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Carmen Garcia

Page history last edited by Janice Wilson Butler 15 years, 11 months ago

Assitive Technology paper Google Stuff Carmen Garcia Portfolio  Murder CASE 

 FACTS DESIGN

 

3D Modeling Project for High School Technology Classes by Carmen Garcia

 

 

 

Foundations

 

Literacy:

Symbols: The understanding and the decoding of symbols is very important. Students will be able to use and read symbols in order to use the appropriate tools in Google ScketchUp (and GIMP) and Microsoft Power Point; they will also relate those icons, or symbols with other software and they automatically will leverage their skills and knowledge and apply them to other software. Students in this project will learn to decode and encode Google SketchUp tools and functions to create and communicate ideas, and design. Trough interviews and generations of appropriate questions, the student will be using effectively his or her literacy skills by encoding information and getting some feedback.

 

Discourse: Another domain of literacy for a commercial point of view will be a professional presentation in where the student is in charged to communicate verbally and no verbally and use the appropriate media, symbols, and messages to promote his or her design to the client and market the model for a the highest price.

 

Cognitive Process: Students will learn that there problem solving strategies will increase with confidence of skill repetition, consistent and ongoing project development and innovative use of Google SketchUp 6 tools (and GIMP 2 *not require). Through the project activities, students will be able to analyze and interpret information by the client’s specifications, use of design elements, and use of communication skills to analyze and evaluate information to design the ideal house.

Problem-Solving:

The challenge will be to do some authentic activity where the learner will gain access to the standpoint that enables practitioners to act meaningfully and purposefully to solve problems related to the practice. The students will take a deductive thinking approach to solve the problems they face. The students will play the role of an architect and design a house according to the customer’s needs. The students will be forced to communicate and obtain wisely information needed to solve the problem. They will use information resources to facilitate their solution.

 

Authentic Problem:

 

You have been hired by ARCT Company as an Architect Apprentice intern for Mr. Smith’s project. The architects want to know what kind of architectural design will be appealing and effective to the customer needs and that goes along the neighbors’ homes. You will be in charge to communicating directly to the client and getting relevant information to create a 3D representation of your model according to the client’s specifications.

 

Since you are a rookie, you lack knowledge of 3D modeling skills and you know so little about architecture. A friend from the ARCT Company is going to provide you with tips about using Google SketchUp to create 3D models; make sure you pay attention and take notes.

 

Remember that, Mr. Smith is willing to invest $100,000 in an architectural design for his future home in a 5 acre land located in Palm Boulevard in Brownsville Texas.

 

The cumulative activity will be to research what the customer wants in his house and understand the concept of architecture, floor plans, interior design, and explore and learn how to use Google SketchUp. Constant supervision by the ARCT Company will be provided to asses you in the understanding of the mentioned concepts. Make sure to be prepare all times to present your ideas and concerns when the manager supervises your work. You will have a two month span to design a 3D model in Google SketchUp and a week to prepare a power point presentation of the architectural and interior design of the model. All digital material and multimedia presentation should be saved in the Architect’s flash drive within a day of the presentation date. You should dress appropriately for presentation, and know your material and techniques that you learn and use in order to create your model. Remember to mention where you got the information from and how you obtained it. Expect criticism and questions from the Architects of ARTC.

Knowledge:

Getting familiar with the software is one of the things that the students should know. Also, how to look for information in the internet will impact the creativity of and skills of the student.

 

Process: During the first days, the student will get train in Google SketchUp and get to explore the tools using the Windows/Instructor. During the workshop, the students will be tutor to create a simple house with a roof and different colors. This activity will end the ARCT Company’s training for new interns.

 

The rest of the week the students will work in an inductive environment where they will discover what they need in order to create the ideal design.

 

A one day tour to the Palm Boulevard will be provided, where the student will have the chance of taking pictures and observe textures, proportions, architectural designs, landscaping and environments.

 

Constant communication with the client and ARTC Company’s staff will be key to success. Also, students should research in the internet for samples of architectural designs, floor plans, and interior designs to create a realistic and accurate design.

 

Disciplinary Structures: “Geometric concepts including- coordinate grid {ordered pairs, latitude and longitude, x and y axis} lines-{line segment, line, ray, intersecting, perpendicular, parallel} angles {acute, obtuse, right, degrees, measuring, protractors} shapes {polygon, triangle, quadrilaterals, parallelogram, square, rectangle, rhombus, trapezoid, pentagon, hexagon, octagon, decagon, congruency, similar, symmetry, slide, turn, flip, area, perimeter, ratio and proportion) proposal writing and presenting.” (Retrieved from http://obsidian.gmu.edu/twt/Examples/tedandpam.htm)

 

Software and applications skills- use appropriate tools and shortcut key to be more efficient at designing (standard tool bar, large tool bar)

 

Communication concepts- Read, Write, analyze, ask, answer, input, output, feedback, context, tone, etc.

 

Disciplinary Processes: Interviewing, understanding, observing, analyzing and using information properly to increase the chances of solving the problem and get stronger and knowledgeable about the content in a deductive way of thinking, are skills that the student will practice. Also, will he or she will be able to: design, search, communicate, ask, save files, use the computer, type, create, write, read, share information, manage, measure, choose, decide, evaluate, learn. Disciplinary Discourses: Computers, communication, information resources, 3D modeling, architecture, design, sample floor plans, art.

Using Information:

Students will be able to operate Google SketchUp and increase their communication skills visually and verbally. They will be able to analyze information and skim trough the most important aspects of the reading material.

 

Students will learn about their own learning process and take notes if they feel like they need to as a learning strategy.

 

Students will be treated as employees in a Company’s workforce forcing them to get motivated and perform a good job and experience a real world work environment. They will observe and compare and contrast the architectural design of the Palm Boulevard houses and the ones in the sample floor plans and create their design based on that information.

 

“Students will be using the SSCC model of gathering and sharing knowledge. This model includes, searching, sorting, creating, and communicating information. In order for students to effectively communicate their learning, students will be following the DEAPR acronym when creating and constructing their various projects. During this process students will be designing, encoding, assembling, publishing, and reporting.”(Retrived from http://obsidian.gmu.edu/twt/Examples/tedandpam.htm)

Community:

The Project focuses on the collaboration of the students sharing of ideas and exchanging information in order to understand the 3D modeling concepts and architecture requirements.

 

A) Promoting individual research and technical skills

B) the use of internet and information sources in school, culture, environment-trends.

C) Develop an awareness of architectural and modeling employment opportunities within the area.

D) Exchange/sharing of ideas and artistic implementation

E) Forum open to discussion and critique of student and professional design.

F) Platform to provide power point presentation-response.

G) Live presentation and evaluation.

Activities

Authentic Activities:

A1. Students will create a sample house in SketchUp by following instructions from the teacher.

A2. Students will explore the Google SketchUp’s tools and read the instructions in the Window instructor. - the first two would probably be background activities...

A3. The students will search for an Internet Site that provides Floor Plans samples and get an idea of what to do.

A4. Student will constantly ask relevant questions to the client and the Company’s staff in order to learn what they need or how can they do something (ie: if they want to create their own wall design instead of using the ones given by the software or ask how many rooms does the client is requiring, or if he wants a room for a specific age child)

A5. The student should look for tips of how to use or how to create specific designs in Google SketchUp and develop a 3D model of a house with the proper measurement.

A6. The student is responsible to save the digital files in the flash drive in the specific folder by a specific date.

Background Building Activities:

B1. Students will ask for help in order to understand how to use a specific tool or request one-on-one review sessions.

B2. Be responsible in reading, searching and analyzing important information about architecture and the use of Google SketchUp

B3. Use search engines properly and share information with other classmates

B4. Help each other to succeed in solving the problem and share information in a collaborative manner

B5. Use creativity and the mind in a wisely manner

B6. Manage time properly

B7. Make effective decisions about the interior design and the outside look of the house B8. Understand the types of measurement in architectural modeling

B9. Experience a real world situation and take the project serious

Constructing Activities:

C1. Develop a 3D model in Google SketchUp

C2. Optional: Create a tile pattern for roofing, walls or polygons surfaces in GIMP.

C3. Create a power point presentation for the client and the ARCT Company

C4) “With a partner, develop a list of job descriptions and employment opportunities. Research the Internet, the classified, and magazines, etc. and compile directory including job titles, salary, experience needed, tools used, education, location and other requirements. (Post and share for classmates to see…. discussion)”(Retrieved from http://obsidian.gmu.edu/twt/Examples/naquin.htm)

Sharing Activities:

S1. Students will share their knowledge, creativity, information and opinions with other classmates constantly to help each other and be more efficient

S2. Students will share the ideas whit the client in order to obtain more specific information from him by using their communication skills and their computer skills. The student will find samples in the internet of photographs, images and internet site to show the client; then take notes of the client’s feedback and analyze the information accurately in order to design the ideal home.

Contents

Contents:

TEKS for Technology Applications

 

126.22.8 (A) participate with electronic communication as a learner, initiator, contributor, and teacher/mentor.

126.22.8(C) extend the learning environment beyond the school walls with digital products created to increase teaching and learning in the foundation and enrichment curricula;

and 126.22.8 (D) participate in relevant, meaningful activities in the larger community and society to create electronic projects.

126.22.9 (A) design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product;

126.22.9 (C) seek and respond to advice from peers and professionals in delineating technological tasks;

126.22.9 (D) resolve information conflicts and validate information through accessing, researching, and comparing data; and

126.22.9 (E) create technology specifications for tasks/evaluation rubrics and demonstrate that products/product quality can be evaluated against established criteria.

126.23.2 (A) demonstrate proficiency in the use of a variety of input devices such as keyboard, scanner, voice/sound recorder, mouse, touch screen, or digital video by appropriately incorporating such components into the product; and

126.23.2 (B) use digital keyboarding standards for the input of data.

126.23.5 (A) acquire information in and knowledge about electronic formats including text, audio, video, and graphics;

126.24.10 (A) identify pictorial qualities in a design such as shape and form, space and depth, or pattern and texture to create visual unity and desired effects in designs;

126.24.10 (D) use proximity and alignment to create a visual connection with other elements.

126.24.12 (A) determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience; and

126.24.12 (B) seek and respond to advice from peers in evaluating the product.

126.26.8 (G) distinguish among and appropriately integrate 3-D modeling, animation, and rendering software into multimedia products

Tools

Tools: In order for this course to function, computers, access to the Internet, Microsoft Power Point, Google SketchUp 6 and GIMP 2 are required. In addition, supporting tools (components) necessary (for a class of 21) are: printers, scanners, digital cameras, calculators, and a projector. Research materials will include the use of books, magazines, library materials, web sites, CD's images and a field trip to Palms Boulevard. A server is helpful for student saving, and USB Flash Drives. Students are required to maintain a portfolio (hard visual copies) and need to use Power Point at the end of the unit for classroom presentation. Teacher will need to use a slide projector, overhead, or TV monitor to illustrate examples of architectural designs composition, and techniques.

Systems of Assessment

Assessments:

The following are forms of assessments that are going to be used:

1) test or quiz on vocabulary terms both architecture and software

2) open verbal critiques and student/peer feedback

3) progress portfolio-self assessment-reflection

4) student-teacher interview-gives both insight on attitudes, feelings, interest, motivations, and thinking process.

5) critique sheets for each project for students and teacher to provide written responses

6) Final Presentation and deliver of the student’s knowledge

Learning Environment

Environment:

Classroom / Computer lab Environment: All computers will be facing the wall so the teacher can have a clear view of what the student is looking, and supervise the students. Work with the schools budget and paint the walls white to reflect light and use them as screens to project examples of design techniques, processes, vocabulary and shared pieces of student artwork.

 

Home/Open lab: the room is available before and after school. Homework may include downloading JPEG files for library use or researching information regarding the architecture field and observing architectural designs while driving /walking home.

 

Values: “As always, the environment of the room will be structured so that students are encouraged to work both individually and collaboratively. Students are encouraged to research together in groups, pairs and shared information and findings with classmates. Emphasis will be placed on supporting, encouraging, and providing feedback with analytical and creative thinking. In addition emphasis will be also placed on deriving numerous solutions for a set problem. Students will compare their results and the use of classroom management skills with other students.”(Retrieved from http://obsidian.gmu.edu/twt/Examples/naquin.htm)

To Do

To Do List:

Teachers:

 

Make sure to check computers and equipment. It is very important that input devises like the mouse works properly in every single computer because it will be highly used for the two month period.

 

Have extra equipment or a backup plan to substitute from some activities or assessments since is a long project, and may thing can happen in the mean time.

 

Study materials and develop a large vocabulary list for students to learn.

 

Speak using the appropriate terminology with the students so they grasp the concept faster, and to make them ask you the meaning of that specific word.

 

Make the project exciting by giving incentives to the students that come with ideas and participates in class discussion. what are some incentives that you can offer?

 

Encourage the students to work at home and to e-mail you their homework, questions and concerns if they own a computer or have access to internet.

 

Play the role of the client and get involved in the project like if you really will pay $100,000. You can even dress up, or you can do co-teaching with another teacher. Ask him to be available in a specific time, so students can interview him. Provide him with some specifics. How about getting a real architect to work with the students - for a more real world experience?

 

Play the role of ARCT Company’s manager and be very strict with the intern (the student) like if it was your job. Asses the students daily and observe their improvement and give the one-to-one tutoring lessons.

 

Invite students to help each other, so they learn better the concept.

 

Reflective Paper by Carmen Garcia

 

These have been the most challenging and fun curses that I have ever had. After the GIMP 2 and Google SketchUp, I did not have idea there were more free software. In the classes, I discover a lot of Google tools that I have never experienced before; plus, the Free Software list has been very helpful. It helps in the school that I work because there is not enough money to purchase such expensive licenses for every single computer in the classroom.

 

In EDTC 6340 & 6341 I have had to read more news about technology and implementing in learning environments, and this information has help me to understand the different point of views and the benefits that students can obtain by learning 21 Century Skills. Now, I am constantly aware of the internet features like Horizon Wimba and the Wikis, and I am planning to explode this knowledge that will be reflected in my future lesson plans. I plan to become better in designing these lesson plans by using the FACTS design, and become more accurate by researching more.

 

Not only I have to write and read more in these classes than in any other class, but in EDTC 6340 and 6341  I have acknowledged and trying to improve my communication skills to be a more efficient and effective leader. I have had also the opportunity to present via internet, where I practice my language skills and verbal communication skills. Usually, in person, I am less verbal and I constantly use my hands and gestures to communicate. These classes open my mind and made me think about how to give the message appropriately to the specific audience using the “think about thinking” process.

 

I learn in depth about the inductive and deductive learning process and I admired the extensive research Dr. John did to lecture us about the deductive learning about Calendars. Also, I admire Dr. Butler’s voice in Wimba, it sound very professional like a big-companies’ receptionist. She sounds very knowledgeable and relax, I feel welcomed every time I connect to Wimba.

 

Technology is ever changing and I know I will learn more about it, but the basic things I need to know in order to become a better Technology Teacher I am currently learning them in this class. I plan to continue learning and improving my communication skills; it seems that that is my weakest point at the moment. I also want to thank Dr. Butler for the support, acknowledgement and encouragement in my design skills.

 

In 6340 I discover there are actually very specific rules about design. Techniques that have been successful over the past Power Point Presentations are still used, but multimedia has change the way of everything. Now by working with the new version of Microsoft Office 2007, I discover it has such neat tools as point editing capabilities in the free hand shapes options. I realize that it works like Adobe Illustrators editing capabilities of the pen tool. The point editing capabilities of Office 2007 are not that advance yet, but for a multimedia presentation software it is great. I do not need to use other software to edit graphs, pictures, colors, sizes, etc. Wile working in projects in this class, I discover that Office 2007 has a lot of cool features that are integrated in the software this lead to less open software in my computer which makes my computer faster. And with a faster computer I can do other things at the same time wit out affecting a lot the RAM. For example, this is the first time I experience, chatting, eating, conferencing, researching, downloading, uploading and learning at the same time. The only bad thing is that my keyboard sometimes gets dirty in the process. Whenever I am in Wimba for the 6340 & 6341 class, I have already open like 10 different tabs in the web browser and navigate through the new Server Pack 2 features like the ftp folder view; at the same time, I have Microsoft Word open to write important notes. I am watching and opening my classmates’ assignments to observe and learn from them. I open the cyberscorpion to edit it or to read the new posted information. I navigate through the UTBs Blackboard to use Wimba, the UTTC Blackboard to read assignments, the Windows Live Messenger to communicate with my classmates, the Google E-mail and Google documents to edit a file, and the Hotmail to read the updated from the cyber scorpion or e-mails from class. And I had used the short keys like never before to be faster. The other trend that I found is that the Ctrl key is used to talk in Wimba, but it is essential for short keys, so I try to avoid using it and use the mouse more often to copy and paste information.

 

I have increased the multi-tasking techniques using my computer and also type a little bit faster than before taking these classes. That is why I believe these classes are really fun because it has increased my brain processing speed; also, it let me test the capabilities of this computer without freezing. This is exciting; now I am planning to get a desktop computer to sit by the desk because I have not used the big monitor since I got this laptop (or tummy top).

 

I have been more organized in the way I give assignments to my students and interpret the TEKS properly in order to design projects accurately since I am in EDTC 6340 & 6341. It is still hard to teach them, but at least they seemed more willingly to cooperate and actually try to do something in class. I am getting better and better in my class management skills, thanks to the verbal communication skills I am acquiring by the virtual interaction in Wimba. I am more specific by specifying procedures and steps whenever I assign a project. My students are becoming more comfortable than before; my students are tough kids that are expel from public high school or that are in probation from jail. 30% of the girls are pregnant or they are single mothers that just give birth. Some of these students come “stoned” and it is very hard to get their attention. By showing them this free software, it has increased the attention period during class.

 

EDTC 6340 & 6341 also have helped me with my time management skills. Since projects are due in before specific dates and no one is here to remind me, I have had to increase my discipline and prepare in advance where before (in other classes) it was easy to procrastinate.

 

I exited about attending the 2008 Technology Conference in the Island because of this class. It sounds very interesting and attractive, since I had learn a lot already, I want to know what is new out there and explore more in the field of Technology. I am fascinated now of how many things are there to learn and to teach that I look forward to it.

 

What I have obtained from EDTC 6340 & 6341 are: inspiration, communication, knowledge, strategies and new and improved skills that will help me in my job and in my future not only as a teacher but as a person and a leader in the community.

 

 

 

Chapter 4 & 5 Beginning of FACTS Design Lesson by Carmen Garcia

 

Problem Solving

 

The challenge will be to do some authentic activity where the learner will gain access to the standpoint that enables practitioners to act meaningfully and purposefully to solve problems related to the practice. The students will take a deductive thinking approach to solve the problems they face. The students will play the role of an architect and design a house according to the customer’s needs. The students will be face to communicate and obtain wisely information needed to solve the problem; also use information resources to facilitate their solution.

 

Authentic Problem: You have been hired by ARCT Company as an Architect Apprentice intern for Mr. Smith project. The architects want to know what kind of architectural design will be appealing and effective to the customer needs and that goes along the neighbors’ homes. You will be in charge to communicate directly to the client and get relevant information to create a 3D representation of your model according to the client’s specifications. Since you are a rookie, you do not know how to do a 3D model and you know so little about architecture, but a friend from the ARCT Company gives you the tips about using Google SketchUp to create 3D models. Remember that, Mr. Smith is willing to invest $100,000 in a architectural design for his future home in a 5 acre land located Palm Boulevard in Brownsville Texas.

 

The cumulative activity will be to research what the customer wants in his house and understand the concept of architecture, floor plans and explore and learn how to use Google SketchUp. The model should be save in the Architect’s flash drive in two weeks and be ready to present it to the architects in the company as a base for their actual design.

 

Knowledge

 

Getting familiar with the software is one of the things that the students should know. Also, how to look for information in the internet will impact the creativity of and skills of the student.

 

 Process: The 1st day, the student will get train in Google SketchUp and get to explore the tools using the Windows/Instructor. During the workshop, the students will be tutor to create a simple house with a roof and different colors. This activity will end the ARCT Company’s training for new interns.

 

The rest of the week the students will work in a inductive environment where they will discover what they need in order to create the ideal design.

 

Constant communication with the client and ARTC Company’s staff will be key to success. Also, they should research in the internet for samples of architectural designs and floor plans to create a realistic and accurate design.

 

Disciplinary Structures:

 

Students will be able to operate Google SketchUp and increase their communication skills visually and verbally. They will be able to analyze information and skim trough the most important aspects of the reading material. They will learn about their own learning process and take notes if they feel like they need to. They will be treated as employees in a Company’s workforce forcing them to get motivated and perform a good job. They will observe and compare and contrast the architectural design of the Palm Boulevard houses and the ones in the sample floor plans and create their design based on that information.

 

Disciplinary Processes:

 

Understanding, observe, analyzing information and using it in their benefit to problem solve their questions, and get stronger and knowledgeable about the content in a deductive way of thinking. Design, search, communicate, ask, save files, use the computer, type, create, write, read, share information, manage, measure, choose, decide, evaluate, learn.

 

Disciplinary Discourses:

 

Computers, communication, information resources, 3D modeling, architecture, design, sample floor plans

 

Activities:

 

Authentic Activities:

 

A1. Students will create a sample house in SketchUp by following instructions from the teacher.

 

A2. Students will explore the Google SketchUp’s tools and read the instructions in the Window instructor.

 

A3. The students will search for an Internet Site that provides Floor Plans samples and get an idea of what to do.

 

A4. Student will constantly ask relevant questions to the client and the Company’s staff in order to learn what they need or how can they do something (ie: if they want to create their own wall design instead of using the ones given by the software or ask how many rooms does the client is requiring, or if he wants a room for a specific age child)

 

A5. The student should look for tips of how to use or how to create specific designs in Google SketchUp and develop a 3D model of a house with the proper measurement.

 

A6. The student is responsible to save the in the flash drive in the specific folder by a specific date. 

 

Building Background Activities: 

 

B1. Ask for help in order to understand how to use a specific tool or request one-on-one review sessions

 

B2. Be responsible in reading, searching and analyzing important information about architecture and the use of Google SketUp

 

B3.  Use search engines properly and share information with other classmates

 

B4. Help each other to succeed in solving the problem and share information in a collaborative manner

 

B5. Use creativity and the mind in a wisely manner

 

B6. Manage time properly

 

B7. Make effective decisions about the interior design and the outside look of the house.

 

B8. Understand the types of measurement in architectural modeling

 

B9. Experience a real world situation and take the project serious

 

Constructing Activities:

 

 C1. Develop a 3D model in Google SketchUp

 

C2. Optional: Create a tile pattern for roofing, walls or polygons surfaces in GIMP.

 

Sharing Activities:

 

S1. Students will share their knowledge, creativity, information and opinions with other classmates constantly to help each other and be more efficient  

 

S2. Students will share the ideas whit the client in order to obtain more specific information from the client 

 

Contents:

 

 TEKS for Technology Applications

 

126.22.8 (A) participate with electronic communication as a learner, initiator, contributor, and teacher/mentor.

 

126.22.8(C) extend the learning environment beyond the school walls with digital products created to increase teaching and learning in the foundation and enrichment curricula; and

 

126.22.8 (D) participate in relevant, meaningful activities in the larger community and society to create electronic projects.

 

126.22.9 (A) design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product;

 

126.22.9 (C) seek and respond to advice from peers and professionals in delineating technological tasks;

126.22.9 (D) resolve information conflicts and validate information through accessing, researching, and comparing data; and

126.22.9 (E) create technology specifications for tasks/evaluation rubrics and demonstrate that products/product quality can be evaluated against established criteria.

126.23.2 (A) demonstrate proficiency in the use of a variety of input devices such as keyboard, scanner, voice/sound recorder, mouse, touch screen, or digital video by appropriately incorporating such components into the product; and

126.23.2 (B) use digital keyboarding standards for the input of data.

126.23.5 (A) acquire information in and knowledge about electronic formats including text, audio, video, and graphics;

126.24.10 (A) identify pictorial qualities in a design such as shape and form, space and depth, or pattern and texture to create visual unity and desired effects in designs;

126.24.10 (D) use proximity and alignment to create a visual connection with other elements.

126.24.12 (A) determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience; and

126.24.12 (B) seek and respond to advice from peers in evaluating the product.

126.26.8 (G) distinguish among and appropriately integrate 3-D modeling, animation, and rendering software into multimedia products

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Everything I Ever Needed to Know About Designs for Problem-Solving by Carmen Garcia

 

 

I learn that the brain creates neurons, interactions, and clusters of links to memorize events and definitions. Definitions takes a lot of space of the brain, and the brain is like a muscle that if you train it becomes stronger and can memorize more things.

 

There is short term memory and long term memory. I learn that seven is the number of items that you need for the short term memory and combinations and groups of numbers is easier to remember than single digit numbers.

 

The learning process is based on the historical relationships with culture. Now, business leaders demand students to think and to have problem solving skills. Not only memorize, but critical thinking skills are essential.

 

Norman says that in order to master learning, the acquisition, retention, and retrieval of information should take place.

 

I learn that metacognition is thinking about thinking and its process. And by knowing about metacogniton, we will understand the different learning process of the students, that later on with this information we can prepare lesson plans to teach the students using the techniques learned, so they learn the same way that we did.

 

And this is what I learn about chapter five.

 

 

EDTC 6340 Applications of Advanced Technology - Project 3

 

Proposal:

I am going to create a Website of my portfolio. I will add a Link to my Wiki (on the top of the page) of the website that is going to be uploaded in the komodo server and I will keep a backup in my personal computer. By this week I will have the following structure (empty pages link together in a home page), and as the week passes I will fill them in.

  • Table of contents

     

  • Resume or vita

     

  • Statement of philosophy

     

  • Official documents

     

  • Letters of recommendation

     

  • Evaluations

     

  • Documentation photos or other visual documentation

     

  • Self-goals

     

  • Goals for students of tomorrow

     

  • Student and parent sentiments

     

  • Samples of college work

     

  • Thematic units

     

  • Learning activities

     

  • Original ideas

     

  • Examples of students work

     

  • Personal data

     

  • Autobiographies

     

  • Reflections

     

  • Inspirational items

     

At the end, I will meet the following requirements:

 

  • A statement of your professional philosophy

     

  • A statement of your professional goals

     

  • Examples of your work in web authoring, video production, and multimedia presentation as represented by the projects you have completed during your four MTT courses

     

  • Reflections on each of the above examples, consisting of some personal estimation of what you did well and what you would like to improve upon

     

  • Samples of your best contributions to the discussion questions

     

  • Samples of your best contributions to the annotated bibliography 

 

 

 

 

 

Knowledge Captured as Burma-Shave-Like Jingles

Content and the Disciplines - The Concept

 

The Brilliant Student Got an A he has now Financial Aid Norton-Wiburg

Content and the Disciplines - Importance

 

Don’t teach them Linear Equations When they should learn Basic Relations Norton-Wiburg

Disciplinary Structures - The Concept

 

Deductive learning Is much better So use it wisely And they get smarter Norton-Wiburg

Disciplinary Structures - Importance

 

Many students used to ask when they took the TAKS Norton-Wiburg

Disciplinary Processes - The Concept

 

Use the FACTS more than twice Then the student’s grades will raise Norton-Wiburg

Disciplinary Processes - Importance

 

School is going So fast When students Pass the class Norton-Wiburg

Discourse and the Disciplines - The Concept

 

Substitutes can let you down don’t miss a day of campus from now-on Norton-Wiburg

 

 

Designs for Knowledge by Carmen G

 

 

Case Study One

Weather - Disciplinary Structures

 

Air masses Air pressure Climate and climate change El Niño Floods Fog, clouds, water Fronts Hurricanes Lightning Measuring weather Mountain weather Seasons Storms Thunderstorms Tornadoes Winds Winter weather

Weather - Disciplinary Processes

 

Air masses-Ability to measure the mass Air pressure- Ability to understand the effects of it Climate and climate change- understand how it happens El Niño- understand why it happens Floods-the effects of it Fog, clouds, water- do an experiment with the cycles of water Fronts, Hurricanes, Lightning, Mountain weather, Seasons, Storms, Thunderstorms, Tornadoes, Winds, Winter weather- Predict when are they going to happen by taking an statistical prediction Measuring weather is a process

Case Study Two

Economics - Disciplinary Structures

 

households, business firms, banks, government agencies, labor unions, corporations, regulation, taxation, supply and demand, entrepreneurship and specialization, concepts and reasoning on contemporary, scarcity and abundance on national economies and relate these concepts to human rights, the environment, and national security, courses of study to support potential career choices, money management including budgeting, credit management, banking and investment practices

Economics - Disciplinary Processes

 

describe, compare and evaluate, explain, analyze, practice

 

 

 
Link to Multimedia Technology Presentation http://komodo.utsystem.edu/med/cgarcia/Multimedia.ppt
*       What does faculty do with multimedia on your campus? They only use the overhead projector and they use Study Island from the internet
*       What are some of the uses of multimedia that are clearly beneficial to classroom instruction on your campus, and how do you know that those uses are actually benefiting the end users - the students? The use of Focus Projector in my class has helped me a lot during mass media instruction        
*       What are some of the uses of multimedia by faculty on your campus that may not be beneficial to the students in terms of increased learning and better instruction? None
*       How do you make that determination? Because the school is so poor that there is not enough multimedia in the classrooms; there are only 2 focus projectors in the whole campus, but every classroom in equipped with a 20 inch old  TVs with DVD and VHS player and at least four computers with internet. My classroom is the only one that has 17 computers for 24 students per class period, because some of the computers do not work and are obsolete by now. So there is not enough multimedia to get distracted with.        
*       As the MTT for your campus, when a faculty member approaches you and wants to incorporate the use of multimedia into instructional delivery in his or her classroom, what is your approach for helping that faculty member? I will train that teacher of how to use it to be more effective and efficient in teaching students.
*       After considering the questions posited for faculty, can we ask the same questions for students' use of multimedia on a campus? Students like to chat and visit MySpace.
*       What other questions, if any, should we add to the list above for faculty when we consider the roles of students in using multimedia in the classroom? Are the teachers using the internet as a source of information to solve problems or discovering new ideas?
*       What are the advantages of having students develop their own projects, and what are the possible downsides? The advantages are that they are learning inductively and discovering new thing by their own, but in the other hand sometimes they abuse and visit websites that they supposed not to use.
*       What are the attributes of students' use of multimedia that are clearly indicative of higher level learning taking place? Looking and finding relevant information, making critical thinking and using problem solving skills. Deciding where to look for information in the internet and finding exactly what they need and when they need it in order to solve or answer a question.

 

 

 

 

Link to movie: http://komodo.utsystem.edu/med/cgarcia/PhotoStoryCarmenGarcia.wmv

 

 

The Efficiency Model

A Learning Design

by Carmen Garcia

 

 

 

Top 10 Principles of the Efficiency Model

1 Control human behavior trough scientific management

2 Study human learning and the use of procedures and tools

3 Use programmed instruction in sequential series of small steps and record students’ responses.

4 Specify objective and goals of lessons

5 Use the mastery learning process; test, teach, re-test, re-teach to implement learning among every single student.

6 Have in mind that there are different types of learning process, so use the conditions of learning as an advantage to teach.

7 Use ADDIE to analyze the student, and know what skills are to be developed and know what resources and strategies will be used to make him or her learn.

8 Monitor student’s progress and group student who are working in a common objective.

9 Let the students explore beyond expectations.

10 Define a learning goal

 

Top 10 Challenges to the Efficiency Model

1 Know what techniques for analysis are required

2 Remember that knowledge is situated in the activity, context, and culture

3 Create an environment of problem solving

4 Create an environment of communication

5 Create an environment critical thinking

6 Create an environment of learning how to learn with inductive learning techniques

7 Give the students the time to learn at their own path

8 Create lessons that reach students with multiple type of learning styles

9 Use technologies as an extensions and tools required to facilitate a goal

10 Relate lessons with the daily student’s activities

 

Step One: Define a Learn Goal

Student will be able to understand the different aspects of technology and the use of it for a successful interaction in a technological environment to achieve their personal, educational, and workplace goals.

 

Step Two: State Objectives

Given a personal computer with internet access, a regular student will be able to search for specific information in seconds and give a brief summary of whatever topic in minutes using critical thinking skills and analysis of the subject in matter.

 

Step Three: Sequence Instruction

1 Learn about basic tools and parts of an Internet Browser

2 Know about easy to use search engines. (Train the students on how to use them properly)

3 Identify and select from educational, organizational or commercial domains

4 Use proper key words to find information

5 Retrieve the specific information

6 Read and summarize the most important aspects of the giving information

7 Give some examples about the specific information in his or her own words

8 Give credit to the sources all the time

9 Present the information in class or give a page report about it

 

Step Four: Determine Learning Success

In order to know what students have learned the objective I will test them by giving them an assignment due at the end of the period. And observe what king of key-wording and strategies they use in order to find answers of the specific subject. Those who cannot find anything giving the same tools and time; I will let other students to explain how to retrieve information from the internet. In this way both, the student learning and the student teaching are going to learn more.

 

A Reflection and Critique of the Design

The strengths of my design are that what I teach is going to be useful for life and students will naturally memorize the steps to solve the problem.

 

The limitations to the objective are that that the challenge should be completed within the class hour and if the internet connection is down; it may require more time.

 

The activity is a full time hands on and inquires critical thinking skills; the students play the role of a detective searching for relevant information. And for the students that teach other students this activity helps them remember better the lesson.

 

 

 

 

The FACTS Model of Design

 

 

 

Teachers as Designers: A Cinquain Poem

Teachers

Knowledgeable

Designer Lecturing Guiding

Training Emphatic Happy

Mentor

 

Teachers as Designers: A Diamente Poem

Teacher

Smart, Creative

Thinking, Teaching, Decoding

Guide, Trainer, Trainee, Student Encoding,

Learning, Testing Obedient, Listener

Learner

The FACTS Model: A Summary

F.A.C.T.S. stands for Foundations, Activities, Contents, Tools and Systems of assessment and are interactive parts of a puzzle for a design of learning.

The F is for Foundations

Foundations (skills) are the habits of mind that the students should take from their learning experiences according to the specific curriculum.

The A is for Activity

The activities help students to become competent using memory, information extending processes, information rearranging processes, and metacognition.

The C is for Content

The content is the vehicle for subsequent deeper understanding about the physical, social, and intellectual world in which we all live.

The T is for Tools

Tools are used to extent the physical and sensory capabilities of a human (help people). For example computes, telescopes, microscope, printers, etc.

The S is for Systems of Assessment

Assessment or evaluation should be performed in order to verify if the students really learned and value their ability in a measurable standardized way.

Comments (1)

Anonymous said

at 6:01 pm on Feb 19, 2008

He he, I like my video! It was funny, ironic, and sad.
If you ever wander; a possum eat the grapefruit at the end, lol.

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