EdTech 506 Final Draft

Link to Website

Organization and Integration Project - EdTech 506

This week in EdTech 506 we learned about organization and integration. I chose to create a graphic organizer to demonstrate principles learned.  

The intended users for this graphic are high school students taking an online U.S. History course. The students can read at or near grade level or are able to gain access to assistance for words they cannot comprehend. Since this is a web-based course, these students should be familiar with web navigation and basic computer skills (cut and paste, snipping tool, saving documents, etc.).

The graphic organizer is related to the MAIN causes of World War One topic. In this organizer the student must complete 3 tasks. In task #1, the student demonstrates that they know what the four main causes of WWI were (recall). In task #2, the student must research and select an image that would show a relationship to the causal factor identified in the block above (making connections). In task #3, the student must explain how the image they selected in the block relates to the causal factor described (prove by citing evidence to support). 

This graphic organizer incorporates gestalt principles. Closure is demonstrated through the gaps and empty blocks in the graphic. According to the gestalt principle, the mind would want to fill in these gaps of information to provide closure on the concept as a whole (Lohr, pg. 162). 

Contiguity is demonstrated by placing similar items close to imply relationship (Lohr, pg. 162). Each task box is in a horizontal row across from the task directions to imply relationship for the task type and each box for the MAIN causal factors are connected by lines horizontally to show relationship to the overall theme of MAIN.  

Similarity is established by keeping directions and task boxes the same size across the image (Lohr, pg. 162). Lines were used to connect boxes to similar concepts as well, reducing cognitive load and enabling the learner to draw connections more easily.  

Regarding organization, hierarchy was demonstrated in the vertical alignment of the graphic (Lohr, pg. 128). The boxes all connected vertically, but the overall theme of the MAIN causes of WWI was located at the top, exemplifying the theme of the graphic as a whole. Cues were used in the form of connector lines to show relationship (Lohr, pg. 123). 

Chunking was used both horizontally and vertically in the graphic. Horizontally the groups were chunked into similar task types whereas vertically the boxes were chunked according to the MAIN causal factors of WWI. The vertical arrangement actually existed in harmony with the horizontal in that from the top down the boxes followed a logical sequence of completion regarding tasks (Lohr, pp. 125-26). Task #1 was a recall task, a Level 1 task on Webb’s depths of knowledge (Webb, 2005). Task #2 required the learner to identify and relate an image to the knowledge recalled in task #1, a Level 2 task.  Task #3 required the learner to explain how their image selection related to the causal factor, in essence connecting their knowledge of the image to the causal factor and proving their selection had validity, a Level 3-4 task.

I showed the graphic organizer to my wife and she said it was easy to understand and she could really see the organization and flow of the image. She said she didn’t see any changes that needed to be made.

I will likely use this graphic organizer in my classes this year as it requires the learner to demonstrate their knowledge through their own interpretation and understanding of the causal factors. It also gives them ownership in their own education, something I always wish for them to possess.

Works Cited

Lohr, L. (2008). Creating graphics for learning and performance: lessons in visual literacy (2nd ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.

Webb, Norman L. and others. “Web Alignment Tool” 24 July 2005. Wisconsin Center of Educational Research. University of Wisconsin-Madison. 2 Feb. 2006. http://www.wcer.wisc.edu/WAT/index.aspx

 Organization and Integration Graphic

EdTech 506: Color, Depth, Space and Selection Project

This week in EdTech 506 we were to complete an independent activity that incorporated selection, color, space, and depth. I decided to create a quiz portion of my website project on World War One technology to test out these principles.

The intended users for this graphic are high school students taking an online U.S. History course. The students can read at or near grade level or are able to gain access to assistance for words they cannot comprehend. Since this is a web-based course, these students should be familiar with web navigation and basic computer skills.

In regard to selection I focused on the “three c’s,” concentrated, concise, and concrete (Lohr, pg. 102). First I created my title for the image, “Matching Quiz!” This would focus the learner on the main idea of the image. To be concise, I kept the supporting images simple and similar. I included the name of the technology and a graphic of each within a small rectangle. I also kept the descriptions within rectangles of similar height and width. All of the visual and descriptions within the workspace focused on the purpose of the overall image. To be concrete, I made the text and images easy to visualize using glow within the technology images and white background in the descriptions.

For color, I chose a drab green for the background as the quiz is of a military nature and the overall theme is World War One. I originally chose red for the title text but it seemed to not pop out enough although the colors do complement each other on the color wheel. So I chose a bright yellow and that seemed to work much better. With the need for contrast in the title the yellow advances (warm color) and the green recedes (cool color) (Lohr, pg. 269).

Most of the images for WWI are in black and white so I had to contrast with these colors as well. To do this I made the text black and used a white glow behind it to make the text easily readable in the technology images (Lohr, pg. 268).

For depth I had originally used some glow and drop shadows. However, it appeared as though the glow was overpowering. To alleviate this I incorporated a raised emboss on the title, images, and descriptions. This made the image much cleaner, added dimension and texture, and made it easier to visualize (Lohr, pg.271-72). I only used drop shadows for depth in the directions (very subtle) and in the technology images.

In regard to spacing, I sought to be symmetrical to convey a sense of calm and focus (Lohr, pg. 275). The title and directions are centered and at the top keeping order in the image. The descriptions are equidistant from each other and the images are also equidistant from each other and each image is centered on a description. Between the descriptions and images is an equal amount of space.

For my user-test I showed the image to my wife. I told her to look for color, depth, and space specifically and she identified where I had used those elements. She also said it was very easy to read and that a student should have no problems understanding it. I won’t make any changes based on my user-test. However, I have included the first draft of my project before I made significant changes for comparison. One very noticeable change from draft to final was flipping the images and descriptions. As the question numbers were included on the descriptions and we naturally read left to right, it would flow much better for the learner with the descriptions on the left and image choices on the right.

This exercise was very enlightening in that these were all principles I have used in the past in the design of slides and websites, but I had no experience with them formally.

Lohr, L. (2008). Creating graphics for learning and performance: lessons in visual literacy (2nd ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.

Color, Depth, Space, and Selection Project Image

Final

 Draft

CARP Project - EdTech 506

This week in EdTech 506 we concentrated on CARP, or Contrast, Alignment, Repetition, and Proximity. I chose to create an infographic on the significance of the HMS Dreadnought to complete this assignment. 

The intended users for this graphic are high school students taking an online U.S. History course. The students can read at or near grade level or are able to gain access to assistance for words they cannot comprehend. Since this is a web-based course, these students should be familiar with web navigation and basic computer skills. 

My goal for this infographic was for students to recognize the significance of the HMS Dreadnought prior to World War One. At its creation, the Dreadnought made every other battleship in the world obsolete with its use of steam turbines (first battleship to do so), speed (fastest battleship in the world at the time), and firepower (first battleship to incorporate a uniform main battery). This British creation would force all other navies in the world to improve their navies, sparking a naval arms race, most notably between the British Royal Navy and the German Imperial Navy. This buildup of naval ships is an example of Militarism, one of the components of the acronym M-A-I-N regarding the causes of World War One.

To get this message across, I first created the title and used Stencil type to give a military feel to it (tying the Dreadnought to Militarism). I then inserted two images, one of HMS Agamemnon, a pre-Dreadnought battleship, and to the right an image of HMS Dreadnought. This was done to actually let the students see what was being taught about and so they could also get a good contrast of the armament of the two ships through the visuals. I placed them far apart in regard to proximity to improve differentiation between the two images. (Lohr, 203) 

I also used color coding and font for contrast. (Lohr, 201) I typed the text referring to the pre-Dreadnought in a rust color, signifying the “out with the old” concept. I typed the text referring to the HMS Dreadnought in blue, signifying “in with the new” and tying in with a color of the British ensign. I used repetition of these colors in the descriptions of Speed, Propulsion, and Firepower for each ship (Lohr, 203). So to reinforce the data for each ship, and to provide contrast, students were provided color coding. 

Regarding alignment (Lohr, 201), I chose to align the images across from each other for ease of comparison. I also aligned all text correlating to each image centered on the image for attribution. I used dividing lines for clean alignments on the information regarding Speed, Propulsion, and Firepower. At the bottom I used anchor images for bullets regarding the key information section on HMS Dreadnought. I also colored the anchors blue to associate the Dreadnought with that information being presented. Each bullet of information was aligned with an anchor. 

My wife assisted in the user-test and was she able to determine the significance of the HMS Dreadnought through the graphic without any problems at all. She could not think of any ways to really improve the graphic and that it was very effective in what it was meant to do. 

The only changes I can see making at this point would be to blow up the images more or link them to larger images on the finished website. I know students can zoom in but I think it might be easier to really contrast the ships if they were already enlarged.  

Works Cited 

Lohr, L. (2008). Creating graphics for learning and performance: lessons in visual literacy (2nd ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.

 CARP Project Graphic

EdTech 506 Typography and Shape

This week in EdTech 506 we studied typography and the use of shapes in images. I created a graphic to communicate the M-A-I-N causes of WWI: Militarism, Alliances, Imperialism, and Nationalism. My intended audience consists of high school students (primarily Juniors) in grades 9-12 taking U.S. History. Most of the students can read at or near grade level, with assistance provided to those who require it. The students will have encountered many graphics throughout the year before studying the World War One unit so they will be already be familiar with concept maps at this point in the school year. However, I attempted to create a graphic that any student, regardless of background knowledge of World War One, could read and interpret clearly.

For the typeface used in the squares for each cause I decided on the sans-serif font style Impact for its great legibility. (Lohr, pg. 228) I also incorporated a type size of 36 to make sure that the lettering was legible on a projection. (Lohr, pg. 241) I used sentence-case rather than all caps as per gestalt theory. For cueing devices I highlighted the first letter in each word in red, emphasizing M-A-I-N, the acronym to help the students remember the four causes of World War One.

Within the squares I chose images that captured the essence of each of the causes mentioned. For Militarism I chose the 12 inch guns of the H.M.S. Dreadnought battleship, signifying the buildup of Europe’s militaries leading up to the outbreak of war. For Alliances I chose a map with different shadings highlighting major allies prior to the war. For Imperialism I chose a map of colonial Africa which the students would have been exposed to prior in the year and signified the competition between European powers for new colonies to support industrialization. For nationalism I first chose a recruiting poster which looks very similar to our “Uncle Sam” recruiting poster signifying the nationalistic and patriotic duty of men to come to the aid of their nation in time of conflict. However, in reflection I decided that the assassination of Archduke Ferdinand would be a much better choice. I searched and found a newspaper headline that fit the part perfectly.

Regarding shape tools, I utilized square outlines to contain the information (Lohr, pg. 250) and make the graphic look organized. I also incorporated arrows to point to the WWI explosion image in the center to make the connection (Lohr, pg. 250) that each cause helped lead to World War One. Within the explosion i incorporated Stencil typeface for "WWI" to give it a military touch.

I showed the image to my wife (she used to be a graphic designer) and she suggested that I should maybe resize the image and text and then reintroduce the images within to make them clearer. She was able to clearly identify what the image was for and what the main idea of the graphic was about. For Militarism she stated that the guns were from a ship and it meant that Europe was building armies in the time leading to World War One. For Alliances she stated that the map shadings identified the major allies before World War One. For Imperialism she stated that the map was of the areas in Africa controlled by European powers and that they had fought over those during that time period so they were mad at each other leading up to World War One. For Nationalism she stated that the image was of King George (she is British) and that it was a recruiting poster which meant that it was trying to reach the sense of patriotism in the citizens to fight. On the revised version she stated that the newspaper headline was telling of the assassination of Archduke Ferdinand and the nationalistic ideas of the assassin. For the overall idea of the image she stated that she recognized that each of the boxes had a cause which led to World War One.

Based on the comments from my wife and my own reflection I revised the size of the image from a 500x500px to a 800x800px image. I also enlarged the type from 24 to 36 point. Upon resizing the canvas I reintroduced the images and they appeared much more detailed. After the revisions I had a much improved graphic that I will be utilizing in my history courses this upcoming year.

This solution should work well because it helps students make connections using images, cueing devices and the use of acronyms. The students will also be creating their own concept maps using other resources from the unit to reinforce what they learned and to display mastery of the topic.

Works Cited 

Lohr, L. (2008). Creating graphics for learning and performance: lessons in visual literacy (2nd ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.

Typography and Shape Assignment Graphics

DRAFT VERSION

FINALIZED VERSION

EdTech 506 Personal Introduction Image

To begin the class in EdTech 506 we had to create an introduction image that would give the viewer an idea of who we were via imagery. I chose to construct a basic concept map for myself. In the graphic are eight circles that each contain a key part of who I am as a person. I chose a color scheme of Bronco Blue and Orange for some school spirit. I used basic black and white images for the defining characteristics within each circle. There is a picture of my wife who has been at my side through thick and thin. There is a lamp of knowledge signifying my never ending search for wisdom. The whistle symbolizes my coaching various sports. There is the U.S. army logo signifying my time in life as a soldier. The image with the shapes of states signifies my moving from my home state of California to my adopted state of Tennessee. There is an image of a teacher at the board which would signify my role as an educator. Next there are two pictographs depicting athletics which is a big part of my life. And last but not least is the Boise State University logo depicting my current status as a student here. Each circle has a line attached to the main photo of me in the middle. I used Adobe Photoshop and Fireworks to create the image. I used the rulers and grid lines in Fireworks to get a symmetrical look to the design. I used the image adjustments in Photoshop to create the black and white effect on the photos. Throughout this M.E.T. program, I have been learning the ins and outs of Adobe's tools and I am looking forward to learning more to incorporate into my teaching.

Worked Example Screencast

For our final project in EDTECH 513 we created a worked example screencast. I utilized Camtasia for the first time and with the exception of multiple crashes I found it to be a useful tool. I created my worked example using 8 learning modules that instructed teachers how to build a functional class website using Weebly.com. The modules were short, and separated from each other so that the learner was able to process each module's information fully, keeping with the segmenting principle. As the learner progressed through the modules, they would be able to see progress with each completed task. As procedures were taught, the learners would experience near transfer. The incorporation of a class website into the classroom environment would be an example of far transfer. This project was something I would use in my classroom as my students learn much better in short segments rather than long lessons where everything runs together. I will use worked examples in my classroom in the upcoming year as a result of this project.

 

Digital Story - Swing Kids of Nazi Germany

This week we created a digital story for EDTECH 513. I chose to do Swing Kids in Nazi Germany as we had recently covered the rise of Nazi Germany in my history classes and I had mentioned the swingjugend to my students. Now I will have something a little more substantial than a brief mentioning of them for next year. I still have work to do to get the timings just right as I used PowerPoint to create this story and I noticed a slight pause between slides which interfered with the narration. I managed, however next time I will experiment with another method of creating the digital story. A great experience and another new teaching tool learned from EDTECH.

Swing Kids of Nazi Germany Digital Story

EdTech 513 - Coherence Analysis

EdTech513: History Teacher Words of the Day Episode 1 - Podcast

This week we created podcasts to demonstrate understanding of multimedia principles. My podcast, History Teacher Words of the Day was created to improve student retention of vocabulary through word associations and mnemonics. Beginning with a catchy beat which faded out to my lesson's start point, I introduced the podcast to the audience with a brief description of what the podcast was about and my purpose for creating it. I then introduced the word of the day which was immigration. A brief description of immigration in the United States followed to familiarize the listener with the topic. I then taught some word associations for key words within the topic of immigration in the United States. After my lesson was finished, the catchy beat came in and I entered my sign off, ending the podcast.


This podcast can be extremely useful as I can incorporate a link to it into my class website. it would definitely serve its purpose and future episodes would be very easy to come by as there are thousands of key words and concepts in history to cover. This podcast would be attributed to AECT Standard 2.4: Integrated Technologies – Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer. Audacity was the technology used to manipulate and create this podcast. Link to Dropbox file and transcript below.

History Teacher Words of the Day Podcast

PODCAST TRANSCRIPT:

Hello history fans and welcome to History Teacher Words of the Day where we examine words and concepts you might encounter in history class. I’m Mr. Freeman and here I’ll teach you to use real-life examples and word associations to help burn words and concepts into your memory and improve your vocabulary.

You know, as a history teacher I have encountered a lot of students who seem to have a real problem with recalling information when it comes to tests. One factor is the lack of basic vocabulary and another would be the inability to link the vocabulary with the concepts being taught in class. Simply writing the words and definitions and studying like I had done years ago was not cutting it for many of my students. I noticed a couple of years ago my students had really taken to word associations and mnemonic tools very well and really helped them in remembering key concepts our history class. So today I am here to teach some words from history and provide some easy ways to remember them for your next history test or trivia game at your weekend hangout.

Our topic today is immigration. In the mid-1800s to the early 1900s, the United States experienced a boom in immigrants coming from Europe and Asia. This immigration boom created the conditions that made the United States gain its reputation as a “melting pot.” Two words you might encounter in history class during this timeframe are immigration, with an “I” and emigration with an “e.” What is the difference you ask? It is actually quite easy and easier still with a little word clue. Immigration with and “i” means to enter and settle in a new country whereas emigration with an “e” means to leave or exit a country of origin. The easy word associations to make here would be to write down immigration with an “i”, and then in a downward direction off the first letter make the word “in” as in coming in, or entering a country. You should now have two words, immigration and in, joined at the first “i” in the words. Now write down emigration with an “e” and in a downward direction off the first letter make the word exit, as in to exit or leave a country. Ok, now look at your words. You should have immigration with an “i” and emigration with an “e” with their supporting words “in” and “exit” to help you differentiate the meanings between the two.  This is an example of using word association to see the differences between words. In other words, immigration with an “i,” coming in; and emigration with an “e,” exit, or to leave.

I’d like to share a couple more key terms from history with you today as they are also encountered during the period of immigration into the United States. These would be Ellis Island and Angel Island. Created in 1892, Ellis Island, a small island in New York Harbor, was the first federal immigration processing station in the United States. Its purpose was to facilitate better recordkeeping and less corruption in the system. Ellis would process millions of immigrants, mostly Europeans, and operated until 1954 when it was officially closed.  In 1910, another processing station was created at Angel Island in San Francisco Bay, California. Created for the same purpose as Ellis, Angel would process millions of immigrants as well, but mostly of Asian origins. The word associations here are very simple and my students have had great success with them. Ellis is identified with Europeans so Europeans would be the association used off of the “E” in Ellis. Another word association you could use with Ellis Island would be to write the word “east” under Ellis to remind you that Ellis is located on the East coast of the United States. As Angel Island was associated with mainly Asians, Asians is the association so write down Asian off of the “A” in Angel. Now through using word associations we should be able to differentiate between Ellis and Angel island and the types of immigrants that were processed into each station, Europeans and Asians. We should also be able to differentiate the locations of the two stations since we know Ellis, starting with an “e,” was located on the East coast of the United States.

I hope today’s lesson has helped you understand our words of the day and given you a better way to remember key words and concepts in history. Word associations can be very helpful for you to use as a study tool. Please use them whenever you can, not just in history class. If you have any questions or suggestions, please email historyteacherwordsoftheday@gmail.com. Until next time, this is Mr. Freeman, your history teacher, signing off.

Multimedia Instruction

For my multimedia instruction I created a PowerPoint presentation on football gaps and alignments. As a coach, I have experienced a high degree of transient students due to our school being in a military town. As a result we get many transfers and players overall who don't understand basic football terminology. This multimedia instruction was created with that audience in mind. I led in with an objective and then included some motivation in the form of video clips to get the players motivated to learn. I then moved to instruction utilizing a model of an offensive formation and letters and numbers representing the gaps and alignments. I used animation to highlight the different gaps and alignments I was referring to as I spoke. I also used animations on the assessment portion of the presentation. For the concluding slide I left off with another video clip to inspire the players to use the knowledge they had just gained on the field along with some parting advice. This multimedia instruction followed the multimedia principle through the use of organizational graphics to teach concepts. The contiguity principle was also followed in the use of spoken words and graphics in an integrated fashion as discussed by Clark and Mayer.

Creating my Learning Log

I created this blog using Google tools which I have used in the past for various projects. It is a great way to keep in touch with colleagues and is a way to get your message out, whatever it may be. You can also work to customize the look of the site, making it aesthetically pleasing. Blogger, and all the related tools in Google, are Computer Based Technologies, thus falling under our 2.3 standard.