December 17, 18

http://upload.wikimedia.org/wikipedia/commons/thumb/f/f9/New_Games_for_Change_logo.jpg/220px-New_Games_for_Change_logo.jpg

Year 10, let's move on.  Let's look at our new project.

As you know, each MYP Technology Class presents you with a problem to solve. The "problem" is the "guiding question";-) Our guiding question is: "How can I use computer technology to make people aware of social issues?"

The best way to begin your Investigation is by writing a paragraph that explains the problem as you understand it. Then write a paragraph to connect your project to an  Area of Interaction.

According to the Assessment Rubric. . .
To get a 1/2: The student states the problem.
To get a 3/4: The student describes the problem, mentioning its relevance.
To get a 5/6: The student explains the problem, discussing its relevance.

Look at these words: states, describes, explains. How are they different?
Look at these words: mentioning, discussing. How are they different?

To help you decide which social issue check out sites like: Amnesty International, Greenpeace or do a keyword search on Google (social injustice issues)

Let's stick to social issues rather than environmental issues.

Click here for the Identify the Problem Template.


Then it's on to the 2nd task in the Investigation - "Develop a Design Brief."

1. Write a sentence or two to introduce this portion of your Investigation.

2. Then follow these learning objectives to success,

-formulate and discuss appropriate questions (4 or 5) that guide the investigation -this means that you should create questions and then do research that will help you solve the problem
- identify and acknowledge a range of appropriate sources of information - use in-text referencing and create a bibliography
-collect, analyse, select, organize and evaluate information - this deeper analysis of your research will lead to higher marks
-evaluate your sources of information- who are your sources? are they appropriate? are they experts in the field?

IB Learner Profile - Inquirer
Learning objectives - The student will: Differentiate action verbs, begin writing project intro (Identify the problem)independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

December 13

http://www.colourbox.com/preview/2217333-597694-3d-illustration-of-checkbox-with-sign-done.jpg

Well done Year 10. You have completed your 1st Term project!

Before we move onto other topics, let's finish up a little business and organize our Design Folders.

Please create a cover page, and individual dividers for Investigate, Design, Plan, Create, and Evaluate.


Then, let's check out the cloud and see what we can see.

To work in the cloud please follow these steps to success:
1. login.microsoftonline.com
2. insert username/password (EXAMPLE: john.doe@student.oeirasinternationalschool.com)
3. Team Site
4. OIS Cloud
5. Students
6. Choose year group (click)
7. Subjects (click)
8. Then choose a specific subject (EXAMPLE: Computer Technology) (click)
9. Select class 1 or 2 (click)
10. Library Tab (click)
11. look at Manage Views Group
12. Current View
13. click on "Default"
14. change to "All Documents"
15. Documents tab (click)
16. Create Document (click)
17. Choose tool

November 29, December 3, 4, 6

http://us.123rf.com/400wm/400/400/iqoncept/iqoncept1110/iqoncept111000064/10913347-the-words-time-to-evaluate-on-an-ornate-white-clock-counting-down-to-the-moment-a-manager-will-perfo.jpg

EVALUATE - Criterion E


Let's recap what is needed in the Evaluate (Criterion E).

1. Print the questionnaire (that you created in the Investigate) and show your business card to 5 people and ask them to answer your questionnaire.
2. Write a paragraph to "analyze" the feedback. In other words write about the scores that you received and say how your business card could be improved. (Use phrases like: Based on my feedback I can conclude . . .)
3. Evaluate your performance at each of these stages of the design cycle: Investigate, Design,  Plan, Create AND suggest ways that you can improve your performance. (You need 4 paragraphs here).
4. Write a final paragraph saying if you accomplished your goal and what impact it will have. (In other words, look at the unit question - were you successful? Explain. Relate back to the Area of Interaction.) Remember this is the final paragraph of your research project. It should finalize the project. (You can begin like this.  I have met my unit goal as I have created a business card for  . . .)


IB Learner Profile: Reflective

Learning objective: carry out tests to evaluate the product/solution against the design specification; evaluate their perforance at each stage of the design cycle and suggest ways in which their perforance could be improved; evaluate the impact of the product/solution on individuals and/or society.

November 19, 20, 22

http://n7ugc.disney.go.com/item/nyannyan/506_2gs11k6T9aQS000018hO185F-i-9466ba-as/disney%20create%20graffiti__180_135_q50.jpg

Year 10, now it's time to CREATE (Criterion D).

Your task is to use your plan like a checklist and follow the steps to create your business card.

The Create should take you 1 period to create.

According to the IBO: Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution. This means that you must have a process journal and that it is a necessary component of this criterion.

Include printscreens in your Process Journal.

To get a 5/6: The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available. This means that you must write a paragraph saying if your plan worked.

IB Learner Profile: Knowledgeable

Learning Objective: The student will: use a range of appropriate techniques and equipment competently; ensure a safe working environment for themselves and others; follow the plan to produce the product/soltuion; evaluate the plan and justify any changes to the plan (when necessary); and create a product/solution of appropriate quality.

November 14

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEha3UNaZ4Vx9eguj0v1i0e_12fdkBZw3RtFz7rmcmdrb0xQTxOUgqryYlSCn-ekQWSCUdhu3YeA2yCnStfMj8_YWVUC9uH3oZB9auPZwOImETeaBxOJ67n8lrAHWeN1oKmEz8n2yyCKD4Y/s400/stop+the+presses.jpg

Year 10, let's take a closer look at our PM work. We´re going to regroup and reorganize.

1.  Work Breakdown Structure - Make a graphic (WBS) (this will be very simple as we are primarily concerned with a production plan.
2.  Work Package Distribution - Make a list of task for each item in your WBS.  Include Time.
3.  Gantt Chart - Use template to create a Gantt chart to graph your tasks and time.

Year 10, I think that now we are sorted.

Due Date - November 15 at end of class

IB Learner Profile: Thinker

Learning objectives: 1. construct a plan to create the product/solution that has a series of logical steps, 
2. construct a plan to create the product/solution that makes effective use of resources and time, 
3. evaluate the plan and justify any modifications to the design.

November 6, 8

http://heymonicab.com/wp-content/uploads/2009/01/make_a_plan2.jpg

According to MYP Technology, "Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design."

To get a 5/6: The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Remember to use Project Management tools and vocab;-)

IB Learner Profile: Thinker

Learning objectives:
1. construct a plan to create the product/solution that has a series of logical steps,
2. construct a plan to create the product/solution that makes effective use of resources and time,
3. evaluate the plan and justify any modifications to the design.

November 5

http://www.projects.uts.edu.au/images/diagram2.gif
University of Technology Sydney

Welcome back Year 10.  I hope you had a great break.

This class is going to be for information purposes only.

• Criterion A - Investigate
• Criterion B - Design - remember that ALL your designs must be "feasible" designs. That means that each of them must meet all of your design specifications.  This is easy to accomplish.
• Criterion C - Plan  - Project Management - You are to plan your work for your business card project using the tools and concepts from Project Management.
• Some go to terms are:
• Work Breakdown Structure (WBS) - a structural way of identifying the work to be done by breaking down work into Work Packages (WPs) (tasks to be done);
• Work Package Description (WPD) - a description of the Work Packages (tasks);
• Gantt Chart - a graphical way of displaying the work to be done (taken from the WBS).

Project Management

• What is Project Management?  According to Wikipedia, "Project management is the discipline of planning, organizing, securing, managing, leading, and controlling resources to achieve specific goals. A project is a temporary endeavor with a defined beginning and end (usually time-constrained, and often constrained by funding or deliverables),^[1] undertaken to meet unique goals and objectives,^[2] typically to bring about beneficial change or added value." http://en.wikipedia.org/wiki/Project_management

• We are generally concerned with: 

  Planning and design

  After the initiation stage, the project is planned to an appropriate level of detail (see example of a flow-chart).^[24] The main purpose is to plan time, cost and resources adequately to estimate the work needed and to effectively manage risk during project execution. As with the Initiation process group, a failure to adequately plan greatly reduces the project's chances of successfully accomplishing its goals.
  Project planning generally consists of^[26]
• determining how to plan (e.g. by level of detail or rolling wave);
• developing the scope statement;
• selecting the planning team;
• identifying deliverables and creating the work breakdown structure;
• identifying the activities needed to complete those deliverables and networking the activities in their logical sequence;
• estimating the resource requirements for the activities;
• estimating time and cost for activities;
• developing the schedule;
• developing the budget;
• risk planning;
• gaining formal approval to begin work.

• Why Project Planning is useful:
  A key to successful project scheduling is to break down the project goals into tasks BEFORE you consider delivery dates, resource constraints, specific named resources, or task dependencies. This helps you to objectively identify all of the work necessary without subconsciously leaving out real work in order to fit date constraints. 
  The WBS step helps accomplish the following key objectives:
  § Develops an objective, rational view of the amount of work required
  § Helps team grasp the skills required and amount of resources required for the project
  § Provides a clear framework for assigning to individuals a clear task definition and delegate the responsibility for completion
  § Lays a foundation for analyzing the task dependencies and for isolating and managing risks
  § Lays a foundation for developing a bottom-up estimate for the project schedule
  § Allows tradeoffs to be made consciously and with the proper consensus involved.

Links for you to check out to successfully execute your tasks.

• Glossary http://www.projects.uts.edu.au/pmuts/glossary.html
• Templates and Tools http://www.projects.uts.edu.au/resources/templates.html (A Gantt chart template can be found here)
• Work Breakdown Structure template https://www.box.com/s/g2td99ran3ltd1iv85yv
• Step by Step Guide http://www.projects.uts.edu.au/stepbystep/index.html
• Project Management Docs http://www.projectmanagementdocs.com/project-planning-templates/work-breakdown-structure-wbs.html

IB Learner Profile: Thinker

Learning objectives: 1. construct a plan to create the product/solution that has a series of logical steps, 
2. construct a plan to create the product/solution that makes effective use of resources and time, 
3. evaluate the plan and justify any modifications to the design.

October 25

http://blogs-images.forbes.com/kenrapoza/files/2011/05/do-over-sample1.jpg

Year 10 we missed most of our last class because you were scheduled for school photos. Sooooo, let's take take this time to have a "do over".

I have some "found time" and today we have 2 tasks.

If you like, during period 4 you can check over your Criterion B (Design) and make sure that it is complete. You can use period 4 to make any changes and resubmit it.

Remember that before you can begin Criterion C (Plan), you need to become proficient with the programme that you will use to create your business card. Please use period 5 to complete any tutorials and experiment with the programme that you will use to enable you to effectively and efficiently  proceed with the next stage of the Design Cycle (Criterion C - Plan) to produce a production plan to create your final product.

IB Learner Profile:  Inquirer

Learning objective: The student will become proficient using a productivity tool.

October 17

http://www.bmhmcollege.com/wp-content/uploads/2011/07/tutorials-indosandster.jpg

Year 10, you did it again.  You met your deadline.  Congrats!!!

Before you can continue, you need to become proficient with the programme that you will use to create your business card.

Today, I would like you to complete a tutorial on the programme that you will use.  This will enable you to effectively and efficiently produce a production plan to create your final product.

IB Learner Profile:  Inquirer

Learning objective: The student will become proficient using a productivity tool.

October 15, 16

http://www.keepdesigning.com/wp-content/uploads/2008/06/indian-henna-design-vectors-example-keepdesigning-com.jpg

Year 10, I've got to congratulate you on your designs. They are really great!

Remember that each of your designs must be feasible (possible) and that they all meet your design specifications.

Today I would like you to:
  1. evaluate each of your designs against your design specification, then
  2. select one design and justify your choice and evaluate this in detail against the design specification.

 To get a 5/6: The student generates a range of feasible (possible) designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

 IB Learner Profile Focus - Thinker

Learning Objective: generate several feasible designs that meet the design specification; evaluate the designs against the specification; select one design and justify its choice.

October 11

http://www.36point.com/articles/bestbizcard%5B2%5D.jpg

Well done Year 10.  You met your deadline! Now, it's time to move on to the 2nd stage of the Design Cycle.

Next is the DESIGN (Criterion B) stage of the Design Cycle.

• Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

• Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

To get a 5/6: The student generates a range of feasible (possible) designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.


IB Learner Profile Focus - Thinker


Learning Objective: generate several feasible designs that meet the design specification; evaluate the designs against the specification; select one design andjustify its choice.

October 4

http://www.technologystudent.com/images4/specy3.jpg

Year 10, the third step of the Investigation is 3. Formulate a Design Specification.

The IBO defines Design Specification as: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

To get a 5/6 the student: describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Your task is to create a detailed list of design specifications and justify your choice.  Then create tests to evaluate your product.

IB Learner Profile: Inquirer

Learning objective: The student will list the specific requirements that must be met by the product/solution and design tests to evaluate the product/solution against the design specification.

October 2

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiFKbH5Eamh6N3KnpihN0Xib8sVFb9dNvAtBzYRaIjRskJLNkczI7VnK0rGlsiUsnb9kMWC5vRgBeF-uqboRlt7sBYcuk83VbSrQqt9iGxH2tFua_VqyS0jha2877pPP5_nc_cwfVg0gjo/s1600/design_brief.jpg

Year 10

Let's look at the learning objective below.  This section of the Investigate is designed to help you develop your researching skills.  You are to ask meaningful questions, carry out web search, select and organize appropriate sources and evaluate them.

• 2. Develop a Design Brief
• Define “Business Card” (what is it?, how can it help you?)
• Research Business Cards (what makes a good business card?, effective business card design)
• Research 11 essential elements in a business card
• Research business card designs to gather ideas and information.  Look at 4 business cards and analyze your findings.  What did you like about the card? What didn’t you like?  Be specific. What ideas did you get that you could use in your own business card?
• Investigate programmes that could be used.

Remember that you can use the links in the sidebar to help you solve your problem.

IB Learner Profile: Inquirer

Learning objectives: independently identify meaningful questions, carry out web search, select and organize appropriate sources and evaluate them.

September 27 - Let's recap, then continue October 1

http://media.npr.org/assets/img/2012/09/10/lightbulb-5be719f2444b54229b7a61a770cf2710bf246e2c-s51.jpg

Year 10, let's recap what we did in class today.

We will look again at the line of research that you could develop:

• Develop a Design Brief
• Define “Business Card” (what is it?, how can it help you?)
• Research Business Cards (what makes a good business card?, effective business card design)
• Research 11 essential elements in a business card
• Research business card designs to gather ideas and information.  Look at 4 business cards and analyze your findings.  What did you like about the card? What didn’t you like?  Be specific. What ideas did you get that you could use in your own business card?
• Investigate programmes that could be used.

Remember that you can use the links in the sidebar to help you solve your problem.

IB Learner Profile: Inquirer

Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

September 27

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhx2q-tDw0QrVyTaAtJBFcbvT4xmUH8R6UhXnj40vKJebCAVc6cjshoOWzrroHdxECRfI6nkAmHyDs5k26-TNvkiMp-5w6V99Fa6fgnyZ6ZieuQo3ulRf7P8ohJl8NSOpf2f7t-kiTZO8sO/s1600/keep_calm_carry_on_poster.jpg

Year 10, we have a double today so you will be able to get a lot accomplished.

When conducting research remember to keep it relevant. Ask questions that are going to help you solve your problem. It is this way that you will learn effective and efficient researching skills.


Starting Questions:  Make a list of questions you will have to find answers to.  You should find the following prompts useful:  Why. . .?  When . . .?  Where . . .?  What . . .?  How many. . .?  How often . . .?  How much . . .?  Keep your questions relevant so you don't waste time;-) 

Use the Unit of Work to help guide you through the Investigation.

Sources of Information:  Carefully consider the sources of information that you use.  Use experts in the field.

don't forget . . .
     1.  Make sure your research is pertinent
     2.  Make sure your research is complete - it's your responsibility to be clear and concise
     3.  You need to use a range of sources of information
     4.  Make sure your research work is clearly and attractively presented

  possible language to use in your written work . . .
     From my research I found out . . .
     I have discovered that . . .
     My conclusions are that . . .
     I have kept my research relevant by . . .

IB Learner Profile: Inquirer

Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

September 20

Year 10, let's move onto the 2nd stage of the MYP Design Cycle - Develop A Design Brief

This is the part of the project where we conduct research that will enable us to solve the problem.  (We ask and  answer questions that will give you enough information and knowledge to complete your task and make your game).

Before we get started, let's take a look at the information listed below which will offer you assistance in documenting your work.

 2. Develop a Design Brief

Follow these learning objectives to success,

-formulate and discuss appropriate questions (4 or 5) that guide the investigation -this means that you should create questions and then do research that will help you solve the problem

- identify and acknowledge a range of appropriate sources of information - use in-text referencing and create a bibliography

-collect, analyse, select, organize and evaluate information - this deeper analysis of your research will lead to higher marks

-evaluate your sources of information- who are your sources? are they appropriate? are they experts in the field? 

Develop 4-5 pertinent questions to help drive your Investigation, then conduct research to answer each question. A good place to begin is by researching business cards and advertising.

Let's brainstorm other possible questions that would help you solve your unit problem.

Also, begin to think about Design Specifications;-)


Learning objectives: The student will independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

Who's Who? Sept 18

Following are the names of each student and the historical figure for whom that student will create a business card:

Rita Almeida  -  Henry VIII (England)
Felipe Beirão - Galileo Galilei
Frederico Botelho - Leonardo da Vinci
Lucas Finn - Ghandi
Henrique Cabral
Eduardo Carneiro Mendes - Fernando Pessoa
Filipe Silva - Andy Warhol
Camilla Feres - Jorge Amado
Carlos Paiva Raposo - Cleopatra
Santiago Rente - Sir Walter Raleigh
Carolina Ricciardi - Luís de Camões
Arran Strong - Vasco da Gama
Maria Teixeira Duarte - Issac Newton
Lucas Verhaegen - Prince Henry the Navigator

September 17, 18

Year 10, Let's begin again . . .

Task - Create a business card for a literary or historical figure.  Business cards are a relatively modern invention designed to introduce a person and provide at least a minimum amount of information about themselves or their business. This form of advertising is cheap and effective. 

Unit question:  How can I extend an introduction?


Remember there are 3 tasks in the Investigation. The first task is IDENTIFY THE PROBLEM.


The best way to begin your Investigation is by writing a paragraph that explains the problem as you understand it.
      A basic template to get you started: 
         Paragraph One
           - Lead-in sentence(s)
           - State the problem
           - Discuss Relevance (Say why we are doing this project)
           -State the solution
           -Include client/customer
         Paragraph Two
           -Connect your project to Human Ingenuity


Remember;-)
According to the Assessment Rubric. . .
To get a 1/2: The student states the problem.
To get a 3/4: The student describes the problem, mentioning its relevance.
To get a 5/6: The student explains the problem, discussing its relevance.


Look at these words: states, describes, explains. How are they different?
Look at these words: mentioning, discussing. How are they different?

Paragraph 1 is due at the end of class on September 18;-)

          
Learning objective: The student will: Differentiate action verbs, begin writing project intro (Identify the problem).

September 6, 13

Task - Create a business card for a literary or historical figure.  Business cards are a relatively modern invention designed to introduce a person and provide at least a minimum amount of information about themselves or their business. This form of advertising is cheap and effective. 



Unit question:  How can I extend an introduction?


Remember there are 3 tasks in the Investigation. The first task is IDENTIFY THE PROBLEM.


The best way to begin your Investigation is by writing a paragraph that explains the problem as you understand it.
      A basic template to get you started: 
         Paragraph One
           - Lead-in sentence(s)
           - State the problem
           - Discuss Relevance (Say why we are doing this project)
           -State the solution
           -Include client/customer
         Paragraph Two
           -Connect your project to Human Ingenuity


Remember;-)
According to the Assessment Rubric. . .
To get a 1/2: The student states the problem.
To get a 3/4: The student describes the problem, mentioning its relevance.
To get a 5/6: The student explains the problem, discussing its relevance.


Look at these words: states, describes, explains. How are they different?
Look at these words: mentioning, discussing. How are they different?
          
Learning objective: The student will: Differentiate action verbs, begin writing project intro (Identify the problem).

September 4, One more thing . . .

Add http://cat.wordpandit.com/wp-content/uploads/2011/09/summary_writing.gifcaption

Year 10, one of the primary focuses of the MYP Design Cycle is research. It is important to know how to conduct research and how to summarize your findings. Let's take a few minutes to go over the exercise on the page entitled, "Writing a summary". As we continue along this project we will discuss phrases that will help you record your findings clearly and appropriately.

Rules

Year 10, these are the rules that we agreed up with one exception.  I have added a rule entitled "Push in Chairs".  I think this is an easy rule to follow. If you could please push in your chairs prior to leaving, it makes the room more welcoming for the next group coming in and sets the environment for learning.

Let's have a great year!

September 3

  

Year 10, Welcome back!

I hope you had a great summer and are ready to start a new school year.

Our projects for this year are:
    Term 1 - Business Card Project
    Term 2 - Games for Change
    Term 3 - Stop Motion Video

But before we get started let's write the blog address in our diaries, set up some rules that we can all live by and recap the design cycle.

Let's have a great year!

June 15

Videos, videos and even more videos:-)

Luisa Moreira:
http://www.youtube.com/watch?v=DFZcvIjBVDc

 Luisa Mandacaru:
http://www.youtube.com/watch?v=HEAkNBm5j7Q

 Ana Souza:
http://vimeo.com/43248019

Afonso Moreira:
http://www.youtube.com/watch?v=E4owgK8hqNk&feature=plcp

Nuno Alfaiate:
http://www.youtube.com/watch?v=sHYKN6EvSks&feature=results_main

Diego Slegers:
http://www.youtube.com/watch?v=aSoXzOpRxIs

Maria Lopes:
http://www.youtube.com/watch?v=90AI9UQDY1g

Omar Khaled:
http://www.youtube.com/watch?v=pLhkRXx_-rA

Manel VB:
http://www.youtube.com/watch?v=rcNP0XQRnV4

Julia Nothomb:
http://www.youtube.com/watch?v=gB-P6T5udqw

Molly:
http://www.youtube.com/watch?v=JRxAZCrqOps&feature=youtu.be

Antonio VB:
https://vimeo.com/44225896

June 14, 15

http://www.mansfieldsp.com/Portals/35155/images/7-criteria-to-evaluate-your-outsourced-sales-partner.jpg

EVALUATE - Criterion E


Let's recap what is needed in the Evaluate (Criterion E).

1. Print the questionnaire (that you created in the Investigate) and show your stop motion video to 5 people and ask them to answer your questionnaire.
2. Write a paragraph to "analyze" the feedback. In other words write about the scores that you received and say how your stop motion video could be improved. (Use phrases like: Based on my feedback I can conclude . . .)
3. Evaluate your performance at each of these stages of the design cycle: Investigate, Design,  Create AND suggest ways that you can improve your performance. (You need 3 paragraphs here).
4. Write a final paragraph saying if you accomplished your goal and what impact it will have. (In other words, look at the unit question - were you successful? Explain. Relate back to the Area of Interaction.) Remember this is the final paragraph of your research project. It should finalize the project. (You can begin like this.  I have met my unit goal as I have created a stop motion video and uploaded it to the www.)


IB Learner Profile: Reflective

Learning objective: carry out tests to evaluate the product/solution against the design specification; evaluate their perforance at each stage of the design cycle and suggest ways in which their perforance could be improved; evaluate the impact of the product/solution on individuals and/or society.

May 28, 31, June 1

http://wpmu.org/wp-content/uploads/2012/03/Create-WordPress-widgets.jpg

You should now be working on the Create - Criterion D.

According to the IBO: 

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques.  Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.  This means that you must have a process journal and that it is a necessary component of this criterion.

Please look at the Stop Motion Video Rubric: https://www.box.com/s/bc6f80265cfae8b683bc 

another rubric: http://artsmarts2011.blogspot.pt/2011/03/stop-motion-animation-project-rubric.html

Learning Objective:  The student will: use a range of appropriate techniques and equipment competently; ensure a safe working environment for themselves and others; and create a product/solution of appropriate quality.

May 17, 18

May 17, 18

http://blog.echoenduring.com/wp-content/uploads/2010/05/what-is-design.jpg

http://akvis.com/img/examples/sketch/create-storyboard/ready-storyboard.jpg

What is a storyboard? According to Wikipedia, "Storyboards are graphic organizers in the form of illustrations or images displayed in sequence for the purpose of pre-visualizing a motion picture, animation, ..." This is particularly pertinent in relation to our current project. Creating a storyboard will help you plan your animation out shot by shot. You can make changes to your storyboard before you start animating, instead of after you have begun your video potentially saving you loads of time. (For more info check out this link: http://accad.osu.edu/womenandtech/Storyboard%20Resource/.)

Do a quick keyword search (storyboard template) on Google to get ideas to produce your own storyboard.

Now, onto the DESIGN (Criterion B).
You need to produce two (2) different complete storyboards for you movie and to evaluate each against your design specification.  Then you need to choose one of the designs and write a paragraph justifying your choice.
According to the IBO:
"Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.
Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.
To get a 5/6: The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification."

IB Learner Profile: Risk-taker

Learning Objective: generate several feasible designs that meet the design specification; evaluate the designs against the specification; select one design andjustify its choice.

May 9, 10

Year 10, let's check the deadlines . . .

Investigate - April 30
Design - May 18
Create - June 1
Evaluate - June 8

Convert your YouTube videos to MP3 here:  http://www.video2mp3.net

May 3, 4

http://getwebdesign.co.za/wp-content/uploads/2010/07/design-is-a-behaviour.jpg

Hahahaha - so cute I just had to share it with you . . .

Continue working on your designs.  Remember that you need to create 2 full storyboards to fulfill requirements;-)

IB Learner Profile: Risk-taker
Learning Objective: generate several feasible designs that meet the design specification; evaluate the designs against the specification; select one design andjustify its choice.