Planning+Page

Planned itinerary: (in ½ hour increments) ||~  ||~ Topic ||~   ||~ Description ||
 * ~ Time
 * 0 - .5 ||  ||= Intro and overview ||   || Overview of program components and resources available for participants. ||
 * .5 - 1.0 ||  ||= Concept: multimedia ||   || Discussion of triarchic theory and demonstration of concept mapping. ||
 * 1.0 -1.5 ||  ||=   ||   ||   ||
 * 1.5 -2.0 ||  ||= Video ||   || When to and not to use. Clips are tools to add for emphasis with demonstration potential, not fillers for time. ||
 * 2.0 – 2.5 ||  ||= Prep for simulation ||   || How to approach, what is expected and assessment. Reference sheet discussion and guide for using the online graphic illustrator. ||
 * 2.5 – 3.0 ||  ||= Simulation ||   || Working time, group by tables. ||
 * 3.0 – 3.5 ||  ||= Evaluation of simulation ||   || What worked, what didn't, analysis. ||
 * 3.5 – 4.0 ||  ||=   ||   || Look at participant examples to share ideas with the whole of the group. ||
 * 4.0 – 4.5 ||  ||= Conclusion ||   || Concluding remarks. ||
 * 4.5 – 5.0 ||  ||= Wrap up ||   || Source info, survey on seminar. ||


 * 1) How will you include Mayer’s principle of active processing in your authentic assessment activity? What kind of product will your participants create to demonstrate their learning using multimedia technology? Pre-training video information, developing dual mode information transfer for building a knowledge base for a simulation or something similar. I foresee a short video project following the simulation as assessment demonstration.
 * 2) What kind of multimedia presentation must you create to effectively present key concepts and skills to your participants (video, PowerPoint, podcast, screencast, interactive tutorial, or other)? How will you include Mayer’s principles of dual coding and limited capacity in your presentation? I would be most comfortable with PowerPoint and narration along with interjected video references where appropriate.
 * 3) What kind of graphic organizer would be best to give your participants to help facilitate learning in your workshop? Though truly a function of the learning style of the student, I tend to favour web concept maps due to their flexibility and non-linear format.
 * 4) What concepts in your presentation will require pre-training before you begin the workshop? How will you use multimedia to engage your learners during the pre-training phase? Given that the seminar is for educators, I will concentrate on the methods over the substance of the talk. I would be inclined to develop the capability of the educators in using multi-modal teaching and participatory exercises to begin to use and develop applications. Pre-training on the concept of multimedia and the triarchic approach to theory demonstrated by Mayer would be appropriate.
 * 5) What equipment will you need to conduct your workshop (projector, laptops for each pair of participants, Internet connections, other)? Best case, there will be multiple projectors for use in giving the instructor lead portion of the seminar. I would encourage all to bring their own computing device (laptop, tablet, or other preferred device) so that the skill and information learned can be brought back with them. For this, we would need infrastructure able to accommodate both power and wireless access for the projected crowd. If the workshop is low in number, this should not be too difficult, if a larger crowd--the logistics become more difficult and would need a facility capable of handling those needs.
 * 6) What online applications might you use? Minimally, Vimeo and/or Youtube, Google drive and email applications. Using Digio, or similar service, would enhance the seminar as all groups could then develop resources to immediately share with the body as a whole, being developed in the seminar to capture the synergy of the gathering.
 * 7) How will your participants collaborate on their projects? How will you group them to create authentic assessment in your workshop? Grouping to occur naturally by participant table selection. Random tables will have been pre-selected (and unknown to the participants) to add their experience and product to the larger group. If a small group, say less than 20, then pairing might be better or triads, larger group setting would be by table which can accommodate 8-10 participants as a maximum per that grouping.