Sunday, January 31, 2010
Week4:Faviocons
I never knew why some of my bookmarks had little images next to their description. Now I do! This is a great idea. It seems very simple to create one for your website. I bookmarked the tutorial and am going to use it when I create a web page for my sister's consulting business. COOL!
Week 4: Comment to Mike's post on Jobs speech
Mike’s Post:
Watching TV last night, I caught the end of a nightly news program on ABC. They were talking about their ‘person of the week’. Well, this week was Steve Jobs. The story began with the announcement of the release of the new iPad that will revolutionize the netbook. The story went on to tell of Jobs’ beginning, getting fired from Apple, returning, his involvement with Pixar, and of course his inventions of iPods and iPhones. They showed a clip from the YouTube clip we were to watch this week in class, his commencement speech at Stanford from 2005. While re-watching the speech, my wife said aloud how much see loved that speech too. I went back and watched it again. It is so inspiring and Steve is such a magnificent speaker. It made me think about what I have done and how I became to be a music teacher. I never thought I would be where I am today. I was an athlete never playing an instrument until my sophomore year in college. I went into college a psychology major and left with a degree in music composition. Still never thought I would teach. Really had no idea what I was going to do, but Steve’s words described it all, “Have the trust that the dots will connect in your future. That the dots will connect to something gives you the strength to follow your heart even when it leads you off the well worn path”. I often sit and reflect to how I got to where I am today and what will the future bring. I try to instill this in my students, that if you follow your heart and trust yourself, your drive will lead you down the right path, even if your parents do not approve like mine did. What will the future hold for any of us? I cannot imagine. But I do know I will be sitting outside on a warm summer night ten years or so from now thinking how did it all happen.
Source
http://www.youtube.com/watch?v=D1R-jKKp3NA&feature=player_embedded#
Mike,
I saw this and admit that it just seemed like a good inspirational speech but I really didn’t think about what it meant to my life until I read your post. I took a few moments to reflect on my travels though life and realized that I have spent so much time stressing about things and wondering what would happen if I wasn’t proactive. I guess I always feared being stuck in an unhappy place or of not having control of my destiny. (which is kind of strange because I’ve never really had any prolonged unhappy time in my life) This might play a part in why I will end up with 5 graduate degrees ☺ (keeping my options open and creating possibilities for the future). Instead of thinking “what if” I should have trusted that the path would lead me where I am supposed to be. Like you, I never imagined myself teaching. (and truthfully, nobody else did either) As I have evolved as a person and have experienced many different paths along the way, I found that I want to share. So, the dots will connect. When I look back I see they have. I just need to look forward and trust that they will. Thanks for your heartfelt reflection. Like you, I always feel inspired when I hear Jobs speak.
Watching TV last night, I caught the end of a nightly news program on ABC. They were talking about their ‘person of the week’. Well, this week was Steve Jobs. The story began with the announcement of the release of the new iPad that will revolutionize the netbook. The story went on to tell of Jobs’ beginning, getting fired from Apple, returning, his involvement with Pixar, and of course his inventions of iPods and iPhones. They showed a clip from the YouTube clip we were to watch this week in class, his commencement speech at Stanford from 2005. While re-watching the speech, my wife said aloud how much see loved that speech too. I went back and watched it again. It is so inspiring and Steve is such a magnificent speaker. It made me think about what I have done and how I became to be a music teacher. I never thought I would be where I am today. I was an athlete never playing an instrument until my sophomore year in college. I went into college a psychology major and left with a degree in music composition. Still never thought I would teach. Really had no idea what I was going to do, but Steve’s words described it all, “Have the trust that the dots will connect in your future. That the dots will connect to something gives you the strength to follow your heart even when it leads you off the well worn path”. I often sit and reflect to how I got to where I am today and what will the future bring. I try to instill this in my students, that if you follow your heart and trust yourself, your drive will lead you down the right path, even if your parents do not approve like mine did. What will the future hold for any of us? I cannot imagine. But I do know I will be sitting outside on a warm summer night ten years or so from now thinking how did it all happen.
Source
http://www.youtube.com/watch?v=D1R-jKKp3NA&feature=player_embedded#
Mike,
I saw this and admit that it just seemed like a good inspirational speech but I really didn’t think about what it meant to my life until I read your post. I took a few moments to reflect on my travels though life and realized that I have spent so much time stressing about things and wondering what would happen if I wasn’t proactive. I guess I always feared being stuck in an unhappy place or of not having control of my destiny. (which is kind of strange because I’ve never really had any prolonged unhappy time in my life) This might play a part in why I will end up with 5 graduate degrees ☺ (keeping my options open and creating possibilities for the future). Instead of thinking “what if” I should have trusted that the path would lead me where I am supposed to be. Like you, I never imagined myself teaching. (and truthfully, nobody else did either) As I have evolved as a person and have experienced many different paths along the way, I found that I want to share. So, the dots will connect. When I look back I see they have. I just need to look forward and trust that they will. Thanks for your heartfelt reflection. Like you, I always feel inspired when I hear Jobs speak.
Week 4 Reading
The Eleventh Practice
This chapter took some interesting concepts and different views on leadership. I have never heard before that leaders are the ones that can bring possibilities. I know that makes sense and is somewhat obvious. It goes along with his or her idea that anyone anywhere in any situation can be a leader. Leading from any chair tells us that anyone can make things happen can open up possibilities. This is a cool concept.
I really like the Nelson Mandela Quote on page 178-179 so I included it here.
Telling the we story
I thought this chapter was interesting but I ‘m not sure I want to be part of “we” in all situations. I know that if everyone felt connected and cared for, and respected others, the world would be a better place. If you looked at yourself as part of something bigger then you would take care of those around you because they are part of this too. However, this doesn’t take into account that not every one has honorable intentions. Maybe I’ off here but although I get the concept I’m not sure it is a good idea. I agree that if we join together and think less of what “I” want instead think of what is best for “Us” better outcomes and less conflict will occur. I suppose if all individual assumed this mentality it might eliminate some of the selfish manipulative, criminal types. However, I had a hard time trusting everyone’s intentions.
Saturday, January 30, 2010
Week 4: Scratch, Flash, and Sim City
The scratch project seems like a great undertaking but one that is very worthwhile. I think it is great that they are making simple tools for student to learn in afterschool programs. This way students can experience success with building in programs like this. There is nothing more cool that seeing some kind of animation you did an thinking- Hey I made that!
The Flash tutorial went very fast. I think the ones on Lynda.com might be better but I bookmarked it for later use. Joe's work was fun to look at. I'm not sure if I did the right thing with the example because the guy's head fell off. I thought that was rather hilarious so maybe that was the intention. Kids would love that unexpected outcome.
Second Life holds great promise in education for the higher level kids. I wish more old-timers would relax and let high school kids use it. Second life teen might be a god option but I have not had the opportunity to look at it. It gives student the chance to interact and experience learning with others from a remote area.
I'm not too familiar with Sim City and the note said it would not play on our macbooks. From what I know I believe students are given a scenario that they can manipulate to reach a goal. What sounds more engaging than that? I'm not sure but I think it was similar to the CD ROM Tycoon games. My kids had a bunch. They built zoos, roller coasters, and cities. They would spend hours trying to stay in budget and build something successful.
The Flash tutorial went very fast. I think the ones on Lynda.com might be better but I bookmarked it for later use. Joe's work was fun to look at. I'm not sure if I did the right thing with the example because the guy's head fell off. I thought that was rather hilarious so maybe that was the intention. Kids would love that unexpected outcome.
Second Life holds great promise in education for the higher level kids. I wish more old-timers would relax and let high school kids use it. Second life teen might be a god option but I have not had the opportunity to look at it. It gives student the chance to interact and experience learning with others from a remote area.
I'm not too familiar with Sim City and the note said it would not play on our macbooks. From what I know I believe students are given a scenario that they can manipulate to reach a goal. What sounds more engaging than that? I'm not sure but I think it was similar to the CD ROM Tycoon games. My kids had a bunch. They built zoos, roller coasters, and cities. They would spend hours trying to stay in budget and build something successful.
Week 4: Video Tools for streaming comments
I took at look at this tutorial this week because I was having trouble adding video to dreamweaver. I found it useful to look through all the different sites that you could upload a video for free. I think people are most familiar with You Tub but Viddler and Blip TV are growing in popularity. I like Viddler because you can add comments to the move and tag them to certain spots in the movie. This is great for education purposes. In some situations using teacher tube might make people more comfortable with the video because it is supposedly for education. As far as the video streaming tools go, honestly I never thought about the difference between hosting and streaming. From what I can tell, hosting makes the video searchable and people can give feedback. Streaming is a direct link. I've used jing before to screen capture and send coworkers the link. It is a great way to communicate visuals without clogging the inbox with big files. Lastly, the You TUbe download tools section hosted a number of resources. However, I don't think it is right to take a video off of You Tube without permission. I guess if you had approval to take the video you could use these tools. This was great because all this time I thought you could right click, save target as, and download any video. I went to You Tube and sure enough I could not find a video where I could do this. :) I leran something new all the time!
Wednesday, January 20, 2010
Week 3: Response to Heather's Project
Hey Heather I emailed the comments on your project. I think there are some audio difficulties. I just wanted to let you know how much I liked it! Great work! I made some specific suggestions in the email:)
Week 3: Response to Duncan
I do realize the Zanders are quite zen and all, but the paragraph or two from chapter 7 in The Art of Possibility that reads:
Yet standing stationary on the bank, utterly still, I took an existential leap. "Let its force run through me," I allowed, not having moved an inch. "Let it turn all my molecules in its direction; trust it and surrender. Let it give me what it has to offer."
And it did, and it has ever since; wherever I seek life's passion, the river is there churning through me. I can hear its mind-numbing rush, the movements of billions of atoms.
-page 115, The Art of Possibility
left me speechless (I know it's a book and I'm not talking anyway). If I heard someone actually say that out loud as we are led to believe, I wouldn't even know what to say.
I guess what I could say is that if I were to write a book, I would probably leave that out of it. I've said many strange things in my life, and I wouldn't publish them either.
Duncan,
I agree! He then goes on to talk about “What is nature asking for?” (p. 115). I understand he is trying to make the point that we need to experience life and be a participant not an observer. ‘To be one with nature and nature one with you’ It is just a bit out of my zone of thinking. I found this Will Smith interview that kind of goes along these lines. I posted it on my blog. ☺
http://www.youtube.com/watch?v=oENmXKKlCAI
Yet standing stationary on the bank, utterly still, I took an existential leap. "Let its force run through me," I allowed, not having moved an inch. "Let it turn all my molecules in its direction; trust it and surrender. Let it give me what it has to offer."
And it did, and it has ever since; wherever I seek life's passion, the river is there churning through me. I can hear its mind-numbing rush, the movements of billions of atoms.
-page 115, The Art of Possibility
left me speechless (I know it's a book and I'm not talking anyway). If I heard someone actually say that out loud as we are led to believe, I wouldn't even know what to say.
I guess what I could say is that if I were to write a book, I would probably leave that out of it. I've said many strange things in my life, and I wouldn't publish them either.
Duncan,
I agree! He then goes on to talk about “What is nature asking for?” (p. 115). I understand he is trying to make the point that we need to experience life and be a participant not an observer. ‘To be one with nature and nature one with you’ It is just a bit out of my zone of thinking. I found this Will Smith interview that kind of goes along these lines. I posted it on my blog. ☺
http://www.youtube.com/watch?v=oENmXKKlCAI
Week 3: Media Project URL to Share
Hello All!
This is a work in progress. I am using Dreamweaver to create the site. Right now it is just beginning to be framed out. I'm working on the other media elements to add. I just wanted to see if I could do it in Dreamweaver :)
Ellen's Media Project
This is a work in progress. I am using Dreamweaver to create the site. Right now it is just beginning to be framed out. I'm working on the other media elements to add. I just wanted to see if I could do it in Dreamweaver :)
Ellen's Media Project
Week 3: Comment on the Ron Clark Video
It was interesting to watch the video of the interview with Ron Clark this week. I agreed with his observations about the teacher-student digital divide. He commented on how many teachers think they have conquered technology because they made a PowerPoint and how he does not even allow his students to use PowerPoint! How cool is that. I wish teachers had access to training and the tools that they need to use technology the way he suggests. I’m not sure how many school districts have teacher sites available or access to enough computers to use the sites in class. I think access is the real problem-not teachers not willing to buy in.
Check out this LINK to TED videos for integrating free technology into education.
Check out this LINK to TED videos for integrating free technology into education.
Week 3: Related to the content in the reading
This discussion reminds me of some of the thoughts in the book. This attitude goes along with chapters 1,2,7,8,9 :) Enjoy!
Week 3: Reading
This weeks readings were very interesting. The first chapter about reality was the hardest one for me to attempt to put in practice. Here are a few things I took away from the chapter:
The way things are--Being in the present- obstacles are merely part of the present conditions they are not permanent. Understanding how things are without judgment or opinion and accepting this can bring us to a place where possibilities open up.
The second chapter was kind of obvious to me. It is not difficult for me to be passionate about something. It is difficult for me be sensible about what to do about the passions I have. Here is what I took away from this chapter:
Giving way to passion-- Two steps notice where you are holding back and release and participate wholly. I think they need to include that sometimes we are passionate about things that we shouldn't be. Personally, I don't have a passion for something bad but I can think of people who are passionate about smoking or eating. These are passions that should not be.
The last chapter in the reading really hit home. I am a true believer that enthusiasm and positive attitudes are contagious. We have all experienced how laughter is contagious. This chapter discusses these thoughts:
Enrollment is igniting the life force in yourself which in turn ignites it in others and spreads. Generating a spark of possibility for others to share.
Thursday, January 14, 2010
Week 2: Response to Heather
"How much greatness are we willing to grant?"
I had to ask myself this today regarding a student. There is a particular student, we'll call him Sam, who sometimes refuses to work. If he likes what he is doing he'll do it for a while and produce something amazing. If he doesn't like it, he just sits there. I have been highly frustrated with him. You can imagine how boring my theatre class must be to have a student who can't find anything interesting in it and decides to just sit there. Grrr.
Well after reading this chapter I realized I had already assigned him the role of "lazy, defiant, too smart for his own good." So have many of my colleagues. He is difficult, yes. But does that make him any less valuable? Does that mean that I shouldn't challenge him like I do my other students? That I shouldn't create lessons that will excite and entice him?
So, I only have 2 more weeks with Sam. I will make the best of it and hope that I will remember this lesson next year when he is in my class again. I will grant him more greatness and cater to that greatness.
Heather,
Forgive yourself and see that although you feel you did not give him enough greatness you did make a contribution by trying to work with him. You did recognize that he was worth your time and showed him you believed he had value. Teachers encounter many Sams along the way and I beleive can all learn a lot about granting and celebrating greatness in those students who do not believe they have any and compensate by hiding or misbehaving.
Ellen
I had to ask myself this today regarding a student. There is a particular student, we'll call him Sam, who sometimes refuses to work. If he likes what he is doing he'll do it for a while and produce something amazing. If he doesn't like it, he just sits there. I have been highly frustrated with him. You can imagine how boring my theatre class must be to have a student who can't find anything interesting in it and decides to just sit there. Grrr.
Well after reading this chapter I realized I had already assigned him the role of "lazy, defiant, too smart for his own good." So have many of my colleagues. He is difficult, yes. But does that make him any less valuable? Does that mean that I shouldn't challenge him like I do my other students? That I shouldn't create lessons that will excite and entice him?
So, I only have 2 more weeks with Sam. I will make the best of it and hope that I will remember this lesson next year when he is in my class again. I will grant him more greatness and cater to that greatness.
Heather,
Forgive yourself and see that although you feel you did not give him enough greatness you did make a contribution by trying to work with him. You did recognize that he was worth your time and showed him you believed he had value. Teachers encounter many Sams along the way and I beleive can all learn a lot about granting and celebrating greatness in those students who do not believe they have any and compensate by hiding or misbehaving.
Ellen
Week 2: Reading-- My favorite
Leading from any chair is an idea that I am familiar with. I believe that no matter what role I have assumed in a situation I always have the opportunity to be a leader. I believe that being a leader is a personality trait not a role. I loved the 6th rule. It is a tough one to follow. I get so worked up(internally) sometimes when someone does not see my value. I need to recall this rule and let it go. This brings me to the concept of seeing everything as a contribution.This chapter speaks to me more than the others. WOW. That is deep, but true. Every moment of every day you are making a contribution. When I really thought about it I was not sure exactly how this fit every situation.
Then good old wikipedia came to the rescue. You see, making a contribution takes on many forms and everything you do can be considered a contribution. I really like this idea and I can see how living this gives value to everything you do.
Then good old wikipedia came to the rescue. You see, making a contribution takes on many forms and everything you do can be considered a contribution. I really like this idea and I can see how living this gives value to everything you do.
Week 2: Media Project Examples from You Tube
I went searching for media project examples. I found a few that I can share with you. They are very different. Take a look at:
Wednesday, January 13, 2010
Week 2: Responses to group members content proposals
Heather,
I think this is an important and relevant topic. I think that this can be a difficult topic to talk about with kids and by using technology you will capture an audience and speak to them through a vehicle that means something to them. It sounds like you have created a great udutu tutorial. I hope that the video showcases all your hard work. I can't wait to see it.
Ellen
Duncan,
This is a great idea. I could see this idea growing into a huge multi subject initiative. It will be time consuming on your part. This is the kind of work that changes education. I can't wait to see your project. I have one idea to contribute. You may have already thought of this but... When you create the podcasts, I'd title them by subject not by chapter. It is likely that some day in the future you will change the text and this can help you easily adapt to the new book. Also, if students have certain weaknesses they can easily go back and use these to review content if they are labeled by subject. Lastly, I can see these becoming a resource for other classes as well. As a science teacher, I would have loved to have access to some basic math help for kids during certain units in science class. I hope this is useful :)
Thanks, Ellen
Mike,
This is a great idea. I can see the value of this project on many different levels. This type of project could be used to teach just about any subject. I know the kids will be engaged and really learn. Because this is such a broad project, I think I could use some more information about what types of technology will be used and how they will use it. I’m sure this will be apparent in your presentation. I cannot wait to see it!
Thanks,
Ellen
I think this is an important and relevant topic. I think that this can be a difficult topic to talk about with kids and by using technology you will capture an audience and speak to them through a vehicle that means something to them. It sounds like you have created a great udutu tutorial. I hope that the video showcases all your hard work. I can't wait to see it.
Ellen
Duncan,
This is a great idea. I could see this idea growing into a huge multi subject initiative. It will be time consuming on your part. This is the kind of work that changes education. I can't wait to see your project. I have one idea to contribute. You may have already thought of this but... When you create the podcasts, I'd title them by subject not by chapter. It is likely that some day in the future you will change the text and this can help you easily adapt to the new book. Also, if students have certain weaknesses they can easily go back and use these to review content if they are labeled by subject. Lastly, I can see these becoming a resource for other classes as well. As a science teacher, I would have loved to have access to some basic math help for kids during certain units in science class. I hope this is useful :)
Thanks, Ellen
Mike,
This is a great idea. I can see the value of this project on many different levels. This type of project could be used to teach just about any subject. I know the kids will be engaged and really learn. Because this is such a broad project, I think I could use some more information about what types of technology will be used and how they will use it. I’m sure this will be apparent in your presentation. I cannot wait to see it!
Thanks,
Ellen
Monday, January 11, 2010
Week 2:Content Proposal
Content Proposal
Multimedia for Brain Based E-Learning
EMD-613 Media Asset Creation
Education Media Design & Technology MS Program
Full Sail University
Prepared by:
Ellen Doyle
January 11, 2010
I. Thesis Abstract
In the United States and beyond, online learning is an option for most middle and high school students; however, many of the e-courses that are available are not designed to incorporate current knowledge about how the brain learns and best practices of brain-based teaching. Many e-courses consist of multiple linked text files and have heavy reading loads; they lack novelty and variety, do not use multiple pathways for teaching content, and do not engage the different learning systems. This structure can impede student success and discourage students from taking advantage of the e-learning option. Course developers can use multimedia to create e-courses that incorporate brain-based practices, which address the needs of diverse student populations with different learning preferences, strengths, and intelligences.
II. Introduction
Problem Addressed
E-Learning, or web-based learning is rapidly becoming a popular alternative to traditional classroom learning for many of today’s students. The growth is fueled by increased access and increasing demand for individualized instruction, as well as the need for flexibility in the educational environment. The U.S Department of Education reported a 65 % growth rate for e-learning from 2003-2005 (U. S. Department of Education, 2008). In the 2007-2008 school year, more than a million K-12 students took online classes (U. S. Department of Education, 2008). Unfortunately, many of the courses available do not take advantage of multimedia tools to create courses that incorporate brain based principles and practices.
Many current courses consist of a series of linked text files and rely on multiple-choice assessments to assess student success. This places students who are auditory or kinesthetic learners at a disadvantage. Relying on mostly text and a few images can fatigue all students, including visual learners, and places high stakes on the student’s ability to stay focused on reading the text.
Course authors, reviewers, and designers need to be aware of brain-based learning theories and brain-based teaching practices. They also need to understand how to use multimedia to incorporate these practices into current and new courses to ensure that all students gain the most from each class they take.
Target Audience
The thesis and media project can be used to train course writers, reviewers, and instructional designers. Course writers and reviewers, or subject matter experts, are often in the position to best identify which portions of the content could be best taught with the use of a interactives, video, or simulation. Experienced subject matter experts know where students have difficulty with specific content and recognize when students would benefit from visuals or audio explanations. However, most subject matter experts do not understand the capabilities of multimedia designers and are unfamiliar with multimedia uses. Multimedia designers would benefit from specific example of how to use multimedia transform traditional text based e-lessons lessons into brain-compatible lessons.
The media project will be a web-based module that discusses key elements of brain compatible lessons and will demonstrate how multimedia can be used to incorporate brain-based practices. Specific examples will be given and example text based lessons will be transformed into media rich brain-compatible lessons.
Sharing the project
The project will be hosted on the web. It will be created using audio, video, and Flash interactives. It will model a brain-compatible learning module. Specific examples will be given on how to engage the different learning systems, address different learning styles, and compliment different intelligences.
III. Goals and Objectives
Instructional Goal
After working through the module, students will be able to discuss brain-compatible learning, identify different types of multimedia, and identify appropriate uses of multimedia to create brain-compatible e-lessons. They will see examples of different types of applications and be able to link them to specific brain-based theories and practices. They can take this new knowledge and apply it to further course design.
Learning Domain
This project fits into the cognitive and affective learning domains. Course participants will grow in the affective domain because they will see how to engage and motivate students using effective brain-based course design. The project will activate their different learning systems. Participants will gain knowledge of brain-based learning theories and practices, and also of how to use multimedia to create brain-compatible lessons. This project does not attempt to teach the skills of multimedia development; therefore, it does not address the psychomotor domain.
Learning Objectives
Upon completion of the learning module, students will be able to:
• Discuss brain-based learning theory
• Describe brain-based teaching practices
• Describe different types of multimedia and how multimedia can be used in e-course development
• Apply the concepts of brain based teaching and use multimedia to create brain-compatible lessons
IV. Presentation
Instructional Approach
Advances in medicine during the 1970s brought new ways to image the brain. With these techniques came an intense interest in how the brain works and the brain’s ability to learn (Jensen, 2008). In time, a new educational movement emerged. One of the pioneers of this movement was Howard Gardener. In 1983, he introduced his theory of multiple intelligences. This theory proposed that there is not one central intelligence instead that there are seven different intelligences (eventually to become eight different intelligences with the addition of Naturalistic). These intelligences included Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, and Intrapersonal Intelligences. This idea was quite different than the current model of intelligence and held great potential for education. Gardner describes his model as “an outgrowth of accumulating knowledge about the human brain and about human cultures, not the result of prior definitions” (p. 202). His theory had major implications for assessment and laid the groundwork for differentiated instruction.
Another important outcome of brain imaging and research was the understanding of neuroplacisity and the recognition that the brain never loses its ability to change based on experiences. These changes or transformations can occur over relatively short intervals (Restak, 2003). The theory of neurocognitive plasticity proposes that the brain’s ability to learn is not determined at birth; instead, the brain has the ability to change and create new channels and pathways for learning. It proposes that as we learn, our brains change (Conyers & Wilson, 2003). In order to facilitate these changes, it is necessary to provide the brain with richly varied experiences (Restak, 2001). This stimulation changes the brain’s structure.
These major events, along with years of research, lead to the beginning of a movement toward brain-based teaching. Jensen (2008) describes brain-based education as “the engagement of strategies based on principles derived from an understanding of the brain” (Jensen, p. 4). These strategies require that teachers consider how the brain learns best and adapt this to pedagogical practices. Based on research in brain function and ability, Given (2002) identified five important learning systems in the brain: The Emotional Learning System, The Social Learning System, The Cognitive Learning System, The Physical Learning System, and The Reflective Learning System. Each of these systems plays an important part in learning.
In order to utilize the different learning systems, e-courses must provide rich and varied learning environments for students. This provides a unique challenge in the e-learning environment because course developers have a limited number of tools and teachers have limited control over the student’s environment. Therefore, e-courses must use multimedia to create rich and varied experiences. Care must be taken to use specific teaching tools mindfully so as not to create confusion, conflict, or overstimulation in the e-lessons. Students must be given opportunities to use their strengths to convey what they have learned.
Lesson Structure
The module will begin with a video to introduce the topic, provide an opportunity to activate background knowledge, and convey objectives. The students will then be guided through a written overview of the course organization, content, and navigation. They will review a written version of the course objectives and participate in a reflective activity before they begin the course.
The lessons will use a mix of text and multimedia to teach the content and model effective use of multimedia in e-lessons. The first lesson will review brain-based educational theory. Students will have the opportunity to assess their understanding and comprehension before they move from each lesson to the next. The next lessons will cover the topics of what is multimedia, how can multimedia be used to teach content, and what pitfalls to avoid using multimedia.
The last lesson will provide an example of an e-lesson that was converted from text only format to a rich and varied multimedia lesson that engages the different learning systems. Finally, students will have the opportunity to participate in reflective activities, self-check activities, an interactive quiz, and plan their own e-lesson.
V. Evaluation
The project can be used as a training module for new and current course developers. Students who complete the module will have worked through a number of interactive quizzes. They will report their success on these quizzes to help determine the effectiveness of the module lessons. They will also complete some reflective exercises during the course and a final reflective assessment. They will have freedom to decide how they would like to document and submit these exercises. After completing the module, students will compose a plan to revise a lesson of their choice. If they do not have access to a lesson, some choices will be provided for them.
The use of these different methods of assessment can give us different feedback about the structure and content of the lessons. The reflective component will indicate if we are meeting the student’s needs and determine if they identify any areas of weakness or concern. This type of assessment will be used to determine if student meet the “discuss and describe” objectives. The interactive quizzes can help us determine the low-level understanding of specific concepts and term. The final project can help students reflect, and apply what they have learned to a real world situation and assess the “apply” objectives. If multiple students are using the training module at one time, they can share these projects with outers to collaborate and facilitate a deeper level of understanding and application. If they are not working in a training group, students can meet with a mentor to discuss their projects. These discussions and collaborations can help to assess if the overall objectives of the course were met.
In order to assess the long-term usefulness and effectiveness of the module, course developers should follow-up with individuals who participated in the course at regular intervals during their first development project. At this time, developers can identify any areas needing more attention or any additions that need to be made to the module. After completing their first development project, individuals who participated in the training should fill out a comprehensive survey about the module and their experience in course development.
VI. References
Andone, D., Dron, J., & Pemberton L. (2009). Developing a Desirable Learning Environment for Digital Students. Technology Instruction Cognition and Learning, 6, 253-271.
Barab, S., Arici, A., & Jackson, C. (2005). Eat your veggies and do your homework: a design based investigation of enjoyment and meaning in learning. Educational Technology, 45(1) 15-21.
Clark, R., & Mayer, R. (2008). E-learning and the science of instruction (2nd Ed.). San Francisco: John Wiley & Sons, Inc.
Coffman, T. & Klinger, M. B. (2008). Utilizing virtual worlds in education: the implications for practice. Internationals Journal of Social Sciences, 2(1) 29-33).
Conyers, M., & Wilson, D. (2005). 60 strategies for boosting test scores. Delray Beach, FL: Nova Southeastern University/BrainSMART Inc.
Dede C. (2005). Planning for neomillennial learning styles. EDUCASE Quarterly, 28(1) 7-12. Retrieved October 22, 2009, from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMaga zineVolum/PlanningforNeomillennialLearni/157325
Gardner, H. (1995). Reflections on multiple intelligences: myths and messages. The Phi Delta Kappan, 77(3) 200-209.
Gardner, H. (1999). Intelligence reframed: multiple intelligences for the 21st century. New York: Basic Books.
Given, B. (2002). Teaching to the brain’s natural learning systems. Alexandria, VA: Association for Supervision and Curriculum Development.
Huffaker, D., Calvert, S. (2003). The new science of learning: active learning, metacognition, and transfer of knowledge in e-learning applications. Journal of Educational Computing Research, 29(3), 325-334.
Jensen, E. (2008). Brain based learning the new paradigm of teaching (2nd Ed.). Thousand Oaks, CA: Corwin Press.
Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.
Kapitzke, C., & Pendergast, D. (2005). Virtual schooling service: productive pedagogies or pedagogical possibilities? Teachers College Record, 107, 1627- 1650.
Keller, J. & Suzuki, K. (2004). Learner motivation and e-learning design: A multinationally validated process. Journal of Educational Media, 29(3) 1-12.
Keller, J. (2008). First principles of motivation to learn and e-learning. Distance Education, 29(2) 175-185. Retrieved September 10, 2009, from http://robertoigarza.files.wordpress.com/2009/04/art-first- principles-of-motivation-to-learn-and-e-learning-keller-2008.pdf
Levitin, D. (2006). This is your brain on music. New York: Penguin Publishing.
Magoulas, G., Papanikolaou, K., & Grigoriadous, M. (2003). Adaptive we-based learning: accommodating individual difference through system’s adaptation. British Journal of Educational Technology, 43(4) 511-527.
McCombs, B., & Vakili, D. (2005). A learner-centered framework for e-learning. Teachers College Record, 107, 1583-1600.
Muirhead, B. (2004a). Contemporary online education challenges. The International Journal of Instructional Technology and Distance Learning, 1(10) 65-69.
Muirhead, B. (2004b). Research insights into interactivity. International Journal of Instructional Technology and Distance Learning, 1(3) 65-70.
Muirhead, B., & Juwah, C. (2004). Interactivity in computer-mediated college and university education: a recent review of literature. Educational Technology and Society, 7(1) 11-15.
National Council on Online Learning (2007). National standards of quality of online courses. Retrieved October 23, 2009, from http://www.inacol.org/research/nationalstandards/NACOL%20Standards%20Qual ity%20 Online%20Teaching.pdf
Oblinger, D. (2005). Education the net generation [PowerPoint slides]. Retrieved September 20, 2009, from http://www.educause.edu/educatingthenetge.
Restak, R. (2001). Mozart’s brain and the fighter pilot unleashing your brain’s potential. New York: Three Rivers Press.
Restak, R. (2003). The new brain: how the modern age is rewiring your mind. City, ST: Rodale Publishing.
Song, L. Singelton, E., Hill, J., & Hwa, M. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1) 59-70.
Stodel, E., Thomposn, T., & MacDonald, C. (2006). Learners’ perspectives on what is missing from online learning: interpretations through the community of inquiry framework. The International Review of Research in Open and Distance Learning, 7, 1492-1498.
Tomlinson, C. (1999). The differentiated classroom responded to the needs of all learners. Alexandria, VA: The Association for Supervision and Curriculum Development.
U. S. Department of Education. (2008). Evaluation of evidence-based best practices in online learning. Retrieved September 17, 2009, from http://www.ed.gov/about/offices/list/opepd/ppss/reports.html
U.S. Department of Education. (2004). Tear down those walls the revolution is underway. Retrieved month day, year, from http://www.ed.gov/about/offices/list/os/technology/plan/2004/plan.pdf
Wilson, D., & Conyers, M. (2000) courageous learners: unleashing the brain power of students from at risk situations. Delray Beach, FL: Nova Southeastern University/BrainSMART Inc.
Wilson, D., & Conyers, M. (2003). Thinking for results: safer schools and higher
achievement. Delray Beach, FL: Nova Southeastern University/BrainSMART Inc.
Multimedia for Brain Based E-Learning
EMD-613 Media Asset Creation
Education Media Design & Technology MS Program
Full Sail University
Prepared by:
Ellen Doyle
January 11, 2010
I. Thesis Abstract
In the United States and beyond, online learning is an option for most middle and high school students; however, many of the e-courses that are available are not designed to incorporate current knowledge about how the brain learns and best practices of brain-based teaching. Many e-courses consist of multiple linked text files and have heavy reading loads; they lack novelty and variety, do not use multiple pathways for teaching content, and do not engage the different learning systems. This structure can impede student success and discourage students from taking advantage of the e-learning option. Course developers can use multimedia to create e-courses that incorporate brain-based practices, which address the needs of diverse student populations with different learning preferences, strengths, and intelligences.
II. Introduction
Problem Addressed
E-Learning, or web-based learning is rapidly becoming a popular alternative to traditional classroom learning for many of today’s students. The growth is fueled by increased access and increasing demand for individualized instruction, as well as the need for flexibility in the educational environment. The U.S Department of Education reported a 65 % growth rate for e-learning from 2003-2005 (U. S. Department of Education, 2008). In the 2007-2008 school year, more than a million K-12 students took online classes (U. S. Department of Education, 2008). Unfortunately, many of the courses available do not take advantage of multimedia tools to create courses that incorporate brain based principles and practices.
Many current courses consist of a series of linked text files and rely on multiple-choice assessments to assess student success. This places students who are auditory or kinesthetic learners at a disadvantage. Relying on mostly text and a few images can fatigue all students, including visual learners, and places high stakes on the student’s ability to stay focused on reading the text.
Course authors, reviewers, and designers need to be aware of brain-based learning theories and brain-based teaching practices. They also need to understand how to use multimedia to incorporate these practices into current and new courses to ensure that all students gain the most from each class they take.
Target Audience
The thesis and media project can be used to train course writers, reviewers, and instructional designers. Course writers and reviewers, or subject matter experts, are often in the position to best identify which portions of the content could be best taught with the use of a interactives, video, or simulation. Experienced subject matter experts know where students have difficulty with specific content and recognize when students would benefit from visuals or audio explanations. However, most subject matter experts do not understand the capabilities of multimedia designers and are unfamiliar with multimedia uses. Multimedia designers would benefit from specific example of how to use multimedia transform traditional text based e-lessons lessons into brain-compatible lessons.
The media project will be a web-based module that discusses key elements of brain compatible lessons and will demonstrate how multimedia can be used to incorporate brain-based practices. Specific examples will be given and example text based lessons will be transformed into media rich brain-compatible lessons.
Sharing the project
The project will be hosted on the web. It will be created using audio, video, and Flash interactives. It will model a brain-compatible learning module. Specific examples will be given on how to engage the different learning systems, address different learning styles, and compliment different intelligences.
III. Goals and Objectives
Instructional Goal
After working through the module, students will be able to discuss brain-compatible learning, identify different types of multimedia, and identify appropriate uses of multimedia to create brain-compatible e-lessons. They will see examples of different types of applications and be able to link them to specific brain-based theories and practices. They can take this new knowledge and apply it to further course design.
Learning Domain
This project fits into the cognitive and affective learning domains. Course participants will grow in the affective domain because they will see how to engage and motivate students using effective brain-based course design. The project will activate their different learning systems. Participants will gain knowledge of brain-based learning theories and practices, and also of how to use multimedia to create brain-compatible lessons. This project does not attempt to teach the skills of multimedia development; therefore, it does not address the psychomotor domain.
Learning Objectives
Upon completion of the learning module, students will be able to:
• Discuss brain-based learning theory
• Describe brain-based teaching practices
• Describe different types of multimedia and how multimedia can be used in e-course development
• Apply the concepts of brain based teaching and use multimedia to create brain-compatible lessons
IV. Presentation
Instructional Approach
Advances in medicine during the 1970s brought new ways to image the brain. With these techniques came an intense interest in how the brain works and the brain’s ability to learn (Jensen, 2008). In time, a new educational movement emerged. One of the pioneers of this movement was Howard Gardener. In 1983, he introduced his theory of multiple intelligences. This theory proposed that there is not one central intelligence instead that there are seven different intelligences (eventually to become eight different intelligences with the addition of Naturalistic). These intelligences included Linguistic, Logical-Mathematical, Spatial, Musical, Bodily-Kinesthetic, Interpersonal, and Intrapersonal Intelligences. This idea was quite different than the current model of intelligence and held great potential for education. Gardner describes his model as “an outgrowth of accumulating knowledge about the human brain and about human cultures, not the result of prior definitions” (p. 202). His theory had major implications for assessment and laid the groundwork for differentiated instruction.
Another important outcome of brain imaging and research was the understanding of neuroplacisity and the recognition that the brain never loses its ability to change based on experiences. These changes or transformations can occur over relatively short intervals (Restak, 2003). The theory of neurocognitive plasticity proposes that the brain’s ability to learn is not determined at birth; instead, the brain has the ability to change and create new channels and pathways for learning. It proposes that as we learn, our brains change (Conyers & Wilson, 2003). In order to facilitate these changes, it is necessary to provide the brain with richly varied experiences (Restak, 2001). This stimulation changes the brain’s structure.
These major events, along with years of research, lead to the beginning of a movement toward brain-based teaching. Jensen (2008) describes brain-based education as “the engagement of strategies based on principles derived from an understanding of the brain” (Jensen, p. 4). These strategies require that teachers consider how the brain learns best and adapt this to pedagogical practices. Based on research in brain function and ability, Given (2002) identified five important learning systems in the brain: The Emotional Learning System, The Social Learning System, The Cognitive Learning System, The Physical Learning System, and The Reflective Learning System. Each of these systems plays an important part in learning.
In order to utilize the different learning systems, e-courses must provide rich and varied learning environments for students. This provides a unique challenge in the e-learning environment because course developers have a limited number of tools and teachers have limited control over the student’s environment. Therefore, e-courses must use multimedia to create rich and varied experiences. Care must be taken to use specific teaching tools mindfully so as not to create confusion, conflict, or overstimulation in the e-lessons. Students must be given opportunities to use their strengths to convey what they have learned.
Lesson Structure
The module will begin with a video to introduce the topic, provide an opportunity to activate background knowledge, and convey objectives. The students will then be guided through a written overview of the course organization, content, and navigation. They will review a written version of the course objectives and participate in a reflective activity before they begin the course.
The lessons will use a mix of text and multimedia to teach the content and model effective use of multimedia in e-lessons. The first lesson will review brain-based educational theory. Students will have the opportunity to assess their understanding and comprehension before they move from each lesson to the next. The next lessons will cover the topics of what is multimedia, how can multimedia be used to teach content, and what pitfalls to avoid using multimedia.
The last lesson will provide an example of an e-lesson that was converted from text only format to a rich and varied multimedia lesson that engages the different learning systems. Finally, students will have the opportunity to participate in reflective activities, self-check activities, an interactive quiz, and plan their own e-lesson.
V. Evaluation
The project can be used as a training module for new and current course developers. Students who complete the module will have worked through a number of interactive quizzes. They will report their success on these quizzes to help determine the effectiveness of the module lessons. They will also complete some reflective exercises during the course and a final reflective assessment. They will have freedom to decide how they would like to document and submit these exercises. After completing the module, students will compose a plan to revise a lesson of their choice. If they do not have access to a lesson, some choices will be provided for them.
The use of these different methods of assessment can give us different feedback about the structure and content of the lessons. The reflective component will indicate if we are meeting the student’s needs and determine if they identify any areas of weakness or concern. This type of assessment will be used to determine if student meet the “discuss and describe” objectives. The interactive quizzes can help us determine the low-level understanding of specific concepts and term. The final project can help students reflect, and apply what they have learned to a real world situation and assess the “apply” objectives. If multiple students are using the training module at one time, they can share these projects with outers to collaborate and facilitate a deeper level of understanding and application. If they are not working in a training group, students can meet with a mentor to discuss their projects. These discussions and collaborations can help to assess if the overall objectives of the course were met.
In order to assess the long-term usefulness and effectiveness of the module, course developers should follow-up with individuals who participated in the course at regular intervals during their first development project. At this time, developers can identify any areas needing more attention or any additions that need to be made to the module. After completing their first development project, individuals who participated in the training should fill out a comprehensive survey about the module and their experience in course development.
VI. References
Andone, D., Dron, J., & Pemberton L. (2009). Developing a Desirable Learning Environment for Digital Students. Technology Instruction Cognition and Learning, 6, 253-271.
Barab, S., Arici, A., & Jackson, C. (2005). Eat your veggies and do your homework: a design based investigation of enjoyment and meaning in learning. Educational Technology, 45(1) 15-21.
Clark, R., & Mayer, R. (2008). E-learning and the science of instruction (2nd Ed.). San Francisco: John Wiley & Sons, Inc.
Coffman, T. & Klinger, M. B. (2008). Utilizing virtual worlds in education: the implications for practice. Internationals Journal of Social Sciences, 2(1) 29-33).
Conyers, M., & Wilson, D. (2005). 60 strategies for boosting test scores. Delray Beach, FL: Nova Southeastern University/BrainSMART Inc.
Dede C. (2005). Planning for neomillennial learning styles. EDUCASE Quarterly, 28(1) 7-12. Retrieved October 22, 2009, from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMaga zineVolum/PlanningforNeomillennialLearni/157325
Gardner, H. (1995). Reflections on multiple intelligences: myths and messages. The Phi Delta Kappan, 77(3) 200-209.
Gardner, H. (1999). Intelligence reframed: multiple intelligences for the 21st century. New York: Basic Books.
Given, B. (2002). Teaching to the brain’s natural learning systems. Alexandria, VA: Association for Supervision and Curriculum Development.
Huffaker, D., Calvert, S. (2003). The new science of learning: active learning, metacognition, and transfer of knowledge in e-learning applications. Journal of Educational Computing Research, 29(3), 325-334.
Jensen, E. (2008). Brain based learning the new paradigm of teaching (2nd Ed.). Thousand Oaks, CA: Corwin Press.
Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.
Kapitzke, C., & Pendergast, D. (2005). Virtual schooling service: productive pedagogies or pedagogical possibilities? Teachers College Record, 107, 1627- 1650.
Keller, J. & Suzuki, K. (2004). Learner motivation and e-learning design: A multinationally validated process. Journal of Educational Media, 29(3) 1-12.
Keller, J. (2008). First principles of motivation to learn and e-learning. Distance Education, 29(2) 175-185. Retrieved September 10, 2009, from http://robertoigarza.files.wordpress.com/2009/04/art-first- principles-of-motivation-to-learn-and-e-learning-keller-2008.pdf
Levitin, D. (2006). This is your brain on music. New York: Penguin Publishing.
Magoulas, G., Papanikolaou, K., & Grigoriadous, M. (2003). Adaptive we-based learning: accommodating individual difference through system’s adaptation. British Journal of Educational Technology, 43(4) 511-527.
McCombs, B., & Vakili, D. (2005). A learner-centered framework for e-learning. Teachers College Record, 107, 1583-1600.
Muirhead, B. (2004a). Contemporary online education challenges. The International Journal of Instructional Technology and Distance Learning, 1(10) 65-69.
Muirhead, B. (2004b). Research insights into interactivity. International Journal of Instructional Technology and Distance Learning, 1(3) 65-70.
Muirhead, B., & Juwah, C. (2004). Interactivity in computer-mediated college and university education: a recent review of literature. Educational Technology and Society, 7(1) 11-15.
National Council on Online Learning (2007). National standards of quality of online courses. Retrieved October 23, 2009, from http://www.inacol.org/research/nationalstandards/NACOL%20Standards%20Qual ity%20 Online%20Teaching.pdf
Oblinger, D. (2005). Education the net generation [PowerPoint slides]. Retrieved September 20, 2009, from http://www.educause.edu/educatingthenetge.
Restak, R. (2001). Mozart’s brain and the fighter pilot unleashing your brain’s potential. New York: Three Rivers Press.
Restak, R. (2003). The new brain: how the modern age is rewiring your mind. City, ST: Rodale Publishing.
Song, L. Singelton, E., Hill, J., & Hwa, M. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1) 59-70.
Stodel, E., Thomposn, T., & MacDonald, C. (2006). Learners’ perspectives on what is missing from online learning: interpretations through the community of inquiry framework. The International Review of Research in Open and Distance Learning, 7, 1492-1498.
Tomlinson, C. (1999). The differentiated classroom responded to the needs of all learners. Alexandria, VA: The Association for Supervision and Curriculum Development.
U. S. Department of Education. (2008). Evaluation of evidence-based best practices in online learning. Retrieved September 17, 2009, from http://www.ed.gov/about/offices/list/opepd/ppss/reports.html
U.S. Department of Education. (2004). Tear down those walls the revolution is underway. Retrieved month day, year, from http://www.ed.gov/about/offices/list/os/technology/plan/2004/plan.pdf
Wilson, D., & Conyers, M. (2000) courageous learners: unleashing the brain power of students from at risk situations. Delray Beach, FL: Nova Southeastern University/BrainSMART Inc.
Wilson, D., & Conyers, M. (2003). Thinking for results: safer schools and higher
achievement. Delray Beach, FL: Nova Southeastern University/BrainSMART Inc.
Friday, January 8, 2010
Week 1: Comment to Heather
Heather wrote:
"The frames our minds create define - and confine - what we perceive to be possible. Every problem, every dilemma, every dead end we find ourselves facing in life, only appears unsolvable inside a particular frame or point of view. Enlarge the box, or create another frame around the data, and problems vanish, while new opportunities appear." (Zander, 2000, p. 14)
Tuesday was my birthday. It was a great birthday. I had lots of fun at my job then class in the evening. During that class I learned what this month was going to look like for me. Busier than all my other months combined! My mind immediately jumped to the impossibility of getting everything done in the time I had. Full time job, hubby, a birthday party, helping my mom at the flea market, grocery shopping, cleaning the house, blocking and choreographing an entire musical and some down time. In short, I had a small panic attack after the class was over. My hubby tried to help, but it was no good. I was determined to be miserable. Then I read the above stated words in The Art of Possibility by Rosamund and Ben Zander. I realized I had boxed myself into thinking there was no time for anything and there never would be. So today I let it go. I refused the budding panic attack and did the work I could get done today. I will read for 30 minutes before I go to sleep and have my down time. Everything else will find it's own time. I'm not putting it off. I using the moments I'm given when I'm given them to complete what needs to be completed. Why don't you try this experiment with me?
Heather,
You sure sound busy, but it is clear that you are very organized. It is very honest of you to admit that you have the impulse to curl up into a ball of self-pity when you feel overwhelmed. I totally understand how you feel. That moment comes, it passes, and panic fades, and then you feel good about being able to do way more than most people you know. So far, I think the book is a very useful and quite a different take on people and their perspectives on life. Every time I feel overwhelmed I remind myself that I chose to create these circumstances for myself. I make sure to remind myself that in time I can also choose to create clam or relaxing circumstances in my life. It is really all a mater of perspective. Just be sure that you give your self a chance to allow yourself to rest. Fast paced super-achiever lifestyles are addictive and only lead to burn out. SO YOU GO GIRL! Recreate that frame of reference allow yourself to manage your time the way you do so well but be careful to also know it is ok to say ‘no’ and rest. --Just my take on this chapter and your comments :)
Ellen
"The frames our minds create define - and confine - what we perceive to be possible. Every problem, every dilemma, every dead end we find ourselves facing in life, only appears unsolvable inside a particular frame or point of view. Enlarge the box, or create another frame around the data, and problems vanish, while new opportunities appear." (Zander, 2000, p. 14)
Tuesday was my birthday. It was a great birthday. I had lots of fun at my job then class in the evening. During that class I learned what this month was going to look like for me. Busier than all my other months combined! My mind immediately jumped to the impossibility of getting everything done in the time I had. Full time job, hubby, a birthday party, helping my mom at the flea market, grocery shopping, cleaning the house, blocking and choreographing an entire musical and some down time. In short, I had a small panic attack after the class was over. My hubby tried to help, but it was no good. I was determined to be miserable. Then I read the above stated words in The Art of Possibility by Rosamund and Ben Zander. I realized I had boxed myself into thinking there was no time for anything and there never would be. So today I let it go. I refused the budding panic attack and did the work I could get done today. I will read for 30 minutes before I go to sleep and have my down time. Everything else will find it's own time. I'm not putting it off. I using the moments I'm given when I'm given them to complete what needs to be completed. Why don't you try this experiment with me?
Heather,
You sure sound busy, but it is clear that you are very organized. It is very honest of you to admit that you have the impulse to curl up into a ball of self-pity when you feel overwhelmed. I totally understand how you feel. That moment comes, it passes, and panic fades, and then you feel good about being able to do way more than most people you know. So far, I think the book is a very useful and quite a different take on people and their perspectives on life. Every time I feel overwhelmed I remind myself that I chose to create these circumstances for myself. I make sure to remind myself that in time I can also choose to create clam or relaxing circumstances in my life. It is really all a mater of perspective. Just be sure that you give your self a chance to allow yourself to rest. Fast paced super-achiever lifestyles are addictive and only lead to burn out. SO YOU GO GIRL! Recreate that frame of reference allow yourself to manage your time the way you do so well but be careful to also know it is ok to say ‘no’ and rest. --Just my take on this chapter and your comments :)
Ellen
Thursday, January 7, 2010
Week 1: Video post trial
Here we go again. I can load the movie but the movie never finishing processing. Hopefully this will work.
Wednesday, January 6, 2010
Week 1: Posting image
You can see I have uploaded an image! WHOO :) Now let's see if I can add a video of me uploading the image. Sorry, my creativity is frozen today!OK!
I thought I could add video and images to my blog. I uploaded the video 2x and after several hours it still says it is processing....better post this part and try again. Anyone have the same problem?
I thought I could add video and images to my blog. I uploaded the video 2x and after several hours it still says it is processing....better post this part and try again. Anyone have the same problem?
Week 1: Reading- Chapter 1 off and reading!
I have to say I'm a bit surprised with the content of the book. I was expecting a design book not a book that just might change my outlook of perspectives on life. I'm starting chapter two and already shaking my head...I do invent meaning and my reality is based on how I view it. This is going to be interesting!
Week 1: Welcome
Welcome to my blog. I will be posting comments, thoughts, and questions relating to my experiences over the next month in Media Asset Creation at Full Sail. Thanks to all in my group for your feedback and support.
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