Category Archives: EdPuzzle

Digitizing Your Favorite Lesson

I hear from educators all the time that they cannot find the time to practice using all the new technology tools available, let alone collaborate around ways to utilize these tools in the learning environments they support.

black and white photo of clocks
Photo by Andrey Grushnikov on Pexels.com

As educators, we are masters at making the most out of  ‘our 24’, but for time and sometimes sanity we revert back to using the same lesson we know works year after year. Yes, we want to use the new technology, yes, we know it will help our learners prepare for the 21st-century workplace, no, we aren’t out of touch with the realities of the digital revolution. Educators I know you are all planning, grading, coaching, teaching, communicating, for your students each and every day. I designed my 90-minute workshop for The ISTE 2020 EdTech conference with you in mind.

New systems, tools, and strategies of education have always excited me. I remember when a math teacher once shared with me how she removed all her desks and chairs. Students had to move around the room and work out math problems on dry erase boards. At first, the students gave her a piece (or two) of their minds when the test scores came back no one questioned her system. Her students were doing all the work in the math class, they were moving bodies and brains and guess what, the math stuck.  I love when a teacher comes back to me after trying a new strategy or tool with a sparkle in their eye. I have been known to literally jump with joy when a flipped classroom brought about deep student engagement others through would never happen. The digital tools in my workshop are meant to engage and support learners authentically. The digital tools in Engaging Your Learners Through Digital Tools  (YouTube video submission link) is designed to support teachers as they facilitate learners to collaborate, communicate, and create within learning communities.

This submission is designed around the ISTE Coaching Standard 3a-3g Digital Age Learning Environments. These standards are specifically connected to the learning in the workshop by:

  • 3a: Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments.
  • 3b: Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments.
  • 3d: Select, evaluate and facilitate the use of adaptive and assistive technologies to support student learning.
  • 3f: Collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure.
  • 3g: Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers and the larger community.
    • During the workshop, all participants will be exploring and practicing with different digital tools. They will collaborate in Face-to-Face and digital format to expand the learning while taking into account the learners they have in each unique setting. Digital communication and collaboration outside of the 90-minute workshop will be encouraged. 
  • 3c: Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators.
  • 3e: Troubleshoot basic software, hardware and connectivity problems common in digital learning environments. 
    • As the facilitator, I will be focusing on the coaching of teachers to use digital tools as a way to maximize the learning objectives for all learners. By anticipating the common problems of a digital environment and communicating how these problems can be solved with ease,  I will empower teachers to take risks and use these powerful tools. 

Participants will move to between three stations in 15 minutes increments to foster engagement while taking on a collaborative learner role.  

Soine and Lumpe (2014) provided a researched anchor in Characteristics of Effective Professional Development that grounded the creation of this workshop.

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This workshop supports active and engaged learning that can support the assessment of student learning. The tools support students who learn content in different ways; student choice opens up when these tools are used. By providing time to get your hands dirty during the workshop educators are able to start connecting the tool to lessons quickly. To meet the teachers’ needs and circumstances, time is spent on the exploration and application of the tool, not listening to how someone else used it. Collective participation is at the heart of this learning opportunity. Participants will collaborate with each other in stations as well as intentionally during reflection. The duration of the 90-minute workshop can be replicated with different tools and learning objectives during short and longer professional development opportunities. This workshop system is easy to replicate at other locations and with different digital tools to maximize the learning of educators at the workshop and beyond.

In short, your time is valuable. Trust me when I say that we appreciate a polite group who pretends to be listening at yet another conference. Thesparticipantsts are comfortable clapping politely and leave with a kind smile but I would rather you make a connection to the learners you support today and give you some time to practice using the tools we all know are important. I promise to jump for joy when you share how the shift towards using digital tools engaged your students and flipped your classroom.

woman jumping above stairs wearing graduation gown and a hat
Photo by Matthew T Rader on Pexels.com

References:

Soine, K.M. & Lumpe, A. (2014). Measuring characteristics of teacher professional development. Teacher Development: An international journal of teachers’ professional development. DOI: 10.1080/13664530.2014.911775

Tools Used in the 2020 ISTE Submission as of September 2019*

*modifications will be made to this workshop to meet the needs of digital educational support as technology tools emerge and evolve.

ISTE 5&7-Designer and Analyst

Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability.

  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
  • Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.
  • Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.

Educators understand and use data to drive their instruction and support students in achieving their learning goals.

  • Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.
  • Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.
  • Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.

Background

Our school has piloted BYOD initiate for several years. We keep seeking appropriate instructional approaches to foster student competence of independent learning leveraging the digital device (iPad) which is critical to gain the emerging knowledge in the flourishing digital world. Learning is the sole activity in schools. How to learn with digital technology and how to cultivate the ability of autonomous learning is the destination for education in the 21st century. In the BYOD context, the digital device drives students to accommodate to use digital technologies to support independent learning; it also makes more chances and paves the way for meaningful learning to meet student diversity. Our school use iPads as the device for BYOD initiate from 3-7. We want to see more and more students changing from consumers to mature producers and contributors who will be self-efficiency and self-discipline while using iPads on learning and influence peers positively. This journey is tough and full of unknown varieties, but when we have a baby step and go further and further, we can see the fantastic scene never been seen-students can use digital tools to explore valuable, reliable resources to support deep learning to solve authentic problems actively and independently.

Flipped Classroom

Flipped Classrooms-Extend School to Home: Open the door to Independent Learning

In the digital world, as technology becomes handy and flexible, the strategy of flipped classrooms is used by more and more educators. Flipped classrooms provide more time for in-depth discussion and activities rather than receiving instructional content passively in the class. In flipped classrooms mode, students are supposed to get equipped with new knowledge using digital tools autonomously at home during the learning process. They need to watch the related videos which are created by the teachers to construct knowledge before the further in-depth learning practices in the class. Flipped classrooms extend the school to home paving the path for the independent learning and increase engagement, get a higher achievement and better attitudes toward learning and school.

Challenges

Teachers have zero control over what happens at home

When teachers extend the school to home, they gain more time for learning activities in the class, but they also lose control over what happens at home. Teachers cannot guarantee every student keeps the same pace as expected at home and they might spend more time with the student individually who did not finish the flipped learning. Teachers will take more risks and drop confidence when their students have not gotten mature competence of autonomous learning using digital tools yet.

Hardware Requirement

-Stable and compatible digital device

-Consistent and reliable Internet access

-Alternative device or network when something gets broken

-Available VPN access

In-Class Flipped Classrooms Make Up the Challenges and Catalyse Independent Learning in BYOD Context

Considering the challenges and potential risks of traditional flipped classrooms, In-Class Flip bright my eyes which compensates the drawbacks and catalyzes independent learning under teacher’s scaffold. Just like a traditional flip, In-Class Flip is needed the teacher pre-records instruction videos, but instead of having students watch the content at home, the videos will be viewed independently in the class. In the BYOD environment, students will be encouraged to lead individualized learning using their iPads, and they can get support immediately from the teacher to meet diverse needs. It makes it possible for teachers to master each student learning situation in time and control the variabilities to low the risks on flipped learning. Students can review the videos and ask questions without interrupting the entire class and get feedback immediately. In-Class Flip fulfills student differentiae and passes more agency to students to cultivate the manner of independent, meaningful learning and achieve the learning goal eventually. Teachers can use this In-Class Flipped working with other activities to mix independent learning and group learning together to make sure all students understand new concepts from different forms of reflections.

EdPuzzle-Helps to Collect Data from Student Independent Learning and Fulfil the Diversity

EdPuzzle is a tool which can scaffold teachers to modify videos for the flipped classroom to customize the instruction. In the EdPuzzle interface, it provides a searching toolbox which allows teachers to grab videos from many common video sites (YouTube, TED-Ed, etc.) and edit the videos to meet their different teaching goals. Teachers can trim the video, insert audio notes, add voice over and questions in the video for different needs. Students will get a clear understanding from audio notes for emphasized content and have to answer the embedded questions to continue forward. The questions can be Ture/False questions or open-ended response questions. Teachers also can provide feedback for each question after students submitted. EdPuzzle somehow slows the flipped learning by questions which allows students to spend more time to think and build new concepts.  The “Import from Google Classroom” function can save teachers much time on setting up the roster. EdPuzzle has another great function to monitor student learning progress. Teachers can trace and get reports quickly of each student learning status to make sure the independent learning on the track to the destination. EdPuzzle will show teachers if students watched the whole video, and if they re-watched parts of it, and how many time they did so, and their results on the inserted questions. This function is very useful and informative for teachers to analyze their student learning situation and get to know them better. Teachers can emphasize and clear the content in the class which students struggled and confused depending on the reports. Teachers can use the data to enhance their instructional videos to meet diverse needs to promote student learning achievement maximumly. Each student’s report will be different from the beginning to the end of one semester which proves student promotion on independent learning that can be the inspiration to both teachers and students.

In the BYOD (iPad) context, every student has a digital device. Teachers don’t have to consider more about the digital divide in the class which provides more chances for teachers to seek an appropriate approach to scaffold students to leverage device to foster independent learning. The journey to independent learning will be tough and back and forth. So teachers need enough patience and brave to take risks to benefit student lifelong learning for the 21st century. Before students reach maturity phase of autonomous learning, teachers can adopt In-Class Flipped strategy and contribute class time to students on watching videos to learn some certain content or a feature of a digital tool. In this process, teachers can provide immediate support to build student confidence on independent learning with iPads. Students will reflect their understanding in learning activities or a project. While student’s capability is growing up, teachers can pass more agency to students to have them watch videos within more and more new concepts in the class. Teachers can use EdPuzzle to custom-build instructions and design-adjust-modify-redesign the best way to meet diverse needs and cultivate student independence. While students are all making progress and getting closer to the destination, they will need less and less reliance and gain more and more autonomy. Ideally, teachers will transfer In-Class Flipped to the real flipped classroom which happens at home to lead personalized learning with digital technology’s support.

References

Watson, T. (2017, July 6). Flipping the Flipped Classroom. Retrieved March 19, 2018, from https://www.edutopia.org/discussion/flipping-flipped-classroom

Kleij, F. V., Adie, L., & Cumming, J. (2016). Using video technology to enable student voice in assessment feedback. British Journal of Educational Technology,48(5), 1092-1105. doi:10.1111/bjet.12536

Walsh, K. (2016). Add Questions to Videos and Monitor Student Progress, for Free, with EdPuzzle. Retrieved from https://www.emergingedtech.com/2016/02/add-questions-to-videos-monitor-student-progress-free-edpuzzle/

Gonnalez, J. (2014). Modifying the Flipped Classroom: The “In-Class” Version. Retrieved from https://www.edutopia.org/blog/flipped-classroom-in-class-version-jennifer-gonzalez

Carter, N. (2014, August 4).Genius Hour and the 6 Essentials of Personalized Education. Retrieved from http://www.edutopia.org/blog/genius-hour-essentials-personalized-education-nichole-carter

Young, J. R. (2017, March 17). For Online Class Discussions, Instructors Move From Text to Video – EdSurge News. Retrieved March 19, 2018, from https://www.edsurge.com/news/2017-03-17-for-online-class-discussions-instructors-move-from-text-to-video