EdTech 533 YouTube for Educators Reflection

YouTube for Educators is an elective course I chose to take to meet the requirements for the MET program at Boise State University.  This course proved to be more challenging than I ever thought it would have been. I learn a lot and plan to implement as much as possible into my classrooms!  The following is my reflection on the course that I submitted as part of my final grade for the course. At the end is a link to my YouTube channel where my artifacts from this course can be found.

As the fall 2016 semester ends, I think back to what I have learned and gained from my EdTech 533 YouTube for Educators course. Overall, I loved this class and would not mind taking another one if possible. Dr. Snelson made it easy to follow in Moodle by having due dates stated in easy to find locations and by providing guidebooks for every lesson. For me, the guidebooks are what helped me get through this course. With the inclusion of video tutorials and step-by-step instructions Dr. Snelson was highly methodically in providing everything a student will need and/or encounter in the course.

In the final essay, the class was asked to answer a few questions. Here are the questions with my answers:

  • What were the three most important things I learned this semester?

The three most important things I learned this semester were:

Copy Rights – learning about how important it is to obey copyright laws in creating videos and how to find a license to determine if I could reuse it was one of the most beneficial things I will take away from this class. I have already begun incorporating it into my current classroom.

Video Captions – an educator I need to make sure that all of my students have the same opportunity to be able to understand and learn from any and all methods I use in my class. Providing captions is just a small thing to add to all videos to help ensure I reach each and every student.

Creating a playlist in YouTube – I absolutely love how I can find videos for a certain subject or lesson and curate them into a file that will house them together. I have already used this option several times in my current classroom.  In teaching Language Arts I can find videos for all parts of speeches, on fiction and nonfiction information, elements of a plot, etc. and share the list with my students as supplemental material or use them in class!

  • Has my opinion of YouTube in education changed or remained the same? Describe three or more specific examples.

The short answer to this question is Yes! Before this class, I could “kinda” see the relevance of YouTube, but due to some content not being suitable for some students I was highly hesitant to use. My opinion has changed because I can see how I can actually incorporate it into my classroom. A couple of examples would be to create a page for each class. This would create a space for the students to be able to upload their creations throughout the year in one location. Students would then be able to use a shareable link to possibly distribute to a bigger audience. Another example would be to pick out a video and stop it before it ends and have the students create a new ending based off of what was previously shown. A final example would be to use YouTube to compare and contrast two different dragon videos or to pick out traits of the characters.

  • What have I learned about media literacy and how will that information impact me as an educator? In your response, discuss three or more core competencies of media literacy: access, analyze, evaluate, reflect, or act.

What I have learned about media literacy is allowing for options in a classroom is key. In providing access to many types of media, the students can then analyze each option to determine what would work best for them. By giving the students the responsibility of evaluating the media it provides them the opportunity to think in a critical manner to help themselves be prosperous. Developing critical thinking skills in using all types of media is essential to being college and career ready.

  • In what specific ways will I use the projects, skills, or ideas from this course in my teaching or training? (If not currently a teacher how might you use what you have learned?)

I will be utilizing what I have learned in this course in many ways. I have already incorporated the short-form educational video in my classroom. My students recently had a biography project where they had to complete research on an author of their choice and then create a presentation on them. Many of my honor students chose to use Powtoons because of the animation ability it provided. I can absolutely see how my skills I gained with the mini documentary will and should come into play. Stressing the importance of being a good digital citizen by checking copyright licenses and practicing safe use strategies alone will be most beneficial to them.

I would like to incorporate the use of a Vlog, whether by me, in the form if a daily or weekly newsletter-like item, or by my students where they have to keep a vlog about their daily or weekly assignments (I am thinking more along the lines of a video journal). This will help accomplish many underlining items such as confidence in front of a camera and speaking and enunciating clearly.

Our media literacy assignment gave me several ideas on how to get my students to think in a more synthesized manner. By thinking outside the box I could use videos to help teach such things as characterization by having them identify indirect and direct from an excerpt from a movie; elements of a plot, have them fill in a plot diagram identifying where the different elements take place in a short video, and compare and contrast internal and external conflict.

  • Select at least three of the projects you created this semester and read the description of the related AECT standard. Then answer this question: How do these projects demonstrate my mastery of the AECT standards?

The mini-documentary and short-form educational video demonstrates my mastery of the AECT Standard 3 in Ethics because we had to provide attributions on items such as video footage, pictures, or text we did not create ourselves.  It showed how plagiarism can be very easy in video creation if one does not take the time to take the proper channels in ensuring sources were cited correctly.

Vlog with captions demonstrates my mastery of the AECT Standard 3 in Diversity of Learners because it was created with a certain level of students (6th graders) in mind and that was intended to be able to reach the many different ways a student can learn. It is an excellent method to use for those learners that are more visual and hands-on ordinated.

The media literacy assignment demonstrates my mastery of the AECT Standard 4 in Assessing/Evaluating because I had evaluated videos that would fit into my topic of study. In evaluating the videos I had to keep in mind my topic and key points I wanted to convey to my students but I also needed to keep my target audience in mind. Meaning, I needed to find videos that would keep my students focused whether it was through animation and/or music and pertained the correct content.

My EdTech 533 YouTube Channel

Sylvia Plath mini-documentary





Instructional Design Description

In my EdTech 503, Instructional Design course this week, we were challenged to create a fictitious job posting for an Instructional Designer job; write three reflections on a given set of questions; and post links to three actual Instructional Designers job postings. In reflecting on this assignment, I can see where many teachers feel as if they are actual instructional designers, because many do create their own materials used in their classroom. However, I have discovered this week there is more to being an instructional designer than just creating the materials used in the classroom. I look forward to learning more as this journey into instructional design begins!

The following are my reflections answers; my job posting links are located at the bottom of the page.

  1. How do the roles of teachers and instructional designers differ?

Instructional designers create the courses that teachers use to teach and facilitate to their students. Instructional designers analyze the current curriculum; identify areas that are in need of updating or could be instructed using different materials and/or methods. They design and develop the appropriate methods and materials needed for the teacher to be able to meet the diverse needs of all of their students. Then, instructional designers deliver, guide, manage, and/or instruct the teachers on how to implement the course along with the materials and methods they can use to ensure they reach all students. The instructional designers will receive feedback from the teachers though out the school year in order for the course to be updated and/or reconstructed if needed. Thus, the main difference is that instructional designers do not actually use the curriculum they design, the teachers use it to deliver classroom instruction.

  1. In what ways do the responsibilities of teachers and instructional designers overlap?

Instructional designers and teachers have to be good collaborators and work towards the common goal of ensuring that the overall needs of the students in a course will be met. The instructional designers have to collaborate with the teachers of the course they are designing because they are the ones that are closest or will be closest to the students who will be using the course. The curriculum needs to be set up for the teacher to be comfortable and fully understands what the designer intended. The teacher will receive feedback from the students in the form of projects, summative and formative assessments, and comments from the students about the trials and tribulations they encounter. In essence, the instructional designers is also a teacher because they need to “teach” the teacher how to use the curriculum. Where a teacher manages the outcomes produced from the students and adjust the way the lesson is taught; the instructional designers will manage the feedback from the teacher to manage the course design and make changes as needed.

  1. In a comprehensive paragraph, please connect the relationship between these two roles to your own personal experiences. If you do not have any personal experiences to draw on, create a hypothetical example that clearly illustrates the relationship between teachers and instructional designers.

The relationship between and instructional designer and a teacher can be looked at as a never ending circle that entwine with both ensuring the needs of all the learners are being met. Just as a teacher instructs, guides, and assesses the students, the instructional designers develops, implements, and manages the design of the course. Instructional designers and teachers should build a relationship so they are comfortable and are not afraid to step in when they observe an issue or concern with the course content. Instructional designs need to observe the teacher to make sure he/she is using the materials correctly. And it is up to the teacher when they encounter something not correct in the curriculum to get with the instructional designers as soon as possible so the kink can be fixed.

I do not have any personal experience in working with an instructional designer, however our district just introduced a new program to help out our ESL students in learning English. It is called the EXCEL program. Students and their families have the option to join this program, it is not mandatory. In this program the curriculum has been set up for all core courses to be taught in one location. The instructional designers have created the courses so that they can help ESL student be more successful in the core subjects, which at times the jargon can be confusing. Over the course of the last school year and summer my district worked to make sure they created materials needed for the teachers. I would hope since our school year has just begun that the instructional designers and teachers are working closely to make sure the materials are being used correctly and are garnering the intended results. If not, then the teachers need to go back and help the instructional designers in changing or creating a new device for the student to be able to use in order to create the intended result.

My fictitious job posting

Instructional Design Job Posting

SUNY Sullivan is seeking a Coordinator of Instructional Design & Online Learning

I chose this position because it was a part-time, temporary job. I believe this would be a great learning job for those that may just be beginning an Instructional design career in an education-type setting.

West Chester University is seeking an Instructional Design Specialist

I chose this position because it gave more details on the essential functions and minimum qualifications. WCU actually listed software programs that the potential candidates need to be familiar with in order to be considered for employment. It did not leave room for in interested person to question what what expected.

Amazon Corporate LLC is looking to hire an Instructional Designer-Mobile Design Training

This posted was chosen for a few reasons. One, it was an energetic read. One could sense the excitement for working for Amazon just from reading the posting. Two, however it seemed too wordy to me. I got lost in what the requirements are for the candidate. So, basically I chose this as a “what not to do” for a job description.