Just for fun

Week 6 Reflection - Animations and Simulations

This week we also dabbled in more tools for use in the classroom. Some of these tools included Interactive Learning Objects, Google Maps, Online timelines, Museumbox and Zooburst.  Initially, I decided to create a Timeline of famous Mathematicians, when they lived and what they were famous for. I researched seven Mathematicians and put all the information on a Word document ready to transfer it straight over to the Timeline, only to discover that it couldn’t cope with dates around 500 BC! I tried to add the date with a negative symbol in front but that didn’t work either, so rather than spending too much time solving the problem, I decided to move on.

I then turned to Google Maps. I simply created a driving route from the town I live in to Nambour, where I have some family. (https://maps.google.com.au/maps?hl=en&tab=wl&authuser=0)

In the maths class, I would consider using google maps as a tool for learning about direction, distance and measuring. Students can also engage in the fundamentals of mapping with longitude and latitude. Students can create their own maps, however, we need to ensure students are aware of the risks involved in sharing locations of places that need to stay confidential. There is the option to keep the maps private and individuals can choose who they are willing to share with.
I believe it would be a program that would be used in conjunction with other resources to get the best experience for learners.

Within Google maps, you are able to toggle between satellite images and terrain maps, get directions for cars, or waking tracks as well as create collaborative maps. Within the Google Maps webpage, there is a button that lead to Map Engines Lite which enable the user to create custom maps by adding drawings, layers, points and be able to visualise data within the map. These tools inspire inquiry and exploration, students can visualise and draw conclusions, these tools actively engage students and encourage real life problem solving.

 

Strengths Ease of use Convenient Accessible Encourages independent learning Real life problem solving	Weaknesses Not catering to all learning styles Internet access required
Opportunities Useful for any subject areas Enhancing teaching and learning Relevent Collaboration Individual Free	Threats Students must be aware of online safety Effective use by students Parental concerns Privacy

 

Week 5 – Presentation Tools

Well, this week we exposed to a number of digital tools, some familiar and some (most) new. I have used Microsoft PowerPoint numerous times, mostly to create photo slide shows for family and friends or for school functions. The most adventurous thing I did was to time the music to the slides or adding transitions. I had also added animations to the slides to make them appear in certain order or direction. I played around and discovered that you can also add video, voice overs and links to make it more interactive. This week, however, I decided to keep it simple and I created a PowerPoint on One-point Perspective for a Graphics class. I added images, text and transitions. Then, I used animations on lines to create an example of One-Point Perspective. The actual PowerPoint that I presented to the class, this week, was presented ‘on click’ not automatically as I have shown here. This was to ensure the information was being digested by the students. I also added to the presentation verbally by briefly describing what each slide was about. Although, I added text to slides that was more to trigger my memory rather than to be read verbatim. I also kept the presentation to ten slides, short and sweet. Unfortunately, when I converted the completed PowerPoint to a .flv (because it included animations) to upload the presentation to Youtube, most of the animations were lost. I used a number of free converters, however, none were very successful.
UPDATE: I have now uploaded the PowerPoint, One-Point Perspective, using Author stream, with much more success!

 

To cater for all types of learners, we can add a variety of media to a PowerPoint. For example, including a voiceover would assist linguistic learners, having information in tables or data can cater to the logical learner, including a song or poem to the PowerPoint, caters to the musical learner, maybe getting a kinaesthetic learner to assist in the presentation or setting up of equipment could encourage this learner to become involved, visual learners would take to the images included within the PowerPoint. Other learners can benefit as well, giving quieter students time to digest the information that is being delivered and having the students discuss the information that is being presented.

Consideration of learning styles must be taken and planning should be done with these learning styles in mind.

Strengths Capture audience attention Private (Unless published publicly) Relevant Customisable Caters to different learning styles Ability to combine media Collaborative information sharing and discovery Assists in building technical and critical literacy	Opportunities Individual Enhancing teaching and learning Convenient Accessible Content creation Unexpected insights Ownership Showcasing students’ work
Weaknesses Time Consuming Internet safety Students may need additional guidance with usage	Threats Accessibility Awareness of copyright and plagiarism Effective use Availability of software from home Must be appropriately scaffolded

 During the week, I also created a Prezi, introducing Distributive Law and a Glogster on Mean, Median, Mode and Range. These would obviously be shown to Junior maths classes. Both of these tools could be used by students to make simple presentations on Maths rules, as I have done, and collated and then exhibited within an accessible site for all students to access as the need arose, for example for assistance with homework.

Week 4 Reflection - Digital Video

This week we were immersed in a number of technologies including use of images, podcasting and digital video. As I was trying these out I decided that I would be able to use digital video to get students to make their own safety videos for the workshop. I would possibly get each student or small group to choose a tool or machine in the workshop and ask them to produce the safety video based on research they would undertake. These videos would be shown to the class as a whole and discussions would be encouraged among the students. Each of the videos could be uploaded onto a class website that could be started for resources that the students find when researching or just looking around on the internet. This would encourage students to carry out their own research and enable independent learning.

‘How to’ videos could be made to remind students of the next step in a project, this would again, hopefully, enable students to become more independent. A student or group of students could be videoed while working on a project and then this could be watched and analysed by themselves to help individuals gain greater insight into their work. This can also increase motivation, self-directed learning, increase confidence and motivates learners to find their own solutions to problems.

In fact, an assignment could be written that each of the technologies could be used, so that many learning styles could be catered for.

 

Strengths Caters to different learning styles Most software is easy to use Encourages independent learning Many digital technologies to utilise Ability to combine media Collaborative information discovery and  sharing	Opportunities Enhances learning and teaching Engaging Relevant and convenient Accessible to all students Content Creation
Weaknesses Internet safety Software and Hardware Compatibility Costs of cameras may be out of reach for some students Time consuming	Threats Available technologies Reliability of information gathered by students Effective use by students Need to be aware of copyright and plagiarism Accessibility from home by students

 

 

I made a very simple example of one way to use the program “Movie Maker” in the Manual Arts classroom. Movie Maker is very simple to use. To create this movie, I downloaded some pictures, however, in the classroom I would expect students to take their own photos. It was very simple to add the pictures to the timeline and once added it was a matter of dragging them to put them in order. I was able to add a title which was customisable, I was able to change the font style, colour and size. I then proceeded to add animations or transitions. I realised that the pictures were being played for far too long so I simply adjusted the speed until I felt that it was correct. Then it got a bit more difficult as I wanted to use royalty free music, I found that many websites needed payment for the use of the music, eventually I found some free ones, however, I was having difficulty with WinZip, I updated it and then I was able to open the zip files. I added the music (and the credits as requested) and was finished!

Follow the link to view the final project.

http://www.youtube.com/watch?v=evO_RXRuPLg&feature=youtube_gdata

Movie Maker has many more options to use that I didn’t even go near. Some of the options that I didn’t use were adding videos, snapshots and webcam videos. You could enhance your video by using an auto movie theme or adding visual effects. There is the ability to format the credits, change background colour. It is a great beginners editing tool.

One downside to using this type of technology within the classroom setting is that some computer networks can’t cope with all of the students trying to access and manipulate video images simultaneously. I discovered this a few weeks ago when class was trying to make movies and it crippled the network. We were able to work around it by storing individual students clips on USB’s.

  

 

This week we have been given a number of activities to try out. A number of them I have added to this blog, however, I have also created a voki and it can be viewed here - http://990207444914996845.weebly.com/week-2.html

Another of our activities for this week is the manipulation of images. Earlier this year, I participated in a one day, Photoshop course. I manipulated a number of images but the one I have decided to share is below. I uploaded this image to Facebook many months ago and use it as my cover photo. Recently, an uncle from England had a birthday and I sent a message wishing him a Happy Birthday. He replied and asked when I went to Paris and why didn't I visit as he lives only an hour away and we could have had a cup of tea and a hug!!! Quite an amusing moment! This proved to me that I am quite capable at using Photoshop and that it is a wonderful tool for manipulating images.


My family in Paris!



 

The next photo is one that I set up so that I could give the picture to a good friend for Christmas. The photo is, again, one of my daughters. I saw a similar photo on the internet and loved what it said and thought that my teacher friend would really like it. I made the sign and asked Katelyn to hold it for me. We went to a number of places in the bush land surrounding our town and I took many shots. I then enhanced some of the best photos and put them on Facebook (hiding them from mutual friends) and asked my friends and family to vote on their favourite one. I then enlarged and printed the photo and had it framed. It is now hanging above her desk in the staffroom, one of the students saw it one day and said that she should have it hanging in her classroom because it was so good.




This week's activities include manipulation of images. The following pictures have been resized. I chose one of my dog when he was one year old (he is two, now). I also chose two of my daughters, Chloe and Katelyn. Chloe turned twenty two today and Katelyn will be 18, two weeks from today. These two photos were taken prior to the School Ball in 2012.

My boy, Mack.

Katie and Chloe

My girls again. (Note: both of them looking at a phone!)