EDLD+5363+Course+Embedded+Reflection

EDLD 5363 Multimedia Video Course Embedded Reflections



**Lamar University – M.Ed. in Educational Technology Leadership**

Reflections of Course-based Embedded Assignments
**//Directions://** In submitting your Course-based Embedded Assignment located in Appendix I of the Internship Handbook, you are required to complete a reflection of the identified assignments in your course wiki/e-portfolio. These reflections will be used to assist you in completing your EDLD 5388/5370 (*Please note that course number changes in Fall 2010*) Internship comprehensive exam final report. Students should use and cite their textbook references as well as two additional references when writing each reflection. The reflection must consist of statements regarding the knowledge you gained from the assignment and how the assignment helped you master the Technology Facilitator Standard(s) /Indicator(s).
 * == Course Number:  == || ==  Course Name:  == || ==  Course-based Embedded Hours  ==

(see Appendix I)
||
 * EDLD 5363  ||   **Video Technology and Multimedia**   ||   15 hours   ||
 * == Description of the  ==

(see Appendix I)
||  || I can say that I truly enjoyed the assignments from this Video Technology and Multimedia course on multiple levels. The assignments were project-based learning, which focuses on active learning. Based on studies student are more engaged and motivated in project-based learning. “Reinventing the project approach for today’s learners doesn’t mean discarding this venerable model. Instead, it involves maximizing the use of digital tools to better reach essential learning goals, expanding classroom boundaries so that students gain real-world experiences and become global thinkers, and creating experiences that satisfy diverse learning styles and learner dispositions.” ( Boss & Krauss, 2007, p.22) I felt comfortable in multimedia area since I teach animation. I was already familiar with video editing and graphics software. The course assignment was to create a PSA video in a collaborative setting. There was some skepticism of being able to work through the challenges of distance learning environment. Since I am located in California and the rest of my team were in Texas, there were some challenges we faced such as the time difference and not being able to meet face to face. We mainly communicated through emails and we created Google doc to work collaborative on the script. Google doc was a tremendous asset because each person was able to update in real-time. “With Web 2.0, the focus is not on software, but on practices such as sharing thoughts and information through self-publishing and harnessing the collective intelligence of all users to generate information and solve problems.” (Mills, 2007, p.4) I experienced first hand that online distance learning works with Web 2.0 tools. I also experienced how Web 2.0 tool like Google doc could foster collaboration. **__Learn as a Learner__** The initial stage of the team project was to analyze each person’s ability so that we could split the responsibility. I felt I was strong in the technical part of editing the video, but I was weak in recording narrative. On the first week each person volunteered to be responsible for certain tasks that need to done. We communicated on daily bases through emails and updating the Google doc. After the third week I had all the resources I needed to create the PSA. I incorporated multitude of applications such as video editing, audio, animation, and graphics. I can see that my students will learn multitude of skills by doing a project like this. “By combining writing (a script, presented in a voice-over), images or short video clips, sound effects, and music into a movie, students can find a way to become producers of content as well as consumers. Clear communication encompassing a variety of media is comfortable and natural for today’s students and engages them in creative thinking and planning.” ( Armstrong & Warlick, 2004, p.26) In the end, our product came out wonderfully, but the challenge of working in a group where we could not meet was not knowing how things will turn out. The team had to place a trust in me to create the final product that is presentable. Although I visualized how the video was going to look, the other team members could not. They only saw pieces of raw video clips, audio, and images. I learned that in a situation like this we need to place a tremendous trust in each other. **__Lifelong Learning Skills__** I learned through first hand experience how technology could create learning environment beyond the classroom. It is one thing to read articles and books about how Web 2.0 could be used in the classroom, but it was a substantial experience to actually use it. Through this experience I know what the benefits are and what pitfalls to anticipate with my students. With any tools there will be challenges and I must adapt to the tools’ capability, but the focus should always be the content of my lessons. ||
 * || **__Self –Assessment__**
 * **References** || Armstrong, S., & Warlick, D. (2004). The new literacy: The 3Rs evolve into the 4Es. //Technology & Learning//, //25//(2), 20-28.

Boss, S., & Krauss, J. (2007). Real projects in a digital world. //Principal Leadership//, //8//(4), 22-26.

Mills, L. B. (2007). The next wave now: Web 2.0. //The Education Digest//, //73//(4), 4-5. ||