Multimedia in the classroom Final presentation
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Alexis Brown presents on the multimedia tools she found most useful for classroom projects. These include Windows Picture Viewer and Pixlr for photo editing, Garage Band for easy audio recording and editing, and Imovie for creating web-based and video presentations by adding photos, video clips, text and transitions. She discusses successes with photo editing and audio presentations, challenges with interpreting assignments, and enjoys the flexibility of online learning while missing in-class discussions. Links to her project work are included.
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Evaluation question 4
The document discusses the use of various media technologies in the production of a music video. Adobe Premier Pro was used for video editing to trim shots, sync them to music, and export the final video, though there were some issues with quality and syncing. Adobe Photoshop was utilized for image editing and creation of promotional materials like a digital booklet and print ad, allowing for placement of images and text as well as effects and removal of backgrounds. Blogger, YouTube, Facebook, and Prezi were online tools used respectively for tracking progress, sharing the video for feedback, gathering comments within a targeted Facebook group, and creating visually appealing online presentations, though some had slow loading or reliability issues.
Question 4
Wordpress, Google, Prezi, YouTube, and Word were used in the research and planning stages to collect ideas, research existing products, and document progress. During construction, Wordpress, YouTube, Google, camera equipment, After Effects, InDesign, Photoshop, and Premier Pro were used to create content and document the process. For evaluation, YouTube, Wordpress, PowerPoint/SlideShare, camera, and iPhone were used to gather feedback and present results.
Q6
This document summarizes the technologies used by the student over the course of the project. It provides brief descriptions of the student's experience using various technologies including Blogger, Adobe InDesign, Adobe Photoshop, Microsoft PowerPoint, Microsoft Word, YouTube, SlideShare, Prezi, Wordle, Scribd, Emaze, and Powtoon. For each technology, it lists positives and negatives of the experience in using that technology for the project.
What have you learnt about technologies?
Presentation about what I learnt from the technologies that I used when creating my opening sequence.
Evaluation q4
The document discusses the use of various new media technologies at different stages of a project. Blogger was used to upload research, planning, evaluations, and the final music video. YouTube was used to find inspiration by viewing other music videos and tutorials. Microsoft Word, PowerPoint, and Excel were used for writing, organizing information, and analyzing data. Internet research, tutorials, and communication through email were also important. Equipment like cameras, lighting, and editing software helped in filming and constructing the final music video and ancillary materials. Various apps, websites and programs supplemented the project at different stages.
QUESTION 6, Evaluation
The document discusses the various technologies the author learned during the process of constructing a title sequence for a media studies course. The author learned how to upload and edit videos using YouTube and Final Cut Pro. They also learned how to record audio and video using QuickTime, and how to create presentations using Emaze and Prezi. Finally, the author discusses using Blogger to share work and organize their project.
Evaluation question 4
1. The document discusses the various digital and non-digital media technologies used during the construction and research, planning and evaluation stages of a media project.
2. Digital tools like Blogger, YouTube, SoundCloud, iMovie and PowerDirector were used for blogging, video hosting, audio uploading, video editing and film editing. Non-digital tools included phones, laptops and cameras.
3. Evaluation methods discussed include presentations on SlideShare, podcasts on SoundCloud, and videos edited in iMovie. The phone and personal camera provided flexibility during the evaluation.
Evaluation Question 4
The document discusses the use of various digital and non-digital media technologies during the construction, research, planning, and evaluation stages of a project. Digital tools used included Blogger, YouTube, SoundCloud, iMovie, Survey Monkey, Storyboard That, Power Director, Emaze, and Photoshop. Non-digital tools included an iPhone, MacBook, and desktop computer. Blogger and YouTube were effective for showcasing work online. SoundCloud, iMovie and Photoshop supported elements of the research, planning and construction. Survey Monkey facilitated audience data collection. Power Director, Emaze and Storyboard That assisted with project planning and pitching. The iPhone, MacBook and desktop computer provided access and support across stages
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Evaluation question 4
The document discusses the use of various media technologies in the production of a music video. Adobe Premier Pro was used for video editing to trim shots, sync them to music, and export the final video, though there were some issues with quality and syncing. Adobe Photoshop was utilized for image editing and creation of promotional materials like a digital booklet and print ad, allowing for placement of images and text as well as effects and removal of backgrounds. Blogger, YouTube, Facebook, and Prezi were online tools used respectively for tracking progress, sharing the video for feedback, gathering comments within a targeted Facebook group, and creating visually appealing online presentations, though some had slow loading or reliability issues.
Question 4
Wordpress, Google, Prezi, YouTube, and Word were used in the research and planning stages to collect ideas, research existing products, and document progress. During construction, Wordpress, YouTube, Google, camera equipment, After Effects, InDesign, Photoshop, and Premier Pro were used to create content and document the process. For evaluation, YouTube, Wordpress, PowerPoint/SlideShare, camera, and iPhone were used to gather feedback and present results.
Q6
This document summarizes the technologies used by the student over the course of the project. It provides brief descriptions of the student's experience using various technologies including Blogger, Adobe InDesign, Adobe Photoshop, Microsoft PowerPoint, Microsoft Word, YouTube, SlideShare, Prezi, Wordle, Scribd, Emaze, and Powtoon. For each technology, it lists positives and negatives of the experience in using that technology for the project.
What have you learnt about technologies?
Presentation about what I learnt from the technologies that I used when creating my opening sequence.
Evaluation q4
The document discusses the use of various new media technologies at different stages of a project. Blogger was used to upload research, planning, evaluations, and the final music video. YouTube was used to find inspiration by viewing other music videos and tutorials. Microsoft Word, PowerPoint, and Excel were used for writing, organizing information, and analyzing data. Internet research, tutorials, and communication through email were also important. Equipment like cameras, lighting, and editing software helped in filming and constructing the final music video and ancillary materials. Various apps, websites and programs supplemented the project at different stages.
QUESTION 6, Evaluation
The document discusses the various technologies the author learned during the process of constructing a title sequence for a media studies course. The author learned how to upload and edit videos using YouTube and Final Cut Pro. They also learned how to record audio and video using QuickTime, and how to create presentations using Emaze and Prezi. Finally, the author discusses using Blogger to share work and organize their project.
Evaluation question 4
1. The document discusses the various digital and non-digital media technologies used during the construction and research, planning and evaluation stages of a media project.
2. Digital tools like Blogger, YouTube, SoundCloud, iMovie and PowerDirector were used for blogging, video hosting, audio uploading, video editing and film editing. Non-digital tools included phones, laptops and cameras.
3. Evaluation methods discussed include presentations on SlideShare, podcasts on SoundCloud, and videos edited in iMovie. The phone and personal camera provided flexibility during the evaluation.
Evaluation Question 4
The document discusses the use of various digital and non-digital media technologies during the construction, research, planning, and evaluation stages of a project. Digital tools used included Blogger, YouTube, SoundCloud, iMovie, Survey Monkey, Storyboard That, Power Director, Emaze, and Photoshop. Non-digital tools included an iPhone, MacBook, and desktop computer. Blogger and YouTube were effective for showcasing work online. SoundCloud, iMovie and Photoshop supported elements of the research, planning and construction. Survey Monkey facilitated audience data collection. Power Director, Emaze and Storyboard That assisted with project planning and pitching. The iPhone, MacBook and desktop computer provided access and support across stages
Question 4
The document discusses the various software programs and equipment used during the creation of a music video portfolio piece. WordPress was used to create a blog to host and present all work. Cameras were used for filming the music video and taking photos. Premiere Pro was the video editing software used to edit videos throughout the process. Adobe Audition was used to edit out swearing in the song by reversing it. The internet was crucial for research, planning, construction, and displaying the final video online. Prezi was used for visually appealing research and planning presentations. Other programs were used to create animated videos and voiceovers for evaluations. YouTube allowed uploading and embedding of videos created during the process.
Evaluation question 4
Lewis used various hardware and software throughout the construction, research, planning and evaluation of his project. For hardware, he used a DSLR camera to take photos and video, a tripod to keep shots steady, and a microphone to record high quality audio. He researched techniques like bokeh and ensured multiple angles were captured. A computer was used for research, planning and editing in programs like Photoshop and Premiere Pro. Storage was facilitated through a large memory card and card reader. Communication occurred via mobile phone. Online platforms like Blogger, Google, YouTube and Slideshare supported research, planning, feedback and showcasing work. Adobe software like Premiere Pro, Photoshop and After Effects were
Evaluation question 6
This is my response to Evaluation Question 6: What have you learnt about technologies from the process of constructing this project?
What have i learnt about technology in the
The document discusses the various technologies the author learned to use while creating their opening for a course project. They used a Dell PC with basic programs like Paint for editing footage and images. They also learned how to use Sony Vegas video editing software for the first time, learning tools like cropping and adding effects. The author also learned how to blog using Blogger, including adding links, pictures, and embedding codes. They found Prezi and Bubbl presentation tools challenging at first but got more proficient, seeing their benefits. The author was already familiar with Wordle for presenting ideas colorfully.
Evaluation q1
The document discusses the various media technologies used at different stages of creating a music video, including:
1) Research was conducted online using YouTube for video analysis and Photoshop tutorials, as well as Google to research conventions and find images. PowerPoint and Word were used to record and organize ideas.
2) A digital camera was used to take photos for the storyboard during the planning stage.
3) A video camera with useful features like zoom and manual focus was used to film footage during the production stage. A tripod was also used.
4) iTunes was used to purchase the song used in the music video for better quality than a YouTube file. Photoshop and InDesign were used
Evaluation 6
Using various technologies, the student created and shared their pre-production and work for an evaluation project. They used Tumblr to upload work like posts, PowerPoints and videos, making it easy for teachers to access. An animatic was created in Adobe Premier to understand timing and direction. Scenes evolved during filming. PowerPoints were uploaded to Slideshare. Adobe Premier was used for advanced editing, controlling video and developing new skills. A 1200D camera provided crisper filming. Photoshop was used to create opening credits overlaid in Premier.
Question 6
The student learned several technologies through constructing their final product. They used Blogger to document their process and development of skills. Microsoft PowerPoint helped create mind maps, though it was time consuming. Microsoft Excel and creating graphs improved their skills at presenting results. Their Blackberry took photos and uploaded them. Scanners digitized their storyboards. Mobile phones helped with communication. YouTube provided research and copyright-free music. iMovie allowed editing clips and adding effects. Handheld cameras provided filming experience gained in preliminaries.
Technologies used
This document discusses the various technologies used in constructing, researching, planning, and evaluating a music video project. It describes using YouTube to research conventions of music videos. Photoshop and Windows Movie Maker were used to create mockups and explore editing software. Planning involved creating meeting notes, props lists, and lighting tests. Evaluation included using online tools like Voki and SurveyMonkey to engage audiences and collect feedback. The most effective technology was determined to be Final Cut Pro for editing the video and incorporating audience feedback footage.
Evaluation Question 6
I have learned a lot about filmmaking technology through constructing this project. The hardware used included an iPhone 6 camera, tripod, and professional microphone. Final Cut Pro X was used for editing. Websites like YouTube, Blogger, and Sound Bible were utilized for clips, embedding media, surveys, and sound effects. Through the process, I've improved my editing skills using tools like the blade and color correction. Technical challenges included low lighting, which I overcame through color matching. In the future, I aim to have smoother camerawork and better achieve my creative visions while balancing group collaboration.
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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The document discusses cloning in Final Cut Pro and how it allows creating the illusion that one person is in two places at once through careful editing of multiple video shots. While the author initially thought cloning would be difficult, tutorials make the process simple. Cloning can be used to make band scenes look more professional and was something the author wanted to learn. Important considerations for successful cloning include keeping the camera still, matching eye lines between shots, and maintaining consistent lighting.
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 use in the classroom like Google Docs, Bubbl.us, PollEverywhere, and Google Forms and recommends keeping up to date through blogs, colleagues, conferences, and the NCLA Technology and Trends Roundtable Blog.
Evaluation question 6
The document discusses the various technologies the blogger used to create blog posts and a film project. They learned how to use Blogger, SlideShare, Prezi, different cameras including a Canon DSLR and Panasonic camcorder, and video editing software Serif MoviePlus x6. Though some tools like Prezi and the DSLR took some learning, the blogger was able to figure out the basics of each technology by experimenting and practicing. YouTube was also easy to use for uploading videos to then embed in blog posts.
Evaluation question 6
By learning to use various technologies like Blogger, slide share, HD cameras, Garage Band, Mac computers, and iMovie, the author gained skills in using software, editing video, recording and editing audio, and uploading content from different sources. It was initially challenging to learn how to use the different software programs, but with practice over time and watching tutorials, the author became proficient in changing settings, trimming clips, adding effects and music, and publishing content online.
Evaluation 4
The document discusses the various new media technologies used during the production and planning stages of a project. These included blogging platforms like Blogger to create and share content online, presentation tools like Prezi and Slideshare to embed videos and presentations, and video hosting on YouTube. Photoshop was used to design promotional materials like advertisements and packaging despite being complex, while common programs like PowerPoint and iMovie helped edit and organize content. Various devices also supported the process, including cameras, computers, phones, and internet browsers for research and uploading finished work online.
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The document discusses the various technologies and skills the author has learned through creating a media product. These include using a digital camera, editing video with iMovie, creating a blog on ItsLearning, and making slideshows, word clouds and presentations with Prezi. The author provides details on how they learned to use the camera, edit clips, post to their blog, and create and embed slideshows and word clouds. They note that constructing this product has helped them learn not just PowerPoint but how to share presentations through SlideShare and embed them in blog posts.
Evaluation Technology
The document discusses the author's experience using various technologies to create an opening film sequence, including:
1) The author used a DSLR camera to film footage after initially using their iPhone camera, and learned techniques like camera angles, movement, and using a tripod.
2) iMovie was used to edit the film but had limitations, so the author used Keynote to add typography with green screens.
3) Blogger allowed the author to track their progress and present work creatively by embedding videos and presentations.
4) Prezi helped the author present findings interactively like a mind map with embedded videos and photos.
Evaluation question 4
The document discusses how new media technologies were used at different stages of a project. Slideshare was used to post PowerPoint presentations to the author's blog. Kizoa allowed the author to create a short video showing potential props and locations for a music video. Prezi was used to create interactive images that could be displayed on the blog. YouTube was used to upload and embed finished products, including the full music video. Blogger was the main platform used to display all work and allow access online through different layouts and styles.
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This document discusses different types of manipulatives that can be used in educational settings, including real objects, models, and mock-ups. Real objects are actual items that students can directly interact with to learn about subjects they have little experience with. Models are 3D representations that provide learning experiences not possible with real objects. Mock-ups are simplified versions of complex items that clarify how they work. The document provides examples and advantages of using manipulatives, such as increasing student interest and promoting cooperation, as well as limitations like expense and storage issues. It also offers guidelines for when and how to incorporate manipulatives into classroom lessons.
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Question 4
The document discusses the various software programs and equipment used during the creation of a music video portfolio piece. WordPress was used to create a blog to host and present all work. Cameras were used for filming the music video and taking photos. Premiere Pro was the video editing software used to edit videos throughout the process. Adobe Audition was used to edit out swearing in the song by reversing it. The internet was crucial for research, planning, construction, and displaying the final video online. Prezi was used for visually appealing research and planning presentations. Other programs were used to create animated videos and voiceovers for evaluations. YouTube allowed uploading and embedding of videos created during the process.
Evaluation question 4
Lewis used various hardware and software throughout the construction, research, planning and evaluation of his project. For hardware, he used a DSLR camera to take photos and video, a tripod to keep shots steady, and a microphone to record high quality audio. He researched techniques like bokeh and ensured multiple angles were captured. A computer was used for research, planning and editing in programs like Photoshop and Premiere Pro. Storage was facilitated through a large memory card and card reader. Communication occurred via mobile phone. Online platforms like Blogger, Google, YouTube and Slideshare supported research, planning, feedback and showcasing work. Adobe software like Premiere Pro, Photoshop and After Effects were
Evaluation question 6
This is my response to Evaluation Question 6: What have you learnt about technologies from the process of constructing this project?
What have i learnt about technology in the
The document discusses the various technologies the author learned to use while creating their opening for a course project. They used a Dell PC with basic programs like Paint for editing footage and images. They also learned how to use Sony Vegas video editing software for the first time, learning tools like cropping and adding effects. The author also learned how to blog using Blogger, including adding links, pictures, and embedding codes. They found Prezi and Bubbl presentation tools challenging at first but got more proficient, seeing their benefits. The author was already familiar with Wordle for presenting ideas colorfully.
Evaluation q1
The document discusses the various media technologies used at different stages of creating a music video, including:
1) Research was conducted online using YouTube for video analysis and Photoshop tutorials, as well as Google to research conventions and find images. PowerPoint and Word were used to record and organize ideas.
2) A digital camera was used to take photos for the storyboard during the planning stage.
3) A video camera with useful features like zoom and manual focus was used to film footage during the production stage. A tripod was also used.
4) iTunes was used to purchase the song used in the music video for better quality than a YouTube file. Photoshop and InDesign were used
Evaluation 6
Using various technologies, the student created and shared their pre-production and work for an evaluation project. They used Tumblr to upload work like posts, PowerPoints and videos, making it easy for teachers to access. An animatic was created in Adobe Premier to understand timing and direction. Scenes evolved during filming. PowerPoints were uploaded to Slideshare. Adobe Premier was used for advanced editing, controlling video and developing new skills. A 1200D camera provided crisper filming. Photoshop was used to create opening credits overlaid in Premier.
Question 6
The student learned several technologies through constructing their final product. They used Blogger to document their process and development of skills. Microsoft PowerPoint helped create mind maps, though it was time consuming. Microsoft Excel and creating graphs improved their skills at presenting results. Their Blackberry took photos and uploaded them. Scanners digitized their storyboards. Mobile phones helped with communication. YouTube provided research and copyright-free music. iMovie allowed editing clips and adding effects. Handheld cameras provided filming experience gained in preliminaries.
Technologies used
This document discusses the various technologies used in constructing, researching, planning, and evaluating a music video project. It describes using YouTube to research conventions of music videos. Photoshop and Windows Movie Maker were used to create mockups and explore editing software. Planning involved creating meeting notes, props lists, and lighting tests. Evaluation included using online tools like Voki and SurveyMonkey to engage audiences and collect feedback. The most effective technology was determined to be Final Cut Pro for editing the video and incorporating audience feedback footage.
Evaluation Question 6
I have learned a lot about filmmaking technology through constructing this project. The hardware used included an iPhone 6 camera, tripod, and professional microphone. Final Cut Pro X was used for editing. Websites like YouTube, Blogger, and Sound Bible were utilized for clips, embedding media, surveys, and sound effects. Through the process, I've improved my editing skills using tools like the blade and color correction. Technical challenges included low lighting, which I overcame through color matching. In the future, I aim to have smoother camerawork and better achieve my creative visions while balancing group collaboration.
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.
Cloning refix
The document discusses cloning in Final Cut Pro and how it allows creating the illusion that one person is in two places at once through careful editing of multiple video shots. While the author initially thought cloning would be difficult, tutorials make the process simple. Cloning can be used to make band scenes look more professional and was something the author wanted to learn. Important considerations for successful cloning include keeping the camera still, matching eye lines between shots, and maintaining consistent lighting.
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 use in the classroom like Google Docs, Bubbl.us, PollEverywhere, and Google Forms and recommends keeping up to date through blogs, colleagues, conferences, and the NCLA Technology and Trends Roundtable Blog.
Evaluation question 6
The document discusses the various technologies the blogger used to create blog posts and a film project. They learned how to use Blogger, SlideShare, Prezi, different cameras including a Canon DSLR and Panasonic camcorder, and video editing software Serif MoviePlus x6. Though some tools like Prezi and the DSLR took some learning, the blogger was able to figure out the basics of each technology by experimenting and practicing. YouTube was also easy to use for uploading videos to then embed in blog posts.
Evaluation question 6
By learning to use various technologies like Blogger, slide share, HD cameras, Garage Band, Mac computers, and iMovie, the author gained skills in using software, editing video, recording and editing audio, and uploading content from different sources. It was initially challenging to learn how to use the different software programs, but with practice over time and watching tutorials, the author became proficient in changing settings, trimming clips, adding effects and music, and publishing content online.
Evaluation 4
The document discusses the various new media technologies used during the production and planning stages of a project. These included blogging platforms like Blogger to create and share content online, presentation tools like Prezi and Slideshare to embed videos and presentations, and video hosting on YouTube. Photoshop was used to design promotional materials like advertisements and packaging despite being complex, while common programs like PowerPoint and iMovie helped edit and organize content. Various devices also supported the process, including cameras, computers, phones, and internet browsers for research and uploading finished work online.
What have you learned about technologies from the process of constructing thi...
The document discusses the various technologies and skills the author has learned through creating a media product. These include using a digital camera, editing video with iMovie, creating a blog on ItsLearning, and making slideshows, word clouds and presentations with Prezi. The author provides details on how they learned to use the camera, edit clips, post to their blog, and create and embed slideshows and word clouds. They note that constructing this product has helped them learn not just PowerPoint but how to share presentations through SlideShare and embed them in blog posts.
Evaluation Technology
The document discusses the author's experience using various technologies to create an opening film sequence, including:
1) The author used a DSLR camera to film footage after initially using their iPhone camera, and learned techniques like camera angles, movement, and using a tripod.
2) iMovie was used to edit the film but had limitations, so the author used Keynote to add typography with green screens.
3) Blogger allowed the author to track their progress and present work creatively by embedding videos and presentations.
4) Prezi helped the author present findings interactively like a mind map with embedded videos and photos.
Evaluation question 4
The document discusses how new media technologies were used at different stages of a project. Slideshare was used to post PowerPoint presentations to the author's blog. Kizoa allowed the author to create a short video showing potential props and locations for a music video. Prezi was used to create interactive images that could be displayed on the blog. YouTube was used to upload and embed finished products, including the full music video. Blogger was the main platform used to display all work and allow access online through different layouts and styles.
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The document outlines recommendations for an effective electronic textbook (eTextbook), including that it should have a clear layout with hyperlinked references to help navigation. It suggests the eTextbook incorporate interactive and contextualized activities to facilitate learning. Additionally, it recommends utilizing photos, videos, audio and virtual realia to engage students and put new information in context.
Digital learning day @ ballou shs4
The document summarizes the various ways that students at Ballou High School are using digital tools and technology in their learning. It provides examples of how different subject areas like math, English, science, and more are incorporating digital presentations, websites, videos, games and assessments to engage students and bring content to life. The goal is to publicize how technology is being infused throughout the curriculum to enhance standards-based, engaging instruction.
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This document discusses the use of manipulatives in middle grades mathematics education. It defines manipulatives as tools that represent concrete mathematical ideas to help students develop understanding of abstract concepts. The document notes that NCTM supports the use of technology and manipulatives to enhance learning. It provides suggestions for effective use of manipulatives, such as selecting ones all students can use, allowing exploration time, and ensuring all students have opportunities to manipulate objects. A list of example manipulatives and virtual manipulatives is also included.
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This document discusses different types of manipulatives that can be used in educational settings, including real objects, models, and mock-ups. Real objects are actual items that students can directly interact with to learn about subjects they have little experience with. Models are 3D representations that provide learning experiences not possible with real objects. Mock-ups are simplified versions of complex items that clarify how they work. The document provides examples and advantages of using manipulatives, such as increasing student interest and promoting cooperation, as well as limitations like expense and storage issues. It also offers guidelines for when and how to incorporate manipulatives into classroom lessons.
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Tools Used in Teaching
This document discusses different types of instructional materials that can be used for teaching, including mock-ups, realia, videos/films, models, pictures, books, and electronic materials.
Mock-ups are replicas that show essential detachable parts of an object at a different scale. Realia uses real objects from the environment. Videos/films show motion and sequences clearly. Models are scaled replicas used when the real object is too large or small. Pictures provide visuals to introduce concepts. Books contain accurate information and serve as permanent references. Electronic materials now include resources like CDs, DVDs, and the internet. Each type has advantages and disadvantages in teaching, and guidelines are provided for effective use.
CSC8605-005 Mocking Up (Simon Bowen, Newcastle University)
1. The document discusses mocking up, which involves prototyping activities through mock-ups to explore how technology could support them. Mock-ups allow people to understand technologies that may be difficult to grasp.
2. Mock-ups are most effective when they resemble familiar activities and are clearly not real. They can be used to act out activities and get feedback.
3. High fidelity prototypes may lose the understandability of mock-ups. Mock-ups work best for collective, incremental innovation and involving people in technology decisions.
Cataloging in 3-D: Three-Dimensional Artifacts and Realia
This document provides an overview of cataloging three-dimensional artifacts and realia according to AACR2 rules and MARC21 standards. It discusses the key areas for description, including the title and statement of responsibility area, edition area, and publication area. It also reviews MARC tags and fields used to encode the descriptive information for three-dimensional objects. The document is intended to help catalogers learn how to properly describe and represent three-dimensional materials in online library catalogs.
Tsunami Wall project
The document provides instructions for an experiment using a rectangular bucket, mud/sand, water, miniature houses, and Styrofoam to demonstrate how a wall prevents flooding. The instructions are to place mud/sand on one side of the bucket, put miniature houses on the sand, add water to the other side, and then add a Styrofoam wall between the water and sand. The wall prevents the houses from floating around when water is added, demonstrating its purpose in flood prevention.
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Multi- or transliteracies? Media Education and Challenges of the 21th Century
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CSC8605-005 Mocking Up (Simon Bowen, Newcastle University)
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Similar to Multimedia in the classroom Final presentation
Evaluation question 4 digital tech a2
Digital technologies played an integral role throughout the construction, planning, research, production, distribution, and evaluation of the author's advanced portfolio. During planning, blogger allowed research to be presented engagingly and contacts to be easily made. iMovie and Photoshop were crucial for editing video and images efficiently. Vimeo and Google Forms facilitated distribution, feedback, and evaluation. Overall, technologies enabled swift completion and sharing of the portfolio in multimedia formats to a broad audience.
Evaluation question 4 digital tech a2
Digital technology was integral to all stages of the project from research and planning through production and evaluation. During planning, digital tools facilitated communication with actors. iMovie and Photoshop were key for editing video and images. Blogger documented the process and shared work. Feedback from questionnaires on Google Forms informed improvements. Overall, digital tools enabled high quality, multimedia work to be efficiently created, shared, and evaluated.
Question 4 (construction)
Wordpress, YouTube, Adobe Premier Pro CS5, a Nikon camera, After Effects, and Photoshop were used to construct the media products. Wordpress allowed for blogging progress and feedback. YouTube was used to upload and share videos. Premier Pro was used extensively to edit clips and add effects to create the trailer. A Nikon camera captured footage. After Effects created an opening ident. Photoshop designed ancillary texts.
Q4 Evaluation
Abul Hasnath Al Azad used various media technologies at different stages of his media project. He used Leyton Media Hub for inspiration and planning by reviewing past student work. He blogged his entire process on Blogger and used feedback to improve. Photoshop was used to design the CD digipak and poster, learning new skills. Google Images provided research for case studies. YouTube helped develop video uploading skills. Moodle provided templates for paperwork. A DSLR was used to film scenes, developing video skills. Prezi and SlideShare were used for presentations. TimeToast created a timeline. Final Cut Pro was used to edit the music video, applying new effects. Emaze and WhatsApp aided
Mo evaluation q4
During the research and planning stages for his media project, the student used various new media technologies. He used websites like UK Tribes and the BBC Social Class Test to research demographics and target audiences. YouTube was used to research examples of his chosen genre and estimate audience size. Focus groups and interviews provided feedback on ideas. Movie Studio Platinum software was used to edit the music video due to its easy-to-use tools. Blogger and Prezi were used to document progress, and mobile phones assisted with research tasks like contacting artists. Adobe Photoshop helped design the digipak and magazine ad, while an HD camera and proper lighting equipment improved the quality of the music video filming.
Evaluation 4
Media technologies played a key role throughout the research, planning, production, and evaluation stages of creating a music video. In the research stage, the student used Google to access information about music video styles and conventions. YouTube was essential for watching many music videos to find examples that suited the project. Other research tools included blogs, websites, and Survey Monkey to choose a song and understand the target audience. Presentation tools like Blogger, Prezi, PowerPoint, and SlideShare were used to organize and share the project work. Equipment like a camera, tripod, computer, phone, and TV were necessary for filming and editing. Premier Pro and Photoshop were the main software programs learned and used to create effects for the
Question 6
The document discusses various technologies and software programs the student learned to use in constructing their product, including:
- Adobe Photoshop to edit images professionally by changing formats and adding effects.
- iMovie to edit videos, music and images together, and add effects and text.
- Blogspot to present their work and stages of making the product in an organized way, including adding Prezis, PowerPoints and videos.
- Prezi to present work in an unusual way by adding pathways and text/images.
- SlideShare to convert PowerPoints for use in their blog.
- GoAnimate to create animations and add voiceovers and characters for an appealing presentation
Evaluation q4 2
The document discusses the student's use of various media technologies throughout their A2 media studies project. During research and planning, the student used Blogger, Prezi, YouTube, the internet, and Movie Studio Platinum to structure work, present findings, research conventions, and create short videos. For construction, the student filmed footage using a camera and edited it into a music video using Movie Studio Platinum and Photoshop. Different technologies like Prezi, Movie Studio Platinum, Word, and PowerPoint were used to evaluate stages of the project. Overall, the student felt they developed strong skills in using Prezi and editing software.
Evaluation four
The student used various media technologies at different stages of their coursework, including for construction, research, planning, and evaluation. Specifically, they used Adobe Premiere to produce a music video, learning new skills from last year. They also used techniques like cutting, speed/duration adjustments, coloring, and lighting effects to impact the video. Prezi was used for an evaluation presentation to display information visually. Blogger allowed them to publish and track their work online and receive feedback. Photoshop helped edit images for their digipak. YouTube, SlideShare and Scribd helped share and present work online. iMovie was also used to create video presentations.
Question 4 (evaluation)
The document discusses the use of various media technologies for evaluation purposes. WordPress allowed the embedding of videos and presentation of evaluation work. Prezi was used to create visual presentations, though it had a learning curve. PowerPoint facilitated analysis with images and was useful for magazine comparisons. SlideShare enabled uploading presentations and videos to blogs. Windows Movie Maker edited videos quickly. SoundCloud hosted interview audio clips that could be embedded in blogs, though loading speeds were sometimes slow. Overall, these technologies facilitated multimedia evaluation presentations.
Eval Q4
Isabella used various digital technologies throughout the planning, production, and evaluation of her music video project:
- She used online communication tools to efficiently plan shoots and collaborate with others from a distance.
- Blogger allowed her to create an interactive online portfolio converging different media in one place.
- She practiced filming techniques using a DSLR camera and iMovie software before final production.
- Online surveys helped gather audience feedback to improve her work and confirm she was on the right track.
- Without digital technologies, the project would have been much more difficult or impossible to complete on time and to a professional standard.
Question 6
The document discusses the various technologies used during the pre-production, production, and post-production stages of creating a film opening sequence. These include researching ideas on YouTube, scheduling with Excel, blogging progress on Blogger, scripting with Microsoft Word, pitching with PowerPoint, filming with a Nikon D3200 camera and tripod, and editing clips together with Serif Movie Plus X5. The student found most technologies easy to use but encountered occasional issues like camera focusing problems, an unstable tripod, and software lagging or overlapping footage. Overall, using different media technologies was essential for developing the film project.
Question 6
The document discusses the various technologies used during the pre-production, production, and post-production stages of creating a film opening sequence. These include researching ideas on YouTube, planning schedules in Excel, blogging progress on Blogger, scripting in Microsoft Word, pitching in PowerPoint, filming with a Nikon D3200 camera and tripod, and editing clips together in Serif Movie Plus X5. The student found most technologies easy to use but encountered occasional issues like camera focusing problems, an unstable tripod, and software lagging or overlapping footage. Overall, using different media technologies was essential for developing the film project.
Evaluation 4
Alisha Parker used various media technologies across the four stages of her coursework: research, planning, construction, and evaluation. In research, she used Google, SoundCloud, YouTube, Vimeo, TubeChop, and headphones to research music videos and genres. In planning, Google, YouTube, Wix, headphones, and CDs helped with inspiration and conventions. Construction involved Photoshop, Premier, studio lights, social media, smartphones, DSLR camera, and Blogger. Evaluation utilized Google, Paint, PowerPoint, Prezi, SlideShare, memory sticks, and Blogger for presentations and documentation. Alisha concludes she could not have completed any stages without these media technologies.
Mv process log form 2021
The document summarizes the production process for a music video created by Elkie Powell. It includes sections on filming and editing. For filming, Powell notes some technical challenges with using a phone instead of camera. Locations at the college worked well overall. Casting took some time but eventually worked out. Planning included choosing a song and style inspired by other artists. For editing, Powell provides examples of what went well, problems encountered like rushing, and lessons learned around time management, camera skills, storytelling, and being open to change.
MV Process Log Form 2021.pptx
Elkie Powell created a music video production log to track the progress of filming, editing, and post-production of a music video. During filming, Elkie found using a phone easier than a camera, but it impacted video quality. Locations at Elkie's college worked well to match the school setting. Casting took time but eventually worked out. Elkie's planning matched their envisioned idea, but it could have been better executed. During editing, Elkie highlighted what went well including cast, overall cohesion, and positive feedback, as well as areas for improvement like time management, camera skills, and storyline development. Key lessons included time management, phone camera use, earlier casting, clearer story
Evaluation Question 4
The student used several media technologies for constructing, researching, planning, and evaluating their documentary project. Blogger was used to document their progress through dated posts including feedback and references. iPhoto allowed organizing and basic editing of videos and images. iMovie was used for editing the documentary, utilizing cuts, fades, and noise cancellation. After Effects added specialized effects. Google Forms facilitated surveys and feedback. Twitter engaged the target audience. A wide range of technologies were learned and applied at different stages of the project.
Evaluation Question 4
The student used various media technologies in constructing their coursework project. Blogger was used to create an online blog to upload all coursework for easy access and organization. A borrowed Nikon D60 digital SLR camera was utilized to record higher quality video and photos compared to a phone. Microsoft Excel helped keep track of tasks and organize audience feedback data. Glogster, Photoshop, Premiere Pro and other programs supported specific creative works or elements of the project. SurveyMonkey facilitated collecting audience feedback surveys. A USB drive collected all materials for access throughout the project.
Evaluation Q4
The student used various media technologies throughout their media project, including Blogger and Prezi for research and planning, YouTube to research music videos and present findings, and the internet to research their genre and target audience. During construction, they used a camera to film footage and Movie Studio Platinum to edit videos. For evaluations, they used Prezi, Movie Studio Platinum, Microsoft Word, and PowerPoint. Overall, they felt they improved most at editing skills by working independently this year.
Mv process log form 2020 (1)
The filming process went well technically, though the filmmaker had to improvise equipment like using studio lights and recruiting help to hold the camera. One location had to be changed due to fog. Planning helped break up the video into clips and communicate the vision to the helper. Editing was completed quickly thanks to planning, and the video fit well to the music as intended. Challenges included learning to use the editing software and finding the right style, but the filmmaker learned valuable skills for future projects.
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Multimedia in the classroom Final presentation
- 1. MULTIMEDIA IN THE CLASSROOM FINAL PRESENTATION BY: ALEXIS BROWN
- 2. WHICH TOOLS HAVE I FOUND MOST USEFUL? • Picture Editing Tools • Windows Picture Viewer – Standard features for editing photographs. Easy to use and already on your computer. • Pixlr – This program was easy to use and had a wide variety of filters and different ways to edit the photo.
- 3. WHICH TOOLS HAVE I FOUND MOST USEFUL? • Audio Presentation • Garage Band – This tool was extremely helpful and easy to use when creating an audio presentation. I found a short tutorial online that helped introduce me to how to use the program. I was able to talk in segments which was helpful that I didn’t feel pressure to get everything perfect in one take. It was also easy to edit parts if I needed to take something out, or redo a segment. Adding music was also easy, and I could even adjust the volume to get louder or softer depending on when I began or stopped talking.
- 4. WHICH TOOLS HAVE I FOUND MOST USEFUL? • Web Based Video Presentation • I used the program Imovie to create my web based video presentation. I took some of my own personal photographs, edited them, and put them into an album. It was also easy enough to add some background music to the presentation. I could edit the transitions between each picture and make them faster or slower, but I fee the pace it had as the default was perfect timing.
- 5. WHICH TOOLS HAVE I FOUND MOST USEFUL? • Video Presentation • Imovie was another great tool for creating my Video Presentation. I took a video I found online and was able to separate different frames of the video and add text boxes in between the frames. I added different transitions between each slides to help with the flow of the video.
- 6. SUCCESSES IN THE CLASS • I feel I was successful in the photo editing assignment. I enjoy taking pictures and editing them on my own so this assignment was a pleasure to work on. • I was also proud of myself for completing the audio presentation. I have never recorded myself on my computer and found the assignment interesting. I feel I could have put more features in the audio including more music, especially exit music.
- 7. CHALLENGES IN THE CLASS • One challenge I faced with this class was trying to interpret exactly what the assignment was and what was being asked. The rubrics did help in terms of giving a guide, but were very subjective in some areas. I also did not have much or any experience using some of the programs before. It was frustrating at times to try to figure out how to do something.
- 8. MY TAKE ON MOODLE AND ONLINE LEARNING • I enjoy online learning in the fact that you can do it from anywhere and anytime. I am not restricted to a certain time frame that I have to be somewhere and I can more easily fit online learning into my schedule. • One con about online learning is I miss the ability to sit down in a classroom environment and hear the teacher and my peers discuss different topics. I think it is also easier to reach out to your peers and teachers who are physically in class with you if you are having difficultly.
- 9. MY COLLECTION OF WORK • Photo sharing: https://goo.gl/photos/vKM3UTn88UvdqpUo7 • Audio Presentation: https://www.dropbox.com/s/mhoe0o7fsan50xy/Podcast%20- %20DCIU%20.mp3?dl=0 • Web-based Video: https://youtu.be/fM5eNrSEjHs • Video Production: https://www.youtube.com/watch?v=IzFg_rg58Ts&feature=youtu.be