For my media exemplar, I decided to redo the lesson I did on Digital Health & Wellness for Assignment 1. Part of learning and getting better at something is using feedback to refine your work. I took feedback from Keith, as well as some of my own critiques I had with my initial design and refined my original lesson. Most of my original work got redone in one form or another. Either it was redone completely or just got some fine tuning.  You can go to my Moodle cloud site to view the new lesson as well as my other work in this course.

You Can Find Refined My Lesson Here

Username: student               Password: student


The following is a quick breakdown of the media. I’ve linked the examples to my MoodleCloud site so make sure you’re logged in before proceeding. I’ve arranged them so they show how the lesson was BEFORE and AFTER refinement.


This was the main refinement to my lesson. It was suggested to me that you shouldn’t have text and audio on a page saying the exact same thing because it can distract from learning. So I completely redid the ‘Smart Ergonomic Tips’ section of the lesson and removed all the text. I took the audio recordings and put them to a well timed slide show to create 2 new educational video replacing what I had. BEFORE & AFTER. I ended up using a free online site called Stupeflix to create the videos and upload to YouTube through a feature it offers.

I created a screencast on the main page of my lesson giving directions on how to navigate the unit. I felt that there needed to be something there when you first enter the course. BEFORE & AFTER.


I used the audio from the original lesson to create the new videos I made, so I didn’t see the need to keep them on the page anymore. I guess they are still technically part of the new lesson. I had an audio clip in my original lesson that introduced the page and was set to play automatically. I was cautioned about setting audio to do that because a student’s volume might be muted or they might have headphones plugged in and miss what was to be heard. So, I got rid of that original clip and made a new one introducing the 2 new videos and giving the page a starting point. I also made sure not to set the clip to play automatically. BEFORE & AFTER.


The main graphic that was enhanced was the before and after lesson pictures I used as examples for what I wanted my students to create. They were good images with callout boxes attached to them. I wanted to save space on the page by combining them with the “mouseover” html feature. I also wanted to add arrows highlighting the points made in the callout box. I created individual jpeg files for each and created a new graphic. I didn’t want to include any text in the ‘alt’ and ‘title’ fields because I didn’t want the text poping up and getting in the way of the image. BEFORE & AFTER

I also did a similar mouseover technique for a summary of points found at the end of the section on ‘Smart Ergonomic Tips’. I wanted to include a quick reference to the main points in the video but I didn’t want the text to get in the way of what was being played because of its similarity. I found that creating a graphic incorporating the summary text was a good way to do it. Students don’t have to watch the entire video again if they want to remind themselves about the main points. For this graphic, I also didn’t want to include any text in the ‘alt’ and ‘title’ fields because I didn’t want the text poping up and getting in the way of the image BEFORE & AFTER


I modified the picture I had at the beginning of my lesson to include information in the ‘alt’ and ‘title’ fields to have text pop up when the mouse hover overs the picture. I also added a caption below the picture. BEFORE & AFTER.

The pictures in my quiz also got information put into the ‘alt’ and ‘title’ fields so text pops up. BEFOREAFTER

Many new photos were taken in order to create the new videos in the ‘Smart Ergonomic Tips’ section of the lesson. BEFORE & AFTER.


The multimedia enhanced student activity I created is designed for my Digital Literacy 8 course. It didn’t have any sort of introductory activity to help students get to know one another or the teacher (me). I believe that it’s important to have these sorts of activities built into a course early on in order to foster a sense of community amongst the participants and instructor. I’ve read a lot about this throughout the courses taken in the EDDL program and it has been modelled well by my various instructors and course participants in their projects. At the same time as carrying out an introductory activity (Objective 1), I wanted to give my students the opportunity to demonstrate the use use on text, graphics, audio and video (Objective 2). After all, it’s a digital literacy course and using those various forms of media is something they will encounter and I thought it would be appropriate to do this early on in the course.

Designing the activity, I followed principles I’ve learned from Keith Webster’s online course summaries called ‘Text Design For Online Learning.’ (2014) and ‘Graphics for Learning’ (2010). Also, Meyer’s (1996) SOI Model was used for considering which graphics and video to use in the activity. In a presentation Meyer (2014) gave at Harvard University, he discussed many effective research based strategies for using multimedia in online learning. I took many of them into consideration including: Pre-training, segmenting, using graphics & audio instead of just graphics & text, reducing extraneous processing, and personalization. I chose to use Moodle as my site to contain all the instructions, links and supporting tutorials. I also gave links to all the software students need to use and download/install. I believe this adds to the pedagogical soundness of this activity. The major individual element of the activity has students using Padlet to showcase the various forms of media they created to highlight themselves. The group portion of the activity has students using ZeeMaps. Other recommended applications include Windows Paint,  Audacity, Windows Movie Maker and YouTube.

One thin to note here is that I had a few options as to how I wanted this activity to be evaluated. I decided to go with the low stress option because it’s an introduction to the course and because of the varying ability students will have using the various forms of media and software. I added a Choice option at the end of the activity that students check off when complete so I can get a record in Moodle that they have done the activity. I could also set it up so that students need to complete this activity before they can access the rest of the course. The other option would be to make this activity an actual hand-in assignment where I evaluate the actual creation of the various media types. Another option that I think I’d do would be to get students to make a forum post and have a discussion with the other participants. They could showcase what they created and go from there. Due to the asynchronous nature of my courses, I’m not sure if this option would go as well as I’d hope for.

You can see the objective of my activity and all the supporting instructions, links, videos and activities in the MoodleCloud space I’ve created. Please let me know what you think.


You can find the Activity I created here on my MoodleCloud site

Username: student               Password: student


Mayer, R. E. (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.

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

Webster, K. S. (2010, January 26). Graphics for Learning [Video file]. Retrieved from

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

aprohoroff on March 20, 2017

This year I started teaching a Digital Literacy course. It covers many useful topics but the course was setup to be mainly text based (yawn). One of my goals is to use what I’m learning in the EDDL program to make my courses more engaging. So I took a lesson on Digital Health and Wellness out of my Digital Literacy class and revamped it. The media I added to this lesson consists of a video, 4 pictures and 3 audio clips. In addition to adding media, I organized the lesson into a 4 page book. I created 2 separate submission areas and a quiz. The media is found throughout all those elements. I believe the media I’ve used is pedagogically sound because it’s engaging, visually pleasing, contains clear audio,  contains accurate information and is linked to the text in the lesson. It should be noted that I followed the 5 step plan for producing media discussed in the course readings: Develop, plan, produce, edit and distribute.

You can find my lesson here on my MoodleCloud site

Username: student               Password: student



The text was formatted so that it was visually pleasing and highlighted the main points of the lesson.  I followed the principles learned from a great collection of resources put together in a summary by Keith Webster (2014) called ‘Text Design For Online Learning.’ Also, Meyer’s (1996) SOI model was discussed in the readings and was used to successfully integrate the text with my graphics. Some of the text features used include:

  • Selected relevant information.
  • Organized information into a coherent structure.
  • Used a legible font.
  • Font size choice of 9pt and larger.
  • High contrast between font colour and background.
  • Used different header sizes to show titles and categories.
  • Used a bulleted and number list for examples.
  • Used callouts to bring attention to the examples.
  • Used colour to highligh importance (red=bad, green=good)


In Webster (2010) video called ‘Graphics for Learning’, Meyer’s (1996) SOI model was once again discussed and guided my choice of creating 4 representational graphics. The photos I choose represent before and after real life situations and are used to model what I’m looking for in the assignments. Students need to analyze their images and point out what could be done better according to what they learned in the lesson. They then get to apply what they’ve learned  and create a graphic of their own using the tips discussed. You need to take the quiz and submit it to see one of the graphics


One of my main focuses in this lesson was to put it together so that students who are poor readers would still be able to learn. The introduction video does this as well as the audio clips I’ve incorporated. The audio is clear, has no background noise and I made sure I didn’t speak too quickly. The recordings followed a plan and I used Audacity to edit them. I uploaded them as .mp4 files because it’s a widely recognized format. I set the first clip to play on it’s own so that students know what the audio files are for. All audio files are hosted in Moodle.


The video sets up the lesson and I use it to engage my students with the content and instructor. They make a connection with their teacher by seeing what he looks and sounds like (the audio files do this as well). It is also used to explain how to do the first assignment and points students to a graphic that is an example of what they need to do. I used Window’s Movie Maker to create my video and uploaded it to YouTube.


Mayer, R. E. (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.

Webster, K. S. (2010, January 26). Graphics for Learning [Video file]. Retrieved from

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


aprohoroff on February 20, 2017

I combined the audio activities here into one post. The audio was created by my son and I using Audacity. I’ve included the original recording and then the edited version. My wife and I are trying to teach our son Russian so you’ll hear some of that in the original. He mixes some English/Russian at the end as well.

Learning Objective – Listen to some audio of someone learning their ABCs and spot their mistakes.

Original Recording embedded into post:


Edited to include just the ABC part. Embedded into post.


Link to audio that opens in its own tab. It will start to play on it’s own and has a button that allows the listener to download. Click Here to Open in a New Tab


Audio linked to an attachment page. Click Here to Go to the Attachment Page

Sasha and Mazai at Juniper Bay – Click to Enlarge

For this activity I used an image I already had uploaded to WordPress. I added it to my blog and then edited the image. In there there’s a feature to change the size of your image to a thumbnail (150 x 150 pixels). If I didn’t see that feature I would have edited my image first to create a thumbnail. Then I linked my thumbnail to the original. I also copied and pasted the code that Keith gave in the lesson to show text when the mouse hovers over the thumbnail.


aprohoroff on February 20, 2017

For this activity I wanted to create an educational graphic using layers that did something like Rick did with the mouse over feature. I really like that feature and I think it can be used for many applications within a lesson. After spending a lot of time trying to do this and failing, I’ve thrown in the towel. So, I’m not creating a graphing that has any educational value, but does show me using layers.

The process included using one of my own images. Then I found a picture of flames online and customized it as another layer using Adobe Photoshop. The reason I went this way was I couldn’t figure out how to make the white part of my image turn transparent in Gimp (Does anyone know how to do that???), but my wife knew how to do it in Photoshop so I used it. Then I added a layer of text. Here are the individual layers and what they look like put together.




Purpose – to create a graphic that simply shows the stages of cell division. Most likely as an introduction to cell division.

Type of Graphic – Representative graphic and Interpeitive graphic.

Analyze the content for the graphic – The content in this case talks about what is happening throughout the stages of cell division and this graphic is to help visualize the process.

Create the graphic guided by:

  • Principles
    • Selection – I selected the images showing the most important stages. Created some text explaining what is happening at some of the stages.
    • Organization – I organized the images in logical order and in a vertical fashion. By keeping it vertical I was hoping to prevent any distortions that may occur when posting to my blog.
    • Integration –  I then integrated the text with the images by placing them where they describe the image most effectively.
  • Actions – Images and text were place on a white background for easiest viewing. Images were aligned vertically. I wanted to align the text all to the left margin but then I though they would be better placed closer to the image they represent in order to prevent confusion.
  • Tools – I did a Google search to find my images making sure they were labelled for reuse with modification. Then I played around with Inkscape and Gimp to see if I could manipulate the graphic. I spent a lot of time trying to figure out which program to use. Inkscape was not suitable for manipulating my graphic and I found Gimp too complicated to do the simple things I wanted to do, so I used Paint to put together my graphic. I choose a font that I though stands out but wasn’t too large to take away from the image.

Evaluate for effectiveness – This will be done in a reply post.



aprohoroff on February 13, 2017

Lately I’ve been thinking about finding a better introduction picture to use in my courses. I wanted to find one that shows some of the things I hold dear to me. This picture is at one of my favourite beaches, with my dog, sporting Canucks gear and holing a Timmy’s coffee.

My original picture was at a high resolution and was too large to work with. When I pasted it into WordPress and previewed it, it became distorted. So I used a scaled down picture to work with instead. With my WordPress theme I look a little thinner than I should, but I guess I can live with that. 🙂 The two cropped pictures should come come up as the proper size. I’m leaning towards the one with just me. I’m interested in which picture you guys like better. With dog or without? I used SumoPaint to do this.

Also, I initially misunderstood boundaries in the activity to mean to put a border on the image. I couldn’t figure out how to do this in SumoPaint. Does anyone have any suggestions?




I’ve included this picture of just my dog cropped for the original photo so you can see him in all his glory doing what he loves best. You can also get an Idea of how big the original image would have been to work with.



aprohoroff on January 29, 2017

The piece of media that I found to analyze comes from Annenberg Learner, who produces interactives for teachers and professional development. The specific piece that I looked at was an interactive called “Dynamic Earth”, which covers a lesson on the earth’s structure, plate tectonics, plates and boundaries.

Here are a few links that take you to some specific pages that show excellent media:


Here’s a quick breakdown of my analysis:

  1. A list of the media used in the resource – what are the components?
    • Text
    • Graphics
    • Interactive graphics that display different information and do different things when you roll the mouse over them
    • Interactive challenges that test what’s being learned
    • Online test
  2. What educational context could the media resource be used in?
    • A regular high school setting or online class teaching the content that it covers
    • Used as a review or for an additional resource
  3. Note anything in the media resource that would limit the context that it could be used in.
    • It’s very specific to learning about that particular science topic and wouldn’t be useful in other subject areas.
    • It’s an online resource and therefore needs to be used where there’s access to a device and WiFi.
  4. Describe what makes the media resource pedagogically sound.
    • Accurate information
    • Engaging
    • Visually pleasing
    • multimedia used is linked to text in the lesson
  5. Describe the kind of software that is required to produce the media example you have chosen.
    • Software to produce Adobe Flash files
    • Website developing software
    • Graphic editing software
    • Perhaps others I can’t think of
  6. Describe the hardware items, beyond a multimedia capable computer, that are required to produce the resource.
    • Camera
    • Scanner
  7. Describe the skills needed to produce the resource.
    • A science background.
    • Able to produce Adobe Flash files
    • Proficient using graphic editing and website developing software.
    • An eye for web design.
  8. Other Notes
    • Created by a reputable source.
    • Free to use in K-12 education.
    • Not Bias
    • Current information
    • Must be able to read and understand English
    • Engaging and Interactive
aprohoroff on January 29, 2017

Hello everyone. Here’s a link to my editing text post. I started out trying to to format directly in WordPress, but I found the text editor to be lacking many standard features I’m used to using when creating and editing pages. So I did my formatting in a Google Doc, saved it as a html page, copied the code, and then pasted it into WordPress. Here’s a link to my Google Doc to see what I should actually look like. I had to publish my post immediately after pasting the html code into WordPress, otherwise I lost my callout formatting after I clicked on the Visual tab to see what the pasted html code looked like. Because I couldn’t do that visual check before Publishing, it would explain why there are some spacing issues in my post.

This was a valuable learning process for me because I wanted to find an easy way do import already created and formatted docs. I wanted to avoid trying to learn html because it scares me when I look at the coding that’s involved.  But after going through this whole process I’m thinking that learning how to create callout boxes in html would be that easiest and least error prone method of doing so. Time to meet my fears head-on.

Hello html!