BP9 RISE comments on OMP and …

20 10 2012

OMP

This is Popplet. Check out how Catherine used Popplet in her class.

I recently reviewed Catherine Johnson’s RILS project OMP – Oh My Popplet! Her project was amazing. It uses Popplet to have students analyze the elements of literature.  It is geared towards language arts, but can be useful in any academic setting. If you are a secondary school teacher you may soon be subject to Common Core State Standards. It goes back to a focus on reading and writing across the curriculum,  so this RILS scenario will be useful to every teacher.

see my comments here http://catherinejackson1.wordpress.com/2012/10/15/bp-8-rils-omp-oh-my-popplet-reflection/comment-page-1/#comment-50

Comic Craze

Stop LOOKING at my grammar!!

My second RILS project reviewed was Comic Craze by Trudi Perkins. This was a truly engaging way to have students grasp the concept of main ideas.

Check out her blog and see my comments here http://consciouscomments.wordpress.com/2012/10/17/rils_project_perkins/comment-page-1/#comment-25 

Trudi’s truly amazing implementation of teaching the main idea.

I was also introduced to iRubric.com . Here are links to the tools she used:

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BP8 RILS Reflection

18 10 2012

Reflection of Animoto Anatomy

I recently employed the use of Animoto as the delivery method for my Human Anatomy and Physiology’s research project on skin disorders. The students generally enjoy this topic. I do the research project every semester, but traditionally the students will either turn in a report or do a PowerPoint presentation.  This year I had them submit their findings through Animoto movies. The students were excited to show their work.

Pros of this delivery method

  • Students gained experience with an emergent technology.
  • Students were more engaged by the audio/visual experience provided by Animoto.
  • The approach was novel.
  • Music that is free to use
  • Images that are licensed for use
  • Low character count on titles forces students to use short, powerful statements

Cons of Animoto

  • Character limit is restrictive

    Limited to about 30 seconds per presentation

  • Limited selection of images
  • Character count for text is very low, sometimes it impossible to convey all the required information
  • Does not embed into my Schoolwires blog or Animoto

Changes I will make for the next semester

I will use Animoto again next semester in Human Anatomy and Physiology. There are a few modifications that will be made to the project.

  • Students will also learn to prepare their report
    • in a basic html document, which they will learn to create.
    • Student will embed their Animoto presentations in their report
  • Instructor will post the reports as webpages.
  • Students




BP7 Relevant and Innovative Learning Scenario – Animoto Anatomy

16 10 2012

Brief Overview:


Students will research a specific disease or homeostatic imbalance using current technologies available. Students will prepare report  on the homeostatic imbalance worksheet and  a brief Animoto media presentation to share their findings.

I have also used a modified version of this assignment to create digital lab reports in my Astronomy class.

Target Audience:

High School Students in Human Anatomy and Physiology, but easily modifiable for students as early as 7th grade.

In the Astronomy version we added the following supplies

  • Radiometer
  • Hair Dryer
  • Fan
  • Shoe box

Materials:

• Computer (or smartphone) with internet connection
• Writing utensil
• Homeostatic Imbalance Presentation Planning Template

Objectives:

• Students will define the terms: Symptom, Sign, Diagnosis, Prognosis, Treatment, and Etiology.
• Students will evaluate an article on Wikipedia .
• Students will use Animoto to create a brief presentation or presentations of the disease they have chosen.
• Students will use current technologies such as the internet to explore current research related to a specific topic
• Students will collect, analyze, and draw conclusions from data to create a formal presentation using available technology.
• Students will research and distinguish among common integumentary system disorders in terms of origin, manifestation, and treatments.

Procedure:

1. Students will review the list of homeostatic imbalaces and choose a disease as a topic.
2. Students choosing the same disease will be grouped.

a. No more than 3 students may choose the same homeostatic imbalance.
b. Each group member will be assigned one additional source other than Wikipedia.
c. No 2 students will use the same additional source.

3. Students will read the Wikipedia article and gather the required information from the homeostatic imbalances presentation planning worksheet.
4. Students will read another source from those provided on the Homeostatic Imbalances Presentation Planning worksheet. Students will add the required information from their additional source.
5. Students will gather information from additional sources from their group members.
6. Students will create an account on Animoto.com
7. Students will create one or more Animoto presentations from using the information they have gathered. Their presentation must include

a. The name of the imbalance
b. Signs and Symptoms
c. Causes
d. Diagnosis and Test
e. Treatment, Care, and Prevention
f. Prognosis
8. Students will post links to their presentation on the instructors blog.

Emerging Technology:

Animoto – a simple tool for creating video presentations.

Social Participation:

• Students will work in groups to compare and contrast their research findings.
• Students will view the Animoto presentations of their peers.

Making Connections:

Prior to integrating this project, students have covered the integumentary system, cells and tissues, introduction to chemistry and biochemistry, and the language of anatomy.

By researching disorders, diseases, and conditions the importance and interaction of the previously mentioned topics becomes a more real and relevant to the learner.

The audience will experience a greater sense of novelty having produced their own audio/ visual presentation.

Creation:

Students will create one or more Animoto presentations.

Assessment:

The Students Animoto presentation will be assessed as well as their Homeostatic Imbalance Project Planning Worksheet using the following rubric

Criteria Mastery 3 points Met expectations 2 points Did not meet expectations 1 point
Definitions All definitions completed adequately 4 or 5 definitions completed or 6 brief definitons 0-3 definitions completed
Alternate names and overview of disease Gave full description of the disease. Included alternate names and areas where those names are usedStudent used both sources Gave good description of the disease  Listed alternate names
Signs and Symptoms Listed and described all signs and symptoms. Student used both sources. Listed and described some symptomsStudent used one source Listed some signs or symptoms
Diagnosis Fully described all diagnostic testStudent used both sources. Described some of the diagnostic testOrListed all diagnostic testStudent used one source Listed some of the diagnostic test
Prognosis Description of the prognosis was complete and clear. Student used both sources Description of the prognosis was incomplete or unclearStudent used one source Description on the prognosis was incomplete and unclearStudent used one source
Treatment, care, and modification of life style Student clearly discussed and explained these these factors.Student used both sources Student briefly discussed these factors .Student used one source Students discussion of these factors was incomplete.
Animoto Student covered all information in the Animoto presentation (s)And successfully posted links to blog Student covered all of the information but did not share the links Student did not cover all the information.
Wikipedia evaluation Student compared and contrasted the Wikipedia article vs their other source. Student compared this information to a peer using the same topic. Student compared and contrasted the Wikipedia article vs their other source. Student did not collaborate with another student. Student did not compare and contrast the articles

Reflection:

  • Students will complete a form on Schoolwires (Google forms may  also be used) reflecting on the project
    • Do they feel the learned anything from this project?
    • Favorite part
    • Least favorite part
    • Suggestions for improvement
  • The instructor will review feedback and implement change as necessary to maximize student achievement.




PE3_iMovie

15 10 2012

This is my final installment on the series of iMovie tutorials on Lynda.com by Garrick Chow.

Today i will be looking at:

Fine tuning clips

This would have been really useful to me a long time ago in a high school not so far way. I was shooting a video for Chemistry titled The Adventures of Afroman and Darryl. It was like Captain Planet, minus the useless teenagers with rings that should have just called Captain Planet at the beginning of the episode. Afroman had a mutant radioactive afro which housed a portal to another dimension (I bet Michael Bay steals this idea from me). He could pull anything out of his afro. I had this great scene where Afroman pull out a chicken legs to defeat his enemies by lobbing them into their mouths.  The idea was for me to make the throw as Afroman and the quickly cut to the villains with the chicken legs lodged in their mouths. I pulled this off rather poorly. In 1990-1991, all I had was a VHS camcorder. It would have saved me hours of work to have iMovie’s precision editor. Now for my commentary on how to use it.

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PE2_iMovie

14 10 2012

The interface

Everything in iMovie is essentially contained in one window. I have attempted to use some forms of software, such as GIMP, and found it pretty overwhelming to figure out what is going on. iMovie allowed to to pick it right up and start producing videos instantly. My end products looked pretty solid.
Key Terms that need to be understood

This is the layout of iMovie.

Event Library

Place that organizes events see area A

Event Browser

See area B. This area will display the content of the events you have selected in the Event Library. iMovie stores your unmodified video footage here. Events are displayed in 5 second segments.

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PE1_iMovie

13 10 2012

Welcome and Getting Started

I am starting to get nervous that I will have to take a test on this at the end

These two sections were really basic. They covered how to find out what version of iMovie you were working with.  I am really glad they covered this because I would have forgot to check that before I did the training.  I = NOOBCAKES.  I am currently running iMovie ’11 version 9.08.

Connecting Different Types of Media

DV cameras connect via Firewire, also called the iLink. I really liked the name IEEE1394 (I triple E 1394) because it makes me think

You Got Options!!

When importing clips, hold down the option button while clicking a clip you wish to import. It will uncheck the other clips.

a some bounty hunting droid from Star Wars. My Macbook has a Firewire 800 port. I do not have a MiniDV camcorder. I do have a Sony Digital 8 camcorder, but unfortunately I lost my driver disc sometime around Hurricane Katrina. Sony will not replace it and does not allow you to download the drivers from the internet.  I have not been able to hook it to my Macbook and even with the drivers, it will not function on my Windows Vista desktop.  I am skipping the section on importing from a Tape-based camera.

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BP1 Symbaloo EDU

27 09 2012

In this weeks session I was introduced to 3 new emergent technologies:


I chose to explore Symbaloo. I really liked the visual interface and I saw several links to existing technologies that I use. I also haveSymbaloo EDU been an iGoogle user, and I recently read that iGoogle would be shutting down soon. Symbaloo had many useful links already set up for me. It had several useful sites such as The Biology Project, The Virtual Frog Dissection, and The Virtual Microscope. These were sites that I have already used and loved in my classroom, so that helped give this site some pull on me. I began playing with a link called The Tissues of Life. It was a great tutorial that I could have used in my class last week. I am really anxious to get in and play explore some of the links provided.

The Interface

20120927-224001.jpg

This is the iPhone opening menu.

The interface is very intuitive and well designed on the website. It reminded me of my iPhone. That made me say, hmmm…. I wonder if there is an app for this site. I checked the app store and BAM, there is was.  I also took the iPhone app for a test drive.
The app is smooth looking on the initial menus, but if you click on an icon, it sends you to the desktop site. It is tough to see the website menu from an iPhone.  IF they streamline this app to maintain the look and feel of the opening menu, it would provide the user with a more user friendly app.

Customizing your webmix

A webmix is what Symbaloocalls its visual interface. To credit your own, you simply click the “add a new webmix” button at the top. The you click on an empty spot to add a new tile. You can search to see if there is already a tile pre-made for more commonly used sites and use it. You also have the option to create your own custom tiles or modify an existing tile. I created several of my own tiles, by clicking create custom tile.  You can take screen shots of the websites you will be using, crop their logo, and insert it into your tile.

This is my Symbaloo Webmix

Conclusion

Symbaloo EDU has a stunning visual menu system that can cause an ADHD user such as myself to wander off task. I kept finding myself clicking more links and delving into them. If this can have the same effect on my students, I can use this site to take advantage of the students natural curiosity and encourage them to get lost in the links I provide.








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