EDLD 5366 Digital Graphics - Week 3 Assignment: Animation

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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:  

Powered by Podbean.com

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

Optional Web Conferencing - EDLD 5363 Multimedia

For each course in our program, we have been asked to participate in web conferences. I think this is an excellent way to discuss what we are doing in class, to get new ideas, and to clarify instructions and expectations. It makes me feel better about the process when I can hear my colleagues question some of the same issues I am having; I don’t feel as isolated as I could by being in an off-campus, online program. I enjoy talking to the professors, and hearing how they really are interested in me as an individual and how I am progressing.


On the down side, we do experience technical difficulties quite a bit. I’m never sure of what the cause is – is it on my end or theirs! Unfortunately, that takes away from the experience at times, but we always try to work together to get technology to do what we need it to do. So in that respect, it’s nice to know that difficulties are experienced everywhere, not just in my own classroom.


Because this is new to us, we are working our way through the proper way to operate once in the conference room. If audio and video are working properly, it is much easier to follow the conversation, and let the professor keep us in line and in focus. When audio isn’t working, it becomes very difficult to follow when extra conversations get started in the chat window. I think we could probably try using the hand-raise option, and some of the other tools available during those times.


Overall, I enjoy the conferences and find them, most of the time, to be a useful tool.

Digital Storytelling for EDLD 5363 - WEEK 1

Now, listen.  I am too old to be pulling all nighters like this!  The past two nights I have stayed up past three a.m. to work on my digital story.   Hold on; don’t get me wrong.  I wasn’t up late because of problems or disdain for the project.  I was having a great time.  I just couldn’t stop working.  My whole family thought the process was pretty cool; my daughters are ready to try out digital stories in their next free choice project.  They want me to come do a workshop for their teachers.  Imagine that!

It immediately became clear how digital storytelling could be used easily, across the curriculum in our schools.  Not only is it a great use of technology, but the students are using some serious problem solving skills to put the story together.  A large amount of reflection goes into the work, as well as writing, editing, sequencing, focusing, clarifying, and decision making. 

This is not to say I didn’t experience some difficulties – one can really get bogged down with getting the timing, music, and narration down just right.  And don’t forget seeking out the perfect picture or image through thousands of personal photos and millions of online possibilities!  Thankfully, I followed instructions (a miracle in itself, wrote the script, and followed up with a storyboard.  Otherwise, I’m sure I would have been way out of control. 

Let me back up a moment.  The hardest and most time-consuming part for me was coming up with an idea.  I thought we were supposed to do a traditional “meet the student” type show.  I hate those.  I was dreading it.  But after watching some of the samples at storycenter.org, I decided to allow myself to do my usual more creative take on a topic.  That sometimes gets me in trouble, but luckily Dr. Abernathy is usually pretty accepting of our viewpoints.  I’ve always felt that she believes if we feel good about what we are putting together, then we are on the right track.

I decided to “show” myself by telling a story about an experience I had at a recent workshop.  I discuss sharing, and how it isn’t always easy to reveal yourself without feeling that privacy is invaded.  It’s about being able to deeply explore in ways that are different than constant verbal barrage.   I want to give a viewpoint that explains that just because someone doesn’t share in a “chat-mode” way, that doesn’t mean they don’t want to share experiences.  We just do it in a quiet, introspective, sense-driven way.  Go see my story; it does a much better job of explaining it!

http://www.youtube.com/watch?v=C0Wb-l59QjM

EDLD 5368 Week 5 Reflection - Online Learning

Designing and implementing online learning can have great benefits in an educational setting. Whether it is used for our students or for the staff, online courses can offer flexibility and control for learners. I found that my students feel very comfortable using the computer, and love the opportunity to use it in new ways. They are naturals at maneuvering around the online course setup, and figuring out how to use systems and setups easily. It gives instructors one more way to hook students into learning. Using the online course system turns every type of content into technology in their minds. As learners, staff members can easily access courseware when their schedule allows, enabling them to manage their time more efficiently. In this way we can expose the staff to higher quality, on-demand, and easily accessible content.

Students can use the course I designed in Schoology’s online platform. (www.schoology.com) The content I included is based on science, but was designed in a multidisciplinary framework. The students are highly motivated to participate in this type of learning, and are eager to try out new things simply because they are working through the technology online. Because there is integration of content areas, and technology is permeating the skills, the students are participating in a more authentic framework than when accessing learning through more traditional styles of presentation. Ideas come together more easily and are retained because they were more meaningful and relevant during the learning process. The course could also be used when introducing staff to the idea of online course design and how it can be implemented into their own instruction.

I would absolutely use online learning in my teaching, for students, and for staff. I have already started to work on building a training and communication website for my campus Technology Team to use, and we will expand our site to include all campus staff once our experimentation and testing is complete. My plan is to have a site where staff can connect to training modules for a variety of tech learning. Our campus staff has widely different levels of tech knowledge, and we want to have a place where they can easily access tutorials for required skills and for skills they have new interest in. This training and exposure can then be utilized as a way for teachers to extend out new technologies to their students. If the teacher feels comfortable and proficient in their skills, they will be more apt to share technologies with their students. We also want to have a section where students can access learning modules, so the teacher does not have to reinvent the wheel. The teacher may create her roster, and access the modules we have in place.

Because I work in an elementary setting, I am searching for online learning tools that are easily used by both elementary teachers and the elementary age group of students. I think Schoology has a great tool started, but to get my students and teachers involved in using it, some changes would need to be made. I would need to have more color and graphics capabilities to capture the attention of my students (and maybe even the teachers!) I also had some trouble moving from place to place at times. The navigation had some problems, and this is very frustrating for younger students. It isn’t easy for them to remember where they just were, or what the name of a section was, so they need to be able to go back and forth from discussions to lessons to assignment downloads more easily. I also wondered if templates could be created for teachers to have a starting point to work from. Starting from scratch was time consuming, and I would want a way to give them incentive to push ahead. Giving them a template that they could just pull documents into might just make it easy enough.

For now, I am going to focus on building some courses that staff can use to upgrade their own technology skills. Using the online learning tools will allow them flexibility and control of their learning, which I think is going to be a great motivator for the teachers on our campus. As word gets out, and they try the classes, I think more will be encouraged to link up to the learning. In this way, they get exposure to the online platform, and they learn new skills in whatever content area we need for staff development. I also want to include some courses built for student use, so teachers can explore how their students might benefit from online learning. Teachers would be able to log in as students to get a child’s view of what the class would look like. Teachers could try out the class, and hopefully be inspired to either use that class for their students, or even create their own. Personally, I’m hooked on online learning. I feel much more in control of my learning schedule and thought processes. I prefer this method of learning to traditional methods, so I will continue to seek out learning opportunities using online learning.