Using a visualiser 👀 by Jamie H

bh54oh — 2025-04-03 09:49:35 UTC

Visualisers enable real-time demonstration of practical tasks, allowing students to observe detailed processes up-close. This is particularly valuable in subjects like art, science, and mathematics where intricate demonstrations are crucial for learning.

bh54oh — 2025-04-03 09:49:45 UTC

The technology promotes inclusive learning by ensuring all students, regardless of their seating position, can clearly see materials and demonstrations, making complex concepts more accessible through visual representation.

daniel11rothwell — 2025-04-03 10:30:19 UTC

Visualisers allow for a teacher to model the appearance of maths working on a vertical piece of paper. Sounds silly, but it's essential for modelling expectations around presentation of work, and of productivity. The teacher could do an activity like this: “Please spend 30 minutes doing work, you have a test on friday and consider this revision time. I expect to see 30 minutes worth of work.” Then, do 20 minutes of maths questions on pieces of paper (you as a teacher should be alot quicker than them), spend the last 10 minutes watching the learners work (how quick do they work, how do they get distracted etc.). After the 30 minutes, show your work on the visualiser. Tell the students about how “30 minutes doing work” and “30 minutes worth of work” are different - you expect 30 minutes worth of work daily for revision (or whatever your expectations are), not 30 minutes ‘doing work’.

daniel11rothwell — 2025-04-03 10:38:27 UTC

Visualisers allow for a teacher to show anything they please, particular to a maths context is that this can be used to show what a teacher’s work/working looks like on a page - hence allowing the teacher to model presentation of work on a vertical piece of paper, which is very necessary to do, in order to get the whole class on board with expectations surrounding presentation of work. The teacher could do an activity like this: “Please spend 30 minutes doing work, you have a test on friday and consider this revision time. I expect to see 30 minutes worth of work.” Then, do 20 minutes of maths questions on pieces of paper (you as a teacher should be alot quicker than them), spend the last 10 minutes watching the learners work (how quick do they work, how do they get distracted etc.). After the 30 minutes, show your work on the visualiser. Tell the students about how “30 minutes doing work” and “30 minutes worth of work” are different - you expect 30 minutes worth of work daily for revision (or whatever your expectations are), not 30 minutes ‘doing work’. This models two things for the learners: 1) Expectations about productivity. 2) How presenting maths work on an A4 sheet should go, presentation of work in an exam content is an enduring educational issue, and this is a great activity to support with this.

daniel11rothwell — 2025-04-03 10:40:28 UTC

Visualisers cost, and cost alot if you want one with high visual fidelity.

bh54oh — 2025-04-03 11:14:06 UTC

A video that demonstrates me using procreate in its most simple form, approaching the ways in which it can be used to sketch concepts and then develop it into practical pieces.

All of this video was filmed using a visualiser.

daniel11rothwell — 2025-04-03 19:13:05 UTC

Visualisers require for teachers to be skilled with technology, and can be an additional technological 'point of failure' within the classroom.

daniel11rothwell — 2025-04-03 19:13:49 UTC

Visualisers, in comparison to smartboards/whiteboards, can cause a more complacent attitude in a teacher's delivery.

daniel11rothwell — 2025-04-03 19:14:23 UTC

Visualisers can allow for teachers to 'scan' a classroom more consistently than if they had their back turned, writing on a whiteboard. So, visualisers support behaviour management.

2025-04-04 08:21:41 UTC

A generic article on 'using visualisers in the classroom', the selling points, what the look for in a visualiser model etc.

2025-04-04 08:22:27 UTC

Visualisers are used for live maths delivery in any larger rooms (i.e. lecture theatres) as chalkboards, smartboards are too small for legibility

2025-04-04 08:23:13 UTC

Visualisers are absolutely useful in an online delivery context. Visualisers, or tablets which you can write upon, are necessary for any teacher-delivered aspect of a lesson. A teacher can write and explain working live, using the visualiser. This allows for a normal lesson to be delivered, except online.

daniel11rothwell — 2025-04-04 09:22:11 UTC

Visualisers are a common tool within essay subjects - a teacher can live-model writing as is required for any activity involving their live modelling - use of visualisers can be very interactive for students!

daniel11rothwell — 2025-04-04 09:26:28 UTC

Visualisers, used over teams/zoom, are considerably less engaging to students than live delivery in person. This is the downside of online delivery in general - it's harder to engage students.

bh54oh — 2025-04-29 11:39:37 UTC

Live Demonstration:
The teacher places a piece of paper under the visualiser and starts drawing in real time. The image is projected onto a screen or interactive whiteboard so the whole class can clearly see detailed hand movements, pressure control, and pencil strokes.

bh54oh — 2025-04-29 11:41:19 UTC

Close-Up Details:
The camera zooms in on fine details—like how to blend with a stump or layer graphite for smooth gradients. This helps students observe subtleties that are usually hard to catch from the back of a classroom.

bh54oh — 2025-04-29 11:41:43 UTC

Step-by-Step Breakdown:
The teacher pauses to show stages of the drawing, annotates directly on the paper, or uses overlay sheets to show changes step by step.

bh54oh — 2025-04-29 11:41:59 UTC

Student Work Feedback:
A student’s artwork can be placed under the visualiser for peer review or live critique, allowing the whole class to learn from each other's work.

bh54oh — 2025-04-29 11:42:50 UTC

The teacher connects a graphics tablet (like a Wacom) or iPad to a computer. Then they place the device under the visualiser camera so students can see both the screen and the teacher’s hand movements on the tablet—this helps students understand how stylus pressure and gestures affect the digital outcome.

(Cue my video :) )

bh54oh — 2025-05-02 08:05:42 UTC

Another way to have a similar POV as a visualiser, you can use your phone as a webcam to be able to create a similar effect to a visualiser.

bh54oh — 2025-05-02 08:10:05 UTC

IOS allows you to connect your iPhone to your Mac and use a feature called continuity camera, which means you can use your iPhone as a visualiser if need be! I would recommend a stabiliser or tripod in that case though!

bh54oh — 2025-05-02 08:12:04 UTC

For phones such as Androids, you can also connect to your computer and such using a wire, and then use your settings to find the setting allocated. (I would recommend researching your individual devices).

daniel11rothwell — 2025-05-02 08:30:30 UTC

I had issues with uploading videos, and so have included images to show visual fidelity of my £40 visualiser (which records in 60fps), the visualiser's height is such that you need to move the page to show a full A4 sheet - this is possibly undermining to my use case, but in reality allows for live demonstrations to support the delivery of the lecturer further.

daniel11rothwell — 2025-05-02 08:30:50 UTC

The text in this book is really small!