Final WPP Project

My Final WPP for CEP 812 at Michigan State University

You are an awesome teacher.  You planned well and executed that dissection or lab in your class today.  Your students were excited to try it on their own next and thrilled to see the results of their own work.  But wait, what about Johnny who missed class today?  How is he going to be able to do the lab worksheet without actually doing the dissection or lab?  How do I get this lesson across to him when I need to move on to the next subject tomorrow?

The answer is simple - you create a video cast of the dissection or lab while you are demonstrating to the class.  Johnny can view the video via DVD, on the computer via web link, or even on his mobile device at his own convenience!  Research has shown that video in no way replaces hands on activities; however, they are a valuable tool for the student to use than just the worksheet they missed in class.  My own experience has shown that students may not get the material as well if they had participated in the lab, but much better than the results if they did not have this extra resource.

Sometimes premade videos are available online, but not always will the video be exactly what the teacher needs to convey.  Also, students take the lab more seriously when they see their own teacher perform the lab themselves.  This proves that the teacher, in fact, will still do the procedure and that he or she is not showing a video because they don’t want to do the procedure themselves.

TPACK is the Technological Pedagogical and Content Knowledge, or the ways of representing and formulating the subject that make it comprehensible to others.

The TP (Technological Pedagogical) knowledge is supported through the actual demonstration of the dissection from the teacher. The teacher usually will demonstrate the dissection to the class of this age group before the class does the dissection on their own. Due to the small size of the object being dissected and the size of the class, it is often difficult for all students to clearly see the teacher’s demonstration. This is where technology helps out. By recording the dissection, the teacher can get clear images; zoom in and out on areas of discussion and voice over the video, thereby ensuring that all parts of the discussion are covered for the class. This video then can be played to all students (even those who may be absent), allowing for a better viewing and understanding of the procedure.

The TC (Technological Content) knowledge makes the dissection demonstration more intellectually accessible through the viewing of the video. The video can show much more detail that what students would be able to see in a live demonstration. The specimen can be seen in more depth by zooming in and out on the subject. A voice over can then be applied, ensuring that all areas of discussion are covered in the video where a live performance might miss a few things since the teacher is concentrating on the dissection, and not the curriculum. Students who are absent on the day of the lab will have a visual experience without actually using a specimen. Students with allergies, visual handicaps or sickness due to sight or smell, personal beliefs will also be able to experience the dissection through this alternate/additional representation.

The PC (Pedagogical Content) knowledge is also supported through the video. Students will be able to see more, and in more detail with the video than from across a table or room. The video will be able to zoom in and out on the subject matter, giving the students a detailed experience rather than viewed from a distance. Students can also replay the video if needed to help grasp the content, or pause the video to allow them to do the step before progressing. Currently, students who are absent on the day of the lab totally miss out on the experience. The video will allow these students to view the dissection in detail, even if they are not able to perform one on their own at a later date. Students having difficulty with hands-on due to smells or upset stomachs will also have an advantage with the detail of the video. Students with beliefs that prevent them from performing a dissection can also utilize the video to cover the material.

The implementation of the video cast went well for the first try.  As with anything, we learn from our mistakes and success, and we improve our craft over time.

I was surprised at how large the original file was for my first video.  As I got more comfortable with Camtasia, I have noted that video quality setting are available and the size of the file can be drastically reduced in the future.

An unexpected bump in the road included the fact that the smart phone I used as a video camera did not allow for a tri-pod to hold the camera steady.  My film is definitely shaky from this lack of equipment.  I also had limited zoom capabilities, so I intend on purchasing a nicer video camera and tripod in the near future.

The sound quality was not that bad for not having a remote microphone.  There is some background noise from the operation and movement of the camera.  A remote microphone and tripod will definitely improve the sound quality.  I am also sure that a better quality camera will also have improved audio capabilities.

The original project was planned as a dissection, but was changed to a lab due to current classroom need.  Being absent the day of the lab proposed the same issues if the students were absent for a dissection, so this seemed like a perfect fit.  We have recorded the lab and placed it on my wife’s web site.

Current practice would have the student who missed the lab sit down with their scheduled lab partner(s) to discuss the lab, take notes and complete the worksheet.  The student would miss out on the actual lab and would not be able to see the lab happen, and the learning from that experience.  Of course, this puts both students a little behind in the class when they are performing these tasks as the class moves on to other lessons.  A video of the lab would allow the absent student a chance to view the lab as if they were there to see it happen.  Residing on the web, the student can also view the video after class so they do not miss the current class in session, or distract their lab partner(s) from the current lesson either.  This is a win situation for more than just the absent student!

I would love to do more of these projects, but there are a few things I would change in the future.  For one, I would get a regular video camera instead of using my smart phone.  At this time, this was the only equipment available to us.  A regular video camera would have optical zoom instead of only digital zoom which my phone has.  I would also use a tri-pod to hold the camera in place and keep it steady during filming.  I thought the audio was acceptable in my test, but I might add a microphone to get clearer audio next time.

It is definitely much easier to perform this function with technical help while you are trying to perform a lab.  Other options are available, but assistance makes it much easier.  The areas of improvement discussed above would also be suggestions for others who might want to perform this task.

This project was done as a test and not performed in class as originally planned.  There are some benefits to doing it this way as you don’t have the classroom distractions.  Doing the lab ahead of time allows the presenter to be totally prepared, but it also requires more supplies if you are still doing the presentation live for the students.  Doing the taping in the classroom allows for questions to be heard, but also allows for distractions and less prep time to finish the recording and posting it.  I can see myself utilizing both conditions for future recordings.

Overall, this project was successful.  Absent students were able to get much more out of the lab than if this video was not available to them.  In addition to benefits for the absent students, students with disabilities will be able to utilize this video as well as students who wish to review.  I highly recommend making video casts of labs and dissections. 

Here is the video cast of my project:  http://www.msu.edu/~carlrobe/CEP812/BobCarlsWPPVideo.mp4

My Professional Learning Plan

Below is a video cast of My Professional Learning Plan.

Group Leadership Project - Final

Our final Group Leadership Project was produced with Camtasia.  We chose Camtasia because everyone in our group had interest and had desire to learn more about Camtasia.  There was actually a broad spectrum of knowledge in our group; some having former experience and some having never used it.

I learned a lot during the development process.  One thing I learned was how many other screen recorders are available to use.  I was surprised to learn that Jing (a free screen recorder) is actually a product of TechSmith which also sells Camtasia.  Obviously there are differences in each product and I wish I had more time to research and compare all of them.

If I were to do a similar project again, I would recommend that the group spend more time reviewing each other’s portion of the project.  We spent a lot of time working together and figuring out what we were each to do, but did not spend as much time working to improve each other’s part of the project.  I think our project turned out well, but I also think we could have done better and made things look and sound a little more consistent and professional.  I also think we should have developed and recorded the script first and then created the video to go with it.  There is more silence in the video than I would have liked, and I think that is because the video was done first and the audio last.

Below is our final project:

PART D - Findings and Implications

My project has changed over the course of this class.  I originally planned on creating a video of a dissection in my wife’s classroom.  Carrie, my wife, does not have any samples left over from previous dissections, and no more planned for this school year.  We tried to pick up some squid for a test video; however the only squid I could find were already “cleaned” – so there was not much to dissect.  To complete this task, we opted to change to a lab project that students would miss out on if they were not present during the day of the lab.  Being absent the day of the lab proposed the same issues if the students were absent for a dissection, so this seemed like a perfect fit.  We have recorded the lab and placed it on my wife’s web site.

Current practice would have the student who missed the lab sit down with their scheduled lab partner(s) to discuss the lab, take notes and complete the worksheet.  The student would miss out on the actual lab and would not be able to see the lab happen, and the learning from that experience.  Of course, this puts both students a little behind in the class when they are performing these tasks as the class moves on to other lessons.  A video of the lab would allow the absent student a chance to view the lab as if they were there to see it happen.  Residing on the web, the student can also view the video after class so they do not miss the current class in session, or distract their lab partner(s) from the current lesson either.  This is a win situation for more than just the absent student!

I would love to do more of these projects, but there are a few things I would change in the future.  For one, I would get a regular video camera instead of using my smart phone.  At this time, this was the only equipment available to us.  A regular video camera would have optical zoom instead of only digital zoom which my phone has.  I would also use a tri-pod to hold the camera in place and keep it steady during filming.  I thought the audio was acceptable in my test, but I might add a microphone to get clearer audio next time.

It is definitely much easier to perform this function with technical help while you are trying to perform a lab.  Other options are available, but assistance makes it much easier.  The areas of improvement discussed above would also be suggestions for others who might want to perform this task.

This project was done as a test and not performed in class as originally planned.  There are some benefits to doing it this way as you don’t have the classroom distractions.  Doing the lab ahead of time allows the presenter to be totally prepared, but it also requires more supplies if you are still doing the presentation live for the students.  Doing the taping in the classroom allows for questions to be heard, but also allows for distractions and less prep time to finish the recording and posting it.  I can see myself utilizing both conditions for future recordings.

Here is the videocast of my project:  http://www.msu.edu/~carlrobe/CEP812/BobCarlsWPPVideo.mp4

H: Mobile Lab

MOBILE TECHNOLOGY: 

Not currently teaching in a classroom limits my access to try some of these mobile technologies in the classroom, but I have recommended and helped fellow educators with some of these technologies.  I have encouraged staff to use digital flashcards, shared documents, polls, surveys, tests, podcasts, iPods, iPads, tablets, flashdrives and general research on mobile devices.  I have seen most of these being utilized around our buildings from 5^th grade on up.  Of course there are the social media which is constantly being used by students and staff alike.  Our district has wireless in all of our buildings; however, they are used so much that the district cannot keep up and is continually adding bandwidth.  Being a richer district than most, most students have smart phones and mobile devices and the district has started to restrict bandwidth so everyone can utilize it.

Our school board encourages mobile learning, but I think many of the teachers are still a little hesitant to use it in the classroom setting.  I believe that if rules are put in place, to have the mobile device on the desk, turned off, and flipped upside down during tests, the devices can be utilized in the regular classroom setting.  During instruction, teachers can also indicate it is a no-device time and have the students put their devices where they can be seen by the teacher to help eliminate distraction.

I would LOVE to utilize mobile devices in my own classroom – if I ever get the chance again to teach!  Being a business and technology teacher, it would be expected to utilize these technologies in my classes.  Until then, I would like to help my wife video some of her lessons and make her classroom more mobile and automated by utilizing Web2.0 technologies.

POLLING:

I created a poll on PollEveryWhere.  Here is a link to my poll if you would like to participate:  http://www.polleverywhere.com/multiple_choice_polls/LTM1NDY4OTk3MQ  Here are my results so far:

CELL PHONES:

I have also joined the Classroom 2.0 group “Cell Phones in Education” and selected Elise Jury’s “Appropriate Grade Levels for Cell Phone Integration” posting.  I am still waiting approval of my membership – as can be seen here:

 I plan on posting this response when my membership has been approved:  

“I am not currently in a classroom setting, but I have worked as a Technology Teacher, Technology Assistant, and Technology Integration Assistant.  The district I am currently in is considered a rich district, where most students (middle school on up) have smart phones.  Our district is designed and encourages technology in the classroom.  However, there may be a few students who do not have this technology, so we have to be careful that these technologies do not become a requirement.  I have also worked in a poor district where many of the kids do not have smart phones, or even a cell phone.  If there is technology available for the classroom, such as a tablet for those students who do not own this technology, then I feel it is totally OK and appropriate to use this technology in any classroom – regardless of the age.  I have a three and six year old who regularly use their own tablets at home and are quite efficient with them!”

PART C - Implementation

For the Wicked Problem Project - Part C, Implementation, I have created the podcast below

PART B - Storyboard and Script

Our group has been working on our storyboard for our Final Project on Camtasia.  The storyboard was created in Google Documents via the Presentation tool.  This allowed all members of the group to collaborate and actively contribute to the project.  We felt that each slide would act as a portion of time for the final project and we could indicate script and visuals on each slide.  Everyone was responsible to review and add input to each section.

The original plan was for me to start the storyboard and then the others join in with parts or duties; but as our group entered further discussion, we split the project into four sections since we have four members of our team.  As we progressed, I took the introduction, Sharon took section two, the “how to use” part, Jon took the third section on “uses of the technology”, and finally, Eric was assigned the conclusion section, but Jon actually created it.

Our schedules have not always allowed all of us to meet at the same time to discuss the project; but we have had about two meetings each week so far.  Two of these meetings have been recorded, the others have not.  There has also been some communication via email to keep everyone up to date on the latest advances in the project.

The final project visuals are to be created in sections by the same corresponding people who created the storyboard sections.  Eric was assigned to assemble the final project and voice over with his voice to give the final project a more uniform appearance.

The storyboard can be viewed here:  https://docs.google.com/presentation/d/1ghI-w_Y8jF4PZqgKdvadusalDWmb-9dWN5GY3_aNGkc/edit