Oh, ready. Hello, come on in everybody have a seat. My name is Melinda Holt and it's going to sound weird, but I am my own tech host. So come on in, have a seat. You're going to see me in here twice because I was having technical difficulties earlier and I just want to make sure that if one computer gives up, I'm still covered.

So come on in sit close to the stage and bring your chair up to the front. Have a seat, and we're going to get started here in just a minute. This is the last session, I don't expect too many people, but we've been told we have to do the housekeeping. So I'm trying to find that right now.

And while I'm doing that could you put in the chat, everyone go ahead and open up that chat and let me know who you are and where you're from, there we go, that sounds better. Because I know names, but I don't exactly know where you're coming from. And I am looking for those housekeeping slides, I might have to just give up on it.

It's amazing, I can help everybody else, I can't help myself too much. Happy birthday Carolyn, yeah. Janice Fero also had a birthday here recently. Just remember folks, you can wish him a happy birthday but don't tell anybody how old they are, it's verboten. We might sing happy birthday here in a little bit.

Already, I'm still looking for these don't go on slides, hang on just a sec. I got mine, it's always important, and we still have people coming in. So here we go, I found them. All right. So let's see what we got here. We got people from all over California and the big bosses here.

All right, I'll be good. Vallejo, Salinas, Chula Vista, Garces, yay, Que, Fromms, Scully, Seemy, Murietta, Mount SAC, yeah, I've been to most of these places. Happy Valley, oh, no, I'm sorry, Apple Valley. Well, yeah, it's a happy place. Ventura, Woodland, Antelope Valley, woot, woot to Larry, I used to live near there. Soledad.

Once we got here, you don't need any entry talk? Oh, yeah, well, I agree with you but the boss is here, man. Merced County, who else? Tante fork Rancheria, tribal tent, nice, it's more fun to Larry, Yucaipa.

So you're all over, nice, Placer, Tahoe, West Contra Costa, State Center, Concord, Rio Hondo, wow. Margaret Teskey from Consistent Diamond Bar, Diana from Sokal. All right, so why am I doing that? Because I'm engaging you, aren't I?

Everybody wants to know who else is here and instead of reading through the chat, I'm reading their names. Prudence, how are you doing? So this is about engaging students and actually engaging yourselves because being online for a long time, and by the way, I don't have my video on.

So being online for a long time, oh, my gosh, you know after what, the first 100 Zoom webinars, my eyes started glazing over, so we need to engage ourselves as well. We need to be creative and that's what this workshop is about and I'm Google person, I'm going to share slides here in just a second. But real quick, Yosemite, nice, Polverini. How many voices will I use today? No idea, but stick around and count, we'll see what happens.

All right, I'm going to share my screen. I am going to do the webinar tips, not popular, I understand. But it's a good idea to do the same thing at the start of every meeting, every class that you do with your students because that reminds them, number 1, oh, yeah, I can control my own audio or you might have somebody new that's never seen it before. They don't feel like they're being put on the spot by OK, we got to share these slides because Carolyn's never seen them before. Don't do that, all right?

All right, so we are recording. I hope I hit the Record button and all of the recordings are being uploaded as we speak onto the VFairs platform. They'll be there for, I'm not sure how long, a few weeks, at least and then they're going to be uploaded onto the tap YouTube channel. So you got your videos coming.

Audio settings, if you hear me coming through your headset and that's where you want it, good deal. If you don't, it's coming through your speakers and you want it in your headset, use that caret down at the bottom near audio settings, you've got a little black bar going across, and choose your output to be whatever it is that it needs to be. I sometimes talk a little loud, I will be playing a few videos here and there. I don't control your volume, so you might want to keep your hand close to the volume control. Things might get a little louder a little too soft, you'll know what to do, just turn it up or turn it down.

I am going to be viewing, as soon as I open it up, the Q&A. So don't chat when you have questions, all right, please, don't when you have questions. You can if you want, I won't see them, so I'm not going to be answering questions from the chat, I'll be answering questions from the Q&A. If I don't get to your question in a reasonable amount of time, you might want to read or put it in the Q&A again.

I'm my own tech host, so I have to do some double duty here. Webinar Q&A, we just talked about that, that's where you're going to be doing all of your questions to me. If you just want a general chit chat, you want to talk to one another basically, use the chat but make sure you have all panelists and everyone or all panelists and attendees selected, otherwise it's just going to all panelists and like I said, I'm not paying attention to it, so as you may.

View Options, you might want to follow along, you might want to follow along with what I'm doing in there. I have a couple of activities that we'll be doing as a group with as many as we can get, so you might want to exit full screen. If you're on a laptop, on a computer, it's really easy, you go up to view options and you hit Exit Full Screen. Once you do it once, it should take, you don't have to do it again.

If you're on a tablet, good luck with that, if you're on a phone, just watch, OK? Sorry, I don't know how to walk you through the phone when I'm solo. If I was somebody else's tech support, I could do that for you.

Evaluation, yes, we're going to have an evaluation at the end, please do it. Tap gets to look at it and they tell me that they'll share them with me as well. So please do that evaluation by hitting the Continue button and then moving on.

All right, last slide, have a great summit. Hope you had a great summit, it's been a whirlwind, hasn't it? Lots of good sessions. So make sure you also do that final evaluation for these overall summit because they're really looking forward to those, we want to know what you thought. We had a little bit of a bumpy ride at the start but smooth sailing as far as I know after that. So let us know what you thought.

All right, I'm going to stop share real quick. No, I'm not, because oh, Zoom changed, yeah. I have the Q&A button right there. Nice.

What is the main difference between Google Meet and Zoom? Good question, it's different platform. It's like the difference between Mac and PC, they're both computers but if you ask a Machead, it's totally different, you can never use a PC, you should never use PC. It's just personal preference, they're two different publishers, Margaret.

So Google Meet doesn't have as many features as Zoom, I will say that. Right now, I'm a Zoom addict, Zoom is my go to instead of Google Meet and I'm a Google nerd, if you've ever come to any of my sessions before you know that. So Google Meet is fleshing itself out, but Zoom has more features. So really the difference is the publisher, so you've got Google and you've got a Zoom.

OK, all right, I answered that one, yay. Let's see, so we've done this now, we're really going to get started. You see my mouse moving because I've got all these Zoom controls in front of my screen.

And there we go, ways to engage. Thinking out of the box using Google or more. So you really have to think outside of the box, folks, and the boxes that I'm talking about is your classroom. Think outside of that brick and mortar space that we're all longing to go back to, including OTAN employees, believe me.

I'm going to make this a little bit bigger, I know it looks small on your screen, there we go. Use the View options to Zoom in a little bit. I'm doing this because I like to go back and forth between tabs, so if you're having a real hard time seeing this, use the View options. If that doesn't work for you, let me know in the Q&A. OK.

Anyways, back to thinking out of the box. Yes, brick and mortar classrooms, we did things differently. Even if you let your students use the computer, you did things differently in the classroom than you do online. So we need to think outside of that box, how are we going to get our students engaged and how are we going to get them to do the assignments, how are we going to get them to come to class virtually. That's what this is about.

Now, about me, I am a Google nerd, so certified educator, certified trainer. I've been a trainer for I'm going to say maybe five years now, that's why I get the little circle T. I'm also recently Cloud certified. Michelle Redman, if you're here, yay, she got me to do that. Leading Edge certified and I am a Google administrator.

I work for the Outreach and Technical Assistance Network, we're housed out of SCOE, Sacramento County Office of Education, which also has the CAEP TAP entity, the Department there as well. OTAN and TAP semi, semi-TAP, but OTAN also, it's a leadership project. It's a leadership project funded through the California Department of Education, Adult Education Office, woot woot. And we basically do what they let us do, which includes trainings and workshops and resources and putting all kinds of stuff on our site for adult education. We'll get more into that later.

So before we get really into it, I'm going to get on my soapbox for just a little bit and have you ponder some things. This is a video that hopefully-- oh, come on now, there we go.

[video playback]

And don't worry about sound.

[alarm clock ringing]

There we go.

[end playback]

OK, maybe I'm playing a video. Hang on, folks. Let's do it this way. When a moment top over.

[video playback]

[alarm clock ringing]

There we go.

- I'm a student. This is my routine. Every morning I get up, I make my way to school.

[train engine roaring]

- I come here for an education seeking knowledge, this is what I find day after day.

[alarm clock ringing]

[train engine roaring]

- This is all I find, day after day, this is what I find. If you wouldn't neglect me in the classroom with desks and a chalkboard, why would you do it to me in a classroom with a keyboard and a screen? I'm I paying tuition for a bunch of notes on a board? Education and teaching is more than a few reading assignments. It's time for a change.

[end playback]

OK, every time I see that, I get a little misty. That is why we want to keep our students engaged. I did a little research and I'm still on my soapbox a little bit. For those of you that haven't seen that, that's pretty powerful. That was actually created by a student who was attending a community college and had a few too many online classes that weren't engaging, let's just say that.

I've done some research and glean some information on different sites here and there. And so rules of engagement for online instruction, you have to be present more than just text, images, audio, yourself. Yes, I will share that video, it's actually part of the presentation, so you'll have it. OK, so don't worry about losing the video, it's there.

OK, so again, use videos, use images, use audio, use Zoom, use Google Meet, use something to get them into the class and then keep them there. You need your online spaces. Think of your classroom, all right, and most teachers, I know you've got little piles of stiff stuff all over the place, but it's organized. So your space, your online space needs to be organized as well.

I've got an example, here here's a bad example. Number 1, that's a really nice picture in the background but you cannot read the text on the site. This fun video, why are you putting a fun video on the site that has nothing to do with the lessons? Now, that actually might be a good thing to do, but not on the assignment page.

Something else is wrong here, we've got assignment 1 and then assignment 3, what happened to assignment 2? We've got click here, click here, and click here, click here for what? There's nothing that's being described, we need to describe things a lot more to students so they don't get lost. All right, especially if they're ESL students, keep the instruction simple and short. KISS it, OK, that stands for a lot of things, but keep it simple.

All right, you also might want to think about-- by the way, some of these rules I've discovered while doing OTAN office hours with teachers. Keep your lesson short, keep them in small chunks. If you have a lesson that you usually have like a part 1, 2, and 3 all in one lesson, make those separate lessons, 1, 2, and 3. Direct their attention using visual clues like arrows and colors.

It's not, Audrey, I'm going to answer your question right now. This slides deck will be available, I promise you, if you stay, the end, you're going to get a copy of this slides deck. But I was just putting the finishing touches on it like two minutes before I let you guys in. All right, so that's why it's not there yet. OK.

So chunk lessons, direct attention, we've got a few more things to go here and then we're going to have some fun. Get daily feedback, I thought this was a great idea. This was actually given to me by Alisa Takeuchi, she is from Garden Grove, she's also an OTAN SME. She asked her students, is this working for you, at the end of every class, every class for the first week, week, a week and a half, two weeks. And she used that information to reassess how she was presenting or how she was teaching and she redressed how she was doing the class.

So ask your student, get daily feedback, and it may be tapered off to a week once you get into a good groove. Ask your students to start questions with how or explain. Huh, I didn't quite understand that and then I read a little more. Yeah, if you ask yourself, hey, does everybody understand that? There's a yes or no answer to that, yes, I do or no, I don't, and if I say no, then I have to explain.

So ask them to start with how or explain first, that way, you're getting through them to talk, you're getting them to interact with you and with the class. You also might consider giving your students the rein to answer questions. It's a sneaky way to get them involved and you can check their understanding at the same time.

Have your learners create the questions for assessment, I learned this from Anthony Burack from Houtan. It gets them invested, if you're going to use their questions on the quiz, it gets them invested in taking the quiz or the assessment. So do that, give personalized feedback when possible, send them an email, add audio or video to it, add a little Bitmoji, which we're going to cover here in a little bit.

Use the enable waiting room on Zoom. Zoom has one, so you can let individuals in early and then maybe have a one on one talk with them before class. So use the enable feature on Zoom and you can have that one on one time that you need without rescheduling or scheduling anything.

Assigning a tech helper every day, like OK, Anna, you're going to be the tech helper today. That gets them invested, that gets them engaged into the class, using the same tech as your students, use the same tech as your students. This is something that we learned as tech supports. We have the laptop, we have the tablet, we have the iPhone, the Android phone, we have the PC laptop, the Mac so that when you come to us and ask us how do I do this on a Mac, how do I do this on a tablet, we can help you. So try and figure out how to tailor your instruction to the students' device and get that device somehow, borrow it, buy one, don't hit me, but try and do that.

And then as you're doing your lesson that you just put it up online and everything, OK, I'm going to get out the device that I know my students are using. Most of them, by the way, are using a phone. I'm going to look at the lesson now, that looks awful small. Maybe I better make it bigger so that my students can see it or there's too much instruction there for the phone to handle, so I'm going to fix it for them.

And then the golden rule, which encompasses all of the rules, use humor and creativity whenever possible which is always, always. Even if you don't use the arrows and enable the waiting room and everything, use yourself as an engagement tool. All right, now I'm on my soapbox right now, we're going to have some fun in a minute but you're here and you're staying here because I'm using my voice, I'm inflecting, I'm doing a little different things here and there, I might even be hiding from you from the video. Do something, use a prop if you have to, I used to have one here, put a different hat on every once in a while. All right, show the silly side a little bit, not always, there's times for it, but keep them coming back, give them something to come back for, you're entertaining while you're teaching.

This is the last slide, I just added this because it dawned on me on OTAN office hours. We had a teacher come in and she was using a Google Site along with Google Slides in classroom and something that she had her students going all over the place to find one assignment and she wondered why they couldn't find it. Use one, use one, I mean, making things accessible 24/7 is a beautiful great idea, but don't make them travel too far to find it. Not only are they going to get lost, but you're going to get lost and if you both get lost at the same time, you're lost, you've lost. Yeah, so here are some relatively easy apps Google Sites, Slides, Wix, Classroom, Canvas, Moodle, they're all available on a laptop, on a Chromebook, and on a phone.

All right, OK, let's have some fun. Is everybody ready to have some fun? Let me check the Q&A to make sure we got, yeah, we don't have anything here, cool. All right, I know I'm preaching to the choir but I had to add those slides, because I'm very passionate about getting people to pay attention to their students and paying attention to their teachers.

So here we go, welcome to class time. This is a slide, OK, and it's a slide that has a video on it. And when we open the video, so let's just pretend that we're students and our teacher has told us that we need to open the slides and present. OK, and I know there's a video there because every week there's a new video, so I'm going to hit the video.

[video playback]

- Hi, welcome to class. So I'm hoping this works, because if it doesn't, it'll work. So this week, we're going to be covering all kinds of tools, there are some that we might not get to, I'm not sure yet. Look at the lessons on the next slide and then we'll see how much we can cover. Whoa, how do you stop this thing?

[end playback]

OK, so use a little humor. So we've got a video, there's one slide, there's a door, so when they hit the next slide, boom, there are the assignments. That video was created with Loom, so I actually made the assignments on this page as part of how to get Loom on the device that you have.

Loom is really easy to use, you can add yourself to the video. So you can actually be showing your slide while you're talking on it and they see you there. That's getting your students to see you, not just text, not just your voice, but to actually see you. So Loom is a great tool, it is not available on Android yet but it is available through Chrome, you can add it as a Chrome extension. It's available on the computer, you can actually install it onto a PC or a Mac and you can install on an iOS device like a tablet or an iPhone.

OK, anybody have any questions about Loom? Because that's right, that was actually a class, that was a classroom. OK, next classroom I'm going to show you is really simple, it's only one page and it's a Bitmoji class. Screencastify is also a good tool, I didn't create a Screencastify video because having two videos on one page would be bad, Audrey.

OK, so if you have a video creator that you like and you use it, then by all means, use it. I was using Loom and that's why I created the assignment on Loom. OK, all right, so here we go, we are at the next classroom. Let's see if I can bump this up, there we go.

All right, so the students come in and this is what they see, OK, every day or every week, whatever. So welcome to Google time. Again, I learned this from Alisa Takeuchi, OK, and I expanded on a little bit. She puts furniture in and she has the slide match what her classroom actually looks like. Now, I don't have a classroom but I created one using her technique and then I added some audio.

OK, now Google Slides, this is relatively new, you can go to the Insert tool on slides and you can select Video or Audio. So the audio has to be in your Google Drive, I will show you how to do this later. I already have an audio file so that here it says, select headphones to hear teacher read story, and here's the story to read. Well, it should have been linked, there we go.

OK, so here, the come to the class, OK. Now, caveat, this is a little weird because it's taking them off the slide. What I should have done is actually copied the text and then paste it on the slide, that would have been much better for the students instead of coming to this site. But here we are, they clicked on the link, it opened the site.

Now for students or tech savvy or if I've shown them, I can always tell them to go back to the other slide or the other tab after they read the story, so OK, there we go. I'm back here, now if my students want to read or hear this story and they can't, some of those words are not small enough or not low level enough for them to grasp, so I read it.

[audio playback]

- The history of coffee. The origin of coffee as a drink or a plant dates back to the middle of the 15th century in the Sufi Muslim monasteries around Mocha in Yemen. It was in Arabia that coffee seeds were first roasted and brewed, in a similar way to how it is now prepared. By the 16th century, it had reached the rest of the Middle East, Persia, Turkey, and northern Africa.

[end playback]

So here's a screenshot of that story that I just read. And again, what I should have done, created another slide, copied the text, and pasted it so that they could have followed along with the reading. So that's something that you can do. This audio file is actually in my Google Drive. It's been shared so that anybody with the link can open it which just means that they can click the Play button and play it.

Next week, you know that today's lesson might be on creamer and then there would be a different story. So this is a different way to set up a classroom. The students get used to where to click, because up here at the top it always says select to read story and over here, they always know that there's going to be an audio button. You could add a calendar off to the side, that's my Bitmoji coming through the Venetian blinds. So make it interesting, make it visually interesting, and they'll come back.

Are we able to share the slide on Instagram or Facebook without saving it as a picture? That is a really good question, Erica, and I have no clue. I think you can, though. What you would need to do is go to the Share button, so just make sure that your slide deck is only one slide, so you're going to go to Share and then you're going to make sure that the link does not say restricted.

So usually, they're all defaulted to restricted, this is what it will say, OK. You want it to say anyone with the link can view. After you do that, you can copy the link, hit Done, then go to Facebook or Instagram and try pasting that link, see what happens. I really don't know what the answer is but I'd appreciate it if you let me know because we can add that to future training so let people know about that, OK.

Again, if there's any questions coming up, remember I'm not looking at the chat, I see 21 people who have typed something in there but I can't see what you did, so please use the Q&A. This classroom, I also want to show you all of this was drawn with the tools in Google Slides. So these shapes, all of these shapes, these arrows, these call outs, when you see a drawing on the slides that are coming up in this one, they've all been used, all of these shapes have been used to create this desk.

And you can also see, I can change this desk up. All I got to do is move that down and move that over and then you can actually see the chair behind it. All of these shapes are just shapes put together and see, you can even see that the chair isn't put together, but it doesn't have to be perfect. So I'm going to put everything back, I'm just sitting Control-Z right now. Oops, that went a little too far.

Oh well, if we make mistakes, it's OK. As long as we know where we're at, we know where we can go. OK, so again, you can change the room up, you can add things, you can change color on it, it's really cool.

This lamp up here is actually just a shape that has something called the format option, which is a drop shadow. So if I change that drop shadow to pink, you can see what happens to the light, pretty cool, huh? So that's in slides. We're going to focus on slides for a little more, that was the end of slides. So we're going to go back or on to forums, we're going to come back to slides in a minute, that's what I was going to say.

So yes, you can engage with Forms. Now here's where in a minute you're going to get a chance to play. So in Forms, get me out of here, based on lessons you can create escapes using Forms.

A form can be, you've got multiple choice answers, so what is the capital of California? Sacramento, Reno, and the Portland, so you have those three. So based on somebody's answer, if someone answers Sacramento, they can continue to the next section of the forum, but if they answer Reno or Portland, they go to another section, which gives them hints maybe or maybe allows them to study, gives them little hints and tips here and there or just tells them no, you got it wrong, try again. All right, so lots of different things that you can do with, we're going to call it escape, OK.

Yes, you can make your own Vanessa and I'm going to try and show you that at the end of this and I'm going to show you a library of images as well. You can also do this as a team. Now in webinars, we don't have teams, but in meetings, Zoom meets or meets, you have breakouts. OK, with Google, don't use their breakouts yet, they're kind of broken. So if you Zoom, use their breakouts, if you have Google, don't do this suggestion, this idea down here, not yet, it's not ready yet.

Oh, idea too, you can also turn in assignments using Forms, folks, I don't think you realize that. The problem, quote unquote "problem" might be that they have to sign into a Google. So your students would have to be signed into Google when they do the form, then they can upload or link their document, their PDF, their Word document, they can upload anything as their assignment into Forms.

Google Meet breakout rooms, will this be a paid service or will schools use it? It's not yet in Google Meet, it's actually an add-on on Google Meet, add-ons are like a third party app that, there we go, they get it all selected together or put together. Unfortunately, the breakouts are not connecting too well, Audrey, so and word is it is going to be pushed out to G-Suite CDU, so it'll be to the EDU first. And like I said, word is that they're going to push it out to live accounts as well or public accounts, I should say. All right, so don't use them yet though, OK, because they don't work too good, I've been testing them, not a good thing.

All right, here we go, we're going to try to escape. Now, there's the link right there, bit.ly/ capital F, Formsescape, OK, and I think that's the right link, we're going to find out together. I'm going to copy that, so that's the link. So if you're able to exit full screen, open up another window or another tab, you should be able to type that into your omnibox, this is what it's called on Chrome or your address bar, the place where you type that URL, and you should be able to get to the form

Now, if you're still paying attention, there's going to be a place where you're going to be asked for a password. Hint hint, the password is all lowercase spider. Halloween's coming up, so spider is the password. And hint hint, there's another place where you're going to be asked to type in a couple of words, a period is always required at the end of a sentence, is it not? It is, OK.

All right, so I'm going to open up a new tab and I'm going to put that-- oh, goodness, see, I knew something was going to happen today. Hang on, there it is. OK, it's form escape is not forms escape, so let me go back to, OK, everyone look back. Say this is good, you're getting there, OK, I got it Vanessa. So here's the link now, form escape, not forms, form escape, F-O-R-M-E-S-C-A-P-E, capital F, so you're going to get here.

Now for those of you that didn't get the link or if you're still looking for it, it's on the form itself. But if you can't do this, then just watch because I'm going to do it. All right, this is another way you can get your students engaged, if they can't do it, say teacher, I can't, I can't, it's not working. OK, all right, just watch, we'll be a team, we'll be a team together. All right, so my name, yeah, I remember my name, and my email address because I want to know that my students are here. OK, and I'm going to hit Next.

And now here's, for those of you that are still paying attention, password protection is possible on a form, I get that question all the time, well, I'm not going to use Forms because it's not password protected. HTTPS means it's secure, OK, means it's secure. Now, yes, anybody that has the link can get to this form, absolutely anybody, but will they be able to go any further than this page if they don't know the password? No, nada, can't, OK.

Now, I happen to know the password and I have some visual clues up at the top of my screen, spider, now I can go to the next. OK, so it's a riddle, if you reach the Submit button you will have successfully escaped from this form. You can't get to the Bitly, it says needs updated permission. Well, that's interesting. I think, yeah, Marren, try HTTPS bit.ly/Formescape, OK.

And again, folks, I'm looking at the Q&A, I can't see the chat right now, apologies for that, but if you're having problems, let me know. So Marren, try the https://bit.ly/Formescape. Oh, my goodness. All right, Melinda made a mistake, all right, everybody, OK, OK, hang on, hang on.

All right, so this is something we have to be aware of, oh, my goodness, I'm having a day today. All right, and it's OK to share with your students that you're having a day, because now my students can see how I'm going to fix this. First of all, I have to get into the right account. All right, yes, I'm using my G-Suite CDU. And let's see.

And I'm looking for the form using-- no, maybe I'm in the wrong account. Oh, come on, folks, form. I'm not having fun anymore, golly, that's not working either. All right, it's got to be in here, hang on, hang on, I know what to do, I know what to do. All right, everyone else is going, would you just hurry it up already, we need to see.

What is the name? OK, that didn't tell me anything, either. All right, and it's not here, so it's got to be here. And I was talking about the agency. OK, somebody.

It's not in my account. You know what, we might have to film at 11:00, we might have to do something, oh, Sonia. No, last modified. Maybe, maybe, please. Oh, here it is, OK.

It is this account and you guys can't open it. Hang on folks, I'm sorry, I'm apologizing profusely. No, yeah, and you should all be able to get to it. All right, but you can't.

So something happened wrong and it's beyond my control, so just watch me, OK. We do have some responses, so somebody's been doing it, here we go. And I'm going through real fast and I know I'm mistyping, but I really want you to see this. So spider, so everyone just watch, I apologize, it's a sunflare.

OK, this is a title and does not require description, so just a little one. This is all, this text right here, I just wanted a little separation, so that's why I put a little one. So David's father has three sons, Snap, Crackle, and what's the answer? Margaret Teskey, come on, what's the answer? What's the answer?

Margaret, are you there? Linda, it works. OK, it works for some and it doesn't work for others, that's good. All right, Margaret, doesn't seem to be answering and I called her out.

Linda, that's a really good-- that's OK, I'm going to say Pop and let's see what happens. Oops, yeah, no, that's wrong, that's wrong, so let's go back, OK. Margaret, I see your answer now, I had to scroll up a little bit. The answer isn't Pop.

David's father has three sons, so if we got Snap and Crackle, wouldn't the third son be named David? Yes, OK, so we got David. Now, you live in a one story house made entirely of redwood. The color of the stairs would be? Depends on type of stairs.

Next, no, that's wrong. So you see, it's going back to the same page that the number 1, that the spider would have gone back to or a little one would have gone to, so let's try have no color. There we go, we get to the next section. So you can see it's a progression so you go through.

Think of this as a lesson. All right, what's 1 plus 1? If they answer 3, they get the no, try again, they answer 2, they get to go forward or I go store now, is that correct? If they say yes, they get the no or it could take them to a video where they get some instruction on what the proper verbiage and nounage or mathage would be, but we answered correctly so we get to watch this video.

[video playback]

- OTAN supports adult educators integrating technology into the classroom. OTAN helps educators stay connected. It provides--

[end playback]

OK, I just got the answer, didn't I? So my answer is going to be stay connected. Now remember that hint that I gave you, if you don't do the period, you're going to get the wrong answer. So I am going to put the period in because we're running out of time.

Now the lock, here we go, only you can unlock the door, scroll down and answer the question correctly. What are the first three numbers of this math symbol? Maurine, since you're there and I know you can do the form, what is the answer? And I'm getting rid of some of these questions here.

Maurine? 314, Audrey, you win. OK, Maurine, I didn't see your answer. And words to chat for the win, the first person that typed googly eyes wins. So here we go, we hit Submit and then at that point, I would type googly eyes, if I was allowed to type in the Q&A, and go from there.

So another good thing about this, by the way, it's not 3.14, it's 314 because it tells you in the directions, don't use a decimal. OK, one of the great things about using a form, I mean, this is fun and if it had been working right from the beginning, it would have been more fun. But all of the answers are going into a sheet, so I can look at this later or even during class to see what the answers were, whether or not somebody had problems, and then help them out afterwards.

OK, so that's one way and you were all engaged, weren't you? Of course, you were. So that's how you can use a form as engagement. Does anybody have any questions about, I mean, not about getting the form out there to everybody, but I think there was something that I did and I'm also thinking that was something that other people did as well. But if you have any questions about it, let me know, I'm trying to clean up the chat while I'm doing this.

Yes, on a form, that's really important, case sensitivity. You have to tell your students that this is case sensitive. There's also ways on a form to make it not case sensitive. It's called-- what is that called? When you have to-- I can't think of the validate, you have to validate answers, OK. So you have to tell your students whether or not it's going to be case sensitive, OK.

Audrey, you're stuck on the OTAN video. I think you got out because you answered the last question. Again, I'm reading the Q&A, I'm trying to get it cleared off. So don't anybody ask any questions yet.

Wow, a lot of people were having problems getting into that form, so sorry about that. But then a lot of people were able to get to it. OK, we have a question here about password protection, here we go.

So I'm going to forms.google.com, hoping I typed it right, of course, not. And I'm just going to open up any form, I'm not going to look for that other one any more. So we're going to open up an entitled form.

So here's a question, OK, by the way, this is the file upload. OK, we're going to add a question called password and it's going to be a short text, and here we go, response validation. So this question is going to have a response validation, I'm going to make it text. Contains, no, yes, text, there we go, and text contains spider. Now this is uppercase case S, so that is different.

You could also change it to regular expression, OK and then you get the matches, which is actually better to do. OK, and then the pattern would be all uppercase SPIDER, OK. So if they don't answer all uppercase, they don't get to move on. You could also put it in length, so the maximum and character count, you don't care, you tell them the word is spider, but you know that all of your students misspell the word spider all the time, so the character length would be S-P-I-D-E-R, six characters.

OK, so after you do that, you make it required. If you don't make it required, then they can type anything they want and it doesn't matter, they can move on. But if you require it, and you require it to match. Why did I, take that away, that's different. Here we go, required, OK.

So if I was a student, I'm looking at this form, I can upload a file, and then I have to put in the password to go to the next section. So that's one thing I didn't do on this Forms, I didn't add that next section. So I hope that answered your question, Margaret.

Let's see, will you show how you-- I just showed how I did the password. Again, if that didn't explain it to you, let me know. OK, it's just a field that you validate, it's just a question that you require and the text is validated.

How are you able to have each question separately? OK, those are in sections, I should have done that. By the way, in Google Chrome, you can type the first tool, the name of the tool forms and it will open up all kinds of the last forms that I've ever opened. So get me a new one, there we go.

OK, I'm going to spin just a little more time on Forms because we got to move on. So here's our password, let's say, I want a password right at the beginning, I don't even want them to add their name. So I'm going to make sure that it's short answer text, I'm going to put it in response validation.

And let's make it a number, don't have to be text, 1236, 1236. OK, and it has to equal to 1234, 1234, required OK, wow. Now to get to the next question or to separate the questions, we're going to add a section.

OK, now here's the password and if they get this right, when they click the Next button, it will go to the next section. And then I add questions to the next section, here's name. Remember, I told you, they had to have the password before they could put in their name, so here's a name, then I add another question, email. And then if they get that right and they hit Next, I'm going to go to another section and add, let's say a multiple choice question, there we go.

By the way, these untitled sections you should name them, let them know what they're doing. So here's multiple choice, say capital of California. OK, we're going to have a Sacramento, Sacto, or Reno. Let's just give them two choices because I want to show you, here we go, Reno, oh, boy. OK, and we're going to make it required.

Now, here's something else that you can do, is you can go to section based on answer, this is really important. Remember when you took or when you were doing the Form Escape, if they got the wrong answer, it went to no, so if someone answers Reno, I'm going to tell the form to take them to no. All right, if they get the right answer, they get to move on to the next section. So this gets a little confusing, I would strongly recommend that you mark this out for yourself and so that you know OK, if they answer this way, they're going to go there, if they answer that way, they're going to go here. OK, and that's how you create escapes.

That's also how you can create quizzes, all right, or anything, and it keeps the students focused on oh, this is fun, yeah. All right, you can also make this a tutorial, OK, don't think of it as a quiz, think of it as a tutorial. So they read or they watch the video, they hear the answer, they see a question related to that video that they just watched, they answer it, and they get to go to the next part because they understood it.