Year 10 IT

Gui's Off to Poland . . .

2010-06-25T09:08:00.000+01:00

Follow Gui's adventure by following along on his new blog:
http://sdis-poland.blogspot.com/

June 23

2010-06-22T22:29:00.000+01:00

1. Vote for Miss Callie's foundation:

http://publicservicechallenge.com/vote.php?vid=e9ufxWcobKo

2. Then let's continue the trend and help others;-)

Free Rice: http://www.freerice.com/
Free Poverty: http://www.freepoverty.com/
Free Kibble (Dog): http://www.freekibble.com/
Free Kibble (Cat): http://www.freekibblekat.com/
Free Flour: http://www.freeflour.com/
Charitii: http://www.charitii.com/charities.php
Aid to Children: http://www.charitii.com/charities.php
Help Thirst: http://www.helpthirst.com/

June 16, 17, 18

2010-06-14T22:47:00.001+01:00

Year 11, Miss Callie has started a foundation (SAES - Students in Action: Education Soweto).

There is a "public service challenge" being offered by Capella University in which the winner will receive $10,000 to support their charity. This prize would go a long way in helping fund this project.

Part of the selection process will be based on how many hits this video has. (Chris Larsen put together this video - Thank you Christopher;-)

Let's show our support by voting for Miss Callie's video: http://publicservicechallenge.com/vote.php?vid=e9ufxWcobKo

VOTE NOW AND VOTE OFTEN

You can vote once in each 24 hour period.

Also, I still need work from many of you. . . Let's get everything handed in so you have good grades!

June 9

2010-06-08T21:00:00.003+01:00

And just like that Wednesday becomes Thursday . . .

Welcome back Year 10 - Create and Evaluate is due! Let's get both together and hand them in.

Criterion E - Evaluate Maximum 6

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

To get full marks the student: evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

1. The first task is to receive feedback on your product. Show it to at least 5 others and ask them to complete the questionnaire that you created in the Investigation;-)
2. Write a paragraph analyzing the feedback.
3. Evaluate your performance at each stage of the design cycle and suggest ways that you can improve.
4. Write a paragraph in which you evaluate the impact of your game on St. Dominic's (relate this paragraph back to the Area(s) of Interaction that you used in your Identify the Problem - opening paragraph).

Learning objective: carry out tests to evaluate the product/solution against the design specification.

June 3

2010-06-04T09:12:00.002+01:00

Enjoy the day!

June 2

2010-06-04T09:11:00.000+01:00

Good luck Year 10.

May 26, 27

2010-05-25T22:07:00.005+01:00

Year 10 - Create, Create, Create

Follow your plan to create your product.

Criterion D: Create Maximum 6
Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques.

Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

To get a 6 the student: competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

Learning objective: utilize appropriate software, make appropriate choices of materials.

Deactivate on Mouse Click

2010-05-19T09:58:00.001+01:00

Deactivate On Mouse Click

View more presentations from rddietrich.

Year 10 - Check out this little "how-to" explaining how to deactivate the On Mouse Click feature when using PowerPoint

May 19, 20

2010-05-19T09:41:00.002+01:00

Plan - Year 10 Continue with your plan. Remember to write a paragraph explaining why your plan will work;-)

May 12, 14

2010-05-11T21:42:00.004+01:00

Good Morning Year 10.

Let's look at a calendar to look at deadlines and committments for May.

According to MYP Technology, "Students are expected to construct a plan to create their chosen product/solution that has a serios of logicl steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design."

To get a 5/6: The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Ideas: Make use of Gantt charts, consider appropriate resources, consider problem areas that make any necessary adjustments.

Please look at the examples for ideas;-)

Learning objectives:
1. construct a plan to create the product/solution that has a series of logical steps
2. construct a plan to create the product/solution that makes effective use of resources and time
3. evaluate the plan and justify any modifications to the design

May 5, 7

2010-05-11T21:37:00.003+01:00

DESIGN - Criterion B Maximum 6

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

To get a 5/6: The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Learning objectives: generate 3 feasible designs that meet the design specification, evaluate each design against the design specification, select one design and justify its choice.

April 28, 30

2010-04-22T09:43:00.002+01:00

Task 3 is: Formulate a Design Specification.

The IBO defines Design Specification as: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

To get a 5/6 the student: describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Learning Objective: produce a listing of detailed specifications, identify ways of testing a solution on a specific audience or the intended user.

April 21, 23

2010-04-20T21:26:00.005+01:00

Let's continue working on Task 2 of the Investigation - Develop A Design Brief

April 13, 15

2010-04-13T22:34:00.005+01:00

Year 10, now on to task 2 of the Investigation: Develop a design brief.

1. Write a sentence or two to introduce this portion of your Investigation.

2. Then follow these learning objectives to success,

-formulate and discuss appropriate questions (4 or 5) that guide the investigation - this means that you should create questions and then do research that will help you solve the problem

- identify and acknowledge a range of appropriate sources of information - use in-text referencing and create a bibliography

-collect, analyse, select, organize and evaluate information - this deeper analysis of your research will lead to higher marks

-evaluate your sources of information- who are your sources? are they appropriate? are they experts in the field?

According to the assessment rubric. . .
To get a 1/2: The student investigates the problem, collecting information from sources.

To get a 3/4: The student investigates the problem, selecting and analysing the information from some acknowledged sources.

To get a 5/6: The student critically investigates the problem, evaluating information from a broad range of appropriate acknowledged sources.

Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

April 7

2010-04-06T20:14:00.004+01:00

Welcome Back Year 10! I hope you have had a fab break and are ready to get down to work on your new IT project.

Let's look at the Unit of Work, Assessment Rubric, and the Areas of Interaction Guide before we get started.

Year 10
Remember there are 3 tasks in the Investigation. The first task is IDENTIFY THE PROBLEM.

As you know, each MYP Technology Class presents you with a problem to solve. The "problem" is the "guiding question";-) Our guiding question is: "How can I use computer technology to make people aware of social issues?"

The best way to begin your Investigation is by writing a paragraph that explains the problem as you understand it. Then connect your project to at least 2 Areas of Interaction.

According to the Assessment Rubric. . .
To get a 1/2: The student states the problem.
To get a 3/4: The student describes the problem, mentioning its relevance.
To get a 5/6: The student explains the problem, discussing its relevance.

Look at these words: states, describes, explains. How are they different?
Look at these words: mentioning, discussing. How are they different?

Drafts of the Identify the Problem will be due April 8. I will then be able to make corrections and return them to you in a timely manner.

To help you decide which social issue check out sites like: Amnesty International, Greenpeace or do a keyword search on Google (social injustice issues)

Click here for the Identify the Problem Template.

Thanks for your cooperation;-)

Learning objective: Differentiate action verbs, begin writing project intro (Identify the problem).

March 24, 25

2010-03-24T21:36:00.003Z

Year 10 - Yesterday's lesson went really well. Your powerpoint presentations were great!

Today, we will look at online storage.

The sites I would like you to look at are: Google Docs, Scribd, and Div Share.

What makes Div Share different from Google Docs and Scribd?

Research all 3, open an account in Google Docs, upload a document (Word documents must be saved as Word 97-2003) and share it with the person sitting to your right;-) You must "invite" that person.

After receiving the invitation to edit someone else's documents, make a change to the document by highlighting the text in your favourite colour.

March 17-Happy St. Patrick's Day

2010-03-16T19:48:00.003Z

Year 10 - Time's Up! All work is due today. Please finish and submit before the end of class today!

March 10, 11, 12

2010-03-10T09:56:00.003Z

Now, onto EVALUATE - Criterion E Maximum 6 points

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

To get full marks the student: evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

1.The first task is to receive feedback on your product. Show it to members of the target group and ask them to complete the questionnaire that you created in the Investigation;-).
2. Write a paragraph or paragraphs analyzing the feedback.
3. Evaluate your performance at each stage of the design cycle and suggest ways that you can improve.
4. Write a paragraph in which you evaluate the impact of your product/solution on life, society, and/or the environment (relate this paragraph back to the Area(s) of Interaction that you used in your Identify the Problem).

Learning objective: carry out tests to evaluate the product/solution against the design specification; evaluate their perforance at each stage of the design cycle and suggest ways in which their perforance could be improved; evaluate the impact of the product/solution on individuals and/or society.

March 3, 4, 5

2010-03-02T21:49:00.004Z

First, let's get our "paperwork" out of the way. The Plans are due today;-)

Then we will move onto the Create - Criterion C Maximum 6

1.Produce a simple instruction sheet for use by the rescuer/person in distress,

2.Describe the procedures involved in manufacturing OR
Using appropriate programme, produce a prototype/sample of the required item(s).

That's it Year 10. I would like this by the beginning of next class (Mar 4 or Mar 5).

Learning objective: utilize appropriate software, make appropriate choices of materials.

February 24, 25

2010-02-26T10:16:00.005Z

PLAN - Criterion C Maximum 6

According to our Unit of Work:

Plan· Produce a flowchart to show the stages and decision processes in the development of your system

Your task is to use Visio 2007 to create a flowchart.
- Use your Investigation as a guide and look at each question (area of research) you researched.
- Include info about the general topic in a process box. Then, include a box that shows what you learned.
-Use a Decision box to denote any conclusions you have drawn. - Sometimes you will make more than one decision as your research progresses. In this case, include 2 Decision boxes and look at each decision separately.
-Include decisions you made about your design specifications as well as your product and system.

To get a 5/6: The student produces a plan that contains a number of detailed, logical steps that describe the student's learning path and decisions made.

Learning objectives:

1. construct a flowchart using Microsoft Office Visio 2007,

2. construct a flowchart to show the stages and decisions made to develop the system.

What your gadget really costs...

2010-02-14T19:37:00.003Z

Year 10 I came across this article that I thought might be of interest to you.

http://finance.yahoo.com/banking-budgeting/article/108825/what-your-gadget-really-costs?mod=bb-budgeting

February 10, 11, 12

2010-02-09T19:34:00.007Z

INVESTIGATE AND DESIGN DUE Today for 10 ALC

DESIGN DUE Today for 10 ALB
Year 10 - it all starts with a plan;-) Plan - Criterion C Maximum 6 points

According to MYP Technology, "Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design."

To get a 5/6: The student produces a plan that contains a number of detailed, logical steps that describe the student's learning path and decisions made. The student critically evaluates the plan and justifies any modifications to the design.

According to our Unit of Work: Plan

· Produce a flowchart to show the stages and decision processes in the development of your system

Learning objectives:
1. construct a flowchart using Microsoft Office Visio 2007,
2. construct a flowchart to show the stages and decisions made to develop the system.

February 10

2010-02-09T19:32:00.001Z

A palindrome reads the same backwards as forward.
> This video reads the exact opposite backwards as forward. Not
> only does it read the opposite, the meaning is the exact opposite.
> This is only a 1 minute, 44 second video and it is brilliant.
> Make sure you read as well as listen…forward and backward.
>
> This is a video that was submitted in a contest by a 20-year
> old. The contest was titled "u @ 50" by AARP.
> This video won second place. When they showed it, everyone in
> the room was awe-struck and broke into spontaneous applause.
> So simple and yet so smart. Take a minute and watch it.
>
>
>

February 3, 4, 5

2010-02-02T22:48:00.003Z

Year 10 - What was he thinking?????

DESIGN

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

To get a 5/6: The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Learning objectives: generate 3 feasible designs that meet the design specification, evaluate each design against the design specification, select one design and justify its choice.

Glossary of Terms

2010-01-27T20:47:00.003Z

analyse (3-4) - break down in order to bring out:
• the essential elements
• structure
• any underlying assumptions and any interrelationship involved.

evaluate (5-6) - make an appraisal by weighing up the strengths and limitations of different evidence and arguments.

January 28, 29

2010-01-27T20:16:00.003Z

Year 10 - I almost forgot.

1. Write a paragraph(s) which will supplement your #2 Develop A Design Brief.

I would like you to write a paragraph or two in which you draw conclusions about your research (analyze, evaluate).

2.Now, on to the 2nd Stage of the Design Cycle: DESIGN

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

To get a 5/6: The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Learning objectives: generate 3 feasible designs that meet the design specification, evaluate each design against the design specification, select one design and justify its choice.

January 27, 28, 29

2010-01-26T18:28:00.012Z

OMG Year 10! This is SOOOOOOOOOOOOOOOOOOOOOOOOOO cool!!!!!!!!!!!!!! Still can't believe it!

3. Formulate a design specification

The IBO defines Design Specification as: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

To get a 5/6 the student: describes detailed methods for appropraite testing to evaluate the product/solution against the design specification.

Finish this in class today.

Learning Objective: produce a listing of detailed specifications, identify ways of testing a solution on a specific audience or the intended user.

January 20, 21, 22

2010-01-19T20:25:00.005Z

Year 10 before we continue, let's take a brief detour in the direction of mobile devices and look at a new term: augmented reality. Remember, the future is now . . .

http://edu.blogs.com/edublogs/2010/01/and-who-are-you-again-augmented-reality-helps-you-see-a-persons-social-networks.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+edublogs+%28Ewan+McIntosh+%7C+Digital+Media+%26+Education%29&utm_content=Yahoo%21+Mail

#2Develop a Design Brief - due January 21, 22

January 13, 14, 15

2010-01-12T21:06:00.004Z

This image was taken on Monday, January 11 around 5:30 pm. . . It was raining and getting dark.

Can you find the 2 surfers in this picture?

Year 10, now on to task 2 of the Investigation: Develop a design brief.

1. Write a sentence or two to introduce this portion of your Investigation.

2. Then follow these learning objectives to success,

-formulate and discuss appropriate questions (4 or 5) that guide the investigation - this means that you should create questions and then do research that will help you solve the problem

- identify and acknowledge a range of appropriate sources of information - use in-text referencing and create a bibliography

-collect, analyse, select, organize and evaluate information - this deeper analysis of your research will lead to higher marks

-evaluate your sources of information- who are your sources? are they appropriate? are they experts in the field?

According to the assessment rubric. . .

To get a 1/2: The student investigates the problem, collecting information from sources.

To get a 3/4: The student investigates the problem, selecting and analysing the information from some acknowledged sources.

To get a 5/6: The student critically investigates the problem, evaluating information from a broad range of appropriate acknowledged sources.

Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

January 7

2010-01-06T22:52:00.002Z

During Term 2 you will be working on a special project - Communicating Information.

The problem is as follows: Guincho is considered both one of the best and most dangerous windsurfing beaches in the world. How can we better communicate to people, once in the sea, about changes in weather and sea conditons?

Challenge: Create a new method of communication that could be used by life guards or the general public. The system should be cheap to produce, easy to learn but complex enough to communicate a range of instructions. The system can be visual, audible, sensory, or a combination of these.

There you have it Year 10 - Term 2 in a nutshell. Keep your mind open and allow your creativity to drive your solution.

Remember that the Investigation has 3 steps: Identify the problem, Develop a Design Brief, Formulate a Design Specification.

The Identify the Problem is due today at the end of class. Please print it and hand it in.

Learning objective - The student will consider the problem and its solution in relation to its possible impact on life, society, and the environment.

2010-01-03T19:40:00.002Z

Made with My Cool Signs.Net

"Identify the Problem" Template

2009-12-16T11:14:00.001Z

A template to help you structure your 1st Investigation task is located here:
http://docs.google.com/Doc?docid=0AZHvRJKjycg1ZGdnNHBieDhfMTE3Z2hjY2hyYzU&hl=en

December 16, 17, 18

2009-12-15T23:20:00.004Z

Year 10 Welcome to Term 2

I know, I know this is an odd time to begin a new unit of work but Term 2 began this week.

We have an interesting project this term: Communicating Information.

Let's take a look at the Unit of Work before we get started;-) http://docs.google.com/Doc?docid=0AZHvRJKjycg1ZGdnNHBieDhfMTE2ZzcyM3ZwaGY&hl=en

Investigate - Criterion A Maxium 6

Investigation is an essential stage in the design cycle. Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately.

To get a 6 the student: explains the problem, discussing its relevance. The student critically investigates the problem, evaluating information from a broad range of appropriate acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Remember there are 3 tasks in the Investigation. The first task is IDENTIFY THE PROBLEM.

As you know, each MYP Technology Class presents you with a problem to solve. The "problem" is the "guiding question";-) Our guiding question is: "How can computer technology be used to save lives?"

The best way to begin your Investigation is by writing a paragraph that explains the problem as you understand it. Then connect your project to at least 2 Areas of Interaction.

According to the Assessment Rubric. . .
To get a 1/2: The student states the problem.
To get a 3/4: The student describes the problem, mentioning its relevance.
To get a 5/6: The student explains the problem, discussing its relevance.

Look at these words: states, describes, explains. How are they different?
Look at these words: mentioning, discussing. How are they different?

MYP definitions:
Describe: To give a detailed account
Explain: To give a clear account including causes and reasons or mechanisms.
Discuss: To give an account including, where possible, a range of arguments for and against the relative importance of various factors and comparisons of alternative hypotheses.

November 25, 26, 27

2009-11-25T08:25:00.002Z

Continue finishing up your project:-)

Don't forget;-)

2009-11-17T20:33:00.007Z

Year 10 if you are creating your game using PowerPoint, don't forget to save your final work as a PowerPoint Show.

To do this:
1)click on the "Office button"
2)click on "Save As"
3)"PowerPoint 97-2003 Presentation"
a box will open
4)name your game
5)click on "Save As Type"
6)"PowerPoint 97-2003 Show"

It was that easy;-)

November 18, 19, 20

2009-11-17T20:14:00.006Z

Criterion E - Evaluate Maximum 6

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

To get full marks the student: evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

1. The first task is to receive feedback on your product. Show it to at least 5 others and ask them to complete the questionnaire that you created in the Investigation;-)
2. Write a paragraph analyzing the feedback.
3. Evaluate your performance at each stage of the design cycle and suggest ways that you can improve.
4. Write a paragraph in which you evaluate the impact of your game on St. Dominic's (relate this paragraph back to the Area(s) of Interaction that you used in your paragraph).

Learning objective: carry out tests to evaluate the product/solution against the design specification.

Deactivate the ON MOUSE CLICK feature

2009-11-11T17:38:00.002Z

Deactivate On Mouse Click

View more presentations from rddietrich.

Year 10 - Check out this little "how-to" explaining how to deactivate the On Mouse Click feature when using PowerPoint

November 11, 12, 13

2009-11-11T00:55:00.003Z

Year 10 - Continue creating your product/solution.

Learning objectives: follow the plan to produce the product/solution, create a product/solution of appropriate quality

PPT tutorials

2009-11-10T21:06:00.001Z

Tutorial to create a timer: http://pptheaven.mvps.org/tutorials/timers.html

Tutorial to create invisible hyperlinks:
http://presentationsoft.about.com/od/classrooms/ss/invisible_link.htm

Finished Products!!!!!

2009-11-06T09:50:00.002Z

It's the weekend! Now you have time to try out Pi's game to raise awareness about "slaves in the 21st century" - a REAL problem.

His product was made with Scratch - a cool programming tool that you can download on your computer for FREE!

Givt it a go - http://savetheslaves.co.nr

Well done, Pi!!!!!

November 4, 5, 6

2009-11-04T08:33:00.003Z

Welcome Back Year 10. This is the moment that you have been waiting for . . . CREATE!

Criterion D: Create Maximum 6
Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Make a process journal, include printscreens.

Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

To get a 6 the student: competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

Child Soldiers

2009-10-28T14:34:00.000Z

For those of you who are raising awareness on the problem of child soldiers in Eastern Africa please check out the following site: http://invisiblechildren.com/

Half-term break October 28, 29, 30

October 21, 22, 23

2009-10-20T14:54:00.005+01:00

According to MYP Technology, "Students are expected to construct a plan to create their chosen product/solution that has a serios of logicl steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design."

To get a 5/6: The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Ideas: Make use of Gantt charts, consider appropriate resources, consider problem areas that make any necessary adjustments.

Please look at the examples for ideas;-)

Plan due October 22, 23

Learning objectives:
1. construct a plan to create the product/solution that has a series of logical steps
2. construct a plan to create the product/solution that makes effective use of resources and time
3. evaluate the plan and justify any modifications to the design

October 14, 15, 16

2009-10-13T19:20:00.003+01:00

Year 10

Please click on the above design. Look carefully at it and answer the questions on the Quia quiz: http://www.quia.com/quiz/1986281.html

Then, continue with your Designs;-) Remember that the Designs are due October 15, 16

October 8, 9

2009-10-07T22:25:00.004+01:00

Now, on to the 2nd Stage of the Design Cycle: DESIGN

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

To get a 5/6: The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

INVESTIGATE due October 15, 16

Room 12 Rules

2009-10-07T22:20:00.003+01:00

Don't talk when the teacher is talking
Pay attention
Listen to instructions
Be respectful
Raise hand to ask for help
Raise hand to contribute
Stay in your seat
Be able to say what your assignment is

October 7

2009-10-06T22:07:00.001+01:00

Year 10 - Finish your Design Specification today. Raise your hand and I will come around to offer advice, suggestions, and guidance;-)

October 1, 2

2009-09-30T21:50:00.004+01:00

Year 10 - Hope you had a great activity day but not on to the final task in the Investigation. Task 3 is: Formulate a Design Specification.

The IBO defines Design Specification as: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.
To get a 5/6 the student: describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Please submit your Develop a Design Brief today;-)

September 30

2009-09-30T21:35:00.001+01:00

Have a great day Year 10!

September 23, 24, 25

2009-09-22T21:34:00.003+01:00

Get a Voki now!

Year 10 - I am still working on the drafts you handed in. While most of you have received feedback, the rest will be returned asap. In the meantime, please continue developing your design briefs. Don't forget to utilize all the resources available to you including the examples;-)

Let's looks at a couple of sites to gather ideas about: what is already available (so your game will be competitive) and to get ideas on how to create your own game.

September 16, 17, 18

2009-09-15T21:07:00.005+01:00

Year 10, now on to task 2 of the Investigation: Develop a design brief.

1. Write a sentence or two to introduce this portion of your Investigation.

2. Then follow these learning objectives to success,

formulate and discuss appropriate questions (at least 4) that guide the investigation - this means that you should create questions and then do research that will help you solve the problem
identify and acknowledge a range of appropriate sources of information - use in-text referencing and create a bibliography
collect, analyse, select, organize and evaluate information - this deeper analysis of your research will lead to higher marks
evaluate the sources of information - who are your sources? are they appropriate? are they experts in the field?

According to the assessment rubric. . .

To get a 1/2: The student investigates the problem, collecting information from sources.
To get a 3/4: The student investigates the problem, selecting and analysing the information from some acknowledged sources.
To get a 5/6: The student critically investigates the problem, evaluating information from a broad range of appropriate acknowledged sources.

Please submit your Identify the problem today

Sept 10, 11

2009-09-10T13:04:00.005+01:00

Year 10
Remember there are 3 tasks in the Investigation. The first task is IDENTIFY THE PROBLEM.

As you know, each MYP Technology Class presents you with a problem to solve. The "problem" is the "guiding question";-) Our guiding question is: "How can I use computer technology to make people aware of social issues?"

The best way to begin your Investigation is by writing a paragraph that explains the problem as you understand it. Then connect your project to at least 2 Areas of Interaction.

According to the Assessment Rubric. . .
To get a 1/2: The student states the problem.
To get a 3/4: The student describes the problem, mentioning its relevance.
To get a 5/6: The student explains the problem, discussing its relevance.

Look at these words: states, describes, explains. How are they different?
Look at these words: mentioning, discussing. How are they different?

Drafts of the Identify the Problem are due Wednesday, September 17. I will then be able to make corrections and return them to you in a timely manner.

To help you decide which social issue check out sites like: Amnesty International, Greenpeace or do a keyword search on Google (social injustice issues)

Thanks for your cooperation;-)

Learning objective: Differentiate these action verbs, begin writing project intro (Identify the problem).

09/09/09

2009-09-08T22:19:00.002+01:00

Make a Smilebox slideshow

Welcome Back Year 10! I hope you have had a fab summer and are ready to get down to work on your new IT project.

Let's look at the Unit of Work, Assessment Rubric, and Technology Check List before we get started.

On a lighter side, take a look at this interesting article that explains why 09/09/09 is so special;-)
http://news.yahoo.com/s/livescience/20090908/sc_livescience/why090909issospecial

June 23, June 29,

2009-06-23T08:02:00.005+01:00

The Day in the Life of a Year 10 Student

Hooray! We have finished the assessed portion of our program. Now, on to the next step.

We have a few lessons to explore our creative sides. Your assignment is to make a movie entitled "A Day In The Life Of A Year 10 Student).

Choose the tool of your choice (Movie Maker, IMovie (available in Jr. School), PowerPoint, PhotoStory 3).

Movie limit (2-3 minutes)

The best final product will be included in the Year 10 blog 2009/10. Let's go!

Year 10 – A Day In The Life of a Year 10 Student

Feng, Ingrid, Carmo, Vera Dias
Jose, Pedro, Yakir, Jimi,
Ignacio, Bruno, Antonio, Vera Silva, Raj
Naiomi, Diana, Carine, Catarina, Michelle

Slideshare

2009-06-18T08:58:00.003+01:00

Year 10 - This is the Web 2.0 tool that we discussed in class. By utilizing this tool you can embed a powerpoint presentation into your e-portfolio easily;-)

Also, remember that you can store videos on Google video, photobucket, Tiny Pic to name a few.

June 15, 17

2009-06-14T20:49:00.004+01:00

Criterion E - Evaluate Maximum 6

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

To get full marks the student: evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

All work except the Evaluate MUST be handed in today. Please put work into the Year 10 folder (IT-MsDietrich).

June 1, 3

2009-06-01T00:10:00.000+01:00

Year 10 - Create is due Wednesday, June 3 at the end of class.

Please deposit your work in the IT-Ms. Dietrich folder in your Year 10 folder;-) It's easy to find.

You will also find your assessed work and feedback/grade there as well.

May 25, 27

2009-05-24T21:12:00.004+01:00

Year 10 - Continue with the FUN part of the project.

Please reread the last post to remind yourself of the benchmarks to make in Criterion D.

Remember that Wednesday, May 27 is an activity day - no IT classes. Have a fun day, but be mindful of due dates.

May 18, 20

2009-05-18T13:33:00.002+01:00

Now, on to CREATE!

Criterion D: Create Maximum 6

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques.

Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

To receive a 6 the student: competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

May 11, 13

2009-05-11T12:47:00.003+01:00

Year 10 - It all begins with a plan.

Criterion C: Plan Maximum 6

Students are expected to construct a plan to create their chosen product/solution that has a series of logicl steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design.

To get a 6: the student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

May 4

2009-05-03T23:21:00.003+01:00

Are you finished with your Designs (Criterion B). They were due April 29. Should we extend the due date until Wednesday, May 6?

April 27, 29

2009-04-26T22:46:00.001+01:00

Year 10, Continue with your designs. They are due Wednesday.

April 20, 22

2009-04-20T12:13:00.002+01:00

Welcome Back Year 10.

I am still working on your Investigations and will give them back to you next Monday. You will then have the option of improving your work (and grade).

In the meantime - begin designing your e-portfolio. The easiest way to do this is to plan your e-portfolio using 3 DIFFERENT tools/programs.

Design is due April 29 (yikes that just next week!). The link to the assessment is located in the sidebar;-)

Criterion B: Design Maxium 6

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

To get a 6 : The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

April 1

2009-03-31T21:11:00.006+01:00

Year 10 - Today is collection day.

Now, what I would like you to do today is to look at your Design Specification and decide EXACTLY what you will include on your e-portfolio.

Go through your folder on the school's server to see what kind of data you have gathered there.

- Can you show a progression in your learning?

-Can you make a gallery of your artwork and showcase 2 or 3 pieces and include a text explaining their significance?

-Can you make a slideshow or "movie" (using PhotoStory 3 or Windows Movie Maker) highlighting your work? a hobby? community and service activity? sport ?

BEFORE you actually design your e-portfolio you MUST know EXACTLY what you will include there.

Don't be an April Fool and waste time!

March 30

2009-03-29T23:15:00.004+01:00

Year 10 - Let's finish up with the Investigations today.

I will collect the finished Investigation on Wednesday (at the beginning of class) on my pen drive;-)

March 25

2009-03-24T20:49:00.003Z

Year 10 - I hope you had a great day on Monday and are ready to get down to work in IT again!

The 3rd stage of the Investigate is: Formulate a Design Specification

What is a Design Specification? Let's brainstorm a little . . .

Now based on your research, what 4/5 items do YOU think YOUR e-portfolio should include?

Now, here's what you need to do:

Formulate a Design Specification

1) Create a Design Specification list (list the 4/5 items you will include)

2) Create a Detailed List (say why you will include these items)

3)Create a Test to Evaluate your product (your e-portfolio) based on the Design Specification (include an introduction sentence (To evaluate my product I will create a questionnaire. On a scale of 1-5 where 1 is awful and 5 is awesome, I will ask the following questions.) Then ask 1 question for each item on your Design Specification).

Look at the example being passed around in class;-)

Remember - the Investigate is NOT difficult. Break it down into manageable parts: Identify the problem, Develop a Design Brief, Formulate a Design Specification.

I will be HAPPY to help you - just raise your hand.

March 16, 18

2009-03-15T21:12:00.003Z

Year 10 - Today let's begin to Develop a Design Brief

Develop a Design Brief

Formulate and discuss appropriate questions (4-5) that guide the investigation. (Example: What is an e-portfolio? What programs can I use to create an e-portfolio? What should be included on an e-portfolio?)
Identify and acknowledge a range of appropriate sources of information

Collect, analyse, select, organize and evaluate information (You might want to look at 3 e-portfolios to gather data and ideas of what to include on your own product/solution)

Evaluate the sources of information (don't just use Wikipedia)

March 11

2009-03-11T09:05:00.003Z

Year 10 - Let's begin

The first stage is Investigate - let's Investigate

Investigate
Identify the problem (Explain the problem, discuss its relevance)
- Restate the problem in your own words
-Discuss its relevance (What does this mean? Why is it important?)
-Mention the customer
-Relate your project to Areas of Interaction
-
-
Design Brief - State Why/What/Where/Who and How for your problem-Describe what the problem is related to an AOI-Research the problem citing your sources in a full, organized bibliography (Use more than 5 different sources)-Ask 4 or 5 pertinent questions that will drive your investigation. For example: What is an e-portfolio? What programs can I use to create an e-portfolio? . . . Remember to look at 3 different e-portfolios to gather ideas.-State which information you found to be useful/and not useful and why?-Describe why these issues are important to you and/or other people.

March 10

2009-03-09T15:09:00.006Z

Year 10, you are spoiled for choice (hahaha). When creating an online portfolio there are many options to choose from.

Dr. Helen Barrett (the e-portfolio guru!) has conducted an experiment where she has created (and re-created) an e-portfolio using many different tools. It's all basically the same information - it's just organized differently.

Let's see what she has to say about creating an e-portfolio. http://newali.apple.com/ali_sites/ali/exhibits/1000156/

I'm including some of her other links that I think may be of interest to you:http://helenbarrett.com/http://hbarrett.pbwiki.com/http://hbarrett.wordpress.com/how-to/ (how to create an e-portfolio with wordpress)http://eportfolios.googlepages.com/home http://edfolio.fdu.edu/BarrettH/ (good ideas of what to include in your e-portfolio)
This is an impressive link list that Dr. Barrett has compiled! http://electronicportfolios.com/portfolios/bookmarks.html
Check these option out too!http://www.carbonmade.com/

Free e-portfolio sitehttp://www.pageflakes.com/ Page Flakeshttp://protopage.com/ Protopage

What else can you come up with? There are merit points just waiting to happen . . .

In addition, when you are making your process journal posting follow this template to keep the posting relevant:
-From my research I found out . .-I have discovered that . . .-My conclusions are that . . .-I have kept my research relevant by . . .-I found ICT helpful when . . .

March 9, 11

2009-03-06T20:50:00.005Z

Year 10, Welcome to Term 3 Technology. We have a really intereresting project this term. You will create an e-portfolio using the program of your choice;-)

Let's take a look at the Unit of Work to see what you need to do to be successful. http://docs.google.com/Doc?docid=dgg4pbx8_29dtpmf4df&hl=en

Next stop, let's check out the assessment rubric.

http://docs.google.com/Doc?docid=dgg4pbx8_56x3sw3zdk&hl=en

Now, let's get started!

1) Today I would like to INVESTIGATE e-portfolios/online portfolios/digital portfolios. Gather ideas to help you plan your product.Here are some links that I would like to visit:http://dp1.ips.k12.in.us:16080/~wyork/Kaijah%20BlackWell/Welcome.html http://dp1.ips.k12.in.us:16080/~wyork/Frank%20Tardy/Welcome.html http://dp1.ips.k12.in.us:16080/~wyork/Keshia%20Smith/Welcome.html http://dp1.ips.k12.in.us:16080/~wyork/Lonald%20Key%20Senior%2008/Me,%20Myself%20and%20Maybe%20I.htmlThese students completed the above online portfolios as part of their senior year classwork;-) They attend a public school in Indianapolis, Indiana (USA). http://www.616.ips.k12.in.us/two more great examples:http://www.newtechhigh.org/gallery/samples/2002/cbaldomero/default.htm http://www.newtechhigh.org/gallery/samples/2002/eboulier/default.htmlSome more to look at - not great - but you might get some ideas:http://www.pupilpages.com/Students/Default.aspx?studentId=1732)Keep track of ALL sites you visit!

March 4

2009-03-04T08:38:00.002Z

Year 11 - Everything is due today. Good luck to each of you as you continue on the carousel.

Project Due Today - March 4

2009-03-02T14:53:00.000Z

The Generator Blog has lots of cool web toys to play with. http://generatorblog.blogspot.com/

March 2

2009-03-01T23:39:00.003Z

Welcome Back Year 10 - I hope you are well-rested!

Today you need to finish creating your product and hand in the Create (Criterion D) documentation.

The final step of the Design Cycle is Evaluate (Criterion E). Maximum 6

Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved.

To get full marks: The student evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

To Wrap Text around an Image

2009-02-16T15:29:00.000Z

http://wysiwyg-test.pbwiki.com/WrappingText

To embed a video check out this link

2009-02-16T14:49:00.000Z

http://www.slideshare.net/wsbtech/how-to-embed-a-teachertube-video-or-slideshare-slideshow-in-pbwiki

February 16, 19

2009-02-16T12:16:00.004Z

Year 10 - The end is near. . . Have you finished your Create? It's important to work efficiently this week to avoid having work to do on your holiday break.

*Remember to folow your plan, document your creation with a process journal (use print screens), evaluate your plan and justify any changes made.

February 9, 11

2009-02-10T22:14:00.002Z

Year 10

Work hard to finish the Create. After today's class we have 4 more doubles before you continue on the carousel. We still need to: create and document the creation of your product,
ask others to evaluate your product using the questionnaire that you developed in the Investigation, evaluate your product against the design specification, evaluate your performance, and describe and explain how your product will impact life, society or the environment.

That's a lot of work.

But for now have fun creating your wiki page and remember to use your plan as a guide or check list;-)

Create

2009-02-04T09:20:00.002Z

Criterion D: Create

Maximum 6

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.

Students will sometimes embark upon a very ambitious project, or they may encounter unforeseen circumstances. In some circumstances a product/solution that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion.

To get a 6 the student must satisfy the following: The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

February 2, 4

2009-02-02T13:40:00.003Z

Year 10 - It's time to make a plan

Criterion C: Plan
Maximum 6

Students are expected to construct a plan to create their chosen product/solution that has a series of logicl steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design.

To receive full marks: The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Deadline Extension - Monday Feb 2

2009-01-28T21:05:00.003Z

Year 10 - Due to technical difficulties (otherwise known as no internet and lots of down time waiting for the system to reboot) our deadline has been extended until Monday February 2 - beginning of class.

As mentioned in class - you do NOT have to use the computer to complete your actual designs (pencil and paper will do just fine).

4 students were able to submit their Criterion B (Design) in spite of the problem - Well done!

January 28

2009-01-28T00:40:00.005Z

Year 10

Our deadlines have changed a bit. Design is due today (Jan 28) at the end of class.

We have a new wiki. It is located at http://boardingpass.pbwiki.com/ It is private (this means that it is closed to the public and you must receive an invitation to view it). Your status will be that of "Writer". Writers can edit pages and revert pages to previous versions. They can also upload new files and create new pages. Writers cannot perform any action that cannot be undone.

You do NOT have permission to edit the front page or side bar. You may create a page for your country. You may NOT edit anyone else's page.

If you need some help with wiki tutorials check out these sites: http://pbwikimanual.pbwiki.com/ and http://www.archive.org/details/Pbwiki101YourGuideToWikiBasicsapril22

I expect you to stay on task as our deadlines are tight.

Design is due today - Jan 28

January 26, 28

2009-01-23T23:35:00.001Z

Year 10 - Let's get creative.

Designs due January 28

January 21

2009-01-20T16:38:00.004Z

Deadlines for the rest of the Term 2
Investigate - January 19
Design - January 26
Plan - January 28
Create - February 11
Evaluate - February 18

Year 10 - Let's take a look at the assessment rubric to see how your will be evaluated for Criterion B (Design):
http://docs.google.com/Doc?id=dgg4pbx8_56x3sw3zdk&hl=en

Design

Make at least 3 designs that aim to match your design specification (this could be a sketch, powerpoint, publisher or any other appropriate tool)

Describe how well each design fits your original design specification

Choose ONE design, describe in detail what you think about the design and explain why this design is the most suitable choice

*Remember a 5-6 looks like this: The student generates a range of feasible designs, each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification.

Homework - collect images, links, etc

January 19

2009-01-18T21:24:00.003Z

Year 10 - BOO! the correct answer to the last poll (How many stages does the MYP Design Cylce have?)is 5 (Investigate, Design, Plan, Create, and Evaluate).

Now answer this week's poll question.

Now, on to other matters. Although we have finished the Investigate portion of this project, we still need to do a couple of more things: register for an account with pbwiki (http://pbwiki.com ), request admission to the wiki (http://ontour.pbwiki.com), then do a tutorial to find out how it works. Keep in mind that you will be designing your page/s on Wednesday;-)

To get you started:
http://pbwiki.com/content/tour
http://www.slideshare.net/JenniferW/pb-wiki-tutorial
http://www.c4lpt.co.uk/25Tools/pbwiki.html

What about this?????

2009-01-13T15:45:00.001Z

Year 10 - I saw this online today and thought about you;-)

Check out this link (http://travel.uk.msn.com/inspiration/gallery.aspx?cp-documentid=11096424) before you finish your design specification.

January 12, 14

2009-01-12T12:40:00.006Z

Investigate: - Due Wednesday, Jan 14 (end of class)

Identify the problem - Explain the problem and discuss its relevance. In your own words describe what the problem is - 1) offer a solution, 2) relate the problem/solution to an Area of Interaction (AOI)

Design Brief - State Why/What/Where/Who and How for your problem
-Research the problem citing your sources in a full, organized bibliography
-Ask 4 or 5 pertinent questions that will drive your investigation. For example: What is a wiki? What is a tourist agency? . . . Remember to look at 3 different tourist sites to gather ideas
State which information you found to be useful/and not useful and why?
-Use more than 5 different sources

Remember to document all your research by using in-text referencing.

Design Specification -
-List what your product is going to be, be like, be used for, be able to do and be made with (bullet point this list). What will you include? Information? Facts? Links? Movie? and then say WHY you will include it.

-Describe detailed methods to evaluate your page. That means to make a test (questionnaire??) that will check each point in your design specification .
Each question in your questionnaire must be directly linked to each item in your Design Specification.
*Make sure that you describe who the test is for and how it will be used

Investigate: - Due Wednesday, Jan 14 (end of class)

2009-01-07T16:07:00.002Z

Year 10 - Our wiki address is: http://ontour.pbwiki.com

Add youself to our wiki by registering.

The name of our wiki is: On Tour

You must learn a bit about PBwiki and how to upload and organize your information, images, videos, slideshows, links, etc.

In easiest way to do that is by doing some tutorials. Here are some links to tutorials. Please feel free to use them or find your own by doing a keyword search.
http://brianbridges.pbwiki.com/PBwiki%20Tutorials

January 7

2009-01-06T21:58:00.003Z

Welcome back Year 10.

Let's continue working on the Investigations. I will correct your drafts this week and hand them back on Monday!

Please participate in today's poll:-)

December 15, 17

2008-12-14T21:24:00.003Z

Research the problem citing your sources using in-text referencing and including a full, organized bibliography (Use more than 5 different sources)

-Ask 4 or 5 pertinent questions that will drive your investigation. For example: What is a wiki? What is a tourist agency? . . .

-Remember to look at 3 different tourist sites to gather ideas.

Due December 17

December 10

2008-12-09T22:57:00.002Z

Year 10 - Let's review the Design Cycle:Investigate, Design, Plan, Create, Evaluate - these are all verbs, in other words Action Words

The first stage is Investigate - let's Investigate

Investigate
Design Brief - State Why/What/Where/Who and How for your problem
-Describe what the problem is related to an AOI
-Research the problem citing your sources in a full, organized bibliography (Use more than 5 different sources)
-Ask 4 or 5 pertinent questions that will drive your investigation. For example: What is a wiki? What is a tourist agency? . . . Remember to look at 3 different tourist sites to gather ideas.
-State which information you found to be useful/and not useful and why?
-Describe why these issues are important to you and/or other people

Design Specification - List what your product is going to be, be like, be used for, be able to do and be made with (bullet point this list). What will you include? Information? Facts? Links? Movie?

Test Plan - Describe a test that will check each point in your design specification
-Make sure that you describe who the test is for and how it will be used

December 10

2008-12-07T22:55:00.002Z

Year 10 - before we begin let's look at this spoof on the technology of the middle ages!

Then let's start our investigation.

December 4

2008-12-03T21:22:00.000Z

Welcome Year 10

Today you will become acquainted with your Term 2 Project.

This term we will create: Wiki – Tourist Guide

Task:
As a class we will create an online tourist agency.
As an individual you will create the wiki pages giving information on a given country

Here is your Unit of Work: http://docs.google.com/Doc?id=dgg4pbx8_60gd5w49gf

2008-11-26T09:07:00.002Z

Year 10, You've created a bang-up powerpoint presentation - now what????? How about embedding it in your blog?????

You can embed your ppt much the same way you embed a video. But first, you need a ppt host. Try one of these:

SlideShare - www.slideshare.com
Scribd - www.scribd.com
Zoho Show - http://show.zoho.com/jsp/zoho_login.jsp?serviceurl=%2FHome.do

November 26 - Time has run out . . .

2008-11-25T20:30:00.002Z

Year 10 - Time's up!

Make sure you do a good job;-) You have until Friday morning to submit the last of your work.

Evaluate Assessment Rubric

2008-11-24T16:26:00.001Z

Evaluate Assessment Rubric:
http://docs.google.com/Doc?docid=dgg4pbx8_56x3sw3zdk&hl=en

November 24

2008-11-24T13:12:00.005Z

Year 10 - We are coming down to the wire. Wednesday November 26 is our last class.

You should finish creating your product/solution today.

Create due today - November 24

REMEMBER: you MUST document the Create part of the project. (For more details: Look at last week's posting, the Unit of Work, or the Assessment Rubric).

I have CD's for people to borrow - ask me if you need music.

November 17, 19

2008-11-16T15:40:00.003Z

Year 10 - Create (Criterion D) - Due November 19

Look at the Assessment criteria to be successful.

http://docs.google.com/Doc?id=dgg4pbx8_50f4qqb82t#

Create
· Use the plan to create your product
· Make changes to your plan if needed
· Explain any changes that you make to your plan if needed
· [Process Journal/Blog] Record key points in the process of making the product, document these using suitable methods such as screenshots, images or recordings and explain them

November 12

2008-11-11T23:15:00.005Z

Year 10 - It is important to stay on task so we can finish on time.

There is too much noise during class time and we need to take steps to rectify that. I am a firm believer in collaboration and don't think that one should have to sit for 40 minutes without uttering a word. However, I hear people singing in class (this is not music class) and constantly off-task by visiting social networking sites, YouTube, and games. Even though you are in the computer room, it is indeed a "proper" classroom. You are old enough to self-monitor but are not doing that. Please take the necessary measures to correct this situation. The school's system for behavioral problems such as notes in diaries, the time-out table system, and emails to your tutor will be enforced.

hand in your Plan today - Wed Nov 12

Please begin Criterion D - Create. It is in this stage of the Design Cycle that it is imperative that you use your process journal/blog. You must document the creating of your product. If you don't like the blog format, I will provide you with a paper notebook.

You can use Print Screen (Prt Sc) and paste that into Paint (or PowerPoint or Publisher) and when you save it click on File, Save As and save it as a JPEG file.

Nov 10

2008-11-09T21:04:00.002Z

Year 10 - It all starts with a plan!

Create a Gantt chart which includes a series of logical steps and makes effective use of resources and time.

Let's finish this today!

November 3, 5

2008-11-03T12:17:00.005Z

Year 10 -

You are working well.

Let's finish Criterion B (Design) (click here too see the Year 10 Criterion B Assessment Rubric) today and begin working on

Criterion C (Plan) Let's look at the Assessment Rubric to see what is expected of you: http://docs.google.com/Doc?id=dgg4pbx8_48dft5c7x7 .