Alan's+Action

toc **My Project Focus in Room 7 [|PLP] **

This is my part of an instructional, cross curricular project that is being developed by our team. We are exploring the instructional experience of integrating video into learning.

=The problem or question=


 * Building work flow** How do we develop sustainable work flow for using video to capture learning in the classroom? Some considerations are:
 * How to reduce the amount of time?
 * What is the impact of malleable technology?
 * Implications of differentiation
 * consume content, produce and publish their learning

=Connections to SK Assessment=

Representing learning through video is an integration of increasingly accessible technology into the learning process. The assessed learning objectives largely derive from Saskatchewan curriculum but the workflow for video production does not. The Action Research Representing Rubric embedded below charts the indicators for representing learning. There are other useful [|rubrics for video production].

media type="custom" key="8981594"

=Networked Research*=

Our bi-monthly team meeting have been effective. The meetings foster the shared learning that makes this sort of action research so effective. Despite team member's concerns about the vertical relationship of our curriculum and instruction, I think each member's shared experience with video workflow has contributed to my own practice.

//*Organizational structure in which independent and widely dispersed, but closely interconnected, business units operate within a consistent corporate framework to achieve the organization's objectives and goals.Source//

=My Context=

My first attempt at using video to document learning was during the 2009 - 2010 school year at Sunningdale School. I was involved in a digital portfolio professional learning community organized by our Prairie South School Division. The students took common le arning outcomes or selected an outcome of their own and recorded a brief video to explain their learning. This video was uploaded to the Prairie South's video server by me and then the student copied the embed code and added it to his digital portfolio on a wikispaces platform. || Throughout most of the 2009 - 2010 school year my grade four and five split only created unedited videos. Multiple takes were attempted and the groups selected their best attempt. We continued using the Prairie South's video server and suddenly switched to YouTube because the PSSD Video Server required a teacher account. Students preferred to manage their own uploads using their own accounts. Peer mentoring became essential to work flow. Not all students had YouTube accounts. ||
 * [[image:http://www.ellisdon.com/media/images/technicity/web-video-icon.jpg width="162" height="162" align="right"]] **Creating Videos Representing Learning in Room 7**
 * [[image:http://www.ellisdon.com/media/images/technicity/web-video-icon.jpg width="162" height="162" align="right"]] **Publishing Videos with Assistance and Independence in Room 7**


 * media type="youtube" key="jvAbmZ2xijs" height="349" width="425" || **Editing and Revising Video Representations of Learning in Room 7**

Over the course of the 2010 - 2011 school year I built on prior knowledge. Students began simple video editing with Microsoft Movie Maker. Multiple clips were compiled and titles and captions were added. Students (grades five and six) were able to evaluate their takes and frequently reshoot elements of their production. Organization and structure continued to be weak.

YouTube QR Code ||


 * [[image:http://www.ellisdon.com/media/images/technicity/web-video-icon.jpg height="162" align="right"]]The winter of 2011 I began to focus more on structuring the flow of video production. That included building stronger connections to curriculum learning outcomes. The results are not yet satisfactory. This is one pair's description video. Organization and structure remain weak. Editing and revising video needs to improve. So the videos have only received peer feedback during class previews. Wikispaces offers some opportunity for replies but it is a fairly passive way of publishing learning. All the connected learning happens as student's consume and produce their learning collaboratively. The published product receives very little response. Students need a more dynamic, networked product. ||


 * **My Workflow Proposal** ||  ||
 * [[image:http://www.qr.net/static/qr/c/6/0/3/b/c603b4742ae13907a65a0c409fa96861.png width="94" height="94"]] VoiceThread QR Code || My current workflow plan focuses on the efficacy of peer mentoring. The students have been working through the video - VoiceThread production at their own pace. Time was set aside for planning and video taping. Taping varied in length so they started editing at different times. This fragmentation supported peer mentoring (and off task behavior). As soon as a few students mastered uploading to VoiceThread they shared with others beginning that step. I realized that many of them completed the process independently by transferring their existing knowledge of file uploads to YouTube to the VoiceThread application. ||
 * || media type="custom" key="8948736" align="center" ||


 * media type="custom" key="9389598" || = **Evaluation** =

Mastering demonstrating learning through video incorporated into a VoiceThread will not be completed this month. Members of the class are working on their first attempt. I'm hoping to be able continue trying this until the end of this year. Then I will take what I have learned from my team's research and carry it forward into the next year. T his VoiceThread demonstrates the general outcome I was looking for. ||
 * da math video || This attempt was very short. They boys needed more verbal explanation of the process they were following. ||
 * using a protractor || The boys used the wrong video setting for their demonstration. ||
 * Plasticine Easter Bunny || This group was unable to finish uploading their video clips. Rather than compiling their demonstration into a single video with Movie Maker, they uploaded the steps into discrete slides. ||

=Timeline=

[|Video - VoiceThread Timeline] media type="custom" key="9056006"

=Documentation=


 * [[image:workflow2.jpg width="505" height="378"]] ||< My contribution to this exploration is documented on the PLP Ning Forum site, my professional blog , this wiki site, Google Docs , VoiceThread , and video . Essentially it is Cloud-based and linked. It is hard to consolidate it in this wikispace. ||

**Resources** [] http://wikistange.wikispaces.com/VoiceThreadProject []

media type="custom" key="9055728"