Guest Post: Mr Wilj Dekkers Attends Microsoft Educator Exchange

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This post was written by Mr Wilj Dekkers who attended the Annual E2 Conference. He is the second St Andrew’s College teacher to be invited to this global conference, after Mr Ben Hilliam attended in 2015.

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Mr Wilj Dekkers

Microsoft Education hold an annual event that celebrates the achievements of educators who combine pedagogy and technology in their classrooms and schools.  The event is held in a different global location each year, with 2016 seeing Microsoft Innovative Educator experts (MIE experts) converge on Budapest, Hungary.

I was fortunate to be selected as one of five New Zealand educators to attend this year.  The E2 educator conference ran during the week of March 7th and was based at the Corinthia Hotel in the heart of Budapest.

300 educators from across the globe were given opportunities to collaborate and share our experiences integrating technology within our schools in ways that enhance and move learning forward.

As with every conference, a series of keynotes and discussion panels provided all delegates with inspiration and thought provoking ideas.

Picture3Anthony Salcito, vice president of Worldwide Education at Microsoft, spoke to us about recent trends and the move towards 21st century skills in education.  His keynote reinforced that the world our children are growing up in will require new skill sets; that employers are looking for collaborative, critical problem solvers.  I was impressed that all the concepts discussed came from a pedagogical background and never placed technology above learning but made it an integral part of the lifelong learning process.  As Anthony said, “What we’re here to do is help every student on the planet achieve more.”

Two of the highlights of the morning keynotes were Stephen Reid and Jacqueline Russell.

Stephen runs a company called Immersive Minds and for the past 20 years has been using technology as a learning tool in classrooms.  Stephen works with students and teachers to create new learning environments though a mix of digital and real world tools, developing confidence in the learning process on both sides as well as competence in the use of technology to support pedagogy, classroom management and assessment.  Stephen presented how he uses Minecraft to help develop Key Competencies through History and Science.  I attended one of Stephen’s workshops and spent time speaking with him about my own use of Minecraft to enhance literacy and accepted his kind offer to help us at St Andrew’s with ideas we are developing using Minecraft as part of the school centenary.

Jacqueline presented a keynote focussed on the Surface Pro 4.  Before leaving for the conference, Jacqueline sat with her daughter and talked about where she was going and together, mother and daughter used the Surface and stylus to research, collate and create a digital scrapbook within MS OneNote.  This was an honest representation of the power and ease of this tool when placed in the hands of children.  This reflected my own views as detailed at the end of last year when Microsoft interviewed and filmed teacher’s perspectives of the Surface device being used as a learning tool.

Picture1The workshops this year were diverse with subjects such as flipping your classroom using OneNote, Surface and digital inking to engage students; Minecraft application throughout Science, Technology, Engineering, Arts and Maths (STEAM); building a world in Project Spark that reflected the collective understanding of the ideal learning environment; digital literacy and creative programming in the classroom.

One particular workshop was run by Nikkie Laing, a Microsoft Innovative Educator Fellow from Opaheke School in Auckland.  Nikkie’s workshop centred on the use of Office 365 SharePoint Sites.  In detail Nikkie shared how to minimize the time teachers spend collating and preparing resources and the time learners spend looking for materials and get on with learning.  Her presentation and workshop was so well structured and delivered that she won the prize of best presentation of the conference.  An overview of Nikkie’s workshop is below.

Office Mix

The conference also provided opportunities to showcase what each educator had been working on back in their own countries. I shared the use of Minecraft and OneNote to write detailed pick-a-path narratives. A large number of delegates were quite interested in what the children in Year 6 had achieved with Mike Tholfsen, the Product Manager for OneNote recognising what the children had worked on.  Mike was very interested in how OneNote was being used for learning at our school, being particularly excited by the inclusion of Minecraft in the writing process.  A journalist, Jordan Shapiro also came over, interested in what was happening at St Andrew’s. This has led to a mention in his article for Forbes magazine:

Another teacher tells me how he uses Minecraft to teach creative writing. “I used to tell them to write a story and they’d give me these blank stares. Now I ask them to act out a story in the Minecraft world first and then, together, we figure out how to articulate it in writing.” He describes how the virtual block world lets him walk his students back to specific locations so he can interrogate them about the details. “I encourage them to get more descriptive and specific; I tell them to imagine how things might smell, what the grass might feel like under their feet.”

Overall the experience has both reinforced my beliefs in the importance of integrating technology purposefully in learning and motivated me to expand upon my own pedagogical learning.  The people I met have continued to amaze me with their enthusiasm and creativity.  The New Zealand and Australian contingent have remained in contact post conference, having developed both a close network and long lasting friendship. We are already planning continued collaborative, cross Tasman learning opportunities for our students.

Networked Projectors Offer Easy Access

This post was originally published on the Interface Magazine Online website – you can read the original post here.

How often do you want to access the internet but can’t because your device is connected via Wi-Fi to the classroom projector? It’s one or the other … but not both. St Andrew’s College has worked with Epson to find a way to do things differently.

stAndrews_epson“Epson gave us some sample units, and we trialled some existing units in our preparatory school before we did a major upgrade,” said the College’s Director of ICT Sam McNeill, noting the units were in place for six months. “We wanted proof of the concept.”

By Term 4 last year, the College had rolled out 35-40 Epson EB-535W short-throw projectors.

“One of the key drivers for upgrading to networked projectors was our use of OneNote,” explained McNeill. “We’re gradually becoming a compulsory BYOD school and the majority of teachers now choose a Microsoft Surface Pro 3 or 4. Because we use OneNote, everything that goes up onto a projector screen also gets automatically saved for later in the students’ notebooks.”

Two underlying needs for a projector upgrade were also present, the first being teachers wanting not to be tethered to a projector by a VGA or HDMI cable. The second, more importantly, was St Andrew’s experiences with other technologies.

“We’ve played around with WiDi and Miracast devices, and had varied results.

“The Netgear Push2TV worked okay but still had interference issues because we had 30-40 devices in a classroom,” recalled McNeill. “The ScreenBeam dropped out from time to time, and had some security issues. Also, the pairing process between Miracast and a Windows 8.1 or 10 device was challenging for some teachers.”

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Epson’s EB-535W projectors are networked and have their own IP address which is displayed on the projector’s screen, and a signal is received from a teacher’s Surface Pro via the school’s wireless network. Rather than going from one device to another (point-to-point), this allows for a highly stable connection, not unlike live internet streaming.

St Andrew’s separates all projector traffic on to a separate VLAN (with a dedicated switch), meaning it was isolated and would never affect general school-wide Wi-Fi speeds. All installation of the projectors was done by the in-house ICT team.

Enticingly, Epson’s projectors did not require a network upgrade, they could be used on the existing wireless infrastructure.

“We wanted to be able to use them for the internet and project the teacher’s screens at the same time. What we like about the Epson is, you don’t have to fiddle around with the Windows configuration. It has its own standalone software (EasyMP), and it just works.

epson_EB-485Wi

Just one downside has come with the roll-out of Epson’s projectors.

“The trade-off in all of this is that video frame rate is reduced,” added McNeill. “If a teacher wants to play a movie, they’ll need to connect through HDMI for an optimal experience.”

St Andrew’s is using Epson’s advanced networking solutions with its projectors in various ways.

“We have the central management software, which allows us to see how the projectors are running, when bulbs blow, and see how teachers are connecting, all from our ICT office. We even have a scheduled off function, in case teachers forget to turn theirs off.”

Currently, the projector network is only accessible by teachers, not by students.

“It is possible, under moderator control from the teacher, but we haven’t had the teacher demand for it at this stage. Perhaps when they become more fluent and familiar with using wireless projectors, they’ll see the value in students’ BYOD devices projecting to it.”


St Andrew’s College is in Merivale, Christchurch. With a roll of 1,350, it’s a fully-independent, co-educational school for pre-school to Year 13 day and boarding students.

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!

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.

The Power Of Data

PowerBIIncreasingly, most organisations are seeking to “do more” with the data they collect and store and in this respect, St Andrew’s College is no different. For the last two years I have been looking at a number of tools that would allow us to easily collect, analyse, display and share critical information amongst key stakeholders.

As part of this investigation we have looked at tools such as Crystal Reports, Tableau and Microsoft Excel connected via MS-Query to our MS-SQL server and outputting pivot tables for analysis. Here are some examples of this:

In the end, we decided to progress with Microsoft’s PowerBI solution, which is described on their website as:

Power BI transforms your company’s data into rich visuals for you to collect and organize so you can focus on what matters to you. Stay in the know, spot trends as they happen, and push your business further.

Some of the reasons we selected this solution include:

  • It’s browser based – you can access it from “anywhere” and see live data. You can also bookmark certain reports in your browser for near instant access.
  • There is also an app available (iPhone/iPad/Android/Windows10) so the data is accessible anytime / anywhere
  • We can tweak reports / visuals quickly and easily, based off feedback from stakeholders
  • Being browser based, you don’t need a local file on your computer that is “out of date” once a new version with improved features is built. What you see is always the “latest version”
  • It’s part of our existing Office365 Suite, so our existing username/password logs you into the reports.
  • Security permissions are centrally managed based off AD users and role based groups.
  • It connects to our on-premise MS-SQL Server, allowing for scheduled data updates (hourly / daily).

To best demonstrate the power of this tool, we built a proof of concept based around analysing NCEA student achievement, in particular University Entrance requirements and course/subject endorsement. Here is a screencast walking through the tool:

Note: identifiable data such as student names / ID numbers have been blurred out in this video.

To accelerate the development of some of this reporting, we have:

  • Partnered with DataCom New Zealand and are getting expert advice from their Business Intelligence team in terms of configuring the ETL process via Microsoft SSIS, building a tabular data model and connecting to PowerBI in the cloud for presenting the data to staff.
  • Hired a new staff member to join the ICT Services team in the role of Business Intelligence Report Writer. The responsibilities for this role will be to interface with the various business units in the College (e.g. Academic Data, Enrolments, Development, Communications etc), understand their reporting requirements and then build the reports in PowerBI.

The key with any Business Intelligence project is to help inform the decision making process and not just be contented with pretty visualisations. To that end, a robust conversation and scoping of what is required to be seen by the stakeholder needs to be established. However, with a wide range of visualisations being added regularly to PowerBI, there is a number of ways to present data in an easily comprehensible format. One of my favourites in a 3D, interactive globe that significantly improves on the PowerMap in Excel (see above):

This visualisation could be very useful in mapping where our current students or Old Collegians live or identifying where donations are coming from globally mapped either by volume or value for example.

We are in the very early stages of this project, yet the potential is very obvious to the leadership teams at St Andrew’s. The focus over the next few weeks will be configuring the backend infrastructure: the ETL processes (Extraction, Transformation, Loading), the Data Warehouse and the connectivity into PowerBI. Subsequently, the rapid development of reporting dashboards will proceed.

If this interests you, please do check back regularly on the blog for updates or drop a comment below to discuss further.

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

Tech Evangelist Encourages Student App Development

Toby 3Today Mr Wilj Dekkers and Year 6 student Toby Skyped with Hannes Nel from Microsoft New Zealand about a game called “The Adventures of Mr Dot” that Toby had built in Scratch.

It was a great chat aimed to help Toby identify some next steps for his game development and when Hannes asked what his plans for it were, Toby’s answer was simple:

I want it to go on an app store so that it can make lots of money!

Toby’s game is called “The Adventures of Mr Dot” and is based on a traditional platform style game, revolving around moving a “dot” from one side of the screen to the other, progressing past increasingly difficult obstacles.

Toby demonstrates how to play “The Adventures of Mr Dot”

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Super Mario Bros screenshot that Hannes likened Toby’s game to.

Hannes, who has assisted in development of apps for Trademe and TVNZ, likened playing the game to the Super Mario Brothers games he played as a child.  He went on to explain to Toby that there are three different stores that his game could theoretically be published to:

  • The Windows Store
  • Apple’s App Store
  • Google’s Play Store

The challenge was going to be migrating the game from Scratch to a platform that could be published to these online app stores. Hannes made the suggestion that using Construct 2 would allow for this and that since most app developers were gaining success through publishing to apps for smart phones, Toby might want to think about allowing a touch interface to control “Mr Dot”.

Mr Dot

A screenshot taken from Toby’s Surface Pro 3 showing some of the coding he has done in Scratch to build his game.

Toby, who has spent significant time over the last month developing his game, was immediately up for the challenge and considering how he could convert the keyboard controls to a touch interface. Other students in the Year 6 class with Mr Dekkers have been informal “beta testers” playing many of the existing levels, finding it a fun and addictive game to play. Toby aims to write 100 levels for the game that would result in significant gameplay.

I’ll keep an eye on the development of this app and hopefully we can see it make it through to completion and publication on the various app stores.

Toby_gear

Microsoft kindly gifted Toby a backpack with some tech gifts to encourage him to keep up the programming (this did not include the Surface Pro 3 which is Toby’s personal device)

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.

#CEM15 Guest Post – Explore The World With Mystery Skype

MysterySkypeThis post was written for the Christchurch Connected Educators blog as part of Connected Educators Month of October 2015. You can read the original post here.

Mystery Skype is a fun activity being played by classrooms all over the world and presents a fantastic opportunity for students to become “global citizens” as they meet other students from around the country and globe. On their website, it is described as:

Mystery Skype is an educational game, invented by teachers, played by two classrooms on Skype. The aim of the game is to guess the location of the other classroom by asking each other questions.

SkypeThe St Andrew’s College Preparatory School has completed many Mystery Skype sessions now, ranging from students in Year 3 through to Year 8 and the students always thoroughly enjoy the challenge of guessing the location of the other classroom. So far we have played with schools in:

Given the time zone of New Zealand, there are many parts of the world where it is virtually impossible to connect (although check out this Skype we did with the Viking Museum in York, where students came before breakfast to connect)

The Mystery Skype to Russia was one of the more exciting and challenging Skypes, as the class was very small and every student appeared to have a different nationality. It turned out that it was an International School set up by Shell Oil and all of the students had parents involved in the oil industry. Here is a video of our Mystery Skype (If you’re interested in recording your Skype calls, check out this affordable plugin):

It’s interesting seeing how different teachers have prepared their students to play Mystery Skype – the American schools often have very formalised “jobs” where some students are researchers, others are questioners, whilst others hold up signs confirming if a question was answered correctly or not. Ultimately, it’s up to each teacher how they choose to play, but preparing students to think about how to ask effective closed questions is critical since answers can only be “yes” or “no”.

The temptation for students to zoom in and ask very detailed questions is almost overwhelming. For example, given the amount of American and Australian television we have in New Zealand our students can guess the accent of the students very quickly, but they tend to then ask very narrow questions such as “Are you in Los Angeles?” or “Are you in Sydney?” Teaching the effective use of atlases is really helpful and can then lead to more useful questions such as:

  • Are you landlocked?
  • Are you north of the equator?
  • Are you on the West Coast?

One of the real privileges I have had helping classes with Mystery Skype is the sharing of Māori culture with other schools that may never have seen any aspects of it before. The students in our Preparatory School jump at the opportunity to sing waiata and perform the College haka and invariably the students overseas love it:

Mr Craig Kemp, the teacher at the school in Singapore and an ex-pat Kiwi, tweeted the view from his classroom:

CONCLUSION:

Mystery Skype is a fun way to connect with classes all over the world and I would really encourage you to give it a go. It is easy to find other classes thanks to the Mystery Skype website and our experience has been the other teachers are thrilled to find classes in New Zealand because they are often “so far away.” Once a connection is made, it is fun to then re-connect and ask questions of the other class for curriculum related topics e.g. if you’re studying weather patterns or transport, why not Skype that class in the US and find out their experiences or views on these things? Finally, Mystery Skyping is contagious – once classes find out their friends in different classes have done it, they start asking their own teacher to get involved. Have fun!

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?