Year 10, time's up. Please submit a paper copy of your Investigate.
You have already decided on the social issue that you would like others to know about and which tool (programme) you are going to use.
Today I would like you to complete a tutorial on your chosen programme.
If you are using PowerPoint remember that we have recently updated to PowerPoint 2013. Please do a tutorial to bring you up to speed on all the changes.
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.
You can begin like this:
3. Formulate a Design Specification My game for social change should have the following characteristics:
To test my game I will create a questionnaire. On a scale of 1-5 (1=awful, 5=awesome), I will ask the following questions:
If you have finished your Investigation I suggest that you familiarize yourself with the tool that you will ultimately use. In other words, please do a tutorial to help you be able to use the programme you chose to its fullest potential;)
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.
Sources of information: Carefully consider the sources of information that you use. Use experts in the field. Remember, you will need a bibliography. You will need to evaluate your sources.
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
4. Make sure your research work is clearly and attractively presented
Appropriate language to use when documenting your research:
From my research I found out . . .
I have discovered that . . .
My conclusions are that . . .
I have kept my research relevant by. . .
Based on my research I can conclude . . .
IB Learner Profile: Inquirer
Learning objectives: independently identify meaningful questions, carry out web search, select and organize appropriate sources and evaluate them.
2. Develop a Design Brief - This is the 2nd step of the Investigate
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?
Let's brainstorm topics of research.
Sources of information: Carefully consider the sources of information that you use. Use experts in the field. Remember, you will need a bibliography. You will need to evaluate your sources.
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
4. Make sure your research work is clearly and attractively presented
Appropriate language to use when documenting your research:
From my research I found out . . .
I have discovered that . . .
My conclusions are that . . .
I have kept my research relevant by. . .
Based on my research I can conclude . . .
IB Learner Profile: Inquirer
Learning objectives - The student will: Differentiate action verbs, independently identify meaningful questions, carry out web search, select and organize appropriate sources and evaluate them. Learning objectives: independently identify meaningful questions, carry out web search, select and organize appropriate sources and evaluate them.
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.
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.
Year 11, 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".
Remember, as we continue along this project the following phrases can help you record your findings clearly and appropriately:
Let's recap what is needed in the Evaluate (Criterion E).
1. Print the questionnaire (that you created in the Investigate) and show your game 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 game 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, Evaluate AND suggest ways that you can improve your performance. (You need 5 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. Evaluate due June 13 on ManageBac. Please submit on ManageBac and also a paper version.
IB Learner Profile: Reflective
Learning objective: carry out tests to evaluate the product/solution against the design specification;evaluate their performance at each stage of the design cycle and suggest ways in which their performance could be improved; evaluate the impact of the product/solution on individuals and/or society.
First,Year 10, you've finished the CREATE and should have uploaded your work to ManageBac. Please submit a print version of your Process Journal and Create Documentation including the link to your stop-motion video.
Second, let's talk about the EVALUATE-Criterion E
According to the IBO, "Students are expected to evaluate the
product/solution against the design specification in an objective manner
based on testing, and to evaluate its impact on life, society and/or
the environment. They are expected to explain how the product/solution
could be improved as a result of these evaluations. Students
are expected to evaluate their own performance at each stage of the
design cycle and to suggest ways in which their performance could be
improved." To get full marks the student:
evaluates the success of the product/solution in an objective manner
based on the results of testing, and the views of the intended users,
provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements,
provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.
Let's recap what is needed in the Evaluate (Criterion E).
1.
Print the questionnaire (that you created in the Investigate) and show
your game 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 game 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, Evaluate AND suggest ways that you can improve your performance. (You need 5 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.
Year 10, you did it. You've created stop-motion movies and it's now time to evaluate them based on your design specifications and the tests that you produced in the Investigation. Today, we will have an "oscar" experience as we watch each of the videos and collectively give feedback. Print your tests (1 for each student) and let the fun begin.
Evaluate due June 13 on ManageBac. Please submit on ManageBac and also a paper version.
IB Learner Profile: Reflective
Learning
objective: carry out tests to evaluate the product/solution against the
design specification;evaluate their performance at each stage of the
design cycle and suggest ways in which their performance could be
improved; evaluate the impact of the product/solution on individuals
and/or society.
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.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.)
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/solution; evaluate the plan and justify any changes to the plan (when necessary); and create a product/solution of appropriate quality.
Well done, Year 10. Now let's move on to the Plan and determine a time frame for completing your stop motion videos.
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.
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."
Deadline May 13
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 and justify its choice.
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.
Investigate Due: April 29 (end of class)
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.
2. Develop a Design Brief (Ask and answer the following questions or look at the following research topics to help you solve your problem)
Write a sentence to introduce this section of the project (ex: To drive my Investigation I will conduct the following research.)
1. What is stop motion? Research and explain in your own words.
2. What are the elements of a story?
3. Look at 4 stop motion videos to gather information and ideas to make your own video?
(What worked? What didn't? What did you like? What didn't you like? What ideas can you use?
4. What techniques do I need to know to create a stop motion video? (Look at a tutorial).
5. What video host will you use? (Look at 2, justify choice)
IB Learner Profile: Inquirer
Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.
Before we begin let's look at the the OIS Cloud and try to access your storage area.
If you don't remember your password, please give me your name and I will arrange for a temporary password. Please follow these easy instructions:
To save 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. My Cloud 5. My Content
Now, let's evaluate it. Are you there? Did the instructions work? Can you save a document? Can you retrieve it?
Good job, now let's move on.
Year 10,Term 2 is done and dusted! So here we go again. On to our
final project. We're going to do a stop motion film. Let's look at an excellent example that was submitted last year.
What
is it? Stop motion (also known as stop action) is an animation
technique to make a physically manipulated object appear to move on its
own. The object is moved in small increments between individually
photographed frames, creating the illusion of movement when the series
of frames is played as a continuous sequence.http://en.wikipedia.org/wiki/Stop_motion
Our unit question is: How can I use Computer Technology to creatively tell a story?
Area of Interaction: Human Ingenuity
1. Identify the Problem (2 paragraphs)
1. The
best way to begin your Investigation is by writing a paragraph that
explains the problem as you understand it. (State problem, restate
problem in your own words, say why this project is relevant, say how you
will solve the problem, say who your customer is). 2. Then write a paragraph to connect your project to an Area of Interaction (Human Ingenuity)
Click here for the Identify the Problem Template. 2. Develop a Design Brief (Ask and answer the following questions or look at the following research topics to help you solve your problem)
Write a sentence to introduce this section of the project (ex: To drive my Investigation I will conduct the following research.)
1. What is stop motion? Research and explain in your own words.
2. What are the elements of a story?
3. Look at 4 stop motion videos to gather information and ideas to make your own video?
(What worked? What didn't? What did you like? What didn't you like? What ideas can you use?
4. What techniques do I need to know to create a stop motion video? (Look at a tutorial).
5. What video host will you use? (Look at 2, justify choice)
Look at any other topics that might help you create a great stop motion video (lighting, file format, etc).
IB Learner Profile: Inquirer
Learning
objectives: independently identify meaningful questions, carrry out
web search, select and organize appropriate sources and evaluate them.
According to the IBO, "Students are expected to evaluate the
product/solution against the design specification in an objective manner
based on testing, and to evaluate its impact on life, society and/or
the environment. They are expected to explain how the product/solution
could be improved as a result of these evaluations.
Students
are expected to evaluate their own performance at each stage of the
design cycle and to suggest ways in which their performance could be
improved."
To get full marks the student:
evaluates the success of the product/solution in an objective manner
based on the results of testing, and the views of the intended users,
provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements,
provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.
Let's recap what is needed in the Evaluate (Criterion E).
1.
Print the questionnaire (that you created in the Investigate) and show
your game 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 game 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.
I will also need your Create (Criterion D). (Game, Process Journal and Documention)
Evaluate due March 21. Please submit on ManageBac and also a paper version.
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.
Year 11, these are some of the features that I hope can help you.
Remember this Year 11 project should be student directed;-)
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.
Now, it's on to the CREATE - Criterion D (Maximum 6)
Criterion D: Create Maximum 6 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. To get a 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.
Your assignment is as follows: 1.Follow your plan to create your game. (Use your plan like a checklist and keep track of what went right and what went wrong;-) 2.You will need a "process journal" to submit along with your create. (Create a Process Journal using Google Docs, or a Word document include printscreens of your activity). 3.Finally, write a paragraph saying if your plan worked. Write a paragraph explaining any modifications you made. If you didn't make any modifications, please include a sentence saying that you didn't make any modification.
IB Learner Profile: Knowledgable
Learning objective: utilize appropriate software, make appropriate choices of materials.
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.
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 designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.
For you to get a 5/6: You generate 3 possible designs, each evaluated against the design specification. You justify the chosen design and evaluate it full and critically against the design specification.
FYI (For your information) - Here is an example of a design of a grammar review quiz/game that I made. Click on the above picture to enlarge it and look carefully at the image. Can you understand how this quiz/game will function? This is an example of what I would like you to produce.
IB Learner Profile:
Learning Objective: generate several feasible designs that meet the design specification; evaluate the designs against the specification; select one design and justify its choice.
Formulate a design specification is on our plate for today;-)
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.
Let's look at the model and discuss what will achieve the highest marks.
To get a 5/6 the student: describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.
3. Formulate a Design Specification
My game for social change should have the following characteristics:
To test my game I will create a questionnaire. On a scale of 1-5 (1=awful, 5=awesome), I will ask the following questions:
Due January 24th. Must be submitted 2 ways: ManageBac and a paper version for assessment.
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.
Year 10, continue working so you can finish the Design Brief this week. You will need to work on this project at home to complete it on time.
To recap our brainstorming activity resulted in the following research topics:
social issues - choose one, explain why you have chosen it
video game genres - define, explain, compare/contrast different genres
research 3 different "games for change" to gather information and ideas. Summarize game, then analyse the game.
research your topic and collect information to include in your game/activity
research programmes that you can use to make your game
IB Learner Profile: Inquirer
Learning objectives-The student will: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.
Sources of information: Carefully consider the sources of information that you use. Use experts in the field. Remember, you will need a bibliography. You will need to evaluate your sources.
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
4. Make sure your research work is clearly and attractively presented
Appropriate language to use when documenting your research:
From my research I found out . . .
I have discovered that . . .
My conclusions are that . . .
I have kept my research relevant by. . .
Based on my research I can conclude . . .
IB Learner Profile: Inquirer
Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.
525,600 minutes - how will you spend them? Year 10 Welcome back and Welcome to 2013 - This term gives you an opportunity to excel! Before we broke for Christmas holiday we began on the introduction to our project (1. Identify the problem). We agreed that the following elements are necessary components: stating the problem, discussing the relevance of the project, stating the solution to the problem, mentioning the "customer". You must also connect this project to an area of interaction. 2. Develop a Design Brief - This is the 2nd step of the Investigate
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? Girl Effect - an organization dedicated to helping young women in developing countries - check it out : http://www.girleffect.org/ IB Learner Profile - Inquirer Learning objectives - The student will: Differentiate action verbs, independently identify meaningful questions, carry out web search, select and organize appropriate sources and evaluate them.
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.
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.
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