[Chris Craft]
Program Portfolio
Infancy | Toddler | Tween | Adolescence | Teenager | Graduation
Tween
You know how those tween children are, right? One the one hand, they are growing into such young men and women, and on the other hand they are insufferable. As I progressed into this stage of the journey, I like to think I was maturing into the former, rather than the latter.
Title: How do classroom remotes affect student achievement?
Link: Goes to an external USCA page.
Standard(s): Design: 1.1.5a (Utilize a variety of assessment measures to determine the adequacy of learning and instruction.) 1.1.5b (Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences.) 1.1.5c (Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures).
Why: A research paper such as this requires quite a lot of feedback both during the writing and after it is finished. Our group requested regular feedback at intervals during the study both in terms of qualititative questions ("do you find personal response systems effective") and quantitative ("how often do you use personal response systems each week"). Since this was an actual research paper we looked at how instructional strategies impacted the implementation of these devices for assessment.
Annotation: In yet another group project, another student and I examined the use of classroom perfomance remotes (also called clickers) and their effect on student achievement. The project was designed as a research paper and had no limitations. Together, we analyzed a large body of research on the topic and then took some of the more salient studies and analyzed achievement data. We found that when properly implemented, remotes can have a calming effect on high-anxiety courses and encourage participation by even the most shy or least interested student. This research project led to a poster session that was accepted and presented at AERA in New York in March of 2008.
Title: Public Service Announcement
Link: Goes to an external web site. The pictures below goes to Flickr photo pages. There is also an embedded Flash presentation (get flash here) below that links to the Bubbleshare.
Standard(s): Design: 1.1a (Utilize and implement design principles that specify optimal conditions for learning.) 1.1.2a (Create a plan for a topic of a content to demonstrate application of the principles of macro-level design.) 1.2c (Understand, recognize and apply basic principles of message design in the development of a variety of communications with their learners.) Development: 2.2.2 (Apply development techniques such as storyboarding and or scriptwriting to plan for the development of audio/video technologies.)
Why: A video project such as this required a careful design process with a time limit to avoid learners disengaging. It also required an overarching look (macro level) before beginning and then appropriate message design to convey the ideas correctly. It was a storyboard-based design.
Annotation: The project was designed to show us how to follow a design process in creating multimedia. The given assignment was to create a public service announcement and I chose to try and convince people to take Spanish classes using either free online resources or local library resources. Below you will see the design process I followed, detailing each of the steps. Producing such a video project requires the careful planning process detailed in the screenshots.
