Task 2: Map projections

Hello, we are María and Alejandra and this week we have been the stars.

To begin with, I have to say that we couldn’t do the exposition on the day because there wasn’t time enough as we are eight groups in class and each presentation had to last in eight minutes but it was impossible to make everyone last in time.

As we thought we were going to present our work on Wednesday, we got prepared for that day during two evenings as we were doing the complete assignment.

On Wednesday morning we revised for the last time our presentation, but unfortunately there was not enough time to do it on time so we’d have to do it on Monday after another group which wasn’t able to do it on Wednesday as well.

On Sunday as we had clear what we had to say in our presentation Alejandra and me did a little revision by Skype which was very clarifying and gave us the energy for the next day.

Finally, from our point of view the most complicated part was the beginning of the presentation as we were so nervous that the words did not come into our minds however as the time went by we got more relaxed.

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Task 2: MAP PROJECTIONS

Hi everyone, my name is Noemi Pacetti and this week I am playing the role of “Analyst”. In the next lines you can read a reflection in which I analyse the work of my group in this second task.

Here you are…

Reflection Treasure hunt – cartographic projections

This week´s activity was about cartographic projections and the fact that media are not neutral. First, we had to analyse the map projections of Robinson, Mercator and Azimuthal, and consequently know the purpose, the type of distortion, the distorted areas and the problems found in each projection. Then, we had to compare two countries viewed from the different projections. After that, we had to choose an example in which media could distort the vision of our students, and finally, we had to find a treasure hunt that would be useful in the learning process of our future primary school students.

Maybe, the worst part of this activity was that we only had two days left before the deadline to finish the work, so it was a little bit stressful because some of my teammates are not from Murcia and we dedicated two intensive afternoons in doing this work.

On the contrary, I could say that the best part has been to discover our high motivation in doing the activity as well as possible, helping each other, and of course always, learning.

We live the worse moments in doing the task at the beginning because we found some complications while understanding the projections and finding the right countries to analyse. Everything has not been easy, we had to make group decisions and had agreements. The task was composed of several parts so everyone was worry for finishing on time and properly.

On the other hand, good moments have been evident in the entire process of working. We divided the work in pairs but, at the same time, every member of the group collaborated and helped in doing a good work. We all shared opinions and reached conclusions. We discussed, something that is very important when six different people have to work together. We have all supported each other so working in that way has been quite easy, enjoying the process.

We have learnt mainly about map projections, that was an unexplored field to all of us, and we have become aware of the influence of distorted media for students. The concepts learnt are very useful for us as future teachers so they are extremely related to our degree. In the task, we had to choose the best type of projection to use in a classroom, so the decision had to be made thinking in the good of our future primary school students. Teachers have to adjust the contents they teach and in this case, the type of projection depending on the primary level.

From my point of view, we have put a lot of effort and motivation in doing this activity, they are two aspects that we must conserve for the next weeks. We were organised and we took care of preparing and doing everything in a nice way. I am pretty happy with the result, and especially with the example of Treasure hunt that we did ourselves, that was handmade. Despite of some stressed moments that we should avoid in the next tasks I have had a great time working with my mates, there was always a beautiful atmosphere, which I consider it as an essential ingredient for success.

Finally, the contents of this activity are connected to society because we are able to see distortions in a lot of aspects of our current world. In maps, some projections draw bigger countries when they want to show them more important than another. Elements are distorted and media are not neutral at all, behind simple matters, we can see purposes.

To conclude, making an overview, we have learnt interesting and useful things in doing this work, and we must persist in our motivation and effort regarding the next weeks, in a positive way and always learning from our mistakes, improving day by day.
That is all, I hope you have enjoyed reading it.
See you bloggers!
Noemi

Task 2: MAP PROJECTIONS

Hi ! I’m Alejandra, and in this week’s task I’m the curator who is responsible of show all the resources we have used to do this task.

Sin título.jpgTo see the interactive map click here

TASK 2: MAP PROJECTIONS

Hi everyone!

My name is Ester and this week I was the translator of the group.

I have selected the next five concepts that were, from my point of view, the most important ones of this task:

  • Map projection: it is a graphic tool that is used to represent the surface of the Earth on a flat map. In these maps cartographers turn a three-dimensional reality into a two-dimensional one which involves converting the angular coordinates (latitude and longitude) into Cartesian coordinates in order to represent the position of the points in the map.On the other hand, there are lots of different map projections that represent the world surface in distinct ways. However, it doesn’t exist any perfect map projection since all of them distort the reality in different ways (area, shape, distance and direction)
  • Mercator map projection: This type of map projection was created by Gerardus Mercator in 1569 and his main purpose was being a navigation tool. Why for navigating? Because at that time many of the cartographers and explorers used elliptical projections that, although they were accurate, they supposed a difficulty for navigators since they had to recalculate constantly the coordinates as they moved. So the main advantage of this map is that the loxodromes (lines crossing all the meridians at a constant angle) are represented as straight lines which is very useful at the time of going across long distances by ship. On the other hand, it distorts the Earth’s poles and landmasses that are close to the equator. This makes that some areas, like Greenland and Europe, appear much bigger than other places that are close to the equator, like Africa.
  • Robinson map projection: it was created by Arthur H. Robinson in 1963 because of a request from a commercial atlas company. In this projection the Earth is shown within an ellipse with a flat top and bottom. The lines of latitude are parallel to the equator, but lines of longitude are elliptical arcs.On the other hand, the areas are represented properly but the distances and the directions are distorted. The distortion is more severe close to the poles but it decreases as we distance ourselves from them.
  • Azimuthal map projection: it is a kind of map that projects the globe onto a plane, so it is also called a “plane projection”. This projection produces a circular map with a chosen point that is tangent to the flat surface as its center. When this point is either the Earth’s poles, parallels appear as concentric circles and meridians as straight lines. Then, this projection has distortions increasing away from the central point and they are smaller in the places close to the point.
  • Scavenger hunt: it is a game or an activity in which the contestants have to compete between each other in order to see who can get first all the specific items from a list. It can be made in different and creative ways. A very famous one is the Internet scavenger hunt, which consists on visiting websites and finding clues in order to solve puzzles.This kind of activity allows the students to improve and practice their reading and comprehension skills while they have fun.

 

Task 2: MAP PROJECTIONS

Hello, my name is Celia Riera and I am this week´s journalist, that means that I am the one who is in charge of taking pictures and in charge of everything related with the social media.

On Monday morning the professor put a video in class about how maps distortion the reality, with that  she wanted to introduce the class this week´s activity; Treasure Hunt: cartographic projections. After that she explained us very detailed the task and then we started planning the activity. Once that was finished, Luisa, the facilitator of this week, told us our respective roles.

On Monday evening we met in one of the many cabins in La Merced to start working. Luisa divided us in pairs and each pair was in charge of one of the three projections (Robinson, Mercator and Azimuthal). After completing the table with all the information acquired of the three projections, all of us together chose the two countries that we wanted to compare in all the different projections. We first chose Italy and Switzerland but we changed Switzerland for Egypt due to you can appreciate much better the difference in Egypt than in Switzerland. Finally, we chose the Robinson projection as the best of the three projections.

 

On Tuesday after classes we stayed in one of the cabins of the faculty of philosophy and what we did was searching for an example of media that distortions the reality, we chose an example of a girl in Instagram that modifies her photos. Once that was finished we had to decide what example of treasure hunt we wanted to explain, what we did was an activity to learn the different parts of the human body with some statements, so what the children have to do is link the different statements to their respective picture throughout arrows.

 

Blog of our classmates:

http://friskyhedgehogs.blogspot.com.es/p/task-1-tpack.html?showComment=1455805542345

Captura de pantalla (5)

Blog outside class: https://blogs.esri.com/esri/arcgis/2010/09/16/map-projection-animations/

Captura de pantalla (4)

TASK 2: Map projections

Hello, my name is Mª Luisa and this week I am the facilitator of my group, which implicates being the leader of my group. In this week’s task we needed to know something about the different types of maps and also to find two examples of media distortion.

This week I talked with my classmates about the task and we read the information that Linda gave us. Firstly, we needed to agree with some parts of the task like the examples and what type of map was the best for us.

When we finally had our conclusion, I divided us into groups of two for reading the different types of maps. After completing the table, our stars (Alejandra and María) started to do the part of ours countries and the rest of us had to do the others parts.

I think that dividing ourselves and distributing the work reasonably was the best strategy to do this type of task, because of the different parts of this work. I wanted to create a good work and that my classmates were comfortably with their parts and to do the work as good as possible.

P.S.  The post of the star won’t be uploaded until next week due to some problems with the time of the expositions

Task 1: TPACK

Hello, my name is Ester and for this first task of our course I have represented the role of star, which involves presenting the task in front of our classmates.

Before explaining anything else, I think that it is important to point out that the presentations had to be made in a 5 minutes speed dating dynamic, which means that I had to explain our work in five minutes once to every single group of the class so at the end, I had to have explained it eight times (there are eight groups in our class).

For this task, what I had to do was to explain the type of information that we had chosen for making this activity and then decribe what is TPACK, what are its main elements, why is important for the teachers and what is the relationship between this model and our degree, primary education. So as well as working to make the task properly with my teammates, I had to understand very well all the elements of this assignment in order to be able to explain it to my classmates.

The day before the presentation I prepared myself and I rehearsed the speech that I had to do until I thought that I was prepared enough. However, I already knew that the day of the exposition I would have a hard opponent: my nerves.

For me, the pressure of having to be in front of my classmates or even the teacher (she had to listen to my explanation at least once) and having to explain everything properly in just five minutes was quite big. So from my point of view, the most difficult part of my role was being able to present the task ignoring the nerves and the pressure.

Anyway, at the end it went quite well and I was able to make the exposition without getting into a panic. In fact, when I finished the presentation I realized that this role and this task had provided me the opportunity of feeling like a teacher and being able to understand the difficulties that a teacher can have at the time of explaining something to his students, so finally I kind of liked the experience.

Task 1: TPACK

Hi, I’m María, and this week I’m going to be the curator, which means I’m the responsible of gathering all the resources used in the task.

RESOURCES

  • Linda Johanna Castañeda Quintero,Maria Paz Prendes Espinosa (2015, 25 abril) TPACK Technological Pedagogical Content Knowledge https://www.youtube.com/watch?v=qVT0pB_f2Zk .
  • Types of information maps (informationtamers.com)
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Navarro, A. (2016) Summary of the different types of mind map. (1-2).
  • Bubbl.us, (2016). bubbl.us | brainstorm and mind map online. [online] Available at: https://bubbl.us/mindmap.

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click here

 

 

 

Task 1: TPACK

Hello, my name is Celia Riera, and this week I’m the analyst that means that I have to do a reflection about this week’s task and also I have to rate my groupmates.

In this weeks activity we have talked about what TPACK is and how TPACK can be useful for us in this degree. To do that we have met after classes to do the activity altogether, which was a little bit complicated due to not all the members of this group are from Murcia but we managed to make it work.

Even though there were complicated moments, there were also good moments, for example when we helped each other if someone of us did not understand the question and so on. We also enjoyed spending time together because even though it is an important activity, we also had fun while doing it.

The reason why TPACK is so important for us and related to this degree is because it is a teaching model, therefore it is especially for this degree because the aim of this degree is teaching children in the best way possible and as understandable as it could be.

Also, if we are going to be teachers in the future we need to know how to apply different technologies efficiently in order to increase the knowledge of the students. Finally if we want get better at our work we need to keep up with the release of new technologies and new teaching methods to improve our work daily.

Sadly, TPACK is not available for every single teacher in every single school in Spain due to not every teacher in Spain have the necessary level of technological knowledge. That is because there are teachers that do not know how to use a computer or even a mobile phone due to when they studied this degree that kind of technologies did not exist. That could change but due to the crisis in Spain since 2007 the money invested in education is every day decreasing. Because of that the courses that teach teachers to use technologies are almost non-existent and also because of that not many schools have enough money to buy computers or any other kind of technology.

If the technological knowledge does not exist, then TPACK is not available because TPACK is the mix of technological knowledge, pedagogical knowledge and content knowledge, therefore is only available the pedagogical content knowledge. TPACK can not exist if that mix does not exist.

Task 1: TPACK

Hi, I’m Noemi Pacetti and this week I’m going to be the translator. To explain what is my role, I have to choose the five more important terms in this task and explain them with my own words.

TPACK: The word TPACK is an acronym of Technological Pedagogical Content Knowledge. It can be seen as a model for understanding the most effective ways to teach. TPACK is very useful for teaching not only because it helps you to know how to transmit a particular knowledge (subject) but also to integrate ICTS in the learning process of the students. It is formed by three different types of knowledge; the Content knowledge, the Pedagogical knowledge, and the Technological knowledge. We can also find the Technological Pedagogical Knowledge, the Technological Content Knowledge and the Pedagogical Content knowledge that emerge from the combination of the three first ones.

Pedagogical Content knowledge (PCK): This kind of knowledge is the resulting combination of the Pedagogical Knowledge and the Content Knowledge. PCK is the idea of the knowledge of pedagogy that is applicable to teach a specific content. It is the transformation of the subject matter for teaching. This transformation takes part when the teacher interprets the subject, thinks about the variety of ways of teaching it and adapts the right materials to promote the learning of their students and get the competence knowledge in the most effective way.

Technological Pedagogical Knowledge (TPK): It is the knowledge that results from the Technological Knowledge and the Pedagogical knowledge. TPK is an understanding of how teaching can change when we use a particular technology in a particular way. Teachers have to be aware of the importance of this kid of knowledge, knowing the pedagogical affordances of a wide range of technological tools to carry on the right designs and strategies. Technological tools have to be seen as mechanisms that help teachers to develop their pedagogical view of a matter. That technological and at the same time pedagogical tools should be adapt to the level and the peculiarities of the students.

ICTS: This anachronism is referred to the Technologies of Information and Communication (computers, mobile phones, tablets, iPads…). ICTS are all the technologies develop for the management of information. That includes the technologies for store and then get back information, send and receive information, process it… The development of ICTS has change the way we interact with technologies and has in general change completely our whole life. ICTS has been progressively introduced in education and has become essential as a perfect tool to help and complete the teaching performance in order to get the best of each student.

Information map: This method is used to analysed, organize and present information. Through this kind of map, collected data can be structured in visual context. Information maps offers a quick and easy access to information and a simple and comprehensive classification of it. It is a system for identifying, categorizing, interrelating, sequencing or presenting graphically information that can be used for different purposes. In the Education field information maps have become an effective tool in the learning process of the students. There are multiple different designs of information maps: buzan mind maps, spider grams, conceptual maps…