Module 5 Assignment
Transcript of Video
Hello Seniors, this is Mr. Goodwin.
Hi.
When you go to fill out your college application, your going to need to have your transcript from the course work that you've completed here at HSHMC.
This is going to help - it's going to improve your chances of getting into college.
So, you navigate to the SDCCD website and from there you go to student web services.
Now what we want to do right now is just view and print out our transcripts, which is e-grades.
Later, later when your all done with that application and you have submitted it, your going to want to request official transcripts to be sent to that university your applying to.
But you don't want to do that now.
These go straight to the university and you don't even see them.
Right now we need to look at your transcripts so that we can fill out your college app.
So here you put in your CSID or Mesa ID, and I have that in the classroom and I'll give it to you.
Click continue.
If I had put an actual CSID number in there, then it would ask for a password.
Your password is either 3910 (the address to the school) or your birthdate.
And then lastly, after you do that, and this is kind of important, it's going to ask you to create your personal identification number.
Once you do this, it's set and I cannot retrieve it for you.
If you forget it, you're looking at driving down to Mesa and having to prove who you are to get them to reset it.
It's a real hassle.
So please make this a simple PIN that you will not forget.
Put it in you phone so that you can't forget it.
Maybe even just make it the address to the school, 3910.
And then you'll click "continue" and be on your way.
From there you want to choose the option that say, "view entire academic history".
And that will give you all the information you need.
Alright!
I'm here to help, so get to applying.
Hello Seniors, this is Mr. Goodwin.
Hi.
When you go to fill out your college application, your going to need to have your transcript from the course work that you've completed here at HSHMC.
This is going to help - it's going to improve your chances of getting into college.
So, you navigate to the SDCCD website and from there you go to student web services.
Now what we want to do right now is just view and print out our transcripts, which is e-grades.
Later, later when your all done with that application and you have submitted it, your going to want to request official transcripts to be sent to that university your applying to.
But you don't want to do that now.
These go straight to the university and you don't even see them.
Right now we need to look at your transcripts so that we can fill out your college app.
So here you put in your CSID or Mesa ID, and I have that in the classroom and I'll give it to you.
Click continue.
If I had put an actual CSID number in there, then it would ask for a password.
Your password is either 3910 (the address to the school) or your birthdate.
And then lastly, after you do that, and this is kind of important, it's going to ask you to create your personal identification number.
Once you do this, it's set and I cannot retrieve it for you.
If you forget it, you're looking at driving down to Mesa and having to prove who you are to get them to reset it.
It's a real hassle.
So please make this a simple PIN that you will not forget.
Put it in you phone so that you can't forget it.
Maybe even just make it the address to the school, 3910.
And then you'll click "continue" and be on your way.
From there you want to choose the option that say, "view entire academic history".
And that will give you all the information you need.
Alright!
I'm here to help, so get to applying.
Module 5 Reflection
I used Screenflow for the video and audio capture. The program is easy to use and does a lot of cool stuff. It took much longer than I thought it would because I tried to record the video without a detailed script. I made the mistake of not scripting it out first (thinking it would save time) and went back to transcribe the audio into text edit. Next time I will take the time to script it out first. I think the end product is very good and I will do more of these this year.
There are many things that I could do to make my instructional materials more accessible. This module made me stop and think about the choices I make when blending online activities into my instruction. Honestly, all the elements of my online instruction could be revised to increase accessibility. At first glance, the visual and audio elements of the online pieces of my instruction seem so flashy, attractive, and fun that I never really stepped back and gave much thought to what barriers some students might have to accessing and enjoying the content.
I like the standardization of headings as described in this modules reading. This seems like something that is past due and I plan to start by using the Fullerton example of how to make a syllabus more accessible. As I design my syllabus this year I will hold it to these guidelines. I think that by taking myself through that process I will gain an appreciation and understanding for the formalizing of heading size and such.
In the past I would do a very good job of considering all of my students and their IEPs and possible challenges as I began to create my lessons. However, by the time I got to the point of incorporating some online element, those considerations were not in the for front of my mind and I was designing the online lesson for the average students, not my students and all their various needs. I have learned over the last few years, and even more so in this class, that the online elements are not an add-on. They are not an afterthought. The online elements should be blended in from the very onset of planning and therefore consideration of IEPs and such should be an integral part of those decisions. The idea of universal design of instruction captures this idea completely.The University of Washington offers a clear guide to the proccess and practice of UDI.
Burgstahler, S. (2012). A Checklist for Inclusive Teaching. Equal Access: Universal Design of Instruction. Retrieved from http://www.washington.edu/doit/Brochures/Academics/equal_access_udi.html#f3
I like the standardization of headings as described in this modules reading. This seems like something that is past due and I plan to start by using the Fullerton example of how to make a syllabus more accessible. As I design my syllabus this year I will hold it to these guidelines. I think that by taking myself through that process I will gain an appreciation and understanding for the formalizing of heading size and such.
In the past I would do a very good job of considering all of my students and their IEPs and possible challenges as I began to create my lessons. However, by the time I got to the point of incorporating some online element, those considerations were not in the for front of my mind and I was designing the online lesson for the average students, not my students and all their various needs. I have learned over the last few years, and even more so in this class, that the online elements are not an add-on. They are not an afterthought. The online elements should be blended in from the very onset of planning and therefore consideration of IEPs and such should be an integral part of those decisions. The idea of universal design of instruction captures this idea completely.The University of Washington offers a clear guide to the proccess and practice of UDI.
Burgstahler, S. (2012). A Checklist for Inclusive Teaching. Equal Access: Universal Design of Instruction. Retrieved from http://www.washington.edu/doit/Brochures/Academics/equal_access_udi.html#f3