# timOhjeet

Introduction to TIM


Vesa Lappalainen, University of Jyväskylä, Department of Mathematical Information Technology, vesal@jyu.fi
TIM-tuki: tim@jyu.fi


TIM esittely 22.1.2018 Agora TIM (1h11m49s)
# V3
TIM introduction filmed 20.8.2015 "in Peda-forum day" (fi, apologies for the blinking of the video projector) TIM – 4s (31m26s)

1. Basic features

# Onkoulkona

Open plugin

1.1 Try existing material

  • Open Programming 1 – course’s material (fi) or Databases-course’s material (fi) to a new tab (click with a right mouse button and select where to open). The document you opened contains the all of the course’s learning materials including example exercises. You can browse through the document and find different kind of elements used in it (text paragraphs, pictures, videos, interactive excerices).
  • Click the orange line you can see on the right side. These are used to mark if you have read the paragraph yet and understood it. You can also see how the text is divided into paragraphs through these. They also indicate if the content of the paragraph has changed after you have read it by turning yellow.
  • Click the book symbol on the top left corner to open the table of contents.
  • Let’s continue within this document. Bellow there are few TIM-paragraphs. Try to comment them by creating either private or public comments. Click a paragraph so that a letter C (Comment) will appear on the top right corner and click it to create a new comment. Or you can click the left side of the paragraph (on the turquoise line that appears when you hover over with a mouse) or you can double click the paragraph and select "Comment/note" from the menu that appears.

2. Getting familiar with the tasks

2.1 Next test out the components on this page

  • Further down there are examples of different kind of exercises that can be added to a TIM document. Try to change the place of the snowman’s head by changing the line
    var x3 = x2 + 10.
  • In the Biology section try answering some of the multiple choice questions.
  • Now is a time to look at your answers from the teachers point of view. For this roll back to the top of the page. There is a menu at the top
    View | Teacher view | Answers | Lecture view | Slide view
    Click the Teacher view link. See how the exercises changed now that you have changes the view and check out the table on the right side showing all the people who have answered and the number of points they have collected.

3. Creating your own TIM page

3.1 Creating your own TIM document

  • Click your name at the top of the page and click My Documents with a right mouse button so that a new tab will be opened.
  • In side this folder click Create a new document, give the new document some good name and select Create.
  • Create opens your newly created document automatically. You can start adding content to your new document by clicking Add paragraph or by clicking the turquoise bar that appears on the left side of the first paragraph and select Edit from the menu.
  • You should also look through the short animation bellow (navigate using the forward-/backward arrows) regarding TIM editor (this is only available in Finnish unfortunately).
  • More help for editing TIM documents can be found from TIM user manual, link to it can be found from the front page (you can get there easily by clicking the TIM logo) or when you are editing you can simply click the Help tab and use the link there.
# oma

4. TIM's objectives


The basic idea: The current materials have become horrible mess of links and finding the idea among them is very difficult. The idea is to go back to a book like, thought out order. So that when one has gone through the material they have a good general idea of the topic at hand. In TIM this book is added with a direct interaction.

# mikä-on-tim

4.1 What is TIM?

TIM is a "cloud based" open platform for creating an interactive learning material for:

  • self studying
  • MOOC-courses, but also SPOC
  • traditional lecture-based teaching
  • flipped Classroom
  • peer Instruction etc. teaching.
  • all study levels: from children to elderly...
# tavoite

4.2 The objective

  • teachers would create materials together using the same platform, people have great ideas but without common platform they usually stay in their own "corner"
  • the students could also participate in creation of these materials or at least in fixing them
  • creating and maintaining a translations from a document, if something changes in the original document the translated versions will show that they need to be updated
  • from the same document different kind of materials can be created from, for example shorter version for a partial course

4.3 Features

  • personal and public comments
  • new paragraphs that the user hasn’t read yet are show with a red line in the right side
  • build in lecturewall
  • build in lecture questions (cf. Clicker etc.) (see: Lecture 21, statistics)
  • translating to different languages, linked to the original document
  • quoting parts of a document in another one
  • automatic numbering
  • macros ("constant words" that can be changed from a single place, like the course’s year can be in saved a single place in a folder and it will show correctly in all the documents)
  • teacher can see all of the students answer attempts and the time when it was submitted
  • automatic points in some of the task types
  • templates from which new documents can be easily created
  • VELPs (Virtual Prepressed Slick PostIT-stickers ), readymade feedback phrases that can be used on the students answers, they also make peer reviewing possible
  • answering in a group
  • user’s private bookmarks, which work in all browsers after they have been created

4.4 In the future

  • gamification (e.g. a course is a mountain which is climbed up and the student can see how far they have gotten)
  • creation of the questions is made easier and with more possibilities and also with more ways for giving points (e.g. answer is within a certain range).
  • eEducation coal
# tehtavia

5. Examples of interactive components

Next we will have examples of different kind of interactive components that could be used in different subjects. They are introduced "all in one go", but one should imagine a single component as part of a document explaining the theory of that specific subject.

Look for the themes that interest you. There are a lot of examples and you can’t go through all of them in just thirty minutes. But you can return to these later and go through all of the with time and think what could be useful in your own teaching.

Components can be added from TIM’s own collection or as impeded components from almost any kind of system.

# ohjelmoinnin-opetus

5.1 Programming


# jsLumiukkoUusi



# kaannataulukko

Flip the table

Create a program using Tauno which turns a 4-element table to an opposite order. Add helper variables if you need them.

After you have Run this, try the Test as well. Do you get a green block?

 

# vpython2

3D-graphics

sphere(pos=vector(4,7,3),radius=2,color=color.green)
box(pos=vector(4,2,3),size=vector(8,4,6),color=color.red)

 

Rotate the picture by holding the right mouse button. Use the mouse scroll to zoom.

  • Try changing the colors and locations of objects through the program code.
  • Try adding new items
  • More 3D-examples you can find from: GlowScript.

5.2 HTML- ja CSS-opetus

# css1

Muokkaa html-koodia ja katso miten se vaikuttaa.

<!DOCTYPE HTML>
<html>
<head>
<style>
  h1 {color: blue;}
  .raamit {
    border: red;
    border-style: solid;
  }
  p { margin-left: 2em; }
</style>
</head>
<body>
<h1>Otsikko</h1>
<p>Tekstiä jossa yksi sana <span class="raamit">raameissa</span>.</p>
</body>
</html>

 

# kielet

5.3 Languages

# lause2
# e-villainbrott

5.3.1 Swedish YO spring 2015 task 1.1 e Villainbrott

Tjuvarna har vänt upp och ned på allt i barnrummet. I vardagsrummet ligger en bordslampa på golvet. Altandörren står öppen. Det är en tragisk syn som möter villaägarna som precis har kommit hem från semesterresan. Smycken är borta, liksom kontanter och klockor. Det är kaos. Villan som har haft inbrott blir sannolikt ytterligare en prick i statistiken över olösta ärenden. Det visar sig redan efter några minuter att chanserna för uppklarning är mycket små. Det finns inga spår av.
verktyg, inga fingeravtryck och ingen DNA. Dessutom har villaägarna gått runt i bostaden, vilket försvårar utredningen och bevisningen. Antalet bostadsinbrott har ökat markant det senaste decenniet och uppklarningen av inbrott är låg. Brottsplatsundersökaren Gunnel Forsberg är medveten om den låga uppklarningsprocenten. Enligt henne är ett av de största problemen att de som drabbas av bostadsinbrott har svårt att redogöra för vilka saker som har blivit stulna. En stor del av de inbrott som faktiskt klaras upp får inte sitt genombrott på brottsplatsen, utan när stöldgodset påträffas. Inom polisen finns en stor databas över alla saker som har försvunnit. När en person påträffas med stöldgods kan polisen göra sökningar i databasen och matcha stöldgodset med inbrotten. Till exempel genom serienummer på kameran eller texter på smycken. Källa: www.dn.se (10.8.2014)

# mmcq23b

Connect with a -- -sign the words from the following sentence to the words bellow: The cat is on the moon.

# binaaripuu
esimerkki -- example
kuu
kissa
on

 

# acos

5.3.2 Aukkotehtävät

Esimerkkejä Aalto yliopiston ACOS-palvelimelta.

# kalevala

5.3.3 Kalevala

tim kaikille kahtomaksi
oppilaille ohjaamaksi
kivasti kokeiltavaksi
itse ihmeteltäväksi

opettajalle omaksi
materiaalin muokkaajaksi
tekijäksi tehtävien
oppimisen osoittajaksi


# historia

5.4 History

# tapahtumat

5.5 Geography etc

# kaupungit4

This drag-and-drop-component can be used with any picture and the dragged objects can be any kind of texts and/or pictures. More examples of the drag-and-drop-components can be found from here.


Example of an impeded component:

# biologia

5.6 Biology

# mcq2



Kärpässieni

In the "Collecting plants" - doc could have e.g. a picture of amanita and the students would be given a task to take a selfie with a lorchel and attach it to the answer.

# lataakuva

Task were a picture or some other document is uploaded

Click "Select a folder" and take a picture or upload an old one.

 

# Plugin1

Drag the information on a tree to its correct place

Drag the tree’s polypore and cones to the correct trees

# kasvatustiedepsykologia

5.7 Education theory/Psychology

# mcq11a

Watch the video bellow and answer the question bellow.

# V2

Toddlers talking

# Kehitys
# pohtimiskaavio
# matematiikka

5.8 Mathematics

In mathematics the exercise could be first done in paper and then the students would upload their answers to TIM.

Using LaTeX one can write mathematics in good quality:

Esimerkkejä:

Matematiikassakin tehtävät voivat olla sellaisia, että opiskelijat tekevät tehtäviä paperille ja lataavat kännykällä otetun kuvan TIMin vastauslomakkeelle.

LaTeXin avulla voi tekstiin kirjoittaa matematiikkaa hyvällä laadulla:

Olkoon \(x_1,x_2,...\) jono reaalilukuja. Sanotaan, että jono \((x_n)\) suppenee kohti reaalilukua \(a\), jos jokaisella \({\varepsilon}>0\) on olemassa luku \(N=N({\varepsilon},\text{jono})\in{N}\) siten, että \[|x_n-a|<{\varepsilon}\quad\text{ kaikilla }n\ge N.\] Tällöin \(a\) on jonon \((x_n)\) raja-arvo ja sitä merkitään \[{\lim_{n\to\infty}}x_n=a \quad\text{ tai }x_n\to a\text{ kun }n\to\infty.\] Funktio \(f:I\to{R}\), \(I\subset {R}\), on jatkuva pisteessä \({x_0}\in I\), jos jokaisella \({\varepsilon}>0\) on olemassa \(\delta>0\) siten, että \[|f(x)-f({x_0})|<{\varepsilon}\,,\text{ kun }|x-{x_0}|<\delta\quad(x,{x_0}\in I).\] Edelleen \(f:I\to{R}\) on jatkuva välillä \(I\), jos \(f\) on jatkuva jokaisessa pisteessä \({x_0}\in I\).


# mcq31

Practicing to write mathematical formulas. \(¨\)

# mp1

Tehtävä: Pythagoraan lause

Kirjoita TeXillä alla olevan toisen asteen yhtälön ratkaisukaavan tilalle Pythagoraan lause

$$
x = \frac {-b \pm \sqrt{b^2 - 4ac}}{2a}
$$

 


Klikkaa seuraavassa Math ja piirrä matematiikkaa. Voit kopioida tuloksen yllä olevaan laatikkon dollareiden väliin.

# vapaa1

Piirrä esimerkki epäjatkuvasta funktiosta


# jsIntegraali2

Määrätty intergaali

 


# sageP1

Esimerkki derivaatasta, integraalista ja yhtälön ratkaisusta

f = x^2+3*x-5
df = diff(f,x)
F = integrate(f,x)
x, a, b, c = var('x a b c')
r = solve([a*x^2 + b*x + c == 0],x)

 


# sage1

Kirjoita piirrettävä funktio

f = sin(x)
plot(f,-3,3)

 

# nollakohdat

Vaihtele polynomin kertoimia ja paina Aja ja havannoi, miten nollakohdat muuttuvat. Huomaa että kertomerkki pitää kirjoittaa käyttäen *-merkkiä!

    S = k * x + v
    Q = a*x^2 + b*x + c
    P = S * Q
    p = plot(P,-4,4, aspect_ratio=0.1) + plot(S,-4,4, color='green') + plot(Q,-4,4, color='red')

 

# sage2

Paina Aja ja raahaile liukuria

f = sin(1/x)
@interact
def _(x2=slider(map(lambda x:x.n(digits=3),srange(0.001,2,0.001)),default=1.0)):
    p = plot(f, (x, 0, x2))
    pretty_print(html('$f(x)\\;=\\;%s$'%latex(f)))
    show(p)

 


# jsMokki1

Mökin kuvautuminen

Piirrä mökki kuvattuna kuvauksella A. Vaihtele kerroinmatriisin alkioiden arvoja ja katso mitä kuvalla tapahtuu. Sarakkeet erotellaan välilyönnillä ja rivit rivinvaihdolla.

 

# geop1

Open GeoGebra

 


# lauseke

# jsLauseke

Kirjoita alueeseen jokin lasku, esimerkiksi 5+3

 

# tilastotiede

5.9 Statistics

# rData1

Save the data

1.28 -1.84 1.47 6.1 10.36 6.68 1.49 -1.54 4.49 3.35 -0.1 2.33
-0.92 1.75 4.48 1.99 4.73 0.88 -0.78 -0.93 -2.46 -1.18 -0.45 4.71
-1.09 1.08 4.61 1.1 6.16 1.8 -2.94 -1.95 2.17 -2.89 3.4 -0.85
-0.74 1.63 -5.28 1.56 2.24 0.77 6.66 3.69 4.4 5.26 0.4 6.35 1.49
2.62 0.3 -3.3 4.19 5.44 1.61 0.18 2.64 4.46 0.77 6.53 -4.02 4.14
-0.89 2.84 3.12 4.09 3.14 6.99 -0.44 1.64 -2.84 5.28 0.5 -1.27
-3.81 3.91 4.47 6.7 5.17 1.44 7.18 1.33 6.05 -3.36 0.45 5.49 2.21
1.48 -2.18 3.54 -2.5 3.77 1.29 0.17 5.4 2.01 8.19 2.91 1.38 1.92
-0.53 2.64 4.13 2.31 3.28 2.75 0.11 6.15

 

# sageP02
y <- scan("data1.dat")

 


# sageP05
mean(y)
var(y)

 

# sageP07
png()
hist(y)

 

# kemia

5.10 Chemistry

# buffer

Ideas and content: Lauri Lehtovaara, Tiina Kiviniemi, Jussi Ahokas Simulation: Mindcraft Oy

# elektroniikka

5.11 Electronics

# simcirtest

Testaa Simcir:n toimintaa

Kytkentää voi muokata raahaamalla komponentin ulostulosta johtimen jonkin toisen komponentin sisäänmenoon.

 

5.12 Physics/Chemistry

Change the number of atoms and click Run.

# vpython4

A "hard-sphere" gas

Natoms = 100  # change this to have more or fewer atoms

 

More simulations you can find from: GlowScript.

6. Finaly

# mitä-opiskelijat-sanovat

6.1 What the students have said

  • TIM-lecture notes are great.
  • TIM is written nicely. Things have been clearly presented in TIM. It’s the best "course material" ever.
  • TIM-materials are excellent
  • TIM was great
  • The new lecture notes (TIM) were awsome!
  • Tim is good. Can’t give any improvement ideas.
  • I think TIM-material is an excellent tool for this course.

  • TIM truly and in many ways takes advantage of the fact that it is an electronic learning material / handout. In many cases the electronic learning materials are functionality and learning wise very similar to the paper versions where only answers can be clicked instead of using a pen, or answers are given immediate feedback or you there is no need to turn a page… But very few of the materials I have seen thus far really takes advantage of the possibilities of the web or e.g. the real time factor. TIM-like, truly interactive learning materials should be used on all the school grades (for many the problem would be the fact that the teachers themselves would have to update it). There’s an idea for a company… Perhaps students don’t realize (me included) how ** pedagogically ingenious** material they have in their use, but still it probably makes them learn and understand faster.
# tutkimus

6.2 Research

  • produces a lot of data to the teacher
  • who has read and what and when
  • who has done tasks, when they have done them etc.

6.3 Muita visualisaatioita

# kysymyksiä

6.4 QUESTIONS?

# omaopetus

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