ITA2: E-Learning Assignment
Nova National Park created using Adobe Fireworks

ITA2: E-Learning Assignment

Nova National Park created using Adobe Fireworks


ITA2- The edited image of a Smiling Child for Week 9 E-Learning Assignment.
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ITA2- The edited image of a Smiling Child for Week 9 E-Learning Assignment.

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ITA2- The edited image of a Gypsy Vanner Cob for Week 9 E-Learning Assignment.
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ITA2- The edited image of a Gypsy Vanner Cob for Week 9 E-Learning Assignment.

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ITA2- The edited Black Horse image for Week 9 E-Learning Assignment.
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ITA2- The edited Black Horse image for Week 9 E-Learning Assignment.

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ITA2- The edited polar bear image for Week 9 E-Learning Assignment.
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ITA2- The edited polar bear image for Week 9 E-Learning Assignment.

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CBeebies- Germ Counting

Charlie and Lola is a very well know cartoon and story to most children. Children are now able to be exposed to more matching and counting games while being able to enjoy a charming little story of Charlie and Lola on the side.

Matching and counting are needed to play this game. This game has beautiful language integrated into the story. Lola is sick and Charlie, her elder brother comforts her by distracting her about the germs in her mouth. Lola is then given the task  of identifying the various germs by the descriptions given by her brother and count how many of them are in her mouth. The catch is that there is a time limit to it but has a reward at the end. This game consists of 5 levels with more germs of different appearances making their debut in Lola’s mouth in each level.

Charlie is the narrator of this game/story. As the game is immersed with rich language, Language arts can be part of the math lesson as well. Instructions are clearly given to the children before and during the game.

The Germs are moving and jumping about inside Lola’s mouth and the child is to “catch” the germs by trying to click on it. They have to catch the germs within the a certain time frame; before the thermometer showing the rising temperature gets too high.

Charlie, the narrator will ask the children how many of the same type of germs can be found in Lola’s mouth. The child has to use matching skills to match the same germs to the one she/he caught and count how many there are.

After the children complete all 5 levels, charlie then attempts to sing a song for Lola to cheer her up. In order for the child to see this video of charlie singing, they have to pass all 5 levels. This tactic encourages the children to try their best as a challenge, as well as reward is presented to them.

Game Evaluation:

Design and layout= 5 Points

There are multiple graphic elements and variation in layout. Design elements assist students in understanding concepts and ideas.

Navigation= 5 Points

The game is well organized and easy to navigate. Students can clearly understand where they are and where to go to next.

Objectives= 3 Points

Some learning objectives are identified.

Different Learning Styles= 3 Points

The game provides some auditory, kinesthetic, textual and/or visual activities to enhance student learning.

Higher Level Learning Skills= 3 Points

The game provides some activities to help students increase their cognitive skills, such as analysis, synthesis and evalution.

Rule= 5 Points

Every rule is clearly stated.

Goals= 5 Points

Goals are clearly stated and measure what students must know and be able to do to accomplish the game.

Feedback= 5 Points

There are frequent opportunities for students to receive timely feedback on their performance.

Interaction= 5 Points

Interactions are clearly identified. There is a definitive increase in social interaction.

Subject= 5 Points

The subject or topic of the game is clearly stated.

RATING: 4.4 (Excellent)

This game can be made use of when teaching counting and introducing language at the same time, it has a unique theme for children to count and it makes use of a story with good vocabulary to start and end the game. The 5 levels of fun and challenge will give the children opportunities to excel in counting and learning about describing attributes that are present throughout the game. E.g. Shapes and Colors. Learning does not only take place in schools but everywhere. Parents can take the time to have one to one teaching and sharing moment with their child during the game. Parents can point out things that the child could have overlooked in the game or in ignorance had not realized its importance. it would be a relaxed and fun activity to bond with the child.

Link to Germ Counting can be found HERE.


CBeebies- Bella’s Stall

Allow children to enjoy learning and practicing mathematics with this game; based on the characters from Tweenies. The animation of the characters and sound effects produced at certain junctures keeps a strong hold on children’s focus.

Bella’s Stall

This game focuses on developing children on their thinking and numeracy skills. The interactive game allows children to focus with little effort as the vivid colors and lively animation will capture their attention. Math language is frequently heard throughout the game as the characters speak or give guidance. E.g. Big-Small, Most-Least… etc etc. In this game, children will learn and build on their Comparing skills, Number Bonds, Shape and Size recognition. Children will not be bored too easily as when they repeat the game, the toys for sale and the amount changes presenting a whole new set of challenges.

The game guides children through step by step with each level tougher than the next.

The first step would be to Identify what the character wants and compare the prices to to what is required. Children have to be able to recognize the Number “10” in this case and find the item that costs 10p.

The second step

After having successfully chosen and identified the right toy and number, they are required yet again to find the number, this time on the till. This reinforces their recognition of the number. Both steps allows children to use their comparative and matching skills to source for the right answer.

The Third step

In this part of the game right after selecting the price on the till, children will learn about number bonds. 2 sets of 5p makes 10p.

Now as the next character and so on comes to shop to purchase items of different prices and desires, more number bonds for varying sets of number will be introduced to the children.

 As the game continues, not only number bonds are introduced in this step of the game but shapes and sizes as well. The change comes in different shapes, E.g. 10p and 5p are circles while the 20p is a heptagon. The coins also have different sizes, E.g. 10p is the biggest coin, 20p is bigger than 5p.

Math Language being used:

Game Evaluation:

Design and layout= 5 Points

There are multiple graphic elements and variation in layout. Design elements assist students in understanding concepts and ideas.

Navigation= 5 Points

The game is well organized and easy to navigate. Students can clearly understand where they are and where to go to next.

Objectives= 3 Points

Some learning objectives are identified.

Different Learning Styles= 3 Points

The game provides some auditory, kinesthetic, textual and/or visual activities to enhance student learning.

Higher Level Learning Skills= 5 Points

The game provides multiple activities to help students increase their cognitive skills, such as analysis, synthesis and evaluation.

Rule= 5 Points

Every rule is clearly stated.

Goals= 3 Points

Goals are at least partially described.

Feedback= 3 Points

There are some opportunities for students to receive feedback on their performance.

Interaction= 5 Points

Interactions are clearly identified. There is a definitive increase in social interaction.

Subject= 5 Points

The subject or topic of the game is clearly stated.

RATING: 4.2 (Excellent)

The game will prove to be effective for children to be introduced to math concepts such as matching and comparing. As it is cartoon based, children will be more susceptible to paying more attention to the animated game and absorb what they have learned. The computer game can in integrated into the lesson by the teacher to introduce the basic concept of numbers, what they mean and comparison. Many topics and subtopics are already covered by the game and hence the teacher will be able to frequently makes use of this game to put some fun into the various math lessons in class. Parents can make use of this game to show their child how it is like to be the stall holder and cashier instead of a customer that the child is used to being.

Link to Bella’s Stall can be found HERE.


Visual, Auditory & Kinesthetic Learning Style Model

Visual Learners

     Visual learning is a particular learning and teaching style that focuses primarily on images and graphics to associate the information, concept or idea that they need to comprehend or teach. Much of everything is taking in by the eyes and little children especially enjoy observing someone else experiment first before they try. Organization is mainly seen and needed by these children and they do appreciate color stimulation. Early attempts at art are often seen, such as scribbling, doodling and drawing. As the children are largely visual in nature, “visual language” is also heard, words uch as “look, i see.., imagine.., i dream of..”

Traits of Visual Learners:

  • Likes dressing up at the dramatic corner
  • Good at spelling
  • Requires quiet time
  • Understands and likes stimulating charts
  • Dreams in color or colors
  • Imaginary friends
  • Enjoys picture books
  • Sensitive to the way their environment appear

Assessing Visual Learners:

  1. Draws maps frequently during class work or play E.g. mind maps, treasure maps
  2. Constantly refers to things drawn or written on board by teacher
  3. Diagram games. E.g.lottograph
  4. High concentration in motion pictures
  5. Picture sentences are readily absorbed
  6. Likes to circle words, underline or highlight
  7. Flashcards should be used

Auditory Learners

     Auditory learning is a style of learning that narrows down to simple listening hearing. Reading to remember will pose as a problem and therefore most auditory learners listen to what people say instead to take in information. Speech recognition tools that are used in PCs are usually used to overcome barriers to learning or teaching. Background sounds such as music aid these learners to concentrate and work more effectively. Takes note of different layers of music, changes in tones, pitches and melody. Most face no problems in talking/ communicating and oral testing is typicall aced. Auditory language is also used, “I hear.., listen to me.., can we talk..”

Traits of Auditory Learners:

  • Reads out loud to self and others
  • Good at explanations
  • Uses a wider range of vocabulary
  • Enjoys show and tell in clas
  • Good at grammar
  • Picks up language quick
  • Repeats words said by others
  • Remembers mot of what they hear in passing
  • Remembers names but forgets faces
  • Talks while writing or playing

Assessing Auditory Learners:

  1. Attentive to verbal directions
  2. Learns better in group discussions and activities
  3. Inserts information learned into songs or poems
  4. Prefers the listening corner where stories are taped. E.g. Headphones
  5. Constantly asks questions and gives comments
  6. Conducts private speech E.g. talks to self through step by step as a process
  7. Phonics should be applied at times

Kinesthetic Learners

     Kinesthetic learning, also known as tactile learning is a style where physical activity is carried out in order to allow effective learning to take place. This is commonly known as a “do-er” and associated with natural discovery learners where realization is accomplished through the process. Generally moving around helps students to learn better and score better in written papers. Subject and activities such as chemistry experiments, sports, acting or multitasking are what these learners excel at. Facts and information is recalled by remembering what their body was doing when receiving the information. Phrases in the “kinesthetic language”, “I want to do.., I feel tired, can I try that?”.

Traits of Kinesthetic Learners:

  • Remembers what was done not what was seen or talked about
  • Likes the science lab
  • Builds architectural models
  • Fidgets when is still too long
  • Learn by imitation or practice
  • Physically active and impulsive
  • Role playing commonly seen at dramatic corners
  • Enjoys music and movement activity
  • Gestures a lot
  • Requires short breaks between lessons

Assessing Kinesthetic Learners:

  1. More animated at dramatic corners
  2. Concentrates better at exploratory periods
  3. Fascinated with 3D models
  4. Gathers concept fast at field trips
  5. Poor handwriting/ penmanship. E.g. unable to practice for long periods
  6. Sometimes considered hyperactive. E.g. move to remember
  7. Need physical objects that can be handled. E.g. learning aids for seriation