1. To Read
1.1. Physical Milieu
1.1.1. Illustrating Words
1.1.1.1. We read the instructions which were given to us about how we had to do the activity
1.1.2. TPACK
1.1.2.1. We read the document which was provided to us
1.1.2.1.1. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
1.1.2.2. We reread our class notes abour TPACK Theory
1.1.3. Pechakucha
1.1.3.1. The whole reading process took place in a "virtual way", that is, we did not use any photocopy or printed document
1.1.4. Creativity workshop
1.1.4.1. For this activity, the whole reading process was through a "virtual way", we did not use any photocopy or printed document
1.1.4.2. Interaction with partners
1.1.4.2.1. We were talking about what the activity was going to be about and some members, as Juan, know what stop mation was and he explained to the rest of people who were talking with him in that moment
1.1.5. The Dark Side of Textbooks
1.1.5.1. We read the documents which were provided to us
1.1.5.1.1. Textbook explanation from Wikipedia
1.1.5.1.2. Textbook conception from blogs
1.1.6. Snakes and Ladders
1.1.6.1. There was no document or element which crontibuted to the reading process in a "physical way"
1.2. Virtual Milieu
1.2.1. Internet Web 2.0 Browser
1.2.1.1. Searching for some information
1.2.1.1.1. Main informatin
1.2.1.1.2. Additional information
1.2.1.2. Looking for some diagrams and images
1.2.1.2.1. Illustrating words (we looked for some pictures to materializate our words)
1.2.1.2.2. TPACK (we also searched for some diagrams about TPACK Theory)
2. To Reflect
2.1. Physical Milieu
2.1.1. Illustrating Words
2.1.1.1. We used pencil and paper to get inspiration and to start thinking about how to materializate these words
2.1.2. TPACK
2.1.2.1. We put in common our class notes about TPACK Theory
2.1.2.2. We started to write some ideas about TPACK
2.1.2.2.1. Pencil and Paper
2.1.2.2.2. Handwritten Mindmap
2.1.2.3. We met and we decided how our explanation would be
2.1.2.3.1. Cooperative and grupal work
2.1.3. Pechakucha
2.1.3.1. After reading the resources which were provided to us we started to think about the slides and organization
2.1.3.1.1. Pencil and Paper
2.1.3.2. We also put in common our ideas about the activity
2.1.3.2.1. We made a big handwritten mindmap which gathered all the information about the activity
2.1.4. Creativity Workshop
2.1.4.1. After gathering information about the Creativity Workshop we put in common our main ideas
2.1.4.1.1. We made some handwritten mindmaps to focus on an only perspective about the whole project
2.1.4.2. Despite these three activities require a "virtual milieu" to create them, "physical milieu" also plays an important role
2.1.4.2.1. Toontastic
2.1.4.2.2. Strip Designer
2.1.4.2.3. Stop Motion
2.1.5. The Dark Side of Textbooks
2.1.5.1. After reading and searching for some information we decided to divide the task and recording two videos each member of the group
2.1.5.1.1. We used pencil and paper to design our own adverts
2.1.5.2. We put in common our ideas to make the commercials
2.1.5.2.1. We made handmade mindmaps to illustrate what we were thinking about
2.1.6. Snakes and Ladders
2.1.6.1. The majority of people used pencil and papel to write first reflects about the activity and to start thinking about the questions
2.1.6.2. Our reflections were materializated in 24 cards
2.1.6.3. After reading the document individually, we decided to divide the task by questions and topics
2.1.6.3.1. Later, we put in common our questions and we selected those which were the best
2.1.7. Virtual Milieu
2.1.7.1. Illustrating Words
2.1.7.2. TPACK
2.1.7.3. Pechakucha
2.1.7.4. Creativity Workshop
2.1.7.5. The Dark Side of Textbooks
2.1.7.6. Snakes and Ladders
2.1.7.6.1. We reflected some of our thoughts on the Internet
2.1.7.6.2. Writing Tools
2.1.7.6.3. Social Networks
3. To Share
3.1. Physical Milieu
3.1.1. Illustrating Words
3.1.1.1. Due to this task was made only by computer we could not share our own handwritring work in paper
3.1.2. TPACK
3.1.2.1. The most part of TPACK Theory explanation was shared in the classroom
3.1.2.1.1. TPACK Speed Dating
3.1.2.2. Grupal Work
3.1.2.2.1. We shared our knowledge about TPACK through a poster which summarized our main points
3.1.3. Pechakucha
3.1.3.1. The activity was shared with the class through a Pechakucha oral presentation about the topic which we had to work on
3.1.4. Creativity Workshop
3.1.4.1. Due to the lack of time we could not share our activities in the classroom the day of the workshop so there were no "physical sharing"
3.1.5. The Dark Side of Text Books
3.1.5.1. The Dark Side of Textbooks was not shared in a "physical way" at all, only by talking with people and to let them know that we had uploaded the videos just in case they wanted to watch them
3.1.6. Snakes and Ladders
3.1.6.1. We shared our knowledge about the task through making 24 cards which would contain our questions
3.2. Virtual Milieu
3.2.1. Illustrating Words
3.2.1.1. We had to share our work with another group which had to guess our images, consequently, we made the activity on the computer and then we lent the computer to them
3.2.1.1.1. We shared the text document with images with them
3.2.1.2. Internet Web 2.0
3.2.1.2.1. We shared our work on the blog
3.2.1.2.2. Social Networks
3.2.2. TPACK
3.2.2.1. We shared our final project and explanation about TPACK Theory on our Blog
3.2.2.1.1. Blogger
3.2.2.2. We also decided to share our work with some friends because we wanted to make that people know a little bit more about this matter
3.2.2.2.1. Social Networks
3.2.3. Pechakucha
3.2.3.1. Pechakucha presentation was uploaded to YouTube
3.2.3.1.1. YouTube Channel
3.2.3.2. We wrote a new post on blogger sharing the final result with the other groups and the whole world
3.2.3.2.1. Blogger
3.2.3.3. The Beatles Pechakucha was also shared in social networks since we thourght our friends from other degrees had to know this kind of format presentation
3.2.3.3.1. Tuenti
3.2.3.3.2. Twitter (in fact, the Pechakucha oral presentations from groups were instantly shared to the world through a TwitCam)
3.2.3.3.3. Facebook
3.2.4. Creativity Workshop
3.2.4.1. Tasks were shared on the Internet, in fact, Toontastic and Strip Designer had the option to share instantly the final result with the rest of the world
3.2.4.1.1. Toontastic & Strip Designer
3.2.4.1.2. Stop Motion
3.2.4.2. Internet Web 2.0
3.2.4.2.1. We shared our final project about the Creativity Workshop on the blog
3.2.4.2.2. We also made reference to these activities on our personal social networks
3.2.5. The Dark Side of Text Books
3.2.5.1. Adverts videos were uploaded to YouTube
3.2.5.1.1. YouTube Channel
3.2.5.2. We wrote a post on blogger to share our final result with our colleges and the teacher
3.2.5.2.1. Blogger
3.2.5.3. We also shared our work on the social networks the main characters of the publicity campaign were our own friends so they had to watch how the final project was
3.2.5.3.1. Social Networks
3.2.6. Snakes and Ladders
3.2.6.1. We also shared the activity in a "virtual way" making a post about what we had done and also enclosing the list of questions which we had chosen as the best ones of the topic
3.2.6.1.1. Blogger
3.2.6.2. Social Networks
3.2.6.2.1. We did not share the activity directly to friends through social networks but we made reference that we had won the second prize of a SOyER activity from our degree