Worked Example Screencast

My last project for Multimedia EDTECH 513 was to create a worked example, which is a multimedia instruction video.  As I thought about what to create, I kept in mind that I wanted a lesson that I commonly use with my fifth grade students.  Since we became a Google district, I have been encouraging collaboration using the Google Apps.  The most commonly used app is Google Docs.  My students easily get the hang of typing their information because they have had instruction with Microsoft Word in the past.  Sharing documents and saving work is a skill that they commonly have questions about.  With Google Docs it is easy to share and collaborate with partners or groups and the work always saves automatically.  My students constantly need a lesson in the beginning of the year to learn the steps to complete this process.  They usually ask me a few times to review those same steps.  A video on my website demonstrating these steps will help with time management in my classroom because I will not have to reteach the same lessons to students who need new or repetitive instruction.  The students can view a lesson on Google Docs sharing for the initial introduction to the skill with practice, as well as a refresher if any steps were forgotten.  Therefore, I created a worked example demonstrating Google Docs Sharing.

To create this worked example, I had to find screen-recording software that was easy to use for beginners.  I have QuickTime for MAC but I found editing a bit cumbersome.  I downloaded the free trial of Camtasia and was fortunate to find that there were excellent tutorials included with the software.  I watched a few and can’t wait to practice more, but for now I kept it simple.  I used their suggestion and wrote out a script outline for the lesson.  I practiced a few times to learn how to import a title slide, do a voiceover, delete video, and edit any mistakes.  Once I felt comfortable, I created the tutorial in two recordings due to an error towards the middle of my recording.  Basically, I stumbled on the wording and forgot what I was doing.  After I was done, I put the title, title audio and two recordings together to make my worked example and uploaded it to YouTube.  I was sure to keep this week’s reading about conceptually meaningful chunks in mind while recording.  It states that if a procedure has many steps to perform, the lesson should be grouped into skills that build on each other (Clark and Mayer, 2008). To do this, I grouped specific skills and had the students pause the video and practice these skills throughout the lesson to avoid cognitive overload and encourage learning transfer.  Pausing the video allows students to work at their own pace and move forward when they are comfortable completing the next set of skills.  The biggest challenge I faced with recording was finding a quiet space, away from my three sons, ringing phones, computer notifications, and a barking dog.  Aside from that, I found the experience enjoyable and creating worked example videos is something I will continue to do in the future to help my students and train teachers during professional developments that I deliver.  This way all lessons can be revisited if the need arises.  I hope this video tutorial not only helps my students but can also aid teachers of elementary school age children.

Clark, R. C.  & Mayer, R. E. (2008). E-learning and the science of instruction. San Francisco, CA: John Wiley and Sons, Inc.

Google Docs Sharing Tutorial Narration

 

Talking EdTech with Trish Podcast

Talking EdTech with Trish Podcast link

Podcast Transcript

The podcast series I would create would be a weekly podcast on all different topics about Educational Technology. This week I chose to share as much information about electronic portfolio use in the classroom as I could without overwhelming you. In fact, if anything, I believe I tried to persuade you to think favorably, since electronic portfolios are becoming more and more in demand in school districts. This task was timely because not long ago I was asked by my school district to give a professional development on portfolio use. I was to come up with a plan for a school-wide portfolio assessment program and I really wasn’t confident that I could accomplish it effectively. I studied and reviewed the areas that were hazy to me and as I presented details to you about the digital portfolios, I became reinvested in the practice once again.  As a teacher, I recognize so much potential for the students and fulfillment for the teachers with digital portfolio use.

So now you know my intentions, but here are some of the real comings and goings during this project. I sincerely hope you felt my favorable vibes within the context of my presentation.  The actual preparation of the Podcast was more stressful.  The acoustics weren’t accurate at first, and when that issue was conquered, I jumbled my verbal presentation.  I was feeling very confident at one point, somewhere around providing you with the benefits of student portfolios, when my youngest son barged into the room during recording and I had to start over again. I have three sons, so this interruption was not too bad.  All in all, when I look back at my work, I am proud of the contents.  I am anxious to read what you think and, please tell me, did I sway your opinion of digital portfolio use at all?

 

Haiku Deck Presentation

Haiku DeckThis week, in my EDTECH 513 Multimedia class, we learned that when designing a presentation, it is important to incorporate the Modality Principle. This means that learning occurs through the use of images where only a small amount of text is presented with the narration. For this project, we were asked to use Haiku Deck, which is a website that helps the user create powerful presentations that promote teaching and learning. When I created my account, I experimented with Haiku Deck’s features and I was impressed with how easy it was to navigate and create a presentation with beautiful images and speaker notes.

The presentation I chose to create is titled, Google Edu. My school system just adopted the use of Google Apps for all our students and faculty. At first there was a bit of skepticism on how successful this would be, so I decided to get some training and become a Certified Google Educator. I was able to decide for myself how effective Google Edu is and I would also be able pass on what I learned to my fellow colleagues through Professional Development. After my training, I fell in love with all the Google Apps. I did some PD events but I am still in need of a presentation tool to convince my fellow educators on how cool the Google Apps are and how they can be incorporated into their lesson plans. This presentation will accompany my discussion of an Introduction to the Google Apps. The speaker notes give an outline about what my narration would consist of but I would go into more detail about examples of my use of Google Apps in my classroom.

Here is the link to my presentation: Google Edu

Project # 1: Static Multimedia Instruction

Multimedia & Contiguity Principles Design Notes

This week, I created a Clarify Presentation demonstrating the procedures for creating a digital story using Storyjumper.

The objective is: Given access to storyjumper.com, students will be able to follow procedures in order to create a digital storybook about cyberbullying.

Design notes:

  • Label each step with a title
  • Type “speaker note” style instructions, as if the instructor was speaking to the student.
  • Take screen shots of the storyjumper website that is needed for each step of the procedure.
  • Use minimal text to clarify the speaker notes and explain the graphic.
  • Explain the assessment at the end of the presentation.

I teach STEM in a computer lab; therefore, most of my instruction concentrates on technology procedures. The Multimedia and Contiguity Principle played an important role while designing my presentation.  The layout of the presentation keeps in mind how people learn and how cognitive overload can be an issue when using a great deal of text and graphics.  Consequently, I was certain to maintain graphics as screenshots of the actual procedures of using storyjumper.com.  This was done in order to correctly guide the learner through the process of digital storytelling.  I used transformational graphics that shows a series of steps to keep in mind the Multimedia Principle. The longer instructional text has a simple graphic with short text to simplify the directions.  Words and graphics are recommended for optimal learning. Each step contains only a minimal number of graphics to capture the learner’s attention with words in close proximity to the graphic in order to comply with the Contiguity Principle.  The viewers will gain a clear connection between text and graphic to successfully apply their learning.

Digital Storytelling Instruction Project
AECT standard 1.2 Message Design,

AECT standard 2.3 Computer-Based Technologies

 

“Is Global Warming Real?” EDTECH 503

I created an introduction to the real world problem of Global Warming as part of my EDTECH 503 class. This class provided the road map of creating an Instructional Design as the designer rather than usual role as a teacher. Any comments are welcome because a valid Instructional Design should always warrant revisions in order to help learners master the content goal.

Global Warming Instructional Design Pages