Creating a Video with Your iPhone

Lesson Description
In this lesson, students will learn how to create a video using an iPhone and the
YouTube app. As a group, the Masters of Ed, Susie, Keith, and Serena, decided that the first
step in learning this procedure is providing step-by-step instructions for actually recording and
uploading a video. This process would then be followed by another section about good video
design, which would be concept-based and provide the criterial attributes of effective iPhone
videos and a number of examples of effective design.
This lesson would be housed in a web-based program but delivered in a blended format
at first and gradually developed to be fully online. The structure is nonlinear, giving students the
opportunity to self-direct their learning and go to the most relevant lessons in the order they
prefer. The units would be nonlinear because students may have varying levels of skills and
understanding of video. For example, they may understand how to produce video but not how to
edit, or they may be adept at producing and editing but not be aware of the plethora of ways to
share it online. The nonlinear structure supports the varied backgrounds of students.
In addition to the three core units of Producing, Editing, and Sharing Video, there is also
a resource hub containing how-to lessons and sample videos from around the Internet. This tips
and tricks section is available for students interested in looking deeper into the three core units.
To provide guidance, students are asked to take a pre-assessment test to gauge their
skills and concepts. This test covers skills and concepts related to the core learning objectives.
The instructor will recommend which lessons for the students to take based on his or her
results. Additionally, the instructor will provide feedback on the students videos, especially the
finer points relating to quality of video. Ideally, this lesson is given in a blended learning
environment with an instructor present.
In order to conduct the lesson, students must be given a few critical materials: Internet
access and an iPhone with working camera that includes both the Camera app and YouTube
app.

Lesson Objectives (Mager, 1962)

1. Producing a Video
a. Using an iPhone, students will record a video clip of 30-60
seconds that meets the rubric (to be created).
2. Sharing a Video
a. Using the YouTube app on a iPhone, students will successfully
upload a video clip to YouTube and share it with the instructor and the class as
an unlisted video.
3. Editing a Video
a. Students will edit a previously-created video according to a rubric
(to be created).

b. Students will edit a brand-new video they have just created

according to a rubric (to be created).

Visual Representation of Overall Lesson for Creating a Video with Your

iPhone

Lesson Design for Lesson 3 of Producing Video

The following lesson is lesson 3 of the Producing Video unit in a nonlinear, web-based
learning environment.

To get to this point, students started at the Home screen, clicked Get Started to
take a pre-assessment test, received a result suggesting Producing Video to
them, then selected this unit from the menu.

Introduction
Gain attention
Welcome to Lesson 3: Creating Your Own Video! Now that you have learned how to find
the tools you need, set ideal conditions for filming, and steps for filming in your previous
lessons, its time to create your own! But first, lets take a look at whats possible with an
iPhone video:
http://youtu.be/gSuSB-9IrWY

After showing the video, we will ask students about their responses to the video, such
as:
What does the video demonstrate?
To what extent do the effects change your perspective of the persons
experience?
Relation to larger unit of study
Interactive activity: In groups of 3-4, we will ask students the YouTube videos they
remember from the last year and the qualities that make those videos memorable.
Groups will have minutes to brainstorm and then they will report to the rest of the class.
This activity will aim to get students thinking about their end goal, which is to produce a
fully edited video by the end of the whole lesson.
Here are some example videos with their goals in case students have trouble coming up
with ideas during the exercise:
to persuade...[show shampoo commercial:
https://www.youtube.com/watch?
v=OoHovtD42kg&list=PL29008A9002EC0BDB&index=1],
to save lives [show anti-smoking video: https://www.youtube.com/watch?
v=7QwnSmBK7Bc],
to inform [show Fox news clip: https://www.youtube.com/watch?
v=oC1mi2oc88Q],
to inspire [show YouTube video of a little boy who can hear for the first
time with a hearing aid: https://www.youtube.com/watch?v=WDDfGMuofuw],
to teach [show math video: http://www.youtube.com/watch?
v=G2IFTNXJrnI],
to connect [show Skype conversation with NASA astronaut:
http://www.youtube.com/watch?v=_PKet_7w0gI],
to laugh [show Robin Williams video: http://www.youtube.com/watch?
v=fe0wOi_2Eq8],
to profess love [show surprise engagement video:
http://www.youtube.com/watch?v=hwlPx9hzTsI]
and much more.
In short, videos are powerful. By giving you the tools to develop, edit, and share your
own video, your voice can be heard around the world.
Stimulate recall of prior learning
First, lets recall what you have learned so far.
[Multiple choice quiz on Lesson 1: Setting Ideal Conditions for Video and Lesson 2: How
to Film. The quiz, not yet made, would have a clip from a video with three corresponding
questions testing the students applied knowledge.]
Example Question:
Notice the bad background noise in this clip: http://www.youtube.com/watch?
v=Me1cmUXUnNc

What could the filmmaker have done to reduce the background noise at the time of
filming?
(A) Use a special filter post-production
(B) Place the microphone closer to the speakers mouth or within 2-3 feet
(C) Choose an area with less interfering noise away from traffic, indoors, etc.
(D) Choose a time when there is less background noise
(E) A and C only
(F) B, C, and D
(G) A, B, C and D
Feedback: The correct answer is (F) B, C, and D. A is incorrect because this is done
post-production during editing. B, C and D are all controllable actions that can be done
during filming to reduce noise.
Inform learners of objective
Given an iPhone with Camera app, you will create a 30-60 second video which will be
evaluated by your instructor according to the following criteria:
Shows at least 3 steps to making something, which is a topic of your
choice
Displays the appropriate timing 3 beats per clip
Shots are clearly focused and well-framed
Appropriate lighting and angles are used to reduce glare and remove
shadows
Audio is clear; background audio does not distract and is kept at low levels
Video moves smoothly between shots
Has appropriate duration of 30-60 seconds
Inform learners of evaluation of objective
At the end of this lesson, your instructor will evaluate your video according to this rubric.
[RUBRIC TO BE DEVELOPED AT A LATER DATE] You can create a video on how to do
a French braid, how to make pizza crust, how to crochet a hat, how to replace a car
battery, or another topic of your choice. The possibilities are endless!

Content
Presentation of new content/stimulus
PRESENT PROCEDURE:
The procedure is shown in 2 ways.
Graphics/screenshots are displayed by each step on a small bookmark for students to
take home.
The instructor walks through each step in a stop-gap video.

Its time to walk through the simple steps to creating a professional, well-shot video from
your iPhone! Here are the steps well walk through together.
1. Select the Camera app on your iPhone display.
2. Choose your mode: Video, Slo-Mo, Time-Lapse, or Square, depending on
your intentions for the video.
3. Turn phone horizontally (landscape).
4. Select the front or back camera.
5. Focus your video.
6. Choose to zoom in or out.
7. Choose your flash settings.
8. Record your video.
9. To stop the recording, click the red square in the recording button.
Lets start with the first step.
1. Go to your iPhone screen. Do you see where the apps are each named?
Swipe until you find the Camera app, which looks like this image.

2. Next, slide the selector to Video. You do have two other options here,
which is to select Slo-Mo or time-lapse if you are making a video in those
modes. We will disregard Photo, Square and Pano for now, since those are
photo-taking functions and not video functions.
Slo-Mo is an abbreviation for slow motion, in which the actions of the video are greatly
delayed. This can enable viewers to see rapid action more clearly when it is slowed
down, so its handy for sports video or other rapid action movement. Time-lapse can
make the events on screen happen more rapidly than when they were filmed; many
videographers like to use this to show patterns among fast-moving traffic, or to show the
movement of objects in the night sky in faster motion.
For now, lets select the regular Video option.
3. It is generally regarded as good form to film with the phone positioned
horizontally (landscape), rather than vertically (portrait). Videos filmed in this way
are able to be viewed across a variety of devices, from phones to tablets to TVs,
without sacrificing resolution. Get in the habit of filming horizontally!
4. Next, lets choose whether you want to use the front or back facing
camera. Your iPhone comes equipped with both, and you can use either for video

depending on your needs. For example, if you want to film your own face and
see the video as you shoot it, its helpful to use the camera facing you. Make
your decision and select it by clicking the icon at the top right that looks like this.

Clicking it again will select the first camera again. Toggle back and forth by clicking it.
5. You will see a yellow focus box appear. If you click on that box with your
finger, youll notice that the video focuses on that area. This is helpful if you are
filming something and want to specifically draw attention to one area on screen.

6.

Lets talk about zooming in or out.

Want to zoom in? You can do this by taking two fingers, such as your index finger and
thumb, and pulling them away from each other on the screen. Look at how the screen
responds; it zooms in on the area between your two fingers. A slider bar appears at the
bottom of the screen; on the left is a negative sign and on the right is a plus sign. This
bar indicates how much you are zoomed in or out.
The opposite works, too. You can zoom out by drawing two fingers together. Now the
screen has gone back to its maximum zooming out resolution.
7. Its important to think about your lighting before you film. As we discussed
in previous lessons, you need to set up the ideal conditions for removing
shadows and glare.
To do this, well tap the lightning icon at the top left, which indicates the Flash controls.

In terms of using your iPhones Camera App, you can choose to turn the flash On, Off,
or on Auto. On means that the Flash will happen no matter what. Off means the
Flash is disabled. Auto means that the Flash will react to your surroundings; the
Camera app will gauge if there is enough light and decide to Flash or not depending on
your environment.

8.

Click the Red recording button to begin.

You can click anywhere on the screen to get the yellow focus box again, as we
discussed. You can zoom in or out, as we discussed previously. Move the iPhone
around to direct the camera towards the action you want to capture.
At the top of the screen is the current duration of your video. When you begin, it says
00:00:00. As you film, the time will increase.
9. To stop the recording, click the red square in the recording button, which
looks like this.

Your video automatically saves to your iPhone, and you are ready to edit and/or share
your video.
RESOURCES: The following videos provide further demonstration of this process.
How to Shoot Good iPhone Video
http://youtu.be/edzWTw0Yp_U
How to Make YouTube Videos Using Your iPhone
http://www.youtube.com/watch?v=GlMkPgXDuF4
How to Make iPhone Videos Which Look Professional
http://www.youtube.com/watch?v=7ZQO69LQrak
How to Film like a Pro on an iPhone & iPad
http://www.youtube.com/watch?v=NeoRGSCbH9A - This video uses a different app
called Filmic, other than the Camera app.
EXAMPLES: These examples will show you the epitome of what you will create, which
is a video that meets the criteria listed earlier.
1) Have students walk through the steps mirroring the instructors process.
Make a video as a class together. Have instructors steps appear on screen in front of
class. Can use Mirroring 360 by Splashtop to display on students screens or a

computer attached to an overhead projector for all to see. (see here:

http://bgr.com/2014/06/27/iphone-screen-mirroring-app-ipad-mirror360/)
2) Have students, as they are called on, walk the instructor through the
process of creating a video, recalling the steps from the first example.
Example question: I am going to make a video with your
guidance now. What is the first thing I need to do to get started making a
video with my iPhone? Correct answer: Click on the Camera app. This
question would be followed by showing the students the iPhone screen
without the Camera app to prompt for more specific information (swiping
to different screens to find the app).
Second example question: Now, Id like to make a video of a
drop of water falling into a pool. In regular time, that would take less than a
second. Which video mode should I pick in order to let the viewer focus on
the drop of water more clearly? Correct answer: Slo-Mo. That way the
viewers can see the drop of water as it falls and merges with the pool.
Follow up question: If I were filming the movement of a glacier over time,
which video mode might be more appropriate? Correct answer: Timelapse, but maybe you really ought to reconsider whether the iPhone is the
best tool for this!
Third example question: Id like to let the viewers see my
face as I react to what Im seeing. How can I do that? Correct answers:
Switch the currently filming camera to the one facing the watcher by
clicking the icon at top right. Or, have a friend hold the iPhone and direct it
towards your face.
3) Have students work through the process together; instead of telling the
instructor want to do, students will work through the process on their screen,
volunteering one-by-one to demonstrate steps in the process.
Example question: We are going to make another video
now. This time volunteers will show us the steps one-by-one. What is the
first thing we need to do to get started making a video with the iPhone?
Correct answer: Would include showing everyone how to swipe through
the screens to find the Camera app and then opening it.

SUMMARY OF REMAINDER OF LESSON

This concludes the presentation of new content section. The lesson would then proceed
on to two rounds of guided practice, instructor and peer feedback, a reflection exercise,
and finally evaluation.

Rationale for Project

The Producing a Video Lesson 3 could be supported by instructional

technology as a web-based, nonlinear learning environment housing a series of lessons
and a resource hub. YouTube examples can provide learning guidance as well as a
place for students to share videos, online discussion boards enable peer instruction and
sharing of learning and reflection, and the online hub provides additional tools for
deeper learning and exploration. This series of lessons is a way to incorporate cognitive
structure into a behavioral lesson. It uses elements of ID2 to compensate for the
limitations of ID1.
A lesson design focuses on creating learning processes or experiences that
support the acquisition of new knowledge or skills, thus prescribing a lessons
components from the timeline of events and activities to laying out the objectives,
examples, evaluation, and uses of technology. Though a lesson plan often outlines the
events, it does not include the the specific activities, examples, and technology uses.
We have provided a lesson design aid for Lesson 3 of the unit, Producing a Video,
which includes the all the elements of lesson design.
The four attributes of an objective are:
the learner audience (who is learning, typically the
student),
the desired performance (what a learner is able or expected
to do after the learning),
conditions (specific conditions under which the student will
perform the objective task),
and degree (how well a task must be performed to
demonstrate competency, of which there are four types) (Mager, 1962).
In this lesson, we included the objective that the student (audience) will create a 30-60
second video (behavior) with an iPhone (conditions) according to the rubric (degree).
The degree specifies the qualities of the acceptable video.
Merrills Component Display Theory is based upon two dimensions: Content and
Performance. For this lesson, we have included both. The content is primarily a series
of examples, the expectations, and procedure, and the performance is creating two
videos and receiving instructor and peer feedback. As Merrill (2001) states, students
should be given an opportunity to practice what they have learned, and so we include
multiple practices in which they create their own videos (p. 299).
We begin by showing the student the learning objective, recalling prerequisite
skills and concepts from previous lessons, and showing examples. These support what
Reigeluth (1980) calls the initial synthesis principle, in which weve shown the student
what is the ideal video and given them the rubric (p. 83). Weve walked them through
the process, gradually allowing them to take on more of steps themselves. This
scaffolding enables students to synthesize previous learnings into a useful framework
they can apply to future tasks.

The nine events of instruction, according to Gagne, are gain attention, inform
learners of objective, stimulate recall of prior learning, present the stimulus, provide
learning guidance, elicit performance, provide feedback, assess performance, and
enhance retention and transfer. We have embedded each of these events into this
lesson, as you can see on the lesson design aid.
ID1 doesnt integrate the pieces with the whole, thus limiting students
understanding of the complex and dynamic world of video creation, editing, sharing and
other possibilities (Merrill, Li, & Jones, 1991, p. 9). Reducing the instruction to a preprogrammed task list limits the course organization and students knowledge
acquisition. If students merely watch examples or read through content without handson performance, they are limited to passive learning instead of interactive learning. ID1
is constructed from small components, meaning students do multiple small tasks that
are labor intensive and mentally draining (Merrill, Li, & Jones, 1991, p. 7). If this lesson
asked for students to define a video or give an explanation of why each rubric item is
important, it would be small components which do not encourage an understanding of
the whole. Those tasks represent ID1. By integrating video technology, repeated
practice, peer review and the classroom discussion board for reflection, weve
enhanced this lesson beyond ID1 to the realm of ID2.
We begin our lesson with a broad understanding of designing a video; we
introduce students to the possibilities by showing how powerful videos can be in
different contexts with various purposes. From there we delve into the practical
procedures for producing a video. Each piece of producing, editing and sharing video
builds into the more holistic understanding of video creation, enhancement and
message-sharing. ID2 maintains Gagnes nine events of instruction but integrates the
holistic view and purpose of the learning (Merrill, Li, & Jones, 1991, pg. 9). In our lesson
on producing video, the pre-assessment accounts for students varying levels of skills. It
enables students to direct themselves through the lesson. It also leverages cognitive
theory. Students arent engaged in busy work, but rather complex cognitive activities
which develop and retain their knowledge; this lesson maintains the core pieces of a
procedural lesson that might normally be found in behavioral teaching but it contains
cognitive elements. By having step by step instructions, the students cognitive load is
reduced. In this unit, we integrate the whole by gradually having students take over the
video making process. We enable students to engage in deeper practice and synthesize
their learning by explaining and then demonstrating some of the steps to the class.
Students then reflect on their learning, comparing their first and second video creation
experiences, and this evokes a wider understanding of their own learning practice.
Furthermore, having a broader sense of the possibilities of video should inspire a
greater motivation among students to be creative in developing their own videos.
This lesson is primarily a procedural lesson in which the student is presented
with a series of tasks to perform. We designed this lesson by having the student be
actively involved in the creating process and discovering the possibilities. This

elaboration enables the student to develop a more refined understanding of the

concepts application and variations. In this lesson, which is not a concept lesson, the
focus is procedural. But, in another lesson, such as What is a good video? the lesson
would start generally then become more detailed and complex as students consider the
many dimensions of a good video.

References
Mager, R. F. (1962). Preparing instructional objectives. Palo Alto, CA: Fearon Publishers.
Merrill, M. D. (2001). Components of instruction toward a theoretical tool for instruction
design. Instructional Science, 29, 291-310.
Merrill, M. D., Li, Z., & Jones, M.K. (1991). Second generation instructional design.
Educational Technology, 30(1), 7-11 and 30(2), 7-14.
Reigeluth, C. M., Merrill, M.D., Wilson, B. G., and Spiller, R. T. (1980). The elaboration theory
of instruction: A model for sequencing and synthesizing instruction. Instructional
Science, 3, 30-31.