1. Timeline Using Media Presented by: Seeta Nyary David Roker ACG, OISE/UT THINKING ECOO 2003

2. Introduction Timeline Thinking 1.A framework to get teachers and students more easily up and running using media such as Flash (Ministry app) 2.Integrates proven current methodologies and research  Timelines and chronology - getting a story  HOTS and critical thinking through “questioning” and “picturing”  Approaches to instruction and activities 3.Correlation to media  Media applications involve the change of static states over time  Movement and scenes are imminent  We get a movie or story which involves visualization Why not link visualizing, thinking & media!

3. Introduction Advanced Aspects  Non-Linearity  Resource Collections  Interactivity - Usability (readers point of view)  Cinematography and Design (readers point of view)  More detail and examples for different levels elementary to secondary  Easier ways to cooperatively integrate files and media  Creation and use of other media - media clips  Other media applications

4. Agenda 1. Timelines (and Thinking)  Questioning and Setup 2. Process  4 Key Questions 3. Using Media  Equating Time Units 4. Correlation to Media  Picturing and Phasing Examples References and Resources

5. Events added to a line  in the form of labels, images, scenes  two basic types - flow and graph timelines  two complexities - simple and multiple timelines Online Timelines: US History (Professional) http://www.pbs.org/wnet/historyofus/web02/segment1.html Media History http://www.mediahistory.umn.edu/time/century.html Jazz History with Connections http://www.ugr.es/~ftsaez/jazz_history.htm http://www.pbs.org/wnet/historyofus/web02/segment1.html http://www.mediahistory.umn.edu/time/century.html http://www.ugr.es/~ftsaez/jazz_history.htm Timelines Moline, 1995

6. Timelines FLOW Timeline  Stages of events are sequenced and less attention is paid to the exact time period - e.g. a process  Units of time are often equal or 1:1  Span of time is omitted and/or inferred  Reader cannot exactly calculate the passing of time Moline, 1995

7. Timelines GRAPH Timeline  Stages and units of time are along a scale (e.g. dates)  They may be equal and/or in multiples thereof  Span and unit of time is measured and clearly shown along the axis  Reader can more exactly calculate the length of time which has passed between points Moline, 1995

8. Timelines SIMPLE Plotting of a one-dimensional story or sequence  a day in the life of a raccoon; my trip to the zoo  food chain; life/natural cycles; biographies  neighborhood change  history/change of single item - e.g. history of cars OR  as a problem statement: Where do egg sandwiches come from? Moline, 1995

9. Process Sequence - problem statement approach Moline, 1995 - possibilities for cooperative activities - everyone contributing one stage of the process

10. Single Timeline Moline, 1995 - A day in the Life of a Raccoon, Grade 3, summary after reading a book

11. Timelines MULTIPLE Plotting several elements along the same axis  useful for highlighting the influence of one item (subject or event) to another or when an interdisciplinary approach is desired to the area of study  brings added meaning and dimension  history of transportation (not just cars)  history of jazz; formation of cloud types OR  as a problem statement: The greenhouse effect’s influence on cloud formation. Moline, 1995

12. Multiple Timeline Moline, 1995 - We analyze… How do earlier inventions influence new ones?

13. Timelines Inter-disciplinary context applications  Social sciences, sciences, language arts, arts, personal development (portfolio)… Higher-order thinking skills are applied (HOTS)  Data is collected, observed, researched  Data is organized, sorted, compared, classified, ranked  Data is sequenced - a chronology is developed  proportions and scale or ratios for graph timelines  Relationships are developed by “getting the story” and “contrasting” information  Pre-project (a problem statement)  During the project by getting the information (the story/research)  Post-project presentations, class discussions or generalizations

14. Timelines HOTS  Inferences, conclusions and predictions can be drawn  Through questions to the relevant understanding of other events/applications (relationships) Critical Thinking  Implications and/or discrepancies may arise allowing for a process of rational reasoning to the arguments - relevancies, opinions, dilemmas and evaluation of criteria Timelines are Linear  Non-linear aspects or relationships become apparent  through multiple timeline analysis, or  by contrasting other elements/disciplines to a single timeline

15. Timelines - Questioning Aiding with HOTS and Critical Thinking  Relevant versus irrelevant facts (non-facts)  Accuracy of facts and credibility of sources  Detecting bias (pre-judging)  Detecting discrepancy, gaps or inconsistent/illogical line of reasoning  Tracking similarities and differences for contrast  Contrasting elements to draw conclusions, analysis, relevancies and evaluation with the event(s)  student-directed and/or teacher prompted

16. Timelines - Setup Start with top down or bottom up activities  depending on ability, level, or teaching approach Top Down  Start with a complex issue (constructivist)  Student discovers, teacher guides  Example - problem statements Bottom Up  Start with easier basic skills and build understanding to move forward  Can build top down as a class with a cooperative activity  smaller groups develop simple specific sequences which are complied into larger complex wholes Slavin, 2000

17. The Process What? So what? Now what? Fogarty, R. and Bellanca, J., 1993

18. The Process (feedback loop) A. Observation and research (What -part 1)  assembly of facts and breaking out units of time  4 types of questions used B. Picture the Story (What - part 2)  Sequence - sort, rank events, patterns  Visualize - fill out the information in the scenes  Evaluate - the right info, at the right time, with the right level of detail in the right context  4 types of questions used

19. The Process (feedback loop) C. Study Relationships (So what)  Contrast - see inferences, implications between elements (is the information suggesting something?)  Predict - see tendencies, through extrapolation based on the observation of pictures in sequence  Evaluate - see gaps or things out of sequences, find discrepancies  4 types of questions used D. Generalize (Now what)  Distill, synthesize, summarize details into broad shapes = DIS-TRANSLATION (Fritz, 1998)  Draw conclusions, re-apply, evaluation, new learning

20. The Process - 4 types of questions 1. Information  Asking what you don’t know  Understand the information to get the story and picture the sequence 2. Clarification  Asking what you don’t understand Fritz, 1998

21. The Process - 4 types of questions 3. Implication  Asking to clarify an explicit or implicit referral to something else - contrast (from the pictures, info, research)  Suggested tendency - Given XX, what is likely to happen? 4. Discrepancy  Asking about conflicting information  either something is false, or information is missing Fritz, 1998

22. Using Media Media applications have frames that run over a cycle of time versus graphical programs which are static  A timeline is always visible in media apps and objects (static/still) must be placed in frames on the timeline  Units = frames per second (fps) - 10fps = 10 frames play in 1 sec ANIMATION - Change is small and detailed  uses more frames for each change in state on the scale DOCUMENTARY - Change is greater and less frequent  uses fewer frames for the changes in state over the same time on the scale

23. Using Media Animation   Every frame is a keyframe (dot) and change in state E.g. Cartooning Documentary   Fewer frames are keyframes (dots). A change in state happens after a grouping of single frames at a decided scale (regular or irregular) Something always happens at the dot!

24. THE FLASH SCREEN TIMELINE with frames COLOUR PALLETESTAGE for objects (static) TOOLBAR for drawing, editing & transforming objects (shape, colour, location) LAYERS for different objects EXTRA WINDOWS for properties SCALE

25. Using Media - Time Units Pace  The amount of information within the interval it happens, helps determine the applicable scale. Simple or 1:1  10, 12 or 20 sec = 1 hr, 3 hr, 3 mo, one unit in time/process  One equal scale that is set Multiple  60 sec = 1 min = 1 year, therefore 10 sec = 2mo (equal)  Ratios or proportions of time with “sub”-time info/units

26. Using Media - Time Units Calculations  Determine the start and end points of the story  Calculate and decide on frames per second  Decide on places for changes in state  scale, ratios, proportions, irregular  12 fps is standard  Use simpler multiples if necessary

27. Using Media - Time Units  Let’s set 10 sec = 3 hr, need 24 hr (1 day) for story  Let’s set the speed @10 fps - 10 frames = 1 sec  In 24 hr at 3 hr intervals (24hr/3hr = 8 groups of 3)  3 hr = 80 frames (8x10sec = 80 sec = 80f)  24 hr = 800 frames (80f x10fps)  Each “individual” frame is a 10th of sec = frequent immediate changes in state  Every 10 frames is 1 sec (frame grouping of 10) = fewer changes in state - at key frames Time/Scale in relation to frames = deciding on the place of change Changes Frames single frame keyframe (dot) = 3 hr

28. Using Media To Summarize:  We set static images in a scene within a frame/keyframe  Scenes are comprised of “pictures”  at the right amount of detail for the story  We want to picture our movie  because it correlates to how the media works  because it tells a story  because it helps us to think and make the relationships

29. Correlation to Media - Picturing Picturing enables us to observe, fuse and assemble information through imagery:  construct relationships which form a basis for other relationships as well as seeing gaps and inferences  Then know what the elements are, how they function, and the impacts on each other 1.Start with nothing (bias) 2.Form pictures mentally from words - ask information or clarification questions until a picture is formed/understood 3.Add new pictures to existing (clustering of information) 4.Contrast, identify and question implications and discrepant relationships - dis-translate and evaluate Fritz, 1996

30. Correlation to Media - Picturing Nanci Bell created Visualizing and Verbalizing  A system for LD students, using picturing  She has 12 key “structure words” that help to fill out the detail of the imagery We can use these key words:structure words  to help us picture, question and sequence the story or timeline movie (storyboard/frames)  to correlate with the technology  for cinematography and design considerations at advanced levels

31. Single Timeline Moline, 1995 - Image What happens to the Raccoon? Sleeps - Awakes - Knocks over bins - Eats - Sleeps Picturing the sequence establishes relationships (structure words):  By filling out the background, we see day versus night = nocturnal  We see jumping and knocking a bin - Why? Is info missing? Where does he eat? = in the city (imp of the bin)  Implications of its habits

32. Correlation to Media - Picturing Elementary levels  Use pictures literally to fill out scenes (animation)  Limit amount of structure words for lower levels within the technology Secondary levels  We may picture as we gather information and then decide on accurate “symbols or visuals” that represent the complete ideas within frames (documentary)

33. Correlation to Media - Phasing Paper timelines & time unit calculations  See timeline/content threaded interrelationships, practice questions  See amount of info and have an idea for decisions on pace  Collect resources (technical +) for a unit of study A bottom up approach if required - start easy  Pre-prepare Flash environ’t/ resources/ technology for lower grades  Take some easy tutorials Always storyboard manually  To aid with picturing and sequencing - getting the story  To use the 4 questions - engages HOTS and critical thinking  To make decisions around resource collections technology and pace  To make design and cinematography decisions

34. Storyboard Moline, 1995 - Chain Sequence, Grade 5

35. Example - Creative Writing Make a Story from an Image Resource Collection CDRom Imagetask Gallery, NVTech

36. Example - Creative Writing Johnny Blackbird is a very happy baby bird. Today he will leave his egg and learn how to fly. “I’m gonna fly high and kiss the clouds”, says Johnny excited. Johnny tries to run as fast he can, but can’t get up in the air. He tries again, but falls back down. “Hmmm” says Johnny, “maybe if I read a book, I can learn to fly” He gets a pair of glasses to read a book. He sees something… Quickly he looks around and sees the big tree behind him. He thinks, “all I have to do is climb the tree and then I’ll be able to fly”. Johnny jumps up the tree to the highest branch. As he spreads his wings, he looks up and says “ I made it”. He’s off to kiss the clouds. Modified from C. Roker

37. Example - Creative Writing  Start a unit on birds (questioning)  Show clipart  Create a story  Use questions and picturing to develop the story  Picture the story and storyboard  Translate the story with media  Use questions and picturing to critique the story Timelines using a picturing sequence, sets the stage for real thinking!

38. References Arnheim, Rudolf (1974), Art and Visual Perception - A Psychology of the Creative Eye, University of California Press, Berkeley. Arnheim, Rudolf, (1969), Visual Thinking, University of California Press, Berkeley. Bell, Nanci (1991), Visualizing and Verbalizing - For Language Comprehension and Thinking, Academy of Reading Publications, California. ( http://www.lblp.com/ )http://www.lblp.com/ Beyer, Barry K. (1988), Developing A Thinking Skills Program - A complete, practical plan for developing and implementing a systematic thinking skills program in any school, Allyn and Bacon, Inc., MA. Clagget, Fran (1992), Drawing Your Own Conclusions - Graphic Strategies for Reading, Writing, and Thinking, Boynton/Cook Publishers, Inc. (Heinemann), NH. Fogarty, R. and Bellanca, J. (1993), Patterns for Thinking, Patterns for Transfer - A Cooperative Team Approach for Critical and Creative Thinking in the Classroom 2nd ED, Skylight Publishing, Inc., Illinois. Fritz, Robert (1996), Corporate Tides - The Inescapable Laws of Organizational Structure, Berrett-Koehler Publishers, California. (http://www.robertfritz.com)http://www.robertfritz.com Fritz, Robert & Rosalind (1998), Fundamentals of Structural Thinking, The Fritz Group Inc., Unpublished Workbook Manual. (http://www.robertfritz.com)http://www.robertfritz.com Moline, Steve (1995), I See What You Mean - Children at Work with Visual Information, Stenhouse Publishers, Maine. Slavin, Robert E. (2000), Educational Psychology Theory and Practice 6th ED, Allyn and Bacon, Inc. MA. Wassermann, Selma and Jack (1990), Smart Start Thinking Skills, Walker and Company, New York. What to do Book of Deciding, What’s Alike? What’s Different ? Book of Comparing (Series also includes: Imagining, Solving Problems, Judging, Hypotheses, all K-3) `

39. References (available online May 2003) Timeline Projects on the Internet: Jazz History with Connections http://www.ugr.es/~ftsaez/jazz_history.htmhttp://www.ugr.es/~ftsaez/jazz_history.htm US History (Professional) http://www.pbs.org/wnet/historyofus/http://www.pbs.org/wnet/historyofus/ Media History (School of Journalism & mass Communication) http://www.mediahistory.umn.edu/time/century.html http://www.mediahistory.umn.edu/time/century.html Contrast Timelines with Timeline Thinking (Step by Step Example): http://www.mediahistory.umn.edu/menu.html http://www.mediahistory.umn.edu/print.html http://www.mediahistory.umn.edu/phone.html http://jefferson.village.virginia.edu/~meg3c/id/AGB/ http://jefferson.village.virginia.edu/~meg3c/id/AGB/toc.html http://jefferson.village.virginia.edu/~meg3c/id/AGB/V1/v1p1.html _____________________________________________________________________________________ Social Science Standards: osEarth Global Simulation Educational Standards, (accessed online, April 2003) http://www.osearth.com/workshops/archive/standards_ose.shtml Educational Standards, Social Studies Curriculum and Skills,, (accessed online, April 2003) http://tirocchi.stg.brown.edu/teachers/grade.html http://tirocchi.stg.brown.edu/teachers/grade.html _______________________________________________________________________________________

40. Resources (available online May 2003) Flash Resources: Phong: http://www.phong.com/http://www.phong.com/ Flashkit: http://www.flashkit.com/http://www.flashkit.com/ Webmonkey Flash: http://hotwired.lycos.com/webmonkey/multimedia/shockwave_flash/http://hotwired.lycos.com/webmonkey/multimedia/shockwave_flash/ Iboost Journal: http://www.iboost.com/build/software/flash/http://www.iboost.com/build/software/flash/ Flash DB: www.flash-db.comwww.flash-db.com Flash Forums: http://chattyfig.figleaf.com/http://chattyfig.figleaf.com/ Flash Tutorials: http://javascript.about.com/cs/tutorialsarticles/ http://javascript.about.com/cs/tutorialsarticles/ zinc Roe Designs (Uses Flash to develop Flash Tools): http://www.zincroe.com/ http://kids.discovery.com/games/whizzball/whizzball.html http://kids.discovery.com/games/whizzball/whizzball.html Flashcan Animator: Quick up and running preset animations over time http://www.flashcan.com/animator/fc_a_3.htmlhttp://www.flashcan.com/animator/fc_a_3.html Save to send http://www.flashcan.com/animator/view.php?id=NPGDP3EME2TW Resources:http://www.flashcan.com/animator/view.php?id=NPGDP3EME2TW Packaged ClipArt: http://software.mysic.com/Clip_Art.htmlhttp://software.mysic.com/Clip_Art.html Adding Art (Design and Foundry Links) http://www.efuse.com/Design/clip_art_crazy.htmlhttp://www.efuse.com/Design/clip_art_crazy.html Architectural Ideas (e.g. contrast imagery between two points and picture the sequence): The Learning Page, Collection Connections - American Landscape and Architectural Design, 1850-1920: a Study Collection from the Harvard Graduate School of Design - Critical Thinking/History/Arts/Humanities, an Architectural Collection of Imagery, (accessed online, April 2003) http://memory.loc.gov/ammem/ndlpedu/collections/al/thinking.html http://memory.loc.gov/ammem/ndlpedu/collections/al/thinking.html

41. Timeline Using Media THINKING Thank You Any Questions? www.oise.utoronto.ca/~snyary/thinktimeline03