Archivi categoria: Utilizzi

Scatt-Arte – Photos of art

Smart devices can be used to engage children to explore the museum and take pictures of objects that attract their attention. Pictures can then be downloaded (via Bluetooth) to a shared screen that the teacher uses for showing and discussion. This allows the use of the individual initiative of the child as the starting point to research a topic, which ensures a greater and longer impact on their memory. Furthermore, this allows to drive their compulsive picture-taking into a useful task with a purpose.
Often children have their own smartphone and it is a challenge for the educators to divert the attention of the children from their phones. Very often, taking pictures is interpreted by the child as a group game, seldom giving importance to the picture itself.
An activity that comprises picture-taking with these devices (instead of fighting against the smart phones), can open the student’s mind to perceive such device not just as a toy but also as a working and learning instrument.

Subjects that can apply: Art, Technology, History, Religion, Italian, Geography, Science
General learning objectives:
1. Expand and / or deepen the knowledge base on a specific theme
2. Highlight a cultural site’s function as an active center of learning and education
3. Develop observation and critical thinking skills and competences
4. Educate to know and respect cultural heritage as a patrimony of the community

Specific learning objectives:
a. Use photographic language and techniques to enhance awareness on cultural heritage and its protection
b. Stimulating an aware and conscious observation, through the photographic lens
c. Identify photography as a documentation tool

Number of participants: up to 30 students
Duration: from 2 to 3 hours
Activity Structure:

Introduction on the role of photography for scientific research in the artistic and archaeological field.
Basics of photography (choice of the subject, framing, image composition, perspective and depth of field, use of light), and analysis of the most common and frequent mistakes.
Invitation to choose a subject to be photographed inside the museum, allowing the children to move freely and giving them a time limit to return to the meeting point (about 5 minutes).
At the end you will be able to download photos via USB cable or Bluetooth or e-mailing them to the computer that will be used for the display.
The teacher can analyze the photos with the children, using them as a starting point to elaborate on the subject captured. The students will be able to choose where to place their photo in a larger composition made by means of any imaging software, such as Paint .
Tools: A computer with Bluetooth and / or USB port and cable, students use their own smartphones or cameras (if not all learners have one, organise the group into pairs).

Scatt-Arte – Foto’s van kunst
Slimme apparaten kunnen voor kinderen speelgoed worden waarmee ze vertrouwd zijn. De lesgever kan kinderen helpen hen te leren ervaren hoe zulk een slimme device ook een gereedschap kan worden om op een speelse manier te leren.
Scatt-Arte – Le foto dell’arte

Usare dispositivi intelligenti e digitali può essere un metodo efficace per invitare i bambini ad esplorare il museo. Invitati a scattare foto degli oggetti museali che attirano la loro attenzione, bambini e ragazzi collezionano durante la visita al museo o al sito archeologico delle immagini che, tramite dispositivo Bluetooth, possono essere condivisi su uno schermo comune e utilizzati come fonti di dibattito e punto di partenza per una lezione dialogata.

Questo permette di utilizzare l’iniziativa individuale del bambino come punto di partenza per ricercare un argomento, garantendo un impatto più durevole nella memoria e nell’apprendimento in generale. Inoltre, questa pratica permette di guidare l’azione compulsiva di scattare foto trasformandola in un compito utile.

Spesso i bambini e i ragazzi possiedono un proprio smartphone ed è una sfida, soprattutto dell’educatore museale, deviare l’attenzione da esso durante una visita didattica all’interno di un museo o di un sito archeologico. E spesso scattare foto è interpretato da un bambino come un gioco di gruppo, dando poca importanza alla immagine stessa.

Un’attività che comprende la qualità dello scatto con un dispositivo tecnologico apre la mente dello studente di percepire questo non solo come gioco, ma come strumento di lavoro.

Materie coinvolte: Arte, Tecnica, Storia, Religione, Italiano, Geografia, Scienza

Obiettivi didattici generali:

  1. Ampliare e/o approfondire la base di conoscenze su un tema specifico
  2. Potenziare la funzione dell’area archeologica come centro attivo di cultura e di educazione
  3. Sviluppare la capacità di osservazione e di critica
  4. Educare alla conoscenza e al rispetto del patrimonio archeologico come bene della collettività

Obiettivi didattici specifici:

  1. Utilizzare il linguaggio e le tecniche fotografiche per potenziare la sensibilizzazione al bene archeologico e alla sua tutela
  2. Guidare un’osservazione consapevole attraverso l’occhio dell’obiettivo fotografico
  3. Individuare e distinguere la fotografia come strumento di documentazione archeologica, dalla personalizzazione della fotografia libera e creativa

Numero di partecipanti: fino a 30 studenti

Durata: da 2 a 3 ore

Struttura dell’attività: Introduzione al ruolo della fotografia per lo studio scientifico in campo artistico ed archeologico.

Nozioni basilari per eseguire una fotografia “corretta” (scelta del soggetto, inquadratura, composizione dell’immagine, prospettiva e profondità di campo, uso della luce) e analisi degli errori più comuni e frequenti.

Invito a scegliere un soggetto da fotografare all’interno del museo, lasciando i ragazzi muoversi liberamente e dando loro un limite di tempo per tornare al punto di incontro (circa 5 minuti).

Al termine sarà possibile scaricare le foto per mezzo di cavi usb oppure di bluetooth o ancora spedendole al computer che verrà utilizzato per la composizione.

L’insegnante potrà analizzare le foto insieme ai ragazzi, prendendole come spunto per approfondire il soggetto ritratto e i ragazzi potranno scegliere dove collocare la loro foto all’interno di una composizione più grande fatta per mezzo di un qualsiasi software di gestione immagini, ad esempio Paint.

Strumenti: Un computer con bluetooth e/o porta e cavo usb, gli smartphone dei ragazzi (se qualcuno non ce l’ha, organizzare il gruppo in coppie).


Type
  • Practise
Usage
  • Exploring / research / inquiry
  • Recording / collecting
Learning activities
  • Hook (get attention, build interest, break the ice, catch the eye)
  • Raise attention, intensify perception (raise questions, predict…)
  • Affect, emotional and empathic engagement
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Create own (re)presentation, impression
Context
  • Museum
  • Heritage site
Languages
  • English
Age 9 to 12 years
Keywords
  • Photography, photos, pictures, smartphone, tablet, exploring, observing
Submitted by
 

Augmented Reality for orientation

The use of apps such as Layar or Junaio enable to create a presentation of information that can be anchored to a specific geographic spot. This layer of information can then be seen by looking at the reality that surrounds you through the lens of a smart device. It will show you the area you are aiming at but with extra information added to it. The result is like seeing virtual object that are anchored to real objects, as if your device were unveiling a hidden dimension.
In cultural heritage this has been used to create audioguides with hypercontent. The fact of using Layar or Junaio allows you to open this possibility to anyone, creating interactive audioguides in which the visitors themselves can upload their impressions and photos.

Augmented Reality voor orientatie
Een applicatie om Augmented Reality op interatieve wijze in te zetten binnen een erfgoedomgeving.
Realtà Aumentata per l’orientamento

L’uso di applicazioni come Layar o Junaio consentono di creare una presentazione di informazioni che risultano ancorate ad un punto geografico specifico. Questo strato di informazioni può quindi essere visto guardando alla realtà che vi circonda attraverso l’obiettivo contenuto in uno smartphone. Come prima di scattare una foto, sul monitor si vede l’area che si sta puntando ma con l’aggiunta di contenuti virtuali che simulano di essere posizionati nello spazio circostante. Il risultato è quello di vedere oggetti virtuali che sono ancorati agli oggetti reali, come se il dispositivo svelasse una dimensione nascosta.
Nel caso del patrimonio culturale, queste app sono state utilizzate per creare audioguide con contenuti multimediali. Il fatto di utilizzare Layar o Junaio consente di aprire questa possibilità a chiunque, creando audioguide interattive in cui i visitatori possono caricare le loro impressioni e foto.


Type
  • Tool
Usage
  • Tracking / mapping / routing
  • Exploring / research / inquiry
  • Recording / collecting
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
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Make a synthesis, interprete
  • Create own (re)presentation, impression
Context
  • Museum
  • Heritage site
Languages
  • English
Age 10 to 12 years
Keywords
  • augmented reality, AR, Junaio, Layar, layer, multimedia
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

 

Radio Local – make a radio report of a local interesting place

Course: 

  • heritage education, history 

National Curriculum:

  • In the Dutch curriculum it is part of Kerndoel Kunstzinnige oriëntatie 55 – 56 

Goals:

  • Children learn how (local) radio functions and how a radio reporter work. 
  • Together with a local radiostation they broadcast their own report on radio in which they use a meaningful place in their own surroundings which is also of interest for the listener.

Cultural partner:

  • (if possible) a local radio station

Duration:

4 lessons

  1. 60 minutes
  2. 60-90 minutes
  3. 60-90 minutes
  4. 45 minutes

Plan of activities:

  1. About radio: They learn about radio reporting and the differences of local and national broadcasting. They do a small research of about local radio (also see a filminterview): what kind of news do the broadcast, how does a reporter works, what kind of content is interesting?
  2. Reporting ‘a distinct view’: They start experimenting with recording an item in the school and practice in perception and imagination by using all their senses when looking at something. They use a recording- app on their smartphone: Hi-Q mp3 Voice Recording Free
  3. A real radio-report: depending on the option the teacher choose the pupils make a serieus radio report about an interesting place in their direct surrounding (think of a monument, landscape, object etc). They make us of supporting material like checklist- questions about: what do you see? What do you know? What can you imagine?
  4. Presenting and evaluating: in the classroom they listen together to the different reports and choose two of their best items for broadcasting

Utilities

– Smartphone
– Recording- app on their smartphone: Hi-Q mp3 Voice Recording Free
– Supporting material: technical instructions, reporting questions and checklists. 

Radio Lokaal – een radioverslag maken over een lokale, bijzondere plek

Vak:

  • erfgoededucatie, geschiedenis

Curriculum:

  • Kerndoel Kunstzinnige Orientatie 55-56

Doelen:

  • Kinderen leren hoe (lokale) radio functioneert en hoe een radioverslaggever te werk gaat.
  • Samen met een lokale radiostation zenden zij hun eigen verslag op de radio uit waarin ze een betekenisvolle plek in hun eigen omgeving presenteren. 

Culturele partners:

  • (indien mogelijk) een lokaal radiostation

Duur: 4 lessen

les 1: 60 minuten
les 2: 60-90 minuten
les 3: 60-90 minuten
les 4: 45 minuten

 

Lesverloop:

  • Les 1: De leerlingen leren over radiorapportage en de verschillen tussen de lokale en nationale omroep. Ze doen een klein onderzoek naar de verschillen tussen lokale en nationale radio: wat voor soort nieuws zenden ze uit, hoe werkt een verslaggever, wat voor soort inhoud interessant is?
  • Les 2 : Rapportage maken ‘een gesproken uitzicht’: Ze beginnen te experimenteren met het opnemen van een item in de school en de praktijk. Hiervoor zetten ze hun waarneming en verbeelding in – we maken gebruik van alle zintuigen als we kijken naar iets. Zij maken gebruik van een opname- app op hun smartphone: Hi-Q mp3 Voice Recording (gratis)
  • Les 3: Een echte radioverslag: de leerkracht laat de leerlingen een radio verslag maken over een interessante plek uit hun directe omgeving (denk aan een monument, landschap, object). Allereerst inventariseren ze met de klas wat interessante plekken zijn. Ze hebben een checklist met mogelijke vragen ter ondersteuning, zoals vragen over: wat zie je? Wat weet je? Wat kun je je voorstellen?
  • Les 4: Presenteren en evalueren: in de klas luisteren ze samen naar de verschillende rapporten en kiest de klas de twee beste items voor de omroep

Marteriaal

– Smartphone
– Opname- app op hun smartphone: Hi-Q mp3 Voice Recording (gratis)
– Ondersteunend materiaal: technische instructies, rapportage vragen en checklists.

Radio Locale – un rapporto della radio di un luogo speciale locale

Coinvolgendo una radio locale, gli studenti ed un giornalista radiofonico scelgono un luogo significativo nel loro territorio per fare un servizio usando applicazioni per la registrazione vocale (HI-Q mp3 Voice Recording Free).

Type
  • Practise
Usage
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Hook (get attention, build interest, break the ice, catch the eye)
  • Raise attention, intensify perception (raise questions, predict…)
  • Show, demonstrate, give access to (also tangible) also to events, objects that are otherwise inaccessible
  • Create own (re)presentation, impression
Context
  • Classroom
  • Heritage site
Languages
  • Dutch
Age 10 to 12+ years
Keywords
  • radio reporting
  • reporting apps
Submitted by

 

Around the church – making an animation after local church visit

Courses:

  • heritage education, history

National curriculum:

  • Directly related to the Dutch curriculum for cultural orientation

Goals:

  • Learn about Medieval churches and the church in their hometown, empathise in different times and persons, creating their own story with all their acquired information. 

Cultural partners:

  • storyteller/actor
  • church

Duration:

  • 4 lessons – each 45 to 60 minutes

Plan of activities:

  • Lesson 1. introduction of the project by a letter of a historic person
  • Lesson 2. Knowledge of the churches in the provence of Utrecht as landmarks and different architectural styles.  
  • Lesson 3. Visit to the church in the hometown of the pupils were they meet this (fictive) historic person (a actor). They collect stories and words, make pictures and drawings and other material that inspires them to create an own story afterwards.
  • Lesson 4. In small groups the pupils use their imagination for finishing the told story in the church and create a storyboard and a animated cartoon app.

Utilities:

  • Ipads
  • app Puppet pals 2
  • digital camera
  • Old Medieval church and historic information and archive pieces of this church.

This project is also interesting to link this to Digital storytelling: http://diche-project.eu/resources/digital-storytelling

Rondje om de kerk – een animatie maken na een bezoek aan de plaatselijke kerk

Vak:
  • erfgoededucatie, geschiedenis
National curriculum:
  • Kerndoelen Kunstzinnige Oriëntatie 54,55 en 56
Doelen:
  • Leerlingen leren over de Middeleeuwse kerken en de kerk in hun woonplaats, leven zich in verschillende tijden en personen en creëren hun eigen verhaal met al hun verkregen informatie.
Culturele partner:
  • verteller / acteur
  • kerk
Duur: 4 lessen – van 45 tot 60 minuten

Lesverloop:
 

  • les 1. introductie van het project door een brief van een historisch persoon.
  • les 2. Kennis over de kerken in de provincie Utrecht als bezienswaardigheden en verschillende bouwstijlen.
  • les 3. Ze verzamelen verhalen en woorden, maken foto’s en tekeningen ter inspiratie voor een ​​eigen verhaal.3. Bezoek aan de kerk in de eigen woonplaats van de leerlingen waar zij de (fictieve) historische persoon (een acteur) ontmoeten. die het verhaal verder vertelt.
  • les 4. In kleine groepjes gebruiken de leerlingen hun fantasie om het verhaal van de historische persoon verder af te maken. Ze maken hiervan een storyboard en een animatie door middel van de app Puppet pals 2.
Materiaal:
  • ipads
  • app Puppet pals 2
  • digitale camera
  • Oude Middeleeuwse kerk en historische informatie en archiefstukken van deze kerk.\

Dit projectidee is ook interessant om toe te passen als Digital storytelling: http://diche-project.eu/resources/digital-storytelling

 

Intorno alla chiesa – creare animazioni dopo aver visitato la chiesa locale

La classe riceve una lettera da un (immaginario) personaggio storico che racconta una storia nella quale la chiesa principale della citta’ dove vivono gli studenti gioca un ruolo importante. Durante la visita a questa chiesa, il gruppo di studenti incontra questo personaggio (un attore) che arricchisce di dettagli la storia. I bambini raccolgono informazioni, parole e immagini, in modo da poter poi creare il loro cartone animato usando l’App Puppet Pals 2 su un iPad.

Type
  • Tool
  • Practise
Usage
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Hook (get attention, build interest, break the ice, catch the eye)
  • Affect, emotional and empathic engagement
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Create own (re)presentation, impression
Context
  • Classroom
  • Heritage site
Languages
  • Dutch
Age 9 to 12 years
Keywords
  • animation
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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Newsela – Online reading platform to develop critical thinking skills

 

Newsela is an online platform that publishes daily news articles from leading publications such as The Washington Post, Scientific American, and The Guardian.  It is a constantly growing archive that helps students develop their critical thinking while they expand their understanding of the world.

We suggest using this highly interactive tool to trial experience similar to News School Report in a more flexible setting. It stimulates discussions and empowers students to find their voice.

Teachers can view students’ activity to help them keep track of progress and/or shortcomings. Teachers can also challenge the learners themselves to monitor their own progress.

Standards-aligned quizzes allow students to check their understanding in real time. Annotations and highlighting enable teachers to work with students to achieve deeper comprehension and autonomous critical thinking.

An App for mobile devices is also avalilable.

 

*This content was partially adapted from https://newsela.com/about/

 

Newsela – Online leesplatform om kritische denkvaardigheden te ontwikkelen
Newsela is een online platform dat elke dag nieuwsberichten publiceert van toonaangevende publicaties zoals The Washington Post, Scientific American en The Guardian. Het is een steeds groeiend archief dat studenten helpt bij de ontwikkeling van hun kritisch denkvermogen, terwijl zij tegelijkertijd hun begrip van de wereld uitbreiden.

Deze zeer interactieve tool kan gebruikt worden voor het creeren van ervaringen vergelijkbaar met bijvoorbeeld BBC News School Report (http://www.bbc.co.uk/schoolreport) in een meer flexibele uitvoering. Het kan leerlingen stimuleren om discussies aan te gaan en om hun positie en beschowuing van de wereld te vinden en te vormen.

Newsela – La piattaforma di lettura notizie online per stimolare il ‘pensiero critico’
Newsela e’ una piattaforma online che pubblica ogni giorno articoli e notizie da giornali come The Washington Post, Scientific American, The Guardian. E’ un archivio in continua crescita che puo’ stimolare il ‘pensiero critico’ degli studenti mentre accrescono la conoscenza e la comprensione del mondo.

Suggeriamo l’uso di questo strumento interattivo per sperimentare esperienze simili a ‘BBC News School Report’ (http://www.bbc.co.uk/schoolreport) in un contesto piu’ flessibile. Stimola discussioni e mette gli studenti nella condizione di far sentire la propria voce.


Type
  • Tool
Usage
  • Exploring / research / inquiry
Learning activities
  • Raise attention, intensify perception (raise questions, predict…)
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
Context
  • Classroom
  • At home
Languages
  • English
Keywords
  • Storytelling
  • critical thinking
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