- Our activity in class was very eventful, and I feel that it was presented and carried out well by all members of our group. I have placed the instructions to perform the activity and the assignments that were given during the activity, so that I may look back later once I am teaching to reflect on what I did. I have also included the link to the voicethread that I created, and would like to note that I definitely plan on incorporating the use of this collaborative tool with my classroom in the future. Here was the data collection from all 3 habitats and the graphing software that was used to create visualization of the data we collected.
- Just for Fun-Our resulting data for each habitat and our in class activity with the tool you used for graph creation!
Habitat 1
Habitat 2
Habitat 3
Graph Creation Tool
Avian and Vegetation Transect: Mobile Spreadsheet Application Exercise
1. Walk to your designated habitat area and begin by using your yard stick to measure out a 50 meter straight line transect. (1 yard is approximately equivalent to 1 meter)
2. You will want to walk and observe birds along your transect within 50 feet around your transect line area (even those that quickly fly overhead). Mark this on the IPAD mobile spreadsheet in the designated field. You will want to do the walk 4 times, because we will average the total number of birds seen in each designated habitat area later on.
3. Next, you will begin at the start of your transect and walk approximately 12 meters. At the 12 meter mark toss your vegetation square to the left about one or two meters.
4. Go to the vegetation square and write down the percentage grass, percentage bare ground, and percentage plant cover that is inside the square and make sure it totals 100%. Input this data into your mobile spreadsheet application.
5. Do this 3 more times every 12 meters, tossing the square next to the right, then the left, and then the right again. Record your data in the designated field in your mobile spreadsheet application on the IPAD.
6. Once your data is collected we will meet at a designated rally point and go inside to average and compare data between the different groups with respect to habitat using a mobile graph application that is located on the IPAD.
Directions:
Below is the “template” for the document you will prepare in response to this exercise for this week’s exploratory activity.
Activity Purpose:
The purpose of this activity is to explore the different types of spreadsheet tools and evaluate their classroom value within Jonassen’s definition of Mindtool design. The entire process should take you 2.5 to 3 hours minimum.
Evaluating spreadsheets
Spreadsheets are not limited to rows and columns of numbers. Take some time searching the internet for different uses for spreadsheets (1 | 2 | 3). Evaluate several of the examples you find using Jonassen’s rubric from page 128. Please feel free to modify Jonassen’s criteria as you see fit, but explain your reasoning for these alterations.
Include comments from additional reading materials (1 | 2 | 3) in your assessments.
Figure 11-6 in the Jonassen Book
Low ←——————————————————————————→ High
Accuracy of formulas
Low ←——————————————————————————→ High
Graphs/charts enhance understanding of values
Low ←——————————————————————————→ High
Organization of data
Low ←——————————————————————————→ High
User-controlled variables (if used) enhance causal reasoning
Low ←——————————————————————————→ High
An Example:
Accuracy of variables in experiment or simulation:
5 out of 5 – The simulation accurately depicts fractions depicted as percentages in both numerical and visual forms. However, as the simulation notes, the pie graph ceases to be accurate within a range of 0-100 percent.
Accuracy of formulas:
5 out of 5 – The formulas are consistent and produce accurate results as the user adjusts both variables.
Graphs/charts enhance understanding of values:
4 out of 5 – The graph selected is appropriate for the simulation, but only within a certain range. To appropriate demonstrate a value outside the range, the simulation would require addition pie charts to indicate whole numbers and remaining fractions or possibly an overlapping bar graph to demonstrate the exceeding relationship.
Organization of date:
5 out of 5 – This simulation has a very limited set of data (two values). It’s pretty hard to mess this up.
User-controlled variables enhance causal reasoning:
4 out of 5 – Very simply simulation, but data can be misinterpreted through the graph when value exceeds 100 percent.
Name:
Topic:
Audience Age / Grade:
Learning Objectives:
Type of spreadsheet:
Mindtool planning / reflection: (50%)
Rationale of HOW this spreadsheet serves as a Mindtool, according to Jonassen (Ch. 11) AND (50%) the evaluation checklist (p. 128).
Type of spreadsheet (hyperlink to example).
Attach a jpg and text file of the Mindtool.
Evaluation Checklist:
___ / 25% current & previous chapter references – Rationale as to your created Mindtool product is supported with Jonassen tenets. Excellent rationale includes at least ten various reference points from different sections of the book.
___ / 25% evaluation checklist – Evaluate your own mindtool creation according to the chapter checklist (p. 128).
___ / 50% - Mindtool implementation. Explain, in detail, how this specific mindtool can be used within your content area, including learning objectives, and necessary modifications.
You must submit this assignment as a Google document on the 5302 Course Page Link AND link within your course blog post. Insert your name into the table listed under Chapter 11 Spreadsheet Simulation and link your Google document appropriately. Be sure to allow sharing so that other class members can comment. Provide an overview of the possible use(s) of spreadsheets in your future instructional design. Reply to two or more other peer Google documents with quality Jonassen referenced reflections.
Avian and Vegetation Transect Mobile Spreadsheet Application Post-Activity
1. Go to http://voicethread.com/ and set up your own free account, take the tutorial video to learn all about voicethread. (10% of your grade)
2. Please review the video I have made regarding the mobile spreadsheet activity that you participated in at: http://voicethread.com/share/1788426/ (10% of your grade)
3. Please begin to collaborate with my video and leave comments via any of the different ways that you can interact with the voicethread collaboration tool. Keep in mind what we did in the field, and use Jonassen’s evaluation rubric located above and on page 128(Figure 11-6) to leave HOTS comments that demonstrate how effective our mobile spreadsheet activity was at creating knowledge that may foster conceptual change and enhance causal reasoning skills. (40 % of your grade)
4. Please try and create your own voicethread video (creation of the first 3 is no cost) that addresses how you would use the 5 evaluation rubric in your specific content area if you were to create a spreadsheet exercise to use as a model for your students. Again please use the rubric on page 128 (Figure 11-6). Go to the 5302 links homepage click on the voicethread link that I have created under Chapter 11: Mobile Spreadsheet Application Reflection via voicethread. Follow my example and paste the link of your creation within the Google document so that you can share your creation and others can collaborate and view your video. Make sure to collaborate with at least two other videos regarding your thoughts. Just have fun with it and think outside of the box, you may actually be creating a lesson plan to use with your students in the future. (40 % of your grade)
2. You will want to walk and observe birds along your transect within 50 feet around your transect line area (even those that quickly fly overhead). Mark this on the IPAD mobile spreadsheet in the designated field. You will want to do the walk 4 times, because we will average the total number of birds seen in each designated habitat area later on.
3. Next, you will begin at the start of your transect and walk approximately 12 meters. At the 12 meter mark toss your vegetation square to the left about one or two meters.
4. Go to the vegetation square and write down the percentage grass, percentage bare ground, and percentage plant cover that is inside the square and make sure it totals 100%. Input this data into your mobile spreadsheet application.
5. Do this 3 more times every 12 meters, tossing the square next to the right, then the left, and then the right again. Record your data in the designated field in your mobile spreadsheet application on the IPAD.
6. Once your data is collected we will meet at a designated rally point and go inside to average and compare data between the different groups with respect to habitat using a mobile graph application that is located on the IPAD.
Chapter 11: Modeling with Spreadsheets Post-Activity Completion
Directions:
Below is the “template” for the document you will prepare in response to this exercise for this week’s exploratory activity.
Activity Purpose:
The purpose of this activity is to explore the different types of spreadsheet tools and evaluate their classroom value within Jonassen’s definition of Mindtool design. The entire process should take you 2.5 to 3 hours minimum.
Evaluating spreadsheets
Spreadsheets are not limited to rows and columns of numbers. Take some time searching the internet for different uses for spreadsheets (1 | 2 | 3). Evaluate several of the examples you find using Jonassen’s rubric from page 128. Please feel free to modify Jonassen’s criteria as you see fit, but explain your reasoning for these alterations.
Include comments from additional reading materials (1 | 2 | 3) in your assessments.
Figure 11-6 in the Jonassen Book
| Accuracy of variables in experiment or simulation No variables identified; data are random/out of range | All important variables identified; variables have proper range of values |
Low ←——————————————————————————→ High
Accuracy of formulas
| Formulas are inconsistent; formulas are inaccurate | Formulas characterize inherent mathematical relationships among variables and values |
Low ←——————————————————————————→ High
Graphs/charts enhance understanding of values
| Graphs/charts inappropriate; confuse or misrepresent relationships | Appropriate graph/chart types selected; show important relationships |
Low ←——————————————————————————→ High
Organization of data
| Values presented randomly, not grouped; data are difficult to access | Values classified and organized in similar groups; data are accessible |
Low ←——————————————————————————→ High
User-controlled variables (if used) enhance causal reasoning
| Illustrate non-causal relationships; incorrectly sequence or predict values | Explicate causal relationships among variables. |
Low ←——————————————————————————→ High
An Example:
Accuracy of variables in experiment or simulation:
5 out of 5 – The simulation accurately depicts fractions depicted as percentages in both numerical and visual forms. However, as the simulation notes, the pie graph ceases to be accurate within a range of 0-100 percent.
Accuracy of formulas:
5 out of 5 – The formulas are consistent and produce accurate results as the user adjusts both variables.
Graphs/charts enhance understanding of values:
4 out of 5 – The graph selected is appropriate for the simulation, but only within a certain range. To appropriate demonstrate a value outside the range, the simulation would require addition pie charts to indicate whole numbers and remaining fractions or possibly an overlapping bar graph to demonstrate the exceeding relationship.
Organization of date:
5 out of 5 – This simulation has a very limited set of data (two values). It’s pretty hard to mess this up.
User-controlled variables enhance causal reasoning:
4 out of 5 – Very simply simulation, but data can be misinterpreted through the graph when value exceeds 100 percent.
Spreadsheet Simulation Submission Document Template:
Name:
Topic:
Audience Age / Grade:
Learning Objectives:
Type of spreadsheet:
Mindtool planning / reflection: (50%)
Rationale of HOW this spreadsheet serves as a Mindtool, according to Jonassen (Ch. 11) AND (50%) the evaluation checklist (p. 128).
Type of spreadsheet (hyperlink to example).
Attach a jpg and text file of the Mindtool.
Evaluation Checklist:
___ / 25% current & previous chapter references – Rationale as to your created Mindtool product is supported with Jonassen tenets. Excellent rationale includes at least ten various reference points from different sections of the book.
___ / 25% evaluation checklist – Evaluate your own mindtool creation according to the chapter checklist (p. 128).
___ / 50% - Mindtool implementation. Explain, in detail, how this specific mindtool can be used within your content area, including learning objectives, and necessary modifications.
You must submit this assignment as a Google document on the 5302 Course Page Link AND link within your course blog post. Insert your name into the table listed under Chapter 11 Spreadsheet Simulation and link your Google document appropriately. Be sure to allow sharing so that other class members can comment. Provide an overview of the possible use(s) of spreadsheets in your future instructional design. Reply to two or more other peer Google documents with quality Jonassen referenced reflections.
Avian and Vegetation Transect Mobile Spreadsheet Application Post-Activity
1. Go to http://voicethread.com/ and set up your own free account, take the tutorial video to learn all about voicethread. (10% of your grade)
2. Please review the video I have made regarding the mobile spreadsheet activity that you participated in at: http://voicethread.com/share/1788426/ (10% of your grade)
3. Please begin to collaborate with my video and leave comments via any of the different ways that you can interact with the voicethread collaboration tool. Keep in mind what we did in the field, and use Jonassen’s evaluation rubric located above and on page 128(Figure 11-6) to leave HOTS comments that demonstrate how effective our mobile spreadsheet activity was at creating knowledge that may foster conceptual change and enhance causal reasoning skills. (40 % of your grade)
4. Please try and create your own voicethread video (creation of the first 3 is no cost) that addresses how you would use the 5 evaluation rubric in your specific content area if you were to create a spreadsheet exercise to use as a model for your students. Again please use the rubric on page 128 (Figure 11-6). Go to the 5302 links homepage click on the voicethread link that I have created under Chapter 11: Mobile Spreadsheet Application Reflection via voicethread. Follow my example and paste the link of your creation within the Google document so that you can share your creation and others can collaborate and view your video. Make sure to collaborate with at least two other videos regarding your thoughts. Just have fun with it and think outside of the box, you may actually be creating a lesson plan to use with your students in the future. (40 % of your grade)
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