Canvas and Google Apps

Diane Woodard:: If anybody wants to buy my
seat I’m willing to sell it. Well thank all of you for attending. I had a couple of
questions prior to the session and one was will this be relevant to post-secondary? And
my response to that is I believe it absolutely is relevant. As an adjunct professor for the
University of Montana as well as the University of Wyoming these are tools that I require
of all of my pre-service teachers. Additionally, these are concepts that I require all of my
K-12 students and my post-secondary students be versed in. So I do feel like it’s relevant. If you didn’t get a chance to fill out the
survey, that’s okay. We wanted to kind of demonstrate – I kind of wanted to get a
sense of the audience and you know what – where you are at with one to one, if you allow smartphones
in your school if you’re K-12 and if you are Google School. So if you didn’t get a
chance to fill this out, it’s absolutely okay. There are three big concepts that were going
to try to focus on and I will tell you right now I’m really out of my comfort zone here.
I typically have an iPad strapped to my hand and working in small groups at table so I
will try to stay focused and stay behind the microphone, but it really puts me out of my
comfort zone. The three focus areas that we are going to
address today are collaborative content. One of the things I ran a Moodle server for several
years. I had a fabulous Moodle trainer, Randy Orwin here, when he was in Seattle, Washington.
And so I was pretty versed in learning management systems. When I came to Teton County schools,
they were looking for a learning management system, and we searched for about four months
and landed on Canvas. One of the pieces that I absolutely love about
the Canvas Learning Management system is how dynamic it is with the Google Tools. I am
a very passionate Google Tool trainer. I’ve have trained about 700 teachers across the
Northwest and presented at many technology conferences around the Google concepts and
the ability to be completely collaborative and in generating student-centered content
and my Canvas Instance is amazing. In other words, when I speak to that I’m really
referencing. I want my students to support me and myself to support them when we are
generating content in Canvas. And as all of you are educators you understand that in the
moment you say, oh, that’s a great idea. I forgot to put that in my content today. I
will add it when I get back to my desk. And I get to my desk and I forget to add it. Students
need to see this content immediately, and I feel like that we’re going to demonstrate
some ways that you can do that with Canvas and Google. Also a guided learning platform. One of the
things that I really like about Canvas is how nicely it works with YouTube. We’re
a GAFE school, Google Apps For Education, which means we now have unlimited storage,
and I can put gigabytes and terabytes and petabytes of video up and it doesn’t count
towards my storage in Canvas. So when I’m putting that content up if I can generate
a YouTube URL, out of my YouTube channel, and I paste it into Canvas it immediately
creates my thumbnail for me. So I get this really nice visual appeal with instant access
for my students. I’m going to show you a tool that I use
called Screencastify that is built into my Chrome browser. And I not only use it, my
student use it for presentations. We’re also going to talk about understanding student
submissions. We adopted Canvas last year. We are just over
a year old with our Canvas adoption, and we wanted to be able to have student, since we’re
a GAFE school, submit their assignments from Google. And there are a couple ways to do
that and I wish someone would have showed me some of the ins and outs and the pros and
cons of doing that previously. So we’re going to talk a little bit about that. This presentation is embedded in the Canvas
Instance that I’ve created for the session. Okay, you can get there in one of three ways.
You can get to our instance here, it’s public for all of you to see. You don’t have an
account. I have created a Google shortener and a QR code, so you will be able to get
to that. And this is also going to be linked from the Canvas Community. First let’s talk about collaborative content,
and I’m going to demonstrate some and hopefully kind of replicate what happens in my classroom
and in the teachers that I train. So I’m going to quickly slip over to the Canvas Instance
that I’ve created. Now when you get to this Canvas Instance, you’re going to see that
my slideshow is embedded in the bottom here. So you can always get back to it. So you don’t
have to worry about finding this embedded slideshow. First thing that we are going to do is we’re
going to take a look – oh and by the way, if you have a question that we don’t get time
to answer, I’ve put a Google Form here on the front that you can submit your questions.
There is a place for you to include your e-mail, and I will get back to you after the session.
Okay. So, collaborative content, let’s take a look
at that first. So first of all we’re going to talk about Google Docs and when I reference
Google Apps, I’m primarily talking about Google Documents, Google Sheets, Google Slides and
Google Draw. And I think all four of them are super powerful platforms for learning. So the first thing that we’re going to do
is we’re going to look at this. Now, I use the option called External URL. I was sitting
in a session yesterday and I heard a gentleman speaking behind me and he said, “Man, some
of the sessions are so awesome and they’re affirming what we are doing, but I just want
to know how, show me the step-by-step.” So one of the things that I have done in this
Canvas Instance is I have created a little video captures of the process that I went
through to make these things happen. So this is not about how-to, but the how-to’s are
included in this course for you when you get back. So the first thing I want to demonstrate is
this is very typical of what I do in my Canvas courses. I might have a weekly or a daily
agenda or maybe I have a brainstorming sessions and I’ve put my students in groups, and
I want them to brainstorm around a certain topic and contribute to a collaborative Google
Doc. Now I have Jan Segerstrom working with me. She’s the K-5 instructional coach at
Teton Public Schools, and I am the 6-12. So what she is going to do is you probably
noticed she has this Google Doc on her tablet of choice. She’s got an iPad. We are a BYOD
school. So I don’t want to have to care if you have a tablet or a smartphone or a computer.
I want it to be completely – I want to level the playing field for all of my students. So as she is making changes to this document,
it is going to dynamically update. So I am working with kids as we’re all collaborating
on this document, it is updating my Canvas course for me so that when I walk out of the
classrooms, students are already seeing the changes that we made, collaboratively. The
students that were absent are updated immediately, and I don’t have to remember to go back and
do it later. Right? So I use Google Docs embedded in this fashion
all over my Canvas Instance. Okay. Sometimes I link from a content page, but often times
I use an external URL in modules. Okay? So let’s… Jan Segerstrom: Can you increase the size
just a little bit? Diane Woodard: Increase the size? Absolutely.
Okay. The – I can increase the size, and then I lose all of my navigation. I will go
back up in a minute, Jan. Jan Segerstrom: Okay. Diane Woodard:: So the next piece, let me
come down just a little bit. The next piece that I want to show you is Google Slides.
Now we use Google Slides for formative assessment. I’m sorry, not Slides. I’m going to go Slides
and then I’ll go to Sheets. Google Slides is one of my favorite tools, because it has
that PowerPoint environment. I like the idea that when I have a Google
slideshow open that it’s going to dynamically change. If I have 30 kids in the class and
I’ve broken them into small groups than they can collaborate on one slide. The team leader
I want you to make changes to your slide. You’re slide 5, 6, 7, 8. And the beauty
of Google Slides, in my opinion, I taught for years using PowerPoint, and many of you
probably have the same dynamic. We’re going to do a group project. One person is going to drive and the rest
of you are going to sit behind them. That’s collaboration in the old-school way. In the
new way, they each have their own slide. They can be collaborating synchronously in their
slideshow and it’s updating my Canvas Instance. So we put together some pictures on our way
down here and from the Tetons and what Jan did is on slide seven she took a picture of
all of you just a moment ago from her smartphone. She opened up the Google Slides app, which
is one of my requirements for all my students and teachers, is on your smart devices, doesn’t
matter the platform, load the app, Google Slides, Google Sheets, Google Docs and Google
Drive, because then from my phone I can have kids go out into the field, that just-in-time
learning gathering in the moment content and contributing to my Canvas content at a really
rich level. So if I move to slide seven… Jan Segerstrom: You might have to refresh
because I’ve got… Diane Woodard: Oh I do need to refresh, sorry.
I refresh my page even though I have not – I’m not editing my Canvas course, I just refreshed,
and I can move to slide seven, and you’ll see… Jan Segerstrom: Did you not – I thought
I pressed… Diane Woodard: Did you hit the enter? Jan Segerstrom: Yup. Diane Woodard: I know you’re getting this
slow. It will eventually catch up with her connection, but slide seven is going to be
a picture of all of you. So typical scenario in my classrooms, whether it is post-secondary
or high school is for everybody to have a device of choice, contribute to a slide based
on the content that I’m presenting that day. Dynamically updates my Canvas course and when
I walk out of the classroom I don’t have to go back and have e-mail all your pictures
to me and I will put in the slideshow so it’s all there for you. I just became much more
efficient in developing classroom content and students were at the center of that. Jan Segerstrom: It’s still not doing that. Diane Woodard: It will. Jan Segerstrom: Okay. Diane Woodard: Your phone will catch up. So,
another thing that I use a great deal is Google Sheets. If you’ve never have a chance to
attend a Google Summit, if you are a diehard Google person, it’s a must attendance. It
is amazing what those guys from California will come and tell you. And one of the things that we do a lot in
Teton County is formative assessment, and it’s typical to have teachers with an iPad
strapped to their hand. I noticed in the year-end expenditures, a lot of them were buying that
little strap, so that they can go around in the moment gathering data and then it’s dynamically
updating their Canvas course if they have embedded it, such as what I have done here. So I have four people from Teton County in
the audience and they have Google Sheets on their device of choice. I got a mixture of
devices and so you can see if they are in this Sheet dynamically because I can see colored
squares around here. I can tell that Lori Clark–Erikson is here. Carla Swiggons is
here. So I’m saying their name. It’s showing me that they are active in my document. They are putting – and this is just a sample
spreadsheet. Maybe I’m trying to gather data in the moment on their student clubs, the
male to female ratio and how many nights 10th, 11th and 12th graders are in that club. So
when I talk about the data of all of these pieces, so you’ll see when Lori Clark-Erikson
is adding here. Notice how as she is adding the data in the gender balance cell it is
updating with a graph. That’s called a sparkline graph. It’s really a powerful tool in Google
Sheets. So as they add their information, it’s putting a bar graph here and over here
on the right it’s going to put a trendline graph. So I’ve just put a functioning in there. My
students are collaborating. They are enhancing my content and we’re able to dynamically
fill this Google Sheet and then we can have really rich discussions around that. Okay.
So that’s it’s called a sparkline formula, and it’s in Google Sheets. And when you come to this course, just so
that you know, if you want to know the formula right up here at the top. See this little
comment? Actually, it’s right up I believe. Right here is a – there’s the formula
embedded as a comment so if you want to use something like this you can grab that formula
and do it. Okay. The formula is in that cell and in this cell. The next one that I want to show and teachers
are starting to – actually let’s look at Google Forms. So this is the Google Form that
you filled out. Google Forms, I use. When I was at the university level I was asked
what was the number one tool that you thought every preservice teacher needed to know and
this is the one I pointed to, Google Forms, because I use Google Forms for all sorts of
things. We use them for walk-throughs to generate
reports, because everything is automated in the backsides. It saves me so much time. So
with this form each one of you submitted the form or many of you did. And I do this often
with kids, if you’re looking at statistical data, we’re trying to gather information,
I have them submit that and what it did here is it dynamically updated this summary of
responses. Which the thing I love about this, those of you who are Google users, you will
realize that this is automatic. We didn’t have to build these and that’s a timesaver. So when I look at this, this tells me a lot
about my audience. It tells me the institutions. We’ve got a lot with K-12. Welcome all you
K-12 people. It looks like we’ve got the majority of our people are GAFE schools. That’s awesome.
It looks like one-to-one schools, about 34 out of the total amount there, about 48%.
And cell phone use, it looks that we have about 80% which is awesome. Because one of the things I truly believe
in, I’m very passionate about is about eight years ago I started using cell phones in the
classroom every single day of my class when I was teaching K-12 and even at the postsecondary
level, with all sorts of tools, Google and otherwise. Because I’d feel like it is a
super powerful tool and if we have been using it for our purpose, maybe they are using for
an alternative purpose. Right? So that is an example of how I embed a Google
Form into my Canvas Instance and then I link to the summary of results so that my students
automatically see the results that we’re generating. And the final one is Google Draw. Jan Segerstrom: I’m not connected. Diane Woodard:: You’re not connected? That’s
okay. Jan Segerstrom: Am I showing up in there? Diane Woodard: Nope, you’re not showing
up. So this is Google Draw. Google Draw is – I’m relatively new to the suite of Google
apps, the Google apps productivity suite. I’m starting to really see the power of
this for all sorts of things like brainstorming, for virtual manipulatives for my math teachers.
Lots of uses here. There are thousands of templates out there
for you to already use, so this would just be an example of something I would do in a
classroom where my students could come to this page, and one of the things that I want
to point out is when you are working with Google Docs and Google Sheets and all of these
different tools embedded, the reason I am seeing the edit tools is because I am logged
into my Google Drive. My students don’t see those edit tools. Okay? If I’ve shared the document with them, they
do see those edit tools. So I think those are really important pieces when you are rolling
out something like this. And you can see that Jan is down here in this bottom section under
Google Drive and she is typing in there dynamically. Okay? So she’s contributing contract to this,
and again, this will be very typical of what I would do with classroom teachers or students
or during PD opportunities. Okay, the embedding of Google Draw. One of the things that I have included it
here. One of our a-ha’s, and it continues to be kind of an a-ha for us is when you are
training teachers to use Google with Canvas don’t under emphasize their understanding
of share permissions. Okay? They need to know that if they link a Google Docs from their
Canvas course and they have parents as observers their parents don’t have GAFE accounts. They
will not be able to see it. So it is essential, and this sheet right here is a step-by-step
of how you set those. It’s also down here. This table that says,
when I say can view what can they do with my documents? So this is a nice little grid
that shares out with you, these are the features – this is what will happen if you use this
share permission. And really consider your audience. If you have parents observing in
your courses, you need to say anyone with a link can view. Now the power of that is they can’t search
on Google for it, because you haven’t made it public. You’ve said, anyone with a link
can view. Therefore, when they get into your Canvas course via their password, they can
get to the link and they can see it. Okay? So it still has that layer of protection,
if that’s a concern for you. The next piece, and I have, I’m just going
to go ahead and just load this up. Give it a minute to load. Another one of the things
that I like is when you are linking in any of these tools in Canvas. If there is a problem
and it doesn’t load correctly, all they have to do is click right here on the heading and
it will load in a new tab for them and they will see this full version. This is the step-by-step
out of the Canvas guide of how to link an external URL, okay, and the way that you would
do that with Google. The next piece that I wanted to talk about
is this use of Google YouTube accounts. So I have a Google channel, a YouTube channel,
and on that channel I am always publishing video to guide student learning. One of the
things that you’re going to notice and you can’t see it in this one because this is
not my computer, but I put an extension in my browser called Screencastify. A couple
of reasons why I like Screencastify. Screencastify is like a lot of the screen casting tools,
but it’s embedded in my browser. It allows for picture in picture, so for example
if I have five students gone and they need to finish their Google presentation. They’ve
done a Google slide. I have them load Screencastify into their browser, give their presentation,
it puts a picture of them on the bottom right corner. It narrates their presentation. They
can then submit this on their Canvas course and then it provides this platform for real
rich dialogue and peer reviews. Okay, so using the Screencastify tool is fabulous. I have included a video on my Canvas course
on how to do that. Okay? So you can get back to that, but the beauty of that is it loads
into my YouTube channel and saves a copy in my Google Drive automatically. So when I go
grab that URL out of my YouTube channel and paste it into my content page, it immediately
creates my thumbnail. That’s easy I feel. I don’t have to go find embed code. I don’t
have to do any of that, so that collaborative nature between Canvas and Google I feel is
super powerful. The next piece, I’ll go ahead and transition
on here, is that grading piece. What we have found at Teton Public Schools is that there
is really two solid ways to have kids submit Google Docs, Sheets and Slides as assignment
submissions. One is with the URL and the other one is by registering their Google account
with Canvas. In our opinion, the pros and cons of that and I basically put together
a screen cast video here of as far as an instructor, the grading lens, this is how it would look
if you were grading, if the student submitted via URL. The one thing my teachers like about this
way of submitting assignments is they can watch their learning. So for example I have
a middle school teacher. She sets the assignment up and as part of the introduction to the
assignment, she has all of her kids go created Google Doc, name it, share it with the teacher
and submit the URL before they have started the project. That’s step one. Now it’s in her Canvas course and as they
progress through the project she has this timeline and she has this progression of learning
that she can monitor. The downside is when she goes to grade those. She has to flip back
and forth, toggle back and forth between her Canvas account, she has to choose where she
wants to make the comments either in a Google Doc or in her Canvas Instance and then go
back and look at the Google slide show. So I’m teacher lens, it’s a little bit clunky,
right? Now the other way is to have them submit it
using the Google Drive app. The thing I like about that platform is if I submit or if I
have a student submit a rough draft, it’s like it takes a picture of it. It freezes
it in time. If they make changes in their Google Drive it does not change the one they
submitted to me as a rough draft. Then I have Crocodoc embedded right in my Canvas where
I can make all my highlights, I can do all my reviewing right there in Canvas. That’s
super-efficient for me. For the student, they need to look at your
comments in Canvas and then go make their changes in Google Drive, right? And then also
submit it a second time, which freezes it as their final copy. So you just kind of have
to work through the dynamics of that and figure out what works best for the individual teacher.
I don’t believe there is a right or wrong way there. It’s just what works best for
you. Okay? So I think that is super powerful. Yes? Female 3: Hi. When you are talking about submitting
do you – is there any – I’m brand new to Canvas. Diane Woodard: Yes. Female 3: But we use – we’re a Google
school and we also use Google Classroom. Diane Woodard: Okay. Female 3: Is there any connection with that
when you’re talking about submitting those? Diane Woodard: Yeah. Yeah. Her question is,
she uses Google Classroom and so then where is the distinction there? Now a couple of
things that I will tell you. We use Google Classroom, some of our teachers do. One of
the reason we use Google Classroom is, and I don’t believe, Google Classroom is not a
true LMS but it’s a fabulous platform for monitoring projects, right? So, and especially
if you have cross classroom projects, our students are generated into our Canvas Instance
via PowerSchool. So if I am working with another class, there is no way for our two classes
to collaborate, right? So in that we use Google Classroom. I have a second grade teacher that is using
Google Classroom and loves it. We’re actually thinking about, well maybe K-2 is a nice lead-in
with Classroom, but then I have some high school teachers, our Liberian from the high
school, uses it in an amazing way with when she is collaborating with other teachers,
but it still requires if you want to do your grading in Canvas to go get that grade out
of Google Classroom and put it into Canvas. So that double entry, yeah. Yep. It absolutely
is. And especially if you’re using that – like
we’re using the syncing so when we use the gradebook in Canvas we have it pushed directly
to PowerSchool. So we’re using that push and that is super-efficient for the teachers.
It’s a good question. Yeah, you’re welcome. The next thing I want to share, let me let
this switch over. This is the grading lens. I have created a Screencastify for you here.
The grading lens of how to submit via the Google Doc when you register it. And in this,
this shows you can see the Crocodoc highlights in here. This is what it would look like if
you actually have been submitted that alternative – the second way that I referenced, so you
can take a look at that. The final piece, because I see that I have
five minutes left. The final piece and I’m going to skip down here and like I said, all
of this stuff is contained in that Instance, is we wanted to share with you lessons learned
with Canvas and Google integration. So here are some things that we learned. Again, just to reemphasize, don’t underestimate
the importance of sharing. Make sure your teachers understand sharing rights, make sure
your students understand sharing. Okay? And it will go much more smoothly for you. Don’t
make assumptions that your teachers know the Google Tools, because when you at least when
I surveyed a lot of the teachers said oh yeah. I’ve been using the Google Tools for four
or five years. And I said, oh awesome. How are you using them? Well, I use Gmail, and
I use Google Search. And then, you know, and that’s an easy mistake to make. You really need to make them understand, no
this is Google Apps. This is similar to the productivity suite of Microsoft Word, PowerPoint,
Excel and then start talking about the differences and how this is cloud-based option. So really,
make sure you emphasize that. Make sure you provide specific training on
embedding. Now that can be face-to-face training or that can be just putting to gather screen
casts and such for embedding. Embedding is very easy. It’s a little daunting for some
at first, but then when they get comfortable with it, it’s a pretty easy option. Make sure that you continuously model a dynamic
– the dynamic nature of Canvas and Google like Jan and I were doing. She was contributing
to content so that you could see this is what it looks like in the classroom. Model that.
When you are PD put together a Google Draw and have your teachers get into groups and
then have them contribute, have them watch what happens in Canvas. What I tell my teachers is Canvas should be
your launching page. One of the things that you need to do is market your Canvas course.
Every student, every parent should know how to get to it seamlessly. Okay, so if that
means every day when I start my lesson Canvas is open. Oh, that hand-out that I’ve got
for you, right here in Canvas, so you’re continually modeling that for your kiddos. So I feel like
that that’s a really important thing to remember. One of the things that we did is was when
I came to Teton Schools, I had been using the Google Tools for about seven years and
initially it was, we’re not a Google school. We don’t use Google. We’re not going to
use Google. Within about a year, and teachers were so jazzed about it, they were excited
about using Google. But we were adopting Canvas at the same time. And one of the things one of the teachers
said, you need to tell teachers about putting Google content in, because if they upload
all their files from our network drive as traditional files and every time they make
a change to a file, they have to change it and upload it again. And they say, why didn’t
you show me this six months ago? It would’ve been super easy for me to maintain my Canvas
courses. So, what I would recommend is that you at
least 3 to 6 months out, if you’re not a GAFE school, make sure you do some training with
your staff so that they understand that if they’re going to use these tools as an embed
option in Canvas. The other thing is dual login. When our students
set up their – when they get logged in through active directory, that logs them into Canvas.
It logs them into their e-mail, to their Google account. There is four items. And the local
computers in our district. So we wanted that all syncing so that they had the same password
for all four accounts. If they want to reset it, they reset it for one, it resets them
for all. Male 1: Does it log in to the PowerSchool
as well? Diane Woodard: It does not. I wish it did.
We do not have that one figured out yet, but we’re working on it. Also create orientation modules. One of the
biggest complaints I hear from teachers is, this is all great, but I get a new student
and I have to teach Canvas and Google and how to get into their e-mail because we have
not yet adopted Gmail. We are using the Outlook e-mail with our GAFE account, but we’re
pushing hard on that. But you know, the point is a new student comes in, and that’s really
time consuming to get that kiddo up to speed and not take time away from your other students. So create some orientation models embed those
in your Canvas courses. Every single teacher should have an orientation module set up so
that new kids come here. Here, sit down and watch this or go through this orientation
module then come back and talk to me. Come back with those really high-end questions. And then finally, and this has been said numerous
times throughout the conference, but when you provide PD, provide it through your Canvas
Instance. Make sure you’re using Canvas to – so that the teachers can see the student’s
side of that. Okay? I can see that I am completely out of time,
but we’ll take any final questions that you might have. Yeah? Female 3: So even if, like I’m not in a
GAFE school, I have access to all these apps in Canvas right now, right? Diane Woodard: Yeah, you absolutely do. The
only distinction is that a GAFE, GAFE teachers, GAFE students have unlimited storage with
Google. There is also built-in security, if you’re a GAFE school but with your free account,
I operated my free account for seven years, so absolutely. Yes?. Female 4: With your Google Docs it looks like
you have been using – you said you put the URL in, and so I received a URL instead of
event code? Diane Woodard: Not really. Just because it
is so easy. I would have used the embed code if the URL would have taken me outside of
Canvas, but the external URL keeps me right in Canvas and that’s – it’s just easier
I feel. You’re welcome.

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