I can honestly say that I enjoyed working on this project and by extension this course. Working on this project was really enlightening in that I discovered skills I did not know existed in my schema. The Garrisons group, which I am proud to be a part of, worked very well together. Our greatest challenge was our schedules, however, we kept in constant contact through WhatsApp and when time permitted, we met via skype for lengthy periods of time to ensure all concerns and queries were dealt with. Each of us had a variety of skills and experience to share, which made for a rich learning experience. I truly believe that the “down to earth” nature and patience of all members in this team contributed to us being able to function. The project in itself was a challenge but we persevered with guidance from each other and with relevant feedback from our course coordinator, Dr. Hill. Our mini-project gave us the necessary skills and understanding that we needed to compile the necessary parts of this project while our experience helped us to structure it in a way to have a positive impact. If given a chance to redo this project, I would suggest that the project start at an earlier date. Working as a group for this project was beneficial as we were all able to put ideas together and make choices based on what was best for this project. Each team member played an integral part in putting this project together and without their input we wouldn’t have created such a quality project. As a team, we were able to overcome whatever hurdles that were before us. I must say, the Garrison team performed exceptional in my view and we are now ready to create rich, engaging instruction that will enhance learning in the future. Brehaniea Wight My reflection is based on both the project in itself (online workshop) and working with the Garrison group. As I reflect on the group project, it is the first-time I have undertaken a
APPENDIX C1 Proposed Task Selection Worksheet Powtoons – apply powtoons in creating a narrative to explain a topic (these are the focus areas) Criteria for Task Selection Worksheet Criticality 40 pts Universality 10 pts Feasibility 10 pts Standardization 10 pts Difficulty 30 pts Total 100 pts Notes Priority TASKS #1 #2 #3 #4 #5 #6 #7 #8 1. Understanding why, when and how to use ICT tools in a technology based learning environment 40 5 10 10 5 70 This is an online setting therefore the use of ICT tools is very essential. 4
4. Explore digital communication and collaboration tools for both teacher and student experience 35 7 8 8 15 68 Use of Google products – Gmail, docs, sheets, slides, forms 5 5. Apply powtoons in enhancing traditional teaching using narratives 35 4 9 4 25 77 Use of narratives as to explain a concept etc 2
APPENDIX D RUBRIC: Using PowToon to Enhance Lessons OBJECTIVES Excellent (90-100%) Good (70-89%) Satisfactory (50-69%)) Poor (0-49%) Creating Narrative for animated PowToon. (5 points) Content is relevant to a lesson, well organised, engaging, no grammatical errors. Content is relevant to lesson, organized, but could be more engaging, no grammatical errors. Content is relevant to a lesson, somewhat organised, could be more engaging, one or two grammatical errors. Content is not relevant to a lesson, somewhat organised, not engaging, more than two grammatical errors. Creating Powtoon Account (5 points) Created a PowToon account with no assistance Created PowToon Account with minimal assistance Created PowToon with some assistance Created PowToon with much assistance Creating 90 seconds Powtoon presentation (20 points) Created captivating and engaging Powtoon presentation in 90 seconds, include all 3 the features; sound, animation, text. In line with narrative. Created PowToon presentation in 90 seconds, include 2 features: sound, animation, text. In line with narrative Created PowToon presentation in less than much less than 90 seconds, include 2 features: sound, animation, text. Somewhat off topic in narrative Created PowToon presentation in 90 seconds but narrative incomplete. Include 1 or 2 features: sound, animation, text. Narrative unclear Sharing PowToon presentation (10 points) Shared Powtoon presentation using LMS/YouTube Shared PowToon presentation by LMS/email Shared PowToon presentation by email Did not share PowToon presentation Identifying Identified all skills: Identified 80% Identified 50% of the Identified less than
(Eds.)(2009 Lesson 4: Sharing your Powtoon (slide 14) M. David Merrill in Reigeluth & Carr-Chellman, (Eds.)(2009) The assignment provides practice in publishing a PowToon presentation or video to YouTube and uploading the link to the LMS Forum. Lesson 5: Practical Activities 1 and 2 Merrill, 2002 To start where the learner is so that it incorporates new knowledge into existing knowledge and then create personal adaptations of the model (Practical Activities 1 and 2 and assessment assignment) Instructional slides Lesson 1: Setting up a Powtoon Morrison, Ross, Kalman, & Kemp, (2013, p.181). Initial presentations to anchor background concepts Lesson 4: Sharing your Powtoon on Youtube and LMS Facilitates self paced instructions allowing the user to move up or down between slides; good strategy for procedural lessons Lesson 5: Assessment and Evaluation Guide Online tutorials Before entering the workshop: Guidelines for Students Morrison, Ross, Kalman, & Kemp, (2013, p. 225 - 226). For persons to navigate the LMS. It functions as a standalone tool that helps participants develop an understanding of the LMS. Collaborative Work Lesson 2 These participants should think of themselves “not as stores of knowledge but as institutions of Moving beyond the established nature and knowledge and classroom authority to allowing participants to be more involved and in control of their Final Assignment: Group activity