Online Quiz Review – Covid 19 Edition

Quizizz vs Kahoot vs Gimkit

There’s a new contestant in the hitherto Quizizz vs Kahoot contest for primacy in online quiz games. Many at FCS are quite familiar with Kahoot, the online quiz/ review game. I often hear its ear-wormy music when I walk the halls.  (Here’s 10 hours of its Jeopardy-esque theme song.) In this brief post, I will will recommend all three tools and mention a new (and temporarily free) feature of Kahoot’s.

My favorite online quiz game is Gimkit. It allows for strategy! and more authentic game play than its competitors. While the strategy aspect of the game play may be tangential to learning, it enhances the game thereby enabling learning- it will keep kids’ interest longer. It’s a great review tool and a lot of fun. Here’s a video on how to get started.

I really do most highly recommend it. Yet, as much as I like Gimkit, the other online quiz games are better for other purposes.

New content

If you’re looking to explain something to your students mid-game, use Kahoot.

Why?

Kahoot has a slides feature which allows you you to stop mid-game and explain an idea or topic. This is usually a paid feature, but Kahoot is offering free premium access for educators impacted by COVID-19.

Alex Pearson reminds us that Kahoot is a terrific review tool as well. Here Alex uses Kahoot to create work that students can do in their own time. Alex also highlights Kahoots’ detailed reports feature. Here’s more on Review, Quiz, and Tests from our Virtual Learning Google Classroom Page

Traditional tests

If you want something that has the look and feel of a more traditional test, go with Quizizz’s  Test Mode. It is meant specifically for formal summative assessments (that is quizzes and tests). Questions are only asked once, and teachers get a very detailed report at the end of the test.

If you want to try any of these free, robust and fun tools and feel you need help, FCIT is happy to get you started.

 

VR in the Classroom

FCIT boasts 12 and soon to be 16 Lenovo Daydream VR headsets. I have used them in my teaching to make a learning come more alive. I’m thrilled to report that other teachers have joined me.

Cristina Pérez recently brought her class to the tech suites for two days of Virtual Reality. It took some time to prepare. She spent the equivalent of two full blocks meeting with Dan and me to prepare for the lesson. Cristina also took home a VR headset to prepare her lesson. She will be the first to admit that it took a good amount of work. But Cristina was so excited by the results that she plans to bring her students back in a month to “tour” Machu Picchu.

I asked her about her thoughts on the experience. She shares her reflections below:

The VR component of my “Reconquista” curriculum was the highlight of the unit.  My students had been studying (in very broad strokes) the history of the Iberian Peninsula from the collapse of the Roman Empire (~400CE) to the defeat of the Moors in Granada in 1492.  In the south of Spain, in particular, the complicated history involving Romans, Visigoths, Moors, and Christians can be seen, concretely, in much of the architecture.  The Cathedral / Mosque of Córdoba is perhaps the most dramatic example.  By taking a VR tour of the complex, the kids were able to see how incredible the space is, and how the history of all the people who worshipped there over the centuries is reflected in the architecture and in the materials from which it was built.  The oldest part of the mosque was constructed in the 8th century using columns that the Moors “recycled / reused” from the Roman temples and amphitheaters that had been there earlier.  As the Córdoba Caliphate grew in population and importance, the mosque was expanded three times and became one of the most important and largest mosques in the world.  But in 1236, the Christians recaptured Córdoba and consecrated the mosque so that it could function as a Catholic cathedral.  Not long after, they decided to tear down the middle of the mosque in order to build a gothic cathedral right in the middle of the floor plan.  What the kids were able to explore in the VR tour is a remarkable combination of these architectural styles and materials.

I created a map for them of the interior, and assigned them, in pairs, to “find” five different items in the complex.
On the first of two days in the tech suite, speaking only in Spanish, the students had to take turns wearing the VR headset and navigate the space in order to find the items.
On the second day, I had the pairs return to two places: the Mihrab and the high altar.  Then they had to write a paragraph in Spanish comparing and contrasting colors, the materials, the important features of those spaces.
Here’s what one student had to say about the experience en Español.
Among other things,  Julian says, ..”it allowed me to look at the architecture of the cathedral and it was very interesting. I really liked the art.”
Here’s what he saw. (Except in VR it is 100 times better.)

 

Hamlet 2.0

I have recently come across two amazing examples of digital humanities in which traditional content of Hamlet and the Canterbury Tales is presented via fundamentally new interfaces. The way this content is styled allows for the viewer and reader to interact with these classics in startling new ways.

The Canterbury Tales and edtech? Chaucer’s 14th Century classic ? Yep, you guessed it, there’s now an app for that. And it’s amazing; and it is a great example of embedding print within multimedia to enhance understanding.

VR is another medium that shows great promise. Thus far, it seems that the military and gaming industry is using it more than anyone. Artists, scholars and writers really haven’t figured out what to do with it yet. I look at a lot of VR so I can filter the junk and share the best with all of you. And much of it isn’t very good. So, I was thrilled to discover this 360 performance of Hamlet. Go grab a Google Cardboard headset or get a better one from the tech suites to watch it. You haven’t really seen anything like this before. Here’s what the Grey Lady had to say about it.

Both of these are stunning. Check them out! I encourage us to think more about teaching kids how to begin to do this. It will be sloppy and messy. For instance, we have no clear understanding of how to grade such work. It takes us far out of our comfort level and area of expertise.

But wouldn’t it be fun?

Highlighting New Projects feature on Google Earth and Step to Step Tutorial Makers

Ever want to make a step by step “how to” tutorial for a tech tool? I make videos and write posts such as these to show others how to use tech tools.

I recently came across Iorad.com, a step by step instruction guide for anything you want to show others how to do online. It couldn’t be easier, you simply record yourself doing whatever it is you wish to show others how to do. Then Iorad breaks the process up into its component parts and let’s the viewer toggle through the steps. For all of you who have an online textbook, this would be a really useful tool to show kids steps they need to take to access material early in the year. Or if you are having kids use a program they’ve not used before, make an iorad. This is very meta, but here’s an iorad on how to get and use iorad.  

If you can think of ways you might use iorad, leave a comment.

I really want to again highlight a terrific new feature in Google Earth. I first mentioned them in this post from December, I really like the tourbuilder feature in “Projects” Here’s Iorad in action showing how to use it.

11 STEPS


1

The first step is to open Google Earth and click three bars in top left of screen

Step 1 image


2

Click Projects

Step 2 image


3

Click New Project

Step 3 image


4

Name the project

Step 4 image


5

Add description if you’d like and then add your first feature. 

Step 5 image


6

Click New Feature

Step 6 image


7

In search bar, type in first place on the tour. 

Step 7 image


8

One can drop a pin or picture and also add a description of the place.  

Step 8 image


9

Save Slide to the project to add the slide. Click Edit Place to add more text or images to this “slide”.

Step 9 image


10

You can see on this view that the next step would be to add new feature. You can click the person icon to add a collaborator. 

Step 10 image


11

That’s it. Ideas for classroom use: researching locations of scientific discoveries, creating a tour of a country, place, or region. Other topics could include: animal habitats, geography, weather & climate, indigenous people and foreign language.

Step 11 image

Here’s an interactive tutorial for the visual learners

https://www.iorad.com/player/1629634/Earth-Google—How-to-Make-a-Tour-in-Google-Earth

11 STEPS


1

The first step is to open Google Earth and click three bars in top left of screen

Step 1 image


2

Click Projects

Step 2 image


3

Click New Project

Step 3 image


4

Name the project

Step 4 image


5

Add description if you’d like and then add your first feature. 

Step 5 image


6

Click New Feature

Step 6 image


7

In search bar, type in first place on the tour. 

Step 7 image


8

One can drop a pin or picture and also add a description of the place.  

Step 8 image


9

Save Slide to the project to add the slide. Click Edit Place to add more text or images to this “slide”.

Step 9 image


10

You can see on this view that the next step would be to add new feature. You can click the person icon to add a collaborator. 

Step 10 image


11

That’s it. Ideas for classroom use: researching locations of scientific discoveries, creating a tour of a country, place, or region. Other topics could include: animal habitats, geography, weather & climate, indigenous people and foreign language.

Step 11 image

Here’s an interactive tutorial for the visual learners

https://www.iorad.com/player/1629634/Earth-Google—How-to-Make-a-Tour-in-Google-Earth

Here is a an example of a tour followed by additional tutorials on how to use this new projects feature. I’ve already used it in history class for kids to make tours of Antietam and Gettysburg. I’ve had students in IR class use it as part of their final project.

It’s still a new tool. It works best on Chromebooks. This will not work on an iPad and I’ve seen it work for most (but not all) of my students who have MacOS- Brizhay made this one on her Mac using the Chrome Browser. It does not work on Safari. There are also sharing features that are really cool. One can co-create a tour with another; it’s fully collaborative. But here too, this feature isn’t available to those using a Mac. and I can’t say I am sure why.

I wholeheartedly recommend this tool. Reach out if you want to help in learning how to use Iorad our GoogleEarth Projects feature or to talk about ways to use these tools or any other tech integrations for the classroom.