Microsoft OneNote Usage At St Andrew’s College

This post was originally written for publication at the official Microsoft OneNote In Education blog.

2014 was a year that saw significant increases in usage of Microsoft OneNote at St Andrew’s College and there were a number of factors that contributed to this, including:

  • Continued promotion of OneNote by earlier adopter teachers such as Mrs Jacqueline Yoder which led to uptake amongst her fellow teachers in the English Department and beyond. Her story was eventually published in the College quarterly magazine in an article entitled OneNote To Rule Them All.
  • The transition from Microsoft Live@Edu to Office365 that occurred at the end of 2013 allowed for tighter integration of cloud hosting of OneNote notebooks, thus increasing both the access to notebooks from any device as well as promoting true collaboration between students and teachers.
  • The release of the more fully featured OneNote for Mac application was significant as this allowed students at St Andrew’s that owned an Apple Mac to be able to connect to Notebooks hosted in OneDrive for Business. Approximately 50% of our students in the 1:1 laptop programme brought a Mac to school so it was imperative that they could use OneNote natively on their laptops.
  • The ongoing trials with the Microsoft Surface Pro 3 highlighted the benefits of a pen / touch interface when using OneNote, with teachers committing to using OneNote more effectively in the classroom, in anticipation of getting a Surface Pro 3 in 2015.
  • The release of the OneNote Class Notebook Creator tool finally showed an easier way to create notebooks for teachers where every student could easily see and share content. Prior to this tool, teachers were receiving up to 27 shared notebooks from students per class making it unwieldy to manage class notebooks.
  • Ongoing professional development sessions were being offered to staff both formally and informally, allowing them to learn how to use OneNote in their classrooms more effectively or for collaboration with other teachers in their Departments or Syndicates.

Old to NewWhilst the above reasons have all contributed to increased usage of OneNote amongst staff and students I believe that one of the biggest reasons for the success of OneNote is the interface. The layout is reminiscent of a traditional ring binder folder with coloured tabs that all students and teachers can relate to. Additionally, the “blank canvas” approach to the notebooks means users are not confined to dimensions of a page and can arrange content, text, images, hyperlinks and comments anywhere they choose. This freedom is appealing, whilst still being supported by optional page templates and the ability to insert lists, to-do items and other organisational elements. As Mrs Yoder noted for her English students:

“I didn’t want a place just for storing documents. I wanted kids to interact, not to struggle to use their devices, and to have a ring binder in the sky.”

Curriculum Areas Where OneNote Is Being Used:

St Andrew’s College is the equivalent of a K12 school and one of the most pleasing aspects of the Office365 deployment has been the uptake amongst our Preparatory School. Whilst this has mostly been in the Years 5-8 classes (students aged approximately 9-12yrs old), some of the usage has been incredible. Below is some examples of OneNote usage across the school in different curriculum areas:

Preparatory School

ePortfolio in OneNoteMr Wilj Dekkers joined the College in 2013 and immediately embraced the benefits of using OneNote with his Year 6 students both in class and also for their home learning (homework). I was talking to some of his students in late November after nearly a year of using OneNote and their ease and confidence in using the programme was evident. A student called Hamish commented:

OneNote is really good because we can all go on it at the same time – we have even done debates on it!

Another called Izzy noted that whilst the other Year 6 classes were using traditional exercise books for their home learning, they weren’t:

We have not done one piece of home learning in a book all year – it has all been completed in OneNote.

Mr Dekkers did take time to help the students setup an individual OneNote notebook at the start of the year which they then shared with him. He could then see all students’ notebooks and his planning directly within OneNote on his computer.

Titles in red have been added to highlight different features of the ePortfolio

Titles in red have been added to highlight different features of the ePortfolio

With the platform in place, students were then able to use OneNote as a planning and collaboration tool in a variety of different learning areas such as writing “choose your own ending” stories within OneNote. Below is a video showing a student reading his story and also navigating through a virtual world in MInecraft he created based off his OneNote writing:

You can read the stories they wrote directly in OneNote Online since they shared them with guest access – Desert of Terror, The Black Death Maze and Island Adventure. There was a strong focus on effective editing throughout the creation of these stories, with students using the highlight feature in OneNote to indicate passages they had reworked (often through visually “seeing” their world they had created in Minecraft). Similarly, students were encouraged to share their drafts with their classmates so they could receive feedback and suggestions on the development of their stories.

Another usage of OneNote by students in Mr Dekkers’ class was during an inquiry learning project on Kiwiana – features that are unique to New Zealand. Again, there was significant usage of a range of features offererd within OneNote:

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What impressed me so much about their use of OneNote was:

  • Using “Tasks” that could be ticked off when each job was completed – this meant they knew exactly who had to do what.
  • Having the “show contributors” turned on so the initials of each group member was alongside their work, meaning they could see who had contributed what to the research.
  • Storing images in the notebook as examples for when they started to build their Minecraft theme park.
  • Use of highlighting – key words / concepts were highlighted to ensure they would be include in the theme park and oral presentation.
  • Using their iPads and OneNote to read their notes from during the actual presentation.
  • Mr Dekkers writing feedback directly into their OneNote notebook during the presentation so by the time they finished they would see his comments.

To watch a video of the students sharing their Kiwiana Minecraft world and reading their presentation from OneNote on an iPad click here.

English Department

Corrections and comments on student work via OneNote

Corrections and comments on student work via OneNote

In many ways, the English Department have been leaders in OneNote usage at the College, with a number of teachers tightly integrating it into their classroom teaching. The Rector of St Andrew’s, Mrs Christine Leighton, commented that it is exciting to see how teachers at the College are embracing opportunities through e-Learning.

“Teacher voices are really powerful and to be able to share that voice with other teachers, as well as parents and greater numbers of students is very effective. Teaching is not staying enclosed in a classroom.”

It is precisely in these areas of collaboration and sharing that OneNote excels, with Mrs Yoder saying It started as a way to help her students organise their notes, but she quickly found that Microsoft’s OneNote had a lot more potential.

“It has an extensive collaborative capability which allows students access to all my folders, and lets me see their work … My two English classes don’t have books they only use OneNote – that’s their method of storing all of their work and assessments.”

She also does all her marking online making her classroom effectively paperless.

“The students hand in nothing. I do a lot of colour coding in my feedback so they get back a far more visually enhanced assignment. I am also experimenting with oral feedback.”

This involves inserting a video into her feedback providing a medium for more detailed analysis. It’s a different way of marking and works for students who struggle with English and find it difficult to read a marking schedule. For her work with OneNote, Mrs Yoder was named a Microsoft New Zealand Innovative Educator (along with Mr Ben Hilliam from the Maths Department) and in the following audio clip she explains how OneNote has helped her students:

[audio https://dl.dropboxusercontent.com/u/58349924/Blog%20Data/Jac%20OneNote.m4a]
Video Response to Introductory Letter

Video Response to Introductory Letter

Another teacher in the English Department making extensive use of OneNote is Dr Jeni Curtis who set herself a goal with her Year 9 students in 2014 to be completely paperless by using a combination of OneNote and Moodle. She found that through using OneNote her students’ engagement and enthusiasm for writing actually increased.  Her use of recording video and audio comments directly into the notebooks of the students was particularly well received, especially from parents with one taking the time to send her the following the feedback:

I must congratulate you with using OneNote for marking the children’s writing. Callum showed me the video clip commenting on one of his assignments. It was really impressive and useful. It is such a great use of technology and had helped Wayne and I appreciate the use of technology in classroom environment … I have seen [Callum’s] shifts of interests from not liking writing to enjoying writing in the last 2 assignments, which is wonderful.

As any teacher will confirm, receiving unsolicited feedback like this from parents is both rare and extremely gratifying and was a great encouragement at the beginning of the year for Dr Curtis to progress with her “paperless classroom” goal. Continue reading

Innovation & eLearning at St Andrew’s College in 2015

2015 is shaping up to be another exciting year at St Andrew’s College, as we welcome a second cohort into the 1:1 Computing Programme that debuted in 2014. A number of things have been done to support the growing numbers of students with devices at the College including:

  • The creation of a new role called eLearning Integrator, that has been filled by Mr Tom Adams. Tom’s focus will be supporting teachers and students to use technology more effectively in the classroom and the role is a logical extension of the 1:1 Computing Programme that was first planned in 2012.
  • The hiring of an additional ICT help desk staff member, Mr Brodie Dickinson. Brodie joins the team from Adelaide, Australia and his appointment means there will always be quick and friendly ICT support for students and staff when they need it.
  • snapA second fibre optic internet connection has been installed, with support from our ISP Snap Internet. This means the College now has two diverse internet feeds available, so in the event of a fibre cut or outage, the College internet connection will automatically fail over to the secondary connection, ensuring almost seamless internet access for students and staff.

I can see that this year there will be a number of trends that the ICT team will focus on supporting in the classroom and growing the confidence and competence of a wider range of our teaching staff.

Creating An Environment Where Innovation Can Occur:

RectorOne of the themes from the Rector in 2014 was to help create an environment where innovation can occur and in her opening address in Regulus she noted:

I am always mindful that we cannot sit still and simply enjoy the benefits of success. William Pollard (Episcopal priest and physicist) wrote in the 1960s “Learning and innovation go hand-in-hand. The arrogance of success is to think that what you did yesterday will be sufficient for tomorrow.”

In this light, we have adopted the theme for St Andrew’s College in 2014 of Innovation and Collaboration – two qualities that are at the heart of 21st century learning.

To support that goal, a Research and Innovation Group was set up that has laid the groundwork for the 2015 Professional Learning Groups (PLGs) that will drive teaching staff Professional Development once again this year. Furthermore, to help create an environment conducive to innovative teaching practices certain things need to occur:

  • Innovators need to be encouraged, rewarded and celebrated. At St Andrew’s this has been done in a number of ways, including creating a new billboard area in the very busy pickup/dropoff zone celebrating teacher excellence. This is the inaugural poster in this area:

Jac and Ben

  • Innovators need to be closely supported – provide them with access to the latest equipment, software and professional development as it becomes available. Ensure that when they experience frustrations there is timely support, as the classroom can be a very lonely place for teachers when technology fails them!
  • Monitor closely what is happening at the “bleeding edge” of technology in education – what’s happening on the fringe today will quite possibly be mainstream in a number of years.
  • As a school, settle on “innovation within parameters” – there is now so much choice available, that there must be some rational decisions made about the broad direction a school is heading in. (I touch on this in my #CENZ14 blog post comparing the choice of Google Apps For Education vs Microsoft Office365)
  • Support innovation at all levels – even the aspirational “first steps” by teachers, and then provide a framework for them to grow their attempts e.g. the SAMR taxonomy
Explaining the SAMR model through coffee

Explaining the SAMR model through coffee

Pulling The Majority Forward:

Innovation Adoption LifecycleSt Andrew’s College is lucky that we have a number of teachers that are routinely trying new things in their classroom. We celebrate this in a number of different ways, including postings on this blog, whilst occasionally these teachers are also recognised externally for their innovative teaching practices. This was the case with Mrs Jac Yoder and Mr Ben Hilliam who were recognised for their innovative work with Microsoft products towards the end of 2014.

Additionally, we are now starting to get requests from other schools, teacher training institutions, subject association groups and other organisations for our staff to present or facilitate professional development in the education sector. Whilst this is very pleasing, the staff involved represent a relatively small subset of our wider teachers – as the diagram above shows, they would be seen as innovators or early adopters. Amongst the remainder of our staff, the early / late majority, most are very keen to try new things but may lack the confidence or support to try new things in their classroom, particularly when it comes to technology.

For this reason, our new eLearning Integrator has the goal of growing the size of our staff innovating and who could become early adopters of technology and best practice in the classroom. Sharing the successes (and challenges!) of these innovative attempts is imperative as it will encourage all of our teaching staff to give it a go.

Tools To Help With Innovative Practice:

An important point not to lose sight of: it's the teacher, not the technology, that makes the difference!

An important point not to lose sight of: it’s the teacher, not the technology, that makes the difference!

I recently saw the image on the right retweeted by one of our staff and it is a timely reminder that for successful learning outcomes the teacher and the student are the critical components in the process. Technology, as great as it is, merely facilitates the learning, as I mentioned in this earlier post:

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.

With this in mind, there are some tools that I expect to see heavy usage of from our staff this year, including:

  • Pro 3 WritingThe Microsoft Surface Pro 3building on our earlier trials, this year we will see over 20 staff using a Pro 3 as their primary device, no longer having a school issued laptop, but instead the excellent Surface tablet. I am personally excited to see what innovative practices come from this relatively new technology in the classroom.
  • notebook creatorOneNote Class NoteBook Creator – this is a big step for St Andrew’s as a largely Microsoft school, and is something I’ve blogged about before. What is especially pleasing is the responsiveness of the developers of this product who have now added the major feature requested by teachers: the ability to have multiple teachers sharing a class notebook.
  • moodleMoodle – freshly upgraded to the latest version (2.8.2) this will continue to be a key platform for teachers and students to access course content, share ideas and submit assessment.
  • Skype – Whilst a number of classes have now enjoyed skype_logothe fun of a Mystery Skype session, the call to Alabama and kapa haka to Singapore among my favourites, I would like to see more collaboration going on between these classes – the logical progression from simply connecting.

Invariably, other tools, websites, apps and services will emerge throughout 2015 as teachers at the College try new things. With the first Mystery Skype session scheduled for February 5th with a class in Oklahoma City, the year will be underway before we know it.

I am looking forward to sharing the stories on this blog for others to read and comment on, with readers having visited the blog from over 100 countries in 2014 (the top three being New Zealand, USA and Australia):

Map

Teaching the Teachers: A Visit From Microsoft Australia’s National Education Specialist

This post was guest written by Mr Ben Hilliam after St Andrew’s College hosted Mr Travis Smith, Microsoft Australia’s National Education Specialist in December 2014.

In December 2014, St Andrew’s College had the privilege of hosting Microsoft Australia’s National Education Specialist, Travis Smith. He spent a week touring New Zealand talking to educators from primary through to tertiary sectors about how they can use technology to improve learning outcomes. Although this sounds like an arbitrary topic for a speaker from Microsoft, Travis focussed continually on how improved learning takes place and the technology was very much an accompanying instrument to this drive.

Travis SmithThe Power of The Pen:

Travis spoke very broadly at first about how we need to target where we want to see innovation in using digital technology, otherwise, schools’ pedagogical progress can be flapped about by what any particular teacher wants to focus on at any time. The challenge is to get 80%+ of your educators being actively innovative in their practice. A hurdle that Travis identified to this goal is the way we educate our educators.

As teachers we can be quite innovative with the way we teach content and facilitate inquiry for our students, but ask us to do the same for our co-workers and we get into lecture mode. Travis suggests that when it comes to getting educators to become innovative in their practice:

  1. They first need to become familiar with the technology they are going to use.
  2. Secondly they need to develop a skills base with that technology.
  3. Then finally, they need to have be given the time and opportunity to implement it into their learning/teaching processes.

That three step process seems simple, however, most school professional development opportunities miss out steps 1 and 2 and jump straight to 3.

The technology that Travis spoke at length about in his presentation, is one dear to my own professional development: The Power of the Pen. We have been in an era of digital technology for 40+ years now. Computers have been in schools in some way or another for well over 30 years. For the last 20 years every high school student by the time they have left school has spent quite some time using a computer. And now probably the majority of schools run some kind of BYOD or 1-1 computer programme. However, for certain aspects of learning, digital technologies have made very little progress on changing or adapting the way they are taught. My subject area, Mathematics, being one of the main unaffected areas. The reason for this is because many types of thinking are best supported by pen and paper. Travis cites this research in support of this.

Personal Reflections On Using A Pen In Mathematics Teaching:

I would like to reflect on how my innovation process worked with my adoption of the pen (or stylus) and Microsoft SurfacePro when incorporating digital technologies into teaching and learning:

  1. Becoming familiar with the technology: As I sit and write this post at my parents-in-law’s house during my summer break, it is here where three years ago, my brother-in-law showed me his iPad with a stylus. I had a play around with an app called Paper. The stylus was quite good with the iPad, but had the drawback of not working when your palm rested on the screen. However, it was enough to whet my appetite and I could immediately see the advantage of a digital canvas in a world with cloud sharing. I convinced my school to let me be a forerunner with this technology and after I put the case to them, they invested in an iPad and stylus for me to use in my classes.
  2. Building skills with the technology: My iPad became my new whiteboard and notebook. I could cast my screen to my projector, deliver my content that way, and still have a copy to share with my students afterwards. I still had the frustration of having to have a magazine between my palm and the screen, but I felt I was moving in the right direction and feedback and marks from my students did not contradict me. I moved to a new school (St Andrew’s College) which was Microsoft only, so I needed to adapt. They provided me with a SurfacePro and I continued as I had with the iPad with some added advantages: I could now write naturally with my palm on the screen, my notes were always live and organised through Microsoft OneNote and I had a fully-fledged computer at my fingertips. Here is an example of how I used it.
  3. Implementing technology into my teaching and learning process: I am now able to approach 2015 running, with three of my classes now in a 1-1 computing environment. My students can have their learning their own way, either my “chalk and talk” projected in class, or watched again afterwards having been recorded and posted using OfficeMix or in some cases watch content in advance. On their own devices they all have a communal OneNote along with their own personal OneNotes that I have access to as well. And for those students also with a stylus enabled device such as a Microsoft SurfacePro or a Lenovo Yoga, they can toss their paper books aside.

As I reflect on how this process has played out for me, I can see I have built an innovative practice into my everyday pedagogy and it is now embedded. However, this whole process has taken around two years and required support from my successive HOD’s, senior managers and IT staff. If schools want to emulate this process they first need to create an environment where these things can all come together.

Further Information:

To watch a similar presentation to the one Travis presented at St Andrew’s College, watch the YouTube clip below:

Introducing Tom Adams – eLearning Integrator at St Andrew’s College

StAC Logo WhiteStarting in 2015, St Andrew’s College has created a new position to support teaching and learning with technology both in and out of the classroom. This role, called eLearning Integrator, has been filled by Mr Tom Adams and reflects the College’s continuing commitment to ensuring both staff and students are equipped to maximise the opportunities presented by technology.

To ensure this happens, Mr Adams will be teaching a single class (senior Geography) and using the rest of his time supporting teachers and students both in and out of the classroom. The interview below introduces Mr Adams and his role.

Tom, you have joined St Andrew’s College from Christchurch Girls High School. Can you provide an overview of how your role there supported eLearning initiatives?

My role at CGHS was twofold. The first aspect of the job was to oversee the continued development of a strong infrastructure; both wired and wireless. We all know the futility of trying to make meaningful progress with e-Learning without this aspect falling into place. The second aspect was to oversee the actual teaching and learning aspect of e-Learning. The main initiative predominantly involved the conceptualisation and development of a Moodle site which has, pleasingly, became relatively engrained in the teaching and learning programmes of most staff and students.

Of the various initiatives you introduced at CGHS, which were you most pleased with and why?

On reflection it would have to be the way that the Moodle site became ingrained in the learning culture of both staff and students. Our average hit rate of over 1000 site visits daily was evidence that students and staff were using it as the basis of their online learning needs. Early in 2015 the site will record its 2 millionth site visit!

You have experience with both Google Apps For Education (GAFE) and Microsoft’s Office365 (which StAC uses). Do you have any thoughts on the relative strengths and weaknesses of these products and how they can assist teachers and students with learning in the classroom?

I feel that this is an area that a number of schools are going to really struggle with over the next few years as both GAFE and 365 continue to develop their competitive capabilities in this growing market of eLearning. I personally feel that GAFE currently has certain advantages such as its ease of use and smooth integration between its complementary products, however, the new developments within 365 in the last 18 months have certainly brought that package into line, and 365 now offers greater functionality and the incredibly exciting potential of OneNote in an education setting. OneNote is a product that GAFE currently does not match. With 365’s impressive, recent developments it will be interesting to see GAFE’s response in 2015!

StAC has seen massive uptake amongst staff of Microsoft OneNote in the last 12-18 months. Some schools are now using this as their Learning Management System, whereas St Andrew’s remains committed to using Moodle as the primary LMS. Can you share your thoughts on the value of Moodle to both teachers and students?

I believe that the separation from 365 that Moodle allows is an important aspect. By using the Sharepoint platform as your LMS there is the risk of becoming insulated, self-congratulatory, and ultimately too reliant on 365 to provide a one stop e-Learning platform. Using 365 in the classroom should only be one aspect of a teacher’s e-Learning commitment. By having an intermediate platform, itself with many great features, allows a teacher, and their students, to have a central platform to feed other learning experiences into. It also allows the school to more fully involve its wider school community in the e-Learning process by making use of the public functionality of Moodle, as appropriate, to help give a more personalised feel than is provided by most school websites.

You’ve come to a few events hosted by StAC over the last couple of years and have had a chance to see how the College is resourced and the direction we are moving in with respect to eLearning. What excites you the most about this role? 

This potential of this role is incredibly exciting. I am in the privileged position to be at a school that is committed to offering effective e-Learning to their students, and a school that is willing to create a position such as mine. The fact that, in the position, I have been allocated the time and freedom to really help shape the future of e-Learning in the school is something which I am really looking forward to!

The College is quite different from other schools you’ve worked in, being co-educational and also Year 1-13. What are some of the personal goals you’re hoping to focus on when you start?

The ability to work with staff and students Y1-13 was one aspect of the job that really attracted me to it. I have so much to learn about teaching at a primary level and that will be great fun. The other aspect of the position that will be an initial goal of mine will be to gain the trust and confidence of as many staff as possible, as quickly as possible! This will be a massive undertaking as it is a privilege to be allowed into someone else’s classroom, and it is not something that all teachers are comfortable with.

Finally, what other interests do you have outside of technology and teaching?

I am currently enjoying the pleasures of having a young family. Cait and I have two boys, Ollie (4) and Sam (1), who currently provide the entertainment at home. Outside of my family, I am an absolute sports tragic. As well as passionately supporting a number of, predominantly unsuccessful, teams across a few different sports I am a lower grade cricketer (who is a bit susceptible to an early straight delivery), and an ageing, and slowing, central midfielder for a local football club.

Moving forward, I anticipate Mr Adams will be posting blogs directly, sharing some of the eLearning stories emerging from his work with staff and students at St Andrew’s College.

Teaching The Teachers: St Andrew’s College Staff Delivering Professional Development

StAC Logo WhiteThe end of the academic year is a busy time in most schools, but also a time that many teachers engage in professional development. It is no different at St Andrew’s College where three hour, small group sessions were organised for all secondary teaching staff as a refresher on eLearning. This professional development was run by Arnika Brown, an eLearning Integrator from Cyclone Computers who has previously worked with teachers in our Preparatory School.

This year has also seen increasing requests by other schools and organisations for our teachers to deliver professional development in the area of eLearning and technology use in the classroom. An example of this is earlier this week our Assistant Head of English Ms Tam Yuill Proctor was invited to deliver a keynote at the Dunedin English Big Day Out conference. The title of her message was “Putting the “E” of E-Learning into Teaching and Learning” and as a summary reflection of presentation she recorded a terrific Office Mix overview (click the slide below to view):

Tam Office Mix

The topics covered in the keynote included:

  • Teaching and Learning: knowledge building, learning communities, practice
  • Office365: Office Mix, OneNote and OneDrive
  • Inquiry Learning: putting it into action with Year 10
  • Blogs and Twitter: effective use of these in professional development.

Other examples of our staff delivering or facilitating professional development in eLearning recently include:

It is excellent to see teachers from St Andrew’s College being invited to share their expertise and experience with the wider teaching community, as it highlights the value our own students are receiving in their tuition. As well as requests to speak at events, the College has hosted numerous staff from other schools on visits to see eLearning in action in our classrooms.

To build on this momentum, St Andrew’s has created a new position starting in 2015 called eLearning Integrator. This role will focus on supporting innovative and best practice in eLearning amongst our teachers and I am confident this will lead to even more teachers being asked to speak at future events.

Moodle Versus OneNote Part 1 of 2

Moodle v OneNoteSt Andrew’s College is a school that is committed to delivering first class technology to students and staff to use in supporting their teaching and learning practices. In 2012 Moodle was introduced as the first real Learning Management System the College had used, replacing an ageing and feature-limited version of Microsoft Sharepoint. In 2013, thanks to the introduction of cloud based synchronisation via SkyDrive (now called OneDrive), Microsoft OneNote became increasingly popular amongst teachers as a tool for delivering class notes and collecting student feedback.

Since then, many teachers have variously tried both Moodle and OneNote interchangeably, sometimes abandoning one in favour of the other or struggling to identify when to use the most appropriate tool. Through various discussions, I have picked up a distinct pattern of thought that suggests most teachers believe they must use exclusively either Moodle or OneNote, but rarely did any teachers describe a workflow that included both.

This is a shame, because I believe both tools actually complement the other and when used in conjunction they provide a phenomenal feature set to easily deliver quality eLearning to our students. As this case study from Microsoft shows, both Moodle and OneNote can work together and over the course of the next two blog posts I aim to highlight:

  • The various strengths and weaknesses of each product
  • Some suggested workflows of using them alongside each other

THE STRENGTHS OF MOODLE:

moodleI have blogged about how St Andrew’s uses Moodle already, and below I am going to list off the key features that make Moodle an outstanding Learning Management System (in no particular order):

  • It is free and easy to install for immediate use. Furthermore, it was designed from the ground up for educational use.
  • As an Open Source product, you are free to customise it in any way you choose to meet the needs of your school or students (admittedly, this does require some coding ability).
  • There is a huge amount of third party plugins written for Moodle, rounding out the feature set to meet the needs of most schools.
  • Assignments: it easily handles the setting of various different assignment types, automatic cut off at due dates, electronic marking using rubrics and other scales, and feedback to students.
  • Forums: multiple forum styles that allow for online discussion and sharing, with no chance of student interference of other’s comments.
  • Resources: since mid-2013, teachers have been able to drag’n’drop most file types for uploading into Moodle courses, streamlining the building of quality courses.
  • Quizzes a robust and flexible quiz engine allowing for individualised, self-paced learning and feedback.
  • Reporting: teachers can easily see which students have viewed a resource, contributed to a discussion or completed an assignment or quiz. This massively reduces the management of checking student work.
  • Embedding of third party content: You can easily embed third party video, audio, animation content directly into your courses meaning your students do not need to simply follow links to websites.
  • Automatic enrolment: students can be automatically enrolled into courses based off a third party database or directory groups.
  • End of course / year rollover: Teachers can easily “reset” a course at the end of a year or semester, removing assignment submissions, forum comments and other student data, readying it for the next class they teach.

There are many other features that could be listed here, but this is a number that relate to specific usage at St Andrew’s College.

THE STRENGTHS OF ONENOTE:

OneNoteIt is worth reading some of the previous blog posts on OneNote usage at St Andrew’s to see how our teachers are using it, for example as ePortfolios, class electronic whiteboards and to improve student writing. Again, in no particular order, here are some of the strengths of OneNote:

  • In New Zealand, the Ministry of Education agreement with Microsoft makes the Office Suite available to most students in New Zealand schools.
  • It is part of the Microsoft Office Suite, so is immediately reasonably familiar in the look and feel when compared with Word, Excel or PowerPoint for example, reducing the learning curve for teachers and students.
  • The default layout is very similar to a traditional tabbed ring binder folder – there is a visual connection as an electronic ring binder that is familiar with most people.
  • The ability to drag and drop images, documents and text into the NoteBooks is very intuitive.
  • It can now be shared easily via OneDrive with other OneNote users.
  • The desktop application is very feature rich: for example video and audio can be recorded directly into a NoteBook.
  • There is an online, browser based version called OneNote Online which can be shared as read-only to create an ePortfolio style document.
  • The recently added Class NoteBook Creator Tool makes it very easy for a classroom teacher to setup all students in a class to share a single NoteBook.
  • Inking: when run on tablet or supported touch devices, handwriting can be used directly into OneNote NoteBooks – good examples would be the Surface Pro 3 tablet.
  • A teacher can have “real time” access into a student folder at any time they choose, compared with having to physically collect in work books to see a student’s progress.
  • Microsoft seems to have a growing focus on education and they are becoming increasingly responsive to feedback and feature requests, resulting in the OneNote product becoming available on more platforms (iOS and Android for example).

THE FOLLOWUP:

Evidently then, both Moodle and OneNote offer incredible features for teachers and students alike, making it immediately obvious why schools and educational institutions all over the world are using them. In the next blog post I will discuss some of the drawbacks with each product when used in isolation and in doing so, highlight where they can complement each other when used together.

 

Design A House: A Rich Task Example In Maths

This is a story of what happens when a Maths teacher looks around for real-world inspiration and then is prepared to “give it a go” when it comes to integrating new technologies into the classroom. The results and learning outcomes are, quite simply, staggering.

The design brief given to students.

The design brief given to students.

Ms Briony Marks, a Year 7 Maths and Languages teacher at St Andrew’s College, had a plan to enliven a Maths unit on Ratios and Proportions, by creating an extension task that required the students to design a house. Using a planning template from the Buck Institute for Educaction the class discussed the assessment criteria and outcomes and included a wider discussion on how the Key Competencies from the New Zealand Curriculum were going to be included into this unit. Here is the completed template used by the class to plan:

Project planThis was a timely project because a number of the students in the class were having new houses built for their families during this unit so they could immediately connect with the learning. By designing a floor plan, the students had to decide on the ratios and proportions of three key areas in their house:

  1. Living Areas
  2. Sleeping and Bathing Areas
  3. Storage and Access
Task l

Task List to help the students focus

To spice up the project and totally hook the students into it, they given the option to use Sketchup, Build With Chrome or Minecraft to design their house in. Ms Marks also created a simple task list of the required jobs that needed to be done to assist with scaffolding this project for the students.

With the task defined, students got to work by initially looking at concept plans by local builders such as Mike Greer Homes, and shading in the different areas they were going to have to design into their own houses. The maths, at this point, was tightly integrated into the inquiry – there was a need by the students to use conversion to change floor plans between millimetres, centimetres and metres. There was also teaching on calculating the perimeter of a house plan and of course the area of the various houses.

Ms Marks classified these as “unexpected extras” in the area of maths that supported the main focus of the unit on ratios and proportions, and there was also other skills being learnt by the students at the same time. One of these was formal communications, with a number of students contacting architects and house builders via email to obtain more information. Class and group discussion covered appropriate email etiquette, and emails were duly sent off, for example:

A Year 7 student's email as part of this design project.

A Year 7 student’s email as part of this design project.

Floor plans designed in Sketchup by Tim and James

Floor plans designed in Sketchup by Tim and James

Student enthusiasm and engagement in this unit was incredibly high throughout, to the point that a number of students essentially self-taught themselves how to use Sketchup so that they could design a more professional looking home. Two of these boys, went on to present at the Burnside Learning Community Cluster professional development session as I blogged about earlier here.

Summary:

Some remarkable learning took place during this Maths unit that took just under three weeks to teach. It was notable that none of the students in the class had ever used any design software before and to that end, neither had Ms Marks:

I was just prepared to give it a go and learn alongside the students. I had a play with Sketchup in the library one afternoon and two of the boys saw me. By the following Monday they were sufficiently skilled in it to be able to teach others in the class the basics.

Attitude is key here: approaching a new technology with a positive and willing attitude to learn is invariably more successful than being afraid of not being an expert at it.

What really impressed me about this was the natural integration of technology into the learning area, and how deeply embedded the core maths skills were into everything the students had to do to achieve the chosen outcomes. The fact that students had input into the planning at the outset undoubtedly helped with their sense of engagement in the learning process too.

Following the conclusion of this unit, Ms Marks was asked to present a summary of it to at a Preparatory School staff meeting. This is a link to her powerpoint and it covers off her planning and running of the unit.

FOLLOW UP:

Other students in the Preparatory School were invited to come and view the final designs and vote for their favourite. Over 120 votes were cast amongst the students and staff, resulting in the awarding of certificates for the following three categories:

  • Architect’s Choice
  • Teacher’s Choice
  • People’s Choice

Well done to Ms Marks and all her Year 7 students who gave it a go.

Freemium: Students Can Be The Winners On The Day

freemium

This post was written as part of the Connected Educators Month 2014 and was first published on the Christchurch Connected Educators blog.

In my role as Director of ICT at St Andrew’s College I get to see lots of great products in the ICT sector, both the latest hardware (such as new tablets aimed at education) and software (cloud based productivity suites are the in thing currently for schools). I also get to step back from the coal face from time to time and observe some of the bigger trends happening in ICT & Education and there are two obvious ones:

  1. BYOD – Bring Your Own Device. More and more schools are exploring how they can allow (or in some cases require) students to bring a laptop/tablet/smartphone to school and use it as a tool for their education. There are literally tens of thousands of blogs about this, so I’m not going to write about that today.
  2. Freemium – Defined as “a business model, especially on the Internet, whereby basic services are provided free of charge while more advanced features must be paid for” This is a growing trend in education and, as the blog title suggests, students will be the ultimate winners from this.

The concept of Freemium is probably best known as starting within the Apple App Store and it has spread rapidly from there. Developers, keen for you to try out their apps, give away a limited feature set, be that the first few levels of a game for example, and if you love it, you pay the full price for the app.

How Is This Impacting Schools?

Major players in ICT have long recognised that exposing students to their products early on increases the chances of them continuing to use their products when they leave school. Earlier this year I attended a conference where Francis Valintine from The Mindlab by Unitec named five companies that are likely to dominate education in the near future. These were (in no particular order):

  • Apple
  • Facebook
  • Microsoft
  • Amazon
  • Google

office-logo_v3Many New Zealand schools are already availing themselves of the Ministry of Education negotiated contract with Microsoft allowing for very affordable access to Office365 and associated products. Other schools have gone for the free option of Google Apps For Education (GAFE). Both products are excellent, and allow schools to deliver Enterprise quality email, cloud collaboration services, online storage and backup options and a huge range of additional features from third party developers that plug in to these core products. It has massively reduced the workload for school ICT technicians; for example not having to run a local mail server and spam filter for students and staff.

Google-Apps-for-EducationBen Kepes, writing for Forbes.com, described the Google/Apple/Microsoft rush for education as a “war” – they are certainly battling for the hearts and minds of students, hoping that their loyalty to a product will continue on into tertiary study and, ultimately, the workplace. Indeed, I’ve even come across ICT technicians from different schools exclaiming incredulously “What? You’ve gone with [product x]?? I can’t believe it when [product y] gives you 10x that storage space for free!!”

And so it goes on …

Should We Be Concerned?

The answer to that question is not a clear cut yes or no – it’s more like a “maybe.” With more and more companies offering free or heavily discounted products to schools, we should in theory be seeing increased choice around what tools are used for the best educational outcomes. Paradoxically, however, the opposite is happening as each major vendor creates an ecosystem where their products play nicest together. As these ecosystems grow ever more encompassing there becomes less compelling reasons for schools to explore great products outside of those provided within the ecosystem.

To highlight just how much focus these vendors are pushing a widening product set, many traditional software only companies are now releasing hardware products to complete their ecosystem:

  • Microsoft: with a long history of operating systems and office suites, they are now offering hardware like the Surface Pro 3 tablet
  • Google: started out as a search engine and then developed a mobile operating system called Android and then ChromeOS for running on laptops. They have now released their own ChromeBook called Pixel
  • Apple: already a hardware and software company, they needed a cloud based productivity suite to complete their ecosystem and introduced iCloud

Ultimately, schools have to make a choice which ecosystem they enter and straddling two at once becomes challenging. Towards the end of Term 3 I organised some of our staff at St Andrew’s College to present to senior leaders from a range of schools throughout New Zealand on how we are using Microsoft OneNote in Maths and English. Afterwards, a number of the guests from other schools asked how they too could implement OneNote in their schools, only to realise they were a GAFE school and didn’t have the Microsoft licensing to affordably do this.

Therein lies the problem.

It’s not that Office365 is better than Google Apps for Education – both are tremendous products and as schools, we should all be incredibly grateful we have access to these. It’s more that in being spoilt for choice for free or heavily subsidised product offerings, it’s not always easy to explore the best products across multiple ecosystems.

Conclusion:

I wrote in a recent blog post that great integration of technology in a classroom should see it fade into the background:

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.

moodleSchools are in an incredible position that they’ve never really experienced before where major players in ICT are literally giving away their products to them or using a freemium model for base services. On top of that, there is the Free and Open Source Software (FOSS) community offerings such as the very popular learning management system (LMS) called Moodle.

At a time of such rich pickings, our focus should not be solely on [product x] or [product y], but squarely on the teaching and learning practices that authentically integrate whatever the chosen technology is into the lesson.

When this occurs, the students will indeed be winners on the day.

Update: Teaching With a Surface Pro 3 In The Classroom

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

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

UPDATE: a survey of teachers using a Surface Pro 3 at St Andrew’s College has collated their feedback and you can read the blog summary here.

Judging by the search engine queries related to teaching with a Surface Pro 3 that end up on this blog, there appears to be significant interest in the wider education sector in how teachers are using these devices in the classroom. We started a trial of 5 teachers with Surface Pro 3 tablets across Years 6&7 in our Preparatory School and the Maths and English Departments in our Secondary School on the 1st October and today I asked them to meet and discuss how it’s working out for them.

I’ve broken the feedback down into a few main areas:

  1. Student Interaction / Feedback
  2. Explorations into the Windows 8 App Store and other software being used
  3. Ongoing issues / challenges
  4. Changes to pedagogy being explored

Student Interaction / Feedback:

  • A number of students have been asking our teachers whether the Surface Pro 3 would be a good device for them to buy – both for those coming back to school next year and those heading to tertiary study in 2015. They are attracted to the combination of both typing and handwriting and the demonstrated use of Microsoft OneNote by the teachers and the ease with which they file notes.
  • Students in Year 11 English have commented about the increased movement of the teacher around the classroom as they are “freed up” from using resources on a computer that is connected to a projector. The wireless use of Miracast has given the teachers more freedom to roam, whilst still having the key resources available.
  • In the Year 6 class the teacher commented that when he is not personally using the Pro3, his students are – they are writing directly into their own OneNote Notebooks which have been shared with the teacher so he can access them.
    • He gave an example of the students working on a decimal place exercise via BBC Bitesize Math – they were solving the problems with their pen and paper but were passing the Pro 3 around to allow them to enter results into the website to progress to the next problem, whereby the next student could enter the results (all shared on the classroom projector via a ScreenBeam Education Pro Miracast device)
  • Our Year 7 teacher trialling the Pro 3 mentioned the speed at being able to turn it on/off to accomplish small tasks is seeing her use it more frequently but for shorter periods of time, compared to setting up her laptop and working on that.

Explorations into the Windows 8 App Store and other software being used:

  • Fluid Math is now in the Windows 8 App Store and has been explored by our maths teachers
  • Prezi.com now have an app in the Windows 8 App Store as well, and Prezi is a tool that is used by quite a few of our teachers.
  • MS Office Mix (which we’ve blogged about before) is proving very popular and I will be running two training sessions for our staff on this over the next month,
  • The Radial Menu as part of the OneNote 2013 App

    The Radial Menu as part of the OneNote 2013 App

    A distinction was made between:

    • OneNote App (lightweight version of the app and has the Radial Dial which allows for rapid access to contextual menus.
    • OneNote Desktop App – the full version of the application that comes with MS Office.
    • It was apparent that both could be used – they sync perfectly and the lightweight app has a better full screen option to reduce distractions
  • OneNote Class NoteBook Creator will streamline the setup and deployment of NoteBooks for students and make the ongoing management of these significantly easier for the teachers.

Continue reading

OneNote Class Notebook Creator Is Here!

It’s easy to forget that Microsoft’s Office365 was only launched in early 2013 and was the successor in the education sector to Microsoft’s Live@Edu product, which St Andrew’s College had been running since 2010.

Google-Apps-for-EducationThe incumbent cloud collaboration suite for many New Zealand schools is Google Apps For Education, and with the launch of Office365, Microsoft had significant ground to make up. We encouraged many teachers to take advantage of the benefits of the collaborative, cloud based documents – in particular many embraced OneNote with their students. There were challenges and even confusion at times – Microsoft’s cloud based storage changed names from Skydrive to Skydrive Pro, then to OneDrive before settling on OneDrive For Business.

Additionally, there was no native application on Apple’s OS X or iOS (that finally changed, after a false start in March, with a significant release in July), meaning many of our students had to rely on the web browser version of OneNote Online. Throughout all of this, many of our most innovative teachers continued to persevere as they could see the potential for their students. A number of these stories were picked up by Microsoft New Zealand Education and blogged about over here, reinforcing we were definitely on the right track.

Realistically, however, many of our teachers found the process of setting up OneNote notebooks, sharing them with their students, followed by the reciprocal process of students sharing their notebooks back to the teacher, just too difficult. There were no easy shortcuts to circumvent this process – that is until now.

notebook creatorAt the start of October Microsoft released an app for Office365 called The OneNote Class Notebook Creator – I had first seen a beta version of this at the Edutech Conference I attended in Brisbane in June. This tool is the missing ingredient in making the setup of a class OneNote notebook incredibly easy as it allows the classroom teacher to:

  • Create a “read only” section in the NoteBook where they could add notes, slides, files, images and links that students could easily see within their notebook.
  • Create a “collaborative” section where both the teacher and all students in the class can contribute information and ideas to – each student’s contribution can be seen with their initials beside their additions to the notebook.
  • Create private subsections for each student. These are visible only to the to the individual student and the teacher, with both having read/write permissions into the notebook. This effectively creates sub-notebooks for each student within the one master notebook allowing the teacher to see a student’s work and provide feedback directly into their notebook.

In practice, this means that there is only a single notebook for each class, whereas currently the teachers using OneNote with their students share their “master” notebook, and receive access to an individual notebook back from each student.

To encourage our staff to start using this fantastic tool, I’ve created a screencast showing just how easy it is to set this up:

Setting up a new OneNote Notebook with the Class Notebook Creator Tool

This is a huge step forward for Office365 schools, and I know of some New Zealand schools that are now going to be using OneNote as their only Learning Management System (LMS). Whilst I personally believe OneNote is not an all encompassing, feature-rich LMS, the ease of use for staff and students alike along with the familiar MS Office interface makes it a very powerful tool in the classroom. The Class Notebook Creator tool allows for a single link to be shared with students, either via email or on the class Moodle site, and from there students can open the NoteBook directly into their App or Browser.

haparaGoogle Apps for Education, with their jump start on Microsoft in this sector, have seen some valuable third party apps designed – perhaps none better than Hapara, founded originally in New Zealand (hapara is Māori for “dawn” or “daybreak”). This product allows teachers to get an overview of activity amongst their students and their use of various Google Docs.

It would be awesome if there are extensions to the OneNote Class Notebook Creator as well to enhance the feature set on offer currently. Regardless, this new tool is guaranteed to assist with uptake of OneNote amongst teachers since they can now easily create and share a single NoteBook with their entire class.