This paper will demonstrate and discuss Program Learning Outcome 3 which states, "the importance of designing technology-enhanced learning opportunities that will support the needs of all learners". As educators, it is very apparent that every student will arrive at success at different rates, in different ways, and on different schedules. Gardner theorizes that the idea of multiple intelligences comes out of psychology and was a theory that was developed to document the different kinds of intellectual strengths. "These strengths are very, very important in how kids learn and how people represent things in their minds, and then how people use them in order to show what it is they understood" (Gardner, 1997). Like pieces to a puzzle, so are the levels of intelligence in the ability to comprehend, translate, and apply information to future problems and situations. PowerPoint is a technology tool that will support the visual learner with added audio to support the audio learner as well. According to Clark and Mayer (2011) based on the cognitive theory and research, technology tools used in classroom lessons should include words and graphics together, rather than just text alone. "Multimedia presentations can encourage learners to engage in active learning by mentally representing the material in words and in pictures by mentally making connections between the pictorial and the verbal representations" (Mayer & Clark, 2011).
This activity is the second of a series of activities based on an E-Learning design framework called the "Absorb-Do-Connect" approach. The second activity, the Do-Activity, was designed to provide knowledge of the different types of bats, how to tell them apart, and their hunting behaviors. Horton states that practice discovery and playing are the "verbs of learning". "Do" activities therefore, put learners in action mode within the learning process. Activity seeking information, discovering, and creating their own knowledge is the basis of a Do-Activity. According to Horton (2011), the "Do" activity is designed for the student to apply skills, knowledge, and attitudes and receive feedback of their efforts through games, discoveries, or practice. The learner is an active participant doing something with what they learned in the "Absorb" activity. In the "Connect" activity, the knowledge is then applied to a real world situation providing the link back to the classroom or daily life experiences.
In choosing the technology tool of a PowerPoint presentation, the learner is able to control the pace of the activity by clicking to advance to the next slide and the ability to go back to any slide necessary for clarification. It is possible to utilize other technology tools that have the same features as in PowerPoint; however, PowerPoint is more widely installed on most all computers. The first revision was to include three different technology tools separate from each other in order to complete the lesson. The next revision combined all three tools into one presentation with video embedded into the PowerPoint to make the transition and lesson flow in a normal pace with minimal "switching" between applications.
The original presentation was created using Smartboard Notebook technology. Smartboard Notebook allows you to import graphics, text, clip art, and add macromedia flash content into your Notebook presentation. The "drag and click" capabilities make it easy to create presentations rich with audio and visual aids. the problem occurred when attempting to pull up the presentation on a computer not yet containing the Notebook software. Converting to HTML proved to be an issue with the macromedia videos embedded into the current presentation because the embedding process is not the same with both applications. Therefore it was decided to use Camtasia in order to turn the presentation into a video, with the ability to play with little, if any, intervention from the educator. Encountering another problem with the conversion to Camtasia came when student control was eliminated with the lesson pace. In doing research on the process of creating and playing video, it seems that in order to have pace control, the lesson must be created in Youtube or Screencase.
A problem not anticipated was the PowerPoint version. When redesigning, a newer version of PowerPoint was used. Converting the original Notebook presentation into a newer version of PowerPoint allowed the options not previously offered. All issues were fixed and polished, giving way to a smoothly playing presentation; however, upon starting the PowerPoint, a message pops up requesting permission to play micros and active X. Choosing the "agree" tab for both options allows the presentation in its entirely to play without a hitch.
The final problem involved the Screencast recording of The Bat Man embedded video. The Internet connection was not strong enough to keep the video recording smoothly when originally recorded, and the Bat Man was not able to be reached to rerecord the interview again.
Clark, R. C. & Mayer, R. E. (2011). E-learning and the
science of instruction: Proven guidelines for consumers and
designers of multimedia learning (3rd ed.) San Francisco:
Pfeiffer
Horton, W. (2011). E-learning by design (2nd ed).
San Francisco: Pfeiffer
Gardner, H. (1997). Interview Edutopia, Bit thinkers:
Howard Gardner on multiple intelligences.
This activity is the second of a series of activities based on an E-Learning design framework called the "Absorb-Do-Connect" approach. The second activity, the Do-Activity, was designed to provide knowledge of the different types of bats, how to tell them apart, and their hunting behaviors. Horton states that practice discovery and playing are the "verbs of learning". "Do" activities therefore, put learners in action mode within the learning process. Activity seeking information, discovering, and creating their own knowledge is the basis of a Do-Activity. According to Horton (2011), the "Do" activity is designed for the student to apply skills, knowledge, and attitudes and receive feedback of their efforts through games, discoveries, or practice. The learner is an active participant doing something with what they learned in the "Absorb" activity. In the "Connect" activity, the knowledge is then applied to a real world situation providing the link back to the classroom or daily life experiences.
In choosing the technology tool of a PowerPoint presentation, the learner is able to control the pace of the activity by clicking to advance to the next slide and the ability to go back to any slide necessary for clarification. It is possible to utilize other technology tools that have the same features as in PowerPoint; however, PowerPoint is more widely installed on most all computers. The first revision was to include three different technology tools separate from each other in order to complete the lesson. The next revision combined all three tools into one presentation with video embedded into the PowerPoint to make the transition and lesson flow in a normal pace with minimal "switching" between applications.
The original presentation was created using Smartboard Notebook technology. Smartboard Notebook allows you to import graphics, text, clip art, and add macromedia flash content into your Notebook presentation. The "drag and click" capabilities make it easy to create presentations rich with audio and visual aids. the problem occurred when attempting to pull up the presentation on a computer not yet containing the Notebook software. Converting to HTML proved to be an issue with the macromedia videos embedded into the current presentation because the embedding process is not the same with both applications. Therefore it was decided to use Camtasia in order to turn the presentation into a video, with the ability to play with little, if any, intervention from the educator. Encountering another problem with the conversion to Camtasia came when student control was eliminated with the lesson pace. In doing research on the process of creating and playing video, it seems that in order to have pace control, the lesson must be created in Youtube or Screencase.
A problem not anticipated was the PowerPoint version. When redesigning, a newer version of PowerPoint was used. Converting the original Notebook presentation into a newer version of PowerPoint allowed the options not previously offered. All issues were fixed and polished, giving way to a smoothly playing presentation; however, upon starting the PowerPoint, a message pops up requesting permission to play micros and active X. Choosing the "agree" tab for both options allows the presentation in its entirely to play without a hitch.
The final problem involved the Screencast recording of The Bat Man embedded video. The Internet connection was not strong enough to keep the video recording smoothly when originally recorded, and the Bat Man was not able to be reached to rerecord the interview again.
References
Clark, R. C. & Mayer, R. E. (2011). E-learning and the
science of instruction: Proven guidelines for consumers and
designers of multimedia learning (3rd ed.) San Francisco:
Pfeiffer
Horton, W. (2011). E-learning by design (2nd ed).
San Francisco: Pfeiffer
Gardner, H. (1997). Interview Edutopia, Bit thinkers:
Howard Gardner on multiple intelligences.
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