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Media 10 Podcast Project Wednesday, 24 February 2010

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Podcast Project Assessment

  • Script quality (interesting, thought provoking topics)
  • Sound quality (clear voice, easy to hear and understand, background music and/or sound effects do not get in the way of the message)
  • Use of interesting special music and audio effects
  • Appropriate length (3 minutes)
  • Appropriate web publishing (Send podcast to iWeb)
  • Inclusion of any extra visual elements (Podcast cover art, etc.)

Tentative deadline: 19 March. May be changed to sychronise with the other session.

Please read the following tutorial – if you are already familiar with Garageband, you may prefer to jump straight to part 2 of the tutorial.

http://www.devdaily.com/apple/mac/garage-band-create-podcast/

Reminder:
Bring the appropriate equipment such as headphones, thumbdrives, etc.
Also check the post on podcast project links.

Brochure project DEADLINE Thursday, 28 January 2010

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Please remember:

  • The deadline for our Holiday Destinations brochure project is our second lesson next week; shortly after each student will present their product to the class.
  • Update your journal or (b)logs so they reflect the final touches to your brochure plus the latest information and resources you have found and used.

Great work so far, everyone!

(Just remember to BACK UP your work, alright?)

Protected: Marketing project: Investigation feedback Wednesday, 27 January 2010

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Protected: Marketing project Wednesday, 20 January 2010

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Brochure Project Assessment Criteria Monday, 18 January 2010

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Your brochure and journal (or log) will be graded as follows:

  1. Brochure 5 pages minimum
  2. At least 10 images in total (whole brochure)
  3. Use of semi-formal and proper English (avoid using 1st person and repeating the same words {adjectives & nouns} in a paragraph)
  4. Use of effects such as shadows and reflections, when appropriate
  5. Use of tables
  6. Use of charts showing factual statistics/information
  7. Journal/log with entries documenting the sources of information used to build their product, and justifying any relevant and important decision regarding your project

Each one of this requirements, when met. will grant you one point.

UN Celebrations Project Friday, 4 September 2009

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For year 4 students, here are the resources for our first MYP full Design Cycle project.

MYP Computer Studies G1 Revision Links Thursday, 14 May 2009

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Here you will find some links to help you with your revision (most are already known to you, but a few are newer):

Programming (BASIC):

Databases & Logic Gates:

(http://www.tutorialsforopenoffice.org/tutorial/)

(http://documentation.openoffice.org/)

Please note that some OpenOffice.org tutorials may refer to version 2 instead of the current version 3 of the software suite.

Grade 10 MYP Computer Applications Semester 2 Examination Topics Tuesday, 5 May 2009

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Topics (Theory)

  • MYP Design Cycle
  • MYP Technology Assessment Criteria
  • MYP Approaches to Learning: Information Literacy, Reflection, Organisation and Study Skills
  • Your experience and reflection on MYP Technology projects, plus your teacher’s feedback on them

Resources:

Practical topics

Photoshop Skills:

  1. Use proper selection and making objects blend with each other after being pasted together
  2. Insertion and warping of text
  3. Use filters (whole layers & selections)
  4. Use special effects (fx) – shadows, glows, etc.
  5. Use the transform tools (resize/rotate/skew/distort/perspective/warp)
  6. Use fill or adjustment layers
  7. Use the shape tools

~ OR ~

Illustrator Skills:

  1. Brush & Blob brush
  2. Include text (appropriately placed and formatted)
  3. Use appearance and graphic styles for the objects of your illustration
  4. Use gradients
  5. Use symbols
  6. Scale and/or rotate objects in your products
  7. Use colour groups and harmonies and/or Kuler colour themes

Starting resources:

Exam topics Tuesday, 5 May 2009

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Grade 11/12 Computer Applications Semester 2 Examination Topics

Photoshop Skills:

  1. Use proper selection and making objects blend with each other after being pasted together
  2. Insertion and warping of text
  3. Use filters (whole layers & selections)
  4. Use special effects (fx) – shadows, glows, etc.
  5. Use the transform tools (resize/rotate/skew/distort/perspective/warp)
  6. Use fill or adjustment layers
  7. Use the shape tools

iWeb:

  1. Images
  2. Text
  3. Video/Audio
  4. HTML (web) widget
  5. Any other widget
  6. Multiple pages (blog, photo album, etc.)
  7. Saving to folder (Web Documents)

Garageband:

  1. Software tracks
  2. Real tracks
  3. Recorded voice (real track)
  4. Play and record a software instrument
  5. Use panning and/or volume levels
  6. Save/export your track to iTunes
  7. Final format has to be MP3

Creating Tutorials Using Jing (screenshots + OpenOffice document)

  1. Use of screenshots
  2. Use of arrows
  3. Use of text boxes
  4. Use of the highlighter & boxes
  5. Text explanations/comments
  6. Teach at least 6 features of the chosen application
  7. Work presented in web, word processed document, PDF, or presentation

Starting resources:

Exam topics Tuesday, 5 May 2009

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Grade 9 MYP Computer Applications Semester 2 Examination Topics

MYP:

  • MYP Design Cycle
  • MYP Technology Assessment Criteria
  • MYP Approaches to Learning: Information Literacy, Reflection, Organisation and Study Skills
  • Your experience and reflection on MYP Technology projects, plus your teacher’s feedback on them

Resources:

Photoshop Skills:

Use proper selection and making objects blend with each other after being pasted together

  1. Insertion and warping of text
  2. Use filters (whole layers & selections)
  3. Use special effects (fx) – shadows, glows, etc.
  4. Use the transform tools (resize/rotate/skew/distort/perspective/warp)
  5. Use fill or adjustment layers
  6. Use the shape tools

Starting resources:

Helping students do better projects Sunday, 26 April 2009

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This project, which requires you to assist new students to High school learn how to do better MYP Computer Applications projects, is due on Friday May 8, 2009.

You are required to do the following:

  1. Create a product that will assist a new student in better understanding how to do an MYP project. This could involve teaching two of the criteria or building a tutorial that will assist the student in gaining skill in a useful application. (eg. Photoshop).
  2. Create a write up that covers two of the MYP Computer Applications criteria. (eg. Investigation and Evaluation)

Your work will be assessed on both the quality of the product and the write up.

If you have any further questions, please contact Mr. Balcer or Mr. Drien Vargas.

Webpage project Sunday, 1 February 2009

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Create your own web site inside your Web Documents folder.

Your web site has to consist of:

  • A personal web page showing your basic personal information, interests, skills, academic and work experience. The idea here is to set up your own “Curriculum Vitae” or formal personal profile page online. This should be your main page, with links to your blog and podcasts/photo album. (1 point for contents, 2 for working links; 3 points in total)

  • A personal blog. Informal, four entries minimum (1 point). Each entry should include a multimedia element, such as photos, audio, or movies (1 point), and at least one web widget (1 point; 3 points in total).

  • Include the previous podcast project in your web site. Alternatively, you may create a photo album page with original photos taken by yourself (1 point).

The duration of this project is two weeks/six lessons.

Please refer to the iWeb Links post for more information and tutorials on how to create a web site with iWeb ’08.

For curriculum vitae formats, examples, and content guidelines, check the following links:

MYP Orientation Project Friday, 23 January 2009

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Here you will find the topic sheet and annotated assessment criteria for our MYP Computer Technology  Orientation project (helping new students to OFS and/or families new to Singapore) :

Important Information Thursday, 22 January 2009

Posted by D in assessment, comp apps 11/12, myp comp apps 10, myp comp apps 9, myp comp studies g1, myp comp studies g2.
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Have a look at the following tags linking to posts referring to the following essential information for our classes:

Current MYP Project Deadlines Thursday, 22 January 2009

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For our current MYP Comp Apps (both 9 and 10), our first deadline is

  • Our second class after Lunar New Year.

You need to bring a printed (hard copy) of your

  1. Investigation
  2. Design

Please do NOT miss any deadline. Failure to meet any deadline will result in you getting an interim report.

Podcast Project Topic Sheet Friday, 16 January 2009

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Computer Apps Podcast Project

Dates/Deadline:
January 13 – February 4 (present the week after you return from Lunar/Chinese New year holiday)

Using Garageband, create two 5 minute podcasts about topics you (or your partner) are interested in – the possible categories are:

  • Arts

    • Design

    • Fashion
      & Beauty

    • Food

    • Literature

    • Performing
      Arts

    • Visual
      Arts

  • Business

    • Business
      News

    • Careers

    • Investing

    • Management
      & Marketing

    • Shopping

  • Comedy

    • Suitable
      for all age groups

  • Education

    • Education
      Technology

    • Higher
      Education

    • K-12

    • Language
      Courses

    • Training

  • Games
    & Hobbies

    • Automotive

    • Aviation

    • Hobbies

    • Other
      Games

    • Video
      Games
  • Health

    • Alternative
      Health

    • Fitness
      & Nutrition

    • Self-Help

  • Kids
    & Family

  • Music

  • News

  • Science
    & Medicine

    • Medicine

    • Natural
      Sciences

    • Social
      Sciences

  • Society
    & Culture

    • History

    • Personal
      Journals

    • Philosophy

    • Places
      & Travel

  • Sports
    & Recreation

    • Amateur

    • College
      & High School

    • Outdoor

    • Professional

  • Technology

    • Gadgets

    • Tech
      News

    • Podcasting

    • Software
      How-To

  • TV
    & Film

  • Something
    else???

Assessment:

  • Script quality (interesting, thought provoking topics)

  • Sound quality (clear voice, easy to hear and understand, background music and/or sound effects do not get in the way of the message)

  • Use of interesting special music and audio effects

  • Working RSS feed (compatible with iTunes / generated by iWeb)

  • Appropriate length (2 or 3 episdes of 5 minutes each)

  • Appropriate web publishing (Send podcast to iWeb)

  • Inclusion of any extra visual elements (Podcast cover art, etc.)

Please read the following tutorial – if you are already familiar with Garageband, you may prefer to jump straight to part 2 of the tutorial.

http://www.devdaily.com/apple/mac/garage-band-create-podcast/

Reminder:
Bring the appropriate equipment such as headphones, thumbdrives, etc.
Also check the post on podcast project links.

MYP Assessment Criteria Monday, 12 January 2009

Posted by D in myp comp apps 10, myp comp apps 9, myp comp studies g1, myp comp studies g2.
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MYP Technology: Assessment Criteria

The following assessment criteria have been established by the IBO for Technology in the MYP.

Criterion A Investigate Maximum 6
Criterion B Design Maximum 6
Criterion C Plan Maximum 6
Criterion D Create Maximum 6
Criterion E Evaluate Maximum 6
Criterion F Attitudes in technology Maximum 6
Grade Boundaries
1 0-5
2 6-9
3 10-15
4 16-21
5 22-26
6 27-31
7 32-36

For each assessment criterion, a number of band descriptors are defined.

These describe a range of achievement levels with the lowest represented as 0.

The criteria are equally weighted.

The descriptors concentrate on positive achievement, although failure to achieve may be included in the description for the lower levels.

Detailed descriptions of the assessment criteria and band descriptors follow.

Criterion A: Investigate
Maximum 6

Investigation
is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately.

Achievement level Descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1–2

The student states the problem. The student investigates the problem, collecting information from sources. The student lists some specifications.

3–4

The student describes the problem, mentioning its relevance. The student investigates the problem, selecting and analysing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.

5–6

The student explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Design brief: The student’s response to the challenge, showing how they intend to solve the problem they have been presented with. This will guide their investigation as they work to develop a more detailed design specification.

Design specification: A
detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

Criterion B: Design
Maximum 6

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

Achievement level Descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1–2

The student generates one design, and makes some attempt to justify this against the design specification.

3–4

The student generates a few designs, justifying the choice of one design and fully evaluating this against the design specification.

5–6

The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Criterion C: Plan
Maximum 6

Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design.

Achievement level Descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1–2

The student produces a plan that contains some details of the steps and/or the resources required.

3–4

The student produces a plan that contains a number of logical steps that include resources and time. The student makes some attempt to evaluate the plan.

5–6

The student produces a plan that
contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications
to the design.

Criterion D: Create
Maximum 6

Students are expected to document, with a series of photographs or a video and a
dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion.

Achievement level Descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1–2

The student considers the plan and creates at least part of a product/solution.

3–4

The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made, resulting in a product/solution of good quality.

5–6

The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

Appropriate quality: This is the best product/solution that the student can produce, taking into account the resources available, the skills and techniques they have used, their educational development, how the product/solution addresses the identified need, and aspects of safety and ergonomics.

Criterion E: Evaluate
Maximum 6

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

Achievement level Descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1–2

The student evaluates the product/solution or his or her own performance. The student makes some attempt to test the product/solution.

3–4

The student evaluates the product/solution and
his or her own performance and suggests ways in which these could be improved. The student tests the product/solution to evaluate it against the design specification.

5–6

The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

Product testing: A stage in the design process where versions of products (for example, prototypes) are tested against the need, applied to the context and presented to the end-user or target audience.

Criterion F: Attitudes in technology
Maximum 6

This criterion refers to students’ attitudes when working in technology. It focuses on an overall assessment of two aspects:

  • personal engagement (motivation, independence, general positive attitude)
  • attitudes towards safety, cooperation and respect for others.

By their very nature these qualities are difficult to quantify and assess, and assessment should therefore take into account the context in which the unit of work was undertaken.

Achievement level

Descriptor

0

The student does not reach a standard described by any of the descriptors given below.

1–2

The student occasionally displays a satisfactory standard in one of the aspects listed above.

3–4

The student frequently displays a satisfactory standard in both of the aspects listed above.

5–6

The student consistently displays a satisfactory standard in both of the aspects listed above.

Checklist for MYP Projects Wednesday, 29 October 2008

Posted by D in myp comp apps 10, myp comp apps 9, myp comp studies g1, myp comp studies g2.
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Hopefully this checklist will help you organize yourselves in order to complete each stage of your MYP Computer Technology projects.

Checklist (PDF download)

MYP Technology Project Checklist


Criterion A: INVESTIGATE

  • Identify the problem (say what the problem is)

  • Explain the problem and say why it is relevant (important)

  • Find information about the problem from many different, good sources

  • Summarise each source

  • Evaluate those sources (say why they are good/better/best) and state how you used them
  • Develop a design brief = Say how you will solve the problem you identified, in general terms.

  • Prepare a design specification = a detailed description of how your solution must be so you can solve the problem, everything you need for your solution (or to make the product) and what your solution can and cannot do. What you write here has to be important for you (the designer) and the user (the person/people who will use or be helped by your solution or product). All your suggested and appropriate solutions will need to meet the terms of the design specification.

  • Describe (say in detail) how you are going to test your product against the design specification (how you will check whether you product sticks to the specification)

Criterion B: DESIGN

  • Compare each possible mode (media) against your design specifications

  • Choose one mode and justify your choice in terms of how it meets your design specifications

  • Make several (at least three, four optimal) different designs for the mode you chose

  • Explain how all your designs meet the design specification (you can show how you are going to put each design spec. in each layout/design)

  • Choose one (or more, if appropriate) design and explain in detail:

  • Why you chose that design and not the others

  • How and why it meets the requirements of your design specification better than the others you dropped.

Criterion C: PLAN

  • Make a detailed plan of logical steps (sequenced, in proper order) describing how you will use:

    • The resources (everything you’ll use to create your product and/or what you need to implement your solution)

    • The steps you need to take (what you will do) to create the product

    • The time (timeline, Gantt chart, when you’ll do it)

  • Explain and evaluate your plan (pros and cons / strengths and weaknesses, what if… alternatives for the weak points)

  • Justify any modifications you made to your design (the one you chose in the previous step)

Criterion D: CREATE

  • Follow your plan, justifying any modifications you make (if you deviate from your plan and/or your design)

  • Document the creation of your product using a journal (Format: Date, Comments, Screenshots/screencast, explanation of screenshots/screencasts, problems, how you solved problems, modifications)

  • Your product must

    be as good as possible (of “Appropriate quality” 1) using the resources available to you and/or those resources you have chosen to use (in the  planning section)

Criterion E: EVALUATE

  • Objectively evaluate your product/solution based on:

    • Does the product do what you said in the design brief? (does it meet your goal and solve the problem?)

    • The results from the ways of testing2 the design specs.

    • How would you improve on these ways of testing the design specifications?

  • Explain how your product/solution can be improved based on the feedback and evaluation you have done

  • Evaluate your own performance at each stage of the design cycle (compare initial and final Gantt charts, talk about strengths and weaknesses, etc.)

  • Suggest improvements to your performance at each stage of the design cycle

  • Explain how your product/solution will impact/change/improve (people’s) life, society, and/or the environment

1 Appropriate quality:This is the best product/solution that you can produce, taking into account the resources available (hardware, software), the skills and techniques you have used, your educational development (what you know and have learned), how the product/solution addresses the identified need, and aspects of safety and ergonomics.

2 Product testing: Here is where you show people your product and give them the tests that you created at the end of your investigation section. You can also check if the product solves the problem / fulfill the need, applied to the context and presented to the end-users or target audience.

Tutorial Project Assessment Criteria Tuesday, 21 October 2008

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This is only for the OFS Computer Applications 11/12 class.

Tutorial project assessment rubric:

Criteria

Score
(points)

Use of screenshots only or

1

Use of video (or video + screenshots)

2

Text explanations/comments

1

At least 4 features taught

2 (1 point every 2 features)

Work presented in web, word processed document, PDF, or presentation

1 point

Total

6 + base point = 7