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Virginia Society for Technology in Education

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Brainstorm 2020: Is the Sky Even the Limit with the Rubik’s Cube?

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Presented by Dan Van der Vieren, Ambassador/Educator, You Can Do The Rubik's Cube

When the Rubik's Cube was invented by Erno Rubik in 1974, it was a wooden prototype with rubber bands for its twisting mechanism. Since then, the Rubik's Cube has caught the attention of many. This puzzle can be integrated in any curriculum to create mosaics, qteach problem-solving skills, encourage teamwork, and spark students' curiosity. Dan Van der Vieren, who spoke about this topic at TEDxBoulder in 2018, will share his successes in the classroom and ideas to take the Cube to the next level.

Session note sheet

Certificate of attendance form

Transcript

Hi, I’m Dan Van der Vieren and I’m a math educator and a Rubiks Cube ambassador. Today, I'm here to answer the question, "Is the sky even the limit with the Rubik's Cube?"

Your first encounter with the Rubik's Cube may have been like this one (referencing image): You found a Rubik's Cube or received one as a gift from a friend or family member; you turn the faces a few times, got frustrated and either peeled the stickers off--before they made the tile version of the Rubik's Cube--or you took a hammer to the Rubik's Cube, blowing it into several thousand pieces, or you may have been like me, who is very inquisitive and really interested in what the puzzle had the offer. I was able to learn more about the Rubik's Cube in college and also figure out how I could utilize the Rubik's Cube as a cipher system.

But who is Erno Rubik and why does he have a Cube?

From this point forward if there are any links below images, please type those into your browser [and] investigate them on your own. There are awesome resources at the end of the presentation. I'll have a page of these resources so you can look at them later if you so desire.

So I wrote a thesis called Arm-twisting vs Cube Twisting. This was for a project that I did when I was at the University of Colorado Denver. In the program, I was able to study how the Rubik's Cube was able to motivate and incentivize students to learn more about math and also build teamwork and camaraderie within their school. I had this math elective in the 2017 fall semester as well as the 2018 fall semester and [in] the spring of 2019 [as well]. Some of the questions I asked my students in a survey involved, "Do you believe that this course will help you with your problem solving skills?" Another one was, "Has this class built up your self-confidence and self-esteem? The names of the electives were "Art and Problem Solving with the Rubik's Cube: Diversity" and "Art and Problem Solving with the Rubik's Cube: Nature and Science."

The 5-week courses were split into two sections across 10 weeks. The first five weeks, I completed 18 mosaics: two of them were 36 Cubes, seven of them were 100 Cubes, eight were 225 Cubes and there was one a very special one that one of our staff members was able to see for his birthday: 625 Rubik's Cubes! A total of 3,197 Cubes "solved." Now they don't have to be solved entirely, just one face that shows the image needs to be facing upwards.

In the second five weeks, I completed six mosaics with my students. One was a 225 Cube mosaic, another was 400 Cubes, [and] four were 600 Cube mosaics for a total of 3,025 Cubes "solved" by one face facing up. The mosaics completed include some of these as you can see here (about to show images).

I'm going to show you images of the Rubik's Cube mosaics that we completed. If you have a camera phone, I highly recommend that you take it out and look at the screen through the phone. You're able to see the pixels pop out at you and they provide a very clear image compared to what you might see close up.

Chinook West Alternative High School is the name of the school that I worked with students with the Rubik's Cube mosaics. In the image shown you can see several students putting Rubik's Cubes in trays of 25 Cubes. The students would then combine these trays to have a completed mosaic. But how did this happen?

STEM, which stands for science, technology, engineering, and math, was given an "A" to produce "STEAM". The "A" stands for "ART" It is very important in a lot of the projects that we do with the Rubik's Cube program but also in science, technology, engineering and math in general.

I was able to speak on this in a talk that I gave that TEDxBoulder in 2018 in an 8-minute video that you can watch at your leisure. Another contribution that I made with this program as an article submitted to the UKEd Magazine. You can read that by following that link (referenced on slide). I was able to participate in the World Council for Gifted and Talented Children which was held in Nashville, Tennessee in 2019.

**The scavenger hunt word at this point in the presentation you can access by going to that link there, do a little digging, and you'll find it in the comment section.**

What can you do with this program if you're an educator? You can help students with teamwork, critical-thinking skills, and also motivate them through an exercise building mosaics together in class. Here are several that we've done that are marked with stars. The ones that we did not do are not marked with stars in the corner there's a heart and a pattern; a smiley face and a hummingbird; a butterfly and an eye; circles, gradients, stripes, and another pattern; a baseball, ducks, flowers, a spider and T-Rex; a symmetrical pattern and a rendition of Starry Night by Vincent van Gogh; Mona Lisa and Vincent van Gogh; Anne Frank, Sitting Bull; Rosa Parks and Nelson Mandela; a hockey player and a Tibetan shrine; Marilyn Monroe and Amelia Earhart; Martin Luther King, Jackie Robinson; Mahatma Gandhi and Cesar Chavez; Harriet Tubman and Katherine Johnson; Sally Ride and Nikola Tesla; Abraham Lincoln and John F Kennedy; Terry Fox; a chimp and Jane Goodall; Marie Curie and Maya Angelou; the Golden Gate Bridge and Bill Nye the Science Guy; John Glenn and another astronaut; former First Lady Michelle Obama and former President Barack Obama; a dolphin scene; desert scene; Eleanor Roosevelt and Winston Churchill; Malala and Neil deGrasse Tyson; an eagle, Statue of Liberty, and a wolf.

There are a lot of mosaics that are currently being added to the You CAN Do the Rubik's Cube program. Several of these are on the next couple slides. (Referencing slide) These are the 2x2 Rubik's Cube mosaics. Here are several more three-by-three mosaics that have been added within the last year. There are materials online that you can access by going to YouCanDoTheCube.com. Mosaics themselves were made out of stones or tiles or rice or other tesserae but now we have Rubik's Cubes that we can make mosaics out of. There is a website that you can use to customize mosaics. It is called Mosaic.TwistTheWeb.com. It will step through how to customize mosaics there and you can investigate on your own and upload images that you have personally and create mosaics out of them.

I picked my alma mater from University of Northern Colorado. I'm in a master's program right now and this image I was able to take through the Creative Commons and use and upload to the Mosaic.TwistTheWeb.com website. One of the questions asked when you are going to the portal is how many Cubes you have. If you enter 225, it'll provide a decent picture if you have any more [Cubes] the details will be greater. You can change the mosaic by adjusting the color threshold. You'll notice the image right here (referencing image) that there are not all the correct colors; some greens in there, orange and yellow, or not exactly the color of the image. If you're able to adjust those manually that would help you when you share that with your students.

"Set the Number of Cubes Per Page" and the "Title of Mosaic" is if you're making a manual to print out for your students to create the mosaic together. Here's an example of the assembly guide. You'll notice A-1, B-1, and C1 are the pages that correspond to the sections of the mosaic. A2, B2, and C2 is the letter corresponding to the column and the number corresponds to the row. A3, B3, [and] C3 are the last three sections of this mosaic. Other mosaics that you can make with the Cubes: when I was teaching at my last school, we were able to create mosaics for the graduating class and present them at graduation. (Referencing slide). Here is an example with the actual mosaic created from the University of Northern Colorado logo.

You can also make creative mosaics with the Rubik's Cube! Here on the left, I used 2x2 Rubik's Cubes to play a game of Battleship. What I was doing on the right was utilizing 3x3 Rubik's Cubes to demonstrate the Pythagorean Theorem: "a squared plus b squared equals c squared."

There's also a mosaic contest that students can participate in and that is on Facebook. Students can submit their mosaics at different sizes and there's a competition and [voting] that can occur and whoever wins gets pride and a prize. This video here (referencing link on slide) is a short clip that describes how some teachers were able to integrate Black History Month using several of the templates on the You CAN Do The Cube website.

If you're not doing actual mosaics there [are] also patterns that students can try out that are very interesting designs and can provide an extra extension to activities.

There are World Records with the Rubik's Cube. On the left is a mural mosaic made up of over 85,000 Rubik's Cubes and this is located in China. On the right is not a Rubik's Cube mosaic but if you click on the link you can find an image of the actual mosaic of Prince Harry. This was completed in England last year in October of 2019. It was made of 1,620 Rubik's Cubes.

There are sample lessons to download if you go to the You CAN Do The Cube website. You can teach students how to solve as well as download other resources there. There are units and lessons that can supplement any curriculum, and teachers in the United States and Canada can borrow [and] use Rubik's Cubes--up to 600 Cubes for up to six weeks at a time! You're just responsible for return shipping.

The solution manuals, which I was actually able to participate with editing this last year-- have been updated for 2020. Previously, the additions had some different images and were updated this year to provide a very clear solution. (Referencing slide) This is the back of one of the older editions of the 4x4 manual that I was able to contribute to as a Rubik's Cube ambassador several years ago.

"Teaching students to solve": If you're able to, give students free exploration time and establish rules for handling the Cubes. It will help with the instructional process. It also is helpful if the teacher learns how to solve the Rubik's Cube himself or herself prior to sharing it with students so he/she can help the students and guide them in addition to several peers that might be able to assist. Also, working in small groups, playing Rubik's Cube videos, using checklists and practicing one step at a time are all strategies that can help with the problem solving process.

The algorithm for solving 2x2 Cubes: "R-i", "D-i", "R", and "D" are abbreviations to represent the face of the Cube. "R" represents "Right Face"; "D" represents the "Down [Face]" and "i" is denoting counterclockwise turning so just four steps for the 2x2? Yes indeed!

The algorithms for solving the 3x3 Cubes to flip the color or an edge tile: you can follow that algorithm there (referencing slide). To place a corner correctly, you can follow the algorithm listed on the screen. Eight steps for the 3x3? Pretty much!

A few quotes from Einstein are here:
"If you can't explain it simply, you don't understand it well enough." " The important thing is not to stop questioning." "Curiosity has its own reason for existing." "I have no special talents, I am only passionately curious," and "Imagination is everything [and] is the preview of life's coming attractions."

So where is the future headed? You can watch this short video. If you imagine the awesomest thing you can, there [are] a few other ideas out there that are really interesting and thought-provoking. Go give it a shot and be the change you want to see.

One way you can do this is to borrow a set! Borrow a set for up to six weeks at a time and share this with your students. The link you can go to and it'll bring you to a "Borrowing the Rubik's Cube" form. There [are] even more resources: some of the pictures following are a variety of other Rubik's Cube-like puzzles and games.

Did you know that these existed? (Referencing pictures on slide). The first one's actually a "Rubik's Cube Tower." The middle is called "Rubik's Magic" and the one on the right is a spherical version called the "Rubik's 360." Some of these other puzzles are not all Rubik's Brand. The one you see labeled is the Rubik's Pyramid; it's an interesting puzzle. I've yet to try that one. The other images: the one that's really scrambled and looks a little intimidating is a "Mirror Cube" which is not a Rubik's Brand and this here is called the "GO Cube." It's a programmable Rubik's Cube that has an app attached too. [A] little expensive online but if you're interested you can purchase them and have competitions and track progress for students if they have the app.

There [are] other engineering activities that you can share with your students, one being a very primitive--yet fun--activity: creating a 2x2 Rubik's Cube out of just paper. The image on the right is one of the "Build-It-Solve-It" 3x3 kits for students who are interested in taking apart Rubik's Cubes and putting them back together. There [are] additional instructions in there.

Robots and artificial intelligence have been touching and playing with the Rubik's Cube recently as well. This image is one of a robotic arm that can actually solve the Rubik's Cube. There's been a couple of drops but for the most part it does a really good job. There's a self-solving robot that's actually a Rubik's Cube with a robot inside of it. You can watch that video. It's very fun. And a speed-solving robot that can solve the Rubik's Cube in less than a second.

Rubik's Cubes come in all shapes and sizes as well. The world's largest Rubik's Cube is in Knoxville, Tennessee and the world's smallest Rubik's Cube you can find in the store. Very tiny! Rubik's Cube competitive games: the "Rubik's Race" is a fun game that two players can compete with; the goal or object of the game is to complete the pattern in the inside nine squares before your opponent. The "Rubik's Cage" on the right is kind of a pattern-based game and the goal is to get a certain pattern in a row and variations of the game are within the instructions.

Please go out there and get more information! The two links here, (referencing slide), "Rubik's More Info" will bring you to a page where you can enter some information and be entered into a prize drawing and then also the "Rubik's Cube Links" link will be providing all the links from this presentation that you can access all in one spot.

Thank you so much again for attending the Brainstorm 2020: Limitless Learning Conference. I really appreciate that you were able to watch and learn and hopefully you can take some of this to your classroom. Thank you.

Brainstorm 2020: Can I Use This Amazing Resource?

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Presented by Rosemary Wagoner, ITRT for Waynesboro Public Schools

Did you find an image from Google images or resource from Pinterest and wonder if you can use it? This session will go over how you can find out if a resource is copyrighted and what you need to do to be able to use it in a Google Slide presentation, newsletter, etc.

Session note sheet

Certificate of attendance form

Transcript

Hello, my name is Rosemary Wagoner. I work with two elementary schools in Waynesboro as an Instructional Technology Resource Teacher. I’m excited to be part of the Brainstorm Limitless Learning Virtual Conference this year that is a joint effort with the Shenandoah Valley Technology Consortium, UnisonEDU and the Virginia Society for Technology in Education. My scavenger hunt word is “Evidence”. This will go well with my topic. We will be examining works for evidence to determine if they meet the Fair Use guidelines and can be used in instruction.

There are many great resources online for instruction. It is also very easy to download the many resources. It is wonderful that educators can share resources easily over the internet. We just need to be careful of where the resources come from and if the qualify as “fair use”. Two sites that teachers get resources that are concerning are Teacher Pay Teacher and Pinterest. Both of these sites have value you’re just depending on others to have posted within the Copyright and Fair Use rules.

Kathy Schrock is a tremendous resource She has a plethora of resources on just about any technology use. She has an entire section devoted to Respect for Intellectual Property. This page can be found at https://www.schrockguide.net/intellectual-property.html. We’re going to review a few of the resources found on this page. Common Sense Media.org also has good resources for staying safe and following Fair Use guidelines. They have a good lesson plan found at https://www.commonsense.org/education/digital-citizenship/lesson/the-four-factors-of-fair-use. As an educator there are resources you can use that the average person would not be able to use legally. Fair Use part of the Copyright Laws govern what teachers and students can use of resources found on the internet for educational purposes. Copyrightkids.org is a good resource for younger children on learning about copyright. They also have a quiz that the students can complete once they have gone through the other resources on the page.

Let’s look at the factors that help determine if something qualifies under fair use. The lesson from Common Sense Media does a good job of explaining the four factors of Purpose, Amount, Nature, and Effect. Purpose is whether it is for education or business (for profit). How are you using the work? Teaching is an area where you can use some copyright materials, but it isn’t free reign. Amount- How much of the work will you be using? Is it a small portion or most of the work? To determine how much of the work you will be using make sure you look at the original. Nature - What is the nature of the original work? Is it an image, article, song or video. Songs and videos have more restrictions. Effect- How will your use of the work affect the creator? Will it have a financial impact on the creator that keeps them from making money?

Earlier I mentioned that it is concerning to use Pinterest and “Teachers Pay Teachers”. The reason I find it concerning is that you may not always be sure that the person who posted or is selling something has the right to do so. Try to find the original when possible. Some of the things I have seen teachers get from “Teachers Pay Teachers” involve released SOL items that the teacher selling the item put time into making into a resource. This type of thing is fine to use as the released SOL items are in the public domain once they’re posted. Anything you find from a government site is public domain. Teachers also like to share things. If you purchase something from “Teachers Pay Teachers” make sure you have the right to share it with your team.

Many images you find from within school Google accounts are for commercial use. Let’s look at what this looks like if I were to add an image to this Google Slide document. Go to the Insert menu and select Search the web. Now look for an image you would like to insert. Here is one I like. Let’s click on the magnifying glass in the lower right-hand corner. This will show you how the image is licensed. This image is licensed for commercial use with modification. We’re within copyright to use it since it is licenced for commercial use. Some creators will not want their image modified. In this case we don’t have to worry about that. We’re modify this image to fit in the presentation. While not all images are licensed for commercial use quite a few are.

If you're in doubt if something would fit into Fair Use a quick e-mail to the creator can resolve this issue. Many artists will be glad to share their work with teachers and students. We did this when I was working with some middle school students some years ago with a new and upcoming music group. The students were working on making a podcast of what it would be like on the battlefield during the Civil War and wanted to use the group’s song in their podcast. The group gave permission and wanted to see the end product.

Another good rule of thumb to think about when looking for resources is how you would feel if you created it and someone used it without your permission. This is also a good way to help students understand why Copyright laws are important. About 8 years ago we had a band of some middle school and high school students. I knew that the middle school group I was working with knew the students. I asked them how they thought the group members would feel if they shared one of their songs and they were no longer able to make money on the song. The general thought about artists is that they make a lot of money on their art. This isn’t always true especially when they’re first starting out.

Here are a few places you can go to get royalty free songs, images, videos, and lessons. Freeplaymusic.com is a great resource for music. While many of the songs are instrumental music they’re perfect for playing in the background of a presentation or movie. Pixabay.com has images you’re free to use. Creativecommons.org has images, videos, and songs that are free to use. If you want to add something to share with others you can do that also at this site. To search for images go to the top of the page and click on Search for CC images. Enter the topic you wan to search for then click search and look at the results. Hover over an image you want to use and click on any of the icons. It will take you to a page that shows you how you can use the image. Right-click the image and choose to save the image so you can have it readily available for multiple projects. Make sure to save it in a location that is easy to find. Emediava.org has a wealth of educational videos, images, documents and lesson plans that Virginia teachers can use. If you don’t have an account contact someone in your technology department. Once you log in you can search by keyword or SOL. I’m going to demonstrate how to search with the SOL filter. First choose a subject, then the grade level, then the SOL as your filters. Then go back to the top and enter a subject such as erosion. GoopenVa.org has open textbooks, lessons plans, courses, activities, assessments, interactive activities, and much more. The goal of GoOpenVA.org is to provide teachers in Virginia with resources that are high quality and free to use. If you have some great lessons you would like to share the site would like to have those also. To search, enter a keyword and then you will be given a range of resources to choose from. I’m going to enter weathering. If you look under material type you will see all the different types that are available with this search.

While we need to know this information and practice good use of Fair Use ourselves we also need to teach our students to respect others intellectual property. I have shared some resources that can help you teach your students. The Common Sense Media lesson is designed for 7th grade. You can adjust it up or down for just about any secondary class. The Copyright Kids site is a good resource for younger children. Starting at 3rd grade you can start showing them how to view the copyright for images. I would suggest having them search for images from within their Google accounts as they will find more there that can be used. Just searching Google Images will display many images and not all tell you whether they can be used in school projects. Let’s see what that looks like. This is a search for erosion let’s look through the images. There are several images in our search that have gov in their link which means it is in the public domain. Several of the gov sites are from the National Park Service. The National Geographic and Kids Geo pictures do not state that they can be used freely. In fact the Kids Geo site is trying to sell their service to schools. Displaying their images would be acceptable, but I would not recommend downloading them and putting them in a presentation or movie. As you scroll through the images you will see one from soils4teachers.org. This site has free resources for teachers. Using an image from their site is in keeping with their mission. As you can see from our search we found several we could use. You just have to look through them and review the websites the images are housed on.

I hope I have given you some ways to evaluate the resources you find online. I also maintain a website with helpful tips. My website can be found at http://ms-wagoners-corner.weebly.com/. If you have questions feel free to contact me at rwagoner@waynesboro.k12.va.us.

Thanks for watching and don’t forget the scavenger hunt word is evidence.

Brainstorm 2020: Next Level EDU Video with WeVideo and Edpuzzle

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Presented by Jen Leban, Creative Technology Teacher, Elmhurst CUSD 205/Sandburg Middle School; Patrick Hausammann, Supervisor of Instructional Technology, Clarke County/UnisonEDU/VSTE

Learn how to use WeVideo to create teacher-made video content for distance learning. By app-smashing your videos with EdPuzzle, you can assess student understanding and track progress automatically! The skills learned here can be used in all content areas for anyone interested in creating video lessons to push out to students.

Part 1: WeVideo 0:00-18:30; Part 2: Edpuzzle 18:30-42:00

Link to Session Resources

Session note sheet

Certificate of attendance form

Transcript

Part I: WeVideo (0:00-18:30)

Hi my name is Jen and I'm going to give you an overview of WeVideo and some of the basic features and things that you can do with it.

Because WeVideo is one of my favorite things in the whole world.

Today's presentation is along with Patrick who is then going to pass on this WeVideo stuff to Edpuzzle and show you how you can integrate the two tools together to become even more
powerful.

When you first go to WeVideo you'll be taken to a login screen and I have my students just log in via their Google account. So that's the way we have it set up for our WeVideo for Schools
account.

Now once you get into your account your dashboard will look something like this and in order to
start creating a video you need to understand kind of how the files are structured. So all videos are under an umbrella called a project and each project can have several video edits within that project. So if you were to hit create a new video it would first ask you where do you want this project to go, so you either have to select an existing project or you have to go back to your dashboard & you'd have to create a project. So what I usually do is when I go in on my dashboard I go to projects and then I'll either create a project or I'll go into an existing project and I will add a video edit there. So remember that project is like the umbrella that holds multiple video edits that you can either combine together or you can use one video at it as is that's how I usually do it.

So we're gonna hit start. I like to use a blank edit but you see there are different templates you can you know, mess around with too. I like to just start with a clean slate so I'm gonna hit blank edit and then you get taken to this. This is your kind of dashboard working area. This is called the Timeline view because we see how the video runs and a timeline kind of format and basically you would just start dragging and dropping and uploading your content in to make your video. So it's always good if you're working with students to have some kind of like a storyboarding or planning ahead of time because this can get kind of chaotic if you don't start out with a plan.

But to get content there are lots of different ways to do this. You can have fancy video cameras and film stuff or you can use things like your phone to film and get stuff off of there. You can use your webcam and just film off of your webcam which is yeah how I'm doing it right now. You can also create screencasts with my video which I'm actually also doing right now. And then lastly there is the stock media also known as the "Essentials Library" in WeVideo which is what we're actually looking at right now.

Here on the screen stock media is all of the royalty-free content in WeVideo so right now you can see they kind of brought up this like generic search here just called idea and this is what came up so you can see that when you search you will get either video clips those have little time stamps on them you can get still images. Oops that one's not a still image... you know what I can do is I can actually filter it too. All my still images. I can find audio that has the word ideas in it so it's kind of neat. So you can actually filter the results too if you're getting like too much.

What's cool about this is you could do an entire project, let's say elementary students, without having to actually leave the WeVideo environment and going into like Google searches where even the most innocent of searches will turn up all sorts of things. So that's what I actually love about the stock media. I also love just the fact that there's all those music tracks that
you can use. So I will use those in the background a lot because I don't worry
about things like copyright and royalties and things. So great use of like digital citizenship and
responsibilities for your students as well with this.

Besides all of this other content WeVideo for Schools also has my favorite feature of all which is green screen. So I can actually search green screen in the stock media and there's all of this like pre-done footage that's on here which is really neat.

To start off with, its let's drag two males wearing formal suits. It's literally two guys standing in front of a green screen. So you can see that happening right now not exciting but I'll tell you what you can do it that in just a second.

So the other thing that's kind of cool about WeVideo is that you don't just have to use it to make videos. So in the video you can actually make podcasts and just skip all of this video content anyways. You can go down into your audio section you can create audio clips by doing voiceovers. You can combine existing kind of music tracks and sound effects tracks to, I don't know make your own wacky morning show, and then you can actually export as mp3. So we video is a great tool not just for video in the traditional sense but it's good for audio as well and there's lots of features with boosting audio levels and things like that so keep that in mind. I'm going to talk about video but you can also just do purely audio exports as well.

So I teach WeVideo in middle school. We love this particular view, this Timeline view. We love the fact that they have these different tracks that are stackable. You can add in additional
video tracks so if I want to put like titles and then a foreground and then a green screen background with my audio… maybe I want to have a voiceover but then a musical backing behind it. So I can layer all these things in this timeline mode but if you working with elementary students and you're worried that this looks a little bit too complicated for them, which I do think
about sometimes, you can actually click on your little pancakes stacks here in the
corner and switch to storyboard view. Now storyboard view. Your video will look
different. This looks very familiar too. I think what a lot of people associate with like iMovie where you take your clips and you drag them in in order it is a lot more simplified. So that's why I think it's great for elementary because when I'm working with video I do like to kind of work with the different backing, stacking the tracks and kind of layering things, so I just want you to know that this is a feature here although I don't use it that much but it is kind of useful if you're you know maybe needing to modify your work to be a little bit simpler from a visual standpoint.

Perhaps another thing I want to show you is the how to zoom in and out of these clips. So down here in the very very corner you see we have the minus and the plus. I can slide this over and it drags my timeline out very like fractions of a second. I can even use my arrow keys and like go
through that. This is great if you're working with small snippets of a video and you need to get it in really close, but shrink all the way back down and you see right here. This is at about 30 seconds of video. So we got 30 seconds right in here, about a minute in here, so right now we're at about two and a half minutes. So keep it in mind if you're looking at your video and it's... you can't get in close enough to get the detail that you want, this little slider is very helpful to kind of zoom in and out. So sometimes people forget about that. It gets a little confusing.

The other thing I don't know if you notice this, but I actually have to scroll because I have a lot of tracks here. If I don't like that it's really simple you'll just want to hover over it like, Oh didn't need that. Another thing I can do is I can actually expand my tracks or contract the track and make it even smaller. So that's something you can kind of mess with too.So that's all the different views.

Now let's talk about some basic editing stuff. When you do have content and you drag it into a video you can click to highlight your section, your snippet, and there are other little options above it. So of course you can delete it. You can add little effects to it. This fader I use quite a bit. So this is the opacity, so if you want your video clip to kind of fade in and out that's it, just a
really quick like way to do it. Everything else though is in this edit pencil. So when I click the Edit pencil I'm going to get this new window that opens up here.

You have different options on each of these little tabs. So here it looks like we can actually add a little caption or lower third, that's a newer feature I didn't know about. The transform tab here has things like you know rotating your clips or flipping your clips so that's kind of a nice quick feature. If you notice that your aspect of your film is not quite right where it's cropping you can either tell it like fit the screen, so it'll make it it's not cropping anything off or you can have it fit the frame and then sometimes it kind of zooms in and you might get some stuff cropped off. So if you're not sure you can kind of toggle those to see what you like better or you can just use the
scale, oh the girl underneath you see, this is how you would do like a picture in picture. So if you had two pictures you would grab one and then you can honestly just move it over to where you need it to that's how you would do like a picture in picture if you had things layered. So I'm gonna put that back there.

The next section here is your animation. So if you want to do kind of like a, I guess like a Ken Burns kind of a thing, you could start it like a half scale to like 100% to have it like, you can also have it go like from one corner to the other, so it's a very basic kind of animating, like moving from one point to another. I'll use this for words a lot or a little like overlay pictures but otherwise I don't mess with this too much. Some very basic color adjustments if you need to, which I don't mess with that much. Also here's your speed if you need to say you're filming something and you want to kind of like time-lapse it and speed it up. My students use it a lot when they're doing like demonstration videos how-to videos you'll film something that takes a long time and then you're like you should speed it up so that's something that they like to do quite a bit.

And then lastly this last little tab here, my favorite tab, this is the green-screen tab and I always tell my students it looks like a little person sitting in front of a green screen. So when you click on this it's actually called color keying because green screen is just the casual term movie use the correct term is color keying because we are keying out a specific color. Green just happens to be the most commonly used one so it got called green screen. Basically click the eyedropper because now you're going to select the color you want to key out and we are only dealing with this top layer of video. So I'm going to click on the and I'm thinking it might not be that apparent right away, yeah because it removed it but the girl underneath had a green screen. So that didn't really like work so well except that you can now see the girl there. So the film of the clip
of these two men it's transparent and we're seeing what's underneath it. I can hit Save Changes and then that'll be saved. Now this will show up a little bit better if I do this you can see where the Green has been removed and it's just black behind the two men that are standing there and talking now, makes a little more sense. Even better, I can go in and I can type forest. These men are going to be talking in the hazy forest. We'll stretch out this, oops... oh that's a video clip, haha, Not so smart Jenn.

Let's just go to images. Because that forest was a video clipI cannot stretch it to be longer than it is so what I'm gonna do instead is we'll grab the floor swamp which is a still image. That I can make as long as I want because it's just a still picture, it's not moving and they're, I don't know, standing on the water and talking. Weird but we'll take it now. If I wanted to use this video clip I could. What's gonna happen is the background you can see is moving as well as the foreground. What I would probably need to do though is I would need to duplicate this... so really quick keyboard shortcut, I hold down the shift key and then I drag this out, it will duplicate it for me. I could just stack those together and then trim that down. We'll see how the continuity works. I don't know might work, might not.... at the clip, does it look weird? Oh yeah, there's a little jump for the clouds to move again but you know not bad. You got to decide what you're going for here. So that is how you would go in and kind of mess with green-screen. You need to think about how your clips are layered so your very most back piece has to be at the bottom, then this is our middle section.

If I wanted to put a title on top of that I'm gonna go from stock media, which is where we were searching for everything, over to text because text will now give me all of these options for videos and there's motion titles, there are static or non moving titles, there are actually these like in season kind of festive, what would you call these, title sequences that are animated. Call-outs are really great for kind of like annotating. If you're doing a screen grab and you want to place emphasis on things. So I'm gonna throw like a title on top of this and that you can stretch out as long as you want. I'm gonna have it match that. Again I'm gonna hit the pencil to edit but this time in a title you'll see I have a little bit different options. So I have this like kind of
transform and like moving stuff around and I have the ability to change what it says. So right now it says customize your your message.

I'm gonna put businessmen in the woods and then it looks like that. So sure I don't want it right in the middle. I want it at at the bottom. Just drag it down drag it up, move it over to the side,
do what you want to do. Grab the corner make it smaller make it larger. So it's kind of neat. You can mess around with this and layer multiple titles if you want to but then you click Save changes, you back your little play playhead marker thing here, and then you play. You will get businessmen in the woods.

It's an exciting tool. So um it's kind of cool there really isn't a limit to the number of video tracks you can have on here. I've tried messing around with it a bunch of times and I've been able to do some pretty fun things with green-screen, so I want to show you some of those now.

So I like to think about interesting ways to use green screen, so instead of using a traditional background and changing your location what if you stood in front of a computer screen and you
could give a little tour. I used a picture-in-picture effect but made my smaller picture a green screen so I was able to shrink myself down super tiny in this video. I played around with green screen where I have layered myself so I could make it look like I was talking to myself. This one looks super impressive but it's ridiculously simple. I'm holding a sheet of green construction paper I keyed it out and underneath it is a picture of a skeleton that I lined up as best as I
Could. Looks good super simple in this particular video. I'm standing in front of a green wall and I have a green piece of fabric episode, so it very Harry Potter invisible cloak situation we're going on there. And then lastly I was trying to figure out how many layers I could have before WeVideo freaked out I think I got to like seven or eight, still didn't freak out. I just gave up. So these are PNG files and they use that simple animation feature to move swipe from one side of
the other while I fought them. So, in conclusion, I'd like to leave you with
some ideas for using video in your own classroom.

There are definite teacher uses and things that you can use video for like demonstrating a lesson in class, filming a simple tour of your classroom. I also use video a lot for creating sub
plans because then when I'm gone it's like I can still be there and I'll post that video in Google classroom for my students to watch. Of course making video is great for a PD and demonstrating your techniques to other teachers or watching videos by other teachers, and then lastly knowing how to make a great video is also just to show off student work and kind of showcase all of the awesome things that you're seeing going on. Now here is just a very small list of how you could use video with your students.

Number one have students who use videos as an alternative to presenting in front of the class. This is great for students you know can get kind of stage fright or nervous in front of their classmates. You can also use video to have students act out skits or reenact historical events using the green screen for that little bit of extra pizzazz. You can have students create how-to videos which are really helpful for teaching classmates or even underclass students how to perform tasks. You can have students create videos or commercials to help promote school spirit or advertise the school to incoming students, and you can also use video to create a little
video yearbook that students can look back on and remember all of the memories.

Part II: Edpuzzle (18:30-42:00)

Hey, everybody awesome to be here with you in joining Jen you present not only we video and the awesomeness that is we video and all the things you can do with it but kicking it up a notch and joining it with Edpuzzle to add some awesome formative assessment components in to really gauge whether or not your students understood what was in that video and maybe even give them some enrichment bonuses. You really take it up a level.

I'm Patrick Hausammann, you can find me at PHausEDU.com. You can also find me at UnisonEDU.org, the nonprofit I started to help schools with professional learning because I
firmly believe in all schools moving forward together. You can also find me @PHausEDU on Twitter and phausedu@gmail.com. You can see the range of different badges and certifications I've earned, conferences that I presented at, and I do not put these up there in any way to brag or boast. I put these up there for a two-fold reason. Number one so you know I'm knowledgeable when I share different things with you but also so that you can see the different things that are out there and collaborate with me on getting you the level you want to be at in gaining certifications badges and different things to recognize your expertise. If you want to get into Google innovator, trainer, or different things with Flipgrid, Common Sense, WeVideo, Nearpod, or all the different things you see, send me a line anytime. I'm more than happy to help you out and get you to those goals you set for yourself. For now, let's jump into Edpuzzle
and see how it combined with WeVideo can really equal some awesome
stuff.

To get Edpuzzle you're going to come straight to edpuzzle.com. You'll see that up here in the address bar in the top left from there you have two different avenues to get logged. Number one you can click get started or you can come up here towards the top right and click login. Either one's going to take you to the same screen your then going to choose whether or not you're a teacher or if you were doing this with students you could walk them through joining as students. Right now we're going to go ahead and click I'm a teacher. If you want to use a email and password versus logging in with Google you can do that here and set that up. My recommendation would be to use the sign in with Google so that you don't have another user and password to remember. Once you click on that it's going to ask you to choose your Google account go ahead and choose the one you want to use and you should be taken to your my contents page.

If you're just starting you really shouldn't see anything on this page since I’ve dabbled in it a little bit you're going to see I have a few different videos here that all have some questions in them and you can notice anywhere in edpuzzle that content has been added by seeing the little number and then this little header marker. This one lets you know there's four questions within this one by come down here there's no and this one about plate tectonics 7 in this one about solving elapsed time so you can add multiple different questions in multiple different types of question as you get more content you can search your my content page you can also add folders into your my content page and that is through this ad content button right here you'll see new folder at the very bottom other things.

you'll see on this page if I come up to the content towards the top-left I could click on home that's going to show me the different things that are trending within at puzzle so you can see like for instance we have trending in computers and then since I'm in Virginia and I registered that way it shows me trending in Virginia as well again you can see how many questions are in each one of these and if I scroll down it'll go ahead and give me different topics that are trending

As I come down from there on that left hand side you can see there's a creek elem pad and there's also a Clark County Schools office I am in Clark County public school so it's showing me that this is where as we would add more teachers to our district account we could have heater sharing things here and then note that vehicle and I think this well it curriculum as well as another part that is on the premium side of edpuzzle so you would not get this in just a free account but right now as of April 2020 you can get all the premium features via filling out a form connected to the covid-19 school closures so do know you can get premium now but in the future some of these things at least needs to curriculum in the district side would be paid features as you come down you're going to see my content where we started and then down from there you going to see popular channels you're going to see the things that are popular and edpuzzle trances and all of these are searchable you can have a tab for YouTube Khan Academy National Geographic TED Talks everything all the way down to and including crash course which we know is on YouTube but has some really good educational content so it has its own tab here within a couple

So there's a couple different ways that you can I not get started number one if we click on home at the very top and we look at things already in in edpuzzle we can use the things that are trending if they fit we could also search for something like the Civil War and you're going to see that's going to return things civil war related that have some questions already and some that don't so you can see up here at the top we have Ed puzzle I can click see more and that's going to show me a ton of different videos against some with contents and look out if we see a little marker that has the number that means it has some questions in it already so for instance if I wanted to use this one this is the American Civil War has seven questions I think that I might want to use that I can just click it and it's going to show me the video allow me to play it here but also see on this right hand side all the different question that netted and through clicking on them down here at the bottom I can jump to that point the video and see what that question is if I want to use this one I would then go ahead and just go back find that same video here check the box underneath and I could do edit or copy either one of those is going to give me my own copy of that content into the my content section so I'm going to go ahead and just take copy and you'll notice now if I come over to my content I have that video with the seven questions here and I would then be able to move forward by checking the box I could assign it out from there or I could come in and edit and add some of my own questions, my own content but maybe I want to go ahead and go to YouTube and find some Civil War content.

I'm going to go ahead and search Civil War and maybe this time I want to try this battles of the Civil War movie that's the one that I want to admit you know this because I clicked on YouTube none of these different things have content there's no little marker that tells me I've questioned I'm going to add all of my own from scratch once I click that check mark you notice I have edit copy and so unselect I'm going to go ahead and click on edit that is again going to make me my own copy and my content so once we get back there will see that but it's going to jump me straight into the editing screen in this screen. This the exact same one you would see if you would have come to this via a video that already had content hit edit you'll see the questions that it already has but you should also see the voice over and question options and things that you see up here at the top.

It’s so important to note that whether I'm starting from scratch or editing content already out there within Edpuzzle it's the same editing screen it's the same steps you also notice you have a pencil icon up here at the top which would allow me to change the title of this and puzzle edpuzzle creation if I wanted to one of the first option to get to edit is this cut which is going to allow you to drag in from the end on either end to shorten that video clip and then it will let you play it so you can double-check it and then you would just go ahead and move forward from there.

Your next option is going to be voice over what that is going to allow you to do is come in and find the exact spot in the video you want and then you can actually record over the audio that is normally in that video self so maybe they say something incorrectly or your opinions your facts just fit better for this video or maybe you just want the students to hear your voice and said to the video that point you can replace that audio here if you wish you want to test it out beforehand though because in the past you needed to replace all of the all the keep that in mind at that maybe something you need to do but there may well have been an update since that point that allow you to just record a thing the test it out before him your last option at the top his questions and this is a part for me that really comes in and is powerful the other ones are really nice and I will never discount hearing the voice or making it a little shorter for students get on the cut side but the questions really allow you to know whether or not the students are grasping the content in that video where they're just passively watching it so you want to think about your questions fairly deeply and make sure they go to the point of really telling what the students have gotten out of that video... are they really getting those really important points?
You have three different question types that you can add you notice as I hover over them it's going to let you see a little bit more information about them and what they do. But if I go ahead and click one and again you want to make sure this little, your video kind of scrubbing marker or your play head is in the exact spot you want the questions appear, then since I clicked on multiple choice I would type my question in here at the top and then I go ahead and type in my answer choices down below. I'm just going to keep it at two options but you'll notice that I do indeed have the option to add more down here and then by clicking the green check or the Red X it's going to let me get a note those whether they're right or they're wrong you also notice in the bottom right of the answer options I have his place to click and add feedback so maybe if I know it's the right answer I can give you a positive feedback hey you got the right answer that's awesome but notice at the top I have bold italic underline different things I can do there but I also have a link option as well as image in an equation editor so I could link them out to further content to build on that may be an enrichment activity I could also come down to the incorrect options and give them some feedback maybe something to reinforce what they should have learned or maybe caught in that video maybe another resource direct them back to the right answer so they get that in the future but that's feedback option can be really powerful as you build in different question types I'll go ahead and stay this so you can see I'm going to get that small. Right underneath and I'll also see that question up here underneath to let me know it's been successfully added then I can go ahead and get to my next important point in the video but notice before I do that I can move that question If by some chance I put it in the wrong place I can fly that around to make sure it's in the right place and then I can go and play my video and I can snag that play head and I can get ready for my next question.

I’m pausing that video in the exact spot it when I had it my other two options for questions or mulch or sorry we did multiple choice my other two are open-ended which again I'm not going to put in right or wrong answers here I'm just going to give them something thought provoking to think about and kind of reply back to me on but notice I do have that feedback option down at the bottom so I can still give him feedback I can add links images also can get into equations if need be but no you do have open-ended questions so I could type my question in click save at 9 to finalize it down to the bottom.

I'm going to let my video play a little bit easier to grab that play head and get it to where I'm going to pause and then my last option is going to be to add a note so we've looked at multiple choice and no to you do have a drop-down if you happen to choose the wrong one but we've looked at multiple choice we've left it open-ended and now we're in the note side and let them know that allows you to I like a really important point in point out hey did you happen to notice notice this here's a link to something else awesome cuz again I do have that link option where that photo option there but something powerful that is a little hard to spot the first time you come through if you do have the small little microphone icon that hides right here and what that does right underneath the bottom left of that it allow you to record a voice note so maybe you don't want to necessarily type it out or maybe you want to do both maybe you want to type it out and record your voice of your students can hear you expanding on that really important point or asking them something really thought-provoking at that point where the video or pause think about what you want to do and how you might want to add it but know you do have that audio note option as well. I can type something in, click on save. I know then have my three different things that I've added to this video clip.

I think at this point I'm done so I'm going to stop there but notice to I do have a second option here as far as adding more questions. It’s really is personal preference whether you want to cut the video and click here or at the end of a question want to go ahead and click that and then use the click and drag method to adjust for that question is right now I think I'm done I've added two components I really wanted you to highlight if an important points in a video I'm going to go ahead and click finish at the top that's going to show me my final preview screen allow me to watch it through I can double-check where my questions and things are and then down here at the bottom right I'm going to get my options to assign it and did it again may be duplicated if I want or maybe delete it.

But I want to make sure I point out the other place that you get these options as well just in case you aren't ready to move forward with assigning it yet. If I come back to the content side, and I just clicked on home, I'm going to then go to my content and you're going to see that video sits there as well as the first one I played with. If I check the box underneath the video on the my content page you notice I get that assign, edit, unselect, delete, duplicate... I get those same options I just saw when I finished making the question in the video. I'm going to go ahead and click on assign because that's a really important step in getting it to the kids.

We're not going to cover it in this video but you can create classes, you can even pull rosters in from Google Classroom which is a really handy time-saving feature that you might want to employ if you're using Google Classroom. If I had my classes in and again we’ll share resources so that you can do that later if you want and you can always contact me and I can walk you through that stuff. So you would just check the box in front of the class and then go ahead and hit assign, if you needed to create a new class you can even do that on this page.

You want to make sure you set some options before you either assign it.. the option I'm going to show you is a public links but before we get there, you want to make sure you choose the time you want it to be available and, that's more powerful on the assigning side than the public link side, but there are things in here that are nice and important. First and foremost, one of the biggest things that I always make sure is checked is prevent skipping. This makes it so students can't just pull that play head all the way through the video, get to the end, click submit, and say yep is it all all done. If you check that box that's going to make sure that they don't even have a play head to scrub. They can hit play and a video is going to play the entire way through without being able to skip. You can also turn on closed captioning. The students will have the option to turn that back off if need be but you could enable that. So that accessibility feature is there right away.

Once you set all your options on this page you want to go ahead and click on public links, and particularly during a school closure event like we find ourselves in right now in April 202,0 this public links makes it really easy for your students to just click the link and get that experience of the content and follow through the questions and get the materials without having to log into a different account. If by chance you haven't used Edpuzzle before schools closed it allows the students to not really have to learn in-depth a new login or how to use a new tool. They can just click a link get that content and have that rich experience. So you can grab that link you could text it out via something like Remind, you could put it into your school messaging service, you could email it, you could post in Google Classroom.. any way you'd want to get that link out you could do so. If you happen to have your own website that you're pushing content through you could also use the embed code and embed that on your website and they would have access that way again without having to sign in.

If you have the option to and you know your students are comfortable enough creating the class side and assigning it that way is a great way to go and give you a lot of tracking data and features on the other side as well and again if you not looking to use the public links we’ll also put links to that in the resource Wakelet that'll be linked in underneath this video.

So as we continue down through we're going to assume that we had that it assigned and we're going to go ahead and jump into looking at some of the resources that Edpuzzle provides that kind of help you out and other things they have on your website. They actually come down through when will you get Edpuzzle. They have a button that says kind of getting started or a resource Tab and if you look at the top, we’re at Edpuzzle.com/resources. That gives me this page for getting started. So if I'm just getting started and I want a little more than this video provided to get started with an awesome link there for you. You also get information to how to share Edpuzzle and maybe help your colleagues get started in it as well. Information on the Edpuzzle for schools or districts which again is able to be free right now during school closure but is normally a paid side and then resources on teacher and student certification.

The teacher and student certifications are really nice in the fact that they cover a wide range of topics, not just how to use Edpuzzle. For instance on the teacher certification page you have a couple on edpuzzle but then as you come down from there you have things on gamification, project-based learning, Google tools, diversity and inclusion... all the way down to and including personalized learning. So a ton of different things not just this tool but great things to learn about that it will tell you spot on how much time it's going to take but also yield you a badge on the other side.

For the students the same thing is true these are not just Edpuzzle things these are things that are really important for them to learn about and will yield them a badge on the flipside. Things like digital citizenship, things like health and including other items like building character and equal rights. So great learning modules that teachers can work through and students as well. I really love the fact that they provide rich content for both audiences.

You’ll also be able to find through the resource pages and through clicking on your username a spot for what's new and that'll give you some of the latest and greatest updates wih Edpuzzle such as greater Google Classroom integration and a live mode that launched corresponding with this post from Edpuzzle.

When you get into the help center in the getting started side you're going to have a wide range of things to help you out including how do you get parent consent. If this is a new toy your using parent consent is always a great thing to have so that all of your stakeholders students, parents, and don't forget your admins are included in knowing what you're going to use and how it works, how are they handling student data... all of those things can be found in getting started and help center.

Like I said before Edpuzzle is normally what I call a freemium service, so there's a free side there's also a paid side. You get a lot of great stuff for the free side but there's also a lot of powerful things, pardon me, that are in the teacher account or the schools or district. As I scroll down it'll give you some of those things that are part of basic and so on down the line but remember if you come into the help center and going to tips and tricks, you're going to see a tab that is here to help for schools affected by covid-19. That's how you can sign up as a teacher, get to your school in verify, that way you'll have all the premium features at least through the end of the school year. That may help you get a lot of use out of it, build your case, get some colleagues on board, and possibly, maybe justify that purchase next year.

Last thing I'm going to share with you guys for today is the fact that very recently you can see, April 24th, Screencastify announced that they're going to be partnering with Edpuzzle to really make a powerful integration to be able to record your own screencast and then jump that straight to edpuzzle to incorporate some awesome formative assessment pieces. So be on the lookout for that to be announced and that tells me one more thing I want to make sure I show you before we wrap up and that is via that add content page or that add content button and I am in the my content section.

You're going to notice I didn't touch on this before but you can actually create a video right within Edpuzzle and the one that connects really nicely to that screencastify piece is a fact that I can upload my own video and then add assessments to it. So if the content you're searching for within the Edpuzzle library or YouTube, Khan Academy, National Geographics, etc…. those things don't fit exactly what you're looking to do, maybe try creating your own video, upload that and then still utilize a power Edpuzzle to really kick it up a notch.

Thank you so much for joining us for the presentation getting the awesome capabilities of WeVideo as well as how you can really take that video to the next level by incorporating some edpuzzle greatness in there as well. Thank you again, hope to connect with you soon.

Brainstorm 2020: Intro to 3D Design with Tinkercad

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Presented by Megan Hacholski, STEAM Lab Coordinator, Brookfield La Grange Park District 95

This session will cover the basics of Tinkercad, a 3D modeling software. Come learn how to design a keychain and take home an introductory lesson you can use with your students! All content areas and grade levels welcome - we will briefly discuss how 3D modeling can be used in all classrooms!

Session note sheet

Certificate of attendance form

Transcript

Slide 1: Hi everyone, and welcome to the Brainstorm: Limitless Learning Conference! I hope you’re enjoying your conference experience so far and thriving in whatever your current situation might be.

Slide 2: If you would like to access the slides for this presentation either during or after the video, please use the bitly link provided here.

Slide 3: Okay, welcome to Intro to 3D Design with Tinkercad! My name is Megan Hacholski, and I am the STEAM Lab Coordinator at SE Gross Middle School in Brookfield, IL with Brookfield La Grange Park District 95.

Slide 4: A little bit about me - this is my 8th year in education and my 2nd year in my current district. I taught 6th and 8th grade science for 6 years before accepting a position to develop a STEAM Lab from the ground up. You can read more about that process in the chapter I wrote in a recent publication by the Illinois Digital Educators Alliance called IDEAs to Transform Your Classroom. I am also a Google Certified Trainer and a lifelong learner, but more importantly, I’m a wife and mom. My son, Ryan, will be 4 this June, and we have a baby girl coming in June, also!

Slide 5: So, why 3D printing? Why 3D design? To start, any time a student can walk away with tangible proof of their learning and their hard work means that they now have a physical representation of that lesson or unit or activity and are much more likely to remember the experience. However, even without 3D printers, the process of 3D design can be and, in my opinion, should be implemented into every classroom. The amount of imagination and creativity that is unleashed by 3D design activities is unparalleled. Students are immediately taken from consuming content to producing it themselves, taking ownership of what they are learning by becoming part of that learning and teaching process. Software like Tinkercad is universal because it truly does allow for a huge range of learners. It’s easier than you might think to develop a lesson for a kindergartner - and in the same breath, we can develop incredibly complex challenges for high school students. When it comes to our older students, the ability to quickly iterate designs and build prototypes based on frequent testing reinforces soft skills like problem-solving, flexibility, adaptability, and time management.

Slide 6: We are lucky enough to have 7 3D printers. If you are looking for more information on the types of machines, how they work, or how I manage all the prints that come with a full course load of students please feel free to reach out after the presentation. I’m happy to answer any questions. Here are just a few examples of 3D designs that have been created in our lab - you can see a preview of the keychain we’ll create together today, as well as some Spongebob inspired designs. The Patrick print was our first successful print on one of our dual extrusion printers and remains one of my favorite prints we’ve ever done. Finally, the black print on the bottom is a little difficult to see, but it was a successful transfer of a company logo directly into Tinkercad, which opened up tons of possibilities once we had that process down.

Slide 7: As I mentioned before, 3D design and 3D printing can truly be done with any age and any content. Here are just a few great ideas for various content areas, more specifically for high school level students.

Slide 8: Here I wanted to offer ideas for grades K-8, as well as some links to examples that you’ll be able to access from the slides using that bitly link from the beginning. I’m going to go through each subject area here, so feel free to skip ahead if these do not apply to you or if you’d prefer to get right to learning Tinkercad! For my math teachers, one of the easiest things you can do is have students create manipulatives. Young students can design a simple set of cubes that, once printed, can be used for basic math - counting, adding, subtracting. Older students can create fraction manipulatives - pie wedges that add up to various amounts to represent different fraction problems. Students can design objects built out of standard shapes that, once printed, can be used for measurement practice and even calculation of volume. Finally, the linked activity is one that is well over my head but involves analyzing equations and creating tangible representations of them. For reading and writing, a simple activity that one of my ELA teachers plans to do when we return from our hiatus is symbol creation. Students design something that they feel represents their current novel. ELA students could also design a character, setting or object from a book based solely on description - obviously best for books without pictures. The link to Story Engineering outlines a very interesting activity that has students work in groups to first design three “props” and then use those printed pieces to develop a story. This could work for so many ages depending on how it was introduced and scaffolded. Next, for physical education, students could use their tracked physical activity data to design and print a representation of their activity levels. The linked lesson has great sample pieces that showcase this better in pictures than I can do in words. PE students could also be given the task of designing or redesigning equipment for various sports or activities, established or new. Social studies is, to me, one of the greatest content areas to incorporate 3D design. Students can recreate artifacts from certain time periods, design geographical landmarks or landscapes, make physical or topographical maps - possibilities here seem endless to me. In science, students can be challenged to create models of cells, anatomy, chemical equations. The phases of the moon or layers of the earth could be designed separately or together. The Cutaway Earth link leads to a pre-designed model from a website called Thingiverse that we will talk about. Finally, the social emotional piece. I have tasked students previously with designing assistive devices. They were able to create devices to help with opening doors and jars, twisting keys in a lock, putting socks on and so much more. Think about your school or local community - what is a problem that exists that could be helped or solved by a 3D print?

Slide 9: One final resource I’d like to share before we dive into Tinkercad is Thingiverse. Thingiverse is an open source platform for downloading and uploading design content. There are tons of 3D designs uploaded that students can use as inspiration for their own creations, but the files can also be used directly - meaning you can download and print directly from Thingiverse and cut out the design piece completely. I would not recommend letting students do this, only because they miss out on the most important part of the process! You can explore Thingiverse on your own based on your content area to gather more ideas for how to best use 3D design in your classroom.

Slide 10: Alright, let’s jump right into this. As a quick reminder, and something I always start my students off with - 3D design means measuring in 3 dimensions. I will sometimes introduce this as length, width and height, and sometimes as measuring in X, Y and Z directions. Obviously, you need to know your audience and where your students are at in order to make that decision. It could be useful to begin a 3D design unit by having students simply go around the classroom and measure various objects in all three dimensions, just so they get used to it.

Slide 11: While we’re going through these next slides, I would highly recommend having a second tab open with Tinkercad so that you can follow along with me as we go. If you have my slides open and can click on the link, go ahead and do that - otherwise you can go to tinkercad.com. From there, you’ll need to create an account. There is a great set up for teachers where you can keep track of student designs based on class period, but for ease of access today, I would recommend signing up with Google, if that platform works for you. Pause the video if you need to - once you are signed up with an account, meet me back here for next steps.

Slide 12: While Tinkercad offers the ability to measure in inches, we always measure in millimeters, the default option, simply because it makes the transition from software to hardware, the 3D printers, so much easier. Our slicing software, which takes our designs from computer to printer, measures in millimeters, so it makes more sense to keep things consistent. Again, do what you think is best for your students. We always use computer mice with our Chromebooks when designing, as it makes it a little easier to navigate Tinkercad. However, Tinkercad works on iPads as well and can absolutely be done without a mouse - just be prepared for a learning curve. In the most basic explanation, Tinkercad and 3D design here is just taking shapes and combining them together to make new shapes.

Slide 13: Again, more reminders for my students - we try to always use our mice rather than touch pad or touch screen, if possible. Making sure to follow the design rules refers to any measurement constraints given, and we will have those today. Make sure your project is flat on the design bed - it’s easy to accidentally raise your design above the workplane in Tinkercad, and this can cause problems with printing. I always encourage students to check this before submitting any designs. Finally, any pieces that should be printed together need to be touching - nothing should be floating in space!

Slide 14: Your Tinkercad account will house all of your designs, which are saved automatically. That feature alone is wonderful for students who might be a little forgetful - if they accidentally close out too quickly, you can both rest assured that things are safe and sound. If you or your students ever get lost in Tinkercad, which is easier to do than you’d think, you can direct them to what I call the Waffle Box. Once clicked, it will take you back to your home page.

Slide 15: We are not going to go through these today, but a very helpful tool on Tinkercad is the “Learn” section. In this section, you can find tutorials on the basics of Tinkercad and how to use the platform. I have students start with these before we do our first activity together, which is the keychain lesson we’ll do here today.

Slide 16: So, as I mentioned, today we will be designing a basic keychain! This is a great way for students to get acquainted with the platform while still creating something personal that you could, potentially, print for them and have done relatively fast. I have about 150 students per semester and was able to get all of their keychains printed within about 5 days - but again, keep in mind I’m working with 7 3D printers. I limit their color choices for this project to ensure that the turn around is quick, otherwise the magic of 3D printing loses its luster pretty fast. We have some measurement constraints today that I’ve labeled on our example - 70 by 30 by 5, all in millimeters.

Slide 17: Step 1 is to make a rectangle. If you look on the right side of your screen where the shape options are listed, you’ll notice that rectangles are not an option. We will instead use a cube, so we’re going to go ahead and drag that cube out onto our workplane. From here, we can change the size and shape of the object by clicking and dragging out the corners. To make it even easier, we can hover over the shape and click on the small white squares that appear in the corners. That will allow us to type a new measurement directly in - once we press enter, the shape will automatically jump to that new size. We need our rectangle to be 50 by 30 by 5, so we’re going to go through length, width and height and change those values. If you need to rotate your shape, you can use the curved arrows to do so. I also want to take this time to show you how to rotate your view of the workplane. If you have a mouse, you may want to play around with the left and right click options, holding them down to see what they do. Unfortunately, because I am at home, I do not have a mouse, so I’ll show you how to do it without. In the upper left corner of the screen, we can rotate the directional cube to show us our workplane in different views. You can also use this button here to bring you back to a central view of your shapes.

Slide 18: Now that we have our rectangle, we’re going to introduce a second shape - a tube. Scroll down on your shape menu to find the tube, then drag it on to your workplane. In the same way that we adjusted the size of the rectangle, we’re going to adjust the size of the tube to be 30 by 30 by 5.

Slide 19: Next. we need to align and group the shapes so that they can join up and create our keychain base. First, we’re going to drag the tube over to the rectangle and get it as closely aligned as we can just by sight. However, in order to make sure it’s perfectly centered, we’re going to use a tool called Align. By drawing a big square and selecting both shapes, we have the option to click Align, which produces a series of black dots that are at first kind of confusing. Each black dot, when hovered over, gives a preview of where the shapes are going to align to, if you click on that dot. We want to align our tube so that it is centered with our keychain, so we’re going to click this dot right here. When we do that, you may see things shift or you may not, depending on how well you manually aligned it when we first moved the shapes.

Slide 20: Next, we need to group the shapes together to turn them from two separate shapes into one solid piece. To do this, we’re again going to select both shapes by drawing a big square around them and clicking the Group tool right here. Once we do that, the shapes will become one solid moveable piece - we know it worked because they also become the same color!

Slide 21: Next, we’ll personalize our keychains by adding a name. In the shape menu, find the Text block and drag it on to the workplane. The drop down menu that appears contains options to change the text, here, as well as the font. We’re going to type in our name here, change the font if you’d like, and there you go. You can also add individual letters, numbers and certain characters, but for a simple design like this, a text box is much easier.

Slide 22: We’re almost to the end! We’re going to make this keychain more interesting by having our name cut all the way through the base. To do this, we’re going to go back to the drop down menu for our text box and choose Hole instead of Solid. This will turn our name sort of invisible, meaning that it will cut through whatever we group it with. We’re then going to drag it on top of our keychain and see if we need to make adjustments to the size. Remember, we’re working with constraints, so we can’t simply enlarge the keychain to make our text fit. If you can’t see your name because it has disappeared inside the keychain, you can click the black triangle or carrot shape and raise it slightly above the workplane. Because we’ll be grouping these later on, it’s okay that it’s raised above.

Slide 23: Finally, we will use the Align tool again to make sure everything is centered, and then the Group tool to combine our invisible name with our keychain base. You can see that once everything is grouped, the name appears as cut out from the base, which is exactly what we want.

Slide 24: We can check our final measurements by clicking on the keychain and reading the values - you might notice that you’re slightly under the 70 millimeter length, but that’s okay! These are not meant to be exactly the same for each student; rather, it’s a great way to teach them about constraints. Those numbers are there to keep them within an appropriate range.

Slide 25: If you want to add more to your keychain, you can always go back and add more shapes from Tinkercad. If you want to get really fancy, you can go back to Thingiverse and download a file like you see here and import it to use with your design.

Slide 26: To export and send your files from Tinkercad, we click on Export in the upper right hand corner and choose STL as our file type. Once the file downloads, it can be shared through email, Google Classroom, or saved on a flash drive. I encourage students to rename their designs with their full name and their color choice. This makes it much easier to manage prints on my end.

Slide 27: Here is another view of that export screen.

Slide 28: So now it’s up to you! What can you do with your students? How can you get them designing and creating on Tinkercad? I would love to hear your ideas and look forward to connecting with you so that we can share together.

Slide 29: If you have any questions or want to connect with me further, you can reach me on Twitter at @megan_hacholski or through email at mhacholski@district95.org. Thank you so much for joining me today, and I hope you enjoy the rest of your experience with the Brainstorm: Limitless Learning conference!

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Brainstorm 2020: Blending in a K-2 Classroom

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Presented by Ben Cogswell, Kindergarten Teacher, Alisal Union School District

CUE Member and Kindergarten teacher and 2019 CUE BOLD teacher of the year Ben Cogswell is going to share his go-to strategies and awesome mindset of blending amazing pedagogy with easy to access edtech in his #KindRockets classroom. Ben was recently quoted in the NY Times and his SeeSaw lessons have over 100k views. Ben's warm style is inspirational for any grade level.

Link to slides

Session note sheet

Certificate of attendance form

Transcript

Hello and welcome to Brainstorm 2020 Limitless Learning! I'm looking forward to this awesome conference put on by UnisonEdy, I'm going to introduce myself my name is coach Ben. And today's session I'm doing on blending in a K through two classroom. You can get this, and all my other resources if you go to coachben.org you can see here, my site you can see I have all my presentations here. I got all my remote learning resources here so hopefully this will help you out with the things that you need that's going on right now. Anyways, today we're here to talk about blending in a K through two classroom. And so we're going to jump right in. Of course, my name is coach Ben, this is just a little bit about me I'm currently a kindergarten teacher in Salinas, California at a school called Bardin elementary school, and I am the captain of the Kinder rockets that's I have this wonderful astronaut helmet on. So, I want to start out by saying these are my Kinder rockets well these are my Kinder rockets. Right now, you can see this is a Google meet, and this is a picture of my class right now and it's definitely a little bit of a different time. Now if we go to my normal classroom it's going to look a little something like this. You can see I have kids all over the floor, they're all kind of doing an activity recording on their computer using an application called seesaw. I'm over here they're reading a book you can see here. And so anyways, I am the captain of the Kinder rockets a kindergarten teacher. And so, I have a few things have about three things that they're going to share with you today. But besides being of course a captain I am also a father and so you can see here this is a recent podcast that I did actually with my family. I have four kids at any point during this video please feel free to pause and process you can go back and watch it again. This is a conversation that just doesn't have to be a one way conversation. It can be a two way conversation and one way we can do that is of course by pausing and processing. And so there's, you can tag me in any tweet you may have or Instagram whatever you like at Cogswell underscore band and then we have @Unisondu and#Unisonedu. These are great for the conference. So I want to talk to you about three big ideas for today and I'm going to show you these pictures at first. Alright, so I have two boxing gloves here different colors. I have kind of a cube looking thing with different colors. And I have a mountain top with two different colors and so these are big ideas for today I'm not going to show you, tell you what they are. I'm going to reveal them as we kind of go through. So here's my first big idea. My first big idea of this whole notion about digital versus analog. A lot of times when we are looking at digital and analog we say well you know it's digital or analog it's not one or the other. I'm an email, I'm an email person I like to send letters or, you know, I like to listen to audiobooks I like to listen oh just plain books are better oh you know I like my calendar digital I like my calendar paper, paper, and really, We got to get away from this.com economy because really it's not about this whole idea of digital versus analog, especially in the lower grades. It's this whole idea of using both digital and analog really combining the two because they can strengthen each other, there's a lot of great skills that when we strengthen each other. And so in this section I have some examples. I'm not going to show you all the examples you can kind of go back again these slides are available at coach Ben. org. And each time. So I'm going to start off with this example, by the way, anything you can see you can click on this presentation again, you can get this presentation at Coach ben.org, a lot of the things you can see you can click on like this seesaw activity. So for example I want you to think about what I have here, I have digital, and I have analog Now let's look at the things that we see here Well, it looks like on this side over here I can see some writing I can play with my tablet and my friends too. I can see good finger spaces, I can see mostly correct spelling, with the exception of tablet. I got my picture which matches the writing. All right. Over here I can see again capital letters, I can see sentences I can see periods, I can see punctuation I can see finger spaces. Well, here's my point. Whether we're doing digitally or whether we're doing it analog, these are these are both skills that can support each other when kids are getting being able to get in both I feel like they're really getting a deeper understanding of things like a of the parts of a sentence for example, finger spaces, the finger spacebar in both of these sentences. There's finger spacebar maybe kids don't understand it in one area, but maybe they do and the other area periods. Both of Mad periods right, being able to show what they know, in multiple modes, really strengthens the kids learning right. Again, this is something that we do both digital and we do analog, it's not about doing one or the other. It's about doing both. Again, another example that you see here, digital and analog this isn't it this or that, on the right over here you can see, perhaps, these are 10 frames. This is an activity, and guess what the kids are doing. They're counting to 100, they're counting each of their snacks. They're eating each of their snacks. It's the hundred day of school. Now if we look on the left side, guess what, counting to 100, but something you don't see on the left side over here, is the fact that students are actually recording their thinking and recording they're counting practicing counting with manipulatives practicing counting digitally and recording digital and analog, both of the tasks are equally important. Here's another task that we think traditionally would be a digital task. What is it, it's coding. And so you can see here on the right in the picture you can see there's a shapes mat here. Students are communicating with each other they're having to get this little bot here from this blue triangle maybe to the Red Square, they need to use lots of language, they need a code, they need to problem solve again this is a V bot. When we look at the left. This is an activity called codable, which lets younger kids code and show problem solving coding is great for problem solving. Now, do I just want to use the coding on the computer No, because it's it's it's it's not as going to be as rich for the students. I also really want to think about encode, including the coding with hands, whether it's with Legos, whether it's with these be bots. Again, digital and analog all of these tasks you can see both of them. Digital calendar analog calendar students participating in both of them showing what they know on the carpet, showing what they know in the computer. Again, when they do this they're able to participate as a group, they're able to see me manipulate it and then they're able to actually go in and manipulate it themselves, digital and analog. Right. And so, what might this look like now you can see now, this is a program it's called seesaw and it's great because if you look at this lesson here this seesaw lesson here this is analog instruction i did a mini lesson and I recorded it this was going on a letter hunt. We're actually manipulating the letters, then students are getting to go ahead and manipulate it digitally. And so even now when students are at home, being able to show them digitally and that may be practice analog students that don't have a letter set at home, so that maybe they need to be able to have access like this. You can find the YouTube tutorial here again. This all these links if you go to coach ben.org, and look for this presentation K through two blending this recording will be there. Also, guess what, the, the web, the slides will be there. So again, here you can see on this you really see right here's the instruction it's it's analog we're looking at the letters. Right. We're rearranging the letters here to make sure they're in the right spot on the right side the students did the same thing right analog manipulatives right not because I can't analog because it's not just pencil and paper. Digital being able to do it in this program called seesaw analog digital, right, it's not this or that it's being able to do both, to support each other. Alright so positive process. In this section, the first big idea the first challenge for you was thinking about when you are making your tasks. It is not about digital or analog right. It's not about digital or analog, it's about both, we have to stop this fighting. Okay, so big idea number two. Let's look at this cube. When I think of a cube, what do I think of right when I think of a cube, what do I think of. Now this is kind of overlaps with the last one. The last thing I just talked about digital analog but it takes a little bit different look at it I want you to start thinking about. And this isn't just K through two designing what's called three dimensional tests now what do I mean about that, for example, a lot of times when we see kids using a computer, we see them on the computer, we see them typing there on the screen completely. I want to start getting these some of these tasks off the screen. For example, here's a kid on the computer holding up a book reading the book to the computer. There's some writing, holding up your writing, reading, to the computer again. We do digital and we do analog and we can do them separately but we can also do them together to support each other and it's magical right. The thing that's so magical the most magical thing on every device is your camera, and your microphone, because anything you can do with a camera and a microphone you can make it a three dimensional task you can pull it off the screen and you can have something on the screen, and maybe some manipulatives again. So what does this look like these three dimensional tasks. Well you can see here for the three dimensional tasks. This is an activity. Right. So in these three dimensional tasks, what you're seeing is you're seeing on the left here's this seesaw activity, they make a book that color the book they print they write in the book. And then over here, what are they doing, they're actually recording themselves reading. You can see him touching the words you can see him holding it up you can see concepts of print. This is a three dimensional task because it takes place off the screen, and it takes place on the screen students can listen to themselves reading. Right, they can really be engaged in their book with that hands on that, that a lot of us need also again three dimensional tests, what do you see here, unifix cubes. So what is this girl doing. You can see she has three yellow ones and she has one blue one because she's making the number four. She didn't do all that work on the screen. She did it off the screen with the unifix cubes, she counted. She put them together can she do this task on the screen. Yes, digital and analog is good, but this is even better because it takes both of them, and it puts them together. Not only can she do it she can see her classmates again this is an app called seesaw. Any of these activities you can see here you can click on and you can have access to them, they're all free. Another idea of this three dimensional task, what do I see here. I see a student recording himself, saying the alphabet so what he had to do is take the alphabet. He sort of did it all in the correct order. Then he recorded himself reading and pointing one to one to the alphabet. Digital analog together. The task is off of the screen but we're using the screen. To be able to capture that task students can go back, they can reflect, they can see how they did. I can see how they did and it makes it more than just the audience of one right this whole idea the audience is not just me the teacher with this app seesaw it's theirs, it's me. It's the other students and it's even their parents at home. Right. And so right now. I did a three dimensional task with a seesaw at home when the kids do. They built, they reconstructed the three little pigs, and they retold the three little pigs we had been reading it, and they have toys at home. So I think about what can these kids do at home, to be able to do these things. What do they have Do they have toys Yes Could they build little houses Yes. Do they know the three little pigs Yes Can they record themselves. Yes, a three dimensional task retelling the three little pigs right. And then recording it and capturing here's an example of one of my students that recorded the three little pigs and retold this, how can I, we need to think sometimes How can I move my activity off the screen. Well here's an activity that's on the screen right, the three little pigs it's a retelling and seesaw. The students are actually manipulating the pigs and the wolf you can see here, but we can also do it this way. So I did the tasks again in two ways. I made it an. We did the analog reading, we did a digital retelling. We did an analogue retelling, we did them both. Right. So again, big ideas, pausing for processing. Think about what do you want to reflect on. And by the way, if you're looking for that secret code word. My secret code word is accountability, accountability, right, secret code word for this session, accountability, so our big ideas for today. Number one, it's not about digital versus analog, it's about digital and analog. Number two, three dimensional tasks let's get the tasks off the screen and be able to use those tasks right, the analog and the digital at the same time. And number three, what is it, high expectations, whether we're in the classroom, or we're working with students at home. We need to have high expectations and somebody that teaches about this is my colleague, and you can find her at kind rainbows at kind rainbows on Twitter. She has taught me that we need to believe in the students, right, they can do it. And she always is pushing them ahead as she reminds me to have high expectations, whether it's academically but also using our analog and digital tools, right, so here's some wisdom from Miss g right, number one, believe in your students. Right. You believe in them. If you believe they can do it they can do it. Number two, care about not only your students but involve their families and if you have high expectations for their families. They can reach it to, regardless of population. And number three, of course have high expectations give them a chance, and they can do it. And so here's a little story about how you're having high expectations that comes from recently. This time we're in right. I was like, Oh, you know, I really wanted to connect with my students and one way I did that was a Google meet. But I was like feeling like I don't know if they can do it. We've never done it in class I'm not sure if we can do it but you know who did it. My friend, Miss Gutierrez, she did it. She made a this PowerPoint, you can see here you can click on it you can copy it. Everything's at Coach ben.org. And then I made this video for families to be able to use this tool called seesaw. It's free to connect in Google meet, where Google base district and there's lots of different things you can do. But she believes they could did it she did it, and she encouraged me and you know what they could did it, they did it right. You can have high expectations for your students believe in them. They can do it. So again, pause and process what were those three big ideas that we saw. What are the three big ideas remember tweeted out capture those moments. The great thing is, maybe you're going to look back and see a tweet from a few weeks ago if you're watching this later. And you can really interact with that person or if you have any questions, reach out to me. So our three big ideas today right three big ideas number one. It's not about digital versus analog, it's about using both of them we don't have to fight they're both great tools, number, and even right now, when kids are at home. Right, still get those tools number two, three dimensional tasks using both digital and analog at the same time sometimes they're standalone, and that's good. But how can we also make them together. And number three, make sure you have high expectations for your students high expectations right. Those are the three big takeaways for today. Right. Of course, I wanted to give a little a few shout outs to some give you a few more little things if you're looking to take beyond. If you want to see for example what are my favorite tools right now. How do I run my class remotely or in it. These are my favorite tools I love them, they're all free. They're all about engagement, and they most of them you can do digital and analog seesaw. We have flipgrid quizzes and epic great tools you can click on any of them take it take you there. My favorite people in K through two, some of them on Instagram. Some of our mind Twitter. Build your PLN you're at this conference right now but you're at home, you don't have to be at home alone at this conference, you can get those tweets out right, follow these people find these people be engaged with these people. Here's some. So, there's been a lot of teachers creating some amazing things right now. And so, here's some of my favorite resources again go to coach ben.org find the presentation. Click on it right here, right. There's some bunch of resources here that people have put in, add your own resources for remote learning how have you been creative. Finally, I want to give some shout outs as well to some people that have really been great support some other people you can follow on Twitter, they're doing some great stuff right now, our cell ed tech ed tech spec new impulse and see things, wonderful people. And if you want any of my stuff you here's all the things you can access my stuff you can go to coach ben.org you saw that that's where this presentation is, if you're curious what my kindergarten classroom looks like just go to kind rockets.org and this is my whole kindergarten classroom right here, you can see it online you can see what I'm doing right now. Okay. You can also find me on Twitter to different Mike by classroom account, or my personal account or on Facebook as well. So again, what have you learned. What are your big takeaways from this session, pause and process. Remember at any point you can rewind this and watch it again. So again, our big ideas for today. It's not about analog versus digital it's about using both of them. It's about making tasks that are three dimensional sometimes that we can have analog and digital working together and having high expectations. If you'd like to get a hold of me, these are all the different ways you can get a hold of me. Again, you can go and you can go to this presentation you can give me feedback on this presentation if you would like, click on that link, the slides are at Coach ben.org right the session was K through two blending. It's going to be one of the top ones for now. I really want to give a big thank you to brainstorm 2020 with limitless learning thanks to our sponsors. Remember to enjoy your sessions and do your best. Thanks for watching. Bye bye. Thank you.

Transcribed by https://otter.ai