Week 6 - Group 4 Technologies

Reflection 5

Group 4 Technologies - Animations and Simulations

Animations and simulations are a tool that can cater for all learning styles. The deep use of pictorial information, sound and physical movement can help students process new or developing knowledge. Animations and simulations can occur in different forms and be used for a variety of cross-curricular purposes.

The State University of New York (2012) believes that in order to produce technologically literate students, digital simulations and animation will foster enhanced learning in the classroom. An example the University of New York uses to explain the importance of these technological tools is through science. Studies conducted by the university have concluded that in employing these types of technological tools with scientific problems, the transition from abstract operations to concrete mental operations in the brain becomes clearer (State University of New York, 2012). When students develop a clearer understanding they are able to develop higher order thinking skills and apply this to learning. Animations can be used to demonstrate experiments, results and explain inquiry questions, among other uses in the scientific environment.

Another example of animations in the classroom has been used by the University of Colorado to aid in teaching history. Dauverd (2013), first came across the idea to make student lectures engaging and interactive. Through the success of the animations used in the history courses the university allowed Dauverd to continue the use of animated learning aids in the classroom. Dauverd (2013) found the following results from adopting animation use in the classroom:

• Students become involved, motivated and interactive with the information

• Animations can be used to tell information, ask students questions, demonstrate an idea or fact

• Emphasizes images and spoken text which encourages students to develop active listening and watch the processes or information unfold

• Learn to engage with a variety of primary and secondary sources.

From just these two examples it becomes easy to see how beneficial animations and simulations can be. These technological tools can break down complex information and abstract concepts to increase cognitive learning.

It would only seem fitting in a world where technology and its tools are used by a increasing amount of the population every day, that this technology is re-introduced into the classroom. Websites that allow students to interactively explore through simulations and animations are allowing students the chance to open their mind. Concepts they may have not previously been able to explore in the real world can become accessible. These tools can perhaps begin to put students on a level playing field in terms of access to information or technology that simulates real life. This type of technology not only allows students to interact with the subject matter but fosters the collaborative learning process.

The uses of animations and simulations can be described below:

Substitution

 - Students can use a simulation to show the changes in weather through seasons, rather than a traditional method of drawing.

- Simulation can be used as a mathematical explanation tool - i.e. demonstrating fractions, 3D shapes, space, whole and part numbers.

Augmentation

- Student can create an animation to present an assessment piece. I.e. use an animated character to explain a poster or give some background information as the introduction to a investigation.

- Students can use the website 'Dipity' to create a interactive timeline, list, or flipbook which can then be embedded into other technological tools such as blogs and Glogster.

- Learn math facts through simulated maths games in online challenges against other schools or peers.

Modification

 - Students animate a picture walk type activity. For example, students create the 'walk' using pictures taken and then creating a character animate it to speak to the audience and take them through the walk.

- Students create their own interactive maps of a an area using tools such as Google maps.

- Use a simulation to create and display graphical data

- Students can join educational chat rooms specifically designed for schools. School based chat rooms can involve students creating an animated character to portray a similar appearance to themselves.

Redefinition

 - Students use a simulation as a replacement for an experiment. For example, in biology students can dissect a frog, sheep brain or insect using an online simulation. This can also allow for errors to be 'undone' and students therefore analyse this, evaluate and re-attempt with greater knowledge. This is something that would not be conceivable in a real life situation.

- Students explore the ecosystem such as a rain-forest, ocean, space or desert using a simulation.

References

Dauverd, C. (2013). Using animations in history courses. Retrieved from http://assett.colorado.edu/using-animations-in-history-courses/

State University of New York. (2012). Meaningful use of animation and simulation in the science classroom. Retrieved from http://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1145&context=ehd_theses

Dipity

Family Timeline on Dipity.

  

Family Timeline on Dipity.

Dipity is a new tool which I did not know existed or how creative you can become with it. It is an animated timeline which you can edit every aspect of to suit the learning you are trying to demonstrate or the information you are displaying. Dipity allows users not only to make their timelines creative with pictures but video, audio, location and time stamps are some of the extra tools that can be incorporated (Dipity, 2011). 

 If you cannot see the timeline in the blog the address to the short timeline I created is:

http://www.dipity.com/mel3hull/Family-Timeline/

References

Dipity. (2011). What is dipity?. Retrieved from http://www.dipity.com/ 

Bubbl.us

One of my favorite websites is bubbl.us. I have used in many times in the classroom with creating a variety of ways to collect thoughts i.e. brainstorm map. It works effectively with any grade and due to its attractiveness with being an interactive tool I have noticed students are more motivated to contribute. Bubbl.us also lets users add images and change the styles, fonts or colours to suit the layout required. Although I have not created one specficially for this task, the following link provides some excellent examples on the way this program can be used:

https://bubbl.us/examples