www.Revisited again

 Teaching resources  Comments Off on www.Revisited again
Feb 152009
 

Updated: 10/3/09 with new version of list

www.Revisited is my reference list of Web 2.0 tools for Geographers that I’ve used, or am investigating. It’s a personal list, similar to many others. I know that some have found it useful, so here’s the latest update.

wwwrev
www.revisited: Web 2.0 for geographers

The latest version as a web page or if you like, a lovely Word document or the original Inspiration file.

Oct 182008
 

I’ve revised my mindmap of useful web-based teaching applications. The first version was fairly generic and designed for Newly Qualified Teachers; the new one has been revised in preparation for a forthcoming workshop, and updated specifically for geography teachers. There’s links for virtual reality panoramas (which I’ve been using a fair bit recently) and mentions of the new Google Earth API, Nings and the GPS Visualizer site.

Go to web version

Choose from several versions:

web version

Word document

Original Inspiration file (recommended if you have Inspiration 8)

www.Revisited is emphatically NOT a collection of best Geography links, and doesn’t include the many great teacher sites or resources. So please don’t be offended if your site isn’t mentioned! The intention is to highlight some of the best Web 2.0 teaching tools for Geographers. Feel free to make further suggestions. See also 50 ways to tell a story (Thanks Kenny)

Sep 302008
 

“Can we do neo-geography this lesson?” asked a student today. Well no because it was supposed to be History. Nevertheless I’ve decided that I’d like my Year 7 students to be able to create an original map by the end of the term using Google Earth/Maps. The kind of map I envisage could include for example:

Hazards on way to school
Land-use in a rural area
Micro-climate study
Affective mapping of local area
Geo-located poems photos or artwork
Geo-located story
Guide for local visitors
A parkour / BMX / skate map
A “know-where” hang out map
A best dog walking route

For example:

map link

Thinking about the skill progression required to elevate younger students into fully qualified neo-geographers would go something like this: (some of the steps require just a few minutes to consolidate, others would need a lesson or two) Google Earth / Maps required!

  1. Find a place / use postcode look-up / search box
  2. Create a placemark / select appropriate icon
  3. Measure distance using ruler – e.g from home to school
  4. Create a path e.g from home to school
  5. Collaborate with others e.g. save placemarks / paths to a shared folder / collaboration tool in My Maps
  6. Organise the Places folder
  7. Use layers to add information to the map e.g roads / Wikipedia / Panoramio / 3d buildings / real-time data e.g weather / earthquakes
  8. Be able to turn terrain on and off and adjust exaggeration
  9. Take a photo with a phone / digital camera and upload to Flickr (issues in some schools – need for parent’s permission?)
  10. Add photos to a place mark (from Flickr  etc) using img tag (from Flickr)  <img src=” replace this text with the link to the photo “>  and use You Tube embed code to add video
  11. Create multimedia tours / be able to adjust tour settings
  12. Add polygons to represent land use / data etc. Be able to adjust colour and opacity
  13. Be able to import data from GPS (optional)
  14. Create simple geo-located graphs using Google Spreadsheets or even easier, Rich Chart Live (see this post)
  15. Complete a decision-making exercise using multiple data sources e.g my San Francisco lesson
  16. Understand relative advantages / disadvantages of different mapping systems for example by using Where’s The Path?
  17. Create a Google account (with parent’s permission) and be familiar with My Maps
  18. Create an original map as a final assignment. More able students could create Sketch Up models / use GE Graph / create overlays to demonstrate advanced neo-geography skills.

The core geographical concepts are based on location, scale and place. Students should be able to collect field data and create a map for a real audience. The learning sequence offers the opportunity for some highly personalised, participatory geography. The best outcomes would see students sharing their work on a blog or some other public community. Any thoughts?