When I first heard that one of my most favouritist tools Office Mix (an add in for Microsoft Powerpoint) was not going to be available from mid 2018, I had a proper tanty. I LOVE mix, use it all the time, for handy little feedback videos, for relief lessons when I am away, for exam walk throughs, for all sorts of things. It made powerpoint, a fabulous tool which gets so much stick, a really flexible, powerful and essential tool for me, and it made learning rewindable and accessible from everywhere. Flipped learning was a breeze. So, with some trepidation, I made myself check out the new powerpoint recording feature today as I wanted to give some kids some feedback on their practice tasks for an assessment, and I can say it was perfect. Just as easy, with a nice interface, easy options for saving videos once you have made them, the same ability to do screen recordings, the inking worked superbly, it is awesome. You can find out how to access the recording tab in powerpoint 2016 via this link. You do need to have Microsoft Office 2016 installed, and if you are already logged into powerpoint, it automatically finds your stream account to upload the videos too. Given that you can add Stream tabs into teams, it is an easy way to share the flipped learning videos with students. Almost seems too easy.
So, what does it look like?
The recording tab has all my favourites from office Mix. I mostly used record slide show, usually with images of student work or a past exam question. Sometimes for a particular concept or idea….
The recording space is straightforward, and there is a nice range of colours for inking. You can choose a camera (or none in this case)
I liked that any notes added in came across from the powerpoint slides, and that you could change the font size 🙂 But you couldn’t add notes from the recording end…
Considering it is early on in the recording tabs days, there are sufficient add ins just sitting there, and I will have an explore of other options available in the store. But being able to add a PhET simulation is awesome, especially for relief, as you know it will work from within the powerpoint/stream format, where as sometimes the animations can be a bit browser specific which can cause a relief teacher some confusion and concern. It is also really awesome to be able to embed the web viewer into the presentation too – again it saves having to send the students too many places. And given that this whole thing can be accessed via teams, it will save a lot of clicks (and hopefully confusion and/or side tracking other browser windows open) for those students 🙂
You can also still make a screen shot or a screen recording (handy for tech tips for teachers!! or students – I can see me making a few for minecraft and microbit coding tutorials), or put in a video, and then there are the export/save options. It did take a few minutes for each video to upload (maybe 10 minutes for a 5 minute video) but then I did have about 10 different browser windows open and was trying to do about 50 things at once, so maybe it is faster if it can just do its job.
So I am really happy with the recording tab in powerpoint (even if it is somewhat begrudgingly). It has almost all of the features of Office Mix that I loved, and it worked seamlessly first try with Stream, which allowed me to email students their feedback straight from the stream interface. Given it slots into teams so well, I think I will end up using this an awful lot this year.
The New Zealand curriculum got an update of sorts recently with the introduction of a new digital technologies strand. As a teacher interested in using digital technologies to enhance learning, I was really quite excited to see what it would look like, and how it might be integrated into the curriculum. The NZC digital technologies strand was released with much fanfare but (IMHO) limited information for what it might look like for schools. Through my roll with the PPTA ICT committee, I have heard a bit more about the process and am in awe of the people who have been working incredibly hard behind the scenes – especially it seems to have been a made rush to prepare some draft NCEA Digital technology standards for term three this year. I have meet some people at workshops and online who have been generous with their time and ideas. We (my school partner in crime Kevin) and I have come up with some ideas about how we can introduce digital technologies into our school as a module for yr 7 & 8 students, what we are hoping the students will get out of it, and how we think it fits into the goals of the standard. I am really stoked our principal is using this as an opportunity to reflect on technology teaching school wide rather than just putting it in the technology department bucket, and we are possibly looking to review this in the next year or so. He also is of the view that all teachers need to be teachers of technology, not just the ‘technology’ subject teachers. (Hope you don’t mind my quoting you boss man)
This blog is to try and cement some of the ideas in my head after percolating some of the info I’ve read and reread over the holidays, to share some of my thinking and hopefully get some feedback on what other people/schools are doing and how we might improve our plans.
Where did I get the information…
if you have some resources – please feel free to share them and I will add to this list 🙂
Finding (useful/readable) information on the curriculum proved a bit of a challenge – that really is ongoing because the curriculum is still in draft form and this is quite recent. So get in and read up and get some feedback in HERE!!
There are some workshops being held around the country, so if you haven’t seen them and want to go, the info is HERE.
Currently, the learning progressions are in draft form (see the link above to submit feedback) and you can check out the ‘NCEA’ levels HERE, (This link came from THIS TKI site). (Incidentally, learning progressions is going to be put in curriculum wide… rather than curriculum levels – a tidbit from the PPTA ICT meeting)
This page is particularly important for us thinking around our course for yr 8.
And to put it in simpler terms, this is the best diagram I have seen (it makes sense to me) for how we wrap those thing together
(This is a screenshot, and a thousand apologies, but I can’t find the original link to the article…..)
How does digital fluency and computational thinking tie in?????
So, to me, computational thinking is just another way of talking about thinking critically, and it strongly ties in for what we are also trying to achieve with the Nature of Science and science capabilities. I wonder if really we could simply say, lets try and get kids thinking!! (shock horror). Because it might be nature of science in Science, computational thinking in digital technologies, algebra in maths, design process and prototyping in fabric tech or DVC etc…..
But back to the task, there are some lovely resources about computational thinking on the TKI page, including the video below
Digital fluency is a slightly different beastie, here is a snapshot from the same TKI page
So digital fluency is not just about using the computers, it is about everything. And this is where I think my principal hit it on the head when he said ALL teachers need to be teachers of technology. We need to be able to apply different technologies to our different specialities and then explain why they give us a desired outcome.
So we want to be encouraging our students to think critically about the technology they are using to complete tasks, have an understanding of the limitations and strengths of those technologies, and how to create their own digital solutions to problems.
Sounds easy right….
Our plan is for a module for Year 8 (and possibly yr 7 too if we can squeeze it into the best that is timetabling in a secondary school) that will have approximately 32 lessons/hours (depending on the timetable. We have a very loose plan at the moment…. mostly because 1) we aren’t sure who will be teaching it, although Kevin and I would like to teach it together – perhaps 2 hours a week each… again depending on the timetable… 2) We are not super sure of the skills the students will bring with them (sounds a bit like students coming in fresh to Science classes right… ) 3) we are waiting to see if we can get all the licences, resources etc we need.
If we get a course at Yr 7 too, we would re jig both programs so there was also an explicit focus for some of the course on the digital applications and devices/infrastructure themes we have ignored below.
Rationale behind our choices….
Without wanting to sound too much like I am getting paid (which I am not) by micro:bits, they are easy, not too expensive (about $30 each) and they are web based so it doesn’t really matter what devices you have to use them on. We ordered some from HERE, and hats off to PB tech, they arrived in a week. I attended a session on the microbits at E2, and was really impressed. I bought the one I was given home, and the kids who had a play were also really impressed.
Then I handed it to Kevin, and didn’t get it back 🙂
Some other advantages include you can see the ‘prototype’ on the coding screen, so students could also build code at home, then bring it to school to see if it worked, or you can debug before you download the code, and you can alternate between a drag and drop and java code etc.
Why Minecraft? Mostly because WHO does LOVE minecraft!!!!! But the education edition is a really nice way to ease into coding, and games for learning too. I know some of our students love using minecraft, while some are not so keen, so really it would just be another tool in this tool box to try and engage as many learners as possible. The biggest issue with this will be having enough mice – playing minecraft with a laptop trackpad is not the same as playing with a proper mouse. So this will impact where we can take these lessons, and depend on what we can organise. That said, I’m sure we can find some old mice somewhere to use.
We are deliberately steering clear of Scratch as it is part of the yr 9 program on information management all students at our school do. So trying not to double dip on the tools. That said, if a student wanted to play, we wouldn’t stop them.
We will also look at using hour of code for some extension acitivities – mostly because the game design is very explicit in the tutorials. I have used hour of code in my science classes a few times, and most students really enjoy it, and all of them like playing the games the all make. This also has the advantage of being available in different languages.
I got the idea of the post it notes game from Julie during the OMG tech rangers day I went to earlier in the year. She explained how she gets her yr 8 students to make a binary alphabet, and then write a post it note with their name and something about them. Students then swap notes and decode. I thought this was a really nice started activity because 1) It helps me get to know the kids, 2) it isn’t on the computers do it stresses the it isn’t just about computers angle, 3) it has a nice literacy link and 4) most kids LOVE post its- and so have stolen it (with her permission). Julie also did a bag tag activity, but I’m not super sure all our kids (am I being stereotypical when I think ‘boys’) might not be so into this….. but perhaps we could adapt it somehow…
We included the OR option in terms of designing an app OR researching how tech is used to benefit humans because we are well aware that some students will be more interested than others about the actual coding while others will be desperate to get in and make something.
This week we are talking through what we have so far, having a closer look at how it fits around everything else that is happening in school, and trying to sort out all those pesky logistical issues (like which classroom will be used, and what budget does it come under.) As I said at the start, I’m am still processing the ideas and how to best implement them, and welcome any feedback. I am thinking we would run a trial class in Term 4 – my year 10 Science class might become some testers of tasks and lessons. We will also have some staff attending the information days, which might also inform our choices.
In the mean time, I’m having fun playing with the microbits and learning more about what they can do. 🙂
I have really enjoyed Microsoft classroom, and school had been enjoying a high rate of uptake from staff and students. Despite a few teething problems that any new system will have, the roll out school wide as a learning management system had been successful. Some departments or individuals decided that OneDrive suited their needs or tasks better, while others opted to stick with Office 365 groups that they set up last year. But most are using Microsoft classroom as an LMS, and it has worked really well. So I did have a feeling of dismay when I heard that classroom was being replaced by Microsoft Teams – or more specifically Microsoft Teams for Educations. But after having a play, and seeing a couple of demonstrations, I am certainly feeling brighter about the prospect of unveiling Teams to my staff, and there are certainly some exciting new features that will really boost the classroom performance and adaptability of Teams EDU. For now, I am just itching to get my hands on the teams EDU to have a play around myself.
To kick start the process of upskilling myself, I have had a play with the teams app. As a ‘place’ for almost everything 365, it automatically grabbed events from calendar, files from onedrive, and it was easy to create new teams and add members.
So my initial verdict on teams was that is was positive but it felt VERY corporate. It looked to be a useful app for personal use, but to be honest, I wasn’t super sold on it as a classroom replacement.
And then I saw a preview of Teams EDU via the surface expert call and on a Microsoft call which went into a bit more detail. It is fair to say I was blown away by the additional features – although still not quite sold on the names 🙂
Some vital stats are listed below – the summer referred to below is of course the Northern Hemisphere summer, I am REALLY hopefully NZ gets this in winter to try out before our new school year starts in Feb 2018.
The following pics are either screen grabs from the call or from the MEC site. Because I still don’t have access to Teams EDU, I’ll have to make do with explaining the demos’s I’ve seen.
Highlight ONE – INKING
So, firstly Teams EDU comes with a classnotebook, that will be populated via the data sync. In fact, all class ‘teams’ will be populated this way. This is a massive tick from me, as it saves considerable time for all teachers, and because it is done for them, it really does increase update of use. The Classnotebook looks great, and the fact that it opens within the team environment is another tick – it saves leaping from tab to tab. And the ability to ink right in teams – will that is just lovely 🙂
Assignments and Planners
These don’t quite get a highlight status, but they looked practical and a little more ‘friendly’ than the assignments tab in classroom. The ability for students to add activities or assign tasks to planner also looked like it could be an excellent tool for increasing learner agency and/or chunking larger assignments into smaller tasks for students.
HIGHLIGHT TWO – KAHOOT
This really was a massive selling point for me, and I’m pretty sure it will help me sell the change from classroom to teams to the staff at my school. The ability to embed a kahoot app into the team environment, and play it right there looked pretty sweet. As did the ability to have a chat window open, so students can still ask questions or give feedback as they go.
Kahoot is an example of the apps that are available to be added in to the teams EDU environment. The demo list of apps was not as extensive as the list I could add to my generic team space – not sure if this was due to it being a preview, or a deliberate restriction of apps. I suspect the IT admin will be able to control the apps available within teams EDU (but don’t quote me on that). The presenter on the call also said Microsoft will continue working with partners and this list could keep expanding. The apps all stay within the teams environment, and show up as an additional tab across the top.
Also within teams is a ‘Teacher Space’, which looks a bit like a PLG group from office groups. There looked to be a very nice power BI dashboard that could work really well for data analysis. There was also space for shared planning, resources, readings, and a cool meet now feature where you can ‘skype’ within the team environment to have a virtual meeting. As someone who does a lot of work from home once the small person is asleep in a department with similar people, I can see this being a useful feature (as well as a possible great distraction!!)
So over all I am really hopefully that teams will deliver on the promises. And that it will be similar enough to classroom and groups that I will be able to assist teacher become confident users without too much trouble. The really big highlights for me were the inking and the app (kahoot) integration. And that it looks like the SDS process will be similar – getting the data out of KAMAR (our SMS) is still going to be a significant task, but a doable one for a good end result. If your an admin person, there is some good info HERE
A last piece of info – if you have set up classroom in your school, the handy chart below explains what will happen to things stored in their. The bottom point is probably the most important – make sure you have those grades back up!! The chart below came from HERE which has some useful info on the changes from classroom to Teams.
So, all in all, I’m feeling pretty positive about teams. The name is a little corporate, and will possibly be the hardest sell with teachers. But the way it works looks really good. Bring on 2018 🙂
I am already a big fan of Microsoft OneNote. My school uses OneNote with most of our classes, and our Science department in particular has shared Onenote resources stored on our share point site. We are using Microsoft Classroom, which makes the classnotebook really easy (as long as you go to the manage tab in classroom) and the students can always find them. Distributing work to the class, or groups of students is easy, and really helpful for setting relief. As we are not a BYOD school, the new addins for the online version of onenote are especially useful. (On a side note, I am at times frustrated with the difference between OneNote desktop, the OneNote App and the online version… hopefully they might be all the same soon. Still love onenote though). Our students like OneNote because it keeps everything in the one place, and works well with the Office 365 suite of apps. So far I have had a play with stickers, the forms add in, and the online immersive reader.
This tool is fun, and my juniors in particular love it. There are stickers that are customisable so you can tailor feedback. So while not super efficient, or super powered pedagogy, they are fun for the teacher and the students, who enjoyed seeing them on there work. Even the boys liked them 🙂
An example of the feedback I gave to students reflections on the topic. I also used the voice recording option with inking.
This is mostly just a time saver – it is really convenient to just click the button and add the form. If you have one already made up, you can slot it in there. Or you can make a new one. Making a new form opens a new tab – it would have been super nice to have it in the same side bar so you could look at the content on the page as you write the questions. That said, it is super easy to split the screen (especially on the surface) and get the same effect when writing the form.
I like using forms for quick formative assessment on content – it means I have more time to talk to students during class while still getting that data to inform my next teaching steps.
I have already gushed about the learning tools function in OneNote and the other accessibility option that are coming for the Office 365 suite of software. But with this now being available in OneNote online (and word online) it is now so much more accessible for our students to use – again coming back to we are not BYOD so having the tools online is so valuable. They flexibility of this tool is amazing, with a click or two you can change background colour, font, font size and spacing, and highlight part of speech
I am currently working with our RTLB (resource teacher – learning and behaviour) for how this tool can help students with learning difficulties access the material, and have been really impressed with how staff at my school are already using this tool (especially our ‘shop’ teacher who won’t let me specifically share his work, but he is doing amazing things with some of his students to help them get trade qualifications and a real sense of achievement and success)
(I need to acknowledge the significant amounts of work done by the Science department of my school in getting this set up, especially Kevin for his work on Sharepoint and Ryan for his work with OneNote and the unit plans, and EVERYONE for being willing to go along with this and make it AWESOME)
At the end of last year, our department made a considerable push to update our unit plans and rejig our junior science programs. A big part of this was planning for the use of Microsoft Classroom in our school, and taking advantage of all of the features of the classbook that came automatically with each classroom. To this end, we have a staff portal on sharepoint with a ‘master’ Onenote that staff can take content from and easily add to their individual class note books, while still having access to shared resources to personalise as required for students particular levels or interests. It also allows for new or different resources and ideas to be added. It has saved an AMAZING amount of time having this back of resources all set up before we even started for the year.
The Teacher ‘Hub’
We have a pretty amazing Science set up on Sharepoint – we can book equipment, find our SMUS (safe method of use sheets), find curriculum reports etc… as well as a bank of resources for our classes.
We updated our unit plans to include live links to any documents, videos or animations you might use with your classes.
And have set up a conbines OneNote stored on the site that has a bank of resources also – which means you can copy the page into your classbook content library, and then students will have their own copy almost instantly after you have clicked the button.
So it doesn’t matter if it is an admin page (Like a year plan…) or sharing an interactive activity, it is all there and with maybe 4 mouse clicks, your students all have their own copies.
This has made the start of the year so easy. These digital portfolios were made in minutes for whole classes of students. Because the students had been entered into Microsoft classroom, teachers didn’t even have to manually enter students into the class notebooks. For the staff new to our department there was a ready made first few lessons for them while they came to grips with everything else. For our non-specialist science teachers, there was a range of resources they could just grab, whih gives them more time to explore any more indepth questions the class has.
For me, it has meant I already have a baseline. So I was able to spend more time getting to know my students, establish those relationship and find resources or learning activites specific to them. I am hoping that by the end of the first term, I won’t need to be finding the resources at all, the students will be able to find them or make their own. Which can then be shared in the collaboration space as meaningful activities to them.
This year the Science department took a leap of faith and started using Sharepoint to store thier files and organise things. Along with Technology, Science really are leading the school in their use of Sharepoint to manage workflows, store data and organise bookings. It has been a real collaborative effort, but Kevin and Ryan has worked ridiculously hard to get in up and running, and I think we now have some really good systems to help Science department members find what they need. I has been a massive change to move away from the massive ‘hole’ the was the teachers shared drive on the server, but it has been well worth the time and effort. This post is about how the STAFF are using sharepoint to work with other staff, rather than with the students – There has been some use with students, but with the increasingly successful classroom roll out I think we are going to use sharepoint for staff/staff work and collaboration, and classroom for staff/student work and collaboration – with a few exceptions of course.
So the Science Site looks like this – Ryan definitely likes things to look ‘nice’.
Each of the scrabble letters takes you to the subsite for that cohort or class – they are our most frequently used pages. With the exception of the coffee cup, which takes you to our Science Support page. All the links are also down the left hand side of the page.
The Sci support page is where our super awesome technition helps us with our gear bookings etc. The current date is always displayed on the landing page, but you can click on the calendar and bring up the whole week as you need, or flick forward to make future bookings. There is also a message board for the ‘who has this and hasn’t returned it’ type comments.
We then have different subsites for the different cohorts in Science. Here is the home page for junior sci.
The folders go to a big ‘dump’ of documents for that year level that have all been tagged with file type, topic and year level. The buttons on the right go to pre filtered libraries and show only the documents tagged with that tag. (Big ups to Kevin for this, he has worked relaly hard to get this working as well as it is). Below are some pics so you can see how the tagging and filtering is working.
Our latest step has been to revisit and update our unit plans so that the resources are all linked it. Here is a snapshot of our genetics unit plan for year 10
Each of the blue lines is a link back to the resource – either online, youtube etc, or stored in the sharepoint library. It means 2 things – 1) a new person working from the unit plan can find a range of resources without having to go looking and 2) an experienced person has a reason to check back to the unit plan often to grab the resources. The goal is that as we work through them next year we keep refining and retuning – which will make the unit plans living documents.
So our next steps is for each department member to start adding some of their resources to the sharepoint library and the unit plans. Everyone has had some training on this, and of course everyone has slightly different ways they like to do things, so it should mean we get a really good array of resources for each unit of work. It will also hopefully let us have a bit of a clean up of all the old cross words and word finds that have been around for ever.
And again, just acknowledging the huge amount of work the Kevin and Ryan have done on this, I’m really excited to see them making such progress and how useful this will be next year.
I have really only dabbled with Microsoft sway as I find I use OneNote and Office Mix way more often. But with the new addition of Microsoft Classroom and being able to just add links into the files for students to review, it is a little easier than before to share. So I am revisiting sway as a tool for my teaching and learning programs. A big bonus for the Genetics topic we are currently doing is that is so easy to insert videos and diagrams, as well as room for the all ‘extensive’ vocabulary the students need to learn, (as an FYI, I struggle with how language rich the genetics topics always is, watching boys eyes glaze over as I go through new word after new word is a bit tough for everyone)
The first thing was a revamp of a previous sway on the relationship between DNA, genes and chromosomes, with a recap of DNA structure too.
We then did my FAVOURITE activity from the Science learning hub, edible DNA. I love this lesson, but to add a little bit more of a goal into the lesson, I asked my students to use their DNA models to make a short video, which I then uploaded to youtube, and embedded into a sway for easy sharing
It is nearing NCEA exam time in my world. And so I have been busy making exam question walk through using Microsoft Office Mix and the snip tool on my surface pro 4. Office Mix is a super handy add in for powerpoint that lets you make video tutorials with ease. The surface stylus just makes writing these answers and equations easy as. It has been a while since I blogged about how I use Office Mix in class (you can see one of my first goes HERE, or some more about the features HERE and if you want to earn more about it I suggest you check out the Office Mix web page) so I thought I should give an update on my favourite go to tool. You can also add PhET animations with ease, or include webpages for students to browse. And after the recent #hacktheclassroom hack from fellow kiwi Subash my mixes might just get a little neater – I’ve put a link to his video at the end of this post 🙂
Making the exam walk throughs
My go to for Mix is exam walk throughs. To start with, I head over to the NZQA web page and find the exams and schedules I want. Then I take a picture of them using snip, and make the picture the back ground on the ppt slide so I don’t accidentally grab it and move it during my recording.
Then it is as easy as hitting the record button and away you go
Once you have finished the recording, you can either save as a video file to upload to youtube etc, or upload them to the office mix site. I tend to just upload to the mix site, and then share the links.
I also try to remember to tell my students to pause the video and attempt the questions first…. not sure how many do though!!
Here are some examples – feel free to share them with your class if you think they would find them useful.
I have also played around with getting my students to make a mix to explain their thinking behind the exam answers. These have also been shared with the class so they can use them for their revision too. Some students are definitely more theatrical than others 🙂
Mixes for feedback
Again, a quick video to provide feedback for students works really well. I have found this particularly useful for the (sadly, this year too many) times I am away. Students will email me a photo of their work, and I will complete a mix for feedback for them
Mix for relief
It has also bee really good for relief – the students seem to really like a video of me talking and will listen better than if I was talking to them live. Sigh
So while none of these are especially bright and shiny, they are really useful ways I use this tool in my teaching and learning, and can make the arduous task of exam preparation a little bit less stressful. Students appreciate being able to rewind ideas.
And with the awesome #hacktheclassroom hack from NZs own Subash, my mixes have gotten a little neater – although I still ignore the gridlines at times. You can see his hack and how to make the mix presentations neater below.
When I first heard that Microsoft was bringing a ‘classroom’ option to the Office 365 suite of educational software, I was a mixture of excited to see what it looked like and worried it would be just another add on. I had also had a play with the teacher dashboard which was nice but a litle underwhelming. Google classroom has had plenty of praise and I have been impressed with what was possible on that platform. Then I started seeing what people could do with Microsoft classroom and I got very green eyed as one by one schools in New Zealand and around the world were getting picked for the preview option.
And then I got a glorious e-mail saying we had also been selected to preview Microsoft classroom and school data sync. I was so excited when I replied, I forgot to attach the questionaire and signed documents back.
The preparation for the data sync was sadly a bigger job than I had expected. We were wonderfully supported by Guy, Keith and Mike from Microsoft via 3 skype seminars where they walked us through some of the finer points. But as we are using Kamar as our LMS, we needed to prepare csv files, which had to be done manually, which meant a big job for Lyndon (our DP in charge of Kamar). So we opted for 4 volunteer teachers with about 8 classes between us to test – around 190 students mostly in our junior school (we have around 1050 students in our school). I also had to enter a promo code to get classroom installed on the tenant and turn on the licence for the staff concerned. Once that was set up, I downloaded the powershell set up tool and we got the sync underway.
(If you are planning a sync like this, make sure your csv files are saved some-where sensible. They can’t be in zip form either…. We are now investigating a more robust place to store these files than my surface’s hard drive – perhaps where the server for Kamar is run, or a specific computer for admin……And after some conversation with the connected learning advisory and other NZ teachers, it seems that there are sometimes similar issues with KAMAR and Hapara…. not sure about google)
Again, the team were great as the talked me through the set up process…. you can see my mistakes where I entered the wrong thing in the wrong place, or tried to use the zip file…..
The errors in red and black are due to me having installed the anniversary edition windows 10 update. So I had to alter the text files (helped by the crew…..) and then it ran fine
The sync errors were because we had students who were doubled up in multiple classes – so we had to go back to the student csv file and remove the double ups. The error reports where very specific about where the errors were and it took Lyndon no time to fix them (definitely not my area of expertise)
And then we hit go with classroom, and it was quite magical watching the classes populate. Calanders, onedrives, group e-mails, newsfeeds all just appeared. To get it visable on the students app launcher, we also had to turn on their licences in the admin portal. It took about 30 minutes for all of the classes to load – which is pretty quick really. If we need to update, the files with just scan for changes, so it is only the initial setup that will take a while.
So then I skipped off to my year 10 Science class, and there is was for my students 🙂
As I added a test they have on Monday, it automatically (and almost instantly) popped into their calendar (and mine too). It was great to see both classes this student was loaded into appear straight from the sync.
From my end, it looks like this – 10Be is the class that went through the data sync – L1Sci and L2 Chem are classes I have added manually. So I still need to activiate the licences on these students accounts to see if they have a different experience from the data sync students.
The conversations tab sends you to outlook, and the files tab sends you to a group Onedrive (so a sharepoint document library). The set up for the classnote book is al ready to go, just choose your sections and away you go.
So, once we had the preparation sorted, this really was a dream. And I can see a real benefit to students if they have all their classes loaded as they can use the calendar to organise their course work and assessments, and use the collaborative spaces to share resources and ask and answer questions.
This sync happened about 48 hours ago. So still very early days. My next steps are to
support the other teachers using classroom preview to use it with their classes
Investigate how we can improve the transfer of data from the SMS (Kamar) to either the CSV files or directly to classroom.
Investigate a more long term storage place for the csv files…..
Compare the experience of classroom users to the teacher in our school using groups and classroom notebook – I suspect for individual teachers they will have a similar experience, but the students will have a better experience via classroom due to the summaries on the home page.
Compare synced student experience to manually added students – might save us a lot of time with the CSV files for next year if we can skip this step…. but then it might not encourage teachers to use it……
Get some feedback from the students to see what they think
Plan for implementation for the whole school next year if it goes according to plan
My first impressions are that it is a very user friendly overlay system that takes all the best bits of sharepoint and makes them much easier to use for teachers or students. More confident/competent or adventurous teachers might find they like the freedom of the sharepoint sites they already have set up, where as other teachers who have been reluctant will definitely enjoy the automatic population of their classes.
An enormous thanks has to go to the Microsoft crew who helped us out over skype (the time difference meant I think we kept them at work a bit late) for their patience and expertise, and to Lyndon for bearing with my when the job was bigger than I expected. But it looks like it was well worth the effort – watch this space
Late last year I wrote a blog about how we were planning to use SharePoint and the office 365 environment as an LMS and as a ‘T drive replacement’. After 2 terms, I have been thinking about what different teachers are doing with their classes or with their departments and how things are fitting together. It is still very messy, with some teachers using OneDrive, others using groups, some exclusively using OneNote Class notebooks and some using nothing. We still have some classes using the ultranet (which is being phased out) and others are not in any online space as yet. We are also investigating Microsoft Classroom and whether this would be an effective solution for some of our staff.
So it is a good time to pause and reflect on the relative successes with the technolgoies we are currently using.
SharePoint is definitely the most flexible option for staff and students, but it does come at a cost of being technically demanding. So far, only Chemistry, Physics and Technology are using SharePoint to share work with students. This is working very well and it is easy to provide a wide range of resources, as well as options for students feedback/contribution.
My Colleague Kevin has done an awesome job of organising his physics students site
A view of one of the chem pages is not so exciting….. Although a really big advantage of having a site is that it is easier for multiple contributors. So my fellow chem teachers can easily edit and add documents in. We have also (as a comparison mostly) not put the shared documents in a library but just put the files on the site. This means students only have the option of downloading the files rather than viewing them online. We did this due to some queries around permissions and editing rights – it has worked well for this cohort.
Where SharePoint is really making a positive difference is in organising staff documents and bookings.
More of Kevin’s handy work – he has overlaid calendars to provide a colour coded chart of where members of the PE department are at a given time. This is awesome and I need to learn how to do it.
The science dept is also utilising the shared calender function to organise booking our practical gear – it seems to be working really well, helped by our awesome tech Aimee. It is also really nice to have single copies of assessment docs, marking schedules and feedback that we can all contribute to. Our ‘poor’ HoD does get a little exasperated with some of the comments we leave on department meeting agendas – but it also gets some of the discussion out of the way before the meetings which frees up more time for shared work.
The Arts department has recently come on board and made some excellent progress getting their documents shared. It is a wide spread and diverse department so it has taken a big effort for the Curriculum heads to get this started.
Several teachers are using groups to share files and discussion with their students. This is working well for these students and staff, it is easy to email the whole group with updates. The file share is an overlay for SharePoint libraries that seems to take some of the technical issues away for less confident staff. (when I tried to tell them they were using SharePoint a couple were a little overwhelmed…) You can share all sorts of files and links very easily with a target group of people.
One downside of groups is they are able to be seen by others, even if they are private groups. An example was a couple of staff set up pastoral care groups which we discoverable by students. Students couldn’t access the information but were able to email all the teachers involved…. so for use in schools it would be really nice if groups could be made undiscoverable to others in the network. The other thing missing from groups is the ability to format files shared – it has a very definite ‘folder look’. But it is working really well for staff and students using it.
Staff in several departments are using OneDrive to share student notes, assessment material etc. this can be a slightly time consuming set up, but once each student has a shared file with the teacher, it is up and running and easy to use. I am really hoping the soon to be released Microsoft Classroom automates some of this process. Staff have chosen this option over a classnote book as we are not a one to one school – so accessing a classnote book to access a word file was proving a bit much for the streams the students have access to. For NCEA assessments it provides a secure document storage solution that can easily be downloaded or printed of for marking/moderation.
A bonus in this method is despite the time consuming set up, it is simple to use. Because OneDrive was the first Office 365 app people used, it does have an element of comfort to it!! But students can easily access it, it works on any device reliably and work on students devices (with windows 10) can automatically sync to the cloud.
Shared docs via OneDrive are also slowly shifting our appraisal documentation into being a living document. By having a shared document it also a more fluid process for completing these documents.
OneNote Class note books
Some staff are purely using class note books to share learning activities with their students – especially in our yr 7 and 8 classes. The sci dept has also used this for the junior school (who are not yet on sharepoint) to scaffold and track progress of students science fair projects. OneNote Class books are really good – especially with the recent update where pages can be easily pushed out to all students in a class. We have had a few issues of where the OneNotes are stored – it had lead to syncing problems with some classes. The single biggest issue for us with the class notebooks is students don’t have their own devices, so it can be a bit slow if every student is trying to access or modify the pages at once. More recently, we have wondered if groups can be set up within a class note book for group assessments or tasks…..
We have made some really big steps in getting depertments and classes using the 365 environment. The next big step is to get the staff handbook online. This is such a big job it kind of makes me want to curl up in a ball and hide under a rock for a while. But I did get a kick in the pants when I helped host a workshop at Taieri in the holidays and people couldn’t believe we still had one of these…
So while we have made some great progress, we still have a way to go. Getting the staff meeting minutes online is easy, but getting all staff to accept that shift might be slightly more difficult. We have a shared calendar which still causes issues, but by gradually shifting important docs online we should hopefully see more shift. So my aim for this term is to start the process of getting more of the staff documentation into the 365 cloud