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EDTC 606 Multimedia II



Multimedia II picks up where Media I left off by looking at the future of media and how distance learning tools, 3D media, and augmented reality are going to change how we learn and see the world.


We started the course discussing the remix culture where people are taking others works, and changing them aka remixing these medias to create new works. There is some controversy as people want to know if there are copyright issues  with these remix projects. Since remix culture  is growing larger and larger we discussed fair use and how it is indeed legal to do these  kinds of projects, and to have our kids practice responsibly these kinds of remixes in class.

Podcasting, although not a new  technology, still has a place in the classroom. Teachers  can record lessons and share with students who could go back, and listen to over and over, and in a sense, self pacing their  learning. Students can also make podcasts, like a news report, on new learning. What’s nice about podcasts is these  recordings are saved and accessible over and over again by whoever needs them.

Screencasting, like podcasting, is a way to record content instruction, and share with students.  A teacher for example, could record a lesson, and record a PowerPoint presentation, adding visuals to her narrating voice. Students can watch these  videos as many times as they want. These  kinds of screencasts many times find themselves in online classrooms, blended classrooms, and flipped classrooms.

Video games create the perfect learning environment where students can fail, try again, fail, try again until they are  successful. Using video games in education not only engage students, but change how students learn by assessing students at each level and not just at the final level like a final test or research paper. Gaming assumes that the student is at the final level, because they’ve already mastered all the other levels, and there’s no need to re-assess those levels.

Virtual manipulatives and simulations are another great educational tool as they allow students to experiment with tools that they may not readily have access to. Students, like virtual field trips, can play around with and manipulate models, objects, and other virtual devices.

Augmented reality objects are like virtual objects but seem to exist right in front of us. Students could for example, explore spacecraft like they were  holding that spacecraft in the palm of their hands. Websites have made information available to anyone who has internet access but  virtual reality and augmented reality will allow our  students to explore and discover worlds and objects  the could never physically visit.

Continuing the virtual discussion we see that programs like SketchUp can be used by students to create virtual  environments. Instead of students just exploring pre-created objects like the spacecraft from the last slide, kids can re-create scenes from the past or visions of the future using three dimensional creation tools. As we know from bloom’s taxonomy, creation is a much higher order  thinking skill than simply exploring.

Photography rules were important because students and teachers many time use photos in class for presentations, research, or videos. It’s good to know basic photography rules like the rule of thirds, so that the pictures students create are of the highest  quality possible. Not to mention it makes their overall project more visually appealing with a professional flair.

Editing images with programs like Photoshop or Pixlr are important for many of the same reasons mentioned in the recent slide. When students and teachers take the time to make their pictures look as good as possible, their overall project is more appealing and engaging.

In Media II we finished up with digital storytelling. We saw how teachers and students can tell stories using a video program like iMovie to combine pictures, narration, and music to tell a real or fictional story. These stories are a great way for teachers  to introduce topics or for students to demonstrate  their learning.

What really struck me in the class was the idea of Augmented Reality and how it is going to impact our schools in the future. I think that Augmented Reality is in its infancy but will be a classroom staple in 10 to 20 years from now. With AR type glasses students will be able to run simulations on their desks or walk down their street and learn about the history of each house and building there. The possibilities are endless and I really and excited about where this technology will go in education.

As things constantly change I’ve found the best way to stay updated is using social media.  I will continue my own personal professional development by listening and learning from the great teachers who daily take these technologies and implement them in their classrooms.


This course provided an excellent opportunity for me to actually make media artifacts, thus you'll find many videos below.

One of my favorite artifacts is the 3D classroom I created. Although we were just trying out the tool 3D Sketchup, the process really was a culmination of everything I believe to be true about teaching and learning from the past year. I created a classroom that broke the traditional mold by getting rid of desks and creating a flexible environment, just as students online learning would be different for each child. My classroom's resemble current work environments where different parts of the workspace serve different purposes such as break rooms (watering holes), conference rooms, and individual work spaces. This was one of my last classes and it really helped me wrap my head around what I wanted to accomplish as a future principal, and the kind of model that I believe public education should embrace.

I didn't feel that any of these tools/artifacts were very difficult to create. When I some day start or inherit a school, I want to use these tools to share my vision with my staff, district administrators, kids, and their parents. I think the ability to virtually create and represent my vision for education will help those who are unfamiliar with what 21st Century Learning should really look like.

One of my videos is called, "I Don't Have Time to Fail." I was inspired to make this video after I heard teachers at my school complaining about how they don't have time to integrate technology due to the high demands of administration and the district. I really feel for these teachers as I think only the "brave" ones actually step out and try to flip classrooms and change how teaching and learning occurs in their classroom. Regular teachers get caught in the flow, like moths heading towards "the light." I truly believe if we allowed our teachers to take risks, and encouraged failure, that we would see a lot more of these pioneers in 21st Century Learning. It's going to take a lot of teachers to change our current system so I hope that video inspires those teachers who are afraid to fail and gives them some encouragement to try and take some risks in their classroom.

Many of my other artifacts have to do directly with tools used for editing media. These are great little videos that show some of my experiences using media editing tools.

List of Artifacts

Video Mashup

How To Use Filters in YouTube

I Don't Have Time to Fail

Video Game Proposal

Photo Editing with Pixlr

Photography Rules

Guidelines for Digital Storytelling



1. Facilitate and Inspire Student Learning and Creativity

a. Promote, support, and model creative and innovative thinking and inventiveness

3. Model Digital Age Work and Learning

a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning

4. Promote and Model Digital Citizenship and Responsibility

a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools


1. Creativity and Innovation

a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues

5. Digital Citizenship

a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship

6. Technology Operations and Concepts

a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies



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