June28, 30, July 1

Have a great summer Year 11! But before we go let's take a look at stop motion animation.

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 

Where can I find some examples to gather information, inspiration, and ideas?    Smash!ng Apps http://www.smashingapps.com/2009/06/15/21-stunning-examples-of-creatively-done-stop-motion-animations.html

Can I see another example?  Sure http://mildlymelancholy.blogspot.com/search/label/video

How can I do it?  Wiki How  http://www.wikihow.com/Create-a-Stop-Motion-Animation

When does it need to be finished?  Thursday end of class.

Let's see if we can get one or two of these in the end of year assembly!

June 20

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgH-jB1oY5O8gclWyU9WRwNZQkG3b0v_Qoh3EBNa6RYBs4UlWslYAf_PqDoRqKd1V5Xc1tHURG7S4c-OKXab_Qn5r_nfPk1k5k-h2nD4HdpQZvwhD3c3N7Ia0j8944WZYrQkWj9qhcDBaZg/s1600/phelps.jpg

This is it Year 10 - please submit all last minute work by the end of class today.

We have come to the end of the course. Thursday is a national holiday and many of you will be travelling on Friday to London for the Globe Theatre trip. Have a good time.

June 14, 16, 17

http://dcunnane.files.wordpress.com/2010/05/exams2.jpg

No classes this week.

Good luck on your exams.

June 6, (June 10 Holiday - no class)

http://creativenerds.co.uk/wp-content/uploads/2010/05/chrisspooner.jpg

Next on the list is Evaluate - Criterion E (Maximum 6)

1.  Show your business card to at least 5 people
2.  Ask them to complete the test that you created in the Investigate
3.  Analyse feedback.  Write a paragraph evaluating  the feedback you receive.  Then suggest ways that you could improve your product based on these findings.
4.  Evaluate your performance at each stage of the design cycle (Investigate, Design, Plan, Create) AND suggest ways that you could improve your performance.
5.  Write a paragraph in which you evaluate the impact of your product/solution on OIS (Did you meet your unit goal?  Relate this paragraph back to the Area of Interaction that you used in your "Identify the Problem" in the Investigation).

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

May 31, June 2, 3

http://themarketingguy.files.wordpress.com/2008/05/business-card-stand-out-picture.jpg

Finish you plans and move on to Create - Criterion D (maximum 6)

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.

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.

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.

May 23, 27

http://www.advantageinternational.com/files/uploadsb/Cartoon%20-%20This%20is%20our%20plan%20for%20the%20next%201000%20years.jpg

Year 10 you are doing great.

Now, on to the Plan -
he PLAN should include:
1. Resources

2. Step by Step plan (include time)

3. Remember to include a paragraph to evaluate your plan. Say why your plan will work. Ask someone to evaluate your plan and give you feedback. Include this information in your paragraph.


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.

May 17, 19, 20

May 9

Whether you like Coca Cola or not, you have to applaud their 125th anniversary.

Please continue with 2. Develop A Design Brief - Remember to follow along with the Business Card Unit of Work to help guide you through the Investigation. 11 Parts of a Business Card can be found here:-)

We would like to finish the questions today so we can move along quickly to the Design stage.

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

http://blog.clarknielsen.com/wp-content/uploads/2008/12/chalkboard.jpg

Year 10, I'm sorry but I won't be able to be with you today as I am under the weather. . .

Please continue with 2. Develop A Design Brief - Remember to follow along with the Business Card Unit of Work  to help guide you through the Investigation.  11 Parts of a Business Card can be found here:-)

We would like to finish the questions today so we can move along quickly to the Design stage.

Let me thank you for your co-operation.  You guys Rock!

English B - Nico and Lovisa, you will be joining Ms. Eaton for English B today.  If you need an assignment:  Please think of a movie you have recently watched and based on our lesson of yesterday write a Movie Review.  This is good practice for writing for the school's newspaper;-)

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

May 3, 5, 6

Year 10 welcome to Term 3. This term we will use our skills to learn about the importance of marketing.  We will design and create business cards . Our project my be finished on or before June 10.

Before we begin let's look at the Unit of Work.

Our unit question is:  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 Health and Social Education

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).


     

April 11

http://joinerd.wikispaces.com/file/view/evaluate.png/181939531/evaluate.png

Year 10 - 3 people in this class have not yet shared their evaluation on Google Docs with me.

 

1.Evaluate your performance at each stage of the design cycle and suggest ways that you can improve,

2. Write a paragraph in which you evaluate the impact of your product/solution (Did you meet your unit goal?  Relate this paragraph back to the Area of Interaction that you used in your "Identify the Problem" Investigate).

 

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

 

April 5, (7-World Health Day), 8

EVALUATE - Criterion E - maximum 6

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.

Tasks for April 5, 8:

1.The first task is to receive feedback on your product. Show your game to 5 other people in the target group and ask them to complete the questionnaire that you created in the Investigation;-).
2. Write a paragraph analyzing the feedback

Please use Google Docs to house/store your Evauation and share the document with me.  My email address is:  rddietrich@gmail.com

Learning objective: carry out tests to evaluate the product/solution against the design specification

March 28, April 1

http://images.jubella.com/dream-create-give2.jpg

Year 10, this is such good advice!

On on to the CREATE, Criterion D, maximum 6

Criterion D: Create Maximum 6
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. Make a process journal, include printscreens.

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.

Learning objective: Use a range of appropriate techniques and equipment competently, follow the plan to produce the product/solution.

March 22, 24, 25

http://jesseportfolio.wikispaces.com/

Here is a link for a student e-portfolio. http://jesseportfolio.wikispaces.com/
You should evaluate at least 1 e-portfolio and include this in your Investigate. You would look at other student e-portfolios to gather information and ideas that you can use in your own e-portfolio.

For more examples, please check out this wiki;-) https://multimediaportfolio.wikispaces.com/Sample+e-Portfolios

March 14

http://www.funkymoose.co.uk/images/bright%20eyed.jpg

Year 10, Welcome back.  I hope that you had a nice break and that you are all rested.

A special THANK YOU to Sara, Leonor and Carlota for answering the question on the last post.  I had asked each of you to leave a comment on the blog to tell me what tool you will use to showcase your learning.

Before we go any further don't forget that your final product must include at least one multimedia item.  How many subjects and activities will you include?  Let's talk about this . . .

You should finish your Investigation today and start on your PLAN - Criterion C (maximum 6).

The PLAN should include:
1.  Resources

2. Step by Step plan (include time)

3. Remember to include a paragraph to evaluate your plan.  Say why your plan will work.  Ask someone to evaluate your plan and give you feedback.  Include this information in your paragraph.


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.

March 4

http://www.nikeblog.com/wordpress/wp-content/uploads/2009/08/Air-Max-LeBron-VII-Design-Specs.jpg

Year 10 on February 21 I asked you to leave me a comment which included your name and the tool that you intend to use to create your e-portfolio.  Not one of you has completed that assignment.  Please do so today.

You should now be on the third step of the Investigation:  3.  Formulate a Design Specification

According to the MYP Technology Glossary:  Design Specification - 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.

Please:
1)write a Detailed List of Design Specifications for your product/solution,
2) include detailed methods for appropriate testing of your product/solution.

Let's discuss this assignment and I will share an example with you before we begin.  Thank you.

Learning objectives - The student will: list the specific requirement that must be met by the product/solution; design tests to evaluate the product/solution against the design specification.

March 1

February 24

http://img.groundspeak.com/waymarking/display/dcca9bb4-c048-4c06-a506-14322753bd1c.jpg

Have a great day Year 10.  See you next week!

February 21

Year 10, Today we have a double.  That should be enough time to finish 2.Develop a Design Brief today.

By the end of class today, please leave me a comment on this blog which includes your name and the tool you have decided to use to house your e-portfolio.  Thanks a bunch;-)

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

February 18

Year 10 - Let's take a few minutes to learn about wikis.

*Remember that a wiki would only be 1 option for your e-portfolio. You have free reign to use the tool of your choice.

February 17

Year 10 now that you have identified the problem (1. Identify the Problem), it's time to move on to 2.Develop a Design Brief. This is the section where you will create a few questions to help you develop your project.

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.  Combine the logo research with the e-portfolio research.
- 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?
Learning objectives: independently identify meaningful questions, carry out web search, select and organize appropriate sources and evaluate them.

February 15,

Year 10, The first question you should ask yourself is, "What is an e-portfolio?"  The second should be, "What program should I use to make one?"

Dr. Helen Barrett (the e-portfolio guru!) has conducted an experiment where she has created (and re-created) an e-portfolio using many different tools. It's all basically the same information - it's just organized differently. Let's see what she has to say about creating an e-portfolio. http://newali.apple.com/ali_sites/ali/exhibits/1000156/
I'm including some of her other links that I think may be of interest to you:
http://helenbarrett.com/
http://hbarrett.pbwiki.com/
http://hbarrett.wordpress.com/how-to/ (how to create an e-portfolio with wordpress)
http://eportfolios.googlepages.com/home
http://edfolio.fdu.edu/BarrettH/ (good ideas of what to include in your e-portfolio)

This is an impressive link list that Dr. Barrett has compiled! http://electronicportfolios.com/portfolios/bookmarks.html

Check these option out too!
http://www.carbonmade.com/ Free e-portfolio site
http://www.pageflakes.com/ Page Flakes
http://protopage.com/ Protopage

February 7,11

Year 10 - Take a few minutes to take a small quiz to check your understanding;-)  
http://www.quia.com/quiz/2950603.html

Finish your designs today then begin on the investigation.

INVESTIGATE - Criterion A  Maximum 6 points
1.  Identify the Problem
     Students identify the problem to be solved.
     - evaluate the importance of the problem for life, society and the environment
     - outline the design brief

What is a design brief? Click here

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.

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

MYP definitions:
Describe: To give a detailed account
Explain: To give a clear account including causes and reasons or mechanisms.
Discuss: To give an account including, where possible, a range of arguments for and against the relative importance of various factors and comparisons of alternative hypotheses.

*Note - According to the IBO:  Design Brief - The student’s response to the challenge, showing how they intend to solve the problem they have been presented with. This will guide their investigation as they work to develop a more detailed design specification.


Learning objective: The student will evaluate the importance of the problem for life, society and the environment. 

January 24, 28, February 1

Step 3 - Create 3 logo designs that meet your design specification,
Step 4 - Choose 1 and fully justify your choice against the design specification,
Step 5 - Create the logo.

Remember this is DESIGN - Criterion B

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

January 18, 20, 21

Year 10 - Remember our first task is to create a logo which represents your learning. 

The following would be a good place to start . . .

Step 1 - Research logos:  what they are, how to make them, what to do with them,
Step 2 - Based on your research create a design specification for you logo,
Step 3 - Create 3 logo designs that meet your design specification,
Step 4 - Choose 1 and fully justify your choice against the design specification,
Step 5 - Create the logo.

Learning objective - The student will: (Criterion A) formulate and discuss appropriate questions that guide the investigation; identify and acknowledge a range of appropriate sources of information; collect, analyse, select, organize and evaluate information; evaluate the sources of information.

January 14

Year 10, New Project!!!!!

Our Term 2 project will have 2 components:  1) creating a "logo" which represents your learning and 2) creating a digital portfolio to showcase your learning achievements.

Our Unit question will be:  How can I showcase my achievements electronically? 

Let's take a look at the Unit of Work before we begin.

Now, Year 10 we are going to mix things up a bit;-)

Step 1 - Research logos:  what they are, how to make them, what to do with them,
Step 2 - Based on your research create a design specification for your logo,
Step 3 - Create 3 logo designs that meet your design specification,
Step 4 - Choose 1 and fully justify your choice against the design specification,
Step 5 - Create the logo.

Let's go!!!!!

January 4, 5, 6, 10

Year 10 - Welcome back.  I hope you had a great holiday break and you are ready to get down to work;-)

Before we can begin a new project, we need to finish our Evaluate - Criterion E.

Remember, you need to:
o 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.

1.The first task is to receive feedback on your product. Show your game to 5 other people in the target group and ask them to complete the questionnaire that you created in the Investigation;-).
2. Write a paragraph analyzing the feedback,

3. Evaluate your performance at each stage of the design cycle and suggest ways that you can improve,

4. Write a paragraph in which you evaluate the impact of your product/solution on OIS (relate this paragraph back to the Area of Interaction that you used in your "Identify the Problem" Investigate).

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

Happy 2011

This is a recipe for the Happiest New Year!

December 13

Year 8

Today I would like you to make sure you submit (or have submitted) Investigate, Design, Plan, and Create.

Let's go!!!

Dec 7, 9, 10

Year 10, Now on to Criterion E  -  EVALUATE   (maximum 6)

We can finish the Evaluate this week.

Dec  7 - Show your game to 5 other people and have them fill in the questionnaire that you created in the Investigate,
Dec 9 - Write paragraph analyzing feedback on questionnaire (20 minutes) and begin evaluation of your performance at each stage of the design cycle,
Dec 10 - Finish evaluation of performance (15minutes) and write paragraph(s) to evaluate the impact of your game on the OIS community. 

Submit Evaluate

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.

1.The first task is to receive feedback on your product. Show your game to 5 other people in the target group and ask them to complete the questionnaire that you created in the Investigation;-).
2. Write a paragraph analyzing the feedback,

3. Evaluate your performance at each stage of the design cycle and suggest ways that you can improve,

4. Write a paragraph in which you evaluate the impact of your product/solution on OIS (relate this paragraph back to the Area of Interaction that you used in your "Identify the Problem" Investigate).

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

November 29, Dec 3

Good Morning Year 10.  I'm a bit under the weather today and have a touch of laryngitis.  Don't worry, it's not contagious!!!

This week work hard to finish your game.  I can't wait to play them.

Remember that when you finish your CREATE you need to write a paragraph(s) to say if your plan worked and write about any changes you made to your design;-)

Learning objective: use a range of appropriate techniques and equipment competently, follow the plan to produce the product/solution, evaluate the plan and justify andy changes to the plan (when necessary), create a product/solution of appropriate quality.

November 25

Year 10

Today we reviewed a few of the features that would be useful to us in creating games with PowerPoint.

1.  Deactivate the Mouse Click on slides
2.  Action Buttons
3. Saving the PowerPoint as a SHOW

November 23, 25, 26

Year 10, Now on to the CREATE - Criterion D.

Follow your plan to create your product.

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. INCLUDE A PROCESS JOURNAL

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.

Learning objective: utilize appropriate software, make appropriate choices of materials.

How to deactivate the mouse click feature

Deactivate On Mouse Click

View more presentations from rddietrich.

Year 10 - Check out this little "how-to" explaining how to deactivate the On Mouse Click feature when using PowerPoint

November 15, 19

Year 10 - Let's finish the plan today. You may submit it at the end of class today OR the beginning of class on Friday;-) 

The PLAN should include:
1.  Resources

2. Step by Step plan (include time)

3. Remember to include a paragraph to evaluate your plan.  Say why your plan will work.  Ask someone to evaluate your plan and give you feedback.  Include this information in your paragraph.

ALSO

Our DUE Date for the CREATE - Criterion D is November 26.
4. Pull out your diary, then create a chart that includes dates and what you plan to accomplish during each class that will permit you to meet your deadline.

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 11, 12

Year 10 - It's the day of São Martinho!  Where are the chestnuts?????

Before we begin, let's take a minute to discuss netiquette. Let's look at this article to understand the circumstances: http://news.yahoo.com/s/dailybeast/20100930/ts_dailybeast/10178_rutgerssuicideshocktylerclementisvideosextorment_1

It's important to know that there are consequences for actions.

Now, let's continue on with the plan. . .

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 9, 11

Good Morning Year 10 and welcome back. I hope you had a great half-term break.

Now, it's on to PLAN - Criterion C (maximum 6)
According to MYP Technology, "Students are expected to construct a plan to create their chosen product/solution that has a serios of logicl 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.

Ideas: Make use of Gantt charts, consider appropriate resources, consider problem areas that make any necessary adjustments.

Please look at the examples for ideas;-)

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 1 - November 5

Have a great half-term!

October 25

Year 10 - Let's finish up our designs and documentation today.

Remember that you need to;
1.  check and see if each design actually meets your design specification and write a sentence/sentences stating that they DO meet your design specification or make a chart showing your design specification.

The sentence can be as simple as this:  Design 1 meets my design specification because it includes all 5 stages of the design cycle, is colourful and is kid-friendly.  (This is the sentence from the Year 7 project;-) Or you can create a chart based on the one below.

Finally, choose 1 design and evaluate it fully and critically against the design specification.

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 19, 20, 21

Click on the image to enlargen

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.

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?

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

October 11, 15

Good Morning Year 10.

Please finish your Investigations today.

Let's look again at the Assessment Rubric to make sure that you understand how you will be assessed.

Please ensure that they possess all three tasks:
     Identify the Problem
     Develop a Design Brief
     Forumulate a Design Specification

After you have finished, please print your work and submit by the end of class today;-)

October 7, 8

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.

Learning Objective: produce a listing of detailed specifications, identify ways of testing a solution on a specific audience or the intended user.

October 5

Year 10 - It's a national holiday.  Enjoy the parade (lol).

October 1

Year 10 - Monday was a bad day for the internet. We didn't accomplish as much as we wanted to so be sure to finish analyzing games today. Your task is to gather information and ideas to make your own game. Remember to include: game name/info (this is provided), a print screen and evaluation of the game. What did you like? What didn't you like? What ideas did you get that you could use when you create your own game?

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

September 27

Year 10, How can you make meaning out of very little? Take 10 minutes and solve the problem you find on this link;-) http://www.brl.ntt.co.jp/people/hara/fly.swf

Next, be sure to finish analyzing games today.  Your task is to gather information and ideas to make your own game.  Remember to include: game name/info (this is provided),  a print screen  and evaluation of the game.  What did you like?  What didn't you like?  What ideas did you get that you could use when you create your own game?

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

September 24

Year 10 - Continue with your research.  Remember to be thinking about Design Specifications.

After you evaluate games, the next logical step would be to look at programs that you could use.

 

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

September 17, 21, 23

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?
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 your social issue and collecting information and images that you could use when making your game.
Let's brainstorm other possible questions that would help you solve your unit problem.
Also, begin to think about Design Specifications;-)


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

September 13

Good Morning Year 10!

We have a double period today so we should be able to get loads of work done. Let's take 20 minutes and finish "Identify the Problem."

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?

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

September 10

Year 10 - Let's begin!

You have chosen your topic, now let's start the Investigation.

Remember there are 3 tasks in the Investigation:
1. Identify the problem,

2. Develop a design brief

3. Formulate a design specification

Open a document (Word 2010 or Google docs). This is a formal scholastic document so please use appropriate fonts and font sizes.

If necessary use this template as a guide to begin your Investigation.

Learning objective: outline the design brief

September 9

First, let's open Google Docs accounts. At the moment you don't have a folder on the school's server. Will will create Google doc accounts to have a safe place to house our documents. Take 15 minutes and follow these instructions to create your own account:

http://webcache.googleusercontent.com/search?q=cache:k75XkZTask4J:www.aea11.k12.ia.us/curriculumnet/downloads/08/Google_Docs_Acct.doc+how+to+set+up+a+google+docs+account&cd=5&hl=en&ct=clnk

Next,

Let's look at the Unit of Work, and the Areas of Interaction Guide before we get started.

Year 10,
Remember there are 3 tasks in the Investigation. The first task is IDENTIFY THE PROBLEM.

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 connect your project to at least 2 Areas 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?

Drafts of the Identify the Problem will be due April 8. I will then be able to make corrections and return them to you in a timely manner.

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

Click here for the Identify the Problem Template.

Thanks for your cooperation;-)

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

September 7 - WELCOME

Year 10 Welcome to OIS and WELCOME to Technology!

Let's take a few minutes to introduce ourselves and then talk about our class blog, 2of our upcoming projects (Teaching Aid and Video), class rules and expectations.

Next, we will watch the video and create blogs of our own to be used as a process journal.

Learning objective: Students will create a blog which will serve as a process journal.