#reflection on “Muddiest Point”

What did I think about today? I was reading about the “muddiest point” in lectures and how one group used screencasts to clear them up, Pinder-Grover, Green, & Millunchick (2011), and it struck me it would be a great way to extend the use of my screencasts.
How was it useful? Initially, my screencasts were for “mechanical” tasks, purely the “how-to”, but they are evolving into “why”.
What thoughts came up ? can I use any other technology to find the “muddiest point”? and I immediately thought of Socrative www.socrative.com, an app I learned of through the 12 Apps of Christmas DIT, and which I demonstrated in class before.
What did I learn? That my use of technology is evolving and I am am hopefully moving up the SAMR ladder, Puentedura (2010) by combining technologies to help my learners.
What will I do with the information i.e. what next? Create some socrative prompt slides within some lectures and see if I can use them to solve some “muddiest point” issues.

Pinder-Grover, T., Green, K. R., & Millunchick, J. M. (2011). The efficacy of screencasts to address the diverse academic needs of students in a large lecture course. Advances in Engineering Education, 2(3), 1-28.

Puentedura, R. (2010). SAMR and TPCK: Intro to advanced practice.Retrieved February, 12, 2013.


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