LRoyster_Final Project Client Info_MEDT7490

Libra B. Royster
April 17, 2016
Please find the link to my final project below:
http://roystervisualandmedialiteracy.weebly.com/assignment6.html

Clients Name/Title/Organization/ Email Address:

Wislene John
Assistant Principal
Atlanta Public Schools
Wislene.John@atlanta.k12.ga.us
Target Audience/Learners
Instructional Staff at Frederick Douglass HS to include: Instructional Coaches,
Department Chairs, Teachers, Media Specialist and Para professionals
Clients Needs
Professional Development for Instructional Staff on Integrating Technology into
their classrooms through the use of visual materials.
My client would like her staff to participate blended learning for teachers on
technology integration as her school district wants effective technology
integration in every school happening across the curriculum. Dr. John wants her
staff to move away from the basic computer hardware and software skills to
deeper integration in the classroom.

Instructional Activity
Training on using online software programs that can be used by teachers to
teach curriculum content, store data, create videos, pictures and backchannels to
engage in collaborative conversation with their students.
Learning Objectives

Learners will sign up for a free teacher account (socrative.com)

Learners experience Socrative as a student

Learners will engage in all major functionality of software

ACRL Visual Standards

Standard Three
The visually literate student interprets and analyzes the meanings of images
and visual media.
Performance indicators:
The visually literate student identifies information relevant to an images
meaning.
Learning Outcomes:
a. Looks carefully at an image and observes content and physical details
b. Identifies the subject of an image
c. Examines the relationships of images to each other and uses related
images to inform interpretation
Standard Four
The visually literate student produces visual materials for a range of projects and
scholarly uses.
Learning Outcomes:
a. Creates images and visual media to represent and communicate concepts,
narratives, and arguments (e.g., concept maps, presentations, storyboards,
posters)
b. Constructs accurate and appropriate graphic representations of data and
information (e.g., charts, maps, graphs, models)
c. Produces images and visual media for a defined audience
d. Aligns visual content with the overall purpose of project
Standard Five
The visually literate student uses design strategies and creativity in image and
visual media production.
Learning Outcomes:
a. Plans visual style and design in relation to project goals
b. Uses aesthetic and design choices deliberately to enhance effective
communication and convey meaning
c. Uses creativity to incorporate existing image content into new visual products
Standard Six
The visually literate student uses a variety of tools and technologies to produce
images and visual media.
Learning Outcomes:
a. Experiments with image-production tools and technologies

b. Identifies the best tools and technologies for creating the visual product
c. Develops proficiency with a range of tools and technologies for creating
images and visual media

Task

Frederick Douglass High School teachers will:

Engage in training on Web 2.0 tool: Socrative

Use a backchannel (Socrative, Todays Meet or Padlet)

Create a customizable Flipped-Classroom

Process
The process that will be used to complete the task analysis for this blended
learning course will be a combination of face-to-face and online engagement.
Our client expressed her instructional goals in which we will accept as evidence
that learners have indeed acquired new technology knowledge, understanding
and appreciation. Dr. John has been an educator for 10 years. During one of our
project conferences, Dr. John shared the knowledge of web 2.0 tools, Socrative
and Kahoot. Dr. John also has used web 2.0 tools in the classroom in recently
this year and has trained fellow colleagues in the building, as well as students,
parents, and administration.
Evaluation
The staff will be formally evaluated on their exploration of different blended
learning models (for example, rotation, flex, self-blend, enriched virtual, their own
model or multiple models). They will also be evaluated on if a blended learning
model is being piloted in their classroom and lastly if a blended learning model
has been selected that is appropriate to some aspects of their classroom
structure and student demographics.
ARTIFACT 1 DESCRIPTION
This PowToon video was created to explain the Web 2.0 tool Socrative as
well as provide an explanation of its use. The video will be shown on the

interactive board during the beginning of our professional development

training on blended learning with staff in a whole group environment.
ARTIFACT 2 DESCRIPTION
This infographic was created to be used a visual to show Socrative as a
great resource for teachers that allows them to know instantly which students
mastered the standard of the lesson and which students do not.
Reflection
I enjoyed meeting with Dr. John working with her to create this project to address
a real teacher need within out district. This project engaged me in using the
elements of visual literacy and how to effectively communicate visually through
multimedia design. I also was able to incorporate what Ive learned all semester
in this project.