1. Color Theory Activity Guide, Step by StepDesigning an activity| 00:00 |
In planning an activity for the iPad
classroom, I really had to think about
| | 00:04 |
how I'd been teaching before.
So, before the iPad, this was the
| | 00:09 |
scenario I usually followed.
I would do a lecture, there would be a handout.
| | 00:14 |
Students would take notes, sometimes I
would require a text book.
| | 00:18 |
For instance, Ittin, the Elements of
Color.
| | 00:22 |
Then I would send the students off to do
an assignment.
| | 00:25 |
And they would work on their own,
independently.
| | 00:28 |
They'd turn that assignment back into me.
I'd grade that assignment, and I'd return
| | 00:33 |
it to the student.
And when I thought about it, there was
| | 00:36 |
little interaction.
It was me, being the sage on the stage, a
| | 00:40 |
good sage on the stage, but certainly a
sage on the stage.
| | 00:44 |
And the students were doing a lot of
independent learning along, and isolated,
| | 00:48 |
and not sharing what they were learning.
It's a teacher centric model.
| | 00:53 |
So I took some time to think about the
possibilities with the iPad.
| | 00:59 |
And I realized that with the iPad and a
browser, and WiFi, my students and myself
| | 01:04 |
had infinite access to resources.
That we could create rich media assets,
| | 01:10 |
and we could use rich media assets
already created to learn things.
| | 01:14 |
That with the variety of tools and apps
available on an iPad, that my students
| | 01:19 |
and myself had a much bigger tool box.
And with the iPad, there are new ways to
| | 01:24 |
share, and to communicate, and to
connect.
| | 01:27 |
And finally, what would these new form
factors look like?
| | 01:31 |
And how would we present to each other?
There must be new ways of seeing what
| | 01:36 |
we're doing.
So after the iPad, this is what my
| | 01:40 |
classroom started looking like.
You can see it's an energetic environment.
| | 01:45 |
I typically do a presentation, or what I
call a framework overview of the project
| | 01:50 |
or activity.
And I stop myself frequently and let the
| | 01:55 |
class have interactions and try things
out before we move forward.
| | 01:59 |
Then we'll move on to focused small group
research projects.
| | 02:03 |
They're focused I usually do groups of 3.
And let them try finding things and researching.
| | 02:10 |
And then, finally, we follow up with
individual projects.
| | 02:13 |
Projects that asses and show the context
of what they learned in the previous days.
| | 02:19 |
So the results with the iPad is a very
energized, engaging, and somewhat intense
| | 02:25 |
and focused environment.
In classroom interactions, I saw that
| | 02:29 |
they were listening more, observing more,
exploring, discussing, responding.
| | 02:34 |
And saying things to me like, that was
the most engaging thing I've ever done in school.
| | 02:40 |
In small group activities, I saw them
rush, and hurry, and furiously go to research.
| | 02:45 |
And annotate, debate ideas, select,
defend positions, write thoughts out,
| | 02:52 |
experiment, collaborate, share.
And at least three times a class period I
| | 02:57 |
would hear how did you do that?
When they were working on individual
| | 03:02 |
projects they were no longer consumers
they were creators.
| | 03:06 |
They were experimenting, they were using
critical thinking, they were applying
| | 03:11 |
evidence based learning to what they were
doing.
| | 03:14 |
They saw that context mattered.
And most importantly, they were empowered
| | 03:19 |
and enabled by the fact that they could
create evidence and artifacts that showed
| | 03:24 |
academic rigor, professionalism.
And that they were learning something.
| | 03:29 |
So the iPad, for me, has really changed
everything.
| | 03:34 |
I'm not telling you that it's easy.
I'm not telling you that you'll get it
| | 03:37 |
right the first time.
Reward the risk-taking, if you fail, go
| | 03:42 |
get feedback and fix it.
Your students will tell you, do it, do it
| | 03:47 |
and do it again.
It's an iterative process.
| | 03:50 |
I want to design an activity to teach
color theory.
| | 03:54 |
Itten's theory of color contrast.
It's one small part of a book he wrote.
| | 04:00 |
So I sit down and think about a project
and I knew that is what I was target
| | 04:04 |
theory particularly the theory of color
contrast.
| | 04:07 |
I realize that one of the things that I
don't see a lot of evidence among
| | 04:10 |
students is project management skills.
So I wanted to make sure that we had time
| | 04:15 |
management built into the project.
That for each task that we did there was
| | 04:19 |
an assigned amount of time, that there
was an opportunity for feedback.
| | 04:24 |
That there was an opportunity to take
risks, and that I encouraged iteration.
| | 04:30 |
Telling them that the research process Is
to collect, curate, disseminate, and do
| | 04:35 |
it again, and again until you're ready to
publish.
| | 04:38 |
I really emphasized authenticity and
ownership, and trying to use your own
| | 04:43 |
voice to express what you have learned.
For communication skills I selected a
| | 04:48 |
number of apps and tools.
You'll be seeing them in the next movies.
| | 04:52 |
Nearpod, PDF's, Keynote, PowerPoint.
And I inserted real-time interactions,
| | 04:58 |
short answers, multiple choice,
wordstorming, visual quick sketches of
| | 05:03 |
ideas, polling, and quizzes.
And when I design communication skills, I
| | 05:08 |
include visual, oral, and written
presentation skills.
| | 05:11 |
I try to incorporate some team based
learning or communication in every
| | 05:16 |
activity that we do as well.
A way to share and diseminate.
| | 05:20 |
And this is often done by posting to the
Wikispaces.
| | 05:22 |
The Wikispaces serves for the group is a
place where we can share, and see what
| | 05:27 |
all of the members of the class are
doing.
| | 05:29 |
And then individually I have them post to
Evernote.
| | 05:32 |
And that is their personal, unique class
notebook, in terms of digital literacy
| | 05:37 |
scales, we talk about internet research
practices.
| | 05:41 |
What it means to do academic research
with rigor and critical thinking.
| | 05:47 |
And we talk about attribution who does it
belong to and how do we let people know
| | 05:51 |
where we got our sources.
And how to use online digital libraries.
| | 05:56 |
And then again I do, do a time schedule
for the class interaction I allowed 60 to
| | 06:01 |
90 minutes.
For the small group research project, 2
| | 06:05 |
hours for research and 15 minutes for the
presentation.
| | 06:10 |
And for the individual activity, the
project based assessment, I allowed one
| | 06:14 |
day in class.
So my before and after is a much more
| | 06:18 |
interesting picture.
I used to think I was a good teacher, now
| | 06:22 |
students are telling me I'm a great
teacher.
| | 06:25 |
I think it's really the introduction of
the iPad, and the engagement factor, and
| | 06:30 |
the joy that we have in learning
together.
| | 06:32 |
And trying out these new tools for the
21st century.
| | 06:35 |
| | Collapse this transcript |
| Using iPads for individual, small-group, and large-group interaction| 00:01 |
So whenever we start on a new unit, or a
new project, or a new activity, I like to
| | 00:05 |
set up the project framework.
So I often show a couple of resources and
| | 00:10 |
give the class some ideas, and then we
start to work together and do the
| | 00:14 |
presentation with the interactions.
What you're seeing on screen right now,
| | 00:19 |
as a Learnist website.
And on Learnist you can create learning
| | 00:24 |
aggregations of resources from all over
the internet and put them together in any
| | 00:28 |
order that you want.
The class and I have worked on this together.
| | 00:32 |
As you can see, if I click on Johannes
Itten, all of a sudden it starts working
| | 00:37 |
such more like a book.
And I can click through the different
| | 00:40 |
things that are in the learning
aggregation that we have.
| | 00:45 |
This came from a short, little brain
storming session where we went out to the internet.
| | 00:49 |
And tried to find sites that we thought
would help us understand color theory better.
| | 00:53 |
What we never realized when we put this
together, would be that it would be such
| | 00:57 |
a popular learnist board.
It's already had over 3,500 people look
| | 01:02 |
at it and use it.
The second thing that I do when I'm doing
| | 01:06 |
a project is try to find some real world
context.
| | 01:10 |
So as you can see I found this Benjamin
Moore site where they have a color gallery.
| | 01:15 |
And it has all different options for
looking at colors, and this gives the
| | 01:20 |
students an idea about what you can do
with paints, or reflective color.
| | 01:24 |
And you can select different kinds of
things, I can go for neutrals, I can go
| | 01:29 |
for yellows.
I can go back and choose what color
| | 01:32 |
families are.
And as you can see, there's quite a bit
| | 01:35 |
of color theory inside this commercial
site.
| | 01:39 |
So this is a reference to show them that
what we're learning about color theory,
| | 01:42 |
that Itten taught over 80 years ago,
still has relevance for today.
| | 01:48 |
After I've set up the idea that color
theory isn't just theory, but it's
| | 01:51 |
something we use everyday in our lives,
we go off to see how it's used in other locations.
| | 01:57 |
So there's a wonderful app called
Nearpod.
| | 02:00 |
And MOMA, the Museum of Modern Art, has
made an interactive presentation that
| | 02:04 |
teachers can use to introduce their
students, it's a virtual field trip.
| | 02:09 |
So let's go and see what it's like to do
a Nearpod presentation and have your
| | 02:13 |
class participate as you present and do
class interactions.
| | 02:17 |
| | Collapse this transcript |
| Using the Nearpod app for interactive learning| 00:00 |
For the class presentation with
interactions, I have selected an app
| | 00:04 |
called Nearpod.
The presentation I have selected was
| | 00:08 |
created by MoMA, the Museum of Modern
Art.
| | 00:11 |
Nearpod calls these presentations MPP's,
but you can also make your own custom presentations.
| | 00:19 |
This particular presentation by MoMA
takes my students on a virtual field trip
| | 00:24 |
of the museum.
I chose the MoMA presentation because the
| | 00:28 |
museum has an excellent collection of
20th century art.
| | 00:32 |
And a large online digital library for
scholars and students.
| | 00:37 |
In this library, my students will be able
to find examples of paintings that
| | 00:41 |
illustrate Itten's theory of color
contrast.
| | 00:45 |
To launch the presentation, I simply tap
on MoMA, then I tap on Launch.
| | 00:53 |
And it's important to put a description.
I'll put in MoMA design 105, and the date
| | 01:03 |
so that I can easily find the Excel
spreadsheet showing the interactions my
| | 01:07 |
students have done.
And then, tap Submit.
| | 01:15 |
Once the presentation is launched, I will
use my iPad with reflector and share it
| | 01:21 |
to the screen in my room.
Once the student launches the app
| | 01:26 |
Nearpod, and I've already launched my
presentation.
| | 01:28 |
They look at the screen and type the pin
they see in the upper right-hand corner
| | 01:34 |
into the student text box.
After they've typed that, they type OK.
| | 01:41 |
We'll be showing you both the teachers
screen and the students screen.
| | 01:46 |
At times, the presentation will be
synchronist.
| | 01:49 |
At times, when there are interactions,
you'll be asychronist.
| | 01:52 |
And every student in the class can work
at their own pace, at their own learning
| | 01:58 |
style, having their own individual
learning path.
| | 02:01 |
The teacher is always in charge of the
presentation.
| | 02:05 |
The first slide indicates that the
student should sign in.
| | 02:09 |
A student ID isn't necessary.
In this example, I only have one student.
| | 02:19 |
But in this version, I'm allowed to have
up to 30 students signed in.
| | 02:22 |
And I would be able to see the names of
all of the students.
| | 02:27 |
This indicates to me that the class is
ready, and I can go forward.
| | 02:31 |
MoMA has done a very good job of
indicating what the learning objectives
| | 02:35 |
are for this particular presentation.
It also gives the teacher some notes
| | 02:40 |
about how to conduct a Nearpod
presentation.
| | 02:44 |
So, in my screen, I can only see how the
class is behaving and interacting now
| | 02:49 |
with the Nearpod.
We've gone into our first interaction.
| | 02:52 |
Nearpod keeps you from doing the stage on
the stage type presentations.
| | 02:58 |
We instantly start by polling by the
finding out what they know and what their
| | 03:02 |
opinions are.
So, this is a short answer interaction.
| | 03:12 |
Once the student has typed in a short
answer, they tap Submit.
| | 03:16 |
On the teacher's screen, I can see the
student's name and I can see what they
| | 03:20 |
have typed.
I only have one student, but I can also
| | 03:24 |
use the circle in the upper right-hand
corner to tell when the student's have
| | 03:28 |
completed the task.
That will become a complete blue circle
| | 03:32 |
when every student has responded.
As soon as everybody's responded, I can
| | 03:36 |
move on to the next slide.
In this slide, I want to let them know
| | 03:41 |
that many, many museums around the world
are collaborating with Google Art Project.
| | 03:47 |
The second interaction is a URL.
But notice the student doesn't have to
| | 03:52 |
type any .url into their browser.
Nearpod automatically takes you right to
| | 03:57 |
the .url that was selected in the
presentation.
| | 04:01 |
At this point, I would allow the student
to have three to five minutes to explore
| | 04:04 |
the Museum of Modern Art on the Google
Art project.
| | 04:08 |
And it's something they can come back to
again and again on their own time.
| | 04:13 |
They see the image.
They see the details about the image, and
| | 04:17 |
all the provenance of the artwork.
At the end of three minutes, I move us on
| | 04:23 |
to the next slide.
They learn a little bit about MoMA, and
| | 04:29 |
then we go on to the next interaction.
In this intereaction, it's a slideshow.
| | 04:35 |
Again, I give them about three to five
minutes to look at the slides.
| | 04:40 |
I warn them that there will be a quiz
right after they've looked at the slides.
| | 04:45 |
But each student can go at their own pace
and really focus on what draws their attention.
| | 04:50 |
This is a great way to do compare and
contrast.
| | 04:55 |
Now I'll move on.
Here's another activity that they can do.
| | 04:59 |
Looking at specific pieces in the modern
collection.
| | 05:06 |
And now we're ready to quiz.
They've had a chance to see some
| | 05:10 |
comparisons of work.
To see a set of work that seems important
| | 05:14 |
to MoMA, and now they're ready to take
the quiz.
| | 05:17 |
They'll tap on Go and go at their own
pace to answer the quizzes I remind them
| | 05:22 |
though to scroll the screen.
They can zoom into the sample image to
| | 05:29 |
see it better.
Then, from their previous observations,
| | 05:34 |
they make a selection.
This is a short quiz, it has four answers.
| | 05:42 |
On my screen, every time they get an
answer right, I see green.
| | 05:47 |
If there are incorrect answers, it turns
red.
| | 05:50 |
The student has an option to go back and
retake some of the questions if they're unsure.
| | 05:56 |
So, I don't have the time to show you the
entire presentation, but I'd like to show
| | 06:00 |
you one more interaction that's amazing
inside of Nearpod.
| | 06:05 |
So, as well as videos, class polling,
slideshows, compare and contrast.
| | 06:11 |
There's also an ability inside of Nearpod
to add an interaction for the students to
| | 06:16 |
quick sketch ideas, which I call Visual
Brainstorming.
| | 06:20 |
In this slide, the student looks at a
Jackson Pollock painting.
| | 06:25 |
They can see that the painting was
completely created with lines made with paint.
| | 06:30 |
In the interaction, the student gets a
tool kit for drawing.
| | 06:35 |
They take their drawing tools, and try to
create a line quality that matches to an emotion.
| | 06:40 |
There is no right or wrong answer in this
exercise.
| | 06:45 |
The idea here is to see that authentic
voice.
| | 06:48 |
And see their individual reaction, and
their individual problem-solving and
| | 06:53 |
creative skills.
Once the student completes that
| | 06:56 |
interaction, they tap Submit.
As the students submit their drawings
| | 07:02 |
with line, I can tap on any one of the
images and share it to the class so that
| | 07:08 |
they can have a deeper dive.
It actually creates a little carousel of
| | 07:12 |
images that I can slide through.
So, I've just skipped to the end of the
| | 07:17 |
MoMA presentation.
When I have conducted this with students,
| | 07:21 |
it takes between 60 and 90 minutes.
Students have responded that this was the
| | 07:26 |
most engaging activity they've ever done
in an academic setting with an iPad.
| | 07:32 |
This is the last slide of presentation.
And by now they're giggling, they're
| | 07:36 |
laughing, they're talking, they're
excited to see what others have done.
| | 07:39 |
Nearpod allows them to have an
opportunity to be the presenter.
| | 07:44 |
But it also allows them to see what
everyone else in the class is doing.
| | 07:47 |
And to make comments and give feedback.
Once I have completed the presentation, I
| | 07:54 |
can share this with other people.
Lots of my students decided to share this
| | 07:58 |
experience with their friends, it was so
engaging.
| | 08:00 |
But I will go back to the website, log in
and download a report.
| | 08:06 |
The reporting tool lets instructors
monitor individual and aggregate results
| | 08:11 |
of students' work.
Instructors can analyze class responses,
| | 08:16 |
review individual work, download reports
to a spreadsheet.
| | 08:21 |
View numerical, written and visual
responses.
| | 08:23 |
Filter reports in all kinds of ways.
View usage statistics, and much more.
| | 08:29 |
This learning analytics feature archives
the responses and the experiences of the
| | 08:34 |
students, for later reference and
assessment.
| | 08:37 |
Let's go out to the Nearpod website so we
can see what the analytics for this
| | 08:41 |
project look like.
I've logged in on my laptop as the instructor.
| | 08:47 |
I'm in my Account Settings.
At the top of the browser, you will see
| | 08:52 |
an icon for a bar chart.
This is where you can look and review the
| | 08:55 |
reports created by your interactive
presentation with your entire class.
| | 09:01 |
You may do lots of presentations, so the
easiest way is to pick the title of your
| | 09:05 |
presentation, and then select the date.
Click on Submit.
| | 09:14 |
What we're viewing here is the
presentation I did with my entire class.
| | 09:19 |
It's easy for me to see what each student
has done to see how they responded.
| | 09:24 |
Any place there's an image, I simply roll
over the icon for the pencil.
| | 09:34 |
At the bottom of the page, it's a very
comprehenisve report.
| | 09:38 |
All 22 of my students completed this
project with us in class.
| | 09:44 |
I click on Export Data.
This will save the full report to my computer.
| | 09:51 |
After I download the .zip file, I
un-compress it, and I have a folder that
| | 09:55 |
appears on my desktop.
I'll double-click on the folder.
| | 09:58 |
Inside the folder, you'll see that every
image that I created with my student
| | 10:04 |
shows up, as well as an Excel
spreadsheet.
| | 10:10 |
With the answers to the questions and the
quizzes, and creates a report of the
| | 10:15 |
entire experience that my students and I
had together, visiting MoMA virtually.
| | 10:21 |
So, my students have had a fantastic
ability to go from California to New York
| | 10:27 |
to see what the museum of Modern Art is
like.
| | 10:29 |
To understand that there are many
internet projects where museums are participating.
| | 10:34 |
To make their digital libraries available
and that students and researchers can use
| | 10:39 |
those resources.
In addition, they've had many different
| | 10:42 |
multi-sensory ways to explore what's
available in the Museum of Modern Art by
| | 10:46 |
using the iPad.
And finally, for me as a teacher, I have
| | 10:51 |
an assessment or an artifact that shows
what my students did, learned, and
| | 10:55 |
experienced in that presentation.
In the next movie, I'm going to show the
| | 10:59 |
small focused group project that allows
the students to create their own
| | 11:03 |
research, slideshow.
Do some writing, and finally, post to the
| | 11:07 |
Wiki spaces.
| | 11:08 |
| | Collapse this transcript |
| Researching, creating, and sharing results| 00:01 |
In the small group activity, the students
will really learn about Itten's
| | 00:05 |
seven-color contrast.
I bring in numbers from one to seven and
| | 00:10 |
have them draw.
I have a class of about 21 students, so
| | 00:14 |
that creates seven groups with three
students in each group.
| | 00:18 |
The number they draw one through seven
becomes the contrast that they will have
| | 00:23 |
to go research, find out about, create a
slide show for the class.
| | 00:26 |
And post all the information and URLs
that they find that are pertinent to the Wikispace.
| | 00:33 |
I find these small teams are very good
for doing research projects.
| | 00:37 |
The student can have questions and they
can challenge each other and they can
| | 00:41 |
talk about things.
And they can use their different skills
| | 00:44 |
for different purposes.
Some people like to do the writing.
| | 00:48 |
Some people like to do the research.
Some people like to go find the imagery.
| | 00:51 |
So it's a great way in small teams for
each student to expose their learning
| | 00:56 |
styles and their strengths.
When I create a project like this, I do a
| | 01:01 |
hand out and save it as a PDF.
Then I upload it to the wiki space and
| | 01:06 |
put it on the projects page.
The first thing I have the students do is
| | 01:10 |
come into the room, get their iPad, sign
into the Wikispace, go to the projects
| | 01:15 |
page, download the handout and put into
their Evernote notebook that they made
| | 01:21 |
for the class.
This way they can follow along as I
| | 01:24 |
explain the project and they can go
directly to the links from the PDF by
| | 01:28 |
touching them.
The requirements for this project are
| | 01:32 |
that they're to create three artifacts of
evidence that they understand the concept.
| | 01:37 |
The first on is written.
They have to define in a short answer
| | 01:41 |
what is this contrast?
They're also to give examples of antonyms
| | 01:46 |
and synonyms.
In the second task they're to go to the
| | 01:49 |
MoMA online digital library and find five
examples that illustrate historically
| | 01:55 |
what painters have done using this
contrast.
| | 01:59 |
And the third task is to find three
websites that are currently on the
| | 02:03 |
internet whose color palette illustrates
the contrast that the group has selected.
| | 02:08 |
In addition to the three tasks, I provide
a little bit of information about Itten's
| | 02:14 |
color contrast.
I do not present this information.
| | 02:17 |
The students are expected to go to their
handout.
| | 02:20 |
In Evernote, tap on the different URLs.
And explore what their contrast is and
| | 02:26 |
try to understand it before they start on
their research project.
| | 02:30 |
So let's see what it would be like to go
research at the Museum of Modern Art
| | 02:34 |
using their digital online collection.
Now that the student has downloaded the
| | 02:39 |
handout for this activity into the
Evernote folder for their course, they
| | 02:43 |
can start working on the three tasks.
To define with a short answer, what their
| | 02:48 |
contrast means, to put antonyms and
synonyms for them if that's applicable.
| | 02:54 |
To find five examples of the contrast in
the MoMA digital online collection.
| | 02:58 |
And to find three current websites whose
color pallets illustrate the contrast.
| | 03:04 |
For this demo I'm going to assume that
our contrast is saturation.
| | 03:09 |
So to start with the definition, tap on
notes.
| | 03:13 |
Inside of notes the student will do the
research by going out to the internet.
| | 03:18 |
By looking at the dictionary and any
other sources that they can find on their
| | 03:22 |
iPad to define the contrast that they've
been assigned.
| | 03:25 |
Here the student has written with the
team contrast of saturation is the
| | 03:30 |
intensity or purity of a color relative
to its own brightness, color purity.
| | 03:35 |
Synonyms: intensity, purity, vividness.
Antonyms: muted and diluted.
| | 03:42 |
So task one is done, now to go to MoMAS
online digital collection and find five examples.
| | 03:49 |
So the student will go to moma.org, the
Museum of Modern Art's website.
| | 03:56 |
They'll have to log in as a new user to
use the online digital collection.
| | 04:01 |
Once the account has been set up, they
will receive an email confirmation and be
| | 04:06 |
able to log back in.
I have already set up my account so I am
| | 04:11 |
going to log back in.
Once I am logged in to MoMA as a new
| | 04:16 |
user, I can tap on the word Explore.
Then tap on The Collection.
| | 04:23 |
When I get to the collection page, I can
go into search.
| | 04:27 |
Because this is a color theory
assignment, my first try might be the
| | 04:31 |
word color.
Then I'll tap on Go.
| | 04:38 |
The search results give me lots of little
thumbnails and descriptions of the artist
| | 04:42 |
and their work.
I can scroll through the page to find
| | 04:47 |
images that might work.
I see this intense one by Ellsworth Kelly.
| | 04:54 |
I decide to tap on this and see if it
matches my idea of what the contrast of
| | 04:59 |
saturation is.
I think this is a really good example.
| | 05:03 |
So I tap on Save.
I will continue to keep searching for
| | 05:08 |
images until I find ten to 15 images.
And I can do multiple searches.
| | 05:14 |
Maybe pop art would be a good idea.
Again, I can scroll quickly through the
| | 05:20 |
entire collection and find images that
might work for my concept.
| | 05:26 |
If I've already selected an image I can
tell, because the choice will be remove.
| | 05:32 |
Now I want to tap on my account, and then
tap on My Collection.
| | 05:38 |
As you can see my team's been busy.
We've found a lot of images in the online
| | 05:45 |
digital library that meet our idea of
contrast of saturation.
| | 05:49 |
I only need five images for this
assignment, so I'm going to select some
| | 05:55 |
and delete some.
Rather quickly my teammates and I decide
| | 06:00 |
which five images best represent contrast
of saturation.
| | 06:06 |
So next I need to define what my
collection means.
| | 06:09 |
So I'm going to create a set by tapping
on Create Set.
| | 06:13 |
In the title area I will type "Contrast
of Saturation".
| | 06:18 |
Next, I will go back to notes and copy
what I wrote in notes and paste it inside
| | 06:26 |
the description.
Double-click on the task bar.
| | 06:31 |
Then go back to Safari.
Tap in the selection area and paste, then save.
| | 06:37 |
So I now have my Contrast of Saturation.
And if I go back to my collection, I have
| | 06:46 |
the five images plus a definition of
Contrast of Saturation in my set.
| | 06:51 |
And I can show this to the class when
it's time for our team to present.
| | 06:55 |
I do want to save the URL.
I would like to post that the Wiki.
| | 07:02 |
So now I've completed task one and two.
The last task that my team needs to do is
| | 07:06 |
find three web sites that represent
Contrast of Saturation.
| | 07:12 |
So in order to do this, I want to go to
the search box and think of things that
| | 07:17 |
might work.
My contrast is saturation, so maybe the
| | 07:21 |
word bold or bold pallette website.
That didn't do very well, so I'll try one
| | 07:34 |
more time.
I'll try inverting the words a little bit.
| | 07:43 |
I think I've got it this time.
29 websites that use bold color schemes.
| | 07:47 |
So now that I've found a site that will
refer me to bold color schemes on
| | 07:54 |
websites, I'll scroll through the
selection.
| | 07:57 |
And see which ones I want to choose.
I only need to have three but my team
| | 08:02 |
mates and I must agree that they're the
best examples of saturated color.
| | 08:06 |
This one looks saturated and intense.
Yes, I think this is a good idea.
| | 08:15 |
My teammates and I agree.
So we select the URL, return to our
| | 08:20 |
notes, type websites with saturation
color schemes, then paste.
| | 08:29 |
We would continue to do this until we
found three websites that illustrate this concept.
| | 08:35 |
Now that the team for contrast of
saturation has completed the three tasks,
| | 08:40 |
They're ready to post the work that
they've done on the wiki.
| | 08:45 |
One of the team members will act as
scribe.
| | 08:47 |
Tap on Pages and Files.
Tap on Contrast and Saturation.
| | 08:52 |
Tap the Edit button.
The teachers put in prompts to remind the
| | 08:57 |
students of what they need to put on this
page.
| | 09:00 |
Double-click on the Home button.
Tap on Notes.
| | 09:04 |
Select All
>> Copy.
| | 09:07 |
Double-click on the Home button and
return to the Wiki.
| | 09:15 |
Now Paste.
Save.
| | 09:22 |
Test the links to make sure they open in
a new window.
| | 09:25 |
This team is now ready to do their 15
minute presentation to the class.
| | 09:32 |
Their definition is posted, their
synonyms and antonyms are posted.
| | 09:37 |
They have their five examples inside the
MoMA digital online collection.
| | 09:40 |
And they found three examples of websites
with saturated color schemes.
| | 09:45 |
With the small group team project
finished.
| | 09:50 |
All research completed, the writing done
and each of the tasks posted to the Wiki space.
| | 09:57 |
Each team will have an opportunity to
present what they've learned to the rest
| | 10:00 |
of the class to show the images that
they've found.
| | 10:05 |
And to defend why they've chosen the
three contemporary websites as examples
| | 10:10 |
of the contrast that they were assigned.
In this small group research-focused
| | 10:15 |
project, the members of the class have
demonstrated that they can research using
| | 10:20 |
digital online libraries, do selections,
annotate, define, write and post their
| | 10:27 |
findings to the Wikispace.
They've done written and visual
| | 10:30 |
presentations to the Wikispace.
Now it's time to present to the class orally.
| | 10:35 |
| | Collapse this transcript |
| Presenting academic research and artifacts| 00:00 |
It's important with students using the
iPad in the classroom that you allow
| | 00:04 |
plenty of time for presenting and sharing
ideas.
| | 00:08 |
Students love to show the artifacts that
they have created and to demonstrate the
| | 00:13 |
knowledge that they gained through their
academic research.
| | 00:16 |
In this project it's color contrast, each
teams will be allowed to have 15 minutes
| | 00:22 |
to present in front of the classroom.
Before they present I give them a few
| | 00:26 |
little tips.
I say to the team your class mates should
| | 00:29 |
be able to understand the contrast that
your team was assigned.
| | 00:33 |
How to recognize the contrast in all
different kinds of context and after the
| | 00:39 |
presentation you should field questions.
And be able to go to the Wiki and review
| | 00:44 |
your research and examples.
I suggest that the team decides who is
| | 00:49 |
going to say and show each part.
One person might do the definition.
| | 00:54 |
Another person might talk about the
research done in the online library.
| | 00:58 |
And the third person might talk about how
the team selected the three websites that
| | 01:02 |
had the color palettes that illustrated
the contrast that htey were assigned.
| | 01:07 |
I asked them to finish by returning to
the Wiki page they created and posted to.
| | 01:12 |
This way it reminds everyone in the class
that they don't have to feel uncomfortable.
| | 01:16 |
Or anxious about remembering or
memorizing, all of this information.
| | 01:21 |
That it's right there at their fingertips
that they can watch on their own time,
| | 01:24 |
individually when they have the chance.
It's important that the students when
| | 01:28 |
their learning in an activity have a
chance to revisit one, two, three times.
| | 01:33 |
This way through a variety of experiences
written, visual and oral.
| | 01:38 |
They will remember what they've learned,
they also are creating what I call
| | 01:42 |
learning experiences.
And as you all know from storytelling and
| | 01:46 |
from memories from your own experiences,
memories, experiences that have been
| | 01:50 |
important to you are most remembered.
That's what I want to do with the learning.
| | 01:55 |
Have these learning experiences be
memorable.
| | 01:57 |
| | Collapse this transcript |
| Assessing the activity| 00:01 |
Every teacher designing a learning
activity at the end of the day has to
| | 00:05 |
assess that activity.
And see if it measures up to what they hoped.
| | 00:09 |
Did they in fact learn the objectives?
Did the students create the kinds of
| | 00:13 |
artifacts they expected?
And was this an engaging activity?
| | 00:17 |
There are a variety of assessment options
available.
| | 00:20 |
Tests, quizzes, written thesises, oral
presentations, written presentations, and
| | 00:26 |
all kinds of assessment.
For the project that we just did, I'm
| | 00:30 |
going to show how I used an individual
project-based assignment to see if they
| | 00:34 |
learned what they needed to learn.
The factors that I think about when I am
| | 00:38 |
designing assessment include my targeted
student group, the subject matter benchmarks.
| | 00:45 |
Or, the learning objectives that the
student will have upon exit from the
| | 00:48 |
course, teaching style, the school
context and requirements of the course in
| | 00:53 |
that environment.
In my classes, as we continued on with
| | 00:56 |
the study of Itten's color contrasts, I
finished up with an individual project
| | 01:01 |
based learning assignment.
Each individual was actually to create a
| | 01:05 |
project on the iPad.
The problem definition was, with the
| | 01:09 |
knowledge you have gained from the MoMA
Nearpod interactive lecture and from your
| | 01:14 |
own research on Itten's color contrasts,
create two 16 grid color composition
| | 01:19 |
studies that illustrate one of Itten's
color contrast.
| | 01:23 |
Maintaining your groups of three, draw a
brand new number.
| | 01:26 |
The new number is the color contrast you
will use for your individual hands-on project.
| | 01:32 |
You may not use the color contrast that
you used from the the prior research project.
| | 01:38 |
I do a small demo in InkPad, an app that
you can get on the appstore in iTunes.
| | 01:43 |
I show them how to copy and paste digital
photos that they have taken on campus
| | 01:47 |
that illustrate the contrast that they
have been assigned.
| | 01:50 |
In their second example, I have them
actually create their own color swatches
| | 01:54 |
and create an interesting composition
based on the ideas that, that contrast
| | 01:59 |
ilicits for them.
After they have finished and gotten
| | 02:02 |
approval from myself, and gotten feedback
from at least two other people in class,
| | 02:07 |
I have them select a new document and
print it to the AirPrint.
| | 02:10 |
Then we put these all up for feedback.
Sometimes we vote on the ones we think
| | 02:15 |
best illustrate the contrast.
But one of the things we do before we do
| | 02:19 |
the critique or the critical thinking
part of this assignment is that we make
| | 02:23 |
others next to us guess what our contrast
is, to see if in fact, we've communicated
| | 02:27 |
our ideas.
So, I've taken you from start to finish
| | 02:31 |
on designing, deploying, implementing and
assessing, a project using the iPad in
| | 02:37 |
the classroom.
But there are other considerations,
| | 02:39 |
there's the big broad picture.
It seems to me that at the end of the
| | 02:43 |
course using the iPad classroom, that
with the student with beginner level
| | 02:47 |
computer skills and the teacher should be
able to save documents, use email,
| | 02:52 |
navigate, and perform a search on the
internet, use a word-processing
| | 02:53 |
application on the iPad.
And be able to post, comment and reply in
| | 03:02 |
a professional way.
As for teachers, in implementing the iPad
| | 03:07 |
in the classroom, for me, the teacher
should be able to plan and integrate
| | 03:11 |
materials and learning activities
specific to the iPad.
| | 03:15 |
By this I mean, I've heard of teachers
having iPads, doing the same old lectures.
| | 03:20 |
And having the students just use the iPad
to take notes instead of paper.
| | 03:23 |
I'm really talking about integrating the
technology seamlessly into the ideas, and
| | 03:28 |
the subject matter, and the experiences.
The teacher should be able to design the
| | 03:32 |
use of the iPad into the teaching, based
on their subject matter expertise and
| | 03:37 |
their teaching style.
And finally, the teacher should feel
| | 03:40 |
prepared to effectively implement the use
of an iPad in the classroom as a
| | 03:44 |
multi-faceted, multi-sensory,
multi-experience teaching and
| | 03:49 |
collaboration tool.
I also think there's a takeaway for the students.
| | 03:53 |
So, for me, upon completion of the
course, or a project, the student should
| | 03:58 |
have an in-depth knowledge of how to use
an iPad.
| | 04:01 |
Feel that they have participated in
activiites that integrate an iPad into
| | 04:05 |
student learning and assessment in a
manner that supports 21st century skills.
| | 04:10 |
The student should understand how the
iPad can deliver learning objects in a
| | 04:14 |
course or a project.
What it means to be acadmeically
| | 04:18 |
rigourous and to understand how their
projects relate to the course learning objectives.
| | 04:23 |
Each students, individually, personally,
should be able to explore and evaluate a
| | 04:28 |
variety of resources available from the
iPad.
| | 04:31 |
From applications, to podcasts, to media,
to internet sites for use in research,
| | 04:36 |
communication, and collaboration.
And I often invite my own students to
| | 04:40 |
create formative and summative
assessments to create their own metrics
| | 04:45 |
for assessing their projects.
And I always reward risk taking and going
| | 04:49 |
back and tweaking and iterating and
trying one more time.
| | 04:53 |
But the true reward in teaching the iPad
in the classroom is that each student
| | 04:58 |
will begin to understand their personal
learning style.
| | 05:02 |
How they differ, how they're the same,
and what they hope for themselves in the
| | 05:06 |
future as a student and a learner and as
a person working in the professional work environment.
| | 05:12 |
They should have an awareness of the
variety of learning styles in the class,
| | 05:16 |
create support materials and artifacts,
that align with their learning path goals.
| | 05:21 |
So, I'd like to leave you with a little
bit of inspiration.
| | 05:24 |
There's a great site out there called
Educational Origami.
| | 05:28 |
There is no way in one course, that I can
cover all of the learning and teaching styles.
| | 05:33 |
And all of the different age groups, and
all of the different contexts and kinds
| | 05:38 |
of schools that are out there.
So I urge you to go look for your birds
| | 05:42 |
of a feather, those people who have the
same problems, the same environments, and
| | 05:46 |
the same experiences as you.
This is a great site called educational origami.
| | 05:52 |
And I'd like to scroll down to one
particular thing that I think is very good.
| | 05:57 |
It has a 21st century pedagogy.
It talks about digital citizenship, and
| | 06:02 |
its really thinking about what the
students of this new century should be
| | 06:05 |
able to do.
A favorite part of educational origami
| | 06:09 |
for me is the blooms digital taxonomy.
I particularly like something they call
| | 06:15 |
quicksheets on educational origami.
It's a little bit like a inforgraphic.
| | 06:20 |
This would be a thing to have up in your
classroom and just to have around in your
| | 06:24 |
office, as you're thinking about what
kind of projects you want to do.
| | 06:28 |
It uses the ideas of Bloomberg with
possible activities and keywords.
| | 06:33 |
So, I would suggest to you that you take
a look at this site and explore some of
| | 06:38 |
the wonderful resources that are
available.
| | 06:40 |
I found this site to be very inspiring.
And then, one other thing that they have
| | 06:45 |
is this assessment, and so you might
want to take a look at that.
| | 06:48 |
It's called a starter sheet.
And they explain in much, much detail how
| | 06:52 |
they use it to create assessment in the
iPad classroom.
| | 06:57 |
There are lots of teachers out there
using iPad in the classroom, and all of
| | 07:00 |
them have great experiences, and great
ideas, and responses to share.
| | 07:06 |
I've tried to show you some of the best
during this course.
| | 07:08 |
And I hope you take the time to go out,
as I said, and research those kinds of
| | 07:11 |
teachers that are faced with the same
kinds of challenges as you.
| | 07:15 |
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