CRAVE – Final Product

Our assignment was to find a problem in our community and then solve it. Over the course of the semester we found six different sources of 3 different types: audio, video, and text. I found a huge amount of information, from NPR, the governor’s office, the Anchorage Daily News, the US DOT, various government reports, and TV news stories. After synthesizing all this information together, I summarized the main problem, analyzed all the possible solutions, and deduced the best one. Here are my findings.

 

Project on SoundCloud

 

I am very satisfied with how I did. My research was comprehensive, in depth, and accurate, everything that research could hope to be. My analysis and conclusion seem logical and effective. Finally, I really like my final script for the presentation. I think I nailed the tone of a podcaster or reporter, exactly as I intended. If I could improve one thing, it would be the quality of my speaking, which was sometimes a bit shoddy as I mispronounced words or messed up the inflection. I might try harder to get rid of the background fuzz too, though I don’t know how to do that, as I used a higher quality microphone in a silent room. I like my music choices and editing as well. Overall, this project was a lot of fun, and I learned a lot too.

I – Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identify trends and forecast possibilities

III – Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. process data and report results

IV – Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions

Film Project

We were assigned the task of creating an 8-12 minute video parody related to South. Over the course of the semester, Molly Lukes, Kiefer Davis, and I collaborated to write, film, and edit both a 1 minute teaser to share with our fellow classmates, and the final project, which was shared in a two hour long movie night open to anyone, featuring all of the films. We decided to parody a zombie movie. The catch: it happens at South, and all the doors are locked! We had a lot of fun organizing the shots, making costumes, and putting together special effects. We hope you enjoy!

Teaser Trailer:

Final Film:

 

I am very happy with the final project. Our plot was better than average, and there always seemed to be something driving the action forward; we didn’t ever have to BS our way to add some time. Also, I’m really proud of both the music choice and usage. The soundtrack really added to the feel of the entire film. The transitions, editing, and special effects were fun to make, and I really like how they turned out. We could have done better on the acting and dialogue I think, as well as the sound quality. However, this often seemed to be a hardware issue, because we always spoke loudly and towards the camera, it’s just that the microphone couldn’t handle it. We fixed it as best we could in post-processing, and it was quite passable. I am definitely ready to share this with anyone, and I think it’s something to be proud of.

 

I – Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identify trends and forecast possibilities

II – Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats
c. develop cultural understanding and global awareness by engaging with learners of other cultures
d. contribute to project teams to produce original works or solve problems

Digital Identity

Edmodo

 

This was the first year that I had an account, which I made just for this class. I use it to check my grades, see new assignments, check out example homework, and turn in work. It’s very slick and easy to use for a class.

 

Facebook

 

I made an account about 3 years ago, and I don’t use it all that often. I update my status or share links maybe once every 3 weeks, and since I don’t have a smartphone, I find that adding photos really isn’t very feasible. I usually just check my feed every day or so, and click any cool-looking links and sometimes respond to my friends’ posts. I use it for group messages and organizing events too.

 

LinkedIn

 

This year was also the first year that I used this site, and after my initial creation of my page, I haven’t done jack with it. I really did do a great job pimping out my profile, but as I don’t have very much need for it, I just log in every month or so. If someone requests a connection, I accept, but that’s it. Right now I only am connected to you and my mom.

 

YouTube

 

Sort of a social network site, I only use Youtube passively. I have never uploaded any videos, but just use my account to like and comment videos, as well as subscribe to my favorite channels.

 

Google

 

Also not technically a social networking site, I feel like the google network is important enough to deserve mention. I’ve used google docs, gmail, and drive with many other people, usually for school work and collaborative projects. It is a great way to keep all of my important work online so I can access it from any computer, which I frequently have to.

When I google myself, there isn’t that much. Most of the first results page is about some English retired naval officer. My linkedIn profile, along with all my doppelgangers, show up on the first page however. If you get more specific in your searches, and add on “Alaska,” or “Anchorage,” to your query various news articles about the Girdwood school Battle of the Books team, my results in the Alyeska Ski Club, and results for cross country running show up. They all are very innocent and don’t really show anything that personal or embarrassing about me, though you can find some pictures of me. At first glance I wouldn’t think an internet search would either hurt or help my odds at getting a job or impressing a college admissions officer. I learned that I am so far moderately conservative in the ways that I communicate. I tend to stay personal and don’t give that much away.

V – Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical

behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. demonstrate personal responsibility for lifelong learning

d. exhibit leadership for digital citizenship

Argument Unit

Kiefer’s, Molly’s, and my challenge was to find a problem at South Anchorage High School, and come up with a technological solution. We found a hole in the textbook resources for students, and determined that a new set of electronic textbooks and e-books. After carefully outlining the details, benefits, and costs of the plans, we submit it to the public for consideration.

 

Nick, Kiefer, and Molly’s Grant Proposal

 

ISTE Technology Standards
III – Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
media
c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. process data and report results IV – Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions V – Digital Citizenship

Students understand human, cultural, and societal issues related to technology and practice legal and ethical
behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology
b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. demonstrate personal responsibility for lifelong learning
d. exhibit leadership for digital citizenship

VI – Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
a. understand and use technology systems
b. select and use applications effectively and productively
c. troubleshoot systems and applications
d. transfer current knowledge to learning of new technologies

 

I am satisfied with the result. In particular, I really liked the topic and believe it to be incredibly important. One problem was actual research. It’s hard to find exact details on how this works unless you have a direct contact in the industry or have a commercial purpose. While there are plenty of news articles that go over the basics, they all say pretty much the same and they are insufficient to write a whole grant off of. In regards to this though, I’m proud of the dedication we took, directly emailing the electronic experts at major publishing companies to figure this stuff out. This traditional and in depth investigation is often really important, although difficult to perform correctly, and I’m proud to have gone the extra mile.

 

CRAVE Research Six

Maxwell, Lauren. “What Can Make the Seward Highway Safer?” Anchorage News. CBS. KTVA, Anchorage, Alaska, 10 Dec. 2012. KTVA.com. 10 Dec. 2012. Web. 4 Apr. 2013. <http://www.ktva.com/home/top-stories/What-Can-Make-the-Seward-Highway-Safer-182918841.html&gt;.

Lauren Maxwell, on behalf of KTVA Channel 11 News, in the television news story “What Can Make the Seward Highway Safer?” covers a recent severe accident and discusses the safety problem of the Seward Highway and some proposed solutions. Maxwell uses the occasion of the crash to bring up its serious implications, interviews important community members, such as the DOT Spokesman Rick Feller and Girdwood Fire Chief Bill Chadwick, and speaks of future plans and studies related to the hazards and future costs. Maxwell’s purpose is to reveal the dangers of the road, so that hopefully viewers will become more informed, and thus more likely to help solve the problem that every single person who drives the road faces. This source is useful for my topic as it uses traditional journalistic methods such as interviews to gain insight from the professionals. I know that their testimony can be trusted, and they bring up some important points that might not otherwise have been obvious.

For instance, I thought Chadwick’s comment was very important. Almost all of the accidents are head-ons, which is the deadliest type of accident. He said this was because of the high closing speeds, and thus the drivers have no time to react. This could be the potential angle I could take. Instead of trying to prevent all accidents, perhaps it would be more economical and effective to merely try to minimize their severity. Speed limit reduction is one of the solutions that he talks about, as well as re-engineering the entire roadway to a four-lane divided highway. Similar to my other sources, this says that these improvements could cost $750 million, so I think that number is a good place to start. Also, I thought the statistic that the highway is actually deadlier in the summer by sheer numbers is interesting. I would next like to see the crashes/10,000 cars to see how the probability changes depending on the season. I’m sure the chances are deadlier in the winter, but depending on how much could reveal the cause of the accidents. Maybe poor road conditions are not at fault, but its just the distracted drivers in the summer that are busy looking at the scenery who are the main problem. All-in-all however, I think the whole situation is becoming pretty clear to me.

 

Definition Unit

We were given the task of writing resumes and generally improving our employability. Specifically, we were required to create a LinkedIn profile, in order to create a professional image on a business networking site. Then we wrote up a traditional resume in a word processing program. Finally, we rounded out our our composition process by making a more creative, visual resume in photoshop and pages using various technological resources.

Traditional Resume

I know how to do alt text.

Modeled after a template found in Pages

Creative Resume

Here's some more!

Created using Pages, Gimp, and Numbers. Notice the professional consistent color scheme

And here’s my LinkedInProfile!

This Definition Unit meets the following International Society for Technology in Education Standards:

ISTE Standard I – Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes
using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes
b. create original works as a means of personal or group expression
c. use models and simulations to explore complex systems and issues
d. identify trends and forecast possibilities

ISTE Standard IV – Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation
b. plan and manage activities to develop a solution or complete a project
c. collect and analyze data to identify solutions and/or make informed decisions
d. use multiple processes and diverse perspectives to explore alternative solutions

I think the most significant thing I learned from this process was how hard it really is to impress potential employers. It’s very hard to make a resume that I think is up to my standards. Looking at what I have, I wouldn’t  hire me! I know that I would make a great employee, but my resume doesn’t communicate that well at all. That is something I need to work on separately out of this class though, because I am quite satisfied with my presentation of the merits that I DO possess. If I went back, I would probably try to add more content to my creative resume and add on some concrete facts and details to back up what I said. I’m especially proud of the fancy looking QR code that I made for that piece, however.