Tools/Visualisation - Revision history

Bjoern at 14:58, 31 January 2015

2015-01-31T14:58:19Z

← Older revision		Revision as of 14:58, 31 January 2015
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	\|Link= SCRATCH; POWERPOINT; TOOLS IN THIS SECTION		\|Link= SCRATCH; POWERPOINT; TOOLS IN THIS SECTION
	}}		}}

			Further notes:
			* Visualising Ideas: Mind maps and similar ideas, see e.g. http://www.tessafrica.net/files/tessafrica/kr_brainstorming.pdf
			* Visualising Data: Undertanding the relationship between data (numbers or words) and how they can be visualised - e.g. how changes in numbers impact on the mean, and thus on the graph.
			* Visualising Processes and Simple Ideas: Diagrams in science, Drawing shapes

Rf366 at 12:51, 23 October 2012

2012-10-23T12:51:29Z

← Older revision		Revision as of 12:51, 23 October 2012
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	{{ToolInfo		{{ToolInfo
	\|title=~~Visualise it~~		\|title=Explain ideas using animation
	\|tagline=Explain ideas using ~~multimedia &~~ animation		\|tagline=Explain ideas using animation
	\|image=Notanimatedexample.png		\|image=Notanimatedexample.png
	\|topic=visualisation, modelling, iwb		\|topic=visualisation, modelling, iwb, whiteboard
	\|description=		\|description=
	\|strategy=		\|strategy=

SimonKnight at 10:34, 13 October 2012

2012-10-13T10:34:36Z

← Older revision		Revision as of 10:34, 13 October 2012
Line 4:		Line 4:
	\|image=Notanimatedexample.png		\|image=Notanimatedexample.png
	\|topic=visualisation, modelling, iwb		\|topic=visualisation, modelling, iwb
	\|description=Animation is much used in teaching. A search for animation of solid, liquids and gases will find plenty that can be learned from. Just as schools purchase word processing software for some added-value within, they also buy animations too. So you will find free or paid-for animation in schools and you will want to find ways to use it well. <br/>		\|description=
	Do you imagine that the teacher discusses the animation on the {{tooltag\|whiteboard}}? Would it always be better that students use it for themselves? If so how would you structure the student's activity? Does that mean making a worksheet or does that mean putting an open-question on the board? Does the students response have to be marked automatically or can there may be discussion about them? Is it true that closed questions lead to closed minds? So does it always follow that learning with {{tooltag\|animation}} should entail some kind of {{teachtag\|inquiry}} learning? Think about it: these points are not exclusive to using animation. But how about the idea of finding a space for students to make their own multimedia?

	Good novels aside, it is hard to imagine a piece of writing that does not benefit from adding media. Good animation aside, it is not hard to imagine that students could benefit from making multimedia to explain an idea. Some, if not many learners, work well with visuals. ICT tools allow students to draw, photograph and make video and animation. You will find links for possible tools nearby. So how might {{tooltag\|animation}} be used for teaching? Some ideas:

	* Make a step-by-step {{tooltag\|visual guide}} to an experiment
	* Make a puzzle where you must put a series of steps in the right order
	* {{tooltag\|animation\|Animate}} a story to explain what happens in photosynthesis
	* {{tooltag\|animation\|Animate}} the orbit of the earth to explain the phases of the moon or the reasons for seasons.
	* Make a {{tooltag\|timelapse}} movie of a plant growing towards the light
	* Write a {{teachtag\|dialogue}} where {{tooltag\|animation\|animated}} characters {{teachtag\|discussion\|discuss}} two sides of an environmental issue
	\|strategy=		\|strategy=
	\|ideas=		\|ideas=

SimonKnight at 15:16, 28 September 2012

2012-09-28T15:16:27Z

← Older revision		Revision as of 15:16, 28 September 2012
Line 3:		Line 3:
	\|tagline=Explain ideas using multimedia & animation		\|tagline=Explain ideas using multimedia & animation
	\|image=Notanimatedexample.png		\|image=Notanimatedexample.png
			\|topic=visualisation, modelling, iwb
	\|description=Animation is much used in teaching. A search for animation of solid, liquids and gases will find plenty that can be learned from. Just as schools purchase word processing software for some added-value within, they also buy animations too. So you will find free or paid-for animation in schools and you will want to find ways to use it well. <br/>		\|description=Animation is much used in teaching. A search for animation of solid, liquids and gases will find plenty that can be learned from. Just as schools purchase word processing software for some added-value within, they also buy animations too. So you will find free or paid-for animation in schools and you will want to find ways to use it well. <br/>
	Do you imagine that the teacher discusses the animation on the {{tooltag\|whiteboard}}? Would it always be better that students use it for themselves? If so how would you structure the student's activity? Does that mean making a worksheet or does that mean putting an open-question on the board? Does the students response have to be marked automatically or can there may be discussion about them? Is it true that closed questions lead to closed minds? So does it always follow that learning with {{tooltag\|animation}} should entail some kind of {{teachtag\|inquiry}} learning? Think about it: these points are not exclusive to using animation. But how about the idea of finding a space for students to make their own multimedia?		Do you imagine that the teacher discusses the animation on the {{tooltag\|whiteboard}}? Would it always be better that students use it for themselves? If so how would you structure the student's activity? Does that mean making a worksheet or does that mean putting an open-question on the board? Does the students response have to be marked automatically or can there may be discussion about them? Is it true that closed questions lead to closed minds? So does it always follow that learning with {{tooltag\|animation}} should entail some kind of {{teachtag\|inquiry}} learning? Think about it: these points are not exclusive to using animation. But how about the idea of finding a space for students to make their own multimedia?

Bjoern: Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates

2012-09-28T08:57:43Z

Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates

← Older revision		Revision as of 08:57, 28 September 2012
Line 4:		Line 4:
	\|image=Notanimatedexample.png		\|image=Notanimatedexample.png
	\|description=Animation is much used in teaching. A search for animation of solid, liquids and gases will find plenty that can be learned from. Just as schools purchase word processing software for some added-value within, they also buy animations too. So you will find free or paid-for animation in schools and you will want to find ways to use it well. <br/>		\|description=Animation is much used in teaching. A search for animation of solid, liquids and gases will find plenty that can be learned from. Just as schools purchase word processing software for some added-value within, they also buy animations too. So you will find free or paid-for animation in schools and you will want to find ways to use it well. <br/>
	Do you imagine that the teacher discusses the animation on the {{~~tag~~\|whiteboard}}? Would it always be better that students use it for themselves? If so how would you structure the student's activity? Does that mean making a worksheet or does that mean putting an open-question on the board? Does the students response have to be marked automatically or can there may be discussion about them? Is it true that closed questions lead to closed minds? So does it always follow that learning with {{~~tag~~\|animation}} should entail some kind of {{~~tag~~\|inquiry}} learning? Think about it: these points are not exclusive to using animation. But how about the idea of finding a space for students to make their own multimedia?		Do you imagine that the teacher discusses the animation on the {{tooltag\|whiteboard}}? Would it always be better that students use it for themselves? If so how would you structure the student's activity? Does that mean making a worksheet or does that mean putting an open-question on the board? Does the students response have to be marked automatically or can there may be discussion about them? Is it true that closed questions lead to closed minds? So does it always follow that learning with {{tooltag\|animation}} should entail some kind of {{teachtag\|inquiry}} learning? Think about it: these points are not exclusive to using animation. But how about the idea of finding a space for students to make their own multimedia?

	Good novels aside, it is hard to imagine a piece of writing that does not benefit from adding media. Good animation aside, it is not hard to imagine that students could benefit from making multimedia to explain an idea. Some, if not many learners, work well with visuals. ICT tools allow students to draw, photograph and make video and animation. You will find links for possible tools nearby. So how might {{~~tag~~\|animation}} be used for teaching? Some ideas:		Good novels aside, it is hard to imagine a piece of writing that does not benefit from adding media. Good animation aside, it is not hard to imagine that students could benefit from making multimedia to explain an idea. Some, if not many learners, work well with visuals. ICT tools allow students to draw, photograph and make video and animation. You will find links for possible tools nearby. So how might {{tooltag\|animation}} be used for teaching? Some ideas:

	* Make a step-by-step {{~~tag~~\|visual guide}} to an experiment		* Make a step-by-step {{tooltag\|visual guide}} to an experiment
	* Make a puzzle where you must put a series of steps in the right order		* Make a puzzle where you must put a series of steps in the right order
	* {{~~tag~~\|animation\|Animate}} a story to explain what happens in photosynthesis		* {{tooltag\|animation\|Animate}} a story to explain what happens in photosynthesis
	* {{~~tag~~\|animation\|Animate}} the orbit of the earth to explain the phases of the moon or the reasons for seasons.		* {{tooltag\|animation\|Animate}} the orbit of the earth to explain the phases of the moon or the reasons for seasons.
	* Make a {{~~tag~~\|timelapse}} movie of a plant growing towards the light		* Make a {{tooltag\|timelapse}} movie of a plant growing towards the light
	* Write a {{~~tag~~\|dialogue}} where {{~~tag~~\|animation\|animated}} characters {{~~tag~~\|discussion\|discuss}} two sides of an environmental issue		* Write a {{teachtag\|dialogue}} where {{tooltag\|animation\|animated}} characters {{teachtag\|discussion\|discuss}} two sides of an environmental issue
	\|strategy=		\|strategy=
	\|ideas=		\|ideas=

SimonKnight at 07:45, 27 September 2012

2012-09-27T07:45:03Z

← Older revision		Revision as of 07:45, 27 September 2012
Line 13:		Line 13:
	* {{tag\|animation\|Animate}} the orbit of the earth to explain the phases of the moon or the reasons for seasons.		* {{tag\|animation\|Animate}} the orbit of the earth to explain the phases of the moon or the reasons for seasons.
	* Make a {{tag\|timelapse}} movie of a plant growing towards the light		* Make a {{tag\|timelapse}} movie of a plant growing towards the light
	* Write a {{tag\|dialogue}} where {{tag\|animation\|animated}} characters {{tag\|discuss}} two sides of an environmental issue		* Write a {{tag\|dialogue}} where {{tag\|animation\|animated}} characters {{tag\|discussion\|discuss}} two sides of an environmental issue
	\|strategy=		\|strategy=
	\|ideas=		\|ideas=

SimonKnight at 07:23, 27 September 2012

2012-09-27T07:23:05Z

← Older revision		Revision as of 07:23, 27 September 2012
Line 10:		Line 10:
	* Make a step-by-step {{tag\|visual guide}} to an experiment		* Make a step-by-step {{tag\|visual guide}} to an experiment
	* Make a puzzle where you must put a series of steps in the right order		* Make a puzzle where you must put a series of steps in the right order
	* {{tag\|Animate}} a story to explain what happens in photosynthesis		* {{tag\|animation\|Animate}} a story to explain what happens in photosynthesis
	* {{tag\|Animate}} the orbit of the earth to explain the phases of the moon or the reasons for seasons.		* {{tag\|animation\|Animate}} the orbit of the earth to explain the phases of the moon or the reasons for seasons.
	* Make a {{tag\|timelapse}} movie of a plant growing towards the light		* Make a {{tag\|timelapse}} movie of a plant growing towards the light
	* Write a {{tag\|dialogue}} where {{tag\|animated}} characters {{tag\|discuss}} two sides of an environmental issue		* Write a {{tag\|dialogue}} where {{tag\|animation\|animated}} characters {{tag\|discuss}} two sides of an environmental issue
	\|strategy=		\|strategy=
	\|ideas=		\|ideas=

SimonKnight at 15:49, 20 September 2012

2012-09-20T15:49:20Z

← Older revision		Revision as of 15:49, 20 September 2012
Line 17:		Line 17:
	\|ideas=		\|ideas=
	\|specs=		\|specs=
			\|topic=visualisation
	\|Link= SCRATCH; POWERPOINT; TOOLS IN THIS SECTION		\|Link= SCRATCH; POWERPOINT; TOOLS IN THIS SECTION
	}}		}}

Rf366 at 08:46, 7 September 2012

2012-09-07T08:46:06Z

← Older revision		Revision as of 08:46, 7 September 2012
Line 17:		Line 17:
	\|ideas=		\|ideas=
	\|specs=		\|specs=
	\|Link= SCRATCH; POWERPOINT; TOOLS IN THIS ~~SECION~~		\|Link= SCRATCH; POWERPOINT; TOOLS IN THIS SECTION
	}}		}}

Rf366 at 08:45, 7 September 2012

2012-09-07T08:45:23Z

← Older revision		Revision as of 08:45, 7 September 2012
Line 2:		Line 2:
	\|title=Visualise it		\|title=Visualise it
	\|tagline=Explain ideas using multimedia & animation		\|tagline=Explain ideas using multimedia & animation
	\|image=		\|image=Notanimatedexample.png
	\|description=Animation is much used in teaching. A search for animation of solid, liquids and gases will find plenty that can be learned from. Just as schools purchase word processing software for some added-value within, they also buy animations too. So you will find free or paid-for animation in schools and you will want to find ways to use it well. <br/>		\|description=Animation is much used in teaching. A search for animation of solid, liquids and gases will find plenty that can be learned from. Just as schools purchase word processing software for some added-value within, they also buy animations too. So you will find free or paid-for animation in schools and you will want to find ways to use it well. <br/>
	Do you imagine that the teacher discusses the animation on the {{tag\|whiteboard}}? Would it always be better that students use it for themselves? If so how would you structure the student's activity? Does that mean making a worksheet or does that mean putting an open-question on the board? Does the students response have to be marked automatically or can there may be discussion about them? Is it true that closed questions lead to closed minds? So does it always follow that learning with {{tag\|animation}} should entail some kind of {{tag\|inquiry}} learning? Think about it: these points are not exclusive to using animation. But how about the idea of finding a space for students to make their own multimedia?		Do you imagine that the teacher discusses the animation on the {{tag\|whiteboard}}? Would it always be better that students use it for themselves? If so how would you structure the student's activity? Does that mean making a worksheet or does that mean putting an open-question on the board? Does the students response have to be marked automatically or can there may be discussion about them? Is it true that closed questions lead to closed minds? So does it always follow that learning with {{tag\|animation}} should entail some kind of {{tag\|inquiry}} learning? Think about it: these points are not exclusive to using animation. But how about the idea of finding a space for students to make their own multimedia?