Module+4


 * __Janet’s Analysis of Using Multimedia to Implement Instructional Strategies __**
 * I don’t feel that I use multimedia enough with this course. I use a lot of audio (my voice) and text (on the whiteboard) but only have a few power point presentations or youtube videos that I use to include graphics and animation. Since I didn’t use much multimedia in teaching this course, I can say I did avoid irrelevant multimedia for the most part. I did use a fun power point presentation that included video clips where students had to watch and then graph the slope. For example, we watched Dash from //The Incredibles// run a race and then the students graphed the rate at which his speed was changing compared to time. This course did not use multimedia to indicate the format of the materials, to provide efficient navigation, or to provide learner interaction with the content and instructional events. I need to work on implementing more of use of multimedia in this course. When this is all put online, it will be easier to add more multimedia.
 * In my Algebra I course, I teach students a mnemonic to help them remember the definition of the slope. I use a cheer with body movements and specific voice inflection, “The slope, the slope: it’s the rise over the run, change in ‘y’ over ‘x’.” Once I’ve taught this to my students, I can wait weeks and still start, “The slope, the slope….” and my students will finish the cheer. I believe that was a type of structural framework that was used effectively because it helps students remember and construct new knowledge.

Good mnemonic... helps them remember. I really like the use of mnemonics dm
 * This course used peer interaction effectively by demonstrating specific problems to students and then having them discuss how to find the solution. As the teacher, I would show them how to put a specific equation in slope-intercept form, for example, and then they would discuss the process with their peers. To deepen their understanding I would then have them come up with their own equations and collaborate in their groups to come up with the slope-intercept form of their lines. Yes, I did use some “turn and tell” your neighbor strategies which are not as effective but I think I did use some effective peer interactions as well.

Great ideas. When you show the power point you do have to make sure there is appropriate graphics and that the text is simple and to the point. In this way you are checking for irrelevant media. The slop mnemonic is brilliant. Do you have a specific song or chant it goes to? How did your students do with coming up with their own equations? I have wanted to try that, but I was afraid. CR Good question, I would also like to know if they were able to come up with good equations. dm Yes they came up with some good equations. I think they start to understand the different pieces and then just change the numbers. For example they see 2-y=3x+5 and they come up with 5-y=4x+6. So I don't know if I'd say they were too creative but at least they could see a pattern and follow it.

Janet: I knew some of my students must have you for this math class, they come into my class humming and singing about math. Nice work. I really try to implement different types of learning styles. Kids love singing and music what a good way to facilitate that. -JaNae

Janet: You mention in your first bullet point how you need to work on using more Multimedia in your class. I have found with some subjects, I wouldn't even know where to begin to look for more multimedia for every lesson. Short of creating it yourself, do you have any ideas of where to even look for it that has any quality?


 * Chantel's**

This module is to create a form of multimedia. However, varied use of multimedia in this class is not present. I occasionally use PowerPoint. The number of slides is short (2 or 3) without graphics or sound because they distract from the information present. I use the projector to show examples of internet sites from the internet( kind-of). Sometimes these sites have more information than I need, so I have to focus the students by a callout to what I want them to view. I use the projector to show how-to accomplish a task and then have the students try the task. I also use the projector to show what-happens when you do something one way or another. I would like to use more multimedia. There are a few clips on how to create websites but they do not help my students. I would like to record audio and visual examples of how to do something for the students to use when I am gone or they are gone. It does not use multimedia for format or navigation but it does use it for learner interaction as described above.

This course uses a checklist framework to create a story board before they create a website. It has an order of steps and questions to help them create the story board. It works very effectively.

This part of the course does not use peer interaction. Later in the course we use peer-collaboration and peer-critique. After giving the students basic skills, I will have the students come up with a story board to create a web site that is more advanced than we have covered in class. They come up with ideas on how to setup the site, then get in groups and discuss how they would setup each other’s site. After the sites are created the class critiques the sites and the process that they were created.

Good! Later it will be important to be very specific about the use of media for specific instructional events. It is hard to report your analysis of a course, especially since I did not give you any specific guidelines for such a report. In Chapter 10 you will learn how to use a form to report your critique of a course. dm

I sometimes use a checklist framework too. I find that the students, well most of them can understand what steps they need to take especially if it's a simple assignment that they have done before. When you said later in the course you use peer interaction do you find its beneficial? -JaNae

Chantel - I think you did a nice job of describing the multimedia you use in this section of the course and your desire to record audio/visual examples for when you or the students are gone. Exactly how would that look? Would you record yourself teaching the skills? - Janet

Chantel I think it is okay not to use peer interaction in every lesson :) You use it later in the course when they are able to combine what they have learned to actually make a product. I was talking this week with a friend who talked about her teachers that made them sit down, shush, and not interact with one another. You are such a fun interactive teacher...your students love your class! You use more technology and multimedia then any teacher at our school.


 * Julie's**


 * The course I selected in Module 1 did not use multimedia. However the Jeopardy game I mentioned in Module 3 did. This is a game students really respond well to. In one section of the game, they have to find books in the library and bring them to me. One year it turned into a contact sport and new rules had to be added to the game :) The original jeopardy game link is included here. I liked the PowerPoint version better but I don’t have a copy for you to look at here at home.

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I made an HTML version of my original PowerPoint Jeopardy for a web development class. I like how the colors on the top navigation bar highlight the section that is currently selected. The homepage is irrelevant to the task but was a requirement for my web development class. It is unnecessary. The instructions for the game are lengthy and need to be trimmed down. If you click on Game Board on the top navigation bar, it brings up the game. I like the contrast of the colors on the game board. Once you click on a number shown on the game board, it takes you to the task or question. Once the question is completed, to get back to the game board you click the book icon in the corner. Navigation buttons would have been a better option for this game. The books were cute but really didn’t serve an instructional purpose. When you get back to the game board, the number you clicked before is now a pale yellow so you know it is no longer available. The use of colors really helps this activity. After reading the chapter, I realized the tasks or questions could be created into learning modules. Once the module was completed you could go back to the game board and click the next question or learning activity (just a thought).

This course used multimedia to help with a Do2-S activity. After the students learned the conditions and steps that lead to the consequence of finding a book, this task helped them to practice or "do".


 * When introducing the different parts of the library, I use the analogy of a phone numbers area code to help explain a book's call number and it's relation to the different parts of the library. I think this structural framework helps students relate their learning to their prior knowledge of area codes, and how their meaning is similar to the numbers many of them use everyday with tasks such as texting.

Julie - I really like your idea of using area codes and here that's a nice tie in to texting. It's great to find ways to relate to the students. I also thought the navigation on the power point was great! Perhaps more peer interaction could be added to the game. The students could be paired up, for example, and discuss their thought process and answers before responding. - Janet


 * Module one did have peer interaction with the Clue game. They were required to work together in groups to discuss, share and collaborate to complete the tasks they were given. I think it was used effectively, however not all of the groups finish all of the tasks when someone wins. This means they potentially could miss a learning opportunity. Therefore, it is probably a good idea to require everyone to finish the game.

Julie- It is hard picking a lesson that does all the requirements. I like the idea with the game board to create learning modules. cr

Thank you for your specific comments on the use of color in the Jeopardy game. It is this level of analysis that I'm hoping all of you in this class will undertake to be very specific about how media is used for every learning event in your instruction. dm

I also use jeopardy in my class at times. Kids love it and its fun for me to create. Sometimes it's more work but once you have it, you have it and you can use it again the next time. Plus, it's competitive kids love being competitive. -JaNae

**JaNae’s**
My course I shared in module 1 had many opportunities to have multimedia. I really like to use multimedia as a way to draw my students in. In the course I did use power point to go over expectations and examples of my expectations of the assignments. In my power point I had links to different YouTube videos that showed different non-profit organizations that help with poverty, education, orphans, etc. Students had the opportunity to use computers in the lab to do some research of their own in these areas. Did my course avoid irrelevant multimedia? I think at times I could have thrown too much at them. Is that possible? I wanted them to see more sites, or clips, and at times I might have too many slides in my power point presentations. I know that I can sometimes over do it. I go through my power point slides the morning of and try to take out any that are not needed, but I know I still have to lessen the number even more. This I realize directly impacts my student’s research. If I am showing them most of what they can find on the internet then they are left to just copy what I did. I need to leave room or exploration. I did use multimedia to indicate the format of the materials, to provide sufficient navigation, and to provide for learner interaction with the content and instructional events. Most of this course uses multimedia. How? Well doing research on the computers, creating power points, and using power points as a way to explain the format of what I as a teacher would like to see in the student’s final presentation is how I used multimedia.

JaNae-I agree with you that students need to be exposed to a variety of sites and clips. I think it's wonderful that you have put together links to show them. However, it is true they need more time for exploration. Perhaps you can require them to come up with two or three links of their own. That way they can still benefit from your examples and be required to explore. - Janet

I didn’t have a specific structural framework in mind when I was organizing and creating this lesson. However, looking at the different definitions of them in chapter 8 I think I could most compare with the structure-guidance-coaching-reflection-cycle framework. I think that following that would be the most beneficial for my students and for my effectiveness as a teacher.

I didn’t really have a time where I (on purpose) used peer interaction to enhance the course. In looking over my activity and lesson I could see a few places where I could use it and it would be a big advantage for my students. For example, when my students have found their challenges and are working on solutions I could have a day where they could get in pairs or groups of three and share their solutions with their peers. Here they can get an idea on if their solutions are legit and worth the effort to keep working on, or if they need to start formulating new solutions. Also, at the end when they have their presentations finished I could put students into pairs and have them do a pair share. They could practice giving the presentations they have created and get positive feedback and maybe some ways to better it from their partner. These would be good ways to implement peer interaction into my course.

Above you asked the question, did I avoid irrelevant multimedia? I think this is a great question. I have found if I have a peer look at it when I am worried about this, they have a different view that helps me consider what to add or take out.