Okay, it looks like we're recording, it looks like the mic is working and I think we've finally got all our technology pieces set up. So, this is a good example of what happens in the classroom when you're using technology to teach. So, just go with the flow, do your best. I mean, just gotta just go with it. So, again, my name is Alyssa Sells. I'm from the state board. I work for the state board for community and technical colleges. I'm the e-learning program administrator. And as Jackie mentioned, I do travel around and do some training. I also do some teaching online. Some of you may have taken the online state board Canvas training course. I know I have at least one of my students, Chris, here in the classroom. Yeah, okay, so there's four or five of us that teach the class, so you may or may not have had me specifically as your trainer. And so, we're here today to talk about Canvas now that we're all logged in right, okay? And we're gonna talk about Google. And we're gonna talk about a tool in Canvas called Collaborations. And what I'm gonna do is get over to my presentation. And actually, let me show you the classroom you're in first. So, you're all logged in. From your courses menu, select Google Docs Presentation. That's where you wanna go. Most of you had it up on your screen, so I'm pretty sure you are all in the right place. From here, it's a linked icon. You can either just click the image or you can click on modules, and it will take you into the course materials. So, here is a link to my actual presentation. It's in Google Slides. So, you can click there and get to the presentation and open it in Google. This is an example of what it looks like embedded in a page. So, you can also do this for students. So, this is the same presentation, just a second way to present it to you. So, you can either have a student click the link and go to the presentation or you can physically embed it in the page. And let me show you what else is in here and then we'll get started. There's a integrity recording that we're gonna watch in just a minute because what we're gonna do today is simulate a flipped classroom environment. And I'll explain all this in just a second. And there's a recording in here of an entire presentation that I did at another college. So, that presentation's already there. Assuming that this recording turns out well, what I will do is flip out the one that we're recording today and put that one in there so you have the actual one that you participated in. And then there's some information down here. Just later when you're trying to go back and do this on your own, I've given you some helpful links. These are specifically for Google. So, you can go here and find if you don't use Google Docs because we're gonna use that today. Some of you might not be familiar with that. So, there's some help stuff here. Gmail help and how to create an account and log in. So, the little helper things are here. I've also given you a section of Canvas information. And this is just a collection of links from the Canvas guides. How many of you are familiar with the Canvas guides? I want to see lots of hands. That is your best friend. You know Canvas updates about every three weeks, right? Sometimes you log in and everything looks different.  I don't know how to do that anymore. It's kind of a bummer. It happens even like days before presentations and then you panic. It's happened to me. I'm like, oh, no. I have to be learning what I need to teach. So, make sure you're friendly with the Canvas guides. I think the URL is guides.instructure.com.  But I've already pulled out a few of the things that apply to what we're gonna talk about today. And they are always the most up-to-date information because Canvas maintains those documents themselves. So, always go there for help first. That's under Pages. This is a page. When I go to Pages here in my menu. Okay. Well, where I came from was Modules. So, I accessed the page from here. And I'm under Helpful Resources. And I clicked on it from here. But the reason why it says Pages is because it's built as a content page. So, if you ever get lost and can't get back into Modules or don't know where you're going. If you know the name of the page, if you come over here and do Show All, you can scroll through this list. And if you know the name of your page, you can go exactly where you want from here. So, there's lots of different ways to get moving around in Canvas. I know. Okay. So, this brings up a good point about removing tools from your students that you don't want them to have or don't want them to use. So, Pages might be one that you might want to consider removing from your toolbar, as well as your files. These are just little side extra notes that you get because we're kind of off topic already. All of your files upload to Canvas automatically unlocked and accessible by students. You know that, right? Yes. Okay. So, if you have something you don't want your students to be into in your File Manager, you need to remove the Files button from them. And you also need to go into your File Manager. And I would maintain maybe just one file folder that has all of your locked materials in it because then you can just lock the file folder. You don't have to lock each individual document, so just little side things there. All right. Let's get back to why we're here. And we're here to talk about technology in the classroom. And I'm actually going to flip over here. I'm not going to open it from the side. I'm going to go straight to it. And I'm going to put it in Present Mode. So, now it's full screen. So, you guys hopefully will be able to see it better.  And I can't see even when I'm standing right next to it, which is very sad. You go to the View menu. And you click the little top thing that says Present. Want to see it again? Okay. View. Present. It's because I'm in Google right now. I don't know which page you guys are looking at it on. If you're looking at it on the Embedded page, you probably can't do this. If you click the link instead of the Embedded page, hopefully it takes you and opens that up for you. Jackie, did you have? You're in Student Month. You're in Student Month? Yeah, it's a document though. It's open. I have it set open public on the web, so you should be able to get into it. But you should be able to see it from up here. Just fine. All right. So, technology in the classroom, integrating technology and instruction using real-time collaborations. That's the official long-winded and wordy title of what we're doing today. So, we're going to talk about trying something new, getting out of our comfort zones a little bit, because let's face it, regular traditional lecture is B-O-R-I-N-G, oftentimes for our students, right? I've sat in a classroom before. I know it can get kind of boring. And unfortunately, I have to stand behind the podium for part of today and lecture at you. But there is an interactive piece that we'll get to. So, I hope you won't be bored in your seats. So, today we're going to explore how to use integrated instructional technology. And there's a difference between just using technology for the sake of using technology and actually integrating it into your lesson and making it an important part of what you're doing. Could you do something? Oh, hey. All right. Jackie's leaving us. Hi, Jackie. You guys know you have quite a gem in her, right? Yeah. Yeah. Give her lots of hugs. She loves you guys. All right. So, we're going to investigate, like I said, Google Docs and Canvas collaborations. We are looking to refresh and inspire some of our more traditional teaching methods. And this particular presentation is focused on using an integrated technology of Canvas collaborations in a flipped classroom model. And I'll explain all of that in a second if you don't know what that is. But it applies equally to face-to-face classes as well as to online. Everything that we're doing today can be done online. So, don't think that you're not going to be able to use any of this just because you're teaching fully online or because you're teaching face-to-face. You could still use Canvas collaborations in your face-to-face class if your students have access to Canvas. You guys have web-enhanced classes? I'm not sure what you guys do here. Okay, so everybody has access to Canvas. So, there's lots of different ways to use it. And what I would just challenge you to do is to take what you can, just glean whatever works for you and use the parts that work and anything that doesn't work with your style of instruction or your classroom mode. Just don't worry about using it, okay? All right. So, before we get way into the lesson, I call this one Rolling with the Punches. And we already had about 15 minutes of rolling with the punches this morning. So, yeah, when we teach with technology in the classroom, does it always go smoothly? I should see a lot of heads shaking, no. I've used technology in my classroom for a very long time, and I can tell you from first-hand experience it's not always smooth sailing. Sometimes there are problems. So, I have two rules that I try to follow and we're gonna put those into practice today. The first is that I try to have some sort of a backup plan in case my technology doesn't play nicely because guaranteed it isn't always way too. So, don't always just rely on having your presentation in Google or somewhere stored online in Dropbox. Bring it with you on a physical thumb drive, just in case.  I have a big long string on mine, so I don't lose it. But I have mine right in Google right now. Part of my backup plan for this, too, was that if, for some reason, the link wasn't functioning, we could go straight into Google if we needed to. So, there's lots of different ways to come up with a backup plan, just pre-think it a little bit, just to make sure that you at least have the number with you for your media services or your e-learning department in case you actually need some help. And arrive early so you can get stuff set up. That's a good plan, too. My rule is that there are almost always problems. A lot of us had problems logging in this morning and accepting invitations and that kind of stuff. If we encounter anything else like that during the presentation, what we're going to do, because I have no helpers in the room, it's just me versus you. No, I'm just kidding. It's not me versus you. But really, there's a lot more of you than there are of me, right? And if I stop and take 10 or 15 minutes to help one person, the whole presentation gets derailed. So what we're going to do is if you encounter a technology problem that we can't overcome in just a few minutes, our backup plan is to look on with a friend, okay? So in the end, if we have four people looking on with a friend in one row, that's totally fine. You're not going to miss anything. The very last activity we're going to do, we actually really only need one person in your group who is logged into a computer with internet access, logged into Canvas, and has their Google account set up, okay?  But what we're going to do. Okay, make sense? All right. So what is real-time collaboration? Well, that just means that multiple people can work on something at the same time. So Google allows us to do something that we couldn't otherwise do. It allows people to transcend distance and time to come together and work in the same document. Real-time, they can see each other typing. They can respond to each other. They can have simultaneous input. So that's what we mean by real-time collaboration, that it's something happening actually at the same time, but you may not physically be together. You could be physically together, but we're going to use it together today in the classroom physically together. But the activity that we're going to do, you could put out to an online classroom and do it equally as well. Okay, let's see. What else? Okay, has everybody heard the word blended classroom? Okay, that's another word for hybrid. Blended seems to be the more contemporary term for that. I don't hear the word hybrid as often. Traditionally, a hybrid or blended course is a course that displaces some of the face-to-face instruction with online materials of some sort. It's usually up to the instructor how much of the class face-to-face time is displaced. It's usually not more than 50%, although that line is getting blurred a little bit. So if you are teaching in a blended or hybrid model, that means if your class is like a traditional Monday, Wednesday, Friday class, you may only be meeting with your students two days a week and be sending them off to do stuff online on Friday or whatever works for your course or your discipline. All right, so what is a flipped classroom? A flipped classroom is basically a blended or hybrid model classroom with a twist. It's just a little bit different. So students are asked to review course materials before they come to class, and that's in preparation for something active learning you're going to do in the classroom. So you're not lecturing to them and then sending them away to do practice activities. You're giving them the content upfront, asking them to prepare, and then when they come to class, you use the content to do some sort of an active learning instructional activity. So could be a discussion in class, could be review of the materials, and maybe you're going to play a game using the vocabulary words from a lesson. It could be a hands-on activity. That's what we're going to do today. I'm actually going to play a video for you in a minute. We're going to simulate the flipped classroom, and I'm going to show you the video that I would have asked students to pre-watch before they came. But since I didn't know any of you and we weren't all registered, we're just going to do it together today and pretend. So integrated technology, I mentioned earlier that integrating technology is different than just using technology. So integrated technology is technology that actively engages your students. We want them to use it to learn, and we want them to put their knowledge to use. It's a technology that can facilitate collaboration in or out of the classroom. And it's a technology that facilitates activities that would otherwise be difficult. Like I said, across time and distance, we all have busy schedules. We all have different schedules, and sometimes students can't just meet up at the same time. So we can get them to do fun collaborative things that you couldn't maybe do in an online class because they weren't meeting together and they didn't know each other. Let's get going here. Okay. So I told you we were going to simulate a flipped classroom. We're going to watch a video right now, and it's going to be the simulation of the individual online learning component that you would have been asked to do before you came to class. And I'm not 100% sure about playing the video from here, so I have it queued up as my backup plan, and we'll just go to my video since I already had it queued up. We tested it earlier. And... So what you're going to watch right now is how to create a Google account. So we're going to watch the video. That would be the prep piece, and then the students, the in-class learning piece would have the students come to class and set up their own Gmail account. If you already have a Gmail account set up, you won't have to do that part of the lesson. But if you don't have a Gmail account set up, you will be setting one up during this class period, so make sure you pay attention to this video because we're actually going to do this when we're done watching it. And this video was recorded for another group that I presented to. It was Project Ideas, so if you hear me refer to Project Ideas in there, it's just because that was the day that I made this recording. Before you can access Google Docs, we'll need to register for a Google account. In a second, we'll include a brief demonstration of how to set up a Google account, and it will also include the basics of creating a Google Doc. Tigerty is a course capture tool, which means during this recording, you will see what is on my computer screen while you can be talking about it. Right now, you should see a Firefox window open to Google.com. Recording videos for your class can help you communicate core course concepts to students. Reviewing the videos before class allows students to prepare for class activities, which is how we're going to use this recording. You'll watch this video individually, and when we meet at the second meeting, you'll participate in a group exercise that will help you learn more about how you can use Google Docs to collaborate with colleagues and to engage your students. At the second meeting, we'll also be showing you how to work with Google Docs using the collaborations tool in Canvas. What is Google Docs? It's an online work processor that lets you create and format text documents and collaborate with other people in real time. Before you can access Google Docs, you'll need to register for a Google account. You can do so by going to Google.com. Let's do that now. Here I am in my browser. I've selected Firefox for today. I've typed in Google.com. And I've come to the Google page. If I had an account already set up, I can click on the sign in button and go straight where I need to go. For today to set up your Gmail account, I'm going to go ahead and have you click on Gmail. And we'll click on this button Create an account. And you'll just fill in the information that it asks for, your name, create yourself a Gmail address, fill in a password. And at the bottom, you'll just click to the next step and follow the screen as they walk you through the rest of the account creation process. My account is already set up so I can just go ahead and sign in. And I'm going to do that now. Alright, so I'm signing in. So here's my Gmail account or my Google account. And from here, I'd like to go to my Google Drive. The Drive is where all of your documents will be stored. It kind of looks like a file manager on your computer. If you want to create a new document, you can click on the Create button. And from here, you can choose if you want to make a new folder, a document, a presentation, a spreadsheet, a form, or even a drawing. For right now, I'm going to go ahead and click on a document, and it's going to take me to a blank document template that kind of looks like the first thing I'm going to do is hover over File and click on it, and I'm going to rename my document so that we can tell what it is. And I'm going to call this Project Idea Demo and say OK. So now you can see that my name has changed up here. And as I type, all my changes are going to be saved in this drive. I'm going to go ahead and type here. This is a document for Project Idea We can share information using Lulubox. OK, let's check my spelling. Looks like my typing is not that great today. OK, so I'll correct that. OK, so now that I've typed in some words and you can see those, let's look at some of the other things that we can do. I'm going to go ahead and highlight this like we would in a regular word document. I'm going to make it bold. I'm also going to hover here and make this a lot bigger so that we can see it easier. And I'll pick a different color just for fun. OK, there we are. This is a document for Project Idea. We can share information using Lulubox in blue. All right, so we can also do some other regular word processing things like we can better or right or left to justify depending on what you need. Your document spacing is here. You also have numbering and some quality that you can play with. And there's a press button. There's an undo and a redo button and you can also paint your format. Let's investigate some of the tools up here. So on files, this is the one where we renamed our document and create a new document from here. We can open an existing document. We can make a copy. We can print preview. We can print. On edit, we have our undo and redo button again. We can copy and paste. From view, you can change how you're going to see your document, whether you want to look at it in print layout or with a ruler or look for spelling suggestions.  On format, you can do some of the same things that we were doing just a minute ago with the addition of Stripe Through SuperScript flow script. On tools, you can research and define and do a word count. And this one I think is kind of interesting. It's translated document. I haven't actually tried this, but you're supposed to be able to translate your document into a different language and I think that that sounds like it would be pretty neat. On table, you can insert a table. And then on health, I just wanted to show you that you can click on this Docs Health here and it will bring up some articles for you, some different things, like an overview of Google Docs and you can read some more about this if you need some additional information. Okay, so we have our document. We've looked through some of our tools. And again, this is just the basics. We're not going to go through every single type of document. This is a basic Word document. Now that we're done with our document, we want to share it with some other people. And I'm going to go up here to the share button and I'm going to click share. And from here, I'm going to decide who I want to share with and what type of privacy I want on this document. So, if I want this to be private and only have the people that are listed have access to it, I can keep it that way. Or I can choose a public link meaning that you can sign in without authentication and anyone can look at that. If you want anyone with the link to be able to see it, you would click this. And I think with this one, you still need to have a Gmail account. It just doesn't log in. With the public link, when I tested it last night, it seems that I could send a link to my regular email address and not be signed in and still let me have the document. So, that was pretty cool. And then on private, you can check this one and just include a few people that you want to see the document and then they will have the ask to sign into Google Docs when they receive their invitation to join this document. So, all I'm just going to say for now, anyone with the link and I'll say this. Okay, the next thing I want to do is decide who we're going to send this to. Just for ease here, I'm going to send it to myself so you can kind of see how this works. You'll just pop in the email address of the person that you want to send this to and notice this is my Gmail account. And I'm going to decide what privileges this person can have. Can they edit the document that I've started or can they only view it or can they only make comments? I'm going to say that they can have editing privileges. Okay, when I'm all done selecting what I need to know, I'm going to leave the box checked for notifying people by email and then if I wanted to add a personal message I could do that. I'm going to go ahead and be done with this as it is for now and I'm going to say share and save and then I'm done. And if you look in the lower right corner of my screen, you'll see that a message just popped up from my Gmail account that says an item has been shared with me and I'm just going to pop over to my Gmail account real quick. I'm going to close this one so that you can see that it will open the document for us and then click into my Gmail. Here's the message from me to me inviting me to share a document. And I'll just click this link. This is project idea demo. That's what we named our document. And then it opens the document for me and I can begin working on it because they have editing privileges. So you could be simultaneously working in this with several people at the same time if you had shared the link with several colleagues. So this is a pretty cool setup and it's a great way to share information and it's a lot easier than going back and forth with emails and trying to get everybody's opinion. You can just edit right here and get people's thoughts and comments. Alright, so that's about it for the basics of setting up the document. Don't worry if you didn't catch all of this the first time. You're going to be getting some hands-off practice next week and we'll post some additional resources for each of you. Your practice is today in like two minutes. And you'll find the support materials either in the project idea communication site or in the project idea campus training course. Thanks for listening. Bye. Okay, so your support materials are where I already showed them to you. They're in the Google Docs classroom, right? Okay, we had a few people join us. Did you guys get logged in? Yeah. Okay, so log into your computers if you want to. Go to yvcc.instructure.com to log into your campus account. Use your full email address and the password you use when logging into campus computers. And then were you registered into this class before you came? Did you let Jackie know that you were coming today? No. Okay, so we will just take a short detour here and if you guys will give me your email addresses I will invite you into our classroom. But let me find where I'm at first. You're also welcome to look on with a friend if you don't want to join the class right now, it's fine. But I can easily add you just by adding people. You guys know you can share all of your practice classes and your master courses with colleagues and you just click on add people here and hopefully it will let us add users. Maybe I can't do that. Maybe you guys don't have it set up for that when I do it at mine. It cannot be added because this course is not included. Oh, that's interesting. Sorry, I'm in the wrong classroom. Too many canvas windows open. Let's see where I'm at. Sorry, I've got that's not it either. I can't remember where we opened it. Here we are. Okay. So now we're in a non concluded course. If you conclude a course you no longer have access to doing fun stuff. Okay, so now I'm going to add you. email address d link at ydcc.edu Okay, did I spell it right? Okay. And next. Oh, okay. That's me. So in just a few minutes it'll take a minute to process on your Oh, sure. I'm sorry, I didn't see you. Come in. What's your email address? Okay. Okay. G K O E S T L E R Okay, so sometimes my ears and my fingers don't work very well together when I'm typing. All right, so sending you an invitation as well. Okay, and I saw David, I saw your name pop up Gordon, I see your name in here. So in just a minute you guys should be able to go and log in to your YVCC Canvas accounts on your dashboard. You should have a blue button that says accept. Just go ahead and click that and it will let you into the course materials. All right, so let's get back to where we were here. Sorry, too many windows open still. Okay, we're going back to our presentation. I've got my presentation open in Google so we can do the big screen here. Okay, so we did biology. We just simulated our flipped classroom and then typically I bring a lot of humor into the classroom and I would gently tease my students if they hadn't done their assignment. So I would actually ask students to say, you know, if they did or didn't watch the video and I would shake my finger at them nicely and tease them a little bit. But I guarantee you when you're teaching in a flipped classroom and students start to see the outcome of what you're doing and the fun stuff that they need to know that other information for I guarantee that it will make them want to participate and make them want to do that little bit of homework before they come to class because they do want to get involved and participate in the discussions. Okay. All right, so we are going to set up a Google account which you just kind of saw a demo of. You saw two things, setting up a Google account and then you saw working with a Google Doc a little bit. Google Docs is just a lot like working in Word. Most of you are familiar with that. So if you think about it in those terms you don't need to be scared of using Google Docs because it should be familiar enough in that it's similar to what you're used to. It just doesn't have all the same features that we're used to in Word. Okay. So how many of you already have Gmail accounts? Okay, so a good portion of you. All right, so for those of you that don't let's just run through and get your Gmail account set up because you need that for the next part of what we're going to do. So you are going to open a browser.  If you go to Chrome it typically defaults to the Google page and then you can go there. So just go to Google.com. Chrome on my computer. If you go to Okay. It's not online. Okay, if you just because the button is not on your computer doesn't mean it's not there. If you come down here to the start button and click start buttons and go to all programs and if you come up to I think it was in the applications was the applications. If you double click applications you can see Google and Firefox in here. If you don't have Chrome just use Firefox. It's fine. It's no big deal. I don't know why it wouldn't work on an Internet Explorer but Canvas doesn't like Internet Explorer so I wouldn't recommend doing the next part of the lesson in Internet Explorer. So you guys have Firefox on your computers? Okay. Hmm. Well actually that's one of our rules that you missed. If we have a technology issue that takes too long to a job we're going to look longer than friends. But then you have to take your friends with you because he's already looking up. So it might kind of come to you. Okay. You are live in state boarding learning. You need YBCC. She comes in. But if you want sign out and start over I physically type in YBCC .instructure.com and sign in there with your full email address and your computer login for campus. Oh are you playing something fun? Did you start a video? I have Gmail accounts. Go to Google.com and you are going to I'm already signed in so it doesn't show up here. But you should have that create an account button that you saw in the video. Click on that.   Let's see if maybe I should just log out. It should let you go um did you not send it to your it said oh you did it to send it to your phone? Okay it should have let you choose. It's been a long time since I set mine up. Okay let's see. So I'm already logged in but you should have a create button. If you can't get your account created today it's no big deal you can do it later just look on with somebody else. We'll just leave just a few minutes to do that. I think there are enough of us in the room though that already have the Gmail account should have plenty of people that we can still do the rest of the activity with. Do you guys need how much more time do you need to get your account set up just a few minutes? Or do you guys want to move on? Move on? Okay alright. It's okay really don't panic it's no big deal. You can come back and watch the video again and set your account up later. So the next part of what we're going to do is um we're going to go into present mode because we're going to have to go into another screen here in just a second is we need to register your Google account in Canvas. I have not registered mine in my YBCC YBCC profile yet so hopefully we'll be able to do that part together. So let me go to our classroom. Okay so this is not it because that's my state board. I think I have you guys open in Firefox here we are. Okay. So go back to Canvas yes sir. Of course. Yes. Yes. Yes it does make a lot of sense to create a Gmail account just for work yeah. It's a great way to keep stuff separate. It's really you can organize your files and keep it separate from within your account but I think it for efficiency it's really a lot probably safer and more protective for you if you use a separate account that's not mingled with your personal stuff. So yes good question. If I register or link my Google docs to Canvas now using the account that I've already set up in my personal account will there be a way for me to change that for you? You can go into Google and undo or you can go into Canvas and undo what we're going to do now and replace it with your new Canvas your new collaborations Gmail account later. So yes you can undo what we're going to do now and change it. Alright so come up to settings in your profile area did you see where I clicked up here on settings registered in here so I need to register Google so I'm going to click on this Google button right here and yeah it's okay to use your personal Google accounts right now because you can come unregister Google and then you can re-register with a different Gmail account later. Okay I just clicked the button to say that I wanted to use Google okay did you see that? I just clicked Google docs. Now I need to authorize it and I think the next step is it makes you sign in. I have so many logins for so many different things sometimes I forget where I am and what I'm doing. Yes log in to your Google account through there and then when you get to this screen just say allow access and then it should pop up that little Google icon under my registered services and there it is later when you want to undo it just come here hover over it you won't see the X until you're hovering just exit out and delete it and then you can start over. Okay everybody follow that? Did y'all get that far? No? You want to see it again? No? Okay. Alright we just need to make sure that we keep enough of the group in it that we have enough people at the end to be able to do our activity alright so I'm going to go back to our classroom now back to the Google Docs presentation area okay so we'll come back here in a second my actual presentation is one of these darn tabs, okay so we just completed this step the link to reading about registered services is here in the presentation you'll also find that link in those extra resources that I showed you earlier the Google resources and the Canvas resources okay so the next thing we're going to do is now we're going to use the collaborations tool that's in Canvas has anybody used it before? Couple? Just one? Okay, so sort of tried it but weren't sure what you were doing I haven't used the etherpad feature I've only done the Google Docs so we're already logged into Canvas we are going to go to the collaborations tool and rather than just talking through the steps I'm actually going to show that to you so let's go back to our classroom and you should have collaborations right here so yeah and in different classrooms the buttons may be in different orders or you might not have all the buttons because teachers can add and remove those and customize what their students see so click on collaborations okay and we want to start a new collaboration I think this must have came in from a previous presentation because I copied this classroom in from a presentation I did at Edmunds and somebody started a collaboration there so I'm showing you how to set this up if you guys all do this right now and set up the collaboration we're going to get a thousand collaborative documents in here the only one that does this here right now if you want to actually do this please go to a practice classroom or somewhere other than our Google Docs classroom make sense because I don't want to end up with 40 documents in here so I'm going to start a collaboration and there's two ways there's Etherpad and Google Docs we're not going to do Etherpad today we're doing Google Docs so from my drop down menu I want it to be a Google Docs collaboration and then here you give the collaboration a name I'm not using anything real original today other than to label it with your college name if you want students to have a description or a place to read directions about what they're supposed to do you can put that here again real original put your directions here okay the next part is we're going to start collaborating once I click this button it's going to pop me into a Google Doc which if I go back to my Google account I will see a new Google Doc there so from here I'm creating a Google Doc okay you guys won't be able to access it just yet because I haven't showed you the next part of adding people to the collaboration so here we go okay so I already named it so it put the YVCC name on it so I could go back to my Google account now and this file would be there and we could type something in here yeah you cannot do anything but a Google Doc from the Canvas collaborations tool it will only start a Google Doc so if you want a slides presentation or a form you can't do it using the collaborations tool because as far as I know it will only populate a document okay another way to do to use Google you can make your own form or your own spreadsheet or your own whatever you want the students to have access to and if you provide the link to that and share it so that when they click on the link they get access to it you can put that link directly into a module as an external site or an external tool and when they click on that it will open up your document and you could have them fill out in an online form actually attended a presentation at InstructureCon in June that was really cool it was a fisheries program and they had been really struggling with how to collect data because they had to go out to these ponds and they would hand write all this stuff and everything was just really really messy and nobody could read anything so when their campus switched over to Canvas they started investigating different things that they could do and one really cool thing they did is they made their classroom mobile they put everything on iPads and they waterproofed them they put them in special waterproof cases that could get dropped in the ponds and not get ruined I wouldn't recommend that but they did show in their presentation a picture of their iPads sitting in a tank of water it was like whoa so they did that and the students would go out to these pond areas where they had they made sure the students had wireless access and then they used Google forms or the Google spreadsheets to create a data form thing that the students could fill in and the students would fill the information in from the iPad from within Canvas while they were in the field so it eliminated a whole transcription process for them and then all of the data was typed everything was organized that a spreadsheet that they could go back to so yeah that's a really powerful tool to use in your classroom but it wasn't done through the collaborations tool it was just a straight up link to the document so okay well you know it's actually skipping a step you don't need the collaborations tool for that I mean there's multiple ways as you know in Canvas to do the same thing and if you just want to skip the whole collaborations tool you don't even have to use that piece but if you're just using a Google doc using the Canvas collaborations tool is a great way to keep those collaborations organized because it does the same thing with them that it does with quizzes and assignments it groups it in its own little area so a student could always go to collaborations just find the one they need and clicked on it they wouldn't have to search through all the modules and remember where the link was so like I said at the beginning take the link for you and integrate those into your instruction and if the collaborations tool part doesn't work for you then go ahead and just use the straight up link for it and then using the link to a document is your backup plan in case the collaborations piece is malfunctioning you can take that there's a share area in there where you share it there's a link in there that you can copy and give to your students you can post it in the classroom you can put it in your module you could send it to them through their Canvas inboxes whatever works for you but that could be your backup plan in case the collaborations part isn't working our activity today is actually going to be to brainstorm some ideas on how to do that so you're already way ahead of us so start thinking in a way that you might apply it to your discipline and I'll share maybe a few ways that I'm familiar with like the one that I just one example when we're done with our collaborative activity we will go around the room and share what everybody came up with and then this will be a living document for you you guys can come back and refer to it and use it and make more contributions to it it'll just be there for you to use alright so we're in our document and we're not going to do anything here just yet what I need to do is get you guys access to the document yeah? okay so I'm going to come back here and now when we come into collaborations you can see that it's here so I'm not sure if you guys can see it until I add you hold on to add you I need to edit sorry click the wrong button okay so to get you guys access to that same document that we just created I need to add you guys to it this is so easy you click a button so this is everybody that accepted an invitation to this classroom I just clicked plus and it moved Wendy from the left side to the right side now Wendy should be able to click that link and open up that document so I'm just going to do everybody that's on here okay so everybody that had accepted an invitation to join this classroom and got in you are now in here and I need to save it so I'm going to say update collaboration because as you know anything that you do or add or change or edit in canvas you always have to update or save and as soon as this finishes processing you guys should be able to go in our classroom to the canvas collaborations tool it's being slow it's not liking me okay oh page error I don't like that okay let's check it and see what we see okay can somebody go to the collaborations tool in our canvas classroom and click on this link and see what you get you got in okay the thing I'm going to do is oh look at all you peeps in there with me alright okay I'm going to click on share real quick and I'm going to check my share settings and make sure you guys are all in there it looks like everybody's in you've got editing privileges so canvas automatically does that part for us okay we're done yes we are still here yes sir you click on this blue button that says share okay and you can do this from within your document and it's on presentations it's on your spreadsheets that you build that's the important part is to make sure that it's shared what we did is we shared it with the people that had access to it through canvas if you want to go into Google and make it public on the web you could do that and then anybody could find it alright so you don't have a Gmail account you can't do it no okay that's actually a really important thing and I think it might be my next slide okay so let me put this back up and present so we can see this bigger okay so here are the things you need to know to make this work you have to ask if your college has the Google app enabled for canvas Jackie obviously has that set because it works so check mark that one you're good to go each collaborator needs to have a Google account we attempted to do that some of you were successful some of you already had accounts okay each collaborator needs to add Google as a registered service in canvas so that means you and all of your students each person needs a Gmail account it needs to go into their canvas profile and add Google as a registered service and you could make that a little Tegrity video recording they could do that on their own before they come or you could do it with them in the classroom okay if you want the document to be editable you can turn on your share settings to allow people to have the link to edit it canvas automatically does that piece for you that's one of the auto things as you saw when we added everybody to the classroom it automatically gave them editing privileges you can go back and change them though but if you're working in straight in Google and you create a Google document or form or something outside of canvas you need to go and adjust your share settings because the default in Google is private it will stay private until you change it and if you do have any problems with canvas collaborations piece working or it doesn't default to editing just go back to your Google account or to the Google document and share that publicly and it usually gets rid of anything any stumbling blocks that the student might have getting in question okay if you want to join our actual collaboration you need to go back to canvas and click on the collaborations tool in the vertical tool tool menu on the left hand side of your screen okay everybody clear on that okay now is the fun part I get to stop talking although I do have fun when I talk and you guys get to try this now so we just created a document for us I'm going to go in and type in some numbers so your group knows where to type what we are going to do is find the small groups I don't care how big the groups are the idea is not to be a group of one one is not a group okay well you can be an army of one but we're not doing an army of one we're doing groups of more than one okay so do a plus one and find a friend if you want to do larger groups because interaction and more brainstorming fine if you want smaller groups because you like it to be a little more intimate and just share ideas with one person that's cool we are going to brainstorm ideas for how to use this and apply it in your classrooms so you can be discipline specific if you want you can be mode specific if you want so if you want to say I would use it in math to do this whatever with you can go that route you can say I'm teaching a face to face class and I would use it this way in my face to face class you can be very general and say this sounds like a really fun activity and would work for anyone so we'll take some time to do that and I don't know what time it is right now let's say 10 minutes because I think we're supposed to be done at 10.30ish let's give ourselves 10 minutes to do this you can type directly in our document and so somebody's already started so that's fine I won't put group numbers in here it's okay find a place in the document for your group to start working start typing you guys can watch each other work you can cheat if you want to you can look at other people's stuff and be inspired no cheating inspired by other people's ideas okay and maybe you can give it a twist and apply it to your specific discipline I saw a hand over here did you have a question yes it's quite yes so be careful yeah okay so another thing to note is this can get messy when you're using it in a classroom with a bunch of people this is about as many people shh shh shh as many people as I would probably want in one document at any given time so if you have a large class like this you could actually do a couple documents you can still give everybody access if you want or you could just give access by group so you could set up groups and assign groups to a document but people that aren't in that group won't be able to access it so it's up to you how you use it so find your groups I started collaborating about how you think you might be able to use this tool brainstorm some ideas take a few minutes to do that and then type them into your document as you go okay oh dear oh oh oh I might be able to access it where you can see it and then you have to write it all and then you have to be able to use it in English so here I think it's for labels so yeah collaboration blah blah blah collaboration and then three I have some so if they don't spare and you pull them out you can make them smaller so you can you can you can and that's that would be the project would be what see if I have the music I just had to interact with is there a way to interact with people on what people are doing if you're going back and forth so it's just not one person who is in collaboration oh man but they have to just like regular I need to share work work work just scratch scratch work work work work work work work work work work work work work work work work So, I mean, they're researchers, that's what you mean? Yeah, that's a good question. Right. I know that. When you look there, you can see the board. You can see the board. Yes, and they're writing. Well, I think that's your bad. You guys do have a good collaboration. I think people have a good partnership. They're really good. Yeah, they talk about it. Well, for you, without it, it's already worth it. Yeah, very cool. Yeah, all you have to do is just put it down and get it. Yeah. Let's go. Well, you're great. I'm fine. You should know. Yeah. There's been a meeting. I think so. I'm fine. I'm fine. I'm fine. I'm fine. I'm fine. I'm fine. I'm fine. Well, it would be nice if you're attaching something right here. I thought they'd be sure that I'd be fine. And that's what you were about to do. The side thing? Yeah. So I'm trying to do it so we're, OK, I made a change here. And that's the problem. Oh, you were there. And so you're doing this. But then hardly have I seen those things in the side. No. I'm just asking. OK, so maybe this is the next one. I think it's right there. Oh. So I'm just trying to see if there's, I'll just try to, My timer hasn't gone off yet, let's see how much time we have, we have, oh we're done my timer just went off answering a question for a group. Okay so what we're gonna do now and then after that let's just take like one minute a group to do that and if we don't get all the groups that's okay because we can come back here and read this at any time. There's something I want to show you in assignments that allows you to take a Google document and have your students submit that to you through the assignment tool and then it will show up for you in the speed grader. Cool. All right so who wants to be first? No hands, your teachers, come on. Come on I need a group volunteer, I'm gonna pick you. All right I'm sorry Chris I know your name so it's either you or David, be two names I know in the room. So I'm picking on Chris, she was also in my training class online. Okay that's fine. We thought we could do this documentation for meetings and everybody contributes accreditation reports so everybody in our our department group projects although I have to admit most of them but as instructors we love group projects. We might like that though. Yeah somebody figured out how to put an image in here. That's all right. Someone stole it. I think it's suspicious. Sometimes when a telephone call comes in how do you answer that telephone call and that way they could actually write down how they would one person would say. Click. I'm just kidding. Okay great. All right next group. Okay whoever's the group closest to this group go. Oh good. Yeah that would be fun. Okay next group. Who's back there? Full for building assignments. Okay the wine program. You guys want to report in on anything? Okay one more group over here. I don't care who it is. Okay same as the writing assignments. Okay how about a scavenger hunt? Canvas is mobile. Lots of students are mobile. Team people up with groups and have at least one person in your group who has a smartphone. Send them out on a scavenger hunt somewhere on campus if it's a face-to-face or hybrid class or you could send them on it you could use it on a field trip they could take notes while they were out and at the end you could have a collaborative document that had all the field trip notes in it. Anybody else have any anything else? Okay so we have pretty good selections selection of items. I would encourage you to get out of your box and do something new and different because students actually like this. I've noticed with my own kids because I'm a mother of an 11 year old and a 15 year old. My children are very used to interacting online. They're very used to it. My son will sit and play Minecraft while he has the iPad on FaceTime. So he's playing online with his friends but at the same time he's communicating with them and seeing them play the game with him. So that's normal for this younger generation of students. They're used to being connected. They're used to working in groups. They like to work in groups more so maybe than some of us do. I've never personally been a fan of group work but that's just I'm old school traditional girl. I'm warming up to it. I mean it's fun once you get in it. I guess that's the part is get over your fear of doing it and just dive in and do it. Question? I had that question earlier and I'm not sure to how to answer that question. I think that there might be some sort of a tracking tool in Google itself but I'm not 100% sure where that is. Let me just show you real quick an assignment that I have set up in our Canvas classroom. It's just called assignment one. I'm in demo student mode right now. I have this assignment set to accept a web URL. So if you were working in a document and this is your student's assignment and they're going to share it with you this is the code for the document or the URL to it. You can also generate embed code and embed it straight in a page like I had it earlier but if you want your student to submit this to you you can have them paste the URL in here and they submit the assignment to you and it's turned in. We'll go look at that in just a second. I have a second assignment set up and this one I have set for file upload web URL and I also have it set to you can't see it here because my demo student doesn't have a Google account. I have it set to let them go directly to Google and submit something from there. There will be a tab here that says Google Docs. When they click that tab it will give them a list of their Google Docs. They click that link and it will submit that assignment to you through the speed grader. So I submitted assignment number one. Let me get out of student view and we're actually wrapping up so we're just about done here. Let me just show you this last thing and then we will be finished. Okay I'm out of student mode and going to my assignments.  Oh I guess I have too much about you. You can take me out. Okay so here's my assignment that the student just submitted. I go to the speed grader and hopefully my test student has made a submission. I don't have it set right now not to log in but the URL that the student put in is here and it normally generates an image like a preview of it so you could look at it quickly here. If you have a rubric attached over here you can grade it real quick from here or you can go click the URL and go open the document itself and you can comment in your student's work for them. I've heard that that's an easier way to comment on student work rather than using the speed grading comment feature. Do you know if that's true? It's up to you. It depends on what you're doing. If you have your students working in Google and you're a writing teacher and you have them submitting from Google it's you can only go to Google and make the comments because you can't use Crocodoc which is the other Canvas feature you're talking about. Crocodoc works with Word files and spreadsheets and PowerPoint so it depends on what you've asked your students to do. Does that make sense? Yeah, okay. Anybody have questions before we wrap up? Let me throw my email address up here real quick and make sure we didn't miss anything on our slides. Okay, Etherpad. I haven't really worked in Etherpad very much so what we learned today we learned about using Tegrity because I did a Tegrity video with you and you could record. We learned about Canvas, Google Docs. We learned about the collaborations tool. We learned about collaborating in real time. Not only did we learn about it we just practiced it. We've learned maybe some new technology skills that we can use in our classrooms regardless of the mode we're teaching in and we collaboratively shared and created lots of learning activities for your very own students or working with colleagues too. So here's my email address. It's acels at sbctc.edu and if you have any questions please feel free to email me. I'm happy to help. David's going to email me his question about tracking the editing stuff in Google and I'll see if I can figure that out and if I find the answer to it I'll get the information either back to Jackie or posted in the classroom. And that Canvas classroom that we had for this presentation will live on. It's there for you. Use it for whatever. Go back and reference it. Jackie, feel free to add people to the classroom and make sure they know that nobody's... I mean there's not going to be another presentation but yeah we'll put their tag ready video in there and that's actually a good point. I'm actually going to turn the video off the recording off right now so.


Hello, beautiful people. My name is Rachel and this is my ARC review of Being an Absent Dream by Sean and Maguire. Now I was sent this amazing book last week by the publisher for an honest review and I am so over the moon about this. This is the first ever ARC that I received and if you'll follow me on Twitter then you will have seen the post where I am blubbering like a baby having received this ARC. I'm not going to share it with you guys today but if you'd like to see it then you can go to my Twitter link down there and I'll send you right to the post and also if you want to check out my Emojiathon wrap-up which I'll be having next week then you can go and check that link out if it's available now. But what I would like to focus on for this video is this damn book. Oh my god! Oh my god! Oh my god! Whoa! Whoa! Children are capable of grasping complex ideas long before most people give them credit for. In An Absent Dream is the fourth book in the Wayward Children series in which children who are going to, are in or have returned from portal worlds all are collected in this school for wayward children that is run by Eleanor West. Lundi is a good girl. She never gets into trouble, she always follows the rules and she has her life basically planned out for her.  Until one day when she happens across a door that takes her to the goblin market. We first meet Lundi in every heart of doorway which is the first in this entire series. She is actually the therapist at the school for wayward children and she is 80 years old even though she presents as a child and we're told that she's aging backwards. So this is her story. There are four rules worth knowing in the goblin market. Rule number one, ask for nothing. Rule number two, names have power. Rule number three, always give fair value. And rule number four, remember the curfew. The goblin market is absolutely beautiful. It is a faith type round with goblins tall and large and thin and small. Full of stalls, apothecaries and pie stalls. Shawna McGuire paints this as absolutely wonderful. The world building is just fantastic and you really feel as though you're there with her. On her first trip to the goblin market Lundi meets a friend who has a bit of a problem sticking to all four rules. No one serves friends by grinding themselves into dust on the altar of compassion. And this is one of the things that Lundi really needs to learn in this book. One of the traits of the goblin market is that you can return home and return back to the goblin market as many times as you wish until the age of 18 in which the curfew is enforced and you have to decide if you're going to stay in the world of the goblin market or if you're going to leave the goblin market for good and carry on life normally in the human world and never be able to return back to the goblin market. When it comes to rule three, which is always giving fair value, that is something which is embedded within every single page of this book. It's really understanding what is fair value. Someone that has $100 in their pocket and wants to buy a pencil can easily give $1 for that pencil. But another person who has $1 in their pocket and wants to buy a pencil has to give all their money to buy that one pencil. And in the goblin market that's not fair. So the themes that this kind of deals with is understanding what is fair and what is not and how actually our world isn't set up in this fair way that's understanding what's fair value for each person. As I began reading this book I realised oh my gosh the writing is incredible and what Shaughnan does not only is she not a writer she's a storyteller through and through. She's also a puzzler. So we're not just reading the book. We are in this engaging experience with Shaughnan as she tells a story in this gamified way where we're trying to figure out what she's saying and meaning and it truly is a delight to read in this playful and whimsical way that she's written it. It is indulgent and delectably rich. It's certainly not the kind of book that you race through. It is a book that you enjoy like a rich chocolate cake and you sit there and devour it and really understand it and love it. I think that's really really important to know when you're reading a book like this it's worth your time and it's worth your energy to read it and to fully take it in. It's rare to find an author in our day where books are being churned out over and over again that crafts a story together so exquisitely. She spins characters and stories and scenes together so well that the language sings to you. It's just it's crazy. I was a little bit worried when I was getting into this because I hadn't really connected with Lundy all that much in Every Heart a Doorway so I wasn't sure how much I was going to be interested in her trials and in her backstory but wow was I wrong. Oh my gosh I really really understand her now and now I want to go back and read Every Heart a Doorway. In fact I'm probably going to do that so I can really take in all the lundiness and her particular situation that she finds herself in and why she's in the home of a way with children. Amazing. He shouldn't have treated her like his idea of a girl. That quote is one of my favourites from the entire book and it's when a teacher is speaking to her about what she should be doing and what she should not and it's one of the reasons why she actually wants to go back to the goblin market. He shouldn't have treated her like his idea of a girl and that is precisely right. People treat each other all the time based on their perceptions of who that person should be and what is fair and what is allowed and people are often very very wrong about how you should treat people and also how that person perceives themselves to be. If you love beautiful prose, fantastic storytelling. If you like the likes of Alison Wonderland, Harry Potter, Lainey Taylor, Leigh Bardugo and Maggie Steve Arter, then this is one of the books for you. You need to get on this series, it is phenomenal. So of this series we have Every Heart A Doorway, Down Among The Sticks and Bones, Beneath The Sugar Sky, which was my all-time favourite before we got to in An Absent Dream. I am also told that we have Come Tumbling Down, which is going to be released in 2020 and as soon as possible I'm going to be requesting that out for you. In An Absent Dream comes out in January 2019 and you need to buy this, you need to pre-order it because if any of those books that I've just mentioned are your kind of books and are your kind of authors then you're going to find this so divine. So thank you for watching my spoiler free art review of In An Absent Dream by Shauna McGuire. If you like this kind of content please don't forget to subscribe because the more of you that subscribe the more arcs I get and the more reviews I can give. Don't hesitate to connect with me on Twitter, on Instagram and on Goodreads and other than that I will see you all very very soon. Bye, bye bye.


That's a gain inside the Nasdaq folks of 3.3% inside the S&P 2.67, Dow Industries 2. Gold. Gold contract trading up $460 at $18.93 an ounce. We have Silver down $0.29 at $23.16 an ounce. Light Sweet Crude up $3.43, $105.42 a barrel notes and bonds. Netanyah Note down 13 ticks, trading $1.1912, $30 a year, down 9 ticks at $140.08 and Netanyah right now is yielding $2.85 and then King Dollar, check this out man, this is pretty intense man. King Dollar's trading up $680 ticks, $103.66, now that's not the heavy pot, the heavy pot folks is this, is that King Dollar is going after its highs and you know the bearish pot of this you can say you got a triple top, the bullish pot is that you have these wide price bars that you know, wide price bars like to go higher folks. So you can see when this is laid out man, you break this area, you know we got to $103.928. If you get like $105, $1.21 is coming at us, okay the highs that were generated in 2002. So this is about as intense as you can get. It's amazing to me that the gold market is actually holding up with that aspect of the US dollar. Well you know when we take a look at the spy, what you have with the spy, you're off the lows here, bottom line we'll see whether this skin thing can hold, you don't have any volume, that's the real bottom line, get 69 million shares on the spy, coming against $132, you know coming into a Friday, you're not going to have volume tomorrow, so the bottom line is that we'll see whether it gets over the highs, closes underneath the highs, my take is that we're still building cars to get into and take out the low in the spy, which is that 410. We go into the NDX 100, we take a look at the NDX, same type of setup, and the X is a little more volume going for today, you know well actually we've hit a low yesterday of 111, did 73, you probably should do 83 or something, and if you get a bounce the Q's can get to 350, 335, you're at 328 right now, what they have done is that they got back inside the range, it had that high volume low, got back inside that range, but guess what, that's the good news, the bad news is that now you get another high volume low that was laying out from the low that was generated yesterday. Stay right there folks, come right back.


Welcome back to Nintendo Prime, but before we get to this video where we are talking to a breath of the freaking wild to baby Hey, I remind you to enter our final fantasy crystal chronicles remastered edition give away to enter all you need to do is Comment down below like this video subscribe to the channel and hit that bell icon now We are also on our road to 50,000 subscribers and if we hit 50,000 subscribers before the month of November aka before November 1st 2020 We will give away a PlayStation 5 and Xbox series X or a Nintendo switch now Let's get into the news. We have some great stuff here about breath of the wild to Because there's been two more Retailer listings for the game and both of them come from Germany credit to go Nintendo for discovering this including Amazon UK or Amazon Germany, I should say at this point This leads to wild speculation of course about breath of the wild to and the fact that we've had the collectors edition listing before We had Emily Rogers put out there that hey look it was never coming this year But then it would it come this year We have the game awards coming up in December Nintendo has showed breath of the wild in the past the first game They show that and at 2014 it also ended up winning game of the year in 2017 at the game awards So there is a history for breath of the wild there so breath of the wild to could appear there Obviously, maybe there's a Nintendo direct I know kind of if you talk about directs at this point, but maybe there's a Nintendo direct for the month of September There's an investors meeting and other stuff happening Also, Nintendo's had a Nintendo direct, but it's like a big direct in September like every September for like five six years running So that's a thing too if you want to bank on anything including last September our last big direct was last September So whatever Something breath of the wild too seems to be in the works because why are pre-order pages popping up these? That's what this stuff is a collectors edition a pre-orders a page Even if the game's not coming this year Which I have speculated about how it would make a ton of sense to launch alongside the xbox series x and the PlayStation 5 for Nintendo even if that is not the plan for this year Which I am led to believe that isn't that doesn't mean it will not be the plan for say Well 2021 and a potential switch pro a potential new gen switch or just launching on its own on march 3rd 2017 I firmly believe that breath of the wild could be an early 2021 release Which would mean pre-orders along with news trailers etc should be forthcoming now We do have to wonder is nintendo, you know just should just grab in the old uh, the old ball this year and just Give them a good old punt out of here. Maybe maybe they're punting on the whole year I don't think that's the case, but who really knows But even if they are punting on 2020 it doesn't mean that 2021 is not going to be Awesome after all it is the 35th anniversary of zelda. That's another big thing There was a scoured sword rumor about that So it's scoured sword hg kind of percolating out there We have windbreaker hg percolating out there quite a princess hg percolating out there And uh, yeah breath of the wild too is something that's actually been announced Like we can talk about percolations with breath of the wild too it exists the sequel to the best-selling legend of zelda game of All freaking time combined sales of over 20 million if you count we you and switch together Absolutely insane and yeah the sequel is coming It's going to be one of the most anticipated sequels to a video game in the history of video games barring You know a minecraft 2 or like grand theft auto kind of stands on the zone As a thing, you know, I guess the next other school's game is obviously pretty exciting as well because skyrim's on everything But uh, we're talking about breath of the wild too And uh, my anticipation and my hype for this game is at a level that cannot be Described that's the crazy thing. I can't even The contemplate the excitement I have for this game because if you want any idea Here is my reaction to the reveal of breath of the wild to the sequel Just a couple years ago Before we end this direct I actually have one more thing. They have one more thing to show I thought they were in a band. Thank you very much for watching What we got what we got What what are you hyping us for next year? What is this? Zelda is that breath of the wild? What is happening? No, no way. No way. Is this breath of the wild 2 or a prequel? What is happening? I know what is going on. No way.  Oh my god What is going on? Is the castle about to go under? Is it DLC or is it a new game? What is happening? Nintendo just won e3 Hey, good morning everybody Of course when I said a couple years ago, I meant last year, but you know what I mean Look at that. I practically had a heart attack. Look how big I was. I was a big I was a big boy back then now now I'm gonna fly over here. I got my slick hair. I'm all ready to go I'm dressing better. Let me look at this. Mr. Handsome over here. You want to know why I'm I'm looking like Mr. Handsome over here Because breath of the freaking wild 2 is coming, baby. And I can't wait to play it You know Ganondorf could be back like the real deal Ganondorf that we have seen from prior games He might be here back. There's some magical mystical hand business going on.  Um, okay. I'm not really going to say but I Have honestly so pumped for this game that even even the idea of retailer listings for the game Which now there are so many of them across the way Out in Europe that it's starting to feel like if your retailer listings are coming and they keep coming And the collector's edition and this and that then we must be getting new soon So we can order the game ourselves So I don't know you guys let me know what you think about this down in the comments Will how excited are you for breath of the wild 2 put it on a scale of 0 to 100 Where are you at because I freaking break that scale. I'm like a 5,000. You know what screw it. Let's go old school style We're over 9,000 with our hype. All right, folks. I am really derobo jets from the center products for tuning in Hopefully you enjoyed this exciting video. I want to retail a listing for breath of the wild 2 All right, folks. Catch you guys in the next


This is Think Tech Hawaii. Community matters here. Hello, and welcome to Eyes on Hawaii. On the Think Tech Hawaii, I'm your host, Carol Cox. Today, my guest is Mr. Donald Philippi. We will be talking about the Department of Land and Natural Resources Division of Boating and Recreation and Existing Proposed Rules and State Boat Harbors. So there's a number of things going on here, and thank you for joining us here. The recent proposal, as you heard me say, supposedly is boat rules, but it includes a couple of items there that is allowing—if the governor signs it, it will be allowing the Department of Boating and Recreation or its agents or its representatives to kill or to eradicate or to destroy any cat that—by their choosing. And so what I have today is Mr. Donald Philippi to come in and talk to me about this and share with us some interesting developments. How did we get to this point? And Mr. Philippi was, as he described, was actually in this process being harassed, and so much said for that. But, Donald, thank you. Thank you for your involvement. Appreciate it. And on air, I'd like to apologize for the people of the state of Hawaii. Nobody should be receiving such treatments at the hand of the government, and that clearly there was some retaliation. And we're going to show a letter on screen that was sent to you by then. Now, I'll let you explain what went on with that and how did you get this letter, why did you get it, and share with the viewers.  Well, it all started when they had to move their office from downtown to the harbor. And Mr. Ed Underwood moved into his office, and the cats happened to climb on his car. And he got irate about it, and he hunted me down and told me to stop feeding the animals. But I had a pact with the Humane Society where we trapped and neutered these cats, and we was maintaining them for years until this moment. Now I have on screen this letter that you received, February 12th of 2016. Can you explain some of the details of that letter? Mr. Edward Underwood told me to stop feeding the cats, and I couldn't do that. So I just kept feeding them. So he pulled my contract that I had for my boat and gave me a temporary for 90 days and told me that I had to leave the harbor. And there's no other harbors you can go to. So I just stayed where I was at and kept doing what I was doing. And when that 90 days terminated, he renewed it and gave me instructions not to feed anymore. And he was trying to charge me with littering and unhealthy habits of the cats and stuff and tried to blame that on me and try to shut me down. And that wasn't working, so he went and tried to get the rules changed where he had more authority where he could destroy the cats himself. So now this supposedly proposed new change in rules really have a birthplace with an incident involving you. And so we can synopsize this, get better details of it, is that you live aboard this vessel. Yes. You've been on your boat for some, what, 28 years? 28 years. 28 years. Been in the same spot. And you have to annually, like all other boaters, make sure that your motor runs so you can take it out to a buoy about a mile out and let's say the return and show that it's usable. And so instead of renewing your permit annually, you're saying that Mr. Underwood decided to harass you, as you described, to make it every 90 days, and then in turn make you take your boat out whereas the average person has to take it out once a year. You have to take your boat out every 90 days, take it out to the buoy and back. Yes. Some of the 90 days I didn't have to take my boat out, they just did an inspection. But I had a contract for one year in February and in May, when this all started, he pulled my contract and gave me 90 days. And there are other people feeding this area as well, correct? Yes. And even some of the state workers, as you shared with us? There was a state workers that was feeding the cats by the office. I always fed them behind the fences. I never fed them by the office. But the state workers got to where they would put out a can of food for them and the cats started hanging around the office. That's not my fault.  And none of these are your cats anyway? No, I was just taking care of them. Of abandoned cats that people dump and leave and they may breed there because they're not neutered or spayed. And so you're doing a good deed, so to speak, and then you're being hammered on the back end because of that. We had a program where we trapped and neutered them and returned them. And this is a trap new to return? Yes. Which was sanctioned by the Humane Society of Honolulu, right? And also the revised statute of a sitting count of Honolulu recognizes that program too. It allows you, if an animal is tagged or microchipped, you become the owner. And that process was openly done. Yes. Many of people actually participate. But you were the recipient of what you described as harassment. While all along you were being harassed, as you say, because you were making litter, small kind litter and the food waste. But there are some pictures here that during that same time, I actually filed a complaint against the Boating and Recreation Office for that same harbor area where there's hundreds of tons of waste and oil and diesel and gasoline and chemicals, and you named the list just laying around. And these pictures will show that. But we filed a complaint. The State Health Department gave a courtesy, didn't find the Boating and Recreation, I'm Mr. Underwood, but they did just give them a letter. But on the other hand, you were being tasked with re-registering your boat, getting it inspected.  I finally got out of you. You're not 19 still. No. Okay. No, I'm way past that. But how does that leave you? I mean, for two years now, this has been a thing on.  It's been a hardship for me, a big hardship. And you're on your own. You just left out there.  Ed Underwood also came out there with the TV crew one time and he's put out food on these concrete blocks for the filming and claiming that it was mine, that I left there. But he's done everything he could to harass me. And I'm just thinking people would come up and say, hey, no, you can't do this. You know, you don't have the right to eradicate these animals. And they're talking about possible shooting them, well, the way they're worried, any means that they desire or they find necessary or allowable. He wants full control. And what do you say to that? What do you say to the viewers out there? You have a plea for them to ask the governor to not sign this bill? What would you say?  We used to have ducks in the harbor. What do you mean kill the, they, they mean the dobar and the Department of Bowling and Recreation? DLNR, yes. DLNR, put out. Steve Thompson was a man's name. He had added a word's job at that time. And he took it that he didn't like the ducks. And everybody loved the ducks. And these are just, wow, mallet ducks are the assortment of ducks. And so you're saying they wanted to get rid of them, so instead of trapping them humanely and removing them, you're saying that they took poison and just spread it out and let the ducks eat them. Poison and antifreeze. They put out poison. And antifreeze. And I, I seen the discomfort of the animals. Some of them are still alive, dying, took two or three days for some of them to die. And I went and went to fishing game and all them and they was not interested in it. So I went to Channel 9 News and Channel 9 News came out and filmed it all and confronted Steve Thompson with it. And he reversed himself and went in the office, went and answered questions.  He got off scot-free.  We're ad-libbing, but it's still the same. Any way desired to destroy or kill them. And that's too much power for these people with their mindset.  That's exactly what they did. And you say it was Steve Thompson at the time? Steve Thompson, yeah. Now, how do we know that this was a poison? You mentioned earlier about that it was a poison that was imported from Mexico or originated in Mexico. The health department sent me a letter because they knew I fed cats. And they sent me a letter warning me that Steve was wanting to put out poison. And he was doing it under the guise of killing the rats. But when you put the poison out openly, it's not only rats get it, everything gets it. And there's a lot of people with animals, and they let them run around in the grass and stuff, and they can be subject to being poisoned. And nobody was interested in it, but Channel 9 News, they run it for two or three days on TV. Nothing ever come of it. They complained or said anything about the deal. Well, they didn't really get the other than that news flash. The agency really didn't care. They wanted to do that. Yes. And the agency was completely blind to it. Now, there are generally people that live aboard boats, and this is in the harbor, the Cahee Lagoon or Cahee Boat Harbor, stayed on and operated. There are many people that live there, right? Yes. And they have cats and dogs. And dogs. Many of them do. And so how was it that they could walk their dogs and people would—and they have cats. They would bring the cats in and let them run around in—so what would happen when the cats defecated or the dogs defecated went to the bath room or relieved themselves? Why didn't he punish them? I have no idea. He wasn't interested in them. He was only interested in me because he told me not to feed them, and I didn't stop. And there was no law against feeding. There's no law. He tried to use a littering law on it, but putting out food is not a litter. And so he wants to change the law now to where he has the police department will enforce it for him. And it's in process right now of being signed and put in effect. And he thinks it's guaranteed. He acts as though it's already a foregone conclusion that this law will be changed or the rules will be changed allowing him to kill or hire someone to kill or hire an exterminator or put a bounty on the cat's head. And this is the kinds of things that we hear now being said overtly by various people. But I think he's already depending on this because he's given me back my contract to February 28th, but it was originally had. And I think he thinks the HPD Hawaiian Police Department will do the enforcement for him if I don't stop feeding the cats. So we're going to take a break in about 10 seconds or so. But hold that thought. We'll be back and then we'll talk more. We will take a break. This is Eyes on Hawaii and Think Tech Hawaii. I'm your host, Carol Cox. We will be right back. This is Think Tech Hawaii, raising public awareness. My friend, mother, what big eyes you have. She's sad. All the better to see you with my dear. What are you doing? Okay. Research says reading from birth accelerates the baby's brain development. And you're doing that now? Oh, yeah. This is the starting line. Push. And this is over. You're dead. Read aloud 15 minutes, every child, every parent, every day. Hello, everyone. I'm DeSoto Brown, the co-host of Human Humane Architecture, which is seen on Think Tech Hawaii every other Tuesday at 4 p.m. And with the show's host, Martin Despang, we discuss architecture here in the Hawaiian Islands and how it not only affects the way we live, but other aspects of our life, not only here in Hawaii, but internationally as well. So join us for Human Humane Architecture every other Tuesday at 4 p.m. on Think Tech Hawaii. Welcome back to Eyes on Hawaii on the Think Tech Hawaii. I'm your host, Carol Cox. Today my guest is Mr. Donald Philippi. We will be talking about the Department of Land and Natural Resources, voting and recreations, existing and proposed rules in the state, and changes in the state of harvest here in Honolulu. So thank you again, Donald. Thank you, Carol.   But hearing when government behavior such as this, if there's a law, then enforce the law. If there's not a law, don't go behind the scenes and become creative. And invent means of—and use not law, but your administrative powers to harass someone like yourself or harass other people in the public, the general public. It's just not good government. It's bad. And so if you would, I want people to understand that you're not just throwing feed out there. There was an active program where you were actually trapping the cats that you didn't place there, the animals, trapping them and being assisted by people that were experts at trapping. And they were doing it for free. And they would spay and neuter the animal and return it back to the area. You had an experience with Mr. Underwood and as well as the trappers. Can you explain what went on? Yes. I had this cat friends that's an organization for cats. And Jennifer has been doing my trapping for 20 years in that same place. And Underwood started trapping the cats himself and took them to the pound. And when the pound checked them and they had registrations, they would call Jennifer. And Jennifer would go get the cats and bring them back to the harbor. That's our legal procedure. But Ed found out that she was bringing the cats back. He refused her to do any trapping or come into the harbor anymore. And during that conversation, he said, if I file a lawsuit, you don't file a lawsuit that he can stall it for years. So there's no going to be no lawsuit. And so therefore, she does not go back to the harbor to trap and spay. She hadn't been back since. And so that means the population increased. It has increased maybe 30% since he started this. This suggests that there was something sinister on the part of the state and the way they were handling this.  Because he has created, to some degree, this problem. He exacerbated by sitting there denying you the right to feed, denying them the right to trap and neuter, but no one spoke to the actual behavior of the cats, which they continue to breed. Nobody cares about the cats in their administration. They think they should just be eliminated. They don't know how beautiful these animals are. I have some beautiful Persians and Siamese cats. They're just beautiful cats, and they want to just destroy them. They have no feelings for them at all. And what do you say to the people that are actually dumping them there, driving by and releasing little fluffy and... You know, I've never seen anybody dumping them, but I've had carriers. They bring their pet carriers down there and just open the door. Well, that would constitute dumping. I've got several carriers on my boat. But we know you've got cats, right? Not to be facetious, but you have cats, and they're not a hike in the highway. We don't see them strolling down the highway, going and asking for directions to Ke Lagoon. So somebody is actually driving them there and dumping them off. Well, they change. Some of them go to the mainland and they have a pet. They just dump it. Some of them have to move into another apartment where they can't take their animal. They just dump it. They don't think they're doing anything wrong. Most of the people have the mindset that these animals can survive on their own. But there's so many on the Sand Island. Now, here's an interesting thing that I found. This is a little tidbit, and I'm still following the biggest story, is that some of the exterminators are hired to trap cats in certain areas. And the way the rules are set up, there's no real way of tracking what they trap. And then I'm informed by a source that say or report that some of the trappers, hired trappers will take them and release them in another area because that makes good for business. That's right. You're right. Now, I've not witnessed that, but I do know there are terminators and exterminators at school, and state property, and private property. People like Mattson and them, they hire their own eliminators and they get rid of their cats. Where they dump them or do with them, I don't know. Nobody knows that I know of. Because if you are an exterminator, you have to trap them, and that's cost time. And then you got to euthanize them because you're not in the program of trapping and returning them. So are many of those cats. Another source of human behavior that is responsible for this is that you and I are neighbors, let's say, and we have a spat. We don't, I don't want your cat in my garden. Yes. And I've told you about five or six times. And so now that's it. I go down and go to the Humane Society or go buy me a trap, trap the animal, pick it up, haul it to Sand Island or Cahy Lagoon, dump it. You are missing your pet now. And I now don't have a cat walking through my gardens anymore. That's a pretty natural thing that happens all the time. And this behavior. So this law seems to not, it misses the point. It does not speak to all of those issues and the penalty should be severe. How about where are they going to evict you?  Yes. You would be an 81-year-old man or at that time you were 80. You'd be an 80-year-old man adding to the population of homeless people. That's for sure. All because you were feeding fluffy. And I'd have to do something with my boat because there's no place to put it here. Right. So the damage, and without even breaking the law, this is how they can inflict injury on you. And this is why I suggest that the governor do not sign this bill because he is basically giving it on the wood a nuclear weapon, so to speak, to use against the people and to use against the cats and anything else that walks on four legs. That's the way I see it. And God forbid, if the ducks fly in there now, we don't see it. We don't have any ducks anymore, not one. But you know, giving a backdrop of this, the pictures that we show, the trash, the hundreds of tons of trash and having to clean it up after I've filed a complaint, they take derelict boats and they bring them in and they smash them right there in the harbor. So there's asbestos. There's potential for, well, not potential, fiberglass. The keel of a sailboat is tons of lead and they break that up. And so, you understand. So the picture that we see right now is just stockpiled trash that we're looking at on the screen. And yet, you were being tagged for and threatened with the loss of your boat, which is your home and your imprisonment and all of that if you didn't stop feeding. And just look at the conditions here. If you take a look at that picture there, that big tank in the backdrop leaked some 48,000 gallons of jet fuel. Yes, it did. And it was smelly and leaking and leaching into the state property. It's all state property. But it underwood didn't follow the citation with those people. It contaminated the water. And I'm not making excuses, but we're drawing parallels here to say, why are we so harsh? We being the state against you. I've been deader. Because they can. Yes. They don't have to answer to anyone. And he's a powerful man. He wants me to know that. Yeah, exactly. He's sending you that message, but he has a boss, and that boss is Governor David E. Gay, and we appeal to David E. Gay today. Susan Case is there for us. Well, Susan Case is the chairperson, and she giving the nod, actually. She agrees with that. But E. Gay sits now waiting to sign in the ink to dry if he hadn't already signed it. Or we don't want him to sign it, so it should approach it a little different. I hope somebody approaches it differently. Yeah, so you are now, you're still feeding, but not on the property as much. I feed exactly where I've been feeding till I'm stopped. Okay, and then how are they gonna stop it real quick? We got about one minute. Well, he said he's gonna find me a thousand dollars and put me in jail. And do away with the cats themselves. Well, we'll see about that, and I'm sure the eyes are out there watching, and I see there's complaints filed, and people are now actually moving to file legal actions against us, whatever the outcome of Governor E. Gay's actions. Anything real quick? You got 25 seconds. I don't know where I can make a complaint. And I've went to several state agencies. They don't want to hear anything about it. Okay. I don't know what you can do. Well, thank you, Don, for joining me, and I appreciate it. I'm sure others will thank you too for coming out and revealing this. Thank you. Okay, thank you for joining me today on Eyes on Hawaii, Think Tech Hawaii. If you are interested in getting on our mailing list, go to thinktechhawaii.com. Thank you for joining me today on Eyes on Hawaii on Think Tech Hawaii. Thanks to Jay Fidel, our executive director, our technical support team, Robert McLean, Ray Sangolon, and Nick Sexton. I'll see you again in two weeks. I'm Carol Cox Aloha.


You could think of this exercise we're going through as trying to take a computer apart, to understand how it works. Imagine that you were trying to understand a computer that you've seen for the first time, where you have to disassemble it in order to think about how this thing might actually function. First you take it apart, you sort its parts, you characterize them, and then you try to put it back together again. This is exactly what we're trying to do with the brain. The parts are really the cells. There are billions of cells in the brain, and we're trying to group them based on their similarity. We're trying to build a sort of periodic table of all of the cells that are present in the human cortex. The way that we're trying to classify the cells is to look at the genes that they express, and to group them together based on similarity in that gene expression. Establishing this parts list will allow us to be able to understand the molecular machinery so that we can use that knowledge to design new drug treatments. In neuroscience, we've spent a lot of time and energy trying to understand how the brain produces behavior in what we call model organisms. Most commonly these days we use mice, but when we try to take that knowledge and turn it into new treatments for people, sometimes it works, but a lot of the time it doesn't. We're trying to do the equivalent of what Ancestry.com or 23andMe are doing. We're doing genetic genealogy of cells. The idea is that just like one can measure the DNA in your own genome, we can measure the genetic content of individual cells, and then we can look at shared similarity across different cells on the basis of your genes. In this comparison between mouse and human cell types, we found that the basic architecture has been conserved over about 75 million years. But at the same time, we found that many of those types have changed dramatically, and this study allowed us to match those cell types between the species and then understand what are the differences between those types. One of the striking differences between mouse and human was in the receptors for serotonin, which is known to be involved in depression, anxiety. In both species, these proteins are expressed, but they're expressed in different kinds of cells, which should put a certain amount of doubt into the use of the mouse as a model organism to study things that affect serotonin signaling. The eventual goal will be to develop that complete parts list and map of the entire human brain. It's an ambitious goal. We're talking about billions of neurons. We're talking about trillions of connections. It's a huge undertaking, but what this paper shows is it's a doable undertaking. Ten years ago, I would have thought this was impossible. Today, I think it's inevitable. The technology is there, the need is there, and I think that with the public investment through initiatives like NIH's Brain Initiative, this is certainly going to become a reality in the future.