Talk:SketchUp 3D Modeling for Education
Feb 2014 - Initial Impressions for Revision
The author has gotten this off to a good start. Our main observations are that the entry is primarily about the software and it doesn't yet contain enough information on the aspects that frame it as a useful and applicable education technology. It hints at this in some of the tools sections but could be better served with more elaboration on this. Our unique point of view will be building on Kieth's focus of the need for educators to begin using 3D tools such as this in the classroom by elaborating on the role of 3D modeling in education, the skills and benefits of doing so, the relevance of 3D modeling to educational theory, and usage/examples. You can review a PDF copy of Kieth's original wiki entry here.
Original Article Layout
1 What is Google SketchUp? 2 Licenses 2.1 SketchUp Pro for Education 3 Why use software for drawing and designing? 4 Using the software 4.1 Choosing a template 4.2 Drawing tools 4.2.1 Line Tool 4.2.2 Arc Tool 4.2.3 Freehand Tool 4.2.4 Rectangle Tool 4.2.5 Circle Tool 4.2.6 Polygon Tool 4.3 Different views 4.4 Utilizing the 3D warehouse 4.5 Importing and Exporting 5 Sample Lessons 5.1 Drawing lines and shapes to scale 5.2 Designing an everyday object 5.3 Designing a room 6 References 7 Links
With regards to formatting, in reviewing resources provided for the assignment the definition of a topic generally appears before the table of contents. See Wikipedia:Manual of Style. The definition should also be elaborated, there is no explanation of SketchUp being a CAD software which is fairly critical. SketchUp's uses have also expanded (see website). The software developer/ownership and license information is also out of date and should be updated (has been sold to Trimble, 2012). (Brian & Bobbi)
In relation to the assignment guidelines the following could be done to improve the entry and its formatting as well as to tighten the critical focus:
- Re-write introduction with elaboration & relevant links (move to correct hierarchy).
- Include a background section & updated maker information.
- Update license & edition information (new section for this with links).
- Revise the description and sub-topic entries to better frame the topic (more formal in tone & tighter in focus).
- Would benefit from a section (and sub-sections) explaining educational significance, applications & benefits.
- Could offer critical perspective in relation to education technology and teaching (relationship to educational theory).
- Could also pull in related references as well as mention of other topics to better seat this in educational theory.
- Entry would benefit from links to active resources within the 510 Wiki (this resource doesn't yet honor the interlinked/hyperlinked/networked nature of the Wiki medium itself, and without this feels like a static solo entry).
- A list or links to example lessons at different levels could be provided and would be beneficial for teachers and EdTech professionals?
- Also planning on renaming the entry entirely to "SketchUp 3D Modeling for education"
Phase 1 Revisions
For ease of use for writing and making revisions, Brian and Bobbi have been working externally in Google documents and transferred over material after editing/discussion/writing. This is much easier than working for hours ever few days in the unformatted code view of MediaWiki. As a result revision logs will show just extensive updating over periods of a few hours every so many days to catch up revisions.
The following revisions were made over the last few days and added today:
- Definition updated and rewritten with clarification, moved to the beginning for correct hierarchy and added missing references. BobbiLynnKyle (talk)
- Retrieved and rewrote the new licensing information with supporting references. BobbiLynnKyle (talk)
- Changed section 3 from "Why use software for drawing and designing?" to "SketchUp and Education" moved Keith's paragraphs below this. He provides some rationale which will be useful for an introduction in this section. BobbiLynnKyle (talk) BrianHotovy (talk)
Our research will constitute the 5 follow new information subcategories:
- Removed references to "Google SketchUp" and replaced references to "Sketchup" that should have read "SketchUp". BobbiLynnKyle (talk)
- Added section 6 "See Also" (related references absent entirely) BrianHotovy (talk)
- Added section 7 "External links" (this was absent) BobbiLynnKyle (talk) BrianHotovy (talk)
- Noted the use of familiar language such as "you" "your" which give this post a tutorial feel. Edited entry to remove these and institute the 'formal tone' of a wiki (See Wikipedia:Writing Better Articles)
- The mention of demonstrating what is meant by coplanar or non-coplanar is a bit non sequitur in 4.3 (gives no background on relevance). This might be moved elsewhere as well as the mention of the education use of the orbital tool. These entries should perhaps continue in the same explanatory style, with the significance now elaborated on in the new education "Applications" section (3.3).
- Replaced all entries of "3d" with "3D" and "warehouse" as it applies to 3D "Warehouse".
- Removed dead external links
- condensed section 4.2 subtopics into one section. This is better served as an ordered/numbered list since each tool doesn't really constitute a full subtopic on its own. BrianHotovy (talk)
4.2 Drawing tools section before being condensed:
4.2.1 Line Tool 4.2.2 Arc Tool 4.2.3 Freehand Tool 4.2.4 Rectangle Tool 4.2.5 Circle Tool 4.2.6 Polygon Tool
Moved "Sample Lessons" into the "Using the Software" section for now. They are informal in nature and help explain tools and program use. Our new proposed revisions now reflect updates and additions to Intro, 1, 2 and the major addition of section 3. Kieth's original writing remains as a software overview/tutorial now mostly contained within section 4.
1 Background - (Bobbi & Brian) 2 Software Editions & Licensing - (Bobbi) 2.1 Educational Licenses 3 SketchUp and Education 3.1 Project Curricular Examples BrianHotovy (talk) 3.2 Role of 3D Modeling in Education - (Bobbi) 3.3 Applications BrianHotovy (talk) 3.4 Skills & Benefits - (Bobbi) 3.5 Relevance to Educational Theory - (Brian) 4 Using the software 4.1 Choosing a template - (Kieth's original) 4.2 Drawing tools - (Kieth's with edits from Bobbi & Brian) 4.3 Different views - (Kieth's original) 4.4 Utilizing 3D Warehouse - (Kieth's original) 4.5 Importing and Exporting - (Kieth's original) 4.6 Sample Lessons - (Kieth's original) 5 See Also - (Brian) 6 External links - (Bobbi & Brian) 7 References - (Bobbi & Brian)
Renaming the entry to "SketchUp 3D Modeling for education" will happen last as changing it will invalidate all of our bookmarked URLS
- Changed name of entry from "Creating 3D scale drawings in Google SketchUp" to "SketchUp 3D Modeling for Education"
- Moved entry & renamed in main director
- Added contents of our Google doc to date to fill in sections 3.1-3.5 (Brian & Bobbi)
- Re-wrote section 3 introduction
- Went through existing sections to replace generalized terms with links to internal 510 wiki content to utilize and honor the materials posted by peers and better serve the interlinked nature of the Wiki community of practice (still adding these as we explore other topics looking for relations, as these are vast). (Brian & Bobbi)
- Added several more supporting images for a better media experience
- Added See Also links
- Added External links
- Replaced references referencing different pages of the same website and condensed these to a single site reference as per style guide
Before editing and expansion, the entry was primarily about explaining and using SketchUp software. It didn't provide any explanation and theoretical grounding to explain SketchUp as useful and applicable education technology. We chose this as our unique point of view building on Kieth's statement of the need for educators to use 3D tools such as this in the classroom. We supported this by elaborating on the role of 3D modeling in education, the skills and benefits of doing so, the relevance of 3D modeling to educational theory, and multiple usage/examples. We grounded this in theory and provided literature to support it. We also improved the consistency and layout in several ways (as mentioned above) to improve resource quality. Linking to other ETEC 510 resources was fully incorporated to better situate the content, to improve content experience, and to make better use of the knowledge resources of the community.