FOURTH TASK

 FOURTH TASK 

The last task that we want to include is Stop Motion

                                                  

Brief Task Description: 

On this task, we had to create an activity doing a stop motion using a phone. For the stop motion we decided to take advantage of a puzzle that is a world map, so in the same time the students figure out how to create a stop motion, and they also create the puzzle by putting the pieces together and recognizing the different parts of the world map. In addition to this activity at the end of the puzzle we will give them some cards with an animal on one side and a fact about them in the other, plus the location of the animal on the map. To finish, the students would have to put in the correct places of the map the different animals given. 

2. Final Product: Include the result of your work: file, image, video, presentation, comic, etc. 

Link to the Stop Motion activity: https://drive.google.com/file/d/1VDQm0CE4Xa-b9_fxMQDJkyaUFAhpZgkE/view?usp=sharing

SOME IMAGES:

 

3. Group Roles: Describe how the team organized the work. Mention who did what and what roles each person took on. 

STAR: SILVIA 

She was in charge of explaining the activity, assist the students and creating the Stop Motion video. 

SPOTTER: ROCIO 

She had to review the concepts of the previous activity and include them in our blog and mind map. 

The concepts that we include in our mind map are: 

From: Masterminds

- Technology Enhaced Learning 

- ACAD

From: Star Group: 

- Constructivism Pedagogy 

- Block- Based Programming

TRANSLATOR: NATALIA  

FACILITATOR: PABLO 

He had to organize this task step by step. He also had to create this timeline, in which includes all the steps that we did in this task.

ANALYST: ADRIANA 

She had a conversation with an AI (in this case with ChatGPT), and she had to evaluate their groupmates. 

4. Improved Analyst Report: 

For this task, we were required to design an educational activity using stop motion. The main objective was to incorporate digital tools into a primary school setting, while also helping students achieve the learning goals that had been previously agreed upon. Additionally, the activity aimed to foster students’ familiarity with technology in an engaging and meaningful way.

For our stop motion project, we chose a puzzle featuring a map of the world. In the video, the assemblance of the puzzle is shown, gradually building the world map by connecting its various pieces. This visual and interactive approach helps children understand the geographical placement of different regions, encouraging them to learn through observation and hands-on participation.

To reinforce their learning, once the puzzle is complete, we will provide them with labels for the continents and oceans. The students will then be asked to place these labels in their correct positions on the map. This additional step not only solidifies their understanding of world geography but also promotes critical thinking and spatial awareness.

Through this activity, we aim to create an enjoyable and educational experience that supports both curricular goals and the development of digital literacy among young learners.

a. How did you use the AI SELF-HELPER in your reflection process for this task? 

Thanks to the AI SELF-HELPER, I was able to reflect more deeply on the entire process of this task. It helped me organize my thoughts clearly and identify aspects I hadn’t fully considered before. The personalized questions it provided encouraged me to think critically about the choices we made, both individually and as a group, especially regarding the educational impact of using stop motion and digital tools with primary students. It guided me to evaluate not just what we did, but why we did it, and how it contributes to the students' learning experience.

b. What impact do you think it had on the depth or quality of your reflection?

Using the AI SELF-HELPER had a significant impact on the depth and quality of my reflection. It encouraged me to go beyond a basic summary of what we did and instead analyze the reasoning behind our choices, the effectiveness of our methods, and how the activity could benefit students. It helped me see connections between the use of technology and learning outcomes that I might not have considered on my own.

 c. Has your way of understanding what reflection means changed after using this tool? If so, how? 

Yes, my understanding of reflection has definitely changed. Before, I used to see reflection mostly as a way of reviewing what was done. After using this tool, I now see it as a more critical and thoughtful process that involves questioning, evaluating, and learning from the experience. It helped me understand that reflection isn’t just about what worked, but also why it worked and how things could be improved.

d. Do you think you would use a similar tool in other tasks or subjects? Why or why not? 

Yes, I would definitely use a similar tool in other tasks or subjects. It’s a very useful resource for helping organize ideas and guide critical thinking, especially when you’re unsure of how to start a reflection. It pushes you to go deeper and consider different perspectives, which is helpful not just in education-related tasks but in any subject that requires analysis and evaluation.

5. Improved Glossary by the Translator: A refined version of the glossary with key terms used in the task. 

After finishing our fifth task, we have selected four different core concepts that we think they are directly related to our this week´s project. 

First, the geek component of this week will be stop motion animation because the main task is to create a stop motion while making the puzzle. In our case, the students created the stop motion by using Tik Tok so it is also an example that we can use social media for education. 

Stop motion animation is a technique where objects are photographed frame by frame as they are slightly moved between each shot. When played quickly, the images appear to move. This method can be used in digital platforms like TikTok, where users create content by manipulating objects in a sequence to form dynamic videos. It integrates technology by using digital tools and apps for creating and editing content, enhancing creativity and engaging students with digital media.

References:

Adobe. (n.d.). Stop motion animation: Definition, techniques, and examples. Adobe. https://www.adobe.com/es/creativecloud/animation/discover/stop-motion-animation.html

The Guardian. (2024, September 21). Skeleton warriors and plasticine chickens: Why stop-motion animation is still going strong a century on. The Guardian. https://www.theguardian.com/film/2024/sep/21/stop-motion-animation-aardman-willis-obrien-harryhausen-henry-selick

The second concept is about the pedagogical aspect in which I have selected: Project based learning that can be describe as an instructional approach where students engage in real world challenges, promoting problem-solving and collaboration. It encourages active learning through projects that require students to apply knowledge in practical scenarios. This method aligns with the activity as students combine academic learning with digital tools, fostering both cognitive and practical skills. PBL enhaces critical thinking and collaboration, essential for modern education.

References:

PBLWorks. (n.d.). What is project-based learning? PBLWorks. https://www.pblworks.org/what-is-pbl

Glossary of Education Reform. (n.d.). Project-based learning definition. https://www.edglossary.org/project-based-learning/

An finally, the two concepts that I have selected which are focused on theoretical framwork are: digital literacy and cultural awareness.

 Digital Literacy

Digital literacy is a multidimensional competence involving the ability to access, analyze, create, and communicate information in digital environments, while critically assessing its credibility and ethical implications. It integrates technical proficiency with socio-cognitive skills essential for education and professional development (List, 2019; Ng, 2012).

References:

• List, A. (2019). Defining digital literacy development: An examination of pre-service teachers’ beliefs. Computers & Education, 138, 146–158. https://doi.org/10.1016/j.compedu.2019.03.009 (Elsevier journal)

• Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016 (Elsevier journal)

Cultural Awareness es la capacidad de reconocer que las diferencias culturales (valores, normas, prácticas) impactan las interacciones humanas, y de adaptar el comportamiento para comunicarse efectivamente en entornos multiculturales (CultureAlly, 2023; Oxford Review, 2023).

Referencias:

• CultureAlly. (2023). What is cultural awareness? https://www.cultureally.com/blog/what-is-cultural-awareness

• Oxford Review. (2023). Cultural awareness: Definition and explanation. https://oxford-review.com/dei-dictionary/cultural-awareness-definition-and-explanation

6. Self-Evaluation: Each member: Give a score from 1 to 10 with a short justification. In THIS task 

PABLO: I believe that for this task I deserve a 9.25, I prepared the cards for this project with the help of my colleagues and also I took part in the elaboration of other elements of the task.

NATALIA: I consider that I deserve a 9,5 because I helped the star and also did my roll on time. Also, I helped to create the idea and the flashcards that we used. 

SILVIA: In this task I consider to have a 9,5 since I was the star and I had to explain the whole activity. I helped with the puzzle, did it beforehand in case there was a mistake and helped with the animal cards. The activity turned out great and it was very satisfying. 

ADRIANA: As the analyst for this task, I had an important responsibility in evaluating the contributions of each group member. I was also in charge of interacting with the AI and reflecting on the work we completed together as a team. Considering these responsibilities, I believe I deserve a 9, as I completed everything on time and ensured that all parts of the task were properly managed.

ROCIO: I consider that in this task I deserve a 9,5 because in this task we had to organize all the work, and we did it very well, also I did everything on time, helped everyone as in every task, and as always be aware of the blog. 

7. Group score: One shared score from 1 to 10, with justification. (Please remember that a 5 means “everything was well done” – it's not a negative mark.) 

We, as a group, think that the mark that we deserve in this task is a 9,25, because we developed a very good and prepaired task, from which we recieved a very positive feedback from the other groups.

8. Pedagogical Reflection 

• What can a real primary school teacher learn from this task?

They can learn how to use stop motion and how to implement it to a specific part of the curriculum like we did.

• How could this activity be reused in a real classroom?

For reusing this activity, the teacher only would have to select the if the content is relevant or not and in this second case, he/she could adapt it to the part of the curriculum that he/she considers more relevant to actively learn.