Identify the problem

Welcome Back Year 11.  Are you ready for Term 3?  

In Term 3 you are going to face another Computer Technology challenge.  Are you up for it?  This term we will create E-Portfolios!

Let's check out the Unit of Work .

Unit Problem: How can I showcase my achievements electronically?
AOI - Approaches to learning
Task: The student will use his/her skills to create an e-portfolio to showcase his/her learning.

achievements and scaffold his/her university application process.
As you can see, we're focusing on supplementing your university applications. 

INVESTIGATE - Criterion A -  maximum 6  (Remember there are 3 tasks in the Investigate;-)

1.  Identify the problem:

Students identify the problem to be solved.
- evaluate the importance of the problem for life, society and the environment
- outline the design brief

What is a design brief? Click here 

According to the assessment rubric . . .
To get a 1/2: The student states the problem.
To get a 3/4: The student describes the problem, mentioning its relevance.
To get a 5/6: The student explains the problem, discussing its relevance.

Now, look at this vocabulary: states, describes, explains. How are they different?
Look at these words: mentioning, discussing. How are they different?

MYP definitions:
Describe: To give a detailed account
Explain: To give a clear account including causes and reasons or mechanisms.
Discuss: To give an account including, where possible, a range of arguments for and against the relative importance of various factors and comparisons of alternative hypotheses.


Learning objective: evaluate the importance of the problem for life, society and the environment and outline the design brief.

PLAN

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfdtaP1cZnzKfZeSFtgSyuDdC3dL2LxrlrGdzF2voz3-HexKnjesa2J0FBLXYu-MPqNsFndBX5J85yki-Q09QWxhy4CCp_a4VeWhdbxR4RpObFqdZxI1Vp_UaXA64pEV1efcx9z5U5yecE/s1600/elcdoreviewplan1.jpg

Year 11, it's time to make a PLAN.


According to MYP Technology, "Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design."

To get a 5/6: The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.


1. Open a Word document,
2. Title your document, Term 2 Plan,
3. Type your name at the top left,
4. Space down, type:  PLAN (all caps, centre justify),
5. Space down, type: Resources

Let's brainstorm the resources each of you will need to create your video.

6. Type the list of resources that we have created,
7. Space down and type: Plan,

 8. Begin to create a list of the steps you will need to take to create your video and the amount of time you think it will take to complete the task (1 min is the minimum).
 9. Remember to use Project Management format and vocabulary.

Plan - Due February 21 - 21:00 pm  (on ManageBac and a paper version)
Create - Due March 20 - 21:00 pm   (on ManageBac and a paper version)

IB Learner Profile:  Balanced

Learning Objectives - The student will:
1. construct a plan to create the product/solution that has a series of logical steps,
2. construct a plan to create the product/solution that makes effective use of resources and time,
3. evaluate the plan and justify any modifications to the design.

Design

Year 11, Now onto the Design - Criterion B

Remember the more detailed and documented your storyboard is, the higher the grade.

http://akvis.com/img/examples/sketch/create-storyboard/ready-storyboard.jpg

What is a storyboard? According to Wikipedia, "Storyboards are graphic organizers in the form of illustrations or images displayed in sequence for the purpose of pre-visualizing a motion picture, animation, ..." This is particularly pertinent in relation to our current project. Creating a storyboard will help you plan your animation out shot by shot. You can make changes to your storyboard before you start animating, instead of after you have begun your video potentially saving you loads of time. (For more info check out this link: http://accad.osu.edu/womenandtech/Storyboard%20Resource/.)

Do a quick keyword search (storyboard template) on Google to get ideas to produce your own storyboard.

Now, onto the DESIGN (Criterion B).
You need to produce three (3) different complete storyboards for you movie and to evaluate each against your design specification.  Then you need to choose one of the designs and write a paragraph justifying your choice. You must also attach a "script" for your chosen video.

According to the IBO:
"Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.
Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.
To get a 5/6: The student generates a range of feasible designs (in this case it will be 2), each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification."

Deadline: February 14 end of class.  Please submit the written work on Managebac but it is not necessary to submit the storyboards on Managebac.  

Please submit your completed Criterion B to your teacher on or before February 14.


IB Learner Profile: Risk-taker

Learning Objective: generate several feasible designs that meet the design specification; evaluate the designs against the specification; select one design and justify its choice.

the Investigate continues . . .

http://www.cgmotionbox.com/wp-content/uploads/2012/01/Creating-Sketchy-Stop-Motion-Text-in-After-effects.jpg

This is your "prep" week. You should use this time to go through tutorials that will help you make your video and enable you to produce quality work.

New Project

Our Term 2 project  will be a video project which could be used to supplement a university application.

Area of Interaction Focus
Approaches to Learning:

Communication:  Informing Others

You independently and consistently structure ideas and arguments, both orally and in writing, in a sustained and logical way and support them with relevant examples across the Design Cycle.

You independently show awareness of the need for an effective choice of medium suited to the audience when choosing a tool to create your product/solution.

Significant Concept

The students will gain an understanding that the way you present yourself to others is important and can make a difference.


Year 11, we need to work really hard to reach our unit goal in the allotted time, but I'm sure we can do it.

It will be necessary for you to do homework.  If you would like to use the computer room at lunch time, please make sure to talk to me in advance.

Let's begin:

1. Identify the Problem - write 2 paragraphs as an introduction to your research project.  (See Investigate Template if you need guidance)

2.  Develop A Design Brief
     a. Write a sentence to introduce this section of the project.
     b. Craft 5-6 questions/areas/topics and conduct research that will help you solve your problem.

3. Formulate A Design Specification
     a. Write a sentence to introduce this section of the project.
     b. Craft design specifications for your university supplemental video.
     c. Justify each design specification.
     d. Create tests to evaluate your university supplemental video.

You must create an MLA Works Cited page and evaluate your sources.

IB Learner Profile: Inquirer

Learning objectives-The student will: independently identify meaningful questions, carry out web search, select and organize appropriate sources and evaluate them.

Evaluate

http://www.thegypsynurse.com/wp-content/uploads/2013/04/bigstock-The-words-Time-to-Evaluate-on-244838481.jpg

According to the IBO, "Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved."

To get full marks the student:

• evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users,
• provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements, 
• provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

Let's recap what is needed in the Evaluate (Criterion E).

1. Print the questionnaire (that you created in the Investigate) and show your teaching aid to at least 5 people and ask them to use it and  answer your questionnaire.
2. Write a paragraph to "analyze" the feedback. In other words write about the scores that you received and say how your teaching aid could be improved. (Use phrases like: Based on my feedback I can conclude . . .)
3. Show your teaching aid to your co-operating teacher and write a paragraph about the feedback you teacher gave you.
3. Evaluate your performance at each of these stages of the design cycle: Investigate, Design, Plan, Create, Evaluate  AND suggest ways that you can improve your performance. (You need 5 paragraphs here).
4. Write a final paragraph saying if you accomplished your goal and what impact it will have. (In other words, look at the unit question - were you successful? Explain. Relate back to the Area of Interaction.) Remember this is the final paragraph of your research project. It should finalize the project.

Evaluate due December 6. Please submit on ManageBac and also a paper version.

IB Learner Profile: Reflective

Learning objective: carry out tests to evaluate the product/solution against the design specification; evaluate their performance at each stage of the design cycle and suggest ways in which their performance could be improved; evaluate the impact of the product/solution on individuals and/or society.

Create

http://wpmu.org/wp-content/uploads/2012/03/Create-WordPress-widgets.jpg

Now, it's on to the Create. This is the moment you have been waiting for!

CREATE - Criterion D (maximum 6)

According to the IBO:

• "Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques. 
• Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution."  This means that you must have a well documented process journal complete with printscreens and that it is a necessary component of this criterion. 

To get a 5/6:
The student competently uses appropriate techniques and equipment.
The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

IB Learner Profile - Knowledgeable

Learning Objective: The student will: use a range of appropriate techniques and equipment competently; ensure a safe working environment for themselves and others; follow the plan to produce the product/soltuion; evaluate the plan and justify any changes to the plan (when necessary); and create a product/solution of appropriate quality.

Plan

http://heymonicab.com/wp-content/uploads/2009/01/make_a_plan2.jpg

According to MYP Technology, "Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design."

To get a 5/6: The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Tasks
1. List all the resources that you will need,
2. Write a step-by-step plan that you could give someone else to create your game,
3. Include a gantt chart
4. Write a paragraph (or two) that evaluates your plan and justify any design changes that you are making.

Remember: You can use the phrase See Design when appropriate.

IB Learner Profile: Thinker

Learning objectives:
1. construct a plan to create the product/solution that has a series of logical steps,
2. construct a plan to create the product/solution that makes effective use of resources and time,
3. evaluate the plan and justify any modifications to the design.

Design

Next is the DESIGN (Criterion B) stage if the Design Cycle.

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.

Show your ideas to your cooperating teacher.

To get a 5/6: The student generates a range of feasible designs, each evaluated against the design specification.  The student justifies the chosen design and evaluates it fully and critically against the design specification.

FYI (For your information) Above is an example of a design of a grammar review quiz/game that I made.  Click on the above graphic to enlarge it and look carefully at the image.  Can you easily understand how this quiz/game will function?

Design DUE DATE: October 13
IB Learner Profile: Knowledgable

Learning Objective - The student will: generate several feasible designs that meet the design specification; evaluate the designs against the specifications; select one design and justify its choice.

Year 11, you have finished your Investigate - Criterion A. Please submit a paper version today.

Next, I suggest that you familiarize yourself with the tool that you will use to create your teaching aid. Please complete a tutorial to help you be able to use the programme you chose to its fullest potential.

IB Learner Profile - Inquirer

Investigate - 3. Formulate A Design Specification

http://www.technologystudent.com/images4/specy3.jpg

Year 11, let's begin again.

The third step of the Investigation is 3. Formulate a Design Specification.

The IBO defines Design Specification as: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

To get a 5/6 the student: describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Your task is to create a detailed list of design specifications and justify your choice.  Then create tests to evaluate your product.

If you have finished your Investigation I suggest that you familiarize yourself with the tool that you will ultimately use. In other words, please do a tutorial to help you be able to use the programme you chose to its fullest potential;-)

IB Learner Profile: Inquirer

Learning objective: The student will list the specific requirements that must be met by the product/solution and design tests to evaluate the product/solution against the design specification.

Remember . . .

Sources of information:  Carefully consider the sources of information that you use.  Use experts in the field. Remember, you will need a bibliography.  You will need to evaluate your sources.

Don't forget:
1.  Make sure your research is pertinent
2. Make sure your research is complete-it's your responsibility to be clear and concise
3. You need to use a range of sources
4. Make sure your research work is clearly and attractively presented

Appropriate language to use when documenting your research:
From my research I found out . . .
I have discovered that . . .
My conclusions are that . . .
I have kept my research relevant by. . .
Based on my research I can conclude  . . .


IB Learner Profile: Inquirer

Learning objectives: independently identify meaningful questions, carry out web search, select and organize appropriate sources and evaluate them.

Investigate - 2. Develop A Design Brief

Good Morning Year 11.

Now on to the Design Brief.
1. Write a sentence or two to introduce this portion of your Investigation.

2. Then follow these learning objectives to success,

-formulate and discuss appropriate questions (at least 5) that guide the investigation - this means that you should create questions and then do research that will help you solve the problem
- identify and acknowledge a range of appropriate sources of information - use in-text referencing and create a bibliography
-collect, analyse, select, organize and evaluate information - this deeper analysis of your research will lead to higher marks
-evaluate your sources of information- who are your sources? are they appropriate? are they experts in the field?
According to the assessment rubric. . .

To get a 1/2: The student investigates the problem, collecting information from sources.

To get a 3/4: The student investigates the problem, selecting and analysing the information from some acknowledged sources.

To get a 5/6: The student critically investigates the problem, evaluating information from a broad range of appropriate acknowledged sources.

Learning objectives: independently identify meaningful questions, carrry out web search, select and organize appropriate sources and evaluate them.

Investigate - Identify the Problem

Year 11 -

INVESTIGATE

1. Identify the Problem

What is a design brief? Click here

It's important to organise your document in a formal way.  This is the introduction to your project.

                   Students identify the problem to be solved.
                  - evaluate the importance of the problem for life, society and the environment
                  - outline the design brief

Let's look at the "Identify the Problem" tab above for ideas on how to proceed.

According to the MYP Technology Assessment Rubric . . .
To get a 1/2: The student states the problem.
To get a 3/4: The student describes the problem, mentioning its relevance.
To get a 5/6: The student explains the problem, discussing its relevance.

Now, look at this vocabulary: states, describes, explains. How are they different?
Look at these words: mentioning, discussing. How are they different?

MYP definitions:
Describe: To give a detailed account
Explain: To give a clear account including causes and reasons or mechanisms.
Discuss: To give an account including, where possible, a range of arguments for and against the relative importance of various factors and comparisons of alternative hypotheses.


Learning objective: evaluate the importance of the problem for life, society and the environment and outline the design brief.

Summary Writing

Add http://cat.wordpandit.com/wp-content/uploads/2011/09/summary_writing.gifcaption

Year 11, one of the primary focuses of the MYP Design Cycle is research. It is important to know how to conduct research and how to summarize your findings. Let's take a few minutes to go over the exercise on the page entitled, "Writing a summary".

Remember, as we continue along this project the following phrases can help you record your findings clearly and appropriately:

• From my research I found out . . .
• I have discovered that . . .
• My conclusions are that . . .
• I have kept my research relevant by . . 

Welcome back

http://stand.org/sites/default/files/styles/blog_post/public/Illinois/back_to_school_banner.jpg

Year 11, Welcome back!

I hope you had a great summer and are ready to start a new school year.

Our projects for this year are:
    Term 1 - Teaching Aid
    Term 2 - University Application Video
    Term 3 - Digital Portfolio


But before we get started let's write the blog address in our diaries, set up some rules that we can all live by and recap the design cycle.

Let's have a great year!

June 26

Have a great summer . . .

June 11, 13

Evaluate - Criterion E

Evaluation is a big part of the MYP and the Design Cycle.

According to the IBO, "Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved."

To get full marks the student:

• evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users,
• provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements, 
• provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

IB Learner Profile: Reflective

Learning objective: carry out tests to evaluate the product/solution against the design specification; evaluate their performance at each stage of the design cycle and suggest ways in which their performance could be improved; evaluate the impact of the product/solution on individuals and/or society.

Language Matters

Navigation bar OR Sidebar?  That is the question.  When conducting research, it is the responsibility of the researcher to be thorough.  It is then the responsibility of the researcher to use correct language and to be able to document their learning accurately.

Navigation Bar

http://www.avactis.com/manuals_153/NavigationBar.data/navigationbar-location.png

Side Bar

http://themes.typepad.com/screenshots/sidebar-fill.png

The purpose for each of these is different. Therefore, it is important to use the correct terminology.

Check out this eportfolio

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhLXVz20xQSmkgyNxG3uBcNR8niGGIshWt3GzrXM9CO9FkzF_aVtfgb9AS_7nn3SoapaieIE7YL1_jPaiqOs6C0PQIOX0fjVFCATXaFO7CKVB1_5cttcW5Ng8UKABw8J7ULmolezyp95UM/s1600/tagxedo.jpg

Year 11, check out this awesome efolio. You'll be impressed.


Hi my name is Madison and I'm an artist.
http://tucker2015.wix.com/awesomemadi#!

May 20, 22, 24, 29, 31, June 3, 5

http://codtech.weebly.com/uploads/6/5/7/4/6574005/7832175.gif

Year 11, now is the moment that we have been waiting for - putting it all together.

According to the IBO:

"Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques.  Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution."  This means that you must have a process journal and that it is a necessary component of this criterion.

To get a 5/6:

The student competently uses appropriate techniques and equipment.

The student follows the plan and justifies any modifications made, resulting in an e-portfolio of appropriate quality using the resources available.
The student submits an appropriate process journal.

IB Learner Profile: Knowledgeable

Learning Objective:  The student will: use a range of appropriate techniques and equipment competently; ensure a safe working environment for themselves and others; follow the plan to produce the product/soltuion; evaluate the plan and justify any changes to the plan (when necessary); and create a product/solution of appropriate quality.

May 15,

Year 11, how are you going to accomplish your goal?  Let's move on to the Plan - Criterion C.

Year 11, that's right - it all starts with a PLAN - Criterion C

According to MYP Technology, "Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design."

To get a 5/6: The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.

Remember to get full marks you must make good use of Project Management Tools and Language.

Plan is due May 20 (8:30am).

IB Learner Profile: Knowledgeable

Learning objectives:
1. construct a plan to create the product/solution that has a series of logical steps
2. construct a plan to create the product/solution that makes effective use of resources and time
3. evaluate the plan and justify any modifications to the design

Navigational views flowchart

Before creating a website, designers usually develop a Website Navigation Structure.

Detailed planning makes creation easier. Check out this article for more information on this topic: http://www.dummies.com/how-to/content/how-to-develop-a-navigation-structure.html

http://finntrack.co.uk/images/webexample.gif

http://www.mssu.edu/offices/university-relations-marketing/images/flowchart.jpg

http://xiaoanan.files.wordpress.com/2008/07/chi_flowchart.jpg

http://webmarketingtoday.com/wp-content/uploads/site_structure468x350.gif

May 3, 6, 8, 10

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhA5NDdUJ4IG_XLxL2UKXsMYsEmUs-k0medcWktQkrwW_ehVzaQqV9bRI_MH6XgbGDQ97e601pW0AbPzZSjp9RScju3gGFf7GumUTW8Hh1TzkdtGfbmnqzHnhIDwFVNOfTmKKs0Bw6HD04/s1600/EPortfolio_Learning__png_scaled1000.png

Next is the DESIGN (Criterion B) stage if the Design Cycle.

Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.

Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.


To get a 5/6: The student generates a range of feasible designs, each evaluated against the design specification.  The student justifies the chosen design and evaluates it fully and critically against the design specification.

IB Learner Profile: Knowledgable

Learning Objective - The student will: generate several feasible designs that meet the design specification; evaluate the designs against the specifications; select one design and justify its choice.

April 19, 22, 24

http://www.technologystudent.com/images4/specy3.jpg

Year 11, the third step of the Investigation is 3. Formulate a Design Specification.

The IBO defines Design Specification as: A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions, dimensions, materials, process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specification.

To get a 5/6 the student: describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

Remember that the Design Specifications are an outgrowth of your research.

1.Your task is to create a detailed list of design specifications and justify your choice.  (ex: well organized: the e-portfolio must be well organized so the university admissions officer can easily locate  information)
2. Then create tests to evaluate your product.

IB Learner Profile: Inquirer

Learning objective: The student will list the specific requirements that must be met by the product/solution and design tests to evaluate the product/solution against the design specification.

April 17, 19

2. Develop A Design Brief

Ask and answer questions that will help you solve your problem.  Make a list of questions that you will have to find answers to.

Remember:

• Write down what you need to find out more about and how you could obtain the information.
• Make sure your research is clearly and attractively presented.
• You need to use a range of appropriate sources.

 IB Learner profile - Inquirer


Learning Objectives: The student will formulate and discuss appropriate questions that guide their investigation; identify and acknowledge a range of appropriate sources of information; collect, analyze, select, organize and evaluate information; evaluate the sources of information.

April 10, 12

http://nhseportfoliorevolution.files.wordpress.com/2012/09/screen-shot-2012-09-02-at-20-47-01.png?w=239&h=181

 

 

 

 

 

 If you do not know your password, please see me as I have temporary passwords for many of you.


Investigate

According to the IBO, "Investigation is an essential stage in the design cycle.  Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately."

To get a 5-6:  The student explains the problem, discussing its relevance.  The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledge sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

IB Learner Profile: Inquirer

Learning Objectives: evaluate the importance of the problem for life, society, and the environment; outline the design brief; formulate and discuss appropriate questions that guide the investigation; identify and acknowledge a range of appropriate sources of information; collect, analyse, select, organize and evaluate information; evaluate the sources of information; list the specific requirements that must be met by the product/solution; design tests to evaluate the product/solution against the design specification.

April 8

http://www.eportfolio.lagcc.cuny.edu/scholars/doc_fa08/eP_Fa08/Tanima.Islam/images/eportfolio.jpg

Before we begin, help me test the process.  Let's log in to Office 365 to look at our storage options.

The steps seem easy:
1. http://login.microsoftonline.com
2. insert username/password (EXAMPLE: john.doe@student.oeirasinternationalschool.com)
3. Team Site
4. My Cloud
5. My Content
6. Please insert your content here

OIS Cloud - Did it work? Are we there?  Can you save something?  Can you retrieve it?

Well done, Year 11. Now onto our final MYP project.  You are starting the last term of your MYP experience.  Boohoo! I'm going to miss you next year.

But before you go . . .

In Term 3 you will create an e-portfolio which could be used to supplement your application application and showcase your accomplishments.

Investigate

According to the IBO, "Investigation is an essential stage in the design cycle.  Students are expected to identify the problem, develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately."

To get a 5-6:  The student explains the problem, discussing its relevance.  The student critically investigates the problem, evaluating information from a broad range of appropriate, acknowledge sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specification.

IB Learner Profile: Inquirer

Learning Objectives: evaluate the importance of the problem for life, society, and the environment; outline the design brief; formulate and discuss appropriate questions that guide the investigation; identify and acknowledge a range of appropriate sources of information; collect, analyse, select, organize and evaluate information; evaluate the sources of information; list the specific requirements that must be met by the product/solution; design tests to evaluate the product/solution against the design specification.

March13, 15, 20

http://www.stepbystep.com/wp-content/uploads/2013/02/How-to-Evaluate-Employees-Job-Performance.jpg

Evaluate - Criterion E

Evaluation is a big part of the MYP and the Design Cycle.

According to the IBO, "Students are expected to evaluate the product/solution against the design specification in an objective manner based on testing, and to evaluate its impact on life, society and/or the environment. They are expected to explain how the product/solution could be improved as a result of these evaluations.

Students are expected to evaluate their own performance at each stage of the design cycle and to suggest ways in which their performance could be improved."

To get full marks the student:

• evaluates the success of the product/solution in an objective manner based on the results of testing, and the views of the intended users,
• provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements, 
• provides an appropriate evaluation of the impact of the product/solution on life, society and/or the environment.

IB Learner Profile: Reflective

Learning objective: carry out tests to evaluate the product/solution against the design specification; evaluate their perforance at each stage of the design cycle and suggest ways in which their perforance could be improved; evaluate the impact of the product/solution on individuals and/or society.

March 11

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Year 11, the first task in the Evaluate-Criterion E is to gather feedback on your product.

Print your questionnaire, then let's sit back and enjoy the show.


IB Learner Profile: Reflective

Learning objective: carry out tests to evaluate the product/solution against the design specification; evaluate their perforance at each stage of the design cycle and suggest ways in which their perforance could be improved; evaluate the impact of the product/solution on individuals and/or society.

March 6, 8

http://www.mywebpresenters.com/articles/wp-content/uploads/2012/12/create-online-video-content.jpg

Continue working on your university application video.

Remember it's due on Friday, March 8 at 9pm and should be uploaded to ManageBac.

You need to submit:
1.Process Journal,
2.Create Paragraph (write a paragraph saying if your plan was successful-include details, explain)
3.Modification Paragraph (write a paragraph saying if you made any modifications(changes). If you did not make any modifications, include a sentence saying that you didn't make any modification.)
4.Link to your video online.

IB Learner Profile: Risk-Taker

Learning Objective: The student will: use a range of appropriate techniques and equipment competently; ensure a safe working environment for themselves and others; follow the plan to produce the product/soltuion; evaluate the plan and justify any changes to the plan (when necessary); and create a product/solution of appropriate quality.

11 resumes that got worldwide attention

http://finance.yahoo.com/news/11-resumes-that-got-worldwide-attention-194410148.html?page=all&desktop_view_default=true

Very cool article which highlights innovative ways that people marketed themselves.

7 Key Skills You Need to Get Hired Today

http://finance.yahoo.com/news/7-key-skills-hired-now-152810233.html?desktop_view_default=true 

All the skills that we try to teach in Computer Technology class are "sought after" skills:  For example: Project Management, Critical Thinking, Problem Solving, and Writing are among the skills that employers are looking for.

According to Yahoo Finance,

"The days of hiring generalists are gone. Today, employers are seeking hires who possess particular skills, be them technical--like computer skills, for instance--or analytical--like problem solving. In some cases, these skills are specialized and specific to particular types of jobs.

Other skills are coveted across a variety of professions. According to career experts and various sources, these are the top seven skills employers are seeking in job candidates:"

Read more:

Feb 25, 27, March 1

http://www.fstopacademy.com/wp-content/uploads/2012/06/filmmaking-sillouhette.jpg

Year 11, Action!


As you know videos are becoming more and more relevant. The woman in the photo below hired someone on the basis of a video link that she included when applying for a job.  Read about it here: http://finance.yahoo.com/news/remarkable-hiring-stories.html  . Thinking outside the box can really help you stand out in a positive way.

http://i2.cdn.turner.com/money/galleries/2012/smallbusiness/1202/gallery.hiring/images/sara-sutton-fell.jpg

You should now be working on the Create - Criterion D.

According to the IBO: 

Students are expected to document, with a series of photographs or a video and a dated record, the process of making their product/solution, including when and how they use tools, materials and techniques.  Students are expected to follow their plan, to evaluate the plan and to justify any changes they make to the plan while they are creating the product/solution.  This means that you must have a process journal and that it is a necessary component of this criterion.

To get a 5/6:

The student competently uses appropriate techniques and equipment.

The student follows the plan and justifies any modifications made, resulting in a product/solution of appropriate quality using the resources available.

IB Learner Profile: Knowledgable

Learning Objective:  The student will: use a range of appropriate techniques and equipment competently; ensure a safe working environment for themselves and others; follow the plan to produce the product/soltuion; evaluate the plan and justify any changes to the plan (when necessary); and create a product/solution of appropriate quality.

February 20, 22

https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfdtaP1cZnzKfZeSFtgSyuDdC3dL2LxrlrGdzF2voz3-HexKnjesa2J0FBLXYu-MPqNsFndBX5J85yki-Q09QWxhy4CCp_a4VeWhdbxR4RpObFqdZxI1Vp_UaXA64pEV1efcx9z5U5yecE/s1600/elcdoreviewplan1.jpg

Year 11, it's time to make a PLAN. Remember to use the Project Management format and vocabulary.


According to MYP Technology, "Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time.

Students are expected to evaluate the plan and justify any modifications to the design."

To get a 5/6: The student produces a plan that contains a number of detailed, logical steps that describe the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.


1. Open a Word document,
2. Title your document, Term 2 Plan,
3. Type your name at the top left,
4. Space down, type:  PLAN (all caps, centre justify),
5. Space down, type: Resources

Let's brainstorm the resources each of you will need to create your video.

6. Type the list of resources that we have created,
7. Space down and type: Plan,

 8. Begin to create a list of the steps you will need to take to create your video and the amount of time you think it will take to complete the task (1 min is the minimum).
 9. Remember to use Project Management format and vocabulary.

Plan - Due February 26 -  10:10am (on ManageBac and a paper version)
Create - Due March 8 - 21:00 pm   (on ManageBac and a paper version)

IB Learner Profile: Well-balanced

Learning Objectives - The student will:
1. construct a plan to create the product/solution that has a series of logical steps,
2. construct a plan to create the product/solution that makes effective use of resources and time,
3. evaluate the plan and justify any modifications to the design.

January 30, February 6, 8

Year 11, Now onto the Design - Criterion B

Remember the more detailed and documented your storyboard is, the higher the grade.

http://akvis.com/img/examples/sketch/create-storyboard/ready-storyboard.jpg

What is a storyboard? According to Wikipedia, "Storyboards are graphic organizers in the form of illustrations or images displayed in sequence for the purpose of pre-visualizing a motion picture, animation, ..." This is particularly pertinent in relation to our current project. Creating a storyboard will help you plan your animation out shot by shot. You can make changes to your storyboard before you start animating, instead of after you have begun your video potentially saving you loads of time. (For more info check out this link: http://accad.osu.edu/womenandtech/Storyboard%20Resource/.)

Do a quick keyword search (storyboard template) on Google to get ideas to produce your own storyboard.

Now, onto the DESIGN (Criterion B).
You need to produce two (2) different complete storyboards for you movie and to evaluate each against your design specification.  Then you need to choose one of the designs and write a paragraph justifying your choice. You must also attach a "script" for your chosen video.

According to the IBO:
"Students are expected to generate several feasible designs that meet the design specification and to evaluate these against the design specification.
Students are then expected to select one design, justify their choice and evaluate this in detail against the design specification.
To get a 5/6: The student generates a range of feasible designs (in this case it will be 2), each evaluated against the design specification. The student justifies the chosen design and evaluates it fully and critically against the design specification."

Deadline: February 8 end of class.  It is not necessary to submit on Managebac.

IB Learner Profile: Risk-taker

Learning Objective: generate several feasible designs that meet the design specification; evaluate the designs against the specification; select one design and justify its choice.