Keynote Advanced Workbook Pdf

[Stayce Cawthorn]

Ihave been teaching app prototyping to students for more years than I can recall and though the process gets adapted based on the user group the fundamentals remain the same and are heavily supported by a lot of the Apple guides. I have completed this activity with all age groups the youngest being just 6-8 and each time been interested in the engagement and resulting ideas from social media apps for unicorns to apps that can help with mindfulness, food waste, language learning and more.

To start we look at Brainstorming. This is where those beginner discussions start. Initially I would let students to pick any idea but over time I learned it was better to give some guiding topics. The ones I now use and seem to work every time are Community, Inclusion, Environment, Creativity. A student can pick one or more of these to get started. I usually give these themes alongside the question 'How will your app help?'. Students then need to think and come up with a plan. It is important not to rush this stage and it is also ok if the student changes their mind between this and the next stage.

This stage is also support by either the Everyone Can Code Design Journal and/or the Develop in Swift App Design Workbook. My decision on which one to use is based on the group. A lot of times this ends up being the Journal.

Throughout this phase we plan our app. Again we use either the Everyone Can Code Design Journal and/or the Develop in Swift App Design Workbook. At this stage we talk about features we might like from other apps, colour schemes, buttons, navigation etc. In addition to the journals we also closely reference the Inclusive App Design Activity from The Learning Centre. For me this it is essential that our students consider inclusion at an early stage and plan an app that everyone can use. We also explore some accessibility features here including voice over, text to speech and more.

I won't lie this might be my favourite stage. This is where those ideas come to life. Unfortunately it is also where some ideas die but it is a great learning activity. Again we use the design journal or workbook here but depending on progression I did change my workflow slightly late last year. Below are a couple of options followed by an advanced option I now like to use.

Using the journal or workbook sketch your prototype. Follow up with Keynote and Keynote shapes. This option might be familiar to a lot of people but for anyone looking to get started you can see this process in my video here. video here.

The above option is good, sufficient in most cases and gets the prototyping job done but I always had students saying how much they would like to actually create the app and thanks to an update to Swift Playgrounds late last year now we can. With this in mind I adjusted my prototyping stage in line with the About Me Playground which is featured in the Celebrating You Educator Guide and can be downloaded within Playgrounds app on iPad.

Having played around with this new playground a bit I thought it was the perfect progression without diving too deep into development and also allowing for the fact we may be using cross curricular subject time and not a specific code class.

Download my Keynote template which you will find as an attached file below. I created this deck with the About Me playground in mind specifically focusing on SF Symbols and Colours. This is a simple 6 slide deck that can be edited as needed.

See below for the Keynote Prototype on the left versus the Playgrounds Preview on the right. The idea behind this app was originally an app welcoming visitors to the area but this was adjusted as a welcome app for new students from Ukraine.

For this process open up Playgrounds and download the About Me playground. This is a guided Playground which means that there is some content in there + by clicking on the book symbol on the right hand side students will be guided through making some changes. As with all code bugs and errors will happen but it is a good environment for introducing code and great progression from the Keynote prototype.

In Keynote navigation is added by clicking on a shape and choosing insert link> then linking to the slide number. In Playground navigation is determined by labels for example Label ("Food", systemImage: "cart.circle") Because these symbols do exist already in the About me Playground these can easily be edited by students once they make a match between what they wasn't to change which in this case would be the symbols and where this is in the code.

A student can then progress through this About me Playground using their Keynote Prototype and build a more advanced prototype and in turn be introduced to some basic code. They can also select their app icons and other customisations under App Settings.

Whether you do the Keynote prototype and stop there or progress into Playgrounds it is really important to evaluate the app. What works, what doesn't, why not? Would this make a good app and would it be worth more time and learning to make this happen?

In my classes every time we do this we usually end up with some apps that just won't happen. It might be that the student is not interested, it might be that the idea isn't original or there might be some issues with privacy or copyright. However, in every class there are at least 2-3 guaranteed ideas that are worth exploring further. We would then invest more time in developing these prototypes.

This is just the start. A keynote prototype or even an About Me prototype is not an app it is the start of the process and designed to get students introduced to code and exited that they too can become app developers.

As a teacher I would then start teaching the fundamentals of code, loops, functions, conditionals and more and we would explore more of the Playgrounds in the App Gallery providing students with more skills and code to extend their apps. Below is a list of the above mentioned resources as well links to additional materials you will find useful as and teacher and ones that can help you and your students start this journey.

This is such an excellent overview of prototyping and evaluating app ideas. I wondered what your App Showcase might look like. Is evaluating the app something students do throughout the process, or is there an event at the end of the term where they pitch their idea and get feedback from others?

Really good q Nelson. Previously in my own classroom we would have each student present their idea. By that stage some would be non runners for various reasons one primary example of this would be apps where we had concerns over the security and/or privacy of the users. After each student presented we would select a few to develop in Xcode.

Then this past year was our first year where we could develop on iPad and I had much younger students. Again we had students who were super interested in code or others that were less interested but had great ideas. Out of one class we had 8 ideas some individual and some group, two individual students then proceeded to the next steps and we also had a group of 5 students who decided to proceed as a group. One of those 3 is still in development stage but at prototype stage has already won several national and global awards.

The Federal government, as stipulated in the Transportation Efficiency Act of the 21st Century (TEA-21), relies on the States to report motor-fuel consumption and related Highway Trust Fund contributions so that the they can issue the appropriate amount of Federal-aid funds back to the States. In fiscal year 1999, about $10.8 billion in Federal funds will be apportioned to the States based on this motor-fuel data. To ensure that the data is as accurate as possible, FHWA is reviewing its current motor-fuel data reporting structure and examining other issues involved in the reporting process.

The review is being conducted in cooperation with the American Association of State Highway Transportation Officials (AASHTO) and the Federation of Tax Administrators. A group of representatives from 10 States, including revenue and transportation departments and FHWA field offices and headquarters, are participating in this effort. The group first met in Washington, D.C., in December 1998 and is chaired by FHWA North Carolina Division Administrator Nicholas L Graf. The group was addressed by FHWA Associate Administrator for Policy Dr. Walter L. Sutton Jr and Director of the Office of Highway Information Management Gary E. Maring.

By examining several aspects of the reporting process - such as differences among State motor-fuel legislation and data modeling - the group is helping States and FHWA improve the accuracy, consistency, and overall quality of State-reported motor-fuel data and related tax receipts.

In related work, FHWA also explained the method used by the agency to attribute the estimated Highway Account of the Highway Trust Fund payments to the States. This method is described on the Office of Highway Information Management's Web site, www.fhwa.dot.gov/ohim, under "Products and Publications, Highway Information Updates," Vol.3 #1, August 3, 1998.

Over the past two years, FHWA has undertaken a complete reassessment of the Highway Performance Monitoring System (HPMS) database which is used for reporting conditions and performance of the Nation's highways to Congress, developing performance indicators in support of the agency's strategic and performance plans, providing accurate data for use in meeting the fund apportionment requirements of TEA-21, and as a principal source of data for Highway Statistics and other FHWA publications. A final report on the reassessment was published in December 1998 and is available on the Internet at www.fhwa.dot.gov/ohim. A formal roll out is being made at the Transportation Research Board annual meeting in January 1999.

HPMS was developed in 1978 as a national highway database, replacing several uncoordinated annual State data reports and biennial special studies. In 1996, the need to reassess HPMS was identified. Driving factors behind the reassessment included the emerging importance of data requirements in the impending reauthorization of the Federal-Aid Highway Program; changing Federal, State and local data needs; the development and deployment of Intelligent Transportation Systems (ITS); requirements of the Government Performance and Results Act (GPRA); and States' increased use of management systems.

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