The+PYP+experience


 * The PYP screencasts: sharing experiences [KL] ** - 15 mins
 * How the idea for the PYP screencasts came about
 * How they were developed
 * Issues and challenges

How the idea for the PYP screencasts came about
When the new scope and sequences for PSPE and arts were being developed, we recognize that this is a big departure from the first (and original) version. This transition to a new format in our document can create tension with teachers who have used the old document as they plan for teaching and learning experiences in the classroom.

The new scope and sequences move away from "age-banded" stages and are instead organized in developmental phases. This is in recognition that learning is a developmental process and that the learner does not always progress through age-related stages in a strictly linear fashion.

The new documents also make explicit the conceptual understandings that need to be developed at each phase. Evidence of these understandings is described in the learning outcomes associated with each phase.

There were sections of the documents that we would like PYP teachers to pay close attention to especially in the first part of the document as it provides guidance on how to use the document.

But the challenge is how to "hook" the teachers to entice them to look at the document by giving them an overview of the changes in the new document. I saw MYP's video in the OCC where a former staff member was talking about changes in their document so I thought we can do a similar thing but instead of us talking to the camera about these changes. We will show the document intead. That's how we thought about creating a screencast as a way to highlight the key changes in the document.

How they were developed
It starts with discussion in the department about who/chich department can make this happen for us. It was in July when we got in touch with Rob Bircher from Publishing to talk about the possibility of creating a screencast as a supplement to the new scope and sequences for arts and PSPE. During our initial meeting, it was agreed that we got in touch with other members of the Publishing department, language services and OCC.

In this meeting we mapped out what is needed to develop the screencasts:
 * PYP to write the text for the screencasts
 * LS to translate to Spanish and French
 * OCC to talk to ICT about creating a container in the OCC page

Issues and challenges

 * **It takes time!** The initial discussion took place in July 2009 and it was uploaded in February 2010. That's 7 months!
 * **Writing with the image in mind.** It's a different kind of writing when you think about the images that goes along with it including which part of the document you want visible in the screen, how to transition from one image to the next, and how you might break up the text to help with the editing.TBreak up the text of the script into chunks and number them. It will help your voice talents and the video editor.
 * **Getting that IB "feel".** Some of the challenges I encountered is connected to my decision to edit the video myself and the fact that there is no process yet in place in creating this kind of material. Being familiar with other videos created by IB is a great way to find out how the videos look. You can visit [|ibTV] to check out some of the IB videos. I got in touch with James, IB's Online Media Manager, to get hold of the IB video title card. Bear in mind that the videos may be encoded in a video file that your editing tool can't use so you might have to convert the files. If you are putting images from schools, make sure that they are from IB schools. Communications created a [|flickr account] to store and share images. If you are going to use the images there, it is best to let James know where it is being used.
 * **Using music?** Unfortunately, I can't use the music in the IB Learner Profile video as it was only copyrighted for use in that video. If you think music will enhance the screencast then you either compose your own music or look for free music or royalty-free music so that you are not breaking any copyright laws.
 * **Recording.** We used the the media lab managed by the Online Professional Development dept. Booking with them is essential. If you can get a microphone, great! But it can pick up a lot of sound including the footsteps outside media lab (which can't be helped!). Record in chunks so if you have to re-record a section, you can just say "let's try text number 8 again". Also when recording, take a second or two before the voice talents start to read their script. It gives you a bit of editing room.
 * **Voice talents.** For the English version of the arts and PSPE video, Sandy and I read the texts. For the Spanish and French versions, we asked Language Services for suggestions and they recommended two IB staff to be our voice talents. When booking IB staff, please bear in mind this is time away from their actual work and it is a good idea to let their line manages know as recording could last 1-2 hours.
 * **Editing.** When editing on your own, make sure that you are familiar with the editing tool. Previous experience in using the editing tool will make process go quicker. Bear in mind that the translated versions of the original text may be longer and/or the reading of the different versions may produce different lengths. This means that in the editing, some images stay longer in one particular version. Easy peasy.
 * **Encoding the video.** Find out from OCC the video size and format which they can use in the site.
 * **Publishing.** We created a new container relating to "Curriculum Support Materials" (CSM?) as a place for the videos. A transcript was also included.
 * **Use of videos.** We have been told that the videos have been shown in workshops and staff meetings. We have received positive feedback and a suggestion to have the video downloadable as streaming from OCC can be tricky depending on the school's connection.