Charity Begins at Home

I’ve been using Github for a couple of years now to connect with our developer on the HWDSB Commons. We post a lot of code there, sharing it with the rest of the WordPress and BuddyPress community. For those of you unfamiliar with Github, this is how they describe their platform:

GitHub is how people build software. With a community of more than 14 million people, developers can discover, use, and contribute to over 35 million projects using a powerful collaborative development workflow.

When we look at trying to do real things in the classroom, and providing students Professortocat_v2with authentic tasks, I think Github has a role to play, particularly in secondary Computer Science classrooms. Github is where many international corporations share their work (Vimeo, Facebook, Twitter, Netflix, Apple, Microsoft, and Google, among others). I don’t think there is another segment of industry that works so transparently, and allows the public to look in on the process of how their product is built. Github also flattens the hierarchy, eliminates corporate silos, and allows anyone with a username to contribute to projects, or fork (create your own copy) and hack/remix existing code projects. A Github profile is now being used out in the software development community to gain employment: it’s more powerful than a resume.

Github offers an educational package, and repositories to help teachers use Github in the classroom. If teachers want to teach Computer Science in authentic ways, they should be investigating Github to share code within their classroom. But using it in the classroom is only the first step. The real learning happens when the students begin to see themselves as contributing members of the software community:

As an example, Bootstrap (a theme initially created at Twitter) is available here on Github. There are just under 400 issues that are open on that repository, and the community around the project is quite active. A student could take on one of those issues by forking (copying) the repository and attempting a fix, and then create a pull request to have their contribution pulled into the main repository (a pull request is a request you make to the author of the code, to have your changes “pulled” into the main repository). React, Angular, jQuery, Nodejs: the projects that run the internet are all available and being collaboratively built on Github. When contributors post code, others comment and help to make that code better: they teach each other. How many expectations within a Computer Science class could be assessed by students solving authentic problems on important open source repositories. Even if they don’t get a pull request accepted, watching developers contribute to projects is a rich learning experience every student interested in coding should be exposed to.

The title of this blog post is Charity Begins at Home, because I think that we can help promote contributing to important projects by having our students — with the ability to code — contribute back locally in ways that can make our infrastructure within the board stronger. Our students potentially have a role to play to help create apps they can use in their classes. They see first hand the problems they might be able to solve collaboratively by building software. They can help build apps to support their own learning, or to help teach students in elementary. They could solve authentic problems that exist within our organization. There is a thriving Hamilton Software community that we have partnered with through the Hamilton Code Clubs initiative. The mentors who are visiting our elementary schools could help to audit code created by secondary students.  Think about how rich the learning is when students are tasked with solving authentic problems, have an authentic audience for their products, can see them being used, and can iterate on their development through user feedback.

What better way for a fledgling coder to say Hello World.

Broadcast Posts

2016-03-29_21-53-15We are deploying a new functionality on the Commons called Broadcast. The Broadcast box at the bottom right of the post edit page will allow you to take a post and cross-post/duplicate/broadcast the post to another blog.

Historically we have always felt that students should have one main blog, on which the post all of their work. We recognize that classrooms and initiatives set up group blogs for a variety of purposes, but we didn’t want students to have numerous blogs established for one grade or one course that would have one or two posts on them, and then would be abandoned, when one of the key features of blogging is the ongoing portfolio of work it provides for a student to look back on. We have attempted to endorse the idea that students could use categories to properly categorize their work, much like I do on my blog, with topics like technology, pedagogy, and the Commons.  This is fine, but it can make it difficult — particularly in secondary (in elementary we find the teacher is usually responsible for multiple subjects and can just Follow the blog) — for a teacher to locate the posts a student has written for History, and Science, and English, if they are using the blog for multiple courses during the same semester.

Broadcast is our attempt to attend to this. If the English teacher creates a group blog for the course (using the Hub Sync functionality to add their students as Authors), then the students can broadcast their posts to that central blog using the new broadcast function. This provides a central location for students to see the work of their classmates. Currently comments left on the group blog sync to the student’s individual blog. The students can set it up so that the links on on the group blog will redirect back to the parent permalink (back to the student’s blog where the post was initially created.)

We are still crushing some bugs, but would love some classrooms to test out this functionality and either email me or comment below with feedback and commentary.

I’ve Broadcast this post over to my personal blog (so meta).

Innovation vs Consistency

I wrote a post recently about the different tools we have available in the school board. You can read it here:

The Complexity of Choice

This is a popular conversation in the 21CL team here at HWDSB, and it is happening with renewed vigor as I redesign a landing page for the HUB (the HUB is the name of our instance of the Ministry-provisioned virtual learning environment). The HUB is our Learning Management System (occasionally referred to by Desire2Learn/Brightspace as an Integration Management System: a distinction we will examine further)

This is still just a draft as we continue to iterate. You can follow along on the development over here on Github.

As we build out the “integrations” tab, the conversation invariably turns to the plethora of tools we offer at HWDSB:

  • Do some of them cannibalize on adoption of the HUB’s internal tools?
  • Do we end up creating silos with too many tools?
  • Do they eliminate the ability for neighbours to help each other with adoption?
  • Do we need to concern ourselves with the rogue?

It’s this last point I get a bit stuck on. I am a self-professed “rogue”. I like shiny new things, and tried to foster an environment where my students understood the need for agility when it came to our use of digital tools: what Alan Levine would call a “de-centralist” approach, of small tools, loosely joined. What one might consider doing within a Discussion Forum in an LMS, we would select an appropriate web 2.0 tool for the brief moment we needed it, and then move on to the next space. This dipity timeline assignment is a good example of that type of thinking, loosely joined through our classroom blogs:

So the question becomes, how can system supports like the 21CL team enable a “de-centralist” approach, without creating an environment where users feel overwhelmed by choice? (I use the word “enable” with intention here, rather than “promote”) Should we turn off Google Classroom because it cannibalizes on HUB adoption? Should we turn on the OneNote Classroom Notebook that could act as a content delivery system, when we already have a few different ways to do this (because it might meet some teacher needs)? Is the HUB a learning management system, or is it an integration management system: A pass-through that allows for “small tools, loosely joined”. Can we concern ourselves with trying to serve the rogue, or will they shirk our offerings on principle. And where do you draw a line? Example: the use of Seesaw in the board is concerning because the content doesn’t easily travel beyond the school year, and one of the great features of an ePortfolio is the ability to look back on a previous year’s work and reflect on growth. Using the ePortfolio tool in the HUB (although admittedly less engaging from a User Interface perspective) would allow for students to carry their artifacts from year-to-year, school-to-school, and around the province while they attend publicly funded schools, and then beyond via myDesire2Learn. Can we be hard-nosed about some tools, while offering choice in others, without creating chaos.

How do we differentiate responsibly?

Annotating the Web

Annotating the web isn’t a new thing. There have been a variety of tools that have allowed users to annotate text online and make it available to others. Diigo had an early version of this. There was a fantastic tool that 2016-03-20_23-47-18Google killed off called Google Notebook that allowed you to grab snippets from the internet and post them to a notebook which could be shared (it was awesome, but like Google Reader, sometimes Google kills off awesome things). The Kindle and Kobo platforms allow you to share your annotations about books to others via social media. According to, I bookmarked a tool called Surfmarks back in 2010 that not only still exists, but looks pretty cool (although it’s a paid service)

Although all of these tools exist, there are two recent entries on the annotation stage that are worth looking at, particularly in a secondary school context: and

Genius started out as Rap Genius, and specifically targeted lyrics, and the crowd-sourced analysis of the meaning of lyrics. They’ve branched out into other text forms now, but the site is still catering to a music loving crowd. Given the genre, the content isn’t necessarily appropriate for a school environment, but if you can find the right text/song, the engagement factor is incredible.

Hypothesis is perhaps the more logical choice, as it’s aimed at academics, and offers the opportunity to comment and highlight online texts. If you’d like to check it out, here’s a link to collaboratively annotate the new 21st Century Competencies document available on the Edugains site:

2016-03-20_23-43-04I’ve also added a new plugin on the Commons that allows you to offer readers the opportunity to annotate your blog posts. You can activate from the Plugins menu in your dashboard. The plugin adds the Hypothesis menu in the top right-hand corner of your site.

Shortcomings? You can’t highlight on mobile (you can annotate but the annotations are out of context). There seems to be a lot of momentum behind this tool though, so I expect this to change as they travel further along their roadmap. Educators looking to get started can check out their resources here.

The Complexity of Choice

I spoke at a school recently where a teacher indicated that the amount of platforms we have available at the board was paralyzing, and that not knowing where to begin, they choose to do nothing instead. I was troubled by this of course. overwhelmed-3Our intent is to provide a rich tool kit to attend to all of the different ways that students can create and collaborate together. Limiting the toolkit seems stifling. Providing choice, and access to a rich variety of platforms that can reasonably be supported by our small team, is something I’m quite proud that we have established. I think that we have made it easier than ever to begin integrating digital tools. Usernames and passwords sync across our platforms, and where they don’t, we leverage a technology called LTI (Learning Tools Inter-operability) to pass credentials from one tool to another. Yes, we have a lot of different tools; but this has always been the case. If you look at the operational side of the board we have different tools for booking supply teachers, for housing IEPs, for completing report cards, for managing our paystubs, and for booking professional development. Although I see a place for all of the different tools we have at our disposal, and can make strong arguments for how all of them fit together in a classroom context (I think we have work to do on staff to staff communication and collaboration, but that’s another post entirely). Sometimes, in order to understand where we are going, we need to understand where we have come from. The following is a brief history of how we came to build out current toolkit.

As a member of the department charged with assisting teachers and students in integrating digital tools and resources into pedagogy, I will admit to having a love for cool digital tools. In the classroom I would scour Google Reader, and shared links on tools like Delicious and Diigo. @dougpete sent out a regular list of web 2.0 tools as the technology contact at GECDSB, and I would analyze the shared links, and introduce the appropriate tools to my class. At the time in HWDSB, we didn’t have the same complement of web-based board provisioned tools (web 2.0 was in its infancy). First Class (FC) allowed students to create blogs and podcasts, and to collaborate in conferences; but the functionality was somewhat limited in comparison to the web tools that were beginning to emerge. Additionally, sharing and commenting required some tweaks to First Class that opened up the directory so that students could see staff email addresses. Funny now to think that this was a concern.

My students would use that FC email address to sign up for tools like Edublogs, Voicethread, Dipity, and Xtranormal. At the time you could also sign up for a commercial Google Account using your board email address (in the same way that you can establish an Apple ID using your own email address, or an email address). This was before Google Apps for Education was released; but as soon as it was, we signed up with our domain.

Historical Aside: I believe it was Steven Nagy from Earl Kitchener who initially signed up for the Google Apps for Education account, but he couldn’t prove ownership of the domain. Somehow I managed to have both a commercial Google Account and an Educational Google Account, both under the same email address, and needed to finalize the sign up process Steven had begun to take back control of my account. With the help of the webmaster at the board office, I became the Google Apps Administrator for HWDSB to solve a personal account issue six years ago. It took us a few more years of adding users manually to that Google domain before we got the user and password sync working, but I think it’s important to understand the legacy of Google Apps at HWDSB — it’s been around a while.

Around the same time, we had students and teachers who wanted to blog. We needed a blogging platform to host student and teacher blogs. We built the Commons. I’ve blogged about this often, so I won’t re-visit it here other than to say that a blogging platform opens the doors to classrooms collaborating across the halls, within the board, and around the world. I am biased towards the Commons because it was born from the way in which I ran my classroom, and when I found myself in a position where I could scale up that model at a system level, I took advantage. I think blogging rocks.

When we needed to replace First Class for a more robust email system, Google Apps and O365 were the only logical choices on the market. Given our Microsoft infrastructure, and the difficulties we had experienced getting Google Apps to sync with our systems initially (along with Google’s lack of fidelity to its many products and a worry that they didn’t have a collaborative platform beyond Google + to replace our conferences) , along with Microsoft’s better track record as an enterprise email system, we adopted Office365 as our email provider. The elements that went into that decision are fodder for another blog post (I’m accruing a list). 21CL was merely one voice at a table of voices ensuring the appropriate choice was made for email and calendaring. I believe that the right choice was made, but given our legacy with Google, selecting that platform would have made things simpler. You can argue both sides of this of course.

At this point, it would have potentially made sense to shut down Google Apps for HWDSB. In selecting an email program, we inherited the collaborative document platform that Office365 offers. But so many users had content in Google Apps; and the ability to synchronously edit a document with others in real time continues to be something Google excels at despite Microsoft’s more recent improvements in this space. Couple that with stronger iOS apps, and a deep integration with Desire2Learn (our elearning/blended learning platform), and Assistive Technology software licenses for Read&Write, and keeping Google Apps available was a logical choice. (Although I can’t imagine turning Google off, this is where our largest struggle lies, because Google works great in the classroom, but the operational side of the organization has adopted OneDrive.)

Around three years ago, eLearning Ontario changed the rules and allowed us to utilized Desire2Learn in face to face learning environments. Prior to that you could only use D2L for distance learning. As a provincial platform, D2L has allowed us to provide access to many different digital tools provided by OSAPAC. If the Commons is the stage on which we share our learning with the world, The HUB (our moniker for D2L) is the private space in which teachers can share resources with their students, and provide access to other tools and resources. It is an incredibly powerful platform, and we use it to provide “spokes” out to all of our other resources and tools.

So we find ourselves here, with choice.

  • The HUB: which syncs usernames to all our other tools (Mindomo, Gizmos, Homework Help, Career Cruising, and the Virtual Library), and provides a digital wing to your classroom from which students can launch out into a variety of other spaces.
  • Google Drive: where students have unlimited storage to house artifacts from their entire tenure at HWDSB. Items they create in Google Drive can be shared in a Discussion Forum in the HUB, or to a Dropbox for assessment purposes, or more broadly using Google Drive’s powerful collaboration functionality.
  • HWDSB Commons: where students can blog together, and maintain an online portfolio of their thinking, and the multimedia artifacts they create, while learning how to use the software that powers 25% of the internet. They can post items from their Google Drive straight to their blog.
  • Outlook Email and Calendar: another industry standard tool to allow students to have a board provisioned email address and calendar.

All these different tools, in the hands of a teacher who understands the value and functionality of each of them, can be used selectively to create powerful learning experiences. This is why we have compiled this toolkit. Is it overwhelming? Definitely. FullSizeRender 2Is the expectation that you understand how to use all these tools? No; but we do hope that when you identify a task you want your students to perform, we will have the right tool to help. A toolbox with one tool may seem like an attractive offering when you are first starting out, but any trades-person will tell you the value of having the right tool for the job. If looking out onto the web 2.o world is the equivalent to staring down the overwhelming aisles of the big box tool shop, we hope we can be the specialty ed-tech shop down the street: friendly, approachable, with everything you need for your classroom, and expert advice when you get stuck. Is it messy? Sure it is: learning always is. Can we do better? Not without you pushing to let us know what you need, helping us improve out tools to meet your needs, and helping you find new tools when the existing kit doesn’t meet your needs.


Templates for Newcomers

I’ve been pulling together a series of posts regarding Explain Everything as a format for creating templates. In that series I’ve attempted to expand on some methods to create templates, and established a space to share those templates with others. You can read those posts here:

Creating Templates With Explain Everything

Sharing Templates with Explain Everything

Let’s take that workflow, and apply it to an urgent need within our school system. We currently have a growing population of Syrian students attending our schools; many of whom do not speak English, and require assistance in learning the English language.

With that need has emerged requests for a number of different “apps” that may help to support this learning. Finding apps that will assist Arabic speakers to learn English, that don’t contain advertisements, and that are aimed at older students, rather than toddlers learning English as their first language, is a difficult task. It can also be costly.

This offers an opportunity for our students to help these new Canadians by creating “apps” to assist them in transitioning into our schools. For example, some of the apps being requested involve topics like the first 100 words an English language learner might be required to know. What if our students were to contextualize this need, with an EE template that contained pictures from around their school of common objects (hallway, door, washroom, pencil), with audio or video of the item name being pronounced. In schools where bilingual (Arabic/English) students exist, those items could be named in both languages.

Because these files can be created, uploaded, downloaded by others, augmented, and then uploaded again, we have an opportunity to crowd-source this work, building upon each others’ creations across classrooms, or around the board.

Literacy apps: that teach the letters of the alphabet, sight words, basic English phrases; numeracy apps: that cover the names of numbers, and basic numeracy vocabulary — these are all within the scope of what we could create using Explain Everything as a platform.

Can our students develop resources to help our Syrian newcomers? I think we can contextualize resources to help create specific supports, that can help welcome these students into our schools. I think we can do a better job than the apps I’ve currently been able to locate within the iOS app store. I’m hoping you agree, and that you and your students will take some time to help create resources that might be of service to fellow students, new to this country, attempting to make a new life here in Hamilton.

Creating Templates With Explain Everything

This is turning into a bit of a series of posts to properly cover templates in Explain Everything. I’ve just finished writing a post on how to share these types of resources in a centralized location.

Sharing Templates with Explain Everything

Once I had created that centralized space, I realized I needed to create a template to test out the process to see if it worked. In some of our Levelled Literacy Intervention (LLI) classrooms we have explored using the iPad, along with a couple of different apps, to explore a more tech-rich delivery of that program. One of the activities in LLI involves using a cookie sheet and magnetic letters to explore word patterns. The app that we used initially for this has since increased in cost, but you can read more about the benefits here:

Look at them go!

I’ve taken the concept of that app, and created a template in Explain Everything. I thought it would be worthwhile to detail the steps.

I knew I needed letters that could be manipulated within the 2016-02-04_15-40-49app, so I went out to Google Images, filtered by imagery with reuse rights, and found an image of the letters I needed.

I then took that image into Pixelmator (a photo editing app for Mac for those of you not willing to pay the exorbitant cost of Adobe’s Creative Cloud subscription service) and used the magic wand tool to erase the background, providing me with an image with a transparent background. (If anyone has a great free app that does this, please share it in the comments. I would love to be able to suggest something to complete this entire workflow from an iPad).

Once I had a transparent background, I was able to take the image and complete the rest of the work directly within Explain Everything, using the Insert Photo, and accompanying photo editor functionality.

I first needed to import the letters one at a time from the transparent png file into the Explain Everything canvas. I used the editing tools within EE to crop each letter out of the image:

Once that was completed, I locked the bottom instance of the letter in place, and created a duplicate of the letter:

Once that was done, I was able to take the duplicate and make copies of it. In the following video, you’ll notice I initially set the letter above and to the left of the locked instance of the letter. When EE creates a duplicate, it creates that duplicate lower, and to the right. My aim was to create a stack of 20 letters aligned on the initial locked instance:

Once the letters were all duplicated, I exported the project to Google Drive, changed the permissions of the file so that anyone with the link could view it, and then uploaded it to our our TLE Resource Repository. You can also download a copy of this particular file here:




Sharing Templates from Explain Everything

We refer to them as “templates”. Explain Everything refers to them as “projects” in the export page. You could refer to them as .xpl files. Regardless of the label, once you start to consider Explain Everything as an application with its own file format, rather than merely a vehicle to create screencasts, some additional super-powers emerge.

There’s a great site called Explaining Understanding that collects examples of this type of file, leveraging a community of educators who upload them to cloud storage services like Google Drive, Box, and Dropbox, and then make the projects available for others to download and launch within the Explain Everything iOS app (probably Android too, if someone wants to chime in with confirmation of device agnosticity®). Although the content on that site is great, I find searching the site a bit cumbersome, as the resources tend to be linked within blog posts, rather than easily searchable in a database.

A few weeks ago we completed some initial professional development with homeroom teachers in grades 4 and 5 who received kits of 7 iPads for their classrooms as part of our Transforming Learning Everywhere vision, in which classrooms are equitably provisioned technology to help create inquiry-based learning opportunities, accelerated by technology integration. One of the break out sessions was on how to create these templates, so potentially we have cultivated a group of teachers looking to create additional materials in this way, with no centralized means of sharing them. Enter the Commons: the blog we created to help users navigate the PD day now sits somewhat dormant, although our instructional coaches have been leveraging the differentiated break out sessions detailed on that site to run additional workshops out at their school, so the site needs to stay up.

It seems like a perfectly good location to share some of these templates.

I’ve created a submission form to help with this work. The form allows template authors to share a description, screenshot, and link to their xpl file. There are a few steps in order for this to work:

  • you need to create and export the xpl file from Explain Everything and store it in your Google Drive
  • In Google Drive, in order for others to be able to access the file, imageyou’ll need to change the permissions to “Anyone with the link can view” or “Public on the Web”. This is a bit problematic on an iPad because currently you can’t change permissions within the Drive app beyond the “Anyone at Hamilton Wentworth District School Board (enter your GAFE domain here) with the link can view”. We want to be more public than that, and share our creations more widely without the additional need to log in
  • Once loaded (I’ll be attempting to keep up with the moderation of these items), the links in the database will prompt the end user to download the file, and open it in Explain Everything, providing a personal copy of the template that the student can then manipulate, edit, record their thinking, and potentially render as a final video explaining their learning

The submission form populates a Resources page on that TLE website, searchable by category, title, or alphabetically.

iMovie Isn’t Redefinition

Tim Kivell and I presented today at the Hamilton Wentworth Principals Conference, summarizing lessons learned after three years orchestrating PD plans for the schools directly involved in the technology facet of the Transforming Learning Everywhere initiatives here at the school board. These are the slides we presented, but slides can only tell half the story, so I’ve attempted to expand on the ideas shared to provide context.


The presentation explored the SAMR model as a mechanism for assessing the depth of technology integration within the classroom. Our presentation chastised the infographics found on the internet that attempt to quantify apps on the SAMR ladder. Our thinking being, that the app in and of itself does not guarantee an elevated position. Google Drive, when used (incorrectly) merely as a word processor similar to the desktop version of Word, could be categorized as substitution. The tool itself does not immediately equal elevated status; it is through the process of sharing the document created with other editors and commentators — preferably before the task has begun — allowing for ongoing assessment of the process, that makes the task one we might consider “Modification” or “Redefinition”.

Product becomes secondary to process. Using an online post-it program, if that collection is never re-visited, is no more efficient than using paper and pencils, and may actually introduce other facets that further complicate the creation of the product (connectivity issues, passwords, etc). This is where substitution — although a necessary first step — is a step backwards if we linger there for too long. It’s the process that makes the task more relevant, more rich, and more engaging. Having the “post-it” board available after the class has been dismissed — and after the type A personalities have commandeered the conversation in class — provides opportunities for those more introverted students who have now had opportunity to consolidate their thinking, to share with their classmates. This is an example of where technology provides a functional improvement.

As we assess our efficacy in the classroom, we need to ensure we aren’t getting carried away with shiny new tools that merely substitute for more traditional tasks (the app trap). Technology that isn’t being used to modify and redefine what is possible, is missing out on the true value of technology integration.

From SAMR, we shifted to the second part of our presentation, which explored TPACK as a means of measuring effective professional development planning for teachers. We acknowledge that there is an initial need to address the individual facets of TPACK: Technology, Content/Curriculum, Pedagogy; but feel that the more time we spend on the outer edges of that model, rather than aiming for training that addresses all three areas simultaneously, misses the mark. In our example, we use iDoceo to address how we could simply cover the creation of a checklist, or we could explore the deeper facets of assessment triangulation, knowledge of curriculum, and the ways in which technology can assist us to better knowing our students, when we focus beyond teaching the tool.

There is no questioning the fact that this is more difficult. It is far simpler to have someone come in and teach how to create a Google form; but if the example provided is a multiple choice question investigating the colour of the sky (red, blue, green?), then we have missed an opportunity not only to address how to ask good questions, but also how one might use this tool in the context of the curriculum.

What does this mean then for staff professional development opportunities:

  • There is a need to differentiate for individual strengths and needs
  • There is a need to avoid “whole class” instruction in similar ways that we recognize is ineffective when teaching children
  • There is a need to contextualize learning about technology, or about effective pedagogy, within the context of the specific curriculum being delivered by each learner
  • There is a need to offer choice, so learners can address individual deficits, and explore personal growth targets

When we began this journey three years ago, we struggled through ballroom style training sessions, delivered by external partners who didn’t understand our needs. Our more recent PD opportunities offer choice, and attempt to operate within the centre of the TPACK diagram: addressing effective pedagogy, within the context of curriculum, accelerated by effective use of technology. There is a momentum from these sessions that seem to suggest we are on to something.

Liberating “Liberating Genius”

Angela Maiers and Mark E. Moran have written a fantastic guide for implementing Genius Hour in the classroom. The guide walks you through the first 20 days of exploration, plotting out in an easy to follow guide, how best to prepare students to think deeply, explore their passions, and launch into what will be a passion-based project. It is required reading for teachers looking to add this component into their classroom, which should be the majority of us. If you have a OneDrive account (think:,, you can hit up this link to get your own copy.

The problem emerges if you only have a OneDrive for Business Account (which is everyone at HWDSB, along with any other educational institution that subscribes to Office 365 as their email provider).

<Nerdy_Aside>: OneDrive and OneDrive for Business are two completely separate services. Unlike Google — which shares infrastructure between their commercial Gmail/Google Drive offering and Google Apps for Edu — Microsoft’s commercial and business tools don’t play nicely together. In some apps, you can identify which service you are looking to use, but in others, you are forced to a Microsoft Account login page, where your organizational account will fail: it’s like trying to sign into Twitter with your Facebook credentials. This is the case for the Liberating Genius book at the above link</Nerdy_Aside>

I have an email address, so I could access the document; but when I started thinking about how to distribute the guide out to teachers within the board, asking them to sign up for an @outlook account when they already have a board-provisioned O365 account that can open OneNote (the software used to access the file in OneDrive (confused yet?)) seemed like a roadblock.

I thought perhaps the solution was to upload the file to my board OneDrive for Business account, and share it in that way, as a link. Getting the file into my Board OneDrive was an adventure that required a Windows machine (not my customary axe), an exported OneNote.onepkg file (a kind of proprietary zip), the OneDrive for Business Desktop Sync tool, and a few other hurdles between network drives that I’m still not sure I could navigate with much more aplomb a second time around. I won’t bore you with the gory details other than to say I lost count of the number of times I muttered something about how much more seamless this would be if I was working in Google Drive. Remember all I’m trying to do is create a read-only document so that you can create a copy.

I put the notebook up into my OneDrive for business folder and then created a shared link:

If you click on that link, you should be taken to OneNote Online, to a read-only version of the file. If you just want to read the book, then you could stop here; but the app is so superior to the online experience, you really should pull this into your own OneNote app.

In the top corner you should see an Open in OneNote link to open the document in the OneNote app. From this point forward I’m plotting out instructions on how to get this document on an iPad. It’s probably easier if you are living in an MS-centric world, although even on a Surface, I struggle between the disparate accounts.

When you are creating the template so you have your own copy, the section headings are as follows:

  • Liberating Genius
  • Days 1-7 Accepting Your Genius
  • Days 8-13 Accelerating Your Genius
  • Days 14-20 Acting Through Collective Genius
  • Genius Hour

Why go to the trouble of creating your own editable copy? According to @lbayne out on Twitter — who was incredibly helpful in getting this sorted out — the whole point of putting the document is OneNote is so you can mark it up, add sections, delete sections, and make it your own. I think that is awesome, and would love to explore using OneNote to create PD materials in a similar way (once distribution isn’t such a headache) .

At this point you are probably wondering if it’s just easier to create a new email account, which perhaps it is. I know that the last thing I need in my life is an additional email account, so I hope this process is helpful to some of you.