View Movie Project Here:
Ryan's Adventure
The design and creation of the movie project involved overcoming some obstacles as well as learning a new technique of integrating technology into the classroom. The biggest obstacle that I had to overcome in order to complete the project was developing an idea. For some reason I had a really hard time developing an idea for a story that I thought was worth telling. I contemplated several different concepts, but struggled to get beyond basic outlines and into the layout or story map. As a result I felt like my end product lacked some of the interest that I hoped for and saw in some of the example projects. The development of the story map continued to be a barrier to creativity for me as I struggled to produce something that I wouldn’t need to scan. Chapter 5 of the text discusses this issue and suggests simply using pencil and paper to prevent this problem. The final obstacle I had to struggle with was the creation and use of photos. The photos I created ended up looking amateurish even though they followed and supported the story. I was hoping for a more natural and polished final product.
The use of digital storytelling in the classroom appears to have some useful applications. I see using storytelling in classrooms to grasp student interests and engage students that struggle with attention. Short movie projects also can contain many of the elements of a good story. Using digital storytelling could be integrated to guide students through the identification of story elements and using the elements in their own stories. I would also like to explore some digital projects that could be used to summarize what students have learned in units and even throughout quarters. I think parents would be more engaged in student work and understanding if presented using digital media.
Story Map Link:
Story Map
Rubric Link:
Story Rubric
Wednesday, December 10, 2008
Thursday, October 30, 2008
Ed Philosophy Reflection
View My Project Here:
Philosophy
During the production of my media project I encountered a few obstacles. The first obstacle was learning how to use the media software. There were several components of the software that took me some time to learn. Next, I had significant problems getting quality audio recorded. Both the narration and music I recorded were difficult for me to capture at the volume that I needed. During the playback of the project I continued to have difficulty hearing the audio and matching the volume levels. I am still not completely satisfied with the quality of the audio. The final obstacle I encountered was getting it online. Some of the terminology of publishing, exporting, and posting caused me frustration.
To get through the project and each of the problems I typically just kept trying various approaches to figure out how to make it work. I would rerecord sound and music and place on the timeline as well as go back and watch the tutorials to see if there was anything I was missing. Using trial and error allowed me to explore the software and ultimately put together my final product.
Though this project was frustrating at times, I did learn how engaging media production can be. I would frequently work hours on it without breaks simply because I would really be thinking about solving problems rather than how much time it was taking me. I also found that there are significant creative opportunities when you make a project like this. Although the theme of the project was provided to us, I put together a plan of how I was going to present my message and carried it out. There is defiantly something satisfying about that.
I could see my class using aspects of this project to tell or retell stories that are part of our language arts curriculum. Many of the students I work with have significant problems related to compliance and work completion. Using media production as a way to present curriculum in an interesting way might provide some intrinsic motivation and interest in completing analyses, summaries, and describing elements of stories
View My Project Here:
Philosophy
During the production of my media project I encountered a few obstacles. The first obstacle was learning how to use the media software. There were several components of the software that took me some time to learn. Next, I had significant problems getting quality audio recorded. Both the narration and music I recorded were difficult for me to capture at the volume that I needed. During the playback of the project I continued to have difficulty hearing the audio and matching the volume levels. I am still not completely satisfied with the quality of the audio. The final obstacle I encountered was getting it online. Some of the terminology of publishing, exporting, and posting caused me frustration.
To get through the project and each of the problems I typically just kept trying various approaches to figure out how to make it work. I would rerecord sound and music and place on the timeline as well as go back and watch the tutorials to see if there was anything I was missing. Using trial and error allowed me to explore the software and ultimately put together my final product.
Though this project was frustrating at times, I did learn how engaging media production can be. I would frequently work hours on it without breaks simply because I would really be thinking about solving problems rather than how much time it was taking me. I also found that there are significant creative opportunities when you make a project like this. Although the theme of the project was provided to us, I put together a plan of how I was going to present my message and carried it out. There is defiantly something satisfying about that.
I could see my class using aspects of this project to tell or retell stories that are part of our language arts curriculum. Many of the students I work with have significant problems related to compliance and work completion. Using media production as a way to present curriculum in an interesting way might provide some intrinsic motivation and interest in completing analyses, summaries, and describing elements of stories
Wednesday, September 17, 2008
A Perfect Day
The day was perfect day for the end of a week long paddle along the Yukon River. The August sun still just circling high in the sky was finally providing the long needed heat we desired following three days of rain. The light breeze that you can usually find near any running water was a bit more intense on the mighty Yukon but well appreciated as it kept the annoying flies and mosquitoes at bay. The only audible sounds that had been appreciated for days were that of the silty water sliding along the underside of the plastic canoe, the rain falling onto our high-tech fabrics, and the occasional wood on gunwale sound made from a “J” stroke that strays just slightly off course. And on this perfect day at the end of a perfect trip we would trade all these simple sounds, and more important to me, this simple and comfortable lifestyle for the sounds of man. With each stroke we moved closer to the satisfaction of a trip complete and already dreaming about trips of tomorrow. It was indeed the perfect day.
Monday, September 8, 2008
SabrinaJourney-Uses in the Classroom
SabrinaJourney-Uses in the Classroom
Using a model of storytelling like SabrinaJourney could have several possible purposes. The following are some possible applications of the model:
· Autobiography- Students often love telling their story. Providing students, even those reluctant writers, with a topic about themselves often engages their interest and desire to produce. Integrating a writing component in this model of storytelling seems to be rather seamless.
· Sequencing- Though a basic skill, SabrinaJourney could be a way to get students to understand and demonstrate sequencing. Some students even struggle with identifying their life’s sequence of events, so this could be a starting place to begin developing sequencing skills that are also important literacy skills as well.
· Futures Planning- I have seen students with cognitive impairments use video sequencing and picture schedules to guide them towards completing activities that they have not yet mastered such as mopping, riding the bus home, or any task that can be sequenced. Student input into the activities they would like to see themselves actually complete could be great additions to this. A student could actually see and hear themselves do something before they do it.
Using a model of storytelling like SabrinaJourney could have several possible purposes. The following are some possible applications of the model:
· Autobiography- Students often love telling their story. Providing students, even those reluctant writers, with a topic about themselves often engages their interest and desire to produce. Integrating a writing component in this model of storytelling seems to be rather seamless.
· Sequencing- Though a basic skill, SabrinaJourney could be a way to get students to understand and demonstrate sequencing. Some students even struggle with identifying their life’s sequence of events, so this could be a starting place to begin developing sequencing skills that are also important literacy skills as well.
· Futures Planning- I have seen students with cognitive impairments use video sequencing and picture schedules to guide them towards completing activities that they have not yet mastered such as mopping, riding the bus home, or any task that can be sequenced. Student input into the activities they would like to see themselves actually complete could be great additions to this. A student could actually see and hear themselves do something before they do it.
Epic 2015 Implications
Epic 2015 Implications
The implications that the ideas presented in Epic 2015 would have in the classroom could be wide reaching. The need for students to be able to critically analyze appears to be even more important when they are inundated with such a mass amount and mass produced type of information. As suggested in the film the quality of the information presented may not be any more reliable than it is today, and it may even become based more on the popularity of topics and data than before. If you have ever watched some of the programming on MTV you will recognize that popular does not always equate to quality and substance. The continued need for public schools to increase the application of information gathering and distribution, as with podcasts, would also be of even more importance in order to maintain student engagement. As we move into more capable technologies we will likely be tasked with educating students that are capable of getting and sharing more information in more interesting ways. As educators we will need to provide students with alternate ways for them to show us mastery of skills in the classroom and on state assessments.
The implications that the ideas presented in Epic 2015 would have in the classroom could be wide reaching. The need for students to be able to critically analyze appears to be even more important when they are inundated with such a mass amount and mass produced type of information. As suggested in the film the quality of the information presented may not be any more reliable than it is today, and it may even become based more on the popularity of topics and data than before. If you have ever watched some of the programming on MTV you will recognize that popular does not always equate to quality and substance. The continued need for public schools to increase the application of information gathering and distribution, as with podcasts, would also be of even more importance in order to maintain student engagement. As we move into more capable technologies we will likely be tasked with educating students that are capable of getting and sharing more information in more interesting ways. As educators we will need to provide students with alternate ways for them to show us mastery of skills in the classroom and on state assessments.
Assessing- Fox Becomes A Better Person and School Train
Assessing- Fox Becomes A Better Person and School Train
Assessing and providing grades for some types of projects can be difficult. When evaluating work like Fox Becomes A Better Person and School Train I would use a rubric that would assess the project in several areas. The following are the areas I might focus my attention on these two types of projects:
· Elements of a story- plot, characters, setting, conflict, resolution
· Presentation- voice, word choice, clarity
· Visual elements
· Specific concept mastery- using metaphor
· Group participation
Assessing and providing grades for some types of projects can be difficult. When evaluating work like Fox Becomes A Better Person and School Train I would use a rubric that would assess the project in several areas. The following are the areas I might focus my attention on these two types of projects:
· Elements of a story- plot, characters, setting, conflict, resolution
· Presentation- voice, word choice, clarity
· Visual elements
· Specific concept mastery- using metaphor
· Group participation
Tuesday, September 2, 2008
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