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Description:  Creating instructional materials must have as its goal the effective communication of information in order to provide an optimal learning environment for the student.  With this goal in mind, the educator is mindful of not only resources and tools available for communicating this information, but also student characteristics and learning context.  The artifact included here is a short video of a worked out example used for one of my Mathematics courses.  In addition to the textbook, companion website, and occasional manipulatives used in these courses, I have created videos of my Power point lectures utilizing Camtasia Studios and some brief tutorials with Educreations, an app that I use on my iPad, which turns my device into a recordable and interactive whiteboard.   These shorter videos, ranging form 1 to 6 minutes in length, include visual and audio explanations of specific mathematical concepts.  These videos were created with multimedia principles in mind.  Integrating written information with spoken word in a manner that is mindful of cognitive load theory, these shorter videos provide segments of the whole unit.  Additionally, the materials that I have created allow the students the freedom to control the pace of their learning by utilizing the pause, fast forward and rewind features of the videos.  With a variety of instructional tools, I approach student learning based upon what I know about my students, completing an informal needs analysis, and suggesting what may best fit them personally.

 

Reflection:  The creation of my own video tutorials is an accomplishment I am very proud of. The first course in my doctoral program challenged me to create with software I had never touched before.  During Foundations of Instructional Technology, I was asked to create a very brief digital story on the topic of my choice.  This assignment was to be completed prior to leaving the classroom that evening.  I was paralyzed with anxiety and was extremely unsure of myself, unsure of my equipment, and I was not even able to think of a topic to use as content.  All of my peers seemed to know exactly what to do, quickly completed the task, and left. I just sat there, not even sure where to start.  My professor was extremely patient with me, recognized my difficulty, and treated me with great dignity.  She waited for me as I fumbled through my first digital story and supported me with encouraging words.  This is an experience I will always remember, both the pain and the triumph of it. As I introduce new technologies to my own students, I am reminded of this experience.  Sometimes my students are eager and ready to delve into the unknown.  Yet, other times they are hesitant, unsure, and even afraid. I tell them my story so they do not feel alone in their learning.  I assure them that it will be easier the next time they try.