EDLD 5366 - Personal Brand

My initial goal for this project was something that would go with what I do at work.  I was planning on something that would show how I help everyone (teachers and students) with their technology.

I actually created a few logos that I can use for different aspects of my job.  The one I choose to turn in is the one that shows I am there for support (which is what I think covers the goal I stated earlier) and how I can be contacted for that support.

Here are the ones I made.  The first one is the one I decided to turn in.

EDLD 5366 - Self-Branding

Teaching about self-branding should be done as soon as the students begin using social media sites and other sites to post online.

The most important thing to teach students is that what they post is a reflection of themselves.  Other people see that information a form opinions of their personality, life, and values.  Once that opinion is formed it is often very difficult to change it.  According to Dan Schawbel (2009), “Brand discovery is about figuring out what you want to do for the rest of your life, setting goals, writing down a mission, vision, and personal brand statement (what you do and who you serve), as well as creating a development plan.”  Students are getting online earlier and earlier and it is hard for some of them to plan beyond the weekend (sometimes even the next day), but by introducing them to the concept when they first begin to share information we can hopefully get them to think responsibly about what they are putting out there and to form short term goals and plans (and eventually long term ones).

Lea Alcantara has a worksheet, The Art of Self-Branding Worksheet, on her website, http://www.lealea.net/blog/comments/the-art-of-self-branding-part-three/, which allows people to share adjectives describing a person.  This would be a good tool to use in the classroom for students to learn what others think about them (both through school and other venues).  This could also be incorporated into an English lesson on adjectives.  Students can then use this to brainstorm ideas for their brand and then create one. 

With so much emphasis being placed on effective teachers these days, branding is a good way to highlight the strengths of the teacher.  It could also be good for students to protect their identity.  They could use their brand logo instead on their assignments instead of their names.  (I know this would protect teachers when displaying student work also, since we are not allowed to have names showing.)

Alcantara, L. (2009).  The art of self-branding.  Retrieved from http://www.lealea.net/blog/comments/the-art-of-self-branding-part-three/

Schawbel, D. (2009).  Personal branding 101:  How to discover and create your brand.  Retrieved from http://mashable.com/2009/02/05/personal-branding-101/

EDLD 5363~Group Experience

Let me tell you how I fell about working in the group and making the video:
Team Debriefing:
I absolutely loved working with my team to create this video.  I wasn’t too sure about joining a group and doing a project at the beginning of the course.  When Kristi mentioned that she and Nancy were forming a group (both of whom are in my cohort) and asked if I would like to join I quickly agreed.  Janie also became part of the group at the same time (I believe).  The only thing I knew at the beginning was that we would have to make a video.  I could edit my home movies and some school videos (talent shows, awards programs, etc.) I had made before, but this would be the first project I made from “scratch” for students to learn from.  Reading the course paperwork, I thought it was supposed to be a public service announcement.  We soon learned that it had to cover a core content area.  Janie suggested a topic (photosynthesis) and we all quickly agreed to it.   I learned that working with a Google document makes it so easy to collaborate across distances.  It was amazing seeing everyone post their comments, suggestions, and talents on the document and watching the video come together in the end.  I can definitely see how using a Google document can be an asset at my school for teachers to collaborate with each other.  With different planning times (and not enough), this would be awesome to use as a tool for planning different lessons or activities at the school (ex: literacy night).  Having students make (and edit) videos with sound would also be a great way for them to research topics or show what they know about topics. 
 Individual Post:
Pre-production Process

Once our group was formed, we took off running.  We started through email figuring out what we could do and where we were going to work.  We figured out what everyone’s talent was and choose our “jobs” for the project.   Nancy started the group Google document (https://docs.google.com/document/d/1y9arRxlc8n1NYKQtYINc2QgGNVF-gZbEenY8AwssI0s/edit) and we began sharing there.  Janie was going to write the script, Kristi was going to do the audio, I was going to do the filming, and Nancy was making the video.  Nancy had already talked to Dr. Abernathy about letting us use Adobe, since that is what’s used in her district.  In the beginning we were a bit confused about the actual video we had to make.  We thought it had to be a Public Service Announcement, so we started discussing PSA’s to decide on a topic.  After Janie talked to the IA and we attended the week’s web conferences we found out that it was to be a video on a core content subject.  Janie came up with the idea of doing a video explaining photosynthesis using a catchy rap.  We all agreed on the topic, and began our jobs. 

Production Process

The production process started off with me and Nancy feeling like we weren’t contributing much to the group, but in the end it all worked out.  In the first week, Janie wrote an awesome lesson with a script for us to use and Kristi did a terrific job recording the script for the video.  After recording the original script, Kristi knew it wouldn’t fit in our time frame for the video, so she shortened it.  Kristi shared the song through Google.  Once the script was shared, I could start deciding what we needed shots of.  Nancy and I worked together to come up with the shot list, since she would be the one putting the video together.  Kristi helped with the process also by finding images/diagrams on line, making videos of her children rapping, and sharing it though Google.  I started video outside scenes, my children, and shared through Google.  Once the pictures and video started getting posted, Nancy began the process of putting the videos and audio together. 

Post-production Process

Nancy shared several versions of the video with the group for us to see and make any suggestions to it. 

Shot and Editing Selection

Once the script was done, coming up with the shots was pretty simple.  We decided on shots that would enhance the wonderful script and rap that Kristi and Janie worked on.  Shots (audio, and the video) were shared on another Google documents that everyone in the group had access too.  Kristi found the diagrams online and shot some video of her children rapping the song.  I also found some pictures that went with the theme and took some video around my neighborhood and of my daughter and her friend with the audio.  We would let Nancy (and the team) know (through our team Google page and email) when we added new pictures or videos.  When Nancy started putting everything together, she would share the video with us and we would discussed whether more shots were needed, how the audio went with the video, and how the scenes looked on the video, and if necessary things were redone or added.

Web delivery

The final video was posted to YouTube by Nancy.  (http://youtu.be/1HQttB0Wv9Y)

Ways to improve

I am not sure if there are any ways to improve our video.  The only thing I could say is it would be more powerful and explain the photosynthesis process better if we were able to use the entire script that Janie had written.  Due to the time constraints on the assignment we had to shorten it, but I feel that the shortened version still explains the process well.  

Copyright Attribution

We used the Creative Commons website to come up with our copyright for our video.  

We also used the following items from others and shared their information on our video:

Screenwriter:  Janie West

Audio/Voice:  Kristi Rogers

Camera:  Dawn Miller

Video:  Nancy Petrella

STARRING:

Abigail Fanguy

Joanna Garcia

Mikey Garcia

Sydney Miller

Kacie Jae Rogers

Kristi Rogers

AUDIO CREDITS:

Kristi Rogers

The-Dream, Stewart, C., Harrell, K., and Jay-Z (2008).  New

Umbrella (Instrumental In Style of Rihanna).  50 RnB &

HipHop Beats, Vol. 1 (New Rap & Soul Karaoke Chart

Playbacks).  Raw-Flava Productions.

Mazzoni, Dominic and Dannenberg, R. (1999).  Audacity

(version 2.0) [Software]. Available from

http://audacity.sourceforge.net/download/

VIDEO CREDITS:

Kristi Rogers

Dawn Miller

PICTURE CREDITS:

Carter, J. S. (1996) Chlorophyll [Drawing].  Retrieved from

http://biology.clc.uc.edu/graphics/bio104/chlorophyll.jpg

Carter, J. S. (1996) Chloroplast [Drawing].  Retrieved from

http://biology.clc.uc.edu/graphics/bio104/chloroplast.jpg

 [Diagram of water from xylem] Retrieved from http://www.school.net.th/library/create-

web/10000/science/10000-6580/pic1.jpeg

Knorre, D. (2008) 3d rendered organelle chloroplast isolated on black [Photograph].  Retrieved

from http://www.123rf.com/photo_6270857_3d-rendered-organelle-chloroplast-isolated-on-

black.html

Miller, D. [Photograph of waterfall]. (2007).

Miller, D. [Photograph of leaves]. (2012).

[Photograph of CO2 in the air] Retrieved from

http://www.instablogsimages.com/images/2009/07/17/co2_qjTmo_69.jpg

VIDEO CREATION:

Nancy Petrella ~ Photosynthesis

Dawn Miller ~ Creditis

Adobe Premiere Elements (10) [Software]. (2011). San Jose,

California: Adobe Systems Incorporated.

Windows Live Movie Maker (Wave4) [Software]. (2011).

Redmond, Washington:  Microsoft Corporation.

Critique Team’s Collaboration and Interaction

There is nothing to critique about my groups’ collaboration.  This group of ladies (Nancy Petrella, Janie West, and Kristi Rogers) worked so hard during this process that we were finished with the video before the deadline.  We all got to display our strengths and share them with each other.    No one took offense to any comments/suggestions made and just used them to make our project better.  We were all willing to do anything that was needed to make the best video possible in the three week time frame.  Everyone contributed to each part of the video whether it was through actually doing their chosen part or commenting and making suggestions about the part.  (I think we are all a bit of overachievers which is why everything went so smoothly during this process.)

We interacted through Google documents, email, and class web conferences.  Everything was checked regularly and ideas/comments/suggestions were shared frequently.

EDLD 5363 Video ~ Photosynthesis

The ScienceQuad presents Photosynthesis:

EDLD 5363 Web Conference June 30-July2

         I didn’t get to attend all three web conferences this weekend, but I did watch the first two and participated in the last one. (I love that Dr. Abernathy records the conferences and posts them for use to view after they occur.) It was stressed that our reflections should always include what we already knew, what we learned, and how we can use this information. There was lots of information given about the assignments and the master’s program.
        The first conference was Saturday, June 30. There were web cam problems. The first thing discussed were problems people were having with their assignments being scored by the IA’s. Dr. Abernathy said to email here if we didn’t have credit for any assignments and she would take care of it. This didn’t affect me. The one assignment I hadn’t had scored was scored by Dawn K. (my IA) once I emailed her asking about it. Then it was explained that week 4 assignments are a guide just to keep us on track with our videos. Everyone should be getting full credit for this week if we are working on the video project. Week 5 assignments were talked about next. (I hadn’t looked at them yet, so this gave me an overview of what was to come.) A big concern is the length of the video (especially for my group). Dr. Abernathy said it’s okay to go over the 90 second goal. They just don’t want a video turned in that is extremely long (2 minutes or around is okay). This courses goal is to give us the experience of working in a group long distance and making and editing audio and video. Assignment 5.8 is for the group to reflect on the experience using our Google document. The last assignment to be turned in is something new being done in all courses. We have to explain where we are in our Action Research Plan and Internship. This is an awesome idea. It will definitely keep me on track with my plan and internship. It was also explained that the information needs to be placed on our Wiki site, TK20, and EPIC.
        The next conference for the weekend was Sunday, July 1. A lot of the information was already given in the previous conference. Issues with IA’s were discussed for those having problems (thankfully this isn’t me). Week 4 questions were answered. (My group already had already completed week 4 though.) Week 5 was discussed. There are nine items to turn in during week 5. It was stressed to watch the rubrics on the assignments to make sure we are doing the right thing. The main thing to do is to complete the video/audio and put them together. My group is so awesome. This process was done before week 5 and all we have to do is edit it. It was stressed that we must have Creative Commons on our video and citations (which we do). Citations must not appear and disappear too quickly on the credits in the video. They want to be able to read them. Dr. Abernathy reminded us where to post before the end of the course (Wiki, TK20, EPIC) and that 5.9 was an update of our Action Research and Internship. The new information that was very interesting was about the Principal Exam that needs to be taken. In order to take it we must pass the LAMAR Competency Exam. Also mentioned was ILD (which is a Texas requirement-so I’m not exactly sure how it will affect me). It will be a course in January, so no one will have to pay an outside source in order to take it. She also mentioned about a reception they have before Graduation ceremony and what goes on during that time. Right now, graduation seems like a long way off for me. As always she said to call if we need her.
        The final one for this weekend was Monday, July 2. I attended this meeting online. There were some connection problems in the beginning. Questions were answered about assignments (which my group pretty much has done). It was shared that assignment 5.4 was not correct, so Dr. Abernathy would be posting a new one in EPIC for us. She stressed to use the Rubrics as a guide to what to answer/turn in with the assignments. We then discussed Course Embedded Hours and Internship Hours. This gave me some clarification on what I need to do for both of these. By our seventh course we should be ½ way through our hours needed for both. It was great how Dr. Abernathy let us discuss this information and answered questions regarding it.