Community Insights: Camtree Main Community
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Community Totals
| Collections | 2 |
|---|---|
| Items | 33 |
| Total item views | 7974 |
| Total item downloads | 4626 |
| Last harvest | 2026-09-07 02:00:42 UTC |
Community Content: Educational Levels
| ISCED Level | Count | % |
|---|---|---|
| Primary | 12 | 37.5 |
| Lower Secondary | 5 | 15.6 |
| Upper Secondary | 9 | 28.1 |
| Post-secondary non-tertiary | 2 | 6.2 |
| Short-cycle tertiary | 2 | 6.2 |
| Masters' or equivalent | 2 | 6.2 |
Community Content: Setting by Country
| United Kingdom | Japan | Kazakhstan | Canada | China | Mauritius | Nigeria | Norway | Finland | Bhutan | 3 others |
|---|---|---|---|---|---|---|---|---|---|---|
| 14 | 4 | 3 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 3 |
See full list
| Country | Count |
|---|---|
| United Kingdom | 14 |
| Japan | 4 |
| Kazakhstan | 3 |
| Canada | 2 |
| China | 1 |
| Mauritius | 1 |
| Nigeria | 1 |
| Norway | 1 |
| Finland | 1 |
| Bhutan | 1 |
| Turkey | 1 |
| Pakistan | 1 |
| United States of America | 1 |
Community Content: Setting by Country Map
Views and Downloads
Views and Downloads: Recent Activity
| Mar 2026 | Apr 2026 | May 2026 | Jun 2026 | Jul 2026 | Aug 2026 | Sep 2026 | |
|---|---|---|---|---|---|---|---|
| Community page visits | 11 | 2 | 2 | 49 | 13 | 15 | 1 |
| Item views | 978 | 970 | 810 | 529 | 368 | 251 | 21 |
| Item downloads | 435 | 582 | 417 | 330 | 228 | 188 | 40 |
Views: Top Countries
| United Kingdom | Japan | Ireland | Australia | United States | China | Turkey | Kazakhstan | India | Canada | 88 others |
|---|---|---|---|---|---|---|---|---|---|---|
| 4726 | 464 | 383 | 318 | 314 | 189 | 189 | 179 | 148 | 139 | 1222 |
See full list
| Country | Views |
|---|---|
| United Kingdom | 4726 |
| Japan | 464 |
| Ireland | 383 |
| Australia | 318 |
| United States | 314 |
| China | 189 |
| Turkey | 189 |
| Kazakhstan | 179 |
| India | 148 |
| Canada | 139 |
| Netherlands | 115 |
| Germany | 80 |
| Malaysia | 76 |
| Pakistan | 57 |
| Hong Kong | 56 |
| Belgium | 55 |
| Greece | 46 |
| South Africa | 40 |
| New Zealand | 33 |
| Indonesia | 30 |
| Kenya | 29 |
| UAE | 27 |
| Switzerland | 25 |
| Singapore | 24 |
| Nigeria | 24 |
| Bhutan | 24 |
| Spain | 23 |
| Norway | 22 |
| Philippines | 20 |
| Bangladesh | 18 |
| Israel | 18 |
| Brazil | 18 |
| Sri Lanka | 17 |
| Qatar | 15 |
| Taiwan | 15 |
| Algeria | 15 |
| Finland | 14 |
| Ghana | 13 |
| Bulgaria | 12 |
| Nepal | 11 |
| Mauritius | 11 |
| Thailand | 11 |
| Malta | 11 |
| Sweden | 10 |
| Hungary | 10 |
| Portugal | 10 |
| Myanmar (Burma) | 9 |
| Cuba | 9 |
| Botswana | 8 |
| Saudi Arabia | 8 |
| France | 8 |
| Kyrgyzstan | 8 |
| Czechia | 8 |
| Italy | 7 |
| Jamaica | 6 |
| Maldives | 6 |
| Egypt | 6 |
| Romania | 6 |
| Argentina | 6 |
| Oman | 5 |
| Vietnam | 5 |
| Colombia | 5 |
| Poland | 5 |
| Cyprus | 5 |
| South Korea | 5 |
| Palestinian Territories | 5 |
| Papua New Guinea | 4 |
| Trinidad & Tobago | 4 |
| Jersey | 4 |
| Mexico | 4 |
| Denmark | 3 |
| Lebanon | 3 |
| Luxembourg | 3 |
| Isle of Man | 2 |
| Barbados | 2 |
| Macau | 2 |
| Brunei | 2 |
| Chile | 2 |
| Uzbekistan | 2 |
| Uruguay | 2 |
| Anguilla | 1 |
| Ethiopia | 1 |
| Fiji | 1 |
| Gibraltar | 1 |
| Iceland | 1 |
| Latvia | 1 |
| Malawi | 1 |
| Tajikistan | 1 |
| Tanzania | 1 |
| Lithuania | 1 |
| Russia | 1 |
| Namibia | 1 |
| Slovenia | 1 |
| Iran | 1 |
| Austria | 1 |
| Kuwait | 1 |
| Suriname | 1 |
| Zimbabwe | 1 |
Views: Country Map
Downloads: Top Downloaded Items (all time)
| Title | Handle | Total Downloads | Total Views |
|---|---|---|---|
| Reimagining Differentiation: A Reflective Inquiry Using Gibbs’ Model | 20.500.14069/1049 | 1369 | 2742 |
| Does the use of sentence stems help students invite their peers to make their reasoning explicit? | 20.500.14069/13 | 586 | 481 |
| Developing meaningful child-led class discussions: centring children in classroom dialogue to motivate learning and encourage oracy development | 20.500.14069/32 | 403 | 479 |
| Teenage boys’ engagement and disengagement with pleasure reading: a case study | 20.500.14069/42 | 217 | 239 |
| Supporting EFL Classroom Interaction with a Dialogic Coding Framework | 20.500.14069/778 | 196 | 338 |
| How can microblogging be used to facilitate an online community of practice and increase dialogic thinking? | 20.500.14069/43 | 162 | 149 |
| How might explicitly increasing the use of dialogic approaches affect whole-group dialogue in virtual teacher professional development session run for an international examination board? | 20.500.14069/41 | 159 | 183 |
| Finders keepers? Exploring reasoning and respectful challenge in museum-based dialogue with primary students | 20.500.14069/995 | 139 | 163 |
| T-SEDA trial in a French-speaking context: setting up educational dialogue in secondary 4 Québec-Canada history courses | 20.500.14069/44 | 123 | 207 |
| How do physics students respond to a more dialogic approach? | 20.500.14069/14 | 122 | 147 |
Downloads: Top Downloaded Items (last 6 months)
| Title | Handle | 6-Month Downloads | 6-Month Views | Total Downloads | Total Views |
|---|---|---|---|---|---|
| Reimagining Differentiation: A Reflective Inquiry Using Gibbs’ Model | 20.500.14069/1049 | 936 | 1942 | 1369 | 2742 |
| Does the use of sentence stems help students invite their peers to make their reasoning explicit? | 20.500.14069/13 | 245 | 224 | 586 | 481 |
| Developing meaningful child-led class discussions: centring children in classroom dialogue to motivate learning and encourage oracy development | 20.500.14069/32 | 141 | 138 | 403 | 479 |
| Finders keepers? Exploring reasoning and respectful challenge in museum-based dialogue with primary students | 20.500.14069/995 | 74 | 48 | 139 | 163 |
| A Study on the Implementation of Interdisciplinary Lessons utilising Astrophysics in Elementary Schools and their Impact on Students’ Views of Science | 20.500.14069/1048 | 65 | 90 | 77 | 174 |
| Exploratory talk in mathematics lesson study | 20.500.14069/1399 | 64 | 79 | 64 | 79 |
| An Investigation into Open-Ended Student Dialogue in an Object-Oriented Year 3/4 See-Think-Wonder Assembly | 20.500.14069/1296 | 58 | 111 | 65 | 143 |
| Exploring Self-Regulated and Co-Regulated Learning through Dialogue in Primary Physical Education: A T-SEDA Analysis of Game-based Activities | 20.500.14069/1401 | 54 | 113 | 54 | 113 |
| Helping children of different abilities to explain their reasoning and build on ideas in mathematics | 20.500.14069/20 | 49 | 73 | 122 | 228 |
| Supporting EFL Classroom Interaction with a Dialogic Coding Framework | 20.500.14069/778 | 41 | 59 | 196 | 338 |
Downloads: Top Downloaded Items (August 2026)
| Title | Handle | Monthly Downloads | Monthly Views | Total Downloads | Total Views |
|---|---|---|---|---|---|
| Reimagining Differentiation: A Reflective Inquiry Using Gibbs’ Model | 20.500.14069/1049 | 44 | 59 | 1369 | 2742 |
| A Study on the Implementation of Interdisciplinary Lessons utilising Astrophysics in Elementary Schools and their Impact on Students’ Views of Science | 20.500.14069/1048 | 16 | 16 | 77 | 174 |
| Does the use of sentence stems help students invite their peers to make their reasoning explicit? | 20.500.14069/13 | 12 | 13 | 586 | 481 |
| An Investigation into Open-Ended Student Dialogue in an Object-Oriented Year 3/4 See-Think-Wonder Assembly | 20.500.14069/1296 | 10 | 21 | 65 | 143 |
| Finders keepers? Exploring reasoning and respectful challenge in museum-based dialogue with primary students | 20.500.14069/995 | 9 | 2 | 139 | 163 |
| Developing Students’ Skills in Experimental Data Analysis and Scientific Argumentation in Physics through a Claim-Evidence Reasoning and Content and Language Integrated Learning Approach | 20.500.14069/1410 | 8 | 5 | 9 | 26 |
| Exploring Self-Regulated and Co-Regulated Learning through Dialogue in Primary Physical Education: A T-SEDA Analysis of Game-based Activities | 20.500.14069/1401 | 7 | 14 | 54 | 113 |
| Enhancing Students’ Attitudes and Map Work Performance through Educaplay Gamification in Grade X Geography | 20.500.14069/1465 | 6 | 14 | 9 | 47 |
| Supporting EFL Classroom Interaction with a Dialogic Coding Framework | 20.500.14069/778 | 6 | 8 | 196 | 338 |
| How might explicitly increasing the use of dialogic approaches affect whole-group dialogue in virtual teacher professional development session run for an international examination board? | 20.500.14069/41 | 6 | 3 | 159 | 183 |