Evaluate 3 – Personalized Teaching and Learning

The following is a blog for my EOTC course.  I am interested in this because I will be working with personalized learning next year.  I created the following  data for the project.  I had a similar data in my digital photography class that I was teaching.

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For my class, the students had to take photos and turn those assignments in for a grade. If you look only 2 of the students did not spend several minutes everyday online for this class.  I would need to look to see if these 2 students were turning in assignments. I would compare the student's attendance with their grades. In this case I would also check with other stakeholders to be sure the students were still enrolled in the class.

Remediation Plan

If they were not I would suggest they spend more time online.  If there were students who were putting in a lot of time but not turning in assignments, I would recommend remediation. One thing I notice about my classes is you could download the assignment and print it out.  Then complete it and upload it when you were done.  This is what I would be hoping for the last 2 students.  I am not really concerned with the amount of time they put in online as long as they were doing the work offline.

If the student turned in work that did not show mastery, I would have the students redo the assignment using online photos. The student could simply provide links to examples of photos online. Assuming the LMS allows I would assign this to the students as a requirement.

 

Enrichment Plan

For the students who are turning in everything on time and spending enough online.  I might suggest some additional work to challenge them. One suggestion might be to create a video demonstrating the camera shots. Another suggestion might be to create a drawings to demonstrate the different shots or to demonstrate all of the different shots using the same subject.

From my understanding of personalized learning, the students might have a choice of assignments to choose from to show mastery. If the LMS allows I would like to give students different options of assignments to do. I think this might be accomplished by having student turn in work in a drop box.

For more information on my digital photography project check out this blog I wrote. I hope you have enjoyed this blog.

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Communicate 3 – Feedback

The following is a blog for my EOTC class.  I have written about this scavenger hunt assignment before.  The assignment involves the students taking pictures to demonstrate camera composition.   Here is the student assignment.  I am revamping my grading tool for this assignment. Here is the upgraded rubric.

Please email me if you have any suggestions for the assignment holcomb.ca@gmail.com. Follow me on twitter and subscribe to my blog for more upcoming ideas for your media classroom. Subscribe to my youtube channel for iOS tips.

 

Participate 4 – Digital Rights and Responsibilities

The following post is part of my EOTC class.  This unit dealt with fair use and copyright.  This is something I must address with my class in the beginning.  I believe this is one of the hardest units to teach my students.  I must acknowledge to my students that there are plenty of examples of copyright infringement.  Just because these examples exist, it does not give us permission to do the same.  As future media creators we must obey the rules because we want people to do the same for our media creations.  One thing I do is show them this playlist I created that covers copyright, fair use and creative commons.

I have been able to find a few examples of videos that have been altered because of copyright.   The students see that the audio has been removed. In other examples,  such as JK wedding entrance video that went viral ads were placed on the video to pay the artist for use of the music.   In the worst case scenario the youtuber will get strikes against their account for posting videos without permission.  I explain the process of getting the strikes removed.

I try to get the students to understand that copyright is not a perfect system.  However as part of my class and future employment they will be expected to follow the rules.

I hope you enjoyed this blog. Please email me if you have any suggestions holcomb.ca@gmail.com. Follow me on twitter and subscribe to my blog for more upcoming ideas for your media classroom. Subscribe to my youtube channel for iOS tips.

Participate 3- Accessing Digital Learning Communities

The following blog was written as part of a class I am taking online.

The big problem/ barrier  with audio video technology resources is a lack of uniformity.  One of the best school programs I have seen in person is GHS TV at Germantown High School.   The program at the time incorporated several teachers and ran a community access TV station 12 months a year.  This is a great program to follow if you have that kind of financial support.  However just a few miles away in Memphis Tennessee, teachers were patching together consumer grade equipment.   So when you are researching material it may be hard to find a program that has similar resources.  The best thing is to find your information from other programs in your community and state.    This makes it easier to sort out this information.  I was down the road from GHS at the time so it was easy for me to distinguish the differences in our programs.

It is better now then when I started out.  I had a few websites I visited pretty regularly but that was it.  Now I participate in list serves and Facebook groups.  It is much easier to post a question then to find a source online.  You can get answers from across the county from programs that are similar.

Another barrier with online information is some of the information leaves room for discussion.  Most media specialists will tell you that it is ok to to use 30 seconds of copyrighted material in your projects.  However the Student Press Legal Center will tell you something different.    I have seen tons of conflicting information.  I have my own interpretations through my experience.  I tell my students to rely on their employer or teacher when dealing with sticky information.

I hope you enjoyed this blog. Please email me if you have any suggestions holcomb.ca@gmail.com. Follow me on twitter and subscribe to my blog for more upcoming ideas for your media classroom. Subscribe to my youtube channel for iOS tips.

Participate 1 – Joining a DLC

This my 2nd post for my online class.  Although it is a little off topic for me, I hope it offers my readers something they can use.  The product I am creating as part of this class should offer something for my readers. If this article does not interest you skip to the bottom and look for Film and TV webmix and click on it.  I am sure you find this is a valuable resource.

The first thing I immediately did was do a Google search to to find out the difference between a digital learning community and personal learning network.  According to the websites I visited, a digital learning community or dlc for short is socializing with others to share knowledge about a subject.  A personal learning network or pln is personalized to you.   So your pln may be composed of several different subjects.  My pln is composed of journalism, film and technology resources.

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I was a little surprised to discover I have been doing this for years in my own personalized way.  I have been participating in RTNF Listserv for years.  I have followed several schools that had exemplary video programs via their webpages. I am a member of a Facebook group for Broadcast Video Teachers.  I started a Google plus group for my school and fellow film and video teachers.  Plus I have been participating in a few different twitter chats.

The digital learning community I have learned the most from lately is the Facebook group for Georgia  Broadcast teachers. It is great because I can post a question in the morning and usually by lunch someone has answered my question.  Most of the teachers in this group are the only one in the building and possibly the district who teaches their class.  It is great being able to hear feedback and share answers with others.  The most difficult thing about this group is you need to know someone to join it.  It isn’t really for students but for their teachers.

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I am using the iOS and the desktop version of this Symbaloo.  Using the desktop versions gives me a lot more options.   Using the iOS version gives me the convenience of using the software anywhere.  I think it may be best to set up Symbaloo on a desktop.  Once I have a fully functioning web mix I have created, it  will be able to easily use from my iPad or other mobile device.

I took all of the resources from above and created a WebMix.  This includes tutorials that I use in my class, school websites, youtube channels and professional organizations.  My goal was to create something I would use and other teacher in my subject area could use.  Students might find some of it useful.  I would probably adapt it for student use.

Film and TV Classroom Webmix

I hope you enjoyed this blog. Please email me if you have any suggestions holcomb.ca@gmail.com.  Follow me on twitter and subscribe to my blog for more upcoming ideas for your media classroom.  Subscribe to my youtube channel for iOS tips.

The New Way to Teach Camera Composition: the scavenger hunt revisited

By: C. Holcomb

I am not sure if I invented it or saw it somewhere, but I have been teaching camera composition the same way for at least the last twelve years. I know a few others teachers that have a similar lesson to teach camera composition.  The students take still photos for a scavenger hunt, then label the photos, and then create a powerpoint. The technology has evolved to a point where this project is getting easier and the pictures are better quality.
To start this assignment, I show the students a short powerpoint on different shots and provide them with different examples. I explain to the students that everyone has a slightly different definition on shot composition. It important for them to understand this because you can find some resources that explain composition slightly different. This might confuse a student who doesn’t pay careful attention. I rely on my professional experience and my textbooks to define what I require on this assignment.
In the past, I had the students take pictures with the still camera or sometimes with a video camera capable of stills. This project would take a while because I only had a few cameras and I would send the students out two at time to take pictures. Thanks to cell phones most of students do not need to use the school cameras to complete this project. So, a few years ago, I changed this from a partner project to an individual project.

Another benefit of using cell phones is that the students are no longer limited by their location. Most of the pictures were taken in locations just outside my classroom, but now students no longer need to be at school to take the pictures. The results of having a larger location base was that I had students turn in some really good looking pictures. Gone are the days of student taking pictures with a cinder block backdrop and florescent lighting (boring).

 

The next advantage is, I have been able to decrease the time needed to complete this project.  Not only can the student upload the photos quickly to the computers, but they can also do their entire project on their phone. I no longer require the students to use powerpoint, and now I ask them to use Google Slides. They can work on their project on their phone, on a computer at home, or at school by logging into a Google Account. This semester I will give the students the option to turn in their project in as a Google Photo Album.
In the past, when they they did this assignment, they only took a few photos and many of them were incorrect. They felt rushed to take the pictures because someone was waiting to get the camera, and they had a limited amount of storage space. To overcome this, they had to delete the photos that were left on the card. My assignment only requires fifteen photos to make sure the students have a good grasp on camera composition, but I recommend taking much more than that.

Today, I had one student take only twenty photos, another take ninety-six and one take over two hundred. Now, they can afford to take more pictures until they get the picture they want. I am challenging students to show me something I haven’t seen before by using angles and lighting to their advantage. I have also made this a contest by telling them I would use the best ones in an article I was posting online. The downfall is not every student has a phone.

I know it is hard to believe. I still have a few who have broken their phone, or they refuse to clear up space on it. Others supposedly get grounded from their phone, or run the battery down before class. I started my lesson this year by explaining how to use Google Photos and letting them know it had unlimited storage. Still, I had to pull out some old still cameras to let them use for the projects. A benefit of this is, students working on their own device are finishing their project faster. The last two semesters I have had some talented students finish the assignment in one day!

Next year, I plan on adding lighting to this assignment. I want the students to experiment with lighting. The students will take photos that are backlit, overexposed, and underexposed. If the student can master this assignment we can make great looking projects all year long! One time, the students caught me experimenting, with lighting, while they were working on their projects, and they began taking their own lighting pictures.
Another thing I am experimenting with, is having the students do this project in a completely different format. When I first started, we were using video cameras with tape. Back then to have the students do this assignment as a video, would take way too long.  It would a lot quicker these days.  I have one student who is doing drawings on a computer. I would like to see someone, who is interested in animation, doing this as one.

 

Here is a list of the pictures I have been using for the assignment:

 

  1. XCU of an object
  2. XCU of a person
  3. MS of someone wearing a green or gold shirt
  4. MS of someone near the vending machines/ someone in the stands
  5. LS of someone walking (lead room)
  6. MCU of someone in front the media center/ someone near the gym entrance/ football gates
  7. MCU of someone in the cafeteria/ MCU of someone cheering
  8. XLS of a group of students
  9.  2 shot   
  10. a shot with a canted angle
  11. CU shot of someone in profile
  12. a shot that shows great depth of field
  13. a shot that shows shallow depth of field
  14. a eagle eye shot
  15. a low angle shot

I hope this helps and email me if you have any suggestions holcomb.ca@gmail.com.  If you would like to see how I define the shots above, you can download this short ebook to your favorite reader. Or read it online here.

Follow me on twitter and subscribe to my blog for more upcoming ideas for your media classroom.

 

The best camera is the one you have in your hand.

I have heard that the best camera is the one you have in your hand.  I couldn’t agree more after my experience this morning.  I was letting the dogs outside and realized my hibiscus had bloomed.  There was just something about the light at the moment that made be grab my phone and take a couple of pictures.  Image

After looking at my pictures, I decided to get my good camera, put on the 50 mm  and take a few.  This was a little difficult because I was standing on chair that was shaking, and constantly adjusting the composition, settings and the focus ( some manual and some autofocus) while trying to keep the house out of the shot.  

You can take a look at the my 8 best shots from the good camera. There is no such thing as a few pictures with my good camera.    They are good but I believe the iPhone was better in terms of convenience and quality.  In the my good camera’s defense,  the lens fogged up and perhaps the sun had moved by the time I took the second shots.  I don’t know you be the judge. First the iPhone. 

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Now the C……

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