EDLD 5366 WEEK 3 ANIMATION

http://scratch.mit.edu/projects/11627313/

EDLD 5366 Digital Graphic and Web Design

                 LEWIS CARROLL'S ALICE'S ADVENTURES UNDER GROUND

        

       Lewis Carroll’s Alice’s Adventures under Ground was my manuscript of choice.  As I looked through it, I was able to identify the four principles of design: Contrast, Repetition, Alignment, and Proximity.

       First of all, passages were indented and in quotations set part from the regular page text.  In some of the pages, the contrasts appeared dark and were in all capital letters. The color, font and graphics at the beginning of the chapters were written in red, black, and blue enabling further contrast with the text.  Secondly, repetition utilized the same font as well as the same format throughout all of the pages of the document.  Next, alignment was seen in the graphics that were drawn sideways taking up the entire page and aligned with the text. Finally, the proximity of the drawings helped give the readers a visual image of what the author was displaying in the story.

       Generations has loved and embraced this tale of the little girl name Alice who fell down a rabbit hole into an exciting fantasy world.  This 90 page book, filled with 37 illustration and attractive fonts and colors became one of the greatest stories ever written.

Celestine's Personal Digital Story

THE MODEL CLASSROOM OF THE FUTURE

   The Model Classroom of the Future

The reconstruction of the Model Classroom consists of both Physical and Technological Elements.   Researchers and reporters reflect on numerous physical appearances of the Model Classroom while the Horizon Report 2012 reflects on six Technological Elements that should be considered in the blue print of its existence.

The Physical Elements of the 21^st Century Classroom is the 1500 square feet room with collapsible and fold-able partitions allowing for larger meeting spaces when needed. There are several quiet, remote spaces in the room for reading, reflections, testing, and relaxation. This oversize room serves as a flexible learning environment with multiple uses. The walls have magnetic writing surfaces, several units for video conferencing and two large interactive whiteboards for teachers and students use. Large 52” wall mounted flat panels are placed in several locations for multimedia presentations or whole class activities.   Sturdy, moveable furniture is reconfigured to accommodate collaborative planning, information sharing, or independent work.  Fixed work surfaces accommodate handling independent workstations and holding technological equipment. Wireless connectivity is placed throughout the room with an array of hard-wired outlets designed to support high bandwidth multimedia activities Natural lighting through windows and skylights enhanced with soft illuminated lights throughout the room can be extinguished when necessary.  Subjects are integrated into individually mapped curriculum for each student. They are given multilevel, self-paced instruction with assistance from experts in their field of study.  Through online learning and distance education, opportunities for one-on-one or group instruction are provided. To keep students engaged, there’s multiple electronic displays throughout the class with capabilities to adjust in various position or angles. There is also plenty of area around the classroom to support collaboration and project based learning (Media in Education, 2007).

The Technological Elements of the 21^st Century Classroom is characterized into six areas. The first is Mobile Devices and Apps. Its potential applications are vast, and range from graphing complex mathematical equations to storing and sharing notes and e-book annotations. Tablet Computing has high-resolution screens which allow users of tablets to easily share content, images, and video. Tablets are feature-rich tools for assignments that often replace far more expensive and cumbersome devices and equipment. Game Based Learning is easy to integrate into the curriculum and have long been an option in many schools.  The greatest potential of Games for Learning lies in the ability to foster collaboration and engage students in the process of learning.  Personal Learning Environment refers to the personal collection of tools and resources a person assemble to support their own learning. The goal is for students to have more control over how they learn in school and for teachers to set expectations that their students will be actively engaged in; designing and supporting their own learning strategies.  Augmented Reality refers to the layering of information over a view or representation of the normal world, offering users the ability to access place-based information in ways that are compellingly intuitive.  Augmented reality brings significant potential to supplement information delivered via computers and mobile device videos.  And lastly, Natural User Interfaces allows computers to respond to gestures, motions of the body, facial expressions, voice, sound, and other environmental cues. This device is unique as it teaches as you interact with it, enable users to learn by doing, and seamlessly convert thought to action (Johnson, Adams, & Cummins, 2012).

As new technologies emerge, the 21^st Century Standard Model Technology Classroom will serve its students with spaces for classes, hands-on workshops, and meetings which are critical in providing the opportunity for model technology teachers and students to become effective users of technology for teaching and learning (Richard, 2007).  Its purpose is to educate the whole child by inspiring creative expression, social responsibility, and academic challenges. This state of the art learning facility will encapsulate the aspirations of the entire municipality of our educational system (Galloway, 2006).

Final Reflection

          The two texts for the class, Leading with Passion and Knowledge: The Principals as Action Researcher by Nancy Dana and Examining What We Do To Improve Our Schools: 8 Steps to Improve Our Schools by Harris and Combs were very useful resources as I began my research quest. There were many areas of interest in the readings, lectures, reflections, assignments, activities, discussion boards, and especially the blogs.

          The readings enlightened me on the research process:  nine different areas of passion where I may find my wondering (s), how to develop a data collection plan, the four steps of analyzing data, and ways to share my work with others.

          The lectures, through the videos, described purpose for conducting action research.  Dr. Johnny Briseno discussed ways to better assist struggling students.  He stated sharing ideas that work in the classroom with colleagues at campus staff meetings are very effective.  His statement, “Why recreate the wheel” was very impressive, yet true.  Dr. Kirk Lewis' lecture advised us to take whatever information or data we’ve collected and make sure it’s practical and useful for our particular environment. By doing so, we will be more interested in it, students will benefit from it, and we will be more focused on the outcome.

          Reflection is an important aspect of action research because learning is formed from our own professional experiences rather than from another person's point of view. By using it, you learn ways to improve weaknesses which builds continuous opportunities for success.  Elliot (1988) speaks of the continual spiral of reflection:  clarifying and diagnosing a situation or problem that needs to be improved, forming strategies for resolving the problem, implementing and evaluating the effectiveness of the problem, clarifying the situation or area of improvement, and then moving to the next spiral of reflection and action.   The goal of reflection is to learn what to add and what to take away from one’s experiences to enable us to make sense of and attribute values to the events of our lives (Rogers, 2002).

          The discussion boards helped me collaborate with my peers and discuss ways to improve each others assignments.  The blog were also exceptionally helpful. Receiving feedback from my peers helped me to revise my research and make it better.

          Overall, this class was very well organized. With the aid of the syllabus, web conferences, weekly overviews, chat logs, templates, examples in the resource section, and explicit example of each weekly assignment, I was able to understand the nature and purpose of inquiry and action research, as well as, the benefit of action research for my  campus.  I learned how to identify and analyze the common steps or format to design an action research plan: methods for data collection/analysis, research tools needed, etc. and was able to reach consensus with my site supervisor on an action research plan to be implemented: “How Can Technology Increase Fluency.”

                                                      

                                                        

                                                  References

Elliot, J. (1988). Educational research and outsider-insider relations.  Qualitative Studies in Education, 1(2), 155-166.

Rogers, C. (2002).  Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 104(4), 842-866.

FINAL ACTION RESEARCH PLAN

                             Tool 7.1 Action Planning Template

Goal:  How Can Technology Increase Reading Fluency

ACTION STEP(S) 1.Discuss topic with site supervisor	PERSON(S) RESPONSIBLE Site Supervisor Assistant Principal Beverly Robinson and Assistant Principal Patricia Lee	TIMELINE March  2013	NEEDED RESOURCES Input from Site Supervisor	EVALUATION Prepare Action Research Topic with Supervisor
2. Research online articles and resources regarding my Action Research Topic	Supervisors, myself, WOSE Administrator	March/April  2013	Mary & John Gray Library, WOSE Library, On-line internet sites	Evaluate data, review information to begin action research activities
3. Interview Silt Team WOSE regarding research topic.	Silt team-Mrs. Franklin, Ms. Vickie Price	April 2013	Spreadsheet of data	Spreadsheet of data collected from assessments
4. Use sample group of children to see if the program we’re using help fluency	Karen Collins, Phyllis Janice	June 2013	I-Station Reports	Charts/graphs
5. Survey LCM School District concerning research topic	Principal/Leader ship Team of LCM School	April/May 2013	Survey/questionnaire spreadsheets	Compile data and review information
6. Compilation of Data found concerning research topic	Site supervisors/my-self	May /Sept. 2013	Discuss Data/graphs/charts/ Power Point/computer	Add information as needed
7. Review for further evaluation	Site supervisor/myself	Oct.  2013	Discuss data	Change as needed
8. PowerPoint presentation of findings	Site Supervisor/myself	Nov. 2013 Jan. 2014	Final Summative Report	Evaluate results