Author: Chantal Drolet

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Discussion #5: Kwikwetlem Project

Reflections: Kwikwetlem Project

Module 5: Multimedia / Features and Benefits

RE: Kwikwetlem Project

What might be three (3) important questions Raj could ask himself when deciding which multimedia to include?

1. What about: Students, Accessibility, Ease of use & Speed?

a. How accessible will the multimedia tool be for the grade 5 students?

b. How easy is it to use the media for these elementary students?

c. Will the chosen media be fast enough for students who are used to rapid connections?

2. What about: Costs, Novelty & Interactivity?

a. Would there be costs involved?

b. What about the cost in terms of development time for Raj? He will be spending his weekends on this project. How does he justify this investment?

c. Does the novelty and interactive characteristics of the chosen multimedia tools promote student interest? Does it cause too many frustrations for the designer?

3. What about: Teaching & Learning, Organization?

a. Will the chosen multimedia enhance teacher and learning?

b. Is it more than a “toy” to motivate students to have a superficial look at the content?

c. Will the tools trigger interest in a way that develops critical questioning?

d. How is it possible for Raj to organize or structure the educational experience so as to facilitate knowledge integration?

Do you think Raj can deliver this in a month? Explain your answer and either:

• Yes, I think so. By putting aside 10 hours a week he can:

1. Produce his video

2. Create a wiki

3. Design activities as formative assessments

4. Design a project for his students as a summative assessment

Suggest how Raj approach developing his website?

Compared with the steps advanced by Siemens (2003)

Selecting media type to achieve learning outcomes:

1) As usual, I would suggest that Raj start with the end in mind.

a) Plan the assessment strategies (taking in consideration the ministry’s IRP requirements)

i) Siemens:

(1) Determine the outcome. What will the student be required to do/demonstrate/produce at the conclusion of the lesson/module/unit

b) Develop the activities and project that will best assist students in their learning experimentation

i) Siemens:

(1) Rate the outcome according to Bloom’s Taxonomy (or similar taxonomy detailing levels of understanding)

c) Take in consideration his role and time in the moderation and development process

i) Siemens:

(1) Determine media characteristics

(2) Select media based on availability, expense, time, expertise, and general considerations (bandwidth, technology (i.e. do learners have video/sound cards))

Offer an alternative to the website, one that will use some of Multimedia already collected.

• He could create or a Moodle site and integrate this module as part of his whole course instead of a stand alone experience.

References

• Boyes, J., Dowie, S. & Rumzan, I. (2005). Using the SECTIONS Framework to Evaluate Flash Media. Innovate Journal of Online Education, 2(1). Accessed online 12 March 2009  http://www.innovateonline.info/pdf/vol2_issue1/Using_the_SECTIONS_Framework_to_Evaluate_Flash_Media.pdf

• Siemens, G. (2003). Evaluating Media Characteristics: Using multimedia to achieve learning outcomes. Elearnspace. http://www.elearnspace.org/Articles/mediacharacteristics.htm (accessed October 11, 2005).

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Discussion #4a: The Wisdom of the Crowd

Reflections: The Wisdom of the Crowd

Module 4: Social Media / Personal Publishing & Social Networks

RE: The Wisdom of the Crowd

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Discussion #3c: Assessment challenges and opportunities

Reflections: Assessment challenges and opportunities

Module 3: Interaction and Assessment Tools

RE: Assessment challenges and opportunities

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Discussion #4b: 50 ways to Tell a Story Activity Reflection: Digital story

Reflections: Digital story & social media

Digital Story

Reflection on social media

To create my digital story, I used the tool called “slide” at http://www.slide.com/.

It can be watched here: http://www.slide.com/r/tnqMktFM3T-p6K1Gzi6jCef7ThDHqy0I?previous_view=mscd_embedded_url&view=original

First selecting this tool was an adventure:

  • I tried at least three tools until I was satisfied.
  • Some tools did not allow the use of captions, which made it challenging to tell the story.
  • Some tools did not allow for music.
  • At first, I wanted to use a video, but then, I realized that most of the tools were not equiped to create what I had in mind. Some probably were, but I would have had to pay to become a member.

Learning how to author the tool I selected:

  • I soon realized that the use of images was the most effective way of creating my story.
  • First, there are many images available on Google (advanced search: labeled for reuse).
  • Also, with images, it became possible to add captions and audio.
  • I was pleasantly surprised to find out that the end result was quite presentable.

The choices:

  • Slide offered the possibility of choosing a certain style.
    • Of course, I went for the old film look, being a very big movie fan.
  • It also allowed for the use of “skins”, which are textures around the basic look.
    • In my case, the skin consists of holes like in an old movie strip.
  • Slides were surprisingly easy to add, so were captions.

The impact of the tools:

  • Images were found on the internet and, despite the limited choice in the “reusable” public domain, I found what I needed to illustrate a Mayan legend.
  • The music was not entirely satisfying. I would have prefered the sound of flutes from the Andes, for example. But at least there was an instrumental piece that sort of worked.
  • I did not find any mean to add music other than from the tool’s own audio bank.

Using the “Slide” to teach Spanish:

  • I intend to use this tool in my Spanish class. I found it to be user friendly and quite adaptable to the types of presentations that my language students create for our class.
  • The various templates offer them many different ways of presenting their work.
  • It can be used to tell a story, teach a lesson, or review a specific theme.
  • I have actually added it the Moodle site that I created for this course.
  • I believe that my students would really love this tool. At this time, they tend to gravitate around PowerPoint. I think that “Slide” would give them a very creative and flexible alternative.

References:

Lamb, B. (2007). Dr. Mashup; or, Why Educators Should Learn to Stop Worrying and Love the Remix. EDUCAUSE Review, vol. 42, no. 4 (July/August 2007): 12–25.  Accessed online March 9 2009 http://www.educause.edu/ER/EDUCAUSEReviewMagazineVolume42/DrMashuporWhyEducatorsShouldLe/161747

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Discussion #3b: Synchronous and asynchronous communication

Reflections: Synchronous and asynchronous communication

Module 3: Interaction and Assessment Tools / Communications Tools

RE: Synchronous and asynchronous communication

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Discussion #3a: What would Trinh do?

Reflections: What would Trinh do?

Module 3: Interaction and Assessment Tools / Communications Tools

RE: What would Trinh do?

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Discussion #2b: Pro-D

Reflections: Pro-D

Module 2: Presentation Tools: Spaces, Places and Platforms for Learning / Other web-based approaches

RE: Pro-D

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Discussion #3: Interactions to support learning

Reflections: Interactions to support learning

Module 3: Interaction and Assessment Tools

RE: Interactions to support learning

I found Anderson’s article fascinating.

As a media teacher, when I think of learner-centered, I think of:

  • students choosing the themes for which they will write a script and ultimately make a film
  • my role as a facilitator, who encourages each individual to explore their strengths as they produce the film
  • products (films) that we screen for the benefit of other students

Knowledge-centered, for me means:

  • students using the “grammar of movie making” while producing their films
  • students communicating to others what they are doing technically & conceptually
  • filmmakers with a level of autonomy, allowing them to find solutions without the constant assistance of the teacher

Community-centered:

  • students teach each other
  • students work in crews and must compromise and cooperate
  • students create a film as a way to contribute too their peer group (awareness; inspiration; knowledge… )
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Discussion #3c: Assessment challenges and opportunities

Reflections: Evaluation Rubric

Evaluation Rubric

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Discussion #2c: Diabetes DVD

Reflections: Diabetes DVD

Module 2: Presentation Tools: Spaces, Places and Platforms for Learning / DVD Authoring

RE: Diabetes DVD

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