All the assignments of the subject

1. [ASSIGNMENTS] ANA SATRUSTEGUI
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ANA SATRUSTEGUI ARAMBILLET
PUBLIC UNIVERSITY OF NAVARRE
YEAR 2014
ASSIGNMENTS
TEAMWORK

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CONTENT CREATION PRESENTATION Page 3
USING THE WIKI Page 5
USING DOTSUB Page 11
USING THE WHITEBOARD Page 13
MY PERSONAL LEARNING ENVIRONMENT Page 16
USING WIKISPACE Page 17
INDEX

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1. DEVELOPING AND UNDERTSTANDING DIGITAL COMPETENCE
FRAMEWORK
Being and advanced user means that;
I can produce digital content in different formats, platforms and
environments. I can use a variety of digital tools for creating original
multimedia outputs. I can mash-up existing items of content to create new
ones. I know how different types of licenses apply to the information and
resources I use and create. I can interfere with (open) programmes,
modify, change or write sourcecode, I can code and programme in several
languages, I understand the systems and functions that are behind
programmes.
2. COMPARISSION
ADVANCED USER OF DIGITAL CONTENT and TEACHERS
Function Knowledge Skills
General
framework
of advanced
digital
competences
-Produces digital
contents in
different formats,
platforms and in
different
environments. I
can use digital
tools for creating
new multimedia
products.
-Able to combine
created content
elements for a
new one.
-
-Knows which
program fits best
according to the
content created
-Acknowledges the
creation of the
significance of the
content created.
-Knows how
systems, digital
process work
either software.
Capable of using
editing functions
to modify
contents
-Create
presentations
using multimedia
-Combine existed
contents in order
to create new
ones.
-Uses proper
licenses for
sharing and
creating
CONTENT CREATIONPRESENTATION

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contents.
-
Teacher
advanced
digital
competences
-Uses creatively, a
wide range of
media that are
used for the
creation and
edition of
educational
digital contents.
-Uses resources to
combine and
reuse educational
digital contents,
in a collaborative
environment for
the integrate use
in the curricula.
-Knows how to
apply owner rights
and content and
information
licenses in terms of
installing and
maintaining digital
media.
-Modifies
efficiently digital
media and
program code in
virtual
environments of
the teaching and
learning process.
-Creates
communicative
virtual channels
for the
developments of
educational
projects.
3. QUESTIONAIRE
1. Do you create digital contents such as videos, images or even texts?
2. Are you capable of using different tools for multimedia purpose?
3. How do you manage with programs? Can you master them without any difficulty?
4 .How often do you use your setting resources?
5. Are you aware of different types of licenses and “all rights reserved”?
6. Do you consider yourself a creative person in the content creation field? (You create
contents in different formats, including multimedia, you can modify yours and others
creatively)

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EVALUATION OF WEB PAGES TO USE IN CLASS
“Hippocampus” - http://www.hippocampus.org/
1. Good points:
Technological points:
a) Exploration of digital content in 13 subjects areas. Each one has been
distributed using different sections: presentation, worked examples, test prep
and simulations. Although all of the subject areas don’t have these four parts,
most of them have only presentation and simulations.
b) You have the opportunity to browse topics, launch a course and text
correlations using videos. 3. You can make a playlist on Hippocampus with a
tutorial video.
c) It is focused on new models of digital content development, distribution and
use.
Pedagogical points:
a) Students use these digital resources to study and prepare exams accessing to
quality education. Personalized learning.
b) There is a section which is called NROC Community and it gives you the chance
of learning, sharing ideas and helping each other as user community of
teachers, students, administrators and parents.
c) It is easy to learn properly and you can find quickly that you need due to its
excellent distribution.
d) There are many blog posts where you can learn and practice with different
games.
2. Bad points
a) If you access to the upper toolbar, you cannot come back to the main page,
unless you open a new tab.
b) The section of the topics should be bigger because it is difficult to read it.
c) There are only three colours and each subject area should be differentiating
correctly.
3. Level and age
It is thought to use for middle-school and high-school teachers and college professors,
and their students.
4. Use of the web in your teaching practice
USING THEWIKI

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We would use the digital content, videos, to practice different examples according to
the topic which we are working with my students. It would be useful to make a playlist
in groups to upload and share with NROC community.
5. Chosen website
The website chosen, has a wide diversity of games for all subjects. It attracts the
attention due to its colours and structure. Moreover, it is really easy to use, because
you can download the games and the app to play in your mobile phone. It is a useful
website to help parents to develop their children’s knowledge. Music is included in all
of the games and each game does not take you too much time.
http://pbskids.org/games/all-topics
“Math words” - http://www.mathwords.com/index_algebra.htm
1. Good points
Technological points:
a) The website is well-organized. Content is searched easily in alphabetical order.
b) Search is very easy, in the left side you can click on a letter and automatically it
goes to the letter section. There is also a Google searcher above it so you can
start your search by using it.
c) A second index is divided into different topics what helps students either
teachers for a better search.
d) Colours are used in order to differentiate sections; there are two indexes in
blue and all terms are in white. This can help you in locating different words.
Pedagogical points:
a) Content is given through definitions and explanations. Different links are
provided to widen knowledge.
b) This index enhance students the learning in the mathematical field by a wide
range of terminology.
c) All words go with each definition and a problem solving, this makes a better
understanding of what students are learning and a good practice to make it
perfect.
d) Students can achieve an advanced learning by working through the topics open
to them.
e) Teachers can use this index as a tool for everyday lessons depending on the
topic who want to work on.
2. Bad points:

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1. Definitions given may be too short and graphics cannot be understood.
2. Lacks of range of colours, only three colours are used.
3. Content words are is in a high level within the subject.
3) Level and age
This index could be used with students in last course of Secondary School, age 16.
4) Use of the web in your teaching practice
We would not use this index for primary students. We consider that content in general
terms the level is very high for students from 6 to 12 years old.
5) Chosen website
After doing a further research, we have chosen this website because it contains Math´s
Dictionary and is very interactive. It is colorful, that can be a very good point in
engaging students to keep learning and motivate them for the subject matter. It has
proper information with explanations, activities, pictures and it is a very good practice
though for pupils of this stage. http://www.amathsdictionaryforkids.com/
“NROC MATH” http://nrocmath.org/
1. Positive points
Technological points:
a) Focused on providing teachers with resources and helping them to create and
organize didactic math’s units.
b) Good organization of the different elements of the web page. Easy to locate
what you are interested in.
c) Full and clear explanation of the different content that are inside the web.
Pedagogical points:
a) Different ways of learning, you can learn through videos, activities, tutorials.
b) There is a great variety of mathematic content, so you always will find what you
are looking for.
c) Math content designed for today’s student. Offers the instructional content
and tools that math teachers need, with the multimedia approach that
students want nowadays.
d) Gives the opportunity to develop and share digital content and tools to
empower learning between teachers and students.
2. Bad points:

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a) It is tedious and complicated. Difficult to manage for young children.
b) Content are not for primary education, maybe are designed for secondary or
higher education (algebra, functions, polynomials…)
c) It isn’t a very colourful web page… There is lack of bright colours that makes
difficult to motivate and engage the students.
3. Level and age
It is focused on offers instructional content and tools for math teachers and it is also
suitable for secondary school students after 12-13 years old.
4. Use of the web in your teaching practice
Personally, we will not use this web page in our classes given that we consider it has a
level that is too high for primary students. Maybe there are some videos or tutorials
that could be useful for the last primary course but I insist that the contents are quite
high.

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EVALUATION MINDMAP TOOLS
TEXT 2 MIND MAP
 How the Text 2 Mind Map works
Basically, this tool can turn your typed outlines into mind maps. At first there a some
tips given to get you started such as; write text in the text area , indent text (using the
TAB key) to start a new branch of nodes and Click the "Draw Mind Map"-button and
watch the mind map evolve. At the left side you have a table with different tools.
There are four main options noticeable; create, save, download and zoom.
 How easy it is to use it
Firstly, if you want to start with creating a mind map, just type out an outline in the
text box. After doing so, you click "draw mind map" to have your mind map created at
the right side. If you want to add more elements into your mind map, go to the text
box and indent text to start a new branch, after doing so click "draw mind map" again
and it will come up.
 Main advantages;
o You can change the position by sliding the mind map.
o The style of writing can be changed according to the font, color or sized wished.
o Headings appear in different colors so you can distinguish them easily.
o The width of the branches can be chosen from the thinnest to the thickest. You
can also pick another color for these lines depending on your likes.
o You can download your mind map and save it as a PDF or PNG file.
o Every mind map created can also be shared via email, Facebook, or Twitter.
 Main disadvantages (if any);
o You probably get lost in how to create new branches because if you do not
indent text (using the TAB key) all the branches are joined to the first element.
STORMBOARD
( https://www.stormboard.com/storms/setup)
 How Stormboard works?
It is a slick new service designed for hosting collaborative online brainstorming
activities. Stormboard allows you to create an unlimited amount of "idea boards" or
Stormboards with up to five collaborators on each one. Each of your Stormboards can

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include sticky notes, images, videos, drawings, and word documents. Moving items
around on your Stormboard is a simple drag and drop process like the one you may
have used on services like Padlet. Each item that you add to your Stormboard includes
a commenting option that your collaborators can use to give you feedback on your
ideas.
 How easy it is to use it;
o If you have never used this mind map tool, it is really complicated to
understand how it works, because there are lots of templates to choose
depending on your purpose.
o Once, you have discovered how it works, it is really easy to use its tools.
 Main advantages of the tool;
o You can create new templates, but you don’t need it because you will find what
you are looking for.
o It is a logical tool, which has thought to make easier the teachers’ work and
also it has templates to use in the business’s context.
o It gives you 8 reasons to use this mind map tool
o Your mind map can be downloaded as a PDF or PNG file.
o You can add pictures, video, sticky, stack and a file.
 Main disadvantages (if any);
o It is quite tedious at the beginning because you have a lot of templates and a
lot of different types so you don’t know very well what to choose.
o You can’t write in the templates, you can only comment in a sticky.
o There are too many templates and tools to use, so you can be lost.
 Group choice;
We have chosen the first one (Text 2 mind map) because we think it is less
complicated to use and it is very useful and funny for children.

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VIDEO SUBTITLING
 Transcription from the video;
http://dotsub.com/view/1c84e314-a099-42f5-af7f-c8fe34962d77
(From min06:30 to min08:40)
We are going to say to spell human, -hu-man,
Nowif your are native Englishspeakerandyou are wondering about just follow along I think
you are going to find something kind of open up for you
So let´s go ahead, say to spell –hu-man.
How manysyllabus?Two;the firstsyllableis –hu, -h, -u, the secondsyllable is –man, -m,-a, -n
Go ahead and write it!
And as you said as sound it out, and then let´s help me to write it.
First syllable is –hu, -h, -u
Second syllable is –man, -m, -a, -n
And what did they –u say here? It´s that is long sound so open a line, all right?
Well say to spell again; -hu, -man
But what do we usually say? Human
Now in English, this is a place where we can begin to use morphology
Because the accent its syllable is –hu and this is actually –schwa sound which we´ll discuss
later about
Just for your help right now schwa sound an unaccented vowel sound
So whatyou´ll notice here though, is that man and human are related in meaning and we can
draw forour studentshowtheyare relatedinmeaningandthat´swhythe spellingispreserved
to that way
You might also be interesting to now that in a word like humanity
I can write It for you here, that your clearly
USING DOTSUB

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Here this –a sound in humanity
So we can findthe derivative humanityandthisvowelsoundhere isclearlyarticulatedas an -a
So this is part of the morphophonemic in nature English
Where in number eight, would be women.
I know that women from work, women
We are going to say to spell
Yes you guessed it; -wo, -men
That´s some kind of funny I think
So let´s say to spell –wo,-men and two syllabus

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HOT POTATOES ACTIVITIES
To work onthe conceptsof the mindmap we are goingto developthe followingactivities:
 MULTIPLE CHOICE:
We developthe firstbranch “Whatis it?”
Three definitionsare givenandonlyone istrue.Theyhave tohighlightthe keywords
whichare the onesthatwe will take intoaccountto developthe mindmap.
 MATCHING
We workon the branch entitled “Benefitsof doing exercise”
 FILLING THE GAPS
We developthe branchnamed “Aerobic”
We create a textwhere the studentsneedtofill the gapswiththe appropriate words;
these are the oneswhichwill appearinthe mindmap.
Filling thegaps´text
USING THE WHITEBOARD

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AEROBIC is an activity which needs oxygen. When doing aerobic exercise you realize
that you breath faster. There are a lot of examples of doing aerobic activity such as
basketball, football, swimming, running, tennis or walking. Moreover, this activity is
very funny not only for kids but also for adults.
 CROSSWORDS
We workon the branch named “Elements”
Witha crosswordactivitywe will workonthe words(elements) thatstudentsshouldlearn
fromthe mindmap.

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As a followupwe will dothiscompleted mind map givingoral instructions

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FIRST PERSONAL LEARNING ENVIRONMENT
LAST PERSONAL LEARNING ENVIRONMENT
MY PERSONAL LEARNING ENVIRONMENT

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 This is the story that my group and I created. They teacher gave us the starting
sentence and the ending.
When he left, he was very worried; I had never seen anybody so worried in my life. Well…
that is not true at all.
I rememberthe time when my mother decided to go on a day-trip over the mountains. All of
us had this thirst of adventure and therefore, we were excited and could not wait for that
day.There was not a day goes by I did not think of it. We started packing two days before our
departure time because we wanted everything to be ready in advance. You cannot make a
picture inyour mindaboutthe lotof thingswe were taking with us. This time was going to be
the first time when the family was getting-together for such a big challenge!
Those two days were very long because when you are expecting to do something anxiously,
time goesslowly.However,whenanimportantdayarrives,time flies.We thoughtthatwe had
prepared everything, but at the beginning of the day-trip we weren't aware that we had
forgotten to take the pills of our dog. He did need to take them because he could stop
breathing.We didn'trealize till he started to cough and to breathe deeply. I asked the others
where didwe puthismedicine?Andeverybodysaid,"I don't know". We were really scared of
our dog´s health.
We had already started our day-trip and we were so far from home so it was impossible to
take the dog pills. As we couldn't do anything for him we continued our trip being optimistic
and tryingto forgetaboutit.It was 1:30 in the afternoonandeverythingwasgoing well so far.
We were very tired due to the large walk that we had done during the morning and very
hungry as well however, we couldn't stop for eating because it was starting to rain and we
neededtofindarefuge.Fortunately,the dogseemedtofeelgoodsowe walked quickly trying
to find a refuge.
It was pouringwithrainandour clotheswere all dripping wet when trying to seek refuge in a
cave at the mountains.Ourdogseemedtobe quite anxious as if he was expecting something
worse to happen and we were worried as ever. We all kept walking for half an hour and we
started to lose strength so we decided to stop for a minute when the dog ran straight to my
Dad, suddenlyhe fainted.Before eventhe restof the familycouldreactthe dogstarted tobark
as louderasever and we all understood what the dog was trying to say to us: the best way to
save ourselves was asking for help. We shouted and shouted very loudly until two travelers
who had camped on the mountainside came to help us. We were safe!
I could not believe how relieved I felt at that moment.
USING WIKISPACE