Melinda Holt: And I'm going to hand it off to Jeff Goumas. I'm going to try again.

Jeff Goumas: Close enough. This is going to be a pretty participatory webinar. Mostly because I want us to sort of all be in the moment and experiencing using different technologies as a way of modeling the type of thinking that I hope we all leave with. And that is regarding thinking about how different technologies are being used. Why they are being used, what we're trying to accomplish with those different technologies, and making considerations for how we might use these both now and in the future, which is the title of today's webinar. On that link to open up the Wakelet. And I will show you that in a second again, but that Wakelet contains these slides. It also contains all of the links for every single activity I'm hoping as many of you as possible will participate in with us today.

So today's session is called Building Online Strategies for Today and Tomorrow. And as Melinda said, my name is Jeff Goumas from CrowdED Learning. We are a non-profit organization based in Chicago. And our entire focus is on free and open education resources and helping make these more useable to adult Ed instructors and students. So that there's just a wider variety of options for learning and for instruction within the field.

And the reason that we decided to do this webinar is for the past three months I think this probably could characterize for many of you, your experience, right. Mid-march is probably, that's when it happened in Chicago and in Illinois and I'm assuming the same in California, where suddenly we had all of these school closures. Where suddenly you were being asked to continue learning with your students regardless of whether or not you had in the past been actively using technology with those students. Suddenly the only way that you were going to be afforded the ability to continue learning was by way of learning how to new use-- to use new tools, excuse me, helping your learners learn how to use these new tools, albeit not when you're together with them which we all know is a challenge in terms of helping someone learn how to use new technology remotely. And then to start sort of getting back to some semblance of normal, whatever that looked like for you from a distance.

And so that really happened in a very, very short period of time. We were all asked to make very fast decisions in terms of things that we wanted to use. And for many of you were using some technology before that process might have been a little bit more seamless. For others it might have been a bit more challenging. But at this point the hope is that you are in some level of sort of normalcy in terms of what you're doing and how you're doing it. And you've sort of narrowed down and settled into a few technologies that you're using pretty regularly. And that's awesome.

The goal of today is for us to sit and reflect a little bit in terms of what are those tools that you are currently using and have tried using? What have been the challenges? Why have you selected those tools? Most importantly though, thinking about, OK, if this is something I'm using now because I have to, because we are separated, is it something that I will continue to use when we get back to normal?

And I think another thing that kind of happened when we all jumped into having to teach from a distance was that this is something that is going to be temporary. And it's obviously probably lasted longer than many of us have thought. And with the sense that we're already in June, July, August depending on whether or not you work on a sort of September to June schedule, we have no idea what things are going to be looking like in September. And so we really have to start thinking about, OK, what are we using now and how can we be more strategic in how we are using those?

And I would argue that a lot of the tools that you're probably using, it does not matter if you're back face to face in person or were entirely at a distance or there's some semblance of both. A majority of those tools probably have affordances that can enhance what you are doing instructionally regardless of the settings. And so we're going to talk through that today.

So the outline for our session today is really a lot of reflection and I am going to be, as I said, active engaging you during this webinar to both share through the chat as well as through some tech tools that we're going to use and reflect upon their use. So that we're sort of modeling that thinking about how can I use this in the future.

Then we're going to look at characterizing tech tools. And what I mean by that is you've been using various tools for different things. So just trying to bucket these different tools in terms of these are communication tools or these are instructional or content tools or instructional delivery tools. To help sort of think about what are the different technologies that I use for each of the things that I need to be doing instructionally and what are the benefits that each of these tools bring to each of those things.

Then we're going to look at strategies for integrating technology. And it's not just going to be from the standpoint of what we're doing right now because we have to but also thinking through, again, what September or whatever the data is for the return to normal looks like. Whether that is fully out of distance, whether it is partially at a distance, whether it's entirely face to face. You have new tools in your toolbox. So what are some strategies that we can think through in terms of how to use those regardless, again, of the context in the setting. And then some planning for the new environment within that.

So since you are all strangers, I think one of the things that you've probably realized is when selecting tools that you're going to use with your students, you need to spend a significant amount of time onboarding your learners with that new technology. And the idea, hopefully, has been to settle into a few specific tools that you're going to be using regularly. That since you have your students, you've hopefully established some sort of normalcy in terms of this is the tool that we're going to use for x, y or z.

You are not my students, you are just my students for a day. So I want to sort of introduce the technologies that I'm going to be using as part of this webinar and how I'm intending to use them with you. So obviously, we are in Zoom right now. Zoom is a tool for video conferencing and it might be the driver for a lot of you in terms of your face to face or your real time instruction at the moment. So that is a tool for communication and for real time communication.

The tool that I pointed you to in the chat, which is Wakelet, and I'm just going to hop in the chat because I don't know if I'm going to add the link again into the chat. That is a Wakelet and we're going to look at it in a second. And a Wakelet is basically a tool that allows you to create collections of resources. They can be websites, they can be images, they can be videos, they can be docs that you have and then pulling them together in one place so that a student, or in this case you, my participants of this webinar have access to all of the resources that we're going to be using today in this single Wakelet.

And so it's a very flexible tool that can be used in a lot of different ways. But that is my tool that I'm going to be using to organize the tools that we're going to be using as part of the participation in today's webinar. So I'm going to be using a polling software called Mentimeter. Now Zoom actually has polling within it. So if you've used Zoom in the past, you may have used the poll feature. I do tend to use polls in Zoom when I'm in charge but since OTAN, it's OTAN software, I didn't have the ability to get in there ahead of time so I chose to use Mentimeter.

Now using Zoom polling is great if you're doing it sort of for a one time lesson. But say you have a lesson that you're going to do four times or you're going to do again the next quarter, semester, or a year. You might want to use a polling software because then if you have an account, that poll is safe. And it saves so that you can reuse it the next time you teach that lesson or concept.

And for example, if I do this webinar again, which I really was excited to pull it together so I most definitely am going to redo it. I have my poll already created, I have my Wakelet already created that's organizing all of these things. I have this Google Sheet that we're going to use as part of collecting your ideas. And then I have a Padlet already created. So all of these things are already created for this webinar that I'm giving. And so I can give it many times over because I've used these different tools and I've organized them into one Wakelet.

So that's sort of one of the considerations you want to make. But the tools we're going to use, I'm going to poll you on sort of what your experience has been up to this point. We're going to collect some information in terms of characterizing the tools that you've been using in a shared Google Sheet. And we'll talk about why that's a good tool to use for different types of tasks. And then I'm going to ask you to collaborate a little on a Padlet. And many of you may be familiar with Padlets. So these are the tools that we're going to be using today.

If you really don't want to be hopping around and you just want to be a passive observer and to see and participate just in the chat, that's perfectly fine. But hopefully some of you are actively engaging in each of these things. The poll in particular, I hope everyone can participate in. But I do need to have people participating so we can just see how these tools work in an environment where everyone's contributing and then discuss how that might work with your students.

So the first tool that we're going to look at is Wakelet. And Wakelet, as I said, is a content curation tool that allows you to pull things together. An interesting thing about Wakelet, it was not developed for education at all. I have a Wakelet account, I have a Wakelet collection of winter recipes and that's kind of the nature of what it was intended to be first. Sort of like a Pinterest of sorts but sort of with more ability to organize different types of resources in different ways. And then educators started using it and realizing, hey, this has a lot of benefits for education.

So if you have not, that link, the very last thing in the chat, is the link to the Wakelet for this session. So hopefully you can go ahead and click on it. Now I'm in Google Slides right now which I guess I should have also mentioned. Google Slides is a teaching tool, right. This is a tool that allows me to organize my instruction and deliver it. And again, if you've been designing lessons and doing them with students online, if you create Google Slides for those lessons that creates a nice sort of frame for you to, again, reuse the next time you want to teach a particular lesson. So just consider that.

So Wakelet is a tool that I'm going to open up here. And hopefully if you guys are in the slides then you're already in the Wakelet. But what you're going to see is I've created the slide deck and I've linked it in here. I've added these resources, these teacher tools which we're going to look at. And then the three activities that we're going to do. If you remember I showed that all the tools that we're going to be using, activity one is going to be a Mentimeter poll. All you're going to have to do is click on this to launch that poll.

The second activity is going to be a Google Sheet that is shared. And you can open these all up right now and then just once we're ready to hop into them they'll go for it. But activity two is going to be this Google Sheet and then activity three is going to be this Padlet.

And again, I'm using a bunch of different resources with you because I'm trying to model some of the things that we can be thinking about as we reflect. Again, you might be using just one or two resources that you've really gotten your students familiar with. I wouldn't recommend just one day saying, we're going to use five new resources today together.

But the way Wakelet works is in this case, I've created just this sort of resource, this bucket of resources for you. I could also use Wakelet to create lessons, right. So here is a one that I created as part of the webinar that I did on a tool called Skill Blocks which allows you to find free and open education resources. And what this allowed me to do was I can pull in an interactive activity on fraction equality. I can pull in another one using your fraction number line. I can pull in lessons from Math is Fun or from Khan Academy. I can pull in games that deal with equivalent fractions. And I can pull in practice from Khan Academy. And I can pull all of those things together in one Wakelet.

And then the way that I share that with students is I just click on Share and you'll see it's easy to integrate with Google Classroom. Or I can share the link as I did with you. I can send it through Remind. I could send it through Facebook. I could tweet it if I wanted to. There's a bunch of-- I can even PDF it so that this is the hard copy PDF file that I'm sharing with students. So it's a very flexible tool.

But I'm using it in this case to provide you with all of the resources that are needed for today. So that as opposed to when we get to activity one, I have to share a new link with you and then we get some activity two I need to share with you. If I get you all into this Wakelet up front then when I say, let's go to activity one, it's already in the Wakelet. And so that's why we're using this as the tool.

So with that, I am going to start with our first activity. And so if you are not in the Wakelet, please do so. That's the link that's there. If you have decided that you just aren't planning on opening the Wakelet, this is a poll that we're going to do using a Mentimeter. And there's three questions. I will launch into it in a moment. But if you have a phone and you want to take the poll on your phone, maybe you just want to see what that works looks like, go ahead and use your QR code reader right now to scan this. Or in the Wakelet you can click on the link for the poll which is activity one. Or if you're not in the Wakelet, you just want to open another browser tab, you can go to and you can enter the code 17 17 21.

So I'm going to escape out of here in a second. Again, if you want to scan this go ahead and I'm going to hop into Mentimeter. And there's three questions. Awesome I, see lots of people responding already. The three questions and the first one you can answer as many times as you want. What are the primary ed tech tools that you've been using? The next question relates to whether or not you would use these tools previously. And the final question is whether or not you intend to continue using these tools moving forward.

But I love looking at the word-- the word cloud that sort of starts forming as people are sharing the differential. So not surprising, Zoom and Google Classroom and Google Docs are the big ones. You see Padlet, you see Remind. 48 have responded. So that's kind of a nice feature here that I can see how many people on here have responded. So Zoom seems to be the big winner. If you're familiar with word clouds, the larger the word, the more-- the more people entered that as their response.

So the ones that are the biggest, there's not a lot of surprises in here, Google Docs, Google Forms, Google Meet, Google Classroom, lots of Google. Zoom and Padlet, Quizlet, and see Flipgrid and Screencastify. So YouTube is also in there, which is probably more widely used than maybe you didn't even think to add that. But that obviously is a tech tool. So we're seeing the clear winners. And there's again, not a lot of surprises there.

When we go to the next slide and statement of where the tools you mentioned, which statement best fits your usage pre-COVID. So 9 of the 26 that have responded to this said I had used all of these tools beforehand. The largest number is I had used some of these tools but some were new. And these are going to sort of tweak a little bit as folks are responding. And five of you have said that I had used none of those tools. And hats off to you because I think this has been a really challenging time for folks who are not used to using technology and it has really forced a lot of people out of their comfort zone.

So great. So it looks like there's a good mix. And again, I would assume that some of these tools you probably use. Some of these tools you haven't for many of you. Let's go to the next one. Good answer. There's no right or wrong, you're not going to get judged if you answer the last one, but which statement best fits your planned use of these tools when we quote unquote return to normal.

And again, I think for a lot of us we probably anticipated this might be a two or three month thing. Might not have necessarily thought that it was going to go through the summer. And when we think about the new normal, even if you have face to face classes schedule then you think that you'll be able to do that. When we think about the fact that one, we might have students that aren't comfortable going back to class. So how are you going to accommodate the students that want to access these services but they're not comfortable going into a classroom setting just yet?

The other added layer that I feel is going to be a challenge for us is we're going to have increased demand for adult education. I know there is the jobs report from the Bureau of Labor statistics that came out and unemployment might be creeping down a bit but we know there is a massive amount of unemployment right now. And as we know the story goes with adult education, when unemployment is low adult education enrollment is low because people are working. And then the flip side happens that when unemployment is high people seek out education because they feel about other opportunities.

And this again is a tool called Mentimeter. So in reflecting what we just did, so what was the task that I was trying to accomplish with the poll? So I see people are answering my last question but so my next question is, what was the task that I was hoping to accomplish by using Mentimeter?

But polling software, yeah, it does give me the opportunity to get sort of controlled information from you if I can sort of organize that in a way that you all have the ability to respond, right. Right now you're all adding into the chat and there's a flurry of activity and that's great, that's participatory. But if I know there's a certain number of things and information that I'm trying to get at, a polling software works great.

So in what ways was this an effective tool for doing that? Obviously, again, if I want to do polling I'm going to figure out what tool I want to use. I'm going to make sure that I work with my students to understand how to use it. And then I will consistently use that tool so that there's not the sort of learning curve that has to happen every time I'm using it.

But you can use this upfront as a tool for just getting a sense of where your learners are. You can use it mid lesson as a tool to see if learners have understood what it is that you're teaching. You could be using sort of real time formative assessments to ask questions. And if everyone's answering correctly, then you can move on. If everyone's not answering correctly then you probably need to stop.

You could do it, I mean, you could use it as an empathy check. One of the sessions that I've been to in the past three months, someone was using Google Forms as a tool for getting empathy. The question is Mentimeter, is it a free tool? It is a free tool. You only have, you have limitations in terms of how many live polls that you can have active. But you can, I think right now actually, I think with a lot of tools they're all free for everybody. I think with Mentimeter you have the ability to have three free tools.

There's other tools like Coocoo that allow you to poll students as well. Quizizz is another tool that allows you to poll students. And again, it gives you this opportunity to get answers from your students in an anonymous way but also to graphically look at it and talk about responses.

What factors would you need to consider if you were to use this with learners? You'd need to consider do they have access to the technology that is needed? Now if you notice at the front end, I gave you three different options for accessing it, right. So if you were in the Wakelet you could just click on it and launch it through the Wakelet. If you wanted to stay in this presentation and Zoom but you wanted to access it from your mobile phone, you could use your QR code reader. And if you were using this in class and you have a projector, you can zoom in to that QR code-- QR code, excuse me, so students can scan it with their phone.

So there's all sorts of parameters in terms of how you might want to use it or you can enter it using and the code. So there's different ways and you want to work with your students to understand how they're going to be accessing it. And then finally my last question is, how might you use this tool for similar tasks? Are there alternative tools to Mentimeter? And I think we've kind of walked through some of those. I guess I spoil that by talking ahead of the question that I had. But yes, you could use this for a formative assessment, you can use it for teacher meetings.

One of the things about Mentimeter is you can actually create presentations in Mentimeter. So you can just have slides that you're creating that don't have polls and then add slides that are solely poll slide. Google Slides, if you're using Google Slides, has integration with a tool called Poll Everywhere. Which is another tool, it does cost money, but you can seamlessly embed your polls into Google Slides so that you as the presenter don't have to hop back and forth.

But these are some of the things that I need to think about in choosing dates for meetings. That's a great idea so giving options for people to select in real time and then using that data to make a decision in real time. As opposed to the endless emails that we tend to use when we're trying to set dates for meetings.

So when we're thinking about these tools we need to think about what's the reality in terms of how we'd use this with learners. It has a specific purpose but what are the other sort of things that I could use it for? Remember the example I gave with Wakelet. It was not intended to be an education tool. Now that's their primary area of business with Wakelet, which is also a free tool. And so thinking about what are the affordances this technology offers me and how could I use it for some of the different tasks that I want to be doing?

So I'm going to walk through two examples of scenarios in which technology has been used to solve a problem that was presented to teachers, these are real scenarios, in adult education. So I want you to sort of think about what's going on in this situation and what is the problem being solved.

So the first scenario that I'm going to bring up is providing open access live classes. So in response to school closures, a school in Texas set up a schedule on a Google site where learners can see what classes are available and they can join via Zoom. So in this case because they can't meet face to face this school set up a Google site and they set up their schedule. They actually at the time had two months worth of Zoom meetings. So where it was the times that the session would be offered, who the instructor was, now I've blurred those out just for anonymity purposes, the content and the level for the class, and then the ability for anyone to join the Zoom meeting.

You didn't need to be enrolled in the class, it was sort of a recognition of the fact that you may or may not be able to come to class right now. So they decided we're not going to stick with sort of the regular schedule because we know everyone's been so disrupted. But what we're going to do is provide all of these classes, make them available to anybody who wants to join if you can. Here are the links, there already there. You have one website that you go to be able to join these classes and we're going to provide the recordings of each of these afterwards.

Here's COVID scenario number two. So and this is the teacher that I actually work with here in Illinois. So at a community college here in Illinois, an adult ESL teacher began open office hours using Zoom. And students sign up for those Zoom office hours via a schedule that she has shared with her learners on a shared Google Sheet. So she's created a Google Sheet and it has the times that are available. And students can go and access that Google Sheet and if there's a time slot available they can enter their name and they've then reserve that spot and she uses a Zoom room for students to be able to participate or to join those office hours.

This teacher, and this is the part that I find very interesting, this teacher had always had open office hours in person. So when we were in class and working in person, she is not a distance learning educator. Her classes were in-person. She had open office hours. She reports at the time she said students rarely took advantage of those office hours and she reports now that more students take advantage of office hours now offered virtually than they ever had when they were offered in person.

So thinking of these two scenarios, and these two obstacles that both of these scenarios the schools or the teacher had to overcome. I want you to use the chat again to respond to what problems were these teachers attempting to solve by using the tools that they selected.

Continued communication, connection, attendance, digital divide, giving some students privacy around their problems. That's great with the open officers choice. Student motivation, access to class, and very organized meetings for the classes. There was a lack of face to face options so they had to overcome that. Scheduling challenges, so they just created students with flexibility. If you can join, you can join. If you can't, you can't. But we'll have the recording available. And accessibility, awesome.

What existing obstacles or barriers before COVID, so what are some barriers that you probably experienced in your situation. So pre-COVID, think of some of the barriers of learners engaging with adult education. What barriers might continued use of these tools help learners overcome in the future? So even when we get back to class, think pre-COVID, what are those barriers that we know often exist for students that using the tools that were used for this current situation might actually help students overcome?

So class schedule not working for all students, student comfort levels, scheduling and kid problems, the teacher with open office hours shows that student precipitation is higher virtually. Students who weren't engaged before might be able to. Choosing between work and school. So shy to participate in person. So these are all great things.

When we think about some of the barriers to accessing education right now that we know have always existed. Transportation, child care, you think about that teacher at the community college what student, adult ed student, has time to kick around after the class time that they've sort of worked out to be able to attend to then add on additional hours that they are intending to their familial responsibilities or their work responsibilities or other responsibilities to be able to fit that teacher's schedule and be on campus. Whereas with their home and they have the availability to access open office hours virtually, they are more likely to attend.

Now also there's probably additional supports that a lot of people were seeking out during this time. But when we think about what these technologies offer it allows us to scale some of the things that we're limited in our ability to do and were before COVID. When I mentioned earlier that we're going to have probably an influx of students who are seeking access to education and we might not to be able to accommodate all of those.

Is there any reason why you can't post classes or resume schedule for anyone to be able to attend if they want to? They have the ability to access those classes and you can record those classes and make them available to students afterwards. So when we're considering the technologies that you've used and the technologies that you might want to use and be interested, what you need to be thinking of what is it that I want to accomplish? Which tools afforded me the ability to accomplish this? And what are the logistics that I must consider?

And you've stated a lot of those in your responses already. So things like student access, language barriers, the digital skills that they need. But when you're thinking about what technologies to use, it's really what are my goals and what am I trying to accomplish and what are the best suited tools for doing that?

So now we're going to hop into our second activity. And this is going to be using a shared document in Google Sheets. So we're going to, I'm going to have you launched from the Wakelet activity two which is a shared Google Sheet. And what you're going to do in that Google Sheet is click on a row and you're going to enter information about a tool or tools that you currently use. So if you click on that, it's going to launch a Google search that everyone has the ability to go into and edit.

Awesome. You guys are already in there so cool. So I created an example, my name is Jeff. The thing I want to accomplish today is to train educators and have a webinar. So I'm using Zoom and what logistics must I consider? Internet connection, I have to consider that the computer is preferred but it's also accessible first by a smartphone. You must know how to join, which a lot of you already knew how to do. And right now I'm using Google Sheets and you all are hopping in. You see all these colors, that's where everyone's clicked in.

So in using this tool, one of the considerations I have to make is helping students know not to overwrite someone else's response. So pick a row, you can scroll down. Some of you clearly have are responding in that third column or the last column, excuse me, based on questions that you have gotten from students. Great place to start in terms of thinking of the logistics, right?

You can be as well planned as you want and then suddenly you start using it and there's things that you did not think of that come up. And so you'll be better off next time having that experience. But ideally we want to consider as many of these barriers or logistics ahead of time so that we're making correct selections or the best selection for our students.

So great. So a lot of you are focused on there's a conferencing apps. We see some folks using Google tools and again needing access. So access is a huge logistical consideration. It is probably the biggest, right. Google Classroom. WhatsApp. So Google Classroom I want to integrate work-based learning. Olga, I love that.

So one of the things that's great about Google Classroom is it allows us to organize and provide a home base for students. But one of the great things about it it also integrates tools such as slide's and docs and other in the Google Suite ecosystem that are work based tools. These are productivity tools that a lot of employers expect you to be able to use. So it gives you that additional affordance by using Google app.

Have my students practice their speaking. And you're using WhatsApp for that. So that's awesome and WhatsApp is a very popular tool. Engaging students in conversation. So in order to do that right now we have a webinar where there are 68 of you, right, and we're all going to be together for the whole time. But if you have a class and you wanted to provide differentiation or if you wanted to put students in different groups working on different things, Zoom allows you to create breakout rooms. And that allows students to work in small groups and you can sort of move through those. So it's a great tool that sort of simulates what you might want to do in a classroom in a virtual setting.

We did the Mentimeter poll in real time. And some of you mentioned that in the chat. Like one of the benefits of doing it in real time was that we could see people's responses. There's no reason that you couldn't send that Mentimeter link out to students before class. So that when you are coming to class, you have their responses, you've already gathered those responses, and you can kick off class looking at those responses.

So we think especially about right now where you have limited face to face time with students, the more things that you can front load ahead of a lesson particularly around sort of checks like that or getting information that you might ask at the start of class, the better. So if they're used to using a tool like Mentimeter or some other polling software, you can send those questions out ahead of time and say, give them a due date. Say we're going to kickoff class on Wednesday based on your responses.

So that's called the flipped model of instruction where you're providing them something to do ahead of time and that we can use that information at the start of class on the next time you meet. So you don't have to put a due date but I think there's limitations on the window that students can respond. But thank you for that question because it prompted me to think about something that I had forgotten to share earlier.

So in thinking about Google Sheets, we just did an activity with Google Sheets where I was asking you all to contribute into a collective document. So I want you to answer the same questions. This is the last time we answered these questions. So in the chat, what was the task that I was asking you to complete?

Now I want you to think about why I use Google Sheet for this task. If I had used the polling software, right, that polling software I had fixed answers that I wanted you to respond to. I wanted your specific answers to those questions. And so I was able to create a poll that had those sort of fixed responses.

The first question in the Mentimeter was the word cloud but because I knew you'd have one word answers. You'd be saying Kahoot! or Google Classroom or Zoom, right. So that was a good poll because we'd get that word cloud and those words getting bigger because of the fact that you were going to have this one word responses.

I used Google Sheets for this activity because all of your answers were going to be wildly different, right. And so there was no way for me to give you sort of fixed answers to select. I wanted you to have the opportunity to be able to answer in an open response environment. And I wanted to be able to work off of that to hold the discussion around the different tools that folks are using. So it gives you flexibility in using it.

And again, you can use it ahead of time. So I think you've probably already answered but in what ways was this effective tool for the task that I was doing? So we just talked about that. It gives us flexibility in our answers. It also allows you to see what other people were saying.

Now, I asked you to provide your name, one of the things that you said was a benefit of Zoom was the or, excuse me, the Mentimeter was the anonymity. I asked you to provide your name. I wouldn't have to if I didn't want to. But I was doing that so that you can claim a row and do that. But so, this gave us the ability to see each other's answers and to see others' of challenges or the logistics that they've overcome. And it allowed you to be more open response.

So what factors would need to be considered in using this tool with your learners? Deleting. Yes, that is a big one. So Google Sheets because it's a shared document, everyone has the ability to accidentally delete somebody. And someone gave the great suggestion of assigning a row in advance. So that's a tip.

If this were a tool that you would regularly use, you can pre-populated with students names because you probably already have that in a list of cells in a Google Sheet somewhere. Or you could assign students numbers and give them that. So students would need to be able to type.

It is hard to use a Google Sheet on a phone. So that's a logistical thing. It's a great tool, there's other tools which we're going to use in a second that give us some of the same affordances of sort of shared response and everyone seeing it but that are more mobile friendly.

I do, I have used Google Docs, Google Slides, Google Sheets on a phone and it's fun but it's certainly not optimal. But you are able to do it depending on your tech level of ability. But if more of your students are using a mobile phone, then maybe Google Sheets isn't the right response. Particularly if it's going to be something that you want some immediate response.

But again, this is something that you could do ahead of time and share with them so that they have time. A great suggestion from Amy is use Google Forms. So in a very similar manner, if you had those same questions in a Google Form, I could send that out to students ahead of time or during class or after. It's a lot easier for them to enter into a Google Form.

And then if you use Google Forms before, the resulting data is actually available to you in a Google Sheet. So you're actually using Google Forms which is much more mobile friendly for students to answer those very same questions and then it will be in a Google Sheet and we can see everyone's responses. So that's an absolutely perfect suggestion, Amy, excuse me. And that's one of those considerations, right.

So if they're going to be accessing on a phone maybe Google Sheets isn't the best tool. If you have a computer lab or if they all have Chromebooks, then it is a good tool. And to one person's point within the Google Sheet, they're learning how to use productivity tools such as Google Sheets, which is obviously a set of skills that is very helpful in the workplace.

And so there's many different ways to do the same task. It's thinking about what are the things that are going to be most effective for my learners based in our current situation. So you kind of already answered this question so we're going to move on but Google Forms is another tool that you can use. We're going to do a Padlet and we're going to see the references that Padlet gives us in a second.

So that sort of transitions us into characterizing these ed tech tools. We have a number of different options for doing different things with technology and so making that selection can sometimes be challenging. This is a fun little couple of questions that I like to do when I present on integrating technology.

And so the first question just use the chat pod to answer. So most of you are saying B. It seems like a pretty straightforward response. I've B, C, D, it depends. Yes, you could technically probably get it in there with the wrench. You could technically get it in there with those pliers. But the best tool for this as we know it would B.

The best response I've ever gotten to this was we were talking about mobile tools, was using your smartphone to nail-- to hammer the nail and which probably wouldn't do very well for your smartphone. But these tools are sort of single purpose, right. Each one of these tools has a very singular purpose. So it's very clear which tool you grab for many of these tasks.

We're going to go to this next slide and the scenario here is this is a gentleman calling for the bus. And if you live in Chicago if the bus is leaving and you're running, it does not stop. So he has missed this bus and now he is going to be late for work. So which of the tools would you use in order to handle this situation in letting your employer know you'd be late?

So which tool you chose probably depends on your boss, right. There is a consideration that you have to make around the context for you and your boss, right. Now if this is a teacher say you're late for class, your boss is probably not sitting at their computer looking at email. So that is probably not the best way to operate. They probably also are not going to necessarily stop class and answer the phone mid-class.

Whereas a text which tends to be the thing that we like to use the most is sort of immediate thing that we know they're going to see. And that it might be more likely, again, depending on the person, which tool they're going to use. And this has to characterize their thinking about what tools we use. We're thinking about communication, many of you have probably started using or maybe already we're using WhatsApp and Remind because you know that texting is something that your students are more apt to do and those apps sort of involve a text based format. As opposed to email which we know a lot of students are averse to. And sometimes they just don't see the need to have an email account.

And so there's a lot of dependencies here. And I used to do a session on writing for work and talking about how we were using technology more in the realm of writing. And this was six or seven years ago. And I remember talking about texting. And it was really focused on the amount of email we get. And this is why it's important to be teaching these skills.

And at that time, I remember having the conversation where people were aghast at the notion of using texting and texting for communicating with your boss. However, now I think it is the preferred mode of communication for a lot of people. And so we need to think about that with our learners.

So I'm going to hop out of the way of the presentation again. And in your Wakelet, one of the resources that I've provided is a teacher tool page. And this is on the CrowdED learning website. Now, this was something that we had not had up on our website but realized might be very useful for educators as everyone was jumping into using new technologies and new tools.

And so on our teacher tools page, which is in our Explore section, so you see the CrowdED learning website, we've organized a bunch of different tools around their various uses. So what am I trying to do? Why am I trying to do it? And how would I use this with my students? So around video calls and meeting, around chat and messaging tools. Subject area of course classrooms so the content that you're going to be using with students. Supplemental learning content.

So just to differentiate for you the difference here. The subject area of course platforms are platforms that you actually students can create logins to, that they are very course-based. That they have accounts that they can sort of know where they are and keep returning to. And you might students set up accounts in there. And a lot of them also affords you the ability to monitor and create classes that you can move students into.

Whereas supplemental learning content websites, these are great content sites but these are sort of things that students aren't creating accounts but many of you may be familiar with something like Mathantics. These are very engaging math videos. And so these are tools that might allow you to augment your lessons with engaging videos and you might share these in Google Classroom or in Remind,

But there's math resources, there's ESL resources, these last four are ESL and a variety of different resources. Then there's quiz and assessment tools. And then we also have management assignment and sharing tools. So these are tools that allow you to sort of organize your content and create a home base, such as Google Classroom, which a lot of you had mentioned that you are using. And other learning management tools and then tools for sharing content and providing either content for your students in a single place or even doing some of the collaboration that we're doing.

So Wakelet is one tool that we've used. Some people may have set up Google Sites. I actually the CrowdED learning website is on a Google site. I find it to be very easy to use and update so it's very user friendly. So this is just a range of different tools for you to consider using. And one thing that I'll point out at the top of it is a link to a implementation plan template. So if you click on this, you don't have to do it now, just watch, but it's there and I will send it out as a follow up.

This is a tool for you to start framing what are the things that I want to use with my learners? And doing that around three buckets. So what are the tools that I want to use for communication? What am I trying to do? What are the logistics? Which tools am I already using with learners? What are they most familiar with? And then here is sort of an area for you to describe what you want.

This you only have view only mode. If you want a copy of this, you go to File. It doesn't matter if you have a Google account or not. If you don't have a Google account, you can do a File and download and it gives you the opportunity to download it in all of these different formats. If you do have a Google account, you can just click make a copy and it will add a copy of this resource to your Drive.

And what again it is it's helping you frame your thinking around tools for communication and thinking through the purpose, the logistics, and the tools that are available to you. Instructional content. So what is the content that we're actually going to be delivering to students? And then how do I manage and track that? So this is a resource that's available to you on the CrowdED learning website.

Again, the reason for that is the options are kind of endless. And just a note on the tools that are on that tech tool page, the things that we put in there was specifically ones that we know are being used as with everything on our website, these are things that we know are being used by adult educators. So they've been used within an adult ed setting.

And so part of this formulating our plan for today and tomorrow is thinking of those three buckets, right. So how am I communicating with students? Which many of you learned right out of the gate was a challenge because you may not have established digital channels for communication with your learners up front. What are the content resources and what tools can I use to create activities, to share and to manage all that for my students?

So when you're thinking about communication and the tools that you want to use. And we've been doing a lot of logistical thinking. So I think you're all doing an awesome job so I think you're already been thinking about many of the things that I'm talking about here. Really, what are your goals? And communication in particular, a lot of people gravitated towards what tools are students already using. And again, I mentioned that WhatsApp and Remind have been popular because it mirrors texting which our students are most apt to use.

And then you might be using multiple tools, right. And so in thinking about this it's what needs to be sort of in real time and what can be asynchronous. Meaning I'm just going to get this information out to students in some way and they can tend to it when they tend to it. So Zoom obviously is sort of synchronous. This is something that we're going to be doing in real time. Although because you can record and you can save those videos and share those videos, that allows you to have a real time class but then also gives that asynchronous option if students aren't able to attend at the time that you're delivering that class.

So when we're looking at these various tools, we do use these video tools more commonly when we want to be in real time. Email is obviously there's limited expectation for people to respond right away. And we know that messaging can be in between depending on the user like that scenario that we showed earlier, someone might be very quick to respond, sometimes they might not be. But these are the tools and obviously again that device that you hold in your hand. It is also actually a phone to make phone calls. Which I sometimes forget.

Most of you, since we saw in the middle of the word cloud, Zoom was the biggest word. Then I know that most of you are probably using video conferencing tools. Some of you may have issues with Zoom. So as we learned over the course of the past three months, Zoom wasn't necessarily designed for education settings. So they had to deal with a lot of privacy issues. I don't know that they fully accommodated those privacy issues.

But there's a number of different tools that you can use for video conferencing. Some of them are shown here. And the video that's linked here is a 20 minute video where an adult educator in Rhode Island gives an overview of all four of these tools, five of these tools, excuse me, in the video both from a facilitator perspective and from a student perspective. So it's a great overview of these different tools in case you haven't chosen a tool or maybe you are thinking you might want to use another tool, this is a great video for that.

I've already said this about messaging tools, what we've found is most learners were already using WhatsApp socially or a lot of them, particularly ESL learners. So that might be the tool that you decide to use for this type of communication. A lot of people do like Remind for education because Remind allows you to create classes. And it allows you to sort of organize things in that manner and sort of managed way that an educator might want to be organizing communication with their learners and providing opportunities for communication.

So as we're thinking about this synchronous/asynchronous thing, when we're looking at content, we also need to consider what is the content that I want to use in real time. And that's going to involve me more heavily involved in having to assign things. And what's going to be low instructor involvement.

And then on the flip side of that, what's the level of agency that learners have to use this content. So when we think about right out of the gate, and this wasn't just an adult ed problem, this was a k-12. If you talk to your nieces and nephews or your kids, my niece and my cousin's kids they are middle school, high school, they hated the last two months because it was like three hours of face to face and then just a deluge of work that was thrust upon them because the notion is I have to give something for my learners to do.

And they were throwing them in Khan Academy and just like here, like just work through Khan Academy. That doesn't mean Khan Academy is a bad tool, but we have to characterize how are we going to use that with learners? Is it actually my instruction or is it something that learners can get additional practice and additional remediation on the concepts that I'm teaching? And what level of activity do I want to have in terms of assigning these things?

So when we're looking at the tools on that teacher tool page, these tools are all ones that are low instructor involvement. Meaning that students have the ability to explore these tools on their own. You don't have to be assigning things and you don't have to worry about students not knowing where to go. They can sort of freely explore and find topics of interest.

And the ones that are listed here are Digital Literacy, our ESL, with USA Learns and Learning Chocolate, our reading with reading skills for today's adults. Math is Fun is a site that just has tons of math content with lots of different variety of activities. So these are my tools. Be tools that you still want to make available to your learners and maybe you're putting them in a singular place where they know to get at them but you're not necessarily actively using them.

So if you started using them already, continue using them. But just understand that those are for students who are self learning and that's good because you don't have to have a ton of involvement and students can freely explore that content. When we look at tools like Read Theory, which is a personalized reading program, and EdReady, which is a personalized math program, again, there doesn't have to be a ton of instructor involvement other than setting the student up. Once they're set up, these two tools take care of it from there because learners take a diagnostic at the start and then they're given the opportunity to work through content based on where they are in terms of their level.

Now that means it's limited learner agency in terms of they don't have a lot of selection or the ability to choose what they're doing because it's dishing up content based on their current level, but it gives them the opportunity to continue learning in a manner that fits their levels. Read Theory is all levels, EdReady is more I would say adult secondary in terms of the level.

These tools over here all are definitely great tools and learners can explore on their own. But if learners are really going to know what to do, it does involve some level of the teacher, excuse me, assigning that content or providing guidance. Khan Academy is one of the most widely used resources in adult education in terms of any polling I've done of teachers. In terms of what resources do you use with students, Khan Academy is always the winner but we also always hear or often hear teachers say but it's hard for my students to know what lessons in Khan Academy they should be working on. And so that does require some level of teacher or higher level of teacher involvement.

And then Read Works is another reading platform but students cannot explore content on their own. You can only be accessed when the student is assigned content. So there's limited learner agency and there's also high instructor involvement.

One of the other things you need to consider with content and with communication tools is bandwidth. So this is a metric that I did not create, this is something that I picked up. But it also has that sort of the frequency with which you want to be working with learners. But it's characterizing also the bandwidth. So to Zoom is definitely a data, it's a data sucking machine. So if they have a limited plan in terms of usage, they're going to be limited in their ability to hop onto Zooms, right. So these are considerations that need to be made.

Whereas if you wanted to do things both asynchronously or low bandwidth things like that Google Sheets or even a Padlet, those afford students the ability to access those on their own. Low immediacy, but there also, they don't really utilize a lot of the bandwidth that a student might be required to sort of fit within based on their data plan.

Then the other thing that you have to think of in terms of resources is what tools are you organizing things with. So because I saw Google Classroom was the second largest word in the word cloud, it appears that most of you have been using Google Classroom. And that's great because it does provide a home base for everything.

Some of the other affordance is that we talked about within Google Classroom is that it integrates docs and sheets and slides and so students have the ability to develop skills in these tools that are obviously very relevant to the workplace and for future success. And so that's why a lot of people gravitate towards it.

But you also have to think about tracking student progress. So when we look at some of the tools that I just mentioned, like Khan Academy, CommonLit, those are tools that you can create accounts and you can track student progress. Things like Math Antics or Math is Fun, you don't have the ability to track student progress. That doesn't mean you shouldn't use them but if getting that sort of time that students are working and getting those proxy hours is really critical to you, then you need to sort of balance that into the decision making in terms of what you're using.

I've already talked about the benefits of Google Classroom but in terms of the management tool, again, it does provide that home base. It integrates with all of the products that I've talked about already. And there's a lot of tools that automatically integrate into Google Classroom.

So I showed you in Wakelet when I want to share it there is that Google Classroom icon so I can click on that and it's going to allow me to assign it into Google Classroom. Padlet has the ability to do that. Khan Academy has the ability to do that. CK12 has the ability to do that. So there's a lot of tools that automatically integrate and allow you to if you have something that you want to assign, just click on this icon and it's going to assign that to students. And so that's another benefit of Google Classroom.

But within, again, this management sort of consideration, beyond just sort of managing students and communicating and assigning things, you might want learning management platforms so that you can have quiz and have that reporting. You might want to instead of caring necessarily about reports with grades, create proficiency based lessons.

So we're tracking a lot of states that are moving towards teacher verification model, which is not necessarily proficiency based but where they know that if a student has completed this particular lesson and completed it successfully, they have completed x number of hours because a teacher has verified that this lesson takes that amount of time. So if you've created those lessons for students or activities and your state approves that, then it doesn't mean that lesson goes away when we get back to class, right. If you have a project or an activity that is more virtual that students can do on their own and you know how long it's going to take to do that, then that's a proficiency based lesson that might be an option for additional learning or it might be the tool that you use for students to demonstrate. And you can continue using that even when we get back to face to face.

A lot of folks like using quizzing tools. Again, that's one that you're going to want to settle into one that you like. So Google Forms is nice because you can create quizzes and you can see the data specific to that quiz. There are some more robust tools like Quizzes which allow you to get reporting that's questions specific. That you can see how students answer to each response. That allows gamification within the quizzes that you do. That allow you to search other quizzes that other teachers have created on the same topic.

So sometimes when I use Quizzes, I'm not even using something that I created from scratch. I just typed in a topic and found a perfectly great quiz that someone else has created and I just pulled it into my account. And then another thing that I want to mention because I'm really intrigued by the notion of student self reporting. Because when we talk about providing learners with learner agency, this gives you the opportunity to do so. So this is a Google Form that I created that allows a teacher to assign anything and the student can fill this out and enter in the information for that whatever resource they did. And they can rate the resource and they can say how long it took them to complete the resource.

So it's one way of sort of providing more options for learners and giving learners a tool to manage their own learning, to report on their own learning, which gets them into certain things like self-management. And it's also supporting them in the concept of lifelong learning.

This is a form that is used by a teacher in New Hampshire. And before COVID, they were using this to give learners complete sort of free will to be able to use learning apps of their choice. So they indicate the app that they're using. They indicate the lessons that they're going to be completing. They write in how many minutes they're going to practice, so they set a goal. And then they track in 15 minute increments how often or how much time they're spending in the app and providing feedback on whether they liked it, something they learned or did they have trouble.

So this is really giving learner agency and having learners set goals on a weekly basis for what they want to learn on their own. So again, even when we get back to class, this might be something that you set up for bonus time for students or giving them incentives to participate in their own self guided learning outside of class on a regular basis in a structured format. Where they can be not only using the tools of their choice, learning the content of their choice, but reporting back to you on what they use and how they used it.

So we're going to go into final activity. And this is what tools will you continue to use with your learners. So this is going to be on a Padlet. So again, I want you to scan the QR code if you're choosing to use your phone. Now Padlet is much more mobile friendly than Google Sheets is for entering in content. So either scan the QR code that you see here or I'm going to hop into the Wakelet. And in the Wakelet, activity three. And some of you may have already gone in here because you had access to it ahead of time. This is how to launch the Padlet.

I'm seeing a question around some of the resources if they're free. All of the resources that I'm sharing with you today are free. So given the time, I might not spend too much time on here. But if you can hop into the Padlet, I want you to for any one of these tools. So can you think of those two buckets that we talked about, communication tools, content tools, and management and sharing tools. I want you to think about which of these, pick a tool that you plan to continue using with your learners and I want you to indicate how are you using the tool and why did you choose to use it.

We see people have entered in Zoom so I assume for teacher meetings. I'm already familiar. I like this, I list this week's lessons here. I provide the link to Zoom. I provide student resources. So this teacher is using Google Sites as a home base for putting the lessons and providing a link to her Zoom lessons or for his. And also to resources that they can access.

So that's great. I'm going to ask the question, how much time does that take to you each week? So one of the benefits about using a Padlet is you can create permissions that allows students to comment on other people's responses. So when we're thinking about the tools that we want to use and the opportunities that we want to provide students in terms of engagement, if you want to create sort of collaborative types of activities that students can be doing Padlet might be better because it allows you to not only have students sharing their content within the Padlet and providing their tiles, these are called tiles, but it allows students to respond as well.

And so it's serving the same purpose in a sense as Google Sheets does in terms of everyone being able to enter in their information. It's a little bit more graphic. It's a little bit more unwieldy. So students would need to be used to this. However, some of the things, the bonus things that it offers me is the ability to add in that commenting. And so we think about what that can afford us as educators, again, thinking about a flipped classroom, this is something that you could send out. You could have a reading assignment that you give students and students respond and you ask students to respond to other students' responses.

You could pose a math problem and have students explain their answer in here. And you could do that ahead of time. So again, you're coming to class with students having already engaged with something related to that day's lesson. And you have the ability also for students to be commenting on one another's responses.

And that gets into digital literacy skills. Like communication and appropriate communication. And when using social media, what's an appropriate thing to say? What is the effect if you-- you need to be kind you need to be supportive in your comments on other people's posts. So I like Padlet because of the fact that it allows for this sort of collaborative nature and it allows for students to work together in the same place.

And again, I also do like it for the purpose of being able to send out something ahead of time. I'll show you an example of it in second. Padlet and Sheets both give you some of the same affordances, right. Everyone can add a row in Sheets, everyone can add a tile in Padlet. But there's distinctions between the two.

Padlet is more mobile friendly. Padlet is far easier to operate on a mobile device than Google Sheets is. Google Sheets, you have to have a Google account, you have to have the Sheets app downloaded if you want to be able to use it on a mobile device. The benefits of Google Sheets is it integrates into Google Classroom but Padlet is another one of those tools, and I didn't see a lot of-- I did see some people mention Padlet. But it is another one of those tools that you can share in Google Classroom. So if you are using Google Classroom and you're creating assignments Google Classroom, Padlet is something that you can seamlessly integrate into your Google Classroom.

So the last things I wanted to walk through for those of you who choose to and continue to stay, is just thinking about what are your strategies for actually integrating these resources. So I have all of these different tools, I know how I can use them for communication, for content, and for sort of my home base. So how do I want to actually do those in the future when we say get back to some semblance of normal?

And I'm going to not sort of spend too much time on all of the different types of different blended learning, but blended learning is a model for instruction that allows you to provide both synchronous and asynchronous learning within your instructional practice and sequencing. And there's some elements that might be online or are entirely online and some elements that might be face to face. There's always at least some online elements to a blended learning sequence.

I like the station rotation model because, again, I like to bucket things. And so when we think about the type of learning that can happen for a particular topic that you want to be teaching. Teachers obviously have a very important role and I hope that one of the things that we've learned from this is throwing a student on Khan Academy is not the solution. It is a part of the solution, it has certain things that can benefit students, but that is not to me the way students learn.

There is an element of an instructor and a need for an instructor to facilitate instruction in learning and conversation and questions. And so if we have all of these different tools that can provide additional practice, that can provide additional remediation, that can provide personal learning, how do we pull these things together and use the meaningfully so that the time that I have with students is incredibly effective and that I'm doing what I do best, which is teach, ask probing questions, help students make connections around concepts.

And so the station rotation model has you consider how can learning happen in small group with a teacher? How can learning be collaborative where the interaction is between students around the content? How can learning happen individually where the student is working on their own on something? So on practice or additional remediation. And are there opportunities for personalized learning for that student?

So the focus is really on the learning and what is being learned. And the fact that there's different ways to do it not specifically on the instruction. There's various ways that learner is going to be engaging with content. And it's obviously a very flexible model. The notion isn't that you're going to leave here and I'm going to do every single one of these things for every single lesson. But the notion, the concept here is think about your technologies that you're using now and where do they fall into these different buckets. And so how could I be doing two or more of these things around every lesson based on the tools that I have started using or might have already been using before I came-- we started the COVID journey that we've all been on.

Learning modalities very but they're all connected in blended learning, right. So there's different ways that the learner is engaging with content and learning that content. And ways that might fit them better or better suited for that learner than others. And then learner engagement varies. So this very much looks like sort of an in-person classroom but you certainly can have students collaborating and working in small group work with technology.

As one of the instructors today in the chat mentioned that in Zoom they're using breakout rooms. So that allows for this small group work, right. So you're providing these options for learners.

So not to sort of go into every single tool that is on that teacher tool page, but in looking at these sort of elements of a blended learning sequence Zoom is obviously something that facilitates, it's a tool for a delivery, that facilitates teacher led instruction. That is a great tool that has math and science simulations that allow the students to interact with and explore and sort of make guesses and check their guesses on different math concepts in different science topics.

So that is something in a simulation that you might send ahead of time for students to play with. But then instead of walking through a PDF of a math concept during your very limited Zoom time, you might lead a facilitated discussion around having students sort of pose questions and test using that simulation. And then working through the simulation with them and asking questions like, why did that work? Why didn't that work? Or predicting do you think this will work and why do you think this will work? And then using the simulation to have everyone see in real time whether or not a certain student's solution would work or not work.

So it's one that really facilitates rich discussion that should be reserved for that face to face time that you have with students, whether it's virtual or in-person. So collaborative tools, WhatsApp, Padlet, Google Sheets are all tools that could allow you to collaborate. Those are the technologies, and facilitating this action of collaboration. And the content that you might use is say CommonLit.

So you can have students read a story and then have them engage in a discussion in WhatsApp on discussion questions that you ask them to talk about with another student based on the story that they've read. So maybe in a face-to-face environment you're getting rid of the technology piece here in terms of WhatsApp, but that story and those questions that students are answering they could still do in small group in person.

There's plenty of math examples of tools that you could pose questions for students to answer in small group, face to face or virtually. For individual work, I think you've seen Wakelet in action because you're using it for this and I showed you a lesson that I created that has different resources that all support that lesson topic. So Wakelet is a great tool for creating lessons that you can just make available to students, right. So these are things that you can work on for this topic, you share the link with students, and then they can access that at any time at their whatever time works for them, depending on whether or not they need it.

And tools such as Khan Academy also provide that sort of individualized work on topics that you might use. The two schools that I showed in that matrix that are really good for personalized learning. So this is where you're letting the computer take the wheel, right. And it is helping that learner work through content based on what it is seeing that learner can or cannot do. So EdReady is a great tool for math and that and Read Theory is a great tool for reading and providing that personalized learning.

Here is a Padlet that I created just to give you an example of something that you can do with students as a flipped model. This is on order of operations. And so what I did was create three prompts for students to respond to ahead of time. And these are open ended prompts so students are going to have different answers. And this is a progression, I'll go to the last one.

This is a super cool tool from the Math Learning Center, it's open manipulativeness and you can create things like this and then share them with students. So the goal is for students to create expression that tells the number of tiles. And I had three different prompts with three different representations.

This last one is going to yield the most variety. So just to sort of get at the progression, we have yellow tiles and tiles. So one student might say this is 8 plus 9 plus 9 plus 8 plus 8. Another student might say this is 8 times 3. So they see 1, 2, 3 plus 3 times 3 plus 3 times 3. And they would put those responses in the Padlet. And what that allows students to do is provide as many different answers as they can think of, and we're going to see the whole range of different answers in here in the different response pods.

And then if I send this ahead in class, when we get to class students can spend time, we can say, OK. Kelly, why did you say this? What did you see that made you come up with this expression? Or I can say, Kelly came up with 4 times 3 plus 4. And this is a different problem.

I could ask a challenge another student and say, hey, can anyone explain Kelly's thinking to me? And so now I'm using this tool as a flipped model. Students are engaging in a problem that everyone can solve to whatever way that they would solve it. And we can spend class time having students explain what they were thinking.

And so this provides a tool for a more in-depth conceptual learning and discussion. And it is a tool that is flexible so I can use Padlet for all sorts of different things. And we've seen a variety of different ways in which you can use that today.

So I am going to stop there. I'm not going to get into the shameless plug but I encourage you to look through resources that we at CrowdED learning offer. We have a tool called SkillBlox that allows you to search for skills in math and then see various resources that align. I'll show it to you here I guess, that aligned to that skill.

So you can create a skill block around a topic and you can include the Khan Academy lessons that align. You can include CK12 lessons that align. You can include activities that align and then share that with students. So it's sort of more of a playlist type format that students might just work on on their own.

We also just released an app last week using a tool called Glide. We did this in partnership with the Florida Literacy Coalition. And this is a GED prep app that is entirely based on using Khan Academy videos. And as I said earlier, one of the challenges that teachers have with Khan Academy is not knowing where students can go or should be going to learn things.

So Florida Literacy Coalition had created a website that organized a bunch of different Khan Academy videos into these topics. We worked with them to build it into an app. And so we have these different topics, and then these skills within. And then when they go to that there is a bunch of different Khan Academy videos that they can go to and they can launch.

It allows them to watch the video in app. It allows them to mark as complete so they can track that they've done something or not. This is entirely designed for learner self-study so there's no reporting that goes to the teacher. And they can comment on the videos so that they remember anything that they want to jot down. They can indicate the date. But they can also launch the video in Khan Academy.

So if you are using Khan Academy as a tool, that you're creating accounts for students and they are tracking, they can just use this as the mechanism for finding the specific videos that they need to go and work on based on the GED topics that they need to study. And then when they get to that video, rather than watching it in app they can launch it in Khan Academy. And it will launch them into their account in Khan Academy and then you'll get all of the tracking and reporting that happens in Khan Academy.

And so this was something we released literally just last week. Because of the fact that we know that a lot of folks are looking for tools like that. I'll also mention on our home page is a link to that GED app that I mentioned. So this is the link to where you can get the app as well as information about SkillBlox. And I think that kind of wraps it up.

So Janice asked a question, I need options that allow me to create offline materials. Any ideas? So Janice, if you're still on, it looks like you are, so cool. Yes, there are tools for you.

So one of the things I would love to mention, and I probably should've mentioned that earlier, is I use QR codes in here a lot. And there is a reason for that because QR codes give you the ability to scan something and get to the mobile version of it or to get to additional resources.

So I'm going to share with you a project that we did with ASU. You can create hard copy documents that have QR codes that allow students to scan, say, the video that's a supplement to it. Which is something that I would encourage. Like, say over a worksheet that has questions. You can do that in Google Docs and then it could be online and students can access it online if they have access. You can print that out so that students can answer those questions just on a hard copy. And you could also have a QR code that links to any ancillary resources that go with it.

The tools that are available offline, if I'm scrolling down here. So within these, Read Theory and CommonLit, these are both reading programs. All of the stories in these allow you to print out the stories. So you can print out the stories and the comprehension questions and make those available to students.

Within reading skills for today's adults, you do have downloadable PDFs and that allows you to download the PDF that has the story and it has the questions. And you can also download the supplement that has all of the activities. So again, there's a vocabulary activity, there's comprehension activity, language activities, writing activities. Those are all in this Word doc and again, you could share that Word doc if students have tech access and have them working in the Word doc. Or you could just print it out and make that available to students.

On the CrowdED learning website, I'm going to take you to a place on the site where we have alignment's of everything that's in this tool SkillBlox that I was just talking about. And within math there is a set of it's called common core sheets. And these are all downloadable worksheets in math. And if you click on what I just clicked on, so you'll see this will lead you to common core sheets, we've done alignments of common core sheets to the college and career readiness standards. And so on that alignment document that we created, you can click on any of these. There's like literally over 5,000 worksheets at all levels. So this is the college and career readiness level. So we've organized it by level, domain, and standard.

And if I click on any of these, it will launch me into common core sheets. And just so you can see, for every single one of these I can preview the worksheet, so that's what the worksheet looks like. I can actually make changes to the worksheet. It's popping up now. I can download this worksheet. And it has the questions and the answer key and it's kind of nice that they did this so you can like print them both out and you can have them side by side so you can see the answers in line.

You can adjust these at will but for each of the skills that they have, in this case it's combining addends, there's 10 worksheet options. You can create new sheets, you can download them all, you can share with the QR code, but these are all downloadable hard copy worksheets in math that, again, are aligned by standards and we've provided those alignments for you.

So there's plenty of these resources that do have downloadable and printable versions both for reading and for math that you can make available to students who don't have online access. Sorry about the long, long answer to your question but I wanted to show you the things and where they are on the site.