Final Reflection

Taskstream Video Tutorial

Gretchen Fricke’s IT 598 Final Project

Spring 2015

 Final Project Reflection

http://gretchenfricke598.blogspot.com/

Here are my final project video tutorials:

Uploading a video to Windows Movie maker:

https://www.youtube.com/watch?v=iMnDvRzyN-Y

                Editing a video in Windows Movie maker:

https://www.youtube.com/watch?v=bdExu1E1-G4&feature=youtu.be

Overall, I am really pleased with how the project progressed.  I think they are a bit different from what both my client and I envisioned when we first discussed the project, but I think they will be more meaningful for the students.  The client initially expressed a desire for one video but I think students would have lost interest in watching a longer video.  Breaking down the videos into smaller tutorials allows students to view just the ones that pertain to them. 

The information from the students was very interested and really helped shape the direction of the final project.  I learned that there is no other better alternative than to obtain feedback from users.  The information we received from students who had completed the assignment was different from the information we had in the beginning.  Had we completed the project based on that initial information and not asked the students later in the project, we would have ended up with a completely different project. 

I also took the opportunity to explore another new software program, Camtasia.  Dr. Marlette has requested funding to allow the purchase of this program so I can continue to develop tutorials for them.  I think Camtasia worked very well and I look forward to seeing the other ways it can be used in my work setting.

April 30, 2015 report

Taskstream Video Tutorial

Gretchen Fricke’s IT 598 Final Project

Spring 2015

April 30, 2015 report

http://gretchenfricke598.blogspot.com/

Here are the updates of my project this month:

·         I completed the task analysis and surveyed students who had just completed a similar assignment to ensure the task analysis and resulting video tutorial addressed the issues they faced. 

·         We surveyed all the students in the Middle Level, Elementary and Early Education programs.  They had just finished completing the video assignment.   The summary data is provided below:

Summary
Program	ECH-14	ELEM-52	MID-19
Computer type	PC-66	MAC-19
What type of video recording device did you use to record your videos for upload.  (a-iPhone, b-Other smart phone, c-iPad, d-tablet, e-digital camera, f-other)	iPhone-19 other smart phone-14	iPad-14 Tablet-4	Digital Camera-28 Other-16	tablet-4
Did you have any problems shooting an acceptable video to use? (a-yes, b-no)	yes-8	no-77
Did you feel you received adequate support in shooting the video? (a-yes, b-no, c-I did not need)	yes- 36	no- 1	did not need-49
What type of computer did you use to process or edit your recorded video? (a-PC-personal, b-PC-campus, c-MAC-personal, d-other)	PC(pers)-51	PC(SIUE)-4	MAC-27	other-1
Did you encounter difficulty transferring your recording off of your recording device to your computer? (a-yes, b-no)	Yes-12	No-73
What software did you use to edit your video (a-Window Movie Maker, b-I don't know, c-other)	WMM-48	don't know-3	other-34 (iMovie-21, quicktime-6)
Did you have problems editing the video (a-yes, b-no)	Yes-8	No-73
Did you feel you received adequate support in processing and editing your video(s)? (a-yes, b-no, c-I did not need add'l support)	yes-34	No-6	did not need-45
Did you have to compress your video in order to upload it to Task Stream? (a-yes, b-no)	Yes-37	No-48
Did you have problems uploading the video to Task Stream (a-yes, b-no)	Yes-16	No-69
Did you feel you received adequate support in uploading your portfolio to Task Stream? (a-yes, b-no, c-I did not need add'l support)	Yes-52	No-1
Did you experience difficulties completing your edTPA in your field placement (a-Yes, I had problems with video permissions, b-Yes, I had difficulty being able to select/design my own learning segment, c-Yes, I had difficulty finding time to teach my learning segment, d-Yes, other, e-No)	Yes, perm-3 Yes, design-7	Yes, time-14 Yes, other-5	No-64
Did your field placement have software, hardware or equipment that were helpful in completing your edTPA portfolio? (a-Yes, b-No, c-Not sure, because this issue did not come up, d-other)	Yes-14	No-14	Not sure-55	Other-2
Was your CT knowledgeable enough about the various technology related elements of edTPA to provide you with support? (a-Yes, b-No)	Yes-30	No-48

·         This data indicated that the problems weren’t as widespread as originally thought.  Many students mentioned turning to students for help.  Learning that students had difficulties only at a few junctures in the assignment, I decided to break up the tutorial into smaller segments. 

·         I used this information to break my project into two parts; one on uploading a video from a devise to a PC and the other on editing the video to meet the assignment guidelines.

·         From there, I wrote the scripts and recorded the first prototype.  I asked Dr. Marlette to review the prototype and made some adjustments to the next prototype.

·         After the second prototype was developed, I asked students in Dr. Liu’s ITS 300 class to view the videos and provide feedback.  The students in this group provided general feedback that the videos were helpful. 

·         Based on the feedback from the ITS 300 students and the faculty, I made some very minor changes to the final video.

Final Versions:

Uploading a video to Windows Movie maker:

https://www.youtube.com/watch?v=iMnDvRzyN-Y

                   Editing a video in Windows Movie maker:

             https://www.youtube.com/watch?v=bdExu1E1-G4&feature=youtu.be

·         To assess student learning, I added in a “cheatsheet” that students could download and write in (paraphrase) their answers as the video tutorial played.  The answers to the questions were provided at the end so students could check their answers. 

·         Updated Timeline:

Date	Completed	Task
February 15	ü	Obtain access to Taskstream. Understand issues facing student and faculty.
February 28	ü	Take sample video to test equipment and perform task analysis.
March 6 March 23	ü	Complete task analysis. Start storyboards to map out video tutorial.
March 13 March 30	ü	Obtain faculty input on storyboards and make necessary adjustments. First prototype developed.
March 20 April 10	ü	Faculty review of prototype. Think Aloud evaluation by 1-2 students. Review by students in IT300
March 27 April 15	ü	Final prototype delivered.
April 15	ü	Finish all project documentation.

March 27, 2015 report

Taskstream Video Tutorial

Gretchen Fricke’s IT 598 Final Project

Spring 2015

March 27, 2015 report

http://gretchenfricke598.blogspot.com/

Again, it doesn’t seem like a lot of progress has been made.  I spent a good deal of time finalizing my jury 2 this past month. I feel like I’m progressing at a very slow rate on this project.  Here are the updates:

·         I met with another program director to get a different perspective of the problems students are experiencing.  The students in this other program are not experiencing any problems, but most students are using a smart phone, iPad or laptop.  That suggests to me that many of the problems students are having in the elementary program might be related to the cameras that are available for checkout (see my last report for my frustrating experience with those cameras).

·         After that meeting, I did a short survey of teacher education students coming into our office.  I asked “In order to complete an assignment that requires the creation of a video file, I would use the following equipment that I currently own.”  The responses broke down as follows:

iPhone/iPad	Smartphone	Laptop	Other	Do not own/need to check out
5	7	9	0	1

The student who marked “I do not own one of these and would need to check out equipment” also indicated they had a smartphone.  Several students indicated more than one option.  This leads me to believe very few students will actually need to check out the difficult to use equipment.  I discussed this with my client and will refocus the project accordingly.

·         I have completed the task analysis and am starting to write the script for the video tutorials.

·         Based on the task analysis, I developed storyboards and presented them to the client.  After some discussion, we have decided to break this project into two videos; one focusing on how to shoot the video and the second focusing on how to upload, edit, format and submit the video.  My revised storyboard follows:

·         A group of students just went through the process of shooting and uploading a video.  They will all be together on March 27.  In conjunction with the SME/client, we developed a survey to see where students found the most difficulty.  I will use the feedback from that survey to make adjustments as needed to the final project.

·         I’ve also revised the timeline:

Date	Completed	Task
February 15	ü	Obtain access to Taskstream. Understand issues facing student and faculty.
February 28	ü	Take sample video to test equipment and perform task analysis.
March 6 March 23	ü	Complete task analysis. Start storyboards to map out video tutorial.
March 13 March 30		Obtain faculty input on storyboards and make necessary adjustments. First prototype developed.
March 20 April 10		Faculty review of prototype. Think Aloud evaluation by 1-2 students.
March 27 April 15		Final prototype delivered.
April 15		Finish all project documentation.

February 27 report

Taskstream Video Tutorial

Gretchen Fricke’s IT 598 Final Project

Spring 2015

February 27, 2015 report

http://gretchenfricke598.blogspot.com/

While it might seem like a lot of progress has been made on paper, I have done a lot of legwork to date.  Here are some of the accomplishments since my last report:

• I have met with various faculty and attended several meetings to better understand the problems encountered by students. 

• I now have a Taskstream account and access to what the faculty and students see. 

• I shot a sample video to get to know the two forms of video cameras that I will focus on in my project (camcorder and iPhone).  That experience alone was frustrating!  It took 3 hours and 2 calls to the Canon support line to download the video to a computer.  No wonder students are frustrated!  I am working condensing that material into a meaningful tutorial for the students.

• I have become familiar with Movie Maker.  That is the PC software that we are recommending students use to edit the videos.  It’s free and easy to use.

• I have narrowed the scope of my project to focus on a PC version of the tutorial.  Another IT student will focus on creating a similar tutorial for students using a MAC. 

• I have started filling in various parts of the required documents.  I apologize for not keeping track of what is new and posted those new additions here.  You can link to the updated documents through the links on the sidebar

• Probably the most important thing I have done is develop my timeline.  That will help keep me focused in the weeks ahead.  I hope to have storyboards and an initial prototype on my March report. 

Date	Task
February 15	Obtain access to Taskstream. Understand issues facing student and faculty.
February 28	Take sample video to test equipment and perform task analysis.
March 6	Complete task analysis. Start storyboards to map out video tutorial.
March 13	Obtain faculty input on storyboards and make necessary adjustments. First prototype developed.
March 20	Faculty review of prototype. Think Aloud evaluation by 1-2 students.
March 27	Final prototype delivered.
April 15	Finish all project documentation.

January 30 report

Taskstream Video Tutorial

Gretchen Fricke’s IT 598 Final Project

Spring 2015

January 30, 2015 report

http://gretchenfricke598.blogspot.com/

I have selected the TASKSTREAM project for my IT 598 final project.  Below is the information provided by Dr. Liu:

Taskstream Video Tutorial Project


Since SIUE’s pre-service teachers are required to create, edit, and upload short videos as part of their degree requirements starting this spring and forward, I propose a project to create and design a video tutorial for those students to learn how to create and update videos to TaskStream. Your tutorial should orient the audience to learn how to shoot, cut, edit, save (compressed), and upload videos to Task Stream. Make sure the video file is compatible with Task Stream (learn how to compress and then how to save – what type of file). Students are required to learn how to upload videos to Task Stream and to their SIUE web pages. Please refer to the following requirements for Task Stream.

• Video Requirements for Task Stream
• https://www.taskstream.com/Main/Help2/LAT/coordinator_web/Content/Programs/DRF_Programs/Author_Role/Add_Content/videos.htm
• Recommended Video Formats and Settings by Pearson Education
• https://www.edtpa.com/Content/Docs/RecommendedVideoFormatsandSettings.pdf
• Other Video Requirements for Task Stream
• http://www.callutheran.edu/schools/education/teacher_education/documents/VideoDirections_000.pdf
• http://www.wwcc.wy.edu/assessment/pdf/taskstream.pdf
• http://www.uww.edu/coeps/offices-services/fieldex/edtpa/candidates/video-requirements-and-guidelines

Your video tutorial should include the above basic procedures and requirements, as well as include the narrated audio/sound to explain the procedures. In addition, the computer in the podium in each of SIUE’s smart computer lab has a Smart video recording software. You are welcome to use that in Alumni Hall 1314 by contacting our dept secretary Linda Miller at linmill@siue.edu for a reservation to learn the software and use that lab. Smart video recording software is very user friendly and easy to learn and use. After your video tutorial is finished, I’d like you to implement your project in a couple of pre-service teacher candidates later in March or April for assessment.

This past week has been spent setting up the shells for the deliverables (not linked here because they are still in very rough format with little info).  I’ve also set up the project website at:  http://gretchenfricke598.blogspot.com/

I’ve met with the main subject matter expert, Dr. Stephen Marlette, to get some basics about the project.  He provided some good background information.  From that, I was able to start outlining the learner characteristics and have identified the following:

Learners are students in SIUE teacher education majors who have reached their student teaching semester.  Learners range in age from age 22 and older.  Learners have been using Taskstream and Blackboard (a course management system) for several semesters and have developed a familiarity with the products. 

Dr. Marlette has provided me with names of other people on campus involved in this project.  I will meet with several more next week.  I’m trying to get access to Taskstream and find someone who can walk me through the upload process to start the task and content analysis. 

One concern I have with this project is the size and staying with the focus of this project.  Dr. Marlette has some great ideas for companion pieces (help for faculty, guide for cooperating teachers, etc.) to the video tutorial of this project but it will be a challenge to remain focused on this video for the time being.  But the need for those companion pieces do help me see the bigger picture. 

My goals between now and the next report will be as follows:

• ·         Continue to meet with individuals knowledgeable on the video aspect of this project.
• o   Dr. Melissa Thomeczek, who includes a part of this instruction with an earlier course that many of these students take.  She may have technical knowledge to share.
• o   Dr. Barb O’Donnell, SIUE liaison with Taskstream.
• o   Frank, SIUE’s taskstream representative.
• o   Dr. Randy Smith, Dr. Wendy Fuchs, Dr. Brian Johnson and Mr. Ron Fedorchak.  These individuals have been working on this project for some time and work directly with students who need to upload the videos.
• o   Students, including some who have uploaded, who need to upload and who have already uploaded to gain some understanding of their needs and experiences.
• ·         Gain access to Taskstream and become familiar with that product, particularly from the student side.
• ·         Attempt to upload a video to understand the full process.