This work is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.

Our pre-production consisted of working collaboratively on the shot list, the scenes that would be used, and the ability to pick tasks that fit our abilities. Pre-production allowed Reda to write a great script based on our topic. During production Vicki and Nikki filmed various scenes using the information we learned in the previous week. Each shot was sure to include different angles. We decided that it would be best to make the audio track separate from the actual video. This was done because of the condensed time it would take to put everything together. Without worrying about the sound during shooting, it freed up a position to work solely with the narration. Todd used Audicity to create the narration. He had three separate students read the entire script. This gave us 3 versions to work with during post-production. During post-production I used Adobe Premiere CS 5 to bring everything together. Our group utilized Dropbox to share resources between us. I’ve used several video editing tools. This was the first time I was able to really sit down and take a look at more of the possibilities associated with Adobe Premiere.

I’m still not 100% satisfied with the end of our PSA. I wish it could have packed a bigger punch so to speak. I made several versions. The first version ended with the “Are you a thief?” in a long re-verb that faded out as the video went to black. Something about the spot in the music at the moment did not allow that version to make sense. Had I known how to have tracks fade into each other, it may have worked. A second version did not include the “Give Credit Where Credit is Due” footage. This footage was meant for a scene that we ultimately had to cut for time and it proved to not really bring the message home like the intro and three scenes that did make the post-production cut. If I had more time I would look at more examples and really focus on how they end. Our group went with exporting the video in a MP4 H.264 codec format. This format uploaded nicely to YouTube and ensured that mobile devices could view the video in addition to desktop devices. Todd researched various copyright attributions. Based on the sound segments we used, we determined that a Creative Commons Attribution-ShareAlike 3.0 Unported License fit this work best. I felt that our group worked together great. This was a very neat experience. The ability to work collaboratively on a project in which your partners are separated by several hundred miles in each direction is pretty special and unique.

This course allowed me to use Google+ Hangouts. Basically, each member needs to have a Google+ social network account. Group members can start a Google+ Hangout as long as one person is connected to all the other members via a “circle.” For a product that has not been deemed prime time, it sure does have the “cool” factor. In addition to needing to be connected via a circle, the end user needs to download the Google Talk plugin. Google makes this pretty painless by simply asking for a restart of the web browser. Once all your ducks in a row you can start collaborating, as seen here:

I love that Lamar has invested in using such a collaborative software as Adobe Connect.  The ability to interact with classmates virtually has helped me know that I am not alone. I wish I had the ability to join during the live session, however; scheduling did not allow for that to happen. Regardless, the recorded version provided me with great insight regarding the progress of the course and also regarding program information for the Education Technology Leadership degree. This course allowed me to do what Presky (2005) suggested where he states, “all our students take advantage of these new tools and systems to educate themselves” (pg. 10).

Through using these tools, it reinforces how Web 2.0 tools can aid in collaboration. Any of the resources that were highlighted in this course have been old hat. However, there is always learning taking place. I learned how to add multiple audio and video tracks in Adobe Premiere Pro. I’m very thankful for the opportunity to be working with other individuals who have a common goal: Implementing technology in education.

Reference

Prensky, M. (2005). Listen to the Natives. Educational Leadership , 10.

On Friday, December 2, 2011 I will present a session over Advanced Social Media Integration. This session will display three models that could be used to integrate social media in what your business or organization is already doing.

Visit more information about TSMRI.

This course has truly relied on information obtained in the weekly web conferences. In addition to the weekly web conference, I have enjoyed using Google+ Hangouts as our PSA group plans for week 3 – 5. The ability to see my group members virtually and discuss and collaborate together on a document is amazing!

Credits for the track “Mystical background“:

Alexander Blu : Composer (Main)

I really enjoyed creating this Photostory assignment for my multimedia class at Lamar University. I have used Photostory in the past. It was great to be pointed to resources that explain script development.

I knew I wanted to do an about me script. I thought that having a character showcase various items in my life offered a twist to the typical  about me script. Being able to plan by means of a story board was a great way to visually see if the script would come to life correctly. Using the story board, i was able to correct some issues with the flow of the story that I did not originally catch.

Change is never easy. I envision that this research will help our department best transition to the new Learning Management System once we hope the system up for full usage. I hope the feedback received in this limited pilot will help our department make changes and analyze what worked and what did not work. I expect that the next time we issue an anonymous questionnaire with the same questions that the results will be better.

The strategy that has been used is to start with a limited pilot. This pilot phase will help contribute feedback on how to move forward. There have been many articles referenced to a universities change to a new Learning Management System. Articles read include Petherbridge, D., & Chapman, D. (2007). Upgrading or Replacing Your Learning Management System: Implications for Student Support. Online Journal of Distance Learning Administration, 10(1), 4. Retrieved from EBSCOhost and Barbian, J. (2002). Great Expectations. Training, 39(9), 102. Retrieved from EBSCOhost. Our department has been working hard to make this an easy transition for students. Early reports indicate that we still have a way to go.

Faculty and students will need to understand that this change was the result of Blackboard phasing out the product that we were on. While they had ample time to add many of the features that our students and faculty loved about the current version, Blackboard has neglected to include many requested features. The current plan is to promote training sessions on the new product. Internally we have determined that the transition will take a year. Faculty will have the year to determine when they would like to start teaching in the new platform.

This is a large project that involves many people to implement. The project includes a faculty trainer, a staff member to make training documents for faculty, staff, and students, help desk support staff to provide assistance, and a course developer. Each course will need to be individually migrated to the new system. This involves an engineer to work behind the scenes to move course over. All these people must work together for a common goal of having all faculty and students in the new system by August 2012.

There are two managers and a department director to implement the transition. These three individuals provide the leadership to set the operations of the project and set the priorities of the transition. Before the start of the pilot began, we met internally to view first hand how the product looked for a course that had been migrated to the new platform. We used these sessions to determine any early warnings that may appear with faculty who opted to be in the pilot. These sessions helped us work through much of the transition plan.

This version of Blackboard provides more features for students who have learning disabilities. They have built in more accessibility into the product for screen readers. The system is also more aesthetically appealing. Blackboard has invested into mobility in this version of their product. One of the most sought after features with our previous version of Blackboard is the ability to learn on the go. This new version allows our department to test that feature out. During this pilot phase we are relying heavily on feedback. That feedback will help us map out the official roll out of the product. As the pilot continue this semester, I look forward to continuing to collect data and determine how to make modifications based on the data that will be provided.

Word Document version of Action Research Draft