After the STAAR results were presented by the state, I believe the majority of us felt we needed to focus on expository writing. Each of us brings various levels of expertise and we all know how important it is to have a strong foundation. Since the skills are basic at the 4th grade level, we moved to the 5th grade level. These expectations begin with the more in-depth skill base needed for students to write on level at the upper grades. Therefore, it was decided 5th grade would be our focus group. We needed to determine what would be the purpose of our video. It was stated in a web conference the video could take any form so we decided to use ours as a fun introduction to our expository writing unit. Scripts were written-we were all on track with our thoughts-and quite a large amount of video taken.
Kim began to pull all the video together and Carol gave us a royalty free website to search for music. Several of us submitted ideas of the type of music we should use and Kim placed it well. Kim sent out the first edit and we sent feedback. It was well over 2 minutes. The second edit was done and sent with more email feedback. The 3rd edit done we went to web conference and discussed cuts that should be made so we could try to get the effects we wanted. The scripts were updated. David completed the voice over and sent it to Kim for the new edit. The shot list was updated as well since we had a better view of what we actually wanted to accomplish. YouTube was used since it is the most dependable that we all were familiar with.
When we first discussed what we want to do with this video, we decided we wanted to create our own footage and everything so it would all be original. I wasn’t taking into consideration all the information sites we used to get where we were with the video; therefore, when we completed our fair use and copyrights, I learned quite a bit more about what needs to be cited and what could not be used without special permissions.
I believe our video could be improved with more of variety of shots. For example, extreme closeups of Carol’s eyes to better illustrate her frustration; an establishing shot of an office; different angles of Delaney as young Carol; and the paper actually moving as it taunts. However, with us being in different parts of the country and having to be away from home for various professional developments, we had issues doing this.
Our team collaborated in many different forms: email, Google Doc and through the chat feature on the document, web conferences through anymeeting.com, and even telephone and text messaging. By having multiple ways to talk about our project, we were able to pull our production together easily and make edits quickly. We worked well together and depended on each other to learn new information needed.
Saturday, July 7, 2012
Thursday, July 5, 2012
Web Conference #4 EDLD 5363
June 30th @ 9:00 a.m.
This was an informative conference. We all had questions about what to do with assignments 4.3 and 4.4. Since a submit button was available in EPIC, it was suggested we should create a document and say the group is completing these tasks and automatic credit will be given. I was concerned about documentation so I extended the documentation to my 4.3 and 4.4 to prove the work was done.
Moreover, a few groups were concerned about going over the 90 second limit. We were assured that points would not be deducted if it went a little over; however, we were informed that our video should not be 5 minutes. The purpose is to edit to make what we present effective for our audience. By limiting us to 90 seconds, we are to critically edit our video to ensure it is highly effective. Another question posed was concerning content references. We are to submit those at the end of our video ensuring they run slow enough so the viewer is able to read them. After this conference I had a better understanding of what was required of us this week.
This was an informative conference. We all had questions about what to do with assignments 4.3 and 4.4. Since a submit button was available in EPIC, it was suggested we should create a document and say the group is completing these tasks and automatic credit will be given. I was concerned about documentation so I extended the documentation to my 4.3 and 4.4 to prove the work was done.
Moreover, a few groups were concerned about going over the 90 second limit. We were assured that points would not be deducted if it went a little over; however, we were informed that our video should not be 5 minutes. The purpose is to edit to make what we present effective for our audience. By limiting us to 90 seconds, we are to critically edit our video to ensure it is highly effective. Another question posed was concerning content references. We are to submit those at the end of our video ensuring they run slow enough so the viewer is able to read them. After this conference I had a better understanding of what was required of us this week.
Reflections of Week 2 Web Conference EDLD 5363
I received an email from Letitia telling of the new unlisted web conference on Tuesday, June 12, 2012. I was glad since I could not make it to the Monday night conference. Only a few of us attended. The conference was short since we didn't have too many questions about week 2 assignments.
Reflections of Week 3 Web Conference EDLD 5363
For week three, a little over thirty students attended. I assumed it was because we now begin our group work on our final project. We had many questions about team members, discussion board, and topics for the project. Clarification was given that the video was an introduction to our lesson. We also understood from our assignment and reinforcement in the web conference that it should be student-centered.
Another concern was no mention of the discussion board for week 3. We have become in tune to posting and responding on the discussion board so I was having issues not doing so. It is anomalous how we get into a habit and when that requirement is changed, we tend to not know what to do.
Excitement about the new project about to start was evident by the comments and questions being posed. It was obvious we all wanted to ensure we were doing all that was expected of us, and we wanted to do it well.
Another concern was no mention of the discussion board for week 3. We have become in tune to posting and responding on the discussion board so I was having issues not doing so. It is anomalous how we get into a habit and when that requirement is changed, we tend to not know what to do.
Excitement about the new project about to start was evident by the comments and questions being posed. It was obvious we all wanted to ensure we were doing all that was expected of us, and we wanted to do it well.
Sunday, June 10, 2012
Reflection of Week 1 Web Conference EDLD 5363
I was not able to attend the web conferences this week since we were visiting our son, daughter-in-law, and three year old granddaughter. Our granddaughter demands our full attention at all times, therefore, web conference was out of the question; however, I did want to view the chat list and recording. I began with the chat list to see what information I could glean from that. After a few minutes I was totally confused. The most you can get from the chat is web addresses and emails; without the recording, the rest is gibberish. Next, I opened the recording. I like the new setup and realized the chat is much easier to follow on the bottom than on the side. A little into the conference, I realized quite a few people had issues with old assignments. I did obtain the new assignments through EPIC, but the readings and the video transcript was not updated. I have a system to my studies. I always begin with the readings then move to the assignments. I wasted quite a bit of time on those seven readings, although there was great information. When I couldn't find the cookbook site, I was quite stressed. The stress was alleviated once I read the new assignments.
Saturday, June 9, 2012
EDLD 5363 Week 1
Digital Story
A Miracle Named Sheila
When I first realized this was the class we were going to take next, I was excited. I love working with video and knew I would enjoy learning new information about what my videos were lacking. Starting the Wednesday before, I began checking EPIC to see if assignments were ready to be accessed. Unfortunately, they didn't update until 12:00 a.m. on our starting date.
Once I accessed the assignment, I began my brainstorming. I could talk about a lot of stuff, but my son suggested I tell about Sheila. He said he could see how much this student had affected me by the light in my eyes when I talked about her success. So I wrote the script. It went through a few revisions before the final. I decided music would
be a distractor so I didn't use any. The next issue was pictures. I didn't have a clue what I was going to use. Once we returned home on Friday, I began going through all my pics and the pics on our school's common drive. No use. Nothing fit. The next morning it hit me. I would go to the school and take pictures of the guidance office, the texts we used to study, and Sheila's actual work.
The next step was learning iMovie. I am a Mac user but have never used iMovie so I took the opportunity to learn the program. It was user friendly for the most part and what I didn't know, I found a how to video. I think my only issue with this was getting the timing correct and the correct words with the correct pictures.
I do have a lot more practice to do before I feel I am a semi-pro; however, once this activity is in the hands of the students, we find out what Pro really looks like!
A Miracle Named Sheila
When I first realized this was the class we were going to take next, I was excited. I love working with video and knew I would enjoy learning new information about what my videos were lacking. Starting the Wednesday before, I began checking EPIC to see if assignments were ready to be accessed. Unfortunately, they didn't update until 12:00 a.m. on our starting date.
Once I accessed the assignment, I began my brainstorming. I could talk about a lot of stuff, but my son suggested I tell about Sheila. He said he could see how much this student had affected me by the light in my eyes when I talked about her success. So I wrote the script. It went through a few revisions before the final. I decided music would
be a distractor so I didn't use any. The next issue was pictures. I didn't have a clue what I was going to use. Once we returned home on Friday, I began going through all my pics and the pics on our school's common drive. No use. Nothing fit. The next morning it hit me. I would go to the school and take pictures of the guidance office, the texts we used to study, and Sheila's actual work.
The next step was learning iMovie. I am a Mac user but have never used iMovie so I took the opportunity to learn the program. It was user friendly for the most part and what I didn't know, I found a how to video. I think my only issue with this was getting the timing correct and the correct words with the correct pictures.
I do have a lot more practice to do before I feel I am a semi-pro; however, once this activity is in the hands of the students, we find out what Pro really looks like!
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