Week 10- Classroom Resources: Audio

1.List format audio

MP3

 The name of the file extension and also the name of the type of file for MPEG, audio layer 3. Layer 3 is one of three coding schemes (layer 1, layer 2 and layer 3) for the compression of audio signals. Layer 3 uses perceptual audio coding and psychoacoustic compression to remove all superfluous information (more specifically, the redundant and irrelevant parts of a sound signal.

WMA – Windows Media Audio (.wma)

Short for Windows Media Audio, WMA is a Microsoft file format for encoding digital audio files similar to MP3 though can compress files at a higher rate than MP3. WMA files, which use the “.wma” file extension, can be of any size compressed to match many different connection speeds, or bandwidths.

WAV (.wav)

WAV is the format used for storing sound in files developed jointly by Microsoft and IBM. Support for WAV files was built into Windows 95 making it the de facto standard for sound on PCs. WAV sound files end with a .wav extension and can be played by nearly all Windows applications that support sound.

MIDI – Musical Instrument Digital Interface (.mid)

Short for musical instrument digital interface, MIDI is a standard adopted by the electronic music industry for controlling devices, such as synthesizers and sound cards, that emit music. At minimum, a MIDI representation of a sound includes values for the note’s pitch, length, and volume. It can also include additional characteristics, such as attack and delay time.

 

2.Differentiate lossy & loseless

 

LOOSY	LOSSLESS
File compression are mostly associated with image files, it can also be used for audio files.	File compression, using the lossless format can end up reducing a file’s size without any loss of the original quality.
Data that has been compressed using this technique can’t be recovered and reconstructed exactly.	If data has been (lossless) compressed, the original data can be recovered from the compressed data.
Used for application that can tolerate difference between the original and reconstructed data.	Used for application that can’t tolerate any difference between original and reconstructed data.
Sound and Image compression uses lossy compression.	Text compression uses lossless compression
More data can be accommodated in channel.	Less data can be accommodated in channel.

Week 11- Classroom Resources : Video

1.Define the meaning of aperture, shutter speed, ISO & DOF.

Aperture

Aperture refers to the opening of a lens’s diaphragm through which light passes. It is calibrated in f/stops and is generally written as numbers such as 1.4, 2, 2.8, 4, 5.6, 8, 11 and 16. The lower f/stops give more exposure because they represent the larger apertures, while the higher f/stops give less exposure because they represent smaller apertures. This may seem a little contradictory at first but will become clearer as you take pictures at varying f/stops. Be sure to check your manual first to learn how to set your camera for Aperture Priority, then try experimenting to get comfortable with changing the aperture and recognizing the effects different apertures will have on the end-result image.

Shutter Speed

In film photography it was the length of time that the film was exposed to the scene you’re photographing and similarly in digital photography shutter speed is the length of time that your image sensor ‘sees’ the scene you’re attempting to capture.

ISO 

It is the camera sensitivity level for the available light. ISO is measured in numbers. Lower ISO numbers, low sensitivity to existing light and vice versa. ISO enhancements will also contribute to increased seed or noise.

DGF

The number of shots that will be the focus that is managed by the aperture. Larger field depth means that most of the ‘view’ photos of the lens will be the focus no matter if it is near the camera or away. The depth of the small field means only half of the page or image is in focus, and the other will appear blurry.

2.Differentiate the purpose of camera angles & shots.

Camera angle is used to set the posture or position of the audience to be more clear and recognizable than the relationship between the character and the environment.

Camera shot is the amount of space seen in a single shot or frame. Camera shot is used to display various aspects of setting, character, and movie theme. Their way or every shot taken will affect the meaning and understanding of the audience.

1st Project Assessment

Today is my 1st project assessment for subject MAKING ART FOR MEANING. The artwork is about Fashion illustration & i choose luxury brand, Louis Vuitton. The artist’s references is Nate Williams which is the well known illustration artist in New York. So, this artwork also describe as my self because i love fashion & shopping.

Week6- The Advantages & Limitations of Cooperative Learning, Gamification, Discovery Learning, Inquiry-based Learning & Project/Problem based learning.

ASPECT	ADVANTAGES	LIMITATIONS
Cooperative Learning	Raise achievement of students. Build positive relationships among students – important for creating a learning community that values diversity. Provide experiences that develop both good learning skills and social skills.	Uncertainty about how to evaluate the teamwork skills that their students demonstrate during group work. Provision of tasks that enable students to practice the teamwork skills they are expected to learn.
Gamification	Increase motivation Promotes team learning and collaborative skills	Can create anger disappointment in-group or out group.
Discovery Learning	Encourages motivation, active involvement and creativity. Ensures high level of memory	Endless wandering and seeking for answer, might be confusing Teachers needs to be well prepared
Inquiry -Base Learning	Allows for focused learning that eliminates irrelevant aspects · Provide immediate feedback	Can be expensive · Have limitation for number of people in the same time.
Project/Problem based Learning[	Greater output ·Communication is improved	Undirected Time consuming

WEB 2.0 Resources

Identify three web 2.0 resourceS.

WORDLE

Teachers and students can generate word clouds that show prominent words in any body of text. Just enter text you have gathered from students, or even a URL, to see a summary of what the text is about. Wordle also allows you to change the appearance of your word cloud by the shape, font, color, and organization

STORYBIRD

This is a fun and easy-to-use tool for creating short, visual stories. Students can select artwork, drag and organize photos, and add their own text. These creations can then be published on the web with adjustable privacy settings. There is also the option to allow comments, which is perfect for teachers to encourage student collaboration.

SKYPE

This web tool is an easy solution for teachers to open up their classroom and their students to a world way beyond their campus. With Skype, students can learn from other students, connect with other cultures, and expand their knowledge in amazing ways by communicating through their computer with a webcam.

Embroidery beads

This is my 1st time for sewing a beads

Week 6- Teacher vs Student centered learning strategies.

Compare & Contrast Teacher vs Student centered learning strategies.

TEACHER	STUDENT
Focus is on language forms and structures (what the instructor knows about the language).	Focus is on language use in typical situations (how students will use the language).
Instructor evaluates student learning	Students evaluate their own learning; instructor also evaluates.
Instructor monitors and corrects every student utterance.	Students talk without constant instructor monitoring; instructor provides feedback/correction when questions arise.
Instructor talks; students listen.	Instructor models; students interact with instructor and one another.

 

E- RESUME

Here my simple of my Resume.

 

HERE OF MY LATEST OF E-RESUME VOL2

Cyberlearning Literacy & Its Implementation in Classroom

Describe Cyberlearning literacy & its implementation in classroom.

Definition 

 Cyberlearning Literacy is the use of network computing and Web 2.0 computerized computers to support the learning, knowledge and skills needed for the successful use of Web 2.0 tools.

Implementation in Classroom

 digital literacy is separate from computer literacy. It requires critical thinking skills, an awareness of the necessary standards of behaviour expected in online environments, and an understanding of the shared social issues created by digital technologies. Or alternatively: digital literacy = digital tool knowledge + critical thinking + social engagement.

 

Deep learning and digital literacy

One essential component of digital literacy when it comes to the field of pedagogy is deep learning; of which there are six core skills:

• Collaboration. The ability to work collaboratively with others, with strong interpersonal and team-related skills.
• Creativity. Being able to weigh up opportunities in an entrepreneurial manner and ask the right questions to generate new ideas.
• Critical thinking. Being able to evaluate information and arguments, identify patterns and connections, and construct meaningful knowledge and apply it in the real world.
• Citizenship. The ability to consider issues and solve complex problems based on a deep understanding of diverse values and a worldview.
• Character. Traits such as grit, tenacity, perseverance, and resilience; alongside a desire to make learning an integral part of living.
• Communication. Being able to communicate effectively through a variety of methods and tools to a range of different audiences.

 

WEEK 5- Cyberlearning with Example of Classroom Application

Define Cyberlearning with example of classroom application.

Definition

 Cyberlearning is the use of Web 2.0 networked computing and communication technologies to support learning. By dynamically integrating the Internet into instruction.  Cyberlearning is transforming learning opportunities while requiring new perspectives on teaching. Fox example, teachers use new solution to improve the learning in classroom to become more interesting that can  interact a students.

Classroom Application

Classroom Applications of Vygotsky’s Theory

Vygotsky’s concept of the zone of proximal development is based on the idea that development is defined both by what a child can do independently and by what the child can do when assisted by an adult or more competent peer (Daniels, 1995; Wertsch, 1991). Knowing both levels of Vygotsky’s zone is useful for teachers, for these levels indicate where the child is at a given moment as well as where the child is going. The zone of proximal development has several implications for teaching in the classroom.

According to Vygotsky, for the curriculum to be developmentally appropriate, the teacher must plan activities that encompass not only what children are capable of doing on their own but what they can learn with the help of others (Karpov & Haywood, 1998).

Vygotsky’s theory does not mean that anything can be taught to any child. Only instruction and activities that fall within the zone promote development. For example, if a child cannot identify the sounds in a word even after many prompts, the child may not benefit immediately from instruction in this skill. Practice of previously known skills and introduction of concepts that are too difficult and complex have little positive impact. Teachers can use information about both levels of Vygotsky’s zone of proximal development in organizing classroom activities in the following ways:

• Instruction can be planned to provide practice in the zone of proximal development for individual children or for groups of children. For example, hints and prompts that helped children during the assessment could form the basis of instructional activities.
• Cooperative learning activities can be planned with groups of children at different levels who can help each other learn.
• Scaffolding (Wood, Bruner, & Ross, 1976) is a tactic for helping the child in his or her zone of proximal development in which the adult provides hints and prompts at different levels. In scaffolding, the adult does not simplify the task, but the role of the learner is simplified “through the graduated intervention of the teacher” (Greenfield, 1984, p. 119).