EDTC+606+Multimedia+II

Artifacts:

http://regis-edtc-606-spring-2011.wikispaces.com/Brett

__Reflection:__
//Explain why you selected the artifact.// This course was the first we had with this particular instructor. The instructor has a very unique style of teaching, which tended to throw some people off. For my artifacts, I posted the link to the page of the wikispace that we used for this course. I am equally proud of all of the projects we did, so I offer the lot of them. The mash-up is the first on that page, it was a unique experience. Taking something already built, and mixing it with something that was never intended for that purpose was a challenge. It took some time for the muse to set upon me, but when it did, the final product turned out fine. The second artifact on the page is the podcast. While the content of the podcast is not out of date, the process of making it was valuable. The next artifact is the screen-cast. While not that much different from a podcast, there were some specific tools for screen-casting that made it unique. Next on the page is a prezi that is a proposal for an educational game. This artifact is an example of having to analyze benefits to using a game in a classroom setting. This is not a new trend, but one that has gained momentum as the video game industry is now a multi-billion dollar sector of business. The video that comes next is one that was made with a fairly new site, Xtranormal. The video tells about how three dimensional video creation can be used in a classroom. I have already use this tool as an option for students to demonstrate learning. The next artifact that I have on the page is an image that was made to demonstrate photo manipulation. While I have not used this in class yet, it was important to go through the process.

//Include how the skills and knowledge gained from creation of the artifact advanced your skills and teaching practice.// For the mash-up, I had to explore the tools for making a video. I chose the one that came with my laptop, IMovie. I had little experience with it prior to this, but used my comfort with tool exploration to build a decent video, combining a popular song with clips from the Harry Potter movies. For the podcast, I must admit that it was more complicated than I had initially thought. I realize that the preparation for a podcast should include a written script, as well as practice reading the script and synchronizing it with the actions taking place in the video. The content of this video is no longer relevant as the prezi site has since made changes to the look and feel of the tool. Any time a podcast, video, document, etc. is static and finalized there is a chance that the content it deals with will change, making it less useful as instructional. This is similar to the way textbooks become less accurate, especially in changing subject areas (science and history), and one must make allowances for that in planning instruction.

//Identify what gaps in your skills and knowledge still exist. Suggest solutions to address the gaps.// My experience with photo manipulation is very limited. So far I have not had the need to improve my skills. As my building's computer coach and potential future employment positions in technology, I may need to at least know where to find tools and instructional materials to learn from. As long as I know where to get resources, both digital and in-person, I am confident that I can meet any need that arises.

__Standards:__
> Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:
 * 2. Design and Develop Digital-Age Learning Experiences and Assessments**
 * a. || design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. ||
 * b. || develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress. ||
 * c. || customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. ||