ICT teacher handbook/Communicating with graphics - Revision history

Yogi: 1 revision imported: from troer

2017-06-28T09:00:36Z

1 revision imported: from troer

Ranjani at 09:11, 24 March 2017

2017-03-24T09:11:22Z

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Ranjani at 07:22, 23 November 2016

2016-11-23T07:22:37Z

Ranjani at 23:55, 21 November 2016

2016-11-21T23:55:12Z

Ranjani at 23:49, 21 November 2016

2016-11-21T23:49:29Z

Ranjani at 23:38, 21 November 2016

2016-11-21T23:38:24Z

Ranjani at 23:29, 21 November 2016

2016-11-21T23:29:15Z

Guru: /* Transaction notes for activities */

2016-10-20T12:01:52Z

Transaction notes for activities

Guru: /* Transaction notes for activities */

2016-10-20T12:00:53Z

Transaction notes for activities

Ranjani at 05:34, 17 October 2016

2016-10-17T05:34:09Z

@@ Line 1: / Line 1: @@
 {{Navigate|Prev=Data representation and processing|Curr=Communicating with graphics|Next=Audio visual communication}}
 ===Chapter Objectives===
 #Understanding the power of story telling as communication
@@ Line 23: / Line 31: @@
 #Assessment (portfolio as evidence of digital skills)
 #Student portfolio as learning resources for other students
-====Photo and Image essays====
+====Level 1 - 5 weeks====
-#This activity will take 80 minutes
+=====Photo and Image essays=====
 #Keep ready pictures/ images/ slide shows for demonstrating how to tell a story.  Alternatively prepare the students in advance for them to collect images
 #In addition to image in the activity, use the computer timeline slideshow, [[ICT student textbook/Science Technology and Society|picture]] gallery of microscope and the timeline of communication technology to talk about how pictures, combinations of pictures and text can be used to communicate.  Important areas to focus can be on (i)what is the key idea(s), (ii) how to structure it, (iii) determining when is text useful, (iv) evaluation of the method of graphic communication
 #For each one of these, let the students collectively share their ideas about story line and they could do so either with a mind map or text document
 #In small groups, students should pick up topics both for individual image essays and collective digital essays.. Emphasize to the students that they will build upon this in future units.
 #Any image that can be used will reflect a subject area.  In addition to demonstrating the students' grasp of the subject, the teacher can also use this discussion to build learning skills needed.  These can be the rubrics for assessment also.
-==== Tell a story ====
+===== Tell a story =====
 # This activity will take 80 minutes.
 # Students must add narratives to the image and picture essays
 # Focus on the students' comprehension rather than language
+====Level 2 - 6 weeks====
 ==== Stories and songs come alive with pictures ====
-# This activity could take 80 - 120 minutes
+#These are two activities.
-# The teacher has the choice of doing the illustrations by hand and digitizing or using a digital art creation tool; this could be a group activity
+#Each activity requires a 3-period block: 1 period for demonstration and 2 periods for the hands-on work.
-# It will be useful for students to make a concept map of ideas being communicated in the song/ story and abstract the important story line items for illustrating.  The teacher can facilitate this discussion, encouraging students to express their understanding using multilingual expressions.
+#The teacher has the choice of doing the illustrations by hand and digitizing or using a digital art creation tool; this could be a group activity
-#Here again, focus on the choice of ideas for illustraton
+#It will be useful for students to make a concept map of ideas being communicated in the song/ story and abstract the important story line items for illustrating.  The teacher can facilitate this discussion, encouraging students to express their understanding using multilingual expressions.
 ==== Comic Strips ====

@@ Line 1: / Line 1: @@
 {{Navigate|Prev=Data representation and processing|Curr=Communicating with graphics|Next=Audio visual communication}}
-==Chapter Objectives==
+===Chapter Objectives===
 #Understanding the power of story telling as communication
 # Understanding how to tell a story – developing a story board and determining how/ when to introduce different elements – text, images, designs
@@ Line 8: / Line 8: @@
 #Helping student develop a critical perspective on communication for community
-==Additional Resources==
+===Additional Resources===
 # [[wikipedia:Storytelling|Storytelling - how to tell a story]]
 # [[wikipedia:Storytelling|How to make an animation]]
 #[https://slejournal.springeropen.com/articles/10.1186/s40561-014-0006-3 The effectiveness of digital storytelling in the classrooms: a comprehensive study]
-==Transaction notes for activities==
+===Transaction notes for activities===
 The transaction notes will include the following components.  The activities are expected to be cumulative.
 #Time estimate
@@ Line 23: / Line 23: @@
 #Assessment (portfolio as evidence of digital skills)
 #Student portfolio as learning resources for other students
-#Teacher reflections
+====Photo and Image essays====
 #This activity will take 80 minutes
 #Keep ready pictures/ images/ slide shows for demonstrating how to tell a story.  Alternatively prepare the students in advance for them to collect images
@@ Line 32: / Line 31: @@
 #Any image that can be used will reflect a subject area.  In addition to demonstrating the students' grasp of the subject, the teacher can also use this discussion to build learning skills needed.  These can be the rubrics for assessment also.
-=== Tell a story ===
+==== Tell a story ====
 # This activity will take 80 minutes.
 # Students must add narratives to the image and picture essays
 # Focus on the students' comprehension rather than language
-=== Stories and songs come alive with pictures ===
+==== Stories and songs come alive with pictures ====
 # This activity could take 80 - 120 minutes
 # The teacher has the choice of doing the illustrations by hand and digitizing or using a digital art creation tool; this could be a group activity
@@ Line 43: / Line 42: @@
 #Here again, focus on the choice of ideas for illustraton
-=== Comic Strips ===
+==== Comic Strips ====
 #Help students identify appropriate sequences - 3-5 pictures
 #Helping them think about how to create conversations (this can be an useful method to help students with discourse creation)
@@ Line 49: / Line 48: @@
 #We will use LibreOffice Writer to put together images and conversations
-=== Making posters===
+==== Making posters====
 # This can be in the nature of a cumulative project
 # The students should be able to build critical perspectives and narratives on social processes and events, being able to see the issues, argue out multiple perspectives (using comic strips) or make an infographic.  Digital image creations are to be encouraged.

@@ Line 37: / Line 37: @@
 # Focus on the students' comprehension rather than language
-== Stories and songs come alive with pictures ==
+=== Stories and songs come alive with pictures ===
 # This activity could take 80 - 120 minutes
 # The teacher has the choice of doing the illustrations by hand and digitizing or using a digital art creation tool; this could be a group activity
@@ Line 43: / Line 43: @@
 #Here again, focus on the choice of ideas for illustraton
-== Comic Strips ==
+=== Comic Strips ===
 #Help students identify appropriate sequences - 3-5 pictures
 #Helping them think about how to create conversations (this can be an useful method to help students with discourse creation)
@@ Line 49: / Line 49: @@
 #We will use LibreOffice Writer to put together images and conversations
-== Making posters==
+=== Making posters===
 # This can be in the nature of a cumulative project
 # The students should be able to build critical perspectives and narratives on social processes and events, being able to see the issues, argue out multiple perspectives (using comic strips) or make an infographic.  Digital image creations are to be encouraged.

@@ Line 11: / Line 11: @@
 # [[wikipedia:Storytelling|Storytelling - how to tell a story]]
 # [[wikipedia:Storytelling|How to make an animation]]
 ==Transaction notes for activities==
@@ Line 40: / Line 41: @@
 # The teacher has the choice of doing the illustrations by hand and digitizing or using a digital art creation tool; this could be a group activity
 # It will be useful for students to make a concept map of ideas being communicated in the song/ story and abstract the important story line items for illustrating.  The teacher can facilitate this discussion, encouraging students to express their understanding using multilingual expressions.
 == Comic Strips ==
-== Making communication outputs ==
+== Making posters==
 # This can be in the nature of a cumulative project
 # The students should be able to build critical perspectives and narratives on social processes and events, being able to see the issues, argue out multiple perspectives (using comic strips) or make an infographic.  Digital image creations are to be encouraged.

@@ Line 1: / Line 1: @@
 {{Navigate|Prev=Data representation and processing|Curr=Communicating with graphics|Next=Audio visual communication}}
-=Chapter Objectives=
+==Chapter Objectives==
-# Understanding story telling as communication
+#Understanding the power of story telling as communication
-# Pictures can tell a story
+# Understanding how to tell a story – developing a story board and determining how/ when to introduce different elements – text, images, designs
-# Text can be added to pictues to tell a story
+#Creating digital art
-# Combining text and pictures
+#Creating a graphic communication - combining images and text Pictures can tell a story
-# Images are formats of data that can be edited and combined with other formats
+#Understanding the pedagogic possibilities in digital story telling
-# Using digital art creations to tell a story
+#Helping student develop a critical perspective on communication for community
-=Additional Resources=
+==Additional Resources==
 # [[wikipedia:Storytelling|Storytelling - how to tell a story]]
 # [[wikipedia:Storytelling|How to make an animation]]
-=Transaction notes for activities=
+==Transaction notes for activities==
 The transaction notes will include the following components.  The activities are expected to be cumulative.
 #Time estimate
@@ Line 26: / Line 23: @@
 #Student portfolio as learning resources for other students
 #Teacher reflections
-==Photo and Image essays==
+===Photo and Image essays===
 #This activity will take 80 minutes
 #Keep ready pictures/ images/ slide shows for demonstrating how to tell a story.  Alternatively prepare the students in advance for them to collect images
@@ Line 34: / Line 31: @@
 #Any image that can be used will reflect a subject area.  In addition to demonstrating the students' grasp of the subject, the teacher can also use this discussion to build learning skills needed.  These can be the rubrics for assessment also.
-== Tell a story ==
+=== Tell a story ===
 # This activity will take 80 minutes.
 # Students must add narratives to the image and picture essays
 == Stories and songs come alive with pictures ==

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