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Podcast project links Tuesday, 23 February 2010

Posted by D in comp apps 11/12, media 10, myp comp apps 9.
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What are podcasts?

Tutorials on how to make podcasts with Apple Garageband

Tips on creating podcasts

Free Audio recording software (for Windows)

Non-Free Audio recording software (for Windows)

Example of a podcast, notice how the beginning (first 30 seconds) include information such as:

  • The podcast title
  • Episode number
  • Date
  • Place
  • Author
  • Web address (URL)
  • Jingle (music/musical theme)

http://photography.ca/blog/wp-content/uploads/photo-podcast-59.mp3

More examples of podcasts here:

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?)

Brochure project resources Tuesday, 19 January 2010

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These are some resources that may help you with your brochure project:

Very brief sample log entry justifying a topic choice:

I have chosen to create a brochure about Pucón, a beautiful small city in the south of my country. What is unique about it is that it is surrounded by a volcano and a lake, so people can enjoy summer activities at the lake, and winter sports at the volcano and its beautiful snow.

Yet another short sample of an entry showing the progress of your research:

First few images I’ve found for my brochure. I am looking for photos of different sizes. My idea is to have photos showing the volcano and lake, not so much the city and its hotels. Photos of the latter two? Only if I have enough time.

Now trying to find images under the creative commons license, so they are free to use and I do not get in trouble because of copyright issues…

http://www.momentsinlight.com/g2/v/Chile/Chile-DSC_8365.jpg.html

Found http://commons.wikimedia.org/ !!! Just what I needed !!!

http://upload.wikimedia.org/wikipedia/commons/c/c8/Pucon%2C_Chile.jpg this one’s a bit blurry, may try to sharpen with Photoshop later!

Enough images for the night. Now, I’m using bibme.org to build my list of sources of information using the MLA format.

“Pucon – Información Util de PUCON – CHILE.” ENJOY CHILE TRAVEL TO CHILE TOURS IN CHILE . N.p., n.d. Web. 17 Jan. 2010. <http://www.enjoy-chile.org/chile/pucon-informacion-util-chile.php&gt;.    {Annotation: good information, seems objective and helpful; in Spanish & English.}

“Pucón – Wikipedia, the free encyclopedia.” Wikipedia, the free encyclopedia. N.p., n.d. Web. 15 Jan. 2010. <http://en.wikipedia.org/wiki/Pucon&gt;.    {Fair amount of information, must check links at bottom and Spanish version of the same article. }

The above are just plain examples to illustrate what you have to do. Hope this is helpful!

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.

Brochure project Friday, 15 January 2010

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Tasks to complete by Monday 18:

  • Gather photos and facts about your holiday destination (a recent one you have travelled to, or one you like)
  • Blog your progress (i.e. blogger.com, set up your own if you don’t have one please):
    • add at least one entry explaining why you have chosen your specific holiday destination
    • add one or more entries recording the sources of information that you find for your project (this has to be done each time you find more sources of information)

Tuesday, 20 October 2009

Posted by D in comp apps 11/12, myp comp apps 10, myp comp apps 9.
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Project: How do I see myself & others?

Context and challenge:

Investigate and reflect on the influence that peers, mass media, prejudice, and stereotypes play on how we see and think of ourselves and others; how does this affect the way we interact and treat one another? What is your response?
Use the MYP Design Cycle and your computer skills, design and create a suitable product that promotes a healthy self image.

Guiding Question/Problem: How do I see myself and others?

Link to an Area of Interaction: Health and Social Education

Develop a sense of responsibility for your own well-being and for your psychological, physical and social environment.

Links to Approaches to Learning:

All; emphasis: Reflection, Organisation and Study Skills, Information Literacy.

Homework:

Bring two possible topics for next lesson, so we may start with the Investigation stage straight away.

Download the corresponding MYP project planner here

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.

Protected: Sample MYP projects Monday, 24 August 2009

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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.

iWeb links Sunday, 1 February 2009

Posted by D in comp apps 11/12, miscellaneous, pd.
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The following link(s) will help you to revise and learn how to use iWeb ’08 to create a web site.

http://www.apple.com/findouthow/web/iweb08.html

Go through all the tutorials shown on this web page. Start with all the text tutorials and then move on to the video tutorials, or follow the recommended order below.

*Note: Please ignore references to MobileMe and Google AdSense, and remember that when you want to publish your work, you have to publish it to your Web Documents folder.

Recommended order to go through the tutorials:

  1. Designing web sites
    http://www.apple.com/findouthow/web/iweb08.html#tutorial=designtip
  2. Using the inspector Toolbar
    http://www.apple.com/findouthow/web/iweb08.html#tutorial=inspector
  3. Changing font sizes
    http://www.apple.com/findouthow/web/iweb08.html#tutorial=fontsize
  4. Duplicating page templates
    http://www.apple.com/findouthow/web/iweb08.html#tutorial=dupetemp
  5. Creating a web site
    http://www.apple.com/findouthow/web/iweb08.html#tutorial=createwebsite
  6. Customising your pages
    http://www.apple.com/findouthow/web/iweb08.html#tutorial=customize
  7. Adding Hyperlinks and Navigation
    http://www.apple.com/findouthow/web/iweb08.html#tutorial=nav
  8. Adding a Google Map
    http://www.apple.com/findouthow/web/iweb08.html#tutorial=googlemap
  9. Adding live web content (“Web widgets”)
    http://www.apple.com/findouthow/web/iweb08.html#tutorial=livecontent
  10. Creating a blog
    http://www.apple.com/findouthow/web/iweb08.html#tutorial=blog
  11. Adding more entries to your blog
    http://www.apple.com/findouthow/web/iweb08.html#tutorial=moreentries
  12. Publishing your site*
    http://www.apple.com/findouthow/web/iweb08.html#tutorial=publish
  13. Managing your web site
    http://www.apple.com/findouthow/web/iweb08.html#tutorial=manage

Webpage project Sunday, 1 February 2009

Posted by D in assessment, comp apps 11/12.
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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:

How to present survey results Tuesday, 27 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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This is a question we often hear as we go through our Investigation stage of the MYP Design Cycle.

When you survey a group of people, remember to make a reasonable number of questions that are pertinent to your topic. Design your questions so the answers are specific and easy to quantify;  that’s why you always hear us recommending multiple choice, yes/no, and Likert scale types of items for surveys.

If you need to ask open questions, then do interviews better.

Going back to our post title, please head to this web page that shows the results of a survey in a really neat way:

http://www.vault.com/surveys/manners/index.jsp

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) :

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

Posted by D in assessment, comp apps 11/12, myp comp apps 9.
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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 Project: Orientation Friday, 16 January 2009

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Write down a first journal (draft or notes for your project) containing:

  • A mindmap of idea(s) for your current MYP Technology project, “Helping new students”. You may use resources from:

http://www.mymindmap.net/Mind_Map_Templates.html

or

http://en.wikipedia.org/wiki/List_of_mind_mapping_software

  • Design and distribute an email survey to your whole class on issues related to the project topic. You may want to use Survey Monkey.

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.

Evaluation: Common mistakes Sunday, 30 November 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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This is a brief compilation of the common omissions in the Evaluation section of the MYP Computer Technology projects:

  • Some students forget to implement the ways of testing the product compliance to the Design Specification. Remember the last part of your Investigation? The tests you designed there (the ones to check that your final product contains all your Design Specs.) should be done when you finish your product, and the results should be published in the Evaluation.
  • Don’t forget to suggest improvement to these ways of testing. More testers? More questions? Better questions? More ways?
  • Most students evaluate their performance at each stage of the project (Investigation, Design, Plan, Creation), but forget to suggest improvements at each stage. Do this for a better level of achievement.
  • Many students forget to comment on the impact of your product/project in the local and global community. This, in a few words, means: how do you think your product could change things in your immediate community (people close to you) and globally (the world)?

Hope this helps you!

Check the rest of the “common mistakes” entries under this tag: mistakes

Creation: Common mistakes Sunday, 30 November 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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In  nutshell, these are the common mistakes students do in the Creation stage of their MYP Computer Technology projects:

  • The journal entries are not dated. Each journal entry should start with the date, as this will make things easier for you when you evaluate the plan and your personal performance.
  • The screenshots are small, generic, and show you doing some work on the computer. Your screenshots should clearly show how you created your product. Therefore, the screenshots should show your work with the specific application(s) that you used to put your product toghether.
  • The screenshots show how you do the same things over and over. You do not need to show the same simple procedures more than once. Say, you show in three screenshots how to insert an image into a web page. You may later say that you used the same steps shown in journal entry xx/xx/xx to insert the other images as well.
  • Some students forget that the journal shows the implementation of the plan. Check back with your plan and compare your progress. Any differences between what you planned to do, and when, should be shown somewhere. Justify them and (if appropriate) say what you will do to keep your deadlines (interim and final).
  • Did you make any modifications as you were creating the product? Document any modifications to your (design) product. Justify them clearly.

I hope this helps you improve the quality of your work.

Check the rest of the “common mistakes” entries under this tag: mistakes

Tech Helper MYP Project Thursday, 20 November 2008

Posted by D in myp comp apps 9.
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If you want feed back on your Creation and Evaluation, you may submit these sections of your project by Wednesday 26 November.

The final dedaline for the whole project (design folder, AKA write-up or report, plus a CD with the product, softcopies of the journal and design folder) is the first lesson after exam week.

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