Thursday, October 21, 2010
Friday, October 8, 2010
Reflections on class - the half-way point
It's about half-way throught the semester. This course is loaded with information. Two hours seems to fly by due to the amount of information. I think it could be a four-hour night and still feel overwhelming. Or - maybe twohours of information overload and then an hour of worktime with supervision would reduce the head spinning.
The projects (visual vocabulary and digital storytelling) have been fine, although time-consuming. In fact I think that might be the biggest piece of information I've picked up: while the projects sound straight forward enough, the execution of the projects take a great deal of time.
I do like the resources I have learned of that offer free-use music, sound clips, and pictures. I truly like the idea ofnot sending the students to Google images. These are resources I will definitely be bringing to my teachers and students.
I also believe digital storytelling will be a hit with the students. Since our lab has Macs I will need to practice with iMovie as the program to create them. I will be interested to learn how to mix music and narration on the single track. These two pieces definitely make the digital story come alive.
Here is the "big" question I would like to ask Will Richardson:
I understand the argument that the students use technology almost as second nature and therefore we as teachers must teach in a way that will reach the students - hence the need to incorporate blogs, wikis, podcasts, etc.
But I feel overwhelmed using them. How do I know when I am ready to crossover and have the students creating podcasts? Am I simply naive thinking elementary is a bit early for that form of communications? Is it my fear of not fully understanding these new methods that keeps me from making the crossover? How would Will Richardson suggest, realistically, that I get over that fear? How long a time might I expect it to take to become comfortable? Jumping in with both feet isn't something that would make me comfortable. What "baby steps" might be best?
The projects (visual vocabulary and digital storytelling) have been fine, although time-consuming. In fact I think that might be the biggest piece of information I've picked up: while the projects sound straight forward enough, the execution of the projects take a great deal of time.
I do like the resources I have learned of that offer free-use music, sound clips, and pictures. I truly like the idea ofnot sending the students to Google images. These are resources I will definitely be bringing to my teachers and students.
I also believe digital storytelling will be a hit with the students. Since our lab has Macs I will need to practice with iMovie as the program to create them. I will be interested to learn how to mix music and narration on the single track. These two pieces definitely make the digital story come alive.
Here is the "big" question I would like to ask Will Richardson:
I understand the argument that the students use technology almost as second nature and therefore we as teachers must teach in a way that will reach the students - hence the need to incorporate blogs, wikis, podcasts, etc.
But I feel overwhelmed using them. How do I know when I am ready to crossover and have the students creating podcasts? Am I simply naive thinking elementary is a bit early for that form of communications? Is it my fear of not fully understanding these new methods that keeps me from making the crossover? How would Will Richardson suggest, realistically, that I get over that fear? How long a time might I expect it to take to become comfortable? Jumping in with both feet isn't something that would make me comfortable. What "baby steps" might be best?
Digital Story I - 1994 Hall of Fame Induction Weekend
It was fun creating this first digital story - once all the issues with getting the program to work were taken care of.
The Baseball Hall of Fame in Cooperstown, NY is a wonderful place to visit. I recommend it highly. And if someone you enjoyed watching as a player gets elected, absolutely go and celebrate!
Monday, September 27, 2010
Tuesday, September 14, 2010
Blog Assignment # 1 Information Processing Theory & Visual Communication
INFORMATION PROCESSING THEORY & VISUAL COMMUNICATION
Information processing is how a person takes in the visual image so the brain will draw on long-term memory to make sense of the information. There needs to be a connection to previously learned information for new images to make sense. It is less likely for new images and information to cross into long-term memory if this connection does not happen.
Short-term memory can handle a limited amount of information at a given time. This optimum amount of information is called chunking and should consist of no more than 5-9 pieces of information. More than this amount will be overload. Therefore, to make effective visual communication the creator should keep the information concise and connected to life experiences of the viewer. Extraneous information should be kept to a minimum.
Successful advertisements keep to this design theory. One of the most successful advertisements comes from 1970s. It was a PSA for “Keep America Beautiful” and showed a Native-American surrounded by garbage and a single tear on his face. Its success was in its simplicity. Using strong music, the impact of splattering trash at his feet, and the single tear made this a very effective commercial. The only spoken part came at the end. The viewer was ready for the explanation because the silent drama, ending with the single tear, made the connection of pain and despair. The chunk of information was kept in the optimum range.
References:
Kearsley, G. (2010). Information processing theory (G. Miller). Retrieved September 11, 2010, from http://tip.psychology.org/miller.html
Pollution: Keep America beautiful – canoe. (2007, August 7). Retrieved September 11, 2010, from http://www.youtube.com/watch?v=862cXNfxwmE
Thadani, R. (2010, May 29). Information processing theory. Retrieved September 11, 2010, from http://www.buzzle.com/articles/information-processing-theory.html
Image from: sandgetsinmyeyes.blogspot.com Retrieved September 11, 2010, from Google Images
Information processing is how a person takes in the visual image so the brain will draw on long-term memory to make sense of the information. There needs to be a connection to previously learned information for new images to make sense. It is less likely for new images and information to cross into long-term memory if this connection does not happen.
Short-term memory can handle a limited amount of information at a given time. This optimum amount of information is called chunking and should consist of no more than 5-9 pieces of information. More than this amount will be overload. Therefore, to make effective visual communication the creator should keep the information concise and connected to life experiences of the viewer. Extraneous information should be kept to a minimum.
References:
Kearsley, G. (2010). Information processing theory (G. Miller). Retrieved September 11, 2010, from http://tip.psychology.org/miller.html
Pollution: Keep America beautiful – canoe. (2007, August 7). Retrieved September 11, 2010, from http://www.youtube.com/watch?v=862cXNfxwmE
Thadani, R. (2010, May 29). Information processing theory. Retrieved September 11, 2010, from http://www.buzzle.com/articles/information-processing-theory.html
Image from: sandgetsinmyeyes.blogspot.com Retrieved September 11, 2010, from Google Images
Thursday, September 2, 2010
First time blog posting
This is exciting! I have never done a blog before!! Who says you can't teach an old dog new tricks?
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