A Learning Management System (LMS) is a structure to provide consistent access to instruction and resources. It provides a pathway for students, families and teachers to access the learning and feedback at all times. Many teachers and families had their first experiences with an LMS in response to Covid-19. However, a Learning Management System, whether it be Schoology, Google Classroom, or Seesaw has a purpose and a place far beyond a pandemic.
In a world where all educators are working to guide students to become Global Collaborators, Creative Communicators, Knowledge Constructors, Empowered Learners, and engaged Digital Citizens we need to provide the structures and spaces that authentically deliver these opportunities on a daily basis. A well organized and thoughtfully implemented LMS is the foundation to this work.
Access to a Learning Management System provides students:
For Our Families
Use of a consistent LMS means that caretakers will have peace of mind knowing their students have access to all the resources listed above. It also means that families will:
Learning Management Systems in jeffco
Using Digital tools to create in the classroom
Book Creator allows you to bring creativity and critical thinking to your classroom in any grade level or subject area through the creation of digital books. Combine text, images, audio and video to create: interactive stories, digital portfolios, research journals, poetry books, science reports, instruction manuals, 'about me' books, comic adventures and more! All Jeffco K-12 students have access to premium Book Creator accounts.
How can book creator be used?
Book Creator can be used in a variety of ways in the classroom. It can also be used for professional learning and as a way to communicate with other teachers, parents, and students.
Teachers can create exemplars, how to books, or even a course guide or textbook. Book creator can be used as a way to communicate with students and parents.
Students can use book creator in a variety of ways too! Check out these great examples.
New to Book Creator-Templates
Adobe Spark is an integrated suite of media creation applications for mobile and web developed by Adobe Systems. It’s comprised of three separate design apps: Spark Page, Spark Post, and Spark Video.
Adobe Post allows students to make graphics, posters, flyers, and infographics. These single images can combine text and images. They’re saved as picture files. There are numerous templates or you can start from scratch. Here are some ways to use in your classroom:
Adobe Spark Page is a web page builder that puts the power of creating a web page in the hands of anyone with a story to tell, a product to sell, or a passion to share.
Adobe Page is a great tool to create web pages, slides, and web stories. Some ideas for the classroom include:
➊ Photo Essays
➌ Online Journals
With Adobe Spark Video, you and your students can create compelling videos in just a few minutes using professional looking themes and music. Adobe Spark Video is a free online video making software that allows you to easily combine images, video clips and icons into a beautiful, shareable movie. Add text, music and your own voice to personalize your video. Here's a video made with Adobe Spark Video:
Making it work in the classroom
Both Book Creator and Adobe Spark are great tools for creation and allow students to express themselves. Students can create original works, communicate complex ideas through a variety of multimedia tools within each of these and publish and present their work to their classmates, teachers, and globally if they choose. Check out the Technology Integration Ideas for Upcoming Units for ways to use these tools in the classroom.
For more information on these tools check out the Jeffco Ed Tech website or our YouTube channel.
ENHANCE STUDENT COMMUNICATION AND CRITICAL & CREATIVE THINKING WITH ORIGINALITY REPORTS
Today’s students are dealing with a complex challenge: In a time where all of the world’s information is at their fingertips with a simple Google search, how do they balance what is already created with their own unique perceptions and ideas?
Educators have spent endless hours copying and pasting passages into Google Searches to check if student work is authentic. This process is not only inefficient but also biased.
Originality reports use Google Search to help students AND teachers. Originality reports are available in Google Classroom and in Schoology using the Google Assignments app
Originality reports how-to guide
“Originality reports are created by scanning submissions for matched phrases across hundreds of billions of web pages and tens of millions of books.” (Google for EDU)
When assigning work in Classroom and Assignments, teachers will have the option to enable originality reports with the simple click of a button. Students will then be able to run up to three originality reports on documents they attach to the assignment before submitting their work. This gives students an opportunity to proactively improve their work.
After submission, a comprehensive originality report will be available for use when grading the assignment. Originality reports will highlight text that has missed citations and/or has high similarity with text on the web or in books. The report will also show the web matches and even give the teacher the link to investigate for themselves.
Students today have to learn to navigate between millions of other people’s ideas and their own. They also need to know the tried and true methods of how and when to properly cite sources. Fortunately, now Jeffco students can use originality reports to support writing original thoughts while also teaching them about properly citing sources!
Advantages of student use of originality reports (From Google Support):
Teachers spend a lot of time giving feedback about missed citations and improper paraphrasing. Integration of the power of a Google search directly into assignments and grading tools, makes the teacher’s job much more efficient. Originality Reports make it easy for instructors to screen for potential plagiarism and to use those reports to create teachable moments for their students. Originality reports are built to be a teaching tool rather than a “gotcha”.
Advantages of teacher use of originality reports (From Google Support):
Additional features in enterprise for education
Educators have unlimited access to Originality Reports
Students have access to three reports per assignment
Originality Reports are available in Google Doc assignments, but will soon also be available in Google Slides assignments!
Teachers will be able to receive originality reports that include student-to-student matches within the @jeffcoschools.us domain.
I think we could all agree that our jobs over the past year have changed a lot. Just like everything in 2020, education has changed in many ways. As we packed up last March to what we figured would be a few weeks going remote, it turned into over two months of remote learning. That led us all to start thinking differently about how we do our jobs. When August came around, we were all hoping for some sense of normalcy, but that quickly changed to starting the year remotely--then some switching to hybrid while others came back full time. Now we are all back again in the remote world with, thankfully, more online learning experience. Yet many of us feel that we can’t catch up or do our job effectively--especially our Digital Teacher Librarians.
A Digital Teacher Librarian’s job is constantly changing. Sometimes, things change weekly, daily, hourly, and even minute by minute. A DTL’s job is rarely the same day to day, and they are often pulled in many different directions. This year has allowed them once again to reinvent their positions. There are many examples all across the district of ways DTLs are adapting, pivoting, and finding ways to do their jobs to help students, teachers, and parents succeed in this new normal.
Most DTLs spend some of their time working on the technology in the buildings. This may consist of making sure projectors are projecting, doc cameras are working, that devices are distributed, and students are successfully engaging with technology. This has now become a major part of the DTL’s job. Linda Tatalaski, DTL at Creighton Middle School, has actually gone to families’ homes to help troubleshoot a Chromebook to make sure it functions properly. Tobye Ertelt, DTL at Oberon Middle School, used to have the help of her student tech crew, but since we had to go remote that left more of the responsibility on her. In response, she created a Technology Guide. This guide helps families troubleshoot and fix their own tech issues. Angie Wagner, DTL at Bear Creek High School, spends some of her day arranging device repair via curbside as well as providing office hours for students and teachers. I am sure that none of these DTLs thought their job would involve so much tech troubleshooting.
Another way the job of a DTL has changed is how we are checking out books. Remember when you used to be able to just walk into a library, check out a book, and take it home? Now this process looks very different. Libraries across the district had to figure out a way to get books into kids’ hands safely without them ever stepping into the library. One big change this year is students must put books on hold in order to check them out. This is an easy process but does require some instruction from the DTL. Some teachers have assigned this as homework or have set up “Library Time” in their classroom to simulate actually going to the library. Once the book is on hold, it requires someone from the library staff to pull the books and check them out. Finally, the DTL has to creatively figure out a way to safely deliver the books. Heidi O’Leary, DTL at Bradford North, is using grab and go book stations. These books are from different subjects and genres. Heidi said that the best part is when a student requests a book and she actually can find it either at the Bradford Library or the Jeffco Public Library and is able to get the book into the students’ hands!
Finally, one of a DTL’s most important jobs is to collaborate with teachers on lessons. They provide resources as well as support students and their learning. This is challenging in a remote world, but DTLs once again are finding ways to get it done. One resource many are creating is a Bitmoji library space. These are fun and engaging for students as well as providing online resources. Andrea Gilmore, DTL at South Lakewood Elementary, created South Lakewood’s Virtual Library that includes virtual books, book talks as well as Hour of Code activities. Oberon Middle School has also created Oberon Middle School Virtual Libratory that links to the Jeffco Public Library as well as links to Oberon’s library resources. Elizabeth Mehmen, DTL at the Bergens, has created Picture Book Nominees for the CCBA Books for students to become familiar with these award winning books, and to vote for their favorite.
This has been a year to “pivot” at a moment’s notice and to find new ways to keep the library engaging for ALL students. DTLs are constantly reinventing their jobs and spaces to best meet the needs of their students, teachers, and communities. As we wind down 2020 and can see 2021 on the horizon, we can only wonder what new exciting practices will we see next!
Whether our students are working remotely, hybrid, or in-person collaboration is a key element to students being successful. Collaboration allows students to share ideas, fosters authentic learning, and allows for peer interaction and feedback. As we move into being fully remote, students need collaboration more then ever.
Considerations when Collaborating remotely
Virtual Small Groups
Digital Tools that promote student collaboration
While there are numerous digital tools that support collaboration while working remotely, a few of our district supported tools are perfect for allowing students to work together and share ideas.
Book Creator Login
Adobe Spark Login
Collaborating using Google
G Suite Apps are collaborative, which makes them highly powerful. They offer opportunities for students to engage in so many different ways. Here are 30 ideas for using them with your class.
Using Book Creator to Collaborate
Wevideo as a collaboration tool
Recently, WeVideo added a new collaboration feature. Now students can collaborate on projects in real-time.
WeVideo’s Chief Education Officer, Dr. Nathan Lang-Raad, said, “Real-time collaboration is a core part of every career field and subject discipline. The same holds true for the classroom. More than ever, learning should be part of a social context, as learners collectively rely on each other’s thinking to solve complex problems and create. No matter what subject or concept we teach, collaboration is a crucial component of blended learning.”
Collaborating using Adobe Spark
Adobe Spark is one of the newer tools that we support. Adobe Spark is an integrated suite of media creation applications for mobile and web developed by Adobe Systems. It comprises three separate design apps: Spark Page, Spark Post, and Spark Video. While real time collaboration isn't available yet, users can pass the project back and forth to create something together. Click here to learn more about how to collaborate in Spark.
While it isn't easy to make collaboration work in a remote environment, when it does work, students are creative, gaining valuable skills that prepare them for the future and teach students to overcome challenges and conflict.
Comment below on what you've used to get students collaborating during remote learning.
Actively Learn is one of the newest additions to the premium tools available to teachers and students in Jeffco! Teachers and students grades 5-12 have premium access to this robust interactive platform. Filled with carefully curated content including appropriate articles and readings (even some videos!), thoughtful standards-aligned questions in a highly customizable environment with numerous accessibility tools, Actively Learn makes finding, personalizing and assigning readings a snap. Here’s a quick video overviewing what Actively Learn is capable of bringing to your students.
Logging in to Actively Learn for the first time is a little different than other Jeffco Digital Tools. Find the tech tip here!
Or watch this quick YouTube video overviewing the process.
NOTE: In the future, you’ll be able to simply sign in with Google.
Students will always sign in with Google; no need to do anything different the first time for them!
To learn more about how to create classes, customize and assign content, and grade assignments, take a look at this brand new eBook from the EdTech department: Introduction to Actively Learn - Asynchronous Learning.
Jeffco’s EdTech department has also made an Actively Learn YouTube playlist with tutorials for many of the basic functions of Actively Learn. (See below!)
Actively Learn also has a very robust Help Center to answer your questions on the fly!
Don’t forget about the EdTech Office Hours for teachers! We are available 7am-4pm Monday-Friday to help with your Actively Learn and other digital tool questions. Find the link for Office Hours and other EdTech resources here!
Recently, Google announced that they will be retiring Classic Google Hangouts. In August, Jeffco will officially transition from Classic Hangouts to Meet and Chat. This means that Classic Hangouts will no longer be available.
Meet and Chat are currently available on the web for those that are interested in trying out the communication tools (see document below for setup directions).
Here is the Official Communication
Here is a Tech Tip to support the transition
Updates To Google Meet
Grid View is now part of Meet! Click on the three dots in the lower right-hand corner and then click on "Change Layout". Choose from 3 different layouts: Sidebar, Spotlight, and Tiled. When using Tiled, you can see up to 16 participants at a time.
You will want to delete the Grid View extension from Chrome if you previously added that.
You can now find Google Meet in your Google Calendar! When you create a meeting, you can add a Google Meet to the calendar invite. You can take it one step further and create appointment slots. This would be a great way to set-up specific office hours for students. For support, contact the Ed Tech team.
What is Coming to G-Suite Google Meet (Late 2020)
Google will be releasing many new and exciting functionalities to G-Suite for Education Meet in late 2020!
Cast for Education
WeVideo is one of the core digital tools for staff and students in Jeffco this year. As a result, students and staff have access to a wide range of opportunities to engage in deeper learning activities that personalize and authenticate learning through film and multimedia. Getting started with WeVideo is fairly straight forward and there are plenty of resources such as the WeVideo MMTS to help you get started. (Click on the image below to open the MMTS and start exploring.) However, getting started with using film creation and WeVideo for authentic tasks can be a little more challenging. Here we hope to provide a few ideas and inspirations to help you get started.
Capturing and creating videos as part of instruction can seem daunting at first however, it's doesn't need to be a complicated process. One approach is to begin with photo stories. Challenging students to capture or collect photos that tell a specific story and compiling those photos together with a narrative or background music allows us to practice compiling stories and using video editing tools. Photo stories can be about academic content such as a historical time period, scientific or mathematical processes, or about how to maintain a healthy lifestyle. They can also be about personal things such as our daily journey to school or our family history. Everyone has different perspectives so our photo stories can be shared to deepen the learning and understandings.
One of the biggest challenges to using technology in classrooms is to ensure it is not a distraction from the larger goals of learning and content mastery. A great way to begin addressing these challenges is to empower students to lead their own learning. As students gain foundational understandings of content, they can be challenged with application of the content and creating products to share their learning and additional understandings. For example in mathematics, we often ask students to memorize key facts and processes but seldom challenge them with application and sharing of the learning. We can empower students to lead their learning by asking them to look for examples in their lives where they can apply the content they're learning and capture those applications to tell their stories. With this challenge, students gain deeper understandings of why content is needed and ways in which it fits into their worlds. Students can then share their creative stories of content application with each other, another class, or students at another school, which leads to deeper learning of the content.
One of the essential skills across many content areas involves the ability to effectively conduct research and compile our findings so we can form argumentative or persuasive claims. As humans, we regularly find ourselves in situations where multiple views are represented and the need to understand and respond respectfully to others is a foundational aspect of any democracy. As students conduct research and capture evidence that supports their claims, they can put together short films with photos or video clips to support their stance. When sharing with each other, students have access to practice listening and summarizing skills that lead can lead to civic and global engagement or the continued development of communication skills necessary to succeed in settings beyond the classroom.
Teachers are experts at creating links between outcomes and learning which drives us all to the continuous search for new ideas and strategies. Here are a few tips to consider as you begin to design learning opportunities involving film and multimedia:
Back in July, Teach Thought published a short piece on 6 Powerful Strategies for Deeper Learning in Your Classroom by Dr. Monica Martinez who is one of the leading experts on deeper learning. These 6 strategies are a great way to get students engaged in learning that involves their passions and interests. Film creation can be used in a variety of ways to implement and achieve all 6 strategies. As students are challenged to create films demonstrating their knowledge and understandings, they are provided additional opportunities to share their learning. Not every film needs to be publicly shared, there might be some short films that are simple reflections allowing us to go back and revisit some of the learnings we gained. Think of them more as selfie videos that are for the purpose of journaling or compiling a personal narrative. Ultimately, remembering the last strategy of "Making Technology the Servant, Not the Master" will help us leverage the power of film in more ways. As we use technology to capture and tell stories rather than consume them, we will be the masters of the digital tools we use and the time in front of a screen will have far greater purpose and outcomes.
Looking for more ideas on how to use film in your instruction? The WeVideo blog is a great place to find ideas and examples.
From Teacher tool to a universal OPPORTUNITY
What is Whiteboarding?
Whiteboarding allows for the creation and spreading of ideas for a variety of learners. It can be a blank canvas with a variety of pens, shapes, texts, and backgrounds allowing for open ended creation and sketchnoting. It can be a place where student teams collaborate on tasks and learning or a slide deck designed by a teacher for students to demonstrate a skills. The options are endless.
Today a variety of web based tools are also available for teachers. Web based tools have the advantage of not being tied to a particular device. Most are free and can be use on PCs, Chromebooks or iPads. Some examples are Google Jamboard and Kami.
Finally, many classrooms still have an interactive display of some kind. It might be a Smartboard, Epson Interactive Projector, or a Mimio Panel. Each panel has a coordinating installed software (some have costs) that allow for the creation of files that can be used for whole group direct instruction or small group practice that can be saved and reused.
Whiteboarding today is a space for learners and educators to process and demonstrate learning. The possibilities are endless! As spaces are redesigned or upgraded in schools, explore what might be the best projection display using this self guided projection solution tool. Also reach out to your Ed Tech Specialist and ITSS to help think through future plans.
Digital annotations are not new to the realms of technology and education. Digital annotation tools continue to be available and ever changing. The power of digital annotations rests with the user and their abilities to capture their thinking, as well as, share it with others. In K-12 classrooms, digital annotations can be a great tool that empowers learners to begin capturing their thoughts and ideas leading to artifacts of learning which demonstrate understandings. Digital annotations can also be a great source for digital/e-portfolios allowing learners to reflect on their growth and development.
Why use digital Annotations?
Why should digital annotations be a part of every classroom and learning environment? Reading, writing, speaking, and listening are all fundamental components of learning which lead to critical thinking and digital annotations have the ability to cover all four areas. Digital annotations empower us as learners to engage with text, capture our thoughts, share with others, and gain insights from others thinking. Writing is a great way to process our thinking and allows us to begin identifying the process to where our thinking is going. When we digitally annotate and begin to share those annotations in collaborative spaces, our annotations become the center of collaborative dialogue and learning in which we grow collectively. When we begin to learn about annotating for learning, collaborative spaces for sharing and engaging in digital discussion opens doors to understand annotation strategies and processes from other learners with more annotation experience.
Getting started with Digital Annotations
Where and how to begin using digital annotation tools can be daunting and intimidating however, there are a few simple tools that can empower us as learners to get started on the journey. The comment feature in Google is one of the simplest ways to get started. The feature is available on Google Docs, Slides, Sheets, Drawings and a few other tools in the G-Suite. It is even now available on any file housed in Google Drive. Comments can be added to PDF's, images, MS Word documents and more when stored in Google Drive. A simple highlight of targeted text or information allows a user to capture thinking and share thoughts collaboratively.
If you're looking for a more robust tool with increased options, Kami is a great selection. Kami has paid versions with additional features however, the free version has plenty of options that are perfect for learners to get started annotating digitally. Highlighting, underlining, and strikethroughs (in a variety of colors) are all available at no charge. Additional features include adding text, comments, and drawing shapes. Under a 14-day free trial when you begin your account you'll have access to drawing, text to speech and a few other advanced options to try them out. Collaborative annotations with Kami are a breeze and users can save their annotated files in Google Drive if need be. It also works well with Google Classroom.
Digital annotations can occur on web-based material as well. Hypothes.is is a great option to consider for annotating web sites. Hypothes.is is entirely free to all users for all features. The tool was originally created for medical professionals who were collaborating around medical journal readings to increase learning and growth. Hypothes.is requires a login which is fairly simple and free to set up. Users can highlight information on websites and even add annotations (notes) which appear in a side bar. Annotations can be public, private, or in collaborative groups. Tagging annotations is offered as an advanced feature at no charge as well for users to quickly access collaborative discussions or topics. Annotations appear to users when visiting websites while the Hypothes.is extension is enabled.
Digital annotations can be highly beneficial to us as educators along with our students. Collaboration is now easier than ever with access to new technologies and the tools shared above work just as well for adults as they do for kids. Curating and sharing resources saves us all time and energy and digital annotations can be a quick way for us to collaborate across schools, districts, states, and more. How are you thinking about using digital annotations whether for your professional practice or during instruction with students? We'd love to hear your thoughts using the comment section of this post and look forward to learning more about how you are transforming tasks through digital annotations.