Reminder on who my audience is: My audience is specifically elementary art teachers, working full time. These users typically see 300-500+ students a week and have 3-6 different preps per day. Reminder on what my problem of practice is: The learning experiences and projects that happen in an Art room entail hundreds of supplies for hundreds of students. One of the most difficult things about managing all of these materials and supplies is swapping materials within the small amount of time between class periods, multiple times a day. Reminder on what my prototype is: A screencast video with my voice over it explaining to elementary students what a self portrait is and showing famous examples. If you'd like to see my prototype, click here. If you'd like to see how I tested my prototype, click here. What I was testing: I was testing to see if an educational video that I created can teach my students something specific (that I would be teaching them anyway) while simultaneously "buying" me more time for setup and cleanup of necessary materials from the previous and the next class. I decided to do the observation method where I was the user. As the user, I should see the 5 minute transition become a little calmer, with things being done exactly how I want them and I should have a moment to breath and reset between classes.
The planning: I had to imagine a day in the art room: What the previous class was doing and what the next class would be doing. I arranged the furniture in my living room to help resemble my classroom at school. I provided a timer that kept me on track as if it were an actual day in school. I asked my husband to pretend he was a group of students coming in at their specific class time. What happened: The first run through where I only had 5 minutes to get my to-do list done, I was rushing around my “classroom”. I kept checking the time, was frustrated and I actually worked up a sweat! I wasn’t even in my real classroom where the tables and supplies are significantly farther apart. When my “students” came in, I was not able to greet them at the door, I was not ready for them and I was a bit irritated because of all of this. That's not how I want to start off class. The second run through ran smoothly. Because of my educational video (which was 4 minutes long), I technically had 9 minutes to get my to-do list done and I did everything with time to spare. It put my mind at ease knowing that I would have extra time to swap something or place materials on tables as needed. I was able to greet my students at the door and calmly begin class. I started the prototype video and finished the last-minute things that needed to be done while my "students" were watching the video. Interesting outcomes: In the second run through, I actually had time to add things to my to-do list! Prior to students coming in, I had a moment to check email, take a drink of water and mentally prepare myself for my next class that came in. I also learned about a couple of pros and cons to this method:
Most importantly, I learned that although there are a few disadvantages to this process, I believe the time, energy and resources spent to make videos like this would worth it in the end.
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Reminder on who my audience is: My audience is specifically elementary art teachers, working full time. These users typically see 300-500+ students a week and have 3-6 different preps per day.
Reminder on what my problem of practice is: The learning experiences and projects that happen in an Art room entail hundreds of supplies for hundreds of students. One of the most difficult things about managing all of these materials and supplies is swapping materials within the small amount of time between class periods, multiple times a day. Reminder on what my prototype is: A screencast video with my voice over it explaining to elementary students what a self portrait is and showing famous examples. If you'd like to see my prototype, click here.
This video is an example of how my prototype would work in a classroom setting. In the video, you will see two run throughs:
1. In the first, I have exactly 5 minutes to get my to-do list done before my students walk in the door and I am expected to be ready to instruct. 2. In the second run through, I have the same 5 minutes but when students walk in, I gain an additional 4 minutes from my prototype video to get my to-do list done.
The learning experiences and projects that happen in an elementary Art room entail hundreds of supplies for hundreds of students. One of the most difficult things about managing all of these materials and supplies is swapping them within the small amount of time between class periods, multiple times a day. I have come up with an idea to help Art educators "buy" more time for set up, clean up, and everything in between. What I have come up with is not a brand new concept but I think the idea of teaching other teachers how to incorporate my idea is innovative and could potentially create a positive impact for teachers in all subject areas.
My idea is to create videos of an educator instructing a lesson, teaching an objective, or doing a demonstration which is meant to be played for students to watch in class. While the video is playing, the teacher has a couple of extra minutes to manage supplies and do whatever is necessary for the specific class at that time. The videos are not meant to be a replacement, just an aide when a teacher is short on time in between classes. Please watch my example video below and read the explanation and reflection below it to get a better idea of what I'm talking about.
Explanation: This video is a screencast that I made using my MacBook laptop. This is an example of a video that I could play when one of my classes is beginning a self-portrait project. While the introductory video is playing, I would be able to swap out any materials I might need, clean up a mess from the previous class, send an urgent email, get out demonstration materials, have a second to breathe or, most importantly, have things done the way I specifically want them done before I take over. This video reviews a powerpoint that I would plan on showing students anyway so, in a way, I believe this is simply working smarter, not harder. When the video is over, I can continue teaching, do a demonstration, address any specific individual's needs, answer any questions, discuss any concerns and clarify as needed.
What I've Learned: I've learned how easy it is to not only make a screencast on a MacBook, but edit it and upload it onto YouTube. This makes me wonder how easy it would be to teach others how to do this. I think different brands of technology would cause problems. For example it was very easy for me to do a screencast, edit my video and upload it to YouTube but how easy would it be using Google Chrome or a Windows laptop? I've also reflected on the process and have come to decide that the videos will probably be best if they are short, clear and concise - especially for my younger audience. In the future, I would try to keep it even shorter than the one I created above. I am also curious as to how I can make the videos interactive.
I created a bricolage model on my view of learning. See photos of it below and click to watch a video that further explains it and the process. You can also read a reflection about my process below the photos and videos.
Reflection
Personally, as an artist, I love creating and making things three-dimensional and making thoughts visible. However, this process was much different in terms of what I was representing. I found myself puzzled at first, unsure where to start and looking for inspiration in different places. Finally, after a couple of days of incubation, an idea popped into my head. Once I began making my three-dimensional model, the ideas seemed to flow much easier. There definitely was some trial and error, but I think I made a nice representation of my perspective.
Overall, I had fun, I am proud of what I created and I think it is unique. However, looking at the completed model, I think I overcomplicated it. It is overwhelming to look at and I don’t think the message I tried to send would be very clear without my explanation. This process made me realize how difficult it must be for others to create illustrations and models that represent complex ideas or concepts for textbooks, posters, websites, businesses, etc. On top of figuring out what the entire project would be, I came across numerous problems to solve in the creation process. For example: - What color pipe cleaners should I use? - Should I keep the toilet paper tube within the double helix for support? - How should I support it to make the structure stand on its own? - Is “Knowledge Base” a good way to refer to what I’m talking about? - Did I use too many colors? And so many more! |
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