Tag Archives: Multimedia

Self-Advertisement Intro to EdTech 542

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Artifact Introduction: During our first week in Technology-Supported Project-Based Learning, we were asked to introduce ourselves and create an advertisement that included what we hoped to achieve in the class, what we had to offer, and a little bit more about ourselves. I created a video advertisement using Animoto, it is found below.

Artifact: 

References:

Animoto

Relative Advantage of Multimedia

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Artifact Introduction: During our fifth week in Integrating Technology into the Classroom Curriculum, we were to read chapter seven in Integrating Educational Technology into Teaching & reflect on the advantages of utilizing multimedia in the classroom. We were then to apply this information to our own classroom and chosen content area and reflect on the relative advantage of utilizing multimedia in a Vlog (Video Blog) format.

Artifact: 

Reflection of Learning/Standard Connection:  This assignment required me to really delve into my curriculum and analyze the relative advantage of using multimedia in my classroom on a regular basis.  I got the experience to really become familiar with the benefits and various applications of multimedia, some ways that I was already familiar and others in novel ways that I had never heard of before but want to implement.

  • AECT Standard 2.1 Creating: To write about the relative advantage of multimedia, I needed to apply content pedagogy to create and reflect upon appropriate applications of processes and technologies to improve learning and performance outcomes.
  • AECT Standard 2.2 Using: To write about the relative advantage of multimedia, I thought of ways to implement appropriate educational technologies and processes based on appropriate content pedagogy.
  • AECT Standard 2.3 Assessing/Evaluating: I demonstrated an inquiry process that assessed the adequacy of learning and evaluated the instruction and implementation of educational technologies and processes grounded in reflective practice while reflecting upon the relative advantage of utilizing multimedia in the fourth-grade classroom setting.
  • AECT Standard 3.2 Using: In order to effectively reflect on the relative advantage of using multimedia in the fourth-grade ELA classroom, I needed to make professionally sound decisions in selecting appropriate processes and resources to provide optimal conditions for learning based on principles, theories, and effective practices.

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

Graphic Representation of Educational Technology

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Artifact Introduction: During our sixth week in Introduction to Educational Technology, we were to revisit the definition of Educational Technology in Educational Technology: A Definition with Commentary & reflect on the current definition of Educational Technology. Once we felt like we had conceptualized what elements Educational Technology encompasses we were to create an original graphic, using the program of our choice, to demonstrate our understanding of the definition. Before creating my graphic, I explored several different programs to see which I felt most comfortable with. It was fascinating (and a bit overwhelming) to see all of the different options available. I decided upon using a program I had never explored in the past called Piktochart. It was a very user-friendly program that had enough tools to make my graphic interesting but not too much as to overwhelm me with options.

Reflection of Learning/Standard Connection: Educational Technology as defined by The Association of Educational Communications & Technology (as seen in Educational Technology: A Definition with Commentary) is: “…the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.” (Mishra, 2009, p.1) In my graphic, I have a ladder leading to a lightbulb with a fast-forwarding symbol inside because educational technology enables growth (ladder) and leads to learning (lightbulb) and improving that learning (fast-forwarding symbol). In the ladder rungs are various technological means (mouse, cellular device, sharing, computer screen, & internet) because these items facilitate that growth. In the spaces between the rungs are various representations (watering can, paintbrush, magnifying glass, balance, link, globe)of the things that are achieved throughout the growth process like continuous growth, creativity, exploration, ethical awareness), & worldwide interconnectivity. On the outside of the ladder, are arrows that represent that educational technology is a never-ending process, the more that is explored, the more of a need with have for continuous growth. A small wrench and a hammer are by the words “Educational Technology” which reminds us that the definition is always being built upon and therefore forever changing.

  • AECT Standard 1.2 Using: Upon creating this graphic I demonstrated the ability to select and use technological resources and processes to enhance my pedagogy of education.

Artifact:  Educational Technology Definition Representation Link

Educational Technology Definition

Resources:

Mishra, S. (2009), Educational technology: A definition with commentary – By Alan Januszewski & Michael Molenda. British Journal of Educational Technology, 40: 187. doi: 10.1111/j.1467-8535.2008.00925_4.x

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

Tech Trends: Motivating students to gain ownership of their learning with Podcasts

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Artifact Introduction: During our fourth week in Introduction to Educational Technology, we were to explore The Horizon Report which is a report that is released every year that releases the newest technologies and their application and influence in educational settings.This report addresses the following questions: “What is on the five-year horizon for K-12 schools worldwide? Which trends and technologies will drive educational change? What are the challenges that we consider as solvable or difficult to overcome, and how can we strategize effective solutions?” (Johnson, Adams Becker, Estrada, & Freeman, 2015). After reviewing this report, we were to select one of the mentioned tools or trends, analyze it’s effectiveness in our classrooms by conducting research and then create a tool or artifact to describe or give an example of this tool’s possibilities in our classroom or school.

I was motivated by the section of Rethinking How School’s Work and the article titled How to motivate students to gain ownership of their learning by Angela Watson. In this article, Angela talks about increasing student engagement, responsibility, and critical thinking all by simply changing the way we think about educators, to more  of a facilitator role. All of this can be done when we give student’s the reigns on their own learning.

I had already been exploring the idea of podcasts in the classroom  and developed a podcast idea of my own where students listened in for homework, to increase their Spanish comprehension. However, after reading this article and conducting additional research on this concept, I had an even better idea. Having the students create the episodes for the podcast series, handing them the reigns for their learning, giving them the responsibility of teaching their classmates and allowing them to think critically to develop an episode. It was fabulous!

Therefore, I decided to create a mini episode where I “sell” this idea to the other dual language teachers at my school, because I believe all of the students (from the youngest to the oldest) can utilize this tool to increase their speaking ability, listening comprehension, and confidence in the target language.  This idea could even grow to become a school-wide podcast where students record weekly or monthly podcasts that we post on the school website, it has so much potential!

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 idea, students will be listening to their classmates 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, it is important to teach students to keep the narration in mind to ensure that they make a plan, speaking clearly and slowly.

  • 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 for my fellow teachers 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 slowly.
  • AECT Standard 4.3 Reflection on Practice: For this assignment I had to analyze various artifacts and trends. After choosing my trend, I conducted research in order to reflect on the development and implementation of this technology within my classroom. This entire process helped me grow as an educator.

Artifact: Tech Trends Podcast & Episode #1 Que Dice Podcast (Sample)

References: 

Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 K-12 Edition. Austin, Texas: The New Media Consortium. Retrieved from http://cdn.nmc.org/media/2015-nmc-horizon-report-k12-EN.pdf

Watson, Angela (2015, January). How to motivate students to gain ownership of their learning. Retrieved from http://thecornerstoneforteachers.com/2015/01/how-to-empower-students-to-take-ownership-of-their-learning.html

¿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.

Digital Divide/Digital Inequality

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Artifact Introduction: During our third week in Introduction to Educational Technology class, we were to research the digital divide and digital inequality. Then we needed to identify some of these within our school and reflect on possible solutions to these issues. We demonstrated what we learned in a narrated presentation applying multimedia principles using Haiku Deck.

Reflection of Learning: Upon researching the digital divide and digital inequality, the first thing I learned is the difference and correlation between these two concepts and how interconnected they are. Digital divide is the separation between those who have access to technology and those who don’t while digital inequality goes further to explain the disparity in how people are using the technology they have. Throughout my research, I came to the realization that diminishing the digital divide will increase the inequality therefore both concepts need to be tackled simultaneously. I believe this is vital for educators at the elementary level where students are introduced to technology. At the school where I work, I will be an advocate for technology. I will use technology in my classroom, in ways that help diminish digital inequality by teaching students the true benefits of technology. For example, when having students create presentations I will make them aware of the multimedia principles below, that I learned during this project, so they can also learn to communicate effectively. If I had more time and school was in session, I would develop a questionnaire to assess my student’s understanding of the application and benefits of technology in their society. I would then use the projects (that we currently do) but have them continuously reflect on the purpose and benefit of using technology in their work.

  • The Signaling Principle which describes how individuals learn better when headlines are used.
  • The Segmenting Principle which explains how individuals learn better when receiving small amounts of information.
  • The Modality Principle which describes how an individual’s understanding increases when presentation text is narrated instead of displayed on the screen.
  • The Multimedia Principle which explains how individuals learn better from both text and words than from words alone (ensuring individuals are leveraging dual channels)
  • The Coherence Principle, which describes how individuals have limited cognitive processing, therefore, less is more.
  • The Contiguity Principle which explains how individuals benefit from graphics being close to one another, again, because of limited cognitive processing. (Atkinson & Mayer, 2004)

Giving students a vast tool, such as access to the internet (ridding them of the digital divide) is not enough. We also need to provide proper knowledge of how to use this tool, in an efficient and beneficial way (diminishing digital inequality). I believe it is our ethical responsibility to ensure students become well-prepared adults who have the knowledge of how to use technology around them.

Artifact: Digital Divide-Digital Inequality Haiku Deck

Atkinson, Cliff & Mayer, Richard E. Five Ways to Reduce PowerPoint Overload. (2004) Retrieved from http://www.indezine.com/stuff/atkinsonmaye.pdf

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