For my Personal Learning Plan, since we got to decide where our points got distributed, I inputted numbers that I thought would work in my favor and give me the best grade possible overall in the class. There are four categories to distribute the points and I will tell you how I presented the distribution of points in the form of a pie graph. In the template given to us, when you changed the number under the propose column, the pie chart adjusted to the distribution. Visually this means the pie slices either became larger or thinner slices depending on the number written in. I interpreted the min and max values of every row, and thought about how much I cared about them in terms of liking them meaning if they are easy to complete. I came to the conclusion that the individual assignments were not my strongest asset so I interpreted that to mean I should put the lowest value possible. For the check in and check out quizes, I knew they were easy so I put that value at the highest value so when grading, it should help my grade out.
In my team’s Team Demographic, we were to collect qualitative and quantitative data for our serious game to understand our target audience. We used multiple sources to find the data needed for the assignment. From the sources we used, we were able to interpret what to expect, like for example the number of teens between the ages of 15 and 17 because we were able to determine that that would be our target audience for our serious game. We came to that conclusion by interpreting all the data we read about, and discussed as a whole group how we all interpreted it, then came to that final conclusion. Our team made a graph that is uncommon compared to common graphs like a line, bar, or pie chart. The graph is a big circle with smaller circles in it, but they are not placed in the middle, instead the smaller circles gravitate to the right side of the big circle. The smallest circle is labeled 15-17 year olds because that is our main idea and the bigger circles are labeled with expand broad topics. Some of the outer circles are labeled with quantitative data like the population of 15-17 year olds that reside in Butte County. It then expands to California, then to the United States.
In our classroom demographic activity we did in class, we collected quantitative and qualitative data from fellow classmates. The categories of demographics we asked for was if they had dimple, wore glasses, height in feet and the column next to it the leftover inches, height in inches, cash amount in pockets, sibling position, gender, and lastly grade level. We created three different types of graphs to interpret all the data. The first is a line graph of everyone’s height in inches and it is a crazy line. The second graph is a pie chart with two slices for female and male. The last graph is a bar graph. You can see how we interpreted the data into four categories for freshman to senior.