Friday, 21 March 2014
Evaluation
The aim of the project was to bring to light the importance of recycling, although from the the research i under took i realised that there is still alot of energy used in the recycling process, such as sterilizing, reshaping and transporting the recyclable material. This is not cheap and all the processes need to be powered whether it is for fossil fuels via petrol or electricity it can still have a negative effect on the environment. So my slogan is reuse where ever possible and then recycle, recycling is still far better than just 'throwing away' your rubbish. The video i created showed rubbish transforming, this is a meant to show the possible that recycling and reusing can have.
All in all the project went well i would have liked to add more however it was a little more time consuming than i first through. The biggest issues i faced was lighting from the research and discussion undertaken in class i knew lighting would be an important factor so i insured i had plenty of lighting, both natural and lamps. However i found that the lamps had a more focused light that would reflect off the materials i was using (aluminium cans) and this reflection made the images unclear and the video look poor quality, so i tried to use natural lighting as much as possible.
All in all the project went well i would have liked to add more however it was a little more time consuming than i first through. The biggest issues i faced was lighting from the research and discussion undertaken in class i knew lighting would be an important factor so i insured i had plenty of lighting, both natural and lamps. However i found that the lamps had a more focused light that would reflect off the materials i was using (aluminium cans) and this reflection made the images unclear and the video look poor quality, so i tried to use natural lighting as much as possible.
Chroma Keying
Chroma Keying
Chroma keying or more well known as ‘green/blue
screen’, it is a special effects technique where the user can layer together
two separate video’s or images, most famously would be weather forecast broadcasts
but it Is also commonly used in films and video games, an actor or actress acts
out a scene in front of a coloured screen, anything that is the colour of the
screen is replaced by another image making it appear as though the actor/actress
in that location, the obvious thing to remember is that anything that is that
colour will show up with the image on it which can limit other colours in a scene,
particularly clothing and this can be a time-consuming process. However if you
want your actor/actress to have a missing limbs or even floating head it will work
perfectly.
- Usually screens are green or blue because these colours are furthest away from skin tone.
- It was developed in 1930 and is credited to Larry Butler.
- The first movie which used chroma keying in a simpler way as it is now would be ‘The Thief of Bagdad’ (1940) which won Academy Award for Visual Effects.
These are just a couple of examples:
Before:
After:
Before:
After:
The Importance of Sound
The
Importance of Sound in Movie and Animations.
When you first think about a film or animation you essentially think
visual but you cannot underestimate the importance of sound. Music can instil
emotions in the viewer and help intensify their feelings, or try to create a
different emotion to shock or scare the viewer. For example some films will
play slow and quiet music to build tension before a surprise moment. The ‘jaws’
music is famous for building up the viewer’s anticipation whereas ‘The Titanic’
brings other emotions such as love and loss.
Wednesday, 19 March 2014
Thaumatrope, Zoetrope and Phenakistoscope
Thaumatrope
A thaumatrope is a piece of card with picture or photo on both sides attached to rubber bands/string and when it is spun quickly the two images appear to combine and produce a single image. It was a popular toy in the Victorian times. They are widely thought of as inspiration to cinematography and in particular animation. It is generally agreed that an the Englishman John Ayrton Paris invented The Thaumatrope in 1826.
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How to make a thaumatrope :
Step 1: Grab a firm bit of material, cardboard works best and cut out a circle.
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Step 2: Now draw a picture on each side of the cardboard, the key to this is trying to keep both pictures central in the circle. The pictures must align for the image to appear correctly.
Step 3: Cut two holes in the at the top and bottom of the circle.
Step 4: Now insert a rubber band though the hole loop it over and pull tight, do this to both holes.
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Step 5: Finally firmly hold both rubber bands and carefully twist/wing up the cardboard circle, then release. You have created a thaumatrope.
I also had go trying to create the illusion of movement it this was my result:
Zoetrope
A zoetrope create the illusion of motion by quickly spinning pictures.
It is a cylinder with vertical slit cut into it which you user looks though, the
images are on the inside and when spun at the right speed produces the illusion
of motion, and the slit stops the images blurring together. The earliest record zoetrope was found in China around
180 AD. The zoetrope has many similarity to the modern day stop-motion
animation that I will be creating, both uses picture/frame played sequence at a
rapid speed to produce the illusion of motion, the processes/software that I will
be using are much quicker, easier and produce a better finished result along with
more option to experiment but the idea is basically the same.
Pixar produced a 3D
zoetrope for its touring exhibition and features characters from it’s very
popular movie Toy Story.
Phenakistoscope
The phenakistoscope was invented in 1832 by Joseph Antoine Ferdinand Plateau a Belgian Physicist. A phenakistoscope is fundamentally two wheels that have picture/drawing on, and when placed in front of a mirror and a single user can look thought gaps in the wheel and when spun produces a basic animation reflecting the mirror.
Sunday, 9 March 2014
Wednesday, 5 March 2014
The impact the learning environment has on the learner. In particular what an ICT rich environment has on the enquiring mind.
Those students who did not attend BETT should research the impact the learning environment has on the learner. In particular they should discuss what an ICT rich environment has on the enquiring mind. Write 500 words approx. on their blog, with links to examples.
Dewey (1938) is mostly commonly described as the founder of ‘inquiry-based’ learning although it can be traced back to Socrates and his philosophy where he posed questions leading to development of self-knowledge. I believe this quote best describes ‘inquiry-based’ learning.
‘Inquiry takes students out of the pre-digested format of the textbook and into the process of learning from a variety of sources to construct their own understandings. They learn to think through subject content apart from prescribed responses or pre-set solutions. They are guided through a process of intellectual construction that enables them to build on what they already know and come to a deeper understanding of the concepts and problems underlying the subject.’ (Kuhthlau, 2003, p.6)
The main aim of ‘inquiry-based’ learning is to identify strategies which achieve their goals and gather evidence to reflect on the process and look at the next steps. ICT programs help enhance the learning curiosity of students and develop it both inside and outside the classroom, ICT as helped teachers move away from textbooks. The philosophy of education has come on leaps and bounds with ICT being one of the main components for this, interactive whiteboards are in almost every classroom along with iPad’s and laptops. Using E-learning tools help to develop higher order thinking skills along with critical reflection. This can be witnessed In the foundation phase. ICT enhances pupil’s willingness to explore.
Brain-based research shows that utilizing as many senses as possible when teaching capitalise on the students learning experience in many different ways, senses such as:
Authentic learning is similar to ‘inquiry-based’ learning in that it engages all the senses helping pupils to create a meaningful, beneficial, shared outcome. Authentic learning delivers tasks that provides the pupils with opportunities to associate with the real world.
One example of ICT benefit the classroom would be our very own ‘moodle’ providing resources used within the class along with extra links to websites which can increase knowledge and arouses interest regarding the subject area.
If a system like this was available in primary schools which linked staff, pupils and parents together could improve communication with parents along better engagement, allowing daily input from parents and extending the classroom into the community so parents will know what their children are being taught and can therefore give their input and encouragement in the home environment. An example of this is a company called ‘Ultranet’ which works well over in New Zealand (http://www.ultranet.co.nz/).
An ICT rich environment can have both a positive and negative effect on a pupils enquiring mind, but in my mind the positive far out weights the negatives ICT in the classroom encourages pupils to take a new approach to their learning in an exciting and interesting way such as educational games, research from the internet and programs like Microsoft Publisher and PowerPoint so pupils can produce education posters and slide shows one down slide I have noticed from my brief work in schools is that in sum instances when children do experiment with Microsoft publisher their end results can sometime be very similar so if they see one pupils idea and like it or they see the pupils given them praise will copy is idea, so like with many things in the classroom and life in general the creative pupils can be more creative. Although the greatest positive impact has to be for pupils with learning difficulties, there are many programs designed to help with reading, writing, spelling, maths and the list goes on there are even programs to help with pupil interaction.
A study by Jan-Marie Kellow in (2012) looking at the perspective of a primary school teacher.
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From the same study by Jan-Marie Kellow in (2012) this time she asked the pupils to rate the helpfulness of ICT for inquiry.
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If you think back to the times when the teacher’s only resource was the blackboard, they would use discipline to keep the children’s attention, the children had to learn or they would be punished. However nowadays technology is relied upon to keep the pupils attention and now the pupil wants to learn instead of having to learn, which I think everyone would agree is a far better way and has been proven by many (quote) one possible problem is that teachers are expected to have a good level of competence when around ICT some teaching staff are unwilling to incorporate ICT in the classroom. Technology is changing and improving rapidly and teachers mush also, it is the schools job to supply proper training along with the correct ICT resources one will not be productive without the other.
A common argument against ICT in schools is that websites like ‘google’ and ‘bing’ stops children from thinking for themselves. I appreciate their argument and there is some truth to this but my opinion is the more research available to children can only be a positive as long as the correct support is in place. I believe I am well over the 500 word recommendation but my argument is that the word ‘approx’ loosely interpreted. Before I finish I must also mention the importance of teaching ‘cyber safety’ will is paramount these days, along with the possibility that pupils can get addictive to the internet, both these point must also be taken into consideration.
This study investigates the use of inquiry-based learning with primary school pupils, focusing on ICT. The study examines the ways in which pupils and teachers use ICT as an inquiry-based learning process. This investigation found many ICT tools were supportive in many different ways. It needs to be noted that the research investigated was carried in New Zealand.
http://www.inquiringmind.co.nz/FinalResearchReportJMK.pdf
There are a number of inquiry-based models being implemented in schools. This website gives examples along with a brief description. Although most of these inquiry-based investigations are more science based. http://www.cii.illinois.edu/InquiryPage/php/join.html
References
Dewey, J. (1938). Experience and Education. Indiana: Kappa Delta Pi.
Kellow, J. 2012. Inquiry Learning in an ICT-rich Environment [Online] Available at: http://www.inquiringmind.co.nz/FinalResearchReportJMK.pdf [Accessed 20 February 2014]
Kuhlthau, C. (2003). Rethinking libraries for the information age school: Vital roles in inquiry learning. School Libraries in Canada, 22 (4), pp. 3-11.
Dewey (1938) is mostly commonly described as the founder of ‘inquiry-based’ learning although it can be traced back to Socrates and his philosophy where he posed questions leading to development of self-knowledge. I believe this quote best describes ‘inquiry-based’ learning.
‘Inquiry takes students out of the pre-digested format of the textbook and into the process of learning from a variety of sources to construct their own understandings. They learn to think through subject content apart from prescribed responses or pre-set solutions. They are guided through a process of intellectual construction that enables them to build on what they already know and come to a deeper understanding of the concepts and problems underlying the subject.’ (Kuhthlau, 2003, p.6)
The main aim of ‘inquiry-based’ learning is to identify strategies which achieve their goals and gather evidence to reflect on the process and look at the next steps. ICT programs help enhance the learning curiosity of students and develop it both inside and outside the classroom, ICT as helped teachers move away from textbooks. The philosophy of education has come on leaps and bounds with ICT being one of the main components for this, interactive whiteboards are in almost every classroom along with iPad’s and laptops. Using E-learning tools help to develop higher order thinking skills along with critical reflection. This can be witnessed In the foundation phase. ICT enhances pupil’s willingness to explore.
Brain-based research shows that utilizing as many senses as possible when teaching capitalise on the students learning experience in many different ways, senses such as:
- Exploring,
- Interacting,
- Collaborating,
- Manipulating,
- Sharing, and
- Discussing
Authentic learning is similar to ‘inquiry-based’ learning in that it engages all the senses helping pupils to create a meaningful, beneficial, shared outcome. Authentic learning delivers tasks that provides the pupils with opportunities to associate with the real world.
One example of ICT benefit the classroom would be our very own ‘moodle’ providing resources used within the class along with extra links to websites which can increase knowledge and arouses interest regarding the subject area.
If a system like this was available in primary schools which linked staff, pupils and parents together could improve communication with parents along better engagement, allowing daily input from parents and extending the classroom into the community so parents will know what their children are being taught and can therefore give their input and encouragement in the home environment. An example of this is a company called ‘Ultranet’ which works well over in New Zealand (http://www.ultranet.co.nz/).
An ICT rich environment can have both a positive and negative effect on a pupils enquiring mind, but in my mind the positive far out weights the negatives ICT in the classroom encourages pupils to take a new approach to their learning in an exciting and interesting way such as educational games, research from the internet and programs like Microsoft Publisher and PowerPoint so pupils can produce education posters and slide shows one down slide I have noticed from my brief work in schools is that in sum instances when children do experiment with Microsoft publisher their end results can sometime be very similar so if they see one pupils idea and like it or they see the pupils given them praise will copy is idea, so like with many things in the classroom and life in general the creative pupils can be more creative. Although the greatest positive impact has to be for pupils with learning difficulties, there are many programs designed to help with reading, writing, spelling, maths and the list goes on there are even programs to help with pupil interaction.
A study by Jan-Marie Kellow in (2012) looking at the perspective of a primary school teacher.
From the same study by Jan-Marie Kellow in (2012) this time she asked the pupils to rate the helpfulness of ICT for inquiry.
A common argument against ICT in schools is that websites like ‘google’ and ‘bing’ stops children from thinking for themselves. I appreciate their argument and there is some truth to this but my opinion is the more research available to children can only be a positive as long as the correct support is in place. I believe I am well over the 500 word recommendation but my argument is that the word ‘approx’ loosely interpreted. Before I finish I must also mention the importance of teaching ‘cyber safety’ will is paramount these days, along with the possibility that pupils can get addictive to the internet, both these point must also be taken into consideration.
This study investigates the use of inquiry-based learning with primary school pupils, focusing on ICT. The study examines the ways in which pupils and teachers use ICT as an inquiry-based learning process. This investigation found many ICT tools were supportive in many different ways. It needs to be noted that the research investigated was carried in New Zealand.
http://www.inquiringmind.co.nz/FinalResearchReportJMK.pdf
There are a number of inquiry-based models being implemented in schools. This website gives examples along with a brief description. Although most of these inquiry-based investigations are more science based. http://www.cii.illinois.edu/InquiryPage/php/join.html
References
Dewey, J. (1938). Experience and Education. Indiana: Kappa Delta Pi.
Kellow, J. 2012. Inquiry Learning in an ICT-rich Environment [Online] Available at: http://www.inquiringmind.co.nz/FinalResearchReportJMK.pdf [Accessed 20 February 2014]
Kuhlthau, C. (2003). Rethinking libraries for the information age school: Vital roles in inquiry learning. School Libraries in Canada, 22 (4), pp. 3-11.
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