A. Instruction - 6.9
B. Design - 7.8
C. Engagement - 6.7
Timeglider: A Timeline Creation Tool for Students!
Summary : When Did That Happen?
Timeglider allows users to create detailed timelines. After registering with the website, users will need to click the “Timelines” button on the top left of the screen and then choose the “New Timeline” option. Users are then prompted to title it, describe it, and provide a duration for timeline along with additional information. The timeline will then appear in the “Your Timelines” box on the top left of the screen, and users can begin adding entries to it by clicking the green triangle next to their timeline’s name and then choosing the “New Event” option. At this point, users can enter the name of the event, date(s) when the event took place, a description, images, and links into the pop-up box. Users must repeat this process for each entry they wish to add to their timeline.
When finished adding information, users can click the “Save” button and the entry will appear on the timeline. After adding their entries, users can click the “Preview Mode” to view a draft of the timeline. Once users have completed their timeline, they can click the “Sharing” button on the top left of the screen and select their timeline. The website will then provide users with a URL link that they can copy and share with other users, so they may access their timeline. When viewing a timeline, users may have to adjust the focus using the slide scale on the right side of the screen. Additionally, users can click and drag to zoom in or out of the specific time period.
Please Note: Users can access additional features if they choose to purchase an upgrade. This review was based on the free version of the website.
Instructional Ideas for Timeglider
- When studying a historical individual or event, teachers can have students create a timeline to map its chronology. After creating the assignment, teachers can require a certain number of entries for the timeline and also stipulate that each entry must contain a certain amount of text and images. When finished, students can share their timeline by posting a link to it on a class website or collaborative space, such as Padlet or Dotstorming.
- As an introduction to a class, teachers can have students create timelines about themselves that highlight key points in their lives. Teachers can encourage students to highlight birthdays, achievements, anniversaries, and other special moments. Students can the post a link to their timeline on a class website, and other students can view it. The goal is for students to use digital literacy skills to share information about themselves in order to begin forming a classroom community.
- When studying time periods in art, music, and literature, teachers can have students identify significant works attributed to those genres and chronologically place them on a timeline by order of their creation. Students can also include biographical information about the person who created the work, links to learn more, and images of the work.
- When studying about technology, climate change, or other topics that have implications for the future, teachers can have students make predictions for 10, 20, 50, 100 or more years out into the future. For each prediction, teachers can have students write a rationale for their prediction and link to evidence that serves as the basis for their it.
- Teachers can have students create top 10 lists using this timeline. For example, teachers can give students a prompt, such as: (1) What are the 10 most important inventions of all time”, (2) Who are the 10 most influential people of all time”, and (3) What were the most important political events of all time? For each item on the list, students can provide a rationale and image representing the entry. When finished, students can post a link to their timeline on a class website, and other students can view their work. Afterwards, teachers can facilitate a classroom discussion about the prompt and timelines.
|A2. 21st Century Skills|
|A3. Conn. to Future Learning|
|A4. Value of Errors|
|A5. Feedback to Teacher|
|A6. Level of Material|
|A7. Cooperative Learning|
|A8. Accom. of Individual Diff.|
|B1. Ability to Save Progress|
|B2. Platform Integration|
|B3. Screen Design|
|B4. Ease of Use|
|B6. Goal Orientation|
|B7. Information Presentation|
|B8. Media Integration|
|B9. Cultural Sensitivity|
|C1. Learner Control|
Screenshots of Timeglider