Self Evaluation and Project Reflection
https://weibelphysics.shutterfly.com/multimediagroupproject
I would like you to reflect on the experience of building your multimedia project through the development of a screencast OR you may add a written reflective piece to your blog. Please be sure to address the following points in your voiceover or blog:
1. You were asked to develop objectives in the proposal phase of this assignment.
a. Please be sure to SPECIFICALLY address each objective you created in this phase.
b. Make a claim stating your success or challenge in meeting this objective.
c. Point to evidence within your project that illustrates how you met this objective.
"Students should be able to pursue their own avenue of interest and take quantitative analysis to come to a conclusion about what their results mean. By using an online wikispace, students can share their results with other students and that uploaded project will also be used to assess that they were able to form a hypothesis, test it, and come to a conclusion about the results."
I think that I have successfully met all three of these goals. Since the first step is to 'choose a phenomenon', it gives students the freedom to pursue their own interests. The "Project Steps" forum section is set up in a way to promote students interacting with each other, certain threads being for the purpose of sharing results and others there for suggesting ideas. Finally as this project is broken into three steps, the second step will assess their ability to develop a hypothesis and the third step will have them test their result and come to a reasonable conclusion based on the results.
Feel free to draw upon the reflections you shared in your screencast, noting any significant changes that may have manifested since your last reflection. These changes may have been in regard to your attitude towards the process (knowledge, skills, beliefs about technology, about the process, about design, etc.) or those changes that you may have implemented as a result of the interaction you had with your peers during the process (response to Screenr reflection, for example).
Updates since last time: Observational Video editted and uploaded. Heading added to the top to more clearly show what this page is for and where to find the videos. Section added for the Observational Step in the posting section. Overall, not that much really. I'd already made significant progress on this by the time of my second update so these are the finishing touches mostly.
2. How do you view the role of technology in teaching and learning as this relates to what we have been learning in the course?
I learned a lot in this class about website design, use of graphic art, and media editting. The video editting really helped me create the three sample videos at the bottom of the page to flow in a coherent method that will be easy for students to follow. While much of this site was already set up from a previous class's final project, the things I learned still aided me with setting up this particular page for purposes of layout.
3. Summarize what you accomplished by creating this project. What did you learn from the composing process? How did your readings regarding the design process affect your project’s overall look?
This project was a great exploration in using videos as demonstrations for guiding students in creating their own work. It was also useful to model out some examples of student interaction as it gave me a bit of a sense for how the setup might work. For students, this project is a good way to get them thinking about the scientific process and how people make discoveries. This is a very useful skill even outside of physics and would perhaps be one of the most important things I teach to my students if I can convey it.
4. The advantage of developing a multimodal piece is that it is never static. It can always be redesigned, redeveloped, reorganized, repurposed, etc. This is true of “text” compositions as well, of course. The purpose of this assignment was to have you develop a piece that you would be able to implement utilization of in your current workplace, organization, district, etc. It is understood that your project will most likely change with the input you receive from your colleagues/coworkers, administrators/bosses, etc. Where do you see the future of this piece? What do you intend to do with this project once the semester ends? How do you see it being accepted by the aforementioned parties? Take into consideration the readings assigned for this week regarding resilience. In an academic climate where technology integration is a hot button topic, it’s important to consider the ways you’ll have to take a stance and convince others that learning, adapting, and integrating Web 2.0 skills is advantageous to ourselves and our students to acquire and utilize these skills in a 21st century digitally-saturated culture. That being said, how do you intend to ultimately “market” this project for your audience? If it’s for your students, what’s the buy-in? If it’s for your colleagues, the same question applies, but obviously the answer will change. If what you stated in your original project proposal has changed as a result of this course, please explain this in your final reflective pieces.
This project will likely never be used as is in any of my classrooms. The current setup doesn't fit very well into any part of the physics course simply because there isn't time for it among the topics that need to be covered. It might make for a great end of the year wrap up project, but I'll need to learn more about the physics high school curriculum to know for sure. As is, this is a little bit too much straight up 'technology' to well integrate into a regular course. If I scale back things a bit such as using the idea of a blog space but cut down on the presentation aspects, I think this could be well integrated. However certainly some form of this project idea will survive because being able to investigate your own scientific processes is really helpful to students.
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