Learning as I go: Experiences, reflections, lessons learned

Rachelle Dene Poth @rdene915 #FUTURE4EDU #QUOTES4EDU

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Why having a way to connect is important

One of the most important tasks for educators today is to find ways to be accessible to students. We want to build and foster a community of support, share information, and be available to our students. Developing a reliable way to communicate is critical for student success. While there are many traditional options available, ranging from posts on a class website, an email or even making a phone call home, educators need to be more accessible and have a way to exchange information in a timely manner.

With so many digital options available to choose from, those traditional methods of communicating have been converted into a much faster means of sharing information. Depending on the type of communication that you want to have for your classroom and parents, there are many possibilities to choose from. It simply takes figuring out what you hope to accomplish and to do better through this new method of communicating.

Why use Class Updates?

A few years ago, I started noticing what I refer to as a “disconnect.” When students were absent from class, had forgotten assignments at school, or did not understand the homework, it negatively impacted their opportunities for learning. I did not want the opportunity for learning to be lost due to a lack of communication and availability. I held myself responsible for finding a way to remedy the disconnect and find a way to be more available for students and for students to access class resources when they needed.

Class Updates, a student and teacher communication tool, offers a lot of ways to create more of a connection between students and teachers. When I first started using a messaging app, I only used it to send reminders to students and for students to be able to ask me a question. However, with Class Updates, there are some great features that enhance the learning experience and facilitate a better connection and method of communicating.

Some of the unique features of Class Updates include:

  1. User Profiles — include a profile pic, bio, and social media links
  2. Class/Teaching Schedule — set up your daily schedule, including start and end times
  3. Class/Group Calendar for important reminders/events/meetings — easy to set up a calendar to share with students
  4. Group Chat/Communication — message the entire class and facilitate conversations beyond the class period,
  5. In-app Messaging/Chat (individual to individual),
  6. Access to help when students need it — Teachers can be emailed directly from the app.

Sign up for free here for iOS and here for Android.

Students have shared how beneficial having tools like Class Updates is for asking questions, receiving reminders, and knowing when tests, homework and other events are coming up in class. You know something is working when the students tell you how helpful something is, especially by having the ability to ask questions and receive help when they need, which is often beyond the class period.

Some ideas for using Class Updates

-Field Trips are easier with a messaging tool

– Send reminders of assignments and upcoming tests and quizzes

– Announce a change in schedule

– Engage students in a group conversation after class ends

Questions?

Feel free to contact me at rdene915@gmail.com or connect with me on Twitter @rdene915. Remember to sign up and try it, Class Updates is free for everyone. Sign up for free here for iOS and here for Android.

Metaverse: Collections are here!

This post is sponsored by Metaverse. All opinions are my own.

Metaverse has become a favorite of my students for creating fun, interesting, interactive “experiences” for class. The best part about using a tool like Metaverse is that it enables educators to give students more control and an opportunity to create something that is more meaningful to them. With libraries full of thousands of choices, every student can find something that meets their interests and engages them more in the creative fun and process of learning. While sometimes it can take a little bit longer to figure out how to use different tools for creating in Augmented Reality, or problem solve to find out why something isn’t working during the creation process, with Metaverse, all students can find exactly what they need. Sometimes people wonder if there’s any bit of a learning curve or how much time it takes to get started with something, but in this case, it couldn’t be easier.

I have found that students really enjoy creating with Metaverse, especially because they have so many possibilities for what they can create. They can add in characters and 3D objects, portals, 360 videos, YouTube videos, audio, and much more. There has been an update to the way that the website looks and it is now even easier to find what you need in order to create your very own experience. Of course if you need help, you can send a message directly to the Metaverse team using the chat or check out some of their updated video tutorials on YouTube.

Other benefits

I find that another bonus of using Metaverse is that it is very user-friendly to get started with and it doesn’t take long for students to figure out how to design their experience on their own or for students to step in and help their peers. I’ve noticed when using tools like Metaverse in the classroom that there is this other component to what students are able to “experience” while learning. It really does a lot for helping peers work on their collaborative skills and even social-emotional learning skills. There are many ways to use this for students to create a representation of something they have learned, to tell a story, to create a scavenger hunt even. You can learn more about Metaverse and how it works from my prior post or check out a recent post about using Augmented Reality tools for blended learning here.

Eagerly anticipating the new features

I had a chance to preview the Collections with the Metaverse team about a month ago, and I was very excited when I learned about the changes that would be coming to the Metaverse platform. Not only would there be more items and awesome things to choose from, that students and teachers could create with, but there would also be a new dashboard with a better way for students and teachers to access the experiences that have been created.

Having used Metaverse for a few years, I have saved a lot of student-created experiences to use in my STEAM classes. In order to make these experiences available for all students to see and enjoy each year, I chose to create a Padlet and have students post their QR codes onto the Padlet. By doing this, it was easy to simply display the Padlet on the Smartboard and have students walk up and scan the QR code. Another benefit was that it gave students time to explore a variety of experiences created by their peers and make new connections while learning.

It’s very easy to manage the student work from your classroom once you create a collection from your Metaverse dashboard. With this new feature, you can see all of your students’ experiences, you can set them up by class or if it’s the same class, put all of the experiences together, that way students have even more to explore and learn from. As a teacher, you have the option to edit the student experiences and take a look at what they have created, and beyond that, once you have the collection created, you the projects for the entire class can be shared through just one link. So easy to connect student work in one space. Check out Collections here!

How to get Collections

So how do you get the Collections? For right now it is still a free feature, without the Collections add-on. Creating collections will become a paid add on for the Metaverse studio. To submit one of your experiences to a collection, there is no cost involved. Students from prior classes or who create experiences in other courses can still share their experiences to be used with the other students in my STEAM class.

The cost is going to be approximately $7 per month or you can sign up for a year at a discount rate of $64! And speaking of benefits, use the promo code ARforEDU and take advantage of a free month of Collections!

The result?

A much easier way to gather, explore and share student work. More convenient and better access to be able to explore the different experiences. One thing to keep in mind is to always check over the student experiences and keep providing reminders about digital citizenship and responsibilities as part of learning journey in Augmented Reality. Ready to get started with Metaverse in your classroom? Check out all of the great resources for teachers here.

This post is sponsored by Screenleap. Opinions expressed are my own.

At the end of January, I attended the Future of Educational Technology Conference (FETC) in Orlando. FETC has become one of my favorite conferences to attend and each year I return to my school with a lot of new ideas and tools that I’m excited to try in my classroom and share with colleagues and educator friends. This year was no exception. After reading about the 31 start-up companies that would be participating in the “Pitch Fest” competition happening in the expo hall, I decided that I wanted to start there. These companies—the “best-of-the-best startups”—would be pitching their products and services to a panel of judges. I find this to be one of the “musts” for me each year to learn about the new ideas and products available to educators. I enjoy getting to talk with the companies to understand their tools and how it benefits educators and students.

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Before arriving, I had received a flyer from Screenleap. I took a quick look, but decided to set it aside and instead make time to meet with Tuyen Truong, the CEO and Founder of Screenleap, at the conference. We had a great conversation and I was immediately impressed with what I learned about Screenleap from Tuyen and from the reactions of other attendees who had stopped by the booth to learn more about Screenleap.

Not long after speaking with Tuyen, I presented my own poster session on designing “Creative, Personalized, and Productive Classrooms.” A common interest of the attendees was that they wanted to know options that would enable them to share lessons, to work with schedule changes that interrupted the normal class periods, and to provide access to learning opportunities for their students when their students needed them. Screenleap immediately popped into my mind and so I gave them a brief overview and pointed them in the direction of Screenleap’s booth in the EdTech Startup area.  

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Tools with Purpose: Getting Started Quickly

Common issues for teachers regarding education tools are knowing where to start and whether something will have a big learning curve. These are both important factors, but we should also consider the WHY behind adding the technology. Based on the interests of the educators that I spoke with, thinking through it and trying it out on my own, Screenleap definitely addresses these concerns by making it easy for teachers to set up and start using with students and by saving valuable time for teachers who use it.

So How Does It Work?

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Screenleap for Education allows teachers to share their screen with students and record it for later viewing. Whether the students are in the classroom or absent from class on a given day, they can watch the screen share live from wherever they are or access the lesson afterward when it is convenient for them. You can learn more about Screenleap for Education here. If you would like to try it out, you can start a free trial here!

Why Use Screenleap for Education?

When thinking about adding some new technology into the classroom, we really need to focus on the why behind choosing a specific tool or method. What difference will adding this tool make and how can it enhance the learning process and go beyond the traditional methods that are being used? What sets it apart from other tools you are currently using?

I think the benefits are clear with Screenleap for Education:

  1. Teachers can share from any device (including Chromebooks, iPads, Android, PCs, and Macs).
  2. Students don’t need to install any software to view their teacher’s screen, which makes it easily accessible to all students and saves time on IT administration.
  3. Everything is automatically recorded on the cloud for later playback. Teachers don’t need to manually upload the recording after the screen share.
  4. It saves teachers a lot of time because now they do not need to reteach lessons to students who miss a class since the recorded lessons are available for students to watch on their schedule. In addition, when it comes to re-teaching, you don’t always present the information the same way, so having a solid lesson that can quickly be shared with students to view and learn from is a real benefit for you.

Ideas for Using the Recording Feature

Depending on the content area you teach, or even if you have a different role than a classroom teacher, creating these recordings is easy and of great benefit. Having recordings available that you can share with colleagues, offer as extra instruction for students needing review, or even as a way to get feedback from colleagues about how you delivered a lesson, are just a few of the great ways to use the recording feature of Screenleap for Education. There are a lot of other possibilities for teachers, students, and administrators when the recording feature is used as part of a teacher’s daily instruction.

Getting Started

I found Screenleap for Education very intuitive and easy to get started with:

  1. After creating your account, there is an initial setup step where you can create your classes and add students to them.
  2. Once your classes are set up, it is easy to start sharing your screen with your students: all you need to do is click on the button for the class you want to share when your class starts. If it’s your first time sharing your screen, you will be walked through a one-time app installation before your screen share begins. null
  3. Once your screen share has started, your students can watch your screen share by signing into their accounts and clicking on the “View live class” button for your class.
  4. While you are sharing your screen, it is automatically recorded in the cloud.
  5. When you stop your screen share and have recording enabled, your recording will be processed and made available to you from the “Recordings” page. If you have automatic sharing configured, the recording will also be made available for your students to review.

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Additional Features That I Like

  • If you want to remove something from your class recording, you can do so and then upload the updated version.
  • You can share the same recording with multiple classes.
  • You can track student engagement in real-time by clicking on “engagement” or after the recording has been processed. You will see a snapshot of the engagement graph at the bottom of every recording.

Conclusion

Screenleap for Education offers a lot of benefits for teachers, students, and administrators: students can easily follow along in the classroom or from home, teachers do not have to reteach lessons that students miss, students can review lessons before tests, and administrators have resources available  that can help to improve test scores for their schools through better learning. In addition, being able to stay connected and keep up with class—even when not in the classroom—and having information available to share with other teachers and administrators really makes Screenleap stand out when it comes to tools that benefit student learning.

Let me know what you think of Screenleap for Education. Again, you can start a free trial here

Sponsored Content, All opinions are my own

Sign up for your free one month trial! https://3dbear.io/freetrial

Exploring the world in AR: 3DBear brings your environment to life

Ever since learning about 3DBear a few months ago, I have continued to be impressed with the platform and the company’s focus on meeting the needs and interests of educators and students. At both FETC and TCEA, I had the opportunity to spend time speaking with the 3DBear team and was able to get a better understanding of their vision for 3DBear and learn more about the newer features and ways to use it in the classroom. Even when I first started creating with 3DBear, I immediately saw a lot of benefits for classroom use regardless of content area or grade level, or even one’s role in education. With a library full of icons to choose from, animations, music, options for changing colors and sizes, moving object positions, and other functions like adding audio and student voice, it is possible to engage students in truly unique ways to learn. It did not take long to see the potential for using 3DBear not only as a tool for students as the creators but also as an instructional tool for teachers as a way to engage students more in learning by “hooking” them in with the use of augmented reality. 3DBear can be a game changer for students, acting as a catalyst to draw students in and let them go on a creative adventure. Get started today with a free teacher trial here!

Why use Augmented Reality?

A popular topic at both FETC and TCEA was Augmented and Virtual Reality. Often questions are asked whether the use of AR and VR has sustainability in education and I believe that there is. Each day I receive numerous email alerts sharing news from around the world about how teachers are using augmented and virtual reality to amplify student learning. Tools like 3DBear have tremendous potential to immerse students in a meaningful learning adventure, giving them more control of how, when and where they learn. Besides being fun to use, it offers students time to build their skills in critical thinking, problem-solving, collaboration and fosters creativity. It lets students make decisions and leads to a more student-driven classroom. This is what we want for our students, choices, agency, and engagement.

(photo credit to Mitch Weisburgh)

Walking among or narrowly escaping the dinosaurs

While presenting several sessions at both of these conferences this month, I noticed a lot of people starting to use 3DBear in unique ways. During sessions, attendees chose to be more active, and rather than simply listening in to how these augmented reality tools can be used, instead began quickly creating with them and even sharing them out socially. Completely unaware of the danger that I was in until seeing the tweet, I was surprised and thankful that I escaped the dinosaur lurking behind me as I presented at FETC! But I was concerned about the attendees when I saw the dinosaur that was lurking in the front of the room near Jaime. The excitement behind using these tools is evident when people begin creating and sharing them during your session, just minutes after you’ve introduced and only minimally demonstrated the tool. The learning curve of 3DBear? Not much at all! It’s very easy to navigate and dive right in to create your own world in your physical environment. Get started today!

(photo credit Mitch Weisburgh)

Why 3DBear

Students can use it to create 3D objects in different spaces and can then record a story to go along with it. The potential and power of storytelling in AR is awesome. What better way to have students represent their learning than to design their own world, decide what 3D objects to place in their environment and then create a narration to go along with it. Students can even upload items from their device or from Thingiverse. Student-driven learning and possible for students in grades K and up. More than just listening to teachers and how it benefits students, ask students for feedback. (See a video from a school in Medford and how students responded to 3DBear). Also seek feedback from educators, whether on social media or in my experience from attendees in the different sessions presented at FETC and TCEA.

Potential for Storytelling and Adventure

As educators, we want our students to have a learning “experience,” more than the traditional methods of learning and classroom instruction can offer. We need to empower students to become more than consumers of content, and instead help them to embrace the opportunity to become the creators and driving their own learning. By doing this, we start them on a learning journey that will serve to attach more meaning to the content, in a personalized and exciting way to learn, and above all, a more authentic experience.

There are many possibilities for using 3DBear and because time can be a deciding factor when it comes to exploring new tools and methods for classroom use, this is where 3DBear offers a lot for educators. Teachers have access to a teacher dashboard where they can see student work, track progress and explore the worlds that students are creating. There are lesson plans for Coding, Design Thinking, ELA, Math, Science, Social Studies, STEM, and STEAM-related themes available for different grade levels which include pacing guidelines. While the lessons are drafted for certain grade levels or range of grades, slight adjustments in the content enables teachers to implement these lessons into their classroom.

One of the best things about 3DBear is that teachers won’t have to spend a lot of time trying to figure out how to get started using it in the classroom. We can learn just enough and then put it in the hands of our students and let them run with it. Many students learn more by doing, and when they have opportunities to engage in hands-on activities, it leads to more personalized experiences and student-driven learning. A world of learning that they create is right in their hands.

When thinking about adding some new technology into the classroom, we really need to focus on the why behind choosing a specific tool or method. Ask ourselves what makes it different and what can it do differently for students that can enhance the learning process and go beyond the traditional methods that are already being used in the classroom. What sets it apart from other options or methods you have been using? I think the answer is clear. Students are the designers.

A Few Ideas to Try

  1. My town: Sharing where we live, describing a location or any lesson where students need to narrate a story, they can create an environment using 3DBear and add characters and more into their project. Once created, students can tell a story about the scene or even narrate in a foreign language. Why not have students create a “welcome to our town” project, adding in 3D objects and telling a story that can be shared with the community? A good way to share student work and give more meaning to the work they are doing.

(Alamo photo credit Jaime Donally)

  1. A book summary: One idea is to have students review a book, summarize something they read in class by bringing it to life with 3DBear. If the number of devices is an issue, use stations and have students work in pairs or small groups, each adding to the story.
  2. Let me teach you: Give students an opportunity to be the teacher. Choose a theme or have students select a topic and then come up with a way to use 3DBear to explain it to classmates. There are many options available for students to choose from, and it will reinforce their problem-solving, critical thinking, and collaboration skills, as well as boost creativity as they decide how to best visualize their lesson for others.
  3. Actors in a scene: Give students the chance to interact with a 3D character and maybe even sing together or dance together (who doesn’t love doing the floss with a 3D character?).
  4. Random objects: To really push their thinking, why not create a scene with a variety of characters, objects and more, and then ask students to write a story about it. A task like this can be applied to so many content areas, and grade levels and will definitely be a more authentic way to practice and learn. For students in Spanish classes, it is fun to add random objects into the classroom and have students write a story to describe it. Or, another possibility is to provide students with a narration in the target language and have them create a scene to represent the story.

So many ways for students to leverage technology for learning. They need our guidance to find a starting point sometimes, but then we need to just let them go with it and explore and create on their own. Besides building technology skills and learning about emerging trends, they will engage in powerful learning that not only reinforces the content area but also promotes the development of social emotional learning skills in the process. Augmented Reality has many benefits, the key is staying focused on your “why” for wanting to use it, and then finding the right task to get started. And remember, let the students take charge and learn from and teach one another, including you. Sign up for your teacher trial at 3DBear!

And share how you are using 3DBear in your classroom! @Rdene915

 

Best practices for blending or flipping your classroom continue to be topics of discussion in education today. Much of the discussion focuses on finding clear definitions of what these terms mean and the benefit to classrooms.

There are many resources and ways to educate yourself on this topic available including a diverse selection of books and blogs (such as the book Blended by Michael B. Horn and Heather Staker, and of course the Getting Smart blog) related to the topic, reaching out to colleagues or members of your PLN or attending conferences such as FETC, ISTE, state edtech conferences, edcamps and other professional development experiences.

All of these are great for finding examples, vignettes, templates, suggested tools and ideas. But even with all of these options, sometimes it is more valuable to take a risk and try something out on your own. The outcomes will not always be the same for each teacher, classroom or student, but it’s at least worth a try.

There are different models for implementing blended learning, and the method used will vary depending on your classroom. I recommend starting with one method–if you see positive effects, that you have more time to collaborate in class and your students are more engaged then continue. If not, then use this opportunity as a way to learn more about your students and their needs. As teachers, we need to constantly reflect on our methods and encourage self-assessment with our students, all part of learning and growing together. Getting started can take some risk and exploration, and definitely time.

Here are some different ways to use technology to “blend” or “flip” learning that in my experience have worked well. These tools can offer innovative or creative learning methods in your classroom, opening up the time and space for where and when the learning occurs.

1. Flipping and Blending with Videos

In the past when I heard “flipped classroom” I thought that meant simply assigning a video for students to watch. It can be, as it was originally considered the traditional way of flipping the classroom, but there has to be follow-up, accountability and more than just simply assigning a video. How will we know what the students gained from the experience?

The benefit of having students watch a video outside of class is that it reserves the class time for discussion and peer collaboration, and moves the teacher to more of a facilitator in the classroom. There are video tools such as EDpuzzle and PlayPosit, through which students interact with the video.

By responding to questions throughout, they are held accountable for the material and can show what they are learning. The teacher has instant feedback and can better understand how the students are learning and provide more personalized instruction. Either of these tools are great for the teacher to create lessons, but also provide the opportunity for students to create lessons that can be shared with other students.

In my experience, these tools have both provided a lot of authentic learning, problem-solving, critical thinking and collaboration. More importantly, they create an opportunity for students to move from learners to leaders, and from consumers to creators in the classroom. This is one of our main goals as teachers–to provide opportunities which empower students to take more control and drive their own learning. These leadership opportunities also help the students to feel valued because of the work that they are doing. There are sample lessons or “bulbs” available, so try one of from the library, and see how it works in your classroom.

2. Game Based Learning and “Practice” as Homework Alternatives

Perhaps you want students to simply play a game or have some practice beyond the school day. There are lots of options available, some of which enable students to create and share their games as well.

A few of these that you are probably familiar with are Kahoot, Quizizz and Quizlet. Creating a game with any of these three apps is simple. There are many public games and Quizlet flashcards available to choose from, and it is simple to create your own or for students to create something to share with the class. You can use these to differentiate homework and have students create something more personalized and beneficial for their own learning, and then share these new resources with other students and classes.

It’s another great opportunity to understand student needs because of the types of questions they design and the vocabulary they choose to include. Another bonus is that using something like Quizizz means students can complete it anywhere. Have you tried these  three? Give Gimkit a go. Created by a high school student, this is a game that students enjoy, especially because they can level up, use multipliers and really practice the content with the repetitive questions that help them to build their skills.

3. Discussion Beyond the School Day and Space

There are tools available for having students brainstorm, discuss topics or write reflections which can be accessed at any time and from any place.  For example, Padlet is a “virtual wall” where teachers can post discussion questions, ask students to brainstorm, post project links and more. It is a quick and easy way to connect students and expand where and when learning occurs. Take the posts and use them as discussion starters in the next class.

Synth is great for having students create or respond to a podcast. The idea is that students can do some of these activities outside of the classroom period, and teachers can create prompts which provide opportunities to engage students with their peers in a more comfortable way.

Even though all of these involve technology at some level, they are interactive tools to engage students, to expand and “flatten the walls” of the classroom and offer students an opportunity to do more than just sit and learn; to become more actively involved, giving them a voice and choice, through more authentic learning.

By giving the students a chance to do more than absorb information, but instead to create, design and think critically, we not only give them the knowledge to be successful, we encourage them to create their own path to success. And hopefully, in the process, they learn to better self-assess and reflect, both of which are critical skills they’ll need for success in school and in their careers.

 

Updated from a prior post written after my first experience at FETC.

 

In  January of 2017 I attended the Future of Education Technology Conference (FETC) for the first time in Orlando, Florida. Having attended many edtech conferences over the past few years, including ISTE, iNACOL, ShiftinEDU Summer Spark, ACTFL and several at the state level, I had a decent idea of what to expect—and I wasn’t disappointed.

The ideas shared by the panelists and speakers were fascinating, and I found myself surprised by the amount of food for thought I received from the conference.

There are a lot of things to consider when planning your schedule, thinking about what to attend, where to go after the sessions end, and what to do when you get back home. I like to reflect after each conference and these are some of my takeaways each time. My  number one takeaway is the relationships!  And this year is going to be even better because  I will be meeting with members of the #4OCFPLN for the first time.

1. Relationships matter. One of the key takeaways for me after each conference is that it’s important to develop and maintain a robust group of teacher-friends who will inspire and learn with me. Having these relationships can help me stay creative, stay engaged in my teaching and keep me from the isolation that can happen at times when our lives as educators become so busy.

Plan your time around connecting with your “edufriends” or the members of your personal learning network (PLN), some of whom you may not have ever met face-to-face. Share ideas, have fun learning from each and having the time to be in the same space to learn. There is so much excitement at FETC and all conferences because it gives you the opportunity to reconnect with friends or meet PLN face-to-face for the first time.

 

2. Think big, try new things and keep at it. Educators need to be encouraged to do things that are different, and we should be “thinking big.” I hear these words often, and usually they are followed by encouragement to take some risks, and not to be afraid of failures. It seems to be one of the recurring themes in the conversations I hear during each conference.

Find an area to focus on. What are your interests? What are some things you have wanted to try but haven’t because of lack of time or just fear of trying? Conferences are a  great way to give it a go.

3. We haven’t seen the last of EdTech innovations, and seeing new developments in person can be a great way to stretch your thinking about your own classroom. Taking time to explore the expo hall and talk with edtech representatives, see and try some of the innovative tools and ask for insight on how these tools can help to engage and empower students.

  • Stop by the booth presentations, see educators sharing their experiences, take a short workshop and gather a lot of ideas in a short period of time. My favorite is always sharing at the Buncee booth and attending presentations by other educators who demonstrate how Buncee provides many possibilities for creating multimedia presentations and creates diverse learning opportunities, regardless of content area or level taught.
  • Nearpod is always a favorite of the crowd—always a line at their booth, with many people eager to learn more about virtual reality field trips and see VR headsets in action. Perhaps this was to be expected, as bringing learning experiences to life and immersing students in their learning environment is a goal of almost every educator.
  • Don’t miss out on the opportunity to visit the “Poster Session” areas to learn about topics such as Augmented and Virtual Reality, Coding, Artificial Intelligence, Project Based Learning and see some of the digital tools and apps in action (and how they could benefit students).
  • The makerspaces and 3D printing areas are always a hit, with each presenter offering samples of cool, student-created work, QR codes with resources available for attendees, and great opportunities to make new connections and bring the learning back to the classroom.
  • Stop by the author tables and “Meet the Authors” of some of the books you  may be reading. Great opportunity to connect!

4. Keep things student-focused. I really enjoy the variety of workshops offered during the conference, especially having the opportunity to attend workshops presented by friends and co-present a few on Augmented and Virtual Reality and  Creative Classrooms.  Engage in conversations with educators about some of the strategies and tools you use, share ideas, walk away with a lot of new things to try in your classroom and school.

5. Special events and meetups can be great ways to engage teachers in community-building. As educators, we know that students can’t (and shouldn’t) spend all of their time in the classroom. Similarly, teachers can’t spend all of their time in convention halls. In addition to the events held at the Convention Center, there were a number of other events I really enjoyed, such as the #coffeeedu meetups and dinner receptions hosted by different edtech companies, PLN groups and special interest groups.

These events really provided a nice environment in which attendees could continue to build their personal learning networks and keep the conversations going. So much learning goes on during the day, that the evening can be a great chance to share experiences with a group.

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My Overall Impression of FETC

Conferences like FETC are fantastic experiences that provide diverse, personalized learning opportunities. Once a conference ends and you settle back into your regular routine, you will have an opportunity to really let the things you learned sink in.

Take a look at your conference materials, review the #FETC Twitter feed, find one thing to focus on and try something new. Rely on your PLN and connect with your friends—just because a conference ends, doesn’t mean the conversation and learning have to.

It’s all about connecting and working toward personal and professional growth, taking some risks and using new knowledge and experiences to empower our students, our educators, our community and ourselves.

I would highly recommend educators make a note on their calendar to attend FETC next year! That is if you won’t be there next week! Headed to TCEA? See you there!

Part Two of my posts on AI, recently published in Getting Smart.  (image from CC)

Teaching Students About AI

One of my professional goals this year was to learn more about artificial intelligence (AI). Over the course of the past year, there have been a lot of stories coming out about how schools are adding the concept of artificial intelligence into their curriculum or trying to weave it into different courses offered. The purpose is to help students better understand its capabilities and how it might impact the future of learning and the future of work. When I did some research earlier this year, I was amazed at some of the different uses of artificial intelligence that we interact with each day, and may not realize.

A quick Google search of the term “artificial intelligence” turns up 518 million results in .17 seconds. Compare this with the methods for conducting research years ago, where we had to brainstorm topics as we searched the card catalog, and then had to understand the Dewey Decimal system, in order to find the books on the shelf.  Advancements in technology led to the creation of online databases which made it easier to find articles and journals electronically, however it still required us to think of what terms to use in the search and may still have required you to locate the resource from a shelf or borrow it from another library. Today, the capability of technology for finding answers to the questions we have is tremendous. Now through tools like artificial intelligence and virtual assistants we have access to millions of resources in our hands instantly.

What are some everyday uses of AI?

Some common uses of artificial intelligence that many people likely use every day and may not know it are:

  • Smartphones:  The use of artificial intelligence is used with the photo editor on smartphones. When you want to take a picture, artificial intelligence helps by selecting the appropriate settings and suggesting different modes to you.
  • Music and Media: Whether you use something like Spotify or enjoy watching Netflix or even YouTube, artificial intelligence is helping you find the music and media that you want. Over time, it learns based on your selections and then provides recommendations for you to add to your playlist.
  • Smart Home Devices: Artificial intelligence is used in smart home devices to adjust the temperature and even lighting based on our preferences.
  • Online services: From travel to banking, shopping, and entertainment, these industries rely heavily on artificial intelligence for using chatbots or through algorithms that enable it to track spending, suggest purchases, prevent fraud and complete other transactions much faster.

Because artificial intelligence is used so much in our everyday lives, we need to make sure that our students understand its impact and potential for the future of work and learning.

How can we teach students about artificial intelligence?

One of the best ways we could teach our students is by making sure we keep challenging ourselves. I recently enrolled in the course offered by ISTE U, Artificial Intelligence Explorations and Their Practical Use in the School Environment.  The course was made available through a collaboration with ISTE and General Motors Corporate Giving and focused on K-12 STEM education. My interest in the course is to learn more so I am able to share with my 8th grade STEAM course and in my foreign language classes. Having taught about artificial intelligence last year, it is a high area of interest that I want to grow in professionally.

Throughout the course, participants work through ten different modules focused on topics related to artificial intelligence and machine learning. Each module contains activities that enable you to interact with different forms of artificial intelligence, engage in discussions, view videos and to even create things such as chatbots and virtual facilitators. Part of the course includes an IBM Developer course on “Chatbots for Good,” in which you work through activities and learn about design thinking and empathy, and other activities related to the IBM Watson program. The culmination of the course has participants design a Capstone project, which will ideally be used with students through PBL or as a student-directed exploration of AI.

There are many uses of AI for education and one school in Pittsburgh is offering the nation’s first AI course to prepare students. Pittsburgh is where AI began and developed starting back in the 1950s which makes this an exciting event. Students enrolled in the Montour School District, a district known for its innovation and “student-centered, future-focused” mission, are learning about AI through a program that launched this fall. Students will have access to resources from Carnegie Mellon University, which became the first university to offer an undergraduate degree in AI. The goal of the program is to help students learn about AI by exploring the uses of virtual assistants, engage in inquiry-based learning and build their skills in STEM-related fields.

How can we provide the opportunity for all students to learn more about AI?

Simply explaining the concept of artificial intelligence and identifying some examples of what it might look like, does not really enable you to understand it at a deeper level. The best way that I have found to understand it better myself has been by first learning how it functions by trying some of the different tools and interacting with the AI. By trying some the AI experiments and creating chatbots, you and your students can think about how the tasks are being completed, which leads to a better understanding of artificial intelligence.

While schools may not be able to offer a full course to students, there are enough resources available online that teachers can implement in the classroom.

To learn more about AI and Virtual Assistants, have students explore these:

  1. Google AI Experiments: Through Google experiments, there are hundreds of different experiments available to explore based on AI, Augmented and Virtual Reality. Students can select experiments to try and decide what makes it “artificial intelligence.”  The favorites are Quick Draw and Semantris.
  2. Botsify: Teachers can teach students online by using artificial intelligence through Botsify. By creating chatbots, teachers provide an innovative learning experience for students, where they can interact with the chatbot, ask and answer questions and even submit quizzes through the chatbot.
  3. Avatars: It can be fun to have students create their own talking avatars, and use them even as evidence of learning or to create a lesson or instruct on a topic to share with peers or even younger students. Some tools to check out are VokiTellagami and My talking avatar.
  4. Akinator: A “web genius” that tries to guess the famous real or fictional character you are thinking about. It is fun to see the questions that it asks based on your responses and see how many tries it takes for it to guess.  It is also available on Google Play and iOS
  5. Learning tools: There are different apps available that through artificial intelligence, provide students with opportunities to have additional practice and amplify their learning potential. Elementary students can learn about geography through Oddizzi, or math through Splashmath. All students can practice vocabulary by trying Knowji, which uses characters to “bring vocabulary to life” in flashcards. If students have questions, they can try Brainly, which is a tool for students to ask and answer homework questions in a collaborative, community type platform.

Looking to the future with AI

The use of artificial intelligence in the world and specifically in education will continue to grow as more people explore the topic and develop new ways to incorporate it into daily life. The potential for learning through artificial intelligence means that students have access to virtual tutors, can enroll in an online course taught by AI, and have access to the resources they need at the exact moment they need them.

Originally published on Getting Smart,

Augmented (AR) and Virtual Reality (VR) are becoming more commonly used in our classrooms, with many new tools being added that promote more authentic and immersive learning experiences for students. As educators, we should welcome these unique tools because they can help with designing more authentic and innovative learning spaces, and are a means to transform “how” students are learning. We can take students on virtual trips and really open a world of opportunities for them to explore.

Why use AR and VR? These tools enable educators to provide powerful opportunities for students to do more than learn through videos or photos. Students can closely explore objects or places, in ways that the traditional tools of textbooks and videos cannot provide. Students have more control in how they are learning and interacting with the content. Through these augmented and virtual reality tools, we can bring never before possible learning experiences, such as travel and the use of holograms, to our students. These tools make it possible for students to travel anywhere around the world or into outer space even and explore these places more closely. Students can explore what they want and learn in a more immersive way, which helps to engage students more.

4 Tools to Try for AR/VR Explorations

1. Nearpod enables students to experience Virtual Reality through the use of 3D shapes, or go on a Virtual Field Trip powered by 360 cities. Nearpod became beneficial in my Spanish courses, because its immersive capability promotes global knowledge, helps to expand student comprehension of different perspectives and enables students to become immersed in a variety of environments. It has an extensive library of VR lessons ready for free download as well as additional ones available in the pro account. Using tools like Nearpod can help provide opportunities to really engage students in learning, be active, explore and have multiple options for assessing student learning and receiving timely feedback. Some recent additions to the VR library include College Tours, which are a great way to have students take a look at different colleges they might be interested in, without having to travel the distance to do so. Using these options, students can immerse in the campus and look around more closely, although it is not a complete replacement for being able to physically visit, it gives students the chance to explore many colleges from wherever they are. There are currently 43 different colleges represented in the collection, which include universities such as Cambridge, Harvard, Oxford, Penn State, Tokyo and Vassar to name a few. A fun idea for these VR tours is to have students participate in a scavenger hunt, which will push them to really explore the sites and think through what they are seeing.

2. Google Expeditions is a free tool that teachers can use to take students on a field trip to virtually anywhere. It is an immersive app that can be downloaded using either Google Play or the App Store, that students view using their devices and a Google cardboard or other viewer. There are more than 800 virtual reality tours to choose from and 100 augmented reality tours. Some of the VR tours include famous locations, exploring career paths, and learning about global initiatives. With the recent addition of AR objects, students can now interact more with the objects by walking around and seeing it placed in their physical space. Teachers and students take on the roles of “Guide” and “Explorer” by being connected on the same network. Teachers can lead their explorers by following the script and guiding questions that are included within each tour, and can also opt to have the audio narration used with students as well.

With the augmented reality tours, teachers select the objects and tours to bring into the classroom, and students can then walk around and interact with the object as though it were in the classroom space. During the tours, pictures can point out specific locations or use some of the guiding questions to engage students more and conversation and promote curiosity and learning while they explore in this more immersive learning space.

3. Google Tour Builder is a great way for teachers and even students to be able to create their own tour for use in the classroom or connect with other classrooms globally. Through the creation of an interactive story or tour, students can better understand locations they are studying, explore a place of historical or cultural significance, or even narrate a trip that they have taken. It is easy to create and share a tour. Tours can include images and videos that you upload, as well as images selected from the Google Street View options. The tour can include descriptions and hyperlinks to extend the learning and add more resources for students. Originally Google Tour Builder was created for veterans to record the places where their military service took them and it has become a great tool to use to help people understand different locations and interact with multimedia formats. Students can even create a tour of their town to share with global penpals in order to broaden global connections and cultural awareness.

4. Skype can be a good way to connect classrooms globally and even involve students in problem-solving and critical thinking by using Mystery Skype. There are opportunities to set up a Mystery Skype as well as a Skype session with an expert, by connecting through Microsoft. Using this type of technology to bring in experts and to connect students with other classrooms can really add to the authenticity of the learning experience, and make it more meaningful for students. When students take part in a Mystery Skype, it promotes collaboration with their classmates, critical thinking as they try to uncover where the other classroom is located, problem-solving as they are working through the clues and the responses, and of course it is a fun activity to do that will likely promote social-emotional learning skills as well.

Activities to Engage Students Globally

Think about the tools you are currently using to amplify or facilitate student learning. What is making a difference in how, what and where students learn? Could one of these tools be used in place of something you are already using that only offers one-way interaction or a static image? The use of virtual field trips and augmented reality explorations can engage students more in learning and provide opportunities for them to move from consumers to creators.

Originally published on Getting Smart

Every day brings a new opportunity to implement a new tool or method into the classroom, and what better way than to have students be able to immerse in a learning experience. Augmented and virtual reality are becoming more commonly used in K-12 classrooms and higher ed for this purpose. With the increased focus on and questions surrounding the use of AR and VR tools, educators and parents may be wondering about the benefits for student learning. In a recent report from Common Sense, 62% of the parents surveyed, stated they believe that VR will provide educational experiences, this same belief was shared by 84% of parents surveyed, who have children already using VR. In the recently published book Learning Transported, author Jaime Donally focuses a chapter on the reasons that these tools should be welcomed into our classrooms. Some reasons include more authentic learning, innovative learning spaces and a means to transform how students are learning.

The use of AR and VR is about providing powerful opportunities for students to explore objects or places, in ways that traditional tools such as textbooks and videos cannot provide. It enables students to have more control over how they are learning. It is through these augmented and virtual reality tools and apps that we bring never before possible learning experiences, such as travel and the use of holograms, to students. Students can travel anywhere around the world or outer space even and explore these places more closely, looking at what they want and learning in a more authentic way. It is a truly personalized way to learn and one which serves to engage students more by helping them to drive their learning and exploration.

Even more important than having students be able to immerse in learning by interacting with the content, it is of far greater benefit to move students from being simply consumers to being the creators. With the different educational AR and VR tools now available, we not only afford students the possibility of interacting with these objects as they have been, but we create a more engaging opportunity for them to develop the skills that will benefit them in the future. Learning how to create with these different tools and in some cases, being able to collaborate with their peers on projects, will help students to develop critical 21st-century skills. Students will build their ability to problem-solve, to think critically, and to enhance their creativity in the learning process.

Technology of the Future: Tools to get started with AR and VR in your classroom

With so many different apps available, it can be difficult to figure out where to start. As many wind down the school year, this can be a great opportunity to try one of these tools within your classroom. Students learn how to interact with these tools very quickly, it boosts student engagement, which is something that may be decreasing at this time of the year. Here are two tools and how we used them. They each offer many options for classroom use as well as ready-made examples that can be used to get started.

As a long-standing fan of technology and the endless possibilities, any time I learn about a new tool, I either immediately create an account and try to figure it out on my own or I learn just enough about it to get my students started working on something. In the last couple of years, I’ve come across CoSpacesEDU and Metaverse. I had no idea what to expect other than knowing I would be able to include unique learning experiences for my students, through the use of augmented and virtual reality tools.

So what’s the learning curve with some of these tools? Personally, I am the type of learner who would rather struggle and figure things out on my own first. Only after I have seemingly exhausted all of my efforts, will I then turn to YouTube or the tool’s website for video tutorials, or connect with other educators in a variety of educational communities found on social media.

CoSpaces: Bring a story to life

Two years ago, when I started creating with CoSpacesEDU, a virtual reality platform, I was immediately amazed at the possibilities for creating my own virtual reality space. Initially, there was a bit of a learning curve, but I was determined to work through it on my own. The benefit is that by allowing myself to push through the challenges I encountered, it helped me to better understand some areas that might require me to step in and help my students as they created their own space. I wanted to be prepared for their questions, and be able to help some, but not too much, as it is important for students to learn to problem solve and develop these skills on their own.

In prior years, students in Spanish II would narrate their childhood by creating a drawing and writing a story below their illustration. Authentic work such as this helps students to connect more to the content and it is a great way for teachers to learn more about students. However, this year, I wanted to take a different approach and decided to try CoSpacesEDU, with my Spanish II classes. I thought it would be a fun way to create a story and then be able to use headsets to walk through the spaces they created.

I started by grouping students randomly, having them select from chapter vocabulary cards, and then using the newer “Collaborate” feature of CoSpaces EDU, to have them create their story together. Students can now be placed in groups and collaborate on one project. Students began creating their spaces, adding in objects, animations and sound, using Blockly to code and more. They were amazed at the ability to collaborate in the same space and see objects moving on each of their screens. They worked as a team to create amazing, memorable stories that help them to meaningfully practice the content, narrate a story and have fun while learning.

We know that using technology just for the sake of using it does not make sense. However using technology that enables students to create, collaborate, problem-solve and be curious in learning, leads to more motivation and student engagement. It was a risk to do this, but one which had tremendous benefits for all of us “learners” in the classroom.

MetaverseApp

Metaverse enables the user to create an “experience” which includes activities and different features, for augmented and virtual reality. Creating with Metaverse offers students immersive ways to interact with the content. It can be rather simple to get started, as Metaverse has a library full of helpful tutorial videos and they are also available through the chat feature within the platform. Metaverse can be used to create an immersive, interactive learning “experience”, where students have so many choices in design, libraries full of different characters, GIFS, various objects, 360 images or videos, portals, Google Vision options and more.

When we began using Metaverse, I wasn’t sure if students would be able to navigate the platform (the layout is a storyboard). What I found was that students were able to quickly create their own experiences, which led me to ask them to also facilitate in the class and answer any questions that their classmates had.  What I noticed was an emergence of “student leaders,” a team of Metaverse creators, 8th-grade students who were sharing their knowledge and excited to do so.

How to use it? Have students create a quiz, a fun game, or simply tell a story.

Learning together

I don’t have all of the answers, but I enjoy being able to turn to students for help. I enjoy learning with and from them. Empowering students with the opportunity to share their skills brings about positive changes in the classroom, especially in terms of peer relationships and collaboration. Trying out new technologies shows we are interested in bringing new ideas and ways to learn into our classrooms, which is a good model for students.

Want to know more? There are a lot of resources available. I recommend joining in the weekly #ARVRinedu Twitter chat on Wednesday nights at 8 CT/9ET or taking a look at the many resources available on Jaime Donally’s website.

Bringing Augmented, Virtual and Mixed Reality to all Classrooms

Jaime Donally’s book “Learning Transported” is the resource to go to to learn how immersive technology can be used in education. For anyone looking to get started with bringing augmented, mixed or virtual reality and different learning experiences into the classroom but not sure of where to begin, Jaime provides a well laid out format which provides the reader with the all of the information and resources they need to feel comfortable in using AR and VR in the classroom.
For some readers, knowing the differences between augmented and virtual reality or knowing the different apps available for each of these may not be clear. However, the structure of the Learning Transported book enables the reader to progress from understanding how it is used, and even more importantly “why” it should be used education, to reminders of some things to consider before getting started and then how to have a successful implementation into the classroom.

IMG_20170627_083505096.jpg

Beyond just having students as consumers of the content, Jaime offers ways for students to become the creators and design their own stories through augmented and virtual reality experiences.
Jamie is constantly looking for more tools and new ways to bring immersive learning experiences to educators and students, and has done nothing but share her wealth of knowledge and fully invest herself in making sure that educators feel comfortable with using the technology and knowing that she is available to help them in the process.
Learning Transported is a book that can be enjoyed by anyone, as the resources and experiences that she shares within this book definitely have application to other settings besides education.

Before Jaime even dives into the content of the book, she engages the reader with her message of “why” for using AR and VR. She shares the reasons why educators need to understand the possibilities of using immersive technology and the benefits that will happen as a result. She explains how to use the book, and guides the reader on how to navigate each of the chapters, explaining the process involved when starting to implement some of these augmented virtual and mixed reality tools, and encourages the reader to join in with other educators through social media using the #ARVRinEDU chat.

Learning Transported is geared toward anyone looking to try immersive technologies in the classroom and Donally provides all of the resources and many examples, especially through the lesson plans written by Jaime and how they were facilitated in different classrooms.

Another key features of Learning Transported is in Jaime’s message about why educators should use AR, VR and MR in education. The largest benefit is for students being able to engage and explore in the content in a different and more authentic way. It also facilitates building skills of communication and collaboration as well as social-emotional learning, when students connect with their peers and learn more about places and life outside of their own community. Jaime also explains exactly how the use of these tools can meet the ISTE Standards for Students, and encourages the reader to think about how these tools can benefit the students in their own classrooms.

Each chapter provides a wealth of examples and images for reference, explanations of each tool shared and ways that it can be used, and ends with a “Learning Transported” challenge for the reader. Jaime provides clears definitions and more detailed explanations throughout each chapter, and continues to encourage educators to challenge themselves to implement some of these different tools into their classroom and to share their experiences using the #ARVRinedu hashtag.

Some of the best features of the book are the way that Jaime conveys the information, reassuring educators that it is okay to take some chances with trying these in the classroom and involve students in the process. Chapters 5 through 8 include so many different examples of augmented and virtual reality tools, including ideas for creating with the tools, brief descriptions of how the tool works and for using it, as well as including some sample lesson plans that educators can try within their own classrooms.

The last chapter focuses on preparing for the future of mixed reality and Donally reminds us to keep moving forward as these tools are constantly evolving, and having an impact on the learning environment and educational market. In the conclusion, Jaime ends by stating “Teachers will facilitate a class of explorers, developers and designers as they experience, build and present their own immersive technology resources.”
Donally reminds us that “authentic learning experiences and opportunities that have never been accessible in the classroom are now possible with virtual field trips, interactive stories, and tools that can allow students to explore the world, the solar system and beyond.”

The book concludes with an appendix listing all of the apps shared within the book as well as the websites to find the apps and a brief description of what the after does. The standards for students are also included

She encourages the reader to share whatever they create after completing some of the learning transported challenges

Learning Transported makes a topic that can be overwhelming to anyone just starting with augmented and virtual reality, become something that is digestible and helps the reader to build confidence in learning more throughout the book. Donally provides answers to the questions that educators all have to consider when starting to implement these tools, and gathered everything into one well laid out guide for learning.

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