1. What was the context (the course, purpose, situation, etc.) in which this artifact was created?
This artifact was created as the final project for Media Planning and Production (240:139), a graduate-level class at the University of Northern Iowa. The purpose for the project is to introduce the power of social networking and the Ning platform to the teaching faculty of the South Hardin Middle School. In developing the project, it was our teams desire to create a fun and engaging application that would show the various technologies (blog, groups, forums, streaming media, podcasts, etc.) that make up a social network. The project was divided into nine components along with some introductory and concluding information.
2. What outcome(s) (ECIT standards) were you to demonstrate in creating it? For each outcome, describe how the artifact addresses the indicators within the standard. (A review of aligned indicators from the syllabus or project rubric will assist you in completing this response.)
Design
1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication.
During the design of this project, each member of the team was responsible for creating PowerPoint slides for each part of the Ning. This included stated the purpose, opportunities, curriculum integration and maneuvering around their page. I learned many valuable PowerPoint skills. Prior to this project, I would have considered myself a basic to intermediate user. Now, I feel I have learned many advanced skills that will help me produce truly interactive presentations.
Development
2.0.3 – Apply instructional design principles to select appropriate technology tools for the development of instructional and professional products.
Using the ADDIE model, we selected our technology tools for our tutorial. After analyzing and determining our problem, we decided on creating a tutorial for instructors to use during a professional development day and/or as an independent learning resource.
2.2.1 – Apply principles of visual and media literacy for the development and production of instructional and professional materials and products.
The PowerPoint tutorial we created uses the concept of the highway and road system to create visual and media literacy that meets the concept CARP. Social networking is very much like a highway. Building on the highway theme, we employed various road symbols, cars, sounds, etc. to both help the learner navigate through the tutorial and to keep them engaged. For an example the road sign “Exit” simple means that this is where you go to exit the tutorial, and the right and left turn street signs navigate the page-to-page aspect. Overall, we found visual and media items that relate to both the content and the theme of “Social Expressway”.
2.2.2 – Apply development techniques such as storyboarding and or scriptwriting to plan for the development of audio/video technologies.
The storyboard shows the slide plans for the videos that we used in the tutorial. It includes audio, music, and titles that are found in the videos.After completing this project, i think I have a better idea of how a storyboard could be used to brainstorm and create the entire project, and not just a couple of individual components.
2.3.1 – Design and produce audio/video instructional materials that use computer-based technologies.
As a group, we created a video on past and present use of social technologies. The purpose of the video is for it to introduce the evolution of social networking.In creating the videos we used a digital video camcorder, digital still camera, video editor (Sony Vegas), audio editor (Audacity and GarageBand), Photoshop, sound effects, and video animations.
2.3.3 – Use imaging devices to produce computer-based instructional materials.
Our digital photography we utilized meet the appropriate standards/copyright laws. We cited resources on some of the slides where the item was placed. Also, we have an all-encompassing resource page at the end of our media project.
Utilization
3.1.1 – Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.
According to Gagne’s Nine Events of Instruction, we knew we needed to include a way to guide learners in their quest for knowledge by providing formative assessments with periodic questions and immediate feedback. We stated a specific purpose and objectives for learner outcomes.
3.4.3 – Identify and apply copyright and fair use guidelines within practice.
We have honored all copyright and fair use laws. At the end of our tutorial, we have a resource page which lists all the items and who created them.
Management
4.0.1 – Demonstrate leadership attributes with individuals and groups.
Our group brainstormed and collaborated to create all aspects of the tutorial. Group decisions included individual task assignments, due dates and the project’s vision as a whole. Managing and leading were accomplished by the manager by facilitating periodic meetings, making executive decisions when needed, and monitoring task completion and progress using the production schedule.
Evaluation
5.1.1 – Identify and apply problem analysis skills in appropriate educational communications and instructional technology contexts.
During problem analysis, we discussed the digital divide which exists between instructor and student, along with the issue of how students are not engaged in the school classroom anymore. We decided we need to develop a plan to encourage more instructors to utilize technology in their classroom which enables interaction between student and instructor. Students do not feel there is enough interactive technology used in their classrooms and therefore feel it necessary to power down.
3. What problem(s) did you encounter in creating this artifact? What did you learn from encountering this problem, and how can you apply this in your current or future professional life?
We were all using new technology to design, develop, and implement this artifact. Working with collaborative tools (Google Docs, Wikispaces, etc.) took a little face-to-face interaction to gain a working knowledge of the tools and how to share information, but once the team was up-to-speed, collaboration proved to be an effortless task. As one of the team members responsible for the various media components utilized in the presentation, I had to discover what media would ultimately work well within PowerPoint and cross-platform. After some trial and error, I found that .avi files for video and .mp3 files for audio are best for overall integration. I will clearly use the knowledge in my current and future professional life as I build on the foundation of both technical skills and learning practices that will enable clear instruction to adults utilizing technology. On a secondary level, I learned that when creating interactive PowerPoint files, the file size can be extremely large, which will prohibit it from being delivered via the web. Creating a Flash file from the PowerPoint is the best way to remedy this.
4. What does this work show about you and your capabilities?
I was very comfortable with the technical skills I was able to bring to our team. While I am very capable with video and audio production, I also learned a lot about PowerPoint and how to build interactive applications for delivery via CD-ROM. At the same time, I learned about the limitations of PowerPoint as an interactive media authoring tool and am interested in furthering my skills with an application like Flash. This will allow much greater flexibility in creating a true cross-platform, mutlimedia application that can be delivered via a CD-ROM or the Web.
5. What did completing this work teach you about yourself within the field of instructional technology?
It confirmed to me that I am in the right field. The utilization of technology within an educational setting is personally very fulfilling and a perfect blend of my professional background in broadcasting and communications and adult learning.
Textbook for the course:
Januszewski, A. & Molenda, M. (2007). Educational Technology: A Definition with Commentary (2 ed.). New York:Routledge. ISBN: 978-0-8058-5861-7
ChrisEller.org | Connect the dots. 