As I near the end of my three certification classes for Educational Technology, I have created a Professional Learning Plan (PLP) presentation using Camtasia Studio. This includes what I have learned so far; personal technology goals I have met; my evaluation of Personal and Group Learning; technology strategies that I use, areas I've identified as needing to personally improve upon; and my future goals.
CEP810, 811 and 812 have introduced me to many new technologies and the framework to use technology to deliver the instructional materials in a manner that can engage and empower my end users/students. It has been a busy and often-times hectic road, but one that I have enjoyed experiencing and learning from.
To view my PLP presentation, I have listed it in a high definition format (.mp4) and as a YouTube video. It is recommended to right-click on the link and "open in new tab" or "open in new window" for best viewing experience.
Link to PLP Presentation (High Definition)
YouTube Link to PLP
Sunday, April 29, 2012
Saturday, April 28, 2012
Group #4: Leadership Project (Digital StoryBooks for the iPad)
The objective was to create a stand-alone Professional Development (PD) presentation on a technology of our choice; we decided on Digital Storybook apps for the iPad.
Our group used Camtasia Studio to create individual portions of the presentation. Chris then used Camtasia to assemble and edit the final presentation, by piecing together the individual parts and then manipulating the volume levels so all sections were relatively the same volume level.
Group Assignments:
Introduction, iPad Overview, Conclusion: Hugh Potter
StoryKit Demo: Brian Jenks
StoryRobe Demo: Iman Zaatari
PuppetPals Demo: Chris Roche
I enjoyed learning Camtasia Studio, and benefited by its feature to save audio and image files separately, and ability to determine the duration and location of the images and special effects (separate audio, image and effects loops). Chris did have an issue with the video file conversion (files don't share very easily), but ended up saving to YouTube. Camtasia Studio is a powerful tool for PD, and one that I will continue to use going forward. Use of other video creation tools may have required extra time to create and assemble the final presentation, which may have resulted in our team missing the submission deadline.
Google Plus Hangout was also an integral part of our collaboration, as we held video conferences on the weekend, and used the text chat feature to converse at times when video/audio wasn't an option. Without this collaborative set of tools, our progress would have suffered.
Not much I would do differently, other than try and get an earlier start on the project. With team members located around the world (Michigan, Thailand and Saudi Arabia) early communication and determining direction are key to the success of a project such as this. I very much enjoyed working with Chris, Iman and Hugh, and thought we worked well together (and this is reflected in the quality of the product we produced).
Link to Final Group 4 Presentation: Digital StoryBook Apps for the iPad
Links to my related blogs on this group project: Part A - Group Brainstorm Session
Part B - Storyboard, Script and Collaborations
Our group used Camtasia Studio to create individual portions of the presentation. Chris then used Camtasia to assemble and edit the final presentation, by piecing together the individual parts and then manipulating the volume levels so all sections were relatively the same volume level.
Group Assignments:
Introduction, iPad Overview, Conclusion: Hugh Potter
StoryKit Demo: Brian Jenks
StoryRobe Demo: Iman Zaatari
PuppetPals Demo: Chris Roche
I enjoyed learning Camtasia Studio, and benefited by its feature to save audio and image files separately, and ability to determine the duration and location of the images and special effects (separate audio, image and effects loops). Chris did have an issue with the video file conversion (files don't share very easily), but ended up saving to YouTube. Camtasia Studio is a powerful tool for PD, and one that I will continue to use going forward. Use of other video creation tools may have required extra time to create and assemble the final presentation, which may have resulted in our team missing the submission deadline.
Google Plus Hangout was also an integral part of our collaboration, as we held video conferences on the weekend, and used the text chat feature to converse at times when video/audio wasn't an option. Without this collaborative set of tools, our progress would have suffered.
Not much I would do differently, other than try and get an earlier start on the project. With team members located around the world (Michigan, Thailand and Saudi Arabia) early communication and determining direction are key to the success of a project such as this. I very much enjoyed working with Chris, Iman and Hugh, and thought we worked well together (and this is reflected in the quality of the product we produced).
Link to Final Group 4 Presentation: Digital StoryBook Apps for the iPad
Links to my related blogs on this group project: Part A - Group Brainstorm Session
Part B - Storyboard, Script and Collaborations
Saturday, April 21, 2012
Wicked Problem Project: Part D - Findings and Implications
My Wicked Problem project is to complete narrative videos on MSU technical support information (my first video for this WPP covers Adobe Reader installation and configuration) continues to move forward towards a “live” implementation date for MSU faculty and staff. We are targeting a date in early May. To plan my approach and basic “storyboard” of my video, I reviewed and printed out text documents and related information for Adobe Reader from our support website. This was done to confirm the content I was covering, and to identify where the vidcast needed to demonstrate detail in greater depth than has been covered in our text document(s).
My Jing vidcast was reviewed by my direct manager, our Communication's Director, and an analyst that is frequently assigned Help Desk issues related to Adobe. From their review, the following comments were made, and actions taken:
a) The pace of the video was too quick. (I agreed with this comment, and in part this was due to my attempts to provide complete coverage of my topic in the 5 minute timeline that Jing affords.)
b) The flow was choppy, didn't know what the video was covering until it was actually presented to me.
c) It would be helpful if the vidcast touched on Adobe Reader installation process.
I ended up removing the last (lengthy) section I originally covered [on common issues and resolutions], and added new instruction for downloading and installing Reader (which freed up almost 2 minutes of recording space). I used this time to add "Agenda" and "Recap" slides/discussions to the video, so the viewer had an expectation on what the vidcast covers, and a summary of what they learned. Finally I re-recorded the vidcast again, with the adjusted content, and with the remaining time it allowed me to slow the overall pace of my presentation. The final version of my vidcast can be viewed as a Screencast here:
WPP Vidcast(Jenks)
Moving forward, there are plans for me to continue to create vidcasts on other technical processes in my work area, and to cover common issues and resolutions. My videos will show complete process flow, which is usually not demonstrated in our text documents.
On April 20th I met with Diane (my Communication’s Director), so we could further discuss direction of these vidcasts. Diane agreed to be a regular reviewer of my vidcasts before they are released, and her area controls the content that is added to the Support Website. The website has a “troubleshooting” section for common questions and problems, and links to my videos will be added below the link to the corresponding technical documents. In this manner a user can search for and find the technical support they need, and have the option to select either (or both) the printed or video support details. When selecting a video link it will open in a new browser window with my vidcast embedded, along with a link and instructions for completing the related online user survey.
I had also sent Diane my user survey draft for her review, and when we met she suggested a few changes to it:
1) Change the name/reference from “Survey” to “Questionnaire.” If I were to use ‘Survey’ there are disclosures and limitations on what I can ask MSU employees, and how I can use the collected responses. This then became an easy description change.
2) Move all “optional” questions towards the bottom of the questionnaire, to increase the likelihood of receiving more responses.
3) Rephrasing of some of the questions, to better align to the expectations of MSU employees (and in line with how other questionnaires from our area were worded).
4) Added an additional question where viewers can ask related questions or request that our area follow up with them; tied this is a section for the user to add their contact information.
I also added a couple of questions related to the effectiveness of video as an instructional medium, and if the user has suggestions for improving the video(s) they have viewed. I made all of Diane's requested changes, and this has resulted in a more professional questionnaire format.
I will use questionnaire responses to make adjustments to existing instructional vidcasts, and to guide my pedagogy (using the TPACK quidelines) as I create new videos. Because software technology is constantly changing, I also plan to schedule regular video content reviews, so I can identify existing vidcasts that need to be updated (likely re-recorded) so that current (correct) screen displays and navigation can be shown. Our team has a SurveyMonkey account, and I will use it to create my online user surveys.
I’m encouraged by the relationship I have with our Communications Team and their director, my management team, and the technical areas that support MSU's business software. Their dedication to-date has made this first vidcast a successful instructional delivery method for our end users. Diane has also presented me with my own licensed copy of Camtasia, and this will be the primary tool I use going forward. For the Adobe Reader presentation, I will re-record it in Camtasia, to add the common issues and resolution steps back in (since I won't have a recording time limit). This will also let me correct Jing's dotted line that appears to the left side of the screen in portions of the current presentation.
By having the Communications team and the other stakeholders involved early in the Vidcast design process, there will be better direction and clarity on what to demonstrate and comment on within new instructional videos. As I produce more of these, I truly feel the better I will become at effectively creating useful instructional content for the MSU users of our business software. This should become an easily-repeatable process to maintain.
My Jing vidcast was reviewed by my direct manager, our Communication's Director, and an analyst that is frequently assigned Help Desk issues related to Adobe. From their review, the following comments were made, and actions taken:
a) The pace of the video was too quick. (I agreed with this comment, and in part this was due to my attempts to provide complete coverage of my topic in the 5 minute timeline that Jing affords.)
b) The flow was choppy, didn't know what the video was covering until it was actually presented to me.
c) It would be helpful if the vidcast touched on Adobe Reader installation process.
I ended up removing the last (lengthy) section I originally covered [on common issues and resolutions], and added new instruction for downloading and installing Reader (which freed up almost 2 minutes of recording space). I used this time to add "Agenda" and "Recap" slides/discussions to the video, so the viewer had an expectation on what the vidcast covers, and a summary of what they learned. Finally I re-recorded the vidcast again, with the adjusted content, and with the remaining time it allowed me to slow the overall pace of my presentation. The final version of my vidcast can be viewed as a Screencast here:
WPP Vidcast(Jenks)
Moving forward, there are plans for me to continue to create vidcasts on other technical processes in my work area, and to cover common issues and resolutions. My videos will show complete process flow, which is usually not demonstrated in our text documents.
On April 20th I met with Diane (my Communication’s Director), so we could further discuss direction of these vidcasts. Diane agreed to be a regular reviewer of my vidcasts before they are released, and her area controls the content that is added to the Support Website. The website has a “troubleshooting” section for common questions and problems, and links to my videos will be added below the link to the corresponding technical documents. In this manner a user can search for and find the technical support they need, and have the option to select either (or both) the printed or video support details. When selecting a video link it will open in a new browser window with my vidcast embedded, along with a link and instructions for completing the related online user survey.
I had also sent Diane my user survey draft for her review, and when we met she suggested a few changes to it:
1) Change the name/reference from “Survey” to “Questionnaire.” If I were to use ‘Survey’ there are disclosures and limitations on what I can ask MSU employees, and how I can use the collected responses. This then became an easy description change.
2) Move all “optional” questions towards the bottom of the questionnaire, to increase the likelihood of receiving more responses.
3) Rephrasing of some of the questions, to better align to the expectations of MSU employees (and in line with how other questionnaires from our area were worded).
4) Added an additional question where viewers can ask related questions or request that our area follow up with them; tied this is a section for the user to add their contact information.
I also added a couple of questions related to the effectiveness of video as an instructional medium, and if the user has suggestions for improving the video(s) they have viewed. I made all of Diane's requested changes, and this has resulted in a more professional questionnaire format.
I will use questionnaire responses to make adjustments to existing instructional vidcasts, and to guide my pedagogy (using the TPACK quidelines) as I create new videos. Because software technology is constantly changing, I also plan to schedule regular video content reviews, so I can identify existing vidcasts that need to be updated (likely re-recorded) so that current (correct) screen displays and navigation can be shown. Our team has a SurveyMonkey account, and I will use it to create my online user surveys.
I’m encouraged by the relationship I have with our Communications Team and their director, my management team, and the technical areas that support MSU's business software. Their dedication to-date has made this first vidcast a successful instructional delivery method for our end users. Diane has also presented me with my own licensed copy of Camtasia, and this will be the primary tool I use going forward. For the Adobe Reader presentation, I will re-record it in Camtasia, to add the common issues and resolution steps back in (since I won't have a recording time limit). This will also let me correct Jing's dotted line that appears to the left side of the screen in portions of the current presentation.
By having the Communications team and the other stakeholders involved early in the Vidcast design process, there will be better direction and clarity on what to demonstrate and comment on within new instructional videos. As I produce more of these, I truly feel the better I will become at effectively creating useful instructional content for the MSU users of our business software. This should become an easily-repeatable process to maintain.
Wednesday, April 18, 2012
Mobile Learning Lab
Being a technologist and author of instructional technology documentation, I may have different aspects and experiences on mobile learning in my professional and personal worlds than some other instructors. For the Mobile Learning lab, I specifically reviewed information on:
· Ipod applications - I own an iPod Touch, and have searched for and used some learning apps. Enjoy reviewing web links that contain sortable lists/matrices of iPod applications, especially if there are comments or reviews on the pros and cons. I have used the Touch to interact with a digital storybook application for a current group assignment, and am impressed by its ease of use. I use most iPod features, and appreciate the portability that its size provides. My only wish is that the screen size was a little larger for some apps I run, to reduce the need to resize or move the screen around for viewing and navigation.
· Flip Cameras – I had not heard of this technology, but instantly started brainstorming ways I might use it either at work or personally. To be able to quickly record video and transfer it to a computer or other USB-enabled device can be a real advantage, especially when dealing with other recording devices that have more unique upload requirements. The newer flip cameras can record up to 2 hours of high definition video, although I did not find any that offered the ability to add extra memory/storage in order to expand length or quality of the recording. Pricing generally ranges from $50 to $400, and like most other technology, you “get what you pay for.”
Related comments on Mobile Learning and Devices:
· I have owned flash drives for many years, and could not function efficiently without them. I work on computers, and always have a flash drive with me, loaded with software installations, diagnosis tools and other supporting technical documentation. Flash drive size is very convenient, but one has to be careful not to lose or misplace them. I recommend getting one with a fastener that can be attached to your keys.
· Received an android Smartphone for Christmas. Enjoy the many different functions and capabilities it offers, and still learning all the options! Personally wanted an Android phone, to obtain a different line of apps than I can get with my iPod. There are a very large number of android apps, and most are free as compared to iTunes store. But I’ve also seen where app quality is often lacking, or you have to search longer to find a quality app to use.
Mobile Apps for my workplace: MSU’s Finance and HR/Payroll systems are now web-based and accessible using a laptop or netbook. While these systems have the capability to be accessed on a tablet or Smartphone, it requires an entirely separate infrastructure (servers, databases, etc.) to be built and managed, and it is not currently cost-effective to do so. MSU continues to review this capability and will look to possibly implement it in the future, as demand for it increases.
From a mobile learning perspective, I am looking to enhance our current text-based technical documents (with embedded images), with instruction vodcasts. This is being pursued as part of my Wicked Problem Project, and the goal is to improve on the delivery (and methods) of instructional content to my end users.
The Internet has many great sources of information on mobile devices and learning. I recommend CNet (an online reviewer of technology, similar to Consumer Reports) and offer the following CNet link on free mobile applications: Free Mobile Apps Link
· Ipod applications - I own an iPod Touch, and have searched for and used some learning apps. Enjoy reviewing web links that contain sortable lists/matrices of iPod applications, especially if there are comments or reviews on the pros and cons. I have used the Touch to interact with a digital storybook application for a current group assignment, and am impressed by its ease of use. I use most iPod features, and appreciate the portability that its size provides. My only wish is that the screen size was a little larger for some apps I run, to reduce the need to resize or move the screen around for viewing and navigation.
· Flip Cameras – I had not heard of this technology, but instantly started brainstorming ways I might use it either at work or personally. To be able to quickly record video and transfer it to a computer or other USB-enabled device can be a real advantage, especially when dealing with other recording devices that have more unique upload requirements. The newer flip cameras can record up to 2 hours of high definition video, although I did not find any that offered the ability to add extra memory/storage in order to expand length or quality of the recording. Pricing generally ranges from $50 to $400, and like most other technology, you “get what you pay for.”
Related comments on Mobile Learning and Devices:
· I have owned flash drives for many years, and could not function efficiently without them. I work on computers, and always have a flash drive with me, loaded with software installations, diagnosis tools and other supporting technical documentation. Flash drive size is very convenient, but one has to be careful not to lose or misplace them. I recommend getting one with a fastener that can be attached to your keys.
· Received an android Smartphone for Christmas. Enjoy the many different functions and capabilities it offers, and still learning all the options! Personally wanted an Android phone, to obtain a different line of apps than I can get with my iPod. There are a very large number of android apps, and most are free as compared to iTunes store. But I’ve also seen where app quality is often lacking, or you have to search longer to find a quality app to use.
Mobile Apps for my workplace: MSU’s Finance and HR/Payroll systems are now web-based and accessible using a laptop or netbook. While these systems have the capability to be accessed on a tablet or Smartphone, it requires an entirely separate infrastructure (servers, databases, etc.) to be built and managed, and it is not currently cost-effective to do so. MSU continues to review this capability and will look to possibly implement it in the future, as demand for it increases.
From a mobile learning perspective, I am looking to enhance our current text-based technical documents (with embedded images), with instruction vodcasts. This is being pursued as part of my Wicked Problem Project, and the goal is to improve on the delivery (and methods) of instructional content to my end users.
The Internet has many great sources of information on mobile devices and learning. I recommend CNet (an online reviewer of technology, similar to Consumer Reports) and offer the following CNet link on free mobile applications: Free Mobile Apps Link
Sunday, April 15, 2012
Web Conferencing
With Skype not being an option, our Group #4 chatted about different web conference tools, and Chris suggested we try Google+ Hangout. Since I hadn't used this tool before, I was more than happy to try it, as I like to at least try out new tools so I can compare them and select from the one(s) that I like the best.
Hangout is fairly easy to use, once you have signed in to Google+. Using the people that you have added to your circles, you can invite them to meet with you, and they are provided a link to the online conference.
Our Leadership Project team met using this tool, after determining that weekends around 9 (either AM or PM) would work, as out group members are roughly 12 hours apart.
We spent a couple of minutes getting used to the available options (chat, video settings - where you can select your video camera and audio source) and then we used the rest of the time to work on our group Brainstorming. I had a brief issue on my end with my audio, due to having both a webcam (with microphone) and headset with mic that were both active at the same time. I had to address this issue, drop out of the hangout and then re-enter, in order to properly see and hear Iman and Chris.
Since this is a Google app, it integrates with other Google tools, including a Google doc that I set up to list our group assignments, deadlines, comments, Q & A, etc. I really doubt we would have been able to accomplish as much had we been limited to a texting/chat tool. Chris was able to record a portion of our conference, which allowed me to go back and listen to what was said again. We also have the option to share our screen, and can thus highlight important details that the other viewers on the conference can see while we narrate through it. This is a very helpful feature when "words alone" aren't enough.
At work I use "Teamviewer" to remote connect to my users that are having technical PC/software) issues. I'm not sure yet how I might incorporate a web conferencing
tool in a support role, especially if my WPP is successful to create vidcasts that instruct on the use of our business software.
We do plan to use this Hangout tool for recurring group webcasts, and I now feel that I can comfortably and accurately use the tool and its settings to effectively communicate with my other group members.
Here are a couple of screen shots from our group Hangout:
Hangout is fairly easy to use, once you have signed in to Google+. Using the people that you have added to your circles, you can invite them to meet with you, and they are provided a link to the online conference.
Our Leadership Project team met using this tool, after determining that weekends around 9 (either AM or PM) would work, as out group members are roughly 12 hours apart.
We spent a couple of minutes getting used to the available options (chat, video settings - where you can select your video camera and audio source) and then we used the rest of the time to work on our group Brainstorming. I had a brief issue on my end with my audio, due to having both a webcam (with microphone) and headset with mic that were both active at the same time. I had to address this issue, drop out of the hangout and then re-enter, in order to properly see and hear Iman and Chris.
Since this is a Google app, it integrates with other Google tools, including a Google doc that I set up to list our group assignments, deadlines, comments, Q & A, etc. I really doubt we would have been able to accomplish as much had we been limited to a texting/chat tool. Chris was able to record a portion of our conference, which allowed me to go back and listen to what was said again. We also have the option to share our screen, and can thus highlight important details that the other viewers on the conference can see while we narrate through it. This is a very helpful feature when "words alone" aren't enough.
At work I use "Teamviewer" to remote connect to my users that are having technical PC/software) issues. I'm not sure yet how I might incorporate a web conferencing
tool in a support role, especially if my WPP is successful to create vidcasts that instruct on the use of our business software.
We do plan to use this Hangout tool for recurring group webcasts, and I now feel that I can comfortably and accurately use the tool and its settings to effectively communicate with my other group members.
Here are a couple of screen shots from our group Hangout:
WPP Part C - Implementation
Below is a link to my podcast, outlining my initial implementation steps for my Wicked Problem Project. I discuss issues and surprises that I've have encountered, what has worked well for me so far, what I have completed to-date, and what my next implementation steps will be. Podcast time: 3:54
Jenks Podcast for WPP - Part C
Jenks Podcast for WPP - Part C
Feedburner Link
Screen images from Jing Video Sessions:
Friday, April 13, 2012
Group Project PART B - Storyboard and Script
Our group selected "Google Presentation" to facilitate the storyboard for our group's presentation. Each group member has been working on their portion of the Digital Storybooks presentation. Iman, Chris and myself will be reviewing specific digital storyboard applications and presenting specific overview demos for each; Hugh will provide the presentation's Introduction and Summary/conclusion information. Chris will then assemble the overall Presentation in Camtasia.
We have set next weekend as the deadline to submit our individual Camtasia presentations to our MSU Netfiles space (and notify Chris of the location name/address). This provides us a week to assemble and tweak the final presentation.
I am reviewing StoryKit, an app that can create, edit and view stories. I have started using StoryKit, and have captured screen shots of various processes. Captured images have been added to my portion of the group storyboard (slides 5, 6 & 7), along with proposed titles, narration (in the Notes section) and onscreen transitions and special effects. I also am planning to create a short video demo on the process of creating a page in StoryKit, then embedding this in our Camtasia presentation.
We are using the Comments area of our storyboard to ask questions and state progress, and are also using a Google Doc for related group activities and to track our progress against the assignment rubric. Please see below for links to shared project documents.
As a group we have been working very diligently to meet assignment deadlines, and believe we are on target to complete the Storyboard by this weekend (April 15), and our final individual pieces of the presentation by April 21-22. It has been very helpful to use collaborative online tools to perform our tasks, and to ask and answer questions on each other's work. We've also held (and will continue to hold) several web conferences to touch base on where we are at, and ask/answer questions.
Leadership Project Weblinks for Part B:
Group #4 Storyboard (Google Presentation): Storyboard Link
Shared Group Document (Google Doc):Group 4 Project Doc
My (Brian's) specific Storyboard contribution and narration scripts (magnified screen images with accompanying presentation narration, for easy review): Jenks Storyboard
We have set next weekend as the deadline to submit our individual Camtasia presentations to our MSU Netfiles space (and notify Chris of the location name/address). This provides us a week to assemble and tweak the final presentation.
I am reviewing StoryKit, an app that can create, edit and view stories. I have started using StoryKit, and have captured screen shots of various processes. Captured images have been added to my portion of the group storyboard (slides 5, 6 & 7), along with proposed titles, narration (in the Notes section) and onscreen transitions and special effects. I also am planning to create a short video demo on the process of creating a page in StoryKit, then embedding this in our Camtasia presentation.
We are using the Comments area of our storyboard to ask questions and state progress, and are also using a Google Doc for related group activities and to track our progress against the assignment rubric. Please see below for links to shared project documents.
As a group we have been working very diligently to meet assignment deadlines, and believe we are on target to complete the Storyboard by this weekend (April 15), and our final individual pieces of the presentation by April 21-22. It has been very helpful to use collaborative online tools to perform our tasks, and to ask and answer questions on each other's work. We've also held (and will continue to hold) several web conferences to touch base on where we are at, and ask/answer questions.
Leadership Project Weblinks for Part B:
Group #4 Storyboard (Google Presentation): Storyboard Link
Shared Group Document (Google Doc):Group 4 Project Doc
My (Brian's) specific Storyboard contribution and narration scripts (magnified screen images with accompanying presentation narration, for easy review): Jenks Storyboard
Sunday, April 8, 2012
Group Leadership Project, PART A - Brainstorm Session and Recorded Webcast
An online video chat was held; attending the online conference were Iman, Chris and myself (we have not had any successful communication with Hugh as of yet). Chris recorded the session and it is now posted on YouTube (see link to recorded Webcast below).
The technology we selected to demonstrate is using iPad apps that easily assist instructors with digital storytelling. The focus is to concentrate on apps that are easy to interpret and use by instructors, regardless of their technical skills and background. Each group member is researching a different storytelling app; I will cover "StoryKit."
Camtasia will be the technology that will facilitate the learning; it was selected because we can add images and videos, and can narrate and highlight features throughout the presentation. We also have a shared Google doc to post information and Q & A to, will be collaborating online during the week, and meeting again online next weekend to check the progress as a group.
Initial technical aspects for how the work will be completed was discussed. Because Hugh was absent, he will work on the Introduction and possibly the Conclusion/wrap up. Iman will review a digital storybook app, and Chris will either review an app or work on the overall presentation with Hugh. In summary, two or three digital storybook app reviews, covering the process of using the apps and a review [list of pros and cons] related to effectively using these applications on an iPad.
Screen shots of our web conference:
YouTube of our recorded group session: Recorded Group Brainstorm Session
Specifics on the initial online group brainstorming:
We used Google+ "Hangout" as the web conferencing tool. The advantages to using the Hangout tool are that it is a mobile app as well as one accessible using a laptop or computer. We initially used the messaging/chat feature to determine group member's availability, scheduled the web conference, invited group members and held the online session all from within the Hangout application. We are able to post individual questions and replies real-time using the Chat feature, which we used to exchange our email addresses. It has recording features available to record the conference, which Chris did (see YouTube link above).
The disadvantages to using Hangout were minimal, and truly just inconveniences: the mobile app is text based, which can be slow and cumbersome, especially to those that have small input keys on their phone. Each user must download a Google+ app, and adding group members to Google+ Circle. Because Iman and Chris are 7 and 12 hours ahead of Eastern Standard Time (respectively), a web conference was almost a necessity in order to brainstorm in real time, on a date and time that was the most convenient for all.
The technology we selected to demonstrate is using iPad apps that easily assist instructors with digital storytelling. The focus is to concentrate on apps that are easy to interpret and use by instructors, regardless of their technical skills and background. Each group member is researching a different storytelling app; I will cover "StoryKit."
Camtasia will be the technology that will facilitate the learning; it was selected because we can add images and videos, and can narrate and highlight features throughout the presentation. We also have a shared Google doc to post information and Q & A to, will be collaborating online during the week, and meeting again online next weekend to check the progress as a group.
Initial technical aspects for how the work will be completed was discussed. Because Hugh was absent, he will work on the Introduction and possibly the Conclusion/wrap up. Iman will review a digital storybook app, and Chris will either review an app or work on the overall presentation with Hugh. In summary, two or three digital storybook app reviews, covering the process of using the apps and a review [list of pros and cons] related to effectively using these applications on an iPad.
Screen shots of our web conference:
YouTube of our recorded group session: Recorded Group Brainstorm Session
Specifics on the initial online group brainstorming:
We used Google+ "Hangout" as the web conferencing tool. The advantages to using the Hangout tool are that it is a mobile app as well as one accessible using a laptop or computer. We initially used the messaging/chat feature to determine group member's availability, scheduled the web conference, invited group members and held the online session all from within the Hangout application. We are able to post individual questions and replies real-time using the Chat feature, which we used to exchange our email addresses. It has recording features available to record the conference, which Chris did (see YouTube link above).
The disadvantages to using Hangout were minimal, and truly just inconveniences: the mobile app is text based, which can be slow and cumbersome, especially to those that have small input keys on their phone. Each user must download a Google+ app, and adding group members to Google+ Circle. Because Iman and Chris are 7 and 12 hours ahead of Eastern Standard Time (respectively), a web conference was almost a necessity in order to brainstorm in real time, on a date and time that was the most convenient for all.
Saturday, April 7, 2012
Wicked Problem Project: Part B - Application of TPACK
TPACK assists instructors on how to effectively integrate the instruction of content, using available technology. For my Wicked Problem Project, it will instruct my users (students) on new business software processes, using the following methods:
The technology I'm using that supports instructional strategies is a narrative video. Video is an immersive medium, and provides learners with complete step-by-step visual and sound instruction on processes that otherwise may be difficult to convey using text documents and pictures. Instruction that is delivered in different formats increases the likelihood that the content is understood by a more diverse group of learners; in my specific case this will help with my learners that come from other parts of the world, and also those that may not have a strong technological background.
By providing a narrated video on detailed technical processes, students can see the interaction required with the software, hear descriptive narration that explains complex ideas and acronyms, and understand the timing and speed at which the software application processes user requests. Much of this information is lost when using static text and picture instructional documents. Narrated video is also an assistive form of technology, for those learners who have hearing or sight impairments. My instructional videos will be located on shared University websites, and will be accessible from work and at home, provided the user has an available network connection. The videos will run in standard computer applications (browser, Windows Media player), and I will provide viewing direction (or links to free video playback software).
The instructional content will be supported by video and audio cues to highlight important, key information. Chunking of the information will be used, to provide lesson content in smaller, concise sections that are also easier to understand. The project focus and goal is to support my learners' understanding on how each individual process supports their overall use of the software, and for students to retain information learned, through the synthesis and inference of the demonstrated instructional materials.
The technology I'm using that supports instructional strategies is a narrative video. Video is an immersive medium, and provides learners with complete step-by-step visual and sound instruction on processes that otherwise may be difficult to convey using text documents and pictures. Instruction that is delivered in different formats increases the likelihood that the content is understood by a more diverse group of learners; in my specific case this will help with my learners that come from other parts of the world, and also those that may not have a strong technological background.
By providing a narrated video on detailed technical processes, students can see the interaction required with the software, hear descriptive narration that explains complex ideas and acronyms, and understand the timing and speed at which the software application processes user requests. Much of this information is lost when using static text and picture instructional documents. Narrated video is also an assistive form of technology, for those learners who have hearing or sight impairments. My instructional videos will be located on shared University websites, and will be accessible from work and at home, provided the user has an available network connection. The videos will run in standard computer applications (browser, Windows Media player), and I will provide viewing direction (or links to free video playback software).
The instructional content will be supported by video and audio cues to highlight important, key information. Chunking of the information will be used, to provide lesson content in smaller, concise sections that are also easier to understand. The project focus and goal is to support my learners' understanding on how each individual process supports their overall use of the software, and for students to retain information learned, through the synthesis and inference of the demonstrated instructional materials.
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