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Jing will allow me to create a short introduction to my multimedia project. It will help me to provide essential learning materials to my students. I like Jing because it free and easy to use.

The wiki is an online platform that provides a space to house my multimedia project. It provides both essential and generative learning for workshop participants. I decide to use wikispace because I am very familiar with the site, it's free and easy for student to navigate.

This site is at the essential cognitive level, providing an overview of the terms, functions, and processes involved in using Inspiration software (or mywebspiration.com). The site, which is apparently a workshop plan, is plain-looking but effective. Functions in Inspiration are broken down into discrete links, allowing for user-controlled navigation. Each offers a very simple text tutorial, accompanied by a static or animated graphic.

Using the site, http://swearercenter.brown.edu/Literacy_Resources/advocate.html, might be useful for improving thought or action as Mayer (2009) describes as artifacts in creating the community service work place learning project, but I am not sure the purpose of the site relates to my objective in the class. It may be an effective method if my intended audience includes teachers, but not as effective if my audience includes students. This particular medium seems equivalent to a textbook with not much meaningful, interactive learning; however, I will bookmark it for future reference and study.

As I continue to ponder the idea of community service and work place learning, I have come to the understanding that the project would serve students better than professionals. This site, http://www.kidactivities.net/, is fun and interactive dedicated to the learner and centered in engaging children through a variety of activities. The community service aspect of the site is full of behavioral activities, but in this case, learning is taking place as teachers can help students integrate their prior knowledge with information obtained. Though I continue to agree with the video in our module 1 resource related to methods not media; however, the media in this case will improve the methods used for a variety of students and styles of learning.

As a former user of TimeGlider, I have experienced its usefulness as a multimedia tool for active cognitive learning. With TimeGlider, the user is able to create an interactive timeline to be designed alone or collaboratively and shared with others. This free tool allows the user to not only control how important an event is based on its size on the timeline, but it also allows the user to link events on the timeline to online videos and to upload pictures to enhance the timeline. The student may begin with an idea of the time period they are creating a timeline for, but they make the choices about what material to include in terms of how many events to include and any extras like videos or pictures. 

Timeglider is web-based timeline software for sharing history and project planning. It can be an interactive guide to users for events like workshops and can be interactive between creator and users for essential and generative purposes. Timeglider is free for limited usage, but then asks for five dollars a month for formidable teacher/student uses. This site is a fine representation of cheap visual technology that gives good visual aid and cognitive understandings of the timeline organization.

This site has it all and at no cost, neither in extraneous processing nor in monetary contribution. It is a very comprehensive site that contains assessment rubrics for every subject including multimedia projects

This is the presentation wiki for my EDUC 8847 final project

This is the working wiki for my 8847 final project.

This site provides information on getting images into your pre-training handouts . Give a step by step process for getting images into a variety of materials. There are also additional pages devoted to teaching and authentic materials and sample lesson plans

Thinking Worlds is a software application that makes the creation of virtual worlds relatively simple in comparison to other applications. Users can design and publish virtual worlds as simple or as complex as necessary for given projects. In circumstances where the training is geared around more "hands on" initiatives, or where participants will participate remotely, virtual worlds can provide more interaction and context for learning. This type of simulated environment is often very expensive to develop and very complicated to manage. As the technology improves, however, innovative applications such as Thinking Worlds make the process much more efficient and cost-effective.