I chose a demo video on YouTube for a technique my senior students asked me to instruct last fall, which I did not feel I could integrate well into the design research class that I was teaching at the time. Nor did I feel confident demonstrating a technique I had only done once in a pro dev session myself!
Here is a link to the video in case my embedding does not work.
Some context for my selection:
Students in the interior design program learn to use Google Sketchup in their second year. We emphasize that it is a design experimentation tool rather than a pure design or documentation tool. Personally, I do not feel it is very accurate as compared to AutoCAD or an equivalent program. However, it is ‘free’- which students appreciate, and it is relatively intuitive. More advanced methods and applications become helpful in later studios when students are doing research and wish to create building models for precedent type research, analysis and modeling. We have a site license for Sketchup Pro which has the tool ‘Match Photo’ which is described in this YouTube Tutorial. A student/designer can buy a single license for approximately $600.
A list of the media used in the resource – what are the components?
Google Earth is used to locate an exact building that the video creator is going to demonstrate creating a model of from a photograph. Google Earth provides a site plan which means the student/designer does not have to measure the building – helpful for a study of a building not accessible.
A digital photograph of the exterior of the building is imported – most often this is one taken by the student/designer, however, it could also be sourced from a database.
Google SketchUp is the software that is being demonstrated, specifically the tool within the Pro version called ‘Match Photo’.
What educational context could the media resource be used in?
This video could be used to supplement f2f instruction or is typical of online learning instruction for a digital media course.
Note anything in the media resource that would limit the context that it could be used in.
If a learner did not have a competent knowledge of the toolbars and features of Sketchup, they would be lost. This is because the demonstration is more focused on the outcome than the process in a constructivist method.
Describe what makes the media resource pedagogically sound.
The presenter provides an overview of what he wishes to accomplish in the tutorial.
It is detailed, yet paced so as not to put the viewer/learner to sleep.
It has been posted by a firm which does 3D Modeling which gives credibility to the methods used being an industry practice.
Describe the kind of software that is required to produce the media example you have chosen.
A screen recording software such as Camtasia would have been used to create this video. I have not yet experimented with Camtasia and asked my colleagues about it – it seemed more familiarity was with Jing and Snagit. This is a site with some free Camtasia alternatives:
Describe the hardware items, beyond a multimedia capable computer, that are required to produce the resource.
If the student/designer wished to use an image they had taken themselves a good quality camera with a lens that did not produce fish eye type distortion would be required.
Describe the skills needed to produce the resource.
- Basic competence in navigating to a site in Google Earth
- Knowledge of a screen capturing software.
- An understanding of perspective drawing components, a working knowledge of the SketchUp program (ie this is not an introduction to the basics of creating a simple model).
- A vocabulary and understanding of building components, materials and methods.
A few additional points from the guidelines in this week’s course material (http://courses.olblogs.tru.ca/eddl5131-jan14/week-2-text/criteria-what-makes-good-multimedia/)
Criteria — What Makes Good Multimedia?
- Determine if the resource is closely connected to the learning outcomes or objectives of the topic. – I would use this video to support learning advanced modeling techniques in a digital studio.
- Look at the accuracy of the resource, including if the information is error free or if an expert or other teacher has validated the resource. – I would ask my digital media faculty/expert to watch this first to ensure he is comfortable with the suggested process and use of the tool.
- Determine if the resource is without bias or rhetoric. – yes, the creator does not criticize shortcomings of other industry standard and far more expensive software programs or practices.
- Look for the creation date of the resource to determine if the information is current. – It is about a year old, however, I compared the toolbars to our version of the software.
- Determine if the resource is engaging or interactive. Think about the difference between a resource that is engaging versus engaging and interactive. – it is engaging, however, it is not interactive and , it would be virtually impossible to try to work along with the creator of the resource.