Interoperable interactive geometry for Europe
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This platform is brought to you by the intergeo project, funded under the eContent Plus programme of the European commission and by partners

Tutorials

You might want to visit the chatroom and ask other users for help.

Finding, using and reviewing resources on i2geo

You intend to teach in the classroom using educational resources from the intergeo project and you are planning your course, shopping around on the project platform. There are several steps to take in order to successfully use the platform. You should first find a suitable resource for you, browse its content, evaluate if it is appropriate for you, then use it and review it.

Finding the right resource

What are you looking for?

You know the educational level of the class you intend to teach. You should first identify the competencies you intend to train in your students by listing keywords that come to your mind. You should be aware of the type of resources that you are prepared to use, should it be ready made with pedagogical advice or do you feel confident enough to make your own interpretation of the way to conduct the teaching? The teaching mode, or ``instructional type'' is important, do you prefer an activity in the class room like the exploration of a concept, a homework, an exercise, to use the video-projecter yourself in the classroom or is it intended for individual use by students in the computers room, or for a self-study phase? The technical issues are as well to be considered, which software are you more confident with, which features of the software are you familiar with?

Of course, depending on what you will or will not find, some of these parameters can evolve.

Searching

In order to search for a resource, you should simply type your request in the search engine and wait a second for the expansion of the query into competencies and topics to pop-up. Here is an example of the set of competencies and concepts given by the word 'Thales'

You can search for the text by clicking on the first line of the pop-up or in a much more advanced way, choose the exact competency you want to train with your students. Here are the resources found associated with a competency:

Browsing

The display of a resource is, thus far, mostly a view of the authors, the topics, the levels, the summary of quality. For some types a more elaborate preview is possible.

Here is an example of a resource found by the previous search:

The set of types of resources, and of file formats, is relatively rich, ranging from desktop documents to simple web-links and including on-site-edited videos, as well as wiki-pages. We don't impose any definite resource model to follow.

An important type is that of resource-collection, which support documents management, for example to indicate the choices made for a particular task. We encourage you to create your own collections and to share them with others.

Be sure to check the quality evaluations, if it was good for someone else, it might be good for you. Read the attached forum and don't shy away from asking a question if in doubt, the author, or a fellow teacher who has used the resource might clear a point for you.

Does it suit your needs

Now you have found a resource which seems to suit you. You have to probe it and test it thoroughly to be convinced that your teaching is going to be improved by its use.

The quality feedback questionnaire, used before the class is a good tool to think about whether the resource is indeed as good as a 5 minutes test tends to show.

Reviewing

As for the overall quality of the resource, here are a few issues which are treated in the questionnaire and that you should keep in mind:

  • A resource is easier to use when the document is structured, into text, such as an introduction, questions, explanations, conclusion, and into peripheral figures or pictures.
  • In a figure, pay a special attention to the elements which are free, which should be manipulated in order to explore the situation, and the elements which are determined by other, which can not be moved by themselves. Be sure to understand it yourself and inform your pupils about that.
  • A construction should be esthetic, the drawings should be clear, but the functionality is the main focus.
  • Reification is the main pedagogical added value of interactive geometry: Does this construction make real and concrete an abstract notion that the learners should understand? Does it help to embody an interesting abstract property as a tool that they can manipulate, play with and explore?
  • Is this resource intuitive or do you need long instructions to grasp what it is about? You may need instructions to understand the content, but the first moves should be somehow natural.
  • Is the user interface clear enough? Aren't there unwanted or distracting elements that should have remained hidden at first?
  • Is the resource well conceived, does it help the learner to actually learn new concepts in mathematics?

File in a review

When using the online questionnaire,

  • use the tips and if necessary propose your own tips to explicit the question;
  • fill the review before testing in the classroom, this is a good way to appropriate the resource before going into class and being more aware of what can be done;
  • complete and modify the review after having tested the resource in class if you have had the opportunity to do it;
  • provide elements of how you have proceeded in the class (adaptation, modification, addition...), and why you agree or disagree;
  • avoid reviewing too large sets of resources, because the questionnaire isn't adapted to that task; if you want to give feedback about a big collection of resources, pick some activities and review each of them.

Relate with others, ask the author, give hints to fellow teachers...

Once you have filled in the questionnaire, go to the forum to leave a message, answer a question or two by fellow teachers, now that you are a seasoned veteran.

I2geo manuals:
  1. I2geo Basic User Manual: available as a   Linkable HTML page   or as a   PDF   document.
  2. I2geo Beta Tester's Manual:   PDF
  3. (not intended for the general public) I2geo Translator's Manual: available as a   Linkable HTML page   or as a   PDF document
  4. (not intended for the general public) I2geo Annotator's Manual: available as a   Linkable HTML page   or as a   PDF document

I2geo video tutorials:
  1. How to upload a GeoGebra resource
  2. how to use group collections
  3. how to file a resource review (English), or soumettre une revue (French)
  4. Only for translators: how to translate phrases and how to translate a document.
  5. Only for annotators: how to suggest a node

Curriki Help Collection
There are some differences between Curriki and I2geo, but both platforms are similar enough that the Curriki Help resources are useful to I2geo users. Click here to see the whole collection. The three most interesting tutorials may be these ones:
  1. Browsing and searching for resources video tutorial and its transcript.
  2. Contributing content video tutorial and its transcript.
  3. Groups video tutorial and its transcript.