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GeoGebra Activity Editor
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1. How to Create a Dynamic Activity
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2. Available Activity Elements
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3. Design Guidelines for Dynamic Activities
- Design Guidelines for Dynamic Activities
- Example Activity: Orthocenter of a Triangle
- Design Guideline 1: Layout of Dynamic Activities
- Example Activity: Linear Equations
- Design Guideline 2: Dynamic Figures
- Example Activity: Theorem of Thales
- Design Guideline 3: Explanations and Tasks
- Example Activity: Linear Relation
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GeoGebra Activity Editor
GeoGebra Team German, Ronan Downes, Feb 25, 2020
Learn how to create Dynamic Activites using the Online Editor provided on the GeoGebra Materials Platform.
Table of Contents
- How to Create a Dynamic Activity
- Available Activity Elements
- Design Guidelines for Dynamic Activities
- Design Guidelines for Dynamic Activities
- Example Activity: Orthocenter of a Triangle
- Design Guideline 1: Layout of Dynamic Activities
- Example Activity: Linear Equations
- Design Guideline 2: Dynamic Figures
- Example Activity: Theorem of Thales
- Design Guideline 3: Explanations and Tasks
- Example Activity: Linear Relation
Design Guidelines for Dynamic Activities
-
1. Design Guidelines for Dynamic Activities
-
2. Example Activity: Orthocenter of a Triangle
-
3. Design Guideline 1: Layout of Dynamic Activities
-
4. Example Activity: Linear Equations
-
5. Design Guideline 2: Dynamic Figures
-
6. Example Activity: Theorem of Thales
-
7. Design Guideline 3: Explanations and Tasks
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8. Example Activity: Linear Relation
Design Guidelines for Dynamic Activities
The following design guidelines for Dynamic Activities are the result of a formative evaluation of Dynamic Activities created by teachers in NSF MSP classes during fall 2006 and spring 2007. The guidelines are based on design principles for multimedia learning stated by Clark and Mayer1.
These guidelines were summarized to address and avoid common mistakes during the creation process of Dynamic Activities as well as to increase their quality with the hope that they will foster more effective learning. Although some of these guidelines may seem obvious, we have found it very important in our work with teachers to discuss and explain them in detail.
1 Clark, R. and Mayer, R.E. (2002): e-Learning and the Science of Instruction. San Francisco: Pfeiffer, 2002
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