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Edumaps for Beginners – Step by Step

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  • Chapter 1: Ready in 20 Minutes: My First Teaching Map
    edumaps
    basicsbeginnersedumapsmapteachingtutorial
    Chapter overview | The tutorial series contains 12 chapters. 1. {Ready in 20 Minutes: My First Teaching Map}{https://www.edumaps.de/1150/1/g8jr7svptf3y/94deafl6eqvx} 2. {Involve Students Without Login Chaos: Link, QR Codes}{https://www.edumaps.de/1151/1/9ma8vc5m5hj9/x4wjco54tqcw} 3. {Sharing and Protecting: Read, Edit, Password}{https://www.edumaps.de/1152/1/zj2cl4wyqshs/fobxtep4m0rw} 4. {Student Submissions and Feedback: Comments, Likes, Ratings}{https://www.edumaps.de/1153/1/5v3mj1zqn4me/nfnk0putwpuo} 5. {Files, iPads and Media: Using Uploads Safely}{https://www.edumaps.de/1154/1/u27gjdga2s2v/wj5uoi7gj92v} 6. {Working Together with Colleagues: Maps, Boxes and Material}{https://www.edumaps.de/1155/1/tl6levqmlq1f/uuj0al55uifh} 7. {Small Modules with a Big Effect}{https://www.edumaps.de/1156/1/bawi5464lnob/6gg59zv3ckiv} 8. {Bookings and Loans: Rooms, Devices and Courses}{https://www.edumaps.de/1157/1/pc5c21qsl2hy/pbv2mkwl0mel} 9. {Using AI Sensibly: Maps, Quizzes and Language Courses}{https://www.edumaps.de/1158/1/oh7lhgmwx378/m77edo14z2uz} 10. {Import, Export and Server Change: Backing Up Maps}{https://www.edumaps.de/1159/1/g11mce3trjt7/70d6omfssffl} 11. {Using Folders Properly: Collecting and Structuring Maps}{https://www.edumaps.de/1160/1/ezkvkf9tdcbf/xc4sxd2isnjg} 12. {Public Profile and Following}{https://www.edumaps.de/1161/1/xq5431ecrawf/7r3qqj1qst2m} 📑 Table of contents | {#Start tutorial in full view}{!#start} ~Contents~ Welcome: Your first teaching map | In this pinboard, you will create your first teaching map in Edumaps step by step. After about 20 minutes, you will have: - created a new map - set a title and subtitle - selected a suitable format - adjusted the background and font - edited your first columns and boxes - saved and checked the map Tip: It is best to work directly in Edumaps at the same time. !#start Orientation after login | After logging in, you first see your personal workspace. On a computer, the sidebar is on the left. There you will find the most important areas: • **Dashboard:** This is where you see current notes, new activities or recently used content. • **My Maps:** This is where maps are stored that you created yourself or that have been permanently assigned to you. • **Folders:** Folders help you collect several maps, for example for a subject, a class, a teaching unit or a training course. • **Received:** This is where you find maps and folders that other people have shared with you. • **Notifications:** At the top right, you see notices about new shares, comments or activities. Important: A shared map is not automatically stored under “My Maps”. If another teacher shares a map with you, you will usually first find it under “Received” or via the notification. Tip: If you want to use a shared map regularly later, place it in a suitable folder. What is a map? | A map is a visual workspace for teaching and organization. You can use it, for example, to: - collect materials - provide assignments - create weekly plans - organize links and media - collect student contributions - make lesson steps visible A map/pinboard usually consists of columns and boxes.Example for this exercise | For this introduction, we will create an example teaching map on the topic: “Countries in Europe” Possible subtitle: “Materials and tasks for Grade 7” Of course, you can also use your own topic, for example: - analyzing fairy tales - reviewing fractions - pets in primary science - introduction to the French Revolution - German weekly plan Create a new map | How to start: 1. Open Edumaps. 2. Click “Create map”. 3. Select “New map”. 4. Use “Quick start” for the introduction. Quick start automatically creates a simple map with three columns and three empty boxes. This is ideal if you do not want to start completely from scratch. Quick start, empty map or template? | There are several ways to create a map. **1. Quick start** Good for getting started. Edumaps automatically creates a simple basic structure. **2. Empty map** Good if you want to build everything yourself. **3. Template catalog** Good if you want to copy and adapt existing examples. > For this exercise we recommend: Quick start. Set title and subtitle | Give your map a clear title. Example: “Countries in Europe” A subtitle helps explain the purpose of the map. Examples: - Materials and tasks for Grade 7 - Introduction to the topic of Europe - Teaching material for geography - Group work on European countries Tip: The title should be short. The subtitle may explain more precisely what the map is about. Choose a suitable map format | Choose a format that fits your teaching goal. **Pinboard:** Good for collections of materials, tasks, links, images and lesson building blocks. **Timeline:** Good for chronological processes, sequences and lesson phases. **Sticker wall:** Good for free arrangement, brainstorming, collecting ideas and creative tasks. **Gallery:** Good for many images, photos or media contributions. > For this first teaching map we recommend: Pinboard. Select a background | A background makes the map more appealing, but it should not distract from the content. Options: - select a ready-made background image - use your own color - upload your own image - blur the background Tip: Make sure everything remains easy to read. If the background is very busy, use the “blur” option or a simple color.Font and readability | The font should be easy to read. Pay particular attention to: - sufficient contrast - a calm background - fonts that are not too playful - clear headings For primary school or reading support, especially readable fonts can be helpful. Tip: Design is important, but the content must always remain the focus.Add tags | Tags are keywords for your map. They help you find content again later. Examples of tags: - geography - grade-7 - europe - material-collection - teaching - group-work Why tags are useful: If you have many maps, you can later **filter by tags** and find your maps faster. Understand columns | Columns give your map a clear structure. For the example map “Countries in Europe”, the columns could be called: 1. Introduction 2. Materials 3. Tasks 4. Results Or: 1. Western Europe 2. Northern Europe 3. Southern Europe 4. Eastern Europe Tip: Use a small number of clear columns. Too many columns make the map confusing.Understand boxes | Boxes are the individual content building blocks of your map. A box can contain, for example: - text - link - image - video - file - assignment - comment area - audio - checklist Examples: - Assignment: Research a country in Europe. - Link: Map of Europe - File: Worksheet as PDF - Image: Flags of European countries Edit the first box | Open an existing box or create a new box. For example, insert this assignment: > Assignment: Choose a country in Europe. Research its capital, language, population and one special feature. Write down your results in bullet points. Additional task: Add an image or a flag if you like. Tip: A good box has a clear heading and a short instruction.A simple teaching structure | Your first map could be structured like this: **Column “Introduction”** - What do you already know about Europe? - Short quiz or impulse image **Column “Materials”** - Map of Europe - Explainer video - Worksheet **Column “Tasks”** - Research a country - Create a fact sheet - Compare results **Column “Results”** - Student contributions - Presentations - shared collection Save and check the map | Before using the map: 1. Save the map. 2. Open the map once in normal view. 3. Check the title, columns and boxes. 4. Test important links. 5. Check that everything is easy to read. Tip: Deliberately switch between editing and viewing. This lets you see the map from the users’ perspective.Do not publish yet | For this first exercise, the map does not need to be public yet. Remember: A new map is initially **not public** on the internet. Later you can decide whether you want to: - use the map only yourself - share it by link - share it with students - share it with colleagues - release it for your own school - publish it on the internet Sharing is explained in a separate chapter. Mini task: Your first map | Now create your own first teaching map. **Task:** 1. Choose a teaching topic. 2. Create a new map with Quick start. 3. Set title and subtitle. 4. Select the “Pinboard” format. 5. Adjust background and font. 6. Add 2 to 4 tags. 7. Give the columns meaningful names. 8. Create or edit at least 3 boxes. 9. Save and test the map. Goal: The map does not have to be perfect. What matters is that you have understood the basic structure.Common beginner mistakes | Avoid these typical mistakes: - Too much content at once: Start with only a few boxes. - Unclear headings: Each box should be understandable immediately. - Too busy background: Readability is more important than decoration. - No tags: Tags help you find things again later. - Not tested: Open the map once as students or colleagues would see it. Done | You have now created the foundation for your first teaching map. You can now: - start a new map - distinguish between Quick start, empty map and template - set title and subtitle - choose a map format - adjust background and font - add tags - edit columns and boxes - save and check the map ContentsOrientationCreate a mapDesign the mapBuild the structureFinish
  • Chapter 2: Involve Students Without Login Chaos: Link, QR Co…
    edumaps
    beginnersedumapsqr-codesharingstudentsteaching
    What is this about? | In this pinboard, you will learn how students can work with your Edumaps map quickly and easily. **Goal:** Students should be able to open a map, read it or add contributions without the lesson being slowed down by login questions. After this chapter you will know: - when students do not need an account - when a student account is useful - how links and QR codes work - which rights you need to set - which mistakes often happen in class !#start The basic question | Before sharing, ask yourself one simple question: What should the students do in the map? Possible answers: - only read - open links and materials - write comments - upload their own files - add content together - work permanently with their own account The answer determines whether a simple link is enough or whether student accounts make more sense.Three typical classroom situations | **1. Quick start:** Students open the map via QR code and read materials. **2. Short participation:** Students write comments, submit answers or upload an image. **3. Regular work:** Students use Edumaps more often, save their own content or work over a longer period with classes/groups. For situations 1 and 2, a link or QR code is often enough. For situation 3, student accounts are usually more useful.When does it work without login? | Students do not always need their own account. Working without login is useful when: - the map is only meant to be read - students should start quickly via QR code - only short feedback is collected - no permanent assignment to student accounts is needed - the start should be as simple as possible Example: You show a QR code on the board. Students scan it and open the map directly.Use the map link | The simplest way is a **link to the map**. How it works: 1. Open your map. 2. Copy the link to the map. 3. Give the link to the students. 4. Ideally test the link once in a private browser window. Possible uses: - in the school portal - by email - in the school messenger - on a learning platform - as a link on another Edumaps mapQR code in class | A QR code is especially practical in class. Advantages: - students do not have to type a long address - getting started is quick - the code can be shown on the projector - the code can be printed on a worksheet Tip: Keep the QR code visible during the start phase. This allows late students to begin independently.Anonymous participation | Anonymous participation means: Students can create contributions without logging in with a personal account. This is good for: - brainstorming - anonymous feedback - quick mood checks - idea collections - lesson starters or exit tickets Pay attention to this: With anonymous participation, assigning contributions to individual students is only possible to a limited extent. When are student accounts useful? | Student accounts are useful when Edumaps is used regularly. Typical reasons: - contributions should be clearly assigned - students should create their own maps - tasks should be worked on over a longer period - classes/groups should be used - materials should be given to specific student groups - results should be found again later Tip: Do not introduce accounts during a hectic lesson phase. Prepare them in advance.Pseudonyms or real names? | Decide in advance how students should appear in Edumaps. Possible options: - real first name and last name - first name only - school-internal username - pseudonym or abbreviation Important: Use a consistent rule for the whole class. Tip: If students are allowed to post without full names, explain clearly how you will still recognize submissions if this is necessary.Prepare classes/groups | Classes/groups help you manage access for several students at once. This is useful when: - the same students should receive several maps - a class works with Edumaps regularly - different groups need different materials - you want to share quickly later Example: Create the group “Class 7a” once. Later you can share maps directly with this group instead of selecting each student individually.Read or edit? | The most important rights are: - **Read:** Students can view content, open links and use materials. - **Edit:** Students can change content, create boxes or help build the map. For many lessons, read access plus comments is enough. Tip: Only give edit rights if students are really supposed to change the map itself.Comments as safe participation | Comments are often the safest way to involve students. Advantages: - the map structure stays unchanged - answers are collected directly at the task - contributions remain easy to review - students do not need full editing rights Example: A task box asks: “Write your answer as a comment.” Students participate, but the rest of the map stays protected.Submit files and media | If students should submit files or media, check the settings carefully. Possible submissions: - photo - screenshot - PDF - audio file - short video - presentation Tip: Explain exactly what should be uploaded and where. This prevents files from being placed in the wrong box.Test before class | Always test the access before using the map in class. Check: 1. Does the link open? 2. Does the QR code work? 3. Can students see the right content? 4. Are comments or uploads possible if needed? 5. Are editing rights restricted as intended? Tip: Use a private browser window or a second device for testing.5-minute start in class | A simple start can look like this: 1. Show the QR code. 2. Students open the map. 3. Everyone reads the first box. 4. Students complete one short task. 5. They write a comment or upload a result. 6. You discuss selected contributions together. Goal: Students first learn how to access and use the map before the task becomes more complex.Typical mistakes | Typical mistakes are: - Link not tested before class. - QR code is too small or not visible long enough. - Rights are too restrictive, so students cannot contribute. - Rights are too open, so students accidentally change the map. - Students do not know where to write or upload. - Accounts are introduced without preparation. Tip: For the first lesson, keep the workflow very simple.Rule of thumb | Rule of thumb: For quick classroom use, start with a link or QR code. For regular work, use accounts and classes/groups. For student contributions, comments are often safer than full editing rights. The easier the start is, the more smoothly students can work with the map.embed:https://www.edumaps.de/1150/1/g8jr7svptf3y#p5104OrientationStart without an accountWork with an accountSet rights correctlyPractice & troubleshooting
  • Chapter 3: Sharing and Protecting: Read, Edit, Password, Sch…
    edumaps
    accessbeginnersclassesedumapspasswordschoolsharing
    What is this about? | In this pinboard, you will learn how to share a map safely and appropriately. You will learn: - what sharing means in Edumaps - which sharing options are available - when a link is enough - when password protection or school access makes sense - how to involve colleagues and students in a targeted way - how to revoke sharing again Goal: You should not share “somehow”, but make a deliberate decision. !#start The most important decision | Before every share, ask yourself: Who should be able to see or edit the map? **Possible target groups:** - only me - individual colleagues - individual students - a class/group - the whole school - people with the link - public on the internet Then choose the suitable sharing option.Distinguish between reading and editing | Sharing is not just “access yes/no”. It also matters what the person is allowed to do. - **Read access:** view content, open links, use materials. - **Edit access:** change content, create boxes, edit the structure. Tip: Give edit rights only to people who should really work on the map.Link to the map | The link is the fastest way to open a map. Suitable for: - students in class - parent information - sharing material - short training sessions - QR-code use Important: A link alone does not automatically mean that everyone may do everything. The configured access rights are decisive.Show QR code | The QR code is especially useful when many people should start at the same time. Use it: - on the projector - printed on a worksheet - embedded in a presentation - displayed in the classroom Tip: Test the QR code with a smartphone before using it in class.Password protection | A password is useful when a map should be reachable by link, but not completely open. Suitable for: - parents’ evenings - temporary project pages - material collections for a specific group - external participants in a training course Important: Share link and password clearly and understandably. Without the password, users cannot open the protected map.Share with a user | You can share a map with individual users in a targeted way. Suitable for: - team teaching - joint lesson preparation - subject team work - collegial material collections - correction or feedback by a colleague Decide consciously: Should the colleague only read or also edit?Share with class/group | Classes/groups are useful when several students or teachers should receive the same access. Advantages: - you do not need to select every user individually - access stays easy to manage - teaching material can be provided in a targeted way - group work can be prepared Example: The map “Europe Project” is shared only with Class 7a.Access only for my school | The setting “Access only for registered users of my school/organization” is useful for internal material. Suitable for: - school-internal information - subject team material - internal collections - maps for teachers at the same school Important: People outside your school cannot open the map with this setting, even if they have the link.Public sharing | Public sharing means that a map can be visible outside your school. Suitable for: - public tutorials - free teaching materials - project presentations - information pages - examples for colleagues Not suitable for: - student data - internal discussions - personal photos - copyrighted material without permission Tip: Only publish after a careful check.Check sharing before sending | Before you send a link, check the sharing settings. Questions: - Who can open the map? - Is a password required? - Can users only read or also edit? - Is the map public? - Are private or internal contents included? Tip: Open the map once in a private browser window before sharing the link widely.Use edit rights carefully | Edit rights are powerful. Users with edit rights may be able to: - change content - delete boxes - move structures - upload files - alter tasks Therefore: Only give edit rights when real collaboration is intended. Tip: For students, comments or submissions are often safer than full edit access.Revoke sharing | Sharing can be changed again later. You can, for example: - remove individual users - remove a class/group - change edit access to read access - remove public sharing - change or remove a password Tip: After a project or course, check whether old shares are still needed.Avoid private information | Before sharing, check the content carefully. Do not share: - student names unnecessarily - grades or performance data - private photos - internal notes - passwords - personal contact details - material without clarified rights Tip: When in doubt, create a copy and remove sensitive information before sharing.Which sharing option fits? | Use this rough guide: - **Only for yourself:** no sharing. - **Students should read:** link or QR code with read access. - **Students should comment:** read access plus comments. - **Students should edit:** edit access only if this is really intended. - **Colleagues should work together:** share with user/group and edit access. - **Whole school:** school access. - **External group:** link plus password. - **Public material:** public sharing after review.Practice task | Practice the sharing settings with a test map. **Task:** 1. Open a map. 2. Check the current sharing status. 3. Create a link. 4. Display the QR code. 5. Set read access. 6. Test the link in a private browser window. 7. Think about whether a password would be useful. 8. Remove or adjust the sharing again if needed. Goal: You understand which access is active before you send a map to others.Rule of thumb | Rule of thumb: Share as openly as necessary, but as restrictively as sensible. Read access is enough for many situations. Edit access is only for real collaboration. Always test the link before using it with a class, colleagues or external people.embed:https://www.edumaps.de/1150/1/g8jr7svptf3y#p5104OrientationSimple sharingTargeted sharingSecurity & controlDecision aid
  • Chapter 4: Student Submissions and Feedback: Comments, Likes…
    edumaps
    beginnerscommentsedumapsfeedbackstudentsubmissionssurveys
    What is this about? | In this pinboard, you will learn how students can submit feedback, answers and work results in Edumaps. It covers: - comments - likes - simple ratings - surveys - file and media submissions - short lesson formats such as exit tickets Goal: Your map becomes not only a material collection, but an interactive learning space. !#start Which type of participation fits? | Not every task needs the same type of feedback. - Short opinion: Like, yes/maybe/no or survey. - Short answer: Comment. - Longer solution: Text contribution or file. - Creative result: Image, audio, video or presentation. - Shared collection: Comments or own boxes, depending on the rights. A simple example | Topic: Countries in Europe Box: “Choose a European country. Write as a comment: - capital - language - one special feature” Advantage: All answers are collected directly at the matching task. The map stays clear.Activate comments | Comments are very useful for student answers. Typical use cases: - collecting prior knowledge - answering questions - submitting homework - writing reflections - comparing results - giving feedback Tip: Write the comment task directly into the box.Good comment tasks | Good tasks are short and clear. Examples: - Write three bullet points. - Name one example. - Ask one question about the topic. - Upload an image and explain it in one sentence. - Evaluate the statement with a short reason. Avoid: “Write something about this.” – That is too unclear.Comments visible or hidden? | Depending on the lesson goal, comments can be used differently. - Visible to everyone: Good for collecting ideas, discussions and comparison. - Only for the teacher: Good for personal feedback, homework or sensitive answers. Tip: Decide beforehand whether students should see each other’s answers.Evaluate comments | After submission, comments can be used directly in class. Options: - discuss them together - highlight examples - collect typical mistakes - clarify open questions - transfer results into a new box Tip: Plan time for evaluation. Otherwise student contributions quickly become a mere collection box.Use likes | Likes are a quick form of feedback. Suitable for: - agreement - choosing favorites - marking interesting contributions - quick activation - voting without long discussion Example: “Read the suggestions from the others. Give a like to one contribution you find especially interesting.”Use ratings | Simple ratings help with quick assessments. Examples: - good / medium / poor - yes / maybe / no - understood / unsure / not understood Use: - check learning progress - assess difficulty - adjust lesson pace - collect feedback after a taskCreate surveys | Surveys are useful when you want to collect a clear choice. Examples: - Which topic should we continue with? - Which date fits best? - Which solution do you choose? - How difficult was the task? Tip: Keep surveys short. Too many options make evaluation harder.Exit ticket | An exit ticket is a short reflection at the end of a lesson. Possible prompts: - Today I understood ... - I still have a question about ... - This was difficult for me ... - I would like to continue with ... In Edumaps, an exit ticket can be collected as a comment, rating or short survey.Submit files | Students can submit files when a result cannot be written directly as a short comment. Examples: - worksheet as PDF - presentation - text document - spreadsheet - photo documentation Tip: Write clearly which file format is expected and where the file should be uploaded.Images and photos | Images are useful for practical or creative results. Examples: - photo of a worksheet - experiment result - drawing - poster - screenshot - product from group work Pay attention to: - image quality - privacy - recognizable people - copyright - file sizeAudio and video | Audio and video submissions can be useful in many subjects. Examples: - speaking exercise in language lessons - short explanation - experiment documentation - reading aloud - presentation recording Tip: Keep recordings short and give a clear time limit.Keep submissions clear | Submissions quickly become confusing if the task is too open. Helpful rules: - one box per task - clear title - precise submission instruction - expected file type - deadline if needed - short feedback phase Tip: For larger assignments, use several boxes instead of collecting everything in one place.Lesson idea: collect prior knowledge | Use a comment box at the start of the lesson. Example: Topic: Europe Task: “What do you already know about Europe? Write three keywords as a comment.” Then you can: - sort answers - pick up misconceptions - introduce the topic - connect to student knowledgeLesson idea: group work | A map can support group work well. Example: Each group works on one European country. Each group submits: - a short fact sheet - one image or flag - one interesting fact - one source link Result: All group results are collected in one shared map.Lesson idea: check learning progress | Use a rating or survey to check learning progress quickly. Examples: - I understood today’s topic. - I can explain the difference. - I still need help. - The task was easy / okay / difficult. Use the results to decide whether you continue, repeat or give additional help.Avoid common mistakes | Avoid these mistakes: - Task is too unclear. - Students do not know where to submit. - Comments are visible although answers should be private. - Too many media files are uploaded without structure. - There is no time to evaluate the submissions. - Rights are too open or too restrictive. Tip: Start with a small, clearly structured feedback task.Rule of thumb | Rule of thumb: Use comments for short answers. Use likes and ratings for quick feedback. Use files and media for larger or creative results. Every submission should have a clear place and a clear instruction.embed:https://www.edumaps.de/1150/1/g8jr7svptf3y#p5104OrientationUse commentsQuick feedbackCollect submissionsPractice & lesson ideas
  • Chapter 5: Files, iPads and Media: Using Uploads Safely
    edumaps
    beginnersfilesipadmediateachingupload
    What is this pinboard about? | In this pinboard, you will learn how to use files and media in Edumaps safely and sensibly. By the end, you will know: - which file types are suitable for teaching - how to upload files into boxes - how to insert images, videos and links - what to consider with iPads and Apple files - how to provide media clearly for students The goal is not to collect as many files as possible. The goal is to provide materials in a way that students can find and use them quickly. !#start Typical classroom situations | Files and media help in many situations: - provide a worksheet as PDF - link an explainer video - show an impulse image at the start - use an audio recording for languages - upload a presentation for students - collect results as photos - create a link list on a topic Example: A map about “Countries in Europe” contains a map, a worksheet, a short explainer video and a box for student contributions.Basic rule: Less is often better | A good teaching map does not contain as much material as possible, but well-selected material. Check every file: - Do students really need this file? - Is the filename understandable? - Is the file up to date? - Is it clear what students should do with it? Tip: Always provide files together with a short instruction.Insert a file into a box | How to proceed: 1. Open a box in edit mode. 2. Select the upload function. 3. Upload the file from your device. 4. Add a short explanation. 5. Save the box. Example text in the box: “Download the worksheet and complete tasks 1 to 3.” Suitable file formats | For teaching, these formats are especially useful: - PDF for worksheets - JPG or PNG for images - MP3 or M4A for audio - MP4 for short videos - DOCX for editable texts - PPTX for presentations - XLSX for tables Tip: PDF is usually the safest choice when students should only read or print the file.Name files meaningfully | Good filenames reduce follow-up questions. Unfavorable: - document_new_final2.pdf - scan001.pdf - worksheet.pdf Better: - Europe_Worksheet_CountryProfile.pdf - German_Grade7_FairyTales_Features.pdf - Math_Fractions_Exercises_1.pdf Tip: Use topic, grade and purpose in the filename.Use drag & drop | When working on a computer, you can insert many files directly into the box editor by drag & drop. This means that you drag the file from your file manager directly into the appropriate box or upload area. This is especially practical for: - PDFs - images - screenshots - individual teaching materials Tip: Organize files on your computer first so you can work faster.Use images | Images are useful for introductions, visualization and student results. Examples: - photo of an experiment - writing impulse image - map in geography - diagram in mathematics - artwork for analysis Pay attention to: - good readability - suitable image size - image rights - whether people are recognizable Insert links | Links are useful when material already exists online. Examples: - educational media library - video platform - online exercise - article - map service - quiz page Tip: Add a short explanation to every link. Students should know why they should open it.Use videos sensibly | Videos can support learning well, but they should not simply fill time. Before inserting a video, ask: - What should students pay attention to? - How long is the video? - Should students answer questions while watching? - Is the source reliable? - Is the video suitable for the age group? Tip: Short videos with a clear task usually work better than long videos without guidance.Record or upload audio | Audio is useful in language lessons and for explanations. Examples: - listening exercise - pronunciation example - reading aloud - explanation by the teacher - student recording Tip: Keep audio recordings short and write what students should listen for.Working with iPads | Edumaps can also be used on iPads. Useful workflows: - take a photo and upload it - create a screenshot and submit it - open a PDF - record audio - work with links and media Tip: Test the workflow once on an iPad before using it with a whole class.Pages, Numbers and Keynote | Apple files such as Pages, Numbers and Keynote are not always easy to open on all devices. Recommendation: Export these files before uploading if possible. Useful export formats: - Pages → PDF or DOCX - Numbers → PDF or XLSX - Keynote → PDF or PPTX Tip: If students use different devices, PDF is often the safest format.Photos and screenshots from the iPad | Photos and screenshots from iPads are practical for submissions. Examples: - photo of a worksheet - screenshot of an app result - photo of an experiment - image of a group result Pay attention to: - file size - visible personal data - recognizable people - image quality Tip: Students should check photos before uploading them.Mini task: Create a material box | Create a box with a file or media item. **Task:** 1. Choose a teaching topic. 2. Create a box called “Material”. 3. Upload a PDF or image. 4. Add a short instruction. 5. Add a link if useful. 6. Save and test the box. Goal: Students should immediately understand what the material is and what they should do with it.Avoid typical mistakes | Avoid these mistakes: - Too many files in one box. - Unclear filenames. - No instruction for the material. - Very large files. - Formats that students cannot open. - Links not tested. - Images with unclear rights or private content. Tip: Every file should have a clear purpose.Checklist before use | Before using files and media in class, check: - Is the material needed? - Is the filename clear? - Is the format suitable? - Is there a short instruction? - Do links work? - Are image and media rights clarified? - Can students open the file on their devices? - Is the map still clear? If all points fit, the material is ready for classroom use.embed:https://www.edumaps.de/1150/1/g8jr7svptf3y#p5104OrientationUpload filesInsert mediaiPad & Apple filesPractice & mistakes
  • Chapter 6: Working Together with Colleagues: Sharing Maps, B…
    edumaps
    collaborationcolleaguescopyingembeddingsharingteaching
    Why work together? | Edumaps is useful not only for teaching with students, but also for collaboration within the staff. For example, you can: - collect materials together - prepare teaching units - coordinate tasks for parallel classes - document training content - prepare parents’ evenings - organize subject team work The advantage: Everyone works in one **central place** and keeps the structure in view. !#start Three forms of collaboration | There are several ways to work together with Edumaps. 1. Edit one map together Good for subject teams, teams and projects. 2. Copy content Good when everyone needs their own version. 3. Embed content Good when central content should remain up to date in several places. This pinboard explains the differences.Example: subject team map | A subject team map could be structured like this: - Column 1: Grade 5 - Column 2: Grade 6 - Column 3: Materials - Column 4: Assessments - Column 5: Agreements Each teacher can add their own materials or use existing boxes.Share a map with colleagues | If several teachers should work on the same map, share the map with edit rights. Typical steps: 1. Open the map. 2. Open the sharing function. 3. Select user or group. 4. Grant edit rights. 5. Briefly explain what the map is for. Tip: Grant edit rights deliberately. Not every person needs write access.Read or edit? | Before sharing, consider: Read access is enough when colleagues should only view or use materials. Edit access is useful when colleagues should: - add new boxes - update tasks - upload files - maintain shared lists - correct content Tip: For larger teams, clear agreements are important: Who edits which column?Set shared rules | A shared map works better with simple rules. Examples: - Every box gets a clear heading. - Materials are sorted by grade level. - Outdated content is marked or deleted. - New tasks are added with a date. - Important notes are placed at the top. Tip: Create an info box called “How we work with this map”.Copy box | When you copy a box, a separate new version is created. This is useful when you want to: - adapt material - change a task for your class - reuse a template - work independently of the original Important: Changes to the original do not affect the copy.Embed box | When embedding, the content remains connected to the original box. This is useful when central content should stay the same in several places. Examples: - central school rules - shared assignment - current weekly plan - subject team information - link list Important: When the original changes, the embedded display changes automatically as well. Practical example: Control one central task in several student maps | Embedding is especially helpful when a task should appear in several places but remain centrally up to date. **Example:** A teacher creates one central task box for a project. This box is embedded in several class maps. If the deadline, link or instruction changes, the teacher edits only the original box. All embedded versions are updated automatically. This prevents different versions of the same task from circulating.Copy or embed? | Use this rule: **Copy** when each teacher needs their own editable version. **Embed** when the same content should remain centrally controlled. Examples: - Worksheet adapted for one class → copy - Official information for all classes → embed - Personal lesson variant → copy - Current weekly assignment in several maps → embed Tip: Discuss in the team which content should be copied and which should remain central.Copy map | A complete map can also be copied. This is useful when: - a template should be reused - a teaching unit should be adapted - a colleague wants their own version - a map should be developed further independently Important: A copied map is an independent version. Later changes in the original do not automatically appear in the copy.Material collection in the staff | A shared material collection helps avoid duplicate work. Possible columns: - Grade levels - Topics - Worksheets - Media - Links - Assessments - Good examples Tip: Use clear titles and tags so colleagues can find material again later.Team map for projects | For projects, a team map can bundle all important information. Possible content: - timeline - tasks - responsibilities - files - meeting notes - links - results Tip: Add a box at the top with current next steps.Avoid versions | Many teams lose time because several versions of the same material circulate. Edumaps can help by: - collecting material centrally - using embedded boxes for central content - making the latest version visible - reducing email attachments - documenting agreements Tip: For official or repeatedly used content, use a central source instead of many copies.Mini task: Plan a staff map | Plan a map for collaboration in your team. **Task:** 1. Choose a topic, for example a subject team or project. 2. Decide which columns are needed. 3. Create an info box with rules. 4. Decide who gets read access. 5. Decide who gets edit access. 6. Choose one box that could be embedded elsewhere. Goal: The map should support collaboration instead of creating more confusion.Typical mistakes | Typical mistakes are: - Too many people get edit rights. - No one knows who maintains which content. - Copies are made although central content would be better. - Embedded boxes are edited without understanding the effect. - Old material is not marked. - The map has no clear structure. Tip: Start with a small, well-structured team map.Checklist for team maps | Before a team map is used, check: - Is the purpose clear? - Are the columns understandable? - Are rights set correctly? - Is there an info box with rules? - Are important materials easy to find? - Is central content embedded where useful? - Is someone responsible for maintenance? A good team map saves time because everyone knows where current material is stored.embed:https://www.edumaps.de/1150/1/g8jr7svptf3y#p5104OrientationEdit togetherCopy & embedOrganizationPractice
  • Chapter 7: Small Modules with a Big Effect: Structure Edumap…
    edumaps
    checklistcontentsmodulesofqr-codetabletagsteaching
    What are modules? | Modules provide additional functions. They can help structure a map better. They help, for example, with: - orientation - navigation - task control - feedback - organization - faster use in class This pinboard shows small modules that are immediately useful even for beginners. !#start Why small modules matter | Even a few modules can improve a map significantly. Examples: - A table of contents makes large maps clearer. - A QR code makes classroom access easier. - A checklist makes work steps visible. - A tag overview helps users find things again. - A popup can show important notes directly. Tip: Use modules purposefully, not decoratively.Basic rule for beginners | Start with only a few modules. Recommendation for the beginning: 1. Table of contents 2. QR code 3. Checklist 4. Popup message 5. Tag overview When these work reliably, you can try additional modules. Table of contents | A table of contents helps users find their way around large maps faster. It is especially useful for: - long teaching units - weekly plans - material collections - training maps - project maps Tip: Place the table of contents as high as possible in the map, ideally as the first box in the first column. When does a map need a table of contents? | A table of contents is worthwhile when: - the map contains many boxes - students should jump quickly to tasks - colleagues are looking for material - the map serves as an online course - several columns are organized by topic For very small maps, a table of contents is usually not necessary.Tag overview | A {tag overview}{https://www.edumaps.de/1100/1/qom3b15q28/swpwzxd9cy} shows which keywords are used in a map or collection. This helps with: - material collections - large folders - many teaching topics - finding content again later Examples of tags: - grade-7 - geography - europe - group-work - exercise Set headings deliberately | Modules work better when the map has clear titles and box headings. Good box titles: - Assignment: Country profile - Material: Map of Europe - Result: Our collection - Help: How to research Unfavorable box titles: - Box 1 - Task - Material - Important Tip: The heading should immediately explain the purpose of the box. QR code | A QR code is ideal when students should access a map quickly. Possible uses: - show QR code on the board - print QR code - place QR code on a worksheet - use QR code for station work - use QR code at parents’ evening Tip: Test the QR code once with a smartphone.Short link or QR code? | Short link and QR code serve the same goal: faster access. **Short link** is useful when: - users work on a computer - the link is sent digitally - the address should be typed manually **QR code** is useful when: - students use tablets or phones - many users start at the same time - the link is shown on a board or printed Tip: Often it is best to provide both.Popup message | A popup message can show important information directly when opening the map. Suitable for: - welcome note - important instruction - deadline - safety notice - short explanation of the workflow Tip: Use popup messages sparingly. If everything pops up, nothing feels important anymore.Checklist | A checklist makes work steps visible. Suitable for: - independent work - weekly plans - project work - station work - preparation tasks Example: - Read the task. - Open the material. - Complete the worksheet. - Upload the result. - Write one reflection sentence. Tip: Use checklists for processes that students should complete step by step.Countdown | A countdown can make remaining time visible. Useful for: - work phases - deadlines - station changes - presentation preparation - short challenges Tip: Use time pressure carefully. A countdown should support orientation, not create unnecessary stress.Link as button | A link can be displayed as a button to make it more visible. Suitable for: - start tutorial - open worksheet - join video conference - open quiz - submit result Tip: Use button links for the most important actions, not for every link.Info box | An info box helps to highlight important information. Examples: - “Read this first” - “Important deadline” - “Help for task 2” - “Rules for group work” - “What to do when finished” Tip: Keep info boxes short. They should guide, not replace the full task.Mini task: Improve a map | Improve an existing map with small modules. **Task:** 1. Open a map with several boxes. 2. Add a table of contents. 3. Add or check the QR code. 4. Create a small checklist for one task. 5. Add tags if useful. 6. Check whether a popup message is really necessary. Goal: The map should become easier to navigate and use.Which modules fit which goal? | A rough guide: - Faster access → QR code or short link. - Better orientation → table of contents. - Better finding → tags and tag overview. - Clearer workflow → checklist. - Important note → popup or info box. - Visible time → countdown. - Important action → link as button. Tip: Start with the goal, not with the module.Typical mistakes | Typical mistakes are: - Too many modules at once. - Modules are used only as decoration. - Table of contents is placed too low. - Headings are unclear, so modules are less useful. - Popup messages are too long. - Checklists contain too many steps. Tip: A good module makes the map simpler, not more complicated.embed:https://www.edumaps.de/1150/1/g8jr7svptf3y#p5104OrientationOrientationAccessTasksPractice
  • Chapter 8: Bookings and Loans: Organizing Rooms, Devices and…
    edumaps
    bookingscalendarcoursesdevicesloanroomsschool
    What is this about? | With Edumaps, schools can not only collect teaching material, but also organize {bookings and borrowing}{https://www.edumaps.de/folder/1008/1/3jvlkvhghz/zn2tsd9yng}. Typical examples: - book iPad cases - borrow projectors - reserve rooms - offer training courses - manage consultation times - coordinate project dates This pinboard explains the basic idea using simple school examples. !#start Three typical scenarios | 1. Course booking Students or teachers register for an appointment or course. 2. Device loan A device is booked for a specific period. 3. Room or appointment booking A room or time slot is reserved. The right structure depends on what exactly should be organized.When is booking worthwhile? | Booking functions are worthwhile when several people use the same inventory or the same appointments. Examples: - there are only a few devices - rooms are limited - courses have participant limits - appointments should not be assigned twice - a participant list is needed For simple information, a normal map without booking is often enough.Understand course booking | Course booking is suitable when people should register for **one offer**. Examples: - extracurricular activity - training session - workshop - learning office - support course - parent consultation time Usually important: - date - time - location - participant limit - short description Create a course box | A course box should clearly describe what can be booked. **Example:** Title: Workshop: First steps with Edumaps Content: In this workshop, you create your first map and learn the most important functions. Date: Tuesday, 2:00 to 3:30 p.m. Participant limit: 20 people Set participant limit | A participant limit prevents overbooking. This is especially important for: - rooms with limited seats - courses with supervision ratios - devices with limited quantity - workshops that require material Tip: Write in the course description whether there is a waiting list or alternative dates.Use participant list | The participant list helps with organization. You can use it to check: - Who has registered? - Is the course full? - Who is still missing? - Who needs more information? Example: Before a training session, the list can be used to prepare the room or provide materials. Organize device loans | Edumaps is especially suitable for device loans when several teachers access the same inventory. Examples: - iPad cases - laptops - projectors - document camera - microphones - experiment kits Every device or device set should have a clear name.Good loan description | A loan box should contain all important information. **Example:** Title: iPad Case 1 Content: Contains 15 iPads, charging cables and transport case. Please return complete and charged after use. Notes: • Pick-up in the media room • Return by the end of the school day • Report damage immediately Example: Loan iPad cases or Lego kits | A simple device loan in Edumaps can be structured like this. **Example:** The school wants to lend one iPad case and one Lego kit. Possible boxes: - iPad Case 1 - iPad Case 2 - Lego Kit Robotics - Projector Media Room - Document Camera Each box describes: - what is included - where it is picked up - when it must be returned - who is responsible Tip: Use clear names so users do not book the wrong item.Set time periods | For loans, the time period is important. Possible rules: - booking by lesson period - booking for a whole day - booking for several days - return by a fixed time - no booking during maintenance Tip: Write the rules directly into the loan description so everyone understands the process.Avoid double bookings | A booking system helps prevent the same device or room being reserved twice. Important: The booking rules must match the real school process. Clarify: - Can one person book several devices? - How far in advance may users book? - Can bookings be cancelled? - Who resolves conflicts? - What happens if something is not returned? Tip: For the start, use simple rules. Complicated systems are used less reliably.School loan as collection map | For larger inventories, a collection map is useful. Possible columns: - iPads - laptops - presentation technology - rooms - experiment kits - notes and rules Tip: Place the most important rules at the top of the map.Use calendar view | A calendar view helps when bookings are tied to dates and times. Useful for: - room bookings - consultation times - courses - device loans with time slots - project days Tip: Check regularly whether the calendar still reflects the real availability.Clarify responsibilities | Every booking system needs clear responsibility. Clarify: - Who maintains the map? - Who checks bookings? - Who updates descriptions? - Who handles damage or missing items? - Who helps users with questions? Tip: Without a responsible person, booking maps quickly become outdated.Mini task: Plan a loan map | Plan a simple loan map for your school. **Task:** 1. Choose one inventory area, for example iPads. 2. List the available items. 3. Define clear names for the boxes. 4. Write pick-up and return rules. 5. Decide who may book. 6. Decide who is responsible. 7. Test the booking process with one example. Goal: The process should be understandable without additional explanation.Typical mistakes | Typical mistakes are: - Devices are not named clearly. - Return rules are missing. - The participant or booking limit does not match reality. - Nobody is responsible for maintenance. - Old bookings are not checked. - The process is too complicated. Tip: Start with one small loan area before organizing everything at once.Checklist before start | Before using a booking or loan map, check: - Are all items or courses clearly named? - Are dates and time periods understandable? - Are limits set correctly? - Are pick-up and return rules written down? - Is the responsible person named? - Has the process been tested? - Do users know where to find the map? A good booking map saves questions because the rules are visible directly in the map.embed:https://www.edumaps.de/1150/1/g8jr7svptf3y#p5104OrientationCourse bookingLoansOrganizationPractice
  • Chapter 9: Using AI Sensibly: Creating Maps, Quizzes and Lan…
    edumaps
    aicourselanguagematerialquizteachersteaching
    What can AI do in Edumaps? | The AI module can help create first teaching materials quickly. Examples: - generate a topic map - create a quiz - prepare a language course - formulate tasks - structure texts - collect lesson ideas Important: AI creates a draft. Professional and didactic review remains the teacher’s responsibility. !#start When is AI especially helpful? | AI is especially helpful when you need a quick starting point. Examples: - introduction to a new topic - revision quiz - differentiated task ideas - language exercise - material collection - structure for a teaching unit - cover lesson in an unfamiliar subject Tip: Use AI not as a finished solution, but as a work accelerator.Basic rule: Check, shorten, adapt | After every AI generation, you should do three things: 1. **Check** Are the contents factually correct? 2. **Shorten** Is the map clear enough? 3. **Adapt** Does the content fit your class, level and lesson goal? A good AI map usually emerges through editing.What is a good prompt? | A prompt is the work instruction for the AI. A good prompt contains: - topic - subject - grade level - target group - desired format - length - difficulty level - special notes The more precise the prompt, the more usable the result.Example: Topic map | Example prompt: > Create a pinboard for Geography Grade 7 on the topic “Countries in Europe”. The map should contain an introduction, a material collection, three assignments and a results column. The language should be simple and suitable for students. Use short boxes and concrete tasks. This prompt is good because subject, grade, topic, structure and style are specified.Example: Quiz | Example prompt: > Create a short quiz for Grade 6 students on the topic “European capitals”. It should contain 10 questions, each with 4 answer options and one correct solution. The questions should be mixed: easy and medium. Tip: Check all solutions afterwards. Important: For quiz creation with evaluation, it is best to use the “Create map” option and select “Quiz”. Example: Language course | Example prompt: > Create a short beginner language course on the topic “Ordering in a café” in French. The target group is Grade 7 students. It should include important words, simple dialogues, short exercises and a small review. Tip: Adapt vocabulary and level to your learning group. Important: For language course creation with evaluation, it is best to use the “Create map” option and select “Language course”. Generate an AI map | How to work with an AI map: 1. Define the topic. 2. Write the prompt. 3. Let AI generate the map. 4. Read the result. 5. Delete unsuitable boxes. 6. Add missing content. 7. Improve the structure. 8. Test the map. Important: Not every automatically generated box has to remain.Live workflow: From a topic to a teaching unit | With the AI assistant, a first topic can quickly become a draft for a teaching unit. **Example:** You want to create a teaching unit on the topic “Countries in Europe”. **Step 1: Enter topic** First formulate the topic, subject and grade level. Example: Create a teaching map for Geography Grade 7 on the topic “Countries in Europe”. **Step 2: AI creates a map** The AI creates a first structure with columns, boxes, tasks and possible lesson steps. Important: The map is a draft, not finished teaching material. **Step 3: Adapt level** Check whether language and tasks fit the learning group. Possible editing: - formulate more simply - make it understandable for Grade 5 - explain technical terms - make tasks more challenging - add help boxes **Step 4: Shorten texts** AI often writes too much. Shorten: - long explanations - repeated information - unclear tasks - unnecessary boxes **Step 5: Add tasks** Add concrete instructions. Examples: - Research one country. - Create a fact sheet. - Compare two countries. - Present your result in the group. **Step 6: Search and add media** Add suitable media yourself, for example: - map - image impulse - PDF worksheet - link to an educational media library - short video **Step 7: Generate quiz** A quiz can be created for review or activation. Check: - Are the questions correct? - Is there exactly one correct answer? - Does the difficulty fit? **Step 8: Professional review** Check the whole map before using it in class. Pay attention to: - factual accuracy - language level - lesson goal - copyright - data protection **Step 9: Share** Only after review should you share the map with the class or subject team.Suitable topics | AI works especially well with clearly defined topics. Examples: - Countries in Europe - Fractions: basic review - Fairy tales: features - The water cycle - Simple English dialogues - Safety rules in the lab Less suitable are vague prompts such as: - Make something about history. - Create a good lesson. - Give me material. Tip: The clearer the task, the better the draft.Post-editing | Post-editing is part of working with AI. Check: - Are all facts correct? - Are tasks clear? - Are texts too long? - Is the structure logical? - Are examples suitable? - Are there missing steps? - Does the language fit the age group? Tip: Delete generously. A shorter, clearer map is often better than a large AI draft.Add media | AI can suggest content, but you should select media deliberately. Possible additions: - images - PDF worksheets - videos - links - audio files - maps - diagrams Important: Check copyright, source quality and suitability for the age group. Tip: Use media only when it supports the lesson goal.Fact check | AI can make factual mistakes. Check especially: - dates - names - numbers - definitions - maps - historical events - scientific explanations - legal or data protection information Tip: For important content, compare with reliable sources or subject materials.Didactic check | A technically correct map is not automatically a good lesson. Check: - Is the learning goal clear? - Are the tasks feasible? - Is the order logical? - Is there enough support? - Is there differentiation? - Are results secured? Tip: AI can help with ideas, but the teacher decides the didactic structure.Data protection and personal data | Do not enter personal student data into AI prompts. Avoid: - full names - grades - health data - private conflicts - personal feedback - internal school data - confidential documents Tip: Formulate prompts generally. Example: “Create a task for Grade 7” instead of entering real student information.Mini task: Your own AI map | Create a small AI draft. **Task:** 1. Choose a teaching topic. 2. Write a precise prompt. 3. Generate an AI map. 4. Delete at least one unsuitable box. 5. Shorten at least one text. 6. Add one own task. 7. Check one factual statement. 8. Save the revised version. Goal: You learn to use AI as a starting point and then adapt the result.Prompt template | Use this template: > Create a map for [subject] in Grade [grade level] on the topic “[topic]”. The target group is [description]. The map should contain [desired columns/sections]. Use [simple/detailed/challenging] language. Include [number] concrete tasks and [type of result]. The map should be suitable for a lesson of [duration]. Example: > Create a map for Geography in Grade 7 on the topic “Countries in Europe”. The map should contain introduction, materials, tasks and results. Use simple language and three concrete tasks.Typical mistakes | Typical mistakes are: - Prompt is too vague. - AI result is used without checking. - Texts are too long. - Too many boxes are kept. - Difficulty level does not fit the class. - Incorrect facts are not noticed. - Personal data is entered into the prompt. Tip: AI saves time only if you review and edit the result.Done | You now know how to use AI sensibly in Edumaps. You can: - write better prompts - generate first map drafts - create quiz and language course ideas - check and shorten AI results - adapt content to your class - add media deliberately - avoid data protection problems Next step: Create a small map and test it in a real teaching situation. embed:https://www.edumaps.de/1150/1/g8jr7svptf3y#p5104OrientationGood promptsCreate mapCheck qualityPractice
  • Chapter 10: Import, Export and Server Change: Backing Up and…
    edumaps
    backupchangecsvexportimportjsonmoodlepadletserver
    Why import and export are important | Import and export help you back up maps, transfer them or reuse them in other systems. Typical situations: - back up a map - use a map on another Edumaps server - import content from another tool - use material in Moodle - archive data for later This pinboard gives an overview of the most important options. !#start Terms briefly explained | **Export:** You save content from Edumaps as a file or output format. **Import:** You load content from a file or another system into Edumaps. **JSON:** Structured exchange format for Edumaps maps. Important: Not every format can fully represent all functions. Clarify expectations | Import and export are practical, but not always perfect. Possible limits: - layout may differ - special functions may not be transferred - embedded content may be missing - links must be checked - access rights are not always transferred Tip: After every import, check the entire map once.Export a map | An export is useful when you want to back up or transfer a map. Typical steps: 1. Open the map. 2. Choose the export function. 3. Select the suitable format. 4. Save the file. 5. Store the file safely. Tip: Name export files with date and topic. Edumaps suggests a suitable filename for JSON export. Example: 2026-06-24_Europe_Grade7.jsonJSON export | [JSON]{Text-based data exchange format for storing and transferring structured data.} is especially suitable for exchange between Edumaps systems. Advantages: - map structure is preserved - columns and boxes can be transferred - good for backups - good for server changes within Edumaps Tip: Do not change JSON files manually unless you know the structure exactly.PDF, image or HTML | Some export formats are mainly intended for viewing. **PDF:** Good for printing or archiving. **Image:** Good for previews or documentation. **HTML:** Good for a static output or offline use. Important: These formats are usually not as suitable for later editing as JSON.Moodle export | A Moodle export can help reuse content in a learning platform. Useful when: - your school uses Moodle - materials should also be available there - courses are organized outside Edumaps Tip: After importing into Moodle, check whether links, media and tasks appear correctly.Import a map | During import, a map from a file or another system is transferred into Edumaps. Typical steps: 1. Open the import function. 2. Select the file. 3. Start the import. 4. Check the new map. 5. Review title, columns and boxes. 6. Test links and media. Important: The imported map should be checked before it is used in class.Import from another Edumaps server | If a map should be moved from another Edumaps server, JSON is usually the best format. Example: A map from one state or school server should be used on another Edumaps server. Steps: - export JSON on the old server - save the file - import JSON on the new server - check the imported map - adjust links if needed Important: Server-specific links, permissions or embedded content may need to be checked.Padlet import | A Padlet import can help transfer existing collections. Useful when: - material already exists in Padlet - a school wants to switch systems - existing boards should not be rebuilt completely Important: Not every Padlet element can be transferred perfectly. Layout, media or special functions may differ. Tip: After import, clean up the structure and shorten unnecessary content.Tutory import | Tutory material can be reused in Edumaps depending on the available export format. Useful when: - worksheets should be collected in a map - material should be combined with links or media - students should access everything from one place Tip: After import, check whether formatting, links and tasks are still understandable.What does not always work | Some things do not always transfer completely. Examples: - complex layouts - interactive elements - external embeds - access rights - passwords - comments - user-specific data - some media files Tip: Treat import as a starting point, not as a finished result.Mini task: Back up a map | Back up one of your maps. **Task:** 1. Open a test map. 2. Export it as JSON. 3. Save the file with date and topic. 4. Optionally export a PDF for viewing. 5. Check where the file is stored. 6. If possible, test the import with a copy. Goal: You know how to create a backup before making major changes.Checklist after import | After importing a map, check: - Is the title correct? - Are all columns present? - Are all boxes understandable? - Do links work? - Are media files displayed? - Is the layout still readable? - Are access rights correct? - Are passwords or protected areas set correctly? - Does the map need cleanup? Tip: Never share an imported map before checking it.Typical mistakes | Typical mistakes are: - Export file is not stored safely. - JSON file is changed manually. - Imported map is shared without checking. - Links point to the old server. - Layout differences are overlooked. - Access rights are assumed instead of checked. - Old material is imported without cleanup. Tip: Use import and export deliberately, especially before server changes or larger edits.embed:https://www.edumaps.de/1150/1/g8jr7svptf3y#p5104OrientationExportImportSpecial casesPractice
  • Chapter 11: Using Folders Properly: Collecting, Structuring …
    edumaps
    collectionfoldersmapsorganizationstructureteaching
    What is a folder? | A {folder}{https://www.edumaps.de/1057/1/ruqcqtexz1/qz34252w7n} collects several maps in one shared place. This is helpful when you have several related maps. Examples: - teaching unit - subject team material - training course - weekly plans - collection for a class - public tutorial series > A map is the individual workspace. A folder bundles several maps (and also folders). !#start Map or folder? | > **Map:** Good for a single topic, one task, one lesson or one material collection. > **Folder:** Good for several maps that belong together. **Example:** Folder: Geography Grade 7 Maps inside: - Europe introduction - Country profiles - Climate in Europe - EU basics - Revision quiz When is a folder worthwhile? | A folder is worthwhile when: - you have several maps on one topic - students should work through a whole series - colleagues should find material by chapters - tutorials should be available in order - a course consists of several sections For only one map, a folder is usually not necessary.Create a new folder | How to start: 1. Open the area for your maps or folders. 2. Select “Create folder”. 3. Enter a clear title. 4. Add a description if needed. 5. Add suitable maps. Tip: The folder title should immediately show who the folder is for and what it is about.Good folder titles | Good titles are clear and concrete. Examples: - Geography Grade 7: Europe - German Grade 5: Fairy Tales - Media education: Safe on the internet - Edumaps for Beginners - Mathematics subject team - Weekly plans Class 4a Unfavorable: - Material - Collection - Teaching - NewUse description | A short description helps users understand the purpose of the folder. Example: This folder contains all maps for the teaching unit “Europe” for Grade 7. The maps can be used one after another or individually. Tip: Also write which grade, subject or time period the folder is intended for.Sort maps sensibly | The order of maps should follow the learning path. Example: 1. Introduction 2. Basics 3. Practice 4. Deepening 5. Results 6. Revision For tutorials: 1. Create first map 2. Share 3. Involve students 4. Files and media 5. Use AI Tip: Numbers in the title can help with longer series.Folder as online course | A folder can function like a small **online course**. Each map is a chapter. Example: Folder: Edumaps for Beginners Chapters: 1. First teaching map 2. Share with students 3. Collect submissions 4. Use files 5. Use AI 6. Back up maps Tip: Add an overview map at the beginning if the course has many chapters.Folder for subject teams | Folders are useful for subject teams when several maps belong together. Examples: - curriculum material - lesson examples - shared worksheets - exam preparation - media links - project ideas Tip: Agree on naming rules so the folder does not become a loose file dump.Not too many levels | Folders can contain maps and sometimes further folders. But: Too many levels make orientation difficult. Better: - few clear folders - meaningful titles - short descriptions - consistent order Tip: If users need to click too often, the structure is probably too deep.Share folder | A folder can be shared so that others can access several maps at once. Useful for: - classes - colleagues - training participants - public tutorial series - school-internal collections Important: Check whether the maps inside the folder also have suitable access rights.Folder for students | A folder for students is useful when a series should be worked through. Examples: - weekly plan folder - project folder - learning path - revision course - topic series Tip: Make the order clear and explain where students should start.Folder for colleagues | A folder for colleagues can bundle material clearly. Examples: - subject team collection - training material - templates - school organization - project documentation Tip: Write a short description of how the folder should be used and who maintains it.Mini task: Plan a folder | Plan a folder for several related maps. **Task:** 1. Choose a topic with at least three maps. 2. Decide on a clear folder title. 3. Write a short description. 4. Determine the order of the maps. 5. Decide who should access the folder. 6. Check whether a start map is useful. Goal: The folder should make orientation easier, not add another layer of confusion.Typical mistakes | Typical mistakes are: - Folder title is too general. - Too many unrelated maps are collected. - The order is unclear. - The description is missing. - Maps inside the folder have unsuitable access rights. - Too many subfolders are created. - Old maps are not removed or marked. Tip: Use folders only when they actually create structure.Checklist for good folders | A good folder should meet these points: - clear title - short description - suitable maps - logical order - clear target group - correct access rights - not too many levels - regular maintenance If these points are fulfilled, a folder helps users find and use maps more easily.embed:https://www.edumaps.de/1150/1/g8jr7svptf3y#p5104OrientationCreate foldersStructureSharingPractice
  • Chapter 12: Public Profile and Following: Deliberately Contr…
    edumaps
    followingnotificationprofilepublicsharingvisibility
    What is this about? | Edumaps can be used not only privately or within a school. Content can also be made **publicly visible** or followed by other users. This pinboard explains: - when public visibility makes sense - what a {public profile}{https://www.edumaps.de/1087/1/qerwrf9nfe/o1gpolryps} can do - what following means - how notifications help - what you should check before publishing !#start Private, school-internal or public? | Before every publication, decide who should be able to see the map. - **Private:** Only you work on the map. - **School-internal:** The map is intended for people at your school or organization. - **Public:** The map may be visible outside the school. Tip: Start privately and publish only after checking.When is public useful? | Public maps are useful when content should deliberately be shared. Examples: - free teaching materials - tutorial series - training material - project presentations - information pages - example maps for colleagues Not suitable for public maps: - student data - internal agreements - unpublished performance results - private photos - copyrighted material with unclear rights Understand public profile | A public profile can make selected maps or folders visible. This is helpful when you want to provide material permanently. Examples: - tutorial collection - own templates - subject materials - media center offers - training materials Tip: A profile looks more professional when titles, descriptions and preview images are maintained. What belongs on a profile? | Suitable content is content that is understandable for others. **Good profile content:** - finished teaching materials - well-structured templates - public instructions - training maps - general information maps **Not suitable:** - unfinished tests - internal notes - student work with names - material without clarified rights Profile as showcase | A public profile is like a showcase. Pay attention to: - clear titles - short descriptions - current content - consistent structure - few, good examples Tip: Better publish five very good maps than twenty unfinished ones. What does following mean? | When users follow a map or a {profile}{https://www.edumaps.de/1087/1/qerwrf9nfe/o1gpolryps#follow}, they can more easily stay informed about new or changed content. This is useful for: - regularly updated materials - training series - weekly plans - public collections - media center offers Tip: Following is especially useful for content that changes repeatedly. Follow a map | Following a map is useful when you want to keep observing its development. Examples: - a weekly plan is updated regularly - a training map is expanded - a project page receives new results - a material collection grows over time Tip: Follow only maps that are really relevant to you. Otherwise notifications quickly become too many.Follow users or profiles | Following a user or profile is useful when someone regularly publishes relevant material. Examples: - media center - trainer - subject expert - school account - tutorial profile Tip: A good public profile helps others decide whether following is worthwhile.Understand notifications | Notifications can point out new or changed content. They help users notice updates without checking everything manually. Typical notifications: - new share - new comment - changed content - new material - activity in followed content Tip: Use notifications as orientation, but do not rely on them as the only communication channel for important information.Not every change is important | If too many changes are reported, notifications quickly lose their value. Therefore: - update content deliberately - avoid unnecessary small changes in public material - write clear titles - summarize major changes if useful - remove outdated content Tip: For important updates, write a clear note in the map itself.Keep current content visible | Public or followed content should be maintained. Check regularly: - Are links still working? - Is the material still current? - Are descriptions understandable? - Are outdated maps marked? - Are preview images appropriate? - Is the profile still tidy? Tip: A public profile is not a storage room, but a curated selection.Mini task: Check publication | Check a map before publishing it. **Task:** 1. Choose a finished map. 2. Check whether it contains personal data. 3. Check links and media rights. 4. Improve title and description. 5. Decide whether it belongs on a public profile. 6. Test the map in normal view. 7. Publish only if all points are clear. Goal: Public visibility should be a deliberate decision.Checklist before public sharing | Before public sharing, check: - Is the content finished enough? - Is the target group clear? - Are student data removed? - Are image and media rights clarified? - Are links working? - Are titles and descriptions understandable? - Is internal information removed? - Is the map useful for people outside your school? If one point is unclear, keep the map private or school-internal for now.Typical mistakes | Typical mistakes are: - Map is published too early. - Student names or private information remain visible. - Copyright is not checked. - Profile contains too many unfinished maps. - Old content is not removed. - Users follow content that is no longer maintained. - Important changes are not communicated clearly. Tip: Publish less, but publish carefully.Done | You now know how to control public visibility more deliberately. You can: - distinguish between private, school-internal and public - prepare a public profile - decide what belongs on a profile - understand following and notifications - check maps before publishing - avoid typical risks This completes the beginner tutorial series. Tip: Use the chapters as a reference and return to individual topics whenever needed.embed:https://www.edumaps.de/1150/1/g8jr7svptf3y#p5104OrientationProfileFollowingNotificationsPractice