EDTEC Portfolio

In the summer of 2009, I began taking courses in Educational Technology at SDSU. I was admitted to the Graduate program in 2010. This page is a collection (in progress) of my courses and work.

Courses I’ve taken or am taking:

EDTEC 540

EDTEC 541 – Along with EDTEC 540, one of the diagnostic courses for the program. I created a portfolio page incorporating various elements of HTML and CSS (hand coded and with a template). I created a proposal for an educational website, developed a storyboard, conducted user testing, and presented a final product. I also completed a brief survey of a scholarly article. I used Adobe Dreamweaver to construct the sites, and Photoshop for incidental photo editing.

EDTEC 544 – I developed a proposal for an educational project, carried out analysis, created a content map, defined objectives, and designed a prototype for it. As a member of a group, I researched and presented on Connectivism as an instructional theory. I love the connectivist approach for informal learning, but remain skeptical of its effectiveness in formal educational settings.

  • Project Proposal (pdf)
  • Project Analysis Report (pdf)
  • Project Content Map (pdf)
  • Project Objectives (preliminary version of Project Design Document below)
  • Mid-term Exam – The mid-term exam involved designing and content-mapping a given prompt (“How to defragment a hard disk”) for a brief educational interaction or video. As I’m not sure if the prompt changes between sections, my responses are available upon request but are not posted here.
  • Project Design Document (pdf)
  • Project Rapid Prototype (mov) – produced with Apple Keynote (timed slides) and voiceover in Apple iMovie.
  • Individual Project Report (pdf)
  • Instructional theories & methods group project (paper:pdf) (presentation:pdf) (script:pdf) with E. Romenesko, M. Goeders, and C. Trau. We discussed the basics of Connectivism as an instructional theory.

EDTEC 561 – An intensification of the basics presented in EDTEC 541. I read some scholarly articles on multimedia research (both ‘hard’ and ‘soft’ topics) and wrote brief responses to them. I explored two multimedia tools and created small projects using each. I designed, storyboarded, and produced an educational video segment (on the ‘rule of thirds’) and a wiki entry on the notion of ‘coherence’.

  • Multimedia Tools Assignment #1 – Apple Quartz Composer: video example (m4v), Quartz Composer file (qtz)
    • I began exploring Quartz Composer, a tool which comes with the Apple Xcode development environment. It provides a very flexible workspace and utilizes ‘patches’ that are connected together in different ways. As a project, I made a composition which takes audio input and reacts to it by altering the brightness and position of dots which each represent a frequency band. There’s also a rectangle which responds to the peak volume at any given time.
      I see this tool as very useful for students interested in interactive media — Quartz Composer can interact with audio and video inputs, image files, and arbitrary strings and values from local or remote sources (output of a perl script, or xml headlines from a news website). The app could be used to construct any number of realtime representations of data.
  • Multimedia Tools Assignment #2 – Adobe Captivate: demo project
    • I learned how to create a basic quiz with Captivate. The program makes it fairly straightforward to create evaluation interactions (no html/js coding required) and I believe that most teachers could learn to leverage it given a fairly quick demonstration. I was interested to note that the quizzes can send emails with results, so students can ‘turn in’ their tests immediately before (or after) receiving scoring feedback.
  • Educational Video Outline
    • Title: The Rule of Thirds — How to Frame a Photo
    • Goal: Show learners how to use one of the basic photography guidelines to improve their photos.
    • Brief Outline:
      • The grid: where the rule of thirds comes from
      • With and without: examples
      • Framing your photos: instantly more interesting
    • Detailed Outline:
      • The Grid: where the rule of thirds comes from
        • Why are some photos of the same subject visually interesting, while others are boring?
        • Grid of thirds – rationale
        • Grid of thirds – construction
      • With and without: examples
        • Centered – objective record of a person, item, or scene.
        • Mug Shots, eBay photos.
        • Thirds – subjective, artistic interpretation.
          • Gives a sense of space and direction.
      • Framing your photos: instantly more interesting
        • “Head Room” and “Nose Room”
        • Supports the sense of space
    • Treatment
      • The video opens with a typical ‘hasty’ vacation picture — a person that looks bored standing in front of and obscuring a scenic landmark. A voice asks if this is how we want to remember our trip to Paris. The picture fades into another, well-balanced picture of the vacationer and a scenic landmark. The picture feels well-crafted, if not professionally taken. There’s nothing hasty about it. A voice asks if we would rather have been on this vacation instead of the previous one. The picture fades to a grid of four lines describing nine equal rectangles. We are told that this represents the ‘rule of thirds’ and that the lines divide the frame of the picture into thirds. The intersections of the lines are called ‘crash points’ or ‘points of interest’. Since the late 1700s, this ‘invisible job aid’ has provided painters and, later, photographers with a rule of thumb by which to make better pictures. But how, we are asked, does it work? Behind the grid, a series of photos fade into view. The voice draws our attention to how focal objects like people, statues, or horizons sit at the intersections of the lines, or along the lines. Then, photos of the same objects, but taken with reference to the rule of thirds and without, are displayed one after another on the screen. The voice points out how the photos taken in accordance with the rule of thirds seem to have more sense of space. For the last portion of the video, we are shown some examples of the use of space in photographs — a race car with ‘lead room’ and without, and a portrait with head space, and without. The voice notes that while this is not strictly an example of the rule of thirds, the principle is similar — being aware of the photo subject and giving it room to ‘do’ whatever it’s ‘doing’.
  • Educational Video Script PDF )
  • Educational Video Storyboard ( PDF )
  • Final Education Video ( MOV )
  • Web-based Multimedia Article Outline
    • Title: Coherence
      Abstract: In a world stuffed to bursting with tools that let us represent what we’re trying to say, we often ‘go nuts’ and focus more on the medium than the message. The persistent abuse of PowerPoint has earned it an undeservedly poor reputation for many educators and students. The tools aren’t the problem — how we use them is.
      Intro paragraph: Do you ‘hate’ PowerPoint? Why? Is it because of some fault of the software, or because every single PowerPoint you’ve ever seen is nearly useless? Many users of education technology ignore one simple principle that is widely accepted throughout other media — coherence
      Visual: Ineffective PowerPoint slides, packed with useless or irrelevant information
      Links: some terrible public presentations or confusing visuals, with a brief discussion of the problems with each. Link to ‘Dumb Dumb Bullets’ article.
      A professor wouldn’t hold up his printed lecture, and expect the class to copy it down. His role is to present information in a usable way, not simply act as a conduit for text. But many people use PowerPoint for exactly this — in some cases even creating slides with entire paragraphs verbatim.
      Visual: Clean, organized PowerPoint slides, which obviously support a point which is better represented as a visual than verbally
      Links: some well-made presentations or visuals — TED talks, infographics, etc. with notes as to how they excel. Link to an Apple keynote speech.
      For all the wonderful presentation and media tools at our disposal, they still have one overriding purpose — to present information in a way that they excel. Animations of processes, detailed photos of specimens, the change over time of the borders of the Roman Empire. Discussion of a few basic points to keep in mind to maximize coherence and eliminate confusion when creating rich media presentations.
      Visual: Table of representations and their appropriate medium.
      (Combination of still images, hyperlinks, text, and video)
  • Web-based Multimedia Article Storyboard PDF )
  • Web-based Multimedia Article Prototype Evaluation Report ( PDF )
  • Web-based Multimedia Final Article ( http://eet.sdsu.edu/eetwiki/index.php/Coherence )

EDTEC 570

  • Database-Enhanced Learning – I reviewed three database-oriented lesson plans ( pdf 1, pdf 2, pdf 3) and provided feedback on each.
  • Project-Based Learning – I planned and created a project-based learning opportunity to engage employees of a growing company in helping to design their workspace.
  • Personal Learning Network – I outlined three technologies useful to teachers and commented on each. (Swype pdf) (iPad pdf) (historypin.com pdf)

EDTEC 650

  • Project Focus ( link )

EDTEC 671

  • Individualized Instruction
    • Goal and Task Analysis, Educational Outcomes ( pdf )
    • Test Items and Feedback ( pdf )
    • Instruction and Storyboard ( pdf )
    • Project Prototype ( link )
    • Learnability Report ( pdf )
  • Informal Learning
    • Casing an Informal Learning Exhibit ( pdf )
    • Informal Learning Proposal ( pdf )
    • Casing an Informal Learning Exhibit – Revised ( pdf )
    • Evaluation Logic Model ( doc )
    • Design Specifications ( pdf )
    • Learning with Objects ( pdf )
    • Technology for Informal Learning ( pdf )
    • Informal Learning Project Presentation ( mov )

EDTEC 685

ED 690

  • Group Research Project Proposal
  • Individual Literature Review ( pdf )


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