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Creating Animated Learning Modules

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### Creating Animated Learning Modules

Author: Sheria Enahora

SECME Summer 2014

University of Alabama in Birmingham

Table of Contents

- Introduction
- Animated Game Learning Modules
- Animated Algebra Learning Modules
- Animated Engineering Learning Modules

Introduction

- Static
- Dynamic

Static Introduction

The 21st century learner is a multi-media learner. The television and theater industries have revolutionized the way we learn. The average person “expects” fancy graphic transformations, clearly colorful ordered systems, and fast paced action/reaction timing when observing something as simple as a commercial or as complex as a documentary. The Super Bowl games of the present day usually boast fabulous graphic oriented scoreboards and statistics. It is no wonder that many students find it boring to “read” a book, “read” a blackboard, “read” a newspaper when switching from a dynamic multimedia environment to a seemingly static environment. The challenge of the 21st century educator is to point these points out to the present day learner, making them aware of this revolution. Otherwise they will lose a host of learners, bored with the static world of the past, because they are so used to dynamisms of the 21st century entertainment media. They need to know that the static world still has value. In order to get ahead in this rapidly paced society, the learner needs to be able to adapt to a wide variety of learning environments, both static and dynamic. Statistics show that anywhere between 65% to 80% of today’s learners virtually depend on multimedia for “new” knowledge attainment.In an odd way our present day media advancements could have stagnated, and spoiled the present day learner, making them expect very fancy presentations when to learn requires flexibility in both static and dynamic environments.

Dynamic Introduction

The 21st century learner is a multi-media learner. The television and theater industries have revolutionized the way we learn. The average person “expects” fancy graphic transformations, clearly colorful ordered systems, and fast paced action/reaction timing when observing something as simple as a commercial or as complex as a documentary. The Super Bowl games of the present day usually boast fabulous graphic oriented scoreboards and statistics. It is no wonder that many students find it boring to “read” a book, “read” a blackboard, “read” a newspaper when switching from a dynamic multimedia environment to a seemingly static environment. The challenge of the 21st century educator is to point these points out to the present day learner, making them aware of this revolution. Otherwise they will lose a host of learners, board with the static world of the past, because they are so used to dynamisms of the 21st century entertainment media. They need to know that the static world still has value. In order to get ahead in this rapidly paced society, the learner needs to be able to adapt to a wide variety of learning environments, both static and dynamic. Statistics show that anywhere between 65% to 80% of today’s learners virtually depend on multimedia for “new” knowledge attainment.In an odd way our present day media advancements could have stagnated, and spoiled the present day learner, making them expect very fancy presentations when to learn requires flexibility in both static and dynamic environments.

Animated Game Learning Modules

The student will be able to construct animated learning modules to represent the following games:

- Tic Tac To
- Checkers
- Fox, Chicken, and Corn

Tic Tac Toe

- Internet Based
- Self Created Model

Chess End Game: Red in Two moves

Fox, Chicken, Corn

- Objective: Construct a model which represents the solution to the following problem:
- A farmer can only take one of the above across the river in his canoe at a time
- He must eventually have taken all three across the river

Animated Algebraic Modules

The student will be able to construct animated learning modules to model the following Algebraic topics:

- Evaluate Expressions
- Balance Equations
- Determinine Roots of a Quadratic Equation

Evaluating Expressions

- 15 – 2 x 3(8- 4 ÷ 16) =

Evaluating Expressions

- 15 – 2 x 3(8 - 4 ÷ 16) =
- 15 – 2 x 3(8 - .25) =

Evaluating Expressions

- 15 – 2 x 3(8 - 4 ÷ 16) =
- 15 – 2 x 3(8 - .25) =
- 15 – 2 x 3(7.75) =

Balance Equations

- 60 – 2(x-5x +8) =4-(x + 11)5

Balance Equations

- 60 – 2(x-5x +8) =4-(x + 11)5
- 60 – 2(-4x +8) =4-(x + 11)5

Balance Equations

- 60 – 2(x-5x +8) =4-(x + 11)5
- 60 – 2(-4x +8) =4-(x + 11)5
- 60 – 2(-4x +8) =4-(5x + 55)

Determine the Roots of a Quadratic Equation

- x² - 11x = 60

Determine the Roots of a Quadratic Equation

- x² - 11x = 60
- x² - 11x – 60 = 0

Determine the Roots of a Quadratic Equation

- x² - 11x = 60
- x² - 11x – 60 = 0
- (x - ) ( x + ) = 0

Determine the roots of a Quadratic Equation

- X= -b ± b² - 4ac
2a

x =

Animated Engineering Modules

The student will be able to construct an animated learning module to model the solution to the following engineering problems:

- Tower of Hanoi
- Euler Circuits & Hamiltonian Circuits
- Our Solar System

Tower of Hanoi

- Construct a tower at location “C” identical to that of location “A”
- No large bolder is allowed on top of a smaller
- One move at a time
- Can you determine a mathematical model to represent the minimum number of moves needed?

Hamiltonian Circuits

- Traverse a pattern from the pattern below such that every vertex is touched exactly once

Chess End Game: Black checkmates in one move

Chess End Game: Black checkmates in one move

Yo Hablo Espanol

- I speak Spanish
Yo _____ Espanol

You speak Spanish en la telefono

Usted _____Espanol

We speak Spanish

Nuestros _____Espanol

Yo Hablo Espanol

- I speak Spanish
Yo hablo Espanol

You speak Spanish en la telefono

Usted _____Espanol

We speak Spanish

Nuestros _____Espanol

Yo Hablo Espanol

- I speak Spanish
Yo hablo Espanol

You speak Spanish en la telefono

Usted hablas Espanol

We speak Spanish

Nuestros _____Espanol

Yo Hablo Espanol

- I speak Spanish
Yo hablo Espanol

You speak Spanish en la telefono

Usted hablas Espanol

We speak Spanish

Nuestros hablamos Espanol

Force me to Accelerate you

- Force = mass x acceleration
- Problem: A little girl pushes a 5 kg cart with a Force of 10 Newtons (10N). What is the acceleration applied?

Force me to Accelerate you

- Force = mass x acceleration
- Problem: A little girl pushes a 5 kg cart with a Force of 10 Newtons (10N). What is the acceleration applied?

Force me to Accelerate you

- Force = mass x acceleration
- Problem: A little girl pushes a 5 kg cart with a Force of 10 Newtons (10N). What is the acceleration applied?

F=ma

- F=ma

F=ma

- F=ma
- F=ma
- m m

F=ma

- F=ma
- F=ma
- m m
- F = a
- m

F=ma

- F=ma
- F=ma
- m m
- F = a
- m
- a= F
- m

F=ma

- F=ma
- F=ma
- m m
- F = a
- m
- a= F
- m
- a= 10N = ??
- 5kg

Force me to Accelerate you

- Force = mass x acceleration
- Problem: A man pushes a 5 kg cart with a Force of 20 Newtons (20N). What is the acceleration applied?

Force me to Accelerate you

- Force = mass x acceleration
- Problem: A man pushes a 5 kg cart with a Force of 20 Newtons (20N). What is the acceleration applied?

Force me to Accelerate you

- Force = mass x acceleration
- Problem: A man pushes a 5 kg cart with a Force of 20 Newtons (20N). What is the acceleration applied?

F=ma

- F=ma

F=ma

- F=ma
- F = ma
- M m

F=ma

- F=ma
- F=ma
- m m
- F = a
- m

F=ma

- F=ma
- F=ma
- m m
- F = a
- m
- a= F
- m

F=ma

- F=ma
- F=ma
- m m
- F = a
- m
- a= F
- m
- a= 20N = ??
- 5kg

Self Evaluating Process:Creating Animated Learning Modules Rubric(5-excellent)

Teacher Evaluating Process:Creating Animated Learning Modules Rubric(5-excellent)

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