Carl Shuptrine
Description:
In this one-week unit students will use a variety of 21st century workplace and technology skills to answer the question, “What are the building blocks of an effective team?” Students will specifically fulfill the Career Technical Education standard for teamwork by working themselves in teams to create a photo/audio podcast in GarageBand or equivalent software. This project encourages students to engage in creative team activities, think critically about their own work, and the work of others.
Target Audience:
My target audience will be High School students’ grades 9-12 in my Audio Production and Digital Media Communication classes.
Materials:
· Activation Videos about Teamwork and Leadership
· 5-6 Digital still cameras
· Computers for all students with photo podcasting software (Garageband, Photostory, iMovie)
· Viddler.com Account or other online hosting site for video or podcasts.
· Project Requirements
· Grading Rubric
· List of potential online resources
· Media Arts Production Team Badges (if students are traveling outside of classroom)
Content Objectives:
· Students define characteristics of an effective team.
· Students give examples of various team roles and their responsibilities.
· Students make connections between their own skills and effective teamwork.
Process Objectives:
· Students perform online research.
· Students brainstorm and create a plan as a team.
· Students create an audio and photo podcast in Garageband or other photo/audio editor.
· Students upload their podcasts online for feedback.
· Students review each others finished work and provide constructive feedback.
Procedure:
Duration: 1 week or approx. 5 hours.
I attempted to complete this project in 4 hours (3x50 min classes + 1x 90 min block period) but due to technical issues between GarageBand and Viddler was not able to achieve full completion for all groups and had very little time for students to provide feedback. Despite technical issues most student groups would not have met the day 4 deadline (just over 3 class hours) for completing their podcast and posting it to viddler for review on day 5. All student groups were able to comfortably complete and post their work to viddler in 4 hours of class time. This is why I would advise planning 5 total hours of class time for this project so that there is plenty of time for students to review other students’ work and provide feedback.
1. Play a few Teamwork activation videos. Look up teamwork on youtube and find one you like. Here are a few examples:
2. Have students briefly discuss amongst themselves the common themes they saw in the video. Ask for students to share ideas with the entire class.
3. Tell students that over the next week they will be creating a podcast that addresses the question, “What are the building blocks of an effective team?”
4. Give a brief procedural demonstration of how to create a photo podcast in Garageband or other photo/audio editor.
5. Randomly divide students into teams of 4-5.
6. Provide each group with a printed copy of the project requirements, grading rubric, a list of potential resources, and a digital camera.
7. Inform students they will have the remainder of the current day plus three-four additional class periods to complete the project and let them begin to work. (Most groups needed 4 additional days to complete their projects)
8. Facilitate brainstorming and assist with technical questions that arise for the duration of the project creation. Assist with conversion from GarageBand .m4a to .mov using quicktime player and iMovie. (see teacher reflection notes)
9. On the final day after all projects have been posted to Viddler divide the class into two halves.
10. If students have school issued email address have one half compose emails providing the following information.
a. 1 teaching or learning strategy they found effective through the course of the project.
b. 1 teaching or learning strategy they found ineffective through the course of the project.
c. 1 suggestion from improvement for the ineffective strategy
d. 3 things they learned over the course of the project.
If students do not have school issued email addresses, create a Google Form (or similar survey tool) to collect answers in the form of a spreadsheet. http://www.google.com/google-d-s/forms/
11. Have the other half provide critical feedback by posting comments to the Viddler site for the following:
a. 2 other projects
b. Their own project
c. At least one of these postings must be a response to someone else’s feedback.
Students need to use descriptive and interpretive language when providing feedback. Evaluative statements like, “It was good,” or “I liked it” must be supported by observation and interpretation to be acceptable.
12. Once students are done with one task have them complete the other.
13. Review student emails and create a plus/delta to identify opportunities for improvement for subsequent project cycles.
Web 2.0 Tool/Emergent Technologies:
GarageBand – Primarily used for audio mixing, recording, or music creation. Photos can be added to create basic slideshow podcasts. This is used to create the podcasts.
Quicktime Player & iMovie – Apple’s free video editing software. These two apps are used to convert GarageBand Podcasts to .mov or .m4v files for upload to viddler. (See teacher reflection notes)
Viddler.com – Viddler is an online video publishing site that provides free ad-supported personal user accounts. This is used for students to post projects online and a platform for providing critical feedback to others.
Social Participtation/Social Learning:
Students will be randomly placed into groups of 3-4. Based on their research and brainstorming groups will take digital photos of each other then divide their project into equal parts that each member of the group can work on individually. Once their individual pieces are completed they must export them from their own GB project and combine all their work into a single GarageBand project to create a single cohesive group podcast. Once all the podcasts have been turned in students will be required to watch and provide critical feedback for two other groups’ projects, and for their own podcast. One of these comments must be in response to someone else’s comment.
Making Connections:
This project builds on a previous lesson about how to combine individual work completed on multiple different computers into a single project on one computer. Students will be asked to draw on their own experiences of being part of a team. Students will hopefully make connections between the actual group process and their research on effective teams, and how that relates to real-word situations.
Create/Produce:
Students will create a group Photo Podcast using Garageband or other photo/audio editor and post their podcast to the classroom Viddler account.
Assessments:
Reflection:
a) Students will be asked to reflect in two ways. The first will be to email the instructor plus/delta comments; strategies that worked, strategies that didn’t work, a suggestion for improvement, and three things they learned over the course of the project. They will also be required to watch and provide critical feedback for two other projects from their own class, one podcast from another class, and for their own podcast. At least two of these must be responses to others’ comments.
b) The instructor will use both the plus/delta comments and the information provided by the students to identify strengths and weaknesses of the project and make adjustments for future projects.
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