Archivi categoria: Tracciare / mappe / percorsi

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

 

Heritage App

The ErfgoedApp allows over 1,700 museums and heritage organizations in Flanders and Brussels to provide multimedia information to their visitors using innovative technology. The possibilities are extensive, thanks to the flexibility with which new information can be created. The ErfgoedApp offers numerous opportunities but its most important feature is that the user can always see the additional information in a simple way and without technical problems. Additional information on heritage is made visible only when the user scans a code or receives a push message from a Heritage Beacon. The app works on the basis of the latest technologies such as iBeacons and augmented reality. Heritage workers or educational directors in musea or on heritage sites can easily create their own augmented or virtual reality media to augment visits. The user only requires a smart phone with the (free) ErgoedApp installed. A manual and training opportunities are available to assist content providers. 

Courtesy: ErfgoedApp

 

Because the App makes use of the (user’s own) smartphone, it is easy to see how it can be combined in scenarios where all other phone functionailities such as tracking, quizzes, recording, commenting, analysing etc are addressed as competences. The learning content creatpr has endless possibilities to challenge and entertain the learner.

ErfgoedApp

Type
  • Tool
Usage
  • Tracking / mapping / routing
  • Instruction / assignment
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Create own (re)presentation, impression
Context
  • Museum
  • Heritage site
Languages
  • English
  • Dutch
Age 10 to 12 years
Keywords
  • app
  • smartphone
  • augmented reality
  • digital tools
  • creativity
  • mobile
Submitted by
 

Kamp Amersfoort

Courses

  • History, geography, Dutch language

Kerndoelen

  • Kerndoel 2
  • Kerndoel 47
  • Kerndoel 51
  • Kerndoel 52

Goals

  • Pupils work with historical sources and make use of a digital timeline
  • Pupils gather information about the time of World War II
  • Pupils think about the relation between the environment and the situation of Kamp Amersfoort
  • Pupils present information by using digital applications

Participants

  • 25 children

Duration

  • Activity 1: 2 hours
  • Activity 2: 2 hours
  • Activity 3: 2 hours

Plan of activities

  • Activity 1: during the preparatory lesson before the actual trip, children received= general information about World War II and get acquainted with the use of the tablet and the different applications.
  • Activity 2: during the field work trip, the groups visit different sites in the camp and thereby make use of all different kind of applications (like Aurasma, IMovie, PicCollage, Inote and AudioMemos) for tracking, for gathering information and for receiving instruction. Thereby they were able to solve the mystery related to the field trip, on how Gerrit Kleinveld, an important member of the Dutch resistance who was caught and imprisoned at Kamp Amersfoort, was able to escape.
  • Acitivity 3: in the concluding lesson the different groups make a presentation, based on the outcomes of the visit to the camp, on how Gerrit Kleinveld was able to escape Kamp Amersfoort. Of course, by using different kind of applications.

Utilities

  • One mobile device per group (of four pupils)
  • Selection of different kinds of digital applications to be used before, during and after the field trip

Kamp Amersfoort

Vakken

  • Geschiedenis, aardrijkskunde en Nederlandse taal

Kerndoelen

  • Kerndoel 2
  • Kerndoel 47
  • Kerndoel 51
  • Kerndoel 52

Doelen

  • Leerlingen werken met historische bronnen en maken gebruik van een digitale tijdbalk
  • Leerlingen verzamelen informatie over de tijd van de Tweede Wereldoorlog (tijdvak 9)
  • Leerlingen denken na over de relatie tussen de omgeving en het werkkamp
  • Leerlingen presenteren informative met behulp van digitale applicaties

Deelnemers

  • 25 leerlingen

Duration

  • Activiteit 1: 2 uur
  • Activiteit 2: 2 uur
  • Activiteit 3: 2 uur

Tijdschema

  • Activiteit 1: tijdens de voorbereidende les op het bezoek aan het kamp, ontvangen de leerlingen algemene achtergrondinformatie over de Tweede Wereldoorlog en oefenen ze in het werken met de tablet en de diverse applicaties die tijdens het bezoek aan het kamp worden ingezet. 
  • Activiteit 2: tijdens het bezoek aan het kamp, bezoeken de leerlingen in groepen diverse onderdelen van het kamp. Bij elke stop ontvangen ze een opdracht, waarbij diverse applicaties (zoals Aurasma, IMovie, PicCollage, Inote en AudioMemos) in worden gezet. Door de verschillende opdrachten uit te voeren zijn de leerlingen in staat om het mysterie, namelijk hoe Gerrit Kleinveld, een belangrijk lid van het Nederlands verzet, uit kamp Amersfoort wist te ontsnappen.
  • Activiteit 3: in de afsluitende les maken de verschillende groepen een presentatie, gebaseerd op de opbrengsten van hun bezoek aan het kamp. Ook hierbij maken ze gebruik van diverse applicaties.

Materialen

  • Eén tablet per groep leerlingen 
  • Selectie van diverse applicaties die voorafgaand, tijdens en na afloop van het bezoek aan kamp Amersfoort worden ingezet

Il Campo Amersfoort

Gita ad uno dei campi di lavoro della seconda guerra mondiale, durante la quale i ragazzi usano dei tablet e lavorano utilizzando varie applicazioni, ad esempio Aurasma, IMovie e AudioMemos.

Type
  • Tool
  • Practise
Usage
  • Tracking / mapping / routing
  • Instruction / assignment
  • 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
  • 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
  • Heritage site
Languages
  • English
  • Dutch
Age 10 to 12 years
Keywords
  • fieldtrip
  • augmented reality
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
 

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
 

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
Submitted by
 

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
Submitted by
 

SMARTART: When the Images Speak of Art

COURSES This approach can be applied in the following courses / subjects:

·      Design and technology (ICT)

·      History

·      Art and design

NATIONAL CURRICULUM Using ICT in promoting cultural and heritage education is promoted by the Italian School System from Primary school to High school.

GOALS The aim of this approach is to develop museum knowledge in primary-middle-high school students, through the use of apps. The learning methodology used is BYOD (Bring Your Own Device) thanks to which students can use their own devices in a predetermined learning pathway, planned by the teacher.

PARTICIPANTS Middle and high school students, divided into working groups of at least 3 members.

DURATION 2 activities; about 2 h for each activity

PLAN OF ACTIVITIES

After having chosen a Museum that offers the use of the application SMartART, a teacher could divide his/her students in small groups of 3 or 4. Every group receives a list of artworks of the Museum. During their visit, the children walk around the Museum and discover it. As soon as they find an artwork that is included in their list, they should take a picture of its icon in order to instantly receive background information and interactive contents about the chosen artwork. The small groups will explore multimedia additional information, such as texts, videos and links. After their visit, the class will meet back at school where every students group explains what they discovered to their classmates.

The information collected by the students is accessible also off-line, what means that the pupils have access to certain information also after their visit. They can save the artwork adding it to his/ hers favourites, collecting them in a storyboard like a “postcards souvenir”. Therefore, children will be strongly engaged and inspired, and their curiosity of gaining more information grows even more. This kind of work makes it possible to reuse the gained information also in the following lessons. Students/pupils can visualize the itinerary they did in the museum and, encouraged and guided by the teacher,  they can examine and analyze more in depth the artworks they saw. Also, teachers can create and realize learning pathways in which artworks, found by the students in the museum and saved in the SmartArt collection, are the starting point for developing other knowledge.

Moreover, teachers could use this application in order to let their pupils create a personal Storytelling of the museum experience and to share their personal collection via Social Media. Moreover, they can easily recommend museums and galleries to their friends and family.

UTILITIES smartphone or tablet

Different uses of SMartART

SMARTART: Als afbeeldingen spreken over kunst

Een voorbeeld van een leer/onderwijsactiviteit met behulp van de SmartArt App.

Quando le immagini parlano di Arte

L’uso delle TIC per lo sviluppo di conoscenze legate ai musei e alle opere d’arte viene promosso dalle Indicazioni Nazionali e dalle Linee Guida per gli Istituti Tecnici, Professionali e Licei

per tutta la durata dei cicli di istruzione. Lo scopo di questo tipo di scenario di insegnamento/apprendimento è quello di fornire agli studenti la possibilità di sviluppare le proprie conoscenze in ambito museale e artistico attraverso l’utilizzo di app e degli strumenti digitali da loro posseduti. La metodologia del BYOD (Bring Your Own Device) permette l’utilizzo di smartphone e tablet degli student in percorsi di apprendimento costruiti con attenzione dal docente. La app SMartART, indirizzata ad alunni di scuola media e superiori, può essere utilizzata nel seguente modo: il docente divide gli alunni in gruppi di 3-4 membri e assegna loro una lista di opera d’arte che essi autonomamente devono cercare durante la visita al museo. Le opere verranno inquadrate dagli alunni che ricaveranno automaticamente tutte le informazioni attraverso la app. Una volta terminate la visita, gli studenti potranno esporre in classe il loro percorso effettuato all’interno del museo e le informazioni ricavate grazie a SMartART. Tali informazioni, disponibili anche offline, possono essere riprese e riutilizzate dagli alunni in qualsiasi momento del percorso di apprendimento. Inoltre, essi avranno la possibilità di creare un personale Storytelling riguardo l’esperienza al museo e condividerlo tramite i Social network.


Type
  • Practise
Usage
  • Tracking / mapping / routing
  • Recording / collecting
Learning activities
  • Hook (get attention, build interest, break the ice, catch the eye)
  • Create own (re)presentation, impression
Context
  • Classroom
  • Museum
Languages
  • English
  • Italian
Age 9 to 12 years
Keywords
  • app
  • SMartART
  • BYOD
Submitted by

 

TimeGlider: creating timelines

Timeglider is a data-driven interactive timeline application. The user can “grab” the timeline and drag it left and right, and zoom in and out — much as one would with a mapping app — to view centuries at a time or just hours. They can create create event spans so that they can see durations and how they overlap. Being web-based, Timeglider lets one collaborate and share easily.

You can create timelines about the last year of your school, the last century of world events, or about pre-historical (bce/bc) times. You can zoom in to see ten minutes, or zoom out to see billions of years.

Creating events is easy: click on “new event”— or double-click anywhere on the timeline “stage” and the date at which the cursor is horizontally aligned is chosen. Fine-tune the date using an intuitive date chooser. Type a title and description, choose an icon, and enter a link to a web page/resource if you want.

Timeglider allows to show the time span of events, indicated by a band of color. Simply enter the start date and an end date!

Timelines that zoom are tricky: by assigning an importance level (from 1 to 100) to each event. As one zooms in, the less important events emerge by growing into view. Changing the importance/size of an event is easy: Click on the icon, and a slider appears that lets you enlarge or shrink the event.

Once you build a timeline, you can share it and make a timeline accessible to the public, a URL will be created at which to share your timeline, and you can use that URL inside of an embed code, too, for placing on blogs and other web pages

 

TimeGlider: een tijdslijn maken

Timeglider is een online interactief tijdlijn software programma. De gebruiker kan de tijdlijn “vastpakken” en naar links en rechts slepen, in- en uitzoomen – een beetje zoals met een landkaart – om ofwel eeuwen ofwel een paar uur in een oogopslag te bekijken. Gebruikers kunnen gebeurtenissen creëren en op de tijdslijn zetten, zodat ze de geschiedenis en hoe feiten elkaar overlappen goed kunnen zien. Omdat het programma web-gebaseerd is, is het gemakkelijk om met Timeglider samen te werken en resultaten te delen.
Je kan tijdlijnen maken over het laatste jaar van je school, over de gebeurtenissen in de wereld van de vorige eeuw, of over prehistorische geschiedenis. U kunt inzoomen tot tien minuten, of uitzoomen tot miljarden jaren in een oogopslag.
Gebeurtenissen aanmaken is eenvoudig: klik op “new event” – of dubbelklik ergens op de tijdlijn en de datum wordt uitgelezen. Je kan dan de datum met behulp van een intuïtieve datum kiezer nauwkeurig verfijnen. Typ een titel en beschrijving, kies een icoon, en voer een link naar een webpagina of bron materiaal toe als dat van pas komt.
Als je een begindatum en een einddatum hebt vastgelegd laat Timeglider de tijdspanne van gebeurtenissen, aangegeven door een gekleurde band zien.
Het veranderen van het belang of de grootte van een evenement is eenvoudig: Klik op het icoon en een schuifbalk wordt weergegeven waarmee u de gebeurtenis in belang kan vergroten of verkleinen.
Zodra je een tijdlijn hebt opgebouwd, kan je deze delen en toegankelijk maken voor het publiek, door middel van een URL die je kan plaatsen op blogs en andere webpagina’s.

TimeGlider: zelf interactieve tijdslijnen maken

 

TimeGlider per creare timeline
TimeGlider e’ un’applicazione basata su dati per creare timeline interattive. L’utente puo’ ‘afferrare’ la timeline e trascinarla a destra e sinistra, fare lo zoom – come si puo’ fare con un’applicazione per mappe – per visualizzare secoli o solo ore. Si puo’ stabilire la durata di un evento in modo da visualizzare la sovrapposizione con altri eventi. Poiche’ e’ un’applicazione web, TimeGlider consente di collaborare e condividere i contenuti facilmente.

Type
  • Tool
Usage
  • Tracking / mapping / routing
  • Exploring / research / inquiry
  • 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
  • Museum
  • Heritage site
  • At home
Languages
  • English
Age 8 years
Keywords
  • Digital timeline
Submitted by
 

Minecraft, create your own world

Minecraft is a sandbox video game originally created by Swedish game designer Markus “Notch” Persson and later developed and published by Mojang. The creative and building aspects of Minecraft enable players to build constructions out of textured cubes in a 3D generated world. Other activities in the game include exploration, resource gathering, crafting (and combat). Multiple gameplay modes are available, including survival mode where the player must acquire resources to build the world and maintain health, a creative mode where players have unlimited resources to build with and the ability to fly, an adventure mode where players can play custom maps created by other players, and a spectator mode where players can fly around and clip through blocks, but cannot place or destroy any. The PC version of the game is renowned for its support for community created mods, which add various new items and mechanics to the game.
In 2016, Microsoft released a new tool for education, called Minecraft: Education Edition or MinecraftEDU. Minecraft has already been used in classrooms around the world to teach subjects ranging from core STEM topics to arts and poetry. Minecraft: Education Edition will be designed specifically for classroom use. The Education Edition gives teachers the tools they need to use Minecraft on an everyday basis.
There are few differences between Minecraft and MinecraftEDU. The main concept is the same, an open sandbox world. The student’s characters in MinecraftEDU will be able to retain characteristics. Students will also be able to download the game at home, without having to buy their own version of the game. Finally the last large difference is that students can take in-game photos. These photos will be stored in an online notebook with the students online notes. These online notebooks will be shareable with other students. (source: Wikipedia)

Minecraft Edu
Minecraft Edu (C Minecraft)

 

Minecraft, creeer je eigen wereld

Minecraft is een sandbox video game, oorspronkelijk gemaakt door de Zweedse game designer Markus “Notch” Persson en later ontwikkeld en gepubliceerd door Mojang. Zowel de creatieve als bouwaspecten van Minecraft stellen spelers in staat stellen om constructies te bouwen van getextureerde kubussen in een 3D-gegenereerde wereld. Andere spelelementen zijn het onder (onder)zoeken en verzamelen van bronnen (grondstoffen) en nieuwe creaties vormgeven (en het vernietigen ervan). Er zijn verschillende gamemodi beschikbaar, waaronder de survival mode waarin de speler grondstoffen moeten verwerven om de wereld op te bouwen, te onderhouden en moet vechten om te overleven. Met de creative modus hebben spelers onbeperkte middelen om mee te bouwen en de mogelijkheid om te vliegen. Met adventure mode kunnen spelers op maat gemaakte kaarten van andere spelers gebruiken en spectator mode is wanneer als toeschouwer rond kunnen vliegen, maar waarin je niks kunt verplaatsen of veranderen. De PC-versie van het spel staat bekend om de community gemaakte mods, waarin verschillende nieuwe items en de mechanische mogelijkheden aan het spel worden toegevoegd.

In 2016 bracht Microsoft een nieuwe tool voor het onderwijs, genaamd Minecraft: Education Edition of MinecraftEDU. Mindcraft werd wereldwijd al bij verschilende vakken ingezet, van de zaakvakken tot kunst en poëzie. Deze educatieve editie geeft docenten de tools die ze nodig hebben om Minecraft te gebruiken op een dagelijkse basis, zoals (invoegen van) verbeterde kaarten, het begrenzen van mogelijkheden/materialen en het invoegen van opdrachten. 
Er is weinig verschil tussen Minecraft en MinecraftEDU. Leerlingen zullen ook in staat zijn om het spel thuis downloaden, zonder dat ze hun eigen versie van het spel moeten kopen. Tenslotte is het laatste grote verschil dat leerlingen in-game foto’s kunnen nemen. Deze foto’s worden opgeslagen in een online notebook waarin notities worden bijgehouden over wat er is gebeurd. Deze online notebooks zullen gedeeld met andere leerlingen. (Bron: Wikipedia)

Minecraft

Minecraft: Education Edition è un gioco open-world che promuove la creatività, la collaborazione e la risoluzione dei problemi in un ambiente immersivo dove l’unico limite è la vostra immaginazione.

Type
  • Tool
Usage
  • Tracking / mapping / routing
  • Presenting / reporting
Learning activities
  • Show, demonstrate, give access to (also tangible) also to events, objects that are otherwise inaccessible
  • Create own (re)presentation, impression
Context
  • Classroom
  • At home
Languages
  • English
Age 8 years
Keywords
  • game
  • 3D world
Submitted by