Multimedia 1

Running head: Multimedia

Mellissa B. Harvold Student ID 000264342

Western Governors University Master of Education, Learning and Technology TDT1 TASK 3 (Multimedia) Mentor: Dr. Teresa Dove

9-12-13

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Multimedia Purpose The multimedia product used for this task is a mini-lesson on E-mail Etiquette. The purpose of two minute video is to provide a brief review of a lengthier lesson, which introduced e-mail use to the seventh grade students as a work-tool in the one-to-one laptop classroom environment. A secondary purpose is to remind students that their laptop should be used appropriately, in a way that is distinctly different from texting and other forms of social media communication. The mini-lesson is posted on the classroom site, so that students who were absent for the original lesson can successfully complete the assignment of sending an email to the instructor, using academic English and a friendly letter format. This mini-lesson prepares students to the writing assignment, so that they may demonstrate mastery of the units common core state standard (CCSS.ELA-Literacy.W.7.4), which states that the students will be able to Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience ("Common core state," 2010). . Audience The audience for this piece of multimedia is a humanities and technology classroom of seventh grade students, who are new to digital technology use as a work-tool. Each of the students has been issued a laptop, and they must be explicitly taught appropriate use in the two weeks before they are allowed to take them off-campus at night. In the class of twenty-eight students, twelve have a Specific Learning Disability, one has autism, and nine are beginning (L2) English Language Learners. These students have an average classroom independent reading level of 5.3, so all grade level materials and expectations must be scaffold, and provided in a variety of mediums to maximize student learning. Software Two software programs were used in the creation of the 2 minute E-mail Etiquette movie. The first program, SmartNotebook10, was used to create the storyboard. I chose that program because it is the program I use to lesson plan and brainstorm with team teachers at work. To use SmartNotebook10 for concept mapping simply requires one to type storyboard into the search

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bar, then select the graphic organizer best suited for the task. I chose a six-block organizer, and typed in the lesson idea, in a logical order. The plan was originally for a whole-class lesson, so the storyboard leaves room for discussion with students. The second software program used was Windows Live Moviemaker. This program was chosen specifically so that I could use Smart Notebook to digitally record the longer in-class lesson, and then import the file into Moviemaker, to be cut down to the absolute core of the lesson. This made a 20 minute lesson with students merge into a concise 2 minute review film, which could be watched and listened to multiple times by students at variable speeds. Moviemaker also allows for the overlay of a soundtrack, titled Sleep Away, that is played daily in the classroom before live lessons (Acri, 2004). Finally, I chose Moviemaker because the final film can be played on the student laptops without downloading any other viewing software. Process To create a video in moviemaker, you must first collect images or videos for use in the program. Moviemaker also has the ability to use the webcam to capture video, if you want to record something live. I use Smart Recorder, a Smart Notebook 10 product, for filming. However, any webcam, Flip, or other digital visual recording device will work. Once you have visuals to use, the next step is to open moviemaker. Click the circular start button in the bottom left of the task bar. Type movie maker in the search bar, and select the Windows Live Movie Maker program. The program will open on your monitor. Once movie maker is open, you need to import images and/or video clips that were previously recorded. Click anywhere in the open white image pane, and locate the images you have saved on your computer, to import into the program. The videos will upload, and you can click, drag and drop them into whatever order makes sense for your purpose. The next step is to edit the videos by either trimming or splitting the video frames. You find both of these tools in the edit video tools tab which runs across the top ribbon. After the images are sequenced and cut or trimmed up, it is time for adding audio. You would do this by clicking the add music icon in the home tab of the top ribbon. The audio, like pre-created images, should be saved digitally on the computer, and then imported in. I chose to use one song for the whole film; however, it is possible to change the music to fit the dynamics of the images.

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After the images and audio are in place, add a title and credits before moving to the transitions and fades. Transitions work for smoothing out the visual effects, and are found in the animations and visual effects tabs. Fades work for smoothing out the audio effects, and are found in the edit and project tabs. The final step, in using moviemaker to cut a film, is publishing the video. To do this, go to the home tab, and click on save movie. This ensures that the whole project has a correct file extension of .wmv, so that the film can be viewed on students media players. Conceptual Framework The conceptual framework helped in the design process, by organizing my thoughts into a coherent plan. I realized that if the film was going to be cut down from a twenty minute lecture to a two minute video, it was important to really get to the core of the message. Even after the storyboard was written and reviewed, the film was too long. I ended up cutting out some items such as the explanation of troubleshooting before sending a teacher an email, as well as the introduction of the actual email assignment. In all, the storyboard was a helpful way to start, and a great review at the end of the project, to ensure that I did not leave out any critical details.

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Concept Map

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References Acri, B. (2004). Bluejazz productions. Sleep away [mp3]. National governors association center for best practices (NGA center), Council of chief state school officers (CCSSO). (2010). Common core state standards. Retrieved from website: http://www.corestandards.org/ELA-Literacy/W/7