Multimedia final presentation
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This document discusses Brandi Hamnett's final presentation for a multimedia class where she had to choose tools to use on both Mac and PC. She discusses struggling with being an "all or nothing" learner and having to adjust her attitude to choose simpler tools that still provide value for her students. The document then summarizes several multimedia tools Brandi chose to use, such as Picasa, Audacity, Jing, and online learning tools, and how they can benefit her classroom.
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Question6
The document discusses various technologies the author learned to use while completing a college project, including Apple computers, Photoshop, InDesign, Wordpress, Powerpoint, Google Drive, a camera, SlideShare, SurveyMonkey, and Dafont. Many of the technologies were new to the author and required learning the basics through trial and error, tutorials, or help from teachers. Key things learned included how to take screenshots on Apple computers, navigate InDesign and Google Drive, embed Powerpoints using SlideShare, and download fonts from Dafont to use in Photoshop.
Flipping y our classroom
The document discusses the flipped classroom model, where instruction occurs through video lessons for students to watch outside of class, allowing class time to be used for hands-on activities, projects, and discussions. It provides perspectives from both students and teachers on the benefits. Key goals are to shift the focus from passive lecture-based learning to active learning, and to allow students to learn at their own pace. The document gives guidance on creating video lessons, engaging students through note-taking and questioning, and managing the logistics of video distribution and homework. Common misconceptions about lack of motivation and technology access are addressed.
Cool Tools for Academic Reference/Instruction Librarians
This document provides an overview of various cool tools that can be used by academic reference and instruction librarians. It describes screencasting, screen recording, and animated tutorial sharing tools like Jing, Screenr, Screencast-o-Matic, and ANTS Project. It also lists repositories of online teaching materials like MERLOT and Learnist. Dynamic presentation tools including Prezi and Projeqt are mentioned. Finally, the document discusses tools for classroom instruction and training like Google Docs, Bubbl.us, PollEverywhere, and Google Forms as well as ways to keep up to date through blogs, colleagues, conferences, and the NCLA Technology and Trends Roundtable Blog.
Enhance Your Cuuriculum
The document discusses integrating technology into curriculum, including blogging and PowerPoint projects. It provides an agenda for a session that will explore using a blog about Canada, featuring the benefits of integrated units and blogging. Attendees are then instructed to create the first two slides of a PowerPoint project answering essential questions about exploration in Canada.
Self assessments heick
The document contains self-assessments from Natalia on four assignments involving using technology in English language teaching:
1) She refreshed her PowerPoint skills and learned about creating forms.
2) Creating a webquest was initially confusing but she discovered it is a useful tool for combining online activities with English teaching.
3) She had issues with her first webquest creator but was proud of what she could create using another tool.
4) Working on her blog and trying different Web 2.0 tools was most enjoyable. She looks forward to creating videos and quizzes for her students.
Question 6
Through completing this coursework, the student learned several technologies:
- How to easily set up and design a blog using Blogger.
- How electronic questionnaires using Survey Monkey can efficiently gather responses.
- How to organize and plan work using PowerPoint and include multimedia content.
- The basics of using Photoshop and InDesign, though they were initially difficult, with practice the software became easier to use.
- How to transfer work between devices using a memory stick, but also the importance of backing up work on multiple computers.
Question 6
The document discusses the technologies used and lessons learned during the creation of a music magazine. It describes learning InDesign through YouTube tutorials, finding Photoshop easier to use with a wide range of tools, and using a Mac with Photoshop and InDesign pre-installed. A camera was used early on for a college magazine and later for project photos. Microsoft Word and PowerPoint were beneficial due to prior experience and useful features. Overall technologies, especially Photoshop, were crucial to completing the music magazine project and many new skills were gained.
Evaluation 6
The document discusses the technologies and tools used to create a coursework project blog. It describes using Blogger to create blog posts, embed presentations from Prezi and ExamTime, and share documents from SlideShare. Hardware included an HP laptop for portability, an iPhone 6s camera for filming due to cost, and a MacBook Pro for final editing. Social media like YouTube was used to share videos and gain feedback, while Twitter helped spread information and gain audience responses.
Recommended
Question6
The document discusses various technologies the author learned to use while completing a college project, including Apple computers, Photoshop, InDesign, Wordpress, Powerpoint, Google Drive, a camera, SlideShare, SurveyMonkey, and Dafont. Many of the technologies were new to the author and required learning the basics through trial and error, tutorials, or help from teachers. Key things learned included how to take screenshots on Apple computers, navigate InDesign and Google Drive, embed Powerpoints using SlideShare, and download fonts from Dafont to use in Photoshop.
Flipping y our classroom
The document discusses the flipped classroom model, where instruction occurs through video lessons for students to watch outside of class, allowing class time to be used for hands-on activities, projects, and discussions. It provides perspectives from both students and teachers on the benefits. Key goals are to shift the focus from passive lecture-based learning to active learning, and to allow students to learn at their own pace. The document gives guidance on creating video lessons, engaging students through note-taking and questioning, and managing the logistics of video distribution and homework. Common misconceptions about lack of motivation and technology access are addressed.
Cool Tools for Academic Reference/Instruction Librarians
This document provides an overview of various cool tools that can be used by academic reference and instruction librarians. It describes screencasting, screen recording, and animated tutorial sharing tools like Jing, Screenr, Screencast-o-Matic, and ANTS Project. It also lists repositories of online teaching materials like MERLOT and Learnist. Dynamic presentation tools including Prezi and Projeqt are mentioned. Finally, the document discusses tools for classroom instruction and training like Google Docs, Bubbl.us, PollEverywhere, and Google Forms as well as ways to keep up to date through blogs, colleagues, conferences, and the NCLA Technology and Trends Roundtable Blog.
Enhance Your Cuuriculum
The document discusses integrating technology into curriculum, including blogging and PowerPoint projects. It provides an agenda for a session that will explore using a blog about Canada, featuring the benefits of integrated units and blogging. Attendees are then instructed to create the first two slides of a PowerPoint project answering essential questions about exploration in Canada.
Self assessments heick
The document contains self-assessments from Natalia on four assignments involving using technology in English language teaching:
1) She refreshed her PowerPoint skills and learned about creating forms.
2) Creating a webquest was initially confusing but she discovered it is a useful tool for combining online activities with English teaching.
3) She had issues with her first webquest creator but was proud of what she could create using another tool.
4) Working on her blog and trying different Web 2.0 tools was most enjoyable. She looks forward to creating videos and quizzes for her students.
Question 6
Through completing this coursework, the student learned several technologies:
- How to easily set up and design a blog using Blogger.
- How electronic questionnaires using Survey Monkey can efficiently gather responses.
- How to organize and plan work using PowerPoint and include multimedia content.
- The basics of using Photoshop and InDesign, though they were initially difficult, with practice the software became easier to use.
- How to transfer work between devices using a memory stick, but also the importance of backing up work on multiple computers.
Question 6
The document discusses the technologies used and lessons learned during the creation of a music magazine. It describes learning InDesign through YouTube tutorials, finding Photoshop easier to use with a wide range of tools, and using a Mac with Photoshop and InDesign pre-installed. A camera was used early on for a college magazine and later for project photos. Microsoft Word and PowerPoint were beneficial due to prior experience and useful features. Overall technologies, especially Photoshop, were crucial to completing the music magazine project and many new skills were gained.
Evaluation 6
The document discusses the technologies and tools used to create a coursework project blog. It describes using Blogger to create blog posts, embed presentations from Prezi and ExamTime, and share documents from SlideShare. Hardware included an HP laptop for portability, an iPhone 6s camera for filming due to cost, and a MacBook Pro for final editing. Social media like YouTube was used to share videos and gain feedback, while Twitter helped spread information and gain audience responses.
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This document summarizes a presentation on integrating technology to assess and enrich student learning using various apps and tools. It discusses the purpose of using technology for formative and summative assessment as well as enrichment. Several apps are then presented, including Flowboard, Haiku Deck, Nearpod, PicCollage, Tackk, Zondle, and Zooburst. For each app, examples of student work are shown, and tips and tricks are provided, such as positives and negatives of each app as well as helpful hints for using them effectively.
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This document provides guidance and instructions for teachers regarding the use of multimedia tools such as images, video, and audio in an educational setting. It discusses best practices for using these tools in the curriculum, keeping student data private and secure, and completing assignment tasks involving embedding multimedia in blog posts. Teachers are encouraged to consider copyright and permissions when using images and ensure multimedia choice aligns with learning objectives. Specific tools like Windows Movie Maker, green screen software, and podcasting are presented as examples.
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3) The author's teaching has become more digitally focused, using Prezi presentations, sharing materials online between students and teachers, and using Prezi's collaboration features like meetings for group work.
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The document discusses various multimedia tools that can be useful in the classroom, including Animoto, VoiceThread, Pixlr, and YouTube. The author, a teacher of special needs students, found Animoto especially helpful for presenting information visually and engaging students. While initially only familiar with basic PowerPoint, the course introduced the teacher to many new tools. Time was cited as the main challenge to designing more projects, but the teacher was eager to continue learning and applying multimedia tools in teaching.
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Allison discusses how blogging has been easier and more enjoyable than expected. She finds it easier to blog from her room than in class. Allison also notes how writing blog posts about class topics and experiences has been fun. She describes customizing her blog template with a light peach color scheme and bird design. Allison reflects on learning various tools on Blogger and Photoshop to enhance her blog posts with pictures, videos, and formatting.
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- Poll Everywhere facilitates instant polling from texts or a website to gather audience feedback in real time.
- SumoPaint is a free and basic image editing program that teaches computer skills through creating graphics.
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This document summarizes a TPACK report for an IPT 287 class. It describes the classroom context including 24 first grade students with varying abilities. It outlines the limited technology in the classroom and school, including a boom box, TV, DVD/VCR player, overhead projector, and one shared ELMO projector. Lesson plans are proposed for math using computers, science using photos and presentations, and language arts using an ELMO for shared reading. The implemented lesson used an ELMO for shared reading of the book "It Looked Like Spilt Milk". Student writing was displayed and the teacher reflected on student engagement and technology integration.
Technology A2
The student used a variety of technologies throughout their coursework, including web browsers, computers, laptops, cameras, editing software, and online tools. They found many of the technologies useful but also encountered some problems, such as slow internet, limited computer/camera access, and corrupted or missing files. Overall, the technologies were essential for completing the coursework, but some issues arose that required changing plans or workarounds.
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This is a presentation I made to showcase the work I did for an Eduspire course called Multimedia in the Classroom in 2014. I hope you enjoy it and learn a little something!
I will take the information I learned in this online course and use it to help my students at Mifflinburg Middle School.
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Thank you for the feedback! I'm glad you found the course helpful. Let me know if you need any other technology resources or have additional questions.
Evaluation - Question 4
The document discusses the new media technologies used during the construction, research, planning, and evaluation stages of a music video project. A Panasonic HD camera was used for filming due to its small size and ability to capture footage even at night. Blogger was used extensively to document the entire process. iMovie was used to edit footage and add effects, while iPiccy was used to design digital packaging. Slideshare and Scribd were used to upload Word and PowerPoint files to the blog. Prezi was used for an interactive presentation, and YouTube was used to upload and research music videos.
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This document summarizes a presentation on integrating technology to assess and enrich student learning using various apps and tools. It discusses the purpose of using technology for formative and summative assessment as well as enrichment. Several apps are then presented, including Flowboard, Haiku Deck, Nearpod, PicCollage, Tackk, Zondle, and Zooburst. For each app, examples of student work are shown, and tips and tricks are provided, such as positives and negatives of each app as well as helpful hints for using them effectively.
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Are you looking to flip the classroom? Would you like to create videos and tutorials for your students? Would you like your students to create video content? In this session, we will explore easy-to-use tools that anyone can use to create and edit videos for the classroom.
Yonatan Berman
1. Yonatan Berman discusses the benefits of teachers creating their own tutorial videos and interactive worksheets for students, rather than solely relying on existing online content.
2. Some benefits include personalizing teaching methods, promoting individualized learning at each student's own pace, and creating a flipped classroom model where more advanced exercises can be completed at home.
3. Berman provides a checklist for how to record tutorial videos, including recommended equipment like an iPad Pro and Apple Pencil, as well as screen recording and sharing apps. QR codes can then be used to easily provide students access to solved worksheets and tests.
PowerPoint as an ICT tool
PowerPoints can be used to hook and engage audiences, create presentations, and serve as a study tool by including images, videos, audio, web links, references, and activities. While PowerPoint is not a new tool, if used correctly it can be an effective way to present any subject matter.
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Includes details of challenges faced with allowing the use of cell phones in the classroom, establishing guidelines for appropriate use, how to monitor inappropriate use, etc.
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This document provides guidance and instructions for teachers regarding the use of multimedia tools such as images, video, and audio in an educational setting. It discusses best practices for using these tools in the curriculum, keeping student data private and secure, and completing assignment tasks involving embedding multimedia in blog posts. Teachers are encouraged to consider copyright and permissions when using images and ensure multimedia choice aligns with learning objectives. Specific tools like Windows Movie Maker, green screen software, and podcasting are presented as examples.
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The document discusses considerations and potential problems for a solo student film project. It notes that COVID-19 will not affect production as all work can be done individually from a laptop. Equipment, storage, power needs, and technical abilities are addressed to avoid issues. Specific problems encountered using After Effects and Adobe Dimensions software are explained along with solutions. Time management techniques like feedback, research, reflection notes are outlined.
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This document provides guidance for teachers on making BYOD (bring your own device) work successfully in the classroom. It discusses key challenges like device dependence and offers solutions like promoting device agnostic apps and activities. The document encourages taking notes, interacting with the presenter and peers, and sharing ideas. Videos are shared on topics like BYOD classroom management and professional technology uses. Teachers are advised to think about policies, expectations, and consequences in their syllabus to set guidelines and prevent issues. Starting homework that encourages device use at home is suggested as a "secret weapon" to get students comfortable with BYOD.
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1) The document discusses using Prezi.com and blogs for creative teaching and learning with digital media. Prezi allows for 3D interactive presentations that students can access from anywhere with an internet connection.
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The document discusses various multimedia tools that can be useful in the classroom, including Animoto, VoiceThread, Pixlr, and YouTube. The author, a teacher of special needs students, found Animoto especially helpful for presenting information visually and engaging students. While initially only familiar with basic PowerPoint, the course introduced the teacher to many new tools. Time was cited as the main challenge to designing more projects, but the teacher was eager to continue learning and applying multimedia tools in teaching.
Class final project
The document discusses various multimedia tools that can be useful in the classroom, including Animoto, VoiceThread, Pixlr, and YouTube. The author, a teacher of special needs students, found Animoto especially helpful for presenting information visually and engaging students. While initially only familiar with basic PowerPoint, the course introduced the teacher to many new tools. Time was cited as the main challenge to designing more projects, but the teacher was eager to continue learning and applying multimedia tools in teaching.
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This document discusses how students can use iPads and apps to demonstrate their knowledge and engage with content in new ways beyond traditional worksheets and assignments. It provides examples of several apps - Explain Everything, Creative Book Builder, Tellagami, and iMovie - that allow students to create video screencasts, digital books, animated stories, and movies. The document suggests how these apps can be used across subjects for students to explain math problems, write and publish digital books, create character narratives, and produce video projects. It emphasizes that these tools allow for more authentic writing in different formats, facilitate discussion and sharing of work, and provide an electronic portfolio system through uploading projects to the Canvas platform.
Katelyn Roberts - Final Presentation
This document discusses using multimedia in the classroom and summarizes the experiences of a teacher using different multimedia tools. It finds that multimedia can address different learning styles and increase student interest. The teacher had success using Animoto, Flickr, and podcasts and found them easy to use and effective for student projects. However, iMovie proved more challenging to use. While online learning allows flexibility, the teacher still values face-to-face interaction. Overall, the teacher was pleased to learn new technologies and ways to incorporate them into classroom instruction.
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Allison discusses how blogging has been easier and more enjoyable than expected. She finds it easier to blog from her room than in class. Allison also notes how writing blog posts about class topics and experiences has been fun. She describes customizing her blog template with a light peach color scheme and bird design. Allison reflects on learning various tools on Blogger and Photoshop to enhance her blog posts with pictures, videos, and formatting.
Sharefest val garton
This document provides information about several online tools for education:
- Today's Meet allows for backchanneling during presentations through online discussions.
- MindMeister is a free mind mapping tool that allows collaborative brainstorming and organizing ideas.
- Prezi is an alternative presentation tool where elements zoom and pan across a canvas rather than using slides.
- Poll Everywhere facilitates instant polling from texts or a website to gather audience feedback in real time.
- SumoPaint is a free and basic image editing program that teaches computer skills through creating graphics.
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This document discusses how teachers can create great content for their classrooms. It recommends that teachers create and adapt content using digital technologies since textbooks quickly become outdated. Teachers are encouraged to create content like recording themselves reading stories aloud, modify existing materials by adding images or turning readings into quizzes, and explore new tools and materials to engage students. The document emphasizes sharing content with other teachers through blogs, social media and other online platforms to create networks of educators and receive feedback to improve. Teachers should not be afraid to try new technologies through trial and error.
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This document summarizes a TPACK report for an IPT 287 class. It describes the classroom context including 24 first grade students with varying abilities. It outlines the limited technology in the classroom and school, including a boom box, TV, DVD/VCR player, overhead projector, and one shared ELMO projector. Lesson plans are proposed for math using computers, science using photos and presentations, and language arts using an ELMO for shared reading. The implemented lesson used an ELMO for shared reading of the book "It Looked Like Spilt Milk". Student writing was displayed and the teacher reflected on student engagement and technology integration.
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Similar to Multimedia final presentation
Technology A2
The student used a variety of technologies throughout their coursework, including web browsers, computers, laptops, cameras, editing software, and online tools. They found many of the technologies useful but also encountered some problems, such as slow internet, limited computer/camera access, and corrupted or missing files. Overall, the technologies were essential for completing the coursework, but some issues arose that required changing plans or workarounds.
Multimedia Presentation for Eduspire - Lucas Southerton 2014
This is a presentation I made to showcase the work I did for an Eduspire course called Multimedia in the Classroom in 2014. I hope you enjoy it and learn a little something!
I will take the information I learned in this online course and use it to help my students at Mifflinburg Middle School.
Multimedia in the Classroom- final project
Thank you for the feedback! I'm glad you found the course helpful. Let me know if you need any other technology resources or have additional questions.
Evaluation - Question 4
The document discusses the new media technologies used during the construction, research, planning, and evaluation stages of a music video project. A Panasonic HD camera was used for filming due to its small size and ability to capture footage even at night. Blogger was used extensively to document the entire process. iMovie was used to edit footage and add effects, while iPiccy was used to design digital packaging. Slideshare and Scribd were used to upload Word and PowerPoint files to the blog. Prezi was used for an interactive presentation, and YouTube was used to upload and research music videos.
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Nicki Bress presents on the multimedia tools used in her classroom presentation final project. She found Windows Movie Maker to be the most useful tool for editing home videos. She looks forward to using these skills in her future teaching career. While she was happy with her tool choices, she found the audio and video projects most challenging as they were new skills. Online learning offers benefits like flexibility but can lack personal interactions of a classroom. She provides links to examples of her work using images, audio, video generators, and original videos.
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The document discusses and reviews several multimedia tools for use in the classroom, including photo sharing sites like Flickr and Photobucket, audio tools like iTunes and Voicethread, video generators like Animoto, and video editors such as Windows Movie Maker and Jaycut. It finds Animoto and Voicethread particularly easy to use and useful for engaging students and sharing information with families. Moodle online classes are praised for their flexibility and ability to improve teaching through additional learning opportunities.
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The document discusses various multimedia tools that can be used in the classroom, including Flickr for photo sharing, Audacity for audio editing, Animoto for video slideshows, and iMovie for video editing. It also provides examples of how the author uses these tools, such as having students find pictures for presentations on Flickr and editing interviews for a documentary using iMovie. The author found online photo sharing and Audacity to be particularly useful and challenging respectively. Overall, the document recommends these multimedia tools for incorporating variety into teaching and shares the author's positive experience with online learning through Moodle.
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Sherry Fletcher created various multimedia projects including editing photos on Shutterfly, making a podcast on Garageband and Podbean, making a 30-second video on Animoto, editing home videos on iMovie, and uploading the video to YouTube. She faced some initial challenges with the tools but was ultimately successful. The projects gave her experience with multimedia skills and online platforms that she plans to apply in her classroom.
Tech eval
The student learned how to use several new technologies for creating their music magazine including Blogger, Photoshop, Prezi, and InDesign. Blogger was easy to use for recording the creative process. Photoshop was only used a few times to edit photos. InDesign, which was used to make the magazine pages, was complicated at first but became easier with practice. Prezi was a good presentation tool but time-consuming to create. The laptops were adequate except the student preferred using a mouse.
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The document summarizes Pamela Cross's final assignment for a multimedia in the classroom course. It discusses how multimedia has changed teaching and learning by engaging students through tools like videos, pictures, and interactive activities. The document also provides examples of multimedia tools Pamela found most useful, including Audacity for podcasting, Jing for screenshots and recordings, and EDpuzzle for editing videos. It discusses the successes and challenges of using multimedia in the classroom and shares some of Pamela's projects and assignments from the course.
Q6
The student learned how to use new technologies like InDesign and Photoshop through online tutorials and teacher instruction. They found Photoshop especially easy to use for creating their music magazine. Using a Mac with Photoshop and InDesign already installed made the process quicker. They also utilized a camera, Microsoft Word, PowerPoint, and Excel. In conclusion, the technologies helped make the music magazine possible and the student learned many new skills especially in Photoshop.
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The document discusses the author's experience using various multimedia tools in their classroom over the past month. The author found the LiveScribe and Strip Design apps most useful, though LiveScribe had a learning curve. Successes included overcoming LiveScribe issues with colleague help and using Strip Design. Difficulties included LiveScribe's unintuitive software and struggling with video editing programs. The author enjoyed exploring different platforms through online learning and found Moodle provided a simple framework.
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Julie Ngo identifies as a visual learner based on a learning preferences quiz. She prefers to see information visually or write things down. While her reflective score was low, she considers herself a reflective learner as well since she likes to think through things before speaking or presenting. As someone new to multimedia, Julie wants to learn more about how to create storytelling in anime movies and compiling music. Her learning pathway does not change as she continues learning new things daily. Julie has only done quizzes for screencasts and podcasts in her class and does not regularly use multimedia programs. She is interested in exploring how to edit audio files and create movies but acknowledges multimedia may not align with her learning preferences since it could be time consuming as
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The document discusses the various technologies and tools used to complete a music video project. These included cameras, iMovie, Photoshop, and Blogger. The student filmed parts of the video using their camcorder and iPhone after the camcorder footage did not work on Mac computers. iMovie was used to edit the video but was challenging to learn. Photoshop was utilized to design posters and CD covers since the student was familiar with it from previous use. Blogger was employed to showcase and evaluate the overall work.
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This document summarizes a presentation about introducing screencasts to support first year students learning computer networking concepts using simulation software. The presenter created short instructional videos demonstrating tasks in the software based on constructivist learning principles. Students provided feedback that the screencasts were helpful as they could pause, replay, and learn at their own pace. Assessment results improved but other factors could have contributed. Students liked the convenience and trusted source of instruction that screencasts provided. The presenter plans to create more advanced screencasts and workshops to share the approach with other lecturers.
Question 4
The document discusses the student's use of various media technologies in their A2 media coursework, including a Nikon camera, Photoshop, Premiere Pro, Prezi, Slideshare, Facebook, YouTube, and Blogger. For many of the technologies, the student was unfamiliar with their full capabilities and had to learn how to use basic functions through instruction and practice. Blogger was particularly useful for organizing their coursework. Technological convergence allowed the student to access different software, websites, and their camera from a single computer to complete their project.
Evaluation 6
The document discusses the various technologies used by the student over the course of their project. This includes personal laptops and college iMacs for completing coursework efficiently. Blogger was used to store and present work online, while Photoshop was used extensively to edit magazine pages and photos, with the student becoming proficient in tools like the select, magic wand, and text tools. A memory stick was vital for transporting work between home and college. Google was relied on for research, and SoundCloud and Animoto were used to embed multimedia elements into the student's blog.
Digital portfolio final project adv 16
This document summarizes a student's digital portfolio created for their English course. The portfolio included slides on the student's course expectations, their best composition, a favorite quote, an inspiring person, their blogging experience, favorite activity, personal values, and a video they created. Through creating the portfolio, the student learned how to publish a blog and upload videos. They reflected on improving their vocabulary and oral English skills. They found creating and sharing the portfolio with classmates helped them learn and connect over shared interests.
Digital portfolio final project adv 16
This document summarizes a student's digital portfolio created for their Advanced English class over the semester. The portfolio included reflections on their course expectations, best composition, favorite quote, an inspiring person, blogging experience, favorite class activity, personal values, a video they created, and questions to practice for their final speech. Creating the digital portfolio helped the student improve their vocabulary and skills with technology like blogging and uploading videos. They felt their English communication skills improved over the course through these projects, better preparing them for the TOEFL exam.
Digital portfolio final project adv 16
This document summarizes a student's digital portfolio created for their English course. The portfolio included slides on the student's course expectations, their best composition, a favorite quote, an inspiring person, their blogging experience, favorite activity, personal values, and a video they created. Through creating the portfolio, the student learned how to publish a blog and upload videos. They reflected on improving their vocabulary and oral English skills. They found creating and sharing the portfolio with classmates helped them learn and connect over shared interests.
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Multimedia final presentation
- 1. Multimedia in the Classroom Brandi Hamnett Final Presentation
- 2. Challenge/Solution: Torn Between Tools PC Points Mac Points • I exclusively used PCs at • My school just bought me home and school until a new MacBook Pro recently • I need to learn to use it • My husband, the tech guy, is a PC man • I am going out on maternity in September • My laptop and desktop at and probably won’t have home are PCs my MacBook for an entire year My Solution: Choose tools friendly to both Mac & PC
- 3. Challenge/Solution: All or Nothing Attitude • I was an all or nothing learner: I like to understand every aspect/detail or none at all – I carefully research/choose the best/most advanced solution or none at all – I leave no stone unturned – My goal is 100% • I do not have the background knowledge for the “all” I am used to – I am tired of doing the “none” – My students deserve more! • Solution: Attitude Adjustment • at this place in my learning simple IS better • unknowns are okay • my product doesn’t have to be PERFECT, it’s okay to leave room for improvement in the future • I don’t have time to do the “all” for very many things – adding “some” to my vocabulary will enable me to offer my students more resources for learning (even if they aren’t ABSOLUTELY PERFECT)
- 4. Pictures • I had chosen Shutterfly a few years ago, but gave up on it because it was somewhat time consuming. • Picasa, although less polished/perfect is powerful and quick – a more usable option that will meet my needs while saving time.
- 5. Audio • Although, after later learning Jing, I decided to use my audio project as a part of a screencast I am still happy to have learned Audacity for creating/editing audio. • It will be helpful for adding instructional sound clips to any presentation • It will be helpful for creating the audio for a more complex screencasts (since free Jing is a lot like a “live” broadcast because you can’t edit your video) • I even learned how to create a podcast page on our SchoolWires website. It will be super easy to add audio to my webpage throughout the year. Reading Log Directions - Part 2
- 6. Video Generator • Picasa was a one stop shop, giving me simple video and picture tools Philadelphia City Pass Trips Please note: For best results, “maximize” the link window and view in Firefox. Internet Explorer cuts off the bottom half of the captions.
- 7. Screencast • Jing is the most useful tool I learned! • Jing is quick and easy to use. • Jing is easy to share. • I see countless applications for my classroom: from explanations for grading papers to giving directions I can see myself using Jing on a weekly basis. • Reading Log Directions - Part 1
- 8. Online Learning • I loved the self-paced format. • I loved some of the online learning tools so much I adopted them as my own. For example I created a Diigo site. • I did miss seeing examples of completed assignments. I really wish I could have seen what others turned in for ideas, inspiration, and help. • I will definitely take another course.