 Okay, well good evening everyone. I see some familiar names I know we haven't gotten to know each other. Terribly well yet but really had a fantastic time with everyone last time last month. If you could put your, let's see, their reactions on maybe raise your hand. If you were, if you were with us last time. Rachel. Okay, thanks Rachel. I know there is more than five of you. Okay, good. And Jeff, I'm going to have the this full screen so I might not have access to chat all the time. Do you have the link for the padlet that we could put in there. Yep, I will send it right now. Thank you. Okay, so we'll get started. So this is webinar part two. Oh, and we need just. Are we recording? Yes. This is webinar part two and we're going to talk about digital content creation. This evening. Okay, and this is going to be really building a little bit on our first webinar on the information piece. And so let's just kind of get started here. I'm going to introduce myself. My name is Jerry. I'm a senior, senior technical advisor with world education. And I will be your host for this and the following three webinars in the teaching with tech series and there's a schedule here in case you want a little refresher. So go ahead and see all the same information in the padlet link that Jeff just put in the chat. So go ahead and get that open on your device if you can. And you can follow right along and have all the same information we're looking at here on the screen. There is a link there. If you want to, if you still need to register or need to refresh your registration. So today we'll do content, digital content creation and then the remaining three communication and collaboration. We'll look at safety and then problem solving and lifelong learning. So today, for today's session what we're going to do is look at kind of three main points. Okay, and we want to, we want to dive into how to create and edit digital content and different ways that you can do that different tools. So let's talk about that. How to integrate that information into really this this part for me is sort of like synthesizing is kind of how I look at this, this objective. And the right ways to do it. Okay, because we're gonna talk about copyright licenses. And I think you may have already explored that a little bit. In other sessions that you've been working on outside of this. And then we'll look at sort of this third bullet point. Knowing how to give understandable instructions. This is like a concept of like programming. Okay. And we'll get into that. A little bit more. So just like last time take a want to get an idea of where we're at as a group, take a pulse. And if you can, I believe you should be able to see it on your tablet. How are your students creating digital content now this could be inside or outside of class. So please add a comment to this post on the padlet. And tell us a little bit how about how what your students are doing now this could be for school or not for school maybe it's for social media maybe it's for hobbies, whatever. And so I'm going to switch back and see what kind of answers we're getting. Excellent. So I'm seeing some answers come in. I catch you thank you for looks like you have a padlet account so I'm glad to see that PowerPoint presentations fantastic. Yeah, creating content, flip grid videos. So things specific with social media that I'm that your students are particularly interested in. Oh, tick. Yeah, tick tock dances are, are it right. Yeah, Instagram canva yeah canva canva is great. And I have a little bit I'll go into it a little bit in a little bit here but I've got some cool resource on on canva if you're interested in incorporating that. Excellent. So that's still open anyone can still pop into these comments on these, these topics. The second one. The second question for getting a pulse is what are some of the tools that you can use, or that you use or you've heard about to create and or edit digital content. So that's going to be the second one here. Yep, great canva again. Fantastic. Yeah, Google sweet quizzes near pod word wall. Oh, some new ones for me. I'm going to have to look at some of these is great. Boom cards. Haven't heard of that one. Yeah, some great answers coming in. Awesome. Okay. Yeah, and keep those answers coming in if you think of something that's fantastic. Next section here so this is just, you know you don't have to answer if you'd like to voice out and share that would be great. If you have any questions about this, be happy to discuss. But this is really an opportunity to just take a moment, think about these questions on a personal level. Again and see where you're at on that. So creating and editing digital content. So the question would be I know how to create and edit digital content. And you can, you know, back on here, feel free to comment, feel free to use the little heart button. There you go. Some what yeah and that's you know that's a great answer because there's so much out there and this is kind of a broad question in a way, right like what is, what is digital content so I would put that out while people are learning or people are posting. Would anyone like to share like what is your what's your definition of digital content out there, you can open up your microphone and just jump in if you'd like. Okay, so it looks like some folks are saying yeah I'm in the learning stages. That's great. There's, there's a lot to do when I'm thinking about creating and editing digital content I'm thinking of it. At least for myself, I'm kind of thinking about text, right in the different ways that I can present text, whether that's on a something simple like a Google Doc, or it is something like a padlet. A padlet, right where I can present text in a way that's interactive or a website building a website. And I think I'm getting some things in the, in the shot here. Yeah, okay so I'm content that's in digital format. Yep. Resources created by means of digital applications and tools. Okay, I like that answer. It's great. It needs to be very interactive to students I think that's really important, right we want to be very intentional about the design, what we create for for that learning opportunity, right so that the experience that we're trying to create should be engaging I agree. Yeah content that can be shared digitally. Yeah, text image videos, audio, all of these things so yeah I think we're kind of on the same page here thank you for your answers. The second question is using digital assets, checking in with yourself again I know how to search and identify appropriate digital content for reuse, and how to assign attribution. What do I mean there, we can put it in the chat if you want to someone could maybe paraphrase that we rephrase that in a way that maybe is a little bit more understandable than what I wrote. How to reuse yeah, yep. Permissions granted fantastic thank you Alyssa. That is, that is probably one of the more important parts of this is that you have the permissions, but, but also that you're giving credit right like we wouldn't write a. We wouldn't quote somebody in a paper and not say who said it and where I found it right. Yes, again, great what material can be used as well as modified with permissions yes. Fantastic. So that's great so that's. Yeah, these are really you know when you start using this you'll you'll know just by the symbols. You'll start to get more familiar with it so that's fantastic. Okay great. Let's see if we got any. And then bringing it together so that this last check in this self assessment. Bringing it all together. I know how to use different apps and software and synthesize content in one place. Okay, how comfortable are we with that. And again we can put in, you can put your hearts there you can put a content. Yeah, my phone. Like, I like that a multi tool. It's just like it does anyone have I have one of those tools that, you know, you open it and it's like a pair of pliers and it's got a scissors and a knife and a can opener. Kind of like how our phones are right they can do all of these tool. Like functions right different types of tools and then the focus here is how do we bring all of those things together all of those places and apps and software and everything that we've used to create different types of digital content how do we bring that all together. Okay. And that's kind of what we're going to talk about a little bit today I'm going to present you with a with a fun idea and I hope it's fun for everyone here. And I think, depending on how many people we have. I can't really see but I think we might be able to do this in some groups. Before we get into that. Let's just briefly review the the competencies and the framework. Creating digital content that's what we're going to look at different ways that we can create digital content. How do we edit that. All right, you know and and coming. I come from a digital media background. So, you know when I'm thinking about, you know, that creating digital content piece I'm thinking. Okay, maybe I'm recording a piece of music or I am recording a video. Right. That's not the end of it right when I when I hit record and then when I hit stop. We're not done yet right there's there's more that needs to be done and we need to go. And now we have to edit. We need to trim that video clip down and bring in some audio and replace some audio so that's the editing process. Right. It's not just about creating but then it's about editing it and and really purposing it for what you needed to be used for. We've got some resources here. This is a graphic design tutorial GCF as usual big fan of GCF they have so much content out there. For those folks that were mentioned in Canva here's a great. This is directly from their website and they have all these tutorials there. Ready for you. So there's just a couple of resources for for you for creating digital content. Most of it we're going to use today, or that have been used are going to be some tools that you're already familiar with namely the Google workspace apps okay. So we're not going to go off into left field. We're going to stick with what's what we've been using tried and true stuff. How to integrate digital content, putting, like I said, kind of synthesizing those things, re elaborate digital content. This might be that re reuse and remixing concept that that of creative commons right, and then those resources here that we've got a couple things we've identified GCF learn free again using the information correctly. Maybe you want to clean up tighten up some writing the Purdue online writing lab is a probably one of the top resources for that. And also this is a great resources share with your students for short. They're starting to to learn writing styles and really anything to do with with writing produce great 3.3 copyright and licenses talk about creative commons. And then how they apply to the information and the, you know, the development and publishing when you're putting that out there. What does that mean. So of course we have to creative commons site, and we could probably add some more I know that Jeff has a lot on this topic. GCF learn free again using creative commons. And then 3.4 is the programming piece. Now, I don't want people to get freaked out. We talk about programming like oh you're going to have me writing a code for a, you know, some sort of application. No that's not what this means. So the picture appears to be something like a programming language, right, but that's not what we're talking about. We're talking about programming here we're talking about at least the context of at least in the context of today we're talking about developing instructions for computing systems to do something right. You're sort of programming the machine. And in today's example, we're going to be programming. Well it's already been done but I'll show you how to do it. We're going to be programming a Google form to do what you want it to do. Okay, because you want it to do certain things to give you certain outcomes or to collect certain information. There is a lot of content out there. How, how to, does anyone know what this means validate responses. Go ahead and raise your hand or put it put the heart in the padlet. What validate responses in Google forms means. Let's see. One. Okay. Oh yeah self marking test that's a yes. That is one of the ways that it can be used. Great. So a couple people. Few people. Great. So I'm going to show you another creative way to do to use this function today. Here's another one this is a little bit more complicated than the validated answers branching logic. Has anyone ever used this function before. Now both of these are technically programming right like you are you are designing forms to do something a little bit more complicated than just the default version right. This function actually will allow you to. Anyone read those books when they're younger or choose your own adventure books right depending on the answer that you choose or that you give it you might go to a different part of the story. That's, that's kind of what this branching logic means right we're going to ask a question and based on the answer that they that they provide, they might go to the next section or it might move them to another section completely. Exactly Miranda so fantastic. Okay. So, this brings us to our collaborative activity. And I'm going to see here. If I can see. Oh, it really picked up. Okay. So we've got approximately 75 folks. I'm going to give everyone. This. It's actually this one. Okay, I just put the link for the, the site in there. Can everyone please click on that and check and see if that opens up correctly for you. You should see a digital escape room. Okay, great. Thank you. Couple thumbs up. Okay, fantastic. Okay, so what we're going to do here is I would. I'm wondering if I can do some different rooms. This is, this is a fun little activity that I designed, especially for this group. And how many people here have know about or have done an escape room in real life, like where you go to a place. And you try to escape the room. It's a, it's sort of an experience. Anyone familiar with that. No. Wow, really. Oh, one yes. A couple yeses. Okay. I've done it in a game but not in real life. Okay. So the people that are saying no, I'm wondering if you know if it's no, I've never heard about it, or no, I've never done it. No, I've never done it. But you've heard about it. Yes. Okay. Neither. Okay, I've seen some never done it and some neither's. So for those people who have not ever heard of it. Well, an escape room in real life is usually some sort of themed experience right it could be it could be a haunted house it could be a, you know, a navy ship, you know, or some sort of laboratory maybe or old castle. Right, whatever the scenario is, but you are inside this room that has a locked door, and you're usually with a group of your friends. And you have to find clues around the room in order to make progress you have to solve the clues or the puzzles and then it will unlock something and then, you know, it goes down the line, and then you eventually will be able to unlock the door to escape the room. And normally it's also done under a time limit. I'm not going to put a time limit on here but I'm going to watch this because it shouldn't take too long I've made this one pretty simple, and I want to allow enough time for us to discuss the elements of this room okay. So this is a digital version. And this is really something that we can use with. I've done it with professional development and in context like this but I've also used it with students and they really love this. It's very easy to build this it just takes, you know, as much time as you want to put into it or as much time as you want to plan for it to take, and it could be simple to a little bit more advanced. I will probably put you into groups and I'll and I'll just have you shout out if you need me to come into your room and help you. You're going to work together to solve the puzzles in order to unlock this room. Okay. And just on this one activity. I used all of these tools. Okay. Seven digital tools, seven digital tools, content creation, content resources, and then synthesized into one experience right and this in this case I've put it all onto a Google site. Okay, so the takeaway from this activity is I really want you to come away with an understanding of how relationships between multiple types of digital media can create a singular experience. If you click on the escape button right there. Here's the scenario. Okay. Your party your team has just awoken in a mysterious hallway what happened. Maybe it was the AI bots. You know they they've captured you who knows what happened. There's four pathways. And at the end of each path there's a box with a photo and a note inside. Solve this puzzle. It's the same note for each one. Solve this puzzle and you shall be granted one of four keys. Here's the puzzles. Okay. At the intersection of the four paths, there is an old computer terminal with a form on the screen. Just be the way out. Here's the terminal. If you're on mobile clicking on this will open up the terminal form in a new tab and it'll be a little bit easier to read for you okay in case you need that if you're on a mobile device. Okay, so only one person needs to fill out the form in your team so figure that out, but everyone else is going to help find the answers. Be careful of this here okay we want to use all caps. And I'll give you a hint one of them's numbers so just use numbers without the comma use all caps or the form will not compute. Okay. And I'll tell you about why we do that. After we're done. So, let's go. Yeah, stop share. Welcome back welcome back. No we're still trapped we're not back yet. Oh my gosh. Okay, so how many we had 10. We had 10 teams yes. Yes, and teams I think only one to get out. Okay, so my from my data. My secret data. I, it looks, it appears that three teams escaped. Yeah, we didn't get those. We needed one goal. So, can we have do which teams escaped I this I don't know though, because it's, it's, it is. Team seven. Team 10. Oh team 10. Great job team 10. Thank you. Are we going to go over the answers because we, we, we just we kept getting, I'm could not compute everything we typed in was just. Yes. So, someone from team 10. Can you tell us what answer one was. Yeah. Yes. Answer was Jacko. And this was, and I don't even know if I'm pronouncing that correctly. This is a new word for me. Jacko. Jacko. Thank you. Yeah, so that was answer one. Okay. That is the national bird. Right. What's he missing. T T at the end. The letter T at the end. Yeah, now it computes. Okay, what other team escaped. We have another team that escaped. You didn't escape. We got the first three. Oh, you got the first thing. Well, can you give us number two then what's our answer for two. What's our answer for number two is one hundred and seventy nine thousand six hundred and fifty one. Correct. Thank you. It was just the population right. Yeah. All right now number three, we have a picture of some landscape. Who, oh yeah, no spaces allowed. No spaces no commas. Number three, what, what are we looking at there? Mount Jimmy. Mount Jimmy. Yes. And it was really easy because you could just tap on the picture and he would tell you what it was. Yeah, so Mount, but Mount is spelled out. Yes. Mount not not empty. Mount Jimmy. What the space space is okay. Correct. And number four, this is the one that most people, I guess, did not get right. We had an anagram. And the anagram was is not a call. Is not a call. So I kept giving the wrong clue. I'm sorry. That is not a call. Team one got it. Team one. Same blue shirt. Same as I am. But where's the posture free from it. What is that not get technical. The clues is not a call. I kept saying it's not a call. Jeff messed you guys up. That's it. You know, so please put that in your review. That's it. That's it. That's it. That's it. All right, great job. So now we got a, we got all the right answers. So why did we have it in? Why did I put those in caps? Why did I ask you to put all caps? Does anyone have an idea? Case sensitive. Yep. You know, it has to do a lot with. If you leave that blank without any validation. It might take, it might accept wrong answers. And so one way that you can do it. To try to get a closer. Capture of correct answers is requirement of something like all caps. So that you won't get a. More wrong answers. So what I want to do, oh, Jeff's showing. Yeah, so he's looking at showing now the response validation option there. It's right on the three. Three dots. Some people refer to those three dots as a skinny snowman. I don't know if you ever heard that one. If there are lines of who them called the hamburger. Yes. And you know what? Can I just say this is not related, but with the Google tools. I'm going to call it the three lines. Some people call it hamburger. And then the dots, the nine dots, they call it the waffle. Have you heard of that? But what do you call an egg tree? I think it should be more like breakfast. So I like the waffle and then I'm going to call the three, the three lines pancakes. Not a hamburger. I think it looks more like pancakes than a hamburger anyways. But there you go. So he's, he has put in. How I did the jaco. Validation. And then I put in the custom error text does not compute. So that's how that's done. Okay. And that can help you with your, your, you know, if you want to use this to create quizzes. For your students. Which is nice because that can be an asynchronous activity that they can do anytime and, and it can self grade. Okay. So we ran, we're running very close on time. I want to go back to just a review of the, some of the tools that we use today in that activity. We were using a Google site to deliver. The, the escape room. I used a Google form to create the. The lock box. I used Google docs in the background to draft up. All of my text before I copied it over to the Google site. I used tools like pixabay and creative commons. And you saw me putting the attributions underneath. The photos that I used, right. Those were all open. Creative commons licenses for reuse. And they were correctly attributed. So you can also click on it to take you to the original source so that you can verify and copy that picture if you wanted to as well. I used an anagram tool, which is linked on that site as well. To create the anagram for St. Lucia. Okay. And so these are all, all the tools that I used. To create one singular. Pixabay was another one that I used for searching some images. And then I used the. Here's the anagram generator. In case you want that link that's also on the padlet. So. In conclusion on this, I really want you to. Think about, do you have now a new idea on how to integrate all of these digital skills into your instruction? I know that was a lot of stuff that we just did. I hope it was a fun activity. And so. Some of these ideas are, you know, you could create an escape room for your students. There's also a whole folder, Google drive folder that I linked that has a whole bunch of external resources that I gathered. On how to build. Escape rooms. You might have, this might have triggered some new ideas for you as well. How to use some of these digital tools, content creation tools. How to create other types of. Learning opportunities for your students. I'm so excited to hear more about that when you do. Any questions or feedback for me? I know we probably don't have too much time, but I would love, you know, feel free to contact me by email. I'd love to talk more with you. If you have ideas or questions about this. About the digital escape room concept. I'm so excited to be here with you. Since we don't have too much time here, I'm happy to open up time outside of this. Thank you very much. We're one minute over next webinar. Just to remind you. April 27th. Same time. Same place. And we'll be talking about communication and collaboration. Hi, everyone. I'm going to share out the padlet. Again. I'm going to share out the padlet. This recording could be patient. The recording will go into Moodle. For those of you who are in the South CC course. Yes. But I will be sending out a follow up email with both the padlet and the recording. After after the recording is. Completed. So that's in the cloud. Once I have that link, I will be sharing those out in the morning. And I will be sending out a follow up email. And I will be sharing that right now and lost the link or never got it. Might have joined late. There's the. That link. Excellent. Thank you, everyone. I'll stay behind for. If you have any questions and if you want to stay on, I'd be happy to chat with you. If not. Have a wonderful evening and I'm looking forward to. To April 27th. Thank you so much. Thank you. Thank you. Thank you.