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Using Flipgrid for Community Rich Online Learning

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Using Flipgrid for Community Rich Online Learning


>>MICHELLE PACANSKY-BROCK: Welcome again
everyone to using Flipgrid for Community Rich Online Learning. My name is Michelle Pacansky-Brock
and I am a Faculty Mentor for Digital Innovation with @ONE. I have the pleasure to be here
today with Dayamudra Dennehy from City College of San Francisco. I’m going to tell you a
little bit about Dayamudra or Daya which I also refer to her as. Dayamudra’s a veteran
ESL instructor with teaching experience across the US and abroad. She founded and leads alternative
learning community in South India, Jai Bhim International, and splits her time between
San Francisco and Kerala, located in South India on the Malabar Coast. Daya is new to
online teaching learning and has been actively engaged in designing curriculum and new programs.
As well as connecting with other educators to learn new tech tools like Flipgrid and
develop vibrant language learning communities online.
We are very lucky to have you here Daya. I am going to stop screen sharing and to be
sure you are un- muted. And, Thanks for being here today!
>>DAYAMUDRA DENNEHY: Thank you for hosting.>>MICHELLE PACANSKY-BROCK: Happy to have
you here. Tell us, how long you been teaching ESL?
>>DAYAMUDRA DENNEHY: I have been teaching ESL for about 25 years.
>>MICHELLE PACANSKY-BROCK: How long have you been teaching online or have you taught
online yet?>>DAYAMUDRA DENNEHY: I am new to online.
I’m doing the @ONE course and I went to the online teachers conference where I met you
this summer. I am doing the 12 week certification right now so I’m
developing curriculum and I’m trying things out in my face-to-face class. I’m working
with colleagues in @ONE learning best practices online.
>>MICHELLE PACANSKY-BROCK: So you’re eferring to the OESP, the online education standards
and practices from @ONE? That you’re taking? We did meet at OTC. As I understand, the Online
Teaching Conference is also where you are introduced to Flipgrid. Is that not right?
>>DAYAMUDRA DENNEHY: Yes. That is right. I think it is new and came out this year or
just launched publicly this year. I saw it and thought it sounded cool. It seemed fine
and almost too fun for my class. I thought it was maybe very playful and may be better
for elementary school classes. I brought it back to my classroom and thought we were tried
and I love it so much. I use it once a week in my face-to-face class and now I am incorporating
it into online and hybrid classes we are developing.>>MICHELLE PACANSKY-BROCK: Wonderful. It
sounds like what you’re sharing with us is the outcome of an experiment this semester?
Yes?>>DAYAMUDRA DENNEHY: That’s right. And I
also with my students, but professional development. There’s a lot of possibilities of the way
we can share with faculty on the same campus or across campuses.
>>MICHELLE PACANSKY-BROCK: Great. I agree with you. We are excited to see what you have
to share with us today. I will let you do your thing. I will keep an eye on the Q&A
in chat and intervene if there’s anything I think you need to answer. Let’s do this
thing.>>DAYAMUDRA DENNEHY: Okay. I will share my
screen. Can everybody see my screen?>>MICHELLE PACANSKY-BROCK: Yes, we can.
>>DAYAMUDRA DENNEHY: I will give an overview. There are six things we’re going to do and
create a Flipgrid together. By the end of this session, you will be on Flipgrid with
all of us if you choose to participate. As a start, if you have the app, get it either
on your computer at Flipgrid.com or on your phone. Just download the app and I will invite
you in and walk you through the process of having you join from the student’s perspective
and also walk you through how to create Flipgrid as an educator. It is Flipgrid.com and we
will create Flipgrid by the end of the session together. If you’re watching the recording,
you can join later as well. I will give you sample Flipgrid to show you how we use it
in my class and how my students interface with that. I will walk through how to of what
the interface looks like for the educator. I will give examples of ways you may use it
for learning summaries, reflections from the student’s point of view and also taking it
outside of class for field trips. This would work great for online, hybrid or face-to-face
classes and at the end, we will play with the app together. I just invite you to think
about as I present how you might use this for your own learning situation. I teach ESL
at community colleges and all of my students are adults. A lot of people use Flipgrid in
elementary school. This could be adapted for face-to-face class, hybrid class and online
class. Be creative on how something you may not use exactly how I do it may be adapted
for your own. I will pause for a moment and give you a chance to look at this screen.
This is from one of my classes. I thought I would point out that Flipgrid has fun things
that my learners like. That have little masks and things to put on. You can see the profile
pictures they put on masks. One of my students did not want his picture on the grid. I give
my students the option of taking a picture of something else and that is a way of respecting
that and respecting privacy. I will talk about privacy as we go along and the different ways
you can ensure students privacy and make it comfortable for all of your learners. Feel
free to put in a question in the Q&A box like Michelle said. If there’s any thing you’re
learning as we go along and anything you’re curious about, feel free to post to any of
your social media and particularly Twitter on a hashtag Flipgrid success. I will say
more about the hashtag later. Let’s get into it. I will put on a sample Flipgrid and a
great way for any of your classes whether face to face or online or hybrid is student
introductions. I spend the first week of my face-to-face class with introductions. Students
go around and meet each other. I thought this year I would bring in technology into the
face-to-face classroom. It worked great. I will show you one example. This is my student.
I thought I would mention as well that I got permission from all of my students. Everyone
use a video of has given permission. That is important. I hope you also use that as
a best practice to honor the privacy of our students.
[ Video playing ] There is her picture which appear masks on.
Each of the students did that and it was great. I could hear what the learning goals were
for each student. When I do it face to face, I miss things they say, but when I got home
I can hear the student and hear their language and that their language level. They could
see each other as well. Right from the beginning where building community and this would be
great for face-to-face class and the online classes where students do not see each other
face-to-face but get a sense of why are you taking this class? What do you want to get
out of and who are you?>>MICHELLE PACANSKY-BROCK: Can I jump in
really quick? I am reflecting on how powerful is what you said. Not just about having students
connect with each other and get to know each other on a deeper level but the way you’re
using this technology to increase your knowledge of your students learning needs. That is really
powerful. There are a lot of people who think about technology as a barrier to getting in
the way. Those folks are not here today. But it is a beautiful example that you shared
how it can augment and improve your ability to be an effective teacher for them.
>>DAYAMUDRA DENNEHY: Yes. That is what surprised me. I did not expect that. As I used it, I
could meet my students needs more. And also, I could share with them. When I do an introduction
like this, I post a video. If they’re shy, they can see me first. For an online class
that would be great for them to see what I expect. And I’m part of their learning community.
Is not a game or toy but something we are sharing together.
>>MICHELLE PACANSKY-BROCK: I have a question about what we are looking at here. I notice
the replies are disabled. Is that something — did you disabled replies or is that the
weight is set up at this time? If you do not if you did disabled that this — if you disable
the replies, why did you do that?>>DAYAMUDRA DENNEHY: I want to show the same
grid in the teacher mode. The one you saw was the learner mode and the teacher mode
is the transcript. One thing we notice — there are things here. Here I can reply as an educator.
>>MICHELLE PACANSKY-BROCK: It may have a problem because you using your webaim.org
for Zoom and or having a compatibility issue there.
>>DAYAMUDRA DENNEHY: I’m not sure why it showed that. When you freeze — one thing
you can do is freeze Flipgrid and that way nobody can add to it. I am not sure about
the replies. I wanted to show you the transcript. This is nice. It’s an automatic transcript
and it is not great, but I could show her this transcript and go through it together.
This does not come up on the teacher screen — this does come up on the teacher screen.
I’m not sure the answer replies.>>MICHELLE PACANSKY-BROCK: That’s okay. I
just thought there may be a reason and something you wanted to expand on.
>>MICHELLE PACANSKY-BROCK: The transcript is nice to see that is being incorporated
into there workflow with the app. I am sure everyone is thinking about accessibility as
we watch this. As you noted Flipgrid is new. That technology — these the Watson technology
for the voice to text? That is going to continue to improve and is good to see it be part of
the workflow.>>DAYAMUDRA DENNEHY: I like that in terms
of online accessibility meeting ADA requirements. Another way I like to use it as an icebreaker
— this is specifically for my online class. I developed for the class I am designing.
I’m thinking as an icebreaker what is a fun question where students can post videos? This
is something you can do on VoiceThread. Here is a way you do it on Flipgrid. I started
with myself. This is the question. [ Video playing ]
The question is what are three things about you that we might not know by looking at you?
That is the icebreaker. We are looking at you because you are on video. Is a little
different from typing on the discussion board. This is what I posted and it is 30 seconds.
[ Video playing ] Those are some things that really matter to
me and things I would like for my students to know in terms of my background. And since
it’s ESL, I have had experience living in other countries and speak other languages.
When they hear it, it builds trust and they can sure things and things that cross over.
Maybe they have lived in other countries or have certain hobbies. All of the sudden, they
have this dynamic community starting rather than basic introduce yourself and where you
from? What are some things you care about? And it is a great way of breaking down stereotypes.
You may have someone who is petite, but she’s a martial arts expert.
>>MICHELLE PACANSKY-BROCK: That is what I was thinking. I love that.
>>DAYAMUDRA DENNEHY: And cross culture and things we might assume about your culture.
Surprises. You can think about that and take a moment to reflect now. What are some icebreakers
you might do with your students? In a face-to-face class, you have them prepare this at home.
One of the things I like for ESL students, it gives us — gives them time to compose
language and practice. With Flipgrid they can record and delete and record again. I
notice my students record themselves several times. It’s almost like a draft, a video draft.
They feel like what they present is their best work which is what we want.
>>MICHELLE PACANSKY-BROCK: What about the number of views of each video? Have you noticed
at all? I often hear when faculty start using video in this way, having their students leave
comments. That is one thing that is very clear on Flipgrid it shows exactly how many times
each video has been viewed. Have you noticed it’s been more than 12 on each video?
>>DAYAMUDRA DENNEHY: Yes. I was going back to old Flipgrids and saw some had 20-30 views.
That may be one-person in class or one person watching over and over again. What is great
in terms of language acquisition, students are watching and listening and listening again
whereas if you present something in class, you cannot just repeat the same thing 20 times.
That is what gives students a lot of control. They can watch it as many times as they want
and they get to know each other. [ Video playing ]
Here is another example. This is community building. The question is this is the beginning
of the semester and practicing past tense, what did you do this morning? Just basic morning
routines. She has 20 views on hers. [ Video playing ]
What I liked about this, I do not know at this point early in the semester, she works
in the morning and comes to class. That was useful information for me. And in terms of
language, I had a rubric. Her past tense is pretty good and she missed a few articles.
She said I took my shower rather than I took a shower. I could go back the next day and
adapt let’s practice some of these expressions when we use articles and when we use possessive
pronouns? It was informing my instruction. This is very specific to ESL. Think of it
in terms of any kind of assessment you could do science or history or language arts or
anything. What are the students feeding back to and missing?
>>MICHELLE PACANSKY-BROCK: I have a not so exciting question. I’m kind of curious as
I watch these responses. Are the recording from their own devices or how do you work
that out?>>DAYAMUDRA DENNEHY: In my class, everybody
as it happens has a mobile phone. I bring a few extra devices and bring my old phone
with me. I bring my tablet. Some of my older users have phones, but do not how to use them.
Sometimes I take a student in the hall and record and a few older students I do it that
way. Students share their phones and the record themselves or each other. But I love in the
face-to-face class is the students are asking each other. That is fine. I want to show you
an example of that. Something very interesting is that a lot of teachers will say my older
users cannot use technology. At the beginning, I did get pushback. I want to introduce you
to my student who is Vietnamese. He has been in this country 20 years and he has been working
the whole time and now he is retired and coming back to school. You can imagine for him in
a class of 20-year-old using their phones. He feels a little out of place. I work with
him individually or he works with a student. Now he has come to me and said show me how
to use my phone. He has a phone and now he is excited about using it.’S kids gave it
to them, but he never used it and it is empowering him to use tools. We looked at things like
the bus schedule or the train schedule or things he could use to make his life better.
Here is his first introduction in class. [ Video playing ]
There was some self correction in there. He is from San Francisco. She said no. I’m from
Vietnam. That self-correcting is important and that is real communication.
>>MICHELLE PACANSKY-BROCK: It is beautiful. We have a question. The question is is Flipgrid
currently available inside of Canvas or something outside of the online class that Canvas offers?
>>DAYAMUDRA DENNEHY: Michelle, maybe you can speak to that because you may note Canvas
interface better.>>MICHELLE PACANSKY-BROCK: Flipgrid is not
something you inherently find within Canvas unless your institution had a license and
integrated it at the admin level. I am not aware of anyone in the system that has that
yet. If you do, let me know. I would be fascinated to know that. They have sight licenses and
you can have it integrated at the campus level, but you have to purchase that sitewide and
licensing happens. From what I understand — I’m not 100 percent sure — if you have
an upgraded account which they call classroom account, then you get the embed code for Flipgrid
and embed that directly in your Canvas course. Those are a couple of options.
>>DAYAMUDRA DENNEHY: At the moment, I’m having students get the app and we do it on our phones.
I have a feeling that will improve.>>MICHELLE PACANSKY-BROCK: There is a LTI
— Flipgrid has LTI plug-in for Canvas. You may be able to install at the local instructor
level if your campus allows you to do that. There’s so many if in this equation which
makes Canvas great, but makes it hard to have a cohesive conversation about what you can
and cannot do.>>DAYAMUDRA DENNEHY: There’s a lot of variables.
Some people asking how the students interface and what kind of technology they use. In my
class they use phones, but I have seen examples of stations. Some teachers have a station
or they have a computer and the students one by one to the computer and interface and record
that way or they have groups and each group has a laptop. I do not think you have to have
everybody on their own phone. For me that works well and you can see in the background
of the videos have the students use the phones were gathered around and talking to each other.
That is another way we build community and showing each other. They’re helping inch either
become more literate with technology and that takes time on task. You do not see anybody
like looking out the window. They are engaged.>>MICHELLE PACANSKY-BROCK: And Denise brought
up a point which is important and maybe you heard you say it. The students have an account
comment and you touch other record and they enter the name. And that’s why they sure the
voices we should>>MICHELLE PACANSKY-BROCK: It gets confusing
and they need the nap — app any the app to post, but you have to give them all your information.
>>DAYAMUDRA DENNEHY: That is a big security concern and it is valid. They can create one,
but they do not have to. I will show you from the perspective of what that looks like.
>>MICHELLE PACANSKY-BROCK: Sorry to interrupt. There is a link shared and I’m not using your
name of the person who shared it because it looks like you have initials with your last
name here. They shared a link that has information about Flipgrid and Canvas. I will put that
in chat. You can look at that.>>DAYAMUDRA DENNEHY: I will share that on
Twitter later if people want to follow me and I will give you my Twitter handle at the
end of the webinar. I will show you two more in the introduction. What I like to do each
week is look at the theme and in ESL we go with themes. This theme was work. I love this.
This is another way for me to understand my students better. Ask what jobs do you have
in the past and what are the duties? I was surprised by some of the things they posted.
This is one. [ Video playing ]
That is interesting to me about the video is how comfortable she was. It made me realize
sometimes when as students, they get nervous and maybe not as affluent as they are in these
videos. She got up and was very comfortable with her phone. She recorded that. It kind
of surprised me how fluent she was. And I can also listen for some things that could
be improved. And I had no idea she was an event manager. With 30 students and class,
it’s hard to get that information. That was great and that helped us build a connection
so when I was near her working with her I said tell me more about that. Now we talk
about museums and art and things like that. That is really great. There is another student
and also very shy and a little nervous when he talks to me. I learned some fun information
about his work history. He tells me I am retired. I had no idea what his work was.
[ Video playing ] I was the boss. He was a martial arts instructor
and had a place like a room with computer games where people take come and play computer
games.’Sentrepreneur or. I know I did. He tells me I’m retired but he was a real entrepreneur
in Vietnam. He had a computer game station and martial arts school. Amazing. You might
think of any of those things how you might use those in your own class? How might you
adapt that to your own subject area whether it’s face to face, hybrid or online? With
this school of community building, how will students interact with each other? How you
interact with them and how we build stronger and more vibrant (indiscernible). I would
like to show you how it looks like from the point of view of the educator. This is the
first — the first screenshot of the first Flipgrid I made which is introduction to my
students. From the point of view of the educator, this is my screen. One thing I found confusing
at first is there’s a difference between grid and topic. This is my one grid ESL fall 2017.
The grid is like the folder. Under the grid, you have different topics. These are different
topics that are created for my classes. The topics are like files and the grid is like
a folder. For today, I will make a new topic just to walk you through it. Think again the
topic is like a folder. We are going to call this topic professional development. And here
you can have a little picture that comes up on the landing page. Always put my own picture
of. To have a new feature we can add a giphy and upload an image and I’ll put a image to
show you how I do it. This is a picture from the University of Mexico City. This is going
to be the topic, the folder. This is where I get
confused. We will call this professional development. Now we have our grid. I just want you to
see what the dashboard looks like. Here my dashboard with my grids and this is the grid.
Under this grid, we will create a topic. This is where we post today. We will call this
webinar intros. Now we have a topic. This is what you share with your students. All
the topics live under the grid. Do not need to show the grid with the students, just the
topics. And you will see here their stickers and drawings. My students really like to put
stickers on themselves. You can decide you’re not going to do that. They do little emoji’s.
The younger students like that. Once you have your topic, you get a Flipgrid code. This
is the Flipgrid topic code and this is the one that we share with them. You have Flipgrid.com.
This is my phone and this is from the app. The students get this and they put under it
says give you the Flipgrid code and this is it. I will show you that from the student’s
perspective here.>>MICHELLE PACANSKY-BROCK: On the app it
has you click I am a student and then enter the code?
>>DAYAMUDRA DENNEHY: On the computer interface, you put the Flipgrid code here. I will demonstrate
from the point of view of the students. I have the code open on my phone. There is a
green button with a plus sign and add response. I will do that.
>>MICHELLE PACANSKY-BROCK: Can you repeat the code one more time? Just type it into
chat for everybody. I want to make sure I have the right one.
>>DAYAMUDRA DENNEHY: I will leave it on the screen.
>>MICHELLE PACANSKY-BROCK: Should they go to the grid or the topic? What do you suggest?
>>DAYAMUDRA DENNEHY: The topic. I will show you what it would look like for the students.
You have shared that and now I am a student. I have my phone and we’re going to make a
little video right now as I’m talking to you. Hello. I am Dayamudra and welcome to Flipgrid.
And the next screen, you can watch a to. There video and take a little selfie. You can add
a sticker if you want are some fun little Halloween stickers now. I will add a Halloween
sticker. You put your name, your first name and last name is all you need to add. You
do not need to put your e-mail and submit. Janet, you are fast. Let’s take a look As
you add, it comes up and you can have it as a list or have it as a grid. The students
can go down and see each other. Those are the steps. I think is you play with it, you
will get more comfortable. I think one thing that is confusing is the grid versus topic.
The topic is what you want to share with your students. The topic is the file and it lives
inside of the grid. You really do not need more than one grid. When grid is fine. I have
two different grids. I think of the free account, your allowed one account — one free grid
and at the end of this webinar, I give you a code for the premium account we can have
several grids. Either way. That was a lot information. Maybe I will possible for a moment
to see if anybody has any confusion. Let me show you this as well sure topic. This shows
you the code so you can copy it and send it to students. I use remind my class and send
it as a live link to remind and they click on it or you can use this this code if you’re
already in the app.>>MICHELLE PACANSKY-BROCK: We have a question
from Carolyn. She is asking can you see the transcript for the responses that were just
posted?>>DAYAMUDRA DENNEHY: Let’s see.
>>MICHELLE PACANSKY-BROCK: There are a couple more if you reload. Let’s try Michelle’s.
This is what I find to be the problem with transcripts. What I do is go in and edit,
but the thing is the students cannot see that. I don’t know if you can see it from your end.
Michelle and I did a test of this, but it looks like only the teacher can read the transcripts.
>>MICHELLE PACANSKY-BROCK: It is interesting that it would be designed that way. Daya and
I were speaking earlier today that I sent feedback to them about how important that
transcript is for accessibility workflow. Not only for students to see it, but if the
students have the ability to edit their transcript after they record a comment, you have a workflow
that could be accurate with text alternative.>>DAYAMUDRA DENNEHY: I think that is great.
Are there other questions?>>MICHELLE PACANSKY-BROCK: I do not see anymore
right now. Rob commented saying he really loves Flipgrid and he is interested in getting
some ideas for how to use it for math.>>DAYAMUDRA DENNEHY: Using stuff on math.
I am sure in my hashtag Flipgrid success, but if you go to Flipgrid fever, there is
a really active community on Twitter of math teachers. A ton of math teachers on there.
What I have seen teachers do is have students explained math problems especially in groups.
It seems to work well. These are teachers that have stations set up so the students
go to a station and explain part of a problem. Or they do a collaborative. There’s a lot
of applications from that. I am not a math teacher, but if you go to Twitter and follow
hashtag Flipgrid fever, you can get a lot of good ideas. And Flipgrid has different
learning communities. You can go in and find other math teachers. You can explore that
a little bit. Here is something I do at the end of a unit. I students summarize what we
did and what they learned and what was most useful and how they feel about the class.
That way I get an idea of what were the important learning points and how did I meet learning
objectives I sit and how are students feeling about the class? Is there anything I can improve?
I will share with you what some of my students said and have you think about how you might
do this with your students. And what kind of questions you would create that really
connect with your on learning objectives. The first student is from Vietnam. This is
a different one. This was summarizing the learning instead. In this one, we were studying
present tenses and I wanted then to present back what they learned in that unit about
present tense. I like this. I asked them to do individually, but these two students work
together and created kind of an interview almost like a talkshow. I thought it was super
fun. [ Video playing ]
For me that was a great summary. I can see they
really got it. Even though it’s a basic verb tents, there is confusion in the got the main
points. They got the X and two parts and had fun and corrected each other even the pronunciation.
There was some learning outcomes that I had not expected.
>>MICHELLE PACANSKY-BROCK: That is great. I love the photo bomb in the background.
>>DAYAMUDRA DENNEHY: Yes. They’re having so much fun with it. This is a reflection
I started to talk about before. In each topic, I put a picture and this time I put a picture
of my cat. I students talk about in my level 4 class what did they learn in the first three
weeks in class? This is my student. [ Video playing ]
I love that. She is actually pregnant and she can talk to her doctor. I feel I can retire
now a happy teacher. She can read the label on her medicine. There are things that are
happening outside of class I was not aware of. They never tell me these things. With
this and maybe I should bring in some more stuff about reading labels and bring in things
about how to talk to your doctor.
>>MICHELLE PACANSKY-BROCK: That is really powerful.
>>DAYAMUDRA DENNEHY: Here is another student. [ Video playing ]
That is really good feedback for me. She feels comfortable in the class. That is super important
and she’s using English with our customers.>>MICHELLE PACANSKY-BROCK: Can we pause on
that point for a second? I think that is so so important. With someone who’s taught with
voice and video online many years. Some of the folks on the webinar right now are asking
to record videos and videos — and many are. Imagine some of you are feeling a little like
I don’t know I feel comfortable doing this. It is a leap we are expecting they were asking
our students to take. When we do it, we start to experience that which is important to foster
that empathy. And that letting students know I felt weird the first time I did this too.
You do well, you don’t have to be perfect. All those things and you clearly are modeling
that so I think that point has to be stressed. It is so important for every single one of
us to take that back to our class.>>DAYAMUDRA DENNEHY: Let me share one more.
[ Video playing ] That makes me feel so happy. She is taken
my class in preparation for academic classes. Swinton orientation and ask questions and
people understood her. That is huge. I did not know that. She did not mention that to
me personally. When I see that I think these are the ways that students are using that
information outside of class.>>MICHELLE PACANSKY-BROCK: Absolutely. Do
you mind if I interject one more thing here? I am thinking about my experiences. I have
not taught with Flipgrid. I was with VoiceThread for many years and students also the option
to record a webam.org comment. That is what were talking about here. One of the unexpected
outcomes I experienced when my students were using the webcam they started sharing things.
It was a history of photography class and has students holding old photographs of the
family because of her making connections of which were learning about in class. What they
had around in them in their own family archive was amazing. When we think about video and
some of the brainstorming that people are doing it right now, think of things and objects
they can hold up and sure as part of their video comments. It does not have to be a face.
You have wonderful examples of interactions between two people which I love your modeling
that. Those are wonderful ideas.>>DAYAMUDRA DENNEHY: When we experimented
with using Flipgrid that worked well was on a field trip. This is not a face-to-face class,
but it be great for an online class as well. Have students go out and record with Flipgrid
and put it back and share their outing outside of their home, outside of the LMS. The Asian
Art Museum in San Francisco we have the summer of love anniversary. 50 years after Summer
of love and took their paintings and flowers and had a flower power now exhibit. There
is an artist Megan Wilson who did beautiful flowers that went from outside the museum
and through the museum walked you through. And there was poetry that Megan illustrated
and they had the interactive poetry exhibit outside. What I did was I went to the museum
before I took my students. I interviewed the curator and the artist as they were working.
This is what the student saw before he went on the field trip and we used Flipgrid when
we are on the field trip as well as they use their cameras to record the experience. I
talked to the curator. The students were able to see this and see the reason behind the
exhibit. From her perspective. [ Video playing ]
I got really lucky with that because she was walking around the museum’s. I said let me
video you. That was completely spontaneous. Feel it is a real overview to the reason of
the exhibit and we do not have enough time, but if you want to see this Flipgrid, I can
share with you. Megan Wilson’s painting as I was walking through we got her talking about
flowers. And there is inspiration talked about the poetry and when the went their students
recorded Flipgrid with the art and talked about their personal response to it. She did
this little grapefruit from little instructions she called flower instructions and one is
keep sisters close. The students got that. They said I really like this. It is about
intimacy. They really got the feeling of the poetry and the art coming together. I am using
— using this for field trips is a great idea.>>MICHELLE PACANSKY-BROCK: Daya we are for
minutes away from closing time. We had one of the participants sure he was able to integrate
Flipgrid into his Canvas instance as well as create an assignment that uses the external
tool Flipgrid. I don’t know how to use Flipgrid, but I feel its important to know we can have
it set within Canvas. I am wondering if Rico would be willing — we are in webinar mode
so we cannot use his microphone. I was going to ask him to describe the process. Forget
it. Nevermind.>>DAYAMUDRA DENNEHY: This is my hashtag Flipgrid
success. If you want to put a link on Twitter under hashtag of Flipgrid success and look
at there. Flipgrid fever is a big community of Flipgrid users on Twitter and on the left
is an example. Someone is asking about math. That’s the teacher that uses Flipgrid with
math and there’s a cute picture of the students. Flipgrid has opportunities to become Flipgrid
certified. They have an ambassadors program and I was chosen to be an ambassador for the
winter 2017. It is a way for educators to share what they’re doing and develop tools.
I’m really excited about that. I encourage people to explore a little bit and see how
they can join other educators for using the tools in the best possible way. This is my
e-mail. Please feel free to contact me. Flipgrid has given us this code Flipgrid success so
you get a free account when you go in and you can get a premium account 45 days if you
put in this code. You can play around with it and see if you like it and feel free to
post anything you learn today on your social media with the hashtag Flipgrid success.
>>MICHELLE PACANSKY-BROCK: Thank you so much Daya. That was so inspirational. It is such
a pleasure to spend an hour with someone who is so committed to ensuring your students
learn and is so willing to experiment and try new things and at the same time turn around
and share with your peers. It gives me goosebumps. Thank you so much for being so genuine and
so honest. And sharing so much with us here today.
>>DAYAMUDRA DENNEHY: Thank you Michelle and thank you everybody for joining us.
>>MICHELLE PACANSKY-BROCK: Thank you so much. To everyone who signed up for the webinar
will receive an e-mail with a link for the satisfaction survey. I have that right here.
Let me put that real quick in our chat window. If you have a minute to click o n it, and
respond to our survey, Let us know you enjoyed the webinar. You will get that e-mail Lincoln
of video along with the archive when it’s processed in the captions in place. Have a
great afternoon. Thank you again.

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