Producing Digital Content: A Story told in Emaze

During my Learning Technologies: Selection, Design, and Application course, we were asked to produce a digital story about the types of digital content we have worked on thus far, as a type of reflection of our journey with various online media technologies.

Since embedding an Emaze presentation doesn’t work on WordPress.com (I was only able to find a WordPress.org plugin); to share, I’ve simply inserted a hyperlink within a screenshot of my story. Please click on the image to be transported there. Just press play!

Screenshot 2015-07-27 13.52.51

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NECDSB Google Collaborative Inquiry Project

As part of my school board’s Council of Ontario Directors of Education (CODE) funding, I was tasked with developing and executing a research project. Based on this article on the ISTE website, and the work of Leigh Zeitz, an associate professor of instructional technology at the University of Northern Iowa, I worked to modify the concept presented to better reflect the needs of the grade levels I planned to start working with – namely Junior and Intermediate levels.

Our project is focusing on how the use of technology, specifically the collaborative tools offered by Google Apps for Education, can increase cooperative, constructivist learning environments and enhanced student achievement and engagement. We are examining whether students’ learning about a topic is transformed, using the tech tools provided in the classroom and by collaborating with peers/the teacher (working cooperatively) to further develop thinking skills.

In my first course at the University of British Columbia’s Master of Educational Technology, I worked with two students to develop a platform for virtual field trips (VFT) for teachers and their students. We used Google Business View (GBV) and an application called WalkInto that allowed us to embed educational materials as overlays to enhance the virtual field trip.

Our project posited that GBV can be used as a tool for creating interactive, audience-responsive, virtual field trips for students. GBV is an online application, part of the Google Maps suite. It allows certified users to create 360’, interactive views of the interior of Google Map’s location.

For our project, we created an interactive tour of UBC’s Pacific Museum of Earth. We used UBC’s wiki spaces to build a teacher’s guide on the use of our virtual field trip for educators, which includes suggested activities, curriculum expectations and how to use the VFT.

I wanted to combine the elements of a VFT and the collaborative affordabilities of Google Apps for Education, in order to build a unique, engaging and cooperative learning experience for students while gathering data for my board’s CODE research project. So, the NECDSB Google Collaborative Inquiry Project was born. CODE Inquiry Project - 10

The target group of the project research for this phase is Grades 5 and 6. One Grade 5/6 class in Cobalt, Ontario and one Grade 6 class from Timmins, Ontario were highlighted for the purposes of this research. The subject areas we focused on were Literacy (Writing) and Science (Scientific Inquiry / Research Skill Continuum); with a particular emphasis on collaborative inquiry and group work performed entirely online using Google tools.

Prior to my classroom visit, I sent a link to a Pre-Survey that I created in Google Forms. The summary of results can be seen here:

NECDSBCODEProjectPreSurvey

I created a Google Slide Deck to introduce the VFT to the students, and take them through the steps of the project:

May2015CODEGoogleCollaborativeInquiryProjectSlides

Measuring Student Engagement: VFT and Google Apps

Measuring student engagement is a tricky endeavour. While there does not appear to be a single definition for engagement, the following definition represents an aggregation of the literature: Engagement is seen to comprise active and collaborative learning, participation in challenging academic activities, formative communication with academic staff, involvement in enriching educational experiences, and feeling legitimated and supported by university learning communities (Coates, 2007). This definition suggests that engagement is the amalgamation of a number of distinct elements including active learning, collaborative learning, participation, communication among teachers and students and students feeling legitimated and supported (Beer, Colin, Ken Clark, and David Jones. “Indicators of engagement.” Proceedings ascilite Sydney (2010).

The students used Google Slides for collaborative note-taking during their VFT and Google Docs for collaborative research report-writing. The elements of these Google Apps that could be used for collaboration purposes were:

  • Chat within the Doc and/or Slides (including Google Hangouts chat tool)
  • Suggested Edits
  • Comments
  • Share button

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The students were given the choice of tool they used throughout the process. In our post-survey results, the majority of students used the chat tool (30 out of 32 students at 93.8% of respondents). This is not surprising. According to the Media Smarts report “Young Canadians in a Wired World, Phase III: Life Online”, which is a report based on the findings of a survey administered in 2013 to 5,436 Canadian students in grades 4 through 11, “online life has become increasingly social, with social networking now an integral component of many online activities. Online media are primarily used for entertainment and communicating with friends and family, and one of the most frequent online activities reported by students are: reading or posting on someone else’s social network site, at 41% of respondents (“Life Online Report – MediaSmarts.” 2014. 24 Jun. 2015 <http://mediasmarts.ca/sites/mediasmarts/files/pdfs/publication report/full/YCWWIII_Life_Online_FullReport.pdf&gt;).

As educators, we should heed these findings, and listen to our students who tell us (and show us) that they like to use social media. Also as educators, we should realize that just because students use social networking sites for chatting with friends, does not necessarily mean that they are using these sites to their fullest potential. Participatory civic uses of digital media are also relatively low. This is an area we can (and should) tap into in order to harness student engagement and move forward towards a participatory civic culture that fosters active and collaborative learning. Students in this project were given the opportunity to engage in this type of learning environment.

During the activity, the students frequently demonstrated that they were engaged with the project. Three qualifiers were used to gather anecdotal evidence: Interest, Time on Task, and Enjoyment in Learning.

Interest:

  • Evidence of collaboration in the classroom and using the Google tools;
  • Evidence of students being able to fulfill their roles within their teams happily, and;
  • Participating in all stages of the project

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Time on Task:

  • Evidence of on-task chat
  • Use of comments
  • Use of suggested edits

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Enjoyment in Learning:

  • Evidence of a willingness to share ideas
  • Demonstrate working with team members and participating enthusiastically in the process (pictures of their chats, etc.)

CODE Inquiry Project - 15  Screenshot 2015-07-21 16.51.22
At the conclusion of this phase of the project, I sent a link to the two teachers involved to my Post-Survey. The summary of results are here:

NECDSBCODEProjectPostSurvey

My full research report, including my methodology, observations, measurable outcomes and a summary of my findings, can be found here:

CODE Phase 4 Research Report 2015 (Melissa)

The project was a success in that the students responded favourably to both the VFT and the use of a Google apps platform to collaborate in groups online. Both were a familiar and engaging forum to them, and their enthusiasm was indicated in their post-survey responses, and demonstrated throughout the time we spent together.

It is my belief that the students who participated in this research project gained significant insight into a new way of collaborating in group work situations, and a new way to research various topics. 87.5% of the students felt that the platform provided to them (Research Team roles combined with Google tools to support and enhance) helped them to learn the material better. 

The survey results, as well as anecdotal notes taken during the activity, show an impact on student learning, and certainly on student engagement. The results hold promise for future collaborative learning opportunities in the classroom, and also indicate that further research is required across multiple grades and subject areas.

Here is a sampling of student research projects:

StudentWork

Stay tuned for the next phase of research in Fall 2015! Please contact me if you would like any further information about this project, and the next phase of research. I welcome any ideas for improvement and the potential for collaboration.

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Attempting to get some sun while working on the research report
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Analyzing pre-survey results
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Analyzing post-survey results

 

 

One Tab: Bringing your tabs together

If you’re like me, I push my Chrome browser to its limits with the amount of tabs I have open when I embark on my daily information highway roadies.

I use a free Chrome extension called One Tab. If you’re a Firefox user, here’s the Mozilla Add-On One Tab as well. 

One Tab looks like a funnel when it’s added to your Chrome browser, and it works that way too – when you click on the icon, it funnels all of your open tabs into one web page that you can share a few different ways. You can copy and paste the URL into an email, or as a link in your chosen LMS (Learning Management System such as d2L, Moodle or Blackboard Connect to name but a few) for your classroom. You can also “Share as Web Page”, and when you click on this option, it will create a web page for you. The web page includes all of the tabs you had open in a list of individual links (you can restore your tabs individually or all at once), and also provides you with a QR code that you can easily scan with a QR Reader, as illustrated here. Screenshot 2015-07-15 00.53.21

When you scan the QR code with your device (I used the free iOS Quick Scan app), you’ll be brought to this page: IMG_0116

When you click on Open, it will look like this: IMG_0115

It essentially looks like the Desktop version of the web page, but is optimized for mobile browsers. You can then click on any of the links and it will bring you to the web page.

If you are signed in to your Google account while in Chrome, One Tab keeps track of each time you use it. As you can see, it will break your sessions down into timestamped subsets, so that you can go back to previous sessions if desired.

Screenshot 2015-07-15 00.27.35

Benefits and Classroom Implications

When you use One Tab, you are saving up to 95% of your computer’s memory. As an example that is highlighted on the One Tab website, if you have 20 tabs open, you could be using around 2000 MB of memory, whereas with One Tab, you can gather everything into one tab and maybe use 100 MB of memory.

In the classroom, a teacher might have several different web pages for students to navigate to, but is unsure as to how to share them efficiently. Enter One Tab. The teacher can share the URL via email or post on a class website or LMS, or as part of a Google Doc to help with student research. And if you want a bit of novelty for the students, they can be shared via QR code.

Students can also use One Tab to share a list of their favourite websites with their peers or on their blog if they have one, or use it as a gathering page of References for a research project, as an alternative to “starring” (bookmarking) the pages. One Tab could also be used as a curation tool for students.

I have personally used One Tab to help me with the Google Certification exams. As I was taking an exam, I would open up as many tabs as I could without slowing my computer down too much, and keep track of what web pages I visited throughout the exam. This would later be kept as a record of where I looked for answers, and because One Tab keeps track of my sessions, I can go back to see my history and jog my memory in terms of what types of questions were asked.

How would you use One Tab?

Taking the Google Certified Educator exams: Gmail

As part of my board’s plan to actively prepare students to succeed in 21st century learning environments, I had suggested that our Ed Tech Champs, as well as a few other key players in NeCDSB’s migration to Google Apps for Education, become Google Certified Educators. In the end, we decided that this would be a voluntary certification for our Champs to obtain, however if they choose to, the board will pay for their exams and give them release time to prepare for and take the exams. Google exams, prior to the NEW Google Apps for Education certification exams, were $15 USD each, and you are required to pass 5 exams to receive certification. A pass is 80%. The exams are comprised of 60 questions, and you have 90 minutes to complete your exam. A timer is provided on your screen, and also, a timer is displayed for each question you are responding to in order to help you keep to approximately 1.5 minutes per question. This was a very handy feature for me. The mandatory exams are: Gmail, Drive/Docs, Calendar and Sites. You can choose your 5th exam from an Electives list which includes (but is not limited to) Google Play for Education, Chromebooks and Chrome. I chose Chrome as my 5th exam. If you Google “google certified educator exams”, or something to that effect, you may come across the old training site and this information in red under “Become a Google Educator”:

The Google Educator exams will be unavailable for purchase from April 8 through June 28 while the Google for Education certification programs are undergoing a small update to better serve our users. Please note that this does NOT affect exams that have already been purchased.

Anyone who has purchased exams is still able to achieve their certification after successfully passing the 4 required exams and 1 elective within 90 days. If you have any more questions, please contact gfe-certifications@google.com.

Since I (and my work partner) purchased the exams prior to April 8th, we will still receive the “old” Google Certified Educator certification. PLUS, and this is a big one, we’ll get 180 days to complete our exams, rather than the standard 90 days, to compensate for the exams being out of circulation from April 8 – June 28. This occurs if you started your exams prior to June 28th, which we did – on June 25th. So, if all goes well, my partner and I will be Google Certified Educators (old school style) by Christmas 2015.

Hello Melissa,

Thank you for your inquiry. The shopping cart is closed until June 28th. You will have to wait until this time to purchase the needed exams. If you begin your exams between April 1st and June 28th, you will have 180 days to complete the full set (extended from 90 days to account for the time the exams are unavailable). So, if you already have the exams on your account, you will be able to take them and complete them and become certified as there is no reason to wait to complete them.

In regards to test access. Once you access/start a test it must be completed within 48 hours. Please let me know if I can be of further assistance.

The above quote was an email I received from Client Support at Google in response to my question about 90 days versus 180 days to complete my exams.

This brings me to the main content and intention of this post!

We wanted to start our Google certification big, and one way to do that is to start with Gmail. Gmail is notoriously the “hardest” exam of all. I think this is because most people typically use Gmail as their email provider, so they assume it will be easy. Trust me when I say it’s not that simple. While my partner and I passed our exams, it is because we helped each other out and took them one after the other all in one morning, so that we remained in the “zone”. This is the strategy I recommend most to everyone out there – work with a partner or group of people. Help each other out. It’s the Google way. Collaborate on answers. This was immensely helpful.

Our Gmail exam strategy:

  • 2 people who have used Gmail since its BETA days
  • 4 monitors, all using the Chrome browser – my partner may have been using Firefox (1 monitor was dedicated entirely to the exam, because it takes over your screen when you start, the other 3 a cross between the following sites: Advanced Gmail Lessons, Gmail Help, and Gmail itself)
  • CTRL-F if using a PC, or CMD-F if using a Mac (otherwise known as “lurch for the search” – press these keys and an omnibox appears in the top RH corner of your screen so you can quickly type in a question) Screenshot 2015-07-13 15.10.44
  • Office chairs on wheels (we were like Cirque du Soleil at various high-intensity points during the exams)
  • Diet Pepsi (this kept us going for exam morning)

It’s not an exact science, but it worked for both of us on the first try! We studied the Advanced Lessons in Gmail beforehand (see link above in bullet point 2), but we have also played around with many of Gmail’s features that the typical user may not use on a daily basis. Part of our jobs is to troubleshoot and help educators with Google apps, so we are already in this mindset. During the exam, we also had both our personal and Google Apps for Education Gmail pages open so that we could test out different scenarios/questions to prove our answers right, and this proved to be very helpful as well. I’d recommend that you do this too, if you can spare the monitor space! You can also do split screen, although some may find that too crowded. It’s really a personal preference.

What do you see when you start your Google exam?

First, when you purchase your exams by creating an account in the Training Center and login to take your exams, it will look like this:  IMG_0639

It will indicate the exams you have chosen, and remind you that you have 48 hours from the point where you open/start your exam in order to complete your exam.

This is the screen you see prior to starting your exam – read the instructions carefully and take deep, calming breaths! This “Key Features” screen informs you that you can go back and review questions by “marking” them (clicking on the box at the bottom RH corner so that a checkmark appears). It keeps track of the questions you have marked to Review, and then you can go back without stressing out about which ones you weren’t sure about  in order to look into those questions further. As well, there is an option where you can “strike-through” the incorrect choices in the multiple choice questions. This is a great visual. IMG_0640

What kinds of questions?

While the questions will differ from exam to exam, I found that there were a lot of questions geared toward Advanced Search options in Gmail, mobile applications, labels and some scenario and Admin-type questions. This could, of course, differ from the content of your exam, but this was my experience. We found that we had enough time after the exam to review all of our questions, and I even went through each and every screen and took a picture of each question with my iPhone. When you submit your exam, it will only tell you if you Pass or Fail, along with your percentage (must be 80 or better) – it will not indicate which questions you had incorrectly answered. Should you fail an exam, you will have to re-take the exam and pay the fee again. You must wait 7 days before re-taking the exam.

The NEW Google EDU Training Center: 4 NEW Certifications

If you purchase your exams after June 28, 2015, you will be dealing with Google’s new EDU Training Center. The way the exams are set up are a bit different from the previous certification. Before June 28th, Google’s Certification EDU exams had 3 options: Google Certified Educator (this is the path I am on currently), Google Certified Trainer, and Google Certified Teacher. Now, there are 2 levels of Google Certified Educator (Level 1 is your Fundamental level, whereas Level 2 is your Advanced level – similar to the Basic and Advanced levels in the previous Google Certified Educator exams). The Level 1 exam costs $10 USD, and Level 2 costs $25 USD. Screenshot 2015-07-13 14.36.16

The other certifications are: Google Certified Trainer and Google Certified Innovator. Screenshot 2015-07-13 14.36.36

When you visit the Google for Education Training Center, you can Sign In to your Google account, so that you can track your progress while you are studying for your certification. Once you are signed in, you will see the word “Progress” along your LH-sidebar, and beside each Unit you will see the number of minutes and lessons you are to complete, along with a progress bar underneath.

Screenshot 2015-07-13 14.40.02This is a new feature as well, and one that will definitely come in handy during the next round of exams.

When you pass all of your exams, your certification is good for 18 months. To keep your knowledge fresh, you are required to re-take your Google Certified Educator exams every 18 months.

What were your experiences taking the Google EDU exams? What strategies worked for you?

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No turning back now.

Grade 5 Science: Human Organ Systems and Dissecting Frogs

I cut the top of my thumb yesterday slicing up a lime for shrimp skewers on the BBQ. This morning, I went to open a new band-aid and, for some reason, the band-aid had frogs on it.IMG_0752

This reminded me of an event Science Timmins facilitated as a culminating activity for my Grade 5 science class in November 2013. We dissected frogs at the conclusion of our Human Organ Systems unit. Or, as one of my students put it, “digesting frogs.” In his defense, we had just been learning about digestive systems!

Why frogs? A frog’s anatomy is similar to that of a human being’s anatomy; that is, we both have the same types of organ systems, but of course a frog’s is much simpler than ours. Screenshot 2015-07-11 12.45.42

MHHE’s Virtual Lab: Virtual Frog Dissection provides students with an opportunity to virtually compare both interior and exterior anatomies of frogs and humans. This website also contains audio instructions; a great accommodation for those students who have difficulty reading, or for those students who are auditory (as well as visual) learners.

Dissection Day

The students were so excited for this activity, and for every day leading up to Dissection Day, they would talk about it or ask if it was actually happening (to this day, the students still talk about it and ask if they will have the opportunity to do it again)! When the day finally came, they were beside themselves. Antoine Garwah outfitted each student with goggles, dissection kits and smocks, so they looked like proper scientists. We had prepped their “stations” (their desks) with drop cloths (plastic tablecloths from Dollarama, aka an educator’s second home), and each student had an aluminum tray for the frog to lay in during the procedure. IMG_2366 (1)

The frogs were transported to us in a big white bucket, and each student took turns to pluck his/her frog from the bucket with some squeals and, for some, after a few attempts! IMG_2375 (1)

This is the structure (more or less) that we followed on the day: Science Timmins Frog Dissection Structure (1)

Each and every student took part in actually making incisions in the frog’s body, as instructed by Antoine, and then worked diligently in identifying each organ system as they came to it. I will tell you that a few of the students had to go out to the hallway to take a breather in between sessions, but I was surprised at their collective stamina! This was definitely their first foray into this type of activity, and I know that they all believed they were scientists that day.

Here is a parent letter I had drafted prior to our activity, to ensure that each student had consent to participate. It is a fully editable Google Doc, so please use, edit and share should it benefit you and your students.

For the Animal Rights Activists (or the squeamish!)

The Frog Dissection app for both iOS and Android provides a decent alternative to the real thing; and also offers an accommodation for those students who have moral or ethical objections to dissecting animals. iTunes sells it for $3.99, while the Android version is $5.17 as this post goes live. 

Ontario Grade 5 Science Expectations from Understanding Life Systems: Human Organ Systems

The following are the Big Ideas taken from the curriculum:

  • Organ systems are components of a larger system (the body) and, as such, work together and affect one another. (Overall expectations 2 and 3)
  • Organ structures are linked to their functions. (Overall expectations 2 and 3)
  • Systems in the human body work together to meet our basic needs. (Overall expectations 2 and 3)
  • Choices we make affect our organ systems and, in turn, our overall health. (Overall expectations 1 and 3)

By the end of Grade 5, the students will (Overall Expectations):

1. analyse the impact of human activities and technological innovations on human health;

2. investigate the structure and function of the major organs of various human body systems;

3. demonstrate an understanding of the structure and function of human body systems and interactions within and between systems.

IMG_2384 (1) IMG_2385 (1) IMG_2393 (1)

References

http://www.edu.gov.on.ca/eng/curriculum/elementary/scientec18currb.pdf

http://www.mhhe.com/biosci/genbio/virtual_labs/BL_16/BL_16.html

digital Human Library and professional artist Omari Newton

Omari Newton is in the digital Human Library!

Montreal-born artist Omari Newton is a professional actor, writer, Slam poet and MC whose work can be found on television, film, stage or radio.

Omari’s work in television and film includes playing Lucas Ingram in the Showcase series Continuum, Larry Summers in the Spike series Blue Mountain State and the newly completed Blue Mountain State: The Rise of Thadland movie, and also lends his voice talents to the character Black Panther on the TV mini-series Wolverine vs. Sabretooth and as Jefferson Smith in Max Steel (to name a few).

His stage work in Quebec has earned him a number of favorable reviews and awards. Some career highlights include a best supporting actor nomination (soiree des masques) for his work in the Centaur Theatre’s production of Joe Penhal’s “Blue Orange” (Christopher). The play also went on to win best English language production.

He is a proud Graduate of Concordia University’s Communication Studies program. As a writer, he’s completed his original Hip Hop theatre piece “Sal Capone: The Lamentable Tragedy of” which recently completed successful runs in both Montreal & Vancouver in 2013. The play was nominated for a Montreal English Theatre Award for best original script.

Omari had visited my ProD session at O’Gorman High School in Timmins, Ontario from his home in Vancouver, BC. Using Google Hangouts and his magnetic personality, he engaged the teachers in ice breakers and had the entire room up and laughing. Screenshot 2015-07-10 12.49.34

Register, visit his MeBook at the digital Human Library and book him for your classroom!

Kayaking the Amazon River with Tarran and Olie! A Google Hangout on Air Adventure

A Grade 5/6 class at St. Patrick’s School in Cobalt, Ontario participated in a Live on Air Google Hangout with two explorers on Thursday, June 11th. Tarran and 2015-06-11 (1) (1)Olie were in Lima, Peru, and have since embarked on an epic journey that will have them kayaking the Amazon River! The students had the chance to talk to the two adventurers, and asked them questions such as “What are some of the risks involved with kayaking the Amazon River?” Tarran and Olie also showed the2015-06-11 (2) (1) students what their packs consisted of (essentially one other outfit), the food they will be consuming (think astronaut food!) and the route they will be taking. Find out more about their journey here, and follow Tarran and Olie as they continue on their adventure!

The teacher and his students explored the Amazon River before the live Hangout, so that they were prepared with questions 2015-06-10 (1)– it paid off, because the two adventurers loved the poster the students made with their questions on it – their faces lit up. Watch the recorded broadcast here.