Creation Process of "Cladograms & History of Telephones" Multimedia Video
(WGU TDT 1: Task 3)
1.Purpose of Multimedia Project
The original purpose of this multimedia project was to provide students who were absent with a similar experience that students in-class had during this activity. The secondary purpose of this video is to highlight my experience in how providing realia in the classroom for students to interact with can be the perfect bridge to explaining a new concept.
Target Audience of Multimedia Project
There are two target audiences for this video, and the first intended audience were the students who weren’t able to attend the activity in-person, but could still watch the video to experience the history of phones. The second intended audience is other educators who are interested in curriculum design and development. When I discovered that I had the elements to make this lesson into a physical experience because of my landline and cell phone collection, it elevated the lesson and provided the boost of engagement needed for students to understand a concept and then apply it to the evolution of organisms.
Software Used in Multimedia Project
For this project I used Screencastify to record a video using my document camera, and then the editing software provided by Screencastify. This software was the obvious choice as it provided students with a clear view of the assignment paper, as well as an aerial or top-down view of the different models of phones over the years. I also used a website to download two videos from youtube that showed footage of how the first versions of crank-powered telephones and phone line switchboard operators worked. I imported the mp4 files into Screencastify’s editing program and removed the audio so that I could provide the voiceover during the video footage.
Process to Create Multimedia Project
To record a video using my document camera, I completed the following steps:
1. I clicked on the Screencastify Google Chrome extension, which then allowed me to choose the “webcam only” option. I set up my document camera as my main webcam and microphone.
2. I then clicked the “record” button. I proceeded to recreate the lesson by talking through and modeling what I saw and experienced when handling each of the different types of phones.
3. When I was finished I clicked the “stop” button in the lower right-hand corner. This then prompted a new tab to open with my recorded video.
To download the video files from a youtube video, I completed the following steps:
1. To download the video footage of the historic crank phone and phone operator lines, I entered the YouTube url into the ww.ssyoutube.com website.
2. I then clicked “download” which allowed me to select the option to download the video as a file on my computer.
3. I repeated these steps for the two videos used in the lesson video.
To edit the video footage, I completed the following steps:
1. To edit the video I clicked the “open in editor” button located on the top menu bar.
2. I edited the video by removing any mistakes or any dead time by finding the section of the video and then clicking the “cut” button located in the lower left of the screen. I made two cuts, one for the beginning of the time I wanted to delete and one for the end of the time I wanted to delete.
3. Once I did that I selected the video clip and clicked the “delete” button.
4. To add in the videos that I had downloaded from YouTube, I clicked the “add media” button in the lower right-hand corner of the screen, and selected the “upload” option.
5. I selected the MP4 video file from my computer and clicked “open”. Screencastify processed the video and then added it to the end of the entire video.
6. When I found the area I wanted to add it to, I clicked and dragged the video to the appropriate spot after making a cut in the original document camera video.
7. I clicked the “edit audio” button located at the bottom of the imported video file and lowered the volume to mute. This then allowed my voice to be the voice over instead of the original audio.
Conceptual Framework Process
The conceptual framework for this lesson and video recording of the lesson came from the original activity document that I found on Google. There are many versions of this lesson/activity, and I investigated each to see how it could be better adapted to fit the needs of my students. I broke the lesson down into three parts, and then broke those down into these steps:
Part 1: Simple Cladogram Analogy
1. Read the background information on cladograms and establish that looking at the evolution of phones is an analogy
2. Explore differences in three types of cell phones to determine which model has each of the qualities
3. Use simple example to have students evaluate which phone has a closer relationship to phone C
4. Ask students to put differences between phones A and C into a sentence instead of a table
5. Ask students to define what a cladogram shows using the simple phone analogy example
Part 2: Talk and explore history of phones by using cladogram as a timeline
1. Go through the cladogram from left to right and talk about how each model of the phone is different from a different branch.
2. Talk about the similarities and differences of phones two different branches from the same main branch
3. Continue to talk about the fine details of what past phones were like to use
4. Continue to show the evolution from landline phones to early cell phones and eventually touch-screen smart phones
Part 3: Students place phones within the cladogram timeline
1. Model what self-talk would look like for a person trying to place each type of historic phone into the correct place on the cladogram
2. Talk with students about whether these additions should be on their own branch versus another split on an already established branch
3. Help students place phones by asking questions and providing answers to help them understand older technology
4. Allow students to put their practice into meaningful words by answering the question about what they can infer about the relationship between phones B and C
Part 4: Individual Practice
1. Now students are going to use their practiced knowledge of the evolutions of phones to apply it to the history of how organisms evolved and changed over time
2. This section is for students to practice without teacher guidance or prompting- let them make the connections
The creation of this video lesson happened after I had taught the lesson and done the activity with multiple class periods, which helped me to anticipate any questions or misunderstandings about what students knew and did not know about the history of the phone. Because I did not have access to an old crank-style phone, I searched videos online to try and supplement students’ experience with seeing the patterns between developments of new phones from the previous model. I am thankful that I was able to add in the footage of the switch line operators and how crank phones were literally attached to the wall of people’s homes. By the time I had recorded this video, I knew the “script” in my mind and how to make that more effective for a student watching the lesson instead of experiencing it in-person.
The original purpose of this multimedia project was to provide students who were absent with a similar experience that students in-class had during this activity. The secondary purpose of this video is to highlight my experience in how providing realia in the classroom for students to interact with can be the perfect bridge to explaining a new concept.
Target Audience of Multimedia Project
There are two target audiences for this video, and the first intended audience were the students who weren’t able to attend the activity in-person, but could still watch the video to experience the history of phones. The second intended audience is other educators who are interested in curriculum design and development. When I discovered that I had the elements to make this lesson into a physical experience because of my landline and cell phone collection, it elevated the lesson and provided the boost of engagement needed for students to understand a concept and then apply it to the evolution of organisms.
Software Used in Multimedia Project
For this project I used Screencastify to record a video using my document camera, and then the editing software provided by Screencastify. This software was the obvious choice as it provided students with a clear view of the assignment paper, as well as an aerial or top-down view of the different models of phones over the years. I also used a website to download two videos from youtube that showed footage of how the first versions of crank-powered telephones and phone line switchboard operators worked. I imported the mp4 files into Screencastify’s editing program and removed the audio so that I could provide the voiceover during the video footage.
Process to Create Multimedia Project
To record a video using my document camera, I completed the following steps:
1. I clicked on the Screencastify Google Chrome extension, which then allowed me to choose the “webcam only” option. I set up my document camera as my main webcam and microphone.
2. I then clicked the “record” button. I proceeded to recreate the lesson by talking through and modeling what I saw and experienced when handling each of the different types of phones.
3. When I was finished I clicked the “stop” button in the lower right-hand corner. This then prompted a new tab to open with my recorded video.
To download the video files from a youtube video, I completed the following steps:
1. To download the video footage of the historic crank phone and phone operator lines, I entered the YouTube url into the ww.ssyoutube.com website.
2. I then clicked “download” which allowed me to select the option to download the video as a file on my computer.
3. I repeated these steps for the two videos used in the lesson video.
To edit the video footage, I completed the following steps:
1. To edit the video I clicked the “open in editor” button located on the top menu bar.
2. I edited the video by removing any mistakes or any dead time by finding the section of the video and then clicking the “cut” button located in the lower left of the screen. I made two cuts, one for the beginning of the time I wanted to delete and one for the end of the time I wanted to delete.
3. Once I did that I selected the video clip and clicked the “delete” button.
4. To add in the videos that I had downloaded from YouTube, I clicked the “add media” button in the lower right-hand corner of the screen, and selected the “upload” option.
5. I selected the MP4 video file from my computer and clicked “open”. Screencastify processed the video and then added it to the end of the entire video.
6. When I found the area I wanted to add it to, I clicked and dragged the video to the appropriate spot after making a cut in the original document camera video.
7. I clicked the “edit audio” button located at the bottom of the imported video file and lowered the volume to mute. This then allowed my voice to be the voice over instead of the original audio.
Conceptual Framework Process
The conceptual framework for this lesson and video recording of the lesson came from the original activity document that I found on Google. There are many versions of this lesson/activity, and I investigated each to see how it could be better adapted to fit the needs of my students. I broke the lesson down into three parts, and then broke those down into these steps:
Part 1: Simple Cladogram Analogy
1. Read the background information on cladograms and establish that looking at the evolution of phones is an analogy
2. Explore differences in three types of cell phones to determine which model has each of the qualities
3. Use simple example to have students evaluate which phone has a closer relationship to phone C
4. Ask students to put differences between phones A and C into a sentence instead of a table
5. Ask students to define what a cladogram shows using the simple phone analogy example
Part 2: Talk and explore history of phones by using cladogram as a timeline
1. Go through the cladogram from left to right and talk about how each model of the phone is different from a different branch.
2. Talk about the similarities and differences of phones two different branches from the same main branch
3. Continue to talk about the fine details of what past phones were like to use
4. Continue to show the evolution from landline phones to early cell phones and eventually touch-screen smart phones
Part 3: Students place phones within the cladogram timeline
1. Model what self-talk would look like for a person trying to place each type of historic phone into the correct place on the cladogram
2. Talk with students about whether these additions should be on their own branch versus another split on an already established branch
3. Help students place phones by asking questions and providing answers to help them understand older technology
4. Allow students to put their practice into meaningful words by answering the question about what they can infer about the relationship between phones B and C
Part 4: Individual Practice
1. Now students are going to use their practiced knowledge of the evolutions of phones to apply it to the history of how organisms evolved and changed over time
2. This section is for students to practice without teacher guidance or prompting- let them make the connections
The creation of this video lesson happened after I had taught the lesson and done the activity with multiple class periods, which helped me to anticipate any questions or misunderstandings about what students knew and did not know about the history of the phone. Because I did not have access to an old crank-style phone, I searched videos online to try and supplement students’ experience with seeing the patterns between developments of new phones from the previous model. I am thankful that I was able to add in the footage of the switch line operators and how crank phones were literally attached to the wall of people’s homes. By the time I had recorded this video, I knew the “script” in my mind and how to make that more effective for a student watching the lesson instead of experiencing it in-person.
