Wow, this course flew by so fast!
When I look back now, I can;t help but think about all that I have learned. I entered this class having never edited a film before digitally. Today, I was able to call myself an "expert" when someone asked for help. I was able to answer their questions about titles, transitions, editing, including and extracting audio, and a host of other things. Having spent number of hours working on my stop motion animation with that program I feel pretty impressed with how much I have learned.
The first day that I was able to join the class, we explored the interactive whiteboard technology. I spent a deal of time playing with SMART Notebook, which I had used on my previous practicum. I was able to show other class members some of the features that I knew about, and also was able to spend time exploring the resources that were provided by Katy. I was really excited to find that there were other webpages that I could use to gain access to lesson-plans, and other resources for the SMART Board.
My own Stop Motion Video has had me searching the web to find free sources of music and sound effects. All the sounds in my film are FLOSS and are not protected by copyright. just finding these sounds took a long time. Two sites that helped me a lot were jsayles.com where a fellow has posted an number of .wav files of himself playing classical guitar. I also signed up for a membership (free) at freesound.org, which provided access to a number of member posted sound effects.
I also had a chance to explore chroma keying technology. The program WAX allowed me to create a film with footage provided by Simon and other class members. I put together two short films, and was very proud of what I created! I will definitely use this program in the future in creating films with students.
I had a very hard time using Gimp and other photo editing tools. Non of my edited photos were "professional looking" but I learned a ton about a technology I had never explored before. I won't be using Paint in the future when I need to edit a photo! I was really interested in the quality of the program, which was a free, portable application. It was quite a complicated program, and allowed the user to use most of the tools available in Photoshop which was another program I explored.
I was very impressed with the screen capture technology that we used. I found the online programs that we used to be very user friendly and easy to understand. In particular I liked the screencast-o-matic.com site, which I used to create a fake tutorial.
The creation of a webpage also took me some time. In particular I spent some time researching and collecting some links that would support students in my classes. As I continue with my career, I believe that I will try to maintain a webpage, because of the ease with which I can use it to disseminate information to my classes and the parents of my students.
I also spent most of one class exploring collaborative drawing websites and mind map/ web creation pages. These were really interesting as well. In particular I can see how googledocs and the interactive whiteboard program dabbleboard.com could be useful in small group situations, for homework groups or for class projects. I had fun exploring these sites with other members of the class, drawing, posting and uploading text, pictures and documents to these sites and then changing them as we wanted.
While I originally started playing around with stop motion animation using my computer's webcam and the programs SMA and Photolapse, I was only able to create short, limited type stop motion animation clips. For my major project, I took several thousand photos with a digital camera I borrowed from the library and explored the iMovie editing program. It took me a good deal of time to create a storyboard, to collect and set up Playmobil figurines and take the thousands of shots I needed to create the footage. I tried to play around with the filming process, using film techniques like zooming in to close ups and changing the camera angle mid scene. I also found that if I accidentally moved the camera out of position, a whole scene of filming would be ruined and I would have to start again.
Once I had the footage, I spent quite a while trying to find a way to get iMovie to show the film at the speed I wanted. To do this I had to adjust the number of frames that each picture would show for (when I imported them into the project- I found out that you couldn't change that setting after you had imported them), because iMovie only allowed frame rates that were too fast and made my footage look very choppy.
I spent a number of hours putting together all the transitions between scenes, lengthening certain parts, and writing the text that would be used to explain the plot. After that I spent at least three hours finding appropriate sound effects and music that was open source and would not violate any copyrights. This was especially important to me as I wanted to be able to use this project in my future teaching.
Overall, the majority of my time with this course was spent working on my Stop Motion Animation project which I felt gave me a chance to develop skills finding free music and sounds, editing films and audio and gave me a ton of experience with Stop Motion Animation creation.
Thursday, June 24, 2010
Wednesday, June 23, 2010
Last EDCI 353B Post!
As I wind up the EDCI 353B course, and the education Summer Institute, I have been asked to reflect on what I have learned. In particular, I have been asked to discuss how the material we have looked at will shape aspects of my teaching philosophy; to define for myself how I will approach the role of teacher in this late age of print.
One of the concepts that I have really internalized over the course of this institute and which I will try to implement in my classrooms, is the idea that authority within the classroom can, and should be shared. I am not the sole fount of information and knowledge. In fact when we discuss certain topics, I may not even be the best source of knowledge in my class. As Will Richardson points out in the article we looked at (Richardson, 132) the internet is developing into a tool that allows us to connect to experts of all kinds. By giving up the need to be the embodiment of authority, I will be allowing my students to access these experts and even to become experts themselves.
Another concept that I have come to value is the idea that students are entering classrooms with a wide range of assets. Students who I may have thought of as lacking in literacy skills may be incredibly good at “interpret(ing) … recorded symbolic representation”(Mackey, 199) of a different kind. These students may be literate at decoding video, html or java script, video games or text messaging programs, but whatever literacies they enter the class with can be used as assets. These students can share their knowledge and develop the understanding of other students using these skills. I think too that as a teacher this course has taught me to develop new and “alternative” literacy skills in my students so that they can express themselves in the multiplicity of ways that are now open to them.
The alternative and core text types we have discussed in this class have really become unimportant to me. No longer am I worried about what kind of text I am bringing into the class, but rather what I think that particular text can achieve. IN the same vein I am learning to place less importance on what form a student’s response takes, and more on how meaningful that response is. Richardson (132), talks about how students can collaborate to create meaningful constructions of knowledge. Callahan (221) talks about how using video as a form helped her students create text that “brought out their personality” and showed how they were connecting to their creations in a meaningful way. My goal as a teacher will be to get me students to connect with their texts in the same way.
More then any other thing however, my goal will be to teach students to value the process by which understanding is created and not value the goal. As Carr points out in his article “Is Google Making Us Stupid?,” Google places value on finding the “right” answer to any search query. This has been a dominant practice in our education system as well: teaching students to value the “right” answer, to reproduce the correct fact. Instead, we should be helping our students value the process of learning. We should be asking our students to think critically about the answers they come up with, and to ask why they choose to believe that one answer is more correct then another.
I think too that I have developed an understanding that I can make this happen. Although my philosophy of teaching may not influence an entire system, I can bring to my classroom some ideas which might just change the educational experience of a few students for the better. As Mohandas Gandhi said “we must be the change we wish to see in the world.”
One of the concepts that I have really internalized over the course of this institute and which I will try to implement in my classrooms, is the idea that authority within the classroom can, and should be shared. I am not the sole fount of information and knowledge. In fact when we discuss certain topics, I may not even be the best source of knowledge in my class. As Will Richardson points out in the article we looked at (Richardson, 132) the internet is developing into a tool that allows us to connect to experts of all kinds. By giving up the need to be the embodiment of authority, I will be allowing my students to access these experts and even to become experts themselves.
Another concept that I have come to value is the idea that students are entering classrooms with a wide range of assets. Students who I may have thought of as lacking in literacy skills may be incredibly good at “interpret(ing) … recorded symbolic representation”(Mackey, 199) of a different kind. These students may be literate at decoding video, html or java script, video games or text messaging programs, but whatever literacies they enter the class with can be used as assets. These students can share their knowledge and develop the understanding of other students using these skills. I think too that as a teacher this course has taught me to develop new and “alternative” literacy skills in my students so that they can express themselves in the multiplicity of ways that are now open to them.
The alternative and core text types we have discussed in this class have really become unimportant to me. No longer am I worried about what kind of text I am bringing into the class, but rather what I think that particular text can achieve. IN the same vein I am learning to place less importance on what form a student’s response takes, and more on how meaningful that response is. Richardson (132), talks about how students can collaborate to create meaningful constructions of knowledge. Callahan (221) talks about how using video as a form helped her students create text that “brought out their personality” and showed how they were connecting to their creations in a meaningful way. My goal as a teacher will be to get me students to connect with their texts in the same way.
More then any other thing however, my goal will be to teach students to value the process by which understanding is created and not value the goal. As Carr points out in his article “Is Google Making Us Stupid?,” Google places value on finding the “right” answer to any search query. This has been a dominant practice in our education system as well: teaching students to value the “right” answer, to reproduce the correct fact. Instead, we should be helping our students value the process of learning. We should be asking our students to think critically about the answers they come up with, and to ask why they choose to believe that one answer is more correct then another.
I think too that I have developed an understanding that I can make this happen. Although my philosophy of teaching may not influence an entire system, I can bring to my classroom some ideas which might just change the educational experience of a few students for the better. As Mohandas Gandhi said “we must be the change we wish to see in the world.”
Second Post for EDCI 535B
When I think about texts that are traditionally favoured in Language Arts and Social Studies classes, I immediately start thinking about printed books. In Social Studies, the traditional core text is alarge, hardcovered textbook in which a narrative account of history is given. Often the text is divided by temporal period, sometimes by theme (Politics, Social History, etc.), and the printing is broken up by charts, graphs and pictures. The texts are usually produced by large corporations like Pearson Publishing, and are added to and adapted year after year. In English classes the traditional texts are often single novels, plays or anthologies of short stories and poems. These are almost always entirely text based, with few images in them. Teachers often will ask students to read the text on their own, and then will discuss it as a class. Students who are motivated to read and are able to read well on their own tend to succeed in this kind of environment, while those students who struggle to comprehend straight text tend to be less successful.
One alternative text type that is slowly starting to become more common in Social Studies and English classes is video. Videos, in particular short clips from sites like Youtube provide an alternative way to explore traditional material. For instance, poems that were traditionally explored by reading the printed form are now able to be listened to, and students are able to watch as speakers read a poem or watch an animated interpretation of the poem. Students are now also able to watch archival news footage of historical events that relate to the subject matter they are studying. By adding visual and auditory elements to the exploration of subjects that were traditionally only printed, students with different skill sets are able to engage with the material.
As a beginning teacher, I am still working to try and define my own thoughs in regards to how I want to bring alternative texts into the classroom. I value some traditional texts and text types because of their efferent value- they are often rich in material that has real meaning and can be used to advance students’ understanding of the subjects being learned. However, traditional texts do not always engage students. In some cases they are downright boring! I feel that my job as a teacher is to sort through the traditional texts for the material that I feel will help my students to gain an understanding and appreciation of the concepts and skills I am trying to help them learn. For instance the plays of William Shakespeare contain some of the most aesthetically pleasing segments of poetry, and some of the most exquisitely written passages in the English language. I value these highly, and will endeavour to show my students why I think that these passages are valuable.
As for alternative texts, I feel that they have a large place in my classroom teaching strategies. I find multi-media texts and presentations more engaging and exciting and because I value students who are engaged and excited about learning I will try to include audio, static and dynamic video into my lessons. I will also try to use printed text that I think is interesting to my students (graphic novels, magazines, etc.) whenever I feel that they are appropriate; for teaching elements of a story, introducing an intricate plot, etc.
One alternative text type that is slowly starting to become more common in Social Studies and English classes is video. Videos, in particular short clips from sites like Youtube provide an alternative way to explore traditional material. For instance, poems that were traditionally explored by reading the printed form are now able to be listened to, and students are able to watch as speakers read a poem or watch an animated interpretation of the poem. Students are now also able to watch archival news footage of historical events that relate to the subject matter they are studying. By adding visual and auditory elements to the exploration of subjects that were traditionally only printed, students with different skill sets are able to engage with the material.
As a beginning teacher, I am still working to try and define my own thoughs in regards to how I want to bring alternative texts into the classroom. I value some traditional texts and text types because of their efferent value- they are often rich in material that has real meaning and can be used to advance students’ understanding of the subjects being learned. However, traditional texts do not always engage students. In some cases they are downright boring! I feel that my job as a teacher is to sort through the traditional texts for the material that I feel will help my students to gain an understanding and appreciation of the concepts and skills I am trying to help them learn. For instance the plays of William Shakespeare contain some of the most aesthetically pleasing segments of poetry, and some of the most exquisitely written passages in the English language. I value these highly, and will endeavour to show my students why I think that these passages are valuable.
As for alternative texts, I feel that they have a large place in my classroom teaching strategies. I find multi-media texts and presentations more engaging and exciting and because I value students who are engaged and excited about learning I will try to include audio, static and dynamic video into my lessons. I will also try to use printed text that I think is interesting to my students (graphic novels, magazines, etc.) whenever I feel that they are appropriate; for teaching elements of a story, introducing an intricate plot, etc.
First Blog Post for EDCI 353B
This is the first of three posts for my Alternative Text Course. Enjoy!
The phrase "alternative texts" refers to a wide variety of emerging media forms that today's students are engaging with. A good definition might be: sources of information, data and knowledge that are made up of "recorded symbolic representations",(Mackey,199) but which vary in form and type from the printed texts traditionally used by educators. These texts may be printed, may be digital, and may not consist of written words at all.
As an educator, I think that it is incredibly important to recognize that students are faced with a growing and ever changing range of information sources. These students, in order to be competent members of today's society are adapting to the new technologies, and are teaching themselves how to read and use these sources of information. As a teacher, I feel that it is important for me to help guide their learning, to value the skills they have, and to show them the value that traditional core texts have as well. By teaching students using a mixture of alternative and core texts, I can help them develop the skills, knowledge and attitudes necessary to successfully navigate today's complex world.
While I was participating in my practicum, I was pleased to see that some teachers were trying to incorporate alternative texts into their teaching strategies. Students were allowed to create PowerPoint presentations instead of posters in one Socials class and I was surprised to see that every student chose to do their project that way. In another class, students were able to submit all of their assignments via moodle or email, and were encouraged to provide links to source material for their fellow students on a forum site. The classroom in which I was teaching had a smartboard, and all the students were literate in its use. One teacher who was ill, recorded a podcast that he had the substitute teacher play for the first five minutes of class explaining exactly what the students should be working on for the rest of the block, and several students put “get well” posts on the class blog that afternoon.
However, my observations also noted several ways in which alternative texts were seen as disruptive and corrupting influences at the school I was teaching at. Ipods and mp3 players were banned from the school, and students were not allowed to listen to them even during breaks. It was explained to me that teachers had found students were less likely to listen if they had their Ipods with them, and so they were banned outright. As well, cell phones were not allowed to be used on school property for the same reason, and because their ringing was a distraction in class. One teacher I visited refused to show videos or any multimedia presentations like powerpoint because he felt that students needed to learn how to focus on spoken lectures and write notes, rather than simply be “entertained.”
Mackey suggests that teachers should employ an “asset model” when thinking about how alternative texts should fit in to their classrooms. Teachers who recognize that students have literacy with various alternative texts- such as video games, online blogs or comic books- recognize that students are bringing these skills or assets into the classroom. These assets can be employed to help students become engaged in their learning and to help them develop as learners. For instance, in an English class, if some students were literate in stop motion animation technologies they might be able to create an incredible interpretation of “Romeo and Juliet” that would add to the class' understanding of the play. Teachers could also use the “asset model” to assess which contemporary skill students are lacking in, and push their class to become literate in those areas, and thereby gain assets that will assist them in their future learning. For instance students who are taught how to create podcasts can use that skill in the future to develop and show their understanding of a novel.
I feel that alternative texts are a necessary, and downright exciting, piece of today's educational puzzle. Without the inclusion of these texts into the learning environment, the learning that takes place in the classroom is isolated from the reality that students are facing everyday. Alternative texts are no longer an alternative. They are a necessity.
The phrase "alternative texts" refers to a wide variety of emerging media forms that today's students are engaging with. A good definition might be: sources of information, data and knowledge that are made up of "recorded symbolic representations",(Mackey,199) but which vary in form and type from the printed texts traditionally used by educators. These texts may be printed, may be digital, and may not consist of written words at all.
As an educator, I think that it is incredibly important to recognize that students are faced with a growing and ever changing range of information sources. These students, in order to be competent members of today's society are adapting to the new technologies, and are teaching themselves how to read and use these sources of information. As a teacher, I feel that it is important for me to help guide their learning, to value the skills they have, and to show them the value that traditional core texts have as well. By teaching students using a mixture of alternative and core texts, I can help them develop the skills, knowledge and attitudes necessary to successfully navigate today's complex world.
While I was participating in my practicum, I was pleased to see that some teachers were trying to incorporate alternative texts into their teaching strategies. Students were allowed to create PowerPoint presentations instead of posters in one Socials class and I was surprised to see that every student chose to do their project that way. In another class, students were able to submit all of their assignments via moodle or email, and were encouraged to provide links to source material for their fellow students on a forum site. The classroom in which I was teaching had a smartboard, and all the students were literate in its use. One teacher who was ill, recorded a podcast that he had the substitute teacher play for the first five minutes of class explaining exactly what the students should be working on for the rest of the block, and several students put “get well” posts on the class blog that afternoon.
However, my observations also noted several ways in which alternative texts were seen as disruptive and corrupting influences at the school I was teaching at. Ipods and mp3 players were banned from the school, and students were not allowed to listen to them even during breaks. It was explained to me that teachers had found students were less likely to listen if they had their Ipods with them, and so they were banned outright. As well, cell phones were not allowed to be used on school property for the same reason, and because their ringing was a distraction in class. One teacher I visited refused to show videos or any multimedia presentations like powerpoint because he felt that students needed to learn how to focus on spoken lectures and write notes, rather than simply be “entertained.”
Mackey suggests that teachers should employ an “asset model” when thinking about how alternative texts should fit in to their classrooms. Teachers who recognize that students have literacy with various alternative texts- such as video games, online blogs or comic books- recognize that students are bringing these skills or assets into the classroom. These assets can be employed to help students become engaged in their learning and to help them develop as learners. For instance, in an English class, if some students were literate in stop motion animation technologies they might be able to create an incredible interpretation of “Romeo and Juliet” that would add to the class' understanding of the play. Teachers could also use the “asset model” to assess which contemporary skill students are lacking in, and push their class to become literate in those areas, and thereby gain assets that will assist them in their future learning. For instance students who are taught how to create podcasts can use that skill in the future to develop and show their understanding of a novel.
I feel that alternative texts are a necessary, and downright exciting, piece of today's educational puzzle. Without the inclusion of these texts into the learning environment, the learning that takes place in the classroom is isolated from the reality that students are facing everyday. Alternative texts are no longer an alternative. They are a necessity.
Monday, June 21, 2010
Green Screen Fun and Portable Apps
Today in class we had the opportunity to really explore the program Wax. The program was working well today which allowed me to create a film that used chroma key technology. This meant that the green screen films that were loaded into the program were able to be modified and played around with. It was extremely easy- or at least much easier then I expected. Although the result was still a little amateurish (there were small green lines all around the image that I wanted to focus on) the fact that it only took several minutes was really impressive. I can imagine using this program in a classroom setting, teaching kids how to use this technology to create whatever type of background they wanted for their projects. The film I created I will try to post on this blog at some point, but because I had problems converting the file I think I am going to have to play around with it a little more before I can get it on here!
We also had a chance to be exposed to new portable apps! Some of them are really neat! I can't wait to go exploring on the web for other apps that are useful and which I can share with my students without having to install on school computers.
Almost finished the Stop Motion Animation! Can't wait to share the final result!
We also had a chance to be exposed to new portable apps! Some of them are really neat! I can't wait to go exploring on the web for other apps that are useful and which I can share with my students without having to install on school computers.
Almost finished the Stop Motion Animation! Can't wait to share the final result!
Friday, June 18, 2010
Screencasts, mind maps etc.
Today we spent most of the day exploring screen capture technology, and mind map creation software. It was definitely informative as I had never used either type of technology before (I have made mind maps with paper and pen in the past... but never digitally).
Some of the quick examples I made of each are below. The first is a jpeg image of a mind map created with help from the bubbl.us website. The second is a youtube clip of a screencast I made using screencast-o-matic.com, showing how to use bubbl.us to create mindmaps.
http://www.youtube.com/watch?v=W-GeKlnSg9s
I can definitely see that introducing students to these technologies would be very useful. Students would be able to use these to create mindmaps and to create tutorials. If I had had more time, it would have been easy to add sound to my tutorial, which is something that I would love to teach students how to do.
Also we took a look at collaborative software and websites like googledocs, imaginationcubed.com and dabbleboard.com which would also be something which I might introduce my students to. In particular I think that googledocs would be a wonderful tool for extending class participation outside of the brick and mortar classroom. Students would be able to access a collaborative space in a word document or spreadsheet form wherein they could share information and ideas. The other sites would be less useful as they cannot host a whole class in one space, but I feel that students who are working on presentations or homework together would love to know about this technology.
Still working on the animation. Its coming along. Slowly!!!!
Some of the quick examples I made of each are below. The first is a jpeg image of a mind map created with help from the bubbl.us website. The second is a youtube clip of a screencast I made using screencast-o-matic.com, showing how to use bubbl.us to create mindmaps.
http://www.youtube.com/watch?v=W-GeKlnSg9s
I can definitely see that introducing students to these technologies would be very useful. Students would be able to use these to create mindmaps and to create tutorials. If I had had more time, it would have been easy to add sound to my tutorial, which is something that I would love to teach students how to do.
Also we took a look at collaborative software and websites like googledocs, imaginationcubed.com and dabbleboard.com which would also be something which I might introduce my students to. In particular I think that googledocs would be a wonderful tool for extending class participation outside of the brick and mortar classroom. Students would be able to access a collaborative space in a word document or spreadsheet form wherein they could share information and ideas. The other sites would be less useful as they cannot host a whole class in one space, but I feel that students who are working on presentations or homework together would love to know about this technology.
Still working on the animation. Its coming along. Slowly!!!!
Thursday, June 17, 2010
Video Editing
Today was a really successful day for me! I am finally starting to feel as though the stop motion animation video that I have been working on is finally coming together. Using Imovie -which I find is a much more user friendly and easy to use program the Windows movie maker (the program I had originally been using)- I was able to start editing the individual still frames I had captured with my digital camera. I was able to change the number of frames each picture is shown for (each picture is now being used for 3 frames and the clip runs at just shy of 30 frames per second). The result is that the video plays as if there were 10 frames per second, which is almost perfect for the kind of filming I was doing.
I have started to add in editing techniques such as transitions and titles and the editing process, while time consuming is actually really rewarding. I think that this mode of creative thinking really allows the editor a lot of control and would be useful in a Language Arts class. I can imagine teaching rhetorical word choice and style by comparing it to this editing process. Choosing one technique over another can really change the way your audience views what you have created. So not only is the filming a creative expression allowing for the individual interpretation of the director, but the editing process also gives students a chance to manipulate the viewer's perceptions as well.
I have started to add in editing techniques such as transitions and titles and the editing process, while time consuming is actually really rewarding. I think that this mode of creative thinking really allows the editor a lot of control and would be useful in a Language Arts class. I can imagine teaching rhetorical word choice and style by comparing it to this editing process. Choosing one technique over another can really change the way your audience views what you have created. So not only is the filming a creative expression allowing for the individual interpretation of the director, but the editing process also gives students a chance to manipulate the viewer's perceptions as well.
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