I found creating this video to be a little tricky, due to the previous issues mentioned when trying to share the link to the quiz.  Having received advice back from my lecturer and fellow student, I was able to open up both the student/pupil view and the teacher view (Left side – pupil view & Right side – teacher view).

Videoing this quiz, I decided to answer 2 of the answers wrong so it showed variety in the results at the end of the video.

I also experienced further challenges with using the CamStudio software, in the university computer suite.  After selecting to stop the recording, as I had reached the end of the quiz, the CamStudio software window froze.  This meant that it took a little time to access the video and then upload it to youtube.

In reflection, this might have been due to the length and overall size of the recorded video.

 

18/4/17

Today I created the Kahoot quiz for Session 4.

The Kahoot Counting Quiz, click here   Pin:  5440837

 

**********DESIGNING**********

Image 1:

Using the software Paint, I created the above quiz logo by adding text to a numbers picture (Google, 2016).  This I found quite enjoyable, as I have never used Paint for this sort of task before.

I have previously used these fun numbers, in my presentation (05/12/16) and in ‘Little 1’s Counting Adventure Story’ (Session 1 activity), as their characterful appearance is bright, colourful and friendly.  I feel they are quite enjoyable to interact with and could possibly make a counting task seem less daunting.

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Image 2:

Shows the edit view of the Kahoot quiz and referencing for the numbers picture.

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Image 3:  Shows questions 1 to 3

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Image 4:  Shows questions 4 to 7

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Image 5:  Shows questions 8 to 11

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Image 6:  Shows the finished creating page.

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Questions from 1 to 11, have been set for 60 seconds for each question.  I chose this shorter time-frame rather than the longest time-frame, for my lecturer so she would have a quicker and easier viewing.  When implementing this e-resource into my classroom, I will adjust the question timings dependent on my class pupils.

 

I enjoyed creating this Kahoot quiz, using pictures taken from session 1 activity, ‘Little 1’s Counting Adventure Story.’

I used the same images for this quiz, as I felt the images would be friendly and memorable from a positive prior experience.  As this quiz is an independent activity, having had a positive experience with these questions, could further encourage independence as they will have more confidence with the images used, and having previously interacted with these characters and questions previously in a group activity.

 

Progression could include:

• questions up to number 20
• Subtraction sums
• questions that are out of number order
• reducing the time-frame for answering each question

 

At the end of creating this activity, the challenge I had was with sharing the resource onto this blog and the e-resources page.  Having previously used Kahoot only once before, I didn’t realise that it was difficult to re-access the quiz.  Until the last class of this module (week 20) other students in my class had been using it for their e-resource activities and had experienced access difficulties.

Having created the quiz now and looking to add it to my blog here, I have found it difficult to get a pin code for external use (other than myself).  I have emailed my lecturer and a fellow student for advice.

06/04/17

After all the teething issues and challenges I experienced with recording the other video, this recording went pretty smoothly.

However, upon logging in I spotted the Scratch noticeboard was noting a downtime for accessing Scratch completely.  This was around the time I was about to start the recording, so I was hoping that there would be no problems.

During recording, there seemed to be a little fault in the recording, which for my viewing, did not seem to visibly show the difference in the numbers speed once they have been clicked.  All numbers have been coded to speed up for 10 seconds and then automatically reduce their speed back to the original speed.  This is to encourage pupils to try clicking others numbers, rather than the same numbers.

At the end, it did seem like there was a glitch, however, looking at the timer box (in the bottom left) it appeared that the timer had reached zero, and the game had ended.

This seemed a little strange to me, as it didn’t visually look like the game had ended.  In reflection, I would like to have had more time to learn how to create an additional window or solid colour screen, which would visibly been clearer that the game had ended.

This adjustment could be a progression for this e-resource activity.

 

Overall, I enjoyed making this video, mostly because it was the least problematic video that I have made.

4/4/17

Today I created the Scratch game for Session 3.

 

Catch the Numbers Game

**********DESIGNING**********

Image 1:

I decided to use different fun numbers, as I have used the same number characters for two of the other e-resources (Session 1 & Session 4).  Finding these via a google search, I settled on these bright and colourful numbers above (ArtsyBee, 2016).  Using Paint I decided to separate all the numbers, and create a number 10 using the numbers 1 and 0 (visible in the game).

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Image 2:

Firstly, I chose a calming coloured background picture from the Scratch library folder.  I decided on this background, as I wanted there to a little bit of colour but not too much that it would be distracting from the brightly coloured numbers.

Secondly, I entered the code visible in the above image.  I did refer to the Scratch guide that was handed out in an October (17/10/16) class session.  I referred back to this guide because this was the second time I was using Scratch; also as it has been approximately 5 months since being introduced to it, I felt that I needed a refresher for how to use it.

Thirdly, I uploaded all 11 numbers (0-10) in the sprite box in the bottom left.

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Image 3:

Firstly, I clicked on each individual sprite, I entered the code visible in the above image.  I again referred back to the Scratch guide from October.

Next, I tested the code.  I decided that I did not want the numbers to disappear after being clicked, so I adjusted the code to fit the purpose of this activity.

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Image 4:

This is the amended code.

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Image 5:

Next, I right clicked on each sprite to edit its settings.  I chose  -45 angle, so the number would bounce around the screen in a random fashion.  However, editing the settings for all sprite numbers, I randomly chose a different angle for each one, to enhance the effect of random bouncing.

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Image 6:

I further adjusted the code for each sprite.

I decided to increase the score by the same number of the sprite, however as this code is for sprite number 0, I thought it a little unfair to gain less than 1 point.

I also decided to increase the sprite’s speed upon it being clicked, so it would mean the player would have to click on a different sprite next.  I next set a timer for an increased speed of 10 seconds.  After 10 seconds, the number sprite would automatically change back to its original speed of 4.

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Image 7:

This is the amended code for sprite number 1

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Image 8:

This is the amended code for sprite number 2

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Image 9:

This is the amended code for sprite number 3

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Image 10:

This is the amended code for sprite number 4

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Image 11:

This is the amended code for sprite number 5

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Image 12:

This is the amended code for sprite number 6

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Image 13:

This is the amended code for sprite number 7

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Image 14:

This is the amended code for sprite number 8

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Image 15:

This is the amended code for sprite number 9

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Image 16:

This is the amended code for sprite number 10

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In reflection, I feel that this game did not turn out the way I would have liked it to.

In my mind and in my planning, I would have liked to have had told the player what number to select only.  Then this would highlight that they are familiar with the number and what it looks like.

 

 

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ArtsyBee (2016) Numbers. Available at: https://goo.gl/images/yrQOHF (Accessed: 04/04/17).

3/4/17

Today I recorded the reading of Little 1’s Adventure.

This was the second time that I had used CamStudio to create a video, but it was my first time including audio.  Using a university computer, so I could access the CamStudio software, I had quite quite a lot of difficulties with it accepting audio and video.  In reflection, this I believe was down to the length of the story, which increased the recording size.  Therefore, the computer did not see to like me saving the video to my student N:drive.  After about 6/7 recordings of the story, I was able to save it, using the computer desktop.  A suggestion made by the gentleman that works in the computer suite.

Throughout the recordings, I did experience difficulties with the flash drive and the computer trying to catch-up with the recording of audio, video and playing the powerpoint story.

After changing computers twice and about 4 hours after I first started, I was able to get it sorted.

 

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A thought after the recording, as I was uploading it here on my blog.  It sounds like my voice is being condescending as I read the story.  This was no intentionally done and noway intended.  At the time of recording, I was trying to talk like I was including a classroom of children, which was very hard to keep my enthusiasm up through all 7 recordings.  In practice reading this story to my class, I would incorporate individual children, if they had their hands up or if they would shout out as classroom participation.

I have included several progression ideas on the session 3 plan, including using whiteboards so individual children are not singled out when answering the sums.