| 1 |
| martin, 12:41 (17.06): joins the room |
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| 2 |
| martin, 12:42 (17.06): leaves the room |
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| 3 |
| martin, 12:44 (17.06): joins the room |
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| 4 |
| martin, 12:46 (17.06): leaves the room |
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| 5 |
| cynthia, 13:39 (17.06): joins the room |
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| 6 |
| cynthia, 13:43 (17.06): Hello and welcome |
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| 7 |
| cynthia, 13:50 (17.06): leaves the room |
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| 8 |
| cynthia, 13:52 (17.06): joins the room |
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| 9 |
| | Johann, 13:53 (17.06): joins the room |
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| 10 |
| | Johann, 13:56 (17.06): Hi, Cynthia! |
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| 11 |
| cynthia, 13:56 (17.06): Hello @: Message 10: To whole message | |
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| 12 |
| cynthia, 13:57 (17.06): Just practicing while I wait for folks to arrive | |
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| 13 |
| | Johann, 13:57 (17.06): Great. Did you happen to hear from Kristin? @: Message 12: To whole message |
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| 14 |
| cynthia, 13:58 (17.06): no, not today | |
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| 15 |
| | | martin, 13:58 (17.06): joins the room |
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| 16 |
| | | martin, 14:01 (17.06): hi there! |
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| 17 |
| | Johann,
14:01 (17.06): Cynthia you may want to use the top left corner as your
point of reference to paste pictures because you never know how small
people's screens are | |
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| 18 |
| | Johann, 14:02 (17.06): Hey, Martin @: Message 16: To whole message | |
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| 19 |
| cynthia, 14:02 (17.06): Hi Martin, It is great to have you join us again | | |
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| 20 |
| | | martin, 14:02 (17.06): thx.. but I have to admit: I didn't do the homework for today :-( @: Message 19: To whole message |
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| 21 |
| cynthia, 14:03 (17.06): We've been having a discussion among the teachers about Concert Chat | | |
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| 22 |
| | | | Annie, 14:00 (17.06): joins the room |
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| 23 |
| | Johann, 14:03 (17.06): Very nice! @:  | | |
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| 24 |
| cynthia, 14:03 (17.06): That's ok, you can make up for it with extra work during the call @: Message 20: To whole message | | | |
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| 25 |
| | | martin, 14:03 (17.06): any ideas for further development are welcome @: Message 21: To whole message | |
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| 26 |
| | Johann, 14:03 (17.06): I just looked at this applet, not the others. @:  | | |
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| 27 |
| cynthia, 14:04 (17.06): Well, we'd sure like to see shared apps @: Message 25: To whole message | | | |
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| 28 |
| cynthia, 14:04 (17.06): Hi Annie, and thanks for all your help with today's session | | | |
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| 29 |
| | Johann,
14:04 (17.06): This is probably something that Steve would say given
his interest with "feedback" but imho, Try Again is a very basic type
of response for a wrong answer. @: Message 25: To whole message | | |
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| 30 |
| | | martin, 14:04 (17.06): without the referencing stuff that's no big deal. But it's tricky to refer to a running applet :-) @: Message 27: To whole message | |
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| 31 |
| | Johann, 14:05 (17.06): Oops, I thought Cynthia had asked about the Applet... sorry. @: Message 29: To whole message | | |
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| 32 |
| | | | Annie, 14:05 (17.06): She will, don't worry! @: Message 31: To whole message |
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| 33 |
| | | | | Suzanne, 14:02 (17.06): joins the room |
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| 34 |
| cynthia, 14:06 (17.06): tell me more about that @: Message 29: To whole message | | | | |
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| 35 |
| | Johann,
14:07 (17.06): Well, I guess this is just one of the things I remember
from the literature in Intelligent Tutoring Systems. If the
"conversation" between the system and the student is not really
meaningful (e.g. too basic feedback) then the learner tends to withdraw
from engagement, and for instance just try random options until an
"Excellent" response appears | | | |
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| 36 |
| | Johann, 14:08 (17.06): As a teacher, what would you tell me if I selected this option? @:  | | | |
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| 37 |
| cynthia,
14:08 (17.06): oh, i see, yes, and a similar situation is when they get
these canned hints that totally don't relate to the mistake that they
actually made | | | | |
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| 38 |
| | Johann, 14:08 (17.06): Exactely! @: Message 37: To whole message | | | |
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| 39 |
| | | martin,
14:08 (17.06): on the other hand: if the system pretends to be
intelligent (but isn't it's fun to fool it. Or you get frustrated that
it doesn't understand you @: Message 35: To whole message | | |
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| 40 |
| | Johann,
14:09 (17.06): That is the beauty of human feedback, which also has its
flaws but, at the same time, is very adaptive and creative @: Message 39: To whole message | | | |
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| 41 |
| cynthia, 14:09 (17.06): that's an excellent question, would there be a "universal" suggestion | | | | |
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| 42 |
| cynthia, 14:10 (17.06): welll, annie could tell you lots of feedback given from novice humans that was way off track | | | | |
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| 43 |
| | | martin, 14:10 (17.06): I guess a "universal" reaction would be: why do you think that one is different? @: Message 41: To whole message | | |
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| 44 |
| cynthia, 14:11 (17.06): or how is that one different | | | | |
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| 45 |
| | | | Annie,
14:11 (17.06): but that implies that the computer actually wants you to
answer that, when in fact it's probably not equipped to do so...so
that's fake as well. @: Message 43: To whole message | |
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| 46 |
| | Johann,
14:11 (17.06): Or it could be an actual activity that leads to a
"conflict" sucha s putting the circles on top of the squares @: Message 43: To whole message | | | |
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| 47 |
| | | martin, 14:11 (17.06): not, if the system doesn't provide a field for the answer @: Message 45: To whole message | | |
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| 48 |
| cynthia, 14:11 (17.06): right it would only give them the opportunity to think about it but not to submit it | | | | |
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| 49 |
| | Johann, 14:12 (17.06): interesting. @: Message 47: a field | | | |
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| 50 |
| | | | Annie,
14:12 (17.06): if I were a kid and it asked me that, I would think it
wants an answer, and then I would be confused because I don't know how
to tell the computer. @: Message 47: To whole message | |
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| 51 |
| | | martin, 14:13 (17.06): it's a matter of how the feedback is phrased I guess @: Message 50: To whole message | | |
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| 52 |
| | Johann, 14:13 (17.06): or how the activity is constructed or sequenced.. it doesn't have to be verbal feedback all the time @: Message 51: is phrased | | | |
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| 53 |
| | | | Annie,
14:13 (17.06): Right....or there could be a version of this (the ideal
world, whre kids are willing to answer such questions) where the kid
could type their answer to the "why" question and it would be saved for
their teacher. @: Message 51: To whole message | |
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| 54 |
| | | martin, 14:14 (17.06): yeah but that's quite a delay till s/he gets a response @: Message 53: it would be saved for their teacher. | | |
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| 55 |
| cynthia, 14:15 (17.06): let's look at another one | | | | |
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| 56 |
| | | | Annie, 14:15 (17.06): correct, but if you could get kids to even use a feature like that, the teacher would learn a lot! @: Message 54: To whole message | |
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| 57 |
| | | | Annie,
14:16 (17.06): In any case, there has to be some sort of learning.
Perhaps there are standard "wrong" answers, such as switching
circles/squares, etc, and you have one of each type of those answers
each time, it could say, "No, that actually has the property of.....". | |
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| 58 |
| cynthia, 14:16 (17.06): I love that idea, Annie...And the how are they differnet @: Message 53: To whole message | | | | |
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| 59 |
| cynthia, 14:17 (17.06): could be rich info for the teacher as well | | | | |
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| 60 |
| | | | Annie,
14:18 (17.06): Sure, though it's expecting a lot of kids to do anythign
useful there. More like, "Oh, I guess I didn't read the question
carefully. Duh." @: Message 59: To whole message | |
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| 61 |
| | | martin,
14:18 (17.06): and the argument-teacher feedback pairs could go into an
ITS. This would enable the system to deal with similar arguments in the
future @: Message 59: To whole message | | |
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| 62 |
| | Johann, 14:18 (17.06): back to the "assessment" question from yesterday @: Message 59: rich info | | | |
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| 63 |
| cynthia,
14:20 (17.06): Yes, as this flash applet works, I'm not sure that it
adds much value over the static version that I have on my website which
suffers from the same shorcomings with resposnes to wrong answers | | | | |
|
| 64 |
| | | | Annie,
14:21 (17.06): I'm wondering about the wording....what is the value of
asking for the "same ratio" instead of a "ratio of 1"? Same implies
that you're comparing it to something, but we're not really in this
case, rigth? | |
|
| 65 |
| cynthia,
14:22 (17.06): Well, I wanted them to have to figure out what the
ratios were. I'd very much appreciate hearing more about the wording. I
agree it sounds awkward | | | | |
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| 66 |
| | | | | Suzanne, 14:23 (17.06): When I read those directions I remember thinking am I looking across or down or what? |
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| 67 |
| | | | Annie, 14:23 (17.06): 'cause they really have the same _number_ of square:circle. | |
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| 68 |
| | | | | Suzanne, 14:23 (17.06): I only got the answer by accident |
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| 69 |
| | | martin, 14:23 (17.06): what about providing a field in each row where they can enter the ratio? Would that help? @: Message 65: To whole message | | |
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| 70 |
| | | | Annie,
14:23 (17.06): I don't know when kids learn what, but it seems that
they should know what a ratio of 1 is, and that you can also write
ratios as just numbers instead of x:y. | |
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| 71 |
| | | | | | gerirose, 14:21 (17.06): joins the room |
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| 72 |
| cynthia, 14:24 (17.06): Well the correct answer is the 8:6 and 4:3 right? | | | | | |
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| 73 |
| | | martin, 14:25 (17.06): I'd say: rows 3 and 5 @: Message 72: To whole message | | | |
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| 74 |
| | | | Annie,
14:25 (17.06): Yes. So I've now misread this question for the third
time - and that includes twice just today! Sigh. Just ignore everything
I've written so far. @: Message 72: To whole message | | |
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| 75 |
| | | martin, 14:25 (17.06): ups, sorry - rows 2 and 3 @: Message 73: To whole message | | | |
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| 76 |
| cynthia,
14:26 (17.06): so is that a problem, that you have to read it so
carefully to keep it straight becuase it's constantly changing? See I
like that, but it may be wrong if not even Annie can keep it straight. | | | | | |
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| 77 |
| | | | | Suzanne,
14:28 (17.06): I found it a problem only because I was "testing" to see
if I was doing it right and I kept doing "Build Again" and at first I
didn't notice that the questions changed. | |
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| 78 |
| | | | | | | ihor, 14:25 (17.06): joins the room |
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| 79 |
| | | | Annie,
14:28 (17.06): well, the question makes perfect sense, if you read it
correctly. I think the problem I had this mornign was that I'd gotten
like six questions of "which row has this ratio", and then there's this
two-row question, and I didn't catch it. And now my brain is
handicapped. @: Message 76: To whole message | | | |
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| 80 |
| cynthia, 14:28 (17.06): so should we make it more obvious somehow, different color text or something @: Message 77: To whole message | | | | | | |
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| 81 |
| | | | | Suzanne, 14:28 (17.06): I like Annie's explanation - that's why I was trying to describe | | |
|
| 82 |
|
| 83 |
| | | | Annie,
14:29 (17.06): which parallels the other problem I had - I got like 14
in a row where the circles were on the left and teh squares were on the
right, and then it changed them and I didn't understand the question -
I thought there was an error. @: Message 79: To whole message | | | |
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| 84 |
| cynthia, 14:30 (17.06): oh, so the randomizing feature, or whatever isn't working well enough | | | | | | |
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| 85 |
| | | | | | gerirose, 14:27 (17.06): leaves the room | |
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| 86 |
| | | | Annie, 14:30 (17.06): well, it was working fine - that's how random works, after all! Maybe it was too random :-) @: Message 84: To whole message | | |
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| 87 |
| cynthia, 14:31 (17.06): How do you think we could make it more ovious to READ the question @: Message 82: To whole message | | | | | |
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| 88 |
| | | | | Suzanne, 14:31 (17.06): Hi Ihor! | |
|
| 89 |
|
| 90 |
| | | | Annie,
14:31 (17.06): In general, the flash stuff (questions, feedback) need
to be WAY more prominent, and GalaxyGoo and All About Ratios and all
that peripheral stuff needs to be way less important. @: Message 87: To whole message | | |
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| 91 |
| | | | Annie,
14:32 (17.06): When you're doing the Everyday Math games online, you
don't even know you're at their site. It's just the game, so kids know
exactly what to focus on. @: Message 90: To whole message | | |
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| 92 |
| | | | | | ihor, 14:33 (17.06): I was just playing with this and remembered that there was a chat going on so here I am. |
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| 93 |
| cynthia, 14:32 (17.06): hi Ihor, great to have you | | | | | |
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| 94 |
| | | martin, 14:33 (17.06): I totally agree @: Message 90: To whole message | | | |
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| 95 |
| cynthia,
14:33 (17.06): thanks, Annie, I'll definitely pass that on to Kristin.
If it's really going to be usable in schools, kids and teachers dont
care about that, you're right @: Message 90: To whole message | | | | | |
|
| 96 |
| cynthia, 14:33 (17.06): let's look at the sine curve one...would someone volunteer to go grab a pic of it | | | | | |
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| 97 |
| | | | Annie,
14:34 (17.06): she coudl have it linked from one of these fancy pages,
but popup the applet itself in a new small window, so the kids can
focus. @: Message 95: To whole message | | |
|
| 98 |
| | | | Annie, 14:34 (17.06): And Cynthia, is there a written activity to your version on your site? | | |
|
| 99 |
| cynthia, 14:35 (17.06): yes, with maybe a tiny black strip of a banner | | | | | |
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| 100 |
| | | | Annie, 14:35 (17.06): Maybe :-) @: Message 99: To whole message | | |
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| 101 |
| cynthia, 14:35 (17.06): well, there's no tPow as such on my site | | | | | |
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| 102 |
| | | | | | | Kristin, 14:33 (17.06): joins the room |
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| 103 |
| cynthia, 14:35 (17.06): since there are no volunteers I'll go get that sine curve pic | | | | | | |
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| 104 |
| | | | | | | Kristin, 15:44 (17.06): I made it! :-) |
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| 105 |
| | | | | | ihor,
14:37 (17.06): I was just thinking about what I learned from doing all
about ratios and Im not sure it helps to understand ratios any better
unless I already know the answer.\ | |
|
| 106 |
| | | | Annie,
14:36 (17.06): It sort of goes with Johann's pointer to assessment..are
kids just supposed to use stuf like this and absorb knowledge that they
can then show off and use at a later time? @: Message 98: To whole message | | | |
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| 107 |
| | | | Annie, 14:37 (17.06): How does the teacher know if they learned anything, or got any right answers, or were even on task? @: Message 106: To whole message | | | |
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| 108 |
| | | | Annie,
14:37 (17.06): Right. I dont' think it's so much a learning tool as a
checking knowledge tool. If you think you know something about ratios,
let's see if you're right. @: Message 105: To whole message | | | |
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| 109 |
| | | | | | ihor, 14:39 (17.06): It hard for me to say much about because there is so little context for what this does. | |
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| 110 |
| | | | | | | Kristin, 15:46 (17.06): Greetings...worked out the tech problems and finally got here |
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| 111 |
| | | | Annie, 14:38 (17.06): Hey, Kristin! | | | |
|
| 112 |
| | | martin, 14:38 (17.06): hi Kristin! @: Message 110: To whole message | | | | |
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| 113 |
| | | | | | | Kristin, 15:47 (17.06): Hi :-) |
|
| 114 |
| cynthia, 14:38 (17.06): Yeah, Kristin. Welcome | | | | | | |
|
| 115 |
| | | | | | ihor, 14:40 (17.06): I had to go see Cynthia's original site to see where they they were heading with the little flash quiz. | |
|
| 116 |
| | | | | | | Kristin, 15:47 (17.06): The sin curve tool is intended to be used in the classroom, to demonstrate the relationships |
|
| 117 |
| cynthia, 14:39 (17.06): We havne @: Message 116: To whole message | | | | | | |
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| 118 |
| cynthia, 14:39 (17.06): t started talking about it yet | | | | | | |
|
| 119 |
| cynthia, 14:40 (17.06): we were still on the ratios tool | | | | | | |
|
| 120 |
| | | | | | | Kristin, 15:48 (17.06): ah, ok...it was on the screen :-) |
|
| 121 |
| cynthia, 14:40 (17.06): Yes, I just grabbed it...sorry, but I fugured | | | | | | |
|
| 122 |
| | | martin, 14:40 (17.06): it still is :-) @: Message 120: To whole message &  | | | | |
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| 123 |
| cynthia, 14:40 (17.06): that since you'd just joined us, we could talk a bit more about the ratios tool | | | | | | |
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| 124 |
| | | | | | ihor, 14:42 (17.06): I came late ... I can switch to sine curves! | |
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| 125 |
| | | | | | | Kristin, 15:49 (17.06): I guess that Flash doesn't run on this board? |
|
| 126 |
| | | martin, 14:40 (17.06): right @: Message 125: To whole message | | | | |
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| 127 |
| | | | | | | Kristin, 15:49 (17.06): that's too bad |
|
| 128 |
| | | | Annie,
14:41 (17.06): that would have been helpful for me to know when I was
rating/thinking about the tool, since I wasn't sure what was supposed
to be done with it. @: Message 116: To whole message | | | |
|
| 129 |
| | | | | | | Kristin, 15:49 (17.06): Annie, you would like more text on the page explaining what the tool does? |
|
| 130 |
| | | | | | | Kristin, 15:50 (17.06): or integrated into the tool itself? |
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| 131 |
| | | | Annie,
14:42 (17.06): well, even something in the description in Math Tools
would have helped some - "demonstration tool" or something, so that I
don't think kids are supposed to use it by themselves and become one
with the unit circle. @: Message 129: To whole message | | | |
|
| 132 |
| | | | | | | Kristin, 15:51 (17.06): ah, ok |
|
| 133 |
| | | | Annie,
14:42 (17.06): But I guess having that on the page would help as well,
since we know some folks don't come through Math Tools. | | | |
|
| 134 |
| | | | | | ihor,
14:44 (17.06): Also, Im influenced by the fact that Ive seen sketchpad
models of this that makes me wonder whether a flash version would be
important for me. | |
|
| 135 |
| | | | Annie, 14:43 (17.06): It would be if you didnt' have sketchpad. @: Message 134: To whole message | | | |
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| 136 |
| | | | | | | Kristin, 15:52 (17.06): yes, Flash does have the advantage of near-ubiquity |
|
| 137 |
| | | | | | ihor, 14:45 (17.06): but I could run a javasketchpad version very easily. | |
|
| 138 |
| cynthia,
14:44 (17.06): I was thinking of a similar point, what is the benefit
of the flash model over the Sketchpad? Is there a power in flash that
can't be done with Sketchpad? @: Message 134: To whole message | | | | | | |
|
| 139 |
| | | | Annie,
14:44 (17.06): I try to make my tools in GSP and Java if at all
possible, for a variety of reasons. But availability of GSP is one of
them. @: Message 135: To whole message | | | |
|
| 140 |
| | | martin, 14:45 (17.06): Flash is more widespread @: Message 138: To whole message | | | | |
|
| 141 |
| cynthia, 14:45 (17.06): Here is the url of one done in Java Sketchpad. | | | | | | |
|
| 142 |
| | | | | | | Kristin, 15:54 (17.06): is sketchpad cross-platform? |
|
| 143 |
| | | | Annie,
14:45 (17.06): I also think that the degrees/radians thing is
confusing. It sort of implies tht we have to use degrees with a circle
and radians with a graph, and some students might not understand the
relationship. | | | |
|
| 144 |
| | | | Annie, 14:45 (17.06): Yes @: Message 142: To whole message | | | |
|
| 145 |
| | | | | | ihor,
14:47 (17.06): I deal with a similar issue with the Matti tools that do
things that are done with sketchpad. I think it would useful to talk
about at some point the different ways that the different tools could
be used for similar goals. | |
|
| 146 |
| cynthia, 14:46 (17.06): Yes, and developers optimize the strengths of their tool | | | | | | |
|
| 147 |
| | | | | | | Kristin, 15:55 (17.06): This project is due for a new version, by the way |
|
| 148 |
| cynthia, 14:47 (17.06): One thing that I like about this sine curve tool is that it is very simple | | | | | | |
|
| 149 |
| | | | | | ihor, 14:49 (17.06): but they are less flexible. | |
|
| 150 |
| cynthia, 14:47 (17.06): shows one thing only | | | | | | |
|
| 151 |
|
| 152 |
|
| 153 |
| | | | | | ihor, 14:49 (17.06): that's its strength - its simplicity. | |
|
| 154 |
| | | martin, 14:48 (17.06): maybe it would be an improvement to show the angle in the drawing @: Message 148: To whole message | | | | |
|
| 155 |
| | | | Annie,
14:48 (17.06): Well, some of us use GSP because it's what we know
really well. that's another consideration, of course. @: Message 146: To whole message | | | |
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| 156 |
| | | | | | | | gene, 14:45 (17.06): joins the room |
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| 157 |
| | | | Annie, 14:48 (17.06): It would help to understand which angle, yes. And that doesn't add a lot of clutter to the sketch. @: Message 154: To whole message | | | | |
|
| 158 |
| | | | Annie, 14:49 (17.06): Or have a button where you can hide or show that sort of thing. @: Message 157: To whole message | | | | |
|
| 159 |
| | | martin, 14:49 (17.06): hi gene! | | | | | |
|
| 160 |
| | | | | | | Kristin, 15:58 (17.06): if you could have any feature added to this, what would it be? | |
|
| 161 |
| | | | Annie, 14:50 (17.06): Also, the instructions button didn't work, though everything else did. | | | | |
|
| 162 |
| | | | | | | | gene, 14:50 (17.06): Hi Martin and all! Sorry to be late but another project (which may soon involve Flash) had me trapped. |
|
| 163 |
| | | | Annie, 14:51 (17.06): did you ever give the URL? Because I still see the default text. @: Message 141: To whole message | | | | |
|
| 164 |
| | | martin, 14:51 (17.06): you have to klick on the small arrow on the right @: Message 161: instructions button | | | | | |
|
| 165 |
| | | martin, 14:52 (17.06): it would be great if you could drag both points, also that on the curve @: Message 160: To whole message | | | | | |
|
| 166 |
| | | | Annie,
14:52 (17.06): Ah, and you ahve to be right on it. Okay. I guess I
expected it to work like other similar-looking buttons on my computer.
@: Message 164: To whole message | | | | |
|
| 167 |
| | | | | | | Kristin, 16:01 (17.06): Martin, that's something that has to be fixed. the whole green bar should be clickable | |
|
| 168 |
| | | | Annie, 14:53 (17.06): what she said! @: Message 167: To whole message | | | | |
|
| 169 |
| | | | | | | Kristin, 16:01 (17.06): :-) | |
|
| 170 |
| | | | Annie, 14:53 (17.06): And the horizontal axis seems more squished than I would have expected. | | | | |
|
| 171 |
| | | martin, 14:54 (17.06): true! @: Message 170: To whole message | | | | | |
|
| 172 |
| cynthia, 14:55 (17.06): and it would be nice to show more than one period | | | | | | | |
|
| 173 |
| | | martin, 14:55 (17.06): depending on whether the yalready know pi, the axis could be labelled with 90°, 180° etc. @: Message 170: To whole message | | | | | |
|
| 174 |
| | | | | | | Kristin, 16:03 (17.06): cynthia...excellent suggestion! | |
|
| 175 |
| | | | Annie,
14:55 (17.06): or make teh horizontal axis scaleable, so that you could
get as many periods as you want, but that the default could be one. @: Message 172: To whole message | | | | |
|
| 176 |
| | | | | | | Kristin, 16:04 (17.06): these things are very doable with recent versions of Flash | |
|
| 177 |
| cynthia, 14:56 (17.06): oh, annie, that would be so cool | | | | | | | |
|
| 178 |
| | | | Annie,
14:56 (17.06): Yup. I'd say do the circle and the axis the same way -
degrees or radians - and maybe give a button to switch back and forth.
@: Message 173: To whole message | | | | |
|
| 179 |
| | | martin, 14:57 (17.06): great idea! @: Message 178: button to switch back and forth | | | | | |
|
| 180 |
| | | | | | | | gene, 14:57 (17.06): Hey, Kristin, how did you learn Flash and how long did it take (he asked hopefully) ... |
|
| 181 |
| | | | | | | Kristin, 16:06 (17.06): Well, I've been working with Flash for ove 6 years :-) | |
|
| 182 |
| | | | | | | Kristin, 16:06 (17.06): to do basic things was very quick to learn | |
|
| 183 |
| cynthia,
14:58 (17.06): and put a clock and a ferris wheel and other stuff on
the cirlce so they could see this has real world applications | | | | | | | |
|
| 184 |
| | | | | | | Kristin, 16:06 (17.06): learning ActionScript is much easier now, than when I started, because of improvements in the language | |
|
| 185 |
| | | | | | | | gene, 14:58 (17.06): Ouch, how do you suggest learning (<6 yrs, please!) |
|
| 186 |
| | | | | | | Kristin, 16:07 (17.06): gene, what are your goals with Flash? | |
|
| 187 |
| cynthia, 14:59 (17.06): Ya'll is gene pulling us off task? :-) | | | | | | | |
|
| 188 |
| | | | | | | Kristin, 16:08 (17.06): I'd suggest getting Colin Moock's book on ActionScript | |
|
| 189 |
| | | | | | | Kristin, 16:08 (17.06): sorry...gene we can talk about this later, ok? | |
|
| 190 |
| | | | | | | | gene,
15:01 (17.06): To control images and videos (make them move in various
ways and speeds, go from them to other activities. (Cynthia, depends on
whose task--lets wait till these guys have their say, Kristin). Don't
hit me again, Cynthia! |
|
| 191 |
| | | | | | ihor,
15:02 (17.06): While Gene was talking I found an applet that shows a
sign curve sending a text message.... But now Im back. :-) | | |
|
| 192 |
| | | martin, 15:01 (17.06): meta-question: would you like to have a private chat feature in ConcertChat? @: Message 189: To whole message & Message 187: To whole message | | | | | |
|
| 193 |
| | | | | | | Kristin,
16:09 (17.06): did I miss much of the discussion about the ratios tool?
would it be alright to go back to the ratios tool? | |
|
| 194 |
| | | | Annie,
15:01 (17.06): I think it sort of relates back to the earlier question
of what the strengths are of Flash and why you would use it instead of
something like Sketchpad. If you're sure that Flash is the right thing,
then it might be worth learning Flash. @: Message 189: To whole message | | | | |
|
| 195 |
| | | | | | ihor, 15:03 (17.06): I would | | |
|
| 196 |
| cynthia,
15:01 (17.06): so we could talk about something else gene likes,
integral calculus did you all see that link on the homework | | | | | | | |
|
| 197 |
| cynthia, 15:01 (17.06): no, because then it's too hard to keep people working togehter | | | | | | | |
|
| 198 |
| | | | Annie, 15:02 (17.06): it's just as easy to have Instant Messenger open at the same time :-) @: Message 192: To whole message | | | | |
|
| 199 |
| | | martin, 15:02 (17.06): but you need to log in twice @: Message 198: To whole message | | | | | |
|
| 200 |
| | | | | | | Kristin, 16:11 (17.06): as one of Flash's strengths, it's easy to get started | |
|
| 201 |
| | | | Annie,
15:02 (17.06): (Hey, folks, don't forget to use references when you
reply to others - just doubleclick on the comment you're replying to
before sending yours.) | | | | |
|
| 202 |
| cynthia,
15:03 (17.06): I put this in the homework because it's an example of a
flash animation that doesn't include the interactivity that Kristin's
stuff does. | | | | | | | |
|
| 203 |
| | | | | Suzanne, 15:03 (17.06): but we have IM always open in the Math Forum office so it's easy for us @: Message 199: To whole message | | | |
|
| 204 |
| | | | | | ihor, 15:04 (17.06): oh now i get it. thanks. @: Message 201: To whole message | | |
|
| 205 |
| cynthia, 15:04 (17.06): Also, everyone, please look at the school bus activity, it's so cute | | | | | | | |
|
| 206 |
| | | | | | | | gene, 15:04 (17.06): {yes, Martin, so Cynthia wouldn't give us a hard time :-) } |
|
| 207 |
| | | | | | | Kristin, 16:13 (17.06): yes, the school bus activity is nice. I had some issues with it, though | |
|
| 208 |
| | | | Annie,
15:04 (17.06): And I want to know how this flash calculus thing is any
different from paper. How does it help me understand better than
reading a book? @: Message 202: To whole message | | | | |
|
| 209 |
| | | | | | | Kristin, 16:13 (17.06): I found the drop area too small | |
|
| 210 |
| cynthia, 15:05 (17.06): yes, Annie did too... | | | | | | | |
|
| 211 |
| | | | | | ihor, 15:07 (17.06): School bus activity? @: Message 205: To whole message | | |
|
| 212 |
| | | | Annie,
15:05 (17.06): and it wasn't just that - most of the time if you don't
hit the drop area, the kid stays in front of the bus (sort of plastered
on the side), so you know you missed it. But one time the kid got put
behind the bus, so I figured it worked...but it didn't. @: Message 210: To whole message | | | | |
|
| 213 |
| | | | | | | Kristin,
16:14 (17.06): by the way, we have webMathematica on a server, so if
anyone would like to collaborate on a project using it, please email me | |
|
| 214 |
| | | | | | | Kristin, 16:14 (17.06): yeah, I found that a little frustrating @: Message 212: To whole message | |
|
| 215 |
| | | | Annie, 15:06 (17.06): Ihor, it's link from the page for this session - http://mathforum.org/workshops/toolfest05/flash.html @: Message 211: To whole message | | | | |
|
| 216 |
| | | | | | | Kristin, 16:15 (17.06): how do I get a link in here to open a brower window? my right-click options are disabled @: Message 215: http://mathforum.org/workshops/toolfest05/flash.html | |
|
| 217 |
| | | | Annie, 15:07 (17.06): And when the bus leaves, it pushes the leftover kids ahead of it! @: Message 212: To whole message | | | | |
|
| 218 |
| | | | Annie, 15:07 (17.06): Oh, right...I should have put it on the whiteboard. I'll add it to Cynthia's. Then you can copy it. @: Message 215: ://mathforum.org/workshops/toolfest05/flash.html | | | | |
|
| 219 |
| | | martin, 15:08 (17.06): at the moment you don't :-( @: Message 216: To whole message | | | | | |
|
| 220 |
| | | | | | | Kristin, 16:17 (17.06): but he transcipt of this chat will be clickable? | |
|
| 221 |
| cynthia,
15:08 (17.06): You gotta admit it's really cute, and cute really
matters to this age, so if they could get their technical issues fixed,
wow this would be awesome | | | | | | | |
|
| 222 |
| | | | | | ihor, 15:10 (17.06): I'm there. but cant find. Am I blind? @: Message 215: http://mathforum.org/workshops/toolfest05/flash.html | | |
|
| 223 |
| | | | Annie,
15:09 (17.06): It's also good for practicing complements of 10, since
there are 10 windows on the bus all teh time (as far as I know). @: Message 221: To whole message | | | | |
|
| 224 |
| | | martin, 15:09 (17.06): me neither. how is it labelled? @: Message 222: To whole message | | | | | |
|
| 225 |
| | | | Annie, 15:09 (17.06): No. It's "Count us In Game 7". Sorry! @: Message 222: To whole message | | | | |
|
| 226 |
| | | | | | ihor, 15:11 (17.06): thanks. @: Message 225: To whole message | | |
|
| 227 |
| | | | | | | Kristin, 16:19 (17.06): I like the dancing monsters at the end :-) | |
|
| 228 |
| | | | Annie, 15:11 (17.06): And they don't get pushed out of the way by the bus! @: Message 227: To whole message | | | | |
|
| 229 |
| cynthia, 15:12 (17.06): and it's good for introducing addition @: Message 223: To whole message | | | | | | | |
|
| 230 |
| | | | | | ihor, 15:13 (17.06): This must be a first. We're combining integral calculus with putting kids on a bus! | | |
|
| 231 |
| | | | | | | | gene,
15:12 (17.06): Annie, to help focus kids to take things one step at a
time this sort of flash presentation is a great thing. If you're just
wanting to skim, paper is much better. @: Message 208: To whole message |
|
| 232 |
| | | | Annie, 15:13 (17.06): Do you use it as a sort of electronic chalkboard in class to demo and talk through, or in another way? @: Message 231: To whole message | | | | |
|
| 233 |
| | | | Annie, 15:13 (17.06): So you can stop at each step and ask if there are questions? @: Message 232: To whole message | | | | |
|
| 234 |
| cynthia, 15:14 (17.06): anticipation builds as we watch gene type, waiting... | | | | | | | |
|
| 235 |
| cynthia, 15:15 (17.06): :-) | | | | | | | |
|
| 236 |
| cynthia, 15:15 (17.06): this is how they must have felt when Moses was on the mountain | | | | | | | |
|
| 237 |
| | | | | | | Kristin, 16:24 (17.06): haha | |
|
| 238 |
| | | | | | | | gene,
15:16 (17.06): I'd use it for self-study, maybe more for older kids.
After roaring through a proof in class where they didn't have time to
either take good notes or to follow, the lecture might prepare them to
fill in details with the Flash presentation. We have a ton of this
stuff from Larry H, but I've never assigned any. @: Message 233: To whole message |
|
| 239 |
| cynthia, 15:16 (17.06): Don't calc textbooks provide this stuff also | | | | | | | |
|
| 240 |
| | | | | | | Kristin, 16:25 (17.06): with Flash and webMathematica, you could have real-time interactive examples @: Message 238: To whole message | |
|
| 241 |
| | | martin, 15:17 (17.06): hm... I ran out of kids... (it can be fooled, too) @:  | | | | | |
|
| 242 |
| cynthia, 15:17 (17.06): how is that, Martin | | | | | | | |
|
| 243 |
| | | | | | ihor, 15:19 (17.06): martin, how did you get the pointer to point left? | | |
|
| 244 |
| | | martin, 15:18 (17.06): if you drop kids between the driver and the first windows @: Message 242: To whole message | | | | | |
|
| 245 |
| | | | | | | | gene,
15:18 (17.06): But the real advantage of the Flash presentation is that
you can present one concept at a time. If you have a textbook there's
too much there and some folks can't stop and absorb one bite at a time.
@: Message 239: To whole message |
|
| 246 |
| | | martin, 15:18 (17.06): select "reference" and draw a rectangle @: Message 243: To whole message | | | | | |
|
| 247 |
| | | martin, 15:18 (17.06): in the upper left corner of the whiteboard @: Message 246: reference | | | | | |
|
| 248 |
| | | | | | ihor, 15:20 (17.06): Ah ... I just pointed to the bus. @:  | | |
|
| 249 |
| | | | | | | Kristin, 16:27 (17.06): I'd say another great advantage of Flash is the ability to create higly interactive experiences | |
|
| 250 |
| | | martin, 15:19 (17.06): great! it's easy:-) @: Message 248: To whole message | | | | | |
|
| 251 |
| | | | | | | | | steve, 15:17 (17.06): joins the room |
|
| 252 |
| | | | | | ihor, 15:21 (17.06): Now this is getting fun. :-) @: Message 250: To whole message | | | |
|
| 253 |
| | | | | | | Kristin,
16:28 (17.06): www.levitated.net is an experimental art site, but much
of the concepts can be applied to educational purposes | | |
|
| 254 |
| cynthia, 15:21 (17.06): yes, I was frustrated with the calc stuff that it was a demonstration and not any interaction | | | | | | | | |
|
| 255 |
| | | | | | | Kristin,
16:30 (17.06): If I had someone to collaborate with, I could create
some fun interactive stuff with Flash and webMathematica on calc @: Message 254: To whole message | | |
|
| 256 |
| cynthia,
15:22 (17.06): Question: Is there benefit to dragging the point around
the circle for the sine curve, rather than just watching the thing move
around on its own? | | | | | | | | |
|
| 257 |
