Reflecting on past training experiences is to evaluate the content through comparative measures. The learning experience is used to make decisions and plan future action or strategy. The situation of training serves a broader purpose, to analyze the situation and exercise influence with responsible experience, and intelligent independence. After an event happens, there is a recollection phase, which includes the memory of the teacher, textual documents, audio and video recordings, and other measurements that captured the event (Richards, n.d., pp. 1-2).
The physical data that is capable of being examined is Glogster, GoAnimato, and Animoto. Glogster is an online poster that allows videos, text, sound, graphics, and animations. The poster is versatile, allowing hyperlinks to be integrated with the objects in the poster. For example, an animation of a flipping astronaut can be linked to the NASA website. Also, cartoon bubbles allow a bunch of text to be displayed on the poster, due to a scroll bar and text area that controls room.
Dotson, Adam
Multimedia Rhetoric (2015). Screen shot.
The reflective process in a Glog is not simple, because there are several elements that need to be examined. For instance, the Glog might not be functional if the animations, links, and pictures are not carefully placed in the document, according to code and procedure. Secondly, the Glog’s composition is hard to master, because there are glitches in the program that require slow, meticulous movements. Integrating sound into the poster is not an easy task either, because the podcast seems to be the easiest audio to input. A sound clip might take up too much domain space, so directly linking an audio clip to the poster is the best solution. Another pitfall to hyperlinks is that some websites are moved, so the content should be regularly checked and updated. The Glog is easy to edit once a strong skeleton has been created.
I would like to observe students interact with the poster that I created. I think that once the Glog is created than learning is rapid and maneuverability is easy. The learning experiences will have multimedia that is organized, motivating, and educational. Furthermore, the poster can be created for differentiated learning, so text, audio, and motion pictures are used to explain a concept. I think that textbooks limit students to text and pictures, but a Glog allows more mediums to be used.
GoAnimate
Select A Theme (2015). Screen Shot.
GoAnimate is a complex program that allows for people to puppeteer on the computer, build scenarios, and use electronic voices to create a motion picture. The program requires several hours to create a short 5-minute video, but as the teacher gets more experience with the program, then longer videos can be created in a short amount of time. The students will respect this type of learning tool, because they will see different cues, text, and sounds that go with an orated message. Similarly, Animoto allows graphics, music, and short film clips to explain a concept. I think a program like Animoto should be used for short grammar drills and vocabulary.
Besides the cost of buying these programs and the training learning them, the multimedia programs are going to be easy to integrate into the classroom. I think that a lesson can be designed that uses Animoto, GoAnimate, or Glogster, as an instructional tool that takes up only a portion of the course design. According to Swan et al. (2002), the biggest obstacle for integrating technology is the lack of funding (p. 5). Yet these programs are cheap enough to overcome that obstacle. The best solution is to design several layouts for these online featured programs, and rent these tools for a short period, so several multimedia instructional tools can be created.
GoAnimate. (2015). Select a theme [JPEG file]. Retrieved from http://goanimate.com/videomaker
High Incidence Accessible Technology. (2010). Technology quick guides: Glogster [PDF document]. Retrieved from http://www.montgomeryschoolsmd.org/departments/hiat/tech_quick_guides/glogster.pdf
Richards, J. (n.d.). Towards reflective teaching [PDF document]. Retrieved from http://www.tttjournal.co.uk/uploads/File/back_articles/Towards_Reflective_Teaching.pdf
Swan, K. et al. (2002). Situated professional development and technology integration: The CATIE mentoring program. Journal of Technology and Teacher Education, 10 (2), 169-190.
References
Dotson, A. (2015). Multimedia rhetoric [JPEG file]. Retrieved from http://adamdotson.edu.glogster.com/multimedia-rhetoric/GoAnimate. (2015). Select a theme [JPEG file]. Retrieved from http://goanimate.com/videomaker
High Incidence Accessible Technology. (2010). Technology quick guides: Glogster [PDF document]. Retrieved from http://www.montgomeryschoolsmd.org/departments/hiat/tech_quick_guides/glogster.pdf
Richards, J. (n.d.). Towards reflective teaching [PDF document]. Retrieved from http://www.tttjournal.co.uk/uploads/File/back_articles/Towards_Reflective_Teaching.pdf
Swan, K. et al. (2002). Situated professional development and technology integration: The CATIE mentoring program. Journal of Technology and Teacher Education, 10 (2), 169-190.
