Professional Documents
Culture Documents
a n
I n t e r w r i t e M o b i
i n t o
M a t h
L e s s o n s
Janice
Bezanson
Ed
Tech
503
Final
ID
Project
Prepared
for
Dr.
Ross
Perkins
Summer,
2010
http://www.einstruction.com/products/interactive_teaching/mobi/index.html
Table of Contents
Reflective Synthesis Paper ............................................................................................................3 Part 1: Topic..................................................................................................................................5 Part 1a: Goal ...............................................................................................................................5 Part 1b: Audience .......................................................................................................................5 Part 1c: Rationale........................................................................................................................5 Part 2: Analysis Report ................................................................................................................6 Part 2a: Description of the Need.................................................................................................6 Part 2a.1: Needs Analysis Survey........................................................................................6 Part 2a.2: Needs Analysis Data Report................................................................................6 Part 2b: Description of the Learning Context.............................................................................7 Part 2b.1: Learning Context.................................................................................................7 Part 2b.2: Transfer Context..................................................................................................8 Part 2c: Description of the Learner.............................................................................................8 Part 3: Planning ............................................................................................................................9 Part 3a: Learning Objectives ......................................................................................................9 Part 3b: Matrix of Objectives, Blooms Taxonomy, and Types of Learning .............................9 Part 3c: ARCS Table ................................................................................................................10 Part 4: Instructor Guide ............................................................................................................12 Part 5: Learner Content.............................................................................................................14 Part 5a: Learning Materials .....................................................................................................14 Part 5b: Summative Assessment Materials...............................................................................14 Part 5c: Technology Tool Justification.....................................................................................14 Part 6: Formative Evaluation Plan ...........................................................................................15 Part 6a: Expert Review ............................................................................................................15 Part 6b: One-to-One Evaluation ...............................................................................................15 Part 6c: Small Group Evaluation ..............................................................................................15 Part 6d: Field Trial....................................................................................................................16 Part 7: Formative Evaluation Report .......................................................................................17 Part 7a: Evaluation Survey or Rubric ......................................................................................17 Part 7b: Report the Results of the Expert Review ....................................................................17 Part 7c: Comments on Change .................................................................................................17 Part 8: AECT Standards Grid...................................................................................................19 Part 9: Appendices......................................................................................................................23 Appendix A ..............................................................................................................................23 Appendix B...............................................................................................................................28 Appendix C...............................................................................................................................28 Appendix D...............................................................................................................................28
This class has equipped me with a wealth of information and tools to use not only in the capacity of an instructional designer but also in my current role as an educator.
References
Jonassen, D. H. (2000). Revisiting activity theory as a framework for designing student-centered learning environments. In D. H. Jonassen & S. M. Land (Eds.), Theoretical Foundations of Learning Environments. (pp. 89-121). New Jersey: Lawrence Erlbaum Associates. Smith, P. L., & Ragan, T. J. (2005) Instructional Design (3rd ed.), Hoboken, NJ: John Wiley & Sons, Inc.
Part 1. Topic
Part 1a. Stated Learning Goal
The K-6 teachers at Magnolia Elementary School will integrate the use of an InterwriteMobi during math lessons. This workshop will take two hours.
A table with a list of the questions that required a yes or no response is presented below. Also included in the table is the percentage of learners that responded either yes or no.
Do the students in your classroom use a SmartBoard during math lessons? 59% Do you have any experience using an InterwriteMobi? Do you have any concerns about using an InterwriteMobi? 6%
In addition to the above data, the survey indicated that one learner has difficulty seeing what is being presented when sitting in the back of the room. There will also be one learner attending the in-service in a wheelchair. Also, two learners have special hearing needs. One has difficulty hearing from the back of the room and the other has difficulty hearing in a noisy room.
The in-service takes place the first day the learners return from a two and a half month summer break. Although the survey indicates a high motivation level for this instruction, the learners will have many work related tasks that they will be thinking about accomplishing. The beginning of a school year comes with a high level of stress. Part 2b.2 Transfer Context The instruction learned through this in-service will be easily transferred by the learner to the context of a classroom. The learners will develop the skills necessary to integrate an InterwriteMobi successfully into math lessons. The learner will need practice, to comfortably navigate his or her own classroom while carrying the InterwriteMobi and presenting math instruction. The skills and procedures learned at this in-service will provide the learner with enough knowledge to successfully integrate an InterwriteMobi into math lessons. This knowledge will extend into integrating the use of the InterwriteMobi into other subjects taught by the learner. Part 2c. Description of the Learners The 23 learners for this in-service, range in ages from 24 to 63. There are three males and 20 females. All 23 learners hold a valid California Teaching Certificate. The survey indicates a high motivation level for integrating an InterwriteMobi into math lessons. Following is a graph with the results to this question. 89% of the results scored a four or greater, 12% scored motivation at a three and no one scored less than a three.
56%
42%
28%
14%
0% 1 2 3 4 5
Of the surveys returned, zero percent of the learners had concerns about integrating the use of an InterwriteMobi into math lessons. When asked about any specific concerns, three of the learners typed specific comments. Following are their responses: None, I am anxious to use it. I think it will be a useful tool. I hope it will be an easy process learning, so that I can begin using it right away. This instruction requires that the learners have a high level of prior knowledge of both computer skills and SmartBoard skills. The survey results support this requirement. 99% of the surveys returned indicate a four or greater level of comfort using a computer. 88% reported a comfort level of four or greater when using a SmartBoard.
Part 3. Planning
Part 3a. Learning Objectives
The learner will: 1. Presented with a laptop and a connected InterwriteMobi: 1.1 Identify
the
icon
for
the
installed
InterwriteMobi
software.
1.2 Locate
and
remove
the
electronic
pen
from
the
side
of
the
InterwriteMobi.
2. Given an InterwriteMobi: 2.1 Identify and open the device manager, using the electronic pen, to set preferences. 2.2 Identify the icons within the device manger by hovering over a given icon with the electronic pen. 2.3 Calibrate the electronic pen by locating the correct icon and following directions. 2.4 Use the electronic pen to open the workspace. 3. Given an open InterwriteMobi workspace: 3.1 Identify the workspace toolbar. 3.2 Differentiate between lesson mode and office mode. 3.3 Evaluate the difference between the icons and select appropriate math tools. 3.4 Operate a given math tool in the open workspace. 3.5 Compare available tools. 3.6 Design a grade appropriate mini lesson using the appropriate tool. 3.7 Save the lesson for later use.
Project Goal Statement: The K-6 teachers at Magnolia Elementary School will integrate the use of an InterwriteMobi during math lessons. This workshop will take two hours.
ATTENTION
A.1
Perceptual
Arousal
First,
the
instructor
will
introduce
the
InterwriteMobi
and
the
learners
will
actually
receive
and
see
their
own
InterwriteMobi
for
the
first
time.
Second,
a
YouTube
will
be
played
featuring
an
InterwriteMobi
and
the
benefits
it
has
for
use
in
the
classroom
A2.
Inquiry
Arousal
Ask
learners
to
discuss
in
small
groups
the
YouTube
presentation
and
brainstorm
how
an
InterwriteMobi
can
improve
instruction.
A3.
Variability
Have
each
group
write
their
best
idea
on
chart
paper.
The
instructor
will
read
through
the
different
ideas
whole
group.
RELEVANCE
R1.
Goal
orientation
A
different
YouTube
will
be
shown
featuring
the
basic
uses
of
an
InterwriteMobi.
R2.
Motive
matching
The
instructor
will
encourage
the
learners
to
observe
how
quick
and
easy
the
user
steps
are
even
when
first
using
an
InterwriteMobi.
R3.
Familiarity
The
instructor
will
remind
the
learners
of
the
first
time
they
used
a
computer
mouse
or
a
cell
phone.
Initially
it
may
have
seemed
like
a
daunting
task,
but
it
quickly
became
second
nature.
CONFIDENCE
C1.
Learning
requirements
The
instructor
will
guide
the
learners
through
each
step,
while
assuring
them
they
have
the
necessary
computer
skills
to
be
successful.
The
instructor
will
go
through
each
step
of
the
handout,
clarifying
each
step.
C2.
Success
opportunities
The
instructor
will
guide
the
learners
through
each
step
of
the
instruction
until
the
successful
calibration
of
the
electronic
pen.
C3.
Personal
control
The
instructor
will
give
the
learner
the
opportunity
to
become
accustomed
to
using
the
electronic
pen,
while
proceeding
on
their
own
through
each
step
of
the
10
instructions. The instructor will circulate among the learners encouraging and facilitating the use of the equipment. Learners can work in grade level groups.
SATISFACTION
S1.
Natural
consequences
The
learners
will
learn
the
available
tools
that
are
built
into
the
InterwriteMobi.
The
learner
will
become
more
proficient
at
using
the
electronic
pen
when
given
an
opportunity
to
practice.
S2.
Positive
consequences
The
learner
will
develop
a
grade
appropriate
mini
lesson
using
the
InterwriteMobi.
The
learner
will
save
the
created
lesson
to
use
again.
S3.
Equity
The
instructor
will
hold
all
learners
accountable
for
creating
a
mini
lesson.
All
learners
will
be
held
to
the
same
standards
of
learning
how
to
use
the
InterwriteMobi.
Keller,
J.
M.
(1987).
The
systematic
process
of
motivational
design.
Performance
&
Instruction,
26
(9/10),
1-8.
11
Body
Recall Relevant Prior Knowledge Remind the learners of the first time they used a computer mouse or a cell phone. Initially it may have seemed like a daunting task, but it quickly became second nature. Process Information Guide the learners through the learning material step by step until the successful calibration of the electronic pen. Focus Attention Tell the learners that they are going to watch another YouTube that will show them what they missed in the setup (since the tech department completed the setup). It will help them to become familiar with all parts of the InterwriteMobi and give them an overview of the next steps that they will encounter in the learning material. Employ Learning Strategies Encourage the learners to observe how quick and easy the user steps are even when first using an InterwriteMobi. Remind students to re-read any step that is not clear and to ask a clarifying question. Allow learners to work in grade level groups to facilitate learning. Provide Guided Practice Give the learner the opportunity to become accustomed to using the electronic pen, while proceeding on their own through each step of the instructions. Encourage the learner to evaluate the differences between the icons and compare the available
12
tools. Point out the similarities between the icons on the InterwriteMobi and other electronic devices. These connections will facilitate learning. Provide Feedback Circulate among the learners encouraging and facilitating the correct use of the equipment. Respond in a positive manner to any questions and redirect the learner as necessary. To alleviate frustration, again remind the learner of frustrations they may have encountered in similar learning situations and how quickly the frustration was dismissed. If the learner is having difficulty using the electronic pen, demonstrate the correct way to use it and provide immediate corrections. Remind the learners that the mini lesson that they are creating today is not a full lesson. Rather it is just one small piece to get them started.
Conclusion
Summarize and Review Regain the attention of the whole group. Review what they have learned during this in-service. Allow the learners to synthesize what they have learned by providing them with a concise review of the instruction. Transfer Learning Have the learners discuss in their small groups, what other ways or what other subjects the InterwriteMobi might have an impact on instruction. Have them include in the discussion what ways the InterwriteMobi can be instrumental in the hands of students rather than the teacher. Remotivate - Regain the attention of the whole group. Tell them that they are about to see an award winning YouTube presentation. This video was the K-5 winner in the eInstruction $30,000 technology makeover. The school won a technology makeover from eInstruction for this entry. The InterwriteMobi is a featured tool in the video. Assess Learning A peer assessment will allow each learner to share within his or her small group. The learner will demonstrate his or her saved small mini lesson to the other members of the group. Any learner unable to demonstrate achievement of the learning goal will meet with an instructor for one to one remediation. Provide Feedback and Remediation Provide any learner that is still having difficulty with any steps of the instruction with one to one remediation. Facilitate their learning by directing them to find the answer to their question(s) in the learning materials instead of just providing them with an immediate answer.
13
YouTube Administration.com
YouTube Up and Running in 10 Minutes
YouTube We Use Technology eInstruction Contest Winner
14
15
The information obtained from the small group evaluation will be used to correct and improve the instructional design.
16
It was created in Google Docs and asks relevant questions covering each of the above areas. The form was emailed to the SME along with a copy of this report. Part 7b. Report the results of the expert review
The results of the SMEs evaluation were useful in evaluating the overall instructional design. The results are divided into three categories: revisions that should be made immediately; questions on collection of data; and suggestions that should be ignored.
Immediate Revisions
Katherine had one specific recommendation for immediate revision. The recommendation pertained to the direct instruction of the material. Katherine wrote the following: In the Body, Process Information section, I would continue the direct instruction through locating and identifying the available math tools. Because of the limited amount of time of this in-service I feel a more direct teaching approach is necessary.
Questions on Collection of Data
Katherine had one recommendation in the area of data collection. She suggested an additional follow-up questionnaire at either six months or nine months be administered to the learners. Katherine felt that this would be necessary to ensure that the instruction was successful.
The Needs Analysis Survey was rated as effectively identifying the needs of the learners. In addition, Katherine felt that both the formative assessment and the summative assessment were both written so that accurate information could be obtained from the learners.
Suggestions that Should be Ignored
Katherine offered no suggestions that should be ignored.
Overall the results of the SME evaluation indicated that the learner materials were clearly written, user friendly and followed a clear, concise step-by-step process. Katherine indicated that she liked that the learner materials were in a ready to copy format. She felt the ARCS Motivational Strategies Plan used effective strategies for motivation. Katherine particularly liked the choice of the YouTube for refocusing the learners.
in-service. When we met face to face, we discussed this point in greater detail. She agreed that it would be beneficial for the learners to work their way through this part of the instruction but that in reality this might take a considerable amount of time. She pointed out that to expedite instruction and keep it within the required time frame, it would be beneficial for the learners to walk them through a larger portion of the instruction. I am in agreement with the recommendations and the changes will be reflected in both the Instructor Guide and the Learning Materials before actually using them for an in-service. The second recommendation was to create and administer an additional follow up summative assessment. This assessment would again be in the form of a questionnaire. Katherine suggested this additional assessment as a way of collecting additional data for assurance that the learners are continuing to meet the learning goal. She also suggested that the questions for this assessment be created after the initial summative assessment. This would allow for specific questions on needs that were previously identified. I agree that this is a valid recommendation and an additional form will be created following the suggested time frame. The information I received from both the SME Evaluation form and the face-to-face meeting was invaluable. The recommendations made by Katherine Lee will strengthen my instructional design and make it more beneficial for the learners.
18
The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.
Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning X X X X X X X X ID Projects 1 & 2 ID Projects 1 ID Projects 1 & 2 ID Projects 1 & 2 ID Project 2 Selected Discussion Forums; ID Project 2 ID Project 2 ID Project 1
X X X
X X X
ID Project 2 ID Project 2
19
AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design 1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practical, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations.
20
1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation. 1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies. 2.0 Development 2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.
21
3.0 Utilization 3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts. 3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.
4.0 Management (none specifically addressed in 503) 5.0 Evaluation 5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation). 5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts. SMET = School Media & Educational Technologies
22
Appendix A
WELCOME BACK
InterwriteMobi In-Service
http://www.einstruction.com/products/interactive_teaching/mobi/index.html
23
Background Information The Interwrite Pen II is an input device to the computer. You will use it to write and draw in Lesson Mode and to control mouse movements in Mouse Mode by moving the tip of the Pen just above or touching the Tablets workspace surface. When the Pen Tip is in prox or touching the Tablets workspace surface, it simulates the same effects you would get using the left mouse button both in Windows and on the Mac. Using the Pen When the Pen is in prox, press the bottom end of the Rocker Button to simulate a left mouse button double-click in Windows and on the Mac. Press the top end of the Rocker Button to simulate a right mouse button click in Windows and a Ctrl-click on the Mac. In Windows, hold down the bottom Rocker Button and touch the Pen Tip to the Tablets workspace to erase. On the Mac, with the Pen Tip touching the Tablets surface, hold down the bottom Rocker Button to erase. Sleep Mode The Pen goes into Sleep Mode after about two minutes of inactivity to conserve power. Touching the Pen to a surface, or clicking one of its Rocker Buttons, wakes up the Pen. Pen Tip Up or Down Same as using Mouse Bottom End Double-Click Left Mouse Button Rocker Button - Top End Right Click Mouse Button
You will use the eInstruction Device Manager when you want to change the Mobis preference settings. Make sure the Interwrite Mobi is powered on. Complete the following steps to view the Device Manager. 1. Click the eInstruction icon in the System Tray on the Windows Task Bar to display the Device Manager menu. 2. Select the eInstruction Device Manager option to display the eInstruction Device Manager window. 3. Use the icon or Options menu to view or change the preferences on the Mobi. Once Device Manager is selected from the menu, the Device Manager main window opens. From this window, you can connect devices, view properties, set preferences, identify connected devices, lock or unlock tablets, and perform other management functions.
Align the Interwrite Pen position relative to the projected image on the Interwrite Boards surface. Use the Interwrite Pen to tap each white calibration point as it appears on the blue screen. Recalibration is required when either the Interwrite Board or the projector has been moved.
The Interwrite Mobi provides the freedom to interact with a projected presentation from anywhere in the room. You can write annotations and run applications remotely, giving you the opportunity to engage others and encourage participation. You use the electronic Interwrite Pen II on the Mobis active area, the area defined by the Tablet Insert, to move the mouse cursor on the projected image, to select and use Workspace tools, and to click on the SoftKeys indicated across the top of the Tablet Insert.
V Workspace Modes
Interwrite Workspace is run in one of four operational modes, Lesson Mode, Office Mode (Windows only), Annotate Over Desktop Mode, and Mouse Mode. Workspace Tools are categorized as Annotation Tools, Editing Tools, Page Tools, Presentation Tools, Multimedia Tools, Navigation Tools, File Management Tools, and Setup Tools. The Interwrite Workspace Help file describes all of these tools in detail and can be accessed from the Workspace Menu. Lesson Lesson Mode makes the full set of Workspace tools available to create lessons and presentations and to annotate the pages of those lessons and presentations. Office Office Mode makes it possible to interact directly with the native files of the Microsoft Office suite of products, PowerPoint, Word and Excel. Annotate Over Desktop Mode Annotate Over Desktop Mode allows you to annotate over running videos, movies, TV shows, and Flash applications. Mouse Mode Mouse Mode allows you to use your Interwrite Pen II as a mouse to run applications and access the Internet. Getting Started Begin an Interwrite Workspace Session 1. When you are ready to begin an Interwrite Workspace session, turn on your Interwrite DualBoard. The DualBoard must be active and connected. You can verify this in Device Manager. 2. You can start Workspace in one of the following ways: Use your electronic Interwrite Pen to click on the Interactive Mode icon on either of the Interwrite DualBoards Features Menus.
25
Use your Interwrite Pen on the Interwrite DualBoards surface to guide the mouse cursor on the projected desktop image to the Interwrite Workspace icon on the Windows Task Bar or on the Macs Menu bar. Click the icon to display the Device Manager Menu. Select Workspace from the menu. Select Start>All Programs>eInstruction>Interwrite Workspace in Windows to start Workspace. The Workspace Toolbar displays on the screen. When you start up Interwrite Workspace, the Toolbar displays along the right side of the projected desktop image. At that time, Workspace is in Mouse Mode. Use your Interwrite Pen to select the Pen tool from the Toolbar. Workspace will capture a screen shot of your desktop as the first page in your presentation. Your capture is displayed in the Lesson Window. Or, you can start up Annotation Mode by selecting one of the Page Creation Tools. The page type you select is displayed in the Annotation Window and the Pen tool is automatically selected. Once the Lesson Window is open, you can begin writing or drawing on the page.
VI Presentation Files
The presentation file is made up of your annotated pages. The Page Creation and Capture tools are used to create the pages in the presentation file and the Annotation Tools are used to create the annotations. The presentation file is automatically saved as a .GWB file. As soon as you select an Annotation Tool, an untitled presentation file is created. Unless you give the file a name, it is automatically saved using todays date as the filename. (Multiple files created today have 01, 02, 03, etc., appended to the date name.) An existing presentation file can be opened, its pages can be sorted, annotations can be added to the existing pages, and new pages can be added to the file. Your presentation will determine how each presentation file evolves. For example, you can prepare a presentation file with rulers for a measurement lesson. Or, you can capture and annotate a compass, showing different types of angles. Or, you can run a PowerPoint Slide Show in Office Mode (Windows only), where annotations added to the slides are saved in the native file.
You can build your presentation file during your presentation, or you can pre-build it, including the screen captures, images, graphs and text pages you want to present. However you choose to do it, the process is the same. Use the Page Creation Tools to add a blank, gridded, calendar, gradient, or background image page. By default, Interwrite Workspace is in Autosave mode, so your annotated pages are automatically saved as you build your presentation file. By default, the Capture tool is set to always capture the screen. When you are in Mouse Mode and you select an Annotation Tool, the Pen tool, for example, the image of your desktop is captured as a page in the Lesson Window. You can change the Capture setting by selecting the Preferences option from the Workspace Menu. Click on the New Page Setup tab to display the Capture options.
26
Click the Save tool to save the file using the default filename (todays date), or a name you type on the pop-up Onscreen Keyboard.
**
Much
of
the
information
presented
in
todays
handout
you
will
find
in
your
InterwriteMobi
instruction
book.
The
information
specific
for
todays
in-service,
was
taken
from
the
instruction
book.
Some
information
was
also
retrieved
from
the
eInstruction
website
(see
references
listed
below).
27
Appendix B
Link to Google Doc formative instruction assessment (Back to Part 5b)
Appendix C
Link to Google Docs summative instruction assessment (Back to Part 5b)
Appendix D
Link to Google Docs Subject Matter Assessment Review Questionnaire (Back to Part 7a)
28