Coding an Interactive Quiz
Video demonstration of interactive NASA black hole quiz
For my Master’s class, IDT574- Digital Media and Learning Applications, I was tasked with creating an assessment based off of an informative NASA video. This assessment was to be coded using Brackets and would ultimately be part of a larger lesson for high school students. This video was created to show how the assessment worked alongside the associated NASA video on black holes.
The Big Picture Lesson
Measurable Learning Outcome
Students will be able to explain to others what the differences are between the myths and reality in regard to black holes as well as give reasons as to why those discrepancies exist.
SWBAT Objectives
1. Identify three “facts”/myths associated with black holes.
-The identification of perceived black hole facts encourages students to recall previous knowledge related to the subject matter.
2. Investigate why black holes are so misunderstood.
-After watching the video, students will begin to use various technological resources to research and investigate the discrepancies between what they thought they knew and what is actually the truth. This objective specifically encourages the use of both left and right-brain cognition through the use of media and text resources (Gunter and Kenny, 2004).
3. Explain what the differences are between black hole myths and facts as well as give reasons why these discrepancies exist.
-Utilizing their research and findings, students will be able to transfer the information to others. According to Gunter and Kenny (2004), this type of activity is possible through learning with technology rather than from it and the higher order thinking which it encourages.
Authentic Assessments
These authentic assessments are designed as follow-ups to the NASA video and associated interactive quiz.
1. Investigate and compose research on black hole and why common misconceptions exist. (objective 3)
2. Create a Pecha Kucha presentation explaining at least two of the myths that exist surrounding black holes and why they exist. Record the presentation. (objective 3)
3. Create an augmented reality (AR) experience utilizing the pre-recorded presentation. (objective 3)
References
Gunter, G. A., & Kenny, R. (2004). Video in the classroom: Learning objects or objects of
learning? Association for Educational Communications and Technology. Association
for Educational Communications and Technology. doi: ED485139
