Multimedia Design Learning Objects
Stop Animation created for ETEC 651, Spring 2013
Description
This video was the final project for a course that introduced us to the use of multimedia applications in education.
The concept for this stop animation started as instruction for a theater course. I wanted to show that very simple props can imply a variety of stage settings. As I added a story line, it became a story about collaboration (a very useful skill in theater, and other areas of life!) and friendship.
I had the most difficulty in managing the lighting and exposure. Even though I shot it with external lighting and shot it all in one sitting, the light in the room kept changing. I restarted several times, as the lighting in the room seemed to change and sometimes trigger the flash. Other times, if I used the flash, it would be overexposed. This seemed to be the case whether or not I shot it at night (so there wasn't any natural light), or during the day. I tried shooting on various camera settings: manual, aperture-priority, close-up, and auto. In every case, there was variation in the exposures.
As a last attempt, I tried adjusting the exposure in iMovie, which has to be done frame by frame. I adjusted a few frames, and the animation still seemed to flicker. There is a section in the movie which has a bluish cast. Again, I'm not sure why this is. I used the same fluorescent lamps for all the shots, and had the white balance set to fluorescent light throughout the shooting. I tried adjusting the color balance in iMovie, but it didn't make a significant difference in the inconsistency of the shots.
Despite these problems, I'm happy with learning how to do a more extensive stop animation!
Peer Feedback
From Ty Aki
I loved the stop animation of your final project. It was a great piece. I noticed how smooth the movie flowed with the music.
I enjoyed your video.
From Susan Miyasaki
I loved the music that you selected - it was so lively & upbeat. And it matched your stop animation script so well. Great job!
AECT Standards It Meets
Standard 1: DESIGN
Candidates demostrate the knowledge, skills, and dispositions to design conditions for learning by applyin principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
This video was the final project for a course that introduced us to the use of multimedia applications in education.
The concept for this stop animation started as instruction for a theater course. I wanted to show that very simple props can imply a variety of stage settings. As I added a story line, it became a story about collaboration (a very useful skill in theater, and other areas of life!) and friendship.
I had the most difficulty in managing the lighting and exposure. Even though I shot it with external lighting and shot it all in one sitting, the light in the room kept changing. I restarted several times, as the lighting in the room seemed to change and sometimes trigger the flash. Other times, if I used the flash, it would be overexposed. This seemed to be the case whether or not I shot it at night (so there wasn't any natural light), or during the day. I tried shooting on various camera settings: manual, aperture-priority, close-up, and auto. In every case, there was variation in the exposures.
As a last attempt, I tried adjusting the exposure in iMovie, which has to be done frame by frame. I adjusted a few frames, and the animation still seemed to flicker. There is a section in the movie which has a bluish cast. Again, I'm not sure why this is. I used the same fluorescent lamps for all the shots, and had the white balance set to fluorescent light throughout the shooting. I tried adjusting the color balance in iMovie, but it didn't make a significant difference in the inconsistency of the shots.
Despite these problems, I'm happy with learning how to do a more extensive stop animation!
Peer Feedback
From Ty Aki
I loved the stop animation of your final project. It was a great piece. I noticed how smooth the movie flowed with the music.
I enjoyed your video.
From Susan Miyasaki
I loved the music that you selected - it was so lively & upbeat. And it matched your stop animation script so well. Great job!
AECT Standards It Meets
Standard 1: DESIGN
Candidates demostrate the knowledge, skills, and dispositions to design conditions for learning by applyin principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
"Cheap and Healthy Hosomaki Sushi" Website created for ETEC 620, Spring 2012
Description
This website was created with team members Bill Morrison, Rogelda Hayslip, and Jenny Tanaka. We paid particular attention to the visual elements, such as color and visual composition, that facilitate learning.
You can see the website by clicking HERE.
Or, click HERE to download a pdf of the site.
Instructor Feedback
From Malia Mallchok
Really great project! I really like that you kept unity within your pieces with color and decorative elements. VoiceThread was also a nice alternative to using video. Just remember that photos need to abide by copyright. Also, in the flyer (as mentioned at the presentation) clip art or images that have a direction should point to information not off the page - so the hand holding the chopsticks should point to information, not off the page - the viewer's eye will follow. You might also want to consider reducing text in the flyer for the tag (just give email and phone number, no need to say contact by email, etc.) and using a tiny URL since a flyer posted on a bulletin board isn't clickable and people would have to write it down and type it in.
AECT Standards It Meets
Standard 1: DESIGN
Candidates demostrate the knowledge, skills, and dispositions to design conditions for learning by applyin principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
Standard 3: UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
3.2.1 Identify strategies for the diffusion, adoption, and dissemination of innovations in learning communities.
Standard 4: MANAGEMENT
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
4.0.1 Implement and evaluate a micro-level technology plan in an appropriate setting.
This website was created with team members Bill Morrison, Rogelda Hayslip, and Jenny Tanaka. We paid particular attention to the visual elements, such as color and visual composition, that facilitate learning.
You can see the website by clicking HERE.
Or, click HERE to download a pdf of the site.
Instructor Feedback
From Malia Mallchok
Really great project! I really like that you kept unity within your pieces with color and decorative elements. VoiceThread was also a nice alternative to using video. Just remember that photos need to abide by copyright. Also, in the flyer (as mentioned at the presentation) clip art or images that have a direction should point to information not off the page - so the hand holding the chopsticks should point to information, not off the page - the viewer's eye will follow. You might also want to consider reducing text in the flyer for the tag (just give email and phone number, no need to say contact by email, etc.) and using a tiny URL since a flyer posted on a bulletin board isn't clickable and people would have to write it down and type it in.
AECT Standards It Meets
Standard 1: DESIGN
Candidates demostrate the knowledge, skills, and dispositions to design conditions for learning by applyin principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
Standard 3: UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policy-making.
3.2.1 Identify strategies for the diffusion, adoption, and dissemination of innovations in learning communities.
Standard 4: MANAGEMENT
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
4.0.1 Implement and evaluate a micro-level technology plan in an appropriate setting.
"Cultural Influence on Technology Usage" Collaborative Video created for ETEC 602, Fall, 2010
Description
This project was created through a collaboration between a team of students from Kansai University and a team from UH Manoa. Members of the Japanese team were Jumpei Tokito and Shiori Ueda, and the Hawai'i team was Gavon Wong, Sean Maroney, and myself.
AECT Standards It Meets
Standard 1: DESIGN
Candidates demostrate the knowledge, skills, and dispositions to design conditions for learning by applyin principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
2.0.1 Collaborate with a development team to apply principles of design specifications to produce technological products.
2.0.3 Compare, analyze, critique, and evaluate commercially produced products to determine how learning theories, instructional design specifications, production principles, and teaching strategies are embedded within the product
2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
Standard 5: EVALUATION
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.1.2* Apply knowledge of current trends and issues in the field of school media.
This project was created through a collaboration between a team of students from Kansai University and a team from UH Manoa. Members of the Japanese team were Jumpei Tokito and Shiori Ueda, and the Hawai'i team was Gavon Wong, Sean Maroney, and myself.
AECT Standards It Meets
Standard 1: DESIGN
Candidates demostrate the knowledge, skills, and dispositions to design conditions for learning by applyin principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer-based, and integrated technologies.
2.0.1 Collaborate with a development team to apply principles of design specifications to produce technological products.
2.0.3 Compare, analyze, critique, and evaluate commercially produced products to determine how learning theories, instructional design specifications, production principles, and teaching strategies are embedded within the product
2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
Standard 5: EVALUATION
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.1.2* Apply knowledge of current trends and issues in the field of school media.