Over the summer I am working on #GlowBlogs help site, improving accessibility, clearing out out of date content etc. Any suggestions for improvement very welcome. #GlowScot @GlowScot
I didn’t find the lack of video for pupils a problem during daily lockdown classes. This post goes over the reason why video might be a problem and lists some ideas for compensating.
also keeping in mind some people are voice shy, and some people have noisy home environments
Although from a higher ed perspective it all rings true from a primary perspective.
“We’re noticing more students shutting off video feed in gatherings ... all sorts of possible reasons but students grappling with the visibility of poverty is the one I worry about the most, as well as who gets ‘seen and valued’ in Distance Learning settings ... #nwp #clmooc”
This is interesting in the context of @GlowScot
decision not to support pupil video in conferences. #glowscot
The new Office app simplifies how you work on a phone by combining Word, Excel, and PowerPoint into one app and adds mobile-first features so you can get more done all from one app. This app maintains all the functionality of the existing Word, Excel, and PowerPoint mobile apps but requires far less phone storage than using three separate apps. New features leveraging the camera help you create content in uniquely mobile ways. Additionally, the app includes a new Actions tab so you can accomplish many common mobile tasks without needing to switch between apps.
Works with Glow’s O365 education accounts.
I don’t use office apps on my phone very often except for office lens.
This looks like an interesting development.
The quote above was grabbed with the Image to text function. This seems less powerful than Lens (no immersive reader) but allows you to copy text without a trip to OneDrive/Word which is handy. For my use, as opposed to pupil’s, it should be more useful.
I’ve been involved with Glow Blogs as product owner for a few years now 1. I think my main aim has been to avoid the stagnation that happened with the previous system and to keep the service as useful as possible for teachers and pupils 2.
So far we have I think managed that by keeping up with WordPress releases and adding features to improve various different aspects.
Since the rebooting of Glow in October 2014 there have been around 3 major releases of Glow Blogs every year. At the end of last session it was decided that these gradual improvements were going smoothly enough to drop back to one major release each year 3.
It was also decided to formalise the way we get ideas for improvements a little. To do this we are trying to gather suggestions in one place as opposed to the rather ad-hoc system that was in place before.
It seemed like a good idea to use the blog service itself to gather these ideas so a page has been added to the Help Blog for suggestions.
Anyone who is interested can suggest ideas and these will be triaged into the release for next summer.
This doesn’t mean that all suggestions will be taken forward. I’ve learnt my lesson a few times with suggestions of my own. Some ideas might be too expensive, some might be insecure or too difficult to implement in our setup. It was surprising how complicated adding features to Glow Blogs turned out to be. Glow Blogs is, I believe, the biggest WordPress set up in Europe so changes cannot be made lightly. On the other hand the service needs to met the needs of teachers & pupils in Scotland.
If you are a user of blogs I hope you will take a bit of time to think of how the service could be improved. Then it is just a case of filling in the form and we will take it from there. If you leave contact details with your suggestion I’ll certainly get back to you, possibly with some questions. We will also post the suggestions as they are made to the help blog to allow others to comment or express interest.
One more time, here is the link for suggestions. The cut for next years release will be at the end of November.
I am looking from help on this one. Perhaps from one of the many #MSIEExpert folk on twitter.
Now Sorted, Sort of…
This post has been updated several times since posted. We didn’t get a complete fix, but have stopped the errors, documented further down.
I’ve a small class of pupils, with 1-2-1 iPad Airs 1s.
After having syncing problems with using the Word iOS app I switched to using a OneNote Class notebook for some distribution and collection of ‘work’.
Most of it has been very lightweight, text in the main.
I work on a Desktop iMac using OS 10.11 the OS and OneNote app are kept up to date. The pupils iOs version of OneNote is kept updated too.
The workflow is I create a page, in the teachers only or content library and use the Class Notebook distribute page facility to send the pages to pupils. The pupils can add text, occasionally edit inserted documents and I should be able to see the changes on my mac or iPad.
This mostly works, but first one then another pupil began to get sync errors. Despite repeated attempts to sync, logging on and off again these error persist. I’ve now got 2 out of 13 pupils where the workflow fails.
The error messages do not all seem to make much sense:
It looks like this isn’t a valid OneNote section file. It could be a different file type thats been renamed with a .one extension. (Error code: OxEOOOOOCE)
Since we don’t have access to the files either on the mac or the iPads this seem particularly unlikely.
Can’t sync section: _Content Library,’Literacy Worksheets We can’t sync this section because it’s read-only or because access to the file is denied. [Error code: OxE000004A)
I am left wondering what do to? Should I remove the pupils and add them again? Should I delete the problematic sections? (I’ve emailed email@example.com but only had a robot response so far.)
For such a basic piece of classroom practise, worksheet distribution and jotter work, I can’t really have something that fails so frequently (like losing a couple of pupils jotters).
Any ideas gratefully accepted, drop them in the comments.
Update: getting a fair number of suggestions and me toos on twitter. These from Sarah clark (@Sfm36)
I am finding lots of sync errors with iPad at the moment. Can copy the page and delete corrupted section (1/2)
(2/2) then can try closing notebook and opening again
have you deleted history?
Michael Sinclair Suggested:
One thing that stopped sync for me was moving the folder from its initial place in the OneDrive
I’ve not done that. I’ve not strayed from standard use at all.
The twitter thread is getting to be a bit of a mess with other problems crossing in so:
More Updates 2016-12-18
: Michael Sinclair Suggested:
One thing that stopped sync for me was moving the folder from its initial place in the OneDrive
I’ve not done that. And note that I created the notebook through Glow in the Class Notebook app. Since then I’ve mostly edited on mac.
Mark McShane (@mmcshane) has lots of OneNote & OneDrive problems too.
the business with Share-point sites/OneDrive/ondriveforbusiness is a mess. I think that, tied with Glow/SharePoint, is problem
Mike Tholfsen suggested that I send an email to firstname.lastname@example.org? I’ve done that and await any reply.
At some point Sarah asked have you deleted history?
After a bit of poking around I found history on the desktop OneNote app, but nothing to delete there.
Michael Sinclair had
Another possibility – you’re using a new computer / device and whole notebook hasn’t had time to sync.
But I’ve been using this Class NoteBook on and off for weeks.
I am guessing that the best thing to do is to copy and then delete some of the problematic sections.
My worry is that some of the sections are shared in the content Library and some are sections on Pupil’s sections. If I delete the Literacy sub-section 1 on the two pupils sections that are giving problems will I be able to distribute work to the new Literacy sections I create there? Are these sections just identified by name or something hidden, an id of some sort?
On the mac/iOS versions of OneNote there is a lot of smoke & mirrors. Ian Stuart, a OneNote expert, has explined to me that you can get direct access to OneNote files in the full windows version. This would explain and hint at a fix for the It looks like this isn’t a valid OneNote section file. It could be a different file type thats been renamed with a .one extension problems.
There does seem to be a fair bit of this sort of problem about, I’ve heard elsewhere of problems with windows versions too, content being lost, syncs failing. The concept behind OneNote (as explained by Ian), would seem wonderful. In its original Windows version it seems to have been rock solid for years. The app gains features and updates very quickly indeed, but I wonder if this is at the expense of reliability and fixing existing bugs?
My class has invested a fair bit of time in the system, it take youngsters a wee bit of time to get familiar with workflow and systems. I am now wondering if I should look at something else next session.
Many thanks t othe folk who offered help on Twitter yesterday, ver much appreciated.
More Updates 19-12-16
I’ve had some suggestions from Mike Tholfsen, which involve getting problematic pupils to log out, force quit app and log in and sync again, (Leaving oneNote open, plugging device in and turning off screen lock overnight). We have done that with one app, adding a complete deletion of the app and reinstall. I await overnight results.
I also got one of the pupils who is having trouble to use an iPad that has never had OneNote installed on it before. The could load the Class NoteBook and it synced, apart from the contents that had not synced up from their own iPad.
We can see a sync error there:
Hoping to find some good news on the overnight sync tomorrow.
Sort of Sorted 2016-12-21
I’ve had a fair bit of help from Microsoft both from Raymond a OneNote Education Support Engineer and via Mike Tholfsen: Yan from OneNote team and Ivan from the Class Notebook team! This is pretty amazing support for one wee classroom from a big company (I’ve missed a few folk in the cc list who deserve thanks too).
We had a variety of suggestions, mostly around trying to completely log off and restart, including leaving overnight to sync. Given the problem persisted when we move to a ‘lean’ iPad I was a bit doubtful. Both pupils continued to have sync fails after that.
One avenue we explored first was to go though the browser to onenote.com. Both pupils saw no errors there, there were a few pages they had created missing, I guess because they never got off the iPad, but all looked ok.
Finally I got the pupils to delete the app, re-install and log on again. After a short while syncing the Class NoteBook seems to be working, we tried creating a new page and that synced and I created a page on the desktop and that appeared.
There were a few pages missing but we can live with that. I am somewhat surprised that it has worked after the test of a clean setup, I can only presume that in that case we had a new problem.
We have not done much in the way of real life testing given that this is the last week of school before Christmas. Carols, nativity and parties have taken over, the only use of ICT has bee na little portfoloing and some Christmas Giffing.
Next Steps Next Year
This process has been a bit of a time sink, especially writing it up. I am not much further forward in understanding the problem and have nothing much more than hope that an update will sort things out.
There does appear to be ongoing issues with syncing across devices and from the release notes in the iOS app store there are some logging on (or having to repeatedly log on) problems too.
But the affordances of OneNote are worth giving it another shot (I don’t love the app, but the ease of distribution to pupils and review of pupil contribution is great). The main factor for me is the use of a Glow logon and the assurances of Education Scotland that security ad data checks have taken place. Setting up another system would involve a lot of work and no guarantee of success. The pupils would land on a different learning curve.
I have now got some contact with the MS folk, the app is in very active development. Certainly worth a wee bit of perseverance. I will recommend that pupils take a copy of written work in their local Notes app, before syncing. I’ll also stop and sync before the last minutes of a lesson hopefully minimising failure. I would be less confident in using the iOS/OneNote class notebook set up in a secondary if the material was exam critical.
Many thanks to all the folk who tweeted suggestions and help, most have been synced in in comments below. I appreciate the time it takes to put answers together.
At the weekend during pedagoo muckle there was a mini TeachMeet. Everyones name was in a bowel and there was a series of random 2 minute talks. I though I was prepared with this tip. In the event I was quite glad I didn’t get picked all the people who got picked had two minutes of great ideas, as opposed to a wee tip.
I did mention it to one or two folk at my conversation and it was well received so I though it would be work posting.
One of the minor hassles I’ve been having with Glow and iPads is multiple logons. Some of the MS apps seem to get themselves in a state of confusion, requiring pupils to log on frequently, and more than once. This is a particular pain if you work in Word, save to Onedrive and then upload that file through the browser. I’d like this to be a thoughtless and painless process for my class but it is not. This is compounded by the fact you need to put a glow email address into an MicroSoft iPad app, this them loads the RM Unify logon where you need to use your glow username and password. Given you can use your glow email in place of your username this make the tip even more useful.
iOS has a text replacement function. You can type a shortcut and the predictive text will offer the expansion to insert.
You set these up in the Setting App, General-> Keyboard- Text Replacement, the phrase would be your glow email, the shortcut something memorable, not part of a real word. We used gw and initials, so mine is gwjj.
Here is a gif showing how much easier it it to log on with a shortcut.
As a bonus, some of the pupils in my class added other shortcuts, for example d: for define: which hlps find the meaning of words in google.
TL:DR: I think that the problems in embedding digital in learning are complex. Glow, which address the software part is the one that is closest to being solved.
On Sunday I got added to a twitter conversation that started with a tweet about glow use from Derek Roberson
RM rep told us last week 9% teacher login rate. Yes work to showcase Glow but Glow Meet just wrong for this. https://t.co/z0QhRLFBWh
— Derek P Robertson (@derekrobertson) August 27, 2016
This got picked up by James McEnaney (@MrMcEnaney) and I and other got pinged:
— Mr M (@athole) August 28, 2016
My initial reaction was that there was not much room on twitter for the conversation I though was necessary.
But I dipped in with a couple of replies:
I suspect bad with access to hardware have more of an effect on digital learning than how good or bad glow is.
What I’d hope glow did was give ‘permission’ to use digital
Much more was batted back and forth, including this point from Derek:
not as simple as that. Getting the digital in to established practice and attitudes the real challenge.
I’d agree with that, but I’m not convinced GLOW is the way to do it
James said the purpose should be
helping to embed digital & collaborative tools in established practice.
I’d argue the only reason GLOW survived is because of the political ramifications of admitting failure.
The conversation was quite hard to follow as it spawned several sub threads with different folk being included in different replies. I am not going to pretend to cover all the conversation, but do have a few thoughts to add and expand on.
Caveat, I was seconded as a “Product Owner” to Glow for 23 months and still support Glow Blogs on a part-time contract to Education Scotland. But this post is very much in the spirt of my disclaimer:
opinions are my own and not those of my employer (the blog is produced in my own time). My opinions are not set in stone, I frequently change my mind, make mistakes and contradict myself.
I’ve also re-written this posts a few time and deleted a podcast. The digital in education, even when confined to Glow is a huge subject.
I do think these questions need to be asked and answered again and again.
First, the 9% is a wee bit out, a recent FOI request leads to real stats:
This points to a rather better figure that the 9% teacher login claim that started the conversation. The best month Jan – May 2016 had nearly 60% of Scottish teachers and 11% of pupils logging on.
I am guessing a lot of the teacher use is driven by LAs that have adopted O365 email as their main email system for schools. The pupil login is initially, at least, disappointing.
I wonder what sort of figure would be a good one. What does the use of a more successful tool look like? Do schools or education systems that adopt other systems have better stats? If so what drives these.
Is even the 11% all that poor? I would not expect many primary infants to be logging on independently, they are more likely to access Glow via a teacher’s logging on a smart-board than to be keeping their own blog.
Timetabling and access to ICT equipment in schools will also affect this. How many times does the average pupil in Scotland access ICT in school?
The quality of hardware, time to get set up and online and bandwidth will also affect teacher’s decision to use ICT in learning.
Finally there is the ability of teaching staff to manage digital learning on top of their other workload issues.
Is Glow helping to embed digital & collaborative tools in established practice?
It would be madness not to use digital tools in learning. These are soon going to be tools without the digital. I wonder how many pupils in my class now will handwrite anything as an adult. I know I had not written a sentence in the 8 years preceding my return to class a couple of weeks ago.
If we are going to help to embed digital & collaborative tools it looks like there are three areas that need addressed:
- The software
- How we access it (hardware & infrastructure)
- Cultural (skills and appetite of staff)
Glow provides some of the first and had an affect on the third, some of the money spent on Glow could have been used to help the second.
I was very enthusiastic about the concept of Glow and pretty disappointed by its original incarnation. Compared to the web2 tools I was using it felt clunky. Even once I understood some of the features, it was not, in my opinion, a good solution. I saw many interesting things done with old glow, but this was usually built on a lot of effort and support.
At the point that Glow was introduced it would have been very hard to understand the way that digital tools were going to evolve. At the time I remember being surprised that it didn’t include the tools that were beginning to appear. I now realise that the planning and preparation start a long time before implementation.
When I joined the Glow team I was still of the opinion that Sharepoint was not a good solution for Education. I began to be quite impressed with the O365 tools, Word online, Onenote and the like, but they still felt a bit Beta compared to the Google productivity suite. Fortunately for all involved I eventually fell into concentrating on the Blogs and stopped complaining about O365/Sharepoint.
Although Glow is not a login to a whole range of digital services there is no doubt O365 has become one of if not the major part of Glow. My own head and heart remain with Blogs but for many online teachers and learners O365 is going to be their main toolset.
What has happened is these tools have matured and continue to improve at a rapid rate. They have been joined by a suite of tools, Sway, Yammer, MS forms and more, themselves evolving, that feel like a much better fit than Sharepoint.
It was unfortunate, IMO, that the first bit of the O365 suite that was ready for business in Glow was Sharepoint. It still is not the friendliest environment I could imagine. I would think it could be very successful when supported by a team of Sharepoint developers, but it is not easy for teachers to modify and customise.
Now Glow provides a secure, safe set of modern cloud based software tools for communication and collaborating. If I was going to criticise the tools set I’d need to be quite picky. I also think that these tools are set to continue to evolve and improve.
A downside this evolution means that some of the services can feel a little beta. I think this is something that users of software in general are getting used to. It also needs a change in support material, not how to guides but how to figure out for yourself help, or a way of rapidly providing answers not just by the centre but by a growing community.
The perception that Glow is a poor set of tools is still held by many, I would suspect that they would not be so skeptical if they had the opportunity to spend a reasonable amount of time trying them out.
An idea expressed by some is that there are enough free tools out there to used and we do not need a national product. This is quite tempting. It would need a greater digital skill set to negotiate the different logons, data protection issues and security. 1
Hardware & infrastructure
I suspect that the effect of hardware & infrastructure far outweighs Glow in its effect. How often do pupils get access to hardware? When they do how long does it take to get machines/devices booted and ready to go? How fast are connections to the new online services?
This is the area I am least qualified to blog about. It does seem I’ve got better bandwidth at home than many primary schools. The efforts to tackle bandwidth need a lot of joined up thinking and investment. Given the cuts on local authority spend recently (I feel that one deeply), I am not sure how this could be resolved. There does seem to be a bit of divide opening up between schools across the country.
On hardware there is national procurement, but this will again be affected by local spending decisions. Some LAs are experimenting with allowing pupils and teachers to bring their own hardware and some with a variety of devices.
The old Glow got a bad reputation some of this was deserved. A lot of staff have pretty negative feelings about this. I do get the impression some of these opinions were formed quickly and the holders have not had a chance to really dig into the new tools.
I also thing there were two sources of this dissatisfaction: the digitally confident, who knew of better tools and the less confident who were baffled by the system.
When new Glow arrived, in Oct 14, not much had changes, on the Blogs we had moved to a new setup with pretty much the same system. O365 mostly consisted of Sharepoint, with the business apps being quite rough in places. This unfortunately probably allowed some of the old opinions to stick. I believe that it is now worth folk taking a fresh look at the improved and developing tools.
One of the most powerful things that Glow does is give permission. Although James disagreed with that:
On various occasions it was also used to prevent me from using digital tools
I was lucky that when I started using blogs, podcasting and wikis with pupils, I was unaware of any rules that would forbid me for allowing pupils to publish online. I used common sense and kept myself and my pupils out of trouble. This is probably not a method that could be embraced by Local authorities and governing bodies.
Since then conversation continued discussing the Stats from the FOI request. James still questioning if Glow was the right way to go.
When I attempted to join North Lanarkshire Council to support ICT, I concentrated on this experience at interview. After I was in post, I was somewhat surprised to find that the council, at that time, did not allow schools to publish to services that were not controlled by the council on council servers. My thoughts of encouraging blogging and podcasting were rather stymied.
When NLC started using Glow and then it was enhanced by the original Glow Blogs I could start to use my experience. Glow gave schools tools and permission to use them. It to some extent, takes care of worrying about data protection and security.
Skills and confidence
Lots of teachers feel quite negative about their own ICT skills. Workload issues in the classroom are huge. How we provide support and training for the use of digital is really important. The training is also knitted into the software, hardware and infrastructure available in schools. It is not much use being trained on using great devices on a wonderful network to return to limited old kit of a stuttering connection.
How we provide that support nationally and in local authorities, with the spending constraints, is again a thorny problem. The kind of support you provide for an evolving and improving toolset is an interesting one. Past attempts (NOF, Masterclass, the old Glow roll outs) gave spotty results. I am hopeful that the embedding of digital in trainee teachers I see happening at the University of Dundee are a good start. Linking this with national, local and community support would perhaps give a jigsaw of encouragement. It would, I fear, require a bit more investment.
Glow is not the problem
The problem is a challenging. One part is the software. I think it is the part that has now been best addressed. I think that the hardware/infrastructure one needs to be solved while we address the culture/skills issue.
I’ve started a new blog Glowing Posts | Collecting interesting #GlowBlogs Posts.
The title says it all. The purpose of this new blog is to collect some examples of interesting ways that Glow Blogs are being used. I’ve found some good ones already.