What better way to get students out of the classroom that through GPS drawing? The concept is actually quite simple: students are asked to design a shape on a map or open area and then given a GPS tracking device - imagine a hand-held TOM TOM. Using their shape as the guide, students then turn on their GPS tracking device, which traces their geographical position. In effect, they are able to draw by physically moving around with the device - otherwise referred to as a “geodetic pencil”. The results can be uploaded to a computer and transposed onto a map.
Click here to see case studies of GPS drawing projects in education.
What’s the educational value? Apart from burning off a few calories, it helps students develop a spatial awareness, explore the local area, translate concepts between different dimensions, think laterally, problem-solve and, hopefully, enjoy being away form the desk. It is also a great for cross-curricular collaboration between subjects such as art, geography and ICT.
Other possibilities include “geocaching”, more of which can be read about by clicking here.
This great animation was recently produced by director Josh Raskin and animator Alex Kurina and uses the original interview recording between a 14 year old and John Lennon in 1969. I particularly like the way it is a continuous animation with few scene cuts, allowing the illustrator to playfully mutate from one scene to another.
A simple project might be to get students to create an animation of a famous speech using a combination of their own drawings and photographic images to illustrate some of the key concepts, eventually exporting as a video podcast. Alternatively, they could just create a simple animation based on the notion of metamorphosis; the transformation from one form into another.
If you cannot afford Screen Flow, then Jing is a great application that can be installed on your computer as a remote application and then shared online, in your blog or downloaded to your computer
Here is an example of a simple tutorial using Jing to record:
GoAnimate, the web 2.0 free animation software site, is excellent and very easy tool to edit with. I had a little play this morning and wasted the last two hours trying to tweak it. Here’s my result… albeit not the funniest of comic animations:
If it loads too slowly, visit the original location by clicking here.
A colleague of mine recently went to a QCA conference about the new curriculum and they revealingly acknowledged that the use of level descriptors at Key Stage 3 are being abused. From a statutory point of view, they only need to be applied at the end of Key Stage 3, so why are we wasting our time applying it here there and everywhere??
This video, shown on TeacherTV, is a classic example of how mad the whole assessment process has become at Key Stage 3.
I’ve been trying to work out the best way to use Google Maps to develop international linking projects without using Google Earth, which has a complex interface and might put off students. Instead, I have found it much better to create maps directly in Google Maps and embed HTML in the placemark box using images and videos from other sites such as Flickr and BLIP.TV. It is possible to collaborate within a closed network of people and publish the results. As an experiment, I have set up a map for my department and will be trying out some tests next term with my Year 10 GCSE Photography students adding imagery from the local area.
Has anyone tried to use Google Maps for international linking and, if so, what kind of tasks did you set students?
Forgot to put this in my Risk Assessment… Just taken my tutor group to Wales for a social weekend of climbing mountains, rock climbing and visiting coal mines. Great fun!
