Bob's Algorithm (Computing) vs ANZAC Correspondent

Digital Mysteries: Bob’s Algorithm is a problem-solving app for 8-11 year olds that is unique in allowing pairs to work together on one iPad with a task mapped to computing curriculum topic ‘Use logical reasoning to explain how simple algorithms work’. Users are given illustrated slips of information within the app which they read, organise into groups and lay out across the screen. These are all about a family who keep forgetting their passwords to things. They create/discuss a simple password generation algorithm to help them create their own unique passwords for each website. Through explaining how the algorithm works, students learn what an algorithm is by the app's story - basic use of variables and some simple logic. To help users answer ‘Can you write Bob's algorithm in one line and show what the password will be for a different name and website?’ they have access to exciting tools once they've read all the bits of information. This includes notes (to type their thoughts or calculations), normal sticky tapes (to stick slips/notes together with general links) and groups (to help organise slips) and in the final stage, arrow sticky tapes (to show a causal or chronological link). Once students complete the mystery, a PDF is generated detailing what they’ve done, which can be printed or shared. They can also go through a dedicated Reflection Stage to play back their session and discuss it. The task can provide the opportunity to refresh students’ understanding of other areas in the earlier stages of the curriculum such as algorithms and variables while they apply logical reasoning skills to understand the behaviour of an algorithm and predict its output. The mystery also demonstrates to the students how the result of the same algorithm differs based on its initial state and its input variables. Who is this app for? This is most suited to 8-11 year olds. It has two difficulty levels. At the hard level, students are given two extra slips which help challenge them to think further about the topic. Five learning outcomes are suggested including ‘Use logical reasoning to understand how a simple algorithm works’. Sub-questions are provided which can help the teacher get the students to focus on certain elements. What is different about Digital Mysteries? • Truly collaborative: It is unique in that more than one student can interact with it at once • Record of learning: Students interact with exciting technology then can share/print a PDF report of their session • Reflection: Sessions are recorded so students can playback and discuss them, emphasising the importance of the process as well as the outcome • Speaking and listening: Due to its collaborative nature, each session aligns to this learning goal plus 'group discussion and interaction' • Engagement: Working in pairs adds to the fun experience of problem-solving • Research: We've done years of academic research on how to make the most of touch screens for learning in general, and collaboration specifically What does a mystery consist of? • Illustrated slips of information: Short snippets to help students with reading • Questions: One main question plus optional sub questions to maximise collaboration, discussion and expression of ideas • Extras: Most tasks come with hints for those who need them, e.g. suggestions for organising ideas or simpler stage introductions to ease them in • Description: This gives teachers the information they need to plan; including the curriculum point each task links to, the advised age range and possible learning outcomes How can I try other mysteries? At the bottom of the app details tab, tap 'Developer Apps' to view our current range.

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