Lesson Plan
Course Title: Digital and Interactive Media
Session Title: Exporting Video Files
Lesson Duration: 1 Hour
Performance Objective:
After completing this assignment, the student will be able to export video files in several digital
formats for use in a variety of applications (podcasting, streaming, and more) using video editing
software.
Specific Objectives:
The student will
 recognize several different uses for digital video files
 learn how to export video files using video editing software
Preparation
TEKS Correlations: 130.278
 (9)(F) Export video files in digital formats to be used in various delivery systems such as
podcasting, downloadable media, and streaming.
Instructor/Trainer
References:
Content developer knowledge
Instructional Aids:
 Exporting Video Files Teacher’s Instructions
 Exporting Video Files Rubric
 Exporting Video Files Lesson Stock Footage clip
Learner
Materials Needed:
Each student will need a copy of the Exporting Video Assignment/Rubric and a copy of the
Exporting Video Lesson Stock Footage clip
Equipment Needed:


The teacher will need a computer connected to an interactive white board or projector so
that students may follow along in the lesson
The teacher/students will need computers with video editing software installed and at
least one open USB port
IT: Digital and Interactive Media: DIM Exporting Video Files Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
1
Introduction
MI
Introduction (LSI Quadrant I):
Students should be properly trained in the use of video equipment and taught how
to capture footage on their computers. Also, for this project, sample footage (not
related to any specific project) works best for learning to export as it is less
distracting, and if the students attempt any editing of the footage on their own, time
won’t be spent trying to undo any mistakes.
1.
The teacher should inform students that after capturing their video, the
students will learn different methods of exporting the video for use in
podcasting, downloadable media, and streaming
Outline
MI
Outline (LSI Quadrant II):
Instructor Notes:
1.
For this lesson, refer to
"Teacher Directions" for
guidance in introducing
and completing the lesson
with the students. Be
advised that while stock
footage is included with
this lesson, students tend
to be more invested in
their own captured
footage. In the event that
a 1:1 ratio is not possible
with computers to
students, we recommend
grouping students
together and sharing
computers, if possible.
Exporting videos
A.
Procedure
1.
Open video editing software
2.
Choose the necessary format
3.
Export the video
4.
Locate the exported video
5.
Test the exported video
Application
MI
Guided Practice (LSI Quadrant III):
During the presentation, students will follow along with the teacher, who is using
the sample footage included in this lesson. The teacher will model each step in the
process of exporting a video. Refresher or follow-up tutorials should be held to
reinforce information. Absent students may require additional one-on-one tutorials,
or they can collaborate with other students in the class
MI
Independent Practice (LSI Quadrant III):
Following the presentation, students will be provided with the Exporting Video
Assignment/Rubric activity to complete on their own, using new footage that they
captured. They will use a combination of existing and newly acquired knowledge
to complete the project and then compare and contrast their results with those of
others in their class.
IT: Digital and Interactive Media: DIM Exporting Video Files Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
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Summary
MI
Review (LSI Quadrants I and IV):
Students will take what they have learned from the lesson and show that they are
proficient in exporting video from the video editing software. A quick Q&A with
regards to the parameters of the assignment may be used to check for
understanding
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Periodic checks for understanding during the presentation are used as well as
visual progress checks to quantify the amount of information retained and skills
acquired
MI
Formal Assessment (LSI Quadrant III, IV):
The assignment will be completed individually and graded against the provided
rubric. Class evaluation and discussion can also be used to allow students to
compare and contrast the methods discussed in class against any other methods
derived by students.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):
After completing the lesson, students will be proficient in exporting videos. Once
this has been mastered, students will be ready to move on to other video
assignments as assigned. Moving on to future assignments, along with allowing
for collaborative interaction, should fill any remaining completion time gaps.
IT: Digital and Interactive Media: DIM Exporting Video Files Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
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Icon
MI
Verbal/
Linguistic
Logical/
Mathematical
Visual/Spatial
Musical/
Rhythmic
Bodily/
Kinesthetic
Intrapersonal
Interpersonal
Naturalist
Existentialist
Teaching Strategies
Lecture, discussion,
journal writing, cooperative
learning, word origins
Problem solving, number
games, critical thinking,
classifying and organizing,
Socratic questioning
Mind-mapping, reflective
time, graphic organizers,
color-coding systems,
drawings, designs, video,
DVD, charts, maps
Use music, compose
songs or raps, use musical
language or metaphors
Use manipulatives, hand
signals, pantomime, real
life situations, puzzles and
board games, activities,
role-playing, action
problems
Reflective teaching,
interviews, reflective
listening, KWL charts
Cooperative learning, roleplaying, group
brainstorming, crosscultural interactions
Natural objects as
manipulatives and as
background for learning
Socratic questions, real life
situations, global
problems/questions
Personal Development Strategies
Reading, highlighting, outlining,
teaching others, reciting information
Organizing material logically,
explaining things sequentially,
finding patterns, developing
systems, outlining, charting,
graphing, analyzing information
Developing graphic organizers,
mind-mapping, charting, graphing,
organizing with color, mental
imagery (drawing in the mind’s eye)
Creating rhythms out of words,
creating rhythms with instruments,
playing an instrument, putting words
to existing songs
Moving while learning, pacing while
reciting, acting out scripts of
material, designing games, moving
fingers under words while reading
Reflecting on personal meaning of
information, studying in quiet
settings, imagining experiments,
visualizing information, journaling
Studying in a group, discussing
information, using flash cards with
other, teaching others
Connecting with nature, forming
study groups with like-minded
people
Considering personal relationship to
larger context
IT: Digital and Interactive Media: DIM Exporting Video Files Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
4
Digital and Interactive Media
Exporting Video: Teacher Directions
1.
Exporting videos
A.
Procedure
1.
Open a current video project with the video editing software, or use
“Exporting Video Files Lesson Stock Footage” file
a)
You will need to have some sort of footage in the timeline in order
to export
(1)
If the timeline is left empty, an error message will pop up
prompting the students to add content before proceeding
2.
Choose necessary format
a)
This will be determined by the intended use for the video
(1)
disc (burned to dvd or blue-ray)
(2)
online
(3)
computer (viewing on other computers)
(4)
mobile phones and players
(5)
tape (recoding to DV tape)
3.
Export video
a)
Choose the “save” location
(1)
browse your computer to find the proper place to store the
file.
b)
Chose proper export settings
(1)
this is determined by the way the video will be used
(2)
the default is fine in most cases
c)
Click “save” to begin export
d)
Wait patiently as program renders the footage
(1)
close all non-essential programs before beginning as
they may cause problems with the rendering process
4.
Locate exported video
a)
In case of issues/errors during saving process
b)
not having to reopen software saves time
c)
allows multiple file types to be saved while the program is still
running
5.
Test exported video
a)
testing prior to closing software ensures that the file rendered and
saved correctly, and that it is ready to be used outside of editing
software
IT: Digital and Interactive Media: DIM Exporting Video Files Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
5
DIM Exporting Video Files
Rubric
Description
of Task
Selecting
appropriate file
formats
Transferring files
from editing
software to an
accessible folder
for viewing
Locating
exported digital
video files in an
existing folder or
flash drive
Exemplary
Competent
Developing
4-5
Student can select the
appropriate file format
for his/her video (so it
can be recognized by
the proper program)
with no help from the
teacher
2-3
Student can select the
appropriate file format
for his/her video (so it
can be recognized by
the proper program)
with some help from
the teacher
4-5
Student can transfer
digital video files from
the editing program to
a folder with no help
from the teacher
2-3
Student can transfer
digital video files from
the editing program to
a folder with some
help from the teacher
0-1
Extensive help and
reinforcement from
the teacher is needed
for the student to be
able to select the
appropriate file
format for his/her
video
0-1
Extensive help and
reinforcement from
the teacher is needed
for the student to be
able to transfer digital
video files from the
program to a folder
4-5
Student can locate
exported digital video
files in an existing
folder with no help
from the teacher
2-3
Student can locate
exported digital video
files in an existing
folder with some help
from the teacher
TOTAL
0-1
Extensive help and
reinforcement from
the teacher is needed
for the student to
locate exported
digital video files in
an existing folder
TOTAL PTS
EARNED
Comments:
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IT: Digital and Interactive Media: DIM Exporting Video Files Plan
Copyright © Texas Education Agency, 2013. All rights reserved.
6