Jpc era5 sketchup pres

A NEW HOME FOR SKETCHUP

WHAT INSPIRED THIS PRESENTATION

A BIT ABOUT ME• John Parker

• eLearning Director

• St Ursula’s College Toowoomba

• Main teaching areas - Graphics and Creative Digital Technologies

• Have also taught

• Maths, Science, History, Geography, English, Citizenship Education, Tourism Studies and Home Ec.

• I can be found on

• Facebook - John Parker

• Twitter - @techblogia

• Linked In - http://au.linkedin.com/pub/john-parker/16/80b/414

• Email - jop@st-ursula.qld.edu.au

• Website - www.techblogia.com

OUTLINE OF THE WORKSHOP

• Overview of Trimble SketchUp

• What is the pedagogical foundation of using Trimble SketchUp

• Trimble SketchUp and Google Earth

• Modelling with Trimble SketchUp

• The 3D Warehouse

• Plugins

• Resources, Links and references

• The last part of the presentation will be hands on, giving you time to explore

how Trimble SketchUp can help you.

WHAT IS TRIMBLE SKETCHUP

• Trimble SketchUp is a 3D modelling program that allows the users to

model almost any object that they wish. The depth of the program

provides users with the ability to create realistic virtual models and a

range of 'plugins' extend this to 'augmented reality' models, 3D

printing and pattern development and cardboard modelling.

TRIMBLE SKETCHUP

GOOGLE SKETCHUP PRO

PEDAGOGICAL REASONING

• Statement of Learning

• Australian Curriculum

• ISTE NETS-S National Education Technology Standards for Students

• TPACK

STATEMENT OF LEARNING FOR ICT

• Organisers from the Statement of

Learning for ICT

AUSTRALIAN CURRICULUM

• In the Australian Curriculum students develop ICT competence as they learn to use ICT

effectively and appropriately when investigating, creating and communicating ideas and

information at school, at home, at work and in their communities.

• Description

• Students develop ICT competence when they learn to:

• Investigate with ICT: using ICT to plan and refine information searches; to locate and

access different types of data and information and to verify the integrity of data when

investigating questions, topics or problems

• Create with ICT: using ICT to generate ideas, plans, processes and products to create

solutions to challenges or learning area tasks

• Communicate with ICT: using ICT to communicate ideas and information with others

adhering to social protocols appropriate to the communicative context (purpose,

audience and technology)

• Operate ICT: applying technical knowledge and skills to use ICT efficiently and to

manage data and information when and as needed

• Apply appropriate social and ethical protocols and practices to operate and manage ICT.

ISTE NETS-S National Education Technology Standards for Students

NETS-S 1. Basic operations and concepts

•Students demonstrate a sound understanding of the nature and operation of

technology systems.

•Students are proficient in the use of technology.

NETS-S 2. Social, ethical, and human issues

•Students understand the ethical, cultural, and societal issues related to technology.

•Students practice responsible use of technology systems, information, and software.

•Students develop positive attitudes toward technology uses that support lifelong

learning, collaboration, personal pursuits, and productivity.

NETS-S 3. Technology productivity tools

•Students use technology tools to enhance learning, increase productivity, and promote

creativity.

•Students use productivity tools to collaborate in constructing technology-enhanced

models, prepare publications, and produce other creative works.

ISTE NETS-S National Education Technology Standards for Students (cont’d)

NETS-S 4. Technology communications tools

•Students use telecommunications to collaborate, publish, and interact with

peers, experts, and other audiences.

•Students use a variety of media and formats to communicate information and

ideas effectively to multiple audiences.

NETS-S 5. Technology research tools

•Students use technology to locate, evaluate, and collect information from a

variety of sources.

•Students use technology tools to process data and report results.

•Students evaluate and select new information resources and technological

innovations based on the appropriateness for specific tasks.

NETS-S 6. Technology problem-solving and decision-making tools

•Students use technology resources for solving problems and making informed

decisions.

•Students employ technology in the development of strategies for solving

problems in the real world.

•Standards for Students HomeCopyright © 2000-2002 ISTE NETS Project. All Rights Reserved.

These standards are available online.

Pasted from <http://21cif.com/resources/materials/survey/standards/NETS-S.htm>

NETS FOR STUDENTS• Within NETS for Students there are six Performance Indicators. Each Performance Indicator

indicates and outlines what the student should be able to achieve within technological

literacy by the completion of a school year. The Performance Indicators are guidelines

where the students are aware of the programs goals and what they are attempting to

achieve to meet NETS standards. The Performance Indicators are as follows:

• Creativity and Innovation:

• Communication and Collaboration:

• Research and Information Fluency:

• Critical Thinking, Problem Solving and Decision Making:

• Digital Citizenship:

• Technology Operations and Concepts: .

CREATIVITY AND INNOVATION:

Students demonstrate creative thinking,

construct knowledge, and develop

innovative products and processes using

technology.

Students:

a.apply existing knowledge to generate new

ideas, products, or processes.

b.create original works as a means of

personal or group expression.

c.use models and simulations to explore

complex systems and issues.

d. identify trends and forecast possibilities.

COMMUNICATION AND COLLABORATION: • Students use digital media and environments to communicate and work

collaboratively, including at a distance, to support individual learning and contribute

to the learning of others.

Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of

digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of

media and formats.

c. develop cultural understanding and global awareness by engaging with learners of

other cultures.

d. contribute to project teams to produce original works or solve problems.

RESEARCH AND INFORMATION FLUENCY:

• Students apply digital tools to gather, evaluate, and use information. .

Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information

from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the

appropriateness to specific tasks.

d. process data and report results.

CRITICAL THINKING, PROBLEM SOLVING

AND DECISION MAKING:

• Students use critical thinking skills to plan and conduct research, manage

projects, solve problems, and make informed decisions using appropriate

digital tools and resources.

Students:

a. identify and define authentic problems and

significant questions for investigation.

b. plan and manage activities to develop a solution

or complete a project.

c. collect and analyze data to identify solutions

and/or make informed decisions.

d. use multiple processes and diverse perspectives

to explore alternative solutions.

DIGITAL CITIZENSHIP:

• Students understand human, cultural, and societal issues related to

technology and practice legal and ethical behaviour.

Students:

a. advocate and practice safe, legal, and responsible use of

information and technology.

b. exhibit a positive attitude toward using technology that

supports collaboration, learning, and productivity.

c. demonstrate personal responsibility for lifelong learning.

d. exhibit leadership for digital citizenship.

TECHNOLOGY OPERATIONS AND CONCEPTS:

• Students demonstrate a sound understanding of technology concepts,

systems, and operations.

Students:

a. understand and use technology systems.

b.select and use applications effectively and

productively.

c. troubleshoot systems and applications.

d.transfer current knowledge to learning of new

technologies.

TPACK

Figure 5: TPACK Model ( http://www.tpck.org/

USING TRIMBLE SKETCHUP

TOOLBARS

GOOGLE SKETCHUP AND GOOGLE EARTH

Click to see my House in Google Earth

3D WAREHOUSE

BIG RED ROBOT

BIG RED ROBOT

SketchUp fileAnimation

PLUGINS

Plugins are third party programs that complement the value of the program and

extend the functionality of the program.

• Sketchyphysics

• AR Media

• Waybe

• Other Plugins

PLUGINS

SKETCHYPHYSICS

http://sketchyphysics.wikia.com/wiki/Introduction_for_New_Users

DOMINOS WITH SKETCHYPHYSICS

AR MEDIA

• Augmented Reality Plugin

WAYBE

• The ability to unfold a 3D model

(such as the one shown here) into a

pattern (or development / net) has a

range of applications across many

subject areas.

• With the addition of tabs, students can produce detailed patterns

for almost any object they can design.

WAYBE

• Toolbars

• http://waybe.weebly.com/learn-waybe.html

OTHER PLUGINS AND ADDITIONS

ANOTHER GREAT APPLICATION OF GOOGLE

SKETCHUP

PROJECT SPECTRUM

PROJECT SPECTRUM

GREAT RESOURCES, LINKS AND REFERENCES

TIME TO PLAY

• You now have time to ‘play’ with the program and to ask questions

THANKS

• Thank you for participating and I hope you enjoy using Google

SketchUp as much as I (and my students) do.