Week 5 Course Reflection Digital Graphics

I’ve enjoyed taking this Digital Graphics course. My past experience with graphic design was in the 80’s, when I would watch my college roommate, who was a graphic design major, work on class projects. I never really understood why he would move different elements around so many times, and looking at different design elements on the page. I usually would comment, “Get it done, so we can go out and have a beer.” Now, I can see he was not just being “slow,” but he was really critically looking at his work as it related to our first week’s design elements. I now look at design elements more critically than ever before. I think this could now become my new excuse when I don’t complete a task on time.
While taking this course, I found myself wishing we could spend more time extending and/or redesigning some of the assignments we worked on each week. The instructor was correct when she taught us the “crap” principal in the first week of the course. I like to think I had an eye for what “looked right on the page.” The four design principals really helped me to focus my eye when I started to design new projects. In a course I teach, I ask the students to design an ad campaign dealing with issues of substance abuse. I will now teach a lesson on the design principal before the assignment so that they can hopefully design a better project for class.
The lesson on branding was very interesting to me. I always had a concept of what I wanted to stand for, and our week 2 logo design assignment was beneficial to help define me personally and professionally. When working on my brand, I remember Alcantara’s statement: “The best way to go about tackling this project, in my opinion, is to pretend you’re an amnesiac.” Alcantara, L. (2009). So I did just that. I went and wrote statements about myself so I could look to the basics of what I wanted my brand to be about. I then referred to Alcantara again: “now ‘reduce’ all the knowledge to the bare essentials. In short, stereotype yourself.” Alcantara, L 2009. Finally, I tried to pull it all together with contrast. According to Yearwood, J 2009: “Contrast is the single most important element in a design, usually. Properly done, it makes the design come to life.” Yearwood, J. (2010). I thought my brand came out well for my first real attempt at branding.


In this course, I would have liked a little less time spent working on the weekly discussion board questions. Rather, I think more time spent discussing

each person’s weekly project could have been more beneficial. I know others thought the same thing, because they would post links to their end product for the week and ask for comments. Digital technology is an important part of my life. I enjoy incorporating these design elements into my classroom. I think it is necessary to pick relevant elements of digital graphics and show students how these elements can enhance their assignments. I also think it is important to use different aspects of digital graphics to grab the attention of our students in a new an exciting way. As an educator, this course is just the start of my ability to develop good digital graphics, not the end.

References:

Alcantara, L. (2009). The art of self-branding, Part 1 Retrieved from http://www.lealea.net/blog/comments/the-art-of-self-brandign-part-one/

Alcantara, L. (2009). The art of self-branding, Part 2 Retrieved from http://www.lealea.net/blog/comments/the-art-of-self-brandign-part-two/
Yearwood, J (2009) Basic Design Principles, Week 2 EDLD 5366 Digital Graphics Reading/Lecture

Pinciples of Design Week 1 Investigation Ancient Manuscripts

Lisbon Bible - My impressions of the design of this ancient manuscript.

Wikepedia states that "Scribes in Ancient Israel, as in most of the ancient world, were distinguished professionals who could exercise functions we would associate with lawyers, government ministers, judges, or even financiers. Some scribes copied documents, but this was not necessarily part of their job." When I read that the Lisbon Bible was copied by a man known as Samuel the Scribe, I thought it might be the child Samuel from the bible. Samuel from the bible started out working in the temple under Eli the priest. Samuel eventually grew up to be a priest and went on to become one of the last Hebrew judges in Isreal.  As such, it makes sense that he probably started out as a scribe as part of his duties in the temple.

Through my reading and research on the design pricipal this background information gave me a whole new appreciation for the work that I saw demostrated in the Lisbon Bible. Some of the  design principals that I viewed were blank backgrounds versus colorful artwork and text; large fonts versus small fonts; and black letters versus red letters. These examples show that the designers of the time had mastered the concepts of contrast and repetition. The uses of clearly defined borders with three corners showed they understood the importance of alignment. These designers were highly talented and gifted individuals who were extremely dedicated to their work.

"Carefully shaped letters, scripts of different sizes lying side by side, micrographic designs and carpet pages, ornamental word and title headings fulfill an aesthetic role underscoring at the same time the importance of the sacred text through visual channels." (British Library on the Lisbon Bible) After reading this quote from the narrative of the British Libary on the Lisbon Bible, I thought that each of these elements combined together are what makes the document so remarkable. The team who created it seemed to use every design method at their disposal in to order to fully illustrate and communicate the tremendous value and importance of the message they were copying.

Week 5 EDLD 5363 Multimedia and Video Technology

Throughout the last three weeks, I have wondered if we could ever complete the assignments in a timely manner. I think the most difficult part of the process has been deciding how we were going to communicate and provide feedback on different parts of the video PSA task. We decided on a wiki site dedicated to documenting the collaborative process of the group. I think the pre-production aspects were the most difficult to decide on, i.e. shots needed and script development for the PSA. Production became easier because we each had set tasks to follow; Brian and Quentin worked on the recording of the script, the acting and getting the necessary shots for the PSA. My job was to edit the audio and video into the final product. I think  we could have had more video shots to pick and choose from with more lead and post time; this would definately have helped with the editing process of the PSA. I did think the concept of going all black and white made for a more dramatic and interesting final product for our PSA. I also liked the change of background music from the beginning choice to our final selection.  We were fortunate to find the song that we used for the background, as this song has yet to be published. I think since the concept of the PSA was drug and alcohol addition, finding a song with lyrics about drug and alcohol addiction only lead to an overall stronger PSA statement. Since the song is unpublished, this did lead to some interesting copyright decisions and research to make sure we folowed correct copyright notation. Finally, it was very difficult to collaborate and interact with two other people who are busy with thier own jobs and lives. I personally would have rather completed the task by myself due to time management requirements of my job. However, each person participated in a professional and timely manner making for a successful group collaboration on this PSA.

Web Conference Confirmation Reflection

This week I attended the 8/31/10 6 p.m. web conference for EDLD Multimedia and Viddeo Technology. As I reviewed this week's assignment, I was in a very confused state because I printed up the week two rubric and directions 8/28/10 and began working on the video portion of the assignment, but then recieved a new updated rubric and direction sheet 8/30/10 for the week which changed the video to a podcast assignment. Needless to say, I was confused as to what direction I needed to take. Dr. Abernathy was patient as she answered specific questions about the assignment, sometimes numorous times to panicky students. I did getthe clarity concerning specific parts of the assignments, and realized it was not a impossible task this week. However, I do feel at this level of coursework, the assignment and expectation should be accurate at the start of the course, particularly as many, if not all of the students, such as myself, hold a full time job and at times need to complete assignments early in the week based on work demands and expectations. I still am very confused and concerned that my discussion posts are not what the instructor wants as we ran out of time during the web conference session. I hope to continue attending each weeks' web conference because it allows me to interact and question the instructor on elements of the assignments. I wish it could be easier to discuss problems one on one with the instructors. I realize that are course coordinators must be overwhelm with question trying to intepret the instructor and students thoughts.

EDLD 5363 Multimedia Week 2 Video Editing Software Evaluation

As part of my week 2 assignment for EDLD 5363 Multimedia, we were asked to research and evaluate video editing software for the purpose of media production. I selected Pinnacle Studio 12 and Microsoft Movie Maker to evaluate to compare video editing software programs. Thru the course of my reading and participating in the weekly video conferences, I was directed to the following Wikipedia site which offers a very thorough comparison of video editing software:
http://en.wikipedia.org/wiki/Comparison_of_video_editing_software

I chose Pinnacle Studio because I've been using different versions of their software for my personal use for about 10 years now. Typically, the software ranges in cost from $75 to $125, depending on which software package you choose. The difference in cost is the additional add-ons, such as DVD authoring and such. Pinnacle is a great video editing tool which allows beginning to professional consumers to create professional looking videos. Pinnacle is extremely versatile because it includes hundreds of different transition effects as well as quality functions such as Chroma Key, which enables you to add someone into a video scene. I particularly use the pan and zone tool as I edit digital pictures into my projects. I think one of the most valuable aspects of Pinnacle Studio is that you can upgrade to almost professional grade editing features if you so desire. This program will allow you purchase various add- on packages that you may want as you expand your abilities. Finally, this program has one of the most useful features I have found - the ablitity to render your final product in 12 different formats, such as real player or dvx.   I also like that in each format I can pick and choose the amount of audio and video compression I need to produce my project in high definition or just to run on my computer. This program will allow for 1280/720p mpeg4 audio compression so you can take advantage of the quality audio and video images of the new high defintion cameras on the market.

In contrast, Movie Maker is one of the most basic video editing programs that comes pre-installed on most new computers. One of my colleagues uses Movie Maker and taught this as a district inservice I attended. Movie Maker allows you to create, edit, and share home movies and has simple drag and drop features that make it friendly to beginning users. Movies can be rendered and shared via the Internet and stored on a CD. The downside of the program is that it does require capture software (downloaded free from Microsoft or other third party vendors) to get the video from your camera into your computer. Movie Maker is a Microsoft program, so it should continue to be supported in the  future, meaning you should not need to worry about having to learn a new program. All in all, it is really designed to get your feet wet in the area of video editing. I feel that most users will outpace the program's ability fairly quickly if they are even somewhat interested in video editing. Movie Maker will default to produce your video and audio files in a 640/480 format in 16 bit stereo. While this format is not bad for replay on your computer or standard definition TV playback, it does not allow for the quality endproduct the new high definition video cameras are designed to provide.
My experience with video editing has enabled me to use these tools in my work with students. I am a swimming and diving coach and use these tools to shoot and produce videos for All-American diving applications, video's for college coaches to review, and sometimes to edit and insert videos into my swimming blog as a motivator or reminder of good technique. http://www.hphsswimming.blogspot.com/
I also use my editing skills to edit and create unique learning segments to be placed in my power points to highlight an objective. Using video editing allows me to interact with my students and make them want, in turn, to utilize thier creative skills to design a unique project for their classes.

In Andrew Garrison's article "Video Basics and Production Projects for the Classroom," he states: "Media production offers a means for students to talk to whomever they think is an important audience." With the explosion of  YouTube videos, I think there are alot of students that want to express themselves. My ablitity and experience with editing will allow me to continue to be a mentor to these students to help foster creativity in the classroom and beyond.

EDLD 5363 Week 1 Assignment Reflection

This week we created a personal digital story incorporating digital photos to tell a personal story using a basic editing software program.  I found this assignment to be alot of fun because it was a personal project.  I think it was a great idea to have us post our project to a free Web site.  One key bit of information I learned: webhost sites do not like anything over 100 megabytes.  I do think, however, it might be helpful this first week to have had some video lectures about the technology aspects of video creation and web posting,  as well as the story development skills we needed to create our first project. I like to work with technology and solving technical problems, however I find that the average teacher would probably have given up posting their work to a Wiki, Blog, or online Web hosting site if they could not figure out how to reduce a file size and or to render to a different format. I look forward to our next assignment.

EDLD 5363 Multimedia Week 1 Story

EDLD 5301 Research Week 5 Reflection

Research
As I reflect on the course content and its relation to my action research plan, I find 3 key areas that seemed particularly relevant: the primary class text Leading with Passion and Knowledge: The Principal as Action Researcher, Nancy Fichtman Dana, 2009; assignments designed to integrate the reading with my actual research inquiry, and the lecture featuring the 3 doctoral speakers and their use of action research in the school setting.




First, I found the textbook Leading with Passion and Knowledge: The Principal as Action Researcher, Nancy Fichtman Dana, 2009 to be one of the most interesting and resourceful books I’ve encountered. Its concepts and suggested practices are applicable at all levels of the school – from the classroom teacher to support or specialized teachers and programs to administrative positions. I firmly believe that using the action research inquiry method, whether as formally as is laid out for our curriculum or in a more informal manner for day to day “real world” usage can only improve the inquirers ability to teach and/or lead. For example, it allows me to really hone in and develop the key components to the new wellness program I am developing while, in a sense, forcing me to keep the key objectives or goals in mind. Many times, it is easy to start veering off track if there is no guideline or baseline to follow. Forming an action research inquiry keeps your focus on the right track.



The assignments which integrated the information from the classroom texts with my action research inquiry were useful in that they allowed me to put into practice the theory being read. This type of assignment, as opposed to assignments designed to regurgitate definitions, requires the action researcher to move up Blooms Taxonomy to the higher order thinking of application and synthesis. This level of thinking truly allows for deep understanding so as to be able to utilize this form of self improvement on a day to day basis.



Finally, I found all 3 guest speakers to be insightful and to give useful ideas to incorporate back at my school. Since all 3 were in different positions, each one had his own unique contribution and viewpoint as to how an action research inquiry form of analysis was beneficial to the program or school to which it was being applied. It is always exciting to hear someone else’s ideas which trigger your own idea applicable to your own program or need.



While I believe all three components listed previously, the class primary text, the assignments integrating my plan and the readings, and the 3 guest speakers, hands down the text Leading with Passion and Knowledge: The Principal as Action Researcher, Nancy Fichtman Dana, 2009, far exceeded my expectations. It is a reference source I will turn to again and again, even following the completion of my masters.

Week 4 Reflection on Action Research Plan

EDLD 5301 Research

We are continuing to work thru the some of the logistics of implementing the wellness plan for my high school. It will be the first one in our district, so we are very careful to proceed only when we feel each step is truly ready. While we expect some glitches, we want the program to be successful.




Our primary goal is to get a baseline program up and running this year. If we can begin to serve the needs of our staff and develop a simple but effective program, then we feel it will be easier to continue to grow and expand the program to deeper and richer levels of support and usage. Keeping perspective that this is the first program and the first year of the program in our district, not just our school, will allow us to develop a strong base for the program that will allow us to build upon it for years to come.



Revisions to the actual Plan have been made in blue.

My Action Research Plan Revised Week 4

Action Research Plan Rev. # Revisions to the actual Plan have been made in blue.
Please feel free to make comments on the plan.

Week 3 Blog Reflection for Action Research Course

EDLD 5301 Research
I found it valuable to put down an initial timeline for the action research plan and really see the scope and sequence of this action research inquiry will require. Some parts made me feel secure in my plans and prior research and knowledge. Other areas let me see I may need to continue to examine and improve uponmy plans as I continue to reflect thru-out the process.

Week 3 Blog Reflection Action Research Plan

OUTCOMES	ACTIVITIES	RESOURCES/ RESEARCH TOOLS NEEDED	RESPONSIBILITY TO ADDRESS ACTIVITIES	TIME LINE	ASSESSMENT INSTRUMENT(S) TO EVALUATE EFFECTIVENESS	PROCESS FOR MONITORING ACHIEVEMENT OF GOALS/OBJ.
Staff able to access certain components 24 hours a day (at their own convenience)	1. Staff survey of wants and needs related to personal wellness 2. Literature research on current effective online programs	1. Online through staff e-mail. 2. Internet research	1. Jesse Cole 2. Jesse Cole	1.September, 2011 2. January, 2011	1. Review of results 2. Share results with team	1. Team meeting following survey closure 2. Team meeting in January, 2011
Tracking of results is more efficient and accurate	1. Database of participants and non-participants to compare data	1. Excel spreadsheet 1a. Access to staff attendance	1. Jesse Cole	1. May, 2011	1. Review of data results from spreadsheet with team	1. Team meeting in June, 2011
Greater resources for staff to utilize to benefit their own individual needs	1. Professional Development Activities to teach about resources available and how to use. 2. Staff Newsletter	1. PDH Time allotted 1a. Training center to show online tools and how to use. 2. Online through staff e-mail.	1. Jesse Cole & Walter Kelly 1a. Jesse Cole 2. Jesse Cole	February, 2011 October, 2011	1. Eduphoria Survey results of instruction 2. Staff informal feedback	1. Team meeting following training 2. Monthly
Can easily be adapted by other campuses in the district	1. Share results with superintendent and school board	1. Meeting with superintendent and school board	1. Jesse Cole, Andrea Crane, Walter Kelly	June, 2011	1. Spreadsheet and power point displaying quantitative and qualitative data obtained	1. Feedback to team from meeting with superintendent and school board
Faster informational flow to staff	1. Through e-mail 2. Web 2.0 tools	1. e-mail 2. Web 2.0 tools	1. Jesse Cole & Andrea Crane 2. Jesse Cole	1. October, 2011 2. After January, 2011	1. Staff informal feedback 2. Staff survey 2a. Personal Observation	1. Team meeting 2. Team meeting to share results
Access to information available from web 2.0 tools – so can be obtained from multiple sources (i.e.: smart phone, laptop, network computers, etc.)	1. Design Web 2.0 tools to support staff needs	1. Web 2.0 tools	1. Jesse Cole HPISD technology department	1. After January, 2011	1. Track hits on site 1a. Staff survey 1b. Personal Observation	1. Share results at team meeting

GOAL: How will technology sustain and enhance a staff wellness program at HPHS?

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SCHOOL VISION: Develop a user friendly staff wellness program, incorporating technology and interpersonal resources to benefit all staff at HPHS.

*Team meetings are currently planned for informal correspondence every 3 weeks and formal meetings every 6-8 weeks based on need and activity follow up.

Week 2 Blog Reflection for Action Research Course

EDLD 5301 Research

During week 2, I believe a primary focus at the base of choosing any action research inquiry is how it will ultimately benefit student achievement or growth. As a school, the education of our students is our primary task. Yes, there are a multitude of other factors that play a part in the education of a child, and just as many other tasks and intangibles a teacher does for a child, but the bottom line always comes back to educating our students for their future world. Each of the nine wonderings the Dana text presented all ultimately relate to student achievement. Teacher support, for example, is there to help teachers become better teachers. Social climate of the school is there to support the “feeling” evoked in a school to keep up the moral of students and staff, thereby benefitting student achievement.
Data is also a key component in determining action research inquiries designed specifically for a targeted group of students to increase student achievement. New projects or programs are examined through action research to determine if the benefits outweigh any negatives or concerns. Action research can help an educator get “more bang for the buck,” and benefit each child to his or her fullest potential.

Jesse's Action Research Inquiry: Journey to Wellness

EDLD 5301 Research


I am beginning to develop a new program with my district supervisors to incorporate for the first stage at my high school. I am going to begin a wellness program aimed at the staff for my 9-12 high school. Action research seems like a vital and useful tool to incorporate as I begin this new venture. The book Leading with Passion and Knowledge: The Principal as Action Researcher by Nancy Fichtman Dana seems an excellent source, along with the current class I am taking regarding action research. The readings will help me to develop a "systematic, intentional study of [my] own administrative practice" (Dana, pg.2) utilizing "the concept of reflection as an essential skill" (Dana, pg. 7) or tool in the development of this new and innovative program.

Action research is also referred to as practitioner inquiry. I like the use of the latter terminology better, as I believe it more accurately depicts the intent and purpose of action research, which is to be based on a wondering or question for that particular program or need. Action research is essentially a spiraling system to systematically and intentionally study ones own administrative practices as they are relevant to the needs of the school and/or program and then utilizing the formal and informal data, relevant information, and traditional research to create a plan of action based on what is learned. Reflection time is a key component, allowing the practitioner to take time to really determine the needs and prioirities of the school or program.

I think this will be particularly critical in the development of a new program. Not only do I need to determine the components of an effective wellness program, but I need to have staff buy-in. A wellness program is only effective if the staff is fully participating to enjoy its benefits. Taking time to talk with staff, administrators and doing the research is important. But if I do not then make the time to refect on those findings, it will be easy for the program to become “just another project or something to be done,” instead of the great benefit I can envision for our staff.

Currently, I am thinking my inquiry will be something like: how will technology sustain and enhance a staff wellness program at the high school level? I will continue to reflect and blog on how to effectively incorporate technology into a program that traditionally is based on face-to-face contact.