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SLO4, ARTIFACT 3:
Oral history training module (lecture, lesson plan, and feedback form) PowerPoint version of video lecture (PPT) Lecture transcript (PDF) Lesson plan (PDF) Workshop feedback form (PDF) I developed these oral history workshop materials for my media production services class. They illustrate my ability to design services on a limited budget and in accordance with established educational principles. The lecture, presented in PowerPoint format here, was my first experience with the "flipped lesson" format, which requires people to engage in learning exercises prior to the actual class. I shot the original video using a camcorder, edited it in Wondershare Filmora, and converted it to YouTube. The camcorder and software cost about $75 total. Creating engaging lecture content for video was challenging for me, as I had never done a video lecture before. Equally challenging was finding the time to do the recording. I was struck by how many logistical details are involved in the shooting of even a short teaching video, especially one that includes both PowerPoint slides and camcorder footage. When it came to the lesson plan, Professor Martin gave us the choice between developing a completely new lesson idea or building substantially upon one of our own older lesson ideas. I chose the latter option, using my old oral history workshop notes as a starting point. Whereas my old lesson focused on listening to interviews and practicing interviewing techniques, the newly developed lesson required students to engage in multiple personal reflections on the practice of oral history; watch and discuss an online video about an oral history project; create oral history mission statements to guide their own practices; and experience being interviewed by the instructor. I designed the lesson using the ADDIE (Analyze, Design, Develop, Implement, Evaluate) instructional model, which I learned about for the first time in Professor Martin's class. It includes assessment components at each step of the learning process, thereby providing the instructor and the students with immediate feedback on how the lesson is progressing. I crafted the lesson in the spirit of the Universal Design for Learning framework, using multiple pedagogical techniques to respond to different learning styles (i.e. reading assignments, lecture, interactive exercises, video, group discussion). I left the exercise feeling more prepared to design programs for a diverse community audience. I plan to refer to these lesson materials when designing future workshops for public library users. |