HABL: AV PRODUCTION I
Accelerated Instruction for CCMR Success
A one-semester-long professional learning experience for CTE students to obtain college, career, and military readiness credit as well as an industry based certification.
Audience: 10th-12th grade CTE students.
Instructional Level: High School
Purpose: to increase retention, improve IBC outcomes, and address concerns with an accelerated, 5×5 classroom schedule.
Blended Learning in AV Production I
My instructional design is an implementation of a framework developed during the Master’s in Instructional Technology Leadership program. HABL is an adaptive, student-centered blended learning framework that is outcomes-based in divergent learning contexts and competency-based when instruction is directed toward convergent, externally defined performance standards such as industry certification.
HABL, at its core, is student-centered and outcomes-based. It functions as a blended learning framework that intentionally shifts students from just receiving information to encoding through generative learning, applying, demonstrating, and revising through the creation of artifacts, and engaging in metacognitive reflection on their learning, while the teacher provides the scaffolding and spiraling necessary to ensure IBC standards-based mastery and transfer. HABL is fully aligned with both the TEKS and NOCTI 1089 standards, which enabled the creation of activities and assessments designed to improve performance on the IBC. If I place it in a MOOC (Bates, 2015), it will have enough structure to work.
To maintain academic quality and standards, I have chosen to adopt the QM K-12 Rubric to guide and improve my blended learning course.
I have a support and infrastructure system in place that is half physical and half based on the Google Classroom LMS and Skyward. Since I am using existing technology, I am fully supported by both Campus Technology and District Technology.
| Learning Goals | Learning Activities | Assessment OF Learning Activities |
|---|---|---|
| 1. Foundational Knowledge: Students will develop and apply foundational audiovisual concepts, terminology, safety practices, and production procedures across the three phases of digital video production: pre-production, production, and post-production. | Information & Ideas: Teacher-Led Modeling, small-group discussions, video demonstrations, vocabulary instruction, HABL exemplars, encoding, and retrieval. | Vocabulary/application checks; safety and technical skill checks; 25-question checkpoint; 40-question benchmark; 60-question benchmark; 80-question NOCTI pre-tests; |
| 2. Application: Students will apply production knowledge to operate equipment safely, compose and capture images and sound, light scenes, use NLE and DAW workstations, troubleshoot technical problems, and complete increasingly independent projects across the full digital video production process. | Experience/Doing: Students complete camera labs using cellphones or available cameras, audio labs with accessible microphones, lighting labs with practical or studio lighting, and editing labs in DaVinci Resolve’s free non-linear editor. They also participate in equipment practice, production days, documentation tasks, post-production activities, and final production reports. | User uploaded performance-based skills checks; production rubrics for projects and self-assessment; camera/exposure/WB examples; storyboard, script-lining and shot list evaluations; rough-cut/revised-cut reviews; audio and lighting checks; export/delivery QC; completed micro- and full film productions; capstone evaluation. |
| 3. Integration: Students will connect TEKS expectations, NOCTI 1089 Digital Video Fundamentals standards, and authentic production practices by building a coherent production process and transferring technical knowledge across planning, production, post-production, and assessment contexts. | Students develop treatments, scripts, storyboards, shot lists, budgets, schedules, releases, crew/equipment plans, and production packets. They apply concepts learned separately to the same authentic production and make connections between pre-production → production → post-production → distribution. | Production/continuity/camera logs; treatment and storyboard review; budget/schedule/legal checks; packaging for distribution; cross-domain performance tasks; Certification checks; cumulative NOCTI assessments. |
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4. Human Dimension: Students will begin to see themselves as developing media professionals by practicing responsible communication, collaboration, leadership, safety, accountability, and professionalism within assigned crew roles and production settings. |
Crew rotations; assigned production roles; collaborative planning; production meetings; peer critique and review; collaborative troubleshooting; production-day responsibilities; audience/client communication; peer feedback; collaborative revision. (At this point, the teacher’s role shifts from a presenter to a facilitator, coach, and/or mentor as student agency and independence increase). | Crew-performance evidence; safety compliance; production logs; peer assessment; self-assessment; professionalism rubric; metacognitive reflection on individual contribution and collaborative performance (ASSESSMENT AS LEARNING). |
| 5. Caring: Students will develop professional and ethical judgment by making responsible decisions about safety, intellectual property, generative AI use, audience impact, collaboration, and purposeful communication in digital media production. | Analysis of copyright/fair use/release decisions; audience psychographic analysis; giving and receiving criticism; revision in response to feedback; screening showcase; “beyond the grade” discussions. | Legal/release documentation; audience-purpose justification; safety evidence; revision based on feedback (ASSESSMENT AS LEARNING); peer/audience response (ASSESSMENT AS LEARNING); portfolio reflection (ASSESSMENT AS LEARNING). |
| 6. Learning How to Learn: Students will use feedback, assessment criteria, and reflection to identify their strengths, address gaps in technical knowledge, seek appropriate solutions, and plan continued growth as audiovisual producers. | HABL Metacognition: post-production reflections, benchmark error tracking, feedback analysis, peer critique, reshoot/re-edit cycles, weak-domain production tutorials, portfolio development and revision. | HABL reflections; benchmark error breakdown; reassessment; reshoot/re-edit comparison (ASSESSMENT AS LEARNING); readiness conferences (ASSESSMENT AS LEARNING); NOCTI standard analysis; portfolio evidence (ASSESSMENT AS LEARNING); |
Implementation Schedule
BHAG-
Learners will independently plan, produce, revise, and distribute digital media projects that demonstrate mastery of AV concepts, TEKS-aligned expectations, and NOCTI 1089 Digital Video Fundamentals standards in authentic studio and cinematic production contexts.
Instruction Design Approach-
Backward Design: Since the students should leave the course prepared for the NOCTI 1089 Digital Video Fundamentals, it is necessary to begin with that result and then determine what evidence would be acceptable and what data would be necessary to prove that evidence. Then, the learning experience, technology, and pedagogical needs can be assessed and planned. This works with OBE and CBE.
HABL Framework: The core learning theory.
Evidence of Success:
The class is aligned with the relevant standards for the NOCTI 1089 Digital Video Fundamentals Exam for IBC assesment accountability for CCMR.
Students can see the progression of the course and the artifacts that are required for the course.
Justifications for the work/standards are included.
Teacher modeling and student release are clearly defined and delineated.
Assessment OF, and Assessment AS learning (Learner’s Mindset, 2020) is clearly outlined and a definitive schedule of benchmarks and cumulative assessments is included.
ARTIFACTS
My implementation was supposed to use Google Classroom, but I found that TalentLMS was slightly more robust in content organization than Classroom. Skyward will still support grading attendance and formal student information, but TalentLMS was just better for my purposes as far as this class was concerned.
The Overview/Introduction/Start Here module will provide students with a clear entry point into the course by introducing the course structure, the HABL framework, the Big Hairy Audacious Goal, course outcomes, expectations, and will teach the students how to learn and what the framework expects. I also want to extend the opportunity for students to shape and write the curriculum with me to increase their metacognition and allow it to be more student centered. I also want to provide naming conventions and teach students how to study, organize, and plan successfully.
The first two modules will demonstrate how the HABL framework is realized. It also begins the instructional activities, connects to physical and digital artifacts, assessments and spot checks, revision and reflection. During the synchronous portion of the class, mini-lectures and instructional videos will be used for direct explanation, modeling, and technical demonstrations. Lecture is not forbidden, and is far from a bad word in the digital age as along as it is intentional, connection to the outcomes of the class, and above all, brief. This also allows me to chunk information, scaffold and spiral assignments, make instructional adjustments to reteach or reinforce, and adjust resources as needed. Lecture is a powerful tool, questioning is also, therefore lecture will remain an important part of the experience.
Experience is central to the course. AV Production absolutely cannot be mastered through passive instruction. It is a learn-by-doing activity. Students will plan, film, edit, evaluate, revise, and distribute constantly. This makes the course closer to an apprenticeship than a static class. A moving masterclass, if you will. The learner will assume greater independence as they observe, complete guided practice, and are coached toward success. This is the way the production world actually works. This means the instructor's role will need to shift among presenter, facilitator, coach, mentor, and evaluator, depending on the learner's needs and where they are in the production process. As a result, the course will remain blended. Most collaboration will occur synchronously while the LMS supports async instruction, review, reflection, submission, and remediation. Peer teams, peer critique, and production teams will serve to develop the learning community. Community groups will also provide problem-solving, discussion, and reflection.
The instructional methods to be used, as well as the HABL Framework, are directly related to the technical knowledge and skills the student needs for this career and in the digital age. It is amazing that students do not know how to use the computer at all. They require developed skills in communication, collaboration, creativity, and technology. They also need to develop professional skills in project management, media literacy, and independent problem-solving. The standards I have used are the TEKS and the NOCTI 1089 Digital Video Fundamentals test standards. I have also decided to use the QM K-12 Rubric to guide course quality and control. Because I am connecting to existing structures, campus technology, and district technology, Google Classroom and Skyward will provide the infrastructure and support that I need to implement the course effectively and address any student access, hardware, or production equipment needs or issues as they arise.
TalentLMS Link: Online Module-Student View
Implementation Overview
Usability Testing & Reflection
For my usability test, I chose a teacher, an administrator, and a student. I recorded their session with Loom so I could watch them interact with the course and identify any issues or gaps. I then interviewed each tester and recorded their feedback on design, usability, readability, barriers, and pacing.
This was a guided session that lasted about 20 minutes. The interviews afterward were about 30 minutes long. I wanted to ensure that the activities included were short, representative, had clear beginnings and ends, were measurable and accessible, and I asked debrief questions at the end.
My testers logged into the TalentLMS portal and navigated to the Start Here page, which includes Course outcome flipcards, key vocabulary, production notes, and naming rules for submitted files. I guided them through the beginning because I was watching what they did first, whether they could navigate from the Start Here section to Module 1 on their own, where they hesitated, and whether they noticed the feedback from quizzes and knowledge checks.
One of the main issues I was concerned with was reducing visual clutter and creating an engaging workspace. I was also reticent about overusing video. There are some interesting COVID teaching memories surrounding online courses full of videos I do not want to revisit.
This testing gave me the feedback I needed to craft a solution to this issue while maintaining the design's integrity. I found out that it was not an issue of video versus text, but vocabulary that needed addressing. I was also careful to include support in the course design because many students do not always ask for help in an online course.
References
Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.). Tony Bates Associates Ltd. https://opentextbc.ca/teachinginadigitalage/
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (Rev. and updated ed.). Jossey-Bass.
Fiorella, L., & Mayer, R. E. (2015). Learning as a generative activity: Eight learning strategies that promote understanding. Cambridge University Press.
Learner's Mindset. (2020, December 24). Assessment as learning [Video]. YouTube. https://www.youtube.com/watch?v=WLmxREQLizk
Mishra, P., & Koehler, M. J. (2008). Introducing technological pedagogical content knowledge. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3–29). Routledge.
Tezer, M. (2024). Cognition and metacognition in education. In M. Tezer (Ed.), Metacognition in learning: New perspectives (Chap. 1). IntechOpen. https://doi.org/10.5772/intechopen.114857