week 7 – digital storytelling

wolfphilo    Digital Storytelling is an important element for the online program that I am creating. For this project, I have created three videos which use storytelling, narration and music to introduce three concepts that will be used in three separate lessons.

I have used video that I shot of past programs to illustrate the possibilities of the lessons. As the courses I am creating have both an online and an in-person component, the videos and online program will act as an introduction and inspiration for some practical activities that will be completed at home by students, as well as being a preparation for an in-person camp component.

I used Sony Vegas Pro 12 and Sound Forge to edit the videos from footage that I have shot over the years at a camp program that I ran with my organization on Saltspring Island for 12 years.

The first video will be used for an introduction to a lesson on tracking


The second video will be used as an introduction to an art project


the third video will be used as an introduction to a storytelling project



I found that overall, this course helped me to realize that there are models of teaching and learning out there that are compatible with my own philosophy, and it helped me to formulate my philosophy in a more concrete way. I also found that the facilitation model used in this course- the attitude of teacher as facilitator- helped me to see how that model works in practice: maintaining a relaxed and creative atmosphere as well as a high standard, while keeping to a specific rubric and time frame.

I didn’t find many difficulties providing constructive feedback. The blog posting system was very straightforward except for the technical problems (at the very beginning, all of my responses were going to ‘junk mail’, and later on Susan had trouble with her entire blog site). I found everyone to be highly professional in their attitude and interactions with each other. I enjoyed participating in the several final projects as they increased and expounded upon the overall theme of online learning- beginning with Arlene’s discussion about online learning in general, followed by other aspects such as possible problems encountered (Jen’s project on cyberbullying), technical processes (Fabian’s project on techniques) and the topic of methodology (Susan’s project on online games), and of course, my own question about researching online sites.

Probably the most salient take-away for me was the exposure to the synchronous sessions; both experiencing the possible problems (timing, technical difficulties) as well as the procedure for participating (turn taking, speaking and reading text at the same time) as well as, most importantly- the benefits (connecting in a real way with the larger group).

In terms of adjustments to my final project and facilitation techniques, although I didn’t get any direct feedback about the weeklong program I put up as my final project, I did get feedback from my students. They all followed the instructions and did the assignments, including posting their results without difficulty. I especially enjoyed the aspect of this course that was in real time and allowed me to create material that was meaningful to me.

I definitely need more practice in facilitating the technical aspects of the synchronous sessions but what I learned from participating in several during this course is that an attitude of flexibility when things don’t go exactly as planned is probably one of the best skills to have.

response to Susan’s lesson

Adult learning is a whole topic in itself, and the addition of the online component makes it even more interesting. I have been working with children and teens for the past 15 yrs, but previous to that, my first teacher training was ESL training for adults. Adult learning is very specific, there is different criteria, different motivations. I found a paper (cited below) that actually summarizes the various adult learning theories very succinctly as well as integrating them with online learning strategies.

I think there is a place for games in adult learning as long as they are specific enough to meet desired learning objectives. I found the games presented in this lesson worked in that the desire for the information was the motivating factor. In that way, I don’t think a prize was even necessary. The motivation was clearly the gaining of knowledge.

I don’t have a link for it but it can be found in google. Its worth looking up and easy to read.

Cercone, K. (2008). Characteristics of adult learners with implications for
online learning design, AACE Journal, 16(2), 137-159.

Cyber bullying- Jen’s project

I found the second video really interesting and inspiring. I don’t have much experience with online bullying but in dealing with face-to-face bullying, it is not always as straight forward as it seems. Perpetrators can be slippery, victims don’t always seek help and when they do, are not always believed or are told that it is not a big deal, especially if it is psychological rather than physical bullying.

Learning defensive techniques seems to me the way to go. Its not equivalent to blaming the victim (is that why the video was considered controversial?). Its just common sense. I learned defensive techniques growing up as a woman. We teach our children common sense defensive techniques about all kinds of things. In my programs teaching about the natural world, we always teach the hazards first so that everyone will stay safe. Hazards can be different in different environments and under different conditions.

I think that the presenter in that second video was on the right track. There must be patterns, ways to detect, avoid, respond. Types that perpetrators look for. Cyber bullying is an old phenomena in a new package. We need new tools to deal with it.

EDDL 5141 week 6 – online facilitation models

Week 6- On-line facilitation models

The article that spoke to me the most out of all of the readings was Teaching Crowds by Dron Anderson. The model I will be working with through my online programs will be a combination of face-to-face learning and home study learning. The online component therefore will not be used as a replacement for face-to-face learning but instead as an enhancement tool for social networking as well as a home study program. The main objective of my online approach is to connect kids with similar interests from different regions throughout BC.

Here are a few direct quotes that I enjoyed around the concepts of ‘building community’, ‘student engagement’ and ‘active learning’:

“Community is the vehicle through which online courses are most effectively delivered regardless of content” (Palloff & Pratt, 2005, p.1 from Anderson, p.16)

“[An] educator’s responsibility is to make it possible for students to engage in experiences they would never otherwise have had” (Kearsley and Schneiderman, 2002, p.38 from Anderson, p.17).

“Knowledge is built from active engagement with conflicting and confounding ideas that challenge older, pre-existing knowledge” (Piaget, 1952, from Anderson, p.22).

The concept of a home-study program fits well with Marsick and Watkins’ concept of formal vs informal learning (2001, p. 28). The idea of integrating learning with daily routines is something that I have been attempting with my face-to-face teaching with mixed success. The idea that an online component to my programs would actually facilitate this kind of activity is quite exciting to me.

We have what we call ‘core routines’ that are an integral part of these programs that include daily practices. Marsick and Watkins first principal speaks directly to this. They describe ‘informal’ learning as being integrated with daily routines- “in contrast to formal education, which takes place at times and places defined by the educational institution”. It is also “triggered by an internal or external jolt- not by the teacher,..not highly conscious,… haphazard and influenced by chance…” and ultimately as “an inductive process of reflection and action” (Anderson, p.19). This is exactly the type of atmosphere I am aiming for; within an atmosphere of collaborative and supportive learning.

In terms of my role as facilitator, Ed Hootstein’s image of the ‘four pairs of shoes’ I think is a very clear and useful framework to work with. It helps me to see ‘what I know’ and what ‘I need to know’ to be an on-line teacher. I have used his concepts below for my KWL Chart.

kwl chart



EDDL 5131 week 6 Audio Activity 5.2, 5.3

I recorded the sound on this promotional video directed by my teaching partner, David Krieger. I used a boom mike to record the music and a lapel microphone for the interviews. There was quite a lot of insect hiss and also some microphone crackle on the last interview used. I edited the video in Vegas Pro and got rid of some of the hiss. Here is the first version


I uploaded audacity but ended up using soundforge as it could process video file I was using. I reworked the sound in Soundforge pro and got rid of some more insect hiss and some (but not all) of the crackle.