You may have noticed: I create lots of GIFs.
You may have wondered: how does Jake make his GIFs?
I ❤️ the functionality of creating them in Camtasia 2 for Mac. Under Advanced Export is an option for “Animated GIF.” It’s pretty much that simple….
However, if you choose to do this, you want to put some thought into how & where you plan to use your GIF. Certain platforms have time & file size limits for GIFs. Others do not. Twitter, for example, limits GIFs to 5 MB. To obtain the perfect balance between high quality image and low enough file size, I leave the settings all of the way up and then nudge them down until I hit something just a hair under 5 MB. I prefer the frame rate at 30 and won’t go below 20. If a frame rate of 20 doesn’t get me low enough, I decrease the dimensions. If needed, I even use custom dimensions to hit that sweet spot of quality-file size. (More content after GIF)
Twitter doesn’t appear to have a limit for the time length of the GIF. However, the longer the GIF, the higher the file size. So, I cut my GIF’s at 20 seconds. That was always the limit for GIFs in the SnagIt extension, and it seems like a good number, so I go with it. To hit this limit, I increase the speed of my videos to get them right to 20 seconds.
(When I last checked, Google Apps for Education Certified Trainers received Camtasia for free. If you’re not eligible for that I believe it’s well worth the actual education price.)
We all know from experience, as well as the infamously-hysterical and on-point “Death by PowerPoint,” that slideshows should involve minimal text. But, for many people, this is where cognitive dissonance enters. They believe this to be true, but need somewhere to plan what they will say.
Well, Google Slides has a spot for “Speaker Notes,” and here’s how you print them to have ready during your next presentation:
First off – I can’t take credit for this idea – just the GIF below. I’ve heard it mentioned most recently on the Google Teacher Tribe podcast where the idea was credited to Jeremy Badiner.
Second – In a Twitter discussion with Molly MacKinlay from Google (I love Twitter!), she pointed out that there’s an easier way to do this. I still think that there are valid uses of the password-protecting strategy, but when appropriate, her way is certainly easier. I’ll get to this later in the post, right under the GIF…
There are a lot of uses to password-protecting Forms, but here are the 4 main ones that I can see:
Post a Google Form (i.e., an assessment) to your LMS early, but students won’t be able to access the questions until you give them the password or until they complete a preliminary activity that releases the password to them.
Set this form as part of a BreakOutEDU style activity – participants can only access the form once they’ve found the password in the previous stage.
Make it so only your intended audience can fill out a form. (i.e., 1st period class, but not 2nd period class)
Keep sensitive information within the form, just like a password-protected website.
One important note: setting “error text” is essential – otherwise it will tell the user the password.
The other way of doing this:
In my aforementioned conversation with Molly, a product manager with Google For Education, she reminded me of the ability to turn off “Accepting Responses.” If you want all of your students to have access to this Form at the same time, this is definitely the preferred way to go about it. Leave it off until the quiz starts, then turn it on, then turn it off when the quiz ends. Easy-Peasy. The exceptions start with anytime that you want differentiated access: i.e., students can’t start a quiz until completing a certain activity, only students from a certain class should be able to access a form, etc. And they continue with specialized applications of Google Forms: Digital BreakOuts and more. So, choose based on your need. If you’re just keeping a form closed until test time, use the “accepting responses button.” If you’re differentiating access in some way, use password-protecting.
Ah, the power of the Twitter PLN. Both of the following notes came to me through discussions with people on Twitter.
@HaleEdTechpointed out that the user (i.e., student) can discover the password using Inspect Element or View Page Source (both are in the right-click menu). If you intend to use this regularly, you may want to 1) turn off Inspect element in the Google Admin Console and 2) block “view-source” in the URL blacklist in your Admin Console. These will only prevent this in Chrome – there are likely other steps you’d need to take with Safari or Firefox.
@EfrenR shared with me that people should refrain from using the word “password” in this situation, as Google Forms directly states that they’ll “never ask for your password.” He reported that they may even flag your Form for requesting user’s passwords. So, it may be wise to use something like “keyphrase” or “Form Code” instead.
When at conferences and other learning events, I see lots of people using a variety of different URL Shorteners and QR Code creators. I started to wonder… which is the best? Here’s a chart to help you decide… Continue reading Which URL Shortener is best?
***NOTE: On 8/29/18, I received word on Twitter that TwitListManager is either no longer working or not working consistently. I haven’t confirmed “what’s up.” An alternative called twitterlistmanager.com was suggested. I have not used it and cannot confirm its quality, safety or reliability. Others do recommend it though!***
If you’ve been on Twitter for a long time, you probably follow more people than you can possibly keep up with. And, if you’re like me, it probably bums you out when you’re missing some good posts from some of the people that you really want to see everything from.
The solution is lists. Create lists in Twitter that contain the “important” people or that relate to a certain thing (i.e., the school you work for). Don’t worry: your lists can be private.
Well, if you’ve ever created lists in Twitter, you know that it’s clunky. TwitListManager is the best solution for that that I’ve found. Go to the site, log into Twitter and assign all of the accounts you follow to certain lists. Easy-peasy.
First, I have lists for my school district and my friends (I read every tweet in those lists).
Second, I separate everyone into Level 1, Level 2 or Level 3. Level 1 are the people who I really want to see posts from. I try to read all of them. Level 2 are people who I’d like to read the posts from, but they’re not a priority. Maybe if I have to wait an hour in the doctor’s office waiting room… Level 3? Well, I’m just following them to be polite.😬 Sorry, if you’re in Level 3! 😬
Finally, I have some other lists that I use at certain times. That includes things like the NFL Draft–I use that list for a few days every April–and Fantasy Football–I look at that lists on Sunday’s in the fall and when I’m setting my lineup.
One of the earliest edtech tools that I recommended to the teachers involved in the Writing Ourselves project, which I am the Technology Director for, was the DraftBack Extension. Once enabled, the extension allows you to playback your writing process for any doc that you are an editor on. Obviously, the best use case for this would be to have students do this.
What a powerful way for students to reflect on their writing process and for educators to assess (and offer feedback on) the way that they go about the writing craft. Awesome sauce.
If you’re like me, scrolling through a really long .pdf hoping to find the right page drives you bonkers. Did you know that, when looking at a .pdf in Google Chrome, you can jump directly to a page number?
Note: This is based on the number of pages in the document and occasionally the publisher of the PDF didn’t count the cover page and other initial pages in their numbering. So, typing in page 10, might actually land you on page 9 because the cover page didn’t count. But, hey, at least you only have to scroll one more page!
A great tool for creating rough drafts or brainstorming for writing is voice typing. Encourage your writers to use this tool to get their thoughts “down on paper” while their creative juices are flowing.
Let me start with this . . . I think the best thing that we can do for children in regards to the dangerous, disruptive and distorted content on the internet is to teach them to identify and avoid it. However, some students have difficulties with this and during intermediary times while helping them to develop better/safer online habits, an alternative support may be necessary.
One option is to use a separate Google Admin Organizational Unit (OU) that is has restricted internet access. In it, you can block all online content except for content that that you and your educators have identified as being a part of students’ learning experience. (The last thing that you would want to do is limit or prohibit their learning)
To do this:
Login to the Google Admin Console
Go to Device Management > Chrome Management > User Settings
Select the appropriate OU (Organizational Unit)
Scroll down to the URL Blocking Section
In the URL Blacklist section enter only a *. This blocks ALL internet content.
In the URL Blacklist Exception section, list every site that you do want your students to have access to. Keep in mind that an address like khanacademy.org will unblock anything starting with khanacademy.org, including things like khanacademy.org/math.
A few tips:
When placing students into this group, you may need to move them in Active Directory in order for them to stay in the Google Admin Organizational Unit. It all depends on your setup.
Maintain a Google Doc that teachers can access to see what sites are unblocked. That way, they can double-check their sites that they intend to use . . . and send you additions.
Consider using an instructional piece about appropriate internet use to help students learn to make better choices so that they can be moved out of this group after an appropriate amount of time.
Again, this is not a perfect solution, but different students need different supports and scaffolds as we prepare them for their futures in our technology-obsessed society.
Note: These limitations will only be apply 1) in Chrome, 2) with the student logged into Chrome.
There are multiple options for creating animations (GoAnimate, Scratch, etc.) but my favorite way to do it is creating Stop Motion Slides. I like that I can make it exactly how I want it in this format. I think this has tons of potential in all subject areas (Please comment or share on Twitter with the hashtag #StopMotionSlides if you come up with any cool uses for it).
There are two main steps:
Create a Google Slideshow where each slide is an incremental change from the previous one (like a flipbook).
Open the slideshow up in Presenter view and use a screencasting tool (i.e., Camtasia, Screencastify, Screencast-o-matic) to record it as a video.