Archivi categoria: Casa

SMartART

This app brings interactive information about artworks to museum or gallery visitors just by taking a picture. This background information is accessible also off-line. Therefore SMartART allows its users to enjoy the images during their visit but also afterwards and easily share and recommend them with their family and friends via social networks, such as Instragram, Facebook or Twitter. In this way it is possible to create a personal storytelling of the museum experience.

Users are strongly engaged and inspired. Their curiosity of gaining more information grows instantly.

This app represents an important advantage for museums and exhibitions in order to reach broader target groups and spread information more easily. Therefore, museums can improve its management and valorisation, keeping track of user interactions inside and outside the museum and reach a greater visibility of their collections.

SMartART has been presented by Paolo Mazzanti and Roberto Caldelli during the European Culture Forum 2013 in Brussels where it became the winner of “Make Culture” in the category @diversity in an European Competition.

 

Questa App consente di ottenere informazioni interattive su un oggetto museale, un museo o una galleria, semplicemente scattando una foto. Le informazioni di base circa l’oggetto fotografato sono disponibili anche offline, consentendo agli utenti di godere delle informazioni aggiuntive anche in assenza di rete internet. Le informazioni restano disponibili durante e dopo la visita e possono essere condivise tramite i maggiori Social Network (Instragram, Facebook o Twitter). Tramite la condivisione delle opere d’arte e delle informazioni a esse connesse è possibile creare una personale narrazione (storytelling) della visita al museo o alla galleria d’arte.

L’uso della app promuove l’impegno dell’utente e la sua curiosità in merito agli oggetti visionati. Inoltre, SMartArt costituisce uno straordinario mezzo di comunicazione di informazioni aggiuntive da parte dei musei che possono migliorare la gestione e la valorizzazione del patrimonio culturale posseduto, nonché amplificare la visibilità esterna delle proprie collezioni.

SMartART è stata presentata da Paolo Mazzanti e Roberto Caldelli durante l’European Culture Forum del 2013 a Brussels, vincendo il premio Europeo “Make Culture” nella categoria @diversity.

SMartART

 

SMartART – Quando le immagini parlano di arte

SMartART è un’app che permette agli utenti di reperire informazioni su un’opera d’arte attraverso una semplice foto!

Type
  • Tool
Usage
  • Tracking / mapping / routing
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Raise attention, intensify perception (raise questions, predict…)
  • Show, demonstrate, give access to (also tangible) also to events, objects that are otherwise inaccessible
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Create own (re)presentation, impression
Context
  • Classroom
  • Museum
  • At home
Languages
  • English
  • Italian
Age 6 to 12 years
Keywords
  • app
  • smartphone
  • digital tools
  • mobile
  • Storytelling
Submitted by

 

Digital Storytelling

Digital Storytelling is a versatile methodology that supports teachers to integrate technology into learning and encourages students to address gaps in their understanding, think more deeply about a specific topic, foster active learning and become creative storytellers.
Students are guided in a 5 steps process (Briefing, Writing, Recording, Editing, Sharing) to make their own digital stories, starting from biographies, histories, visit to heritage sites.

Courses: This approach can be applied in a wide range of courses / subjects such as:

  • Science
  • Design and technology (ICT)
  • History
  • Geography
  • Art and design
  • Music
  • PSHE (personal, social and health education)
  • Citizenship

Participants: we suggest to have one facilitator / teacher for a group of 8 to 10 students

Plan of activities: There are several methods by which to conduct Digital Storytelling activities but generally speaking the DS process follows the path illustrated below:

1) Briefing

Often known as the gathering, where potential storytellers are introduced to the concepts, processes and some examples of DS. This is a chance for storytellers to mix with each other and with their trainers.

2) Writing

Normally the writing process starts with a ‘storytelling circle’. This session is designed to bond storytellers as a group and to tease out of them their innate powers of storytelling. The storytelling circle can be tailored to suit variable time slots between 2 and 4 hours. The ultimate goal is to get scripts drafted and finalised ready for voice recording.

3) Recording

This is the point at which the technical aspects of DS begin. Both the technical quality and the ‘feel’ of the voice recording are vital to the success of a DS. Some skill and judgment is required by the trainer to pick the right room and to settle the storyteller ready for the recording. Included in the ‘recording’ phase is the capturing of images and the gathering of any music track or sound effects.

4) Editing

There are several forms of editing required to produce a DS:

• the recorded voiceover track needs to be gapped and mistakes removed

• photographs need to be edited, especially if they have been scanned

• the edited soundtrack, edited photos and titles are combined to create an edit of the DS.

It is easy to underestimate the amount of work that goes into an edit. It’s predominantly a technical process but the creative aspects are crucial to the production of a successful story. Once the edit is finished, the DS is exported as a completed movie file, for sharing.

5) Sharing

Storytelling is a multidirectional process, so every story should be shared. Three ways to share stories are:

• Burn a DVD and show family and friends

• Put them on a website, like Vimeo or YouTube

• Hold a screening event

Utilities:

  • Computers w/Web access
  • Tools for audio editing (see for example Audacity)
  • Tools for video editing (see for example WeVideo)

Our experience: The School of the Arts, English and Drama at Loughborough University is involved in a range of projects which explore the role of storytelling in today’s digital world. Our experience suggests that the role of emotion in the digital storytelling process is central to the promotion of ‘embodiment’, a specific form of knowledge that exists in ‘the telling of stories with emotional meaning’. Furthermore, as we are utilising technologies in what is generally a ‘seven-steps’ narrative process (Lambert, 2010), we are keen to explore the process of transformation from data to information, and then to a form of knowledge which has a specific focus on the ‘sharing’ phase: a moment when students’ voices, especially the voices of ‘quieter students who do not speak up so readily in class’ may be amplified (Lowenthal 2009).   We propose, therefore, that digital storytelling can generate and facilitate a new kind of knowledge, especially when considering the distance between the contemporary learner and the historic object or event. For this, the ability to identify and differentiate between the five dimensions of historical learning (time, characters, representation, location, involvement) are important, and an opportunity to achieve this is presented in practice-based storytelling workshops where we can explore how people distinguish these dimensions differently. For this reason, we are arguing that digital storytelling enables us to share different perspectives, and collectively create a new knowledge. ‘Storytelling’ relates to a form of teaching where narratives and experiences are shared to develop knowledge.  In development, digital storytelling brings a new aspect to this learning through the potential to include media forms in that process. If we consider the centrality of interaction, with the assumption that ‘storytelling’ and ‘story-listening’ have equal ‘status’ in the process, then it’s important to acknowledge that during the digital storytelling process the audience is never passive. Listeners are always involved in a sort of feedback-loop that is part of the digital storytelling approach, resulting in mutual learning between the creator of the story and the spectator.

* Part of this content has been adapted from the “DS guide training manual on EU-enlargement topics” for the final publication of the European funded “DeTales” project (http://www.detales.net/wp/)

Digital Storytelling (Digitaal verhalen vertellen)
Digital Storytelling is een zeer veelzijdige en efficiente methode die leerkrachten kan helpen bij het integreren van technologie in het leerproces. Digital storytelling kan helpen om de leerlingen aan te moedigen en te motiveren om de leemtes in hun kennis aan te spreken, om anders en dieper na te denken over een specifiek onderwerp, of om op een actieve manier te leren en zo creatieve verhalenvertellers te worden.

De leerlingen wordenbegeleid doorheen een 5-stappen proces: Uitleg van de opdracht, Schrijven, Opnames maken, Monteren en assembleren, Delen en publiceren. De opdrachten kunnen te maken hebben met bijvoorbeeld biografie-en, feiten en verhalen uit de geschiedenis of een bezoek aan een erfgoed site.

Digital Storytelling
‘Digital Storytelling’ e’ una metodologia versatile che puo’ aiutare gli insegnanti a integrare le tecnologie nel processo di apprendimento e incoraggia gli studenti a colmare lacune nella loro comprensione, a riflettere maggiormente su un argomento specifico, a rafforzare l’apprendimento attivo e a diventare creativi storyteller.
Gli studenti sono guidati in un processo che viene distinto in 5 fasi (Briefing, Writing, Recording, Editing, Sharing) per creare la propria storia digitale, partendo da biografie, lezioni di storia, visite a siti culturali o musei.

Type
  • Practise
Usage
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Raise attention, intensify perception (raise questions, predict…)
  • Affect, emotional and empathic engagement
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Make a synthesis, interprete
  • Create own (re)presentation, impression
Context
  • Classroom
  • At home
Languages
  • English
Age 6 to 12 years
Keywords
  • Storytelling
  • Video making
  • creative writing
Submitted by
 

StoryWriter – A digital tool for collaborative storytelling

Students can use various digital tools to co-write stories in groups, starting from subjects already studied individually.
We suggest using StoryWriter as a complementary tool to the Digital Storytelling process.

Courses:

  • History
  • Geography
  • Art
  • Music
  • PSHE (personal, social and health education)
  • Citizenship

Goals:

  • Demonstrate understanding of contents
  • Construct various forms of stories
  • Develop confidence as a writer
  • Cooperate with other students

Duration: Approximately 3+ class periods

Plan of activities: There are various tools to co-write stories in groups; just to give an example, see the steps suggested by ‘BoomWriter’ for a Poetry Month Lesson Plan on www.boomwriter.com

Utilities:

  • Computers w/Web access
  • Registration on www.boomwriter.com (free)
StoryWriter – Een digitale tool voor collaborative storytelling
Studenten kunnen diverse digitale tools gebruiken om in een groep samen aan verhalen te schrijven op basis van hun individuele onderzoek.
StoryWriter wordt aanbevolen als een aanvullend instrument in het proces van Digital Storytelling.
StoryWriter – Uno strumento lo storytelling collaborativo
Gli studenti possono usare vari strumenti digital per collaborare nella scritture di storie in gruppo, a partire da un tema gia’ studiato individualmente. Suggeriamo di usare StoryWriter come strumento complementare al processo di Digital Storytelling.

Type
  • Tool
Usage
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Signpost (introduce, set the scene, chapterise…)
  • Raise attention, intensify perception (raise questions, predict…)
  • Affect, emotional and empathic engagement
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Make a synthesis, interprete
  • Create own (re)presentation, impression
Context
  • Classroom
  • At home
Languages
  • English
Keywords
  • Storytelling
  • creative writing
Submitted by
 

Audacity – Free software for audio recording

Audacity is a free, easy-to-use, multi-track audio editor and recorder for Windows, Mac OS X, GNU/Linux and other operating systems. The interface is translated into many languages.

We suggest using it during the ‘Recording’ and ‘Editing’ phases of the Digital Storytelling process to record the voice of the storyteller and edit the soundtrack.

You can use Audacity to:

  • Record live audio
  • Record computer playback on any Windows Vista or later machine
  • Convert tapes and records into digital recordings or CDs
  • Edit WAV, AIFF, FLAC, MP2, MP3 or Ogg Vorbis sound files
  • AC3, M4A/M4R (AAC), WMA and other formats supported using optional libraries
  • Cut, copy, splice or mix sounds together
  • Numerous effects including change the speed or pitch of a recording

See here the complete list of features: http://www.audacityteam.org/about/features/

* This content has been adapted from http://www.audacityteam.org/

Watch a tutorial here:
https://www.lynda.com/Audacity-training-tutorials/1432-0.html

 

Audacity – gratis software voor audio-opname
Audacity is een gratis, open source, cross-platform software toepassing voor het opnemen en bewerken van geluiden. Audacity kan gebruikt worden gedurende de stappen ‘Recording’ en ‘Editing’ van het Digital Storytelling proces. Met Audacity kan je bijvoorbeeld de stem van een verteller opnemen of een soundtrack met muziek en geluiden toevoegen. Daarna kan alles bewerkt worden tot een luisterspel of een podcast.

De interface is zo goed als alle gangbare talen beschikbaar.

Audacity – Un software gratuito per la registrazione audio
Audacity e’ un software gratuito, open source, che puo’ essere usato con diversi sistemi operativi, per la registrazione e l’editing dei file audio. Suggeriamo di usarlo nella fase ‘Recording’ del processo di Digital Storytelling per registrare la voce dello storyteller e per modificare la traccia audio.

Il software e’ disponibile in diverse lingue.


Type
  • Tool
Usage
  • Recording / collecting
Learning activities
  • Create own (re)presentation, impression
Context
  • Classroom
  • At home
Languages
  • English
  • Dutch
  • Italian
Age 11 to 12+ years
Keywords
  • Storytelling
  • Audio recording
Submitted by
 

WeVideo – Cloud-based video creation platform

WeVideo is an easy to use web based platform to create and share videos. It is ideal for digital storytelling workshops and collaborative projects.

There is a free version – we recommend thhis trial version to explore the potential of this tool and to see if this is what you need – and a version with an educational licence. This license allows the teacher to create a virtual classroom where students can collaborate and be supported by the teacher.

The only ‘disadvantage’ of this platform is that it requires a very good and reliable internet connection to avoid troubles during the editing phase.

The annual subscription for the ‘Educational licence’ includes: 1 hr publishing time per user, 10GB per user, 50 user licenses, all the advanced features. This ‘Educational licence’ costs $399 per year.

WeVideo allows students and teachers to work together on the same video project, make changes, provide feedback, and explain their visual thinking during the creation process, while keeping the student’s data private.

Voice and video recording is embedded in the platform and other digital files that have been uploaded can be integrated with the new recordings.

The platform includes two video editing modes: the ‘story-board mode’ and the ‘timeline mode’. Both options are well explained in video tutorials available on the website in order to help the students to choose the best option. Students have the ability to make creative decisions, demonstrating understanding and mastery of concepts. They can start with the simplified Storyboard editor and work up to the more advanced Timeline editor with video tutorials to guide them along the way.

In the free (trial) version, the only option is to share the videos on the WeVideo website. With the ‘Educational licence’ it is possible to download the files and to share those on YouTube or Vimeo without the watermark of the application.

Learn more on how to create videos through tutorials, lessons, tips made by the WeVideo team https://www.wevideo.com/academy. On the same page, you will find more information about all the features that the specific licence of WeVideo for Education offers.

Courses: This tool can be used in a wide range of courses / subjects such as:

  • Science
  • Design and technology (ICT)
  • History
  • Geography
  • Art and design
  • Music
  • PSHE (personal, social and health education)
  • Citizenship

Plan of activities: WeVideo can be applied in the ‘Recording’, ‘Editing’ and ‘Sharing’ phase of the Digital Storytelling approach.

*This content has been adapted from https://www.wevideo.com/schools

WeVideo – Online video platform
WeVideo is een gebruiksvriendelijke en gemakkleijke online toepassing voor het maken van video’s. Deze toepassing kan gebruikt worden tijdens de stappen ‘opname’ en ‘bewerking’ van het Digital Storytelling proces.
Omdat WeVideo cloud-gebaseerde is, is het mogelijk om met verschillende mensen tegelijk aan hetzelfde project te werken vanop verschillende toestellen: de bestanden (audio, foto’s, video’s …) blijven online (in de cloud) en moeten dus niet op het toestel gedownload worden.
WeVideo – Una piattaforma online per la creazione di video
WeVideo e’ una piattaforma collaborativa per la creazione dei video, che consente il salvataggio e la condivisione dei file online. Suggeriamo di usarla nella fase di ‘recording’ (registrazione) del processo di ‘Digital Storytelling’.
Poiche’ tutto viene salvato online (sul cloud), e’ possibile lavorare sullo stesso progetto da diversi dispositivi o computer senza dover trasferire i file (audio, immagini…) gia’ caricati sulla piattaforma.

Type
  • Tool
Usage
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Create own (re)presentation, impression
Context
  • Classroom
  • At home
Languages
  • English
Keywords
  • Storytelling
  • Video making
  • Video editing
Submitted by
 

Toolbox with 4 basic Heritage tools

Purpose: These four heritage tools help heritage institutions to design their own simple game with a collection or a theme.The game can create interest and curiosity before visiting the museum or heritage site or reflect on it afterwards.
Using digital images of their own collections, they can shape:

1. a memory game
A basic tool to use for smaller children (age 5 – 7).
Example
ceramic pots: https://erfgoedtools.nl/games/memory/speel/FVM4PIYZ

2. make a serie
A basic tool to put objects, photos or documents in a chronological order.
Example
WW II: https://www.erfgoedtools.nl/games/reeksspel/speel/UVCT0R6M

This is a good example because their is some context with every card. 

3. connect image to location
A basic tool to connect a monument to the right spot on google maps.
Example
Antikwall: https://www.erfgoedtools.nl/games/plaatsspel/speel/P8ACIRZY

4. A couple game
A basic tool to make couples (then and now, details and the bigger picture)
Example
St. Bavo church https://erfgoedtools.nl/games/koppelspel/speel/RGT6MUE6

Partner organisations: To be used by (small) museums, other heritage organisations, teachers and even pupils to reflect or collect. Under the tabs museum, archive and school you can find examples of games made by others. By clicking on the four different icons on the homepage you can make your own game.

Cultural heritage institutions can also provide sets of images that can be used by teachers / students to design their own games.

The games are easy in/to link to your own website or in a manual for teachers.

Duration: 15 – 30 minutes

Utilities: a collection of images, belonging to a (heritage) museum of theme.

Comments: these tools are very simple, therefore they might work. How they represent an extra value for the learning process depends on the way they are implemented! 

Toolbox met 4 basic Heritage gereedschappen

Doel: met deze vier erfgoedtools ontwerpen erfgoedinstellingen een ​​eenvoudig spel bij een collectie of een thema. Het spel kan voorafgaand aan bezoek interesse en nieuwsgierigheid opwekken of na bezoek erop reflecteren. Met gebruik van digitale afbeeldingen van de eigen collecties kunnen ze vormgeven:

1. een memory
voorbeeld keramiek potten: https://erfgoedtools.nl/games/memory/speel/FVM4PIYZ

2. een reeksspel
voorbeeld WO II: https://www.erfgoedtools.nl/games/reeksspel/speel/UVCT0R6M

3. een plaatsspel
voorbeeld Antikwall: https://www.erfgoedtools.nl/games/plaatsspel/speel/P8ACIRZY

4. een koppelspel
voorbeeld St. Bavo kerk: https://erfgoedtools.nl/games/koppelspel/speel/RGT6MUE6

Partners/organistaie: Te gebruiken door (kleine) musea, andere erfgoedorganisaties, leraren en zelfs leerlingen om na te denken of te verzamelen. Onder de tabs museum, archief en de school kun je voorbeelden van spellen die door anderen. Door te klikken op de vier verschillende pictogrammen op de homepage kunt u uw eigen spel te maken.

Duur: speeltijd voor leerlingen 15-30 minuten

Benodigdheden: een verzameling van foto’s, die behoren tot een (erfgoed) museum van het thema.
Het spel is makkelijk te koppelen aan de eigen website of in een handleiding voor leerkrachten. Erfgoedinstellingen kunnen ook sets van afbeeldingen leveren die kunnen worden gebruikt door docenten / leerlingen om hun eigen games te ontwerpen.

Commentaar: deze tools zijn zeer eenvoudig, dus ze zou kunnen werken. Hoe ze een meerwaarde vormen voor het leerproces is afhankelijk van de manier waarop ze worden uitgevoerd!

Quattro strumenti di base per la didattica culturale

Si tratta di un sito con 4 semplici giochi. Le istituzioni culturali e i (piccoli) musei possono creare dei giochi semplici per comunicare la propria collezione utilizzando immagini digitali: 1. Memoria; 2. Collocare su una mappa; 3. Trovare il legame tra immagini; 4. Creare una serie.

Type
  • Tool
Usage
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Hook (get attention, build interest, break the ice, catch the eye)
  • Signpost (introduce, set the scene, chapterise…)
  • Raise attention, intensify perception (raise questions, predict…)
  • Show, demonstrate, give access to (also tangible) also to events, objects that are otherwise inaccessible
  • Affect, emotional and empathic engagement
  • Create own (re)presentation, impression
Context
  • Classroom
  • Museum
  • Heritage site
  • At home
Languages
  • Dutch
Keywords
  • heritages games
  • memory game
Submitted by

 

Participatory mapping with Story Map

Telling stories through maps is an engaging way of sharing information and helping students to contextualise what they are learning. Participatory digital mapping enhance their ability to look for specific data, understand the difference between a ‘macro’ and ‘micro’ approach in experiencing places and create collaboratively new digital contents.
One of the tools that we may use is Story Map, a web based GIS system, that enables even ‘lay’ users in developing a multimedia map to visualise texts, images, audio and videos in an engaging way.

Courses: This approach can be applied in a wide range of courses / subjects such as:

  • Science
  • Design and technology (ICT)
  • History
  • Geography
  • Art and design
  • Music
  • PSHE (personal, social and health education)
  • Citizenship

Participants: we suggest splitting the class in groups of 3 to 5 students so to enable them to work collaboratively on the same map.

Plan of activities: There are several methods by which to conduct Participatory Mapping activities but we propose as a prompt the path illustrated below:

1) Briefing

Students are introduced to the concepts, processes and some examples of Story Maps. This is a chance for teachers to suggest stories/themes/locations to be explored.

2) Searching for information

After having selected a topic/location, the groups of students will be guided to look for information to contextualise their stories. As they are focusing more in details on their specific theme, they’ll be able to understand if they are going to use a ‘macro’ or ‘micro’ approach, depending on the quantity of materials available and their level of knowledge.

3) Collecting / Creating digital materials

This is the point at which the technical aspects of Story Mapping begin. Guided by the teacher, students will define if/how many images, videos to embed in the map and will start to select/produce those.

4) Editing the map

After having collected and produced all the contents, the students will make their selection and their choices to structure the Story Map.

5) Sharing the Story Map

Sharing all the Story Maps at the end of the process is a fruitful activity to compare the results, stimulate the debate within the class and to learn from each other.

Participatief in kaart brengen met Story Map
Het vertellen van verhalen door middel van kaarten is een boeiende manier van het delen van informatie en het helpen van studenten om te contextualiseren wat ze leren. Met participatieve digitale cartografie versterken ze hun vermogen om te zoeken naar specifieke gegevens, het begrijpen van het verschil tussen een ‘macro’ en ‘micro’ benadering in het ervaren van plaatsen en maken gezamenlijk nieuwe digitale inhoud.
Een van de instrumenten die gebruikt kan worden, is Story Kaart, een web-based GIS-systeem, dat het mogelijk maakt ‘lay users’ in te zetten bij de ontwikkeling van een multimediale kaart om teksten, afbeeldingen, audio en video’s te visualiseren op een boeiende manier.
Mappe partecipative con Story Map
Raccontare storie attraverso le mappe e’ un modo accattivante di condividere informazioni e aiutare gli studenti a contestualizzare cosa stanno apprendendo. Costruire mappe partecipative aumenta la loro capacita’ di cercare dati specifici, di comprendere le differenze tra un approccio ‘macro’ e ‘micro’ nell’analisi dei luoghi e di creare nuovi contenuti digitali in collaborazione con altri.
Uno degli strumenti online disponibili e’ Story Map, un sistema web GIS che consente anche a utenti non esperti di sviluppare una mappa multimediale per visualizzare testi, immagini, audio e video in modo coinvolgente.

Type
  • Tool
  • Practise
Usage
  • Tracking / mapping / routing
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Signpost (introduce, set the scene, chapterise…)
  • Raise attention, intensify perception (raise questions, predict…)
  • Show, demonstrate, give access to (also tangible) also to events, objects that are otherwise inaccessible
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Make a synthesis, interprete
  • Create own (re)presentation, impression
Context
  • Classroom
  • At home
Languages
  • English
Keywords
  • Storytelling
  • history education
  • geography education
  • maps
  • creativity
  • IT skills
Submitted by
 

Edublogs – The largest education blogging platform on the web

 

Edublogs is an easy and safe platform that enables teachers to set up a blog for their class.

They can:

  • Invite or create a student account;
  • Approve all students’ posts and comments;
  • Set up privacy controls;
  • Leave private comments on student writing;
  • Organize students in groups and lists;
  • Monitor progress with detailed user reports.

It can be used in the ‘sharing’ phase of the Digital Storytelling process.

There is also an App for Apple and Android devices that may give teachers the opportunity to invite students to experience the mobile blogging during a visit in a museum or on a heritage site.

A ‘CampusPress’ version designed for entire schools, districts, or universities is also available. Basic version is entirely free but additional costs apply depending on the scale and features that are required.

Since 2005, Edublogs has grown to become the largest educational blogging network in the world. It is a project of the WordPress company Incsub, based in Australia.

*This content has been adapted from http://edublogs.org/

Edublogs – De grootste onderwijs blogging platform op het web
Edublogs is een veilig platform dat leraren in staat stelt om gemakkelijk en veilig een blog op te zetten voor gebruik in de lessen.
Leerkrachten kunnen:
• leerling accounts aanmaken en leerlingen uitnodigen;
• berichten en reacties van alle leerlingen goedkeuren of tegenhouden;
• de privacy instellingen beheren;
• private reacties achterlaten op notities van de leerlingen;
• leerlingen onderverdelen in groepen en lijsten;
• bijdragen van de leerlingen bekijken en gedetailleerde gebruiksrapporten opvragen.Edublogs kan gebruikt worden in het Digital Storytelling proces tijdens het delen of publiek maken van de resultaten.
Edublogs – La piu’ grande piattaforma blog educativa

Edublogs e’ una semplice e sicura piattaforma che consente agli insegnanti di metter su un blog per la loro classe.

Gli insegnanti possono:
• Invitare o creare un account per ogni studente;
• Approvare i post e i commenti;
• Stabilire i controlli per la privacy;
• Mantenere privati i commenti sugli articoli scritti dagli studenti;
• Organizzare gli studenti in gruppi e liste;
• Controllare i loro progressi con dettagliati report per ogni utente.

Puo’ essere usata nella fase ‘sharing’ del processo di ‘Digital Storytelling’.


Type
  • Tool
Usage
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Show, demonstrate, give access to (also tangible) also to events, objects that are otherwise inaccessible
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Make a synthesis, interprete
  • Create own (re)presentation, impression
Context
  • Classroom
  • Museum
  • Heritage site
  • At home
Languages
  • English
Keywords
  • blogging
  • creative writing
  • IT skills
  • Storytelling
  • creativity
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Popplet – A mind-map tool to organize ideas

 

Popplet is a versatile tool that can be used in various contexts to map, organise and prioritise ideas.

We suggest it in the ‘Briefing’ phase of the Digital Storytelling process to help students to visualise all the materials selected to build a storyboard.

This tool is available on iPad and on the web and allows students to capture facts, share thoughts and images, and create relationships between them.

It is also a brilliant way of engaging students to understand how to organise information and to reflect on how ideas may be all connected.

Popplet – Een mind-map tool om ideeën te organiseren
Popplet is een veelzijdig instrument dat in verschillende omstandigheden gebruikt kan worden bij het in kaart brengen en organiseren van concepten en idee-en. Popplet kan gebruikt worden tijdens de ‘Briefing’ fase van het Digital Storytelling proces om studenten te helpen om alle onderdelen en middelen te visualiseren en te organiseren waarmee dan een storyboard kan gemaakt worden.

Deze tool is beschikbaar op de iPad en op het web en geeft studenten de mogelijkheid om feiten, gedachten en beelden vast te leggen en met elkaar te delen, en om relaties tussen deze middelen te visualiseren en te beheren. Het is ook een uitstekende manier om studenten te motiveren en om hen te helpen begrijpen hoe ze alle informatie kunnen organiseren. Het zet aan tot nadenken over de manier waarop ideeën kunnen worden verbonden worden met elkaar.

Popplet – Mappe mentali per organizzare idee
Popplet e’ uno strumento versatile che puo’ essere usato in diversi contesti per mappare, organizzare e dare priorita’ alle idee. Suggeriamo di usarlo nella fase di ‘Briefing’ del processo di ‘Digital Storytelling’ per aiutare gli studenti a visualizzare tutti i materiali selezionati per creare il loro ‘storyboard’.

Questo strumento e’ disponibile su iPad e su internet e consente agli studenti di catturare fatti, condividere riflessioni e immagini, e creare relazioni tra loro. E’ anche uno splendido modo per stimolare gli studenti a capire come organizzare le informazioni e riflettere su come connetter le idee.


Type
  • Tool
Usage
  • Tracking / mapping / routing
Learning activities
  • Signpost (introduce, set the scene, chapterise…)
  • Raise attention, intensify perception (raise questions, predict…)
Context
  • Classroom
  • At home
Languages
  • English
Keywords
  • Storytelling
  • mind-map
  • digital tools
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Answer Garden – A minimal feedback tool to get attention

 

Answer Garden is a free, easy-to-use and minimalistic tool for students real-time participation. It helps teachers to stimulate their attention and contribution to discussions. We suggest using it in the Briefing session of the Digital Storytelling process as an ice-breaker.

Teachers can write their question as a sort of title of their Answer Garden and, after having pressed the submit button, they’ll receive all the answers in a new page in a form of a growing words cloud.

Students can participate either by entering their own answers or by clicking on and submitting existing answers.

Would be ideal to choose questions that stimulate short (one word) answers.

The tool can be embedded on blogs, websites or social network pages.

It can be used on the web or on iPad.

More details about how to moderate discussions and remove unwanted answers are available here: https://answergarden.ch/about-AnswerGarden/

Watch a tutorial here:
https://www.youtube.com/watch?list=PLenPcI5Zc4Ig0sK0ZxBvUY0IQSOVbSKup&v=4sL8JDJ6vlg 

Answer Garden – Eenvoudig online feedback geven
Answer Garden is een gratis en eenvoudig te gebruiken tool om de actieve participatie van leerlingen tijdens discussies te stimuleren. We adviseren om deze tool in te zetten als ijsbreker tijdens de instructiefase van Digital Storytelling. De tool kan worden gebruikt op blogs, websites en social media.
Answer Garden – Uno strumento semplice per attirare l’attenzione degli studenti
Answer Garden e’ uno strumento gratuito, semplice da usare e minimale per la partecipazione in tempo reale degli studenti. Puo’ aiutare gli insegnanti a catturare l’attenzione degli studenti e stimolare il loro contributo alle discussioni.
Ne suggeriamo l’uso nella fase di ‘Briefing’ del Digital Storytelling come attivita’ per rompere il ghiaccio.

Questo strumento puo’ essere integrato in blog, siti web e sui social network.


Type
  • Tool
Usage
  • Tracking / mapping / routing
Learning activities
  • Hook (get attention, build interest, break the ice, catch the eye)
Context
  • Classroom
  • Museum
  • Heritage site
  • At home
Languages
  • English
Keywords
  • briefing
  • Storytelling
  • feedback
  • ice-breaking
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