As you can see from my video, the traditional classroom needs to change. Teachers tend to think that technology should be taught in the computer or technology courses. I, on the other hand, feel that technology should be cross-curricular and also up to date. We no longer live be pen and paper, overhead projectors, or even email alone. The Web 2.0 tools that are available today allow for students to learn in an environment where people collaborate and share ideas and knowledge. When people share, learning is taking place from the person who is sharing and by the person who is receiving.
Aside from a small stint in the mental health field, I have spent most of my entire life in education. This blog is going to portray some of my experiences throughout this journey and hopefully give you entertainment as well as education as to some of the things I have experienced.
Sunday, October 24, 2010
FV Persuasive Message for use of Web 2.0 in the classroom
Gaining much more knowledge of the numerous Web 2.0 tools that are available for free, I chose to do my final project for the Emergent Technologies for Collaborative Communities (ETC) in the format of a persuasive message whereby I am trying to persuade professional development in the use of Web 2.0 technologies.
As you can see from my video, the traditional classroom needs to change. Teachers tend to think that technology should be taught in the computer or technology courses. I, on the other hand, feel that technology should be cross-curricular and also up to date. We no longer live be pen and paper, overhead projectors, or even email alone. The Web 2.0 tools that are available today allow for students to learn in an environment where people collaborate and share ideas and knowledge. When people share, learning is taking place from the person who is sharing and by the person who is receiving.
As you can see from my video, the traditional classroom needs to change. Teachers tend to think that technology should be taught in the computer or technology courses. I, on the other hand, feel that technology should be cross-curricular and also up to date. We no longer live be pen and paper, overhead projectors, or even email alone. The Web 2.0 tools that are available today allow for students to learn in an environment where people collaborate and share ideas and knowledge. When people share, learning is taking place from the person who is sharing and by the person who is receiving.
W4 Reading
This week, I continued reading articles which could benefit my Action Research Project. The first article was titled Interactive video tutorials for enhancing problem-solving, reasoning, and meta-cognitive skills of introductory physics students. The article outlined a study where physics students were given the opportunity to view video tutorials if needed. As expected, the majority of students who chose to view the tutorials could solve the physics problems more easily.
The second article I read this week was called Video Tutorials: A sustainable method for campus technology training. This article was of interest to me because the IT Help Desk is involved in the content of what video training is provided. Similar to my current work scenario, I plan to use this article to base my action research as well as the format for archival. The article was packed full of information from the IT setup perspective.
Next, the The Effectiveness of Video Tutorials for Teaching Preservice Educators to Use Assistive Technologies article me a completely different perspective as it was focused around the students with disabilities. While this article may not directly relate to my action research project, it was a worthy read so that if I were to expand my video tutorials in another direction or discipline, I would be able to design my tutorials to be compliant with the Technology Related Assistance Act of 1988.
Lastly, in the article titled YouTube As A Learning Tool, the author researched the perception of YouTube and how it could be used for teaching and learning. The study found that the students who created the video tutorials did it so that other students could learn from it. What had happened during the process was that the students who created the video also gained a better understanding of the subject they were trying to teach. Because the study actually resulted in two positive consequences, students from both ends of the project learned the subject area more thoroughly.
The second article I read this week was called Video Tutorials: A sustainable method for campus technology training. This article was of interest to me because the IT Help Desk is involved in the content of what video training is provided. Similar to my current work scenario, I plan to use this article to base my action research as well as the format for archival. The article was packed full of information from the IT setup perspective.
Next, the The Effectiveness of Video Tutorials for Teaching Preservice Educators to Use Assistive Technologies article me a completely different perspective as it was focused around the students with disabilities. While this article may not directly relate to my action research project, it was a worthy read so that if I were to expand my video tutorials in another direction or discipline, I would be able to design my tutorials to be compliant with the Technology Related Assistance Act of 1988.
Lastly, in the article titled YouTube As A Learning Tool, the author researched the perception of YouTube and how it could be used for teaching and learning. The study found that the students who created the video tutorials did it so that other students could learn from it. What had happened during the process was that the students who created the video also gained a better understanding of the subject they were trying to teach. Because the study actually resulted in two positive consequences, students from both ends of the project learned the subject area more thoroughly.
Saturday, October 23, 2010
PE6_iLife '09 Part 3
I lack of music knowledge continues however I am getting to see more videos surrounding the use of GarageBand. I do realize that the software is not magically going to make me a musician but I am starting to see how it could make me appear to be a musician. With that said, my journey to be less musically challenge will continue as I will have to find additional time to start taking some lessons.
The other "tool" that I will find particularly helpful in the future is the stabilization option for stabilizing a video to remove an unsteady hand or a bumpy ride. To access the stabilization option, you must click on the cog symbol on the left of the clip (click the clip to select the clip) and choose Clip Adjustments from the pop up menu. Once the Inspector dialog box pops up, choose Smooth clip motion.
Over the past two weeks, I feel as though I had confirmed much of my prior knowledge as well as learned some really useful tips and features that will aid me in creating better (and more creative) media.
Friday, October 22, 2010
PE5_iLife '09 Part 2
As I started off this venture of learning more about the iLife products, I was mainly intending to learn more about GarageBand. In my quest, I started watching the videos from Lynda.com that emphasized the new features of iLife '09. Being new to the Mac as well as the iLife suit, this is all new to me.
I had started my masters program in June 2010 and was immediately thrown into creating a 30-60 second autobiography. I was forced to learn the basics of iMovie in less than a week to produce this project. I had learned what I needed and managed to do the project but not knowing the program, I stuck to the basics.
As I watched these 'new features' videos from Lynda.com, I immediately see that I was just at the tip of this iceberg. The videos unearthed an advanced set of tools that do not appear by default.
To access these advanced editing tools, you will need to go under the iMovie menu and choose Preferences. In the General preferences, click the top checkbox to Show Advanced Tools.
The advanced tools will allow you to perform precision editing. While rudimentary editing by selecting parts of a video clip will work in most projects, the precision editor allows you to splice two clips together while having both clips visible at the same time. This ability allows you to move to the exact frame to make the clips blend cleanly.
To access the Precision editor, you simply click on the cog symbol on the clip and choose Precision Editor from the context menu.
From there, you will see the adjoining clip and the current clip placed in the Precision Editor workspace pan below where you can granularly move the "splice" mark by clicking exactly where you want the cut point to be in each clip.
I look forward to using this feature in the future as it does a much better job than my "eyeballing" attempts.
I had started my masters program in June 2010 and was immediately thrown into creating a 30-60 second autobiography. I was forced to learn the basics of iMovie in less than a week to produce this project. I had learned what I needed and managed to do the project but not knowing the program, I stuck to the basics.
As I watched these 'new features' videos from Lynda.com, I immediately see that I was just at the tip of this iceberg. The videos unearthed an advanced set of tools that do not appear by default.
The advanced tools will allow you to perform precision editing. While rudimentary editing by selecting parts of a video clip will work in most projects, the precision editor allows you to splice two clips together while having both clips visible at the same time. This ability allows you to move to the exact frame to make the clips blend cleanly.
From there, you will see the adjoining clip and the current clip placed in the Precision Editor workspace pan below where you can granularly move the "splice" mark by clicking exactly where you want the cut point to be in each clip.
I look forward to using this feature in the future as it does a much better job than my "eyeballing" attempts.
Wednesday, October 20, 2010
PE4_iLife '09 Suite Part 1
Looking for more inspiration to my otherwise musically challenged mind, I thought I would explore some of the other applications in the iLife '09 Suite. Now that I have been using iMovie, iPhoto, iWeb by "diving" right in, I thought that since I had a little bit of time, I would see if I was doing everything the correct way.
While I do have to say that the software is pretty intuitive after a few attempts, I did find the iLife '09 New Features videos from Lynda.com quickly showed me that the software was capable or much more than what I had throne at it. As I watched the tutorials in awe, I kept saying to myself, "this is why people buy the Mac." I am just amazed that this software is FREE with the purchase of a Mac.
I started off with iPhoto during this session of videos. My knowledge of iPhoto was pretty basic and I actually did not like it because it seemed like that was the only way to get still photos into iMovie. I have since found that not to be the case but after watching the videos, I have a whole new respect for the software. The Faces feature and Places feature are absolutely amazing and so accurate. After watching the videos, I tried some of these features on my own photos and was blown away even on 'grainy' and some blurry photos.
The Slideshow feature was a pretty quick and easy way of creating a slideshow but the biggest draw of all for me was the Keepsakes feature (especially the photo book options). I love pictures. I loved looking through photo albums growing up and I love having photos on my wall. We seem to have lost the art of putting photo albums together to show friends and family. All of our picture for the past 10 years are in digital format residing on a hard drive that does not get accessed much. Friends and family don't get the chance to see our lives and we don't get to reminisce about the the 'good ol days'. The Photobook feature is definitely something I am going to take advantage of this Christmas!
As I watched more about iPhoto, I am now wanting to buy an iMac for the family computer so we can organize all of our photos!
While I do have to say that the software is pretty intuitive after a few attempts, I did find the iLife '09 New Features videos from Lynda.com quickly showed me that the software was capable or much more than what I had throne at it. As I watched the tutorials in awe, I kept saying to myself, "this is why people buy the Mac." I am just amazed that this software is FREE with the purchase of a Mac.
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| Want a great coffee table book? |
The Slideshow feature was a pretty quick and easy way of creating a slideshow but the biggest draw of all for me was the Keepsakes feature (especially the photo book options). I love pictures. I loved looking through photo albums growing up and I love having photos on my wall. We seem to have lost the art of putting photo albums together to show friends and family. All of our picture for the past 10 years are in digital format residing on a hard drive that does not get accessed much. Friends and family don't get the chance to see our lives and we don't get to reminisce about the the 'good ol days'. The Photobook feature is definitely something I am going to take advantage of this Christmas!
As I watched more about iPhoto, I am now wanting to buy an iMac for the family computer so we can organize all of our photos!
Sunday, October 17, 2010
BP12_OMM Schoology
As I had previously posted, Schoology is a what I refer to as a social networking site on steroids. Schoology has the look and feel of Facebook, course management features of Blackboard, the blogging ability of WordPress and the cost of Moodle.
The best part about this is that the school can control all aspects of the postings and membership. Students, parents and teachers can collaboratively work on school events and projects. Take a look at my one-minute movie depicting the benefits of Schoology.
The best part about this is that the school can control all aspects of the postings and membership. Students, parents and teachers can collaboratively work on school events and projects. Take a look at my one-minute movie depicting the benefits of Schoology.
W3 Reading
Gathering more sources for my Action Research Project, I have found a few more that may or may not work for my literature review.
In "Engaging the YouTube Google-Eyed Generation: Strategies for using Web 2.0 in Teaching and Learning" article, the author goes into detail in the changing paradigm of teaching with traditional tools such as PowerPoint, websites, lecture notes, etc to a more user-centric approach such as using user-generated or user-guided experience. YouTube and other Web 2.0 tools and sites are allowing students to learn at their own pace. The problem so far is that educators need to conceptualize the usefulness of this shift in education. The paper offers possible strategies that today's teachers can incorporate so that the student gains as much as possible during the learning experience.
From the article, "From Silent Film to YouTube: Tracing the Historical Roots of Motion Picture Technologies in Education," video has been used for the past 100 years for educational purposes. The bid difference right now is that much of the video that is generated now is playable by most people who have up to date technologies such as web browsers and video players. Many more of the textbook companies are incorporating digital media as part of the curriculum.
"Teaching Old Dogs New Tricks: The Luxury of Digital Abundance" described that teaching today's "old dogs" is not as difficult as it had been. Because of the abundance of Web 2.0 technologies and the amount of other technologies, these "old dogs" have been fully immersed in to areas that were not available to them during their teacher training days. Most of the teachers who are still teaching have adapted over time and the new technologies are not as intimidating. This sink or swim mentality has sharpened these "old dog's" technology skills to what they are today.
Lastly, the article titled "Geek Squad Posts Web Video Tutorials," described what Best Buy's Geek Squad has done to help its customers save money and time. By posting "Two-minute Miracles" on the web, Best Buy offers its customer the chance to find the solution to their problem. Not only does this save the customer money but it also allows the customer to find a solution quickly instead of having to wait for a Geek Squad representative to make an appointment. The video tutorials are comprised of a frequently asked questions list. They also offer a downloadable pdf file that spells out the steps.
In "Engaging the YouTube Google-Eyed Generation: Strategies for using Web 2.0 in Teaching and Learning" article, the author goes into detail in the changing paradigm of teaching with traditional tools such as PowerPoint, websites, lecture notes, etc to a more user-centric approach such as using user-generated or user-guided experience. YouTube and other Web 2.0 tools and sites are allowing students to learn at their own pace. The problem so far is that educators need to conceptualize the usefulness of this shift in education. The paper offers possible strategies that today's teachers can incorporate so that the student gains as much as possible during the learning experience.
From the article, "From Silent Film to YouTube: Tracing the Historical Roots of Motion Picture Technologies in Education," video has been used for the past 100 years for educational purposes. The bid difference right now is that much of the video that is generated now is playable by most people who have up to date technologies such as web browsers and video players. Many more of the textbook companies are incorporating digital media as part of the curriculum.
"Teaching Old Dogs New Tricks: The Luxury of Digital Abundance" described that teaching today's "old dogs" is not as difficult as it had been. Because of the abundance of Web 2.0 technologies and the amount of other technologies, these "old dogs" have been fully immersed in to areas that were not available to them during their teacher training days. Most of the teachers who are still teaching have adapted over time and the new technologies are not as intimidating. This sink or swim mentality has sharpened these "old dog's" technology skills to what they are today.
Lastly, the article titled "Geek Squad Posts Web Video Tutorials," described what Best Buy's Geek Squad has done to help its customers save money and time. By posting "Two-minute Miracles" on the web, Best Buy offers its customer the chance to find the solution to their problem. Not only does this save the customer money but it also allows the customer to find a solution quickly instead of having to wait for a Geek Squad representative to make an appointment. The video tutorials are comprised of a frequently asked questions list. They also offer a downloadable pdf file that spells out the steps.
PE3_GarageBand part 3
Now that I finished all of the introductory videos, I can see that GarageBand is quite capable of producing professional audio tracks. My first impression of GarageBand is that it would be a "kid toy" since it is part of the FREE iLife suite that comes with Apple OS X.
From the tutorials, I now see that this is much more than a "sound recorder" and am absolutely amazed that this application is actually free. Whether using "software instruments" or "real instruments," GarageBand allows you to customize the sound with hundreds of effects. Not being musically versed, I have stumbled through some of the terminology and still wonder how much of this will be needed as a pre-requisite for my first attempt at creating something.
After four and a half hours of videos, I was still feel as overwhelmed because of my lack of musical knowledge. I was relieved to see that the loops that are available are quite extensive and each of these can be modified thousands of different ways. While I do intend to take some guitar lessons at some point, I will have to rely on stock sounds for the moment to get my personal music knowledge up to snuff.
Another area that I would like to explore is the use of a midi device to create my own music which can be applied to a number of different instrument types.
Saturday, October 16, 2010
PE2_GarageBand part 2
As I continue through the introductory videos at Lynda.com, I am feeling both hopeless and excited. I have worked through the exercises that focused on navigating the software but when they started talking about bars, tempo, measures and beats, I suddenly felt overwhelmed because I have no idea what the relationship is between these musical aspects.
As I worked through the tutorials, I did get a better understanding but I do realize that I have much more knowledge to be gained. I am hoping that once I dive into playing with some sample music, all of this will mesh. Additionally, feelings of regret kept coming back to me wishing I would have paid more attention back in fifth grade when we learned the recorder.
The excitement started overtaking the nervousness when I got to the tutorials that dealt with inserting loops. The videos went into detail of what computer generated loops could do that real instrument loops had difficulty doing (changing beats, sounds, etc). While I understand reasons why there are differences, I don't think I will have to worry about this for quite some time; however, I do realize now that I want to pick up that acoustic guitar again and take another stab at learning how to play it. This desire will have to wait until this EMDT program is over.
As the "loops" tutorials continued, I felt more and more at ease and was wanting to dive right in, but I know that my limitations would only have me referring to the forums, help and more videos, so I thought that I better continue through all of the tutorials so I can head off any future headaches.
The excitement started overtaking the nervousness when I got to the tutorials that dealt with inserting loops. The videos went into detail of what computer generated loops could do that real instrument loops had difficulty doing (changing beats, sounds, etc). While I understand reasons why there are differences, I don't think I will have to worry about this for quite some time; however, I do realize now that I want to pick up that acoustic guitar again and take another stab at learning how to play it. This desire will have to wait until this EMDT program is over.
As the "loops" tutorials continued, I felt more and more at ease and was wanting to dive right in, but I know that my limitations would only have me referring to the forums, help and more videos, so I thought that I better continue through all of the tutorials so I can head off any future headaches.
Thursday, October 14, 2010
PE1_GarageBand part 1
I have always desired to play an instrument but the opportunity was never presented. I love to listen to music, sing, and even watch people play instruments but I have never taken the initiative to be the one on stage. With GarageBand, I am hoping that someday, I will understand enough about sheet music that I can pick up a real guitar and play. After I become competent in the software (and after the EMDT master's program), I intend to make some time to do exactly that. GarageBand had video tutorials included to teach you how to play a real guitar or real piano!
I have spent nearly an hour so far watching some introductory videos at Lynda.com of how to navigate the software but my biggest fear still is that I have no knowledge of sheet music or notes. Over the next two weeks, I hope to gain additional knowledge on this aspect and hopefully the creativity will come thereafter.
BP11_Comment to Jerusha
Take a moment to read Jerusha's blog as well as my comment.
BP10_Comment to Scot B.
I recently stumbled upon fellow Full Sail University student Scot B's blog entry describing the simplicity of Google Sites. In case you do not know what Google Sites is, I would recommend reading my comment to Scot's blog.
BP9_Schoology
Taking the best features from Moodle, Facebook and Google Docs, Schoology appears to have great appeal toward today's digital natives.
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| Schoology looks and feels like Facebook |
Students today use social networks for everything from chatting, to updating their status, to share documents, plan and even meet other friends. While the latest trend is to ban social networks in school, Schoology is taking all of the positive features of social networking and creating a safer educational platform. Schoology allows classes to blog, take assessments and share which is engages students because the look and feel of the platform mimics the look and feel of the popular social network site Facebook.
The following testimonials are just a few of the comments that teachers and administrators have made about Schoology on it educational and simplistic value:
“Schoology has been a great addition to my teaching. My students love it -- and they tell me how much easier it is to use than Moodle.” - T. KIMBALL, TEACHER @ AMITY HIGH SCHOOL
“Much better user interface than Moodle, and much more user-friendly/intuitive. Blackboard was too pricey!” - MELLISSA T, DIRECTOR OF INSTRUCTION AND LEARNING @ THE LINSLY SCHOOL
“Schoology allows a teacher to create a meaningful virtual classroom, extend learning beyond the boundaries of the physical classroom, and connect with students and colleagues in ways that enhance both teaching and learning.” - NICK NICHOLS, WESTMINSTER CHRISTIAN ACADEMY
I have recently signed our school up with an account and hope to initiate a move to this platform and which would possibly replace our current Moodle system.
Sunday, October 10, 2010
BP8_OMM DimDim Web Conferencing
In a attempt to fill my toolbox with the proper tools to complete or complement my Action Research Project, I stumbled across DimDim. I am hoping that I can use DimDim to provide training opportunities to faculty and staff.
Because my work schedule continues when the faculty are home on breaks, I am going to offer my first training session during the semester break. Below is a one-minute "commercial" that I created to hope persuade you to start collaborating with your students or colleagues!
Because my work schedule continues when the faculty are home on breaks, I am going to offer my first training session during the semester break. Below is a one-minute "commercial" that I created to hope persuade you to start collaborating with your students or colleagues!
W2 Reading
As I continue finding sources for my Action Research Project, I am constantly modifying my search keywords to find relevant articles and research dealing with adult learners. This week, I found several that apply to college students which may be the closest results that I may be able to find.
I did find Using Digital Video Assignments as a Tool for Active Learning to be very useful this week not only because of the content (even though it was focused at the collegiate level), it did reference numerous other resources where I intend to research. The purpose of this study was to have students create videos based on what they are learning. This "digital video and active learning" approach is similar to the projects that we have been assigned in the various EMDT courses. While in the students were scattered with their opinions as to whether the assignments met their [the student] perceived objectives, it did show that over 90% of them were satisfied with the learning experience.
Another source that I found to be useful this week was one entitled "Shooting Web Training Video for Training". As expected, this "guide" was packed full of great tips on how to create video to stimulate the viewer. I particularly thought of Full Sail when the article mentioned that broadcasters avoid talking-head shots because the know that without interesting pictures, viewers will quickly "change channels".
In "Making training more cognitively effective: Making videos interactive" the author understands that traditional lecture approaches often fail to link the subject to real life scenarios which hinders the cognitive learning process. He also comments that passively observing a video can be equally disengaging. So instead of having a "static" video, he describes the development of an interactive video where learners are required to engage, participate and respond to prompts from the video. While this has obvious benefits, the time and complexity of creating interactive videos may be a bit beyond the scope of my action research project.
Lastly, in the Enabling a comprehensive teaching strategy: Video lectures, the authors created a study whereby some students were given access to supplemental videos. The supplemental videos were created to met the needs of the weaker students and repeated the course instructor's classroom instruction at a slower, more detailed pace. The study showed that success in that there was a 71.9% reduction in failing grades for those students who had the videos available.
As I compile my research, there are many good points that can be taken from my readings. I am hoping to keep my project simple but as I read more about the subject and the various studies that have been performed, my mind wonders to areas that are not quite feasible at this time. I do have to take a break to reflect whether the reading will enhance or distract my project. With limited time between full time work responsibilities, family and coursework, I need to stay focused on the task at hand for the time being. Enhancements to the action research may have to be used during a follow project.
I did find Using Digital Video Assignments as a Tool for Active Learning to be very useful this week not only because of the content (even though it was focused at the collegiate level), it did reference numerous other resources where I intend to research. The purpose of this study was to have students create videos based on what they are learning. This "digital video and active learning" approach is similar to the projects that we have been assigned in the various EMDT courses. While in the students were scattered with their opinions as to whether the assignments met their [the student] perceived objectives, it did show that over 90% of them were satisfied with the learning experience.
Another source that I found to be useful this week was one entitled "Shooting Web Training Video for Training". As expected, this "guide" was packed full of great tips on how to create video to stimulate the viewer. I particularly thought of Full Sail when the article mentioned that broadcasters avoid talking-head shots because the know that without interesting pictures, viewers will quickly "change channels".
In "Making training more cognitively effective: Making videos interactive" the author understands that traditional lecture approaches often fail to link the subject to real life scenarios which hinders the cognitive learning process. He also comments that passively observing a video can be equally disengaging. So instead of having a "static" video, he describes the development of an interactive video where learners are required to engage, participate and respond to prompts from the video. While this has obvious benefits, the time and complexity of creating interactive videos may be a bit beyond the scope of my action research project.
Lastly, in the Enabling a comprehensive teaching strategy: Video lectures, the authors created a study whereby some students were given access to supplemental videos. The supplemental videos were created to met the needs of the weaker students and repeated the course instructor's classroom instruction at a slower, more detailed pace. The study showed that success in that there was a 71.9% reduction in failing grades for those students who had the videos available.
As I compile my research, there are many good points that can be taken from my readings. I am hoping to keep my project simple but as I read more about the subject and the various studies that have been performed, my mind wonders to areas that are not quite feasible at this time. I do have to take a break to reflect whether the reading will enhance or distract my project. With limited time between full time work responsibilities, family and coursework, I need to stay focused on the task at hand for the time being. Enhancements to the action research may have to be used during a follow project.
Tuesday, October 5, 2010
BP7_Comment to Lionel
Take a moment to view my comments to Lionel's Web 2.0 discovery!
BP6_Comment to Sue
I encourage you to read about her discovery as well as my comments to her findings. Great find, Sue!
BP5_DimDim
Most of us have been on the receiving end of online training at some time in our lifetime. In many cases, we were given a URL to access then we were then prompted to download and install a plugin so that we could connect to the presenter's screencast session. Most of the time these sessions are either a sales pitch or a site where you have purchased a "training" session with a presenter who is using a service or tool such as WebEx or GoToMeeting.
Because the costs of such services are typically pushed off to the consumer in the long run, what is a school on a tight budget to do when they are not really trying to sell anything (to defray the costs) but would like to take advantage of similar tools?
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| What do you want to do? |
DimDim is an alternative to such services which offers a free account which allows you to have up to 20 "clients" or "students" attach to your screencasting session. Just like the paid services of WebEx and GoToMeeting, attendees have the ability to chat, call, or videoconference with the presenter to make the learning experience collaborative and engaging. The service looks extremely easy to setup and use. Once you log into DimDim you are faced with two large buttons--either schedule a session or start a session. In either case, you will generate a URL which you would send to the attendees. They would launch the site using a web browser and they are instantly connected to your screencast session. It can't get any easier than this!
As I continue on my journey through Full Sail University's EMDT program and my Action Research Project, I hope that I will be able to utilize this technology to not only train my colleagues from the comfort of their own computer (and phone for interactivity), but also be able to utilize the combination of DimDim and ScreenFlow to archive my training sessions so they can be archived. Look for future posts on how (and if) I am able to utilize this for my school and/or my project. The attraction for me is the cost and the collaboration that can take place over vacations where I am able to present from my office and still reach my audience no matter where they may be vacationing.
Saturday, October 2, 2010
BP4_Google Docs
Web 2.0 offers so much more in terms of collaboration and communication than it's predecessor Web 1.0. With the vast amount of new technologies out there, the one that I have fallen in love with is Google Docs.
Up until I had been enrolled in Full Sail's Education Media Design & Technology (EMDT) program, I had very little use for collaboration with more than one other person. My typical collaborative technique was emailing a file back and forth making changes as needed. While this *worked* for me, I can now see where it is by far barbaric compared to what can be done with Google Docs.
Starting in the first month of the EMDT program, our group started using Google Docs for collaborating and sharing documents. I had known that Google Docs was designed with collaboration in mind, but I did not know exactly what that entailed until all five of our group members started working on one single document simultaneously. My head was spinning as we all entered information into the document and I could actually see my teammates typing (and making corrections) in real time without the need to refresh the browser. It was at that time, that I had a whole new respect for Google Docs.
While Google Docs does not offer all of the features of a full-blown word processing or spreadsheet application, it does perform what most people are do use--basic word processing.
From the video above, you can see that Google is constantly revamping its Google Docs and is a serious contender to the rival Microsoft Office. I am looking forward to more advancements from Google and it's Web 2.0 tools.
W1 Reading
In an attempt to start researching articles to assist me in my Action Research project, I started by looking for benefits of using video in the classroom. The first article that I read discussed the advantages of using video. While my project is mostly centered around creating video, I am looking for solid research indicating that video is useful in the education process.
While biased (this site was a video distributor), I did find that information to be relevant and factual. Video can offer more connectivity to the learning process than traditional lecture. Imagine being able to listen and watch a past President's inaugural address or the reaction of when first man walked on the moon. A traditional lecture cannot possibly convey the emotions that a video can portray. Actual video footage is better that what words can describe. Can you imagine the effectiveness that a teacher is lacking when trying to describe the faces of the nation when President John F. Kennedy was assassinated? Through video, we not only see the pain and anguish, we also feel the emotions.
I believe that the use of video in the classroom can connect with many of the multiple intelligences inside of the classroom. Video lends itself especially to the spatial learner but depending on the video, many, if not all, of the other intelligences can be triggered in the process. Video can also be used to reinforce a concept. By rewinding and pausing video, an instructor can drive home key points or even foreshadow an upcoming scene.
If a picture is worth a thousand words, what is the value of video?
BP_Diigo Group
As I embark on my journey in researching toward my Action Research project, I am going to utilize Diigo to assist with exchanging information with my critical friends. Diigo is a social bookmarking site that goes beyond the scope of all the other social bookmarking sites in that it allows users to annotate, take snapshots, and even markup websites, documents and graphics.
Below is a snapshot of my Action Research group that I created in Diigo. While the membership is low at this particular time, I hope to have my "team" in place and exchanging ideas and information soon.
Additionally, our team has created a separate group where we will be posting our findings throughout our EMDT program. The-Team consists of Michael George, Jerusha Hufstetler, David Hotler, Ginny Holm and myself. We have been working together over the past three months and have been using a variety of other Web 2.0 tools.
Diigo looks very promising. By adding this tool to my personal learning environment, I hope to start collaborating with not only my teammates but also my critical friends who have graciously volunteered to assist me along my journey.
Below is a snapshot of my Action Research group that I created in Diigo. While the membership is low at this particular time, I hope to have my "team" in place and exchanging ideas and information soon.
Additionally, our team has created a separate group where we will be posting our findings throughout our EMDT program. The-Team consists of Michael George, Jerusha Hufstetler, David Hotler, Ginny Holm and myself. We have been working together over the past three months and have been using a variety of other Web 2.0 tools.
Diigo looks very promising. By adding this tool to my personal learning environment, I hope to start collaborating with not only my teammates but also my critical friends who have graciously volunteered to assist me along my journey.
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