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.

Fink 3 Column Table for HABL AV Production 1
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.

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:

  1. The class is aligned with the relevant standards for the NOCTI 1089 Digital Video Fundamentals Exam for IBC assesment accountability for CCMR.

  2. Students can see the progression of the course and the artifacts that are required for the course.

  3. Justifications for the work/standards are included.

  4. Teacher modeling and student release are clearly defined and delineated.

  5. 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

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