Standard III

Task Appropriate Tools in Problem-Solving

To be able to choose task-appropriate tools, a person first has to know what tools are available, and then, have a basic understanding of how to use them. During the TATC modules, I have learned about many new tools, and their uses. Because of the TATC activities and projects, I have learned to use many software tools including online communication, web authoring, video & audio editing, digital grapics & animation, and desktop publishing. I have become comfortable with using hardware & equipment that I've needed for various assignments. Some of them have been a "trial by fire" kind of experience, and I often feel I've done things the hard way...but I have gained so much experience. If one tool wasn't doing what I needed, I used another. I soon found the similarities between software, and an ease at figuring out new equipment. None of this happened totally alone.

Collaboration has come to mean something new to me. I had never used a chat room before using the one in the First Class system. I had never seen the value of it! The best thing about the First Class chat room was that I could ask questions and get a fast response when I needed help. I now see a use for chat rooms, or something similar, in the educational environment. I also learned how hard it is to communicate online with other people that you've never met. I think you become a better communicator online, because you can't see or hear the other person, so you must write carefully, and ask questions to clarify information. When collaborating with others it is important that goals are clear, roles & timelines are agreed upon, and each member has an equally strong commitment to the success of the group project. One must be willing to do things for the good of the group. A "my way, or the highway" attitude just doesn't cut it in a team. A valuable lesson for adults, and students, alike! I want to give students the opportunity to learn these same lessons.

Artifact #6

Caption 6

Indicators: Standards I, Standard II, Standard III, Standard Iv,TA TEKS: 8.1s, 8.3s, 8.11s, 8.13s, 8.14s, 8.15s, 8.17s, 8.18s, 8.19s, 8.21s, 8.24s, 8.25s, 8.29s, 8.31s, 9.28s, 9.29s, 9.31s, 9.33s, 9.35s, 9.41s, 9.42s, 9.43s, 10.7s, 10.14s, 10.21s, 10.25s, 10.26s, 10.39s, 10.41s, 10.1s, 10.2s, 10.3s, 10.4s, 10.9s, 10.10s, 10.12s, 10.13s, 10.16s, 10.17s, 10.18s, 10.19s, 10.20s, 10.22s, 10.24s, 10.28s, 10.29s, 10.30s, 10.31s, 10.32s, 10.33s, 10.36s, 10.37s, 10.40s, 10.42s, 10.43s, 11.4s, 11.7s, 11.9s, 11.10s, 11.11s, 11.12s, 11.16s, 11.17s, 11.19s, 11.21s, 11.26s, 11.28s, 11.29s, 11.3011.31s, 11.32

Artifact #6

Descriptors: Video, Mood, Audio, Storyboard, Script, Credits, Collaboration, downloading video, downloading sound files, Internet research, video & sound editing

Title: Mood Video "Let's Not Forget"

Course: 105 Video Technology

Date Created: March 26, 2003

Source: Adobe Go Live 6.0, MGI VideoWave 5.0, Multiquence 2.50

Media: Webpage, Video, Audio

Description: Our project as a group was to create a one minute video that created a mood entirely through the composition of video clips. Music and dialog was to be used to supplement the selected mood. We met physically first because we work close to each other, but the rest of the time we met online or by phone. We each chose a role from producer/editor, sound editor or storyboard/script artist, and then decided upon the patriotic theme. The mood video project included at least 3 edited scenes from their original clip, sound, storyboard and credits. We chose the music, researched clips, created the storyboard, and edited the sound. The producer then put the clips and the sound together according to the storyboard. The video was saved as an AVI file and then compressed using Windows Media Encoder. We published our project as a web page.

Rationale: This was a great way to learn about creating a video with sound, because each of us got to do a portion, but also get a glimpse of what the other roles required. Collaboration online isn't easy, but can be accomplished by settings goals, creating timelines and communicating as much as necessary! I chose this project as an artifact because it represents the some of the skills I've learned in video tech and in online collaboration. I am proud that we finished it, and proud of how it turned out!

Implications for future:I would definitely use this type of project to teach the roles and creation of video. It is a good way for students to learn to plan, research and collaborate, as well as the acquiring the technical skills of acquiring, editing and producing video.

Reviewer Comments: "Real well done work, and very timely! Patriotism should be on all of our minds now."

Reviewer Name: Kim Dean

Title: TATC classmate

Date Reviewed: March 26, 2003

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