I thought I’d create a brief, no-talky screencast about how to embed your own Google Street View images into a WordPress site. You can embed these interactive images into any site that supports iframe; I just demonstrated using WP as I personally use this platform. If you have ever taken 360 photos with your phone or a 360 camera and uploaded to Google Maps, you’ll have a tracking list of these photos in the G Maps menu under “Your Contributions”.
If you haven’t taken these types of photos, you can also find existing ones by searching a location in G Maps and choosing a 360 photo within the knowledge card (indicated by a circular arrow – if it’s a still image, the icon would be a camera). Then you would click on the 3 dots beside the photographer’s information to open a menu, and choose “Share or embed image”. Then, Ctrl-C to copy the code and Ctrl-V to paste into a site of your choosing. To illustrate, I searched for Science Timmins in Google Maps:
Here is the result using a pano I had taken of the Timmins Wake Park in June 2017:
And here’s the silent screencast so you can try it yourself!
Back in December 2016, my proposal to facilitate a 90-minute workshop at the International School of Brussels’ Learning by Design conference was accepted. And so began the presenter’s slideshow frenzy…
In preparation, I was asked to plan my workshop with the 4 conference themes in mind:
Engage. Connect. Innovate. Empower.
To me, these are not only themes – they are calls to action; particularly in my current role as an Educational Technology teacher, and certainly in any role in education.
ISB staff and students were heavily involved throughout the conference, and the LbD planning committee, staff and students must be commended on their delivery of a thoughtful, innovative and engaging conference for all attendees. Here is an article about the conference written by LbD student journalists, highlighting a few of the student projects presented on the last day of the conference.
The support I received as a presenter before, during and even after the conference was nothing short of impressive (special shout-out to the IT department for setting me up with Apple TV!). Each of the workshops, panel discussions and break-out groups were thought-provoking, and, more importantly, I had the opportunity to meet some really great people who I hope to keep in touch with for a long time.
Here are my workshop slides. Educators, you can read about some preliminary research about the mapping/storytelling platform, and try it out in your classroom. If you do, please connect with me!
A couple of years ago, Google Docs commemorated National Novel Writing Month by inviting authors Edan Lepucki, Tope Folarin, and Mike Curato to participate in a short story challenge. The three writers were tasked with writing a short story…on the same Doc…in three different locations…in real time.
The beauty of Google Docs of course is that the same Doc can be shared with multiple people, and with 3 different permissions, depending on the type of activity desired: View, Commenting, and Edit. In this scenario the 3 authors all had Edit rights, and because it is a live document, they could collaborate to write a story together in real time. As their story unfolds, the audience is able to see the developments every step of the way.
The authors were later asked about the process they went through, and all three commented on how they had never before written a story with others in real time. One author mentioned feeling an “incredible rush”, and another stated that they were all “feeding off one another”, and that it was more fun writing in a group than by yourself.
I wanted to recreate this activity, and my vision was to invite my sister Amy Lee Lavoie to collaborate with one of our Timmins, ON area high school students (Max) who loves to write, and has written plays for the schools she has attended on her own time. These plays were performed by students in grades 7 and 8. She is in grade 11. My sister is a playwright based in Vancouver, BC, and I thought it would be an important and memorable exercise for a young writer to engage in a real-time collaboration with an established and incredibly talented (I may be biased but it’s the truth!) playwright. These two would never have had the opportunity to collaborate had it not been for the power of Google Hangouts and Docs (and my hand in the introductions I suppose).
As is sometimes the case, I did run into some technical difficulties. For one, our administrator did not have Google Hangouts on Air (GHOA) enabled. I assumed that because our regular Google Hangouts (GHO) were enabled (we use this platform all the time in our board), that GHOA would be as well. This is not the case! Your Google Admin must enable GHOA through Google +, as we learned here.
Second, even though we were able to enable GHOA in time for the event, it was not working for our student. So, we resorted to a regular GHO and it was still amazing. The only thing is, in regular GHO there is no automatic recording feature. I tried to enlist the help of third-party screencasting software, but it wasn’t meant to be that day!
So, I resorted to the faux-pas of taking pictures and video with my iPhone in an attempt to capture some of the spirit of the activity (I know, I know). Definitely nowhere near the production value of the commercial above, but I WILL try again!
Amy wrote the beginning of the play as a starting point for the activity:
The shared Doc was up, the GHO began, and a frenzy of collaborative writing ensued!
Max, HS Student
Although there may have been some nervousness in the beginning, our student Max quickly got into the flow of writing and soon the two writers were creating a hilarious dialogue together. The two characters in the play, Eric and Thea, were growing sassier with every keystroke. There were no real pauses between writer switches, lots of laughter, and intense concentration throughout the process.
At the end of the call, the two writers weighed in with their thoughts on the collaborative process – Amy in Vancouver, and Max in Timmins.
Amy: I often think of playwriting, or the act of writing, as a solitary thing, but theatre is really a community-based art form. It requires an incredible amount of energy and diverse bodies to bring it into the three-dimensional realm. This exercise brought me back to that feeling of collaboration. And that, to me, is about risk taking, curiosity and imagination. It was so much fun!
Max: It was fun, it was a little stressful at first trying to find my groove and get into it, but it went well though!
The real-time, collaborative process itself was particularly rewarding in that it forced the playwrights to go against their usual instincts in order to follow their co-writer’s lead and move the story along. There was a real sense of connectedness, and it’s a beautiful thing when the writers are 3,782 kilometers away from each other.
It is my hope that I will be able to facilitate more of these collaborative writing opportunities for students through the digital Human Library‘s extensive community of experts, and even via some local writers, to further cultivate a love of writing. I can only imagine the valuable input a teacher could gather from watching collaborative writing unfold – the student’s individual writing process would be apparent, as would the type of writer they typically are (whether they prefer to get their words and ideas onto the Doc and not worry about spelling errors, or if they are the type to fix their errors as they go).
And, it’s fun. 🙂
A huge thank you to Amy and Max for participating in this little experiment with me…let’s do this again soon.
Here are the beginnings of the collaborative play in Google Docs. It’s not finished, as we only had approximately 30 minutes of writing time, but it’s a cliffhanger!
More often than not, in my experience, the people I have reached out to in the world of education have reciprocated to the point where some pretty great things have happened. Transformative, even.
There was that time I cold-tweeted Dr. Leigh Zeitz of the University of Northern Iowa with a link to a research project I conducted. I had adapted and applied his work to a project for my school board about creating collaborative research projects with Google Apps for Education. This led to a Google Hangout where I had the opportunity to talk to someone I may never have had the opportunity to meet otherwise, and he even helped me narrow my focus for a research question I had been working on for one of my courses. I brought this knowledge back to my group, we applied his suggestions and it definitely paid off.
Whenever I have a question about Google Sheets (which is all the time), I tweet to Alice Keeler and she always responds. I’m sure she will tire of me eventually. I tweet to her about other things too.
And back when I was applying to UBC’s MET program, one of my visions was to develop a type of online platform to connect educators to artists. I was working with Virtual Researcher on Call at the time as a classroom teacher, and I asked my contact there if she knew of any such platform in existence. That’s when I first heard about the digital Human Library and Leigh Cassell. I contacted Leigh in September 2014, and long story short, I am now VP for dHL’s Board of Directors and a Library Curator for the site.
This is how things happen, my friends.
So how does using technology to collaborate with others lead to transformative learning?
Harvard University’s Dr. Chris Dede wrote a three-part series for Ontario school and system leaders participating in the Technology and Learning Fund (TLF). His first think piece is entitled “Technologies that Aid Learning Partnerships on Real-World, Authentic Tasks”. In it, he states that “modern digital tools and media now enable the use of deeper learning strategies in schools (Dede, 2014) including:
Connected learning encourages students to confront challenges and pursue opportunities that exist outside of their classrooms and campuses (Ito et al. 2013); and
Collaborative learning enables a team to combine its knowledge and skills in making sense of a complex phenomenon
When educators themselves model connected and collaborative learning practices, they show their students the importance of working together to exchange information and ideas, solve problems and extend the existing task beyond what it is to potentially create something new. This may have never occurred had they kept the learning confined to their own classrooms.
There are numerous video-conferencing platforms educators can choose from (Google Hangouts is a personal favourite, as we are a GAFE school board), and webcams are pretty standard these days, as are projectors – but where do they even start connecting with people?
I recently had the opportunity to collaborate with a wonderfully passionate educator named Sean Robinson. We connected via Leigh Cassell. He asked me to speak with a group of educators at Centennial Secondary School in Coquitlam, BC about my experiences using various services to help connect students to experts in various fields. Here they are:
I spoke about how I had used these websites in classrooms in order to help modify and certainly transform students’ learning experiences in various subject areas. You can read more about it on Sean’s blog here.
If you look at Dr. Ruben Puentedura’s “SAMR” model, a sort of measuring tool for educators to integrate technology into their classrooms, the ultimate goal is to not only enhance but transform student experiences so that it results in higher levels of achievement. This is done through “redefinition”: the technology actually allows for the creation of new tasks, previously inconceivable.
Here is an example of the SAMR model at work, using my experience with Mr. Cull’s Grade 5/6 classroom in Cobalt, ON and “Exploring by the Seat of your Pants”. Prior to the Google Hangout with adventurers Tarran and Ollie, who would soon kayak the Amazon River, the students thought of questions they would like to ask the pair:
During the Hangout, students had the opportunity to have a conversation with Tarran and Ollie, and would also follow their journey via their website. The students therefore had a stake in their own learning.
There was a follow-up Hangout upon completion of their epic journey, and the same class participated and was able to ask questions to extend their learning.
Here is what the task would look like in each stage of SAMR:
Substitution: Using Google Search to research the Amazon River Run, and Google Docs to type up a report / presentation.
Augmentation: Incorporate interactive multimedia – audio, video, hyperlinks – in the presentation to give more depth and provide a more engaging presentation.
Modification: Create a digital travel brochure for the Amazon River that incorporates multimedia and student created video.
Redefinition: Participate in a Google Hangout with the explorers, provide authentic interviews, follow their journey via the website and then follow up afterwards. Incorporate all artifacts into final product.
If you’ve made it this far, you are awesome.
If you would like to join a Connected Learning Partnership, please click here and get ready to expand your world!
Letting go of Kurzweil and Dragon Naturally Speaking and embracing web-based Read&Write…it can be done, but not without a few (minor) hiccups, as is usually the case when implementing any new technology on a large scale.
My Board purchased TextHelp‘s Read&Write Chrome extension (Premium) as a comprehensive assistive technology solution for our students this year. Since we are a Google Apps for Education school board, and the fact that R&W is a fraction of the cost of Kurzweil and Dragon (and less intrusive), it just made sense. Our Google Admin pushed out the extension to all Google users in our board, and the ed tech team then needed to show these users where to find the Read&Write extension, how to allow and authenticate the extension, and provide some training as to how it works.
Part of my job was to devise a roll-out plan for training and implementation, and perhaps more importantly, a philosophy behind this new assistive technology so that our message is consistent and clear. I was chatting with my friend DJ Cunningham of LearnStyle about said philosophy one day, and he basically handed it to me on a platter:
When Read & Write is introduced, it should be promoted as a MAINSTREAM tool, and not as a SPEC ED tool. We want ALL students to use this, as it is helpful for everyone. We do not want to alienate our students in Spec Ed. – DJ Cunningham, LearnStyle
Since R&W is basically a toolbar that appears on webpages, in Google Docs and when working with PDF and ePub files (whenever you activate it by clicking on the purple puzzle piece), it is far less conspicuous than the telltale headsets and laptops designated for one particular group of students. R&W works on any device, and is far more user-friendly than Kurzweil and most certainly Dragon (voice profiles, anyone?).
The tools in each of the 3 toolbars (Docs, webpage and PDF) are useful to ALL students (and teachers!). It also promotes the important idea of taking ownership of HOW each person learns, remembers material, studies, researches and takes notes. When using the various tools, users can determine whether or not the tool is useful to them, depending on how they learn. They can pick and choose the tools they wish to use at their leisure, depending on the actual activity and if/when they need it. Of course, this time for classroom practice needs to be fostered by classroom teachers, following proper training facilitated by an educational technology team.
Our Implementation Strategy:
Work in conjunction with representatives from IT and special education departments to develop training materials for Read&Write, including troubleshooting potential (and actual) issues and creating a Google Slides presentation that can be shared for initial training and future reference
Train our Ed Tech Champions using the Google Slides presentation via Google Hangouts (I conducted 3 separate half-day sessions, working with champs from the Central, North and South regions)
The Ed Tech Champions then facilitated in-class training sessions for Grades 3 and up in their respective schools (I stressed the importance of the sessions being mainly about accessing Read&Write for the first time by ensuring proper Chrome session sign ins, hands-on practice and including as many EA’s in the training as possible)
A Few Hiccups:
Our school board works with Windows laptops, Chromebooks as well as some iPads. Many school boards use a variety of devices, which I think is great! But, we did run into some issues when working with Windows laptops and the fact that teachers/students were not seeing the “purple puzzle piece” in order to start the initial authentication process. Ensuring teachers and students were actually signing into their Chrome browsers, and not just their school Google accounts, needed to be addressed.
Another hiccup when using our Windows laptops: some users could not click on the “Allow” and/or “Accept” buttons to authenticate Read&Write. So, they could see the puzzle piece and click on it, but then the permissions would run too far down the page and they could not actually click to Allow the application! Fortunately, we came across this article from TextHelp to troubleshoot: http://support.texthelp.com/index.php?action=artikel&cat=5&id=244&artlang=en
Accessing Read&Write on an iPad is very different from accessing it on a Chromebook or Windows laptop. It is essentially a keyboard that you have to add under your General Settings, and the functions are certainly more limited. I would suggest simply turning on your Accessibility features under Speech (Speak Screen is great for use with webpages) and use Siri for STT and TTS (if you have iPad 3 or later).
Read&Write sometimes has trouble extracting text from within images when certain materials are scanned and OCR’d (so, mostly PDF files and some webpage content). Now, Kurzweil had difficulty with this too. HOWEVER, there is now a new Screenshot Reader tool in the Read&Write toolbar!
This tool is its own extension, so you have to install it independently from Read&Write. It is essentially a screenshot tool, and when you click on it, your cursor turns into a screenshot capture tool (like a plus sign) where you drag your cursor around the text you want it to capture, let go, and then it reads the content out loud! This is a great solution for image-heavy content. This tool also works with Google Slides and Google Drawings! I’ve tested it out with different types of graphs, as an example, and it reads the content quite well.
I want to share with you a Google Slides presentation we are using for training and reference. I modified, added to and updated it from presentations by Randy Kirsh and Tammy Tkachuk, and they are both credited within the presentation. If you are a GAFE school board and looking into alternative assistive tech solutions, this could help. Feel free to contact me as well if you have any questions.
Everyone has a story to tell. Why not use the power and diversity of WalkInto and publish your story in an engaging, interactive and personal way?
WalkInto is an online platform for photographers using Google Street View for publishing commercial virtual tours, to exponentially increase the marketability of their beautiful work. WalkInto can be used by Google Trusted Photographers, Google Views users or anyone else who has a story to tell on Street View.
As of September 2015, Google has rebranded Google Business View as Street View. This change means that the WalkInto platform is now accessible to all! Users no longer need to be “certified” or Google Trusted photographers. Anyone can choose a ready-made photosphere by searching in Street View within WalkInto, or create their own using their mobile device with the Street View app (on both Android and iOS) to make it a more personalized experience.
WalkInto coupled with Street View is a web-based application where teachers (and students!) can embed their own learning materials according to their grade/interest level needs and wants – each tour is fully customizable and lends itself well to inquiry-based learning. The ability to embed various multimedia items, including YouTube videos, Google Docs, Forms, Slides, etc. to customize the tour encourages the production of personalized content. It also provides an accessible platform that caters to a wide variety of learners.
We at the digital Human Library see this as a unique opportunity for the field of education. The dHL hosts one of the largest collections of multimedia virtual tours on the web, and we will be extending this collection to include tours created by the dHL and WalkInto teams. The dHL will also host the content that is created to provide more opportunities for teachers to find, access as well as curate their own content.
Here are two examples of tours developed for two different groups of students as part of a UBC Master of Educational Technology design project:
Last month, I had the amazing opportunity to learn from leading researchers in the field of Educational Technology at the Washington State University Tech-Ed Conference. The invited speakers and paper presenters provoked thought and discussion surrounding how technology, but more importantly, the careful thought and good teaching behind the technology, can be transformative. I presented a paper on behalf of my colleagues at the University of British Columbia’s Master of Educational Technology program (Novak Rogic and Alison Pattern). Our proposed group design project was about using Google Street View and WalkInto as a medium for teacher and student-created virtual field trips (VFT). This is a new concept in VFT’s, and the only limit to this tool is your imagination. Some ideas our group thought of were: flipped classrooms, marketing and promotions for colleges and universities, school walk-throughs for parents, etc.
Over the past 2 days, I have had the amazing opportunity to learn from leading researchers in the field of Educational Technology at the Washington State University Tech-Ed Conference. What a beautiful conference and campus, and the people were inviting, engaging and all-around great folks. The invited speakers and paper presenters provoked thought and discussion surrounding how technology, but more importantly, the careful thought and good teaching behind the technology, can be transformative. I presented a paper on behalf of my colleagues at the University of British Columbia’s Master of Educational Technology program (Novak Rogic and Alison Pattern). This was a group design project from ETEC 510 where we designed an online, technology-supported learning environment.
Here is my presentation about using Google Street View and WalkInto as a medium for teacher and student-created virtual field trips. This is a new concept in VFT’s that allows for both teachers and their students to create and produce incredible content – it is not limited to VFT’s by any means! Some ideas our group thought of were: flipped classrooms, marketing and promotions for colleges and universities, school walk-throughs for parents, etc.
What are some other applications you can think of?