the beginning of the class, and then each person to review the other two members blog’s using the following criteria (one or two sentences per item):
    • What do you like about the blog organization, menu structure, or look and feel of the website?
    • Identify 1 thing you like about one of the inquiries blog posts.
    • Identify 1 thing about the blog structure/menu or a blog post that you could suggest for improvement.
      NOTE: Please be sensitive and professional as you write you your short reviews. As you read the peer reviews of your blog, please remember that these are the options of two of your classmates and critically reflect on the suggestions before you accept or reject them.
  3. Group review of resources on the website & OAC websites.
  4. Discuss Lesson plans vs. Learning Plans.
  5. Mini EdTech Review:
    • Choose a technology to review from this list (add to the list if you’d like to review something not on the list).
    • This week, create a blog post or a 5-minute video (or screencast) and post to your blog.
  6. OPTIONAL: Trello walkthrough & tutorial.
  7. OPTIONAL: WordPress categories walkthrough & competencies review.
  8. OPTIONAL: Review Twitter, Twitter lists, Twitter resources on the website.