Production 1 was my first official class in my graduate program. So naturally I was feeling lots of different emotions. I was excited to start, but I was also nervous. I wasn't sure if I was going to be able to do all the work. After the first day of class, and after I saw all of the coursework, I was very thankful that I had just purchased a new lap top. I knew there was no way I would have been able to complete the assignments on my dinosaur of a lap top that I had been using for years from when I was an undergrad at Seton Hall.
After seeing and hearing about all of the assignments, I was definitely nervous about being able to complete them. The digital story assignments definitely worried me the most, especially after the class when we looked at Premier Elements. My head felt like it was going to explode that day! I figured that the digital stories would be the most difficult, and that the poster assignment would be the easiest for me. Well, I was wrong. Although the digital stories took a lot of planning and prep work, I enjoyed doing these assignments the most.I loved how they turned out, and enjoyed seeing other peoples'. The poster project was actually more challenging to me. I am more tactile and like to do real life posters, and discovered this upon setting up the poster for class. I also was under the impression that we would be able to pick our own topic for the poster, so I had a topic in my head the whole semester. After I found out the topic had to be something in the book, I sort of lost my passion for the project. It was also hard for me to find a template I liked and re-did it several times until I was somewhat happy with it.
I also enjoyed completing the Wiki. It was fun to work with my group, and after it was all done, I personally felt very accomplished! I really did enjoy learning all of the new skills in this class, and am thankful I feel more up to date with technology. One thing I wish we could have spent some more time on was PowerPoint. Some of the undergrads did some really cool PowerPoint work and I would have loved to see how it was done. All in all, it was a great class!!
Wednesday, December 15, 2010
Wednesday, December 1, 2010
Social Networking and Education~Poster
While creating this poster I kept in mind that for it to be most effective it should be neat, clear, concise, and have some color. Keeping the font consistent is also important as well as not having an overload of text or pictures.
Poster project 12.10
View more presentations from stephaniehykey.
Wednesday, November 10, 2010
Tuesday, November 2, 2010
Wednesday, October 20, 2010
Autism links~ signs of autism
I thought these links would help people understand more of what the symptoms look like since it is hard to tell from just a picture.
Wednesday, October 13, 2010
Questions for Will Richardson...
2. I work in a catholic school, so the funding is limited, even scarce when it comes to technology. Do you have any suggestions of how I could go about helping obtain more technology for my classroom/school? Do you know where I can obtain funding from or where I could get a grant from?
Thursday, October 7, 2010
Tuesday, September 28, 2010
Wednesday, September 15, 2010
Dual Coding Theory
Dual Coding Theory…is it effective?
As an educator currently studying about different visual theories of communication, the question of its effectiveness has been posed. The visual theory I have taken an interest in is that of “dual coding.” The author of dual coding is Allan Paivio of the University of Western Ontario. According to Wikipedia, “Dual Coding Theory” (2010), this theory states that both visual and verbal information are processed differently and along distinct channels with the human mind creating separate representations for information processed in each channel. Both visual and verbal codes for representing information are used to organize incoming information into knowledge that can be acted upon, stored, and retrieved for subsequent use.
There have been many studies that support this theory as being effective. According to the same article “Dual Coding Theory” in Wikipedia (2010), supporting evidence comes from research that shows that memory for some verbal information is enhanced if a relevant visual is also presented or if the learner can imagine a visual image to go with the verbal information. Likewise visual information can often be enhanced when paired with relevant verbal information, whether real-world or imagined (Anderson and Bower, 1973). I also have seen evidence of its effectiveness, within my own classroom. While teaching the third grade, I noticed some of my students were having trouble memorizing the meaning of the vocabulary words. So I decided to try something with them. I decided to use both pictures and words together. Instead of just having them define the vocabulary word, I assigned them to illustrate the word in order to help them memorize its meaning in their own way. (Of course I checked for validity of their pictures to match the meaning so they would be studying the correct meaning of the word. ) After the students completed this task, they began doing much better with their vocabulary words. And why wouldn’t they? They were using both words (verbal) and pictures (visual) to memorize the meanings of the words. Doesn’t that typically make memorization easier?
Think back to a time when you had to build something or put something together. Do you remember what the directions said? Probably not! But could you remember (even vaguely) what that diagram looked like of the item you were putting together? Odds are you can answer “Yes” to that! For example, when I put together a storage unit (nothing crazy, it was from Target) I basically just looked at the visual diagram to put it together. Of course the descriptive words helped as well, so the visual and verbal combination was a “win-win” for me as I put together the storage unit without any help. (This is a big feat for me! I typically make a phone call if a battery needs to be changed.) I could even probably do the same task again, even faster the second time around because it was stored into my memory. With just the directions, I probably would have been able to complete the storage unit, but it would have taken me a lot longer to do so. The visual image of the step by step process, as well as of the completed product, definitely enabled me to complete the task at hand in a much quicker time frame.
How do you feel about the “dual coding theory?” Have you seen it work in your classroom and/or in your personal life? As I’ve been researching this topic, I’ve come across some great informative sites/videos. One site I'd like to share http://tip.psychology.org/paivio.html and one video I’d like to share is as follows (this video was created by Eric Langhorst of Walden University posted on http://www.youtube.com/):
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| Image from speakingaboutpresenting.com |
As an educator currently studying about different visual theories of communication, the question of its effectiveness has been posed. The visual theory I have taken an interest in is that of “dual coding.” The author of dual coding is Allan Paivio of the University of Western Ontario. According to Wikipedia, “Dual Coding Theory” (2010), this theory states that both visual and verbal information are processed differently and along distinct channels with the human mind creating separate representations for information processed in each channel. Both visual and verbal codes for representing information are used to organize incoming information into knowledge that can be acted upon, stored, and retrieved for subsequent use.
There have been many studies that support this theory as being effective. According to the same article “Dual Coding Theory” in Wikipedia (2010), supporting evidence comes from research that shows that memory for some verbal information is enhanced if a relevant visual is also presented or if the learner can imagine a visual image to go with the verbal information. Likewise visual information can often be enhanced when paired with relevant verbal information, whether real-world or imagined (Anderson and Bower, 1973). I also have seen evidence of its effectiveness, within my own classroom. While teaching the third grade, I noticed some of my students were having trouble memorizing the meaning of the vocabulary words. So I decided to try something with them. I decided to use both pictures and words together. Instead of just having them define the vocabulary word, I assigned them to illustrate the word in order to help them memorize its meaning in their own way. (Of course I checked for validity of their pictures to match the meaning so they would be studying the correct meaning of the word. ) After the students completed this task, they began doing much better with their vocabulary words. And why wouldn’t they? They were using both words (verbal) and pictures (visual) to memorize the meanings of the words. Doesn’t that typically make memorization easier?
Think back to a time when you had to build something or put something together. Do you remember what the directions said? Probably not! But could you remember (even vaguely) what that diagram looked like of the item you were putting together? Odds are you can answer “Yes” to that! For example, when I put together a storage unit (nothing crazy, it was from Target) I basically just looked at the visual diagram to put it together. Of course the descriptive words helped as well, so the visual and verbal combination was a “win-win” for me as I put together the storage unit without any help. (This is a big feat for me! I typically make a phone call if a battery needs to be changed.) I could even probably do the same task again, even faster the second time around because it was stored into my memory. With just the directions, I probably would have been able to complete the storage unit, but it would have taken me a lot longer to do so. The visual image of the step by step process, as well as of the completed product, definitely enabled me to complete the task at hand in a much quicker time frame.
How do you feel about the “dual coding theory?” Have you seen it work in your classroom and/or in your personal life? As I’ve been researching this topic, I’ve come across some great informative sites/videos. One site I'd like to share http://tip.psychology.org/paivio.html and one video I’d like to share is as follows (this video was created by Eric Langhorst of Walden University posted on http://www.youtube.com/):
Thursday, September 2, 2010
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