Week 13 – Assignment: Media Exemplar Collection

Scroll left and right in the embedded Padlet below to view my Media Exemplar Collection
or go to https://padlet.com/ae2056/5ik0xj2u71tt

Made with Padlet


To create the graphic I used layers in Photoshop.  I then saved each layer as a JPG file.  I uploaded the JPG files to http://gifmaker.me/. After setting the animation speed to the desired rate I chose “Create GIF Animation” and then downloaded my GIF.  The one downfall of a GIF is that you can’t pause, fast-forward, or rewind the animation as necessary.  To combat this, I chose to also download the GIF as a video file which allows the user to pause, fast-forward, and rewind the animation.

Graphic as a GIF – HERE
Graphic as a Video – HERE

I decided that I needed a graphic to go along with my audio piece so I created one using Google Drawings.  For the audio, I created a script and then recorded and edited the piece using Audacity.  In order to embed the audio into my Google Sites page, I needed to add a gadget which I found at http://www.dalebasler.com/2014/06/embed-an-html5-audio-player-in-google-sites/.  I really liked this gadget as it allows the user to fast-forward, rewind and pause the audio clip when in Google Chrome or Firefox (not in Safari).  I also decided to add my audio to a screen-capture of an animated version of the image I created.  I animated the image using Google Slides, used Quicktime for screen-capture, and lastly used iMovie to splice and edit everything together.

Audio with Graphic – HERE
Audio with Screen-Capture – HERE

For my video, I used the video I created week 10 as my starting point.  This video took about 5-6 hours total time to create as it is made up live video recording, screen-capture recordings and animated graphics that were either modified from an existing source or created from scratch.  To make the video more interactive with the viewer I decided to embed some reflective questions into the video.  Using the website www.playposit.com I added multiple choice, checkbox, and short answer questions to the video.  I purposely set the video so students cannot fast forward this is to ensure that they cannot just skip ahead to questions without watching the content.  Students are however able to rewind to review content.  The one downfall of this site that when adding in the questions you can’t get the timing perfect as you can only use seconds, not milliseconds.  For the purpose of the activity, however, I don’t feel this is a major drawback.  Overall, this would be a great formative activity to use in my classroom as PlayPosit collects the responses for me to review.

Original Video – HERE
Formative Assessment Verison of Video – HERE

Week 11: Creating a Multimedia Enhanced Student Activity

The Debate Between Renewable & Non-Renewable Resources Performance-Based Assessment Task

In groups of two, complete the following Electrical Principles and Technologies assignment: HERE (Google Sign In Required)

Creating a Multimedia Enhanced Student Activity

I have included an embedded version of the Google Slides presentation that I would give my students in case you do not have a Google account.  When publishing a Google Slide Show it allows you to choose how fast the slides progress if you use the play button on the slides I have set it to advance every minute, if you would like to move at your own pace I would suggest using the arrows instead.

There are 3 different ways I could assign this lesson:

  1. In my classroom, I would assign this project to Google Classroom and choose the “make a copy for each student” when assigning. Students when then turn in this file through Google Classroom when done.
  2. If I was teaching in a non-Google Classroom setting, but students still had a Google account, I would share the document in the same way I did above.  This method forces students to make their own copy of the document so they do not have access to the original (in the sharing link change the word edit to copy).  Students would then share their completed slideshow using Google sharing settings.
  3. If I was not working in a Google Environment, I would probably use either a tool such as Emaze or Prezi instead of Google Slides.  I would set those documents up in the same way I set up the Google Slideshow but then instruct students to make their own copy of the template, complete it with the required information, and then email me the link to their completed project.

This lesson falls into the Alberta Science 9 Electrical Principles and Technologies Curriculum and it meets the following objectives:

General Outcome: Describe and discuss the societal and environmental implications of the use of electrical energy.
Specific Outcomes:
-Identify and evaluate sources of electrical energy, including oil, gas, coal, biomass, wind and solar.
-Describe the by-products of electrical generation and their impacts on the environment.
-Identify concerns regarding conservation of energy resources, and evaluate means for improving the sustainability of energy use.

General Outcome: Work collaboratively on problems and use appropriate language and formats to communicate ideas, procedures, and results.
Specific Outcomes:
-Receive, understand and act on the ideas of others.
-Work cooperatively with team members to develop and carry out a plan, and troubleshoot problems as they arise.
-Defend a given position on an issue or problem, based on their findings.

Up to this point, the pedagogy that we have been addressing surrounds the appropriate use of multimedia in relation to the teacher using it within their delivery.  This assignment instead focusses on having students create a piece of multimedia therefore, the pedagogy needs to address the benefits students incur by producing multimedia.

According to Mayer (1996) meaningful learning occurs when the learner engages in appropriate selecting, organizing, and integrating during learning. In this lesson, when creating both the infographics and the debate students would be required to filter through and evaluate a variety of information about the various types of energy sources.  Students would then need to organize this information based on the two energy sources they chose.  Lastly, they would need to integrate what they have learned into two clear and concise graphics as well as a script for their debate.

Further investigation into the benefits of having students create multimedia led me to the United Nations document “The Futures of Learning 3: What Kind of Pedagogies for the 21st Century?”  Within this document, the author, Cynthia Luna Scott (2015), “explores pedagogies and learning environments that may contribute to the development and mastery of twenty-first-century competencies and skills, and advance the quality of learning” (p.2.).

While reading through the document there were a number of references that Scott made based on the material of other scholars that really spoke to me.  The first was by Barron and Darling-Hammond (as cited in Scott 2015) in which they stated that “deeper learning takes place when learners can apply classroom-gathered knowledge to real-world problems and take part in projects that require sustained engagement and collaboration” (p. 6).  That is to say, that when students are given the opportunity to create unique products based on knowledge and skill outcomes they are more likely to retain the information as well as well as take ownership of the learning process.

The second came from McLoughlin and Lee (as cited in Scott 2015) who argue “the ultimate goal of learning is to stimulate learners’ capacities to create and generate ideas, concepts, and knowledge” (p. 7).  Twenty-first-century tools allow students the ultimate freedom when creating and generating their own ideas.  Producing media such as graphics or video give students an opportunity to take a metacognitive approach to their learning.  In order to produce such materials, students need to reflect on what they already know and also recognize what they do not understand.  Students then further their understanding by doing added research or collaborating with their peers or teachers.

Lastly, the key to having students create multimedia pieces is understanding what to assess.  Marc Prensky (as cited in Scott 2015) states, ‘it is not the tools themselves that we need to focus on, but rather the products, creativity, and skills that the tools enable and enhance’ (p. 9).  Our focus when it comes to assessment still needs to be the outcomes addressed in the curriculum.  However, as responsible teachers, it is our job to “create regular opportunities for learners to select the types of experiences they want to further their own learning. This cultivates greater learner autonomy and inspires individuals to take control of their learning” (Hampson, Patton and Shanks, as cited in Scott 2015, p. 4).


Mayer, R. (1996). Learning Strategies for Making Sense out of Expository Text: The SOI Model for Guiding Three Cognitive Processes in Knowledge Construction. Educational Psychology Review, 8(4), 357-371. Retrieved from http://www.jstor.org/stable/23359444

Cynthia Luna Scott. THE FUTURES of LEARNING 3: What kind of pedagogies for the 21st century?  UNESCO Education Research and Foresight, Paris. [ERF Working Papers Series, No. 15].



Week 10 – Activity 4

As a teacher, I believe sharing material is the backbone of our profession.  We have big jobs and if we couldn’t rely on our colleagues to share resources with us they would be even bigger.  That being said, I believe it is important to give credit where credit is due.  For myself, if I find an educational resource online I try to get in touch with the teacher to see if they are open to sharing.  If the item comes from a more public domain, I try to add the source information for where I found the item.

I currently share resources in a number of ways; Google Drive, Dropbox, SugarSync, Google Sites, Blogger, YouTube and now WordPress.  For all of my resources, I am completely open to other teachers, parents, or students using or remixing my materials.  If I put my resources in a public forum such as Google Sites or Blogger it is material that I offer up to the public domain.  For other resources that I want to be more selective in regards to who I share it with I instead use more private online storage.  With Google Drive, Dropbox and SugarSync I am able to share specific items with specific people with just a shareable link.

Lastly, as I move forward in my teaching career the one thing that I am finding myself doing more and more is being increasingly cognizant of citing references.  Often as teachers, we find videos, images, etc. online and throw them into a Powerpoint or copy them into an activity.  In the past, these resources would remain in a classroom setting and would not violate most copyright laws.  Now that I am putting more and more of my material online I am trying to take the time to cite material properly to not only give credit where credit is due but also to set a good example for my students.

Week 10: Activity 3 – Edit Existing Video

For this video, I once again addressed the learning outcome:

“Distinguish between ionic and molecular compounds, and describe the properties of some common examples of each.”

I decided to combine the videos I created in activity 1 with some screencasting to make a more in-depth version of my original video on ionic compounds.

My first step was setting up screen captures.  The first I made used a gif file so there was no animation required on my part. For the remaining 4, I decided to animate them on my own using Google Slides.  For each video, I started with the image and text I wanted the animation to look like at the end.  I then added white boxes over the elements that I did not want showing at the beginning of the animation.  I applied animation actions to each of the boxes so that they disappeared when I clicked my mouse or a keyboard key.

Once I had the animations set up I used Quicktime to make a screen recording of each slide as I clicked through the animations.  I made sure the microphone was turned off when doing the recordings as I already intended to use voice over in iMovie for the sound.  The key here was to make sure I screen recorded when Google Slides was in Present mode, otherwise when I spliced it into iMovie parts of the video were cropped out.  Once the screen capture was complete I used the trim tool in Quicktime to clean up the beginnings and endings.

Now that I had all of my videos ready to go I spliced them together in iMovie and then used the voice over tool to add my script.  I found it best to record small amounts of the script at a time as I made fewer errors that way.

Overall this week, I spent a good amount of time creating this video and there were quite of few lessons learned.  That being said, now that I am getting more familiar with iMovie, as well as getting pretty adept at creating my own animated screen recordings, I can see myself making more of these types of videos in the future to share with my students.


Week 10: Activity 1 – Create a Live-action Video

This week I chose to focus on the topic of Ionic Compounds.  Specifically, I addressed the following outcome from the Alberta Grade 9 Science Program of Studies:

“Distinguish between ionic and molecular compounds, and describe the properties of some common examples of each.”

I was inspired this week by one of my students who created a whiteboard video using an actual whiteboard and a marker – imagine that, no fancy website required.

So I got out my whiteboard and marker, set up my iPhone on a tripod, and got started.  It wasn’t as easy as I thought it would be.  First off, trying to set up the area of the whiteboard that my phone was videoing provided a challenge.  I kept writing past the frame being recorded.  Once I sorted that out, I needed to actually practice writing neatly.  In today’s computer age I find I write less and less by hand and my handwriting has definitely suffered.  My last, and probably the most time-consuming challenge was dealing with hitting the storage limit on my iPhone.  After each video, I had to upload it to the cloud and then delete it from my phone before starting the next one, 21st-century problems.

Once I had my 5 mini whiteboard videos made I opened iMovie on my computer.  I haven’t used iMovie for over 5 years so the platform has changed a bit.  It took some fiddling around but I created a title slide and added my 5 videos back to back.  Once this was done I muted the volume and customized the video speed to 500% for each clip.  Lastly, I created a voiceover of the information being shared in the whiteboard videos.

In the end, it took about an hour to create this 1 min whiteboard video.  It’s pretty basic, so my plan is to edit and add specific content as well as some graphics to it for activity 3 this week.


Week 9: Creating a Multimedia Enhanced Lesson

Powered by emaze

I created the above lesson on Solving and Graphing Linear Inequalities based on the Alberta Grade 9 Curriculum.  The specific outcome is “Explain and illustrate strategies to solve single variable linear inequalities with rational coefficients within a problem-solving context.”  I have actually decided to add this lesson to my Math Google Classroom for students to use as a review activity.

When putting together this lesson I tried to keep a couple of key things in mind from the readings. Specifically, using a sans-serif font, appropriate font size and a high contrast between font and background (Webster, 2014.) I also believe in both the Work Out Example Principle as well as the Animation Principle as mentioned by Randi Gill (2009) in her presentation; “Learning Design for the Brain – Multimedia Principles.”  This led me to create the four following types of multimedia;

  1. Static Images
  2. Animated GIF
  3. Video Screen Capture
  4. Video Screen Capture with Audio

Static Images

I created two different static images in my lesson.  Both of these images are based on the “Representational Communication Function” as described by Clark and Lyons (2010).  The goal of both of these graphics was to represent information students either needed to know (inequality signs on slide 2) or do something with (practice questions on slide 7).

Animated GIF

According to Clark and Lyons (2010, p. 19) “Transformational visuals communicate changes over time or over space.”  The GIF I created on slide 4 used 5 separate images which I created in Photoshop and then combined together to make a GIF in gifmaker.me.  The GIF goes step by step through the process of solving a specific inequality.  I could have left the image static, however, I feel by animating it, it helps novice learners chunk the information into useful segments and form a coherent mental model (Gill, 2009).

Video Screen Capture

The two video captures I did on slides 5 and 6 were both made using Quicktime and animations on Powerpoint.   These videos were an effective means of sharing both the rules and examples of graphing and solving linear inequalities.  The first one organizes the information by combining both the rules and the examples in a chart.  The second, like the GIF, chunks the process for solving the inequality into useful segments allowing for students to see the rule in action.

Video Screen Capture with Audio

The final multimedia item I created, which is located on slide 8, takes into account Mayer’s (2014) Cognitive Theory which asserts that people learn more from words and pictures than words alone.  By creating a screen capture of the process involved in solving and graphing specific linear equations students get the visual of the process.  By explaining the process as I go through the steps, auditory learners are able to follow along.  This fits well into the Dual Coding Theory originally proposed by Pavio in 1971.  “The chances that a memory will be retained and retrieved are much greater if it is stored in two distinct functional locations rather than in just one” (Thomas, 2014).

Overall, this lesson is pedagogically sound as it meets the specific learner expectation by combining a variety of research supported forms of multimedia.  It also addresses a variety of learning styles and allows the learner to interact with the lesson in a way that is meaningful to them.


Webster, K.S. (2014). Text Design for Online Learning. Retrieved from

Gill, R.  2009. 11. Learning Design for the Brain – Multimedia Principles. Retrieved from  https://www.slideshare.net/ranihgill/learning-design-for-the-brain-multimedia-principles

Clark, R.C & Lyons, C. (2010). Three views of instructional visuals, In Graphics for Learning: Proven Guidelines for Planning, Designing and Evaluating Visuals in Training Materials. San Francisco: Pfeiffer, 15-28.  Retrieved from

Mayer, R.E. (2014). Research Based Principles for Multimedia Learning.
Presentation given at Harvard University, 5 May 2014.  Retrieved from

Thomas, N.J.T. (2014). Dual Coding and the Common Coding Theories of Memory. Retrieved from http://socialmediatoday.com


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.”


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.


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.