Category Archives: Std3 Learning Environment Using

Using – Candidates make professionally sound decisions in selecting appropriate processes and
resources to provide optimal conditions for learning (pp. 122, 169) based on principles,
theories, and effective practices. (pp. 8-9, 168-169, 246)

ET 513 Project #8 Worked Example ScreenCast

I was so excited for this project, as I have been trying to figure out how to create a video for a flipped classroom. I have been talking with IT at my school and other teachers, but none of us knew that we could record using our Smart Boards! Sounds unbelievable, but it is true!

Dr Hall suggested that it was very easy to record on a Smart Board, so like many when trying to find out how to do something, I “googled” how to use the Smart Board recorder. It is incredibly easy. I ended up creating a Google Slide presentation, and used that as my screen cast.

The hardest part was limiting the text to only what is necessary! I had a script, but found I kept ad libbing as I was solving the problems. This took a few takes, but finally I think I had it. I did find one physics error in the narration at about 2:20, and I mentioned that in the comments on You Tube. For my topic, I chose to solve three horizontally launched projectile problems, which can be quite time consuming. The finished product is about 20 minutes, longer than I would like, but it again, solving projectile problems take TIME to solve these problems. I included a link to the original Google Slide presentation as my transcript is in the “notes” section. I also had You Tube add the closed captions, but there are some errors in translating form my Boston accent to the closed captions. Again, I “googled”how to fix the closed captions, and it was relatively quick!

I realize that on my last solved problem, I must NOT have hit play, and I  do not read the problem, just give the students a chance to solve & then do a quick explanation if needed.

While creating this video was relatively easy, I think that I will need to practice to get “good” at these, but I will definitely make more of these videos; they are prefect for Physics, as it requires practice to solve problems. I have been looking for a way to create videos for “flipping my class”, and there are several good websites Flipping Physics and Kahn Academy, but I have read that students prefer videos in their teachers’ voice. So I   plan to create a series of videos going forward (now that I know how!). I will use this video in the next couple of weeks, and get feedback from my students. I will still give my students the links for Flipping Physics & Kahn Academy if they would like to use those for a review, but will also have my own toolkit of videos!

Here is a link to the original Google Slide Presentation, the transcript is in the notes section for each page.

ET 513 Project #6 Digital Story

Over the past couple of weeks, we read about the Personalization Principle, which states that Multi Media Presentations should use conversational style language and virtual coaches to help students feel connected to the learning.

We also learned about Digital Stories. According to Wikipedia,  digital storytelling is an emerging term, a form of storytelling that uses digital tools to enable “ordinary people” to tell their stories in an “emotionally and compelling form.”  According to University of Houston, “Digital storytelling at its most basic core is the practice of using computer-based tools to tell stories. There are a wealth of other terms used to describe this practice…; but in general, they all revolve around the idea of combining the art of telling stories with a variety of multimedia, including graphics, audio, video, and Web publishing.”

For my Digital Story this week, I decided to step away from Physics, and create a digital story about the Gals for Cal Triathlon team, a team which means the world to me. I next needed to decide what tool to use. I think that finding the right tool is always one of the hardest parts of my Ed Tech projects. There are so many from which to choose, and I always want to try tools that I think are simple to use, and are tools that my students could potentially use. We have Chromebooks at our school, so I tried to use tools that were Chromebook friendly.

I chose Emaze for the presentation. I tried to adhere to the Personalization principle by using a conversational style. No need for a virtual coach in the story (although I could use a triathlon virtual coach!) I think it is an easy to use tool, and it allows for audio uploads. I downloaded music through Sound Cloud for the music. For the spoken narration, I tried several options such as the Chrome Extension Simple Audio Recorder, my iphone, and more, but the files were in the wrong format. I finally settled on Vocaroo because it is so easy to create and download the audio files with Vocaroo. The quality is not as good as some others, but the ease of use far outweighs the negatives!

Creating the slide show and audio was a fun process. I kept running into problems with timing and some of the audio was not playing correctly. I eventually worked it out, and below is the link to the Gals for Cal, The Reason I Tri. I could not get the embed code to work in WordPress, below are links.

Here is the autoplay link to my Emaze.  (or with link manual start and ability to page forward)

Here is a link to the transcript.

Click on the image to go to the Emaze Presentation

Tri like a gal


What is Digital Story Telling, (2017), University Of Houston, Education, Retrieved from



ET 513 week10 “Project # 5: Coherence Analysis.”

As I read about the Coherence Principle two things immediately popped into my head. First, the 1976 cookbook “More with Less” , and second, one of my favorite sayings…”KIS” or Keep it Simple!


The Coherence Principle states “adding extraneous material can hurt learning”. The Coherence Principle has three main points:

  1. Avoid extraneous audio
  2. Avoid extraneous graphics
  3. Avoid extraneous words or text

While at first glance it might seem like a good idea to add sound, graphics, or words to a multimedia presentation to “spice it up” and make it more interesting, studies show that the extra content interferes with the cognitive process of creating a model in working memory. The Coherence Principle makes sense when you look at it from the perspective of the learning goals, instructional designers should “avoid anything that does not support the instructional goal.” (Clark, 2008, p. 151)

A poor example of the Coherence Principle is found in figure 8.1 in the text (p. 152). The designer added additional interesting information about the history of spreadsheet software. However, adding this information breaks the Coherence Principle. The goal of the instruction is to learn how to use a spreadsheet software & the history is NOT part of the goal. This added information while it is interesting & nice to know, is irrelevant to the learning goal & may in fact interfere with the student’s’ working memory. The added information can overload working memory with irrelevant information & hinder a student’s ability to create their own model in working memory.

Another example is seen here in one of my own classroom presentations. This images is from a presentation oNewtons_laws REV 2016-2017.pptx (2)n Newton’s Laws of Motion. The information on the slide is “nice to know”, but is not necessary to the learning how to apply the three Laws of Motion. I have taken this slide out of the presentation because it is irrelevant text that is not necessary to learning the three Laws of Motion.



A better example of the Coherence Principle from my own classroom2_FBD's & Equilibrium is the slide to the right. The slide does not have any extra sound, graphics, or text.The narration is simple: “To resolve a Force vector into its components, follow the rules for vector resolution.  The horizontal component is F times cosine theta & the Vertical Component is F times sine theta.



The Coherence Principle is a natural extension of the other Multi Media Principles. The principles that we have learned about are:

  1. Multimedia: use images (graphics, animations) along with words.
  2. Contiguity: Align text with corresponding images.
  3. Modality: Present words as audio rather than text
  4. Redundancy: Explain graphics with narration (preferably…Modality) or text, but NOT both.
  5. Coherence: Avoid extraneous audio, graphics, words.

To me, all the principles work together and suggest that the best multimedia presentations limit the information to what will achieve the learning goals. The principles all point to maximizing the dual channels of audio & visual, and recommend ways to limit overload in working memory by using: images with relevant narration (or text) in order to maximize a learner’s’ ability to process the information in working memory. As I create future presentations,  and rework old presentations I am going constantly remind myself that less is more!

Clark & Mayer explain that people learn when “a change occurs” that is personal and this change occurs in within the learner’s information processing system. (p 33).  The Coherence Principle paves the way for the learning to occur as the Principle supports limiting the amount and type of information that goes into the working memory to process & create meaning.

I personally find this principle very applicable (although I need to practice employing it more often!). It makes perfect sense to me to limit information so students can process the key ideas. This class has really opened my eyes, and I can see in my own classroom how I sometimes (OK, often) embellish presentations with “nice to know”, but not “need to know” information. I have gone back to some of my presentations as a result of this class and reduced the content on each slide, maximized images with clear narrations, and have taken out information that is “fluff”. I know there is still more to learn, but I am looking forward to the chance to apply these principles in my own teaching.

One of the challenges of the Coherence Principle is to “stimulate interest without adding extraneous material that distracts from the cognitive objectives of the lesson.” (Clark, 2008, p, 173). One thing that I enjoy about this text is that the authors explain how research supports the Multi Media Principles, but also explain that additional research is needed to delve into other questions including how do the principles affect more advanced learners? Anecdotally, I can see how the Multi Media Principles that we have learned about are very powerful for novice learners. I can see that in my two different sections of Physics Honors vs College Prep (CP), the Honors students tend to come to class with more background knowledge in Physics & Math. I observe that when I limit the amount information (Coherence Principle), my CP students seem to “pick up” the ideas more easily. The challenge now for me will be to update the multimedia & employ more of the Principles. Again, I do not have hard evidence, just my anecdotal observations but based on this class & my observations, I plan to employ more of these Principles as I rework my curriculum this summer.


Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction, 3rd edition. Pfeiffer: San Francisco, CA.

Image Credit:  Doris Janzen Longacre – More-With-Less Cookbook. retrieved from:

ET513 Week7 Project #3Haiku Deck

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