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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.

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A multimedia project is a classic software project which is developed using multimedia technology with the specific aim of distributing information in an entertaining and compelling manner. Multimedia projects require creativity, artistic as well as programming skills. While developing the multimedia application, the professionals have to choose the hardware and software equipment and components a variety of software tools are available. Like all other projects, the multimedia project is also developed in stages.

Stages of Multimedia Application Development

Following are the basic stages of multimedia project development. 

• Project conceptualization
• Planning and Costing
• Design and Production

Project conceptualization: 

Every project begins with a concept. A multimedia project concept is actually the definition of the project. To define the project, it is required for the development team and the clients to do the various meetings and discussions to identify the actual problem. It may be the upgradation of the existing one or the entirely new one. It must satisfy the existing requirements of the customer. 

Planning and Costing:

In this stage, the analysis of the idea is done which is to be translated into a multimedia project. This idea can be further refined by outlining its messages and objectives. Before starting to develop the multimedia project, it is necessary to plan what writing skills, graphic art, music, video, and other multimedia skills will be required. It is also necessary to estimate the time needed to prepare all elements of multimedia and prepare a budget accordingly. After preparing a budget, a prototype of the concept can be developed.

Design and Production:

Once the project is taken up for development, the laborious project development cycle starts. Under this stage, the various sub-stages are to be carried out. 

• Data gathering
• Navigation map structure design
• Media content design
• Interface designing
• Storyboarding
• Integration (multimedia authoring)

In every project, the Testing stage ensures that the product to be free from bugs. Apart from bug elimination, another aspect of testing is to ensure that the multimedia application meets the objectives of the project. It is also necessary to test whether the multimedia project works properly on the planned delivery platforms and meets the needs of the clients. 

The final stage of the multimedia application development is to pack the project and deliver the complete project to the end-user. This stage has several steps such as:

• Implementation,
• Maintenance,
• Shipping and marketing

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Effective Multimedia Assignments

Faculty who are creating new multimedia assignments often have many initial questions. There’s technical knowledge that needs to be learned along with tips and templates for how to introduce, scaffold, and assess the assignments themselves. The goal is always to ensure that the assignments are meeting actual pedagogical objectives and student learning outcomes. In addition to the general resources and media-specific resources listed on this page, faculty are also welcome to leverage any of the Resources on this site. Faculty can also make an appointment with the Digital Media Commons or their Liaison Librarian for assistance with assignment creation.

General Advice and Guides for Multimedia Projects

Frameworking remote multimedia assignments for success.

This presentation, given as part of the Adapt 2020 conference, focuses on two frameworks in order to ensure that multimedia assignments for online classes encourage students success. The first, is the production framework of pre-production, production, and post-production. By having students work through their multimedia projects in those phases and provide deliverables in each of those three phases, faculty can ensure that students are making timely progress on their assignment and are not blind-sided by how much work it can take to create the final deliverable. The second framework is the three parts needed for students to be effective creators of multimedia projects: genre instruction, technical training, and in-process feedback. It’s crucial that multimedia projects are not seen as only a technical exercise but require both instruction in the medium/genre and ability to get in-process feedback in order to ensure that students are making rhetorically effective projects.

Frameworking Remote Multimedia Assignments for Success.pdf

Blended Traditional and Contract Grading Rubrics

One way to ease students’ worry about creating a multimedia project is to provide exacting requirements about the technical execution of that project that are in turn graded simply as achieved or not achieved, with no partial points awarded based on subjective criteria. This practice can eliminate confusion on the part of the student who is learning both how to execute a multimedia project and what actually makes an effective piece of media in that genre.

Media-Specific Assignment Guides

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10 Creative Teacher Resources to Bring Video into Your Classroom

Looking for some fun, enriching, and surprisingly easy multimedia project ideas for your K–12 classroom? WeVideo educator community to the rescue! Through WeVideo (and our newest  interactive platform PlayPosit ), teachers of all grade levels and subject areas are empowering deeper learning through multimedia creation.

Whether you’re looking for in-class assignments, take-home projects, or  flipped learning  tasks, get inspired by your peers with these 10 creative teacher resources. 

Note : All of the example videos below were made by students or educators in WeVideo. If you haven't tried our collaborative online video editor before,  start a free trial !

1. Student reflections through video

Learning and reflection are partners in education! Reflection allows students to take an active role in understanding their own thinking and learning. The process allows them to make sense of previous, current, and future knowledge in addition to developing a strong sense of self — both as learners and human beings.

Reflection videos involve powerful articulation, retrieval, synthesizing, forward planning, and self-awareness. And you need only two things to create student reflection videos: a video/audio recording device and WeVideo. That's it! As with many of these teaching resources, we recommend an "I Do, We Do, You Do" approach so that students feel supported throughout the process:

• I Do : As the teacher, create an example reflection video using  WeVideo's screen recorder .
• We Do : Watch the sample video together, asking students what they noticed about content, pacing, tone, depth of thinking, etc.
• You Do : Have students create their own videos, using WeVideo's real-time collaboration to guide students and provide feedback.

2. Book commercials

Encourage students to think more deeply about a book by asking them to create a video advertisement for it. In the example video above, 3rd graders give a brief synopsis of the book  Frindle  by Andrew Clements and explain why it's a book worth reading.

For this project, elementary students collaborated to write and divvy up the script — including both English and Spanish narration — and then practiced their presentation skills during the recording.

The educator extended this fun video project even further by bringing it the book life for students! Just like the hero of the book, each student invented a new word, which was added to a professionally bound class dictionary and published in the school library.

3. Video journaling through history

Teaching history? Create a collaborative video journal with submissions from every student in your class. Try this "A Day in the Life of..." project to study other people, places, or things in the past, present, or even the future.

Students love taking a traditional pen-and-paper journaling activity and bringing it to life with stock imagery, special effects, and other  quick video edits .

4. Real-life math stories

Not exclusive to educational resources for language arts or social sciences, video-based lesson plans are great for teaching across subject areas — even math!

In this example, the educator had students demonstrate their understanding of a core math concept through video, focusing on how the math standard might be applicable to real-life scenarios like grocery shopping or gift buying. 

Learners not only had to think about math in the context of their daily lives; they also had to come up with creative ways to visually express the math concept at work. After publishing their videos, students were asked to solve their peers' math problems and give feedback on their thought process.

That's creativity, voice, higher-order thinking, and communication — all from one easy-to-implement video lesson.

5. STEM project

Give students the opportunity to make an impact in their communities through a research-based, documentary-style video. The steps are simple:

• Divide students into groups and have each group identify a problem and brainstorm a solution.
• Have students write a video outline and identify key people to interview.
• Send them off to record interviews and other footage using their smartphones.
• Have them collaborate in the WeVideo editor to turn their recordings into a documentary that calls viewers to action.

While the example above was made in a 10th grade STEM classroom, these resources and concepts can be adapted to suit any grade or subject. For younger learners, consider shortening the video length, scaffolding with teacher-provided resources, or pre-selecting stock media for students to incorporate.

6. Bilingual vocabulary practice

The purpose of this hands-on video activity was to create a vocabulary station where bilingual students could practice reading and speaking in English and Spanish. Along with the excitement of creating their own videos, the students loved the fact that their peers were making videos, too.

Like most of the teacher resources on this list, you don't need many school supplies to make this one work. The video above was learner-made using a camera, a cell phone, and the WeVideo editor. That's it!

Dr. Karen Jackson, the educator who led this project, recommends it for any bilingual students from grades 4–12.

7. Screencasting with digital whiteboards

Did you know? Multimedia projects can work even for schools and teachers without cameras or other specialized video resources. See WeVideo's built-in screen recorder!

In this example, students recorded their screens (and captured audio) while using a digital whiteboard to work through a math problem. Instead of filling out a basic pen-and-paper worksheet, students were able to show  and  narrate their thinking step by step — helping the educator better gauge understanding and remediate concepts as needed.

8. Animated whiteboard videos

Here's a similar take on the previous creative teaching resource, only even less tech is needed.

Instead of having students draw on a digital whiteboard, use the physical whiteboard or chalkboard that's already in your classroom. Just set up a camera on a tripod (or have a peer hold it) as the student goes through their narrative with markers and erasers.

Since this production style is already popular for millions of  explainer videos on YouTube , your students are likely familiar with it and will enjoy creating their own. It's perfect for an end-of-unit review or an out-of-the-box formative assessment. 

9. Fun with green screen

For students of all ages, here's one of the most beloved education resources of all: green screen.

Green screen is like pure movie magic, and with the WeVideo editor, it's as simple as just a few clicks. (In fact, you don't even need a  green  screen — any solid color background can be "keyed out" with  the chroma key feature .)

Students love creating imaginative videos in the vein of award-winning blockbuster films, and teachers love how much students engage with this active learning method. Check out the video above for some creative ideas on making educational content with green screen.

10. Podcasting

Yep — you can create audio-only projects in WeVideo, too! From science to social studies to foreign languages,  podcasting  helps students share their knowledge in meaningful ways and allows their unique voice to shine through.

Given the serial nature of most podcasts, this medium is also ideal as a year-long project. Have students create episodes at regular intervals and then combine them into a full season at the end of the year.

As students listen back to their own podcasts and their peers', they'll be able to  hear  the progress they've made. Plus, they'll have a shortcut to end-of-year review, all student-created and student-led!

Want customizable video lesson plan templates?

The 10 free teaching resources above were all created by educators who use WeVideo in their classrooms and who were gracious enough to share their work with us.

But if you're looking for lesson planning resources that are one step more actionable — including not only ideas and inspiration but actual  templates  — we've got you covered there, too.

Cue… Assignment Ideas !

Available within the WeVideo Classroom space, the Assignment Ideas library gives educators pre-built, ready-to-customize templates for all kinds of multimedia projects. Just open an assignment idea template, customize it to fit your lesson plans, and then assign it to your class directly from WeVideo.

With Assignment Ideas, you've got an engaging,  ISTE standards-aligned  curriculum  already planned for you. Give your students voice, choice, and agency with less elbow grease from you!

Bring multimedia into your lesson plans

More multimedia teacher resources.

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

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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.

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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. 

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10 Tips for Successful Multimedia Assignments

Contemplating Tech Digital Storytelling

Dave Underwood, Academic Technology Consultant and blogger at the University of Colorado, suggests 10 key steps you can take to help students excel at assignments that include multimedia:

• Help students develop a process appropriate for the multimedia tools and project(s) they will be creating, and encourage them to  use it. Other types of projects benefit from processes to facilitate completion (e.g., writing outlines and drafts), and multimedia is really no different.
• Encourage students to reach beyond the classroom for examples. Movies, music, books, television, art galleries, nature, and social media are full of creative inspiration.
• Ask students questions about their work and offer your help- they may welcome (and need) it, but are afraid to ask.
• Be clear about what your expectations for a project are. Uncertainty can stifle creativity and bog down progress.
• Don’t let your unfamiliarity with or fear of the technology you’re asking students to use get in the way. Even if you, the instructor, are not proficient with multimedia, your students can still benefit from working with it. If YOU need help, use the resources available to you on campus (e.g., the OIT Instructional Media Lab ). If your students need help, let them know where THEY can go for help (e.g., Learning Commons ).
• Be flexible and understanding in how you allow students to approach the completion of their projects. For example, if a student who is not comfortable being recorded for a video project would like to use a classmate or friend as an on-camera stand-in, let them.
• Don’t be overly critical of the execution of the final product; after all, students may be just learning a new technological tool. Focus your critiques on the concepts and effort that went into planning and producing the project.
• Reach out to multimedia experts for help, and encourage students to do the same.
• Connect your projects to the community (e.g., a local hospital, elementary school, or municipal service). Students are more invested in their work when it has meaning and an observable, tangible impact.
• Lighten up! Create a project and environment that encourages students to have some fun, which can help increase engagement.

Hopefully these steps can serve as general guidelines for success for using multimedia in your course assignments. As always, if you have any questions about using multimedia and other instructional technologies, feel free to drop us a line at the Instructional Media Lab (413-545-2823 | [email protected]).

To read the full blog post from Dave Underwood, which was featured on Nancy Hays EDUCAUSE blog, see: 10 Ways to Ruin a Perfectly Good Design Assignment .

*iPad image adapted from Tom Morris, Wikimedia Creative Commons.

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Planning a Successful Multimedia Project (In 6 Easy Steps!)

• Author By Jim
• Publication date March 9, 2010
• Categories: Media Creation
• Categories: Digital Media , Digital Natives , Multimedia , Project Planning , Video

Have you ever considered working on a multimedia project, but didn’t know where to get started? Or how to finish? Here are some tips for how to go about planning and creating an effective project.

Plan early, plan often: Things to consider.

The first keys to a successful project are to know where you are starting from, and what the project should accomplish when it’s completed. Here are the considerations you may wish to make when planning your project.

1)      Who is the audience for your project? Think about your target age range, and how it affects the complexity of visuals and vocabulary. Consider the background of people who might see your project, and the types of references that will be well-understood. Also, think about any special interest groups who your project might be targeted towards, and the sort of information those groups might find important.

If you are making a project to fulfill a class requirement, remember to consider more of an audience than just your professor. By thinking about who else might see your work and targeting a more thematic audience, your project will be easier to plan and the result will be much more cohesive.

2)      Consider the circumstances for your project. Multimedia takes time, and usually, quite a lot of it, so be sure that you are thinking about a project that you will be able to accomplish in the time frame that you have. In general, still images and video with relatively few cuts and trims can be done in a short time-frame. If you are adding interactivity, consider web browser technologies like hyperlinks as a fast and relatively powerful means to engage the user. In general, writing  programming code (like Java/javascript/Flash Actionscript) will add development time to your project, but with the benefit of greater customizability.

Weigh the choice of technology carefully, and don’t let a specific bit of software dictate the form that your project will take. Remember that a complex and innovative project that feels rushed and unpolished will not have as much impact as a smaller, more reasonable project that feels purposeful and complete.

3)      Write down the message, or intended take-away point, for your project. This may require a bit of thinking, but ultimately, when someone is done experiencing your work, there ought to be something that they are thinking. It could be as simple as “Wow, I wish I was there,” or “I really ought to recycle,” or “So that’s how that works.” Or maybe, you want to create a certain specific feeling, give the user a certain experience, or open up avenues for thought and discussion.

Whatever the case may be, the intent is particularly important. Knowing the intended message will help you develop you project, and it will result in a more impactful final result.

Get it all written down: Next steps

As you develop an idea for a multimedia project, don’t rely on your memory to pull it all back together later. There’s tremendous practical value in converting your ideas into something tangible, even if you don’t think you will forget—putting words to your project will usually help you clarify the planning steps above.

You should, after thinking about audience, practical concerns, and impact, have some idea of what form your project will take. Here are a few of the common documents you may wish to create for a project.

1)      Create a script. The script is simply a line-by-line recitation of dialogue and actions that might occur. It is common to denote people or characters in capital letter, and actions or stage directions in italics, but you can do whatever is appropriate for your project.

In the case of an interview, you won’t know what your interviewee will say, but your own questions should be planned out in advance so that you can be sure that you ask everything you meant to when the interview occurs. Also, it’s a good idea to go back later and note your interviewee’s key points and the times they occurred in the video to make the editing process easier down the road.

2)      Put together a storyboard. This step is frequently overlooked, especially in smaller projects, but it’s a valuable way to plan before you go out and film. You can start with just a series of boxes—use the attached file below as a template, or create your own. Number each box, and write in the “location” for each visual point of interest. Then, make a small sketch, showing what each scene or interaction point should look like. This is where you would want to think back to things like intended impact, and decide what kinds of angles and content would best achieve your goals. If you are creating a static work, such as sculpture or imagery, try doing concept art sketches and reference photos!

Download a sample storyboard template here.

3)      Create a “shot list.” Look through your notes, and decide which materials you will need, and where you hope to get them. You might check out royalty-free stock image/video/sound websites, or you might need to create resources yourself. By writing down what you think you will need and how you plan to get it, you will get a much better sense of the scope of your project.

So, that’s it: three main considerations to think about, and three pieces of documentation to work on. By following these simple project planning guidelines, your project will gain clarity, depth, and purpose. You’ll also find that now you have a road map already laid out for how to do the work!

Below are some additional resources that may help you through planning a product, including tips for faculty looking to assign projects.

WPI’s Academic Technology Center, tips for multimedia projects: http://www.wpi.edu/Academics/ATC/Collaboratory/Learning/MMP/mmp-tips.html

WPI’s Academic Technology Center, tips for assigning projects: http://www.wpi.edu/Academics/ATC/Collaboratory/Idea/mm-why.html

Free Digital Media Training Videos from Adobe: https://helpx.adobe.com/premiere-pro/tutorials.html

Creating a Multimedia Project

• First Online: 03 August 2019

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Now that you have built your “tool kit” of multimedia skills, you’re ready to apply your knowledge. It’s time to put your storytelling skills to the test by planning and executing a multimedia project.

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Bibliography

Hartwig, D. (2010, October 15). 500 storyboard tutorials & resources . filmmakeriq.com. http://filmmakeriq.com/2010/10/500-storyboard-tutorials-resources/ .

Hernandez, M. (2015, September 16). Empowering students through mulitimedia storytelling . edutopia.org. https://www.edutopia.org/blog/empowering-students-through-multimedia-storytelling-michael-hernandez .

Instructional Media Lab. (2013, March 8). 10 tips for successful multimedia assignments . blogs.umass.edu. https://blogs.umass.edu/instruct/2013/03/08/10-tips-for-successful-multimedia-assignments/ .

Lybarger, J. (2013, July 18). Can photojournalism survive in the Instagram era? motherjones.com. https://www.motherjones.com/media/2013/07/bending-the-frame-fred-ritchin-photojournalism-instagram/2/ .

Miller, E. (2013, January 16). Advice to next generation Journos: Be fair, just & honorable . knightfoundation.org. https://knightfoundation.org/articles/advice-next-generation-journos-be-fair-just-honorable .

Ryan, M., Mufson, S., & Faiola, A. (2015, November 16). Raids spread across France and Belgium Amid Manhunt for suspects . washingtonpost.com. https://www.washingtonpost.com/world/europe/french-police-raid-sites-across-country-official-warns-of-possibility-of-more-attacks-across-paris/2015/11/16/4a5564bc-8bd1-11e5-934c-a369c80822c2_story.html?utm_term=.cf4f1daed8d5 .

Stern, R. (2013, August 28). Multimedia Lesson #1: Forget what you know about “stories” . convergence.journalism.missouri.edu. https://convergence.journalism.missouri.edu/?p=11268 .

Stevens, J. Tutorial: Multimedia storytelling: Learn the secrets from experts . multimedia.journalism.berkeley.edu. https://multimedia.journalism.berkeley.edu/tutorials/starttofinish/ .

Stevens, J. Storyboarding . University of California, Berkely, multimedia journalism website. http://multimedia.journalism.berkeley.edu/tutorials/starttofinish/storyboarding/ .

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William O'Hara

10 tips for designing multimedia assignments.

October 6, 2015 by William O'Hara

Today, I gave a presentation/workshop in Music 250, the Music department's practicum for first-year teaching fellows, on the intersection between the digital humanities, digital pedagogy, and multimedia assignments. I'll probably post more content from the workshop in the coming days, but for now, here's a handout I'm fairly proud of: a list of 10 pointers to keep in mind when designing a multimedia assignment. It was inspired by several sources, some of which I was involved in creating at the Bok Center; see bottom.

Compiled by William O'Hara, Harvard University Department of Music

It’s debatable precisely what a multimedia assignment is. For the purposes of this list, a multimedia assignment is anything other than a written essay or an in-class oral presentation. While that can certainly mean digital media—video, animation, sound recording—it can just as easily mean analog media—drawing, art, object-making—or social media—blogging, Twitter, Pinterest, etc.

1. Don’t use multimedia purely for the sake of multimedia. Begin by asking yourself:

• What value does this add?
• Why this format?
• How does this format help my students to learn and communicate?

Any multimedia assignment should go above and beyond the affordances of a written essay or an oral presentation.

2.Think about all the options available to you – visual, aural, interactive, multimodal. Choose your medium carefully based on the lesson, or think about allowing students to choose the medium (or media) that appeal to them, and that will best express their ideas.

• This requires you, and your students, to think about what individual media are good at. Writing is well-suited to complex arguments that unfold over several pages, and it’s also good at analysing other writing: close-reading and unpacking an especially dense paragraph, for example. Video, on the other hand, might be good at showing many examples very quickly: you can easily show 20 examples of something in the space of a minute or two, while an academic essay is often structured around only three to five major examples. What other things might individual media accomplish? What does drawing do that video can’t? And how might different forms of media combine to allow students to think and work in new ways?

3.Beware the myth of the “digital native.” Introduce students to new software gradually; don’t assume that all them have a highly technical background, or even that all of them will have access to the hardware and software being used.

• As a corollary, make sure to ensure that students have open access to all necessary resources through your university

4. Don’t just teach tools; teach critical thinking. Help your students to see multimedia work as academic, not just a creative playground. Emphasize that an academic argument should form the core of their project, not simply aesthetic pursuits. (This reflects back on #2, however – keep in mind that what constitutes an “academic argument” might look different in various formats!)

5. Think about how your multimedia assignment fits into your course as a whole, and how it reflects your teaching philosophy. Does this use of multimedia reflect back on and cohere with other aspects of your teaching, or is this a one-off? (If it’s the latter, start to reflect on the rest of your syllabus, or go back to step 1!)

6. Set clear goals for each assignment; use a rubric if necessary, to help set expectations for students. Communicate your teaching goals to your students, and offer specific guidance about what you want them to get out of their work.

7. Use existing resources and exemplary models of multimedia practices to inspire your students and demonstrate the capacities of a given medium. Direct them to documentaries, artworks, podcasts, etc., that you enjoy and think are especially effective.

8. Helping your students to produce a polished piece of media that they can be proud of is a laudable goal, but keep in mind that a rough prototype or sketch can be just as useful as a thinking tool, and just as valid as an assessment. Throughout your instruction and assignment design, offer your students assistance and opportunities to revise as the project goes on.

9. Value the process as well as the product. Capturing the process of a multimedia assignment can be just as important as evaluating the end product. Think about ways to help students through their work, and ways in which they can demonstrate their mastery to you as they go along (such as submitting multiple drafts, with feedback and the chance to revise). Mistakes can be valuable learning experiences—allow students the room to experiment, to fail, and to learn from their frustrations.

• This goes for your assignment design as well! Think about breaking a large assignment up into several pieces, re-assessing and updating your own assignment design as the class moves through each phase.

10. Consider the issues of ownership that accompany any online or multimedia work. These issues include copyright and fair use, but also the proprietary or open-source status of the tools themselves. Who owns the tools that you’re asking your students to use (particularly in the case of online services or software-as-a-service), and who owns the content that they produce with those tools? Where is that content hosted? Is it private for your students or your class, or accessible to the public? What are the benefits and drawbacks of each situation?

Inspired by:

This list has been inspired by my work as a media fellow at the Derek Bok Center, my own classroom teaching, and conversations with colleagues including Marlon Kuzmick, Mike Heller, Alex Rehding, and Hayley Fenn. You might like to check out some of the following videos and blog posts, which inspired some of the individual points:

The Derek Bok Center for Teaching and Learning. “So You Want to Design a Multimedia Assignment?” Vimeo, April 2013. https://vimeo.com/66251873 .

The Derek Bok Center for Teaching and Learning. “DTF Tip: Mike Heller on Multimedia Assignments.” Vimeo, November 2013. https://vimeo.com/80478338 .

Jesse Stommel. “12 Steps for Creating a Digital Assignment or Hybrid Class.” Personal blog, August, 2014. http://jessestommel.com/12-steps-for-creating-a-digital-assignment-or-hybrid-class/ .

“Critically Evaluating Digital Tools: Morning Session: Assumptions.” Digital Pedagogy Lab , 2015. http://bit.ly/digpedpraxis .

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Multimedia assignments.

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Multimedia assignments provide rich learning experiences for students in which students can combine different types of media such as text, images, audio, videos, maps, etc. to create a cohesive project. The format of multimedia assignments offers more flexibility and choices than a traditional research paper, which helps to meet the needs of diverse learners. Such an assignment provides multiple ways to engage students in the course activities and multiple avenues to demonstrate their learning.  

Emerging new media tools hold great potential for improving the quality of learning and teaching in higher education [1] if they are implemented effectively. The use of multimedia tools in course assignments can motivate students with creative options, and enable higher levels of engagement with academic content. It allows students to express themselves in new ways and to perform at highest Bloom’s taxonomy cognitive levels. A multimedia assignment does not only improve students’ technological skills but also gives students the chance to master and demonstrate various learning outcomes, including creativity, problem-solving, critical thinking, inquiry and analysis, successful application and use of technology, communication, and presentation skills [2]. Educational research shows multimedia assignments are beneficial for student learning and for developing skills such as teamwork, time management,  and conflict resolution [3]. Some multimedia assignment ideas include,

Podcast or Audio Essay

Video Essay (including 360 video projects and documentary films)

Geographic or Narrative Map Project

Individual or team Website or Blog

Animated or digitally published text

Take a look at this gallery of multimedia assignments used in LSA classes and supported by the LTC consultants! 

Podcast Essay Project

In Professor Monica Dus’s course, Neuroepigenetics, students worked in pairs to create 15 to 20 minute podcasts about a topic in Neuroepigenetics , written for the public.

Audiovisual Essay

In Professor Matthew Solomon’s course, Art of Film, SAC 236, students made a video argument about one of the films screened for class, using any of the skills and rhetorical strategies they have learned in the course.

Story Maps Assignment

In Professor Shachar Pinsker’s course, Jews in the Modern World, students used Story Maps to create a visually rich story to present their own understanding of Jewish modernity.

Website and Blog Assignment

Students from Professor Lucy Hartley’s course, What is Empire?, are currently working in groups to create a website to exhibit their conclusions.

Crafting effective and engaging multimedia assignments to be incorporated into your course requires several considerations, including, 

Define clear and measurable learning outcomes for the assignment.

Determine the type of media to use based on the learning outcomes of the assignment and the required time to accomplish it. 

Determine the deliverables you will require from students. 

Provide a structure for your assignment that requires revisions: an outline, pitch, or proposal, a first draft, and a final version, with feedback to guide each stage.

Determine the assessments and rubrics and share them ahead of time with students. Assessment should evaluate the learning process, not just the final product. Rubrics can help keep students on task and apprised of what’s expected from them.

Determine the type of training, scaffolding, and technical support needed. 

Make sure that the workload for the assignment is comparable to more traditional projects. 

Determine how to grade them, e.g. single group grade versus multiple weighted grades, or group versus individual scores.

We offer student work spaces and equipment loans to suit many types of assignment. If you would like to consult on how to design a multimedia assignment that best aligns with your course learning objectives and what hardware and software tools are needed, contact the Learning and Teaching Technology Consultants at [email protected] .

[1] Adams Backer, S., et al (2017). NMC Horizon Report: 2017 Higher Education Edition. Austin, Texas: The New Media Consortium.

[2] Lieuw, T. (2014). How to Assign and Grade a Multimedia Project . Teaching Commons. Stanford University. 

[3] Reyna, J., Hanham, J., & Meier, P. (2017). A taxonomy of digital media types for Learner-Generated Digital Media assignments. E-Learning and Digital Media, 14(6), 309–322. https://doi.org/10.1177/2042753017752973

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Pedagogy – best practices – technology.

Multimedia Assignments

In the previous post , we looked at a debate on the value of a certain type of student writing assignments. The upshot was that it might be in the best interests of students for instructors to model real-life research experiences and allow for presentation of research results in the range of media possibilities available to working professionals. Creating multimedia assignments for your students may have appeal, but for instructors taking the plunge for the first time, such assignments may seem daunting. You may be equating multimedia with video, and video with movie production, and imagining that students will somehow need to become budding Quentin Tarantinos in addition to learning all the course materials. And where is that video equipment going to come from?

Unless your goal is for students to learn advanced digital video skills, the slickness of the end product should not be the sole determinant of the grade. Rather, just as you would grade a text assignment, your assessment rubric should focus on the strength of the argument and supporting evidence. But, your first question should be whether a multimedia assignment is in alignment with your teaching objectives.

Mike Heller , Departmental Teaching Fellow (Music) at Harvard’s Derek Bok Center for Teaching and Learning, has created a two minute video on the five key considerations for designing multimedia assignments. These are:

1. Why create a multimedia assignment? What is the value added?

2. Be aware of the myth of the digital native. Not all students are technical wizards. Their experience and expertise will vary. It’s a good idea to start with lower stakes assignments to get students familiar with multimedia technologies before introducing a major project.

3. Don’t just teach the tools, teach the critical thinking. Try folding a traditional assignment into the multimedia project, perhaps by having students write an essay before adapting it into a video presentation.

4. Set clear goals by creating a concrete rubric. Without this you may find it difficult to assign grades once you receive the work.  Having a clear vision of your primary learning objectives will make it much easier when it comes to grading and providing feedback.

5. Communicate your teaching goals to your students. Distributing your rubric when you make the assignment is a good way to achieve this. By offering specific guidelines about the skills you want them to learn you insure that students are clear about the assignment.

In regards to the third point on teaching critical thinking as well as the tools, you may not have the expertise to teach some of the multimedia tools and that may determine the path you take in deciding how to frame the assignment. Look for resources on your campus.

Here at Johns Hopkins Homewood campus, we have the Digital Media Center  providing student support. See the end of the post for suggestions and links to specific free online platforms to support multimedia assignments.

Another tip sheet for creating multimedia assignments can be found at the University of Massachusetts at Amherst Office of Instructional Technology – 10 Tips for Successful Multimedia Assignments .

University of Wisconsin-Eau Claire Technology to Enhance Learning Experience module – Five Steps to Creating Successful Multimedia Assignments – suggests that instructors “…[c]omplete the technology-based assignment yourself before assigning it to students. This will give you the most accurate idea of the amount of time and training involved, and the challenges that students may encounter. This will also enable you to develop a rubric for grading and communicating your expectations to students”

If the final products are going to be shared on public websites or otherwise publicly accessible, you will want to think about copyright issues. This can be a good opportunity to teach your students about copyright and fair use. Depending on your institution, there may be library staff able to provide assistance or other resources available, perhaps through the college or university office of legal counsel. We have a great LibGuide entitled Copyright and Fair Use: Trends and Resources for 21st Century Scholars here at JHU to get you started.  

Suggested Resources

Blogs – Blogger , Tumblr , WordPress Timelines – Timeline JS , SIMILE  Timeline Digital/Online Exhibitions – Padlet , Omeka , Google Sites , WordPress , Tumblr Websites – Google Sites , WordPress

Macie Hall, Senior Instructional Designer Center for Educational Resources

Image Source: CC Kevin Jarret – http://www.flickr.com/photos/kjarrett/2856162498/in/photostream/ http://en.wikipedia.org/wiki/Multimedia

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Assigning and Assessing Multimodal Projects

The what and why of multimodal projects.

What are multimodal writing assignments?  Unlike traditional writing assignments, which feature only text, multimodal writing assignments ask students to compose across a range of media. Students might be asked to combined text with data visualization and images to create an infographic, or to script and produce a podcast or video. Multimodal assignments are becoming increasingly common at both the high school and college level, driven by the dramatic expansion of such texts in professional and extra-academic settings, as well as the expanding array of tools available to facilitate their production. Multimodal writing is on the rise in academia as well, with an increasing number of peer-reviewed journals such as  Kairos  and  Digital Scholarship in the Humanities  featuring such work exclusively.

Why should we consider assigning multimodal writing in our courses?  While many faculty like the idea of multimedia writing assignments, they often worry about whether such projects are worthwhile. How can a podcast or website support the same learning goals as traditional writing assignments — and with the same level of rigor? But constructed thoughtfully, multimodal assignments can challenge students to engage more actively with rhetorical considerations such as audience, purpose, and context. They also allow students to tap into their existing literacy skills in new ways, drawing from their own experiences as consumers and producers of multimodal texts outside the classroom to showcase the information learned in the course. In fact, multimodal assignments often ask  more  of students, requiring them to break out of their default approach to writing assignments and and make more deliberate, conscious rhetorical choices.

Below we’ve collected some resources about multimodal writing assignments that provide more in-depth discussion of these two questions, as well as some basic initial directions for thinking about how to incorporate such work into the classroom. In our next post, we’ll look at best practices for designing these assignments, and provide some resources for getting started.

“The Importance of Undergraduate Multimedia: An Argument in Seven Acts”  by Justin Hodgson, Scott Nelson, Andrew Rechnitz, & Cleve Wiese: This article from the online digital rhetoric journal Kairos uses a multimedia format to present its case for the value of assigning digital writing to undergraduates. (Requires Flash – make sure it’s enabled on your browser before watching.)

“Seeing the Text” by Stephen Bernhardt:  This article focuses specifically on visual layout of traditional text, presenting an in-depth example of how considering the visual presentation of textual information can significantly increase its readability and accessibility to a general audience. Originally published in 1986, it functions now as a compelling argument that writing multimodally does not need to be digitally intricate to be rhetorically effective.

“Why Teach Digital Writing?”:  From Michigan State’s Writing, Information, and Digital Experience Program, this comprehensive site provides a look at why we should teach digital writing, what digital writing encompasses, and what tools we might use to teach digital writing effectively.

NCTE Position Statement on Multimodal Literacies:  In 2005, the National Council of Teachers of English published this position statement on multimodal literacies. In addition to defining multimodal literacies, this document also reviews the benefits and challenges of teaching digital forms.

Assessing Multimodal Projects

How do I evaluate multimodal assignments?  Evaluation is a common concern about introducing multimodal writing to a course for the first time. Instructors often feel they lack the experience or expertise to grade writing that isn’t primarily alphabetic, since it’s not what they themselves typically produce. And since most of us have years of experience grading essays, we have set methods and expectations for what an “A” paper looks like – but may not have a fixed idea of what realistically constitutes an “A” podcast or website.

There are a variety of different approaches to evaluating multimodal writing, many of which adopt or build on best practices for standard grading. For example, many instructors advocate using some form of student-generated grading criteria or rubrics to assign grades to multimodal assignments; this approach engages students in reflection about what rhetorically effective communication looks like in the assigned modes before they begin producing their own work. Another common strategy is to include a reflection component in the assignment, such as a cover letter in which students reflect in writing on the choices they made in composing their multimodal work. This letter can then be used to guide the instructor’s evaluation, based on the degree of thought and sophistication behind those choices. This allows instructors to focus on what we are experts in: how well students respond to the rhetorical situation in which they’ve been asked to write.

For more detail about applying these strategies, as well as further discussion of the unique challenges and opportunities posed by evaluating multimodal assignments, check out the resources linked below. We’ve rounded up some articles and posts by other experts and experienced instructors that address this common anxiety about multimodal assignments. In our next post, we’ll hear from some instructors here at Georgetown about how they’ve incorporated multimodal writing into courses here.

“Integrating Assessment and Instruction: Using Student-Generated Grading Criteria to Evaluate Multimodal Digital Projects,”  Chanon Adsanatham: This article from  Computers and Composition makes a case for scaffolding multimodal assignments with discussions that ask students to evaluate the mode they’ve been assigned to compose with before beginning to compose themselves.

“Evaluating Multimodal Assignments,”  Elizabeth Kleinfeld and Amy Braziller: This final installment in a 3-part series on digital assignments discusses some practical tips for evaluation, including reflection and rubrics.

“Evaluating Multimodal Work, Revisited,”  Shannon Christine Mattern: Published by the  Journal of Digital Humanities , this essay addresses a simple question: when it comes to multimodal assignments, how do we know what’s “good?”

Department of English College of Liberal Arts

Multimodal Projects & Digital Composition Tools

This page provides information and resources for teaching multimodality in the composition classroom. While the focus of this page is on fresh ideas for new digital tools and revamped multimodal projects, you can also navigate to the Traditional Multimodal Projects section for information on infographics and research posters.

Table of Contents:

Digital Tools Implementing Digital Tools with Multimodal Projects Traditional Multimodal Projects

Digital Tools

Litmaps is a research visualization tool with an array of uses:

• It can help students find new sources via its database of articles
• It allows for source annotation, meaning that students could potentially create an interactive annotated bibliography in this program and share the link to their project with the instructor for review/grading.
• It can make connections between sources using the "seed map" function, which autogenerates a map of all texts that cite and are cited by a single article.
• The visual mapping feature literalizes the phrase "mapping the conversation." For visual learners, Litmaps could help students understand the web of conversation at play surrounding any given topic.

Litmaps requires that users sign up with an email address and password, but it does have a robust free version, so students do not have to pay.

The program was created with the sciences in mind, but its database retrieves a wide selection of articles from all disciplines. Though the program is generally used by grad students and researchers, it could be a fresh addition to an ICaP classroom to show students different types of information sharing and digital composition.

You can use this tool to have students create a visual, interactive annotated bibliography. See the  Multimodal Assignments Using Digital Tools  section below for more information on how to apply this tool.

Try out Litmaps here .

Scroll down or click here for assignment ideas using this tool.

Google Sites

Google Sites is a simple website building tool that integrates with Google Drive, Docs, Slides, Forms, etc. That means that students can easily embed a pdf or Word doc directly into their website with no coding or image hosting hassles. Students can directly type or copy-and-paste text or an image into the WYSIWYG editing interface.

This program allows students to practice visual design and digital composition practices through choosing the layout, color schemes, and content of their site.

A note on privacy: if students are concerned about the privacy of their work, they can choose not to publish their site. Instead, they can share the link to their unpublished site with you for review and grading. Students who do publish their site can choose an option that bars their site from showing up in search engines, which means that only those who have the link to the site will be able to view it.

You can use this tool to have students create a digital research portfolio or their end-of-semester final ICaP portfolio. See the  Multimodal Assignments Using Digital Tools  section below for more information on how to apply this tool.

Try out Google Sites here .

 Scroll down or click here for assignment ideas using this tool.

Storyboardthat

Storyboardthat is an online storyboarding program that allows users to create comicstrip-style images.

Free Version Access:

• Students can create up to two storyboards per week
• Two free sizes available: 3 or 6 slides
• Accessible, easy-to-navigate menu system
• Some topics, such as “Science,” are separated out for easy access
• Search functionality and filters
• Speech bubbles and text entry
• Shapes and infographic-style design elements

You can use this tool for remediation assignments. See the  Multimodal Assignments Using Digital Tools  section below for more information on how to apply this tool.

Try Storyboardthat here .

Students can create QR codes that direct viewers from a print component to a digital component of their work using a QR code.

Two ways to generate a QR code for free:

• Generate a QR code with the QR Code Generator .
• Using the Google Chrome browser on a laptop or desktop computer, right click anywhere on the page for which you'd like to generate a code. In the dropdown menu, select "Create QR Code for this page." Click "Download" when QR Code image is displayed.

Once the code has been generated and saved as an image, insert the image into any document, like presentation slides, a research poster, or a flyer. Viewers will be able to scan the code with the camera app on their phone and be directed to the linked webpage.

  Omeka is an open source, accessible platform for sharing digital collections. It allows multiple users to collaborate on a gallery project or create their own gallery individually. This tool has a bit of a learning curve and a lot of functions, so using this tool for an assignment will require some in-class lessons on how to use Omeka.

• website creation - the final product of using Omeka is a multimedia website
• galleries - users can compile and display galleries of images, text, and documents
• drawing connections - users make connections between gallery items (people, places, and things) by linking them to one another
• mapping - the geolocation feature is used for mapping and commenting on specific locations; map entries can be tied to gallery items

How to Use Omeka:

• Take a tour of Omeka here and watch the tutorial video for an introduction to using the platform.

Multimodal Assignments Using Digital Tools

Interactive annotated bibliography (litmaps).

During the research unit, assign an interactive annotated bibliography in place of a standard annotated bibliography:

• Ask students to use Litmaps to create a blank map and individually add each of their sources to the map. They may even use Litmaps to find sources by looking at the recommended, connected articles. In fact, it is recommended to encourage students to find some of their sources using the recommended connections, because this will show students how sources are actually "in conversation" with one another.
• Students can add notes to each source on their map. Ask them to write an annotation as a "note" for each source.
• Using this tool, students may want to include more than the minimum required number of sources on their map (because this tool makes it easy to find related sources). Consider allowing them to include as many sources as they'd like, but only requiring them to write annotations for 7-10 sources.
• Alternatively, you may ask students to submit by embedding their Litmap into their work-in-progress Google Site research portfolio and sharing the link to their Google Site with you. (See below for more on research portfolio websites.)

Research Portfolio Website (Google Sites)

You can use Google Sites to create a research portfolio in a number of ways. This is an example of one way to integrate multimodality and digital tools throughout the entire semester, culminating in a digital research portfolio:

• Deliverable : “seed map” created in Litmaps (to complement analysis essay)
• Deliverable : interactive visual annotated bibliography
• Deliverable : research portfolio website

Elements for Students to Include in the Research Portfolio Site:

• Research question
• Litmaps image + link to interactive annotated Litmap
• Research paper
• Gallery of images
• About the author (professional bio)
• Research narrative (reflective)

Click here for a Sample Research Portfolio created with Google Sites.

Remediation Project (Storyboardthat)

Students can use Storyboardthat to remediate one of their projects to be centered around visual storytelling:

• Greater emphasis on creative elements
• Can be a hybrid between a more traditional infographic/research poster
• Works especially well with the Rhetorics of Narrative theme

A few assignment ideas:

• Narrative storyboard - n arrativize one or two elements of their argument
• "Dynamic" infographic - c ombine the genre of a storyboard with an infographic
• Script with visuals - add a more formal writing component to the storyboard
• ELI5 ("Explain it Like I'm 5") - inform a younger audience on a complex topic   

On-Campus Research Sharing (QR Codes)

Give students the opportunity to showcase their multimedia project to a live Purdue audience. This project may work best for courses with a local Purdue or advocacy theme. Students can post a print flyer (with a QR code linking to a digital component with more information) in a location that they have rhetorically reflected upon.

Archive/Gallery (Omeka)

Students can create a digital archive with galleries, maps, images, text, and audio with this free software, making it the ultimate multimodal project tool. Explore the Omeka program yourself before deciding how to create an assignment using this software. You may assign group projects or even a shared project that the entire class contributes to.

Examples of Omeka projects:

Omeka has a wide range of users, from students to museum curators and academic DH project teams. Here are a few example sites created using Omeka--though keep in mind that individual student projects will not be nearly as robust.

• Artists, Patrons, and Japanese Art , a student group project created at Belmont University
• From farms to freeways: Women's memories of Western Sydney , a project created at University of Western Sydney
• DIY History , a project by the University of Iowa Digital Libraries
• Trans at the Table. Queer Oral Histories of Actual Play Podcast Fandoms , a digital thesis project created at Brown University

Traditional Multimodal Projects

Traditional multimodal projects include the infographic, research poster, podcast, and TEDTalk, each of which has a standard ICaP assignment template you can modify and use in your course. Find the assignment templates here .

Infographics

Programs for Creating Infographics:

• a free online program for designing visual media including infographics. Their YouTube channel also provides helpful guides on   the process of designing an infographic   and   how to use the Piktochart interface .
• a free online program for designing visual media including infographics. Canva's   Design School   includes tutorials and video courses on various elements of design and how to use the site's tools.   This page   gives an overview of how to use Canva to create an infographic.

Resources for Learning about Data Visualization:

• SHARC  - a free online tool teaching the SHARC approach (Scale, Hierarchy, Access, Readabliity, Color) to data visualization. This site focuses on creating charts students might use within their infographic. Students may explore this site on their own, or instructors may utilitize content for lesson plans.

Research Poster

  Resources:

• Purdue OWL Guide to Research Posters
• Purdue Library Guide to Undergraduate Research Conference Posters
• ICaP Guide: How to Create a Research Poster Using PowerPoint  
• ITaP Guide to Printing Research Posters
• Example Research Posters

Research Poster Templates:

• PosterPresentations.com
• Poster Nerd

Multimedia Projects in Education: Designing, Producing, and Assessing LIBRARIES UNLIMITED TEACHER IDEAS PRESS

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Multimedia Projects for Students.

Integrating of media objects as graphics, text, video, sound and animation to convey and represent ideas that carry meaning from educational experience or material is multimedia projects. Multimedia projects aims to improve in citizen’s life style quality, safety, edutainment and working conditions. Multimedia has been applied in the fields of electronic publishing, museums, navigation and information system, distance learning, remote auctions, conferencing applications, virtual reality, remote task agents, remote robotic agents, electronic magazine, video conference, digital television and entertainment etc. Multimedia is combined with the image processing technologies to retrieve content based multimedia image retrieval concepts. Multimedia projects are carried out by information technology and computer science students and research scholars.

5 Elements of Multimedia projects

In general, there are five elements present in every multimedia projects .

By using variety of methods, communication could be carried out by following advanced technologies. Multimedia project could be built on the basic tool set they are of 5 categories: • Animation video. • Painting & drawing tools. • 3D modeling and animation tools. • Image editing tools. • Digital movie tools. • Video Editor. • 3-D Image and Video Editor. • Multimedia software .

• User enjoyment is enhanced.
• Guies life to flat information.
• Provides an excellent way to convey content.
•  Enables users to control web experience.
• Address multiple learning styles.
• Multiple senses are activated by creating rich experience.
• Improve retention.
• Build content in efficient manner.
• Provides Inter activity.
• Creates greater customer relationship.
• Multimedia kiosk.
• Video games.
• Multimedia presentation.
• Animated advertisements.
• Provides special effects in movies.
• Multimedia conferencing.
• Creative agencies.
• Media,Journals.
• Entertainment Industry.
• Digital Story Telling.
• Virtual Surgery.
• Scientific Research centers.
• Digital Education Industry.
• Software Services.

Importance of Multimedia:

Multimedia projects helps to improve lifestyle significantly.Some notable areas of enriching content using multimedia projects are

Multimedia Projects for Students

They implement projects with an efficient methods, algorithm and techniques. I had a great time to work under your team.

Explained every concept about project with proper training. They develop project within a short time. They provide various editing service to develop an efficient project.

It a pleasure to thanks your team for my Multimedia projects. They reduce our stress and provide convenient environment to develop a project.  

Well qualified team members. Offered more innovative ideas and implement new technologies as a unique from others.

‘Infested’ Review: Effective French Chiller Unleashes Spiders on a Parisian Housing Project

French director Sebastien Vanicek’s very accomplished creature feature debut has already won him the plum assignment of a next 'Evil Dead' entry. 

By Dennis Harvey

Dennis Harvey

Film Critic

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In an odd quirk of distribution timing, this month has seen the arrival of no less than two imported, semi-comedic thrillers featuring decrepit apartment building invaded by giant spiders. Already playing U.S. theaters is the Australian “Sting,” which is fun, if formulaic. In a whole other class, however, is French “Infested,” a first feature by director Sebastien Vanicek following several impressive shorts. An instant minor genre classic, it is fun and then some — a conceptually unremarkable but resourceful, energetic, stylish and good-humored creature feature with above-average human character interest. 

Popular on Variety

Their squabbling hardly makes a stir here, in a boisterous environ of myriad ethnicities and immigrant nationalities crammed into a building whose crumbling infrastructure is much complained about but never repaired. Soon, however, there will be something far worse for everyone to worry about: Kaleb’s exotic new acquisition (whom he dubs “Rihanna”) turns out to be an apex predator. It wastes little time getting loose, then hatching offspring who rapidly expand in size and number, a population boom in which the two-legged tenants play a helpless, grisly role. By the time Kaleb and his peers realize what’s going on, escape is near-impossible — police have sealed off the building for quarantine. 

Vanicek has said he conceived the film in part to counter the usual screen image of banlieue housing complexes as hubs for nothing but gangs, drugs and crime. While those ills exist, his own life experience underlined how they also sustain complex multicultural communities that despite all problems are largely harmonious and functional. There’s a fond humor to “Infested’s” portrait of one such microcosm, with people of African, Middle Eastern, Asian and other backgrounds getting along in argumentative yet neighborly style. The sourest note is struck by one firmly xenophobic white male resident (Emmanuel Bonami) who’s convinced everyone else is a drug kingpin.

Christine immediately wins us over with his motormouthed protagonist, and the other leads are equally likable. Vanicek has an almost Preston Sturges-like knack for whipping his ensemble into amusing frenzies of verbal combat. When the astute, urgent editorial pace stops at one later point to allow a moment of collective grief, it’s a measure of this “monster bug” movie’s heart that the tearful pause is actually rather touching. 

Still, the main attraction here is seeing a large human habitat turn into a giant icky spider web, and “Infested” certainly works on that visceral level of creepy-crawly dread, panic and recoil. There are scary, hairy set-pieces, notably one with Lila trapped in a shower stall, then a perilous group walk down a basement corridor. 

Throughout, the director and his collaborators maintain a taut balance between comedy, character, suspense and thrills, with first-rate contributions on presumably modest means from all tech and design departments. Creature effects are sharp and plentiful, yet kept judiciously brief. There’s atmospheric tension to spare in Alexandre Jamin’s cinematography and Arnaud Bouniort’s production design. A giddily nerve-jangling overall effect is nicely heightened by Douglas Cavanna and Xavier Caux’s original score, plus a few choice Gallic hip-hop tracks. 

If the story’s last act in a parking garage is arguably a bit anticlimactic after preceding events, “Infested” remains a smart treat for horror buffs, its tonal control capped by an unexpectedly low-key yet perfect fadeout.

Reviewed online, April 22, 2024. Running time: 106 MIN. (Original title: “Vermines”)

• Production: (France) A Shudder release of a My Box Films production, in co-production with Tandem, in association with Netflix, France Televisions, Centre National du Cinema et de l’Image Animée, Impact Film, Cinécap 6, Cineaxe 5, Cofimage 34, SG Image 2022, Indiefilms 12. Producer: Harry Tordjman. 
• Crew: Director: Sebastien Vanicek. Screenplay: Florent Bernard, Sebastien Vanicek, from an idea by Vanicek. Camera: Alexandre Jamin. Editors: Nassim Gordji Tehrani, Thomas Fernandez. Music: Douglas Cavanna, Xavier Caux.
• With: Theo Christine, Sofia Lesaffre, Jerome Niel, Lisa Nyarko, Finnegan Oldfield, Marie-Philomene Nga, Mahamadou Sangare, Abdallah Moundy, Ike Zacsongo-Joseph, Emmanuel Bonami, Xing Xing Cheng, Samir Nait, Malik Amraoui. 

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• Defining and Managing Financial Projects

What happens if I refresh cost rates for task assignments on the project plan?

Rates are retrieved based on the current job, organization, and role of resources used in the planning process. The refresh considers the potential changes and provides rates based on the current information for each resource.

When project managers or project administrators perform a version level refresh action, the application skips resources that have been disabled on the resource breakdown structure. You can perform a line-by-line refresh if you intend to refresh disabled resources. Similarly, the Refresh Plan Amounts process skips resources that have been disabled on the resource breakdown structure.

The following table describes the impact of refreshing cost rates based on the selected options.

When editing period details, you can revise rates for all periods for the task assignment or for the selected period and subsequent periods.