Hi everyone,

Introduction

I decided to split my ePortfolio post into three major sections using horizontal lines. Notice that each “Section” contains a student “Activity” followed by a respective educational analysis as indicated by “Educator Review”.

The “Activity” and “Educator Review” sub-headings will help you to differentiate between the activities designed for students and the analyses designed for educator review and study. Each respective “Educator Review” section contains educational principles and explanations in accordance with my revisions.

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Section 1

Activity 1: Psychology of Love

Learning Outcome

Students will effectively explore Sternberg’s Triangular Theory of Love.

Activity Summary

Beginning in Week 1, students will begin the process of understanding Sternberg’s Triangular Theory of Love and will provide a 300 word forum post by the end of Week 2.

Outline

Please read Ch. 7 “Interpersonal Attraction and Close Relationships” from the provided Baron & Branscombe (2017) textbook and then actively examine the provided Triangular Theory of Love graphic below:

According to Sternberg’s Triangular Theory of Love, love consists of a combination of passion, intimacy, and commitment.

(1) As you examine the provided graphic displaying Sternberg’s Triangular Theory of Love keep in mind the importance of connections between passion, intimacy, and commitment.

(2) After reading Ch. 7 and viewing the provided graphic for Sternberg’s Triangular Theory of Love, answer these questions:

(a) Does Sternberg’s theory of love emphasize a triarchic theory or a triune theory?

(b) Do you agree with Sternberg that love is composed of passion, intimacy, and commitment? Why or why not?

(c) Have you ever experienced passion, intimacy, or commitment in your life? If so, how did it make you feel? If not, how might you discover the meaning of passion, intimacy, and commitment in your life?

Using either a provided school computer or a personal computer, please write your answers in Microsoft Word and upload your answers to the Moodle forum or you write your answers directly in the forum.

Please submit Learning Activity 1 to your Open Learning Faculty Member for grading by the end of Week 2.

Educator Review : Analyzing my Graphic

For my first ePortfolio media piece, I chose to remix and refine my graphic from Week 5 and 6 based on the feedback from my open learning faculty member.

This is my original non-interactive graphic which was slightly too small and harder to read:

I decided to use Google Drawing as my graphic design tool due to its ease of functionality. I also decided to use H5P to turn my original graphic into an interactive graphic. I decided to create refine my pre-existing graphic from Week 5 & 6 since I had a desire to implement Professor Webster’s recommendations.

Based on the feedback provided by Keith Webster, I needed to re-design my original graphics by creating a larger three-pronged lightning strike and larger font. I focused on making each of the lightning bolts larger, making my font larger, making my font bold for ease of readability, and adding a heart shape in the middle of my graphic rather than a circle shape. I also decided to include alternative text and an appropriate caption for accessibility purposes.

Below is my revised interactive psychology graphic:

According to Sternberg’s Triangular Theory of Love, love consists of a combination of passion, intimacy, and commitment.

My updated and revised graphic would serve as a supplement to Branscombe & Baron’s (2017) “Social Psychology”. My updated graphic would help students visualize the triune connection between passion, intimacy, and commitment which leads to love.

I feel that my graphic re-design better reinforces Mayer’s (2014) coherence principle and Clark & Lyons (2010) two-dimensional graphics since I avoided the use of extraneous images and words. By keeping my graphics simple, I was able to add visual clarity and readability thereby preventing cognitive overload (Mayer, 2014, p. 849). In implementing a 2-dimensional graphic with simple colors and font, I believe that I have increased readability, clarity, and ease-of understanding for students. Thanks to H5P, I was also able to integrate hidden definitions for students to interact with.

References

Baron, A. R., & Branscombe, R. N. (2017). Social Psychology (14th ed.). Pearson.

Clark, R. C., & Lyons, C. (2010). Graphics for learning : Proven guidelines for planning, designing, and evaluating visuals in training materials. Center for Creative Leadership.

Mayer, R. E. (2014). Multimedia instruction. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (4th ed., pp. 385-399). Springer Science & Business Media. https://doi.org/10.1007/978-1-4614-3185-5

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Section 2

Activity 2: Psychology of Art, Poetry, & Literature

Learning Outcome

Students will listen and reflect upon Carl Jung’s beliefs concerning the importance of art, literature, and poetry in our lives.

Activity Summary

Beginning in Week 3 and ending in Week 4, students will conceptualize Jung’s psychological emphases of art, poetry, and literature. By the end of Week 5, students will provide a 1,000 reflection essay to their open learning faculty member.

Outline

Please read Ch. 8 “Psychology and Literature” from the provided Jung (1933) book titled “Modern Man in Search of a Soul” and then listen attentively to the provided quotations in Week 3’s devotional podcast below:

View Transcript

(1) As you listen to the provided audio recording from your professor, keep in mind how reading and writing have the potential to open up new avenues of thought and feeling at both the professional and personal level.

(2) After you have finished the required reading and have listened to the audio recording, answer the following questions in preparation for your essay.

(a) According to Jung (1933) what is the poet’s true work? (see p. 155-156 for reference).

(b) Do you agree with Jung’s (1933) notion that the artist does not have free will? Why or why not?

(c) Do you believe yourself to be a creative person? If so, engage in self-reflection and ask yourself which parts of your life are more creative than others. Why do you think this is?

Using a school computer or a personal computer, please submit your answers for Learning Activity 2 to your Open Learning Faculty Member in the Moodle Dropbox by the end of Week 4. Please submit your answers in either Word Document or PDF format.

In preparation for your Week 5 essay, consider using your answers from Activity 2 to help you brainstorm writing topics. Future guidance will be provided but for now, be sure to include APA 7th edition citations and referencing. You are expected to cite both the provided Jung (1933) book and the audio resource for your reflection essay.

Educator Review: Analyzing my Audio

For my second ePortfolio media piece, I chose to refine my audio recording from Activity 6 of Week 8 & 9 based on the feedback from my open learning faculty member.

Below is my original audio recording from Jung’s (1933) chapter on Literature which required greater amplification and noise reduction:

I chose to adhere to the provided “Mixing a Narration with Background Music” (Audacity, 2019) tutorial throughout this activity. I chose to use Audacity to edit and adapt my combined audio piece.

Based on the feedback from Keith Webster, I needed to ensure that I amplified my voice so that I was not being drowned out by my fade-in and fade-out effects or by the intermission music that I included. I began my refinements of my audio recording my selecting the Amplify effect and boosting my voice by approximately 10 decibels for each of my narrated sections.

I used the Noise Reduction effect to reduce “constant background sounds such as hum, whistle, whine, buzz, and ‘hiss’, such as tape hiss, [or] fan noise” (Audacity, 2021). I chose to filter out noise in 2 decibel increments until the overall audio recording gained audible clarity without negatively affecting my narrated sections. I feel that my refined version of my Carl Jung devotional is an improvement on my original recording and that I responded effectively to my open learning faculty members recommendations.

Below is my amplified and noise reduced version of my audio recording from Jung’s (1933) chapter on literature:

View Transcript

My revised audio piece would effectively allow students to learn essential quotes from Jung’s books without requiring students to read the entirety of his books. The inclusion of audio narration allows me as an educator to provide students with the lessons essential to completion of specific learning outcomes. My updated audio piece will therefore help students reflect upon their own lives and determine how art, poetry, and literature also influence them at a personal level.

I feel that my audio design reflects Webster’s (2022) conversational style of narrative while also including a transcript for those with different hearing abilities. My audio design also effectively adheres to Carter’s (2012) dramatic and poetic approach to audio design since I primarily focused on creating an intense and dramatic voice inflection to go along with my soothing instrumental music choice (p. 55).

References

Audacity. (2019). Tutorial: Mixing a narration with background music. https://manual.audacityteam.org/man/tutorial_mixing_a_narration_with_background_music.html

Audacity. (2021). Tutorial: Noise Reduction. https://manual.audacityteam.org/man/noise_reduction.html

Carter, C. W. (2012, October 26). Instructional audio guidelines: Four design principles to consider for every instructional audio design effort. Techtrends: Linking Research & Practice to Improve Learning, 56(6), 54–58. https://doi.org/10.1007/s11528-012-0615-z

Jung, C. G. (1933). Modern Man in Search of a Soul. Harcourt.

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Section 3

Activity 3: Psychology of Feeling – Lowen’s Mind-Body Link

Learning Outcome

Students will learn how the human body produces bodily sensations of heaviness and lightness and how we interpret our bodily sensations as feelings.

Activity Summary

Beginning in Week 6, students will begin an exploration of Alexander Lowen’s mind-body link and will answer questions in preparation for a 2-4 video assignment which is due by the end of Week 7.

Outline

Please read Darley and Batson’s (1973) “From Jerusalem to Jericho: A Study of Situational and Dispositional Variables in Helping Behavior” in Aronson and Aronson’s (2012) “Readings About the Social Animal” (11th ed.) and watch the provided Mind-Body Link video below:

Transcript

(1) As you watch the provided video, keep in mind how thoughts interact with bodily feelings and how bodily sensations also interact with thoughts.

(2) After you have completed the required reading and have watched and responded to the video, answer the following questions:

(a) According to Darley and Batson (1973) what is the difference between a situational variable and a dispositional variable? (as cited in Aronson & Aronson, 2012).

(b) What are the three types of religiosity? (see Darley & Batson, 1973, as cited in Aronson & Aronson, 2012, p. 44).

(c) Do you believe yourself to be a caring person? Have there every been events in your life where you situationally or due to your disposition have avoided helping someone in need? If so, reflect on your reasoning and feelings at the time and how your view of your self has changed on account of your reflection.

Using a school computer or a personal computer, please submit your answers for Learning Activity 3 to your Open Learning Faculty Member in the Moodle Dropbox by the end of Week 6. Please submit your answers in either Word Document or PDF format. The feedback your instructor will provide you for Activity 3 will provide you with ample guidance for your video activity.

For example, once you have answered the Activity 3 preliminary questions and have received guidance from your instructor, begin the process of brainstorming possible emotions or feelings which you would like to physically display for your video assignment which is due at the end of Week 7.

You are free to use a cellphone, tablet, webcam, or any other video recording device to record your physical displays of feelings. I recommend that you use either Openshot or Shotcut to edit your videos before submitting them for grading.

It is expected that you will physically display between 3-4 emotions or feelings in your video. For example, if you choose to physically display anger, you might choose to record yourself striking a punching bag whereas if you choose to physically display compassion, you might choose to record yourself bending down to pick up a crying baby (i.e., you might choose to use a doll as a prop).

Educator Review: Analyzing my Video

For my third ePortfolio media piece, I chose to remix and refine my video recording Activity 3 of Week 10 and 11 based on the feedback from my open learning faculty member.

Below is my original mind-body link video which was slightly blurry and recorded in one-take. My original video was drawn without markers, did not include Shotcut editing, and did not have a pre-written script:

Therefore, based on the feedback I received from Keith Webster, I wanted to create a revised video where all of my information pertaining to Lowen’s mind-body link was presented in a more linear fashion.

For my revised video, I intentionally chose to plan the spacing of my document. I chose to use different colored markers rather than only a blue pen since I wanted to create a bolder font throughout my video. I also made sure that I had my phones ‘steady cam’ feature enabled before recording. I also included many different transitions throughout my revised video since I did not want to record my video in one single take. I also wrote a pre-written script for my revised video.

Below is my updated Mind-Body Link video which includes clear video, my use of felt markers, Shotcut editing, video transitions, and scripted narration:

View Transcript

My revised video piece allows my students to learn through a combination of visual and auditory channels. Extending my students learning opportunities through the implementation of video resources allows me to enunciate key psychological concepts while adding my own self-reflective questions.

I chose to refine my Udacity Style Tablet Capture maintaining a first-person perspective (Hansch et al, 2015, p. 21, as cited in Woolift, 2015, p. 14; Mayer & Fiorella, 2020) because it helped to reinforce Mayer’s (2020) dynamic drawing principle. Mayer’s dynamic drawing principle argues that students learn better when they see their teachers writing rather than seeing writing which is disembodied from a hand (p. 843). I recorded my video through my cellphone, edited my video using Shotcut, and later added my audio narration through my use of Screencast-O-Matic. I also included a transcript for accessibility purposes.

Since my revised video better combines video elements with audio elements, I was able to ensure that I applied Robbins and Aydele’s (2009) and Wilson’s (2002) embodiment theory. Embodiment theory is important to me as an educator since it argues that students think and learn with their body. Once I understood that students learn with their mind and body, it became important for me to create a video resource in the first-person perspective so that students feel that they are greater vicarious participants in their learning tasks (as cited in Mayer, 2020, p. 847).

References

Lowen, A. (2013). Love, Sex, and Your Heart. Simon and Shuster.

Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research & Development, 68(3), 837–852.
https://ezproxy.tru.ca/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=143677118&site=ehost-live

Woolfit, Z. (2015). The effective use of video in higher education (Rep.). Retrieved October 2, 2018, from https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf

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Thanks for viewing my completed ePortfolio!

Carson 🙂

 

 

Hi everyone,

Learning Outcome

Students will effectively explore Piaget’s four stages of cognitive development.

I chose to create an interactive video using H5P. This was my first time making an interactive video, so I chose to create a video with a simple combination of multiple choice and fill-in-the-blank review questions.

Please watch my interactive video below:

My overall goal of this activity was to provide interesting questions which challenged the thinking of my viewers. I wanted to include questions which demanded some critical thinking and popular culture references such as my referencing of the Operation board-game.

Thanks,

Carson 🙂

References

Piaget’s theory of cognitive development – YouTube. (n.d.). Retrieved April 1, 2022, from https://www.youtube.com/watch?v=IhcgYgx7aAA

 

Hi everyone,

I chose to download and remix an educational graphic involving geometry. My chosen graphic of a pyramid, a sphere, and a cube has been used in accordance with Creative Commons Attribution-Share Alike 2.5.

Learning Outcome

From a geometric perspective, students will effectively explore and differentiate between a pyramid, a sphere, and a cube.

I chose to use the included Image Hotspots Tutorial (H5P, 2016) to complete this activity. You can view and access my newly created interactive graphic below. Be sure to follow the interactive text for more information.

Thanks for participating!

Best,

Carson 🙂

References

H5P. (2016). Image hotspots tutorial. https://h5p.org/tutorial-image-hotspots

Hi everyone,

For the sake of this activity, I chose to use a quote from my W10 & 11: Activity 7 blog post.

Learning Outcome

Students will effectively use various aspects of the sit, uncross, relax, eye contact, touch, your intuition (SURETY) model to display non-verbal communication (Stickley, 2011, as cited in Lapum et al., 2020).

Explanation

I will try my best to continue implementing interactive text within my learning outcomes, objectives, and lessons. I feel that the inclusion of interactive text allows for the inclusion of basic definitions for words within my learning outcomes while also allowing students to explore linked webpages. If there happens to be a word within a learning outcome which I feel requires further explanation, I will be sure to provide interactive text to help with the learning comprehension of my students.

Best,

Carson 🙂

References

Lapum, J., St-Amant, O., Hughes, M., Garmaise-Yee, J,. Lee, C. (2020). Communication for the Nursing Professional – 1st Canadian Edition. Toronto, ON: Ryerson University Pressbooks. Retrieved from https://pressbooks.library.ryerson.ca/communicationnursing/chapter/non-verbal-communication/

Hi everyone,

In the educational context where you teach or support learning, what outcomes and associated content could be supported by interactive media?

With future intentions, I believe that interactive media can support any form of learning outcome and any subject/topic. For example, if I wanted to teach Freud’s id, ego, and superego concepts through interactive media, I might choose to create an Edpuzzle lesson using a YouTube video narrating Freud’s psychological theory. I could create my own list of open-ended questions and embed them within my Edpuzzle video. Cherrett et al (2009) states that “interactive video supports learning gains in university students because they make learning active, engaging, and scaffolded” (as cited in Shelton, 2016, p. 472). I would like to continue experimenting with the Edpuzzle learning tool in order to further learn how to best create open-ended feedback and engagement (p. 469).

Since interactive media can increase student “reactivity, interactivity, tailor ability, progressiveness, and portability” (Kwok et al, 2016, p. 3), I believe that shifting my focus from an explicit use of paper-based textbooks, books, and note-taking into greater use of multimedia presentations, video creation, and multimedia learning tools (i.e., Edpuzzle) that I can increase the engagement and formative assessment of future students. I simply need to continue learning how to transfer paper-based course content into digital formats such as eBooks, PowerPoint presentations, or Edpuzzle lessons.

What challenges would you or your institution face in developing interactive media and integrating it into your courses?

I can imagine that the primary challenge that I would face in developing interactive media and integrating it into my courses would be receiving approval from college/university curriculum design teams. In speaking with a local college staff member about the integration of interactive media, I was told that it can be very difficult trying to challenge the status quo within educational settings. I was told that some team-members prefer not to change course design and trying to create consensus about new methods and pedagogies can create workplace conflict.

I also imagine that attempting to integrate interactive media into my courses would also require a hefty amount of collaboration with a campus IT team. By better communicating with campus IT, I would try my best to ensure that students have ample access to laptops, desktops, or iPads to use interactive media. For example, if students do not have the technology access required to use Edpuzzle, then it would be difficult to expect a productive integration of multimedia.

Best,

Carson 🙂

References

Kwok, K., Ghrear, S., Li, V., Haddock, T., Coleman, P., & Birch, S. J. (2016, October 25). Children can learn new facts equally well from interactive media versus face to face instruction. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01603

Shelton, C., Warren, A., & Archambault, L.M. (2016). Exploring the use of interactive digital storytelling video: Promoting student engagement and learning in a university hybrid course. TechTrends, 60(5), 465-474. https://doi.org/10.1007/s11528-016-0082-z

Hi everyone,

In this activity you will outline a short student video activity and a substantial video project, providing a few key details to sketch out an initial premise for each.

In a portfolio post, outline two student activities. The first is a short individual video activity. Students will create and share a video of 2 minutes or less in an activity that takes less than an hour to complete. In the second teams of students will create a video of 5 to 15 minutes duration as the culminating deliverable of a major unit of learning (2 weeks or more).

For each outline present the following details:

1. Course, topic and grade/age level
2. 1 learning outcome addressed by producing the video
3. Software and hardware you anticipate students will use
4. Platform where students will share or distribute their videos

Short Video Activity

Course: COMM 1010

Topic: Non-Verbal Communication

Grade Level: Post-Secondary

Learning Outcome: Students will effectively use various aspects of the sit, uncross, relax, eye contact, touch, your intuition (SURETY) model to display non-verbal communication (Stickley, 2011, as cited in Lapum et al., 2020).

Activity Summary: Students will record a 1-2 minute video displaying their ability to imitate any 3 aspects of the SURETY model of non-verbal communication (Stickley, 2011, as cited in Lapum et al., 2020).

For example, a student may choose to dramatize sitting at an angle to the camera (S), uncrossing their arms and legs (U), and maintaining eye contact with the camera in a relaxed way (E). In contrast, another student may choose to record a 1-2 minute video displaying their ability to imitate sitting at an angle to the camera (S), uncrossing their arms and legs (U), and shifting their arms, hands, and legs in a way which projects safety and a welcoming attitude (T).

Software: Students are free to select video-editing software in accordance with their personal preferences. Two recommended video-editing programs are Openshot and Shotcut.

Hardware: Students are free to use their cellphones, tablets, webcams, or any other device of their preference to record their short videos.

Distribution Platform: Students will upload their short videos to YouTube and will provide an unlisted link to their instructor and their classmates for forum review.

Student Video Project

Course: COMM 1010

Topic: Verbal & Non-Verbal Communication

Grade Level: Post-Secondary

Learning Outcome: Students will effectively use various aspects of sit, uncross, relax, eye contact, touch, intuition SURETY non-verbal communication model alongside verbal communication (Stickley, 2011, as cited in Lapum et al., 2020).

Activity Summary: Students will create a 5 to 15 minute video displaying a combination of at least 3 aspects of the SURETY non-verbal communication model with verbal communication alongside a fellow classmate (Stickley, 2011, as cited in Lapum et al., 2020).

Outline

(1) In teams of two, students will work together to write a short dialogical script between a counsellor and a client.

(2) When the teams complete their scripts, they should begin reading and rehearsing their lines as both the counsellor and the client.

(3) When the teams feel that they have a firm grasp on reciting their scripts to one another,  it is important that they practice the various aspects of the SURETY model (Stickley, 2011, as cited in Lapum et al., 2020).

The six aspects of the SURETY (2011) model that students can choose from are:

Sitting at an angle to the client (S).

Uncrossing arms and legs (U).

Relax (R).

Eye Contact (E).

Touch (T).

Your Intuition (Y).

(4) In teams of two, students will record themselves taking turns roleplaying from the perspective as a counsellor actively listening and engaging with a client.

For example, when each student roleplays as the counsellor they should ensure that they display at least 3 of the 6 SURETY aspects (i.e., eye contact, uncrossed arms, and sitting in a relaxed position) alongside their use of verbal communication (i.e., asking open-ended questions and asking for clarification) (Stickley, 2011, as cited in Lapum et al., 2020; McGill University, n.d., p. 1, 7).

If students require examples of active listening, open-ended questions, and negotiation questions to include in their scripts, they can access examples by accessing the McGill University resource below:

https://www.mcgill.ca/engage/files/engage/active_listening_and_effective_questioning.pdf\

Software: Students are free to select video-editing software in accordance with their personal preferences. Two recommended video-editing programs are Openshot and Shotcut.

Hardware: Students are free to use their cellphones, tablets, webcams, or any other device of their preference to record their videos.

Distribution Platform: Students will upload their videos to YouTube and will provide an unlisted link to their instructor through Moodle and to their classmates through the discussion forum.

Best,

Carson 🙂

References

Lapum, J., St-Amant, O., Hughes, M., Garmaise-Yee, J,. Lee, C. (2020). Communication for the Nursing Professional – 1st Canadian Edition. Toronto, ON: Ryerson University Pressbooks. Retrieved from https://pressbooks.library.ryerson.ca/communicationnursing/chapter/non-verbal-communication/

McGill University. (n.d.). Active Listening & Effective Questioning -McGill University. Retrieved March 22, 2022, from https://www.mcgill.ca/engage/files/engage/active_listening_and_effective_questioning.pdf\

Hi everyone,

You can watch my recently updated TRU Library and ERIC Database Tutorial (with captions) below:

 

I felt that the automatic captions provided by YouTube were decent enough for initial publication but there were many different spelling mistakes that needed correcting. The automatic captions for my video took around 24 hours to complete. I felt that my captions were displayed long enough and were close to the narration.

You can also read my full transcript below.

Hi there everyone and welcome to my video concerning TRU’s Library, ERIC database, and APA 7th Edition referencing. So, when you navigate to TRU’s website you’ll see at the top here it says “library”… just click that it will take you to this page here. And so all you have to do is click databases, browse all databases a to z, it will open up every database that TRU gives students access to. I prefer using the ERIC database so this is the one that I will show you. Click “E” it will open up every database starting with the letter “E”.

Scroll down until you see ERIC educational resources information center. Click that, it will open up the ERIC database. And, you’ll see here on the left it says search modes. Let me move it over a little bit so you can see it. It says search modes, Boolean phrase…just make sure that that’s highlighted and you can change those phrases in these two sections.  So, I want to search “psychology” and let’s see what comes up. So, we have 138,000 search results searching psychology. So, if I was writing a research paper or doing any form of research, that’s a lot of journals and books and resources to have to go through, simply too many.

So, what you’d want to do in this case is, let’s say our main topic is psychology but we’re going to focus primarily on…let’s say women’s mental health. So, what I would do here is I would make sure that the “and” Boolean phrase is selected; type in “women” ….search. And, now we have 8330 search results with the two phrases psychology and women included. So, clearly that really narrows down your results, it will be a more focused search, you’ll be able to find the research that you really want to focus on.

Now, if you want to do an even more focused search you could add one more Boolean phrase. So, let’s say we’re focusing specifically on trauma. I’ll try trauma first and maybe we’ll try PTSD. So, now we have 200 articles… an even more focused result which is excellent so now we have psychology, and women, and trauma. So, here we have trauma as a social justice issue, here we have in the subjects for this article trauma, females, psychology.

So, there’s all of our search terms being included. And just for the heck of it let’s try the acronym PTSD. 178 articles for that so even more narrow which is excellent, it will be more focused results and it will be less articles and journals for us to read through. So, that’s just a quick little run through of Thompson River’s ERIC database and the use of Boolean phrases.

So now that you understand how to navigate TRU library and the ERIC database,  what I am going to show you in this video is how to access the citation/references page.  So, let’s go back into our search and look for “psychology” and “women” and “trauma” as we did last time. Let’s search that.

So, here’s our list of articles again and let’s say we’ve already read this first  article and this is one that we want to include on our research paper. So, let’s click that. And on the right side of the screen
you’re going to see a list of tools. And what you want to click
is the one that says “cite”.  So, I will click that…now it will open
up a list of different citation formats.  If you are taking sociology or psychology, it’s very, very likely that your professor is going to want you to use APA 7th edition.

So, here’s APA 7th edition. You also have Chicago, Harvard, Harvard, Chicago, MLA 9th, etc. etc. But, let’s go to APA 7th edition. And, all you need to do is highlight it, copy it, open up your word document, here’s just an example of a references page, and just click “merge formatting” and there you go.  There is your little tutorial on how to reference using TRU Library’s ERIC database.

Carson 🙂

 

Hi everyone,

The following screencast is designed to help TRU students learn how to navigate the ERIC database:

Learning Outcome

Students will learn how to focus their research through the use Boolean phrases within the ERIC database provided by TRU Library Services.

Summary

I chose to use Screencast-O-Matic to create my screencast. I chose to create a screencast designed to help students with navigating TRU’s Library and ERIC database. I found Screencast-O-Matic to be a simple program to navigate. I first needed to download Screencast-O-Matic software onto my computer and then I selected the microphone I would be using to record my narration. Once I had the screencast software downloaded and my microphone was set-up, all I needed to do was click “record”. Once my short-video was recorded I simply saved it as an MP4 onto my computer and uploaded it to YouTube.

I enjoy how screencasts can be used to create simple step-by-step tutorials “through the format of a (computer) screen” (Woolift, 2015, p. 31). My screencast video also helps to reinforce  Mayer’s  (2020) seductive details principle since I avoided the use of irrelevant words and graphics (p. 849).

References

Mayer, R. E., Fiorella, L., & Stull, A. (2020). Five ways to increase the effectiveness of instructional video. Educational Technology Research & Development, 68(3), 837–852.

Woolfit, Z. (2015). The effective use of video in higher education (Rep.), 10-38. Retrieved October 2, 2018, from https://www.inholland.nl/media/10230/the-effective-use-of-video-in-higher-education-woolfitt-october-2015.pdf