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Creating Animated Learning Modules. Author: Sheria Enahora SECME Summer 2014 University of Alabama in Birmingham. Table of Contents. Introduction Animated Game Learning Modules Animated Algebra Learning Modules Animated Engineering Learning Modules. Introduction. Static Dynamic.
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Creating Animated Learning Modules Author: Sheria Enahora SECME Summer 2014 University of Alabama in Birmingham
Table of Contents • Introduction • Animated Game Learning Modules • Animated Algebra Learning Modules • Animated Engineering Learning Modules
Introduction • Static • Dynamic
Static Introduction The 21st century learner is a multi-media learner. The television and theater industries have revolutionized the way we learn. The average person “expects” fancy graphic transformations, clearly colorful ordered systems, and fast paced action/reaction timing when observing something as simple as a commercial or as complex as a documentary. The Super Bowl games of the present day usually boast fabulous graphic oriented scoreboards and statistics. It is no wonder that many students find it boring to “read” a book, “read” a blackboard, “read” a newspaper when switching from a dynamic multimedia environment to a seemingly static environment. The challenge of the 21st century educator is to point these points out to the present day learner, making them aware of this revolution. Otherwise they will lose a host of learners, bored with the static world of the past, because they are so used to dynamisms of the 21st century entertainment media. They need to know that the static world still has value. In order to get ahead in this rapidly paced society, the learner needs to be able to adapt to a wide variety of learning environments, both static and dynamic. Statistics show that anywhere between 65% to 80% of today’s learners virtually depend on multimedia for “new” knowledge attainment.In an odd way our present day media advancements could have stagnated, and spoiled the present day learner, making them expect very fancy presentations when to learn requires flexibility in both static and dynamic environments.
Dynamic Introduction The 21st century learner is a multi-media learner. The television and theater industries have revolutionized the way we learn. The average person “expects” fancy graphic transformations, clearly colorful ordered systems, and fast paced action/reaction timing when observing something as simple as a commercial or as complex as a documentary. The Super Bowl games of the present day usually boast fabulous graphic oriented scoreboards and statistics. It is no wonder that many students find it boring to “read” a book, “read” a blackboard, “read” a newspaper when switching from a dynamic multimedia environment to a seemingly static environment. The challenge of the 21st century educator is to point these points out to the present day learner, making them aware of this revolution. Otherwise they will lose a host of learners, board with the static world of the past, because they are so used to dynamisms of the 21st century entertainment media. They need to know that the static world still has value. In order to get ahead in this rapidly paced society, the learner needs to be able to adapt to a wide variety of learning environments, both static and dynamic. Statistics show that anywhere between 65% to 80% of today’s learners virtually depend on multimedia for “new” knowledge attainment.In an odd way our present day media advancements could have stagnated, and spoiled the present day learner, making them expect very fancy presentations when to learn requires flexibility in both static and dynamic environments.
Animated Game Learning Modules The student will be able to construct animated learning modules to represent the following games: • Tic Tac To • Checkers • Fox, Chicken, and Corn
Tic Tac Toe • Internet Based • Self Created Model
Tic Tac Toe X X
Tic Tac Toe X X
Tic Tac Toe X X X
Fox, Chicken, Corn • Objective: Construct a model which represents the solution to the following problem: • A farmer can only take one of the above across the river in his canoe at a time • He must eventually have taken all three across the river
Animated Algebraic Modules The student will be able to construct animated learning modules to model the following Algebraic topics: • Evaluate Expressions • Balance Equations • Determinine Roots of a Quadratic Equation
Evaluating Expressions • 15 – 2 x 3(8- 4 ÷ 16) =
Evaluating Expressions • 15 – 2 x 3(8 - 4 ÷ 16) = • 15 – 2 x 3(8 - .25) =
Evaluating Expressions • 15 – 2 x 3(8 - 4 ÷ 16) = • 15 – 2 x 3(8 - .25) = • 15 – 2 x 3(7.75) =
Balance Equations • 60 – 2(x-5x +8) =4-(x + 11)5
Balance Equations • 60 – 2(x-5x +8) =4-(x + 11)5 • 60 – 2(-4x +8) =4-(x + 11)5
Balance Equations • 60 – 2(x-5x +8) =4-(x + 11)5 • 60 – 2(-4x +8) =4-(x + 11)5 • 60 – 2(-4x +8) =4-(5x + 55)
Determine the Roots of a Quadratic Equation • x² - 11x = 60
Determine the Roots of a Quadratic Equation • x² - 11x = 60 • x² - 11x – 60 = 0
Determine the Roots of a Quadratic Equation • x² - 11x = 60 • x² - 11x – 60 = 0 • (x - ) ( x + ) = 0
Determine the roots of a Quadratic Equation • X= -b ± b² - 4ac 2a x =
Animated Engineering Modules The student will be able to construct an animated learning module to model the solution to the following engineering problems: • Tower of Hanoi • Euler Circuits & Hamiltonian Circuits • Our Solar System
Tower of Hanoi • Construct a tower at location “C” identical to that of location “A” • No large bolder is allowed on top of a smaller • One move at a time • Can you determine a mathematical model to represent the minimum number of moves needed?
