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A Site Redesign -
shock therapy for school
     Webmasters
              Jason Hando
   Digital Learning Designer & Trainer
       jason@utopiainternet.com
RATIONALE
• Schools   ride on communication, relationship and organisation


• Websites represent how well
 (or bad) schools meet needs

• Parents and students are
 getting busier

• Technology   advancement

                                             jason@utopiainternet.com
BUILDING THE RED DUCATI
    OF EDUCATION....
.... ONE PIECE AT A TIME
THREE WEBSITE ENTITIES


1. Public Website

2. Student eLearning

3. Staff Intranet




                       jason@utopiainternet.com
TECHNOLOGY-CENTRED




             jason@utopiainternet.com
TECHNOLOGY-CENTRED


• “Video is designed to revolutionize our educational system
 and in a few years it will supplant largely, if not entirely, the use
 of textbooks.”




                                                jason@utopiainternet.com
TECHNOLOGY-CENTRED


• “Video  is designed to revolutionize our educational system
  and in a few years it will supplant largely, if not entirely, the use
  of textbooks.”

• “Itis possible to teach every branch of human knowledge with
  video.”


                                                 jason@utopiainternet.com
TECHNOLOGY-CENTRED


• “Video  is designed to revolutionize our educational system
  and in a few years it will supplant largely, if not entirely, the use
  of textbooks.”

• “Itis possible to teach every branch of human knowledge with
  video.”
                    ➡ Thomas Edison 1922


                                                 jason@utopiainternet.com
MAYER EVALUATES...

• “I attribute the disappointing results of various technology’s
  attempt to tap the potential of visual and worldwide learning
  to the technology-centred approach taken by the promoters.
  Instead of adapting technology to fit the needs of human
  learners, humans were forced to adapt to the demands of
  cutting-edge technologies.” Richard E. Mayer.

• Focus has unfortunately been on access rather than on helping
  people (plan, learn, communicate) through the aid of
  technology
                                             jason@utopiainternet.com
SDEHS HISTORY OF WEB




              jason@utopiainternet.com
SDEHS HISTORY OF WEB
• 2005Public Page with some curriculum for students. No
 passwords.




                                         jason@utopiainternet.com
SDEHS HISTORY OF WEB
• 2005Public Page with some curriculum for students. No
 passwords.

• 2006   Introduce Moodle. Logins. Three columns.




                                            jason@utopiainternet.com
SDEHS HISTORY OF WEB
• 2005Public Page with some curriculum for students. No
 passwords.

• 2006   Introduce Moodle. Logins. Three columns.

• 2008   Introduce Joomla for web and intranet.




                                             jason@utopiainternet.com
SDEHS HISTORY OF WEB
• 2005Public Page with some curriculum for students. No
 passwords.

• 2006   Introduce Moodle. Logins. Three columns.

• 2008   Introduce Joomla for web and intranet.

• 2009   Redesign Moodle to match Joomla. Two columns. Plugins.



                                             jason@utopiainternet.com
jason@utopiainternet.com
jason@utopiainternet.com
jason@utopiainternet.com
jason@utopiainternet.com
jason@utopiainternet.com
jason@utopiainternet.com
jason@utopiainternet.com
jason@utopiainternet.com
jason@utopiainternet.com
2010

• Joomla   migration

• Moodle     customisation

• Intranet   login (SSO)
2011

• Mobile   websites

• System   integration (SMS)
A  Site  Redesign - shock therapy for school webmasters
PERSONAS
• Jane Murdoch,                   • Background: Husband   died
 47, single,                       of sudden heart attack when
 3 sons (5,7,10)                   youngest was just 3. Forced
                                   to work and accept any
• Profession: Full-time   Book     overtime to make ends
 Keeper                            meet.
• Quote:  “My life feels hectic   • Goals: I’dlike to organise my
 from when I wake until late       calendar for the family
 at night.”                        better. Juggling everyone’s
                                   events each week is getting
                                   harder.
SCENARIOS
High level: Jane will notice upcoming events
from the school’s homepage and will click to see
more. She will organise her own calendar for the
family based on events for each child that she finds
in the school calendar.

Detailed: After putting the kids to bed Jane sits
down to organise the rest of the term. Jane looks
over the school homepage and sees the “What’s
On” section. She clicks hoping she will see some
tools to organise different events for each class.
PAGE DESIGNS

• Navigation    pages

• Consumption     pages

• Interaction   pages
WAYFINDING

• Where   am I? Am I in the   • Where   have I been?
 right place?
                              • What   do I do now?
• Do they have what I am
 looking for?                 • How  do I keep this/buy this/
                               save this?
• Do they have anything
 better?
USER TESTING




          jason@utopiainternet.com
Video of Steve Krug conducting user testing




                                jason@utopiainternet.com
ELEARNING METAPHORS




             jason@utopiainternet.com
ELEARNING METAPHORS
                                                                             Goal of
Metaphor       Definition     Content          Learner        Teacher
                                                                            Multimedia

              Strengthening               Passive recipient Dispenser of   Enable drill and
  Response
strengthening
              or weakening Associations   of rewards and rewards and       practice; act as a
              an association                punishments punishments           reinforcer


                                               Passive                          Deliver
                 Adding
Information                                                Information     information; act
 acquisition
             information to Information     information                      as a delivery
                memory                                       provider
                                              receiver                          vehicle

               Building a                                                      Provide
 Knowledge     coherent                    Active sense-    Cognitive         cognitive
construction                Knowledge                                      guidance; act as
                mental                        maker          guide            a helpful
               structure                                                   communicator
                                                            jason@utopiainternet.com
ELEARNING METAPHORS
                                                                             Goal of
Metaphor       Definition     Content          Learner        Teacher
                                                                            Multimedia

              Strengthening               Passive recipient Dispenser of   Enable drill and
  Response
strengthening
              or weakening Associations   of rewards and rewards and       practice; act as a
              an association                punishments punishments           reinforcer


                                               Passive                          Deliver
                 Adding
Information                                                Information     information; act
 acquisition
             information to Information     information                      as a delivery
                memory                                       provider
                                              receiver                          vehicle

               Building a                                                      Provide
 Knowledge     coherent                    Active sense-    Cognitive         cognitive
construction                Knowledge                                      guidance; act as
                mental                        maker          guide            a helpful
               structure                                                   communicator
                                                            jason@utopiainternet.com
ELEARNING METAPHORS
                                                                             Goal of
Metaphor       Definition     Content          Learner        Teacher
                                                                            Multimedia

              Strengthening               Passive recipient Dispenser of   Enable drill and
  Response
strengthening
              or weakening Associations   of rewards and rewards and       practice; act as a
              an association                punishments punishments           reinforcer


                                               Passive                          Deliver
                 Adding
Information                                                Information     information; act
 acquisition
             information to Information     information                      as a delivery
                memory                                       provider
                                              receiver                          vehicle

               Building a                                                      Provide
 Knowledge     coherent                    Active sense-    Cognitive         cognitive
construction                Knowledge                                      guidance; act as
                mental                        maker          guide            a helpful
               structure                                                   communicator
                                                            jason@utopiainternet.com
ELEARNING METAPHORS
                                                                             Goal of
Metaphor       Definition     Content          Learner        Teacher
                                                                            Multimedia

              Strengthening               Passive recipient Dispenser of   Enable drill and
  Response
strengthening
              or weakening Associations   of rewards and rewards and       practice; act as a
              an association                punishments punishments           reinforcer


                                               Passive                          Deliver
                 Adding
Information                                                Information     information; act
 acquisition
             information to Information     information                      as a delivery
                memory                                       provider
                                              receiver                          vehicle

               Building a                                                      Provide
 Knowledge     coherent                    Active sense-    Cognitive         cognitive
construction                Knowledge                                      guidance; act as
                mental                        maker          guide            a helpful
               structure                                                   communicator
                                                            jason@utopiainternet.com
LEARNER ACTIVITY


• Behavioural activity (being hands-on) does not guarantee
 cognitive activity (cognitive processing) which is the cause of
 meaningful learning.

• Well designed multimedia instructional messages promote
 active cognitive processing in learners even when they seem
 to be behaviourally inactive.


                                             jason@utopiainternet.com
HOW LIGHTENING STORMS
       DEVELOP
Lightening can be defined as the discharge of electricity
resulting from the difference in electrical charges between the
cloud and the ground. When the surface of the earth is warm,
moist air near the earth’s surface becomes heated and rises
rapidly, producing an updraft. As the air in these updrafts
cools, water vapor condenses into water droplets and forms
cloud..... Within the cloud, the moving air causes electrical
charges to build, although scientists do not fully understand
how it occurs.

                                           jason@utopiainternet.com
HOW LIGHTENING STORMS
       DEVELOP                           Downdrafts
                                                                                  Positively charged
                                                                                       particles
  Ice Crystals Freezing Level        Hailstones       Freezing Level       +    + +
 Water Droplets                      Raindrops                             -    - -
                                                                              -
                                                                          Negatively
Updrafts                          Updrafts                             charged particles
                                                                                              +
                                                                                                +
   Warm Moist Air                    Wind Gusts                                                +

1. Warm moist air rises, water     2. Raindrops and ice crystals       3. Negatively charged particles
vapor condenses and forms a             drag air downward              fall to the bottom of the cloud
          cloud


   +        +   +                    +        +   +
    -       -   -                    -        -   -
        -                                 -
             Stepped                              Return stroke
Branches      leader
                     +                                     +
                       +                                     +
      Upward-moving
         leader      +                                      +
4. Two leaders meet, negatively    5. Positively charged particles
charged particles rush from the   from the ground rush upward
     cloud to the ground                along the same path            jason@utopiainternet.com
HOW LIGHTENING STORMS
       DEVELOP


    Video of How Lightening Works




                            jason@utopiainternet.com
HOW LIGHTENING STORMS
           DEVELOP
1. Warm moist air rises, water                                           Downdrafts
                                                                                                                       Positively charged
vapor condenses and forms a                                                                                                 particles
cloud                              Ice Crystals Freezing Level          Hailstones    Freezing Level         +       + +
                                  Water Droplets                        Raindrops                            -       - -
2. Raindrops and ice crystals
                                                                                                                -
drag air downward
                                                                                                            Negatively
3. Negatively charged particles   Updrafts                           Updrafts                            charged particles
fall to the bottom of the cloud                                                                                                   +
                                                                                                                                   +
4. Two leaders meet, negatively     Warm Moist Air                      Wind Gusts                                                +
charged particles rush from the
cloud to the ground
5. Positively charged particles                      +       +   +                       +       +   +
from the ground rush upward
along the same path                                  -       -   -                       -       -   -
                                                         -                                   -
                                                            Stepped                                  Return stroke
                                               Branches      leader
                                                                    +                                            +
                                                                      +                                           +
                                                     Upward-moving
                                                        leader      +                                            +




                                                                                             jason@utopiainternet.com
HOW LIGHTENING STORMS
       DEVELOP                           Downdrafts
                                                                                  Positively charged
                                                                                       particles
  Ice Crystals Freezing Level        Hailstones       Freezing Level       +    + +
 Water Droplets                      Raindrops                             -    - -
                                                                              -
                                                                          Negatively
Updrafts                          Updrafts                             charged particles
                                                                                              +
                                                                                                +
   Warm Moist Air                    Wind Gusts                                                +

1. Warm moist air rises, water     2. Raindrops and ice crystals       3. Negatively charged particles
vapor condenses and forms a             drag air downward              fall to the bottom of the cloud
          cloud


   +        +   +                    +        +   +
    -       -   -                    -        -   -
        -                                 -
             Stepped                              Return stroke
Branches      leader
                     +                                     +
                       +                                     +
      Upward-moving
         leader      +                                      +
4. Two leaders meet, negatively    5. Positively charged particles
charged particles rush from the   from the ground rush upward
     cloud to the ground                along the same path            jason@utopiainternet.com
HOW LIGHTENING STORMS
       DEVELOP                            Downdrafts
                                                                                   Positively charged
                                                                                        particles
  Ice Crystals Freezing Level          Hailstones      Freezing Level       +    + +
 Water Droplets                        Raindrops                            -    - -
                                                                               -
                                                                           Negatively
Updrafts                           Updrafts                             charged particles
                                                                                                +
                                                                                                  +
   Warm Moist Air                     Wind Gusts                                                 +
                                                                           3. Negatively charged
 1. Warm moist air rises, water     2. Raindrops and ice crystals
                                                                         particles fall to the bottom of
 vapor condenses and forms a           drag air downward
                                                                                    the cloud
           cloud


    +       +   +                     +        +   +
    -       -   -                     -        -   -
        -                                  -
                 Stepped                           Return stroke
Branches          leader
                         +                                  +
                           +                                  +
       Upward-moving
             leader      +                                   +
 4. Two leaders meet, negatively    5. Positively charged particles
charged particles rush from             from the ground rush
     the cloud to the ground       upward along the same path           jason@utopiainternet.com
HOW LIGHTENING STORMS
       DEVELOP                            Downdrafts
                                                                                   Positively charged
                                                                                        particles
   Ice Crystals Freezing Level         Hailstones      Freezing Level       +    + +
  Water Droplets                       Raindrops                            -    - -
                                                                              -
                                                                           Negatively
Updrafts                           Updrafts                             charged particles
                                                                                                +
                                                                                                  +
   Warm Moist Air                     Wind Gusts                                                 +
                                                                           3. Negatively charged
 1. Warm moist air rises, water     2. Raindrops and ice crystals
                                                                         particles fall to the bottom of
 vapor condenses and forms a           drag air downward
                                                                                    the cloud
           cloud


    +       +   +                     +        +   +
    -       -   -                     -        -   -
        -                                  -
                 Stepped                           Return stroke
Branches          leader
                         +                                  +
                           +                                  +
       Upward-moving
             leader      +                                   +
 4. Two leaders meet, negatively    5. Positively charged particles
charged particles rush from             from the ground rush
     the cloud to the ground       upward along the same path           jason@utopiainternet.com
SEPARATED VS INTEGRATED
 Ice Crystals Freezing Level         Ice Crystals   Freezing Level

Water Droplets                    Water Droplets
                                                              1. Warm moist air rises,
                                                              water vapor condenses
                                                                 and forms a cloud
Updrafts                         Updrafts

                                  Warm Moist Air
  Warm Moist Air

1. Warm moist air rises, water
vapor condenses and forms a
          cloud



  Seperated                                         Integrated



                                                    jason@utopiainternet.com
CONTENT DRIVEN DESIGN




              jason@utopiainternet.com
CONTENT DRIVEN DESIGN


           People




                    jason@utopiainternet.com
PDHPE BEFORE




          jason@utopiainternet.com
jason@utopiainternet.com
MATHS BEFORE




          jason@utopiainternet.com
jason@utopiainternet.com
MOBILE WEBSITES
INSPIRATION SOURCE:
   dustincurtis.com
A  Site  Redesign - shock therapy for school webmasters
A  Site  Redesign - shock therapy for school webmasters
A  Site  Redesign - shock therapy for school webmasters
A  Site  Redesign - shock therapy for school webmasters
A  Site  Redesign - shock therapy for school webmasters
INSPIRATION SOURCE:
     engadget.com
A  Site  Redesign - shock therapy for school webmasters
A  Site  Redesign - shock therapy for school webmasters
INSPIRATION SOURCE:
     brainpop.com
A  Site  Redesign - shock therapy for school webmasters
INSPIRATION SOURCE:
  learntobehealthy.org
A  Site  Redesign - shock therapy for school webmasters
CONCLUSION
YouTube video of 2 year old with an iPad

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A Site Redesign - shock therapy for school webmasters

  • 1. A Site Redesign - shock therapy for school Webmasters Jason Hando Digital Learning Designer & Trainer jason@utopiainternet.com
  • 2. RATIONALE • Schools ride on communication, relationship and organisation • Websites represent how well (or bad) schools meet needs • Parents and students are getting busier • Technology advancement jason@utopiainternet.com
  • 3. BUILDING THE RED DUCATI OF EDUCATION....
  • 4. .... ONE PIECE AT A TIME
  • 5. THREE WEBSITE ENTITIES 1. Public Website 2. Student eLearning 3. Staff Intranet jason@utopiainternet.com
  • 6. TECHNOLOGY-CENTRED jason@utopiainternet.com
  • 7. TECHNOLOGY-CENTRED • “Video is designed to revolutionize our educational system and in a few years it will supplant largely, if not entirely, the use of textbooks.” jason@utopiainternet.com
  • 8. TECHNOLOGY-CENTRED • “Video is designed to revolutionize our educational system and in a few years it will supplant largely, if not entirely, the use of textbooks.” • “Itis possible to teach every branch of human knowledge with video.” jason@utopiainternet.com
  • 9. TECHNOLOGY-CENTRED • “Video is designed to revolutionize our educational system and in a few years it will supplant largely, if not entirely, the use of textbooks.” • “Itis possible to teach every branch of human knowledge with video.” ➡ Thomas Edison 1922 jason@utopiainternet.com
  • 10. MAYER EVALUATES... • “I attribute the disappointing results of various technology’s attempt to tap the potential of visual and worldwide learning to the technology-centred approach taken by the promoters. Instead of adapting technology to fit the needs of human learners, humans were forced to adapt to the demands of cutting-edge technologies.” Richard E. Mayer. • Focus has unfortunately been on access rather than on helping people (plan, learn, communicate) through the aid of technology jason@utopiainternet.com
  • 11. SDEHS HISTORY OF WEB jason@utopiainternet.com
  • 12. SDEHS HISTORY OF WEB • 2005Public Page with some curriculum for students. No passwords. jason@utopiainternet.com
  • 13. SDEHS HISTORY OF WEB • 2005Public Page with some curriculum for students. No passwords. • 2006 Introduce Moodle. Logins. Three columns. jason@utopiainternet.com
  • 14. SDEHS HISTORY OF WEB • 2005Public Page with some curriculum for students. No passwords. • 2006 Introduce Moodle. Logins. Three columns. • 2008 Introduce Joomla for web and intranet. jason@utopiainternet.com
  • 15. SDEHS HISTORY OF WEB • 2005Public Page with some curriculum for students. No passwords. • 2006 Introduce Moodle. Logins. Three columns. • 2008 Introduce Joomla for web and intranet. • 2009 Redesign Moodle to match Joomla. Two columns. Plugins. jason@utopiainternet.com
  • 25. 2010 • Joomla migration • Moodle customisation • Intranet login (SSO)
  • 26. 2011 • Mobile websites • System integration (SMS)
  • 28. PERSONAS • Jane Murdoch, • Background: Husband died 47, single, of sudden heart attack when 3 sons (5,7,10) youngest was just 3. Forced to work and accept any • Profession: Full-time Book overtime to make ends Keeper meet. • Quote: “My life feels hectic • Goals: I’dlike to organise my from when I wake until late calendar for the family at night.” better. Juggling everyone’s events each week is getting harder.
  • 29. SCENARIOS High level: Jane will notice upcoming events from the school’s homepage and will click to see more. She will organise her own calendar for the family based on events for each child that she finds in the school calendar. Detailed: After putting the kids to bed Jane sits down to organise the rest of the term. Jane looks over the school homepage and sees the “What’s On” section. She clicks hoping she will see some tools to organise different events for each class.
  • 30. PAGE DESIGNS • Navigation pages • Consumption pages • Interaction pages
  • 31. WAYFINDING • Where am I? Am I in the • Where have I been? right place? • What do I do now? • Do they have what I am looking for? • How do I keep this/buy this/ save this? • Do they have anything better?
  • 32. USER TESTING jason@utopiainternet.com
  • 33. Video of Steve Krug conducting user testing jason@utopiainternet.com
  • 34. ELEARNING METAPHORS jason@utopiainternet.com
  • 35. ELEARNING METAPHORS Goal of Metaphor Definition Content Learner Teacher Multimedia Strengthening Passive recipient Dispenser of Enable drill and Response strengthening or weakening Associations of rewards and rewards and practice; act as a an association punishments punishments reinforcer Passive Deliver Adding Information Information information; act acquisition information to Information information as a delivery memory provider receiver vehicle Building a Provide Knowledge coherent Active sense- Cognitive cognitive construction Knowledge guidance; act as mental maker guide a helpful structure communicator jason@utopiainternet.com
  • 36. ELEARNING METAPHORS Goal of Metaphor Definition Content Learner Teacher Multimedia Strengthening Passive recipient Dispenser of Enable drill and Response strengthening or weakening Associations of rewards and rewards and practice; act as a an association punishments punishments reinforcer Passive Deliver Adding Information Information information; act acquisition information to Information information as a delivery memory provider receiver vehicle Building a Provide Knowledge coherent Active sense- Cognitive cognitive construction Knowledge guidance; act as mental maker guide a helpful structure communicator jason@utopiainternet.com
  • 37. ELEARNING METAPHORS Goal of Metaphor Definition Content Learner Teacher Multimedia Strengthening Passive recipient Dispenser of Enable drill and Response strengthening or weakening Associations of rewards and rewards and practice; act as a an association punishments punishments reinforcer Passive Deliver Adding Information Information information; act acquisition information to Information information as a delivery memory provider receiver vehicle Building a Provide Knowledge coherent Active sense- Cognitive cognitive construction Knowledge guidance; act as mental maker guide a helpful structure communicator jason@utopiainternet.com
  • 38. ELEARNING METAPHORS Goal of Metaphor Definition Content Learner Teacher Multimedia Strengthening Passive recipient Dispenser of Enable drill and Response strengthening or weakening Associations of rewards and rewards and practice; act as a an association punishments punishments reinforcer Passive Deliver Adding Information Information information; act acquisition information to Information information as a delivery memory provider receiver vehicle Building a Provide Knowledge coherent Active sense- Cognitive cognitive construction Knowledge guidance; act as mental maker guide a helpful structure communicator jason@utopiainternet.com
  • 39. LEARNER ACTIVITY • Behavioural activity (being hands-on) does not guarantee cognitive activity (cognitive processing) which is the cause of meaningful learning. • Well designed multimedia instructional messages promote active cognitive processing in learners even when they seem to be behaviourally inactive. jason@utopiainternet.com
  • 40. HOW LIGHTENING STORMS DEVELOP Lightening can be defined as the discharge of electricity resulting from the difference in electrical charges between the cloud and the ground. When the surface of the earth is warm, moist air near the earth’s surface becomes heated and rises rapidly, producing an updraft. As the air in these updrafts cools, water vapor condenses into water droplets and forms cloud..... Within the cloud, the moving air causes electrical charges to build, although scientists do not fully understand how it occurs. jason@utopiainternet.com
  • 41. HOW LIGHTENING STORMS DEVELOP Downdrafts Positively charged particles Ice Crystals Freezing Level Hailstones Freezing Level + + + Water Droplets Raindrops - - - - Negatively Updrafts Updrafts charged particles + + Warm Moist Air Wind Gusts + 1. Warm moist air rises, water 2. Raindrops and ice crystals 3. Negatively charged particles vapor condenses and forms a drag air downward fall to the bottom of the cloud cloud + + + + + + - - - - - - - - Stepped Return stroke Branches leader + + + + Upward-moving leader + + 4. Two leaders meet, negatively 5. Positively charged particles charged particles rush from the from the ground rush upward cloud to the ground along the same path jason@utopiainternet.com
  • 42. HOW LIGHTENING STORMS DEVELOP Video of How Lightening Works jason@utopiainternet.com
  • 43. HOW LIGHTENING STORMS DEVELOP 1. Warm moist air rises, water Downdrafts Positively charged vapor condenses and forms a particles cloud Ice Crystals Freezing Level Hailstones Freezing Level + + + Water Droplets Raindrops - - - 2. Raindrops and ice crystals - drag air downward Negatively 3. Negatively charged particles Updrafts Updrafts charged particles fall to the bottom of the cloud + + 4. Two leaders meet, negatively Warm Moist Air Wind Gusts + charged particles rush from the cloud to the ground 5. Positively charged particles + + + + + + from the ground rush upward along the same path - - - - - - - - Stepped Return stroke Branches leader + + + + Upward-moving leader + + jason@utopiainternet.com
  • 44. HOW LIGHTENING STORMS DEVELOP Downdrafts Positively charged particles Ice Crystals Freezing Level Hailstones Freezing Level + + + Water Droplets Raindrops - - - - Negatively Updrafts Updrafts charged particles + + Warm Moist Air Wind Gusts + 1. Warm moist air rises, water 2. Raindrops and ice crystals 3. Negatively charged particles vapor condenses and forms a drag air downward fall to the bottom of the cloud cloud + + + + + + - - - - - - - - Stepped Return stroke Branches leader + + + + Upward-moving leader + + 4. Two leaders meet, negatively 5. Positively charged particles charged particles rush from the from the ground rush upward cloud to the ground along the same path jason@utopiainternet.com
  • 45. HOW LIGHTENING STORMS DEVELOP Downdrafts Positively charged particles Ice Crystals Freezing Level Hailstones Freezing Level + + + Water Droplets Raindrops - - - - Negatively Updrafts Updrafts charged particles + + Warm Moist Air Wind Gusts + 3. Negatively charged 1. Warm moist air rises, water 2. Raindrops and ice crystals particles fall to the bottom of vapor condenses and forms a drag air downward the cloud cloud + + + + + + - - - - - - - - Stepped Return stroke Branches leader + + + + Upward-moving leader + + 4. Two leaders meet, negatively 5. Positively charged particles charged particles rush from from the ground rush the cloud to the ground upward along the same path jason@utopiainternet.com
  • 46. HOW LIGHTENING STORMS DEVELOP Downdrafts Positively charged particles Ice Crystals Freezing Level Hailstones Freezing Level + + + Water Droplets Raindrops - - - - Negatively Updrafts Updrafts charged particles + + Warm Moist Air Wind Gusts + 3. Negatively charged 1. Warm moist air rises, water 2. Raindrops and ice crystals particles fall to the bottom of vapor condenses and forms a drag air downward the cloud cloud + + + + + + - - - - - - - - Stepped Return stroke Branches leader + + + + Upward-moving leader + + 4. Two leaders meet, negatively 5. Positively charged particles charged particles rush from from the ground rush the cloud to the ground upward along the same path jason@utopiainternet.com
  • 47. SEPARATED VS INTEGRATED Ice Crystals Freezing Level Ice Crystals Freezing Level Water Droplets Water Droplets 1. Warm moist air rises, water vapor condenses and forms a cloud Updrafts Updrafts Warm Moist Air Warm Moist Air 1. Warm moist air rises, water vapor condenses and forms a cloud Seperated Integrated jason@utopiainternet.com
  • 48. CONTENT DRIVEN DESIGN jason@utopiainternet.com
  • 49. CONTENT DRIVEN DESIGN People jason@utopiainternet.com
  • 50. PDHPE BEFORE jason@utopiainternet.com
  • 52. MATHS BEFORE jason@utopiainternet.com
  • 55. INSPIRATION SOURCE: dustincurtis.com
  • 61. INSPIRATION SOURCE: engadget.com
  • 64. INSPIRATION SOURCE: brainpop.com
  • 66. INSPIRATION SOURCE: learntobehealthy.org
  • 69. YouTube video of 2 year old with an iPad

Notas do Editor