This week has been very busy. My time management skills were being exercised every day. When I realized that part of the assignment was about researching video editing software, I believed it would be a waste of time. It wasn't. I have used Windows Movie Maker, Audacity, and IMovie to create several school, church, and personal projects. The free stuff is what appeals to me, and I'm going to use software that our school provides. The more I researched it was apparent that the free stuff is numerous and amazing.
I compared and contrasted Windows Movie Maker to Windows Live Movie Maker. They are both free and are provided with the purchase of a PC or may be downloaded for free. There are vast amounts of tutorials and resources available on the web for both applications. The main differences are that Windows Live Movie Maker is part of the Windows 7 operating system, the timeline has been omitted, batch editing is possible, and titles and captions may be inserted into a project with one click. I found that Windows Live Movie Maker was very easy to manipulate and navigate. Inserting images, audio, and transitions was simple to accomplish. The software is compatible with most file extensions. I've provided a link below that lists compatible file extensions by type.
The instructional opportunities that involve video editing are numerous. "Media production engages and excites; it leads to unexpected discoveries, increased self-awareness and esteem, sharpened critical thinking, analytical skills, group work skills, and ability to communicate ideas" (Garrison 1999, para. 1). As students collaboratively research, plan, revise, and create, they are applying prior knowledge to demonstrate current knowledge which will develop a process to acquire future knowledge.
Windows Live Movie Maker File Extensions
Podcast Link
Wiki Link
Jeanette King EDLD 5363/ET 8038
Saturday, November 26, 2011
EDLD 5363 Web Conference Week 2
On Tuesday night, Nov. 22, our web conference began on time and was beneficial. The discussion was about this week’s assignment and the collaborative PSA that is due in week 5. Dr. Abernathy explained that the goal of our projects is to use the technology tools so that we are able to model their use for teachers as well as incorporate the use of the tools into our instructional lesson plans. Our knowledge should be shared so that teachers and students benefit as we prepare our students for the jobs of the future. We also have the goal to work collaboratively as we complete our course work.
Dr. Abernathy reminded us that our wiki is our eportfolio, and that it is a weekly requirement to post a reflection of a reading quote on the discussion board. We should also reply to one other person’s quote. I’m discovering that I am becoming familiar with specific names through the discussion boards and the web conferences.
Dr. Abernathy explained that our project for this week does not have to be a video podcast. The assignment is to create an audio podcast using the audacity program. She also gave an explanation for the use of descriptive tags to be added to the uploaded podcast. The tags are search words used by others to find specific information on the web. She reminded us to also be careful with knowing the correct file extensions when transferring files and documents from one digital tool to another. I googled file extensions for the Windows Live Movie Maker and found some valuable resources. I’ve included a link to one of the resources below.
Our class will have a commencement at the Sheila Humphrey Sports Center once we have completed all of our course work and earned our Master’s Degree. I’m truly thankful for my faithful, supportive husband and my great, priceless friends who are giving me the encouragement and strength to continue this endeavor.
Windows Live Movie Maker File Extensions
Jeanette King EDLD 5363/ ET 8038
Dr. Abernathy reminded us that our wiki is our eportfolio, and that it is a weekly requirement to post a reflection of a reading quote on the discussion board. We should also reply to one other person’s quote. I’m discovering that I am becoming familiar with specific names through the discussion boards and the web conferences.
Dr. Abernathy explained that our project for this week does not have to be a video podcast. The assignment is to create an audio podcast using the audacity program. She also gave an explanation for the use of descriptive tags to be added to the uploaded podcast. The tags are search words used by others to find specific information on the web. She reminded us to also be careful with knowing the correct file extensions when transferring files and documents from one digital tool to another. I googled file extensions for the Windows Live Movie Maker and found some valuable resources. I’ve included a link to one of the resources below.
Our class will have a commencement at the Sheila Humphrey Sports Center once we have completed all of our course work and earned our Master’s Degree. I’m truly thankful for my faithful, supportive husband and my great, priceless friends who are giving me the encouragement and strength to continue this endeavor.
Windows Live Movie Maker File Extensions
Jeanette King EDLD 5363/ ET 8038
Saturday, November 19, 2011
EDLD 5363 Creating a Personal Digital Story
I really enjoyed this assignment. I wasn't able to condense my video to 2 minutes. My personal digital story took 2 minutes and 45 seconds, but I love the final product. The interview was an important part of this assignment. It centralized my thoughts on one specific event, and it also forced me to look deeper into my innermost memories.
The collaboration experience with Mary and Kim was very constructive, and I used most of their suggestions for improvements as I told my story. The end result was quite different from what I had envisioned. The process was a journey in itself. Lambert's Digital Storytelling Cookbook was an excellent resource. Lambert suggested to simply start writing. I had three pages of story before I knew it! I also followed his suggestions to use less than 20 pictures and to clearly identify and convey the defining moment in my story. The difficult part was editing the script.
Photo Story 3 is a great free software download. It was simple to use and the quality of the final product was excellent. I will recommend the download to all of my picture loving friends. I also plan to use the program with my students. I want them to create digital reports of famous people in history.
My niece is getting married in December. I'm already planning to create a digital story of her wedding shower. I'll give it to her for Christmas!
Lambert, J. (2007, February). Digital storytelling cookbook, 1-40. Story Center. Retrieved April 4, 2009 from http://www.storycenter.org/cookbook.pdf.
Jeanette King EDLD 5363/ET 8038
The collaboration experience with Mary and Kim was very constructive, and I used most of their suggestions for improvements as I told my story. The end result was quite different from what I had envisioned. The process was a journey in itself. Lambert's Digital Storytelling Cookbook was an excellent resource. Lambert suggested to simply start writing. I had three pages of story before I knew it! I also followed his suggestions to use less than 20 pictures and to clearly identify and convey the defining moment in my story. The difficult part was editing the script.
Photo Story 3 is a great free software download. It was simple to use and the quality of the final product was excellent. I will recommend the download to all of my picture loving friends. I also plan to use the program with my students. I want them to create digital reports of famous people in history.
My niece is getting married in December. I'm already planning to create a digital story of her wedding shower. I'll give it to her for Christmas!
Lambert, J. (2007, February). Digital storytelling cookbook, 1-40. Story Center. Retrieved April 4, 2009 from http://www.storycenter.org/cookbook.pdf.
Jeanette King EDLD 5363/ET 8038
Tuesday, November 15, 2011
EDLD 5363 Web Conference Week 1
I attended the web conferences on Monday and Tuesday night. Dr. Abernathy shared her cell phone number and her email address with all of the participants. She emphasized that we are to call or email her with any concerns or questions about the coursework. She told us that all of the professors are available to help us with whatever issues that might arise. She explained that our digital storybook should not last more than 2 minutes, and that we must have a partner to collaborate and share the project with. Several participants wanted to complete the project without a partner. Dr. Abernathy explained that one of the goals or outcomes of the degree/certification program is to facilitate and collaborate with colleagues. Everyone must have a partner for the project.
Partners will be sharing interviews and scripts with one another using google docs and drop box. The collaboration documents need to be saved as they will be made available to the course professors at the end of the course, but they will not be graded as part of the assignments. I'm looking forward to collaborating with a partner. Two heads are always better than one, and since I am not an expert with Photo Story 3 I will be able to use my partner as a resource and as a fellow problem solver.
During Tuesday's web conference, Dr. Abernathy's computer froze so I left the session at about 6:35 pm.
Jeanette King EDLD 5363/ET 8038
Partners will be sharing interviews and scripts with one another using google docs and drop box. The collaboration documents need to be saved as they will be made available to the course professors at the end of the course, but they will not be graded as part of the assignments. I'm looking forward to collaborating with a partner. Two heads are always better than one, and since I am not an expert with Photo Story 3 I will be able to use my partner as a resource and as a fellow problem solver.
During Tuesday's web conference, Dr. Abernathy's computer froze so I left the session at about 6:35 pm.
Jeanette King EDLD 5363/ET 8038
Saturday, November 5, 2011
EDLD 5301 Course Reflection Week 5
This course has forced me to examine and reflect on my own instructional techniques and strategies. I do not feel comfortable about requesting others to examine and change their practice, if I am not willing to examine and change my own. I realized that the activities for developing the plan were requiring me to look inward to my own perceptions of the ‘what, why, and how” of my own practice.
I am excited about the possibility that my research could initiate positive changes that could improve student learning on my campus. But, at the same time, I worried that my plan would not be practical. If major problems occurred, I would have to come up with a new plan and start all over. It was a great relief to realize that the action plan is designed to change and adapt with the learning that is acquired through data collection and analysis. The data drives the direction of the inquiry so that the inquiry is constantly evolving.
The aspect of continual inquiry has been a highlight of this course for me. The process should not end with the conclusion provided by the collected and analyzed data. The process is ongoing. One inquiry should lead to another, which leads to another, which leads to another. Our schools will never be perfect, but there is always room for improvement. When the shared vision of the school is to impact the students we teach, the inquiry becomes a driving force to change our practice. Marc Prensky challenges us to keep the lights on for our students. Action research is a tool that keeps the lights on for us. We all get complacent and tired. We need the inquiry to rekindle our love of learning and to renew our desire to make a difference.
This course has made me aware of the value of action research. It is a powerful tool that promotes educational reform and campus/district policy changes. Action research provides me with the data that will support the need for change, or it may necessitate the formulation of new questionings. Despite the results of the inquiry, all educational stakeholders will benefit as we strive to improve student learning.
Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools 8 steps from analysis to action. (pp. 47-55). Larchmont, NY: Eye On Education, Inc.
Martin, G., Wright, W., Danzig, A., Flanary, R., & Brown, F. (2005). School leader internship. (2nd ed., pp. 104-107). Larchmont, NY: Eye On Education, Inc.
Prensky, M. (2008), March. Turning on the lights. Educational Leadership, 65(6), Retrieved from http://www.ascd.org/publications/educational-leadership
Jeanette King
EDLD 5301/ET 8038
I am excited about the possibility that my research could initiate positive changes that could improve student learning on my campus. But, at the same time, I worried that my plan would not be practical. If major problems occurred, I would have to come up with a new plan and start all over. It was a great relief to realize that the action plan is designed to change and adapt with the learning that is acquired through data collection and analysis. The data drives the direction of the inquiry so that the inquiry is constantly evolving.
The aspect of continual inquiry has been a highlight of this course for me. The process should not end with the conclusion provided by the collected and analyzed data. The process is ongoing. One inquiry should lead to another, which leads to another, which leads to another. Our schools will never be perfect, but there is always room for improvement. When the shared vision of the school is to impact the students we teach, the inquiry becomes a driving force to change our practice. Marc Prensky challenges us to keep the lights on for our students. Action research is a tool that keeps the lights on for us. We all get complacent and tired. We need the inquiry to rekindle our love of learning and to renew our desire to make a difference.
This course has made me aware of the value of action research. It is a powerful tool that promotes educational reform and campus/district policy changes. Action research provides me with the data that will support the need for change, or it may necessitate the formulation of new questionings. Despite the results of the inquiry, all educational stakeholders will benefit as we strive to improve student learning.
Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin Press.
Harris, S., Edmonson, S., & Combs, J. (2010). Examining what we do to improve our schools 8 steps from analysis to action. (pp. 47-55). Larchmont, NY: Eye On Education, Inc.
Martin, G., Wright, W., Danzig, A., Flanary, R., & Brown, F. (2005). School leader internship. (2nd ed., pp. 104-107). Larchmont, NY: Eye On Education, Inc.
Prensky, M. (2008), March. Turning on the lights. Educational Leadership, 65(6), Retrieved from http://www.ascd.org/publications/educational-leadership
Jeanette King
EDLD 5301/ET 8038
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