E-portfolio

Welcome to my e-portfolio; this page has been subdivided into three sections that contain samples of original works I have created and refined throughout the duration of EDDL 5131. I hope you find something useful, and I welcome your comments at the end of the post.

Here are is the Gallery Directory:

Creating and Editing Video

Creating an Educational Infographic

Creating an Interactive Graphic

Creating and Editing Video

I enjoyed composing and shooting the storyline in this little project, and I combined stills, time-lapse video, editing in sounds, transitions, and even a little cinematic trick (well, sort of a poor cousin of the ‘pushthrough’) in making this. Probably did more than I needed, but hey, I was having fun.
I think one thing that would make a huge difference is a quality microphone and stand, and a bounce card and stand. This would ‘fix’ some of the small audio inconsistencies, and the bounce card would even out the light on subjects in frame.
I think for my students, I would be happy to have them stick with the pre-packaged video and audio treatments, as it would allow more focus on content, and less on production. That said, I think it is important to model ‘what could be’, to a certain degree, so as to inspire as well as inform.

 

Downloadable file link for Beers Around

Downloadable Transcript of Beers Around in .doc format

Downloadable Transcript of Beers Around in .pdf format

Download Screencast Transcription with Citations

Click here for the Creating and Editing Video Screencast Download link

References

Beer Overflowing Image, Creative Commons, https://image.freepik.com/free-photo/glass-beer-alcohol-drink-with-overflowing-foam_8087-3090.jpg

MacLeod, K., “Meanwhile In Bavaria”. Creative Commons, https://incompetech.com/music/royalty-free/index.html?isrc=USUAN1500057#google_vignette

Perlick Bar and Beverage, “The Four Elements of an Effective Beer System”. Used with attribution, https://blog.perlick.com/wp-content/uploads/2018/06/The-Advantages-of-Glycol-Cooled-Beer-Lines.jpg

 

Creating an Educational Infographic

A basketball player silhouette with a full colour anatomical digestive system displayed wuthin. Some facts are listed on the right side in a menu box.

Click the picture for a larger version of the image.

This infographic was created in easel.ly, and used a template that was…inflexible to work with. I used much of the feedback from my peers to re-evaluate the graphic, moving some pieces that interfered with the reading, re-phrasing certain text to make more sense, and positioning and enlarging font size for readability. I upgraded my graphic by making my own silhouette, which adds to the interest factor of the overall poster by fully embracing the basketball theme. When initially generating my first infographic, I used the Dunlap and Lowenthal (2016) schema that I applied to create user engagement, consisting of the situational qualities of immediacymalleabilitycompellingnessresonance, and coherence. In tailoring the hook to the target audience, a sense of immediacy is created as most of the learners receiving this are in that 9 to 12-year age range. By “asking learners questions that encourage reflection” (Dunlap & Lowenthal, p. 47) or by giving statements that are immediately relatable, the viewers start interacting on first glance. This malleability relates viewers to the information, as in “I have that”, “I had that”, or “I will have that”.

Click here for a transcription of the Infographic Screen Recording

Click here for a link to the original post

Click here for the download link for Creating an Educational Infographic Screencast

 

Creating an Educational Infographic

The original graphic and its derivative photos and videos are sourced through Creative Commons licensing (WikiCommons). The changes made to this particular graphic were based on feedback received from my peers through my blog. I tried to use a diverse array of supplementary resources in order to appeal to the dynamic structure, and to create user engagement through employing situational qualities as cited in Dunlap and Lowenthal (2016). Transcripts were provided for all videos for accessibility for differently abled or hearing challenged users; in some video, the audio could be an issue that it may distract or interfere with other media (Mayer, 2014).

Click here for a transcription of the Interactive Graphic Screen Recording

Click here for a link to the original post on Creating an Interactive Graphic

Click here for the download link for Creating an Interactive Graphic Screencast

Ali, Ahmed & Al-Sobayil, Fahd. (2016). JAVS January 2016. https://www.researchgate.net/figure/Photograph-showing-bones-of-the-left-and-right-feet-ostrich-and-its-toes-D3-D4-and-the_fig4_303403237

 

Dunlap, J. &  Lowenthal, P.(2016) Getting graphic about infographics: design lessons learned from popular infographics, Journal of Visual Literacy, 35:1, 42-59, DOI: 10.1080/1051144X.2016.1205832
Mayer, R. E. (2014). Multimedia instruction. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 385-399). Springer Science & Business Media. https://doi.org/10.1007/978-1-4614-3185-5

Please leave any comments or feedback below

Creating an Interactive Video- Assignment 4

For this assignment, students will be able to identify the 6 simple machines, and correlate examples of each.

Watch the following video introducing you to the simple machines that make up much of our world. At certain points, the video will stop and prompt you to answer questions, or click to view information; you will know when the video stops, and a purple hand button appears. Click the hand to interact with it. At the end of the video, there will be a short quiz, and you will need to submit your answers. Please get a hold of Mr. MacGregor if you are having any questions or issues viewing the video.

If you are having trouble viewing  the graphic at the end of the video, here is an image to help.
Reference

Learningjunction,. Learn about Simple Machines || Simple Machines Video for Kids || Simple Machines Examples. YouTube, YouTube, 22 June 2018, www.youtube.com/watch?v=aoXnhyY5RTk.

Create an Interactive Graphic

For this assignment, students will be able to identify the key components of a different skeletal system based on prior knowledge, compare them to the human skeleton, and make an inference about functionality.

Click on the learning points (the yellow “+”) on the picture to learn gain more information on the skeletal parts. As you read, be aware that you will need to answer the following questions: “Compare and contrast the skeletal system of a human, which we have been examining for the last six weeks, and the skeleton of the ostrich. How does the ostrich’s skeleton differ from a human’s? Why do you think that is? Can you find two more dissimilarities that should be included on the image?”

Creating Interactive Text

In this post, the transcription from my recent video showcases interactive text, which provides definitions or context, along with links, to explain contextual vocabulary or terminology.

So for this experiment we’re going to need a little bit of water, at a reasonably warm temperature, some plain old white sugars, food for the yeast, and the yeast itself. And what we’re going to do is, we’re going to create a simple closed system here. So you can see that the yeast is going to consume the sugar and produce the byproduct of carbon dioxide. What you can’t see is the alcohol that’s also being produced in the process- that’s in solution. So if we look at this we can see our bubbling of the lid and some nice capture of the CO2. and the foam at the top here. But how do we go from this to this? Well here it is! You see, most beer these days is carbonated by a process called force carbonation, where CO2 is left in a closed system until it is absorbed in solution by the liquid. So the stuff that we’re actually looking at here is not a product of yeast at all. This carbonation comes out of the CO2 canister, a gas tank, sort of looks something like this. These gas tanks are plumbed into your beer fridge through a bunch of braided line that comes in through a hole that’s drilled in the back. This braided line hooks up into a regulator, a sort of gas distribution manifold, that goes into the sealed kegs. The beer is then left at a constant pressure until the solution has absorbed as much of the CO2 as the brewer would like it to have.

Interactive Media and Educational Context- Activity 1

One of the courses I teach in grade 4 and 5 science is the human digestive system. I can see using short video portions to meet learning outcomes by detailing the function of each system component separately, and then doing a culminating activity ‘in person’. I, too, am not certain whether “lasting learning gains were attained” (Shelton, Warren, & Archambault, 2016, p. 472), and so tying all the components together in a classroom setting would allow me to assess the quality of student learning from the interactive video component.

Challenges to this undertaking would not be hung up on technology; because of our small school population, we are relatively device rich, and so have plenty of access during school time. This does not facilitate the learning outside of class, necessarily, but does make it practical within the building. Owing to the fact that we are a geographic fragmented district, the development of this media would fall on me. As such, the biggest limiter would be twofold; first, the mastery and facility that I may or may not have using the design software, and having the content available. Second, the amount of time I have available to dedicate to developing said media in conjunction with my full teaching load, my familial obligations, my community responsibilities, and my post-secondary academic commitments.

Reference

Shelton, C.C., Warren, A.E. & Archambault, L.M. Exploring the Use of Interactive Digital Storytelling Video: Promoting Student Engagement and Learning in a University Hybrid Course. TechTrends 60, 465–474 (2016). https://doi-org.ezproxy.tru.ca/10.1007/s11528-016-0082-z

Outlining Student Video Activities

Part I
One of the 6+1 traits of writing skills used in developing students’ creative compositions is sequencing. Sequencing helps develop a flow or storyline in writing, and is an extension of the primary concept of ‘beginning, middle, end’. This assignment is designed for an intermediate grade level of 4 or 5 Language Arts program, and can be accomplished using the school hardware (MacBook Airs with iMovie installed), or using a personal mobile or video recording device. Because the school has a OneDrive subscription, all student work can be uploaded to the Cloud and accessed either at home or at school. Student completed work can shared either through YouTube, or through the school’s online repository, BetterEducate.
Learning outcome:

Student will be able to create a simple progressive sequence of events to demonstrate an everyday routine. Suggestions include: Brushing teeth, baking cookies, operating a machine such as a motorcycle or sewing machine, making a sandwich, doing household chores.
Completion criteria include:
• A title
• Audio that is audible and clear
• Two different camera perspectives.
• A clearly defined purpose
• A script that accompanies the video project
• Credits
Assignments should be submitted by April 1st at the latest. If you have any questions or technical difficulties, please contact Mr. MacGregor as soon as possible. Note that school equipment is not available outside of school hours or to take home under any circumstances.
If you forget how to use iMovie, click here for a refresher.
We will hold a screening party and a critics’ panel in the week following submissions, and all individual videos will be shared back to our parents or family units.

Part II
This project is designed for intermediate students in grades 6 and 7, for French class, specifically focusing on two parts; first, using the available equipment to shoot and edit sequential, cohesive video, and second; using appropriate pronouns and vocabulary to communicate simple statements and facts in French. Most work should be accomplished using the school hardware (MacBook Airs with iMovie installed), or using a personal mobile or video recording device. For exceptions, please have a discussion with Mr. MacGregor before starting.
Because the school has a OneDrive subscription, all student work can be uploaded to the Cloud and accessed either at home or at school. Student completed work can shared either through YouTube, or through the school’s online repository, BetterEducate.

Learning outcome:

Student will create a simple autobiography that introduces themselves and their family. This should be followed by a chronological sequence of events to demonstrate their everyday routine. Suggestions include: Brushing teeth, baking cookies, operating a machine such as a motorcycle or sewing machine, making a sandwich, doing household chores, going to school. This should be reflective of a ‘day in the life’, and should feature around 8 – 10 vignettes or events that you accomplish as you move through your day.

Completion criteria include:
• A title and credits
• Edited, with appropriate transitions
• Audio that is audible and clear
• At least two or three different camera perspectives
• Logical events and event sequencing
• A script that accompanies the video project; this may be story-boarded
• Credits
• Appropriate use of, and pronunciation of, French verbs and vocabulary.

Assignments should be submitted by April 15th at the latest. If you have any questions or technical difficulties, please contact Mr. MacGregor as soon as possible. Remember to review your audio and video after each shot to make sure you are happy with the quality. Note that school equipment is not available outside of school hours or to take home under any circumstances.

Helpful Links
If you forget how to use iMovie, click here for a refresher.
If you forget how to conjugate certain verbs, or can’t remember something in French, try clicking here.
If you need background music, try some of the sites listed here.
Recording problems? Try checking out these tips.
And finally, some tips and tricks to improve your lighting.

We will hold a screening party and a critics’ panel in the week following submissions, and all individual videos will be shared back to our parents or family units during our on-line film festival on the 20th of April.

Creating Video Captions

So for this one, I once again reminded that I talk a bit too quickly. I spent a good bit of time editing missing pieces that I ‘intended’ to say, or perhaps did, but just weren’t picked up. I also tried to adjust the timing a bit… I found some phrases were left dangling on the wrong screen, and there were a couple of pauses that were overly noticeable. This also reinforced to me, how little editing is actually done to closed captions for video by the video producers, which further shows how much consideration is actually occuring on behalf of differently abled viewers.

Creating and Editing Video

Again, had a lot of fun with this. Shot with my Google Pixel4a, because the quality of video was far superior to my MacBook Air. You may notice the white wire on the right hand side of the screen (my left) as I attempted to make a lavalier (lapel mic) using a set of earbuds going into my laptop. It worked okay, but there was some fabric scratching. I went through Audacity and took out all the noia snapshot of the green audio tracks in Imovie 10 to show the splitting of vocal and background tracks.se I could find, both by using the Noise Reduction filter, and also by editing the sine waves, but there are one or two parts where you can still tell. I wanted to have the ambient noises present… the crack of the cap on the bottle, and the sound of the pour. Next time, I would paint the lavalier out to match my shirt, and clip it outside the material to prevent the scratching noises.

To control the light, I closed off curtains to the outside windows, but left them open on the sides to get an ambient fill that let no shadows. When the light was direct, it reflected off my shirt, and the desktop. The latter, I covered with a sheet, but I had to make sure I had no direct light. The actual Youtube does not look as good as the iMovie file, and next time I may equalize the lighting tones a bit more to bring the brightness down.

For audio, I split the audio track off the video and discarded it, then imported my edited track from Audacity. Syncing wasn’t too bad, and I think it’s close enough no one can tell. I brought in some oompa music (Creative Commons, https://incompetech.com/music/royalty-free/index.html?isrc=USUAN1500057#google_vignette) to lighten the mood (of course, there is no WRONG way to enjoy a beer… Just poking fun at beer snobbery). I ended up splitting the music track a few times to vary the volume levels, and do a couple of swells. Turned out to be a pretty big file, so I uploaded it to Youtube and threw the link below.  Feel free to share your feedback! For those that care, that’s a clone I made of Sierra Nevada’s Pale Ale, all Cascade hops with a lovely malt body.

For my screencast, I used Quicktime to show my students how to record on Zoom. As the district I wokr in has given everyone a Zoom account, it makes sense that they should know how to use it to enhance their learning. In this piece, I show the students (or whomever) how to record Zoom video and change the target directory so that they can find their recorded product. I probably could have made the quality a little better, but I was trying to keep it small as some of my students are on their parents’ mobile devices, and I didn’t want to drain their data plan.



The Final Cut

Again, lots of fun… I enjoyed composing and shooting the storyline in this little project, and I combined stills, time-lapse video, editing in sounds, transitions, and even a little cinematic trick (well, sort of a poor cousin of the ‘pushthrough’) in making this. Probably did more than I needed, but hey, I was having fun.
I think one thing that would make a huge difference is a quality microphone and stand, and a bounce card and stand. This would ‘fix’ some of the small audio inconsistencies, and the bounce card would even out the light on subjects in frame.
I think for my students, I would be happy to have them stick with the pre-packaged video and audio treatments, as it would allow more focus on content, and less on production. That said, I think it is important to model ‘what could be’, to a certain degree, so as to inspire as well as inform.

Long division seems to be a real sticking point in student learning, especially if the concept of multiplication (not memorization of multiplication tables) is not mastered. In order to enable those that have not reached the mastery stage for multiplication to complete long division, I teach an alternative concept that relies on ‘friendly numbers’ (numbers that multiply by 2,5,10s, and numbers that easily calculate and subtract).
The outcome for this lesson is for students to understand and demonstrate the use of the ‘alternate method’ (students can choose any method they like to use, but should know there is more than one way to accomplish the task).
Assessment is easily accomplished by inspection, as each step is shown in the column generated during the completion of the calculation. Assumptions of student learning are: can multiply some single digit numbers; understand multiplying by 10s, 100s, and 1000s; can subtract using either a count-up or count-down method; understand place value and the related number column.

(Student instructions)

An Alternative Method to Long Division for Grade 6
Click on the video below, and follow along (or click here for the link).

  • Watch what is being shown; does it make sense to you? (If you get lost, write down the time where it no longer makes sense, and email it to Mr. MacGregor.)
  • When you finish watching,set your page up as in the video demonstration, and try this problem: 1464 divided into 3 groups.
  • You can take a picture or make a video, or do a Powerpoint or Google Slide of you completing the question.
  • Please email by Thursday, March 17, and remember to reach out if you have questions. We will go over this the following Monday in class.

Connecting the affordances of video and video production styles to learning outcomes

I find that many of my students in grade six come to me with very little confidence in their math, and this hampers their progress when we move on to newer or extended concepts. For example, I teach multi-digit multiplication, sometimes up to four digits by four digits. In order to do this, and to make it become a transferable skill, I show them a method of ordering the calculations that creates a repeatable and linear process that can be applied to any number of digits.

A sample of a Khan-style tablet capture, which is coloured writing on a black tablet background

Khan-Style Tablet Capture

This concept, although straightforward, can seem new to the students, and mastery is not something that comes easily. Video could support this (and other) outcome by using either a Udacity-Style Tablet capture, or a Khan -Style Tablet Capture, which would show the mathematical progression graphically, using the dynamic drawing principle. However, I can see this being even more effective by incorporating a hybrid method along with a Talking Head, to incorporate the gaze guidance principle, as referenced in Mayer et al (2020), and to keep the continuity of teacher presence on screen. I am intrigued by the idea of the RE:call Live Lecture Capture, as it would allow student viewers to benefit from the conversations and general queries that occur naturally during student/teacher interactions. Of course, my capture would not be a full lecture hall, but rather something much more intimate, as if it were a conversation rather than a dissemination.

With that in mind, I recognize the importance of keeping these pieces short; when I was making news broadcasts, we were told to keep them at 90 seconds, the optimal time a person can maintain focus. “Lesson content should be carefully planned and segmented into more manageable sections… (‘Chunking’) can lead to better understanding and retention” (Guo et al., 2014, as cited in Woolfit, 2015, p. 24).

References

Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five Ways to Increase the Effectiveness of Instructional Video. Educational Technology Research and Development, 68(3), 837–852.
https://link.springer.com/article/10.1007/s11423-020-09749-6

Woolfit, Z. (2015). The effective use of video in higher education (Rep.), 10-38. Retrieved October 2, 2018, from https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf

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