WAN Island (Computing) vs ANZAC Correspondent

This is a problem-solving app that is unique in allowing pairs to work together on one iPad with a task mapped to computing curriculum topic ‘Understand computer networks including the internet’. Users are given illustrated slips of information within the app which they read, organise into groups and lay out across the screen. The task gets students to think about networking concepts, especially how network protocols address different problems. Sam and Jo, two residents of the island, are introduced. They have been asked to think of a way that villages can communicate with each other in case of attack. Students need to help consider and discuss different methods. The rules the students have to come up with are a network protocol, and as they do this themselves, it helps them understand the concept of protocols and the reasons behind them. Teachers can explain the concepts by using elements of the story, for example each village is basically a device connected to the network which knows how to understand the network protocol. Another example is the messages being transferred – they are examples of data. In the case of sound or smoke, the air is the medium, just as with wireless networks. Alongside the colourful slips and full screen map to help the students, they have access to exciting tools to help them once in the second stage. This includes notes (to type their thoughts or calculations), arrow sticky tapes (to show a causal or chronological link), normal sticky tapes (to stick slips/notes together with general links) and groups (to help organise slips). After students complete the mystery, a PDF report of the session is generated which they can share or print. They can also play back the process and reflect on it via the Reflection Stage. Who is this app for? This is most suited to 7-11 year olds (KS2). It has three difficulty levels, medium is the default. On the hard setting, basic network security is introduced via extra slips. Within the app there is a more detailed description linking the story to networking concepts. Six learning outcomes are suggested, including understanding that a network is one or more computing devices connected together, (through the village=device analogy), what a router is (through the use of the central village) and what a protocol is (by having to come up with one). 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 can interact with exciting technology then 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 the potential of collaboration, discussion and expression of ideas • Extras: Most tasks come with personalised 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 their session 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. Many more are coming soon in KS1-4. To request one from our library (www.reflectivethinking.com/mysteries) email info@reflectivethinking.com

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