Week 8: Assessing Multimedia Projects

So I wasn’t sure if we had a specific topic we needed to post about this week, however, assessing multimedia is a topic I often debate with my colleagues.  I enjoy technology and encourage my students to use it.  I often have been working toward getting them to use more multimedia tools in the classroom and as a way for them to share their knowledge with me.  The debate with colleagues, however, becomes what are you assessing?  Are you assessing the content of the multimedia or the development of the multimedia?  For myself, when I create a project I try really hard to hammer out what specific outcomes I need them to meet from the curriculum.  I then break them into summative vs formative tasks.  The summative portion of their mark usually aligns with the knowledge objectives from the curriculum and the formative portion usually address the actual process of developing the multimedia.

This really became clear to me last year when my colleagues and I created a project called Becoming a Chemistry Movie Star.  The students needed to create short videos which addressed 8 specific topics.  Some of these kids took it to the next level, they used props, added music, and used editing software.  Other students basically just used their cell phone to make a quick, and pretty drab, video.  The trick as a teacher was focussing on the content rather than the “pretty”.

Here are two examples:

 

From a multimedia perspective, the first video is much better.  However, both videos scored 100% on the summative portion of the assessment because they both included all of the necessary knowledge outcomes.  So like Keith said in his post for week 8;  “You need to assess and evaluate based on the criteria and outcomes for learning, and not the coolness of the technology, unless you are teaching a course on the use of multimedia tools or there is some kind of cross-curriculum technology component to the project.”

Reference:

Webster, K.S. (2014).  Week 8: Assessing Multimedia Projects from http://courses.olblogs.tru.ca/eddl5131-jan18/week-8-assessing-multimedia-projects/

 

Week 7: Digital Storytelling

As I was thinking about this activity my mind instantly went to the storytelling tools my students use every day, Snapchat and Instagram.  At the middle and high school and even upper elementary, I think using these tools as an educational storytelling platform would be an excellent way to engage students.  So I started googling.  I came across a couple of links to ways you can use both platforms in the classroom:

When looking for resources, I also found this great website which gives a list of various digital storytelling tools.  As a teacher, I can definitely see great applications for many of them in my classroom but for me, I’m more excited to use them as a parent.  My daughter is not a huge fan of writing, so finding fun ways to share her ideas and create engaging stories is something I spend a lot of time doing.

For my digital storytelling assignment, I chose to use the online comic creator www.pixton.com.  The story is pretty simple but it could be a used as a starting point for a class discussion in regards to the future of space exploration as part of Science 9.

Scroll to the left to view.

https://Pixton.com/ic:vvyxx6m9

Week 5 and 6 – Audio Activities

I combined the audio activities into one audio file.  I first recorded a script I created using Audacity.  I then downloaded an audio file from freesound.org (here) and clipped it to a shorter length.  I then combined the 2 files by appending the freesound audio file to the end of my scripted audio.  Lastly, I added another piece of scripted text after the freesound audio clip.

This audio clip is an example of something either I may create or have students create as part of the Science 9 Environmental Chemistry Unit, specifically when we debate alternative forms of energy.