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EDDL 5151 Presentation

Here is the presentation.

I hope you enjoy.

C.

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Assignment 3 – Media exemplar collection.

My media collection links.

Image

Video

Audio

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Assignment 3 – Video

 

Immersive Reader

I got to see a great deal of great educational technology as a Microsoft Educator. As part of the MIEE program, I was able to visit some Microsoft Engineers, and see first hand some of the tools in development. Immersive Reader came to fruition as a passion project of two Vancouver Microsoft employees during a Microsoft hackathon, originally envisioned as an add-in to OneNote. It was wildly successful, and later integrated into other Microsoft platforms. When I present it to my students, I think the screen capture video is most appropriate. I like them to be able to “follow along” as they try out the feature. I also find that my ELL students, as well as some with IEP’s concerning reading difficulties can use the tool whenever they find it useful.

 

 

 

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Assignment 3 – Image

BEDMAS Graphic

For this graphic, I wanted something visually striking, paired with a catchy slogan. Interestingly, though I thought this would be the simplest piece to produce, it ended up taking me the longest time to come up with a final version that I was happy with.
The theme I decided to run with was a military one. I’ve always been less than satisfied with most BEDMAS graphics, as there is often no distinction between the brackets component, versus the exponents. Whereas the Multiplication and division are of “equal rank” as are addition and subtraction; and thus, governed by “left to right,” brackets and exponents must be handled in order. This has caused some confusion for my students in the past, which led me to want to revisit and clarify a very old acronym.

My first choice was orientation of the word. I have often seen BEDMAS as a vertical acrostic, however as most of my students are naturally oriented left to right readers, I thought that a horizontal orientation was a better choice, and less distracting. The guiding principle for me needed to be impactful, but not distracting. I wanted to reduce cognitive load wherever possible. This principle also informed my color choice. As I was moving towards a “rank” theme, I wanted to go with a traditional army color. I experimented with various camouflage patterns but found them too distracting for my purposes. I also tried olive drab, and army green, but they didn’t seem to engage the eye as well as the green I eventually settled on, which was sort of mid way between the two. Being that the eye is most sensitive to shades of green, I thought this was a good overall choice, both thematically and physiologically. I considered using chevrons to indicate and reinforce the rank of the operations, but decided on gold stars, as I felt that students would be much more familiar with the idea of stars being used to rank or rate various things.

I experimented with various fonts, but made the decision quite quickly, and settled on a bold, very low-complexity font. I felt the block letters were straightforward and complemented the overall theme. After a few attempts with 3D effects, I found them to be just a distraction, with no real educational purpose, so I discarded the idea. The final element was the caption. I wanted it to rhyme and be short. I also wanted to have it reinforce the idea of tackling the operations in the correct order, with elements of the same “rank” being dealt with in left to right fashion. I felt this also tied back into my earlier choice to orient the letters left to right.

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Assignment 3 – Audio

Jabberwocky

I always do Jabberwocky during my poetry unit, as an activity to hook students into recitation as a dramatic performance. It’s a good activity to break the ice with regards to anxiety, because it’s a chance to play with nonsensical language in a dramatic way that doesn’t really have a “right” answer. I like them to experiment with different tones, voices, inflections, volume and the like.
I recorded my own version for two primary reasons; so that students can listen to me “at play” as an exemplar, and to guide them in common pronunciations of some of the more difficult words. While there are some existing videos / audio recordings of performances of Jabberwocky, I find that most of them have some particularities that I dislike; borogoves pronounced “borogroves” and tulgey pronounced “tugley” for example. I also find it useful to have the students hear my version of it, as I feel it let’s them understand that we are all in this together, and I’m not going to ask them to perform, if I’m not willing to.

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Interactive Video

I had a chance to play around with the PowerPoint record feature.
Office used to have a very neat PowerPoint add-on called Office Mix, were video, audio, embedded quizzes and the like we able to integrate with PowerPoint. It was recently retired, and many of the features were integrated in the latest version of PowerPoint. I think for those of use already familiar with PP and Office in general, the tools are pretty user friendly. You can also create “quizzes” of a sort, by inserting clickable links to various “right” “wrong” answer pages.
There are some pretty good templates out there for running the ever popular “Jeopardy” style review with a class.

Here is a very rough idea of what the native narration “Slide recording” looks like in PowerPoint.

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Assignment #2 Reflections

Learning Objective: Create a “video poem” using suitable images, text and music.

Link to curriculum: With this activity, I am asking the students to demonstrate their facility with combing different “texts”: pictures, music and words, to create a meaningful piece. The combination of different “texts” is an eighth-grade curricular competency in the BC curriculum.

Pedagogical approach: For this activity, I provide written instructions, and criteria as to the final piece to be produced, and I will include a video tutorial to demonstrate how Microsoft Photos could be used to produce a suitable piece. Understanding that grade eight students vary in their familiarity with various applications that could be used to create the final product, I would allow for the students to use other applications, so long as the finished piece met the overall criteria.

I chose this activity because I wanted the students to gain familiarity with how the use of multimedia could expand or add meaning to a text. Taking a cue from Mayer’s cognitive theories, I hope to help the students understand the learning impact of including both image, sound and text in an artistic piece, in this case, a poem they have previously written. Drawing from Carter, I chose the narrated video as my instructional piece, and tried to design it along his guidelines for personal narrative format. I wanted the video instructions to be conversational in tone, and to use voice to highlight certain key concepts as they were being demonstrated on the screen. Overall however, I think Campbell was the inspiration for the activity, I wanted to take the thought from Alan Kay that “a computer is an instrument whose music is ideas” and run with it. Campbell’s musings on “awakening the digital imagination” struck me as something I really wanted to try and incorporate in my technology augmented lessons.

Campbell, W, Gardner. “The Road to Digital Citizenship III: Awakening the Digital Imagination.” Gardner Writes. January 24, 2013. Accessed March 26, 2019. http://www.gardnercampbell.net/blog1/?p=1952.

Carter, Curtis. “Instructional Audio Guidelines: Four Design Principles to Consider for Every Instructional Audio Design Effort.” TechTrends: Linking Research & Practice to Improve Learning 56, no. 6 (November 2012): 54–58.

Mayer, R. E. (2002), Cognitive Theory and the Design of Multimedia Instruction: An Example of the Two‐Way Street Between Cognition and Instruction. New Directions for Teaching and Learning, 2002: 55-71.

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EDDL 5131 Assignment #1

Using the right mouse button to edit in Microsoft Word.

 

 

 

 

 

 

Rationale

For my students in grade eight, I am finding that they have a great deal of experience with the standard tablet / smartphone “gestures” (e.g. pinch and zoom, touchscreen inputs.) However, they often lacked familiarity with how utilize two (or more) buttons on a mouse.  The savviest of my mouse using students were unsurprisingly, PC gamers. Often, the gamers would be very familiar with intermediate to advanced mouse and keyboard concepts, able to use mice with a multitude of buttons, and even set up macros (pre-arranged input sequences) to help them in their games. At the same time, it was a constant battle to get them to edit their written work before submission. “Run spell check!” was simply not sufficient. Realizing that for my students, likely the vast majority of their computer usage was with touchscreen technology, I wanted to get them familiar using a mouse with basic office applications. It was also a good fit for the technology we had available at our school.  Laptops were available for writing activities, and most importantly the student print center, located in our Learning Commons, was based off desktop machines, with two button mice.

My media choices for the lesson were chosen to compliment each other, and I tried to scaffold from a still image, to a simple animation, and then into a video tutorial. Drawing heavily from Mayer’s work, I wanted to give particular focus on Signaling, Spatial, and Temporal contiguity.
In placement, I thought to move from left to right with the two “smaller” media pieces; my image and my animation. These would hopefully help the student understand the basic physical process of the “right click” before the video instructed them on its use in Word document editing. The video piece was designed to be a narrated screen capture of my doing a few example edits using the technique. In my first few “run-throughs” I tended to wander down rabbit trails, discussing interesting, but somewhat extraneous information. In my finished piece, I believe I was able to communicate the main skill being taught, while still communicating that one could easily go more in depth with the basic skill, if one desired.

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Week 4 Thumbnail

I usually begin my grade eight year with a unit on alterity.
I tend to use resources and media from the Komagata Maru incident, and the Japanese internment.

Here is a thumbnail linked to a larger photo of men on the Komagata Maru.

 

 

 

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Week 3 – Activity 1

For this exercise, I took a photo of a European map c. 1490, and cropped it to focus in on Italy.
For an upcoming unit on the Renaissance, I’m going to create a Sway for my class, and wanted a map image that focused on the Italian city states.

Original

 

 

 

 

 

 

 

Cropped

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