EDIT4100 Group 8 Innovative designers Brianna, Kenny, Marlene

 EDIT Group Assignment

Summary

The ISTE standards overview how students must demonstrate competency in learning goals and recognise the benefits of working in the digital world. Using the internet must always be used safely and ethically. Using digital tools, students will understand what they are creating while creating experiences in their learning. There is a range of technology that students can use to become problem solvers in their given scenarios. Students should be able to clearly explain in detail the steps that they have taken to create digital projects while also collaborating with others. In this blog, we will be writing about The ISTE Standard 4: Innovative Design. We will be focusing on 4a. Know and use a deliberate design process. 

mobile/tablet app” from https://www.commonsense.org/

https://hypersay.com/

Hypersay is an app that can be used to present to students. It is very similar to zoom but it is much more versatile with the use of slides and other things you can implement. You are able to make your slide presentation more interactive for your students by including polls, opinion scales, and other activities for each slide. There is a chat and video streaming so that you and your students can interact. If your students have already gone through a lecture, you can have your students take a quiz.

Activities with the selected educational technology

1. Test and improve prototypes in a design process| Saving the 3 Little Pigs | K-2

We chose this learning activity because we will be able to utilize our chosen technology, Hypersay to present slides about the Engineering Design Process to students. We can also use this technology to present the story of the 3 Little Pigs and identify the problems the 3 Little Pigs encountered when building their homes. Students will utilize the materials presented to build their own prototypes. They will then use Hypersay to discuss and reflect on their findings. This activity satisfies ISTE Standard 4a. 

Students will be able to:

-utilize a deliberate Design Process to build and produce a solution to a common problem

-develop, test and refine (improve) a prototype or initial design as part of the Design Process

Instructions

This instructional idea is a Language Arts specific extension to the 4a: Know and use a deliberate design process | Little Engineers | K-2 activity

Materials needed for this activity:

•     computer

•     chart paper or the chart image provided within the activity

•     hair dryer

•     sticks (popsicle sticks)

•     straws

•     legos

•     tape

*any of these materials can be substituted for similar items

Step 1: Generate a connection and add context for using the Engineering Design Process in this activity

Read any version of The Three Little Pigs that features the materials in which the pigs built their houses and the “Big Bad Wolf” that blows their houses down and eats the pigs. Here is a short video with the simplified story. Have the students identify the main characters and retell the story.

For the next few steps, you will be referring to the Engineering Design Process.

You can use one of these pre-made charts [basic or detailed] or one of your own to display the steps of the Engineering Design Process.

You can also use this this powerpoint presentation to use and follow throughout the activity.

Step 2: Define the pigs’ problem and introduce the Engineering Design Process in this context.

The first step of the Design Process is “Ask”: Work with the students to help ask and generate the problem the pigs are facing- the Big Bad Wolf keeps blowing down their houses and eating them. Now the students need to help solve that problem for the pigs by building a house for one of the pigs that will withstand the breath of “The Big Bad Wolf” (a hair dryer).

Step 3: Define a pig’s problem and introduce the Engineering Design Process in this context.

The second step of the Design Process is “Imagine”: Assign each group or student with one of the 3 materials from the story (straw, sticks or bricks). For this activity, the students can use substitutes for these materials like straws, popsicle sticks and legos, as well as tape.  Have the students work together to design and build their first house for their pigs. Make sure you explain that each house must have 4 walls and a roof to protect the pigs. For a challenge, you can also ask the students to provide a way for the “pigs” to get in and out of the house.

Step 4: Test the houses against “The Big Bad Wolf”

The third step of the Design Process is “Create” and add “Test”: Explain to the students that they will be testing their houses against the wind of “The Big Bad Wolf” which is a hair dryer. Part of the design process is to continue to make things better and stronger. So, they will be testing and improving their houses at least 2-3 times. So, even if their houses withstand the wind the first time, they will need to figure out how to make it stronger. Help each group or student test their houses with the hair dryer for 5-10 seconds. For continuation, make sure each house is tested for the same amount of time in the same direction.

Step 5: Improve the first design

The fourth step of the Design Process is “Improve”: The students will work on improving their initial designs. Help students recognize where things could be strengthened. These can be identified as new problems that need to be solved. They may use their original house as a foundation, but will be repeating the same process (design, test and improve) because the Design Process is cyclical. Give the students enough time to make their homes better before testing them again.

Step 5: Test their improved homes

Use the same hair dryer, timing and position to test their upgraded designs. Comment on the changes and results. You can repeat Steps 4 and 5 as many times as you would like.

Step 6: Discuss and Reflect

Have students reflect on their experience, the changes they made and how those changes effected the results against the air from “The Big Bad Wolf”. The students could record their reflections in a shared document, a shared platform (like Padlet) or an online form before sharing with their classmates. The reflections can be shared and discussed as a class, with a focus on developing and testing prototypes for continued improvement.

2. Get Students excited about the design process (creating stories with their imagination)

This activity will be able to utilize the Hypersay app to bring life to the stories that students will be creating. Students will be able to focus on constructing their beginning, middle, climax, and ending in an orderly way that Hypersay can highlight and bring to life. This activity covers ISTE Standard 4a.

Students will be able to:

• Develop, test and refine a prototype as part of the design process

• Use digital tools effectively and understand the steps they are taking

Materials

• Computer

• Stock images

Step 1: Generate a connection

Students will be able to create their story from the ground up while referring to the Engineer Design Process. 

Step 2: Introduce the story and the Engineering Design Process

The first step of the process is “ask”. Engage with students about how they are going to build up their story and what steps they are going to take in setting up the adventure. With Hypersay giving you the choice to video stream from a third party, you can use this to give students an idea of how to build their story through a tutorial.

Step 3: The Character Creations

The students are now asked to imagine what materials are needed in order to help carry out their story, ex. Stock images or gifs. What materials can be used to bring the story to life so the audience can understand what is happening. With Hypersay, you can even provide a list of materials and have students select from it.

Step 4: Test the characters

Students must put their creations to the tests as they explore interactive images that can support their individual stories/characters in progression. The students can get a hands-on feel for how they can improve their authenticity.

Step 5: Improvements

Students will be able to revise their design as they look over the improvements that they can make