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A Collaborative story created by Year 9:
Zero-waste home
examples, facts, suggestions.
Scan the QR codes to find out more;)

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Firstly, on 'Creating an Augmented story', end of Mod.2. The examples shown were merely visual, not showing any further comments or hints, as to advice using the programme.

In Mod. 3 we get to know a Padlet must be created. Too much! (although that was my first option, so i already have it:)
But i thought,  asking for a Padlet at this stage, when the course finishes on the 3rd May, and plus with a collab story with the students?
(the 1st of  May, Worker's day, comes handy to spend at home trying to figure out which platform should i choose to work with the classes, since I have been wandering around 'possible tools'..., on which a newcomer uses precious time till deciding if it is worth it or not.

Furthermore, when we get to Mod 3 it is also suggested we go to the forum in order to find partners for the collab story. I don't see any time left, excuse me, and as much as i could appreciate to work with the group or anyone in particular.

COURSE ASSESSMENT
In short, the course programme is not well-developed nor well structured in terms of teachers' possible enrollement time.
It unnecessarily requires an unpredictable amount of time  from each user when they have never tried the presented programmes, instead of suggesting already 'tried for free' alternatives that work, thus narrowing the search or, being a 'nurturing teacher'.

Although I still don't know how, i will try to find a way to share a QR code of this Padlet's.

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found these two links as  good examples of narrowing the search and presenting tools that work, although both dating back to 2013. Very thorough research into tools and corresponding explanations. :
https://inspireyourlearners.blogspot.com/2013/05/collaborating-with-kids-my-vrt.html
as well as
https://www.slideshare.net/shelliscfc/collaborating-with-kids

INFOGRAPHY

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COLLABORATION
When it comes to collaboration I prefer to start with a reflection.
I don't truly think throwing a bunch of links will make the learner at ease since it will be time-consuming towards the final task.

Directing students towards a task, being us teachers in this case, could be an   EXAMPLAR STORY.

Previously checked websites by the tutor would make learners' life much easier. As usual, the institution provides the training and teachers, are meant to test it. The question here is if the tutor is not requiring too much within a short time.

The tutor should therefore make her/his own research beforehand and only share with the students what she/he has already experienced before, in order to recommend  or just present it as worth spending time with.

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(cont.)
The second page is about AR's advantages in Education.

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While creating the infography I recalled a website where I saw a short film (5 min)  about augmented reality two years ago, which was quite impressive https://www.shortoftheweek.com/2017/03/22/strange-beasts/
It quite made me think about ethics and how far are people willing to let tecnhology live within themselves..

- I have chosen a type of explanatory infography about AR for the first page.

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INTRODUCTION

Willing to learn about new tools I tried genial.ly, which I gave up 15 minutes later. It was time-consuming and irritating to register,; i chose free, and then a text box with Premium plans keeps showing on the Create possibility, which does not allow you to create, of course.
From the other  tools displayed, I disregarded  the websites, since I also tried them in the past and didn't seem user-friendly to gave them up too.
This learning diary was therefore created on Padlet, which I already knew. Furthermore advirtising free software is just time-consuming for its tricks.

I've been feeling that the different training courses even E+ I enrolled into throughout my professional life, DEMAND that a certain software/platform must be used, for that particular reason. Here we go again.

Choosing the song ended up in a portuguese one,
https://www.youtube.com/watch?v=d1onT5Z51ZQ
not necessarily my fave:)