This assignment combined multiple relevant teaching elements. Blending an online learning environment with strong pedagogical strategies to complete an entire module of learning was new to me. As an elementary generalist, we typically would use some of these elements but do not typically develop fully LMS directed courses. For my project, students would undertake many of the course components while under my supervision and facilitation. When moving towards a more constructivist design of teacher where learning is more personalized, finding time to manage all the student’s needs can be overwhelming. Have an LMS module in a blended learning classroom would allow students to have a set direction and instruction without having the need for content delivery by the teacher. Students can gain and explore content through the activities. The teacher can then monitor progress within the class as well as online. Work is recorded and shared with classmates and the teacher. Interventions can happen as just-int-time learning opportunities. Assessment becomes more visible and a record of learning is housed within the project.
There are multiple challenges to using this platform within my teaching context. Primarily, access to technology can be a significant barrier. Although BYOD is becoming more common, we continue to rely on school based technology. In order to run a module like this, large amounts of computer time are required and may not always be available. Secondly, students require significant skills to work independently. They must follow this module in sequential order or the project will not be successful. Management tools such as the order established and the check boxes for completion are designed to help students manage their progress. Thirdly, a reasonable amount of technological skills are required for students to navigate the LMS and complete the assignments. Fourth, setting up the module is considerably time consuming as is the review of all student work housed within the module. This is beneficial if one teaches the same grade or similar content in following years or for multiple classes. The LMS is easily adaptable for future use and scalable for no additional cost, but the time commitment is significant.
In terms of course development, I worked towards adherence to the belief that effective learning is community-centred, knowledge-centred, learner-centred, and assessment-centred (Anderson, 2008). Though developing lessons to assess and then build background knowledge accessible to each student, I was able to create a learner centered environment. Information was presented through video, audio, text (variety of reading levels) and with a variety of scaffolds such as graphic organizers. Assessment occurred through multiple types, including a quiz with immediate feedback, written discussions, project rubric and self and peer assessment opportunities. Students worked collaboratively and at some points created curriculum together and at other times took on a specialized role within their group. Students were given a purpose of sharing their project with others in the school as a way to promote healthy living and a homework assignment to introduce yoga to their families.
The digital story was for me like many new learning platforms, exciting to learn but frustrating as well. I had never used VideoScribe. I wanted to use the opportunity to learn a new platform and potential form of delivery. To assess my choice I applied the SECTIONS framework (Bates, 2014).
Students at the grade 5 range are a demographic that respond well to video learning and animations in particular. VideoScibe animations would likely appeal to them as it uses digital representations ‘drawn’ as if by magic. Using visuals along with audio overlay and musical enhancements, appeals to a wide range of students. The students can access the video and replay in order to review or repeat content. In terms of access, students can view the video on personal devices or it could be displayed with a projector as a whole group. Very little technical knowledge is required.
Ease of Use- This program worked differently than other digital story telling programs I have used before. Although some video tutorials were available, they tended to be quite lengthly and difficult to isolate the one element I was trying to learn. It became an investment of several hours to watch all of the videos I needed to feel confident. I tried ‘playing’ with the software on my own, however this only lead to high levels of frustration. If I was going to teach this to the students I would want to develop my own tutorials. Once I got the hang of the program, it was more simplistic in its options than I thought. Adding voiceover could not be done in sections, but rather as one large recording. Matching the pictures to the audio was straight forward and generally accurate, however, the music overlay was an all or nothing. It had to over all the track with an option to loop or not at all. I found this very limiting.
Cost- Part of the allure of this program was the trial version is free for 1 week. This provided me with an opportunity to test out its capabilities without being held to a subscription. With options to pay monthly or yearly, flexibility was built in. They do offer educational pricing by application so I am unsure of the accessibility of cost to a school.
Teaching- In designing my video, I worked to align with Talbert’s key design principles (Bates, 2014):
Keep it Simple: focus on one idea at a time.
Keep it Short: keep videos to a length 5-6 minutes max. to maximize attention.
Keep it Real: model the decision making and problem solving processes of expert learners.
Keep it Good: be intentional about planning the video. Strive to produce the best video and audio quality possible.
Using Videoscribe allows one picture to be drawn at a time which isolates and slows down the presentation of information. Each visual need to be chosen to represent a concept and the program builds these together for effect. Some animation programs use a computer to read an entered script, while Videoscribe requires you to record a human voice, much more pleasing for the listener (Bates, 2014).
Interaction- In terms of interaction with a recorded digital story, limited interaction occurs. Students view this information but are not required to respond inherently with the content. How the digital story is used creates the interactions. After watching this video and other information sources, students are required to demonstrate their learning. This learning is evident individually during the building background stage and collaboratively when students are asked to apply this information into their final projects.
Organization- My current employer has not included Videoscribe on the approved Web Tools list. This restriction would allow me to create a digital story on my own as a teaching tool and share it Youtube for example, however I would not be able to teach this program with my students. Other programs such as Scribjab have received approval so an application could be made after due diligence on the safety and security of information was cleared.
Networking- This, as with most digital storytelling platforms, has limited networking capabilities. The file can be easily saved and converted into a video file shareable on Youtube. The video can then be used to share using discussions, blogs, social media, etc.
Security and Privacy- Videoscribe has a detailed security and privacy policy. Additionally it is one of the more secure options as it does not use personal photos or identifiable student features. The only identifiable features would be the voice over which is would be difficult for recognition. Other digital story software often incorporates student photos which if stored off-site are typically not used in our school setting. The files you do create on Videoscribe remain associated with your login even after your free trial is over. If you decide to purchase at a later date, your creations from the trial period are again available to you.
Although the SECTIONS framework had some limitations, it was helpful in weighing out potential options for digital storytelling.
Overall this project provided opportunities for learning many technological skills alongside solid pedagogical considerations. This LMS could be readily used with students to achieve a variety of curricular outcomes in ways that appeal to students in a digital age.
Anderson, T. (2008a). Towards a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning. Edmonton AB: Athabasca University. Retrieved from http://www.aupress.ca/books/120146/ebook/02_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Bates, T. (2014). Teaching in digital age http://opentextbc.ca/teachinginadigitalage/ (Chapter 8 on SECTIONS framework)