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Training in the camp

they do not have to type all the words of their presentation on screen, but only the important terms to include: a title page, a menu page, and author page, a page list of sources, and several pages of information; and 3. ) reminders that they will have to talk as they presented their work. On the 3rd and 4th day, the instructor modeled setting up a stack. Learners’ were asked to make a stack of at least 6 pages, called cards. In “about this stack”, set stack to “current screen size” and for the photographs, colors were set to thousands before they started.


Then the instructor used a student stacks to model how the authors of the stacks might thought during the planning. The instructor talked as though he was the author of the stack, “Well, I need three pages, one for each kind of combat. And I want a page for pictures that show combats, combat areas, and combatants. It was not important which page they saw first, so the instructor used buttons and let the view decide which one to see. ” And on the “training in the camp” stack say“I want to tell about how I was trained so I want a page for each stage.

I will put the pages in chronological order, with buttons that lead form one page to the next. The instructors cautioned the learners’ not to push the buttons and hyperlinks until later. The instructors’ further showed them how they can use “apple” from page to page and “story board”. For those who used buttons accidentally they were shown how to delete the same. On the 5th and 6th days: 1. ) after having decided what they would have for their title page, the learners’ group assigned one member to design it. They created a graphic and a drawing, and added a photographic image;

2.) They then decided on the content pages, the learners’ group assigned one member to design and enter text based on the drawn out plan; 3. ) The instructors visited each group and gave “mini-lessons” using an “invisible button”. Questions about the topic were then referred to the group that understood the concept; and 4. ) The instructor finally cautioned the learners’ that their stacks will be transferred to their instructor’s station computer for presentation, so they were advised to make duplicates in the absence of zip drive, external drive and network, otherwise a floppy disk will be handy to avoid memory problems.

To add images to the HyperStudio stack, images from encyclopedia CD’s which were deemed helpful in the presentation were sorted out with the instructors’ help as a mini-lesson as well as the importation of images from the internet. A mini-lesson on importing images from a VCR was also given to allow learners’ gather information with a camcorder and bring in the video tape. They were also taught how to hook the VCR to the back of the computer they were using, and “options” to get graphic images from the video which were pulled into their chosen frames.

For scanned images, individual scanner units gave the instructions for facilitating the work. On the 7th to 10th days, the instructor chose to spend the first few minutes of each session with a mini-lesson. It was a demonstration on the use of LCD. After which the learners’ spent the time left for working on their projects, and transferred the same to their instructors’ station computer after they were done. This was followed by planning time for presentation to the whole group where learners’ decided on individual task and run their program to recheck several times before presentation.

One day pre-presentation preparation was allowed each group and after every presentation, instructors gave corresponding questions and comments. The following were lifted from the internet to illustrate and facilitate the evaluation format and materials used. Robert Wagner Publishing made available HyperStudio as a software system that underline technology as a special artistic device. It was established in 1978 by a classroom teacher to sustain educators’.

It is an idea of how important and apt the use of technology could encourage a more personal learning condition. The following were lifted from the internet to illustrate and facilitate the evaluation format and materials used. Robert Wagner Publishing made available HyperStudio as a software system that underline technology as a special artistic device. It was established in 1978 by a classroom teacher to sustain educators’. It is an idea of how important and apt the use of technology could encourage a more personal learning condition.

Soruce: http://businessays.net

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