NewsBrief Web Package

Chris Rosado

President Obamas Speech at Rutgers

Rutgers University will be hosting the New Brunswick campus and Rutgers Biomedical and Health Sciences graduation on May 15, at High Point Solution Stadium at the Bush Campus in Piscataway, NJ. This is no ordinary graduation this year Rutgers has the 44th President of the United States Barrack Obama speaking. This becoming a must see event, Rutgers is going to have a Commencement Ticket lottery and stream the event online for all those who still don’t have tickets and for those who can’t get any. Here are some of your indoor and off-campus options:

Live Streaming Webcast: University Commencement will be streamed live on this website, starting at 12:30 p.m. on May 15. A high-speed internet connection, such as cable or fiber optic network, is recommended.

Piscataway/New Brunswick Student Centers: Watch the ceremony from indoor viewing rooms in the Busch Student Center, Livingston Student Center, or College Avenue Student Center. Guests will enjoy a live stream of University Commencement and the School of Arts and Sciences Convocation in the comfort of air conditioning and cushioned seats, and remain out of the sun and weather. Convenience stores, concessions, and restrooms will be open. No tickets are required and seating is general admission.

Louis Brown Athletic Center (RAC): A live stream will be shown for School of Engineering students and their guests only. Concessions and restrooms will be open. Tickets are required for all persons entering the athletic center for viewing. Students may pick up tickets from B100. The Louis Brown Athletic Center, located on Livingston Campus, will open at 11 a.m. on May 15.

Rutgers University—Camden: University Commencement will be streamed live in the Multi-Purpose Room of the Campus Center for students who cannot attend the ceremony.

Rutgers University—Newark: Students may watch University Commencement via live stream in the Essex Room of the Paul Robeson Campus Center.

Source: http://commencement.rutgers.edu/ceremonies/rutgers-university-commencement

For more information on the commencement speech search:http://commencement.rutgers.edu/indoor-and-site-viewing-options

http://www.bing.com/videos/search?q=obama+to+speak+at+rutgers+video&&view=detail&mid=2DC67EBB49A72801A7962DC67EBB49A72801A796&FORM=VRDGAR

 

Rutgers University–New Brunswick Commencement

 

 

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My Final MMP Project

Hi everyone:

Here is the link to the final version of my website.

The feedback I have received has been very positive and those of you who saw my first version and even my second version will notice a lot of changes.

But I think the changes work very well and based on the feedback I think others would agree.

Creating this was a little tricky in some ways. Because it’s not an officially approved site, I couldn’t use student work or images. To substitute, I wrote all the content and posted some previously published work of my own.

I also made a last minute change to the site. There was originally a page with events and dates, but several students remarked during class that what they really needed was help finding internships. Consequently, I turned the events/dates page into an internship information page.

In any case, I’m looking forward to hearing from all of you what you think.

Thanks for all of the support.

http://kdc131.wix.com/bloomfieldjournalism

Blog Post #8 – My Toolkit

Hello all:

Creating a toolkit was an interesting experiment. However, I think my efforts were stymied by the timing – our semester ended Friday except for finals – and the limited options within Cited.org. I was disappointed that several pages and sites were no longer active. And I would have liked for there to have been a way to add pages that weren’t listed on Cited.org.

Having said all of that, I decided to create a toolkit that would serve the needs of my colleagues as well as my students.  This decision is in line with my focal point for all of my work throughout the semester. As I have noted elsewhere, working in a college setting presents a unique challenge of meeting the needs faculty as well as adult students who come to the table with a wide range of knowledge and technological savvy.

As a college adjunct, the biggest challenge, I feel, isn’t that people are anti-technology. It’s more a matter of familiarity and sufficient time to acclimate and learn new systems and get to a point where new technology can be fully utilized.

My toolkit includes links to a lot of tools that both faculty and students need to facilitate classroom work and class-related projects including tips for using Smartboard, blogging, video editing and more efficient web searches.

I also was happy to find one working link to an English class resource site that included an entire section on journalism related topics, and another link to a great NBC news site that could certainly be used for classroom work.

With that said, I have pasted below my Toolkit:

Journalism classes toolkit

By Karyn D. Collins

This toolkit includes links to websites, videos and software that may prove useful to teachers as well as students completing course assignments, planning and execution of classroom instruction and activities.

10 Smart Ideas for Using a Smartboard

Use this resource for a quick list of suggestions for using a Smartboard, which is essentially an interactive whiteboard.

2Learn

This website includes a wide array of tools for teachers to use with students, and for professional development teachers to use with teachers. Plan projects online and explore all the different options for online PD.

Accessify

Accessify is dedicated to furthering the cause of web accessibility by offering free tools and other useful resources. The website includes web accessibility news, accessibility tools and wizards, an archive of features, and links to useful accessibility resources.

Better Web Searching

This resource is a quick guide to more efficient and effective web searching.

Blogger

Learn what a blog is and how to create your own in three easy steps at the blogger website.

Classroom Technology Management

Discover tips for arranging classroom technology to maximize learning and minimize potential disruptions.

Elgg

“Elgg is an open source social platform based around choice, flexibility and openness: a system that firmly places individuals at the center of their activities. Your users have the freedom to incorporate all their favorite tools within one environment and showcase their content with as many or as few people as they choose, all within a social networking site that you control.”

iCue

Created by NBC Learn, the educational arm of NBC News, the site’s name—iCue—stands for Immerse, Connect, Understand, and Excel. Its learning platform uses a patented technology, based on research from the MIT Education Arcade, called the CueCard; it’s a combination media player, flash card, note-taking tool, and trading card. This “flip-card” technology allows users to watch streaming videos from NBC News and then “flip” the CueCard over for additional information.

Letterpop

This resource allows users to design and create newsletters online with templates that allow users to concentrate on content rather than design.

No Fuss Video

Read this resource to learn the what, who, when, where, why, and how of integrating video technology into the classroom.

Notestar

NoteStar is a free online tool that students can use as they prepare and plan their research papers. The Student area allows students to take notes, track information, collaborate with other students and create bibliographies; the Teacher area gives teachers tools to monitor student progress, assign projects, check sources and correspond with students.

PBwiki

Use PBwiki to engage your students online with collaborative tools and post classroom materials and products for students and parents to view. It is easy to use and no html experience is required.

Podcasts

Integrate Podcasts into your lessons to engage learners. Search from among thousands of free podcasts at the Apple store. You can browse by category, review descriptive summaries, and read ratings and reviews.

School Tube

SchoolTube is for educators who want to share approved videos nationwide; empower students and encourage creativity; join recognized leaders in video broadcasting; access lesson plans and helpful classroom information, and encourage students to compete in moderated competitions. SchoolTube puts a special emphasis on student-made products, shares tips on unblocking SchoolTube on your school’s network, and provides instructions on how to share videos from your own school.

Tipline

This blog delivers daily computer tips in the form of web sites, files, and news for educators, parents, and administrators.

Web English Teacher

Find lesson plans, WebQuests, videos, biography, e-texts, criticism, jokes, puzzles, and classroom activities. This site is a great resource for any English teacher. It has everything from critical thinking, to grammar, mechanics, and usage, to vocabulary, to reading and writing. It has a great number of literature resources as well from Shakespeare, to young adult fiction, to poetry, to mythology, folklore, and the hero, to prose, drama, and children’s literature.

Zamzar

This website allows users to convert files into a different format without downloading any software. This can be handy, for instance, for teachers who want to use videos found on YouTube or Google Video but are blocked from accessing them at school. The website can convert the video into Windows Media or other formats and then email it to you. Teachers can then load the video onto their computer at school and get around the school filtering software. This could be a good way for teachers to be able to show topical videos (presidential debates, etc.) that they may be unable to otherwise.

Blog Post #7 – Reflections

Rutgers newest reflection

 

Probably the most telling part of this freewrite reflection post is this: I did the graphic first. And I didn’t yell or scream once. Honest.

Amazingly, I not only had a very clear vision of what I wanted to do but I thought about the visual part of the reflection as much as I did about the writing. The visual I wanted to create was as much a part of what I wanted to say as my words. And I felt pretty confident from the start about what I wanted to do to create my image.

That’s light years away from where I was at the beginning of the semester. So for all of my harrumphing about the Mini Art School and my feeling ridiculous doing the various exercises, my thinking has definitely been affected by what I’ve learned.

I must say that the other part of this transformation has been the amazing support I’ve received from my classmates.  Kenchetta, Amelia and Dennis have spurred me on, encouraged me and inspired me. Even though they all seem much more advanced than I in their comfort level and abilities, I don’t feel like my attempts have been too awful, and in some cases, I’ve felt moments of triumph and satisfaction that I’ve been able to pull off the assignment. I’m more grateful to them then words can say.

For this reflection post, my initial idea had been to find images of a flower budding to play on the whole sense of opening myself up to this new, foreign world. But then, I saw this photo of an opening in a cave that looked out into a beautiful sea and I knew this was the one.

I didn’t deliberately set out to find such an interesting shape, but after selecting this image, I realized that part of what made it so appealing to me was the interesting shape of the cave opening. It almost looks like it could be a country to me and I certainly saw a metaphor there – a new world. Okay, that may sound corny, but that’s what I saw.

There was also the whole play on color – another one of our lessons. Here, in this image, there’s a literal change from dark to light and again, I saw a metaphor there, too in terms of my realization and growing acceptance of these new lessons.

Selecting the words to embed into the image was a fairly easy decision.

I feel that I have been on a journey during our Mini Art School sessions. The words on the left –  fear, loathing, uncertain, timid, insecure – represent me at the beginning of the journey, and in some ways (and given the right triggers), in the current part of this journey even now. I am by no means proclaiming myself to be a complete convert or an expert. But I no longer view the whole idea of art and design in the negative light I did previously. The choice of fonts and color (red)  for the left side words were also deliberate choices made with our lessons in mind on the messages conveyed by fonts and color. I deliberately used fonts and a color that I thought conveyed tension and friction.

Similarly, I used the same thought process in presenting the visual representation of my transformation with the words – braver, accepting, bolder, assured and confident!. The use of the words braver and bolder compared to brave and bold were deliberate choices. I’m not a finished product or a full convert yet. But I feel like I’m definitely getting better.

Finally, in the middle, I placed the word “open” because if nothing else my mind is now open to new ways of thinking. I was originally going to put open on the right side but thought it would be cool to place it in that open space in the sky. And I experimented with different colors to try and come as close as possible with the palette I had available to the color of the sky in the image.

So what does this mean in terms of my MDMC?

I know that I’m thinking a lot more about these issues and elements. But I don’t know yet how those thoughts will manifest themselves. I admit I’m still grappling with my old school way of thinking about the site I’m creating. I’m still not sure if there’s a place for things like Screencasts or how-to videos.

Then again, after grading this round of midterms, I’m being reminded that despite my best efforts during class lectures, these students do need additional re-enforcement. And I’m reminded too of our readings that talk about how people raised and living in a tech and visually-centric world learn and process differently.

I am opposed to spoon feeding my students. I am old school that way; I firmly believe that as college students they should be able to pick up details and lessons from the lectures and classwork. But some students still need more help and reminders, even though they’re doing the work. It goes back to the different learning styles.

So perhaps this is where I can work in some of these things that go beyond mere words.

 

 

 

 

Mini Art School – Week 6

 

First, here is a link to my Storyboard for my Video project along with a mini snapshot of it that somehow miraculously appeared on my page!:

https://www.storyboardthat.com/userboards/karyn/karyn’s-storyboard–1/copy

 

Here is the link to my video which I was able to publish on Vimeo:

video492337155_295x166

(editor’s note on 10/12: This video, by the way, measured at exactly 1 minute when I finished and filed it, but when I just played it it measured at 59 seconds. I hope that discrepancy doesn’t count against me.).

 

In my opinion, this week’s Mini Art School Assignment served two purposes. The first purpose was to provide a full immersion experience in utilizing new (to me) technology. The second was to push us to think about our project and take it from the theoretical to the practical, including consideration of the use of video and other moving  media.

So first, a bit about using the new technology.

When first presented with this week’s assignment, I was intimidated, to say the least. How in the world was I going to draw a Storyboard when I have absolutely no ability when it comes to drawing? I mean, is there a program where you can produce stick figures?

But lo and behold, in reading about  Storyboards online, I saw a reader comment that recommended a Storyboard creation site called Storyboardthat.com. Brilliant! It did limit me to six scenes in order to use the service for free, but that limitation was actually helpful because it forced me to really think about how to shape my video. I quickly decided that an interpretive approach would work best given the requirement that this video relate to our Multimedia Project and the nature of my Project.

The actual video creation proved much more difficult.

I knew the shots I wanted to take, thanks to the Storyboard, and took the shots at the beginning of one of my classes at Bloomfield College. My students were willing participants since it gave them additional time to get work done.

I tried to incorporate all the things we’ve read about – closeups, pan shots, detail shots, etc. Of course since I was shooting scenes in an area already set up, and didn’t want to show the student’s faces for privacy reasons, there were some limitations in the shots I was able to take. But I was pleased with what I had.

But then, trouble reared its ugly head.  I could not upload any of the snippets I had taken  on my phone. After much cursing and screaming (apologies to my neighbors!), I discovered, in the middle of the night, that the file size of my video snippets was too big. Exhausted, I couldn’t figure out how to fix that and literally started taping the scenes shot on my phone with my tablet and then shooting the tablet scenes with my phone in a smaller format. Very Lucy Ricardo! The results weren’t pretty but I was desperate!

After a few hours sleep, I took another stab at it and – gasp – discovered that I had, at some point – put a video toolbox on my phone, probably during some journalism workshop I attended. Who knew? After all, other than this, I had only attempted to actually upload a video from my phone once. Ever. But with the Toolbox now in sight, and after a few attempts to figure it out, I went back to my original files I had shot on my phone and was able to minimize the sizes and, voila, I was able to download them. Cue the angels singing. Hallelujah!

I had also never used Windows Movie Maker, but after a few stabs at it, I was able to create the video. The Toolbox had allowed me to not only minimize the files but to scrub the video snippets clean of any audio. The Movie Maker program also allowed the options to  scrub out audio, select different sequencing and appearance details (such as fade in and out from scene to scene), and to add my own audio voiceover layer. From there, it was yet another introduction to a new program for me – Vimeo – and I was able to actually publish the sucker (though I still don’t get why it wouldn’t publish to YouTube, but I’ll save that for another day).

So that’s the technical side of this challenge.

The conceptual side of this challenge – taking our projects from the theoretical to the practical – also proved interesting. It made me think about the use of moving media for my project. Did I want to use it? Do I need to use it? Will it enhance my project? Could it prove useful for my students in the context of the overall project? Yes, I certainly want to include videos students have produced for their classes, but was there a need for me to incorporate my own?

I can’t say that I came away from this leaping with excitement at the opportunity to include video, or even Screencasting for that matter. After all, my Project as I have envisioned it is supposed to enhance what is happening in the classroom, so is there really a need to include moving media that would, by the nature of the Project and the audience, be instructional?

And is there really anything I could show these students that they a) don’t already know (since they’re already more technically savvy than I),  or b) aren’t learning (or supposed to learn if they pay attention) in class? If I were teaching the broadcast or radio courses, I could see a role for video since this could help the students with their student projects. But I don’t teach those courses and have no clue what they’re learning or would need. And I’m not sure I really see a role for the print and writing courses that I teach.

Those are questions and issues I will still have to consider as I move forward with developing my Project.

For now, I am simply content and relieved to check this beastly exercise off my list. And I’m sure my neighbors are grateful for that as well!

 

 

 

 

My Multimedia Project Proposal

My goal: My multimedia project will assist students in the communications department at Bloomfield College, especially those studying journalism, by providing a central website that can a)  assist them with their work for their various journalism courses by including elements such as an online AP and writing Stylebook and Twitter feed to relevant sources needed for course work, b)  provide a central location to show off student work, and c) provide a centralized forum for student discussion, debate and news.

Rationale & Summary of my Multimedia Project:

There is no doubt that technology plays a vital role in teaching and learning in the 21st century. Knowing about and implementing digital technology into the college classroom is essential for any educator today. However, as a college adjunct, I am able to see that there is a deep disconnect between what society acknowledges as necessary tools and knowledge for educational success and my students’ access to these tools. While some of the root cause of this disconnect is economic – many of my students come from lower socioeconomic backgrounds, even students with the financial means to purchase digital tools and technology often have limited awareness of how to fully integrate these devices and programs into their scholarly work and professional aspirations. That disconnect is reflected in the incomplete connection digitally speaking that currently exists in my department.

 

The Audience:

My audience for this project is communications/journalism students at Bloomfield College as well as other educators in the department who will also be able to use this project for their classes. While it should be recognized that many students are technologically aware, a great deal have limited knowledge of the full extent by which digital tools can be utilized. And there is also an absence of any sort of centralized location for students to use for their studies as well as to display good examples of work.

My Instructional Plan and Learning Objectives:

  1. This project will enable students to be able to take what they create – audio, still and moving media – and post their work for other students and the college community to see.
  2. This project will also enable other teachers in the department to not only create content for their students but to improve communications and information for their students.
  3. This project will also enable students to be able to potentially develop and house an online portfolio of work.

 

Technological Tools and Rationale:

I anticipate using the following digital tools to fully enable students’ ability to create, research and share: Twitter, Facebook, WordPress, Survey Monkey, Screencasts, Wavepad, Audacity, Fotoflexer, Pixlr. These tools are readily available to all students, easy to understand and use, and provide the potential to give students a more complete digital experience.

 

Learning Theories/Principles:

I believe this project perfectly aligns with the ADDIE Model.

Step 1 – I have already done the analysis through my work in the classroom.

Step 2 – I am currently designing the program.

Step 3 – I will consult with the college’s IT and computer tech in the classroom experts as well as students and fellow colleagues.

Step 4 – I am planning to implement this project by the end of this semester.

Step 5 – I will employ a variety of methods to evaluate the effectiveness of this project.

 

Timeline:

I am hoping to launch a prototype of this project by the end of November, which would give students and fellow teachers time to work with and evaluate the site before the end of the Fall 2014 semester.

Mini Art School #3

I am not an artist, nor do I wish to be one so I can’t say, in all honesty, that this week’s assignments were fun or enjoyable.

Frankly, I think my muddling efforts are pretty ghastly. But I gave this week’s assignments the old college try.

I already had plenty of respect for the many graphic designers I have been blessed to work with over the years and have come away from this week’s homework with an even greater amount of respect and admiration.

First, my attempts with the Color Echo Exercise. I used Fotoflexer for this one and found it to be easier to use than Pixlr which I used for the Border Variations Exercise. Ironically, I think I also did a better job with the borders here than in the actual Border Variations Exercise which is further down:

rutgers - roses 1

rutgers - roses 2rutgers - roses 3

Next, here are my attempts at the Logo Variations Exercise, again using Fotoflexer:

rutgers - dots1rutgers - dots2rutgers - dots4rutgers - dots5

 

Last, but not least, here are my wretched attempts at the Border Variation Exercise, for which I used Pixlr. This was actually the first exercise I attempted so these are very rough. I am happy that I discovered an app that allows me to change .doc files to .jpg files so I can post them easily here on the blog. But I wish I had used Fotoflexer to start with because my later experiences were much easier than this fledgling effort. As I said before I”m not an artist. I did try to go a little bit out of the box with the lips border but yes, I will be quite happy to stick to my day job!

rutgers_crop_photo_exercise