Digital Story Telling at its finest!
As the ever changing and evolving world of electronics overwhelms an industry of “bigger, better and faster, we find it necessary to introduce this new technology into the classroom. In my link above you will see what I believe is the epitome of the electrical technology in training tools. Please use it as a guide not to do your own project, however to use as a means of what can be done!
The Digital story that you will tell, should reflect the lesson plan circuits we have covered. From the introduction of the simple 2-wire pull-chain wiring diagram, to the complexity of the final practical exam utilizing all of the materials covered in the semester.
What I would like you to include in your production is an explanation or description of the tools utilized in your circuit along with a brief description of the materials. Please vary your formats to make your production. The use of video and images can be used to describe your project along with descriptive text applied to the slides. Choose one of the circuits that we have built and create your presentation as if you are teaching it to your classmates. From start to finish, we should be able to gain the knowledge of wiring the project ourselves. Include all safety procedures that need to take place to assure that the circuit can be energized in a safe fashion after being checked by an instructor.
A great tool for producing an easy and understandable presentation can be found at Animoto. I would expect your Digital Story to fulfill the eligible time that is allowed during the free or introductory version of Animoto. Using Windows PowerPoint or another alternate such as Prezi will make a great production and should include a minimum of 25 slides if using a PowerPoint type of format.
Have fun and be creative!
LinkFlipping the Classroom
I find it hard to blog daily and therefore end up with a pile of thoughts in one night. Although rough drafts of scattered thoughts thoughout the week clutter my work space.
With the new semester fast approaching, and a new intake of students on their way, I have been playing with the method of flipping the classroom (FTC). I am wondering how this can not only benfit my current students to test their knowledge gained to date, but also prepare them for the group assignments that they will work on with the new group of fresh and eager class soon to start.
I see great advantages of this instructional method. With multiple intakes comes the neccesity of organizing well in advance in order to prepare for a class that at times can have 15 students in different stages of course outline.Not only will flipping the classroom aid in my classtime management, it will allow for the more advanced students to partake in a somewhat empowering or mature roll in the class by allowing them the opportunity to instruct their peers. This will allow me more time with the students who may fall behind or ocassionally require a little extra push from time to time.
I do see a few flaws in this practice of learning in my class. I teach secondary (high school) of various degree both academically and socially. This has from time to time created somewhat of a distraction due to a lack of maturity in certain students and I find myself stepping back in order to regain control of the classroom.
An example of a FTC that I recently used was when I was having issues engaging my students. Electrical applications is a theory-heavy course outlines at times and I constatly need to change my approach in order to gain attention from my students.A lot of my high school students are into this new found hobby of “vaping”. This is a means of electronically smoking a liquid that comes in countless flavours and is consumed when the liquid is turned into vapour and inhaled. Knowing that this is done through a basic Ohm’s law calculation, I asked each of the students to come up to the front and read off the electrical information on the coil of the vapourizer. I then had the student lead the class through an Ohm’s law lesson and calculate the necessary formulas in order to prove the watt output of the unit. It worked very well and I recieved alot of positive feedbcak from my students on the lesson over those days. I do believe it helped a few of them catch on and I definitely know that they took more from it coming from their peers than they would have coming from the instructor.
In moderation Flipping the Classroom is a technique that I will continue to use and expand upon.