Debra Erdmann, M.B.A.
EDUCATIONAL TECHNOLOGIST
This portfolio was created for the Leading Edge Certification course
taught by Cathy Reznicek from the Ventura County Office of Education in Spring of 2013.
The purpose of the portfolio is to display items created to
demonstrate my understanding of Online Learning.
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Online vs. Blended vs. Face-to-Face Learning
The Venn Diagram created above demonstrates the attributes of each of the three types of learning and also signifies the shortcomings of online and F2F learning. The chart was created utilitzing my experience as an online class student and teacher, a Business and Technology teacher, Cyber High and APEX teacher/facilitator, a regular classroom teacher, and as a teacher who now uses blended learning throughout the day. Combining technology into my daily lesson plans can be challenging and time consuming, such as the prep time to learn the programs and set up student accounts. There can be a lot of monitoring to get students started and then to keep them on task. Despite the challenges, student engagement and collaboration can be one of the best learning and teaching experiences for those involved in the blended learning environment. One example of the facilitation of student interaction would be when teaching APEX, would be allowing students to help each other solve math problems. In an online environment, there is a lot of collaboration and engagement, but the opportunity to network face to face with fellow classmates is low. Face to face classrooms are the environment most students are used to, but also where students assume their roles of introvert or extrovert and teachers must maintain constant control. With blended learning, students get the best of both worlds and teachers get more engagement from all students.
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Collaborative Presentation of Web 2.0 Tools
REFLECTION: The Collaborative Presention of Web 2.0 was a group project for the Leading Edge class that proved to be challenging yet more rewarding then expected, as many of technology related activities prove to be. When researching Web 2.0 tools, a student tends to learn more than planned as research often dictates. The positive and negative aspects of each Web 2.0 tool is outlined in the note section of the presentation. Working in a collaborative team proved beneficial because each member of the group was able to contribute their time and energy into tools to share and write notes to help the other members understand the Web 2.0 tool components without spending too much time figuring each tool out. The drawbacks being in a group was that not everyone contributed in the same timeframe, causing uncertainty, and not everyone contributed on the same level (some wrote more detailed findings than others.) Overall, the experience was positive and should definitely be included at least once in an online and blended learning classroom environment.
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As you can see Bloom's Digital Taxonomy is covered and often overlapping within throughout the steps of the project. The most difficult aspect will be writing a poem and analyzing whether that poem will work for the assignment. The lesson begins with UNDERSTANDING the best type of poem to write for the project with digital poetry examples and guidelines given. My own sample poem will also be demonstrated for students to model after. The students will APPLY and EVALUATE images to choose for each slide and the most appropriate font and font size to use. Students will also ANALYZE and EVALUATE music to use for their background. The final level of Bloom's Taxonomy used will be to CREATE their digital poem narrated presentation.
Another challenge for the students will be in ensuring the link to their videos work on their portfolios and could fail due to improper file saving. For example, when using Screencast-o-matic, the screencast has to be saved as a video, instead of the other options. A timeframe issue may also occur when recording the narration and some frustration usually occurs when figuring out how to use the Web 2.0 tool they chose, especially the audio recording software and the best way to use a peripheral microphone. As the teacher, I will demo each tool and point out any problems that may occur, but until the student tries the application on their own they won't feel completely comfortable using it.
Students experience a variety of emotions in the various steps of the project. Many students who have never written a poem before may be initally "stumped" but after connecting themes and words, they realize they can write a poem and then feel some "creative" success. Most students enjoy searching for the right images and background music, but many tend to spend too much time on this activity. Another fear some students must overcome is hearing the sound of their own voice when recording their narrations, becoming another area to feel successful where they haven't in the past. Other than uploading the video, the final challenge is getting the timings correct and putting the presentation together. All of the projects turn out as wonderful student creations. Here are some poems from last year: The War by Phillip Thompson, Legato by Ricardo Aviles, and Poem by Chyanne Gonzalez. There are more to view on Oxnard High School's SchoolTube channel.
Web 2.0 Activity Design-Digital Poetry Project
Students will create a 3 minute digital poetry video utilizing a variety of Web 2.o applications. Students will take the following steps, outlined in the presentation, to complete the project:
1- Students will draft a storyboard with a minimum of 7-10 frames to be approved by the teacher before computer work is commenced. Sample projects and poetry examples may need to be researched. Digital Poetry samples may be accessed here. (REMEMBERING/UNDERSTANDING)
2- Images will be chosen from related to the words used within their poem from Google images, istockphoto.com, freedigitalphotos.net, etc.(REMEMBERING/UNDERSTANDING)
3- Background music will be chosen from Soundcloud, uploaded from student's personal music, or converted music videos. (REMEMBERING/UNDERSTANDING)
4- Audio narration of the poem will be recorded using Vocaroo, Audacity, Windows recorder, etc. (APPLYING, CREATING)
5- The presentation may be created and edited using Prezi, MSPowerpoint, Animoto, Windows Live Movie Maker, Google presentations, etc. (ANALYZING/EVALUATING/CREATING)
6- The final project converted to a video and uploaded to Schooltube. (CREATING)
7- Once an online video, students will link the video url to their online portfolio. (APPLYING)
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GRADING RUBRIC for ONLINE DISCUSSION TOPICS
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Category |
3 |
2 |
1 |
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Response Time |
Responds to post within 24 hours demonstrating iniative and interest. Requires no prompting for response. |
Reponds to most posts within 24 time period. Requires occasional prompting for response. |
Responds to most posts several days after inital posting. Limited iniative taken. |
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Attention to Detail |
Responds with complete sentences, correct grammar |
Few grammatical and spelling errors are noted in postings. |
Errors in spelling and grammar are noted in most posts. |
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Expression/ |
Ideas are expressed clearly and connected to topic. Awareness of the needs of community are met. Attempt to motivate others in group discussion is noted. |
Ideas are expressed clearly but not always connected to topic. Response is directed |
Unclear connection to topic of discussion. Occasionally makes meaningful comments for group reflection. |
GRADING RUBRIC for PROJECT
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Category |
3 |
2 |
1 |
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Three new multimedia components are added to online portfolio. Narration included on one. |
Two new multimedia components are added to online portfolio. Narration included on one. |
Less than 2 new multimedia components are added to online portfolio. No narration included. |
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Design principles/ |
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Online Discussion- CCSS and Electronic Portfolios
In this activity we were asked to develop an online discussion that provided students engagement in higher level thinking and that fosters collaborative discussion -- not just a response to a teacher prompt. We also were challenged to develop our philosophy on course participation and develop a rubric for scoring of class discussions. The secondary purpose of the assignment was for students to more thoroughly develop their online electronic porfolios previously started and updated throughout the semester. Higher Order Thinking (HOTS) and Common Core Anchor Standards used will connect their life experiences and developed interests with the multimedia components they've previously learned.
Students will look back on their knowledge of multimedia components used to promote ideas through technology, and will create three different multimedia items to include in their online porfolio to answer the question "how you would best describe yourself and the interests you've developed throughout your life so far? To understand the importance of digital portfolios and narration, the class will view Helen Barrett's discussion about EPortfolios, and Silvia Tolisano's Prezi presentation on digital portfolios. Several links to digital portfolios will be available to model from.
To foster the online discussion between the instructor and the students, the following questions and responses will be asked in an online forum and graded for participation.
1. When you were a child, what was your favorite toy, game, or activity you spent the most time on? Are you involved with any of the things mentioned now?
CLASSROOM RESPONSE: Suggest to at least 3 classmates a new toy or activity you think they may be interested in based on their answer and your experience.
2. What sports have you played and which did you feel successful in and which unsuccessful and why? Do you see yourself playing or coaching any of the sports mentioned in the future?
CLASSROOM RESPONSE: Respond to at least 3 classmates on your experience with a sport or coaching or mention a great coach you've had to model after.
3. Are there any chores, jobs, or hobbies you enjoy a lot? (Cleaning, cooking, gardening, car maintenance, babysitting, etc.) Could you picture yourself running your own business in any of these areas?
CLASSROOM RESPONSE: Respond to the teacher about someone you know who runs their own business. If you don't know any business owners, talk about someone you know who works in a "service" business.
4. What is your all-time favorite subject studied (in or outside of a classroom)? How much of this subject would you say you know and how much more do you think you could learn?
CLASSROOM RESPONSE: Find 2 students who enjoy a subject you do and suggest a favorite website or class or group you are in related to the subject.5. Who was your favorite teacher and why? What personality trait did you find most attractive to you? (Funny, smart, organized, creative) Do you see that trait in yourself?6. Who do you idolize the most? (living or dead, famous or not.) Similar to the last question, what is attractive about the person to you? What similarities do you have with the person?
Assignment objective: Based on the questions asked and answered, students will be more prepared to complete their 3 additions to their portfolio.
Guidelines for portfolio project additions:
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Multimedia components must be linked to student's current eportfolios, either through the website url or Google drive.
- All links must be covered by anchor text. No "urls" showing.
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Examples of components include, but are not limited to:
- At least on component narrated through Screencast-o-matic or an audio recording.
- Scanned artwork and photographs, old and current video clips, favorite music should be included.
- Design principles and typography guidelines should be followed for all components created.