5363+Embedded+Assignment+Reflection

  || == Course Name:  ==   || == Course-based Embedded Hours  ==
 * == Course Number: ==

(see Appendix I)
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 * ** EDLD 5363  **    ||   **  *Video Technology and Multimedia  **    ||  **   15   **  ||
 * == Description of the ==

(see Appendix I)
 ||   Create a public service announcement for parents and community partners. Capture and integrate sound, video, and digital images; create RSS feeds; and publish the final product on the web. Use short teacher and student interviews to focus on 21st century technology for engagement and achievement. || ·  The knowledge you gained from the assignment. (2 points) · The relation of new information to Technology Facilitator Standards and Performance Indicators (2 points). · The relation of information gained to personal experience. (2 points) · Discussion at a critical level, not just recitation of facts. Discussion at a critical level means discussing things such as your opinion of the reading or experience, why you hold that onion, what you see wrong with the reading or experience, how you see the reading or experience is consistent or inconsistent with what you have learned so far, implications for the future, (4 ) · Insights into the patterns of interactions of colleagues.(2 points) · Group processes including: who had power, authority, or influence; who was participating and who was not, who was not included, how did you or another leader draw the silent participants out; was there confrontation, conflict, consensus, agreement, hurt feelings? (2 points) · Notations addressing the affective or feeling tone evident, concerns you noticed. (2 points) · Questions you have that you should research or about which you can seek expert advice from your campus-based supervisor or your professor. (2 points) · Issues that puzzle you. (2 points)  ||   Imagine a class where students are engaging in activities that are valued in the real world. They are managing their own tasks and time while collaborating as a team. Often they communicating with experts and researching new tools, all with the goal of sharing a project globally. Now envision the teacher not directing, rather participating as a facilitator of resources, learning, and motivation. Seems like a dream sometimes in the Public K-12 world of AYP and NCLB. However, with the power of technology, the key ingredient, students can use these skills to achieve quality learning. “Using collaboration and communication tools with educational methods that also promote these skills – such as project based learning – will help students acquire the abilities they will need for the future” (Solomon & Schrum). In the course Technology and Multimedia I had the opportunity to experience this design first hand. The final section of the course asked students to form groups and work together to create a Public service Announcement that would be published on the Web. In order to develop deep and complex understanding of this Project based learning activity an depth evaluation and reflection must be completed. First, I must examine the learning that was gained and how it connects to my prior experiences. Next, my approach and strategies with the entire process should be evaluated. And finally, any future thoughts or considerations relating to this task should be communicated and pointed out for further inquiry. The design of this course was very impressive. Progressing steadily task by task and week by week, the overall vision of student centered Project-based learning was deliberately revealed. In first week the foundations were laid with a personal digital story. The completion of this project taught new skills and sharpened ones that already existed. But more importantly the bigger concepts of student expression, and multimedia learning became clearer. In a reading regarding teachers using digital story telling successfully the points come across well. “The program catches students' interest because it focuses on learning by doing and speaks to their fascination with technology and all things digital” (Eutopia 2002). The second week built on the first and more skills and knowledge was gained. Building on programs and tools found in MS Photo Story and Audacity audio editing, week two had us working and evaluating video editing software. While reviewing, discussing and evaluating we were constantly reminded of K-12 fair use guidelines, appropriate software for students, and other educational topics relating to video and multimedia. Through the rest of the course and concluding with our final group project many more important skills were learned including; video project proposal creation, video effects, motion elements, voiceover narration, and much more. However, I believe the greatest knowledge gained by going through the Project-based learning activity from start to finish. The power of Project-based instruction was fully realized by doing. My approach and strategies that were used in the successful completion of this group PSA project should be examined. I initiated a sign up wiki for colleagues to organize into groups. The approach worked much better than the back and forth confusion of emailing. My group also use the 24/7 collaboration wonder of Google Documents to brainstorm, edit, and finalize our Project Proposal. During the following weeks and until the publication of our PSA, tasks were worked on collaboratively as individually according to specifics. The end product was a great success as many different technical skills were utilized by various group members. My ultimate success is now having a much better grasp of how to harness new technology and translate it into better instruction for our students and colleagues. I have many continued thoughts about PSA my group completed including topics of appropriateness / grade level, privacy issues, internet safety, access, buy in by others, and many more. Frankly all of those issues can be worked out and need to be for the future of our kids. Interestingly my thoughts and reflections about this assignment continue to be centered on learning and creating. These incredible tools that are available need to be utilized. With open source software for photos such as MS Photo Story 3, impressive audio editing software from Audacity, and many video editing choices the possibilities for Project-based instruction are endless. The point is I have had very positive and inspiring thought since the PSA. I feel more confident in harnessing technology for collaboration and learning. Now I can imagine an environment where students are engaging and leaders are facilitating. The concept works virtually or at a facility. The concept is the same, using the power of technology to help students and others to achieve quality learning. In this course, Technology and Multimedia I have had the opportunity to experience Project-based design first hand. I successfully collaborated with a group to create a Public service Announcement that would be published on the Web. In order to develop deep and complex understanding of this Project based learning activity an in depth evaluation and reflection has been completed. First, I examined the learning that was gained and how it connected to my prior experiences. Next, my approach and strategies to the entire process was evaluated. And finally, any future thoughts or considerations relating to this task were communicated and pointed out for further inquiry. Multimedia Serves Youths’ Desire to Express Themselves - Edutopia Edutopia. (2002). Multimedia serves youths' desire to express themselves. Retrieved on April 19, 2009, from http://www.edutopia.org/print/980. ||