Creating Animated Learning
Modules
Author: Sheria Enahora
SECME Summer 2014
University of Alabama in Birmingham
Table of Contents
•
•
•
•
Introduction
Animated Game Learning Modules
Animated Algebra Learning Modules
Animated Engineering Learning Modules
Introduction
• Static
• Dynamic
Static Introduction
The 21st century learner is a multi-media learner. The television and theater
industries have revolutionized the way we learn. The average person “expects”
fancy graphic transformations, clearly colorful ordered systems, and fast paced
action/reaction timing when observing something as simple as a commercial or as
complex as a documentary. The Super Bowl games of the present day usually
boast fabulous graphic oriented scoreboards and statistics. It is no wonder that
many students find it boring to “read” a book, “read” a blackboard, “read” a
newspaper when switching from a dynamic multimedia environment to a
seemingly static environment. The challenge of the 21st century educator is to
point these points out to the present day learner, making them aware of this
revolution. Otherwise they will lose a host of learners, bored with the static world
of the past, because they are so used to dynamisms of the 21st century
entertainment media. They need to know that the static world still has value. In
order to get ahead in this rapidly paced society, the learner needs to be able to
adapt to a wide variety of learning environments, both static and dynamic.
Statistics show that anywhere between 65% to 80% of today’s learners virtually
depend on multimedia for “new” knowledge attainment. In an odd way our
present day media advancements could have stagnated, and spoiled the present
day learner, making them expect very fancy presentations when to learn requires
flexibility in both static and dynamic environments.
Dynamic Introduction
The 21st century learner is a multi-media learner. The television and theater
industries have revolutionized the way we learn. The average person “expects”
fancy graphic transformations, clearly colorful ordered systems, and fast paced
action/reaction timing when observing something as simple as a commercial or
as complex as a documentary. The Super Bowl games of the present day usually
boast fabulous graphic oriented scoreboards and statistics. It is no wonder that
many students find it boring to “read” a book, “read” a blackboard, “read” a
newspaper when switching from a dynamic multimedia environment to a
seemingly static environment. The challenge of the 21st century educator is to
point these points out to the present day learner, making them aware of this
revolution. Otherwise they will lose a host of learners, board with the static
world of the past, because they are so used to dynamisms of the 21st century
entertainment media. They need to know that the static world still has value. In
order to get ahead in this rapidly paced society, the learner needs to be able to
adapt to a wide variety of learning environments, both static and dynamic.
Statistics show that anywhere between 65% to 80% of today’s learners virtually
depend on multimedia for “new” knowledge attainment. In an odd way our
present day media advancements could have stagnated, and spoiled the present
day learner, making them expect very fancy presentations when to learn requires
flexibility in both static and dynamic environments.
Animated Game Learning Modules
The student will be able to construct animated
learning modules to represent the following
games:
• Tic Tac To
• Checkers
• Fox, Chicken, and Corn
Tic Tac Toe
• Internet Based
• Self Created Model
Tic Tac Toe
Tic Tac Toe
X
Tic Tac Toe
X
Tic Tac Toe
X
X
Tic Tac Toe
X
X
Tic Tac Toe
X
X
X
Checkers End Games
Chess End Game: Red in Two moves
Checkers
Checkers
Checkers
Checkers
Fox, Chicken, Corn
Objective: Construct a model which represents
the solution to the following problem:
1. A farmer can only take one of the above
across the river in his canoe at a time
2. He must eventually have taken all three
across the river
Fox, Chicken, Corn
Fox, Chicken, Corn
Fox, Chicken, Corn
Fox, Chicken, Corn
Fox, Chicken, Corn
Fox, Chicken, Corn
Fox, Chicken, Corn
Fox, Chicken, Corn
Fox, Chicken, Corn
Fox, Chicken, Corn
Fox, Chicken, Corn
Fox, Chicken, Corn
Fox, Chicken, Corn
Fox, Chicken, Corn
Animated Algebraic Modules
The student will be able to construct animated
learning modules to model the following
Algebraic topics:
• Evaluate Expressions
• Balance Equations
• Determinine Roots of a Quadratic Equation
Evaluating Expressions
• 15 – 2 x 3(8- 4 ÷ 16) =
Evaluating Expressions
• 15 – 2 x 3(8 - 4 ÷ 16) =
• 15 – 2 x 3(8 - .25) =
Evaluating Expressions
• 15 – 2 x 3(8 - 4 ÷ 16) =
• 15 – 2 x 3(8 - .25) =
• 15 – 2 x 3(7.75) =
Balance Equations
• 60 – 2(x-5x +8) =4-(x + 11)5
Balance Equations
• 60 – 2(x-5x +8) =4-(x + 11)5
• 60 – 2(-4x +8) =4-(x + 11)5
Balance Equations
• 60 – 2(x-5x +8) =4-(x + 11)5
• 60 – 2(-4x +8) =4-(x + 11)5
• 60 – 2(-4x +8) =4-(5x + 55)
Determine the Roots of a Quadratic
Equation
• x² - 11x = 60
Determine the Roots of a Quadratic
Equation
• x² - 11x = 60
• x² - 11x – 60 = 0
Determine the Roots of a Quadratic
Equation
• x² - 11x = 60
• x² - 11x – 60 = 0
• (x - ) ( x + ) = 0
Determine the roots of a Quadratic
Equation
• X= -b ±  b² - 4ac
2a
x=
Determine the roots of a Quadratic
Equation
X=-4
X=15
Animated Engineering Modules
The student will be able to construct an
animated learning module to model the
solution to the following engineering
problems:
• Tower of Hanoi
• Euler Circuits & Hamiltonian Circuits
• Our Solar System
Tower of Hanoi
• Construct a tower at location “C” identical
to that of location “A”
• No large bolder is allowed on top of a
smaller
• One move at a time
• Can you determine a mathematical model
to represent the minimum number of
moves needed?
Tower of Hanoi
Tower of Hanoi
Tower of Hanoi
Tower of Hanoi
Tower of Hanoi
Euler Circuits
Traverse the pattern below by
• No retracing
• No lifting the pen
Euler Circuits
Euler Circuits
Hamiltonian Circuits
• Traverse a pattern from the pattern below
such that every vertex is touched exactly
once
Hamiltonian Path or Circuit?
Chess End Games
Chess End Game:
Black checkmates in one move
Chess End Game:
Black checkmates in one move
Yo Hablo Espanol
• I speak Spanish
Yo _____ Espanol
You speak Spanish en la telefono
Usted _____Espanol
We speak Spanish
Nuestros _____Espanol
Yo Hablo Espanol
• I speak Spanish
Yo hablo Espanol
You speak Spanish en la telefono
Usted _____Espanol
We speak Spanish
Nuestros _____Espanol
Yo Hablo Espanol
• I speak Spanish
Yo hablo Espanol
You speak Spanish en la telefono
Usted hablas Espanol
We speak Spanish
Nuestros _____Espanol
Yo Hablo Espanol
• I speak Spanish
Yo hablo Espanol
You speak Spanish en la telefono
Usted hablas Espanol
We speak Spanish
Nuestros hablamos Espanol
Force me to Accelerate you
• Force = mass x acceleration
• Problem: A little girl pushes a 5 kg cart
with a Force of 10 Newtons (10N). What is
the acceleration applied?
Force me to Accelerate you
• Force = mass x acceleration
• Problem: A little girl pushes a 5 kg cart
with a Force of 10 Newtons (10N). What is
the acceleration applied?
Force me to Accelerate you
• Force = mass x acceleration
• Problem: A little girl pushes a 5 kg cart
with a Force of 10 Newtons (10N). What is
the acceleration applied?
F=ma
• F=ma
F=ma
• F=ma
• F=ma
• m m
F=ma
•
•
•
•
•
F=ma
F=ma
m m
F=a
m
F=ma
•
•
•
•
•
F=ma
F=ma
m m
F=a
m
• a= F
•
m
F=ma
•
•
•
•
•
F=ma
F=ma
m m
F=a
m
• a= F
•
m
• a= 10N = ??
•
5kg
Force me to Accelerate you
• Force = mass x acceleration
• Problem: A man pushes a 5 kg cart with a
Force of 20 Newtons (20N). What is the
acceleration applied?
Force me to Accelerate you
• Force = mass x acceleration
• Problem: A man pushes a 5 kg cart with a
Force of 20 Newtons (20N). What is the
acceleration applied?
Force me to Accelerate you
• Force = mass x acceleration
• Problem: A man pushes a 5 kg cart with a
Force of 20 Newtons (20N). What is the
acceleration applied?
F=ma
• F=ma
•
F=ma
• F=ma
• F = ma
• M m
F=ma
•
•
•
•
•
F=ma
F=ma
m m
F=a
m
F=ma
•
•
•
•
•
F=ma
F=ma
m m
F=a
m
• a= F
•
m
F=ma
•
•
•
•
•
F=ma
F=ma
m m
F=a
m
• a= F
•
m
• a= 20N = ??
•
5kg
Self Evaluating Process:
Creating Animated Learning Modules Rubric
(5-excellent)
#
Activity
1
Construct TicTacToe Grid
2
Construct Checkers Grid
3
Construct
Evaluate Expressions
4
Construct Balance Equations
5
Construct Solve Quadratic
Equations
6
Construct an Engineering
Problem
5
4
3
2
1
Comment
Teacher Evaluating Process:
Creating Animated Learning Modules Rubric
(5-excellent)
#
Activity
1
Construct TicTacToe Grid
2
Construct Checkers Grid
3
Construct
Evaluate Expressions
4
Construct Balance Equations
5
Construct Solve Quadratic
Equations
6
Construct an Engineering
Problem
5
4
3
2
1
Comment