Category Archives: COETAIL

Living in a Mixed World

Working in an environment with no laptops meant I had to figure out how to relate to the readings.

This week’s COETAIL assignment to reflect on our use of laptops in our classrooms was a challenge as my school does not have a bank of laptops that teachers and students can use, instead, it relies upon computer labs to address student technological outcomes.  However, I found the readings and suggestions helpful when I stopped and thought about how they can be applied in an environment without laptops.

For example the YIS Tech coffee morning Living with Laptops was incredibly useful once I got past the label of laptop and started applying it to desktop computers, smart phones, tablets and mp3 players.  I was able to see how the tips and suggestions provided as applicable to an array of electronic tools. For example, the readings suggested installing time management applications to prevent wasting time.  After some research, I discovered that most of these applications have desktop equivalents.

Though I may not have access to a bank of laptops, I do have access to a computer lab and I also allow my students to bring their own devices that they can use for research or working on projects.  This year I have seen students bring in iPhones, iPads, iPods, Windows computers, and MacBooks.  This mixture of technology has proved interesting as my students and I had to figure out how to work with different operating system and negotiate guidelines regarding classroom use of the devices.  Below are two suggestions for things to keep in mind if you are working in a space that uses a variety of different technology tools:

Should it really be a battle? I prefer to have both as it forces my students to think about file compatibility?

Windows vs Mac:

Don’t restrict yourself to just one.

I admit I’m a Mac person working in an environment in which several of my students use them but the school uses Windows.  While this may prove frustrating for some, I have found it to be a unique challenge and one that forces my students to think about working across platforms.  Early on in the year some of my students would simply give up in frustration when faced with an issue of file compatibility (Pages vs Word, iMovie vs Movie Maker).  Often they would end up denouncing the computer they were unfamiliar with and come to me to help them.  Over time, I could see some of my students begin to connect the dots.  Later on in the year one of my students asked me a question about how to make a movie on his iPhone, edit it in Movie Maker, and then export to iMovie so the his partner could put on some finishing touches.  This question nearly did me in and I asked him to check back with me tomorrow.  Not five minutes later he came up to me with a solution to his problem.  I was so proud of him.  Not only was he learning how to make movies while meeting specific educational outcomes but he was figuring out how to work across platforms and starting to analyze and understand the complexity of file types across platforms.

When to Bring Your Own:

When I started out the year I never imagined that I would be allowing my students to bring their own devices and use them in class.  However, during our first unit of study one of my students kindly asked if he could bring in his MacBook so that he could work on his leadership project.   I initially hesitated but he explained that he wanted to create a movie to insert into the presentation that he was making for the assembly.  Eventually I agreed and after clearing it with a few people I told him he could.  As the year has gone on more and more of my students started bringing their own devices to use in the classroom.  This has led to some interesting discussions on when and where to use our devices.  I am fortunate in that my students and I have agreed that when it is necessary for their work they may use the device.   In the early days one or two students pushed the boundaries, however there has not been any issue with students misusing their devices.  For example one day one student was caught using his phone to play games.  As a class we talked about this incident and how it negatively impacted the work that the rest of the group was doing.  The message got through to them.

Image Credits:

Me & My Mac by Martin Bommel found on Flickr, Creative Commons Licensed

Mac vc PC sords by ComputerFixerKid found on Flickr, Creative Commons Licensed

Video Credits:

Scot Floyd on establishing a successful BYOD strategy found on YouTube, uploaded by Teaching learning group




Filed under COETAIL, Course 4

Questions about Global Collaboration

As an educator I continually have my students collaborate with others, be it within the class, with the other class of the same grade level, with other grades, or outside of the school.  With advancements in technology educators and students now have the opportunity to work together with students in other parts of the world much more easily than in past, creating increased interest in the concept of global collaboration.  This advancement has also made it easier for students and teachers to get in contact with experts in a variety of different fields.

Global collaboration resembles other forms of more localized collaboration except  it involves students and teachers interacting with others across the globe, working and learning together.   There are three major advantages to this type learning.  Students gain:

  1. Exposure to people/cultures that are not their own.
  2. Experience working with people who may think differently than they do.
  3. Technological knowledge, as it is necessary in order to work with this style of teaching.
  4. Access to a global pool of knowledge that is able to enhance the learning experience.


As I reflect on my own teaching, I can see points where collaborating with a class around the world would help my students gain a better understanding of the concepts covered in class.  For example, in one unit my students analyzed various commercial advertisements.  I think it would be neat to work with another class to explore the similarities and differences in advertising between cultures.  At the end of the unit the students would work together to help create a multimedia ad campaign for a fictional product that would be popular in both countries.

In early March I met with parents to discuss trends in education and technology.  One of the trends I mentioned was global collaboration.  While speaking I noticed that most of the parents in the rooms were nodding their heads in agreement.  However, I have yet to take the leap to actually collaborate globally with a class from another part of the world.  Mainly because I am concerned about how to organize it and also how do I reach out to another class.

After reading Kim Cofino’s post on global collaboration, I now feel that I have a better understanding of how I could actually go about organizing it.  The post is detailed and gives lots of ideas of questions to ask to help the reader take their first leap.  For making my first foray into global collaboration, I will probably use Flat Classrooms.  This resource provides teachers and students with various projects that they can participate in by signing up.  These two resources provide enough suggestions and support that I now feel comfortable taking the next step with my class.

Do I limit the opportunities of my students by requiring all global collaboration to use technology?

While global collaboration using technology is something that I wish to explore, I can’t help but wonder what is my responsibility?  Do I only seek out schools/teachers that already have the same access to technology that I do and thus do nothing to help decrease the digital divide between different parts of the world?  Or do I encourage my school to help another school gain access to improved technology through fund raising and possible grants?  Thus helping to mend the digital divide.  Also by limiting the connection to schools that have access to the required technology am I limiting the experiences of cultural diversity that my students could gain from using traditional communication methods?

Video Credits: found on YouTube uploaded by rockourworld1

Image Credits:

Global Player by alles-schlumpf found on Flickr, Creative Commons Licensed

UN Builds Classrooms in North Darfur for Displaced by United Nations Photo

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Filed under COETAIL, Course 4

Reverse Instruction

Reverse instruction is an interesting concept and one that greatly appeals to me.  With this instructional method teachers assign videos, articles and other materials for the students to view for homework.  The aim being that students receive the traditional technical teaching at home which allows for more time for deeper engagement with the content in school (link).  Some examples of sites that can be used to promote this style of teaching are Khan AcademyTED-Ed, and BrainPop.

Flipping a unit on measurement could leave more time for interesting creative projects that enable students to demonstrate critical thinking skills.

As I reflect on the topics my class has covered this  year, I can easily think of several examples of where I could see this style of teaching working. Recently my students have been working on measurement and I immediately thought that the next time I teach this unit, I should try reverse instruction.  At home I could have the students watch videos and learn the basics of measurement (unit conversion, selecting an appropriate unit of measure, how to use measurement tools properly).  All of these basic ideas take time to teach students and if I could do it through technology at home, that would leave me more room in class to develop projects and tasks that allow the students to engage with the topic on a deeper level and to demonstrate critical thinking.  Such projects could include having the students create blueprints and models.

Like any teaching method the idea of reverse instruction or flipping a classroom should not be taken lightly and requires much advanced planning.  There are two major questions that teachers should answer before using this method:

  1. Instruction models do not work with every student.  Reverse instruction requires students take responsibility for their own learning and understanding of various concepts because the initial teaching is done at home.  Not all students will succeed with this style of teaching and it is important that we remember our job is to educate everyone and not only a few.  How do we best accommodate students who do not suit this style of learning?
  2. If students are receiving the instruction at home, then what is being done in class?  Does class time become a review of the homework or is it an opportunity to explore the topics further?

Video Credits:

The Flipped Classroom is Hot, Hot, Hot: 15 Recent News Stories found on YouTube, uploaded by EmergingEdTech

Image Credits:

A Blurry Sense of Magnitude by ZeRo’SKiLL, found on Flickr, Creative Commons Licensed


Filed under COETAIL, Course 4


Project-based learning (PBL) and challenge based learning (CBL) are two terms that have been on my mind recently. While I’ve heard of and used PBL before, the concept of CBL was new to me. At our COETAIL meeting in April we were asked to explore the similarities and differences between the two methods of teaching. During our discussion we came up with several ideas. Despite our brainstorming, I was left unclear about the fine line between the two modes of learning.

After reading Discovery, Problem and Challenged Based Learning by Stephen David Pearce I am more confortable distinguishing the two:


1. Both require the students to engage in a topic by creating questions, researching, and completion of a summative task.


1. PBL units do not necessarily need to be multidisciplinary, but it is a requirement of CBL.

2. CBL projects must allow students to take action to try to solve a real-world problem. PBL projects do not have this stipulation.

3. CBL units require students interact with people both from inside and outside of the class, either as partners, research subjects, or specialists. PBL does not make this requirement.

4. PBL is more teacher directed than CBL.

As I look at the list, the biggest difference is the requirement to attempt a solution to a real world problem.  As I reflect back on my own teaching, I can come up with numerous examples of how I have used both CBL and PBL in my teaching.

CBL: Recently my students completed their PYP exhibition. In this self-directed unit of study the students tried to solve a real world problem. During this unit the students looked at how they can work with an organization to provide support for an issue of importance to them. This year the students mainly focused on NGO’s and how through various means people can get involved and make a difference with an NGO.

In order to successfully complete the unit students needed to: 1. Select a big issue they were passionate about (clean air, child poverty, access to educational technology). 2. Find an NGO that supports their big issue. 3. Research the NGO to see if they think it is one that they could support. 4. Make contact with their NGO. 5. Use written and oral communication skills. 6. Create a plan to get involved with their NGO.

PBL: Earlier in the year my students looked at media and its influence. My teaching partner and I knew that we wanted students to be able to create a successful multimedia campaign for a product of their choosing at the end of the unit. The aim was to convince investors to give them money.

In order to be successful in this project the students had to 1. Demonstrate media literacy 2. Demonstrate ICT skills 3. Understand how to persuade people 4. Use written and oral skills

This example of a PBL project had no connection to solving a real world problem (although it easily could be adapted to do so). However, the project does enable students to develop a skill that is necessary in today’s world (media literacy).

Both styles of teaching styles have a place in today’s world as the both provide teachers with a framework to encourage students to think critically about the material of learning. However, you cannot rely on either style to suit all situations. Much like clothing, when it comes to teaching styles, one size does not fit all.

Video Credits:

Project Based Learning: Explained found on YouTube uploaded by BIEPBL

Challenge Based Learning found on YouTube uploaded by CBLearning

Image Credits:

Personal Twitter screen capture taken using Skitch

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Filed under COETAIL, Course 4

Who is Responsible for Technology Education?

Some of my earliest experiences with a computer were in labs just like this one.

Over the past week I have been doing a lot of thinking about technology and how it is used within the classroom.  When I was first exposed to computers in school, it was clear that there was a set computer time for learning basic skills. As technology has evolved schools are being forced to redefine how they wish technology to be used within the classroom and teacher responsibility.

Defining the Role of Technology:

Before considering how ICT outcomes should be assessed or who is responsible, a school must first come to an agreement on what the desired role for ICT is in the school.  In his article What Difference Might and “S” Make? David Warlick debates whether teachers should be teaching computer applications (a set list of specific programs with specific targets) or computer application (the use and manipulation of computers in order to solve problems).   The difference may seem subtle but has an immense impact on the way the school assesses the use of technology by students.

The ISTE NETS provides a framework for schools and teachers who would like their students to follow a computer application model.  If we follow the ITSE NETS and the computer application model, then the use of technology no longer becomes limited to a specific class but instead can be used across all areas and become a natural extension to the teaching and learning process.  However, I still believe that there needs to be a balance between learning how a set list of specific skills/programs and learning how to manipulate a variety of different programs. One must also keep in mind that some students will benefit from explicit instruction of new programs but others learn best through their own experimentation.  But who might responsible for technology education in this model?

Who is responsible?

In short everyone needs to be responsible for technology education.  There needs to be a balance between having a class to learn a specific program and allowing technology integration across all curricular areas.  For example a teacher may need to set aside a specific class to teach students how to use a specific program, application, or skill.  However, many of the programs, applications, and skills that are being taught can be used in a variety of curricular areas.   For example if I teach my students how to make a movie and export it, another subject teacher could easily make use of this skill within their class. Thus allowing technology to become a natural part of the learning experience that is no longer just reserved for technology classes.  For this to work effective communication, collaboration, and an educational technology expert who can help all parties see the big picture with the students are necessary.

In order for technology integration to work, there needs to be someone guiding all parties.

Technology Guide

In my ideal world the technology guide would work with teachers across grade levels and subjects to ensure that students are provided opportunities to meet the ISTE NETs, as well as ensuring that technology is viewed as a tool to help students learn and to create in a variety of settings.   The technology guide would help teachers learn new technologies as well assist them with creating age appropriate learning experiences and assessments.  The technology guide would also monitor overall implementation of the ISTE NETs through curriculum mapping of the overall program and records from their own classes.

In this post I discussed the idea that everyone needs to be responsible for teaching technology outcomes, whether they are the ISTE NETs or another curriculum (Journey On is the curriculum guide at my current school).  In my next post I will provide some practical ideas to help schools ensure that students are meeting technology outcomes within an integrated model.

Image Credits:

Students Working on class assignment in computer lab by Extra Ketchup found on Flickr, Creative Commons Licensed

Two equestrian riders, girls on horseback, in low tide reflections on serene Morro Strand Straight Beach by mikebaird found on Flickr, Creative Commons Licensed

Video Credits:

ISTE CEO Don Knezek Discusses the NETs uploaded onto YouTube by istevideos


Filed under COETAIL, Course 4

Multimedia, NGO’s and Tears

Using multimedia can be a useful method of engaging with important causes and issues.

The grade 6 classes have just finished looking into various NGOs/NPOs in our Sharing the Planet unit.  As a final task, the students had to create a multimedia campaign to create awareness for their chosen organization.  As an added bonus, my teaching partner and I decided that we would award the winning group 5000 yen to donate to their cause.  As I thought about the final project for COETAIL Course 3 I decided to use this exercise as a starting point.

In the end, the UbD planner that I created (located after the image and video credits), reflects much of what the students were able to accomplish in a week, with suggestions for activities, exercises, and resources that I feel could strengthen the experience.  As I typed out this project I had to consider which format would suit this idea best: UbD or the IB PYP planner.  In the end I chose the UbD planner because I felt that this project could fit with multiple IB PYP transdisciplinary themes.  By putting it in the UbD format it will make transferring this work between different UOI’s easier for me and anyone else who would like to try a similar project.

As the project unfolded the students worked incredibly hard on their presentations.  My teaching partner and I were both impressed with the depth of the knowledge gained by the children in terms of presentation skills, technological skills, and the work of NGOs/NPOs.  As students created their presentation each chose methods which best suited their comfort levels.  Some made posters that immediately drew my eye, others made brochures, but two students stood out for me in terms of how they blurred technology with visual impact to create pieces that brought this teacher to tears.

One student in my class is extremely intuitive when it comes to visuals.  As he works, he will typically come up to me only to ask permission to use something or if he needs help manipulating the technology in a way that works for him.  For this particular assignment he took some pictures he found online and combined them in iMovie, added a musical track he made in Garage Band, and when he presented it, he gave a speech.  The end effect was incredibly moving and demonstrated a deep understanding of the power of using multimedia to convey his message.

A student from my teaching partner’s class went above and beyond anything I was expecting.  Like many students, she incorporated a movie that she made.  As I watched the movie, I was brought to tears.  It contained everything I had hoped for; facts, emotional impact, and a plea for an NGO/NPO.  I was so impressed that I asked if I could put it up on YouTube.  As I spoke to the parents, they were very grateful and appreciated the fact that I asked for permission.  The video is included below edited with permission to include the original composition mentioned above.

After the students had seen each the work of their classmates, we asked them to discuss what they learned about presentations, multimedia, projects, and technology:

  1. Test your technology to make sure it works.
  2. Don’t read from your notes.
  3. Look your audience in the eye.
  4. Pictures can have a strong impact on emotion.
  5. Music can evoke strong emotions within people.
  6. The text you put up on a slide should be minimal.
  7. Having a personal connection with the cause can make your presentation more powerful.

As the projects completed were completed, I think back on the experience and what I have learned or ideas that have been reinforced from my students during this short week:

  1. Even in a short amount of time students can produce amazing work.
  2. Given an environment where they feel safe taking risks with their work, students will surprise you.
  3. Simply by allowing the students to play with technology, they are able to create meaningful pieces of work.
  4. Students are much more creative and attune to the importance of visuals then I was at their age.
  5. Something extremely simple can sometimes be the best piece of work.

Photo Credits:

Global Player by alles-schlumpf found on Flickr, Creative Commons License

Video Credits:

Summative Assessment found on YouTube uploaded by Brendan Lea


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Filed under COETAIL, Course 3, IB PYP, Uncategorized

Remix: Haven’t I Been Here Before?

Remixing is a term that has been floating around in the public sphere for around 3 decades. Originally it applied to music and has since spread to other fields such as movies and visual art. This week I was reading Dr. Mashup; or Why Educators Should Stop Worrying and Learn to Love the Remix. The article is interesting, but as I read I felt that I had seen this idea before.

In high school and university I remember being given countless papers to write. Most involved me using information from a variety of different sources to create a new piece of writing. Throughout my five years of university and three years of high school, I went through this process countless times. The purpose of a remix “to mix and record the elements (of a musical recording) in a different way.” As technology is always changing this definition has evolved to include movies and other media. However, looking at my past research papers and how I took information from various sources, I believe they too could be considered remixes.

With the advancements in technology, remix culture has become increasingly mainstream. I know I increasingly find myself looking at memes made from my favorite television shows and movies. However, as educators how and why should we care about remixing?

If we think of the classic paper that students are asked to produce as a remix, then what is the problem with students creating a movie using remixes to help demonstrate their point. For example, in a high school English class, if I wanted my students to demonstrate their understanding of satire, or parody, I might provide the option of writing a paper or allow them to create a remix that shows their understanding of the concept.

As I reflect on the people with whom I went to school, I wonder if many of those who were not able to succeed were unable to do so because the option to express themselves a manner that suited them was not available to them. By allowing our students the opportunity to express themselves and their ideas using a variety of remix tools to create a product, whether it be a paper, sculpture, movie, or a piece of music, then I believe that we could see an improvement in our graduation rates. After all, education isn’t supposed to be a set page length or word count, but about the exploring, expression, and development of ideas both old and new.

Image Credits:

Remix Now by topgold found on Flickr, Creative Commons Licensed

Video Credit:

Star Wars Uncut: Directors Cut found on YouTube, uploaded by ragingpugh

Everything is a Remix Part One The Song Remains the Same  by Kirby Ferguson found on Everything is a Remix


Filed under COETAIL, Course 3

Start exploring infographics

During the last several years I have noticed a change in how I obtain statistical information.  As a child and a young adult when I read statistical information I would struggle to figure out what the data were telling me.  Paragraphs on analysis didn’t help.  But viewing the information in a graph format made it easier.  Then again I can only look at so many bar graphs and pie charts before I get bored and start confusing one set of statistics with another.

A few years ago I noticed that media outlets were starting to present information more in colorful pictures with a theme representative of the subject.  I later learned that they were called infographics.  I found these bright images to be engaging and helped to make data more memorable and interesting.  I also found that my ability to retain data improved because I was able to associate a picture or an image with the data.  The video below explains some of the science of why they work so well.

The Value of Data Visualization from Column Five on Vimeo.

I know my students will come across a lot of data in their lives.  Data and statistics are everywhere and it is always a struggle to help students understand the information that they come across. Kathy Schrock has a wonderful video that not only demonstrates how teachers use infographics but also provides suggestions for how to get students to create their own.

Infographics as a Creative Assessment from Kathy Schrock on Vimeo.

I love infographics personally, but I have struggled using them in the classroom.  The overall quality and difficulty level in the language used on the infographics ranges widely (link to two).  However, I am thinking of using this infographic.  As this graph uses a combination of powerful images that relate to the facts written below them. I also like this infographic as is it highlights two sides to the issue of hydropower.  While a lot of people think that hydropower is great and should be used more, they do not necessarily think about the changes that are necessary to the local habitat.


To introduce the graphic I will ask the students to look at it at home and write down any thoughts that they have about it.  This will allow them time the opportunity to thoroughly analyze the image.  Once the students arrive in class we will look at the information together and analyze the information.  This will lead to a discussion and debate on hydroelectric power and whether or not it is good for the environment.

Video and Image Credits

The Power of Data Visualization by Column Five, found on Vimeo

Infographics as a Creative Assessment by Kathy Schrock, found on Vimeo

The Belo Monte Dam in Brazil by GDS Inforgraphics, found on Flickr, Creative Commons Licensed


Filed under COETAIL, Course 3

Digital Storytelling

Growing up storytelling was always a big part of my life.  I remember sitting by my mother and having her tell me stories about her time in Africa and listening to my father recount stories about the antics of people in our community.  There were also countless evenings spent listening to a local raconteur and neighbour, Erskine Smith, tell stories with his distinctive vocal intonations and body language.

When I first heard of digital storytelling I was thoroughly confused.  Was this simply using digital media to tell a story or was there something more?

As I was reading about DS 106 I was confused by the phrase “using digital tools so that people can tell their own real-life stories.”  While simple, I found that this definition was limiting and actually quite boring.  For example, my digital story would be incredibly boring:  I get up, go to work, and come home, the end.  That story would hardly be entertaining for anyone.  However, upon reading the Wikipedia article the definition opened up:

The term “digital storytelling” can also cover a range of digital narratives (web-based stories, interactive stories, hypertexts, and narrative computer games); It is sometimes used to refer to film-making in general, and as of late, it has been used to describe advertising and promotion efforts by commercial and non-profit enterprises.

Essentially digital storytelling is storytelling using digital tools. The stories may or may not be true but the author has a desire for others to hear their story.  As I think back throughout the year, then my students and I have been experimenting with digital storytelling continually throughout the year.  Using digital mediums to help tell their stories has allowed my students to:

  1. Gain an aptitude with a variety of computer programs
  2. Gain a conceptual understanding of how films are made
  3. Learn that there are many people required to tell a story through film
  4. Learn where they fit into the collection of people who make film
  5. Develop essential social skills

The students in my class enjoy using iMovie and Movie Maker to create their films.  These programs have become an essential part of my teaching arsenal.  Most have gone out and purchased a copy of iMovie for their mobile device after I gave them a demonstration.  The stories they tell have ranged from summaries of stories they have read, dramatizations of the rights of children, analyses of media, to demonstrations of scientific principles.  It has been great to see them take to this format.

I was worried how people perceived this type of project.  Luckily, I was asked to speak to a group of parents about using technology within the classroom.  As I was crafting the presentation I met with my principal who recommended that I include practical example of technology within my classroom and not just talk about theory.  Taking his suggestion to heart, I decided to include a movie the summed up a story that the class had read.

At the meeting I asked the parents to see if they could identify different things that I as a teacher could evaluate through the process of making this movie and the completed projected.  After the movie was over I asked the audience what they thought, no one was willing to raise their hands.  On the next slide I listed off a list of things that I could evaluate through the process.  As I looked around the room the parents were all nodding and I as my eyes went over to the principal I saw a big grin cross his face.

A quick list of some of the things I saw while the students made their movies.

Storytelling has been around for centuries and is as important now as it was then.  In a sense we are all storytellers. What digital media has allowed users to do is to democratize the process of creating stories that use music, pictures, movies, transitions etc. to help us fully realize the visions we have for our stories, whatever story that may be.


Image and Video Credits

Story Tellings Shows at the Festival of Small Halls 2010 found on YouTube, uploaded by SmallHalls

Screen Shot Image taken by Brendan Lea

a brief history of storytelling found on YouTube, uploaded by timelessvideo

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Filed under COETAIL, Course 3

Tell Me a Story

I have attended and given many presentations over the years.  Some were good while others were downright awful.  As an audience member, I have my own ideas of what I like and don’t like about presentations.  For example, I have always hated presentations where every last word is given on the screen.  Whenever this happens I immediately read the screen and begin to alter the presentation to my own style in my head.  This shifts my focus from the content of the presentation to the form.  Over the years I’ve had the fortune to be invited to speak to students, staff, and parents on a variety of different issues.  I have tried to learn from some of the poorer presentations I have seen and with each presentation I give my style becomes more simplistic.

When I first started using PowerPoint in university I always did my best to ensure that each slide had a title and that I used bullet points to highlight important ideas.  Essentially using them to cue me and remember what I wanted to say.  This method stuck with me for years and I usually got compliments on my presentations; however, in 2010 I was introduced to Presentation Zen at the Create the Future conference.  At the time the idea of inserting an image with a text box seemed incredibly easy and I again modified my presentation style.

Inserting images into a presentation is the easy part, however, using those images to help craft the story you want to tell is more difficult.  During my course on the Exhibition I was asked to create a presentation outlining the important elements of the exhibition for an audience.  I immediately thought of creating a Presentation Zen presentation using pictures of making okonomiyaki.  Overall I feel like I did a decent job but I was disappointed with it because the pictures were from a variety of different sources and thus the story that I had in my head was never fully realized.

In my mind as I created the presentation I imagined a group of friends going through the process of making this wonderful meal.  I realize now with the help of Garr Reynolds that in my head I was not simply creating a presentation to disseminate information but was indeed crafting a story to tell my audience.  In my head the story was of friends enjoying the meal.  However, because the people in the images kept changing, I felt that part was lost and my vision for the presentation never fully realized.

After several months I am now preparing to give the presentation to parents.  To help me with this I asked two of my friends to join me for a meal.  While eating we took pictures that I used to help modify my original presentation.

I feel the second slideshow turned out better because it tells the story that I wanted from beginning to end.  This to me is perhaps the most important tip to remember while preparing a presentation.  After all who doesn’t enjoy a good story.

Video Credits:

Presentation Zen: The Video found on YouTube, uploaded by PeachpitTV


Filed under COETAIL, Course 3, IB PYP