POPPLET

THIRD TECH PROJECT:

http://popplet.com/

INTRODUCTION on how to Pop it.

          Popplet is a simpler version of Prezi. Instead of creating a final presentation like with Prezi, this technology allows for brainstorming and thought organization. It is an easy way to collection inspirations, organized your collections into flow charts where you can make links. Some might consider it as a virtual bulletin board, or live interactive white board.

        This application is similar to the application we used in class (stixy.com) yet it is more visually attractive. Users can change colors and font, add pictures and organize according to your personal taste. It is incredible easy to use, you just double click and a “Popplet” pops up which you then are able to add text, draw, or embed a video/ picture.

       Line links are easy to make between bubbles, all you have to do is click on one of the four circles on each Popplet. You can also drag links to connect as well as delete them as necessary.

       Popplet it is a great tool for organizing your ideas or even assessing your students. Considering how easy it is to use, it has great potential for all grade levels or an easy technology to use if you do not have a tremendous amount of setup time.

       Another great feature is that Popplet has is how you can add other users to your Popplet which allows for collaboration on a project. Once you are satisfied with you Popplet you can post it on a website, blog, twitter, Facebook, or wikis space.

      There is a presentation aspect of Popplet, which leans more toward Prezi as a presentation tools. Once you have finalized the organizations and placement of each popplet, you can number popplets based on your desired presentation order with help from the presentation menu. While presenting, it will zoom in on each popplet in the order you selected. Although this is a non-linear approach to presenting content, it is still lecture based learning and I would steer away from this use.

http://popplet.com/app/#/105941

STRUGGLES IMPLEMENTING

      Students might get blinded by requirements. How much do I have to research in order to get an A? Instead of working through the inspiration and artist process freely, they might get distracted by laziness and turn to doing only what is required.

      The learning curve for this technology is very low. It will be easy for most high school age students to pick up very quickly, although there still might be some questions how to set up an account.  Allowing for class time to work would probably work best.

      This technology needs to be introduced and taught in a certain way in order to advance the students learning. Teachers need to be aware of the basic level that this program exist on and should consider pairing it with proper question. In order to reach a high level of learning you need to assign an advanced project or content with abstract and tricky ideas as well as ask thought provoking questions that get the students thinking about why the ideas relate to each other. Teachers also need to promote linking different subject matters.

                                                 EXPECTED SKILLS BY END OF SEMESTER

• Use different methods to explore different ideas. No more jumping
• Be able to make intelligent connections
• Creative Problems solving

• Evaluate/weigh different options/ideas for artwork
• Organize order events/compare artist eras

PROMOTING BLOOM’S TAXONOMY

This technology is a great way to get the students to think outside the box. There will be literally working inside boxes, yet I wish to see the students making connections and seeing beyond the text in box. By using this technology students are able to see their ideas and inspirations next to one another; make comparisons and connections between each popplet; and brainstorm for possible projects or academic endeavors. Students have to applying their knowledge on a certain subject in order to create and organize a popplet. I hope to see students analyzing their popplet set up and thinking on deeper levels in order to make connections.

Considering this technology will be used in an art classroom. I would hope Popplet would be a way for students to organize their creative process of making an art work. Using Popplet as tool to work through problems and weigh possible approaches would promote a higher level of thinking. Critical and creative problem solving skill would encompass all parts of the pyramid and a useful skill students need to practice.

POPPLET BASED PROJECTS

Great way to visual timeframe in history how even correspond with other art movements. It would be a great way to visually see which artist was working during major historical events. Also compare works of artists working during the same time frame. They can see first time where inspiration comes from. Another reason creating visual timelines on Popplet is helpful is how students are more likely to remember these events if they are personally creating the timeline themselves. Lining up and arranging the artist in a way that makes sense to them.

Mind-maps, organize abstract ideas in mind. The students can use Popplet as a way to organize and make connections between concepts. Brainstorm possible approaches to a project in class or make sense out of a complex idea. It is a concrete way of solidifying ideas.

I would steer away from using Popplet as a presentation tool because it is just a fancy PowerPoint lecture.

I might create a Popplet that contain key terms or vocabulary from recent unit, and then have the students make connections between the terms. This could act as an assessment or a way for the students to organize class topics. Quickly at the end of class I might have the students connect the popplets to check if the class understands how each one links to each other.

Another great idea would be to have the students reflect on learning. I could create a Popplet with questions to assess the students on what they know about tomorrow’s lesson. Ask them to link terms together and answer short answer question to see what they already think they know. Or each week the students can reflect on what they learned in class by creating a Popplet linking terminology to artists or artistic movements. The great effect of Popplet is how you can color code the popplet bubbles. This way student can color code any terms they are confused about or even similar terms. Any of these assessments can be an individual activity or a group activity using Popplet tool that enable editing and collaborative organizers.

TRADEOFFS, BIAS, AND LIMITATIONS of web based technology

This technology is a great way for students to express themselves and develop an artistic process that can lead into a final artwork yet it might not be the most concrete way of encountering inspiration. Digital images and websites are limiting and do not exemplify true colors or textures. This technology is bias in a way towards nature. Students are seeing visual interpretations of nature, both photoshoped and manipulated.

Although there is a social aspect to Popplet, it isn’t as social as a group activity or just working near/with others. I find an art classroom can be very interactive; students are often inspired by their peers. Taking this classroom to a computer lab where the focus turns to a computer screen might limit the growth and development of the students. They are gaining some extra skills with web-based programs but they are losing the one on one interaction with their peers and the natural progression that a traditional classroom provides.

This technology might be limiting for some students. The ease of it program makes it easy to pick up but you can only do so much. Advanced creativity may be lost along the way.

RESEARCH ON Mind Maps and their Relationship to Creativity

According to the article mind mapping is an educational tool that utilizes lines, colors, characters, numbers, symbols, images/pictures, keywords, hand drawings, to associate, integrate and visualize a concept. With the help of mind maps one can coordinate abilities, logic, reasoning, thinking/knowledge, analyzing, creativity, imagination, memory, and planning/integration. The article goes on to explain how mind maps can be organized in a visual way with pictures as the main way for knowledge to be passed. Using this idea, there can act as a tool for English Language Learner because pictures are not limited by nationality or language. It is also a great tool for all young learners to use. The article introduces the idea that words are used as a tool for thinking in the human world, but it does not begin this way.

Pictorial representations are primal human traits and children first know how to draw then learn how to write. Considering this idea, learning and expression through visual mind mapping is an appropriate way for children to learn and can prevent difficulties of writing. The article then goes on to discuss if mind maps can foster creative thinking in young learners. With the help of the format of mind maps students can draw, write, and draw connection between different thoughts and subjects. Therefore mind maps can be seen as a product and a way for one to organize creative output. This idea of the visual importance of Mind Maps, which the article states, is very interesting. As an artist I have always found the idea of the mind and our subconscious very fascinating and I am also intrigued to find different methods of expression that allow for the map of the mind to shine.

When compared to creativity, mind maps offer a more alternative approach to assess and organize ones thoughts. It allows for one to see the concept on a broad scale. Mind maps help students to organize and link large amounts of information and/ or ideas. Students are encouraged to solve/link ideas in a new personalized way and put a new spin on problem-solving skills. One of the most important features of this method is its ability to visualize a concept. Although there are many advantages to this method of learning, students still need direction. This article points out the advantages of using this method but it is a little bias. Not all students will expand their creative thinking skills after making mind maps. Effective teacher direction is still necessary to have progress and to evoke brain potential.

SOURCE:

Chu, Ying-Chien, Lee, Chung-Chieh, and Wang, Wen-Cheng. “A Brief Review on Developing Creative Thinking in Young Children by Mind Mapping” International Business Research; Jul 2010, Vol. 3 Issue 3. Cowles Library.