Is there a way to automatically grade student responses and give them different feedback depending on whether or not they pass? Well of course there is! Keep reading ...
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Is there a way to automatically grade student responses and give them different feedback depending on whether or not they pass? Well of course there is! Keep reading ...
I have been a huge fan of Google Forms for quite a few years. I have used it for everything from collecting survey data, to getting feedback on a course, to polling students during a class. For me, it has become a necessity in the way I teach my classes. A couple of years ago, I began giving my students short, specific assessments over the assigned readings each week. Students would read an assigned article or chapter, complete some questions pertaining to the reading through a Google Form, and I would give their response a score. This system has worked well for me, but one complaint I have heard from students is that they do not have access to their responses once they hit Submit. My solution (which is really just a work-around) was for them to write their answers in Word first, then copy and paste them into the form field. I would admit to the students this was not ideal, but it was the only option. With a class of 100 students, I did not want to have to send the students their responses one by one. This constraint of Google Forms made it seem a little clunky for what I was doing.
That is, until I found out about formMule. The add-on for Google Sheets has been a major time-saver for me, and it has been great for the students as well. In short, I have been able to use formMule to send students a copy of their responses immediately after they submit them to me. The responses are not automatically graded, but the students at least get immediate feedback about whether or not their answers made it into the spreadsheet.
Disclaimer: I am going to assume a person already knows how to create a Google Form, which sends responses to a Google Sheet. This tutorial will not include an explanation about how to set up either of those tools.
This is really the easy part. If you have already installed add-ons, then this process is already familiar to you. One nice feature of the add-ons is that once you install it on one sheet, it will be available for all sheets you have created.
If you want to send your students a copy of the answers they just submitted, you must have an address to send them to. This may seem like a simple thing, but you must make sure you have a field in your form for the students to input their e-mail address.
Once the form is created (including an e-mail field), you must setup the FormMule add-on so it e-mails students their answers immediately. I want to emphasize, FormMule is an add-on for Google Sheets, not Forms. Once you create a form, Drive creates a corresponding Sheet where the data is entered every time someone completes your form. The spreadsheet will be in the same place as your form, so just go back into Drive and open it up. Once you have opened your spread sheet and installed FormMule, this process is pretty simple and straight forward. Here are the steps to complete this process:
1. Choose your data source, which should be the worksheet labeled Form Responses 1.
2. Setup the form trigger to send a message as soon as the form is submitted. You can also setup FormMule to send the responses at a later time, which is what they call a Time Trigger.
3. Decide how many different templates you want to send students, and the establish conditions for each template. For example, if you are giving a multiple choice quiz you can use formulas to automatically grade the responses and send students either a certificate of completion for passing or a notification that they will have to retake the quiz. My recommendation, especially if you are new to FormMule, is to start simple by sending students a copy of what they just submitted to you. Once you feel more comfortable with this process, you can branch out and try sending different messages based on specific criteria.
4. Now you can create the message students will receive when they submit their responses. Because this is essentially a mail merge, you can integrate data from the spreadsheet into your customized response. To do this, you simply click on a merge tag and it will be added to your message. There is no text editor built into the template builder, so you will need to use good ole' HTML if you want to add any design features to your message. Below is an example of confirmation message I have created for my students.
For me, this is the fun part. Once you have everything setup, you need to submit a couple of responses to make sure A) the confirmation message is actually sending, and B) the message looks like you want. I have to admit, I still get a little giddy when a message is automatically sent and it looks just right. Once everything looks just like you want, you are ready to go.
Feedback from my students has been they appreciate getting a confirmation message rather than feeling like their answers are being sent somewhere into the abyss. My next post will show you how to automatically score student multiple choice items, which is a pretty handy tool for giving immediate feedback.
As I have written about before, embedding Google Drive folders is a great way to manage content on your LMS. Rather than logging in, uploading, and waiting, you simply copy files into a folder on your computer, and they magically show up in your LMS for students to view.The only drawback was that last year Google blocked iFrame embedding on all Google Drive folders and Google Sites pages.
Thankfully, Wes Fryer posted about this same thing and I was able to get back on track using the following code.
List view <iframe src="https://drive.google.com/embeddedfolderview?id=FOLDER-ID#list" width="800" height="600" frameborder="0"></iframe> Grid view <iframe src="https://drive.google.com/embeddedfolderview?id=FOLDER-ID#grid" width="800" height="600" frameborder="0"></iframe>
Finding the Folder ID can be a pain, especially if you are trying to embed a folder within a folder within a folder. I tend to create folders for everything, so I have to make sure I use the correct Folder ID. For example, here is the URL for one of my folders that is nested 4 folders deep. I have color-coded each level of the URL (which has been slightly altered to keep the folder private).
The last sting of characters is for the folder I actually want to embed. I just need to copy that code and paste into the URL above where it says FOLDER-ID, like I did below:
<iframe src="https://drive.google.com/embeddedfolderview?id=0B5YVN51uO5e_TFJkYzFhZ0ltbWs#grid" width="800" height="600" frameborder="0"></iframe>
You can always change the width and height to make the folder fit the space on your page. The process is pretty simple, and once you have done it a few times, it's actually quite easy. Good luck!
Turning something into a game does not necessarily mean people will suddenly like it. Atari learned this the hard way with their E.T. video game. It turns out that betting the farm on a mediocre video game based on a blockbuster movie is bad business.
The same is true with gamification, a term being thrown around a lot these days in education circles. The general idea behind gamification is that game mechanics can be used in non-game environments in order to get some of the same outcomes typically associated with games, such as engagement, problem-solving, cooperation, and motivation. Many teachers are applying the principles of game mechanics to course design in order to motivate their students in ways traditional instruction does not.
If a teacher wants to be successful at implementing gamification mechanics in the classroom, there are a few principles that must be addressed. Foremost, the game must be well designed with clear goals, rules, and roles. Kind of like teaching. In my own experience, another aspect of a successful game (and teaching) is timely feedback. In order to make good decisions that help the player keep moving forward, they need to know where they stand. There are many popular activities that rely on the concept of leaderboards, which have the dual role of informing players where they stand and creating drama for both players and observers. Figure skating, gymnastics, X Games, freestyle skiing, golf, and diving are just a few of the sports that use leaderboards.
Leaderboards can be applied to educational settings as well, but there are very few tools available that teachers can use to create and use them efficiently. One such tool is Leaderboarded, but it is not free and seems be designed more for business than education. After looking around and not seeing many options for my own leaderboard, I decided to do what I do best: build one using Google tools. Below are the steps to help you get started on your own leaderboard. You can also view an example of my leaderboard spreadsheet, and feel free to copy it into your Google Drive if you want to see my formulas for each column and worksheet.
Before you can have a leaderboard, you have to decide where the points are going to come from. You have lots of options for students to earn experience points, quest points, or any other kind of value that can be added to the total. I kept it simple and based my point total on attendance and modules completed. Every time a student is on time to class, they get 100 points. They get 50 if they are late, and zero points for missing class. Even if the student is sick. I'm playing for keeps here, folks.
I have found that I am more likely to keep my leaderboard updated if I have very few values to keep up with. The more complicated the "game" becomes, the more there is to enter. Personally, once I start feeling overwhelmed I am likely to get behind on entering values. The more behind I get, the more irrelevant the leaderboard becomes. So, keep it simple.
As you can see from my example, I created a separate sheet for each set of points. One for attendance and one for modules. I used the SUM and COUNTIF functions to tally the values for each sheet. I chose to use the digit 1 instead of 100 or 50 because it is easier to enter. I can have the spreadsheet multiply by 100 on the Participation worksheet so I don't have to.
You will use the Participation sheet to add up all of your totals from attendance and modules. This worksheet is important to include because you will use a pivot table to create the actual leaderboard, and you must have all of your points on one sheet to do that.
What is a pivot table, you might ask? Well, it is a data analysis tool built into most spreadsheets that lets you sort, add, average, or do other functions with the data in your spreadsheet. For this example, we are going to use the pivot table to display each student's total points and rank them from highest to lowest. Here is a screenshot of what this pivot table will look like when it is all set up.
Make sure every student in your leaderboard has a unique name, otherwise the pivot table will combine the totals for both students with the same name. I used numbers to keep the first initial separate. You will notice I have a battery icon for each student. I did this by creating a Rank worksheet and using the VLOOKUP function to apply the correct icon based on the student's total points. I did this more as an experiment. If you embed this spreadsheet using HTML, the images will not show up, so don't get your hopes up.
At this point, you have several options for how to share your leaderboard.
The simplest option is to share the link with the class or embed using the iFrame code Google gives you. If you share the entire sheet with the class, which I DO NOT recommend, you will want to protect your functions and make sure it is only viewable to those with the URL. If you choose to embed the entire spreadsheet, go to File --> Publish to Web. This will share your entire spreadsheet, so you need to make sure there isn't any sensitive information that you don't want the whole class to see. If you use icons for levels like I have done, they will not show up when you embed.
If you only want to embed the leaderboard, you can use a special URL to show only the page you want. It looks like this, and I will show you how to plug in the appropriate values.
<iframe src="https://docs.google.com/spreadsheets/d/[Spreadsheet ID]/htmlembed?gid=[worksheet ID]&single=true" height="1000" width="100%"></iframe>
Here is where you find those values in RED:
This will embed only the sheet you want to share, but it will not show any images you have in the cells.
A final option for sharing the leaderboard is to create an interactive chart from the leaderboard and embed that wherever students will be looking for updated results. Here is how you do this:
And that is how you do it. This will take some tinkering, especially if you are not familiar with spreadsheet functions or pivot tables. I spent quite a bit of time messing around with this until I got it to work just how I wanted. I need to give credit where it's due for giving me this idea. I got the original idea from the EIPS Technology Blog, and I modified my leaderboard based on this design.
I will start by stating the obvious: There is a HUGE difference between learning to use technology for yourself and using it effectively in the student learning process. Both applications of technology have specific skill sets, they inform each other, and they are both important. In the educational technology world, you might see this dichotomy through various lenses: digital media literacy, TPACK, SAMR, or some other framework you're fond of presenting at conferences.
My awareness of the massive difference between these technology applications came when I began encouraging the students in my large, 100-person education course to bring their laptops, tablets, and phones. OK, I don't have to actually encourage college students to bring their phones to class. Pry them out of their hands? That's more like it. Anyway, once I began infusing my class with activities that require technology, I realized I am not as good as teaching with it as I thought I was. Yes, I knew how to do some cool things to present information to my class, but when it came to using technology in real time with 100 students in a way that kept them active and engaged, I had a lot to learn. This is when I decided I was a pretty good Technology Ninja, but I had a long way to go until I was a Technology Samurai.
What do these two terms mean? Let me explain.
Ninja were covert agents who specialized in espionage, assassination, sabotage, and infiltration. They were skilled at disguising themselves as servants, camouflaging themselves with trees and other objects, and scaling the walls of buildings like Spider-Man. Their objective was to infiltrate enemy dwellings without being seen. In fact, there is probably a ninja in your pantry right now, scooping out your peanut butter with a Chinese Throwing Star.
As a Technology Ninja, I have gotten really good at using technology in ways that my students hardly know it's there. My most recent set of posts about Outsmarting the LMS is a good illustration of ways to be a Technology Ninja. You can embed documents and web pages, install scripts, and set up forms to make your job easier, and the people actually using these tools have no idea about the magic you have worked on the back end. They just know it works.
While these ninjutsu techniques save me a lot of time and energy in the long run, they do very little to influence the lived experience of my class meetings. Most of the work is done in the background, usually in the form of tinkering, testing, and modifying. It wasn't until I told my entire class of 100+ students that I wanted them to bring their devices to class that I realized these skills were not sufficient for me to reach the level of technology greatness I have always aspired to achieve.
When I first began thinking through these ideas, I wrote this out as SAMRi. Get it? SAMR with a lower-case i, like Apple does, only at the end of the word instead of the beginning. Because I am aiming for the R (redefinition) in SAMR, and after I achieve the R in my technology integration skills/knowledge, then I will be a technology SAMRi! Uh ... yeah. Anything that needs that much explanation is not as clever as I initially thought it was. Also, SAMRi would direct a lot of traffic to my blog by people looking for Saudi Arabian folk music.
So, what is a Technology Samurai? The traditional samurai were an elite class of noble Japanese warriors, dedicated to protecting their culture, leaders, and territory. Unlike those stealth and sneaky ninjas, they were skilled at hand-to-hand combat and infantry tactics. Their weapons of choice were swords, kama, longbows, daggers, and armor. They were skilled horsemen, and they were also known to use rifles and cannons in the latter years of their existence. Samurai were also governed by a strict honor code, characterized by discipline and loyalty. In a word, they were fearless.
You know what else is fearless? Telling your class to BYOD. Unless you have thought through the details of your activity, you will have students knee deep in Pinterest or Facebook before you can say, "OK, let me just try one more thing to get this to work." Students love technology, but not in the way nerds like me think they love it. They love that technology connects them to the things they love.
So, after having done this for a semester, I have started coming up with a few essential skills that every Technology Samurai must master. These skills/tools are focused primarily on teaching in a BYOD or 1:1 environment. I will address being a Technology Samurai in the areas of digital media projects, collaboration, research, etc. in the coming weeks.
You must have a way to get every student in the same place and keep them there. Your class LMS page won't work. Neither will a Facebook group or Schoology or Edmodo. Why? There are too many other features to look at. Grades, assignments, forums, friends. Too many distractors. You need to keep them all in the same place at once. I recommend a tool like Apollo or Top Hat. If all of your students are on iPads, you may consider NearPod. Each of these tools has something in common: they put your content on every screen in the room at the same time. Yes, students can stray away, but not as much as you might think.
This is something that took me awhile to figure out. Personally, I do not like logging in to things. I would much rather log in once and then have the tool remember me. Google, Facebook, Pinterest, Twitter .... they are great at this. My school's LMS? It's like Guy Pearce in Memento every time I close the browser window. Whenever possible, I try to minimize the number of times students have to log in to do class activities. Once is ideal, twice is acceptable, three times is just getting to be plain annoying.
In addition to getting all of the students in one place, virtually speaking, you want to keep them engaged. A good way to do this is to involve them in activities that make them think then require a response. There are several tools that will let you do this. Apollo and Top Hat have built-in student response features. Socrative and Infuselearning provide another way for students to respond, and they do not have to set up an account to do it. They just enter the class code, and they automatically receive a prompt every time the teacher posts a question.
Another important tool to have in your arsenal if you are going to teach like a samurai is to be able to deploy links to the class. By deploy links, I mean send the student out from your synced content to other content (videos, web pages, forms, etc.). Apps like Apollo and Infuselearning have a built-in link tool that will send a URL to every student logged into your class page or presentation. This is really handy if you want students to spend a few minutes reading and discussing an article, blog post, video, or image. You can also send the students to an editable Google Doc, Sheet, or Presentation if you want to give them a place to discuss or share ideas.
An acceptable alternative to sending links to students is using a URL shortening tool, like bit.ly or goo.gl. Just remember to use a serif font so the students can tell the different between capital I and lower-case L. You may also want to consider if this is appropriate based on the size of the room and projection system, the age of the students, and number of times you are having them key in shortened URLs. If you have a bunch of these on the board, it may get confusing to the students.
Another skill to master as a Technology Samurai is to keep students engaged in group activities with their computers. I mean, the students have lugged their computers to class and followed along up to this point, so why not do some things with computers that computers are uniquely good at doing. Maybe that involves editing the same document at the same time, or adding slides to a common presentation. You can have them pin and explain places on a map. Annotate or draw images using the drawing quiz tool in Apollo or Infuselearning. Create a 5-picture story, or capture a 30-second explanation on Educreations. I'm not trying to exhaust the possibilities here. If you went to the trouble to have the students bring their computers to class (or went to the extreme trouble of providing a device for every student in the school), then leverage the capabilities of a computer. Don't use it like a pencil then complain that students just want to look at Pinterest.
Now that you have had the students doing some activities on the computer during class, showcase their work. Display their annotations and diagrams. Flip through the presentation and let each group present their page. Show the 5-pic stories and see if the students can guess the topic. Watch the 30-second explanations. This part of the BYOD learning environment is more than the payoff. It's the point in the lesson in which you communicate to your students whether you, as the chief learner in the room, value this activity as a real learning endeavor or just a hi-tech time filler. If you truly value the work they are doing, then devote time to acknowledging, praising, critiquing, and sharing the fruits of their labor. If you blow past the showcase, don't be surprised if the students show less enthusiasm and engagement the next time around.
You should strive to be both a ninja and a samurai. A samja. A ninjurai. A SAMuRinja. Both skill sets are important for teachers these days, for different reasons. One will keep you learning, the other will help you focus on student learning. The way of the ninja and samurai is not easy. They involve risk, uncertainty, failures, faith, persistence, patience, creativity, and problem solving. There is great cost in becoming a lifelong learner, but it's not nearly as costly as settling in and ceasing to grow and develop as a teacher.
So, what are your examples of being a Technology Ninja or Samurai? I will follow up on this, and I would love to hear your ideas.
As a teacher, I am always making instructional decisions. More often than not, these decision manifest themselves as questions. What do I want the students to know, understand, or be able to do at the end of my lesson? Who will do most of the talking, me or the students? Where does this lesson fit in the big picture of the class? Will I use technology? Will the students use technology? In addition to asking myself these questions, I am also continually looking for ways to teach better. That includes instructional strategies and technology. In some cases, the stars align and I discover strategies in which technology allows me to teach a lesson in a completely new way. For those SAMR enthusiasts out there, this would be R, or redefinition.
One such idea I recently came up with is an activity I call Some Bullet Points and a Picture (SBPAP). Yes, I have a dry sense of humor. This activity builds on the time-tested teaching strategy of having students work in groups and put their ideas down on chart paper. I love this activity, especially for class reading activities. I will assign an article, divide the class into groups, have them read a specific section of the article, then summarize and share their section with the rest of the class. This is a great way for the students to take ownership of the article and teach it to each other. It also gives them an advance organizer for when they go back and read it again for the exam.
SBPAP is the same idea as using chart paper, but the students summarize their group discussions on separate slides in a Google Presentation. I did some minimal setting up before class by creating the presentation, making it editable for anyone with the link, and creating a separate slide for each section of the article. The students then went to the Google Presentation, found their slide, and began summarizing their section of the article. The only two rules were 1) they had to paraphrase every main point in their own words, and 2) they had to find a picture that characterized their main points. The students used the research tool to find their images so they did not have to leave Google Presentation. Overall, the students loved the activity and we had a lot of fun seeing everyone's slides get edited at once.
There are some obvious advantages to doing this activity with a Google Presentation instead of chart paper:
SBPAP was a great way to engage the students and have them actively learn the content. I will definitely do this again, and I may even think of some other ways to modify this activity and leverage more features of Google Presentation.
What are some innovative ways you have used Google Presentation in your classes to facilitate group work or engage the students?
Everyone is talking about the "flipped classroom." I just attended a conference where this term was used approximately 57 times every hour for 4 days. My first response to this term was positive when I heard it a few years ago. The flipped classroom is a teaching approach where teachers provide resources for students to build their background knowledge outside of class and use class time on activities that leverage face-to-face interaction, such as discussion, group problem-solving, and collaboration. This contrasts with the "traditional" model, where instructors spend class time transmitting information, and then require students to engage in the aforementioned higher-level learning tasks on their own outside of class. This concept has so much curb appeal because students, generally speaking, don't like lectures, and instructors don't really like the behaviors associated with lecturing (e.g., falling asleep, playing on phones, doing homework for other classes). Once you strip away the buzz words, the descriptions of "kids these days and their mobile computer thingies," and a mish-mash of learning theories, you realize the basic premise is the same model teachers have used for years. My teachers assigned reading outside of class, my coaches required me to lift weights and do endurance runs (yes, I'm a runner) on my own, and my music teachers expected me to practice my part so that group rehearsals were about dynamics, tempo, and other music terms I can't seem to recall. The difference, of course, is that technological innovations have changed the variety and delivery method of learning materials being pushed to students before they come to class. Teachers can compile videos, readings, simulations, quizzes, games, and other media to communicate the same concepts that were traditionally transmitted in class via lecture.
There are many tools on the web that help an instructor facilitate a flipped lesson. EdPuzzle, eduCanon, and Ted-Ed come to mind. Each of these tools has its unique affordances, but they require students to have an account and to sign in. What if you want to avoid that part and skip straight to the learning module? This is where Google Drive comes in. I will briefly demonstrate how to build a DIY learning module with Google tools and add-ons.
Google Forms is an excellent tool for creating web-based surveys. Users can add a variety of questions, from simple text to a grid. There are also some simple media and layout tools, such as adding images and video, page breaks and section headers. These are all great tools if you want to manage the flow of the survey. Google has created some excellent tutorials on how to create and use their forms. Below is an example of one of my forms I created a for a learning module in my college. The videos were created by a state agency for the purposes of a required training that is no longer supported by said agency. In other words, they gave us the videos and want us to handle the training in-house.
The results from this form will automatically feed into a Google Spreadsheet. This is a great way to keep track of who has completed the training, but by itself a spreadsheet is not very useful for grading the quiz. Using a simple script for Google Sheets called Flubaroo, you can create a key and automatically grade the results. The scored quizzes are put in a new sheet within the spreadsheet, and it will also e-mail the results to each student, if you choose that option. I have the spreadsheet set up so I am notified every time there is a change. Here is a example of a graded quiz.
In my case, the students and faculty who complete this training need a certificate. The state agency used to do this automatically through their training module, but now we have to do it. Since there are so many people completing this training, I needed a tool to automate most of the process. My tool of choice is the Google Docs add-on Merge by MailChimp. To do this, you first add the add-on to your Drive account. You then create a merge template, like the one below:
Next, you open the Merge by MailChimp panel.
You will need to do some clicking to merge your two documents by:
You will also need to add merge fields to the document, which will pull data from the spreadsheet and input it into the template. You do this from the Merge Tags section in the MailChimp panel by simply placing the cursor in the document where you want the merge tag and clicking the merge tag in the panel.
The form that is mailed to each person in your spread sheet will look something like the screenshot below. Notice, the person's e-mail client may strip out some of the formatting, such as fonts or colors. The details at the bottom of the merged document were added from the Email Info tab in the MailChimp panel. Also, the merge fields in the actual e-mail will not have brackets.
And there you have it. Yes, it is pretty involved, but not much more than doing the same thing through SoftChalk or iSpring or any other eLearning tool, and it is totally FREE! This method could be used to give students survey or test results with feedback, digital badges, or progress reports. I should add one final word, which is that there will be some tinkering along the way. Each tool I presented here has a learning curve, and unless you have used mail merge in MS Word before, this will take some patience and repetition. Coming from someone who has done this using just about every possible method and tool, this process is pretty slick once you get used to it.
So, what tools do you use for this type of learning object? Is there a step I am missing or an easier way to do this? Let me hear from you.
I am always on a quest to find better ways to control my content during class meetings with my iPad. I have tried just about everything, from mirroring with Airserver to SlideShark, and nothing has quite done what I want. Either the tool is too unpredictable (Airserver) or it is too narrow (SlideShark), so I continue to keep my eyes peeled for ways to present my lectures while mobile in the classroom.
The best solution I have found so far is LiveSlide, a simple browser-based tool that lets you remotely control slides from any device. Teachers can use it as I do, to project content to the class while controlling it from a mobile device, or they can share the slides with their students and have them follow along during class. Students can also take notes on the slides for themselves, and the tool has a few interactive features for questioning and quizzes. I have not used many of these features, but I plan on it in the coming weeks.
LiveSlide is incredibly easy to set up. Since it is browser based, there is no app to install. Educators who sign up with their school e-mail will be automatically upgraded to the Elite account for free.
Once your account is set up, you can either create presentations from scratch or import them from your computer or Google Drive. Obviously, I use the last option since I typically create my presentation with Google Slides anyway. I have imported approximately 20 presentations so far, and I have not had so much as a hiccup during the process.
Students can view slides using one of two options. If they want to simply view the slides, they can join remotely using an access key. The teacher can decide whether or not the students can advance the slides on their own or if they must view them at the teacher's pace. The teacher can add quizzes and polls for students to answer, and students can submit questions while the teacher is presenting. I typically log in from my iPad then join the presentation from whichever computer is connected to the projector.
If students want to make a copy of the slides for themselves, they can pay a small account fee and be added to the course. All slide decks for that class will show up in their account, and they can take notes directly on the slides. I have not used this option, so I cannot verify how the students takes notes (writing on the tablet screen vs. typing). I think this will be a great feature when I begin to use it.
My favorite feature of this tool is that teachers can quickly add content and blank slides to a deck while they are teaching. You can add a YouTube video, take or import a picture, or add a blank slide to draw a diagram. I have already surprised myself a few times by drawing impromptu diagrams or importing a picture for everyone to see. This is a feature not available on any other web-based tool I have used.
There are a few limitations to LiveSlide that I hope will improve over time. For one, there are shape tools (circle, square, and line), but there is no way to move the objects around once they have been added, and I can't figure out how to delete them. I don't use this feature much, but I might if it was more responsive. Also, sometimes the tools disappear from the page if my iPad goes to sleep. I have to reload the page for the drawing tools to come back, which can be a little distracting while I am teaching. If I don't draw attention to myself, I doubt the students know what I am doing. :-)
Overall, I have to say I am quite impressed with this little tool. The team that created and maintains this tool is very responsive (hint, hint ... read that last paragraph). You can learn more about LiveSlide from their YouTube channel, which I plan on viewing carefully in the future. I hope to use more of the features in the near future and write more about it. Keep up the great work Atlas Learning team.
*Note: There are a few tools on the web that use the name LiveSlide. Make sure you look for the one in the Atlas Learning toolkit. There is also a social network called Liveslide, but that is not something I am interested in at this point. :-)
Update! Since posting this several months ago, Google has disabled embedding a Google Site. It's nice to know my Technology Ninja skills are being noticed (which is the exact opposite of what a ninja actually wants to do). I will leave this tutorial in case Google decides to start playing nice again.
Software developers must have a really distorted view of how professors use their time. Maybe they think we teach a few times per week and spend the rest of our time playing golf or drinking coffee while we complain about students. Maybe they think we enjoy spending hours each semester staring at progress bars while our files upload. Who knows. What I do know is that over the last 10+ years in higher education, I have developed a love/hate relationship with every LMS I have been forced to use. I love them because it is the best way to communicate with my students. When they want to know something, this is where they look first. I can post grades quickly, give feedback on their work, and create a safe place to share information.
I also hate the LMS because most of them are outdated, not very attractive (though that is not really such a big deal), and require redundant work from semester to semester. My goal the last few years has been to outsmart the LMS and find ways to work efficiently despite its limitations. I will spread these ideas out over several posts, which may take me several weeks to work through. The first topic I would like to address is creating drag-n-drop folders for documents and other media.
The first step is to download and install the Google Drive desktop app. This is a pretty easy step, and the program runs unnoticeably on your computer. Once you have this installed, it will sync your Google Drive from the cloud to your computer. Anything you create from the computer (folders, files, etc.) will also be instantly synced to the cloud. I like to stay organized, so I created folders for each class, and then created folders within each class folder for the different things I would be sharing with students. This includes assigned readings, PPT files, assignment descriptions, etc. I already had some of my files ready for the new semester, so I copied them into the appropriate folders.
This is the step that might be a deal breaker for some people. As you may know, you can share a Google Drive folder with anyone with the link, which is a pretty handy feature when you want to share a bunch of stuff that might exceed the e-mail attachment limit. Unfortunately, Google has blocked the folder view in Drive from being embedded using the iframe tag in HTML. If you do this, you will be met with a blank box in the middle of your webpage. The only way to embed dynamic content from a Google Drive folder is to embed it in a Google Sites page. Sites has a widget for embedding an entire folder. So, for every folder you want to share with students, you will have to create a webpage for that folder. In order to keep myself organized, I structured the Google Site exactly like the folders in Google Drive. For example, I created a page for each class, then I made a page under that page for each folder I want to share. This took some time, but I should only have to do this once. I can always make more pages and folders, but the basic structure is there.
The final step is pretty straight forward. You do not need to know a lot of HTML to embed the Google Sites pages into your LMS. My institution uses Pearson LearningStudio, which allows me to directly edit the HTML. First, I created a tab, or Unit as they call it, for each folder. I then used the following code to embed the webpage on that tab:
<iframe src="http://www.somepage.com" width="100%" height="1000"></iframe>
You may need to adjust the settings of your Google Sites page so the embedded folder will stand out, but that is an easy fix. It should look something like this:
The beauty of this system is two-fold. First, any time I want to add or delete files from a folder, I just do it from the Google Drive folder on my computer and the changes are immediately synced anywhere the folder is embedded. I can also edit files and the changes are immediately synced. Second, this code is preserved anytime I copy a course to a new semester. So, I only have to do this once and all of my content follows.
What hacks have you come up with to make the LMS easier to deal with? I would love to hear your ideas.
Today I attended a presentation sponsored by Apple about the changing role of mobile technologies in higher education, particularly colleges of education. This is of particular importance to my college right now because we are beginning to talk a lot about how and why to use different types of technology in our courses. Many faculty have been using technology for many years in their courses, but we are starting to see a shift in the role of technology in terms of how students access and use information. The presentation today, given by John Landis, Ph.D., was very much in line with the conversations I have been having with some of my colleagues over the past few months.
I will be honest, Dr. Landis' presentation was impressive. He is a great storyteller and is current on the trends and predictions sweeping through both K-12 and higher education. He understands that technology has traditionally been used to help teachers do what they've always done more efficiently or faster. He knows that students these days can get the same content traditionally transmitted from the instructor on any device, anywhere, at any time. And it's usually a lot more interesting. None of this was new to me, but it was still delivered in a fresh and relevant way. Landis presented a blend of theories, examples, and demos, primarily from his MacBook and iPad Mini, and the technology worked like a champ. He mirrored his iPad display using an Apple TV, and could switch pretty quickly to his MacBook Air to demo other programs. As a pretty heavy tech user, I was impressed that he was able to change speeds in so many different ways without so much as a hiccup.
What this presentation made very clear to me, however, was something I have been mulling over for quite some time. It is this idea that in order to fully leverage the benefits of one device, you must fully employ all of the devices in that particular ecosystem. In this way, Apple is actually becoming a device-based LMS. Just like Blackboard or Moodle have a suite of tools under the hood, Apple has an array of powerful tools that can really change the way teachers and students approach learning. The catch, however, is that one must buy in to the whole ecosystem in order to really see these benefits. For example:
The point is, each tool Dr. Landis showed us does amazing things. I want to try everything he showed us (except for the stuff I am already doing ... I want to keep doing it). But the only way to leverage the capabilities of each tool is to use it as part of the Apple Ecosystem (a term he used repeatedly). Apples are meant to work with other Apples, and there is really no motivation to make them work with Android (Google) or Windows. My workarounds, as I have found, are much more complex than the typical tech-using teacher is willing to mess with. I have found a way to teach from my iPad without using AirServer, which is a pretty awful replacement for an Apple TV. I use Google Docs to host and share course files, which works pretty well most of the time, but it's not as slick as content aggregated in an iBook. I have founds ways to do the things I want to do, but it's always a little more work when I am doing this across devices and outside "the ecosystem."
My take-away message is that Apple, Google, and Windows really are trying to create a system, and already have, where users must be "all in" in order to reap the benefits of their technology. More than ever, their tools only really play well with their own family members, and it is becoming increasingly difficult to lead a balanced digital life across platforms. With the exception of a few apps like Evernote or Google Drive, content on your device stays on your device.
I have no idea which ecosystem TCU will join, but I think they will eventually need to decide. These companies, which control the market, are leaving us very little choice otherwise.
I recently got a question from a teacher about recording mathematics explanations using a Bamboo from Wacom. I have never used a Bamboo before, but I know people who have and I've seen other tablets like it, so I knew what this teacher was asking. When using a Bamboo, you project your computer on the screen using a digital projector, and the tablet is essentially a big mouse pad that lets you draw or write with a stylus. I have used similar tools before, and there is no projection on the tablet itself. You can just see your marking on the computer or projector.
Since the computer is the "brains" for the Bamboo, rather than an app on an iPad or other tablet, Bamboo users must use a program that runs on their computer. To my knowledge, the are not many computer programs that function as a whiteboard AND let you record your explanation. One would have to use a whiteboard app concurrently with screencasting software. This may become more trouble than it's worth, in my opinion. There is, however, a web tool called Educreations that works as a whiteboard that records pen strokes on a virtual whiteboard. The developers really push the iPad app, but there is a web component to it as well. I have used it with my students, and it works pretty well when there is no iPad available.
Using this tool, the teacer would project the browser page using the computer, and the Bamboo would be the writing tool. I wanted to walk myself through the process and recorded a demo, seen below (Note: I am not using a Bamboo; rather, I am remotely accessing the screen from my computer on my iPad using SplashTop. The iPad is acting like a Bamboo ... complicated, I know.)
The teacher to whom I was explaining this process bought his own Bamboo and teaches in a school devoid of many technological tools other schools have access to. My goal was to point him to something free that offered most of the things he wanted to do. Conceptually, this teacher understands the value of digitally recording complex explanations to students. He can go back and revisit old problems without having to rewrite them on the board, and since the entire explanation is recorded the students can watch it later when they are working independently. I tip my hat to teachers like this who catch a vision and seek out information to make it happen given the resources they have access to. iPads and other tablets are slick, trendy, and honesty, quite powerful, but they are not the only way to implement innovative teaching strategies with technology. No matter what the tool, there is no replacement for persistence and creativity.
I have always been one of those teachers who likes to show a lot of stuff on the screen. Before projectors, I displayed graphs, charts, images, and graphic organizers using a TV or overhead projector. I have always loved supporting what I have to say with visuals. So, it should come as no surprise that my computer, or any computer, is a necessary resource for my teaching.
I also like to switch back and forth between media. I am that guy who always has about 10 tabs open in a browser, and an addition 5 programs running on my computer. I switch between slides to documents to video to applications. I'm sure this drives my students crazy, but they get used to it. One thing I never got used to was being trapped behind my computer while I teach. I am definitely not one of these roam-the-room types, but I don't like to stand behind my computer and constantly have to look down at my screen. Since I utilize far more tools than just PPT, the little clicker thing never really worked for me. What I have always wanted is a miniature control panel that fits in one hand and allows me to switch seamlessly between apps and media, and even mark up that media for emphasis.
Well, during the Fall semester this capability literally fell at my doorstep when my department bought me an iPad. I had always wanted to use an iPad, but I didn't want to spend the money. I tend to be a late adopter when it comes to new devices. Anyway, I got the news from my dean that I would be getting an iPad, so I began researching ways to use it as a mission control for teaching.
My first task was to figure out how to mirror my iPad on the screen of my MacBook Pro. I discovered there are basically two ways to do this. You can use the iPad as a remote desktop and control the computer using the device. I tried PocketCloud, Doceri, and Splashtop 2. PocketCloud never really worked for me. I would be logged in, but I would have trouble connecting my two devices. Doceri worked pretty well, and even allowed me to mark up the screen, but it cost money and I didn't really like trying to find things on the screen. Besides, I was far more interested in teaching from the iPad apps than I was using the programs on my computer. Splashtop actually works really well, and I was able to get it for free. However, it is still just a remote view of my computer, which is not what I want. I much prefer the interface and ease of use of the iPad.
To keep this short, I settled on AirServer to mirror my iPad on my MacBook. There are a couple of programs that do this, and I liked this one best after downloading a couple of demos. AirServer fools your iPad into thinking your MacBook is an Apple TV, so you can use the built-in AirPlay to wirelessly mirror your device. For AirServer to work, your MacBook and iPad must be on the same wireless network. My university is very strict when it comes to using the wireless network, so this kind of thing is blocked. I found out, however, that I can pair my MacBook with my iPad using Bluetooth, and it works just the same. The only hiccup is when I try to stream video from the iPad to the MacBook via Bluetooth. It almost always freezes, so I have started playing video files directly from the hard drive. Other than that, this is a great solution that has not failed me yet.
The next thing I had to do -- and I am still doing -- is find apps that enable me to enhance my teaching with the iPad. I mean, if there is no value added, then why spend $12 for AirServer and bother figuring out how to mirror the display? I did quite a bit of reading and researching different apps that do the things I want to do in my classes, and I have found a pretty nice set that I rely on regularly. Here they are by category.
In order to demonstrate how this works, I have created a short video of how I move between apps during one of my class meetings. This is unedited, but you will get the point.
The following post is something I wrote as a guest blogger on Wes Fryer's popular blog, Moving at the Speed of Creativity. My contribution will be posted on June 21.
The satisfaction to be derived from success in a great constructive enterprise is one of the most massive that life has to offer.
The first time I remember “creating” something for a school assignment was in 3rd grade. Up until this point, what I remember about school involved completing worksheets at my desk, reading from various texts in front of the whole class, and being placed in groups based on my ability in math and reading. This all changed in Mr. Beaver’s class, my 3rd grade teacher.
Mr. Beaver involved his students in various activities and challenges, most of which required us to build something with materials we found at home. He would come into class one day and toss out some ambiguous statement as if it were a hook with a worm: “My daughter bought a kite this weekend, and it works pretty well. I wonder if she could have built a kite out of supplies she found at home. Nah, probably not. That’s too hard for someone her age.” This was just enough for a few of us to go home and try to prove him wrong. During the school year, we had several projects that involved creating things: electromagnets, dioramas, kites, maps. For a kid who liked making stuff anyway, it was a fun year in school.
This experience probably planted the seed in my mind that projects are a fun and engaging way to learn. As a teacher, I tried to implement several different projects throughout the year, and now I spend a fair amount of time helping other teachers design and implement student projects in their classrooms.
Most of the work I have done in recent years has centered around digital media: teachers helping students combine images, audio, video and/or text to express their learning through such products as digital stories, documentaries, podcasts, virtual museums and comics. More recently, however, I have been involved in projects that cross over from digital media to physical media, otherwise known as digital fabrication or desktop engineering.
The focus of this initiative, under the direction of Glen Bull at the University of Virginia, is to teach students to apply math, science, engineering and technology skills and concepts to real-world problems. Students create digital models of objects such as electrical circuits, windmills, and gears, print and cut them using special equipment, then construct the components into a physical object. This short video describes the process of digital fabrication.
The concept of creating virtual 3D representations of objects before creating the physical object is not new. Many of the things we use everyday - cars, homes, buildings, city plans, electronics, and aircraft - were first designed and tested in a virtual environment before the physical object was ever built. Similar to storyboarding in movies and game design, virtual models help designers test and troubleshoot their products without making potentially costly mistakes that waste resources. As teachers, we want our students to be problem solvers and identify areas for improvement early in a process rather than later.
An integral part of this initiative has been training teachers - both in-service and preservice - how to integrate engineering and fabrication activities into their existing curriculum. Our research has confirmed a line of previous studies that many in-service and preservice teachers, especially at the elementary level, lack confidence when it comes to teaching math and science. This can be a barrier when it comes to encouraging teachers to create engineering design projects for their students. In response to this problem, we have been replicating engineering design projects being done with 4-5 grade students in Virginia with preservice teachers in North Texas.
If you are interested in reading examples about digital fabrication in a teacher education course, I have provided a few for you here:
The University of Virginia also has a wealth of resources on this topic, which can be accessed for free on the Make to Learn website. Most of these activities do not require a Silhouette cutting machine and have been successfully implemented in some classrooms with nothing more than scissors. I have also found some excellent activities at robives.com, but I have yet to try any of them with students or teachers.
My hope is that sharing some of the work being done in the area of desktop engineering with a larger audience will generate some interest in doing this type of work in the classroom. This initiative is in its infancy, yet it has already attracted quite a bit of attention and buy-in from several school districts, universities and the National Science Foundation. The need for our students to be creators, thinkers and innovators has never been greater, and there seems to be no better way to foster these qualities than to engage students in activities that require creativity, thinking and innovation. Students already have a reputation for being massive consumers of digital media and other technological innovations, and they are one of the largest groups to create and share digital content. Now, with the emergence of desktop engineering we have the resources at our fingertips to help them discover the relationship between virtual and physical media and further explore what it means to play with media.
As I mentioned in my last post, there are a lot of aspects of digital fabrication that I really like. Students being able to design, create, evaluate, re-design and re-create objects that they conceptualized on the computer. Students being able to physically hold something they designed in a virtual environment. There are many elements of this kind of teaching that represent many of the hopes people have had for infusing technology into teaching and learning: direct application, real-world importance, creativity, etc. Until recently, most of my experience designing and fabricating objects had been done in my office on my one machine that is connected to my computer. There was no waiting for other people, no transferring files from one computer to another, no having to think about how and where to save files so I could resume my work at a later time. In the back of my mind I knew that the experience I had fabricating objects would be much different than the whole-class experience my students would have, and there were several technical aspects of this process I had not anticipated until I released it into the wild with my students.
I had some ground rules for myself when deciding how to introduce this activity:
So, I set out to design an activity that met these criteria. I had the students complete these activities and submit their work when they were done. The first activity was used to introduce the software (no printing or cutting involved), and the second activity was for application. Overall, my students were very gracious and rolled with the punches. They seemed to like the second activity more than the first (Really!?!), and though I have no data to support my claims, I truly believe they understand digital fabrication more than they did after reading an article and watching a video. Here are my reflections (both technical, pedagogical and philosophical) from the experience.
Overall, I would say this was a good activity for my first attempt at a new concept and new technology. I have a completely different vision for how this will look the next time I do it, which is evidence of learning on my part.
When I was in college, I took a semester away from classes to live in Ecuador with a friend of mine and completely immerse myself in an unfamiliar country and culture. Most of my adventures were unplanned, such as getting on the wrong bus, ending up in some unfamiliar place and trying to get back home alive. Those days were fun and made the trip seem less like real life and more like a movie. Some of my adventures were planned, such as going to the jungle or climbing on of Ecuador's many volcanoes. The most beautiful volcano, El Cotopaxi, particularly held my fascination because of its massive beauty. One day I remember telling my host family that I was going to climb El Cotopaxi, which was only a few miles from their family's dairy farm. They tried to discourage me from doing this because of the stories they'd read over the years of inexperienced climbers (mainly from Europe) trying to climb without an experienced guide and getting caught in a crevasse. Their fear was not the climbing, the cold or the altitude, although these were all things to be prepared for. They were most fearful of the crevasses, and if you wanted to climb the volcano successfully you had to know where they were. I find this story particularly relevant to using technology in my teaching. Actually, if I am the one using the technology, I don't think too much about the crevasses because they typically only affect me and waste my time. Sometimes a certain tool won't work correctly in the middle of my teaching, so the students get to sit there and watch me try to maintain composure, but I have learned how to avoid those embarrassing moments pretty well. The tools I use, I know them well, and I take extra care in learning new tools. However, it's an entirely different story when I am teaching my students how to use a tool. I feel a lot more pressure to structure my instruction in a way so their time is not wasted or they don' t get needlessly frustrated. It's quite intimidating, actually. For example, I was just talking to someone about how to convert multiple scanned documents (JPEG files) into a PDF. I thought I had given pretty good instructions, but I forgot to inform them of a particular crevasse, and this person ended up accidentally deleting all of the scanned files. We were able to recover them, but that did little to calm the pure anger at me and the technology.
This story just reinforces to me what it means to be technology literate, and how difficult it is to know the ins and outs of tools in order to help novice users steer away from the major time drains. But it also reminds me that every bad experience just develops my cognitive complexity a little bit more and will help me teach it better the next time. So don't stay off the volcano. Get out there and have some fun, but don't forget to make a note of the crevasses. Someone else's time might just be at stake.