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[|Chapter 5 Part 2 Non-Linguistic Representation–.docx]


 * // __ Chapter 5 Part 2 – Nonlinguistic Representations __ // **


 * Multi-Media – projects that include at least two characteristics: audio, video, graphics, animations and text. **

- Teachers can take student engagement farther by shifting the usage of multimedia to something that is teacher-oriented to teacher-facilitated. - Although multimedia presentations enhance the learning process, the greatest advantage for student understanding would be to have students create the material.

Copyright and Fair Use

- Students should know the boundaries of these, for example using only 10 percent of a song, or a certain percentage of a video clip. - Open access sources provide great tools for educational projects (freeplay-music.com)

Presentations

- Power Point o With creativity and software, students can create presentations that rival professionals o The process should be looked at as any other research project where research, planning and draft writing should be done before the multimedia construction begins o Aspects teachers should look for: § Content accuracy § Length of presentation § Slide layout and requirement § Appropriate graphics to the theme § Software requirements § File size § Storage and delivery requirements § Color Schemes § Class Time and presentation methods · Small Groups · Large class slideshow - Animations o Research should be conducted beforehand as any other project o Students should draw a starting point template frame and use copying and pasting as a method to streamline the process (Drawing toolbar in Word) o Have the students continue to animate and save the edited version in movie making format (iMovie, Windows Movie Maker) o Other forms of animation include still images, time-lapse photography and manipulated objects (paper cut-outs, claymation, etc.) - Movies and Videos o Two perspectives § For Instruction –teacher directed · Using a movie to engage and build background knowledge § As Instruction – student created · Step 1: Writing a Script o Make sure students to create transitions and pauses · Step 2: Story Board o Maps out all aspects from script to props to settings, should be short, precise o [] o Students can create templates or find many on the web to fit their style (Story Board Pro – Atomic Learning) · Step 3: Shooting the Video o Start the recording early (3-5 seconds) o Use a microphone not on the camera o Tripod o Doesn’t need to be in order o Every time you stop recording, it starts a new clip · Step 4: Importing Video · Step 5: Movie Editing o Collaboration is important o Put the movie in order o Add a title and credits § Use this time to site sources and talk about proper format · Step 6: Adding Music o Use proper ethical techniques · Step 7: Saving and Sharing the Movie o Condense to one file in the proper form

Web Resources - Using the web for instruction rather than as  o National Library of Virtual Manipula- tives http://nlvm.usu.edu/en/nav/vlibrary.html § [|www.iknowthat.com] § [|www.explorelearning.com]