Thee Educational Bio-Hazard

CEP812 - Group Leadership Project

noreply@blogger.com (Edbiohaz) — Fri, 6 May 2011 10:43:00 -0700

We used a combination of tools to create are beautiful final project, such as, Windows Movie Maker, Camtasia, Jing/Screencaster, and YouTube, to upload and output the final product. Well, Jing was used to create the tutorial sections, that was the best idea that one of my group member’s wanted to go with so that we could show the actions of taking the tutorial live, instead of just screen caps. I used Camtasia, to edit, add, cut, and enhance the tutorial clips. Camtasia because the videos files from Jing are export out as .swf (Flash file), and so when I took it into one video editing software it did not do too well, and then I took it into Camtasia and the .swf was compatible. Finally, the use of Windows Movie Maker came very last minute, due to the non-compatibility of one of the group member’s audio files in Prezi. The end product was supposed to be in Prezi, which is what the group agreed on in the very beginning. But when the audio files did not convert as the Prezi blog said it would, an executive decision was made and was moved over to WMM. In the end, using WMM made out a lot better than using than using Prezi.

What I learned from the development process is that every member in the group has their roles and their strengths. I considered one member the leader of the group, she was the one that made sure things got done, and kept everyone on task, and probably was the most stressed. The other member was get it done guy, and that is what he did, he got the tutorials done, and did not need much more info. My role was the creative guy, I was the one that took all the parts and put them together, which then the leader put the final touches to the whole project. When knowing what you are supposed to be doing, it makes working as a group so much easier, especially when you have a group that has the same vision. Oh and as usual, if something can go wrong, it usually does, but quick thinking, is always good to counter act the situation.

I personally would not do anything differently, except from jump, decide to not do the presentation in Prezi. It is cool tool, but it very limited to when it comes to creativity and using outside media files. I learned in my 810 class about the PowerPoint Kiosk mode, and so I might have considered running the tutorial through there, so it would be a stand-alone interactive tutorial. Overall I am greatly pleased with our final product, and the work that the whole group put into.

CEP 812 - Professional Learning Plan

noreply@blogger.com (Edbiohaz) — Wed, 4 May 2011 13:17:00 -0700

Hello World,

Well here it is, after re-doing the video clips, Camtasia having its own problems, and then Youtube and Camtasia not wanting to work together like they are supposed to.... my Professional Learning Plan brought to you by CEP 812 :) . Hope you like it. Enjoy!!

CEP812- Classroom 2.0 post

noreply@blogger.com (Edbiohaz) — Wed, 27 Apr 2011 22:20:00 -0700

Here is the I joined and replied to. Classroom 2.0 Forum

CEP 812 - Poll Everywhere

noreply@blogger.com (Edbiohaz) — Wed, 27 Apr 2011 20:58:00 -0700

So, my poll everywhere experience didn't really go as well as planned. I thought it was going to go a lot better than I thought. Only because I thought that I would have my responses to my question, and I really wanted to watch the bar status go up and down. Hence this is one reason why I kept the poll open, mainly cause this a serious question, because I really would like to know where I will going this summer.
If I had classroom, I would use this to be able to let the classroom have a say so, in some of the decision making. This would be one of the only democratic moments in my classroom.

See the results of the my Poll Everywhere question!

Get a free sms student response system at Poll Everywhere

CEP812: Wicked Problem Project: Part D - Findings and Implications

noreply@blogger.com (Edbiohaz) — Mon, 25 Apr 2011 23:00:00 -0700

The project, Thee Best of Both Worlds, E-mentoring program was implemented as much as could be during this course. In which if given more time, a couple things would have happened. I would have made the pre-qualifying survey more precise with detailed questions. From there the actual e-mentor survey would have been administered, and after a qualified pool of candidates would have been selected, mentors will be notified. After the mentor selection, there would have been a selection of high schools students that would have been given a survey of participation. A group of students would be selected based on need of academic motivation will be selected. The success would have been measured by academic performance or rather increase in academic performance over a time span, short and long term. The only part of my implementation was completed was showing that college undergrads, grad students and alumni are willing to commit to being mentors, which came from them taking the pre-qualifying survey that was created with survey monkey.

With the results I received I know that I would be able to get more mentors to take the survey. I was a little disturbed how some people could not follow the simple directions of putting their name down on the survey, seeing how it was the first question on the survey. I needed that answer so in case they qualified; I could get in contact with them. But I guess too, it is my fought for not expressing the need of knowing the name of the person that took the survey. Being limited to only the basic account of survey monkey does raise a flag, on considering if I would stay with that survey tool or use another one. As of right now, I would use another one, and one with more basic options. Even if the survey tool would only let me create three surveys with unlimited questions, it would prove to be more useful as a startup.

Other technologies that I would incorporate would be the use of social media, of course. We would be linked into the majoring players, Facebook, Twitter, and even Foursquare. The Foursquare accounts, will a fun way to keep track of the mentees, without really keeping track, and would as serve as statistics that I would keep. This will help me understand some of the patterns of the mentees which may give some insight as to why they are in need of academic motivation. After learning about Polling software, there would be implementation of monthly polls. This is use to get feedback from the mentees and the mentors, and this would be the same question, “As a mentee, do you feel having your mentor is helping you do better in school and life” , “As a mentee do you feel you have improved in school” and “As a mentor, do you feel your mentee is doing better in school”.

At this present time, this is no evidence from myself of a problem of practice, but by their being some literature on e-mentoring shows that their some truth to this practice. I do not think I would have done anything differently for a project of this magnitude, unless the ideal overall was different. I would probably just focus on one particular section same as I did this time. But now thinking, I would use graduate students to mentor undergraduate students, but yet still a have the same format as having two mentors. Then I would try to use the same template with slight modification on high school students. The lesson learned is allot more time, and it will prove beneficial to be able to get more completed or at least what is expected to be completed. Given the proper resources I would try to bring this project to fruition. I know that a project/program as such would be greatly beneficial to the success of high school and college students. I personally would not change anything, and may consider still moving forward with this program.

CEP 812 - Mobile Learning

noreply@blogger.com (Edbiohaz) — Wed, 20 Apr 2011 20:57:00 -0700

While expIoring the mobile learning lab I actually found a very useful tool that I read about in Classroom 2.0 i saw the forum “Java applets to quizzes to mobile phones”. In that forum there was a program talked about that I would definitely implement called http://www.mobilestudy.org where you can create quizzes for mobile phones. This can be away that will be a way to let students do what they naturally do every day anyway. This probably would be better suited for college students, only because I would believe that that majority of college students would have or own smartphones. In my classroom it would be a quick way to throw a pop quiz to see if some of the main points of the lesson were understood. It can also work well with homework assignments, being able to make sure students are aware of what is to be study that night or week. What one challenge would be, is making sure that all the students have the mobile hardware to access these types of quizzes, which could be corrected by having the students just as easily take the quiz online as an alternative.

Outside of the mobile quiz app, there are many other mobile tools such as; iPods/iPads, flash drives, mp3 players, kindles, and flip cameras. I personally have only had experiences with using flash drives and remember one particular experience. I was working in the media lab undergrad, and was tired and rushing to catch the bus. I was in such a hurry, I left my flash drive in the computer, and of course when I realized I had left it and tried to go back the next day it was gone. The worst part is, nobody returned it to me, and I lost the majority of my work from the current course and past courses. I have only had to use flash drives for doing major media and large gaming projects and video content. When I was adjunct game instructor, my students did not use flash drives that used external hard drives, mainly because there was not enough space on the flash drive. Some my students even used their ipods, as storage devices, and when I asked why, they told me it’s because they know that they always carry their iPod, so therefore they will always have their work. Although it made since, most of them still forgot their work, go figure.

If I had my own classroom, I would definitely use kindles as a means for text books as a second option physical text books. One so no students would be able to use the excuse of, “Oh I have too many other books” or “My book never stays open, so I didn’t bring it” (these are actually excuses I heard in my class). Another reason is because it would cut down on having my students have to carry multiple books for just my class. I would tailor the course readings to go with books that are Kindle purchasable, such as these.

That would be the only thing I would I would definitely like to implement that on a list of uses to in the future of my teachings. Depending on what I would be teaching there is a possibility of using iPads, but I'm not quite sure how well designing or editing would work on that type of device. or if the same software that is available on Mac's are have been downsized to work on iPads.

My CEP 812 song... titled CEPCEP812

noreply@blogger.com (Edbiohaz) — Wed, 20 Apr 2011 18:54:00 -0700

http://www.soundation.com/studio/play/?audio=7398667e62d92c465eb724159576c12a

CEP812: Wicked Problem Project: Part C - Implementation

noreply@blogger.com (Edbiohaz) — Wed, 20 Apr 2011 09:24:00 -0700

The project that is currently being implemented is the start of an The E-Mentoring Program as of now newly renamed the Thee Best of Both Worlds E-Mentoring Program. This mentoring program, takes 11^th graders progressing to the 12^th grade and pairs them with an undergraduate, graduate, or alumni mentor that has successfully navigated through their undergraduate college experience without any troubles and those that have. The benefit of this to be able to letter future college students be aware of possible situations that may arise and better equipped to handle them.

In the audio talks about a few things:

· The pre-qualifying E-mentor survey is the part that is currently being implemented.
· If I had the pro service, there would be more questions to the pre-survey
· Not as many surveys taken as expected

Here is my podcast for CEP 812 WPP Part C. Enjoy!

http://www.archive.org/details/CEP812WppPartC

***Pictures of the Survey***

CEP 812 : Group Leadership Project: Part B - Storyboard and Script

noreply@blogger.com (Edbiohaz) — Mon, 18 Apr 2011 20:11:00 -0700

Script:

Technology used for tutorial: Prezi

SCRIPT

Edmodo Tutorial

In this tutorial you will learn how to use Edmodo, a social-networking website designed for teachers and their students.

What is Edmodo? Why use it?

Edmodo is one of the latest Web 2.0 technologies founded on the idea that students & teachers interactions with technology outside the classroom have the power to drive change within the classroom.

What could be thought of as a very close "relative" to Facebook, Edmodo is a safe and secure service that allows for communication and collaborative opportunities between teachers and students even after class has ended for the day. As of this past January, parents are the latest audience to join so they have the ability to stay in the loop as well.

Not only does this site attract its users because of the educational opportunities offered, it maintains its audiences with its accessible perks. Current users are able to access Edmodo in multiple languages and also on their iPhone or Andriod via an application. On top of it all, the use of the site is FREE for all users, with no “pro-version” to upgrade to for a cost.

Teacher Use of Edmodo

Once a teacher has created an Edmodo account, they are able to do many things within the site that allows for students and themselves to have an overall enhanced experience in the classroom. Let’s take a look at some of these, starting first with the creation of a teacher account.

Tutorial #1: Creating a Teacher Account, Class(es), and Generating

Parent Codes

(Step-by-step screen cast)

To create a teacher account:

1. Go to edmodo.com

2. Click on the "I'm a Teacher" option.

3. Fill out the Teacher Sign up form.

4. Click on Sign Up button at the bottom

Once in the account, you are able to adjust your personal teacher account settings:

5. Click on Settings up at the top next to your name.

6. Upload a user photo, update notifications (text message or email capabilities), adjust privacy, etc.

7. When finished, click the “edmodo” logo or the link that says “go back home.”

To create a class:

1. Under where it says, Groups, click create.

2. Create a group name, select a grade level (or range of grades),

a subject area, and a more specific subject within.

3. Click create.

4. Next, a box will pop up that gives you a code for joining the group.

This will be the code you give to students for access, so you

want to keep it in a safe place. Also know that you can retrieve it

from the group settings later if you need to.

To generate a parent access code:

After students create their accounts (which you will learn about shortly),

they will appear on the teacher’s page under “Members.” In order to create a parent account, parents need a separate access code, and this code is unique

for each student. If you click “Manage” under the members, you will be directed to a screen with a list of all students. To get a parent access code for a student,

click on the first blue box and the code will appear. You may click on the excel

link to get a list of all codes. (may want to wait until an entire class joins)

Tutorial #2: Sending Notes, Alerts, Adding Videos, Creating a Poll, Adding Library

(Step-by-step screen cast

Now I will walk you through some of the things that a teacher can do in Edmodo once they have class(es) set up with students in them.

One of the most common things teachers will do is send one or more students, or a class of students a note or alert. A note is a message that arrives to the students with a file or a website link attached and an alert is simply just a quick message you want students to see. For facebook users out there, these are equivalent to a “wall post” – except you can post on multiple people’s walls at once!

To send a note or alert:

1. Click on either “note” or “alert” and type in a message that you want your students to see on their screen.

2. If it’s a “note”, click on “file” or “link” and upload or copy & paste

the link in the box that you would like them to see.

*Show example of a “note” with a homework assignment attached. (pdf)

*Show example of a “note” with a link to a youtube video.

*Show example of an “alert” BIG CHAPTER 8 TEST TOMORROW! STUDY!

3. Select who you’d like the message sent to & click send.

You will be able to see what your note/alert looks like from your screen. You are also able to delete or edit the message afterwards as well.

To create a poll:

1. Click on “poll.”

2. Type in your question and answer choices.

3. Select who you’d like the poll sent to & click send.

Student Use of Edmodo

Some of the main features of the student account in edmodo include: The ability to access homework assignments, projects, quizzes, and test reminders. Students can also send messages to the teacher and post comments on the main page for everyone to see. In addition, students can upload and access educational resources such as documents, videos and podcasts.

Tutorial #1: Creating a student account

To create a student account...

1. Request a group code from your teacher

2. Go to edmodo.com

3. Click on the " I'm a Student " option

4. Fill out the Student Sign up form

5. Click on Sign Up button at the bottom

Once in the account, you are able to adjust your account settings:

6. Click on Settings up at the top next to your name.

7. Upload a user photo and update notifications (text message or email capabilities)

8. When finished, click the “edmodo” logo or the link that says “go back home.”

Tutorial #2: Viewing assignments, due dates, and asking a question (for students)

a) To view assignments, notes, and alerts

1) Login to edmodo with your student account

2) Look for the assignment name in the middle of the screen (scroll down if you need to) and click on the assignment to see assignment details.

b) To check assignment due dates

1) Click on the calendar link on the upper left hand corner

2) Look for the desired assignment and verify the due date.

Note: To view the details of an assignment click on the date the assignment is due on the calendar.

c) To ask a question

1) Click inside the “Send to” field and start typing up the teacher’s name.

2) Select your teacher’s name.

3) Click on the “Type your note here” text box and type your question

4) Click send.

Note: You may also attache a file or or a link along with your message.

Parent Use of Edmodo

Tutorial #1: Creating a Parent Account

1. Get a parent access code from teacher

2. Go to edmodo.com

3. Click on the "Parent Signup" option on homepage

4. Fill out the Parent Sign up form shown below

5. Click on Sign Up button at the bottom

Tutorial #2: Assignments and due dates, send message, add child, notifications

a) Viewing assignments and due dates

1) Login into Parent account.

2) Look at mini- feed (shows the assignments due, with a description of the assignment in the Summary Unit

3) Look right at spotlight and click on assignment due.

4) Look at the assignment overview or click submission

b) Send Message

1) Click in the bubble that says “type note here”, type message to be sent

2) Click “Send to” and select the teacher’s name

3) Under Parent picture Click “Direct” to see the message(s) alone

4) Under Parent picture, Click “Everything “ to see messages and assignments in mini-feed area

c) Add Child

1) Look to your left and click “Add Child”

2) Get parent code from designated teacher

3) Click Between the Children names

d) Notifications

1) go to “Settings”

2) select which type of notifications you would like “email, text message or none”

3) Select which notifications you would like and then click “Save Notifications”

*******************************************************************************

The part that I worked on is the Parent use of Edmodo, and will be doing the voice for the introduction. The final part that I will doing is working on the final editing of presentation and working on the steps for the Parent use of Edmodo.

CEP812 : Web-Conferencing Tool

noreply@blogger.com (Edbiohaz) — Sun, 10 Apr 2011 21:06:00 -0700

Our video conference went great, and I had a good time doing it, it was also a first time experience doing something like that hands on. Before it would just be for class, and I would just sit and pay attention. The web conferencing tool that we used was Vyew, mainly because that was what one of the group member’s suggested. We realized that we could not do it in Google chat, because of the limitation of that we could only have a conversion, but no visuals. But that is one reason we created a Google doc, so that way we can save and take notes as we go. Despite using Vyew was new to the whole group, we were able to all give valid input to what we wanted to do. This is when we decided that we would make the final project be in Prezi. One major advantage to using the web conferencing tool was being able to communicate thoroughly our ideas in real time, and if one of the members of the group what to show an idea or example, then it made it easier for them to just to show the whole group at that moment with screen sharing. Personally, I don’t feel that there were any disadvantages with using a web conferencing tool to discuss our project. I feel that we were able to get a good start, and a clear understanding and expectations of what we wanted.

Here's what it sounded like
http://www.screencast.com/users/polymarch007/folders/Jing/media/9801483c-fcc1-46fe-bc64-43a0e81d0ac3

http://www.screencast.com/users/polymarch007/folders/Jing/media/9801483c-fcc1-46fe-bc64-43a0e81d0ac3

Want to see what we did?!?!?!

CEP812 : Wicked Problem Project: Part A - Description of Need or Opportunity

noreply@blogger.com (Edbiohaz) — Mon, 4 Apr 2011 21:17:00 -0700

After watching the movie, Waiting for Superman, one thing that I gathered is that there is a demand for people to give back to the education system however best they can. This helped form my Wicked Problem, and i feel that an important educational need is that students should have constant motivation and understanding of the importance to obtain a college degree.

I will use Internet mentoring to address this problem, through the access to college students of different backgrounds and paths. Those that are currently successfully navigating through college and those that have came across some trials and tribulations that may have effected their college success. I personally can give a personal testimony of how horrible I did as an undergrad compared to the dramatic changes that were necessary to maneuver through graduate school. And if anything that can be enhanced through technology can definitely be mentoring.

This approach will be reasonable due to the use of free internet video messaging tools, such as skype, oovoo, and possibly google video chat, and possible help aids will be used such as vyew, jing, ppt, and other resources. These Internet Mentors will be implemented in high schools, with adult supervision. The idea is to run for one school year, and depending on the need, longer. High school students will use it, and make contact with college students. The start off test sample would be high school juniors, to follow their progress overall until they graduate.

Some of the results that I came across involve Internet Mentoring or Telementoring. I found a couple of articles on Proquest that greatly helped, one in-particular was about Virtual mentors: Mentoring on the Internet. This broke down, what a virtual mentor is, some advantages, disadvantages, and directions for implementation. Aside from Proquest, I search on Google Scholar, and later will just do a general Internet search.

My plan for this course is to be able to conduct a survey of the college mentors. This will be a type of screening to ensure, we are gathering qualified mentors based on the qualifications set forth by the myself. After this this there will be background checks to make sure that the mentors have no current criminal and sexual history. After that, a sample of students and schools will be selected to partake in the plot program.

Success will be measured comparing the preliminary and post focus groups and survey responses of the students, as well as focus groups, progress reports, and surveys from the teachers of the students. this way we will have identified any changes in the students academic, social, emotional, willing and readiness to matriculate to the collegiate level.

CEP 812: 1 min bio and funny story about technology

noreply@blogger.com (Edbiohaz) — Sat, 26 Mar 2011 10:12:00 -0700

Cep812bio

View more webinars from MrCovington

CEP 810 : Personal Learning Reflection

noreply@blogger.com (Edbiohaz) — Thu, 10 Mar 2011 09:32:00 -0800

Some of the things that I have learned about effective teaching is that you need understand the students understanding of technology and their possible limits if there are some. Interating the internet has helped by learning of the technologies that require the use of the internet like Wordle and a Webquest. Because it is the internet that means that it will be helpful to find other technologies, stay up to date, or even be aware of the changes of older technologies. Even at the end of the this course, I still feel that the Visual PLN is the assignment exemplifies good teaching with technology. I say this because it exemplifies creativity and made easy for students to identify with but still gives the broadness to be simple or as intricate as the student’s desire.

Hmmm, how I have met my goals, well, from doing the SIG presentation and being in the course period, I have increased my understanding of new technologies that can be used. I do plan to implement the use of Wordle in all my teachings, as a introduction to getting to know the students. Technologies like Jing and Camtasia that will allow advanced creativity with projects. My new goals, well the never-ending goal is to always obtain more knowledge about technology that can be used for educational purposes. As I continue to play with my Xbox Kinect system, I am realizing that overwhelming potential to create interactive games for education and enhanced learning. So with that said, the goal is to write a paper and have it published about potentialities of this commercial system having a major educational influence.

USC retains top spot among video game design programs: Finally Answers!!

noreply@blogger.com (Edbiohaz) — Tue, 1 Mar 2011 15:30:00 -0800

Saw this today on one of the ppl I follow @USATODAYTECH

http://content.usatoday.com/communities/gamehunters/post/2011/02/usc-retains-top-spot-among-video-game-design-programs/1

For the second straight year, the University of Southern California is home to the top video game design program in the country.
USC boasts the top graduate and undergraduate programs, according to The Princeton Review's list of "Top Schools for Video Game Design Study for 2011."
"We're just very excited about where the program is going," said Elizabeth Daley, the dean of USC's School of Cinematic Arts.
The schools were selected based on a survey of administrators at 150 schools offering video game design programs or degrees.
The survey focuses on four key categories: academic, faculty, infrastructure and career opportunities.
The University of Utah and the DigiPen Institute of Technology in Redmond, Wash., round out the top three undergraduate programs. The full top 10, including honorable mentions:

1. University of Southern California (Los Angeles)
2. University of Utah (Salt Lake City)
3. DigiPen Institute of Technology (Redmond, Wash.)
4. The Art Institute of Vancouver (Vancouver, British Columbia, Canada)
5. Michigan State University (East Lansing, Mich.)
6. Worcester Polytechnic Institute (Worcester, Mass.)
7. Drexel University (Philadelphia)
8. Champlain College (Burlington, Vt.)
9. Rochester Institute of Technology (Rochester, N.Y.)
10. Becker College (Worcester, Mass.)
Honorable mentions: Georgia Institute of Technology (Atlanta), North Carolina State University (Raleigh), Rensselaer Polytechnic Institute (Troy, N.Y.), Savannah College of Art and Design (Savannah, Ga.) and Shawnee State University (Portsmouth, Ohio).

This marks the first year The Princeton Review ranked the top graduate programs for video game design. The top 10, with honorable mentions:

1. University of Southern California (Los Angeles)
2. University of Central Florida (Orlando)
3. Southern Methodist University (Plano, Texas)
4. Rochester Institute of Technology (Rochester, N.Y.)
5. Drexel University (Philadelphia)
6. University of Utah (Salt Lake City)
7. University of California-Santa Cruz (Santa Cruz, Calif.)
8. Savannah College of Art and Design (Savannah)
9. Parsons The New School for Design (New York)
10. University of Texas-Dallas (Dallas)
Honorable mentions: Academy of Art University (San Francisco), DePaul University (Chicago), DigiPen Institute of Technology (Redmond, Wash.), Georgia Institute of Technology (Atlanta), and Massachusetts Institute of Technology (Cambridge, Mass.)

Daley credits the success of USC's programs to their teaching philosophy. "What we really try to do is to look constantly at the user experience with games -- how do you design games so that, like films and like television, people want to engage with them," Daley says.
The Princeton Review -- in conjunction with GamePro magazine -- started ranking video game design programs last year after recognizing a surge in the number of options available at schools.
"As there is more notoriety around the list and the idea that game design is a viable option for going to school -- not as a major but as a career afterwards -- it's adding a lot of credibility to the field," says David Soto of The Princeton Review.

The list will be featured in the April issue of GamePro.

CEP 810: Learning Activity

noreply@blogger.com (Edbiohaz) — Tue, 1 Mar 2011 15:26:00 -0800

My two categories are:
Creativity and Innovation
Communication and Collaboration

The activity I would give my students would be called “Next Top Game Model”, and what this activity would do is force creativity to go beyond what is already known or seen. This would make the students, not be able to call upon, previous games, game models, or stories with a twist, but create some original. In the final product, students would have to create a digital storyboard pitch. The way this will work is by the students being placed into teams or “mini companies” to come up with this new idea and pitch. After they come up with the idea, they teams will create a visual presentation by their choice of technology, and present to the class. The two categories that this activity falls under is Creativity and Innovation, and Communication and Collaboration. Under the Creativity and Innovation category, this activity focuses on students demonstrating creative thinking to develop an innovative product. Under Communication and Collaboration, this lets the students work collaboratively, to better their communication skills. It lets individuals think on their and explore on their own, to be able to come back to the team, and fit their ideas for the betterment of the product.

CEP 810: Creative Commons

noreply@blogger.com (Edbiohaz) — Tue, 22 Feb 2011 13:12:00 -0800

Photo Attribution:
Eiffel Tower + Big Ben
http://www.freakingnews.com/Eiffel-Tower-Big-Ben-Pics-43328.asp

By: ERJR of the Independents

Released under an attributed license:
http://search.creativecommons.org/?q=Effiel+tower&sourceid=Mozilla-search

When I taught a Digital Imaging class in video game production, having the students understand techniques were the most important part of the class. You can do some do and create so many awesome and interesting works in Photoshop. How I would use this particular image is in a lesson of using a magic wand tool, mixed with blending and cloning. Students would learn how to express themselves and creativity through the use of other countries and cultures. The underlying importance is for students to learn how to give credit where credit is due. So that their works can be considered their own, and understand that when they get famous to know what the procedures are for when they get famous.This will also fit into the curriculum when discussing copyrights, and to make sure students understand what to do when using others images to and how changes images to avoid image plagiarism.

Flickr
http://www.flickr.com/photos/cacts1st/4524047160/

CEP 810: Personal Learning Reflection

noreply@blogger.com (Edbiohaz) — Mon, 21 Feb 2011 17:52:00 -0800

While integrating technology, I have learned that you have to make sure you understand the level of your student’s knowledge of technology, to make sure they have access to the appropriate technology, and when working with technology make sure that whatever you doing with technology can be done without having the most up to date technology. Coming from my background of learning, I see teaching with technology as building or constructing something, so I would have to say that the PLN Visualization is what exemplifies good teaching with technology. I say this because, it transforms an assignment into visual finish product, and because that is part of my learning style it help me understand how to make sure my students be able to express themselves visually. So far I have increased my knowledge in different areas and especially in the copyrighting. Being in graphic design and multimedia field, it’s important to make sure my students understand what they can, cannot, and must do when creating media masterpieces. As this course goes on, I continue to enhance my knowledge, which I guess I can say that I am meeting my goals. At this point I am not sure if I have any new goals, as it pertains to the class, but in general getting better doing and working with online classes.

CEP 810: Learning Styles

noreply@blogger.com (Edbiohaz) — Mon, 21 Feb 2011 00:16:00 -0800

Okay, so, based on the descriptions of the learning styles this is what mine should say, and how I know myself. I would call myself a VisualAudTracKin Learner, (YES ALL OF THEM), because in reading them all, I take portions from them that make up me. The main part is definitely visual I feel better when I can see what it is I am supposed to be learning. At the same time, hearing what I am seeing helps me able to make sense of it all (That is how I use to do it in my college Spanish courses). Those are what help me learn, but what help keeps the information retained is from the hand-on part, hence my doing web and graphic design. Being able to see the code, or see the effects occur helped me retain, the codes and procedures, especially doing them over repeatedly. And most of all, I know I definitely have a problem sitting still, still.

Now, with all of this said, my experiences, the vast majority of them have been of a physical visual hands-on stand point. In undergrad I did well in all my hands on (programming and art) classes, if it were not neither of those, then I just barely passed them or pass them at all. The less effective strategies, were the lectures with no pictures, or just the long 2-3 hr no movement classes. For some reason, I just could not focus. I think the focus should be more on a visual/hands on approach. I say that because those are the more active approaches that best helped for me, and that they others can be done a with more ease. When I was teaching, putting together a lesson that can translate properly into images was a much more difficult, yet I still enjoyed it.

Here are what my skills include, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images.

listening, speaking, story telling, explaining, teaching, using humor, understanding the syntax and meaning of words, remembering information, convincing someone of their point of view, analyzing language usage.

problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events,

dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build,

Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others

CEP 810: Social Networking and ME

noreply@blogger.com (Edbiohaz) — Fri, 11 Feb 2011 10:57:00 -0800

After exploring all the social networking stuff, I feel that I am beyond the typically social networker, no, not feel, I know I am. IM CONNECTED!! is what I tell people, because I connected to all social networks, and use them for multiple reasons. Social Networks I do not use too much in my workflow, because it kind of distracts from my work period. But the counter agruement is that I am a social media specialist, which is one of my professions. I continue to learn how to use social networks for business, marketing, and to generate communication for promotions. Personally, I am just a flat out geek, I have two twitter accounts, and run a fraternity twitter account, which comes down to have three twitter apps on my phone. Facebook, blogs, flickr all that I have it, and have various ways to be reached, so its never an excuse that someone can not get a hold of me.

In the life of students and peers, I know it can prove to be quite beneficial if used for knowledge gaining. Besides just talking to friends, you can use it to find jobs, stay up to date on current events, technology, and education. I have used it myself to follow Adobe Photoshop to be able to get tips and tricks enhancing my design skills.

CEP 810: PC Maintenance and Security

noreply@blogger.com (Edbiohaz) — Mon, 7 Feb 2011 09:50:00 -0800

For my first tutorial I picked some that would be more beneficial to keeping my computer running well and safe, so I choose the Spyware Blaster. One thing that I will be sharing with others, is really just to make sure that they have the software on their computer. I know I am a bit more tech savvy than others I know, and probably the most techiest in my family, so I want to make sure they are safe as well as me. For this one, no there was surprising information, just very informative.

The second tutorial I chose, was the Facts about Cookies, and this I chose just for more information. I think from this one, I would share with others just be aware of what sites they go to, which can lead to better and less annoying web use. What I found surprising was the more detail ways that cookies operate that I did not know, and why some advertisements pop up. Also, I did not know that is how bigger more major sites are able to make recommendations to people with out actually asking. Lastly, I always thought that a cookie would like some long C++ code, and it didnt, which makes think, maybe I should have went into computer programming (haha, never)

The third tutorial I chose was the IDS and IPS, and I selected this one just because I was curious about what it was. What I learned and may share with others, well at least with my geeks, is that anti software only works by what it has in its database, and so people should always make sure their database is updated regularly. What I found surprising is how malware actually intrudes and changes things that most people would not be aware of or check for. This lab in general has definitely help me keep my techs and toys safe and updated.

CEP 810: Getting Things Done

noreply@blogger.com (Edbiohaz) — Sun, 30 Jan 2011 21:52:00 -0800

I always enjoy learning new things, and and having new experiences. So in this CEP 810 course i have been learning some new things. This time learning how "Get Things Done" the workflow.

So in response to the questions of

How did you organize your process? (are you using paper and pencil, a phone, a piece of software)?
What was it like for you going through the process the first time?
Do you think that this process will help you? Why or why not?
Do you think you will continue this process? If not, what will your process be?

I am more of a pen and pencil guy myself, i actually take notes in a sketch pad, so I used that. Going through the process was kind of easy and simple for me, especially in this moment in my life, because i don't have much to do. But I understand how much more difficult it can be when more things are occupying your time. I think this process could help me in some aspects as far as being able to visualize what I need to do (being the visual person I am), but that is about as far as it will help me. I do not think i will continue this process, it just does not seem to fit with my natural flow of life and order, but I will say that writing things down, definitely helps. I think my process will be more of an artistic view point. After looking at how I did mine in my sketch pad that is the route I'm going. So my process will be to sit at the beginning of each week, and draw picture of posted notes, or bubbles, and depending on its importance will be decide how big the posted note or bubble will be. When the activity is over, I will just cross it out.

CEP 810: Website vs. Blog

noreply@blogger.com (Edbiohaz) — Tue, 25 Jan 2011 10:51:00 -0800

Well one main thing that I like to think of when comparing traditional websites and blogs is that, websites have more depth, than blogs. Meaning that the most basic blog is what I like to think of is more like a journal. People tend to update, post or write on the blog more frequently, than updating a website, and also make blogs more personal. . Websites tend to have more information about what ever product, service, person, etc, they are about. Although blogs also can have more than one page, websites always have multiple pages, and are rarely updated as much as blogs. Although the new generation of blogs have the power to be design, coded, and look like websites, and more and more blogs are becoming the easier way to websites.

CEP 810 RSS Page Reflection

noreply@blogger.com (Edbiohaz) — Mon, 24 Jan 2011 22:05:00 -0800

Oh so I must admit that this Jing thing is pretty awesome. Here is my screen dump of the blog I commented on.

http://screencast.com/t/AiDHEUzpD

Here is the screen dump of my RSS feeds

http://screencast.com/t/cLaq79FOX

Honestly, I have not quite learned much yet, but I have been interested in some of the things I have read, just about technology in general. The blog I am following, the guy seems pretty cool and geeky, some of his post that has caught my fancy tapped in technology and media, which are both high in my educational focuses. I am sure I will probably end up emailing the author directly. How I am going to incorporate these RSS feeds into my own practice....well, my feeds are about technology, gaming, everything geek wise, and a blog that deals with educational technology. Seeing how all of these areas are very much relevant to my life, future career goals and research.
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(updated 2/7) So one thing that I have realized while reading the blog that I am following, is that, this guy is cool. I say that because I am a movie fanatic and plan on my future research to pertain to movies, television and gaming. So when I read some of his previous post, he talks about movies, and in one partic ular post, he talked about Terminator 2: Judgment Day and how it can be related to future of education. ( http://edtechlife.com/?p=2704 ). So in reading his posts, and following what technologies are coming out, changing and updating, and the updates on entertainment media (video games, movies, and television) I feel more confident to in discussing this things in the classroom. Not that I didnt before, just always better to try and have more knowledge than the student, but sometimes they can definitely out do you.