The YouTube coin:
- On one side you have a ginormous reservoir of digital media that many educators have gone to support and enhance their lessons.
- On the other you have the those suggested/related videos that display at the end of the video, and some use the term “related” very loosely.
But, thanks to a recent posting on Google+ from Tony Vincent over at Learning in Hand, I learned that there is a way to disable the related videos from showing at the end when you go to embed a YouTube video:
- Scroll down beneath the YouTube video and click on the ‘Share’ button.
- Click on the ‘Embed’ option to reveal the embed code for the video.
- Click on the SHOW MORE link located just below the embed code box.
- The window will expand to show a preview of the video an additional customization options such as video size and player controls. The first checkbox is the one you want which is enabled by default: “Show suggested videos when the video finishes.” Uncheck this box to disable the suggested/related videos panels from being displayed at the end of the YouTube video.
- Copy-&-paste the revised embed code and add it to your project.
If you’d like to share a YouTube video without any of the distractions found on their site, then you should check out the site ViewPure.com
One of the greatest gifts we have as a species is the ability to tell stories. And when we tell our stories we do so in wonderfully diverse ways such as music, dance, voice and many more. Now you can get up close and personal with some of these storytelling techniques thanks to the Google Cultural Institute and Google’s 360˚ capture technology.
Choose from a list that includes Music, Opera, Theater, Dance, and Performance Art and then head off on an immersive journey. Access images, video, and map locations relating to the various types of performances and their venues. Then, click on the 360˚ icon to travel to that location and experience things as if you were there! Use the map icon in the bottom-left corner to access the available cameras and any additional media choices. The site can be accessed by both desktop and mobile devices.
I chose to travel to Carnegie Hall and observe the orchestra as they played. I watched as their hands and fingers manipulating the instruments, at times moving so fast that they became a blur, in order to create a beautiful-sounding performance.
- While nothing can beat the real thing, for schools that struggle to fund field trips (who doesn’t these days, right?) to performing arts venues this site could be the next best thing.
- Ask students to reflect on the sights and sounds that they consume through these unique points of view. What do you think it’s like to sit facing the audience? How does it feel to have all those stage lights focused on you? What do you think the performers are thinking about when they’re onstage?
One of the challenges of public speaking is staying connected to your audience and ensuring that your presentation remains relevant to their needs and interests. One strategy presenters use is setting up a back channel, where audience members can ask questions and discuss the the various points introduced during the event and the presenter can then access later. Now Google has jumped on the back channel bandwagon with the introduction of Google Slides Q&A.
To access the new Q&A option:
1. Open a Google Slides presentation and then enter presentation mode.
2. Locate the ‘Presenter view’ option from the menu bar located in the bottom-left corner of the window. You can also press the ‘s’ key on the keyboard to bring up the SPEAKER NOTES tool, then switch to the AUDIENCE TOOLS tab.
3. Here you will see the custom URL that audiences can use to submit questions during the presentation. When active, the URL will be displayed at the top of every slide in your presentation and participants can then access the Q&A tool from any device.
- Use the slide bar to the right to turn the Q&A feature on/off.
- If you’re using a Google Apps for Education or Work account, you have the option to restrict access to the Q&A tool to just your domain users. Otherwise, you can set the access to ‘Anyone.’
Google Slides Q&A is available for any and all presenters, so students can take advantage of this tool as well. Although, I have to report that many of my students find the laser pointer tool to have a much higher “coolness” factor. For more information, please check out the post on the Google Docs Blog, and to see Slides Q&A in action check out this video on Shree Bose, winner of the first ever Google Science Fair.
- Use Slides Q&A to prevent interruptions from students during a presentation while still placing value on those same questions.
- Allow students who struggle to speak up in class to have a voice and contribute to the conversation.
- Use this tool to help students practice crafting thoughtful questions, provide constructive criticism, and model academic commenting criteria.
In my Digital Citizenship lesson about Private vs. Personal information sharing, we discuss how to make good choices about what we choose to share with others online. Personal information, like a shadow, provides an outline of who we are without giving away any specific details (e.g. one’s age, favorite food, or pets name). Private information, like a mirror image, provides specific details about ourselves (e.g. full name, street address, date of birth). I already use a Google Drawing template of a Facebook profile (adapted from a Historical Facebook template) that students fill out. Students must ask themselves the question each time: is the information Private or Personal? Now we have another social media profile template: Twitter.
The Twitter fictional account template is another Google Drawing file that students can copy use the File -> Make a copy… tool. The template asks students to select a profile picture and background image. In addition to name and username, students need to provide a small write-up for their bio as well as links to their location, website, and birthdate. The template also provides up to three follower profile templates for students to fill out. Because anyone can search Twitter without an account, it is even more important that students carefully consider the information they choose to share on their profile.
Recently Google added Reminders to the mobile Calendar app, allowing you to add an a reminder to your to-do list that will move with you from day-to-day until you complete it. Now, Google has gone a step further and added Goals to their mobile app. Unlike Reminders where you program in the when and whether or not it needs to repeat, Goals scans your schedule looking for the best times and then pencils itself in.
To begin, click the plus sign in the bottom-right corner in the Calendar app and from the pop-up choose the ‘Goal’ option.
- Choose from five different categories: Exercise, Build a skill, Friends & Family, Me time, and Organizing my life.
- Answer a few questions to help Calendar determine the what, frequency, duration, and what part of the day would be the best time to schedule your goal. If none of the questions fit your particular goal, each one has a ‘Custom…‘ field.
- Before Calendar begins crunching on the data provided, you will have the option to look over all of the information and make changes if necessary.
Once a goal has been set, Calendar will monitor your progress and make adjustments along the way. For example, if you schedule an event that conflicts with a goal then Calendar will automatically reschedule the goal. Can’t make a scheduled goal time? Then tap on the goal and select ‘DEFER.’ Best of all, the more you use Goals the better Calendar will get at selecting the best times to schedule your goals. Check out the full story over at the Official Google Blog.
- Do you have a reading goal for your students? Have students use Goals to help find them fit in that 30 minutes of book time.
- Use Goals to promote acts of kindness. The cool thing is that kindness can be anything and happen at anytime.
TubeChop – Clip the beginning AND end points on a YouTube video
When sharing a video, YouTube has long provided the option to set a specific starting point for the video to a time of your choosing. While this does come in handy, the benefit fades away when the video segment you want to share does not include the video’s original ending.
Enter TubeChop, a free web service that allows you to truly isolate a video segment by giving you the ability to crop both the beginning AND ending of a YouTube video, and then share it. To see TubeChop in action, check out this video tutorial by Richard Byrne from FreeTech4Teachers.com.
Me: “Okay class, I would like you to open up the assignment in Classroom.”
Student: “Mr. Shuman, I don’t see it.”
Me: “Did you refresh the page?”
Student: “Yes, I did. It still isn’t there.”
Me: “Really? Now how can that…oops, I forgot to assign it. My bad.”
This scenario plays out way too often in my classes. I tend to prepare my posts ahead of time and leave them sitting in Draft form until I’m ready to deploy them. This works out well for me…unless I forget to follow through and assign them to the Stream. Now, in addition to posting or save as draft, Google Classroom has the option to schedule your assignments!
When you create a new item in Classroom, use the drop-down menu in the bottom-right corner to access the Assign, Schedule, or Save Draft option. The scheduling feature works for announcements and polling questions too. Once added, the schedule setting will appear at the top of a posts edit window:
NOTE: For an assignment, set its due date first, as you cannot schedule a post after the established deadline. For more information, please refer to the Google Classroom Help Forum.