Kaleigh+Herring

=Hello! This is my page.=

Kaleigh Herring - M.Ed Interdisciplinary Program
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=Second Life Assignments=

Create/Fix Avatar (10 points)
My avatar is named: DJC21

Building Project (10 points)
Trampoline

Attendance (10 points)
Movie/Field Trip to the theater

Reflections (20 points)
Throughout the semester I have had many issues trying to go "In World" with the class due to my computer not agreeing with the software needed to participate. I was able to go on campus where Dr. Ladores has the program on the apple computers in the Education computer lab and finally participate. I was very unsure of how I was going to feel about using an avatar as a way of teaching but once I got the hang of how to operate the program I began to enjoy it. The first activity that I did was to put clothing on my avatar. Dr. Ladores designed a Frostburg State University shirt for our avatars to wear and she also gave my avatar a pair of jeans, to complete the outfit. I found it pretty interesting that she was able to create her own clothing and then have the ability to distribute the items to each of us. Next she showed me how to add friends in the, "In World." By allowing Dr. Ladores to be my friend I was able to jump from location to location depending on the invitation she sent me. The first project I did was to building a Trampoline for my avatar to jump on. With Dr. Ladores' help I was able to create a functional trampoline for mine and her avatar to jump on. After creating and testing mine out, she showed me to "script" of the trampoline assignment. Then she showed my a fellow student's project, who created a much more advanced rotating globe, and showed me the "script" to his project. Again it is very interesting to me that we are able to create projects as simple as a trampoline to teach our students various skills (numbers, dimensions, color, height/width, etc.). Finally I went to the movie theater and bought a ticket to watch a movie. I originally thought my avatar would just be sitting in a theater watching the movie but to my surprise, my avatar was actually a part of the movie itself. Both mine and Dr. Ladores' avatar became characters in the movie and were participating as various characters in the various scenes. I found it very interesting but at the same time very distracting. I was very busy watching only my avatar and the many characters it kept becoming instead of the entire film as a whole. On the other hand I enjoyed that it was yet again another example of how interactive this program can be for educational purposes in the classroom.

=Special Topics Report: Mobile Learning=

Kaleigh Herring and Mark Roque (40 points)
[] (powerpoint on history) [] (write up of history) [] (write up of the incorporation of mobile learning into mainstream edu) [] (general info on modile learning)

media type="custom" key="17015340"

=Classroom Gadget: Video Camera=

About my Gadget: (Research - 20points)
====I am using the Video Camera as my gadget. This piece of equipment is used alot in my field and can be used in various ways. One way in particular that it is used is to correct form of athletes in the weight room and also to examine/breakdown the biomechanics of an athlete performing a movement. In addition, video camera are often used to create workout tutorials for our athletes to follow in the off season. (My students are college juniors and seniors; Biomechanics is a 300 level course)==== A Video Camera is a device used to capture live motions and then play them back. These devices were originally created by the television industry for their use to broadcast video to society but have become more widespread. Video Cameras/Camcorders are used for a variety of traits in today's society. They range from very complex devices used for film making to household cameras used to video tape little league games to video cameras on cellphones. Below are some resources to better understand how this gadget is used in the Exercise and Sport Science field.

[] (Chapter 2, pg.8; discussion on how video is used to to do motion analysis) [] (//Analysis of Human Movement Using Video;// this study was done to help students understand the fundamental skills (body movements) needed in Kinesiology through the use of video) [] (this link recommends why certain video cameras are better than others to use when analyzing sport specific movements) [] (this is a video of a very general biomechanical analysis of a soccer free kick; the yellow dots and lines are what we would look at and elaborate on when breaking down the video)

Learning Plan: (5points)
====- Research (journals, studies, textbooks)Using this gadget in my field usually requires multiple participants. I will need an assistant and an athlete at the minimum when preparing myself with the knowledge to then teach my students.==== - Examine analyses done by others in my field (video footage) - Perform a practice study (a volunteer; use of physiology lab) - Have my fellow colleagues review my work - Be in contact with the IT assistant for any type of questions/assistance - Prepare material for students (powerpoint, videos, review sheets)

Lesson Plan and Teaching Materials: (15points)
====My gadget is going to be used as an end of the semester project. The student will be given the knowledge of the human anatomy and biomechanics of the upper and lower extremity throughout the semester. They will possess the background knowledge needed to do an analysis, they will just need the knowledge of the gadget.==== - Students will be given a powerpoint presentation (background info of video cameras/uses of/examples in the field) - Students will be given the assignment and explanation (project procedures/goals/format of report) - Students will draw numbers and choose body movement they will analyze (ex. soccer kick/football punt/golf swing) - Students will use the video camera to tape each other doing movement (two different views) - Students will then be given the video of themselves through email - Students will breakdown the movement (biomechanical analysis) through use of the format given to them previously - ASSESSMENT: Students will present their findings (use of their video clips/projector/written report)

One of the students video will be presented in the powerpoint presentation.
- Video clips in powerpoint - Example of written analysis (only able to do this by using video camera to review movement)

Presentation: (5points)
- Powerpoint slide show - Video clips media type="custom" key="17013158"

=Instructional Video: Strength and Conditioning Video=

Clip from my Capstone Project: Core Exercises (20 points)
media type="youtube" key="Koch1pjzA4A" width="425" height="350"

=Desktop Publishing Project=

Revision of Soccer Schedule (15 points)
media type="custom" key="17765426" (Original Document)

media type="custom" key="17765596" (Revised Document)

=Technology Unit Plan=

12th Grade Physical Education (Heart Rate Monitors)
I do not have TaskStream or access to TakeStream in any way. I wrote my unit plan to the best of my ability, as I have never been trained how to write proper lesson plans. I was Exercise and Sport Science undergraduate major.

Overview of Unit Plan
This Unit Plan is for 9th-12th grade Physical Education classes. Once the students are done with this unit, they will be able to discuss the various target heart rates for each exercise they intend to participate in; as well as be able to evaluate their peers target heart rate zones. Finally students will will be able to answer questions based on the information learned throughout the unit. Through the use of a Heart rate monitor and watch, students will be participating in technology based activities.

Standards Used

 * Demonstrates competency in motor skills and movement needed to perform a variety of physical activities (MD State PE Standards)
 * Develop abilities to assess the impacts of products and systems (MD Technology Education State Curriculum)
 * Select and use equipment correctly (MD Technology Education State Curriculum)
 * Develop an understanding of medical technologies (MD Technology Education State Curriculum)

Organization of Unit Plan
The Heart Rate Monitor Unit is five day unit which uses five various exercise programs, daily exercise log, and a paper in the form of a final testing assessment.

Day 1: Introduction
Students will be introduced to the Monitor and Watches
 * Read user manual and overview powerpoint presentation
 * Review safety rules/permission & assignment (have parents/students sign and return)
 * Watch YouTube video of use of HRMonitors
 * Exit Question (on HRMonitor, general information)

Day 2: Weight Lifting

 * Return/Collect signed safety rules/permission papers
 * Go over weight lifting powerpoint
 * Complete weight lifting program while wearing HRMonitor
 * Record HRMonitor information for each set (exercise log)
 * Exit Question

Day 3: Yoga

 * Review HRMonitor numbers from Day 2
 * Go over Yoga powerpoint
 * Complete Yoga routine while wearing HRMonitor
 * Record HRMonitor information for each Yoga position (exercise log)
 * Exit Question

Day 4: Cardio

 * Review HRMonitor numbers from Day 2 and Day 3
 * Go over Cardio powerpoint
 * Complete Timed Mile on track while wearing HRMonitor
 * Complete Sprint workout on track while wearing HRMonitor
 * Record HRMonitor information for the Timed Mile and each sprint performed (exercise log)
 * Cool Down (with HRMonitor & record in log)

Day 5: Review

 * Review HRMonitor numbers from Day 2, Day 3 and Day 4
 * Compare/Contrast the numbers from the various exercise programs
 * View website: http://www.livestrong.com/article/3886-need-kids-target-heart-rate/
 * Review powerpoints/answers questions
 * Assign conclusion paper

=The Technology Integration Planning Checklist=

Do I have topics, curriculum objectives or insights I have difficulty teaching?

 * Yes, the use of heart rate monitors is very new to physical education classrooms. The resources provided in many schools are very limited. By having the heart rate monitors, we are able to teach the students a new way of monitoring their hear rate while participating in various activities.

Are any of the above a match for a technology-based solution?

 * This unit is a great match for a technology-based solution. There are many YouTube videos, websites and applications (for various programs). Also there are various types of HRMonitors that can be used.

What is the relative advantage of the technology-based solution?

 * The ability to use various sources to help teach. I was able to find various YouTube videos, websites and programs to use to record the HRMonitor's information after the students use them. Students are able to watch someone else doing the same activities and see the differences in people's target HR zones.

Is the relative advantage sufficient to justify the effort and expense of using these solutions?

 * Yes, by using this unit plan the students are able to access information and use technology that they would not otherwise be able to learn about. Through the use of this technology the students are better able to expand their knowledge of heart rate target zones.

What outcomes do I expect of students after the instruction to show me they have learned?

 * My students will possess the knowledge of how a Heart Rate Monitor works
 * My students will be able to operate a Heart Rate Monitor
 * My students will be able to identify target heart rate zones for themselves and others
 * My students will be able to calculate the proper target heart rate zone for the specific activity they are participating in

What is the best way for me to assess students' learning (e.g., written tests, products)?

 * My students are going to be assessed through daily exercise logs, exit tickets each day and a final written assignment at the end of the unit.

Do the assessment instruments (e.g., tests, rubrics) exist or do I have to develop them?

 * The daily exercise log already exists. I will provide the exit tickets and the rubric/instructions for the final written assignment.

Will the instruction be single subject or interdisciplinary?

 * Although my lesson is through s Physical Education course, it requires the use of numbers, calculations, reading and writing. Therefore the unit is integrating various subject matters.

Will students work as individuals, pairs, small/large groups, whole class or a combination?

 * We will be review the information and going over powerpoints as a whole class. While performing the activities the class will be participating in a "group instruction exercise program" but the results and testing will all be performed as individuals.

Should activities be directed, constructivist or a combination of these?

 * Most of the teaching will be teacher directed and the activities student driven. When I am giving them the information they need to do the activities, I will be teaching to them. When they are performing the activities, they will be directing themselves, int he amount of weight lifts, pace of their runs and relaxation experienced in yoga.

What strategies should I use to encourage female and minority student involvement?

 * I would focus on using YouTube videos that use females as the athletes performing the exercises.

What sequence of activities should I teach?

 * My students will be taught through group instruction for the basic materials needed to be learned followed by individual experimentation through the workouts in order to find target heart rate zones.

Will students have enough time to learn the technologies before I begin grading?

 * Yes, once explained, the use of a HRMonitor is very simple.

Do I have demonstrations of equipment and the software skills students will need?

 * I will use the use of instructional videos and powerpoints to demonstrate to the students what I am expecting of them.

How many computers and copies of software do I need to carry out the activities?

 * I will need one computer with internet access to show the students the YouTube videos. No computer is needed for the HRMoitiors as they store the information on the watches.

How many computers and copies of software are available?
Over what time period and for how long will technology resources be needed?
 * I have access to the computer and projector in the classroom.
 * The unit is five days long, one week is needed.

Do I need to schedule time in a lab or media center?

 * No, all I need is the classroom.

Do I need to schedule projection devices or large-screen monitors for demos?

 * No, there is a computer and projector in the classroom.

What other equipment, software, media and resources will I need?

 * Heart Rate Monitors. (I will provide)

Are the uses I am planning legal according to copyright laws?

 * Yes

Have I provided for students' privacy and safety?

 * Yes, students have to take home and have a sheet signed allowing their participation.

Have I made all necessary access provisions for students with physical disabilities?

 * Yes, programs will be modified according to disabilities.

Am I familiar with troubleshooting procedures specific to the hardware or software?

 * Yes, I am familiar with the troubleshooting procedures for the equipment.

Have I built in time to test-run an equipment setup before the students arrive?

 * Yes, I use this equipment daily.

Have I built in time to back up important files? Have I trained students to back up theirs?

 * The Monitors back up the information themselves after every workout. I will demonstrate this to the students on Day 1.

Do I have a backup plan if I cannot use the resources as I had planned?

 * If the resources I plan to use do not work I have various videos and instructional videos saved on a hard-drive that I can access without intern