Monthly Archives: February 2017

ET513 Week7 Project #3Haiku Deck

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ET513 Static Multimedia Instruction using Clarify Project #2

This week, we created static multimedia tutorials that employ  both the Multimedia Principle and the Contiguity Principle using Clarify it, a screen shot tool. Clarify it made it very easy to take screen shots & annotate the screenshots.

For this tutorial, I decided to create a tutorial on cardinal directions and vectors for introductory high school physics students. This  is a topic that students often struggle with. After using Clarify it, I think that I probably should have used Clarify it for a tutorial to show students how to log on and access our grading system or some other “how to” tutorial, but I thought I would forge ahead & use it for a physics tutorial.

The learning objectives are:

After reviewing the tutorial, the student will be able to (TSWBAT):

  1. Identify the parts of a vector.
  2. Identify Cardinal Directions  and Ordinal directions on a compass rose.
  3. Measure a vector’s direction from the two nearest cardinal directions.
  4. Measure a vector’s direction counter clockwise from 0 degrees (due east).

To create the tutorial, I broke the tutorial into the following steps:

  • Definition of a vector
  • parts or “anatomy” of a vector
  • definitions of cardinal & ordinal directions
  • comparing cardinal directions to Cartesian coordinates
  • Examples of how to describe the vector’s direction
  • Practice on how to describe the vector’s direction

The Multimedia Principle states “use images with words rather than words (text) alone. When multimedia presentations employ this principle, images help ease the cognitive load and allows learners to encode & decode in their working memory. This tutorial follows the Multimedia Principle because it uses images with word to describe the concepts.

The Contiguity Principle states that graphics/images should be close to corresponding text which helps learners to determine relationships between words and pictures. When the images and text are close together the learner can more easily put the information into working memory because there is less cognitive overload.  The tutorial follows the Contiguity principle because the text is close to the parts of the image to which they relate. Additionally, the tutorial tries to avoid captions underneath the images in an effort to attempt to reduce cognitive overload. It is better to have the text next to the image so the viewer can see the image & the words to help make sense of it.

One problem that I ran into was in the export process. I created it without any problems. In fact it was an easy to use tool. The problem was when I exported the document as a PDF, there were blank spaces before the image  some of the steps. I struggled trying to figure out how to fix it. (Thank you to my classmates & Dr Hall!) I went back and reduced the tutorial to one image per step which fixed the problem. One thing I did not like about the Clarify it was I could only draw straight lines, I would have liked to have drawn curving arrows to show a counter clockwise direction. However, that is a rather a small item. I think the software was easy to figure out and use.

Below is my Tutorial on vector direction.


ET 513 SketchNote project #1 Weeks 4/5

Background: In weeks four and five, we read chapters four & five from “ELearning and the Science of Instruction”, and created our Sketchnote Project. First, I am so glad to have read chapters four and five. It sheds some more light on some of my peers’ week three projects! Our week three assignment was to post on good and bad course ware, and many people included the elearning Principles in their posts. Chapters four and five introduce the Multimedia Principle & the Contiguity Principle. Some of my peers (in other classes) have also included the elearning Principles, so I am glad to finally be learning about & understanding the elearning Principles!

Sketchnotes: First thoughts… I was excited & apprehensive to try creating my own Sketchnote. I have seen some pretty amazing examples of Sketchnotes, and I think they are cool ways to connect with information. As I read about & watched tutorials on Sketchnotes, I can see how some of my students could really benefit from the process. In fact, recently, a student who is struggling in class came to see me, and we talked about how the Sketchnotes process might help her.

I was apprehensive because I have messy handwriting, and my drawing skills are minimal, but I definitely wanted to try it!

Challenge: Choosing a tool… My next challenge  was decide whether to go “old school” and draw with paper & pencil or try a  “21st century” web 2.00 tool. I do not own an Ipad, and drawing and writing on my small Iphone screen is extremely challenging. Additionally, I wanted to mimic what my students might be doing. At our school we have access to Chromebooks (without touchscreens) so  I decided to search for sketchnoting tools for Chromebooks. I found some that seemed promising, but drawing (and writing) w/ a mouse is very difficult. In fact, it looks like “chicken scratch”! I thought about using an infographic tool like Piktochart, but I think using a tool like that defeats the purpose of Sketchnotes. To me, Sketchnotes should capture the ideas that stand out “in the moment”. I think Piktochart is a great tool for creating “more polished” presentations, but I do not think tools such as Piktochart allow for the “in the moment” flow of ideas.

So I searched for ChromeBook apps…Some of the tools that I explored include:

AwwApp: This allowed me to type words and add images. But I found that it did not allow for free flow in the moment (which I think is key for Sketchnotes). Additionally, deleting items proved more difficult than just a simple “undo” button. If I had a touch screen, I think it would have been more user friendly. Here is a screen shot of my attempts at AwwApp.


Explain Everything: This is a very cool tool, and I want to explore it further (if and when I get a touch screen). I think it would be another avenue for creating presentations for not only me, but also my students. Here is my  image of “playing with this app”.


Above is evidence that writing and drawing with a mouse is almost impossible for me! 🙂

Pixlr, I did not find this tool intuitive, and the icons were so small, I could barely see them! (even with my glasses!). Here is my screenshot with Pixlr.


Sketchboard: I actually like this app. On glitch was that I couldn’t figure out how to rotate the arrows (which bothered me), but I think this could be useful once I play with it some more. Here is my screenshot of using Sketchboard App.


Final Product: I ultimately decided on “old fashioned” paper and pencil. The next challenge was finding a way to upload the project. While doing it by hand allowed my thoughts to flow freely, it was challenging when I wanted to change things. The BIGGEST challenge was making it legible (did I mention that I have messy handwriting?!?) I ended up making four pages of sketchnotes on chapter four;  I enjoyed the process, and wanted to keep trying.

Uploading Challenges: I tried scanning on my printer at home, but it was “too light” so I needed to make the words & drawings darker, and then re-scan. They were still hard to view, so I scanned on the photocopy machines at work & saved as PDFs.  The PDFs are easy to read, but I can’t figure out how to embed a PDF into WordPress (so the PDF links are at the bottom of this page). The Jpegs are below.

Final Thoughts: I would like to introduce this to my students, as I think some students would benefit from it. One thing I realized in this process is that I am rather textual in my approach to notes, but I have always done a very basic version of this in my notetaking as I have certain images & symbols that I use as a sort of shorthand when I take notes.

Below are the JPegs from my home printer/scanner.


Page One Overview of MM


Page Two Image Types


Page Three: Constructing Meaning


Page Four Novice vs Advanced learners

Below are  PDFs  (from the photocopy scan) of my sketchnotes.

Page One: week4-5-p1_3

Page Two: week4-5-p2_3

Page Three: week4-5-p3_3

Page Four: week4-5-p4