There has been so much written about Explain Everything that there is absolutely no need to write an extra blog, which is fantastic! A quick view of Dan Edwards’ site will give you an instant flavour of how important this app could be in your classroom.
Video is from Learning Technology at Ohio State
Explain Everything in the geography classroom
Don’t just annotate a fieldsketch, talk about it as well. Yes, you can do this in Notability but you are not going to get an MP4 file out of it that you can pop onto your YouTube account as an unlisted link with Notability. You are with Explain Everything. Much more versatile and better for longer term storage.
Use a template map and talk information onto it. How often do students refer to different places in the world but not really know where they are or how they fit into a bigger picture? This example is plotting the ‘made in’ locations for a piece of work about ‘My Globalised Home’.
Compare and contrast two images on the screen at the same time. It’s so simple to do and students can talk their way through their explanations as well as adding written text.
The student that just won’t or can’t write enough to access higher marks? Get them to do an Explain Everything video to add to their work. Show them that they can unlock their own learning!
Role-play write ups. I am fairly traditional in that ‘pretend you are a farmer in Mongolia, tell me what your life is like’ sounds pretty improbable if you live somewhere like rural England! However, there is a bit more of a chance if some multimedia can be embedded into the work. There is a point in getting students to empathise with issues in far distant places. Adding some images and perhaps a video from YouTube as well might just help.
What taking an existing video from YouTube and overdubbing a new voiceover? You could do that in iMovie by adding your own audio file, but with Explain Everything you could combine written notes on the side in your final video output.
Go over exam scripts in class question by question? Never again. What is the point of boring students telling them how to get the marks that they already know about? You need individual advice so do some screencasts of each question and direct the students to look up the ones that they need. Then spend your (saved) time helping students one to one or in small groups. Win, win.
May be your finished product could be displayed as a QR code or as Augmented Reality so the whole class can view it?
Notability is one of the most commonly used note-taking apps and one of the best. Taking typed or handwritten notes on-screen and wight he ability to insert images or pdf documents.
This is the geographer’s dream because there is instantly a seamless continuum between materials gathered online, diagrammatic work and written (or typed) notes. Finally everything can be integrated and everything is flexible.
Voice recording can be added in the app if so wished and it can all be backed up on cloud storage (automatically) so there is no fear of losing the work if the iPad is mislaid or damaged – GoogleDrive, Dropbox, Box or Webdav. Or you can email out in PDF format or as RTF or Note (Notability’s own format)
Think diagram work
Think annotated photographs
In class, a lot of students incorporate their own photographs taken of the whiteboard or of their rough notes. This becomes ideal for carrying on the class discussion in homework as all the notes from the day can be pulled out of the iPad’s camera roll.
I am finding that it help students to be more involved in class, encouraging them to write their ideas onto the whiteboard. Ideally, this might be in from our innovation room where every wall is covered in whiteboard ‘paint’. The whole class get get involved, then take photographs of their work and of the work of other groups. Slotting these into Notability can be a great way forward.
You know that you have something special going on in your geography classroom when the students are more aware of what is happening in the world – they are actually following some news items!
Social media might be a way forward for them but you might have some concerns about encouraging your students in this direction too soon. Yes, they could be following some key feeds relevant to geography on twitter but there is another way forward.
Flipboard allows the teacher to compile a set of information from the internet – it could be from anywhere but I like to use news feeds for most of the time. Sharing the Flipboard with the students is as simple as giving them a hyperlink. They don’t have to join Flipboard. They can then view the content on their internet browser in this attractive format, or open in the app if they have an account.
If this works well for you and you feel able to get the students to get involved creating a Flipboard you can invite them to contribute to something that you have set up (they will need their own account to do this).
The class can thus draw up their own set of resources and you can guide them to the source areas. Each item that is ‘flipped’ into the board can have a comment added. This is easily long enough for a student to convey some context or to answer a short question posed by the teacher or by another member of the class.
Co-resourcing your lessons with your students. A very powerful way to promote learning.
Tellagami bills itself as an app that allows you to make a short, animated video.
My own experience using this was quite surprising. My initial reaction was that this was a gimmick but on closer inspection and looking at some examples of teachers using it, I was more intrigued. Students in my class had a similar reaction. They could see that it might be quite fun to have a little animated character on-screen speaking their voice but it would also perhaps be quite annoying.
The real value came when they realised that the character could speak (in an accent of their choice) typed text. This meant that students could, literally, have a voice in their presentations without being distracted by hearing their own voice played back to them.
Dialogue and debate within the presentations then came alive as characters took on different voices.
This means that students are more likely to listen back at what they have written. How many times do teachers plead with their students to read over their work before handing it in? In this case, students are compelled to listen to their own work and will do so repeatedly to ensure that the content is correct.