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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.

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Creating animated learning modules

Creating Animated Learning Modules

Author: Sheria Enahora

SECME Summer 2014

University of Alabama in Birmingham


Table of contents
Table of Contents

  • Introduction

  • Animated Game Learning Modules

  • Animated Algebra Learning Modules

  • Animated Engineering Learning Modules


Introduction
Introduction

  • Static

  • Dynamic


Static introduction
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
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
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
Tic Tac Toe

  • Internet Based

  • Self Created Model









Chess end game red in two moves
Chess End Game: Red in Two moves






Fox chicken corn
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
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
Evaluating Expressions

  • 15 – 2 x 3(8- 4 ÷ 16) =


Evaluating expressions1
Evaluating Expressions

  • 15 – 2 x 3(8 - 4 ÷ 16) =

  • 15 – 2 x 3(8 - .25) =


Evaluating expressions2
Evaluating Expressions

  • 15 – 2 x 3(8 - 4 ÷ 16) =

  • 15 – 2 x 3(8 - .25) =

  • 15 – 2 x 3(7.75) =


Balance equations
Balance Equations

  • 60 – 2(x-5x +8) =4-(x + 11)5


Balance equations1
Balance Equations

  • 60 – 2(x-5x +8) =4-(x + 11)5

  • 60 – 2(-4x +8) =4-(x + 11)5


Balance equations2
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 equation1
Determine the Roots of a Quadratic Equation

  • x² - 11x = 60

  • x² - 11x – 60 = 0


Determine the roots of a quadratic equation2
Determine the Roots of a Quadratic Equation

  • x² - 11x = 60

  • x² - 11x – 60 = 0

  • (x - ) ( x + ) = 0


Determine the roots of a quadratic equation3
Determine the roots of a Quadratic Equation

  • X= -b ±  b² - 4ac

    2a

    x =



Animated engineering modules
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
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?







Euler circuits
Euler Circuits

Traverse the pattern below by

  • No retracing

  • No lifting the pen




Hamiltonian circuits
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


Chess end game black checkmates in one move1
Chess End Game: Black checkmates in one move


Yo hablo espanol
Yo Hablo Espanol

  • I speak Spanish

    Yo _____ Espanol

    You speak Spanish en la telefono

    Usted _____Espanol

    We speak Spanish

    Nuestros _____Espanol


Yo hablo espanol1
Yo Hablo Espanol

  • I speak Spanish

    Yo hablo Espanol

    You speak Spanish en la telefono

    Usted _____Espanol

    We speak Spanish

    Nuestros _____Espanol


Yo hablo espanol2
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 espanol3
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 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 you1
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 you2
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 you3
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 you4
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 you5
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
Self Evaluating Process:Creating Animated Learning Modules Rubric(5-excellent)


Teacher evaluating process creating animated learning modules rubric 5 excellent
Teacher Evaluating Process:Creating Animated Learning Modules Rubric(5-excellent)


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