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The document discusses various multimedia tools that can be used in the classroom, including image editors, photo sharing sites, audio resources, video generators, and tools for creating and sharing videos. The author provides examples of how they used several of these tools, including Photobucket for photo sharing, Pandora and Last.fm for audio, Flixtime and Animoto for video generation, and YouTube for sharing original videos. The author found the online course to be very useful for learning new multimedia resources and hopes to incorporate what they learned in their own classroom teaching.
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Ivan used Google extensively to research magazine ideas and find images for inspiration. He created most of the magazine on the school's computers using Photoshop but sometimes used faster personal computers. Animoto was used to create a video by uploading images, which made the magazine more neat and different than a YouTube video. Scribd was also used to easily upload word documents to the blog using an embed URL. Through using these various technologies, Ivan learned a lot about constructing his magazine product, though some parts were easier than others and required asking others or additional research via Google.
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The presentation describes the processes involved in group’s formation, development, performance and the interaction among the group members. It helps in acquiring the necessary skills to intervene and improve individual and group performance in an organizational context and in building more successful organizations by applying techniques that provide positive impact on goal achievement.
Groups in Organisations and Group Dynamics.
Groups can be formal or informal. Formal groups are consciously created to serve organizational objectives, like work teams, while informal groups form spontaneously based on personal relationships or interests. Every group passes through stages of forming, storming, norming, performing, and adjourning. People join groups for benefits like security, status, goals, and interests. Factors like leadership, roles, norms, size, and task influence group dynamics and performance.
Group Behavior
The document discusses groups and teams in the workplace. It defines different types of groups and teams, and describes characteristics like roles, norms, status, size, and cohesiveness. It also outlines factors that influence team effectiveness, such as diversity, developing team players, and using teams for quality management. While teams can outperform individuals, the document notes teams are not always the appropriate solution and three tests should be applied to see if a team fits the situation.
Group dynamics
Group dynamics refers to how groups are formed, structured, and function. The document defines a group as two or more people acting interdependently toward common goals. It discusses factors that influence group dynamics like common motives, hierarchical roles, and communication. The roles of the nurse manager in group dynamics include supervising staff performance, achieving goals, employee development, and identifying solutions to problems. Understanding group dynamics is important for nurse managers to improve leadership and facilitate effective group functions.
Group dynamics
This document discusses group dynamics and summarizes key aspects of group formation and development. It defines group dynamics as the social process of how people interact face-to-face in groups. It notes group dynamics involves how personality, power, and behavior influence the group process. The document also outlines Tuckman's five stages of group development - forming, storming, norming, performing, and adjourning - and discusses factors like group size, norms, and cohesiveness that impact group processes.
Multimedia ppt
Multimedia refers to the integration of multiple mediums of communication like text, graphics, audio, and video. Using multimedia in the classroom can facilitate learning through interactive icebreaker activities and videos or games that enhance language and culture. The advantages of multimedia include students learning more easily and quickly, and having access to entertaining and educational resources, while disadvantages are the need for reliable electricity, potential addictiveness of equipment, and health issues like visual fatigue.
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Multimedia in the Classroom
The document discusses various free multimedia tools that can be used in the classroom, including photo editing software, photo sharing sites, audio streaming websites, and video creation tools. It provides examples of using Pixlr for photo editing, Flickr and Voicethread for sharing media, Pandora and LastFM for streaming audio, and Animoto, Flixtime, and Windows Movie Maker for creating videos from photos and adding effects, music, and voice narration. The author found the class on multimedia tools to be one of their favorites and especially enjoyed learning how to make videos and add voice to pictures through Voicethread.
Technology evaluation
When researching, planning, constructing, and evaluating my media project, I made use of various technologies. For research, Blogger allowed me to store research and YouTube helped me analyze conventions in music videos. In planning, Blogger, iMovie, SlideShare, and PowerPoint helped me organize my ideas and receive feedback. Final Cut Express, Photoshop, iStopMotion, and cameras supported the construction. Finally, Facebook and a Flip camera facilitated gathering feedback for evaluation.
Evaluation of technologies used
When researching, planning, constructing, and evaluating my media project, I made use of various technologies. For research, Blogger allowed me to store research and YouTube helped me analyze conventions in music videos. In planning, Blogger, iMovie, SlideShare, and PowerPoint helped me organize my ideas and receive feedback. Final Cut Express, Photoshop, iStopMotion, and cameras supported the construction. Finally, Facebook and a Flip camera facilitated gathering feedback for evaluation.
Evaluation question 4 - Billy Rosenthal
Billy Rosenthal used various media technologies throughout the construction, research, planning, and evaluation of his music video project. He used SurveyMonkey to create surveys for his focus group, YouTube to upload his animatic, focus group analysis, and final music video for feedback. Google was used for research and accessing other sites like SlideShare. His phone was used for communication with actors and playing music during filming. Prezi and SlideShare were used for creating and sharing online presentations. Adobe Premier Pro and Photoshop were used for editing video and images. A DSLR camera was used to film high quality footage. And Tumblr was used as a blogging platform to share all project work and gather feedback.
Q4 evaluation
The document discusses the use of various new media technologies in the production of a video project. Technologies used included iMac and MacBook for soundtrack production and video editing using Soundtrack Pro and Final Cut Pro. Photoshop was used for ancillary tasks, though it was challenging as a new program. Research was conducted online using YouTube, Google, and social media sites. Presentations were created using Prezi, SlideShare, and Xtranormal and uploaded to blogs and social media for feedback. Camera equipment, smartphones, MP3 players, and scanners were also used at various stages of planning, production, and evaluation.
Q4 evaluation
The document discusses the use of various new media technologies in creating a video project. It describes using an iMac and MacBook with software like Soundtrack Pro, Final Cut Pro, and Photoshop to construct a soundtrack, edit video footage, and create designs. It also discusses using online tools like YouTube, Google, Blogger, Blurb, Prezi, and SlideShare for research, planning, production, and evaluation. Social media sites like Facebook and Twitter were utilized for audience feedback. Additional technologies mentioned include an MP3 player, Blackberry smartphone, video cameras, scanner, and print screen function.
Question 4 presentation
The document discusses how the internet was useful for gaining feedback on a film project from the target audience through social media sites like Facebook. This helped improve the film. YouTube provided examples of similar films for inspiration. Photoshop and iMovie were used to create promotional materials and edit the film. Practice filming preliminaries helped learn camera skills before shooting the final film. The camcorder captured footage and made it easy to transfer to the computer for editing.
Question 4
The document discusses the various new media technologies used by the author at different stages of their project. They used Blogger to document their progress, finding it easy to use and a good way to upload files and share work. Photoshop helped in designing the digipack, allowing clean editing of images. Premiere Pro was challenging to learn but became easy for video editing once familiar. Slideshare and Survey Monkey facilitated sharing and gathering feedback online. Webeden was difficult to learn but allowed a professional website once understood. Equipment like cameras were easy to use and important for capturing footage and images.
Evaluation 4
This document discusses various tools used to create a music video. It describes using MacBook Pros with iMovie and iPhoto to develop ideas and ensure consistent results during editing. A camera from the media department was also used and easily connected to computers. Blogger was used to display work and ideas with options to link to social media. Slideshare was used to upload presentations and link to blogs. YouTube was used to upload the full music video for public viewing and feedback. iMovie was the chosen editing software due to its ease of use and ability to transport projects between laptops. Facebook was utilized to promote the video and get feedback from friends.
Evaluation 4
The student used several new media technologies in their construction and research of a film project. They used the blogging platform Blogger to document their research and planning process. They uploaded video clips and drafts of their trailer to YouTube to gather feedback and embed in blog posts. Facebook was used to gather audience feedback through polls and comments. Other tools mentioned include Apple software like iMovie and Final Cut Pro for video editing, as well as Adobe Photoshop for image editing. The student found Blogger, YouTube and Facebook especially useful for sharing their work and collaborating with others online throughout the project.
Q4
The document discusses the extensive use of media technologies throughout all stages of creating, researching, planning, and evaluating a short film project for a media studies course. Various technologies were used for blogging, research, filming, editing, sharing work, and receiving feedback. Key technologies discussed include Adobe Premiere Elements for editing, cameras for filming, computers, internet for research, YouTube and Facebook for sharing work, and Flickr for photo storage. Both advantages and disadvantages of the technologies are provided.
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.
How did you use media technologies in the
The document discusses the various media technologies and programs the author used for planning, research, and construction of their short film project. They used their computer and phone for initial research, YouTube to view other short films for inspiration, Blogger to document their research findings, iTunes to store and research music, their Nikon camera for filming, a tripod, iMovie for editing, and Photoshop for ancillary tasks like a magazine article and poster. The main problem encountered was setting the camera ISO too high, resulting in grainy footage. Blogger was also limited as it couldn't upload videos or slideshows without an external program. Additionally, permissions issues prevented uploading the finished film to YouTube publicly.
Evaluation question 6
The document discusses the technologies used by the author in making a thriller film for a course project. It describes the various software, equipment, and online tools used for research, communication, filming, editing, presenting, and distributing the project. The author reflects on what was learned from using these technologies and discusses some of the limitations experienced.
Multimedia in the classroom
The document discusses the author's experiences using various online tools for editing photos, creating videos, and participating in online learning. It summarizes successes and challenges using tools like PicMonkey for photo editing, Voicethread for audio comments, and challenges using Windows Movie Maker for video creation. It also comments on the author's preference for the organization of topics in the class over Moodle's interface.
Multimedia
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.
Jack Cowmeadow Evaluation task 4
The document summarizes the various digital tools and platforms used to create a music video project. It discusses using MacBook Pros with iMovie and iPhoto for developing ideas and ensuring consistent results during the editing process. A camera from the school's media department was also used for filming and easily connecting to computers. Blogger was used to display work, SlideShare to upload presentations, YouTube to upload and get feedback on the finished video, Photoshop to edit images, and Facebook to promote the video and get feedback from friends.
5. Presenting Work Research.pptx
The document discusses various options for sharing the author's film project, including YouTube, Wix, creating their own website, and film festivals. The author decides that YouTube is the best option because it has over 2 billion users, making it very accessible, and it is easy to use and publicize videos. Wix is also considered but is deemed too complicated to use and has fewer users than YouTube. Creating their own website and film festivals are rejected due to high costs and limited audiences respectively. The author provides evidence of sharing their work on YouTube and Wix through screenshots.
5. Presenting Work Research.pptx
The document discusses various options for sharing the author's film project, including YouTube, Wix, creating their own website, and film festivals. The author decides that YouTube is the best option because it has over 2 billion users, making it very accessible, and it is easy to use and publicize videos. Wix is also considered but is deemed too complicated to use and has fewer users than YouTube. Creating their own website and entering film festivals are rejected due to high costs and technical challenges. Screenshots are taken as evidence that the film is shared on YouTube and Wix.
Question 6
The student learned several new technologies while completing a film project. They learned how to use iMovie to edit footage, add titles and sound, and export the final video. They gained experience using a digital camera, such as setting it on a tripod, zooming, and reviewing footage. The student also learned how to create a YouTube and Facebook page to publish and promote the video. A new platform, Edublogs, allowed them to publish planning documents and embed other media, providing valuable experience designing their own blog.
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