MultiMedia Project

(MMP) Proposal
Melissa Krupp
I.

Purpose/Goals: What is the goal of your multimedia project?

Can one remember a time sitting in a professional development workshop and saying any (if not all) to the
following statements quietly to oneself:
A. This is a waste of time as I already know this and have been doing it in my classroom for years.
B. Is there a translator in the room as I have no idea what this person is talking about during the PD
session?
C. PD sessions are a waste of time as I want to learn ____ , but forced to attend this session and will
never use this in my classroom.
If any of the above statements are true, my goal of my Multimedia Project (MMP) is to provide a customized
learning experience through the use of a 140 character, social networking site called Twitter. As defined in the
article, Twitter And Facebook Might Soon Replace Traditional Teacher Professional Development concepts
include, but not limited to the following types of receiving professional development: provide training that
enables the learner to learn anytime, anywhere; provide connections to the learner to grow and develop; and
provide self-directed and individualized trainings to meet the needs of the individual vs. collective whole. To
avoid attending a session that is meaningless, there has been a huge movement to provide rich and engaging
learning experiences where people can tweet and then receive professional suggestions, advice, or join in
regarding a particular topic of personal interest to a particular need of learning.
Authors Forte, Humphreys, and Park (2012) concluded that teachers are able to aggregate his/her learning
experience within a social media networking site such as Twitter and concluded the following: Teachers on
Twitter tend to be eager adopters of technologies and well positioned to broker information as bridges
between members of their local communities of practice and other networks of educators. Based on these
findings, we discuss teachers on Twitter as participants in grassroots professional development efforts and the
potential for them to be powerful fomenters and enactors of reform in educational communities. Through
this study, the authors were able to determine that social media sites such as Twitter are used in greater
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professional depth than previously unraveled; therefore, revealing its potential and powerful use in providing
customized learning to the local as well as global educational environment.
Based on the above, one can conclude that social media has the ability to provide immediate feedback and
learning whereas traditional means of attending conferences may not be at the perfect time in ones life and/or
delayed as the information may need to acquire is for present-learning not future. The idea the learner can
shape his/her teaching experience with a few quicks of the button by asking a particular expert in the field,
participating in a particular chat where common interests are shared, or perhaps lurking from one
person/hashtag to curate various information has the potential to go beyond our current understanding of
learning anytime, anywhere, and with anyone.
The goal of this project is to educate the non-tech teacher on Twitter and show its advantages from start-up
to collaboration. Even though it sounds simple, several colleagues are against using social media as a means
to communicate and collaborate as they have seen it as a complaining fest. The purpose of this project is to
take the learner (in this case, anyone who does not like Twitter, never used Twitter, or is confused by Twitter)
and break it down into manageable tasks of how to create an account, understand and integrate Twitter
Terminology, create a twitter hashtag, and respond to various hashtags and people around the area in a
particular field both in their content area as well as technological advancement such as learning about free
tech conferences, participating in webinars, etc. (Visit the specific learning objectives for each mini lesson.)
This knowledge will encourage the idea of learning-on-demand or just-in-time learning as they are
customizing their learning based on ones needs vs. sitting in a workshop that is not relevant to their area of
expertise or interest(s).

II.

Rationale and Summary of Project: What is the topic of your

project (e.g., subject, content, etc.) and what are you trying to
communicate or teach? What will your project accomplish and why
is it important? How will the use of multimedia fit into your broader
instructional plan?

Topic Name: Tip-Off To Twitter

Subject: All
Content: All
Technology: All
Wikipedia (retrieved from: https://en.wikipedia.org/wiki/Twitter) describes Twitter as online social
networking service that enables users to send and read a maximum of 140 character messages called "tweets".
Unlike Facebook and other types of social media sites, this one has a specific limit of space to communicate
ones message. As time is a limited factor, I think Twitter provides the fastest way to see if the message
applies or does not apply to the viewer. In fact, in seconds, the viewer can either tune-in or tune out for further
details regarding a specific concept and customize his/her learning time and experience(s). Through Twitter
one is able to collaborate with a colleague and/or expert in a particular field about a particular topic. For
example, there are conversations via various hashtags around the globe at particular time zones to discuss
specific areas of common interest. Visit Jerry Blumengartens Google document that provides the hashtag,
brief description and specific time zone of when these discussions take place around the globe where one can
tune-in during a specific time and at the comfort of ones home, etc. The participant has the opportunity to
either collaborate or lurk. Lurk suggests one remains invisible to the participants, yet reading/watching the
activity of the postings without contributing and/or unraveling his/her identity.
The purpose of understanding Twitter and its several uses of providing hands-on help with how to use the
tool, will enable the participant to take advantage and customize his/her learning. In fact, it will enable the
learner to change from the semantic web to the semantic Twitter user and become content curators and
prosumers (both producers and consumers) of information.
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After completing my masters degree thesis this past fall, I realized there are several teachers who want to
learn technology, yet do not know where to begin or how to start. Several times, I provide them with one-toone instruction relating to content (yes, their content) and technology as far as how to reach the learner of
today. Even though this is flattering, it is quite extensive and at times my colleagues believe I am the guru
of all information regarding technology integration. Instead of walking them step-by-step on every question
and consuming much of my time re-teaching concepts from one person to the next, I believe Twitter could
provide a richer engagement and varied approach to a particular task, teach a specific content area, etc. Like
them, I was totally against Twitter four years ago and felt like it was a waste of time. Being forced to learn it
and apply it in my personal as well as professional life has enabled me to grow and participate during
technology conferences as there is rarely any paper and pencil, but rather a Google document that supports
the schedule and one needs to access via Twitter. During these unconference tech conferences, I saw
firsthand its validity and purpose in the life of an educator as well as for businesses too. In fact, I now
communicate more with people around the world than collaborate with my colleagues who are 100 feet
from my classroom.
The use of multimedia in the instructional design phase of this project will provide a self-instructed guide to
show them how to register, use the site, create a hashtag, respond/lurk to a conversation without having to do
a live one-to-one session and provide them with the autonomy to customize their learning anyplace,
anytime, and with anyone. This instructional module could also be used for reinforcement of remediation if
the learner forgets how to do a particular task.

III.

Audience: For who is your project designed? What are their

characteristics and what might you have to take into
consideration when designing instruction for them? What
prior knowledge and/or skills are expected from your
audience? What data will you collect on your audience and
how do you plan to collect this data?

Audience:
Pre-service teachers,
Colleagues within my school district who participated in my graduate study project in Fall 2014
(Also: Anyone who doesnt know the software and is interested)

Characteristics of Adult Learners:

Adult Learning Theory, Behaviorism
(Note: Those participating in this already have internal motivation to learn the software and its uses).
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Prerequisites:
Must have access to Wi-Fi and internet (search engine of choice),
Must have access to an electronic device such as a smart phone, laptop, desktop, etc.

Data Collection/Data Analytics:

All of the information will be first placed within a Weebly website located at
(http://missykrupprutgersedtechcert.weebly.com/ and then upon completing this course will be transferred to
two different learning management systems Blackboard and Schoology. Blackboard
will serve as the hug for pre-service teachers and Schoology will the continuation of professional
development with my colleagues who participated within my graduate study thesis via a safe and secure site
of Schoology. In these mini lessons success will be determined either by a yes/no as the learner was able to
perform the task or did not perform the task. One is able to assess the learners performance on these mini
assignments by checking to see if the performance was a success or not. For example, was the account
created, did the learner compose a tweet, does the learner follow particular experts in the area of shared
content and/or technology, etc. The final results will need to be calculated by hand and represented in a graph
to show success/failure of this activity. No mass compiling is available at this time using a free web 2.0 tool,
therefore, traditional means of paper and pencil data collection is needed.

IV.

Overview of Your Instructional Plan and Your Learning

Objective/s: What are your learning objectives? How will
instruction be carried out? How will your use of multimedia
support your learning objectives/s? How will you know that
your objectives have been met (i.e., how will you evaluate
your instruction and use of multimedia)?

Learning Objectives: (Broken down per mini lesson)

Pre-Service teacher (via Blackboard) will . . .
Colleagues at SR (via Schoology) will . . .

Mini Lesson #1:

Define Twitter

Create (possible) pros/cons of using Twitter

Mini Lesson #2:

Identify what symbol(s) represents a person

Identify what symbol(s) represents an organization

Mini Lesson #3:

Locate/follow an expert in educational technology

Locate/follow an expert in particular field (Math, English, History, Science, etc.)

Locate/follow a particular organization (Edutopia, Edmodo, Schoology, etc.)

Mini Lesson #4:

Using the 9 Etiquette Rules of Twitter, compose a tweet using text, image, and/or url including @missykrupp and two
different hashtags within the same tweet

Mini Lesson #5:

List 5 hashtags that relate to your profession

Explain why chosen hashtags will benefit your PLN

Compose a Tweet with an article/web link of an article of interest, include (@missykrupp) and at least one hashtag
related to the article
Develop a pseudo classroom hashtag ensuring it has not been used yet on Twitter

Mini Lesson #6

Create a direct message to a classmate and Miss Krupp (@missykrupp) including a picture.

Mini Lesson #7:

Locate top 5 trends on Twitter

Explain how Twitter may be a life saver for historical events.

Self-Instructional Model:
Pre-Service teacher/ Colleagues at SR will be given presentations to read/listen/watch on their own
time re the Tip-Off Of Twitter
Pre-Service teacher/ Colleagues at SR will be asked to perform specific tasks and see if they could or
could not perform a particular task with specific deadlines attached to monitor progress and provide
learner formative feedback
Evaluation:
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V.

Formative evaluation will be conducted prior to implementation to debug anything in the instruction
that is not clear and concise (completed by classmates on a voluntary basis).
Evaluator will ask the learner to evaluate the product of the presentation to determine if it was helpful
or not (more details to follow as it has not been designed).
Evaluator will monitor the success of the learner via LMS and provide customized feedback for each
mini-lesson to eliminate or decrease gaps prior to the completion of this activity.

Technological Tool/s & Rationale: What technological tool(s)

will you use to create your project? (Examples: Screenr,
Wikispaces, Blogs, etc.) Why are these tools the most
appropriate for your project?
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Tools:
Microsoft Word, Microsoft PowerPoint

Free Web 2.0 Tools:

Screencast-o-matic for recording
Weebly.com (hub for materials)

Learning Management System (LMS) Will be converted to Blackboard for Pre-Service Teachers as they have usernames/passwords to access
course and is secure
Will be converted to Schoology for Colleagues of SR as they have asked for a safe/secure site limiting
digital profile
Since there is no direct instruction for these mini-lessons it is vital the instruction is strong and provides the
learner with the best opportunity to understand these concepts. The basic tools are the means by which there
will be a transfer of knowledge, the free web 2.0 tool, Screencast-o-matic, will show them how to perform the
tasks step-by-step, and the management system is the hub of all the information and a way to collect data and
analyze whether it worked or didnt work.

VI.

Learning Theories/Principles: Based on our readings and your

own learning experiences, what guiding principles of teaching
and/or learning will you take into consideration when designing
your project? Also, what 21st Century Skills are being supported by
your project?

Andragogy/ Adult Learning Theory/Behaviorism:/Constructivism

(Retrieved from: http://www.qotfc.edu.au/resource/?page=65375 )
Luckily, this module will be used for learners who are intrinsically motivated to understand Twitter and its
functional use both in and outside of the classroom. The learner will need to monitor his/her progress and will
have reference materials to use if not successful as a resource for remediation/review.

P21 Century Skills

(Retrieved from: http://www.p21.org/our-work/p21-framework )
Schrum, Skeele, and Grant (2003) discuss how there should not be one type of professional learning
experience, but provide the learner with a variety of opportunities. For example, these include one-to-one,
small group, just in time, or large group and/or perhaps collaborate with those in the field of how delivers a
particular type of lesson/concept to his/her learners. Twitter is able to do all various types of professional
development. For example, one is able to find someone in the field on Twitter and then create a one-to-one
session directly on Twitter, set-up a face-to-face meeting time or meet virtually through an online tool such as
Vyew or Google hangouts. Secondly, Twitter can also provide a small group/whole group setting relating to
collaborating and/or lurking through a particular hashtag relating to a particular concept or area of study.
Lastly, one of the best features of such software enables the learner to quickly become knowledgeable based
on the concept of just in time. Here the learner has the opportunity to locate a person, follow or a group, or
attend a hashtag session and learn what they need to know precisely at that time vs. wait until the next
schedule learning session might take place in the school. Learning just in time enables one to get exactly
the knowledge and skills when needed and not have a delay in the learning needed.

VII. Timeline: What is the projected timeline to complete your

project? Please include dates and descriptions of tasks,
being as specific as possible.
The work breakdown structure (WBS) is simplified below. Please note the specifics are still
being ironed out.

Criteria

Who It
Involves
MK

Start Date

End Date

7/9

7/13

Outline the entire skill set desired by the learner

at the conclusion of the project

MK

7/10

7/14

Create tutorials on the particular skill sets desired

MK

7/14

7/17

Create an audio recording of step-by-step

MK

7/17

7/20

Outline the layout of the LMS

(Schoology only as no access for classmates)

MK

7/20

7/21

Draft the website layout

MK

7/22

7/22

Set-up website

MK

7/23

7/23

MK/
Professor

7/24

7/24
(11:59)

Gina Parisi,
Patricia
Emerson

July 24

July 26
(11:59)

MK

7/27

7/27

Colleagues
from work
MK

7/28

7/29

7/29

7/29

Outline the entire project step-by-step

Project Update due to Professor

Formative evaluation by classmates

Corrections on instruction
Implementation by sample learner at SR
Data Collection/Analytics

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Final Product/Reflection

MK

7/30

July 30
11:59

References

Forte, A., Humphreys, M., & Park, T. H. (2012, June). Grassroots Professional Development: How Teachers Use
Twitter. In ICWSM. Retrieved from:
http://www.aaai.org/ocs/index.php/ICWSM/ICWSM12/paper/viewFile/4585%26lt%3B/4973

Schrum.L., Skeele, R., & Grant, M. (2002-2003). Revisioning learning in a college of education: The systemic
integration of computer based technologies. Journal of Research on Technology in Education, 35(2), 256-271.
Twitter And Facebook Might Soon Replace Traditional Teacher Professional Development (2012, August 3)
Retrieved from: http://www.huffingtonpost.com/2012/08/03/twitter-and-facebook-migh_n_1737333.html?
utm_hp_ref=education&buffer_share=0b20f

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