"Too often, students are exposed only to the final, finished products of thought - the finished novel or painting, the established scientific theory, the official historical account. They rarely see the patterns of thinking that lead to these finished products, yet it is precisely these habits of mind that students need to develop"
Project Zero: Artful Thinking - Harvard Graduate School of Education

The purpose of iVIE is to promote and encourage innovation in education from both teachers and students using the medium of video. The benefits of using video in education become most clear when the process is truly studnet centered and requires engagement in multiple types of thought to generate a final product. As a result, the producers of iVIE have developed a set of guidelines detailing what we believe to be the defining differences between student created and teacher created videos.

If you have further questions about submissions, please contact Heidi Schlageter.

• TOPIC: Students should be involved in decisions about the topic or story.
  
  
• SCRIPT WRITITNG: Students should play an active role in writing the script. Their video shoud include grade-level use of appropriate vocabulary and sentence structure.
  
  
• PRODUCTION: Students are expected to operate the camera as much as possible. Students should be learning frame composition, panning, zooming and other mechanical uses of a camera. Students should also be involved in other aspects of video production such as set design, costuming, lighting, and sound whenever possible.
  
  
• EDITING: Although teachers may need to operate the software, students can be involved in choosing good clips, cutting bad clips, and keyboarding when text is used. Students in fourth grade and above should be expected to operate many of the simple editing functions of video editing software.

To encourage young students to be actively involved, teachers should guide and demonstrate the operation of the camera and editing software. As students become more confident and capable, they should have hands-on experience in the production process.

• TOPIC: Teachers may develop prompts with topic choices and requirements of specific elements, however, all pre-production and planning should be completed by eligible students only.
  
  
• SCRIPT WRITITNG: Teachers are encouraged to give direction in the form of critique, but all script writing must be completed by eligible students only.
  
  
• PRODUCTION: Teacher or professional instruction, in the form of demonstration or critique is encouraged. Cinematography for the video entry however, must be completed by eligible students only.
  
  
• EDITING: Teacher direction, in the form of demonstration or critique is encouraged, however the final production must be completed exclusively by eligible students. Editing decisions and the physical operation of editing equipment and software must also be done solely by students.

The iVIE judges will be looking for how students have demonstrated an understanding of the standards that are listed in their entry. The entries will not be judged against one another in terms of technical quality or sophistication, but on grade-appropriate skills and clarity of message.

When is a video a teacher video rather than a student video?

To answer this question, we use the analogy of working with a student on a piece of writing. Before they begin, you give guidance on topic selection, genre, structure, grammar, and the writing process. You give them models and examples of good writing as well as guidance during editing, but you don't write or edit the piece for them. The final product is their accomplishment and serves as a documentation of their abilities.

The same should be true of a student video. If a teacher has to do the majority of work because students were unable to do it, or didn't have the time to do it, then it is no longer a student video and should be submitted to the teacher category. If you have further questions about submissions, please contact Heidi Schlageter.