Welcome to my presentation and workshop on Using Google SketchUp Across the Curriculum.My name is John Parker
This screen shot from a video on using technology is the inspiration for this presentation, along with my belief that Google SketchUp is a program that will enable us to achieve this goal.
I am the eLearning Director at St Ursula’s College TowwoombaAnd have been using Google SketchUp for a number of years.
This is a quote from the inventor of SketchUp, Brad Schell, and I hope that you will see the possibilities of everyone using Google SketchUp.
Overview of Google SketchUpWhat is the pedagogical foundation of using Google SketchUpGoogle SketchUp and Google EarthModelling with Google SketchUpThe 3D WarehousePluginsLinks and referencesThe last half of the presentation will be hands on, giving you time to explore how Google SketchUp can help you.
What is Google SketchUpGoogle SketchUp is a 3D modelling program that allows the users to model almost any object that they wish. The depth of the program provides users with the ability to create realistic virtual models and a range of 'plugins' extend this to 'augmented reality' models, 3D printing and pattern development and cardboard modelling.
There are two versions of Google SketchUpThe Free Version – Google SketchUp and the paid versionGoogle SketchUp Pro
Google SketchUp Pro has additional features that extend the power of SketchUp even further.The addition of ‘ Layout’ to the program turns the 3D modeling capabilities of Google SketchUp into a proper CAD program, capable of producing the range of representations required, from sketches, 3D modeling, Construction and Presentation drawings and even animations.I have only just started using SketchUp Pro and are very keen to work with it, but for the purposes of this workshop, I will refer to the free version of Google SketchUp.
PEDAGOGICAL REASONSLipson (1999) discusses the motivation for the use of physical models in education and their importance for active learning. Spatial concepts can be difficult for some students to grasp and these can be addressed through the use of Google SketchUp. Another set of plugins that further enhances these concepts are 3D printing plugins that allow the production of physical models, based on Google SketchUp files. Although requiring additional 3D printing capabilities, this is another area that further demonstrates the cross-curricular application of Google SketchUp.
Using Google SketchUp also fits well with the organisers from the Statement of Learning for Information Communication Technologies (Curriculum Corporation, 2006
and the general capabilities for ICT from the Australian Curriculum as well as elements of the Essential Learnings Information Communication Technologies (ICTs) Cross Curricular Priority (Queensland Studies Authority, 2007)
A review of the NET-S standards shows the value of using Google SketchUp across the curriculum. Successful integration of Google SketchUp in the learning experiences addresses elements of all 6 of the standards for students (ISTE, 2007) as well many of the standards for teachers (ISTE, 2008)
Within NETS for Students there are six Performance Indicators. Each Performance Indicator indicates and outlines what the student should be able to achieve within technological literacy by the completion of a school year. The Performance Indicators are guidelines where the students are aware of the programs goals and what they are attempting to achieve to meet NETS standards. The Performance Indicators are as follows:As you will see in the following slides, Google SketchUp provides opportunities to achieve many of these performance indicators.
TPACKThe use of Google SketchUp to enhance the learning experiences of students fits well with the TPACK model (Koehler, 2011). In most cases, using SketchUp would be classed as a 'TCK' experience, where the knowledge covered during the activity would be technological knowledge and content knowledge (TCK). If used in a more deliberate manner, with a focus on the engagement and learning, the activity becomes technological, pedagogical and content (TPCK). Figure 5: TPACK ModelThe design of the Information booth at the Parthenon is an example of TCK, whilst the use of the Globe theatre as a backdrop, or the augmented reality modelling of the furniture reflects a TPCK activity, considering the level of engagement that the students exhibited (Warschauer, 2007). It is in the ability to provide learning experiences that cover the three areas of the TPACK model, regardless of the subject area, that the power of Google SketchUp as a cross-curricular application really comes to the fore.
The following is a demonstration on how to create a simple buildingWe will practice this example together shortly
. Many of the 'great' centres of the world have been fully modelled (from Google SketchUp and 'Building Maker') and virtual tours of these places can be held at the click of a (mouse) button.
Other instances where Google SketchUp can be used to harness the power of Google Earth is in the ability to create '*.kmz' files of locations with SketchUp models embedded. These can then be distributed via email to a range of other users, allowing collaboration and a shared understanding of the work being covered. The ability for students to interact in a virtual environment, both individually and collaboratively further supports Brutzman's (1999) views on the benefits of 3D modelling as a medium for communication in the wider community.
PluginsThe range of 'plugins' available for Google SketchUp is extensive and further enhances the programs value as an environment for all aspects of learning. The list of plugins is extensive, and few people would need or even wish to access all of those that are available (see http://sketchup.google.com/intl/en/download/plugins.html for example). There are a number of plugins that teachers can use to enhance the learning experience and a number of these will be discussed here. As teachers (and students) made use of Google SketchUp, they would continue to find more applications for the program and the plugins available.
SketchyPhysics is one plug in that enhances SketchUp's usefulness in a range of areas, notably in the sciences (http://code.google.com/p/sketchyphysics). This plugin allows the user to ably characteristics to the elements created, which allows them to interact with each other in the work space. This is important in the animation of the models produced. The models need to reflect natural elements as closely as possible in order to deliver the most real experience
Another plugin that continues to inspire users is the AR- Media plugin from Inglobe Technologies (http://www.inglobetechnologies.com/en/new_products/arplugin_su/info.php, 2011). Augmented reality is an area of growth in the education and this plugin allows students and teachers to integrate this technology into the learning experiences. The diagrams included show a number of different applications for the AR-Media plugin, modelling of a robot, furniture and a house in a graphics course, the Osaka Castle modelling demonstration in a Japanese unit and projections of a Roman soldier as part of history. The ability of users to take models created in Google SketchUp and interact with lifelike (and life size) augmented reality models further enhances the level of engagement and the value of the learning activity.
As this paper has shown, Google SketchUp offers opportunities to engage with students across a broad spectrum of subject areas and a range of age groupings. The program provides users opportunities to interact digitally in a range of environments at almost any level of technical ability. Google SketchUp should be a key part of a teacher's digital toolbox.
A BIT ABOUT ME• John Parker• eLearning Director • St Ursula’s College Toowoomba• Main teaching areas - Graphics and Creative Digital Technologies• Have also taught • Maths, Science, History, Geography, English, Citizenship Education, Tourism Studies and Home Ec.• I can be found on • Facebook - John Parker • Twitter - @techblogia • Linked In - http://au.linkedin.com/pub/john-parker/16/80b/414 • Email - email@example.com • Website - www.techblogia.com
OUTLINE OF THE WORKSHOP• Overview of Trimble SketchUp• What is the pedagogical foundation of using Trimble SketchUp• Trimble SketchUp and Google Earth• Modelling with Trimble SketchUp• The 3D Warehouse• Plugins• Resources, Links and references• The last part of the presentation will be hands on, giving you time to explore how Trimble SketchUp can help you.
WHAT IS TRIMBLE SKETCHUP• Trimble SketchUp is a 3D modelling program that allows the users to model almost any object that they wish. The depth of the program provides users with the ability to create realistic virtual models and a range of plugins extend this to augmented reality models, 3D printing and pattern development and cardboard modelling.
PEDAGOGICAL REASONING• Statement of Learning• Australian Curriculum• ISTE NETS-S National Education Technology Standards for Students• TPACK
STATEMENT OF LEARNING FOR ICT• Organisers from the Statement of Learning for ICT
AUSTRALIAN CURRICULUM• In the Australian Curriculum students develop ICT competence as they learn to use ICT effectively and appropriately when investigating, creating and communicating ideas and information at school, at home, at work and in their communities.• Description• Students develop ICT competence when they learn to: • Investigate with ICT: using ICT to plan and refine information searches; to locate and access different types of data and information and to verify the integrity of data when investigating questions, topics or problems • Create with ICT: using ICT to generate ideas, plans, processes and products to create solutions to challenges or learning area tasks • Communicate with ICT: using ICT to communicate ideas and information with others adhering to social protocols appropriate to the communicative context (purpose, audience and technology) • Operate ICT: applying technical knowledge and skills to use ICT efficiently and to manage data and information when and as needed • Apply appropriate social and ethical protocols and practices to operate and manage ICT.
ISTE NETS-S National Education Technology Standards for Students NETS-S 1. Basic operations and concepts •Students demonstrate a sound understanding of the nature and operation of technology systems. •Students are proficient in the use of technology. NETS-S 2. Social, ethical, and human issues •Students understand the ethical, cultural, and societal issues related to technology. •Students practice responsible use of technology systems, information, and software. •Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity. NETS-S 3. Technology productivity tools •Students use technology tools to enhance learning, increase productivity, and promote creativity. •Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
NETS FOR STUDENTS• Within NETS for Students there are six Performance Indicators. Each Performance Indicator indicates and outlines what the student should be able to achieve within technological literacy by the completion of a school year. The Performance Indicators are guidelines where the students are aware of the programs goals and what they are attempting to achieve to meet NETS standards. The Performance Indicators are as follows:• Creativity and Innovation:• Communication and Collaboration:• Research and Information Fluency:• Critical Thinking, Problem Solving and Decision Making:• Digital Citizenship:• Technology Operations and Concepts: .
CREATIVITY AND INNOVATION: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: apply existing knowledge to generate newa. ideas, products, or processes. create original works as a means ofb. personal or group expression. use models and simulations to explorec. complex systems and issues.d. identify trends and forecast possibilities.
COMMUNICATION AND COLLABORATION:• Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems.
RESEARCH AND INFORMATION FLUENCY: • Students apply digital tools to gather, evaluate, and use information. . Students:a. plan strategies to guide inquiry.b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.d. process data and report results.
CRITICAL THINKING, PROBLEM SOLVINGAND DECISION MAKING:• Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:a. identify and define authentic problems and significant questions for investigation.b. plan and manage activities to develop a solution or complete a project.c. collect and analyze data to identify solutions and/or make informed decisions.d. use multiple processes and diverse perspectives to explore alternative solutions.
DIGITAL CITIZENSHIP:• Students understand human, cultural, and societal issues related to technology and practice legal and ethical behaviour. Students: a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. c. demonstrate personal responsibility for lifelong learning. d. exhibit leadership for digital citizenship.
TECHNOLOGY OPERATIONS AND CONCEPTS:• Students demonstrate a sound understanding of technology concepts, systems, and operations . Students:a. understand and use technology systems. select and use applications effectively andb. productively.c. troubleshoot systems and applications. transfer current knowledge to learning of newd. technologies.
TPACK Figure 5: TPACK Model ( http://www.tpck.org/