WEBVTT 1 00:00:00.930 --> 00:00:02.010 Juanita Markham: And handed over to Mary 2 00:00:12.090 --> 00:00:13.019 Juanita Markham: you're muted Mary 3 00:00:15.059 --> 00:00:18.060 Mary Rowland: Wonderful, thank you need, I can everybody hear me okay 4 00:00:18.869 --> 00:00:19.770 Juanita Markham: Yes, that sounds good. 5 00:00:20.160 --> 00:00:21.090 Mary Rowland: Okay, thank you. 6 00:00:21.570 --> 00:00:35.400 Mary Rowland: Okay, wonderful. Let me just open up the chat box. So I can keep an eye on that today as we present. And can everybody see my screen, you should be looking at the PowerPoint presentation. 7 00:00:35.970 --> 00:00:37.890 Mary Rowland: Yes, perfect. Okay. 8 00:00:38.220 --> 00:00:39.390 Mary Rowland: Go ahead and get started. 9 00:00:41.160 --> 00:00:51.480 Mary Rowland: So Hi and welcome to our learn with info Ohio webinar series. Thank you for joining us today for the final webinar in the series. Follow the curriculum building road. 10 00:00:51.810 --> 00:01:03.930 Mary Rowland: So blended flipped hybrid. Oh my. We're certainly not in Kansas anymore and the 2019 2020 school year was a challenge. And as we look towards an unprecedented 2021 11 00:01:04.290 --> 00:01:11.460 Mary Rowland: School year schools will need to further integrate technology into their instruction to connect and engage with learners. 12 00:01:11.880 --> 00:01:19.380 Mary Rowland: So in order to move past emergency mode reflecting on what worked and where to improve is a really helpful start 13 00:01:19.860 --> 00:01:32.580 Mary Rowland: So no matter whether next school year brings face to face lending or remote learning info Ohio can help you build your Digital Tool curriculum to use next school year and beyond. 14 00:01:33.090 --> 00:01:44.280 Mary Rowland: So this summer. We're off to see info Ohio's digital resources as we need to set. If you haven't had a chance yet to introduce yourself in the chat. Please do. Tell us where you're from and your position. 15 00:01:45.120 --> 00:01:54.030 Mary Rowland: My name is Mary Roland, and I am an instructional team specialist with info, Ohio, but before coming to info, Ohio. I was a high school English teacher 16 00:01:54.510 --> 00:02:08.100 Mary Rowland: And I am zooming to you from Wellington, which is in Northeast Ohio. So if my connection breaks up just stay calm and I'll be right back. And I can repair, I can repeat any messages that you might have missed 17 00:02:08.610 --> 00:02:20.940 Mary Rowland: So today's webinar will continue on the curriculum building road to find high quality digital content that you can use with your students, regardless of what your learning environment may look like throughout the 18 00:02:21.900 --> 00:02:33.180 Mary Rowland: School year. And there are several info Ohio team member standing by and available to answer any questions. So if you have questions throughout our webinar, please just drop those in the chat and somebody can help you out. 19 00:02:33.570 --> 00:02:42.600 Mary Rowland: Will also be dropping links to helpful resources. So if you want to grab those from the chat as we move through today's webinar, that'd be great, too. So let's go ahead and get started. 20 00:02:45.240 --> 00:02:54.360 Mary Rowland: So returning to our classrooms and school libraries will be a welcome sight but the school at school is going to look a little different now and forever. 21 00:02:54.870 --> 00:03:02.310 Mary Rowland: Some routines will look familiar, but new resources and new learning environments will give our schools, a whole new color. 22 00:03:02.940 --> 00:03:08.970 Mary Rowland: And after the sudden shift to remote learning in the spring, nothing will ever be quite the same as it was before. 23 00:03:09.630 --> 00:03:30.240 Mary Rowland: So during our first two webinars we look at the framework for using the five P's to establish your team your purpose, your process your platform and your program and last week's webinar. We looked at how to locate lesson plans and instructional resources in educator tools. 24 00:03:31.920 --> 00:03:41.130 Mary Rowland: So today we'll continue to work on our program and dive deeper into what will make up the portfolio of digital content. 25 00:03:42.180 --> 00:03:48.600 Mary Rowland: will revisit our purpose and why we should build our digital curriculum and we'll revisit our process. 26 00:03:49.410 --> 00:03:55.500 Mary Rowland: Will look at how info Ohio's open space offers a place to create curate, and collaborate 27 00:03:56.220 --> 00:04:07.530 Mary Rowland: And most importantly, we could not continue this journey without all of you, the people at the center of this process, the dedicated teachers school librarians administrators and coaches. 28 00:04:07.830 --> 00:04:13.980 Mary Rowland: That are driven to bringing your content to life in your classrooms and supporting your students as they learn and grow. 29 00:04:14.520 --> 00:04:25.620 Mary Rowland: So let's return home to info Ohio and revisit some familiar favorites and new resources with a whole new perspective as we come to the end of our curriculum building road. 30 00:04:27.210 --> 00:04:36.750 Mary Rowland: So if you're new to info, Ohio. Here are a few pointers for getting started. First, go to www dot info ohio.org 31 00:04:38.430 --> 00:04:48.960 Mary Rowland: Check to make sure that you're logged in to keep our digital content for Ohio residents only we use layers of authentication that will log in most users automatically 32 00:04:49.410 --> 00:05:00.090 Mary Rowland: So if you have a green icon and you see your school district name or statewide user info ohio state wide user in the upper left corner, then you're logged in. 33 00:05:00.780 --> 00:05:14.610 Mary Rowland: If you need to login or if you need a specific district username and password. You can go to the link that we're dropping here in the chat. Now, so it's really important that when you're using our resources, double check to make sure that you're logged in. 34 00:05:15.840 --> 00:05:21.240 Mary Rowland: And one of the easiest ways to find what you need on the info Ohio site is to use the site search 35 00:05:22.440 --> 00:05:34.410 Mary Rowland: For this webinar series will continue using a document that we saw earlier in the webinar series called the five P's. So if you're following along with me at home you can type in the five P's appear in the site search 36 00:05:36.990 --> 00:05:42.840 Mary Rowland: The document that you need is the first in our results. And there's also a link to that document in the chat. 37 00:05:43.530 --> 00:06:00.300 Mary Rowland: You can download this editable PDF and save it to your computer to use throughout the process of building your digital curriculum. This document will provide you with a framework and some great. Oh, er information. So let's take a look at the framework of the document using the five piece. 38 00:06:02.280 --> 00:06:09.540 Mary Rowland: So the sudden shift remote learning forced us all to provide some answers the questions that you see here on the screen. 39 00:06:09.960 --> 00:06:19.080 Mary Rowland: So let's take some time. You can reflect to yourself on some of the following questions. So what is your current inventory of digital content. 40 00:06:19.800 --> 00:06:31.920 Mary Rowland: How much or how often were you using digital content before March of 2020 and does your current inventory of digital content align with your curriculum. 41 00:06:32.520 --> 00:06:40.200 Mary Rowland: Does it support your student learning needs. Once your team has worked through these and many other questions related to your program. 42 00:06:40.530 --> 00:06:57.750 Mary Rowland: You're ready to start curating digital content to support your transition to a digital curriculum. So last week in the chat. We asked, what do you think the most challenging area of your program will be from the bullets that you see here on the screen. 43 00:06:59.220 --> 00:07:05.640 Mary Rowland: And most people at responded with digital content they foresee being the most challenging at the start of the school year. 44 00:07:08.430 --> 00:07:08.760 Yeah. 45 00:07:09.780 --> 00:07:20.370 Mary Rowland: So today we're going to look at how info Ohio's I search can help you locate some of the digital digital content that you will need to transition to a digital curriculum for this coming school year. 46 00:07:23.670 --> 00:07:32.040 Mary Rowland: So let's recap the five P's and the content of the first three webinars. First of all, why should we shift to a digital curriculum. 47 00:07:32.580 --> 00:07:45.120 Mary Rowland: For many, the sun shift remote learning gave us a purpose. But if we return to the first webinar we remember that there's lots of reasons why districts are looking to transition to additional curriculum. 48 00:07:45.660 --> 00:07:56.490 Mary Rowland: And here we're reminded of the purpose of one district. Here you can see on the slide that this district believes that literacy leads to lifelong learning. 49 00:07:56.880 --> 00:08:08.580 Mary Rowland: And they recognize that in order to build literacy and knowledge, along with fostering curiosity and their students at the inclusion of digital content is necessary to achieving that goal. 50 00:08:09.690 --> 00:08:23.670 Mary Rowland: Next, people are the most important part of this process. And as we see in this example, it takes a team each member of that team being brings a unique perspective as we make this transition to a digital curriculum. 51 00:08:25.590 --> 00:08:42.750 Mary Rowland: What digital content. Do you need to transition to a digital curriculum for this team, knowing that reading informational text is an important skill set for their students to learn our team chose to start by curating a collection of digital informational text to support their curriculum. 52 00:08:44.730 --> 00:08:55.260 Mary Rowland: This team established a process for curating that digital content they decided that they're going to use educator tools to locate lesson plans I searched to locate digital content. 53 00:08:55.800 --> 00:09:01.080 Mary Rowland: And the open space rubric to evaluate that content before adding it to their platform. 54 00:09:02.040 --> 00:09:13.740 Mary Rowland: And finally, we looked at the info Ohio open space as a robust platform for organizing digital content. It can be a nice option as it's really accessible to Ohio's educators 55 00:09:14.280 --> 00:09:24.390 Mary Rowland: So if you would like to revisit the previous three webinars. Please follow the link in the chat and that will take you to the blog post of a news item for this webinar series. 56 00:09:28.770 --> 00:09:37.830 Mary Rowland: So before we explore I search and the dis digital textbook provides. Let's talk a little bit about where we find digital text. 57 00:09:38.370 --> 00:09:49.260 Mary Rowland: In the switch to remote learning. It's more important than ever to think about the quality of texts that we're sharing with our students and we can find text anywhere on the Internet. 58 00:09:49.980 --> 00:10:02.850 Mary Rowland: Research news and popular journal publications have moved from print to electronic many newspapers and magazines. Don't even publish print editions anymore. They've gone digital 59 00:10:03.510 --> 00:10:15.510 Mary Rowland: And it's important to help students understand the various places on the web, where they can find text determine who is responsible for that content and then decide if it is right for their purpose. 60 00:10:16.980 --> 00:10:32.280 Mary Rowland: So like our students. We are still very much reading in a digital wilderness in a time of misinformation. It's important that all of us from classroom teachers to those of us in our roles as school librarians administrators and coaches. 61 00:10:32.700 --> 00:10:42.150 Mary Rowland: That were evaluating the text and images for validity and purpose. And so before we can send our students into the digital wilderness 62 00:10:42.540 --> 00:10:52.710 Mary Rowland: We can use vetted high quality digital resources to lay a foundation for students as they become consumers of digital content. 63 00:10:53.430 --> 00:11:09.510 Mary Rowland: And it's our hope that we will feel comfortable sending our students into this digital wilderness with the mindset and the skills that they need to safely navigate through false information and develop opinions based on facts. 64 00:11:10.980 --> 00:11:19.260 Mary Rowland: So I'm take a little bit of time here to respond in the chat. For those of you that have been using digital content in your classrooms. 65 00:11:19.530 --> 00:11:26.880 Mary Rowland: Share with us. One advantage of using digital content in your classroom with your students or if you're working with. 66 00:11:27.420 --> 00:11:37.770 Mary Rowland: Teachers and you're building to use digital content. What's an advantage of using digital content with our students will just take some time to drop your ideas there in the chat. 67 00:11:38.970 --> 00:11:44.970 Mary Rowland: And I'll take a quick peek at the chat here too and I see somebody asked Mary and 68 00:11:48.330 --> 00:11:58.020 Mary Rowland: I'll have to go back to the chat scooted away from me. You can access any of the previous webinars. I think that's what the question was about. You can access any of the previous webinars from this series. 69 00:11:58.530 --> 00:12:07.020 Mary Rowland: There was a link that was dropped in the chat a little bit earlier, and we can certainly have an info Ohio team member drop that link in the chat again. 70 00:12:07.260 --> 00:12:16.170 Mary Rowland: It will take you to the news item for this entire series of webinars and from there you can access the links to the recorded previously recorded webinars. 71 00:12:17.640 --> 00:12:19.230 Mary Rowland: So as I looked through the chat. 72 00:12:24.150 --> 00:12:24.630 Mary Rowland: Me. 73 00:12:25.770 --> 00:12:27.660 Mary Rowland: scroll over to the chat window. 74 00:12:36.150 --> 00:12:47.430 Mary Rowland: I see college readiness. Students can work at their own pace. That is something. Well, we'll talk about that ability of digital on content to offer some level of personalization for students. 75 00:12:50.490 --> 00:13:01.590 Mary Rowland: Less papers that was something we talked about in an earlier webinar and I search, we had users point out that digital resources means less paper less things to lose. 76 00:13:02.910 --> 00:13:10.320 Mary Rowland: better for the environment, no copy machine role was a agree there Andrea good for self directed learners. 77 00:13:11.580 --> 00:13:16.710 Mary Rowland: Yes, some great ideas and keep them coming keep dropping them in the chat and 78 00:13:17.190 --> 00:13:22.890 Mary Rowland: We'll just we'll continue here to move on. But keep keep those ideas coming. If you have any additional thoughts you'd like to share 79 00:13:23.370 --> 00:13:34.350 Mary Rowland: And when selecting digital content for your students. It's important to establish a criteria for your content. So with your team, you can begin brainstorming, just like we did here in the chat. 80 00:13:34.770 --> 00:13:41.640 Mary Rowland: You can also refer to the info Ohio open space rubric with a link that's been provided for you in the chat. 81 00:13:42.450 --> 00:13:50.700 Mary Rowland: And just to give you an idea of some of the criteria that you might use to evaluate that digital content before you choose to add it 82 00:13:51.360 --> 00:14:02.130 Mary Rowland: Here are some of the criteria that the rubric asked the team to consider is the resource free bads is the content based on commonly accepted facts and curriculum. 83 00:14:02.670 --> 00:14:12.540 Mary Rowland: Is it free of bias doesn't lead to further learning doesn't include citations. Does the resource provide an individualized learning experience. 84 00:14:13.020 --> 00:14:27.900 Mary Rowland: Is the reading difficulty level appropriate for the grade level. So these in so many other criteria or might just be some of the things you're thinking about before you add digital content to your curriculum and share that with your students. 85 00:14:29.670 --> 00:14:37.200 Mary Rowland: So now that our teacher team has worked through the five P's they've identified some gaps in their current use of digital content. 86 00:14:37.740 --> 00:14:42.660 Mary Rowland: They understand their role in providing students with high quality digital content. 87 00:14:43.170 --> 00:14:57.720 Mary Rowland: Let's take a look at how info Ohio's I search can support this team as they begin to curate digital content that they need to support the subjects. The topics and the curriculum that they plan to teach this coming school year. 88 00:14:58.560 --> 00:15:08.610 Mary Rowland: So I searches info Ohio's discovery search interface. And when I search. You can search. Most of info Ohio's digital content from one search box. 89 00:15:09.540 --> 00:15:17.070 Mary Rowland: The additional text and other media and I search is considered premium content and little bit is freely available on the open web. 90 00:15:17.580 --> 00:15:27.450 Mary Rowland: However info Ohio has purchased the resources for highest Pre K 12 students to use at no additional cost to Ohio schools. 91 00:15:27.900 --> 00:15:38.790 Mary Rowland: So let's return to our fifth grade team. They're looking for digital text to support an upcoming unit on the sun and here's the learning standard that corresponds to the unit they plan on teaching 92 00:15:39.450 --> 00:15:49.590 Mary Rowland: So here I am on the info Ohio homepage and from the info Ohio homepage. You can find a floating I search button at the bottom right of the screen. 93 00:15:50.310 --> 00:16:03.000 Mary Rowland: Or if you continue to scroll down the homepage. You'll find the search box and in the search box. You can do a simple keyword search. So we're going to do a simple keyword search for son, and then click on 94 00:16:04.080 --> 00:16:04.800 Mary Rowland: Search. 95 00:16:05.850 --> 00:16:19.410 Mary Rowland: So two things you should know about the results on the very first tab and I search. Number one, if your school district automates there. If your school or district automates their library catalog with info, Ohio. 96 00:16:20.010 --> 00:16:34.380 Mary Rowland: Students and Teachers can access print materials in their school library catalog, along with the digital eBooks and videos available from info Ohio's digital video collection on the mind library tab. 97 00:16:35.160 --> 00:16:40.890 Mary Rowland: So this means that students can access both print and digital materials on the very first tab. 98 00:16:41.280 --> 00:16:49.830 Mary Rowland: So for example, if you take a look at the screen students from Anna local schools can find books about the sun from their school library. 99 00:16:50.310 --> 00:16:59.610 Mary Rowland: Right next to digital content on the my library tab. Number two, if your school district does not automate with info, Ohio. 100 00:17:00.210 --> 00:17:12.330 Mary Rowland: You and your students can still access the same great digital content videos and ebooks from info Ohio at the top. The first tab will read. 101 00:17:13.230 --> 00:17:35.220 Mary Rowland: eBooks and videos. As you can see here on the screen. So in this example, I'm logged into the info Ohio site as a statewide user. And here I can own only access digital eBooks and videos available from info Ohio's digital video collection on this tab. In fact, the very first video 102 00:17:36.420 --> 00:17:43.320 Mary Rowland: About the sun looks like it might be a really nice educational video. So I'm going to select the first video 103 00:17:44.730 --> 00:17:46.500 Mary Rowland: And here I can see 104 00:17:47.610 --> 00:18:04.680 Mary Rowland: That I can ask my students to watch the entire segment or I can just pick a program or a segment that supports my topic. So I'm going to click on the segment that says, chapter two, the sun think I want them to watch just that segment. 105 00:18:05.910 --> 00:18:22.020 Mary Rowland: And I searched takes me to the video, which is located in our digital video collection so info Ohio's digital video collection provides access to streaming educational videos supporting all curriculum areas and Ohio's learning standards. 106 00:18:23.220 --> 00:18:31.470 Mary Rowland: And as you can see, this video comes with materials and links, including a teacher's guide for me. 107 00:18:32.610 --> 00:18:35.070 Mary Rowland: Students also have access to closed captioning. 108 00:18:36.360 --> 00:18:43.590 Mary Rowland: We can download this video, we have an option to share this video with students by sending it directly to google classroom. 109 00:18:44.400 --> 00:18:56.610 Mary Rowland: So as you can see our fifth grade teacher team has lots of digital content in the form of educational videos and they can choose from that content to start building that digital content for this upcoming unit on the sun. 110 00:18:59.310 --> 00:19:05.100 Mary Rowland: Give me back to the chat and some of the ideas that we we shared earlier about the advantages of digital content. 111 00:19:05.790 --> 00:19:17.400 Mary Rowland: With digital content. We know that we can access content that is current. We know that we can access content that is age appropriate with regards to Lexile level curriculum content in format. 112 00:19:17.910 --> 00:19:24.210 Mary Rowland: And digital content also often offers features that help the students access the texts. 113 00:19:24.720 --> 00:19:33.240 Mary Rowland: So let's take a look at how this fifth grade teacher team can give their unit on the sun and digital upgrade with some additional digital texts from I search 114 00:19:33.630 --> 00:19:44.880 Mary Rowland: So here we are now on the encyclopedia tab and at the top of the screen. We have the research starter and the research starter is a great place for students to begin their research. 115 00:19:45.180 --> 00:20:04.080 Mary Rowland: But we're looking for content to supplement our instructional unit. So let's take a look at the next item in the list. And we're going to open this Encyclopedia article on the sun by clicking on the view download button that you see here on the screen. 116 00:20:05.880 --> 00:20:14.280 Mary Rowland: So remember we said that I search allows you to search nearly all of info Ohio's digital content from one search box. 117 00:20:14.730 --> 00:20:21.360 Mary Rowland: And we can see here that this article on the screen comes from World Book kids and we found it nice search 118 00:20:21.600 --> 00:20:36.990 Mary Rowland: So instead of searching World Book kids separately for digital content about the sun I search pulled that content into our search results for us. So to access the World Book kids article, click on the link to the left of the screen. 119 00:20:39.120 --> 00:20:43.830 Mary Rowland: And here we see that I search takes us directly to the article and World Book kids. 120 00:20:44.130 --> 00:20:54.840 Mary Rowland: So this article is really designed for the student learner in mind, students can choose to listen to the article as it spread to them again and allows that for that personalization use for the student. 121 00:20:55.230 --> 00:21:10.020 Mary Rowland: We can see that it's free of distracting pop of advertisements. In fact, in place of those distracting advertisements along the left side of the screen, we find videos, images and diagrams to help our students learn more about the topic. 122 00:21:10.560 --> 00:21:21.270 Mary Rowland: So if you would like to learn more information about how to find Lexile level Google integration features and how to save and share articles from World Book kids. 123 00:21:21.540 --> 00:21:30.510 Mary Rowland: Check out our be the helper World Book webinar. And we have a colleague that's going to drop a link for the chat to that webinar for you here momentarily. 124 00:21:31.980 --> 00:21:45.660 Mary Rowland: So for our purposes today we're going to explore how this resource can support our unit on the sun. So let's click on our standards icon up here at the top and explore additional resources. 125 00:21:47.190 --> 00:21:56.550 Mary Rowland: And so from here we can explore the standards alignment of this article to the Ohio learning standards and if we select activities. 126 00:21:57.690 --> 00:22:05.070 Mary Rowland: Right here we can see that World Book kids has an activity that supports the content within the Encyclopedia article 127 00:22:05.670 --> 00:22:13.980 Mary Rowland: So the sundial activity that we have access here looks like it might be really nice addition to this updated son unit that we're planning. 128 00:22:14.400 --> 00:22:29.040 Mary Rowland: It looks like this activity is something that my students could do at home or we could do this activity of school and even better. This activity will get them outside, which is a really nice way to enjoy some hands on learning at the start of the school year. 129 00:22:30.300 --> 00:22:40.920 Mary Rowland: So after exploring world with kids article on the sun, the team decides that this is a resource that meets their criteria and it would really make a really nice addition to their unit. 130 00:22:41.370 --> 00:22:50.010 Mary Rowland: So we're going to go back to the detailed record page and I search. And now we're going to click on the perma link button. 131 00:22:51.780 --> 00:23:00.960 Mary Rowland: Which will open up a perma link at the top of the detailed record page. This is the link that I want to copy and paste and maybe I'm keeping 132 00:23:01.380 --> 00:23:09.720 Mary Rowland: All of my links that I'm going to use for this unit. Maybe I'm keeping them all in a Google Keep note or a blank document wherever I'm choosing to keep 133 00:23:10.140 --> 00:23:26.670 Mary Rowland: Those links and whatever method I choose to use. I'm going to copy the link and Paste, paste it there. This link will return the user to the detailed records screen that you see here on the screen. And this is perfect for me as the teacher, as I curate digital content for my unit. 134 00:23:27.990 --> 00:23:32.730 Mary Rowland: And apologies. I just lost my mouse, so bear with me. Just one minute. 135 00:23:34.020 --> 00:23:47.400 Mary Rowland: And we go. So now our fifth grade team has a digital video and they have Encyclopedia article that contains some really nice videos and diagrams and even experiment that they can use 136 00:23:47.760 --> 00:23:55.530 Mary Rowland: So they're well on their way to building a really robust collection of digital content to give this unit and upgrade. 137 00:23:56.010 --> 00:24:08.340 Mary Rowland: But they would like to find one more informational text and they want to use authentic text informational text that's designed for students to learn and engage 138 00:24:09.090 --> 00:24:15.450 Mary Rowland: So here we are in search. And we're going to take a look at the basic sources tab. 139 00:24:16.110 --> 00:24:26.670 Mary Rowland: And our teacher team can find digital text for a wide range of popular publications written at widely accessible reading levels on the basic sources tab. 140 00:24:27.450 --> 00:24:44.670 Mary Rowland: And as we see our initial search brings back, way too many results, but with the use of limiters, we can quickly find just the right text. Our students need. So our teacher team wants authentic text. So they use the source type limiter. 141 00:24:46.740 --> 00:24:57.330 Mary Rowland: And they're going to select magazines off to the left, the source type limiter, and they select magazines. Next, they scroll down to find the publication limiter. 142 00:24:57.900 --> 00:25:11.880 Mary Rowland: And immediately, our teacher team recognizes popular magazine titles that they've used with their students before so they are going to select scholastic Super Science right here towards the bottom of list. 143 00:25:13.590 --> 00:25:26.400 Mary Rowland: Now they have just 52 articles to choose from. And in fact this second article on the list voyage from the sun or voice to the sun. Looks pretty good. So they're going to open it up by clicking the view download button. 144 00:25:26.850 --> 00:25:34.770 Mary Rowland: And from this page you have access to the HTML version of the article, remember one of the advantages of digital content. 145 00:25:35.250 --> 00:25:51.390 Mary Rowland: Is the ability for students to access features that can help them personalize their learning experience. And here we see that the students can translate this article or listen to it read aloud. There's two options here at the right side of your screen. 146 00:25:52.980 --> 00:26:13.230 Mary Rowland: This article has a feature called enhanced text visibility and to activate this feature the student can click on the gear icon next to the Play button. Doing so will bring up the enhanced text visibility menu and they can customize the settings and turn on enhanced text visibility. 147 00:26:14.940 --> 00:26:33.960 Mary Rowland: Once activated the text is highlighted and enhanced and appears in a pop up window at the bottom of the page as the article is read aloud to the student. So this is a really great feature for students who might just need some extra assistance accessing the content of the text. 148 00:26:36.000 --> 00:26:42.780 Mary Rowland: So clicking on the PDF full text option will provide our students with a different learning experience. 149 00:26:44.190 --> 00:27:02.370 Mary Rowland: And here, students can access the article as it would have looked in the original magazine publication. So this includes charts, graphs, and the ability to read charts and graphs, we know is an important reading informational text skill that we see throughout the Ohio learning standards. 150 00:27:03.720 --> 00:27:19.140 Mary Rowland: So after reviewing the article, the team decides that this is an appropriate digital text for their students. And they're going to add it to their curated content for the unit. So remember that perma link, we're going to click on the perma link and copy and paste 151 00:27:20.700 --> 00:27:27.390 Mary Rowland: That link into again wherever you're storing your links wherever you're gathering that those links for this upcoming unit. 152 00:27:29.280 --> 00:27:44.040 Mary Rowland: So the team repeated this process and return back to the basic sources tab and they continue to use different limiters to locate additional content. So, for example, using the publication limiter and selecting highlights magazine, this time. 153 00:27:45.420 --> 00:27:53.760 Mary Rowland: The language arts teacher on the team located a poem about the sun. So this provides for an opportunity for some cross curricular collaboration. 154 00:27:55.890 --> 00:28:08.460 Mary Rowland: So if you joined us last week you'll remember, we found this great lesson plan resource for teaching informational texts. So now let's take a look at how we can package, the lesson plan resource we found an educator tools last week. 155 00:28:08.850 --> 00:28:17.790 Mary Rowland: With the digital texts we found today and I search. And if you're like me you've tried many different methods of organizing your curriculum resources. 156 00:28:18.690 --> 00:28:31.200 Mary Rowland: I tried three ring binders. I tried file folders, but inside lesson plans student resources and my own teacher notes from year to year became a jumbled mess. 157 00:28:31.740 --> 00:28:41.070 Mary Rowland: And going digital doesn't necessarily make it any easier my Google Drive became a dumping ground of nameless homeless files and downloads. 158 00:28:41.490 --> 00:28:52.740 Mary Rowland: I had file stashed on flash drives and even still, it's a constant challenge to keep my digital life organized so that I can quickly retrieve the files that I need. 159 00:28:54.210 --> 00:29:01.380 Mary Rowland: So as we move to building a digital curriculum one tool you can use for fresh start is info Ohio's open space. 160 00:29:01.740 --> 00:29:19.530 Mary Rowland: In the second webinar in the curriculum road building series Melissa shared with us how to use open space as your platform for building and curating digital content using open author and I see Sarah has dropped a link in the chat for you to open space. 161 00:29:20.250 --> 00:29:27.360 Mary Rowland: If you want to learn more about using open author Sarah will be dropping a link in the chat for you that will take you back to the list as webinar. 162 00:29:27.960 --> 00:29:42.510 Mary Rowland: Last week, Laurie shared with you how to use open space and the Submit from web feature. So if you want to learn more about how to submit resources to open space using submit from web the link in the chat will take you back to that webinar. 163 00:29:44.070 --> 00:30:02.190 Mary Rowland: So I can use open author to combine the digital content I found in I search with the lesson resources. We found an educator tools last week. And here's a draft of my lesson. So here you can see that the lesson plan. I found in educator tools last week. 164 00:30:03.270 --> 00:30:07.230 Mary Rowland: Is here on the side of the screen and I combined it 165 00:30:08.280 --> 00:30:23.520 Mary Rowland: With the article that I just found today from my search. And I do want to stress that this is a draft. So if you go to open space, you might not find this because I still have this in draft mode because I'm still kind of working on building this lesson plan and open author 166 00:30:24.990 --> 00:30:30.600 Mary Rowland: But that's a good note to know as you're building things and open author, you can keep them in draft mode as you're working on them. 167 00:30:31.230 --> 00:30:51.330 Mary Rowland: So in time using educator tools I search, an open space, you can go from this to this, and you can see again, even in draft form. This is just a way for me to take lesson plan of resources on finding educator tools and combining them with the content that I found in I searched today. 168 00:30:52.650 --> 00:31:01.020 Mary Rowland: So if your team travels the curriculum building road, please let us know how it went. We want to hear from you about the process and the outcome. 169 00:31:01.440 --> 00:31:06.150 Mary Rowland: Make sure you follow us on social media. We're on Twitter, Facebook and Instagram. 170 00:31:06.600 --> 00:31:24.810 Mary Rowland: And if you're using info Ohio resources to support remote learning or summer learning, please share with us how you're using those resources share the social media tag us use the hashtag info Ohio works. We love to hear how resources are being used and it helps us to better help you 171 00:31:26.610 --> 00:31:30.870 Mary Rowland: And if you're looking for additional support as you get started on the curriculum building road. 172 00:31:31.200 --> 00:31:41.970 Mary Rowland: Info Ohio's learning pathways are your source for flexible online learning. You can take the ice search for teachers class in the building your digital curriculum pathway. 173 00:31:42.300 --> 00:31:52.950 Mary Rowland: And you can earn three additional contact hours after completing the class and taking the quiz. Today, we just scratched the surface of what you can 174 00:31:53.310 --> 00:32:03.990 Mary Rowland: How you can find how you can have. You can find materials and I search. There are lots of different strategies and methods to doing this and you can find a lot more ideas in the I search for teachers class. 175 00:32:05.100 --> 00:32:19.590 Mary Rowland: Or just added for our school librarians in the audience I searched for librarians is a class in the blue cloud learning pathway and you can earn for contact hours after completing the class and taking the quiz. 176 00:32:22.170 --> 00:32:33.390 Mary Rowland: So you can also follow the link in the chat and take a short quiz to earn a half a contact our today. So if you ever need any help accessing our resources. 177 00:32:33.810 --> 00:32:45.900 Mary Rowland: Please contact us at support dot info ohio.org apologies. I know we ran over just a smidge, but I want to thank you so much for spending your time with us today. 178 00:32:46.230 --> 00:32:55.350 Mary Rowland: We know that your time is valuable. And there, there's some much needed rest and relaxation that's necessary so that we can face the challenges of the next school year. 179 00:32:55.680 --> 00:33:05.370 Mary Rowland: Um, but, again, thank you for joining us today. If you have any questions please drop them in the chat. I see that Sarah has put a link for the webinar quiz there. 180 00:33:05.700 --> 00:33:16.620 Mary Rowland: And I think when he just said as well. We can unmute so if you want to ask a question to we're happy to do that. So stick around for a little while longer, but thank you again. Thank you for your time. 181 00:33:26.700 --> 00:33:35.340 Juanita Markham: Thank you Mary, as usual, some really great information to help people as they kind of finished up 182 00:33:35.340 --> 00:33:48.840 Juanita Markham: And get ready here to almost start getting ready for school. Again, I can't believe it's like July 1 and and people are going to be coming back here in early August to start getting things ready to go. 183 00:33:51.330 --> 00:34:03.930 Juanita Markham: And again, like Mary mentioned, this is the last webinar for this series, and we're going to take a little bit of a break and then we'll get started back here towards the beginning of the school year. 184 00:34:05.220 --> 00:34:05.760 Juanita Markham: Um, 185 00:34:06.900 --> 00:34:10.470 Juanita Markham: If you have questions, let us know. People have been 186 00:34:12.270 --> 00:34:16.470 Juanita Markham: Not unmuted. But you have the ability to unmute out and 187 00:34:17.700 --> 00:34:29.460 Juanita Markham: We're here for a little bit longer. If you have some questions. Thank you guys for joining us. We've had a lot of participation over these webinars and that's why we do them. 188 00:34:30.390 --> 00:34:31.290 Karen Reiber: So funny done 189 00:34:31.680 --> 00:34:32.040 Juanita Markham: Yeah. 190 00:34:32.550 --> 00:34:36.870 Karen Reiber: Can you, this is Karen. Robert, can you send me the link for 191 00:34:38.850 --> 00:34:39.510 Karen Reiber: Coach 192 00:34:41.700 --> 00:34:45.480 Karen Reiber: I know that you extended it, thank goodness. Um, 193 00:34:48.330 --> 00:34:51.360 Juanita Markham: Yes we can, we can post that definitely 194 00:34:53.250 --> 00:34:53.670 Laura McShane: Um, 195 00:34:54.990 --> 00:34:58.140 Laura McShane: Can I I'm online Laura Shane and Cleveland.