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.

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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


Tic tac toe1

Tic Tac Toe


Tic tac toe2

Tic Tac Toe

X


Tic tac toe3

Tic Tac Toe

X


Tic tac toe4

Tic Tac Toe

X

X


Tic tac toe5

Tic Tac Toe

X

X


Tic tac toe6

Tic Tac Toe

X

X

X


Checkers end games

Checkers End Games


Chess end game red in two moves

Chess End Game: Red in Two moves


Checkers

Checkers


Checkers1

Checkers


Checkers2

Checkers


Checkers3

Checkers


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


Fox chicken corn1

Fox, Chicken, Corn


Fox chicken corn2

Fox, Chicken, Corn


Fox chicken corn3

Fox, Chicken, Corn


Fox chicken corn4

Fox, Chicken, Corn


Fox chicken corn5

Fox, Chicken, Corn


Fox chicken corn6

Fox, Chicken, Corn


Fox chicken corn7

Fox, Chicken, Corn


Fox chicken corn8

Fox, Chicken, Corn


Fox chicken corn9

Fox, Chicken, Corn


Fox chicken corn10

Fox, Chicken, Corn


Fox chicken corn11

Fox, Chicken, Corn


Fox chicken corn12

Fox, Chicken, Corn


Fox chicken corn13

Fox, Chicken, Corn


Fox chicken corn14

Fox, Chicken, Corn


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 equation

Determine the Roots of a Quadratic Equation

  • x² - 11x = 60


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 =


Determine the roots of a quadratic equation4

Determine the roots of a Quadratic Equation

X=15

X=-4


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?


Tower of hanoi1

Tower of Hanoi


Tower of hanoi2

Tower of Hanoi


Tower of hanoi3

Tower of Hanoi


Tower of hanoi4

Tower of Hanoi


Tower of hanoi5

Tower of Hanoi


Euler circuits

Euler Circuits

Traverse the pattern below by

  • No retracing

  • No lifting the pen


Euler circuits1

Euler Circuits


Euler circuits2

Euler Circuits


Hamiltonian circuits

Hamiltonian Circuits

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


Hamiltonian path or circuit

Hamiltonian Path or Circuit?


Chess end games

Chess End Games


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?


Creating animated learning modules

F=ma

  • F=ma


Creating animated learning modules

F=ma

  • F=ma

  • F=ma

  • m m


Creating animated learning modules

F=ma

  • F=ma

  • F=ma

  • m m

  • F = a

  • m


Creating animated learning modules

F=ma

  • F=ma

  • F=ma

  • m m

  • F = a

  • m

  • a= F

  • m


Creating animated learning modules

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?


Creating animated learning modules

F=ma

  • F=ma


Creating animated learning modules

F=ma

  • F=ma

  • F = ma

  • M m


Creating animated learning modules

F=ma

  • F=ma

  • F=ma

  • m m

  • F = a

  • m


Creating animated learning modules

F=ma

  • F=ma

  • F=ma

  • m m

  • F = a

  • m

  • a= F

  • m


Creating animated learning modules

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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