Jessica Clark: EdTech Learning Log

e-Learning Strategies for F2F Classrooms

E-learning strategies

In Edtech 513 I have learned about principles to apply to more effective and streamlined lesson plan design for my classroom. This semester, I have also taken Edtech 523 in which I have had to create a program to implement in my classroom. I have combined what I have learned from both of these classes into a blended, reading intervention for my 7th grade students.


My approach has been targeted to readers that are several grade levels under 7th grade that are willing to participate in remediation. I have been able to get a small group of these students together to begin the reading intervention. Because students have various lunch periods, and needs, I have designed a blended learning course that they can access through Google Classrooms. My ultimate goal is that teachers will be willing to contribute to reading goals across grade level to help improve the reading culture and student comprehension in a community setting. I have created a start to a very big endeavour. I hope that from this beginning comes a lot of revision, input and willingness to implement further interventions that will benefit struggling readers in the junior high level.
Personally I would like to begin using Schoology. I felt limited in the applications of Google Classrooms, even though I was able to see how beneficial a blended intervention group could be. I think parents and students will feel more empowered with access to resources throughout the year. Although I don’t have a complete understanding of where I want to take 7th grade reading, I would love to start implementing a digital classroom as much as possible. I have several grants written at the moment to get Chromebooks into the classroom, so hopefully this will be more practical with additional access to technology.


Project #9: Worked Example Screencast

This is a faded worded example using Camtasia. It can be viewed as a YouTube video at this LINK. The screencast shows the process of creating a theme statement. There is initially a presentation that demonstrated the process of creating the theme statement. As students progress through the screencast assignment, they begin to provide more input while the teacher progressively provides less instruction. By the end of the screen cast, students will be able to create a theme statement independently.

Segmenting and Pretraining Principle

Segmenting and Pretraining Principle LINK, Notes


This Google Presentation demonstrates how to apply strategies for multimedia-based instruction called the worked example. It also discusses that effective learning is enabled when the segmenting principles in applied. This principle suggests that breaking down complex lessons into smaller, more manageable segments provides more effective learning.

The Pretraining Principle is orienting or front loading a component of the overall information that will eventually be explained. It is helpful to the learner because it redistributes some of the processing to different parts of the lesson.

If I would have had more time, I would have used audio clips to present with the text, instead of having the learner just read the presentation.


Digital Storytelling

LINK for Adobe Spark video

LINK for text file narration

“According to the personalization principle, people learn better through multimedia presentations in which the words are in the conversational style rather than in the formal style” (Clark and Mayer, 2011). This personalization principle was applied when creating this digital story and narrative with Adobe Spark. It was intended that this digital story have a purpose and clear focus throughout, a consistent rhythm in the voice over areas and images that add to the overall meaning and tone of the story. In the links above, both the video and the digital script are provided through links.

Project # 6: Coherence Analysis

In this project, the Coherence Principle of Multimedia Learning was analyzed. This analysis also included personal learning and teaching experiences in a real world scenario. The final component was to analyze the relationship of the Coherence Principle to other Multimedia Learning Principles discussed in e-Learning and the Science of Instruction by Clark and Mayer. Here is the assignment LINK.

Modality Principle- Prezi

Here is a link to the Modality Theory in Prezi.

Haiku Deck

Haiku Deck (LINK)

This presentation was created for a much larger unit that we do in my reading classroom. It will occupancy the novel, Touching Spirit Bear and will help students discover animal characteristics that can be used to create personal totem poles. Although the overall presentation is not short, the information presented is brief and to the point. It helps incorporate the multimedia and contiguity principles while allowing vivid, royalties-free images to be used to supplement the text.

Static Multimedia Instruction

The objective for creating this static multimedia instruction, is to provide a simple sequence of instruction for students to access my classroom website. The PDF link was created using Clarify-It. This PDF was intended to incorporate the cognitive theory of multimedia learning and the concepts of dual channels. There was focus on selecting few and specific words and images while organizing them in a straight forward manner. There are only five simple steps in this PDF and that was an attempt to not overload the learner’s capacity to process information.

Multimedia Instruction

Making Connections

Text-to-Self Online Assignment

Directions: Click the button below to get your first audio recording about what  Text-to-Self actually means. 


Part 1: Create a mind map that shows three ways that you connect to your novel or a character in your novel. From each of these connections, you need to provide at least three examples from your own life.  You may use the categories I have or you can select your own.

Mind map Steps: 

  1. Click on LINK 
  2. Change the text headings to your topics. You must have three.  
  3. Then press ENTER and click the TAB button to make your branches. These are the numbers 1-3 on the example. Instead of numbers, yours should have details about how you connect with the text. 
  4. Select the “Draw Mind Map” button
  5. Select “Save”
  6. Title the mind map and send it to MY email ( View the example below. 

Part 2: After creating the mind map, write a paragraph that explains your connection to the novel or to a character in the novel. This paragraph will act as a script for your audio recording. If you would like, you may begin your paragraph with the following sentence starters (but you do not have to). 

   Sentence Starters…

    1. What I just read in _______________(novel) reminds me of the time when I….
  • I agree with/understand ____________(character name or situation) in _______________ (novel) because in my own life…
  • I don’t agree with what I just read in _______________ (novel) because in my own life…

Part 3: Take the paragraph (script) that you wrote in part 2 and turn it into an audio recording. 

Audio Recording with Vocaroo: 

Listen to the Vocaroo recording link below to understand how to create your own Vocaroo audio.


You may also follow the written directions below for additional assistance. 

    1. Go to
    2. Click on “Click to Record”
    3. When the Adobe Flash requests access, Click “Allow”. 
    4. Once again, click on “Click to Record”.

    • You will know it is recording because a icon will blink red with a message that says “Click to Stop”.
  1. When you are finished recording, select “Click to Stop”.
  2. You will be given an option to “Listen” or “Retry”
  3. When you like what you have, click towards the bottom of the page where it says “Click here to save >>”
  4. Then copy the link and email it to ME (

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