 is it happening? Yes. Oh, right. I didn't get the, I didn't get the message. Oh, and someone's annotating also. Okay. Cool. Someone figured out the annotate errors at you, Joe. No, it's not me. Oh. All right. Well, good afternoon or good evening, everyone. Good evening. You guys still hear me? Oh, and I'm my, of course my camera is frozen now, so that's wonderful. Good evening. Good evening to all. Good evening. Let me see if, let me see if the camera, okay, there we go. All right. Well, I hope everyone's doing okay. Welcome to our fifth and final webinar. Can you believe it? We're teaching with tech. I know I can. I've been looking forward to this every month and I hope you have to and I hope that you have all taken something away from each and every session and also again tonight. So tonight's session is about problem solving and lifelong learning, which I think is a great kind of culmination of all of the webinar so far. So that'll be reflected in our activity today too. But let's let's just get started here. I know because we always run out of time at the end. You all know me by now, hopefully. And we are on the, again, we're on the last one so I don't know if this is still useful to anyone but the link is there in case you need to need it to register for whatever reason. So let's get this in. So talk about problem solving and lifelong learning, as it's aligned with the, with the framework is that we're going to do, we want to do three things here when they identified needs and problems. And to resolve conceptual problems and problem situations in digital environments specifically. We want to be able to use digital tools to innovate processes and products. We want to be able to keep up to date with the digital evolution, which is kind of what we're going to start with here today. So, this is just a question and again, as we've been doing we're using the padlet. And I guess we need to probably put that in the chat. I'll get it. Okay, thanks, Jeff. I'm coming so you guys can when you jump into the padlet. Check the question, this will be under pulse. Okay, in this second column, the first question as usual. If you can put in a comment there, identify a technology issue or a problem or question that you recently had. How did you solve it and I would love for you to also if you can open up a microphone open up your microphone and say it out loud as well so if you, if you are so inclined I would love to hear from you live and in person. Otherwise put it in the chat or I mean sorry in the padlet. Okay. Okay, great. So we have Marva starting us off unstable internet use my so Marva is that when you found that you're, you had unstable Internet, your solution was to activate your phone as the hotspot is that correct. Correct. Great. Yeah, the class was small. So I was able to do that. Oh, is this was in class. Yes. Wow, great. Okay. Excellent. And how did that work out. Great. Yeah, because I because the students had to complete a quiz in quizzes. Okay, yeah, so did they all have to connect to your hotspot as well. They had to connect to the one to the hotspot and they were able to get access to the internet, and they were able to complete the quiz. Excellent. That's great. Okay, thank you. Jeff had also unstable Internet. Okay, so you restarted the right that's, that's, have you tried turning it off and turning it on again. I guess the first, that's the first troubleshooting you'll get from from it right. Have you tried turning it off and on again. Anonymous makes make the students working groups when there are internet issues. Okay, so you, you. I guess the solution isn't necessarily to fix the immediate technical issue, but to redirect. Yes, not your head. Great. So what's an example like what would you do in that case. Some of the smaller apps I use allowed you to be able to alter between individual or group work, especially if I use something like quizzes. So when the students are actually having problems, I would form the groups, well, they would volunteer with you would like to be with art form the groups and to be assigned to one of them on the one device, which I will connect to so I could see how they're working. And it actually shows whether each child contributed on that one device in that way, I could still assess them individually and how they will collaborate. Wow, brilliant. Okay, that's fantastic. Very nice. Okay, anyone else have an example that they can think of. Jeff, you need to post the solution part though. I missed the picture there was. What you should you could, you know pencil and paper and just sketch it out, you know, and go analog. Okay cool so let's move on to the next the next question or pulse check. How do your students assess and respond to technical problems. Maybe you saw this in person maybe you saw a student encounter a challenge and respond to it. What does that look like from the student perspective, or someone have any examples that they can share. And good evening everybody. Hello. Yeah. Well in terms of how students respond to it, I think it has to do with them. It's enlightening to me as in it's exciting for me to see a student solve their own issues. But I think what also helps is the consistency where you get them you get them to do little things and each time you take it up a notch and then you take it up a notch and each time it's almost like they understand because we have something in it where we say garbage in garbage out. Yeah, where we know that usually the problem is a human error not a computer error. So sometimes some students have to go and take a walk in truth that actually that is one of the, in terms of the technology normally works, it works smoothly, usually, but then when there's a challenge, the students, they see the need for it. They find the excitement in it. They find interest and therefore they help each other solve their own problems. And I mean, yes, it's true I, I love to see it. I sometimes I just say help each other. Because sometimes, you know, sometimes they, they, it's those who are who feel intimidated by the technology. These are the ones who, who tend to say miss could you handle this for me, you know, but those who are who are comfortable those who are willing. They are able to handle it on their own. Thank you for sharing that. And a couple things that really resonate like I what I'm what I kind of heard at the beginning there was sort of facilitating some level of scaffolding right like that you that there's a challenge and then okay now you've kind of figured that out now bring a little bit more of a bigger challenge the next time. Okay, so you can build off your previous experience and solve that next problem, and so on and so forth. That's a fantastic strategy and that's, and the other thing was when you know when you say it and garbage and garbage out yes absolutely it's it's an input output situation. That is also true in so many other industries as well as a former musician. If you record something garbage, it's not going to come out better on the other side right so garbage and garbage out in many different domains. So I love that analogy. Okay, there's a couple more in the in the paddlets great so someone said that students often are getting frustrated and give up. And then some are others are willing to go search for the connection. Okay. Okay, great. So there's some some more examples in the chat or in the padlet. I don't know if we have time to go through all of those but thank you everyone for sharing. And Rachel solved her internet problem by putting the answer in the in the zoom chat instead of on padlet so that will work too so thank you for being resilient Rachel. It's fantastic. Great modeling. Let's go to the opening activity this is again this should be familiar with you all the we used mentee last team last time mentee meter. Let me take a look at it this time click on that link where it says opening activity. And let me see if I can. I think I need to start this so is that working for everyone. Yes I'm on the mentor me too. Great. I just pasted it in the chat as well. Okay thank you jump. Great great okay so the question here is what is a tech topic. You don't know much about, but recognize you need to learn more about programming programming great, but can you put it in the mentee meter. So we have a record of it program is a great answer by the way, I think that that's probably something that a lot of people don't know much about but I think it's helpful for us to know at least a little bit about it. Oh great here we go. Programming coding websites. Okay looks like coding is a as a popular answer cybersecurity data security ethical hacking. Interesting artificial intelligence I knew it was only a matter of time before that came up. Great. So coding and websites I wonder if websites means like building websites is that I guess website development website development okay yeah great. Excellent. All right. All right looks like AI is growing programming is up there gamification is growing a little bit, but coding and websites are still up there programming yeah. Awesome. Thank you all for jumping in there. I'm going to come back out of here and go back to slide show. Okay. So, I want you guys to remember please please remember I'm sure you will. What you put there. It's something that you want that you recognize that you should probably learn a little bit more about that you don't know too much about right now. Okay so just keep that in mind back your head. As we move through our session today. We're going to take a look at the competencies in the framework one by one. The first one is solving technical problems. This is 5.1 and where we want to identify technical problems when operating devices and using digital environments. And to solve them. So this could be simple troubleshooting to more complex problems. Again this can be put it in the chat put it in the padlet I'd prefer it in the padlet so we had a record of all those answers, or open up your mic and say it out loud. What is the strategy that you have for troubleshooting technical problems. And that's going to be in 5.1 column 5.1. You talking about a device itself or the app or is it the technology. I think any of those yeah I think any of those could count. So any sort of digital technical problem, whether it's hardware software app, you know, etc. What kind of strategy and what kind of one of the strategies are used is on install whatever a reinstall or you restart the device. This is one. Great. Yeah, very sound. Yeah, for sure restart. And uninstall and reinstall an app I've done that many, I've had to do that many times. And sometimes it's not so. It's not so obvious I think but I've come across that after doing, you know, I'll Google it. Oh what's going on with this app or whatever and it'll be like oh well just uninstall reinstall my own. I knew that I should have done so keeping that top of mind is probably a good, good strategy as well. Oh, looks like we need the padlet again. Yeah, I got you put it on the chat here. Okay. So we've got some answers coming in great Google the issue yes go to YouTube. It's online tutorial on YouTube. Yeah, or ask it people. There's one strategy I also noticed that works with some of the devices especially when you go and so besides you have a lot of cookies attached to attaching to your device. I do clean your cashier, cleaner cashier very often, because it loads a lot of them megabytes, and it slows down the working system. Yeah, absolutely. So I think these are probably some of the top. We could probably compile some of these for to share with our students maybe is when encountering some type of technical problem. Oftentimes, it can be solved by just one of these simple, very common techniques right restart, you know turn on or off or restart, uninstall reinstall or clear cash right on your browser if it's browser based. Those are all great strategies to try before trying to you know before needing to escalate that right. Great. So, for myself and my students I normally take the preventative approach with them, because our platform is basically online. So, I've taught them how to clear the trash basically because the computer is trash. So I've taught them how to do that and they do preventative maintenance on the computer every month. So it's something that I've taught them from the get go so that they can avoid lagging computer software issue. So if it's trouble shooting, as you said, an install reinstall with problems that computers not sitting on you make sure your computer is plugged as the first thing. Make sure it's not deep in. If you use it here any deep so you go to Google and and probably get every brand has a point for the deep in so you can figure out what went bad inside of your computer if you have a desktop. If you have a laptop then that's a little deeper. Fortunately, I'm a technician so I can handle that myself. Great. Thank you for sharing yeah and I think, you know, I think it's, you know, great I'm hearing some like, you know, that we can help teach the students some strategies and some approaches to solving problems. And kind of giving them some resources and strategies to how to figure how to help them figure it out for themselves because we're not not all of these things are going to work every time right so they need to also have that sort of information literacy right that they that they can go and find the answer somehow on their own based on their unique issue right. And so I think that that's kind of addressing the more complex problems that the the competencies describing there. A couple of resources here under the under the question here. Again, we look to GCF learn free. There's some basic troubleshooting techniques as a module there that you can introduce to your, your students. There's a nice article from edutopia here about how to help students troubleshoot their technology problems. If you're looking for some ideas. This is a little bit more the company I this is definitely more of it and it lens, but it does give a nice robust framework that you might be able to get some ideas from. So I don't say I don't put that out there like hey you should do this, follow this exactly but it might give you some ideas on how to create a course or sequence of troubleshooting for your yourself and your students. Okay, so some nice resources there. Let's look at 5.2 identifying needs and technological responses may go back to bigger screen. So this, this one is about assessing needs in order to identify evaluate select and use digital tools and possible technological responses and to solve them. And we're to to adjust and customize digital environments to personal needs. For example, accessibility. Could someone give me an idea what is what do you think that means, especially with that example accessibility was adjusting customized digital environments to personal needs. I think maybe, maybe I might be wrong. I'm just thinking maybe for the visually impaired you would use sound speech, speech to sound sound speech, I think voice recognition or something like that. And to to start your device, you allow device to get familiar with your voice. So you start the device in the device. So it's, it's, it's created to customize for you personally because it actually recognizes your voice, your personal voice. Yeah, that's one aspect I'm thinking. Absolutely no you're right, you're, you're, you're right on the dot there. That's accessibility right if we're we're adapting and adjusting digital environments to accommodate everyone based on their needs. That's kind of what we're talking about here. That's great. I see a hand raised triphenilled. I hope I hope I'm pronouncing that correctly. You could use applications as you were saying from speech to text. You can use annotations to read. You can also use there is a things like audible, etc, which would be able to get different able sources to be able to understand what is in text. You can also use. Yeah, I forgot the other one. What I remember is my hand again. But yeah, things like that. There is also the application, which, well, simple things like increasing text. And even Google, where now you can speak to Google to search instead of type. All of these are different assistive technologies to help especially those students who may be special. Absolutely. Thank you know that all fantastic examples. And that's exactly what we're talking about. And that second piece there. What digital tools have you discovered that have helped solve a problem. I heard already several mentioned here. So thank you. And if you want to share that so other people can see it. Please type it in the, in the Padlet or in the chat. So that we can have some resources to share with each other. Let me move over. Let's see if we've got some. Okay, yeah, assistive technology. Absolutely. Yep. Yeah, if anyone can put in some of those tools that they mentioned. That would be great. Some of them I hadn't heard of before. So that would, that would be fantastic if you can add those in the digital tools question here. I'm going to start going a little bit more quickly through these. One of the, and I'm just going to open this one up just to show you guys. This is what a tool that was developed in part by World Ed, it's called a workforce ed tech tool evaluation criteria. This could actually help you. As we talk about that 5.2 the first point. Is a tool that you need. And evaluating it can be done through sort of a rubric here that we talk about accessibility is the technology technology accessible and easy to use for all learners. We're looking at all of these points. When we're, we're evaluating a good piece of technology. Now this if you go to this link here you can download the PDF or get an editable Google sheet so that you can actually interact with this framework here to help you choose good technology so just wanted to show that real quickly. So there, right here. There's also the top 100 tools for learning from 2022 we shared this before but I want to share it again, because you might be able to find some good tools that would work for you, and your specific situation. Okay, so let's go to 5.3 creatively using digital technologies and computational thinking. We use digital tools and technologies to create knowledge and to innovate processes and products to engage individually and collectively and cognitive processing to understand and resolve conceptual problems and problem situations and digital environments to process a computable problem into sequential and logical steps as a solution for human and computer systems. Okay, this is a mouthful of stuff right. What does this really mean. In my estimation when I was reading this I'm thinking okay this how is this is basically how can I use technology to help me solve problems. That's kind of what I really just broke it down to that simple level right like that computational thing how can I think through this using technology. If anyone has any experience and I think some of us do here. What are some ways that we can incorporate computational thinking in the classroom. Please put that in the in the competency 5.3 question. Love to hear what you have examples of. I think we could always use examples and share knowledge on this topic. I've added some resources again computational thinking across curriculum this is another editorial article really nice. My PBL works, not sure if you guys use a lot of project based learning. This and if if you've ever used this resource. This is kind of. In my opinion one of the better ones that is out there as far as having examples and models and resources to build high quality short or long term project or problem based learning activities. Excuse me. Yes. I'm only getting access to that that competency. I'm only getting up to 5.1 and I cannot access the rest. I don't have a slide or what but Oh, slide to the right there should, if it's full screen. You should be able to move it left to right. No, no, no, if that's, if it's filling your screen to 5.1, you should be able to move. There's, do you have a slide bar at the bottom or I'm not seeing, I'm not seeing that. Maybe try to refresh the tab. Okay. And maybe that maybe I didn't load all the way. You could probably try to put his device on landscape instead of portrait. Okay, all right. Good. I love it. We're troubleshooting live. I love that. This is fantastic. Okay, so PBL works. It's a simple registration all of it's free, but you do have to create an account just want to let you know that, but there's really, really good stuff in there. Okay. Google for education has a computational thinking module. That's really nice. And then code.org. Many of you may be familiar with code.org. They also have a computational thinking module as well so a lot of good resources here for competency 5.3 and computational thinking. So code.org. Identifying digital competence gaps. For me when I was designing this, this session today, or for today. This was one of the, probably one of the most challenging for me because how do we know what we don't know. Because this competency is is all about understanding where your own gaps are. So how do I know that I don't know much about something that I've never heard of before right. It's pretty interesting so that's kind of what I want to reflect on on this part, because we want to know we want to understand how we can find out where our companies competencies have gaps. We want to be able to seek opportunities for self development right professional development. Keeping up to date and demonstrating digital resilience. And then also on the flip side of that we want to be able to support others with their competence development as well. So, I want to go quickly but I want to hear from you guys, what are some ways that maybe you've identified your own digital competence gaps, how do we know how did you do it, what is it. We did a little bit before that's why I had to kind of keep in mind what you thought about during our first activity. A lot of folks might say hey I don't I've got a competency gap in programming I don't know very much I probably should know more or website development. I would love to make my own website I just don't really know how to do it yet. How do we know that how do we find out and what are they YouTube research yeah. Rachel says when people talk about technology and it sounds like a different language that's what I know. I mean I guess it could be a different language right rich could be a programming language. But yeah definitely like it's not a yeah it's not limited I think to technology. You know it could be a lot of different topics that you might not know much about it sounds like a foreign language. That's a good idea right like when you start to feel like you don't know much about what's what's being talked about maybe that's something that you might want to look into. Okay. So go ahead and put that in the question here your answers if you have any or put it in the chat. I'm just coming in but I want to go over in the interest of time that the resources here. My, my digi skills this is a EU. Part of the EU framework, kind of a self assessment, this might be a way for you to assess self assess, find some gaps if they exist. North Star digital literacy. Catchphrase used to be show what you know something like that. You might want to just go through this and take the assessments even if you think you know, you might be surprised, take the assessments it's free it's public. And see how you do, and maybe identify some gaps. There's, there's 12 or 15 different modules that you can look at, at this point, and take assessments on. And then, just in general free online learning at GCF global. If you haven't taken a dive into GCF global as we've recommended these modules over the past four webinars. I do. It's not just limited to digital skills, you can learn about cooking on there. You can learn about photography, you can learn about all kinds of stuff that might be interesting to you. So take, take a moment take a dive into that. You know, and see if there's something that you want to learn about really really fun. Okay 5.5 lifelong learning. There's a huge proponent of that right we want, and we want to foster that with our students that spirit of lifelong learning that learning doesn't stop just when you're out of school, just because you're out of school. This is about using technology and accessing digital content to learn new things and be empowered lifelong learners. To understand and use digital tools to support learning and communicate educational achievements and skills. What are some ways that we can foster lifelong learning with our students. Okay, feel free to answer that in the, the padlet, or in the chat. What are some ways we can foster lifelong learning with our students I think this is very important for us. But as, you know, many times, we're older than our students, not always because those of us who work with adult learners, sometimes they're twice as old as we are. But this, this is a cool resource this actually came from Jeff. Again, GCF global has a whole bunch of stuff this section is called the now. And there was a lot of stuff in there that is really kind of up to date that you might want to catch up on like drones, like smart cars wiki leaks fake news crowdfunding facial recognition, all kinds of stuff in there that might be interesting to you that you might want to take a look at really cool section. Digital lessons and curriculum from apply digital skills. Okay. Again, overarching applied digital skills is a whole library of stuff, take a dive in that and see if there's anything that applies to you, or to your students. And here's another thing I just came across recently free online marketing and career courses Google Digital Garage. This one's cool there's a lot of stuff in here. You can get like a digital marketing badge for free. This will actually, this is not solely dedicated to Google they will host some external things so you might be taken to another website. But it's a nice collection of sort of topics that might be interesting to you or that you might want to learn more about. So take a look at that. Okay, so that brings us to our collaborative activity. And so I am going to, I've got eight. Let's see how many, how many people do we have on here today. So this will be if I do eight rooms. Let's do seven. So I'm going to put you guys into breakout rooms. Your room should correspond with the number on the digital case study so before I push you in those rooms I'm going to explain a little bit about what you're going to do. On the link for each of the numbers and the topic that's the topic of your case study. You're going to just create a simple action plan to address your topic. Okay, and I've already created a template so you don't have to do any of the design stuff. You're just kind of going to work with your group to create an action plan on how you would address the prompt. In your case study. Okay. And let me just, I'm going to open one up. Just so we can look at it together real quick, so that you have some context here. So this is room one so if you're in room one you get a little head start because I'm going to give you a little bit info here. Basically it's going to open up into a Google slide deck. Slide one is just the title. Okay. Slide to room room one this is your case study about online privacy and security. The scenario is your school has been targeted by phishing attacks leading to data breaches and compromised accounts. The staff and students lack knowledge about online privacy and security practices. So you need to create a simple action plan that addresses the following topics. If we have some time we might not have very much time we're going to only have probably about 10 minutes to work on this. But I would love for you to go into the action plan and come up with a goal what do you what how would you address this with your school. Okay, let's say, hey we were we're going to host a week of cybersecurity awareness. Okay, what are the tasks. Every day we're going to have one hour of dedicated time to cybersecurity awareness. Okay, etc, etc, and then putting some links to resources that might help you accomplish this task. Okay, so that's a very quick rundown. I know we don't have a lot of time but I would love to kind of get your juices flowing on this and your brain kind of turning. Okay, so I'm going to open the rooms. And you will be invited to your room please join and click on the link for your room template. Raise your hand and I can come into your room if you have any questions okay. Rachel do you want to join a room. If you were. Did you put me in one or do I need to choose. No I didn't put you in one but you can choose one I think if you want to. Okay, I have the option here. Yeah, I'll just hop around a little bit quietly. It's called lurking. Yeah, exactly. Welcome back welcome back. I already see some stories that we needed more time I know and these things, you know, we probably could have done with 90 minutes maybe on these on these sessions but yeah unfortunately, we didn't know but how did it go as everyone's trickling back in I think how did it go. Yes, you were right. We did that more time. It was good but the time was so short. Does anyone we have just a minute and I can wrap up very quickly. As usual you just put the digital tools that we use I this is what I used for not only this session but for the activity. So you can see how we continue to use so many different tools. And combine them to create educational experiences, but I would love to hear a couple people if you what did you think about that activity. Did you think through some things come up with anything creative that you would love to share. I think that the collaborative activity we had was a very good one the topics for good and the relevant at this moment. I would agree with my colleagues we don't have enough time. I was able to assist my group in writing up a goal and certain tasks and responses and who will be responsible simply because I already participate in the program on cyber bullying prevention at my school. So I already had the information on hand and I was hoping that while I typed in they would see it they would have thought they demanded because I'd really like to hear from other teachers. What they what they think about it so I was happy to be selected to be in group three on cyber bullying is something that we're already working on at my school. So I think it was a good was a good activity. I think more time down there is much more that could be shared. And we probably would have done much better in presenting a pool of people. Excellent. Thank you for sharing. I wanted to have your you and your expertise there. I think what one of the things that I wanted to just have that that activity was to get your mind kind of, you know warmed up on the idea of trying to incorporate some of these concepts and bring together some of the things that we've already mentioned in all of the previous webinars. A lot of that could be we've already reviewed so you could go back to those previous sessions and grab some of that information and use it in your, your plan. So I hope that you can take away something from that. I know we're at time now. So I want to just quickly wrap up here. I hope that you have a new idea on how to integrate today's digital skill review with the competencies five five area into your instruction. And a new idea on how to access resources to help you close your own digital competencies gap. Okay. We're not going to do the activity but it's there if you wanted to add it. You can click the link and do that later. Always welcome your feedback. You can always reach me email. Anytime. Okay, reminders. The videos are the previous webinars if you want to review are all available on YouTube. The digital skills library of course and the skills glossary is available to you now. Thank you so much. It's been a pleasure working with you guys, all of you for the past five months now, can't believe it. It just went by really really quickly. Thank you so much for your participation in your engagement. It really has been a pleasure, and I hope that you have been able to take something away from these sessions. Thank you everyone for a little while. If anyone has any questions or our comments or anything, but without further ado, have a fantastic evening. And I hope to work with you again soon. Jerry, I think our class would all agree that your presentations will awesome and assisted to augment the quality of teaching that we, we are able to deliver and to ensure that our students have an exciting experience, you know, learning. I know for sure that when I did my three sessions. I did my teaching sessions and was assessed. Would we get, would we get a chance to give feedback from that. That's not a custom. That's not sure maybe if Rachel. Yeah, I'm not sure what we will we were supposed to do three sessions. And it was overwhelming I was, I was in awe when students were able to engage with with the paddlets that were created and in their older links to quizzes and activities and games. And the class was so alive I was worried that they would kick the children out of the block. I just wanted to share that experience. Thank you so much. I really appreciate that. And you're sharing and your participation throughout this series. Thank you so much. Really appreciate it. You're welcome. Yes, thank you everyone. Thank you, Elizabeth. Yeah, and I hope that that came through all all of these activities that I designed to work with you I hope that you maybe you can adapt those to work with your students that's really kind of the goal, at least in my mind was that these can be ideas for you that you can take and and adapt and build on and improve for your own setting. And yeah, so I hope that you are able to do that and would love to hear. If you do if and when you do and how it turns out, I would love to hear all about it. All right folks well if there's no more questions or anything. I'm going to close down the meeting. Have a fantastic evening and even better weekend. All right. Good night. Thank you. Thank you, Jeff. Thank you, Rachel.