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timstahmer

Brainstorm 2020: Finding Balance and Joy in the Digital Age

April 29, 2020 by timstahmer

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Presenters: Karen Richardson, Executive Director, Virginia Society for Technology in Education; Margaret Sisler, School-Based Technology Specialist, Westfield High School, Fairfax County Public Schools

Join Karen Richardson and Margaret Sisler for a conversation about finding joy and balance in a sometimes overwhelming world. How do we make time for our own well being and deep relationships when we see the work that needs to be done and brings us its own joy? What role does technology play both positively and negatively in finding personal space?

Session note sheet

Certificate of attendance form


Transcript

hello everyone this is Karen Richardson I'm the executive director of the Virginia society for technology in education and I'm so excited to be here today as part of brainstorm twenty twenty our first foray into virtual conference I'm here today with Margaret Sissler and Margaret take a moment and tell us who you are hi I am a school based technology specialist in Fairfax county I work in a large high school I'm also a member of the district conference team
I've been in education for a lot of years now and it's been really interesting to see the evolution of how I take care of myself and prioritize my own work I'm excited that we get to talk about that today good so I'm just going to kick this off a little bit by talking about how this presentation came about
Margaret and I had a little back and forth email and she mentioned to me that she was taking a class and I replied back
really yeah I thought you just finished the degree are now are you working on your doctorate now that she replied and said no I'm taking a dance class I'm doing something for myself right now and I thought wow when was the last time I took a class like just for fun just to learn something and and not a credit or a or any he sort of forward just something in the moment I'm learning something new a good movie and on and it's I center I think this would be a really good presentation for the virtual conference in this was probably February Supreme virus we're just thinking self care in the digital age what are you doing to try to help yourself with a rupture of information and and all those sorts of things that technology brings to us and then of course as we move along into the planning process of this the virus came about and so today we really are going to focus on self care but in the context of the contemporary days where where we're at home we need home alone with AT home with many family members three baby home with pets who knows what what kinds of things can we be doing both at personally and professionally to help us get through this time and perhaps even find some inner strength find some changes that we know we just needed to make in our lives but we finally had the time to do some reflection a chance to step back and I'll just say personal before I turn it over to Margaret be careful I've been doing this work from home thing since two thousand one it took me a long time to figure out how to find that balance add on the frenzy of your children being there and the virus out there and everything about your lives being changed it's gonna take a little while to do this so again my over achieving friends out there don't make it your goal to find your work life balance by tomorrow afternoon let's be gentle with yourselves and I think our goal today is to give you some tips about how to do that in a pretty rational step by step kind of way so Margaret get a started I think first to talk about self care is really important and what you said about giving yourself time to figure this out
I think it's really important that we don't go into this
self quarantining or isolation thinking that I have to reinvent everything about myself I think that's really important
and the grace to have some hiccups along the way is really is really key Glennon Doyle is an author former teacher of blogger and she speaks very openly and candidly about the need for self care recently I heard her speak about the difference between our inside healthcare in our outside here the outer self care is the thing that commercially we've been sold a lot that I need to go get a few solid have my nails done and get my hair colored every three weeks and all of those things are wonderful anything make you feel wonderful that's that's great but they're not the only kind of self care to consider the work that we have to do on our insights is really important and I think our time today is really to think about that inside health care it's not the stuff that I'm gonna pay somebody to do for me it's not the fancy bath bomb it's not those things even though they can be lovely and I do love it back on I really want to talk about the things that make more difference in ourselves
so the first one of those is think about resetting our priorities I think setting priorities is something that is easy for me whenever I start a new project whenever I want to make a change but that is not always something we think of when we're in the midst of the work and so resetting priorities right now is really important some thinking about what your goals are what can we reasonably do you in this time and what do we spend our time focus time we only have so many hours in every work day in every regular full twenty four hour day we only have so many hours what are we gonna send those
I'm a very visual person so I've been known to sketch out what my priorities are thinking of that the jar with the big rocks in it I have to spend time on those big rocks first and then fill in with little rocks and all the little thing things that come along and so that's really important to me as I think about saying yes to things or saying no
in every instance that I'm asked to do something new I have to think about doesn't meet my priorities doesn't match up and I've had these conversations with my supervisor at work so that if I say yes to something and it takes a lot of time it needs to be something that works with my priorities that we've agreed upon as my my goals and if it doesn't and he's asking me to do it I'm gonna have a conversation and say I'm happy to do that ians it means I don't have the time to spend on these other things that we have a priority which would you rather I spend my time on that has led to so many great conversations and really clarifying what I need to be spending my time on I'm an overachiever I'm a recovering overachiever I should say I'm still recovered in that process but I feel like I need to be able to do everything and there's no possible way I can and so having these conversations ahead of time on your priorities has allowed me to not feel like I'm letting someone down and yet I'm still able to meet the things I need to spend my time on
hi I H. shared with you a conversation I had with a similar over achiever yesterday and I don't know if it's tech the technology support people who just know that now is our moment right now is the time when we really can sh hello people the power of these tools I've talked to a couple people who said the teacher who like close their doors and and didn't want to die in the hallway has suddenly reached out to me and I am going to give her the best of ever because I I know she's going to this is going make a big difference but you're right you could be doing that all day long and and so I was ruminating on how wonderful it is to have this kind of quiet time she's like are you kidding me I have three kids and I've been working fifteen hours a day and then she didn't say what my boss really has been pretty nice about it how much of the you're that you're putting on yourself is really coming from your boss and it is the fact that you're stepping up and having those conversations with your boss is incredibly important you can't keep going like this that the schedules people have been telling me that they've been putting in are just not sustainable and so even your boss doesn't know and you need to have that conversation or has those expectations and then maybe that's a whole nother extroverts you need that but I think sitting down and thinking how much of this am I doing to myself because I just think another half an hour another forty five minutes I can answer this email and solve this problem another there's another that and so I think we do need to be gracious with ourselves I don't know what company it was the headline went pass quickly that someone pushed out the expectation to their employees that they're expecting about fifty percent productivity right now from people that's what we are anticipating you've got family you've got other issues going on everything takes longer now right going to the grocery store and everything takes longer back off a little bit give yourself some time to to figure out what you're gonna do and then and then I think that idea of priorities I'm hoping leads us to think a little bit about restructuring as well I think that's really important to realize how much that pressure comes from ourselves and ask why do we feel that pressure to you and and sometimes that it's a little deep and some work that we have to do on our insights to care for ourselves but asking that question of yourself is really important I may never get this chance again well we might have other chances to and if I don't take care of myself then I can't be good for the rest of my staff as well so burning myself out league one is not going to serve anyone well yeah so restructuring your top
Hey we're in this for the long haul right now restructuring our time is going to be really important so we have this opportunity now with this pandemic that we can consider it how we spend our time during the day and that many of our jobs are a little more flexible at the moment many of our days are where a lot of have a little more routine built in we're allowed to take some scheduled breaks in between and we need to take time for ourselves so one of the things that's been really key for me and that I've done over the last four weeks now I think we're on we're we're going into week four is thinking
I think it's sweet for involvement in together but something that has been really good for me settings a morning routine time aside for my house gets by the my people are up my my day gets going before I check on the emails before I start anything that's going to take me some time I found that that's a really important time for me that I wasn't making time for before I was the sleep till the last minute rush out the door and just try to get as much sleep now that I'm getting more sleep I don't have to rush to get up in the morning that's been my quiet coffee time that's in meditation time built in there just looking out into nature has been really important to me
and so starting my day off that way has made a world of difference because I'm already more centered and calm and then I can take on all the things that it's about to throw at me
I think it's time for your meals away from your work space now that our work spaces our house it's much easier to just grab something and come back over and keep working and that's not good for us you know we need to set and she will enjoy our food and not rush through and we have a little bit of time for that take your half hour or a little longer and it make a meal that fills you and and sixteen zero and then enjoy it and enjoy it with the other people in your house you don't feel like you have to isolate away I think that's important
and then I want to talk about all the number of video calls here in so many
call way more meetings than I would have on a regular basis because we can't just run down the hall and have a quick conversation everything is much more scheduled and regulated right now and so I need processing time if I sit in a meeting and take notes and give myself a to do list I'm really great with the to do list but I need time to really think that through and think through and process what just happened and how everyone interacted and what I really need to follow up with so thinking about how I can process patents schedule my day differently to give myself that time in between maybe that time I'm gonna go outside and take a walk and I'm going to process out loud to my I phone because I can dictate right then and there and I can respond and kind of plan out what's gonna come next it gets me the movement it gets me some processing time in between sometimes some days it'll give me some sunshine just being able to break up the screen time from the video conferences is important
at and I know that are I live in a pretty rarefied world I haven't maybe I should admit this on a you tube video but I I haven't had a formal like personnel review probably since two thousand and one yeah I haven't had a real boss so I understand that my ability to kind of call the shots on my day are are different than other people's but here's the lesson I can tell you picking up a nine to five day or whatever seven thirty to four day whatever it is that you would normally go into your bricks and mortar and trying to drop that into your home life is simply not sustainable and so I think one of the big lessons I hope that comes out of this is you know we we keep talking about how we need to not be judging kids by the amount of school seat time they put in we need to make up for grown ups too I'm hoping one of the ships that come comes out of this particularly for folks who aren't necessarily right in the classroom with kids that's a different conversation that I'm not quite prepared to have in fifteen more minutes but for seat time folks especially it's much more about getting the work done when I start my week I know what my goals are for the end of the week I don't always know how long it's gonna take me sometimes I'm surprised and look I have a little free time left over other times while this took a lot longer but it's up to me and I've been able to say I'm better from eight to eleven and then like you I need a break three hour trunk and I need to be away from the screen I need to be doing something physical whether it's cooking lunch you're going outside now that the weather's nice but but that's a good time for me and then a long about four o'clock in the afternoon I'm re energized I'm ready to go again I often work more than eight hours a day on a variety of different projects but I do it in the strong so it never seems like at five o'clock I'm like oh my gosh I can't do this anymore because I haven't had to do that and I'm hoping that as we work through this that ability to kind of call the shots on your time can be a little better so you can push back and say I have two two hours you meeting schedule today and honestly that's all I can get in today otherwise I can't do the things I need to do that come out of those meetings and again we're right in the midst of this even if it's a month then but I still feel like we're in emergency mode here as you settle in and realized we've got another month or two of this let's let's try to figure out those wastes flex time kinds of ideas I think people will be more productive and less amount of time when they're able to structure around their family time and and that's the last point I'll make sure and I actually posted this on Twitter today
I mean generations hot who knows generations of people have structured their family lives around work so everybody goes to school everybody goes to work and then you do your errands your hobbies and everything else in the free time away from work but now how do we figure out structuring our work around our lives and what kind of long term impact is that going to have for us when parents go back to work and say I I need this afternoon off because I'm doing this with my kids but all come back in at four o'clock or a log on from home with from four o'clock here's how I'm going to divide up the time here so I'm going to show you that I'm being productive and suddenly we've flipped the classroom as it were grief star work lives as it were where life takes precedence and work is the thing that certainly sustains us in many ways but we've made we're starting to make that flick look a little bit and we're finding that we have time for things that in the past we didn't feel like we did and I'm excited to see if that can happen or not I don't know and I think the last thing I'll say about this in terms of school though is that this is the first time we have had to innovate outside of the structure of bricks and mortar and region schedules suddenly he we can learn without those two things and if we want school to be synonymous with learning then we also need to see that school can happen without bricks and mortar and ridges schedules and what does that mean and I think that's the exciting piece of that let's not go back to business as usual let's figure out how do we make these structures different so they're much more humane for people they are much more humane for our families and for ourselves where we can start saying this works for me you said I'm getting more sleep now it's not right that you shouldn't it sleep before you go to work we just expected that is a part of our lives now and I'm we can really rethink those things all right I put the soap box away I think one of the key pieces there Karen is that we have to consider and reflect on the pieces we want to keep moving forward with any something isn't serving us how do we change it hi we let it go or if something is now serving us think that more sleep is really priority for me how do I make sure that the he's all the way through and that I don't lose it when this is over because I'm learning these lessons that are really going to take care of me moving forward I've learned that sunshine in the middle of my day and some movement makes me so much more productive than if I just try to plow through it
we knew that and I've forgotten it he don the bricks and mortar in the schedules that I've conform to for so long now I have the opportunity to do that doesn't mean I am in less productive impact I think I'm probably getting more done now that I'm not having that slump and crash in the afternoon that I can re energize
yes I think you are yeah S. so I'm hoping for a world where you yeah yeah I'm hoping for a
world to be our reality and the reality for students are our teachers everyone involved in this for parents as they go back to work I think it's
commentary that we've put ourselves aside for so long
because the work drives our need to work and I under can that comes from a great place of privilege that I can even say that that I am able to work from home I'm able to continue to be paid and continue to do my job through this disruption so I do know that I'm saying that with a great deal of privilege and and I I don't mean to make light of it but I want to spend this time thinking about what are some of those simple pleasures that we can rediscover during this time so for me that has been being outside honestly just getting out and noticing all the trees blooming normally I missed this time it's a really busy time of year when everything is blooming and I'm yes I might be at work until it's dark of night and there are times when I don't even get to see all the things that are blooming around I have been outside taking walks even small walks around the neighborhood I'm not really traveling anywhere
and so noticing the variety of trees that are blooming noticing how they're staggered and so some of them really early and then another round comes in I don't know that I've paid that much attention to blooms in my neighborhood before he's been glorious my friend started posting on Instagram Kobe things of beauty as a hash tag and everything she's noticing something and it might be something with her child her beat her outside St and it has caught on and really made me think about this it's harder for that I can do close on these blooms and how I captured some do drops on the grass one day and it just sparkled and it was fantastic just a few minutes out made me really notice
I also have been working on a patio garden I love that into your ago I let it go and I didn't have time for it and it made me so sad it's back and I've got time to work on it I know it's survived the frost so
I started a little early this year but I have the time to do it and that's been really great I'm also working on setting up my space outside on some these stays on my yeah
as I'm sitting in these meetings why not stuck in a little sunshine during the time and listen to the birds while I'm listening to my meeting
I think we also you mentioned getting up and cooking as an activity that really kind of re energizes you I think spending time together on meals making crafty projects I've seen so many families playing games and doing puzzles it's so exciting to bring that stuff back that we let go of
hi I'm just a little tiny bit older than you and I have a sense that sometimes we're getting back to what my childhood was a little bit more like effect because even now many of our hobbies and our family activities or even out of the house right here in a soccer you go play soccer on Saturday morning or you go to church on Sunday or your Inquirer abandon and all of those things that better you really are back on yourself as as a family or whatever unit you're living in and we did put puzzles together when I was a kid it wasn't what you just did walk a snow day you know we often had a puzzle
when we watch TV we watched it all together there was no sense of everybody going off on their own there was one TV in the house and we generally watched it together and we we talked about what we watched in those sorts of things so I think that's you know what it we're kind of old fashioned I joke with somebody that I'm turning into my grandmother I've always loved to bake and can and freeze but I did it as a hobby if I didn't do it like kind of with your gardening I do it well this year I really feel you know I'm I'm not pickled beets and I know our tomatoes are two meters did get hit outside a little bit but my husband is now growing food I believe for a whole local community so there's another there's a few more tomato plants they can get planted out there but a couple of did get hit but I'm planning on canning I'm back to baking sourdough bread every week and just you know feeling that sense of home and domesticity that maybe I had put aside as well as in the goals of the work and and those kinds of different sorts of achievements as well but I love your idea of going out I had a huge garden and often again yeah this time of year to travel time of year every day is something different is blooming and you are absolutely right so you need to come to my farm sometimes Margaret yard evidently at one point in the eighties once was an arboretum yeah the doctor who owned the house had planted a variety of different screens many of them are gone because they weren't necessarily trees for tidewater Virginia but we have a ginkgo tree we've got a couple of unusual trees out there and you are absolutely right about that they don't come out all of the same time one of my favorite ones I look at it but you're not dead are you and I said know it's just a little bit hydrated so even even though I'm pretty close to nature here I've been taking that time to go out and what what's looming today and I've been trying to share those pictures with people as well and then the last thing I'll say about this too is I think this is the time to really think about that device work as well I know a lot of parents that said might kids been offline devices all the time and I'm examining my own usage right I
read the book and I think what's the news what's on Twitter who posted on Facebook and I'm not usually like that I'm not a huge media consumer like that but lately it just seems like everything's happening now and on the edge and I might miss something I'm so I'm really taking that screen time app on my phone to heart to make sure that when it says you're done I'm done I don't do the just ignore it for fifteen minutes kind of thing and I think for grown ups and kids we need to examine that we also need to see the power of our devices I'm taking my pictures with my phone I'm assuming you are too high and sharing them via my phone I have my phone up when I am cooking because it's a recipe those devices can be powerful supports for us but we need to make sure that they're also not just I've been scrolling for an hour now and haven't really accomplished anything so I think there are wonderful things we can be doing it and we don't the other just
simple reminder I'll give to people is Martha Stewart has a staff folks
and I somebody posted that you know if you don't have champagne vinegar or preserved lemons you know it's okay to use a real lemon or regular old vinegar and I thought I don't think I've ever had preserved lemons at my house so you know be careful things can be simple bread doesn't have to be logged in either though you know you don't have to cook a meal but I've hours or those sorts of things fries delicious it's nourishing and and you're doing a good thing don't don't be intimidated by the folks who seem to be suddenly turning into Martha Stewart so I think giving yourself grace there whether it's with screen time whether it's with measuring yourself against others on social media is really a key point to finish up with because I for one was feeling like my screen time was way up but I needed to be on when we were in the emergency planning stages of all of that is happening so one of the things I did I was feeling really bad about my screen time and so I turn that off because I needed to give myself permission hi the other trade off was I took after that were stocking time that was not really useful time off of my phone I hope my phone I don't scroll on Facebook I don't spend the time there I swear I I spend more time but I've also had to limit myself on my my TV watching Netflix binging because I would find myself just with that on in the background as noise and I don't mean that I would rather have the doors open and listen to the birds and so I'm not turning on the TV during the day and that's a choice that works for me and it might not be the same for you just like the screentime app works for you it doesn't work for me finding what works for you and reflecting on that is why is it making you feel bad or why do you feel like you can't do that is really the key here it's gonna be different for all of us each of these pieces that help you find that inner self care is gonna vary for each person
I think that sounds like the perfect
thank you so much Margaret right this was terrific I am going to go out in to our grid view now and and this stuff thank you so much I really appreciated this today and I hope everyone else blessings to you folks it is Easter weekend for those of you who celebrate it's beautiful outside here so spend some time on yourself thanks Margaret and everybody have a great rest of the weekend
hi everybody

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Filed Under: Brainstorm 2020, Events, Online Events, VSTE Voices Tagged With: balance, Brainstorm, video

Brainstorm 2020: Leading Your Professional Learning

April 29, 2020 by timstahmer

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Presenters: Abby French, History Teacher, Shenandoah County Public Schools; Patrick Hausammann, Supervisor of Instructional Technology, Clarke County/UnisonEDU/VSTE

Few tools or software have revolutionized on demand professional learning like Twitter. No teacher, anywhere need feel isolated and unable to seek inspiration, guidance, and collaboration. These powerful components of professional learning are all within the world of Twitter and at the fingertips of any educator.

Session note sheet

Certificate of attendance form


Transcript

Welcome everybody to our session on professional learning and really learning and growing with Twitter and on-demand professional learning in that realm I am joined or I guess I should say I am Patrick Hausman and I am joined by Miss Abby French and Abby I'll let you introduce yourself and then we'll take it from there thanks Patrick so I'ma be French and it's really great to be here continuing our discussion Patrick and it's been a pleasure working with you on different projects in different fronts I'm excited today to talk a little bit about my journey into not only student-centered learning which is something I'm really passionate about I am part of a student-centered learning team of 6th grade teachers we kind of pioneer this effort and Endeavor to try to revamp the way we did things to curate and cultivate learning experiences on our team cross-curricular centered around putting kids at the center of their learning having kids doing not having like education, like learning happened to them but happened through them and I explain a little bit about that in our first first talk but today I really want to talk to everyone about the power or of connecting and leading your own learning as a professional I think that's one of the one of the things that'll be a constant theme throughout when we talk this time and that is trying to align some of those best practices that we see is awesome things in the classroom like student-led learning and letting them have voice and choice in different things but often that doesn't necessarily transcend into the world of professional learning for teachers and some of those best tenants kind of fall off to the side and we have set sessions and we have one-size-fits-all sessions and traditionally a lot of times those things dominate our professional Learning Tree landscape in education and I think one of the first things I was going to ask him if partially answered it there and maybe you can elaborate to or see if it's the same thing that's happened for you but a lot of times when you bring up the world word professional development or professional learning teachers kind of cringe or it's not necessarily a positive thing have you kind of experience that as well Mom I think we all have I think that and you know it I don't think that is ever anyone's intention I don't think it's your building level admin or a speaker that's brought in or someone from central office or School Board office delivering some professional development but it's never their intention to make teachers feel negative or to add one more thing or burden or or just bore I mean there are so many demands during a school day that are put on everyone that that that are part of the community as professionals whether you are a building like I said administrator or related arts or you or your class core content teacher whoever you are you are interacting with students you are interacting with your colleagues there are so many decisions that have to be made that happens for the moment there's so many issues going on that you have to act on that you can't plan for it by the end of the day when there's a fat body Workshop or when it says a day of professional learning yeah it can feel like just another thing and that's a shame because we need to have things we know we need to pour back into ourselves we need to expand our thinking and we need to be curious and we need to constantly be pursuing best you know best practice test norms and in that takes investigation and it takes yeah I just hit it takes learning and what kind of conditions does that happen in the most authentic way and I think that you know when it so badly Workshop you better have you better have a table of food entering and you know and then you just cross your fingers and hope for the best and teachers are some of the hardest sells you're going to have it as an audience that it's definitely always done with the best of intentions there are without a doubt sometimes things that everybody needs so it makes sense for everybody to be in the same space at the same time but unfortunately I think we fall into the end of the status quo or the it's just easier to keep doing it that way even if it's not necessarily the best fit for different things cuz not everybody is going to want to use or need to use the same piece of technology that may work in one person's room it may tank or just not be a fit it all in the next room down the down the line so I think we definitely have to start embracing some of those best practices on the side of people that kind of offer those developments or kind of create those opportunities but I also think just like we encourage our students to kind of lead their own I think teachers on the whole really need to start embracing that mentality as well as far as going out and getting learning for themselves and looking for it and actively engaging in it. I think I think those are excellent points and what occurred to me like why you what you were saying about your teachers need to be able to do that well I think often though it's something similar to like Wi-Fi with my students when I want them to start taking agency over their learning you know when I want them to start leading their learning I go through a. Of time where I have to almost convince them know I want you to do this I want you to take charge like no I'm handing you it's yours it's almost like teachers need that I don't know if it's commission but that culture that says your professional and I you are respected as such what are you interested in what areas do you want to learn more about how can I buy me as an admin How can I help you with your journey what what do I need to do to be able to help facilitate that so you can go for it because I think that is so empowering to know that you're your administrator to know that they believe that you are a skilled competent professional that should go explore and that's where it really becomes we don't need to be cookie cutters in our buildings we need we need to develop skills and be the best who we are authentic Lee and and yes of course there's professional development training that we all need to have for certain aspects of running our buildings and supporting structures within those systems of learning so I get that I don't really mean that but beyond that you know if it Patrick you and Technology you know you are so passionate about about the use of that and you're so passionate about putting that knowledge into the hands of what talking Equity is all school systems in all people that's your passion and I'm passionate about these set of things and we should have this because together and we had so much to a community and that's really I want my students I don't my soon-to-be cookie cutters I want them to be unique and I want them to be fully realized and who they are is that rich and I want my colleagues to be feel that way too because Deb is so awesome at doing Deb and Mike is so great at Mike and he should be more Mike I couldn't agree more everybody has it's like our students every teacher has a thing that really drives in something that really passionate about and things are really good at and then when you build that Collective community that says this is a safe place to go out and explore these new things to try these new things even fail at these things and then on the flip side recognize that hard work in some way at our school divisions and let teachers get maybe research points or give them opportunities the present at faculty meetings and show these things that they're passionate about recognize is that learning in the fact that we trust you enough we're not going to give you credit or we want to give you a stage to share that to Medias is the most powerful in that is giving others the opportunity helping amplify who these up like The Learning the passion the interest of other people and in doing so and doing that helping promote what's important to other people you help you help them see themselves you know in a different way and you as such a valuable piece to that what you said Collective community and I am not sure there's anything it's one of the most powerful experience has to have somebody say all I want to hear your story or I want to know what more about what you you have to say formational you hit on an another really important thing there is far as people need to feel that Comfort but then like we're discussing now like they they have to feel it but then they have to see it realize so that's where that comes in that's where that opportunity to share comes in because if you got to you got to talk to talk but you got to walk the walk on the flip side and actually get into it good I was going to say like I think like and by doing that so so you you are let's say you're you're passionate will it is about Equity a lot of what you do is about equitate digital equity you have an opportunity to share that and talk to it and talk about your things that excite you about that and installing those issues you having two stage to do that then of course I learn about that and if I have a you know if that isn't a strong area for me or if if I just am curious don't then I can go in that direction and go find you or pursue that on my own and then vice versa like whoever shares but I think that's how we we can learn and one of those I mean we can learn about how much we need to learn is what I mean by you sharing your thing I can find out o I don't know anything about that I need to I need to know more but I think that's the valley won't talk about introduced me and spoke about Twitter that's what Twitter is done for me when I say that to people that aren't really familiar with Twitter or don't use it I know it don't sound like I make any sense at all but that happens to me often when I go on my tangents but I would say that I'm not sure that I haven't found it yet intermittent what speaks to me and what is offered me the opportunity to really explore areas of interest for me and education connect with other people and incredible opportunities I never would have had in any other capacity Twitter has done that for me as a professional and a professional learning community that I've called today so I really really want to talk about that and I will say I think when I forget what conference it was at but Twitter really hit for me and the power of it and that you just touched down in the opening of doors as far as opening the door is not only to professional learning opportunities but then that virtual pln that you then begin to cultivate as she start to follow people and as you start to follow hashtags and things along those lines it opens up a completely new world to kind of instant on demand not only learning but aberration and place to as you build that and you get those white people surrounding you you then have that safety-net even outside of your building that you can launch ideas out you can ask for feedback and keep her and I'm sure you've experienced us to the very giving nature of a lot of people that you connect with Hezbollah yeah just it is blowing me away I'm out and it continues to lie cuz I reach new levels in my learning and aptitude and what I can bring to the table New Opportunities continue to open up and reveal themselves to me that I'm able to take apart up going back a little bit my first session I talked about student-led learning I talked about how that was really a big deal to me I was from my own experience as a parent and also that future but I I wanted to say that the connection with that and and two professional development happened through Twitter so there's that connector I'm really thankful for an invitation I had it in my district to attend an edleader21 conference 2 years ago this conference I don't know if you're familiar with that leader 21 or what they do but they put on an annual conference that is centered around 21st Century Learning and teaching and and specifically there the portrait of a graduate work that they do and on the very day that we arrived in Phoenix and got to the hotel where all of this conference will be taking place over the next 3 days on the very night I'm at the conference leader in the lobby of the hotel my superintendent introduced me to him 10-K and Ken said no Abby gray cat long so glad you could be here you know this is not going to be like any conference you ever attended and he said this isn't going to be something that happens to you it's going to be an experience and I just thought about that about that's incredible and he was right I left I left there and I was so fired up what up about student-centered learning and about what's what schools could be if you are familiar with that book by Ted dintersmith had was a keynote speaker at the conference site year I just was like this is what this is what it should be this is not only what it could be its what school should be students should be leading students should be identifying problems and solutions they should be connected to community they should be connected to real world authentic doing and they should be finding so please Solutions and carrying them out and they should be doing more in our own buildings running things having a part in it so I leave there and I'm just 21st century skills for C's 5 C's how do I know more how can I find out more about this I think I emailed my superintendent assistant superintendent asking them to help me forget get more and I decided to go on Twitter I'd had a professional account I did nothing with it for like a year and even understand how to do Twitter and I know like in the search bar I hope I searched up 20% relearning well that's what started it literally that's what started it I could I found I found people at the conference that I had you listened to that onstage I started following them I started reading everything I could about what people were doing with student-centered learning 21st Century Learning I followed hashtags I followed companies I followed leaders I found anybody that was talking about it I started reading articles that were posted because they're opposed to through Twitter I started watching videos about it cuz it was posted through Twitter you can access so much information and I never would have come in contact I wouldn't even know where to look for the things just in a Google search this was curated great stuff but if you're interested in whatever it is about in education whatever the thing is you can find it you can connect with it and you can next can connect with individuals that are leading and using and doing the things you're interested in I just was fascinated with the the level of accessibility I had to experts I think that is what was thrilling to me and and I just feel like I could start in as just a novice I can just come right where I was I didn't have to be in a equinox expertise I was there to learn what time I started cultivating a pln I started cultivating different learning communities and I start actually becoming really good friends with people friends are our connections I've made through Twitter and I have so many incredible opportunities but just have enriched not just my professional life really my life I would agree completely and I think a lot of people follow kind of a certain trigger trajectory into Twitter and I think a lot of times it does start with something that lights the fire and they get into Twitter but maybe things get busy and they just kind of sit in the background and may be observed maybe curate some things coming from it and then maybe another spark happens or that sparked gets reignited and they launched back in and then they start doing some of those searches and no sir just need two people to follow just like your story unfolded and then you start to look at okay well these people are tweeting with maybe this #I'm going to check that out and then you go down that you start connecting with a few more people in a spray rabbit holes absolutely and then you get into the world of something like Twitter chats and there's chats across all kinds of different content areas and topics just like there are hashtags there's tons of different places you can go but as I recommended everybody do not feel in any way negative or like you're not doing it right if you start small man in just do those searches there's nothing wrong with doing that for a stretch of time before you start with hashtags and start with chat be comfortable with how you go just like you would recommend for your student and we've touched on it a few times is that Comfort level is going to be a little bit different for each person as far as when they hit that point that that inner efficacy is where they need it to be to feel comfortable when we forsake the students in assuming you've had this reaction it's yours beat it go for it and when I say that the teachers I actually see the same thing twenty years to get yourself a part of but I've never been allowed to do that before I'm not sure how to do that am I allowed to do that and that's where I think Twitter is one of those stepping stones are people really start to build that comfort of chasing their own their name and going into the things they're passionate about and as they get to a certain point then they think I got good stuff to I'm going to start sharing my things out in your own voice it's the opportunity to tell you verbalize thing that you answering a reply in a chat about how you feel about a certain aspect of teaching that they are talking about whether it's a c l Haller whether it's in this circumstance or so many that were in right now with remote learning there are so many fabulous remote learning remote teaching resources support webinars just exactly what we're doing here for a free professional development course there is so much right now and I don't think that a lot of people know how to access that but it's right like Twitter such a fantastic place for that there's so many different Avenues you can go to and I know I will speak for myself but I think I'm comfortable also offering it on your side that anybody watching this that is interested in kind of tip toeing in or once in different pointers I know in this we haven't necessarily walk you through this how you set up an account this is how you do things but I would be more than happy to work with anybody to do that and Abby will as well we have another presentation as part of the brainstem conference from Darcy that is called staying Aloft in the twittersphere and she is on some of those things as well and as you get more into it if you're looking at say Twitter chats for instance Darcy touches on tweetdeck which is another tool tied to Twitter actually owned by Twitter but it is a godsend to follow different streams that'll keep it nicely curated for you in two different things and let you do chats easily yeah it's really really fantastic I would be interested if you can maybe share some of your maybe some of your just tips for people either if they're getting started or if they're going to getting ready to dive deeper I know we've touched on some things already and generally want to launch out some people may be that you started with that might be good starting point for people to so I would burst say that some of the things that I found very useful very helpful as a as a US history teacher okay one of the ways I started into Twitter was I wondered about how other teachers were teaching certain topics and so not only did I put in a #like a broad term like student-led learning is a pretty broad term but I was put in a specific thing so even without a hashtag in a search bar you could add Civil War pbl or presentation suffrage presentation or if you wanted to me any more specific like Socratic seminar on it will it will it'll search those things and find you connect you with tweets that have those words in them but I have done the very beginning I spent a lot of time doing searches for things like where I would put cuz I didn't know who to follow when you first started how do you know who to follow but you can do something like the at no symbol and then history civics or if it was biology or whatever it's going to it'll bring up people who have that in their name their Twitter handle and that's also been a really great way to start finding follows finding a chat on certain specific topics that you are interested in is can be really key and so you can Google you can in Twitter search education chats or social studies chat me of something specific but once you get into once you have found a community than following the people that are involved in that becomes just that's becomes a really easy way to to access specific communities and curating a Twitter pln is really fun it's fantastic but you got to start and you can't be afraid to just get in there you're not going to do it wrong text on this but I am continually surprised by the fact that even if you roll in and you have two followers like maybe a couple of your kids your colleagues found you in their following you but then you follow somebody that has 20 30 thousand followers you send a tweet to them they probably at least seven out of 10 8 out of 10 times I've done something like that I've gotten an actual response that doesn't happen as much just cold emailing somebody those emails get lost but somehow Twitter find this way through a lot of personal I've had I have contacted experts in their in their different areas or people off of a news story that I thought was really interesting that I would like to maybe feature them as a as a spike Skype into my classroom kind of Google Hangout in the classroom I have connected with teachers from all over the world all over the world and they have enriched what I'm doing and and learning experiences that we've collaborated on so much I just it's been unbelievable author mother's love to join classrooms absolutely I did want an author visit that was set up through Twitter this year with first graders it with an author that writes children's book and they were just blown away person was in their room and obviously it was Hangouts but it looks on their faces and the fact that Twitter made that possible that help me extend that nut teacher is now at least sold on using Twitter in certain ways and I love the fact that that opened another door for them and as we get four words kind of the end of our talk today I wanted to give you an opportunity to to think about Twitter and not only how it's kind of helped you but could you share a story with us maybe of a lesson or something you try a new student-centered learning is definitely there must be something you never would have considered doing before that connections on Twitter maybe maybe helped you with or even spark that idea yes yes I got something so one of the things that I have I've become a teacher US history and I have a really specific content to follow sometimes turning over a project or something to two students to let them try to find a problem or an issue to saw that they can really passionate sometimes not all the time but sometimes that's challenging and a really specific content or curriculum I also work with a group of advisory students where I have more of an open you know range of topics that we could we can work with an Explorer and one of the things that I am really really interested in are the sustainable development goals sdg you in the club and I've been really inspired by a lot of what we saw this year and about climate change and activism and I'm not trying to getting into a political thing here at all it's really about what to me I think like letting students see here in our own Community right here what issues are there with fingers like clean water week we get notices all the time from Tatar towns and in Shenandoah County that there is no contamination or bacterial or you know they're at this many particles and whatever it is we have issues of Clean Water right here in Shenandoah County what about food scarcity what about equality with working standards all different kinds of things exist right in our own backyard that affect in a much broader sense in a bigger communities that were connected to but I think I don't know if I haven't known a lot about it about any of the about teaching the global goals there are tremendous resources again through Twitter contacts that I've made teachers that are leading this kind of work and I've got two wonderful friends in Colorado that are teaching us doing this work all the time with their students in it and making a huge difference one teacher took her students to Rome last year mom is part of a huge youth Global initiative and Conference and they they presented some of the work they've done I thought that was phenomenal talk about kids getting connected to other world global communities and students and seeing that we're all facing some of the same challenges was really powerful I have another friend in Michigan who is doing work with her 5th graders that is just just phenomenal really really moving and inspiring and so that's the kind of thing where I wouldn't have access to those people or what they're doing how did doing it and they're so generous they are constantly sharing resources with me with anyone that's interested but it's just it is open my eyes so much and connected me in a much broader level than just just my classroom just to school but a bigger context I couldn't agree more I couldn't necessarily pinpoint one thing but the amount of things I've learned via Twitter and the amount of people have connected with has helped me to grow at exponentially since I've really kind of dovin and I hope that this video helps people be kind of at least feel more comfortable going that route and seeing some of the awesome possibilities that can come from it and as always taking time to learn with you and talk with you Abbey is time well spent for anybody I sincerely appreciate your time and the fact that we get not one but two different sessions are the brainstorming conference is an awesome experience for everybody if anybody would like to contact me about any of the things I've talked about or what if you want any help with anything let me know you can find me on Twitter at aw French one and that's what I'm here for thank you

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Filed Under: Brainstorm 2020, Events, Online Events, VSTE Voices Tagged With: Brainstorm, Twitter, video

Brainstorm 2020: Thinglink: Making Ideas Pop!

April 29, 2020 by timstahmer

<-- Back to conference page

Presented by Jennifer Rowan, Director of Technology, Jefferson County Public Schools

Do you have a need to package a presentation for large groups and taught by a wide-variety of trainers? Or do you need to provide a way for students to have independent learning? A ThingLink can be used to create school-wide presentations, an online module, or for a classroom of students. Really -- it's your imagination that will make anything possible!

Session note sheet

Certificate of attendance form


Transcript

Hi, everyone! My name is Jennfier Rowan and I am the Director of Technology at Jefferson County Schools located in West Virginia. Today, I’m going to be showing you ThingLink which is a way to put images on the computer and then make them interactive. You can use this as modules for your students, you can create training, um, experiences for your entire school, so you know everybody is getting the same message, um, and you can explore things that have already been created. So, we are going to get started and I can’t wait to show you more!

Alright, I’m on Thinglink.com and I’m just going to click the login button in the upper right hand corner. I’m going to log in with my Google account, so I’m just going to click on this “G” here. And this is just going to take a little bit of time, but I wanted to show you how easy it can be to sign in. And, obviously, I have 50,000 accounts.

And, this is my account. So, I just created this account and, when you do create account, you’ll get a different sample images. You can make a interactive image, so that’s just uploading something. And, then, you can see these little bubbles here, and if I click on them, it’s going to mean something else. So, let me look here. It just gives me a little popout. This is going to give me a link to something else-- be a map, or like a picture of something, or looks like a Google map. Um, If I do this, it might be a video. Yes, it is a video from YouTube. So, you can see there’s all these different, um, little pop outs that you can put in here. This is even is an immersive reader that can read to you. So, this looks like it has all the Premium features, but it is really nice because you can see all the different things that you can do if you wanted to go with the Premium. I only go with the free version, as you can see over here on my little profile picture it says “free.”

You can also do this with an interactive 360 image. And, again, this is going to, of course, immerse your student a little bit more into an area or different thing that you want to show them. And you can take 360 pictures on your phone, if you have an iPhone. I believe all the other smartphones can probably do it too. You can see all the different pops-out there as well. And, you can do with a video. Um, and a 360 video. Let’s see the video one. I’m going to push play. I don’t know if you’ll be able to hear it. So, now I can click on these which will stop the video and give me a little popout.

But, what I’m going to show you today is simply how to create a static, interactive image, because that’s where you start with all of this thing. So, here is one of the ones I created for an elementary school. This ThingLink was for, um, chromebook training and it went out to every teacher that was providing chromebooks to their students. Um, the idea was to talk about Digital Citizenship, ah, different rules they need for this classroom. Um, and how to practice using their chromebook. So the first, you can see these little dots here. And I created this image in, ah, Google Draw, so I’ll show you how I do that in a second too. Alright, it gives everybody very clear directions: watch first, discuss second, watch third, practice last. So, the first one you click on here a little video just pops up and I can play the video. It’s actually a PowToon I created, and I just shared it through there. Discuss second: This is a Google, um, slideshow presentation that, um, I created based on feedback from on the teachers of what they wanted to talk to the kids for when they are using their chromebook. So, there are different discussion questions on the slideshow. There’s another video here that talks about, um, how the chromebook works and actually walks them through how to log in and then how to practice the last one. This is just a link that they actually type into their chromebook. It gives them a copy of the practice document where it gives them something to do where they can learn how to copy and paste. So, that’s how I use ThingLink.

I have also used it for students specifically. So, if I just click here. Um, the Case of the Melted Crayons. This was for a third grade group, but I actually used it with second grade. You can use this with students as a whole group, or, what’s better, is if you allow them to use this in a small group or by themselves because this is a module for them to learn different aspects. So, this is the Case of the Melted Crayons they were working on different, um, matters, states of matter. So, solid, liquid, gas. The first one is the case background. How did the melted crayons appear and give them different clues throughout the video. The second clue is a just a -- I had kind of rig it so it says “Click here for clue one” and then made it go here, you click for clue one. It routed them to a place where they can copy the document. They copied the document. These are all things that you can probably learn different, um, different presentations -- how to do the copy trick. And, then they had different things that they had to do here. So, they had to talk about the states of matter, and they had to observe the picture and this what what was found and they had to decide who was the person who melted the crayons. And, so, the different suspects are here, the different tools are here. What tool did they use? Um, and the footprint -- That was a big clue for them. They had to make the case at the end. Again, this was something for the students just to right at their desk. This would have taken a signifiant amount of time for the students. Not only do they have to learn the states of matter, they have to understand what tool is going to heat it up so it’s going to melt it. So, it’s just a type of -- type of thing. I’m going x that out.

And, let’s say, you don’t have time to create, you can always take a look at the explore option, up here in the middle. And, you can search for something. So, I used to be an English teacher, so I’m going to search for, um, The Crucible. That was the play I used to teach. And if I click on here. All of these ThingLinks that have already been created are here. And I can explore. I don’t have to create things if I don’t want to. Some of them are a little bit scary looking. Let’s see what this looks like. Yeah. So, you can take a look at some of the different ones that are available for you, and you might really like it. But, I tend to find that it takes me longer to find something than it does just to make it myself.

So, I’m going to show you how I make my own ThingLink. Again, I’m just showing you the static picture, but it really does work the same in all of these different modes as well. Okay, so I’m going to create, upload image. And, I have an image here -- just the VSTE image here, and I’m on a chromebook, but you can upload it from any device. Let’s say I was going to take the VSTE logo and I’m going to add a tag. And, I’m just going to add contact from a website. Um, so I actually have the website up here. I just gonna copy, and I’m going to paste here. Okay that looks good. I can change the icon, so it might be something different, and there’s so many free icons or you can upload an icon. So, I’m just going to say, oh -- I like that blue. And, I’m just going to put it right here. And, maybe that’s all I want for my image. It’s going to go to VSTE.org and it will allow them to go there right away. That might be the best case scenario with ThingLink, because what you want to do with the ThingLink is make sure there’s multiple points to touch, but I just wanted to show you how easy it was for me to get the website onto the ThingLink. Okay, let me x out here. I’m actually going to delete that, because it is not something that I want. Okay! So, I’m going to remove it.

Alright. So, I’m going to show you how I create one from Google Docs. Google Draw, actually. If you haven’t played with Google Draw it really is a wonderful, wonderful feature. So, here is my background so far. It’s just a New Orleans. “You have been selected to attend the Middle School Arts Fair in New Orleans! We will have extra time while visiting, so it’s important that we plan for a little time.” Maybe we -- I should say something like, “for, um, plan for an culture experiences.” “Use the information below to plan a trip to New Orleans. You should complete an itinerary with approximate costs. You do not need to worry about how you will get there, so no additional research will be needed.” Okay, so what I’m doing right now is creating my background for New Orleans. This little, um, pretend project I have going on. Alright, so I’m going to click on here. I’m going to say we are going to do location, we are going to read about the history and family fun events. And then, this is -- I have room for one more, so I’m going to actually add one more and I’m going to call it “Jazz.” Because Jazz music is a huge, um, part of New Orlean culture. Here we go. There it is. I just copied that so it looks the same. So, what it is, I have already went ahead and found the information I want to share. You can see that on all the tabs up here.

Okay. So, I’m going to have my background. What I do is go is I just go “File” I’m going to go to “download.” I’m going to download as a JPEG image. Okay -- so, now I have a JPEG Image. I’m going to go back to ThingLink, click on “create,” and “upload image” find my New Orleans. I open that, and now I have my background image. So, I know I want -- I have three to four tabs. I think I have one, two , three, four, five. Okay, that’s the Google Drive, so I can x out. So, four tabs, so I want four tags. Um, my location, I’m going to use a Google Map that had some really nice location things already built in. And I just found this online. I didn’t create this.

The next thing that I want, or, what I want them to read about is history. The history is very important about New Orleans. It also said “Family Fun Events,” so, um, I also went ahead and found the family fun event part of their website. And, this will help them really gear towards what’s appropriate for middle school. And then, I found a YouTube video that talks about “What is Jazz?” It’s only two minutes long. You really should have really long videos. You can even put a-- you know, you could app smash this and use it with anything really. Anything that is going to give them a quiz or something that shows that it is actually that you have read it or watched it. You know -- your -- basically, you can do anything you want with ThingLink. But I’m going to show you how to do the tags.

So, this first tag, I’m going to Text to Media, is it Add Text Lab, Add Content from Website, or Create a Tour. It’s going to be “Content from Website,” just like I’ve showed you before. I’m going to see if there is anything fun here. The first one is about location, so I’m going to use the house. I’m going to use the white one, and I’m going to find my link. I’m going to paste it. Hm.. it’s not letting me do it, but I’m just going to hit done and see what happens and put this right here.

Okay! So, I have a few more tabs to add. The second one is going to be, they are all websites, so. I can just do this real quick. And I’m going to show you the other ones.

Okay, this next one is also a website, but I’m going to change the tabs to be a little video because I want to play a video, and I want them to know it’s a video before they see it. And, again, notice that’s there’s not any, um, ads around it. So, it really just does a nice job taking all that extra noise out when you are working with your students. Now, let me add another tag and let’s say, and I’m going to say this is New Orleans, and, um, going to add. I’m going to do that. I’m going to put Google Classroom in here and maybe I will add an image. And again, you do have to have these images already in here as downloads. You can’t just find one. I’m just going to show you what it would look like. Let me see if I have a Google Classroom logo in here. I’ll just use the logo from my school. We’ll do that. And, I’m going to upload audio: “Hey everyone! Don’t forget to take a look at Google Classroom for the all of the directions that you need. THis is a big project, so I really want you to do well. Please ask me for any questions, but please remember, your group members are great as well!” Okay! I’m done. I’m going to put that tag up here, that’s a little more information for them. Let me add another tag, add a tech label. Maybe I say, “This is a mask.” Bonus question: “Why is this picture important to New Orleans?” Put a little, little gems in there. Add another tab, content in a website, create a tour. I’m not really going to …. This one is really um...you can do different things with that. I’m not going to go through this because it’s something that I never do. I only use these first three, but you can always experiment with the Create Tour button. You can create a theme here. No, it’s not one that I do.

Now, I’m going to show you some other things that are going to help you. Let’s say, I really don't want this one. I’m going to click on this one and I’m going to delete the tag. Um, I could click on here and I can change the icon. So, that’s how you do, all of your different, your edits-- but after you are done with the free version, you really can’t go back. You can edit them -- the tags, but you can’t edit the background. But say, you wanted to say “Jazz music” What is the history of Jazz music click here -- you would have to change out the background. I’m going to hit done. And, there’s my ThingLink.

This one says choosing to connect, so we may have to go back and change that. The website. What’s nice is that students don’t have to leave this either, and you can put everything on one page, so they don’t have worry about it. It’s kind of like a hyper doc, it’s just in a different manner, more visual. Okay. So that’s how you create your Hyperdoc. Let me go back here. And, now, you can see I have two -- not Hyperdoc! ThingLink. That’s how you can create your ThingLink. Now, you can see I have two ThingLinks out here. So, I’m just going to go through here and click on the three docs. It’s going to give me some information. I can edit it. Three dots always mean “more” by the way. I can change that. And, I can go in and click through here. I can click on settings. Um, this is for anybody in my organization, but I’m going actually going to look in the top left, or I can do unlisted. So, if you are familiar with YouTube and how and they do their public vs. unlisted, vs. private vs. my organize or Google, this would be kind of the same thing. I’m actually going to leave this public. Maybe someone will want to use this later on. It tells me down here how many views and how many tags I have. If I can click on here again, I can publish this. I can embed this into a, um, into a website I can share the link, I can post this to social media. I can download it to offline but I would need to upgrade my account. I can donate the lesson. I normally just use the share link function, and you can do this in a few different ways, so you can actually just click on it. And, use this link and share. As long as it’s public or unlisted, you will be. It will work. And, click on here. Let’s say, you had a collection that you can, I don’t have any collection, but let’s say you wanted to use it to organize them. You can take a look at the statistics. Obviously no one has looked at it yet because I just created it, but let’s take a look at these statistics. No one has used it for a while. Let me go back to this year. I can see when people have been checking it out, and how many views I got. It’s a nice little feature to see some of those analytics. Click on these three dots again, I can clone it which just means, you know, copy it. But I don’t need to. I’m going to delete, and then “Replace the background,” so this tells you, “It allows you to replace the uploaded background image.” This used to not be in the free version. You used to have to upgrade for this. So, this is kind of neat. It will take an hour for the image to change everywhere. So, let’s say in I wanted to come in-- or I saw something wrong where I needed to fix where it said, “Jazz Music.” Um, I would have to replace the background image for it to make sense. So, it’s a nice little feature that you can click on those three dots and replace the background. And, of course the last thing down here is to click delete.

Over on the left hand side, you can take a look at, um, your images, videos, 360/VR, you can take a look at specific collections. So, let’s say I wanted to put them in Social Studies. Now, I have a collection down here. Um, then, I’m going to just post it to a collection, I’m going to say “Social Studies,” post. When I click one Social Studies that will come up. So, it’s a nice little feature for you to organize your ThingLink should you decide to start creating a lot of them.

The only one I’m interested in -- I don’t understand why this is not working. So, let’s say, see if I can share it this way. See if I can share it…. And sometimes with Google things, you have to see if it is shared publicially, or you have to download it, or you have to publish it. Because some of the things in Google, you do have to publish. So, if I had a, if I have a slideshow, I normally publish it before I put it in the ThingLink.

So, that’s all that ThingLink has to offer. It’s pretty neat. Again, you can create it for your students, you can create it for your teachers. Um, you can allow different things that you can explore. There all different things out there that you can provide people help to take a look at. I really like this one! It’s pretty neat -- the Periodic table for iOS apps for VR and AR. These are really neat ideas because you it can give you an library. It’s sort of like symbaloo here but it’s kind of nice you can put more information here and share more broadly. As you can see, this one is very popular.

Okay! Alright, if you have any questions, please let me know. I’m always here to help, and I cannot wait to see what you do with ThingLink in your school, your district, your division, whatever you call it. How you can create these static images and bring them to life with ThingLink. Alright, have a great day! Thank you.

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Filed Under: Brainstorm 2020, Events, Online Events, VSTE Voices Tagged With: Brainstorm, thinglink, video

Brainstorm 2020: Educational Duct Tape: an EdTech Integration Mindset

April 29, 2020 by timstahmer

<-- Back to conference page

Presented by Jake Miller, Technology Integration Specialist, Orange City School District

In a multi-session, content-rich, idea-filled conference like this one, educators can fall into the trap of “paradox of choice,” which often keeps educators from integrating *any* of their newly learned skills. In this session, Jake will share about how “Educational Duct Tape” can help educators overcome this paradox. Learn how Jake’s silly metaphor can be used as an #edtech integration mindset in your instruction, tomorrow!

Session note sheet

Certificate of attendance form


Transcript

0:05
Hi there, my name is Jake. I'm here to talk to you about duct tape . . . and educational technology. And, how in my silly mind, I've got this metaphor where the two of them work together--duct tape and educational technology. And they form a metaphor, a mindset I actually say that I think can benefit you in your learning environments, right now, today as you go through the sessions that you're going to experience during this brainstorm conference. You could put this educational duct tape mindset in play to help you decide what different things to implement in your learning environments and in the future when we get back to our classrooms, in your

0:39
classrooms.

0:41
As I said, my name is Jake. Jake Miller is my name. I'm the host of the Educational Duct Tape podcast. You could find me on social media @JakeMillerTech and find my work online at JakeMiller.net. And you can also find the slides to this presentation at JakeMiller.net/EDT (as in educational duct tape) Pres (as in Presentation) 20 (as in the number after 19). Now, this not only gives you access to the slides that I'm going to go through, but it gives you access to some giveaways I do every time I do this presentation. So even though we're not in person together, learning at a conference, like I would love to be, I'm still going to do some giveaways here. So I'm gonna give away two different prizes. So the first prize is a sticker. These are coveted stickers, you guys, you get to choose which sticker you get, depending on how you pronounce the animated file type GIF. You know how I pronounce it. The .gif file type. You will select either the correct sticker--if you believe it's pronounced gif like gift--or the incorrect sticker, if you believe it's pronounced like... that's hard for me to say it... like the peanut butter, right? So you'll pick one of those if you're this winner, and I'll send that we send you one of those in the mail. I promise I'll disinfect the stickers before I send them to you. Now, the other thing you could win is registration and an online learning opportunity that I do called GIF a day. Now what the way GIF a day works is the people who pay to register or when registration in it. Receive a GIF and their email every morning to learn a new skill. Currently, I do this on Google Sheets. So if you participate, you'll get a new gift every morning explaining a different Google Sheets skill to you, and one person will win registration in that. So to sign up for those giveaways, you go to Jake Miller dotnet slash EDT pres 20 which will give you access to these slides as well as signing up for these giveaways. Okay, so what is educational duct tape? And why is Jake here to talk to me about educational duct tape? Well, to tell you about educational duct tape, I need to go a little bit back to kind of my origin story of educational duct tape and it really all starts with Edu gifts. Okay, now where these Edu gifts come from, we're going to get to but the thing that you need to understand now is in order for me to get to the position where I knew Patrick, who invited me to present in this conference, I had to start with the Edu gifts. That's these are the things that earned me the invitations to do things like this conference, these Edu gifts

2:55
or Edu gifts. Well, we all know

2:58
what gifts are animated gifts. are small file sizes that are kind of like an image but kind of like a video, right? They play in a loop normally short they don't involve audio and we're familiar with fun ones like this one. This baby is so surprised me my presentation right now. But we're surprised we're familiar with fun ones like this one are ones from the office or maybe from a sporting event or from our favorite movie or things like that that we send to our friends. Many of you have probably already sent out multiple gifts in emails or texts or tweets so far today. Now I don't create gifts like this one, I create Edu gifts, meaning I use the gift file type to give instructions on how to do something. So here's one that that I created a while back about how to do translations in Google Sheets.

3:40
I'll let you watch it

4:11
And as you can see it loops over and over again. So the people if they missed it the first time through, they could see what happened the next time through now I made this one. When we tried to find a way to support a new student in our school, who spoke little to no English. She had a Ll tutor who was supporting her and learning to assimilate to the school, but her teachers needed a way to help her understand classroom vocabulary. So they created vocabulary lists using this formula in Google Sheets. Now, it's not 100% perfect, but they had to go through they were able to go through and do like minor tweaks, here and there were needed when she found that words didn't quite make sense to her. Now, when we saw this, I was so excited about it. I wanted to share it out there to other educators. And a GIF is how I shared it. This one went particularly viral and had 10s of thousands of views and retweets and countries all around the world because of the small bite size information provided to them now I'm not trying to tell you that you should start making gifts for your classroom or you should start using gifts in your classroom or in your online lessons. I'm also not telling you this to brag about the fact that this tweet had 86,000 retweets in Malaysia because it doesn't really matter that doesn't really impress people like,

5:16
Hey, guys,

5:17
I'm pretty big in Malaysia, like, that's not really gonna get me anything, right. It's not gonna impress

5:21
anybody

5:22
all that much, while I'm telling you about is because these Edu gifts help, like showed me a way that we could approach educational technology in the classroom. And that is what I think you can apply to your lesson. So let's talk about where they actually came from. So I started my career as a math teacher. And in my second position, I was an eighth grade math teacher in the school district that my kids still go to, and my wife still works in. And I absolutely loved that job. I thought I was going to work in that position for 35 years until retirement and be happy the whole time because I love the content. I love the age of students. I love the community I was in and I really enjoyed what I did as an eighth grade math teacher. But what I found over the next few years is that I like trying out new things. So I said, Well, I'm gonna try fourth grade math. And I'm going to try eighth grade science. And I'm going to try eighth grade stem. And during those years, I also found that I got more and more excited about educational technology. I was excited about what it could do for my instruction. And then I was excited about what it could do for the way my students displayed their learning. And then I started sharing it with my team of teachers, and then with teachers across my school building, and then teachers across my entire school district. And then even that wasn't enough. And I wanted to spread the word of this educational technology even further. I wanted to impact teachers around the world so that I could indirectly impact thousands and thousands of students by supporting them, their teachers directly them indirectly, by supporting their teachers through this educational technology. So I said, How can I share these tips with more educators? So I had a goal, and I needed to identify some tools that I could use with that goal. So my goal was sharing edtech with more educators, so I thought about what tools I had available to me and those tools were Camtasia a screen recording program that I'm actually using to record this very video, YouTube. Obviously, I can host the videos there for people to watch my website so that people could find all of my videos and my Twitter account so that I could share these videos out there and have more people see these videos, okay, so late at night after my wife and I put our three kids to bed after we had cleaned the kitchen and made it look like nobody lived there that day. And after we had packed lunches for the next day, I would come downstairs to this very basement office, which isn't much of an office if I were to pan the camera over that way you would see my kids Lego table. And if I would hand it over that way you would see collections of already built Legos. I have a nice Lego gymnastic set right up here overlooking me while I do my work. So I call it my office my kids called the Lego room. Regardless, I would come down here late at night with my dress shirt on from that day of work and pajama pants because you can't see what kind of pants I'm wearing right now. And I'd have a beard just off screen because it was 11 o'clock at night and I was working hard and I deserved a beer Okay, lay off so it'd be off screen so you couldn't see it in the video and I would record A video just like this one right here that you see on the screen of some specific technology tip, some edtech tip that I thought teachers would benefit from. So in this particular video, you can see I was sharing a keyboard shortcut on Chromebooks. That makes it so that you can quickly split your window between one screen on the left and one screen on the right. And I thought it was a really quick hack that I felt like all educators should know about. So I wanted to record a video to get it out there for them to see it. Okay, so I would record these videos. And then what I would post them on, I would edit them on Camtasia, I would post them on YouTube, I put them up on my website, and then I would share them out there on Twitter for people to discover. And I would stay away from looking at the video for a while. I didn't want to worry too much about how many views I was getting. But about a week later, I would finally go back and look at the views and I would just discover stuff like what we see right down here, which is seven views, eight views, maybe nine views if I was lucky. And

8:53
the sad thing about those number of views is two of them. Were me making sure the video worked. One of them was My mom who's a retired educator and doesn't give a crap about Chromebooks, but is checking up on me because she loves me. So my videos were really getting like four or five views in a week. So why was it that I was creating these what I thought were quality videos about what I felt were important tips for educators. And yet, educators were not watching them. No, it wasn't like they were going to them going like Jake, this is a horrible video, I'm going to close it. They just weren't even going to the video. What was happening there. What I realized was I had too many hurdles in place for my videos, the teachers had to be following me on Twitter or be visiting my website. The teachers had to believe that the video was going to be worth their time, they had to trust me that I was making good content. They had to trust that it was going to be worth five or six minutes of their time to watch the video. They had to be in a place where they could plug in headphones or have the volume on there were too many hurdles to get them to even click on the video so I had to figure out how do I get rid of all these hurdles. So I found the idea while I was sitting in my doctor's office, waiting grandma's sitting there waiting to get called back for my appointment, and I decided to start looking through Facebook on my phone to see what all my friends were up to. And I'm scrolling down through Facebook looking at pictures of friends, kids and vacations that kids and friends had been on and things like that. And then it happened. tater tot casserole happened. I found myself sitting and watching an entire video recipe of how to make tater tot casserole. Now the sad thing here is I don't do much of the cooking in our house. My wife does most of it. And when I do the cooking, she either gives me the recipe or tells me exactly what to do while I'm making it. So I don't need to know how to make tater tot casserole. Worse yet, she already makes tater tot casserole and it's delicious. So she doesn't even need the recipe. And in this recipe, they put frozen peas into it. Look at that frozen peas into the Tater casserole, who would do that way to ruin a good dish with some frozen peas in there. So this video was totally totally worthless to me. So why did I watch the whole thing

11:04
I just I just started watching it again right now what is it about this video that makes me watch it even though it has no value to me? Well, what I realized about this video is a couple things. Number one, it auto played number two and moved quickly. Number three, it was well made. And number four, it didn't require audio and number five, it was short and brief, right? So I realized this is what my educational technology tips needed, they needed to be like this tater tot casserole, okay. And that's when I started making what I called it, what I call Edu gifts or Edu gifts. I realized that that Camtasia software that I've been using all along to make my screencasts I realized that it also could export the video files as gifts. Now I had never done it before because I had never had a reason to do it before but now I felt like I had a reason. So I would I would take these screencasts that I was making a night I'd come down and instead of having my beer off screen, I didn't need to have it off screen because I wasn't recording my face anymore. I didn't even I need to have a dress shirt on, I could have my hoodie on because nobody saw me in the gifts. I was just recording these gifts and putting them out there. And what I found is instead of seven or eight views in a week, I was getting seven or eight views in the first hour or something because they were auto playing on Twitter. Okay, now, this didn't completely remove all of the hurdles, because some of you have never seen one of them, right. But it remit really drastically lowered the height of the hurdles. And what I realized in my use of Camtasia to make these gifts is that that educational technology I was using that technology that I use to make that gift was at its best. In this situation, it was the most useful in this situation, because I was using it as a tool to solve a problem or meet a goal. I had used it to take these giant hurdles that were keeping educators from watching my videos to reduce the size of those videos. And again, the hurdle is still there because not everybody's seeing them. But I made it much easier to get over these hurdles by using that technology as a tool. Now how did this become edge occasional duct tape. Well, that's a different story. That all starts on one of those evenings while my wife and I were doing that cleaning in the kitchen in that lunch packing. And she showed me on her phone a picture of this bounce house. And she said, Jake, I want to get this bounce house for the kids for Christmas. And I said, What? Are you crazy? That thing has an eight foot diameter, it'll take up our whole living room. We don't have space in our living room to walk through without stepping on toys. Anyhow, why would we do that? And she said,

13:27
because it would make the kids happy.

13:31
And I realized very quickly there I probably

13:33
don't have a choice in the first place. But I realized when she said that, yeah, she wants she's right. It wouldn't make the kids happy. And so we should get this for the kids. So she ordered it that night. It arrived on December 24 delivered by them and the big red suit, but it was not inflated. Right. And that began the love hate relationship between me in this bounce house because I was the one who had to inflate it. Okay. And I loved how happy my kids were the next day when they saw it and started playing In it, but I hated that two days later when they were over it. I was the guy who had to deflate it and put it away because it was in everybody's way. I was the guy who opened open all the holes. I was the guy who had to push it down to the floor. I was the guy who had a roll around on top of it like a six foot four rolling pin to push all the air out of it. I was the guy who had to fold it up and I was the guy who had to put it in the basement now. I also loved that a month later, when my kids were feeling restless on a snow day, I could pull this back out, inflate it and the kids had a blast in it for a couple hours. I did love that. And I loved how much they enjoyed it. But I hated that a couple days later, it was in their way once again, and I was the guy who had to again roll around on it like a six foot four rolling pin so that I could put it away in the basement. Okay. I loved how happy it made my kids I hated how much work it took for me until one day when I was inflating it for the kids and I heard this sound and I went into Mr. Burns mode from the Simpsons you know Mr. Burns. I went Yes, excellent, because I knew that I could finally throw the damn thing away. And then I saw my kids standing in the corner and they were giggling adoringly about the sound and I looked at them and I went, Oh, I can't throw it away. Look at them. They're adorable. They love this thing. They're so cute. I've got to fix it for them. Okay, so what do you think I used to fix that bounce house? Go and guess. Did somebody say pepperoni? That's a really weird answer. No, I use duct tape to patch the bounce house. Duct Tape ended up being the perfect tool for patching this bounce house and making it so my kids could plan it. It worked great. Okay. Now it's important to note that I wasn't planning on using duct tape that day. I wasn't even planning on using the bounce house that day. They were both tools that I use to meet goals that I had and my goals were for my kids to have a fun day right. That's all I was trying to achieve. The bounce house was the first in the tried to help me achieve that. And then duct tape became another tool that assisted in that measure. And it worked. My kids had a blast that day. And the duct tape worked. The bounce house didn't deflate that day until I was ready to deflate it right. And this helped me start to see something about educational technology, I started to realize that this is how educational technology works as well. But it wasn't quite educational duct tape just yet. For me, that didn't happen till I was at a Technology Conference, kind of like this one, except in person. And I realized that there were three main types of people at these educational technology conferences, there was the person who's like, ooh, flipgrid I'm gonna use that in my class tomorrow, it's gonna be great. And you're like, great, what are you teaching that you're gonna use? flipgrid with, and they're like, I don't know, but I'm gonna use flipgrid. And you're like, Listen, I love your excitement for these tools. I love your innovative attitude and your willingness to try out new things, but maybe think about your pedagogy and your teaching standards first, right? And then there's the people that are like, Oh, man, there's flipgrid And there's paradise. And there's Nearpod. And there's scratch and there's hyper dogs. There's too many tools to learn. And we understand how this person feels right. We're like Phyllis, we get it. That's a lot of different educational technology tools, and you can't keep up with them all. I can't keep up on the Mall, and educational technology is my jam. But I can't possibly keep up with all of the tools. And then there's the third type of person the Educational Technology Conference, who strolls through and thinks, Oh, flipgrid, I could use that when I need to hear from each student. Oh, Pear Deck, I could use that when I'm teaching a lesson and need some formative assessment as I go, oh, scratch I can use that when I want my kids to create their own animations to show how a project or a topic works. This person is seeing the educational technology things as tools, tools that he can use. When he has a specific lesson or need that they will help him meet. He doesn't worry with learning exactly how to use flipgrid or exactly how to use Pear Deck or exactly how to use scratch. He knows If he knows what it's for, then when it's time to use them, then he can learn how to do it. The thing about it's on YouTube, right? And this is when this all came together. For me. This is when the tater tot casserole and the bounce house and the three types of people at a tech conference came together to form the educational duct tape mindset. For me. It's when I realized that educational technology is at its most useful when it's not the goal of the lesson, but a tool used to solve a problem

18:29
or meet a goal. Similarly, using duct tape is never one's goal. But as an incredibly useful tool when solving problems or helping you meet a goal, think through all of my situations here. I didn't need or want or think I should create gifts, but they became a tool that helped me solve the problem I had, which was to get more educational technology out there ideas out there to educators. I didn't need or want to use duct tape that day, right. But it'd be came a great tool for solving the problem that I was having with that bounce house. So the educational technology is just tools. So as you're going through the sessions that you're going to view today, and over the next few days, think about these educational technologies as tools. Some of them you'll throw in your toolbox and not use anytime soon. Others of them will immediately meet needs and goals and problems that you have. And you can put it in place right now. But if you think about it, from that mindset of these things are just tools that I use to meet goals. You'll be able to prioritize which ones are learned nouns and which ones are remember, but learn laters or maybe learn Nevers because maybe they don't meet a goal or problem or need that you have in your classroom. So after I thought about this educational duct tape mindset, I created a podcast around the mindset. And in this podcast, I bring on different guests and we talk about teacher problems or teacher questions. How can I formatively assess my students? How can I support learners with special needs? How can I get my students to create things? video projects? How can I do this? How can I do that things that teachers might ask, and the guests and I come up with suggestions about different educational technologies that they could use to solve these problems or meet these goals. A couple of my favorite things about this process is that the guests and I almost always have different suggestions for tools they could use, and I'm not the right one, and they're not the right one. We're both right. Because there are lots of different educational technologies. There's no one right answer for almost any problem that you could have our goal that you could have as an educator, oftentimes, the guest and I both have multiple different answers. And that's important to understand that if somebody tells you this is the educational technology tool that you should use for this, they're wrong, that's the one that they should use for it. You should pick the one that best meets your goal, your problem your needs, and best fits your style as an educator, your content, your students their age, their style of learning their modes of learning, the They work. every classroom, every teacher, every content, every group of students is different. And so understanding directly exactly what you're trying to achieve helps you choose the tool that's right for you. And it might not be right for the teacher in the classroom next to you, right? different different educators and different situations need different tools. Okay, so then how do we choose which technologies to use, because if you're going to watch a bunch of videos today, you're going to discover a whole lot of different educational technologies that you might consider putting to work in your classroom, and you can't do them all. Actually, I know from experience going these Educational Technology Conference or viewing these online educational technology conferences, oftentimes, we use little to none of what the educational technology presenters share with us, we go back to our classrooms or to our remote learning environments. We get overwhelmed by the work that we have to do right now. We can't make a decision on which tools to put into work in our classroom, and we end up choosing none. We know it happens. It's probably happened to you. I know for sure. It's happened to me. And this is because of something called the Paradox of Choice. Now the Paradox of Choice comes from one of my favorite TED Talks. It's by a guy named Barry Schwartz, I recommend viewing the whole thing. But my favorite part of it is when he says all of this choice produces paralysis, rather than liberation. With so many options to choose from, people find it very difficult to choose at all. All of this choice produces paralysis, rather than liberation. With so many options to choose from, people find it very difficult to choose at all. And this is what happens at educational technology conferences, whether they be online and virtual or in person, we get so many different options that it becomes very difficult to choose at all and we end up with paralysis rather than liberation. We end up using

22:45
none of it.

22:47
And that happens to a lot of us. So how do we avoid that paralysis? Well, I think the best way to avoid it is to narrow down our choices. Okay? The best way to narrow down our choices is to think specific about exactly what we need. Now, Barry Schwartz talks about in this TED talk how one company that he studied, found that for every 10 additional mutual funds that they offered to their, to their employees, they had a drop in 2% participation, meaning the more mutual funds they gave their employees to choose from, rather than their employees being excited about the options, they became less likely to even participate at all. Like they're like, I'll keep my money in a box underneath my bed because I just can't choose which one to do. So the best thing that I think that company could do is narrow it down to just a few choices. This is a fun, that's good for if you're retiring within the next five years. This one's good for if you're retiring within the next 15. This one's good if you're in the next 25. And this one's good. If you're just starting out and you expect to be in this position for 35 years. Here's your four mutual funds, select the one that best meets your needs, and that's the one you're going to select. I bet that would increase their participation. Now, how can we leverage that with educational technology? Well, we leverage it by thinking That educational duct tape mindset and it said, educational technology is at its most useful when it's not the goal of the lesson. But a tool used to solve a problem or meet a goal, just like that duct tape. So if we think specifically about what our problem or goal is just like thinking about when we plan to retire, it becomes easy to select that educational technology tool or easier, just like it becomes easier to select that mutual fund that we might use. Now I want to share with you a story to illustrate how this works. So I used to be a stem teacher and in my stem class, everything was student paced, so the kids got to the activities and watched videos of me explaining what they were going to do because they were all getting to them at different times. So in the class we used to build basswood bridges, these bridges were built out of wood, the kids that had cut the wood with Exacto knives and glue it together, we would test their bridges to see how much weight they held. Now, before I went to student paste, I was able to give the entire class instructions on exactly how they were going to build it. How to use an exacto knife. Imagine eighth graders with Exacto knives read I had to go through instructions, safety instructions on how to use it. Now, when I switch the student paste, I had to do this via video. So in the video I recorded here's it, here's a picture of me recording that video, I'd have to go through exactly how to use that exact and I have how to plan their bridge out how to how to design their bridge, the regulations for the shape of their bridge and everything, all in this 15 minute 39 second long video. Now I can remember one day a kid coming up to me and saying, Mr. Miller, I'm ready for my Woods before my boss Woodbridge and I said to him, great, show me your plan for what your bridge is gonna look like and he said, What plan I said the plan that I described you making in the video and he's like, Oh, I didn't see a part about about a plan and I said well, it's in the video that you watched how could you not have seen the part about making a plan if it's part of the video that was what you have to do? It said in the video you'll make this plan and then you'll show it to me I'll check it I'll confirm your measurements are right and then I will give you the wooden the exacto knife and he's like, Oh, I don't remember that part of the video. So click He had not watched the video. So I remembered, I realized the problem that I had, I was creating these videos and yet my students were unlikely to actually watch them. Now, it's not a whole lot I could do to force the kids to watch the videos. And there's nothing I could change about the kids to make it. So I needed to come up with a reaction on my own end, that would help make sure these videos got watched. Right. So I asked this kid a question. I said, What should I look like in the video? Now, as you can tell, right now, when you're looking at this picture, I had glasses when I recorded that video. Okay, that was the semester before I had the student in my class and I no longer needed glasses because I had LASIK eye surgery. When I had this kid in my class, I also did not have a beard yet in this video. As you can see, I did have a beard. So I said the kid What did that look like in this video expecting him to say if he had watched the video you had on glasses and a beard unlike now, but he hadn't watched the video so we couldn't say that. One of his classmates, his friends were in the background going classes, beard classes, beard, but he didn't hear that kid. And he said to me, no, I'm not making this up. He said to me, uh, looked handsome.

27:04
Can't make it up. It was true. I could picture this kid saying and I remember this event. And well, maybe it was right maybe I did look handsome. I don't know that I don't know look a little bit funny there. My hair was funny like, swoopy thing I was doing my hair then. I don't know. So I said to the kid, well, thank you very much. But no, did I look any different in the video? And he said, No, you pretty much look like yourself. And I said, Did I have on glasses in the video? And he said, Mr. Miller, you don't wear glasses? And I said in the video I did. And I said that I have a beard in the video. And he said, Mr. Miller, you don't have a beard. And I said in the video I did. So clearly he had not watched it. So we both had things to do. He needed to go watch a video. And I needed to find a way to make sure my kids were making the video. And what I started using was a tool called edpuzzle and edpuzzle. Let me take my videos and embed questions at certain locations in the video. And the kids would have to answer those questions while they went through

27:51
it. And then I got

27:52
data on the end that showed me had the kids watched it, how much of it had they watched how many things could they get? Right? So Then I could say to that kid Ah, yeah, I see you watch the video. Yes, you're ready for the wood for your basketball bridge. But I could also say, which I didn't even think about, Oh, I see that you missed this question. And this question and this question this question, let's talk about those things before you start building your bridge. So it didn't just become a compliance tool, which is what I really thought it was going to be, which a little bit of ashamed of, but it also became a formative assessment tool, because I was able to talk to those kids about misconceptions that they had throughout the process. Now, I was proud of myself before from making these videos, but I realized I had a new problem and that's the kids weren't watching the videos. So now I needed a new solution, which was to add them into edpuzzle to ask the questions that I had for the kids to confirm that they were watching them, okay. It's important to understand that when I made these changes, it was in the interest of getting better. And that reminds me of this Dr. Maya Angelou quote and she says, said, Do the best you can do until you know better. Then when you know better

29:00
do better.

29:01
It's important to understand that I'm not, I wasn't doing the wrong thing by recording those videos, I was doing the best I could. And then when I knew that I needed to find a way to make sure that kids were watching them, then I knew better. And so then I did better. So I went from teaching this lesson to all the students at the same time, which I'm proud of what I did then. And then I knew better I knew I should student paste my work. So I went to recording as a video that was doing better, but then I knew that the kids weren't watching it. So I needed to add them into edpuzzle. And that was doing even better, do the best you can until you know better. And then when you know better do better. So as you go through these sessions in these videos over the next few days, think about it from that view. Do these sessions, meet some problems or goals or needs that you have? Do these sessions make you realize things that you now know better? And if they do, then it's time to prioritize which steps to take to do better. Thank you for watching this video. Thank you for your time. Again, my name is Jake Miller. If you try out anything that you learned during this session, I'd love to hear about it. There's my contact information. If you have any questions, feel free to reach out. I'd love to answer them and support you in any way I can. And I will be sending out an email about a week or so after all the sessions finished airing to give away the prizes that everybody won. If you haven't signed up to win one of those prizes. That link was back at the beginning of the video. Again, thank you for what you're doing for students. Thank you for your hard work. Thank you for being a lifelong learner and continuing to work hard to get better and do better for your students.

Transcribed by https://otter.ai

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Filed Under: Brainstorm 2020, Events, Online Events, VSTE Voices Tagged With: Brainstorm, edtech, integration, video

Brainstorm 2020: An introduction to building your own AR Sandbox

April 29, 2020 by timstahmer

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Presented by Chad Fisher, Instructional Technology Coach, James Wood High School, Frederick County Public Schools

Have you ever heard of an AR Sandbox? This unique tool provides various opportunities for student learning without the need of special glasses or headsets. The construction of a sandbox also presents an interesting way to promote cross curricular work among various departments as well. Learn how one high school managed to make their own AR Sandbox through cooperation, collaboration, and creativity and how you can make one too.

Session note sheet

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Transcript

Hello, my name is Chad Fisher.

I'm an Instructional Technology Coach in Frederick County Virginia.

Today I'm gonna show you how we built our AR sandbox at our high school.

An augmented reality sandbox allows you to see a projected overlay on top of the sand in the sandbox and interact with the sand.

The sand creates different elevations that the computer picks up and translates into colors based on that elevation.

Wiggling your fingers over an area will make it rain by having virtual water flow downhill. You can see the shimmering in the lower sections depicting this.

The keyboard can be used with an assigned key to instantly flood the sand or another key can be used to dry out the sand. We found an inexpensive keypad on Amazon that would do the same thing so we could remove the keyboard. (https://amzn.to/2QG63ee)

Water that is projected will always flow to the lowest elevation.

Our first steps were to talk to the departments that would be able to assist in the creation of the AR sandbox. One of the first departments happened to be the agriculture department, so that way they could possibly help us actually construct the physical sandbox.
I talked to the administration to see if we could get some funds to afford some of the supplies and we talked to the IT department to make sure we could get the correct equipment.

The UC Davis website (https://arsandbox.ucdavis.edu/), or UC Davis themselves, are the ones that originally created the Augment Reality sandbox. Their website has all of the plans, the software, and the step-by-step instructions that you'll need.

The webpage itself has various bits of information on the menu at the top. You can see the installation hardware, software, there's a community, there's a forum, there are all kinds of information here and I highly recommend that you go to their website prior to considering the construction of an augmented reality sandbox. There various example videos on here and other resources so that way you can show those interested in your building what one looks like. The map displays other places that built their own sandboxes.

This website from Beale Science, or the YouTube video, shows a great demonstration of the sandbox in action and a little bit of how he created it.

Some supplies that you'll be needing in order to build your own augmented reality sandbox is the lumber in order to be able to construct the sandbox itself. We had ours donated fortunately from the Ag department who used this as another one of their projects. We needed the projector and actually tried two different ones. We finally settled on the one that was recommended by the UC Davis site (https://arsandbox.ucdavis.edu/). We needed a place in we had to have a computer Xbox 360 Kinect so that we could pick up the elevations. We used paint sealer to seal the sandbox so that way we could add water to stiffen up the sand. You’ll need a mid-level gaming graphics card, network access to be able to download and install the software, and a power strip. Then some optional supplies... We used a 3D printer and 3D modeling software. We wanted a separate keypad so we used a USB keypad found on Amazon, some plastic scoops to be able to play in the sand itself Those were optional.

This is a picture of the sandbox at an early stage as the Ag department was constructing it. You can see it has a pretty sturdy base with supports underneath. We have it on casters so that way it can be moved and rolled around if need be.

The projector will need mounts of some type that are adjustable. As you can see here, we put one on made for projectors.

The projector itself we need to make sure we got the right projector. At first, we got the incorrect kind. This is the one that was suggested from a couple of other resources that I found.

Here's a picture of someone from IT and one of our student workers trying to find the correct position for the projector. This turned out to be a little challenging because we didn't quite get the projector mounted in the one hundred percent correct spot.

I donated an old dell computer that I had sitting around so that way we could run the sandbox. We were able to just have it on its side.

I also had an Xbox 360 Kinect sitting around so I donated it for this as well. We just needed some adapters and some other cables which I got on Amazon.

It was very important we get the correct sand. You can just get any kind of play sand. It will work but we didn't want the silica floating around so we decided to purchase special sand.

This image shows everything after we got everything installed and when we were setting up some of the alignment settings you needed to do.

Then, of course, the sandbox running.

Now, some optional parts that we didn't need but we decided to add...

We used Tinker CAD in order to make some little design additions to the sandbox.

Again these were pretty much optional.

So the original mount for the Xbox 360 Kinect didn't quite work. The Kinect kept sliding around and kept moving. So it was taken off and I used zip ties to try to hold it in place. That ended up falling off so I went online and found a mount on thingiverse.com, adjusted it and 3D printed it. I screwed the mount into the frame that we had protecting the projector. It worked perfectly. We didn't have any issues with it at all. You can see in these pictures a closeup view of the mount.
The Kinect just slides in and out from the top of the mount.

Now the UC Davis website (https://arsandbox.ucdavis.edu/), in their directions, they do ask that you credit them in some way. So they have a couple options. But instead of just using those, I decided to make a little plaque that we would 3D print even with some fake screw holes. And uh, we glued this to the front of the AR sandbox so that way anyone walking up would be able to see that plaque.

Now, one of the latest additions was we had a keyboard as you saw, in the beginning, I mentioned in the video that you can press a button on a keyboard to make it rain. It almost floods the whole entire sandbox virtually or it can dry out the whole entire thing. We didn't like to have that keyboard just sitting around so we purchased the little remote keypad here off of Amazon (https://amzn.to/2QG63ee) and I designed a case to be able to hold it and mount it on to the back post of the sandbox. I just took some paint, it’s a little sloppy, but I took some paint and painted in the little recessed areas and painted the arrows.

The sandbox itself we try to keep on as much as possible so that way students can kind of walk through to the library where we keep it and kind of play around in it, and you know, discover for themselves what can be done. It's amazing, this is a high school in the number of high school students that rush over to the sandbox and want to play in the sand.

Now we did have some troubleshooting. There were some issues that definitely came up while creating this. As I mentioned earlier, under the optional section, that was the original mount, we decided to get rid of that and create a new mount.

There was some troubleshooting getting everything aligned correctly because the projector was not centered as well as we wanted.

So we did have some next steps.

This is a short little video clip of something I was trying to experiment with, with a teacher. Because the water does flow downhill to the lowest elevation, I created a little damn out of some legos, pulled the spillway out, a little piece of lego, and all the water flowed down to the lower section. So there was a lesson that we were going to try to do where the kids could have little houses, they could learn about dams and how flooding occurs in various areas of the world.

There are other ways to depict the water, for instance, I need to find out how to make the water look like lava. Others have managed to do this with their sandboxes. If you look online, you'll be able to find videos of people that have actually created lava instead of water.

And this is the website again where I seriously advise you to go if you're interested in creating your own AR sandbox. (https://arsandbox.ucdavis.edu/)

Thank you, my name Chad Fisher I hope you enjoyed this presentation.

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Filed Under: Brainstorm 2020, Events, Online Events, VSTE Voices Tagged With: AR, Brainstorm, video

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