Web 2.0 tools Isabella Craig
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This document summarizes and compares the effectiveness of two digital artifacts for teaching anatomy in PDHPE classes. The first artifact, an interactive BBC website on the human body, is deemed highly effective. It allows students to explore body systems individually through engaging activities with helpful hints. It makes real-world connections and promotes higher-order thinking through embedded fact files and animations. The second artifact, a flash program on muscles, is deemed less effective due to its limited opportunities to expand knowledge, irrelevant information, and difficult navigation, which reduces learning time.
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Yann, thank you for taking the time to provide feedback on cENter.me. Please let me know if you have any other questions!
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The formal testing strategy provides functional testing that tests not only for the desired system behaviour (the system does what it should) but also tests that the system has no undesired behaviour (the system does not do anything it should not do).
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"Software Testing is the process of executing a program or system with the intent of finding errors.", Myers, 1979. The most important activity in this process is designing the required set of effective test cases. Thus, the problem is narrowed down to determining the exact number of required test cases and increasing their effectiveness.
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FoX enhances a novel testing process that is fully automated, ranging from complete test set generation, to test preparation and execution. This method can be applied to any Java based software system, regardless of its underlying technologies. Utilizing a formal approach will provide unambiguous test cases which are objective and not subjective to the tester’s experience and intuition.
The formal testing strategy provides functional testing that tests not only for the desired system behaviour (the system does what it should) but also tests that the system has no undesired behaviour (the system does not do anything it should not do).
This short presentation will strive to give the audience an overview of the formal testing methodology and a demonstration of the tool (FoX). It will also showcase a real-life demo of the project FoX, applied to a Java SE application and will discuss how the methodology can be applied to any Java EE or ME application.
Anyone with a software engineering background will be able to easily follow the talk and understand the benefits which this process offers to modern day software engineering.
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Improving Classroom Dynamics: Click’N’Gage, a Mobile Audience Response System
The problem in communication between students and lecturers in large classrooms has increased substantially in last couple of years because many students do not participate in classroom discussions. To engage students into dynamic classroom participation, universities often encourage students to use audience response systems (ARS). By increasing the interactivity between lecturer and students, the dynamic student participation improves and the learning outcome is expected to rise.
The progress in the mobile technologies has influenced new approaches in developing ARS. In this paper, we discuss the need for mobile ARS and we propose a new architecture for developing those systems. Furthermore, we present details from our reference implementation of the proposed architecture, named Click’N’Gage, together with some of the crucial design decisions we took while developing the system. The paper closes with a short evaluation of the system, together with few ideas on how the system could be improved in the future.
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This document provides guidance on integrating technology into workshops and classrooms while modeling good digital citizenship. It discusses why technology should be used to enhance learning rather than as an end in itself. Tools for collaboration, connection and reflection are presented, including social networks, wikis, blogs and Google Apps. Strategies like using QR codes and data visualization are described. The importance of issues like copyright, creative commons licensing and ISTE standards is covered to ensure responsible and ethical use of technology.
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"Software Testing is the process of executing a program or system with the intent of finding errors.", Myers, 1979. The most important activity in this process is designing the required set of effective test cases. Thus, the problem is narrowed down to determining the exact number of required test cases and increasing their effectiveness.
Project FoX is a production ready tool developed in Java, which offers Java developers the opportunity to leverage the proven theories and concepts of formal testing using generalized state automata (X-Machines) as a theoretical model of computation. The formal testing strategy FoX is applying, is proven to generate a complete test set that ensures the correctness of the implementation with respect to the specification.
FoX enhances a novel testing process that is fully automated, ranging from complete test set generation, to test preparation and execution. This method can be applied to any Java based software system, regardless of its underlying technologies. Utilizing a formal approach will provide unambiguous test cases which are objective and not subjective to the tester's experience and intuition.
The formal testing strategy provides functional testing that tests not only for the desired system behaviour (the system does what it should) but also tests that the system has no undesired behaviour (the system does not do anything it should not do).
This short presentation will strive to give the audience an overview of the formal testing methodology and a demonstration of the tool (FoX). It will also showcase a real-life demo of the project FoX, applied to a Java SE application and will discuss how the methodology can be applied to any Java EE or ME application.
Anyone with a software engineering background will be able to easily follow the talk and understand the benefits which this process offers to modern day software engineering.
Project FoX: A Tool That Offers Automated Testing Using a Formal Approach
"Software Testing is the process of executing a program or system with the intent of finding errors.", Myers, 1979. The most important activity in this process is designing the required set of effective test cases. Thus, the problem is narrowed down to determining the exact number of required test cases and increasing their effectiveness.
Project FoX is a production ready tool developed in Java, which offers Java developers the opportunity to leverage the proven theories and concepts of formal testing using generalized state automata (X-Machines) as a theoretical model of computation. The formal testing strategy FoX is applying, is proven to generate a complete test set that ensures the correctness of the implementation with respect to the specification.
FoX enhances a novel testing process that is fully automated, ranging from complete test set generation, to test preparation and execution. This method can be applied to any Java based software system, regardless of its underlying technologies. Utilizing a formal approach will provide unambiguous test cases which are objective and not subjective to the tester’s experience and intuition.
The formal testing strategy provides functional testing that tests not only for the desired system behaviour (the system does what it should) but also tests that the system has no undesired behaviour (the system does not do anything it should not do).
This short presentation will strive to give the audience an overview of the formal testing methodology and a demonstration of the tool (FoX). It will also showcase a real-life demo of the project FoX, applied to a Java SE application and will discuss how the methodology can be applied to any Java EE or ME application.
Anyone with a software engineering background will be able to easily follow the talk and understand the benefits which this process offers to modern day software engineering.
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Autonomic computing is a new computing paradigm which combines multiple disciplines of computer science with the sole aim of developing self-managing computer systems. Dating from early 2001, it is one of the most recent paradigm shifts, and as such it is still in a research-only phase, however, attracting a lot of business investors in the process.
The following survey presents in a clear and appropriately detailed manner the problem of computer science which autonomic computing tries to solve, the details of the proposed solution, together with the some of the immediate and long-term benefits it will provide. Moreover, the survey outlines the basic principles which define a system as an autonomic one, and presents a novel method of designing autonomic systems. Closing the survey are two sections which briefly outline the most prominent research projects on autonomic computing, together with a distiled summary of the major challenges which will be faced by businesses in the process of adopting autonomic systems.
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Improving Classroom Dynamics: Click’N’Gage, a Mobile Audience Response System
The problem in communication between students and lecturers in large classrooms has increased substantially in last couple of years because many students do not participate in classroom discussions. To engage students into dynamic classroom participation, universities often encourage students to use audience response systems (ARS). By increasing the interactivity between lecturer and students, the dynamic student participation improves and the learning outcome is expected to rise.
The progress in the mobile technologies has influenced new approaches in developing ARS. In this paper, we discuss the need for mobile ARS and we propose a new architecture for developing those systems. Furthermore, we present details from our reference implementation of the proposed architecture, named Click’N’Gage, together with some of the crucial design decisions we took while developing the system. The paper closes with a short evaluation of the system, together with few ideas on how the system could be improved in the future.
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Electronic Portfolios Paper
E-portfolios are digital collections that can contain references, media, achievements and more. They allow administrators to edit, filter and share content. Like physical portfolios, e-portfolios allow additions of media and sharing of content. E-portfolios are used to share proud academic work and achievements with others through publishing and connecting on social media. Key features include publishing, connectivity of all content, and reflection which brings depth. The author is taking a class to learn how to use e-portfolios as a classroom website to share information, though is unsure of other uses until learning more.
Presentation1
This 3-sentence summary provides an overview of the key points from the document:
The document presents a 3-minute technological presentation analyzing how two films can be used to relate technology and filmmaking techniques to a Physical and Health Education (PDHPE) curriculum, discussing how the films create real-world connections for student learning and carry meaning for students through addressing current and new learning opportunities with technology. The presenter reflects on learning about short filmmaking and how they will apply these new skills to engage students in their future PDHPE teaching through technology-based projects.
Final draft paper electronic portfolios
Electronic portfolios are digital collections that allow individuals to showcase their work and achievements. They can contain a variety of media like text, images, videos and links. Unlike physical portfolios, e-portfolios can be edited, shared publicly online, and connected through social media. The key features of e-portfolios are the ability to publish and share content, and for elements to be interconnected through frequent updates in real time. However, the most important part is reflection, as it brings greater depth and connection. The author plans to use e-portfolios to supplement classroom teaching by providing additional educational resources to students online.
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This document summarizes Cristina Cirauqui Carrión's portfolio on new technologies from 2014. The portfolio contains 6 sections: her first experiences with digital devices; how digital devices are used; discovering new programs; meaningful resources; and using new technologies during her internship. It discusses concepts like digital competence, TPACK framework, and programs like Symbaloo, Hot Potatoes, Movie Maker, Animoto, and Dotsub. Overall, the portfolio reflects on integrating technology into education and how Cristina has developed her digital skills during her studies.
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This document discusses and compares the pros and cons of using Prezi and Bubblus as technological tools for teaching poetry devices in an English classroom. It finds that Prezi is better suited as it allows for an interactive, zoomable presentation that engages visual and auditory learners through examples, images, and videos. This helps students make connections and understand concepts. In contrast, Bubblus is not as effective as it only allows for individual brainstorming without clear guidance on how to learn the material.
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This portfolio discusses the author's experience learning about digital technologies and developing digital competencies. It covers several topics:
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Portfolio New Technologies
This portfolio discusses the author's experience learning about digital technologies and developing digital competencies. It covers several topics:
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2) They discuss concepts related to digital literacy like TPACK framework and using tools like Symbaloo to organize online resources.
3) A comparison is made between Thai and Spanish students' use of digital devices, finding most own smartphones and spend 5-6 hours online daily.
4) The author recognizes the importance of digital skills for teachers and using English online to practice outside the classroom.
Slideshare.net RaidanandMelnes
The document discusses the role of educational technology in learning and teaching, noting that it serves as an instructional tool, aids in research and communication, and engages learners in active learning when used properly. It also reflects on students' experiences in an educational technology course, finding that it improved their technological skills and understanding of how to integrate technology into classroom instruction.
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Learning poetry devices
Prezi and Bubbl.us are two technological artefacts that can be used for teaching poetry devices in an English classroom. Prezi is seen as a good artefact as it allows for an interactive, zoomable presentation that engages visual and auditory learners through images and videos. This helps students understand concepts and see connections between ideas. Bubbl.us is seen as a bad artefact as it only allows for individual brainstorming without clear guidance, so learning is not interactive and students cannot connect ideas to real-world examples or their prior knowledge.
Virtual presentation assignment 1
The document discusses how two artifacts, the film "Forbidden" and the video "A Vision of K-12 Students Today", connect to the curriculum and provide learning opportunities for students. It analyzes how the artifacts relate to topics like relationships, mental health, and technology integration in the classroom. Specific techniques like camera shots, audio, and student projects are proposed as ways for students to further analyze and learn from the artifacts.
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Fall 2009 LTT Portfolio Presentation
This document summarizes Rose's e-portfolio presentation on her learning through the LTT program. It includes 3 key learning statements: 1) Learning about collaborative technology tools to support constructivist learning; 2) Needing to be organized when using digital technology; 3) Exploring how technology can serve student learning needs and teaching goals. Evidence provided includes using Google Docs, a SharePoint site, and video/audio casts. Analysis of student and parent surveys showed the websites improved communication and engagement. Rose's learning showed growth in using and integrating technology into her teaching practice and engaging in critical reflection to develop her skills.
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Technology is important in early childhood education for several reasons: it ties into the curriculum, engages different learning styles, and supports development across domains. Specifically, technology can help with literacy and math skills, social-emotional growth through collaboration, language development, and both fine and gross motor skills. Examples of using technology include the website "Lanolin's Greenhouse" to practice manipulating phonemes, and virtual manipulatives on the MathTools site to reinforce fraction concepts.
Fall 2009 Portfolio Presentation With Music
This document summarizes Rose's e-portfolio presentation on her learning through the LTT program. She learned about using collaborative technology tools like SharePoint and Google Docs to support constructivist learning. She realized the importance of being organized when using digital tools as a teacher. Rose explored how technology can meet student learning needs and support her teaching goals, such as providing options for different types of learners. She conducted a study using her class website and found it improved communication between school and home and engaged students with writing. Overall, Rose demonstrated growth in using and evaluating technology in her teaching practice and engaging in reflection to improve.
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Web 2.0 tools Isabella Craig
- 1. Web 2.0 tools -Assignment OneEduc1751 Isabella Craig C3144472@uon.edu.au Bachelor of Teaching (Secondary)/ Bachelor of Health and Physical Education
- 2. Aim: The aim of this PowerPoint presentation is to compare an effective digital artefact with a ineffective digital artefact, in relation to a student being able to make a real world connection to support and further their learning.
- 3. Digital artefact number 1-effective resource http://www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtml I found the bbc interactive human body to be an effective technological artefact for the subject of PDHPE. This technological artefact allows students of years 7-12 to explore and learn about the different parts and systems in the human body individually for example: organs, muscles, bones and the nervous system.
- 4. Why is it an effective technological artefact? Students are able to make a connection to the real world and their study area of PDHPE as the interactive website allows students to further their learning while completing the activity through offering hints and fact files. Fact files direct students to a new window, which enables the students to continue with their progress on the interactive body, while directing the students to a level of higher order thinking through offering them a flash movie of how the organ, muscle, bone or nervous system works in the human body and provides further information about the particular part of interest.
- 5. Why this technological artefact? This technological artefact has the ability to be utilised in a classroom situation or at home as it has no inappropriate ads, it has a student centred learning approach, the resource can be used individually as it provides hints to the students, the information provided is accurate and from a reliable source, the resource is also not linked to any social networks and it offers instant feedback of results so students can monitor their own progress. Offers students clues, if they are having difficulty. If the students get the muscle in the right place a fact file can be clicked on and an animation will appear of how the part works. Shows the students the muscle, bone or organ that needs to be placed in the body. If the students are still having difficulty finding where to place the body part they can click on hint which then appears in the top left corner.
- 6. How to navigate around this artefact http://www.screenr.com/uzhs Click the link and I’ll talk you through it.
- 7. Digital artefact number 2-ineffective resource http://blackboard.newcastle.edu.au/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_1323441_1%26url%3d For the second digital artefact I choose DLO3. DLO3 is a flash program that allows students to explore and learn about the muscles in their body. This program would be relevant to PDHPE, however when comparing it to the bbc interactive human body I found that it was a less effective resource as it had limited opportunities to expand the students knowledge with real world connection and create higher order thinking .
- 8. Why does this artefact lack connection and engagement with students in PDHPE? From my opinion I believe this digital artefact fails to create enjoyable interaction when learning about muscles. It would be appropriate to utilise this artefact if the students were in the younger years of PDHPE however the information is not appropriate to students in higher grades (year 11 and 12) as the information is not formal and some information is irrelevant. I also found this website less engaging due to the layout, colour and style of writing. The layout is not straight forward and I found it difficult and time consuming to navigate through the activities making it less efficient due to less learning time. Hard to read font, too much irrelevant information
- 9. Thanks for watching my slideshow