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


Beer Overflowing Image, Creative Commons,

MacLeod, K., “Meanwhile In Bavaria”. Creative Commons,

Perlick Bar and Beverage, “The Four Elements of an Effective Beer System”. Used with attribution,


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, 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.


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.

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.

Learningjunction,. Learn about Simple Machines || Simple Machines Video for Kids || Simple Machines Examples. YouTube, YouTube, 22 June 2018,

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.


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).

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