Group items tagged

The multimedia application on this website adequately addresses the learner centered approach in its design. It does so in a number of ways, in particular in how it allows the learner to manipulate the multimedia application and then represents the outcome of that manipulation in the form of a cartoon video. Mayer held that the brain possesses dual channels, an auditory and visual processor, and each processes the information separately, later merging these two experiences together to create knowledge (Mayer, 2009, p. 64). This multimedia site works on both aspects of knowledge building in that it includes both and auditory and visual graphics. However, once the introduction is completed the auditory component does not contain any content related information so the user can chose to mute the sound (Mayer, 2009, p. 64). The strength of this multimedia is that it allows the user to manipulate the video itself. For example, students chose a gas, and then select its level in the atmosphere (high-medium-low). From there, the multimedia video plays and shows them in about a thirty second video what would happen on earth in an accelerated time progression in order for students to see the impact the gases have on the atmosphere. However, it is technology centered as well because it includes lots of different graphic elements within the same application, some that can be directly manipulated by the user and others that cannot.

Inspiration is an excelled software program that helps you create graphic organizers. I like this program more than the others because it allows the user to save the file as a PDF or JPEG file. Many of the other resources do not allow for specialized saving.

This website, although is the advertising for the software, has an area for teachers to sign-in. This access has training and tutorials for teachers on how to use the software and how to integrate it into the curriculum. The site provides lesson plans and ideas for teachers as well as a forum and technical support. These programs are concept-mapping or brain-storming programs designed to help students of all ages prepare and organize their thoughts for writing. The program provides both text and visual elements to assist the learner. Purchase of the software is a condition of access to the teacher support and training areas.

This website, although is the advertising for the software, has an area for teachers to sign-in. This access has training and tutorials for teachers on how to use the software and how to integrate it into the curriculum. The site provides lesson plans and ideas for teachers as well as a forum and technical support. These programs are concept-mapping or brain-storming programs designed to help students of all ages prepare and organize their thoughts for writing. The program provides both text and visual elements to assist the learner. Purchase of the software is a condition of access to the teacher support and training areas.

This website offers sophisticated content and multimedia resources for students, especially at the upper grades. It includes more than resources, offering students opportunities to get their work published. It fosters active learning by calling on students to participate in polls, surveys, respond to questionnaires and submit original work. Using the standards and resources of PBS's NewsHour with Jim Lehrer, NewsHour Extra provides students and teachers with quality educational resources based on current issues and events. NewsHour Extra's mission is to help high school students understand world events and national issues and answer the question 'why should I care?' about the news.

Module 1 Multimedia-SMART Board Training Videos Smarttech-http://downloads01.smarttech.com/media/trainingcenter/flash/tutorials/display_frame_basics/display_frame_basics.htm This Smarttech video presentation is a tutorial that introduces and teaches teachers the basic steps on how to use a SMART Board. The video uses a learner-centered approach to technology because according to Mayer, it does "compliment human abilities, aid activities that we are poorly suited and enhances the development for which we are ideally suited" (Mayer, 2009, p. 13)." The required active engagement for this video is cognitive because the focus in the video is on the meaning of the presented material and interprets it in light of prior knowledge, YouTube-http://www.youtube.com/watch?v=0hlgGpVpgWo YouTube provides a video presentation on a "SMART Board Interactive White Board Accessibilities." This video presentation provides teachers with information on how to make the SMART Board accessible to all students. The video uses a learner-centered approach to technology because it "takes in account the learners information processing (Mayer, 2009, p. 9)." The required active engagement for this video is cognitive because the focus is on learner adding information to their memory. Smarttech http://downloads01.smarttech.com/media/trainingcenter/flash/touch%20write%20and%20save.htm This Smarttech video presentation is a 2 minute tutorial. This presentation introduces and teaches teachers how to use a pen and toolbar on the SMART Board. The video explains the touch, write and save process on the SMART Board. This video presentation has a learner-centered environment. The required active engagement for this video is cognitive because the focus in the video is on the meaning of the presented material and interprets it in light of prior knowledge (Mayer, 2009, p. 17)." Reference: Mayer, R. E. (2009). Multimedia learning. (2nd ed.). Cambridge, MA: Cambridg

Marion Bush-Multimedia Artifacts

I love this website.

This website allows you to choose an avatar and design a 3D animated presentation of the text provided. This will be a great added feature to add visuals to what I have to share for my presentation. In my classroom, this multimedia tool would inspire student creativity, meet student learning needs who may be uncomfortable speaking in front of others.

You can use this site to make animated movies of your presentation.

Digital Storytelling is the practice of using computer-based tools to tell stories. As with traditional storytelling, most digital stories focus on a specific topic and contain a particular point of view. However, as the name implies, digital stories usually contain some mixture of computer-based images, text, recorded audio narration, video clips and/or music. Digital stories can vary in length, but most of the stories used in education typically last between two and ten minutes. And the topics that are used in Digital Storytelling range from personal tales to the recounting of historical events, from exploring life in one's own community to the search for life in other corners of the universe, and literally, everything in between. A great way to begin learning about Digital Storytelling is by watching the following video introduction to Digital Storytelling.

Site offers not only a good overview and examples of digital storytelling, but tips and resources, including software, assessment rubrics, and more.

This website is the training search site for eInstruction Interwrite tablet and CPS tools and software. It includes tutorials on various elements involved in using the tools along with video demonstrations, state standards implementation, assessment, and collaboration links to help educators effectively implement the technology in the classroom. Mayer (2009) categorizes multimedia design into two approaches- a technology-centered approach and a learner-centered approach. I believe this artifact could fall under both approaches to some degree. The technology-centered approach of this artifact is the "cutting-edge advances in multimedia technology." (Mayer, 2009 p. 10) The Interwrite tablet (Mobi) and CPS are the cutting-edge technologies that can provide the latest technology for teachers to use in the classroom. However, I feel, the site provides a stronger learner-centered approach with its design as the goal of the site is to aid human cognition and enhance human performance. (Mayer, 2009 p. 13)

A website where you can create your own animated videos. This is the main presentation and focus of my workshop. It has tutorials and step by step instructions on how to create an animated video of your choice.

GoAnimate! allows teachers to quickly create animated lessons. The site offers a variety of options for setting, images, and avatars. Users can use the text-to-speech feature or record their own voices to narrate the videos. These videos can be used to quickly create engaging videos to present content to learners. GoAnimate! can be used to help learners manage essential processing by using the principles of multimedia to create an effective presentation. It is better than other sites because it is so user friendly, and animations can be created quickly.

This website lets you create an animated video for use in your classroom. View the video on their introduction page to learn about the features and options. A teacher could also let students have the option of animating a presentation for the class to help engage student creativity.

Xtranormal is an online site where you can make movies by combing graphical actors with text to type in a script to be used, or record directly. The scenes then can be acted out and recorded, used online or downloaded. The video maker allows for the addition of background music and or sounds, different camera angles, and movement and gestures of the actors. This is a great program that can be used by teachers and students alike for digital storytelling. Teachers that subscribe to the pay site can set up a classroom where each of their students will also have access to the site.

Another tool for creating videos. This is very simple and easy to use. They do charge, but when I contacted them and said I was a teacher, they upgraded my free version to a paid version and did not charge me anything. This gave me the ability to make longer videos and more of them. Easy to share as an embedded file on a website, or through YouTube, and through mobile devices as well.

The topic of my multimedia workshop is on How to Utilize Multimedia to Create Effective Instructions. I plan to use PowerPoint as my multimedia artifact. In Jones (2005) article she establishes the fact that the technology of choice for most projects was PowerPoint. The main reasons for selecting PowerPoint for my multimedia project coincided with what was discussed in this article. PowerPoint is accessible and familiar to most educators and students. It is simple to use, can be created on desktop, visually stimulating, sounds or auditory stimulation can be added and can be use for cognitive abilities. In addition, PowerPoint has presentation versatility because it can be used as an original file, PDF format, and html format. It can also run with videos and have narration added. Finally, the software allows for interactivity. The focus of the multimedia workshop is to create a learner-centered approach to learning instead of a technology approach to learning; the software is used to facilitate this process (Jones 2005, p. 1). Mayer's (2008) active processing is when meaningful learning occurs and learners are engaged in the active cognitive processing during learning and instructors must figure out ways to prime the learners to pay attention to relevant material, and mentally organize the information and integrate the information based on their prior knowledge. The ability to actively process information can be associated students dynamic, collaborative and synergistic construction of significant knowledge within a multi-learning environment. Jones, D. (2009.). PowerPoint with a learning point. University of Wisconsin-Whitewater--19th Annual Conference on Distance Teaching and Learning, Retrieved July 10, 2010, from http://www.uwex.edu/disted/conference/Resource_library/proceedings/03_37.pdf

Voki is a online site that allows the learner to create their own speaking avatar. Once the avatar is created, there is an opportunity to demonstrate generative learning by creating speech for the avatar. The speech can be recorded by one's own voice or done through a text to speech tool. In my project, this will be a way for workshop participants to use generative learning to apply their learning to creating their own project. They will post an avatar on their wiki to entice learners to use it, giving purpose and features that will make the wiki useful to the participant. I chose this site for many reasons. Although it is very simple to use, it requires a high level of creativity that is engaging for learners. The product is high quality and is able to be shared via email and different online environments.

Voki is a great multimedia website that will allow students to create talking avatars depicting themselves or historical figures.  I will use this site in my presentation wiki on infusing mulitmedia in a history class.

This website allows users to design an avatar. A video demonstrating the use of avatars for editing rough drafts show a potential use of this Web 2.0 tool for the K-12 classroom. This video can be viewed at http://www.youtube.com/embed/ao9KQltMkP0

Viddix allows you to connect all kinds of web content to your videos. You can really interact with your audience and deliver your messages more effectively. Upload your video and support notes, images, etc. VIDDIX is great for presentations, pitches, lectures and a lot more. Teachers can show slides next to a video lecture, can offer a PDF download with extra information or study guide, and allows student bloggers to ask a question which can be answered instantly by his viewers using a poll. Viddix allows you to view the presentations on double presentation screens, and publish to any webpage Demo Link: http://www.viddix.com/watch.php?v=47f43c36a5ed5

In this Prezi, Pappas (2011) has designed a presentation that prompts the viewer to think about the reflective culture of a school. Coupled with the content in Pappas' (2010, January) blog series, "A Taxonomy of Reflection: Critical Thinking for Students, Teachers and Principals," a learner-centered orientation to the process and importance of reflection in schools and learning is achieved. Embedded in the presentation itself are prompts to gain viewers' attention and provide opportunities to consider questions relevant to the content. As noted by Mayer (Laureate Education, 2010), the effectiveness of a technology is based on its application, guided by instructional method. While Prezi is receiving a lot of enthusiasm as an alternative to Power Point, effective use of this tool still relies on the designers' ability to create content that will effectively promote learning. References: Laureate Education, Inc. (Producer). (2010). Technology-centered vs. learner-centered instruction. [DVD]. Pappas, P. (2010, January 04). A taxonomy of reflection: Critical thinking for students, teachers and principals [Web log post]. Retrieved from http://www.peterpappas.com/2010/01/taxonomy-reflection-critical-thinking-students-teachers-principals-.html Pappas, P. (2011). The reflective school: A taxonomy of reflection. (Prezi Presentation). Retrieved from http://prezi.com/z-iozettlllo/the-reflective-school-by-peter-pappas/