EDLD 5363 Multimedia Video Technology Final Video

VIDEO LINK: http://youtu.be/u0vokS6cbow 

Web Conference Reflection

Attending and/or viewing the web conferences are always beneficial to finding success and clarification of assignments during a course.  For the conferences I was unable to attend during the live conference, I was able to view them at a later time, which proved to be very helpful. It was also comforting to know how others were doing and to hear the questions and answers they shared. Web conferences also helped us get to know a little about each other. During one of the last web conferences, we discussed the final questions we had regarding the project.  Dr. Abernathy was very helpful with answering all of the questions we had. It seemed that during this course we had many more opportunities to attend conferences. While I was not able to attend all of them, it was nice to know that there were other upcoming scheduled conferences. Dr. Abernathy also made it clear to contact her or our IA anytime if we had any questions or problems. I also found out that after this course we actually have a winter break. I was not expecting such nice, long break. Web conferences in this type of online, distance learning program is highly effective and appreciated.

EDLD 5363 Week 5 Reflection

Over the past several weeks, my group and I have been planning and creating an educational video. I am always a little apprehensive when it comes to working with a group of people, especially when I don't know the people to begin with. I was very pleased to learn that my group members cared a lot about our performance and held up their end of the work.  Our group worked very well together and shared the workload. There were many aspects to consider when creating our video, I believe that we did an excellent job. The assignments from this course have been beneficial to me, as I have learned many things about creating a quality video, recording audio, and editing.

EDLD 5363: Week 4 Reflection

Discussion post for Week 4:

Reflection:  The last two weeks have gone very smooth.  My group members are working well to divide up the work. We are making changes as we need to in order to improve the quality of our video. It is also very helpful to be working with a group who brings along various levels of expertise.
Assignment 4.2:  Last week, during the writing of the script, I had a pretty good idea of the information I wanted to include. During the narration of the script this week, I did decide to make minor changes to parts of it. The modifications made the flow a little better and it made the script make more sense. The time limit requirement was also a factor in deciding to shorten the script also. I tried to condense the opening in order to make the best use of the time which we were allowed.
Readings:  During the posted readings this week, I discovered how to integrate music with a voice over in Audacity. Prior to this week, I had used Audacity once. I was also interested in the special effects and features offered through Audacity. This software program is very useful and is fairly easy to use.
Citations:
Audacity. (n.d.) Features. 1(2). Retrieved April 21, 2009, from http://audacity.sourceforge.net/about/features
Audacity. (n.d.). Tutorial - Common editing tasks – Quickies. 1(2). Retrieved April 21, 2009, from http://audacity.sourceforge.net/manual-1.2/tutorial_common_ed_1.html

EDLD 5363: Week 2 Reflection and Evaluations

Week 2 Reflection:
During this week's assignment, I learned many helpful tips and uses for audio recording and video editing software. I enjoyed being creative and working with the software. Prior to this course, I did not have any real experience with any kind of audio or video editing software. The only real presentation tool I had used was Microsoft PowerPoint. I had no idea there were so many free software programs available for download. In the future, this newly obtained knowledge and experience could be integrated into my classroom instruction or as a presentation tool. This knowledge will also be helpful in future courses that I plan to take.

Week 2 Self Evaluation:
My script and tutorial video had a catchy introduction, provided relevant information, and established a clear purpose immediately. I also used correct grammar throughout the podcast.

Week 2 Peer Evaluation:
Flojean Williams
She had a catchy opening and closing. Her voice was calm and clear throughout the podcast. She also communicated relevant information in her podcast.

EDLD 5363: Assignment 2.3 and 2.2 Windows Movie Maker Tutorial, Script, and Plan

Assignment 2.3 Tutorial Video for Windows Movie Maker
Assignment 2.2 Plan and Script for Tutorial Video follows the video below

 YouTube Link to Tutorial: http://youtu.be/dSTBRd9ZJg0

  This work is licensed under a Creative Commons Attribution 3.0 Unported License.

 <a rel="license" href="http://creativecommons.org/licenses/by/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by/3.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/3.0/">Creative Commons Attribution 3.0 Unported License</a>.

Assignment 2.2 Plan and Script for Tutorial

 Plan:

·         Prepare a collection of photos/videos through the use of Jing Screencasting tools to provide visuals to aid in the explanation of Windows Movie Maker

·         Sequence the media appropriately

·         Narrate the tutorial using Audacity audio recording software and save as mp3 audio

·         Provide overview of how to use Windows MovieMaker in a few simple steps from start to finish with narrated tips of usage.

Script:

Welcome to Windows Movie Maker video editing software! Movie Maker makes creating a video of your favorite photos and videos easy and fast! Stay tuned for a quick tutorial on the basics of organizing and presenting your memories in a beautiful video format right from your own computer!

First, we will begin with the photos and videos you would like to include.

Simply upload them by clicking “Add Videos and Photos”

Arrange the videos and photos in the order you would like to have them by clicking on the image slide and dragging it to where you would like it to be placed.

You can add visual effects by selecting the tab “Visual Effects”

You can also add special transitions or pan and zoom in on your media by selecting the tab “Animations”

By simply adding in special transitions and panning in or out on media really creates a special touch to your photos.

Then, add your music by clicking “Add Music” and upload it to your video.

You can also adjust how long each photo or video is displayed after adding music or audio recordings by adjusting the “Duration” of each slide under the “Video Tools” Tab.

If you are short on time and want to create a quality movie very quickly, it can be done at the click of a button. One of the simplest ways to create a movie is by uploading your photos or videos and then clicking “Auto Movie” to automatically add a title, transitions and credits.

There are many features offered by Windows Movie Maker. I encourage you to try it out. Play around with Movie Maker, and let your creativity take the wheel. No matter if you’re an experienced movie maker or a beginner, Windows Movie Maker makes it easy to create a display of your memories that will last a lifetime!

Stacy's Digital Story and Reflection

Direct Link to Digital Story:   http://youtu.be/50ySIEAimhc

Reflection of creating a digital story
Creating a digital story was quite a task for me. It was not that the assignment was a difficult one, but it required me getting to know several types of software which I had no experience with. This was probably the whole purpose of the assignment though, right? I learned a lot about software that is available and how to convert files and record audio using a variety of methods. It took me a little while to get the hang of the software, but I stuck with it and figured it out. This assignment exposed me to a variety of software programs that could be very useful in the future. If presented with the opportunity to create another digital story, I will definitely be able to pull knowledge gained from this experience.

EDLD 5362: Week 4 - Classrooms of the Future

Classrooms of the Future

            In the future, there will be many new technologies emerging into classrooms.  Many districts and schools are moving towards incorporating network based technologies such as student response systems (SRS) and mobile devices and are putting them to use in the everyday classroom. “The use of a student response system can add a higher level of interaction and participation in class and allows comprehension to be assessed in real-time. The immediate feedback provided by the SRS enables the instructor to gauge the effectiveness of his or her training. This allows the instructor to alter the presentation and address problem areas for any topics that the students are having difficulty understanding.” (University of Minnesota, nd) Districts are implementing new technologies into school to meet the needs of district technology plans and standards, therefore meeting needs yet also trying to keep up with the modern world.

Classrooms of the future will support and encourage communication with the teacher during instruction. Teachers will be able to assess students’ learning throughout the class period through the use of electronic devices, sometimes referred to as “clickers”. “Most studies of student response systems have examined teaching and learning outcomes at the undergraduate level, yet such systems are becoming much more widespread in K-12 settings.” (Boscardin, C.K., Crawford, V., DeBarger, A., Masyn, K., Penuel, W., & Urdan, T. nd)  Teachers can pose questions, and students will be able to respond immediately.

            In the next five years, the model classroom will consist of laptop computers available for all students. Students will also have the option of bringing their own electronic devices such as personal computers, mobile devices, or tablets.  Tablet computing will aid in students’ learning of content by providing access to resources and books online. The use of tablets will also allow students to be more creative in the development and completion of assignments.  Online applications commonly referred to as apps which are available on mobile devices and tablets, will also be put to use in classrooms. “Apps with interactive components enable students to learn by doing, not just by listening to teacher lectures.” (Johnson, L., Adams, S., and Cummins, M., 2012)  More hands-on learning through technology will also motivate students to become more involved in their learning while meeting network standards.

Game-based learning on tablets, personal computers, interactive whiteboards, and mobile devices will be used as instructional and assessment tools. Games can be used to reteach, clarify misconceptions, and practice content material recently covered during class. Many students play video games or game apps on their personal electronic devices regularly and are highly motivated by them. By incorporating game-based learning into the classroom, students will be more motivated and involved with classroom learning.  “Games encourage students to make and learn from mistakes, which is a particularly important concept in the K-12 setting.” (Johnson, L., Adams, S., and Cummins, M., 2012)

Personal learning environments will be developed to assist learners by allowing them to work at their own pace and will expose student to a variety of resources that may be otherwise unavailable.  (Boscardin, C.K., Crawford, V., DeBarger, A., Masyn, K., Penuel, W., & Urdan, T. nd)  Personal learning environments will support the scaffolding of ideas, provide research-based inquiry methods, individualized pacing, high-order thinking skills, and individualized, differentiated instruction. Personalized learning environments can accommodate students’ needs while providing them with opportunities to explore the unknown while making connections along the way.  “A virtual classroom is usually a synchronous online meeting-space that includes text chat, shared whiteboard, and might include shared audio, video, polling, etc.” (Wikiaeducation.com, nd)

In a model classroom, there will be visual displays such as screens and projectors throughout the room that provides students with clear expectations and depictions of what is expected of daily assignments. These displays will allow collaboration between students during group work assignments addressing content standards as well as independent workspaces. Students will also be provided with opportunities to complete and submit assignments electronically.

The use of augmented reality will also be incorporated into instruction as a way for students to deepen their understanding of content through graphics and other means. Augmented reality serves to enhance the understanding of a concept by incorporating more information to build upon what we already know. Students and adults alike can relate to this concept. Augmented reality has been around for a while in movies, games, and television.

Natural user interfaces may be one of the most anticipated technologies of the future classroom. Virtual learning allows students to maneuver through situations and simulations to make learning very natural and interacting.  Virtual reality headsets, centers, and motion detecting gaming systems can walk students through various learning situations in a safe manner.  Such technology allows learning to occur in which the student is virtually in control. This is a whole new approach to hands-on learning which opens the doors to countless opportunities.

References

Boscardin, C.K., Crawford, V., DeBarger, A., Masyn, K., Penuel, W., & Urdan, T. (nd). Teaching with student response system technology: A survey of k-12 teachers. National Science Foundation. Retrieved on November 17, 2009, from: http://ctl.sri.com/publications/downloads/Teaching_with_Audience_Response_Systems_Brief_Report.pdf

Johnson, L., Adams, S., and Cummins, M. (2012). NMC Horizon Report: 2012 K-12 Edition. Austin, Texas: The New Media Consortium.

University of Minnesota. (nd). Student response systems. The University of Minnesota Office of Information Technology. Retrieved on November 17, 2009, from http://www.classroom.umn.edu/support/support-srs.html

Wikiaeducation.com. (nd). Course management systems. Retrieved on November 17, 2009, from http://schoolcomputing.wikia.com/wiki/Course_Management_Systems

EDLD: Week 5 Reflection

This week’s assignments focus on how students are obtaining information. For the most part teachers are being provided with older, more traditional resources to use to help teach students such as textbooks. Meanwhile, students are not as motivated as they could be. Howard Gardner also mentioned how using and integrating digital media into teaching is hopefully going to rejuvenate him as well.  (Edutopia.org) If the equipment, software, and training were made available to teachers then I am sure it would rejuvenate their teaching styles and methods as well.  Most children learn to use a computer of some type before school ever begins yet we place a textbook or a page of notes in front of them and expect them to memorize facts they probably are unable to connect with. Many of the speakers and the text focuses on using multimedia technology such as interactive gaming to increase students ability to problem solve as well as to motivate students and to peak their interest in a topic. We, as educators have to be able to provide students with more up-to-date ways to obtain the information we want them to learn. In order to prepare students for the careers of the future, we must update our ways of teaching students now.

Edutopia.org (nd). Big Thinkers: Howard Gardner on Digital Youth. Retrieved from http://www.edutopia.org/digital-generation-howard-gardner-video

EDLD 5364: Week 4

During this week’s reading assignments, there was a strong focus on project based explorations, project learning, and schools focusing on science and technology content tailored to students’ interests.  By focusing on students’ individual interests put students in charge of their own learning. Various ways to learn content and display the knowledge gained was also evident.  By making learning experiences meaningful and tailoring the experiences to their interests, students were able to learn more and become more motivated about their learning.  By incorporating more science and technology into students’ learning, teachers are preparing students for real world careers through hands on experiences. These learning experiences also give students an idea of possible career choices before they have to make a choice for college. I think providing students with opportunities for real experience is an excellent idea for preparing them for decisions to be made later in life.  These opportunities could serve as great experiences to help students determine what they really want to do with their lives. Learning experiences like those described this week during the readings and videos would have been very helpful to me in deciding my career choice.

Bookbuilder URL and Reflection

BookBuilder URL
http://bookbuilder.cast.org/view.php?op=view&book=65222&page=1

Reflection of BookBuilder Assignment:
I had never used Bookbuilder prior to this assignment. I found it pretty simple once I started playing around with it. There are numerous capabilities in Bookbuilder that I would like to go back and explore.  I enjoyed creating my sample book and can see how it would be useful in a classroom setting.  An electronic book created by the teacher to target specific content would be very beneficial and helpful to students of all abilities. Audio could be added to help students who have visual impairments as well as students who do not read at a sufficient level.   The use of images, text, audio, and characters would also motivate students throughout the learning process.  The Bookbuilder features options that would serve teachers and students in many ways.

UDL Lesson Plan - Conservation Efforts: Recycling

UDL Lesson Plan and Reflection

CAST’s UDL LESSON BUILDER

Lesson Overview

Title:	Conservation Efforts: Recycling
Author:	Stacy Garner
Subject:	Science
Grade Level(s):	5th
Duration:	1 day (60 minutes)
Subject Area:	Conservation Efforts: Recycling
Unit Description:	Students will understand the effects of human activity on the Earth.
Lesson Description for Day:	Students will explore recycling as a conservation effort.
State Standards:	SC 5-3.6 Explain how human activity (including conservation efforts and pollution) has affected the land and the oceans of Earth.

Goals

Unit Goals:	Students will understand causes/effects of pollution and how conservation efforts can help the Earth.
Lesson Goals:	Students will identify how recycling can conserve resources and reduce waste and pollution.

Methods

Anticipatory Set:	Question: What do you do with items when you finish with them? For example cans, newspapers, plastic bottles?
Introduce and Model New Knowledge:	·         Video Segment Reduce, Reuse, Recycle from ETV Streaming http://app.discoveryeducation.com/core:player/view/assetGuid/DC017882-602F-41AC-B22F-DBECD3631439   (RECOGNITION NETWORKS) ·         Guest Speaker from SC DHEC: Action for a Cleaner Tomorrow Program ·         SCDHEC Website: Pull facts and information regarding pollution and conservation  ·         http://www.scdhec.gov/environment/lwm/recycle/education.htm   (Provide notes for the Hearing Impaired, Provide hands-on opportunities for the visual impaired) (RECOGNITION NETWORKS)
Provide Guided Practice:	Discussion with classmates - Create a list, diagram, written explanation, or other way to explain the importance of conserving resources and reducing, reusing, and recycling items. Share with the class. (AFFECTIVE NETWORKS) ·         10 GT: Begin researching local recycling centers and determine which types of materials they recycle and what items can be made from the recycled materials. (RECOGNITION NETWORKS) ·         1 Visual Impaired - Hands on Sorting Activity (Reuse it, Recycle it, Throw it away) (STRATEGIEC AND AFFECTIVE NETWORKS) ·         1 Hearing Impaired - Hands on Sorting Activity (Reuse it, Recycle it, Throw it away) ·         Remaining 18 - Hands on Sorting Activity (Reuse it, Recycle it, Throw it away) Discuss why you made that choice (AFFECTIVE NETWORKS
Provide Independent Practice:	·         10 GT:  Students will use computers to locate information and create a slide show or other means of communication to share findings. (STRATEGIC NETWORKS) ·         1 Visual Impaired - Reading Passage with Online Quiz on Recycling, Conservation, and Pollution (use of headset with oral reading provided) (STRATEGIC NETWORKS) ·         1 Hearing Impaired - Reading Passage with Online Quiz on Recycling, Conservation, and Pollution ·         Remaining 18 - Reading Passage with Online Quiz on Recycling, Conservation, and Pollution (All students will have the option of using the headset with oral reading if desired) (STRATEGIC NETWORKS)

Assessment

Formative/ Ongoing Assessment:	Teacher Observation, Student Responses, Sorting Activity
Summative/ End Of Lesson Assessment:	Online Quiz with Immediate Feedback (STRATEGIC NETWORKS)

Materials

ETV Streaming Video Segment – Reduce, Reuse, Recycle

Items for Sorting

Facts and Other Information from SC DHEC

Guest Speaker from SC DHEC

Online Quiz

Computers

Headsets/Headphones

CAST2006 Adapted from http://lessonbuilder.cast.org 2

REFLECTION OF LESSON:

During the creation of this lesson, I realized that I do not have a lot of experience in dealing with students who are blind or have a hearing impairment. Preparing activities that accommodate their needs took additional planning and thought. I found this lesson to be a little more challenging that my typical lesson plans in regards to including the three networks. Thinking through an entire lesson with the "what, how, and why" does not seem that difficult at all, but then the various levels of students that you must address came into play. Planning a lesson to include technology while meeting the needs of so many different levels of students is a challenging task. I believe this lesson meets the needs of the students described in the scenario. There were a couple obstacles to overcome in the development of this lesson including, how to plan activities that provide students with multiple ways to learn the information and how to accommodate the two students who have a greater difficulty with the learning process. Throughout the entire planning process, I tried to consider all students and to provide everyone with multiple means of learning the content and ways to show what they learned.

EDLD 5364 - Week 3 Reflection

During this week's assignment, viewing of videos, and readings, I have developed a deeper understanding of the UDL layout. The objective of a UDL is to reach students of all learning styles and ability levels. By addressing all of the students' needs through a variety of strategies and methods, more students will be successful. The videos of the intermediate school student who uses technology to make movies and uses a green screen was amazing. One part of it when the teacher said the student actually tutors her was awesome. (Edutopia.org)  Students know so much about technology that often times, I think adults underestimate what they can really do. I intend to incorporate more technology based assessment tools into my own lessons in order to provide more immediate feedback to my students and to determine which students need additional help in specific areas as we progress through lessons from day-to-day. Waiting until test day is too late to determine students do not fully understand the content.  By creating a UDL plan and incorporating technology based assessments, instruction and learning will surely improve.

Citation: Edutopia.org (nd). Digital Youth Portrait -- Cameron. Retrieved from http://www.edutopia.org/digital-generation-profile-cameron-video

EDLD 5364 - Week 2 - Reflection

During the week 2 assignment of EDLD 5364, I gained knowledge regarding many available resources for using technology in the classroom to address students’ many different learning styles. I also deepened my understanding of how I should be creating lessons to meet the needs of a variety of students. Through the integration of technology and computer-based instruction, students can work at different levels and at different paces. I was also interested to read that a study found computer-based instruction made a significant impact on their learning. “Students learn more in less time when they receive computer-based instruction.” (Schacter, 1999) Currently, my classroom is a science lab with no student computers. This week’s reading assignments and videos have made me really think about getting technology into my classroom or making arrangements to reserve the computer lab for student use.  I was also interested to find how technology can bring students together and allows them to make connections through interactions with others. Any way in which I can help students make connections to content material and classmates is well worth the time and energy required to make a difference.

Citation: Schacter, J. (1999). The impact of education technology on student achievement: What the most current research has to say. Santa Monica, CA: Milken Exchange on Education Technology. Retrieved from http://www.mff.org/pubs/ME161.pdf.

EDLD 5364 - Week 1 - Part 1 of 2

Week 1 Assignment Part 1 of 2

This week I have learned many things regarding learning theories and teaching strategies using technology. I became very interested in the examples provided about how to create more student-centered learning environments instead of teacher-focused classrooms. This is an area that I continuously try to do, but I find myself quite often doing all of the talking.  An area that I had not put much thought into was the Cyborg theory. The video this week really made me think about the direction we may be headed in when dealing with all of the new, developing technology. Linking up ourselves to computers and even other people to transmit information sounds a little scary to be honest. While reading about the other theories, I found that my teaching style relates very much to constructivism.  I believe teaching and learning must connect the unknown to what students already know in some way. If students can make a connection with some sliver of prior knowledge, they may be able to comprehend the content and retain the information better. I also learned a lot about connectivism. I really liked the idea of building internal (neural) and external (resources) networks to process information. I was taught while I was coming through school to be a life-long learner. Connectivism is all about staying current through continuous learning.

Revised Research Plan

Tool 7.1 Action Planning Template

                                                                                                                                                                   

Goal:  The goal of my action research project is to identify strategies to create an effective mentoring program and determine if a mentoring program designed for low-achieving students makes an impact on their classroom performance.

Action Step(s)	Person(s) Responsible	Timeline: Start/End	Needed Resources	Evaluation
Identify a Group of Struggling Students in Need of Additional Assistance	Self Assistance Provided by my Site Supervisor (Principal)	August 2012 – September 2012	·         Student Records (Grades, Behavior) ·          Teacher Reports of Progress (Rankings of In-Class Performance and Behavior)	Records of Students’ Grades, In-Class Performance, and Behavior
Conduct Research to Identify Strategies for Effective Mentoring Programs	Self	August 2012 – October 2012	·         Internet ·         Professional Books on Mentoring Programs for Struggling Students	Approval of Site Supervisor
Implement and Monitor a Mentoring Program for Struggling Students – Reflect upon findings and make modifications as needed	Self Assistance Provided by my Site Supervisor (Principal)	August 2012 – April 2012	·         Student Records (Grades, Behavior) ·         Teacher Reports of Progress including Anecdotal Records and Rankings ·         Internet ·         Professional Books on Mentoring Programs for Struggling Students	Comparison of Data - (Before and After) of Students’ Grades, In-Class Performance, and Behavior

Template created from:   Harris, S., Edmonson, S., Combs, J. (2010) Examining What We Do To Improve Our Schools: 8 Steps From Analysis To Action pp.85 Eye on Education: New York