5363+06+Reflection+Essay



The title of this course, Multimedia Video Technology, brought visions of the critical analysis of videos used in education and developing videos using a technology such as Flash. Having had a short introduction to Flash animations, I was concerned that the learning curve for the software would be too steep for me to demonstrate learning with anything I would have to produce in such a short amount of time. The outcomes of the course outline in the syllabus differed completely with regard to the software and project from what I had imagined. Once I read the expected outcomes, my stress level dropped. Plus, the actual course expectations were definitely more applicable to me as a teacher.

The first assignment, using my own photos to tell a story, was an amazing experience for me. The process was slightly cathartic, and I learned something that I can use at school both to lead instruction and to allow students to lead instruction in student-centered investigations. It’s a great way to engage the students in the learning process. Fourth graders are already involved in the storytelling format; adding the visual element will extend the activity for many and involve the strugglers in a distinctly different way.

The video process is also one that students can use to enhance, extend, and excite their learning. As we don’t have a video camera for the campus, I will need to request one or write a grant for fund to get one. I envision great potential for this process. Many students will be able to produce both photos and video clips with equipment they have at home. Outside projects can add a different perspective to many projects. As I present this to students, I'll have another opportunity to discuss intellectual property and the need to properly cite when using someone else's video clips or music.

This learning process has made me more aware of things I can do or say to help students work through the writing process. I have a more critical view of some of the videos I present to the class, and it has offered me a way to take videos and edit out the unnecessary portions, or rearrange the information in a way that better fits my goals.

I achieved, with varying success levels, the outcomes for the course. For some of them, I just need more practice to fine-tune the skills that I gained. I have a clearer view of the “film making process”, and I can use the process to my and my student’s benefits. I was able to complete all the assignments to my level of satisfaction. As with any work of this type, it can continue to be revised and edited and improved. But there must be a point where it is presented for public consumption.

When I read the portion about a group project for this class, I know that a shiver of dread ran down my spine. My last group project for an education class would have been a disaster for my grade had the professor not decided to split me from the group instead of giving all members the same score. I’ve worked out minor problems via e-mail, but this project seemed too important, too big not to be able to meet at a round table and discuss things. It did work; however, and I am quite please with our project.

I can say that I know that I can be a team player; although, giving up control is still quite difficult for me. I am able to voice concerns, but I am also able to put those concerns to the side when the majority tell me those concerns are not deleterious. I am able to put the needs of the group ahead of what I want; people who cannot do just that are not good leaders—they serve themselves, not others.

As my school did not have a video camera for me to borrow, I was not able to contribute to the videography. Some initial confusion within the group about the video clips suraced when we included copyright notations for downloaded video clips of ocean surf. Once Ms. Dean pointed out that all video needed to be original, we removed those references. I save the video drafts in WMV (Windows Media Video) format as all members were able to easily view this file format.

Since copyright law allowed us to use up to 30 seconds of music without explicit permission, members of the group suggested different music clips. Initially, I envisioned "On the Blue Danube" as the music playing in the background, a strategically placed, more upbeat selection proved more inspiring. A citation for the piece was included in the credits. The sound effects added to the video were also cited. Since the video belonged to the group, the copyright notice referenced our group name, Edu Tech Productions.

This project also demonstrated to me that I can problem solve within my technology environment. Things did go awry, problems with the MovieMaker software and incompatible software versions; however, time and perseverance conquered them. Editing, uploading, and waiting for the other teammates to download, view, and comment took much longer than initially anticipated. One team member only had dial-up at her home and could not upload files easily. Had more lead-up time been available, we could have better scheduled group meetings and investigated on-line conference/meeting software.