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AUTHOR Burns, Mary; Dimock, Vicki; Martinez, Danny TITLE TAP into Learning, Fall-Winter 2000. INSTITUTION Stanford Univ., CA. ERIC Clearinghouse on Educational Media and Technology. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 2000-00-00 NOTE 26p.; Winter 2000 is the final issue of "TAP into Learning CONTRACT RJ9600681 AVAILABLE FROM For full text: http://www.sedl.org/tap/newsletters/. PUB TYPE Collected Works Serials (022) JOURNAL CIT TAP into Learning; v2 n3, v3 n1-2 Fall-Win 2000 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Computer Assisted Instruction; Computer Software; *Computer Uses in Education; Constructivism (Learning); Educational Technology; Elementary Secondary Education; *Hypermedia; Interactive Video; Learning; Learning Activities; Multimedia Instruction; *Multimedia Materials; Visual Aids IDENTIFIERS Reflective Inquiry; Technology Role
ABSTRACT This document consists of the final three issues of "TAP into Learning" (Technology Assistance Program) .The double fall issue focuses on knowledge construction and on using multimedia applications in the classroom. Contents include: "Knowledge Under Construction"; "Hegel and the Dialectic"; "Implications for Teaching and Learning"; "How Can Technology Help in the Developmental Process?"; "Type I and Type II Applications"; "Children's Ways of Learning and the Evolution of the Personal Computer"; "Classroom Example: Trial of Julius Caesar's Murderers and Court Case Website"; "Glossary of World Wide Web Terms"; "Hypermedia: What Do I Need To Use Thought Processing Software?"; and "What Do I Need To Make a Web Page in My Class?" The winter issue, "Learning as an Active and Reflective Process," focuses on the process of learning and on using video in the classroom. Contents include: "Action + Reflection = Learning"; "Paulo Freire and Education for Critical Consciousness"; "Combining Action and Reflection in the Classroom"; "Video Documentaries: Stories from the Past"; "Storytelling in a Digital Age"; "Getting Connected"; "Screenwriting Software"; "Video Editing Software"; and "Is There a Low-Tech Alternative to All of This Video Editing and Screenplay Software?" Both fall and winter issues present a framework for constructivism, highlighting six principles that were distilled from a variety of sources on constructivism, brain research, and education research as well as Southwest Educational Development Laboratory (SEDL) staff members' experiences as teachers, learners, and observers in classrooms. Both issues include an annotated list of electronic resources. (AEF)
Reproductions supplied by EDRS are the best that can be made from the original document. TAP into Learning Vol 2, Issue 3, Vol 3, Issue 1 Fall 2000 & Vol 3, Issue 2 Win 2000
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BESTCOPYAVAILABLE Volume 2, Issue 3 Volume 3, Issue 1 Hegel and the Fall 2000 Dialectic KnowIde und Georg IN THIS ISSUE Wilhem Friedrich Using Hypermedia on Hegel Construct (1770- Knowledge under 1831) was Construction 1 Learning is a process of accommodation, assimilation, or rejection to construct a German
Hegel and new conceptual structures, meaningful representations, or new mental models. idealist philosopher the Dialectic 1 whose key philosophical tenet was his proposal Implications for Learning is notan isolated or static process, nor does it that all of history, and Teaching and Learning 3 occur in a vacuum. We enter learning situationsindeed, all indeed all human thought How Can Technology and experience, could be Help in the Developmental situationswith some form of prior knowledge. As we interact Process? 4 with the world around us, and the infinite variety of images, understood through the ideas, information, and other stimuli that comprise our world, concept of the dialectic. Type I and Type II The dialectic is a tri- Applications 5 we are constantly constructing, revising, and reconstructing partite construction, Children's Ways of our knowledge and beliefs to create a new framework of consisting of the idea of Learning and the understanding. Knowledge then is constantly under construc- a thesis, antithesis, and Evolution of the synthesis. Our knowledge Personal Computer tiona dynamic, evolutionary, developmental process. Think for a moment about your knowledge of the world and the and concepts are con- Classroom Example: structed through opposi- Trial of Julius Caesar's beliefs you held as a child, as a teen, and ten years ago. tion to something else. Murderers and Court How and why have your beliefs changed? Why did you Case Website 7 We form concepts of a hold the views you did at those particular points in time? person, object or idea Glossary of World Learning is also determined by our level of biological and Wide Web terms 9 through our interaction psychological development. As the writings of the Swiss with and experience of it. Hypermedia: What Do I Need to Use Thought continued on page 2 continued on page 2 Processing Software? 10 What Do I Need to Make a Web Page in A Framework for Constructivism My Class? 11 Learners bring unique prior knowledge Learning is developmental. We make sense and beliefs to a learning situation. of our world by assimilating, accommodating, Knowledge is constructed uniquely and or rejecting new information. individually, in multiple ways, through a variety Social interaction introduces multiple of authentic tools, resources, experiences perspectives on learning. To learn more about and contexts. Learning is internally controlled and mediated SEDL's Technology Learning is both an active and a reflective process. by the learner. Assistance Program. These six principles were distilled by the staff of SEDL's Technology Assistance Program from a visit our Web site at variety of sources on constructivism, brain research, and education research as well as staff members' http://www.sedl.org/tap. experiences as teachers, learners, and observers in classrooms.
3 2 tAP into Learning
Hegel and the Dialecticcontinued from page 1
For example, let's examine the way a young child forms an understanding of a dog: She can touch it, play with it, smell, see, and hear it. Her concept of "dog" is formed by these experience with this particular canine. For her, "dog" may be small, brown, long haired, with floppy ears, and a long tail. This paradigm of knowledge about "dog" is the young child's thesis. However, she will soon encounter another image of a dogdifferent from the paradigm she has con- structed. This new dog will have different characteris- tics: perhaps it is large, black in color, with short hair, ears, and tail. Though perhaps not conscious of her construction of knowledge, the young girl must make a decision: does she accept this new creature Knowledge under Constructioncontinued from pa,ge 1 as "dog" or reject this creature as "not" dog? psychologist Jean Piaget (1896-1980) assert, children think and Hegel refers to this reason differently at different periods in their lives. The cognitive confrontation of conflicting development of a child passes through a series of stages: from the information as the sensorimotor stage, during which the child gains motor control, antithesis. By assimilating/ through the pre-operational stage, when the child acquires verbal accepting this information, the young girl's concept skills. During the concrete operational stage the child begins to of "dog" becomes more complex: the dog can have deal with abstract concepts such as numbers and relationships. many colors, be of varying heights and different Finally, in the formal operational stage, the final stage of cognitive breeds. Thus, by experiencing this contrasting notion development, the child begins to reason logically and systematically.' of dog (the antithesis) and assimilating or accommo- Learning is oftentimes fraught with tension and conflict. If new dating it into her original understanding or thesis information matches our existing understanding, we can easily of a canine, the young learner forms a synthesis assimilate it. However, if new information does not match our a fuller realization of "dog." This is a rather simplified example of a profound existing knowledge frameworkor threatens our existing corpus process in human intellectual development. This of knowledgewe must either accommodate the new information, dialecticthe constant interplay of thesis, antithesis by forming new understandings or re-evaluating our prior and synthesisis an apt metaphor for learning: as beliefs and reconstructing our prior theories, or reject that new we develop higher forms of knowledge, we constant- information.2 This continuous struggle between pieces of varying ly confront more complex and abstract pieces of and oftentimes conflicting informationthis dialectic of learning information and must decide how to reconcile often occurs constantly, sometimes consciously; more often than not, divergent pieces of information. Learning is therefore unconsciously, and contributes to our overall construction of often a process of conflict resolution. knowledge. Learning then is rarely a final product. More often Hegel had an immense influence on American it is a constant evolutionary, and sometimes revolutionary, process. pedagogy. The American Hegelians, as they were called, indelibly impacted the American educational system: William Torrey Harris, whose views on 1 Plucker, J. Histoiy of Influences in the Development of Intelligence Theory and Testing. http://www.indiana.edu/-intell/piaget.html. December 1998. Accessed August 2000. Piaget's education helped to shape the public school four stages of mental growth form the foundation in American education of our understanding system; Susan Blow, the leader of the 19th century of intellectual development. Piaget himself is considered one of the fathers of constructivist learning theory. kindergarten movement; and John Dewey, America's 2 Piaget, J. (1952). The Origins of Intelhgence in Children, 6. New York: International Universities leading education philosopher, and considered Press, Inc. by many to be one of the founding fathers of 3 Hamilton, S. Hegel's Influence on American Education. constructivist learning theory.3 http://www.geocities.com/Athens/5079/hegedu.html. January, 1997. Accessed August 2000.
4 TAPinto Learning 3 mpat ons fo a -eacngand L nu Theory aside, as teachers, we know that structures, higher order reasoning learning is a developmental process. We see skills, and understanding complex and the ways in which children, as they mature, often conflicting information. In fact, can handle more difficult cognitive tasks Piaget strongly advocated learner-centered and develop the ability for more abstract environments that allow for discovery and sophisticated thinking and expression. of new ideas and materials: the teacher The idea of learning as a developmental should allow students the opportunities to process is also formalized in the American assimilate and accommodate new mental educational system through Bloom's models. Children, Piaget noted, need to be Taxonomy.4 Bloom identified six levels active: exploring, manipulating, questioning, within the cognitive domain, from the and discovering answers for themselves. As simple recall or recognition of facts, at the much as possible then, instruction should lowest level, through increasingly more be individualized, and the teacher should complex and abstract mental levels, such act as a facilitator, motivating and guiding as comprehension, application, analysis, students, and providing for curriculum synthesis, and finally, evaluation, the that allows for discovery.5 highest order. This classification system Activities should be developmentally has influenced the way we structure appropriate yet challenging enough to curriculum, impart information, and allow for a certain level of frustration design assessment tools. on the part of the learner. Without this The traditional transmission model disequilibrium (Piaget's term) or antithesis, (e.g., lecture/short answer format), arguably the oppositional challenge to the learner's efficient in terms of transmitting large quan- framework of understanding, the student's tities of information within a compressed belief system is not challenged and the time frame, focuses too intently on the potential for greater intellectual growth is product of knowledge (i.e., a certain stifled. Or to use Bloom's taxonomy once amount of information as evidenced by how again, the learner should scale the levels many pages of text were covered, notebook of intellectual development. pages filled, or grades received). As we Consequently, where and when possible, have discussed thus far, learning is equally we should encourage students not simply a process that must be examined and under- to think within their existing intellectual stood. Thus, the transmission model does paradigm, but "outside the box," to develop not allow for the time that learners need to critical thinking skills, to challenge, invent, engage with objects, people, and concepts, and create. History is replete with evidence and at the same time examine their relation- that the great intellectual discoveries ships with such resources. Nor does it allow and ideological shifts of the ages were for the necessary reflection and dialoguing accomplished by individualsCopernicus, that allows teachers and learners to Galileo, Newton, Einstein, to name but a track the development and unfolding of fewwho confronted the boundaries of procedural knowledge and to construct the existing paradigms of knowledge and meaningful representations of information. began to explore and embrace new (and In contrast, learner-centered environ- often scorned) concepts, create new bodies ments appear to offer the best potential of knowledge, and transform our beliefs for the development of new conceptual about particular disciplines.6
4 WestEd. Bloom's Taxonomy. http://www.dfin.org/library/dlIguide4.html. July, 1998. Accessed August, 2000. Bloom's Taxonomy, devel- oped in 1956, by Benjamin Bloom and a group of educational psychologists, is a classification of levels of intellectual behavior impor- tant in learning. This system of classification includes three overlapping domains: the cognitive, psychomotor, and affective. 5 Ginn, W. Jean Piaget: Intellectual Development. http://129.7.160.115/inst5931/PIAGET1.html. July, 1995. Accessed August, 2000. 6 See Kuhn, T.S. (1962). The Structure of the Scientific Revolution. Chicago: The University of Chicago Press. 4 TAPinto Learning o \i/Can&nugyHep the Deveopmentaprocess? Since learning occurs by interaction them, both concretely, through text, and with somethinga resource, material, or more abstractly and creatively through the personparticularly one that is challenging, use of sound, video, and graphic represen- certain types of technology appear to help tations. With simulation software, or more with a child's intellectual development. interactive types of software, students can When used appropriately, technology can enter a virtual setting in which they are become a "mind tool, function(ing) as confronted with new organizations of reality an intellectual partner with the learner to and intellectual challenges, which they must engage and facilitate critical thinking and overcome to advance or continue in the higher-order thinking." 7 Further, it can game. In simulation applications that have enable students to manipulate information an adversarial element (various chess in a manner that accelerates both under- programs, for example), or a problem-based standing and the progression of higher component (See, for example, The Energy order thinking skills. Finally, because of °Isis Game at
7 Jonassen, D. (1996). Computers in the Classroom: Mindtools for Critical Thinking, 3. Englewood Cliffs: Prentice Hall 8 Adams, S., & Burns, M. (1999). Connecting Student Learning and Technology, 27. Austin: Southwest Educational Development Laboratory. 9 Ibid. TAPinto Learning 5 Type I and Type II Applications
Not all instructional software is equal in its educational outcomes, not even when it shares the same content area focus. Just as a saw and a plane shape wood differently, each type of software tool Generally stimulate relatively Generally stimulate relatively shapes learning in different ways. As passive intellectual involvement active intellectual involvement educators, it's important that we reflect on the part of the user. on the part of the user. on and think critically about the design of software applications and how they support learning. The following classroom example Are usually aimed at acquisition Are usually aimed at accomplishing of facts by rote memory. more creative tasks. provides an illustration of the different types of learning that occur with different types of software. The software developer The user, rather than the software Mr. LaGrange's 6th grade geography predetermines almost everything developer, is in charge of almost class began the year as it always does: that happens on the screen. everything that happens. with a unit on the United Statesidentify- ing the states and memorizing the state The type of interaction between The user has a great deal of capitals. Following a week of textbook user and machine is predetermined control of the interaction between and map activities focusing on the 50 by the developers of the software; the user and machine, and there states and their capitals, students utilized the user's contribution must is an extensive repertoire of the freeware application, USA Puzzle (avail- conform to a very limited range acceptable user input. able at http://www.torpedosoftware.com) in of acceptable responses. which the user can assemble a puzzle of the United States and match the capital Everything the software is capable It generally takes many hours with its appropriate state. The software of doing can usually be observed of use before the user has seen has varying levels of difficulty from 1 to 20 in a very short period of time, everything that a specific program and provides the user with an automatic frequently in ten minutes or less. is capable of doing. feedback mechanism and score. Working in pairs, students spent C. Maddux, D. Johnson, and J. Willis (1997.) Educational Computing: Learning with several hours using USA Puzzle. Because Tomorrow's Technologies, 2d ed. Boston: Allen & Bacon. the software is designed as a self-paced, stand-alone application, Mr. LaGrange htm) to help his students in this task. observed but gave little assistance to his While USA Puzzle was a self-contained students. Their time using USA Puzzle paid application that led students through the off: when orally tested almost all students activity, On Top of the World offered no could recognize each of the 50 states such guidance or feedback and thus and identify the various state capitals. The required more active participation by educational outcomestudent recognition the teacher. Mr. LaGrange employed of state shapes and identification of state the scenario of sailors on a sea voyage capitalshad been achieved. circumnavigating the globe. He guided Later in the school year, the class moved the students' exploration from one location on to longitude and latitude, a common but to another with a series of increasingly complex concept that involves mathematical complex problems centered on the concept and spatial skills. Mr. LaGrange's goals for of latitude and longitude ("You are leaving this unit were more ambitious than for the the west coast of Africa headed for New states' unit: He wanted students to under- Orleans. How will you get there?", "You stand the concepts of latitude and longitude must now journey from Australia to the and be able to utilize them as a navigational North Pole. Which line of longitude will device. Again, Mr. LaGrange employed a you follow?", "You're at the North Pole. software application, On Top of the World Travel forward one hour in time."). In Light (available for $15.00 from such ill-structured problems, the student http://www.tiac.net/users/hlynka/ontorder. responded to the problem in differentiated continued on page 6 6 TAP into Learning Type I and Type II Applications continued from pa,ge 5
and individual ways, based on his or application (On Top of the World Light) her experience and reasoning processes. relied on the students' prior knowledge Furthermore, students had to learn to to enable them to scale the ladder of figure out the problem-solving process intellectual development and understand as well as find the solution. Mr. LaGrange abstract concepts, analyze and synthesize gauged students' success by observing new information and evaluate the their ability to navigate from one point to effectiveness of their decisions. another and by assessing their ability to USA Puzzle is an example of a "closed," comprehend the concepts of latitude and "full," or Type I software application, while longitude, utilize analyze and synthesize On Top of the World Light is an "open," information, and evaluate the fastest routes "empty," or Type II application. One is to circumnavigate the globe. not better than the other, nor are both Developmentally, by their very design, equally effective in achieving the same each type of software application resulted sorts of learning. Like all tools, Type I in very different types of learning. While and II applications by their very design the drill-and-practice software (USA Puzzle) achieve different instructional outcomes. helped students recognize and identify As with all tools their strength rests in information, the more open-ended appropriate use.
7 Children's Ways of Learning and the Evolution of the
, Personal Computer Most adults appear to agree that children take to computers quite easily, indeed almost instinctively. Why is it that five year olds can effortlessly (and embarrassingly for their parents and teachers) master technology while novice adults often struggle with moving a mouse? In the 1970s, engineers at the Xerox Palo Alto Research Center (PARC) labored on the optimal interface design for personal computers. The computer, in its early form, was difficult to understand and manipulate. Its interface was command-driven; 4 essentially the user typed lines of code that prompted the computer to perform particular functions. Engineers wanted to understand how computers could be made more intuitive and user friendly. Using a group of children as their objects of study, they noted the ways in which the children interacted with and explored computers. Steve Jobs, the 24 year old founder of Apple Computer, visited the PARC campus in 1979. Xerox had just purchased shares in his fledgling company and in exchange had invited Jobs to use some of its research ideas. Jobs observed the engineers' innovations based on children's ways of learning. Using these modifications, Jobs and his partner, Steve Wozniak, created the Apple computer. Its inclusion of a "mouse" and its user-friendly interface based on a graphical user interface and object oriented programming, made Apple the first commercially successful computer. Microsoft later adapted these innovations for its Windows platform.1°
10 Compiled from a variety of sources, including Triumph of the Nerds hup://www.pbs.org and Weyhrich, S. http://www.hypermall.com/History/ah08.hunl. July, 1998. Accessed August 2000.
8 BEST COPY AURA TAP into Learning 7 Classroom Example: Tr aD ofQ.ed usCaesar's fturderersnd C urt Case bs t
"Have you reached your verdict?" and took a final unit the judge addressed the jury foreman. test, on which most did well. Yet, as she "We have your honor. We find the attempted to probe their defendants, Brums and Cassius, not understandings of the complexity of circum- stances and motives leading to Caesar's guilty of treason against Rome for assassination by two Roman praetors, the murder of Julius Caesar." Brutus and Cassius, the teacher was dissatis- Elated, the defense team broke fied. The students' understanding seemed superficial; their responses formulaic How into high fives, hugs, and cheers. could she best get them to think critically The prosecution sat silently, showing about the events they had just studied? Because of its adversarial nature, a trial no reaction to the verdict. is an extremely nuanced and complex Nearly two millennia after his death in process. Attorneys must identify key players 44 B.C., the motives for the murder of the and facts, recognize motives and patterns Roman dictator, Julius Caesar, still arouse of behavior, comprehend large amounts of discussion and debate. Was Caesar a tyrant information, organize ideas, analyze and who planned on subverting the Roman synthesize data, apply knowledge, choose Republic by making himself king, thereby among alternatives in problem-solving, and granting himself absolute power? Were evaluate ideas or actions. Further, they must Brutus and Cassius, his associates and formulate and put forth their arguments in a assassins, patriots who saved Rome from cogent and credible fashion and understand probable tyranny, or were they anarchists opposing belief systems and strategies in who took the law into their own hands, order to counter and manipulate them. murdering Caesar for less noble reasons? The teacher decided that a mock trial The death of Julius Caesar had spawned would be the best vehicle for fostering a civil war, but no legal investigation critical thinking skills. into the motives of his assassins, Brutus The trial was modeled on the American and Cassius. Thus, in light of this grand legal system, and two lawyers from the historical omission, these fourteen year community provided in-class consultations olds stepped in where the Roman legal about various legal and courtroom system had left off: putting Caesar's murders procedures and placed themselves on call on trial. Were Brutus and Cassius guilty of after school. Students were very excited treason, or were they patriots who had at having such "real-life" expertise at their saved Rome from despotry? disposal and approached the exercise with This 8th grade Latin class at McMillan tremendous gravity. The prosecution team Junior High School in Omaha, Nebraska (those representing Rome) and defense team had just completed a three-week unit on (those representing Brutus and Cassius) the life and death of Rome's most famous voted for their lead lawyers, produced a set ruler and general, Julius Caesar. Students of witnesses (e.g., Marc Antony, Cleopatra, read Roman history texts, took notes from Caesar's widow), chose witness roles, and teacher lectures, viewed the film, Julius began planning their legal strategies. Caesar and parts of the movie, Cleopatra, continued on page 8
9 8 TAP into Learning
Trial of Julius Caesar's Murderers and Court Case Websitecontinued from page 7
through her questions guided students to a particular strategy or issue that they may have missed. In particular she encouraged students to anticipate the other team's arguments, to think as the opposing team would and in doing so address, defend against, and manipulate their arguments in a way that would best help their case. During the trial each day after school, the defense and prosecution met separately in two classrooms using Inspiration to map out that day's events, create decision Chief line trees, organize emergent information of defense and strategies, and plan the next day's testimony and strategies. Word about the trial spread through Could have Nurtured by Refused crown taken control Caesar; Went on the junior high school and other students three times of Egypt, to become Rome's began to ask to be involved. Students from but didn't greatest ruler a 7th grade Social Studies class asked to serve as jurors. One teacher volunteered to give up her one of her plan periods to serve as the judge. An Inspiration All research was conducted via the While listening to her Latin colleague Concept Map Internet and through library reference books discuss the upcoming trial during lunch after school. Class time was used for con- one day, the 8th grade Language Arts structing their legal strategy and preparing teacher had an idea: Why not volunteer her for the trial. Because of the complexity of Language Arts students as court reporters the students' tasksgathering information, and news analysts? But instead of having organizing ideas, mapping strategies, and her students word process the trial notes designing questions and possible answers and opinions that only they and she saw, for both their witnesses and opposing they could create a web site which all witnessesthe teacher was concerned that students could access for a daily trial students have a powerful enough tool that summary. Since one of the 8th grade would help them unlock all of their ideas Language Arts' outcomes was the ability and strategies, brainstorm, and think and to write persuasive arguments, students organize ideas on multiple levels. Thus, stu- could not only document the trial, but dents used the thought processing software also editorialize on its proceedings and on Inspiration® as an organizational tool for the justice or injustice of the final verdict. planning their legal strategy. Each day, as Further, students would gain the valuable they prepared for the trial, students used skill of learning how to organize and Inspiration to create timelines of events, present informationan online newspaper. color code friendly and hostile witnesses, The Latin teacher enthusiastically agreed. organize and express their ideas, create As the trial progressed over the next three questions for both their and the opposing weeks, the Language Arts students con- team's witnesses, and map relationships structed their web page using a free web among key players. At the end of the day, editor. They reported on the trial, organized they gave a copy of their Inspiration chart information, interviewed key players, and to the teacher who checked it to make sure inserted digital images. They searched the each team was organized, prepared, and Internet and created links to other sites on had logical and comprehensive strategies. Julius Caesar and to other famous trials (the She returned each copy the next day with Scopes, Lindbergh, and Standing Bear trials, comments and suggestions. for instance). Most important, they evaluat- In class, the teacher circulated between ed both the proceedings of the trial and its the groups, listening to their strategies, and outcome, and debated the merits and
1 0 TAP into Learning9 demerits of one another's opinions. In order WWW Terms to do this students applied the thinking processes of analysis, synthesis, and evalua- Browser:An application that allows Internet users to find tion in Bloom's Taxonomy. Not only had information on a number of topics hosted by a multitude of the construction of the web site allowed Internet "servers." The most popular browsers are Netscape them to learn content, it had allowed them and Internet Explorer. to delve into the complexities of the court case and hone rhetorical skills. The site served as a valuable resource not only the Downloading,Moving a file, photo, etc. from a server or students involved with the court case, but Internet to your own computer. Conversely, uploading, is for parents and other school colleagues. the process of moving files and folders from your computer to a server.
n this newsletter, we discuss learning as a FTP,File Transfer Protocol allows users to transfer files over a developmental activity in which learners are network from one computer to another. A major channel for continuously faced with new information, distributing software, folders and files on the Internet. which they must accommodate, assimilate, or reject. The teacher certainly could have FMK:HyperText Markup Language is a set of "tags" that tells a ended the unit on Julius Caesar without Web browser, such as Netscape Navigator or Internet Explorer, conducting a lengthy and complex court how to display the document. case. Students would have emerged from the unit with a repository of information on the dates, characters and events leading HTTP:HyperText Transfer Protocol (HTIP) defines how Internet to and immediately following Caesar's information is transferred through the World Wide Web over assassination. In Bloom's developmental the computer network. framework, they would have attained the levels of recognition, recall, and possibly Internet:A network of many computer networks that comprehension. Most likely this body of communicate across dedicated high-speed phone lines. knowledge (thesis) would remain static and students' memories of the events and Link:The underlined text the user clicks on to take him/her motives resulting in Caesar's death would to another page or another location on the page. Links are have faded over time. the essential components of hypermediathe gateways to Instead, by engaging students in the other sites. very active and challenging experience of a court case, both the Latin and Language Arts' students wrestled with contradictory Server:A computer on which large amounts of data and pieces of evidence (thesis/antithesis) and software are stored and from which they can be retrieved. accommodated their belief systems to Servers are normally much more powerful than local or desktop accept newand often unwelcome computers and "serve" information to your local computer. information. This interplay between often conflicting pieces of knowledge and the URL:Universal (or Uniform) Resource Locator. The address of process of evaluation, analysis and synthesis an Internet site. It usually has the following naming conventions: of facts in which students engaged, resulted http://www.sedl.org in the construction of new frameworks of http defines how the information will be transferred. The three knowledge and the development of higher symbols [II], [:1 and [.] separate different types of information. order thinking skills. Thus learning became sedl is the name of the organization (and also the server in a dynamic process, as opposed to a static this case) and org indicates the type of institution. end product. Over time, students may have forgotten much of the content surrounding Caesar's assassination, but they gained World Wide Web:The "Web" (abbreviated WWW) is a procedural knowledgethe ability to hypermedia system for distributing information on the Internet. analyze data, present arguments, synthesize Because it is a hypermedia system, it supports the use of text, informationa skill set that transcends graphics, sound, video, and hypertext (a series of links that one particular content area. allows you to "go through" one document/site/photo into another). Documents are linked through HTML.
11 BEST COPY AVAILABLE 10 TAP' into Learning
Inspiration The most common thought processing soft- Hy&Vieda ware found in schools today is Inspiration. Intuitive and easy to use, Inspiration allows Hypermediaare applications that allow the user to navigate students to develop ideas, visualize thinking through a series of linked elements (e.g. text-to-graphics, graphics-to- and, in Inspiration 6, publish diagrams video). For the user, such structure allows for greater interactivity and in HyperText Markup Language (HTML). greater flexibility in creating the organization of an end product. Check out their web site for great ideas on using Inspiration across all subject areas. What Do I Need to Use URL:
Thought Processing Concept Draw Software? Though not as commonly used as Inspiration, Concept Draw is another good thought Thought processing software, though not processing tool that allows students to make as common in schools as word processing idea webs and concept maps. The great software, is increasingly popular in quality of its images and its extensive libraries classrooms across the nation. Unlike word and templates make this a powerful tool. processing software, which tends toward URL:
12 BEST COPY AVELABLE c rUurft uI .1itit, di. TAP into Learning 11 olibtll * $ CtLoIIII_Fap1).ilLsol4ro() ( o 141.41144.6L.Idt,,AsnotAiaboahb abil) A . tbr !tea .1.0:4bTa7Nbst.IIIL,;atnoaDY)00.6.1PrO.b-t); ,Ibo.:-.1.1..reLjocapr.-)baLefiptra .w.--a.-baL.rth_Actplibabetait,ii attotior. IllIaraLbaltonioom() ( (bbaboa.st..koq+C) Tar opbTLLao IIIkyreLbadD,bpo,bnimetto: it 6to.cbamaL.Ie.LaabArtve.ao.i)diel'Obi4bi.bOblAYOLIatlit m 'Aregy04- fla 1 . dbcocowabAbr*LvolIorrovimairVii.: Ibiamaaabc) tar OW Inky' jdtd4ri340.-.1.0bati4 0.4101.1.4.40,1,41iiiitAL Irc1on4brreaL1 PAW Gawp,: Ifal,ealresetio4 jArra Li:W.I.:L*4j]; . 1,I fttLLL/21. ritcobbo [tarp j) ( ;:tb. b tar Alb )5I.r ,m19,1.1pArrarararr Juror/aLdkr,rapSom.babrI .1111;:pmf.1)Kga,ta; Eta (cab; L , (tokpabatoorp. aellvoosia. L ciajbtr IIII.paprolap, ar.m.rItti:sarigstar. borax.. Lt toljbLe,taaaabiObababoai.lbt+ebt )ii 44.4 4,14:124111. layartaaatiLL)Ae fo.b)Str.:irdadltrdoconatk.,a1.11- ) ..I! 4.) 47sa-vi! s1.1 vU Q.6j41:t .40awatt°141jSia..tilltEri.141:rajSta .:Lbst[ble 021' .L5Ajfieragagtii)1, ob.) :oraLOblbtr); it (dab :meal', t bmoi-Arrati I j. A web page as we see it... And behind the scenes: the same page in HTML. is an easy and user friendly Mac 1- 1 P client There are a number of commercially Demos (the transferring files are accompanied by a available web editors: Dreamweaver, Additionally, most little animated terrier) that is free to educa- GoLive!, Front Page, Hot Dog, to name companies will allow tors. WinFTP is a Windows PTP client that is but a few. Before spending money on you to demo their available free from http://www2.pcworld.com/ them, you may want to experiment with a software for 30 days, Just search for "WinFrP." number of web editors and see what you after which it expires. For a good step-by-step guide on using like. If so, we have a few suggestions. This is a good way Fetch, go to 13 1EST COPY AVAIIIABL1R 12 TA P :ntoLearning Hypermedia continued from page 11 To contact the Technology Finally, you don't need a web editor to For more information on learning or Assistance Program, please create web pages. Many word processing using HTML: call us at 1-800-476-6861 or write to us at Technology software programs and electronic presenta- 1. HTML Quick Reference Assistance Program, SEDL, tion programs, such as Microsoft Word and 211 East Seventh Street, URL: 11 These are examples of what tags look like, not actual HTML tags. 14 ',Technology 4ssistince' [Trogrim , Volume 3, Issue 2 Winter 2000 Paulo Freire and Education for Critical Acton+ Refecton Consciousness IN THIS ISSUE Using Video .earnDng Action + Reflection= Learning is both an activeand reflective process. Though we learn Learning 1 by doing, constructing, building, talking, and writing, we also learn Paulo Freire and by thinking about events, activities and experiences. This confluence Education for Critical of experiences (action) and thought (reflection) combines to create Consciousness 1 new knowledge. Both action and reflection are essential ingredients Paulo Freire, 1921-19972 Combining Action 3 in the construction of knowledge. Indeed it is difficult to extricate and Reflection in the Reflection, for the influen- Classroom one from the other since we are often "parallel processing"1 reflecting upon activities even as we are in the midst of doing or tial Brazilian educator Video Documentaries: experiencing them. Because learning is so often subconscious, we Paulo Freire, was the Stories From the Past.. 5 don't realize we've actually gained new knowledge or understanding critical component of Storytelling in a until we stop to contemplate a particular activity. Reflection then education. Reflection, Digital Age 6 is the vehicle for critical analysis, problem-solving, synthesis of he believed, resulted in Getting Connected 9 opposing ideas, evaluation, identifying patterns and creating "critical consciousness" Screenwriting meaning in short, many of the higher order thinking skills in which learners become Software 10 that we strive to foster in our students. continued on page 2 actors, not observers, Video Editing Software 10 and authors of their Is There a Low-tech 1 Caine, R. & Caine, G. (1991). Making Connections, 29. Menlo Park, CA: Addison-Wesley/ Innovative Learning Publications. own decisions. Alternative to All of This Video Editing and 2 Photo used with the permission of the Instituto de Paulo Freire in Slo Paulo, Brazil. Screenplay Software?..12 http://www.paulofreire.org/ continued on page 2 A Framework for Constructivism Learners bring unique prior knowledge Learning is developmental. We make sense and beliefs to a learning situation. of our world by assimilating, accommodating, Knowledge is constructed uniquely and or rejecting new information. individually, in multiple ways, through a variety Social interaction introduces multiple of authentic tools, resources, experiences perspectives on learning. To learn more about and contexts. Learning is internally controlled and mediated SEDL's Technology Learning is both an active and a reflective process. by the learner. Assistance Program, These six principles were distilled by the staff of SEDL's Technology Assistance Program from a visit our Web site at variety of sources on constructivism, brain research, and education research as well as staff members' http://www.sedl.org/top. experiences as teachers, learners, and observers in classrooms. 15 2 TAP into Learning Paulo Freire and Education for Critical Consciousness, Learning is Both Active and Reflective,continued from page 1 continued from page 1 "We apprehend the objective data of our reality The optimal learning environment provides sufficient time for through reflection,"5 Freire wrote in 1973. When both action and reflection. This is often difficult given the pressure to cover the curriculum and prepare students for state exams. we as learners do not reflect on our place in the Because of these and other demands, we often must end an world or critically evaluate the validity of informa- activity without giving students some formal or informal means of tion presented to us, Freire claimed, we become discussing what and how they have learned. Thus, an opportunity passive and superficial, accepting faulty logic, for the meaning making, the introspection of reflection, is lost, and true learning is not fully actualized. Further complicating this, in untested ideas, and allowing ourselves to be our formation as teachers we may not have learned how to engage swayed by deceptive arguments and polemics. students in authentic speech where they are allowed to honestly By combining action and reflection, we create share their viewpoints about a particular activity, as opposed to what Freire called praxisa set of practices giving formulaic answers (reflection versus recitation). We may informed by reflection. Thus our actions are not attempt to get students to reflect but they sit silently, unwilling or unused to sharing their thoughts, and we are unsure of how to random or haphazard but informed and deliberate elicit such thoughts. and we are aware of why we do what we do. Yet, as humans, we are reflective beings, who by our very In Freire's model of education, the teacher nature constantly search for meaning.6 Speech our ability to is a co-learner with his or her students. Freire was communicate conceptscan shift us from a state of unawareness to deliberate, self-conscious action. This helps us internalize critical of teachers who did not believe that their and link thought to action, allowing us to problem-solve, create students had the ability to "discuss, to work and coherence, and form patterns of understanding.7 Yet, in the to create." "Education is an act of love and classroom, students' "social speech" the sharing of their thoughts courage," wrote Freire in Education for Critical and ideas with classmates is often silenced, thus stifling "inner speech": the internal realizations and concept-formations that Consciousness. "It cannot fear the analysis of can result in higherorder thinking.8 reality, or under pain of revealing itself as a farce, As teachers we may have experienced the situation where we avoid creative discussion."4 actually learn a certain subject more when we have to teach it than Freire utilized the component of reflection in when we studied it as students. Certainly, this is the result of our do (teach) the materialto engage with the adult literacy programs he devised for peasant actionour having to it in an authentic and meaningful manner. But it may also be the farmers in northeastern Brazil. So successful was result of our having to think about/reflect uponthe material. this educational method that formerly illiterate Thus our understanding of the material is both broadened and adults exhibited reading success in a matter deepened. This holisticapproach "captures" the greatest amount of days.5 Freire's use of reflection and critical of learning. As learners we are constantly constructing, revising, and consciousness in adult education has been reconstructing our knowledge and beliefs to create a new emulated by adult literacy educators throughout framework of understanding. Reflection is the engine that drives the globe. this process. Through reflection students build upon and develop existing understandings to generate new knowledge. 3 Freire, P. (1973). Education for Critical Consciousness, 3. New York: Seabury Press. 4 Ibid, 38. 5 De Paiva Bello, J.L Paulo Freire and a New Philosophy for Education. http://pedagogia.click2site.com/pfreire.htm. (Accessed November 2000). See also Brown, C. (1975) Literacy in Thi?ty Houm Paulo Freire's Literacy Process in Northeast Brazil. London: Writers and Readers Publishing Cooperative. 6 Caine, R. & Caine, G. (1991). Making Connections, 29. Menlo Park, CA: Addison-Wesley/ Innovative Learning Publications. 7 Wittgenstein, L. (1965). The Blue and Brown Books, 106-107. New York: Harper Torch Books. Vygotsky, L (1978). Mind in Society The Development of Higher Psychological Processes, 25. Cambridge: Harvard University Press. 8 Vygotsky, L (1962). Thought and Language. Cambridge: MIT Press. The terms, "social speech" and "inner speech" are Vygotsky's. 16 TAP into Learning 3 Combining Acfi rid Ref ecliti fln t assroo Reflection does not mean that we sit in about a particular domain and demonstrate Reflection the lotus position, hypnotically humming mastery of it. Because of the pressure meditative chants. Reflection can be associated with tests however, they may is both active and multi-modal. Opportunities be imperfect reflection tools. Students don't for reflection should occur before, during see them as non-threatening but often as and after activities. That way students can another meaningless academic hoop they "internal take note of their learning starting point, must jump through or as a potential trap assess their progress in the midst of the to "catch" the student. speech" unit and critically evaluate their own While tests will always be with us in the learning at the end of the activity. classroom setting, it's important to utilize A key to helping students reflect other tools and methods to wed action and make meaning of their learning is a and reflection and provide students with good, open-ended questioning technique structured opportunities for reflection. Such designed to plumb the depths of student opportunities can certainly be evaluative understanding. In addition to the "what" both formative (on-going) and summative questions (as in, "What did you learn?", (final). We'll examine a few below: "Now what?" and "So, what does this mean?"), the "why" and "how" questions Writing. Essays, journals, letters, and written ("Why do you believe that now?", persuasive arguments are all effectual "How has your knowledge of this topic means of prompting student reflection. changed?") propel students toward broader Students can do reflective writing individu- and deeper understandings and encourage ally or with one or more students. Journals, students to actively participate and evaluate especially if not graded and if their private their own learning. nature is maintained, can be a very potent As important as questioning techniques tool for prompting student reflection. They and is the atmosphere of the learning environ- are particularly effective if writing is on ment. For students to feel comfortable going (e.g., a 10 minute free- or guided- "social sharing their views honestly and openly writing activity at the beginning of the class (reflection rather than recitation), they period handwritten in a small notebook) must feel that their opinions are valued and if the teacher dialogues with the speech" and will not be ridiculed or minimized. In student in the journal. This intimate, essence, the teacher must strive to create an shared expressive space can help to atmosphere based on trust and respect and create a feeling of trust that prompts the must act as a co-learner with the student. student to be more open with teacher Educational research also speaks of the need in other academic matters. to establish "active and passive" space places where students can reflect and Computer Mediated Communication.Anyone retreat from others to work quietly and who has spent time with students knows intrapersonally, as well as places for active that many of them are enamored of tech- engagement and interpersonal learning.9 nology, especially of the various features As teachers we utilize action and of the Internet. Bulletin boards, e-mail, list reflection on a continual basis in a variety servers and chat rooms can all be effective of formats: dassroom activities and evalua- means for eliciting student reflection about tions. A test, for example, is both an action a particular activity. The teacher can and reflection tool, prompting the student establish and monitor a chat room that to think about how much he or she knows continued on page 4 9 Lackney, J. Twelve Design Principles Based on Brain-based Learning Research. http://www.designshare.com/research/BrainBasedLeam98.htm. Accessed November 2000. 17 4 TAP into Learning Combining Action and Reflection in the Classroom,continued from page 3 allows students to communicate synchro- for students to assess their learning, share nously (in real time) about a particular opinions, and discuss concepts about a topic, while bulletin boards, e-mai1,10 group particular activity. These shared dialogical emails (such as the free service E-Groups 11) spaces can assist learners to make sense of and list servers also allow students to their learning and the leamings of others.12 discuss relevant academic topics asynchro- The range of questions and comments nously. Their asynchronous nature may posed by a variety of individuals offers allow for more reflection time on the part multiple perspectives on a concept or event of the student, and by establishing threads, and spurs deeper and different types the teacher can keep bulletin board and list of deliberation on the part of the learner. server discussions from meandering (too Individual conferences with the teacher, if far) off topic. Finally, the anonymity of conducted in an open, non-threatening these communication media may allow for atmosphere, can also be a wonderful way less inhibition on the part of the student. for student and teacher to co-reflect on an event, story, or learning experience. Guided Reflection Activities.There are many simple guided reflection activities that spur Student Portfolios.Portfolios, both digital students to reflect on their learning, to and non-digital, are an excellent way of critically evaluate knowledge (as is age prompting students to reflect on both the appropriate) and to become cognizant subject matter learned and on their own of their new formations of knowledge. learning. Because they can be saved or Elementary school teachers (in particular) digitally stored, students can revisit their often end units of study by asking students earlier opinions, beliefs, and ideas, contrast- what they've learned from a particular ing this "old" knowledge with their current activity, thus blending action and reflection. worldviews. Digital portfolios, such as elec- Life maps, where students draw important tronic slide shows, multimedia presenta- personal landmarks and developmental tions, and hypermedia (such as web pages) routes, can be adapted for an provide a forum for students to both academic exercise. Finally, the construct the fruits of knowledge while KWL activity: "What do we know? simultaneously reflecting on it, sharing their What do we want to know? What understandings with a larger audience in have we learned?" is a commonly the process.13 used tool for getting students to reflect upon what and how much Art.Many students are much better they have learned about a particular expressing their ideas visually rather body of knowledge. than verbally or in writing. Drawing and painting, especially for younger students, Discussion.As humans we are may be a more appropriate way to elicit speech-making beings and many reflection and analysis about a particular students welcome the chance to topic or series of events, especially share their "inner speech" with their for students who have some level of classmates. Whole group, and more discomfort communicating orally or intimately, small group and paired through the written word. discussions, provide varied formats 10 For a list of free e-mail services, including free e-mail for kids, check out http://www.pipcom.com/-smorey/email_internet.html 11 http://www.egroups.com 12 Shotter, J.Talk of Saying, Showing, Gesturing and Feeling in Wittgenstein andINotsky. hnp://www.massey.ac.nz/-ALock/virtuallwinvyg.htm. Accessed November 2000. 13 For more informationon student portfolios, seethe following resources: http://www.ed.gov/pubs/OR/ConsumerGuides/admuses.html, http://www.uni.edu/coe/portfolio/, or http://www.kent.svednetedu/toolbox/portfolio.html is TAPinto Learning 5 After they had collected a sufficient amount Te hig Stories of information, the students began to assem- ble this information as a video documentary. From the Past Using a video camera, music keyboard, and a computer, the students captured sound and images about their topics. Each documentary ecorded history may be viewed as was a product of the ideas and images they the story of humankind told through the felt were important. Throughout the process perspective of numerous individuals. This of both collecting the information and select- story comes to us from person-to-person ing the ideas and images to include in her/his oral accounts, inscriptions on walls or tablets, production, each student went through a handwriting on scrolls, or recorded as text process of reflecting on what was important in a book with the invention of the printing to communicate about the topic under study. press. The history recorded in "text books" Student narrations, images of photographs may seem dull to students in schools if they and other artifacts related to their topics, simply travel through a parade of facts interviews with local community members, and events. and music were combined to tell stories Engaging students as storytellers who from their perspectives. document the people, places and inventions Students self-assessed their projects using a of human history can be an effective means rubric collaboratively designed by the teacher for encouraging active learning and reflectionand students based on the requirements for National History about those facts and events. One way to do entries in the state history fair.14 The teacher Day® is a highly this is to give students the technological tools encouraged students to enter their documen- regarded and acade- required for such documentation and providetaries in a regional history fair conducted by mically challenging an authentic audience for students working the local university. If a student won, he or non-profit program. as historians. she would advance to the state level and The program's goal As a middle school social studies teacher perhaps to the National History Day fair to is to promote the learned, video-editing technology can be an represent her or his state. study of history by effective tool for achieving these goals. As At the regional fair, three students were engaging students part of a course on the history of the world, selected to advance to the state history fair. and teachers in students created video documentary projects. Once there, each student presented her docu- the excitement of First, the students collected information mentary to a panel of judges and answered historical inquiry and about a self-selected historical topic. These questions about the research she conducted creative presentation. and how the resources were obtained. The topics included the history of railroads, the This yearlong history of photography, the history of space judges also offered students suggestions about educational program travel, and the history of rock and roll music, other sources they could consult to extend among others. Students used the Internet to their study. Although none of the students fosters academic find web sites and experts on the subject of was selected to advance to National History achievement and their documentaries. They visited the local Day, all of them learned many things about intellectual growth. library and a nearby university library search- the historical process, conducting research, In addition to ing for primary sources and books about and a topic of interest to them individually. acquiring useful their interests. They sent electronic mail to The students creating historical documen- historical knowledge experts asking for further information or taries edited their stories using low-tech tools. and perspective places to go to investigate their topic. They videotaped a number of images and during the series of Living in a rural area meant that in most then added narration, music and tides by district, state and cases students were not able to visit places re-recording these images on a second VCR national competi- that housed original artifacts to videotape as they spoke into a microphone or played tions, students devel- them. Thus, students had to learn about music from a tape player and music key- op critical thinking obtaining permission to use copyrighted board. Since they did not know in advance and problem solving materials such as collections of photographs what an expert might say during an interview skills that will help or text from books and the Internet. Once or what artifacts they might be able to find to them manage and they obtained permission to do so, the videotape, these students had to edit their use information now students videotaped the photographs to documentary after videotaping. and in the future.15 include in the documentaries. 14 These criteria were based on those established by the National History Day available at http://www.thehistorynet.comNationalHistoryDay/studentkriteria.htm Evaluation forms are also available on the site at http://www.thehistorynet.com/NationalHistoryDay/Evalforms.htm 15 Taken directly from National History Day website. http://www.thehistorynet.com/NationalHistoryDay L_, 1 6 TAP into Learning a Storyte aDg Age The fire crackles and glows bright, a upon their own digital story. Through an blanket of stars overhead. All eyes are on experiential education program, students the storyteller as he weaves his tale. As this participated in certain physical activities, idyllic setting fades into our past, a new reflected on them and transferred what storyteller emerges in a much different they learned to their own lives to help setting. Click, tap, tap, tap, click, click. This them deal with adversity. new storyteller uses pixels, bytes and com- The unit for this program was "courage" pression. As processing speeds and broad and the goal of the activity was to have bandwidth connections increase so does the students create a brief video that captured promise of improved communication. or portrayed some aspect of this human The digital communicator can reach characteristic. In preparation for their video millions instantly. The 1999 film, The Blair production, the teachers asked students Witch Project, illustrated what two motivated to privately write about situations where and creative people can achieve with a cam- they, or someone in their lives, displayed era, a computer, and an Internet connection. courage. As a whole group students also As a result of advances in digital production offered their opinions on what courage techniques, moviemaking, once the most meant and related instances in which expensive of art forms, is now affordable they had seen courage in action. to the most low budget of filmmakers.16 In preparation for the actual video While not every student is an aspiring production, students watched and Speilberg, most students can gain tremen- discussed excerpts from a few popular films, dous insight into storytelling by delving analyzing the story lines, camera style into the creation process. and dialogue. Some examples were shown Using the camera as storyteller allows the without sound so that students could study student to control every aspect of a story the story only by the way it was shot. The just as if he or she was writing it in a novel teachers then cast students into ten individ- form. She must choose settings, time, and ual production companies of ten students the angle and composition of a shot. All each in order to produce their own short of these components make the story come video. Each company chose their actors, alive Change one and you change the producer, director, assistant director, Director story Though, at first blush, this might of Photography, writer, grips and two appear too difficult for most adults, not production assistants. (Many students to mention teens, students today are assumed more than one role.) quite media literate. Lower the The activity was fairly technology- television volume and ask intensive, involving video cameras, students what is hap- screen writing software, and video editing pening in a movie they software. None of the students had ever have never before used any of this technology. While the seen. Almost immedi- rest of their production colleagues were ately they will be able brainstorming ideas for a story line, the to demonstrate that experiential education facilitator took two they have a good students from each group and showed them sense of the plot. how to use the school's two video cameras. In a 9th grade They in turn were charged with teaching Special Education their group members. At various stages in classroom in an Austin, the activity, the facilitator used the same Texas high school, 100 strategy to show students how to use screen students (yes, in one writing software and video editing software. class!) two teachers and Each production company had to first a facilitator embarked propose a story line dealing with the theme 16 See Moviemakin,g in Transition, 61-69. Scientific American, November 2000. 2 0 TAPinto Learning 7 of "courage" that would be presented to the II ma E4il la 1.0e,tii r.okio Executive Producers (teachers) for approval 1:00,4bONTAIni1/21V1t3e, 3.. ct!'e-r-----"V----404 SAildIfte00.9Th.-dV and "funding." Funding simply meant that ie.rilmrno NI the teachers approved the students' ideas 0Ediiiip 774,16,- - Btrthday Partyl and that they were free to begin writing their New Shot i scripts. Refusal of funding meant that the 3 to. 5 r.4.u.crrea t1.21044z pharti students had to revise their concept (because !tsta claza-i4i Lag Fair in ra.itf aiyetsuraN th rabi thi arta} Filo*, of a lack of appropriateness, for example)...... --. rpotaiiscii irr3 omitrtia,' Upon receiving funding, the production com- GetcnitAlearik . ' 10 rd nier- pany then had to write a script. Because of kletWkailiollakv tn..I. 4.410A to j..i$1.4r.Mttii WP 0016 -CY.4PX Diti.q'Su'illtiOttW,Y,110.:'?'tat riVat tiket.:,v.y.. the size of the class relative to the number 1 tic si.;3101.51.t.t tifreso./...0 Ottrt.;eit4IPA) li. rt,91 crfcleoN7nr., of available computers (five), production ' Cultet'llsrem 3 to 5 9Y.: : companies took turns writing their scripts in i:iiititu;i1164:124azn Iiiis i;;;z1 i Sophocles, a screen writing software, while ; others used chart paper and markers. While , chart paper was sufficient, the screen writing astissiii it' if:aDazr: . software provided the students with guides 20Titi 0A r4 ged4t. 1$11 ill tit triei60.'6 04.-0:k4tIpP4 ilta iltI14'%:i.i:trill, r4 e.4,49, " , r ., ': . , : .. . for plot and character development and gave - their screenplay a professional looking quali- ty that students liked. The script was then Storyboard Example in Avid Cinema submitted for approval and further "funding." Upon approval of their scripts, the students began to plan for the actual film production. Using Avid Cinema, a video editing software, each production company created storyboards for the scenes that were to be taped. Avid Cinema allowed students ISttirviniard 2 ikin,3 Video tro V .2 Etik Al4Send Movie Do V to word process, edit and revise their story- Vievfflr (fresh Rriki 11,/ '1,ound /, Llinaiy board before actual shooting began. The V storyboard feature allowed students to edit irthday Party their script further: most groups realized that mwteomi....0,00010 their scripts were not compatible with the way they wanted to set up their video and spent a good deal of time discussing how they would streamline their videos. Since the videos were to be no more than five minutes in length, students had to carefully craft and edit their scripts and spent a good LiP ELL.L_____LILIki deal of time discussing the validity of one type of camera shot over another or one scene over another. Storyboards were then submitted for approval in order to receive more "funding." Each company then went into rehearsals. They used their own members as actors while the Directors of Photography (DPs) Video editing software: practiced using video cameras and setting This needle allows the user to start and stop a frame for editing by simply dragging. As seen by the menu up shots. When actual videotaping began, tabs, users can also add special effects, sound (such the experiential education facilitator took one as music and voiceovers) and transitions to their film. group at a time to videotape while the other students worked on another activity. After videotaping, students imported the video into Avid Cinema and began the editing process. The "Edit Movie" feature of the software continued on page 8 ,21 BEsT COPY AVMk 8 TAP into Learning Storytelling in a Digital Age,continued from page 7 allowed for juxtaposing the storyboard and a linear fashion; they could simply re-film film frames for simultaneous video and dia- the "problematic" frame and use Avid logue editing. Students could edit their raw Cinema to insert the shot where they footage, view the edited version, reflect upon wanted it. More important, the video editing and discuss the merits and demerits of each software facilitated the reflection component version, and re-edit in a non-linear fashion. that is a major piece of the creative process. Students also discussed the best types of The storyboard and frame editing screen shots (cutaways, long shots, zooms, etc.), allowed all students to view both the text music and transitions to add to their videos and images of their video, generating reflec- to maintain the overall mood of their work. tion and critical analysis of each: How could After editing, they were allowed one more a shot be better compose& Was the mes- chance at reshooting and final editing. sage of the film clear? Was another word Thus, before re-shooting, they had to have or facial expression needed to convey a thought about, discussed, and have been particular feeling? By using the video editing absolutely certain of their actions, dialogue, software to edit and review their work, and composition. students could almost immediately see Naturally, videos varied in their treatment the fruits of their revision and easily make of the theme of courage. One video dealt adjustments. The software also allowed for with a boy and girl being honest with one display in alternative platforms: TV/VCR or another about a difficult situation, rather than the computer. Finally, the video editing not addressing it, lying about it, or avoiding software allowed students to create a prod- one another. Another a wrestling mini- uct that appeared more professional than documentary showed a young, small boy would have otherwise been the case. overcoming adversity and intimidation to In this newsletter we have discussed defeat an older, bigger opponent. A third action and reflection as one formula for video documented different stories of fuller learning. This unit on courage could students resisting pressure to become merely have been a reflective activity in involved with drugs and gangs. which students discussed or wrote about Student projects were then premiered at examples of courage and moved on. a "Film Festival." The entire class watched Or they could have created their videos each video and then privately voted for without the pre-activity reflection on awards for Best Actor, Actress, Producer courage, without the in-process deliberation and Screenplay. On their ballots they had that accompanied video production and to explain why they made a particular editing, and without the final reflection selection. The class ended the activity by activity in which they discussed ways in discussing what they had learned both which they could apply the many variations in terms of script writing and videotaping of courage to possible or probable situations but more important, in terms of what they might encounter. The chances are that courage meant, how they themselves the quality of both their films and learning showed courage, and how they could experience would have been diminished. draw upon this knowledge when faced Examples of courage might have been with situations that demanded rational grandiose and less nuanced and realistic, decision making. and therefore less relevant to the students' While students could have certainly lives, perhaps. The creation, revision and produced videos without video editing recreation of their videos parallel the ways software (through "in-camera" editing, for in which learners construct knowledge. example), video-editing software allowed for The reflective and active nature of film- greater expediency of video productionno making spawned a cycle of learning: the small matter with 100 students and five com- action resulting in deeper reflection and puters. Students didn't have to re-shoot the the reflection resulting in praxis a set whole video if there was a problem with one of deliberate and informed student actions. frame, nor did they have to shoot the film in 22 TAPinto Learning 9 GetUng Connected Getting video into your computer is tricky I'm connected. Now where but not difficult. There are many different ways and different pieces of equipment that is the video? you can use. Here are some typical setups In order to edit the video it first has to using different methods. be "captured." Open your video editing software and find the commands for VCR/Camera to video capture card in movie capture. Each software does it a computer bit differently; so consult your user's VCR/Camera to capture box to computer manual or the application's Help file for Digital video camera to the Firewire port exact capturing procedures. A video capture card is a card that goes You'll want to capture your video in inside your computer and has inputs for pieces or shots and this is where story- video and audio. Just like your sound card boarding is very helpful. Remember that lets you plug in speakers or a microphone, you can put things in any order you want. a video capture card allows you to plug in Gather all the pieces and then drag and audio-visual (AV) cords from a camera or drop them into the order you want. VCR. Capture boxes are small boxes that attach to the serial connection on your Personal Computer (PC). These boxes also have inputs for audio and video and bring the information into your computer. New digital video cameras have Firewire or 1EEE1394 outputs that let you connect directly to computers with Firewire inputs. These are standard on many new Macintoshes but require a special card on most PC's. Preparing your system for editing Video editing demands a good deal of your computer. Be sure to have at least 128 megabytes of Random Access Memory (RAM). You'll need lots of room on your hard drive. (Three minutes of video can consume over one gigabyte of hard drive space.) Ideally the drive you use for capturing and editing should not have any system software on it; this slows down the process and may interfere with the quality of your digital film. It is also a good idea to defragment 17 your system regularly to keep your video files easily accessible. 17 Defragmenting allows you to optimize both the speed and lifespan of your hard drive. Defragmentation simply places "fragments" of files closer together on a particular drive, instead of leaving fragments strewn about the drive. To defragment your PC, click on the drive you want to defragment, then choose File/Propertiestrools/Defragment Now and follow the instructions on the screen. Defragmenting on a Mac requires a third-party software, such as Norton Utilities for the Mac. TAP into Learning ScreenwitinSoftwareVideo Ed.flng Software Though students do not need screen writing software Video editing is a process of selecting the visual and to compose a script, screen writing software can auditory elements one will include in a story. Both help students think about character development, channels of communicating contribute to the message dialogue, transitions and create an output that clearly received by viewers. A videotape or movie is more delineates all components of a video or theatrical piece: than the dialogue spoken by the characters. For speakers, dialogue, action, etc. Further, it is quite useful example, the author can use non-verbal communication for those wishing to get into the more complex parts and juxtapose images in ways that imply meaning of screenwriting. The following is a list of some to the viewer. When students edit, they engage in a commonly used screenwriting applications. process of learning that includes both action and reflection on the message that is being communicated WINDOWS by their final product. Sophocles Functioning primarily like word processing software, WINDOWS Sophocles appears to be the simplest of the screenwrit- MGI VideoWave ing software reviewed for this newsletter. A fully MGI VideoWave III is powerful PC video software, functional demo is available from the web site. which allows even novice users to create professional- URL: iMovie & iMovie 2 Easy to use and free! This software is ideal for the school setting. It does enough to create professional looking movies without getting overwhelming. It is fairly easy to learn and its Firewire interface on Macs makes it easy to set up. Unfortunately, you do need to have a digital video camera (more expensive than a regular video camera) in order to take advantage of the firewire setup. iMovieDesktop Video Simplified URL: WINDOWS AND MACINTOSH Avid Cinema Avid is a system. It has its own proprietary software Storyboarding Alternatives and computer. This is a stand-alone system for editing WINDOWS AND MACINTOSH so don't count on this computer for sending email or surfing the web. The cost is a bit prohibitive for the You don't have to purchase special software to have most schools. students create scripts or storyboards. Several commonly However, Avid Cinema, though no longer in available types of software will do the trick. production, can still be purchased in retail outlets. Power Point With Avid Cinema you can capture video from your IJRL: 25 continued on page 12 r. 12TAP into Learning To contact the Technology Video Editing Software,continued from page 11 Is There a Low-Tech Assistance Program, please call us at 1-800-476-6861 or Film Making and Other write to us at Technology Alternative to All of Assistance Program, SEDL, Video Editing Resources 211 East Seventh Street, Austin, TX 78701, You may This Video Editing and also send us e-mail by writing Ifilm to Vicki Dimock, Program Start here. An online omnibus of film Manager (vdimockesedforg). Screenplay Software? and film making resources. TAP into Learning is a collaborative effort by the URL: NOTICE Mat IODTCMONBASIS This document is covered by a signed "Reproduction Release (Blanket) form (on file within the ERIC system), encompassing all or classes of documents from its source organization and, therefore, does not require a "Specific Document" Release form. This document is Federally-funded, or carries its own permission to reproduce, or is otherwise in the public domain and, therefore, may be reproduced by ERIC without a signed Reproduction Release form (either "Specific Document" or. "Blanket"). EFF-089 (9/97)