In today’s class we will explore interactive images with ThingLink, Google Tour Creator and Google MyMaps. All three apps provide tools for teachers and students to create and share interactive images that can contain additional multi-media content.
ThingLink (a Microsoft partner) provides a platform that makes it easy to augment images, videos, and virtual tours with additional information and links. It integrates well with Microsoft Office 365.
Google Tour Creator (a Google project) uses Google’s vast StreetView library as well as additional surround images to to build immersive, 360° tours right from your computer.
Google MyMaps is a great tool for visualizing place or creating tours. It works well with other Google tools and can be easily embedded in WordPress or shared via email. When you open a MyMap on your smartphone you can used it as a navigational tool. MyMaps gets saved in your Google Drive account for easy cataloging.
Peter will offer a brief intro into each app and next students will be assigned to one of three teams. Each team will try out the app and test its features. Then each team will share their impressions of the app with the class.
Students will one of the three apps to design a sample interactive learning activity. They will then use the app’s share feature to get embed codes. The embed code will be used with HTML snippets to create a post featuring the interactive image. The post should also include a description of how they would use these interactive images as part of a lesson.
Today’s class will open with students doing 5-minute pitch sessions on their final project ideas. Students will get feedback and suggestions from their peers.
History and other humanities that tended to be strictly narrative are leveraging data collection and display tools to spawn a new digital / data approach to teaching history and social science. See Digital Humanities Projects at Stanford
In today’s class we will explore a sampling of free online data visualization tools that can be used in the classroom. Students will be asked to incorporate one of these tools into a lesson design.
User defined world history data set
GapMinder World – manipulate moving bubble graphs, select x and y axis from a variety of data sets
NGram Viewer – online research tool that allows you to quickly analyze the frequency of names, words and phrases -and when they appeared in the Google digitized books. For more advanced searches using NGram Viewer click here.
Google Trends – see how often specific keywords, subjects and phrases have been queried over a specific period of time.
WordSift was created to help teachers manage the demands of vocabulary and academic language in their text materials.
Choose one or more of these digital tools (or use a favorite of yours) and blog about how you would use it in an activity, lesson or unit. Be sure you focus on an idea that allows your students to be using the tool. Be sure to link to the tool and include a screen shot. If the digital tool allows results to be embedded in the blog. Reminder on how to use HTML Snippets.
Today’s class will be in two parts. One part will be an introduction to the final project. And we will also explore strategies and resources for taking the teacher out of the role of information gatekeeper and encouraging productive student-centered dialogue.
“Structured Academic Controversy” (SAC) model. Not all issues can be easily debated as pro / con positions. SAC provides students with a framework for addressing complex issues in a productive manner that builds their skills in reading, analyzing, listening, and discussion. It shifts the goal from “winning” the argument to active listening to opposing viewpoints and distilling areas of agreement. We will try Was Abraham Lincoln a racist? 251kb PDF. You might consider using the SAC process with my series “Great Debates in American History“
Lesson study is a form of classroom inquiry in which several teachers collaboratively plan, teach, observe, revise and share the results of a single class lesson. (Learn more about the “formal” process here)
We are modifying that formal process into a simple one. Each student in the class will “teach” a 20-25 minute learning activity. The rest of the class will act as participate / observers – serving as “students” during the lesson and afterwards, giving feedback to the “teacher.”