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Assignment 3- Major Project (eP artifact) Application of the 4Cs OLTD 508 Lewis

OLTD 508
Assignment 3: eP Artifact
March 2014
Created by: Michelle Kennedy
















Assignment 3- Major Project (eP artifact) Application of the 4Cs OLTD 508 Lewis



OLTD 508--Assignment Three: eP Artifact
Submitted by: Michelle Kennedy

Project: Selfie Nation (access lesson on website: Psychology 12) created for Psychology 12

Description
The Selfie Project was created as a jumping off point for studying psychological concepts and
theories related to self, such as self-concept, self-perception and self-identity for Psychology
12. With the rapid evolution of social media websites, the selfie has become a ubiquitous
means of sharing personal aspects of the self, and many students are fully participating in this
phenomenon. The project is an attempt to create psychological understanding of the selfie
trend; providing an opportunity to begin looking at their [student] motivation for their own
behavior, and it also begins an exploration of the self, whereby they examine (on a variety of
levels) who they are.

The three key learning outcomes for this project are:
Describe key concepts, principles; use basic psychological terminology, concepts, and
theories in psychology to explain behavior
Interpret behavior at an appropriate level of complexity and analyze the contexts that
influence individuals behavior (e.g., self-perception, self-concept, personality traits,
abilities)
Recognize the power of the context in shaping conclusions about individual behavior
The learning outcomes are both indirectly and directly linked to the activities and main
assignment as the content provides an access point to some psychological terminology,
concepts, theories and key players in the field of psychology. At various points, students are
expected to be self-reflective, and are expected to take into consideration various
perspectives and contexts before making conclusions about individual behaviour.

As students are required to complete a variety of tasks before embarking on the final project,
the entire project takes at least three-five typical class periods to complete. When I taught
this in my brick and mortar school, my students required the entire week to complete the
activities, and now that Ive incorporated a blended learning approach in my classroom, Ive
found that students become overwhelmed if they are expected to work on more than one big
project per weekespecially when learning how to use technology is part of the structure of
the course. mLearning methods add another dimension of complexity to the teaching
methodology, although as Quinn (2011) states, the components for effective learning are the
same, introducing the learning, presenting the application of those concepts within
contexts, allowing the learner to practice the application in other contexts, and finally closing
off the learning experience. (Quinn, 2011). The tricky part is adapting the learning experience
to fit the needs of the mobile device, which is primarily a cellphone. In this project, the
cellphone is an elemental tool for capturing self portraits, so it works well as a mLearning
task, but other elements, such as screencasting may be more difficult on a small screen device.
Assignment 3- Major Project (eP artifact) Application of the 4Cs OLTD 508 Lewis


Weebly provides an excellent interface for mobile devices, and works well for viewing, reading,
writing, and creating on a smaller hand-held device. The survey, quiz tools also work
exceptionally well for mLearning and the Socrative tool is created for cellphone useas a
substitute for a clicker device. All of the tools Ive incorporated in the learning are ones that I
wouldnt hesitate to use in my regular classroom setting, provided students have access to
cellphones and other mobile devices. The assessment of learning would be similar to a
traditional learning experiences, such that I am looking at how well the material is presented
and if the students expressed their understanding of the learning outcomes in the activities
and final project. Specifically, I am looking for the following criteria when marking the final
project: Effectiveness and organization of overall presentation, quality of information, criteria
covered: the degree to which all aspects of assignment were covered, as well as interest and
understanding created for audience.



LESSON: Selfie Nation created for Weebly (adapted to fit requirements for mLearning)
GET STARTED Watch the video:
"Selfie Nation: The Social Self Portrait." Students are asked to think
about the nature of selfies and their personal use of them.
Activity 1.1: Complete a Survey:
Students complete a Survey Monkey survey on selfie use
(https://www.surveymonkey.com/s/KFJWQHR)

WORK ON IT Watch & View, Read
For a psychological perspective on the nature of selfies, students watch
teacher-created video (and/or view the PowerPoint slide show from
video. Youtube Video:
https://www.youtube.com/watch?v=ToXHnYVhcK0#t=10 PowerPoint
Slide Show from webpage:
http://mkennedypsychology.weebly.com/selfie-nation.html
Activity 1.2: Test Your Knowledge
Students asked to test their new found knowledge on the various
psychological perspectives of selfie photography by completing a
multiple choice quiz. Instructions for Students: Go to Socrative Student
Login Page and enter the room number: 615276
Activity 1.3: Discussion Board Posting
Student are expected to read the articles posted on the "What Selfies
Say About You" Tackk board and then add thoughts/comments to the
Padlet Board (second link below). <Note: I chose not to use the Tackk
board for discussion purposes as students were required to login to a
social media site, such as Facebook>. Instructions for Students: Click on
the Padlet to type response to the question posted on the board.

Assignment 3- Major Project (eP artifact) Application of the 4Cs OLTD 508 Lewis





SHOW IT Students complete the Selfies are Like Sweaters Project: Instructions to
students (on Webpage), which Ive adapted slightly here to address
mLearning)
1. Take at least 6-12 selfies on your cellphone that represent who you
are. Please see below about appropriateness of your selfie. Attempt to create
images that are reflective of the masks you wear with your friends,
family, teachers, for example. Also, show images of who you really think you
areyour true self.
2. Create an Explain Anything screencast video (click here to view video tutorial
on how to use Explain Everything) that will provide some understanding to
who you are. In this piece must explain how the respective images reflect
your self-concept, perceived self-concept and self-presentation (how you
present yourself).
Please consider answering the following questions when responding to this task:
How difficult is it to be yourself around your family, friends, and
other people?
Who would you find it difficult to be yourselfaround? Why do you this
is true?
Do you really know who your self is?
What or who influences how you see yourself at any given time?
How much impact do friends have on how you see yourself? What is the
impact of your family, advertising, school, and society?
What are the masks we often wear to hide who we really are?
How do you feel when you are wearing one of those masks? Real?
Phony? Scared? Confident?
3. Upload the screencast to Youtube (must use your Youtube channel
for this) and create a new page on your Weebly website titled: The
Selfie (click here for video tutorial on adding pages) and embed your
Youtube video into this webpage (click here for demo of how to add
Youtube video).










Assignment 3- Major Project (eP artifact) Application of the 4Cs OLTD 508 Lewis


Assessment:

When marking the SELFIE PROJECT, I will be considering the:
Effectiveness and organization of overall presentation
Quality of information
Criteria covered: the degree to which all aspects of assignment were covered
Degree of interest and understanding created for audience


Exceeds
Expectations
Overall Effectiveness and Organization: Overall, the project is extremely
effectively. Personal aspects of self are presented extremely well and
students reflected on a large selection of the listed questions. The
reader/viewer is left with a clear and complete picture of the choices for
images and what those images say about the student.
Quality: Information provided clearly relates to the main topic and includes
consistent use of supportive detail and examples.
Criteria Covered: All aspects were clearly covered
Audience: High level of interest for audience. Significantly increases the
readers understanding and knowledge of the student.

Meets
Expectations
Overall Effectiveness and Organization: Overall, the project is effectively.
Personal aspects of self are well-presented and student reflected on a
selection of the questions listed on assignment. The reader/viewer is left
with a clear picture of the choices for images and what those images say
about the student.
Quality: Information provided relates to the main topic and includes use of
some supportive detail and examples.
Criteria Covered: All aspects were covered
Audience: Average to high level of interest for audience. Raises the readers
understanding and knowledge of the student

Does Not
Meet
Expectations
Overall Effectiveness and Organization: Overall, the project is unclear.
Personal aspects of self are represented in a poor or unclear manner and
none of the questions from the assignment were answered, or if they
were, they were unclear or done with minimal thought and effort. The
reader/viewer is left with an unclear picture of the choices for images and
what how the images are reflective what those images say about the
student.
Quality: All information provided does not relate to the main topic and
there is minimal use of supportive detail or examples.
Criteria Covered: Missing some or many aspects
Audience: Low level of interest for audience. Fails to raise the
readers/viewers understanding and knowledge of the student.
Assignment 3- Major Project (eP artifact) Application of the 4Cs OLTD 508 Lewis



Selection of Apps and Webtools for mLearning
Tool/App
1. App/Web
Application
2. Cost

1. Description--Affordances & Capabilities
2. Tool/App Selection
3. Four Cs Integration


1. Web-based, apps for
Android and iOS
2. Free apps
1. Weebly is a simple-to-use website builder allowing teachers to create a
classroom website & blog, with the ability to add lessons, tutorials, video,
class calendar, homework assignment lists, announcements, discussion
board, surveys, accept student homework assignments online, etc.
2. Tool/App is appropriate for task as content pages are on the Weebly
website and students websites are also housed on my personal Weebly
for Education site. As well, the Weebly for Education site allows the
teacher to easily manage student website accounts and provides the
ability to keep websites private from the general public. Weebly has apps
for both android and iOS devices, making it quite desirable for mLearning
as students have a variety of devices (iOS and android). The cellphone
app is clear and easy to navigateable to create new entries, view pages
(clearly), and respond to others.
3. Content: Tool is utilized for purpose of delivering content to the
students in a clear and seamless fashion.
Communicate: Student add their selfie project to their (personal)
website for the purpose of sharing within the class


Padlet

1. Web-based app. No
app for android or iOS
mobile device,
although it works
seamlessly on any
mobile device
2. Free basic model
1. Padlet is a web based collaborative discussion-board/wall tool
that integrates well on an iPad or Android tablet.
2. Padlets are created by a teacher or student, customized with a
specific URL and privacy and editing settings can be
adjusted. Once created, the URL can be distributed to students or
group members who can then access the Padlet wall and also
embedded on a website. As a discussion tool, it is very easy for
students to useby double tapping on the wall, sticky notes with
either text or images pulled from the camera roll can be added to
the wall, allowing students to post their thoughts and responses
to questions for immediately viewing. This device is perfect for
synchronous learning as there isnt a time lag when adding
text/images to the wall. Another benefit is that students do not
need to create accounts for Padlet. The Padlet walls are stored in
a user's account permanently until deleted.
3. Communicate students participate in discussion board activity

Assignment 3- Major Project (eP artifact) Application of the 4Cs OLTD 508 Lewis




Explain Everything for
android
App for Android and iOS

3. $2.99 iOS; $3.54
Android

1. Explain Everything allows teachers and students to create
presentations, or record screencasts to demonstrate a concept or
illustrate a tutorial by combining images, text, and voice. Able to
export a project as an Image, PDF, Movie, or Project, and also able
to embed in website (through Youtube).
2. This screencasting app integrates with Google Drive, Dropbox,
Box and Evernote, and allows students to easily upload content to
personal Youtube channel for processing. The integration with
these cloud storage tools allows students to collaborate
asynchronously on group projectssee Video tutorial for
collaboration with multiple students. Some of the functionality is
on the technical side, but the interface is very user-friendly and I
chose this tool as there were many positive reviews and it has
apps for both android and iOS devices.
3. Communicate students create short screencast video explaining
their selfie image choices and upload video to personal website
for classmates to view.


1. Web-based,
android and iOS
apps available
2. Free Apps

1. Socrative is a smart student response system that empowers
teachers by engaging their classrooms with a series of educational
exercises and games. It is most often used for obtaining
instantaneous data on student (check for understanding, insight
on behavior and attitudes)
2. The apps are super simple and take seconds to login and were
created for use on a cellphone devices, working much like a
clicker. Socrative runs on a variety of tablets, smartphones, and
laptops and it generates feedback for the teacher, which is helpful
for checking that students are understanding (and
reading/viewing) the content. I chose this tool for its simplicity of
use for studentsthey are not required to create an individual
login profilethey only need to access the app or website and
type in the class numeric code and the test/survey will appear (as
teacher is only able to have one test run at a time).
3. Compute: Students read through PowerPoint slideshow and/or
watch teacher created video and then answer questions (quiz)
based on the content from slides.





Assignment 3- Major Project (eP artifact) Application of the 4Cs OLTD 508 Lewis



Survey Monkey
Web-based, iOS apps
available
1. Currently there is
no app for Android,
but the surveys are
optimized for just
about any mobile
device (including
android) so one is
able to take
surveys with ease,
whatever the
operating system
2. Free Web-based
service
.
1. Web-based tool used to create surveys, quizzes for students.
Survey Monkey offers a variety of features to customize your
survey, such as multiple choice questions or students respond to a
short answer question. The surveys will be saved and can be
edited at a later date.
2. Easy survey tool for creation purposes, also the quiz or survey is
very simple for students to use. Teachers share the URL for the
survey and Survey Monkey will collect all data. The teacher is able
to analyze the results at any point in the survey process and share
the overall results with students, which makes it quite valuable for
learning about student selfie behavior and attitudes. From my
perspective, the tool is very useful for gaining data, and sharing
data instantaneously with students.
3. Compute/Communicate: Students responses are used to gather
insight on students individual selfie sharing and views on selfies.
The survey responses are shared with class.


1. Web-based (no
app)
3. Free Web-based
service

1. TACKK is a web-based app that allows users to share and discover
from mobile devices. There is no app to downloadbut the tool is
embeddable in a website and it works well with mLearningonly
need to visit Tackk.com. Discussion board capabilities, but
students do need to log on with social media in order to use
discussion board.
2. Allows educators to creating digital assignments, homework,
blended learning lesson material, etc. Other features for
educators include: making a Tackk private to maintain student
privacy, it provides an easy to use interface enabling you to post
an image, video, or other content and add some text so you can
ask questions or post some other form of assignment. A
comments section is automatically available for each piece of
content, so theres an instant discussion forum. Ichosenottouse
thediscussionforumasstudentswererequiredtologontotheir
socialmediadevice,likeFacebook,inordertousethediscussion
board.
3. Content: Students read/view content related to topic (reading two
articles along with specific instructions).




Assignment 3- Major Project (eP artifact) Application of the 4Cs OLTD 508 Lewis



1. Web-based,
Android and iOS apps
available
2. Free
1. Video viewing and uploading service.
2. Excellent source for creating content and uploading video to
existing website. Simple tool to use to create video and it is linked
to the screencasting toolwhich will upload conted directed to
Youtube channel, and from here students can easily embed on
Weebly site. Students do need to create Youtube channel in order
to upload content to Youtube (for video creation), but many
student already have Youtube channels. Some issues with
inappropriate content popping up while viewing video.
3. Content: Students view content related to topic including a
teacher created video explaining the psychological implications of
selfie use. Students also required to upload their screencast
project to Youtube and then embed in personal Weebly website





Works Cited

ABC News. (2013). Selfie Nation: The Social Self Portrait . Retrieved from www.youtube.com:
https://www.youtube.com/watch?v=h9qjoIUKcfI
Alang, N. (2013, November 13). You are wrong about 'selfies,' they are not proof of narcissism. Retrieved
from The Globe and Mail: http://www.theglobeandmail.com/technology/digital-culture/you-
are-wrong-about-selfies-they-are-not-proof-of-narcissism/article15600483/
Drexler, P. (2013, September 13). What Your Selfies Say About You. Retrieved from Psychology Today:
http://www.psychologytoday.com/blog/our-gender-ourselves/201309/what-your-selfies-say-
about-you
Quinn, C. (2011). Mobile Learning: Landscape and Trends. Santa Rosa: The eLearning Guild Research.

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