Week 8: EDL 642 Assignment Storify

References:

5 Ways Ed Pays. (2011). In www.collegeboard.com. Retrieved June 21, 2016, from http://youcango.collegeboard.org/sites/default/files/11b_4427_5waysedpays_eng_web_111107.pdf Calvin College openURL resolver

Earnings and Employment Rates by Educational Attainment. (n.d.). In Bureau of Labor Statistics. Retrieved from http://www.bls.gov/emp/ep_chart_001.htm

#EducationValuepic.twitter.com/s1yq9eEjky

GIFY-THU, DEC 10 2015 21.16:06 You Should Go to College

Hamm, T. (2016, March 27). Why Should you Consider Trade School Instead of College. In The Simple Dollar. Retrieved June 21, 2016, from http://www.thesimpledollar.com/why-you-should-consider-trade-school-instead-of-college/

Pharoah, J., & Obama, M. (Actor). Pharoah, J., & Obama, M. (Narrator). (2015). Benefits of Going to College [Online video]. The Guardian.

Thomas, E. (Narrator). (2014). Don't Count the cost [Online video]. MotivationGrind. Retrieved from https://www.youtube.com/watch?v=vVJJj9hshCM Calvin College openURL resolver

Week 7 Assignment EDL 642: Evaluation and Assessment

Use in the Classroom

The items created for this weeks lesson are an extension of the previous lesson from last week. Each of the items were developed to assist the potential adult education student make relevant and important decisions about their future educational goals, base these educational on sound information, and learn to learn financial literacy to manage their student debt.

The video assessment "Financial Literacy for College Students" was specifically developed as a tool to encourage educational choices and financial decisions. This assessment can be used to discuss the use of financial aid (loans, grants, and scholarships) to pay for college. The video assessment can also be used as a tool to spark discussions about budgeting, credit reports, savings, FICA scores etc. to assist students in current and future financial health.

Financial Literacy discussion can reveal a multitude of information about a future college students family values and attitudes about money. These discussions can also lead to college planning.

Application:

I would introduce the video as a springboard for encouraging potential adult college students to think about what what type of career, college (type, debt etc.) and how they are planning to manage their home and college finances.

Objective:

Students will watch/complete the Financial Literacy for college Students Assessment. Students will create a monthly budget.

The class would then participate in a discussion of Financial Literacy, Educational Goals, and how these entities complement each other.

Reflection:

Working with potential adult educational students is an interesting challenging! In my opinion, these lessons are great tools to utilize when you have a captive audience. I believe that the lessons that I have created can be very effective and useful. Each lesson is a building block to ensure success for the potential student.

The technology choices this week were much more user friendly and easy to manipulate. Embedding the items this week was also less of a challenge. What I have observed is that each week that I have been developing my skills with each lesson. As the saying goes, practice makes perfect!

Adult Education Interest Survey:

Please see the link to the survey below.

PollSnack | New Survey - Published poll details

Assignment My Educational Goals Lesson:

My Educational Goals Rubric:

Multimedia Assessment:

EDL 642 Week 2 Assignment: Copyright

This weeks EDL 642 Lesson focused on copyright laws and the appropriate to cite copyrights for various online works.  This weeks assignment proved to be very interesting and a little challenging for me while working on creating the padlet assignment.  I chose to create my padlet with the Adult Education College student in mind which is the focus of my current career.  I also feel that Adult Education definitely is a part of my certificate program since I plan to work in higher education.

Reflection:
In my current career as an Educational Program Specialist, Sr. for the Educational Opportunity Center which is a TRiO Program. I work with adult students everyday.  I assist them with deciding career's, college program searches, financial aid and scholarship searches and completion, test-prep, and various other life skills needed to balance their educational and personal lives while they are preparing and enrolled in a college program.  It is a very rewarding field of work!  I get to experience people changing their lives and improving their families futures.

My career however, does not directly deal with copyright issues as much as an educator would.  However, when we put together presentations for our clients or any printed materials we may or may not use the appropriate copyright rules.  Personally, I have become more aware of copyright rules due to my previous capstone project completed at Central Michigan University's Global Campus in Atlanta, Georgia.  I actually had to request use of copyrighted materials from various individuals, government agencies, and corporations while completing my capstone project.  It was very interesting as some of the requests for materials used were answered.  Most of the responses for use were approved and others I never heard from which forced me to find other resources.  It also helps to know what type of copyright the materials have, because a few do not require permission, even though it is always a great idea to get permission from the source.

Application:
The focus of my padlet created for this week is helping Adult Education Students get what they need to be a successful college student.  The areas of focus for the padlet will expand over time and I will continue to add to it as needs arise.  For now I have included topics such as Time Management, financial literacy (money management), financial aid resources, technical college information, computer tutorials (GCFLearnFree.org,) and a free to low cost online educational resource called Coursera.  Also included in the padlet is a full Time Management lesson created by utilizing LiveBinder.  Within the LiveBinder you will find my purpose for the lesson and several objectives written using Blooms Taxonomy. When accessing the LiveBinder please enter the code 3668 and it will give you full access.

Padlet Objective:

Students will be able to evaluate the various resources in the Adult Education padlet (Time-Management, Money Management, Computer Tutorials, etc.) to create and prepare themselves for college entry.

I really hope you enjoy the padlet! I am really proud of my work.

Best,

Alesia Wakefield-Medley

Created with Padlet

WEEK 3 ASSIGNMENT: DIGITAL IMAGES

APPLICATION:

This weeks assignment focused on digital images which directly tied into week one's assignment. This week I was able to implement several of the principles I read about to develop a lesson utilizing digital images. I was able to manipulate digital images, create an info-graphic and a gif. All of the images I used to complete my assignments had a CC Creative Commons License therefore I was able to utilize/manipulate them for the purposes of my lessons. The most challenging of the three assignments was the gif. In my opinion, I needed more that 5 seconds to complete an effective gif. Also, because of the way that I am utilizing the Blog to create and post my assignments, I am learning how to use simple HTML codes.

REFLECTION

Digital images are extremely important in any learning environment especially for visual learners. Digital images enrich learning experiences for learners and allow educators to introduce a variety of assignments involving technology. As an educator I appreciate the variety of assignments that digital images offer. Digital images can be utilized in all subjects and to any age learners.

ASSIGNMENT

Navigating the College Enrollment Process:

Objective: Students will be able to create a digital portfolio by utilizing www.weebly.com. This digital portfolio will assist adult learners in navigating their college enrollment and setting educational goals.

Review the info-graphic "Navigating the College Enrollment Process.After you have completed your review create a portfolio or notebook of your enrollment goals.

1. In your portfolio or notebook include the programs of study you are interested in. Try to narrow down your list to 2 programs of study (i.e. Business, Nursing, Dental Hygiene, Automotive etc.).

2. Search the internet for colleges that offer your program of study. Include tuition cost, the program plan for your program of study, and enrollment dates/deadlines.

3. Write a one page essay on why you have chosen this particular area/program of study and what you plan to do once you graduate with your degree, diploma, or certificate.

Adult Education Collage

What Does Learning Mean to You? Gif

make animated gifs like this at MakeaGif

The Road Taken

Purpose/Context:

This video presentation "The Road Taken" outlines the different life situations Adult Learners find themselves in. Whether you have completed high school or a General Education Diploma (GED) it is possible for you to enroll in a college program regardless of your situation, age, or color. I chose the video "The Road Taken" because it is designed for potential adult students who are contemplating enrolling, returning, or to continue their education. The video specifically outlines the stories of various individuals and the personal struggles they had to overcome to find their educational niche. What I found most powerful about the video is that "The Road Taken" realistically reveals the multiple paths in life that people take to get where they are. As you watch this video ask yourself "What is your path?"

Video Evaluation:

"The Road Taken" is a very professionally produced video. The creators of the video are Shannon Brown and Geoffrey Leighton who have produced several other videos. The presentation runs a total of 8 minutes and 16 seconds and is worth every moment. The video is very organized, easy to follow, and presented in a manner to keep the audience engaged and entertained. In my opinion, I believe that this video will enhance the intent of this blog/lesson and capture my intended audience which includes adult learners between the ages of 16 and above. The only thing that I would change to enhance the video would be to include some male students and their experiences with education. I realize that the video was created for a particular organization and college campus which focused predominantly on the women of the organizations. Overall, "The Road Taken" is an excellent video production that supports the goals of Adult Education.

Reference:

Brown, S., & Leighton, G. (Director). Leoghton, G. (Producer). (2010). The Road TAken [Online video]. Durham: Leighton Images. Retrieved from https://youtu.be/zc-9TscaXH4

Uploaded on Feb 1, 2010 Women of the Frances Perkins and Ada Comstock program at Mount Holyoke and Smith College share their experiences as non-traditional students. The video focuses on the challenges they faced and the courage they needed to return to school. Category Film & Animation License Standard YouTube License

How To Apply for FAFSA?

EDL 642 Week 4 Lesson: Create a brief Instructional Video

Instructional Use of Video:

The instructional video I choose to create is How to Apply for FAFSA (Free Application for Federal Student Aid)? The video is designed for adult education students whose ages range from 16 and above, who are preparing to enroll in a college program. The topic of FAFSA is extremely relevant to my work as an Educational Program Specialist, Sr. I know first-hand how difficult this process is for many adults who are non-traditional students and first-generation students in their families. Completing a FAFSA application is also a major part of the college enrollment process which is a part of my job. In my opinion, this video will provide students a pre-training experience before they actually begin to create an FSA ID and complete a FAFSA application. The potential college student will gain knowledge of the FAFSA process, terms, and requirements.

Learning Objective:

After watching the instructional video, “How to Apply for FAFSA?” students will be able to:

1.Create a FSA ID using the following website http://fafsa.ed.gov

2.Explore college campuses by completing a college program search to determine which college campuses they are interested in enrolling.

3.Compile the required documents/documentation; and complete/submit their FAFSA application to the U.S. Department of Education.

Once the adult education students have completed this assignment they will feel a sense of accomplishment and creativity because they have completed one of the goals needed to assist them with enrolled in college. As a tangible item for the students, I would suggest that they begin to add items such as their FSA ID (user name and password), and their FAFSA Confirmation sheet to their digital portfolio that they created in the prior week’s lesson. The student would continue to build that portfolio or resources and artifacts.

Some factors that could influence the success or failure of my instructional video lesson are access to technology, student’s level of expertise or the lack of experience, and time. I know from working with the students I have encountered in the past that some students need more time and assistance when it comes to the use of technology.

The readings from the first week of class align themselves with this week’s assignment because it focused on the principles for multimedia instruction and our assignment this week was to create an instructional video. As a future instructor and curriculum developer I had to consider the multiple principles for multimedia instruction in the development of my video. I also had to consider the age group of the students my lesson was created for, and the learning methodology I was going to utilize. Throughout the video lesson several principles can be seen such as Temporal Congruity, Spatial Congruity, the Embodiment Principle, and the Pre-Training Principle. The main principle that I focused on was the Pre-Training Principle. Since this was a short lesson I did not go into more detail that I would have liked for fear of using too much time.

Reflection:

In reflection of this weeks assignment, I really enjoyed the creativity involved in developing my own instructional video and evaluating the work of someone else. The feeling of accomplishment I felt by completing this video was amazing! I actually thought that it was so much more complex and time consuming to create instructional videos. As a result, I believe that I will continue to use this tool as a part of my methodology and content delivery.

Obviously, my thinking and outlook of multimedia instruction has evolved. I no longer view multimedia instruction as a fad or a difficult task for instructors. I do realize that the time involved in using and creating multimedia instruction is in the planning process. Your objectives, and intent of the multimedia tool must meet the needs of the student, be relevant to the lesson (what you are teaching), and keep the student engaged. I would recommend choosing a design principle before you begin to develop your multimedia instruction method.

Any tension that presented themselves in developing my instructional video involved how to present the topic and material in my instructional video. I choose to create a pre-training video because my lesson involved many more complex details that would ultimately have to be done once the student/adult learner actually performed the task. The video does introduce the adult learner to the concepts, websites, FSA ID, and other major tasks or parts of completing the FAFSA application. Overall, I believe that everyone will enjoy the video, understand the purpose, and feel more enlightened about the FAFSA application.

Week 5 EDL 642 Assignment: Augmented Learning Assignment QR Codes

Use in the Classroom:

In reference to this weeks assignment, I plan to use this artifact to assist my current clients and future students make the best decision about which college to attend. As part of the services that our program offers we conduct what is called a college program search. During this college program search the client/student is given two assessments (a needs assessment, and an Educational Plan of Action). These two client assessments are designed to determine what outcomes the clients wants in reference to their educational goals, how soon they want to accomplish their goals, and what type of college program they are looking for. Other things that are taken into consideration are career choices, location of the program, and types of financial aid available.

Once the information is compiled, the client is normally taken on a college campus tour. In lieu of taking a college campus tour a virtual college campus tour would be an excellent option. This artifact can be designed for any college campus and gives the client/student options when they are not available to physically tour a campus or in some instances our grant program does not have the funding to take a college campus tour.

Application:

The QR Code artifact listed below, the virtual college campus tour of Georgia Perimeter College, was developed based on the Segmented Principle of Multimedia Technology. The Segmented Principle allows the client/student to view the campus in learner paced segments rather than a continuous unit. The student can also repeatedly view segments of the lesson. Through out the assignment there are various graphics, narration, and onscreen text that lend themselves to the Redundancy Principle. This principle is important because there in a considerable amount of information presented in this artifact.

Refection:

This weeks assignment was definitely challenging. As I have stated previously, I am definitely not a technologically savvy individual. However, I have worked in and around technology. I used to manage a LMS System for a human resources division at Georgia State University. During that time I used some HTML Code so I am familiar with using different types of technology.

Creating this artifact was not necessarily challenging on the development side but on the technical side. The task became difficult when determining how to post the artifact to my blog page. I literally attempted every way to post my document.

Finally, I found a simple solution and had to utilize HTML code to adjust the artifact and ultimately re-format my original document. Each week our assignments for EDL 642 manage to take me out of my comfort and enable me rely on my resourcefulness to seek assistance from subject matter experts in the field of higher education. As future instructors we must rely on our colleagues. It is a great idea to create a network of subject matter experts (smes) to whom we can rely on.