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clickable region: brings visitors back to the home page.
Image of the earth covered in dollar bills. Also acts as a link to return to the home page. Button to visit main climate change site. clickable region: brings visitors back to the home page.
Image and button; links to the home page.
  Software, Web 2.0 tools and data including images etc

Image: female student with a laptop computer There are clearly thousands of resources available under the above heading, so the links provided can only represent a small sample. However, they have been chosen against a number of criteria. Firstly they are predominantly free, and secondly they have some obvious or generally accepted relationship with the topics in this site, either in terms of content or approach. Being free may save a school or college money, but more importantly might make it possible for out of school or college use by students or indeed staff.

Image: magnifying glass on top of computer code.Availability of a generic set of “useful” software ranging from image processing (to enable manipulation of say satellite images) to mind mapping to GIS software (relatively specific) enables different tasks to be set and different expectations to be made of students. This is well illustrated in the case of the Google Earth link which demonstrably offers insights at the click of a mouse which were hitherto unimaginable. However, today’s students are “digital natives” and what is sometimes missed, but more poignant, is that their expectations of staff, and the education system as a whole are also raised. These expectations make this sub-section and the free availability of the resources all the more important.

Image: male student working on a computerThus in terms of Web 2.0 tools, the anytime, anywhere, sharing and social networking dimension is important firstly to exploit, but secondly to challenge. The technology may exist to enable a student to produce e.g. a podcast, but the teacher’s and students’ expectations must align with fitness for purpose, efficiency and appropriateness. In other words we can be impressed with what is now possible but should not be dazzled by it. Conversely, if a student subscribes to bloglines in order to get up to date information on e.g. global warming fed directly to them, or shares useful sites with peers in a project group via, then that may illustrate fitness for purpose, efficiency and appropriateness.

Image: computer keyboard with earphonesOur uses and definitions of data have perhaps changed with the availability of broadband since the previously large files associated with images, sound and video are now quite practically shared and distributed. The same arguments about expectations and about appropriate use also apply, and the issues of intelligent use perhaps more so.

Image: computer with sky on monitor Having an impressive image e.g. from a satellite showing contrails is soon compromised when it is distorted to fit into a a crude frame in a presentation or essay. Equally the relevance is dubious if the topic is focused on Jordan, but the image shows most of the Middle East with little detail of Jordan. In these contexts, it may be the case that the student is more adept with the software to manipulate these, but the teacher role remains to advise how to use the skills sensibly to best effect.

Image: digital projector in dark roomThe availability of data including images, audio and video is not only useful for the improved look and quality of presentation of student work, it should also be exemplified in that of the teacher. The opportunity to start a lesson with a video extract by a key speaker shown on a digital projector enables the teacher to meet the expectations of the “digital native” and can be efficient and appropriate e.g. the link to the Global Climate Change lectures. Similarly, the link to the Worldmapper resources, sets new standards for “representative diagrams”, and it would be difficult to better choosing e.g. “World Population in 2050” for dramatic effect and as an effective stimulus to some high quality thinking.
Google Earth
ArcExplorer ESRI lite GIS viewer
NRDB spatial data / mapping
GIS/mapping 1
GIS/mapping 2
CMap tools – concept mapping
FreeMind – Free Mind mapping
Rationale - argument maps
Reason!Able - argument maps
GIS/Landscape Explorer
GIMP Photoshop functionality
EDGCM modelling

Web 2.0 Tools
Flickr – store, search, sort and share images – social bookmark
Google Docs & Spreadsheets – online file sharing
Audacity – sound editor - podcasting
Easy Podcast – podcast publishing
Bloglines – Blog / news feed / sharing tools
Wikispaces – wiki publishing / collaboration
Creative Commons - share, reuse, remix “content” legally

Data etc
Met Office – resources for GCE
GCSE online tutorials / teaching notes, data
Global Warming – impact map, data, activities
GIS data 1
GIS data 2
WRI – podcasts, ppt, GIS data
Met Office: Weatherbytes DVD (14-19)
Met Office: Life in a changing climate - CDROM (GCE/GCSE)
Met Office: past & present data / images, charts
Worldmapper - territories re-sized by indicator
Australian images - “The Greenhouse Effect & Climate Change”
NOAA Graphics - Climate Change / Greenhouse Effect
Global Climate Change: Lectures as video & podcast
UK Climate Concern - data
EU Env. Agency – reports, data, maps, charts, interviews etc
Edinburgh Univ. Data Library

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