Audit student data repositories and policies associated with third-party providers. Document every “place” that student data goes and what the policies are for handling student data. What third parties have access to student data, why do they have access, and what can they do with the data? Who decides — and how are decisions made — about third-party access to student data? Do students get a say?Have a standard and well-known policy about how to handle external inquiries for student data and information. This is less about staff mishandling student data and more about the coercion and intimidation that could yield problematic results if there are no clear guidelines for staff to follow. Even if designated a digital sanctuary, a campus may be legally bound to release some student data, but it should have clear processes and requirements associated with those situations. Staff should understand how and when they can say no to inquiries about students, and campuses should investigate the legal limits of noncompliance with such inquiries.Provide an audit of data to students who want to know what data is kept on them, how the data is kept, where it is kept, and who else has access. That is, if students want to know about their data, the institution should be able to give them that information. Better yet, students should be allowed to download every bit of their data so that they can parse it themselves. Consider giving students a chance to rap the sanctuary knocker to signal their desire for more data protections.Have clear guidelines and regulations for how data is communicated and transmitted between offices. Campuses can better protect student data transmitted between the people and offices that should have access (e.g., by not transmitting data via e-mail). Campuses should have clear policies and guidelines about the protection of student data on mobile devices.Take seriously the data policies of third-party vendors. Don’t work with vendors whose contracts stipulate that they can use and share student data without the consent of students or the institution.9Closely examine and rethink student-tracking protocols. How necessary are learning dashboards? What are the risks of early-warning systems? How problematic are the acceptable use policies? How long does the institution need to keep data? Does it really need all of the data being collected?Give students technological agency in interacting with the institution. Implementing a Domain of One’s Own initiative, which puts students in the system administrator role for their domain, can be a way to give students more control and protection over their data. This may not be enough, however, since students could easily expose themselves to malicious and dangerous forces (e.g., hackers) through their own domains. A robust educational and mentoring program is also required. As a result, students can learn how to connect their data, via their domains, in ways that are safer and more manageable. source
Then I look at Raspberry Pi Zeros with Wi-Fi built in and I keep thinking, what would it take to just have a little web server that was only for three or four people, at home? Instead of borrowing computer time from other people I could just buy a $10 computer the size of a stick of gum. Which next year could be a $7 computer, and eventually a $1 computer. It could run a Dropbox-alike, something like OwnCloud. It’s easy in theory but kind of a pain in practice.I’d need to know how to open ports on my home router.I’d need to be able to get the headless device onto WiFi.I’d need a place to plug it in, plugs are hard to come by.It needs to physically be somewhere.It would need a case.You need to buy an SD card with Linux on it.And on and on.The world doesn’t want us to run web servers at home. But I do. I really think we should run web servers from gumstick computers at home. source
This is a topic that Dave Winer also touches upon.
What about the epistemological contribution of the nonhumans I wondered? Leaving aside the potentially emotive discussion of animals in research for a moment, I’m not going to claim that nonhumans should be part of our ethical discussions; they’re not likely to care whether we call them subjects or participants. Actor-network theory troubles the dichotomous distinctions of subject and object or researcher and researched. If we think instead of the assemblage of which the research output is part, then the researcher/participant/interviewee, the media through which they interact, the data they generate, the reflections which are made and the texts which emerge, all influence one another. They are all entangled or interwoven, jointly responsible, more or less, in the production of the thesis, book or article. The output is not seen as the culmination of a linear sequence of events in which different actors participated at different times, but as an interwoven, performed assemblage. Named or not, all those who contributed to or collaborated in my research will be present in my thesis assemblage, intimately bound there by virtue of their ontological contribution. source
This reminds me of the research into lurkers and their role online.
A group of teachers visiting multiple classrooms at their own school with the aim of fostering conversation about teaching and learning in order to develop a shared vision of high quality teaching that impacts on student learning>source
For Lyn Sharrett, learning walks offer a means of leaders collecting data that can then be used in conversation with teachers:
School leaders who do daily Learning Walks and Talks (Sharratt & Fullan, 2009, 2012; Sharratt & Harild, 2015, Sharratt & Planche, 2016 (In Press)) gather evidence of teachers’ intentional teaching and of students’ improvement when they ask students the five questions above. Students who can accurately describe their learning, and how to improve, close the achievement gap. After many walks, conversations with teachers ensue. Leaders ask authentic questions about why teachers make the decisions they make. Leaders also take action if teaching is not occurring at a competent or preferably high-impact level. Action must be taken if students are not progressing at an expected rate (Sharratt & Harild, 2015, Chapter 4). source
There are many models associated with the idea of learning walks. Jon Andrews talks about the learning walk being a way to connect with what is going on through the school:
for the first time in a while, I had the chance to walk a route through school with prospective parents, verbalise the life and culture of the school, celebrate the many valuable contributions people make, appreciate what we have, all because I was talking about places, spaces, resources etc. that we passed. I understand that the values and life of the school are encoded in the behaviour of people, built form, activities that occur and routines that play out. I genuinely had to enjoy the moment, but also pause to appreciate what was around me and acknowledge that I do not get out and about enough.source
Jason Borton shares how he implemented walkthroughts as a means of gathering collective data to then reflect upon as a staff:
Once the scoreboard was agreed upon we set about implementing a system of peer observation known as Educational Walkthroughs. The Walkthroughs are designed to gather information about the practices that are visible in classrooms and are described as our scoreboard statements. The analysis of the information collected is not intended to give individual feedback to teachers but to provide whole school information about strengths and weaknesses in the implementation of formative assessment strategies…
A high level of trust among staff is important to ensure the authenticity and success of the Walkthrough process. It is seen as a supportive way to ensure that we hold each other accountable for achieving our scoreboard. Having executive staff take classes and be observed means we are ‘walking the talk’ along with classroom teachers. This point is not to be underestimated as a critical aspect of our success.source
Amy Burvall uses learning walks to provide a remix to the traditional professional development session to start the year where teachers go walkabout and learn from each other:
What if we were able to visit other divisions and departments and do a little ethnography? What if teachers could give tours of their classrooms, sharing examples of student work, discussing the learning spaces and their pedagogy? What if we participated in some cool activity, just like we were students in their classes? What if the “host” teacher had some specific issues, problems, or questions they could crowdsource answers to? What if we were able to give formal feedback such as a Wow! How? Now… strategy? source
DET provides some aspects to consider when implementing learning walks:
Before undertaking a learning walk program, you should establish an agreed set of learning walk protocols and processes. You should consider three fundamental questions: Why are we doing this? Who will participate? What protocols will guide the program? A hastily introduced learning walk program has the potential to arouse frustration amongst staff. However, with careful planning and the input of all concerned, your learning walk can make a significant contribution to the professional knowledge and practices of your organisation and others.source
These considerations can be applied to any model.
- Find exactly what you want in Google+ with new search options and filters – From an updated look of the search interface to search suggestions and domain-only filters, these new experiences can make users confident that the content they see is the content they want.
- 10 ways we’re making Classroom and Forms easier for teachers this school year – There is a range of updates, include single student view, ability to reorder classes, decimal grading, transfer class ownership, import Forms quiz scores into classroom and add feedback by question in Quizzes
- Introducing a new way to share YouTube videos – You can now share videos directly on YouTube. Not only can you share and receive videos in the mobile app, you can also chat about them right on YouTube, reply with another video, invite others to the conversation, and more.
- Better manage large events in Google Calendar – Starting today, event organizers working on large events (200 or more guests) can use Google Sheets to more easily see who is attending and invite large group mailing lists reliably.
- Data Loss Prevention now available in Team Drives – In January of this year, Google announced Data Loss Prevention (DLP) for Google Drive, giving G Suite Enterprise edition customers more control over how data is shared beyond their company. They are now bringing DLP to content stored in Team Drives.
- Introducing the Slides API Codelab – The codelab is a great exercise for learning the Slides API, especially if you have an interest in big data, automating the creation of presentations or open source.
- Anti-phishing security checks in the Gmail app for iOS – There are new security features for iOS Gmail customers, including click-time warnings for malicious links and unintended external reply warnings
- Get on the same page: new Google Docs features power team collaboration – Better “version control” to customize tools for your workflows and to help teams locate information when they need it.
- Google Adds Chrome Sync to gSuite for Education Core Services – Recently Google quietly made a change to include “Chrome Sync” in the list of “Core” tools in gSuite for Education. Chrome Sync provides the ability (when you sign in to Chrome or by default on a Chromebook), to sync Chrome data to your Google Account and to any other supported ChromeOS/browser that is signed in.
- Map your site to a custom URL in the new Google Sites – As a professional organization, it’s often important that you host both internal and external info at a well-known URL. Already supported in the classic Google Sites, this is now available in the new Google Sites as well.
- A new YouTube look that works for you – The new look applies material design to YouTube and delivers a fresh, simple and intuitive user experience that lets content shine
Posts & Resources
- Google Document URL Tricks – Tony Vincent demonstrates that by replacing /edit in the URL, you can transform a shareable link into a Preview, Copy, Template, or PDF link.
- Google Drive – Sort the Files – Alice Keeler unpacks the different ways of sorting files in Google Drive.
- Google Apps Version History: Stop Making Copies – Alice Keeler shows how to name versions in Docs, Sheets and Slides.
- Using Named Versions in Docs to Track Writing Drafts – Eric Curts explains how ‘Version History’ makes it even easier to see student progress and provide better feedback and assessment.
CHROME & BOOKS
- Chromebook Keyboard Shortcuts – Karly Moura has created a simple graphic collecting some of the more useful shortcuts associated with Chromebooks.
- An ancient Chrome tab trick just blew my mind – Peter Bright explains how you can use the standard selection modifiers—ctrl-click for multiple non-continuous tabs, shift-click for multiple continuous tabs – to tear off entire groups of related tabs in a single action.
- Chromebook Tips – Wanda Terral collects together a number of tips associated with using Chromebooks in the form of sketches.
- Kinders Log Into Acer Chromebooks 2nd Day of School – Christine Pinto outlines her steps to getting students in the early years onto devices.
- 10 Ways to Google-fy Your Open House and BTS Night – Stephen Mosley provides some suggestions for showing off GSuite and Chromebooks during events such as open nights.
- What Happened to Google’s Effort to Scan Millions of University Library Books? – Jennifer Howard discusses the impact that Google’s scanning has had on scholarship and the ability to engage in textual analysis.
- Making Visible Watermarks More Effective – Tali Dekel and Michael Rubinstein discuss how Google has shown how it can remove watermarks and what needs to change in order to make them stronger.
- 9 Alternatives to Google Image Search – Richard Byrne created a chart to give students some options besides Google Images for finding images that are either in the Public Domain or are labeled with a Creative Commons license
- How to Add a QR Code to a Google Document – Richard Bryne demonstrates how to use QR Droid to generate a QR code for a Google Doc.
- How to Print a Guest List From a Google Calendar Event – Richard Byrne steps through the new feature in Calendar to print out a guest list.
- 5 Tips for New Google Calendar Users – Richard Byrne provides a range of simple tips, including how to create an event, how to set calendar reminders, how to color code icons/events, how to use the agenda view and how to print your calendar.
- Versatility of Google Slides – Emma Cottier collates a number of uses for Slides, including examples for each.
- Google Slides: Add Your Webcam – Alice Keeler shows how to use the Webcam Record Extension to add commentary to Slides.
- How to Collect Files Through Google Forms – Richard Byrne demonstrates how to collect files through Google Forms.
- How to Add a Google Form to Google Classroom – Alice Keeler provides a step-by-step guide to incorporating Forms within Google Classroom.
SHEETS & SCRIPTS
- Show data from the GitHub API in Google Sheets, using Apps Script and Oauth – Ben Collins demonstrates how to retrieve data from GitHub using Google Sheets.
- My Google Apps Script app isn’t verified: Understanding why and how to fix – Martin Hawksey explains how users can take steps to dismiss the warning and authorize Google App Scripts, alternatively developers can submit their app to Google to become verified.
- Filtering with dates in the QUERY function – Ben Collins provides a guide to a few extra steps involved in using dates with the query function.
- Welcome to your first day of Classroom – There’s been such an outpouring of instructional videos, blogs and resources associated with Classroom since it was released, Google have curated some of their favorites into a new collection called #FirstDayofClassroom
- NEW! Google Classroom: Rearrange the Class Tiles – Alice Keeler shows how you can now rearrange the tiles on the Google Classroom home screen by simply dragging and rearranging.
- NEW! Google Classroom: Individual Student View – Alice Keeler demonstrates how the new single student view in Classroom works.
- NEW! Google Classroom: Display the Class Code – Alice Keeler shows how the new whole screen display of the class code works.
- Impact Learning with Google Classroom – Alice Keeler explains how Classroom allows teachers and students to engage more with each other. Whether it be collaborating in a Doc, sharing a video with students or engaging with questions, Classroom provides a number of ways to interact.
- Google Classroom: Make Learning Better with Conversations – Alice Keeler explains how Private Comments in Google Classroom allow for fast specific feedback and builds relationships with students since the student has the opportunity to reply back, thus having a conversation
- Google Classroom: Reply Notifications for a Question – Alice Keeler unpacks the question function in Classroom and how notifications work.
- 3 Chrome Extensions that Make Google Classroom Even More Awesome! – Kasey Bell highlights three Chrome extensions which can help make Classroom even easier to use.
- Google Classroom: Invisible Feedback – Alice Keeler explains how feedback disappears in a document when a student turns it in and shares how she gets around this by turning it back to students as quick as possible.
- Google Classroom Mobile App – Alice Keeler highlights some of the benefits of the Classroom Mobile App.
- Google Classroom: Returning Optional Work – Alice Keeler explains how to manage and return optional tasks and challenges in Google Classroom.
- Add Google Drawing to Google Slides – Alice Keeler demonstrates how to insert a Google Drawing into Slides by publishing to the web and then inserting by URL.
- 2 Truths/1 Lie: Other Grades – Lisa Nowakowski explains how Maps can be used to collaborative plot out information.
- Simple Virtual Reality In The Classroom With Google Streetview And Google Cardboard With Donnie Piercey – Vicki Davis and Donnie Piercey discuss using Google Streetview to create your own 360 degree images.
- Top 10 Google Expeditions & Cardboard Tips – A range of tips collected by Monica Martinez.
- Virtual Reality Showcase at the Young Creators Conference – Lee Hewes discusses the potential of creating virtual reality content with applications like Minecraft for facilitating community and conversation.
- Ten Things Students Can Do With Google Keep – Richard Byrne lists ten uses of Google Keep for students.
- Google Keep – Narrative Feedback for Students – Tom Mullaney shows how to use Google Keep to facilitate and organise feedback adding in such elements as audio and images.
- Alternatives to YouTube’s Video Editor – It’s Going Away – Richard Byrne provides a list of options for creating video slideshows and editing video.
- Exploring and Visualizing an Open Global Dataset – Reena Jana explains that by releasing the Quick Draw! dataset, and tools like Facets, Google hope to facilitate the exploration of more inclusive approaches to machine learning, and to turn those observations into opportunities for innovation.
- Introducing Android 8.0 Oreo – An overview of the new Android operating system.
- EDU in 90 – A new video series from Google for Education for educators, administrators, and school leaders on things like product updates, new programs, and helpful resources for the classroom.
Originally posted on the eLearn Update blog.