Interactivities+-+NOTES

Interactivities - NOTES

Please see the attached site map - if you would like me to change anything don't hesitate to let me know :-)

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 * 1. What kinds of dynamic objects will you create for carrying out your designs in a specific context.****The possibilities are endless, and include: website, podcast, animation, simulation, game, unit plan, layout for media lab, workshop plan and activities etc…**
 * our project will be presented via a website - most likely a wiki or wordpress (thoughts on this?????) I feel word press is a bit more straight forward to use and just more attractive looking.... I am flexible though of course!
 * I really liked the look of the wiki that you sent Emily, I am not sure how to build the wiki, but I'm confident that we could learn, and Emily seems to have some support at work, is that right? My vote is wiki if so. No support at work. Just have used it one time before. I would be just like this, although you can play around with Pages and Files on left hand side.
 * the dyanmic objects we create for our project will include imbeded word documents, links to readings on information and research, links to online interactivities like learning style quizzes, "post it" pages, toons, mindmaps using online tools such as mindmeister.com, you tube videos relating to research and strategies, discussion questions and threads for student collaboration, help, ideas (maybe a wiki logging space)
 * A discussion room is a great idea and it connects well with the "knowledge-building" research we are reading.
 * I could make a simple flash animation that describes the steps to each summary. I can animate words, add a narration track and give interactive instructions. The students could pause the animation and rewind if they don't understand everything they are supposed to do right away. I could create this for most of the sections if the scripts are simple enough and I get them early enough :-) That sounds good Tara!
 * I am going to try and work with Creately.com, where the students will be able to create their own accounts (free), which will allow students to either work alone on charting or work collaboratively with peers. Through the main course website, students will be able to access a link to Creately.com and will also be able to access links that support them in creating their relationship charts, information passages and images. The instructions for each unit will be outlined clearly before they begin their tasks!
 * I will direct the student to slimber.com where he will have the oppurtunity to create and save diagrams.
 * The student will use http://www.icharts.net/ to document his learning progress as he advances through each section.
 * Visual and Written Summarizes will need:
 * A writing and real time note taking application, (some examples include //A.nnotate//, //Awesome-highlighter (works with wordpress), Blerp, Diigo, FloatNotes, Google Sidewiki, and MyStickies )// where students read the text and can jot down notes as they read. I would like each reading to be around 100 words, not overly long. I would like a notes application beside each reading so students can make real time notes right on the site.
 * We could include the drawing activity in this section as well - if it is just too repetitive to have students draw a summary and write a summary on different pages, we could combine our strategies and include a paint program on the same page as the text, and notes page. (thoughts?) My reference that suggests using drawings (that I am no calling a visual summary) as a representation of a passage specifically states that writing summaries should NOT be combined with written summaries. The images are to be used with certain types of passages, like descriptive ones, for example. Written summaries would be more useful in situations that are more base on conceptual understanding, where draiwng an image is not the best way to go..
 * A link or embedded comic strip activity. In at least one summary students will transcribe the main events into a simple comic, one or two frames long and make use of the comic application I mentioned in another section (// MakeBeliefsComix // )


 * Interactivities for specific lessons - we need specific suggestions here !!!!!! I don't have a science background, so I also need suggestions here.
 * I envision our site as a scaffolding exercise in that we introduce a lesson, and Emily introduces the vocabulary to begin, Erin then follows up with her strategy (sorry I still don't understand it) - and Danielle and I follow up with the summaries. The students log their motivation and progress throughout to practice Danielle's Self Monitoring strategy. Once the students finish topic 1, they move onto topic 2 - presumably a little harder. - does that sound right? If so we only need 4 topics.
 * 1.1 Observing living things
 * 1.2 Cells -
 * 1.3 Diffusion, Osmosis and Cell Membrane
 * 2.1 Body Systems
 * 2.2. Digestive and Excretory Systems
 * 2.3 Circulatory and Digestive Systems
 * 3.1 Immune System
 * 3.2 Factors affecting the Immune System


 * 2. What are the main steps you need to take to produce the materials that will support InterActivity?**
 * **create an extra page describing any additional strategies (both traditional and technological)(within our approach) that we did not mention. I.e. a list of graphic organizers in addition to the ones I present.**
 * **creating examples of all interactivities that we want our students to do and posting them within our project**
 * **give defined and clear examples of interactivity instructions and justifications of their use** which will include producing a teacher's guide using Word and screen captures to demonstrate the use of websites that are not straightforward.
 * **embed links to online interactivities**
 * This sounds good - it will be better defined once we all answer question 1.
 * the provision of a well trained teacher to support the students throughout their endeavour, in addition the teacher will promote discussion throughout activities so as to engage all students so the activity is not exclusively around the computer tasks
 * We will offer suggestions on how to transfer the use of our interactivities to other science topics (in the teacher's guide) and possibly to any subject.
 * We will offer options for situations where inline use is not possible (ex. when a server goes down...), such as documents that would be printed and kept in case of technological problems. Other options include using pen and paper and scanning the documents so that they can be included on the course wiki page or blog.


 * 3. How will the /objects/learning materials be produced?**
 * **by online tools, by hand, software programs, word processor, through ipad apps.......**
 * I have Adobe Flash, Photoshop, Illustrator, Premiere, (the entire creative suite actually) but these four could be extremely useful in creating graphics, videos, and the interactive instructions you mention in #2. I am offering my graphic design experience, but please understand that it takes a long time to create original graphics and videos and we have to create our scripts early - to ensure that I can get everything done in time.
 * I do have access to Final Cut Pro if we did want to include a short video (and I would need time to film and edit)!
 * We will use Screen capture tools, and HTML coding (as necessary)
 * We will attempt to make the wiki space/blog esthetically pleasing, with minimal font and colour use to avoid over-stimulating the student with learning disabilities, and we will aim to make the site as user-friendly as possible.