Interviews
Aus Wiki-Handbook
Qualitative assessment of the LO: comments of the individual teachers
Below we find the comments of teachers in the WIKI-website, one or two comments per LO were taken over. However, all comments that were given in the open questions can be found here. The comments give the opinion of the teachers, not of the external evaluators.
Physics
Kinematics (P1-5-1), Distance-displacement
http://inspire.eun.org/index.php/P1-5-1
With this LO it is possible to explain to the smallest ones the concepts of displacement and distance, showing clearly the difference between both concepts. Activity for students of 13 - 14 years since it is when the physics begin. Advantages: easy interaction, the difference between both concepts can easily be understood, can be used with children. Disadvantages: Not entertaining
Kinematics (P2-5-2), Motion with constant acceleration
http://inspire.eun.org/index.php/P2-5-2
I think that this LO is good to work with in the second year of secondary school to introduce the concepts of speed and acceleration. The LO can be used up to level 4 of secondary education. Pupils can make simple and more complicated calculations. I have used this LO for a repetition in class 10 with success. However the reaction of the pupils was restrained, which can be explained by the fact that it was not used as instruction material but only to rehearse what had already been taught. I think this L.O is very complete and interesting. It has allowed me to extend the learning of the students because at first they favor the production of relative diagrams concerning the mathematical relations of proportionality, using millimeter paper in the first instance and electronic sheets later on. The students reacted favorably to this LO. Sometimes there were technical difficulties causing delays.
Sound (P3-5-3), Changing sounds
http://inspire.eun.org/index.php/P3-5-3
Learning contents were very well suited to demonstrate in class 10 the propagation of an acoustic wave and to demonstrate the dependence on pitch and volume! I used this LO and can only recommend it. Furthermore I can recommend the following page on this topic: [1]. Much fun trying it out! Disadvantage: only in English and can only be used online.
Dynamics (P4-5-4), Conservation of Energy
http://inspire.eun.org/index.php/P4-5-4
I have used the LO in the area ENERGY in class 10 with introductory questions. The groups (2-3 pupils) spoke after approximately 20 min of independent work and showed the results of their work with a Beamer to the other pupils. As homework a summary was made and then the lessons were completed with concrete calculations/applications about energy. It was (for us) one the best LO! It is an interactive animation, for age of 5 to 12 years, allowing to experiment on the conservation of energy, how it behaves, how potential energy is transformed into kinetic energy.
Electricity (P1-13-5), Ohm’s law
http://inspire.eun.org/index.php/P1-13-5
I have used this LO for quite some time with pleasure and success. It can be used easily in the classroom and further used by the pupils for homework as it has a clear and simple accompanying text. There are also further animations, with which the pupil can work in a group or also alone.
Optics (P2-13-6), Reflection-refraction
http://inspire.eun.org/index.php/P2-13-6
Considered to be good LO by some teachers. Work plan for the class: Author: Bolívar Estrada PDF http://es.inspire.eun.org/images/3/33/Bolivar-Estrada-P2-13-6.pdf
Mechanics (P3-13-7), Galilean relativity
http://inspire.eun.org/index.php/P3-13-7
No comments found.
Nuclear Physics (P4-13-8), Radioactive decay
http://inspire.eun.org/index.php/P4-13-8
Considered to be a good LO by some teachers.
Oscillations (P1-17-9), Beats
http://inspire.eun.org/index.php/P1-17-9
I have used this LO for quite some time with pleasure and success. It can be used easily in the classroom and further used by the pupils for homework as it has a clear and simple accompanying text. There are also further animations, with which the pupil can work in a group or also alone.
Dynamics (P2-17-10), Forces on pendulum
http://inspire.eun.org/index.php/P2-17-10
Very well suitable for pupils in class 10. A discussion on selected items is very well possible because the teacher can go through the procedure gradually.
Relativity (P3-17-11), Time dilation
http://inspire.eun.org/index.php/P3-17-11 No comments.
Optics (P4-17-12), Young's Double Slit Experiment
http://inspire.eun.org/index.php/P4-17-12 No comments.
Chemistry
Molecules (C1-5-13), Molecular weight calculator
http://inspire.eun.org/index.php/C1-5-13
We have used this LO for the calculation of mole masses into stoichiometric calculations. It proved in principle to be quite practical. However it should be improved as the input of data is too time-consuming. As it is, it takes probably less time to compute it manually (periodic system + calculator).
Physical chemistry (C2-5-14),Additive colors: RGB
http://inspire.eun.org/index.php/C2-5-14
No comments found
General Chemistry (C3-5-15), Periodic table tetris
http://inspire.eun.org/index.php/C3-5-15
We used this LO and it seemed very good. Indeed, for a chemist it is very important to know the location of the elements in the periodic table, and that they are then able to classify them into metals, nonmetals, metalloids etc. Advantages: Through this applet, the chemistry students, can more easily learn the location of the elements of the table by means of an interactive game where they must place the elements correctly in the periodic table. The level of difficulty degree can be chosen and in the end a score is obtained. Without a doubt, this aid helps to memorize in a playful way. A disadvantage, is that the element is only learned (the symbol) and the atomic number is not learned, neither the weight, nor the fusion and boiling points. A complement to this game is the Periodic Standard Table where each chemical element of the periodic table is shown in detail, is classified and illustrated with images besides other data arranged in an individual file.
Physical chemistry (C4-5-16), Characteristics of materials
http://inspire.eun.org/index.php/C4-5-16
Attractive and illustrative learning object to teach 5-14 year-old students (others say to 11 years old) the characteristics of the materials. It can be used allowing the students to discover themselves the characteristics and properties of the materials, products that are made with each of them, real situations in which it is feasible to use them. The proposals raised there seem to be correct. Advantages: great interactivity. Through the interaction with the LO the characteristics of the materials are discovered in a funny way. Through a quiz it evaluates the knowledge acquired by the student on this subject where he /she will get a report with his successes and errors. In addition the can listen to the theory and the instructions pushing the respective buttons. Disadvantages: Only available in the English
General Chemistry (C1-13-17), Advanced periodic table
http://inspire.eun.org/index.php/C1-13-17
Has allowed me to let the students participate more actively and in a more pleasant way.
Gas laws (C2-13-18), Processes in an ideal gas=== http://inspire.eun.org/index.php/C2-13-18
Has allowed me to visualize a concept.
Reactions (C3-13-19), Stoichiometry
http://inspire.eun.org/index.php/C3-13-19
Enables to visualize a concept. It is very practical as it enables to put together the quantities of products and reactive agents and see the evolution of the reaction. It is very clear and visible which is the limiting factor. Moreover the LO allows to give the values in grams and moles which enables to compare the two parameters. It can also be used with students at higher levels.
Chemical equilibrium (C4-13-20), Le Chatelier’s principle
http://inspire.eun.org/index.php/C4-13-20
This is an interesting LO because it allows the students to study the Le Chatellier principle making it quite clear what happens when a system is in balance and we increase or we diminish the temperature and pressure or we increase its concentration. The student interacts with the simulation and can observe the different reactions that can happen. This helps the students to understand and memorize some concepts since he/she has not only read it in a text book, but has interacted with the system. Disadvantages: the students must know English, or at least the professor.
Structure of crystals (C1-17-21), Table salt
http://inspire.eun.org/index.php/C1-17-21
Class guide (in Portuguese) http://es.inspire.eun.org/images/f/ff/CeliaSousa-C1-17-21.pdf
Inorganic chemistry (C2-17-22), Why things have color
http://inspire.eun.org/index.php/C2-17-22
This is a question that youngsters often ask. The study of colours can be done in a multi-disciplinary way. The pupils can explore the components of light, the complementary lines of absorption and colors, the relation between light absorption and levels of energy, and the molecular movements of the spectre. They can carry out simulations, compare and register the results and make conclusions. ADVANTAGES - Diverse simulations can be carried out. The calculations can be made and easily confirmed. Good to acquire new vocabulary and new concepts and stimulates curiosity. DISADVANTAGES – The LO takes into account the application of concepts that must previously be taught and acquired. The LO is only available in English. The extent to which the LO can be used in-depth depends on the age of the pupils and their interest for the thematic.
Gases (C3-17-23), Gas simulator
http://inspire.eun.org/index.php/C3-17-23
This LO is a great support as the students can study how the gas atoms behave according to different parameters. They can carry out several experiments and changing a parameter allows them to analyze the dynamics of gas molecules, to consider a hypothesis, to deduce, to describe what he/she has observed and to develop a divergent idea. I do not see disadvantages in this tool and would use and it to obtain in the students these high intellectual capacities.
Spectroscopy (C4-17-24), Molecular vibrations
http://inspire.eun.org/index.php/C4-17-24 No comments.
Biology
Environment issues (B1-5-25), Fishing
http://inspire.eun.org/index.php/B1-5-25
Starting from “Fishing” (http://it.inspire.eun.org/index.php/B1-5-25) I could explain the hard problems of pollution and extinction of animals, while playing an enjoying game. I’d like to find some more LOs of this kind! They make students relaxed while keeping their attention high . Enables pupils to participate more actively in an enjoyable way.
Animals (B2-5-26), Habitats
http://inspire.eun.org/index.php/B2-5-26
Very good and important to explain the habitats of animals and their food chain according to the species . Can be used with as well pupils in primary as secondary education. (others disagree and say it is only applicable with youngsters 8-9 years old). ADVANTAGES – Interactive game that is amusing and motivating. - It is organized by means of a logical sequence and it has sounds. - It allows to be the starting point for innumerable activities and for research. DISADVANTAGES - The drawings are not real (photographs), but infantile images. - The LO is only available in English. - It makes use only of some examples.
Animals (B3-5-27), Virtual frog builder
http://inspire.eun.org/index.php/B3-5-27
I consider this LO to be one of most complete, because besides making the dissection of a frog in a virtual way, it is possible to study each one of the parts of the frog, from the skin to the inner organs. One of the major advantages is that it is not necessary to sacrifice the animal. I like it so much that I can’t find any disadvantages.
Anatomy (B4-5-28), Skeletons
http://inspire.eun.org/index.php/B4-5-28
No comments found
Population dynamics (B1-13-29), redator prey
http://inspire.eun.org/index.php/B1-13-29
LO (simulator) that models and compares the growth of the population of rabbits versus the one of vixens according to established equations. Ages: 10-17 years, flexible for other ages. Advantages: Technical simulator that enables to give values with which an analysis can be made of the balance of the population, overcrowding or deficit of population of one of the animal species. Numerical comparisons, etc. can be carried out. Disadvantages: The language (English). For younger students it does not include user-friendly graphs as far as the growth is concerned. Use: can be used for activities of probabilities and estimations of growth of population. As activity supported by spreadsheets is a good didactic resource.
Cells (B2-13-30), Mitosis Animation
http://inspire.eun.org/index.php/B2-13-30
No comments
Cells (B3-13-31), Diffusion across a plasma membrane
http://inspire.eun.org/index.php/B3-13-31
No comments
Immunology (B4-13-32), The life cycle of a malaria parasite
http://inspire.eun.org/index.php/B4-13-32
I used this LO with a large group of students in order to make them ask questions that stimulate the understanding of the life cycle by the students. ADVANTAGES: It can be used as a means understand the “Biological Cycle of the Parasites” through the particular case of the parasite of the malaria. Its value lies in the fact that it gives a dynamic representation of the vital cycle of the parasite of the malaria, surpassing therefore the static representations that are shown in text books. DISADVANTAGES . The teacher needs to explain the cycle while it is shown to the students.
Zoology (B1-17-33), Animal diversity
http://inspire.eun.org/index.php/B1-17-33
This is Biology alive and exciting: The learning object B1-17-33 is very much recommended. The young people did not want to stop at all to listen to the different animal sounds and to experience more over various animals. They made a lot of fun and learned a lot without noticing it.
Genetics (B2-17-34), Pea experiment
http://inspire.eun.org/index.php/B2-17-34
This LO can be used for different objectives:
- Making a distinction between the different reproductive models of living creatures
- Knowing who was Mendel
- Knowing the different basic concepts of Mendel genetics
- Applying Mendel’s laws to resolve simple problems
- Understanding the heredity linked to gender and to apply the knowledge acquired
- Know the heredity of some diseases.
This LO seems perfect to get to know the experiments of Mendel. Only some explanation was needed to make the (senior) audience discover the problems that are related to the three laws of Mendel. The students can start the experiments with the peas manually and then go on with the computer/simulator. Thus, the LO can be used for homework or for individual work in the computer class with the teacher as a guide. There is a theoretical part to this LO where it is explained who Mendel was and also what he has worked on. Although the LO is in English it was not a real problem for the older students who are interested in scientific studies.
Biochemistry (B3-17-35), Photosynthesis
http://inspire.eun.org/index.php/B3-17-35
I like this LO very much but it seems only be suitable for older pupils. It is an interactive LO that enables to understand the process of photosynthesis. In order to explain the process of the photosynthesis the animation helps to understand the phases of the process in the time, a thing that is difficult to catch in a diagram. In the simulation the photosynthesis process is presented in such a way that it is possible to understand how the plants that possess chlorophyll and other pigments catch luminous energy coming from the sun and transform it into chemical energy and reducing compounds, and with them they transform the water and CO2 into reduced organic compounds (glucose and others), releasing oxygen. Advantages: It avoids having to make a diagram on the blackboard or to use a poster. The animation can be stopped to explain the process step by step. This is an excellent interactive tool, where the student follows the instructions given to him by the program (like clicking in the water to give electrons), and thus the user is completing all the steps to complete the process. Disadvantage: I duplicated the Web page on my computer, with the Teleport program Pro, but the animation cannot be seen without a connection to the Internet. The student must already have previous knowledge of this process so that he/she is familiar with the names of compounds and elements. The program does not have a button to return to the previous step, the user must finish the exercise to see a specific step with more detail.
Immunology (B4-17-36), Retrovirus
http://inspire.eun.org/index.php/B4-17-36
I liked the LO because it is an interactive animation in Flash. ADVANTAGES: The teachers can use the learning object with students of any age. DISADVANTAGES: The disadvantage is that it is only in English and cannot be downloaded nor be modified, but a new animation in Flash in the Spanish language can be created.
Maths
Geometry (M1-5-37), Sum angles triangle
http://inspire.eun.org/index.php/M1-5-37
With this LO it is clear that the sum of the angles of a triangle is always 180º whatever the size and direction of its legs might be. The students can verify that when moving the ends of the triangle and changing the size that in the end the sum of the angles will always be180º.
Numbers (M2-5-38), Maya numbers
http://inspire.eun.org/index.php/M2-5-38
A lot of teachers were very enthusiastic about this LO. One teacher describes the way in which she used it as follows: The pupils (class 6) knew Roman numbers, the binary system and briefly the hexadecimal number system. A pupil spoke 5min about the Maya (as small lecture). Another explained at the board the way of writing and calculating. Subsequently, there was a paper with 10 tasks (5 Maya - > Decimally and 5 in reverse) and everyone had to give the date of birth in "the Maya way”. Approximately 80% of the pupils had made nearly all tasks correctly - which surprised me very much - I had overrated the difficulty and/or underestimated). The motivation for these tasks was amazingly high. Other teachers gave similar information.
Geometry (M3-5-39), Elementary geometry
http://inspire.eun.org/index.php/M3-5-39
Several teachers found this LO quite good. One of the teachers used the LO in class 5. After a short explanation of the English terms each pupil worked on the tasks in a first round. Then the pupils worked in teams in a contest around the highest score. However class 6 is the highest level it can be used for unless it is for the English terminology.
Geometry (M4-5-40), Conservation of area
http://inspire.eun.org/index.php/M4-5-40
Not many teachers were enthusiastic about this LO. One teacher said it could only be used briefly (5min). Substantially more valuable was " for me (and the pupils); to go back in the URL, so that one finds the Japanese page with a collection of 279 Math applets. (http://www.ies.co.jp/math/java/index.html). The explanations are in English. It is a rich source for class 5-13! e.g. one finds in " Middle School" 19 different applets to Pythagorean theorem .
Calculus (M1-13-41), Derivative of sinus function
http://inspire.eun.org/index.php/M1-13-41
No comments only one class guide (for students of higher secondary education, between 17 and 18 years approximately)
PDF http://es.inspire.eun.org/images/5/50/Clara_moncada-M1-13-41.pdf
Trigonometry (M2-13-42), sin, cos, tan
http://inspire.eun.org/index.php/M2-13-42
I used this LO with pupils, who knew the trigonometric functions already to rehearse them. (Group puzzles.) I will use it again in such a way in the following years. I do not see how it can be used meaningfully to teach trigonometry for the first time. Possibly I shall take it for illustration, after my traditional board work is terminated.
Statistics (M3-13-43), Handling data
http://inspire.eun.org/index.php/M3-13-43
I liked this LO because it is an interactive animation in Java. I used it in order to apply statistics of data management in a thesis or research. ADVANTAGES: The teacher can use the LO with students of any age, and the animation in Java can be modified. DISADVANTAGES: The disadvantage it is only available in English language, but it is possible to be downloaded and to be modified, to create a new animation in Java in the Spanish language.
Calculus (M4-13-44), Plotting functions and continuity
http://inspire.eun.org/index.php/M4-13-44
This LO is suitable for pupils of the 5th grade of SE. They can see the graphic representation of a function and they can observe how the designs vary when the coefficients of the functions and the values of the independent variable change.
Calculus (M1-17-45), Area of circle as a limit
http://inspire.eun.org/index.php/M1-17-45
A LO for pupils 17-21 years old, flexible for other ages Advantages: Demonstration of the calculation of the area of a circle in a very graphical way and easy to understand. Disadvantages: It does not allow interaction with the user, nor adds other geometric forms in which the user can verify the area through internal triangles in the figure.
Complex numbers (M2-17-46), Operations with complex numbers
http://inspire.eun.org/index.php/M2-17-46 No comments
Probability (M3-17-47), Random Birthdays
http://inspire.eun.org/index.php/M3-17-47
This LO can be used for students of 17 - 18 years -old. It can also be used for students of the first year of university (it can be the second year, it depends on the programme and the university). Guide of class: Pdf http://es.inspire.eun.org/images/c/cc/Guia_obj_apren_munoz_ra.pdf
Geometry (M4-17-48), Equation of a plane
http://inspire.eun.org/index.php/M4-17-48
In the description it says that the LO is only available in English, but on http://mathe-online.at/ there is also the German version of this applet see: http://mathe-online.at/galerie/geom2/geom2.html#eb (note - the Mathe Online.at – site offers a lot of material for pupils/teachers! ) Two teachers used this LO in their Mathematics courses. The experiences are very positive. The pupils did not know yet the different applets of this Internet site and thus some assistance/explanation was necessary. Setting of tasks and also the solution are contained in the applet. The LO is suitable also for homework.
IT
Applications (T1-5-49), Typing course
http://inspire.eun.org/index.php/T1-5-49
Several teachers wanted to use this LO but it turned out to be worthless because it is based on an American keyboard and does not offer the keys for German or Spanish.
Modelling (T2-5-50), Rubik’s cube
http://inspire.eun.org/index.php/T2-5-50
We tested this LO and came to the following conclusion. With this learning object we could not begin really much. The young people thought that it was better to use the real cube and play with it. There are guidelines explaining which keys one must use for which function. Most pupils found out however through practice. Reading the long instructions was too boring for them. Many meant that moving the parts of the cube on the PC is not particularly funny and rather complicated.
Hardware (T3-5-51), Computer block diagram
http://inspire.eun.org/index.php/T3-5-51
No comments.
Offimatics (T4-5-52), Display posters
http://inspire.eun.org/index.php/T4-5-52
Objective: To show a series of photos or posters to be used in diverse areas such as mathematics, sciences, biology, etc. The LO can be used with pupils up from the age of 6. Advantages: Posters with scientific subjects that can be in some presentation (for example to power point), related to some subject in particular. An album with subjects common for a presentation can be created. They are readily accessible. Disadvantages: The language (English). There is no specific utility for this LO. Perhaps it can be used as a game so that the student becomes familiar with the computer.
Media technology (T1-13-53), How does TV work?
http://inspire.eun.org/index.php/T1-13-53
Advantages: It is an amusing LO which enables the student to do some discoveries, after the experimentation. - The trajectories of what it is drawn can be explored. See how a colour television would work. Disadvantages: The LO would have to provide more instructions. The option “Live information” is not available. - It only functions in black and white. - The Applet is available only in English. It is not possible to amplify the TV.
Offimatics (T2-13-54), Teachers Templates
http://inspire.eun.org/index.php/T2-13-54
I was very excited when I found the “teachers templates” that we can use to make the tasks with the students easier. And what is more important, there are examples of all the package of office.
Hardware (T3-13-55), Computer Parts Hangman
http://inspire.eun.org/index.php/T3-13-55
Although the LO is intended for pupils between the ages of 13 and 16 it can probably also be used with 11-12 year-olds because they are very familiar with the new technologies and in many occasions, they even surpass us in the use of these. This game is going to allow the student in acquiring an appropriate and ample vocabulary on elements or concepts related to computer science.
Hardware (T4-13-56), Click and learn computer parts
http://inspire.eun.org/index.php/T4-13-56
Advantages: it can be used for any profile of person, not only students, nor only digital natives, also for the digital immigrants and all those people who wish to have knowledge on the subject. This LO can be used for digital alphabetization.
Processes (T1-17-57), Quiz maker
http://inspire.eun.org/index.php/T1-17-57
This LO makes it possible to create fast questionnaires and examinations to work with the students. In fact it is not a LO for the students but for the teachers allowing him this last interaction with the students, since they must respond to the questions that the teacher presents/displays to them. It has the advantage that it is not necessary to have great knowledge of computers and that with the tutorial the questionnaires can easily be uploaded to the Web sites or blog of the teacher. Disadvantage: the LO is in English,
Processes (T2-17-58), CD/DVD Duplication Process
http://inspire.eun.org/index.php/T2-17-58
No comments
Offimatics (T3-17-59), Gif maker
http://inspire.eun.org/index.php/T3-17-59
No comments
Storage media (T4-17-60), Memory remanence
http://inspire.eun.org/index.php/T4-17-60
No comments.
Contributors
Inspire Consortium, Educonsult
