YBM ECC 우리 아이 바른 영어 교육 vs ANZAC Correspondent

YBM ECC 전용 모바일 앱 출시 YBM ECC에 재원중인 학생들의 학습 활동, 학원 소식과 정보, 공지사항 및 학원생들을 위한 방과 후 온라인 학습 서비스(phone, pad 학습 가능)가 제공됩니다. Ilearning AI Edition(방과후 온라인 학습 프로그램)은 YBM ECC 정규 수업과 연계된 AI(Adaptive Learning, 적응형 학습) 기능을 통해 학습자에게 맞춤형 문제를 제공함으로써 효과적인 학습이 이루어질 수 있도록 설계된 자기주도적 학습 시스템을 제공합니다. [주요 기능] - 방과후 온라인 학습 / 모바일(phone, pad) 학습 가능 - 전 과정 커리큘럼 안내 - 전국 학원 안내 및 공지사항 - 포토, 동영상 - 강사소개 - 셔틀버스 노선확인 등 [이용 방법] - 앱을 다운받으시면 ECC 커리큘럼 및 학원 소식 및 셔틀버스 노선등 확인이 가능하며 좌측 상단 전체보기(햄버거메뉴) 메뉴를 클릭하시면 원하는 메뉴를 통해 정보를 확인할 수 있습니다. - 방과후 온라인 학습을 모바일(phone, pad)에서도 학습 가능하며 학원 등록 시 안내받은 방법으로 회원 가입후 생성한 계정을 통해서 로그인 하신 후 학습 하시면 됩니다. - 어플리케이션의 안정화를 위해 새로운 버전 등록 시 지속적인 업데이트를 부탁드립니다. YBM ECC는 주니어 영어 교육의 중요성과 가치를 알고 최초로 국내 주니어 영어교육기관을 설립하여 급변하는 교육 환경 속에서 바른 영어교육을 지향하여 바른 인성, 뛰어난 지성, 남다른 창의성을 가진 글로벌 인재 양성을 위해 끊임없이 연구 노력합니다.

Step back in time to experience WWI through the eyes of an ANZAC war correspondent. Augmented reality (AR) makes history come alive as you collect photographs and stories from Australians across battlefields in Egypt, Turkey and France. It’s history, captured by you. * Transform the way you learn, see and understand the world around you through augmented reality. * Use your smartphone or tablet as a vintage camera to capture photographs and learn stories from men and women on your journey across the battlefields. * From the camps in Egypt and the fighting in Palestine, to the dangers of the Gallipoli campaign, follow the troops on the Western Front at Pozières, and report on the action in Villers-Bretonneux. * Select your favourite photographs, stories and headlines to assemble your own downloadable newspaper articles. * Discover bonus stories on your journey, and unlock a driving experience in the A7V tank Mephisto For Teachers: Use augmented reality to make history come alive, right here, in the classroom. We collaborated with historians, teachers, and students to create ANZAC Correspondent, using AR technology to help younger generations feel connected to these stories. An immersive and innovative experience means students are kept engaged for longer, and the intuitive navigation allows students to direct their own learning experience. Primary sources used within ANZAC Correspondent give insight into different historical perspectives and provide valuable opportunities for further research. Implement ANZAC correspondent in your classroom today! What students are saying: “I like how there’s a storyline, how you go from Egypt to Gallipoli and then through to the western front. It’s pretty cool to be able to be in a familiar environment with all these things that you didn’t know popping up. Like the airplane! It’s normally just a roof and then there’s an airplane that you get to see. It’s pretty cool.” – Tom, Grade 10 Student Ormiston College “I like how it took me to different places and told me about the different things the ANZACs did in the different locations. I think learning is a bit easier when it’s something different, and a bit more immersive, and it’s actually speaking to you, instead of just reading it from a textbook and answering some questions. My favourite part was travelling the different places and being able to see exactly what happened in those places and teaching us about it.” – Theo, Grade 10 Student “I liked how it was really realistic, how you can move around – it felt really real. I liked how it took you all around where the Australians were involved, you could see key features of it and I found that really good to learn with.”– Sarah, Grade 10 Student What teachers are saying: “We’re working with the click generation, so I think the key difficulty we face is actually getting the kids to focus for long enough on something to digest it and to actually take the information in on a deeper level. We’re using augmented and virtual reality a lot more in our humanities classrooms and this is a fantastic example of that; where augmented reality can actually take the kids in to those historical settings and give them a digital, tactile experience of what it was like in those times and places. The storyline is great, where there’s a range of different approaches the students can take within the storyline. Whilst there’s a clear pathway they can take, the way they move along that path is many and varied, which makes it a good option for using it with classrooms of students because they can have a range of experiences to talk about and discuss. The use of the technology is an engaging way to get the students involved, but it’s also important in allowing them to create their perspective of history.” – Ian Burgess, Head of Humanities Department, Ormiston College