- Zotero: Research Assistant When you download Zotero, you have access to a collection of data that will assistant in just about any research assignment you may be encountered with. I am excited to use this tool throughout my own educational journey, as well as share this tool with students and colleagues.
-While searching online for ideas and resources for my lessons, I came across a website called Edpuzzle.com. I would definitely encourage teacher and students to sign up with this website because once you do, you will receive access to thousands of educationally acceptable videos that are curriculum related and wonderful tools fir teaching or learning.
Podcasting with the 4C’s
- Creativity
- When students work with audio and video, they are given the opportunity to bring out their personality and showcase how much they know about the subject. Creativity can come into play by the way their show is created or by the way they deliver the content to their users.
- Collaboration
- When creating a podcast, students have the ability to roleplay as both the show host and content expert. Student projects can be set up as both individual or small group projects or can be structured as full class activities where groups of students are responsible for sections of the podcast.
- Communication
- The entire goal of a podcast is to communicate a thought or idea. For many, a student project might be as simple as speaking directly into an audio or video application with little to no editing or production.
- Critical Thinking
- When a student is asked to create a 5-paragraph essay, they are given a structured assignment When a student is given a microphone and a few guidelines for creating their content, the possibilities are limitless.
Podcasting through Bloom’s Taxonomy
Unlike the SAMR model, Bloom’s should be thought of in a linear fashion.
- Remembering
- Students learn how to bookmark podcasts on iTunes or create playlists using YouTube.
- Understanding
- Classrooms can create an account on iTunes or YouTube and use various audio and video shows as learning materials during lessons and classroom activities.
- Applying
- Students create audio/video projects and share them with each other so everyone learns from each other.
- Analyzing
- Student created audio/video projects are shared with others in the school. At the end of the projects is a question that leads to community involvement and engagement.
- Evaluating
- Instead of a traditional writing assignment, students are asked to create a video demonstrating a curricular concept.
- Creating
- Students create a blog that involves both written, visual, or audio content.
**Copyrights to https://www.teachercast.net/blog/samr-classroom-podcast-with-students/
Cognitive Theory of Multimedia Learning
The Cognitive Theory of Multimedia Learning builds on the Cognitive Load Theory, noting that working memory has two channels for information acquisition and processing: a visual/pictorial channel and an auditory/verbal processing channel (Mayer and Moreno, 2003). Although each channel has limited capacity, the use of the two channels can facilitate the integration of new information into existing cognitive structures. By using both channels, working memory’s capacity is maximized—but either channel can be overwhelmed by high cognitive load. Thus design strategies that manage the cognitive load for both channels in multimedia learning materials promise to enhance learning. In addition to the two key assumptions of dual-channel processing and limited working memory capacity, the Cognitive Theory of Multimedia Learning also articulates the goal of any learning as “meaningful learning,” which requires cognitive processing that includes paying attention to the presented material, mentally organizing the presented material into a coherent structure, and integrating the presented material with existing knowledge (Mayer and Moreno 2003)1.
Cognitive theory of multimedia learning!! Good one. Good find on the EdPuzzle site.
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