peer+edit

Critique TWO other groups’ prototypes using the evaluation criteria (included in Project 2 instructions). Use the following format. Your critique will be kept confidential. Team Name: TIMM
 * Peer Critique (Group Activity, 20 Points) **

Team Members: Megan Huss, Terrie Ponder, Mark Sanker, Inga Schorn
You made good use of pairing and placing pictures with the information to emphasize points. Your summary page did a nice job pairing definitions in visual and auditory form. Your group adhered to the redundancy principle in that you used either text/graphic or text/auditory information rather than a combination of all three. We did not see any distracting graphics, only useful ones promoting the coherence of the project. Your group used signaling by underlining test that students must attend to: simile, metaphor, examples, etc. Students will be able to follow your conversational text and ease of the self-paced lesson. You prepared the learner well by introducing key concepts with your introduction and using key concepts as the names of each page. Nice job! || The videos provide many uses of multimedia that pairs images or diagrams with written or spoken words. The proximity of pictures with the text promote learning. The use of text with spoken words reinforces student learning through using the mixed modes but did not overload the learner by providing redundant text, graphic and auditory information or off topic, distracting and unnecessary graphics. You did a wonderful job preparing the learner by introducing needed vocabulary and stating what comes next! Your team signaled the learner with headings, essential questions and titles on each video. Your language was very conversational and hooks the learner by setting a tone of understanding from the beginning. ||
 * ** Figurative Language Lesson ** ** By the Figurative Ladies: Nancy Mortensen, Ashleigh Rohan, Jamie Towers ** ||
 * Overall || Great Lesson. Very well written and easy to execute each module at **//your own pace//**. This wiki lesson has all of the design principals and they are used in an effective way. The **//proximity//** of all of the graphics and examples are **//aligned//** on the right and the examples and explanations are on the left. This made it easy to follow the examples. Because the examples all followed the same layout, the **//repetition//** made it easier to organize the information I was getting in my brain. The colors **//contrast//** well and the border is repetitive throughout each module. I do not think the font color on the home page contrasts enough and does not seem to go with the rest of the wiki.
 * Content || There were **//five modules//** and all were **//segmented logically//**. Information was well written and had great examples with graphics that made it **//easy to read and understand//**. The modules were well organized and had a great use of colors, headings and sub-headings. **//Instant feedback//** on all the quizzes was a great way to **//practice//** the concepts being taught. ||
 * Graphics || Graphics were beautiful and **//supported the topic//** well. Consistency of background color and font colors and border was pleasing to the eye and allowed the information to flow nicely. ||
 * Video/Audio || The video was **//short enough//** to keep my attention, but a **//great review//** of all the concepts that were taught. The narration was easy to understand and the background music was calming and not distracting. The text in the video was short and not too overwhelming. It added value to the video. ||
 * Water, Water, Everywhere!  The Three States of Water   ** Group members: Katie Adams, Scott Bishop, Shane Brazile **  ||
 * Overall || Each module was **//self-paced//** and could **//stand alone//**. The **//proximity//** of each video was centered and the design was **//repetitive//**. However, although each video was different in content, I found myself wanting to see something different, so the **//repetition//** was almost too much in this wiki. Each module was **//segmented//** in a logical way. The **//personalization//** was provided by the **//voice//** in the videos and was well done. The **//contrast//** of the white and blue were effective.
 * Content || There were **//five modules//** that were appropriate for the **//fifth grade level//**. They were **//easy to follow and understand//**. They were extremely informative and very consistent. There was a quiz in each of the videos and gave **//instant feedback//**, but there wasn’t a way for the teacher to track the assessments. The questions in each assessment were appropriate for the target age group. ||
 * Graphics || Graphics in the videos were awesome and had **//more than five//** in each module. They **//made it easier to understand//** the content being taught and were of **//high quality.//** ||
 * Video/Audio || The first and third videos were not as clear as the second and fourth. The videos were great and **//supported the content//** well, but were a little **//too long//** to keep my attention. They were all more than two minutes in length. They were each **//original//** works by the group and each **//had a title//** and an essential question and were **//engaging//**, but after doing two of them, I did not want to do a third in the same way. ||


 * Music History in the United States: **
 * Music Mama’s: Margaret Grayburn and Sandy Swint **
 * Overall: || Overall, the module was very informative, engaging and user friendly. Some suggestions would include the format of the assessment. The quizzed were provided and right below the questions there were the answers. Embedding a quiz from google docs and having the students submit their answers with feedback from the teacher may be more appropriate. In addition there is an abundant amount of information for a fifth grade to oversee and learn. A suggestion, chunk the important material and provide the essential points throughout the module. ||
 * Content: || The information is relative to the topic and each module supports the topic and lesson with factual, relative and engaging resources and materials. ||
 * Graphics: || Each image or illustration used throughout the presentation was relative and allows the student to connect to the material and learn the material needed. In my opinion the color, alignments, contrast and proximity all meet the requirements needed. As a suggestion the abundance of white space between each image/slide can be limited and reduced. ||
 * Video/audio: || The group successfully utilized the use of the video and audio elements by incorporating clear narrations, influential and effective images and embedding samples of music for each time period or genre. ||
 * Integer Math: (Name of group not found) **
 * Overall: || In summary the lesson of integers was demonstrated and supported through word documents/attachments regarding the steps and procedures. However, the dynamics of the lesson (instructions and tasks) were missing or not evident. ||
 * Content: || Overall, the content was limited. Each page did not have an objective, goal or task presented to the student. However, the documents and attachments were well organized and informative. ||
 * Graphics: || Considering the topic is math in some cases, images may be difficult to collect and illustrate the topic or lesson. However, the presentation on adding integers was presented on an overhead projector, limiting the amount of images to non-existing. Furthermore, considering there were limited amount of graphics, an observer would be confined to the amount of input assessing alignment, color, proximity, and contrast. ||
 * Video/audio: || The video presentations were influential, however there were no background music or video illustrations offered through the presentations. ||