EDLD 5364 Web Conference: February 24, 2011

I attended the web conference that Dr. Mason hosted this morning.  Dr. Mason always does an excellent job of managing the proceedings and fielding questions.  It isn’t always easy with the numbers of students attending. 

I also felt that the students did a good job of following appropriate etiquette when web conferencing.  We all tried to stay on topic and not deviate too much from the conversation strand.  Again, this is difficult because we are distance learners.  We do not have many opportunities to be in contact with each other, and so we sometimes see a little bit too much socializing during the conferences!  This did not happen much at this session, which is helpful when trying to gain insight on the assignments and program requirements.

I may have missed an email, but I would like to see conferences set up only for internship questions.  I try to ask these questions at the end of the course conferences, so I don’t distract or take up the time of those students just starting out who really aren’t ready to think about the internship.  Even so, I would have found it very helpful to have more regular sessions for just the internship.  If I remember, we had some going on last summer, but they stopped soon after.  I’m feeling super stressed and very frustrated with myself because I feel I am behind and not ready to begin internship next course.

The conferences are very valuable to our understanding, and usually alleviate the stress of not having a professor right there to question.  While our IA’s are always there, and try to talk us down, it isn’t the same as a face to face with them or the professors.  The conference allows for this; please continue this opportunity.

EDLD 5366 Digital Graphics - Week 3 Assignment: Animation

Learn more about this project

EDLD 5366 Digital Graphics - Week 1 Assignment: Ancient Manuscripts

I truly enjoyed viewing these documents.  When I was in High School, I did extensive studies in my Art class, trying to perfect my techniques in calligraphy.  Now, this was in the days before the computer became a household item, and today's extensive capabilities of desktop publishing was only a dream.  Therefore, the skill of calligraphy was still in need, and appreciated as an art form.  Viewing these treasures brought back a part of my life, truly missed.

While I viewed many of the books at the British Library's collection, my favorite was Baybars' magnificent Qur'an.  All of the  books brought me back to my studies about using color, patterns, and illustrations along with my highly stylized form of calligraphy.  The composition of the books was so thoroughly thought out and planned, and to think they are all hand scribed will always amaze me.  In our day of putting together such polished, pristine, and perfect images, these books remind us of a time where craftsmanship, and painstaking skills were appreciated and sought after.  

In Baybars' magnificent Qur'an I see many examples of the four principles of design.  For contrast, the color red is used throughout the writings and illustrations to emphasize.  On several pages, I can see lines of text are emphasized using the red lettering.  Surely this must be in important part of the passage, one that demands our attention.  

The use of repetition leads me to believe that the book is divided into sections for reflection.  Every few pages or so, the authors place blocked illustrations with some type of title within the block.  I believe this unifies the book and helps me to organize my study of the writings.  

Alignment is very important in the writings with the script perfectly spaced in neat rows.  Each line spans the page from margin to margin.  Each block drawing is equal in size and placement.  I think the alignment is very related to the repetition as well.  Each page is aligned with six lines per page.

The positioning or proximity of the text and illustration also goes in hand with the alignment and repetition.  I think all of these principles come together to remind the reader that there is an order to the information.  It is also very focusing, almost hypnotizing, in the way items are positioned.  I noticed symbols on pages, larger in the margins, and then repeated within the text writings.  These positionings make me wonder if there is an important message following the symbols' placements.  

The authors have done an excellent job of relaying the importance of the books by using many of the design principles we are studying.  The technique of color, and using ornamentation to highlight important sections is evident in their script.  The use of repetition is abundant from patterns repeating within a block design, to reuse of symbols from page to page and line to line.  The familiarity of the patterns is calming to me, and helps me to focus on the message of the book.  It is obvious that great care and thought has gone into the construction of the texts, in an attempt to grab our attention even after centuries have passed, and technology has removed us from the skills and talents of the past.  The techniques and messages still demand our attention.

Teaching Tool for Design Principles:  https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B7qFDxZZFoPUZjUxZGU1YzMtMDJmMS00N2M1LThiNGItOGQ5OGE0NzhjMmUx&hl=en&authkey=CKfWxrsE

WEEK 5: PSA Reflection

http://www.youtube.com/watch?v=YTZlar4-jBM



Week 5 Reflection:
During this course I had the opportunity to work with a group to complete a PSA. After brainstorming together via email, we decided on the topic of texting while driving. We immediately started gathering sources that we could use in the PSA, and brainstormed ideas for the 60 seconds we had available. We only had three people in our group, so using email for discussion and sharing worked well for us.

One of our group members felt very strongly about the composition and style of the PSA, and had a solid vision for the final product. We all agreed that he could take the lead and be our director for the project. As time went by, we also established additional jobs of videographer and record-keeper as my main functions, and our last group member took on audio recordings and proofreading. Each of us always contributed to other jobs by constantly reviewing and editing each other’s work.

Because our group had such a strong vision of what our end product should be, the production went much more smoothly. We stayed true to our shot selection when videoing and editing. We also used our script and references as planned when producing audio. When sharing progress on the video, we used wetransfer.com to transfer files that were too large for emails. We used .mov files and uploaded the final version to YouTube for our group. We added a Creative Commons license for our own attribution, because we did all of the video shooting and audio versions. We made sure to reference our statistics both within the video and in the credits

I think we all feel very good about our final product. It has the look and seeds the message that we wanted to convey in a way we feel our audience will respond to. I don’t feel the need to make improvements, but if I had to play around and try some new ideas out, I might see if we could find an even more powerful research article statement. New data is coming through rapidly on the dangers of texting while driving, so we could always update there. I was very happy with the way the video fogged our while the texting was going on – it gave the impression that your attention is foggy when you are texting. Accidents will happen when you aren’t “focused” on the road.

I enjoyed working with my partners. It isn’t easy to work in groups, especially long distance, but I think we mad a great effort. Each of us wanted to contribute as much as we could to make our project a success. Some of us had to learn to give up control of certain aspects, and trust each other to deliver. I think we did well in both areas. Pixar’s Dean, Randy Nelson stressed that to be a good group member and set up a positive environment for innovation, we must “make our partner look good.” We do this by what he calls “plussing.” This is where we look at the product or offering, and “don’t judge it; ask what can I do to add to it.” (Nelson, 2008) I believe my group incorporated this concept quite well into its process.

Nelson, R. (2008). Learning and working in the collaborative age: A new model for the workplace. Edutopia. Retrieved September 22, 2010, from http://www.edutopia.org/randy-nelson-school-to-career-video.

EDLD 5363: Multimedia ET 8014 - WEEK 4

Week 4 - Documentation of Collaboration:  PSA Video Project

Team:  Jacqueline Denham, Adam Haynes, David Holmes

PSA:  Texting While Driving

Week 4:  We have continued to successfully communicate using email.  We also have been using wetransfer.com to send larger video files to each other.  Our communication log is posted through google docs.  

Link to collaboration email documentation:

https://docs.google.com/document/pub?id=17TheKw2hpFs240rLbWKPkvSuyvdtG4YKDcVEClsEQVs

We have chosen to have one team member make changes and updates to the assignment document based on discussions, and send drafts to the other members for approval.  Our final team submission is sent to all members, and each member renames their file and adds in personalized information (blog, wiki, googlesite) to the file before they submit via courseware. We have chosen this because the assignment document has numerous tables and header graphics which are not transferring appropriately in the google doc process.  It is important to us that we submit quality documents into courseware. 


As the project goes on, we have been defining our roles more clearly.  I have taken over as the document queen, and the videographer.  David is our talented narrator and proofreader, and Adam is the director and editor.  Everyone just kind of jumped in to get the job done.  We are so used to doing everything on our own, it was very strange, and quite pleasant not having to do everything.  Because we all just take the ball and run, we have been able to collaborate well via email.  We all have very different schedules between work and family, so email was our best option.  


This week we focused on understanding the concept of our video, and how to shoot it so our audience would pay attention.  We discussed how we would shoot and put together the shots with graphics, sound, and voiceover.  We wanted to meet requirements, but also have a creative edge, so our audience would listen.


We made minimal changes to our document, in part because our original vision was very strong and well outlined.  Our concept was simple, so we did not have much deviation.  Our main changes were just in redefining our roles to be more specific.  In the beginning, we were all contributing in all areas.  Now we are each taking on a portion of the load.  


At the end of the week we have an almost complete product that just needs a little fine tuning and polishing.  It is a simple but strong and effective presentation of our topic: "Don't Text and Drive." 

PSA: Texting While Driving - Documentation of Collaboration

EDLD 5363: Multimedia ET 8014 - WEEK 3


Team: Jacqueline Denham, Adam Haynes, David Holmes

PSA: Texting While Driving

During week 3 our group collaborated via email. We plan to use some type of conferencing during week 4.

To view our Email Log, use the following link:
 
https://docs.google.com/document/pub?id=17TheKw2hpFs240rLbWKPkvSuyvdtG4YKDcVEClsEQVs

Video Editing Software EDLD 5363 - WEEK 2

There are many choices of video editing software available, from free to hundreds of dollars.  With the increasing popularity of sharing via web 2.0 tools, audiences are expecting high quality, user-friendly applications that are low to no cost.  I have evaluated several video editing software packages available at no cost, at least in their basic form.

Because I teach elementary, and our campus is Windows based, I am in search of software that meets certain criteria.  I have used Windows MovieMaker with my students with great success, but wondered if there were other offerings that we could use that would meet our standards.  Specifically we were looking for:

•       FREE
•       Installed easily onto older versions of Windows
•       Kid-friendly
•       Intuitive to use
•       Basic functions such as importing media (video, audio, music, photo), addition of transitions, special effects, and titles
•       Fun

VideoSpin

I looked through quite a few possibilities, and found one I felt was at the level of MovieMaker.  The winner is:  VideoSpin, by Pinnacle.  To start with, I’m a sucker for “packaging”.  After downloading, which was very easy, the working window came up and it was very colorful, organized, and modern.  I know, you can’t judge a book by its cover, but I think there is something to be said about a group’s presentation of their product.  If they take the time needed to upscale their workspace in its looks and organization, I feel they are going to take their time and do the rest of the project properly.  VideoSpin did that.

VideoSpin is very easy to use.  Remember, I have to teach 10 year olds how to use this, and frankly, I suspect if I just gave it to them and said, “try it out,” they would be showing me how it works.  Importing files was very easy to do, and all of the desired functions are there, including some neat title screens.

VideoSpin has set up its screen layout in three areas: Album, Timeline, and Video Player.

The “album” area is like a storage bin for the video clips, titles, still photos, and sound effects.  The  “timeline” section is the area where you actually build your video, by dragging in pieces from your album.  The last area is the “video player” where you can check your progress during the compilation of your project.  All the areas are visible at the same time, so you always know what is going on.

You can start your project by importing into your album.  VideoSpin gives you a menu of your computer folders to find your files.  Pull the videos, pictures and music into the album for easy access.  Once your album is loaded up, drag and drop pieces into the timeline.   Move them around into different orders, and clip parts out by using the razorblade tool.

If you would like to put in some transitions to make your project flow, then use the transition tool in the album.  Again, everything is dragged and dropped, exactly where you want to put things in the timeline.  Drag in titles and music.

At any time, view your video in the video player.  When you are happy, click on the “make movie” tab at the top of the screen.  VideoSpin lets you choose from a variety of formats like AVI, MOV, Windows Media, and iPod compatible files.  You can also upload to the web right from VideoSpin!  I might actually like it better than MovieMaker.

iMovie

For a second evaluation, I tried to locate something new for Apple-Mac based computers.  This is the platform I use at home.  Yes, it is a huge hassle to go back and forth between the two!  I’m adjusting.  While I am new to the Mac, I was told it was the way to go for the more artistic computer user.  So I thought I would run right out there and find a slew of free options.  HA!  This was not the case. 

I did find two potential options with Jahshaka and Zweistein (ZS4).  They were the easiest to use of all the open source options, and I liked how they were available on both Mac and Windows.  However, I still wouldn’t use them over Apple’s iMovie.

iMovie is the easiest Mac based video editing software to use, and all Apple computers come with the package.   Here are some reasons why I like it: 

• Ease of use:  It is set up similarly to the VideoSpin I discussed previously.  There is a spot for all the tidbits you may want to include.  I also like the way I can drag in pictures and sounds from my desktop easily.  I hate reading instruction manuals!  For the most part, I haven’t had to hit “help” to often in my video editing experiences.
• Functions:  iMovie has a lot of functions available including transitions that are very modern and smooth, and can be time altered.  Title screens are also available with the options to change fonts and colors.  A variety of music and sound effects are also supplied for use, making personalization very easy. 
• Narration ease:  Audio clips have a lot of options when it comes to adjustments in sound, speed, lengths, etc.  I can move them around easily, and their times are posted (as are the video lengths) so I can match up vocals and video.
• Export capabilities:  I can export into a variety of files depending on how I will use the video.  I can make an .m4v file or a .mov, and I can upload easily to several sites.

Overall, I’m getting used to the program, but I still don’t like how Mac uses certain file extensions that no one else does, and I sometimes have to use a converter for sound or video.  But what really annoys me is there is no “save” button for the working window.  I never feel confident about closing the program or surviving a crash without the option of “save”.  It seems to hold everything in place though – so far…

I’m enjoying expressing myself using these tools.  I can absolutely see the possibilities of new learning for myself, and my students when using the video creation option.  In the past, my students have used Movie Maker to create an end of year summary of a science topic of their choice.  But why wait?  As we all become more knowledgeable and comfortable using these tools, I think the student can incorporate video editing, and digital storytelling throughout the year by producing shorter segments to relay their knowledge.  I can absolutely use the software to create engaging segments as well.

Tutorial on VideoSpin:  

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Video Clip Editing with iMovie:  http://www.youtube.com/watch?v=Y_FLXIubjZg