Camtree Community Insights
Camtree Main Community
Community Insights provides an overview of the community's content, usage, and trends. Rather than focusing on individual collections or items, this page presents aggregated statistics for the entire community, including total item views, downloads, and content distribution by educational level and country of origin.
Community Totals
| Collections | 2 |
|---|---|
| Items | 36 |
| Total item views | 8570 |
| Total item downloads | 5104 |
| Last harvest | 2026-11-02 07:37:45 UTC |
Community Content: Educational Levels
| ISCED Level | Count | % |
|---|---|---|
| Primary | 12 | 34.3 |
| Lower Secondary | 6 | 17.1 |
| Upper Secondary | 10 | 28.6 |
| Post-secondary non-tertiary | 2 | 5.7 |
| Short-cycle tertiary | 2 | 5.7 |
| Masters' or equivalent | 3 | 8.6 |
Community Content: Setting by Country
| United Kingdom | Kazakhstan | Japan | Canada | China | Mauritius | Norway | Turkey | Nigeria | Bhutan | 3 others |
|---|---|---|---|---|---|---|---|---|---|---|
| 15 | 5 | 4 | 2 | 1 | 1 | 1 | 1 | 1 | 1 | 3 |
See full list
| Country | Count |
|---|---|
| United Kingdom | 15 |
| Kazakhstan | 5 |
| Japan | 4 |
| Canada | 2 |
| China | 1 |
| Mauritius | 1 |
| Norway | 1 |
| Turkey | 1 |
| Nigeria | 1 |
| Bhutan | 1 |
| Finland | 1 |
| United States of America | 1 |
| Pakistan | 1 |
Community Content: Setting by Country Map
Views and Downloads
Views and Downloads: Recent Activity
| May 2026 | Jun 2026 | Jul 2026 | Aug 2026 | Sep 2026 | Oct 2026 | Nov 2026 | |
|---|---|---|---|---|---|---|---|
| Community page visits | 2 | 49 | 13 | 15 | 12 | 20 | 0 |
| Item views | 810 | 529 | 368 | 251 | 189 | 421 | 7 |
| Item downloads | 417 | 330 | 228 | 188 | 198 | 315 | 5 |
Views: Top Countries
| United Kingdom | Japan | Ireland | United States | Australia | Kazakhstan | Turkey | China | Canada | India | 92 others |
|---|---|---|---|---|---|---|---|---|---|---|
| 4981 | 518 | 387 | 384 | 356 | 227 | 194 | 193 | 151 | 148 | 1328 |
See full list
| Country | Views |
|---|---|
| United Kingdom | 4981 |
| Japan | 518 |
| Ireland | 387 |
| United States | 384 |
| Australia | 356 |
| Kazakhstan | 227 |
| Turkey | 194 |
| China | 193 |
| Canada | 151 |
| India | 148 |
| Netherlands | 115 |
| Germany | 85 |
| Malaysia | 79 |
| Pakistan | 58 |
| Hong Kong | 58 |
| Belgium | 55 |
| South Africa | 48 |
| Greece | 46 |
| New Zealand | 34 |
| Philippines | 33 |
| Switzerland | 33 |
| Indonesia | 31 |
| Kenya | 29 |
| UAE | 27 |
| Singapore | 26 |
| Nigeria | 26 |
| Thailand | 25 |
| Norway | 25 |
| Spain | 25 |
| Israel | 24 |
| Bhutan | 24 |
| Sri Lanka | 21 |
| Brazil | 20 |
| Bangladesh | 19 |
| Finland | 17 |
| Taiwan | 16 |
| Qatar | 15 |
| Algeria | 15 |
| Bulgaria | 14 |
| Ghana | 13 |
| Mauritius | 13 |
| Nepal | 11 |
| Malta | 11 |
| Sweden | 10 |
| Hungary | 10 |
| Portugal | 10 |
| Myanmar (Burma) | 9 |
| Cuba | 9 |
| Botswana | 8 |
| Maldives | 8 |
| Trinidad & Tobago | 8 |
| Saudi Arabia | 8 |
| France | 8 |
| Kyrgyzstan | 8 |
| Czechia | 8 |
| Colombia | 7 |
| Italy | 7 |
| Jamaica | 6 |
| Oman | 6 |
| Vietnam | 6 |
| Poland | 6 |
| Cyprus | 6 |
| Egypt | 6 |
| Romania | 6 |
| Argentina | 6 |
| South Korea | 5 |
| Palestinian Territories | 5 |
| Papua New Guinea | 4 |
| Tanzania | 4 |
| Jersey | 4 |
| Mexico | 4 |
| Denmark | 3 |
| Lebanon | 3 |
| Luxembourg | 3 |
| Isle of Man | 2 |
| Barbados | 2 |
| Macau | 2 |
| Chile | 2 |
| Brunei | 2 |
| Croatia | 2 |
| Uzbekistan | 2 |
| Uruguay | 2 |
| Anguilla | 1 |
| Ethiopia | 1 |
| Fiji | 1 |
| Gibraltar | 1 |
| Iceland | 1 |
| Latvia | 1 |
| Malawi | 1 |
| Tajikistan | 1 |
| St. Vincent & Grenadines | 1 |
| Lithuania | 1 |
| Russia | 1 |
| Seychelles | 1 |
| Slovenia | 1 |
| Iran | 1 |
| Morocco | 1 |
| Namibia | 1 |
| Austria | 1 |
| Suriname | 1 |
| Zimbabwe | 1 |
| Kuwait | 1 |
Views: Country Map
Downloads: Top Downloaded Items (all time)
| Title | Total Downloads | Total Views |
|---|---|---|
|
Reimagining Differentiation: A Reflective Inquiry Using Gibbs’ Model 20.500.14069/1049 |
1454 | 2856 |
|
Does the use of sentence stems help students invite their peers to make their reasoning explicit? 20.500.14069/13 |
602 | 499 |
|
Developing meaningful child-led class discussions: centring children in classroom dialogue to motivate learning and encourage oracy development 20.500.14069/32 |
420 | 491 |
|
Teenage boys’ engagement and disengagement with pleasure reading: a case study 20.500.14069/42 |
239 | 241 |
|
Supporting EFL Classroom Interaction with a Dialogic Coding Framework 20.500.14069/778 |
206 | 340 |
|
How can microblogging be used to facilitate an online community of practice and increase dialogic thinking? 20.500.14069/43 |
174 | 150 |
|
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 |
164 | 187 |
|
Finders keepers? Exploring reasoning and respectful challenge in museum-based dialogue with primary students 20.500.14069/995 |
148 | 165 |
|
T-SEDA trial in a French-speaking context: setting up educational dialogue in secondary 4 Québec-Canada history courses 20.500.14069/44 |
131 | 209 |
|
Helping children of different abilities to explain their reasoning and build on ideas in mathematics 20.500.14069/20 |
130 | 235 |
Downloads: Top Downloaded Items (last 6 months)
| Title | 6-Month Downloads | 6-Month Views | Total Downloads | Total Views |
|---|---|---|---|---|
|
Reimagining Differentiation: A Reflective Inquiry Using Gibbs’ Model 20.500.14069/1049 |
494 | 885 | 1454 | 2856 |
|
Does the use of sentence stems help students invite their peers to make their reasoning explicit? 20.500.14069/13 |
110 | 108 | 602 | 499 |
|
Developing meaningful child-led class discussions: centring children in classroom dialogue to motivate learning and encourage oracy development 20.500.14069/32 |
84 | 58 | 420 | 491 |
|
Exploratory talk in mathematics lesson study 20.500.14069/1399 |
79 | 99 | 79 | 99 |
|
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 |
77 | 136 | 77 | 136 |
|
Structured talk partners in Primary English 20.500.14069/1400 |
64 | 134 | 64 | 134 |
|
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 |
63 | 88 | 87 | 189 |
|
Teenage boys’ engagement and disengagement with pleasure reading: a case study 20.500.14069/42 |
58 | 5 | 239 | 241 |
|
An Investigation into Open-Ended Student Dialogue in an Object-Oriented Year 3/4 See-Think-Wonder Assembly 20.500.14069/1296 |
47 | 69 | 74 | 156 |
|
Supporting EFL Classroom Interaction with a Dialogic Coding Framework 20.500.14069/778 |
40 | 39 | 206 | 340 |
Downloads: Top Downloaded Items (October 2026)
| Title | Monthly Downloads | Monthly Views | Total Downloads | Total Views |
|---|---|---|---|---|
|
Reimagining Differentiation: A Reflective Inquiry Using Gibbs’ Model 20.500.14069/1049 |
49 | 69 | 1454 | 2856 |
|
Structured talk partners in Primary English 20.500.14069/1400 |
47 | 79 | 64 | 134 |
|
Enhancing Teacher Engagement in School Research 20.500.14069/1203 |
21 | 36 | 60 | 182 |
|
Does the use of sentence stems help students invite their peers to make their reasoning explicit? 20.500.14069/13 |
11 | 12 | 602 | 499 |
|
Splurging: Using Generative AI as a Critical Friend in the Design of Gamified Learning Experiences 20.500.14069/1540 |
10 | 87 | 10 | 87 |
|
Teenage boys’ engagement and disengagement with pleasure reading: a case study 20.500.14069/42 |
9 | 0 | 239 | 241 |
|
Developing meaningful child-led class discussions: centring children in classroom dialogue to motivate learning and encourage oracy development 20.500.14069/32 |
9 | 7 | 420 | 491 |
|
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 |
9 | 14 | 77 | 136 |
|
Exploratory talk in mathematics lesson study 20.500.14069/1399 |
9 | 9 | 79 | 99 |
|
Enhancing Students’ Attitudes and Map Work Performance through Educaplay Gamification in Grade X Geography 20.500.14069/1465 |
9 | 0 | 25 | 56 |