Assessment 1 Embedded Task 5

Video GO PRO

For Technic Info

http://shop.gopro.com

This week I have chosen Video as my technology of choice. With my disciplinary areas being HPE and Industrial Technology and Design, video would prove to be a valuable tool. Video can be used in a variety of ways within many contexts of learning. In a manual arts setting, video could be used as a presentation tool, outlining machine features, processes, safety features and operating techniques. However I would use the tool as an authoring tool for students to video their own work and develop a “How to guide” for their particular project. With “GO PRO” technology, being able to achieve these learning strategies’ is easier than ever. (No, “I’m not a go pro salesman lol”). Go pros are, small, light, very easy to use, high quality video, enhanced sound, various camera mounting bases available, can be attached to just about anything, and also have easy to use editing programs. Go Pros would also be hugely beneficial for videoing, for example, golf. Student’s could video their golf swings and identify within a group correct and incorrect swings, while being able to pause, reverse, slowmotion, to allow for in-depth analyses and self-guided learning.

SAMR model links

Substitution level

Students could watch a game of tennis via video recording.

Augmentation

Students could watch a game of tennis with voice overs of how to play.

Modification level

Students could analyse tennis videos for the identification of good and bad serves. Or for identification of correct stroke technique.

Redefinition level

Students could film their own tennis videos. Analyse and synthesis correct technique and learn how to implement new strategies to improve their own technique. Students could then create their own documentary on how to play tennis

References

(2015). Retrieved from https://www.youtube.com/watch?v=poF-_lqwG3E

Shop.gopro.com,. (2015). GoPro Official Website: The World's Most Versatile Camera. Retrieved 24 April 2015, from http://shop.gopro.com

Assessment 1 Embedded task 4

Link to my Wiki spaces which contains my PowerPoint presentation.

(The content on this page is duplicated into my PowerPoint)

https://markomono.wikispaces.com/Powerpoint

username- mono100          Password- password79

In recently revisiting the PowerPoint platform and becoming more familiar with the program, it has amazed me of the number of functions that PowerPoint has to offer. With many resources and tutorials available for PowerPoint online, via YouTube and Google, creativity and functionality of the tool is almost limitless. In viewing a number of PowerPoint presentation examples, I have gained a much broader understanding of the benefits in using this tool in an educational setting.

While using PowerPoint, it is important to be aware that this tool should be used in such a way that focuses on student’s self-guided learning. Although presentations do have their place for relaying certain aspects of student learning, the main idea is to have a purpose for the presentation and providing engagement from the use of multi-modal literacy. To effectively plan for a presentation, the first thing to consider is your audience. It is important to know as much about your audience as possible as in knowing this information will provide a more strategical approach to students learning. Factors for planning a presentation are, technical knowledge, the level of learning, vocabulary and the learning styles of students just to name a few. Even though PowerPoint is regarded as mainly a presentation too, it also supports multi-modal learning by using embedded text, linking, interactivity, audio, images and video etc.,this gives the user the ability to use multi-modal literacy for the engagement of student learning. PowerPoint is also a wonderful tool for sharing, as it has the ability to be uploaded into platforms like Wiki or could be uploaded to utube as a narrated presentation.

PowerPoint has previously been used predominantly as a presentation tool, relaying content and information to an audience. This would be considered as a substitution tool as outlined within the SAMR model, this is mainly because presentations for the relaying of content can be done just as effective as using a blackboard, and handouts. At the augmentation level, PowerPoint could be used to display images or animations, again to relay content without any self-guiding learning by the students. At the modification level, PowerPoint could be used to supply students with extra knowledge by providing links to other websites and content to expand the students’ knowledge base for example, the PowerPoint presentation could be emailed to each student for future reference for an assessment piece with embedded links for extra content. AT the redefinition level of the SAMR model, students for example, could again use collaborative tools such as blog and Wikis to form the bases of content for a particular assessment piece, and then using PowerPoint as a presentation tool. Students would have allocated parts of the assessment to work on using a collaborative approach for the evaluation of content, and by working in small groups can design the presentation in regards to choosing appropriate content. Students could then upload their assessment piece via their class Wiki and share with members of that Wiki, i.e., other classes, nationally and globally or professionals within the specified topic. The teacher could then use the PowerPoint presentation for evidence of learning, and could be used as a resource tool by the teacher for future lessons.

Linking PowerPoint Industrial technology and Design.

The way I would use PowerPoint is as follows. One of my disciplinary areas is Industrial, Technology and Design (Manual arts). I would allocate all students with a project that has been manufactured i.e. Toolbox. This I could deliver using PowerPoint. Once the students have seen the project, my task for them is to create a manufacturing plan of that project. While the teacher can provide documents and resources embedded into PowerPoint, this only provides for lower order thinking as outlined in blooms, and the substitution level of the SAMR model. Moving to the next level of the SAMR model, Augmentation, is providing students with content and having the ability for students to use embedded links for extra content, still at the lower order thinking level. At the modification level of the SAMR model, PowerPoint can be embedded into Wiki and could be used to display content, provide step by step instructions, and have students communicate collaboratively via Wiki while providing transformation of how this unit has previously been delivered without the use of ICT. To maximize PowerPoint and Wikis potential for the facilitation of higher order thinking for my proposed unit of work is to firstly allocate students with one class project. The set task is for the class to collaboratively work through specific headings of how to produce the project i.e. Safety, tools to be used, cutting out processes, and assembly processes. The wiki would provide areas to input content under each heading. Each student would need to contribute their own ideas and provide evidence of how, what and why to provide a justification on choosing their synthesised content from research. Once all students have contributed to the Wiki under all headings, the final complete plan can be created. This process falls under the Redefinition heading as outlined in the SAMR model as the delivery of this unit has completely transformed from traditional methods previously used. As Blooms describes, that processes involving, synthesis, analysis and evaluation are higher order thinking skills that students had to facilitate to be able to justify the contribution of content into the classroom Wiki. This final plan would then be presented to myself and the rest of the class via a PowerPoint presentation. Students would be encouraged to be creative, while having in depth detail of how the project is assembled, visuals or animations of the equipment used, safety aspects of the processes used via, for example utube clips, filming and embedding their own videos of manufacturing of the project etc. These projects could then be uploaded on to wiki and shared with other schools. I could imagine having many manual arts departments contributing to a Wiki with projects that have been completed by the students and presented by the students, forming a large resource bank for both students, teachers and schools.

Assessment 1 Embedded task 3

There have always been multi-modal literature throughout history. Overtime multi-modal literacy has evolved mainly due to the fact of being able to learn more efficiently and effectively. There are many ways in which multi-modal literature can enhance learning. With research, regarding the ways in which people learn, it is more prevalent than ever, of the importance of using multi-modal literature within an educational setting. However with the onset of the technology revolution and generational differences for educators themselves, barriers have been identified for the effective implementation of technology based multi-modal literacy. The importance for pre-existing teachers and pre-service teachers to become actively involved with personal development regarding ICT, is of upmost import ants if educators are able to actively engage the newer generations of students.

Images

All literacy is a learning tool, and the same goes for an image. I’m sure I won’t be the only person to say this but “An image speaks a thousand words”. We as educators need to use images in such a way that students are able to find those thousand words. These words are achieved by using higher order thinking skills for example. Knowledge of the image, like where did the image come from, when was the image taken. Analysis and evaluation will then take their part to understand perspectives and ideas of that image. Students could then share their ideas with one another or present individually. This would allow for an individual expression of the image, while working collaboratively would bring together everybody’s ideas and perceptions with possibilities of creating new ones.

SAMR model links

Substitution level

At the most basic level and image could identify an item, for example, a machinery tool within the workshop, having a photo of the equipment and then a name of the equipment. (Identification).

Augmentation

At the augmentation level, an example could be that the same image with text embedded on the image identifying different parts of that machine.

Modification level

At the modification level, could be different website links, embedded onto the image and allowing students to gain access via ICT to review content about that machine.

Redefinition level

At the redefinition level, students could source an image of the machine. Split the class up to investigate different aspects of the machine, and research. Manipulate image with embedded Qcode linking to a website that the students have created, with the content that they have researched, analysed and evaluated. Laminating the image and stick next to the machine, students can learn every aspect of that machine by scanning with smartphone phone or I pads with the Qcode reader installed. At this level students are becoming independent learners working in collaboration while facilitating higher order thinking.

 Resizing and uploading digital images

·         I used Microsoft paint to re-size my image. There are many free downloadable programs for the ability to re-size images and are very easy to use.

·         It is important to be aware of the various file types, JPG, GIF, PNG, these all vary in file size and quality.

How to re size an image in paint link

https://www.youtube.com/watch?v=kETJzpEJeH4

 Access and upload digital images to Flickr

Flicker is free, and could be considered as digital photo album stored in cyberspace were you can upload, manage and share images. It allows the user to set privacy settings to control who is looking at yours photos, while having comment functions for e.g. friends and family. Because data is stored remotely you will always have your photos for e.g., house fires technology disasters have the ability to wipe out life long memories, however programs like these will ensure a safe place for photos and images.

Image Creation

·         Can be by camera

·         Can be created using fine motor skills, artwork, painting, digitally (traditional method)

·         Manipulation

Image manipulation

Image manipulation can be achieved by using the most basic of programs like Paint. However the more advanced the program the more advanced the functions and options that you will able to achieve. Photoshop is a more advanced image manipulation program with many different functions, you can achieve all types of creativity to any image while using programs like these. This is also an excellent program for scanning old images into the program and perform restorations for enhancement, and because it has now been digitized you could also say that it is now immortal. (Hard copies perish with age)

Link to how to use Photoshop

https://www.youtube.com/watch?v=qGwaaFJyq

References

(2015). Retrieved from https://www.youtube.com/watch?v=qGwaaFJyq

(2015). Retrieved from https://www.youtube.com/watch?v=kETJzpEJeH4

Engagement Activity, Image, Audio, Video

Video

Video would prove to be an invaluable tool in regards to HPE. Allowing the students to film their skills and abilities for a specific sport or activity will allow for evaluation and analysis for improved performance. Students would learn how to use the video equipment while experimenting with different functions i.e. slow motion, reverse, video production etc.

Audio

Audio could play a significant role in Industrial Technology and Design. Sounds while working with machinery can highlight whether the machine is working correctly, for example. Welding has a range of sounds that can be identified that relate to the quality of the weld for example, splatter, low ampage etc. Sound could be used as a learning tool for the identification of correct operation and use. Using sounds to cross reference students work would be beneficial allowing for analysis and evaluation of their own work.

https://markomono.wikispaces.com/Audio+file

username- mono100          Password- password79

Images

All literacy is a learning tool, and the same goes for an image. I’m sure I won’t be the only person to say this but “An image speaks a thousand words”. We as educators need to use images in such a way that students are able to find those thousand words. These words are achieved by using higher order thinking skills for example. Knowledge of the image, like where did the image come from, when was the image taken. Analysis and evaluation will then take their part to understand perspectives and ideas of that image. Students could then share their ideas with one another or present individually. This would allow for an individual expression of the image, while working collaboratively would bring together everybody’s ideas and perceptions with possibilities of creating new ones.