Brogdon Media Art and Text - Thoughts and Theories

RSA Animate - Changing Education Paradigms

2011-01-05T22:47:00.000-05:00

http://www.nolo.com/legal-encyclopedia/article-30100.html

2010-11-18T08:08:00.001-05:00

http://www.nolo.com/legal-encyclopedia/article-30100.html

2010-11-04T10:58:00.001-04:00

2010-10-29T15:09:00.001-04:00

African Americans and the Digital Divide
This paper focuses on the technology gap between African-Americans and the general population. This separation, is often dismissed as the digital divide; however digital indifference is a more fitting label.
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2010-10-07T12:09:00.001-04:00

How to Write a News Lead
A well crafted news lead will provide the hook to get readers interested in the story. There are different types of leads and different methods to write leads. A better understanding of news leads will help you grab readers and make them stick around.
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Media professor/expert Paul Levinson on new media influence

2010-10-06T16:32:00.000-04:00

TEDU Podcast

2010-09-27T14:30:00.000-04:00

TEDU Podcast

Education Week's Digital Directions: Digital Tools Expand Options for Personalized Learning

2010-03-12T20:19:00.000-05:00

Education Week's Digital Directions: Digital Tools Expand Options for Personalized Learning

Education Week's Digital Directions: Students Sound Off on School Tech Use

2010-03-12T18:08:00.000-05:00

Education Week's Digital Directions: Students Sound Off on School Tech Use

The future of education: Remote learning, 3D screens

2010-01-26T13:29:00.000-05:00

The future of education: Remote learning, 3D screens

2010-01-25T17:29:00.001-05:00

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Quick version of how to fill in graffiti

2009-11-22T23:28:00.001-05:00

How to use picture for graffiti fill in

2009-11-22T22:19:00.001-05:00

WMD LIES - Bush Cheney Rumsfeld etc. - THE ULTIMATE CLIP

2009-10-28T01:19:00.001-04:00

I knew this at the time of 911.
911 was an inside job to get the Oil !!! All those people died for Oil

Past Forward Art+ Science at Spelman College Shannon A. Brogdon-Grantham- Research

2009-05-08T18:29:00.002-04:00

Research By
Shannon A.Brogdon-Grantham
Art History Major
Spelman College
Atlanta, Ga.

Past Forward Art+ Science at Spelman College Shannon A. Brgdon-Grantham- Research

2009-05-08T18:29:00.000-04:00

Television- Art or Not

2009-03-31T21:47:00.006-04:00

This is a Pre-activity for the students and their parents and grandparents to participate in prior to the lesson. This is a web based activity. It gives the students the the chance to discuss with their parents and grandparents what it like in the early days of television.

Go to - gdbrogdon.synthasite.com

FILMMAKING TIPS

2009-03-16T16:59:00.001-04:00

Learning through remix- MIT

2009-02-19T05:50:00.000-05:00

The Code of Best Practices in Fair Use for Media Literacy Education

2009-01-27T19:56:00.002-05:00

Ridley Motocycle Creative Brief - ”Zero to Sixty, No Shift”

2008-11-06T11:35:00.008-05:00

CREATIVE BRIEF FOR: Ridley Motorcycle Corporation – “Zero To Sixty, No Shift”

Project Summary

Position the Ridley Motorcycle Company as the builder of “Ultimate Female Bike”, by increasing brand awareness through advertising, and create nationwide availability.

Motorcycle riding and ownership has traditionally been male focused. In the past 5 years there has been an increasing number of women entering the sport of riding. Based on the size of the
average woman rider, often times the traditional motorcycle proves to be too large and an overwhelming. Seat height, style and color/design are three of the most
determining factors in the in a woman’s decision in purchasing a motorcycle. US motorcycle manufacturers include about 60 companies with combined annual revenue of about $6 billion. The industry is highly concentrated. Harley-Davidson dominates the US manufacturing sector. The remainder are foreign-based companies with final assembly operations in the US, parts and
accessories manufacturers, or custom builders who make built-to-order products for motorcycle enthusiasts.

Company Background - Ridley Motorcycle Corporation is the newcomer on the motorcycle scene. Established in 1995, as the only American made Classic Automatic Motorcycle. Located in
Oklahoma City, Oklahoma, the “crossroads” of America. This Father and Son business is carving a niche in motorcycle market.Many people ask, "What is a Ridley". The answer is simple. It's an
automatic motorcycle. Since 1995, Ridley Motorcycle Company has been building automatic transmission motorcycles. Not just another "custom builder", Ridley's focus has been and remains on building a motorcycle with the unique feature's that have made the company famously recognized by riders around the world.” - Clay Ridley-Owner

Ridley Philosophy: The company's philosophy is base on you. As a Ridley Owner you can be confident that Ridley is here for you. Not many companies desire to know their owners or customers better than Ridley does. Take a ride on a new '0eight Ridley motorcycle, talk to a Ridley Owner, or just call up the factory. You will quickly find out why Ridley Owners keep coming back for more.- Clay Ridley-Owner

The 2009 Auto-Glide Classic is new to the Ridley line. Personality is the vital spirit of this years' Auto-Glide Limited. The custom styling and unique features set the '09 Limited apart from the rest. It is the first ever Ridley to feature an electronic fuel gauge. Cutom black and black cherry paint, and tan leather seat make this a true collectors piece.

The Target Audience -First-time and Seasoned Female Bikers. The low design, color choices and the automatic transmission, makes the Ridley the perfect female motorcycle.

Audience Profile - Female Motorcycle Riders

• The industry is on the road to its 12th year of consecutive growth, says the Motorcycle Industry Council (MIC).
• The proportion of motorcycles owned by women reached 9.6% in 2003, up from 6.4% in 1990.
• More than half of motorcycle owners are married.
• Median household income of motorcycle owners is higher than that of the U.S. population as a whole.
• More motorcyclists today have white-collar jobs.
• The median age of motorcycle riders is 42, up from 38 in 1998. Additionally, more riders today have college degrees--29% compared to 23% in 1998.
• Perception/Tone/Guidelines -The project is designed to encourage female motorcycle riders to research, test ride and purchase a Ridley Motorcycle.

Customer Comments – Target Audience

“The Ridley is an awesome bike! I bought an 0eight Auto-Glide Classic and have ridden almost 1500 miles on the beautiful back roads of Pennsylvania.- C. R., Boiling Springs, PA

“I have the Ridley Speedster and love it, but am ready to move up to the Ridley Auto-Glide Classic”. Rachel S. Lebanon, OH

“We were invited to visit. We couldn't get there until nearly an hour after closing time, but were told to come on in. We were met at the factory by Clay Ridley, who introduced us to a couple of his very friendly staff”. Don C. - Fletcher, OK

“I have a 2007 Ridley Auto-Glide with two-tone paint. It is my pride and joy. My husband rides a Harley and both our friends ride Harleys, and I keep up fine with them. When we stop for a rest
and snack, most of the time someone comments on my bike, not theirs. I love it.

What do we want them to think and feel?
• Motorcycle riding in no longer a man’s sport.
• Women enjoy owning and cruising on their own motorcycles.
• It’s ok to sometimes ride on the back of your man’s Harley, but riding your own Ridley beats a Hog any day.

• Innovative design
• Ultimate Freedom –no shifting

Visual Goals of the Project

Video of first time riders, and seasoned riders who own other brands, riding the Ridley, interviews about the riding experience. Print advertising of Women riding. Copy should convey messages of the freedom of owning and riding a Ridley. The tone of the message should be simple, short and to the point. Bikers are interested in the bottom line information. Not a lot of fluff.

Communication Strategy
The overall message : No shifting, Low styling, Custom design

The one thing a customer should instantly think when Ridley is mentioned: No Shifting This is important to the customer because it takes the worry and labor out of riding.
The touch points most frequently seen or heard by your customer are: •Personal connection with the company •Custom Built •No Shifting •The success of the project will be in measured by
the sales static’s.
Competitive Positioning
Ridley is different from my competition because we build custom bikes, and offer personalized service.

Competitors
#1 - Harley Davidson Motorcycle
#2 - Honda Motorcycle
#3 - Suzuki Motorcycle
#-4 -Kawasaki Motorcycle
Other independent Motorcycle Builders

What sets Ridley apart from the competition: Each Bike is uniquely different. The customer can design his/her own Bike. Ridley offers direct contact to the owner and designers of the
motorcycle.

The service that needs to grow, is nationwide distribution and advertising. Current customers perceive the Ridley brand to be Home Grown, personal and connected to their customers. This is
an important factor because the other motorcycle companies are like car dealerships, once you buy it, if anything happens to it you never talk to the owner of the dealership. In Ridley’s case,
more than likely you will talk directly to the owner if any thing occurs. Ridley has some negative perceptions in the marketplace, because it is new in the motorcycle arena. Most hardcore riders
are brand loyal. This could make it difficult to attract new customers. Although, the customers Ridley is attracting are the women, and first time novice riders.

Some hardcore riders believe an automatic motorcycle is not a “real” motorcycle.

Brand/Logo/Project Specifics

Targeted Message

Since the company has not been on the scene as long as its competitors, and the present Logo is established, at this time for brand identity the present logo should remain.

The message it should convey “Zero to Sixty, No Shift” The new brand identity should highlight the female rider. It should convey the comfort and ease of riding the bike.
The feel for the advertising, (Print & Video) should be minimalist. The goes along with the sleek minimalist design of the Ridley Motorcycle.

Bringing the Brand To Live

Watch Ridley Motorcycle | View More Free Videos Online at Veoh.com

2008-08-15T22:06:00.005-04:00

What is a mashup? - ZDNet

2008-06-24T23:54:00.001-04:00

The Spirituality of Jewlery

2008-06-20T21:26:00.002-04:00

Web 2.0 Applications- Google Docs

2008-06-13T00:36:00.001-04:00

Edutopias

2008-06-13T00:11:00.004-04:00

Edutopias Educational Tools For Today’s Student,
By Today’s Students.

MATX 690-901 Fall 2007

Submitted by Gloria D. Brogdon-Grantham

The days of rote memorization in education are gone. Constructivist learning is the key to education in the 21st century. With the rapid developments in technology and availability, there is a need for a generation of people who can analysis and reason in this age of technological growth. The use of technology in education cultivates constructivist learning. This type of education is key to the growth of our nation. The public educational system in the United States will be forced to change or continue to fall behind in the global educational system. (Brogdon, 2007)

Introduction

Edutopias are the new tools and philosophies that fuel the global educational system. It is the use of digital edutopias that is making a monumental impact on today’s educational process. These tools have opened the door to a vast wealth of global knowledge that has never been seen before, and continues to grow as technology develops.
“The word Edutopia represents an ideal educational landscape, where students are motivated to learn and teachers are energized by the excitement of teaching. In these schools, parents and other professionals from the community -- architects, artists, physicians, and writers, among others -- contribute their expertise and resources. Technology is readily available and enables students, teachers, and administrators to seek knowledge and expertise beyond the school building. “Edutopia” is a vision of powerful teaching and learning.” (Wikipedia, 2007)
In this technological era, most children have been exposed to technology since birth. This exposure has created a generation of children who require a different mode of
learning and dissemination of information. Because of the rapid pace and the nonlinearity
they receive information outside the classroom, many of them have difficulty handling the traditional linear and slower paced classroom setting.
By using technology one can deliver information in a non-linear fashion, enabling students to understand and learn the required information and skills to succeed in life based on their particular learning style. It also gives students an upper hand in the familiarity of the usages of technology as they matriculate into the job market.

“The educational process in America has not kept up with the changing pace of technology. Although, most schools have access to the Internet, much of the content of the lessons taught don’t involve the usage of computers as a daily learning tool for a specific lesson.” (Lepper)
The disparity in the availability of technology and large class sizes among public schools in the U.S. creates an educational environment for limited learning. Many teachers still rely on the rote memorization method to disseminate information. This method of information dissemination only allows the learner to memorize the given information, opposed to having an in-dept knowledge of any given subject using the constructivist learning approach.
Constructivism

Education must keep pace with the changing trend in technology and use the new
technologies as learning tools. Meaning, educators must immerse students into
the world of learning any given subject, just as their video games immerse then into the game they are playing after school.

Many of these games allow the player to create their own realm, thus constructing individual meaning and knowledge to the playing field. They become immersed in the activity. Likewise, the education environment must allow students to explore the use of the same type of technology to facilitate classroom work using the constructivist learning process.

“Learning is the process where individuals construct new ideas or concepts based on prior knowledge and/or experience.” (Pedroni) This type of learning environment gives the student the opportunity to construct knowledge, based on his/her experience during the activity. It also allows for collaboration and exploration, to create deeper meaning in the learning process. I will explore some of the Edutopias, which are changing the course of the learning process in America.

The use of technology in the classroom fosters Constructivist learning. This type of learning enables students to become active learners, thus taking responsibility to learn concepts and facts for themselves.

Much of today’s education is still based on rote memorization learning, and not constructivist learning. Unfortunately, this method of learning does not allow students to explore educational subject matter in-depth. Whereas, constructivist learning is an inquiry based learning style that fosters in-depth learning. This method requires the student to construct his or her on knowledge by inquiry through in-depth research and practical application.
As early as 1929, Alfred North Whitehead argued “the way students learn many things in school produces inert knowledge - knowledge that can be used to answer items on a school test but which is not available to the student when he or she is trying to solve a problem that requires that knowledge.” (Flavell)

An Early Edutopia Icon
Sesame Street - One the early edutopias in America, Sesame Street created by Jim Henson, premiered on November 10, 1969 on The National Educational Television Network, later know as The Public Broadcast Service. Bert, Ernie, Grover, Big Bird, Oscar the Grouch and the rest of the Sesame Street Gang have educated and entertained children, as well as adults for almost 40 years.

Sesame Street uses a mixture of puppets, animation, and real actors to teach young children the fundamentals of reading, mathematics, as well as geometric forms, and organization. Since the show's beginning, other instructional targets have been necessary life skills, such as how to cross the road in safety, good hygiene, and healthy eating lifestyle. (Sesame Workshop)
The show displays a understated sense of humor that has appealed to adult viewers; this was devised as a means to persuade parents and elder siblings to watch the series with younger kids, as a result becoming drawn into the learning process, rather than having Sesame Street act as a babysitter. (Sesame Workshop)

“The Sesame Workshop Model is a unique integration of educational, research, and creative expertise that informs everything we do”. (Sesame Workshop) Due to their instinct, children are attracted to this edutopia because it offers a constructive learning environment.
Sesame Street has helped thousands of children get a head start in their educational endeavors. It gives many children the tools and social skills they need to succeed in the classroom prior to entering the traditional classroom.

New Edutopias
Virtual Reality - “Virtual Reality (VR) is a technology that allows a user to interact with a computer-simulated environment, be it a real or imagined one. Most current virtual reality environments are primarily visual experiences, displayed either on a computer screen or through special stereoscopic displays, but some simulations include additional sensory information, such as sound through speakers or headphones.” (Wikipedia) Loeffler and Anderson define it, “as three-dimensional, computer-generated, simulated environment that is rendered in real time according to the behavior of the user.”

Morton Heillg was considered the “Father of Virtual Reality”. In 1957, he invented the Sensorama Machine, the world’s first visual reality machine. It was a 3-D motion picture machine that the viewer could experience vibrations in the seat, stereo sound, smell, and wind. His intention was to create the “Cinema of the Future.” He stated, "Thus, individually and collectively, by thoroughly applying the methodology of art, the cinema of the future will become the first art form to reveal the new scientific world to man in the full sensual vividness and dynamic vitality of his consciousness." ( Heilig)

This type of technology is being used by students’ everyday outside of the classroom. Video game systems, such as Sony’s Play Station and Nintendo’s Wii, are very popular Non-Text Based Virtual Reality games. The user becomes part of the virtual environment through the use of handheld devices. They can play against the machine or an opponent, where in the opponent may be in the same room or on the other side of the world.

Non-Text Based Virtual Reality - There are many possible uses for non-text based Virtual Reality in education. As a Constructivism learning environment, it has the potential for students to become completely immerse in the lesson they are studying. The same way they immerse themselves in video games. As a result, this type of technology will allow students to explore places and gather information they normally would read in a textbook.

Through this exploration, they can be guided by a detailed lesson they researched prior to participating in the their virtual journey. This virtual reinforcement will enhance the ability of the student to retain the information they are studying, because not only did they read the information, they experienced it.

“A basic concept in teaching,” according to Heilig, “is that a person will have a greater efficiency of learning if he can actually experience a situation as compared with merely reading about it or listening to a lecture.” (Rheingold)

Developing a Virtual Reality Learning Environment for Education
Virtual reality as an educational tool is a must, with the growth of video games, Play-Stations®, Wii®, and other interactive games and virtual players on the market, it seems the natural course for virtual reality devices is in the classroom. It is apparent this generation is a visual generation, thus we must teach them at their level.
The development and cost of these types of devices seems expensive, but as we reflect on the personal computer, as it first entered the market, it too was expensive, but look where we now. Computers have become cost-efficient, and user friendly, allowing greater access to the masses.

Creating a virtual learning environment, is as simple as searching the web, there are many websites that host virtual learning environments. Below I have cited three sources for virtual learning.

Second Life
Second Life is one of the most popular virtual worlds on the net. This web-based virtual world allows participants to create individual identities, and construct an interactive virtual environment.

This type of environment in education opens doors to allow students to construct and learn in virtual classrooms. This creates a collaborative environment that extends the reach of their educational experience. It allows them to interact with students from other schools in the U.S. as well as other countries.

National Museum of African American History and Culture
The National Museum of African American History and Culture at the Smithsonian in Washington, D.C. is a good example. This interactive museum located on the web. It takes you on an exploration in to African American history and culture. It can be found at http://nmaahc.si.edu/. Exhibition material for this web museum comes from African Americans across the country. These materials can be in the form of old letters, audio recording, photographs, and genealogy records, stories, and other types of media. Any type of media that gives insight in to the history and contributions African Americans have, and are making in this country.

This is a great website to create a WebQuest for in-depth inquiry learning. Each WebQuest team can be assigned different aspects of the museum to research. When this is completed, the class can create a power point presentation and post it on the class website.

Google.com
Google.com offers many tools to assist in creating exciting and engaging lesson plans. In the areas of Science or Geography, the Google website hosts:
Google Maps at http://maps.google.com - Detailed Map of the earth
Google Earth at http://earth.google.com - Detailed 3D look at the world.
Google Earth Blog at http://gearthblog.com - A Blog allows the student to communicate to others about their experience on the site.

These website allows the student to see in-depth details of the earth. There is also free 3-D modeling software that allows for easy creations of models that can be placed on the web.
Text Based Virtual Reality - Text based virtual reality is a tool used in some classrooms around the country. Ann Parson states, “Text Based Virtual Reality or MOO can be used in many different ways. It is a fluid medium and is only limited by the imagination of the teacher, parent or student who uses it. Here are some obvious benefits: promotes literacy by encouraging reading and writing in a natural way; can be used as a way to communicate in real-time with people at a distance; can be used to teach descriptive writing and poetic expression; can be used as an environment in which to role play or act out plays;” (Parsons).

WebQuest
The WebQuest is one such technology based Edutopias. Created in 1995 by Dr. Bernie Dodge, Professor of Educational Technology at San Diego State University. A WebQuest as an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet, (Dodge).

WebQuests are structured, well planned, and focuses on a specific topic chosen by the instructor. Most often the WebQuest is conducted in a group setting, of 3 to 4 students. Each student assumes a specific role. They follow and complete the tasks presented to them in the web links provided in the section.

After each student has completed their tasks, they compile the information in a website, video, power point, or some other multimedia presentation.

Many WebQuests include the following elements:

1. Introduction 2. Task
3. Process 4. Roles
5. Evaluation 6. Conclusion
7. Credits

These elements guide the user to research information on the web, based on links the instructor provides in the WebQuest. Although the WebQuest may have specific links for research, the Quester may also utilize other links they find in their Internet research. This type of guided research enables the student to become an active participant the learning process, thus creating an environment for constructivist learning.

It too can be considered a type of Text-Based Virtual Reality, due to the structure and its ability to immerse the participant in the subject it is focused on. This experience enables the student to become an active participant in the learning process, thus creating an environment for constructivist learning.

Massachusetts Institute of Technology
Massachusetts Institute of Technology (MIT) is making great strides in revolutionizing education with the development and use of technology. The MIT Media Laboratory is instrumental in designing and creating new and innovative methods to facilitate the education process in a total digital environment.

This digital learning environment is enabling children to construct their learning process, by becoming fluent in new technology. “Technological fluency means much more than the ability to use technological tools; that would be equivalent to understanding a few common phrases in a language (like English or French). True fluency involves the ability to express, explore, and realize ideas” (Papert & Resnick).

The Computer Clubhouse
The Computer Clubhouse is a community based learning environment organized by The Computer Museum in Boston, in collaboration with the MIT Media Laboratory to service inner city youth. Through the Computer Clubhouse children are becoming fluent in the use of technology.

“These young people become designers and creators--not just consumers--of computer-based products. Participants use leading-edge software to create their own artwork, animations, simulations, multimedia presentations, virtual worlds, musical creations, Web sites, and robotic constructions” (Resnick & Rusk).

There are four basic principles that drive the Computer Clubhouse (Resnick & Rusk).
Principle 1: Support learning through design experiences

Design activities:
• engage youth as active participants
• encourage creative problem-solving
• can facilitate personal connections to knowledge
• are often interdisciplinary
• promote a sense of audience
• provide a context for reflection and discussion.
This principle is based on constructivism. Learning becomes a process, and people actively construct knowledge from their experiences.

Principle 2. Help youth build on their own interests

When youth care about what they are working on, the dynamic of teaching changes.
Rather than being "pushed" to learn, youth work on their own, and seek out ideas and advice. Youth are not only more motivated but they also develop deeper understandings and richer connections to knowledge. When youth care about what they are working on, the dynamic of teaching changes.

Rather than being "pushed" to learn, youth work on their own, and seek out ideas and
advice. Youth are not only more motivated but they also develop deeper
understandings and richer connections to knowledge.

Principle 3. Cultivate "emergent community"

For young people to become technologically fluent, they need a similar type of immersion. They need to live in a "digital community," interacting not only with technological equipment, but with people who know how to explore, experiment, and express themselves with the technology.

To foster this type of community, the Computer Clubhouse includes a culturally-diverse
team of adult mentors--professionals and college students in art, music, science, and
technology. Mentors act as coaches, catalysts, and consultants, bringing new project
Ideas to the Clubhouse.

Principle 4. Create an environment of respect and trust
The Clubhouse approach puts a high priority on developing a culture of respect and trust. These values not only make the Clubhouse an inviting place to spend time, but they are essential for enabling Clubhouse youth to try out new ideas, take risks, follow their interests, and develop fluency with new technologies.

There are many dimensions to "respect" at the Clubhouse: respect for people, respect
for ideas, respect for the tools and equipment. Mentors and staff set the tone by
treating Clubhouse youth with respect.

These types of principles create the ideal learning environment. This allows young people to concentrate on developing and learning in-depth concepts and principles. It opens the door to developing and constructing their creative ideas, rather than just reading about it. These are vital skills young people need to develop, to be fluent in the digital global workforce.

Blogs
Blogs are daily out of school activities for most students. Blogging is a very popular out of school activity. This is one way this generation communicates and share information.

The introduction of the Blog has fueled a surge in personal writing among youth. Like-wise, blogs are becoming a vital tool in education to encourage students to read and write.
In broad terms, a blog is commonly thought of as an online journal, though they can range from intimate personal diaries to more journalistic newsletters. Some blogs focus on a narrow selection of topics of interest to the author, while other blogs cover a much wider range of topics. (Lange, 2006)

The features of a blog include instant publishing of text or graphics to the web without sophisticated technical knowledge, ways for people to provide comments or feedback to each blog post, the opportunity to archive past post by date, and hyperlink to other bloggers. (Huffaker, 2004)

There are many reasons why people blog. Penrod offers five of these reasons.
1. Blogs are easy to publish because of the technological advances.
2. Blogs mix pleasure with information to create an information reformation.
3. Blogs are a malleable writing genre.
4. Blogs allow writers to generate new personas and construct new worlds.
5. Blogs empower those who are often marginalized in society.

Adolescents make up a large part of the community of bloggers, often referred to as the blogosphere. Perseus Development Corporation, for instance, finds 51.5 percent of all blogs are being developed and maintained by ages 13–19 (Henning, 2003).

According to the “Blog Herald”, an online blog newsletter, the number of blogs worldwide is estimated to be greater than 34.5 million. (Blog Herald) This is perhaps a conservative figure. “Newfangled Web Factory”, an online tracker of blogs estimates the number of blogs to be over 70 million, and the growth doubles every six months. (Newfangled ) No matter the number of blogs on the World Wide Web, it is obvious blogging is a very powerful communication tool, with a global reach.

This type of tool in the classroom creates a learning environment with no boundaries. Allowing students to collaborate, explore, create, and learn globally. It breaks down the walls of the classroom, thus allowing the world to be the classroom.

Conclusion
These are a few of the edutopias that are starring to fuel the educational arena. As technology advances, and cost of equipment reduces, more of these edutopias are becoming major players in the classroom. Educators are beginning to see the importance of these tools for the next generation to compete in the global arena.

Works Cited
Blog Herald. 19 Jan. 2008 <>

Dodge, Bernie (1997). “Some Thoughts About WebQuests.” 19 Dec. 2007
http://webquest.org/search/webquest_results.php?language=en&descwords=&searchfield=descrip&search=Search+SDSU+Database

"Edutopia." Wikipedia, The Free Encyclopedia. 1 Aug 2007, 03:06 UTC.
Wikimedia Foundation, Inc. 11 Dec 2007

Flavell, J. (1963). The developmental psychology of Jean Piaget. New York:
D. Van Nostrand.

Henning, J., 2003. The Blogging Iceberg: Of 4.12 Million Weblogs, Most
Little Seen and Quickly Abandoned. Braintree, Mass.: Perseus
Development Corp.

Heilig, Morton Sensorama (1962). Art Museum. Net
http://www.artmuseum.net/w2vr/timeline/Heilig.html

Lange, Ryan “ Blogs For Learning” Blogging: A Brief History and Overview”. 28 August 2006. Michigan State University, 26 November 2007

Lepper, Mark R. and Chabay, Ruth W. (1985). Intrinsic motivation and instruction:
Conflicting views on the role of motivational processes in computer-based education, Educational Psychologist, 20:4, 217-230

Loeffler, Carl Eugene and Anderson, Tim, The Virtual Reality Casebook, New York:
Van Nostrand Reinhold, 1994.

Newfangled Web Factory 21 Jan 2008 http://www.newfangled.com/how_many_blogs_are_there

Nicholas Negroponte, Mitchel Resnick, Justine Cassell(MIT Media Lab)
Creating a Learning Revolution.
http://www.unesco.org/education/educprog/lwf/doc/portfolio/opinion8.htm

Papert, S., and Resnick, M. (1995). Technological Fluency and the Representation of
Knowledge. Proposal to the National Science Foundation. MIT Media Laboratory.
Cambridge, MA.

Parsons, Ann Head Gardener, Text-based Virtual Reality ESF Partnership Project.
Text Based Virtual Reality PART 1 Purpose and Potential GrassRoots
http://www.enabling.org/moointro.html

Pedroni, Leilani, (2001) Instructional Development Timeline. 11 Dec 2007
<>

Resnick, Mitchel and Rusk ,Natalie , The Computer Clubhouse: Preparing for
Life in a Digital World, IBM Systems Journal, vol. 35, no. 3-4, pp.
431-440.

Rheingold, Howard, Virtual Reality, New York: Summit Books, 1991

Sesame Workshop 3 Jan 2008

Wikipedia - http://en.wikipedia.org/wiki/Virtual_reality

Digital Storytelling

2008-06-10T03:06:00.003-04:00

2008-06-02T18:15:00.000-04:00

Digital Learning Objectives

2008-06-02T09:27:00.008-04:00

Video Lesson Plan #1
Created By:
Gloria D. Brogdon

My dissertation project is to create Interdisciplinary Digital Curriculum, using a full range of technologies to facilitate all class subjects, from audio production to virtual reality, and beyond. This type of constructivist learning is limitless.

The first project is the creation of a video autobiography.
Title: Who Am I? I start with this because each student is an expert on themselves and their family. There are several things this type of video production achieves.

Video In the Classroom

"Who Am I?"

Some of these are:
• Allows the student to talk to family members at length to gather stories about the family history. Their past, present and future;
• Students become familiar with historical facts and events based on the older generation’s life experience;
• Creates a bound between the parents and the child;
• Allows parents, grandparents and extended family members to become actively involved in the child’s’ education.
• The understanding of storytelling. Thus creating a sense of belonging and an understanding of the larger community each child lives in.

Subject: History/English/Social Studies

Who Am I? – Video Autobiography

Objective:
To enable students to:
1. become acquainted with the process of video storytelling,
2. build interviewing skills,
3. understand their extended family makeup,
4. understand the importance of documenting their family history for future
generations.
5. Build writing skills - Scriptwriting
6. Team building skills

Resources & Materials:
iMovie Family Photos
Tripod Video Camera
Microphones
Focus:
This unit is intended to orientate students of the basic parts and operation of the camera, As well as create a video for future generations.

Teaching Activities:
Each Student will need to bring in 5 to 15 family photos.
Photos should inclued but not limited to:
• Their baby photos
• Family photos (parents as teenagers of children, siblkings, grandparents))
• Photos of family events (graduations of siblings, family gatherings,

1. Each student will create a 3 to 5 minute video.
2. Each student will learn the correct way to use the camera by hands on instruction.
3. Each Student will learn the vocabulary needed to understand the equipment being used.
4. Each student will learn the correct way to use the camera by hands on instruction.

Vocabulary

Digital Video Camera
Fader
Postproduction
Editing
Lens
Viewfinder

Practice & Closure:
The class will engage in group discussions and projects. The class will critique the projects and discuss ideas for improvement.

Lights, Camera, Aesthetics!

2008-05-30T12:26:00.004-04:00

Gloria D Brogdon
Project #1
MATX 601

Lights, Camera, Aesthetics!

What do Oprah, CSI, Jerry Springer, Without a Trace, and all other television shows have in common? Aesthetics, or more precisely, applied media aesthetics. And what is applied media aesthetics? According to Herbert Zettl, (1) “applied media aesthetics is the branch of aesthetics that deals with sense perception and how to influence them through fundamental image elements, such as light, space, time/motion, and sound, which focuses on television, film, and other electronic audiovisual media.” These essential image elements are the backbone in creating award-wining television shows, as well as compelling commercials, and
PSA’s

According to Zettl, applied media aesthetics considers art and life as mutually dependent and essentially interconnected. He also states, “applied media aesthetics is not an abstract concept, but a process in which we examine a number of media elements, such as lighting and picture composition, how they interact, and perceptual reactions to them.”

This does not mean all, everyday life experiences are considered to be art, but it has the potential to be. Zettl states, the deciding factor in what elevates an ordinary life experience into the realm of art is the artist, or group of artist, such as a television or film crew.

Philosopher Irwin Edwin’s (3) new aesthetic concept stresses the close connection between art and life. He wrote: “So far from having to do merely the statues, pictures, symphonies, art is the name for that whole process of intelligence by which life, understanding its own conditions,
turns these into the most interesting or exquisite accounts. ” Zettl states “This process presupposes that life is given “line and composition” and that the experience is clarified, intensified, and interpreted.”

The process of clarification, intensification, and interpretation is woven throughout the aesthetics of applied media. In the area of television, each time a production is planned, this process is implemented. From pre-production, to production, to post production, this process enables the audience to interpret what they are hearing, seeing and understanding.

Contextualistic Aesthetics Defined
Contextualistic Aesthetics or contextualism is the evaluating of art according to what the artist felt while creating it. In the world of television production, this also holds true. What the producer and videographer sees through her/his lens is an interpretation of the actual event, thus creating art.

Three Key Elements

a) What and how we perceive an event is greatly influenced buy its context;
b) The interconnection of the major aesthetic fields of applied aesthetics: light, space, time/motion and sound;
c) Helps to organize the discussion of the great variety of aesthetic elements in each field and the influence and dependence on one another.

Program Content

The content of a program is most essential. The idea of any program must be created for the medium it is to be shown on (i.e.: television, movie screen, computer). According to Zettl, “A good idea does not necessarily make for effective mass communication.” He also states, “ You must learn to mold an idea so it fits the medium’s technical as well as aesthetic production and reception requirements.

The Medium is the Message
Each time a person conveys a message to someone, that person becomes the communication medium. It is very important to be aware of how a person’s behavior can influence how a specific message is received.

Marshall McLuhan, (4) states “the medium is the message.” What he means is the medium has an important role not only of the distribution of the message, but also in the shaping of the message the viewer receives. Some classic communication models never take in consideration the importance the medium plays in shaping the message. Most often the importance is given to the interpretation of the literal message, opposed to the message the medium is conveying to the audience.

Responsibility
The art of creating a television program, commercial or PSA is a multifaceted experience. From a television viewer’s perspective, they often fail to grasp the true meaning of the images in a program.

As previously stated, the purpose of applied media aesthetics is to clarify, intensify, and interpret the message to an audience. These three elements also shape and sometimes manipulate the viewer’s perception. It is important the mass communicator and the viewer is aware of this manipulation and seek to learn more about the effects of applied media
aesthetics.

Application
Over the past 8 years as a television production professor, I have instructed students in the production of news reports, talk shows, soap operas, commercials, and PSA’s. Media aesthetics has been a critical part of the creation of these productions.

The following is the analysis of two public service announcements instructed by me and produced by television production students at Langston University in Langston, Oklahoma.

(Play Tape)
Aids Awareness PSA (30 sec.)
This PSA’s target audience is African Americans. Mainly high school and college age. But now exclusively.

In the preproduction phase I suggested to the students, they had 30 seconds to grab the viewer’s attention to convey a serious message. And if they did not grab their attention in the first 2 seconds they would lose their audience.

The opening head shots and sharp cuts of people, was designed to give the viewer a sense of randomness. That Aids can strike anyone. The brick wall conveyed the message that having aids does place you back against a brick wall.

The graphics within the PSA, are actually an Aids awareness tee shirt designed by a student. Because students on campus frequently wore this tee shirt and the PSA was aired on the campus television station, this gave instant recognition to the viewers, thus creating a sense of connection to the PSA.
As well as the design of the tee shirt is also a play off the infamous “Got Milk “ slogan, which has been so recognizable in the past few years.

The scene of the couple in the bedroom is one that happens frequently on college campuses. The angle of the shot starts with a medium close-up, and slowly zooms out as the door closes. The angle of the shot first appears to be just a straight on shot, but as it zooms out the audience is given the feel they are standing above the scene looking down. Based on the viewer, this may be interpreted in a number of ways. From a higher being watching over the couple, to viewer voyeurism.

The voiceover was straightforward with facts and statistics on Aids among African Americans. The students created the music sound track, Which sets the tone of seriousness to future convey the message.

(Play Tape)
Domestic Violence PSA (30 Sec.)

The aesthetics of this PSA relied mainly on the use of a powerful sound track and the dramatic actions of the actors. There is no voice over. There is ambient sound that brings the viewer in to the action.

The extreme close up of the young lady brings the audience into her daydream. The cut to the actual violent scenes conveyed the sense of being in her shoes, because we have actually entered into her memory.

The scene of the slap and her fall to the floor, as a double take was done to create a more dramatic sense of the severity of domestic violence. The students decided this was a creative way to convey this message. Also since this was a view of her memory, it conveyed the way the mind works and its ability to replay experiences over and over, which continues to be as debilitating as the actual event.

The cut to the couple at the table, and the actions of the man towards her for having the daydream further reiterates the severity of domestic violence.

The closing graphic is an actual National Domestic Violence Hotline.

As with the Aids Awareness PSA, I suggested to the students for this PSA, they had only 30 seconds to convey their message, and about 2 seconds to capture their audience. And they were successful in creating a compelling PSA.

Works Cited

1. Herbert Zettl, Sight, Sound, Motion: Applied Media Aesthetics
(Calif.:Thompson, Wadsworth, 2005) p.3

2. Erwin Edman, Art and the Man (New York: W.W. Norton, 1967) p.12

3. Edwin, Arts and the Man, p.12

4. Marshall Mcluhan, Understanding Media: The extensions of Man (New
York:
McGraw-Hill, 1964)

Sample Video Lesson Plan

2008-05-29T03:24:00.004-04:00

Created By:
Gloria D. Brogdon
Video Assignment

My dissertation project is to create Interdisciplinary Digital Curriculum, using a full range of technologies to facilitate all class subjects, from audio production to virtual reality, and beyond. This type of constructivist learning is limitless.

Who Am I? – Video Autobiography

The first project is the creation of a video autobiography. I start with this because each student is an expert on themselves and their family. There are several things this type of video production achieves.
Some of these are:
• Allows the student to talk to family members at length to gather stories about the family history. Their past, present and future;
• Students become familiar with historical facts and events based on the older generation’s life experience;
• Creates a bound between the parents and the child;
• Allows parents, grandparents and extended family members to become actively involved in the child’s’ education.
• The understanding of storytelling. Thus creating a sense of belonging and an understanding of the larger community each child lives in.

Subject: History/English/Social Studies

Who Am I? – Video Autobiography

Objective:
To enable students to:
1. become acquainted with the process of video storytelling,
2. build interviewing skills,
3. understand their extended family makeup,
4. understand the importance of documenting their family history for future generations.
5. Build writing skills - Scriptwriting
6. Team building skills

Resources & Materials:
iMovie Family Photos
Tripod Video Camera
Microphones
Focus:
This unit is intended to orientate students of the basic parts and operation of the camera, As well as create a video for future generations.

Teaching Activities:
Each Student will need to bring in 5 to 15 family photos.
Photos should inclued but not limited to:
• Their baby photos
• Family photos (parents as teenagers of children, siblkings, grandparents))
• Photos of family events (graduations of siblings, family gatherings,

1. Each student will create a 3 to 5 minute video.
2. Each student will learn the correct way to use the camera by hands on instruction.
3. Each Student will learn the vocabulary needed to understand the equipment being used.
4. Each student will learn the correct way to use the camera by hands on instruction.

Vocabulary

Digital Video Camera
Fader
Postproduction
Editing
Lens
Viewfinder

Practice & Closure:
The class will engage in group discussions and projects. The class will critique the projects and discuss ideas for improvement.

Visualizing Education

2008-05-29T00:45:00.006-04:00

Charter School Proposal
Gloria D. Brogdon
Langston University
2000

If I had the opportunity to establish a new charter school, it would be patterned after the school I have been designing for the past three years, F. D, Moon Academy of Mass Media and Communication Technology.
As one of three mass media professionals, our job is to design a middle school integrating the core curriculum with mass media and communication technology.
My area of expertise is television/video production, print media , advertising, and public relations.
Some of my duties are to continue to develop and upgrade integrated core curriculum base on the Oklahoma Pass Objectives with mass media, instruct classes in television/video production, resource with core teachers to integrate their lesson plans with mass media, conduct mass media workshops, and visit elementary schools to recruit future students.
Here is a brief outline of the emphasis and operation my charter school.

Purpose
In this technological era, most children have been exposed to technology since birth. This exposure has created a generation of children who require a different mode of learning and disseminating information. Because of the rapid pace they receive information, many of them have difficulty handling the traditional classroom setting. By using technology, which delivers information at their pace, as a learning tool, students are capable of understanding and learning the required material to succeed in life. It also gives them a upper hand in the familiarity in the area of technology as they move into the job market.

School Mission
We are committed to seeing each child as an individual, with individual learning styles, and using mass media as a tool to facilitate core learning at each students’ learning pace.

Operations
1. Each student is required to apply to attend.
2. Acceptance is based on desire to attend this type of school and GPA (2.0).
3. Parents will sign a contract agreeing to actively participate in their child's education.
4. Teachers will sign a contract agreeing to adhere to the format of this type of curriculum, 40 hours of staff development per year, and participate in the ongoing development of the school.
5. Students are required to take leadership in their educational process, by giving input into the curriculum.
6. Develop community business partnerships to assist in supporting our school.
7. Target recruitment market: elementary school 5th graders.
8. Recruitment activities are done by visiting each elementary school in the area, setting up recruitment booths in local malls on weekends, and conducting an annual recruitment fair
9. Distributing student produced school brochures at area libraries, and businesses (see attachment).

Three Year Developmental Time Line
Year One
1. Develop and write integrated curriculum for core courses (Math, Science, Language Arts, Social studies), based on the Oklahoma Pass Objectives.
2. Design the television and radio studios and requisition equipment for these studios.
3. Have studios built, and up and running by school opening in August.
4. Conduct first 40 hours of staff training.
5. Develop and implement a recruitment plan unique to our program.
6. Prepare and submit requisitions for second round of funds.
7. Make professional contact from the industry.

Year Two
1. Submitted requisition for Macintosh computers for Print lab.
2. Order Dell computers for the Communication Technology lab.
3. Conduct second 40 hours of staff training
4. Continue developing and updating curriculum.
5. Resource with Core teachers to integrate curriculum.
6. Prepare and submit requisitions for the third year of school
7. Continue to expand professional network.
8. Continue implementation of recruitment plan unique to our program.

Year Three
1. Develop Photographic Darkroom.
2. Develop Distance Learning Lab.
3. Develop Career Center and Resource Library
4. Continue to resource with Core teachers.
5. Conduct third 40 hours of staff training.
6. Continue developing and updating integrated curriculum.
7. Integrate theme into elective classes.
8. Continue implementation of recruitment plan unique to our program.

Curriculum
The curriculum is based on educating students using mass media and communication as a tool.
Students will take classes in:
1. Multimedia Presentation & Wedsite Design
2. Television/Video Production
3. Print Media/Photography
4. Radio Production
They will use their expertise in these areas to facilitate their core courses.

Sample Integrated Curriculum

(A) Integrated Priority Academic Student Skills Grades 6-8 READING

Reading Process
I. Reading process: Students will apply a wide range of strategies to comprehend, interpret, evaluate and appreciate texts.

A. Vocabulary: Knowledge of words and word meanings.
The student will:
1. recognize, understand and be able to apply the terms used in
a) print,
b) advertising,
c) radio,
d) television.

B. Comprehension: Ability to interact with the words and concepts to understand what the writer has to say.
The students will:
1. read newspapers and magazines, scripts appropriately designed for grade level;
2. determine the purpose for these specific text;
3. analyze and discuss and interpret what the writer is saying based on personal experience, and
4. read the history and development of American mass media.

C. Fluency: Ability to identify words rapidly so that the attention is directed at the meaning of the text.
The students will:
1. Read radio commercials, television/movie scripts with expression, feeling and characterization.

Writing and Responding to Text
The student will:
A. Use the writing process for scriptwriting, journalistic writing, and business writing to
develop and refine writing skills.
1. Participate in prewriting activities such as brainstorming, note taking, research, and
free writing.
2. Read television and movie scripts for understanding of plot, setting, theme, characterization, conflict and resolution.
3. Analyze the characters of these scripts.
4. Write scripts using the techniques developed.
5. Read and write newspaper articles in the same manner as the scripts.
6. Write radio shows for production.
7. Write resumes, simple proposals,

Information and Research
A. Students read widely to acquire knowledge, conduct research, and organize information.
The student will:
1. Use the internet to help to define and research topic by browsing sites which pertains to the area of study.
2. Create notes, and site sources on the computer of the information found.
3. Create computer generated graphs, charts, maps; etc.
4. Create power point presentation of research information.
5. Create brochures using the research information.

Effective Reading Habits
A. Students demonstrate the behaviors, habits, and attitudes of an effective reader.
The student will:
1. Share and discuss daily news and magazine articles in small groups. after which they will come back to the larger group for discuss.
2. Read for understand, information and interpretation.

Grammar/Usage and Mechanics
A. Use proper mechanics in writing, based upon the style of writing.
The student will:
1. Use style manuals appropriate for each style of writing to assist in correct grammar and mechanics usage.

Listening/ Speaking
A. Demonstrate thinking skills in listening, speaking, reading, and writing.
The student will utilize all of these skills in:
1. taping of a television or radio show, and
2. interviewing for a news article.

Visual Literacy
The student will:
1. Distinguish fact, opinion, and fiction in print, radio, and television.
2. Interpret and evaluate the ways visual images are represented and understand the meaning of these images.
3. Compare and contrast print, broadcast media in its deliverance of messages to the masses.

Sample Mass Media Curriculum
(A) Journalism Knowledge and Skills
Students enrolled in Print Journalism will write in a variety of forms for a different audiences. Middle school students enrolled in this course are expected to plan, write drafts and complete written assignments on a regular basis. The are expected to examine their papers for clarity, engaging language, and correct usage of written English. Each student will learn journalistic traditions, research self-selected topics, learn the principals of publishing, as well as write in the journalistic style.

The essential skills and knowledge each student is expected to learn are:
1. An understanding of the development, laws, and responsibilities of the media.
2. The student reports and writes for a variety of audiences and purposes and researches self-selected topics to write in journalistic style.
3. Each student will understand the principals of page design using industry standard technology.
4. The student demonstrates an understanding of the importance of advertising to a publication.

(B) Advertising Knowledge and Skills
Students enrolled in Advertising are expected to develop the skills to conceptualize a new product and implement a advertising plan. Each student is expected to understand the the basic principals of advertising as well as the effects of advertising in our society.

1. The essential skills and knowledge each student is expected to learn are:
2. An understanding of the development, laws, and responsibilities of the advertising.
3. Students will become aware of the language and techniques used in print advertising.
4. Examine the influence that advertising has children.
5. Develop a comprehensive advertising project.
6. Students will demonstrate a knowledge advertising design and production in print, radio, and television.

(C) Syllabus
Television/Video Production I
Room D112/ FDM-TV Studio
Instructor: G. D. Brogdon, 419-4336
Internet Textbook: www.cybercollege.com

Course Objectives:
1. Knowledge of basic terms and aesthetics of television and video.
2. Knowledge of organizational and responsibilities of a crew.
3. Understanding of the operation of TV/Video production equipment.
4. Familiarity with the roles of the TV/Video Producer & Director.

Grading System:
1. Quiz - There will be one quiz given. This will be a hands on final exam. This exam will constitute 33.3% of your grade.

2. Participation and Skills - Your ability to function as a member of a TV production crew will be observed and evaluated. Attendance, punctuality, attitude and participation are as important as mechanical ability. This evaluation will constitute 33.3% of your final grade.

3. Student Project - Each student will be required to complete one Video project during the 9 weeks. This may be a group or individual project. Projects will be assigned during the week of January 21, 2002. It is your responsibility to make sure you complete the project. This project will constitute 33.3% of your grade.

Class Schedule
Week 1: Equipment Orientation & Post Production Basics
Week 2 & 3: Complex ENG Assignments & Microphones for ENG Reporting
Week 4 & 5: Single Camera Studio Production
Week 6 & 7 : Multi- Camera Studio Production
Week 8 & 9: Final Video Projects

Final Projects
Partners and the type of project to be produced should be turned in to me before November 16, 2001

Class Schedule is subject to changes. All changes will be announced in class.

Conclusion
This charter school will expand each year through school recruitment efforts. But our best advertising tool will be the individual attention we give each student, and their academic achievements. As the community becomes aware of the quality of education the students are receiving at my school, I foresee a waiting list of students by the third year of operation.
We have also developed a comprehensive after school community program. This includes computer classes, resume writing, dressing for success, workplace etiquette, interviewing techniques, resume writing, public speaking, and mass media workshops.
These workshops are open to students and adults in the community to assist in developing business and job related skills.

Education, Constructivism and Virtual Reality

2008-05-16T18:11:00.012-04:00

Gloria D. Brogdon

The days of rote memorization education are gone. Constructivism learning is the key to
education in the 21st century. With the rapid developments in technology and availability,
there is a need for a generation of people who can analysis and reason in this age of
technological growth. The use of virtual reality in education cultivates constructivist learning. This type of education is key to the growth of our nation. The public educational system in the United States will be forced to change or continue to fall behind in the global educational system.

Introduction
In this technological era, most children have been exposed to technology since birth.
This exposure has created a generation of children who require a different mode of learning and dissemination of information. Because of the rapid pace and the non-linearity they receive information outside the classroom, many of them have difficulty handling the traditional linear classroom setting.

Using technology, delivers information in a non-linear fashion, this enables students to understand and learn the required information and skills to succeed in life, based on their learning style. It also gives them an upper hand in the familiarity of the usages of technology as they move into the job market.

Mark Lepper states, “The educational process in America has not kept up with the changing pace of technology. Although, most schools have access to the Internet, much the content of the lessons taught don’t involve the usage of computers as a daily learning tool for a specific lesson.” (1)

The disparity in the availability of technology and large class sizes among public schools in the U.S. creates an educational environment for limited learning. Many teachers must rely on the rote memorization method to disseminate information. This method of information dissemination only allows the learner to memorize the given information, oppose to having an in-dept knowledge of any given subject.

Constructivist Learning v/s Rote Memorization
The use of technology in the classroom fosters Constructivist learning. This type of learning enables students to become active learners, thus taking responsibility to learn concepts and facts for themselves.

Much of today’s education is still based on rote memorization learning, and not Constructivist learning. The rote memorization method of learning does not allow students to explore educational subject matter in-depth. Whereas, Constructivist learning is an inquiry based learning style that fosters in-depth learning. This method requires the student to construct his or her on knowledge by inquiry through in-depth research and practical application.

As early as 1929, Alfred North Whitehead argued that “the way students learn many things in school produces inert knowledge - knowledge that can be used to answer items on a school test but which is not available to the student when he or she is trying to solve a problem that requires that knowledge.” (2)

Constructivist Text Based and Non-text Based Virtual Reality

Text Based Virtual Reality
Text based virtual reality is a tool used in some classrooms around the country. Ann Pearson states, “Text Based Virtual Reality or MOO can be used in many different ways.

It is a fluid medium and is only limited by the imagination of the teacher, parent or student who uses it. Here are some obvious benefits: promotes literacy by encouraging reading and writing in a natural way; can be used as a way to communicate in real-time with people at a distance; can be used to teach descriptive writing and poetic expression;can be used as an environment in which to role play or act out plays;” (3)

This experience enables the student to become an active participant the learning process, thus creating an environment for constructivist learning.

One of the most recent creations in text based virtual reality is the WebQuest, created by Bernie Dodge and Tom March in 1998. They defined a WebQuest as an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet, optionally supplemented with videoconferencing. (4)

WebQuests are structured, well planned, and focuses on a specific topic chosen by the
instructor. Most often the WebQuest is conducted in a group setting, of 3 to 4 students. Each student assumes a specific role. They follow and complete the tasks presented to them in the web links provided in the section.

After each student has completed their tasks, they compile the information in a website, video, power point, or some other multimedia presentation.

Many WebQuests include the following elements: Introduction, Task, Process, Roles, Evaluation, Conclusion & Credits.

These elements enable the user to research information on the web, based on links the
instructor provides in the WebQuest. Although the WebQuest may have specific links
for research, the Quester may also utilize other links they find in their Internet research.

Non-Text Based Virtual Reality
Virtual Reality (VR) is a technology that allows a user to interact with a computer-
simulated environment, be it a real or imagined one. Most current virtual reality
environments are primarily visual experiences, displayed either on a computer screen or through special stereoscopic displays, but some simulations include additional sensory information, such as sound through speakers or headphones. (5)

Loeffler and Anderson define it,” as three-dimensional, computer-generated, simulated
environment that is rendered in real time according to the behavior of the user.” (6)

Morton Heillg was considered the “Father of Virtual Reality”. In 1957, he invented the Sensorama Machine. The world’s first visual reality machine. It was a 3-D motion
picture machine that the viewer could experience vibrations in the seat, stereo sound,
smell, and wind. His intention was to create the “Cinema of the Future.”

Heillg stated, "Thus, individually and collectively, by thoroughly applying the
methodology of art, the cinema of the future will become the first art form to reveal the new scientific world to man in the full sensual vividness and dynamic vitality of his consciousness."(7)

Non-Text Based Virtual Reality in Education
This type of technology is being used by students’ everyday. The video game systems,
such as PSP’s and Wii, are Non-Text Based Virtual Reality games. The user engages in
a virtual world. They are either playing against the machine, or an opponent. This
opponent may be in the same room, or on the other side of the world.

There a many possible uses for non-text based Virtual Reality in the education. As a
Constructivism learning environment, it has the potential for students to completely
immerse in the lesson they are studying. The same as they immerse themselves in video
games. This type of technology allows them to explore places and gather information
they normally would read in a textbook.

Through this exploration, they can be guide by a detailed lesson they researched prior to participating in the their virtual journey. This virtual reinforcement enhances the ability of the student to retain the information they are studying, because not only did they read the information, they experienced it.

“A basic concept in teaching,” according to Heilig, “is that a person will have a greater efficiency of learning if he can actually experience a situation as compared with merely reading about it or listening to a lecture.” (8)

Developing a Virtual Reality Learning Environment for Education
Virtual reality as an educational tool is a must. With the growth of video games, PSP’s, Wii, and other interactive games and virtual players on the market, it seems the natural course for virtual reality devices is in the classroom. It is apparent this generation is a visual generation, thus we must teach them at their level. The development and cost of these types of devices seems expensive, but as we reflect on the personal computer, as it first entered the market, it too was expensive. But look where we now.

We live in a visual world. If we are to compete globally, it is necessary to explore the use of this type of technology in the public schools.

Works Cited
(1) Lepper, Mark R. and Chabay, Ruth W. (1985). Intrinsic motivation and instruction:
Conflicting views on the role of motivational processes in computer-based
education, Educational Psychologist, 20:4, 217-230.

(2) Flavell, J. (1963). The developmental psychology of Jean Piaget. New York:
D. Van Nostrand.

(3) Parsons, Ann Head Gardener, Text-based Virtual Reality ESF Partnership Project.
Text Based Virtual Reality PART 1 Purpose and Potential GrassRoots
http://www.enabling.org/moointro.html

(4) Dodge, Bernie (1997). “Some Thoughts About WebQuests.”
http://webquest.org/search/webquest_results.php?language=en&descwords=&searchfield
=descrip&search=Search+SDSU+Database

(5) Wikipedia - http://en.wikipedia.org/wiki/Virtual_reality

(6) Loeffler, Carl Eugene and Anderson, Tim, The Virtual Reality Casebook, New York:
Van Nostrand Reinhold, 1994.

(7) Heilig, Morton Sensorama (1962). Art Museum. Net
http://www.artmuseum.net/w2vr/timeline/Heilig.html

(8) Rheingold, Howard, Virtual Reality, New York: Summit Books, 1991

Web 2.0 Applications-Snapvine Online Audio Blogging

2008-05-16T17:13:00.008-04:00

Snapvine Online Audio Blogging
G.D. Brogdon

Introduction

MATX 604-Production and Applications Workshop created an environment for me to explore many of the new digital technologies available. It also allowed me to gain knowledge and expertise from each student in the class. This learning by exploring set in motion my quest to see if Snapvine, and other digital technologies would be applicable in creating learning tools in an educational environment.
Collaborative learning and teaching has taken on a life of it's own in the past few years. It seems like over night a vast number of new technologies have come on the scene to change the way we communicate, learn and socialize. Many of these new and old social networking applications are part of a vast open source network on the web.
These applications are simple technologies, but are having a dramatic impact on the way we conduct our daily lives. It is making global communication connectivity much faster, simpler, and more mobile than email. Yet, still providing 2-way communication, but with less restraints.
Snapvine?
One growing social networking tool is Snapvine (www.snapvine.com), an online audio blogging site. Snapvine offers total blogger mobility. Unlike traditional blogging, where the only option is to use a computer, Snapvine allows you to post audio blogs using your phone (land or cell), or you can use a microphone and blog directly through the computer. You can download a Snapvine player to your personal blog. At this time Snapvine is connected to 15 countries, making it a simple process to connect your thoughts and ideas around the globe.
How Snapvine Works

Snapvine needs no elaborate equipment to post an audio post. A computer, a cell phone, landline phone, or a microphone is all needed to get started. The registration is quick and simple. As part of the registration, you provide your cell and/or home phone numbers. This allows Snapvine to know it's you when you leave voice comments or blog posts.
Once registered, you are given two voice blog telephone numbers. One number is used to phone in your blog post to the out going voice blog, and the second phone number is to access your inbox, so you can check incoming voice blogs if you are away from your computer. Snapvine offers toll free calls. There is only one drawback about Snapvine; you are limited to a 10-minute blog. There is a way to get around that, save the first blog as Part One and start Part Two as a continuation.

Snapvine

Personal Usage

It is obvious from a personal perspective, Snapvine offers great flexibility and versatility in the way we blog as a form of communication. It’s a more personal form of communication. Even though it is a voice recording of the person, compared to email or text messaging, it is less impersonal. It gives you the same feel you get when someone leaves a voice mail on your phone.
It allows you to connect with the person on a different level, because not only are you hearing the words, but you are also capturing the essence of the person based on intonation of their words.

Educational Usage – K-12

I can see value in using Snapvine, as an educational tool. Listed below are a few innovative ways Snapvine can be used in education.
Online Radio Station (Snapcast) – This is a excellent tool to create radio broadcasts, or as I call it Snapcasts in the classroom.
Students could Snapcast :

•School News Broadcasts – They can be heard by students in other classrooms via the computer,

•findings after completing science projects,
•school field trips,
•classroom/school projects,
•original stories written and read by the student,
•explain how to work a math problem,
•original poetry,
•collaborate on a project with students from another school.

Teachers could Snapcast :

•information for parents,
•announcements of school events,
•homework

With a little imagination, the list could be endless. This is a great classroom and homework tool!

What’s New With Snapvine

Snapvine Social Media API. a recently developed application creates a viral environment allowing the user to personalize photos with audio descriptions and embed them in websites or on MySpace.
In Education Snapvine Social Media, API allows students to annotate photos and images. It could be used in any lesson that requires the student to analyze or critique images. Thus building the students’ ability to think more critically about a subject or issue.
Higher Education

In Higher Education I envision Snapvine as a online research tool. A place a student could audio blog their research findings. Using the new version, Snapvine Social Media API , students could collaberate and record findings on three-way calling with other research students, globally.

Snapvine, a small, yet powerful social networking application, opens the door to global exchange and collaboration.
Web2.0 Tools Website.

Works Cited

e-Learning Reloaded: Top 50 Web 2.0 Tools for Info Junkies, Researchers & Students
http://oedb.org/library/beginning-online-learning/e-learning-reloaded:-top-50-web-2.0-tools-for-info-junkies,-researchers-&-students

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