Assignment 2 – A Student Activity

I have added the Student Activity to the Weebly website which I created for Assignments 1 and 3 which you may have already seen. Find my SVEC (Salaama Vocational Education Centre) Kindness Revolution website here.

If for some reason that link does not work, please use this URL http://862277725696153651.weebly.com/

Look for the tab called “Student Activity”.

My objective in the use of media for this student activity is primarily related to encouraging students to explore the resources available to them – whether loaned hardware or web 2.0 tools or technical assistance from faculty or tutorials.

I was really inspired by the introduction of digital story telling on our course blog which stated: To be literate now means to be a consumer, and creator and publisher of information.

I believe that provides the framework for the pedagogical approach of my activity. Students plan based on a consumer use of their end product – planning a teaching activity relates to this because students can relate to being consumers of learning materials. Encouraging creativity facilitates innovation and individual expression. Publishing information promotes collegiality and lifelong learning – all of which support the underlying concept of sharing knowledge with others for a better life.

Jason Ohler’s assessment development guidelines are helpful in setting the criteria for the project development by the students:

  • Set clear goals.
  • Assess everything (in other words – don’t look at just the final product – look at the process products, the preparation, the resources, the engagement, the enjoyment)
  • Assess the process.
  • Include self-assessment and peer review.

References:

Ohler, J., Digital Storytelling, Retrieved March 21, 2014 from http://www.jasonohler.com/storytelling/assessment.cfm

EDDL 5131 Course Blog weekly materials: http://courses.olblogs.tru.ca/eddl5131-jan14/week-5-digital-story-telling/

 

 

Multimedia Lessons and Media Exemplars Collection – take 2 (first post is lost – not sure how or where)

Something odd happened with my first attempt to post this in the last hour – and I apologize if it randomly appears later. I previewed the post and then my only option was ‘submit for approval?’ I had not seen that option before and now it does not appear in my catalogue of posts even as a draft so……take 2.

One of my goals for these courses was to create learning materials for both my Canadian design students and my Ugandan vocational students. For this assignment I decided to focus on some activities I did in Uganda last week.

I do believe the intent of the last three assignments is to link them together and I created these two as such.By creating online materials such as this, I hope to engage students in online dialogues after we launch projects f2f on site and when I have to return to Canada to my ‘real’ job!

Find the Kindness Revolution website I created for my gang at SVEC here. Just in case my link does not work, paste this URL into your browser:  http://862277725696153651.weebly.com/

I used Weebly to build and host the site. The focus of the lessons is ‘kindness’ – it fits within the thread of topics we explore during weekly Friday assembly which is a joint project between the Student Guild and the faculty. Themes range from entrepreneurship, leadership and health promotion to square foot gardening.

I created an introductory recording using Audacity – you will find it as ‘a message from the kindness coordinator’ – me.

I created a movie using Microsoft Windows Movie Maker, combining images from my activities on site with a track purchased from iTunes which I edited to shorten to suit the quantity of images . This visual and audio clip be a fun reflection of one activity connecting the theme of kindness to our school vision of sustainability; tree planting. This activity was done during my trip over two weeks ago, but will also reinforce other topics of discussion such as leadership, team work, leading by example.

I also created a slideshow with captions leading students through an activity which supports peer mentoring and also provides support for students who are occasionally challenged following the discussions in English.

Also included are links to external websites, a YouTube video many of you will recall (the movie trailer from Pay It Forward) and both a poster I created and an image from the web are included as idea generators and theme reinforcement. The poster is a pdf file for any students who missed the original assembly and hard copy which also supports future distance delivery of the workshop.

Over the next week, I will add a student multi-media assignment to this same website.

Hello from Uganda

Jambo everyone – I am on the way home from ten days back to work at our school in Uganda. I am so sorry to have been offline but with the start of the rainy season came the start of internet and power interruptions. I look forward to catching up in the next couple days. I did update my ‘bit’ on our Group’s Google Doc.

Kelly

Week 5 Activity 2 Record some audio

How Many Words are Too Many Words




The context for my recording is a Professional Practice course in which industry experts come in to listen to students present their design ideas using PowerPoint slides containing the essential components of their design proposal. I used Audacity and then exported to an .mp3 file. I was pleased that my laptop microphone was good quality. I did try with a headset microphone but it has more distortion.

Week 4 Activity 3

After really giving SumoPaint a few tries (actually many tries because I am stubborn), both importing a starting graphic and also drawing from scratch, I decided this ain’t the hill I want to die on and to nip the obsession with trying to conquer SumoPaint in the bud. I could only create simply illustrations which would not exactly wow my tech savvy designers.

For this type of flow chart, it made sense to use the shapes available on Microsoft Word and then edit the graphics, create a series of slides in Powerpoint and then make .pdf slides to upload into Slideshare.

Here is a link to the Layered Graphic on SlideShare: The Design Process

or via the link below:

 http://www.slideshare.net/KGforTRU/the-design-process-31259539

My embedded link did not work (thanks Michael and Debbie for alerting me!)

 

 

Week 3 Activity 3.2 Creating an educational image

Last fall I kept an article from the free President’s Choice magazine and tucked it away in a file I keep for ideas for student workshops we call Empower Breakfasts. It was called the Gratitude Attitude. So simple, so inspiring, so easy to achieve. It did have a simple diagram within it that I used for the idea of the silhouette.

To create this graphic, I searched for images in Artstor and found they were all too complex for me to simplify so I used web resources to find Creative Commons, royalty free images that I could use as a starting point to edit in Adobe Illustrator. I imported that image into Word where I added the other graphics and text – I tidied it all up in Adobe Illustrator, printed to a .pdf and converted it to a .jpg suited to Flickr.

Here is a link to my graphic on Flickr

And just in case you cannot get to it, here is the graphic:

 

Week 3 Activity 1 Cropping an image using SumoPaint

 

The original image without cropping.

This is one of my favourite images taken by a friend while I was on a drive – as always – camera in hand. This was just before sunset and the image below was taken moments after as the family gathered closer together. Using SumoPaint, I cropped it on three sides to place more emphasis on the elephants themselves -in the original image the contrast of the underside of the vehicle roof was distracting and placed emphasis on a strap holding back the soft side of the jeep. Here is a thumbnail of the original as well.

Week 2: Activity 3 Resource Analysis

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.

[youtube]http://youtu.be/Mah6bewnPN0[/youtube]

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:

http://www.techbuzz.in/16-free-screen-capturing-software-alternative-for-camtasia.php

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.