DST reflections

Challenges
The challenges inherent to a DST project involve time and organization. I dealt with the following challenges while developing my project:
• keeping up with all of the various course readings, blog entries, and assignments while investing the time to create a DST project
• working with my older camera that will not download onto my newer computer
• borrowing a flip camera that took still shots instead of video; having to retake shots
• borrowing a third camera on two separate occasions
• when there was too much background noise on the raw video footage, figuring out how to mute the audio on the video and then add new narration
• ending with 3:50 and having to add more to make the 4:00 minimum
• stressing to make sure I correctly understood all of the directions
• wanting to continue to edit after I 'published'
• making changes to initial storyboard so that it matched the final video
Lessons learned about MovieMaker
Regardless of how user-friendly MovieMaker may be, students would still need a lot of time to use this exciting tool to produce a video. As has been recommended numerous times, I would start small with a project involving DST. One idea for an initial project would be for the class to produce one video and have individual students work on one or two slides. Students could work on a group storyboard if they used a wiki or googledoc. Once students were familiar with the process and MovieMaker, then they could advance to individual or small group projects. The value of DST should not be overridden by time-constraints.
Lessons learned about myself as a learner
I am feeling compassion for my students who often feel overwhelmed by the size (i.e., all of the items that have to be submitted) and detail of a project (i.e., how to format report pages, or all of the items on the storyboard). (. . . Somehow,it seems, storyboards reach a point when they stop being helpful to the student and become more about the instructor. I would want my students to start with a storyboard, but then follow the 80/20 rule, especially since everyone seems to vary from the storyboard once production actually starts. What is the point in going back to make sure the storyboard matches the finished video? . . . ) I am renewing my conviction to help students learn how to break down large projects into small steps. I feel energized by the content of the project but deflated by the detailed requirements. I enjoy checking off items from my to-do list. Even though our group agreed to abide by the 80/20 editing rule, I keep spending too much time on this project because we have to post on YouTube. If my name is on something, then I want to do a good job.