E-safety

Internet safety, or e-safety, is the knowledge of maximizing the user's personal safety and security risks to private information and property associated with using the internet, and the self-protection from computer games in general. As the number of internet users continues to grow worldwide, internet safety is a growing concern for both children and adults. Common concerns regarding safety on the internet include: malicious users (spam,cyberbullying cyberstalking etc.), websites and software (malware,computer viruses etc.) and various types of obscene or offensive content. Several crimes can be committed on the Internet such as stalking, identity theft and more. Most social networking and chat sites have a page about safety. Numerous groups, governments and organizations have expressed concerns about the safety of children using the Internet. Safer Internet Day is celebrated worldwide in February to raise awareness about internet safety. In the UK the Get Safe Onlinecampaign has received sponsorship from government agency Serious Organized Crime Agency (SOCA) and major Internet companies such as Microsoft and e-Bay.

Augmented Reality

Augmented reality (AR) is a live direct or indirect view of a physical, real-world environment whose elements are augmented(or supplemented) by computer-generated sensory input such as sound, video, graphics or GPS data. It is related to a more general concept called mediated reality, in which a view of reality is modified (possibly even diminished rather than augmented) by a computer. As a result, the technology functions by enhancing one’s current perception of reality. By contrast, virtual reality replaces the real world with a simulated one.Augmentation is conventionally in real-time and in semantic context with environmental elements, such as sports scores on TV during a match. With the help of advanced AR technology (e.g. addingcomputer and object recognition) the information about the surrounding real world of the user becomes interactive and digitally manipulable. Artificial information about the environment and its objects can be overlaid on the real world.

Kahoot

A Kahoot is a collection of questions on specific topics. Created by teachers, students, business-people and social users, they are asked in real-time, to an unlimited number of “players”, creating a social, fun and game-like learning environment. 

Currently, there are 3 types of Kahoot:

1. Quiz

This is the most common type of Kahoot, epitomising our game-based approach to blended learning. There is no limit to the number of questions in a quiz. Each question can have an associated picture or video, and 2 - 4 multiple choice answers. There must be at least one correct answer (but more can be chosen), and the time-limit for each question can be individually set from 5 seconds to 2 minutes.

Aside from being a great way to engage and focus a whole room of people, quizzes can be used to formatively assess the knowledge of each individual in the room, and adapt their learning accordingly. They can be used to track progress of individuals over time, and inspire learners to enquire further by creating their own quizzes.

2. Discussion (previously ‘Quick poll’)

Discussions are designed to do exactly what they say - facilitate a conversation. They are simply one quick question with no right or wrong answer, which can have an associated picture or video and 2 - 4 alternative answers. They should be used to gather opinions on current affairs, divisive topics, or even ask “what shall we do today?”.

Once again, players answer the question on their personal device. There is still a time-limit to answer within, however no points are involved. The collective results of the question are displayed at the front, acting as the basis for the discussion.

3. Survey

There are no limits to the number of questions in a survey. Each question can have an associated picture or video, and 2 - 4 multiple choice answers - however there are no right or wrong answers. They are just like traditional surveys except questions are asked in real-time to those present who answer on their personal devices. The results of each question can be debated there-and-then, and all survey results can be downloaded at the end.

Virtual Field Trip

A virtual field trip is a guided exploration through the world wide web that organizes a collection of pre-screened, thematically based eeb pages into a structured online learning experience. (Foley, 2003). Since 2007, another dynamic and interactive form of a Virtual Field Trip has been - and is - freely available. The first was the Pilbara VFT (pilbara.mq.edu.au) with a much more extensive and up-to-date suite of astrobiology related VFTs at vft.asu.edu.

The non-interactive forms of VFT are an inter-related collection of images, supporting text and/or other media, delivered electronically via the World Wide Web, in a format that can be professionally presented to relate the essence of a visit to a time or place. The virtual experience becomes a unique part of the participants' life experience. (Nix, 1999)

Virtual field trips (VFTs) started appearing around 1995 (LEARNZ) but greatly grew in popularity starting around 2000. The VFT was seen as a way to organize the educational potential of the internet in a coherent, appropriate fashion, particularly for primary and secondary education. A VFT can contain a selection of topic-specific web pages that are strung together into a grade-targeted, organized package. Often these types of VFT are provided by commercial distributors, such as Tramline. www.tramline.com

There are a number of different formats used for VFTs and if you do a search on the Web, you will find thousands of trips. Some trips simply consist of a list of links on one web page, while other trips use some type of navigator (or buttons) to move through the tour. Following current pedagogy; in its best implementation, a VFT is a real time guided field trip that is supported by interactive pages on the Web that have been selected by educators and arranged in a "thread" that teachers and students can follow in either lineal or broad searching. The live links with experts on-site in real-time is a key aspect in creating a "real" experience for students. For example with LEARNZ virtual field trips students have asked questions of scientists in Antarctica, mining staff underground and even electrical engineers on the top of wind turbines.

Real-time Virtual field trips involve the use of videoconferancing and audioconferanfing technologies to permit students in one location to virtually visit and learn about people or places in another location. The use of Tandberg and other sound stations make this form of communication more accessible in education. H.323 A virtual field trip is a guided exploration through the world wide webs that organizes a collection of pre-screened, thematically based web pages into a structured online learning experience. (Foley, 2003). Since 2007, another dynamic and interactive form of a Virtual Field Trip has been - and is - freely available. The first was the Pilbara VFT (pilbara.mq.edu.au) with a much more extensive and up-to-date suite of astrobiology related VFTs at vft.asu.edu.

The non-interactive forms of VFT are an inter-related collection of images, supporting text and/or other media, delivered electronically via the World Wide Web,in a format that can be professionally presented to relate the essence of a visit to a time or place. The virtual experience becomes a unique part of the participants' life experience. (Nix, 1999)

Virtual field trips (VFTs) started appearing around 1995 (LEARNZ), but greatly grew in popularity starting around 2000. The VFT was seen as a way to organize the educational potential of the internet in a coherent, appropriate fashion, particularly for primary and secondary education. A VFT can contain a selection of topic-specific web pages that are strung together into a grade-targeted, organized package. Often these types of VFT are provided by commercial distributors, such as Tramline. www.tramline.com

There are a number of different formats used for VFTs and if you do a search on the Web, you will find thousands of trips. Some trips simply consist of a list of links on one web page, while other trips use some type of navigator (or buttons) to move through the tour. Following current pedagogy; in its best implementation, a VFT is a real time guided field trip that is supported by interactive pages on the Web that have been selected by educators and arranged in a "thread" that teachers and students can follow in either lineal or broad searching. The live links with experts on-site in real-time is a key aspect in creating a "real" experience for students. For example with LEARNZ virtual field trips students have asked questions of scientists in Antarctica, mining staff underground and even electrical engineers on the top of wind turbines.

Real-time Virtual field trips involve the use of videoconferancing and audioconferancing technologies to permit students in one location to virtually visit and learn about people or places in another location. The use of Tandberg and other sound stations make this form of communication more accessible in education. H.323 videoconferancing is increasingly used for educational virtual field trips, since this connectivity option eliminates connection costs over the commodity Internet.

A Virtual field trip is a simulated, real-time field trip. In the case of interactive video conferencing, "students interact, in a live even, with a remotely located field trip host." Cole, Ray, Zanetis 2004

A virtual field trip for elementary learners is the opportunity to explore and see places, things, and people not normally seen on a typical classroom day. During a classroom virtual field trip, students can explore places across the high seas, states across our country, and many nearby or far away people, places, and things. This is an opportunity to see and experience the world without ever leaving the classroom.

The virtual field trip is cost effective to schools. It eliminates the costs of renting transportation, additional insurance coverage and the cost of chaperons.

Elementary school teachers can explore many virtual field trip options through websites like Discovery Ed. There is a tremendous amount of information on the internet for planning virtual field trips geared towards this learning age. It is simple to find resources by searching the words 'virtual field trip for elementary learners' on the web.videoconferancing is increasingly used for educational virtual field trips, since this connectivity option eliminates connection costs over the commodity Internet.

A Virtual field trip is a simulated, real-time field trip. In the case of interactive video conferencing, "students interact, in a live even, with a remotely located field trip host." Cole, Ray, Zanetis 2004

A virtual field trip for elementary learners is the opportunity to explore and see places, things, and people not normally seen on a typical classroom day. During a classroom virtual field trip, students can explore places across the high seas, states across our country, and many nearby or far away people, places, and things. This is an opportunity to see and experience the world without ever leaving the classroom.

The virtual field trip is cost effective to schools. It eliminates the costs of renting transportation, additional insurance coverage and the cost of chaperons.

Elementary school teachers can explore many virtual field trip options through websites like Discovery Ed. There is a tremendous amount of information on the internet for planning virtual field trips geared towards this learning age. It is simple to find resources by searching the words 'virtual field trip for elementary learners' on the web.

Social Bookmarking

A social bookmarking service is a centralized online service which enables users to add, annotate, edit, and share bookmarks of web documents.Many online bookmark management services have launched since 1996; Delicious, founded in 2003, popularized the terms "social bookmarking" and "tagging". Tagging is a significant feature of social bookmarking systems, enabling users to organize their bookmarks in flexible ways and develop shared vocabularies known as folksonomies.

Digital Storytelling

Digital storytelling is a short form of digital media production that allows everyday people to share aspects of their life story. The media used may include the digital equivalent of film techniques (full-motion video with sound), animation, stills, audio only, or any of the other forms of non-physical media (material that exists only as electronic files as opposed to actual paintings or photographs on paper, sounds stored on tape or disc, movies stored on film) which individuals can use to tell a story or present an idea.

QR Code

QR code (abbreviated from Quick Response Code) is the trademark for a type of matrix barcode (or two-dimensional barcode) first designed for the automotive industry in Japan. A barcode is a machine-readable optical label that contains information about the item to which it is attached. A QR code uses four standardized encoding modes (numeric, alphanumeric, byte / binary, andkanji) to efficiently store data; extensions may also be used.

The QR Code system became popular outside the automotive industry due to its fast readability and greater storage capacity compared to standard UPC barcodes.Applications include product tracking, item identification, time tracking, document management, and general marketing.

A QR code consists of black modules (square dots) arranged in a square grid on a white background, which can be read by an imaging device (such as a camera) and processed using Reed-Solomon error correction until the image can be appropriately interpreted. The required data are then extracted from patterns present in both horizontal and vertical components of the image.