Project #5: Worked Example Screencast

For my worked example screencast, I chose to create three different examples for an online Google Apps for Educators course that I teach. I created three different ones because they all cover different topics within the realm of Google Apps. The three topics I specifically chose were based upon the questions I get asked most frequently in the last two years.

I have already added these videos to my syllabus as well as added them into my canned responses. This assignment was great because it allowed me to create three products that are immediately applicable.

I created each one of these using Jing, then had to convert the file into and AVI before uploading it to my YouTube channel.

Clark, R. & Mayer, R. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco, CA: Wiley & Sons/Pfeiffer.


Digital Story – My First Year Teaching Adventure

This week, I chose to create my digital story using an iPad app called Adobe Voice. This was an easy to use app that allowed me to share my first year teaching adventures in Tegucigalpa, Honduras.

Clark, R. & Mayer, R. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco, CA: Wiley & Sons/Pfeiffer.

Be Frugal, Go Google Podcast

This week our task was to create an original podcast on a topic of our choice. For me, the choice was easy – Google Drive. I chose this topic because it is something that is ingrained in my day-to-day life. It is one constant in my life that helps communicate, create, organize, and deliver information.

For my podcast, I created an introduction to Google that gives an overview of the various features of Google Drive. For subsequent episodes, I would choose a different feature each week and dive deeper into how to specifically integrate into your classroom.

Podcast Format:

  1. Intro to Be Frugal, Go Google
  2. Intro music jingle and intro to me
  3. Overview of Google Drive
  4. Features of Google Drive
  5. Google Drive Collaboration
  6. Closing remarks on Google
  7. Closing music

Be Frugal, Go Google Podcast
Be Frugal, Go Google Narration

Clark, R. & Mayer, R. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco, CA: Wiley & Sons/Pfeiffer.

EdTech 513 – Project #1: Static Multimedia Instruction

Clarify Tutorial: How to create a Google Site

For this project, I created a tutorial for my online class called “Google Apps for Educators and Schools”. This course gives educators some insight on various Google Apps that they can integrate into their teaching. One Google App we focus on is Google Sites. This tutorial will be a supplement to the videos I have them watch on various ways to create Google Sites.

Learning Objective: The students will be able to create a basic Google Site looking at this step by step tutorial.

Lesson Design: This tutorial was designed to be the initial steps to creating a Google Site. This will take place after the learner reads information from Google on the importance of Sites ( This Site will be accessed via a Google Doc that is shared with them when they enroll in the course.

Clarify Tutorial: Google Sites – The Basics

Multimedia and Contiguity Principles
As Clark and Mayer say it, “People learn more deeply from words and graphics than from words alone.” However, the graphics that one chooses to correlate with the words is very important. From E-Learning and the Science of Instruction, we have learned there are 6 different types of graphics that support learning. In this lesson, I mainly used representational graphics that were the visual images of buttons that needed to be pushed in order to properly create a Google Site.

As for the contiguity principle, I aligned each graphic and associated words together so that the learner can easily access the next step without having to go back and forth between screens or tabs. From Clark and Meyer, we have learned that learning is better from integrated text and graphics than from separated text and graphics.

Clark, R. & Mayer, R. (2011). E-Learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. (3rd ed.). San Francisco, CA: Wiley & Sons/Pfeiffer.

EdTech 504 – Module 3 Reflection

I’m finally getting around to my reflection on creating my annotated bibliography and the connection to my classroom teaching. For my annotated bibliography, I chose to research various aspects of communication when it comes to Educational Technology. In order to find reputable sources, I used two online databases, JSTOR (Journal Storage), and EdITLib (Education & Information Technology Library) to look up peer reviewed documents. Luckily enough, we get access to these enormous databases through Boise State’s EdTech program.

One peer reviewed paper I I really enjoyed was one written over 40 years ago on the link between communication and educational technology. This paper is a review of trends in general communication theory, literature, and application in regards to educational technology. What I like best about it is how it is written over 40 years ago, yet is still relevant today.In this, Mielke recognizes the behavioristic learning theories of Gagne and how general communication theory would be filtered through the same screen of applicability. When it comes to mass communication in educational technology, Mielke recognizes creativity, practice, and primary research are what needs to be focused on, just done by a different medium than what is done today.

Another article I enjoyed tied together constructivism, communication and e-learning. Because of the increase in the number of students taking online courses, Koohang advanced a model based on constructivism learning theory that focused on the design of learning activities, learning assessments, and instructor roles.

It has been great doing research on the various theories of learning and theories of educational technology. Through this research, I have been able to get a better grasp on what my final paper will be on in this course.

Koohang, A., Riley, L., Smith, T. & Schreurs, J. (2009). E-Learning and Constructivism: From Theory to Application. Interdisciplinary Journal of E-Learning and Learning Objects, 5(1), 91-109. INFORM.

Mielke, K. (1972). ERIC/AVCR Annual Review Paper: Renewing the Link between Communications and Educational Technology. AV Communication Review, 20(4), 357-399.

EdTech 504 Module 2 Reflection

This week we are to look at the linkages between our epistemological beliefs and classroom instruction. As I start to consider my own beliefs compared to how I teach, I experience mixed emotions. I am pleased with my progress, but know I have a long way to go. With the ever-increasing advancement of technology, I truly believe the role of the teacher is changing. I think the teacher’s role is becoming more of a facilitator of learning and less direct instruction. These days, the amount of knowledge that is at a students fingertips is overwhelming. Any topic the student is wanting to get information about is easily accessible and often overlooked. I believe a teacher needs to provide opportunities for the students to take ownership of their education while being open to many different avenues of information.
A few ways I offer students this flexibility in controlling their learning is through my Leadership class where I act as a facilitator, and through group projects in my Marketing 1 class. In Leadership, students are in charge of creating and implementing a plan for all student activities. They must be self-motivated and find the answers to their own questions. In my Marketing 1 classes, I like issue projects where students get to choose whichever source they would like to relay information from. Often times, the criteria will be vary vague, where students can negotiate what goes into their project.
Even though I believe students should be at the center of my teaching, I all-to-often find myself in front of the classroom delivering information. However, recognizing this flaw is the first step in my long journey to student-lead learning.