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.

***

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.

28/3/17

Little 1’s Counting Adventure Story Dialogue. Counting 0-5

[embeddoc url=”https://eportfolios.roehampton.ac.uk/dixone/files/2017/03/Adventure-Story-Dialogue.-Counting-0-5-1diyzsu.docx” width=”20%” height=”100px” download=”all” viewer=”microsoft” ]

Little 1’s Counting Adventure Story Dialogue. Counting 5-10

[embeddoc url=”https://eportfolios.roehampton.ac.uk/dixone/files/2017/03/Adventure-Story-Dialogue.-Counting-5-10-2147cj5.docx” width=”20%” height=”100px” download=”all” viewer=”microsoft” ]

Little 1’s Counting Adventure Story Dialogue. Counting 0-10

[embeddoc url=”https://eportfolios.roehampton.ac.uk/dixone/files/2017/03/Adventure-Story-Dialogue-29hr0q3.docx” width=”20%” height=”100px” download=”all” viewer=”microsoft” ]

This story dialogue can be changed and adjusted to how the teacher sees fit and dependent on their pupils and their interests perhaps.

The written dialogue in the documents above, were written simply so it can be adjusted or made up as the story is read, dependent on class participation.

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This was my first time creating a story using MS Powerpoint.

Before now I have only used powerpoint for creating a presentation, and viewing and printing lecture slides for university classes, as I like to write my class notes on the printouts.  I feel that this allows me to be more interactive within the class and that I am able to listen more closely to what is being discussed.

I have to be honest, I felt that this was my most daunting resource that I had to create (out of the 4 sessions), because I wasn’t sure about where I should start.  So today, I just made myself sit down and have a fiddle with the settings.  I knew I would be able to set animations, as I had used basic animations before but nothing like what I had in my mind that I wanted it to appear like or what I had planned in my original session plans.

Luckily, I live with a PGCE student that is training to be a secondary ICT teacher.  I was lucky enough for him to be free for me to ask a few questions, and he had a few minutes to help me.

After this, I was sorted.  I knew what animations I wanted to use and what pictures and questions I would include.  Once I had got started and had got into the zone of creating Little 1’s Story, the trickiest aspect to the animations was using the custom motion path. The reason I found this tricky was because when selecting and clicking the path that I wanted Little 1 to walk, it was almost invisible to see what path you had created until you tested the slide.  This is why Little 1 might appear to be zig-zagging a little erratically.

It was really fun creating this e-resource and I felt a great achievement once I had completed it.

**

Little 1’s Adventure Story was originally created as, counting 0-10 but I felt that this was too long, especially for those pupils in reception.  I then decided to split in in half.  Therefore, in total there are 3 Story’s: counting 0-5, counting 5-10 and counting 0-10.

However, I will only record the video with audio, for counting 0-5.  I have included all 3 dialogues in my blog post, on the session 1 plan page and in the instructional pdf document.

Mondays 20/03/17 class.

In today’s class, I created the Padlet instruction video, for session 2.

This was the first time I have used the software CamStudio.

During class, we were informed about the software and its flexibility with recording video, and video with audio.

This time I decided not to include audio.  This was because it was still during class time and it was quite noisy.

After recording the Padlet access and upload process, the recording came out really well on my first attempt.  I then decided to upload the video to YouTube, as this was recommended by my lecturer, as it was flexible to edit the video to my liking.

It was also my first time using YouTube in this way.  It was a day of several firsts! 🙂

I opened up YouTube and it seemed quite straight forward to upload the video recording, however, it took me a little while to figure out how I could add annotations (the text boxes) to the video.  After a little play around with all the tabs, my lecturer and I worked it out together.

Again, I feel that the video and addition of annotations, came out really well for my first attempt…even if I do say so myself.  As this was a day of firsts, I feel quite chuffed and proud of myself for giving something different a try.  As mentioned before, I consider myself to be quite tech-literate, but I am aware (even more so now) that there are many software systems that I was not aware about prior to starting this module.

Being honest, I was a little worried giving it a go, as all time spent on this project has been valuable, as I didn’t want to risk making a mistake and use more time making adjustments; also time during class, as I wanted to make the most out of the class learning and having a great lecturer there to help and advise when required.

19/03/17

Today I created the Padlet blackboard for Session 2, click here

This was my second time creating a blackboard in Padlet.

I remember my first time was a little daunting but this time, I felt confident in knowing but also remembering how I used it before.

I chose the pencil background, as it was classroom related and it was a bright and bold colour.  The background seems visually appealing…for myself but also for the parents and pupils that will be interacting with it; for their initial picture upload (in this session 2 activity) and for future reference to help as a guide for options of how to count (perhaps for use in session 3 and session 4).

I double clicked the left mouse button anywhere on the screen, which brought up an upload box (as shown below).

Then the following information would need to be added into this box

Then clicking on the (+) icon at the bottom of the box, would allow an attachment to be uploaded.

As shown in the top picture in this blog, I have added 3 examples, to give the parents and pupils and idea but to also show them that it can be anything that involves counting.  To think outside of the box.  Sometimes simple ideas are not associated with something like counting, which can provide a little quick solution or a bit of a cheat sheet to help.  For example, I remember when I was in school learning to count coins and get through any numeracy related question.  I worked out (unsure what made me think of this solution) that I could count in 1’s, there would be points on every number that i could use as a counting referencing point (as the picture below hopefully identifies this clearly).

There are 5 points on the number 5, and 4 points on the number 4.

The idea behind this Padlet is for pupils to think creatively, so if they need counting ideas in the future, they will be able to access this Padlet blackboard at home and school (on the computer or view the poster that will be pinned on the classroom wall).