Trying out the jotform https://www.jotform.com/ introduced by 世雄赖 in SGLDC. Can you just try this short survey of my ICT blog -https://form.jotform.me/91453807363460 Was really awed by the number of widgets e.g. countdown timer which you can include in the form - more than 300! User friendly and opening up many possibilities! Maybe one day SLS would be as amazing as that!
You can set the question as required by clicking on the properties (the icon above the dust bin)
Thanks for the 3 who submitted - you can see that the last
one submitted very quickly - still have 4.43 left on the 5 min timer! You can
download the results directly in excel format! Just saw another one with 4.48
left - literally completed the survey in 12 seconds! this is good esp for
digital escape room in which you want to track the time they used.
Look at the amazing list of more than 300 widgets which you can add to the form! Click on the picture below for a bigger image. So much you can do with jotform!
It has all the normal form building capabilities as well as unique fields to customize your own form so easily with the menu displayed at the side. Truly amazing with ability to include the 300 plus widgets without having to know about coding. For commercial use, it's also good as it can be integrated with almost every marketing platform. However, the free plan caps out at 5 forms, with up to a 100 entries per month.
We can embed Mentimeter into SLS to gather students’ responses for a class discussion quickly using a word cloud and showing the responses as well.
As shown below, create a frame for student input (copy and paste the URL) and another to display the resulting word cloud live (copy and paste the HTML code)!
Students are able to see the frame to enter the words and see the results on the other frame.
As you can see this is one way to make thinking visible. As the students add their inputs in one frame, the results is shown instantly on another. The teacher can then use the word cloud to better understand the students understanding of the concept and use it to deepen their learning.
Consolidating my learning today. Introduced to sketchesSchool, clips in making a video and garageband in making music today.
Our first activity was to make use of SketchesSchool in drawing. You can download the "Everyone can create Teacher Guide" from the Apple store and refer to the chapter on drawing on how you can apply the use in various subjects.
I find sketchesSchool easier to use than penultimate. Really love that you can insert the photo and trace then remove the background. Could use it for Geography field sketch so that students can see that you only need to highlight relevant features by tracing the outline and annotate them. To ease the tracing, you can increase the transparency of the picture.
Just realised that Sketch -draw &paint on Android can perform similar function as well, setting transparency and tracing. You can also add or remove layer and do time recording of your drawing!
And definitely useful for sketchnoting which I created a minimal on creativity shown below.
Just like Procreate which I had learn from an apple field trip earlier, you can also record the drawing into a time lapse video. Good for telling a story too as you can capture both the drawing and audio as you draw!
Our first activity was to draw our name and use it to tell more about ourselves. A good ice breaking activity. Like the idea so much I did another one to tell more about myself. Inserted a picture of my caricature which was from the app Mojipop.
The second activity was to mind map what we think creativity is. Would be similar to what
we did for sketch noting but using Sketchesschool instead of penultimate.
Refer to teacher guide on "Everyone Can Create" in Chapter 2. Different ways of organising information suggested. You can also download the rubrics in the overview in the guide book.
After that I went to explore the video making function. Quite amazing how you can select the language (by clicking on the globe icon and choosing it from from a drop down menu) and automatically convert the audio into subtitles for the video. My colleague had fun trying to do it in Cantonese. You can insert the poster, video and photo to tell the story.
Also went for the hands-on on taking photos. Learned about live mode and how you can choose the best picture (similar to our burst shot). The live photo can also be edited in photo to create the loop or bounce effect.
Great using AR Maker to tell a story.
You can first choose a template e.g. The three little pigs or you can create your own.
Choose the character or props and click on place to place them on the spot you want them to be at.
You can draw your own picture like my globe or upload a picture. And you can make them blink, pulse or spin left or right.
Love this video shown on how drawing impact on memory
We then formed different group discussion in our own discipline and look at how we can integrate it in the unit plan. For me and the other Geog teacher, we have decided to look into the topic on tourism.
Coming up in June Create workbook Design
I would like to say that the workshop has been enriching, building on to the posts by the members of SGLDC sharing of how drawing impact on learning.
Awesome sharing by Wei Sern from SGLDC on creating interactive exercises in Geogebra. This is useful especially when embedding html code is available end of June in SLS. You can also use the code to embed on Google sites and Blog (like the one below)
Reading compass bearing https://ggbm.at/hydx8tm2
1. Check the box next to "Use Protractor" so that the protractor will appear.
2. Read the question on where to measure the bearing from.
3. Select "Move compass to A or B" as shown in question. E.g. point B 4. Drag the protractor and rotate it so that O points to the north. (If the angle is more than 180° then rotate the protractor with 0 starting from South and the read the angle. Add 180°to the reading.) 5. Drag the pin head so that the line intercept with the point it is measuring to e.g.point A 6. Read the angle from the protractor and enter the number into the keypad with the degree symbol. 7. Click on "Enter Check".
If you want to get the code to embed, you need to download the GGB file (e.g from https://ggbm.at/hydx8tm2)and then upload as your activity in your GeoGebra account. Then in your GeoGebra account you can follow the following steps to get the code to embed in you blog or site:
I have commented earlier how I missed the earlier ETD game of using interactive game to learn compass bearing. Learned from him that compass bearing is also learned in O level E Maths and that he could create the simulation in geogabra. Students kinestatically learn how angle bearings of one location from another is referenced. It allows the sttudents to move a virtual compass and then input the value of the angle.
The original exercise had some drawbacks when used on a mobile phone, hence he had improved on it by including a virtual customized keyboard which allows the activity to be run on phone browser with better graphics control and interface.
He also mentioned that the protractor tool can be made into a template file and inserted into any existing good quality Geogebra geometry activity resource without too much effort! It can be downloaded from https://www.geogebra.org/m/t6v92Gdz#material/tedq8qnf
Seng Kwang guide in physics and uploading geogebra in SLS https://physicslens.com/2018/10/19/geogebra-in-sls/
There will an easier way of embedding of embedding the geogebra end of June when the embed HTML function is available.
Video shared by Yanjie in SG Learning Designers circle . Sees a lot of opportunities for differentiated instruction and learning for subject based banding. Self-paced and sense of achievement moving up the different level of difficulties within the same unit.
Another video on differentiated instruction using station rotation.
Simply awed by what Enoch Ng does in his class. He lectures using videos and students come to his class to apply what they learn by solving questions in their workbook or worksheets. He made use of a task list to inform students what they need to do for the day so those who are faster can move on ahead without waiting. Students have to complete a Mastery Check (using Google form) and achieve a certain score before they can move onto the next topic. He keeps track of their progress using a spreadsheet.
Thanks to Enoch for agreeing to share his presentation of how he carried out the differentiated tasks
As shared by Yan Jie in SG Learning designers circle :
1) Copy equation from Word
2) Paste it in the demo equation editor at http://www.wiris.com/mathtype to convert it into MathML
3) If the equation in (2) looks good, select it and copy it
4) Paste it into SLS equation editor.
