Reflection - Task 3

Reflection: Task 3

After spending time learning about different presentation tools throughout the last few weeks I have discovered a lot more exist than I first comprehended. This discovery threw my brain into overdrive and confusion with the endless resources available. so where to begin and how to chose what to use. My first criteria was; can I use it easily for the purpose of pedagogical learning for all of my students. Then, can my students use my selected tool to improve their learning capability and interact with the material.

After looking into slide share and Padlet I found that the creation of the projects have to be done on another platform and then uploaded to this site for others to access. These are good sites for what they offer, however not what I am interested in sharing yet. With these two platforms many people can access the data at the same time, making it a great space for the education space. I did create my own Padlet account for a quick visual example: https://padlet.com/hoopsmick73/gbfcodum7ev6mhbb  

I then looked into how Thinglink operated. This is getting closer to what I am interested in exploring further, however I am too unfamiliar with the intricacies of this platform to delve into much more than a perusal. It does offer awesome interactivity with the ability to add tags and extra information to original media. This can be an excellent resource for teachers to engage with students by embedding detailed data into a simple image, or by letting the students create their own details to an existing image.

Image 1: https://www.thinglink.com/en-us/edu

 

 

 

So in the end I settled with the familiarity of Power point, with the option of uploading the project onto sharing platforms such as the ones mentioned previously. As I started the creation of a presentation I discovered more and more interactive features designed to engage learners. Features such as audio, video, screen changing and a whole lot more.

Here is a highlight of how you can amend the audio function within Power Point.

 

The ability to share, export or save creates diverse mechanisms for allowing the presentation to be seen by different audiences. This feature allows teachers to share with their students through school used programs such as One Drive or One Note, where the students can access and view the resource independently.

Power Point also has the ability to screen record. This will be invaluable for students creating graphics or needing to record assignments online. My son used this feature to record and commentate a Minecraft assignment and submit to his teacher.

One of the drawbacks of using Power Point is that there is only one author, however there is the ability to make comments. When shared with peers there is a mechanism of gaining feedback prior to presentation. The technical skills and ability required to create a presentation is simple, basic users will be able to create dynamic presentations. Advanced users will be capable of making the presentation dance on the screen.

Just incase the embedded Power Point doesn't work I have a link to a Power Point that showcases some simple skills, such as placing audio over the presentation and embedding a video in Power Point as part of the presentation, as well as some different ways to flick to the next screen. ( I hope it works)

PP demo 

As with all digital media there are legal, safe and ethical protocols to follow. If AITSL standards are maintained students should be working in safe and ethical spaces. This being said, best practice is to re-iterate acceptable behaviour and good ITC protocols prior to starting.

The use of Power Point can be utilised in higher level learning by students of all abilities. Here is an example of a project the can fit the SAMR model.

Substitution	Students are given an overview on ancient China and the dynasties that formed China, through a power point presentation
Augmentation	Students are to find images and information about the leaders of different dynasties online.
Modification	Students create an audio file about each leader and place a picture representing the dynasties in a timeline
Redefinition	Students create a movie using the gathered information about the dynasty leaders and their accomplishments.