Screen Capture Ideas

As the staff in my building continue to build their technology skills, I'm reminded repeatedly of two important points: 1) there is always more than one way to "skin a cat" and 2) an old dog and always learn new tricks.

This week's discussion has centered around screen capture.  It has been asked of the staff to show they have mastered different pieces of our technology expectation list. In a perfect world I'd be able to work one on one with everyone, but we all know that's not where we are. So the staff are asked to find alternative and creative ways to share their accomplishments. The most convenient way is to share a Google Doc with screen shots.

I have mistakenly assumed that most people have done this. I could not have been more wrong! And through discussions, I'm finding more ways to do what I have been doing for a long time. So here are some "new" tips from the old dog on screen capture for a PC.


1.  Capturing an Image

If you simply want to capture the entire screen, hit the Print Screen button, usually in the upper right of your keyboard. If you only want to capture the active window, hit Alt + Print Screen.  There will be no indication you've got it, this is where trust comes in.

2.  Open Google Doc

For what the staff is being asked to do, simply go to your Google Document and Paste (Ctrl + V) the image in the document. Once you have pasted it, you can resize the image, change the text wrapping  (to Wrap Text, see picture below) so you can click and drag the picture around, and crop the image if you are only looking for portions of the screen shot.

No while I did some searching I also found a new way to capture the screen. My PC at school has something called a Snipping Tool. (Click on All Programs > Accessories > Snipping Tool.)

This tool allows you to draw a box around the area you want to capture, starting in the top left, clicking and holding to the bottom right. When you release the mouse, a window opens for you to edit and save the image.


This image is now on your computer (or the server if at school) and can be inserted into a Google document.


No matter what method you use, these or another one you might know of, the bottom line is they get the job done and allow the user to show what's happening on their screen.

Clearly to Clean your Web Page

Many times educators find great articles on the web they want to share with classes, but don't always have technology access during the class time. Yes, there are still situations where printing (for some of you that's the worst word I can say) and distributing is the best option to reach the most students.

If this is you, the go to the Google Apps store and download the Clearly extension. Why you ask? Most websites are filled with advertisements and extras that can mess up the look of the printed page (see the screen below).

When you apply the Clearly extension, you get a much cleaner look to your page, not advertisements, and larger print size (for those of us that need that.)

On the right side of your screen you'll have options to print, highlight text, and even clip the article to Evernote if you use it (which is a blog for another day).

When I know I want to keep an article, but not all the extras, Clearly is clearly the way to go!!

Reflecting on Being an Online/Blended Instructor

WOW! While the past 8 weeks seem to have flown by, when I look back at all the work we did I’m not exactly sure how I did it! This is the first time that I have truly been an online student. I’ve done a few projects here and there, but this was complete immersion of the online community for me. What an eye-opening experience. And to self-evaluate? I don’t even know where to begin.

When I look at myself as a learner, I would say I’m not cut out for 100% online learning. I’m so glad I took this course, but I want some interaction with people, I want some face to face conversations. Versions of this communication can take place in the online environment, but I’m not sure it would be enough for me. And I find myself teaching that way. I find it easier to verbally explain things to a student, then type up separate instructions to have them decipher. If I were to teach an online course, i definitely would incorporate videos of myself explaining work, assignments, expectations. Some students comprehend better (myself included) by hearing and listening. Skype and Hangouts activities to get to know one another would be a must. These “fun” sessions could be simply playing a game, telling about stories about ourselves, sharing with one another. This is what I felt was lacking in the class (not that there was a lot of extra time for it) and I would want to include it in my own courses. I know I would find myself going overboard making sure students felt the connection with each other and myself.

Using technology is a strength of mine. I’m comfortable trying new things and encouraging students to try new things. Because I have not taught a true online course, I don’t know what the requirements are for a student in regards to technology. What are they required to have? Do I get to determine that? Is it determined by the online school or school district hosting the course? As wonderful as technology can be, and how much it can add to a course, it can also be a hinderance if it’s not working or compatible. For the immediate future, I plan to implement many of my learned skills into my hybrid course in the hopes of converting it into a blended and/or flipped class. Small steps, but do each step well, that’s my motto.

As an instructor, this experience have been invaluable. I saw a quote that said “if YOUR job is to tell me how to do MY job, you have to have done my job at one point”. The same is true for online instructors. Had I not been a student myself, I would have a harder time relating to frustrations, time management skills needed, online collaboration, discussion techniques, etc. Experiencing it all first hand gives me insight into questions or concerns my students may have. I’ll be able to help advise and coach them as they complete work, relating back to my own course experience.

As I review the iNACOL standards for online teaching, I feel my strength lies in Standard B: The online teacher understands and is able to use a range of technologies, both existing and emerging, that effectively support student learning and engagement in the online environment. Technology is at the core of most of what I teach, I comfortable with it, excited about it, and encouraging of my students to try new ones. I am most unsure about Standard I: The online teacher demonstrates competency is using data from assessments and other data sources to modify content and to guide student learning. I understand what this entails, but I worry I will not do justice to my students because of the lack of face to face interaction. This fear may be derivative of my lack of experience in this area, but it is also not an area where "trial and error" will be an acceptable learning tool. I need to have some solid techniques and proven strategies to use so I can appropriately guide student learning. I'm going to have to work extremely hard to develop relationships with other online instructors so I can collaborate and improve my own teaching.

Just like technology, online instructions will continue to change. To stay current I am going to have to find other instructors to collaborate with, continue seeking out courses when I can learn new and emerging technologies, and keep on top of changes in the laws. Like a traditional instructor, my education in continual, but won't happen in the traditional ways. I hope to encourage some of my colleagues to take this course and start venturing into the online teaching world. The more the merrier! Any Fairmont Cardinals reading this? Want to jump in with me?

The Roles of an Online Facilitator

As I have been progressing through my online course (teaching me to be an online facilitator) I'm developing a greater appreciation and respect for those instructors doing this full-time, and to the extent we are learning about. This week we were asked to look at 4 roles an online facilitator has and evaluate them. Below is what I've come up with:

Four Roles of an Online Teacher

Social Director, Program Manager, Technician, Instructor

List the Four Roles of an Online Teacher from Your Weakest to Strongest	What Skills Do I Need to Gain or Strengthen?	How I Will Gain The Skills?
Social Director	Collaboration with other online instructors to get ideas/projects for successful community building Continually implement new projects into the course to develop community throughout the course Encourage interactivity and participation among students	Start with a welcoming, introductory activity Encourage interactions among students throughout the course by providing opportunities to work together and collaborate
Instructor	Facilitate learning without giving students a direct route to get there, allow students to find their way Provide timely/personal feedback to students	Establish a realistic “turn around time” for grading work or providing feedback. This needs to be soon enough to give adequate feedback to students while at the same time not overwhelm me with work
Program Manager	Develop a well designed course with a smooth flow from one unit to the next Establish a workable/doable time frame for assignments to be due and allow enough time for students to complete work and not feel overwhelmed Provide time management tips to help students with large projects	Work through some of the projects (simulations) I will have my students do so I have a better understanding of the time it will take Provide due date steps to break up work for units, not everything due on one day
Technician	Use common technologies that students and myself are used to Use a variety of text tools to provide information (video, audio, text, etc.) Do not always try to introduce new things (required new things) when something is working well, use new technologies sporadically Allow students to use the technologies they are comfortable with, even though I may not be familiar with, as long as the ultimate learning goal is met Provide basic FAQ’s or How-To’s for students to address basic needs	Continue my own technical learning so I can stay on top of new programs/Web 2.0 tools Continue to develop my PLN on Twitter and elsewhere to have some "go-to" people for questions or ideas

My idea of online instruction before taking this class and now are so drastically different! It's not that I didn't think online teaching was easy, but I did not realize all the requirements and laws that are now affecting it. I have a few blended courses I had looked on as being a pretty good start to moving to online. Boy, do I have some work to do this summer!

Assessment and Web 2.0

Education and a teacher's work, is broken down into what a student learns or doesn't learn. How do we know what was learned? Well, there has to be some sort of test right? A paper & pencil, multiple choice test run through a Scantron machine, any student taking your class should be able to take to prove they learned something.

Well break out of the dark ages, there's more to learning than that. I studied Howard Gardner in college, I know there are multiple intelligences and everyone processes information differently. I learned about Maslow and his hierarchy of needs and their effect on student learning. I also learned Skinner's Behaviorism. And by now you're probably thinking, so what? So you learned about these philosophers (and more), where are you going with this? Every one of these people thought differently about learning, had something different to say, something different about how learning occurs, and guess what, they are all right. Why? Because learning happens differently for everyone. And if we all learn differently, then how can we be assessed in the same way and be expected to show learning?

There's a novel idea, different assessments for different students! WOW! Why has no one come up with this before (yes, I do sound sarcastic).  As they used to say, there's more than one way to skin a cat (at least where I come from, although I've never seen it actually done except in Advanced Biology), well there's more than one way to assess a student for knowledge learned. And educating 21st Century Students, technology is a tool that can provide endless possibilities, particularly in an online course.

For instance, old school book reports. A student read a book, wrote an essay (usually 5 paragraphs, introduction, conclusion, supporting paragraphs, you get the idea) to summarize the story. Advanced English courses might ask for more; character development, the relation of a story to current events, how the point of view would change if told through different character, does the story make a social statement, etc. It's still writing. But what about the student whose passion is film making. Couldn't they create a short video clip in lieu of a written report? Could that show knowledge learned? Absolutely. Or what about the artsy student, could they create an art project, sure. The possibilities are endless. I actually found a report, 50 Alternatives to the Book Report, just by doing a quick Google search.  I even saw a teacher once who had students create fake Facebook pages for the different characters (same project, also in a history class).

For my computer classes, I could envision using Thinglink and having students import a screenshot of the MS Excel screen, for example, and label the parts of the screen to learn essential terminology needed to follow directions in future assignments. For Accounting, I would have students use Screencast-O-Matic to explain how they completed a Google Sheets Income Statement or Balance Sheet, addressing particular standards. In an Advertising class a student might use Smore or Tackk to design an advertisement.

No matter how creative or out of the box you want to get, it comes down to an assessment. How it looks, or what it entails, can be different for each student, or small groups of students, but there are 2 important components for an assessment strategy like this to be successful. First, some sort of rubric describing essential components you'll need to see to establish a student's learning is key. If you are allowing students a variety of options for completed work, this rubric may need to be somewhat broad, or non specific to projects. Second, it is essential there is continual feedback to students as they complete their work. Depending on the project, or length of time to complete it, will determine the number of check ins and how they might look.

Periodic check in points are a good way for a student to share what they have completed and the teacher to provide feedback, ask questions, and guide students in a positive direction. You might need to supply what objectives should be addressed at each checkpoint, or you might say "students should 1/2 done, or 1/4 done with your project" to help students learn time management. The struggle comes when you don't have these students sitting in a classroom with you every day. How you can do a check in will look different depending on the project itself. Regardless of the how, it has to happen. This is essential to a project's success.

So can you look to your own class and find some alternative Web 2.0 assessment tools? I'm sure you can, just take that leap outside of the box and go for it.

Social and Professional Networks

While Social Networking sites were initially created to do just that, get people to be social, I feel Twitter has evolved into something much more professional, particularly for those in Education. I initially got created a Twitter account at the request and prompting of some students. For about 4 years it sat untouched. I didn't do a thing with it, wasn't even sure what my login information was. Then I started getting curious. I had been seeing the "experts" talk about it, about PLN's, chats, etc. I started logging in and checking it out. By a stroke of luck (the planets were in alignment, the Gods were smiling down on me, you make the call) I began following a group of educators from Nebraska. Come to find out, they were the right group of educators because they got me started chatting in #nebedchat on Wednesday night. A new Twitter bird was born!

I have since moved to using Tweetdeck so I can follow multiple hashtags conversations and lists that I create. The picture above is just a screen shot of my Tweetdeck. I currently have 17 columns up and running (granted a few were there when I created the account, but I do use them). I adjust them periodically based on conferences or meetings I want to follow, particularly if I cannot attend.

The professional connections I have made on Twitter are irreplaceable. These are colleagues in the education profession I would never have found without the use of technology. I attended a conference last year based on recommendations from these people. And the crazy thing is, I have only met a small handful of them face to face, but I feel I know them almost as well (or better than at times) as those I spend all day with at school. For an educator to spend their nights and weekends sharing resources and responding to requests for information from others through technology, you know they are dedicated and passionate about their work.

I am passing my passion on to the staff members at my school by teaching and challenge teachers to use Twitter. This month they are participating in a March Madness Twitter Challenge. For those that had not used Twitter before, it's a great way to learn some basic skills used when tweeting, as well as sharing resources. My hope with this project is that these same teachers will find that technology has the added benefit of finding and sharing resources with those in their same content area, giving them connections outside the building and expanding their Professional Learning Network (PLN).

What I especially like is that I can get updates on my phone when there is activity on my account. Expanding on that, I have created Twitter accounts for all my classes. I post reminders and pictures from class for students and parents to follow. Now this is only one piece of technology I use for communication (Remind101 works great, and we're also using GroupMe now that we're working on simulations) but I keep in mind how I can best reach the students. While all technology might not be classified as "social", I feel if they are communicating with people in a way that is live and creating a digital footprint, I get the opportunity to teach them about proper communication, proper etiquette, and correct grammar and writing skills.

The photos above are examples of students using GroupMe to look for help in our Accounting simulation. The first one is my favorite. A student posed a question, and before I could answer, another student stepped up and answered! The perfect example of collaboration! AND using technology to do it! The others are pictures student sent with questions. Helps to see what they are doing, and it's in real time and can access GroupMe either on a phone, through an app or on the web.

Students might not see this as educational, necessarily. In fact, in the beginning, it was more of a game, "texting" each other using this app about non school related things. This did, however, give me the opportunity to educate about appropriate material being sent, and reminding them that we all could see EVERYTHING, including me, their teacher! Now that we've gotten into the simulation work more, they see it as a tool to help them. If you haven't tried this, I highly recommend it.

Web 2.0 Tools

When you first started your career in education, did you ever dream of having a plethora of resources to help engage your students in the content? How about tools to challenge the high flyers? What about something to help out a struggling student? If you are involved in education today, a teacher, an administrator, counselor, and yes, even parents, you have more tools at your fingertips (literally) than you can ever learn, and new ones popping up everyday. While they may not look like the resources you're used to, they're out there if you are willing to look for them. They're called Web 2.0 tools and they are AMAZING!

My position has changed this year and being in the classroom only one hour a day has allowed me the time to dive into more Web 2.0 tools and discover ways for teachers to integrate them into their own classrooms. This is what I love most about my new technology position! This past week I focused on Thinglink. I've been hearing about it, seeing tweets about it, but just needed to sit down and jump in.  And I am so glad I did.

First thing when I signed up I started looking for people I knew out there and what they had done. Mickie Mueller (@mickie_mueller) is the Tech Integration Specialist at Norfolk Public Schools in Norfolk, NE. She is my idol! I love seeing what she's been up to, what she's tweeting about and blogging about, so I looked her up. I found several examples by her (Nebraska History was my favorite) and got motivated.  Because we were starting simulations in my accounting classes, I decided to take the opportunity to use a picture I'd taken of the packet and Thinglink it.

I have 3 different accounting classes and some independent study students. All will be working on the packet, but some will miss the class lecture/instructions. I created this picture with audio clips I created in Sound Cloud (another Web 2.0 tool) to give the students information on the pieces of their packet. While we discussed this in class, those that were gone can have the information, or go back later and listen if they have forgotten. Now keep in mind this is my first attempt at Thinglink. I was excited about what I had done (and it really was easy to do), but wouldn't be blue ribbon quality if I were trying to convince a teacher to try it.

Now take this tool and flip it around. How can a student use this technology to complete a project or assignment and show learned content? I tried to look at other content areas and apply this. For instance, a student in a math class could take a picture of a completed math problem, all the steps written out, and add descriptions or links to the steps he took, applying what he knows to possibly help explain the process to another student (learn by teaching to another).  In a history class, students could take battle field picture, and dividing it into sections, critique the strategies used by the commanders, try to interpret what strategy they might have had that led to that decision, devise or construct alternate attacks or plans that could have been carried out.  And if students took opposing sides of a conflict, they could anticipate an alternate ending to the battle based on changes they put into place. 

No matter what level of thinking on Bloom's a teacher expects in the outcome, Thinglink would allow students the creativity to do that, as well as research and integrate other technologies, compare and contrast written sources and correctly cite them.