Friday, October 29, 2010

Sketch Up Demonstration

In this demonstration we are going to:

  • Use Sketch Up for some basic modeling fun 
  • Learn some key concepts in 3d modeling
  • Access and download from the Sketch Up warehouse
  • Learn to access and utilize video tutorials from Sketch Up
  • Create in Sketch Up

Concepts Inventory

After Class Concepts Inventory

Key Concepts:

  • 3d modeling
  • three dimensional
  • orbiting tool
  • plane
  • engineering
Video Tutorials

If you do not have Sketch Up, here is where you can down load it


Tuesday, February 23, 2010

Metaverse Graphic Design 1 DGIM 2500..............Class V

Guidelines for  Cubes3 completion.
  • Make sure to have all documentation -- 
    • Poster, video of virtual cube, video of wood cube, video of pin up.
    • Create brief study
      • This should include enjoyment etc. viability of textures and who likes what -- be strategic -- do not cut any part of the demographics out, instead include more by adding textures and featuring.
      • Create a Walk Through
        • Include your process and the method for replication and recommendations including materials, time, costs, and projected gains --guesstimate, taking elements of puzzle cubes goals and criteria and annotating the process.
      • Create a Post Mortem
        • This including: success, failure recovery, participants' roles, materials, new directions, construction principals, methods, and eventually usability, design choices, costs, and production replicability issues.

    In my great wisdom, as your benevolent dictator, I have decreed that you will be in new groups.

    That is my word.

    Tuesday, February 16, 2010

    Metaverse Graphic Design 1 DGIM 2500

    Session 5

    • Documentation -- taking elements of puzzle cubes goals and criteria and annotating the process including success, failure, recovery, participants, materials, new directions, construction principals, methods, and eventually usability, design choices, costs, and production replicability issues.
    •  Resume building -- using this experience to build resume and reference through publication and exposure through the metaverse, conferences, and social networking.
    • Pin-ups -- check in on progress with assignments by sharing and showing work on cube.
    • Mixed technology integration and documentation in the protocol documentation.
    • Usability study and evaluation
    • Product presentation docs -- slides and poster.
    • Product presentation
    • Team roles and self-assessment.
    • Group assessment and presentation
    • post mortem and video

    Friday, February 12, 2010

    EDC 533/ 310 Learning & Dev in Ed Settings

    Due Dates 

    • 1 observation on 2 children send in on email or google docs or moodle 3/19/10
    • Teaching a lesson 3/12/10
    • Grad students will present 3/26/10
    • Field Experience Journal 3/26/10
    • Quiz 2 4-7 2/26/10
    • Quiz 3 8-11 3/12/10
    • Chapter presentations
      • 2/26/10 chapter 8 -- Tim, mark; chapter 9 Brock ; chapter 10 Brock; chapter 11 Debbie Sue,  & Tim
    Article Disability as Culture This is really a must read -- I hope you find time for it.
    Agenda for Friday Night:
    1. Assignments and due dates.
    2. Discuss the descriptions, expectations and rubric
    3. Changes in assignments:

    • Journal
                  one reflective journal at the completion of the service learning experience   
    • Prompts:  
    1. What did you see related to development stages as described in the text? 
    2. What motivational tactics did the host teacher use to engage students? 
    3. What typed of teaching strategies did you see implemented? 
    4. Were they effective and what might you have done differently? 
    5. How were students assessed following each lesson to know that students learned?
    • Presentations-criteria: 

    1. The information both summarizes and extends one or more learning theories in the chapter.
    2. Applications to both elementary and middle/secondary settings. 
    3. Supplemental material included.
    4. Use of effective teaching strategies used: creativity, student involvement. 
    5. For undergraduates: all team members are equally engaged in the presentation. (Criteria taken directly from your syllabus)

    c.  Quizzes-There is no longer enough time for 5quizzes. Quiz 1 is complete so there will only be 2 more for a total of 3.

    d.  Observation Project- see attachment for description and assessment criteria.

    e. Teach a Lesson-lesson planning and presentation-see attachment for description and criteria.

    f.  Portfolio-will not be required.  Reflection on learning will be included in the journal assignment described above.

    4.Quiz 1- Review as described by you in emails- use this opportunity to highlight important content from Chapters 1-3.

    5.4 Presentations scheduled for this Friday- on Chapters 4, 5, 6, and 7.  Will take a minimum of 1 hour assuming they are 15 minutes each.  

    6. Should prepare students for Quiz 2 next week.

    7. Research Paper for Graduate students

    Remaining time will be used to discuss key concepts from the readings and/or from the presentations.  

    Teach a lesson rubric
    Education Autobiography
    Observation of Learning
    Graduate Research Assignment

    Tuesday, February 9, 2010

    DGim 2500 Metaverse -- Replication

    Documentation:  So to allow other people to do what you have done.  
    • Step 1:  always get the client to do what you do best.  active listening.  Don't interrupt.  Encouragement, build under ideas.  work with the customer not against, abundance and constructive conversation.  
    • Step 2:  sit down and make a list of criteria for the outcomes that are goal-worthy.
      • make a variety of prototypes that vary off of the main documentation.
    • Step 3: build and go through quality improvement cycle for quality and criteria checks.
    • Step 4: research and customer feedback and patron opinion,
      • categorize and analyze
    Engineering is about documentation -- if it is not clearly documented, it cannot be inexpensively replicated.

    So how do you do this?

         chunking: putting information in chunks.  estimating  and grouping in a step-by- step process.

    Wednesday, February 3, 2010

    If I could do anything, I would

    Hello teachers, 

    Happy New Year, Groundhog's Day, winter, and anything else you may be celebrating.  We've got some exciting things to share with you, so without any further ado...

    Do your students love to doodle? Give them a chance to showcase their art on's homepage by registering your school for Doodle 4 Google. Doodle 4 Google is a competition open to K-12 students in U.S. schools who are invited to create their own Google doodle inspired by the theme, "If I Could Do Anything, I Would . . . "  We are delighted to encourage and celebrate the creativity of young people, and we look forward to seeing the range of creative doodles that are submitted. The competition kicks off today, and you can find details on the Official Google Blog

    Teachers should go to to register their school by 11:59:59 P.M. Pacific Time (PT) on March 17, 2010. Parents and children interested in participating should pass this link on to their teachers to get them registered. Teachers must sign up on behalf of their students and submit their doodles and entry forms by March 31, 2010 11:59:59 P.M. Pacific Time (PT) after they register their school online. 

    A competition wouldn't be complete without prizes. What prizes are awarded to Doodle 4 Google winners and finalists this year? 
    • The National Winner will win a $15,000 college scholarship to be used at the school of their choice, a trip to New York City for an event on May 26, 2010, a laptop computer, a Wacom digital design tablet, and a t-shirt printed with their doodle on it.  We'll also award the winner's school a $25,000 grant towards the establishment/improvement of a computer lab.  The winning doodle will also be featured on the homepage on May 27, 2010.
    • Each of the other 3 National Finalists will win a trip to New York City for an event on May 26, 2010, a laptop computer, a Wacom digital design tablet and a t-shirt printed with their doodle on it.
    • Each of the other 40 Regional Finalists will win a trip to New York City for an event on May 26, 2010 and a t-shirt printed with their doodle on it.
    • Each of the other 400 State Finalists will receive a "Doodle 4 Google" certificate and be featured on the Doodle 4 Google web site.

    As an additional incentive this year, we are also giving out eight (8) Extra Credit: Technology Booster Awards that consist of netbook computers to schools who submit the maximum number of doodles by March 10, 2010 and have a student who is one of the 400 State Finalists.  For more information on eligibility, visit the Doodle 4 Google website here,

    Students' doodles will be judged on artistic merit, creativity, representation of the theme, and other criteria.  This year we'll also have a panel of 10 "Expert Jurors"  who will help judge Doodle 4 Google. These are well known illustrators, cartoonists, and animators from organizations such as The Sesame Street WorkshopDr. Seuss Enterprises, and Pixar Animation Studios who are the creators of Toy Story 3.  A public exhibit of the 39 regional finalists and the national winner will be open to the public at the Smithsonian's, Cooper-Hewitt, National Design Museum from May 27 to July 8, 2010. To give your class a little inspiration, check out last year's winners at the Doodle 4 Google website.

    Are you or your administrators thinking about bringing Google Apps Education Edition to your school?  Join us to hear from Clarkstown Central School District in a webinar on February 10, 2010 (11AM PST/2PM EST) to learn how the district created a collaborative curriculum portal for teachers across all their buildings and campuses using Google Apps.  Hear what factors helped them decide to "Go Google" and the results they've seen with school staff and students since making the switch.  You can also submit your questions for Clarkstown School District and the Google team ahead of time to be addressed during the webinar.  

    Access past Google Apps Education Edition webinars here:  For more information about Clarkstown Central School District and Google Apps, read or download the case study or view the blogpost describing their solution.  

    Thanks, teachers - we'll let you get back to what we're sure is a very busy school year.  See you again in the spring!  

    Cristin Frodella
    Google K-12 Education Outreach

    Google for Educators

    Tuesday, February 2, 2010

    Documentation and Replicability

    I have told you over and over that REPLICABILITY is your MANTRA

    CHANT  with me now REPLICABILITY, REPLICABILITY  ommmmmmmmmmmmmmm

    I may change fonts, but I will not change my message. You must be able to replicate your work so that other can do what you do so that you can sell it, and, you must be able to measure the effects that you promise so that you say that it is anything other than art.

    Art is awesome.

    But this is science and engineering.

    When you have designed your prototype puzzle cube for cubes cubed. You need  a presentation medium as well as documentation from multiple perspectives, a variety of options if possible, cost potentials -- choice can be advantageous -- as well as a means for how you can project figures and cost benefit analysis. This is why we work in teams.

    We will be working to do this in LayOut.

    Please watch this video and be ready to go over how we might prepare your project for LayOut and documentation as a walkthrough hybrid/sales package.

    Monday, February 1, 2010

    “Guard your thoughts, they become your words. Choose your words, they become actions. Understand your actions, they become habits. Study your habits, they mold your character, it will be your fate.”

    A lie told often enough becomes the truth.
    Lenin Russian Communist politician & revolutionary (1870 - 1924)

    Monday, January 25, 2010

    Am Lit // Comp

    Richard Wright

    We will be reading:

    The Man Who Was Almost a Man

    Study Packet 

    Story board rubric

    In this short reading, you will read the story and packet. You will be asked to do a genre-level analysis with the concepts we have been using for the last few months. The key to this assignment is in the creation of a time line of the story and the creation of points of causation. In this assignment you should identify each of the following:
    • Setting
    • Mood
    • Point of View
    • Central Conflict
    • Protagonist
    • Antagonist
    • Inciting Cause
    • Climax
    • Resolution
    Along with these, you should give examples of these literary devices and how they are employed and explain their effect on the plot, the characters, and the reader.
    • foreshadow
    • flashback
    • suspense
    • irony
    • symbolism
    1. What statement is the author making in this story about human nature  and/or society in general?
    2. How do events in the story prove or support your statement you mentioned in 1.?

    Our schedule:

    2 weeks out
    Am Lit
    Almosta Man
    Syllabus // Almosta Man // Voice
    Notes//annotation// Focus
    Syllabus Quiz // Annotation
    Packet // Time Line
    Lit Notes//  Focus Question--Terms// Timeline
    Draft 1 due // Writer’s Workshop
    Time Line Due// ILP Summative// Paper due Monday
    Revision Memo Due //draft 2
    Paper due -- Read A Louds--Voice THREAD

    Present // Voice Thread
    Huck Finn Intro / / Packets
    Present//Voice Thread
    Chapters 1-5
    Success Plan // draft
    Chapters 6-10
    Writer’s Workshop
    Chapters 11-15
    Draft 2 due

    ILP - You need to get your 3-story compare contrast summative project to the in-basket.

    Friday, January 22, 2010

    EDC 533/ 310 Learning & Dev in Ed Settings

    Going to the Jungle Jumble  -- TO chunking, miller, simon, and that research on memory.
    Cooperation and distributed memory -- the memory outside of our heads.
    What do we actually need to learn and what can we look up.
    Read the Jean Anyon article in your infinite time.

    Read Dubbels Article on Social Learning
    Testing and differentiated instruction.
    Formal and informal instruction
    Learning Autobiographies.

    We will be finishing the Learning Autobiographies next week
    This will include an assessment activity that includes review of the rubric
    Clapping academy
    Discussion of criteria and excellence
    Quiz on chapters 1-3 -- you will need a personal computer or cell phone with texting capability
    Discussion of wiki
    Presentation of chapters 4 and 5
    Arrangement of future chapter presentations
    Observational techniques and arrangements

    Make sure you consider how you will assess and evaluate your workshop on chapters 4 and 5

    Tuesday, January 19, 2010

    Meeting Two -- Making Stuff Up

    Review Class Session 1

    Preview Class Session 2
    Major topics include:
    *Analog  Multi-player game
    • Teaming
    • Creation of our game
    • Roles, Rules, Tools, Contexts, Win-state
    *Beginning Building
    *Opening SketchUp
    *Making your first drawing

    Identity and domains in the metaverse
    Creation of Teams


    Wednesday, January 13, 2010

    Am Lit // BAV


    Reflections from the story board are still due.

    Have them in by Tuesday

    Please use this link for a checklist. 

    For those of you who are missing the complex sentences packet that went long with the STYLE section on Sonny's Blues, you can get it HERE. 

    Board Games are due for Syllabus Students on Tuesday.

    We will plan on conferencing this week and going over missing work.

    Tuesday, January 12, 2010

    Metaverse Graphic Design 1 DGIM 2500

    Next week,

                      Buy the texts for the class:
                                    Google SketchUp Cookbook, O'Reilly
                                    ISBN 978-0-596-15511-7

                                   Google SketchUp for Site Design
                                   ISBN 978-0-470-345244-2
    1. be prepared by having watched and practiced using these tutorials -- make sure you have have covered the beginners' fare.
    2. Differences between games, models, simulations, and virtual worlds
    3. Play analog multiplayer game
    4. form teams for client and production
    5. go over syllabus and co-create rubrics, criteria, scheduling, and checklists
    6. virtual tours through architecture in PS3 games
    7. begin sketchUp

    What we covered in the first class:

    What is virtual -- almost
    What is a World -- beliefs, perceptions, existence, imagination, people, environment, atmosphere, area, time, surroundings, interaction, memory, container of objects, self, place, IT -- THAT.

    Measurement -- You should assess, measure and evaluate your environment. This is what will make your work stand above the rest. Data talks -- no need for sales talks.

    Barbell Factory was an example of this. Student comments.

    Tools, toys, pivots, activity theory

     Play provides a transitional
    stage in this direction whenever an object (for example a stick) becomes a
    pivot for severing meaning of horse from a real horse. The child cannot yet
    detach thought from object. (Vygotsky, 1976, p 97).
    Thus play seems essential to development, and the role of the pivot ( a toy, representation, or even a game) is important in aiding that early childhood development, where children may move from recognitive play to symbolic and imaginative play, i.e. the child may play with a phone the way it is supposed to be used to show they can use it (recognitive), and in symbolic or imaginative play, they may pretend a banana is the phone. This is an important step since representation and abstraction are essential in learning language, especially print and alphabetical systems for reading and other discourse. There are as many types of play as there are people and cultures. A few types to consider are:
    • Recognitive, or Mastery play – learning how to use objects
    • Creative play – playing with aesthetics
    • Deep play – learning about risk and danger
    • Recapitulative play – den building, hiding, climbing
    • Dressing up – experimenting with identity
    • Rough and tumble play – testing your own strength
    For this reason play and gaming, structured forms of play, may be reasonable predictors for comprehension and problem solving. In play, we create models; try on roles; and experience the world in the safety of play. Play may also expand comprehension in surprising ways, but often activities involving play are seen as non-academic—therefore non-educational, lacking rigor and thus, not really learning (Dubbels, submitted).

    Friday, January 8, 2010

    Learning and Development in an Educational Setting

    7 class meetings
    1/8/10    Ice breaker -- Do not underestimate your ability to learn --- proved example of mnemonics Ericsson, K. A., & Kintsch, W. (1995) and Millers magic number 7 (1950) through chunking Chase and Simon (1973).

    Changed the format of the room to group setting -- circled the wagons
    Salon: What is the difference between learning and education?
    education is learning with intent
    leanring is always happening
    when you stop learning you start dying

    Activity Theory  -- an object can educate as it instructs in use through design as the user works towards use to a goal.

    Barbell Factory  -- Any activity in the classroom is measurable and worthy of research.

    What methods can we use -- many.
    Yoga Stretch

    Next meetings.:

    1/22/10  Friday 6 -10

    Chapter 1, 2, & 3 Read
    Learning Autobiography
    Team presentation chapter three -- David, Katie, Jenny Allie
    Please post your autobiography on google docs and do the peer review.
    Turn in the peer review sheet with the final copy.


    Chapters 4 and 5 presentations -- 4 Erin and Emily  /  5 Karla, Randy, Katy, & Debbie
    Field Methods Instruction Overview


    Chapters 6 and 7 Elie, Becky , Amy, and Melissa // James, Meggie, Allison, Chris