EDTC+606

= =

__**EDTC 606: Multimedia II**__ (10/24-12/18/2011 )

**COURSE DESCRIPTION:**
Concentrates on designing, developing, and assessing leading multimedia instructional tools. Includes exploration of enhanced uses of multimedia including audio, video, and animation. Focuses on self-directed projects based on personal growth needs.

**COURSE OBJECTIVES:**
This course expands on the multimedia tools and ideas presented in EDTC 605. You will continue to evaluate multimedia tools and develop ideas on how to use these in curricular projects. Fair use of Creative Commons licensed media files benefits both student projects and instructor presentations. An increased understanding comes from the mash-up or remix of existing files and encourages student creativity. Developing competence in audio podcasting, graphic and video production helps student express their learning. Virtual manipulatives, games and 3D modeling all help to increase understanding. Digital storytelling helps students to tell their personal stories by producing their own media. With the technology world advancing at breakneck speeds, it is important for tech leaders to look at predictions and consider how to prepare themselves, peers and students to thrive in new tech environments.

**Enduring Understandings**
• Advantages of Fair Use application in education • The power of remixed media to enhance learning • Importance of audio podcasts in instruction to meet needs of diverse learners • Advantages of video instruction, screen casting and video conferencing • Virtual manipulatives, simulations, and video games to support learning • 3D tools and modeling to support understanding • Importance of graphic creations skills to student learners • Benefits of digital storytelling to curricular support • Ability to look at future trends and prepare to stay current with tech developments

**Background/Rationale:**
multimedia tools and develop ideas on how to use these tools in curricular areas. As you work through the concepts presented, think how these fit with the TPCK model. How does the technology you are learning support both content knowledge and pedagogical practice? How will the use of these tools in curriculum and student projects help students to become proficient in 21st century skill development? By the end of this course you should be able to answer these questions and have examples of learning projects that support your answers. creative uses that can be compared to the collages we all created in grade school by cutting images from magazines. Today individuals take bits of various music files and re-mix them to create entirely new songs. Video footage is cut, merged and rearranged to create parodies, fan videos and any number of movies that are unique pieces of art. Amateurs share their works with a click to upload them to YouTube attract millions of viewers. The question of the legality of these re-uses and ownership arises. “Fair use” is an important concept for teachers to understand how these uses can be legal and under what circumstances. By exploring the legal uses and exclusions of work under this tenant, teachers will understand how they and their students can legally reuse the work of others. copyright licensing that allows for some or all of a creation (video, art, text or music) to be used by others under pre-established conditions. Exploring Creative Commons is a good way to help students to understand ownership and usage permissions. There are a variety of sharing possibilities, from sharing without changing the original, to sharing with no commercial benefits. It is important to help your students understand the CC license and to apply it to your instruction. elements, sometimes introducing several other music files to creating an entirely new piece of music by “remixing” pieces of others work. Mash-up usually refers to the same process but using video, photographic, animation or audio to create a new work of art. These terms can be alternatively used in working with this process of creating new art forms from old. Harnessing what students do outside of school with digital media, creating mash-ups and remix of files to show off their taste in music or skateboard heroes, can be a valuable curricular tool to enhance learning and understanding. Mash-ups give us a solid alternative to PowerPoint presentations (which are essentially just outlines, not in-depth representation of learning). Incorporating remix or mash-up assignments into lessons will teach critical thinking, enable students to establish a personal voice and promote creativity - all 21st century skills. When creating mashups students must understand their intended message, decide how to present this knowledge, search and evaluate possible content and organize the media in a logical progression to present what they have learned. These types of remix/mash-up projects are great differentiation examples that harness student interest. critically question or analyze various media for validity and evidence of persuasive techniques. Digital media gives us the ability to alter and manipulate any file. Faces can be placed on different bodies, actors can be set in any location using green-screen filming techniques, and audio can be altered. In fact, no photo can be used as evidence in court due to this potential for alteration. Thus students need to be taught to question and challenge media they take in to determine its validity. Being able to identify alterations and examine purpose and methods of media tampering is a skill as important as analyzing an author’s persuasive methods or an editor’s article choices. In this digital world, it is critical that students are taught how to create altered files and how to do this legally.
 * Multimedia II** expands on the tools and ideas presented in EDTC 605. You will continue to evaluate
 * Fair Use** - In today’s digital world, the availability of media files on the Internet has led to new and
 * Creative Commons** - (initially presented in EDTC603) Creative Commons (CC) is a form of
 * Remix / Mash-up** Remix is the recombination of existing music files, adding and deleting
 * Media Literacy** is the ability to create various media, alter creative projects and also to be able to

**Learner Outcomes**
At the end of this Learning Topic, you will be able to: ---Explore “Fair Use” and justifications for utilization of media files under this tenant for classroom and curricular uses. (Activity 1) ---Analyze and compare Fair Use examples from peers to gain broader application ideas. (Activity 2) ---Research and investigate various media files from the Internet to find elements for use in creating a mash-up to support your curriculum. (Activity 3) ---Analyze lesson plans for media literacy and compile a list with your peers of important elementsthat should be covered when teaching this topic. (Activity 4)

Resources:
Readings Fair Use: Mash-up, Remix: Miscellaneous:
 * [|PBS Teachers - Encouraging Student Creativity with Creative Commons]
 * Bound by Law! comic
 * The Educational Remix: At Odds With Copyright?
 * What is Creative Commons?
 * Video Mash-ups Create a New Kind of Artist
 * MC Hammer vs. Eurythmics vs New Order vs Talking Heads vs Donna Summer MASH-UP example
 * Dr. Mashup; or, Why Educators Should Learn to Stop Worrying and Love the Remix - []
 * []
 * TED.com Simon Sinek - "How Great Leaders Inspire Action"

**Activity #1-1: Explore Fair Use**

 * 1) Explore the site [|www.centerforsocialmedia.org]. Under the “Fair Use” navigation item, select the “Videos” ([]) area. Choose one of the topics presented: Documentary Film, Media literacy, online video and others, as well as related materials and videos on the topic you choose.
 * 2) Discuss how teachers can use copyrighted materials under the “Fair Use” terms to present their lessons and also show students how to legally re-purpose creative elements to show their own proof of understanding in the curriculum..

**Activity #1-2: Curricular remix/mashup**
You will now try your hand at creating a mash-up that will support your curriculum or serve as a support to a unit you teach. You will take video elements, images (perhaps primary source), maps and text to create a movie that conveys information you want your students to learn. media type="youtube" key="aFmSPrFMK4I" height="315" width="420"
 * What is a mashup? What use does it have in your class? **
 * 1) Based on your curricular area choose a topic that will benefit from a video introduction.
 * 2) Search online video (Youtube or others) and image sources to find material that will support telling the story of your project.
 * 3) Rip the video to your computer using a capture tool called Zamzar or and download the files to your compute and import them into your production tool
 * 4) Use an **online** slide presentation software OR movie creation software (iMovie or Moviemaker -if you have access to and knowledge of movie making) to create a 2-3 minute video or slide show to introduce a unit or project that you already teach.
 * 5) Select visual elements that enhance understanding of the content
 * 6) Add maps, text, images or primary source images and music, to help tell your story.
 * 7) Make sure to carefully collect all source URLs and credit all resources used in a final slide or credit area using Fair Use guidelines.
 * 8) Share the project with your instructor and peers. Review and comment on your peer’s creations.

**Background/Rationale:**
Since 2004, podcasting has increasingly become a popular tool for distributing audio or video content. A podcast is usually a syndicated production that is released in episodes through a web feed. Podcasts are often considered to be an equivalent of an Internet radio program. Originally the term “webcast” was used to describe these broadcasts, but due to the increased popularity of the iPod, the term “podcast” became the accepted terminology. Many Universities and institutions of higher learning use podcasts as a way to distribute lectures or courses. In K-12 education, podcasts are often used for lessons, interviews, tutorials, commentary, and story telling. Since video production is covered in other units, this unit will focus solely on audio podcasts. The method for creating a podcast is similar to other audio production processes. The media content is recorded into a computer software program and then edited for consistency and balance. Musical elements and sound effects can be woven into the podcast for transitions and as underscoring. The goal of a successful podcast is to pass along information, opinion, or commentary through an engaging audio experience.

**Learner Outcomes**
At the end of this Learning Topic, you will be able to --- Explain ways that podcasts can be used in an educational environment. (Activity 1) --- Locate podcasts that can be used for instruction. (Activity 2) --- Create a podcast using audio software. (Activity 3) --- Demonstrate an understanding of how to teach with podcasts. (Activity 4)

Required Readings:

 * Podcasting 101: Tutorial
 * Start Your Own Podcasts
 * How to Make a Video Podcast with Windows Live Movie Maker (PC)

Additional Resources (optional):
Podcasting: Videos: Partner Project Links**:** //Explore the following links and talk about how these types of podcasts might transfer to your classrooms/content areas:// Educational Podcast Ideas:
 * The Educational Potential of Podcasts
 * Education Podcast Network: A Collection of Educational Podcast from Many Content Areas
 * Podcasting for Teachers: Using New Technology to Revolutionize Teaching and Learning
 * Podcast Directory for Educators, Schools and Colleges
 * "Poducate" Me Guide: Learn How to Bring the Benefits of Podcasting Into Your Room
 * Skip the Tuition: 100 Free Podcasts from the Best Colleges in the World
 * Audacity: Free Audio Editor and Recorder Download (Mac OS/X, Windows, and Linux)
 * The Top 25 Educational Podcasts on iTunes
 * Ten Best Podcasts for Teachers
 * Podcasting in the classroom
 * Recording an Audio Podcast mp3 with Audacity
 * How to make a podcast in GarageBand
 * How to upload a podcast onto an Ipod
 * []
 * []
 * []
 * @http://www.wallwisher.com/wall/ZCMGtg6sEN
 * [|www.podcastalley.com] - searchable podcast library
 * [] - searchable podcast library

**Activity #2-1: Finding Podcasts your Curriculum Field**
Before beginning the process of creating your own podcast, it will be useful for you to locate and review several podcasts in your own curriculum content area. After reviewing the links from Activity 1 to find podcasts that could be used in your instructional work, select three podcasts to listen to and review. For information on best practices in Podcast production, review the information on the following webpage: //__Outline of Assignment: __// 1) Search for and find at least 4 quality podcasts from your curriculum content area. 2) Create a profile at Classroom 2.0 3) Join our "Regis Multimedia II" Group. 4) Add content by creating a new blog post or discussion online at Classroom 2.0. 5) List the podcasts that you found with an explanation of why you think they could be good for someone in your content area. 6) Provide a review of the podcasts using a graphic organizer to answer the following questions:
 * What are three key points from this podcast that connect with the curriculum you are teaching?
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">How does this podcast provide a unique method of content delivery?
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">How does this podcast follow the best practices outlined on the Podcasting Top 10 Best Practices webpage? How might it be revised to better-fit best practices?
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">If you were to create a similar podcast, what topics would you focus on more (or less) and what would you do differently?

**Activity #2-2: Creating a Podcast**
<span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Now that you have a good working knowledge of what podcasts are and how they can be used in instruction, it is time to make your own. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Steps: <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">1) Write a script for your video or audio podcast. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">2) E-mail me with: a) the topic of your podcast, b) your intended audience, and c) how do you plan on using this in your classroom (what delivery?) 3) Create your podcast using Audacity, GarageBand or another program 4) Post your podcast to edModo and the Wiki Student Work page __Additional Details__: <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">The process of creating a podcast can seem complicated at first, but as you work through the process you will find it is very similar to the lesson plan creation process. The most important steps in the creation of a podcast are the planning and script creation. Once you have this completed this preparatory material, the technical work of recording, editing and producing the product will go much more smoothly. <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">The first step in producing a podcast is planning the content to be covered and creating a script. For more information about the planning process and how to develop a script, read chapter 4 in Podcasting for Teachers: Using a New Technology to Revolutionize Teaching and Learning (available from Books 24x7). <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">The next step is to create the audio recording. There are many software tools available for podcasting, but Audacity (for Mac or PC) is the best choice. To learn about the audio recording features in Audacity, read the content on the following web page: <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">Further information on how to record and edit a podcast is available in chapters 5-8 of Podcasting for Teachers: Using a New Technology to Revolutionize Teaching and Learning (available from Books 24x7). When recording and editing the podcast take careful note of the following:
 * []
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">[]
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">It is essential that the spoken material is recorded at a consistent volume and that all of the material is audible and understandable. You may need to complete several practice recordings in order to find the best way to capture the sound of your voice. Newer computers have decent built-in microphones that may be adequate for capturing your voice. If the recording quality from the built-in microphone in your computer is not adequate, you will need to consider getting an external microphone to connect to your computer.
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 14.6667px;">If music or sound effects are used in the creation of the podcast, it is important that they support the overall theme or topic of the podcast. Music is often used in the opening to focus the listener’s attention and at the end to bring closure to the production. Sometimes it is appropriate to use musical underscoring to support or highlight important parts of the podcast or to create transitions between sections.
 * After recording and editing the podcast, email it to your instructor with a one-page reflection of what you learned, what was tricky, what you would do differently next time.
 * ====[[file:Podcast Reflection BAH wk2 and 3.doc]] <span style="font-family: 'Times New Roman',Times,serif;">Saffron Crocus Podcast media type="file" key="Saffron Crocus (2).wav" width="300" height="50"====

**Background/Rationale:**
explore both video creation and curricular uses. Video production encourages creativity, critical thinking, and information literacy, all-important 21st century learning skills. As you review the research and tools presented in this unit, think of ways to use this information to enrich your teaching units. How can the introduction of video support your content knowledge and pedagogy? How does best practice teaching look with the TPCK model that includes video elements. Reflect on what these practices will look like in your classroom and curriculum. There are many powerful video editing software tools available to learners today. Apple offers iMovie free on their products. Microsoft has Movie Maker 2 as a free download. Higher end editing programs like Final Cut Express, Pinnacle Studio, Vegas Movie Studio and Adobe Premiere Pro CS5 are costly but offer high school and tech school students powerful tools to create professional video productions. Online and Open-source video editing tools are also emerging as powerful alternatives to desktop software. No matter what tool is used, quality video communication comes from careful planning, storyboarding, filming, editing and postproduction. Although students may only be interested in shooting video, teaching strong pre-production planning encourages critical thinking and improves communication skill development. Additionally, learning to edit gives student a voice in this media rich world. In today’s digital society, everyone is a potential reporter. Cell phones, digital cameras and camcorders allow instant documentation of events. I-reporters or citizen journalists (every-day citizens) are encouraged to share footage with local television news shows. With this power to produce should come insight and understanding of how to conduct a good interview and gain the best footage as well as ideas on how to ethically use the capture of current events. Giving students information on how they can be recognized as reporters and create valuable stories is an empowering 21st century skill. Communicating digitally is commonplace. Therefore it is logical to “teach” using these digital formats. Screen-capture video allows images to be captured by the computer of all or portions of what are seen on the screen can be used to instruct on software tools or screen based curricular elements. Being able to capture the steps of a process on the screen within a program or web site is very useful to those learning new processes. Step-by-step instructions with narration and annotation using arrows and highlights can quickly help students begin using software. Video instruction can be paused, viewed again, and identifies exact directions visually. Such instruction can be very helpful for many teaching purposes and diverse learners. For example, screen-capture videos can be used in online courses, blended, and self-paced learning. There are a variety of free and pay to use capture software and web-ware available. Several tools have emerged in the past few years that allow for video conferencing. Video conferencing allows for visual phone calls. What was once an expensive venture has now become free in some cases. Skype is one free online conferencing tool. It allows you to text, speak, videoconference or share your computer screen with others around the world. Setting up thin-walled classrooms and assignments shared with students from different locations builds understanding, collaboration and engagement. All of which are 21st Century skills. There are many quality tools, some free that give access to others around the world to your students. At the end of this Learning Topic, you will be able to: ---Explore, research, and create a mind map to depict all areas of pre and postproduction for digital video creation (act. 1) ---Examine, question, and debate the topic of citizen journalism and apply your learning with examples of uses in your curricular area. (act. 2) ---Compare various screen-casting software and create a short one-minute screen-cast to teach an aspect of a software or webware that is new to you or can be used by your students (act. 3) ---Evaluate a video conferencing software to identify ways to use video conferencing in your classroom (act. 4)
 * Video** is an important and widespread digital communication medium today. In this unit you will
 * Video Editing**
 * Online Journalism**
 * Screen-casting**
 * Video Conferencing**
 * Learner Outcomes:**

Required Readings:

 * //**Video Editing**//
 * Learning Videography, Video Editing and Lighting
 * **//Citizen Journalism//**
 * Exposing the Power of Citizen Journalism video (see below)
 * The Pros and Pros of Citizen Journalism
 * //**Screen-casting**//
 * Screen-casting: How to Start, Tools and Guidelines
 * //**Video Conferencing**//
 * How Classroom Video Conferencing Works

Additional Resources (optional):
> "Exposing the Power of Citizen Journalism"
 * **//Video Editing//**
 * LearnIt Educational Community - Video Productions
 * Top 10 Rules for Video Editing
 * //**Citizen Journalism**//
 * Are Ethics Missing in Citizen Journalism?
 * The 11 Layers of Citizen Journalism>>
 * //**Screen-casting**//
 * An Introduction to Screen-casting
 * //**Video Conferencing**//
 * Video Conferencing in the Classroom with Skype
 * Using Skype in the Classroom (or just learning how to use it!
 * ===Videos:===

**Activity #3-1: Screen-casting for the Classroom**
Screen-casting is a great way to be able to instruct students on how to use a certain software without being present. These screen-casts can be delivered to a whole class, small group, or one-on-one on iPods or laptops. //__Assignment Description:__// Create a 1 minute screen-cast to show a student or students how to use a certain software or website. For an idea, you could instruct students on how to create an iReport, but I would much rather you do something that would be valuable to your own students. //__<span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">Outline of Assignment: __// Unable to insert screencast due to size of video, so I uploaded the narration and the link. =Activity #3-2: Video Production= Video editing is a very time consuming activity. Encouraging high quality production is more important than lengthy video with poor storyline or purpose. Therefore, quality video planning is essential. It is important to teach students to be focused and communicate with short clips that are 3-5 seconds long. Shooting technique and shot choices are also important for visual story telling. Learning how to edit raw footage into a movie that tells the story you plan is time consuming. Audio editing and video special effects as well as adding text, title and credits combine to create a solid final project. It is essential to teach students to always go back to their original plan and evaluate how well they met their original production goals and what they will do better in their next production. //__Assignment Description:__// Create a 2-3 minute video using your own original video content. This video can be on any subject, but hopefully will be something that is useful to you in your classroom. Refer to the following outline for details on each step of the process. __//<span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">Steps in the Video Production Process //__//<span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">: //<span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">(Just for your information - you do not need to follow this entire process for the assignment) //__<span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">Outline of Assignment: __// media type="youtube" key="_GxMooMDi2g" height="315" width="420" align="center"
 * 1) Choose a program that you want students to learn.
 * 2) Choose a resource to help you make your screen-cast. Here are some options:
 * Screencast (free)
 * Screencast-o-matic (free)
 * Screenr (free)
 * BB FlashBack Express (free)
 * Quick Screen Share (free)
 * Camstudio (free)
 * Wink (free)
 * Jing (pay)
 * Camtasia (pay)
 * Snag-it (pay)
 * 1) Add narration to explain the steps of the screen-cast.
 * 2) Add visuals such as arrows or circles to help show the user where they need to take action.
 * 3) Publish your screen-cast and post to our class wiki.
 * 1) Planning/scripting
 * 2) Story-boarding
 * 3) Shot list
 * 4) Filming
 * 5) Importing
 * 6) Editing
 * 7) Special Effects
 * 8) Audio (background music, narration, or voice-over)
 * 9) Titles (credits or subtitles)
 * 10) Packaging (making videos sharable to DVD or web source like YouTube)
 * Downloads:**
 * MovieMaker 2 (Windows) Free download
 * iMovie (Mac) Free with purchase of mac
 * Script Writing/Storyboard Creation Tools:**
 * Celtix free
 * 15 Must Have Freeware Programs for Filmmakers
 * Reel Clever: Online Storyboard Software Tool
 * KidsVid Storyboard Tool
 * Web-based Video Editing and Storage:**
 * Animoto
 * Dropshots
 * Jaycut
 * Kaltura Open Source Video
 * Movie Masher
 * One True Media
 * Photobucket
 * Pixorial
 * Stash Space
 * Stupeflix
 * Vimeo
 * Xtranormal
 * Youtube Video Editor
 * 1) Before Class on Tuesday (11/15), e-mail me with:
 * 2) Title of your video
 * 3) Your purpose for the video
 * 4) Your intended audience
 * 5) Your plan/script for the video
 * This can be in Word format or pasted directly into your e-mail.
 * You do not need to complete a storyboard or shot-list
 * 1) Film the content of your video (you can use any digital camera/video camera or web cam).
 * 2) Import the video using software on your computer (ex: iMovie or MovieMaker) or using one of the web-based video services below.
 * 3) Edit your video to your desired length.
 * 4) Add any audio (voice-overs, music and/or sound effects), special effects (i.e. transitions), and titles/subtitles that you need for your film.
 * 5) Package your film using a web service (such as YouTube or Vimeo) and embed your video into our Wiki.

**Week Four:** Simulations, Virtual Manipulatives, and Video Games
Our digital world gives us new possibilities for extending learning outside of the classroom. Simulations, games and virtual manipulatives allow our students to experiment with or experience real-life connections to curriculum. The combination of visual and audio multimedia with interactive choices and outcomes that replicate the look and feel of real world situations support learners in building understanding. Games can challenge learners to think, plan, fail and retry, and build collaboration skills. Digital technologies bring us virtual worlds that offer experiences that would not be possible in a face-to-face classroom. To illustrate being able to manipulate variables in a science experiment with sound waves to measure outcomes, dissect a human chest cavity or take on the role of a leader in a historic game setting offer learners practice in areas hard to replicate in a classroom. As 3D modeling becomes more and more lifelike, there are increased possibilities for virtual interactions. With virtual interactions, real world experiences replicated by digital means, learners can take an active role in an authentic problem solving process while working with others. The outcome from this activity can move the learners to a higher level of thinking than that achieved with direct instruction and can enhance collaboration and communication, all 21st Century Skills. Additionally with such activities engagement, interest, and buy-in are high; instructors act more as mentors than teachers, encouraging and directing from the sideline as students build their understanding. A simulation provides an imitation experience of the real thing. For instance, a nurse can learn heart rhythms, breath sounds and a number of patient parameters by working with a computer enhanced simulation “dummy” patient before ever touching a live patient. Physics experiments, statistical modeling, 3D models of structure, motion, and behaviors can help users see outcomes of different actions taken. Simulations allow the user to change different variables over and over allowing them to observe and analyze the results of each variable change. Combining simulations with real world experience can increase competence by helping users to learn how to approach and conceptualize a problem before a real life encounter. Airline pilots are a good example of this type of use. Often these simulations can prepare a learner in a more economic way than having to rely on real world experience. Some Sims (simulations) allow learners to view items that cannot be seen by the human eye like atoms or force fields. Overall simulations lend a touch of reality to learning without the actual physical experience. Guided inquiry is an asset to use of simulations. Users need to experiment and learn progressively from these interactions. Virtual manipulatives are another set of digital education tools. In the field of math and science manipulatives allow students to see that different approaches or choices lead to varied outcomes. Students learn by doing and can come to understand difficult concepts by actually working with these virtual tools, changing parameters or actual objects to see what outcomes come about from different choices. Math and Science curriculum benefit greatly from these tools. Games can raise praise and argument with educators and parents. Many students are more willing to spend time on a video game than on homework assignments. This often leads adults to disparage gaming. But perhaps it is time to look at the potential benefits of gaming and the possible education related outcomes. Higher-order thinking, complex realities, role-play, challenge completion, strategy, risk-taking, and collaboration all come to play in video games. In addition to cognitive skill development, eye-hand coordination growth is also a benefit of game play. Surgeons who played more video games had more precise operating skills (Stern, A., 2007). By offering students a fast paced, media rich, interesting, challenging game experience to support our curriculum we can push their level of understanding. One other way to use games to encourage thinking and planning is to have students create their own digital games with tools available like Power Game Factory or Star Logo. Creating, testing and refining games offers a high level challenge to students’ critical thinking skill.
 * Background/Rationale:**
 * Simulations**
 * Virtual Manipulatives**
 * Gaming in education**

**Learner Outcomes:**
At the end of this Learning Topic, you will be able to: Evaluate research on virtual manipulatives and Sims to determine best offerings available and determine the level of Blooms Taxonomy these offer students. (activity 1) Evaluate research on virtual manipulatives and Sims to determine the level of Blooms Taxonomy these tools offer students. (activity 1) Evaluate virtual manipulative tools to find best offerings and critique for challenges of implementation or classroom use. (activity 2) Adapt a virtual manipulative tool for use in a curricular project. (activity 2) Create a video game proposal to support your curriculum justifying reasons for choices made. (activity 3) Create and defend a list of elements that should be included in an education-based video game. (activity 4) Reflect on video gaming for its impact on classrooms of the future. (activity 4 and 5)

Required Readings:

 * **//Simulations//**
 * Simulation Nation: The Promise of Virtual Learning Activities
 * //**Virtual Manipulatives**//
 * Math Manipulatives: What are They?
 * **//Gaming in Education//**
 * Video Games in Education

Additional Resources (optional):

 * //**Simulations**//
 * Popularity of Simulations: Why Use Simulations in Schools
 * Educational Simulations List
 * EdHeads Interactive Simulations
 * The Stock Market Game
 * Social Studies
 * UN Stop Disasters Simulation
 * Real Lives 2010: Learning about Life in Other Cultures
 * //**Virtual Manipulatives**//
 * Learning Mathematics with Virtual Manipulatives
 * National Library of Virtual Manipulatives
 * Math Forum Tools
 * TESiboard Interactive Lessons
 * //**Gaming in Education**//
 * PC Games and the Teaching of History
 * Moving Learning Games Forward
 * The Kids are Alright: How Games are Changing our Kids for the Better
 * Social Justice and Video Games
 * Miscellaneous
 * Active Worlds Educational Universe
 * Science
 * CU Boulder Interactive Science Simulations
 * Virtual Knee Surgery
 * Interactive Weather Study
 * Predict the Weather
 * Physics Resources for K-12 Classrooms
 * Algodoo Physics Simluator (free trial)

Videos:
"NVLM (National Library of Virtual Manipulatives" and the Interactive White Board "National Library of Virtual Manipulatives" "Flubaroo: Grading on Google Docs Made Easy" http://youtu.be/QJ60szcUbBE "James Paul Gee on Games and Education"
 * Video Games in Education Links:**
 * "School Uses Video Games to Teach Thinking Skills" NPR
 * Math
 * Arcademic Skill Builders
 * Math Playground
 * Multiplication.com
 * MyKidsBank.org - Artificial Online Bank for Educators
 * Practical Money Skills Video Games
 * Community/Online Safety:
 * BeSeen - Free Mobile App for Online Safety
 * Cooking
 * Virtual Cooking Games! (Just for Betty)
 * Spelling
 * Spelling City
 * Miscellaneous
 * Educational Games for Kids>>
 * [|Civics]
 * Videos:**

**Activity #4-1: Simulations and Virtual Manipulatives**
Virtual manipulatives and simluations are great ways for students to interact with technology and different learning topics. These digital technologies make it possible to bring students access to virtual worlds and expose them to "hands-on" learning in a sheltered environment. //__Assignment Description:__// For this assignment, you will be seeking out resources online that might be beneficial in your classroom. Identify and post at least 10 simulation and/or virtual manipulative resources on your student work page above. //__<span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">Outline of Assignment: __//
 * 1) Use the resources on this Wiki or an online search to locate at least 10 simulation and/or virtual manipulative resources that might help you in your classroom.
 * 2) Post the name and link of these resources on your student work page above.
 * 3) Be prepared to present and justify at least 3 of your favorite resources with the class.
 * Activity #4-1: Betty's Links**
 * Games to teach budgeting - includes budgeting for adults, wants vs. needs, fixed income, ..
 * []
 * Games to teach maintaining a budget, needs and wants, money management, ...
 * []
 * Design a room
 * []
 * Floor plan drawing - not sure if it is free - not really a simulation game, but a tool that could be useful.
 * []
 * Measuring charts - not virtual, but helpful for those that struggle with measurements
 * [|http://startcooking.com/blog/333/Measurement-and-Conversion-Charts#dryvolume]
 * Budget calculator - "The free way to see all your finances in one place." - If this allows "fake" numbers, it might work for kids to use with a simulated budget.
 * []

**Activity #4-2: Proposal for a Curricular Related Video Game**
You will explore the world of gaming for this activity. Complete the readings on gaming and conduct additional research to learn the benefits and limitations of gaming.

//__Assignment Description:__// Based on what you have learned from the readings and research, create a proposal for a video game. Your proposal should be presented in some form of digital online presentation format like Google presentation, Zoho Show, Prezi or similar tools. Your proposal should include:
 * (Minimum price for Zoho is $20)**
 * The purpose of your game.
 * The intended learning outcomes.
 * At least 5 game levels - each level should present intended understandings for students to gain from playing that level.
 * How long would an average student need to spend to move through your game, achieve learning goals and finish your game?
 * The setting and visual elements of the game and or levels, what does the game or world look like?
 * What are the characters like? Describe both the visual and personality characteristics of the characters in your game. Do your students have a chance to create their own avatar characters to play themselves in the game?
 * How will your students work together collaboratively with classmates to move through the game and learning challenges?
 * What will entail a "win" in your game?
 * How will a teacher interact with students in your game? How will they support learners?

//__<span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">Outline of Assignment: __//
 * 1) Read through this week's resources and links involving video games and education.
 * 2) Create a proposal for a new educational video game using Google presentation, Zoho Show, Prezi, or other similar tools.
 * 3) Be prepared to share your proposal with the class next week and answer questions from the group.

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**Background/Rationale:**
hand-drawn most are now created using digital tools, which allow for more realistic rendering of artwork as well as a much faster speed of creation. There are several methods to create animation. Stop-motion is a form of animation in which an object is moved and photographed over and over. The impression of motion is achieved as images are shown in quick succession. Claymation is yet another way to achieve movement by remodeling clay and capturing each image. Animations work by tricking the brain. Viewing between 12 and 70 several images per second makes the image appear as if it is continually moving. In the United States, our movies run at 24 frames per second, (FPS) to achieve the desired impression of live movement. animation can be created as a vector or bitmap image. Comics are a good example of 2D and can help students learn story structure and writing skills. The fun of using images to create comics or graphic novels helps many reluctant writers get past their fears of writing and experience success. There are many 3D applications that allow the creator to simulate movement by maneuvering the character art within a frame. 3D animation is built using a computer program to first build a structure or “wire-frame” of the character, structure, or environment. Simulated “look” is created by overlying texture images of flesh, clothes, hair, grass, etc. to the wire-frame. Finally movement is created with the use of scripts and mathematical function built into the 3D program. Once completed 3D animations are rendered, the conversion to a film or digital video format, usually creating a much smaller file. These 3D images can take on very realistic appearance and are frequently used in motion pictures. Many high schools now offer animation coursework. In the classroom there are several uses for digital models and animation. Students usually deeply engage in creating their own comic strip, animated video or avatar. Combining comics, animation or models with curricular concepts helps learners to demonstrate their understanding. Making a photo of Thomas Jefferson explain the signing of the Declaration of Independence in Blabberize.com illustrates what a student has learned about this period of history. Teaching peers through comics or animations about a science experiment or characters in a novel is another way to capture creativity while helping prove understanding. Using 3D modeling tools to create representations of objects or buildings gives geometry real life application, encourages blooming architects and draftsmen, and promotes understanding of CGI application. Science is another subject that benefits from modeling. Both biological and physical science can draw deeper understanding by offering students 3D models. Images of anatomy structure, cellular organelles, and molecular activity can be rotated and examined in greater depth than a flat image in a textbook. These are all important ways to grab a student’s attention and combine content knowledge, pedagogy and technology to supply best practice instruction. construction and fabrication and serves as a good prep for engineering careers. High school students are able to create their own virtual worlds using industry standard 3D modeling software like Blender, Maxel 3D, and others. Character creation, animation, and terrain or “world” design training serve to set students up for workforce readiness. As teachers we are limited only by our imagination to use these tools that enable the creative side of our students for greater learning.
 * Animation** has a wide variety of uses in today’s classrooms. Although animations were originally
 * Computer Generated Imagery** (CGI) can be 2D (two-dimensional) or 3D (three-dimensional). 2D
 * Computer aided drafting** (CAD) software is a powerful tool for high school students studying

**Learner Outcomes:**
At the end of this Learning Topic, you will be able to: ---Use xtranormal.com to create a movie that justifies and encourages the use of 2D and 3D tools for classroom. (activity 1) ---Analyze and explore curricular ideas for using of 2D comics, 3D animation and modeling software. (activity 2, 3) ---Create a 3D model using Google Sketchup to support a curricular area. (activity 4) ---Analyze benefits of 3D tools to determine how these tools could support cross-curricular activities. (activity 5)

Additional Resources (optional):

 * Digital Photography Tips and Tutorials
 * Fodor's Focus on Travel Photography
 * Graphic Intensity: An Intensive Study of Graphic Design in the K-12 Setting
 * Kodak Self-Teaching Guide to Picture Taking
 * Teacher Resources - International Center of Photography

In-Class Resources:

 * Animation Tools:**
 * Blabberize - Add audio and animation to your pictures
 * GifSoup - YouTube to animated GIFs
 * Glickr - Create free animated GIFs
 * Picasion - Create free animated GIFs
 * Scratch- Helps to teach mathematical elements of video game design
 * For examples and tutorials, visit []
 * Xtranormal - If you can type - you can make movies
 * Animation-ish - Animation software (30 day trial)
 * AniMaker - Stop motion animation program (free 30-day trial)
 * CrazyTalk - Facial and 2D Animation (30 day trial)


 * Animation Links and Examples:**
 * BrainPop - Animated Educational Site for Kids
 * Geogebra - Interactive math simulations
 * Interactive Educational Animations
 * K-12 Animated Storybooks
 * Tumblebooks - Animated Storybooks


 * Graphic Facilitation:**
 * The Center for Graphic Facilitation - Ideas, Methods, and Tools for Visual Learners
 * RSA Animate YouTube Channel
 * Sunni Brown - Graphic facilitator


 * 3D in the Classroom:**
 * JTM Concepts Classroom3 (cubed)- 3D educational manipulatives and simulations
 * Texas Instruments 3D Projectors
 * Reachout Interactives - 3D educational products


 * 3D Modeling:**
 * Google Sketchup- 3D modeling for everyone
 * Google 3D Warehouse - Examples of Google SketchUp
 * Bonnie's Blog: 3D design for K-12
 * Blender - 3D content creation suite
 * Floor Planner - Create free floor and house plans


 * Video Game Creation:**
 * Kodu Game Lab - Microsoft video game production for kids
 * Gamestar Mechanic - Make your own video games
 * Alice - Educational visual 3D programming language for animation and video games


 * Extra Animation Tools**
 * 3D Science [|http://www.3dscience.com] great 3D models and images anatomy and models
 * 30 Elm [] home creator
 * Anatorium [] 3D anatomy models
 * Architect Africa [] free CAD software
 * Architect studio 3D []
 * Art of Storytelling [] story creator
 * Bitstrips [|http://www.bitstrips.com] comic creator
 * Blabberize [] make photos talk
 * Blender []
 * 3D modeling software Build your wild self [] character creator
 * Caligari [] 3D modeling software
 * Comic Brush [] comic creator
 * Comiqs [] comic creator
 * Daz 3D []
 * 3D modeling software Devolver [|http://www.dfilm.com] movie maker
 * Digital Films [] online movie creator
 * Doink [] animation creator
 * Fuzzwich [] animation creator
 * Gizmoz [|http://www.gizmoz.com] 3D avatar creator
 * GoAnimate [] create animated cartoons
 * Google Sketchup [] free 3D modeling software
 * [] collection of pre-made 3D buildings
 * [] Building creator
 * Imagination cubed [] white board drawing tool
 * K-3D [] 3D modeling
 * Kerpoof [] digital storybooks, drawing and movies
 * Lego [] Lego digital designer
 * Make Beliefs Comix [] comic creator
 * My Adobo [] home creator
 * Myths and legends story creator []
 * Picton [] free comic creation software
 * Scratch [] free 2D and 3D programming language software
 * Small Blue Printer [] blueprint creator
 * Solid Works [] free/pay 3D modeling
 * Storybird [] Online storybook creator
 * Toondoo [] cartoon creator
 * Volki [] free talking avatars
 * Xtranormal [] free animated movies, text to script
 * Zimmer Twins [] animated movie maker


 * Online Collaboration:**
 * Concept Share
 * Dabbleboard
 * Twiddla

"Photography Tutorial: Basics of Composition" Photography Composition Tips "GIMP Basics - Introduction + Beginner Tutorial Exercise" Cool Tools Library 2.0: Picasa
 * Videos and Tutorials:**

**Activity #5-1: Xtranormal Animation**
You will explore the world of gaming for this activity. Complete the readings on gaming and conduct additional research to learn the benefits and limitations of gaming.

//__Assignment Description:__// Create a 3D animation for use with your students using the program Xtranorma. You can turn text dialogue into 3D animated movies. Post this video on the wiki. Be ready to reflect the next week on these questions:
 * Why would you use this technology in your classroom or with your students?
 * Would you be using these animations, or have students create them?

//__<span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">Outline of Assignment: __//
 * 1) Create a free user account in Xtranormal and verify via email.
 * 2) Choose create a "text to movie"
 * 3) Basic characters are free. For ~$5 you get points to buy other characters or scenes. These are fun but optional to this project.
 * 4) Experiment with typing dialogue clicking the + sign to alternate between characters
 * 5) Drag the camera icon directly into the box that you typed dialogue text into and choose actions to support your text
 * 6) Below the action icons there is a "scene" button, you can change scenes, some free, some are charged,
 * 7) Change voice, add music and change actors if you want in the same manner
 * 8) When you are happy with your video selections choose preview and make any alterations after viewing.
 * 9) Make sure to click the save button and then "publish" your movie
 * 10) Share your movie link/URL with your instructor and peers on the wiki

I used "goanimate" for this animation. [|Fooling Teacher]

**Background/Rationale:**
This unit builds on the Visual Literacy unit from EDTC 605. Teaching students to be visually literate in our very image-rich world is an important skill. Helping learners to create visuals to use in their curricular projects or in school-to-work skill development is critical in the overall scheme of their learning. This unit will present information on both digital photography and graphic editing as it relates to supporting learning in all curricula and also as a specialization for secondary students. The Creative experience and understanding developed from using these tools support the 21st Century skill of creativity. The opportunity to take a photo is readily available in today’s digital world. Most cell phone cameras are more powerful than the first digital cameras released on the market. Our students have the means to take a quick photo from their cell phone or hand held device at any time. It is beneficial to have some understanding of what makes a “Good” photo. Visual composition and content need to be taught in the same way we teach good writing elements. No matter what camera is used the rules of composition remain the same. Assisting students to understand how to use specific cameras lies beyond the scope of this class but it is understood that time should be spent time teaching the features of digital cameras commonly used. Graphic manipulation was discussed in EDTC 603 (unit 5) as it related preparing graphics for web use. Understanding the value of visuals to enhance communication in conjunction with text and how to create images for a variety of purposes is an art. Introducing graphic skill development throughout the K-12 curriculum is a great way to give students a visual voice and the tools to express their ideas and learning through images. From web-based graphic tools like Picnik and Fotoflexer to open-source Gimp and Gimpshop on to more professional tools like Photoshop students can learn to manipulate photo images they have taken or to create unique images to help them express themselves.

**Learner Outcomes:**
At the end of this Learning Topic, you will be able to: ---Create a slide-show presentation of photos you have taken that serve as exemplars for a photography class describing how each photo portrays a rule of composition. (act. 1) ---Analyze and critique peers’ photo presentations and comment on which elements create high quality photographic communication. (act. 2) ---Create 5 images from scratch and keep a log of all tools and filters used noting expected and unexpected results. (act. 3). --- Summarize and apply what you have learned

**Activity #6-1: Photo Editing**
Using photography and imagery in the classroom way can be a very stimulating way to get your students excited about a certain learning topic. Starting off a new writing prompt with strong visuals (winter scenes, a rainy day) or showing examples of geometry in the real world are just a couple of examples of how images can help students buy in to what they are learning. There are many great tools available online to help you search for photos and edit them easily. //__Assignment Description:__// For this assignment, you will be editing or manipulating photos for use with your students. Use any of the web-based photo editing tools (such as Picnik or FotoFlexer), computer-based software (such as Gimp or Photoshop) or other hardware apps (ex: for iPod Touch or iPad) to __**create three new images using different stylistic elements**__. //__<span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">Outline of Assignment: __//
 * 1) Find three images that you have taken or that you locate online (be sure to keep track of the URL where you found them).
 * 2) Edit these photos online or on your computer to add stylized elements that help enhance your photos.
 * 3) Upload your photos to the wiki (include the URL address AND a copy of the original photo as well).
 * 4) Link to Activity 6.1

**Activity #6-2: Podcast with Photos**
We have already discussed in class the value creating podcasts to present material or re-teach concepts to students. Students can also create their own podcasts to demonstrate their learning of a certain concept. Adding visual elements to a podcast can help make the podcast more interesting, stimulating, and appealing to the audience. Many people complain that straight audio podcasts can be difficult to follow at times. //__Assignment Description:__// For this assignment, you will create a podcast that uses still photographs that add visual elements to your project. These images should be placed strategically throughout your podcast to enhance the delivery of your lesson content. //__<span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">Outline of Assignment: __// media type="youtube" key="iXrlNz-a-ug" height="315" width="420" align="center"
 * 1) Create a podcast using Mac (GarageBand), PC (Audcacity) or other programs that helps you deliver a lesson in your content area.
 * 2) Find photos online (using a service such as Flickr Storm) or take your own photos that help add visual learning elements to your project.
 * 3) Optional: Add effects to your images.
 * 4) Add these images strategically through your podcast to help enhance the delivery. Be sure to cite these images properly.
 * 5) Add titles, subtitles, and any other elements to your podcast to help make it look professional.
 * 6) Post to the wiki.

**Week Seven: Digital Storytelling**
Storytelling has taken place since man began to speak. Before the invention of the printing press, communication mainly took place through word of mouth. Stories carried lessons, information, entertainment and more. In the past 10 years storytelling has gone digital. Our stories are important and gain meaning through the use of digital tools. The addition of images, narration and music personalize our tales and help us add the emotion and relevance we want to pass along to our audience. The engagement factor of creating digital stories is huge; this is a great form of personalized learning. These projects differ from professional productions and videos in that they are more personal and emotional in content. Today’s digital tools allow amateurs to produce very professional looking story projects. Incorporating digital stories into curriculum can be a great motivator, engaging students and peers in production and learning. Writing skills, planning, sequencing, creativity and personal voice are enhanced through this medium.
 * Background/Rationale**
 * Digital storytelling** is evolving from the simple narrated video to forms with interactivity and higher production values. These include websites and online videos created to promote causes, entertain, educate, and inform audiences.

**Learner Outcomes:**
At the end of this Learning Topic, you will be able to:
 * Evaluate the information on digital storytelling to gain understanding of each element used to create digital story and reflect on the importance and purpose of each (activity 1)
 * Plan and create a digital story (activity 2)
 * Critique and evaluate peer digital stories to produce suggestions for improvements (activity 3)

Additional Resources (optional):
My Iligan: A Digital Story
 * The Art of Digital Storytelling
 * Art and Digital Storytelling
 * Digital Storytelling Cookbook
 * The Elements of Digital Storytelling>
 * Using Audacity to Create Digital Stories
 * What is Digital Storytelling? (very detailed!)
 * Videos and Tutorials:**

In-Class Resources
7 Things You Should Know about Digital Storytelling How to Use Digital Storytelling in Your Classroom
 * Digital Storytelling**
 * Center for Digital Storytelling
 * "Privilege" by Teresa Rodriguez
 * The Educational Uses for Digital Storytelling
 * Engines of our Ingenuity - Examples of digital stories
 * StoryCorps: Recording The Lives and Stories of Everyday Americans
 * Teacher Pushed Struggling Student to Honors

**Readings and Video Resources**
"Digital Storytelling in the Elementary Classroom" "Digital Cookbook for Digital Storytelling" "Abraham Lincoln Digital Story"
 * Digital Storytelling Software**
 * Photo Story 3 for Windows XP free download
 * Digital Storytelling Tools
 * Digital Story Teller
 * One True Video
 * Videos**

=Activity #7-1: Digital Story=

Throughout history people have used stories to pass on the traditions and experiences from generation to generation. As we delve more into technology at a very young age, it is important to teach students how to craft stories and how to present them in the medium of the time - namely through digital storytelling. While the craft of writing may not have changed, the deliver method certainly has.

//__Assignment Description:__// For this activity you will create a digital story that you will include in your Capstone Portfolio. Creating a digital story is a time consuming activity. Thus there are fewer assignments this week to enable you to spend a longer amount of time to create a quality product.

As you work on creating your digital story it is important to collect research to support your choices and methods. You will use this information for your capstone reflection on this artifact.

//__<span style="font-family: 'Calibri','sans-serif'; font-size: 14px;">Outline of Assignment __//
 * 1) Before creating the actual digital story you must first create a storyboard that either teaches curriculum from your content area, OR for a story to serve as an exemplar for students to view as they learn to create their own stories- again as a curricular support.
 * 2) Make the story relevant, interesting with emotional content to hook your audience, give students a expert’s view of how you would create relevance and interest.
 * 3) Once the storyboard is complete create your own digital story using Garage Band, iMovie, Photo-story or Moviemaker 2.
 * 4) Use images, script, sound/music and narration to weave a compelling and interesting story 3-5 minutes long.
 * 5) Save your story to Youtube or Teachertube and share the link and storyboard with your peers and instructor.
 * 6) media type="youtube" key="2paO-XuUi78" height="315" width="420" align="center"

**Background/Rationale:**
It is important to keep up with trends and technology tools and uses in order to enable your students to function in their highly tech rich world. Technology has created a fast moving world with ever changing potential. It is hard to grasp all the tools and trends available and incorporate them into instruction. Many of these future trends will concern some use of or combination of multimedia products so it is important to look forward and recognize what tools are on the horizon and prepare for their uses.

Technology trends change rapidly. For example, in the past few years cloud-computing has come to be a valuable way to collaborate. Uses for tablet computers, cell phones and hand-held devices are expanding. 3D and augmented reality tools are improving to help us create life-like moving images. Globalization and communication are commonplace using today’s video-conference tools. Television-on-demand is available and gaining presence. Books are turning digital. Artificial intelligence and smart machines are evolving to assist us with mundane tasks. Social connections are changing communication context and creating strong long lasting bonds between friends. What do these advancements mean to us as educators? How can we present our curriculum using these evolving elements? How can we best prepare our students for the world of their future, one that does not yet exist? As educators we must address these issues and bravely embrace new technologies, experiment, fail and learn their uses so that we can prepare our students.

Daniel Pink and other visionaries write about future trends. Karl Fisch has created a commencement speech on what the future world might look like. We need to look to those with broader views to help build our own understanding of the future.

It is important to reflect on what methods you will use to help you stay up-to-date in a rapidly changing world. What nuggets and tools learned throughout this course will you carry forward with you to apply to your instruction? How will you serve as a change agent for your peers?

**Learner Outcomes:**
<span style="font-family: Arial,Helvetica,sans-serif;">At the end of this Learning Topic, you will be able to:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Synthesize research on the future trends in education (activity 1)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Evaluate what learning will look like in future decades (activity 2)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Express lessons learned through audio and visual representation (activity 3)

**Activity #8.1: Multimedia II Final Draft**
For our final project for this course, I am asking you to complete a "final draft" of one type of technology that we discussed in class. This could be a project that we have worked on (enhanced podcast, vodcast, video, mash-up, etc.) or another project that we touched on that you would like to try and explore. All I ask is that this final project be something that you could use in your classroom and that it is something that you are proud of - something that showcases your best work and willingness to try something "out of the box".

Betty's project - This project allowed me to learn more about creating an effective learning video for use on the class website. I cut and inserted introductions and reviews throughout the video. I did not add music, because I thought it wasn't needed with all the talking parts. I feel much more comfortable with this process now that I completed this new project. Now, if I could just get more comfortable in front of the camera! media type="custom" key="12351871" align="center" width="144" height="144"