Remote Learning for Career & Technical Education - By CanvasLMS
Transcript
| 00:02 | dr tim's we made it to the end , Can | |
| 00:04 | you believe it To the end ? Session , four | |
| 00:06 | session for two p.m. On the East Coast . We | |
| 00:11 | are streaming live on a number of platforms to bring | |
| 00:14 | you some highlights from johnson city schools there in Tennessee | |
| 00:18 | . Dr tim says really organized a fantastic day . | |
| 00:21 | We started with the counselors , we did a little | |
| 00:24 | world languages . Then we had a great session with | |
| 00:28 | wellness and fitness and some pe teachers . They're just | |
| 00:31 | absolutely great . And now we get to hang out | |
| 00:35 | um with my favorite topic , I'm biased . It's | |
| 00:38 | because that's what I thought . It's just part of | |
| 00:40 | me , it's ingrained into me career in tech Ed | |
| 00:43 | . And this is honestly something I'm not sure gets | |
| 00:47 | a lot of attention , which is just breaks my | |
| 00:50 | heart . But I saw the impact directly on what | |
| 00:53 | canvas was doing for career in tech educators . And | |
| 00:57 | there isn't anything that I love more than just hanging | |
| 01:00 | out with career in tech Ed . People talking about | |
| 01:03 | how this tool creates a large impact among those students | |
| 01:08 | that are working towards those career skills or workforce development | |
| 01:12 | . And I couldn't be happier that this was one | |
| 01:14 | of the selections that we had when we decided on | |
| 01:17 | sessions . Dr tim's absolutely . Um , and I | |
| 01:21 | know they're the last group of the day , but | |
| 01:23 | truly , I think uh , sometimes uh , in | |
| 01:26 | our district , you know , when we've talked , | |
| 01:28 | we've talked a lot about english , math science , | |
| 01:30 | social studies and we've seen a lot of different departments | |
| 01:33 | today . But this group , our CTE Center has | |
| 01:37 | truly taken canvas and done things with it that , | |
| 01:40 | you know , a lot of us who come from | |
| 01:42 | the Genet background never would have thought of . So | |
| 01:44 | I think it's a great way to really cap the | |
| 01:46 | day , uh , in showcasing what's going on in | |
| 01:49 | johnson city and there's a robot in this session . | |
| 01:52 | If anybody hasn't noticed , there's I mean , come | |
| 01:55 | on . If you have not tried to share this | |
| 01:58 | with as many people as you could , the robot | |
| 02:00 | is now moving . It's responding . I don't know | |
| 02:02 | what's happening . But we're gonna let mike really take | |
| 02:05 | over and give you a little bit about what's been | |
| 02:09 | happening in the C . T . World there in | |
| 02:11 | johnson city . So mike , Jeff heather , Thank | |
| 02:14 | you so much for being a part of this . | |
| 02:16 | Again , if you are watching , make sure to | |
| 02:18 | send us a comment , let us know where you're | |
| 02:20 | at and who you are . If you have questions | |
| 02:23 | along the way , we'll be sure to interject and | |
| 02:25 | and ask them and hopefully get some great feedback from | |
| 02:28 | these great ct educators in johnson City mike . You're | |
| 02:32 | up man , it's your turn , Let's do it | |
| 02:34 | . Alright . Thanks Geoff , thanks first to uh | |
| 02:37 | in structure and yourself dr temps for uh confidence seems | |
| 02:42 | to bestowed on us to have a presentation and represent | |
| 02:46 | the c key department of Science Hill High School . | |
| 02:49 | Uh wow ! What a challenge it was a year | |
| 02:51 | ago to think that we would want to put all | |
| 02:54 | of our lesson plans and instructions that we had for | |
| 02:58 | this hands on course to make it a virtual classroom | |
| 03:01 | . You're talking about pulling your hair out , You | |
| 03:04 | know ? Of course , I really didn't have to | |
| 03:06 | worry about that . I don't have a lot of | |
| 03:08 | hair , but there's been a lot of tears and | |
| 03:11 | a lot of sweat . Uh Our uh I guess | |
| 03:17 | our peace will call them uh that actually have put | |
| 03:21 | into making canvas great . I mean , we we | |
| 03:25 | learned a great deal about canvas and the ins and | |
| 03:29 | outs and how it works . Uh And I guess | |
| 03:31 | you considered uh heather , Jeff and myself , we | |
| 03:35 | were kind of the go to guys and gals that | |
| 03:38 | someone had a question uh then they would come to | |
| 03:41 | us and and we would have to stop what we | |
| 03:43 | were doing uh go help them but we all came | |
| 03:47 | together and and we were all in we we had | |
| 03:50 | a hashtag J C . S . L . In | |
| 03:52 | the C . T . E . Department had a | |
| 03:54 | hashtag we were all in and we didn't we didn't | |
| 03:57 | necessarily have to tweet it out that we were down | |
| 03:59 | here every day in our department , working hard trying | |
| 04:03 | to make this the best we can . Uh We | |
| 04:05 | kind of I think from the other presentations we kind | |
| 04:08 | of went in another direction because of the high school | |
| 04:12 | environment . Uh It's not so much as having been | |
| 04:16 | emojis and having cartoons and and all that . Not | |
| 04:19 | to say that that's bad because you have to engage | |
| 04:21 | the students Uh and you know , you can know | |
| 04:24 | all the technology , but you know , just using | |
| 04:27 | the technology that , you know , well I think | |
| 04:30 | that best benefits your students . Uh So I want | |
| 04:34 | to thank heather for helping with presentation and Jeff as | |
| 04:37 | well . Uh they'll be chiming in here just in | |
| 04:39 | the minutes we get started . Uh I also want | |
| 04:42 | to introduce you to our topper robot . Uh he | |
| 04:47 | or she does not have a specific name , but | |
| 04:49 | we're just going to call him uh not being gender | |
| 04:52 | specific , we're just gonna buy em tr tr Thanks | |
| 04:56 | for joining us . So our next slot , it's | |
| 05:05 | just a little collage of what we have in store | |
| 05:08 | for you . Yeah , so you two became a | |
| 05:28 | studio and and thank goodness Doctor tens got us hooked | |
| 05:32 | up with Canada Studio early in And uh the school | |
| 05:37 | year of 2020 , 20 , and we were able | |
| 05:40 | to utilize campus studio rather well . I thought a | |
| 05:43 | lot of teachers created their own videos . They went | |
| 05:46 | out . They've actually learned how to edit videos , | |
| 05:49 | how to add text , how to stop , how | |
| 05:51 | to actually make a video , an instructional video , | |
| 05:57 | so where it's more conducive to the student , not | |
| 05:59 | only to the student but also to a fellow teacher | |
| 06:03 | that would want to use it . So uh the | |
| 06:05 | collaboration that we have uh that Canada Studio creates for | |
| 06:10 | us is great because we have multiple teachers teaching the | |
| 06:13 | same subject subjects such as health science . So those | |
| 06:17 | health science teachers really collaborated with Kansas studio and that | |
| 06:20 | may be correct . Uh Also uh GoPro to the | |
| 06:24 | GoPro , our construction corps welding , uh our automotive | |
| 06:28 | or transit , transportation and logistics . Uh instructors actually | |
| 06:33 | went above and beyond which you'll see a little bit | |
| 06:35 | later on in our presentation of how the utilization of | |
| 06:40 | GoPro's really gets these students involved and that's what it's | |
| 06:44 | about . We're not engaged and not involved . Uh | |
| 06:47 | then uh you know we've lost him from the get | |
| 06:49 | go and creating a virtual world . Uh Well for | |
| 06:55 | for a C . T . E . Class was | |
| 06:56 | a challenge but I think we've met that challenge Jeff | |
| 06:59 | heather . You guys have anything you'd like to , | |
| 07:02 | if you have the ability to get a GoPro , | |
| 07:05 | excuse me go pro camera to use . Um It's | |
| 07:09 | very flexible on what you can use it for . | |
| 07:11 | There's several different ways you can mount it . It | |
| 07:14 | has a very clear picture . It's especially good for | |
| 07:18 | if you're trying to share things with a class like | |
| 07:21 | setting up a machine where they have to look at | |
| 07:23 | detail . It's an excellent platform for using that And | |
| 07:27 | as far as canvas studio for my course it was | |
| 07:31 | a lifesaver , being able to record my videos and | |
| 07:35 | then with the studio edit them . And then I | |
| 07:38 | was also given the opportunity with my students , they | |
| 07:40 | were able to use it and when I couldn't be | |
| 07:42 | with him in person , they could submit their assignments | |
| 07:45 | and um you know , at a convenient time for | |
| 07:48 | them and then I could go back and watch them | |
| 07:50 | and give them good feedback . So I used it | |
| 07:52 | kind of with the students as well as myself being | |
| 07:54 | recorded . You know , not only I think I | |
| 07:57 | just want to chime in here . Not only is | |
| 07:59 | it a fantastic way , especially for career in tech | |
| 08:01 | ed teachers to use things like the GoPro and Heather's | |
| 08:04 | example are fantastic . I know that we had a | |
| 08:08 | lot of educators using , we had a tablet that | |
| 08:11 | had a camera on it , uh that was able | |
| 08:13 | to use canvas studio directly from the tablet . So | |
| 08:16 | you know , instead of having another device or something | |
| 08:19 | , they had to worry about , you know , | |
| 08:20 | where do I put this file ? How do I | |
| 08:21 | edit it ? They could do it right from their | |
| 08:23 | phone . We had a lot of people with their | |
| 08:24 | cellphones , culinary teachers that would put the cell phone | |
| 08:28 | , you know , up on the top shelf while | |
| 08:30 | they were working below , you know , filming a | |
| 08:32 | studio video . I know from my experience and mike | |
| 08:36 | , you guys can talk about it as well . | |
| 08:38 | Um without canvas studio . I'm not sure how jazzed | |
| 08:44 | . I could get career in tech ed teachers about | |
| 08:46 | using canvas . Um but the piece that really that | |
| 08:49 | that they love the piece that really I think increases | |
| 08:52 | the interaction of the tool is that cannabis studio piece | |
| 08:56 | . Would you guys agree ? 100% . Yeah . | |
| 09:00 | And and just to add the editing feature of Canada's | |
| 09:03 | studio , It's so elementary but yet it's so professional | |
| 09:08 | in a way as well because you can edit uh | |
| 09:11 | you can clip , you can cut , you can | |
| 09:12 | add text other ways , which makes it easy if | |
| 09:16 | if the the software is too uh intuitive to where | |
| 09:21 | it's too overwhelming . Let's face it . Ct teachers | |
| 09:26 | are not gonna do it just to get a piece | |
| 09:27 | of paper and all this . Writing down uh the | |
| 09:32 | energy aspect from from the the developers from you guys | |
| 09:36 | from the studio , spot on you guys hit it | |
| 09:38 | right on the nail . We appreciate that . Yeah | |
| 09:40 | , I love . It was my favorite tool . | |
| 09:41 | In fact , before I ever became an employee of | |
| 09:44 | canvas when I was actually using it as a customer | |
| 09:47 | , I created a studio hype video . I was | |
| 09:49 | so excited about it . And like you could probably | |
| 09:51 | relate to this as an audio video production teacher constantly | |
| 09:54 | looking for that next best thing right to get that | |
| 09:57 | video was one of the videos that sold us on | |
| 10:00 | , Hey , listen , I was doing , I | |
| 10:02 | was doing the job before I had the job . | |
| 10:06 | Um , you know , it's really , honestly , | |
| 10:09 | I just knew that it was one of those tools | |
| 10:11 | like mike described . It's easy enough that educators could | |
| 10:15 | use it . Um , it was right after I | |
| 10:18 | was probably a year after I had done the Innovator | |
| 10:20 | academy , um , with google and had the chance | |
| 10:23 | to hear from people that were making decisions about Youtube | |
| 10:27 | and said there will be no more Youtube editor and | |
| 10:30 | educators are like , they wanted to strangle this guy | |
| 10:33 | because that was just such a cool tool for educators | |
| 10:37 | . Very simple , very easy . They can integrate | |
| 10:40 | video into the classroom . You know I'm a guy | |
| 10:42 | that just firmly believes that any type any time you | |
| 10:45 | use video in your class as an educator it increases | |
| 10:48 | engagement period full stop . I don't I don't like | |
| 10:51 | to get into any semantics or an argument about it | |
| 10:55 | . Like that's it . You put video in . | |
| 10:56 | Of course kids are going to watch it . They're | |
| 10:58 | used to it it's it's natural for them to be | |
| 11:01 | able to to watch these things . So I love | |
| 11:03 | that I'm sorry for interrupting but I just always loved | |
| 11:06 | to geek out on studio content because it is probably | |
| 11:09 | one of the coolest tools that we provide and a | |
| 11:12 | tool that if you're not taking advantage of it , | |
| 11:14 | especially at the C . T . Level you got | |
| 11:15 | to inquire about it because it does enhance what you're | |
| 11:18 | doing . Mhm . Uh Here's an example of the | |
| 11:26 | canvas studio instructional lead uh video that was created by | |
| 11:32 | missile . You're our computer abs instructor . Uh She's | |
| 11:36 | actually going through formatted in M . M . L | |
| 11:39 | . A . Uh It's a lengthy video but we're | |
| 11:42 | gonna show you just a snippet of it to to | |
| 11:44 | give you an example of what we're talking about Kansas | |
| 11:47 | studio in today's screen cast . I'm going to walk | |
| 11:53 | you through formatting an M . L . A . | |
| 11:56 | Report . The header and footer group will select page | |
| 12:01 | numbers in M . L . A . Report format | |
| 12:07 | specifies that the page number always goes in the header | |
| 12:12 | which is above the top margin footer by the way | |
| 12:15 | is below the bottom margin . But in an M | |
| 12:19 | . L . A . Report , the page number | |
| 12:21 | always goes at the right in the header , he's | |
| 12:31 | at the screen capture and the actual live editing that | |
| 12:35 | you can do with canvas studio . I think just | |
| 12:38 | about all of our C . T . Inspectors use | |
| 12:40 | campus studio . Very few . Uh do not that | |
| 12:44 | I'm aware of but a great tool . Uh It's | |
| 12:48 | a must know to make it better uh assignment or | |
| 12:53 | module or discussion for your campus . Uh Using teacher | |
| 12:58 | graded videos . Uh This is also Kayla cost and | |
| 13:01 | she's our healthcare and structure . Uh This is another | |
| 13:04 | example of Canada studio and uh I think this is | |
| 13:09 | a minute video . That's the hello students . I'm | |
| 13:13 | gonna demonstrate how to put on clubs and how to | |
| 13:15 | take them off properly in a healthcare setting . Mhm | |
| 13:20 | . Okay . Yeah . Now I have one into | |
| 13:24 | patient's room . I have provided some type of care | |
| 13:28 | in which my gloves have become soiled . So before | |
| 13:31 | leaving that patient's room I need to with Canada's studio | |
| 13:35 | . It actually allows you to set your camera and | |
| 13:39 | forget it more or less and go ahead and present | |
| 13:42 | your uh your hands on instruction uh for the students | |
| 13:47 | so that they get a clear video uh and representation | |
| 13:51 | and presentation of what your expectations are for that particular | |
| 13:54 | . Uh I think that was taken with a laptop | |
| 13:58 | . Yes , this was done with the laptop mister | |
| 14:01 | equality . Mhm . Uh So we went not we | |
| 14:10 | but a couple of teachers that went above and beyond | |
| 14:13 | . Uh So with Covid , you know that uh | |
| 14:18 | C . T . E . We would have field | |
| 14:21 | trips and we were able to take the students out | |
| 14:23 | to the actual job sites . Well with Covid , | |
| 14:27 | this thing has happened . Uh We had to create | |
| 14:30 | virtual field trips . Uh Brynn Sluiter , the our | |
| 14:34 | welding instructor went to a company called JD Square and | |
| 14:38 | by the way , the collaboration with local companies , | |
| 14:41 | your local businesses uh from from an educator standpoint . | |
| 14:45 | Uh This just makes makes our job even better because | |
| 14:49 | if we know that we're teaching them the skills to | |
| 14:51 | pay the bills in the real world . Hey if | |
| 14:56 | you want a good employee uh you know then we | |
| 14:59 | can teach them the right skills and you allow us | |
| 15:02 | to come to on your business to create a virtual | |
| 15:07 | field trip . I mean how much better is that | |
| 15:09 | ? So so building uh a collaborative relationship with our | |
| 15:14 | local businesses at the at the C . T . | |
| 15:16 | High school level . This is just open plant a | |
| 15:18 | lot of doors and I can't uh come and bring | |
| 15:23 | enough for this . And also we have another video | |
| 15:25 | which we have another video shortly but there's this short | |
| 15:29 | little snippet uh welding teacher Science Hill High School . | |
| 15:33 | I'd like to welcome you guys to JD squared a | |
| 15:36 | local industry that sells worldwide uh plasma tables and tubing | |
| 15:41 | benders . Uh Stick around , we'll take you on | |
| 15:44 | a tour . Got Bahamas . Fab enough a stainless | |
| 15:47 | steel chain for one of their plasma tables . This | |
| 15:53 | this is kind of their research and development area where | |
| 15:55 | they try to come up with new ideas . They | |
| 15:58 | got tubing cutters , plasma tubing cutters , they've got | |
| 16:03 | CNC Math series plasma table , all kinds of good | |
| 16:07 | stuff here . This is some of the parts that | |
| 16:10 | they fab up from completely scratched out of solid material | |
| 16:14 | . They've been powder coated and everything and made them | |
| 16:17 | look to their . So my quick question um as | |
| 16:24 | we as we move forward past the pandemic and Jeff | |
| 16:27 | heather chime into how much of this type of innovation | |
| 16:31 | do you think we'll continue to use in C . | |
| 16:33 | T . E . Uh with something like a virtual | |
| 16:36 | field trip to be embedded for kids ? Well that's | |
| 16:39 | what I was thinking , is once you have done | |
| 16:41 | all of this , you have it forever and it's | |
| 16:44 | going to be readily available . And I think for | |
| 16:46 | me , you know , I have a laboratory with | |
| 16:48 | the preschoolers , so I have some stuff where you | |
| 16:51 | know , I can go down there and work with | |
| 16:52 | the Children and then record it and share it back | |
| 16:54 | in my class . I have it for those situations | |
| 16:58 | , if I have a child that has to be | |
| 16:59 | out or student that needs to be out , we | |
| 17:02 | have it readily available and I would just keep embedding | |
| 17:06 | getting my programs , you know , somewhere as enrichment | |
| 17:09 | or extended facilitated learning . I used to have it | |
| 17:15 | go ahead a lot of times these industries , it's | |
| 17:19 | almost a disruption for a large group of young people | |
| 17:22 | to come in and to be honest , there , | |
| 17:25 | there to make a living . And this is a | |
| 17:27 | great way to have a field trip . I mean | |
| 17:29 | you're avoiding the complications of the permission forms and feeding | |
| 17:34 | them lunch and all this other stuff and they're going | |
| 17:37 | to get just as much exposure on something like this | |
| 17:40 | as if they went there physically now , ideally they | |
| 17:42 | would go to the business . But again , I | |
| 17:43 | think you'd be more welcome as an instructor going to | |
| 17:47 | an industry if you came by yourself , for instance | |
| 17:50 | . Yeah , I love this . I love the | |
| 17:53 | virtual field trip idea . And that is something that | |
| 17:56 | , that just warned itself out of the pandemic , | |
| 17:58 | right ? You know , we can't take our kids | |
| 18:01 | any longer . So what's going to happen right ? | |
| 18:03 | Where can we do and where can we go ? | |
| 18:04 | And I love that . This has come out of | |
| 18:07 | that and , and it will stick , especially with | |
| 18:10 | career in tech ed teachers . Um , Julia here | |
| 18:13 | on youtube says dr tim's versus that's our CT director | |
| 18:16 | Eddie . She has spoken there , stay fired up | |
| 18:20 | . And then you've got Christina here that says , | |
| 18:22 | my ct glow is huge right now . The J | |
| 18:25 | C S C T educators didn't skip a beat . | |
| 18:27 | They embrace technology , kept rolling out instruction to ensure | |
| 18:30 | student learning was on point , a lot of cheerleaders | |
| 18:33 | here for career in tech Ed , which I love | |
| 18:35 | to see . Um , but yeah , I don't | |
| 18:37 | know about you , uh , mike , but I | |
| 18:40 | know when I was doing my thing with career in | |
| 18:42 | tech Ed teachers as a ct innovation coach and having | |
| 18:45 | the background and audio video production , I remember the | |
| 18:48 | first experience , the teacher came to me and said | |
| 18:50 | , make me a Youtube star , right ? Um | |
| 18:53 | , and I was like , no , absolutely , | |
| 18:55 | you should be because your students are going to be | |
| 18:57 | , you know , get excited about that , they're | |
| 18:58 | going to see you on camera . Um , there | |
| 19:00 | is something valuable and so impactful about seeing Brent here | |
| 19:05 | taking the initiative , you know , going out on | |
| 19:07 | his own and giving a virtual tour on his time | |
| 19:11 | to make sure the students are still exposed to those | |
| 19:15 | realities . I'm guys , I'm granting here here . | |
| 19:17 | I got goose bumps halfway through the session . So | |
| 19:20 | we know it's gonna be a good one . Well | |
| 19:22 | , I mean it's because as we look around , | |
| 19:25 | we see that even our elementary teachers use videos to | |
| 19:29 | teach with and as they grow as , as students | |
| 19:32 | grow and they continue to learn with videos . I | |
| 19:35 | mean , what better way to implement ? Nothing is | |
| 19:38 | going to be educational , not even more for them | |
| 19:41 | to just watch a video , but have a video | |
| 19:44 | that shows them with , hey , this is what's | |
| 19:47 | available out there for me to learn these skills . | |
| 19:49 | I need to learn this in high school . And | |
| 19:51 | I mean , it's signs here , we offer a | |
| 19:54 | lot of programs uh that that these students really need | |
| 19:58 | to take advantage of and for us to be able | |
| 20:01 | to have these virtual field trips that just showcases that | |
| 20:04 | even further . So it's a win win uh for | |
| 20:08 | the for the virtual field trips . Uh huh . | |
| 20:14 | Uh In this video this is a video that Mr | |
| 20:18 | Clinton is going to expand on here , but this | |
| 20:20 | is a video that he created using Canada Studio and | |
| 20:25 | it demonstrates how to uh do a voltage drop test | |
| 20:29 | . Uh We'll get a longer than the first . | |
| 20:35 | Yeah . Good morning guys . Today I'm gonna show | |
| 20:38 | you a procedure on how to do a voltage drop | |
| 20:40 | test on both the positive and negative side of a | |
| 20:43 | starter circuit . There were those wires hook up to | |
| 20:49 | the starter motor itself and I'm gonna hook it up | |
| 20:52 | there . And what this does , this is going | |
| 20:55 | to tell me what the resistance of this big heavy | |
| 20:58 | cable that comes from the battery . It comes down | |
| 21:01 | here and comes down to the start and we're gonna | |
| 21:03 | make sure we don't have any resistance or very low | |
| 21:05 | resistance . Gonna come up back over here to the | |
| 21:09 | scope , the volt meter rather . And I'm gonna | |
| 21:12 | hit reset on our men max feature . Okay . | |
| 21:16 | You also know as I've taken it out of auto | |
| 21:19 | range and I put it in plus or -4V and | |
| 21:21 | I did that because I didn't want to jumping around | |
| 21:24 | while I'm making this measure . I'm gonna now I've | |
| 21:27 | disabled the ignition system and also the fuel system , | |
| 21:31 | so it won't start . Uh , I'm gonna use | |
| 21:34 | our remote starter to crank the engine . And what | |
| 21:37 | we're gonna do is we're gonna just crank it for | |
| 21:39 | about five seconds . All right . And again , | |
| 21:47 | we're going to take advantage of this was actually created | |
| 21:52 | using the GoPro camera . The thing I like about | |
| 21:55 | this , as far as demonstrating a process to the | |
| 21:57 | students is if I've got a room full of students | |
| 22:00 | , 15 , 20 students and I'm trying to demonstrate | |
| 22:04 | something underneath the hood of a car , for instance | |
| 22:06 | , like I'm trying to demonstrate how to set up | |
| 22:08 | a break late or something like that . They got | |
| 22:11 | the three or four people in the front are gonna | |
| 22:13 | see what I'm doing . Everybody in the back as | |
| 22:14 | if they're going to be distracted and not paying attention | |
| 22:18 | . And what I like about this is I can | |
| 22:19 | actually create a video . I can either show it | |
| 22:21 | in the classroom or I can take it out into | |
| 22:23 | the shop and show it there and everybody in the | |
| 22:25 | room then is engaged and they can see the actual | |
| 22:28 | procedures you have to go through to do this process | |
| 22:32 | . Also , if I want to create a hands | |
| 22:34 | on test for it , they can use it as | |
| 22:35 | a review feature . That's another great thing about campus | |
| 22:39 | studio . Even when I was looking at Marcia salvage | |
| 22:41 | presentation , her students can check back on that review | |
| 22:46 | how to do a process and it helps to reinforce | |
| 22:48 | , to learn this is another uh , field trip | |
| 22:57 | , if you can say are on location , created | |
| 23:00 | video for our construction corps instructors , Richard or sorry | |
| 23:05 | , robert tester and rich Murray . And this is | |
| 23:08 | a new construction home , uh , that they're building | |
| 23:12 | from the foundation up and I think they're , they're | |
| 23:14 | covering foundation and how the importance of foundations , uh | |
| 23:17 | , and how this , uh , is essential in | |
| 23:21 | building and basically , and even in life if you | |
| 23:25 | don't , don't have a good foundation , you know | |
| 23:27 | , that , uh you know , you could be | |
| 23:29 | shifting on saying uh but let's watch a little bit | |
| 23:33 | of this . Okay , here's a part of the | |
| 23:36 | butter and we're following the lay of the land . | |
| 23:39 | There's another bulkhead and foundation wall is being laid up | |
| 23:48 | 12 inch blocks . Okay . one interesting thing to | |
| 23:53 | note is you can see how the two courses of | |
| 23:58 | block have been laid , where it meets the top | |
| 24:03 | of the next layer , something like this . And | |
| 24:09 | this means the inside is flushed . In other words | |
| 24:13 | , from the inside . I couldn't do which ones | |
| 24:14 | , eight . Which 1 , 12 . So give | |
| 24:18 | you all better . Yeah , yeah . Let me | |
| 24:20 | lay another one here so you can see . Okay | |
| 24:25 | , so I can keep those those flush . And | |
| 24:29 | on the inside it'll look all the same when I | |
| 24:33 | use the word flush , that means deep . But | |
| 24:36 | on the outside I have a 4" ledge Now on | |
| 24:41 | this 4" ledge here , I can now lay bread | |
| 24:45 | really . And how they offset a 12" and an | |
| 24:52 | 18 spot to create a brick ledge to actually break | |
| 24:55 | a house . Now you could do that uh in | |
| 24:58 | school or hands on presentation in class , but to | |
| 25:02 | create that in a virtual classroom , uh , these | |
| 25:06 | guys did this with a , an ipad , I | |
| 25:08 | believe . So this lesson done with a GoPro , | |
| 25:12 | but it was done with an ipad . So Jeff | |
| 25:14 | again , I just want to chime in with a | |
| 25:16 | question . I think I know the answer , but | |
| 25:19 | with what you do and with what we just saw | |
| 25:21 | Robbie and uh , um , them doing . Yeah | |
| 25:25 | , thank you . Richard doing . Uh , what | |
| 25:28 | what role do you think video will play moving forward | |
| 25:32 | even when we're back to in person instruction ? Well | |
| 25:35 | , again , your flexibility of going to an actual | |
| 25:38 | job site , going to an actual shop , what | |
| 25:42 | I call him real shop . Or even when you're | |
| 25:45 | demonstrating the procedures , removing gloves , setting up the | |
| 25:50 | voltage drop test setting up a break laid . Uh | |
| 25:54 | Again you're getting past this where the people in front | |
| 25:57 | can see what's going on . They're engaged people in | |
| 25:59 | back or poking at their phones and talking to everybody | |
| 26:02 | and they're not paying attention . And this is just | |
| 26:05 | a great way to keep everybody on task . And | |
| 26:08 | I also think the review , the review feature of | |
| 26:11 | it is a great addition to the program . And | |
| 26:14 | Eddie . I asked that it was sort of a | |
| 26:15 | loaded question because I get questions from my colleagues and | |
| 26:19 | other districts that are considering canvas and they think it's | |
| 26:22 | just for science , math social studies and uh english | |
| 26:27 | at the high school level . And if this doesn't | |
| 26:30 | still sell it for C . T . E . | |
| 26:32 | I don't know . I know and it's got to | |
| 26:34 | , I've always said it's such an easy sell because | |
| 26:37 | I have seen it I've seen it in real life | |
| 26:41 | on the impact that it can create video alone and | |
| 26:44 | we've spent a lot of time on video which is | |
| 26:46 | great but they just once you have a chance to | |
| 26:50 | see those students because a lot of these opportunities like | |
| 26:53 | you just said mike and Jeff and heather a lot | |
| 26:56 | of these opportunities what happens is that the students aren't | |
| 27:00 | engaged during the lab or they're distracted or they can't | |
| 27:05 | see You got a class of 30 kids trying to | |
| 27:07 | hover over a motor . It's hard for them to | |
| 27:10 | see exactly what the instructors kind of trying to show | |
| 27:13 | or exactly what's happening in the learning environment . Um | |
| 27:16 | that can happen in any classroom . Like think about | |
| 27:18 | that in an English class . Out of the 30 | |
| 27:20 | students that you might have . Um how many of | |
| 27:22 | them are actually engaged in and just all in on | |
| 27:25 | the assignment . So for those students that may have | |
| 27:28 | missed and need a little bit of remediation canvas can | |
| 27:31 | be a great place to float these resources in as | |
| 27:35 | a video content and and that's where we saw a | |
| 27:37 | lot of engagement . Think about a C . T | |
| 27:40 | . Teacher that that has a sub man ct teachers | |
| 27:43 | , I don't know like what do they have to | |
| 27:44 | , they're just gonna sit there . Well not if | |
| 27:46 | you've created a video , they're going to learn from | |
| 27:48 | you in the classroom on their digital device and they're | |
| 27:52 | going to learn um while they're at home or on | |
| 27:54 | their own time , Especially now with Covid . That's | |
| 27:57 | super important . So I'm so glad you brought that | |
| 27:59 | up . That's fantastic . Tr what do you think | |
| 28:02 | about that ? Uh He must have time down . | |
| 28:07 | Tr tr is taking a nap . Uh Now now | |
| 28:13 | we're going to briefly just touch on the FBI's and | |
| 28:15 | that's learning tools . Interoperability , interoperability as a hard | |
| 28:19 | work safe . But we're not showcasing the so called | |
| 28:23 | the applications here . What we're showcasing is the interactivity | |
| 28:28 | , the ability to embed different learning platforms , different | |
| 28:33 | engaging platforms , instructional platforms into canvas and how easy | |
| 28:39 | it is . Uh A year ago it was kind | |
| 28:44 | of difficult to do this but within the last year | |
| 28:47 | , canvases really came on board and made this just | |
| 28:50 | point and click and it's almost there especially with Google | |
| 28:55 | even with flip grid and dear pot even a para | |
| 29:00 | and learned 360 . So all of those Our great | |
| 29:04 | different learning tools because let's face it all , students | |
| 29:07 | don't learn the same and don't learn the same way | |
| 29:10 | . Uh having students with a ps and 50 force | |
| 29:13 | you have to go out and you as a teacher | |
| 29:15 | you have to modify your lesson plans and structures for | |
| 29:18 | where that student is the best out of that particular | |
| 29:22 | lesson plan . Mhm . So I use learn 3 | |
| 29:30 | 60 as well as canvas studio , my own video | |
| 29:34 | recordings of me giving lecture or the students sending me | |
| 29:38 | canvas studio videos and then of course , you know | |
| 29:40 | , virtual field trips , but for me , learn | |
| 29:42 | 3 60 is super easy to integrate in canvas through | |
| 29:46 | the LTI . And it provides me a chance to | |
| 29:48 | use , you know , professional educational videos and just | |
| 29:52 | embed them right in for remediation . Um for you | |
| 29:56 | know , extra if a student has extra questions or | |
| 30:00 | little snippets or clips of important information that cover that | |
| 30:04 | one specific standards . So for me , I really | |
| 30:06 | enjoyed the ease of it . Uh for me it's | |
| 30:10 | seamless and my students really know , you know , | |
| 30:13 | uh , when they go into canvas , they know | |
| 30:15 | exactly where to go and find the information . And | |
| 30:20 | I like how it was embedded , How I'm able | |
| 30:23 | to pick these LTs and put him in there . | |
| 30:29 | We also have flip grid . Uh , this is | |
| 30:32 | just a flip grip assignment that I have uh , | |
| 30:35 | from students . Uh and the topic is , what | |
| 30:38 | if there was no technology tomorrow ? Uh and it | |
| 30:42 | goes on . And and the good thing about flip | |
| 30:44 | grid , uh that it allows you to get , | |
| 30:47 | not just a handwritten response back . It allows you | |
| 30:50 | to get an audio , video , video response back | |
| 30:55 | from the students , what they really feel about this | |
| 30:58 | uh , particular lesson plan , uh or a lesson | |
| 31:02 | and and particularly from my class , it teaches them | |
| 31:07 | how to create their text for a particular project , | |
| 31:14 | or how to do a split screen and read from | |
| 31:17 | a teleprompter while they're actually recording . So there's there's | |
| 31:21 | a couple of different little uh advantages for using uh | |
| 31:26 | flip grip , but I like it in my class | |
| 31:29 | and I think he ever uses it or it's going | |
| 31:31 | to start using it and I'm not sure about mr | |
| 31:33 | clever , but uh some of the other CT teachers | |
| 31:36 | use it . It's a very cool little video about | |
| 31:39 | technology . I know it , we've all probably been | |
| 31:45 | here where this guy's going . Yeah , and maybe | |
| 31:53 | not . So we'll carry out uh using her car | |
| 31:59 | park , gives a student just a little different view | |
| 32:02 | of power lesson uh can be presented to them . | |
| 32:07 | I really like the part uh for uh because you | |
| 32:11 | can differentiate your learning aspect or a group of kids | |
| 32:15 | or kids , I'm sorry , I should say , | |
| 32:18 | students group our students uh into different groups so that | |
| 32:22 | we can assigned in different parts of a lesson now | |
| 32:26 | . How is that beneficial ? Because each group and | |
| 32:29 | work on a particular uh lesson or a different part | |
| 32:33 | and then we all come together at the end of | |
| 32:35 | that lesson , put all the pieces parts together and | |
| 32:38 | create that actual product . Uh Para is great . | |
| 32:41 | Uh There is a good tool for that simply because | |
| 32:44 | of the work space uh feature from a para . | |
| 32:49 | Mhm websites . Uh wow it wasn't for the World | |
| 32:55 | Wide Web where would we be ? Oh websites are | |
| 33:00 | becoming more frequent and uh they are the resource and | |
| 33:04 | the backbone . Uh the C . T . And | |
| 33:06 | I'm sure for a lot of educational institutes uh we | |
| 33:09 | have to have websites to get our all of our | |
| 33:12 | learning and all of our teaching material from . Uh | |
| 33:18 | We actually teach web design or used to . Uh | |
| 33:22 | , but having websites , it is just essential and | |
| 33:26 | beneficial for for any teacher , especially in campus , | |
| 33:31 | The , that each of embedding them , uh , | |
| 33:36 | which is the link , uh , and having them | |
| 33:38 | accessible for any lesson plan and , or discussion . | |
| 33:42 | We haven't talked about discussion board a lot in the | |
| 33:45 | campus , but we do use that quite often . | |
| 33:48 | Uh huh , Jeff whether you guys everything on websites | |
| 33:52 | I know for instance , today , my first year | |
| 33:54 | program had to determine the cost of ownership of a | |
| 33:58 | vehicle over a three year time period . And we | |
| 34:01 | have to rely on a lot of different websites and | |
| 34:04 | to find out the cost of vehicles , the cost | |
| 34:07 | of fuel over the three years and things of this | |
| 34:10 | nature . And these students have grown up with this | |
| 34:13 | technology , they are very comfortable with it . They | |
| 34:15 | know they can jump on there and find something on | |
| 34:16 | the web really quick . You can also , for | |
| 34:20 | instance , on my lesson , what I do is | |
| 34:22 | I put the links in there that I know that | |
| 34:23 | will work inside of our filtering software . So they | |
| 34:27 | don't have to hunt around find things . But it | |
| 34:29 | just makes it , it just makes it very easy | |
| 34:31 | for them to find the information quickly and put something | |
| 34:34 | together . And just to echo what Jeff said , | |
| 34:39 | you know , there's a lot of things in my | |
| 34:40 | program that I need extra resources to being able to | |
| 34:44 | link those websites into canvas and , and specifically for | |
| 34:48 | the students , they know where to go to find | |
| 34:49 | it , um , and get the extra material that | |
| 34:52 | they don't , that is required for their standards using | |
| 34:57 | google slides . Again , I think this is a | |
| 35:01 | slide or a lesson from uh Miss clawson . She | |
| 35:06 | used google slice to create virtual job fair activity . | |
| 35:10 | And on the left side of the screen you'll see | |
| 35:11 | the different uh jobs or professions , and then on | |
| 35:15 | the right You'll see that a student has selected number | |
| 35:18 | two occupational therapist and then she has leaned a website | |
| 35:24 | , uh details about the career , and then there's | |
| 35:27 | a video that they would watch and then a form | |
| 35:29 | that they would go out about their perspective , uh | |
| 35:32 | particular profession , and we're getting to the very end | |
| 35:39 | of the presentation . But I thought this was pretty | |
| 35:41 | cool . Uh our the innovation that we've had from | |
| 35:46 | Mr Clinton uh do agent stripped and using all the | |
| 35:49 | technology available , make it come together with virtual instructing | |
| 35:53 | innovation . He called me into his room one day's | |
| 35:55 | classroom , he goes , hey , I've got this | |
| 35:56 | , I've got this , I've got to make it | |
| 35:58 | all come together . So we unplugged a couple of | |
| 36:01 | wires and played a couple of hours somewhere else . | |
| 36:04 | Uh , basically this is what he has and I | |
| 36:06 | don't have to explain this to you . It's very | |
| 36:09 | cool . It's , we're taking the resources that we | |
| 36:12 | had , I'm sorry , he is taking the resources | |
| 36:16 | that he had available to make a virtual classroom jet | |
| 36:19 | . But this was about as I was trying to | |
| 36:21 | do , this is during our safety presentation and I | |
| 36:25 | actually borrowed the idea from another teacher on campus using | |
| 36:28 | the document camera . Uh this is before we got | |
| 36:31 | the GoPro cameras to use , but we used to | |
| 36:33 | document camera to make a image of what's going on | |
| 36:36 | in the classroom . But he also found using our | |
| 36:40 | links that we could set it up such that I | |
| 36:43 | could present not only in the classroom , the students | |
| 36:46 | could see what was on the whiteboard , but my | |
| 36:48 | students that were remote could see it on their computer | |
| 36:52 | screens at home . So this is a great way | |
| 36:54 | to share that between it . It was kind of | |
| 36:57 | a lash up to be honest , you'll notice that's | |
| 36:59 | a jack stand from the shop and I'm using to | |
| 37:01 | hold the camera , you know , strung the wire | |
| 37:03 | through the air conditioner event . Like I say the | |
| 37:05 | word last that comes to mind , right , But | |
| 37:07 | it didn't work and dr James can back us up | |
| 37:11 | on this . He made the comment one time , | |
| 37:13 | we were kind of drinking from the firehose when they | |
| 37:15 | first started out . Uh luckily it's kind of yeah | |
| 37:20 | , we kind of got a handle on it at | |
| 37:21 | this point . We like to think we have a | |
| 37:23 | handle on it , but I'm sure something else will | |
| 37:25 | come along and prompt this . But it got us | |
| 37:27 | all off out of our likely sale of our comfortable | |
| 37:30 | place well . And we Eddie , you know , | |
| 37:33 | we went from pre pandemic too . Not all of | |
| 37:36 | our teachers at Science Hill had Published canvas courses and | |
| 37:39 | we have around 150 or so staff at Science Hill | |
| 37:43 | High School , that's pretty large as we've talked today | |
| 37:45 | . And by the , by the end of the | |
| 37:47 | first week , by the end of spring break , | |
| 37:49 | before we came back to school , every single teachers | |
| 37:52 | , every course was published and a lot of the | |
| 37:56 | heathers and the jeffs and the mix helped their colleagues | |
| 37:59 | . Yeah , all those classes up and going and | |
| 38:01 | published . So yeah , just right . We were | |
| 38:03 | drinking from a firehose but we made it happen . | |
| 38:08 | And , and last our last slide , probably the | |
| 38:12 | most uh visited question that we would get daily . | |
| 38:16 | Uh , I believe it's something , How do I | |
| 38:18 | get it back ? Well , canvas has a great | |
| 38:22 | feature called unduly if you don't know if there there's | |
| 38:26 | the instructions and you know , I just want to | |
| 38:29 | say hats off the canvas for creating an LMS uh | |
| 38:34 | that we use on a daily basis uh here at | |
| 38:37 | C . T . E . And to the johnson | |
| 38:39 | City school system . And uh I just uh want | |
| 38:42 | to thank them for the opportunity to share some of | |
| 38:44 | our knowledge that we have created in a short time | |
| 38:49 | span that we're going to continue to use . Uh | |
| 38:51 | we're not stopping here . We will build on this | |
| 38:54 | , this is more or less our foundation of our | |
| 38:58 | lesson plans that we're going to be creating in the | |
| 39:00 | future , Jeff standard . Uh canvas has made my | |
| 39:05 | teaching um process a whole lot smoother . And you | |
| 39:10 | know , I kind of was on it before the | |
| 39:13 | lockdown before the pandemic . And my kids were familiar | |
| 39:15 | with it , But through all of this it's just | |
| 39:18 | become more advanced and part of the interruptions , the | |
| 39:22 | varsity baseball in high school and a junior varsity baseball | |
| 39:27 | game . The location has been moved from Royals to | |
| 39:30 | Cardinal Park and the change has been lived up to | |
| 39:34 | 4 30 . The track meet has had changes as | |
| 39:38 | well . A Tennessee high school at four p.m. Thank | |
| 39:42 | you . But as I was saying it's been more | |
| 39:46 | refined and just all of the extras that I've been | |
| 39:50 | able to embed into my campus courses has a lot | |
| 39:52 | of my students um to have a much more enjoyable | |
| 39:56 | enriching experience . We discovered that and somebody made the | |
| 40:00 | observation one time . Once you get your can of | |
| 40:02 | course that and you're kind of good to go , | |
| 40:05 | you're set up from now on . But one thing | |
| 40:08 | I've noticed about mine is I go back and visit | |
| 40:10 | stuff I've created even a year ago . I mean | |
| 40:12 | it can be refined , you can make better , | |
| 40:15 | there's more tools available now to us and canvas that | |
| 40:18 | we can use that . And I'm not saying we're | |
| 40:22 | trying to entertain these students , but it , it's | |
| 40:24 | sometimes it's tough to grab their attention and this is | |
| 40:28 | a great asset as far as a teaching tool for | |
| 40:31 | us to use . Yeah , that that is well | |
| 40:35 | said , we are , you know , at some | |
| 40:37 | point , Marcus always has this great line , do | |
| 40:40 | the podcast with Marcus painter . This great line about | |
| 40:43 | like we are the ultimate entertainers , right ? We | |
| 40:45 | have to , we have to , we have to | |
| 40:47 | try to engage students that are constantly distracted and have | |
| 40:52 | seen it all right on every platform . So , | |
| 40:56 | you know , our goal to come in and kind | |
| 40:58 | of get them excited about what we're just a great | |
| 41:00 | segue into career in tech Ed , because I do | |
| 41:02 | feel like um these students are there because they're excited | |
| 41:06 | to be there or they hope they can make this | |
| 41:08 | a career one day . Um so you guys should | |
| 41:10 | be commended every day for what you do and all | |
| 41:13 | the educators that we've talked to today , all the | |
| 41:15 | educators that have joined us in the audience , dr | |
| 41:18 | david tim's , we've put on a fantastic day , | |
| 41:20 | I think , mike Jeff heather before we let you | |
| 41:23 | go , are you cool with me sharing the link | |
| 41:26 | to our viewers for your presentation ? So they can | |
| 41:29 | have that , it's in the bottom of the very | |
| 41:32 | Uh huh . Yeah , Sure . Yeah , I | |
| 41:38 | have shared it out over over a comment section , | |
| 41:41 | so people that watch this on the recording can have | |
| 41:44 | access to that as well , so thank you very | |
| 41:45 | much for doing that . And dr tim is like | |
| 41:48 | I said , we have finished out our good day | |
| 41:51 | . It has been a fantastic day in johnson city | |
| 41:55 | , wow , I am just a full of excitement | |
| 41:58 | and energy ready to tackle next week and the week | |
| 42:01 | after with all of this excitement for what you guys | |
| 42:05 | are doing in canvas . So , thank you very | |
| 42:06 | much for allowing us to talk to your teachers and | |
| 42:10 | being a part of the broadcast today . It's been | |
| 42:11 | fantastic having you on as well . All right , | |
| 42:13 | so that's it . We have finished our our digital | |
| 42:16 | showcase with johnson City Schools for today . We'll have | |
| 42:19 | all of the content . It's been recorded , it's | |
| 42:21 | been put back on the platforms and we'll be sharing | |
| 42:24 | it out over the next week . If you missed | |
| 42:26 | anything , be sure to check us out , share | |
| 42:29 | like retweet all of the things for canvas LMS . | |
| 42:32 | The canvas fan has been very strong today , uh | |
| 42:35 | , in all of the comments and sections . Guys | |
| 42:36 | , thank you so much for getting a lot of | |
| 42:38 | feedback already , and we can't wait to see you | |
| 42:41 | on our next live stream coming soon . |
Summarizer
DESCRIPTION:
OVERVIEW:
Remote Learning for Career & Technical Education is a free educational video by CanvasLMS.
This page not only allows students and teachers view Remote Learning for Career & Technical Education videos but also find engaging Sample Questions, Apps, Pins, Worksheets, Books related to the following topics.
GRADES:
STANDARDS:
