Tag Archives: Edtech513

Multimedia

Project #5 Worked Example Screencast

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Artifact Introduction: During our seventh & final week in multimedia class, we were to explore the segmentation principle and worked examples to teach complicated concepts using multimedia. For this project, I created a worked example for my students on multiplying using the area model method. Students are first introduced to multiplying more than one digit by one digit in fourth grade and the first method we use is the Area Model method. The Area Model method is not something most of the parents are familiar with (since this was not a commonly used method in the past) therefore, having this video to help illustrate the concept will be wonderful for them to have access to. I used paint to illustrate my work and Camtasia to record and record narration. I have a touchscreen laptop so using Paint made it so that I could easily write on the screen and make the numbers clear and easy to see. I loved how easy Camtasia was to use and how it allowed me to cut pieces of my video just like in Audacity. I also loved the option of highlighting the cursor this allowed me to communicate with the audience effectively. Converting the Camtasia video into a format the could be uploaded to YouTube took an extremely long time, therefore that was my only drawback.

Reflection of Learning/Standard Connection: Clark and Mayer (2011), demonstrate that segmenting complex material into shorter conceptual elements that can be processed by the learner before connecting with previous ideas and practicing is very effective. This is something that is regularly done in the education world and something that I consistently do in my classroom. I had never created a worked sample before therefore keeping this idea in mind when creating the video was important to ensure that I provided time for the student to pause and process and encouraged them to do it on their own as well.  In order for this worked sample to be effective, I needed to withdraw the scaffolding provided in the beginning and allow the learners to work on their own. If a student is more advanced the scaffolding can impede their learning therefore allowing students to stop viewing or pause and rewind allows them to take control of their learning.

  • AECT Standard 1.2 Using: For this project I decided to use Paint & Camtasia (& all of the effects they offer) to create a worked example screencast that enhances my abilities and ideas as an educator.
  • AECT Standard 3.1 Creating: I created a tutorial (worked example screencast) for my students which facilitated the employment of the segmentation and many other multimedia principles.
  • AECT Standard 3.2 Using: While creating this worked example screencast I had to keep the narration and principles of multimedia in mind. In this way I ensured my presentation was effective by making sure that I was speaking clearly and slowly and that what the learner saw helped enhance their understanding of the concept.

Artifact: Narration available here: Worked Example Narration

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Reflection: Multimedia course

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For this post, I want to take a moment and reflect on my experience in the Multimedia class. I received my Bachelors Degree three years ago and began teaching right away, then decided it was time to go back to school and technology has always been something that has fascinated me so I went for it. I decided to take this class and another as my first courses in the program during the Summer session of 2015. I wanted to begin during the summer session because I felt that since I am on summer break from work, I could really use this as an opportunity to experience the program without the distraction of work. However, one of my biggest challenges was simply getting back into the swing of managing the idea of homework and setting time aside to read, learn and explore. I can’t imagine if I had been away from the school setting any longer! I had to setup times to “go to school” and have conversations with family to make it clear that “mommy was working” and needed to be alone. Another challenge that I faced was in exploring all the different programs available online and then choosing one to use for the various assignments. I gained familiarity with so many different programs to create all of the artifacts and often got overwhelmed with the number of programs available and then with all the things each had to offer. However, after completing the projects I always felt a sense of pride and growth because I felt true ownership of the project and could visually see the results of my learning. The artifact that I feel was my best was the Podcast assignment where I explored the idea of podcasts and created an introductory episode for use in my classroom. I was so proud of this project because I think I felt that it reflected exactly what I wanted while exploring this program. To develop skills in order to help myself as an educator, use technology effectively in the classroom to increase student learning, not simply for the sake of using technology. I plan on using podcasting in my classroom because of this course, I think it will be extremely beneficial for my students to have the ability to listen to a series of podcasts at home and continue learning the target language outside of the classroom. I am extremely grateful that this was one of the first courses I took because I felt that the organization of Dr. Hall was extremely helpful in getting me started in the program. I also learned how to use so many different programs that I may be able to apply in other courses and will apply in my classroom.

Digital Story-“Where I’m From” Poem

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Artifact Introduction: During our sixth week in multimedia class, we were to explore the world of Digital Storytelling. Initially, we learned about and analyzed elements that make for a good digital story. Then we reviewed various digital stories to familiarize ourselves with this new tool. We were to use all of the information we learned about Digital Stories and apply the Personalization Principle along with all of the other Multimedia Principles to create a Digital Story of our own. I decided to create a Digital Story to introduce a unit on poetry that I do with my fourth-grade students. In this unit, my students write a bilingual poem detailing who they are because of where they are from. Adding the element of creating a Digital Story as the final publishing of their writing, will motivate my students by giving them a medium to share their hard work.

Reflection of Learning/Standard Connection: To create this Digital Story I used Windows Movie Maker and Audacity. It was helpful to have the visuals and audio on two separate programs and then merge them together on Movie Maker. While writing the script for my story I kept in mind what I want my students to convey in their poem. I want them to really focus on setting a tone for their poem and providing sufficient information to allow their audience to really connect and understand who they are. Clark and Mayer (2011), state that the Personalization Principle helps the listener understand and identify with the material presented because of the less formal language. This is because, less formal language reduces the cognitive load for the listener and thus increases engagement. Therefore, I chose my wording and images carefully but made them both simple enough to connect with my students as the personalization principle reminds us to do. When choosing images I wanted them to help communicate the ideas that were being expressed and help the students (including those with limited Spanish vocabulary) really understand the poem. I learned so much about creating stories during this project and it is a tool that I will definitely use to help my students engage with the lesson and share their own work.

  • AECT Standard 1.2 Using: For this digital story creation I had to use Audacity & Windows Movie Maker (& all of the effects they offer) to create a digital story that enhances my abilities and ideas as an educator.
  • AECT Standard 3.1 Creating: I created a digital story for my students which facilitated the employment of the personalization and many other multimedia principles.
  • AECT Standard 3.2 Using: While creating this digital story I had to keep the narration and principles of multimedia in mind. In this way I ensured my presentation was effective by making sure that I was speaking clearly and slowly and that images helped enhance the story.

Artifact: Narration & Photo Credits available here: Digital Story Narration

Coherence Analysis

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Artifact Introduction: During our fifth week in multimedia class, we were to research the Coherence Principle of Multimedia Learning by reading our text and additional articles. We were to use the information that we acquired to develop a written analysis of the Coherence Principle to develop our own opinions and gain a true understanding of it. We were to do this by relating it to our own positive and negative experiences. We were also to identify and explain the relationship between this principle and other Multimedia Learning Principles and cognitive psychology that we’ve learned about.

Reflection of Learning/Standard Connection: The coherence principle states that individuals learn better when extraneous text, graphics, and audio are not used. In this paper, I have explored this principle in depth and connected it to previous learning and experiences in order to provide a complete and thorough analysis.

  • AECT Standard 1.3 Assessing/Evaluating: For this analysis  I had to assess and evaluate the coherence principle and it’s integration in multimedia and instructional materials.

Artifact: Coherence Principle Analysis

¿Qué Dice? Podcast

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Artifact Introduction: During our fourth week in multimedia class, we were to gain familiarity with Audacity, an audio recording, and editing program and explore different podcasts. We recorded a test recording to make sure our audio sounded okay and to get feedback from our peers. We also critiqued a podcast of our choice based on, interest, quality, format, speaker voice, and music. Keeping these ideas in mind, we were asked to create the first episode to our very own podcast. I chose to create a podcast series titled “¿Qué Dice?” that I will use as Spanish homework for this year. As a side note, I teach in a 4th grade dual language class where most of the students are learning Spanish and struggle with the language because they don’t have enough experience with it inside and outside of the classroom. For this reason, I am constantly looking for ways to make Spanish fun for them and keep them engaged and learning.

I fell in love with my idea of having a podcast for listening comprehension homework. I think the students are going to love it as well! The idea of this podcast will be for students to listen to my recording of instructions in the target language, SPANISH, to create some sort of an artifact (illustration, slideshow, model, etc.) and then turn it in the following week. Each week will be a new podcast with the task to create a new artifact. This will help students focus on listening comprehension in a fun activity and will give them the opportunity to hear Spanish outside of the classroom and do something with it.

For this beginning episode, I introduce what ¿Qué Dice? will be all about and give students instructions on how to access, be successful with and turn in the assignment for this podcast. Next, I do a short and sweet first assignment to give students an idea of what to expect in the future. For this first assignment, students listen to my instructions, completely in Spanish and create a monster. I give them instructions on how to draw the monster first (quantity of arms, the shape of the body, etc.) and then tell them how to color and cut it out.  I close the podcast in English to remind them that they can listen to the recording as often as they want and the due date.

Reflection of Learning/Standard Connection: The modality principle states that individuals learn better when listening to audio narration rather than on-screen text. In this podcast, the students will be listening to me speaking in Spanish and not seeing any text at all. The redundancy principle states that having both on-screen text and narration is redundant and impedes learning.  (Clark & Mayer, 2011) Therefore, creating a Podcast is ideal for this situation because there is no redundancy. While creating the podcast I kept the narration in mind to ensure that I was speaking clearly and pausing in order to allow students to follow along, especially during the Spanish instructions.

  • AECT Standard 1.2 Using: For this podcast creation I had to use Audacity (& all of the effects it offers) to create a podcast that enhanced my abilities and ideas as an educator.
  • AECT Standard 3.1 Creating: I created a podcast which facilitated the employment of the modality and redundancy principles in presentations.
  • AECT Standard 3.2 Using: While creating this podcast I had to keep the narration in mind to ensure that I was speaking clearly and pausing in order to allow students to follow along, especially during the Spanish instructions.

Artifact: ¿Qué dice? Podcast-Episode #1 & Podcast Narration: “¿Qué Dice?”

Haiku Deck-Good Fit Books

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Artifact Introduction: During our third week in multimedia class, we were to research the Modality and Redundancy principles. Keeping these principles in mind we used Haiku Deck to create a presentation on the topic of our choice. I decided to create a presentation on choosing Good Fit Books for my fourth-grade students to use at the beginning of the school year when we begin Daily Five. This is a fun lesson for which I bring in shoes, but it will be a wonderful addition to have a presentation to guide the lesson.

Reflection of Learning: The modality principle states that individuals learn better when listening to audio narration rather than on-screen text. The redundancy principle states that having both on-screen text and narration is redundant and impedes learning.  (Clark & Mayer, 2011) Therefore, using Haiku Deck was wonderful for this project because of the limited text that can be used on the presentation, it really helped me keep these principles in mind. While creating the presentation and choosing the images I kept the narration in mind to ensure that I was creating a presentation where students were going to use dual channels and connect the concepts about choosing books to what they were seeing with the shoes.  I chose to keep one idea (shoes or books) per slide so as to not overload the cognitive processing of the learners. I really enjoyed using this program and all the benefits it offered.

Artifact: Haiku Deck-“Good Fit Books”

Resources:

Clark, R. & Mayer, R. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco, CA: Wiley & Sons/Pfeiffer.

Project #1: Static Multimedia Instruction

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Artifact Introduction: For our first project in my multimedia class, we were to create a static multimedia tutorial. This project is a tutorial that uses various medias, in this case, graphics and texts that are static or immobile. I decided to create a Google Drive Tutorial for my fourth-grade students to use at the beginning of the school year.

Learning Objective: After viewing the tutorial, students will be able to access Google Drive and create folders within it.

Design Notes: First, I decided to create a Google Drive tutorial because this is something that students introduced to in fourth grade at my school and have struggled with in the past. Having a tutorial will guide them whenever they need it, even if I am not available to help. To create this tutorial I used the program Clarify-it. This program is very user-friendly, allowing users to insert screenshots, images, text, and an assortment of other shapes & then manipulate all of these, to create a valuable, personalized, document. I then went through the process of accessing and creating folders in Google Drive myself taking screenshots after each step. This experience was very eye-opening because I realized that there were so many steps that students have to follow, and when unfamiliar with these steps, a lot of guidance is needed. After ordering the screenshots and cropping the ones that did not require a full screen, I organized the document by numbering and titling each screenshot. I wrote text to go along with the screen shots ensuring that it was short, concise, yet clear enough for fourth graders to follow. I placed the text in green boxes that are easy to see, with red arrows to clearly point to what the text is referring to. Finally, I went through the tutorial several times making minor changes to ensure that it followed the multimedia and contingency principles we have learned.

Principles: This project demonstrates the multimedia and contiguity principles. The multimedia principle asks graphics to be relevant to the instructional purpose. This principle also states that “visuals, as well as words [need to be] planned together” (Clark and Mayer, 2011, p.71). This ensures that learners are leveraging dual channels to engage in active learning by connecting new information to prior knowledge. The contiguity principle goes further to ask for both the graphics and text to be organized in such a way that they are within close to one another, which eliminates the need for the learner to waste cognitive processing. In this project, both principles are demonstrated with graphics and text planned together and nearby one another. Overall, this was a well-designed tutorial on how to access and create folders within Google Drive demonstrating the multimedia & contiguity principles.

Project: Google Drive Tutorial

About Me Video

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Artifact Introduction: During the first week of Multimedia, we were asked to create a video using a program called Animoto to introduce ourselves to the class. Animoto makes it easy to create beautiful videos by providing templates and then allowing you to personalize them with text, pictures and music.

Reflection: This assignment provided me with the opportunity to explore a new program to create a video and follow principles of Multimedia. I had never used Animoto previously so it was fun getting to know the program. It facilitated the process by taking care of all of the logistics in video creation like transitions, timing, etc. During this process, I had to carefully consider what I chose to include in the video to give the truest representation of myself. It was a great learning experience!

Project: About Me Animoto Video