EdTechWalden

This presents content and recommendations of a fundamental planning outline for creating a multimedia presentation. * Plan your project * Develop your content * Create your e-Learning deliverable * Test your deliverable * Deliver your deliverable It then provides a very nice list of resources for websites to use when creating the project: www.adobe.com (Premiere and AfterEffects) www.macromedia.com (Flash and Captivate) www.techsmith.com (Camtasia Studio) www.seriousmagic.com (Visual Communicator) www.microsoft.com/Education/PPT2003Tutorial.aspx (creating enhanced multimedia presentations in PowerPoint) www.ucalgary.ca/UofC/faculties/EDUC/jdnowlan/home.htm (designing multimedia presentations)

Classroom 2.0 is a social network for educators who are interested in the use of Web 2.0 or collaborative technologies in the classroom. I will use it for them to review each feature of this website and to consider or brainstorm what things they would like to incorporate into their own. It is a great source of ideas and a great place to collaborate with teachers of all levels.

This site is an article that shows educators why technology should be incorporated into the classroom. It is very clear in detailing the following concepts: * Support thinking processes * Stimulate motivation and self esteem * Promote equity * Prepare students for the future * Support changes in school structure * Explore technology capabilities This is a great way to get their minds in the right place to embrace the use of technology and encourage them to explore and create their own.

Because this site offers quizzes and reference information pertaining to the subject matter.

Assignment #3: The website, W3school, offers the possibility for learners to assess their knowledge in web design hands-on.

The W3C's introduction to HTML which is the markup language my participants will have to be familiar with prior to attending my workshop. The reason why I picked the W3C tutorial is because it is guaranteed to be compliant with the XHTML standards that are crucial to the success of the workshop. W3C is the consortium that upholds the standards of web design

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.

The processes of active learning in a library environment

The technique of developing multimedia material for active learning

Storyboard Pro software from Atomic Learning. Site has video tutorials on storyboarding. Storyboard software allows users to integrate all the components of digital media production in one easy to use format.

One of the most important aspects of media production is copyright. This website from the US government offers clear guidelines and overview of copyright laws in the US. It is essential and beneficial for producers to become acquainted with copyright laws and fair use guidelines.

This site from the University of Houston offers a very good guide to Digital Storytelling. Links to resources, tutorials, examples, articles and products make it a very complete resource collection and a must for any serious classroom producer.

This website provides an overview to digital storytelling as well as essential areas in include, was to create digital stories, was to evaluate them, examples, lists of possible software, and most importantly an extensive background in copyright.

Free printable storyboard templates. Excellent resource for those who prefer to complete drafts of their storyboards by hand.

Cool Text.com is a free graphics generator for web pages and anywhere else you need an impressive logo without a lot of design work

Mind42 is a browser based online mind mapping application. With Mind42 mindmapping tools are no longer needed, you can manage ideas alone, or work collaboratively

The mind42 site offers a free online tool for creating graphic organizers / mind maps similar to those created by webspiration. However, mind42 provides excellent file export functionality saving as .jpg, .png, .pdf, and other file formats. Also of interest are collapsible / expandable branches that could facilitate a gradual introduction of topics in a live lesson, as well as the ability to include notes, Web links, and a variety of icons in each node as needed. Of note, however, is the ability to include images directly into the graphic organizer by searching for relevant images online or by providing a direct link to an online image. Some basic formatting options, such as text color and size, are present. However, as all nodes other than the parent or central node are lines, no formatting of shapes is available. The tool does offer a simple approach to creating mind maps and graphic organizers, which may warrant additional investigation and use. In short, the saving functionality, branching without termination nodes (use a line instead), collapsibility, and image inclusion are features that may prove more useful than comparable tools. Considering essential cognitive processing, the tool may assist with selecting and organizing complex material in order to reach a generative processing state. This may be possible by presenting information in a keyed and organized approach, which is a central premise of most mind mapping software.

Mind42 is an online mind map that allows users to add images to their brainstorming and collaborate with others. Users have access to a gallery of mind maps and can post comments. This site can be used for essesntial learning based on its multimedia capabilities. Mind42 is a better website than other mind maps that I have reviewd because of the extra support provided through the gallery of mind maps.

This is an eLearning tutorial page for a few software choices for making digital stories. The software featured here is for both Mac and PC platforms.

This website offers a guide to help teachers improve their classroom managment through planning, and incorporating technology.

This article helped me understand my topic, Web 2.0 better. I needed a sense of what it really means to be able to explain it to a group of teachers

This is a website by Kathy Schrock who provides an enormous amount of resources for educators. The interactive whiteboard link at the bottom of the page provides lesson plans and additional ideas to scaffold learning.

Storybird is a website that consists of a collection of collaborative stories written by people all over the world. The website features pre-made user-friendly templates and layouts as well as graphics to use when creating your story.

This site allows you to create rich digital stories full of compelling and imaginative graphics that help students to learn

Storybird is an online tool that allows its users to make, read, and share visual stories in just a matter of seconds. The idea is for authors to create a story using the artwork that has already been provided by artist around the world. This online program is learner-centered according to Mayer as "a learner-centered approach is designed to influence the learning process; you must adapt the technology to the way the human mind works" (Mayer, 2007).

This the ning I will be using to house my Multimedia Project for EDUC 7107.

The relevancy of the article is based on cognitive principles associated with learning from Web based multimedia. The content relates to cognitive and student-centered learning by the utilization of Web-based multimedia. Hannafin, M., Hannafin, K., & Gabbitas, B. (2009). Re-examining cognition during student-centered, Web-based learning. Educational Technology Research and Development, 57(6), 767-785. Retrieved June 13, 2010, from http://www.springerlink.com/index/q2422885vl53j151.pdf