Month: April 2021

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

Click here to see a larger version of the image.

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 immediacy, malleability, compellingness, resonance, 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

Please leave any comments or feedback below

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?”

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