Competency 3:  Communicate Knowledge

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• Communicates effectively in oral and written formats

• Effectively communicates content through the design and delivery of teaching/learning activities that integrate content and pedagogy

• Demonstrates the ability to adapt instruction and assessment techniques to the needs of diverse learners

 

To demonstrate my competency in communicating knowledge, I present my project Learning Adobe Premiere Pro - Transitioning from Final Cut.  This project was an e-learning course that I designed using the Dick and Carey model.  A few years ago, there was a major shift in the pro-video field after Apple redesigned their Final Cut software to appeal to a consumer or “prosumer” level of video editing.  My course consists of four-lessons that intend familiarize intermediate to experienced video editors, who had previously used Final Cut, with Adobe Premiere Pro.  

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The artifacts provided effectively demonstrate both my oral and written communication skills.  The first artifact is the design document, which outlines the goals, instructional objectives, assessments, and analysis associated with the development of the e-learning course.  The second artifact is a link to a series of four YouTube videos, where I teach students how to navigate the software through a detailed software demonstration.

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Through effective design and delivery of my video series, I am able to communicate my learning content to a vast audience.  By assessing the preferred instructional methods of working professionals, I was able to take modern approach to traditional pedagogy by incorporating interactive software demonstrations, where the students would be able to work alongside the video.  I also kept multimedia principles in mind when designing the lessons to avoid overloading the students with too much content on screen at once.  I also incorporated traditional classroom techniques by including attention grabbers and lesson recaps to engage prior knowledge within each video.

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By creating a series of video presentations for the web, I prove that I am able to adapt what could have been an in-person workshop into video lessons that appeal to a diverse set of learner needs.  Using internet video gives students the ability to review material, pause playback to further examine content, work alongside the instruction, and participate on their own time.  Assessments are also adapted for a modern, digital context, where students would submit via online drop boxes and discussion boards.

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References

Dick, W., Carey, L., & Carey, J. (2015). The systematic design of instruction (8th ed.). Upper Saddle River, NJ:  Pearson Education, Inc.