Timeline

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Timeline
ECOO 2003
Presented by Seeta Nyary David Roker ACG,
OISE/UT
THINKING

• Using Media

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Introduction

• Timeline Thinking
• A framework to get teachers and students more
  easily up and running using media such as Flash
  (Ministry app)
• Integrates proven current methodologies and
  research
• Timelines and chronology - getting a story
• HOTS and critical thinking through questioning
  and picturing
• Approaches to instruction and activities
• Correlation to media
• Media applications involve the change of static
  states over time
• Movement and scenes are imminent
• We get a movie or story which involves
  visualization
• Why not link visualizing, thinking media!

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Introduction

• Advanced Aspects
• Non-Linearity
• Resource Collections
• Interactivity - Usability (readers point of view)
• Cinematography and Design (readers point of view)
• More detail and examples for different levels
  elementary to secondary
• Easier ways to cooperatively integrate files and
  media
• Creation and use of other media - media clips
• Other media applications

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Agenda

• 1. Timelines (and Thinking)
• Questioning and Setup
• 2. Process
• 4 Key Questions
• 3. Using Media
• Equating Time Units
• 4. Correlation to Media
• Picturing and Phasing
• Examples
• References and Resources

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Timelines

• Events added to a line
• in the form of labels, images, scenes
• two basic types - flow and graph timelines
• two complexities - simple and multiple timelines
• Online Timelines
• US History (Professional) http//www.pbs.org/wne
  t/historyofus/web02/segment1.htmlMedia History
  http//www.mediahistory.umn.edu/time/century.htm
  lJazz History with Connections
  http//www.ugr.es/ftsaez/jazz_history.htm

Moline, 1995
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Timelines

• FLOW Timeline
• Stages of events are sequenced and less attention
  is paid to the exact time period - e.g. a
  process
• Units of time are often equal or 11
• Span of time is omitted and/or inferred
• Reader cannot exactly calculate the passing of
  time

Moline, 1995
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Timelines

• GRAPH Timeline
• Stages and units of time are along a scale (e.g.
  dates)
• They may be equal and/or in multiples thereof
• Span and unit of time is measured and clearly
  shown along the axis
• Reader can more exactly calculate the length of
  time which has passed between points

Moline, 1995
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Timelines

• SIMPLE
• Plotting of a one-dimensional story or sequence
• a day in the life of a raccoon my trip to the
  zoo
• food chain life/natural cycles biographies
• neighborhood change
• history/change of single item - e.g. history of
  carsOR
• as a problem statementWhere do egg sandwiches
  come from?

Moline, 1995
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Process Sequence - problem statement approach
Moline, 1995 - possibilities for cooperative
activities - everyone contributing one stage of
the process
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Single Timeline
Moline, 1995 - A day in the Life of a Raccoon,
Grade 3, summary after reading a book
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Timelines

• MULTIPLE
• Plotting several elements along the same axis
• useful for highlighting the influence of one
  item (subject or event) to another or when an
  interdisciplinary approach is desired to the area
  of study
• brings added meaning and dimension
• history of transportation (not just cars)
• history of jazz formation of cloud typesOR
• as a problem statementThe greenhouse effects
  influence on cloud formation.

Moline, 1995
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Multiple Timeline
Moline, 1995 - We analyze How do earlier
inventions influence new ones?
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Timelines

• Inter-disciplinary context applications
• Social sciences, sciences, language arts, arts,
  personal development (portfolio)
• Higher-order thinking skills are applied (HOTS)
• Data is collected, observed, researched
• Data is organized, sorted, compared, classified,
  ranked
• Data is sequenced - a chronology is developed
• proportions and scale or ratios for graph
  timelines
• Relationships are developed by getting the
  story and contrasting information
• Pre-project (a problem statement)
• During the project by getting the information
  (the story/research)
• Post-project presentations, class discussions or
  generalizations

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Timelines

• HOTS
• Inferences, conclusions and predictions can be
  drawn
• Through questions to the relevant understanding
  of other events/applications (relationships)
• Critical Thinking
• Implications and/or discrepancies may arise
  allowing for a process of rational reasoning to
  the arguments - relevancies, opinions, dilemmas
  and evaluation of criteria
• Timelines are Linear
• Non-linear aspects or relationships become
  apparent
• through multiple timeline analysis, or
• by contrasting other elements/disciplines to a
  single timeline

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Timelines - Questioning

• Aiding with HOTS and Critical Thinking
• Relevant versus irrelevant facts (non-facts)
• Accuracy of facts and credibility of sources
• Detecting bias (pre-judging)
• Detecting discrepancy, gaps or inconsistent/illogi
  cal line of reasoning
• Tracking similarities and differences for
  contrast
• Contrasting elements to draw conclusions,
  analysis, relevancies and evaluation with the
  event(s)
• student-directed and/or teacher prompted

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Timelines - Setup

• Start with top down or bottom up activities
• depending on ability, level, or teaching approach
• Top Down
• Start with a complex issue (constructivist)
• Student discovers, teacher guides
• Example - problem statements
• Bottom Up
• Start with easier basic skills and build
  understanding to move forward
• Can build top down as a class with a cooperative
  activity
• smaller groups develop simple specific sequences
  which are complied into larger complex wholes

Slavin, 2000
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The Process

• What?
• So what?
• Now what?

Fogarty, R. and Bellanca, J., 1993
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The Process (feedback loop)

• A. Observation and research (What -part 1)
• assembly of facts and breaking out units of time
• 4 types of questions used
• B. Picture the Story (What - part 2)
• Sequence - sort, rank events, patterns
• Visualize - fill out the information in the
  scenes
• Evaluate - the right info, at the right time,
  with the right level of detail in the right
  context
• 4 types of questions used

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The Process (feedback loop)

• C. Study Relationships (So what)
• Contrast - see inferences, implications between
  elements (is the information suggesting
  something?)
• Predict - see tendencies, through extrapolation
  based on the observation of pictures in sequence
• Evaluate - see gaps or things out of
  sequences,find discrepancies
• 4 types of questions used
• D. Generalize (Now what)
• Distill, synthesize, summarize details into broad
  shapes DIS-TRANSLATION (Fritz, 1998)
• Draw conclusions, re-apply, evaluation, new
  learning

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The Process - 4 types of questions

• 1. Information
• Asking what you dont know
• Understand the information to get the story and
  picture the sequence
• 2. Clarification
• Asking what you dont understand

Fritz, 1998
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The Process - 4 types of questions

• 3. Implication
• Asking to clarify an explicit or implicit
  referral to something else - contrast (from the
  pictures, info, research)
• Suggested tendency - Given XX, what is likely to
  happen?
• 4. Discrepancy
• Asking about conflicting information
• either something is false, or information is
  missing

Fritz, 1998
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Using Media

• Media applications have frames that run over a
  cycle of time versus graphical programs which are
  static
• A timeline is always visible in media apps and
  objects (static/still) must be placed in frames
  on the timeline
• Units frames per second (fps) - 10fps 10
  frames play in 1 sec
• ANIMATION - Change is small and detailed
• uses more frames for each change in state on the
  scale
• DOCUMENTARY - Change is greater and less
  frequent
• uses fewer frames for the changes in state over
  the same time on the scale

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Using Media

• Animation ?
• Every frame is a keyframe (dot) and change in
  stateE.g. Cartooning
• Documentary ?
• Fewer frames are keyframes (dots). A change in
  state happens after a grouping of single frames
  at a decided scale (regular or irregular)

Something always happens at the dot!
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TIMELINE with frames
LAYERS for different objects
THE FLASH SCREEN
TOOLBAR for drawing, editing transforming
objects (shape, colour, location)
COLOUR PALLETE
STAGE for objects (static)
EXTRA WINDOWS for properties
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Using Media - Time Units

• Pace
• The amount of information within the interval it
  happens, helps determine the applicable scale.
• Simple or 11
• 10, 12 or 20 sec 1 hr, 3 hr, 3 mo, one unit in
  time/process
• One equal scale that is set
• Multiple
• 60 sec 1 min 1 year, therefore 10 sec 2mo
  (equal)
• Ratios or proportions of time with sub-time
  info/units

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Using Media - Time Units

• Calculations
• Determine the start and end points of the story
• Calculate and decide on frames per second
• Decide on places for changes in state
• scale, ratios, proportions, irregular
• 12 fps is standard
• Use simpler multiples if necessary

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Using Media - Time Units
Time/Scale in relation to frames deciding on
the place of change
single frame
keyframe (dot) 3 hr
Frames

• Lets set 10 sec 3 hr, need 24 hr (1 day) for
  story
• Lets set the speed _at_10 fps - 10 frames 1 sec
• In 24 hr at 3 hr intervals (24hr/3hr 8 groups
  of 3)
• 3 hr 80 frames (8x10sec 80 sec 80f)
• 24 hr 800 frames (80f x10fps)
• Each individual frame is a 10th of sec
  frequent immediate changes in state
• Every 10 frames is 1 sec (frame grouping of 10)
  fewer changes in state - at key frames

Changes
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Using Media

• To Summarize
• We set static images in a scene within a
  frame/keyframe
• Scenes are comprised of pictures
• at the right amount of detail for the story
• We want to picture our movie
• because it correlates to how the media works
• because it tells a story
• because it helps us to think and make the
  relationships

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Correlation to Media - Picturing

• Picturing enables us to observe, fuse and
  assemble information through imagery
• construct relationships which form a basis for
  other relationships as well as seeing gaps and
  inferences
• Then know what the elements are, how they
  function, and the impacts on each other
• Start with nothing (bias)
• Form pictures mentally from words - ask
  information or clarification questions until a
  picture is formed/understood
• Add new pictures to existing (clustering of
  information)
• Contrast, identify and question implications and
  discrepant relationships - dis-translate and
  evaluate

Fritz, 1996
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Correlation to Media - Picturing

• Nanci Bell created Visualizing and Verbalizing
• A system for LD students, using picturing
• She has 12 key structure words that help to
  fill out the detail of the imagery We can use
  these key words
• to help us picture, question and sequence the
  story or timeline movie (storyboard/frames)
• to correlate with the technology
• for cinematography and design considerations at
  advanced levels

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Single Timeline

• What happens to the Raccoon?
• Sleeps - Awakes - Knocks over bins - Eats -
  Sleeps
• Picturing the sequence establishes relationships
  (structure words)
• By filling out the background , we see day
  versus night nocturnal
• We see jumping and knocking a bin - Why? Is
  info missing? Where does he eat? in the
  city (imp of the bin)
• Implications of its habits

Moline, 1995 - Image
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Correlation to Media - Picturing

• Elementary levels
• Use pictures literally to fill out scenes
  (animation)
• Limit amount of structure words for lower levels
  within the technology
• Secondary levels
• We may picture as we gather information and then
  decide on accurate symbols or visuals that
  represent the complete ideas within frames
  (documentary)

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Correlation to Media - Phasing

• Paper timelines time unit calculations
• See timeline/content threaded interrelationships,
  practice questions
• See amount of info and have an idea for decisions
  on pace
• Collect resources (technical ) for a unit of
  study
• A bottom up approach if required - start easy
• Pre-prepare Flash environt/ resources/
  technology for lower grades
• Take some easy tutorials
• Always storyboard manually
• To aid with picturing and sequencing - getting
  the story
• To use the 4 questions - engages HOTS and
  critical thinking
• To make decisions around resource collections
  technology and pace
• To make design and cinematography decisions

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Storyboard
Moline, 1995 - Chain Sequence, Grade 5
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Example - Creative Writing
Make a Story from an Image Resource Collection
CDRom Imagetask Gallery, NVTech
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Example - Creative Writing

• Johnny Blackbird is a very happy baby bird.
• Today he will leave his egg and learn how to fly.
• Im gonna fly high and kiss the clouds, says
  Johnny excited.
• Johnny tries to run as fast he can, but cant get
  up in the air.
• He tries again, but falls back down.
• Hmmm says Johnny, maybe if I read a book, I
  can learn to fly
• He gets a pair of glasses to read a book. He sees
  something
• Quickly he looks around and sees the big tree
  behind him.He thinks, all I have to do is climb
  the tree and then Ill be able to fly.
• Johnny jumps up the tree to the highest branch.
• As he spreads his wings, he looks up and says I
  made it.
• Hes off to kiss the clouds.

Modified from C. Roker
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Example - Creative Writing

• Start a unit on birds (questioning)
• Show clipart
• Create a story
• Use questions and picturing to develop the story
• Picture the story and storyboard
• Translate the story with media
• Use questions and picturing to critique the story
• Timelines using a picturing sequence,
• sets the stage for real thinking!

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References

• Arnheim, Rudolf (1974), Art and Visual Perception
  - A Psychology of the Creative Eye, University
  of California Press, Berkeley.
• Arnheim, Rudolf, (1969), Visual Thinking,
  University of California Press, Berkeley.
• Bell, Nanci (1991), Visualizing and Verbalizing -
  For Language Comprehension and Thinking, Academy
  of Reading Publications, California. (
  http//www.lblp.com/ )
• Beyer, Barry K. (1988), Developing A Thinking
  Skills Program - A complete, practical plan for
  developing and implementing a systematic
  thinking skills program in any school, Allyn and
  Bacon, Inc., MA.
• Clagget, Fran (1992), Drawing Your Own
  Conclusions - Graphic Strategies for Reading,
  Writing, and Thinking, Boynton/Cook Publishers,
  Inc. (Heinemann), NH.
• Fogarty, R. and Bellanca, J. (1993), Patterns for
  Thinking, Patterns for Transfer - A Cooperative
  Team Approach for Critical and Creative Thinking
  in the Classroom 2nd ED, Skylight Publishing,
  Inc., Illinois.
• Fritz, Robert (1996), Corporate Tides - The
  Inescapable Laws of Organizational Structure,
  Berrett-Koehler Publishers, California.
  (http//www.robertfritz.com)
• Fritz, Robert Rosalind (1998), Fundamentals of
  Structural Thinking, The Fritz Group Inc.,
  Unpublished Workbook Manual. (http//www.robertfr
  itz.com)
• Moline, Steve (1995), I See What You Mean -
  Children at Work with Visual Information,
  Stenhouse Publishers, Maine.
• Slavin, Robert E. (2000), Educational Psychology
  Theory and Practice 6th ED, Allyn and Bacon, Inc.
  MA.
• Wassermann, Selma and Jack (1990), Smart Start
  Thinking Skills, Walker and Company, New
  York.What to do Book of Deciding, Whats Alike?
  Whats Different ? Book of Comparing (Series also
  includes Imagining, Solving Problems, Judging,
  Hypotheses, all K-3)

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References (available online May 2003)

• Timeline Projects on the Internet
• Jazz History with Connections
  http//www.ugr.es/ftsaez/jazz_history.htm
• US History (Professional) http//www.pbs.org/wne
  t/historyofus/
• Media History (School of Journalism mass
  Communication) http//www.mediahistory.umn.edu/t
  ime/century.html
• Contrast Timelines with Timeline Thinking (Step
  by Step Example)
• http//www.mediahistory.umn.edu/menu.html
• http//www.mediahistory.umn.edu/print.html
• http//www.mediahistory.umn.edu/phone.html
• http//jefferson.village.virginia.edu/meg3c/id/AG
  B/
• http//jefferson.village.virginia.edu/meg3c/id/AG
  B/toc.html
• http//jefferson.village.virginia.edu/meg3c/id/AG
  B/V1/v1p1.html
• __________________________________________________
  ___________________________________
• Social Science Standards
• osEarth Global Simulation Educational Standards,
  (accessed online, April 2003)
• http//www.osearth.com/workshops/archive/standards
  _ose.shtml
• Educational Standards, Social Studies Curriculum
  and Skills, , (accessed online, April 2003)
• http//tirocchi.stg.brown.edu/teachers/grade.html
  __________________________________________________
  _____________________________________

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Resources (available online May 2003)

• Flash ResourcesPhong http//www.phong.com/
• Flashkit http//www.flashkit.com/
• Webmonkey Flash http//hotwired.lycos.com/webmon
  key/multimedia/shockwave_flash/
• Iboost Journal http//www.iboost.com/build/softw
  are/flash/
• Flash DB www.flash-db.com
• Flash Forums http//chattyfig.figleaf.com/
• Flash Tutorials http//javascript.about.com/cs/
  tutorialsarticles/
• zinc Roe Designs (Uses Flash to develop Flash
  Tools)
• http//www.zincroe.com/
• http//kids.discovery.com/games/whizzball/whizzbal
  l.htmlFlashcan Animator
• Quick up and running preset animations over time
  http//www.flashcan.com/animator/fc_a_3.html
• Save to send http//www.flashcan.com/animator/v
  iew.php?idNPGDP3EME2TWResources
• Packaged ClipArt http//software.mysic.com/Clip_
  Art.html
• Adding Art (Design and Foundry Links)
  http//www.efuse.com/Design/clip_art_crazy.html
• Architectural Ideas (e.g. contrast imagery
  between two points and picture the sequence)The
  Learning Page, Collection Connections - American
  Landscape and Architectural Design, 1850-1920 a
  Study Collection from the Harvard Graduate School
  of Design - Critical Thinking/History/Arts/Humanit
  ies, an Architectural Collection of Imagery,
  (accessed online, April 2003) http//memory.loc.go
  v/ammem/ndlpedu/collections/al/thinking.html

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Timeline
Thank You Any Questions?
THINKING
Using Media
www.oise.utoronto.ca/snyary/thinktimeline03