Hi everyone. I'm really excited to be with you today and to present on student engagement. So I'm going to be sharing my screen to share my PowerPoint. Just one second to set up. So my name is Eccenia Delgado Lorenzo and I work for a couple of districts. My primary home is Hacienda La Puente Unified and I've taught in basically almost everything. So I've done CTE, AVE, HSC, and ESL. Today what I'm presenting is really best practices for student engagement in online learning. So what I really wanted to bring to you was more research based and some of the best practices that we know work for our students. So I wanted to start with a quote and today's quote is, it's the engagement of learning that makes us alive. So as all of us know as instructors, you know, we really bring something different to the classroom when we're teaching something and our students are able to be engaged. So student engagement is really the time and the energy students devote to education, educationally sound activities. So it is what they're doing and how they're absorbing that information. So I wanted to talk a little bit about what are the behavioral components of student engagement and what I'll also do. I'm going to go through some research and then we're going to go through some of the best practices as well as some of the different applications that we can use to engage our students. So we know as we consider the entire learning experience, both inside and outside the classroom, there are four factors illustrating how students devote time and energy in the classroom. So we know skills and engagement. So that's going to be keeping up with the readings, putting forth effort to apply themselves in the classroom, emotional engagement, so making the course interesting, applying it to their own lives, participation and interaction, having fun, participating actively in small group discussions or forums. And we also know performance engagement, which is doing well on the test or getting a good grade or doing something that gives them some type of performance achievement. So as we talk about student engagement, we know engagement involves students using time and energy to learn materials and skills, demonstrating that learning, interacting in a meaningful way with others in the class. Enough to where they know, as we teach online, we know that we're behind a computer. So sometimes that can seem a little bit abstract. So as they interact in meaningful ways with others in the classroom, it starts to become real to them. Those individuals behind the other computer start to become real to them and they become emotionally attached with their learning. For example, maybe getting excited about an idea or enjoying the learning or interacting even with their classroom teachers. The level of academic challenge is whether students are putting forth enough academic effort as it is spent studying, reading or preparing for the class. All five capacities such as memorization, analysis, synthesis and making judgment and application are prevalent in the online environment. So as we know, research shows that students are most engaged in analytical work. So let's go through some of the ideas for increasing engagement and some of the best practices. So the first one is to communicate in multiple formats. So online provides instructors with a lot of multiple avenues for communicating with students. Of course, email discussions, forums tend to be the standard communications tools, but don't overlook the embedded audio, the video, the chat rooms or instant messaging. Even broadcasting a text message and then homepage announcements are also ways to communicate with our students. One of the things that we can do is maybe a screencast explaining an assignment tends to really be received well by students. So students really like it when they're able to see our face and make that connection. And a lot of the screencasts are really easy and inexpensive ways to encourage students engaged. So here are some of the applications that we use for communication. One of my favorites is actually Google groups. So you can create a Google group and it allows you to put all of your students' emails as part of a Google group. And that way you can send an assignment or a reminder just like you would an email. So Google groups really works as an email application. So rather than entering each recipient email address, you would just have a group and then everybody in the group would receive that same message. And you also have other applications like Remind, Class Jojo, Simple Circle. I've seen some of our literacy teachers using WhatsApp or Twitter. So these are just applications for communication that would allow you to communicate with your students and kind of send messages back and forth in an easy, efficient way. So we also want to provide opportunities for active learning. A common misconception about online learning is that students only sit in front of their computers. That might be true if the courses design that way. But one way to engage online learners is to get them out of their chairs or out of their beds and get them involved in active learning. So one definition of active learning is hands-on learning, which is something that we can create in our online environment by assigning students to maybe or ESL students to interview people working in the field or to maybe interview a family member. Otherwise, maybe learning within the throughout the community, going out to the grocery store, going out to the pharmacy. Another way we can do this is by presenting case studies or group projects or gathering and analyzing local data. So those are just a few examples. Some of the things that we can do to provide active learning opportunities and also kind of create group learning is by using some of the applications that are available. So maybe a screen casting. So when we see a screen casting, that's basically a video of yourself, like kind of like a selfie video that you're creating where you are recording yourself or you're recording the screen that you're working on. And that can be done through Google applications, which you can get for free, like for example, screencastify or loom. Google Docs is a way to create active learning. You can set up a question and multiple students can log in to that same Google Doc if you send the link to them and multiple students can work together in one document or maybe a group of students, maybe, you know, one, three students can work together in one document and create one document together. Another way is to create a webinar for them where you're presenting to them by sharing pictures, even through some of our messaging apps, are also helpful surveys. There's application calls, calls everywhere that works well with surveys for your students. So just sending, you know, any type of activity through them, any of these apps are able to be used for some of those activities. We want to also encourage active and collaborative learning, which refers to the efforts of students to contribute to class discussions in the same way that they do in our face-to-face discussions. So work with other students and engage in other activities. The online classroom has commonly been referred as a learning community. So as we transition online, our learning community really becomes our online platform and the students that we're servicing through the online. So implying the expectation is that the environment fosters that collaborative efforts that promote learning. So just like in your class, there's always those students that are willing to talk to others or to, I'm sorry, to help other students, right? Like when somebody is stuck with technology, you're going to have the same in your classroom and it's utilizing them to help us throughout the class and to create that collaborative learning environment. So we can do this through peer tutoring, through the sharing of ideas in our higher classes that works really well. Another way that we can also engage them is for our low-level learners. We want to create games where they can work against maybe one another or, you know, as a group. So we have like picture card games, word games, which can be done through Quizlet, Kahoot, or Brainscape. And all of these are just games where you create a classroom, share the link, and then students can practice their vocabulary and kind of see other students in the classroom and compare their learning to other students in the class. And it's anonymous, so they can have like a screen name where they don't feel, you know, like we're disclosing their information, but it's kind of a way to see how they're doing and they get excited when they see, you know, that they're top of the list or third on the list, or maybe if they're 20th on the list and they get a little bit more excited to see their name moving up, you know, even providing online dictation from one student to another with vocabulary words. We can, if we use the Zoom app, we can split our students up into small groups and have them do dictation to each other, or maybe they provide a word and the other students need to spell it. And simple sharing of information, so asking those same simple questions that we would ask in class, we can ask those informations through our apps or through the message sharing applications as well. Yassanya, sorry, this is Anthony. Hi. So we had a question in the chat, and just a reminder, participants today, if you wouldn't mind, if you do have questions, go ahead and post them in the Q&A, which you'll find there's a Q&A button along your Zoom, on your Zoom toolbar, and you can go ahead and post your questions there. Let me just, it was just one question, Yassanya. So the question was about, do you happen to know if, and I have to find the question again, do you happen to know if the Google groups, you were talking about Google groups in number one, do you happen enough to Google group interface with Outlook for group addresses? It does not. And I'm not sure if Outlook has its own function that's similar, where you can kind of queue all of the email addresses together. I haven't done that in Outlook. I've only used the Google group function. And I, for example, when the students reply, the whole group gets it. So it's more of a group of emails set up together as part of that group to make announcements or to share, you know, lessons and stuff like that. Yeah, I think we've had, I'll just interject, you could, maybe, and maybe Melinda can chime in as well. So maybe another possibility might be if you can grab your, I think the question is, you know, basically importing these emails into a Google group. So maybe if you downloaded your email list from, you know, ASAP or whatever, whatever student information system you're using, and then you could basically kind of cut and paste them into the setup for the Google group. And then that way you'd be able to get your student emails over into, to get started with your Google group.  So even if you have a hundred students in the class, it's just an easier way to keep everybody in the group. And as the instructor, if you're the manager of the group, you can go in and delete and add students at any time. Yeah. Okay, that was the one question. Thank you. Yeah, sorry. No, I'm not sure with Microsoft. If anybody knows, please share. If Microsoft has an option for us to group all the emails together. So I think it was in number three. Yes. So we want another way to create that engagement with your learners is to make learning social. So don't be afraid to use social media. If you're able to create that class account through Facebook or Twitter or Instagram, a lot of our students are already in a social network. So we want to take advantage of that. So many instructors are looking at social media as ways to spice up their courses and engage students in learning. Consider adding a Twitter badge to your course or your homepage, and then using a hashtag to push posts with course relevant content to your students. Social platforms is used effectively. If used effectively can help build a sense of classroom community among the students and between students and instructors. So even if, you know, right now, if you, a lot of your students maybe use Facebook, if it's, if that's the social media platform that everybody's using, just seeing a post from your teacher with a little video, you know, with a link to maybe a program, a free application that the students can use, those are really helpful to them. So they do, our students do use social media so we can take advantage of what they use already. Gamify with badges and certificates. So we can, there's many ways for you to add gamification elements to online courses without going to the route of building a full game-based learning course from start to finish. As more, as we more consider the badges, for example, if they're doing Quizlet and they got top number one spot on, they were the fastest to do the matching. And we create, we can create digital badges for them and I'll show you a couple of applications that this can be done through. So the best badges are usually rewarding on an achievement for particular competencies. So even for my students, if I'm teaching them typing, for example, I have a group of students in CTE that are doing typing. So I send out a superstar to our three top typists. So that encouraged them to kind of, you know, I've had students tell me, you know, I was practicing for hours because I wanted to be part of that email. So every once a week I send out an email to our top typist. But I've also done it with vocabulary words for students because these programs are kind of tracking, for example, Quizlets tracks how fast they're matching on specific activities or how well they did on a quiz. So that's definitely a way to motivate our students and it kind of promotes that public accomplishment to them. So it really encourages them to work harder. So these are some of the badge apps that are available out there. So Creedly basically allows teachers to create badges. You're able to upload your own design and give credit through the, through that platform. So that's one application that can be used. One of my favorites is Mozilla Open Badges. So you can create an issue badges that do not have to be tied to any platform. And like I said before, even just the picture that you're sending out in a text saying, you know, one student completed all of the activities this week or the whole unit helps out and you can create those through Mozilla Open Badges. All badges is another application and this one works in conjunction with rubric. So if you have like a higher level ESL class or a higher level class and you're looking at competencies and there's a rubric for it, for all badges will kind of allow you to attach the badge with your rubric to it. And then also take advantage of badges that are offered through your learning platform. For example, at Moodle or Moodle or Blackboard, those application, those learning platforms already have badges that are attached to it. So for example, we use, Hassan de La Buente uses Moodle through adultcourses.org with the help of OTAN. And we have putting English to work. So what we did is for the unit that the students completed, we're able to give them a badge. So if they completed our level one ESL students, if they completed all of the activities for unit one, then they would get the badge for unit one and it could be anything from like housing or health. So we are able to create a sticker or a badge and then they get that badge once they complete that unit. So when they go into their profile, they see their badges of everything they've completed. The badges are always fun. Students like them. I like them myself personally as a teacher. So when I did take a course that gives a badge, it just kind of makes me feel proud when I get one. And I see some questions. So let me... You're saying, yeah, I can, let me, we do have a couple questions. So let's start with, let's go back to the Facebook for a second. So there was a question about, can you give an example of how you would use Facebook in the online classroom or how do those two things interact? So through Facebook, you're able to also create groups. So you can create a group where it's called in Facebook, it's actually called groups. And you create the class identification. So you would say Ms. Delgado's ESL beginning one. And then you would tell your students the name of the group and they would find it on Facebook and add it to their friends list. So when you post a message to that specific group, only those students will see it. Even though you have your own Facebook account, once you create that group and you post directly into that group message, only that group of students will see it. So your students that are in that Facebook group don't have to personally be your friends.  And for example, if you have a video on vocabulary that you created, a YouTube video, or any type of video that it's like a little learning lesson, you can upload it in there. And then students are able to comment on the video just like they do in regular Facebook. Or if you want to send out a worksheet to your students, it works the same way you would be able to attach a worksheet. Say, for example, you have a picture and it's a higher level class and you want them to write 50 words on that picture, then you would post the picture, provide your directions, and then the students would be able to comment and see each other's comments. And that also works the other way where students are able to share with the group in Facebook. So you can actually do groups for most of the social media platforms where you're just specifically targeting a group of students that is following that specific group. Okay. And Yasanya, the other question for now is you talked about your CTE students and typing practice. What's a good way to teach typing through distance learning? So the one that I use, and there's a couple of programs out there for typing, but I just use typing.com and it's a free program and it has lessons already embedded in it. So for example, it starts with J and F as our two primary keys and students have to go in there and do the whole lesson. So it's kind of like a typing app and then students just go through the lessons. I think it goes from beginning very, very low like you can't type until the higher level where they're taking a five minute typing test and then they can continue to challenge it to, you know, to get a higher typing score. Okay. And Yasanya, sorry, back on the Facebook group question, you mentioned that you would be able to upload files into the group. Are the students then able to download them? Yeah, absolutely. And print them if they would like? Yeah, they can download and print. So you would download it the same way that you download on, you know, any PDF document or anything else. If you put a link in there, like say for example, you did a Google form with a little activity for them that's matching or multiple choice, you would just put a link and then you would get all the scores. But if it's an actual worksheet, they're able to pull it up, download it and print it or email it to themselves from the Facebook app. Okay, perfect. Thank you. Okay. So we were talking about badges. So these are a couple of the places where you can get the badges and we discussed those. Another best practice is to provide timely and useful feedback. So I know as we get busy, it becomes harder to grade, especially when you're getting assignments, you know, throughout the whole day, but we need to set up a time of when we're going to give the feedback. So students are aware of that if we have a 24-hour turnaround or if we have a four-hour turnaround. It's really up to you, a 48-hour turnaround. But feedback to students about their performance is extremely important in the effort to keep students engaged in the learning journey. Quick responses to discussion posts and email questions can keep students on track for the next assignment or activity. Turn around time on grading of assessments can also have an impact on future student efforts. Students should never have to engage in the next assessment without receiving feedback from the first assessment or the previous assessment they did. Feedback that is detailed and positive in nature tends to be more effective than a faint praise or an ungrateful So one of the things that I found is when I gave personalized feedback to my students, especially my online students that are primarily online, they love the personalized feedback. They engaged or they worked harder, sometimes they would ask, can they redo the assignment again? So I think even, you know, if they didn't do really well just providing that positive feedback though, you got two out of ten correct, but let's review the lesson again. I know you can do better. That just kind of gives them that encouragement to do it, especially because when we're working online, they don't see us as often as they used to, you know, when we were in the classroom that little comment on their assignment is going to make a big difference for them. We also want to use different types of feedback. So I know we're used to written feedback because if we're typically in the classroom, we're giving written feedback back to our students and we're also giving face-to-face feedback when we do see them. But a lot of our tools that we have available now, we can send an audio message or you can send a video message for them. So some platforms, some learning management systems already have them embedded for you, but even if, say for example, you're using WhatsApp, so that's like a texting app that you can use with students, just doing a little audio message kind of makes it more exciting for them and they have to utilize their listening skills to listen to that audio message or a video as well that maybe you uploaded into their messaging system. So one of the things that we do know from research is that research shows that prompt feedback is particularly vital for online students. So that student-teacher interaction is going to be so important because students are already feeling a little bit isolated or detached when they're not in a face-to-face format. So keeping a reminder of our student interaction and how we can utilize feedback as that interaction process is going to be vital for our students. Another best practice is to add self-assessments and opportunities, self-assessment opportunities, allowing students to take more responsibility for their own learning. Creating their own discussion posts can be something that they can do or providing input for their own participation can be motivating and sometimes a humbling experience for them. A course-based e-portfolio or an e-learning plan can also be used to encourage students to build their own personal learning plans while identifying their preference for multiple assessment methods. So there's different ways that we can do this. So we want our students to build what are their goals and why is this class so important to them and kind of individualize that learning. So some of the things that I've used is portfolio apps and these are other programs that you can also use individually to teach. So there's a few of them. CISAW is more of a learning journal which provides students with opportunities for students, teachers to think outside the box so students can show their work and their thought process. I think CISAW works really well with like intermediate level students and advanced students as well as career technical and any of the more academic courses because it really allows them to show their work, their thought process. It provides real-time submitting video of themselves working through a process. Also maybe a picture, it encourages them to submit a series of assignments and connects them to them. So it allows for peer-to-peer feedback as well as instructor feedback. You also have another app called VoiceThread and this app is starting to become really popular. It's more of a digital portfolio which allows both teachers and students to add work samples. It also allows to add images and videos right from the app. It accepts multiple types of files so it's really accessible. It allows like live scan scanning of documents or you're able to scan the document and upload it at the same time and it's a really good communication application as well. And the last one that I put up there was three rings. So this app it's easy to use. It allows also for both teachers and students to upload work and comment and it also allows them to review their work and give peer-to-peer feedback. So these are more like portfolio apps where students can keep as you're uploading learning materials for them. Like they've created their own account and they can keep it and kind of see what they've learned along the way. So I think maybe for these apps specifically but maybe in general also are these apps for free or is there a fee? No so I've chosen only free apps. So all of these are free apps that you can use. Of course when we look at free apps they all have like small limitations but most of them are pretty open where you can have a large amount of students and upload you know as much curriculum as you want. Okay and then so there's a question what is a good well let's see if you have any thoughts about this. What is a good platform that would allow the teacher to be able to see the work completed? So for example if you posted a YouTube video for the students to watch you as the teacher you'd be able to actually see if the student watched it or not and maybe this would go for any kind of work that you post or something to get some thoughts about that. Yeah so I'm trying to think most of the applications don't really tell you if the student watched the video completely or if they clicked on the link it just tells you if the student marked it as completed. I think what we would use for that is if you do upload like a small YouTube video I would use a little assessment with it. So a small assessment maybe you know depends how long you want to make it maybe three to five questions asking specific questions about the video what did they see or you know specifically something that you said in the video so they can answer those questions. That way when they take the assessment if they didn't watch the video then they're going to go back watch the video and retake the assessment again which would be the hopes but I can't think of any apps and if anybody has one um please share it in the comments for everyone and if there is an application that tells you if the video was actually watched. Yeah but that is a good idea though I mean it's yeah I mean you have to watch the video in order to do the work so. Yeah so I usually always um pair it up with some type of assessment um and then I know like Moodle tracks it but it's the student completing it I believe. Melinda? I'm sorry I was just going to piggyback on both of your answers there is no app that will be able to track if a person has watched the video all the way through it doesn't exist however if you put that video into an app most apps will allow embeds I'm going to use google forms as an example you can put a google or a youtube video in a google form and have a question right there so they have to watch it and then they answer the question then you post the same video in the next question and they watch it and then they answer the question so there are a lot of apps that do the same similar thing so you get your assessment you know they watched it because you're asking maybe even a weird question like what color is the cup on the coffee table they have to watch that video or to see that it's a very specific thing regarding the video not just the information and I'm sorry you interrupted but yesenia are you are you familiar with ed puzzle do you know that um I haven't used it I've seen a couple of videos on it um but I haven't used it I think it's almost the same as Ed Moodle right well actually that yeah just to say that the ed puzzle ed puzzle is a tech tool you could use that it's it's very similar to what melinda just described I mean basically you you could add for example a youtube video and then you um what you do is you basically break it at however many points you would like and then you can ask those kinds of um comprehension questions you know like melinda was suggesting so at least you have a sense of the length of the video right because you you know how long the video is and then you could sort of ballpark you know how much time students are spending on questions to you know as they're watching the video and completing the activity so yeah and I would just I would just like to add to you know for all of these apps that we're all learning about um a component that we all should be looking for as we're thinking about well can I should I use this app with my students or not or if this program is the is the data right are you it does the program generate some sort of a report that as a teacher we could look at to get some ideas about you know what kind of work are our students doing um you know you mentioned like kahoot and quizlet earlier for example you I mean we know like kahoot will generate a very simple report to see you know who answered the questions correctly and who didn't not gonna stop but in general that's something that we should all be looking for to decide like okay should I use this with students or not because if I use it then I'm able to get some data back that will give me some information about you know what my students are actually doing in this program and even with um google forms like maybe it doesn't give you um you know like an automatic data sheet but you can look at the questions that the students answered and determine you know how well the students are are doing um the other I think there was another question about keyboarding exams so one of the things that I do to uh give my students a live keyboarding exam is um through uh zoom so it's this application I only have about 22 students typically all on screen and I tell them I want a five-minute typing test right now so they all log in they do the typing test and I know everybody is on the screen doing the typing test um but they don't get a certificate for that so usually if there's any certificate attached to it then we do it a face-to-face exam our next best practice is is going to be the microcast so microcast are going to basically just be short podcasts or short videos that are um no more than five minutes so microcast can be parts of longer lectures longer lectures basically broken down and made into scenarios for students to listen into short first um or they can be designed to be independent concise discussion about specific parts of your content um so many students today do their homework while commuting or they're multitasking or they have a very short attention span so micro um cast fits into um commuting very well or multitasking even the most tech-savvy students um like to hear their instructors on voices and they watch short videos so if we make videos that are too long it's more than likely that they will not watch them or they won't watch the whole video so one of those reasons is that we want to break up um as much as we can into small little short pieces of information for them so they're able to learn something take a small assessment learn something else and take another small assessment and they're able to do that in broken parts um especially for our learners right now where they you know they're staying at home with their families they have kids they're making dinner they're they have all of uh their life responsibilities so if we just make it a really short activity five minute video with a two-minute um q and a um that makes it easier for them to get through the curriculum um and research does show us that microcasting has the same effect as um face to face uh short lessons um and it can energize online students to keep the level of engagement high so instead of giving them one long lesson giving them multiple little small lessons um can be more effective um for our students and to do microcasting um some of the applications that I love using um is really my own phone um you can do your video with your own iphone or um any mobile that you have and just download your video into an mp4 file um and upload it into um any program that you're using um so really your own phone if you're used to it and you're comfortable with it that could be one of your best friends to make your videos um one of the things that I love and I use um very much especially for vocabulary learning is I use powerpoint with voiceover so powerpoint has a function where you can add your voice to each individual slide so this um makes it really easy for our low-level learners to maybe teach vocabulary so you have a picture of a chair and you let them know it's a chair you sound it out for them you can spell it for them but each picture would kind of be like a flash card and you can add your voice to each picture on the powerpoint the other ones that I use um are loom um and screen castify which are a little bit different but um they do the same thing so basically they're recording your screen um so just like we are right now you're looking at my screen and hearing my voice in the background and I know they both have the capacity to show your picture or your video on the side along with your screen so these are just some of the applications that you can use to create those small microcast videos or to create any small video that you want to teach for your classroom so for example when we first um you know how to transition from face to face to online I just made a daily video of um you know what are we going to do today this is the lesson um you're going to be learning um posted that and then I posted a separate little video with the specific lesson another thing um that I use the microcast for is a weekly um so maybe just posting your weekly announcements with the video of yourself um kind of help students get to know um what are they expected to do this week so these are just some of um the applications that I use um and as we know um really uh when we're teaching online um a one of the main benefits that our students are getting from us teaching online right now um is online learning is the expertise that they're gaining in developing their computer skills so we're kind of being forced to learn computer skills um especially for older students that weren't used to doing anything online um if they you know if they um want to learn at this point um the only way to do it is through video or through online distance because of social distancing but technology um can be um can foster a rich learning environment that's meaningful and it can create and contribute to all of our students personal growth and development um so really I uh I encourage you to just take one platform and I know there's so many um so many platforms out there and there's so many tools that we can use but I really encourage you to use one that you're comfortable with that you're already using and think outside the box on how you can utilize it to teach a mini lesson if you're already on Facebook um let's see how can I upload a video can I create a group for my students um you know if you're comfortable with um gmail and you can create your google groups and that might be the best way to communicate with your students but I really encourage you just to pick one application um don't uh pick all of them together because it's going to take a long um learning process but pick one application that you like that you're comfortable with and utilize it to teach your students or to share um any learning material that you have for your students um and then I'll take any questions uh at this point um sorry you see any we have a so we we have a couple of questions um so actually in the chat we had a suggestion um it would be great to see an example of a short video telling students about the assignment do you happen to have anything you could share uh let me see if I can log into my account I'm gonna stop sharing for just the second and let me log into my account and then we did have a couple of questions um in the Q&A but let's let's see if we can look at this first maybe you're saying yet while you're looking for that in general you know how long are these videos that you're sending out to the students did you you want to talk about that as well yeah so the timing um I try and do short videos um not long um the reason um the short videos are easier for them to manage um so most videos the recommendation is that they're less than five minutes um so you and it's easier as a teacher too to record a short video than to do a long one but as long as your videos less than five minutes you can keep your students pretty engaged if um I'm doing an announcement um I usually just uh we get like two minutes maybe at the most just kind of introducing the week saying um this is what we're going to learn and um that's it you know and thank them for for watching it but other than that it's a really short video so I'm logging into my stuff right now so give me one minute and I'll be able to pull up some stuff and you're saying while you're still looking just for for folks who um if you're watching the chat there are a lot there have been some good suggestions especially on the typing programs um we uh you said you talked about typing practice for your students and so I think we've had maybe four different suggestions now there's a volume out there yeah typing.com typing web.com typing club.com and we just got another one in the chat speedy typing online.com so there's a lot of programs out there uh okay so I have one video up the fastest one I can find because I delete a lot of my videos but this is one where um it's just the PowerPoint with voice over so let me share that remember to hit the share audio button. There we go. Yes I got it. So here's one video um so for example I use this one for CTE and it's more of a vocabulary video so I'm just going to go through it really quickly. Top 10 drugs week one. Lipitor, atorvastatin, used for cholesterol, nexium, esomeperzole, for use for GERD or stomach, plabics, clopidogrel, used as a blood thinner, stroke, or heart. So that's a quick example of what one of my videos looks like and if you look at this video I'm giving them 10 vocabulary words so for example this is for a career technical class where they have to memorize the drug and they have to memorize what it's used for so I I'm giving them 10 drugs and it's basically a simple PowerPoint and this video is only a minute and 44 seconds. So what my students use it for is to memorize those vocabulary words and what I've been told is my students listen to it in the car they listen to it you know as much as they can because for them it's more helpful to listen to the pronunciation and they're really short so then after they've mastered the flashcards that I gave them through the video I usually have a really quick assessment that's more like a matching assessment where they match the words and the uses. I'm trying to see if I can't find a video of myself and so I can share that with you but that would be what a PowerPoint looks like. Okay and you're saying which I'm not sure I'm not sure what tech you're using to create the PowerPoint I mean that you're hardware but a couple of questions do you know how to add voiceover on slides using an iPhone or a Mac? If you are using the PowerPoint app it should be in the same place so for example let me share my screen and so for example this is PowerPoint if you're using the app I've done it on my iPad before so you go to insert at the home ribbon you go to the insert ribbon and then on the right there is an audio or a video clip so you can upload video if you want I usually like doing the audio for flashcards only audio so when you click on audio it asks you if you want to use the audio from your computer or whatever you're using the device that you're using or if you're uploading like an audio file or if you want to record it so the program itself will ask you whether you're you're recording from the device or whether you're uploading like an mp3 file that you did on your I mean mp4 file that you did on your phone or is that correct Anthony what is it called if it's just an audio mp? The audio I believe is only mp3 but the mp4 would be the video yeah so I mean sometimes what you can do the audio separate and then uploaded or you can do the audio with the program itself which is PowerPoint and like I said I've done it on my iPad and it works just as well as the computer so if you're just using your your iPad then it should work for your iPhone so you're saying yeah um a different question speaking of devices do you have some so the question was in the Q&A do you have some information that could be shared as to what devices students must have in order to use the different apps that you've talked about so for example some students only have phones so I think it's rather than must have it's just you know what devices they have so so can you talk a little bit about you know the the variety of devices that students have and how you maybe address some of those technical issues that might come up most of the applications that I shared today are accessible through any mobile device as long as it's like a you know a mobile a current mobile phone not like the small flip phones that we used to have before but most applications are very user friendly on their phones so they should be able to access them even if you know the website apps to build a portfolio if you're going to be doing uploading lessons that way they're accessible through the phone so I don't think any of our students should have any issues as far as accessing any of the applications that we talked about today through the phone I know that sometimes people ask you know if students are watching a lot of videos for example you know does that somehow you know impact their data usage or if they're on a plan that you know is tracking minutes or something like that so that might be an issue for some students though we had a sorry you said we had a suggestion in one of our office hours I think last week for example that sometimes maybe a first step and I think you talked about this a little bit in the beginning as well is maybe the first step is just making sure as the teacher you survey your students to find out well what is it that you know what technology do they have at their disposal before you you know unleash whatever it is you want to do with them right yeah definitely I think just taking their input or even asking your students what apps are you already using you know to to engage with others and just kind of seeing you know if you have a lot of students using a specific app then that would be a great app you know to kind of consider or modifying it to use to teach students or send out messages to them so you're saying you're back on the PowerPoint we have a couple of questions now in the Q&A a question which PowerPoint app do you recommend to upload on our phone it's the Microsoft what I have on my iPad is just the Microsoft app so if you go to Microsoft your store you should be able to access Microsoft PowerPoint and it's the app for specifically for PowerPoint and if you already have an account that you're logged in with or that you use for your school district then you're able to log in with that account and then back on the device question so for example the difference between students who have you know iPhones or any kind of iOS device versus an Android device and if there are differences in in what they're seeing or the experience or anything like that do you happen to know about that hmm that might be a question for you Anthony because I feel like they all kind of look the same um right uh when it's configured to like a computer to a phone um it looks a little bit different between the computer and a phone but as far as phone differences itself I'm not quite sure on that yeah well I don't know if Melinda wants to chime in on that one either most apps or websites will have responsive design included so the information will all be there when you're on a computer you'll see everything but as you go to a smaller device like a tablet or a phone it's going to move around a little bit so you need to be aware of that when you're telling your students go to the menu and if they're using it on their phone where's the menu because it won't be where you see it if you're using your computer so the best the best suggestion I can come up with is to actually um install the app see what it does so that you can describe it to your students and I would just add to um yes to what Melinda said two things one is um now I can't remember the second but the first was um yeah it's very helpful I think just in general a good a good practice or a best practice is to actually oh that's what I was going to say is to um yeah if you have a mobile device I mean make sure you as the teacher first you know do whatever it is that you are creating right so and that my other point was sometimes there there are differences between sort of the desktop laptop computer version of the program and the app version so I know for example you mentioned um poll everywhere and um the poll everywhere experience will um look different than it will look on a computer for example so it's always helpful you know if you have a computer at home if you and if you have a tablet or a mobile device or whatever it is as you know as a teacher and then do create it as the teacher and then experience it as the student on your device so as Melinda was saying you know these questions are going to come up for from our students because they don't always know you know where to look for the menu or how to move around on their phone or whatever it is thank you everyone thank you for this opportunity um to be part of this webinar um and thank you for joining us um I don't know if Anthony or Melinda have anything else but um I'm unless there's any more questions I think I'm done yeah let me just uh we did have a question there was a question in the chat sorry in a chat about um and actually that's funny because Yesenia Melinda and I were talking about this right before the session about well what if I'm what about Google Slides for example right because you've been talking a lot about PowerPoint basically can I do the same kinds of things in Google Slides and I don't know maybe Melinda wants to chime in on that one as well too Melinda will chime in but uh with with the caveat that um Google Slides is not PowerPoint and right now no it doesn't have an audio record function like PowerPoint however it does have apps that will do the recording like keep and then you can insert those audio files into a slide so it's it's done a different way um and you'll find that there's some things that you can do really easy in Google Slides that not so much on on the PowerPoint so each have their uh their pluses their pros I should say and their cons we are going to be scheduling and a webinar in the future on how to do some Google Slide stuff so I'm not going to give you too much more information because I don't want to take away from that presentation um I just shared a thing Melinda that gives them um step by step on how to put audio into Google Slides thank you but I looked it up so yeah yeah it can be done just a different way uh it looks quick and easy but I think we would have to um look at it it's probably a little bit different than PowerPoint but um it can be done definitely so you're saying yet oh sorry Melinda so you're saying now a few a couple more questions in the Q&A um so um you presented on a lot of apps today um and you know a lot of things that first teachers to think about so do you have any suggestions where you might start you know especially if it's a teacher and students who are just kind of getting you know they're getting oriented to online learning and things like that and maybe things that from the student's point of view might be might be easier things to start with for example um so we just had this conversation um with we had a meeting with um my school district um and our adulthood teachers felt that the easiest um start was kind of zoom um to kind of get the students online and just kind of face to face and be able to show different things um and some of the teachers really felt that the messaging apps like Remind was one of the favorites that came out amongst the group that it was easy it was fast um students are able to respond right away so those were the two that came out um from a group of teachers you know that we're we're learning and kind of trying to transition to online um but I think uh like we talked about earlier is picking an app that you're a little bit comfortable with and kind of maximizing the use of that so if you're comfortable with the social media outlet already um trying to see if we can get our students to um join our group um deciding which one you're going to use um and start there start with only one right um and start sharing with them as much as you can so I think um somebody shared that their a b e students um use the Remind app and they feel that it's easy um because they choose whether to receive messages as text or as emails and all of the students use it so yeah Remind is um a really popular app from teachers great um other recommendations on or suggestions on Remind as well um Melinda do you happen to have a google form open on your computer there's a question about that setting so there was there was a quite yeah yeah hang on we're kind of going off in different tangents here and we want to have a really clean video and we're creating a lot of stuff at the end that we're going to have to cut out which actually makes the video creation longer so the form's answer is within settings um I do have a form open but I'm not going to show it because we have an office hours coming up at four o'clock if you'd like to see that in action come to the otan office hours and we can show you anything you want no worries okay but anthony I think we should um if things are winding down yesenia if you are comfortable with okay I think we should wind this down and anthony if you want to do the otan how-tos while everyone starts typing in their name and their agency okay thank you yeah thank you senia so yeah we just wanted to um I'm just going to share my screen for a second uh just to remind people about and let me go to the otan website um about there's some questions about you know about the slides and recordings and things like that so if you go to the otan website which is otan.us uh what you'll see is our top story on the home page which has a link sorry which has a list of the upcoming webinars for the week um it's already gosh it's Wednesday today um we still have some more things coming up um Melinda mentioned our office hours today so our office hours on Wednesdays are from four o'clock to five o'clock we also have an office hour on Friday which will start at 10 in the morning and we will have an office hour on Monday which starts at one in the afternoon we do have a webinar coming up actually later this afternoon at one o'clock on padlet um some people are interested in learning more about padlet so we do have a one o'clock webinar on that Monica Espinoza will present about using padlet to engage learners online uh we have another CASAS training or CASAS webinar coming up tomorrow afternoon I believe it's also one o'clock you can register for that recording distance learning in tops pro and then um on Friday Melinda and Debbie are going Debbie Jensen are going to do actually part one of google classroom um how to get started with google classroom if you're interested in that um part two will be Monday uh next week and I believe the time is 10 a.m for both of those sessions so make sure you come to the otan website to get a list of the upcoming webinars for the week and then while you're here on the right side go ahead and click on that COVID-19 field support button which will take you to a dedicated page where we're trying to really kind of centralize a lot of resources that we feel would be helpful for the field um to know about so uh if you scroll down this page we have actually a link to an otan resource guide has a lot of ideas and we try to organize it by topics as well so for example like if you're interested in video you can take a look at that resource guide and see the video recommendations and suggestions we have there um again if you want to view upcoming webinars you want to go to the california adult ed training calendar um you can see actually we have also webinars scheduled for next week as well so if you want to start looking at those webinars get some ideas what's coming up and then on this page we have this previous otan webinars table where we're trying to post uh both recordings and any resources that presenters share during their uh during their webinars so starting uh starting on march 17th that was the very first one we gave but we have actually a number of webinars that we've presented over the last couple weeks so come here to be able to download the slides um view the recordings when we get them up i think melinda mentioned we are a little behind backlogged on the recordings but we're trying to get them up as soon as we can we do we do make things accessible um on the website so it does take a little doing to um get everything accessible for um so that we uh are following those guidelines so um we also have resources from calpro um resources from cossas actually cossas you might want to take a look at this if you're if you have questions about cossas testing um elcivics testing all that kind of stuff actually cossas um commented commented on the octave memo that came out last week about the standardized testing um we also have uh information from cde from the adult ed office and then we have a few other things here on the bottom as well so make sure that you come to the otan website again otan.us the home page start there uh for our webinar information for the week and then you can also visit our field support page as well