Selena Woodward
Chief learner, Uni lecturer, Co-founder and mum. Passionate about empowering my students, myself and my colleagues so that we can be the best we can be.

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Demonstrating 4.5

Demonstrating 4.5 AGAIn

Discover 365 in the Classroom

July 13, 2017 | Focus Areas: | | | | | | | | | | | | | | | | | | | | | | | | 0 COMMENTS

Data Sovereignty, Understanding of Modern Networking and Protocol

For the second time, in the last 12 months, I was asked to use the Harvard Thinking Routine to explore the concept of “The cloud”.  We were shown this image from Microsoft’ s Brand pack and asked to consider what we saw, what we think and what we wonder. This thinking routine, in this context enabled some great learning conversations.  It highlighted gaps in knowledge fairly quickly and enabled us to fill those gaps both through directed teaching (from Troy) and shared colleagial conversation.

365 by MarkeetaRoe Phillips. ( https://twitter.com/MarkeetaRP) Used with permission

What i see: clouds, dots, logos, icons, diverse demographic, laptops , tablet, devices, connected,

What I think: It’s connecting people in the cloud,

What I wonder: What is the E icon?

 

 

 

 

Microsoft Online. One Drive. Creating Collaborative Documents “Used with permission from Microsoft.”

New knowledge I gleaned from this conversation:

  • I now completely understand the difference between office 2016 and 365 and how they both have an advantage over Google Docs.  We can use our One Drive to create 365 files for any of the office programs. However, they sit in the cloud, much like Google Docs.  Because we have 2016 we then have the option to download that file and use it on our desktop with a more powerful version.  We can then save that back to the cloud.
    • This means that if you want more than one person collaborating in real time you’d want to encourage them to do so in the 365 browser base versions of office
    • If the interactions become asynchronous then it is possible to work desktop’s version of word (2016) and then save your changes.  The other parties will see these instantly. – This is great for developing our topic books and rubrics too!
    • There may be restrictions inside out tenant which would mean that students can only collaborate with students (and staff) in our tenant at Flinders
    • This is something I also should talk about in relation to DECD, AISSA and CESA to help students understand the concept of tenants and the policies within them
  • The 365 tenant within a school is owned and controlled at school/ uni.  It belongs to them. They control what you can access and who you can collaborate and interact with.  However, if you grab your own tenant at outlook.com, then you have control.  You get the basic versions of the software in the cloud so at least you can use it a bit!!
  • I can run several One Drive (Each with 1TB) Used with permission from Microsoft.

    I now have several One Drives set up on my laptop.  One for Edufolios, Personal Files and Flinders.  I didn’t know that was possible!  I have also understood that I an remove all the documents etc from “my documents” and place them into One drive.  They will then, not only be stored on my local machine, but backed up in the cloud (which is a large server farm in Port Melbourne BTW).  This means I have automatic redundancy for my files and I can access them on any device (phone, tablet, uni computer) simply by logging into my 365 account.  Of course, when they’re in one drive I can also invite anyone in my tenant to collaborate!

  • All teachers get 5 free copies of office through your department or cath ed/aissia.  You can add the licenses to your home machine, your nan’s machine etc. The kids too! This also applies to your phones and tablets. It’s worth reminding out students of this in relation to their licenses and explaining what happens when they leave and move to another tenant

Target: Listening to the conversations that came out of this discussion was really interesting.  This pedagogical technique doesn’t leave any room for the teacher to make assumptions about prior knowledge and this leaves lots and lots of space for more conversation.  This is definitely a technique that  I will be stealing (thanks Troy!).

In relation to knowledge gathering around data sovereignty, tenants, digital security and protocol this conversation just HAS to happen in my workshops with 9404.  The confidence that clarity over the answers to their questions (and they were different in each session) brought was invaluable.  That knowledge and clarity will, I am sure, result in more actually being done with these tools.  That’s my aim when I teach.  I’m not looking for them to just know and understand the possibilities.  I want them to be able to apply what they learn and use it.  Anything we can do to gain confidence is a no brainer.  Plus, it’s a fantastic (and less dry) way of introducing issues around the ASEPPs and Digital security.

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