Cube de Long: Comments

Comment on "Developing Instructional Multimedia"

Sun, 22 Nov 2009 20:27:45 -0500

Thank you both for the great comments so far! Now for my two cents. I think I'd actually start looking for/talking to the multimedia designer for step 4. It could possibly play into the computer requirements. Definitely by step 7 though. I'm a designer, yes. But do I know everything out there that a multimedia developer can do? Not even close. So why not have a meeting with one near the beginning, after I've determined my audience and goals and have a small sense of direction, and simply ask them what they might know of that could help to enhance a part of the process? They may suggest something for an assignment that I had yet to consider as a possibility.

As Matt suggested, some may not have a lot of time to give me. I hope, though, instead of just telling me to come back when I know exactly what I want them to do, that they might listen to what I'm doing, offer a couple suggestions of what they can do that might pertain, and then let me come back to them after I've had some time to reflect and build upon the discussion. I really think this is the way to bring out the best in both resources.

Dave, I would hate to ever make a media developer's work look laughable. I think this is why once those developers come in we need to make sure to have a very open line of communication. It is not just the ID's project anymore, but the media developer as well. We all need to be happy and proud of our work in the end. The bigger thing though is is the media doing its job in content? Maybe an instructor was looking for something simple just to get a concept across. Would a media developer possibly consider this quick work stupid while at the same time an ID or instructor would be happy with the fact that the element is doing its job? This is not meant to be a stupid question. I really don't know the answer...

- ERIN CRAMER LONG

Comment on "Developing Instructional Multimedia"

Fri, 20 Nov 2009 18:27:41 -0500

I agree completely. No two IDs have the same personalities, skill sets, or experience. Ditto for media designers. Everything has to be managed with wisdom while considering the individuals involved and assets available. And as agreeable as this all is, I sense that there's still a very subtle one-sidedness.

I just wonder, considering the outlandish near impossible scenario of an inexperienced ID coupled with an experienced media person, (I need to quickly state that I have no hidden agenda discussing this on Erin's blog-though she is young, she is extremely competent and though I am old, I have many short comings.) what happens when a weak instructional designer makes a media developer's work laughable? Are there IDs who would notice or care?

- DAVID R STONG

Comment on "Developing Instructional Multimedia"

Fri, 20 Nov 2009 16:35:28 -0500

An expansion of the old ADDIE model!

Dave has some excellent points here. First, while step #10 represents 8% of the list of things to do, the step actually takes about 95% of the project's time to complete. In an ideal world, it would only be maybe 60% but that is simply just not the case. Ever.

As for when to 'bring in the media folks'- oh boy. OK, here's the answer: it depends. I can hear the groan from here. Without pontificating on this too much in a reply, let me put a focus on what the dependency is: it's the media resources themselves. By that I mean that there are some media development people who need and would like a lot of instructional background on the entire project. There are others who, at the other end of the spectrum, don't have time or get value from being briefed and included on the entire project and instructional design. In my experience, you need to learn their styles, personalities, etc. and adapt a strategy to best use their time to get them integrated into the project. Their abilities make or break a project. They can make a weak instructional designer look like a super star as well as make an awesome ID's project look pathetic. OK, I just hit crossed into pontification mode so I'll leave the thought right there.

- MATTHEW N MEYER

Comment on "Developing Instructional Multimedia"

Tue, 17 Nov 2009 18:05:30 -0500

Very smart post Erin. At what point are multimedia people brought in to the discussion?

As a visual communicator and one responsible primarily for media development, I am, therefore, secondarily responsible for getting a good understanding of learning theory. I think stepping over the blurred line between the disciplines has always been important to me. One thing I notice in the 12 steps is that one step, #10, is "Develop Your Project". Possibly that's a bit broad in light of the granularity of the other steps?

Considering that everyone is cross training, the implication I'm seeing is that IDs know enough to get from #1 to #9 without involving the entire project team. Am I seeing that incorrectly? It also seems to imply that IDs have little to do with actual project development, which, too, seems counter to the idea of blurred lines and cross training. i.e.: "At the end of step #9, we'll bring in the media folks, they'll do their thing, and then we'll do some field testing." Have I imagined some nits to pick at?

- DAVID R STONG

Comment on "Jing Presentation Screencasts Now Working!"

Sat, 06 Jun 2009 10:18:07 -0500

Hi Dave,

Thanks very much for the note. I was being dumb the first time I posted it. Glad it works now. I also changed the link on the original post so both should work now in case anyone else goes to the original.

I'm excited by the feedback I've had from users not familiar with Jing so far. It's very easy for beginners to feel comfortable with right from the start.

- Erin Long

Comment on "Jing Presentation Screencasts Now Working!"

Sat, 06 Jun 2009 09:38:52 -0500

I downloaded the first PPT and wasn't sure if the images were supposed to be still or my machine was giving me an argument. I'm a bit unsteady with Powerpoint. This version works very well. Very slick, Erin.

- DAVID R STONG

Comment on "Blog-A-Day Challenge: The Rules"

Wed, 03 Jun 2009 09:11:44 -0500

I think it is time to clarify Tim's cop-out comment below and alert Cole to the fact that this whole deal WAS in fact Tim's idea... and that Tim FAILED to post on DAY NUMBER ONE!

The above is why Robin and I gave Tim crap in the first place... and being the poor sport he is decided to insult us back. Hence the war. We don't fold that easily!

Welcome to the madness, Cole.

- ERIN CRAMER LONG

Comment on "Blog-A-Day Challenge: The Rules"

Wed, 03 Jun 2009 08:58:32 -0500

#2 sounds like a cop-out to me.

- Tim

Comment on "Blog-A-Day Challenge: The Rules"

Wed, 03 Jun 2009 07:14:37 -0500

I'm in as well. Quietly participating over at my space. You can count me into this insanity once again -- and BTW, I'm good for a post a day ... we'll see if Tim can hang in longer than 4 or 5 days!

- Cole W. Camplese

Comment on "A big sigh of relief..."

Sat, 28 Feb 2009 08:23:08 -0500

Nice work, Erin! It is interesting to me what a personal and public thing blogging is. Having to write everyday makes for a really challenging month, but it let me explore quite a bit more about how I've been feeling. I do like finding time to write and reflect -- even with all the other craziness that goes on.

- Cole W. Camplese

Comment on "12 Seconds"

Mon, 23 Feb 2009 08:31:53 -0500

Hey Erin. Looks good. I love the "Three Stooges" comment. And now I know what your 17 year old looks like.

Chris Millet has talked about incorporating 12seconds.tv into his Digital Storytelling workshop. I think it's a good idea.

- ALLAN SHAWN GYORKE

Comment on "Call for Blog Assessment Methods"

Wed, 18 Feb 2009 09:58:39 -0500

Since I don't teach or work in a college, I don't have much hands-on experiences with grading blogs. Personally, I don't think that they would be very different from grading any other reflection assignment or discussion board assignment unless the assignment contains some sort of requirement like making a new post of a certain number of words and responding to 2 classmate's posts each week. Then it's a basically a numbers game.

For our Multicultural Competencies certificate, I created a rubric to help group leaders grade case studies that students were assigned to write after completing the all 4 modules about a number of social justice issues. I'd be happy to share that with you if you think it would be beneficial. Let me know.

- April

Comment on "Blog Use in High-Enrollment Courses"

Tue, 17 Feb 2009 08:07:35 -0500

I'd absolutely be willing to do a brown bag! I hope we find some interest out there! The rubric discussion was actually brought up in our bi-weekly ID meeting yesterday so it's obviously something that people want to know more about.

- ERIN CRAMER LONG

Comment on "Blog Use in High-Enrollment Courses"

Tue, 17 Feb 2009 07:41:29 -0500

Erin, this is really important stuff! I'd like to organize a brown bag on this topic. Would you be open to that if I make it happen? Great post and really helpful to people thinking about how to make blogs work in a classroom. A follow up might be on how faculty and TAs are assessing the work -- do they use a common rubric or some other method?

- Cole W. Camplese

Comment on "Generation NeXt"

Sun, 15 Feb 2009 10:47:35 -0500

Those English courses are well known across the university because they are the only courses that are part of every degree. Changes to Econ 2 and 4 will have a similar impact and it sounds like Digital Commons is working with them now. By focusing on these large-enrollment courses, I think we'll hit the critical mass needed to change the culture of teaching and learning at Penn State. These are exciting times.

- ALLAN SHAWN GYORKE

Comment on "Generation NeXt"

Sat, 14 Feb 2009 14:22:55 -0500

Erin ... reading this made me feel great! I love to see it when staff who work so hard to do such great work get to feel the pride that should go along with it. I walk around knowing that our work makes a huge difference through the many interactions I have with people outside the unit. I'm just thrilled you got to see a little bit of what keeps me going. Thanks for sharing this!

- Cole W. Camplese

Comment on "Down to the wire..."

Fri, 13 Feb 2009 07:11:24 -0500

I say it counts as well! Happy Birthday! Feel better.

- Cole W. Camplese

Comment on "Thinking on your feet..."

Thu, 12 Feb 2009 09:02:01 -0500

Your ability to adjust is a credit to your preparation. A great quote from John Wooden (who I'm sure got it from someone else) captured this: "Failure to prepare is preparing to fail". Corny for sure but it has become more clear as I've gotten older (and boy, have I gotten older). Talk about fun: I have used this quote early when I coach 10-11 year old basketball. After about 2 or 3 weeks, I then ask them to memorize that quote and individually tell me what they think it means. I have gotten some of the craziest interpretations you can imagine. Clearly, the way you prepare is what allows you to "think on your feet".

- Matt

Comment on "Thinking on your feet..."

Wed, 11 Feb 2009 21:02:12 -0500

April is dead on... and I need to clarify that. I most always have a Plan C let alone a Plan B because I strive for perfection probably more than I should at some times. I guess my point was that things don't always go the way you plan and even though you have Plan B in place, that's not going to go exactly as you had it planned either. Planning is extremely important. But so is the attitude you bring into any situation... especially when things don't go your way.

April says above "There's no sense getting freaked out when something that you cannot control goes wrong..." That's really the essence of my post here. The other people involved may not know anything is wrong... so don't give them the chance.

Thanks for the comment!

- ERIN CRAMER LONG

Comment on "Education. Instruction or Practice?"

Wed, 11 Feb 2009 17:15:29 -0500

Good point! One of the struggles with the recent online thermodynamics course has been figuring out what students have to do on the homework. It wasn't until I saw problems in analyzing data that I began to understand what the purpose for those pages of equations (with calculus yet) that the textbook lists.

The soul of thermodynamics WERE the skills, not memorizing equations, and I think that's essentially true for all academic disciplines.

What's interesting though is how many instructors do think of their content in terms of "content" (just the facts/equations) instead of skills (how to use that equation in a realistic way).

- ELIZABETH J PYATT