On 08/16/2011 10:24 AM, Kay C Lan wrote:
Judy,
I might be too late to the thread but I'll offer a slightly twisted
perspective of where to go with this. These are adults, right?
Don't ask them so much about what they like, instead figure out what ticks
them off the most, or wastes their time th
Judy,
I might be too late to the thread but I'll offer a slightly twisted
perspective of where to go with this. These are adults, right?
Don't ask them so much about what they like, instead figure out what ticks
them off the most, or wastes their time the most or elicits the response
'it's a frig
Hi Judy,
I like Chipp's ideas.
You could implement them with a project that
your students could use, after your classes
are completed.
For example, put your student to create
their personal "Creativity Journal"
http://en.wikipedia.org/wiki/Oblique_Strategies
In this diary, they could "stretch"
I should mention, when I talked about importing graphics, I meant background
graphics for the master card, so as to personalize the stack and hopefully
make it more fun for the student. Nothing too advanced!
FWIW, I wouldn't delve too much into the whole IDE and language at this
stage, but focus m
Hi Judy,
You undoubtably have more experience and understanding than most of us with
regard to what interests your students and what they are ultimately capable
of. I assume it's imperative to keep things as simple as possible as
students can get overwhelmed quickly.
That said, I believe an ultra
Hello Judy,
I agree that games can offer lots of opportunities and the students have a
reasonable understanding of what they are trying to do and why. Mr. Rossi
mentioned Simon. Board games can use "dice", special direction "cards", a timer
or countdown gauge, and a way to keep score… all allow
On 11 Aug 2011, at 23:01, Judy Perry wrote:
> If you had a month, meaning, 4 long sessions or 8 shorter sessions, to get an
> absolute Joe Public to make something small but semi-interesting in LC, i.e.,
> something they couldn't do in PowerPoint, what are the top 5 things you'd
> want them to
Recently, Judy Perry wrote:
> If you had a month, meaning, 4 long sessions or 8 shorter sessions, to get
> an absolute Joe Public to make something small but semi-interesting in LC,
> i.e., something they couldn't do in PowerPoint, what are the top 5 things
> you'd want them to learn about program
On 08/12/2011 01:01 AM, Judy Perry wrote:
I have a vague notion of a hands-on assignment for my classes next
term involving having them use the 30-day demo and making something
semi-interesting (to them) in LC.
Apparently I did a really sucky job of articulating this to the first
person I ask
Many kind thanks to all who have thus far replied :-)
Tim:
The usual hyperCard tutorial stacks included address books, index your CDs (now
DVDs or MP3s). These were good learning experiences that could produce truly
useful stacks.
--This was another matter I was pondering: exactly what k
Maybe interactive tutorial or flash-card type projects that will help your
students succeed in their other subjects.
When my kids were grades 1-2-3 I used hypercard to write a number of really
cool phonics instruction stacks. Kept adding features. Text-to-speech. Rhyming.
English-like phonics c
I've had to build screen capture capabilities into a number of projects over
the last few years and generally have a lot of fun doing it. Perhaps not the
easiest task to begin with but broken down into a series of lessons should be
doable. A simple tool could allow the user to drag out a selecti
Hmmm off the top of my head I would say first long session take them through
the same kinds of things that real developers go through. Ask them at the
beginning to write down their favorite thing, something that interests them
most.
The first session should be about the user interface. Show th
I have a vague notion of a hands-on assignment for my classes next term
involving having them use the 30-day demo and making something
semi-interesting (to them) in LC.
Apparently I did a really sucky job of articulating this to the first
person I asked, so, here I try, try again, this time in
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