Creating Animated Learning Modules

1
Creating Animated Learning Modules
Author Sheria Enahora SECME Summer
2014 University of Alabama in Birmingham
2
Table of Contents

• Introduction
• Animated Game Learning Modules
• Animated Algebra Learning Modules
• Animated Engineering Learning Modules

3
Introduction

• Static
• Dynamic

4
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 todays 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.

5
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 todays 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.

6
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

7
Tic Tac Toe

• Internet Based
• Self Created Model

8
Tic Tac Toe
9
Tic Tac Toe
X
10
Tic Tac Toe
X
11
Tic Tac Toe
X
X
12
Tic Tac Toe
X
X
13
Tic Tac Toe
X
X
X
14
Checkers End Games
15
(No Transcript)
16
Chess End Game Red in Two moves








17
Checkers








18
Checkers








19
Checkers








20
Checkers








21
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

22
Fox, Chicken, Corn
23
Fox, Chicken, Corn
24
Fox, Chicken, Corn
25
Fox, Chicken, Corn
26
Fox, Chicken, Corn
27
Fox, Chicken, Corn
28
Fox, Chicken, Corn
29
Fox, Chicken, Corn
30
Fox, Chicken, Corn
31
Fox, Chicken, Corn
32
Fox, Chicken, Corn
33
Fox, Chicken, Corn
34
Fox, Chicken, Corn
35
Fox, Chicken, Corn
36
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

37
Evaluating Expressions

• 15 2 x 3(8- 4 16)

38
Evaluating Expressions

• 15 2 x 3(8 - 4 16)
• 15 2 x 3(8 - .25)

39
Evaluating Expressions

• 15 2 x 3(8 - 4 16)
• 15 2 x 3(8 - .25)
• 15 2 x 3(7.75)

40
Balance Equations

• 60 2(x-5x 8) 4-(x 11)5

41
Balance Equations

• 60 2(x-5x 8) 4-(x 11)5
• 60 2(-4x 8) 4-(x 11)5

42
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)

43
Determine the Roots of a Quadratic Equation

• x² - 11x 60

44
Determine the Roots of a Quadratic Equation

• x² - 11x 60
• x² - 11x 60 0

45
Determine the Roots of a Quadratic Equation

• x² - 11x 60
• x² - 11x 60 0
• (x - ) ( x ) 0

46
Determine the Roots of a Quadratic Equation

• x² - 11x 60
• x² - 11x 60 0
• (x - 15 ) ( x 4) 0

47
Determine the Roots of a Quadratic Equation

• x² - 11x 60
• x² - 11x 60 0
• (x - 15 ) ( x 4) 0
• (x - 15 ) 0 or ( x 4) 0
• X 15 or x-4

48
Determine the roots of a Quadratic Equation

• X -b ? b² - 4ac
• 2a
• x

49
Determine the roots of a Quadratic Equation
X15
X-4
50
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

51
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?

52
Tower of Hanoi
53
Tower of Hanoi
54
Tower of Hanoi
55
Tower of Hanoi
56
Tower of Hanoi
57
Euler Circuits

• Traverse the pattern below by
• No retracing
• No lifting the pen

58
Euler Circuits
59
Euler Circuits
60
Hamiltonian Circuits

• Traverse a pattern from the pattern below such
  that every vertex is touched exactly once

61
Hamiltonian Path or Circuit?
62
Chess End Games
63
Chess End Game Black checkmates in one move








64
Chess End Game Black checkmates in one move








65
Yo Hablo Espanol

• I speak Spanish
• Yo _____ Espanol
• You speak Spanish en la telefono
• Usted _____Espanol
• We speak Spanish
• Nuestros _____Espanol

66
Yo Hablo Espanol

• I speak Spanish
• Yo hablo Espanol
• You speak Spanish en la telefono
• Usted _____Espanol
• We speak Spanish
• Nuestros _____Espanol

67
Yo Hablo Espanol

• I speak Spanish
• Yo hablo Espanol
• You speak Spanish en la telefono
• Usted hablas Espanol
• We speak Spanish
• Nuestros _____Espanol

68
Yo Hablo Espanol

• I speak Spanish
• Yo hablo Espanol
• You speak Spanish en la telefono
• Usted hablas Espanol
• We speak Spanish
• Nuestros hablamos Espanol

69
Force me to Accelerate you

• Force mass x acceleration
• Problem A little girl pushes a 5 kg cart with a
  Force of 10 Newtons (10N). What is the
  acceleration applied?

70
Force me to Accelerate you

• Force mass x acceleration
• Problem A little girl pushes a 5 kg cart with a
  Force of 10 Newtons (10N). What is the
  acceleration applied?

71
Force me to Accelerate you

• Force mass x acceleration
• Problem A little girl pushes a 5 kg cart with a
  Force of 10 Newtons (10N). What is the
  acceleration applied?

72
Fma

• Fma

73
Fma

• Fma
• Fma
• m m

74
Fma

• Fma
• Fma
• m m
• F a
• m

75
Fma

• Fma
• Fma
• m m
• F a
• m
• a F
• m

76
Fma

• Fma
• Fma
• m m
• F a
• m
• a F
• m
• a 10N ??
• 5kg

77
Force me to Accelerate you

• Force mass x acceleration
• Problem A man pushes a 5 kg cart with a Force of
  20 Newtons (20N). What is the acceleration
  applied?

78
Force me to Accelerate you

• Force mass x acceleration
• Problem A man pushes a 5 kg cart with a Force of
  20 Newtons (20N). What is the acceleration
  applied?

79
Force me to Accelerate you

• Force mass x acceleration
• Problem A man pushes a 5 kg cart with a Force of
  20 Newtons (20N). What is the acceleration
  applied?

80
Fma

• Fma

81
Fma

• Fma
• F ma
• M m

82
Fma

• Fma
• Fma
• m m
• F a
• m

83
Fma

• Fma
• Fma
• m m
• F a
• m
• a F
• m

84
Fma

• Fma
• Fma
• m m
• F a
• m
• a F
• m
• a 20N ??
• 5kg

85
Self Evaluating ProcessCreating Animated
Learning Modules Rubric(5-excellent)
Activity 5 4 3 2 1 Comment
1 Construct TicTacToe Grid
2 Construct Checkers Grid
3 Construct Evaluate Expressions
4 Construct Balance Equations
5 Construct Solve Quadratic Equations
6 Construct an Engineering Problem
86
Teacher Evaluating ProcessCreating Animated
Learning Modules Rubric(5-excellent)
Activity 5 4 3 2 1 Comment
1 Construct TicTacToe Grid
2 Construct Checkers Grid
3 Construct Evaluate Expressions
4 Construct Balance Equations
5 Construct Solve Quadratic Equations
6 Construct an Engineering Problem