EdTech 513: Podcast Critique

  1. Select one podcast you would like to share and discuss with your classmates.

Google Educast # 143

  1. Critique the podcast based on the following criteria:
    1. interest (does it have wide audience appeal?)
        • This particular podcast appeals to technology teachers that want to stay current with new Google apps, products, etc.  Or teachers that enjoy using technology
    2. quality (was the audio clear),
        • The quality of the audio was clear even with the speakers being in a variety of locations.
    3. speaker voice (did the speaker’s voice project well?),
        • All the various speaker’s voices projected well
    4. format (did the podcast flow easily and hold your interest?),
        • The podcast was enthusiast more like I was listening to several technology having a conversation rather than being more for others to enjoy listening to.  Personally I did not find this model engaging.
    5. music (did the music match the theme of the podcast and make sense?),
        • The introduction music was good but then led into an advertisement asking for donations.  I felt that this was a bit lengthy
    6. and anything else you can think of.

Because I didn’t find this particular podcast very engaging in comparison with other’s I am evaluating a second podcast.

  1. Select one podcast you would like to share and discuss with your classmates.

 

  1. Critique the podcast based on the following criteria:
    1. interest (does it have wide audience appeal?),
        • The podcast appeals to any teacher looking to integrate technology into their instruction.
    2. quality (was the audio clear),
        • The audio quality was very clear
    3. speaker voice (did the speaker’s voice project well?),
        • Both the speakers projected their voices well.  They had more inflection in their voice than the other podcast I listed to
    4. format (did the podcast flow easily and hold your interest?),
        • Even though the format of this podcast was similar as far as listening to the presenters have a conversation, I felt that these presenters gave more practical application in the classroom than the previous podcast
    5. music (did the music match the theme of the podcast and make sense?),
        • The introductory music and opening words work well to introduce the podcast.
    6. and anything else you can think of.
        • These podcasts are great and have real world application that you can often institute into classroom instruction easily given the recommendations the presenters make.  I wish they were still making podcast.

EdTech 513 – Multimedia Design Dilemma

Design Dilemma:
Your school principal has asked you to explain why you don’t include text to match your narration of multimedia instruction. (S)he cites different learning preferences as being the reason, along with adding additional modalities to improve learning. How would you answer?


According to the Modality Principle it is helpful to have printed words on a screen concurrent with graphics when you have a student that is hearing impaired and therefore can’t access audio or when bandwidth, sound cards, headsets are not available or up to par within the learning environment creating more of a hindrance with using narration. (Meyer, p. 120) Given the bandwidth concerns and digital divide within the community when we are designing multimedia instruction we need to be cognizant of the factors as they will make our overall network slow if we use these in all classrooms simultaneously on a regular basis. It can be helpful to have labels in conjunction with graphics when the graphics are complex or the flow of the instruction is fast paced in nature. When providing audio is not possible then we should limit the text to only that which is necessary as to not overload the viewer of the multimedia instruction. Presentations should be concise and not be lengthy when possible. The attention span of the end user needs to be considered when designing multimedia presentations. When students are viewing images and there is text also present they are taking in both the graphic representation and the text in through their eyes this will overload the visual portion of the brain actually decreasing the students ability to process information. This is the case when the text is present as a portion of the written words an instructor says. However, if we use audio narration with the visual image and limited labels this will actually increase students retention of the content because the instruction will not be over stimulating the visual pathways. Learners also need time to process content so it needs to be chunked into digestible bites.

The Redundancy Principle states that in certain circumstances it can be helpful to have both text and narration (Meyer, p. 143). I appreciate your concerns about ESL students and those students that may have auditory processing issues. For these students we could have a different presentation they access without the audio that has the text present. These particular learners are the exception to the rule of multimedia best practices under the present circumstances as they would benefit from having the narration in a written form rather than in an audio form. Having these options available would assist us in making sure that we are 508 compliant.


Clark, R., & Mayer, R. (2008). Chapter 6 & 7. In E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (3rd ed.). San Francisco, CA: Jossey-Bass/Pfeiffer.

EdTech 513 – Audacity Audio Recording

Audacity Audio Recording

I’ve attended workshops about Audacity use in the classroom, however, this is the first instance where I’m using it myself.  I found this free tool for the creation of audio files very user friendly.  To make my sound recording I use Chester Creek USB headphones with a build in Mic.  I found the sound quality to be very clear.  As a result of the ease of this experience I can see using Audacity more often in the future to create sound files, podcasts, and narrations in the future.

EdTech 542 – Week 5 Digital Reflectio

Throughout this week the focus has been on creating an essential driving question and sub-questions.  I began my process using the BIE Driving Question Tubric 2.0 create my essential question for the Digital Footprint unit.  I reviewed the reading material while I continued to wordsmith my essential question.  However I kept focusing on the outcome more that the broad overarching goal.  After attending the webinar offered by Dr. Kerry Rice, I had a better understanding of the essentials of the driving question.  From the portions of my driving questions that were too detail oriented I generated several subquestions that student will explore to get them towards the end result.  The questions and subquestions have been added to the project overview on the PBL site for the Digital Footprint unit.

 

The next phase was to take a look at various visual planning tools.  Of those tools presented as options there were only two that I have not used before.  I chose to use Padlet to create my visual mapping for my project.  I am using this tool to organize ideas and resources around the sub-questions developed.

EdTech 513 – Presentation – Digital Footprint


My presentation covers an introduction on the topic of Digital Footprint.  Students will see limited text and carefully selected images to represent concepts when possible.  In one instance students use a Google Form to actually generate an image that will then be interpreted through class discussion of our own digital footprints.

This project demonstrates multimedia and contiguity principles by:

  • carefully selecting images that align with the text on the page
  • being aware of whitespace in the presentation
  • having textual information minimized on each slide
  • incorporating video when appropriate that has been carefully selected in aligned with  chunk that is digestible given to attention span of the learner
  • there is a balance between text, video, and visual presentation of the media
  • by using visuals with words instead of words alone

Creative Commons License
Digital Footprint is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Based on a work at http://wp.me/p29Uop-b3.

ED Tech 542 – PBL Reflective Journal Week 3

As I explore the materials presented for review this week I am reflecting upon what makes a great PBL unit.  I am thinking that students creating a positive digital footprint through showcasing their best work in their digital portfolio lends well to the PBL model.  I would like students to learn about how to be safe using the internet while creating a positive digital footprint for themselves that can be used to log their growth over time.

 

  • Students will need to be able to select their best products from the elementary experiences and reflect upon their learning process.
  • Students will need to know some basic HTML code to be able to embed some of their digital artifacts, creating headings, and edit artifacts so they appear in a way they want.
  • Students will need to know some basic of web design theory – consistency, ease of use, and color design.
  • Students will know how to edit a website template, embed Google Apps as artifacts, add files such as Scratch animation, adjust image sizes in html code, showcase their best work aligned with the NETs standards for learning from all content areas.

 

At the present time my students are learning how to type, create a variety or Google Apps artifacts such as: Docs, Spreadsheets, Drawings, and Presentations, using digital tools to learn in a safe way such as: code.org, khanacademy.com,  use video tutorials and step-by-step directions to create student products, create source citations,

 

Some students are ready to create their digital portfolios and can manage themselves in the learning process.  While other students are not independent enough in the learning process to make adequate progress at such a large scale assignment.  There are a small number of students that have good foundation for a good project of this nature while the majority have been conditioned through scripted programs that have not developed their critical thinking skills and collaborative work skills enough to work self directed in a coach model of instruction.

 

My students are working towards operating as a learning community.  In our classroom I have instituted a help desk that opens after students first review the assignment directions and ask two classmates for assistance.  There are other times when I appoint a student tech expert to assist other students with their questions.  Typically this is a student that has shown mastery at a specific skill and is ahead in their own learning process.

 

As far as next skills that would most benefit students in completing this project that solely depends upon the individual student in my class.  As a whole group, however, would have a discussion about digital citizenship and what it means to be a digital citizen.  As a sub-category we would talk about digital footprints as the electronic cookie crumbs you leave behind when you use electronic devices.  The next step would be having students exposed to what a website looks like from a developer’s standpoint.  Explore some basic HTML code using codeacademy.org course 1.  Then using Google Sites digital portfolio template begin to customize their web-site to add artifacts and digital reflections to their web-site.

542 – Project Seach Discussion Post

 

When reviewing the materials on the sites provided what I found is that there is very little where computer science is the focus of the project.  Although all project have a technology component embedded into them this is not the main focus of the skills or pathway of the learning process.  As a computer science teacher, this makes designing a PBL a bit more challenging as I don’t have a good model within my content and grade level to base my own project off of.

 

I did locate a finished project on YouTube that was not a unit plan that looked appealing on digital citizenship.  In addition to this, I located a kindergarten unit on journaling and interviewing family members. I must say that the project seemed really interesting, however, I would love to see a blog where the teacher talks about what worked well and what problems she faced.  As the project involves a lot of reliance upon parent involvement and work outside of the classroom at that level.  The district in which I work does not give homework to students at this level.  In addition, I know that homework completion is a major challenge at the elementary level within the school district in which I am employed.  As a “specialists” I am not able to give homework.  There seems to be a major connection in the projects I reviewed on student accountability.  Another problem I face as a “specialists,” is not being able to hold students accountable for absences, work completion, or acquisition of skills.  As I plan and think of what project to embark upon all of these components are looming in the back of my mind.  Instead of conducting this project with kindergarten students, I can see it working better with 3rd grade students as a blogging assignment.  I see this working better with this grade level for several reasons: First, they have better typing skills to produce a paragraph of text in a reasonable amount of time.  Second, they have better computer navigation skills to be able to follow bookmarks, e-mail files to themselves, and edit photos.  Instead of an oral presentation, I can see students creating a video log of the differences between people of the past and those of today then this could be added to their blog about their experience.

 

Another project I found was geared toward older students, grades 3-5 to create a business where they created a movie, apply for jobs on the movie, assign team roles, apply for loans, and sell tickets to their movie premiere.  I can see students really having fun and getting into a project like this.  Personally, I would like to see the topic for the movie refined a bit so that it wasn’t so broad and was more guided to align with possibly their social studies or science content.  Give the instructional time I have with students I foresee a project of this size taking the entire school year, unless I could get the grade level classroom teachers on board with collaborating so that some work would be done with them and the actual video production and editing would be done in ICT.

Garden Ridge Elementary Fourth-Grade Digital Citizenship PBL. (n.d.). Retrieved January 31, 2015, from http://www.youtube.com/watch?v=ZWiF4deb_gM

 

Hall, J. (2009, January 1). Teach21 Project Based Learning Family Ties Kindergarten. Retrieved January 31, 2015, from http://wveis.k12.wv.us/teach21/public/project/Guide_print.cfm?upid=3502&tsele1=4&tsele2=100

 

Merging Technology and Entrepreneurship. (n.d.). Retrieved January 31, 2015, from http://www.bizworld.org/Bizmovie-Entrepreneurship

Previous Older Entries

Follow

Get every new post delivered to your Inbox.

Join 281 other followers