OLTD 508 Assignment #3 Major Project (eP artifact) Application of the 4Cs Jean Kloppenburg March 25 2014 Academic

ic Area/Grade level: Photography Grades 10-12 My photography course is a blended classroom with an online component that students can access anytime and anyplace as long as an internet connection is available. The course can be found at http://woodlandsphotographyonline.weebly.com/ . Students have recently created their own websites for their ePortfolios using Weebly. Learning Outcomes: I have a thorough understanding of the Principles of Design and how to apply those concepts to the creation of my own artwork. I can achieve good composition within a photograph I can successfully photograph shallow and deep depth of field I can develop a basic understanding of communication tools, the Internet, multimedia and Web 2.0 resources I can develop skills using technology resources online and be able to reflect on the learning process in a blog format I can develop skills for collaboration in an online environment

Background/Description: In the last month, the class has been introduced to darkroom photography (photograms and pinhole projects), Elements and Principles of Design, Good Composition, the Exposure Triangle and Depth of Field. This week in photography the students are beginning to use their online course for assignments and for building their personal ePortfolios. Students are able to access resources and ePortfolios from the class wiki. The following three lessons will not only make use of all three areas of online content (online course, ePortfolios and the class wiki), but also allow students to carry their learning with them (Garg &Samuel). These mobile lessons are provided to students as beginning steps towards self-directed learning that is required for a successful online and blended learning environment. The time invested in the lessons can vary per student, but actual activities can be carried out while out on a walk, in route to a destination, on a break at work, or while visiting friends. Creating the presentations will take up to thirty minutes for some applications and as little as fifteen minutes for others. Students will have a choice to use the recommended apps or a presentation maker of their own liking. The lessons rely on the assumption that all students have access to the Internet and a mobile device (iPhone, Android, Tablet or iPad). The first lesson will be an introduction to the major project with an activity that explores possible topics of student choice. The next two lessons will be field exercises that demonstrate student learning of good composition and depth of field. All three lessons will use mobile technologies with considerations to Clark Quinns 4Cs of Mobile Learning.

The 4Cs of Mobile Learning:

Content: Students can read documents, watch videos and listen to recorded media in a portable format. Compute: Through applications, devices can be used to perform calculations, run programs and deliver computed solutions to student queries. Capture: Devices can be used to easily record sound, video, images, and other information, all of which can be stored or shared. Communicate: Students can communicate with students, teachers, and others through text, audio and video.

Presentation Apps Recommended:

Videolicious Cost: Personal use FREE: One minute length, 20 video storage, 10 shot limit, one sound bite Compatibility: iPhone, iPad and iPod

Haiku Deck Cost: FREE Compatibility: iPad, Web Browser

Photography Apps for Student Choice

Photofusion Cost: $1.99 Compatibility: Requires iOS 6.0 or later. iPhone, iPad, and iPod touch. This app is optimized for iPhone 5.

CameraBag2 Mobile Cost:$ 1.99 Compatibility: iPad, iPhone ( CameraBag for PC and Mac $20.00)

Lesson One: Major Project Ideas

Introduction to the Major Project to be found on course outline: http://woodlandsphotographyonline.weebly.com/major-project.html Students will be instructed to view lesson on: http://mskeportfolio.weebly.com/9/post/2014/03/major-project-ideas.html Major Project Ideas: 1. Research genres of photography that you are interested in. 2. Create a presentation with at least 3 topics in photography that you are considering for your major project.

3. Post your project to your Weebly page titled Major Project. Call it Ideas for Major Project. 4. View at least 3 presentations of your peers in the class and comment on at least one (feel free to view and comment as many as you like). Below is an example of the lesson using the app Haiku Deck http://www.haikudeck.com/e/KdPhjTohvF

The 4 Cs Represented:
Content: Students refer to the online course to view a video by the instructor for an introduction to the Major Project. Lesson one is in text format with an exemplar given to view using the chosen app Haiku Deck. Students are able to view their peers` presentations by accessing the class wiki. These viewings will help to aide in their decision making process for their final project Compute: Students can search the internet for genres of photography and share their findings with their classmates online. Capture: Students can use apps, such as Haiku Deck, to search images and add text to photographs. Other apps, such as Videolicious, have image, music, video and audio to record information to be shared. The iPad and iPhone camera function can be used to personalize images to upload. Communicate: Students post comments on classmates blog pages after viewing presentations. The chosen topic for their Major Project is then posted on PADLET contained in online course page for all students to view and make possible collaboration on like-minded genres.

Lesson Two: Good Composition

1. Students are asked to review Good Composition by watching the video posted on the class wiki page https://woodlandsphoto2014.wikispaces.com/+Photography+Resource+Page . Students are asked to post a resource of their own choosing on Good Composition. 2. Using their iPad or iPhone, students are instructed to go on a photo shoot concentrating on the top ten compositional rules. 3. Students are encouraged to use their favourite photography app to capture their images. 4. Students create a video using Videolicious of their ten best shots. Explanations using the voiceover are required for each choice of compositional rule. References are included for any camera apps used in creating the shots.

5. Students post their video link with references on their ePortfolio Weebly page titled Good Composition and email the link to their instructor. 6. Students are asked to view videos of at least three of their classmates and make a comment on each. Content: Video is supplied for review of good composition rules. Students research and contribute their own best resource on good composition to class wiki resource page. Classmates are able to view all contributions made by students. Compute: Students use apps of their choice to manipulate images and complete compositional shots. Capture: Students record their voice to explain rules used in their shots. Images are created using mobile device on its own or with an app chosen for a creative effect. Communicate: Students post the link to their video online and comment on their classmates` creations. Links are sent out by email to the instructor.

Lesson Three: Depth of Field

1. Students review depth of field video posted on class wiki site https://woodlandsphoto2014.wikispaces.com/+Photography+Resource+Page and post a link to their best Depth of Field resource researched on the internet 2. Students are asked to shoot shallow and deep depth of field images 3. Students Present at least 3 shots each of shallow and deep depth of Field recording the aperture and shutter speed for each. 4. Finished products are presented in Videolicious, Haiku Deck, or YouTube , or by student choice. 5. Students email their presentations to the instructor and post to their Weebly ePortfolio page called Depth of Field. 6. Students view at least three posts of their classmates and comment on a one they have not yet posted to.

Content: Students are able to view videos provided by the instructor and by other students in the class. Compute: Students manipulate images and use applications to record aperture and shutter speed on image. Capture: Students usedepth of fieldimages to create a presentation using the app of their choice Communicate: Presentation links are emailed to the instructor and posted on Weebly ePortfolio pages for whole class to view. Students comment on work of others on the Weebly blog page called Depth of Field.

Using mobile devices for the three lessons allowed me to concentrate on anytime, anyplace learning with an emphasis on self-regulated learning. Students could easily do these lessons on the run or while visiting friends. The lessons allowed them to access content, compute using applications to upload and manage work, capture images and audio to share information and creations and communicate with the instructor, their peers and globally on their websites. The apps Videolicious and Haiku Deck were chosen for presentations for student work because they are free and very easy to use on mobile devices. Students who have their own devices will also have their own preference for apps they most like to use so student choice should be factored in lessons. I am quite positive Videolicous wuld soon become popular with the students, Videolicious allows you to video and use audio to describe your presentatio or you can choose to just use the microphone. Each picture slide is numbered and you tap on the enxt slide when you are ready to continue. The only disadvantage to the recording in Videolicious is that you must get the recording done on the first take (or write out what you would like to say in a script) because there isnt a way to edit. If a mistake is made you must reload all the images and start fresh.

Resources: Beem, J. 2013, March 2. A Beginners Guide to Mobile Learning. Retrieved from http://www.teachthought.com/trends/mobile-learning-trends/a-beginners-guide-to-mobile-learning/ Garg, A. & Samuel, A. Design eLearning for iPads(tablets). Retrieved from http://www.upsidelearning.com/articles/mlearning/designing-elearning-for-ipads.pdf