Students generate their own apps, animations, infographics and games for mobile devices using free online engines that perform all the technical wizardry behind the scene. Students design a storyboard or cognitive map for efficiency in the digital project creation and for communicating their knowledge to peers in tutorial format. Recommended by ISTE’s Digital StoryTelling Network
Purpose & objective
Deeper learning initiatives in elementary, secondary, and higher education settings will be summarized.
I have had students generate their own apps for mobile devices using free online engines that perform all the technical wizardry behind the scene. That is, students don’t need to be programmers to produce their own apps for mobile devices.
My students have also generated their own animations, infographics, and games to support small, fun, focused topics, such as:
- When was the last time you battled chitin in a seafood restaurant?
- How are biochemical functional groups similar to Vera Bradley handbags, or ombre hair?
- What are fat droplets floating on the surface of chicken noodle soup?
- Can enzyme-substrate interactions be visualized with the aid of a Birkenstock or Rainbow sandal?
- Would it make any sense to hire an oompah band to set the ambience for a coming-of-age party for a protein?
Examples will be shown of my students’ creations (apps, animations, infographics, & games.
Easy instructions will be provided for several types of participant creations.
Participants will come away from this learning session with an emboldened plan to try some of these individualized, student-centered projects in their setting.
The project described is in its third year of implementation. An assessment phase involving Bloom’s Taxonomy and pre- and post-project multiple choice tests has been developed and is being implemented for five cohorts of students. The working hypothesis is that students who develop their own fun, focused project will understand that area of Biology at a deeper level of understanding. Students who use a peer-developed creation will also benefit compared to control students who don’t develop, or use these focused tools. The assessment protocol and an update of the results to date will be shared with session participants. Results are still being collected this entire academic year, but initial trends seem to support the stated hypotheses of this project.
1. Student-generated (a) apps for mobile devices (b) animations (c) infographics, and (d) games. Sharing of student creations and easy instructions for implementation.
2. Bloom’s Taxonomy assessment project – protocol and results of whether student-development of these short projects can facilitate deeper levels of understanding.
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