How to Run an EdCamp via Zoom

How to Run an EdCamp via Zoom

I recently ran a edcamp style morning session for our incoming MATs at the University of Portland’s School of Education. Our session goals:

  • Provide a framework for students to explore ed tech in small project-based learning teams
  • Model a student centered learning space that takes the instructor out of center stage.
  • Reinforce that ed tech tools are more than bright shiny objects – they are a tools to inspire your student to investigate, collaborate, create, drive change and take action.

In advance, I created a Google site – “Pandemic Teachers’ Toolkit” that profiled ten free (or freemium) edtech apps. Each app page included a brief overview, how to log in, samples of the app in action, a how-to video on using the app, and instruction on how to get a sample project from the app to a Padlet showcase. The apps were numbered 1-10.

On the morning of the session, I logged in 42 students and I opened with a brief intro and an overview of the morning’s activities. I did a short presentation on the apps using Keynote with some screen shots that highlighted each app and what it could do. I then used Zoom’s built-in breakout group tool to create random groups of four students each. Each breakout group was assigned to explore their corresponding numbered app. The suggestion was for each student in the breakout group to explore the assigned app in parallel fashion and offer help to each other as needed. When they completed a product with the app they posted it to the corresponding Padlet along with comments on working with the app.

As Zoom host I was able to drop in and out of breakout groups offering support as needed. If anyone had a question they could message me via Zoom. After about 30 minutes of work time we all got back together and shared observations. For example – you can’t be in Zoom and Flipgrid simultaneously – the are both fighting over your camera. (Why didn’t I think of that?)

Then we repeated the process and I created 10 new random teams. Some student found themselves back at the same app. So they did not agree to join that group. I was quickly able to see that and assign them to a new group. Students spent about another half hour exploring the second app. They again posted their work and observation to the corresponding Padlet.

I should note that their app-posts were very clever and creative. And their comments were spot on. As a closer, I provided a Google Form exit ticket. Their responses demonstrated that they saw the experience as very valuable and that it achieved it’s goals.

Here’s a two of the exit questions and student responses.

What’s one thing you learned about yourself today?
  • I learned that I enjoy exploring new technology when it is explained well enough.
  • I love working on my own! It is my first choice when it comes to work options. However, I did need my partners at times so I’m glad they were there to help me!
  • I really enjoy meeting new folks outside my cohort! And I’ve become much more comfortable with online teaching over the summer term.
  • I am better at navigating new apps than I thought I would be.
  • I need to try something before I understand it, so I appreciated the time to do so.
  • I enjoy playing around with the different tools within an app to help me understand the best use of my creativity and instruction.
  • I learned that I’m actually a pretty quick learner with these different platforms, which makes me feel better going forward into the school year next year!
  • I liked being able to figure out to use the tools. I always find it more engaging to learn by doing instead of being told how to do things.
What’s one thing you learned about edtech today?
  • These things are free! And a lot of it is integrated with programs I already use. Great stuff!
  • I have a lot more free, realistic options available to me than I knew about before this morning.
  • I had heard of some of these online resources before but hadn’t used most of them – this was a cool opportunity to learn how to use these resources, I’ll definitely be incorporating some into my class.
  • How user-friendly most of the apps are….I was pleasantly surprised.
  • There are far more resources than I would’ve thought. They were all a lot easier to use than I would’ve thought, too! For someone who struggles with technology, they were surprisingly user friendly.
  • So many other options for distance learning! I’ll be spending some time just playing around with these apps/sites.
  • There are a variety of accessible edtech tools that I was previously unaware of that could make remote teaching more engaging.

How I Turned My Class into an Edcamp

Last week I ran a three-hour intro to edtech class for our incoming cadre of about 40 MAT students. In the past it been done lecture-style, but that’s not my thing. As a founding team member of #edcampPDX, I thought why not an edcamp?

We gathered in a large multi-use room and I opened with a few “get-to know-each-other activities” (this cadre has just started this summer). I gave a 30 min demonstration / lecture on “5 ideas for teaching in the digital age.” See handout on site.

Summer Edtech Camp

Then I turned the group over to this Google site I had created. I split them into 10 teams and assigned them one of the 10 apps with the following instructions:

Click on the link for your app and you will see a demonstration of the app, a short “how-to” video and links to set up your account. Work with your team to figure out the app, create something using it to share back to the group via this Padlet and be prepared to tell the rest of the group what you liked / disliked about the app and how you could use it in the classroom.

They dug in and all were successful at creating content using their app and gave some “spot -on” critiques of the apps. I closed with a Google form “Exit Ticket” and here’s some of their responses to two of the questions:

What’s one thing you learned about edtech today?

  • That using technology as a teacher isn’t as difficult/scary as I thought.
  • Find ways to embrace tech in the classroom rather than ban it.
  • I learned the importance of “being less helpful.”
  • I learned about all these different apps I had never heard about before.
  • I learned about a lot of sites and apps I can apply to education and to also pad my student teaching portfolio.
  • It allows students to create/synthesize content that promotes higher order thinking.
  • That we need to create opportunities to create and not just consume when using technology.
  • There is more technological help out there than I thought.

What’s one thing you learned about yourself today?

  • That I’m still intimidated by technology, but less-so now.
  • It takes me a little longer to be creative.
  • I can do more than I thought I could do with technology.
  • I liked being able to engage with site in an interactive way and just messing around with it to figure out how it works.
  • That I can be more techy.
  • I work well in groups of people with similar ideas.
  • That if I don’t keep up to date, I’m going to be that teacher that does not know how to operate the projector or future equivalent.
  • That I am capable of using technology and do not need to be afraid of it in my classroom. This will help a lot when it comes to working with students who are technology driven.
  • I was scared to use technology in the classroom before but I realized today it is super easy. I can see myself using way more technology now.
  • I should teach myself more of technology.
  • I thought I wouldn’t like using technology in the classroom, mostly because I tend to be technologically challenge, and easily intimidated by it. However, today I learned that I can use lots of these sources. They are not to be feared!
  • I learned that I enjoy working on platforms that allow for multiple people to work on them at once. I found that to be really useful.
  • It takes me longer to figure out technology than my younger peers.
  • I used to think that I needed a tutorial to figure out technology, but I think it is beneficial to just work with the site.

Teachers: Find the Courage to Be Less Helpful

I just finished teaching my undergraduate edtech methods class at University of Portland. I had a dozen students  – sophomores through seniors. Most had limited tech backgrounds.

Rather than teaching apps, I taught adaptability. That began with having the courage to be less helpful. At our first class I gave them a simple assignment – create “Tech-Savvy Teacher’s Meme” using Adobe Spark Post and then write a blog post elaborating on your meme in our WordPress site. No one in the class had used either Adobe Spark nor WordPress. No direct instruction from me – I had a created some YouTube video explainers. They had to figure it out themselves. The result – everyone was able to make a cool meme and write their first post on WordPress. They didn’t simply learn a few apps – they learned “I can do this!”

Over the next 14 weeks, we progressed PBL-style through a variety of skills and perspectives. Each class added new tools and perspectives to prior experience – curating public domain content, screencasting, digital storytelling, video production. By the time we got to the end of the course, I had them testing and critiquing apps with no support from me. I would give them three apps designed to perform similar tasks, ask them to work in teams to figure out how to use them, report back to class the pros and cons. And then everyone in the class would choose one app for completing the next assignment – For example – turn a video into a lesson using EdPuzzle, Video Ant, or TEDed.

As a final assignment I asked them to create a demonstration of their favorite app as a chapter in our collaborative iBook – Tech Tips for Teachers. Available free at iTunes or as a static pdf download. (14 mb)

So how did it go – here’s some comments from their final reflections

Laura: I learned that I really need to push myself when it comes to trying new things, because I am capable of much more than I give myself credit for. …  a lot of these new tools intimidated me and I was afraid to try them, but once I did, I found it pretty easy to use.

Margaret: I’ve really enjoyed my time in this class this semester. It was definitely one to look forward to in the week, a break from the typical lecture style of other classes. Something I learned about myself during this class is that despite not liking the amount of freedom given to me, I have found ways to create guidelines for myself. … I think with all the things that I have learned during this short amount of time, and the simple pride I got from figuring out how a piece of tech works on my own – I think I will be able to “keep up with the times” with relative ease.

Kiana: Prior to this class I was, admittedly,  worried and mildly fearful about utilizing technology so frequently in the classroom. I had very limited knowledge and experience with these types of tools and felt that I would be unable to create products worth sharing with the online world. Although my posts this semester may not be TPT (Teacher Pay Teacher) ready, I was pleasantly surprised with how much content I have created in such a short period of time…. I have already begun to share my knowledge of these “tech tools” with family and friends who are also impressed with how many accessible (free), resources there are.

Dylan: Unlike most classes that follow a specific rubric or have step-by-step instructions, this class and Prof. Pappas, gave us an incredible opportunity to explore new technology, but figure out all the tips and tricks on our own. .. one of the most exciting parts of this class were all the ideas I generated when thinking about what tech tools I now have in my toolbox and ones which I can easily use in lesson and unit plans, as well as on a daily basis with my students. I hope to encourage my students to use technology wisely and to most importantly…be creative with it!v

Nick: Our instructor gave us students just enough background information so that we could wrestle with discovering the technology ourselves. ..He pushed us students to learn for ourselves as he gently guided us alongside. I felt this was a perfect approach to teaching this class as I now feel more prepared to be adaptable and curious to continue learning.

Jordyn: There were also times where I would be using a new app and I just had to figure it out through trial and error. Once I had worked through it for a little while I felt very comfortable using it. Being willing to fail is one of the only ways that we truly learn anything in my opinion.

Melissa: Looking back on that first day of ed tech methods, I felt I was afraid to take that risk and get outside of my comfort zone. I  was an advocate for technology, but only ones that were safe,  such as SmartBoards or Elmos which are simply advanced versions of projectors and white boards. … While there were many programs I was nervous to use,  I was also able to learn new tools which I found my new strengths in.

Bri: I never particularly saw myself as a “tech person” and was a little fearful of whether I would be able to navigate my way around all this new technology. … I am proud of the amount of work I have produced in the short amount of time we have had together and I am proud to say I am not so fearful of exploring new technology that comes my way and I could also potentially see myself implementing these technology tools into my own classroom in the future.

Madison: I learned that stretching myself to learn different things is important in order to become more confident. I learned that although technology is a difficult subject for me, it is good for me to learn new things in order to grow as a person. I am definitely on my way to becoming a “tech-savvy” teacher!

Michael: Overall, it is my opinion that this course was a great success. One of the foundations listed on the class’s website states that the course “leverages a project/problem-based approach,” while another one says that it “…develops critical evaluation skills for assessing what works.” These were both met spectacularly: the course ran using an effective weekly project-based approach that promoted individual critical thinking concerning a wide variety of useful – and sometimes not useful – educational technologies for classroom use.

Lauren: I also learned a few things about myself as a learner too. I learned that I about how much fun teaching can be. All these tech tools take a lot of creativity and flexibility and these were both aspects of myself I needed to work on. Using the Apps we learned about caused me to challenge myself as a more hands on student and future teacher.

Hanna: I saw myself doing things with technology that I had never done before and pushing myself to try new things. I learned that technology is a lot more fun to include in every aspect of the classroom when you are comfortable with it!

Social Media Promised a Voice For All, Instead We Got Troll Farms

This is a remix of UP Tech Talk S06E02: Trolls, Tales, Twitter, and Thoughts – my conversation with cohosts Ben Kahn and Maria Erb of UP’s Academic Technology Services

My preface: I grew up in a different media environment in the fifties and sixties. My information flow was controlled by big corporate media gatekeepers – network TV, record industry, newspapers, magazines, Hollywood.  I taught a media studies class in the seventies and eighties. It was all very McLuhan – how TV was shaping our thought.

When the digital revolution (and later social media) came along, my first reaction: “This is great. The barriers to entry are down and the media gatekeepers are dying off.” I was publishing print on demand paperbacks and later multi-touch eBooks with my students. I was blogging, posting “how-to” videos on my own YouTube playlists and excited to network on Twitter chats with colleagues. I was advocating for my students to do the same – be content creators, not just consumers. 

I thought that social media would emerge as a low-barrier way for people to share information and that the “best content” would rise in a “marketplace of ideas.” But now I realize that because of the algorithms, we’re not in a common media space. We say we’re on Facebook, but the Facebook that I see is different than the Facebook that somebody else sees. The social media business models hype “engagement” and the most outrageous content rises to the top. Trolls and bots further game the algorithms and we end up awash in “junk” news.

Maria, Ben and I discussed the current state of social media, where we’ve been and where we’re heading.

Peter, Maria and Ben

“WW III is a guerrilla information war with no division between military and civilian participation.” ~ Marshall McLuhan, “Culture Is Our Business”, 1970, p. 66

Here’s a collection of essential reading on the subject

Made with Padlet

Image credit:  Adobe Spark  – UnSplash / ian dooley @nativemello

Digital Storytelling with TimelineJS

Digital storytelling with TimelineJS

My University of Portland students recently completed a PBL project, designing curriculum for the Oregon Holocaust Memorial. More here.

Students designed resources to enhance the visitor experience to the Memorial. Here we showcase the work of James Bayless and Kelly Sutton. They used KnightLab’s TimelineJS to support lessons plans to contextualize events surrounding the Holocaust. All events were placed into two categories: the rise and fall of Hitler and the escalation of Nazi repression and murder. See the timeline in context here.

TimelineJS is an open-source tool that enables anyone to build visually rich, interactive timelines. Beginners can create a timeline using nothing more than a Google spreadsheet. This opens up the opportunity for groups of students collaborating on a single Google spreadsheet the produces a common timeline.

Here’s more on how to use Timeline JS. 

How to Use TimelineJS from Northwestern U. Knight Lab on Vimeo.


Image credit: pixel2013 / pixabay