Grading Rubric Part 1

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1 hour 11 minutes
Video Transcription
Hey, everyone, Canada Hill here, Master instructor a Sigh Berry Want to film this quick video on the grading rubric that we use for the videos?
So many of you are familiar with this already having gone through the instructor audition process. But I just want to touch on all these things to help you fully understand each category that we're grading on your particular videos.
So what I'm not going to do is I'm not going to read these individual areas here where we have the grading system, but I'll explain each major category so you can fully understand them.
So first up we have are pretty records. It's so in your video
you should be explaining in the introduction video. What the prerequisites for the course. So do I need to have a basic understanding of networking, for example, joining some pro gray programming background? Do I just need a general understanding of computers and how to turn a computer on? So where do the pre Rex that somebody would need to take your actual course?
They're learning objectives. So here for the introduction video, it's gonna be the overall course learning objective. So I are you going to teach me how to do Java programming, for example, or we're gonna learn specific things in that. Are you teaching me networking, or is this a certification prep? What? The overall learning objectives
now for your course videos. So outside of the introduction video, but the coarse videos themselves,
you're learning objectives need to be related to that particular video. So in this video, we're going to learn this and this video. We're gonna learn these things, etcetera, etcetera.
The about me section is really self explanatory. Just a kind of a brief overview of yourself, your background a little bit. One thing to keep in mind is, don't go crazy with a bunch of pictures on the slide that you use for the about me section. It just kind of gets convoluted, and it's it's really hard for a student to follow along with what you're saying. So just kind of keep it short, succinct
and just tell people maybe the degrees you have some of the certifications you have,
why you're qualified, the teachers course that you're teaching them just a real high level overview of yourself as he instructor.
The pre assessment area, generally speaking, is going to be questioned based, so this might be one or two questions, just sort of checking somebody's knowledge before they start the video. So, as an example, if I was gonna teach the OS I model in a video and that was the learning objectives was for you to learn the S I model in this video,
I may do a pre assessment question of saying, OK, well, what's layer seven right or something like that? So the Prius mess assessment is really just trying to give students the ability to gauge themselves and see if they even need to watch this video because they might already know everything about that particular topic.
Course Materials is gonna be any materials that are downloadable for the course. So these are things like study guides, glossaries, step by step, lab guides, etcetera. So any type of downloadable things that the students might have access to, That's what you want to address in that particular part of the video.
Now again, we go down to our standard videos here. So that was all our introduction video standard videos. You also want to put that pre assessment. In fact, it's more relevant. There than it is in the introduction video. Just cause in the introduction is really just kind of. Here's the course. This is what we're doing. And here's me as your instructor. Whereas the other videos in the course are actually teaching something.
So when are the main course videos? They're learning objectives again. As I mentioned, you want to make sure that you clearly state what someone's gonna be learning that particular video
material needs to follow the learning objective. So
don't tell me that we're gonna learn the aside model in this video. And then you teach me Java programming or python programming, right? It doesn't make any sense. S o. Just make sure that everything is relevant to the learning objectives that's gonna help you a lot when you're building out the course. If you focus on okay, which, uh, which part of my course do I want to have these particular things taught?
And these are my learning objectives. And then from there, it's easier for you to structure the actual video itself.
At the end of the video, you should have a summary. You should summarize what was actually what we actually learned in the video. and what we're gonna learn in the next video. This could be a slide. This could also just be you ending on a last slide or an elaborate something like that and then just talking through, like, OK, in this video, we learned these things. And in the next video, we're gonna learn these things
modalities air very, very important. So
you'll have downloadable quizzes. You'll have assessments, that sort of stuff that you could combine with the course. But in the actual course video itself, you want to try to make it as interactive is possible. So this is an on demand course that you're filming.
So it's gonna be challenging to have that interaction with students, right? In a traditional setting. We can talk to students. They can ask a question real quick. We can answer it, and there's that interaction right? But here we have to do that with technology. So
when we want to do is include things like stories we also want include quizzes. So instead of just having pre assessment questions, maybe have a couple of quick questions at the end of each video or after ah, module of your course, and that way student can go through that and really get some interaction with making sure they understand the material properly.
And flash cards and things like that are all things that could be part of the supplemental resource is for students to feel like they're really getting value with the course and learning with the material
transitions. We don't normally see a lot of issues with transitions between slides, with some signs. We do Just make sure when you're swapping between slides or moving between parts of a lab or something like that, that is kind of a smooth process for students, especially if you're gonna be editing videos. Just make sure that when you're editing stuff, you're not just making it a quick chop. And then
I go from this and I go to this and there's really no flow
for me to go from, say, a power point to a lab or something like that. So just keep all that in mind as you're doing. Your transitions and then the process flow really were focused on lab videos here. So thinking through Okay, I'm going to explain how to do this thing right. How am I going to house student doing a scan and map, for example. So
my lab would all be all around the end map scam we're gonna run in.
I would show them a step by step process of doing so. One way I like to do in my courses is I created step by step guide, and then what I do is I'll have that on screen. As I'm talking through the video,
the advantage of doing it that way is that way. With your pace of the course, you can always make it perfect for everyone. Some students are going to say, Oh, you're going too fast. Some students are going to say, Oh, it's too slow. Some people are gonna find your pace perfect. You just can't please everybody, right? So one of the things with the process flow
and creating that step by step guide. If you have that on screen
and you have that as a downloadable resource, it allows students to go at their own pace so they can always pause the video and go through it at their own pace. And make sure you mentioned in the video like Hey, by the way, there's a step by step lab guide for this particular lab we're doing. Make sure you downloaded from the resource is section and then my students no, again to go back to it
because a lot of students will watch, like, your introduction
to the course video and then come back a couple weeks later. So they've already for gotten where to go get the other information at
accuracy. Of course you want Make sure accurate, right? Don't Don't put bad information out there for students. If you don't fully know something, you really shouldn't teach a course on it. Right? So just make sure that you're accurate and everything that you're showcasing. Make sure you don't have any grammatical errors or anything with that that might throw it off. So, as an example,
don't put I f config when you're teaching. Ah, Windows Command line course. And you're saying howto check your i p address.
Hi. P config. Right. So just make sure those little things like that that we may just skip over cause we're thinking Lennox instead of windows at that at the time we write that we wanted to make sure that that were accurate. So either you go over your PowerPoint slides before use those or even your coarse videos. Or maybe have a family member. A friend Do so
And of course, we're gonna have teaching assistants that'll do that. Stuff is well for you.
Content cohesion. So just make sure the visuals actually match like pictures and stuff you're using. Just make sure all that and actually matches with what you're teaching in that particular video
editing. That's where we kind of talk about the grammatical stuff. Punctuation, etcetera. Just make sure all the transitions, all this stuff is pretty polished. Before you actually say, Hey, my course has done
microphones. Audio quality is usually an issue, at least initially, so just make sure you got a good microphone to use and you can grab things like the booster. Blue Snowball is one I've used in the past. It's like 50 bucks or 60 bucks off Amazon. There's cheaper ones you can use, but just make sure you're using some kind of external mic. Usually, the internal mikes aren't quality enough in most
ah, computers as well as laptop, so just make sure you have a good mike.
Make sure there's no background noise, and you could know he's stuck like a blanket around your microphone to kind of block out a good amount of background noise. But try to reduce it as much as possible.
Audio cuts Make sure that you've got quality audio. So again, when you're editing videos, don't just chop out stuff. Make sure you know the minute and second of what you actually want to chop out. Ah, in that way, it's a smoother transition throughout the audio.
Make sure your audio is loud enough. You're talking loud enough in your mike. We are gonna normalize the videos once you your course goes into the final review. But just it makes it a lot easier if we have that audio not locked down
very well beforehand, and then your course could get up faster and you can get paid faster.
Video resolution 10 80 pixel 7 20 Probably the minimum that you'll want to do. Really. Most cameras nowadays like Webcams of stuff, would do. 10 80 screen screen casting will do that as well.
Video visual cohesion. Excuse me. Just make sure that everything is visually coherent, so all your slides and everything are kind of same colors and funds, so it's a smooth transition for students.
Your actual presentation is stuff. Well, actually, I'm gonna split this up into two videos because I'm just about at the 10 minute mark. And by the way, make sure your videos are only 10 minutes or less. That way, it's easier for students to digest your course in little bite size chunks. So in this video so far, we talked about the introduction
video itself we talked about through those areas. We also just wrapped up talking about the audio area
as well. And we're gonna wrap up these two videos covering the grading rubric here with talking about the presentation skills. I'm talking about your actual presentation as an instructor.
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