Collaborating With The Future Schools Expo

This week I was excited to receive correspondence from David Colville, from DataCom Australia. He was present at the 2016 Future Schools Expo in Sydney. His request was that a group of St Andrew’s College students could be made available to share ideas with small groups of students from Mount Sinai College, Sydney. These students had been taking part in one of four future challenges as part of the Maker’s Playground of this conference.

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Collaborative Skype Session with Mount Sinai Hill College

The 4 Challenges:

  1. There was a tornado in Sydney last year. Some houses were destroyed. What sort of house could survive a tornado?
  2. We know that you learn better at school when you are happy, but some times you come to school sad because you might have had a fight with your brother or got told off by your Mum. How can we cheer students up when they get to school so they are ready to learn?
  3. We love Lego, but cleaning up the pieces and finding the right one can be difficult. Is there a way to sort Lego pieces out quickly and make packing up our lego kits more effective?
  4. We don’t have enough refs for our netball games. How can technology help our shortage of refs?

After a quick bit of organisation from preparatory school eLearning expert Wilj Dekkers, it was decided that our recently formed Year 8 Gifted and Talented group would be perfect for this opportunity. This group are working with Mrs Julie Rogers as part of the College’s GATE program.

The view from Sydney: Mt Sinai College students at Future Schools conference on a Skype call to St Andrew's College

The view from Sydney: Mt Sinai College students at Future Schools conference on a Skype call to St Andrew’s College

With only a few minutes preparation time afforded, it was great to see this small group of students independently agree to use the Collaboration Space on a OneNote Notebook, set up a dedicated area of this space so that they could collaborate on their ideas during the Skype Call, and then test the functionality of this space. This setup was all done independently of any teacher input and took only a few minutes.

The structure of the Skype conversation was simple. A small group of Mount Sinai students explained their solution to one of the problems described above, and the St Andrew’s students responded with their critiques, ideas and encouragements.

During the activity the students from both school were extremely engaged. They listened carefully to the input from all students and the questioning and reasoning on show was impressive. This activity was a really great example of students, in two different locations, displaying their collaborative and teamwork skills in an unfamiliar setting.

I liked the future problem solving Skype, because I enjoyed helping them with their problems to come up with better solutions. I also enjoyed discussing these problems with our group. We all put our solutions together to make the best one. Our group of year eights all had an input to help improve their solutions, because even if we didn’t want to say out loud, we had our OneNote to write our suggestions on, so our other group members could say it for us. – Maya, St Andrew’s College Year 8 Student

Here, at St Andrew’s College, we enjoying using Skype to connect with other Educators or Students across the globe. We have enjoyed a number of Mystery Skypes, have engaged with a children’s author, and brought experts into the classroom. We all look forward to the next opportunity to use Skype to help complement the other great learning that occurs in our classrooms!

Staff Profile – Donna Jones

Throughout 2016, this blog will profile a number of different St Andrew’s College teaching staff, with a focus on the role that eLearning has had, and will continue to have, on their practice.

Introducing Donna Jones

Donna Jones

Since her arrival at St Andrew’s College in 2004, Ms Jones has become a valued member of the English department. Teaching English at all levels, Donna is always keen to try and improve her pedagogy through the use of technology in the classroom.

eLearning in class

Over the last few years Donna has, along with a large number of staff at the College, began to use OneNote in all her classes. Pleasingly, it is the Collaboration Space that Ms Jones finds the most value in, as it enables her students to establish strong relationships within the class, and discover the power of constructive peer assessment. From a teacher’s perspective Donna enjoys being able to monitor the reading of her students more actively, as the evidence the students provide on OneNote allows her to acknowledge their efforts more readily.  

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Example of students providing peer feedback on book reviews

A second example of task modification that eLearning has enabled in Ms Jones’s class is the production of visual text’s, in her senior classes. The further development of these tasks is a priority this year, and will be blogged about at a later date.

 

Cross Curricular Learning in 2015

anthrax still

The news broadcast was so realistic that some students had to be reassured that it was not real!

In 2015 Donna conceptualised an innovative cross-curricular inquiry for her year 9 English class. The inquiry simulated an ISIS anthrax attack at location within the city. A College parent assisted hugely in the production of an incredibly realistic breaking news broadcast that truly set the scene for the students. They then worked in groups in their English, Science, Mathematics and Social Studies classes to formulate a counterattack proposal which was presented to a panel of experts, including the Rector, Mrs Christine Leighton, the College’s General Manager Mr David Evans and a representative from the anti-terrorist squad, and a Mr Tim Radcliffe, a member of the Christchurch Police Force. “The thing that impressed me was the level and depth of thinking that the students demonstrated in response to what could be a real threat to Christchurch. The use of OneNote across the four subjects enabled them to communicate across the curriculum areas and develop their ideas and responses collaboratively.

2016 Aims

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The College’s historic Strowan House will be reproduced in Minecraft

As part of a trip to the UK during the recent holiday period, Donna attended the 2015 BETT conference in London. As part of this conference, Donna was lucky enough to attend the launch of the Learning Tools in OneNote. A key takeaway from the conference was an exciting idea that Donna is driving, in anticipation of the College’s 2017 centenary celebrations.

The project involves a group of students using MineCraft to recreate the College’s main Historic building, Strowan House, circa 1917 and 2017. The challenge for the students will be to utilise historic photographs and floorplans.

“This collaborative project for both Preparatory and Secondary students to work in an innovative and exiting way to showcase their skills, whilst celebrating the history of the College at this important occasion.”

Post Graduate Study

In recognition of her enthusiasm, talents and dedication to teaching with technology, the College is supporting Ms Jones complete a Postgraduate Certificate in Applied Practice (Digital and Collaborative Learning). She is the first staff member at the college to complete this qualification, so we will be watching her progress with interest!

“I am aware that technology is going to be pivotal in reaching students as that is the medium most often defaulted too. I love Learning.”

 

Inducting Students into a 1:1 Laptop Programme

As the new school year begins, the 1:1 laptop programme at St Andrew’s College continues to grow. As the year begins, all Year 8-11 students are required to bring a laptop to school each day. With the number of Senior College students voluntarily bringing laptops to school growing each year, we are ever closer to all students in the Secondary School having a laptop with them each lesson.

Staff feedback from the first two years of the 1:1 program raised some concerns around two main themes:

  • The first was about the amount of class time that some teachers felt could be wasted at the start of the year, getting all student’s computers successfully connected to school systems, and the class OneNote Notebook.
  • The second concern raised was around the the lack of familiarity of some students with their particular device.
Students working hard on the task

Students working hard on the induction task

In response to these concerns the decision was made to invest some time in the first few days of the 2016 school year to actively try and get Year 9 students more familiar with their own computers, and the systems that we use here at St Andrews College. In consultation with Middle School leadership, it was decided that students would have four periods to complete such a task – with the time being split over the first two days of the school year.

Creating the task

With over 200 Year 9 students the range of ability and engagement with computers was always going to be extremely varied. For this reason I decided to create an induction task that used a single platform, OneNote, as the base, with a range of other resources linked into it, such as instructional videos and surveys.

In an attempt to gain some preliminary information all students were asked to complete a short online survey. Of most interest to me was their responses to the following two questions.

Initial Survey

The results from these two questions particularly gave me the confidence that such a programme was incredibly important for our incoming Year 9 students. While approximately half of our Year 9 intake are from the Preparatory School, where we know they receive a thorough grounding in all things IT; the remainder of our intake arrive from a wider range of feeder schools; from across the city and beyond. A major aim, when writing this task was to ensure that all students gained a basic understanding of both their computers (keyboard shortcuts, power saving settings, and our systems such as printing, emailing and online storage.

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The basic premise was to write a task that was based in OneNote. To make the task more contextual, the ‘how to use your computer’ material was woven into a basic inquiry-based task that required each student to design their ultimate teenage space in the Christchurch city rebuild. Within the induction task each student was required to complete a wide range of tasks including:

  • Accessing their College email to gain access to the Onenote Notebook
  • Access a variety of video resources around computer care, computer use, and IT systems used at StAC, and complete tasks to reinforce this learning
  • Add preliminary ideas to the Collaboration Space in OneNote about a potential Youth Facility in Central Christchurch
  • Collate and analyse the best ideas from the Collaboration Space, in their own area of the Class Notebook
  • Add audio to their own area of the OneNote, critically analysing their best ideas
  • Learn how to print their work
  • Hand their work in using the Assignment activity on their classes Moodle Page

Upon completion of the task the feedback from the students was extremely positive. A number of individual students commented on the benefits they saw from completing the task:

This task was good because it helped me learn how to use my computer.

I liked how we could try some of the things by ourselves and the demonstrations from the videos.

 

student feedback two

Similarly,Year 9 Tutor staff, who were involved in supporting the students during their induction sessions, were also asked to provide feedback. It was particularly pleasing to see the high regard with which they held the assistance that they received from IT staff during the Staff feedback.

Moving forward

On reflection I am very happy with how this task went. As with doing anything for the first time, I will continue to reflect carefully on all aspects of the task and try and identify the improvements that can be made. Obviously providing adequate IT support over 13 classrooms and over 200 devices is an acknowledged difficulty, but I really hope that the teachers of Year 9 will notice an improvement in the confidence, and capabilities of their classes as the school year gets underway.

Making It Easier To Read & Write with OneNote Learning Tools

Few would argue against the fact that technology should support teachers and learners in the classroom to achieve better learning outcomes and comprehension. Sadly, too often the technology is shoe-horned into learning environments simply to “tick the box” that eLearning is happening. By creating a role of eLearning Integrator that is filled by Mr Tom Adams, St Andrew’s College has committed to supporting our teachers maximise the benefits of the technology available.

Therefore, it is very pleasing to see that Microsoft have recently released some tools for OneNote to further support the literacy of students by making it easier to read content and improve their writing. The Learning Tools For OneNote, a free download, provide a set of extended features that will help improve learning outcomes for all students.

It’s a game changer.

Mr B. Clark (Head of Learning Support)

From the website:

  • English language learners can increase their fluency.
  • Emerging readers can feel confident when reading material at a higher level.
  • Students with learning differences like dyslexia can decode text more easily.

Learning Tools

Watch the above Office Mix Video to see Learning Tools in action.

Features

New features in the OneNote Learning Tools

The downside of this new tool set is that it is currently only available for Windows clients of MS OneNote, leaving Apple Mac users and OneNote Online web clients out in the cold. Nevertheless, when Mr Adams talked with St Andrew’s Head of Learning Support about this new feature, he replied “It’s a game changer.”  

As a result of this positive endorsement, which was echoed by our Head of English Ms Tam Yuill Proctor, the ICT services team will be deploying the OneNote Learning Tools (download directly here) to all laptops/desktops managed by St Andrew’s whilst also encouraging students to install it on their BYOD devices.

I look forward to hearing from students and teachers alike how these new tools are supporting positive literacy outcomes.

Microsoft Video Showcases Innovative Educators

On the 23rd November 2015 Microsoft NZ arranged for a TV crew to film and interview a number of staff and students at St Andrew’s College. The focus of the day was showcasing how the Surface Pro 3 and OneNote were being used creatively within the College. The three teaching staff interviewed were Mr Wilj Dekkers (Year 6 class teacher in the Preparatory School), Ms Tam Yuill Proctor (Assistant Head of English) and Mr Ben Hilliam (Assistant Head of Maths).

These three were chosen as they have been using the Surface Pro 3 since our initial trial group was formed in late 2014 and also because they have recently been named as Microsoft Innovative Educators for 2016:

St Andrew’s College’s three Microsoft Innovative Educators for 2016 from left to right: Mr Ben Hillian, Ms Tam Yuill Proctor and Mr Wilj Dekkers

All three have featured on this blog before, with some of my favourite posts about their teaching being:

What impresses me about these teachers is how natural the integration of technology and eLearning strategies are. As I noted on the post about Mr Hilliam above:

Whilst the phrase “ubiquitousness of technology” is over used, this lesson did demonstrate that when used effectively, the technology is not at the forefront of the lesson. It was not gimmicky or flashy, instead it provided functional improvement to what was already a great lesson.

Certainly, the technology available to achieve this integration is available and well supported at St Andrew’s, something that Ms Yuill Proctor noted in a blog post published today:

At StAC I count myself very lucky to have the technology, infrastructure and guidance available to try new tools to enhance the learning programs and assist with day to day teaching.

Having access to the tools and support increases the confidence of teachers to try new things – sometimes this is simply at a “Substitution” level on the SAMR scale of technology integration – but often it goes deeper into Modification and Redefinition:

SAMR Diving

These three teachers, recognised externally by Microsoft for the innovative work they’re doing in their classrooms, along with our eLearning Integrator Mr Tom Adams, need to function as change agents and ambassadors within the College in 2016, sharing their pedagogy and encouraging colleagues to follow their lead.

In 2014 St Andrew’s introduced the 1:1 Computing Programme to Year 9 students, making it compulsory for all students in that year group to bring a laptop. We have now successfully concluded the second year of this and, in 2016, are rolling back this requirement to Year 8 students in our Preparatory School as well.

Both Mr Dekkers and Mr Adams have been heavily involved in planning the rationale and support for the Year 8 programme. The result of this is that close to 700 students in Years 8-11 will be required to bring a laptop to school each day: clearly the need for eLearning leaders such as those recognised above is critical to ensure staff and students can maximise the value of this technology.

I am really pleased that this video, and the recognition from Microsoft of these three teachers, reflects the huge amount of effort and planning that goes into teaching with technology at St Andrew’s College.

Footnote: One of the happy outcomes from the day Microsoft spent filming was the chance to interview Toby, a budding game developer in Mr Dekkers’ class. This led to a followup Skype interview that I blogged about here

Toby 3

EPIC Adventure for Year 7 Students

The EPIC Centre the students visited

The EPIC Centre the students visited

Earlier this term a number of Year 7 students from St Andrew’s College were able to visit the EPIC facility in the central city, as part of a visit co-ordinated by Miss Briony Marks. EPIC stands for Enterprise Precinct Innovation Centre and is described on their website as:

EPIC connects New Zealand’s high-tech entrepreneurs with each other and their counterparts around the world

EPIC (Enterprise Precinct Innovation Centre) Christchurch serves as a bridge between innovation focussed companies of all sizes. Connecting business with investors, Governments and technology hubs around the world, whilst fostering a collaborative environment for Christchurch business and social communities to work together

The various inquiries that the students have participated in this year have shared a technology focus and so the opportunity to connect with the wider technology and innovation community was too good to pass up.

I asked whether the students who visited EPIC could write a few reflections for this blog and so they used Microsoft OneNote to brainstorm what they had seen. A number of similarities were identified between EPIC environment and that of St Andrew’s:

epic-brainstorm

Here are the reflections from the students:

Students arriving at EPIC

Students arriving at EPIC

On Thursday 5th November we took the bus and we went to EPIC. EPIC (Entrepreneurship Precinct Innovation Centre) is a large building in the centre of town, this building houses several different companies that work in high tech industries. When we got there we had a tour guide, Jalanda. We got taken to a little seating area to get talked to about the whole place of EPIC, the values and the ideas behind the building.

EPIC was set up because many tech businesses in Christchurch lost their buildings, hard drives and files because of the Earthquake. So they all were squished and cramped together in a small building close to the airport. This situation, although unfortunate, brought many of the companies together and soon after, they started collaborating and sharing their ideas with each other, to make their projects better. They all figured out that this was a better way to work, so 2 years ago they built EPIC, where more than 20 businesses now work. Even though now they have more space, the heads of the building have decided to build the toilets and kitchens in communal areas, so that people will bump into each other in the hallways and share ideas. Even Google was in on the idea and donated a coffee machine to the building because everybody needs a coffee break at one point during the day so you’ll meet new people who you may not work with directly.

Getting creative at EPIC

Getting creative at EPIC

We visited four different companies; they were called SLI Systems, Cerebral Fix, Red Seed and Meta Digital. All of the companies were downstairs except SLI Systems which is upstairs. All the companies are based on technology, and web or game designing and one had a green screen.

SLI Systems

These guys worked to get your website on the front page of Google. They worked with searches and helping people navigate your website easily.

SLI was the biggest company that we visited and it had a lot of work space. Each group of employees had their own office. The offices were really personalised and someone was even doing work whilst on a treadmill. SLI had a lot of fun; there was a competition where they got an old chair and they had to redesign it. The winning chair, a Darlek was in the corner of the office. We noticed that the people working there all had Nerf guns, they had Nerf wars and they planned raids against other companies.

SLI has offices in Japan, London, Australia and the USA. There are also heaps of people from different companies that work there. They had all their flags up on the wall and they celebrated all the different national holidays to make their staff feel welcomed. When we went they had just had a Halloween party. There was an iPad that was on a skateboard Segway that could move around the office. This was controlled by people in the offices abroad so that they could talk “face to face” via Skype.

Red Seed

RedSeed help people get better at their job. Red Seed are an online training provider, this means they run training for lots of big shops like the Warehouse. Their clients sign up to courses online and can learn on the go by watching videos at home or on their mobile phones. The bosses can see who has watched what.

The lady who set up the company used to go to different companies and help train the staff in sales and customer services, but this was not very efficient as staff changed over a lot. So she decided to try to record some of the videos online. This became really popular and is how Red Seed was born.

It was cool to see the green screen and see people teaching and learning outside of school.

Cerebral Fix

EPIC_3Cerebral Fix make video games and they were the coolest company! They are a video game designer for Disney and DreamWorks and have made games for lots of films. They make apps and other mini games as well as some larger ones. There were lots of people working there on Macs and Windows systems; they chose which they preferred or sometimes had to design for a certain platform (iPhones, Android etc).

Cerebral Fix were really interesting. It was great to see a game company for real and to talk about how long it takes to make a game. It was great to see the process involved in making a game, from ideas to the coding and testing. Sometimes they can get 95% through making a game and then it doesn’t work. They just have to start over and try again.

To get their ideas they play lots of games and talk about what they like and what they don’t like. They don’t just play video games; sometimes they play board games and use the ideas out of them to help design video games.

Meta Digital

EPIC_4Meta Digital were web-site designers. This was a very small company and office but they all seemed to work together and get it done. Each person had their job to do and they were able to speak and work together because of their smaller office. They had a maximum workload of 4 projects at one time, when we visited they were doing 3.

Clients would ask the people at Meta to design them a web-site. Meta have a “look” to their designs meaning they look similar, people would come to them because they like their look and then the designers talk to the clients and ask heaps of questions to make sure they get it right. Then once it’s been designed they start to program it and hope the clients like it!

EPIC and School

EPIC was quite like school because the building had lots of open corridors and places to work together. They shared their kitchens like we share our lunch space and the donut seating areas. This means that people get to chat in a less formal environment and you don’t just have to hang out in your office or classroom. These small businesses are a bit like all our different classes; they were all working together well. They could use their space to collaborate or shut themselves in to focus and work on their own. We bump into other people in different classes in the corridors and on the way to the toilets and get to know each other in the same way. Also, EPIC and School both have coffee machines for people to meet at. Teachers and parents have coffees in our café and the workers meet at the machines too.

Open break out spaces similar to what is available at St Andrew's College Preparatory School

Open break out spaces similar to what is available at St Andrew’s College Preparatory School

Working at EPIC

I would like to work at the EPIC building because they were very relaxed and it didn’t look stressed. The working environment was really fun. People had lots of Nerf gun wars, dress up days, design a chair and competitions to see whose eye was whose. It’s not very normal…. we think that they did these things to meet each other and have fun within the building. People concentrate better when they have fun and get break time to recharge. Meeting other people means having more ideas and getting to share your thoughts with others.

All these businesses needed creativity, all over the building there are artworks from Weta and video game landscapes. In the offices, employees brought in items from home that they loved (statues, toys, games, pictures and stuff like that). They had their personal things in their offices and dogs could come to work.  This made people feel at home and inspired to be creative. Without creativity work would be boring and they would make lame products, but if you are creative it means your work would be unique.

 

OneNote Embraces Learning Management Systems

LTI-Blog-Composite-FIIn a recent announcement this week, Microsoft have revealed tighter integration between OneNote and a range of Learning Management Systems including Moodle, which St Andrew’s College uses. One of the key new features is automatic enrolment of students from a Moodle course into the Class NoteBook in OneNote which would streamline the setup for teachers.

I am really pleased to see this announcement because it highlights that Microsoft continue to see OneNote as complementing the function of Learning Management Systems in schools, rather than replacing them. I wrote a detailed blog post about how OneNote and Moodle work fantastically together as each platform has it’s relative strengths and weaknesses that are rounded out by the other.

Pleasingly, new features have been added to the web browser version of OneNote Online, allowing the direct recording of audio into a NoteBook through the browser along with the inserting of files directly into the page:

Recording audio directly into OneNote Online in a browser is a new feature of Microsoft

Recording audio directly into OneNote Online in a browser is a new feature of Microsoft

Lastly, a useful free app that Microsoft released last year called Office Lens now integrates directly into OneNote and and Office365, allowing students and teachers to take photos and save and share them within the school collaborative environment:

Whether collaborating on a project together in OneNote, or simply wanting to record an image or brainstorm and mindmap for future reference, the ability to take a photo and know that it can be retrieved later is invaluable.

It is really pleasing to see that these tools, that have become indispensable in education, have continued to receive regular updates and enhancements from Microsoft and I look forward to seeing how our teachers and students will maximise their value in (and out) of the classroom.

Mentoring Year 4 Students in Mihi Development

WIN_20150901_135752Throughout the year, all Year 9 classes spend some time being introduced to basic Te Reo and Tikanga concepts through a number of lessons taken by Ms Yoder – the TIC of Maori Studies. One aim of this series of lessons is for the students to develop confidence in introducing themselves, through the delivery of their Mihi. Once developed and practiced, these Mihi are recorded onto their OneNote. They can then be listened back to, to check, and improve on, pronunciation and the flow of the speaking.

A great feature of College life in 2015 has been an increasing amount of collaboration between classes in the secondary school with those in the Preparatory School. This has been blogged about previously in Science here, and digital citizenship here. In order to further foster relationships between the high and prep schools, Mr Dekkers, and the Year 9 teacher Mrs Urmson suggested to the Year 4 teachers, Mrs Munro-Foster and Miss Haisty, that there was the possibility of her group mentoring the Year 4 students to develop their own Mihi.

During this activity pairs of Year 9 students mentored small groups of Year 4 students, and were tasked with helping them to develop their own Mihi – based around the template below.

mihi sheet

The template used by Year 4 students to develop their Mihi

The Year 4 students had already spent some time, during Maori language week earlier in the term, developing their Mihi. The role of the Year 9 Mentors was to increase the confidence and fluency of these children. A real strength of this task was the clarity of instructions for all students so that the older students had a clear understanding of their role within this activity and were able to provide feedback that clearly improved the Mihi delivery of the younger students.

Mihi instructions

Mentor students were given clear instructions that made them more confident in their role

Reflecting on the value of the task, Miss Hastie commented that her Year 4 children enjoyed looking up to children older than them for advice and support.

After a few practice runs, and guidance and feedback from their Leaders, the Year 4 students were ready to record their Mihi. The highlight of the task was undoubtedly the recording phase. Once their Mihi delivery was confident all students were given the opportunity to be recorded in the Preparatory School TV studio. These recordings were then shared with their whanau community through their OneNote ePortfolio.

WIN_20150901_141415

A Year 4 student recording her Mihi in the Television studio.

Throughout this great collaborative activity Mrs Urmson noticed that her students really rose to the challenge of acting as leaders to younger pupils. The task was a great opportunity for students to practice, and display, important NZ Curriculum Key Competencies such as Managing Self, Relating to Others, and Participating and Contributing.

“It was fun – because the boy knew all the words that I didn’t know!”

Technology & Skype Connects Students With Experts In Religious Education

As a Presbyterian College, all students at St Andrew’s attend weekly Religious Education classes. At Year 9, the course provides an overview of the Christian narrative with a focus on the life and death of Jesus.

Vanishing CorpseIn Term 3 this year I have been teaching an inquiry unit entitled The Case of the Vanishing Corpse which is supported by the novel of the same name, where students explore the various theories about what might have happened to Jesus’ body after his crucifixion. In previous years, students compiled a paper-based “Police Dossier” with their evidence, however now that we are a 1:1 BYOD school using Office365, students use Microsoft OneNote instead.

The OneNote Class Notebook Creator has been especially useful here, allowing teachers to create a “master copy” of a student workbook, and then for this to be easily copied into the individual student sections:

OneNote Overview

Teacher templates in the “Content Library” that students can easily copy into their personal sections within the Class Notebook for editing

Two pages from the PDF version of the OneNote - click to download

Two pages from the PDF version of the OneNote (click to download the entire dossier as a PDF)

Alongside the novel that we are reading as a class, we are watching snippets from the award winning documentary series called The Son of God presented by Jeremy Bowen, a former BBC news correspondent based in the Middle East.

Students can access the ClickView video through Moodle using their Single Sign on credentials

Students can access the ClickView video through Moodle using their Single Sign on credentials

To enable students to re-watch critical sections, this is being watched through the video library service ClickView and embedded into the College Moodle site for ease of access to students.

The documentary presents a number of alternative theories about what might have happened to Jesus, mirroring the investigation of the fictional Ben Bartholomew in the novel. These theories need to be evaluated by students and include:

  • Jesus’ body was stolen either from the cross or the tomb to “fake” a resurrection (e.g. his disciples wanted others to believe what Jesus had said was true)
  • Jesus never actually died on the cross but was administered a powerful anaesthetic (possibly the root of a Mandrake plant) so he only appeared dead, and then recovered in the tomb and escaped
  • The alleged appearances of Jesus after his death were brought about by a mass hallucination caused by intense grief at his death
  • The traditional gospel account: that Jesus was in fact the Son of God who was killed and then resurrected.

To encourage critical thinking of these ideas I have tried to bring in external experts to discuss various aspects of the case. Recently, Dr Martin Swan talked over Skype with the class about the physiology of crucifixion and what likelihood existed that someone could survive this method of execution:

Mr Dave Moskovitz

Mr Dave Moskovitz

From this we learned it would have been extremely unlikely for anyone to have survived crucifixion.

We also Skyped with Mr Dave Moskovitz, a former President of the Wellington Progressive Jewish Congregation – Temple Sinai  and the current Jewish co-chair of the Wellington Council of Christians and Jews. He provided a fascinating insight into Judaism for the students over a 30minute question and answer session. Importantly for the student investigation, he confirmed that it was common practice for Jews in the Middle East to bury their dead before sun down on the day of death, meaning it was unlikely Jesus was left on the cross.

Previously, we have Skyped with Reverend Dr. Andrew Nicol from St Margaret’s Church for a traditional Christian explanation of the significance of the death and resurrection of Jesus. Lastly, after a number of attempts to contact the New Zealand Skeptics Society for a comment on their views on the possibility of resurrection, we were able to Skype in class with committee member Mr Michael Edmonds:

His focus was on encouraging critical thinking with students and he introduced the idea of using Occam’s Razor to try and go with the simplest answer with the least amount of assumptions (this was in response to a particularly complex conspiracy theory put forward by one student). Additionally, he discussed how Confirmation Bias may have impacted recollections from an event or shaped the narrative.

With the expert opinions out of the way, students completed a SOLO Evaluation Map to help them explore the feasibility of their preferred theory about Jesus’ resurrection. Again, they completed this template in their OneNote:

SOLO 1

SOLO 2

COMPLETING THE ASSESSMENT:

Instructions in the Moodle Assignment.

Instructions in the Moodle Assignment.

The final element of the unit was an in-class assessment where students had to write a letter to conclude their police dossier into the “Investigation of the Vanishing Corpse”. This was written in their OneNote Notebooks and then submitted for marking through the use of a Moodle Assignment.

The overall quality of the work was very high from students in their final written assessment for this unit – here are two examples from Mitchell and Russell:

SUMMARY:

This is always an interesting unit to teach because it deals with one of the most well known narratives from the Gospels – the death and claimed resurrection of Jesus Christ. This year, by getting outside experts to share over Skype their perspectives and expertise, students have been forced to critically analyse a wide range of sources, run this through a SOLO evaluation map, formulate a personal opinion and then collate that into a written answer under test-like conditions.

Throughout this process, technology has been pervasive: whether it be the recorded Skype conversations, accessing content on the class Moodle site or watching a critical section from the Son of God DVD in ClickView, through to note taking and assessment writing in OneNote. However, this has all been to support and facilitate the students to critically think about the content at hand and to formulate a personal opinion. Because after all, isn’t that what teaching is all about?

Teacher Perspectives On The Surface Pro 3

Six SurfacePro3 for use in classrooms at St Andrew's College

Six SurfacePro3 for use in classrooms at St Andrew’s College

As we approach the first anniversary of the Surface Pro 3 release in New Zealand, I’ve been reflecting on the fact that we now have 26 staff members using them across the school. An earlier update on how how teachers have been using the Pro 3 in their classes remains one of the more popular posts on this blog and in anticipation of teacher demand for tablets in 2016, I have surveyed those staff members who use a Surface Pro 3.

The overall satisfaction rates of teachers with the Surface Pro 3 is very high

The overall satisfaction rates of teachers with the Surface Pro 3 is very high

Using SurveyMonkey I have collated some interesting feedback from teachers and share it here for the benefit of other schools that may be interested in exploring the tablets for their teachers.

Whilst it is not always easy to ask the “right” questions when it comes to getting useful feedback I have tried to get staff to compare the key features and functionality of a Surface Pro 3 with a traditional laptop that the College has issued to teaching staff:

Laptop v SP3

An interesting comment to the above responses from a teacher was:

What is not mentioned above is the functionality – the Surface is far more functional than a laptop as it doubles as a tablet, when needed. This is the huge advantage of a Surface over a laptop.

It is important to acknowledge some of those “niggles” that teachers have experienced because no device is perfect. Here is some feedback from staff highlighting some of the challenges of the device:

The keyboard needs to be taken off and reattached to remedy glitches. The keyboard is small and I often hit the caps button. Consider body posture when using the Surface Pro 3 so that you are not hunched. Before putting a plastic box on the desk and under the tablet, I would wonder why I had a sore neck/back/eyestrain.

The thing I really don’t like is a cheapie-feeling keyboard and how I keen hitting two keys at once … lack of USB ports is really annoying too

Some issues with it freezing when in sleep mode. Need to force a restart when this happens

We have done a significant amount of experimentation with wireless projection at St Andrew’s College and a future post will cover what we have settled on, however currently only 41% of our teachers with Surface Pro 3 tablets are using wireless projection (this number is skewed as well because the majority of our SP3 users are in our Preparatory School because of where their lease renewal occurred). However, 96% of the teachers said they would use wireless projection if it was available in their class, with the following breakdown showing how significant it is to their teaching style:

Wireless Projection

Clearly, the ability to roam a classroom “untethered” from the front and a data projector cable is a big drawcard for teachers and a trend I see only growing as the technology becomes more reliable.

One of the key features of the Surface Pro 3 is the great accuracy of the pen and the ability to “write” into OneNote very easily; a feature that is consistently praised by our teachers. This question specifically asked about the usefulness of the pen:

SP3 Pen

Some departments at St Andrew’s College would love to change the requirement for students that all devices must support “inking” in some format, and it’s easy to see why: subjects that involve diagrams, formula and equations would be significantly easier for students if they could simply handwrite directly into OneNote.

Whilst the Surface Pro 3 is experiencing favourable feedback from teachers, we are also looking at “convertible laptops” that allow for the handwriting on the screen such as the HP Spectre x360 that folds back into a tablet. Historically, our testing of units like this have been disappointing as the accuracy of the inking on these hybrids just could not compete with genuine tablets like the Pro 3. That said, the attraction of a proper keyboard and a larger screen appeals to some of our teachers:

Laptop v Tablet

Ultimately, the value of any device to a teacher can be measured in whether they would recommend it to their colleagues: on this point, the teachers were almost unanimous.

Recommendation

One interesting comment from a teacher in the Preparatory School reflects the uptake of tablets in their class by students, purely based on what they have seen from teachers using the devices:

A number of staff in the Prep School who opted for laptops now regret their choice and given the opportunity would switch to a surface. 8 students in my class now use surface tablets – 2 having switched from Mac.

How has the practice of our teachers changed with the Surface Pro 3?

This is a difficult question to get answers to in some ways but a critical one to understand what, if any, impact on pedagogy a technology shift has had for our teachers. Up until the introduction of the Surface Pro 3 the teachers at St Andrew’s were all given identical laptops. By introducing some limited choice it has increased the support costs of maintenance and spares, therefore it was hoped there would be some positive changes or improvements in teaching practice. Here is a selection of some replies from teachers:

My practice has not changed, but the mobility of the Surface and the fact that will do all I ask of it has adapted my style. I am able to work with the students annotating a piece of writing or work through maths problems using the stylus and each child is able to revisit this learning through OneNote. The mobility, wireless projector connectivity and stylus allow me to get away from the desk and be with the students when teaching. Most importantly – the students use of the Surface to share with others is powerful. They take my surface and use it to explain concepts to a group when linked to the projector and when used in conjunction with OneNote, students collaborate in real time on a piece of learning using their stylus on their own Surface tablets.

Maths Teacher

A reply from a Preparatory School teacher suggests it can lead to MORE work:

I probably end up doing more work from home as it is much more portable [than a laptop]

Preparatory School Teacher

It has not changed my practice, but has complemented it very well. I already used my own Surface in conjunction with a school laptop. Before the Surface, I used my phone to do many of the same functions, complemented by a laptop. Having a Surface provided by school has meant operating fewer devices for the same outcomes, making it easier when you don’t have your own classroom.

Science Teacher

More movement around the class, use of pen and writing has enhanced the annotation ability, marking and so forth, integration of technology, ease of OneNote and working 1 on 1 with students. light, easy to move around with especially when wirelessly not connected to data projector

English Teacher

I don’t write on whiteboard anymore – I write directly onto my OneNote page so students can access this

Science Teacher

Much easier to use in PE settings ie with pen and tablet. Therefore I am more likely to use it, and complete observation style tasks more frequently. Easier to mark / use OneNote – I can mark and make comments quickly using the pen

PE Teacher

Less time at my desk and more time with students. Ability to take teaching outside the classroom, faster and with more resources. Being able to show examples of preferred practices with ease and ability to document past/current teaching and interactions with the students has been key. Students are assisted by this to become more reflective learners. (ability to revisit work via OneNote).

Preparatory School Teacher

A recurring theme comes through in these responses in terms of how a tablet, with the ability to ink, enhances the value of Microsoft OneNote, a key tool that is being used at our College.

The above information is important for the ICT team to understand. Like many schools, we lease our teacher laptops/devices and renew these every three years. The teaching staff leases are split into three, so each year we replace 1/3 of the devices (around 45-50), and I anticipate that the majority of our teachers who are up for a new device in 2016 will want something they can write on. The above information will be disseminated to those teachers to help them make informed decisions and also assist the ICT department in providing the best support possible.