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15 creative video project ideas for students (and their teachers)

15 creative video project ideas for students

Fall is here. The leaves are starting to change color and teachers everywhere are asking the same question: How do I come up with video project ideas for my students?

Video has been a staple learning tool for decades. But having students create, design, and edit video projects themselves is becoming a much more common classroom activity. Video projects are a great way to help students of all ages  actively engage with subject matter  and learn from one another.

Online apps like  Biteable  make it easy for students to turn video ideas for school into a reality. Templates and easy-to-use editing tools keep the process simple and offer plenty of inspiration for student video projects.

To help teachers and students alike leverage video as an  educational tool , we’ve gathered our favorite creative video project ideas for students. Each idea comes with a ready-to-edit video template so you and your students can get started right away.

Create videos that drive action

Activate your audience with impactful, on-brand videos. Create them simply and collaboratively with Biteable.

Elementary student video project ideas

It can be tricky to keep young students interested and engaged all day long. Creating videos gives elementary students a fun, creative way to learn about anything. And student-created videos are an amazing classroom learning supplement. If a video is produced by their peers, interest will skyrocket.

1. Create a book trailer

Instead of a traditional book report, have students design a movie-style trailer that drums up excitement about a novel or a non-fiction book. Creating a book trailer gives students the opportunity to think creatively, share a story with their classmates, and reinforce their learning in a new way.

2. Give a video tour

To supplement social studies curriculum, students can create a video showing off a significant location or their favorite part of the school. If you have a field trip planned, ask students to share their experience by recording videos throughout the day and adding voice over narration.

A video tour of the school is also a great way to share the campus with new students and visitors. As a way to pass the torch before they leave for middle school, how about asking your fifth graders to collaborate on an orientation video for incoming kindergarteners?

3. Celebrate the holidays

There’s always something to celebrate, no matter what time of year it is. Have students film letters to Santa, make video Valentines for parents or grandparents, or make short educational videos about lesser known holidays. Students can even create simple, digital thank-you notes for classroom visitors or parent volunteers.

4. Recreate a moment in history

Learning about historical people and events? Have your students research and recreate major moments in history, like the story of Rosa Parks or the Oregon Trail.

Videos help students visualize and remember these important moments. It also gives students the opportunity to experiment with digital storytelling. And students will be challenged to bring each scene to life accurately.

5. Try stop-motion video

Video learning isn’t limited to literary or historical topics. Encourage students to use stop-motion or create their own slides to explain science experiments or other STEM projects. With the right footage, like Biteable’s extensive collection of clay animation footage, students won’t even need to build stop motion models. They can just focus on the presentation and storytelling in their video.

Video project ideas for middle and high school students

Video projects for high schoolers can be a little more advanced, as students should be practicing editing and narrative skills in addition to learning about new topics.

6. Create a news channel

To supplement learning in a current events class, have your students film a news broadcast covering both local and international events.

Ask students to take on certain roles in the newsroom: anchor, sports reporter, weather reporter, or entertainment correspondent. Doing a news segment helps everyone get involved and promotes teamwork.

7. Start a portfolio

Many high school students are thinking about college applications. Give them the chance to  jumpstart their applications with a portfolio video project  and showcase what makes them unique.

Art students can show off their best work and design skills. Students applying to traditional schools can answer an application question or create a video showcasing their community service and extracurriculars.

8. Promote a good cause

Rather than writing a traditional essay or report, have students create a video advocating for a cause that’s important to them. This helps students build their identity and develop persuasive skills. And students can share their  promotional video  with everyone, not just their teacher and classmates.

9. Questions for your future self

Think ahead with a video full of inspiring questions This project is great for incoming freshmen. At the beginning of the year, have students create videos with questions for their future self or with goals for their life and career. At graduation, send the videos back to them. It’s a fun, positive way to celebrate their success throughout high school.

Higher ed video project ideas

Higher education might not seem like the place for student-made videos. But in the real world, businesses use video for all sorts of things. Video projects build plenty of resume-worthy skills that college students can take with them to the workforce.

10. Create a university promotion video

It’s easy to forget that colleges and universities are businesses, too. And they need help with promotion. A solid college or university promotion video could open opportunities for internships or college employment. Promoting something that they’re already familiar with is a great way for students to build video persuasion skills.

11. Record and edit interviews

Being able to conduct a good interview and edit it in a way that’s appropriate for the purpose of the interview is a valuable skill in multiple industries. And interviewing experts in the field is appropriate for just about any class.

12. Make a video self-assessment

Grades are important. But being able to self-assess is also an incredibly valuable way for students to incrementally improve at any skill.

Making video self-assessments gives students a more active role in the grading process and offers them a creative way to highlight the work they’ve put into a course. It also gives them a chance to make an argument for the grade they feel they deserve — a skill that easily correlates to performance reviews in their future workplace.

13. Film a job interview guide

For most people, the interview is the most nerve-wracking part of getting a job. Practicing interview questions is a great way to prepare. But most students don’t know how to prepare for a job interview.

Creating a job interview  how-to guide  is a perfect way for students to learn how to prepare for a job interview and help other students prepare at the same time.

14. Create a video presentation based on a written assignment

Written assignments are the backbone of a university education (in most disciplines, at least). However, the audience for most written assignments is limited to the professor and assistants. Creating presentation videos for their assignments gives students the opportunity to share their hard work with their fellow students, while also learning valuable video editing skills.

15. Build a video resume

For most students, the job search starts even before graduation. A video resume helps students highlight the skills they acquired and the experience they gained during college. And, given the global workforce, a  video resume is a great supplement to a paper resume, especially when applying for remote or distant positions where an in-person interview may not be an option.

Take your video project from idea to reality with Biteable

Ready to get started  making an education video project ?

Biteable has a huge  library of video templates that help students get going fast rather than struggling to start from a blank screen. Drag-and-drop editing and easy to use tools let students focus on what’s important: the project assignment and delivering a thoughtful message.

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Video class assignment tips for instructors and students

  • January 31, 2021
  • Alex Martinez
  • Digital Media / Kaltura (Video Management) / WeVideo

This article covers:

  • For instructors
  • For students
  • Getting Started

Team Roles and Responsibility

Stock photos and graphics, video software, video tutorials, affordable and royalty-free audio clips.

Video assignments can be a research-intensive, collaborative, and highly engaging student activity. The video can demonstrate skills, knowledge, and communication strategies. View some student video projects to give you ideas for your next class assignment.

For Instructors

  • Final videos should be between 2-5 minutes. A high quality 5-minute video can take about 5-10 hours to produce.
  • Ensure that the project grade has the appropriate weight.
  • Ensure that students keep you updated with their progress, require them to send you frequent project updates to avoid the project being done at the last minute.
  • Create a “Group Planning” document for your student groups to help them plan, communicate, and organize. Spanish Skits ( http://goo.gl/hvaq4I ) Chemistry ( http://goo.gl/RpsPO2 ) B2B Marketing ( https://goo.gl/DsQef7 )  Why Make B2B Videos?
  • For help with video assignments, contact [email protected] to get answers to your questions and support. We can give your students a workshop and a tour of the Digital Media Center.
  • Give your students a few weeks to complete this project. Each week students should submit a progress report to ensure they are on track.
  • Inform students that they can upload their videos into your Canvas course using My Media
  • Create a video assignment in your Canvas course to make.
  • Instruct students to submit their video assignments to make grading fast and easy using the Canvas speed grader tool.
  • Science Communication Rubric
  • Pecha Kucha Rubric (PDF)
  • Infographic Instructor Grading Rubric
  • Multimedia Science Activity Rubric
  • Digital Storytelling Rubric
  • Digital Video Project Rubric
  • B2B Marketing Video Rubric

For Students

  • Tips for students completing video class assignments (PDF)
  • Spanish Skits
  • Chemistry Educational
  • B2B Marketing
  • Take advantage of the DU Digital Media Center ; they have friendly staff and cool video software.
  • Computer Screen Capture:  Jing (Free) and Skitch (Free)
  • Prioritize recording high-quality audio. The further the microphone is from your presenter, the worse your audio quality will be. Recording indoor in quiet spaces or adding a voice-over track are the best options for capturing high-quality audio.
  • Define a clear purpose and outcomes for the video .
  • Establish teams and assign project roles and responsibilities.
  • Research videos online that match your goals and expectations.
  • Produce a video that is visually engaging to your audience. Scenes should be changing every 5-10 seconds.
  • Create a storyboard shoot list and script .
  • Create a project timeline and video team document to keep you organized.
  • Tips for producing class assignment videos, “Before, During and After” .
  • Have weekly team meetings.
  • How to produce a video documentary by Adobe
  • How to share final video securely to only class participants via Canvas Media Gallery
  • Producer: Initiates and coordinates meetings and time management; has a high-level view of the project and timelines
  • Script Writers: Responsible for creating the storyboard and script
  • Researchers: Responsible for researching the topic, fact collecting and citations
  • Videographer/Photographers/Audio Technicians: Responsible for video recording and still photos; ensures good lighting and audio quality
  • Narrators: Provides audio or video commentary
  • Illustrators / graphic artist : Responsible for drawing custom art work
  • Video & Audio Editors: Responsible for video and audio editing software; will edit and share revisions with team members
  • OpenVerse – 6 millions reusable objects
  • Flickr Creative Commons
  • DU Flickr Collection
  • Science Images
  • Archives.org
  • Videvo.net – video b-roll clips
  • ZOOM: Free video conference for all DU staff and students. Allows you to record your computer screen, webcam, interviews, and microphone. No editing features.
  • Kaltura (Canvas My Media and DU MediaSpace): Free video conference for all DU staff and students. Allows you to record your computer screen, webcam, and microphone. Limited editing features. Kaltura is available within Canvas under My Media and DU MediaSpace .
  • Kaltura Capture allows you to record your computer screen, webcam, and microphone.
  • WeVideo – A web-based video editor designed for non-video professionals that’s easy to use. DU has a few student licenses.
  • Adobe Creative Cloud software : DU Students, staff and faculty members now have access to this suite of Adobe software.
  • iMovie – Mac 
  • Camtasia Studio – Free video editor – 30 day trial for PC and Mac
  • Blender : Free and open source 3D creation suite.
  • PowToon – An online animated video software for both Mac and PC. Not free.
  • Making a digital story video using iMovie
  • Making a digital story video using WeVideo
  • Vimeo Video School
  • Video Story Guide
  • Tips for marketing videos
  • Videvo video clips
  • YouTube Audio Library
  • PartnersInRhyme
  • Incompetech
  • Global Sound Promotion
  • Free Music Archive

The DU Digital Media Center has professional video and audio software for students. They are located in the Anderson Academic Commons and are normally open when the library is open.

Related Articles

How to access zoom recordings in mediaspace, how to obtain a transcript file when conducting interviews using zoom, kaltura or a phone, kaltura – adding a single video to your canvas course, adding kaltura video on a du drupal page, wevideo tutorials & resources, introduction to wevideo.

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The Writing Center • University of North Carolina at Chapel Hill

Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

  • Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
  • Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

  • What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

  • What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that he or she will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

  • define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
  • describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
  • explain —give reasons why or examples of how something happened
  • illustrate —give descriptive examples of the subject and show how each is connected with the subject
  • summarize —briefly list the important ideas you learned about the subject
  • trace —outline how something has changed or developed from an earlier time to its current form
  • research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

  • compare —show how two or more things are similar (and, sometimes, different)
  • contrast —show how two or more things are dissimilar
  • apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
  • cause —show how one event or series of events made something else happen
  • relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

  • assess —summarize your opinion of the subject and measure it against something
  • prove, justify —give reasons or examples to demonstrate how or why something is the truth
  • evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
  • support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
  • synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
  • analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
  • argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

  • What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
  • In lecture, does your instructor ask your opinion, try to prove her point of view, or use keywords that show up again in the assignment?
  • What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
  • How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, he or she still has to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

  • Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
  • The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and she already knows everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality she or he expects.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

  • spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
  • use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
  • use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
  • get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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5 Keys to Successful Homework Assignments During Remote Learning

While students and their families are coping with so much, teachers should be mindful to assign only homework that’s truly meaningful. 

Middle school girl at home works on homework.

How can homework be reimagined during remote or hybrid learning? Are students already spending too much time on their screen—why assign more screen time? What is the purpose of the assignment?

As a middle school instructional coach, I often work with teachers who are unsure of how much to give and what to give. They’re also inevitably worried about finding the time to grade it. As a parent, I know how stressful it can be to balance your own work while also helping your own children with homework.

Since remote learning began in March, some schools have banned homework or modified homework policies, but if you’re a teacher who’s allowed to assign homework or an administrator who sets homework policy, the following suggestions may help.

5 Keys to Making Homework More Meaningful

1. Off-screen reading:  Books, books, books. Whether your students are reading books they chose or assigned novels, quiet reading time (or time listening to audiobooks) is a welcome assignment in most homes—I say this as a mom myself. Students can be held accountable for their reading through Harkness discussions in class or on Zoom, journal entries (written or in Flipgrid-style video), or old-fashioned sticky-note annotations in the book itself.

2. Less is more: Unfortunately, math teachers have the reputation of assigning something like “problems 1 through 45” (OK, maybe I’m exaggerating). Do students need to repeat the same skill over and over? Consider how much time you have in class the next day to actually review several problems. Instead, can you choose four or five rich multistep problems that provide practice and application of the skills? Or, alternatively, offer student choice: “Choose five out of these 10 problems.”

In a humanities or science class, can students answer one extended compare-and-contrast question rather than the chapter review in the textbook?

3. Personalized homework: Many students (and adults alike) love to talk about themselves. If students can make the assignment personal to them, they might feel more motivated to complete it. An example might be to compare the protagonist of the assigned reading with themselves in a Venn diagram. In a language class, they can describe a fictitious superhero using descriptive vocabulary in the language they’re studying. Or assign students to make a Flipgrid-style dance or song describing the scientific method (this example was inspired by TikTok).

4. Family involvement: Use this option carefully, especially now when many parents and guardians are stretched thin. Before making family assignments, be sure to get a feel for your students’ family situations to avoid putting anyone at a disadvantage. Give families a heads-up and plenty of time for such assignments.

If you feel it’s appropriate to proceed, ask students to take a video of themselves teaching a new concept to a family member. To practice operations with fractions, students can bring in a favorite family recipe with the measurements adjusted for fewer servings or multiple servings. Assign a riddle or math puzzle for students to discuss with the family, and ask them to write down the various answers they hear.

Whatever you assign, keep it light, low-stakes, and infrequent.

5. Flipped homework: In my experience, students get tired of watching instructional videos, but a few short, well-planned videos can be useful to assign the night before to spark discussion the next day in class. Follow the video with a short Google Form to ask the student to reflect and/or ask initial questions about what they watched. Use flipped learning sparingly to keep it novel and unique.

What about the grading? With shared docs, older students can easily share their work with their peers for review. Take some time to educate students on how to constructively comment on each other’s work. If a student’s assignment is missing, their partner will let them know, which takes some of the burden off of the teacher. This method should not be used for graded summative assessments and should be monitored by the teacher. Peer review can also serve as a differentiation strategy by grouping students by readiness and ability when applicable.

If your school’s homework policies allow, be creative with your assignments. As you create your assignments, consider the following:

  • What will a student learn or gain from this work?
  • Is it worth their time?
  • Is it creating more home stress?

If we reimagine homework, students might actually cheer instead of groan when it’s assigned. OK, that’s wishful thinking, but they should definitely get more out of their assignments. 

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51 Creative Video Project Ideas for Students (With Templates)

  • video project ideas

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It’s always a challenge to keep students engaged during classes, especially virtual classes. One of the ways to do this are video projects. Video projects not only make for fun viewing, they also supplement learning. While creating videos with fellow students is a fun activity, it’s not always easy to come up with video project ideas.

So here we bring you some of our favorite creative video project ideas for students. We also share ready-to-use free video templates that you can plug into and start using. Stay tuned till the end and find a bonus section for students on how to make a good video project! Let’s dive in!

A. Video project ideas for elementary students B. Video project ideas for high school students C. Video project ideas for higher education students D. How to make a good video project

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A. Video project ideas for elementary students

Video projects for elementary students are mostly a way for the teachers to ensure comprehension and interest in the classroom. These can also be a good tool to make students think about different topics. Let’s check out some video project ideas for this age group:

1. Summarise a lesson

Get your students to summarise history or literature lessons on video. Have students research major figures and events in history and make videos around these concepts. This gives students the chance to learn digital storytelling as well as thoroughly research important historical figures! For example, check out this video sharing the history of television!

Use This Template

2. Share a talent video

Have students share a video performing a talent! They can share singing, dancing, painting, art, baking, playing an instrument or various such videos. This can be a fun activity where students learn more about their peers. For example, check out this music artist launch promotion video that can be used by students to promote their own music videos .

3. Create a book report video

Instead of traditional book reports, get students to create book reports or trailers for various literature projects. These can be a good way to get students curious about concepts you will be teaching them too! Check out this video book report.

4. Celebrate a holiday

Get students to create videos on their traditional or religious holidays. This is a great way to cultivate curiosity, awareness and tolerance for different ethnicities and cultures. Check out this Christmas facts video as an example.

Use This template

5. Create science experiment videos

Encourage students to create their own slides to explain science experiments and their findings. This way, students start thinking of STEM disciplines in a more analytical, hands on manner. Check out the lesson plan presentation below that can be used to document the objectives and findings of such an experiment.

B. Video project ideas for high school students

Video projects for high school students can be a little more advanced as they are in the process of growing their skills and learning more about different subjects.

1. Create a video portfolio

High school is when students start thinking about college applications. This is a great time to start making a portfolio. Teachers can give students the chance to create a portfolio video and share their unique skills and interests. For example, students interested in engineering and STEM can share their coding or science related know-how. Check out this copywriter portfolio as an example.

2. Create a news show

Students need to know current events, both for their school community and for the world around them. Having a school news show is a way to communicate with the school community of students, teachers, staff, and parents. This can be a group effort that helps students learn the value of teamwork and allocation. Check out this newsreel video you can customise to create your own weekly news show.

Use This Template 

3. Make a video tour of an important location

If students visit a place -- on a field trip, on vacation or any time -- they can share their learning experience with others by recording video of it and narrating as they go. (If they're at a museum or other such places, asking permission first is probably a good idea!) If they can't visit it, creating a video slideshow with InVideo is also an option. Get your students to share video projects on important locations as an assignment. These projects can be themed around festivals , cultural concepts and activities too. For example, check out their Halloween cross country tour slideshow.

4. Share practice records

Learning a language, cooking , music or sports require constant practise. To gauge the progress of each student, you can ask them to record themselves learning to play an instrument or speaking a new language. Students can make video projects of themselves learning or mastering a particular song, key phrases and more. For example, check out this violinist’s progress video.

5. Create an ad or a promotional video for school events 

Get students to make an advertisement or a pitch for a school event. This could include a political ad for class president election, a video resume , or an ad for the latest games or tournaments in the school. Students will need to think about the audience they are trying to reach and the length of the advertisement. For example, check out this match poster video.

6. Promote a good cause

Get students to create a video project promoting a cause they believe in. This helps them build their opinions and develop persuasive skills. Students can share this video with everyone, not just the classroom! For example, here’s a video you can customise to debunk myths around a way of life (going vegan in this case).

C. Video project ideas for higher education students

Post high school, it may seem that video projects aren’t that important. But this is the time when students are most focused on improving skills related to their career. Video projects can thus help students showcase their understanding and interest areas, especially to future employers. So let’s check out some video project ideas for these students.

1. Interview interesting people

The people around us and around the world are living history. Their experiences, information, and advice is a treasure trove waiting to be mined. Get your students to interview individuals from their interest areas or in interesting professions. They could be in-person interviews where both parties sit next to each other or they could be virtual interviews, where someone far away records responses to questions. These interviews can act as learning aids, as well as help students connect with people in their future careers. Check out this video interview on how to approach people for their life stories.

Make your own video highlighting interesting interviews by sharing quotes , testimonials, and more. Check out this testimonial video as an example you can use and customise.

2. Teach a concept via videos

Truly understanding something is the ability to teach it to others. Students can make a video where they are recording themselves completing a task on their computer screen or they can make a demonstration video like a coding class. Teachers and professors could then use these videos to help reinforce skills in your class or even flip some of your lessons. For example, check out this video tutorial on note taking apps.

3. Create a self-assessment video

Being able to assess oneself is an extremely important skill that students need to improve themselves. Self assessment empowers students to become better learners. It also allows them to take an active role in their assessment and push for a grade they feel is unfair - a direct correlation to performance reviews at the workplace! Personalise this testimonial video to create your own self assessment video.

4. Create a video presentation for a written assignment

Written assignments are a staple when it comes to college. But only professors and classmates can view these. Instead, creating a short, promotional video on a written assignment is a great way for students to share their work with more people and learn editing skills at the same time. Check out this digital marketing trends video you can use to create your own video presentations .

5. Create a video resume

For most students, the job hunt begins in college itself. A video resume helps highlight key skills as well as share the student’s personality and attitude with employers. Especially when applying to remote or distant positions, a video resume along with a normal resume provides brownie points. Check out this video resume you can use as a blueprint to create your own.

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6. Create a University promotion video

Universities and colleges need as much promotion as they can get. And who better than students to share their experiences and highlights. Get students to create unique videos with their best anecdotes or areas in the university. This is also a good way to get them to research interesting aspects of college life. Check out the University promotional video and make it your own.

D. BONUS: How To Make A Good Video Project

Your school video project can earn you good grades. It is also an opportunity to showcase your creativity. But how to create the perfect video without any error? Video creation may not be your forte, but you still wish to excel in school video projects, right? No worries!

If you have a school video assignment in hand but don’t know where to begin, read below to learn how to create a video project super easy and quick, without any error and fuss. Now, let’s divide your video project into 5 easy steps.

Step 1: Video topic or idea

If you are working on a school assignment, you probably have a video topic given by your teacher or professor. If you are looking for video topic ideas though, find them here .

Step 2: Plan your video assignment

Planning is super important for your videos. This is when you decide how you want to create your video. Consider whether you want to live record your video or create it online using an app or a tool. An online tool like InVideo offers you pre-created templates that might meet your requirements. This is also a super quick and easy way to make your video from scratch. The first thing you need to do is go to InVideo and login or sign up if you wish to use this tool. Next click on the “Pre Made Templates” Option and select the video dimension you want. Finally, type phrases related to your video in the search bar.

InVideo Video Editing Software

You will now see templates related to your search as you scroll below. Simply select the template you want to use and click on the “Use This Template” button to start editing!

Vidoe Editing Templates

If your video idea is to record an event , but you don’t have a DSLR, camcorder or GoPro, use your own smartphone camera for the school project.

Step 3: Prepare a video script

Now that you know how you will record your video, the next step is creating a script for your video. Here’s a step-by-step guide on script writing you can refer to. 

3 questions to ask yourself before you create your script:

- What is the objective of your video? - How long does your video need to be? - Who is the audience that will watch your video?

Step 4: Shoot your video + audio

Once your script is finalized, it’s time to shoot your video. You also need to make sure that you are recording audio to go with your video. Check out this list of equipment and how you can use it to record video and audio. 

Step 5: Edit your video

As mentioned earlier, one of the most effortless ways you can edit your video is using the free, online InVideo editor . This is simple, easy to use, and does not need you to make any downloads. Here’s how you can edit your video on InVideo.

Step 1: Log in to InVideo . Now click on the “Blank Canvas” option and select the dimension of your video. Next, click the “Make A Video” button.

how to edit a video in invideo - step 1

Step 2: Now click on the “Upload Media” button at the left-hand corner of your screen and upload the video you shot.

how to edit a video in invideo - step 2

Step 3: Double click your uploaded video to add it to the timeline. You will now see a pop-up that asks if you wish to trim your video. You can Trim your video or use the full version. Simply click on the “Done” button once you are finished with your trim.

how to edit a video in invideo - step 3

Step 4: You can now use the controls on the right side of the screen to edit your video further.

how to edit a video in invideo - step 4

Step 5: You can apply filters, create transitions between shots for a seamless flow, add subtitles, or insert a logo to give a personal touch to your school video. Just head to the left side of your screen and select the controls you wish to use.

how to edit a video in invideo - step 5

Step 6: Once you are done with your edits, it’s time to download your video. For this click on the “Download & Share” button on the top right. Now click the “Export” video button.

how to edit a video in invideo - step 6

Step 7: Your video will now start to render. You can download it once it’s complete. You can also directly share the video link or share it on social media using the button provided.

how to edit a video in invideo - step 7

Wrapping up

So these were some video project ideas for students and how you can create your own videos on InVideo. If you’ve found value in this article, and are looking for more video ideas, you also want to check out this guide where we’ve put together 200+ video ideas for businesses and brands that you can take further inspiration from. 

For more quick tips and hacks on editing and creating videos, subscribe to our YouTube Channel . 

This post was written by Upasna and edited by Abhilash from Team InVideo

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How and Why Educators are Including Video Assignments in their Courses

Educators in all fields, from theatre to architecture to food science, and even math , are starting to see how students can use their phones to make video and engage more strongly with what they're learning. Students make creative or explanatory videos, or just film themselves practicing the skills they’re learning.

With the disruptions everyone has experienced during the COVID crisis of 2020, video assignments may be even more powerful tools for keeping students engaged and promoting the social aspect of learning, even remotely.

As the technology gets more accessible and easier to use, more and more instructors have been turning toward student video projects as rich new form of evaluation and some are event favoring it over more traditional written assignments. Even the International Reading Association (IRA) and the National Council of Teachers of English have added standards emphasizing the need to foster creativity by going beyond text to have students use other media in their learning activities and assignments (Morgan, 2012). Students, too, are usually prouder of what they’ve accomplished and say their learning experience was deeper when they make a video rather than handing in text.

So with the combination of high-quality video cameras on smartphones and cloud video sharing, we’re set to see an explosion of video and audio assignments in every discipline . It’s suddenly practical - easy in fact - for students to record and edit video. And it's a whole lot easier to submit the video so that teachers can give feedback and grades. 

Kirkland (2006) offers a diverse list of video-making assignment project, including:

  • Documentary
  • Presentation
  • Skills Demonstration
  • Public Service Announcements
  • News Reports
  • Dramatization
  • A Mashup of Clips

Videos can be much more than a student presenting or explaining the content they are supposed to master. They can be vehicles for creativity, for learning teamwork and project management, and the production will increasingly be an employment-relevant skill.

For example, here's the introduction to a video assignment from a course at the University of British Columbia's School of Population and Public Health: " Do younger Canadians need a movement to promote their social determinants of health? Design a short creative video to answer this question."

In contrast to a typical in-class presentation that vanishes into thin air with little feedback, video assignments can be powerful learning tools for students as a persuasive visual argument requires deep, iterative conceptual and rhetorical thinking. Not only is it necessary for the student to synthesize various sources on the subject content, but she must also write it down as a script, read it, decide who to interview or record, and then create a video, requiring time spent filming and editing. All of those separate cognitive activities engage with the topic in different ways, stimulating creative and analytic work. Additionally, student created videos place students on display, and as such, students make a greater effort to master the subject content so as to avoid embarrassment in front of their peers. So students get to practice and demonstrate their grasp of key course concepts, but student-made video also promotes creativity and individuality, basically eliminating concerns about plagiarism.

A great deal of research reveals students themselves find video projects to be more beneficial to their own understanding and mastery of subject material. One study by Greene and Crespi (2012) looked at the perceived value of student-created videos as a tool for enhancing the student learning experience. Their data came from an accounting and a marketing course at a state university. 

Each course assigned its students a video project to assess their mastery of the material. The survey data gathered from the students who created the videos revealed that students found such projects “creative, unique and educational.” Moreover, the students who watched the creative projects said “the videos were extremely helpful, put a fun twist on learning experiences, a very good way to review material while helping others to understand the material, interesting to see the material learned in a video format, were a good learning experience, and a simple way to remember/learn the material.”

However, while these assignments are fun and provide academic benefits, they can also be frustrating for both students and instructors if students plan poorly, are not trained and supported with technology, or are confused about the purpose of the assignment. As noted by Kearney and Shuck (2006) , a gap exists in assessing learning outcomes for student created videos. This new form of learning activity brings with it challenges for teachers: What sort of guidelines should you set for video assignments? How do you make sure they are implemented effectively?

Asessment of Video Assignments

One of the most challenging aspects of assigning student made video assignments is designing a fair grading rubric that simultaneously helps students know what steps to take but doesn't quash their creativity. Video presentations are by their nature individually unique and the feedback on and grading of each assignment could therefore be quite arbitrary. It's critical that instructors set proper expectations for students so that they have sufficient understanding of the key items to focus on. Teachers will also have to have structured, regular check-ins with students. Ideally, the assignment will be graded in stages, allowing rich feedback (possibly on draft videos themselves with a tool like WeVu). 

A basic video assignment rubric will contain some of the following elements:

  • An 'elevator pitch' that can be delivered as text or as a 30 second video. This is a good place to start, and it can be continually refined as the project evolves. 
  • Storyboard. A sketch of each scene or phase of the video. This can be done on slides (powerpoint, google slides, etc.) or just as an outline document. The storyboard should be the main planning document and it needs to be able to be shared with teachers for feedback.
  • Script. The script must be suitable for the topic, the assumed audience, and for the time available. Script editing should be a major component of the project.
  • Selection of content. Students must be encouraged to generate lots of ideas, ruthlessly abandon lots of them, and sequence the content in a persuasive or engaging way.
  • Technical production value. Students need to be assured they don't need to make a perfect video. They should be warned not to spend hours on little transitions or super-precise editing. But they should be directed to consider some of the key elements of production value, including distance and depth of shots, variation in perspective and length of scenes, audio quality, voice-over video, captions or text, and so on. 
  • Teamwork and Project Management. Assignments will often be group assignments. Give students a recommended or required structure for their collaboration, including what technologies they should use. Consider a part of the grade devoted to their project management, in which case the teacher needs visibility into the team digital space (Google Docs/Sheets/Slides, probably) and/or the students should journal or log their work, task by task, with task assignments, due dates, and task statuses.

The Open Thinking blog has a good set of ideas for educators wanting to start using video assignments. And here’s a simple example of one from a Cognitive Psychology class:

Feedback. Learning during production and learning from production of video assignments.

Teachers face another learning curve as they try to provide effective feedback helps students really learn and do better work next time.  One problem is that the videos usually sit outside a school's online learning platform or the feedback is given as a separate text commentary, just like students get on the papers they hand in. The technology is just starting to catch up to what educators are doing — platforms like WeVu.video give students and teachers a place to share video without making it public, get peer feedback if desired, and get all the feedback on the timeline of the video, just like we’ve always done with comments in the margins of what we write. The videos can then be made public, without the comments, when they're done.

Video assignments are increasingly common and pedagogically powerful, but they need preparation and technology to succeed.

P.S. Here’s a nice short guide from Wired on how to make a film with a phone.

Related Posts

How to organize, share, and discuss videos in groups

Seven Different Reasons Why All Skills Learning will Rely on Video in Just a Few Years

Feedback: We can’t learn without it

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Video for Skills Learning – Evidence That it Works

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When you create an assignment, you can post it immediately, save a draft, or schedule it to post at a later date. After students complete and turn in their work, you can grade and return it to the students.

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When you create an assignment, you can:

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Select individual students

Add a grade category, add a grading period, change the point value, add a due date or time, add a topic, add attachments, add a rubric.

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Go to classroom.google.com  and click Sign In.

Sign in with your Google Account. For example,  [email protected] or [email protected] .  Learn more .

and then

  • Enter the title and any instructions.

You can continue to edit and customize your assignment. Otherwise, if you’re ready, see below to post, schedule, or save your assignment .

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Unless you’re selecting multiple classes, you can select individual students. You can’t select more than 100 students at a time.

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Use grade categories to organize assignments. With grade categories, you and your students can see the category an assignment belongs to, such as Homework or Essays . Teachers also see the categories on the Grades page.

For more information on grade categories, go to Add a grade category to posts or Set up grading .

To organize assignments and grades into your school or district’s grading structure, create grading periods, such as quarters or semesters.

  • From the menu, select a grading period.

Tip: Before adding a grading period to an assignment, create a grading period for the class first. Learn how to create or edit grading periods .

You can change the point value of an assignment or make the assignment ungraded. By default, assignments are set at 100 points.

  • Under Points , click the value.
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Learn more about how to add topics to the Classwork page .

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  • Important: Google Drive files can be edited by co-teachers and are view-only to students. To change these share options, you can stop, limit, or change sharing .

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  • To add YouTube videos, an admin must turn on this option. Learn about access settings for your Google Workspace for Education account .
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After scheduling multiple assignments at once, you can still edit assignments later by clicking into each class and changing them individually.

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  • Follow the steps above to create an assignment

You can open and edit draft assignments on the Classwork page.

Manage assignments

Edits affect individual classes. For multi-class assignments, make edits in each class.

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Related articles

  • Create or reuse a rubric for an assignment
  • Create a quiz assignment
  • Create a question
  • Use add-ons in Classroom
  • Create, edit, delete, or share a practice set
  • Learn about interactive questions for YouTube videos in Google Classroom

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Ten Engaging Video Assignments to Get Your Students Talking

Ten Engaging Video Assignments to Get Your Students Talking

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In the classroom, video means instant engagement, and making video is an increasingly important skill for youngsters to develop. We’ve put together ten exciting assignment ideas that will help elementary and middle school teachers get their students making great video! Parents, feel free to steal these ideas for rainy weekends, too.

Make Video Really Easy For All Students

Not all students will be able to access their own camera equipment. This could be due to their families’ budgets, their age, parental permissions, or some may be a little too shy to be on camera.

Remove obstacles by creating groups to work on each project, and consider setting up a couple different “studios” in the classroom. Then, come up with fun and quiet assignments that groups not actively filming can tackle, like script writing or prop-making, while others get their turn in front of the camera.

An in-class studio could be as simple as a backdrop with a tripod, or more complex depending on your school’s resources and the space you have to work with. If you are able to setup a couple different studios, more than one group could be creating videos at the same time, and, no one will be left out if they can’t get the right equipment.

Basic video equipment is really inexpensive in this day and age, especially for this type of kid-friendly production. A low-cost video camcorder from Amazon would likely suffice, and simple tripods are usually under $50. If you aren’t in a position to purchase equipment, you can always use a smartphone or tablet with a mini-tripod or similar stand, or a laptop with a built-in camera.

Editing the final video together might not be required for all of these project ideas, but it makes sense to check on the availability of video editing programs on school computers to see if it might be possible. iMovie or Windows Movie Maker are both free and easy to use. That way, any particularly inspired students can take their project to the next level if they’d like.

Video Assignments for Elementary School Students

1. task: make a short video reviewing your favorite book..

Objective: Students should record themselves giving a synopsis of the book and sharing what they enjoy about it. Using age-appropriate props, younger children can shoot a scene from the book; older children can direct a scene featuring their friends.

In addition to putting thoughts together coherently, and learning how to write for film (for older students), this task will enable children to be comfortable in front of and behind the camera, and encourage collaborative group work.

2. Task: Make a commercial.

Objective: Take an everyday object – an apple, pen, table, lunchbox – and ask students to make a commercial trying to sell it. They should put together a script, create a jingle, and design a brand logo as well as filming the advert.

Depending on the age of your students, they could work together. Ask each member of the group to take responsibility for a different element of the video. This is an effective task at showing students the power of persuasive writing, and how to work effectively in a team, as well as the objective behind advertising.

3. Task: Create a video tour of the school for new students.

Objective: Pupils can share their school experience with new students by recording and narrating it. They should interview teachers and other students, as well as showing their classmates using the school’s facilities (outdoor play area, pool, computer room). In addition to learning filming and editing skills, this task enables students to hone interviewing and communication skills.

4. Task: Exchange video messages with other schools.

Objective: Students from a partnering elementary school exchange short videos with your class that explain what life is like at their school, or another agreed-upon topic. The idea would be to generate interest in another culture, or to introduce students from a far-flung part of the USA. Not only would this type of exchange expand their horizons, but it would help develop their story-telling abilities, too.

5. Task: Explain how to make your favorite food.

Objective: Have students make a short video about their favorite food, or a special family recipe. Use creativity for those who aren’t able to do any filming at home. For instance, have them bring in some of their favorite food to share, or use animated pictures instead of actual footage.

As an alternative, assign students to different meal groups, like breakfast, lunch, and dinner. Then, have them work on the assignment in teams. This assignment will help students get to know and appreciate other food cultures, while also having a really fun time.

Video Assignments for Middle School Students

6. task: create vocabulary vines..

Objective: Show a word on paper (perhaps a student could be filmed writing it), then record a visual representation of the term. Each short video should be shared with the whole class so students can easily access them. This is also a great exercise for foreign language classes.

Although Vine may no longer exist as a platform, short videos are still a great way to promote learning.

7. Task: Make a two-minute video assignment about your hobby.

Objective: The student will learn to operate a video camera (or the video function on their smartphone or tablet), grab copyright free clips from the web, and edit footage.

Part of the challenge will be to adhere to the two-minute time limit. Older students can be taught how to use industry-standard editing software. Whatever level they are at, students will respond positively to being given free rein to get creative and produce original content about a topic that interests them.

8. Task: Create a video dialogue with a famous historical character.

Objective: Using the split screen effect, the student should record themselves in conversation with someone the class has been studying in history. They will enjoy dressing up and getting into character for this task!

This video assignment challenges the student to demonstrate a deep understanding of the psyche and motivations of an historical personage. Note: this assignment also works well as a conversation between the student and a character from the book the class are studying.

9. Task: Film your science lab project.

Objective: Film a project from start to end, hypothesis to conclusion. Students should show footage of the experiment being set up, carried out, and concluded. They should add a voiceover explaining what’s happening and why in each shot.

This assignment is two-fold. In addition to demonstrating their understanding of the relevant scientific principles, students will hone their filming and editing skills.

10. Task: Give your own TED Talk.

Objective: Show students an age-appropriate TED Talk that’s relevant to a topic they’re studying in your class. They should use it as a basis to put together their own presentation on that subject area. Encourage them to use visual aids and to adapt an engaging mode of presenting, just like the TED speakers. A cameo from friends, family members, or even pets makes for a great video!

For demonstrating to students that a ‘talk’ is more than just talking, we recommend showing them the following TED videos: The Shared Experience of Absurdity, The New Bionics that Let Us Run, Climb and Dance, and Einstein the Parrot.

Secure Sharing

For sharing the video, it’s important to be sensitive to the privacy of the children participating. Consider sharing the video with a password or with login protection to make sure only the participants, or their parents, can view it.

Make sure you can track viewers at a very granular level. For instance, video engagement metrics enable you to check that only approved viewers are accessing your content.

If you need a website for sharing your students’ videos, we even have that covered. Each SproutVideo account comes with a customizable video website that you can configure to your specifications.

With SproutVideo, you’ll get the best live and on-demand video hosting platform for business. Start your free 30-day trial today and get unlimited access to all our features.

Start Your Free Trial

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Can ChatGPT pass college assignments? We tested it out, with help from Wisconsin professors

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In the era of artificial intelligence, cheating is only getting easier for students.

Some instructors say they can easily tell when students turn in AI-generated work. Others find it far trickier and will turn to online AI detectors for confirmation when their suspicions are raised. Educators everywhere are trying to create AI-proof assignments.

"The more conventional prompt and writing you ask students to do, the more likely they can bring in a machine to do that work," said Chuck Lewis, a Beloit College English instructor and director of the writing program.

The Milwaukee Journal Sentinel tested how well AI can complete college-level work — and whether instructors can detect it.

Where did idea come from?

A Harvard student last year asked seven professors and teaching assistants to grade essays written in response to a class assignment. To minimize response bias, the student told instructors the essays might have been written by herself or by AI, but in reality, all of the work was done by GPT-4, a version of the chatbot from OpenAI.

The AI-generated assignments received mostly A’s and B’s, along with one Pass.

"Not only can GPT-4 pass a typical social science and humanities-focused freshman year at Harvard, but it can get pretty good grades," the student wrote in an essay published by the Chronicle of Higher Education .

How did Journal Sentinel's ChatGPT experiment work?

I followed the same methodology as the Harvard student.

Professors emailed me a smaller assignment they would give their students, not an end-of-the-semester research paper. I told them some of the work would be done honestly and other assignments handled by ChatGPT. In fact, AI did all of the work.

I formulated prompts for ChatGPT from the assignments provided. In most cases, I wrote more tailored prompts to ChatGPT based on what it produced on the first try. Often, the additional requests asked the chatbot to provide more specific examples, expand on its ideas or use a less formal tone.

The experiment was far from scientific. Several professors said they approached grading more skeptically than they would have had it been a student's submission, given the circumstances.

ChatGPT earned 1 A, 2 B's and 2 incompletes.

English assignment at UW-Whitewater

Course: Critical Writing in the Field of English

Assignment: Write a three- to five-page paper examining how a poem among a selection provided draws on a specific concept discussed in class. Include analysis of specific passages in the poem and explore the use of at least five literary terms.

Was this hard for ChatGPT: At first, the chatbot analyzed a completely different poem than the title provided. I submitted the full lines of the correct poem, prompting the chatbot to apologize for the "oversight." Additional prompts providing specific literary terms for the chatbot to incorporate into the essay helped refine the work.

Comments: The instructor said the paper "fulfills the assignment admirably, and brings an admirable depth of understanding" of the poet's use of the concept. The thesis statement could have been more specific, resulting in a slight deduction.

Political science assignment at Marquette

Course: Introduction to American Politics

Assignment: Write a short paper describing the three faces of power and explaining how each constrains you in your own life.

Was this hard for ChatGPT: No. The chatbot easily put together an essay. A second prompt asking to connect the faces of power concept to my life as a reporter provided more specificity.

Grade: Incomplete

Comments: "Without question, the submission deserves an A," the instructor said. But ChatGPT made one small mistake, which immediately sparked skepticism. While the essay correctly cited the creator of the theory, the reading associated with the assignment was from a different person.

The instructor ran it through two AI detectors, both of which suggested the work was AI-generated. He said he would confront a student who submitted this work.

Library and information studies assignment at UW-Madison

Course: Information Divides and Differences in a Multicultural Society

Assignment: Daily log of media consumption with analysis of tone, evidence, expertise of each source, roughly 350 words

Was this hard for ChatGPT: No. I submitted a second prompt asking for a less formal tone. While the chatbot cited legitimate news outlets, such as the Wisconsin State Journal and New York Times, in the log, the summaries described general topics, not actual news stories.

Comments: The instructor said there were no "egregious red flags" but one sentence stood as sounding like ChatGPT. Overall, he found the discussion of each media source "thoughtful." The log as a whole was "clear and concise." In general, he tends to give students the benefit of the doubt and wouldn't have suspected this log was AI-generated had it been turned in among a stack of others.

Education assignment at Marquette

Course: Child and Adolescent Development and Learning

Assignment: Find five sources for a research paper on an education topic of your choice, cite the sources in APA formatting and summarize each source in four to six sentences. (This is one part of a longer-term research paper.)

Was this hard for ChatGPT: No. It took just one prompt to produce what was submitted.

Grade: 88 (B+)

Comments: The instructor suspected at least some of the summaries were AI-generated because many were written in general terms. However, some of the sources cited appeared to be names of researchers he recognized, making him less suspicious overall.

"It raises an interesting question to me of if students use AI at a broad level (say putting directly in the prompt) or doing a more targeted approach," the instructor said. "I think if students searched for articles and then asked AI for summaries, I might be less likely to have an alarm bell go off in my head."

English assignment at Beloit College

Course: Introductory Literary Studies

Assignment: Write a 1,000-word essay about a selected novel with your own original analysis that engages with a New Yorker review of the novel. Choose from one of three selected topics as a starting point. Include at least three direct quotations from the novel. Give your paper a thoughtful title and underline your thesis statement.

Was this hard for ChatGPT: This was the most challenging of the assignments received and required several prompts to produce. The first essay was only 600 words and included just two direct quotations from the book. It cited a line from a book review that did not actually appear anywhere in the book review.  Attempts to expand the essay's length were unsuccessful. An instruction to underline the thesis statement was not completed.

Grade: Incomplete.

Comments: "I didn't need to read more than the first sentence to know this was going to be an AI ride," the instructor said. The writing was "bland," filled with "eager-to-please and generic book blurb-speak." It reminded him of what he tells students: Don't write a thesis nobody can disagree with — there's no argument to be made. The paper also made at least one error in describing part of the book.

The instructor said he would ask the student about their process, share his suspicion, have a discussion and decide on next steps. For now, no grade was assigned.

Contact Kelly Meyerhofer at  [email protected] or 414-223-5168. Follow her on X (Twitter) at  @KellyMeyerhofer .

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2024 Leap Year Worksheets: Free Download

Celebrate the extra day we get this year!

Leap Year Worksheets Free Download

With an upcoming presidential election, a total solar eclipse in April, and the Summer Olympics in Paris, 2024 is filled with important events. One more reason it’s a special year? It’s a leap year! Celebrate this once-every-four-years occasion with our free 2024 leap year worksheets. Just fill out the form on this page to get your copies.

Get My Worksheets

Here’s what’s included in our leap year worksheets bundle:

Fill in the missing leap years.

Fill in the Missing Leap Years activity sheet

In the first activity, invite students to use skip counting to fill in the missing leap years. Which carrot represents 2024? For an extra challenge, ask students to keep going until they reach a new century!

The 2024 Leap Year and Me

The 2024 Leap Year and Me activity sheet

The second activity asks students to think about the leap year in terms of their own life and achievements. After marking their age on the leap year timeline, they will think about how old they were for the last leap year and what they can do now that they couldn’t then. They will also think ahead to the next leap year. What would they like to be able to do in 2028 that they can’t do now?

Download the Activities

What is a leap year?

2024 is a leap year, which means we have an extra day on February 29. Leap years happen every four years. We have leap years because the length of our calendar year (365 days) is not the exact same as the time it takes the Earth to orbit the sun (365.25 days). Leap years help our calendar stay in sync with the seasons.

Where can my students learn more about the leap year?

Unfortunately, there aren’t a lot of great children’s books about the leap year. We do recommend this video from Mystery Science that explains the phenomenon in a kid-friendly way.

We’d love to hear about how you and your students are observing the leap year! Email us at [email protected] with your ideas.

Get My 2024 Leap Year Worksheets

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Miley Cyrus Drops 'Doctor (Work It Out)' - Read Lyrics & Watch Video for Song with Pharrell Williams!

Miley Cyrus Drops 'Doctor (Work It Out)' - Read Lyrics & Watch Video for Song with Pharrell Williams!

Miley Cyrus has dropped a brand new song with writer and producer Pharrell Williams !

The new song “Doctor (Work It Out)” made its debut during the Louis Vuitton fashion show in January, for which Pharrell acted as the creative director. After playing on the runway, the song is now available for all fans to hear.

“I could be your doctor and I could be your nurse / I think I see the problem / It’s only gon’ get worse / a midnight medication / just show me where it hurts,” Miley sings.

This is Miley ‘s first release since 2023’s “Used to Be Young.”

Head inside to listen to the new song and to read the lyrics…

You can download the song now on iTunes or stream it below from YouTube.

Read the “Doctor (Work It Out)” lyrics below!

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  1. School assignment

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  2. 5 Tips and Tricks to Get Your Assignments Done Fast

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  3. 5 Tips and Tricks to Get Your Assignments Done Fast

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  4. Assignment Overview

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  5. How to Write the Best Assignments

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  6. Assignment Help by Australia's #1 Assignment Helper

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COMMENTS

  1. 15 creative video project ideas for students (and their teachers)

    9. Questions for your future self. Think ahead with a video full of inspiring questions This project is great for incoming freshmen. At the beginning of the year, have students create videos with questions for their future self or with goals for their life and career. At graduation, send the videos back to them.

  2. Video class assignment tips for instructors and students

    For Instructors. Final videos should be between 2-5 minutes. A high quality 5-minute video can take about 5-10 hours to produce. Ensure that the project grade has the appropriate weight. Ensure that students keep you updated with their progress, require them to send you frequent project updates to avoid the project being done at the last minute.

  3. Video assignments

    Video assignments can present more logistical problems than other types of activities, including choosing the cameras, the software, and potential very large files. If possible, work with the staff of McGraw's Digital Learning Lab (DLL) to identify equipment and software students will use to complete the assignment.

  4. Understanding Assignments

    This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

  5. Video Assignment Tips for Instructors and Students

    Tips for Instructors. Here are a few things that can be helpful to keep in mind when assigning video projects: Keep it concise! Unless you're a film program approving capstone projects, it's good to keep video projects limited to around 2-5 minutes. If it's high quality, even a 5-minute video can still take 5-10 hours (or more) to produce.

  6. Google Classroom: Creating Assignments

    We'll show you how to create assignments in Google Classroom and share them with your students. There are a few options you can change, like the point value,...

  7. Get Started with Assignments

    Easily distribute, analyze, and grade student work with Assignments for your LMS. Assignments is an application for your learning management system (LMS). It helps educators save time grading and guides students to turn in their best work with originality reports — all through the collaborative power of Google Workspace for Education. Get ...

  8. Google Classroom: How Students Complete Assignments

    This video is one in a series of videos on Google Classroom. This video covers how students complete and submit assignments in Google Classroom. You can acce...

  9. 5 Keys to Successful Homework Assignments During Remote Learning

    5. Flipped homework: In my experience, students get tired of watching instructional videos, but a few short, well-planned videos can be useful to assign the night before to spark discussion the next day in class. Follow the video with a short Google Form to ask the student to reflect and/or ask initial questions about what they watched.

  10. Getting started with video-based assignments

    Introduction. If you haven't done a video assignment before, you may find the idea a little intimidating. Don't worry, it's a lot like a normal presentation with a few extra considerations.

  11. 51 Creative Video Project Ideas for Students (With Templates)

    4. Create a video presentation for a written assignment. Written assignments are a staple when it comes to college. But only professors and classmates can view these. Instead, creating a short, promotional video on a written assignment is a great way for students to share their work with more people and learn editing skills at the same

  12. Going Digital

    A video assignment is any project that asks a student to film themselves or another subject. Video submissions can be the entirety of an assignment, or they can be a one part of a larger assignment. ... Alternatively, if you are interested in having your students think about their work as having life outside of your class, embedding their video ...

  13. How and Why Educators are Including Video Assignments in ...

    One study by Greene and Crespi (2012) looked at the perceived value of student-created videos as a tool for enhancing the student learning experience. Their data came from an accounting and a marketing course at a state university. Each course assigned its students a video project to assess their mastery of the material.

  14. Assignment Ideas Library

    1. Browse assignment ideas. Click Assignment ideas in the left tabs column to access the library. Click on the Assignment ideas tab in WeVideo's Classroom space. Scroll to search the library for a lesson aligned to your specific learning context. Hover over a lesson thumbnail and click Preview to view pre-built content.

  15. Learn how Assignments works

    Assignments is an add-on application for learning management systems (LMSs) to help you distribute, analyze, and grade student work with Google Workspace for Education. For file submissions, Assignments make Google Docs, Google Sheets, Google Slides, and Google Drive compatible with your LMS. You can use Assignments to save time distributing ...

  16. Creating a Homework Assignment

    This video shows how instructors can submit a variable-length assignment (i.e. a homework with no fixed page numbers).Having a high-quality scan is an import...

  17. Create an assignment

    Note: Work is marked Missing or Turned in late as soon as the due date and time arrive. For example, for work to be on time at 9:00 AM, set the time due to 9:01 AM. For instructions to check work status, go to View student assignments. Add a topic. Create an assignment (details above). Under Topic, click the Down arrow . Choose an option:

  18. Ten Engaging Video Assignments to Get Your Students Talking

    As an alternative, assign students to different meal groups, like breakfast, lunch, and dinner. Then, have them work on the assignment in teams. This assignment will help students get to know and appreciate other food cultures, while also having a really fun time. Video Assignments for Middle School Students 6. Task: Create vocabulary Vines.

  19. Can ChatGPT complete college work? Wisconsin professors tested it out

    The AI-generated assignments received mostly A's and B's, along with one Pass. "Not only can GPT-4 pass a typical social science and humanities-focused freshman year at Harvard, but it can get ...

  20. Videos

    HowStuffWorks Videos is a collection of engaging and informative videos that explain the science and technology behind everyday phenomena. You can watch videos on topics ranging from engines to lock-picking to ESP, and learn how everything works in a fun and easy way. Whether you're curious about innovation, history, culture, or health, you'll find something to satisfy your curiosity at ...

  21. AI Homework Assignment Generator

    A homework assignment is a task assigned by educators as an extension of classroom work typically intended for students to complete outside of class. Written exercises, reading and comprehension activities, research projects, and problem-solving exercises are a few examples of homework varieties. However, the primary goal remains the same: to ...

  22. 2024 Leap Year Worksheets: Free Download

    2024 is a leap year! Grab these free 2024 leap year worksheets to help students understand the meaning of the day.

  23. Miley Cyrus Drops 'Doctor (Work It Out)'

    The new song "Doctor (Work It Out)" made its debut during the Louis Vuitton fashion show in January, for which Pharrell acted as the creative director. After playing on the runway, the song is ...

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  27. Miley Cyrus, Pharrell Williams team up on 'Doctor (Work It Out)' song

    March 1 (UPI) --Miley Cyrus and Pharrell Williams have teamed up on a new song.Cyrus, 31, released a single and music video for "Doctor (Work It Out)," a song produced by Williams, 50, on Friday.

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