Making mighty multi modals


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Slides from a Qld HIstory Teachers' Association Workshop December 10th, 2012

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Making mighty multi modals

  1. 1. Making Mighty Multi-Modals iangray9@gmail.comFB/Twitter – search for iangray9
  2. 2. What are YOU doing now? 5 min sharingFeel free to tweet at any time Search for iangray9 or #mightymultimodals
  3. 3. What we’re doing now…
  4. 4. But not pptlessnessWhat is a multi-modal? • Not this: • NOT an “oral” OR • Maybe this: … Photographic essay – with occasional captions and optional voice over?
  5. 5. Multi-modal =• Invisible theatre incorporating artefacts• An interactive learning device - sequence of guided activities beginning with a 3 min movie then an option of sources to investigate and feedback to the user• A combination of objects from a Learning Fed learning pathway• A series of flipped charts from ActiveInspire for the IWB• Etc where the characteristics of the mode are utilised
  6. 6. Mighty multi-modals are:• Multi in mode and appropriate to the ‘main mode’• “Historical” – Eg Yr 8 – they can at least recognise and explain patterns of change and continuity … explain causes and effects of events and developments involving people• Time-saving !! – re-used as learning objects in subsequent years• Develop General Capabilities related to digital literacies• Do not require high levels of technology or technological skill. •  Samples coming up
  7. 7. Aust Curric: Year 8 standards in summary• …students recognise and explain patterns of change and continuity … explain the causes and effects of events and developments.• identify motives and actions• explain the significance of individuals and groups and how they were influenced by the beliefs and values of their society.• describe different interpretations of the past.• sequence events and developments within a chronological framework with reference to periods of time.• When researching, develop questions to frame an historical inquiry. = analyse, select and organise information from primary and secondary sources and use it as evidence to answer inquiry questions.• Students identify and explain different points of view in sources...
  8. 8. An “Oral” according to Google images
  9. 9. Syllabus says:• Sample portfolio:• Sample 1 Descriptive report – Viking dragon ships• Sample 2 Source analysis – Medieval period• Sample 3 Descriptive report – The arrival of the Conquistadors• Sample 4 Explanation – The Polynesian expansion Zzzzzzzzzzzzzzzzzzzzzz ! BUT…all of these could become part of a mighty multi-modal And generate more engagement
  10. 10. Syllabus (well v3.0) also says:• General ICT Capability History =• …use ICT effectively and appropriately when investigating, creating and communicating ideas and information…• Competence in ICT is most evident in historical skills associated with locating, processing and communicating historical information. (what else is there?)
  11. 11. Syllabus says:• …students use range of digitised online materials; …technologies such as word processing, publishing and presentation software …• Communication technologies, such as wikis and blogs, to enhance students’ analytical thinking capabilities in their study of history; and online forums and videoconferencing to discuss and debate ideas.•  there’s more!
  12. 12. Many options but we want:• Mighty modals that save time:•  An interactive learning device - A Basic communication technology• = ppt with hyperlinks• Create your own adventure genre
  13. 13. Make a plan, but in reality use appx 50 A+ slides Source 1 A START HEREQN A- =? Source 2 B+ Source 3False or ‘Red CHerring’ path D, for stop here or keep going ie you might even Wrong = E ‘shepherd the user into standard conclusions which ‘score’ different levels of ‘points’ say on a 15 point scale !!
  14. 14. In reality m.m. often become descriptive and rather single mode b/c:• The struggle to think constructivist amidst yard duties and discipline issues• One way information flows – the lecture- the “oral” are easier• Positioning of pedagogy in Aust Curriculum• E-Learning literacy takes time and PD
  15. 15. Samples from the real world• A.C. context:• Depth Study = Medieval Europe (c.590 – c.1500) – Continuity and change in society in ONE of the following areas: crime and punishment; military and defence systems; towns, cities and commerce• Link to disease• Link to transport• Link to Warfare (military and defence systems)•  judgements according to m.m. criteria =?
  16. 16. Comments?• ??• ??• ??• Warfare one had more analysis; some appreciation of how artefacts are used by historians and more “multi” …. Ppt with embedded movie• But not interactive
  17. 17. Syllabus Skills offer hope … egFrame questions Yr 8• Sequence events, developments and periods rather than identify would• Critical and creative thinking• “Identify” a range of questions about the past have been better but we can work around it• Draw conclusions about the usefulness of sources• Identify and describe points of view, attitudes and values in primary and secondary sources• Develop texts, particularly descriptions and explanations that use evidence from a range of sources• Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS157)
  18. 18. Current apps for making modals mightier! • Timeline tools eg timetoast www.timetoast.comAnd it can becreatedcollaboratively
  19. 19. Capzules• • helps anyone create beautiful, interactive, tagged, collaborative, rich-media timelines online using videos, photos, text, music, audio and most documents• For How To see YourTube:
  20. 20. Dipity• • Create an interactive, visually engaging timeline in minutes. Use dynamic visualization tools to display photos, videos, news and blogs in chronological order• If you like the timeline being created you can “follow” the creator as you do with twitter• Plenty of P-10 timelines
  21. 21. Dipity• 
  22. 22. Voicethread•• safe , collaborative, recordable conversations in the cloud - with video, voice, and text commenting.• For 350 users about $450
  23. 23. Animoto• you/studentsusing Movie-Maker & allows video to be madeof photos and movies and put to music +captions etc• - an online video maker turns your photos, video clips and music into video in minutes• Time?? – see sample on site
  24. 24. Glogster• •
  25. 25. …ePosters Glogster•
  26. 26. your images intgeractive http://www.thinglink .com/scene/2550295 49165707264?butto THINGLINK nSource=otherScene
  27. 27. …. Like smartart on steriods•  infographics - easily drop and drag visual ideas/flow charts• –  play the short video
  28. 28. Moviemaker of course•  but also• Prezi• Screencasting software like screencaster, community clips, jing,
  29. 29. diigo – web search tool assistant that aids notetaking and collaboration•• Collaborative annotation tool – Annotate websites then share in apps for Android and Apple – Time? Play sample? Webnotes allows you to highlight and add notes to both web pages and PDFs. You can also use it to organize your bookmarks and share them with others Bounce - lets you take a snapshot of any webpage and add note to it before sharing it with others.
  30. 30. Others??•  suggestions•  Need PD help? … Note footnote of paper handout …cpd4teachers•  Discussions/Questions• Tweets …??