home

= Welcome to this Wiki created for a workspace for course 8847 at Walden University. =

= WORKSHOP ON WIKIS TO PRESENT CURRICULUM =

= INTRODUCTORY VIDEO ON MULTIMEDIA =

media type="youtube" key="IlBR3u0D4mE?fs=1" height="467" width="488"

[[image:file:///C:/Users/Sandy/AppData/Local/Temp/moz-screenshot.png]]
= Topic =

Review of Literature and Media
=== The following is a review of three web presentations that utilize multimedia artifacts for active learning on the topic of teacher lessons that utilizes multimedia. Each was analyzed to determine whether the active engagement required focuses on behavioral or cognitive activity and whether it is accomplishing learner-centered or technology-centered learning. ===

=== The first presentation titled Using Video with Preservice Teachers ([]) involved how instructors used video presentations to enhance the teaching of student teachers. The preservice teacher’s video recorded presentations of lessons they used in the classroom setting. Then, the student teachers reviewed their own videos and reflected on what they heard and saw in themselves and their students. Then they uploaded the videos, cut and edited them in the multimedia center, and through their self assessment teachers adjusted their plans for more effective teaching in the future. The presenter in this presentation argued that video together with quality audio communicates better than any other media. Mayer (2009) supports this statement in his cognitive based multiple media learning theory This presentation supports the theory by Mayer in that it has an emphasis on cognitive activity by the learner. Although the technology is highly promoted in this presentation, it is the learner that maintains the focus of the presentation. ===

=== The next presentation entitled Poetry and Multimedia ([]) promoted the use of multimedia in a lesson on poetry. Students used a variety of media and gained new knowledge on how to use a browser to obtain photos, and then use //iMovie// to edit those images and make slides with them. Next, Learners accessed //Sound Studio// to record their own voices by reading their poems. This program represents their voice sound visually with sound waves. Learners then compared the meter of their own poems to the beat of their voice and selected a soundtrack to match this tempo. Learners then presented their final movie project using //iMovie//. It was difficult to select if this was technology or learner centered because both were present. Learners interacted with and blended a variety of technology to complete their projects. It seems to lean more toward a technology centered approach with students engaged in cognitive activities which is supported by Mayer (2009) and his theory on learning with multimedia. ===

=== Finally, Interactive Learning Engages Students in the Classroom ([] )is a video presentation on how an interactive learning center can provide presentations, practice, and discussion for students in a multiage classroom in grades 1-3. A Montessori Method underlies the curriculum presented to students. Media used include a smart board, smart table, videos, audio and hands on interaction. In addition to the use of various hardware and software, this curriculum promotes a high amount of student interaction with the technology and classroom materials combined. The program promotes communication, discussion, interaction, and cooperation to allow students to complete activities. Although this presentation highly promoted technology, I believe it was more learner centered allowing students to interact with the technology beyond cognitive means. ===

=== The following is a review of three studies that utilize multimedia artifacts for active learning on the topic of teacher professional development that utilizes multimedia. Each study was analyzed to determine whether the active engagement required focuses on behavioral or cognitive activity and whether it is accomplishing learner-centered or technology-centered learning. ===

=== The study conducted by Bowker, Hennessey Dawwes, and Deaney (2009) was on a teacher development initiative that used peer learning and multimedia resources to encourage teachers to share their ideas about teaching, as well as to experiment with new practice and observe the effects on students. Bowker et al argued that traditional off site professional development does not result in teachers applying the new knowledge in the classroom setting. Instead, Bowker et al argue that on site professional development among colleagues is more likely to produce learning that teaches apply in classroom practices. In addition, involvement in regular critical reflection on concrete examples of practice and sharing among colleagues can promote potential long-term changes in teaching. The professional development included frequent critical reflection, professional dialogue, experimentation with new technology and pedagogical techniques, collaboration, observations in real settings, co-planning and implementation of lessons, and use of participants’ current beliefs and values. This professional development was flexible and was designed to engage teachers in a variety of ways. Because of all of the components of the professional development stated above, I would say this was primarily a learner centered approach with behavioral activities. Some cognitive activity was also included such as frequent critical reflection. ===

=== Similarly, Galvis (2004) argued that multimedia case-based teacher professional development is a particular and promising way of helping teachers grow professionally. This study focused on determining critical success factors related to the use of multimedia case-based for teacher professional development. Case discussions occurred in this inquiry based course used blended environments. Participants attended face-to-face sessions, completed class assignments, contribute to online discussions, and work collaboratively on the final lesson-redesign project. The final project demanded reflections. Some teachers created audiotapes and some did videotapes as part of the project. Teachers shared their final projects during the last face to face class. They kept journal, video and audio recorded lessons, edited them, and transcribed them into text. In this study, the emphasis leaned more on the technology than the learner centered approach although both cognitive, collaborative, and active components were present. ===

===Eib and Miller(2006) presented a study on an intensive institute focusing on the meaningful integration of technology into teaching as a professional development for educators. Eib and Miller argued that faculty development can create a culture that supports a thoughtful focus on teaching, while at the same time, nurture a sense of connectedness and collegiality. Authentic, faculty-driven questions provided the inquiry-based foundation of the study. Eib and Miller themselves stated that the emphasis of the study was on enhancing teaching effectiveness rather than on technology making this study more a learner centered approach. Various online and computer mediated technologies were introduced in a manner that addressed teaching and learning issues. Participants were offered a variety of ace to face discussions and presentations to build a sense of community. Sessions were also offered on //Blackboard//, //Centra//, //Excel//, videoconferencing, and video streaming//.// Projects were completed individually and needed to have a significant technology component and employ best practices for teaching and learning. Finally, projects needed to enhance face-to-face teaching and focus on helping the participant transition from face-to-face to blended or distance teaching contexts.===

= Agenda =


 * 1) ===Participants will have choices of the media they incorporate into their final products for the workshop. They will be required to create a Wiki for their group which will be used to present their ongoing work. Participants will either use Skype or Google docs or both for collaboration spaces outside of their Wiki.===
 * 2) ===The multimedia presentation will include audio and video that demonstrates while also giving participants time to practice the use of new concepts. Live face to face interactions will also occur to engage learners. Participants will be actively engaged while using the Skype, Google Docs, Wiki, and other technology of their choosing. The presentation will include video recordings creating of a Wiki to present work in. Additionally, participants will be given an array of media options of which they must select at least two to include in their projects===
 * 3) ===What kind of graphic organizer would be best to give your participants to help facilitate learning in your workshop? Participants will be provided with a packet of hard copies of two rubrics to assist as an organizer along with a short written overview of the workshop. The overview will include definitions, links, and overall objectives of the workshop. This information is also available to all participants in a Wiki using multimedia artifacts designed for the group. The assessment rubric will also serve as an organizer highlighting the main points.===
 * 4) ===Pre-training will include explanations of how to use a Wiki, Skype, Google Docs, Flip camera, and document camera. It will also include an explanation of what multimedia is and how it can enhance current teaching practices. Mayer's principles will be provided. Video, interaction, and humor will be used as a means of engaging the participants. By using a constructivist approach in training, participants will be more motivated with the freedom to choose topics and media of their interests.===
 * 5) ===Equipment needed will be a desktop or laptop and internet connection for all participating in the workshop, including use of the school computer lab for face to face meetings and work time. A document camera will be needed for the instructor to present as well as being an option for participants to learn about and use in their final presentations. The flip cameras will be available for participants to learn about and use for gathering videos and still photos for their presentations if they choose. Additionally, other video recording hardware is available including cameras on some lab computers for recording.===
 * 6) ===What online applications might you use? Wiki, Google docs, Teacher Tube, Audacity, and Skype may be used.===
 * 7) ===Participants will collaborate in their small groups during their project creation both face to face and online using either Skype with document sharing or Google Docs. Participants will also be able to use the discussion tab in the Wikis as a mode of communication and collaboration. How will you group them to create authentic assessment in your workshop? Groups will be established by current instructional teams. There will be four grade level teams of seven members in each as well as a team for the specials teachers which will have six members. Four of these five teams currently have one and some two members who have more expertise on technology. These members will be available to guide the group members with less skill. As the trainer, I would be available to the fifth team as a guide more frequently than with other groups. Another option is to request one of the special education teachers who have technology knowledge from the grades 2/3 team and ask them to work with the kindergarten team. These teams are naturally composed of a diverse group of members with a variety of technology skills making the groups equitable. The main reason for grouping in this manner is that these teams already collaborate face to face and are familiar with the same curriculum.===