EdTech 513: Project #7: Google Slides Presentation

I really enjoyed using Google Slides. It is easy to navigate and can quickly be published and embed into a website or blog for sharing purposes. I did my best to follow the multimedia principles that we have learned throughout this semester when creating the presentation.  If I had more time, I would have found some more pictures to go along with the presentation. I feel like this was a difficult topic to provide relevant graphics other than screen shots. Another thing that I would have done would have been to come up with a full worked example that pertained to my content area. I used customer service in my example of near and far transfer, but I think it would have been cool for me to create my own worked example for a marketing class. Overall, I liked using Google Slides, I just wish it had some of the same features as PowerPoint. Please click below to see my presentation.

Worked Example Google Slides Presentation

EdTech 543: Online Communities

For this week’s module, we were to find 4 new, online, educational communities to join. It was difficult at first to find communities that were current and active. Another struggle that I faced was that for the LinkedIn groups, your membership must be approved. This meant a delay in being able to view the content in each community. I found 4 online communities, two linked in groups and two Google+ groups that will benefit me! They are described below.

Social Media Marketing LinkedIn Group: This group was of interest to me because I teach marketing and I wanted to see the world of social media through a marketing perspective. In my advanced marketing course that I teach, I teach a unit on social media marketing. I thought this would be a great group to join to stay up to date on current social media marketing trends and also find information that could assist in the teaching of this unit in my class.


Mobile Marketing & Advertising LinkedIn Group: This group was of interest to me because it again relates to what I teach. I wanted to join this group because of the mobile aspect of marketing that was included and advertising is one of my favorite units to teach. Currently, some of my advanced marketing students are completing marketing research projects and I found some beneficial articles that I will share with them.


Google Apps in Education Google+ Community: This group will be very useful to me. Although we are not a “Google school,” I still use Google Docs quite frequently. Being a member of this page will allow me to stay up to date with the most current Google Apps and trends and will also be a good place to go when I am struggling with a feature of how to do something in Google Docs.


Educational Technology Google+ Community: This is an awesome group for any EdTech needs. There are numerous articles that include current trends in EdTech, suggestions for apps, technology in the classroom, blog posting, etc. I am excited to utilize this community in the future as there were many interesting and useful resources available!


EdTech 543: Live Virtual PD!

Over the last few modules, we were assigned to attend 8 live PD events: 4 Twitter chats and 4 Webinars. I was very interested to see what I would think of these live events and ended up getting a lot out of each! The Twitter chats were honestly a lot of fun, I had no idea that an hour could fly by so fast! Here is a PowerPoint of screenshots of my participation!

#edchat: (Participated on 10/4/16). This was my first Twitter chat. There were two moderators and several participants. The question for the night was “Many educators are dissatisfied with PD. What are the specific shortcomings of PD as you know it?” To begin, I used TweetDeck, but still found it hard to keep up and read what everyone was saying all while replying to the different responses that were coming in at rapid fire! It was also difficult to filter out Tweets that were not intended for the specific #edchat, but rather came up as people unaware of the chat posted and used the hashtag. Although somewhat beneficial to discuss, there wasn’t a lot of organization with the chat and we kind of just rambled the whole time. I contributed by saying that the best PD that I have been to was when we went to different stations and learned about resources/tips from our teacher colleagues. It was interesting to hear about the amount of people who feel as though their district’s PD is not beneficial to them. See the archive for the Twitter chat here!

#busedu: (Participated on 10/4/16). This Twitter chat was AWESOME! It was moderated by Sean Crevier and Nebraska native Mickie Mueller.This chat was very well organized and engaging, explaining chat norms of using Q1, A2, etc. for responses to each question. The moderators made the chat very fun and even included a brain break! In the end, they gave out a prize, Mickie archived the chat and sent it to us which was awesome! Through this chat I gained multiple new resources that I can use in my classroom and also expanded my PLN to new business educators (and joined a BusEd Facebook group!) Looking forward to participating in this chat again each month! See the archive for the Twitter chat here!

#21stedchat: (Participated on 10/16/16). I heard about this chat from other #EdTechSN students via Twitter and thought that it would be a great one to participate in! Like the #busedu chat, this chat was well organized with the Q1, A1 format with different questions asked. I got some really great edtech resources and am very excited to look at some of the apps that people suggested. One specifically is called Aww, which is an app that is an interactive whiteboard. I think this would be great to use in my classroom as a quick way to check for understanding. Another app that I am going to check out is Explain Everything. It has similar features and I am going to compare the two to see which would work better in my classroom. Very beneficial chat with numerous resources that I had no idea about! See the archive for the Twitter chat here!

#formativechat: (Participated on 10/17/16) This chat was great! There were 3 main questions that really made me think about formative assessment, what grade reports REALLY mean, and what we as teachers can do to not only help students, but communicate with parents as well. I had originally planned on participating in the #edtechchat, and as I was waiting for it to begin I stumbled upon this one! Not only do I have a new resource to check out (Formative), but I was also introduced to the site Participation Learning that made keeping up with the chat super easy! Below are the three questions that we discussed during the chat. See the archive for the Twitter chat here!


In the beginning, I struggled to find free, educational Webinars that were relevant to me and fit into my schedule as many occur between 1-3 pm CT when I am teaching. Here is a summary of each Webinar that I attended. All Webinars were through edWeb.

What’s the Fuss All About? Bringing Social Media into the Classroom (Participated on 10/5/16): I really enjoyed this Webinar and came away with some great new resources that I am excited to try out! This Webinar was presented by Jennifer Smith, Instructional Technology Coach at South Middle School in Arlington Heights, IL. There were over 200 people participating in this Webinar and the conversation was very beneficial. We collaborated about technology and social media tools that we currently use in our schools and Jennifer gave us additional resources. Ideas included using Tadpoles, Edmodo, Seesaw, Schoolology, and Animoto. I had not heard of many of these. Jennifer then discussed simple ways to use social media platforms such as Instagram and Twitter in the classroom for things such as sharing work or exit tickets. This was exciting as I was able to contribute by explaining way that I currently use social media in my classroom. This was one of my favorite Webinars! Here is the webinar chat log to show my contributions during the Webinar and my participation certificate.

Fostering Understanding, Empathy, and Dialogue in Our Students (Participated on 10/10/16): The title of this Webinar was a little deceiving. My understand was that we were going to understand tips to foster understanding, empathy, and dialogue with our students. I was excited for this because I feel like these are characteristics that many students in this generation are lacking greatly. However, the Webinar was still beneficial and was presented by Generation Global. The presenters discussed the FREE resources that connect students to one another in classrooms all around the world. This is done via videoconferencing and takes students beyond the classroom and textbook. Each video conference is moderated by a trained Generation Global facilitator. This would be very cool for my own marketing classes in order to connect with students in a different country and learn more about international business. Here is the the webinar chat log to show my contributions during the Webinar and my participation certificate.

Building Brand Loyalty for K-12 Public Schools (Participated on 10/13/16): This was my other favorite webinar and it discussed the importance of building brand loyalty in public schools. It was presented by Teri Wilson, who is the Chief of Staff for the Grand Prairie Independent School District in Texas. She compared the image of school district to the importance of having a positive brand image for a company or product. This was awesome coming from a marketing teacher standpoint! Wilson discussed how they go about training their staff to represent their “brand” and that it only takes one bad moment from one person to tarnish the reputation. In addition, she discussed how they market and advertise their school to parents and future students. This was an excellent Webinar and I really enjoyed attending! Here is the webinar chat log log to show my contributions during the Webinar and my participation certificate.

Leading for Writing Fluency: Language and Basic Skills Fluency for Argumentation and Editing (Participated on 10/17/16). I was surprised how much I got out of this Webinar! It was presented by Kevin Bard. He broke down the writing process and gave great tips! He discussed the importance of teaching students to analyze vocabulary before they can understand the text as a whole. He expressed the importance of having a solid prompt for students to write about. Something interesting that he discussed is that writing should be collaborative. I had never thought of writing in this way. I asked the question of “how do you make sure that these groups are productive?” He answered by making sure that the topic is rigorous and that you have high expectations set in place for such collaborations. Finally, he gave all participants access to numerous writing prompts and the resource IXL that gives micro skills and practices for students of all ages. Here is the webinar chat log! My participation certificate will be in tomorrow 🙂

Overall, I feel as though my brain is currently overloaded with new ideas and resources, but I really enjoyed the different types of live PD that I participated in! I gained a lot from the live Twitter chats including resources, insights, ideas, and new people to follow and expand my PLN. I am excited to participate in Twitter chats in the future. They are quick and easy ways to learn something valuable in a short amount of time! The Webinars were also a good way to expand your resources, knowledge, and PLN. I would definitely suggest Twitter chats and Webinars other teachers!

EdTech 543: Criteria for Effective Curation

This week our group of Katie, Ben, Jasmine, and myself created an alphabet to describe effective curation (via great idea of Katie!) I thought our group worked very well together. We used email, Facebook messenger, and the Google Doc to communicate with one another. Katie jumped right in, creating the Google Doc and came up with a creative idea of the alphabet to express our criteria. Next, the rest of our group members completed research and added in our contributions. I think our alphabet turned out awesome! I learned a lot about curation in the process and honestly had no idea what it was before this module. Looking forward to working with this PLN in the future!

Criteria for Effective Curation: An Alphabet

EdTech 543: Thoughts on Social Media!

I am very excited about this Social Networking course! I use social media frequently in my personal and professional life. I also teach about it! I am a high school Marketing teacher and we discuss different social media platforms and how companies utilize social media marketing. As technology and social media continue to evolve, it is interesting to me to see how it can have both positive and negative outcomes for companies that have a presence on social media, resulting in a good or bad brand image that can change at any second!

I have used Twitter and Facebook for awhile so I am very comfortable with both platforms. In module one, I learned about something new, TweetDeck, which I think will be quite helpful! I have never used Diigo before and am interested to see what it is all about. I am a quick learner and am ready for the adventure!

As far as professional development, I use social media to search topics that I need help with (classroom management, marketing curriculum ideas, etc.) and have participated in a few discussions such as #edtech chats. The last class that I took, EdTech: 537: Blogging in the Classroom, I used Twitter and Edublogs to communicate with classmates, share and read blog posts, and discover new users to follow that would benefit my curriculum area. I am looking forward to learning how I can utilize social media more professionally.

I use social media (Twitter specifically), frequently as a means of communication with my students. I have a teacher Twitter (@plsgilin) and another Twitter account for our school business club, DECA (@papiosouthdeca). In my advanced marketing course, we have used Facebook to create pages to market products/services, Twitter to create a specific campaign for a company, and LinkedIn to professionally share information. I am looking for ways to effectively use social media more in my regular marketing class for things such as discussions or other unique ideas!

I would like to learn more about how enhance my social media use both personally and professionally and how to incorporate social media more in the classroom. I am very excited form this course and am looking forward to learning about new social media platforms and skills!


EdTech506: Final Project/Reflection

Graphic Design for Learning has been one of my favorite classes so far in the EdTech program! I really enjoyed learning about and how to use different graphic design principles. The final project was intense, but I am pleased with the final result. I chose to create a lesson that was about The World of Marketing. For this lesson, I used several images that I created throughout the semester and also incorporated similar assignments for my students. I now have a better understanding of how to use Adobe Fireworks and Piktochart. For my lesson, I chose to use the website generator Wix. This was a very easy interface to use and I plan to use this site to make a class webpage in the future. Click here to see The World of Marketing lesson plan!

EdTech 506: White Space


Users: The users are high school sophomores, juniors, and seniors, ages 15-18 that should all be at, or about at grade reading level. Students will have most likely heard of the terms headline, copy, illustration, and signature, but most likely not in the context of advertising.

Why Will These Work?:  I could easily relate to this chapter about white space because I teach about it in my marketing class! White space is used to “divide text and graphics.” (Lohr, 2008, pg. 272). According to the Marketing Essentials textbook, an advertisement “should make a generous use of white or unused space for a clean look.” It also “helps to make the copy legible and creates an “eye flow” for the ad” (Farese, Kimbrell, & Woloszyk, 2012, pg. 478). For my graphic, I decided to created a print advertisement that shows good use of white space. I chose to use an asymmetrical balance which means that “the elements appear to be off balance…which tends to create more visual interest” (Lohr, 2008, pg. 275). I also added in the four different elements of a print ad with arrows showing each part. If I were actually teaching this in class, I would point out the white space and how it makes the ad look well organized and gives it a clean look, directing the customers to through the text and illustrations.

User Test/Changes:  Originally, I did not have the dotted lines above and below the copy and the background was a darker gray. After the user test, my friend suggested that I add something around the copy text to make it look better visually. She also suggested a lighter gray for the background for better contrast. All changes have been updated, please let me know if you have any further feedback.


Farese, L.S., Kimbrell, G., & Woloszyk C.A. (2012). Marketing essentials. New York, NY: Glencoe/McGraw-Hill.

Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.).  Upper Saddle River, NJ: Pearson Education.


EdTech 506: Organization

Gilin Organization

Users: The users are high school sophomores, juniors, and seniors, ages 15-18 that should all be at, or about at grade reading level. Students will have most likely heard of “lower prices” and “new and improved products,” but probably have not heard of “economic utility” at this time.

Why Will These Work?: This image was created to help students understand the 3 economic benefits of marketing. Ch. 6 helped me better understand organization through hierarchy. I wanted to organize the information using shapes and cues – which are “a form of hierarchy that uses visuals such as arrows, headings, and lines in instructional materials” (Lohr, 2008, pg. 123). I wanted to be a little more creative than using arrows and lines so I used dotted lines to direct the learner to each economic benefit of utility. I also wanted to create a direction of the students’ eye when reading the graphic. “By placing important information onto a horizontal or vertical alignment, it is more likely to be noticed” (Lohr, 2008, pg. 128). I worked to accomplish this by placing the most important information at the top and then include the three benefits below. The user will use the vertical and horizontal alignment to direct their eye, top, then left to right. I used figure 6-4 on page 129 for inspiration. I tried to incorporate some nice colors and use of shapes as well and really enjoyed this assignment!

User Test/Changes: Originally, I did not have the black box around the “Economic Benefits of Marketing” title. After the user test, my friend mentioned that I should ad this in to make the groupings and hierarchy clearer. I really like the added contrast between the black and pink as well. She also suggested that I make the dotted lines thicker as they were smaller and had more dots that were not as easy to see. Finally, I ended up changing the fonts in each circle, because I felt it was blurry and looked a little hard to read. All changes have been updated and I am really pleased with the final visual! Please let me know if you have any further feedback.


Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.).  Upper Saddle River, NJ: Pearson Education.

EdTech 506: Color & Depth

Gilin Color

Users: The users are high school sophomores, juniors, and seniors, ages 15-18 that should all be at, or about at grade reading level. Students have been studying the definition of marketing all year and should be familiar with most terms within the definition.

Why Will These Work?: For this assignment, I wanted to create a visual that clearly states the definition of marketing, but also provided images to help students learn and understand. The definition is broken down into three parts with corresponding images. Color is defined as “a tool of instruction that can make or break the appearance and effectiveness of a document or image” (Lohr, 2008, pg. 264). I used a grey background to provide contrast to the images and text. For the text, a primary color (blue), complimentary colors (blue and orange), and secondary colors (orange and purple) were used. Depth was utilized by having the main background blue and layering black before the grey. My goal was to create a frame-like visual for the definition to “make the information stand out” (Lohr, 2008, pg. 270). I believe this was accomplished!

User Test/Changes: Originally, I did not have the images and the graphic was not as visually pleasing. It looked incomplete with just the definition broken into parts. I also had the text and visuals closer together which made it look too crowded. This was all feedback from the user test. I found several helpful images to describe each part of the definition and spaced it out better, making it look more organized and effective. The above image is the updated version. I feel as though this image will help students not only learn, but actually understand the meaning of marketing.


Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.).  Upper Saddle River, NJ: Pearson Education.

EdTech 506: Selection Project

Gilin Selection Project

Users: The users are high school sophomores, juniors, and seniors, ages 15-18 that should all be at, or about at grade reading level. Students have most likely heard of the words “form” and “utility,” but probably not in the context in terms of marketing.

Why Will These Work?: After reading Chapter 5, I tried to focus on three of the characteristics to “create an effective instructional visual: concentrated, concise, and concrete” (Lohr, 2008, pg. 102). The graphic is concentrated because there are key visual points, such as the fabric, thread, and button, and a key text point, the word “form” that are emphasized (Lohr, 2008, pg. 102). I made the visual concise by keeping it as simple as possible. It is concrete because the message is meaningful to represent one of the five economic utilities. In addition, I changed the background to a light grey and added in black boxes/bubbles to add contrast. I changed the opacity of the shirt to make it look lighter so that each aspect that makes up the shirt was the main focus.

User Test/Changes: Originally, I had a different font for the form utility definition. I also did not have the black background boxes behind the title and definition. After the user test, she suggested that I change the font so that it was easier to read, and also add some contrasting boxes to add to the parts of the shirt theme and make the title/text look more organized. The above image is the updated version.


Lohr, L. (2008). Creating graphics for learning and performance (2nd ed.).  Upper Saddle River, NJ: Pearson Education.