Comic Sans is no longer funny
In 1995 Microsoft released the font Comic Sans originally designed for comic book style talk bubbles containing informational help text. Since then the typeface has been used in countless contexts from restaurant signage to school assignments to medical information. These widespread abuses of printed type threaten to erode the very foundations upon which centuries of typographic history are built, according to bancomicsans.com. Complaints about the font pop up everywhere and jokes abound. “Comic Sans walks in to a bar and the bartender says. ‘We don’t serve your type.’” The Ban Comic Sans movement is ten years old and has a mission to eradicate the font and the ‘evil of typographical ignorance’. Despite all efforts, the font is still widespread - even making appearances in Disney movies. NEW TECHNOLOGY
The Livescribe Pulse Smartpen records and linkes to audio what was written via a small infrared camera behind the nib. The pen only works with specially designed notepads. Each page is covered in tiny dots that act like a graph, recording each pen stroke to an internal 1gb or 2gb memory, to be uploaded as text to a computer livescribe.com
Newspapers on the way out
There is much discussion these days about how long newspapers can survive. Overseas newspapers are shutting down like banks while others are drastically cutting staff. It is inevitable that much of what is written in the newspaper warns of such dire predictions and how misleading they could be - but of course they would say that as most of the columns would have been written by a journalist who have some self-interest in ensuring that the newspaper remains in circulation. A circulating newspaper is sure to remain, but it is more likely to be in digital format rather than the hard copy that often stains the fingers and clogs the recycled bin on Monday night. It is still claimed that 40% of the public read a newspaper at least once a week. One senses though that this readership is not so much reading news, but rather seeking easy access to reference material(TV guide), activity (cryptic crossword), and opinion (Letters to the editor, and their favourite opiner).
The new Kindle DX, Amazon’s newest and most impressive entry into the electronic paper arena, was launched last month. This is finally a seriously good wireless A4 size reading device with a crisp screen and sufficient storage capacity that can hold up to 3,500 books and periodicals. Books can be delivered within 60 seconds and the battery has a long battery life allowing for reading for days. It also has a text to speech feature and includes a native pdf reader. Users need to order from the Amazon Kindle DX ready library - but there are over 275,000 titles ready for download. The Kindle DX is pricey and can only be preordered in the US (even the earlier Kindle is still not available in Australia) but the improved technology does appear to be spelling the end of the paper age. Although the voicing component may need some improvement as apparently the voice of the Kindle mispronounces two important words that show up often in the pages of newspapers: “Barack” (the device rhymes it with “black”) and “Obama” (sounds like “Alabama”) -www.amazon.com/Kindle-DXAmazons-Wireless-Generation/dp/ B0015TCML0
Since 2000, $7.95 INFORMATION FOR THE COMPUTER CLASSROOM
Free online survey maker for a variety of purposes
This man has created a new ‘answer engine’ - the Wofram|Alpha. Do you have any questions?
to take in to any classroom
5 ICT tools
THE ICT TEACHER’S JOURNAL
Vol 10, No. 3, June 2009
The Prensky File
Microsoft Office 10 leaked (or is that tested?)
The next generation of Microsoft Office, currently in technical preview, has leaked to the web with technical details and screenshots. Weighing in at over 1.4GB for the 32-bit version, it is most certainly the “chunkiest” version of Office to be leaked to date. The 64-bit version at technical preview stage is over 1.7GB in size, confirming both versions will obviously be provided on DVD.
It was Marc Prensky who first coined the term ‘digital native’ - the term that refers to people born in the last 25 years. And the term to describe people who were born before much of the digital technology came into being is: digital immigrant. And like many immigrants, we love the new country but still cling to some of the old ways from back ‘home’. Like wanting to print things to edit them with a pen, and read a hard copy of book rather than an ebook.
One of the digital native’s primary traits is an extensive on-line persona. Identity is expressed through both off-line and on-line media. And there’s not much of a distinction in the digital native’s mind between these two. Digital natives pick photographs for their on-line personas on socialnetworking sites with the same care with which they pick their clothes each morning. They go on line to reveal rather than conceal themselves.
Wolfram|Alpha computational knowledge engine.
W|A promises to more than linking countless websites to a search term or phrase. What separates W|A from everything else - including Google - is an ability to interpret complex questions in everyday language and answer those questions by consulting disparate pieces of information. It is designed to interpret data from unrelated sources and has enough natural language capacity to judge a range of articles and come back with the best answer. The fledgling site is biased towards the sciences but its ability to infer conclusions from data is where the potential lies. The engine sources are vetted by Mr Stephen Wolfram humans and this is what puts it into a different league from Google or Wikipedia. Overall, Wolfram/Alpha reads like an encyclopedia. It’s handy at times, but the big question is whether the search engine can break out and display more populous information. The presentation is great but the many searches I entered came back with ‘I don’t know what to do with this’. This was very disappointing.
INFORMATION FOR THE COMPUTER CLASSROOM InterActive Books has been an independent supplier of support materials to computer classrooms in Australia and New Zealand since 1995 ABN 91 976 732 427 T/F 03 9754 6543 www.computercoordinator.com.au 7 Osborne Ave, Belgrave Heights, Victoria, 3160 INTERACT - The Journal 6 issues published each year February, April, June, August, October, December Editor: Malcom Brown, M.Ed Illustration: Paul Francis ADVERTISING Advertising material is accepted as inserts only. CONTRIBUTIONS
According to Prensky, digital natives such as today’s high school graduates have typically spent fewer than 5000 hours reading But they have also spent around: • 10,000 hours playing video games • 10,000 hours on mobile phones • 20,000 hours watching TV, and “Raised on MTV, video • have seen more than 500,000 advertisements Web and instant messaging, As a group they have downloaded 2 billion ring tones a month, 2 billion songs per month, 6 billion text messages each day and sent 250 000 emails and instant messages. So it is no wonder students aren’t too excited when we tell them to open their text books and get out their pens when they are more familiar with keyboards and computer screens.
And it’s the extent to which they reveal themselves online that bothers the ‘immigrants’, most of whom would never think of publishing their phone numbers or home addresses on the Internet. Even the digital native will acknowledge the danger their openness may pose in attracting predators, they are nowhere near as aware of the transference of data sent about them across companies. Native or not, nobody reads the fine print. The amount that somebody is going to be able to know about somebody born today, 30 years from now, is immense. And, because storage is plentiful and cheap and the information never decays, games, e-mail, the those records are unlikely to disappear. But keeping children off line would stifle the creativity that is springing up all over the Web. In amateur videos on YouTube and in blogs there is a type of ‘semiotic democracy’ emerging. This means that with all the Digital tools available anyone with a digital camera can make their own content. So to make effective judgements about the digital world we need to engage with that world and understand how young people behave in it. For instance, it is unlikely that any digital native commencing some research on a topic would first step in to a library. Students, of course would first type their topic into Google, scroll down to the references in Wikipedia, read the entry, and then follow the links to learn more. And digital natives do eventually become creators of on-line content, rather than simply consumers. Shooting and posting a video, or writing a comment on a message board is a way of reaching out to an audience that potentially numbers in the millions. They will find that it is quite an impactful medium and an active form of democratic participation. Marc Prensky is a speaker, writer, consultant, and game designer in the areas of education and learning. He is the author of Digital Game-Based Learning (McGraw-Hill, 2001), founder and CEO of Games2train, a game-based learning company, and founder of The Digital Multiplier, an organisation dedicated to eliminating the digital divide in learning worldwide. He is also the creator of the sites www. SocialImpactGames.com, www.DoDGameCommunity.com and www.GamesParentsTeachers.com. More of his writings can be found at www.marcprensky.com/writing. www.computercoordinator.com.au
Digital Natives have developed cognitive thinking patterns that differ from previous generations.”
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A ER C T T
Are all Young People Digital Natives? This is a good question and it is worth reminding ourselves that no, not all students are digital natives. While we identify digital natives as a generation ‘born digital,’ not all youth are digital natives. Digital natives share a common global culture that is defined not by age, strictly, but by certain attributes and experiences. These are in part defined by their experience growing up immersed in the digital technology, and the impact of this upon how they interact with information technologies, information itself, one another, and other people and institutions. Those who were not ‘born digital’ can be just as connected, if not more so, than their younger counterparts. And not everyone born since, say, 1982, happens to be a digital native. Can anyone become a Digital Native? While today’s children are born digital, many of them are making their parents ‘native’. No matter what age we are it is possible to become a ‘digital native’ by living simultaneously on and off line with the help of technological aids such as BlackBerrys or social-networking sites like MySpace that give us a full time on-line presence
THE BEST AND MOST RELEVANT OF ALL THE ICT INFORMATION AVAILABLE TO SCHOOLS
ICT INTEGRATION TWITTER
QUOTES “The Americans have need of the telephone, but we do not. We have plenty of messenger boys.” Sir William Henry Preece (15 February 1834 - 6 November 1913) was a Welsh electrical engineer and inventor. Preece relied on experiments and physical reasoning in his life’s work. Preece was knighted in 1899 “Times are hard. Sister breastfeeding homeless guy. I’m SO outta here” Tweet describing The Grapes of Wrath within the prescribed 140 characters. “So far, Twitter is like hanging out in the speakers’ lounge. Meaningless chatter from smart people.” Anonymous “Twitter’s like passing notes in high school. (‘Social studies is SOOO boring!’)” Anonymous
Levels of Teacher ICT Integration
Education observers identify different levels of ICT integration in the classroom by teachers. Jacqui Sharp has adapted from Cuban, L. (2001). “Oversold and underused. Computers in the classroom.” by Harvard University Press, the following features for each level of integration. • • • • Desks are in rows pointed to the front of the room. Junior tables are scattered around in the centre of the classroom leaving a large mat area. Very few tables around the walls of the classroom. Very little is on the walls Teachers stands at the front of the room. Computer is usually covered. Desks are in rows pointed to the front of the room. Junior tables are scattered around in the centre of the classroom leaving a large mat area. Small tables, cupboards, cubby holes are placed around the walls of the room - mainly used for storage. Some of the children’s work is on the walls, and very little of it is published writing. Teacher stands at the front of the class and does some moving around the desks, teacher desk at the front, maybe to the side of the room. Students may use the internet for very broad internet searches but teacher is not comfortable with them being on the net. Desks are in groups. Junior Tables are scattered around in the centre of the classroom leaving a mat area. There may be some small tables, cupboards, cubby holes around the walls of the room designating specific areas of the classroom. A lot of well presented work is hanging. A significant amount of it is WordProcessed. The Teacher works with groups and moves around the desks and tables, desk is at the side of the room. The ‘Computer Centre’ has been set up, children use it for Wordprocessing and most days for Reading and Maths. Keyboarding and computer skills are being formally taught. Internet is being used more for games and research. • • • Desks maybe swapped for tables. Very little mat area, enough for at least ¾ of the class to sit in. Teacher will be using a projector and laptop or IWB frequently for teaching. Tables around the edge of the room have learning centre activities. The room is full of children’s finished work that is both computer presented and hand done. The teacher works with groups and moves around the tables. The students also freely move around the classroom from task to task. The teacher’s desk is not obvious in the room. Children are rotating through the computer centre or are at laptops around the room all through the day, following management boards and timetables working on specific tasks. They experiment with other digital equipment such as cameras, iPods, etc Internet research skills are well developed. Classroom is divided up into Learning Centres with large tables holding resource material. There is barely any mat area, enough for a small group of children. Projector/IWB is being used all day by teacher and students. The room is full of mixed media published work. There are several computers scattered around the classroom, other digital equipment such as iPods, tablets, midi keyboards, game consoles and cameras are freely and confidently used. Teacher and children move freely around the room. The teacher is an informal practitioner who involves students in the planning of programmes and tasks. Students are highly independent, self managing and are able to make choices themselves about what and how they are going to do things. Students learn the skills as they are needed. The teacher is able to recognise when a skill needs to be taught. Students are able to work collaboratively and co-operatively with others. Internet skills are highly developed.
Ways to use Twitter in the Classroom
The micro blogging Web 2.0 application known as Twitter is still in it infancy and teachers are wondering if it offers any value to the classroom. While this new technology is still maturing, try these activities. 1 Ask for anyone in your network to tell you something about their location - this could be location for a geography lesson, temperature for a science survey, an interesting historical fact, their opinion on anything. 2. Go to www.twitterfall.com and type in a keyword and see the results ‘waterfall’ down. Then use www.twittermap.com to see where the tweeter is from. Pick up their userID and paste it in to twittermap to find the location. 3. Use www.historicaltweets.com to read some funny supposed tweets by historical characters as if they were tweeting at the time of an important event. eg Thomas Edison tweeting for inspiration, Alexander the Tweet strives to be better. (Note the site is not moderated and can be inappropriate for Primary students.) Students could then Tweet a dialogue between two historical characters observing an historical event. 4. Select a genre (Fairy tale, crime, adventure) and tweet it to the network as a story starter then ask members of the network to continue the story via Twitter. Follow the responses via www.twitterfall.com. Select the best story line and rework it as a class. 5. Set up a new Twitter account with the new account being the name of the topic or open question. Members of the network then respond by replying to @topic. The responses can be collated and saved at twitter.com/topic. 6. Set up a new Twitter account for your class - you will possibly want to ‘protect’ your updates. Invite parents to ‘follow’ you, and they can see what the class are up to from any computer (home, work, internet cafe...) at any time of the day or night. They might even tweet back now and again! 7. Put up a tweet asking people to give you their location. Class first estimates distance from school, then use an atlas to gauge distance. Then using Google Earth - place mark where they are and find out distances. 8. Give children individually the twitter 140 characters rule - they have to write story introduction, character description or whole story within this limitation. Results can then be posted onto twitter or via blogs. 9. How do adult opinions differ from the views of the class? Use a twitter poll to collect and graph opinions about a controversial issue. You can set up a Twitter poll at twtpoll.com. 10. Use Twitter to send out a word and have your network give the students synonym and other meanings. Or have classrooms connect during writing workshops. Then have the students help each other create Wordle clouds of a word and the words that are synonyms, antonyms, and examples to foster stronger and more descriptive writing. The Wordle clouds become help posters during writing for the rest of the year. 11. Find someone in another class, school, country who is interested in the same topic. Follow each other on Twitter, share information, resources and ideas. Help each other find answers or even suggest questions. 12. Based on a novel or short story and after a study of point of view and character development students can become a character and create a twitter account eg. @janeeyre, @rochester. Students could also use their study of that character to create conversations around key events in the plot. Would be even more interesting to focus on events and situations that are omitted from the text, but referred to, so the students are creating their own fiction based on their knowledge of the writer, the time period, and the characters. 13. Ask your Twitter network to comment on local or national issues for a class or whole school assembly, such as “What does ‘water’ mean to them?” The class would then able to talk about how world climate differences can influence such a commodity. Ask the network to comment on the issue being discussed and ensure they provide where their location. 14. Upload videos from mobile phones when on excursions or a field trip using beta.twiddeo. com. 15. It is surprising how many experts are on Twitter - NASA representatives are well known for their twittering and responding to queries. 16. While they work on assignments, stimulate your students to tweet and reply about things they learning, difficulties they are facing, tips they want to share, great resources they have found. In this way, Twitter replaces the students logbook.
• • • • • • • • •
• • •
Twittering in the Library
1. Let your patrons know what new books arrive at your library by Twittering the information. 2. Keep followers current on all the events occurring at the library. 3. Use PollDaddy to ask your patrons for their opinions or get feedback on what’s happening at the library. 4. Keep up with other librarians so you can share ideas and projects and learn from each other. 5. Allow patrons to sign up to be notified when requested material is available. 6. Tweet past due notices to patrons as a gentle reminder that they are late. 7. Announce news and events meant for specific groups such as teens, children, or book groups. 8. Announce closing time. Let patrons know when the library is about to close.
• • •
- Jacqui Sharp, ICT Consultant, www.jsharp.co.nz
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ESSENTIALS EDITORIAL SCHOOL WEBSITES
Links: • www.sacs.nsw.edu.au • web.apolloparkps.vic.edu.au • www.bilambil-p.schools.nsw.edu.au • www.calwellps.act.edu.au This school’s website leaves now doubt what the vision and mission of the school is about and at the same time provides a clear source of current information. The site is updated with daily events - they appear on the home page so there is no need for digging around - and the key information that the school needs to promote is highlighted so that visitor’s eyes are drawn directly to the relevant section. The menu is simple and has no extensive submenus of options to wade through. The images load quickly and appear to be of local students, parents, community members and staff. The images aren’t the posed ‘grip and grin’ presentation type that seems to often plague local newspapers - they are in situ and directly related to the content. While the site is clearly created by a third party, it is obvious that the school knew what it wanted to achieve and ensured that this was reflected in the final product. A clever home page with the menu links represented as rollovers within a jigsaw. However, very slow to load, and each page was similarly frustrating - not the best experience for quick access. Even when returning to the home page, the delay in download was excruciating. Many photos on the site also do not appear to be set to load for quick web access. Nevertheless, the pages hold essential information such as booklists, notices, current dates, order forms and similar. Not sure why the most recent annual report on the site is from 2006? There are a few other references to 2008 which make the site appear to be not the main current source of information for the school community. While the site appears to have grown in stages and without a plan and is clearly a home-grown site it does seem to reflect the ICT hands-on approach of this school. Bilambil looks like a fun place! The website home page is jolly, colourful and very inviting. This school has taken the attitude that their website is for displaying kids’ work and proudly they do. It also seems to be a great source of resources for teachers anywhere as many of the curriculum links on the study topics section takes us to external teacher curriculum guides. And this highlights the confusion with the site - is it for parents? students? the school community? IT technicians? the education community? the world? Seems to be for everyone - which I suppose is fine if it wasn’t a primary school website. In which case a visitor wandering past www. bilambil-p.school would expect to be looking at information related to the school, not the universe. Anyway, expectations aside, the site has a wealth of information and ideas that other educators could use - even if it was posted more than 10 years ago in some cases..
The Five ICT ‘things’ that I wouldn’t walk in to a classroom without ....
1. An attitude of “Together, we learn from each other” which was the motto of the school I worked at for ten years before my retirement. It doesn’t matter if it is teacher-student; student-teacher; teacher-teacher; parentteacher – whatever combination might occur in the school community. We can all learn from each other because throughout life we are sometimes teachers and sometimes learners. 2. A belief that ICT is a tool of the trade not the product of a process. You choose the appropriate tool for the task and learning to use it should be just-in-time not just-in-case. Age is not a barrier to learning at a level that meets your needs and the learning is infinitely easier if there is a critical mass of working hardware and software at the point of need not in a computer lab on the other side of the school. 3. The writings of Jamie McKenzie at fno. org ; Doug Johnson’s Blue Skunk Blog doug-johnson.squarespace.com; Joyce Valenza’s Neverendingsearch blog at www. schoollibraryjournal.com/blog/1340000334 and The Virtual Staffroom of Chris Betcher at www.virtualstaffroom.net. Each a master, each a mentor. 4. Access to OZTL_NET; Oz-teachers and LM_NET – the best professional learning delivered to my home all day every day. Each message is proof that print and digital formats can exist in harmony. 5. Acknowledgement and understanding by the powers-that-be that if students are to be responsible users of the Internet and harness its power and potential then they need to be able to use them and a head-in-the-sand block-everything attitude is foolish and foolhardy. Politicians, principals and parents need to know that a qualified teacher librarian is the best person to help the students use the World Wide Web effectively and efficiently and therefore should staff, resource and fund their school libraries appropriately. Barbara Braxton Teacher Librarian Cooma, NSW QUOTES This issue of Interact has a some new features that I am sure will interest our readership. One feature is the Review page, this time focussing on school websites. Four sites were chosen at random and reviewed for usability, uniformity, information sharing capability and presentation. The school website is the digital face to the school community and beyond, and so should be as much representative of the school and its ethos as the school principal, the school office and the newsletter. The four short reviews in this issue point to the sort of features that a school website should consider. This issue also invited a prominent teacher librarian to identify the five ICT ‘things’ that she has learnt are necessary whenever entering a classroom. Barbara is a regular contributor to online and offline forums and her writings and presentations are always valued. Her top 5 list makes very interesting reading - and are not the normal pieces of hardware or software that most people probably think are necessary. We have also reprinted a hierarchy of features describing levels of ICT integration in a class as collated by Jacqui Sharp, an ICT consultant from the Auckland area of New Zealand. Her table of features is loosely based on Larry Cuban’s ideas of teacher integration. And finally, a reminder to subscribe to your free Interact eTips at our webpage www. computercoordinator.com.au. If you are not receiving your weekly free eTips, then please register at the webpage. A great Term II to you all and looking forward to hearing from you sometime soon. mal.com
St Andrew’s Cathedral School
Anglican day school for boys and girls from Kindergarten to Year 12 located in Sydney’s CBD Site by: Raw Ideas, Sydney
Quotes found on Teacher’s Email Signatures
“I really didn’t realise the librarians were, you know, such a dangerous group ... They are subversive. You think they’re just sitting at the desk, all quiet and everything. They’re like plotting the revolution, man. I wouldn’t mess with them.” Michael Moore. “The tragedy of life is to assume what is, must be!” “A library is not a luxury but one of the necessities of life.” Henry Ward Beecher (1813-1887) “Knowledge rests not upon truth alone, but upon error also. “ Carl Jung “Success, wisdom, balance” “I don’t want to be part of your revolution unless I can read” (with apologies to Eleanor Roosevelt)
Apollo Parkways Primary School
Victorian Government Primary School Design: Andrew Milne Construction: Andrew Milne and Melinda Anderson
Bilambil Public School
Bilambil Public School is located close to Tweed Heads on the border of New South Wales and Queensland. The site has won many awards Site by: Unknown
Calwell Primary School
Government primary school in the ACT. Opened in 1989. Site by: DET, ACT template
A world record here! The website with the longest single drop down menu ever seen - 22 menu items to select from! Some are off the bottom of the monitor and difficult to access. Nevertheless, the site is fairly current and clearly identifies when the last update was made - the update date need not mean much, but at least the user knows someone at the school still has the site’s password to the host server! While they are there they should update last year’s classroom information. Another nice touch is that the classroom pages are password protected and so only authorised parents and staff can view whatever is behind the links. The pages have been templated and users can easily move around as the navigation menu is available at every point. Couldn’t find any current newsletters or updates (maybe its part of the 22 menu drop down list) but all of the essential information appears to be there on the site.
Other free online surveys:
• www.surveymonkey.com • www.advancedsurvey.com • www.freeonlinesurveys.com Reporting Tools • info.zoomerang.com Results can be viewed as they are collected in real-time. • www.my3q.com Reporting features include live graphs and charts, and the ability to drill down to get individual responses. The survey results can be shared with others. Powerful filtering and cross tabulation allows users to display only the requested responses. A summary of results in multiple formats can be downloaded, or alternatively, all of the raw data can be downloaded and collected as a spreadsheet. All the data collected remains private. Manage the Distribution List Tracking who responds to surveys is possible. There are also tools to manage list and create custom email invitations, and send follow-up reminders to only those who haven’t responded.
The World of Web Surveys
Web surveys are rapidly gaining popularity. They have major speed, cost, and flexibility advantages, but also significant sampling limitations as it is not always possible to survey the exact market segment that is targeted. Nevertheless, there are many advantages in conducting a web survey: • Web page surveys are extremely fast. A questionnaire posted on a popular Web site can gather several thousand responses within a few hours. Many people who will respond to an email invitation to take a Web survey will do so the first day, and most will do so within a few days. • There is practically no cost involved once the set up has been completed. Large samples do not cost more than smaller ones (except for any cost to acquire the sample). • The survey can include pictures. Some Web survey software can also show video and play sound. • Web page questionnaires can use complex question skipping logic, randomisations and other features not possible with paper questionnaires or most email surveys. These features can assure better data. • A significant number of people will give more honest answers to questions about sensitive topics, such as drug use or sex, when giving their answers to a computer, instead of to a person or on paper. • On average, people give longer answers to open-ended questions on Web page questionnaires than they do on other kinds of self-administered surveys. • Some Web survey software, such as The Survey System, can combine the survey answers with pre-existing information you have about individuals taking a survey. Disadvantages • Current use of the Internet is far from universal. Internet surveys do not reflect the population as a whole. This is true even if a sample of Internet users is selected to match the general population in terms of age, gender and other demographics. • People can easily quit in the middle of a questionnaire. They are not as likely to complete a long questionnaire on the Web as they would be if talking with a good interviewer. • If a survey pops up on a web page, the designer often has no control over who replies - anyone from Antarctica to Zanzibar, cruising that web page may answer. • Depending on the survey software, there is often no control over people responding multiple times to bias the results. At this stage Internet surveys are recommended mainly when the target population consists entirely or almost entirely of Internet users. Business-to-business research and employee attitude surveys can often meet this requirement. Surveys of the general population usually will not.
Basic versus Professional access to Survey Monkey
Many of the features referred to above are only available on the Basic plan Basic Monthly Annual
Number of responses allowed Response overage charge Number of questions per survey Survey themes
100 per survey
1000 per month
Survey template library
SurveyMonkey is the biggest and most popular survey site on the internet with a number of advanced features. It offers a range of analytical tools, can support any language including Asian languages, allows users to customise a theme and has the option to create many different types of questions. Validation can also be added to the survey to make sure that you are getting accurate entries, and a copy of your survey can be converted to PDF to collect answers offline too. The analysis results can be saved as PDF graphs, or viewed as an excel spreadsheet. The Survey Designer Using just their web browser, users can create their own survey with an intuitive survey editor. Select from over a dozen types of questions (multiple choice, rating scales, drop-down menus, and more...). Formsite Powerful options allows the designer to require www.formsite.com allows users to create answers to any question, control the flow with their own surveys, registration forms, order custom skip logic, and even randomise answer forms etc. There is nothing to download and choices to eliminate bias. nothing to install. It only takes a few minutes The color, size, and style of any element in your to create a form and to have it out on the survey can be customised by the designer. Upload internet collecting results. Like SurveyMonthe school logo, and save custom themes to use on key, basic accounts are free and offer five all surveys. There are never any advertisements or forms per account with 50 submissions per banners, so surveys will always have a clean and form a month. professional appearance.
Add a custom logo to your survey Generate website popup invitations Download your responses into a spreadsheet TIPS Over 50 survey templates are available in a variety of categories to select from. (Warning: see table on adjacent page to review where options such as this are available to the designer.) Create Popups Custom popups for webpages cam be designed and installed. These pop-ups could be used to invite people to take the survey, while also letting visitors to easily opt-out to minimise annoyance. Collection Method Whether the survey is sent via email or is placed as a link on a blog collecting responses is as simple as copying and pasting a link to the survey. Options are available to stop collection automatically when a certain date or nominated response count is reached.
Tips for creating an effective online survey
• Pre-test the survey • Don’t use too many fonts and colours in the survey, however, use different fonts to distinguish between instructions and question • Do not use background images • Use graphics sparingly • Only use video if that was what was being tested • Include a welcome page • Keep page layout consistent • Requiring answers to be provided contributes to user drop out rates • Allow plenty of space for long replies • If possible, show a progress bar displaying how much more to be done • Test the survey on different computers, on different operating systems, with different browsers