Author: katerose Page 4 of 7

Peer Feedback Blog #1 – Natalie

On June 10, 2020

“What is Multimedia and Interactive Learning, and Why is it Important?”

I really enjoyed reading your blog Natalie! I loved reading about your experiences with multimedia and interactive learning. It really demonstrates how interactive and experiential learning can happen in a real-world setting as well as on a digital plane. I do agree with your argument that Rich’s example of his son’s web game was a good example of interactive and meaningful multimedia learning due to the fact that he was able to follow a story that he would be familiar with personally as well as participate in the actions that he was learning about (McCue, 2020).

Photo by Annie Spratt on Unsplash

I also enjoyed your discussion regarding your experiences with Quizlet. This program as so many options for studying and it has something for everyone. People are able to find which studying option or format works for them and have their own choice in how they want to learn or retain their knowledge. I also never really realized that as much as you are using multimedia to learn and study on this program that you are using multimedia instruction to create the study sets and materials. I think this is a really good connection as you can consistently find new ways to deliver knowledge and information while you are absorbing the information. I always find that teaching something after allows me to learn more and grow my own understanding further.

I am wondering, in Carly’s post she mentioned a connection between student-centred learning, student choice, and multimedia (Heemskerk, 2020). What are your thoughts on how these ideas connect and how do you think we can connect them further with the idea of learning through storytelling, that was mentioned in your post (Louis, 2020)?

References:

Louis, N. (2020). [web log]. Retrieved from: https://natalielouis.opened.ca/2020/06/05/topic-1-what-is-multimedia-and-interactive-learning-and-why-is-it-important/.

Heemskerk, C. (2020). [web log]. Retrieved from: https://carlyheemskerk.opened.ca/2020/06/05/new-and-improved-what-is-multimedia-learning/

McCue, R. (2020) EDCI 337 Topic 1 – Introduction to Interactive & Multimedia Learning [Video file]. Retrieved from: https://www.youtube.com/watch?v=V39sIKsRpUI&feature=emb_logo

Peer Feedback Blog #1 – Carly

by katerose

On June 9, 2020

In edci337-feedback

“New and Improved – What is Multimedia learning?”

What a wonderful post Carly! I really enjoyed reading about your goals for this course and your positive personal experiences with multimedia. I was able to make a quite a few connections within your post but I think the portion of your post where you discussed the importance of student choice and voice within their own learning resonated with me the most. I also believe that success is better achieved when students are able to have a voice in what they are learning and they are able to display their knowledge in a way that is meaningful to them.

“The student-centred approach that accompanies multimedia learning is crucial due to the way it is created based off of how people learn (Heemskerk, 2020).” This statement opened my mind to new connections and realizations. I hadn’t quite made the connection between student choice or student centered learning to multimedia, but this comment allowed me to realize that with multimedia, with its ability to provide multiple modes of delivery and presentation, students can explore their personal learning preferences and find new ways of learning and presenting that work for them.

I think you might enjoy this article I found that connects the use of educational technology and student voice! Check it out!

Educational Technology and Student Voice: Examining Teacher Candidates Perceptions.

Photo by Kaleidico on Unsplash

Article Reference:

Byker, Erik & Putman, S. & Handler, Laura & Polly, Drew. (2017). Educational Technology and Student Voice: Examining Teacher Candidates’ Perceptions. World Journal on Educational Technology: Current Issues. DOI: 6. 119. 10.18844/wjet.v6i3.1687.

Heemskerk, C. (2020). [web log post] retrieved from https://carlyheemskerk.opened.ca/2020/06/05/new-and-improved-what-is-multimedia-learning/

Blog #1 – Interactive and Multimedia

by katerose

On June 7, 2020

In edci337-blog

I am looking forward to this class. I am hoping that this class will help me develop new ways to deliver instruction and supplement effective learning in the classroom as well as develop new skill sets for future instructional opportunities. I am unsure of being able to keep track of all web platforms but I hope I will feel be able to navigate each one proficiently by the end of this course.

Before I started this course and dived into the new material, I thought I had a clear understanding of what the term ‘multimedia’ meant. The term resonated with me as a distinct technological term only describing the use of various digital media platforms to convey information and ideas. However, I was shocked when I realized that multimedia learning could refer to anything in which pictures and words were provided simultaneously in order to achieve a deeper understanding. This could include videos that display pictures along with narration, web games that deliver instruction while showing what it looks like on a screen, or even a book that links illustrations to meaning.

Multimedia instruction and learning gives teachers and students the chance to find new ways to build mental connections and understanding. As information and ideas are delivered in more than one format (words and pictures), students are able to experience two modes of an explanation at once, meaning they could get twice the information as they would from just words or just pictures. Further, the dual delivery allows students to make deeper connections and further understanding as they link visual cues with verbal cues. This could allow them to solidify their learning and retain their knowledge as they build new connections between the forms (Mayer, 2014).

What is Multimedia? – Natalie Craig

I was also unaware of the extent in which multimedia learning could relate to interactive learning. I believe that interactive learning is essential to a child’s development and growth. It is important that they are able to take part in what they are learning about and apply their understanding in a real-world setting. As stated by The SHARE Team in their article Interactive Teaching Styles Used in the Classroom, “without practical application, students often fail to comprehend the depths of the study material (The SHARE Team, 2017)” and “telling is not teaching and listening is not learning (The SHARE Team, 2017).” Learning goes beyond verbal delivery and the effective listening. Students must be able to practice and connect concepts to real-life situations in order to effectively understand the material learned.

The use of multimedia can be very helpful in practicing interactive learning. Through the use of multiple modes of pictures and words students can immerse themselves and make connections so they can then take part in what they are learning. A good example of this, is the web game used by Rich’s son in his introductory video. Having access to a game where the learner can participate in the inner workings of a concept can help further understanding. Just as Rich’s son was able to learn more about how a virus can easily spread as he was able to follow along and participate in the game (McCue, 2020). This multimedia web game further shows an example of interactive learning as it connects to a learner’s life and current events.

References:

Mayor, R. E. (2014). The Cambridge Handbook of Multimedia Learning. Cambridge: Cambridge University Press. doi:10.1017/CBO9781139547369.

The SHARE Team. (2017). Interactive Teaching Styles Used in the Classroom. Resilient Educator. Retrieved from: https://resilienteducator.com/classroom-resources/5-interactive-teaching-styles-2/.

McCue, R. (2020). EDCI 337 Topic 1 – Introduction to Interactive and Multimedia Learning. EDCI 337: Interactive and Multimedia Learning. Retrieved from: https://edtechuvic.ca/edci337/2020/06/04/topic-1-what-is-multimedia-and-interactive-learning/

Craig, N. (Oct 5, 2016). What is Multimedia. Youtube. Retrieved From: https://www.youtube.com/watch?v=xS4go60EJEI&feature=emb_logo

Coding!

by katerose

On March 25, 2020

In EdTech

Once again we had to class with zoom! It was nice to see everyone again after all that’s been going on, even if it just is over video chat. In our class we used the video chat to go over various children’s and beginner programs for learning how to code. The one I worked on was the Coding with Frozen. I thought that this was really fun (1) because I love that movie and (2) it was really interesting to see how you could manipulate different patterns of code to produce multiple actions on a computer.

Here is a link to one of the patterns I made using code:

https://studio.code.org/c/49768924?qr=true

Music Blog Final #3

by katerose

On March 24, 2020

In Music

As this musical growth project comes to a close, I feel that I I can say that I am proud of where I’ve come since I started. I have learned many new things including chords, finger placements, how to transition between chords, strumming and picking patterns, how to hold the ukulele, and much more. I now have 3 new songs I can add to my tool box! As I finish I can now play each song from memory with mostly smooth transitions, correct placements, and clear sounds and I am able to sing along and keep my timing. There are still some places where I can make improvement including the clarity of s=certain chords (Dm, D, and E) and cleaner strumming, but I am happy with where I am. Moving beyond this project, I will try to learn new songs and I will use my knowledge I learned from these 3 songs to help me do that.

Please enjoy my videos of Edelweiss, Somewhere Over the Rainbow, and Rainbow Connection!

See you soon!

Kate 🙂

Edelweiss

Somewhere Over the Rainbow

Rainbow Connection

Inquiry Reflection

by katerose

On March 17, 2020

In Free Inquiry, Uncategorised

Overall I had a lot of fun with this inquiry. I learned so much about the different approaches that artists can take with their choreography and new strategies that I can bring into my own choreographic experiences. Ultimately, I learned that every choreographer is different and the way that they create is all dependent on who they are, the training they’ve had, the genre they are working in, the dancers they are working with, the intent behind a piece, and the space they are working within. There is fortunately no wrong or right way to go about choreography. Each process is an artistic journey for the choreographer and the dancers alike to try new things and gain new experiences. One of my biggest take aways from this inquiry experience is that it is okay to personalize your artistic process and it is okay to work alongside people and take ideas and inspiration from those around you. It helps to have people to go to for suggestions, or for a new set of eyes in order to gain insight or new perspective.

One of the things I think I did well within my process that ultimately benefited my piece was working with the dancers to create the movement. I am a big believer in going on stage and dancing for yourself. As long as you feel good doing what you are ding and you are dancing for you, the intent comes through and it can make a piece thatch better. By getting the dancers to come up with their own movement or phrases and by asking their thoughts and opinions while creating spacing, dynamics, or phrases they get to have a say and the dance becomes theirs as much as it is mine. They have the opportunity to put their own unique twist into it and make it their own. When this happens they evidently have more fun and enjoy the process and the piece more which I think is important for the integrity of the piece and the well- being if the dancers.

One thing that I have learned and would like to incorporate in my next choreographic opportunity is to allow time for more movement exploration at the beginning and possibly integrate it into various points of the process such as once at the beginning, middle, and the end. I think this would be interesting to see as dancers become more familiar with the purpose and style of a piece and how they may integrate that into their exploration and how their improvisation may benefit from that. This may also help provide more possibilities and open doors for new movement and phrases that can be added into the dance. It could be used kind of like a reset button when we need something new to add some new dynamics or cool factors into a piece. It further, would give the dancers more of a voice in the choreography if they get to include their own phrases at more than one point within the dance.

I hope you enjoyed following me on my inquiry journey of choreographic processes. I hope you learned as much as I did!

See you soon!

Kate 🙂

Music Blog Final #2

by katerose

On March 17, 2020

In Music

Since my last blog, I have gotten more comfortable with the song Rainbow Connection. The transitions between chords are becoming easier. The chords of E and D are getting easier, however, they still need work. I have been able to play the song with the strumming pattern (down, up, up) at but I am struggling with keeping pace while transition between chords when the D or E is involved especially with the E because the placements are so far apart. From here, I will be working on memorization and the sound clarity and finger placements for the chords of E and D.

Rainbow Connection

Edelweiss and Somewhere Over the Rainbow are going well. I have memorized both fully and I have been able to play each song with full sounds for each chord, smooth transitions, and correct finger placements while singing along. I find it easier to play the songs when I sing along as it helps me remember the tune and which chords match the tune and when to transition between chords as the chords are often linked up to the words of the song. As we head into the home stretch before this musical growth project is finished, I will be working on memorization for all songs, maintaining clarity of sound for all chords, maintaining smooth transitions and correct finger placements, and singing along to each song.

Zoom

by katerose

On March 17, 2020

In EdTech

I really enjoyed this class wide zoom call today. It was a great way to get everyone together and engage in regular class discussion. Zoom provides many tools to optimize productivity within an online meeting such as screen sharing for presentations, group text chat boxes and options for direct messaging for optimal communication, and options for participating allowing or disallowing audio or video. There are also fun options and tools to engage in such as reactions, hands up, multiple video viewing options to choose from, and information regarding participants. This application can be used in many different settings and can be used for multiple different situations including business meetings or schools.

During our first experience using Zoom, we were able to explore many of these tools. As we needed to complete our Edtech inquiry presentations but couldn’t do so in school, we opted to complete them over Zoom. To do this, we implemented the screen sharing tool. With the screen sharing tool, the application allows you to choose which window or page open on your computer that you would like to share so you don’t have to share your whole desktop! During our presentation, Holly and I screen shared our Kahoot Presentation on google slides. We did this by selecting the green screen share button located in the menu bar at the bottom the screen and then choosing the Kahoot page and clicking the blue share button located in the bottom corner. The class was then able to see our slideshow and further was able to participate in our Kahoot game. The class was able to participate in our presentation and engage in our set game smoothly. They were even able to hear the music for the game!!!

Later on in our meeting, we used Zoom to work through an online activity that we otherwise would have worked on together as a class. We worked on creating non-linear stories online using a program called Twine. Due to Zoom, the class was able to work through this program together. Everyone was able to ask questions and receive help when necessary.

I really enjoyed participating in class via Zoom. It was really fun to see everyone again after we found out school was cancelled. It also allowed for good conversations to be held and everyone seemed to have a good time. Yay for Zoom!

Performance Day!

by katerose

On March 15, 2020

In Free Inquiry

Yay! It’s Performance Time! Sadly, the girls’ first performance of Un Jour Dans La Vie was scheduled to take place on March 14th, 2020 at The Prince George Dance Festival (Competition) but it never happened. Due to the overwhelming societal concern for the Coronavirus, the competition was cancelled and the girls never got to perform this piece. However, I believe that the dance studio as well as the festival coordinators are working to find a way for the festival to occur later on, or virtually or maybe the studio will have their own mini performance day to showcase everything they’ve worked so hard on. I am so proud of them and happy for their success and I am grateful to have worked with them on this project, however, I am disappointed that this first performance opportunity never occurred. n=Nevertheless, they are continuing to work hard and will be just as wonderful and successful when it comes time for their next festival (The BC Annual Dance Competition held in Prince Rupert, B.C.) this coming May. Who knows, maybe they will even get to perform it before that at our dance studio’s own fundraiser showcase. This means a lot to myself and the girls and I am excited to see their growth between now and their next performance opportunity.

Catch them in May to enjoy their performance!

Thank You!

Kate 🙂

Minecraft

by katerose

On March 11, 2020

In EdTech

I think that Minecraft can be an exciting and excellent resource for students to practice and develop various skills from technilocigical literacy and art to mathematics and science. I like the idea that the program allows for students to take various academic concepts and apply them to an activity that they recognize and enjoy. They may also obtain the realization that their out-of-school activities an be just as educational as their academic work in schools.

Some Pros of Minecraft:

allows for purposeful play, creativity, and exploration within the school day, especially for older students who don’t necessarily get as many options for play.
can be used to explore specific learning concepts (math – fractions, measurement)
Can become large – scale projects
some student autonomy is developed through unique exploration and creation
Game – based learning (Check out my latest EdTech Inquiry blogs for some fun facts about Game – Based Learning!!!)

Some Cons of Minecraft:

Some student creativity and autonomy can be lost as some projects and activities can be teacher controlled.
Depending on the version of the program, the one used in schools may not be equipped for certain modes which can limit students’ skill building and creativity within the program.
Students who are familiar and play the game often may feel limited during structured activities.

LESSON PLANS

As I explored the Education and Minecraft website, I was really drawn to the idea of using MineCraft to explore Mathematical concepts and individual artistic creativity. These two lesson plans House Construction and Area and Fractions Pixel Art allow students to explore each of the ideas.

House Construction and Area

House Construction and Area focuses on the development and understanding of operations to discover measurement and area through the designing of a personal Minecraft house. Students explore the recognition of varying dimensions, problem solving measurements, and identifying the relationship between length, width, and area or shapes (specifically rectangles in this case.

At the beginning of the activity the students are asked to design their house using 1 cm grid paper to draw a floor plan (each 1 cm square is equal to 1 Minecraft block)
Students will write out the formulas and operations used to discover the length, width, and area of their rooms.
The students will then recreate their written floor plan on Minecraft.
After this is completed, the students can answer some follow up questions to expand their thinking such as: a)What is the area of each individual room in your house?b) What is the total area of your house?
c) If flooring costs $? per square metre, what would it cost you to cover each room?

d) What is the total cost of flooring for your house?

Fractions Pixel Art

Fractions Pixel Art Focuses on developing an understanding of fractions, being able to recognize number patterns within fractions (1/1 is equal to a whole, 1/b where 1 represent the amount of parts we HAVE within a fraction and b represents the TOTAL AMOUNT OF PARTS the whole fraction is broken into). Students are able to explore these relationships within a fraction by designing pixel art where there is a total amount of pixels within the design and various colors are used to fill the pixels.

To begin the activity, students can either make their design online through a pixel art program or they can simply design their art on a piece of 1cm grid paper. The students will make their design and count how many total pixels or squares make up their design. for example they could use 100 pixels or squares.
Next, the students will use different colors to fill in the pixels within their design.
From here, the students will count how many pixels they colored for each color. They will then be asked to write it out in faction form, remembering that they used (example) 100 pixels in total. This could look like 34 red squares out of 100 squares = 34/100.
Once this is done, the students can build their designs on Minecraft using the information that 1 Minecraft block equals 1 pixel or 1cm on the grid paper.
To follow up the activity, the students may answer questions such as:

How did you figure out your color fractions?

how did the fraction hep explain how much of each color you needed?

These lesson plans can work for Grades 3+ and can be adjusted with new requirements and adaptions to fit higher grade levels. I like these lesson plans because they explores important mathematical concepts while allowing students to be unique and creative and demonstrate autonomy in their decision – making. These activities are also open- ended which can make for many solutions and processes. This is critical for students to develop mathematical procedural fluency and confidence with their own thinking.