My experience with powerpoint

Yes I've used Power Point...but

However, this is the first time I've used Scribd.

The following is the portfolio I had to create for my Art learning journey in a previous assignment.

Arts Portfolio

Using scribd was  easy.  The following is another power point I used in a maths lesson during my practicum to go with lessons on solving word problems.

Powerpoint on Solving Division and Multiplication Word Problems


I have used powerpoints many, many times and have enjoyed learning its quirks along the way.  I have used them to present assignments to my peers at uni and I have used them to introduce topics to students in my practicums.  The ability to add sound, image and video mean that you can reach a larger range of learning styles.  Being able to speed up the presentation as necessary or even skip slides means that you can keep viewers engaged.

The different effects used on these examples don't show up here (how do I show those?) but suffice to say, I'm an effect queen and probably use them too much.  :)

Students in a classroom could quite easily (only requiring minimal assistance) create some quite fantastic looking presentations which could be used to present findings from investigations or similar.  My Eight year old daughter has created some wonderful presentations of our pets and she has been able to easily add effects to text and images alike. 

As powerpoint is created by Microsoft, it follows the same taskbar layout that students will most likely be familiar with, thus making the use of this tool beneficial when time is a concern.

 

I didn't ever think of making them INTERACTIVE! 

What a world of possibilities...I'm excited to give that a try soon.

In discussions, I am reliably informed that this tool can also be used to create a kind of interactive 'room'.  More info here http://christykeeler.com/EducationalVirtualMuseums.html  I have yet to try this, but the idea certainly sounds conducive to more authentic learning tasks. In fact, Authentic tasks such as creating a marketing package or advertisements could certainly see students using this tool to create some very creative assessment pieces.

Interesting http://visualology.net/  Yet again, how sound can change how something is perceived.

Remember K.I.S.S?  Some good points about keeping powerpoints concise and to the point. http://www.pptmagic.com/articles/kiss.htm

A good article on how to use pan and zoom effects. http://office.microsoft.com/en-au/powerpoint-help/create-pan-and-zoom-effects-in-powerpoint-HA010232631.aspx  Unfortunately playing with this one will have to wait.  But I will certainly come back to it.

That's all for now folks.............

Going to the Chapel and we're gonna get married...

I love Prezi...we are soon to be married!

Thought I couldn't add sound, but you can...
Thought I couldn't change fonts, but you can...

I had trouble (and gave up) embedding my prezi into my wiki but not sure why???  Will try to embed it here instead...




OMG it worked....After clicking "start prezi" You have to click the little arrow/play button on the bottom right and choose 4sec. Then it will play...I hope!  Will get a friend to try it...you know who you are!! :)  Think you have to wait for it to load...be patient! 

This was created as a template for an idea that was running riot in my brain.  Entries are ficticious.  The idea is that after a camp, field trip or similar, students could edit (make them an editor, or allow them entry to your own) and add content to a bubble.  Maybe a recount of the journey, a recount of their activities.  They can add photos, documents, sounds...the list goes on.  The possibilities are endless and I love it because you can write ANYWHERE on the page. 

I am a global learner...this is great for me and likeminded souls.
Visual learners...creative types...auditory learners...anyone!!

Students could present one as a portfolio of work from the term or year.  Present it to parents at parent/student/teacher interviews. 
I would sing "I'm So Excited" by my cat has sensitive ears!

Would it help deepen their learning?  They would be using ICT so of course that is great.  But I have to put a different hat on...
There would be HOT thinking involved if the task was about creating a virtual tour of your town to persuade visitors to come.  Having to think about the types of images, colours, wording, sounds etc are all part of literacy and (ok, I know this is my soapbox, so I won't go on) but really the use of Prezi may just be an engagement tool to motivate them and allows them far more creativity in producing the final product.  But think about the fun you'd have marking something like this, instead of a handwritten, chicken scrawled, dog-chewed paper version.

Image, Audio and Video: Uses in a classroom

So... having played with uploading and downloading images from and to the web, and attempting to create podcasts  and making 'movies' (did I enjoy this one too much?)

I have decided to use the SAMR model to analyse the use of digital video in the classroom.

Briefly though, I would mention a couple of examples of use for the other two tools first as they certainly deserve a mention.

Images - I do see much opportunity for students uploading images (where would they get the image if they have little to no access to a camera?) to Flickr.  Also my limited understanding is that images are public to the world (if they are not, why bother using flickr anyway when there are other ways to store images?) However the use of images is extremely important in a classroom. 

 

Students must be taught to analyse images and understand that not everyone will interpret the same image the same way.  Of course images work with (and sometimes against; see Booker, 2012, available at http://www.alea.edu.au/documents/item/495) words to convey meaning that often the words alone could not achieve and vice versa.  Students could use images sourced from google images or locations managed by the teacher to enhance their recounts and reports etc.  All in all, the use of images needs no stamp of approval by me...Images are absolutely necessary and the ability to take pictures has become far easier (smartphones and tablets etc.).   The only downside I can see, is the need to explain to a students about image resizing.  It's a little like Santa and the Easter Bunny...you can't see it, so is it real?  Often to the naked eye the image looks the same, so will they understand the technical issues associated with pixel information and size?

 

Click here for some information on pixels: http://7one8design.com/expert-diy-tips-whats-a-pixel/ (this is also where the image comes from.

 

 

 

 

 So on to the use of audio in a classroom.  Ok there would be many advantages to using pre-recorded audio files for students, least of all the benefits for auditory learners.  Of course, audio files could be recorded and played back (perhaps at home) and of course there is the added benefit of being able to pause the playback, to make notes or reflect on what has been said.

Having grown up with audio stories (cassette tape and book, and...Yes, I'm that old) I love them!  I can really immerse myself in the story and make my own pictures in head as I listen.  I still do this today, often plugging in the headphones whilst in bed, when my poor eyes are too tired to read words on a page.  It goes without saying that the audio must be clear (accents can play havoc, when no gestures are there to aid interpretation). 

Now I love listening to podcasts myself, but would I get students to use them in a classroom?  Jury still out!  I can see a use where students could record (perhaps at home if possible) their oral performance for an assessment piece.  This recording could be saved to a blog, wiki, weebly or simply emailed to the teacher.  However, do you need to 'podcast' to do this? 

Ooh..just had an idea...What if students recorded themselves reading a passage using different nuances of speech, ie altering the tone or pitch, stressing different parts of the sentence and then listened with their peers to witness the interpretation of speech without the distractions of gesture or facial expression?

Also they could listen to themselves reading and self-assess their fluency, speed etc.  (I've actually done this with my son and he was amazed at how different it sounded to how he thought he was reading.)

 

SAMR model for using video in a classroom

 

 

Substitution: Same task, new tech	Students present a dramatisation which is recorded.
Augmentation: Same task, tech increases functionality	The recording of the play could then be shown (on site or emailed/uploaded) to absent family (friends/family not able attend).  Students now have the ability to  watch themselves from 'outside their bodies', thus enabling them to wholly reflect on and assess their own and their peers' performances.
Modification: Redesign parts of the task	The performance could be required to include some video from another source that is played during this performance. Students can now learn to use video cameras. More roles available: Each student now has the opportunity to assume different roles, such as cameraperson, video editor etc.
Redefinition: New tasks, once unimaginable	Students can learn to use video editing software. Students can now alter the performance by overlaying other images, audio and texts to communicate more meaning.  Their ability to do this could also become an assessable criteria. When video of a performance/presentation is uploaded (such as youtube) parents can view and reflect on their child's work, rather than just hearing "your child did really well in the poem recital assignment".

 Of course there are far more uses for video: record a field trip and present it as a movie for other students.

Record a science experiment and include the recording in the subsequent report; recording the experiment also allows for much deeper observations/analysis of outcomes, as often science happens 'quickly' so the ability to pause or slowdown playback could be beneficial to understanding.

Have them record group-work sessions for easier assessment of participation and individual understanding.

 

There are some ethical dilemmas involved and the context is important, the need to think about who will see the video, where will it be posted, are parents ok with this? etc.

 

In a nutshell, most kids love recording themselves so why not take advantage?

 

 

It only uses still images and sound...but I made a MOVIE!!!

Just had a bit of a play with Microsoft MovieMaker.  I didn't really explore all the features properly, but I like the way you can 'fit' the picture to the song lyrics.  It seems sad by making particular photos sit with certain lyrics.  Interesting how differently things could be interpreted.  I enjoyed playing with this and will definitely be showing my daughter how to use it.  She is getting quite tech savvy at the grand age of 8.  She loves powerpoints so I think this will be right up her alley.

Worth noting...I also figured out that I could just paste the code directly onto here by clicking the HTML button...maybe obvious to some, but new to me.  :)

I've heard photostory is great too.  I think so long as the interface user friendly, most students could happily use these programs in a classroom.  The option of adding text, sound, still images or other video make the possibilities endless.


I think making a brochure of a school camp as a visual recount for parents/grandparents would be a great idea.  There are many literacy skills being practiced and learnt whilst playing with making movies.  The art of persuasion is absolutely embedded.  How can I change how the viewer feels about the same set of images just by using different backing music?  How will the effect change if I speed things up?
Students could video themselves moving in particular ways and then add sound effects to see for themselves what happens.

Semiotics

Semiotics are extremely important for students to learn about in (old fashioned) literacy and even more so when multimedia is being used.  Not to mention when teaching about PERSUASIVE WRITING!!! Have a read about the use of semiotics in advertising.

Below is one slide from an group assignment I did for English last year.  The whole powerpoint is available to view for those of you interested in Semiotics: The study of signs, on my wiki..
https://lovetheclassroom.wikispaces.com/The+study+of+signs+is+called+Semiotics you will probably need to log in as userLRwiki1 and then passwordLRwiki1.  Hope this works for you!


Otherwise here is the slide that I created to change the feel of the house cleaning scene from Snow White.... (the music is just taken from the haunted forest scene earlier in the movie. It completely changes the 'feel' (mood) of the scene. Rather than the relaxed, fun cleaning experience it becomes one of rushing and worry.  For some reason the video stops halfway through, but you can still get th picture. This was a nightmare to upload...I tried to save to slideshare, but then it wouldn't play, so then I saved as a WMV file and then uploaded to youtube.  But finally here it is...

As for podcasting and Audioboo...

I'm really struggling with this one as I cannot find the embed code anywhere for the audioboo (it wasn't great anyway). I had recorded it using my iPad, as I don't have a microphone.
I have listened to many a podcast in my time (love listening to audio stories when I'm too tired to read) so I will have a reflect on their use in a classroom.

Clip and soundbite used in mixup retreived from Snow white cleaning clip http://www.youtube.com/watch?v=NAayR6ma6CM and Snow white haunted forest sound bite  http://www.youtube.com/watch?v=y2zrs7Irzuw&feature=related

Digital Animations

 

Playing with animation, video and sound on various iPad apps

I have the Screenchomp app (by Techsmith) on my iPad.  It was free (that's always good news) and is for screencasting.  Almost sound like I know what I'm talking about now... :)
I made a short video and it was extremely easy.  However, I'm unsure how to 'shrink' the size.  Therefore it seems I'm unable to share it on here.
This is the link and hopefully it will work.
http://www.screenchomp.com/t/a786KmCoxxYN
It does take a while to load, but aside from these issues, I still think there could be a lot of room in the classroom for apps such as these.  

The app allows you to draw on a blank screen or a photo or other background, and record audio whilst drawing.  This gives the feel of an animation.  I've heard of teachers using it to record the steps to algebraic equations.  Or record their lesson for later viewing.  You are able to pause the recording as you pull up relevant pictures to show on the 'whiteboard'.  It's a Keeper!
Students could use this to explain a concept where they feel the need to draw as they explain (like my Daughter).

StoryKit app by Alex Quinn was very easy to use.  It looks very 'basic' but there are lots of possibilities with this one.  Students are able to add hand-drawn (on iPad screen) pictures, sounds and text to their book.  You can create many pages and then give your book a title.  When you wish to read the book, you can tap on the speaker icons if used to hear the audio.  The app says it has the ability to share but as yet, it seems to time out each time I try.  But if students have access to iPads it will save their stories, for later viewing by teacher, peers and parents.  Could be great for assessment of creative writing or could be used as a journal for recounts of field trips etc.  Could be particularly useful for visual/auditory learners in the classroom that wish to present in a form other than written.

Puppet Pals 2 app by polishedplay.com   OMG!!!  Its amazing.  FREE!!!  Amazing.  My daughter loves it.  You can choose a location (setting) which scrolls as you move animated puppets.  They appear to talk (their lips move in time with your voice).  You can make them get bigger or smaller (foreground or background).  This app has huge appeal for having students 'perform' poems, stories etc. After recording, you can share via email.  There are a small selection of characters and settings to choose from (although more available in the paid version which I couldn't resist at $5.49).  But definitely enough for students to play with.  Useful for teaching about voice, tone, pitch and performance.  Also great for kids that are shy to be in front of the camera.  Although, my daughter just showed me that you can in fact take a picture of your face and use it as the head of one of the characters....scary to me, but very amusing to students, no doubt!!


My daughter made a puppet pal animation and I am currently trying to upload it here.  It is taking a bit of doing...for starters it had to email me the file, (5.4MB) so I'm trying to upload it to youtube in the hope that it will shrink it for ease of viewing/downloading.

Ok here goes...

What's your opinion?

Interesting and thought provoking reading

 

Stansbury, M. (2008, March 6). Analysis: how multimedia can improve learning. Retrieved from http://www.eschoolnews.com/2008/03/26/analysis-how-multimedia-can-improve-learning

 

This article was very interesting and gave me food for thought.  The point Stansbury (2008) makes is that research has shown that the use of multimedia certainly improves learning for many students.  Although it would appear that the most learning occurs when students work individually if working with simulations or equivalent.  Also she refers to sensory input  "...Therefore, the more sensory input there is, the greater the risk of overload–and the greater the risk of leaving information out of long-term memory."  What does this mean for group work, where the sensory input could be extremely high, overhearing over groups chatting etc?  So many ideas being discussed at once, more facial expressions, body language etc to absorb???

I couldn’t help but think about the contradiction of this article with my knowledge of the research regarding groupwork. So now I feel there (I wish I had more time) is a need to do further research regarding (face-to-face) groupwork and on-line collaborative tasks.

"When students shift from non-interactive multimodal to interactive multimodal learning (such as engagement in simulations, modeling, and real-world experiences–most often in collaborative teams or groups), results are not quite as high, with average gains at 9 percentiles." [compared to non-interactive multimodal learning].

She notes that pictures and text need to be presented simultaneously. (Temporal Contiguity Principle)

Students learn best when all 'extraneous' words, pictures and sounds are removed.  (Coherence Principle)

On the whole I found myself a little confused by some of the information in this article, I feel she is saying let the 'media', be it books, online etc teach for itself, by keeping pedagogy separate and that ultimately multimedia is good when students work individually.

Would love to hear someone else's opinion on this article. 

Does it says that multimedia doesn’t mix well with Vgotsky's social constructivist approach?

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